English 2000: Introduction to English Studies

Instructor Information
Dr. Miriam Fernandez
[email protected]

Section Information
Fall 2021-Section 60

Zoom Office Hours

Available on zoom.
For appointments: https://calendly.com/miriam-fernandez/office-hours-one-on-one

Course Description

“What do you do as an English major? What kinds of jobs can you get?”

It’s likely that you have been asked (or have asked yourself) questions about the skills and
opportunities that an English degree provides you. It’s possible that you have seen one of the
many clickbait stories that pit English Studies against degrees like computer engineering or
business to argue that you can’t make any money or find real meaning by studying in the
humanities.

The value of your degree is hard to quantify and will likely depend on your individual interests,
goals, and passions in life. This course is intended to give you a foundation for understanding
what an English degree does: the skills you can expect to practice and master, and the career
opportunities available to you, and the various tracks that are available to you at CSUSB.

During the next fifteen weeks, we will read literature, poetry, public speeches, theory, and other
genres as we get a foothold on the different research questions and methodologies used in
creative writing, linguistics, literature, and rhetoric and writing studies. We will also practice
different forms of writing including the reflective, the creative, and the critical as we consider the
meanings behind the readings and the purpose they have in our society.

Catalog Description
Introduction to the sub-disciplines in English, including literature, creative writing, linguistics,
and rhetoric and writing studies. Orients students to various dimensions of English Studies, the
goals of the English B.A., and possible career pathways for English majors. Graded credit/no
credit.
 Program Learning Outcomes
As a student in the English department, you may be aware that there are eight student learning
goals that are taught in the English major. In this course we will be focused on developing and
advancing the following three learning outcomes:

Social Construction
Students will understand that the meaning of any given word or text is established through a
continuing process of social interaction, negotiation, consensus, and dissent. Students will
examine how meaning is made in relation to texts of various literary, rhetorical, and linguistic
genres in their various contexts.
 
Intertextuality
Students will understand that texts, in all their forms, must be read in relationship to relevant
contexts (historical, linguistic, social, political, personal) and in relationship to one another.
Students will demonstrate intertextual thinking by analyzing how texts relate to these broader
contexts and by producing their own texts in ways that attend to text-context relationships.

Diversity
Students will understand that the social, political, economic, and cultural value of different
English literary, linguistic, and rhetorical conventions result from uneven power relations within
a diverse society. Students will engage in meaningful collaborations and critical dialogues with
peers and faculty from a range of communities and perspectives to analyze and produce various
types of texts that examine (and sometimes revise, critique, and resist) the varied and complex
uses of the English language and its varieties.

Course Objectives
By the end of this course, you will be able to
 Explain the purpose and uses of an English degree [Social Construction]
 Situate the English degree in its historical, political, and intellectual context
[Intertextuality and Diversity]
 Recognize the ways knowledge and meaning are constructed through language, stories,
and rhetorical tactics. [Social Construction]
 Practice different disciplinary methods tied to the different tracks in the English Major
[Intertextuality]
 Situate yourself in relation to your degree, your passions, and your life goals [Diversity
and Social Construction]

Required Texts
The course will have various other pdf readings. Access to Canvas, a pdf/word document reader
or printer will be necessary.

Assignment Descriptions
Reading Response Blog
Throughout the semester, various readings will be assigned. Students are expected to read them
(in some cases listen or watch them) and respond to the text in a blog format. Mini prompts will
be provided for most of the readings with different questions to consider and different options for
modes of response.

Charting Your Path Project

In addition to readings that introduce you to different questions, methodologies, and genres
associated with the different tracks, our class will also focus on self-reflection and life planning.

Final Reflection Piece

At the end of the course, you will submit a final writing piece that reflects on what you have
learned and how you will put it to use in the future.

Course Workload and Grade Distribution

English 2000 is a one-credit course. The CSU defines the amount of work in a credit hour as
approximately one hour of direct faculty instruction and a minimum of two hours of out-of-
class student work each week for approximately 15 weeks. Although we will only meet once a
week, please give the course the amount of time it deserves. What this means is that you should
think through the material as you respond instead of trying to rush through the assignment to get
it over with. The assignments are not busy-work, they are intended to scaffold your learning over
the 15 weeks of the semester and help you create a working plan to finish your degree and move
toward your life goals.

