Fall
2015 Syllabus
Critical thinking @ the College of Alameda with Professor Wanda Sabir
Critical thinking @ the College of Alameda with Professor Wanda Sabir
ENG
5 Course codes: 40894, Tuesday/Thursday 08:30AM to 09:45 AM
Class Meetings: Aug. 25-Dec. 10
Location: Room C-208
Holidays: 9/7, 11/11, 11/26-29. I am absent: 10/12-10/14; 11/09-10; 12/14-16.
Final Exam Week: Dec. 13-18 (Portfolios due in Moodle by Dec. 18).
Drop dates: Sept. 6 (w/refund. Note: Short-term classes have different rules);
Drop by Nov. 14 (w/W).
Though the streets, they pursue
old shadows
photos of the dead
stammering voices
until someone tells them
that the shadows
the steps the voices
are a trick of the unconscious
Then they hesitate
look about uncertainty
and suddenly
they set out running
after a face
that reminds them of some other old friend.
The origin of ghosts
is no different (Rossi & Buck 41).
Class Meetings: Aug. 25-Dec. 10
Location: Room C-208
Holidays: 9/7, 11/11, 11/26-29. I am absent: 10/12-10/14; 11/09-10; 12/14-16.
Final Exam Week: Dec. 13-18 (Portfolios due in Moodle by Dec. 18).
Drop dates: Sept. 6 (w/refund. Note: Short-term classes have different rules);
Drop by Nov. 14 (w/W).
Though the streets, they pursue
old shadows
photos of the dead
stammering voices
until someone tells them
that the shadows
the steps the voices
are a trick of the unconscious
Then they hesitate
look about uncertainty
and suddenly
they set out running
after a face
that reminds them of some other old friend.
The origin of ghosts
is no different (Rossi & Buck 41).
We
speak language that are not ours
we walk around without passports
or identity papers
we write hopeless letters
that we don’t send
we are numerous forlorn intruders
survivors
super-survivors
and at times that
makes us feel guilty (Rossi & Buck 43).
Syllabus for English 5: Critical Thinking in Reading and Writing
English 5, 3 semester units, about 6000 written words, develops the ability to analyze, critique, 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 (1991); Tim Wise's Between Barack and a Hard Place: Racism and White Denial in the Age of Obama (2009), and a book of your choice with a topic of current relevancy.
Required in these essays will be inclusion of at least 2-3 scholarly articles on the topic and a works cited/bibliography page(s) which is not counted as part of the 2-4 pages. The final will be an argument taken or developed from your book’s thesis. The argument style is up to the writer: Toulmin, Aristotelean, Rogerian. All arguments will be presented orally in small groups and in written form.
Essays
We will start many 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 text every 3-4 weeks, beginning with Tim Wise, then Baldwin, ending with Shakespeare. Students will select a topic and 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 Moodle 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, 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 in Moodle Assignments and Forums. 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.
we walk around without passports
or identity papers
we write hopeless letters
that we don’t send
we are numerous forlorn intruders
survivors
super-survivors
and at times that
makes us feel guilty (Rossi & Buck 43).
Syllabus for English 5: Critical Thinking in Reading and Writing
English 5, 3 semester units, about 6000 written words, develops the ability to analyze, critique, 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 (1991); Tim Wise's Between Barack and a Hard Place: Racism and White Denial in the Age of Obama (2009), and a book of your choice with a topic of current relevancy.
Required in these essays will be inclusion of at least 2-3 scholarly articles on the topic and a works cited/bibliography page(s) which is not counted as part of the 2-4 pages. The final will be an argument taken or developed from your book’s thesis. The argument style is up to the writer: Toulmin, Aristotelean, Rogerian. All arguments will be presented orally in small groups and in written form.
Essays
We will start many 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 text every 3-4 weeks, beginning with Tim Wise, then Baldwin, ending with Shakespeare. Students will select a topic and 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 Moodle 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, 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 in Moodle Assignments and Forums. 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.
Embedded Librarian Pilot
We are participating in a pilot project where students will have access to a librarian to help with research on a problem in their community or lives they would like to actively investigate and solve or begin to resolve. We will spend time in groups brainstorming ideas to see if there is a way to create research teams per issue.
We are participating in a pilot project where students will have access to a librarian to help with research on a problem in their community or lives they would like to actively investigate and solve or begin to resolve. We will spend time in groups brainstorming ideas to see if there is a way to create research teams per issue.
