Today we are going on a field trip to see the film: The Interrupters. Meet me at the Oakland Museum no later than 4:30 p.m. We'll be at the door. Call me if you can't find me (smile). I have extra tickets, let me know if you want to bring someone.
Freewrite
We finished reading the Time magazine article about Robert "Yummy" Sandifer. List 5-10 inferences and judgments one can make. For the judgments put the judgment in someone's mouth.
Be as detailed and complete as possible in the list of arguments, that is, inferences and judgements. The article is on Greg Neri's website.
2. Complete the book
3. WLTC Lecture-Structure of Arguments: standard form, review of terms: opinion, rational, premises, conclusion, complete vs. open thesis or argument.
4. Writing Arguments about literature, the Aristotelian model (didn't get to this).
Homework
5. Read Chapter 3 and jot down any questions. Homework: WLTC (write in the book. Do not post the answers-- 3B (58-59).
Announcements
The Oakland Museum is having a panel discussion or community forum on Saturday, Feb. 11, 2012, 1-3 p.m. in the James Moore Theatre on the Black Male Image. This is in conjunction with an exhibition featuring a film and photographs of black men. More later.
Thursday, February 9, 2012
Tuesday, February 7, 2012
Assignment Recap: WLTC February Cyber-Assignment Posts
Today in class we reviewed Chapter 2 and defined the terms: judgement, infer, imply, fact and belief.
We then reviewed the assigned exercises.
Homework recap: 1. WLTC 2J (respond in 1 typed page. Bring it to class.) Post WLTC 2J here as well.
2. WLTC 2K read the story and be prepared to answer the questions.
3. Also post your response to WLTC 2I here by Feb. 9. Bring to class electronically as well and I will post the images for you.
2. WLTC 2K read the story and be prepared to answer the questions.
3. Also post your response to WLTC 2I here by Feb. 9. Bring to class electronically as well and I will post the images for you.
4. WLTC 2L complete sometime this month and turn in as a paper copy. Post your essays here as well.
We read up to page 64 in Yummy.
Here is the link to the Times Magazine article on the author's website: http://gregneri.com/yummy.html
Next week we will look at types of arguments: claims of fact, claims of policy and claims of value, and the form these arguments can take.
Field Trip
I have more tickets left for the OM film screening Thursday, doors open at 4 p.m. Let me know if you want to attend. Call me (smile).
Thursday, February 2, 2012
Last class students reviewed the exercises completed in Chapter 1 WLTC. I loved seeing students spending so much time on Exercise 1D (20).
Read the summaries and familiarize yourself with "Key Terms." Both are at the end of each chapter. Homework was to complete Writing Assignment 1 and bring into class to share. I should have had you bring it in electronically (smile). Next time. Some students turned in the essays, others are going to email me by Friday sometime. Don't forget to paste and attach the assignments and make sure the MLA is perfect (smile). You can paste one essay after the other.
Today in class we will read Yummy. Yes, I know, I changed my mind and now it has changed back (smile). I have a reason connected to a couple of current events. There is a film about gangs in Chicago screening at the Oakland Museum Feb. 9, 2012 and on Frontline World Feb. 14, 2012.
I reserved 20 tickets and have posted the information below.
Homework is to read the Newsweek article given here by Tuesday next week. We will talk about it as the inspiration for Greg Neri's book.
From WLTC
Read Chapter 2, do exercises: 2B, 2C, 2D, 2E (in class), 2F (in class, think about before hand), 2G, 2H (in class), Exercises 2I --choose 2 to respond to (due Feb. 9. Bring electronically to class).
Exercises 2J, 2K (homework Feb. 7). 2L due within the month. What we are doing now is developing our ability to talk about arguments, which starts with acquiring the language and skills, also reading compelling and well-structured writing.
Fieldtrip
I'd like for us to go on a field trip this month, February 9, to see a film released theatrically last year called, The Interrupters. This film, which takes place in Chicago, looks at violence in the community and a program that addresses this.
At the screening there will be people on a panel afterwards entertaining questions, one who is in the film. The film screens on television February 14, 2012 on Frontline: http://www.pbs.org/wgbh/pages/frontline/interrupters/?utm_campaign=interrupters&utm_medium=GoogleAds&utm_source=keyword
Free Community Screening
The Interrupters
(I reserved 20 tickets. If you want to reserve tickets yourself here is the link: http://oaklandinterrupters-eorg.eventbrite.com/
A Film By Steve James and Alex Kotlowitz
The Interrupters tells the stories of three "violence interrupters" who, with bravado, humility, and even humor try to protect their Chicago communities from the violence they themselves once employed.
