Thursday, May 23, 2013

The final went well today at Jim's. Students brought their abstracts and after realizing we would not be able to hear each other, we decided to write our comments on student abstracts. Take these comments into consideration when completing your self-reflection. It doesn't have to be long. Put in the section at the end called Final Presentation.

Congrats to Sarafina on graduating from high school and a acceptance at the college in Oregon. Congrats to Dylan and Sam on their transfers, Evelyn on her return to UC,  Delondo and Harold on graduation from COA and transfer, Mariah on her matriculation from COA and acceptance at St. Mary's.

Good luck to everyone. If you are still on campus this fall drop me a line sometimes and let me know how you are doing. You can always send me an email through my website.

Just in case you didn't hear me, portfolios are due tomorrow at 12 noon, but if you need more time, you have until Monday, May 27 at 12 noon. I will be on campus Tuesday, May 28, all day grading. You all have my number, call me if you have any questions.

I am reading essays now. Quite a few are not pasted and attached, which means I will not be able to read them until next week, if they are not resent correctly. My laptop is low in memory.

When I respond to your portfolios tomorrow and Monday-Tuesday, if they are missing anything or incorrect, I will email and call you.




Thursday, May 16, 2013

Final at Jim's Coffee Shop

Our final, Thursday, May 23, 10-12, will be held at Jim's Coffee Shop, 2333 Lincoln Avenue, Alameda, CA, (510) 523-5368  http://www.jimscoffeeshop.com/lincoln/index.php

After much deliberation we decided on this spot (smile). Come hungry with abstracts for your classmates. We'll sit around and share arguments. Thanks Andres for the tamales offer. We appreciate it.

If students missed today's class and have missed assignments, do not plan to present, but you can join us at breakfast. Let me know if you plan to come.  I made reservations for the 19 of us present this morning.

Outstanding revisions are all due by Friday, May 17, 2013, tomorrow, unless other arrangements have been made. Plan to drop by on Tuesday between 9-12 or 1-3 in A-205, for the Portfolio Workshop. There are no regularly scheduled classes next week.

Students let me know if I have missed their assignments. I will be grading assignments this weekend. Everything should be returned with grades by tomorrow. If you have a passing grade, put the revision (if required) in the portfolio.

Call me or drop by Tuesday with any questions. I have finals all day, 8-4 Wednesday.




Tuesday, May 14, 2013

Final Exam

The final is next Thursday, May 23, 2013, 10-12 noon. Students can present an essay written this semester. Presentations are to be 3-5 minutes. Bring a copy of an abstract for each classmate and me. No abstract, no presentation, no exceptions.

We will meet in A-202. If anyone wants to organize a party with refreshments, let me know (smile). We could also meet at a restaurant and present over breakfast. Any suggestions for an establishment?

English 5 Spring 2013 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 Analyzing an Extended Argument.

If you'd like to get feedback on the essay prior to submission send it to me and I will read it. Monday, May 20, 2012, when I am on campus all day, is a good day to do this. 

Cover page:
Include in the Portfolio Coversheet: Student 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 kinds of arguments written: Rogerian, Definition, Taking a Stand, Extended Analogy, etc.
Also speak to the culture of the class: group work and peer critiques. How was this helpful with your own writing?  You can talk about books and other instruction materials.

Essay 2

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. 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: 20134, Tuesday/Thursday 11:00 AM to 12:15 PM


Class Meetings: January 22-May 16
Location: Room A-202

Final Exam:
Thursday, May 23, 2012, 10 a.m.-12 p.m.

Portfolios due via e-mail by Friday, May 24, 2013, 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 24, 2013, 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
Baldwin
Related assignments _______

Essay(s)________
Peer Reviews___
Revisions (how many?)_________
Revision Goals _______
Grade________


Tim Wise
Related Assignments______

Essay(s)________
Peer Reviews___
Revisions (how many?)_________
Revision Goals _______
Grade________


The Happiness Project
Related Assignments ________

Essay________

Peer Reviews___
Revisions (how many?)_________
Correction Essays_______
Grade________

The Central Park 5

Related Assignments_______
Essay________
Grade________

Final Argument

Final Presentation______
Abstract______
Grade on presentation_______
Self Reflection________

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_________

Final Week of Classes

Today we completed the film, The Central Park 5. Develop an Initial Planning Sheet and outline for
Writing Assignment 11 Analyzing an Extended Argument on Thursday (143-144). This is WA 12 in the 6th Ed. (151-154).

Complete the exercise. We will talk about fallacious arguments connected to TCP5 Thursday, May 16, 2013.  We will also complete the exercises assigned last week.


I will post the Portfolio Checklist today. Let me know Thursday, if there are any ungraded assignments outstanding.

Thursday, May 9, 2013

The Central Park 5

Today we watched an hour of the film, The Central Park 5, dir. Ken Burns (TRT 119 min.). Reflect on the film. Think about what you know about critical thinking. What fallacious arguments were presented? What do we know about motivation or intent? Think about the parties involved?

What arguments were used to criminalize the youth? Do any present cases come to mind? Historically this case is said to be similar to that of the Scottsboro Boys, nine teenage boys accused of the gang rape (in 1931) of two white girls in Alabama. The boys, like these kids 58 years later (1989) also didn't all know each other. All also professed innocence yet were convicted and later exonerated.

What would be Tim Wise and/or James Baldwin's take on the case? Baldwin is a native New Yorker who left the country because he could not abide its racism.

Homework: Writing Assignment 12 Questioning Generalizations (187). Choices 5 and 9. Use the story of the Central Park 5.  Respond in 250 words.

Thursday, May 15, 2013, we will look at Writing Assignment 11 Analyzing an Extended Argument on Thursday (143-144)

Tuesday, May 7, 2013

WLTC Week of May 7-9, 2013

Today in class we will revisit inductive and deductive argument. We use Euler diagrams to make these arguments visual (WLTC 7th ed. 157-160) Exercises: 7C, 7D, 7E.

Homework: Read chapter 7, complete exercises 7F, 7G, 7H  (pp. 172-175).

Thursday, May 9, 2013 Exercise 7L Evaluating Inductive Reasoning (184); Exercise 7J Distinguishing Between Correlation and Causation (185-6); Excercise7K Collecting Generalizations (186).

Writing Assignment 12 Questioning Generalizations
(187)


Thursday, May 2, 2013

Week ending May 2, 2013

This week we completed parts 1 and 2 in Writing Assignment 9 (or 10, WLTC 6th Edition). Today in class we shared in a Writing Workshop the essays. Students read the essays and as a Writing Community we shared our critique. The comments were positive and students gave concrete examples of how to improve the essay which is due next week.

