Monday evening, December 6

Greetings...If you have not yet revised essay 1 or 2, and wish to revise essay 3, which was returned to you today, you have until next Monday to submit a revision.
I will not be on campus that day.
To submit your revision on Monday, the 13th, please attach the original graded essay to the revision and take it to the English Dept., located in Calaveras. The instructor mailboxes are there. Place it in my mailbox or ask a secretary if you cannot find it. Then...EMAIL ME AND LET ME KNOW THAT IS WHAT YOU HAVE DONE...SO I KNOW IT IS THERE. :-)
Thank you!

Thursday, December 2nd

Greetings!
A few reminders...
Quiz 5 that was distributed yesterday in class is due on Monday.
Also, here is the schedule for next week regarding oral presentations:

SECTION 15
Monday, Dec. 6
Audrey
Kristina
Allen
Charles
Holly
Amy
Farris
Chloe
Jonathan
Tyler
Josh

Wednesday, Dec. 8
Sarah
Hamlesh
Lindsay
Alex S.
Jacque :-)
Jean
Alex W.
Melquiesha
Julianne
Alaine
Luis

SECTION 17
Monday, Dec. 6
Christine
Alliene
Gretche
Michelle
Shakshi
Jazmyn
Andrew
Keely
Jared
Dane
Eric
Cassandra
Sarah
Marcos

Wednesday, Dec. 8
Megan
Anna Hanh
Antoine
Chelsea
Anne
Ryan
Danielle
Shauri
Stasha
Anthony
George

Friday, November 19

Greetings:

Below is Quiz #3, to be completed and submitted by Monday, November 29th. Typed OR handwritten. Please take up to 30 minutes only to complete.

QUIZ 3

Select a character from Breaking Bad, Season 1, and based on your observations/impressions of this character, respond to the following: What would this character list as his/her top three priorities in life...and why? Be specific. (50 points).

Wednesday, November 17

Greetings!
Just a reminder...if you want to get a rough draft of essay 3 to me, please email it to me no later than tomorrow by 9 pm.
It will be outside my office door, Calaveras 149, by 8 am on Friday.
Also, as I mentioned, I will be posting Quiz 3 here on the blog. Look for it no later than Friday. It will be due on the Monday we return from the Thanksgiving break.

Saturday, November 13

Greetings,
so far this semester, we have read about and discussed various "off shoot" topics from the first season of Breaking Bad.
These have included immigration, health care, the war on drugs and family dynamics. We also touched on the issue of honesty in relationships, particularly a marriage. This becomes an increasingly alarming issue in Breaking Bad between Walter and Skyler, between Marie and Hank and between Jessie and Walter.

I asked all three section of my 20 classes to complete a sentence:
Being honest is less about ...and more about....

Below is Reading Packet #8, which consists of a selection of those responses. Please familiarize yourself with this list and print out a copy to bring to class on Monday.

PACKET #8

BEING HONEST IS LESS ABOUT BEING TRUTHFUL AND MORE ABOUT BEING CARING.

BEING HONEST IS LESS ABOUT SELFLESSNESS AND MORE ABOUT SELFISHNESS.

BEING HONEST IS LESS ABOUT GAINING RESPECT FROM OTHERS AND MORE ABOUT GAINING SELF RESPECT.

BEING HONEST IS LESS ABOUT BEING NICE AND MORE ABOUT TELLING THE TRUTH.

BEING HONEST IS LESS ABOUT CHEATING AND MORE ABOUT LOYALTY.

BEING HONEST IS LESS ABOUT CHARACTER AND MORE ABOUT INTEGRITY.

BEING HONEST IS LESS ABOUT WHAT YOU SAY AND MORE ABOUT HOW YOU SAY IT.

BEING HONEST IS LESS ABOUT TELLING THE PERSON EVERYTHING AND MORE ABOUT JUST TELLING THE TRUTH.

BEING HONEST IS LESS ABOUT MAKING PEOPLE FEEL BETTER AND MORE ABOUT BEING HONORABLE BY STATING WHAT IS A FACT NOT AN OPINION.

BEING HONEST IS LESS ABOUT TELLING SOMEBODY EVERYTHING BECAUSE YOU FEEL THAT YOU MUST, AND MORE ABOUT TELLING SOMEBODY SOMETHING BECAUSE YOU FEEL IT IS RIGHT.

BEING HONEST IS LESS ABOUT SHARING EVERY TRUTH AND MORE ABOUT BEING TRUTHFUL.

BEING HONEST IS LESS ABOUT FEELINGS AND MORE ABOUT REALITY.

BEING HONEST IS LESS ABOUT TELLING THE TRUTH AND MORE ABOUT BEING ABLE TO GAIN AND KEEP PEOPLE'S TRUST.

BEING HONEST IS LESS ABOUT TELLING THE TRUTH AND MORE ABOUT REVEALING HOW ONE FEELS.

BEING HONEST IS LESS ABOUT SHARING SECRETS AND MORE ABOUT BEING TRUSTWORTHY,

BEING HONEST IS LESS ABOUT SHARING EVERYTHING AND MORE ABOUT SHARING THE IMPORTANT THINGS.

BEING HONEST IS LESS ABOUT OPENLY SHARING EVERYTHING AND MORE ABOUT YOUR VALUES.

BEING HONEST IS LESS ABOUT YOURSELF AND MORE ABOUT OTHERS.

BEING HONEST IS LESS ABOUT HURTING AND MORE ABOUT HELPING.

BEING HONEST IS LESS ABOUT WORDS AND MORE ABOUT ACTIONS.

BEING HONEST IS LESS ABOUT SAYING EVERYTHING THERE IS TO SAY AND MORE ABOUT SAYING EVERYTHING THAT NEEDS TO BE SAID.