4:00-5:00 PM Light Reception
5:00-7:00 PM Film Screening
7:00-8:00 PM Panel Discussion
Location:
Oakland Museum of California
James Moore Theater
1000 Oak Street
Entrance on 10th Street
After the film, join us for a panel discussion moderated by The Ella Baker Center For Human Rights' Abel Habtegeorgis and featuring two of the film's inspiring subjects, along with youth and adult leaders engaged in violence prevention work in Oakland to talk about what needs to be done here at home.
Panelists:
Ameena Matthews, Ceasefire Chicago (featured in the film)
Eddie Bocanegra, Ceasefire Chicago (featured in the film)
Kyndra Simmons, Intervention Specialist, Youth ALIVE!
Anthony Del Toro, Street Outreach Leader, California Youth Outreach
Moderator: Abel Habtegeorgis, Media Relations Manager, The Ella Baker Center For Human Rights
Presented by ITVS, KQED, The Ella Baker Center For Human Rights, Top Ten Social, Youth ALIVE!, and Urban Peace Movement
This event is a part of Women And Girls Lead, an innovative public media initiative designed to focus, educate, and connect women, girls, and their allies across the globe to address the challenges of the 21st century.
*PLEASE NOTE RSVP's do not guarantee seating. Seating is on a first come, first served basis.
Read the summaries and familiarize yourself with "Key Terms." Both are at the end of each chapter. Homework was to complete Writing Assignment 1 and bring into class to share. I should have had you bring it in electronically (smile). Next time. Some students turned in the essays, others are going to email me by Friday sometime. Don't forget to paste and attach the assignments and make sure the MLA is perfect (smile). You can paste one essay after the other.
Today in class we will read Yummy. Yes, I know, I changed my mind and now it has changed back (smile). I have a reason connected to a couple of current events. There is a film about gangs in Chicago screening at the Oakland Museum Feb. 9, 2012 and on Frontline World Feb. 14, 2012.
I reserved 20 tickets and have posted the information below.
Homework is to read the Newsweek article given here by Tuesday next week. We will talk about it as the inspiration for Greg Neri's book.
From WLTC
Read Chapter 2, do exercises: 2B, 2C, 2D, 2E (in class), 2F (in class, think about before hand), 2G, 2H (in class), Exercises 2I --choose 2 to respond to (due Feb. 9. Bring electronically to class).
Exercises 2J, 2K (homework Feb. 7). 2L due within the month. What we are doing now is developing our ability to talk about arguments, which starts with acquiring the language and skills, also reading compelling and well-structured writing.
Fieldtrip
I'd like for us to go on a field trip this month, February 9, to see a film released theatrically last year called, The Interrupters. This film, which takes place in Chicago, looks at violence in the community and a program that addresses this.
At the screening there will be people on a panel afterwards entertaining questions, one who is in the film. The film screens on television February 14, 2012 on Frontline: http://www.pbs.org/wgbh/pages/frontline/interrupters/?utm_campaign=interrupters&utm_medium=GoogleAds&utm_source=keyword
Free Community Screening
The Interrupters
(I reserved 20 tickets. If you want to reserve tickets yourself here is the link: http://oaklandinterrupters-eorg.eventbrite.com/
A Film By Steve James and Alex Kotlowitz
The Interrupters tells the stories of three "violence interrupters" who, with bravado, humility, and even humor try to protect their Chicago communities from the violence they themselves once employed.
4:00-5:00 PM Light Reception
5:00-7:00 PM Film Screening
7:00-8:00 PM Panel Discussion
Location:
Oakland Museum of California
James Moore Theater
1000 Oak Street
Entrance on 10th Street
After the film, join us for a panel discussion moderated by The Ella Baker Center For Human Rights' Abel Habtegeorgis and featuring two of the film's inspiring subjects, along with youth and adult leaders engaged in violence prevention work in Oakland to talk about what needs to be done here at home.
Panelists:
Ameena Matthews, Ceasefire Chicago (featured in the film)
Eddie Bocanegra, Ceasefire Chicago (featured in the film)
Kyndra Simmons, Intervention Specialist, Youth ALIVE!
Anthony Del Toro, Street Outreach Leader, California Youth Outreach
Moderator: Abel Habtegeorgis, Media Relations Manager, The Ella Baker Center For Human Rights
Presented by ITVS, KQED, The Ella Baker Center For Human Rights, Top Ten Social, Youth ALIVE!, and Urban Peace Movement
This event is a part of Women And Girls Lead, an innovative public media initiative designed to focus, educate, and connect women, girls, and their allies across the globe to address the challenges of the 21st century.
