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LART 100: Integrated Reading and Writing-Spring 2008                             

                                         Communication and Diversity


LART 100, 1:30-3:40, M-TH, 10 units, Room S71


Instructors:       Nita Martin (Reading)               Andy Varbel (Writing)

Offices: F1-1G                                                 F11J                           

Office Hours:    W 12:30-1:30                          T 12:30-1:30



Phone:  864-8999 Ext. 3796                            864-8999 Ext. 3509

Websites:                                                       1)




About the Course:

LART 100 integrates reading and writing skills necessary for success in college level courses.  Concurrent enrollment in LART 170 (1 unit lab, Learning Center 3C) is required.  The theme of this learning community is Communication and Diversity.  We will explore this theme in a number of different contexts:  negotiating identity, the family, multiracialism, and advertising.


Required Texts and Materials:


         The Kite Runner (Hosseini).  ISBN: 1-59448-000-1

        A reader for Professor Martin’s Reading section of the course

        A reader for Professor Varbel’s Writing section of the course

        College dictionary (available at bookstore or one of your choice)

         3-hole ring binder with folders for specific assignments


Objectives for the Reading Section:

For the Reading Section of the course, you will have the opportunity throughout the quarter to read a variety of different texts and to respond critically to authors by stating your own opinions, supported by the text. The reading of fiction and nonfiction texts will be grounded in your own background knowledge with the goal of expanding your knowledge and interest in various topics.


On a skill-based level, you will learn and practice various techniques to make the process of reading more fluent. You will find that several reading and study strategies (including a note-taking system if needed) will help you handle academic material more effectively.  The understanding of vocabulary in the context of each reading is a central feature of the course. Computer-based assignments will be connected to learning about topics of interest, and Internet search techniques will be helpful to you in your content-area courses.



Grading for the Reading Section:

 In order to pass the reading section of this course, you must successfully obtain 70% of the total points awarded based upon the breakdown below:

Vocabulary Quizzes                                        50 (5 @ 10 points each)

In-Class Debate                                             25                   

Kite Runner Reader Response Journals           50 (5 @ 10 points each)

Vocabulary Journals                                       50 (5 @ 10 points each)

Group Research Project:                                50                   

Final Essay Exam on The Kite Runner           25

Total Points Possible:                                    250*

* To pass the reading section, you must also be present for and participate in the debate, the group project and the final exam.


Overview of Course Assignments for Reading:

1.         Readings along with:

            a.         critical thinking activities;

            b.         comprehension monitoring;

            c.         writing activities;

            d.         and small group and whole-class discussion.

2.         Reading & study strategies

3.         Reading rate building

4.         Internet topic searches

5.         Individualized vocabulary program


Conferences for the Reading Section:

If necessary, you must sign up for a mandatory 10-minute conference that will take place outside of the classroom during Ms. Martin’s office hours or by appointment.


Make-Up Work Policy for the Reading Section:

No make-up work will be allowed without the express consent of the instructor.

You will be allowed one make-up assignment utilizing the coupon below.

Please attach this coupon to your assignment:




This coupon is good for one MAKE-UP assignment in LART 100.03D (Spring, 2008) (Martin)  




Description of Assignment:____________________________________________________





Objectives for the Writing Section:


For the Writing Section of the course, you will:


  • learn a variety of composing strategies
  • develop topics and ideas for essays
  • practice writing as a multi-step process with particular attention to planning and revision
  • compose organized, developed essays that increase in complexity
  • proofread for recurrent usage and sentence-level errors


Grading for the Writing Section:

In order to pass the writing section of this course, you must achieve the following:


1.      Pass the writing final for the class, which is a portfolio of your writing

2.      Satisfactorily complete the other work for the writing part of the class


The portfolio will include

        One in-class essay

        One essay written out of class

        A third essay reflecting on your growth as a writer this quarter


Your portfolio will be evaluated by a team of English Department readers who will determine if the writing demonstrates that you are ready for EWRT 1A.  If two members of the portfolio evaluation team determine you are ready for EWRT 1A, you will receive the grade of PASS for your Writing grade.  If two evaluators determine your writing does not yet indicate readiness for EWRT 1A, you will receive a NO PASS grade for the Writing.

In order to submit a portfolio for evaluation, you must first satisfactorily complete the other work for the class.


That will require

        Turning in all the essays

        Passing at least 3 out of the 4 essays with a grade of 75% or higher prior to writing the Reflective Essay for the portfolio.

