Sample Syllabi Here are some helpful syllabi from courses that use Current Issues and Enduring Questions and Critical Thinking, Reading, and Writing. They are listed under the book that the syllabus is based on and are organized by course name and professor’s school affiliation. Current Issues and Enduring Questions Rhetorical Analysis: Critical Perspectives on Advertisement, Television, Print and Film , Syracuse University English Composition 100-16 , Baldwin-Wallace College English 101 , University of Wisconsin-Parkside Critical Thinking, Reading, and Writing English 105 , Iowa State University English 112: English Communications , Lebanon Valley College English 102: English Composition , North Idaho College
Transcript
Sample Syllabi
Here are some helpful syllabi from courses that use Current Issues and Enduring Questions and Critical Thinking, Reading, and Writing. They are listed under the book that the syllabus is based on and are organized by course name and professor’s school affiliation.
Current Issues and Enduring Questions
Rhetorical Analysis: Critical Perspectives on Advertisement, Television, Print and Film, Syracuse University
English Composition 100-16, Baldwin-Wallace College
English 101, University of Wisconsin-Parkside
Critical Thinking, Reading, and Writing
English 105, Iowa State University
English 112: English Communications, Lebanon Valley College
English 102: English Composition, North Idaho College
For her writing course in rhetorical analysis at Syracuse University’s Writing Program, Laura Gray-Rosendale created the following syllabus:
Syllabus for Writing 205: Rhetorical Analysis: Critical Perspectives on Advertisement, Television, Print, and Film
Course Description
Like all of the Writing Program's 205 courses, this 205 section is a writing-intensive course focusing on the basic elements of rhetorical analysis. To become better cultural critics of advertisement, television, print, and film, you will be introduced in the course’s first section to the rhetorical procedures used in complex written and cultural texts, and you will write brief papers that develop evaluative and argumentative positions on those texts. This first section will also refresh your knowledge about the fundamental tenets of argument so that you better understand arguments written by cultural critics and learn to create more convincing ones yourself.
In the course’s second section, you will select several cultural texts and begin to construct a larger written project that you will sustain throughout the semester. The last section of the course will be run entirely in a workshop and presentation-based format in which you work very carefully on the structure of the written pieces you have developed so far. Writing consultants will be brought in throughout the semester to work with you individually on your writing.
As with all Writing 205 courses, the course’s main goal is to help you become stronger writers (and, concurrently, stronger readers) by providing opportunities for you to engage in analyses of arguments (be they in advertisement, television, print, or film) and to observe the often complex ways in which writers of cultural criticism create theses, offer reasons for their claims, and provide evidence and warrants for these reasons. While learning some basic strategies for analyzing the structure of arguments in essays by published writers, we will constantly draw analogies between the sorts of argumentative structures used in the texts we consider and the choices that you make in constructing your own arguments.
Required Texts
Sylvan Barnet and Hugo Bedau, Current Issues and Enduring Questions: A Guide to Critical Thinking and Argument, with Readings, 5th ed. (Boston: Bedford/St. Martin’s, 1999)
A Cultural Criticism Reader will be available from the Syracuse Copy Center in Marshall Square Mall a bit later in the semester. This reader will include examples of arguments produced within the generic conventions of cultural criticism.
Other Required Materials
Particularly for the first third of the course, you will be using a journal for much of your weekly writing. This can be housed in a folder with pockets. It should only be used for Writing 205.
You will also occasionally be required to make photocopies of your written work (at your own expense) in order to facilitate group critiques.
I suggest that you purchase a good dictionary and thesaurus, if you do not already own them.
Grading, Attendance, and Late Work
There will be three different major writing assignments during the semester. The journal work (including original versions and revisions) from Unit 1 will count 25 percent, the paper project developed in Unit 2 will count 25 percent, and the Unit 3 project, an extension and augmentation of the paper written for Unit 2, will count count 25 percent. The remaining 25 percent of the final grade will be determined by attendance, participation in class discussion and group critiques, informal writing assignments, draft work, and your final presentations.
Because the success of our endeavor as a class depends in large measure on our creation, as a group, of a body of knowledge about the analysis of certain kinds of arguments, participation in class discussions and group work is one of the most crucial aspects of the course. If you do not attend class, you cannot participate. Likewise, if you have not prepared adequately for class, you cannot participate in useful ways. Thus, both attendance and preparedness will be reflected in the participation portion of your grade.
Late formal papers will be accepted but will be marked down one half-grade for each class day that they are overdue. For example, an A paper that was due on Monday but was turned in on Wednesday of the same week will receive a B grade. I will recognize legitimate excuses for late work (illness, a death in the family) if you do me the courtesy of discussing the matter with me well before the paper is due.
Portfolios
Your success in this course is heavily dependent on your efforts to engage in consistent and constructively critical self-reflection on your work as a writer. To facilitate that process, you will be required at the close of each of the three units to collect most or all of your written work for that unit (NEVER throw your written work away) and to write a brief evaluation of your work. Each portfolio will include a self-reflective essay about your own writing in the course to date.
Special Considerations
Syracuse University is committed to compliance with Section 504 of the Rehabilitation Act of 1973. Students who may need special consideration because of any sort of disability should make an appointment to see me in the first few days of the semester.
Schedule
Wednesday, January 17: In class: Introductions. Assignments for next time: Write a two- to three-page profile of yourself as a writer—your strengths and
weaknesses, your experiences in other writing courses, your experiences with writing elsewhere, what worked for you and what didn't, and what specifically (create a list of goals for you and your writing) you hope to accomplish this semester.
Read “Critical Thinking,” pp. 3–22 in Barnet and Bedau. Take good notes.
Friday, January 19: In class: Report on profiles. Lecture and handouts on rhetoric and argument Assignments for next time: Read “Writing an Analysis of an Argument,” pp. 101–59 in Barnet and
Bedau. Take good notes. Also bring an advertisement to class—one about which you think you might make some claims. If you plan to videotape an ad from television, be sure to let me know at the end of class so that I can order the VCR for class.
Monday, January 22: In class: Argumentative analysis exercise and group analysis of advertisements. Discussion of
Argumentative Analysis. Assignments for next time: Using your advertisement as evidence for your claim, make a one-page,
single-spaced argument about this ad. Be as concise as possible. Do not use any words that are extraneous to what you are trying to prove. Remember, it is not enough to claim something like “This ad is effective in selling its product because . . .” or “This ad is immoral because . . . .” You will want to offer a claim about what this ad reveals about American values, what desires or anxieties this ad is tapping into, and perhaps what anxieties the ad evokes for the audience and how the product offers both the disease and the antidote. Make your claim as specific as possible. Remember that all papers should have titles, clear theses in each paragraph, be free of spelling and grammatical problems, etc.
Wednesday, January 24: In class: Discuss people’s arguments. Assignments for next time: Read “Developing an Argument of Your Own,” pp. 160–90 in Barnet and
Bedau. Using peer feedback, redraft this argument slightly. Bring in more evidence from the advertisement as a text itself. What details of the ad can you cite to support your claim? How does your desire to convince your reader affect the structure of the argument, the language choices you make, and the claim you make? This finalized version will be graded. Turn it in next time along with the ad.
Friday, January 26: In class: Discuss redrafts. Assignments for next time: Read “Critical Reading: Getting Deeper into Arguments,” pp. 50–70 in
Barnet and Bedau. Take good notes.
Monday, January 29: In class: Discuss reading. In-class exercise. Assignments for next time: Choose a new advertisement and write a one-page, single-spaced argument
about it. Keep all of my suggestions about your last assignment in mind. You will be responsible for addressing the same considerations I mention under January 22 as well.
Wednesday, January 31: In class: Discuss advertisements and arguments. Assignments for next time: Revise writing assignment. Draft work in class next time.
Friday, February 2: In class: Draft work in small groups. Assignments for next time: Finalize writing assignment. Turn it in next time.
Monday, February 5: In class: Discuss Unit 1 Paper assignment. Assignments for next time: Begin work on Unit 1 Paper assignment; this will build from either of the
two informal papers you’ve done so far. Write an outline of what you plan to do.
