Homicides in First Month of New Year Alarming

By Heather Knight, San Francisco Chronicle
 01.29.11

Just four weeks into the new year, San Francisco has seen eight homicides - compared with five at this time last year. Oakland has already racked up 11, when last year at this time it had four. And San Jose has tallied seven homicides, compared with 20 for all of 2010.

San Francisco would have 10 homicides for 2011 if a woman whose body was set ablaze in the Lower Haight hadn't actually been killed in Sacramento, and if the district attorney's office hadn't determined it was self-defense when a man stabbed another to death after being bludgeoned in the head with a shovel.

The gruesome start to the year - including the brazen, broad-daylight slaying of a man in a Polk Street coffee shop - has police and City Hall officials concerned and confused.

There appears to be no rhyme or reason to the San Francisco slayings, said interim Police Chief Jeff Godown. Only one has been gang-related, and the only pattern seems to be that people are killing those they know rather than strangers.

"I'm worried when I see an uptick in San Francisco and Oakland and San Jose," Godown said. "You want to put context to the homicides and determine what is going on. ... I don't see any distinct patterns."

Mayor Ed Lee met with Godown this week to discuss the homicides, and believes community policing and crime prevention measures are essential, said Lee's spokesman, Tony Winnicker.

No overreaction

"The violent start to the new year is cause for concern, but we don't want to overreact at this point," Winnicker said, noting that 2010 and 2009 had the lowest homicide totals in decades. "We certainly want to maintain those trends, but we have to be somewhat realistic in our expectations. It's going to fluctuate from year to year."

The troubling January comes after San Francisco, Oakland and San Jose experienced two consecutive years of lower homicide rates - a trend seen nationwide. San Francisco had 50 slayings in 2010 and 45 in 2009, a major plunge from 96 in 2008.

Oakland had 90 homicides in 2010, down from 104 in 2009 and 123 in 2008. And San Jose had just 20 slayings last year - its fewest in 21 years.

Doing more with less

Officer Holly Joshi, an Oakland police spokeswoman, called the 11 homicides so far this year "definitely concerning."

"With the budget challenges and staffing crisis ... we are faced with having to try and do more with less," she wrote in an e-mail. "We are focused on intelligence-based policing and hot-spot policing now."

Sgt. Jason Dwyer of the San Jose Police Department said the department counts seven homicides for 2011, but there have actually been nine deaths at the hands of others. Two people died this year as a result of violent incidents.

"It's a little early to jump the gun and panic," he said.

Nevertheless, San Jose held an emergency meeting Monday night on gang violence in response to the spate of killings. At the packed meeting in the Santee neighborhood, police said recent budget cuts have meant fewer patrols and asked citizens to be vigilant in spotting and reporting crime.

Though city officials are taking note of the number of homicides, it's far too early in the year to worry, according to Franklin Zimring, a UC Berkeley law professor who specializes in criminal justice issues.

"It's the height of hysteria to start making long-range predictions or having long-range anxieties when last year's (five)... homicides are this year's eight homicides," he said.

Contrast is puzzling

He said the concern probably stems from the contrast to the last two years when the Bay Area's big cities saw homicide rates drop. There has been no persuasive explanation for the plunge, he said, so any potential change is going to cause concern.

Tina Moylan, president of the Russian Hill Neighbors group and a member of a police advisory board established by former Chief George Gascón, said her neighborhood is still reeling from the killing late last year of fashion publicist Kate Horan.

Gary Scott Holland was charged with murder, attempted rape, robbery and burglary after allegedly posing as a utility worker to gain access to her home. He has pleaded not guilty.

Moylan said she and her neighbors are troubled by news reports of one bizarre murder after another - and that she was particularly bothered by the story of the woman found charred in a car in the Lower Haight.

"I have no answer," she said. "But I will tell you that our neighborhood group and other neighborhoods are focusing on self-safety. I go out at night without jewelry, without a purse. I watch where we park our car. Some of these things are so random.

"No neighborhood is exempt."

Want to be an Extra in a Matt Damon Movie?