BEING HONEST IS LESS ABOUT TELLING THE TRUTH AND MORE ABOUT THE REASON WHY YOU DON'T TELL THE WHOLE TRUTH.

BEING HONEST IS LESS ABOUT CONCEALING AND MORE ABOUT REVEALING.

Wednesday, November 10

Greetings, here is a copy of the assignment distributed in class today for out of class essay #3.


English 20, Sections 15 & 17
Fall 2010
Prof. Fraga

Out of Class Essay Assignment #3 (200 points)
Assigned: Wednesday, November 10
Optional Rough Draft Due: no later than Monday, November 15
Due: Wednesday, December 1st

Requirements:
• MLA format
• If you utilize any outside sources (not required) you must follow MLA format for in- text citations, Works Cited page, etc.
• Attach Character Study Journal (all 7 entries) to essay when submitting

Before we began viewing the first season of Breaking Bad, I assigned a Character Study Journal. You were to select a character to focus on more carefully than others and to record observations of him or her as the episodes unfolded.

This Character Study Journal will now be a valuable source as you write your last out of class essay for this course.

Assignment:
Write an in-depth character analysis of one of the characters in the first season of Breaking Bad. Write your essay for an audience that has NOT viewed these episodes.

Your essay must include the following:
• An introduction/description/background of your character
• Assertions about your character
• Supportive evidence from the episodes that support your assertions (how did you come to the conclusions you did regarding your character?)

Your supportive evidence might include but is not limited to:
• what others observe/say (or don’t observe/say) about your character—either directly or in private
• the actions of your character in particular situations
• the reactions/responses of your character in particular situations
• what drives this character
• what terrifies this character
• what pleases this character
• what does this character long for
• what does this character need

Your thesis must be assertive…it is YOUR opinion as a viewer of these episodes.
Whether or not you LIKE or DISLIKE this character is not an issue in this essay.
Whether you LIKE or DISLIKE the series is also not an issue in this essay. Proving to the reader that this character has the attributes (good, bad, layered, shallow) that you assert he or she has is your goal.

Your thesis might read something like this:

Once Walter learns of his terminal cancer, he seems very unstable and irresponsible; however, his behavior truly represents a very determined, focused and highly intelligent and highly moral father and husband.

or…

Marie is a very insecure and lonely woman who is unhappy and uncomfortable living in the shadows of her power-driven DEA husband and her happily married and very bright sister, Skylar.

Reminder: Keep in mind that you will be presenting the highlights of this essay to the class on either December 6 or December 8. This is not a speech class, so I do not expect you to be elaborate. Just share a brief summary of your character analysis. You are not required to do this in front of the class; you can simply sit at your desk and speak. Sign ups for this presentation will be next week.

Monday, November 1

Greetings...
Reminder: due Wednesday.
Please type at the top of your page: Musings on Immigration.
Then spend a few moments recording what comes to mind when you hear the word "immigration."
Please do not put your name on this assignment.
Any questions, please email me.
See you Wednesday.

Friday, October 29, 2010

Greetings, Information for Packets 6 and 7 below.
Happy Halloween weekend.
:-)


PACKET 6 (ONE READING)
"Top 10 Pros and Cons--What are the Solutions to Illegal Immigration?"
http://immigration.procon.org/view.resource.php?resourceID=000842


PACKET 7 (TWO READINGS)
"Immigration--Linked Prostitution Cases Pose Challenge
http://www.washingtonpost.com/wp-dyn/content/article/2008/03/06/AR2008030603665.html

"Immigrants tell of forced prostitution and slavery as trafficking gang is jailed"
http://www.guardian.co.uk/uk/2005/nov/02/immigration.ukcrime

Tuesday, October 26th

Hello!
A few reminders and other notations...
1. Be sure when you do check the blog, which should be daily, that you look for previously posted blogs you may have missed.
2. I originally noted on the assignment for Essay 2 that the last possible day to submit a rough draft was Monday, November 1st. That due date still stands. However, if you are on campus on Friday, the 5th and can pick up your rough draft from me then, you may submit it as late as Wednesday the 3rd. (Your reviewed draft will be on the small bulletin board to the left of my office door (Calaveras 149) after 8am on Friday the 5th.)
3. Reminder, all seven episodes of Breaking Bad are on reserve in the library.
4. Please be prepared in class tomorrow having completed Packet 5. There will be a journal writing (#3) as well as Group Work #2.

Saturday evening, October 23

Hello!

The following link will take you to Packet #5, due to be read, and in the case of the first of the two assigned, listened to as well, by Wednesday, October 27th.

The first required reading is a 4 minute and 50 second interview that was recorded on National Public Radio in June of this year.

1.) "Tackling America's Drug Addiction"
http://www.npr.org/templates/story/story.php?storyId=127937271

Reminder: After you listen to the interview, please print out the transcript of the interview and bring to class on Wednesday.

2.) "Confessions of a Mom (and a Former Teen Pothead)
http://www.npr.org/blogs/tellmemore/2010/10/19/130677774/confessions-from-a-mom-and-former-teen-pot-head

Reminder: After reading this blog posting, please print and bring to class on Wednesday.

Wednesday evening, October 20

Hello, if you attended class today, you have this handout and your notes from my mini lecture about reading critically. This is a "just in case" you were unable to attend class or if you happen to misplace it and are desperate to have another copy. :-)


English 20, College Composition II
C. Fraga

How to Critically Read an Essay

Educated adults exist in a delusional state, thinking we can read.

In a most basic sense, we can.

However, odds are, some of us cannot read, at least not as well as we would like.

Too many college students are capable of only some types of reading and that becomes painfully clear when they read a difficult text and must respond critically about it.