We will meet with the librarian
and/or he will come to the class to show students how to be more efficient in
their research. Good research strategies will save budding scholars much
valuable time. Our first meeting with Professor Steve Gerstle is Thursday
morning.
Start observing your neighborhood, workplace, home and list either mentally or on paper, areas in need of improvement. Write a field note: include location, parties involved, where you are when you are observing, state the problem.
Students will identify the issue and develop a proposal. See How to Develop Primary Research: https://owl.english.purdue.edu/owl/resource/559/1/
Start observing your neighborhood, workplace, home and list either mentally or on paper, areas in need of improvement. Write a field note: include location, parties involved, where you are when you are observing, state the problem.
Students will identify the issue and develop a proposal. See How to Develop Primary Research: https://owl.english.purdue.edu/owl/resource/559/1/
Since
there is a group project and presentation at the end of the semester, re:
problem to solve, if there are problems in the group, let me know early, so we
can resolve it.
At the end of the semester, we will have a poster presentation for the College Community. Perhaps we can display the posters in the Library and have the poster exhibit in L-227 early December. If you have made poster presentations before, please let me know.
The Plan
We will use the textbook: Writing Logically Thinking Critically, Sixth-Seventh Editions, by Sheila Cooper and Rosemary Patton (8th edition). 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 1-2: A Quick Guide to Integrating Research into Your Own Writing 203-209.
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 a draft of your research essay with literature review (min. 3 sources). 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.
I suggest students spend time weekly in the Writing Lab open M-F, 9-5 (L-234). You can do your homework here and get help as needed. For extra credit, have a tutor give you a receipt for your attendance. If you are having trouble with grammar, then work on that. If your trouble is the essay writing process itself, work on that.
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 7th (see Revision Goals 45). 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
My office is D-219, located in a suite of offices numbered from D-216. My office phone number is: 510-748-2286. My online office hours can be set up by appointment T/Th. I will be on campus on Tuesdays/Thursdays from 8 a.m. until 1 p.m. and I am available from 3-6 p.m. by appointment, in person and on the phone (except the dates noted: 10/12-10/14; 11/09-10; 12/14-16).
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. If none of these times work, email me and we can set something up. I am on the island.
I’d like to wish everyone much success.
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. The library has study rooms your can reserve or use.
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.)
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.
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, August 27. 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 professorwandasposse@gmail.com. Don't forget to note the assignment and the course: Student Introduction: English 5, Fall 2015, in the subject line.
Before completing the assignment read this article on email etiquette: https://owl.english.purdue.edu/owl/resource/636/1/ (Also look at the PowerPoint on email etiquette for students: https://owl.english.purdue.edu/owl/resource/694/1/ )
Second Assignments:
Write a 250 word (1 page) response to the syllabus in the Moodle Forum. Be specific in your response. It is due by Sept. 1.
At the end of the semester, we will have a poster presentation for the College Community. Perhaps we can display the posters in the Library and have the poster exhibit in L-227 early December. If you have made poster presentations before, please let me know.
The Plan
We will use the textbook: Writing Logically Thinking Critically, Sixth-Seventh Editions, by Sheila Cooper and Rosemary Patton (8th edition). 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 1-2: A Quick Guide to Integrating Research into Your Own Writing 203-209.
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 a draft of your research essay with literature review (min. 3 sources). 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.
I suggest students spend time weekly in the Writing Lab open M-F, 9-5 (L-234). You can do your homework here and get help as needed. For extra credit, have a tutor give you a receipt for your attendance. If you are having trouble with grammar, then work on that. If your trouble is the essay writing process itself, work on that.
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 7th (see Revision Goals 45). 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
My office is D-219, located in a suite of offices numbered from D-216. My office phone number is: 510-748-2286. My online office hours can be set up by appointment T/Th. I will be on campus on Tuesdays/Thursdays from 8 a.m. until 1 p.m. and I am available from 3-6 p.m. by appointment, in person and on the phone (except the dates noted: 10/12-10/14; 11/09-10; 12/14-16).
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. If none of these times work, email me and we can set something up. I am on the island.
I’d like to wish everyone much success.
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. The library has study rooms your can reserve or use.
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.)
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.
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, August 27. 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 professorwandasposse@gmail.com. Don't forget to note the assignment and the course: Student Introduction: English 5, Fall 2015, in the subject line.
