English 1a summer 2010 Schedule

• 
  Introduction to the course
  
• 
  The Reading and Writing Process
  
• 
  Introduction to the California Dream
  
• 
  The Suburban California Dream: paradise or gridlock?
  

• 
  Essay Organization
  
• 
  Annotating and Questioning
  
• 
  Interviews on the California Dream
  

Introduction to the course

In California Dreams and Realities (CDR):

Introduction, 1-8

Chapter 1, 19-22

Rawls, 22-30

Kotkin, “Golden State May Be Blinded

By Its Luster” (Course Reader/

handout)

O’Brien, 75-77 (CDR)

Garreau, 298-307 (CDR)

Carle, 403-411 (CDR)

Garcia, 291-292 (CDR)

Schedule. Discuss article.

on James Rawls’ essay (22-30):

Answer at least 1 question from

“Understanding the Text” at the

end of the essay.

7/1 (Thurs): Complete interviews

on the California Dream and bring

typed interview to class. Journal

entry on Garreau’s essay in CDR.

Answer at least 1 question from

“Understanding the Text.”

In-class Essay #1. Bring

• 
  Work on Essay 1: Brainstorming, outlining, gathering ideas.
  
• 
  Sentence-Level work: Appositives
  

• 
  Understanding How Different Places Shape our Identity
  

• 
  Introductions and Thesis Statements
  
• 
  MLA style and Citing Quotations
  
• 
  P.I.E. Model for Paragraphs
  

Creamer, 432-434 (CDR)

English-Lueck, 236-242 (CDR)

Lewis, 293-297 (CDR)

Hanson, 428-431 (CDR)

May, “Suburban Eden” (Course

Street, 421-425 (CDR)

Warning Sign, 420 (CDR)

Haslam, 411-415 (CDR)

Arax, “The Last Valley” (Course

Reader)

Bring a Thesis Statement and Rough Draft to class.

Bring Essay 1 to class.

Davis, “The Case for Letting Malibu

Burn” (Course Reader)

paragraph to class. Finish lesson

on Appositives. Journal entry on

either Creamer OR Hanson:

Answer 1 question that

follows the essay from

“Understanding the Text.” Journal

entry on either the essay

by Lewis OR English-Lueck.

Bring a brief summary of May’s

“Suburban Eden.”

7/7 (Wed): Journal entry on the essay by Street. Brief summary of Arax’s chapter in Course Reader.

Thesis Workshop: Bring a Thesis

that responds to the Essay 1

prompt for a Thesis Workshop.

Bring a Rough Draft of Essay 1

for a Peer Review Workshop.
7/8 (Thurs) ESSAY 1 DUE IN

CLASS. In-class Essay #2.

Bring a brief summary of Davis’

chapter.

• 
  Fact, Inference, and Interpretation
  

• 
  Spanish Conquest and Gold Rush
  

• 
  In-class essay writing: purpose and strategies
  

Read lectures in Course Reader:

California History: Spanish Conquest

and the Gold Rush.

Rawls, Chapter 3, “Discovery,

Exploration, and Founding” (Course

Montalvo, 31-33 (CDR)

Rawls, Chapter 8, “The Gold Rush

and Economic Development” (Course

Reader)

THURSDAY

Midterm Exam

questions from lectures in Course

Journal entry on Rawls Chapter

3 in Course Reader: identify

important facts and draw

inferences from these facts.

7/14 (Wed) Homework Activity:

Bring a paragraph in P.I.E. format

about The Gold Rush.

7/15 (Thurs) MIDTERM: In-class essay. Bring Course Reader and CDR.

• 
  California Indian History
  
• 
  Begin Exterminate Them!
  
• 
  Sentence-Level Work: Verbal Phrases
  
• 
  Close Reading Guidelines
  

Read lecture in Course Reader:

California Indian History

Miranda, 72-73 (CDR)

Lowry, 74 (CDR)

Soto, 426-427 (CDR)

Rawls, Chapter 2, “Original

Californians” (Course Reader)

(55-70)

questions from lecture in Course

either Miranda or Soto’s poem:

Answer at least 1 Question from

“Understanding the Text.” Finish

lesson on Verbal Phrases.

7/21 (Wed): Bring a response to Exterminate Them!: Introduction (directions given in class).

7/22 (Thurs): Homework Activity on Introduction to Exterminate Them!: Explain how religion and particularly the Spanish mission system were used to control or change Native American ways of life. Also, what is one important thing that you learned about California history from reading the Introduction? Write 2

paragraphs in response.

In-class Essay #3.

• 
  Read and analyze Exterminate Them!, using close reading skills
  
• 
  Learn They Say/I Say model for arguments
  

• 
  Finish Exterminate Them! (skip Chapter 4)
  
  
  
• 
  Thesis Workshop
  

• 
  Work on and finish Essay 2
  

Bring a Thesis Statement and Rough Draft to class.

Gregory Jay, “What is

Multiculturalism?” (Course Reader)

Gibbs and Bankhead, 84-93 (CDR)

Stodghill and Bower, “Integrated City”

(Course Reader)

THURSDAY

Bring Essay 2 to class.

Arax, “The Summer of the Death of

Hilario Guzman” (handout)

7/27 (Tues): Bring a response to

Exterminate Them! Chapter 5. Use

“They Say/I Say” model described in

Writing Process Lecture 9.

Assessment of Exterminate Them!

(whole book) due.

7/28 (Wed): Bring a Thesis that responds to the Essay 2 prompt for a Thesis Workshop.

Bring a Rough Draft of Essay 2 for

a Peer Review Workshop.

Journal entry on Gibbs and

Bankhead’s essay.

7/29 (Thurs) ESSAY 2 DUE IN

In-class Essay #4.

Summarize Arax’s chapter and

connect it with one other reading

from this week.

• 
  Writing Strategies: Analysis and Synthesis
  

• 
  Learn about Multiculturalism in California
  
• 
  The Immigration debate in California
  
• 
  Sentence-level work: Contrast and Concession
  

• 
  Analyze and synthesize 3 texts from Multiculturalism section
  

• 
  Write Essay 3
  

Hondagneu-Sotelo, 116-129 (CDR)

Ling-Ling, 94-96 (CDR)

Editors, 98-99 (CDR)

Bring a Thesis Statement on Essay

3.

WEDNESDAY

Bring Essay 3 to class.

Arax, “Highlands of Humboldt”

(handout)
THURSDAY

Read essay by Starr in Course Reader:

Read and annotate the essay and

bring it to the Final Exam on Thursday.

Paragraph on Hondagneu-

Sotelo’s essay and the California

Dream. Complete lesson

on Contrast and Concession.

Journal entry on Contrast and

Concession in Ling-Ling’s essay.

Thesis Workshop on Essay 3, and

in-class work on Essay 3.

8/4 (Wed): ESSAY 3 DUE IN

Bring a brief summary of Arax’s

chapter.
8/5 (Thurs) Final Exam: In-class

essay. Bring CDR and the Course

article by Kevin Starr (in Course