Tips for the Final

Here is a list of things you need to do in your final exam to do well, in no specific order.

• Answer the question. 
• If you ignore some aspect of the prompt you will be dinged down for it.
• Be sure to address both passages
• You will be given two passages to compare, contrast, and synthesize into single idea, your position.  You must address both ideas.  Note that the passages will not necessarily take contrary positions on a topic.  Don't assume that they do.
• Don't quote the whole passage or even large chunks of the passage.  That just looks like you're trying to fill space.  Instead, identify individual sentences that you want to specifically respond to in each passage.  Quote those individual sentences, or better yet, parts of sentences, so that you can integrate them into your own sentences.
• Use more than just the passages given to you for support.
• Essays that get higher scores tend to be the ones that not only bring in specific support from the outside world, but convincingly tie it back to the prompt.
• Go back and proofread.
• You have 30 minutes to prepare and 60 minutes to write, so there should be plenty of time to go back and correct a few spelling mistakes here and there.  Believe me, doing so will up your score.
• Specificity is knowledge.
• Don't talk about people, or a child, or a guy, or some person.  Talk about Harry Potter, or Bob down the street, or Barack Obama, or someone specific.  The more specific your examples the stronger they are as evidence.
• A good mixture of examples is better than a lot of the same example.
• Don't repeat yourself.  Try for a good lit example, a good movie example, a good historical example, a good personal example, and a good use of the passages included in the prompt.
• Avoid hypotheticals and rely on reality
• If you begin an argument with if, it might just be a bad argument.  While that is a common structure for logic (if this is true, then that is true), it does not make an argument.  To make that an argument, you first have to prove that your premise is true, and that can take too much time that you don't have.  Simply show the world for how it is, and not how it should be to support your argument.
• Write more than five paragraphs.
• Seriously.  Most of the readers of your essay have a loathing of the five paragraph structure, and if they see only five, it is possible it may induce an irrational response.  Throw in a sixth paragraph.  Each paragraph should address a specific idea with the sentences in each paragraph building the argument for that idea.  
• Development is the key
• Chances are your two pages single spaced or four pages double are not going to do the trick.  You should have between four and five examples to support your position clearly tied back to the prompt.  
• Anticipate counter arguments.
• Give yourself at least one paragraph in which you consider and respond to a potential counter argument to your position.  This shows the reader that you're thinking critically on the issue, and not just plowing forward with narrow focus. 
• When five minutes is called, jump to the conclusion.
• Seriously, one of the things the readers will look for is completeness.  When I call five minutes you better be on a conclusion or moving toward it.  Simply ending your essay is not a conclusion. A good conclusion explains why your position is important and gives a satisfying close to the essay. 
• Unless you are using specific information gathered by anthropologists about the ways early humans lived, Cavemen make poor argumentative examples.
• Seriously, no cavemen.

Passages for Essay #5

"Realizing that we are divided on the things that constitute a true nation -- blood and soil, tradition and faith, history and heroes -- intellectuals have sought to construct, in lieu of the real nation, the nation of the heart that is passing away, an artificial nation, a nation of the mind, an ideological nation, a creedal nation, united by a belief in the new trinity: diversity, democracy, and equality. As Christianity is purged from the public schools, this civil religion is taught in its stead. The dilemma of those who conjured up this civil religion and creedal nation, liberals and neoconservatives, is that it has no roots and does not touch the heart. Americans will not send their sons to fight and die for such watery abstractions" ~Pat Buchanan, Deconstructing America (472)

"Of the four models of American ethnic relations, the one that I believe offers the best hope for a just and cohesive society is a cultural pluralism that is fully inclusive and based on the free choices of individuals to construct or reconstruct their own ethnic identities. We are still far from achieving the degree of racial and ethnic tolerance that realization of such an ideal requires. But with the demographic shift that is transforming the overwhelmingly Euro-American population of thirty or forty years ago into one that is much more culturally and phenotypically heterogeneous, a more democratic form of intergroup relations is a likely prospect, unless there is a desperate reversion to overt ethnic heirarchicalism by the shrinking Euro-American majority." ~George M. Fredrickson, Models of American Ethnic Relations: A Historical Perspective (459).

"Whether you describe it as the dawning of a post-racial age or just the end of white America, we're approaching a profound demographic tipping point. According to an August 2008 report by the U.S. Census Bureau, those groups currently categorized as racial minorities -- blacks and Hispanics, East Asians and South Asians -- will account for the majority of the U.S. population by the year 2042. Among Americans under the age of eighteen, the shift is projected to take place in 2023, which means that every child born in the United States from here on out will belong to the first post-white generation." ~Hua Hsu, The End of White America? (499).

"Yet, [Hurricane] Katrina offers profound insights into how race operates in American society, insight into how various facts about our social life are racially interpreted through frames. As a result of racial frames, black people are both visible (as criminals) and invisible (as victims). Racial frames both capture and displace us -- discursively and materially. More than shaping whether we see black people as criminal or innocent, perpetrator or victim, these frames shape whether we see black people at all. Where have all the black people gone, long time passing? It is not hyperbole to say that post-Katrina black New Orleanians have become a part of an emerging social category: the disappeared." ~Cheryl I Harris and Devon W. Carbado, Loot of Find: Fact or Frame? (433).

Final Examination

Greetings, classes. I hope you're working hard on those rough drafts! I wanted to let you know that I have the 411 on your final exam. I'll post it here, but also remind you in class for the next two weeks.

Final Exam: ENGL 1B
Saturday, May 14, 2011
10:00AM - 12:00PM
WSQ 207

For those who don't know, Washington Square Hall is clear on the other side of campus from most of my classes, just off 4th Street. We're in the biggish lecture hall on the 2nd floor. I will be there fifteen minutes early, but know that there is a 1A class in that room beforehand. I'm okay if you show up exactly on time, or even a couple minutes late. We will begin at 10:15 at the latest.

