Notes: Syllabus, Reading, and First Assignment for English Class

Syllabus and Department Policy

• The English department uses a common syllabus across instructors to align goals, expectations, readings, and assignments (i.e., a shared structure for what you’ll do and what’s expected).
• Differences can still appear: some instructors may have variations on rules or mandatory items, such as an enrollment or labor-related trackers.
• Labor tracker vs. labor: The syllabus mentions a labor tracker, but the speaker notes he doesn’t personally follow it and instead views your labor as the work you submit when you turn it in. In other words, your submitted work is your actual labor, not a separate log.
• Practical takeaway: understand the syllabus as a baseline, but recognize individual instructor quirks or administrative requirements may differ.

The Labor Tracker / Labor Concept

• The labor tracker is a policy reference in the syllabus and labor contract.
• The speaker emphasizes that your grade is not negatively affected simply by not doing optional tasks unless you explicitly claim extra credit that is described in the syllabus.
• If you do extra credit, it can bump your grade; if you don’t, it doesn’t hurt your grade.
• Example from talk: If you want extra credit and the syllabus says it’s available, you can pursue it; otherwise, it won’t reduce your grade.
• Practical implication: read the syllabus for any optional credit opportunities and understand their impact on grading.

Extra Credit Policy

• Extra credit is optional and does not negatively affect your grade by simply choosing not to do it.
• Doing extra credit can increase your grade only if you explicitly apply it as described in the syllabus.
• Note: the instructor encourages checking the syllabus to confirm what counts as extra credit.

The Entrance Letter Requirement

• A new policy: an entrance letter is required for this class, linked in the syllabus.
• The instructor notes a past experience (last fall) where an entrance letter wasn’t required and students were admitted without it, but policy changes have (so far) mandated it.
• The instructor plans to verify with supervision/boss whether the entrance letter is truly required; if it is, it will be enforced; if not, he hopes to minimize the burden.
• Rationale given: to align with administrative requirements and ensure consistency across classes.
• The instructor mentions they might drop the requirement if policy allows, but currently it’s in the syllabus as a linked item.
• The entrance letter is positioned as a safety net for administration; the instructor is advocating for students not to have to do it if possible, noting that students already wrote an essay for college admission.
• If the letter is required, it’s posted in the syllabus and the instructor will update you via message.

Related Administrative Details

• The instructor references a prior English placement process in the student portal, where students already wrote an entrance-like essay; the new entrance letter requirement partially overlaps with this existing work.
• The instructor emphasizes he’s trying to cover his administrative obligations without adding unnecessary burdens on students, showing a tension between policy changes and classroom practicality.
• Action item: students should monitor announcements if the entrance letter requirement changes; the instructor will communicate further details.

Reading Assignment for Friday: The Art of Eating Spaghetti

• Required reading: The Art of Eating Spaghetti.
• Two access options:
  • Printed copy (preferred by many) for easier annotation and underlining.
  • Digital copy accessible via the syllabus link.
• Annotating benefits: helps with later writing and discussion.
• Reading and response structure:
  • Two succinct paragraphs (roughly a page in total):
  • Paragraph 1: Brief summary of the article/essay (what it’s about, highlights, author if relevant).
  • Paragraph 2: Synthesis and personal take:
    • How the reading relates to you or your experiences.
    • Your interpretation and what it means to you.
    • Your honest assessment: is it worth reading, does it resonate, etc.
  • The response is not a formal book report; focus on synthesis and personal take.
• Key prompts to include in the response:
  • A brief summary of the piece and the highlights; identify the author and main ideas.
  • Synthesize what you learned and relate it to your own experiences or knowledge.
  • State your take: your opinion on the reading, its relevance, and whether you’d recommend it.
• No obligation to agree with the author; encourage honest, thoughtful dialogue.
• Time guidelines:
  • Suggested reading time: about $t_{ ext{read}} = 10\ \text{minutes}$
  • Suggested writing time: about $t_{ ext{resp}} = 10\ \text{minutes}$
  • Overall target: $\text{Response length} \approx \text{1 page}$
• The reading and response are designed to seed class discussion rather than to be a polished literary critique.

