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Ohlone College Spring, 2014

English 101C: Critical Thinking Reading & Composition “How can I know what I think till I see what I say?” E. M. Forster

“You couldn’t have gotten me out of my books with a wedge…months passed without me even thinking about being imprisoned…up to then, I had never been so truly free in my life.”

Malcolm X “Belief is not evidence of truth.”

Unknown

“No subject of study is more important than reading…all other intellectual powers depend on it.”

Jacques Barzun Class English 101C-05 (058511) Anthony Pino Spring Semester 2014 Fremont Campus Room: FC-2202 Tuesdays & Thursdays 9:45 AM- 11:20 AM

Contact: e-mail (Best): apino@ohlone.edu sigh.dragonfly@gmail.com Appointments: Any student who wishes to make an appointment may do so at any time. Noon on Tuesdays and Thursdays works best. Appointments are usually held in Room 1404. Email the instructor if you want to schedule an appointment.

Hygiene: The community around you is concerned about recent outbreaks of contagious diseases. Please do not come to class if you are sick. Also, take all needed precautions such as coughing and sneezing into your handkerchiefs, sleeves or coats and not into your hands. Avoid contact if you think you or a classmate may be infected. Bring Purell or other sanitizing gels or disinfecting wipes to class and use them. I will complement these

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efforts by bringing in some additional sanitizing products. MANAGEMENT OF STRESS AND MENTAL HEALTH:

Often the pressure on our students is very strong, involving academic commitments, relationships, outside jobs and family pressure to name a few. This is especially true among international students. The staff and faculty of Ohlone College are here to see you succeed academically and care about your emotional and physical health. You can learn more about the broad range of confidential student services, including counseling and mental health services available on campus by visiting the Student Health Center in building 7 or http://stepupohlone.org/oncampus-resources/. The Crisis Support Services of Alameda County offers a 24-Hour Crisis Line: 1-800-309-2131.

VALUABLES LEFT IN CLASS ROOM: If I find that you have left valuables in the classroom --- such as cell phones, purses, laptops or jewelry---I will take them to the Campus Police to be placed in the Lost and Found box. DO NOT PANIC! Send me an email if you think you have done this and I will let you know if I found something. THE ENGLISH LEARNING CENTER (ELC) The ELC complements this course by providing you with assistance in writing. It also provides testing services for the Lab piece of this course. The laboratory testing feature is mandatory; you will NOT pass this course if you do not take the Lab. You should also use the ELC for writing assistance, especially if the instructor recommends it. COURSE TEXTS Required for Class: Rottenberg & Winchell Behrens and Rosen, Elements of Argument: A Text and Reader, 10th ed. (required) Novel: Fahrenheit 451 by Ray Bradberry and God Bless You, Mr. Rosewater by Kurt Vonnegut. Recommended for Class: Any sound style guide, such as Trimble‘s Writing With Style, 2nd ed. or others suggested by the instructor; or strong familiarity with the Online Writers’ Guide (Purdue University) (OWL), the Duke University Libraries Writing Studio and LEO (Literacy Education

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Online (St. Cloud State). Handouts provided in class. COURSE DESCRIPTION & OBJECTIVES

What is argument? What is the difference between a written and a verbal argument, and why should we study the argumentative process at all? What does it mean to have the freedom to study this process? And what does “freedom” itself even mean? These are the types of questions and issues we will be exploring in this course, a course which is designed to help students develop their abilities to think critically and to write effective academic arguments. Throughout the semester, we will analyze, evaluate, and respond to arguments from a variety of sources, from ancient Greek texts to contemporary articles, films, advertisements, and political cartoons. Hopefully, by the end of this course, students will be viewing the world through much more critical and discerning eyes and will have a clearer understanding of the way people use language not only to communicate ideas and information, but to persuade others to change their way of thinking and even to take action. perform basic research techniques in several writing assignments.