Here is a recap of the assignment:

The essay assignment for The Happiness Project will be Writing Assignment 9 (116-119);Writing Assignment 10 in 6th Ed. (124-128).

I want students to practice using appositives in this essay, which will be a conversation with Gretchen Rubin and an analysis of her definition of happiness, juxtaposed with the writer's definition of the same. I also want the writer to critique the strategy Rubin employs and discuss a few of her assumptions, hidden or otherwise.


You will complete Step 1 and Step 2 (117;126). If you like you can write two short discourses, in the form of two letters. One will be the writer to Rubin giving his or her own definition of happiness, the second will be Rubin's response with her definition of happiness. In both cases one has to assume Rubin's perspective. 

We will look at this assignment Tuesday, April 30. Spontaneous drafts will be due on May 2. Bring in several copies (5) to share in a writing workshop setting. 

Homework, Notice a few Changed Elements

The final draft will be due Tuesday, May 7 by 12 midnight. Do your best writing. There will be no revisions of this essay. We will not watch the film The Central Park 5 in class that morning. 

Essay Portfolio

1. Final Draft of Essay (do not forget the Works Cited page (cite Rubin); Bibliography (2 sources)

2. IPS


3. Outline

4. Writing Assignment 9 part 1

5. Summary of Writing Workshop Comments

6. Revision Goals Narrative.


7. Freewrites related to Happiness

8. Cyber-Assignments related to Happiness
Students were to watch the interview or read a review of The Central Park 5. Tuesday we will look at one of two argument forms: Toulmin or Aristotelian. Which ever one we do not cover Tuesday, we will look at the following week.

We are not watching a film Tuesday. We will watch a film Thursday. I am thinking of switching from The Central Park 5 to a film called: The Happy Movie dir. Roko Belic.  

See: 
http://www.thehappymovie.com/film/

Students do not have to prepare for either film for Tuesday. We'll clarify and talk about the film, Tuesday, May 7. 




Thursday, April 25, 2013

The winning scores were: G Group: 15.5; followed by C Group: 13; with E and F Group tying with 1 point each.

Homework for Tuesday, April 30. Complete The Happiness Project. You will start your essay in class.

Winners are to think up a significant prize for the class. Someone mentioned extra credit (smile). What about pizza for our movie day?

Tuesday, April 23, 2013

Recap and Update on Final Assignments

Today in class we reviewed the exercises from Hacker, chapter: Argumentation. We then divided the class into 8 groups: A-G and competed for the highest score in Exercise 6A Identifying Fallacies (137). We stopped on number 7 with group G. We will continue Thursday, April 25.

The second part of the class will be dedicated to THP.  The essay assignment for THP will be Writing Assignment 9 (116-119); Writing Assignment 10 in 6th Ed. (124-128). I want students to practice using appositives in this essay, which will be a conversation with Gretchen Rubin and an analysis of her definition of happiness, juxtaposed with the writer's definition of the same. I also want the writer to critique the strategy Rubin employs and discuss a few of her assumptions, hidden or otherwise.

You will complete Step 1 and Step 2 (117;126). If you like you can write two short discourses, in the form of two letters. One will be the writer to Rubin giving his or her own definition of happiness, the second will be Rubin's response with her definition of happiness. In both cases one has to assume Rubin's perspective.

We will look at this assignment Tuesday, April 30. Spontaneous drafts will be due on May 2. Bring in several copies (5) to share in a writing workshop setting.

The final draft will be due Tuesday, May 7 by 12 midnight. Do your best writing. There will be no revisions of this essay. We will watch the film The Central Park 5 in class that morning. The final two essays will take their topics from this story.

Read a review of the film before we watch it to familiarize yourself with the story. Here is a link to the http://www.pbs.org/kenburns/centralparkfive/  It just aired on Channel 9 last week.

Final two essays: Toulmin and Aristotelian. We will start both these essays in class. If you'd like to see the outlines for these two essays, search the blog. I have handouts I will give students next week for those who'd like them early. May 5 for everyone else (smile). We will start with Aristotelian (May 9); Toulmin (May 14).

For the final students will develop a poster outlining THP. On May 16 we will talk about the final portfolio, what to include.

Finals

Our final exam is Thursday, May 23, 10 a.m.-12 p.m. I will let you know where we will meet. I am thinking about the F-Bldg.

Students will need to prepare an abstract as takeaways. This is THP poster essay presentation. For students who already have their book, please feel free to write an argument using themes from your book to argue your point on happiness. You have three argument forms to chose from: Rogerian, Toulmin and Aristotelian. This is an extra credit assignment.

With the essay, include the IPS and outline for the argument.

Portfolios due by Friday, May 24, 12 noon via email: coasabirenglish5@gmail.com


I will host portfolio assembly workshops the week of finals Tuesday, May 21 9-12; 1-3 in A-205. All are welcome.

Thursday, April 18, 2013

Today in class we reviewed logical fallacies. The texts used were Hacker and WLTC. Students received a worksheet from an earlier edition of Hacker (6) with 15 arguments to analyze. Homework is to complete the sheet and read the chapter Analyzing Arguments. Next week, we will continue in WLTC chapter 6.

If students have not skimmed this chapter, do so, stopping where there are questions to read more in depth. We also completed exercises 7B in chapter 7 (WLTC).

The freewrite was a continuation of THP Package, Topic 2. Students developed personal commandments. Keep for your Writing Portfolio on the book. You can email me if you want to share.

Keep reading Rubin. We'll finish the book next week.

This weekend for those who have some free time is Earth Day Weekend. Earth Day is Saturday, April 20, 2013. There are parades and community clean-up activities. Judy Juanita, a professor at Laney, just completed a book, her first novel and is reading from it at Books Inc., in Alameda on Friday evening.

For those who like dance, CubaCaribe continues in its second week with a famous company from Cuba. Visit: http://cubacaribe.org/festival9/

WEEKEND TWO: One night only! Special Event and Show
April 19. Yerba Buena Center for the Arts
701 Mission Street & 3rd Street, San Francisco, CA
 
Featuring Danza Del Caribe from Santiago de Cuba

 For the first time ever, Danza del Caribe will perform in the U.S. This Afro-Cuban modern dance company joins CubaCaribe for a dance performance, celebration and tribute to El Maestro Eduardo Rivero. Rivero is Danza’s director and teacher who passed away in Nov. 2012. Special tribute by Danis “La Mora” Perez. 