        Passing at least 1 in-class essay (either Essay 1 or Essay 4) with a grade of 75% or higher

        Achieve a grade of 75% or higher on each of the following:  quizzes, homework, class participation, peer response, collaborative presentation


Prior to the portfolio, you may rewrite Essay 2 and 3 ONCE to achieve a higher grade and improve your writing skills.  The only rewrites that will be accepted are those that are accompanied by the original with instructor’s comments and suggestions. 


All quizzes are surprise quizzes based on readings or concepts key to the class.  Late essays may be turned in or made up one class late.  The Portfolio cannot be turned in late.




Attendance & Participation:

Students enrolled in LART 100 are expected to attend all classes. No more than 4 absences are permitted. Additional absences may result in your termination from the class.  If you will be absent, please call and leave a message on the voicemail listed above. Also, it is important that you come to class on time. Two tardy arrivals will equal one absence.  Always come to class prepared with your materials and ready to discuss the assigned material.  It is not advised to come to class without having read the assigned material.


Code of Conduct:

Students are expected to conform to the Student Code of Conduct as outlined in the Board policies.  (If you want to read the document, you may find it at



      Plagiarism is hereby defined as handing in any work as your own when in fact, you did not create it yourself.  If you plagiarize once, you will receive no credit for the assignment and  it may result in your failing the class as well as possible administrative follow-up.  If we determine you may stay in the class and you plagiarize again, you will fail the course.  


Important Note: Each student must pass a final test in LART 170 (the co-requisite course) and must pass LART 100.03D in order to complete the reading and writing requirements for English 1A. LART 170, an important co-requisite lab course, will help you develop necessary reading comprehension and writing skills. Please make every effort to attend all sessions and to complete the assignments for this course.


Important Resource: The Writing and Reading Center is a valuable place to get one-on-one drop-in tutoring to help you with assignments, attend workshops on grammar and other topics, and see great events. The Writing and Reading Center is located in ATC 309. Telephone: 408 864-5840. Website:


Counselor:  Vicky Moreno





Policy Contract:

You must sign, date, and submit the policy contract below, acknowledging your responsibilities in this course. 


Policy Contract:  LART 100 (Martin & Varbel) Spring, 2008


I have read and understand the course requirements and policies for LART 100 and I accept my responsibilities for the course. Ms. Martin and Mr. Varbel also reserve the right to make adjustments to course assignments as need arises.   I also understand that the LART 100 classroom is a safe place for discussion and learning.  I will work as a responsible team member, respect all members of the classroom and honor the rules of engagement developed and agreed upon by the class.


NAME AND DATE: _________________________________________

































Week 1

MON, April 7—Introductions, 3 things in common Venn Diagram, KWL+ the syllabus, establish class rules of engagement


WED, April 9 – HW due: Schedule of work, school, study time, family/leisure time for individual student conferences with instructor.

(build in 2 hrs. study for every academic unit)


Read and Bring “My Two Lives” and “FOBS vs. Twinkies” for practice in Annotating.


What is Culture? What is its effect on our perspectives?



Intro. to Reader Response Journals/Vocabulary Journals.



Week 2

MON, April 14 – HW due: Vocabulary Journal I.

Meet in S-71. Walk to ATC 102 Lab for Orientation to Lab and PowerPoint - 2 p.m.

Also: Paraphrasing/Controlling Idea/Summary using Have You Ever Met an Asian Man

      You Thought Was Sexy”?  (handout)

                       See Reader on Stated and Unstated Main Ideas.


WED, April 16 - Vocabulary Quiz I.


Considering paragraph styles. Active Reading Techniques. See Reader on PPPC.


Week 3   

Talking About Family


MON., April 21 - Begin reading The Kite Runner. Bring book to every class meeting.

 Meet in ATC 102 Lab


WED., April 23 – HW due: Read K.R. pp. 1-23. In-class time-line, character diagram. Read and bring “Two Kinds” and “Everyday Use.” Practice with Making Inferences


Week 4   

MON., April 28 - HW due: Read K.R. pp. 24-47. K.R. Journal I/Vocab. Journal II.


Speed Reading techniques: calculating reading rate; eye sweeps, chunking, preventing regressions, unproductive fixations. Read section of Reader. Also Bring “Sonny’s Blues” and Kite Runner to practice with.


WED., April 30 -   Library Orientation/Afghanistan Research for Group Projects.

Meet in library lobby.  Class in Internet Lab 2nd floor. 

