Journal 2: Made in the Golden State—Influential California Companies

California is home to some of the most compelling companies in the world, leading the way in fields as diverse as defense, biotech, alternative energy, and entertainment. Coming from a state that is home to both Silicon Valley and Hollywood, our companies are also strong cultural forces around the world, using technology and media to shape people's everyday lives. In fact, so influential are California companies that some have even become verbs in the American vernacular. Going to miss your favorite show tonight? Tivo it. Need some quick cash? You can eBay some of your stuff. Have a question you need a quick answer to? Just Google it. After reviewing this list of California-based companies, write about the three of companies that most influence your day-to-day life. Why do these companies impact you so much? How have you come to count on them? What about them is uniquely Californian?

Requirements:

• MLA format
• 2 pages minimum

Due: May 16th, 2010

PowerPoint Presentation Assignment

As you know, you will be responsible for a 10-minute California-related PowerPoint presentation.

Requirements:

• Must be a minimum of 10-minutes in length
  
• Should have no less than 8 slides
  
• Must include a handout outlining your presentation (20 copies)
• Be of California-related topic
  

The best presentations will:

• First contextualize information, then present relevant facts
  
• Avoid a heavy use of animation and effects, choosing instead a simpler visual style (illustrations are highly recommended)
  
• Engage the class through a conversational style, utilizing questions and/or activities
• Utilize multimedia, such as YouTube (encouraged, but not required)

Remember, you are responsible for providing your own laptop.

CSU Trustees May Raise Student Fees 10%

By Nanette Asimov, San Francisco Chronicle
Thursday, June 10, 2010

California State University trustees may ignore a recommendation by their own staff to raise student fees by 5 percent next week, opting instead to boost the price by 10 percent, board Chairman Herb Carter told The Chronicle Wednesday.

"I'm not sure that the board will be willing to raise the fees by 5 percent, then run the risk of having to come back in September and raise the fees again" if state lawmakers don't come through on a plan to make more funds available to CSU, said Carter, whose Board of Trustees will vote on a fee hike in Long Beach on June 18.

The last time CSU trustees did back-to-back fee increases - just last summer - students slapped them with a lawsuit that claimed a bait-and-switch on the cost of attending the university. The suit, Donselman vs. CSU, is making its way through the courts.

"We don't want to be in that position again," Carter said. "We can always reverse the fee, if funds are made available. But students should have as much warning as possible" on fees.

Trustees raised fees by 10 percent in May 2009. Two months later, they raised fees by 20 percent, which led to the lawsuit.

Caught off guard

Yet student representatives - who had thought they scored a victory when CSU staff recommended limiting the new fee increase to 5 percent - expressed surprise when told what Carter had said.

"That would be a first. I haven't seen the board ignore a recommendation of the staff," said Steve Dixon, outgoing president of the California State Student Association, which represents more than 300,000 CSU students but is not a party to the Donselman lawsuit.

"I'd be disappointed" at a 10 percent increase, Dixon said, vowing to take the fight to the Legislature.

The smaller increase would raise the basic price to attend CSU next fall by $204, to $4,230 per year, from the current $4,026, excluding other mandatory fees.

The larger increase would raise the basic price to $4,429.

CSU, like the University of California, has seen its costs soar and its state support plummet over the last two years. The cost of running the CSU system rose by $135 million, while state funds dropped by $625 million, the university says.

Both the CSU trustees and their staff agree that the university desperately needs the $153 million that a 10 percent fee increase would give them next year.

CSU has already turned away nearly 20,000 qualified students in the last two years, said spokeswoman Claudia Keith. Almost all employees have taken a 10 percent pay cut through furloughs two days each month. And it is the rare student who hasn't had trouble getting into core classes because so many have been cut across CSU's 23 campuses.

Alternate plan

But the staff, which is proposing the smaller fee increase, is relying on an optimistic plan from the state Assembly to make up the difference in state funding.

That plan, by Assembly Speaker John Peréz, D-Los Angeles, involves borrowing $8.7 billion in bonds, to be repaid with interest over 20 years from a new tax on oil extracted in California.