Before completing the assignment read this article on email etiquette: https://owl.english.purdue.edu/owl/resource/636/1/ (Also look at the PowerPoint on email etiquette for students: https://owl.english.purdue.edu/owl/resource/694/1/ )
Second Assignments:
Write a 250 word (1 page) response to the syllabus in the Moodle Forum. Be specific in your response. It is due by Sept. 1.
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. Plan so there is room for emergencies; leave nothing to last minute rush in as much as this is possible.
I am a published professional writer—journalism, poetry, essays, creative nonfiction, so I expect a high level of composition competency. I can help those who are willing and committed to strengthening those areas they might be weak: MLA, transitions and use of texts for coherence, essay structure, paragraph and sentence structure, grammar, logic.
That said, submit your most polished and best writing. Do not submit drafts to me. Students only get to revise work that receives a failing grade and then this is only 1-2 times (depending on my mood—smile). There are only 4 major essays, if you fail more than one (1) you will probably not pass the class unless the other three essays receive As or As and Bs (smile).
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 the work. A lot of assignments, especially reading and foundation exercises will be completed 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—all of it. (Much of the Writing Logically assignments can be written in the textbook.)—we will see each other in class just 150 minutes a week over 18 weeks. Let's commit to making it fruitful.
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. Plan so there is room for emergencies; leave nothing to last minute rush in as much as this is possible.
I am a published professional writer—journalism, poetry, essays, creative nonfiction, so I expect a high level of composition competency. I can help those who are willing and committed to strengthening those areas they might be weak: MLA, transitions and use of texts for coherence, essay structure, paragraph and sentence structure, grammar, logic.
That said, submit your most polished and best writing. Do not submit drafts to me. Students only get to revise work that receives a failing grade and then this is only 1-2 times (depending on my mood—smile). There are only 4 major essays, if you fail more than one (1) you will probably not pass the class unless the other three essays receive As or As and Bs (smile).
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 the work. A lot of assignments, especially reading and foundation exercises will be completed 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—all of it. (Much of the Writing Logically assignments can be written in the textbook.)—we will see each other in class just 150 minutes a week over 18 weeks. Let's commit to making it fruitful.
Student Code of Conduct
Students are responsible for complying with all college regulations and for maintaining appropriate course requirements as established by instructors.
Disciplinary action may be imposed on a student for violation of college rules and regulations, the California Education Code, California Penal Code, and the California Administrative Code.
Student misconduct may result in disciplinary action by the college and prosecution by civil authorities. Misconduct that may result in disciplinary action includes, but is not limited to, the following violations:
2.
Willful misconduct which results in injury or death of any person on
college-owned or controlled property, or college-sponsored or supervised
functions; or causing, attempting to cause, or threatening to cause physical
injury to another person.
7. Dishonesty such as cheating,
plagiarism (including plagiarism in a student publication), forgery, alteration
of misuse of college documents, records, or identification documents, or
furnishing false information to the college.
8. The use, sale, or possession on
campus of, or presence on campus under the influence of, any controlled
substance, or any poison classified as such by Schedule D in Section 4160 of
the Business and Professions Code or any controlled substance listed in
California Health and Safety Code 11053 et
seq.,an alcoholic beverage, or an intoxicant of any kind; or unlawful
possession of, or offering, arranging or negotiating the sale of any drug
paraphernalia, as defined in California Health and Safety Code Section 11014.5
9. Possession, sale or otherwise furnishing any firearm, knife, explosive or other dangerous object, including but not limited to any facsimile firearm, knife or explosive, unless in the case of possession of any object of this type, the student has obtained written permission to possess the item from an authorized college employee.
10. Willful or persistent smoking in
any area where smoking has been prohibited by law of by regulation of the
governing board.
11. Lewd, indecent, or obscene
conduct or expression on college-owned or controlled property, or at college
sponsored or supervised functions; or engaging in libelous or slanderous
expression; or expression or conduct which so incites students as to create a
clear and present danger of the commission of unlawful acts on college
premises, or substantial disruption of the orderly operation of the college.
12. Disruptive or insulting
behavior, willful disobedience, habitual profanity or vulgarity; or the open
and persistent defiance of the authority of, refusal to comply with directions
of, or persistent abuse of, college employees in the performance of their duty
on or near the school premises or public sidewalks adjacent to school premises.
13. Obstruction or disruption of teaching, research, administrative procedures or other college activities.
13. Obstruction or disruption of teaching, research, administrative procedures or other college activities.
14. Committing sexual harassment as
defined by law or by college policies and procedures; or engaging in harassing
or discriminatory behavior based on race, sex, religion, age, national origin,
disability, or any other status protected by law.