 













By Karen Reardanz,San Francisco Chronicle
01.27.11

Want to hang out in S.F., maybe meet/glimpse Matt Damon, Jude Law, Kate Winslet or Gwyneth Paltrow and earn some cash?

Extras are need for the new action-thriller "Contagion," starring all of the above and directed by Steven Soderbergh. Open call castings are this weekend (Jan. 29 and 30), and they're seeking Bay Area people 18 and over of "all shapes, sizes, types and any ethnicity" to be extras in the flick. Filming starts on February 9 and goes through Feb. 19.

Interested? Bring a pen and a recent color photo of yourself to one of the following locations: 

January 29, 2011 (2-6 p.m.)
Fort Mason Center
Landmark Building C
Room C260

and 

January 30, 2011 (10 a.m.-4 p.m.)
Embarcadero YMCA
169 Steuart Street, San Francisco

Details are here.

Reflection 1: That's Not Cool, Bro—The Social Rules of California

Notice on Los Angeles streets

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 New Jersey, Kentucky, or Utah. For example, we understand that driving a large gas-guzzling car here might inspire frowns from fellow Californians. Or that using a gay slur in mixed company risks ostracization. Likewise, we've learned to make vegetarian considerations in meals for our guests, and we typically understand that being too preachy about one's religion can turn people off. Californians can be judgmental about smoking, littering, and other unhealthy practices, 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 certain social situations in California? Finally, how are we kept in line and what happens when we break these social rules?

Requirements:

• MLA Style
• Two pages minimum

Due: We 2.2 / Th 2.3

Spring 2011 Syllabus

Map of the Island of California, c. 1650

English 1A: In a Golden State

Department of English and Comparative Literature,
San José State University
Spring 2011

Instructor: DH De La O
Course: Composition I, GE A2
Office: Faculty Offices 111
Office Hours: Mo / We 9:00 - 10:00 AM
Phone: 408.924.5019
Email: dhdelao@gmail.com
Twitter: twitter.com/ProfDLo
Blog: threepointeau.blogspot.com

Section: 03; Course Number: 20465
Mo / We 7:30 - 8:45 AM, Clark 316

Section: 06; Course Number: 25054
Tu / Th 7:30 - 8:45 AM, Clark 316

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 certainly earned its reputation as a place where dreams can come true. For over a century, everyone from hungry entrepreneurs to would-be movie stars have flocked here 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 controversial propositions, epic natural disasters, and crippling debt. How do we, as Californians, reconcile the California we want with the California we have? This spring 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 the various visions of this Golden State.

Required Materials

• The Accidental Billionaires: The Founding of Facebook—A Tale of Sex, Money, Genius and Betrayal by Ben Mezrich (ISBN: 0307740986)
• 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)
• California Uncovered: Stories for the 21st Century (ISBN: 189077197X)
• Shopgirl: A Novella by Steve Martin (ISBN: 0786891076)
• My California: Journeys by Great Writers (ISBN: 1883318432)
• The Norton Field Guide to Writing (Second Edition with 2009 MLA Updates) by Richard Bullock (ISBN: 9780393934380)
• One large yellow book

Course Description
English 1A is the first course in SJSU’s two-semester lower-division composition sequence; it provides an introduction to baccalaureate-level composition, with attention to the “personal voice” and personal experience, on the one hand, and the more formal attitudes and demands of writing at the university (expository and argumentative essays), on the other. Students will develop college-level reading abilities, rhetorical sophistication, and writing styles that give form and coherence to complex ideas and feelings.

Prerequisites: Passage of the English Proficiency Test (EPT), or passage of an approved substitute course for the EPT.

Course Goals and Student Learning Objectives
Students shall achieve the ability to write complete essays that demonstrate college-level proficiency in all of the following:

• Clear and effective communication of meaning.
• An identifiable focus, tailored to a particular audience and purpose (argumentative essays will state their thesis clearly and show an awareness, implied or stated, of some opposing point of view).
• The ability to perform effectively the essential steps of the writing process (prewriting, organizing, composing, revising, and editing).
• The ability to explain, analyze, develop, and criticize ideas effectively.
• Effective use within their own essays of supporting material drawn from reading or other sources.
• Effective organization within the paragraph and the essay.
• Accuracy, variety, and clarity of sentences.
• Appropriate diction.
• Control of conventional mechanics (e.g., punctuation, spelling, reference, agreement).

