Finals
Congratulations! You did it-that is, completed the term. Now for final details: Portfolios are due no later than Friday, May 25, 2012, 12 noon.
The Portfolio and Final Essay
The portfolio includes all the WLTC assignments completed. If they were completed in the book, just include the score where appropriate. Freewrites, reading logs, essays--all graded drafts and narratives (completed/revised). The only new essay is The Tempest Tales essay which uses the Toulmin argument model.
Please include an outline with the Toulmin essay. If you'd like to get feedback on the essay prior to submission send it to me and I will read it. Monday, May 21, 2012, when I am on campus all day, is a good day to do this.
Cover page:
Include in the Portfolio Coversheet: Name, Address, Phone and Email, Course Name, Code and Semester
Narratives or Introduction to the Portfolio
Each narrative is about 250 words (you can write more) and they are the introduction to the portfolio.
Narrative or Essay 1
talks about the 18 week course: what you learned about writing and logic and thinking critically that you will carry forth into your lifelong pursuit of learning.
Using the language of argument talk about the nature of critical thinking and what you are now capable of given this academic experience. Reflect on induction and deduction, the different fallacies and the differences between the three types of arguments studied: Aristotelian or Classical, Rogerian, and Toulmin.
Also speak to the culture of the class: group work and peer critiques. How was this helpful with your own writing? I am specifically interested in the Classical argument critique from both perspectives: reader and writer.
You can talk about books and other instruction materials and the instructor.
Essay2
The second narrative also 250 words minimally will talk about your revision process and what specifically you have learned about yourself as a writer that makes you a better writer at the end of the course than you were at the start. Use one-two graded essays as evidence. Also include citations from the essay(s) and a scholarly source like Diana Hacker's Rules for Writers. I also gave students two chapters from the book Writing with a Thesis, by Skwire and Skwire. You can site from these chapters as well. I copied the chapters from the ninth edition of the book. The publisher is Wadsworth. Make sure your MLA is perfect: in-text, works cited and essay formatting such as the heading and the header.
Portfolio Guidelines for Submission and Assembly
This checklist can serve as the table of contents. Put a check next to the items to show inclusion in the portfolio. Use as the second page to the portfolio, after the cover sheet. Number the pages with a header.
Name ______________________________
Date ______________________________
Class including class code and semester ____________________
Address _______________________________________
Phone number __________________________________
Email address__________________________________
ENG 5/ENG 211 Course codes: 21763/21777, Tuesday/Thursday 11:00 AM to 12:15 PM
Class Meetings: January 24-May 17
Location: Room A-202
Final Exam & and Portfolio Due Date: Thursday, May 24, 2012, 8-10 AM (Portfolios due via e-mail by Friday, May 25, 2012, 12 noon. Students can submit the portfolios earlier to coasabirenglish5@gmail.com)
May 21 9 - 12 noon; 1-3 p.m.
Drop-in Portfolio assembly workshop in A-205 _______________
Portfolio Due Date
Portfolios due via e-mail by Friday, May 25, 2012, 12 noon. Students can submit the portfolios earlier electronically. Make sure you receive a receipt for your submission. No paper copies, no exceptions.
Narratives 1 & 2
Writing Logically, Thinking Critically
1. Writing Assignments from WLTC
2. WLTC Assignments (If they were posted on the blog, copy and paste it here. If they are in the book, do not worry about it.)
The Arguments
Rogerian
Yummy related assignments
Writing Assignment 7 & 8
Essay(s)________
Peer Reviews___
Revisions (how many?)_________
Correction Essays_______
Grade________
Related Cyber-Assignments_______
Classical
Michele Alexander Assignments
Essay________
Peer Reviews___
Revisions (how many?)_________
Correction Essays_______
Grade________
Toulmin
The Tempest Tales Assignments
Essay________
Peer Reviews___
Revisions (how many?)_________
Correction Essays_______
Grade________
Freewrites and Cyber-Assignments
Freewrites and Cyber-Assignments not connected to a text or already listed elsewhere in this portfolio. How many? ____________
Grade Justification
What grade do you think you've earned this semester? What evidence supports this conclusion? Use one of the three argument styles appropriate to your audience to prove your point. Use evidence as well. Do not forget the works cited page.
Extra Credit_________
Students can turn in a graded essay from another course if the other teacher doesn’t mind. It has to use research and MLA style documentation, so certain courses are not applicable.
Anything else? _____________________________________________
Teacher research
Can I use your work in presentations and publications? Would you like to be anonymous? If I plan on using your essays or work in a book, I will let you know and share any proceeds.
Yes, I agree.
No, do not use my work.
Grades
Portfolio checklist _____________
Portfolio Essay 1_______________
Portfolio Essay 2_______________
Portfolio Grade_________
Course Grade_________
Thursday, May 17, 2012
Final Presentation Instructions
Today in class we wrote the essay students completed outlines for Tuesday. We spoke a bit about the portfolio which I am posting the checklist for here.
The checklist can serve as a table of contents.
On Monday, May 21, 9-12 and 1-3 in A-205 I will host a portfolio workshop. Bring your work electronically and we can assemble it together.
The portfolio is due electronically by Friday, May 25, 12 noon. Our final is Thursday, 10 AM to 12 noon in A-202. Bring refreshments to share if you like. Students will present their essays. Choose the argument that reflects your best writing.
Post an abstract here by Tuesday, May 22, 2012, 12 noon, if you'd like me to make a copy for you. An abstract is a summary of your key points.
Sample Format of Heading and Body of an Abstract
Title of Project/Presentation*Joe M. Smith**Mentor/Teacher: Wanda Sabir
Abstracts must include sufficient information for reviewers to judge the nature and significance of the topic, the adequacy of the investigative strategy, the nature of the results, and the conclusions. The abstract should summarize the substantive results of the work and not merely list topics to be discussed. An abstract is an outline/brief summary of your paper and your whole project. It should have an intro, body and conclusion. It is a well-developed paragraph, should be exact in wording, and must be understandable to a wide audience. Abstracts should be no more than 250 words, formatted in Microsoft Word, and single-spaced, using size 12 Times New Roman font. It highlights major points of the content and answers why your work is important, what was your purpose, how you went about your project, what you learned, and what you concluded (http://www.sccur.uci.edu/sampleabstracts.html and http://research.berkeley.edu/ucday/abstract.html)
From OWL at Purdue: http://owl.english.purdue.edu/owl/resource/656/1/
The checklist can serve as a table of contents.
On Monday, May 21, 9-12 and 1-3 in A-205 I will host a portfolio workshop. Bring your work electronically and we can assemble it together.
The portfolio is due electronically by Friday, May 25, 12 noon. Our final is Thursday, 10 AM to 12 noon in A-202. Bring refreshments to share if you like. Students will present their essays. Choose the argument that reflects your best writing.
Post an abstract here by Tuesday, May 22, 2012, 12 noon, if you'd like me to make a copy for you. An abstract is a summary of your key points.
Sample Format of Heading and Body of an Abstract
Title of Project/Presentation*Joe M. Smith**Mentor/Teacher: Wanda Sabir
Abstracts must include sufficient information for reviewers to judge the nature and significance of the topic, the adequacy of the investigative strategy, the nature of the results, and the conclusions. The abstract should summarize the substantive results of the work and not merely list topics to be discussed. An abstract is an outline/brief summary of your paper and your whole project. It should have an intro, body and conclusion. It is a well-developed paragraph, should be exact in wording, and must be understandable to a wide audience. Abstracts should be no more than 250 words, formatted in Microsoft Word, and single-spaced, using size 12 Times New Roman font. It highlights major points of the content and answers why your work is important, what was your purpose, how you went about your project, what you learned, and what you concluded (http://www.sccur.uci.edu/sampleabstracts.html and http://research.berkeley.edu/ucday/abstract.html)
From OWL at Purdue: http://owl.english.purdue.edu/owl/resource/656/1/
Tuesday, May 15, 2012
More on Toulmin
Today students worked on an outline. I told students that they could use this outline to write their final essay, using the Toulmin form.
I want to add a bit more to the Toulmin notes:
From Practical Argument: A Text and Anthology, "One of the strengths of the Toulmin model of argument is that it emphasizes that presenting effective arguments involves more than stating ideas as absoluter facts. Unlike the classical model of argument, the Toulmin model encourages writers to make realistic and convincing points by including claims and qualifiers and by addressing opposing arguments in down-to-earth and constructive ways. In a sense, this method of constructing an argument reminds writers that arguments do not exist in a vacuum. they are aimed at real readers who may or may not agree with them.
The Toulmin argument can be organized in the following way:
INTRODUCTION
Introduces the problem
States the claim (and possibly the qualifier)
BODY
Includes a strong concluding statement that reinstates the claim
Possibly states the warrant
Presents the backing that support the claim
Presents the contradictions of rebuttal
Conclusion Included a strong concluding statement that reinforces the claim
I want to add a bit more to the Toulmin notes:
From Practical Argument: A Text and Anthology, "One of the strengths of the Toulmin model of argument is that it emphasizes that presenting effective arguments involves more than stating ideas as absoluter facts. Unlike the classical model of argument, the Toulmin model encourages writers to make realistic and convincing points by including claims and qualifiers and by addressing opposing arguments in down-to-earth and constructive ways. In a sense, this method of constructing an argument reminds writers that arguments do not exist in a vacuum. they are aimed at real readers who may or may not agree with them.
The Toulmin argument can be organized in the following way:
INTRODUCTION
Introduces the problem
States the claim (and possibly the qualifier)
BODY
Includes a strong concluding statement that reinstates the claim
Possibly states the warrant
Presents the backing that support the claim
Presents the contradictions of rebuttal
Conclusion Included a strong concluding statement that reinforces the claim
Cyber-Assignment using Toulmin "Legality vs. Morality"
English 5 Spring 2012 Final Argument Practice
Today we will write a Toulmin argument. Here is the outline. We will practice this together first aloud.
In groups of 2-5 people write a Toulmin-based argument in which you either 1. Defend or challenge the view that what happens to Tempest in heaven is no different than what happens to him in on earth.
Include a preliminary synopsis of your argument. Divided into five sections:
1. Your claim
2. A qualifier
3. Your data subdivided into hard facts and reason-based evidence. Both objective and subjective
4. Your warrant, which renders your data trustworthy
5. Your backing, which enforces and legitimizes the warrant
Outline
1. What issue am I going to investigate?
2. What is my claim?
3. What grounds (data) can I produce that would authenticate my claim [Testimonials from psychologists, convicted juveniles, law enforcement, parents, advocates; statistic, laws]
4. What backing can I give to my warrant?
5. In light of challenging views, how will I need to qualify my claim, if at all
6. What concluding reflections can I give to my argument?
7. Using the above information, what can I say in my opening paragraph that would best introduce my argument and engage my reader’s attentions?
Homework
1. Complete your Toulmin argument and post here.
2. Hypothetical Arguments WLTC (176-199). Read all the poetry and short prose pieces so we can complete the execises in class.
3. Revision Strategies (two handouts to read from the book Writing with a Thesis)
4. Portfolio Checklist
Today we will write a Toulmin argument. Here is the outline. We will practice this together first aloud.
In groups of 2-5 people write a Toulmin-based argument in which you either 1. Defend or challenge the view that what happens to Tempest in heaven is no different than what happens to him in on earth.
Include a preliminary synopsis of your argument. Divided into five sections:
1. Your claim
2. A qualifier
3. Your data subdivided into hard facts and reason-based evidence. Both objective and subjective
4. Your warrant, which renders your data trustworthy
5. Your backing, which enforces and legitimizes the warrant
Outline
1. What issue am I going to investigate?
2. What is my claim?
3. What grounds (data) can I produce that would authenticate my claim [Testimonials from psychologists, convicted juveniles, law enforcement, parents, advocates; statistic, laws]
4. What backing can I give to my warrant?
5. In light of challenging views, how will I need to qualify my claim, if at all
6. What concluding reflections can I give to my argument?
7. Using the above information, what can I say in my opening paragraph that would best introduce my argument and engage my reader’s attentions?
Homework
1. Complete your Toulmin argument and post here.
2. Hypothetical Arguments WLTC (176-199). Read all the poetry and short prose pieces so we can complete the execises in class.
3. Revision Strategies (two handouts to read from the book Writing with a Thesis)
4. Portfolio Checklist
Thursday, May 10, 2012
Cyber-Assignment
1. WLTC Class Logic pp. 168-180 (?)
2. Freewrite: When think about Tempest Landry's and Joshua Angel's lives, how would one define "faitr"?
3. Homework: Read package on toulmin. We will practice this final form next week.
2. Freewrite: When think about Tempest Landry's and Joshua Angel's lives, how would one define "faitr"?
3. Homework: Read package on toulmin. We will practice this final form next week.
Tuesday, May 8, 2012
I sent essays to students who indicated on the sign in sheet that they needed a critique. The critiques which are to take a details look at the Classical Argument per the checklist and or flow chart or outline. All three charts ask the same questions in different ways. Choose the sheet which makes the most sense to you.
Send the essay response to the writer and cc or copy me on it. Get the response to the writer no later than tomorrow late morning.
Send the essay response to the writer and cc or copy me on it. Get the response to the writer no later than tomorrow late morning.
Thursday, May 3, 2012
Freewrite
Answer the questions re: "Mechanic's Logic" (7A WLTC 160-163). Post here. Some students responded as a group.
2. Peer Reviews for Argument 2, Round 2
Reflect on the process as a reader and as a writer. Post here.
3. The Tempest Tales--Lit. Circle. Indentify 10 arguments. State whether they are inductive or deductive.
4. Homework-- Finish The Tempest Tales. Skim again "Class Logic" (168-187)
Answer the questions re: "Mechanic's Logic" (7A WLTC 160-163). Post here. Some students responded as a group.
2. Peer Reviews for Argument 2, Round 2
Reflect on the process as a reader and as a writer. Post here.
3. The Tempest Tales--Lit. Circle. Indentify 10 arguments. State whether they are inductive or deductive.
4. Homework-- Finish The Tempest Tales. Skim again "Class Logic" (168-187)
Tuesday, May 1, 2012
Today we reviewed Deduction and Induction (Chapter 8, WLTC). We completed exercises as a class and in groups. Homework is to skim the chapter and read, Mechanics Logic. The questions will be answered in a freewrite.
We will meet in A-232. It is a larger room on Thursdays (smile).
Homework is to read up to page 54 or so in Mosely's book, Tempest Tales. We will get together and talk about arguments and the text in Literature Circles at the enxt meeting.
Students were given student essays to read, comment and grade. Email me your comments and grade. Put the student's name and the type of essay graded in the subject line: Wanda Sabir's Student Graded Classical Essay Spring 2012 or something like this.
On Thursday, we will read more essays and Tuesday the balance. Students will have an opportunity to address comments in revisions if necessary.
Next week we will start the Toulmin essay. Email me at: coasabirenglish5@gmail.com Quite a few students have not turned in their Classical Arguments. Get them in. If you miss this opportunity to get the essay graded by peers, you might not be able to revise it.