STUDENT LEARNING OUTCOMES

The student will: 1. Explain the differences between effective, valid argumentation and unclear and/or invalid reasoning. 2. Identify common logical fallacies and examples of fallacious reasoning. 3. Write out-of-class and/or in-class, well-organized critical essays which state clear and arguable theses and which are supported by logical argumentation and sufficient evidence. 4. Recognize both deductive and inductive forms of reasoning and present and defend either orally or in written form ideas in a clear and logical manner. 5. Analyze and criticize ideas from or about specific nonfiction works. 6. Present clear, precise, and accurate oral analyses (including summary, critique, evaluation, synthesis) of critical thinking concepts or of specific works through activities such as Socratic questioning, discussions, oral reports, presentations, or debates.

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7. Write informally on topics by showing an awareness of tone, audience, and support for one's conclusions. 8. Clearly explain the differences between knowledge/fact and opinion in the student's own writing and in others' works.

STUDENT ACTIVITIES & ASSIGNMENTS 1) READINGS, QUIZZES & HOMEWORK

Activities will include weekly assigned readings and class discussion based on the readings. Occasional homework and quizzes will include exercises on analyzing and evaluating short arguments from our text. Weekly topics will include basic elements of argument, definition, persuasive language use, inductive and deductive reasoning, and logical fallacies. We will be picking apart as well as constructing arguments, and we will be doing a lot of talking and arguing about issues which come up along the way.

Each student will also present an analysis to the class of one of the weekly editorials from the Sunday SF Chronicle, the San Jose Mercury, the New York Times, the Washington Post or the Los Angeles Times (all available online), which we will be following throughout the course. A write-up will be due with the presentation. The write up and analysis should include: (1) the claim being made by the writer and its context (i.e., the general controversy around the claim), and whether it pertains to fact, value or policy; (2) the support for the claim, whether it is consistent, credible and relevant, and whether it includes motivational appeals; and (3) the warrant (the assumptions, beliefs or principles) for the argument. The write should not exceed 1 and one-half pages.

2) PAPERS

Over the course of the semester, students will write a total of three papers of varying lengths (with rough drafts), one of which will require some research. Papers will be based on class readings and on films related to the readings.

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Classes will include small-group review (“peer review”) of student drafts, and students will be graded on written feedback given to others. Rough drafts must be handed in with final drafts when papers are due as revision work is taken into consideration when papers are graded. Not having a draft or being absent on a peer review day (or not turning in a draft when the final paper is due) will reduce the assessment by one grade (A- becomes a B+).

Each paper will identify at least two positions on a topic. The student will state and describe the claim in each position, discuss the supporting evidence for each, and identify the warrant behind the argument. Each claim will be identified as a claim of fact, value or policy, or combinations of these.

At the end of the semester, students will write an argumentative research paper (Paper #3) on a topic of their choice, which is also related to our readings.

3) RESEARCH PRESENTATION

Toward the end of the semester, students will sign up for a group presentation which will be based on information students will be presenting in their research papers. Groups will meet both inside and outside of class to determine the scope and direction of the research and to design a creative format for the presentation. Groups will present various perspectives on an issue, either as a formal debate or in a more informal and creative manner (i.e. a mock game show, talk show, news cast, etc.). A brief write-up will be due with the presentation. Specific requirements will be provided in writing several weeks in advance of the presentation due date.

4) COURSE CONDUCT

No extra credit work is provided. Students are expected to bring their assigned texts to class daily

and to be prepared to discuss that material in a respectful, courteous manner.

Private conversations and texting are saved for out-of-class time. Pagers and cellular phones are turned off during class.

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The student is responsible for attending class regularly. Much of the preparatory work for the assignments occurs during class time. Students who miss four or more class days will probably not receive course credit.

A student is expected to be in class on time. Consistent tardiness will result in unexcused absences (three tardies=one unexcused absence).