Wednesday, February 7: In class: Group work. Sign up for conferences to be held on Monday, February 12. Assignments for next time: Write a rough draft based on your outline. Bring two copies to class.
Friday, February 9: In class: Group work. Assignments for next time: Finalize your rough draft. Bring this new rough draft plus a list of specific
questions to our conferences.
Monday, February 12: Class canceled: required conferences. Assignments for next time: Bring four copies of your paper for next time.
Wednesday, February 14: In class: Come to class for group critiques. We will work in small groups of four.
Friday, February 16: In class: Unit 1 Paper due (with draft and all unit informal assignments). We will write evaluative
"reprofiles" in class. Assignments for next time: No homework. Pick up the Cultural Criticism Reader from Campus Copy
Center and bring it to class next time.
Monday, February 19: No classes.
Wednesday, February 21: In class: We will look at some texts in the Cultural Criticism Reader. Assignments for next time: Read “Critical Reading: Getting Deeper into Arguments,” pp. 70–98 in
Barnet and Bedau. Also, read “Family Feud.” Write a response to it in which you identify the main claim of the piece, explain the structure of the argument, and offer some thoughts about why this argument is effective or not (quote from the text to support your perspective). Do not use extraneous words. Be as concise as possible. One to two pages, single-spaced.
Friday, February 23: In class: Discussion of responses to “Family Feud.” Assignments for next time: Revise the assignment above.
Monday, February 26: In class: Continue discussion of “Family Feud.”
Assignments for next time: Read “A Logician’s View: Deduction, Induction, Fallacies,” pp. 260–98 in Barnet and Bedau. Also read “Cosby Knows Best.” Write a response to it in which you identify the main claim of the piece, explain the structure of the argument, detail any logical fallacies in the argument, and offer some thoughts about why this argument is effective or not (quote from the text to support your perspective). Do not use extraneous words. Be as concise as possible. One to two pages, single-spaced.
Wednesday, February 28: In class: Discussion of responses to “Cosby Knows Best.” Assignments for next time: Revise the assignment above.
Friday, March 1: In class: Continue discussion of “Cosby Knows Best.” Assignments for next time: Read “Getting Dirty.” Write a response to it in which you identify the main
claim of the piece, explain the structure of the argument, and offer some thoughts about why this argument is effective or not (quote from the text to support your perspective). Do not use extraneous words. Be as concise as possible. One to two pages, single-spaced.
Monday, March 4: In class: Discussion of responses to “Getting Dirty.” Assignments for next time: Select a television show, advertisement, or film that you will write an
argument about for your Unit 2 Paper. Bring a detailed description of it to class, complete with notes, and a full, written discussion of its features, which you will share with the class. If possible, make sure you can get it on videotape. If it is a print ad campaign, bring those ads to class. Remember, if you will need video equipment, let me know ahead of time.
Wednesday, March 6: In class: Discussion of texts selected for Unit 2 Paper. Discuss assignment sheet for Unit 2 Paper. Assignments for next time: Write an outline for this paper. Be prepared to talk through this outline in
class.
Friday, March 8: In class: Discussion of outlines for Unit 2 Paper. Assignments for next time: Read “Using Sources,” pp. 191–248 in Barnet and Bedau. Write a rough
draft of a paper. Bring four copies to class.
Monday, March 10–Sunday, March 17: Spring Break. No classes.
Monday, March 18: In class: Work in groups with consultants on your papers. Assignments for next time: Paper due.
Wednesday, March 20: In class: No class. Assignments for next time: Use the time off to work on your Unit 2 Paper. Bring one copy to class.
Friday, March 22: In class: Workshop papers. Assignments for next time: Unit 2 Paper and Portfolio due.
Monday, March 25:
In class: Unit 2 Paper and Portfolio due in class. Reflective essay will be written in class. Assignments for next time: No homework.
Wednesday, March 27: In class: Hand out assignment for Unit 3 Paper. Assignments for next time: Begin to do library research for Unit 3 Paper. Be prepared to discuss
questions you are running into. Structure an outline for next paper.
Friday, March 29: In class: No class. Keep working on outlines for Unit 3 Paper. Assignments for next time: Bring full draft of Unit 3 Paper to class.
Monday, April 1: In class: Work with consultants in class on Unit 3 Paper. Assignments for next time: Continue to revise Unit 3 Paper.
Wednesday, April 3: In class: Workshopping of Unit 3 Paper. Sign up for optional conferences with me for Monday, April 8 Assignments for next time: Continue to work on your paper.
Friday, April 5:No Class Easter Break.
Monday, April 8: In class: No class. Conferences. Continue to work on your paper. Assignments for next time: Revise paper. Final version of Unit 3 Paper and portfolio due.
Wednesday, April 10: In class: Hand in Unit 3 Paper and Portfolio. Write reflective letter. Sign up for presentations date.
Discuss the requirements for the presentations. Assignments for next time: No homework.
Friday, April 12: In class: No class. Work on your presentations. Assignments for next time: Work on your presentations.
Monday, April 15: In class: No class. Work on your presentations. Assignments for next time: Work on your presentations.
Wednesday, April 17: In class: Presentations on projects. Assignments for next time: Work on your presentations.
Friday, April 19: In class: Presentations on projects. Assignments for next time: Work on your presentations.
Monday, April 22: In class: Presentations on projects.
Assignments for next time: Work on your presentations.
Wednesday, April 24: In class: Presentations on projects. Assignments for next time: No homework.
Friday, April 26: In class: Hand back papers and grades. Assignments for next time: Bring food and drink to share for our final class.
Monday, April 29: In class: Last day of classes. Have a nice summer!
For her English Composition 100-16 course at Baldwin-Wallace College, Cynthia Lehman-Budd created the following syllabus:
Syllabus for English 100-16
Course RequirementsRequired texts available at the University Bookstore:1) Sylvan Barnet and Hugo Bedau, Current Issues and Enduring Questions: A Guide to Critical Thinking
and Argument, with Readings, 5th ed. (Boston: Bedford/St. Martin’s, 1999) 2) Diana Hacker, The Bedford Handbook, 5th ed. (Boston: Bedford/St. Martin’s, 1998) 3) Andrew Harnack and Eugene Kleppinger, Online!: A Reference Guide to Using Internet Sources (New
York: St. Martin’s, 1998)You should also have a notebook, floppy disks, and a folder in which you keep your writing portfolio.
The purpose of this course is to develop your college-level writing skills. Our readings, writing assignments, classroom activities, and homework will all focus on improving your critical-thinking, reading, and writing skills. You will work together as a class, in small groups, and independently on a variety of activities that will help you to grow as a student and as a writer. We will focus on the writing process in general and on enhancing your own writing process, on using computers to assist you in your tasks, and on a variety of critical-thinking models.
This course fulfills a GCP Part IA requirement. The Faculty Council has written the following rationale for this requirement: “The ability to manipulate, to use, and to know in and through written (and spoken) language is the basic requirement for the creation and communication of knowledge. . . . Part One gives considerable attention to the need to increase students ability to write. . . . Learning to speak, to write, and to compose is the means by which a person creates, discovers, and externalizes what s/he knows. . . . And writing reveals something to the writer, which can be revealed to another person.”
In keeping with this rationale, we will be reading a common text that will serve as a springboard for our classroom discussions for your writing. All of our activities in the classroom (discussion; learning to use the computer for writing, communication, and research; peer editing of your papers; and small group work on collaborative writing), as well as your homework assignments (readings, learning to use the writing process more effectively from prewriting through drafting, revision, and editing), center on learning to manipulate, use, and know through language.
WritingYou will write seven papers ranging from 500 to 1,000 words. We will do some in-class writing, but
you will do the bulk of your writing outside of the classroom. Our focus will be on seeing writing as a process, and I will emphasize the importance of revision. Your papers will be graded on what you accomplish, as it is impossible for me to evaluate effort. Your writing should be grammatical and free of spelling errors, and it should demonstrate increasingly complex critical thinking and analysis as the semester progresses. You will earn an A if your paper develops a specific, narrow, interesting thesis in a well-organized, well-argued, well-supported fashion.