"This proposal holds out a possibility that is worth consideration by the (CSU) Board," Robert Turnage, CSU's assistant vice chancellor for budget, told the trustees in his written recommendation for a 5 percent fee increase.

But it's not clear that the plan could succeed. Republican lawmakers are likely to try to block any new tax plan, and Gov. Arnold Schwarzenegger isn't keen on new taxes either.

The governor's spokesman, Aaron McLear, called Peréz's plan only so much "legal gymnastics."

Even Dixon, who just graduated from Humboldt State with a degree in economics and finance, said, "I've never heard of half the stuff they're trying to pull."

And yet, he and other students who spent the better part of the school year lobbying lawmakers to restore funding to higher education, believe Peréz's plan offers a real way out for universities to stop cutting courses and laying off instructors.

If the CSU trustees do raise fees by 10 percent, Dixon said he would not lash out at them. He would head to Sacramento.

"I would hold the legislators' feet to the fire," he said. "They need to pony up the other 5 percent."

Meanwhile, the CSU trustees will also vote on their staff's recommendation to raise graduate student fees by 5 percent, and on lifting an $11,160 cap on nonresident student fees.

Ban plastic bags in California? It's not so hard to adjust.

It looks like California is about to ban single-use plastic and paper bags at many stores. We Washingtonians have had to comply with a plastic-bag ban since January, or else pay 5 cents per bag. I forgot the first few times. But it didn't take very long to remember my totes.

By Francine Kiefer, The Christian Science Monitor
June 7, 2010

It looks like California is about to become the first state in the nation to ban single-use paper and plastic bags at grocery, convenience, and other stores.

Last week, the Democratic controlled Assembly passed AB 1998, which will require shoppers to bring their own bags or else purchase recycled bags or reusable totes. It’s all about controlling those “urban tumbleweeds.”

Republican Gov. Arnold Schwarzenneger says he’ll sign the bill, but it’s not without controversy. Critics cite lost jobs from recycling programs, cost, and inconvenience.

On one of those, I can offer some reassurance. It’s really not that hard for consumers to make the switch.

Here in Washington, D.C., a plastic-bag-ban went into effect at food and grocery establishments on Jan. 1. You must pay 5 cents per needed bag if you don’t bring your own. The tax was designed to wean consumers from the ubiquitous plastic bags and help financially support pollution-control efforts for the Chesapeake Bay watershed.

I forgot the new law the first few times, and then quickly learned to keep a balled-up plastic bag in a compartment of my purse for lunch and convenience-store purchases. It's not a particularly elegant solution, but it works. My husband and I also store a couple of strong tote bags in each of our cars. Grocers in our neighborhood pack your totes for you.

Here’s what’s happened so far. Most of the time, we remember our bags. So, apparently, do a lot of other people who shop in this city.

The Washington Office of Tax and Revenue estimated that grocery and other places that sell food gave out about 3 million plastic bags in January. Before that, they gave out about 22.5 million bags each month.

That’s a drastic change in consumer behavior, but also, not as much pollution-control revenue as anticipated – about $150,000 for the month. Officials were hoping for $10 million over the next four years (at the January rate, total revenue over four years would be $7.2 million).

Meanwhile, I can’t claim my experience to be exactly analogous to what looks to be coming in California, because neither Virginia nor Maryland, which abut Washington, have a plastic-bag ban. We live very close to the Maryland line, and do our main grocery shopping there. Our preference in the check-out line is still paper-in-plastic, please, because those bags don't fall over in the car and they make good kitchen trash bags.

If the ban widens, I guess we’ll have to buy our first box of kitchen trash bags in years. I wonder if anyone has figured out that trade-off?