Student Learning Objectives (SLO):

• SLO 1: Students shall write complete essays that demonstrate the ability to perform effectively the essential steps in the writing process (prewriting, organizing, composing, revising, and editing).
• SLO 2: Students shall write complete essays that demonstrate the ability to express (explain, analyze, develop, and criticize) ideas effectively.
• SLO 3: Students shall write complete essays that demonstrate the ability to use correct grammar (syntax, mechanics, and citation of sources) at a college level of sophistication.
• SLO 4: Students shall write complete essays that demonstrate the ability to write for different audiences.

Course Content
Writing: In English 1A, you will focus on practicing all phases of the writing process including prewriting, organizing, writing, revising, and editing. All sections of English 1A require that you write essays totaling a minimum of 8000 words. This total word count does not include the final exam, journals, quizzes, or any brief or informal writing assigned by your instructor. You will write at least 3, but no more than 4, essays in class. Your instructor has listed in this syllabus how you will meet the 8000 word minimum. You must write all formal essays to pass the course.

Reading: English 1A includes extensive and intensive reading. The reading you do in English 1A provides useful models of writing for academic, general, and specific audiences.

Research: In this course, you might learn to use the tools of the SJSU library, including online resources for research, but library research is not a requirement of the course.

Diversity: The content presented in English 1A will address issues of race, class, and gender as well as the perspectives of women and diverse cultural groups.

Course Materials: The English department suggests that a dictionary, a rhetoric (or rhetoric/reader), and a handbook are appropriate materials for this course.

The University Essay Final Exam: Twenty percent of your course grade comes from an essay final exam, graded holistically. This department-wide final consists of reading and responding to a college-level passage chosen by the English Department Composition Committee. You must take the final exam in order to pass the course.

Grading: A-F. This class must be passed with a C or better to move on to CORE GE Area C3 and to satisfy the prerequisite for English 1B. A passing grade in the course signifies that the student is a capable college-level writer and reader of English.

Academic Policies
You are responsible for reading the SJSU academic polices, available online here.

Outside Tutoring
You are always welcome to see me during office hours. However, if additional help is required, I strongly suggest utilizing SJSU’s excellent Writing Center (Clark Hall, Suite 126; 408.924.2308). Appointments are required, so please plan accordingly.

Class Policies

• All writing assignments are due on the dates indicated on ThreePointEau, which contains the most up-to-date schedule and information.
• Late assignments must be emailed to me no later than the following class after the due date. However, it will be lowered one letter grade. I will not accept an assignment beyond that point.
• Assignments submitted via email, will be graded as any other. However, no marked-up hard copy will be returned to you.
• Without prior notification, missed in-class essays and presentations cannot be made up; if you must miss your presentation date, make prior arrangements with a classmate to switch days.
• You will automatically be docked 5 points off your final assignment for coming to class on a writer’s workshop day without an essay.
• There may be only one opportunity for extra-credit this semester, so please stay up-to-date on your assignments.
• The use of laptops during class is restricted to note taking only.
• If you come to class after the first 15 minutes, please wait for an appropriate moment to enter so as not to disturb the class.

ThreePointEau
I maintain this class blog as a centralized place for assignments, reminders, documents, important dates, links, and general class information. It also contains an easy-to-reference archive of the course work. In addition, this website will be the location of the course’s eReader (eR). These Web articles will be required to complete some assignments.

On the homepage, click on “SJSU: English 1A” under “Spring 2011” to be routed to our page. Feel free to use the “Comments” function in each posting; it is often a helpful way to communicate with classmates. Additionally, Gmail users also have the option of subscribing to the blog to keep up to date on all posts.

Twitter
Twitter is a useful social networking tool that allows me to communicate with you instantaneously. I may use it if class has to be canceled unexpectedly, or if there is an important change to our agenda. If you already have a Twitter account, search for “ProfDLo” under “Find People.” If not, visit Twitter to register for free. Twitter membership is not required for this course, but it is recommended.

