ENGLISH 1B:
FEASTING ON FOOD WRITING
Summer 2011
DH De La O,
The Department of English
& Comparative Literature,
San José State University
Section: 1
Course Number: 30220
Time/Place: Mon/Wed 9:00 – 11:00 AM,
Sweeney Hall 120
Office Hours: Mon 11:15 – 12:15 PM
Office: Faculty Offices 111
Phone: 408.924.5019
Email: dhdelao@gmail.com
Website: eauzone.blogspot.com
Twitter: twitter.com/ProfDLo
“The belly rules the mind.”
—Spanish Proverb
COURSE THEME
“Food, glorious food,” extols the classic number from the musical Oliver!. Indeed, humans have long sung the virtues of food, endowing it with qualities ranging from religious to artistic to sexual. Clearly, we are a species that lives to eat. But while eating is something we need and want to do, it can also be a source of great anxiety. As food has become increasingly abundant and more readily available, many Americans have developed a love/hate relationship with it, resulting in everything from obesity to eating disorders. With constant concerns about what and how much to eat—even “What should we have for dinner?” perplexes many on a daily basis—food is so complicated today that some now strive to simplify it once again. Still, one thing has not changed: food plays a vital part in how we function, and even define ourselves. This summer’s 1B course will focus on food writing. We will explore the roles food plays in our society and attempt to decipher why we are, for better or worse, a culture obsessed.
REQUIRED MATERIALS
- The Omnivore's Dilemma: A Natural History of Four Meals by Michael Pollan (ISBN: 0143038583)*
- Kitchen Confidential: Adventures in the Culinary Underbelly by Anthony Bourdain (ISBN: 0060899220) *
- The Norton Field Guide to Writing (Second Edition with 2009 MLA Updates) by Richard Bullock (ISBN: 0393934381)
- One large yellow book
COURSE DESCRIPTION
English 1B is the second course in SJSU’s two-semester lower-division composition sequence. Beyond providing repeated practice in planning and executing essays, and broadening and deepening students’ understanding of the genres, audiences, and purposes of college writing, English 1B differs from English 1A in its emphasis on persuasive and critical writing (with less attention paid to the personal essay), its requirement for fewer but longer essays, and its introduction to writing informed by research. Students will develop sophistication in writing analytical, argumentative, and critical essays; a mature writing style appropriate to university discourse; reading abilities that will provide an adequate foundation for upper-division work; proficiency in basic library research skills and in writing papers informed by research; and mastery of the mechanics of writing.
Prerequisites: Passage of Written Communication 1A (C or better) or approved equivalent.
COURSE GOALS AND STUDENT LEARNING OBJECTIVES
Building on the college-level proficiencies required in English 1A, students shall achieve the ability to write complete essays that demonstrate advanced proficiency in all of the following:
- Clear and effective communication of meaning.
- An identifiable focus (argumentative essays will state their thesis clearly and will show an awareness, implied or stated, of some opposing point of view).
- An appropriate voice that demonstrates an awareness of audience and purpose.
- Careful attention to review and revision.
- Effective and correct use of supporting materials, including independent research (e.g., quoting, paraphrasing, summarizing, and citing sources);
- Effective analysis, interpretation, evaluation, and synthesis of ideas encountered in multiple readings.
- Effective organization and development of ideas at paragraph and essay levels.
- Appropriate and effective sentence structure and diction.
- Command of conventional mechanics (e.g., punctuation, spelling, reference, agreement).
SLO 1: Students shall write complete essays that demonstrate the ability to refine the competencies established in Written Communication 1A.
SLO 2: Students shall write complete essays that demonstrate the ability to use (locate, analyze, and evaluate) supporting materials, including independent library research, and identify key concepts and terms that describe the information needed.
SLO 3: Students shall write complete essays that demonstrate the ability to select efficient and effective approaches for accessing information utilizing an appropriate investigative method or information retrieval system.
SLO 4: Students shall write complete essays that demonstrate the ability to synthesize ideas encountered in multiple readings.
SLO 5: Students shall write complete essays that demonstrate the ability to incorporate principles of design and communication to construct effective arguments.
SLO 6: Students shall write complete essays that demonstrate the ability to identify and discuss issues related to censorship and freedom of speech.