How to Approach the Reading and Discussion

• Expect to discuss your response in class; the goal is conversation, not a rigid rubric.
• The instructor will solicit feedback on the response length and time; adjustments are OK.
• The class aims to build a shared understanding of how to read critically and write reflectively.

Reading and Response Guidelines: What to Include

• Brief summary: identify what the piece is about, its main argument or narrative arc.
• Highlights: note significant moments, quotes, or ideas; who is the author; what is the tone.
• Synthesis: connect the reading to what you’ve learned elsewhere; relate it to your own experiences or interests.
• Your take: express genuine personal opinion about the piece; discuss its value and relevance to you; whether you’d recommend it.
• Discussion readiness: be prepared to discuss your response in class and to engage with others’ interpretations.

Voice, Style, and the Role of Rules in Writing

• The instructor emphasizes voice and authenticity: the content matters more than typos; you should know rules so you can responsibly break them.
• Personal voice matters: examples of “quotes” or mannerisms from your own background can be part of your writing without being misread as errors.
• The session highlights that writers often develop voice through practice and mentorship; later, formal rules can be applied more flexibly.
• Repetition and musicality: repetition can build rhythm and flow in writing; reading your work aloud helps you hear rhythm and improve it.

Connections and Reflections from the Session

• The instructor shares personal synthesis from the reading:
  • The idea of seeing oneself as a writer was transformative and tied to identity and mentorship.
  • Personal anecdotes (e.g., a musician and a writer’s journey) illustrate how belief in one’s craft can shape a career.
• Students’ reflections cited in the session include:
  • Valuing the freedom to write without overthinking every word.
  • Recognizing others' experiences with confidence and voice.
• The discussion also touches on narrative structure in writing (prologue, rising action, climax, denouement, resolution) as a way to understand storytelling mechanics.

The First Assignment: Purpose and Connection to Readings

• The first assignment uses reading to scaffold students’ own writing; the reading serves as a model and a prompt for developing a personal piece.
• The emphasis is on finding your own voice and relating your experiences to the readings.
• The instructor notes that the class will often explore “your take” and how your own experiences inform your interpretation of texts.

Practical Takeaways for Students

• Check the syllabus early for:
  • Whether the entrance letter is required, and how it’s submitted.
  • Any optional or mandatory extra credit opportunities and their impact on grading.
  • How to access readings (printed vs. digital) and expectations for annotation.
• Prepare a two-paragraph response for the reading: one summary + one synthesis/take, about a page total.
• Be ready to discuss your response in class; honesty and personal connection are valued.
• Pay attention to voice and rhythm in your writing; use revision tools like reading aloud to improve flow.
• If you have questions about time, requirements, or access to materials, reach out to the instructor; he invites feedback and relies on student input to calibrate pacing.

Quick Recap of Key Points

• Common syllabus across the English department creates consistent goals and assignments, but individual instructors may have quirks.
• The labor tracker is treated as administrative paperwork; your submitted work is your labor.
• Extra credit is optional and only affects your grade if you choose to apply it.
• Entrance letters are currently being considered for mandatory status; expect updates via syllabus or instructor communication.
• The Art of Eating Spaghetti is the first reading; you may print or read digitally; annotate to prepare for a two-paragraph response (~1 page).
• Your response should include a brief summary, synthesis relating to your experience, and your honest take; aim for clarity and personal voice.
• Writing benefits from rhythm and repetition; read aloud to hear flow; rules exist to be learned and sometimes creatively bent.
• The first assignment is designed to help you find and develop your voice for your own piece, using readings as fuel for your writing.
• Class logistics: next meeting on Monday; respond to Q2-1 and/or email as instructed by the instructor.

Important LaTeX references used in the notes

• Time estimates: $t<em>{ ext{read}} = 10\ \text{minutes}, \quad t</em>{ ext{resp}} = 10\ \text{minutes}.$
• Response length guideline: $\text{Response length} \approx \text{1 page}.$