Standards for Presentation of Work
All typed work must be in MLA Style. Samples are located in both The Norton Field Guide to Writing and online at ThreePointEau. Unstapled work will not be accepted.

Please follow this heading for all typed work:

Name

ENG 1A, Sec. #

Assignment

Date

Course Work
Class sessions will employ a combination of lectures, group discussions, presentations, and writing workshops that will cover a range of activities, including analyzing, interpreting, outlining, revising, and editing. All essays are approximately three pages and must be in MLA Style.

Your assigned writing coursework will total approximately 8000 words; they include:

1. Diagnostic Essay: This in-class essay will be my first opportunity to evaluate your writing.
2. Literary Analysis / Short Answer Responses: For this in-class assignment, you will write short answer responses based upon Martin’s Shopgirl. 
3. Persuasive Essay: You will write a persuasive essay based upon the issue of same-sex marriage rights in California.
4. Expository Essay: You will write an expository essay based upon the Houstons’ Farwell to Manzanar. 
5. Cause and Effect Essay: The impact of California’s shrinking education budget will be the focus of this cause and effect essay.
6. Editorial Essay: This editorial essay asks you to make the case for or against Facebook’s Mark Zuckerberg based upon our reading of Mezrich’s Accidental Millionaires.
7. Autobiographical Essay: For this in-class essay, you will write about the place in California that you call home.
8. Reflections: You will write eight two-page reflections to a variety of California-themed prompts. These prompts will be online at ThreePointEau.
9. PowerPoint Presentation: You and a classmate will create a 15-minute PowerPoint presentation, including a hand-out, based upon one of a list of topics I will present in class (e.g. The Barbary Coast, The Battle of Los Angeles). Please note, you will be responsible for providing your own laptop.
10. Final Exam: Your final will take place on Saturday, May 14; it will be a common, department-wide written exam. No make-ups or early exams will be allowed and you must take the exam in order to pass this class. 

Grading Breakdown
Item Point - Value - Word Count** - SLO

1. Diagnostic Essay* - 20 - 750 - 1, 4
2. Literary Analysis / Short Answer Responses* - 20 - 750 - 1-4
3. Persuasive Essay - 20 - 1000 - 1-4
4. Expository Essay - 20 - 1000 - 1-4
5. Cause and Effect Essay - 20 - 1000 - 1-3
6. Editorial Essay -20 - 1000 - 1-4
7. Autobiographical Essay* - 20 - 750 - 1-4
8. Reflections - 80 (8 @ 10 points each) - 4000 - 1-3
9. PowerPoint Presentation - 10 - N/A - N/A
10. Final Exam - 60 - N/A - N/A
11. Participation - 10 - N/A - N/A

Total points: 300 Approximate word count: 10250

Note that there is a participation component to your grade. Though only 10 points, it might be enough to make a difference between letter grades. To receive all or most of these points, it is important that you actively engage in the classroom experience (e.g. frequently asking questions, commenting). Simply attending class is not sufficient to garner full points, as they are based on active participation, not attendance.

*Denotes an in-class essay
* *One typed page in MLA Style equals approximately 250 words; 1000 words is roughly equal to four typed pages

Course Schedule
Note that this schedule is subject to change. Always consult ThreePointEau for the most up-to-date information and schedule. Consider this hard copy of the syllabus a rough guide and already out-of-date.

Key:
ACC (Accidental Billionaires)
CALU (California Uncovered)
eR (eReader)
MANZ (Farewell to Manzanar)
MYCAL (My California)
SHOP (Shopgirl)

Section 3: Mo / We
Section 6: Tu / Th

Week 1: Los Angeles
We 1.26 / Th 1.27
In-Class: Syllabus review

Week 2: Berkeley
Read: SHOP—p. 1 - 45
Mo 1.31 / Tu 2.1
In-Class: Introductions; Sample PowerPoint presentation

We 2.2 / Th 2.3
Read: SHOP—p. 46 - 97
In-Class: Lecture—“Steps of the Writing Process, Pt. I”
Due: Reflection 1