My reading from last Thursday

Today, Monday April 18, 2011

Dear class,

After having met with some of you last week in regards to your research papers, I've decided that class today should give way to an extended office hour.  I will be in my office during class time, and anyone who wishes to drop in with concerns about your research paper, topic, or current research, should stop in and see me.

Yes, this is partly because I'm feeling poorly, but not poorly enough to stay home when there is work to be done.  Bring your bibliographic entries on Wednesday.

~Prof. Peter

For Monday

For this coming Monday, April 18, you are reading Loot or Find in your book.  I want you to write up a bibliographic entry for Loot or Find, as if you were using it in an essay and were doing a works cited list.  Here's a link that can help get you started if you're lost:

http://owl.english.purdue.edu/owl/resource/747/01/

Bring this entry to class on Monday and we'll go over MLA format and the like.  We'll also talk about possible resources for your research.

This should go without saying.

You are required to bring your book to class every day.  You should bring your book to class.

Proposal Format

For our next in class essay and our research paper, we're going to follow a specific format that you can take with you to any job, career, or passion that you decide to puruse.  That format is proposal.

Simply broken down:

1. Identification of the problem (Introduction)
2. Solution proposal (Thesis Statement) -- this is part of the introduction
3. History/Background of problem (You must show that the problem actually exists)
4. Details of proposal (Give specifics for how proposal will be implemented)
5. Feasibility (Show how you will make proposal work and how likely it is to succeed)
6. Address possible objections (Anticipate problems and deal with them ahead of time)
7. Conclusion (last chance to sell it)

For your in class essay on Wednesday, April 6, you will be asked to detail three or four out of these seven.  So if you haven't already, (and I did ask you to over break) you need to choose a specific problem in education and a specific solution to that problem.

Remember to bring a blue book.

~Prof. Peter

And I'm a liar!

So, try as I might, I've only finished two classes worth of Rhetorical Analyses.  So, while I am still collecting your rubrics tomorrow, you now have until Friday at midnight to turn your essays to turnitin.com.

Also!  Make sure you have your works cited list at the end of your essay.  I'm not going to judge it for MLA this time, but I do need an entry for each and every source used in your essay.  That includes each article from the book.

~Prof. Peter

Essay #3

The due date for Essay #3 is...

Still Wednesday.  Sorry.  I know you were hoping for an extension, but I want to get them graded over break.  I do have somewhat good news.  I don't need hard copies on Wednesday.  Just bring the rubric with your name and the evaluations on back on Wednesday, and be sure to upload to turnitin.com.

By the way, several of you have not turned your rough drafts to turnitin.com, and those are worth a full 30 points.  You have until Tuesday night to upload them before those 30 points go up in smoke.  I will be checking the dates on turnitin.com.

Also, if you think "Cool! I can skip class on Wednesday and get started on Spring Break early," you might want to think again.  I'm giving a sooperdooper quiz on Wednesday, covering anything we've read for the education section.

Final Reminder: Library Visit

Monday we are not meeting in class.  We're meeting in MLK 213.  My 7:30 class should plan on being at the loading docks on 4th by 7:20.  See you Monday.

For Wednesday, 3/16/2011

Wednesday morning there will be an in class writing assignment:

After reading Anyon's Social Class discuss, for about a page, which one of those schools best reflects your own experience with K-12 education. Give specific examples from your education, such as assignments, teachers' attitudes, use of bells, and expectations.

Before you come to class on Wednesday consider this prompt.

Also, be sure to include a works cited page with your essay next week that includes all articles you've used.

Dictionary definitions

Did no one pay attention when I said that copying dictionary definitions did not demonstrate understanding?  Doing so only demonstrates an ability to copy.  No more dictionary definitions ever!

Your Research Paper

English 1B

Essay #6 Out of Class Proposal Essay

For this final essay you are going to write something meaningful. There is a dichotomy in this country wherein it seems we have both one of the best and one of the worst education systems in the world. People come to the United States from all over the world to participate in our education system, yet we continually under perform in areas like science and math. To that end, you are to write a proposal essay, in which you identify and research a specific problem in education, research and describe the history of that problem, research and supply support for your proposed solution, research and report on the feasibility of your solution, and finally research and refute possible objections to your solution.

Are you seeing a pattern here?

Requirements:

• 10 pages, double spaced, 12 pt times new roman, and STAPLED
• This essay must conform to MLA standards (http://owl.english.purdue.edu/owl/resource/747/01/)
• You must have at least six resources used throughout your essay, but remember that this is just a minimum for passing. Use as many as you need.
• Your thesis statement must be the solution to the very specific problem you identify. Don't play coy.
• You must include the following sections in the body.
• Background/History
• Proposal 
• Feasibility
• Possible Objections and Responses to Those Objections
• Conclusion should contain an impassioned plea for consideration of your proposal. (Pluck that pathos appeal!)
• The entire essay must clearly identify its target audience. (Hint: I am not your target audience.)
• Any essay without specific examples (Quotes, facts, and figures) will automatically fail. Assume your audience is unfamiliar with the material you are presenting, and thus explain, in depth, why your research is important. Quote liberally.
• Make sure you choose something you're passionate about. You obviously care something about education or you wouldn't be here. That care should be reflected in your topic.

Rough Draft Due Monday, May 2 (bring 3 copies)

Turn it into turnitin.com

Final Draft Due Monday, May. 16

Turn it into turnitin.com

Quiz Hint

Pay attention to the footnotes.

Schedule Updates

This will be announced in class:

Our library visit will be on Monday, March 21 in MLK room 213.  Remember that this visit is required and will be worth participation points.  Additionally, the readings scheduled for March 21 are now due on March 16.  Essay #3 is still due on Wednesday the 23rd. 

To my 7:30 class:

Because the library doesn't open until nine, we have to meet by 7:20 near the loading dock on 4th Street.  Failure to show up on time can result in you being left out. 

Resources for Essay

As you know, you are expected to cite texts as your main source for evidence to support your definition of family.  That said, you are also expected and encouraged to use the readings from class in those definitions.  Here are some more resources to help you out.