I will also read the essays after looking at peer comments. I also want students to comment on the comments and how that affects your revision or composition strategy heretofore. Comment on the helpfulness of this process.
We will meet in A-232. It is a larger room on Thursdays (smile).
Homework is to read up to page 54 or so in Mosely's book, Tempest Tales. We will get together and talk about arguments and the text in Literature Circles at the enxt meeting.
Students were given student essays to read, comment and grade. Email me your comments and grade. Put the student's name and the type of essay graded in the subject line: Wanda Sabir's Student Graded Classical Essay Spring 2012 or something like this.
On Thursday, we will read more essays and Tuesday the balance. Students will have an opportunity to address comments in revisions if necessary.
Next week we will start the Toulmin essay. Email me at: coasabirenglish5@gmail.com Quite a few students have not turned in their Classical Arguments. Get them in. If you miss this opportunity to get the essay graded by peers, you might not be able to revise it.
I will also read the essays after looking at peer comments. I also want students to comment on the comments and how that affects your revision or composition strategy heretofore. Comment on the helpfulness of this process.
Thursday, April 26, 2012
Today we reviewed plans for the rest of the semester. Students who have completed their Aristotelian essay can submit it today. Include any freewrites and cyber-assignments with the essay portfolio.
In the subject line, "Student name, Aristotelian or Classical Argument, English 5, SPR 2012."
Email is to me: coasabirenglish5@gmail.com
Homework
Review Chapter 7 in WLTC.
Bring in The Tempest Tales. We will read the book next week or two as we complete WLTC. We will complete exercises: 7A in class, 7B, 7C/7D (in teams), 7E, 7F, 7G, 7H, 7I, 7K and Writing Assignment 13 (250 words or a freewrite).
The essay, using the Toulmin model which works well with arguments exploring what is ethical or moral. This I think is perfect for talking about life after death.
In the subject line, "Student name, Aristotelian or Classical Argument, English 5, SPR 2012."
Email is to me: coasabirenglish5@gmail.com
Homework
Review Chapter 7 in WLTC.
Bring in The Tempest Tales. We will read the book next week or two as we complete WLTC. We will complete exercises: 7A in class, 7B, 7C/7D (in teams), 7E, 7F, 7G, 7H, 7I, 7K and Writing Assignment 13 (250 words or a freewrite).
The essay, using the Toulmin model which works well with arguments exploring what is ethical or moral. This I think is perfect for talking about life after death.
Tuesday, April 24, 2012
Today we reviewed the outline in class for the essay due this week. Bring in a draft of the essay for a peer review Thursday, April 26. We met in A-205. We will meet in A-232 on Thursday, just in case we have a full class (smile).
Due Dates
The final draft is due April 26-April 30 (note the change in date). On Tuesday May 1, students will have an opportunity to critique a student essay and recommend a grade. Only those students who have submitted essays will be able to grade another essay.
Final Essay
We decided that the Toulmin essay will be our final essay, taking its topic from The Tempest Tales. Bring the book to class Thursday as well. We will look at a reading schedule.
WLTC
Next week we will look at the two types of argument: deductive and inductive. We will look to complete WLTC in the next 2-3 meetings. Bring all materials to class.
Anything else?
Final?
Students will present one of the essays they wrote this semester for their final assignment. The final written assigment is the portfolio of all class work. This is due the last day of finals week by 12 noon. We will review the contents of the portfolio with a checklist in a week or two. If anyone would like to see a portfolio beforehand, visit me at my office hour and I can show you an example.
Cyber-Assignment
Students are to post the Classical Argument on Angola 3 where assigned last week. Post the outline. Post the essay, if you wrote one. We will complete this task Thursday as a freewrite.
Here is the information about the Occupy the Justice Department protest in Washington, DC today in D.C. and Oakland: http://wandasabir.blogspot.com/
Due Dates
The final draft is due April 26-April 30 (note the change in date). On Tuesday May 1, students will have an opportunity to critique a student essay and recommend a grade. Only those students who have submitted essays will be able to grade another essay.
Final Essay
We decided that the Toulmin essay will be our final essay, taking its topic from The Tempest Tales. Bring the book to class Thursday as well. We will look at a reading schedule.
WLTC
Next week we will look at the two types of argument: deductive and inductive. We will look to complete WLTC in the next 2-3 meetings. Bring all materials to class.
Anything else?
Final?
Students will present one of the essays they wrote this semester for their final assignment. The final written assigment is the portfolio of all class work. This is due the last day of finals week by 12 noon. We will review the contents of the portfolio with a checklist in a week or two. If anyone would like to see a portfolio beforehand, visit me at my office hour and I can show you an example.
Cyber-Assignment
Students are to post the Classical Argument on Angola 3 where assigned last week. Post the outline. Post the essay, if you wrote one. We will complete this task Thursday as a freewrite.
Here is the information about the Occupy the Justice Department protest in Washington, DC today in D.C. and Oakland: http://wandasabir.blogspot.com/
Thursday, April 19, 2012
Homework
Today in class we completed watching In the Land of the Free. We started developing an outline as a freewrite. Srudents who completed the outline, post where assigned yesterday.
We didn't get to the essay itself. Bring your outlines to class. We will write the essay in class. Some students worked collaboratively. Others worked individually. It is your choice.
Email your outlines to me and I will check them. If you wrote the essay, you can send the draft to me with an outline and I will give you feedback. Write the first draft of the essay for Tuesday. Bring in 3 copies to share.
My email is: coasabirenglish5@gmail.com
This weekend is also the anniversary of the first execution in California (1992). I remember this. Here is the site: http://www.riovida.net/Channels/Multi-Kulti/RequiemfortheDeathPenalty/RequiemfortheDeathPenalty-AboutUs.html
There are many activities scheduled to connect with the anniversary.
We didn't get to the essay itself. Bring your outlines to class. We will write the essay in class. Some students worked collaboratively. Others worked individually. It is your choice.
Email your outlines to me and I will check them. If you wrote the essay, you can send the draft to me with an outline and I will give you feedback. Write the first draft of the essay for Tuesday. Bring in 3 copies to share.
My email is: coasabirenglish5@gmail.com
This weekend is also the anniversary of the first execution in California (1992). I remember this. Here is the site: http://www.riovida.net/Channels/Multi-Kulti/RequiemfortheDeathPenalty/RequiemfortheDeathPenalty-AboutUs.html
There are many activities scheduled to connect with the anniversary.
Announcements: The LAUNCH Conference at UC Berkeley, Friday, April 20, 2012, 8 to 1:30 at the Clark Kerr Campus. Attendance is Free. Lunch is provided. For information visit http://haas.org/launchyourcareer
Also Cal Day is April 21, 2012 Visit http://www.berkeley.edu/calday/
Also Cal Day is April 21, 2012 Visit http://www.berkeley.edu/calday/
Wednesday, April 18, 2012
In the Land of the Free . . .
Today in class we discussed the Classical form of argument. Many students wanted clarity on differences between Rogerian and Aristotelian. Only a few students had their outlines and fast drafts for the argument due. Bring in the outline and argument drafts on Thursday. If you are lost, we will write and argument in class together and share.
We then watched most of the film In the Land of the Free. Homework is to develop an argument taking its theme from the film. Write a response to the film here. Look at the argument(s) presented by the director, Vadim Jean, narrated by Samuel L. Jackson http://www.inthelandofthefreefilm.co.uk/
Visit http://www.angola3.org/and http://www.amnesty.org/en/appeals-for-action/justice-for-albert-woodfox-and-herman-wallace and for an interview this morning: http://www.democracynow.org/seo/2012/4/17/40_years_in_solitary_confinement_two
When writing the argument think about the following:
1. What is my reason for writing the paper?
2. What is the best way to introduce the problem, given my evidence and audience?
We then watched most of the film In the Land of the Free. Homework is to develop an argument taking its theme from the film. Write a response to the film here. Look at the argument(s) presented by the director, Vadim Jean, narrated by Samuel L. Jackson http://www.inthelandofthefreefilm.co.uk/
Visit http://www.angola3.org/and http://www.amnesty.org/en/appeals-for-action/justice-for-albert-woodfox-and-herman-wallace and for an interview this morning: http://www.democracynow.org/seo/2012/4/17/40_years_in_solitary_confinement_two
When writing the argument think about the following:
1. What is my reason for writing the paper?
2. What is the best way to introduce the problem, given my evidence and audience?
3. What definitions of concepts or explanations do my readers require?
4. What exactly is my position on the matter?
5. How will my readers most likely react? Indifferently? Skeptically? Enthusiastically? How can I deal with this in advance? (For example, if the audience is likely to be skeptical, can I say things that would remove some of their skepticism?)
These questions are taken verbatim from The Well-Crafted Argument: A Guide and a Reader, Third Edition, by White and Billings.
Thursday, April 12, 2012
Today we reviewed the package for Aristotelian Argument. Students went over the "School Vouchers" essay together.
Homework is to bring in a completed outline and essay draft based on a topic or theme from The New Jim Crow. We will spend most of the class Tuesday watching a video: Land of the Free. April 17, is the 40th Anniversary of the Angola 3, three men who together have spent more then 100 years in solitary confinement. Land of the Free is a film about their cases.
Complete the package. It will help you write the argument. The argument should be about 2-4 pages long. For each argument, you need more than one source. Find at least 1-2 sources which support your thesis. If not cited, put in the bibliography.
We will spend more time on the Classical argument on Thursday, April 19, so bring it again electronically. The essay portfolio will be due possibly Monday, April 23 by noon.
We will start the Mosely book in two weeks, May 1. I want to give time to students to present their arguments. Everyone has to present two this semester: one to your group, one to the class. It is our last argument.
For the final students will chose to write an argument about any topic using one of the three forms explored. We will talk about due dates later.
I will occasionally ask certain students to share.
Tuesday, April 10, 2012
Cyber-Assignment Traces of the Trade
Today we watched the film Traces of the Trade. We didn't get through the entire film, we missed the reparations aspect, but you can read about it on the website: http://www.tracesofthetrade.org/
Students were asked to identify 10 arguments and put them in standard form.
Today in class we will complete the section on fallacious arguments and look at the Aristotelian form of argument. The broad topic for this argument is still juvenile justice; however, you can look at how this system impacts certain communities differently based on legally sanctioned policies spoken of in The New Jim Crow.
Thursday, I will show you a film about the death penalty or the debtor prison spoken of in the film, Slavery by Another Name. We'll start Mosely perhaps next week.
Thursday, March 29, 2012
Cyber-Assignment and the Plan for Today
1. Clap, directed by Terence Nance is a short film starring Gbenga Akinnagbe (The Wire), Kim Howard & Josiah Small . Clap is Pharoahe Monch's first visual from W.A.R. (We Are Renegades) out March 22nd. Clap is a 10 minute short film about a police raid gone wrong dramatically wrong. It is based on the story of Ayanna Jones, a nine year old child burned alive by the police in Detroit, Michigan. http://media.mvmt.com/2011/03/14/clap-a-short-film/
Here is the song: http://www.metrolyrics.com/clap-lyrics-pharoahe-monch.html
Share initial impressions and then pull out five (or more) arguments and then state them in standard form. If you'd like to indicate whether or not the argument posed is inductive or deductive reasoning that would be great. If you note any fallacious arguments at play, what are they?
Respond to a classmate's post (at least one). Expand their argument with pertinent questions.
2. WLTC
3. Homework -- catch up. I will send everyone their essays (Writing Assignments 7 & 8)
Here is the song: http://www.metrolyrics.com/clap-lyrics-pharoahe-monch.html
Share initial impressions and then pull out five (or more) arguments and then state them in standard form. If you'd like to indicate whether or not the argument posed is inductive or deductive reasoning that would be great. If you note any fallacious arguments at play, what are they?
Respond to a classmate's post (at least one). Expand their argument with pertinent questions.
2. WLTC
3. Homework -- catch up. I will send everyone their essays (Writing Assignments 7 & 8)
Thursday, March 22, 2012
1. Today we read a story from the LA Times dated March 22, 2012, about Trayvon Martin. Visit http://www.latimes.com/news/nation/nationnow/la-na-nn-trayvon-martin-20120322,0,4469238.story
The freewrite is to analyze the arguments presented here. Are any fallacious? Can you name the fallacies? The freewrite should be about 250 words.
Respond to a classmate's post.
2. We also shared visual arguments this morning per the Fallacious Arguments noted in WLTC (chapter 6). There were 15 assigned. Comment on the assignment and the exercise this morning reviewing what classmates shared.
I asked everyone to note 5 arguments. Comment on yours plus 4 others which stood out to you and why.
3. Homework is to skim the package I gave you and think about what argument you'd like to pursue for the essay taking its theme from Alaxander's book.
The freewrite is to analyze the arguments presented here. Are any fallacious? Can you name the fallacies? The freewrite should be about 250 words.
Respond to a classmate's post.
2. We also shared visual arguments this morning per the Fallacious Arguments noted in WLTC (chapter 6). There were 15 assigned. Comment on the assignment and the exercise this morning reviewing what classmates shared.
I asked everyone to note 5 arguments. Comment on yours plus 4 others which stood out to you and why.
3. Homework is to skim the package I gave you and think about what argument you'd like to pursue for the essay taking its theme from Alaxander's book.
Tuesday, March 20, 2012
1. Freewrite: Sekou Sundiata's Blink Your Eyes http://www.youtube.com/watch?v=RR0nTMg3kbs
Students can post their responses if desired.
2. Diana Hacker's Rules for Writers: "Argumentation" (handout). We reviewed the fallacies and then in groups completed the first five of fifteen exercises. Homework to complete the package. It is section 46-47.
2. Diana Hacker's Rules for Writers: "Argumentation" (handout). We reviewed the fallacies and then in groups completed the first five of fifteen exercises. Homework to complete the package. It is section 46-47.
Other Homework: From WLTC (132-144). Students were asked to bring in a visual example of the fallacy to share Thursday. If students want to dramatize the fallacy, this is fine too. If you were given a number between 1-15 and do not understand the fallacy you are to explain or were absent, choose another one. All I did was count the fallacies beginning on page 132 and ending on 144.
Complete Alexander. We'll talk about the essay next week (smile). We'll start Mosely when you return from Spring Break.
Complete Alexander. We'll talk about the essay next week (smile). We'll start Mosely when you return from Spring Break.
Thursday, March 15, 2012
The New Jim Crow Cyber-Assignment
Food for thought. Students were to prepare by reading the chapter entitled: "The New Jim Crow." Read an article on Jim Crow before class, bring the reference electronically to class with notations. Site it in the one of the paragraphs or as a part of a bibliography.
In 3 paragraphs: Define "Jim Crow" per Michelle Alexander. Look at one other source to check or verify Alexander's claim that the prison system is a reincarnation of this old system adopted by our judicial system to exclude entire populations of American people from its democracy and due process under the law.
Who or what is he? Use a citation in each paragraph: 1 free paraphrase, 1 shorter citation, 1 block quote
Students have 20-25 minutes to write this short essay.
In 3 paragraphs: Define "Jim Crow" per Michelle Alexander. Look at one other source to check or verify Alexander's claim that the prison system is a reincarnation of this old system adopted by our judicial system to exclude entire populations of American people from its democracy and due process under the law.