MISSING CLASS IS NOT AN EXCUSE FOR COMING UNPREPARED OR FOR NOT DOING WORK. A student who misses class is responsible for finding out what s/he needs to do for class/homework in order not to fall behind. Getting the email address of at least two “study buddies” is required. Students must respect the privacy and space of each study buddy, and not cause any stress or distress to these class partners.

Students should contact the instructor ahead of time or on the day of an absence; this absence, if legitimate, will not count against the student. Only students who notify the instructor of an absence will be allowed to turn in missed assignments. Otherwise, late assignments will not be collected and graded. The instructor is on campus in the mornings. The instructor will not receive emails or voice mail messages left in the afternoon or evening until the next day.

CLASSROOM DECORUM

This course often involves the adoption of positions which are objectionable or unappreciated by other students. You are not free to mock or publicly scoff at those positions. The Rogerian argumentative model seeks conciliation among the parties---a model which requires empathy and substantial analysis of the other party’s points of view. Conciliation would be set back by disrespect of another’s position. Please withhold judgment of another’s viewpoint until all the facts are developed and discussed.

EVALUATION

Grading is based on the number of points accumulated during the semester. These points will be converted into percentages (which follow the standard scale of 100-90% A, 89-80% B, 79-70% C, 69-60% D, 59-

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0% F) and then into letter grades. The final grade breakdown follows:

In-class Book of Questions Responses 50 points Other in-class responses & quizzes 50 points

In-class essays typed at home 75 points Outside essays 150 points Research papers 200 points Class presentation 150 points

Keep all your course work for the entire semester. Keep all your course work for the entire semester. Keep all your course work for the entire semester.

COURSE ATTENDANCE Students are expected to attend classes regularly. A maximum of four absences will be permitted. If that limitation is exceeded, the Instructor may choose to terminate the student’s participation in the course. If the student is permitted to continue, a one-grade reduction will be made with each successive absence. For example, a student with an A- will receive a B+. ENROLLMENT Adding the class (with the instructor’s permission) will be done by the instructor through Web Advisor. Students take the responsibility to withdraw from the course if they feel they are unable to complete the course or if they stop attending class. The student should be aware of the final withdrawal date on Friday, April 25, 2014. Failure to properly drop the class may result in a failing grade. DEADLINES Please meet all deadlines. Specific homework assignments are often given in class and are not listed on the syllabus. Essays are due at the beginning of class. No make-up quizzes or exams will be given. No late homework will be collected. No late essays will be accepted. WRITTEN WORK English 101C students are expected to use the MLA style when writing any

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formal essay. An example of this style will be given to students prior to the first out-of-class writing assignment. All out-of-class papers must be typed or word-processed in order to receive credit. Emailed essays are not accepted—printed versions only. Class work in most cases may be taken home for typing. PLAGIARISM ----IMPORTANT!!!!! READ THIS!!!! The Ohlone College policy on Academic Integrity clearly explains unacceptable behavior. This policy includes cheating, copying directly from someone else’s work or a source without using the proper citation, and resubmitting a paper from another class. These offenses will result in failing grades (Zero (0) points). The student’s name and offense will be reported to the Vice President of Student Development.  STUDENT  STUDY  AIDS    Student  study  aids,  such  as  SparkNotes,  CliffNotes,  Shmoop,  and  Savemefromymother  (J)  provide    excellent  summaries  of  literary  themes,  characters,  symbols  and  issues.  Unfortunately,  students  often  use  them  as  substitutes  for  the  reading  of  the  actual  work  and  personal  thoughts  and  creativity.  They  are  not  engaged  readers.  When  they  do  this  they  omit  critical  and  original  thinking,  which  is  an  essential  activity  of  a  university  student.  (This  is  a  university  level  class).    These  aids  are  not  to  be  cited  in  any  work  in  this  course.    They  are  not  a  substitute  for  deep  reading  or  for  the  extended  development  of  literary  themes.    WIKIPEDIA    Do  not  use  Wikipedia  as  a  scholarly  source  in  your  papers.  It’s  often  a  good  source  for  general  knowledge  so  you  may  start  with  it.      ENGLISH  FLUENCY  -­‐  “The  Rule  of  Ten  (10)”      Any  student-­‐submitted  paper  which  contains  10  or  more  grammatical  and/or  spelling  errors  on  the  first  page  will  be  returned  to  the  student  ungraded  for  revision.  In  these  cases,  the  student  should  immediately  request  assistance  from  a  tutor  or  other  legitimate  source  to  improve  the  work.  The  student  is  expected  to  return  the  paper  within  five  school  