• Gay Parenting
• History of Family (must be on SJSU server or signed in through library)
• Overview of Histories of Family (also JSTOR)
• New York Times Article 9.15.2010
• NYT Column 5.9.2010
• US News Report Blog Multigenerational Households
• What Is It About 20 Somethings? (Article from diagnostic- requires registration)

Check this space this weekend for more.

A statement about rough drafts

I got through a lot of your rough drafts, but not all.  I apologize for that.  Anyone who emailed me got priority.  I do want to say, however, that it is an incredibly bad idea to wait until the night before an essay is due to email me asking for feedback.  I have many avenues for helping you on your rough drafts, and comments on turnitin.com are only one.  Some of you took advantage of conferences, and your grades will reflect that.  Some of you blew off the appointment, and your grade might reflect that.  Some of you took advantage of my office hours, and your grades will reflect that.  Some of you said you'd be there, and again, blew off the appointment.  Some of you took advantage of the in class workshop, and some of you blew that off.

Ultimately, you are responsible for your grade.  I only fascilitate the process and then sit in judgment of the final result.  If you want help, then communicate with me.  Waiting passively until the very last minute is not the answer.

Definition

In class we defined definition as something that limits; to define literally means "to make definite."  That is the purpose of definition in any essay, to set the limits of your terms so that your readers are not confused by ambiguities inherent in the language or your use of the language.  We also looked at three types of definitions: formal, operational, and example-based. 

If you recall, formal definitions are descriptions of what something is, as seen in dictionaries and the openings of wikipedia entries.  The operational was a standardized definition, usually agreed upon by a community of those with a vested interest in setting a quantitative limit for some concept that was otherwise subject to debate; we looked at binge drinking as this example: 4-5 drinks at a go for a man, 3-4 drinks for a woman, and as agreed by people who write studies on these things.  You will most likely not need operational definitions until you get to your research project.  Lastly, we looked at definition by example.  What is bravery?  A formal definition is almost useless here because it always brings up terms that themselves must be defined.  An operational definition is silly, because there is no theoretical standard for bravery: e.g., save this many cats from trees and you are brave; however, a definition by example allows us to define bravery as "running into a burning building to save a baby."  That is an example of bravery, and thus helps define it.   

Definition by example is the meat of your definition essay.  A definition essay, by its nature, is an argument for limiting a concept in a certain way by providing examples that support your definition.  It's also a way of creating a somewhat formal definition for a concept in your thesis statement.  Again, with our bravery example, we set up the following definition:

Bravery is an act that puts others above the self, ignores the weight of our fears, and exists in pursuit of the right thing.

This can be used in two ways.  It can either be a thesis on its own, in which case you would find many examples to support this definition -- remember: the more examples the better -- or it can be the basis for proving that an example fits your definition, in which case you have to do double duty of showing that your example fits this definition and defending the definition with support.

Superman is brave because he puts others before himself, ingnores the weight of his own fears, and lives in pursuit of the right thing.

So what kind of examples can be used for a definition essay?  Two kind work best here: specific, real world examples and textual support from your reading.  Real world examples show that your definition exists in the world.  Textual support shows that there is concensus for your ideas.

Finally, your essay must have some kind of organization.  The following outline is a recommendation, and is not required.  Bear in mind, however, that organization is going to be a huge part of the essay grade.

Definition Essay: recommended outline

1. Introduction
   • Background and Thesis
2. Criterion 1
   • Define Criterion 1
     • Support using specifics
     • Define Sub Criterion 1
     • Define Sub Criterion 2
   • Support Sub Criterion 1
   • Support Sub Criterion 2 
3. Criterion 2
   • Define Criterion 2
     • Support using specifics
     • Define Sub Criterion 1
     • Define Sub Criterion 2
   • Support Sub Criterion 1
   • Support Sub Criterion 2 
4. Criterion 3
   • Define Criterion 3
     • Support using specifics
     • Define Sub Criterion 1
     • Define Sub Criterion 2
   • Support Sub Criterion 1
   • Support Sub Criterion 2 
5. Conclusion
   • Summation Paragraph
     • Summarize first two criteria and mention third
     • Briefly address any objections to your definition
     • Mention where you think the definition of family will go in the next ten years. 

Thus, you have an essay.  Remember to use examples from the world (television shows) and your reading to support your definition.  How much support?  As much as you can find.  Right now I would rather you have too much and need to cut back than have too little.  Also, if you find the texts as they are inadequate to the task of supporting your definition, you are free to find other texts.  Since we have yet to cover MLA format, though, I do not expect a works cited list just yet.  I do expect you to post any outside sources, with links, as a comment to the previous post in which I gave you more references.  That way we're all sharing.

Best of luck.

Update on rough drafts

A migraine has me floored and while I'm slowly picking my way through rough drafts, it won't be in time to be useful.  So...

Go ahead and turn your essays in on Wednesday.

The Answers!

A
B
C
D
A

Essay #3

 
Essay #3: Out of Class Definition Argument

For this class we will read several perspectives on the myth and evolving nature of family in the United States. Using compatible criteria from your readings, studies, and experiences, as well as evidence from these readings and any outside sources you wish to integrate (using MLA format) write an 8-page essay (approx. 2000 words) defining what family means to you. There are several options for this essay, including, but not limited to defending the American ideal of family, redefining the American family, defining your own family as the typical American family, or even the radical approach of delineating chosen families from biological ones. You may even use one or two television families to support your definition. You are only limited by your own set of criteria and what you can convincingly support.

Requirements:

• Eight pages (2000 Words), typed, double-spaced, 12-pt font (Times or Arial).
• At least three (3) criteria for your definition. At least two (2) sub-criteria for each criterion.
• The bulk of your examples must come from readings, either in class or ones you find on your own.
• Personal examples must include specific details.
• Television examples must refer to specific characters in specific episodes.
• Specificity is the key.
• Your essay must consider at least one objection to either your definition as a whole or one of the criteria.
• Your conclusion must discuss how feasible it is for society to accept your definition of family.