*PLEASE NOTE RSVP's do not guarantee seating. Seating is on a first come, first served basis.
Friday, January 27, 2012
Writing is "Thinking Made Visible"
Thursday in class we met in groups and worked on the short essays students were to post later on that same day. Students can also post their letters to the president there as well. Don't forget to respond to at least one letter and to mail your letter to President Obama at the White House. Let us know if you get a response.
Email is fine.
Homework was to read the first chapter along with preface and other precursors to the text for Tuesday. Bring in any questions. Except for essays, answers can be written in the book where apropos. Sometimes this works, for many of the questions for Chapter 1, this doesn't work.
The first section looks at the whole notion of Critical Thinking and defines it. There are many terms introduced. Annotate those areas of the text which interest you. At the end of each chapter there is a glossary.
Bring Yummy to class next week. We will start reading it, although I don't think the essay is due yet. We will write a definition essay and I think that is covered in Chapter 3 or 4. There will be a lot of collaborative work around exercises, just make sure you are prepared and again keep a list of questions you might develop as you read the text.
There are readings at the end of the book. You are encouraged, but not made to read them (smile). If I want you to read an essay, I will assign it in class. I think the articles illustrate the authors' point, and how can one become a great writer except by reading great writers?
Exercise 1B is an interesting take on intention, same information, different angle, different audience --different conclusion.
Writing As a Process (10-14) and A Quick Guide (210-214) are reviews. Writing Assignment 1 isn't due Monday. Let's make that due Thursday. Bring in the public issue that disturbs you to discuss with peers.
You have already completed Exercise 1C (17). If there is anything about yourself you'd like to add, send it on (smile). We will review Exercise 1D in class. I will lecture on Chapter 2 Thursday and the readings and some exercises will be due Tuesday.
I like Chapter 2, we discuss the difference between facts and judgements, ponder inferences using visual references like ads.
I love Chapter 3, The Structure of Argument. It is here the journey starts. Putting an argument into standard form is really fun (smile). Determining the difference between a premise and a conclusion is great work! Figuring out what an assumption is and how many assumptions fill many of our ethical operating manuals. The hidden assumptions are the hardest to shake.
The premise is the evidence, the conclusion is the argument. We don't do all th exercises, but since this is an election year, I might make Writing Assignment 5 extra credit (59).
In Chapter 4 we get down to the nitty gritty and learn about two kinds of thesis sentences: open and complete (81). We get more writing tips re: organization. I love the term "dialectic." It just means questioning both sides of an issue to come away with a sort of truth or synthesis, biases or slanted thinking disallow (85).
We will practice writing an essay in class where each group writes a different argument about the topic and then we pull all the angles together for a complete essay. Sounds strange, but it works (smile). This is where the authors introduce the Rogerian proof (87). Students are introduced to "joining words" (91-92).
Oh, Definition is in Chapter 5. Hum, we might have to wait longer than I thought to write this essay. Perhaps we should start with Mosley? Let's talk about this. I think the Mosely story lends itself well to the Rogerian argument.
Events next week
Poetry
The 22nd Annual African American Celebration through Poetry is Saturday, Feb. 4, 1-4 p.m. at the West Oakland Branch Library, 1801 Adeline Street, (510) 238-7352. I started this event 22 years ago, and I host it. This year the theme is great black women. All are welcome to attend. There is an open mic at the end of the program.
Author Event
Tim Wise, a great writer, is speaking at Cal State East Bay Thursday, Feb. 2, 2012, 7 PM. A former student called me to tell me about it this week. She is at CSEB now. It is a free event. Visit http://csueastbaytickets.universitytickets.com/user_pages/event.asp?id=164&cid=26
I have taught Wise's books for many years. He has a new book out: Dear White America: Letter to a New Minority.
If you'd like to go let me know Tuesday so we can figure out how we will meet. You can also drop me a line here. He is a great speaker, really great. We went to see him last Spring in conversation with Angela Davis (it wasn't free, but we had an anonymous donor).
We read his: White Like Me.
This is a Free Event Since 1995, Tim Wise has lectured at over 600 college institutions. In the early 90s, Wise worked as an anti-racist activist and began his work as a youth coordinator and associate director of the Louisiana Coalition Against Racism and Nazism. In New Orleans Tim Wise worked for various community-based organizations and political groups such as the Louisiana Coalition for Tax Justice, the Louisiana Injured Worker's Union and Agenda for Children.