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days.  The  maximum  grade  attainable  will  be  a  C+  for  the  revised  paper.      REWRITES  -­‐            Two  rewrites  are  the  maximum  allowed.  If  two  are  required,  a  deduction    of  50  points  will  be  taken  off  the  final  grade.     NO INSTRUCTOR PREREADING The Instructor will not pre-read student work. This would multiply the instructor’s workload and discourages the student from producing the best work possible. Assistance is available at the English Learning Center, or may be acquired by the student through other means, such as a friend who happens to be a good writer. ERRORS IN THE SYLLABUS OR AMENDMENTS

If a student finds an error or contradiction in any Syllabus or Amendment, please inform the Instructor so that a clarification can be issued.

GIFTS Some students like to give their teachers gifts at the end of the semester. I do not accept gifts, so please do not give me anything. If you feel happy about my teaching, please send me an email sometime and tell me how you are doing. I really like to know about my students’ work and successes. USE OF CELL PHONES AND TEXTING IN CLASS Use of cell phones and texting in class is considered disrespectful and a disengagement from learning. If I find you texting or using a cell phone in class, I will take the phone from you for the rest of the class and give you a cell phone ticket, which includes your name and Student ID number. I will return the phone at the end of class. You will receive an absence for that course day. Two citations will result in one grade reduction (A- to B+ or B- to C+). DIVERGENT THINKING

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Divergent thinking is at the heart of argument, social change and democracy itself. It must remain alive and well in our classrooms. Students can feel free to disagree with this Instructor on any and all rhetorical matters with impunity. In fact, students may be encouraged to disagree on occasion. The only limitation on this freedom is that the rules of the MLA and academic grammar and syntax be honored without dispute. Let’s look forward to our discourse. MONTHLY WORK SCHEDULE – A monthly work schedule will be presented within the first week of class. It will provide assignments and due dates.

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OHLONE COLLEGE POLICY ON ACADEMIC INTEGRITY

What is Academic Dishonesty?

Academic dishonesty occurs when a student attempts to show possession of a level of knowledge or skill which he or she does not possess. The two most common kinds of academic dishonesty are “Cheating” and “Plagiarism.” Cheating is the act of obtaining or attempting to obtain credit for academic work through the use of dishonest, deceptive, or fraudulent means. Plagiarism is representing the work of someone else as your own and submitting it to fulfill academic requirements. It is your responsibility to know what constitutes academic dishonesty. If you are unclear about a specific situation, speak to your instructor. The following list exemplifies some of the activities defined as academic dishonesty. Cheating

Copying, in part or in whole, from someone else’s test. Submitting work presented previously in another course, if contrary to

the rules of either course. Altering or interfering with grading. Using or consulting, during an examination, any sources of materials not

authorized by the instructor. Committing other acts which defraud or misrepresent.

Plagiarism Incorporating the ideas, words, sentences, paragraphs, or parts of another

person’s writings, without giving appropriate credit, and representing the product as your own work.

Representing another’s artistic/scholarly works (such as musical compositions, computer programs, photographs, paintings, drawings, or sculptures) as your own.

Submitting a paper purchased from a research or term paper service. Other Specific Examples of Academic Dishonesty

Purposely allowing another student to copy from your paper during a test. Giving your homework, term paper, or other academic work to another

student to plagiarize. Having another person submit any work in your name. Lying to an instructor or university official to improve your grade. Altering a graded work after it has been returned, then submitting the

work for re-grading. Removing tests from the classroom without the approval of the

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instructor. Stealing tests. Having a typist correct work for spelling or grammar, if contrary to the

rules of the course. Forging signatures on drop/add slips or other college documents.