Tuesday, April 16, 2013

Freewrite

Using "Mechanics' Logic" talk about Rubin's Happiness Project. What is her motorcycle? How does she apply the scientific method? What hypotheses does she set up and test, refine and test again?

What does she do when her hypotheses give unexpected results? What about when her tests fail? Does she give up on the repair project?

Pirsig essay unabridged:  http://fp.arizona.edu/kkh/nats101gc/Pirsig.essay.pdf

I was speeding and instead of talking about fallacies (Chapter 6) we segued into a discussion about deductive and inductive reasoning. For homework, read chapters 6-7 (skimming is fine).

Forecast
We will complete Exercise 7B in class. Other exercises we will complete on Thursday are:
7B Distinguishing Inductive from Deductive Reasoning. We will come back to this chapter after we complete Chapter 6 (fallacies).


Homework


Bring Hacker to class for Thursday, along with THP. Your freewrite will come from Rubin's book THP. We will spend most of the class looking at fallacious arguments pp. 122-149. We will complete Writing Assignment 11 in coming weeks (143-146). 

Keep reading Rubin up to September. We will complete the book over the weekend. I noticed some students are really into the Happiness Group Starter Kits. That's excellent! Other students do not want to share their resolutions or personal commandments. That's okay. The conversation can circulate around THP and Rubin's Resolutions, Commandments and Splendid Truths.

I gave students Literature Circle guidelines for their discussions, just in case folks had trouble talking about the book.

The final three essays will look at Happiness as a topic and use three argument forms to discuss the topic. We will most likely start these papers in class. I am still figuring out the logistics on this presently. Thanks for your patience.

Thursday, April 11, 2013

Here is a link to THP book.

http://www.2shared.com/document/yiaAV4rl/the_happiness_project.html

Class Assignments

Today's class went quickly. One minute we are talking about appositives, the next, we shift to write our definition of "happiness," share with a classmate, then shift to talking about Gretchen Rubin's THP venture and time is up.

Many students had not read the book yet, so catch up. Next meeting we have finished January - June. The following week, we are finished with the book and completing, Writing Assignment 9 (116-117). This will be a short essay (250 words). The topic is of course, "happiness" per Rubin.

Fallacies

Next week we will look at Fallacies or flawed thinking, both material and formal fallacies (Tuesday-Thursday, April 16 and 18). Material fallacies have to do with the evidence (inductive), formal fallacies have to do with the way the argument is written or one of its elements (deductive: major premise, minor premise, conclusion).

See Hacker (102-110). Students can also look at 84-101. We will review the exercises on page 110. I have more exercises which seem to be missing from this edition.

Student Presentation

Each student group will make a class presentation on an agreed on fallacy. Students are encouraged to be creative. You can write a skit, make a comic book, a movie, give us an activity, use a slide presentation. The presentations should be no longer than 5-7 minutes.

We will have the performances the week of April 22.

Week of April 22-26, we will also look at another argumentative form: Aristotelian (handout)  We will write an argument using this form this week. The topic for the last three arguments is Happiness. 


Week May 6-9

The final essay discussed will be Toulmin (handout). The topic --happiness takes its theme from the book you are reading. After we finish Rubin, students need to find a book they would like to read for this final essay.

Final class meetings: May 13-16

Finals week: May 20-24, 2013

Student portfolios due. Poster presentations.



Wednesday, April 10, 2013

Essay Portfolio

For the expanded Rogerian essay students are turning in tomorrow, here is the order:

1. Final Essay with works cited and if appropriate, bibliography  Each essay students write has minimally 3 sources. You do not have to cite them all.

2. Outline See http://sabirscoaenglish5.blogspot.com/2012/03/rogerian-model-flowchart.html

3. Initial Planning Sheet (IPS)

4. Peer Review Narrative or Commentary (April 9, 2013).

5. Student writer response to peer narrative. Respond with revision goals. See Hacker (45).

6. Essay peer reviewed.

7. Shorter 3-paragraph essay submitted earlier. If graded, submit the graded draft. If not graded, see me. I should have read them all by now.

8. Cyber-Assignments connected to Wise book.

9. Any freewrites connected thematically to Wise.


Techy Details:


1. This portfolio is a single Word Doc. When sending, attach and paste it into the email: coasabirenglish5@gmail.com


2. Identify the assignment in the Subject Line of the Email. Copy yourself. 

Tuesday, April 9, 2013

The Happiness Project

1. WLTC exercises 5C (108), 5D (110), 5E (112)

2. The Happiness Project (the book)

3. Peer Review -- In a short narrative:

A. Identify the argument.
B. Put in Standard Form.
C. Locate evidence and evaluate its effectiveness; give suggestions if needed with page numbers from Wise or topics to consider.
D. What works well in the essay and why-- no more than 2 sentences.
E. Grade.
F. Sign and return.

4. Homework-- Exercise 5F (115). Bring to class.

5. Homework: Read xvii-89 in THP. Annotate the arguments (A); definitions (D); and evidence (E).

Thursday, April 4, 2013

Cyber-Assignment

1. Today for our freewrite, we are looking at King's notion of the Beloved Community. What is his argument? When one thinks of being congruent or how one's philosophy jives with one's practice, how does King hold up? Look http://www.thekingcenter.org/king-philosophy

2. James Baldwin and Tim Wise also adhere to the philosophy of the Beloved Community. How so? In a creative freewrite have the men discuss this (smile).

3. Secondly, you can reflect on King's notion of the Beloved Community in your own chamber as well, similar to philosopher and essayist Michel de Montaigne. See http://plato.stanford.edu/entries/montaigne/

Send me your responses coasabirenglish5@gmail.com


Tuesday, April 2, 2013

Rogerian Essay

Our conversation was so good this morning, we barely had time to discuss the essay, Writing Assignment 8 (Chapter 4). Writing Assignment 7 is a great warm-up if you do not know what you want to write about. Students can expand the short in-class essay or choose another topic connected to Wise's Dear White America. If anyone completes Writing Assignment 7, turn it in with Writing Assignment 8. Again, choose the topic from Wise. The essay is due into me by Friday, April 5, 2013.

The essay is to be between 2-3 pages. All the arguments are this length. This does not include the works cited page. Don't forget the Initial Planning Sheet as well.

Bring the essay to class on Thursday to share with a peer.

Use the flow chart as an outline. Review the checklist in advance as well.

We will complete the exercises listed in the earlier post in class, as many as we can I assigned as homework on Thursday in groups.

For reading homework: Review Chapter 5 and bring in Gretchen Rubin.