Tim Wise has received several awards for his work and has written several books such as White Like Me: Reflections on Race from a Privileged Son, Between Barack and a Hard Place, Racism and White Denial in the Age of Obama, and Colorblind: The Rise of Post-Racial Politics and the Retreat from Racial Equity.
In Utne Reader magazine, Wise was listed as one of the "25 Visionaries Who Are Changing Your World" in 2010.
Location: MPR, New Union, Cal State East Bay
Contact information: ASI Diversity Center @ CSU East Bay, 510-885-3908
Film
At Stanford University, Tuesday, February 7, 7-9 PM in the Black Community Services Center there will be a screening of a We Still Live Here - Âs Nutayuneân. The director will be there as well as linguists. The film is about an indigenous nation which revived a "sleeping" language. The Wampanoag nation are the people who welcomed the Pilgrims and helped them through that difficult first winter in the New World. Remember that first Thanksgiving?
Visit: http://www.pbs.org/independentlens/we-still-live-here/film.html and http://www.makepeaceproductions.com/screenings/201201-stanford.jpg
I have seen the film. It is great! I had the director on my radio show this morning. She was my second interview. However, I studied linguistics when I was an undergraduate at UC Berkeley, so I might go. Again, let me know if you are interested.
Theatre
Marc Bamuthi Joseph's Word Becomes Flesh at Laney College, 900 Fallon Street, Oakland, February 11, 2012$25 gen. $15 students & seniors - 8pm. It is a collaboration between La Peña Cultural Center, Black Choreographers Here & Now, and the Living Word Festival.
Formally a solo performance, this male soul journey, is now danced by multiple men. In the work the characters question their masculinity, approaching fatherhood, relationships with their baby's mama, not to mention their fathers and father's fathers. It is a fluid tapestry that traverses landscapes above and below plane surfaces.
Bamuthi is a lovely choreographer and writer, so the poetry is in his character's feet as much in the words one hears from their mouths. I don't remember is they speak--when it was a solo work, Bamuthi spoke. I have only seen the work as a company performance once and alas, that detail escapes me. When I met the choreographer perhaps 15 years ago, is was as a poet. He was in a film screening I attended called: Slamnation.
This work is not as abstract as his last, performed at Yerba Buena Center for the Arts, Red, Black and Green, which was physical theatre as well as a visual art work, similar to site specific works used by Joanna Haigood, Zaccho Dance Company, and Alonozo King, LINES Contemporary Ballet.
The Indie Film Festival starts in San Francisco next month. The African Film Festival continues at Pacific Film Archive at UC Berkeley. The San Francisco International Film Festival is in April.
Email is fine.
Homework was to read the first chapter along with preface and other precursors to the text for Tuesday. Bring in any questions. Except for essays, answers can be written in the book where apropos. Sometimes this works, for many of the questions for Chapter 1, this doesn't work.
The first section looks at the whole notion of Critical Thinking and defines it. There are many terms introduced. Annotate those areas of the text which interest you. At the end of each chapter there is a glossary.
Bring Yummy to class next week. We will start reading it, although I don't think the essay is due yet. We will write a definition essay and I think that is covered in Chapter 3 or 4. There will be a lot of collaborative work around exercises, just make sure you are prepared and again keep a list of questions you might develop as you read the text.
There are readings at the end of the book. You are encouraged, but not made to read them (smile). If I want you to read an essay, I will assign it in class. I think the articles illustrate the authors' point, and how can one become a great writer except by reading great writers?
Exercise 1B is an interesting take on intention, same information, different angle, different audience --different conclusion.
Writing As a Process (10-14) and A Quick Guide (210-214) are reviews. Writing Assignment 1 isn't due Monday. Let's make that due Thursday. Bring in the public issue that disturbs you to discuss with peers.
You have already completed Exercise 1C (17). If there is anything about yourself you'd like to add, send it on (smile). We will review Exercise 1D in class. I will lecture on Chapter 2 Thursday and the readings and some exercises will be due Tuesday.
I like Chapter 2, we discuss the difference between facts and judgements, ponder inferences using visual references like ads.
I love Chapter 3, The Structure of Argument. It is here the journey starts. Putting an argument into standard form is really fun (smile). Determining the difference between a premise and a conclusion is great work! Figuring out what an assumption is and how many assumptions fill many of our ethical operating manuals. The hidden assumptions are the hardest to shake.