Consequences of Academic Dishonesty Academic and/or administrative sanctions may be applied in cases of academic dishonesty. Depending on the seriousness of the infraction, you may:

Receive a failing grade on the test, paper, or exam; Have your course grade lowered, or possibly fail the course; Under the standards of student conduct a student may receive a:

Warning Reprimand Probation Suspension Expulsion

The Vice President of Student Development maintains a record of students who have engaged in academic dishonesty. This information is used to identify and discipline students who have been reported for academic dishonesty more than once.

Ohlone College English 101C Students will learn critical thinking skills and use them to read and evaluate essays in a precise, logical way. The emphasis will be upon critical analysis and upon the students’ development of effective, written arguments.

Why we write about art and film

This English class uses art and often film as focal points for writing. Works of pictorial art and film are terrific sources and opportunities to learn about cultural and social issues and values as well as historical contexts. They are certainly windows to knowledge, as we gain insight into the artist’s issues with the society around him or her.

In the world of education, we use the term “scaffolding” to describe such contextual knowledge-building. Eventually, these slices of learning will coalesce (come together) as you analyze and synthesize them. These are processes which build student awareness of the world around them and eventually enable the student to make predictions and to speak

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knowledgeably of past events and patterns of human behavior. We call such people “erudite” and “educated.” We look to them for answers in given situations. Like it or not, they are our leaders, and this is the role education has in our society. In this class we will discuss the social, psychological and historical contexts of art, as well as the artistic techniques of these works as background for writing exercises. Usually, these exercises are brief, “Summary Response” essays, two to five paragraphs, which give the student an opportunity to provide descriptive observations and background information---an awareness of what’s going on in the work--- and a personal response/interpretation of the piece. These essays may become a part of the student’s working portfolio (if one is required by the Syllabus) or academic repertoire for future classes and applications. Summary-Response essays are composed in two phases: -First, a detailed description of the work, which would include the colors, arrangements, images, contrasts, tones, moods, methods, shapes, textures, processes, techniques, and overall composition (among other artistic concepts); and may also include interpretive data or important contextual information about the surrounding society or culture. -Second, a response to the work, which would include your insight and disposition as to the results of the art piece---your assessment of the artistic achievement or effects, and perhaps, an explanation as to how or why this work achieved a place of reverence in Western (or Eastern) art.*

Again, these discussions are opportunities to reveal your knowledge and skill as writers, and I would expect serious preparation for them. As always, we cannot tolerate plagiarism, and your work must not include any undocumented references. *Words of caution: I do not expect my students to “like” any particular work, but to possess a working knowledge of the ideas presented in the work. I invite and encourage well-reasoned criticism. But it is absolutely essential that the student be aware of the ideas which the work conveys. If I select a film you have seen before, you are not excused from seeing it again in class. I will from time-to-time stop the film to make comments about it or to interject some perspective on plot, character, mise en scene or some other film issue.