Rough Draft Due Wednesday, March 9, 2011
Bring (or distribute) three copies for workshop.
Turn it into turnitin.com by end of day (30 points)

Final Draft Due Wednesday, March 23, 2011
Also turn it into turnitin.com (out of possible 120 points)

Final Reminder

Bring 3 copies of your rough draft to class today.  If you haven't already, turn an electronic copy of your essay into turnitin.com.  So far, section 50 is in the lead with all but two of its students signed up.  Section 10 is a close second. Sections 5 and 54 are tied for third.

I will have a sign up sheet in class for optional conferences, to be held on Monday, Feb. 21 in lieu of class.  Please only sign up for time slots during your class block or my office hours.  Yes, it might seem neat to get that extra hour of sleep, but I want to accomodate the students who can only see me during their class times first.

Turnitin.com

This is another reminder to sign up for turnitin.com.  It is required that each rough draft and final draft be submitted to this site.  Final drafts will say "revision 1."  Rough drafts are worth 25% of your essay grade, just for having them complete.  Here are the codes again. 

• Sec 05: 3769767
• Sec 10: 3769772
• Sec 50: 3769781
• Sec 54: 3769783

The password is iwritegood.

Edit to add: As of 6PM, Sunday night, fewer than half of you have signed up.  The class that is first to sign up completely gets a prize.  Section 10 is currently ahead.

Parallelism and Thesis statements.

I have a few simple rules about thesis statements.

• A thesis is never a question.
• There is an impulse with students to try to use the question from a prompt as their thesis statements.  This is a poor impulse.  At the very least, the thesis statement should be the answer to the question, but never the question itself.
• A thesis is never a fact.
• We will be doing a couple of compare and contrast essays in class, mostly in preparation for the final.  The most common thesis structure for for these kinds of essays is "There are similarities and there are differences between X and Y." This isn't very useful information.  There are similarities and differences between myself and a kumquat, but that doesn't make for good essay writing.  In fact, there are similarities and differences between all sorts of things.  These simply exist and are not arguable.  However, the minute you claim that those similarities mean something, the minute you give them weight in the world, give them implication, is the minute when you've gone from facts to an arguable position.
• A thesis takes a position.
• It does not matter if you can see all sides of an issue, which, in itself, is something to be applauded.  You must take a stance when making an argument.  You must choose one side, out of all the possible sides, that you most lean toward.  It is problematic to argue the middle, even if it's desirable.  Choose a position, even if it's one with which you only sort of, kind of agree.
• A good thesis outlines the rest of the essay
• I'm a big fan of what I call the roadmap method of thesis statements.  A good thesis not only states your position, but calls attention to the structure, or at least the big, structural ideas, you're going to use to support your thesis.  These ideas should come, if not in the thesis statement (and let's face it, with compound and complex sentences at your disposal, there is little reason why they should not) then as physically near to it as you can make it.  These ideas should also be in the order in which you plan to present them in the essay.  Always check your thesis statement after completing an essay to make sure that your paragraph order matches your roadmap. Sometimes things change while your writing.  Make sure your opening reflects those changes.
• A good thesis is elegant and maintains parallelism.  
• Parallelism is the act of making sentence structures parallel, or grammatically even.  It is when you give structures in sentences the same grammatic slope.  Not every sentence need maintain perfect parallelism, but your thesis statement should stive for as perfect a parallelism as you can muster.  Remember: when in doubt, break your sentence into several sentences and look at the structures
• Marriage is a sacred act between two people who sign their autonomy away on a piece of paper, give rings, and make sure that a priest or rabbi or minister or rabbit or duck or friend with access to the internet witnesses the whole thing so that the state will recognize their union.
•   Marriage is a sacred act between two people who sign their autonomy away on a piece of paper.
• Marriage is a sacred act between two people who give rings
• Marriage is a sacred act between two people who make sure that a priest or rabbi or minister or rabbit or duck or friend with access to the internet witnesses the whole thing so that the state will recognize their union
• Notice the lack of parallelism?
• Marriage is a sacraed act between two people who sign their autonomy away on a piece of paper, give each other rings to signify their bondage, and make sure that a minister legalizes the deal.
• Better.

What is a Sentence?

A sentence, at its core, is merely a collection of words that gives meaning.  In fact, different languages have different standards for what is required in a sentence and how they're structured.  English only requires two things: a subject and a verb.

He runs.

In fact, English is called a Subject-Verb language, but this is only part of the truth.  Everything that is not the subject is also known as the predicate. 

Any sentence with a single independent clause (a subject-predicate construction) is called a simple sentence.

The rat gave fleas to his wife.

The rat is the subject of this sentence.  Gave is the verb.  The fleas are what are known as the direct object.  Finally, the wife is what as known as either the indirect object or the object of the preposition. 

A lot of the time, young writers, in some vain attempt to sound academic, like to squeeze as much information into sentences as they can.  Usually the result looks like thus:

The rat gave fleas to his wife she filed for divorce.

When you have two independent clauses jammed together, you create a compound sentence.  This, however, is not a compound sentence.  This is a run on sentence, because the two clauses are joined together with nothing but spit and a prayer.  So this is usually the solution students attempt:

The rat gave fleas to his wife, she filed for divorce.

This is no solution at all.  This creates another, more insidious error called a comma splice.  A comma splice is a run on with jewelry.  It's got bling.  That little dangling earring of a punctuation is certainly pretty, and looks nice between those two burly independent clauses, but it's about as effective at holding them together as a paperclip is at holding 2x4s steady.  It just won't do it.

Want to know the solution?

Nail that sucker in!

The rat gave fleas to his wife; she filed for divorce. 

By nailing in the comma with a period, and thus creating a semicolon, you have created a punctuation that is sturdy enough to hold two independent clauses together.  Really, the semicolon is the bastard lovechild of the period and the comma, taking up where the duties of both are not up to the task.  Coming to the end of an independent clause?  Use a period.  But you don't want to end the idea?  Use a comma.  But that's grammatically incorrect! Use a period.  But the next idea is linked to the first.  Use a comma.  But I should end the sentence!  Period.  But I don't want to end the sentence! Comma.