Something to Think about

This week we continue with the first argument and Wise (smile), as we move forward in WLTC. There will be another pop quiz in the next two weeks as we shift to arguments based on definition as we read The Happiness Project by Gretchen Rubin.

We will also look at flawed thinking or fallacies (Chapter 6).

Today's Freewrite:

Looking at Chapter 5 in WLTC, reflect on the following concept: How have other's perceptions of you changed how you define yourself? Who controls the definition? Why did you change or did you?

Are definitions static or mutable? How does language confuse what we know is true versus what we believe is true? Are the two knowledge and belief the same if they have similar outcomes?

Think about abstract symbols like race and love and hate and color. How do writers ground abstraction so that the meaning is clear?

Keep for your portfolio or you can email me, if you want to share: coasabirenglish5@gmail.com

Read pp. 101-105. Complete the exercise on pp. 105-106.

Note the terms abstraction and evasion. When is abstraction an attempt to evade a truth? (See pp. 106-109). Read pp. 106-108. Complete exercise 5C (108-109).

Homework:
Complete exercises 5D and 5E (pp. 110-113). Bring to class on Thursday, April 4, 2013. Read pp.113-115. We will complete Exercise 5F in class.


Thursday, March 21, 2013

I have changed the comment to those who are members of this blog. I will add students email addresses to the blog by April 2, 2013. I will use the addresses in my in-box. If I do not have an email address for a student, I will use the one's on Passport.
Today in class we looked at the dialectical approach to argument (7th ed. 82; 6th ed.85). We completed exercises 4B in groups.

Students then completed exercise 4C in pairs (88; 93).

Lastly, students started Exercise 7 (92; 98).

Homework: revise any outstanding assignments by April 1. Come to class April 2 prepared to write an essay: Writing Assignment 8 (95; 102).


Thursday, March 14, 2013

Homework

Complete the in-class essay. Bring to class printed out. So far the two essays I read look good.

1. Read chapter 4 in WLTC. Pay attention to Writing Assignment 7 (7th ed. 93-94; 6th ed. 98-100). We will do this assignment in class as a freewrite on Tuesday.

2. We will continue the discussion begun with the templates from They Say in groups. The form of the essay is Rogerian, which is one developed by a psychotherapist, Carl R. Rogers (1902-1987). What is unique about Rogers theory is that he looks to not just develop empathy with those we do not agree with, he also has as a major aspect of his style of argument a need to come to a synthesis or place of agreement which he calls a "concession." In fact, the authors of this textbook believe so much in this type of reasoning, they do not include any others (7th ed. 84-85; 6th ed. 87).

This is the reason why I wanted students to practice agreeing and disagreeing. Oh, today students forgot that for each essay there is an Initial Planning Sheet and in most cases an outline.

The Thursday, March 28, in-class essay, will use a topic from Wise. You can continue along the same theme as with this in-class essay today. Writing Assignment 8 essay will be between 2-3 pages. This does not include the works cited page and bibliography.

Students will be asked to include in the bibliography two other sources related to your topic. We will talk more about this first argument on Thursday.


3. Students will complete or at least start Writing Assignment 8 (7th ed. 95; 6th ed. 102) in class on Thursday. There is no homework over the Spring Break except to think about what book you would like to read for your final argument on happiness. The next book we will read is The Happiness Project, by Gretchen Rubin. We will zip through the book. Students need to kept electronic reading logs which will be turned in with the essay.

With Rubin, we will explore the Aristotelian argument and Toulmin. The final essay is based on your book about happiness and you can choose which form you would like to use of the three.

After Spring Break we will have a group presentation on Logical Fallacies. The presentation can be theatrical in form or a film. Make it fun for yourselves. The grade is shared by all participants. We will take a day and run through Hacker's section on Argumentation. It is compact and useful.



Today in class we will write a short essay. Students were to bring in an essay question to address today. We will focus on integrating sources and proper MLA documentation.

See Hacker pages 464-479, 480-490. For Works Cited page or Bibliography see 59b (490-532).

Prompt

In a three paragraph essay, address your question. Include a citation in each paragraph: 1 free paraphrase; 1 short direct citation and 1 block quote.

Each paragraph should be minimally 4 sentences of original writing not including the citation. Make sure the citation is properly introduced, connected to the discourse that proceeds it and leads into the next idea.

Students should in the introduction acknowledge the conversation they are entering, seek to foster empathy in their audience for their topic, and employ a few of these strategies: agree or disagree; agree and disagree; plant a naysayer within the text.

Perhaps students can look at how Wise does this so well and then try one of these strategies in each paragraph.

Templates for Disagreeing, with reasons:

X is mistaken because she overlooks recent fossil discoveries in the South.

X's claim that _____________ rests upon the questionable assumption that ____________.

I disagree with x's view that ____________ becasue, as a recent research has shown, __________.

X contradicts herself/can't have it both ways. On the one hand, she argues __________. On the other hand, she also says_____________.

By focusing on ___________, X overlooks the deeper problem of ____________.

 Agree--but with a Difference

I agree that diversity in the student body is educationally valuable because my experience at Central University confirms it.

X is surely right about ___________ because, as she may not be aware, recent studies have shown that _________.

X's theory of ___________ is extremely useful because it sheds light on the difficult problem of _________.

Those unfamiliar with this school of thought may be interested to know that it basically boils down to _______.

I agree that __________, a point that needs emphasizing since so many people still believe ___________.

If group X is right that ___________, as I think they are, then we need to reassess that popular assumption that _______________.



Templates for Agreeing and Disagreeing Simultaneously Although I agree with X up to a point, I cannot accept his overriding assumption that religion is no longer a major force today.

Although I disagree with much that X says, I fully endorse his final conclusion that __________.

Though I concede that ___________, I still insist that ___________.

X is right that _____________, I still insist that _____________.

X is right that ________, but she seems on dubious ground when she claims that __________.

Whereas X provides ample evidence that ___________, Y and Z's research on ________ and ________ convinces me that _____________instead.

I am of two minds about X's claim that _________. On the one hand, I agree that ________. Onthe other hand, I am not sure if ___________.

My feelings on the issue are mixed.  I do support X's position that _________., but I find Y's argument about _____________ and Z's research on __________ to be equally persuasive.

(From They Say Second Edition.)

Tuesday, March 12, 2013

Tim Wise

Today in class we will spend the entire morning talking about Tim Wise's Dear White America. As you discuss his book, think about the form and how it serves Wise's purpose stated in his Note to the Reader.

What are some of the potential responses "White America" might reply in both agreement and disagreement?