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WRITING  RUBRIC    

FLUENT,  COLLEGE-­‐LEVEL  ENGLISH  THAT  REFLECTS  STRONG  EDITING  SKILLS  AND  AN  UNDERSTANDING  OF  THE  ELEMENTS  OF  ARGUMENT    The  Goal:  Writing  that  is  free  of  run-­‐on  sentences  and  fragments,  slang  and  juvenile  language  (see  the  Red  List),  dangling  modifiers,  typo’s  and  misspellings,  disjointed  paragraphs,  and  grammatical  and  syntactical  errors,  including  tenses,  subject-­‐verb  agreement,  pronoun  and  antecedent  agreement  and  arrangement  and  errors  in  parallelism.    Such  solid  writing  reflects  strong  editing  skills.    The  vocabulary  of  the  writer  reflects  the  Academic  Word  List,  which  is  the  language  of  educated  writers  of  English.  See  the  following  and  similar  websites:  http://www.uefap.com/vocab/select/awl.htm.  The  content  of  the  writing  reflects  a  comprehension  of  and  fluency  with  the  processes  and  components  of  argument  as  discussed  in  the  text,  Elements  of  Argument.            Writing  errors:  Remember  that  a  reader  becomes  an  editor  when  too  many  errors  are  encountered.                VALUE:  Fifty  percent  (50%)    SCHOLARSHIP  THAT  REFLECTS  AN  UNDERSTANDING  OF  THE  MLA  FORMATTING  PROCESSES.    The  Goal:  Academic  writing  formatting  that  reflects  an  understanding  of  the  Modern  Language  Association  (MLA)  prescriptions  for  parenthetical  citation,  pagination,  Works  Cited,  fonts  and  letter  sizes,  margins,  quotations  and  lead-­‐in  statements.        Twenty  five  percent  (25%)    ORGANIZATION  THAT  REFLECTS  A  SOLID  WRITING  STRATEGY.    The  Goal:  Writing  that  reflects  an  understanding  of  patterns  of  organization,  thesis  and  topic  sentences,  introductions,  body  paragraphs  and  conclusions,  supporting  ideas  and  details.  It  also  reflects  a  knowledge  of  analytical  tools.      Twenty  five  percent  (25%).      

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 WEEKLY SCHEDULE

(please allow for changes as needed) First Week of Class Activity - Tues Jan 28 – Thu Jan 30 Tuesday - Introduction to course - introductions to each other - introductions to methods of class presentation - readings - compositions - art - film - The Book of Questions/Un-journaling - Intro to Elements of Argument and Fahrenheit 451 and God Bless You, Mr. Rosewater - words/phrases to avoid - samples of style guides, and what’s on line. Deceased words-à “The Red List.” The Academic Word List. Discussion & Elements: Personal introductions; exchanges of email addresses. Discussion of Syllabus. Discussion of Chapter 1, the nature and history of argument: the Greek background, Rogerian argument, Stephen Toulmin, the feminists. Key terms of argument: Claims, Support and Warrants. The Audience. Essays on current issues. “Coming to an Awareness of Language.” Homework – 1. Begin reading Chapter 1 of Elements of Argument (EOA).

2. Look up the Academic Word List and become familiar with it. 3. Go to page 458 of the EOA and examine the MLA style of writing in the sample; see how quotations are blocked how in-text citations are arranged; how pagination is ordered within the header of the paper; and how the Works Cited page is arranged, in alphabetical order and using hanging indentation. This is the academic writing format we will use in this class.

Thursday - Discussion & Elements: Discuss Chapter 1. of EOA on the Approaches to Argument, the Rhetorical Triangle, the Rogerian argument method, the influence of the feminists, the work and methods of Stephen Toulmin. Review and discussion of some of the topical essays in Chapter 1. Homework: 1. Continue reading Chapter 1. Be prepared to ask questions

when you don’t understand something. Do  not  overlook  pages  28  –  

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29,  which  contain  important  components  of  writing  arguments  which  will  be  helpful  to  you  when  you  write  your  essays.    

2. Go to the Anthology of Essays beginning on page 497 (unnumbered) and look for an essay that you’d like to write your own essay about, using the analytical tools of claim, support and warrant, ethos, logos and pathos upon which to base your discussion. That paper will be due on March 4 for peer review and March 6 for submission. It must be a minimum of three pages and use MLA format.

   Second  Week  of  Class  Activity  –  Tues  Feb  4  –  Thurs  Feb  6    Tuesday  –  Continued discussion of essays and commentary with small groups EOA, Chapter. 1, and handout “Triumph of the Yell.”  Homework:  1.  Finish  reading  Chapter  1  in  EOA.      