15. Persistent, serious misconduct where other means of correction have failed to bring about proper conduct.
15. Persistent, serious misconduct where other means of correction have failed to bring about proper conduct.
Note: I left out codes related to theft and aggressive acts against other persons, students or staff, such as assault or robbery or extortion or vandalism. I also did not include codes related to parking violations, unauthorized entry or use of college facilities. I include codes students might not be aware of. All of the codes are in the College of Alameda Catalogue, 2009-2011, pages 212-213).
Class disruption (even
on-line) or other violations can result in a two day or more suspension,
failure or expulsion from the class or the college. Depending on the violation,
a student can also be arrested and jailed.
Just think of it this way: behave in a way that does not detract from another student’s positive learning experience. When in doubt, take the matter to the professor; do not get into an altercation with a classmate. If something inappropriate happens in class –on-line or in person, let me know. We are to maintain a professional relationship with each other. This is not the place to proposition or engage a classmate in conversation not connected to the course materials. Any attempt to do so is inappropriate and grounds for suspension and/or failure in the course.
Just think of it this way: behave in a way that does not detract from another student’s positive learning experience. When in doubt, take the matter to the professor; do not get into an altercation with a classmate. If something inappropriate happens in class –on-line or in person, let me know. We are to maintain a professional relationship with each other. This is not the place to proposition or engage a classmate in conversation not connected to the course materials. Any attempt to do so is inappropriate and grounds for suspension and/or failure in the course.
Students and staff have rights. In
some of my classes in the past, I have noticed that some students are not
familiar with the student code of conduct. I thought I’d share this with you so
you would know what the codes are before you break them (smile). Most of it is
common sense.
For the complete list as well as
what laws protect students and the college, see the College of Alameda Catalogue.
Textbooks
We will travel through our four textbooks in the order mentioned earlier. All the books are fast reads, so do not get behind and decide soon what book you'd like to read for your final argument.
I have to approve it in advance.
Baldwin, James. The Fire Next Time. New York: Vintage International, 1993. Print.
Cooper, Sheila and Rosemary Patton. Writing Logically, Thinking Critically. Seventh. New York: Longman, 2010; 2012. Print.
Wise, Tim. Between Barack and A Hard Place: Racism and White Denial in the Age of Obama. San Francisco: City Lights Books/Open Media Series, 2009. Print.
Online Textbooks and Excerpts:
Crowther, John, ed. “No Fear Macbeth.” SparkNotes.com. SparkNotes LLC. 2005. Web. 25 Aug. 2015. https://www.google.com/?gws_rd=ssl#q=no+fear+shakespeare+macbeth
Rankine, Claudia. Citizen: An
American Lyric. Minneapolis: Graywolf Press, 2014. Print.
http://www.poetryfoundation.org/poetrymagazine/poem/247344#about
Thinking about (smile)
Coates, Ta-Hanesi. The Beautiful Struggle: A Memoir. 2009.
Coates, Ta-Hanesi. Between the World and Me. 2015
Watch Coates:
http://www.democracynow.org/2015/7/22/between_the_world_and_me_ta
Coates & Baldwin compared:
http://www.theatlantic.com/politics/archive/2015/07/james-baldwin-tanehisi-coates/399413/
zaji. When We Were One: The Story of an Ancient Race. Pacono: 2015. Print
Listen to zaji: http://tobtr.com/s/7826873 (she is towards the end of the show)
Recommended
http://www.poetryfoundation.org/poetrymagazine/poem/247344#about
Thinking about (smile)
Coates, Ta-Hanesi. The Beautiful Struggle: A Memoir. 2009.
Coates, Ta-Hanesi. Between the World and Me. 2015
Watch Coates:
http://www.democracynow.org/2015/7/22/between_the_world_and_me_ta
Coates & Baldwin compared:
http://www.theatlantic.com/politics/archive/2015/07/james-baldwin-tanehisi-coates/399413/
zaji. When We Were One: The Story of an Ancient Race. Pacono: 2015. Print
Listen to zaji: http://tobtr.com/s/7826873 (she is towards the end of the show)
Recommended
Hacker, Diana and Nancy Sommers. Rules for Writers. Seventh Edition. Boston: Bedford/St. Martins, 2012. Print. [1]
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 with dates will follow tomorrow. Check class Moodle site for the most up to date syllabus and course schedule.
This syllabus is subject to change based on instructor assessment of class progress.