Talk about Wise's credibility as an insider. Who else might have written this book the way he has?

Focus on a few of his more controversial arguments. Look at the evidence. How does he make the unpalatable palatable? Be specific.

Share the arguments you brought in today to share. Look at others. Lastly, put these arguments in standard form. Are they inductive or deductive? How would you describe Wise's writing stylistically?

Do these arguments fall into a specific category? How are Wise's and Baldwin's letters similar? How do they differ? Would you say the motivating factor for both men is the same? What is that?

At the end of the letter, if asked who is White America, what would you answer?

Homework for Thursday, March 14, 2013

Read chapter 4. Look at Writing Assignment 7 (7th Ed. 92-93; 6th Ed. 98-101) and Writing Assignment 8 (7th Ed. 95; 6th Ed.102). We will use themes from Dear White America in these two assignments.

Develop a question you'd like to address in an essay about Dear White America (see page 78-79 in 7th Ed. or 81-82 in 6th Ed. WLTC). Bring to class. We will swap for a freewrite (smile).

Next week March 19-21:

The Language of Argument--Definition

Skim this chapter for Tuesday, March 19, 2013. We will look at definition this week, again using Wise and Baldwin as the texts. When we return from Spring Break we will begin reading Gretchen Rubin's The Happiness Project. Bring the book to class.

Thursday, March 7, 2013

Ain't I a Woman Cyber-Assignment


Today in class we listened to a selection from Avery Sharpe's Sojourner Truth "ain't I a woman?" CD. Visit http://www.averysharpe.com/

We then watched a recording of a Congressional Tribute to Sojourner Truth, the first woman to be honored with a bust in the US Capitol in 2009. The bust was sculpted by noted artist Artis Lane. (The previous link to Kerry Washington is no longer available).

Uploaded on Apr 29, 2009 http://www.youtube.com/watch?v=-0YR1eiG0us
Cicely Tyson performs Sojourner Truth's "Ain't that a woman?"

First Lady Michelle Obama joined House Speaker Nancy Pelosi, Secretary of State Hillary Rodham Clinton and other lawmakers and dignitaries on Capitol Hill on Tuesday to unveil a bust of Sojourner Truth, the 19th-century slave turned abolitionist who was also a fiery advocate for women's rights.


Freewrite

What is Truth's Argument? What form does it take, inductive or deductive? Put it in Standard Form. 
We also read Elizabeth Cady Stanton's Declaration of Sentiments and Resolutions. What is her stated argument? Put in standard form. 

Have the two women converse about the Rights of Women from their unique perspectives. 

http://www.fordham.edu/halsall/mod/sojtruth-woman.asp 
http://www.fordham.edu/halsall/mod/senecafalls.asp

Ask Stanton state why she takes her the form of her document from Thomas Jefferson's Declaration of Independence. Why doesn't she use the term "independence"? is something Truth would be interested in querying her why. 

Post the conversations here. 

We conclude the class with discussions on Wise. Students meet in Lit Circles and talk about the text. Pull 5-10 arguments and put in standard form.  Post at a separate link. 

Tuesday, March 5, 2013

This Week at a Glance

Today in class we will review the previous assignments, summaries based on a review of Tim Wise's book Dear White America, or an article about him.

And from WLTC we will share ads 2l (45-47).

In groups discuss Exercise 2J Behavior-Changing Images (Seventh Ed. 48-49). For homework read Dear White America pages 9-84. In WLTC read/skim Chapter 4, (7th Ed. 75-86; 6th Ed. 77-88).

Think about Baldwin's and Wise's multiple arguments (or is there just one argument) as you read.

Thursday, March 7, 2013, we will continue with Wise and Chapter 4 in WLTC. Our freewrite will have something to do with International Women's Day. I am leaning towards a video from Voices of a People's History by Howard Zinn.


Thursday, February 28, 2013

Reminder of Assignments

Do not forget to turn in your summary essay based on an essay from Baldwin's The Fire Next Time today via Internet: coasabirenglish5@gmail.com

You have two assignments due March 5. The other assignment due is Tuesday, March 5, is Exercise 2I Making Inferences about Visual Images in the Media 46-47: 2 or 3 7th Ed.; 42-43: 2 or 3 6th Ed.

The other assignment due is a summary of a scholarly article or an article using the COA Library Databases for Tuesday, March 5. Bring in the article and the summary as well to share.

Other To Dos:

Check the assignment update handout which I gave to students on Thursday. Bring your Hacker to class on Tuesday. No one responded to the Argumentation Video, this was not an optional assignment.

Today's Presentation Assignment

Students are to also respond to the Library Assignment Cyber-Assignment which is posted below. Make sure you use examples to discuss Professor Jane McKenna's presentation. Talk about the assignment, the handouts, her goals for the presentation, what you learned about evaluating websites, how one can avoid plagiarizing, how to search the COA library databases, other resources available on the Library website such as the virtual professor.

I also gave students another handout re: Grading Rubric for English 1A. I will give students other rubrics for the three arguments as we complete them.

I do not keep the specifics of assignments in my head, which is why I write them on the board and post them here. Read the posts. If something isn't clear in the posts let me know. If something I post is unclear, tell me. This blog is to be a resource.

Tuesday, February 26, 2013

Library Orientation

Thursday,  Feb. 28, 2013 you will have a library orientation. Post a reflection here. Include concrete examples of what you learned about writing and research.

Don't forget, for next week, use the COA library database to find an article (preferably a scholarly one) about Tim Wise. It doesn't have to be on Dear White America, but it would be great if the article spoke to his body of work and included his latest.

Bring the summary and the article to class on your computer or as a paper copy to share. Bring your books Dear White America as well. We will read it next week.

We start The Happiness Project the week following. Over the following month-month and a half, we will write three arguments based on the theme of happiness. The first essay will be a Rogerian, the second Aristotelian and the last Toulmin.

Start thinking about a book by or about a happy person. The term happy, does not have to be in the title or associated with the person directly. Your final essay will be based on this character.

This Week at a Glance

Today we are going to watch Argumentation (The Write Course), and talk a bit about the video. We will continue in WLTC chapters 4-5 next week. Also next week, bring in Hacker's Rules for Writers.

Today's homework is to write a short response to the video. Consult Hacker for concepts you might not be clear on. Post the response here. Make sure you include a Works Cited section of the post. 

Thursday, Feb. 28, 2013, meet in the library with Professor Jane McKenna for an orientation.

Homework, due March 5, 2013, using the library database, bring in an article summarized about Tim Wise's latest book, Dear White America. Next week, Written Argument (Chapter 4 page 75 6th Ed).