Intelligence and a keen memory are excellent traits and most students have learned to read in a certain way that is only useful for extracting information. Thus, students are often fairly well skilled in providing summary.

However, the act of reading to extract information and to read critically are vastly different!

The current educational system in American primary schools (and many colleges) heavily emphasizes the first type of reading and de-emphasizes the latter.

In many ways, THIS MAKES SENSE.

Reading to extract information allows a student to absorb the raw materials of factual information as quickly as possible. It is a type of reading we all must engage in frequently. However, each type of reading calls for different mental habits. If we do not learn to adjust from one type of reading to another when necessary, we cripple our intellectual abilities to read critically.

DIFFERENCES BETWEEN READING TO EXTRACT INFORMATION AND READING CRITICALLY.

1. They have different goals. When students read to extract information, usually they seek facts and presume the source is accurate. No argument is required. On the other hand, when students read critically, they try to determine the quality of the argument. The reader must be open-minded and skeptical all at once, constantly adjusting the degree of personal belief in relation to the quality of the essay’s argument.
2. They require different types of discipline. If students read to learn raw data, the most efficient way to learn is repetition. If students read critically, the most effective technique may be to break the essay up into logical subdivisions and analyze each section’s argument, to restate the argument in other words, and then to expand upon or question the findings.
3. They require different mental activity. If a student reads to gain information, a certain degree of absorption, memorization and passivity is necessary. If a student is engaged in reading critically, that student must be active!!! He or she must be prepared to pre-read the essay, then read it closely for content, and re-read it if it isn’t clear how the author is reaching the conclusion in the argument.
4. They create different results. Passive reading to absorb information can create a student who (if not precisely well read) has read a great many books. It creates what many call “book-smarts.” However, critical reading involves original, innovative thinking.
5. They differ in the degree of understanding they require. Reading for information is more basic, and reading critically is the more advanced of the two because only critical reading equates with full understanding.

ULTIMATELY, WHAT WE WANT IS THE CONSCIOUS CONTROL OF OUR READING SKILLS, SO WE CAN MOVE BACK AND FORTH AMIDST THE VARIOUS TYPES OF READING.

FIVE GENERAL STAGES OF READING

1. Pre-Reading—examining the text and preparing to read it effectively (5 minutes)




2. Interpretive Reading—understanding what the author argues, what the author concludes, and exactly how he or she reached that conclusion.




3. Critical Reading—questioning, examining and expanding upon what the author says with your own arguments. Skeptical reading does not mean doubting everything your read.



4. Synoptic Reading—putting the author’s argument in a larger context by considering a synopsis of that reading or argument in conjunction with synopses of other readings or arguments.



5. Post-Reading—ensuring that you won’t forget your new insights.

Monday evening, October 18th, 10:15 pm

Just a quick note...

when you are accessing the two required readings for Wednesday, please make a note that the article titled
"Middle class struggling with health care costs, report finds" is the one I want you to read. It is an article by David Templeton from the Pittsburgh Post-Gazette. It is the link I gave you, but just in case you notice another listing when you google this title, it may be the entire PDF of the report. I do not want you to read the entire report, just the article ABOUT the report.

See you Wednesday.

Sunday, October 17 at 7 pm

Hello,

The following TWO readings about U.S. health care are due to be read by Wednesday, October 20th and are considered READING PACKET #4. The issue of health care certainly rears its head in the Breaking Bad episodes. It seems fitting that the series features an ordinary high school chemistry teacher whose health care benefits do not cover his treatments for lung cancer. He is desperate to get money for his treatments and to leave money for his family in the event of his death.

(Walter's former business partner, Elliott, was willing to pay for Walter's entire treatment. This "private sector" option was rejected out of jealousy and spite toward his friend's success. White, who quit the company before it went big, believes his friends ripped him off. One of his friends is the current wife of the company's CEO and also White's ex-fiance, whom he left. His resentment toward their success drives him to reject their offer.)

"Middle Class Struggling with Health Care Costs, Report Finds"
http://www.post-gazette.com/pg/10077/1043764-84.stm

"Why Does Health Care Cost so Much?"
http://www.newamerica.net/node/8920

See you tomorrow in class. We will be viewing episode six of Breaking Bad.

Friday, October 15, 2010--around 4 pm

Hello...heads up...
CORRECTION...
if you wish to get a rough draft to me for out of class essay assignment #2, the last possible date listed on the assignment is incorrect. You have UNTIL Monday November 1st and no later. (I had originally indicated that October 25 was the last possible day to submit a draft.)
Please make the correction. Thanks! :-)

Tuesday, October 12th

Greetings: Below is copy of Out of Class Essay #2 which was assigned on Monday, the 11th.

Also, there has been discussion in class about the use of numbers in essay writing. Here are the "rules".....

SPELL OUT:
1. Numbers that take only one or two words (nine....twnety-seven....two billion)
2. Numbers that begin a sentence (One hundred and four years ago the ship sank.)
3. Numbers that form a compound word (a two-year-old baby)
4. Fractions (one-half)
5. Times using o'clock, half past and quarter (two o'clock....half past four)

USE NUMERAL FOR:
1. Numbers that require three or more words (1,889....162)
2. Dates, page references, room numbers, statistics, addresses, percentages, and dollars and cents (May 6, 1974....7,500 residents...99.44%....page 2....221B Baker Street....$5.98
3. A list or series of numbers
4. Exact times (2:00 p.m......my 8:30 class)
5. Numbers in papers on scientific or technical subjects

As far as using apostrophes with years...you don't. With a few exceptions, just use apostrophes for contractions and possessives. (the 1980s....six CDx....three dogs....Greek gods....five families....)




