URL for this document is: https://docs.google.

com/document/d/1vxtEtJJ63pHxztthse94VO813wFUFzq2U-
KbFVPPwII/edit?usp=sharing

or: http://tinyurl.com/STACC1ASyllabus


2014FA-STACC1A-Syllabus
Instructor: Dr. Kirsten Ogden Office Hrs: C156-F
Email: keogden@pasadena.edu Phone: 626.585.3193
Office Hours: TBA

Our Class is a Hybrid Class; we meet on specific dates. These dates are listed in our Canvas
Site.

STACC Vision Statement

In a Stretch-Accelerated Composition Classroom, Students and Faculty collaborate as part of a
scholarly community. Faculty teach from a perspective of social justice to empower students as
human beings with unique experiences, abilities, and ideas. STACC Curriculum places reading,
writing, thinking, and scholarship at the core content of the courses, with students working
metacognitively in their attempts to develop skill in the content area, to assess that skill through
instructor guidance and self-reflection, and to transfer that skill to real-world, authentic writing.

The Mission of the STACC Program is to
increase access to and success in transfer-level composition courses
celebrate the cultures, experiences, and abilities of our students
guide students toward authentic, critical literacy
give students a sense of hope that they can become accomplished writers and scholars
empower students as thinkers and world changers

The STACC Approach to Writing Instruction focuses on a Student-Centered Learning
Environment:
The STACC classroom is deeply grounded in Dr. Melina Abdullahs definition of Coalition-
Building in the Classroom, as stated below. Faculty work as facilitators in the classroom, and
together, faculty and students attempt the following:
1. Delve deeply and unapologetically into questions of race, class, gender, sexual orientation, and
difference.
2. Embrace different types of knowledge, not just our own
3. Value different ways of knowing
4. Center student experiences
5. Engage student as partners
6. Facilitate a group-centered process
7. Facilitate the rebuilding of collectivism and empathy

Course Corequisite:
Eng 900, Writing Center Lab. (See policy on p.2) You must enroll into English 900 concurrently with
English 1A-STACC. Please follow the Writing Center Lab attendance guidelines. Failure to pass English
900 may result in up to one full-letter grade lowering for English 1A.

STACC 2nd Semester Sequence Course Learning Outcomes:

1. Evaluate a diverse body of interdisciplinary discourses and texts representative of
majority and minority voices and experiences.
2. Purposefully employ writing and revision strategies and processes to compose a variety
of texts that demonstrate critical thinking in their responses to multiple rhetorical,
academic, and real-world contexts.
3. Demonstrate information literacy by locating, organizing, evaluating, synthesizing, and
citing texts from digital, print, multimedia sources and experiential knowledge.
4. Employ a variety of language strategies to compose and analyze texts, with an
awareness of contemporary writing practices and environments.
5. Critically reflect on recursive reading, composing, thinking, and learning processes.

English 1A Standard Student Learning Outcomes

Student Learning Outcomes:
1. Write cogent, well-developed arguments that clearly
articulate a thesis supported by textual evidence;
2. Read critically by summarizing, analyzing, synthesizing, and
evaluating college-level texts;
3. Select, evaluate, interpret, and synthesize sources in the
service of an argument;
4. Document sources (print, electronic, and other) in MLA style;
and,
5. Use effective strategies for pre-writing, composing, and
revising of essays.

English 1A Student Performance Objectives
I. Read critically as demonstrated by:
a. Recognizing the structures of sound reasoning.
b. Identifying thesis and principal supporting points (both stated and implied.)
c. Evaluating the strengths of underlying assumptions in arguments.
d. Forming rebuttals.

II. Write clearly as demonstrated by:
a. Using accurate diction.
b. Forming grammatical sentences free from major errors in mechanics, punctuation
and spelling.
c. Sustaining a unified and coherent college level argument of 5 to 7 pages which
shows substantial thought appropriate to the topic.
d. Writing a cogent in-class essay.
e. Finding and using library materials for an extended paper.
f. Smoothly integrating quotations which provide support for the thesis into essays.
g. Documenting sources correctly (annotations and bibliographies) using an accepted
style sheet.