This course is a credit/no credit class. In order to pass the class you will need to receive at least
70% out of the total points.

Credit: 70-100 %
No Credit: 0-69 %

Participation and Attendance Policy

Our course will be a synchronous class with weekly sessions through zoom. Attendance is
required. You may miss two zoom sessions without any penalty or questions asked. If you need
to miss more classes, you can watch the recording and make up the work by submitting a writing
response to the lecture or activity. You may only do this up to three times total.

Synchronous class days will include some class work, some lectures, and some discussions. Your
participation via chat, video, and audio will be necessary. You do not have to always keep your
camera on, but I appreciate it if you can do so for at least part of the time.

Participation and Attendance points will be given if students attend class sessions (approximately
11-12 zoom sessions). This includes:
o logging in on time and not leaving early,
 o having your camera on for part of the time or using audio to answer or ask
questions,
o completing in-class work and engaging in discussions with peers,
o and being respectful and courteous to everyone in class.

Student Dialogue
Student dialogue is an important component of this course and you are expected to take part in
class discussions via blackboard. I anticipate that there won’t always be agreement between all
of us. However, I do expect that you will approach these discussions as dialogue rather than
debate. It’s not about proving you are right or proving someone wrong. Instead, it is about
having a conversation founded on intelligence and respect. Any disagreements should be handled
thoughtfully. That means that you should take a minute to consider your argument and your
purpose. Be considerate of the perspectives of others and try to see outside of your own
individual experiences. Remember that hate speech will not be allowed in the classroom. Feeling
passionate about your opinion is fine but remember that the goal here is to engage in a
DIALOGUE.

Late Work Policy

Blog posts or smaller assignments should be submitted by the due dates. If submitted within two
days of the deadline, you may receive full credit depending on the quality of the work, between
3-7 days late will receive between seventy-five percent credit to half credit, and anything after 7
days will receive no credit.

Please stay in contact with me if you foresee any issues with due dates or are falling behind. Due
to Covid, I will be flexible but that flexibility is based on communication with students and
based on the context of the situation.

Plagiarism and Cheating

Students are expected to be familiar with the University’s Policy on cheating and Plagiarism.
Please review this at (CSUSB Bulletin, pages 51-52). “Plagiarism is the act of presenting the
ideas and writing of another as one's own. Cheating is the act of obtaining or attempting to obtain
credit for academic work through the use of any dishonest, deceptive, or fraudulent means.”

Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism

(presenting the work of another as your own, or the use of another person’s ideas without giving
proper credit) will result in a failing grade and sanctions by the University. For this class, all
assignments are to be completed by the individual student. Plagiarism is not acceptable.

University Guidelines
Please refer to the “General Regulations and Procedures" in the CSUSB Bulletin of Courses for
the university’s policies on course withdrawal, cheating, and plagiarism

Support for Students with Disabilities

If you are in need of an accommodation for a disability in order to participate in this class, please
see the instructor and contact Services to Students with Disabilities at (909) 537-5238.
If you require assistance in the event of an emergency, you are advised to establish a buddy
system with a buddy and an alternate buddy in the class. Individuals with disabilities should
prepare for an emergency ahead of time by instructing a classmate and the instructor.

Additionally, please feel free to speak to me in private about your needs and let me know if there
are things that I might do differently to make the class more accessible to you. I will do my best
to be aware of your needs, but I welcome friendly reminders of what I can do better.

Additional Resources
Writing Center: The writing center offers peer consultants that work with students on any writing
project and in any stage of the writing process. Please see their website
https://www.csusb.edu/writing-center for more information. You can schedule a meeting through
this site after registering an account: https://csusb.mywconline.com

Counseling Center: If you are struggling with emotional or mental health, seek out help with the
counseling center. For more information on their services visit their website:
https://www.csusb.edu/caps/services-offered or call their number at 909.537.5040. Your well-
being is important and should not take a backseat to coursework.