Topic Choices:

1- History, 2- Religious groups, 3- Natural Resources/Exports,

4- Mujahedeen/Taliban/Soviet Invasion, 5- U.S. War (causes) /Al-Qaeda,

6- Major Ethnic Groups, 7-Current Government, 8-Oppression of Women


Week 5

MON., May 5 – Groups finalize research topics and submit to instructor. HW due: Read K.R. pp. 48-79.  Meet in ATC 102 Lab


WED., May 7 - Library Research Internet Lab 2nd flr.


HW Due: Read K.R. pp. 80-100. Kite Runner Journal II/Vocab Journal III.


Week 6

Our Conversations about Multiracialism


MON., May 12 – HW due: Read K.R. pp. 101-124. Vocabulary Quiz II. Meet in ATC 102 Lab


WED., May 14 - HW due: Read K.R. pp. 124-142. Library research on Effects of using Multiracial Categories.






Week 7


MON., May 19 - HW due: Read pp. 143-165. K.R. Journal III/Vocab. Journal IV due.

Meet in ATC 102 Lab

                Outline for in-class Multiracialism Debate I on whether multi-racial categories are useful or harmful, with an emphasis on the effects of each position on cultural/racial identity and racism.


WED., May 21 – HW due: Read K.R. pp. 166-189. Outline II for in-class Multiracialism Debate II. Effects on affirmative action in education and hiring, anti-discrimination laws, and interest groups.



Week 8


MON., May 26 – NO CLASS. Memorial Day.


WED., May 28 - HW due: Read K.R. pp. 190-242. Vocab. Quiz III.



Week 9

Advertising and its Messages about Culture, Gender, and Race


MON., June 2 - .  HW due: Read K.R. pp. 243-272. Meet in ATC 102 Lab




WED., June 4 -   HW due: Read K.R. pp 273-292. K.R. Journal IV and Vocab. Journal V.  Discussion of readings on advertising in Writing section Reader.


The difference between Fact and Opinion.

Critical Analysis/Evaluating Arguments.



Week 10


MON., June 9 - HW due: Read K.R. pp 293-310. Vocab. Quiz IV.

Meet in ATC 102 Lab


WED., June 11 -   HW due: Read K.R. pp 311-343. K.R. Journal V. Vocab Quiz V.








Week 11


MON., June 16 – HW due: Read K.R. pp 344-371.

Afghanistan Research Group Presentations (Groups 1, 2, 3)

Meet in ATC 102 Lab


WED., June 18 -  Afghanistan Research Group Presentations (Groups 4, 5, 6)


Week 12


Tues., June 24, 1:45-3:45

 Final Short Answer/Vocabulary Exam

 in ATC 102 on Kite Runner Readers Guide questions plus arguable thesis statement on a central theme of the novel








Negotiating Identity



1.  “My Two Lives"                                                     

2. ‘FOBS’ vs. ‘Twinkies”

3.  Annotate each of the 2 articles









Week 2



1.  “Have You Ever Met an Asian Man

      You Thought Was Sexy”?  (handout)

2.  Annotate the article


THURS, APRIL 17—HW DUE:  Prepare for In-Class Essay







Week 3

Talking About Family


TUES, APRIL 22—HW DUE:  “Two Kinds”


THURS, APRIL 24—HW DUE:  “Everyday Use”







Week 4   



TUES, APRIL 29—HW DUE:  “Sonny’s Blues”



1.  “My Papa’s Waltz”

2.  “Those Winter Sundays”














Week 5




1.  “Inspired Eccentricity”

2.  “Talking Back”

3.  “Spirit”



Bring 2 copies of the Rough Draft of Essay 2


Week 6

Our Conversations about Multiracialism






1.  Final Draft  of Essay 2

2.  “Q & A: Ann Laurer Stoler on the                                              Construction of Race” (handout)


THURS, MAY 15—HW DUE:   ‘I’m Just Who I Am (Tiger Woods                                                      and the Melding of America)” (handout)


Week 7



TUES, MAY 20—HW DUE:  “Under My Skin (‘Don’t Call Me a Person Of Color”) (handout)


THURS, MAY 22—HW DUE:  “Race Needs ‘Other’ Option” (handout)









Week 8



TUES, MAY 27—HW DUE:  Appositives Exercises



Bring 2 Copies of Rough Draft of Essay 3  


Week 9

Advertising and its Messages about Culture, Gender, and Race




1.  Final Draft of Essay 3

2.  “With These Words, I Can Sell You Anything”                                    



1.  “Persuasive Techniques in Contemporary Advertising”

2.  “Smooth Sell”

3.  “Here’s To Your Health”

4.  Bring in either a pro-smoking ad or an

         Anti-smoking ad from the Internet





Week 10





1.  “Women Are Easy”

2.  “Advertisement:  How the Industry Hits                                              Its Target”

We will watch the documentary film “Killing Us Softly”

We will discuss how to write the Reflective Essay


THURS, JUNE 12—HW DUE:   Prepare for In-Class Essay




Week 11



TUES, JUNE 17—Prepare for Advertising Presentation



Advertising Presentations









LART 100—WRITING SECTION--Essay 1:  Narrative and Description (In-Class)

NOTE:  Please double space and write in pen. 