We will read his book next week.

Writing Assignment 6 (WLTC)
Today Baldwin essays are due. We will spend a bit of time on peer reviews after the video. Some students were confused about which essay to use for the summary critique. Use one of the two essays in The Fire Next Time.

The completed essays with peer review responses (a summary of the peer analysis and a response indicating what you did with the information, that is, how your initial draft changed for the better (smile). 

Include all of this electronically in one Word Doc and send to me Feb. 28-Mar. 1, before class coasabirenglish5@gmail.com 

The order:
1. Essay including the works cited page
2. The Initial Planning Sheet

3. Narrative about the Peer Review and your response

Paste and attach the document. I had assignments to return. Make sure you stop by my table in the library Thursday and pick up your WLTC exercises and other homework. Look for responses to your essays on-line. If you have not received responses to everything by Thursday, excluding the new assignment, let me know. 

Handouts
I gave students an Initial Planning Sheet and and Outline of an Inductive and Deductive Proof. If you were absent, ask me for copies on Thursday.

Wednesday, February 20, 2013

Update

Next week we will look at Tim Wise and use his text to analyze review "audience and purpose" (Writing Assignment 1 p. (13); reasoning by analogy (17); world view, logos, pathos and ethos for persuasion; facts, inference, and the structure of argument.

In class tomorrow, February 21, 2013, students will spend time analyzing the ads in the texts (42-49 7th Ed., 41-43 6th Ed.). Complete Exercise 2 L (1) and post analysis on the blog in class.

If you see this, feel free to bring in pictures of ads to add to the discussion.

Homework
Complete 2I 2 or 3 for Tuesday, March 5 (pp. 45-47 7th Ed.; 42-43 6th Ed.). Bring to class and send a copy with analysis to me at coasabirenglish5@gmail.com

We are not going to see the film today.

Library Orientation

On Thursday, February 28, 2013 we will meet in the library with Professor Jane McKenna from 11-12:15. Put this in your calendar.

Tuesday, February 19, 2013

The Week in a Glance

We continue with Chapter 3 looking at essay structure and how conjunctions or joining words make arguments clearer.

In groups: Exercise 3A (56 6th Ed.; 54 7th Ed.)

Review 3B (56 6th Ed.; 58 7th Ed.)

Occam's Razor Hidden Assumptions, Benefit of the Doubt (58-65).

Exercises 3C (61 6th Ed.; 59 7th Ed.); 3D (65-68 6th Ed.; 63-65 7th Ed--share cartoons)

Now apply what we have been looking at to Baldwin. What unstated claims does he make? Are there any hidden assumptions? Identify 5 arguments and put in standard form for each essay.

Homework for Thursday, Feb. 21: Read Summaries (69-76 6th Ed.; 66-74 7th Ed.). What is the difference between an argument and an explanation?

Complete Exercise 3F (72 6th Ed.; 70-71 7th Ed.) Read the two articles for Thursday, Feb. 21.


Weekend Homework


Reading
Homework for Feb.25, skim Chapter 4, Written Argument (77 4th Ed.; 75 7th Ed.)

Essay Due:

Writing Assignment 6 (70 6th Ed.;. 68 7th Ed.). Due Feb. 25.

Chose one of The Fire Next Time essays and write a summary essay. Focus on three arguments. Do not use the essays in the book. Within your summary use the terms explanation and argument. Where does the writer use these strategies and why.  The essay (500 words min.) should use minimally three citations. Vary them: free paraphrase, block quote and/or shorter citations. Certainly use Baldwin's text to support your analysis.


Tim Wise is in town, Feb. 26, 2013 at the University of San Francisco. I'd like to make this into a field trip. 
 

Announcement

Tim Wise, the nationally recognized diversity author, lecturer, and educator will speak at the University of San Francisco (USF) on Tues., Feb. 26 at 4:30 p.m. This public discourse is based on his book, 
Colorblind: The Rise of Post-Racial Politics and the Retreat from Racial Equity (City Lights Publishers, 2010), and is free and open to the public. From http://www.usfca.edu/templates/ocm_media_relations.aspx?id=6442481211




Thursday, February 14, 2013

What's Love Got to Do with It?

1. Post your freewrite here. What's love got to do with it? You define the "it"? It could be happiness.

2. WLTC homework assignments (share).

3. Classwork --WLTC Chapter 3--premises and conclusions. Exercise 3B (56; 58). Complete the rest for homework.

Homework:

Read Chapter 3. Jot down any questions you might have. Review chapter 2.

Exercise 3D (Seventh Ed., 63; Sixth Ed., 65-66)
Writing Assignment 3 (Sixth Ed. 46-47) or Writing Assignment 4 (Seventh Ed. 40-41)

Today we continue with inferences and judgement and talk about premises and conclusions (Chapter 3, WLTC).

On Tuesday, Feb. 19, we will in groups identify 10 arguments in James Baldwin's essays (5 and 5).

Tuesday, February 12, 2013

Lesson Plans for Week 5


Week 1-4: Warm-ups and stretches
Writing Logically, Thinking Critically: Introduction, Chapter 1: Thinking and Writing

Day 2: In-class assignment: Aptitude Test; freewrite: Define Critical Thinking; article: What kind of thinker are you? Article: “State of Mind” by David Kruger. Read. 

Readings January 22-Feb. 7 The Fire Next Time
What is your World View?

Week 5: Feb. 18-21:
Freewrite: On Abraham Lincoln 

Chapter 2: Inference--Critical Thought (20 (7th Ed.); 22 (6th Ed.)
In class exercises: 2A (22; 24), 2C (26 7th Ed.); 2B (26 6th Ed); 2D/2C (27); 2E A&B (28-31) (both books).

Think about the balance between Inference and Facts and how James Baldwin achieves this in his writing The Fire Next Time. Identify his use of inference and his use of facts. Discuss why he makes these choices. Who is his audience and how does this shape his decisions?

Read: A Quick Guide to Integrating Research into Your Own Writing pp: 202-208 (7th Ed.; 210-214 6th Ed.)

Homework: Writing Assignment 1(13; 15). Bring to class Thursday to share. Reading WLTC Chapter 2 con't.

Also, for extra credit, watch President Obama's State of the Union tonight and analyze his argument. How would Baldwin or Lincoln for that matter, respond. Bring in your analysis to share Thursday as well (smile). You can email to me for extra credit: coasabirenglish5@gmail.com 

Thursday, February 7, 2013

Reminder re: First and Second Assignments


First Assignment: Write a letter of introduction to me due by Thursday, Feb. 7, 2013. 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.