English 20, Fall 2010---Sections 7, 15 & 17---C. Fraga

Date assigned: Monday, October 11
Rough draft (optional): due no later than Monday October 25 (sec. 15 & 17) OR Wednesday October 27 (sec. 7)
Final draft due: Monday, November 8
(you have three weeks to research and write this essay)
Details:
1. MLA format
2. At least 3 outside sources on your Works Cited page
3. Please, no Wikipedia

OUT OF CLASS ESSAY ASSIGNMENT #2
Among many things, the series Breaking Bad focuses on the family entity and what happens when something quite extraordinary occurs—how do members of the family cope, adjust, and/or “deal” with the event/situation? (In the case of this series, obviously it is Walter’s cancer that is the ‘event’).

I am not referring to the everyday bumps in the road that occur for all families. Instead, I am asking you to consider the family unit when faced with an especially challenging situation. These situations could include but are not limited to:
• death
• birth
• infidelity
• serious injury
• dementia
• serious illness
• divorce
• unemployment
• new employment
• moving to a new home/state/area/country
• the return of a war veteran
• moving BACK home after initially moving OUT
• alcoholism
• drug abuse

Select ONE situation that you are most interested in exploring. You will conduct research (and possibly personal interviews, if possible) in order to write an essay that offers the reader background on the topic and makes an assertion about what elements impact a family in the most challenging of ways and supports it logically and interestingly.

Your thesis might read something like this:

When a family member develops dementia, the challenges are often devastating, yet the disease definitely impacts family members more than the dementia patient.

Or…

When a couple divorces, it most certainly impacts the children still living at home; however, it is the older children who have already moved away that are most affected by the split.

Thursday, October 7th

Greetings...sending you wishes for an enjoyable and safe weekend.

The following link will lead you to...Reading Packet #3, due to be read by Monday.

"Assessing and Managing Depression in the Terminally Ill Patient
http://focus.psychiatryonline.org/cgi/content/abstract/3/2/310

It is an article published in the spring of 2005 in The Journal of Lifelong Learning in Psychiatry.

It APPEARS at first glance to be very "academic"--however--do not fret. It is actually very readable and quite interesting. It offers case studies to consider which always aids in a rather academic topic such as this one.

Walter is obviously affected by his knowledge that he is terminally ill and so it is rather interesting to follow this idea further from television "land" to reality.

Thursday, September 23

Hello,

As you follow the course outline, you will note that Reading Packet #2 is due to be completed by next Wednesday, Sept. 28th.
The material you are to read for Packet #2 can be found at the following link:

http://www.drugpolicy.org/drugwar/

Please read "What's Wrong with the Drug War?"

At the end of the article, there is an invitation that reads:
"Visit these pages to see how the drug war affects all aspects of our lives."

There is a list of choices. Please click on and read the following three:

--Drug War Funding
--Economics
--Alternatives to Prohibition

Any questions? You can always email me. (sacto1954@gmail.com) Be sure to bring copies of the reading to class next Wednesday, too.

Enjoy your weekend.

Wednesday, September 22

Hello!

If you choose to work on a rough draft of your out of class essay #1 between now and Sunday...feel free to e-mail me the draft and I will return it to you on Monday with my commentary and suggestions.

Sunday, September 19th

Below is a sample Character Study Journal entry for Episode One. A few students asked for a sample, so I wrote an entry for you to read. It is in no way the ONLY approach one can take. Each of your entries will be different than another's. Likewise, as you continue to watch episodes, your observations about one character will take over your observations of others. These are just my observations and the details that I chose to record.

CHARACTER STUDY JOURNAL--BREAKING BAD--SEASON 1, EPISODE 1

Opening scene: desert--sirens in distance. Almost naked man driving a motor home crazily. He wears a protective mask. Stops, exits vehicle. Very distraught. Records a video message to family, some kind of suicide note.

Flashback: 3 weeks earlier. Same man (Walter?) wakes up. 50th birthday. Wife (Skyler, pregnant) makes healthy breakfast (veggie bacon) in shape of the number 50. Does not seem really crazy about bacon but is quiet, does not complain. Son, however, enters and complains right away ("it smells like bandaids"). Son is physically challenged, has crutches and a speech issue.

Walter and son drive to high school. Son is a student. Walter is a chemistry teacher. He is very "into" his class/subject. Very animated and clearly excited about subject. "It's fascinating...really!" tells students.
Walter is shown working through his lunch hour.
Works at a car wash after school.
Scene with students discovering their chem. teacher washing student's car. Walter is devastated.

Arrives home to a surprise birthday party.
People at party:
Marie: Skyler's sister (she seems envious of Skyler's pregnancy because she comment about how "big" Skyler is...says it is a very understated but snooty way.)
Hank: married to Marie. Cop. Very boisterous, very assertive, very extroverted. Brags about his job and the sting operation he just completed. Party stops momentarily as Hank "makes" guests watch him being interviewed on TV about the meth bust...camera scans over all the money they nabbed...700 grand...Walter is shocked and asks if this is normal...Hank says it's a "pretty good haul." Says it is "easy money." Hank also shows off his gun to Walter Jr, Makes Walter Sr hold it. "It's not going to bite you," Walter Sr. is visibly uncomfortable around the gun. Hank invites him to go on a ride along sometime. Marie seems very embarrassed and pissed off with Hank's behavior.

Skyler and Walter in bed after party. Skyler has her computer, focused on her ebay auctions. At the same time, she works on Walter to please him sexually.