Who or what is he? Use a citation in each paragraph: 1 free paraphrase, 1 shorter citation, 1 block quote
Students have 20-25 minutes to write this short essay.
Tuesday, March 13, 2012
Cyber-Assignment on Argumentation and other work
We will watch a film today: Argumentation (The Write Course). Write a short response to the video indicating what you learned about argument (100-250 words is fine).
Key words: Argument, premise (major & minor), enthymeme, syllogism, logic, fallacy. . . .
WLTC: Review Exercises, Lexicon (Chapter 5). Next week, Chapter 6, Fallacious Arguments and the Classical Argument form.
Key words: Argument, premise (major & minor), enthymeme, syllogism, logic, fallacy. . . .
WLTC: Review Exercises, Lexicon (Chapter 5). Next week, Chapter 6, Fallacious Arguments and the Classical Argument form.
Handouts: (1). Deductive vs. Inductive arguments.
Homework for the reading
Lit Circles continue Thursday. Look for 6 arguments: 3 inductive, 3 deductive to share. Post them here.
Rogerian Essay Grades
The plan is to get you grades on the essays to you by Friday, no later than Monday. If students do not write a passing essay (Grade C or better), he or she has to revise the essay.
The plan is to get you grades on the essays to you by Friday, no later than Monday. If students do not write a passing essay (Grade C or better), he or she has to revise the essay.
Food for thought and Thursday's freewrite. Prepare by reading the chapter entitled: "The New Jim Crow." Read an article on Jim Crow before class, bring the reference electronically to class with notations.
Thursday's freewrite
In 3 paragraphs: Define "Jim Crow" per Michelle Alexander. Look at one other source to check or verify Alexander's claim that the prison system is a reincarnation of this old system adopted by our judicial system to exclude entire populations of American people from its democracy and due process under the law.
Who or what is he? Use a citation in each paragraph: 1 free paraphrase, 1 shorter citation, 1 block quote
Thursday's freewrite
In 3 paragraphs: Define "Jim Crow" per Michelle Alexander. Look at one other source to check or verify Alexander's claim that the prison system is a reincarnation of this old system adopted by our judicial system to exclude entire populations of American people from its democracy and due process under the law.
Who or what is he? Use a citation in each paragraph: 1 free paraphrase, 1 shorter citation, 1 block quote
Thursday, March 8, 2012
Rogerian Argument Assignment Specifications
Again the essay is due, Monday, March 12, 2012, by 10 a.m.
Before sending the essay to me, look at the checklist I posted below in a separate post.
Outline for the Rogerian Argument Portfolio
In one word document include:
1. Writing Assignment 8 (final draft)
2. Peer review with comments: Discussion Questions and essay with Microsoft Comment. I also told students to look at the check box on page 102. We will review Chapter 5 on Tuesday.
3. Writing Assignment 7
Take the word document and paste it and attach it in an email to me: coasabirenglish5@gmail.com
In the subject line put: Rogerian Argument/Writing Assignment 8.
Don't forget to copy yourself. When editing check for: comma splices, sentence fragments, run-on sentences, vague pronoun references, verb tense consistency, subject-verb agreement, overuse of be verbs. Remember that when writing about literature, use the present tense when in the world of the work.
No contractions in scholarly writing.
Make sure the MLA is perfect: double spaced throughout, paragraphs indented, header and heading correct. If you don't remember how to set up a MLA paper, look in your grammar style book. OWL at Purdue is a great website, so is dianahacker.com/rules.
Don't send me drafty drafts. I'd like to be able to read your arguments and give you a passing grade. This class is only three units.
Today's Freewrite
Bring your photos to class on Tuesday to share for today's freewrite. If it is an electronic document, send the address or URL to me and I can post it.
Before sending the essay to me, look at the checklist I posted below in a separate post.
Outline for the Rogerian Argument Portfolio
In one word document include:
1. Writing Assignment 8 (final draft)
2. Peer review with comments: Discussion Questions and essay with Microsoft Comment. I also told students to look at the check box on page 102. We will review Chapter 5 on Tuesday.
3. Writing Assignment 7
Take the word document and paste it and attach it in an email to me: coasabirenglish5@gmail.com
In the subject line put: Rogerian Argument/Writing Assignment 8.
Don't forget to copy yourself. When editing check for: comma splices, sentence fragments, run-on sentences, vague pronoun references, verb tense consistency, subject-verb agreement, overuse of be verbs. Remember that when writing about literature, use the present tense when in the world of the work.
No contractions in scholarly writing.
Make sure the MLA is perfect: double spaced throughout, paragraphs indented, header and heading correct. If you don't remember how to set up a MLA paper, look in your grammar style book. OWL at Purdue is a great website, so is dianahacker.com/rules.
Don't send me drafty drafts. I'd like to be able to read your arguments and give you a passing grade. This class is only three units.
Today's Freewrite
Bring your photos to class on Tuesday to share for today's freewrite. If it is an electronic document, send the address or URL to me and I can post it.
Rogerian Model Flowchart
Flowchart
This Rogerian Model Flowchart, as were the Classical and Toulmin models, also taken from White and Billings's The Well-Crafted Argument: A Guide and Reader, Third Edition (157).
1. What issue am I going to investigate?
2. What is my thesis?
3. What common ground exists between my views and those whose views differ from mine?
4. What are the challenging views on the matter that I need to discuss?
5. How can I judiciously highlight the limitation of the challenging views and suggest a mutually agreeable way of overcoming those limitations?
6. Based on shared views about my thesis, what can I add in the way of evidence that would be compatible with challenging views?
7. What are my concluding reflections in light of the above?
8. Using the above information, what can I say in my opening paragraph that would best introduce my argument and engage my reader's attention?
Remember:
"A successful argument along Rogerian principles like the Classical and Toulmin models, includes thorough, accurate, and relevant evidence in support of its claim; unlike these models, however, the aim of Rogerian persuasion is not to 'win' the argument but to find common ground and to build consensus on an issue troubling both the writer and the audience. Instead of being considered 'opponents,' those with differing views are encouraged to reach consensus and to enter into a cooperative dialogue with the writer. . . . When considering taking a Rogerian approach to your argument, remember to ask yourself three questions: Can I represent challenging views and evaluate the evidence fairly and objectively? Do any of the challenging views make sense to some degree, and if so, can I find a way to incorporate them into my own views? Am I sincere in my desire to establish common ground with those who take issue with me? (157).
Final checklist:
1. Do I find common ground with those whose views differ from my own?
2. Do I carefully consider the weaknesses or limitations of my point of view, as well as those of others? Do I share these with my readers?
3. Is my tone cooperative rather than confrontational?
4. Do I encourage multiple perspectives rather than a singular one toward the issue?
5. Do I treat views which I disagree respectively? Do I give more emphasis to the points of agreement than the points of disagreement?
This Rogerian Model Flowchart, as were the Classical and Toulmin models, also taken from White and Billings's The Well-Crafted Argument: A Guide and Reader, Third Edition (157).
1. What issue am I going to investigate?
2. What is my thesis?
3. What common ground exists between my views and those whose views differ from mine?
4. What are the challenging views on the matter that I need to discuss?
5. How can I judiciously highlight the limitation of the challenging views and suggest a mutually agreeable way of overcoming those limitations?
6. Based on shared views about my thesis, what can I add in the way of evidence that would be compatible with challenging views?
7. What are my concluding reflections in light of the above?
8. Using the above information, what can I say in my opening paragraph that would best introduce my argument and engage my reader's attention?
Remember:
"A successful argument along Rogerian principles like the Classical and Toulmin models, includes thorough, accurate, and relevant evidence in support of its claim; unlike these models, however, the aim of Rogerian persuasion is not to 'win' the argument but to find common ground and to build consensus on an issue troubling both the writer and the audience. Instead of being considered 'opponents,' those with differing views are encouraged to reach consensus and to enter into a cooperative dialogue with the writer. . . . When considering taking a Rogerian approach to your argument, remember to ask yourself three questions: Can I represent challenging views and evaluate the evidence fairly and objectively? Do any of the challenging views make sense to some degree, and if so, can I find a way to incorporate them into my own views? Am I sincere in my desire to establish common ground with those who take issue with me? (157).
Final checklist:
1. Do I find common ground with those whose views differ from my own?
2. Do I carefully consider the weaknesses or limitations of my point of view, as well as those of others? Do I share these with my readers?
3. Is my tone cooperative rather than confrontational?
4. Do I encourage multiple perspectives rather than a singular one toward the issue?
5. Do I treat views which I disagree respectively? Do I give more emphasis to the points of agreement than the points of disagreement?
Tuesday, March 6, 2012
Exile Free Write Post
Homework is to complete Writing Assignment 8. Bring it in electronically Thursday, March 8, for a peer review. The essay is due electronically by Monday, March 12 by 10 a.m. Email to coasabirenglish5@gmail.com
Include 1. Writing Assignment 7 and 2. the peer review comments. Send as 1 word document pasted and attached. Writing Assignment 8 should be the first of the three documents. Make sure you look at the checklist at the end of the essay.
The second homework assignment is to bring in a visual argument or item representing women for International Woman's Day. Students will post their arguments on the blog afterwards. Comment on the presentations in your group by name. I will post a link on Thursday.
We didn't get to the WLTC exercises from Chapter 5. We will run through them Thursday and then get into groups for the peer reviews and presentations.
Tuesday we will talk about fallacies and the two types of arguments: deductive and inductive. We will talk about formal fallacies and informal fallacies. I will also show you a film about argumentation.
Include 1. Writing Assignment 7 and 2. the peer review comments. Send as 1 word document pasted and attached. Writing Assignment 8 should be the first of the three documents. Make sure you look at the checklist at the end of the essay.
The second homework assignment is to bring in a visual argument or item representing women for International Woman's Day. Students will post their arguments on the blog afterwards. Comment on the presentations in your group by name. I will post a link on Thursday.
We didn't get to the WLTC exercises from Chapter 5. We will run through them Thursday and then get into groups for the peer reviews and presentations.
Tuesday we will talk about fallacies and the two types of arguments: deductive and inductive. We will talk about formal fallacies and informal fallacies. I will also show you a film about argumentation.
We started the morning with poetry on the topic of "Exile." Brianna and I read the poetry, she in Spanish, I in English. The book is State of Exile is by Cristina Peri Rossi, translated by Marilyn Buck. Listen to Marilyn Buck talk about the work. Visit http://www.citylights.com/book/?GCOI=87286100595160
Post your freewrite posts here.
We then got into groups and shared Writing Assignment 7 and then began discussing The New Jim Crow. Keep reading and pulling arguments from each chapter to share.
We then got into groups and shared Writing Assignment 7 and then began discussing The New Jim Crow. Keep reading and pulling arguments from each chapter to share.
For Writing Assignment 8, use the story of Robert "Yummy" Sandifer (March 12, 1983-September 1, 1994) to illustrate your argument along with the kids or characters in the films. One student drew a parallel between Yummy and Duc, one of the kids in Juvies. As we spoke I realized that Monster, the role model-guardian that Yummy trusted who betrayed this trust, could be compared to the female officer who acted like she was Duc's friend and then turned on him. She didn't have him killed, but 25 years to life is a close second to death. In both cases Yummy's and Duc's, the two children are victims.
This writer used examples from the media in his set up, when TV nor music influenced the behavior of the Yummy or Duc, violence just seemed a part of the landscape that was their lives. As a part of the broad net called violence, certainly the media's influence of their young audiences should be taken into account, but here is where a joining word can connect the premises for us, otherwise perhaps this example is a tangent that needs deleting.
This writer used examples from the media in his set up, when TV nor music influenced the behavior of the Yummy or Duc, violence just seemed a part of the landscape that was their lives. As a part of the broad net called violence, certainly the media's influence of their young audiences should be taken into account, but here is where a joining word can connect the premises for us, otherwise perhaps this example is a tangent that needs deleting.
Monday, March 5, 2012
Event
I mentioned to students about the 5th Annual Hip Hop for Change Conference this weekend, Saturday, March 10, 2012, in the Student Union, at San Jose State University, 1 Washington Square, San Jose, CA 94592. Free! Register at http://bit.ly/hhfc2012 The conference is co-sponsored by the University of San Francisco, Mills, and Santa Clara University.
Perhaps students could carpool?
Wednesday, February 29, 2012
We were going to complete the balance of the exercises in Chapter 4 in class together, but since I am canceling class, these assignments are now independent study (smile).
Complete the following: 4C (92-93). Review the chapter and skim Chapter 5. Bring in any questions you might have about the chapter.
Complete Exercise 5B (113-114) and Exercise 5C (116). You can write in the book for all three assignments. We'll talk about Writing Assignment 7 and 8 and Appositives on Tuesday, with time to talk about Alexander of course.
Keep reading Alexander.
Tuesday, February 28, 2012
Cyber-Assignment
Library Orientation today 11 a.m. to 12:15 with Professor Jane McKenna. See you in the L-building, first floor. I sent students an email last night. If you didn't get it, make sure you have registered with Admissions and Records.
Respond to the library orientation in a short essay (250 words is fine). Be specific in your references. Use examples.
Homework from WLTC due today is due Thursday, March 1. Some students are printing out their assignments, WLTC and blog assignments for feedback. This is fine. I read a book review summary response today.
Homework from WLTC due today is due Thursday, March 1. Some students are printing out their assignments, WLTC and blog assignments for feedback. This is fine. I read a book review summary response today.
We meet in A-232 on Thursday.
Thursday, February 23, 2012
Freewrite
Find a review of The New Jim Crow. Read it. For homework summarize the article in about 250 words or 1 page. Don't forget to include a works cited section of the summary. It's okay to be analytical in your remarks.
Homework: Read up to page 58 in Alexander. Pull 5-10 arguments from Chapter 1. Be prepared to share with Literature Circle. We will read about two chapter a week (80 pages).
In WLTC complete Writing Assignment 7: "Arguing Both Sides of an Issue" (98). We will do Exercise 4C (92) in class next week.
Bring in a typed response to share and hand in.
Do not use the topics from the book. Use a topic that takes its theme from Yummy: juvenile crime, atonement, punishment, American judicial system, poverty, child neglect, abuse, low income neighborhood, grandparents as parents, drug use, gangs, role models, handguns. . . .
Use the book Yummy, the films we've watched and the Time article as evidence. Yummy is the primary source for this essay.
Students have the option of turning in all assigned WLTC exercises for credit and feedback. It is your choice.
We reviewed WLTC 4E (49-98). There is a library orientation next week. I will post when later today or before the next meeting.
Find a review of The New Jim Crow. Read it. For homework summarize the article in about 250 words or 1 page. Don't forget to include a works cited section of the summary. It's okay to be analytical in your remarks.
Homework: Read up to page 58 in Alexander. Pull 5-10 arguments from Chapter 1. Be prepared to share with Literature Circle. We will read about two chapter a week (80 pages).
In WLTC complete Writing Assignment 7: "Arguing Both Sides of an Issue" (98). We will do Exercise 4C (92) in class next week.