COURSE CONTENT
Writing: In English 1B, your assignments will emphasize the skills and activities in writing and thinking that produce both the persuasive argument and the critical essay, each of which demands analysis, interpretation, and evaluation. These assignments will give you repeated practice in prewriting, organizing, writing, revising, and editing. Your writing assignments will total a minimum of 8000 words and this word requirement will be met by writing a sequence of six to eight essays. At least one of your essays will require research. This 8000-word minimum does not include the final exam, quizzes, journals, or any brief or informal assignments, but may include any major revisions of essays or assignments. A major revision is defined as rethinking or reworking an assignment rather than just correcting grammatical or structural errors. Your instructor has listed in this syllabus how you will meet the 8000 word minimum. You must write all formal essays to pass the course.
Reading: The reading in English 1B includes useful models of writing for academic, general, and specific audiences. Readings will be used consistently with the course goal of enhancing ability in written communication and reading. The majority of the readings are devoted to analytical, critical, and argumentative essays. However, other readings may include poetry, fiction, and drama. Your instructor will help you develop and refine strategies for reading challenging, college-level material.
Research: English 1B includes an introduction to the library and basic research strategies. You will learn to locate materials and use them effectively (i.e. paraphrasing, quoting, summarizing) as well as how to properly cite them. You will be required to write a traditional research paper or a series of short essays in which you use library research to inform your position or thesis. As part of this requirement, a University Librarian will lead one class session of your English 1B course.
Diversity: The assignments (reading and writing) in English 1B will address issues of race, class, and gender and will include the perspectives of women and diverse cultural groups in an inclusive and comprehensive manner whenever possible.
Course Materials: The English department suggests that a dictionary, a rhetoric (or rhetoric/reader), and a handbook are appropriate materials for this course.
The University Essay Final Exam: Twenty percent of your course grade comes from an essay final exam, graded holistically. This department-wide final consists of reading and responding to two or more college-level passages chosen by the English Department Composition Committee. You must take the final exam in order to pass the course.
Grading: A-F.
ACADEMIC POLICIES
You are responsible for reading the SJSU academic polices here.
OUTSIDE TUTORING
You are always welcome to see me during office hours. However, if additional help is required, I strongly suggest utilizing SJSU’s excellent Writing Center (Clark Hall, Suite 126; 408.924.2308). Appointments are required, so please plan accordingly.
CLASS POLICIES
Please adhere to the following:
- All writing assignments are due on the dates indicated on EauZone, which contains the most up-to-date schedule and information.
- Late assignments must be emailed to me no later than the following class after the due date. However, it will be lowered one letter grade. I will not accept an assignment beyond that point.
- Assignments submitted via email, will be graded as any other. However, no marked-up hard copy will be returned to you.
- Without prior notification, missed in-class essays and presentations cannot be made up; if you must miss your presentation date, make prior arrangements with a classmate to switch days.
- You will automatically be docked 5 points off your final assignment for coming to class on a writers workshop day without an essay.
- There may be only one opportunity for extra-credit this semester, so please stay up-to-date on your assignments.
- The use of laptops during class is restricted to note taking only.
- If you come to class after the first 15 minutes, please wait for an appropriate moment to enter so as not to disturb the class.
I maintain this class blog as a centralized place for assignments, reminders, documents, important dates, links, and general class information. It also contains an easy-to-reference archive of the course work. In addition, this website will be the location of the course’s eReader (eR). These Web articles will be required to complete some assignments.
On the homepage, click on “English 1B: Feasting on Food Writing” under “Summer 2011” to be routed to our page. Feel free to use the “Comments” function in each posting; it is often a helpful way to communicate with classmates. Additionally, Gmail users also have the option of subscribing to the blog to keep up to date on all posts.
Twitter is a useful social networking tool that allows me to communicate with you instantaneously. I may use it if class has to be canceled unexpectedly, or if there is an important change to our agenda. If you already have a Twitter account, search for “ProfDLo” under “Find People.” If not, visit Twitter to register for free. Twitter membership is not required for this course, but it is recommended.
STANDARDS FOR PRESENTATION OF WORK
All typed work must be in MLA Style. Samples are located in both The Norton Field Guide to Writing and online at EauZone. Note that unstapled work will not be accepted. Please follow this heading for all typed work:
Name
ENG 1B, Sec. #
Assignment
Date
COURSE WORK
Class sessions will employ a combination of lectures, group discussions, presentations, and writing workshops that will cover a range of activities, including analyzing, interpreting, outlining, revising, and editing. All essays are approximately three full pages and must be in MLA Style.
Your assigned writing coursework will total approximately 8000 words; they include:
1. Diagnostic Essay: This in-class essay will be my first opportunity to evaluate your writing.*
2. Literary Analysis/Short Answer Responses: You will write in-class short answer responses to a variety of stories by noted authors.*
3. Expository Essay: You will write a nonfiction analysis essay based upon Michael Pollan’s The Omnivore’s Dilemma.
4. Persuasive Essay: You will write a persuasive essay about the merits of eating organically.
5. Editorial Essay: In this editorial essay, you will share your perspective on the debate over consumer choice and nutritional information in restaurants.