Next scene: Saturday morning, Walter at car wash job. Has a coughing fit and collapses. On way to hospital in ambulance, W. is very embarrassed and tells the attendant he does not have "the greatest insurance" and wants to be dropped off at the corner and not taken to hospital. Does not want anyone contacted. Says it is "just a chest cold."
At hospital, Walter goes thru tests. Dr. tells him he has no more than two years to live--lung cancer--inoperable.
Walter is stone faced, in shock.
Returns home to Skylar, on phone to bill collectors.
Says his day was "fine." Grabs a beer from frig.
Next day at car wash job, just loses all control. Yells at manager, profanity, knocks stuff off wall, quits.
Next scene, he is sitting in dark in backyard...flipping burnt matches into the drained pool. Clearly depressed, distracted.
Finally picks up phone and calls Hank, asks to go on a ride along.

On ride along, quietly sits in back of squad car, but very interested in the whole set up of the meth lab. Asks to go in and see it.

Hank loves to be in charge and is showing off in front of Walter. He is the big bad DEA guy.

Walter sees former student get away from Hank. Follows him home and suggests that they "partner up"...threatens to expose Pinkman if he refuses.

Pinkman is cocky, almost mocks Walter. "No speeches....high school was a long time ago."
An assertive Walter, determined.

Scene with Skylar and Marie. Skyler is excited about her ebay business. Marie is sarcastic and negative about it. Says it will take forever to really make any money with it. She is nosy and acts like the expert on everything--Skyler's writing...Walter...their sex life, etc.

Walter steals chemistry equipment from high school...while he is doing this he seems pumps up and excited...and serious.
Tells Pinkman they will have an eye wash station and use protective gear.
Pinkman mocks him and says no way. Says "this is art...cooking is art." Walter tells him "you and I will not make garbage."
Walter takes all the money he has in the world...7 grand...for Pinkman to buy the motor home to cook the meth.
Pinkman asks why Walter is doing this. "I am awake."

Scene in clothing store... buying jeans for Walter Jr. Some guys make fun of him and Walter attacks them physically while Skylar and Walter Jr look in surprise...this is not the Walter they know....Walter seems almost smug.

Out in the desert. Ready to cook. Walter is very focused and serious and Pinkman is amused, makes fun of Walter stripping down to his underwear. Walter makes glass grade meth and Pinkman is blown away...maybe a new respect for Walter?
Walter seems pleased that Pinkman is impressed and thinks it will definitely sell for a lot of $. He asks, "how do we proceed?"

Pinkman and two drug buddies ready to purchase come out to dessert. One remembers W. from the drug bust and thinks they are being busted. Threatens to kill both Walt and Pinkman. Walter quickly thinks on his feet and offers to teach these two guys how to cook this great meth quality. Walter tricks them and poisons them and escapes out of the trailer.

Walter and Pinkman get the $ from the dealers. Dealers are dead in motorhome?

Last scene: Walter is home, in bed with Skylar. She is very worried about the recent lack of communication between them. "I don't like it when you don't talk to me." Walter's reply is to make love with Skylar.

Friday, Sept. 17, 2010

Hello!
here is Reading Packet #1, due to be completed by Wednesday, Sept. 22nd.

The actual "packet'' is really not something to read but something to watch--an approximately 17 minute video presentation on TED talks. The link is below, as well as a short "blurb" about the speaker.

A. J. Jacobs, I believe, can be considered in the category of nonconformist. He certainly has a unique and interesting way of going about living and asking questions in order to live the best, most genuine life possible. Please arrive to class on Monday having viewed this presentation. I recommend that you take notes while viewing so you can recall key points for class discussion and for an in class writing response.

http://www.ted.com/talks/a_j_jacobs_year_of_living_biblically.html

A.J. Jacobs' writings stand at the intersection of philosophy, Gonzo journalism and performance art. Stubbornly curious and slyly perceptive, he takes immersive learning to its irrational and profoundly amusing extreme -- extracting wisdom and meaning after long stints as a self-styled guinea pig. For his widely circulated Esquire article, My Outsourced Life, he explored the phenomenon of outsourcing by hiring a team in Bangalore, India to take care of every part of his life -- from reading his emails to arguing with his wife to reading bedtime stories to his own son. A previous article, I Think You're Fat, chronicled a brief, cringe-inducing attempt to live his life in Radical Honesty, telling all the truth, all the time.
Jacobs is author of The Know-It-All, which documents the year he spent reading the Encyclopedia Britannica from A to Z, uncovering both funny and surprising factoids but also poignant insight into history and human nature. In 2007 he released The Year of Living Biblically, he attempted to follow every single rule in the Bible as literally as possible for an entire year. His latest book, My Life as an Experiment, is a collection of numerous personal experiments including living according to George Washington's rules of conduct, outsourcing every single task to India, and posing as a woman on an online dating site.
"A. J. Jacobs has written about the Bible in a manner that is brilliantly funny but unerringly respectful, learned but goofy, deeply personal yet highly relevant. I am covetous and wish him smited."
Mary Roach, author, Bonk

Thursday, September 16

Hello, here is a copy of out of class essay #1 which was assigned yesterday in class.


English 20, Sections 15 and 17
Fall 2010
Catherine Fraga, Instructor

Out of Class Essay Assignment #1—200 points possible

Assigned: Wednesday September 15
OPTIONAL Rough Draft due (typed): no later than Wednesday, Sept. 29
Final Draft Due: Wednesday October 6

Let’s take a closer look at the issue of conformity/non-conformity.

The most interesting, focused and articulate essays I receive from students are ones where the students select their own specific topic and are genuinely intrigued by the topic.

The following prompts allow for a wealth of flexibility and choice. Your focus will be on art, literature or film. You will select one prompt only.

Focus: the 1950s (or a time period of your choice)—Voices against Conformity

Premise: Many in the 1950s worked diligently for the comfort and conformity displayed on such TV shows as Father Knows Best and Leave it to Beaver. But regardless of the affluence of the new American middle class, there was still poverty, racism and alienation in America rarely depicted on TV.