Week 3: San Simeon
Mo 2.7 / Tu 2.8
Read: SHOP­—p. 98 - 130
In-class: Reading discussion; Presentation sign-ups; Preview—Literature Analysis / Short Answer Responses; Lecture—“Steps of the Writing Process, Pt. II”

We 2.9 / Th 2.10
In-Class: Diagnostic essay
Due: Reflection 2

Week 4: Oakland
Mo 2.14 / Tu 2.15
Read: eR—"An Argument Against Same-Sex Marriage: An Interview with Rick Santorum" (The Pew Forum on Religion and Public Life), "Preserve Traditional Marriage for Benefit of Future Generations" by Roger Crouse (Kennebec Journal & Morning Sentinel), "Sex and Consequences" by Peter Wood (The American Conservative)
In-Class: Literature Analysis / Short Answer Responses

We 2.16 / Th 2.17
Read: "The Worst Thing about Gay Marriage" by Sam Shulman (The Weekly Standard), "We Don't Need Gay Marriage" by Mark Vernon (The Guardian), "The Secular Case Against Gay Marriage" by Adam Kolasinksi (The Tech), "Why One Queer Person is Not Celebrating California's Historic Gay Marriage Decision" by Mattilda Bernstein Sycamore (Alternet)
In-Class: Reading discussion; Lecture—“The Fundamentals of Rhetoric”

Week 5: Lodi
Mo 2.21 / Tu 2.22
Read: eR—“The Economist Debates: Single-Sex Marriage” (The Economist), "An Argument for Same-Sex Marriage: An Interview with Jonathan Rauch" (The Pew Forum on Religion and Public Life), "Same-Sex Marriage: 'A Basic Civil Right'" by James Rotondi (The Huffington Post)
In-Class: Reading discussion; Presentations; Preview: Persuasive essay

We 2.23 / Th 2.24
Read: eR—"Same-Sex Marriage: Losing a Battle, Winning the War" by Andrew Cohen (Vanity Fair), "Stupidity, Gay Marriage, and the Evolution of Religion" by Dan Agin (The Huffington Post), "The Conservative Case for Gay Marriage” by Theodore B. Olson (Newsweek), "Why I Fought for the Right to Say 'I Do'" by Greta Christina (Alternet), "Slippery Slop" by Dahlia Lithwick (Slate); MANZ—p. ix - 59
In-Class: Reading discussion; Presentations
Due: Reflection 3
Returned: Literature Analysis / Short Answer Responses

Week 6: Palo Alto
Mo 2.28 / Tu 3.1
Read: MANZ—p. 60 - 94
In-Class: Writer’s workshop
Due: Persuasive essay (Draft 1, bring 3 copies)

We 3.2 / Th 3.3
Read: MANZ—p. 95 - 132
In-Class: Reading discussion; Presentations; Lecture—“Thesis Statement Speed Dates”

Week 7: San Diego
Mo 3.7 / Tu 3.8
Read: MANZ—p. 133 - 185
In-Class: Lecture—“California on Film”; Preview—Expository essay
Due: Persuasive essay (Final draft, attach draft 1 and, on a separate sheet, one paragraph rationale for your revisions)

We 3.9 / Th 3.10
In-class: Reading discussion

Due: Reflection 4   

Week 8: San Jose
Mo 3.14 / Tu 3.15

Read: eR—“California's Public Colleges Face $1.4-Billion in New Budget Cuts” by Josh Keller (The Chronicle of Higher Education), “Editorial: California Voters Seem to be Clueless about the Budget” (Oakland Tribune) “Schools Still Face Deep Spending Cuts” (KCRA TV, Sacramento)
In-Class: Reading discussion; Presentations

We 3.16 / Th 3.17
Read: eR—“Editorial: California Must Not Resort to Short-term Fixes” (The Highlander), “California Now 43rd in Per-student Spending” by John Fensterwald (Silicon Valley Education Foundation); “Education Cuts to Impact Future of Silicon Valley” (KGO TV, San Francisco)
In-Class: Watch—The Bridge (2007); Preview—Cause and effect essay