Journal 1: That's not cool, Bro—The Social Rules of California

As Californians, we understand that in certain situations there are often unspoken "rules" which we must follow. There are particular attitudes, beliefs, and practices here that may differ from a place, like Illinois or Georgia. For example, we understand that driving a gas-guzzling car here might inspire frowns from fellow Californians. Or that using a gay slur in mixed company risks ostracization. And we typically understand that being too preachy about one's religion can turn people off. Californians can even be judgmental about smoking, too. What other social rules exist in California? When are they explicit and when are they implicit? Were they explained to you at some point? How do you know what is and is not okay in social situations in California? Finally, how are we kept in line and what happens when we break these social rules? For this journal, write about the social rules of California.

Requirements:

• MLA format
• 2 pages minimum

Due: May 9th, 2010

Week One: Los Angeles

Grauman's Chinese Theatre

All the vampires walkin' through the valley
move west down Ventura Boulevard.
And all the bad boys are standing in the shadows,
all the good girls are home with broken hearts.

—Tom Petty, "Free Fallin'"

M 6.7
IN-CLASS
Syllabus review; Introductions; Class discussion—Defining California

W 6.9

IN-CLASS
Diagnostic essay; Reading discussion; Sample PowerPoint presentation

DUE
Journal 1

Summer 2010 Syllabus

English 1B: Visions of a Golden State
San Jose State University, Summer 2010

Instructor: Daniel Hendel De La O
Section/Course Number: 01/30522
Dates: Monday, June 7th – Thursday, August 12th
Time/Place: MW 9-11:00 AM, BBC 124
Office Hours: M 11:15-12:15 PM, FO 111
Email: dhdelao@gmail.com

And I can see a little house
On top of the hill
And I can smell the ocean
The salt in the air
And I can see you
You're standing there
And you're washing your car
And I can see California sun in your hair

—Bonnie Somerville, "Winding Road"

Course Theme
From the Sequoias of Yosemite to the boardrooms of Silicon Valley to the movie sets of Hollywood, California has earned a reputation as a place where dreams can come true. For over a century, everyone from hungry entrepreneurs to would-be movie stars have flocked to California hoping to stake their claim. In many respects, we are the envy of not just the country, but the world. But when, if ever, does the California of fantasy meet the California of reality? Increasingly, the state is known more for its overreaching propositions, epic natural disasters, and crippling debt. How do we, as Californians, reconcile the California we want with the California we have. This summer we will examine California’s almost mythical status around the world, and how that perception has shaped the place in which we live. By analyzing texts from and about California, we will reflect upon people's various visions of a “Golden State.”

Required Materials

• California Uncovered: Stories for the 21st Century (ISBN: 189077197X)
  
• Farewell to Manzanar: A True Story of Japanese American Experience During and After the World War II Internment by Jeanne Wakatsuki Houston and James Houston (ISBN: 0553272586)
  
• Many Californias: Literature from the Golden State, Second Edition (ISBN: 0874173256)
• My California: Journeys by Great Writers (ISBN: 1883318432)
  
• Shopgirl: A Novella by Steve Martin (ISBN: 0786891076)
  
• The Norton Field Guide to Writing by Richard Bullock (ISBN: 0393977765)
  
• One large yellow book
  

Course Guidelines
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, 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 or approved equivalent course and passage of the English Proficiency Test (EPT), unless exempt.

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)
  

Course Content Writing: Assignments shall emphasize those skills and activities in writing and thinking that produce 1) the persuasive argument, and 2) the critical essay, each of which demands analysis, interpretation, and evaluation. Writing assignments shall give students repeated practice in prewriting, organizing, writing, revising, and editing. Six to eight essays, appropriately sequenced throughout the semester and totaling a minimum of 8000 words, are required; at least one of these essays shall be informed by research. This minimum requirement excludes the final examination, journal writing, quizzes, and any brief or informal assignments. However, it can include the diagnostic essay and assignments that require major revisions to a previously graded or reviewed draft. A major revision is defined as a rethinking or reworking of an assignment and not a simple “correcting” of mechanical errors noted on the original. At least three (but no more than four) essays shall be written in class.

Students shall receive frequent evaluations of their writing from the instructor. In evaluating student writing, instructors shall comment on specific features of individual papers. Comments shall encourage and acknowledge student success as well as note errors and suggest ways to correct them.