III. Understand and demonstrate the process leading to the writing of an essay based on a
thesis.

Overall, the student should read with understanding and write with purpose.

IMPORTANT COURSE INFORMATION

Reading: One of the major keys to success in this class (and all your courses) is READING. It is crucial
that you complete all the readings as thoughtfully as you can using the critical reading strategies you'll
learn about in the first few weeks of our course. It is expected that you are annotating (marking up)
every text we read together, and that you're also taking notes and reacting to the readings. If you
are struggling with the amount or difficulty of the reading, meet with me so that we may work together to
make your reading more enjoyable and fruitful.

Writing: This course is all about learning how to writer for varied audiences and purposes. We will do a
lot of writing in this course.
1. FREEWRITING: You'll be introduced to "freewriting" in the first week of our course, and thereafter
you'll be expected to write in your Spiral Notebook every day for at least 10 minutes per day. The subjects
of these writings can be whatever you wish. We will also freewrite together in class. Occasionally you may
be asked to share your freewriting. This freewriting notebook will be collected at midterm and final exam
time and given a Pass/noPass based on the number of pages.
2. WRITING PROJECTS: You will write several "high stakes" and "low stakes" writing projects, such as
essays, reading responses, dialogues, research synthesis, study guides, and more. All of the "high
stakes" writing assignments--the major essay/projects--must be completed in order to pass the course.
GUIDED JOURNALS, DISCUSSION BOARD POSTINGS, ETC. will help you to process the
ideas from our readings and will develop your writing skills. Please type or write legibly.
Homework length will vary with each assignment, but a good rule of thumb is to write at least 250
words as a minimum.
SHORT ESSAY QUIZZES will help you to review what you have learned and prepare for the
essays.
GROUP PROJECTS will deepen your learning and support your work on your essays.
Collaboration is key for a successful future, so we will practice collaboration throughout the
semester. Each semester, you will have one or more opportunities to share your work in a public
space with members of your community.
CANVAS INTERACTIONS will support your work on projects, essays, readings, etc. All students
should check Canvas daily.

Research: All of our projects and assignments will incorporate "research" or external investigation. You
should consider research a default position with everything, and should begin collecting your own
research materials related to our class readings and any other topics that interest you. We'll incorporate
research into all of our assignments, so your ongoing exploration of library databases and books, and
internet scholarship should be done weekly.

Late Work Policy: Meeting deadlines is a key habit needed for college success. All work is due at the
start of class or to Canvas by the specified date and time for full credit. Late work earns half-credit if
turned in on the day it is due, and no credit if turned in past the due date. Everyone has issues and
special circumstances, but it is each of our responsibilities to complete our work on time.

Attendance,Tardy and Leave-Early Policy: For our Face to Face classes, regular and on-time
attendance is required. Please note that I consider you present when you are fully prepared for class with
all of your books, your assignments read, and any other materials at the ready. I may mark you tardy or
absent if you arrive to class and are not fully prepared. Additionally, the PCC policy states that when you
miss 2X the number of times our course meetings per week (that's 4 absences for a 2X a week class).
Additionally, for every two tardies or leave-earlies, you will receive 1 absence. There are no "excused"
absences. I realize that sometimes things happen, so be ontime and have good, regular attendance to
off-set any emergencies. AMNESTY is given on rainy days.) Each week of our course youll need to
complete a Canvas Attendance Assignment as part of your attendance requirement.

Academic Integrity: Remember that you are scholars and here to learn. Everything you do in class
impacts the rest of the class. Please act accordingly. It is expected that all the work your turn in will be
your own. Students usually "borrow" the work of others for one of two reasons: they are overwhelmed and
getting behind on their assignments, or they don't understand an assignment. I can help with BOTH of
these, so see me.

