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.
Thursday, February 28, 2013
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.
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.
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.
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
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).
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
Reading homework. Read Chapter 1, preview chapter 2 in WLTC.
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.
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.
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)
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).
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.
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
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.
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.
Subscribe to:
Posts (Atom)