Week 9: Beverly Hills
Mo 3.21 / Tu 3.22
Read: ACC—p. 1 – 40; eR—“Mark Zuckerberg, Moving Fast and Breaking Things” (Business Insider); Mark Zuckerberg Interview (ABC World News with Diane Sawyer), “The Face Behind Facebook” (Oprah.com)
In-Class: Reading discussion; Presentations
Due: Cause and effect essay

We 3.23 / Th 3.24
Read: ACC—p. 41 - 84
In-Class: Reading discussion; Presentations; Lecture—“Choosing the Right Word”
Due: Reflection 5

Week 10: Santa Monica
Mo 3.28 – Th 3.31
No Class: Spring Break

Week 11: Bakersfield
Mo 4.4 / Tu 4.5
Read: ACC—p. 85 - 190
In-Class: Reading discussion; Presentations, Lecture—“Avoiding a Writing Instructor’s Biggest Pet Peeves”
Returned: Expository essay

We 4.6 / Th 4.7
Read: ACC—p. 191 - 230
In-class: Watch—The Social Network (2010)

Week 12: Santa Cruz
Mo 4.11 / Tu 4.12
Read: ACC—p. 231 – 255; eR—“Person of the Year 2010: Mark Zuckerberg” by Lev Grossman (Time), “Mark Zuckerberg & Facebook, Part 1” (60 Minutes), “Mark Zuckerberg & Facebook, Part 2” (60 Minutes), “The Face of Facebook” by Jose Antonio Vargas (The New Yorker)
In-Class: Reading discussion; Presentations; Preview—Editorial essay
Due: Reflection 6

We 4.13 / Th 4.14
Read: MYCAL—“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
In-class: Reading discussion; Presentations
Returned: Cause and effect essay


Week 13: Mendocino
Mo 4.18 / Tu 4.19
Read: MYCAL—“The Line” by Ruben Martinez, “Flirting with Urbanismo” by Patt Morrison,

In-class: Reading discussion

We 4.20 / Th 4.21

Read: MYCAL­— “My Little Saigon” by Ahn Do, “The Nicest Person in San Francisco” by Derek Powaze, “The Un-California” by Daniel Weintraub

In-class: Reading discussion; Lecture—“California on TV”

Sa 4/23
Field trip: Details TBA—Participation optional 

Week 14: San Francisco
Mo 4. 25 / Tu 4.26
In-class: Writer’s workshop; Preview—Autobiographical essay
Due: Editorial essay (Draft 1, bring 3 copies)

We 4.27 / Th 4.28
In-class: Guest speakers, TBA
Due: Reflection 7

Week 15: Monterey
Mo 5.2 / Tu 5.3
Read: CALU—Excerpt from Holy Land by D.J.Waldie, “Pruning Generations” by David Mas Masumoto, Excerpt from Travels with Charley by John Steinbeck, “The Light Takes Its Color from the Sea” by James D. Houston, “My Ride, My Revolution” by Luis J. Rodriguez, “Where the Poppies Grow” by Richard Rodriguez
In-Class: Reading discussion; Presentations
Due: Editorial essay (Final draft, attach draft 1 and, on a separate sheet, one paragraph rationale for your revisions)

We 5.4 / Th 5.5
In-Class: Autobiographical essay

Week 16: Folsom
Mo 5.9 / Tu 5.10
In-Class: Final exam prep; Presentations
Returned: Editorial essay

We 5.11 / Th 5.12
In-Class: Final exam prep; Presentations
Due: Reflection 8

Sa 5.14
Final exam: 8 AM, location TBD

Week 17: Malibu
Mo 5.16 / Tu 5.17
In-class: Course review
Returned: Autobiographical essay

Week 1: 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'" 

Week 1: Los Angeles
We 1.26 / Th 1.27
In-Class: Syllabus review

Upcoming:

Week 2: Berkeley
Read: SHOP—p. 1 - 45
Mo 1.31 / Tu 2.1
In-Class: Introductions; Sample PowerPoint presentation

We 2.2 / Th 2.3
Read: SHOP—p. 46 - 97
In-Class: Lecture—“Steps of the Writing Process, Pt. I”
Due: Reflection 1