Bring in a typed response to share and hand in.
Do not use the topics from the book. Use a topic that takes its theme from Yummy: juvenile crime, atonement, punishment, American judicial system, poverty, child neglect, abuse, low income neighborhood, grandparents as parents, drug use, gangs, role models, handguns. . . .
Use the book Yummy, the films we've watched and the Time article as evidence. Yummy is the primary source for this essay.
Students have the option of turning in all assigned WLTC exercises for credit and feedback. It is your choice.
We reviewed WLTC 4E (49-98). There is a library orientation next week. I will post when later today or before the next meeting.
Tuesday, February 21, 2012
3-Part Thesis Cyber-Assignment, upcoming assignments
Post the paragraph on the theme of "juvenile." The question is: Is self-reflection necessary for redemption? We are using Yummy, the Time article, and the two films: The Interrupters and Juvies. We practiced Topical Invention again, the topic was "redemption." Students who were absent picked up the handout from last week.
Students chose an argument: thesis (pro-argument), antithesis (con-argument), synthesis (middle ground). If students completed the activity in class, put all the names in the heading. If students didn't complete the group activity, post individually. If anyone wants to change the perspective of the argument, as an individual, this is fine.
Respond to 1 student post. Ask a question that extends or expands the reasoning, then pose a counterargument.
We will use Writing Assignment 7 as our first step in the essay which takes its theme from Yummy. Bring the essay to class Tuesday, Feb. 28. We will look at "The Approach" (98) on Thursday, Feb. 23.
Bring Alexander's The New Jim Crow, to class on Thursday. We will use our Literature Circle format to discuss the book. For each chapter, I would like students to pull out significant arguments discussed and put them in standard form.
Writing Assignment 8 (102) is due March 6. The essay plan is due March 1.
We will complete exercises: 4C (92), 4D (93), 4E (94). Next week, March 1, we will start Chapter 5 (104).
We will plan to complete Alexander during the month of March.
We will complete exercises: 4C (92), 4D (93), 4E (94). Next week, March 1, we will start Chapter 5 (104).
We will plan to complete Alexander during the month of March.
Thursday, February 16, 2012
The Plan
1. Freewrite: Reflect on the following question: What is a criminal? Use what we've read in Yummy and the Time's article, seen in the films: Juvies and The Interrupters, to define this term.
B. Topical Invention (handout)
2. WLTC--Chapter 3: Exercises 3B, 3C, 3D
3. Homework--From WLTC: Read and annotate, bring in questions on Chapter 4.
Complete exercise: 3F (72)
We reviewed Exercise 3D (65-66). If you need more practice with this complete exercise 3E for extra credit.
4. Old homework: Post the 10 arguments: 5 for Juvies and 5 for The Interrupters. Post where assigned.
5. Bring Michelle Alexander, The New Jim Crow, to class Tuesday. We will start reading it next week.
The exercises in WLTC are to help students become conversant with the material. The weighted assignments are of course the arguments you write and present. Look at the syllabus to see how the assignments are weighted for the final grade. No one from English 5 has come to my office hours. If there are questions, I suggest students come and see me.
1. Freewrite: Reflect on the following question: What is a criminal? Use what we've read in Yummy and the Time's article, seen in the films: Juvies and The Interrupters, to define this term.
B. Topical Invention (handout)
2. WLTC--Chapter 3: Exercises 3B, 3C, 3D
3. Homework--From WLTC: Read and annotate, bring in questions on Chapter 4.
Complete exercise: 3F (72)
We reviewed Exercise 3D (65-66). If you need more practice with this complete exercise 3E for extra credit.
4. Old homework: Post the 10 arguments: 5 for Juvies and 5 for The Interrupters. Post where assigned.
5. Bring Michelle Alexander, The New Jim Crow, to class Tuesday. We will start reading it next week.
The exercises in WLTC are to help students become conversant with the material. The weighted assignments are of course the arguments you write and present. Look at the syllabus to see how the assignments are weighted for the final grade. No one from English 5 has come to my office hours. If there are questions, I suggest students come and see me.
Tuesday, February 14, 2012
Homework
List 10 arguments in Standard Form from Juvies and The Interrupters. You can list more if you like (WLTC 56-57).
Premise 1
Premise 2
etc.
Conclusion
List premises and the conclusion drawn from the premises. Are any of these premises assumptions or inferences?
Reprinted:
Today we are watching the film: Juvies. It is 66 minutes long. Watch "The Interrupters" tonight on Frontline World at 10 p.m. (channel 9). It will be available for viewing on the website later on (I believe).
On Thursday we will look at developing an argument taking its topic from Yummy and looking at the criminalization of youth. We will also continue in WLTC, I will return papers this Thursday (smile).
I am still waiting on my grade book. I know, no excuses.
A suggestion is to start reading The New Jim Crow next. What do you think? Bring it in Thursday.
Premise 1
Premise 2
etc.
Conclusion
List premises and the conclusion drawn from the premises. Are any of these premises assumptions or inferences?
Reprinted:
Today we are watching the film: Juvies. It is 66 minutes long. Watch "The Interrupters" tonight on Frontline World at 10 p.m. (channel 9). It will be available for viewing on the website later on (I believe).
On Thursday we will look at developing an argument taking its topic from Yummy and looking at the criminalization of youth. We will also continue in WLTC, I will return papers this Thursday (smile).
I am still waiting on my grade book. I know, no excuses.
A suggestion is to start reading The New Jim Crow next. What do you think? Bring it in Thursday.
Juvies
LESLIE NEALE
Director’s Statement
http://www.juvies.net/videoclips/index.html
"When I started volunteer teaching at Juvenile Hall in Los Angeles, I was naïve to juvenile justice, thinking children were handled fairly and with care, not only for their safety, but also for the safety of the public at large. What I found is that scores of children are getting thrown away in adult prisons instead of staying in the rehabilitative environment of the juvenile system, a structure originally designed to protect them from ending up in the adult system. The making of “Juvies” has made my life make an irrevocable turn towards correcting the juvenile justice system, making it one that is run with intelligence, responsibility and mercy."
n September of 1999, Chance Films was invited to observe a writing program at Los Angeles Central Juvenile Hall. What the filmmakers saw in that writing program inspired them to do a similar program using video cameras. They saw the need to give the kids in the Hall a voice that could reach beyond the walls that separated them from free society. What they didn’t know was that teaching basic video production skills and interviewing techniques was going to link them irrevocably to these 12 kids and a cause that most people would turn their backs on: correcting the juvenile justice system and making it one that is run with intelligence, responsibility and mercy.
The filmmakers were naïve to juvenile justice, thinking children were handled fairly and with care, not only for their safety, but also for the safety of the public at large. What they found was that scores of children were getting thrown away in adult prisons instead of staying in the rehabilitative environment of the juvenile system, a structure originally designed to protect them from ending up in the adult system.With the help of cameramen, producers, friends and a passionate nun, the video production class began in earnest in September 1999. At first, the administrators of the Hall were receptive, but cautious. After showing up two times a week for a few months, they realized this crew was really there to help the kids reach into themselves and out to others who were on the cusp of being pulled into the system. That didn’t make working within the system any easier, however. As the histories of these individual kids came to light in the class, the filmmakers realized there was more than a class happening here, there was a story to be told, a story that had the potential to impact thousands of people. They began working to garner all the approvals necessary to put these kids on camera and be able to use their stories to educate others about the system and how to avoid falling into it. The kids involved in the class were all chosen at random, based on very specific criteria:1. They had to be getting tried as adults;
2. They had to be facing long-term sentences;
3. They had to be under 18 so that they would continue to be housed at Juvi for as long as possible to get the most out of the class; and
4. The filmmakers had to get signed consents from the kids, their parents and their attorneys.The first group of kids was taught in the library of the boys’ school, with natural lighting and two cameras. This was the only program to allow a mix of boys and girls in the same class. Many times, the filmmakers would arrive prepared to teach and the kids were not available. Other times, they would work with only one or two of the kids. The participation of the kids was iffy at best, given individual court appearance requirements, availability of staff to be on premises with the kids and lack of communication amongst the Juvenile Hall staff.As time progressed, the kids were being tried, convicted and sent on to County Jail or State Prison. As the kids were sentenced to long terms and even life behind bars, the filmmakers were getting their own education. The naivete began to fall away and the truth of the failing juvenile justice system was making itself known. In May of 1999, high school student Duc was arrested for driving a car from which a gun was shot. Although no one was injured, Duc was not a member of a gang, had no priors and was 16 years old, he received a sentence of 35 years to life.Fourteen-year-old Anait, an Armenian immigrant, had been given a car by her parents. She drove two boys to a high school and dropped them off. The boys got into a fight with another boy and subsequently killed a third boy who attempted to break up the fight. Because she was the driver of the “getaway” car, Anait was charged as an accessory to first-degree murder and originally faced 200 years. She has since taken a deal and is serving 7 years.Then there’s Mayra, a girl raised in the gangs, who at 16 was asked by her gang to kill a girl who had broken one of their rules. She was sleeping with a boy from a rival gang. Mayra shot this girl, did not kill her, but paralyzed her for life. This girl was her best friend. Mayra received Life plus 25 years for her crime and had a baby while in juvenile hall. She has gotten to see her son two times since his birth. He is now 3 years old.At first the filmmakers thought these cases were the exception, but as time went by and all the kids were convicted and sentenced to adult prison facilities with long sentences, they began to realize this was the rule.
Being tough on crime is one thing. But trying children as adults, and dispensing brutal sentences that are shockingly out of proportion to the offense, is quite another. Most Americans would say this can’t happen here, yet for thousands of young people, this is the reality of the present day juvenile justice system, which has turned its back on its initial mission to protect young people and now sends over 200,000 kids through the adult system each year.
Director’s Statement
http://www.juvies.net/videoclips/index.html
"When I started volunteer teaching at Juvenile Hall in Los Angeles, I was naïve to juvenile justice, thinking children were handled fairly and with care, not only for their safety, but also for the safety of the public at large. What I found is that scores of children are getting thrown away in adult prisons instead of staying in the rehabilitative environment of the juvenile system, a structure originally designed to protect them from ending up in the adult system. The making of “Juvies” has made my life make an irrevocable turn towards correcting the juvenile justice system, making it one that is run with intelligence, responsibility and mercy."
n September of 1999, Chance Films was invited to observe a writing program at Los Angeles Central Juvenile Hall. What the filmmakers saw in that writing program inspired them to do a similar program using video cameras. They saw the need to give the kids in the Hall a voice that could reach beyond the walls that separated them from free society. What they didn’t know was that teaching basic video production skills and interviewing techniques was going to link them irrevocably to these 12 kids and a cause that most people would turn their backs on: correcting the juvenile justice system and making it one that is run with intelligence, responsibility and mercy.
The filmmakers were naïve to juvenile justice, thinking children were handled fairly and with care, not only for their safety, but also for the safety of the public at large. What they found was that scores of children were getting thrown away in adult prisons instead of staying in the rehabilitative environment of the juvenile system, a structure originally designed to protect them from ending up in the adult system.With the help of cameramen, producers, friends and a passionate nun, the video production class began in earnest in September 1999. At first, the administrators of the Hall were receptive, but cautious. After showing up two times a week for a few months, they realized this crew was really there to help the kids reach into themselves and out to others who were on the cusp of being pulled into the system. That didn’t make working within the system any easier, however. As the histories of these individual kids came to light in the class, the filmmakers realized there was more than a class happening here, there was a story to be told, a story that had the potential to impact thousands of people. They began working to garner all the approvals necessary to put these kids on camera and be able to use their stories to educate others about the system and how to avoid falling into it. The kids involved in the class were all chosen at random, based on very specific criteria:1. They had to be getting tried as adults;
2. They had to be facing long-term sentences;
3. They had to be under 18 so that they would continue to be housed at Juvi for as long as possible to get the most out of the class; and
4. The filmmakers had to get signed consents from the kids, their parents and their attorneys.The first group of kids was taught in the library of the boys’ school, with natural lighting and two cameras. This was the only program to allow a mix of boys and girls in the same class. Many times, the filmmakers would arrive prepared to teach and the kids were not available. Other times, they would work with only one or two of the kids. The participation of the kids was iffy at best, given individual court appearance requirements, availability of staff to be on premises with the kids and lack of communication amongst the Juvenile Hall staff.As time progressed, the kids were being tried, convicted and sent on to County Jail or State Prison. As the kids were sentenced to long terms and even life behind bars, the filmmakers were getting their own education. The naivete began to fall away and the truth of the failing juvenile justice system was making itself known. In May of 1999, high school student Duc was arrested for driving a car from which a gun was shot. Although no one was injured, Duc was not a member of a gang, had no priors and was 16 years old, he received a sentence of 35 years to life.Fourteen-year-old Anait, an Armenian immigrant, had been given a car by her parents. She drove two boys to a high school and dropped them off. The boys got into a fight with another boy and subsequently killed a third boy who attempted to break up the fight. Because she was the driver of the “getaway” car, Anait was charged as an accessory to first-degree murder and originally faced 200 years. She has since taken a deal and is serving 7 years.Then there’s Mayra, a girl raised in the gangs, who at 16 was asked by her gang to kill a girl who had broken one of their rules. She was sleeping with a boy from a rival gang. Mayra shot this girl, did not kill her, but paralyzed her for life. This girl was her best friend. Mayra received Life plus 25 years for her crime and had a baby while in juvenile hall. She has gotten to see her son two times since his birth. He is now 3 years old.At first the filmmakers thought these cases were the exception, but as time went by and all the kids were convicted and sentenced to adult prison facilities with long sentences, they began to realize this was the rule.
Being tough on crime is one thing. But trying children as adults, and dispensing brutal sentences that are shockingly out of proportion to the offense, is quite another. Most Americans would say this can’t happen here, yet for thousands of young people, this is the reality of the present day juvenile justice system, which has turned its back on its initial mission to protect young people and now sends over 200,000 kids through the adult system each year.
Today we are watching the film: Juvies. It is 66 minutes long. Watch The Interrupters tonight on Frontline World at 10 p.m. (channel 9).
On Thursday we will look at developing an argument taking its topic from Yummy and looking at the criminalization of youth. We will also continue in WLTC, I will return papers this Thursday (smile).
I am still waiting on my grade book. I know, no excuses.
A suggestion is to start reading The New Jim Crow next. What do you think? Bring it in Thursday.
On Thursday we will look at developing an argument taking its topic from Yummy and looking at the criminalization of youth. We will also continue in WLTC, I will return papers this Thursday (smile).
I am still waiting on my grade book. I know, no excuses.
A suggestion is to start reading The New Jim Crow next. What do you think? Bring it in Thursday.
Thursday, February 9, 2012
Recap and Freewrite
Today we are going on a field trip to see the film: The Interrupters. Meet me at the Oakland Museum no later than 4:30 p.m. We'll be at the door. Call me if you can't find me (smile). I have extra tickets, let me know if you want to bring someone.
Freewrite
We finished reading the Time magazine article about Robert "Yummy" Sandifer. List 5-10 inferences and judgments one can make. For the judgments put the judgment in someone's mouth.