Dozens of people rejected societal norms through their artwork, creativity and lifestyle. They used words, art, film and music to rebel against the cookie-cutter mentality of the established power structure and mass-marketed culture.

Prompt One:
Many writers during this time period (referred to as the Beat Generation) adamantly refused to submit to the conformity of the 1950s. (these writers included Jack Kerouac, Allen Ginsberg, Diane Di Prima, Sloan Wilson, J.D. Salinger, William Burroughs, and others) Select two writers from this era and write an essay in which you provide the following:

• a brief history of the country’s mood;
• background and details about the writers and his/her work;
• the impact of these writers’ work on readers and critics at that time;
• how the work challenged the status quo; and
• the repercussions/influences of the writing today.

Your essay will be both informative and analytical: your thesis will prove the value and influence of the writing, or not, on people’s lives, then and now.


Prompt Two:
Many artists during this time period adamantly refused to submit to the conformity of the 1950s. (these artists included Willem De Kooning, Hans Hoffman, Mark Rothko, Jackson Pollock, Clement Greenberg, and others) Select two artists from this era and write an essay in which you provide:

• a brief history of the country’s mood;
• background and details about the artists and his/her work;
• the impact of these artists’ work on viewers and critics at that time;
• how the work challenged the status quo; and
• the repercussions/influences of the artists’ work today.

Your essay will be both informative and analytical: your thesis will prove the art’s value and influence, or not, on people’s lives, then and now.

Prompt Three:
According to an Internet article on Conformity in U.S. History: “While the 1950s silver screen lit up mostly with the typical Hollywood fare of Westerns and romances, a handful of films shocked audiences by uncovering the dark side of America’s youth.”

Many filmmakers of this time period adamantly refused to submit to the conformity of the 1950s. (these films include The Wild One; Blackboard Jungle; Rebel without a Cause, etc) Select a minimum of two films from this era and write an essay in which you provide:

• a brief history of the country’s mood;
• background and details about the films and their themes;
• the impact of this work on viewers and critics at that time;
• how the work challenged the status quo;
• and the repercussions and influence of the films today.

Your essay will be both informative and analytical: your thesis will prove the films’ value and influence, or not, on people’s lives, then and now.

OTHER WAYS “INTO” AN ESSAY ON CONFORMITY/NONCORMITY:

1. you may want to focus on non conformity in a different era; for example, the 1960s (hippie movement, free love, etc.) might garner some interest in a particular area of film, literature, music, art, or?

2. you may want to focus on non conformity in a different AREA not mentioned above…such as political, sexual, or?


Things to Consider:

This is NOT an essay in which you write an in depth analysis of the literature, film, music or art of the time period you are focused on. To do that, you would need to carefully read, view, listen or view the works at great length.

Instead, you are conducting research to discover the mood of the country and the status quo during a particular time period—background about two non conforming artists/writers/filmmakers/musicians—why and how their work was considered non conformist—and how their work influenced those living then…and now.

Your thesis might read something like this:

Although 1950s America appeared to be almost unrealistically content, many artists at this time successfully combated the blissful charade by using innovative methods and themes in their work.

Tuesday, Sept. 14th

Just a quick reminder...
Be sure to bring the Student Handbook to class tomorrow.

Monday, Sept. 13th

Greetings,

For your information...
I have placed the entire season of Breaking Bad on reserve in the library. The library Book Reserve room is no longer where it used to be, across from the main entrance to the library.

Now you have to go into the library and check it out at the main circulation desk. As you face the main checkout desk, to the right you will notice some computers. You will have to look up the number of the item under my name and bring that number to the check out desk. There are three separate discs: Episodes 1-3; Episodes 4-6; and Episode 7.

See you Wednesday.

Sunday, September 12th

Hello, hope your weekend was an enjoyable one.
As you know we will be viewing the first episode of Season One of "Breaking Bad" in class tomorrow.
Please come with the materials you need to start jotting down thoughts and details in your Character Study Journal.
Remember, you may not decide right away what character you will focus on, so it is best to observe and record a lot.
See you tomorrow!

Saturday, September 4

Greetings...here is a copy of the handout I distributed in class Wednesday regarding the Character Study Journal.
Have a great and safe weekend. See you Wednesday.

English 20
Fall 2010/Prof. Fraga
Sections 7-15-17

CHARACTER STUDY JOURNAL FOR “BREAKING BAD”

We will view all seven episodes of the first season of “Breaking Bad.”

Once you view the first episode, you must decide on one character you will pay “closer” attention to than the others. After each episode you will write your very specific observations about this character in a Character Study Journal. You may handwrite these entries or type them, your choice. Remember, though, you will be utilizing these entries when composing Essay 3, so be certain they are legible and readable for you.

Characters (select one only)
1. Walter White
2. Skyler White
3. Walter White Jr.
4. Jesse Pinkman
5. Hank Schrader
6. Marie Schrader

Some of the things you may want to record are:

• What does this character do (and not do) and why?
• What do others think about your character? And how do you know?
• What motivates your character to do what he/she does?
• What influences this character to do what he/she does?
• What was your first impression of this character and does it change as you view new episodes? Why or why not? In which ways?
• What are this character’s goals, dreams, desires, needs? How do you know?
• Do you like this character? Why or why not?
• Is this character a believable one, a genuine one? Why or why not?

This list of ideas is not meant to be complete. They are just to get you started. The crucial thing is that you are as specific and articulate as possible as you fill your journal with observations from each episode. This will eventually be submitted along with Essay 3.

Be sure to label each of the seven entries: Episode 1, Episode 2, etc.