Conferences: We can make arrangements to meet during office hours or I can try to meet at another
time if my office hours don't work for you. I prefer you to make an appointment so that I can be prepared
for our conversation. For quick questions, you can send an email through CANVAS.

Students with Special Needs: If you have special needs or concerns, please speak with me within the
first 2 weeks of our course. You may also reach out to the DSPS office for assistance, and can present
me with a DSPS document to facilitate a better learning experience for you. If you're not sure whether you
have special needs, come talk to me and we'll figure it out together.

Borders of Diversity Conference:
This semester youll be participating in the Borders of Diversity Conference which takes
place on _______________. You are REQUIRED to attend the conference and to participate
in the conference as a scholar. Please make arrangements with your work, family, or other
classes. You have ample time to preschedule in order to attend.

Major Assignments and Course Schedule are located in our CANVAS site. Below you will
see required texts and points/percentage breakdown for assignments in our course:

Required Texts
Please make sure you purchase these texts. Theyre listed in the order in which well be reading
them; however, if you want to get a headstart on your reading, I suggest you begin with Reyna
Grandes memoir.
(STACC READER) Bedford Custom Reader: ISBN:9781457671418
(PIPHER) Pipher, Mary. Writing to Change the World.
(GRANDE) Grande, Reyna. The Distance Between Us. ISBN:978145166178
(TWILIGHT) Smith, Anna Deveare. Twilight: Los Angeles. ISBN:9780385473767
(WISE) Wise, Tim. White Like Me. ISBN:9781593764258
(HANDOUTS) Various handouts or web links. Check CANVAS for the handout files and
the CANVAS Assigned Readings page for links.


Assignment Group Weight
Readings and Research Assignments: Small assignments
within each cycle will make up about 6% of your grade. These
types of assignments include (but are not limited to) Peer
Review, bibliographies, research exercises, presentations and
more.
6 %
Attendance Assignments: Within 48 hours of the start
of each week you are required to complete the Attendance
Assessment. There are 15 over the course of the semester.
5 %
Online Learning Self-Assessments
1 %
Freewrite Journals: write in your journal every
day, for 5-10 minutes per day.
5 %
Cycle 1 - Change Writing Essay: Our first Essay will
be due in Week 3 (Timed Write) and Week 4 (Revision of
Timed Write) and be based on readings from Mary Piphers
text Writing to Change the World as well as several brief
essays, videos and handouts.
15 %
Cycle 2 - Research Paper: We will get started on our
research
papers early this semester. We will read (Roughly due at end of
February/Beginning of March and based on Reyna Grandes
Memoir; to include a poster-presentation).
25 %
Cycle 3 - Discourse Communities: Based on Twilight by
Anna Deveare Smith and White Like Me by Tim Wise, we will
explore the power of language and ideas in society, and
explore various sights of discourse from academia to the
streets to our kitchens.
15 %
Cycle 4 - Multimodal Essay will build on the literacy
narrative
you developed last semester as you explore the discourse
13 %
community to which youd like entry. Personal research and
career goals will form the foundation for these essays, as well
as literacy narratives. We may reach back to The Pact and
Freedom Writers as well as several films in order to explore the
cultural significance of our career choices.
Cycle 5 - ePortfolio Essay due the week prior to Final Exam
Week.
15 %
Total 100%

A Personal Note from Prof. Ogden
I am here to help you! I am your mentor as you take this journey through Writing, Reading,
Composition, and Critical Thinking--but also as you embark even further on your academic
journey toward the goal of a college degree.

Remember:
1. Its hard, but you can do it.
2. If you need support, ask NOW and ask EARLY, but its never too late to ASK.
3. Youll get by with a little help from your friends--the STACC Cohort Community. Reach
out!
4. GRIT
5. Just because you cant do it now, doesnt mean youll never be able to do it.
6. If you mess up, take personal responsibility for it, ask for help to solve any problems or
issues youre experiencing, and then get up, dust yourself off, and get back in the game!

I BELIEVE IN YOU! TOGETHER WE CAN DO IT!