ENGLISH 50 MS LYNDE BREAKING THE ICE AND

ENGLISH 50 MS. LYNDE

BREAKING THE ICE AND NETWORKING • Please fill out the index card that has been provided to you. • On this card list the following items: • Your name. If the name you’d like to be called is different from that on the roster, please write your preferred name. • Major. Note that you can list undecided if you haven’t decided yet. • Three interesting things about you. These can be anything at all. Everyone has something interesting about them. Just don’t share anything that you aren’t comfortable sharing. • The last English class you’ve taken. This could have been last semester or last year or years ago. • What you’d like to get out of this class.

THE SYLLABUS • After we go over the syllabus, read it over carefully. Ask any questions that you might have. • Please note the various important features of the syllabus. • Hang on to your copy of the syllabus because it will be important to refer to throughout the semester.

IMPORTANT DATES • Aside from important assignment due dates, there are some important school-wide dates to keep in mind: • The 20% date. This date occurs on June 19 th. After this date, students will no longer be able to drop without a “W” on their records. • The 60% date. This date occurs on July 5 th. After this date, the student can no longer drop the course and must remain in the course until the course is over.

THE SYLLABUS • • • Syllabus Quiz: Answer the following questions about the syllabus, referring to the document as necessary. How can a student get in touch with the instructor? What is the attendance policy? What books and materials are required for this class? What is the late work policy? How can a student tell when an assignment is due? What is the first assignment, and when is it due? Are there any holidays when there is no school?

ACTIVE LEARNING • One of the things that helps the most in school, particularly in college, is active learning, that is, learning in which the student takes an active rather than a passive role in the class. • Read through the active learning handout. What are some of the behaviors of an active learner in college? Are some that are obvious that you already knew? Are there any that you didn’t know before today?

THE CONTRACT • To ensure that students understand agree to play by the rules of the course, students are given a contract to sign. • Please read the contract carefully. • Sign it and return it by the second class meeting. • The contract will be kept on file by the instructor. If you want a copy of your signed contract, please ask.

COURSE THEME • This semester, our course will be themed around the concept of avoiding dystopia. To understand what this means, let’s first define the term: • According to Merriam-Webster’s online dictionary, a dystopia is “an imaginary place where people lead dehumanized and often fearful lives. ” • By definition then, a dystopia is a fictional place which is essentially the opposite of what people think would be an ideal society. Although this term describes something fictional, the intention of a dystopic story is usually to warn people about a possible negative future society and to try and prevent it from coming to be in the real world. Our course will be looking at various arguments and proposals that would prevent our society from going down such a path.

CRITICAL READING IN THE WRITING CLASSROOM • Although this is primarily a writing class, students will be studying critical reading skills. • Why might a writing class require instruction in reading skills? • Reading and writing are companion activities. We largely write to be read. • Statistically, better writers are usually better readers. • Reading usually helps writing by providing information about a writing topic. • Writing doesn’t occur in isolation. Reading is often a must for students who write.

PRACTICE Read the article “American Dystopia More Reality than Fiction. ” Try to read at each of the following levels. Literal: Determine the main point and supporting points of this article Interpretive: Are there any unstated implications in the article? Evaluative: How well-written is the article? Why do you think that? Also consider whether the article is persuasive or informational. This may help you distinguish the main point. • Form a group of 3 -4 people. Discuss your answers with your group. • Have your group share its ideas with the class. • • •

MOVING FROM READING TO WRITING • After having gone through the previous exercise, the next logical step is to add your own voice to the issue under discussion. • Answer the following question giving reasons why you think what you do and providing evidence from the reading to back up what you are saying. • Is America currently in or heading toward a realworld dystopia?

DIAGNOSTIC ESSAY • At the beginning of a writing course, instructors often give what is called a diagnostic essay. This is an essay that shows the type of writing skills that you are coming into the course with both those things you already do well and those things that still need work. • For our course, the diagnostic essay will be a basic credit/no credit classroom participation exercise. This means that no matter where you are starting in the course, if you complete the assignment, you will be given full credit. Also note that this is not a make or break essay. It just allows you to demonstrate your current skills and to get feedback.

DIAGNOSTIC ESSAY • For our diagnostic essay, we will need to write an essay that answers the discussion question that we were exploring earlier in the class: Is America currently in or heading toward a real-world dystopia? • Your diagnostic essay will need to conform as closely as possible to the following standards: • Directly answer the essay question and explain why you think that your position is correct. • Have a clear thesis statement and appropriate support. • Be in basic essay format with an introduction, body, and conclusion. • Use the article “American Dystopia More Reality than Fiction” as support for your position. • Correctly credit the information taken from the article using signal phrases. • Be proofread and contain as few grammar errors as possible. • Be at least 400 words long. • Be finished before the end of the class today.