Monday, August 30, 2010--2nd post for the day

Hello, here is a copy of the grade worksheet you received in class today. You may want to print out a copy and use this most recent version...I made slight changes to the one I handed out in class.



Name:______________________________English 20, Section _______

POINTS EARNED Your Worksheet--------1600 points possible

OUT OF CLASS ESSAYS—600 pts.
Essay 1 (200 points)_____ Essay 2 (200 points)_____Essay 3(200 points)


IN-CLASS JOURNALS—200 pts.
Journal 1 (50 points)_____
Journal 2 (50 points)_____
Journal 3 (50) points)_____
Journal 4 (50) points)_____

ORAL PRESENTATION—150 pts.
Presentation (150 points)_____

IN CLASS WRITING RESPONSES–200 pts.
(worth 50 points each)
1_____ 2_____
3_____ 4_____


IN-CLASS GROUP WORK (200 pts.)
Each session is worth 50 pts.
Group Work 1 _____ Group Work 2 _____ Group Work 3 _____ Group Work 4_____


QUIZZES (these quizzes may not always be “announced” and they cannot be made up. 50 pts ea.) (250 pts. total) Please record each quiz and your score below.
Quiz 1_____ Quiz 2_____ Quiz 3_____ Quiz 4_____ Quiz 5_____


How to assess your grade earned: Divide the points you earn by 1600 to find the percentage.
Then see chart below.

100-94=A Example: 940 pts. earned=60.6%=C-
93-90=A- Example: 1100 pts. earned=70.9%=C+
89-84=B+ Example: 1359 pts. earned=87.6%=B+
83-80=B Example: 1458 pts. earned=94%=A
79-74=B-
73-70=C+
69-64=C
63-60=C-
59-54=D
53-0=F

Monday, August 30, 2010

Hello. Below is a copy of the course outline you received in class today. If you happen to misplace it, you will be able to obtain another copy by going to this blog.

English 20, College Composition II
Sections 15 and 17, Fall 2010
Section 15: MW, 12-1:15 pm, Library 126
Section 17: MW, 1:30-2:45 pm, Douglass 214
Instructor: Catherine Fraga
Office Phone: 278-5743 (please do NOT leave a voice mail message)
Email: sacto1954@gmail.com (BEST way to reach me)
Office Hours: in CLV 149 -- MWF, 11:00 – 11:50 AM or by appointment

COURSE DESCRIPTION (FROM CSUS CATALOG): ADVANCED WRITING THAT BUILDS UPON THE CRITICAL THINKING, READING, AND WRITING PROCESSES INTRODUCED IN ENGL 1A AND ENGL 2. EMPHASIZES RHETORICAL AWARENESS BY EXPLORING READING AND WRITING WITHIN DIVERSE ACADEMIC CONTEXTS WITH A FOCUS ON THE SITUATIONAL NATURE OF THE STANDARDS, VALUES, HABITS, CONVENTIONS, AND PRODUCTS OF COMPOSITION. STUDENTS WILL RESEARCH AND ANALYZE DIFFERENT DISCIPLINARY GENRES, PURPOSES, AND AUDIENCES WITH THE GOALS OF UNDERSTANDING HOW TO APPROPRIATELY SHAPE THEIR WRITING FOR DIFFERENT READERS AND DEMONSTRATING THIS UNDERSTANDING THROUGH VARIOUS WRITTEN PRODUCTS. NOTE: WRITING REQUIREMENT: A MINIMUM OF 5,000 WORDS. PREREQUISITE: COMPLETION OF ENGL 1A AND ENGL 2 OR EQUIVALENT WITH A C- OR BETTER; SOPHOMORE STANDING (MUST HAVE COMPLETED 30 UNITS PRIOR TO REGISTRATION). UNITS: 3.0.

Required Texts:
• Sacramento State Student Writing Handbook, 1st edition
(NOT available in the bookstore; please purchase it at FedEx, 5600 J Street)

Required Materials:
• stapler
• lined notebook paper, standard size 8 ½” x 11”, clean edge (not torn from notebook)




Classroom Policies:

1. Attendance is very important in this class. Classroom discussions prepare students for all writing assignments, and your fellow students and I need your input in order to make this class more complete and enjoyable. I do not take attendance and absences don’t technically count towards the grade you earn. However, ultimately, if you miss class, you may miss a quiz, group work, a journal, etc. which really does end up impacting your earned grade.

2. YOU MUST TYPE AND DOUBLE SPACE ALL OUT OF CLASS WORK. Work must be in 12 pt. font, black ink, MLA format.

3. In all fairness to other students, I do not accept late work. If you are ill, please arrange for another student to turn it in for you. Period. Also, in-class journal writing assignments cannot be made up. Likewise, the short in class writings can also not be made up.

4. After the due date, a late essay loses 10 points for every day it’s late, including weekends. NOT submitting an out of class essay is NOT an option. The English dept. requires that you write an approximate number of words in this course. The out of class essays provide a large part of the word count requirement.

5. You’re responsible for finding out what you missed if you are absent. I will provide you with a class roster for your convenience.

6. My policy on EXTRA CREDIT is…I do not believe in extra credit. In short, “real” life outside the university does not operate on the extra credit option. You earn the grade you receive. It really is a fairness issue.

7. ABOUT REVISIONS: you have the option to revise ONE of your three out of class essays. If you choose to revise, you must submit the revision with the original within one week of receiving the graded essay back. No exceptions. An essay with unacceptable errors might be an essay you choose to revise.