6. Comparative Analysis Essay: You will write about Anthony Bourdain’s Kitchen Confidential in this comparative analysis essay.*
7. Synthesis Essay: This essay asks you to synthesize a variety of texts to create a snapshot of contemporary America’s obsession with dieting and body image.
8. Research Paper: Your 10-page research paper will examine one aspect of food culture. I will provide a list of topics for you to choose from early in the semester.
9. Reflections: Prompts to these eight 2-page food-related responses will be located in EauZone.
10. PowerPoint Presentation: You and a classmate will create a 15-minute PowerPoint presentation, including a hand-out, based upon one of a list of topics I will present in class. Note that you will be responsible for providing your own laptop.
11. Final Exam: Your final exam, an in-class essay, will take place on the final day of class (Wednesday, August 10th). It will count 20% toward your grade. Note: No make-ups or early exams will be allowed; you must take the exam to pass the class.
12. Catering Groups: Obviously, you cannot have a course on food without actually tasting some. So, the class will be divided into six catering groups, and be assigned one course of a six-course meal (appetizer, salad, soup, main, cheese, and dessert). Starting Monday, June 27th, one catering group a week will provide a dish from their assigned course for the entire class. The courses needn’t be extravagant, but it is an opportunity to explore new dishes and tastes, so don’t be afraid to be creative. This will be the basis for your participation grade.
GRADING BREAKDOWN
Item Point: Value/Word Count*/SLO
1. Diagnostic Essay**: 10 pts./450 words/1-4
2. Literary Analysis/Short Answer Responses**: 20 pts./450 words/1-4
3. Expository Essay: 20 pts./750 words/1-4
4. Persuasive Essay: 20 pts./750 words/1-5
5. Editorial Essay: 20 pts./750 words/1-6
6. Comparative Analysis Essay**: 20 pts./450 words/1-4
7. Synthesis Essay: 20 pts./750 words/1-5
8. Research Paper: 50 pts./2500 words/1-5
9. Reflections: 80 pts. (8 @ 10 pts.)/4000 words/1-3, 6
10. PowerPoint Presentation: 10 pts.
11. Final Exam: 70 pts.
12. Catering Groups: 10 pts.
Total points: 350 pts.
Approximate word count: 10850
* One typed-page in MLA Style is approximately 250 words, while one handwritten page is approximately 150 words
**Denotes an in-class essay
COURSE SCHEDULE
Note that this schedule is subject to change. Always consult EauZone for the most up-to-date information and schedule. Consider this hard copy of the syllabus only a rough guide and already out-of-date.
Key:
EM (Via Email)
eR (eReader)
GDoc (Google Docs)
KITCH (Kitchen Confidential)
OMNI (The Omnivore’s Dilemma)
Week 1
Mon 6.6
In-class: Syllabus review; Introductions; Food quiz; Catering group sign-ups
Wed 6.8
Read: OMNI—pg. 1-84
In-class: DIAGNOSTIC ESSAY; Reading discussion; Sample PowerPoint presentation; Preview—Research paper topics
Week 2
Mon 6.13
Read: OMNI—pg. 85-286; eR—“Africa's Hungry Tribe” by Alex Renton from The Observer; “The Inconvenience of Being Vegan” by Nil Zacharias from The Huffington Post, “Care for Something Saucy?” by Robert Sietsema from Salon
In-class: Reading discussion; PowerPoint presentation sign- ups; Lecture—“Introduction to the Steps of the Writing Process”
Wed 6.15
Read: OMNI—pg. 286-363; eR—“Food Trucks in the Driver's Seat” by Kevin Pang from The Chicago Tribune, “Ignore Expiration Dates” by Nadia Arumugam from Slate
In-class: Reading discussion; Presentations
Due: REFLECTION 1
Week 3
Mon 6.20
Read: OMNI—pg. 364-411; EM—“Sorry Fugu” by T.C. Boyle from T.C. Boyle Stories, “Taste” by Roald Dahl from The New Yorker, “A Piece of Pie” by Damon Runyon from Guys and Dolls: The Stories of Damon Runyon, “Last Requests” by Giles Smith from Speaking with the Angel