Be as detailed and complete as possible in the list of arguments, that is, inferences and judgements. The article is on Greg Neri's website.
2. Complete the book
3. WLTC Lecture-Structure of Arguments: standard form, review of terms: opinion, rational, premises, conclusion, complete vs. open thesis or argument.
4. Writing Arguments about literature, the Aristotelian model (didn't get to this).
Homework
5. Read Chapter 3 and jot down any questions. Homework: WLTC (write in the book. Do not post the answers-- 3B (58-59).
Announcements
The Oakland Museum is having a panel discussion or community forum on Saturday, Feb. 11, 2012, 1-3 p.m. in the James Moore Theatre on the Black Male Image. This is in conjunction with an exhibition featuring a film and photographs of black men. More later.
Freewrite
We finished reading the Time magazine article about Robert "Yummy" Sandifer. List 5-10 inferences and judgments one can make. For the judgments put the judgment in someone's mouth.
Be as detailed and complete as possible in the list of arguments, that is, inferences and judgements. The article is on Greg Neri's website.
2. Complete the book
3. WLTC Lecture-Structure of Arguments: standard form, review of terms: opinion, rational, premises, conclusion, complete vs. open thesis or argument.
4. Writing Arguments about literature, the Aristotelian model (didn't get to this).
Homework
5. Read Chapter 3 and jot down any questions. Homework: WLTC (write in the book. Do not post the answers-- 3B (58-59).
Announcements
The Oakland Museum is having a panel discussion or community forum on Saturday, Feb. 11, 2012, 1-3 p.m. in the James Moore Theatre on the Black Male Image. This is in conjunction with an exhibition featuring a film and photographs of black men. More later.
Tuesday, February 7, 2012
Assignment Recap: WLTC February Cyber-Assignment Posts
Today in class we reviewed Chapter 2 and defined the terms: judgement, infer, imply, fact and belief.
We then reviewed the assigned exercises.
Homework recap: 1. WLTC 2J (respond in 1 typed page. Bring it to class.) Post WLTC 2J here as well.
2. WLTC 2K read the story and be prepared to answer the questions.
3. Also post your response to WLTC 2I here by Feb. 9. Bring to class electronically as well and I will post the images for you.
2. WLTC 2K read the story and be prepared to answer the questions.
3. Also post your response to WLTC 2I here by Feb. 9. Bring to class electronically as well and I will post the images for you.
4. WLTC 2L complete sometime this month and turn in as a paper copy. Post your essays here as well.
We read up to page 64 in Yummy.
Here is the link to the Times Magazine article on the author's website: http://gregneri.com/yummy.html
Next week we will look at types of arguments: claims of fact, claims of policy and claims of value, and the form these arguments can take.
Field Trip
I have more tickets left for the OM film screening Thursday, doors open at 4 p.m. Let me know if you want to attend. Call me (smile).
Thursday, February 2, 2012
Last class students reviewed the exercises completed in Chapter 1 WLTC. I loved seeing students spending so much time on Exercise 1D (20).
Read the summaries and familiarize yourself with "Key Terms." Both are at the end of each chapter. Homework was to complete Writing Assignment 1 and bring into class to share. I should have had you bring it in electronically (smile). Next time. Some students turned in the essays, others are going to email me by Friday sometime. Don't forget to paste and attach the assignments and make sure the MLA is perfect (smile). You can paste one essay after the other.
Today in class we will read Yummy. Yes, I know, I changed my mind and now it has changed back (smile). I have a reason connected to a couple of current events. There is a film about gangs in Chicago screening at the Oakland Museum Feb. 9, 2012 and on Frontline World Feb. 14, 2012.
I reserved 20 tickets and have posted the information below.
Homework is to read the Newsweek article given here by Tuesday next week. We will talk about it as the inspiration for Greg Neri's book.
From WLTC
Read Chapter 2, do exercises: 2B, 2C, 2D, 2E (in class), 2F (in class, think about before hand), 2G, 2H (in class), Exercises 2I --choose 2 to respond to (due Feb. 9. Bring electronically to class).
Exercises 2J, 2K (homework Feb. 7). 2L due within the month. What we are doing now is developing our ability to talk about arguments, which starts with acquiring the language and skills, also reading compelling and well-structured writing.
Fieldtrip
I'd like for us to go on a field trip this month, February 9, to see a film released theatrically last year called, The Interrupters. This film, which takes place in Chicago, looks at violence in the community and a program that addresses this.
At the screening there will be people on a panel afterwards entertaining questions, one who is in the film. The film screens on television February 14, 2012 on Frontline: http://www.pbs.org/wgbh/pages/frontline/interrupters/?utm_campaign=interrupters&utm_medium=GoogleAds&utm_source=keyword
Free Community Screening
The Interrupters
(I reserved 20 tickets. If you want to reserve tickets yourself here is the link: http://oaklandinterrupters-eorg.eventbrite.com/
A Film By Steve James and Alex Kotlowitz
The Interrupters tells the stories of three "violence interrupters" who, with bravado, humility, and even humor try to protect their Chicago communities from the violence they themselves once employed.
4:00-5:00 PM Light Reception
5:00-7:00 PM Film Screening
7:00-8:00 PM Panel Discussion
Location:
Oakland Museum of California
James Moore Theater
1000 Oak Street
Entrance on 10th Street
After the film, join us for a panel discussion moderated by The Ella Baker Center For Human Rights' Abel Habtegeorgis and featuring two of the film's inspiring subjects, along with youth and adult leaders engaged in violence prevention work in Oakland to talk about what needs to be done here at home.
Panelists:
Ameena Matthews, Ceasefire Chicago (featured in the film)
Eddie Bocanegra, Ceasefire Chicago (featured in the film)
Kyndra Simmons, Intervention Specialist, Youth ALIVE!
Anthony Del Toro, Street Outreach Leader, California Youth Outreach
Moderator: Abel Habtegeorgis, Media Relations Manager, The Ella Baker Center For Human Rights
Presented by ITVS, KQED, The Ella Baker Center For Human Rights, Top Ten Social, Youth ALIVE!, and Urban Peace Movement
This event is a part of Women And Girls Lead, an innovative public media initiative designed to focus, educate, and connect women, girls, and their allies across the globe to address the challenges of the 21st century.
*PLEASE NOTE RSVP's do not guarantee seating. Seating is on a first come, first served basis.
Read the summaries and familiarize yourself with "Key Terms." Both are at the end of each chapter. Homework was to complete Writing Assignment 1 and bring into class to share. I should have had you bring it in electronically (smile). Next time. Some students turned in the essays, others are going to email me by Friday sometime. Don't forget to paste and attach the assignments and make sure the MLA is perfect (smile). You can paste one essay after the other.
Today in class we will read Yummy. Yes, I know, I changed my mind and now it has changed back (smile). I have a reason connected to a couple of current events. There is a film about gangs in Chicago screening at the Oakland Museum Feb. 9, 2012 and on Frontline World Feb. 14, 2012.
I reserved 20 tickets and have posted the information below.
Homework is to read the Newsweek article given here by Tuesday next week. We will talk about it as the inspiration for Greg Neri's book.
From WLTC
Read Chapter 2, do exercises: 2B, 2C, 2D, 2E (in class), 2F (in class, think about before hand), 2G, 2H (in class), Exercises 2I --choose 2 to respond to (due Feb. 9. Bring electronically to class).
Exercises 2J, 2K (homework Feb. 7). 2L due within the month. What we are doing now is developing our ability to talk about arguments, which starts with acquiring the language and skills, also reading compelling and well-structured writing.
Fieldtrip
I'd like for us to go on a field trip this month, February 9, to see a film released theatrically last year called, The Interrupters. This film, which takes place in Chicago, looks at violence in the community and a program that addresses this.
At the screening there will be people on a panel afterwards entertaining questions, one who is in the film. The film screens on television February 14, 2012 on Frontline: http://www.pbs.org/wgbh/pages/frontline/interrupters/?utm_campaign=interrupters&utm_medium=GoogleAds&utm_source=keyword
Free Community Screening
The Interrupters
(I reserved 20 tickets. If you want to reserve tickets yourself here is the link: http://oaklandinterrupters-eorg.eventbrite.com/
A Film By Steve James and Alex Kotlowitz
The Interrupters tells the stories of three "violence interrupters" who, with bravado, humility, and even humor try to protect their Chicago communities from the violence they themselves once employed.
4:00-5:00 PM Light Reception
5:00-7:00 PM Film Screening
7:00-8:00 PM Panel Discussion
Location:
Oakland Museum of California
James Moore Theater
1000 Oak Street
Entrance on 10th Street
After the film, join us for a panel discussion moderated by The Ella Baker Center For Human Rights' Abel Habtegeorgis and featuring two of the film's inspiring subjects, along with youth and adult leaders engaged in violence prevention work in Oakland to talk about what needs to be done here at home.
Panelists:
Ameena Matthews, Ceasefire Chicago (featured in the film)
Eddie Bocanegra, Ceasefire Chicago (featured in the film)
Kyndra Simmons, Intervention Specialist, Youth ALIVE!
Anthony Del Toro, Street Outreach Leader, California Youth Outreach
Moderator: Abel Habtegeorgis, Media Relations Manager, The Ella Baker Center For Human Rights
Presented by ITVS, KQED, The Ella Baker Center For Human Rights, Top Ten Social, Youth ALIVE!, and Urban Peace Movement
This event is a part of Women And Girls Lead, an innovative public media initiative designed to focus, educate, and connect women, girls, and their allies across the globe to address the challenges of the 21st century.
*PLEASE NOTE RSVP's do not guarantee seating. Seating is on a first come, first served basis.
Friday, January 27, 2012
Writing is "Thinking Made Visible"
Thursday in class we met in groups and worked on the short essays students were to post later on that same day. Students can also post their letters to the president there as well. Don't forget to respond to at least one letter and to mail your letter to President Obama at the White House. Let us know if you get a response.
Email is fine.
Homework was to read the first chapter along with preface and other precursors to the text for Tuesday. Bring in any questions. Except for essays, answers can be written in the book where apropos. Sometimes this works, for many of the questions for Chapter 1, this doesn't work.
The first section looks at the whole notion of Critical Thinking and defines it. There are many terms introduced. Annotate those areas of the text which interest you. At the end of each chapter there is a glossary.
Bring Yummy to class next week. We will start reading it, although I don't think the essay is due yet. We will write a definition essay and I think that is covered in Chapter 3 or 4. There will be a lot of collaborative work around exercises, just make sure you are prepared and again keep a list of questions you might develop as you read the text.
There are readings at the end of the book. You are encouraged, but not made to read them (smile). If I want you to read an essay, I will assign it in class. I think the articles illustrate the authors' point, and how can one become a great writer except by reading great writers?
Exercise 1B is an interesting take on intention, same information, different angle, different audience --different conclusion.
Writing As a Process (10-14) and A Quick Guide (210-214) are reviews. Writing Assignment 1 isn't due Monday. Let's make that due Thursday. Bring in the public issue that disturbs you to discuss with peers.
You have already completed Exercise 1C (17). If there is anything about yourself you'd like to add, send it on (smile). We will review Exercise 1D in class. I will lecture on Chapter 2 Thursday and the readings and some exercises will be due Tuesday.
I like Chapter 2, we discuss the difference between facts and judgements, ponder inferences using visual references like ads.
I love Chapter 3, The Structure of Argument. It is here the journey starts. Putting an argument into standard form is really fun (smile). Determining the difference between a premise and a conclusion is great work! Figuring out what an assumption is and how many assumptions fill many of our ethical operating manuals. The hidden assumptions are the hardest to shake.
The premise is the evidence, the conclusion is the argument. We don't do all th exercises, but since this is an election year, I might make Writing Assignment 5 extra credit (59).
In Chapter 4 we get down to the nitty gritty and learn about two kinds of thesis sentences: open and complete (81). We get more writing tips re: organization. I love the term "dialectic." It just means questioning both sides of an issue to come away with a sort of truth or synthesis, biases or slanted thinking disallow (85).
We will practice writing an essay in class where each group writes a different argument about the topic and then we pull all the angles together for a complete essay. Sounds strange, but it works (smile). This is where the authors introduce the Rogerian proof (87). Students are introduced to "joining words" (91-92).
Oh, Definition is in Chapter 5. Hum, we might have to wait longer than I thought to write this essay. Perhaps we should start with Mosley? Let's talk about this. I think the Mosely story lends itself well to the Rogerian argument.
Events next week
Poetry
The 22nd Annual African American Celebration through Poetry is Saturday, Feb. 4, 1-4 p.m. at the West Oakland Branch Library, 1801 Adeline Street, (510) 238-7352. I started this event 22 years ago, and I host it. This year the theme is great black women. All are welcome to attend. There is an open mic at the end of the program.
Author Event
Tim Wise, a great writer, is speaking at Cal State East Bay Thursday, Feb. 2, 2012, 7 PM. A former student called me to tell me about it this week. She is at CSEB now. It is a free event. Visit http://csueastbaytickets.universitytickets.com/user_pages/event.asp?id=164&cid=26
I have taught Wise's books for many years. He has a new book out: Dear White America: Letter to a New Minority.
If you'd like to go let me know Tuesday so we can figure out how we will meet. You can also drop me a line here. He is a great speaker, really great. We went to see him last Spring in conversation with Angela Davis (it wasn't free, but we had an anonymous donor).
We read his: White Like Me.
This is a Free Event Since 1995, Tim Wise has lectured at over 600 college institutions. In the early 90s, Wise worked as an anti-racist activist and began his work as a youth coordinator and associate director of the Louisiana Coalition Against Racism and Nazism. In New Orleans Tim Wise worked for various community-based organizations and political groups such as the Louisiana Coalition for Tax Justice, the Louisiana Injured Worker's Union and Agenda for Children.
Tim Wise has received several awards for his work and has written several books such as White Like Me: Reflections on Race from a Privileged Son, Between Barack and a Hard Place, Racism and White Denial in the Age of Obama, and Colorblind: The Rise of Post-Racial Politics and the Retreat from Racial Equity.
In Utne Reader magazine, Wise was listed as one of the "25 Visionaries Who Are Changing Your World" in 2010.
Location: MPR, New Union, Cal State East Bay
Contact information: ASI Diversity Center @ CSU East Bay, 510-885-3908
Film
At Stanford University, Tuesday, February 7, 7-9 PM in the Black Community Services Center there will be a screening of a We Still Live Here - Âs Nutayuneân. The director will be there as well as linguists. The film is about an indigenous nation which revived a "sleeping" language. The Wampanoag nation are the people who welcomed the Pilgrims and helped them through that difficult first winter in the New World. Remember that first Thanksgiving?
Visit: http://www.pbs.org/independentlens/we-still-live-here/film.html and http://www.makepeaceproductions.com/screenings/201201-stanford.jpg
I have seen the film. It is great! I had the director on my radio show this morning. She was my second interview. However, I studied linguistics when I was an undergraduate at UC Berkeley, so I might go. Again, let me know if you are interested.