In writing this introductory letter to me, before writing your email, look at WLTC Exercise 1B Thinking about Your Audience (Seventh 13; Sixth 17)

Email your letter to me: coasabirenglish5@gmail.com. Don't forget to note the assignment in the subject line.

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 February 7, 2013

World View

Today in class we spoke about world views and how one's world view can both expand or limit one's perceptions. The discussion was quite involved and enlightening. Students then wrote a freewrite. We read Jon Carroll's column The Problem with New Data (7th Edition 5-6; Sixth 4-5) and then read The Writer by Richard Wilbur (7th Edition 15-16; Sixth Edition 19-20).

Homework
1. Read all of chapter 1. Jot down any questions and bring to class.

2. Complete exercises: 1A Examining Your World View (7th Edition 6-7; Sixth Edition 5-6).

3. Second writing assignment: Exercise 1C or 1D: Understanding Figurative Language (7th Edition 16:2; Sixth Edition 20:2). Do not complete 1. We reviewed this in class. Pay attention to the chapter summaries and to the vocabulary. There will be weekly or bi-weekly quizzes on vocabulary and on key concepts.

4. Bring Baldwin to class on Tuesday. We will finish the discussion of the book.

I will post Tuesday's lesson plan before class (smile). The goal is to send everyone and post here the daily objectives and assignments. Now that we all have our books, this will be easier to accomplish--stay well (smile). See you next week

Today's Lesson Plan. You will note that we did not get to everything:

Thinking Made Visible (reprise)
Critical Thinking – thought characterized by careful analysis and judgment. It is important to have an open mind (Both editions 2-3).

When one thinks about argument or persuasive discourse, one almost feels like he or she needs to inoculated against false ideas, that the open minded person is the one most likely abused, when perhaps the opposite is the case. A closed fist doesn’t get fed, similarly, a closed mind cannot change.

The authors in the new edition talk about Hedgehogs and Foxes, a concept posed by British philosopher Isaiah Berlin (1909-1997). He divided thinkers into 2 categories—hedgehogs and foxes (7th Edition 4-5). This in itself might pose a dilemma in that, often categories are boarder than two. It is like the either or argument, either you are with me or against me, when there are certainly other options.

The title comes from a poem by Greek poet Archilochus: the fox knows many things, but the hedgehog knows one big thing. According to Berlin, hedgehogs see the world through a single lens, a dominant idea, while foxes base their view of the world on a wide variety of experiences. Hedgehogs have a focused worldview and strong convictions. Foxes are less rigid and more pragmatic, more aware of complexity and nuance.  See (7th Edition 5).

I found an interesting article here: http://en.wikipedia.org/wiki/The_Hedgehog_and_the_Fox
I also found it interesting that the hedgehog is preyed on by foxes. Berlin's essay is in the circulating collection at COA.

Talk about the writing process: (Seventh 7-11; Sixth 10-14). Anne Lamott. Read the child’s draft (9-10).

Audience and Purpose (Seventh 12-13; Sixth14-17).
Audience is "the face beneath the page"—Virginia Woolf  (Seventh 14; Sixth 14).

Aristotle: Logos  or reason; Ethos or the use of one’s character and creditability to persuade an audience; and pathos the use of emotional appeals to sway the audience (Seventh 12)
Emailing and Test message (Seventh 12; Sixth 15-16)

Not assigned. Writing Assignment 1 Considering one’s audience—due Thursday, Feb. 14. This is a cyber-assignment. Bring a copy to class to share or your computer (Seventh 13; Sixth 15).

Reading homework. Read Chapter 1, preview chapter 2 in WLTC.

Group assignment—Read the poem "The Writer" (Seventh 15-16) Complete 1C/1D together. Talk about Baldwin.

Tuesday, February 5, 2013

Today we are going to look at a couple of essays: Lincoln's Emancipation Proclamation and an essay by historian, John Hope Franklin, Ph.D.

We will look at arguments. Put them in standard form. Think about assumptions both author's make, reference Baldwin and then talk about the second essay and summarize it in groups.

Homework is to read Tim Wise's book Dear White America.

This was the plan. What we did was summarize the Emancipation Proclamation. Post here. make sure to include all the writers' names in the heading. 


Homework is to finish reading The Fire Next Time. Keep reading logs on each assigned book. These logs include: vocabulary, arguments and their evidence, any questions and a short summary of the reading. These logs will be turned in with the essay due for each book.

We will begin using WLTC on Thursday. Purchase the book. For next week, students will start reading Wise. I will give students paper copies of the syllabus and assignment schedule Thursday. In the meantime, it is posted here below.


Critical Thinking @ the College of Alameda with Professor Wanda Sabir

ENG 5/ENG 211 Course codes: 20134, Tuesday/Thursday 11:00 AM to 12:15 PM

Class Meetings: January 22-May 16
Location: Room A-202

Holidays: 1/21; 2/15; 2/18; 3/29; 5/17; 3/25-31
Final Exam Week: May 18-24 (Portfolios due via e-mail by May 24).
Drop dates: Feb. 3 (w/refund); April 27 (w/W).

Class blog: http://sabirscoaenglish5.blogspot.com/

Syllabus for English 5: Critical Thinking in Reading and Writing

English 5, 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: James Baldwin's The Fire Next Time; Tim Wise's Dear White America: Letter to a New Minority; Gretchen Rubin's The Happiness Project. 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 book by or about a happy person. The query is: Is one's happiness bound to community? That is, is one happiest when serving others, or can one's happiness be a purely selfish pursuit? The topic can be an argument or an analysis of an argument. All arguments will be presented orally in small groups 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 Baldwin, then Wise, ending with Rubin. Students will select a book of their own they would like to cull an argument from.

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-Seventh Editions, by Sheila Cooper and Rosemary Patton (6th or 7th editions). 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 1-3: Chapters 1-2
Week 3-5: Chapters 2-3
Week 4-5: Chapters 3-4
Week 5-6: Chapters 4-5-6
Week 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. 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 open M-F, 9-5 (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 much success. I am available for consultation on Wednesdays, 3:00-3:30 p.m. and on 6-6:30 p.m. I am also available by appointment Thursdays 2-4 p.m.  My office, D-219 is located in the D-216 suite. My campus number is (510) 748-2286. Leave messages on my cell number which I gave students week 1-2. Let me know the day before, if possible, when you’d like to meet with me. I am more of a phone person. Texts are fine. My email address again is: coasabirenglish5@gmail.com

Take time to exchange email and phone numbers with classmates (2), so if you have a concern, it can be addressed more expeditiously. 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.