In-class: Reading discussion; Presentations
Wed 6.22
Read: EM—“The Second Bakery Attack” by Haruki Murakami from The Elephant Vanishes, “January: Christmas Rolls” by Laura Esquivel from Like Water for Chocolate, “A Small, Good Thing” by Raymond Carver from Where I'm Calling From: Stories, “Feast” by Diane Mason from Gluttony: Ample Tales of Epicurean Excess
In-class: Library session (Meet in MLK Library; location TBA); Reading discussion; Presentations
Due: REFLECTION 2
Week 4
Mon 6.27
Read: eR— “Organic Foods: Are They Safer? More Nutritious?” from The Mayo Clinic, “All You Can’t Eat” by Crystal Allen from Metro Silicon Valley, “Organic Food is No Healthier, Study Finds” by Ben Hirschler from Reuters; GDoc—“Feast of Burden” by Sara Deseren from 7x7
In-class: LITERARY ANALYSIS/SHORT ANSWER RESPONSES; Reading discussion; Presentations
Due: EXPOSITORY ESSAY
Catering: Group 1—Appetizer Course
Wed 6.29
Read: eR—“Is Local Food Really Miles Better?” by Roberta Kwok from Salon, “Organicize Me” by Michael A. Stusser from Seattle Weekly, “Don't Write Off Organic Food” by Molly Conisbee from The Daily Telegraph, “Is Organic Food Marketing Hype?” from Newsweek
In-class: Book discussion; Lecture—“Food on Film”
Due: REFLECTION 3
Week 5
Mon 7.4
No class—Independence Day
Wed 7.6
Read: eR—“Leave Calorie Counts Off the Menu” by Trice Whitefield from The Los Angeles Times, Drink Nutrition Information from Starbucks, “How Many Calories Do You Think Are in this Muffin?” by Lisa Gosselin from EatingWell; GDoc—Editorial: New Law Will Help Those Who Want It from The Chico Enterprise Record
In-class: Reading discussion; Presentations
Due: REFLECTION 4
Catering: Group 2—Salad Course
Week 6
Mon 7.11
Read: eR—“California Calorie Law Alters Chains' Fare” by M.S. Enkoji from The Sacramento Bee, “Want a Warning Label with Those Fries?” by Jeff Jacoby from The Boston Globe, “Health Law Makes Calorie Counts Hard to Hide” by Mary Clare Jalonick from MSNBC, Cheesecake Factory Nutritional Guide from NutritionAnalysis.com
In-class: Reading Discussion, Presentations, Writers Workshop
Due: PERSUASIVE ESSAY
Wed 7.13
Read: KITCH—pg. 3-74
In-class: Reading Discussion; Watch—Food Inc. (2008)
Due: REFLECTION 5
Week 7
Mon 7.18
Read: KITCH—pg. 75-218; eR—Sara Rue 2010 Print Advertisement from Jenny Craig, “What's the Best Diet? Eating Less Food” by Tiffany Sharples from Time, “Choose Your Bad” Cartoon by Cathy Thorne from EverydayPeopleCartoons, “10 Things the Weight-Loss Industry Won't Say” by Trevor Delaneylisa Scherzer from SmartMoney
In-class: Reading discussion; Writers workshop; Presentations
Due: EDITORIAL ESSAY (DRAFT 1, BRING 3 COPIES)
Catering: Group 3—Soup Course
Wed 7.20
Read: KITCH—pg. 219-295; eR—“Hottest Bodies 2010" from People, Overweight and Obesity — Statistics from The American Heart Association, Scene from “Brush with Greatness” from The Simpsons In-class: Reading discussion; Presentations
Due: REFLECTION 6; EDITORIAL ESSAY (FINAL DRAFT, ATTACH A COPY OF YOUR ORIGINAL DRAFT)
Week 8
Mon 7.25
In-class: COMPARATIVE ANALYSIS ESSAY; Presentations
Catering: Group 4—Main Course
Wed 7.27
In-class: Writers workshop; Presentations
Due: REFLECTION 7; RESEARCH PAPER (DRAFT 1, BRING IN THREE COPIES OF THE FIRST THREE PAGES OF YOUR RESEARCH PAPER)
Week 9
Mon 8.1
In-class: Field trip (Details TBA)
Due: SYNTHESIS ESSAY
Wed 8.3
In-class: Writers workshop; presentations
Due: REFLECTION 8; RESEARCH PAPER (DRAFT 2, BRING IN THREE COPIES OF THE FIRST SIX PAGES OF YOUR RESEARCH PAPER)
Catering: Group 5—Cheese Course
Week 10
Mon 8.8
In-class: Final exam preparation; Presentations
Wed 8.10
In-class: FINAL EXAM, Course review
Due: RESEARCH PAPER (FINAL DRAFT)
Catering: Group 4—Dessert Course
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