ReadingAll reading assignments are listed in your syllabus on the day they will be discussed in class. You
should read each assignment carefully (preferably twice) and practice active reading. Our readings and
discussions will serve as a springboard for your writing and will help you to consider how other writers in the class and in your reader handle complex issues.
Group ProjectIn March, we will begin a collaborative writing project that will require each group to present a
1,000-word analysis of a topic. This grade for this project will be averaged with your paper grades.
Attendance and Class ParticipationAttendance is required, as is lively participation. We will learn more and enjoy the class more if
everyone actively contributes to discussion and activities. All absences beyond three will affect your grade negatively, and more than eight absences will mean that you will fail the course no matter what your other grades have been. I take serious emergencies and illnesses into account, but you are wise to save absences for such emergencies and illnesses.
Grading PolicyI trust that you will be a better writer in May than you are right now, and I will take improvement
into account in determining your final grade. The written work (papers, revisions, the group project) will be worth 80 percent of your final grade. Your class participation grade (based on your contributions to class discussions, participation in classroom activities, and attendance) will be worth 20 percent of your final grade.
All written work must be completed on time. Work submitted one class period after the due date will be docked one full letter grade, but I will not accept work later than that (e.g., a paper that is due on a Monday may be turned in no later than the following Wednesday). You MUST speak to me in class or contact me by e-mail anytime you need to submit late work.
Syllabus/Calendar
1/22 Orientation/getting acquainted.
1/25 Expectations. Joining Listserv. Dividing into groups. Sample peer editing.
1/27 READING Current Issues, Chap. 1, “Critical Thinking,” pp. 3—21.WRITING Begin Exercise 3—select one listed topic and list pros and cons according to directions. We will take time in class to begin writing the balanced dialogue. The complete paper (about 500 words) will be due in class on Friday.
1/29 WRITING Paper 1 due in class in writing folder, including original list and draft.READING Current Issues, Chap. 2, “Critical Reading,” pp. 22–34. Practice active reading by reading the essays in the Casebook using the checklist on p. 34.Group 1 read Brownmiller, pp. 35–39; Group 2, Lawrence, pp. 39–43; Group 3, Bok, pp. 43–45; Groups 4 and 5, McDonald, pp. 46–49.
2/1 READING Current Issues,Chap. 3, “Critical Reading: Getting Deeper into Arguments,” pp. 50—63.
WRITING Revise Paper #1, strengthening your balanced dialogue and expanding it to about 750 words—due 2/5.
2/3 READING Current Issues,Chap. 3 (cont.), pp. 64—76, and then using the Checklist on p. 76. Group 1 analyze Takaki, pp. 77–79; Group 2, Wilson, pp.79–83; Group 3, Whelan pp. 83–86; Group 4, Bork, pp. 86–91; Group 5, Brady, pp. 91–94.
2/5 WRITING Revision of Paper #1 due in class in folder, including all drafts and graded version.READING Current Issues,Chap. 4, pp. 101–15
2/8 WRITING Using the method outlined in your reading for 2/5, select one of the essays found between pp. 115 and 159 and analyze it. Bring your notes to class for in-class writing. Paper #2 will be a formal 750-word analysis of the essay you select and will be due 2/12.
2/10 READING Current Issues,Chap. 5, pp. 160–90.WRITING Bring draft of Paper #2 to class for writing workshop.
2/12 WRITING Paper #2 due in folder with all relevant materials and graded versions of Paper #1.READING Current Issues, Chap. 6, “Using Sources,” pp. 191–216. See also the annotated student paper, pp. 232–48. This information is also found in your Handbook, and you should rely on these models to learn the proper use of sources.
2/15 READING Current Issues, Chap. 7, “The Toulmin Model,” pp. 251–59.
2/17 READING Current Issues, Chap. 8, “A Logician’s View,” pp. 260–78.
2/19 READING Current Issues, Chap. 8 (cont.), pp. 278—98.WRITING Paper #3 (about 500 words)—on one of the topics listed on p. 298—due 2/24. Bring brainstorming, etc., to class.
2/22 READING Current Issues, Chap. 9, pp. 299—307.
2/24 WRITING Paper #3 due. READING Current Issues, Chap. 10, pp. 308–15.
2/26 READING Current Issues, Chap. 10—Groups 1 and 2, pp. 316–25 and begin Paper #4 using question #6; Group 3, pp. 325–32 and begin Paper #4 using question #5; Groups 4 and 5, pp. 332–38 and begin Paper #4 using question #9. Paper should be from 500 to 750 words and is due 3/5.
3/1 READING from Current Issues, Part 4. We will vote on one of these issues, read about it, and analyze the debate. WRITING Paper #5 will be a 750-word paper arguing your position on the selected topic and will be due on 3/12.
3/3 Prewriting activities.
3/5 WRITING Paper #4 due. Bring Online!.
3/8 Bring in at least one article on your subject from a newspaper or magazine.
3/10 WRITING Draft of Paper #5 in folder.
3/12 WRITING Paper #5 due in folder.
3/15 READING Current Issues, Chap. 12, “Abortion,” pp. 385–95.
WRITING Each group will produce a 1,000-word analysis of some aspect of the abortion debate. We will be looking at a variety of sources on the debate in and out of class, and your task will be to use the various models and tools for analysis contained in your textbook to present a clear and properly documented critique of the debate. Your analysis should not argue your group’s opinion on the debate; rather, it should examine the assumptions, the logic, the supporting evidence, the fairness, the selection of facts, and so on.
3/17 Web sites on the debate. Bring Online!.
3/19 Newspaper or magazine articles on the debate—bring what you find to class.
3/22 In-class analysis of what we have found so far.
3/24 WRITING Rough draft of analysis due. Final version due 4/9.
3/26-4/5 Spring Break.
4/7 Workshops on proper documentation.
4/9 WRITING Group Project due. READING Current Issues, Part 5—an issue selected by the class. We will read the essays in the text and search the Web and the library; then you will write a 1,000-word essay arguing your position on the issue. Paper #7 draft will be due on 4/19 and the paper will be due 4/23.
4/12 READING Current Issues.
4/14 Bring to class articles you found in the library.
4/16 Web search on the topic.
4/19 WRITING Rough draft of Paper #6 due for Writing Workshop.
4/21 Group work on papers and plans for revision of Paper #6.
4/23 WRITING Paper #6 due.READING Begin another issue selected from Part 5. Paper #7 will be a 1,000-word paper arguing your position on the issue, using proper documentation. You will also be asked to complete a self-assessment of your writing that you will turn in with the final paper. See Listserv for details.
4/26 READING Continue with articles in Current Issues.
4/28 Bring to class articles you located in the library.
4/30 Web search on the topic.
5/3 WRITING Rough draft of Paper #7 due in class.
5/5 Continued analysis of your rough drafts and plans in revision.
5/7 WRITING Paper #7 due in class, along with self-assessment of your writing.
For her English 101 course at University of Wisconisin–Parkside, Carol Jagielnik uses the following syllabus:
Syllabus for English 101
Instructor: Carol A. JagielnikRequired texts: Sylvan Barnet and Hugo Bedau, Current Issues and Enduring Questions: A Guide to Critical Thinking and Argument, with Readings, 5th ed. (Boston: Bedford/St. Martin’s, 1999)
Diana Hacker, The Bedford Handbook, 5th ed. (Boston: Bedford/St. Martin’s, 1998) AssignmentsAll writing assignments are to be typed and double-spaced; please staple or paper clip before class and place in folder. Printed or handwritten papers will not be accepted. Note: Papers turned in after the due date will be lowered one full letter grade.
AttendanceBecause of the discussion nature of the class, attendance is mandatory. More than three absences will result in a lowered final grade; six or more absences will result in an F for the course. Please save your allowed absences for genuine illness, family emergencies, car problems, or bad weather. If you must be absent, it is your responsibility to call a classmate or me to obtain any information or handouts you missed.