Theatre
Marc Bamuthi Joseph's Word Becomes Flesh at Laney College, 900 Fallon Street, Oakland, February 11, 2012$25 gen. $15 students & seniors - 8pm. It is a collaboration between La Peña Cultural Center, Black Choreographers Here & Now, and the Living Word Festival.
Formally a solo performance, this male soul journey, is now danced by multiple men. In the work the characters question their masculinity, approaching fatherhood, relationships with their baby's mama, not to mention their fathers and father's fathers. It is a fluid tapestry that traverses landscapes above and below plane surfaces.
Bamuthi is a lovely choreographer and writer, so the poetry is in his character's feet as much in the words one hears from their mouths. I don't remember is they speak--when it was a solo work, Bamuthi spoke. I have only seen the work as a company performance once and alas, that detail escapes me. When I met the choreographer perhaps 15 years ago, is was as a poet. He was in a film screening I attended called: Slamnation.
This work is not as abstract as his last, performed at Yerba Buena Center for the Arts, Red, Black and Green, which was physical theatre as well as a visual art work, similar to site specific works used by Joanna Haigood, Zaccho Dance Company, and Alonozo King, LINES Contemporary Ballet.
The Indie Film Festival starts in San Francisco next month. The African Film Festival continues at Pacific Film Archive at UC Berkeley. The San Francisco International Film Festival is in April.
Email is fine.
Homework was to read the first chapter along with preface and other precursors to the text for Tuesday. Bring in any questions. Except for essays, answers can be written in the book where apropos. Sometimes this works, for many of the questions for Chapter 1, this doesn't work.
The first section looks at the whole notion of Critical Thinking and defines it. There are many terms introduced. Annotate those areas of the text which interest you. At the end of each chapter there is a glossary.
Bring Yummy to class next week. We will start reading it, although I don't think the essay is due yet. We will write a definition essay and I think that is covered in Chapter 3 or 4. There will be a lot of collaborative work around exercises, just make sure you are prepared and again keep a list of questions you might develop as you read the text.
There are readings at the end of the book. You are encouraged, but not made to read them (smile). If I want you to read an essay, I will assign it in class. I think the articles illustrate the authors' point, and how can one become a great writer except by reading great writers?
Exercise 1B is an interesting take on intention, same information, different angle, different audience --different conclusion.
Writing As a Process (10-14) and A Quick Guide (210-214) are reviews. Writing Assignment 1 isn't due Monday. Let's make that due Thursday. Bring in the public issue that disturbs you to discuss with peers.
You have already completed Exercise 1C (17). If there is anything about yourself you'd like to add, send it on (smile). We will review Exercise 1D in class. I will lecture on Chapter 2 Thursday and the readings and some exercises will be due Tuesday.
I like Chapter 2, we discuss the difference between facts and judgements, ponder inferences using visual references like ads.
I love Chapter 3, The Structure of Argument. It is here the journey starts. Putting an argument into standard form is really fun (smile). Determining the difference between a premise and a conclusion is great work! Figuring out what an assumption is and how many assumptions fill many of our ethical operating manuals. The hidden assumptions are the hardest to shake.
The premise is the evidence, the conclusion is the argument. We don't do all th exercises, but since this is an election year, I might make Writing Assignment 5 extra credit (59).
In Chapter 4 we get down to the nitty gritty and learn about two kinds of thesis sentences: open and complete (81). We get more writing tips re: organization. I love the term "dialectic." It just means questioning both sides of an issue to come away with a sort of truth or synthesis, biases or slanted thinking disallow (85).
We will practice writing an essay in class where each group writes a different argument about the topic and then we pull all the angles together for a complete essay. Sounds strange, but it works (smile). This is where the authors introduce the Rogerian proof (87). Students are introduced to "joining words" (91-92).
Oh, Definition is in Chapter 5. Hum, we might have to wait longer than I thought to write this essay. Perhaps we should start with Mosley? Let's talk about this. I think the Mosely story lends itself well to the Rogerian argument.
Events next week
Poetry
The 22nd Annual African American Celebration through Poetry is Saturday, Feb. 4, 1-4 p.m. at the West Oakland Branch Library, 1801 Adeline Street, (510) 238-7352. I started this event 22 years ago, and I host it. This year the theme is great black women. All are welcome to attend. There is an open mic at the end of the program.
Author Event
Tim Wise, a great writer, is speaking at Cal State East Bay Thursday, Feb. 2, 2012, 7 PM. A former student called me to tell me about it this week. She is at CSEB now. It is a free event. Visit http://csueastbaytickets.universitytickets.com/user_pages/event.asp?id=164&cid=26
I have taught Wise's books for many years. He has a new book out: Dear White America: Letter to a New Minority.
If you'd like to go let me know Tuesday so we can figure out how we will meet. You can also drop me a line here. He is a great speaker, really great. We went to see him last Spring in conversation with Angela Davis (it wasn't free, but we had an anonymous donor).
We read his: White Like Me.
This is a Free Event Since 1995, Tim Wise has lectured at over 600 college institutions. In the early 90s, Wise worked as an anti-racist activist and began his work as a youth coordinator and associate director of the Louisiana Coalition Against Racism and Nazism. In New Orleans Tim Wise worked for various community-based organizations and political groups such as the Louisiana Coalition for Tax Justice, the Louisiana Injured Worker's Union and Agenda for Children.
Tim Wise has received several awards for his work and has written several books such as White Like Me: Reflections on Race from a Privileged Son, Between Barack and a Hard Place, Racism and White Denial in the Age of Obama, and Colorblind: The Rise of Post-Racial Politics and the Retreat from Racial Equity.
In Utne Reader magazine, Wise was listed as one of the "25 Visionaries Who Are Changing Your World" in 2010.
Location: MPR, New Union, Cal State East Bay
Contact information: ASI Diversity Center @ CSU East Bay, 510-885-3908
Film
At Stanford University, Tuesday, February 7, 7-9 PM in the Black Community Services Center there will be a screening of a We Still Live Here - Âs Nutayuneân. The director will be there as well as linguists. The film is about an indigenous nation which revived a "sleeping" language. The Wampanoag nation are the people who welcomed the Pilgrims and helped them through that difficult first winter in the New World. Remember that first Thanksgiving?
Visit: http://www.pbs.org/independentlens/we-still-live-here/film.html and http://www.makepeaceproductions.com/screenings/201201-stanford.jpg
I have seen the film. It is great! I had the director on my radio show this morning. She was my second interview. However, I studied linguistics when I was an undergraduate at UC Berkeley, so I might go. Again, let me know if you are interested.
Theatre
Marc Bamuthi Joseph's Word Becomes Flesh at Laney College, 900 Fallon Street, Oakland, February 11, 2012$25 gen. $15 students & seniors - 8pm. It is a collaboration between La Peña Cultural Center, Black Choreographers Here & Now, and the Living Word Festival.
Formally a solo performance, this male soul journey, is now danced by multiple men. In the work the characters question their masculinity, approaching fatherhood, relationships with their baby's mama, not to mention their fathers and father's fathers. It is a fluid tapestry that traverses landscapes above and below plane surfaces.
Bamuthi is a lovely choreographer and writer, so the poetry is in his character's feet as much in the words one hears from their mouths. I don't remember is they speak--when it was a solo work, Bamuthi spoke. I have only seen the work as a company performance once and alas, that detail escapes me. When I met the choreographer perhaps 15 years ago, is was as a poet. He was in a film screening I attended called: Slamnation.
This work is not as abstract as his last, performed at Yerba Buena Center for the Arts, Red, Black and Green, which was physical theatre as well as a visual art work, similar to site specific works used by Joanna Haigood, Zaccho Dance Company, and Alonozo King, LINES Contemporary Ballet.
Word Becomes Flesh is a fluid evening-length choreopoem written in the form of a narrative verse play. Presented as a series of performed letters to an unborn son, the piece uses poetry, dance and live music to document nine months of pregnancy from a young single father's perspective. These performed letters incorporate elements of ritual, archetypes, and symbolic sites within the constructs of hip hop culture. Directed by Marc Bamuthi Joseph, and featuring Daveed Diggs, Dahlak Brathwaite, Dion Decibels, Ben Turner, Mic Turner and B.Yung.
Word Becomes Flesh was originally commissioned by La Peña Cultural Center and premiered in November 2003 at the Alice Arts Center (Oakland, CA) and subsequently toured through 2007 nationwide to venues including Bates Dance Festival (Lewiston, ME), ODC Theater and Yerba Buena Center for the Arts (San Francisco, CA), On the Boards (Seattle, WA), New World Theater (Amherst, MA), Dance Theater Workshop (New York, NY), Live Arts Festival (Philadelphia, PA), Museum of Contemporary Art (Chicago, IL), University Musical Society (Ann Arbor, MI), Miami Dade College (Miami, FL), and Dance Place (Washington, DC).
Considered the seminal work of Marc Bamuthi Joseph and The Living Word Project, this piece was chosen by the National Performance Network for its 25th Anniversary Re-Creation Initiative supported in part by the National Endowment for the Arts. Word Becomes Flesh is a National Performance Network (NPN) Re-Creation Fund Project sponsored by La Peña Cultural Center (Berkeley, CA) in partnership with Painted Bride (Philadelphia, PA), Dance Place (Washington, DC), Youth Speaks (San Francisco, CA) and NPN. This project has been made possible by the National Endowment for the Arts as part of American Masterpieces: Three Centuries of Artistic Genius. For more information: www.npnweb.org.
The Indie Film Festival starts in San Francisco next month. The African Film Festival continues at Pacific Film Archive at UC Berkeley. The San Francisco International Film Festival is in April.
Tuesday, January 24, 2012
Day 1
Today in class we took a fun "Aptitude Test," then reviewed the results which were kept private. I shared my horrible score (smile). Obviously these measures of intelligence are not the precise tools they claim to be, right? (smile).
I also gave students an article to read from the January 2012 issue of travel magazine, Skyways: "State of Mind: Are you a hamster thinker or do you think outside the box?" by Douglas Kruger (62-64). We will do more with the article on Thursday. Bring the annotated article to class Thursday as well.
We read aloud the syllabus, which I have revised a bit and will give students copies of on Thursday, those who would like one. I reviewed the homework and gave permission numbers to students who had purchased the textbooks at least the first three: Writing Logically, Thinking Critically, Yummy and The Tempest Tales.
I also gave students an article to read from the January 2012 issue of travel magazine, Skyways: "State of Mind: Are you a hamster thinker or do you think outside the box?" by Douglas Kruger (62-64). We will do more with the article on Thursday. Bring the annotated article to class Thursday as well.
We read aloud the syllabus, which I have revised a bit and will give students copies of on Thursday, those who would like one. I reviewed the homework and gave permission numbers to students who had purchased the textbooks at least the first three: Writing Logically, Thinking Critically, Yummy and The Tempest Tales.
For those students who would like to add the class, buy your books and I will give you one. I have to go now.
President Obama is walking into the U.S. House of Representatives. He is shaking hands and kissing cheeks. Smiling and making comments. He just kissed Barbara Lee. The other members of his entourage follow. I don't know most of these people, they are happy --one commenter said its like a pep-rally. I recognize Mrs. Clinton and the Senator who was shot in Arizona who is resigning. He shakes hands with the Supreme Court Justices. He stands in front of the folks, the camera shows the First Lady, beautiful in blue.
The hall is full. The speaker announces the president.
The hall is full. The speaker announces the president.
Here we go (smile).
State of the Union Cyber-Assignment
Homework Assignment 3 due: Thursday, Jan. 26, 2012
Watch and then read President Obama’s State of the Union Address.
Watch the commentaries and evaluations afterward as well. Bring in a typed response to the address. What was his argument? How in keeping was it re: policies and comments to that of prior addresses?
How was it different? What was most memorable? Why?
What if anything was left out? Why? (If you have theories.)
What moved you the most in the speech and touched on an issue close to your heart?
Evaluate the evidence. Was it strong? Did you in any way feel manipulated? Did you miss anything in the oral presentation, you were more aware of once you saw the speech in print? What was this?
Write your response in the form of a letter to President Obama. One page responses are fine for homework assignments. If you want to write more, you can. Make the letter personal. Mail it to him and keep us posted as to whether or not he responds.
I listened to KPFA 94.1 FM pre-speech analysis and speculation. There I learned of a preview of his speech on the President's campaign website on YouTube. For KPFA coverage, visit: http://www.kpfa.org
I also watched the NewsHour on PBS. They will have pre-and post talk and more on their website: http://www.pbs.org/newshour/rundown/2012/01/excerpts-of-the-presidents-state-of-the-union-address.html
On channel 7, ABC, I watched their pre-speech coverage and news. The president will be on Diane Sawyer's show Thursday, January 26, his first interview of his campaign. Send her your questions: http://abcnews.go.com/WN/mailform?id=15430363
Watch and then read President Obama’s State of the Union Address.
Watch the commentaries and evaluations afterward as well. Bring in a typed response to the address. What was his argument? How in keeping was it re: policies and comments to that of prior addresses?
How was it different? What was most memorable? Why?
What if anything was left out? Why? (If you have theories.)
What moved you the most in the speech and touched on an issue close to your heart?
Evaluate the evidence. Was it strong? Did you in any way feel manipulated? Did you miss anything in the oral presentation, you were more aware of once you saw the speech in print? What was this?
Write your response in the form of a letter to President Obama. One page responses are fine for homework assignments. If you want to write more, you can. Make the letter personal. Mail it to him and keep us posted as to whether or not he responds.
I listened to KPFA 94.1 FM pre-speech analysis and speculation. There I learned of a preview of his speech on the President's campaign website on YouTube. For KPFA coverage, visit: http://www.kpfa.org
I also watched the NewsHour on PBS. They will have pre-and post talk and more on their website: http://www.pbs.org/newshour/rundown/2012/01/excerpts-of-the-presidents-state-of-the-union-address.html
On channel 7, ABC, I watched their pre-speech coverage and news. The president will be on Diane Sawyer's show Thursday, January 26, his first interview of his campaign. Send her your questions: http://abcnews.go.com/WN/mailform?id=15430363
After class post your letter. Respond to one classmate's letter. If you want to post anonymously, you can. Send anonymous posts to me with your names via email, so you can have credit for the assignment.
Be respectful when commenting. We do not have to agree with one another. I think this makes discourse a lot more interesting. Remember when responding to the President to clearly articulate what "he says."
Be respectful when commenting. We do not have to agree with one another. I think this makes discourse a lot more interesting. Remember when responding to the President to clearly articulate what "he says."
Critical Thinking Syllabus Spring 2012
Critical Thinking @ the College of Alameda with
Professor Wanda Sabir
ENG 5/ENG 211 Course codes: 21763/21777, Tuesday/Thursday 11:00 AM to 12:15 PM
Class Meetings: January 24-May 17
Location: Room A-202
Drop dates: February 4, Full-Term Credit Classes and Receive a Refund. Note: Short-term and open-entry classes must be dropped within three days of the first class meeting to receive a refund. Feb. 5 last day to add. Feb. 11 last day to file for Pass/No pass. Feb. 16 last day to drop w/out a W. Drop February 24, Full-Term Credit Classes Without “W” Appearing on Transcript; April 25 (w/W) and no refund.