A note on classroom etiquette:
If you feel you cannot survive each class session without the use of your cell phone, iPod, or laptop computer, please do not enroll in this class. (I own all three of these devices, and value each of them, but I do not plan on using them during my classroom time with you. Simply, it is the highest degree of rudeness and disrespect.) If I see you busy texting, etc. I will not hesitate to ask you to leave until you finish your crucial business. The class is a mere one hour and 15 minutes twice a week. I plan to give you my full attention during these times and I expect the same from all my students.


HOW YOUR GRADE IS EARNED:
Attached to this course outline is your Grade Worksheet. At no time in the semester should you be puzzled about your grade. Please keep ALL returned & graded work until the very end of the semester. NOTE: quizzes are NOT always scheduled. Come to class prepared with the assigned reading assignments completed on the day they are due to be read.

Refer to pages 3 and 4 in the Handbook to fully understand how your writing will be evaluated.

ABOUT THIS COURSE…
I have designed a very different and I hope interesting and provocative set of themes for discussion and critical thinking/writing for the semester. The core of the course from which these themes/ideas will spring is the first season of the television series, “Breaking Bad.” It was just announced a week ago that it won the TCA (Television Critics Association) Award for Outstanding Drama on Television. It has also been honored with a few Emmys as well.

As a class we will view all seven episodes as well as read a wealth of material connected either directly or indirectly to some of its themes. This series poses so many intriguing questions about morals, family values/responsibilities, the line between good and evil, the war on drugs, greed and so much more, including a comparison between current television vs film viewing. In short, we will examine and expand on several issues connected with the overall term of “breaking bad”—straying from the path of morality, of legality, of conformity towards something deemed unacceptable by the majority of society. In fact, the origin of the term is American Southwest, a slang phrase meaning to challenge conventions, to defy authority, to skirt the edges of the law.

Here is an excerpt from a review of the series:
“It’s difficult to fathom a more dangerous and enthralling piece of television than “Breaking Bad,” the AMC drama that is quietly redefining the creative and content limits of primetime.”
--Ray Richmond, The Hollywood Reporter, March 4, 2009

This class has a blog and it is vital that you check it daily for important information, including reading assignments.
www.English20-15-17.blogspot.com

Class Schedule:
(Please note: This schedule is subject to change at a moment’s notice. Please bring this schedule, your textbook and appropriate handouts to every class session. ALSO…not every quiz, group discussion, lecture, activity is listed on this class schedule. Simply, that would be impossible. The pace of the class is not always predictable…if you attend class, follow the course outline and read the blog, you will stay current.)

Week One (8/30-9/3)
Introduction to the Course (course theme explained)
Course Outline Distributed (handout)
Oral Presentations (handout)
Unacceptable Errors (handout)

Week Two (9/6-9/10)
MONDAY—CAMPUS WIDE HOLIDAY—NO CLASS
Assign: Character Study Journal (Wednesday)
View video in class on non-conformity (Wednesday)
In class writing response #1 (Wednesday)

Week Three (9/13-9/17)
Watch first episode of Breaking Bad in class (Monday)
Assign: Out of class essay #1 (Wednesday)
Skim first 27 pages and read pages 28 thru 46 in Handbook (Wednesday)

Week Four (9/20-9/24)
Watch second episode of Breaking Bad in class (Monday)
Read Packet #1 (Wednesday)
In class writing response #2 (Wednesday)

Week Five (9/27-10/1)
Watch 3rd episode of Breaking Bad in class (Monday)
Read Packet #2 (Wednesday)
Group Work #1 (Wednesday)

Week Six (10/4-10/8)
Watch 4th episode of Breaking Bad in class (Monday)
Out of class essay #1 due today (Wednesday)
In class journal #1 (Wednesday)

Week Seven (10/11-10/15)
Assign: Out of class essay #2 (Monday)
Read Packet #3 (Monday)
Watch 5th episode of Breaking Bad in class (Wed.)
In class writing response #3 (Wed.)

Week Eight (10/18-10/22)
Watch 6th episode of Breaking Bad in class (Monday)
In class journal #2 (Wednesday)
Read Packet #4 (Wednesday)

Week Nine (10/25-10/29)
Watch 7th (and final) episode of Breaking Bad in class (Monday)
In class journal #3 (Monday)
Read packet # 5 (Wednesday)
Group Work #2 (Wednesday)

Week Ten (11/1-11/5)
Group Work #3 in class (Monday)
Read Packet #6 (Monday)
Read Packet #7 (Wednesday)
In class journal #4 (Wednesday)

Week Eleven (11/8-11/12)
Essay #2 out of class due today (Monday)
Group Work #4 (Wednesday)
Assign Essay #3 out of class today (Wednesday)

Week Twelve (11/15-11/19)
Read Packet #8 (Monday)
In class writing response #4 (Monday)

Week Thirteen (11/22-11/26)
• Thanksgiving Week—enjoy your time with friends and family.

Week Fourteen (11/29-12/3)
Television vs. Film Viewing—in class discussion (Monday)
Out of class essay #3 due today (Wednesday)

Week Fifteen (12/6-12/10)
Oral presentations of Essay 3 (Monday and Wednesday)
Grade Roster Check (Wednesday)

Week Sixteen (12/12-12/17)
• Finals Week (there is no formal final in this class)

Wednesday, August 25, 2010

Welcome!

This is our class blog for the semester.
You will want to check it daily once the semester begins. I will explain more about it on the first day of class next week.
Meanwhile, the only text needed for the class is available at Fed Ex, on the corner of J Street and 56th (5600 J Street).

Sacramento State Student Writing Handbook, 1st edition

It costs under ten dollars and is NOT available at the college bookstore.

Reading assignments will be mostly handouts or available on the Internet.
I know how costly textbooks are and I like to keep my students' expenses at a minimum.

And if you do need to reach me, the following email is best.
sacto1954@gmail.com

Catherine Fraga