Note WellDebates, editing days, and in-class writing cannot be made up. Students who are unprepared or who fail to attend editing sessions will have their related paper grade lowered one full letter. Students who are absent on days when in-class writings are scheduled will receive a “0” for those assignments.
Editing DaysPreparation for editing days means being in class on time with three photocopies of a complete typed rough draft. Do not wait until the morning of the due date to make your copies. Once the classroom door is closed, it will not be possible to realign groups to fit you in; therefore, it is vital that you be on time.
GradingFinal grades will be computed on the basis of two essays, two mini-research papers, three in-class writings, a midterm punctuation exam, and debate preparation. If a grade is at all marginal, attendance and class participation will be the determining factors.
Sept. 4 Introduction.Sept. 6 “Critical Thinking,” pp. 3–9. “Critical Reading,” pp. 15–19.
“Abortion” essays, pp. 212–22.“Declaration of Independence,” p. 582.
Sept. 13 Comma review.Sept. 16 “Prayer in School,” pp. 288–91.
Comma review.
Sept. 18 Editing day for Paper #1.Sept. 20 Paper #1 due at class time.
Comma review.Sept. 23 “Death Penalty,” pp. 321–31.
Semicolons.Sept. 25 “Euthanasia,” pp. 422–25.
Colon.Sept. 27 Comma splices, fragments, run-on sentences.Sept. 30 No class: Conferences to return Paper 1.Oct. 2 No class: Conferences to return Paper 2.Oct. 4 “Myth of the Cave,” p. 118.
“A Modest Proposal,” p. 111.Oct. 7 “Utopia,” p. 535.
“The Unknown Citizen,” p. 562.Oct. 9 In-class Writing #1.Oct. 11 Definition and Paper #2 assigned.
“Save Free Speech,” p. 531.“Save the Children,” p. 528.
Oct. 14 “Freedom of Speech.”Oct. 16 Punctuation review for the midterm exam.Oct. 18 Midterm: punctuation test.Oct. 21 “Letter from Birmingham Jail,” p. 591.
“I have a Dream,” p. 558 (video).Oct. 23 Editing day for Definition Paper.Oct. 25 Paper #2 due.
Syllogisms/deductive reasoning, p. 758.Oct. 28 Inductive reasoning, p. 767.
“Peacock’s Poser.”Oct. 30 Fallacies, p. 774.Nov. 1 Research paper and debates assigned.
Sample paper, p. 193.Nov. 4 Paraphrase/summary, pp. 20–22.
In-class paraphrase/summary.Nov. 6 Plagiarism/weaving in quotes.Nov. 8 Outline/works cited.Nov. 11 Edit research paper sample.Nov. 13 No class: Conferences/debate preparation.
Typed thesis/outline/three works cited entries.Nov. 15 Typed thesis/outline/three works cited entries.Nov. 18 “Arguing about Literature,” p. 729.
“Story of an Hour,” p. 747.“Design,” p. 708.
Nov. 20 Editing day: Paper #3 (research).Nov. 22 Paper #3 due.
Intern teaches class.Nov. 25 In-class writing #2.Nov. 27 Debate preparation.Nov. 29 Thanksgiving break.Dec. 2 Editing day for Paper #4 (research).Dec. 4 Debate 1: Drug legalization, pp. 358–89.
Dec. 6 Debate 2: Immigration, pp. 444–74.Dec. 9 Debate 3: Evolution, pp. 263–74.Dec. 11 Debate 4: Bilingual education, pp. 256–58.Dec. 13 In-class writing #3.
All research papers due if not turned in already.
For her English 105 course at Iowa State University, Karla Block uses the following syllabus:
POLICIES AND PROCEDURES FOR ENGLISH 105
Required MaterialsSylvan Barnet and Hugo Bedau, Critical Thinking, Reading, and Writing, 3rd ed. (Boston: Bedford/St. Martin’s, 1999) (abbreviated on syllabus as CTRW)Diana Hacker, A Writer’s Reference, 4th ed. (Boston: Bedford/St. Martin’s, 1999)Student’s Guide to English 104-105
Course Goals To understand, identify, and use key conventions of academic writing (e.g., format, level of language,
style, and documentation) To analyze professional writing to assess its purpose, audience, and rhetorical strategies To construct different kinds of arguments that include logical, ethical, and emotional appeals To write source papers analyzing a rhetorical situation and identifying and accurately documenting
appropriate source material To avoid sentence-level errors that are distracting or confusing to the reader
Assignments and GradingMost of your grade for this course will be based on five formally graded papers assigned throughout the semester. Your final grade will also be based on a final exam (an analysis of your last paper in the course), in-class essays, quizzes, and short assignments. In order to receive a passing grade for the course, students must show all process work (prewriting, drafts, revisions, etc.). In addition, ALL FORMALLY GRADED PAPERS AND THE FINAL EXAM MUST BE COMPLETED, AND YOU MUST RECEIVE A PASSING GRADE ON ALL FORMAL PAPERS IN ORDER TO PASS THE COURSE.
The grade breakdown for each paper and kind of assignment is as follows (although I reserve the right to make minor adjustments):
Summary 50 points Stylistic Analysis 100 points Analysis of an Argument 100 points Argumentative or Persuasive Essay 100 points Argumentative Source Paper 50 points Final Exam 20 points In-class Essays and Short Assignments 5 points each Quizzes (announced and unannounced) 5 points each
74–76 = C70–73 = C-67–69 = D+64–66 = D60–63 = D-59 and below = F
Late Assignments and Extensions
All assignments are due at the beginning of the class on the due date. Minor daily assignments will be docked one point for each day they are late. Major papers will be docked five points for every day they are late. Major assignments more than a week late will receive a failing grade. If you need an extension on a paper for a legitimate reason (and not because of procrastination), you need to ask me at least two days before the due date. However, do not automatically assume you will receive an extension—the final decision is mine.
Attendance
While I do not have an explicit attendance policy for this course, your final grade will reflect your attendance of class. In general, after three absences, your final grade will begin to decrease. Additionally, in-class assignments and quizzes cannot be made up, so if you miss a class, you may automatically lose five points.* Irregular attendance can result in a failing grade for the course.
*Check with me if you are absent from class; depending on individual circumstances, I may allow you to make up in-class assignments. Also, if you know in advance that you will be absent from class, I would appreciate being informed of this as well.
Plagiarism
Plagiarism will not be tolerated in any form, whether intentional or unintentional. Those caught plagiarizing will, at the very least, receive a failing grade for the paper and will most likely fail the course. In addition, the University will take punitive measures against those it finds guilty of plagiarism.
Plagiarism is quite easy to spot for experienced teachers. If you plagiarize in this class, expect to get caught.
Finally . . .
If for any reason you do not think you can fulfill the requirements of this class, please see me immediately so we can discuss alternatives or solutions.
SYLLABUS(Subject to minor changes)(Additional reading assignments and minor assignments will be made as appropriate)
WEEK 1
T 8/24 Introduction to course; summary of key concepts and skills introduced in 104; in-class essay.
Th 8/26 Considering audience, purpose, context; practice in summarizing.CTRW, Chap. 1, pp. 3–21.Due: A brief summary of Sibler’s essay found on pp. 10–11.
WEEK 2
T 8/31 Identifying elements of an essay; more summarizing; peer review workshop.CTRW, Chap. 2, pp. 22–49.Due: Write and type a summary of ONE essay from pp. 35–49.
Th 9/2 Introduction to the stylistic analysis; in-class analysis.CTRW: Review Jacoby essay, pp. 29–31.Due: Final draft of summary.
WEEK 3
T 9/7 Developing a thesis and forecasting statements; writing workshop.CTRW: To be assigned.
Th 9/9 Peer review workshop; paragraphs and development; work on revising list.CTRW: To be assigned.Due: First draft of analysis; bring graded summary to class.