Reading: Reading shall include useful models of writing for academic, general, and specific audiences; readings shall be used consistently with the course goal of enhancing ability in written communication and reading. The majority of the reading shall be devoted to analytical, critical, and argumentative essays. Other types of texts, including poetry, drama, and fiction may also be assigned. Instructors shall help students develop and refine strategies for reading challenging, college-level material.

Research: English 1B shall include an introduction to the library and to basic research strategies, including locating materials, using them effectively (e.g. quoting, paraphrasing, summarizing), and citing them properly. A traditional research paper or a series of short essays in which library research informs the student’s position or thesis is required.

Diversity: Assignments (both reading and writing) shall address issues of race, class, and gender when appropriate, and the perspectives of women and diverse cultural groups shall be incorporated into course instruction and materials in an inclusive and comprehensive manner whenever possible.

The University Essay Final Exam: A common essay final, graded holistically, shall count 20% toward the course grade. A single university-wide final will be developed around two college-level reading passages each semester by the English Department Composition Committee. All faculty members teaching individual sections will grade the examination holistically under controlled conditions. Students must take the final exam in order to pass the course.

Participation
As there is a participation component to you grade, active involvement in class is very important. Additionally, you are responsible for all materials assigned, presented, and discussed in class. You are expected to study the material beforehand and come prepared to discuss the readings in class. The use of laptops during class is restricted to note taking only. If you come to class after the first 20 minutes, please wait for an appropriate moment to enter so as not to disturb the class.

ThreePointEau
I have created 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 e-Reader (eR). These Web articles will be required to complete some assignments. On the homepage, click on “San Jose State University: English 1B” 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. Gmail users also have the option of subscribing to the blog to keep up to date on all posts.

Twitter
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, go to Twitter to register for free. Twitter membership is not required for this course, but it is recommended.

Class Policies

• All writing assignments are due on the dates indicated on ThreePointEau, which contains the most up-to-date schedule and information.
  
• A missed writing assignment can be turned in no later than the following class meeting after the due date; however, it will be lowered one letter grade. Writing assignments will not be accepted beyond the following class meeting after the initial due date.
  
• 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.
  
• No late research papers will be accepted.
  

Academic Dishonesty
Presenting the ideas or writings of another as one’s own is plagiarism. Any act of plagiarism will result in automatic failure on the assignment and possible failure in the course and/or dismissal from the university. For this and every other course at SJSU, be familiar with the “Policy on Academic Integrity” in the SJSU Catalog.

Disability Services
If you require course adaptations or accommodations because of a disability, please make an appointment with me as soon as possible, or see me during office hours. Students with disabilities that require special accommodations should register with the SJSU Disability Resource Center to receive additional resources.

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 plan accordingly.

English 1B Learning Objectives
Learning Objective 1: Students shall write complete essays that demonstrate the ability to refine the competencies established in Written Communication 1A (as summarized below). 1A Student Learning:

• Students should be able to perform effectively the essential steps in the writing process (prewriting, organizing, composing, revising, and editing).
  
• Students should be able to express (explain, analyze, develop, and criticize) ideas effectively.
  
• Students should be able to use correct grammar (syntax, mechanics, and citation of sources) at a college level of sophistication.
• Students should be able to write for different audiences (both specialized and general).
  

Learning Objective 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.

Learning Objective 3: Students shall write complete essays that demonstrate the ability to synthesize ideas encountered in multiple readings.

Grading
The Department of English reaffirms its commitment to the differential grading scale as defined in the official SJSU Catalog ("The Grading System"). Grades issued must represent a full range of student performance: A = excellent; B = above average; C = average; D = below average; F = failure. A passing grade in this course signifies that the student has developed those writing, reading, and research abilities necessary for upper-division work. In English Department courses, instructors comment on and grade the quality of student writing, as well as the quality of the ideas being conveyed. All student writing will be distinguished by correct grammar and punctuation, appropriate diction and syntax, and well-organized paragraphs.