Aw, forget it.  Let's just use both.  Semicolon.

Of course, if you don't want to nail in your independent clauses, you can always mortar them together.

The rat gave fleas to his wife, and she filed for divorce.

Conjunctions are the glues that hold independent clauses together, although the different glues have different effects.  And, but, or, and for are the most common coordinating conjunctions, and they each create different meanings in a sentence.  Be sure to use the proper glue for each set of independent clauses.

Of course, if you're really sold on using that comma -- I mean, it certainly is pretty! -- then you can always revise the sentence so that it is no longer two big, inflexible independent clauses into a more flexible and lightweight structure.  Turn one of the clauses into a dependent clause (sometimes known as a subordinate clause).  A dependent clause is a clause that cannot stand alone as a sentence the same way independent ones can.

After the rat gave fleas to his wife  is a fragment.  A dependent clause is quite literally dependent on more information, or more specifically, an independent clause.  This is also why your elementary school teachers told you, rather erroneously, that you cannot and must not ever, ever, ever, ever begin a sentence with because; however the word because only creates a dependent clause, so were you to finish the sentence off with an independent clause, it would be correct.  In fact, let's change that after in the example into because.

Because the rat gave fleas to his wife, she filed for divorce. 

Because of the flexibility of this structure, the comma, as I said earlier, is well up to the task of holding this together.  This more efficient and elegant structure is known as a complex sentence.

We'll get to paragraphs later, but suffice it to say that the best strategy when writing is to change up structures based on need.  A paragraph of all simple sentences or all compound sentences or all complex sentences becomes droningly rhythmic.

I have one last word on sentences, however: active voice.  Okay, those are two words.  While many teachers ask for the active voice, I will, in fact, demand it.  Remember my three goals of writing: Clarity, Concision, and then Elegance.  The active voice lends itself to all three.  Here is all you need to know about the difference between the active and passive:

In the active voice, the subject verbs, or the subject verbs the object.

In the passive voice, the subject gets verbed.

Be kind to your subjects; don't let them get verbed.

~Prof. Peter

Essay #2: Out of Class Rhetorical Analysis (updated)

ENGLISH 1B

Essay #2: Out of Class Rhetorical Analysis

 

Before we really study the American myths of gender, we're going to take a step backward from the material and focus not just on what it says, but on how it says it. To that end, you're going to choose a political speech from http://www.americanrhetoric.com/ and analyze it for its appeals to ethos, pathos, and logos. Analysis is not just about identifying where each of these is used. You must also evaluate how effectively the speech uses these appeals, and what effect these appeals are trying to achieve. This kind of analysis has an argumentative basis, where the details work together to support your analysis.

 

Requirements:

• Five pages (1400 Words), typed, double-spaced, 12-pt font (Times or Arial).
• Your thesis must add evaluative weight to each of the rhetorical appeals, and your outline must reflect that weight.
• You must quote extensively from your speech to illustrate how it achieves its rhetorical stance. Don't just tell the reader that a quote appeals to pathos, explain how and why very specifically.
• You may also include an analysis of logical fallacies, but must include in that analysis an argument for their being. What is the speech trying to achieve by being fallacious?
• Your conclusion must discuss the overall persuasive effect of the speech.

 

Rough Draft Due Wednesday, February 16, 2011

Bring (or distribute) three copies for workshop.

Turn it into turnitin.com for credit

  

 

Final Draft Due Monday, February 28, 2011

Syllabus!

San José State University
Department of English and Comparative Literature
English 1B, Composition 2 (GE C3), Sections 5, 10, 50, & 54 Spring 2011




Instructor:

Peter O'Sullivan


Office Location:

FO 128


Telephone:

(408) 924- 4663


Email:

peter.o'sullivan@sjsu.edu


Office Hours:

Mondays: 10:30 - 12. Wednesdays: 11:45-1:15.


Class Days/Time:

All Classes: MW. Sec 5: 7:30-8:45. Sec 10: 9:00-10:15. Sec 50: 1:30-2:45. Sec 54: 3:00-4:15


Classroom:

Sec 5: BBC 120. Sec 10: CL 218. Sec 50: BBC 221.

Sec 54: BBC 120.


Prerequisites:

Passage of Written Communication 1A (C or better) or approved equivalent.


GE Category:

Written Communication A2



Course Description

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 (with less attention paid to the personal essay), 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 (C or better) or approved equivalent.
Course Goals and Student Learning 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).
Student Learning Objectives:

SLO 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)



SLO 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.

SLO 3: Students shall write complete essays that demonstrate the ability to select efficient and effective approaches for accessing information utilizing an appropriate investigative method or information retrieval system.

SLO 4: Students shall write complete essays that demonstrate the ability to synthesize ideas encountered in multiple readings.

SLO 5: Students shall write complete essays that demonstrate the ability to incorporate principles of design and communication to construct effective arguments.

SLO 6: Students shall write complete essays that demonstrate the ability to identify and discuss issues related to censorship and freedom of speech.
Academic policies

You are responsible for reading the SJSU academic polices available online:
http://www.sjsu.edu/english/comp/policyforsyllabi.html
Course Content

Writing: In English 1B, your assignments will emphasize the skills and activities in writing and thinking that produce both the persuasive argument and the critical essay, each of which demands analysis, interpretation, and evaluation. These assignments will give you repeated practice in prewriting, organizing, writing, revising, and editing. Your writing assignments will total a minimum of 8000 words and this word requirement will be met by writing a sequence of six to eight essays. At least one of your essays will require research. This 8000-word minimum does not include the final exam, quizzes, journals, or any brief or informal assignments but may include any major revisions of essays or assignments. A major revision is defined as rethinking or reworking an assignment rather than just correcting grammatical or structural errors. 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: The reading in English 1B includes useful models of writing for academic, general, and specific audiences. Readings will be used consistently with the course goal of enhancing ability in written communication and reading. The majority of the readings are devoted to analytical, critical, and argumentative essays. However, other readings may include poetry, fiction, and drama. Your instructor will help you develop and refine strategies for reading challenging, college-level material.