For this essay, you will tell the story of a time that you felt misunderstood because of how others perceived some aspect of your identity, such as your race, your culture, your name, or any other part of who you are.

In your Introductory paragraph, summarize one of the assigned articles—“My Two Lives,” ‘FOBS’ vs. ‘Twinkies,’ “Have You Ever Met an Asian Man You Thought Was Sexy?”  Your summary should include the author’s name, the name of the essay, your own words (no quotes), six to seven sentences, should leave out your opinion, and include the main points in the article.


After your summary (either at the end of the Introductory paragraph or as the 2nd paragraph), give your thesis statement, which should establish a connection between the story that you are about to tell and the author’s experience in the article that you summarized.   Your thesis can be several sentences long.  Make sure that you point out not only a similarity between your story and the author’s experience, but that you also point out the major differences between the two.


In the remainder of the essay, tell the story of that event in your life.  You may use dialogue, but this not required.  Also, you may continue to refer to the article by quoting or giving examples from it, if you like, but this is not required either. 

 Think carefully about how you might most effectively organize the narrative of your experience.  Use detail in an engaging way to grab your reader and provide clarity for your narrative; remember to include sensory detail to make your prose come alive as well as at least three underlined metaphors or similes.   The conclusion should move to the present day, and articulate how you NOW feel about that event.


Grading:  I will be using a rubric of my own (NOT the Portfolio Scoring Guide Rubric) to assess this particular essay.  The rubric I have created for this essay is attached.  In order to pass, you must score at least 75%.





Your paper must be at least 2 pages in length, typed, double spaced, 12-point font, have a title, and be free of excessive spelling, grammar, and punctuation errors or lack of organization. 


Be sure to include an introduction and conclusion.  In addition, a minimum of 2 quotes are required from the work that you analyze.  You must comment on all quotes that you use.  In general, try to create at least 2 sentences of commentary after each quote.  More is better. 


Keep asking yourself “Why” and “How” questions as you develop your response.  Feel free to use evidence from your own personal experience as well as the required quotes from the text to support your opinion.  If you can, try to explain how you think your own personal experience has shaped your interpretation of the relationship. 


Pick ONE of the following options to respond to in your essay:


1.  Amy Tan’s “Two Kinds” focuses on a mother-daughter relationship.  Argue whether you think the relationship is mostly or entirely healthy or not.   Be sure to explain in your thesis and the body WHY you hold the opinion you do.


2.   Is the narrator of James Baldwin’s “Sonny’s Blues” ultimately a good brother to Sonny?  Your answer to this question should be your thesis along with your explanation for why you feel the way you do. 



Grading:  I will be using the criteria on the Portfolio scoring guide that we have discussed to indicate whether your paper demonstrates Mastery, Competence, or is Not Passing. 



LART 100—Writing Essay #3—Multiracialism (analysis)

Write on either “Under My Skin” or “Race Needs ‘Other’ Option.”  Your paper must be at least 2 pages in length, typed, double-spaced, 12 font, and have a title.                

Rough Draft due Thurs May 29, Final Draft due Tues June 3                                                                                                              

        A general introduction to the topic of the article that you’re analyzing.

        A thesis that states the extent to which you agree or disagree with the article’s thesis. 

        At least three body paragraphs

        Topic sentences for each paragraph that make certain to refer to the author or the essay, clearly showing where YOU stand.  Each topic sentence should agree or disagree with a particular point from the article you choose to write on.

        Specific, detailed, interesting examples from personal experience, a survey and interviews, books or media which support or contradict points made by the author of the article.  Make your examples be as detailed as possible and have at least three. 

        Use the P.I.E paragraph format for your body paragraphs

        Effective transitions between paragraphs and sentences

        You should have at least two short quotations.

        Coordinators, subordinators, good sentence focus

        A conclusion  that reminds the reader of your thesis and explains why the issue is important


Your grade for this essay will be based on the Portfolio Scoring Guide.