Standards for Presentation of Work
All typed work must be in MLA format. Look for online samples of presentation standards early in the semester. Unstapled work will NOT be accepted. Please follow this heading for all typed work:

Full 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. Again, all submitted work must be in MLA format.

Your assigned writing coursework will total at least 8,000 words (excluding journals); it includes:

1. Diagnostic Essay: This in-class essay will be my first opportunity to evaluate your writing.
2. Literary Analysis/Short Answer Responses: For this in-class assignment, you will write short answer responses based upon Martin’s Shopgirl.
   
3. Expository Essay: You will write an expository essay based upon the Houstons’ Farwell to Manzanar.
   
4. Persuasive Essay: You will write an in-class persuasive essay based upon the issue of same-sex marriage rights in California.
   
5. Editorial Essay: In this in-class editorial essay, you will take a sobering look at the state of our state.
   
6. Personal Essay: For this in-class essay, you will write about the place in California you call home.
   
7. Annotated Bibliography: In this assignment, you will organize and evaluate the sources for your research paper.
   
8. Research Paper: Your 10-page research paper asks you to profile a California “place.” Whether it’s the Third Street Promenade in Santa Monica, Keyes View in Joshua Tree National Park, or the Googleplex in Mountain View, you will synthesize history, culture, experience, and observation into an informative profile of a unique California locale.
9. Reflective Journals: You will write six 2-page responses to an assigned California-themed topic. Look for journal topics to be posted on ThreePointEau.
   
10. PowerPoint Presentation: In addition to making a 10-minute PowerPoint presentation based upon some aspect of California (e.g. a location, famous resident, landmark, historical event), you will provide the class with an informative hand-out, further detailing your topic.
    
11. Final Exam: Your final exam, an in-class essay, will take place on August 11th. 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.
    

Writing Assignment: Point Value/Word Count:
Diagnostic Essay: 20/550
Literary Analysis/ Short Answer Responses: 20/550
Expository Essay: 20/625
Persuasive Essay: 20/550
Editorial Essay 20/625
Personal Essay: 20/550
Annotated Bibliography: 20/200
Research Paper: 100/3500
Reflective Journals: 60 (6 @ 10 pts each)/Not applicable
PowerPoint Presentation: 10/300
Final Exam: 80/550
Participation: 10/Not applicable

Point Total: 400
Word Count Total: 8000

Course Schedule
This schedule is subject to change; always consult ThreePointEau for the most up-to-date information.

Key:
CU - California Uncovered
eR - eReader
FM - Farewell to Manzanar
MANY - Many Californias
MC - My California
SG - Shopgirl

Week 1

M 6.7
IN-CLASS
Syllabus review; Introductions; Class discussion—Defining California

W 6.9
IN-CLASS
Diagnostic essay; Reading discussion; Sample PowerPoint presentation

DUE
Journal 1

Week 2
6.14
READ
CU: Interviews by James Quay, Excerpt from Holy Land by D.J. Waldie, “Pruning Generations” by David Mas Masumoto, “The Light Takes Its Color From the Sea” by James D. Houston, “Where the Poppies Grow” by Richard Rodriguez; MANY: “Californios” by Richard Henry Dana, “The Opium of the People” by Carolyn See, “Coming of Age: The End of the Beginning” by Wallace Stegner, “America’s Wild Child” by Richard Rodriguez

IN-CLASS
Lecture—Steps of the Writing Process, Pt. I; Reading discussion; PowerPoint presentation sign- ups

W 6.16
READ
SG: p. 1-65

IN-CLASS
Lecture—Steps of the Writing Process, Pt. II; Reading discussion

DUE
Journal 2

Week 3
M 6.21
READ
SG: p. 66-130; FM: p. 1-54

IN-CLASS
Library session (Meet in MLK Library; location TBA); Reading discussion; Preview— Research paper and Literary analysis/short answer response assignments