WEEK 4
T 9/14 Topic sentences, transitions, refocusing, documentation; peer review workshop.Bring Writer’s Reference to class.Due: Second draft of analysis.
Th 9/16 Conferences in my office.
WEEK 5
T 9/21 Editing workshop.Bring Writer’s Reference, revising list, and most recent draft of your analysis to
class.
Th 9/22 Introduction to analysis of arguments; prewriting workshop.CTRW, Chap. 4, pp. 101–109.Due: Final draft of analysis.
WEEK 6
T 9/28 Finalize subjects for analysis of an argument; discussion of logical, emotional, and ethical appeals; in-class analysis exercise.
CTRW, Chap. 3, pp. 50–76.Due: Bring in an example of argumentative or persuasive writing.
Th 9/30 Discussion of thesis and forecasting statements; inductive and deductive reasoning; logical fallacies.
CTRW, pp. 119–21.Due: First draft of analysis of argument.
WEEK 7
T 10/5 Discussion of style; conclusions.
Th 10/8 Peer review workshop.Due: Second draft of analysis of an argument.
WEEK 8
T 10/12 Conferences in my office.
Th 10/14 Sentence structure/length/combining; use of headings; titles.Due: Bring Writer’s Reference and your most recent draft to class.
(Midterm Reports Due)
WEEK 9
T 10/19 Introduction to argumentative and persuasive writing.Due: Final draft of analysis of an argument.
Th 10/21 Thesis; audience; organization.CTRW, pp. 160–76.
WEEK 10
T 10/26 Peer review workshop; collaborative drafting workshop; incorporating evidence into arguments.
CTRW, pp. 183–90.Due: First draft of argumentative/persuasive essay.
Th 10/28 Five-minute debates.
WEEK 11
T 11/2 Peer review workshop.CTRW, p. 176 to top of p. 181.Due: Second draft of argumentative/persuasive essay.
Th 11/4 Conferences in my office.
WEEK 12
T 11/9 Revising, editing, and proofreading.
CTRW, pp. 181–82.Due: Bring Writer’s Reference, revising list, and most recent draft of paper to
class.
Th 11/11 In-depth discussion of research, documentation, and citing from sources.Due: Final draft of argumentative/persuasive essay.
WEEK 13
T 11/16 More on documentation, reliability of sources, and plagiarism; quoting, paraphrasing, and summarizing exercise.
CTRW, pp. 191–200.
Th 11/18 Peer review—begin to write analysis of partner’s first draft.CTRW, p. 207 (quoting from Sources) to p. 229.Due: First draft of source paper.
WEEK 14
11/22-11/26 NO CLASS—THANKSGIVING BREAK
WEEK 15
T 11/30 Discuss partner’s analysis of draft; look at sample paper.CTRW, pp. 232–48.
Th 12/2 Peer review workshop—written in-class analysis of partner’s second draft.Due: Second draft of source paper.
WEEK 16
T 12/7 Mini-conferences; work on revising list and source paper.
Th 12/9 Continue to work on source paper and analysis of it (in preparation for final exam).
FINALS WEEK
12/13-12/17 Revising list, final source paper, and written analysis of source paper.
In his English Communications course at Lebanon Valley College, Dr. Grieve-Carlson uses the following syllabus:
English 112: English Communications
Course Goals: This course builds on the writing skills you developed in English 111—a mastery of the mechanics of writing as well as fluency, clarity, and the ability to develop a compelling line of thought—by applying them to the closely related skills of critical reading, public speaking, and library of research.
Required Books:Diana Hacker, The Bedford Handbook, 5th ed. (Boston: Bedford/St. Martin’s, 1998). A hardcover dictionaryHenry James, The Aspern Papers and The Turn of the Screw, Penguin Classics Sylvan Barnet and Hugo Bedau, Critical Thinking, Reading, and Writing, 3rd ed. (Boston: Bedford/St. Martin’s, 1999)
Attendance Policy: I take attendance at the beginning of each class period, but I have no set number of permitted absences. If you are absent on a day when we have a quiz or a day when you are scheduled to do an oral presentation, and the absence is not excused, you will not be allowed to make up that quiz or presentation (that is, your grade will be F). In order for an absence to be excused, you must contact me either before or on the day of the absence, and I will decide whether the absence is excusable.
Policy on Late Papers: Papers will be penalized one-half letter grade for each weekday they are late (for example, a B- will drop to a C+). If an essay is more than one week late, its grade will be F. If any of the four required essays is not turned in, your course grade will be F.
Course Requirements: Your course grade will be based on three 1,000-word essays (one-seventh each, and 1,000 words is the minimum requirement); a 2,000-word research paper (two-sevenths, and 2,000 words is the minimum requirement); a written final exam (one-seventh); oral presentations, five informal, two-page responses to extracurricular events, and various quizzes and in-class writing assignments (one-seventh). If your final grade is on the borderline between, say, a B- and a C+, your class attendance and participation will determine the side of the borderline on which your grade falls.
Essays must be written on a word processor (computer). Once you submit your essay, no rewrites or revisions will be graded. You may not submit an essay for this class that you wrote for another class—if I find that you have done so, your grade on that essay will be F. You must submit, along with your final draft, all of your earlier drafts and prewriting. I will hold individual conferences with you before each of your essays is due (you should bring a complete draft of the essay to the conference). You may schedule as many conferences with me as you like before each essay. I will be happy to talk with you about your topic, your thesis, organization, evidence, rhetorical effectiveness, grammar or punctuation. Remember, too, that Writing Center tutors are available to offer assistance.
Reading: You will spend more time reading in this class than you did in English 111, and much of what you write will be in response to something you have read. It is important that you read carefully, with a pen (not a highlighter) in your hand. Mark any passages that seem to you especially significant, or any passages you find puzzling. Because you have to write a paper on The Turn of the Screw, you’ll want to make sure you understand what you’re writing about, and if you’ve marked the significant passages, you’ll find it easier to quote from them or to refer to them when the time to write the essay comes around. Every day you should come to class with questions or clear opinions about what you’ve read.
Academic Dishonesty: Plagiarism is a serious offense, and its punishment is severe. It is essential that you be honest, in anything you write, about acknowledging and accurately citing sources, and that you never, ever, ever give the impression that something written, or something argued, by someone else is your own. If I find that you have plagiarized, you will fail this course, and I will have to report the incident to the dean.