2.  Read  and  re-­‐read  a  chosen  essay  you’d  like  to  write  about;  continue  putting  your  ideas  together  on  this  essay.      3.  Begin  reading  Fahrenheit  451.  Take  notes  as  you  read.    You  will  be  required  to  write  a  book  report  on  it.    That  paper  will  be  due  March  18  for  peer  review  and  20  for  submission.      

 Thursday  –  Begin  discussions  of  Chapter  2  on  Critical  Reading.  Pre-­‐reading.  Comprehension.  Comprehending  Arguments.  Annotating  a  Text.  Summarizing.  Evaluation  Strategies.  Critical  Listening  Strategies.    Reading  the  Visual  Argument.        Homework:  1.  Continue  reading  Chapter  2.      

     2.  Continue  working  on  your  first  essay.        

     3.    Continue  reading  Fahrenheit  451.      

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 Third  Week  of  Class  Activity  –  Tues  Feb  11  –  Thurs  Feb  13    Tuesday  –  Continued  discussion  of  Chapter  2  with  essay  discussions  and  small  group  collaboration.                        Homework:  1.  Continue  reading  Chapter  2.    

             2.  Continue  working  on  your  first  essay.        3.  Visit  one  of  the  following  newspaper  and  magazine  editorial  pages  on  line,  so  that  you  can  become  familiar  with  current  events  of  topical  interest:  The  New  York  Times,  The  San  Jose  Mercury,  The  San  Francisco  Chronicle,  The  Washington  Post,  The  Economist,  Time  Magazine,  Newsweek.    No  pressure  on  this;  it’s  just  a  familiarization  effort.      Take  notes  on  topics  and  issues  that  hold  your  interest.    

       4.  Continue  reading  Fahrenheit  451.  

   Thursday  –  Finish  discussion  of  Chapter  2  with  essay  discussions  and  small  group  collaboration.    Homework:  1.  Finish  reading  Chapter  2.      

   2.  Continue  working  on  your  first  essay.    3.    Continue  looking  through  editorial  pages  of  topical  interest.            4.  Continue  reading  Fahrenheit  451.    

Fourth  Week  of  Class  Activity  –  Tues  Feb  18  –  Thurs  Feb  20    Tuesday  –  Begin  discussion  of    Chapter  3,  “Analytical  Writing.”  Writing  the  Claim.  Planning  the  Structure.  Sentence  Forms.  Providing  Support.  Incorporating  Quotations.  Sourcing.  Plagiarism.  Models  and  Readings.          Head’s  Up!!!  Instructor  will  look  for  volunteers  to  workshop  essays.  

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Homework:  1.  Begin  reading  Chapter  3.      

   2.  Continue  working  on  your  first  essay.      

   3.  Continue  reading  Fahrenheit  451.      Thursday  –  Continue  discussion  of  Chapter  3.  Book  of  Questions  or  art  piece  for  interpretation.    Option:  May  show  the  Pat  Tilman  Story.        Homework:    1.  Continue  reading  Chapter  3.      

       2.  Continue  working  on  your  first  essay.    

       3.  Continue  reading  Fahrenheit  451.      Fifth  Week  of  Class  Activity  –  Tues  Feb  25  –  Thurs  Feb  27    Tuesday  -­‐    Continue  discussion  of  Chapter  3  EOA,.  Analytical  Writing.”  Writing  the  Claim.  Planning  the  Structure.  Sentence  Forms.  Providing  Support.  Incorporating  Quotations.  Sourcing.  Plagiarism.  Models  and  Readings.        Homework:  1.  Continue  reading  Chapter  3.      

2.  Continue  working  on  your  first  essay.  Prepare  your  first  essay  for  peer  review  on  Tuesday.  At  least  four  copies  will  be  required.      