Research: English 1B includes an introduction to the library and basic research strategies. You will learn to locate materials and use them effectively (i.e. paraphrasing, quoting, summarizing) as well as how to properly cite them. You will be required to write a traditional research paper or a series of short essays in which you use library research to inform your position or thesis. As part of this requirement, a University Librarian will lead one class session of your English 1B course.

Diversity: The assignments (reading and writing) in English 1B will address issues of race, class, and gender and will include the perspectives of women and diverse cultural groups in an inclusive and comprehensive manner whenever possible.

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 two or more college-level passages chosen by the English Department Composition Committee. You must take the final exam in order to pass the course.

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. Courses graded according to the A, B, C, NoCredit system shall follow the same pattern, except that NC, for NoCredit, shall replace C-, D, or F. In A,B,C,NoCredit courses NC shall also substitute for W (for Withdrawal) because neither NC nor W affects students’ grade point averages.



English 1B is no longer a NoCredit course. A failing grade is a failing grade.

In English Department courses, instructors will comment on and grade the quality of student writing as well as the quality of the ideas being conveyed. All student writing should be distinguished by correct grammar and punctuation, appropriate diction and syntax, and well-organized paragraphs.

SJSU Academic Integrity Policy: Your own commitment to learning, as evidenced by your enrollment at San Jose State University, and the University’s Academic Integrity Policy require you to be honest in all your academic course work. Faculty are required to report all infractions to the office of Judicial Affairs. The policy on academic integrity can be found at http://www.sjsu.edu/senate/S04-12.htm. The SJSU rules against plagiarism are set forth in the SJSU Catalog, which defines plagiarism as the act of representing the work of another as one’s own (without giving appropriate credit) regardless of how that work was obtained, and submitting it to fulfill academic requirements. Plagiarism at SJSU includes, but is not limited to: (1) the act of incorporating the ideas, words, sentences, paragraphs, or parts thereof, or the specific substance of another’s work, without giving appropriate credit, and representing the product as one’s own work. It is the role and obligation of each student to know the rules that preserve academic integrity and abide by them at all times. This includes learning and following the particular rules associated with specific classes, exams, and/or course assignments. Ignorance of these rules is not a defense to the charge of violating the Academic Integrity Policy.

Campus Policy on Compliance with Americans with Disabilities Act: If you need course adaptations or accommodations because of a disability, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities register with DRC to establish a record of their disability. The DRC website is http://www.drc.sjsu.edu/.


Required Texts/Readings
Textbook

· Colombo, Cullen, and Lisle eds. Rereading America, 8th Ed. (RA) ISBN 10: 0-312-54854-0

· College-level dictionary

· Large bluebooks

· Yellow Examination booklets for the final

· Blue or Black pens


Other Readings

Additional readings can be found here: http://pposp2011.blogspot.com/
Classroom Protocol

Class will begin on time with quizzes or in-class writing first thing. These cannot be made up. The seventy-five minutes will be made up of in-class writing, lecture, and group work. Electronic devices should be silent and stowed during class time unless otherwise approved for class assistance. Participation is a must.
Assignments and Grading Policy

Reading: English 1B is a reading-intensive course meant to help you strengthen your reading and critical thinking skills. You will read many challenging passages from Rereading America and from other sources both provided by the instructor and found in your research. All readings listed on the calendar must be finished by the class time for the date listed. For example: If the calendar listing for December 25th includes Harris' “Reason in Exile,” you must have this essay read before we meet for class on December 25th. Class participation is based predominantly on the readings, so to ensure full credit you must complete the readings by class time and be prepared to participate orally and in writing.

Writing: English 1B is a writing-intensive course meant to prepare you for college-level writing, which will be required in all other classes, and which depends upon clear communication of meaning. All essay writing assignments are noted on the calendar and must be turned in by the beginning of class on the day they are due. All other writing assignments will be assigned during class and must be turned in on time. You will also receive assignment sheets with further instructions for all essays.

There are six essay assignments in this course: three in-class essays (including the ungraded diagnostic), two out-of-class essays, and a research-based argumentative essay.

All essays must be completed and turned in to pass the course.

In-class essay requirements: You must write all in-class essays in a large bluebook(s), using a blue or black pen. Use of loose-leaf paper will result in an automatic failure of the assignment. You may use a paper dictionary, but no thesaurus. In-class essays may not be made up except in cases of emergency; you must notify the instructor of the emergency and provide written documentation of the emergency; you must make up an in-class essay within one week.

Out-of-class essay requirements: You must type all out-of-class essays using MLA guidelines for formatting and citing. There will be significant point deductions for not using MLA, or for improper or missing citations. Part of MLA guidelines require the essay be typed in a 12-point font, double-spaced, with one-inch margins on all sides, and with your name and page number in the header. I also require you to include a word count for every out-of-class essay, which you may place in the top of the essay (with your name, date, etc.), or at the end of the essay.

· Essays must be turned in on time, hardcopy to the instructor, which is at the beginning of the class period on the due date.

· Essays must be turned into turnitin.com. You will lose half your essay grade if you fail to submit to this website.

· Late Essay Policy: Essays can be turned in for full credit up to and including the day the instructor hands them back. After that, any essay turned in will lose 50% of its total score.

· Word length requirements are listed on the calendar and on essay assignment sheets.

· Specific instructions will be on assignment sheets.

· A note about minimum requirements: All minimum requirements listed on the writing prompts must be met in order to pass the assignment. Passing is a C. To receive an A you must exceed the requirements.

Research-based argumentative essay requirements: You will follow all instructions listed above for an out-of-class essay, and include a works cited page for this assignment.

· You must use six sources, and no more than one from our textbook for this assignment.

· This assignment will include multiple steps with separate due dates, which will be assigned in class.

· This essay must present an argument in the form of a proposal. An argument means that you take a position on a topic and try to convince your reader to agree with you, or see your point.