Basic Needs:
 For housing emergencies see https://www.csusb.edu/basic-needs/housing-security or dial
(909) 537-CARE.
 For food insecurity, email [email protected] or dial (909) 537-FOOD.
 For a financial crisis, see: https://www.csusb.edu/basic-needs/financial-security

Course Schedule
Week 1: August 23-29

Homework (before class):

 Read syllabus and post any questions or concerns you have to the question cafe.
 Create your WordPress site and post your URL link to the Course Directory:
https://docs.google.com/document/d/1u3gR6K8DQVHXoY36O1CA-rAV2UrND-
pRmA-Xz8AT1B0/edit?usp=sharing
Find and follow me on WordPress: https://introenglishstudies.com

Zoom Class Day: Friday, August 27th from 10:30 am to 11:20am

 Introduction to course, syllabus, and peers. Overview of assignments.
 Reflection of English Studies Mission and Learning Outcomes
 What is English?

Homework (after class):

 Submit in-class reflection activity
 Post your introduction post to WordPress and comment on 1-2 peers
 Week 2: August 30-September 5

Homework (due before class)

 Read/Listen to Tony Morrison’s Nobel Prize Lecture and watch Chimamanda Adiche’s
Ted Talk
 Blog Response due Thursday, September 2nd

Zoom Class Day: Friday, September 3rd from 10:30-11:20 am

 Discussion of Storytelling and Meaning Making
 Share/Talk about quotes chosen for blog

Week 3: September 7-12

Homework (due before class)

 Read “The Space Traders” by Derrick Bell
 Read “Woman Hollering Creek” by Sandra Cisneros
 Reading Response for one of the stories (post on blog by Thursday, September 9th)

Zoom Class Day, Friday, September 10th from 10:30-11:20 am

 Discussion of readings
 Literary analysis techniques

Week 4: September 13-19

Homework (in lieu of class)

 Creative Writing Assignment, write a prequel, sequel, or revision to “Space Traders” or
“Woman Hollering Creek” due Sunday, September 19th
 No zoom class this week.

Week 5: September 20-26

Homework (due before class)

 Read “Encomium to Helen” and be prepared with questions and notes for class.

Zoom Class Day, Friday, September 24th from 10:30-11:20am

 Introduction to Rhetoric and Writing Studies

Week 6: September 27-October 3

Homework (due before class)

 Read “Inventing Sacagawea”

Zoom Class Day, Friday, October 1st from 10:30-11:20am

  Rhetorical analysis from classical approaches to contemporary ones.

Homework (due after class)

 Blog Response due Sunday, October 3rd

Week 7: October 4-10

Homework (due before class)

 Watch HBO’s Confirmation movie
 Read “Sex, Lies, and the Public Sphere”

Zoom Class Day, Friday, October 8th from 10:30-11:20am

 Understanding Public Sphere Issues and the Intersections with Rhetoric

Homework (due after class):

 Blog response due Sunday, October 10th

Week 8: October 11-17

Homework (before class)
 Read Technologies of Disenfranchisement

Zoom Class Day, Friday, October 15th from 10:30-11:20am

Homework (due after class)

 Post a response on WordPress

Week 9: October 18-24

Homework (due before class)

 Read the chapters from Feiz and Hyon on Linguistics
 Blog response to readings due Thursday, October 21st

Zoom Class Day, Friday, October 22nd from 10:30-11:20am

 Understanding Linguistics

Week 10: October 25-31

Homework (due before class)

 Read the essay on the Nahuatl Language
 Take the quiz/linguistics puzzle and submit a screenshot of your answers

Zoom Class Day, Friday, October 29th from 10:30-11:20am

 A closer look at Nahuatl
Homework (due after class)
 Blog Response to readings due Sunday, October 31st

Week 11: November 1-7

Zoom Class Day, Friday, November 5th from 10:30-11:20am

 Introduction to “Charting Your Path” Assignment

Homework (due after class)

 Reflecting on Alumni Profiles/Videos
Week 12: November 8-15

No Zoom Class This Week

Homework (in lieu of class)

 Finish Pathways Plan A, B, and C

Week 13: November 15-21

Zoom Class Day, Friday, November 19th from 10:30-11:20am

Week 14: November 22-24

No Class, Thanksgiving Break

Week 15: November 29-Dec 3rd

Zoom Class Day, Friday, December 3rd from 10:30-11:20am

Readings TBA

Finals Week: December 6-10

Submit final course reflection