Tentative Schedule:Jan. 19: IntroductionJan. 21: Barnet, Chap. 1, “Critical Thinking,” pp. 3–20Jan. 24: Barnet, Chap. 2, “Critical Reading: Getting Started,” pp. 22–34Jan. 26: Barnet, Chap. 2, “Should Some Kinds of Speech Be Curtailed?” pp. 35–49Jan. 28: Barnet, Chap. 3, “Critical Reading: Getting Deeper in Arguments,” pp. 50–62Jan. 31: Barnet, Chap. 3, pp. 62–76Feb. 2: Barnet, Chap 3, pp. 77–86Feb. 4: Barnet, Chap. 3, pp. 86–98Feb. 7 and 9: Individual conferencesFeb. 11: Essay #1 due; Barnet, Chap. 4, “Critical Writing,” pp. 101–15Feb. 14: Barnet, Chap. 4, pp. 115–29Feb. 16: Barnet, Chap. 4, 129–38Feb. 18: Barnet, Chap. 4, pp. 138–51Feb. 21: Barnet, Chap. 5, “Developing an Argument on Your Own,” pp. 160–70Feb. 23: Barnet, Chap. 5, pp. 170–90Feb. 25: Complete typed draft of essay #2 due in class; peer reviewFeb. 28 and Mar 1: individual conferencesMarch 3: Essay #2 due; no reading assignment—Spring Break—March 13: Barnet, Chap. 7, “The Toulmin Model,” pp. 251–59March 15: Barnet, Chap. 8, “Deduction,” pp. 260–71March 17: Barnet, Chap. 8, “Induction,” pp. 271–78; written description of topic and tentative thesis for essay #3 (research paper) due March 20: Barnet, Chap. 8, “Fallacies,” pp. 278–98March 22 and 24: Barnet, Chap. 6, pp. 191–218; meet in libraryMarch 27: Barnet, Chap. 9, “Rogerian Argument,” pp. 299–307March 29: Barnet, Chap. 10, “Legal Argument,” pp. 308–25March 31: Barnet, Chap. 10, pp. 325–38; written bibliography due for essay #3April 3 and 5: Individual confernecesApril 7: Writing day—no classApril 10: Essay #3 due; Barnet, Chap. 11, “Arguing about Literature,” pp. 339–54April 12: Barnet, Chap. 11, pp. 354–65April 14: Barnet, Chap. 11, pp. 365–76April 17: James, pp. 145–86April 19: James, pp. 187–224April 20: James, pp. 225–62—Easter Break—April 26: Interpretations of The Turn of The Screw—no reading assignmentApril 28 and May 1: Individual conferencesMay 3: Essay #4 due; course evaluationsMay 8: Final exam (an in-class essay)
For her English 102 courses at North Idaho College, Lori Ann Wallin uses the following syllabus:
North Idaho CollegeEnglish 102-10, -23, -24, -25—English Composition
Required Texts: Sylvan Barnet and Hugo Bedau, Critical Thinking, Reading, and Writing: A Brief Guide to Argument,
3rd ed. (Boston: Bedford/ St. Martin's, 1996) Diana A. Hacker, Pocket Style Manual, 3rd ed. (Boston: Bedford/St. Martin’s, 2000) Joseph F. Trimmer, A Guide to MLA Documentation (New York: Houghton Mifflin, 1999) A good, up-to-date college dictionary
Goals: English 102 provides instruction in the research and documentation process (the gathering, critical evaluation, and presentation of evidence). We will also focus on applied composition techniques and critical thinking. The goals of this class are to become comfortable with a variety of types of expository writing, to create clearly written arguments, to improve your reading skills, to think critically, to recognize unsound reasoning, to become comfortable with controversy and differing opinions, to be able to gather and incorporate outside source information using correct documentation, and to improve your time-management skills. We will work throughout the semester to improve your ability to evaluate data and develop critical skills with which to better analyze local, national, and international issues.
Class Work: This is a reading- and writing-intensive class. Class goals will be accomplished through a variety of activities, including in-depth consideration of and research on a single issue, daily reading and writing assignments, discussions, lectures, group work, and the composition of six formal essays.
Entry Skills: As evidenced by your grade in English 101, you have already mastered the skills of grammar, punctuation, spelling, and organization and development of an essay. Therefore, although we will rarely if ever discuss these issues in class, I expect that you will submit work that is grammatically and mechanically correct. If, however, you feel that you need additional work in any of these areas, please let me know immediately; I will assist you in developing strategies for improvement. You may also work with the Writing Center to increase your skills. Remember, if you are not well prepared for this class, it is your responsibility to devote the extra time to learning these basic skills.
Grading: Your class grade will be based on a 100-point system as outlined below. 75 points—Formal essays. Over the course of the semester, you will write six formal essays. The first
four essays will count for 10 points each, the fifth for 15 points, and the sixth for 20 points. 25 points—Daily work, participation, homework, and journals. Regular attendance and participation are
required and include active involvement not only in class discussions but also in group work. In order to participate, it is necessary for you to have all assigned work done before class begins each day. Completion of daily homework assignments and individual contributions to collaborative work will be a vital component of your grade. Daily work will be graded on a check/minus basis. The point value of each daily work, participation, homework and journal task will depend on the total assigned over the semester but should fall between 0.2 and 0.4 points.
Journals: You will frequently be required to write journal entries of approximately 100 words. Often these entries will consist of 50-word summaries of selected essays from your textbook, followed by 50 words expressing your personal response to the essay. In addition, you will complete other assorted journal entries as assigned. Your journal entries will form the basis for classroom and group discussions as well as serving as initial brainstorming for your formal essays. Journal entries will be graded entirely on content. You need not be concerned with spelling, conventions, form, and so on. Journal entries should be on loose-leaf paper (handwritten or typed) and labeled with your name and the date. Save all of your journal entries in a folder in order by date; they will be collected periodically and at the end of the semester.
Manuscript Format: All essays are to be submitted in the proper manuscript form—that is, typed in a 12-point font with one-inch margins, double-spaced, with your name, class and section number, assignment number or description, and the date in the upper-right corner. Pages are to be numbered in multiple page works. All essays that make use of outside sources require a correctly formatted works cited page. For each formal essay, you will submit a portfolio containing all of your work, including prewriting and brainstorming, outlines, notes, drafts, revisions, and group evaluations and feedback. Hand in your portfolio in a manila file folder.
Rewrites: You have the option of rewriting any or all of your essays to achieve your desired grade, provided that the following requirements are met: You have an individual conference with me about the paper before beginning your rewrite. This
conference must be scheduled within one week of receiving your original grade. Your rewrite constitutes substantive revision, not just editing based on my and your classmates'
comments. You must include your entire original portfolio with all rewrites. Your final grade will be an average of your original grade and the grade you receive on your rewrite.Also, be aware that you need to manage your time effectively; don't let your current work fall behind because you're involved in doing a rewrite.
Group Work: You will be assigned to a peer group for the semester. Group work will include peer editing sessions, group evaluation and discussion of readings from the text, shared research and other assorted tasks and activities. Keep the following guidelines in mind: Everyone can and must contribute to group activities. Mistakes are evidence of someone trying to learn. Nobody is "wrong." People disagree because they have different perspectives; listening and responding
to different perspectives makes our thinking more complex. Expressions like "maybe," "sometimes," "I believe," and "from another perspective" are examples of
commonly used qualifiers. The use of such qualifiers will aid you in explaining your point of view.
The Writing Center: The Writing Center, located downstairs in the Kildow Building, is an excellent resource that provides all students with free, drop-in help in all phases of the writing process. Making use of the Writing Center will very likely raise your grade; if you are having difficulty with your writing, I encourage you to visit the Writing Center. In some instances, I may specifically refer you to the Writing Center; in these cases, your visit to the Center is a required class activity.
Classroom Conduct: You will speak to and behave toward one another and me in a mature, respectful, and courteous manner. This includes giving your full attention to whoever is speaking, whether the speaker is me, one of your classmates, or a guest. This also means no reading or studying of outside materials; no walkmans, cell phones, or pagers; and no cross-talk. You may not interfere with other students' learning or with my teaching. While I will never censor your ideas or opinions, I will, if necessary, censor the language or behavior you use to express them. Failure to comply with acceptable classroom conduct will result in expulsion from class.
Participation and Attendance: To participate, it is necessary for you to have all assigned work done before class begins each day. Because peer feedback and discussion are essential components of this class, regular attendance is required. All students lead busy lives and become ill on occasion; therefore, I will not judge whether absences are excused or unexcused. An absence is simply an absence (this includes absences for school-sponsored activities). Four classes (two for a night class) missed by midterm will result in an instructor initiated withdrawal. More than six classes (three for a night class) missed by the end of the semester will result in failure. Three late arrivals to or early exits from class equal one absence.
Class Materials: In addition to the required texts, you will need a folder or binder for your class notes and handouts, a folder for your journal, six manila file folders (not peechees), pens with dark ink (please, no assignments completed in pencil), and a highlighter. Also, you will frequently be required to photocopy your writing or library materials, so plan to budget $10 to $20 for photocopy costs.
Disabilities: In compliance with the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973, NIC provides services and accommodations to students who experience barriers in the educational setting due to learning, emotional, physical, mobility, visual, or hearing disabilities. For more information, please contact Sharon Daniels-Bullock in the Disability Support Services Office, in the College Skills Center, Kildow 101 (769-7794).
Additional Notes: Classwork and homework take a great deal of time and organization. Most of you have other
commitments—jobs, families, extracurricular activities, and so on. You must all, however, meet the same standards, complete the same tasks, fulfill the same requirements, and comply with the same deadlines. Be aware that no exceptions will be made, and plan accordingly.