· This is not an expository essay; you will not simply write a report on a topic.

· You will choose your topic, within the instructor's guidelines and with the instructor's approval.

Turnitin.com: This class will use turnitin.com for every out of class assignment. To stave off any accidental plagiarism, you will be required to turn both your rough drafts and your final drafts to the site. This will also give me a chance to see your rough drafts and comment on them accordingly. Be sure to sign up for turnitin.com as soon as possible. Here are the codes for each section:

· Sec 05: 3769767

· Sec 10: 3769772

· Sec 50: 3769781

· Sec 54: 3769783

The password for each section is iwritegood.

Grading: All essays, except the diagnostic, will be graded using the Departmental Grading Policy, which is defined in the official SJSU Catalog under “The Grading System.” Essentially essay grades will be distributed by letter, A, B, C, D, F, and using the plus/minus system. For further details on the policy, see your SJSU Catalog.

· All essays out of class essays will be fully commented upon. Comments are a teaching tool and you are required to read them and institute whatever corrections are noted/suggested, and seriously consider making changes based upon any instructor comments/suggestions.

· Class participation figures heavily into the course grade, and can include discussion, in-class writing exercises, workshops, homework, etc.

Grade Distribution:

· Final Exam: 20%

· Research-based essay: 20%

· In-class essays: 15% (Diagnostic: 0%, Essay #4: 10%, Practice Final: 5%)

· Out-of-class essays: 25% (Essay #2: 10%, Essay #3: 15%)

· Quizzes: 10%

· Participation Assignments: 10%

Workshops: You will workshop at least one essay, and must follow workshop procedures in order to get full credit on that essay assignment and for participation.

· All workshops are structured group exercises in which you will give and receive valuable feedback on your writing.

· Workshops cannot be made up.

Conferences: For each major out of class assignment, I offer optional conferences. I will meet with willing students during our class period one day between the workshop and the day the final draft is due. All other students are encouraged to use that time to work on their final drafts.

Participation: Participation is made up of all in-class work, homework, reader responses, writing exercises, etc.

· You will earn points for all participation, which will be noted and turned back to you.

· Each participation assignment will be worth between 5 and 10 points for a total of 100 points over the course of the semester. That is 10% of your total grade.

Extra Credit: There is NO extra credit in this class. You earn your grade in this class, and grades are not negotiable.

Final Exam: The final for English 1B is a mandatory, university-wide exam.

· This exam cannot be rescheduled.

· The Final is on Saturday, 5/14/2011 at 10:00am. The location will be announced at a later date.

· Bring two yellow examination booklets, blue or black pens, and a paperback dictionary.

· The exam lasts two hours and you must stay the entire time.
Class Blog

Updated information about the class and supplemental readings will be frequently posted to the blog at http://pposp2011.blogspot.com/ and you are encouraged to visit it before each and every class. While there will be in class reminders whenever a reading from the blog is due, you are invariably responsible for accessing the material on there.
Dropping and Adding

Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester’s Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic calendar web page located at http://www.sjsu.edu/academic_programs/calendars/academic_calendar/ . The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes.

Information about the latest changes and news is available at the Advising Hub at http://www.sjsu.edu/advising/.
Student Technology Resources

Computer labs for student use are available in the Academic Success Center located on the 1st floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer labs may be available in your department/college. Computers are also available in the Martin Luther King Library.

A wide variety of audio-visual equipment is available for student checkout from Media Services located in IRC 112. These items include digital and VHS camcorders, VHS and Beta video players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound systems, wireless microphones, projection screens and monitors.
SJSU Writing Center

The SJSU Writing Center is located in Room 126 in Clark Hall. It is staffed by professional instructors and upper-division or graduate-level writing specialists from each of the seven SJSU colleges. Our writing specialists have met a rigorous GPA requirement, and they are well trained to assist all students at all levels within all disciplines to become better writers. The Writing Center website is located at http://www.sjsu.edu/writingcenter/about/staff/.
Peer Mentor Center

The Peer Mentor Center is located on the 1st floor of Clark Hall in the Academic Success Center. The Peer Mentor Center is staffed with Peer Mentors who excel in helping students manage university life, tackling problems that range from academic challenges to interpersonal struggles. On the road to graduation, Peer Mentors are navigators, offering “roadside assistance” to peers who feel a bit lost or simply need help mapping out the locations of campus resources. Peer Mentor services are free and available on a drop –in basis, no reservation required. The Peer Mentor Center website is located at http://www.sjsu.edu/muse/peermentor/



English 1B Spring 2011 Course Schedule

This Schedule is Subject to Change. Check the Blog, http://pposp2011.blogspot.com/ Regularly for Updates.




Week

Date

Topics, Readings, Assignments, Deadlines

1



Wednesday 1/26/2011

Introduction; Syllabus; What is a Sentence? {SLO 1}


2



Monday 1/31/2011

Essay #1: Diagnostic Essay. Bring Blue Book and Pen. [800 words] {SLO 1, 3}

Assign Essay #2: Out of Class Rhetorical Analysis [1400 words]


Wednesday 2/2/2011

Thinking Critically, Challenging Cultural Myths (RA 1) {SLO 1, 3, 4}

True Women and Real Men (RA 515) {SLO 1, 3, 4}

De Tocqueville: How Americans Understand Equality of the Sexes (RA 520) {SLO 1, 3, 4}




3



Monday 2/7/2011

Devor: Becoming Members of Society (RA 527) {SLO 1, 3, 4}

Cofer: Story of My Body (RA 537) {SLO 1, 3, 4}

Rosin: A Boy's Life (RA 546) {SLO 1, 3, 4}


Wednesday 2/9/2011

Visual Portfolio (RA 568) {SLO 1, 3, 4}

Kilbourne: Two Ways… (RA 575) {SLO 1, 3, 4}

Morgan: From Fly Girls (RA 601) {SLO 1, 3, 4}


4



Monday 2/14/2011

Kimmel: "Bros…" (RA 608) {SLO 1, 3, 4}

Kindlon: "Descent of Man" {SLO 1, 3, 4}

Salam: The Death of Macho {SLO 1, 3, 4}


Wednesday 2/16/2011

Workshop Essay #2: Out of Class Rhetorical Analysis {SLO 1,2,3}

Assign Essay #3: Out of Class Definition Essay [2000 Words]


5



Monday 2/21/2011

Conference Day for Essay #2.