W 6.23
READ
FM: pg. 55-127

IN-CLASS
Literary analysis/short answer responses; Reading discussion

DUE
Journal 3

Week 4
M 6.28
READ
FM: 128-188

IN-CLASS
Reading discussion; Presentations; Preview—Expository essay

DUE
Journal 4

W 6.30
READ
eR: “The Conservative Case for Gay Marriage” by Theodore B. Olson, “Same-Sex Marriage: ‘A Basic Civil Right’” by James Rotondi, “Same-Sex Marriage: Losing a Battle, Winning the War” by Andrew Cohen, “Stupidity, Gay Marriage, and the Evolution of Religion” by Dan Agin, “Why I Fought for the Right to Say ‘I Do’” by Greta Christina, “An Argument For Same-Sex Marriage: An Interview with Jonathan Rauch” by David Masci

IN-CLASS
Reading discussion; Presentations

DUE
Expository essay

Week 5
M 7.5
NO CLASS

W 7.7
READ
eR: “Why One Queer Person is Not Celebrating California's Historic Gay Marriage Decision” by Mattilda Bernstein Sycamore, “Preserve Traditional Marriage for Benefit of Future Generations” by Roger Crouse, “The Worst Thing About Gay Marriage” by Sam Shulman, “We Don't Need Gay Marriage” by Mark Vernon, “Sex and Consequences” by Peter Wood, “An Argument Against Same-Sex Marriage: An Interview with Rick Santorum” by David Masci

IN-CLASS
Lecture—Rhetoric 101; Reading discussion; Presentations; Preview—Persuasive essay

DUE
Journal 5

Week 6
M 7.12
IN-CLASS
Presentations; Lecture—California on Film

DUE
Persuasive essay, draft 1 (Bring 3 copies)

W 7.14
IN-CLASS
Presentations; Watch—The Bridge (2006)

DUE
Journal 6

Week 7
M 7.19
FIELD TRIP
Details TBA

W 7.21
IN-CLASS
Presentations; Lecture—“How to do an Annotated Bibliography”

DUE
Persuasive essay, final draft (Attach draft 1)

Week 8
M 7.26
READ
eR: “California: Ruined by the Supermajority” by Joe Matthews, “What’s the Matter with California?” by Robery Mackey and Liz Robbins, “Silicon Valley Loses Best-Workplace Luster After Job, Pay Cuts” by Ryan Flinn, “Fortune 500’s Flee California” by Michelle Steel, "

IN-CLASS
Reading discussion, Presentations; Preview—Editorial essay

W 7.28
READ
eR: “The California Quagmire” by Karl Manheim, John S. Caragozian, and Don Warner, “Is Marijuana the Answer to California’s Budget Woes?” by Tom McNichol, "Cracks in the Future" by Bob Herbert, 'Why California is Still America's Future" by Michael Grunwald, “Californians Pessimistic about Future” from AirTalk, KPCV (audio program)

IN-CLASS
Writers workshop, Presentations

DUE
Editorial essay; Research paper (Bring 3 copies of the first 2 pages of your paper)

Week 9
M 8.2
READ
MC: “Transients in Paradise” by Aimee Lu, “The Last Little Beach Town” by Edward Humes, “Bienvenidos a Newport Beach” by Firoozeh Dumas, “Berkeley” by Michael Chabon, “The Line” by Ruben Martinez, “Flirting with Urbanismo” by Patt Morrison, “My Little Saigon” by Ahn Do, “The Nicest Person in San Francisco” by Derek Powaze, “The Un-California” by Daniel Weintraub; MANY: “Los Angles Notebook” by Joan Didion, “Wildflowers” by David Mas Masumoto; eR: “What is San Francisco?” by Herb Caen, “Pink Elephant Hunting” by Gary Singh

IN-CLASS
Reading discussion; Presentations; Preview—Personal essay

DUE
Annotated bibliography

W 8.4
IN-CLASS
Personal essay; Writers workshop

DUE
Research paper, pages 1-4 (Bring 3 copies)

Week 10
M 8.9
IN-CLASS
Writers workshop; Final exam prep
DUE Research paper, pages 1-8 (Bring 3 copies)

W 8.11
IN-CLASS
Final Exam; Course review

DUE
Research paper