If you know you will have an unavoidable absence, notify me and turn in any assignments in advance. All essays are due at the beginning of the indicated class and will be penalized a full letter grade for each
day late. (This means each day, not each class period!) Late daily assignments and journals will not be accepted.
I do not repeat class lectures or assignments, so if you miss a class, it is your responsibility to ask a member of your group to go through the presentation and share his or her notes with you.
Plagiarism is completely unacceptable. If I find that, in my professional opinion, there is cause to even suspect someone of cheating or plagiarism, that person will face consequences ranging from completely rewriting the assignment to receiving an F in the class. Please refer to your ASNIC STUDENT HANDBOOK for further information on this subject.
Because papers sometimes go astray, are dropped off in the wrong office, misplaced or lost, keep a copy of every formal essay you hand in.
Errors in the recording of grades do sometimes occur. For your own protection, please keep all of your class work until you have received your final grade for the semester.
I will not accept assignments on paper torn out of spiral notebooks. Invest in smooth-edged loose-leaf binder paper, or be prepared to trim all spiral bound paper edges before submitting your assignments.
I do not provide office supplies. Make sure that multiple page assignments are stapled or paper-clipped before you come to class.
When snow and ice make driving conditions hazardous, classes may be cancelled. To find out if school is in session, call the NIC switchboard at 208-769-3300 or 800-254-4526. The recording is activated by approximately 6 a.m. for day class closures and by approximately 1 p.m. for night class closures.
I reserve the right to add to or change items on this syllabus as circumstances warrant. In the event that changes are required, I will alert you to them within a reasonable and sufficient time frame.
Major Tasks for English 102
Select a TopicYou will select a topic dealing with a community controversy for your semester-long research project after extensive reading, brainstorming, and class discussion.
Paper #1: An Objective Summary of an Article on Your Topic—10 pts.
Paper #2: An Evaluation of an Article on Your Topic—10 pts.(This task requires detailed summarizing skills.)
Paper #3: A Polemic on Your Topic—10 pts.A polemic is a specialized type of argument (sometimes humorous) that involves the vehement, strident presentation of a stance. Writing one requires well-developed evaluative skills and a detailed understanding of at least one side of your topic.
Paper #4: An Argument about Literature—10 pts.This paper will require you to locate a piece of literature about your topic and write an argument about its meaning and value using a specific writing process.
Paper #5: A Fact-Finding Paper—15 pts.This paper involves locating and objectively summarizing the best arguments for both sides of your chosen topic. Correct documentation skills are a necessity.
Paper #6: A Researched Argument—20 pts.This paper will argue in favor of your stance on your selected topic. It will require skillful summarizing and evaluation, the use of various methods of persuasion (logos, ethos, pathos), and correct documentation procedures.
Class CalendarEnglish 102-10 & -24—Spring 2001
The following is a day-by-day listing of reading, writing, and miscellaneous assignments. Please note that the assignments listed are due on the day indicated; they should be done before coming to class on that day. Abbreviations: PSM—Pocket Style Manual; IC—in class; CTRW—Critical Thinking, Reading, and Writing; HO—handout.
DateReading Writing In-Class and Miscellaneous
Jan. 16 First Day of ClassIC: Orientation and
Introductions.IC: Discuss controversy.IC: Journal—Brainstorm a list
of controversial topics.Jan. 18 HO: Syllabus and calendar.
HO: Major tasks for English 102.
CTRW: Chap. 1 (pp. 1–20).
Journal: Write out comments or questions on the syllabus and calendar.
Journal: Select three items from
IC: Discuss syllabus and major tasks for semester.
your list of controversial topics and freewrite a paragraph on each one.
IC: In groups, share your journal paragraphs on controversial topics.
IC: Class discussion and creation of topics list.
IC: Journal—copy down the class’s brainstormed list of topics.
Jan. 23 CTRW: “Documentation” (pp. 209–31).
PSM: “Summaries and MLA Style” (pp. 111–12, 117), “MLA Documentation Style” (p. 122), “MLA In-Text Citations” (pp. 122–27), “MLA List of Works Cited” (pp. 127–37), “MLA Manuscript Format” (pp. 138–40), “Sample MLA Page” (p. 140), “Sample MLA List of Works Cited” (p. 141).
HO: Example quotes in MLA format.
HO: Prompt for Paper #1.Advance Warning: Begin
reading the op-ed section of daily newspapers and weekly news magazines now. For February 22, you’ll need to bring a satirical (polemic) essay to class.
Journal: Review your paragraphs on controversial topics and the list of topics we brainstormed in class; select one topic for your semester-long research project. Write a paragraph explaining why you chose that topic.
IC: Share selected topics and form peer groups.
IC: Discuss documentation. IC: Discuss objective
summaries.IC: Discuss Paper #1.IC: Peer groups scan essays
from text and select an essay for Paper #1. This essay may be only peripherally related to your topic.
Jan. 25 CTRW: Chap. 3 (pp. 50–76).CTRW: Carefully and critically
read your group’s essay for Paper #1.
Journal: Write a brief (one-paragraph) response to your group’s essay.
IC: Discuss Chapters 3 and methods of persuasion—logos, pathos, ethos.
IC: Attributions exercise.IC: Assumptions exercise.IC: Groups discuss essays and
begin outlining for Paper #1.
DateReading Writing In-Class and Miscellaneous
Jan. 30 CTRW: Review pp. 27–34.CTRW: “Fallacies” (pp. 278–89)
and “Love Is a Fallacy” (pp. 290–98).
Typed draft of Essay #1 due: Use your journal entry on the essay, notes from your group’s discussion, and the example summary on pp. 27–34.
Journal: Summarize and respond to “Love Is a Fallacy.”
IC: Peer review session using handouts and checklist on p. 34.
Feb. 1 CTRW: Critical Writing (pp. 99–100).
CTRW: Chap. 4 (pp. 101–15).CTRW: Review checklist on p.
76.PSM: Review “Critical
Reading” (pp. 103–104).HO: Prompt for Paper #2.Advance Warning: For March
6, you’ll need to locate a short piece of literature (a short story or poem) that deals with your research topic. Start looking now; this won’t be easy!
Final draft of Essay #1 ue in complete packet.
IC: Discuss evaluating arguments.
IC: Discuss Paper #2.IC: Peer groups scan essays
from text and select an essay for Paper #2. This essay may be only peripherally related to your topic; it may not be the same essay you used for Paper #1.
IC: Discuss and complete Analysis Worksheet.
IC: Discuss Planning Sheet.
Feb. 6 HO: “Why Handguns Must Be Outlawed.”
CTRW: Review pp. 105–15.CTRW: Review checklist on p.
76.CTRW: “The Harmful Myth of
Asian Superiority” (pp. 77–78) and “First Teach Them English” (pp. 94–95).
Reminder: For February 22, you’ll need to bring a polemic essay to class. Keep reading the op-ed sections of newspapers and news magazines.
Completed Planning Sheet for Analysis of an Argument.
Completed Worksheet for Analysis.
Journal: Summarize and respond to each of the two assigned essays.
IC: Discuss “Why Handguns Must Be Outlawed” using checklist on p. 76.
IC: Review pp. 105–15.IC: Discuss essays.IC: Groups begin Big Picture
exercise.
Feb. 8 HO: Evaluation of “Why Handguns Must Be Outlawed”
First draft of Essay #2 due (use Planning Sheet, Worksheet for Analysis and example on pp. 105–15).
IC: Discuss evaluation of “Why Handguns Must Be Outlawed” using checklist on p. 114.
IC: Groups continue work on Big Picture exercise.
IC: Peer review session using
checklist on p. 114.Feb. 13 CTRW: “On Racist Speech” (pp.
39–42), “Protecting Freedom of Speech on Campus” (pp. 43–45).
Reminder: For February 22, you’ll need to bring a polemic essay to class. Keep reading the op-ed sections of newspapers and news magazines.
Typed second draft pf Essay #2 due (use Planning Sheet, Worksheet for Analysis, example on pp. 105–15, and Big Picture exercise).