Holidays: Feb. 6, 17-20; May 18, May 30; Spring Break: April 2-8 M-Su Spring Recess
Final Exam Week: May 19-25. We have no sitting final. Portfolios are due by May 25, 12 noon electronically. Last day of semester May 25. Class blog: http://sabirscoaenglish5.blogspot.com/
Syllabus for English 5/211: Critical Thinking in Reading and Writing
English 5/211, 3 semester units, about 6000 written words, develops the ability to analyze, criticize, and advocate ideas. Critical thinking looks at the relationship between language and logic, introduces rhetoric or persuasive writing and tools students can use to evaluate information based on facts, perceptions, assumptions, evidence, reasons, inferences, judgments, induction, deduction and conclusions. Vocabulary is introduced so that students have the proper tools to discuss faulty thinking or flaws in the reasoning process and name the more common fallacies.
This level composition assumes competency in prose writing and reading ability so that more attention can be devoted to ideas rather than to grammar and mechanics. Students who will most likely succeed in this course passed English 1A with a “B” or better.
We will look at the role of language and semantics in critical thinking, social communications and propaganda. Students will also look at the fundamentals of problem solving, including considering and evaluating alternative solutions and perspectives. We will write a series of four (4) – 2-4 page essays which are 1. Analytical, 2. Argumentative and 3. Comparative evaluative essays on pertinent topics around the themes explored in the texts. Each of the four essays will use the Classical or Aristotelian, the Rogerian and/or the Toulmin model of argument.
Topics will come from our texts, films, and discussions, current event topics, or historical issues with current relevance. Three essays will utilize one of the text books: Michelle Alexander's The New Jim Crow; Walter Mosley's The Tempest Tales; and Greg Neri’s Yummy: the Last Days of a Southside Shorty. Required in these essays will be inclusion of at least 1-2 scholarly articles on the topic and a works cited/bibliography page(s) which is not counted as part of the 2-4 pages. The fourth essay will be student choice based on a current issue of interest. The topic can be an argument or an analysis of an argument. All arguments will be presented orally and in written form.
Essays
We will start all the essays in class and have peer reviews; however, I expect the first draft to receive a passing grade. If this is not the case, I suggest said student enlist the support and assistance of a competent tutor.
If any paper does not receive a passing grade, said student will have to write an essay wherein he or she discusses in third person how the writer can correct the errors, and revise or rewrite the essay. These essays are due the following day or following class meeting.
Readings
We will read a book every 3-4 weeks, beginning with Yummy, then Mosley, ending with Alexander.
I like to use films as teaching aides, but given the tight schedule, we will probably only see clips of a few pertinent films. The film assignments will be cyber-assignments started in class. Cyber-assignments are turned in on-line and are about a 250 word fast draft. Each student needs to respond on-line to two other posts. Be respectful in your comments. Even though we are only meeting two hours and a half a week, students will have three hours of homework weekly, maybe more if one is a slow reader. We will try not to deviate from the schedule, as we have three books plus a textbook to get through, so don’t get behind (smile).
We will probably not complete any in-class essays, as there just isn’t enough time. Most essays will be submitted via Internet. Make sure you include the assignment and your name in the subject line. There will be one group project and presentation on logical fallacies (both inductive and deductive reasoning – one each) inspired by the texts or taken from the field of commercial art or politics. We will do this in class. Buy the books and start reading. The graphic novel is first.
The Plan
We will use the textbook: Writing Logically Thinking Critically, Sixth Edition, by Sheila Cooper and Rosemary Patton. It will give students theoretical basis to talk about the argument process. The book has exercises which we will complete in and outside of class meetings. Students are encouraged to develop study groups.
We will run the book chronologically:
Week 1: A Quick Guide to Integrating Research into Your Own Writing 210-214.
Practice pp: 210-214
Week 1-2: Chapters 1-2
Week 2-3: Chapters 2-3
Week 3-4: Chapters 3-4
Week 4-5: Chapters 4-5-6
Week 5-6: Chapter 6-7
Week 6-7: Chapter 7-8
Week 8/9: Review
Week 9/10: Review
(This is ambitious.)
Grading
The essays based on readings are a fourth of your grade, the daily essays and/or homework are another fourth, your midterm and final are another fourth and your portfolio is the final fourth. (Save all of your work.) The midterm will probably be one of the essays connected to a book, perhaps Alexander, maybe Mosley’s, we’ll see. You can average the grades to see how to weigh the various components. Participation is included in the daily exercises and homework portion of the grade, so if your attendance is exemplary, yet you say nothing, you lose percentage points.
You will also need to spend at least an hour a week in the Writing Lab (L-234), or as needed, and have a teacher or tutor sign off on your assignments. If you are having trouble with grammar, then work on that. If you trouble is the essay writing process itself, work on that.
Have a tutor or teacher sign off on your essays before you turn them in; if you have a “R,” which means revision necessary for a grade or “NC-” which means “no credit,” you have to go to the lab and revise the essay with a tutor or teacher before you return both the graded original and the revision (with signature) to me. Also due with your revision is an essay about the essay which identifies the errors and how to correct them. Use a grammar/style book such as Diana Hacker’s Rules for Writers. Revise does not mean “rewrite,” it means to “see again.”
This course with limited class time should offer an invigorating discourse or dialogue for those students who love a challenge and approach the writing task eager, prepared and ready for what the course requires: English language fluency in writing and reading; a certain comfort and ease with the language; confidence and skillful application of literary skills associated with academic writing, plus familiarity, if not mastery, of the rhetorical styles used in argumentation, exposition and narration.
We will be evaluating what we know and how we came to know what we know, a field called epistemology or the study of knowledge. Granted, the perspective is western culture which eliminates the values of the majority populations, so-called underdeveloped or undeveloped countries or cultures. Let us not fall into typical superiority traps. Try to maintain a mental elasticity and a willingness to let go of concepts which not only limit your growth as an intelligent being, but put you at a distinct disadvantage as a species.
This is a highly charged and potentially revolutionary process - critical thinking. The process of evaluating all that you swallowed without chewing up to now is possibly even dangerous. This is one of the problems with bigotry; it is easier to go with tradition than toss it, and create a new, more just, alternative protocol.
Audience
This is not the class for the student who is not comfortable with writing essays, whose handle on grammar is shaky or loose, and/or whose reading skills – interpretation, critical analysis, comprehension and vocabulary, are limited. Obviously one cannot become an expert on anything meeting just twice a week for a little over two hours; however, the hope is that when you leave the course, you will be a stronger writer than when you arrived, have a better grasp of what is meant by rhetoric or the art of persuasion.
We will be honest with one another. Grades are not necessarily a complete assessment of one’s work; grades do not take into consideration the effort or time spent, only whether or not students can demonstrate mastery of a skill – in this case: essay writing. Grades are an approximation, arbitrary at best, no matter how many safeguards one tries to put in place to avoid such ambiguity. Suffice it to say, your portfolio will illustrate your competence. It will represent your progress, your success or failure this semester in meeting your goal.
Office Hours
I’d like to wish everyone good luck. I am available on Monday and Wednesday morning 10:30-12 noon, also Monday and Wednesday afternoon, 3-4 p.m. MTWTh from 3-5 by appointment, I am also available. Let me know the day before, if possible, when you’d like to meet with me. My office number is: 510. 748-2286. Ask me for my cell phone number. I do not mind sharing it with you. My email address again is: coasabirenglish5@gmail.com
I’d advise students to exchange phone numbers with classmates (3), so if you have a concern, it can be addressed more expediently. Again study groups are recommended, especially for those students finding the readings difficult; don’t forget, you can also discuss the readings as a group in the Lab with a teacher or tutor acting as facilitator. Keep a vocabulary log for the semester and an error chart (taken from comments on essay assignments). List the words you need to look up in the dictionary, also list where you first encountered them: page, book and definition, also use the word in a sentence. You will turn this in with your portfolio.
Students are expected to complete their work on time. If you need more time on an assignment, discuss this with me in advance, if possible, to keep full credit. You lose credit each day an assignment is late and certain assignments, such as in-class essays cannot be made up. All assignments prepared outside of class are to be typed, 12-pt. font, double-spaced lines, indentations on paragraphs, 1-inch margins around the written work (see Hacker: The Writing Process; Document Design.)
The class blog is: http://sabirscoaenglish5.blogspot.com
Cheating
Plagiarism is ethically abhorrent, and if any student tries to take credit for work authored by another person the result will be a failed grade on the assignment and possibly a failed grade in the course if this is attempted again. This is a graded course.
Homework
If you do not identify the assignment, I cannot grade it. If you do not return the original assignment you revised, with an analysis essay, I cannot compare what changed. If you accidentally toss out or lose the original assignment, you get a zero on the assignment to be revised. I will not look at revisions without the original attached- no exceptions.
We will have a library orientation: date and time TBA.
Jot down briefly what your goals are this semester. List them in order of importance.
1.
2.
3.
4.
5.
First Assignment: Write a letter of introduction to me. Tell me something about yourself: anything you'd like to share. It stays with me: where you were born, who you are responsible for (smile), what languages you speak/write, your strengths, what you bring to the class, what you'd like to leave with and what if anything I need to know to facilitate your success.
Email your letter to me: coasabirenglish5@gmail.com. Don't forget to note the assignment in the subject line. This assignment is due January 26 before class.
Second Assignments: Write a response to the syllabus and post it in the comment section on the blog. Be specific in your response. Post by January 25.
Professor Wanda Sabir
ENG 5/ENG 211 Course codes: 21763/21777, Tuesday/Thursday 11:00 AM to 12:15 PM
Class Meetings: January 24-May 17
Location: Room A-202
Drop dates: February 4, Full-Term Credit Classes and Receive a Refund. Note: Short-term and open-entry classes must be dropped within three days of the first class meeting to receive a refund. Feb. 5 last day to add. Feb. 11 last day to file for Pass/No pass. Feb. 16 last day to drop w/out a W. Drop February 24, Full-Term Credit Classes Without “W” Appearing on Transcript; April 25 (w/W) and no refund.
Holidays: Feb. 6, 17-20; May 18, May 30; Spring Break: April 2-8 M-Su Spring Recess
Final Exam Week: May 19-25. We have no sitting final. Portfolios are due by May 25, 12 noon electronically. Last day of semester May 25. Class blog: http://sabirscoaenglish5.blogspot.com/
Syllabus for English 5/211: Critical Thinking in Reading and Writing
English 5/211, 3 semester units, about 6000 written words, develops the ability to analyze, criticize, and advocate ideas. Critical thinking looks at the relationship between language and logic, introduces rhetoric or persuasive writing and tools students can use to evaluate information based on facts, perceptions, assumptions, evidence, reasons, inferences, judgments, induction, deduction and conclusions. Vocabulary is introduced so that students have the proper tools to discuss faulty thinking or flaws in the reasoning process and name the more common fallacies.
This level composition assumes competency in prose writing and reading ability so that more attention can be devoted to ideas rather than to grammar and mechanics. Students who will most likely succeed in this course passed English 1A with a “B” or better.
We will look at the role of language and semantics in critical thinking, social communications and propaganda. Students will also look at the fundamentals of problem solving, including considering and evaluating alternative solutions and perspectives. We will write a series of four (4) – 2-4 page essays which are 1. Analytical, 2. Argumentative and 3. Comparative evaluative essays on pertinent topics around the themes explored in the texts. Each of the four essays will use the Classical or Aristotelian, the Rogerian and/or the Toulmin model of argument.
Topics will come from our texts, films, and discussions, current event topics, or historical issues with current relevance. Three essays will utilize one of the text books: Michelle Alexander's The New Jim Crow; Walter Mosley's The Tempest Tales; and Greg Neri’s Yummy: the Last Days of a Southside Shorty. Required in these essays will be inclusion of at least 1-2 scholarly articles on the topic and a works cited/bibliography page(s) which is not counted as part of the 2-4 pages. The fourth essay will be student choice based on a current issue of interest. The topic can be an argument or an analysis of an argument. All arguments will be presented orally and in written form.
Essays
We will start all the essays in class and have peer reviews; however, I expect the first draft to receive a passing grade. If this is not the case, I suggest said student enlist the support and assistance of a competent tutor.
If any paper does not receive a passing grade, said student will have to write an essay wherein he or she discusses in third person how the writer can correct the errors, and revise or rewrite the essay. These essays are due the following day or following class meeting.
Readings
We will read a book every 3-4 weeks, beginning with Yummy, then Mosley, ending with Alexander.
I like to use films as teaching aides, but given the tight schedule, we will probably only see clips of a few pertinent films. The film assignments will be cyber-assignments started in class. Cyber-assignments are turned in on-line and are about a 250 word fast draft. Each student needs to respond on-line to two other posts. Be respectful in your comments. Even though we are only meeting two hours and a half a week, students will have three hours of homework weekly, maybe more if one is a slow reader. We will try not to deviate from the schedule, as we have three books plus a textbook to get through, so don’t get behind (smile).
We will probably not complete any in-class essays, as there just isn’t enough time. Most essays will be submitted via Internet. Make sure you include the assignment and your name in the subject line. There will be one group project and presentation on logical fallacies (both inductive and deductive reasoning – one each) inspired by the texts or taken from the field of commercial art or politics. We will do this in class. Buy the books and start reading. The graphic novel is first.
The Plan
We will use the textbook: Writing Logically Thinking Critically, Sixth Edition, by Sheila Cooper and Rosemary Patton. It will give students theoretical basis to talk about the argument process. The book has exercises which we will complete in and outside of class meetings. Students are encouraged to develop study groups.
We will run the book chronologically:
Week 1: A Quick Guide to Integrating Research into Your Own Writing 210-214.
Practice pp: 210-214
Week 1-2: Chapters 1-2
Week 2-3: Chapters 2-3
Week 3-4: Chapters 3-4
Week 4-5: Chapters 4-5-6
Week 5-6: Chapter 6-7
Week 6-7: Chapter 7-8
Week 8/9: Review
Week 9/10: Review
(This is ambitious.)
Grading
The essays based on readings are a fourth of your grade, the daily essays and/or homework are another fourth, your midterm and final are another fourth and your portfolio is the final fourth. (Save all of your work.) The midterm will probably be one of the essays connected to a book, perhaps Alexander, maybe Mosley’s, we’ll see. You can average the grades to see how to weigh the various components. Participation is included in the daily exercises and homework portion of the grade, so if your attendance is exemplary, yet you say nothing, you lose percentage points.
You will also need to spend at least an hour a week in the Writing Lab (L-234), or as needed, and have a teacher or tutor sign off on your assignments. If you are having trouble with grammar, then work on that. If you trouble is the essay writing process itself, work on that.
Have a tutor or teacher sign off on your essays before you turn them in; if you have a “R,” which means revision necessary for a grade or “NC-” which means “no credit,” you have to go to the lab and revise the essay with a tutor or teacher before you return both the graded original and the revision (with signature) to me. Also due with your revision is an essay about the essay which identifies the errors and how to correct them. Use a grammar/style book such as Diana Hacker’s Rules for Writers. Revise does not mean “rewrite,” it means to “see again.”