Wednesday 2/23/2011

Soto: Looking For Work (RA 26) {SLO 1, 3 and 4}

Coontz: What We Really Miss About the 1950s (RA 32) {SLO 1, 3, 4}

Gerstel and Sarkisian: The Color of Family Ties (RA 61) {SLO 1, 3, 4}


6



Monday 2/28/2011

Essay #2: Out of Class Rhetorical Analysis Due [1400 words]

Prop 8 (RA 79) {SLO 1, 3, 4}

Morse: 8 is Not Hate (RA 81) {SLO 1, 3, 4}

Marriage Equality USA: Prop 8 Hurt My Family {SLO 1,3,4}


Wednesday 3/2/2011

Wolfson: What is Marriage? (RA 89) {SLO 1, 3, 4}

Sullivan: My Big Fat Straight Wedding {SLO 1, 3, 4}


7



Monday 3/7/2011

Mann: Report of the Mass. Board of Ed, 1848 (RA 116) {SLO 1, 3, 4}

Moore: Idiot Nation (RA 128) {SLO 1, 3, 4}

Gatto: Against School (RA 148) {SLO 1, 3, 4}

Assign Essay #6: Out of Class Proposal Essay [3000 words]


Wednesday 3/9/2011
Workshop Essay #3: Out of Class Definition Essay {SLO 1,2,3}


8



Monday 3/14/2011

Possible Library Day

Otherwise Conference Day for Essay #3


Wednesday 3/16/2011

Likely Library Day


9



Monday 3/21/2011

Possible Library Day

Groening: School is Hell (RA 147) {SLO 1, 3, 4, 5, 6}

Anyon: Social Class (RA 169) {SLO 1, 3, 4}

Kozol: Still Separate, Still Unequal (RA 219) {SLO 1, 3, 4, 6}


Wednesday 3/23/2011

Essay #3: Out of Class Definition Essay Due [2000 words]

Rodriguez: Achievement of Desire (RA 194) {SLO 1, 3, 4, 6}

Malcolm X: Learning to Read (RA 211) {SLO 1, 3, 4, 6}






3/28/2011 - 4/1/2011

Spring Break: No Class


10

Monday 4/4/2011

Visual Portfolio (RA 187) {SLO 1, 2, 3, 4, 5, 6}

Professor X: In the Basement of the Ivory Tower (RA 238) {SLO 1, 3, 4, 6}


Wednesday 4/6/2011

Essay #4: In Class Proposal. Bring Blue Book.


11



Monday 4/11/2011

Created Equal (RA 373) {SLO 1, 3, 4}

Jefferson: Notes on the State of Virginia (RA 378) {SLO 1, 3, 4}


Wednesday 4/13/2011

Parrillo: Causes of Prejudice (RA 384) {SLO 1, 3, 4}

Terkel: C.P. Ellis (RA 398) {SLO 1, 3, 4}

McBride: The Boy in the Mirror (RA 409) {SLO 1, 3, 4}


12



Monday 4/18/2011

Harris and Carbado: Loot or Find (RA 422) {SLO 1, 3, 4}

Visual Portfolio (RA 439) {SLO 1, 3, 4}


Wednesday 4/20/2011

Fredrickson: Models of American Ethnic Relations (RA 449) {SLO 1, 3, 4}

Buchanan: Deconstructing America (RA 462) {SLO 1, 3, 4}


13



Monday 4/25/2011

Martinez: The Crossing (RA 473) {SLO 1, 3, 4}

Hsu: The End of White America? (RA 497) {SLO 1, 3, 4}


Wednesday 4/27/2011

Overflow Day -- Will Announce


14



Monday 5/2/2011

Workshop Essay #6: Out of Class Proposal Essay


Wednesday 5/4/2011

Essay #5: In Class Practice Final [800 words]


15



Monday 5/9/2011

Conference Day for Essay #6


Wednesday 5/11/2011

Go over Practice Finals. Strategy session.


16



Monday 5/16/2011

Essay #6: Out of Class Proposal Essay Due [3000 Words]

Last day of class. Final Thoughts. Letter to Instructor.


Final Exam

Saturday, May 14

10:00am – 12:00pm, location TBD. Bring yellow book and paperback dictionary.



Important SJSU dates Spring 2011

Monday January 17 Dr Martin Luther King, Jr Day - Campus Closed (K)

Tuesday January 25 Spring Semester Begins

Wednesday January 26 First Day of Instruction – Classes Begin

Monday February 7 Last Day to Drop Courses Without an Entry on Record (D)

Monday February 14 Last Day to Add Courses & Register Late (A)

Tuesday February 22 Enrollment Census Date (CD)

Mon--Friday Mar 28-April 1 Spring Recess

Thursday March 31 Cesar Chavez Day - Campus Closed (CC)

Tuesday May 17 Last Day of Instruction – Last Day of Classes

Wednesday May 18 Study/Conference Day (no classes or exams) (SC)

Thur-Friday May 19-20 Final Examinations (exams)

Mon-Wed May 23-25 Final Examinations (exams)

Thursday May 26 Final Examinations Make-Up Day (MU)

Friday May 27 Grade Evaluation Day (G)

Saturday May 28 Commencement (C)

Monday May 30 Memorial Day- Campus Closed (M)

Tuesday May 31 Grades Due From Faculty - End of Spring Semester (G)

Welcome, Students!

Greetings and welcome to another fantastic semester at SJSU.  I am Peter O'Sullivan, your professor for English 1B, and this blog will be your best friend.  Readings, discussions, and all sorts of information will appear here to enhance your writing experience.  Enjoy the party.