Journal: Summarize and respond to each of the twoassigned essays.
Journals due.
IC: Groups complete amd present Big Picture exercises.
IC: Peer review session using handouts and checklist on p. 114.
HO: Prompt for Paper #3.HO: Packet of Polemics.Reminder: For February 22,
you’ll need to bring a polemic essay to class. Keep reading the op-ed sections of newspapers and news magazines.
Advance Warning: For March 6, you’ll need to locate a short piece of literature (a short story or poem) that deals with your research topic. If you haven’t started looking yet, do it now; this won’t be easy!
Final draft of Essay #2 due in complete packeta
Journal: Write a brief response to each polemic in HO packet.
IC: Review satire, irony, and sarcasm.
IC: Discuss polemics from HO.IC: Discuss Paper #3.
Feb. 20 CTRW: “I Want a Wife” (pp. 91–93), “It Takes Two: A Modest Proposal for Holding Fathers Equally Accountable” (pp. 122–24) and “A Modest Proposal” (pp. 151–58).
Reminder: For February 22, you’ll need to bring a polemic essay to class. Keep reading the op-ed sections of newspapers and news magazines.
Journal: Summarize and respond to each of the three assigned essays.
IC: Discuss unreliable narrators, satire, irony, and sarcasm.
IC: Discuss essays.
Feb. 22 Periodicals: Read the op-ed section of daily papers or weekly news magazines to locate examples of polemic writing. Bring a copy of the best one you find to class.
Reminder: For March 6, you’ll need to locate a short piece of literature (a short story or poem) that deals with your research topic. If you haven’t started looking yet, do it now; this won’t be easy!
First draft of Essay #3 due.Journal: Summarize and
respond to your sample polemic.
IC: Student volunteers read their example polemics; discuss.
IC: Peer review session.
Feb. 27 CTRW: “Perils of Prohibition” (pp. 83–85) and “Addicted to Health” (pp. 86–90).
Reminder: For March 6, you’ll need to locate a short piece of
Second draft of Essay #3 due.Journal: Summarize and
respond to each of the two assigned essays.
Journals due.
IC: Discuss essays.IC: Peer review session using
outline on back of prompt.
literature (a short story or poem) that deals with your research topic. If you haven’t started looking yet, do it now; this won’t be easy!
Mar. 1 Final warning: By March 6, you must have a short story or poem that deals with your research topic. If you haven’t found one yet, see me immediately!
IC: Begin discussion of 5-Step Lit.
DateReading Writing In-Class and Miscellaneous
Mar. 6 CTRW: Chap. 11 (pp. 339–54, 362–64 and 370–71).
Locate a short piece of literature (a short story or poem) that deals with your research topic. Bring a copy to class.
HO: Prompt for Paper #4.
Final draft of Essay #3 due in complete packet.
Journal: Summarize and respond to the piece of literature you’ve selected on your research topic.
Journal: In one detailed paragraph, respond to one of the five questions on pp. 370–71.
Mid-Term WeekIC: Complete 5-Step Lit.IC: Discuss Chp 11.IC: Discuss Paper #4.IC: Groups share responses to
questions pgs 370-371.IC: Work Session—Begin
brainstorming a thesis and outline Paper #4.
Mar. 8 Mid-Term WeekCurriculum Day—No Class!
Mar. 13 CTRW: “Juvenile Justice Is Delinquent” (pp. 115–18) and “Just Take Away Their Guns” (pp. 79–82).
Write a brief (250–500 word) argument about “Garden of Eden” or “The Teaching Assistant.” This may be handwritten.
Journal: Summarize and respond to each of the two assigned essays.
Journals due.
IC: Discuss essays.IC: Group discussion of mini-
arguments.IC: Work Session—Outline
&/or draft Paper #4.
Mar. 15 First draft of Essay #4 due. IC: Students present a brief of their arguments about literature.
IC: Peer review session.Mar. 20 Spring Break—No Class!Mar. 22 Spring Break—No Class!Mar. 27 CTRW: “Bring Back Flogging”
(pp. 119–21) and “Five Myths about Immigration” (pp. 125–28).
Second draft of Essay #4 due.Journal: Summarize and
respond to each of the two assigned essays.
IC: Discuss essays.IC: Peer review session.
Mar 29 CTRW: Chap. 6 (pp. 191–248). You may disregard any reference to APA format; focus on MLA.
PSM: “Finding Print and On-Line Sources” (pp. 94–101) and “Evaluating Library and Internet Sources” (pp. 101–104).
HO: Prompt for Paper #5.HO: Library project handouts.HO: Website evaluation.CTRW: “Appendix: World Wide
Web Sources for Current Issues” (pp. 447–51).
CTRW: Review
Final draft of Essay #4 due in complete packet.
Journal: Write a two- to three-sentence description of the topic you will deal with for Papers #5 and #6. Make sure your topic is focused and clear.
IC: Discuss Chap. 6, MLA documentation, and correct use of sources.
IC: Discuss Paper #5 and working bibliography.
IC: Begin MLA exercise.
“Documentation” (pp. 209–48).
DateReading Writing In-Class and Miscellaneous
Apr. 3 Library: Locate, check out, or copy and read sources for Papers #5 and #6. The more sources you have available, the better (and easier) these two writing tasks will be.
Working bibliography due (bring two copies to class).
Journal: Summarize and respond to each of the two assigned essays.
IC: Complete MLA exercise.IC: Group members review and
correct bibliographies; use copies of sources to verify.
IC: Groups members review one another’s sources and make arrangements for sharing copies, and so forth.
Apr. 5 First draft of Essay #5 due. IC: Peer review session—group members check one another’s drafts against checklist on p. 231. Also read for balanced and objective presentation.
Apr. 10 CTRW: “Let’s Put Pornography Back in the Closet” (pp. 35–38) “The Laws of Cyberspace” (pp. 46–49).
Journal: Summarize and respond to each of the two assigned essays.
Journals due.
IC: Work session—revise essays, peer review, ask questions, revise bibliographies, and so forth.
Apr. 12 Second draft of Essay #5 due. IC: Peer review session.Apr. 17 CTRW: Chap. 5 (pp. 160–90).
PSM: “Supporting a Thesis” (pp. 106–108).
IC: Discuss Chap. 5.IC: Work session—revise
essays, peer review, ask questions, revise bibliographies, and so forth.
Apr. 19 CTRW: Chap. 9 (pp. 299–307).HO: Prompt for Paper #6.
Final draft of Essay #5 due in complete packet.
Journal: Summarize and respond to “Communication: Its Blocking and Facilitation.”
IC: Discuss Chap. 9.IC: Discuss Paper #6.IC: Begin work on Positions
Analysis Worksheet.
Apr. 24 CTRW: Review checklists on pp. 76 and 231.
Complete Positions Analysis Worksheet.
First draft Essay #6 due.Journals due.
IC: Peer review session—use checklists on pp. 76 and 231.
Apr. 26 IC: Work session—revise essays, peer review, ask questions, revise bibliographies, and so forth.
May 1 Second draft of Essay #6 due. IC: Peer review session.May 3 CTRW: Chap. 10 (pp. 308–15). Journal: Respond to the
following question: “How important is civic literacy?”
IC: Discuss Chap. 10 and journal question responses.
IC: Work session—revise
Explain your position. essays, peer review, ask questions, revise bibliographies, and so forth.
May 8 CTRW: “A Casebook on the Law and Society” (pp. 316–38).
Final draft of Essay #6 due in complete packet.
Journal: Summarize and respond to Texas v. Johnson, Cohen v. California, or New Jersey v. T.L.O.
IC: Groups share their summaries and responses to Texas v. Johnson, Cohen v. California, or New Jersey v. T.L.O.
IC: Class forms groups according to selected court case and opinion on that case.
IC: Discuss last day activity (a brief debate on selected court cases).
DateReading Writing In-Class and Miscellaneous
May 10 Final journals due. Last Day of Class!IC: Journal – Evaluation of