This course with limited class time should offer an invigorating discourse or dialogue for those students who love a challenge and approach the writing task eager, prepared and ready for what the course requires: English language fluency in writing and reading; a certain comfort and ease with the language; confidence and skillful application of literary skills associated with academic writing, plus familiarity, if not mastery, of the rhetorical styles used in argumentation, exposition and narration.
We will be evaluating what we know and how we came to know what we know, a field called epistemology or the study of knowledge. Granted, the perspective is western culture which eliminates the values of the majority populations, so-called underdeveloped or undeveloped countries or cultures. Let us not fall into typical superiority traps. Try to maintain a mental elasticity and a willingness to let go of concepts which not only limit your growth as an intelligent being, but put you at a distinct disadvantage as a species.
This is a highly charged and potentially revolutionary process - critical thinking. The process of evaluating all that you swallowed without chewing up to now is possibly even dangerous. This is one of the problems with bigotry; it is easier to go with tradition than toss it, and create a new, more just, alternative protocol.
Audience
This is not the class for the student who is not comfortable with writing essays, whose handle on grammar is shaky or loose, and/or whose reading skills – interpretation, critical analysis, comprehension and vocabulary, are limited. Obviously one cannot become an expert on anything meeting just twice a week for a little over two hours; however, the hope is that when you leave the course, you will be a stronger writer than when you arrived, have a better grasp of what is meant by rhetoric or the art of persuasion.
We will be honest with one another. Grades are not necessarily a complete assessment of one’s work; grades do not take into consideration the effort or time spent, only whether or not students can demonstrate mastery of a skill – in this case: essay writing. Grades are an approximation, arbitrary at best, no matter how many safeguards one tries to put in place to avoid such ambiguity. Suffice it to say, your portfolio will illustrate your competence. It will represent your progress, your success or failure this semester in meeting your goal.
Office Hours
I’d like to wish everyone good luck. I am available on Monday and Wednesday morning 10:30-12 noon, also Monday and Wednesday afternoon, 3-4 p.m. MTWTh from 3-5 by appointment, I am also available. Let me know the day before, if possible, when you’d like to meet with me. My office number is: 510. 748-2286. Ask me for my cell phone number. I do not mind sharing it with you. My email address again is: coasabirenglish5@gmail.com
I’d advise students to exchange phone numbers with classmates (3), so if you have a concern, it can be addressed more expediently. Again study groups are recommended, especially for those students finding the readings difficult; don’t forget, you can also discuss the readings as a group in the Lab with a teacher or tutor acting as facilitator. Keep a vocabulary log for the semester and an error chart (taken from comments on essay assignments). List the words you need to look up in the dictionary, also list where you first encountered them: page, book and definition, also use the word in a sentence. You will turn this in with your portfolio.
Students are expected to complete their work on time. If you need more time on an assignment, discuss this with me in advance, if possible, to keep full credit. You lose credit each day an assignment is late and certain assignments, such as in-class essays cannot be made up. All assignments prepared outside of class are to be typed, 12-pt. font, double-spaced lines, indentations on paragraphs, 1-inch margins around the written work (see Hacker: The Writing Process; Document Design.)
The class blog is: http://sabirscoaenglish5.blogspot.com
Cheating
Plagiarism is ethically abhorrent, and if any student tries to take credit for work authored by another person the result will be a failed grade on the assignment and possibly a failed grade in the course if this is attempted again. This is a graded course.
Homework
If you do not identify the assignment, I cannot grade it. If you do not return the original assignment you revised, with an analysis essay, I cannot compare what changed. If you accidentally toss out or lose the original assignment, you get a zero on the assignment to be revised. I will not look at revisions without the original attached- no exceptions.
We will have a library orientation: date and time TBA.
Jot down briefly what your goals are this semester. List them in order of importance.
1.
2.
3.
4.
5.
First Assignment: Write a letter of introduction to me. Tell me something about yourself: anything you'd like to share. It stays with me: where you were born, who you are responsible for (smile), what languages you speak/write, your strengths, what you bring to the class, what you'd like to leave with and what if anything I need to know to facilitate your success.
Email your letter to me: coasabirenglish5@gmail.com. Don't forget to note the assignment in the subject line. This assignment is due January 26 before class.
Second Assignments: Write a response to the syllabus and post it in the comment section on the blog. Be specific in your response. Post by January 25.
Something about me.
I don't hold hands. No time for it. I don't pressure people or threaten. If this is the kind of motivation you need, I am not the one. I expect everyone to be an adult, to exercise time management skills and to pace him or herself so that deadlines are met and that there is space in the plan for emergencies because nothing as I said is left to last minute rush. None of the material is a fast read—skimming might be possible, but this class will not be a cake walk, so plan for it—leave time in your schedule for it. A lot of work will be done outside class. Students will be bringing work to class to share after reading, after writing, so for the class to move, to jump to have energy, students need to stay on top of the work—we will see each other in class just 90 minutes a week, about 360 minutes in a 4-week month. Let's commit to making it fruitful.
Textbooks
We will travel through our five textbooks in the order mentioned. The Alexander book is the longest and the hardest read, so we will read it after we have completed most of our theoretical work:
Alexander, Michelle. The New Jim Crow: Mass Incarceration in the Age of Colorblindness. New York: The New Press, 2012.
Cooper, Sheila and Rosemary Patton. Writing Logically, Thinking Critically. Sixth Edition. New
York: Longman, 2010.
Mosley, Walter. The Tempest Tales. New York: Washington Square Press, 2008.
Neri, Greg. Yummy: the Last Days of a Southside Shorty. New York: Lee and Low Books, 2010.
Hacker, Diana. Rules for Writers. Fifth, Sixth or Seventh Edition. Boston: Bedford/St. Martins, 2008.
Students also need a dictionary. I recommend: The American Heritage Dictionary. Fourth Edition.
Along with a dictionary, the prepared student needs pens with blue or black ink, along with a pencil for annotating texts, paper, a stapler or paper clips, a travel drive to save writing, a notebook, three hole punch, a folder for work-in-progress, and a divided binder to keep materials together.
Week 1: Warm-ups and stretches
Writing Logically, Thinking Critically: Introduction, Chapter 1: Thinking and Writing
Day 1-2: In-class assignment: Aptitude Test; freewrite: Define Critical Thinking; article: What kind of thinker are you? Article: “State of Mind” by David Kruger.
Discussion: What do you know about the criminal justice system? Film: Race to Execution or Juvies.
Homework: Begin reading chapter 1 in WLTC. Complete exercises. You can write in the book. Note questions. Post freewrite on class blog: http://sabirscoaenglish5.blogspot.com
Week 2
Chapter 2: Inference—Critical Thought Assignments: p.17 due Tuesday, January 31.
The writing assignments from the text (some) will be cyber-assignments (turned in or posted on-line at the class blog). Keep a copy for yourself. Exercises: 2J, 3, 4, or 2K. Extra Credit: 2L, all due February 2.
Week 2-3
A Quick Guide to Integrating Research into Your Own Writing 210-214. Practice pp: 210-214
Readings January 31-Feb. 7 Yummy.
Essay Planning due: Feb. 9. Definition essay: What is a criminal? Why are children like Yummy categorized as criminals by society? Do you agree with this definition? Is it too narrow or too broad?
Essay Due Date: Feb. 14
Due for peer review. Final draft due Feb. 16 via Internet.
Review: Rules for Writers (Hacker):
The Writing Process (2)
Document Design (60)
The Basics (530)
Week 4: Feb. 21-23 Establish routine
Chapter 3: The Structure of Argument (53)
In class exercises: 3B (58-59), 3C. Homework Exercise 3E (cyber-assignment). Due Feb. 21 in class. Posted after class.
Chapter 4: Written Argument (77)
Cyber-assignment: Writing Assignment 7 (98-99), Writing Assignment 8 (102). Posted by February 23 after class. Bring assignments to class for review.
Hacker
Argument (358)
Conducting Research (381
Readings Tempest Tales: February 21-March 20.
Essay Assignment: The Classical Argument
Develop argument topics: Tuesday, March 20-22. Essay plan due: March 22. Essay due March 27 for peer review. Present March 29. Turn in March 30 via Internet.
Week 5-6: Fitness testing
Chapter 4 con’t. Review
Chapter 5: The Language of Argument—Definition (104)
Cyber-Assignments: Exercise 5A (110-111), Writing Assignment 10 (124)
Hacker:
Grammar (148)
Punctuation (269)
Mechanics (317)
Readings/Essay Assignment
March 29-31 start, continue through April 19: The New Jim Crow. Use Toulmin model. Essay planning and outline due April 24. Peer review due: April 26. Final draft due: April 27 or May 1. Presentation May 1.
Week 6-7:
Chapter 5 review
Chapter 6: Fallacious Arguments (131)
Cyber-assignments based on in-class assignment (145); Exercise 6B
Test
Readings/Essay Assignment: Student Choice
Choose a topic of current interest to argue a position or an argument to analyze using the Rogerian model of argument. Bring in an outline May 10. Presentation due with argument, May 15.
Week 7-8: Learning curves
Chapter 7: Deductive and Inductive Argument (157)
Cyber-assignments Exercises 7G (180) or 7H (181)
Cyber-assignment (Writing Assignment 13 (196)
Week 8-9: Home Stretch
Chapter 8, Review Textbook
Review and quiz. We will complete the textbook about midway through the course. This will allow students an opportunity to focus on their writing. I will also hand out other materials to supplement argument models not covered in Writing Logically.
Week 10-18 Essay Assignments cover this period
Finals: Portfolio Due Dates
Portfolio Due by May 25, 12 noon via Internet. We will work on this May 10 and 17 in class.
This syllabus is subject to change based on instructor assessment of class progress.
I don't hold hands. No time for it. I don't pressure people or threaten. If this is the kind of motivation you need, I am not the one. I expect everyone to be an adult, to exercise time management skills and to pace him or herself so that deadlines are met and that there is space in the plan for emergencies because nothing as I said is left to last minute rush. None of the material is a fast read—skimming might be possible, but this class will not be a cake walk, so plan for it—leave time in your schedule for it. A lot of work will be done outside class. Students will be bringing work to class to share after reading, after writing, so for the class to move, to jump to have energy, students need to stay on top of the work—we will see each other in class just 90 minutes a week, about 360 minutes in a 4-week month. Let's commit to making it fruitful.
Textbooks
We will travel through our five textbooks in the order mentioned. The Alexander book is the longest and the hardest read, so we will read it after we have completed most of our theoretical work:
Alexander, Michelle. The New Jim Crow: Mass Incarceration in the Age of Colorblindness. New York: The New Press, 2012.
Cooper, Sheila and Rosemary Patton. Writing Logically, Thinking Critically. Sixth Edition. New
York: Longman, 2010.
Mosley, Walter. The Tempest Tales. New York: Washington Square Press, 2008.
Neri, Greg. Yummy: the Last Days of a Southside Shorty. New York: Lee and Low Books, 2010.
Hacker, Diana. Rules for Writers. Fifth, Sixth or Seventh Edition. Boston: Bedford/St. Martins, 2008.
Students also need a dictionary. I recommend: The American Heritage Dictionary. Fourth Edition.
Along with a dictionary, the prepared student needs pens with blue or black ink, along with a pencil for annotating texts, paper, a stapler or paper clips, a travel drive to save writing, a notebook, three hole punch, a folder for work-in-progress, and a divided binder to keep materials together.
Week 1: Warm-ups and stretches
Writing Logically, Thinking Critically: Introduction, Chapter 1: Thinking and Writing
Day 1-2: In-class assignment: Aptitude Test; freewrite: Define Critical Thinking; article: What kind of thinker are you? Article: “State of Mind” by David Kruger.
Discussion: What do you know about the criminal justice system? Film: Race to Execution or Juvies.
Homework: Begin reading chapter 1 in WLTC. Complete exercises. You can write in the book. Note questions. Post freewrite on class blog: http://sabirscoaenglish5.blogspot.com
Week 2
Chapter 2: Inference—Critical Thought Assignments: p.17 due Tuesday, January 31.
The writing assignments from the text (some) will be cyber-assignments (turned in or posted on-line at the class blog). Keep a copy for yourself. Exercises: 2J, 3, 4, or 2K. Extra Credit: 2L, all due February 2.
Week 2-3
A Quick Guide to Integrating Research into Your Own Writing 210-214. Practice pp: 210-214
Readings January 31-Feb. 7 Yummy.
Essay Planning due: Feb. 9. Definition essay: What is a criminal? Why are children like Yummy categorized as criminals by society? Do you agree with this definition? Is it too narrow or too broad?
Essay Due Date: Feb. 14
Due for peer review. Final draft due Feb. 16 via Internet.
Review: Rules for Writers (Hacker):
The Writing Process (2)
Document Design (60)
The Basics (530)
Week 4: Feb. 21-23 Establish routine
Chapter 3: The Structure of Argument (53)
In class exercises: 3B (58-59), 3C. Homework Exercise 3E (cyber-assignment). Due Feb. 21 in class. Posted after class.
Chapter 4: Written Argument (77)
Cyber-assignment: Writing Assignment 7 (98-99), Writing Assignment 8 (102). Posted by February 23 after class. Bring assignments to class for review.
Hacker
Argument (358)
Conducting Research (381
Readings Tempest Tales: February 21-March 20.
Essay Assignment: The Classical Argument
Develop argument topics: Tuesday, March 20-22. Essay plan due: March 22. Essay due March 27 for peer review. Present March 29. Turn in March 30 via Internet.
Week 5-6: Fitness testing
Chapter 4 con’t. Review
Chapter 5: The Language of Argument—Definition (104)
Cyber-Assignments: Exercise 5A (110-111), Writing Assignment 10 (124)
Hacker:
Grammar (148)
Punctuation (269)
Mechanics (317)
Readings/Essay Assignment
March 29-31 start, continue through April 19: The New Jim Crow. Use Toulmin model. Essay planning and outline due April 24. Peer review due: April 26. Final draft due: April 27 or May 1. Presentation May 1.
Week 6-7:
Chapter 5 review
Chapter 6: Fallacious Arguments (131)
Cyber-assignments based on in-class assignment (145); Exercise 6B
Test
Readings/Essay Assignment: Student Choice
Choose a topic of current interest to argue a position or an argument to analyze using the Rogerian model of argument. Bring in an outline May 10. Presentation due with argument, May 15.
Week 7-8: Learning curves
Chapter 7: Deductive and Inductive Argument (157)
Cyber-assignments Exercises 7G (180) or 7H (181)
Cyber-assignment (Writing Assignment 13 (196)
Week 8-9: Home Stretch
Chapter 8, Review Textbook
Review and quiz. We will complete the textbook about midway through the course. This will allow students an opportunity to focus on their writing. I will also hand out other materials to supplement argument models not covered in Writing Logically.
Week 10-18 Essay Assignments cover this period
Finals: Portfolio Due Dates
Portfolio Due by May 25, 12 noon via Internet. We will work on this May 10 and 17 in class.
This syllabus is subject to change based on instructor assessment of class progress.
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