 Thursday  –  Workshop  on  volunteer  essays.  Begin  discussion  of  Chapter  4,  “Definition.”  Purpose.  Terms  of  Argument.  Methods  for  Defining  Terms.  Writing  the  Definition  Essay.  Readings.  Class  analysis  and  review  of  writing  specimens.      Homework:  Begin  reading  Chapter  4.  Continue  working  on  your  first  essay.  Prepare  your  first  essay  for  peer  review  on  Tuesday.    Sixth  Week  of  Class  Activity  –  Tues  Mar  4  –  Thurs  Mar  6    

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Tuesday  –  In-­‐class  peer  review  of  first  essay.      Homework:  1.  Update  essay  based  on  peer  review.      

2.  Finish  reading  Chapter  4.        3.  Continue  reading  Fahrenheit  451.    4.  Intensify  search  for  editorial  essays.  You  will  need  these  for  discussion  next  week.    

 Thursday  –  Submit  your  first  essay.  Begin  discussion  of  Chapter  5,  “Claims.”  Claims  of  Fact.  Claims  of  Value.  Claims  of  Policy.  Examine  and  discuss  sample  essays.    Head’s  Up!!  Begin  discussion  of  social-­‐political  issues  that  you  are  concerned  with.  We  will  prioritize  these.      Homework:  1.  Think  about  teammates  with  whom  you  think  you  

can  work  and/or  have  common  interests.  Get  ready  to  communicate  with  them  so  that  you  can  form  a  presentation  team  for  the  rest  if  the  class.      

 2.  Read  Chapter  5.      3.  Continue  reading  Fahrenheit  451.    

Seventh  Week  of  Class  Activity  –  Tues  Mar  11  –  Thurs  Mar  13    Tuesday  –  Continue  discussion  of  social-­‐political  issues.  Form  presentation  teams.    Discuss  roles  within  the  teams.  The  first  four  teams  to  volunteer  will  receive  7  bonus  points  for  their  presentation.      Homework:  1.  Begin  working  on  your  team  presentation.            2.    Continue  reading  Chapter  5  of  EOA.    

   3.  Continue  reading  Fahrenheit  451.            

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Thursday  –  Full  discussion  of  Fahrenheit  451.  Discussion  of  Chapter  5  of  EOA.      Homework:  1.  Prepare  Fahrenheit  451  essay  for  peer  review.  

       2.  Continue  working  on  Team  Presentation.        

           3.    Continue  reading  Chapter  5  of  EOA.    

 Eighth  Week  of  Class  Activity  –  Tues  Mar  18  –  Thurs  Mar  19    Tuesday  –  Peer  review  of  essay  on  Fahrenheit  451.      Homework:  1.  Finalize  essay  on  Fahrenheit  451.              2.    Continue  to  work  on  presentation.            3.    Begin  working  on  an  independent  research  project.              4.    Continue  reading  Chapter  5  of  EOA.      Thursday  –  Submit  essay  on  Fahrenheit  451.  Begin  presentations.  Continue  discussion  of  Chapter  5  of  EOA.      Homework:    1.  Continue  to  work  on  presentations.                2.  Continue  to  work  on  independent  research  project.              3.    Begin  reading  Chapter  6  of  EOA.        

       

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                     ASSIGNMENT  SUMMARY  SHEET    

#   Assignment   Peer  or  Workshop  Review  

Submission  Date  

Requirements    

1   Essay  Review  

March  4   March  6   3  pages  +  Work  Cited  page  

2   Fahrenheit  451  essay  

18   20   3  pages  +  Work  Cited  page  

3   Team  presentation    

  Various   Format:  quiz  show;  panel  discussion;  Power  Point  experts;  Audience  Q&A  +  one-­‐page  report  per  team  

4   Independent  research  project  

None   April  17   5  pages  argumentative  research  +  Work  Cited  page;  minimum  five  sources.      

5     Rosewater  essay    

None   April  29   3  pages  +  Work  Cited  page  

   THIS  ENDS  THE  FIRST  INSTALLMENT  OF  THE  SEMESTER  101C  WORKPLAN.  ANOTHER  INSTALLMENT  WILL  BE  

PROVIDED  AT  A  LATER  DATE.