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


Student Learning Outcomes (SLOs)


Apply tools of understand inferences to community, workplace and family situations.

Evaluate materials/data in terms of accuracy as well as relevance to home and workplace situations.

Identify logical fallacies in communication.

Conduct research identifying relevant and accurate materials from a variety of sources, including databases, professional publications, and other applicable materials.

Identify personal bias and other filters in order to evaluate community, family and professional materials objectively. 


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 due by Thursday, Feb. 7, 2013. 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.

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 February 7, 2013

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 over 18 weeks. Let's commit to making it fruitful.


Textbooks


We will travel through our five textbooks in the order mentioned. All the books are fast reads, so do not get behind and decide soon what book you'd like to read by or about a happy person (smile).

Cooper, Sheila and Rosemary Patton. Writing Logically, Thinking Critically. Sixth Edition-Seventh. New
York: Longman, 2010; 2012. Print.

Baldwin, James. The Fire Next Time. New York: Vintage International, 1993. Print.

Rubin, Gretchen. The Happiness Project. New York: Harper, 2009. Print.

Wise, Tim. Dear White America: Letter to a New Minority. San Francisco: City Lights Press, 2012. Print.

Hacker, Diana. Rules for Writers. Fifth, Sixth or Seventh Edition. Boston: Bedford/St. Martins, 2008. Print.

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.

The assignments list will follow tomorrow. Since students do not have the textbook yet, I have to adjust the assignment dates.

This syllabus is subject to change based on instructor assessment of class progress.

Thursday, January 31, 2013

My Dungeon Shook Cyber-Assignment Homework

Homework due Tuesday, Feb. 5, is to in Big James voice, 2013, write a letter in response to Uncle James. Post it here. 250 words or so is fine. Site a few of his arguments in the letter.

Bring a copy of the letter to class electronically or on paper. I got a chance to look at Writing Logically, 7th edition. If you want to rent it, it will work (smile).

Reading homework is to read the Emancipation Proclamation. http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/


Preliminary Emancipation Proclamation, September 22, 1862

A Transcription
By the President of the United States of America.
A Proclamation.
I, Abraham Lincoln, President of the United States of America, and Commander-in-Chief of the Army and Navy thereof, do hereby proclaim and declare that hereafter, as heretofore, the war will be prosecuted for the object of practically restoring the constitutional relation between the United States, and each of the States, and the people thereof, in which States that relation is, or may be, suspended or disturbed.
That it is my purpose, upon the next meeting of Congress to again recommend the adoption of a practical measure tendering pecuniary aid to the free acceptance or rejection of all slave States, so called, the people whereof may not then be in rebellion against the United States and which States may then have voluntarily adopted, or thereafter may voluntarily adopt, immediate or gradual abolishment of slavery within their respective limits; and that the effort to colonize persons of African descent, with their consent, upon this continent, or elsewhere, with the previously obtained consent of the Governments existing there, will be continued.
That on the first day of January in the year of our Lord, one thousand eight hundred and sixty-three, all persons held as slaves within any State, or designated part of a State, the people whereof shall then be in rebellion against the United States shall be then, thenceforward, and forever free; and the executive government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons, and will do no act or acts to repress such persons, or any of them, in any efforts they may make for their actual freedom.
That the executive will, on the first day of January aforesaid, by proclamation, designate the States, and part of States, if any, in which the people thereof respectively, shall then be in rebellion against the United States; and the fact that any State, or the people thereof shall, on that day be, in good faith represented in the Congress of the United States, by members chosen thereto, at elections wherein a majority of the qualified voters of such State shall have participated, shall, in the absence of strong countervailing testimony, be deemed conclusive evidence that such State and the people thereof, are not then in rebellion against the United States.
That attention is hereby called to an Act of Congress entitled "An Act to make an additional Article of War" approved March 13, 1862, and which act is in the words and figure following:
"Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That hereafter the following shall be promulgated as an additional article of war for the government of the army of the United States, and shall be obeyed and observed as such:
"Article-All officers or persons in the military or naval service of the United States are prohibited from employing any of the forces under their respective commands for the purpose of returning fugitives from service or labor, who may have escaped from any persons to whom such service or labor is claimed to be due, and any officer who shall be found guilty by a court martial of violating this article shall be dismissed from the service.
"Sec.2. And be it further enacted, That this act shall take effect from and after its passage."
Also to the ninth and tenth sections of an act entitled "An Act to suppress Insurrection, to punish Treason and Rebellion, to seize and confiscate property of rebels, and for other purposes," approved July 17, 1862, and which sections are in the words and figures following:
"Sec.9. And be it further enacted, That all slaves of persons who shall hereafter be engaged in rebellion against the government of the United States, or who shall in any way give aid or comfort thereto, escaping from such persons and taking refuge within the lines of the army; and all slaves captured from such persons or deserted by them and coming under the control of the government of the United States; and all slaves of such persons found on (or) being within any place occupied by rebel forces and afterwards occupied by the forces of the United States, shall be deemed captives of war, and shall be forever free of their servitude and not again held as slaves.
"Sec.10. And be it further enacted, That no slave escaping into any State, Territory, or the District of Columbia, from any other State, shall be delivered up, or in any way impeded or hindered of his liberty, except for crime, or some offence against the laws, unless the person claiming said fugitive shall first make oath that the person to whom the labor or service of such fugitive is alleged to be due is his lawful owner, and has not borne arms against the United States in the present rebellion, nor in any way given aid and comfort thereto; and no person engaged in the military or naval service of the United States shall, under any pretence whatever, assume to decide on the validity of the claim of any person to the service or labor of any other person, or surrender up any such person to the claimant, on pain of being dismissed from the service."
And I do hereby enjoin upon and order all persons engaged in the military and naval service of the United States to observe, obey, and enforce, within their respective spheres of service, the act, and sections above recited.
And the executive will in due time recommend that all citizens of the United States who shall have remained loyal thereto throughout the rebellion, shall (upon the restoration of the constitutional relation between the United States, and their respective States, and people, if that relation shall have been suspended or disturbed) be compensated for all losses by acts of the United States, including the loss of slaves.
In witness whereof, I have hereunto set my hand, and caused the seal of the United States to be affixed.
Done at the City of Washington this twenty-second day of September, in the year of our Lord, one thousand, eight hundred and sixty-two, and of the Independence of the United States the eighty seventh.
[Signed:] Abraham Lincoln

By the President

[Signed:] William H. Seward

Secretary of State