The premise is the evidence, the conclusion is the argument. We don't do all th exercises, but since this is an election year, I might make Writing Assignment 5 extra credit (59).
In Chapter 4 we get down to the nitty gritty and learn about two kinds of thesis sentences: open and complete (81). We get more writing tips re: organization. I love the term "dialectic." It just means questioning both sides of an issue to come away with a sort of truth or synthesis, biases or slanted thinking disallow (85).
We will practice writing an essay in class where each group writes a different argument about the topic and then we pull all the angles together for a complete essay. Sounds strange, but it works (smile). This is where the authors introduce the Rogerian proof (87). Students are introduced to "joining words" (91-92).
Oh, Definition is in Chapter 5. Hum, we might have to wait longer than I thought to write this essay. Perhaps we should start with Mosley? Let's talk about this. I think the Mosely story lends itself well to the Rogerian argument.
Events next week
Poetry
The 22nd Annual African American Celebration through Poetry is Saturday, Feb. 4, 1-4 p.m. at the West Oakland Branch Library, 1801 Adeline Street, (510) 238-7352. I started this event 22 years ago, and I host it. This year the theme is great black women. All are welcome to attend. There is an open mic at the end of the program.
Author Event
Tim Wise, a great writer, is speaking at Cal State East Bay Thursday, Feb. 2, 2012, 7 PM. A former student called me to tell me about it this week. She is at CSEB now. It is a free event. Visit http://csueastbaytickets.universitytickets.com/user_pages/event.asp?id=164&cid=26
I have taught Wise's books for many years. He has a new book out: Dear White America: Letter to a New Minority.
If you'd like to go let me know Tuesday so we can figure out how we will meet. You can also drop me a line here. He is a great speaker, really great. We went to see him last Spring in conversation with Angela Davis (it wasn't free, but we had an anonymous donor).
We read his: White Like Me.
This is a Free Event Since 1995, Tim Wise has lectured at over 600 college institutions. In the early 90s, Wise worked as an anti-racist activist and began his work as a youth coordinator and associate director of the Louisiana Coalition Against Racism and Nazism. In New Orleans Tim Wise worked for various community-based organizations and political groups such as the Louisiana Coalition for Tax Justice, the Louisiana Injured Worker's Union and Agenda for Children.
Tim Wise has received several awards for his work and has written several books such as White Like Me: Reflections on Race from a Privileged Son, Between Barack and a Hard Place, Racism and White Denial in the Age of Obama, and Colorblind: The Rise of Post-Racial Politics and the Retreat from Racial Equity.
In Utne Reader magazine, Wise was listed as one of the "25 Visionaries Who Are Changing Your World" in 2010.
Location: MPR, New Union, Cal State East Bay
Contact information: ASI Diversity Center @ CSU East Bay, 510-885-3908
Film
At Stanford University, Tuesday, February 7, 7-9 PM in the Black Community Services Center there will be a screening of a We Still Live Here - Âs Nutayuneân. The director will be there as well as linguists. The film is about an indigenous nation which revived a "sleeping" language. The Wampanoag nation are the people who welcomed the Pilgrims and helped them through that difficult first winter in the New World. Remember that first Thanksgiving?
Visit: http://www.pbs.org/independentlens/we-still-live-here/film.html and http://www.makepeaceproductions.com/screenings/201201-stanford.jpg
I have seen the film. It is great! I had the director on my radio show this morning. She was my second interview. However, I studied linguistics when I was an undergraduate at UC Berkeley, so I might go. Again, let me know if you are interested.
Theatre
Marc Bamuthi Joseph's Word Becomes Flesh at Laney College, 900 Fallon Street, Oakland, February 11, 2012$25 gen. $15 students & seniors - 8pm. It is a collaboration between La Peña Cultural Center, Black Choreographers Here & Now, and the Living Word Festival.
Formally a solo performance, this male soul journey, is now danced by multiple men. In the work the characters question their masculinity, approaching fatherhood, relationships with their baby's mama, not to mention their fathers and father's fathers. It is a fluid tapestry that traverses landscapes above and below plane surfaces.
Bamuthi is a lovely choreographer and writer, so the poetry is in his character's feet as much in the words one hears from their mouths. I don't remember is they speak--when it was a solo work, Bamuthi spoke. I have only seen the work as a company performance once and alas, that detail escapes me. When I met the choreographer perhaps 15 years ago, is was as a poet. He was in a film screening I attended called: Slamnation.
This work is not as abstract as his last, performed at Yerba Buena Center for the Arts, Red, Black and Green, which was physical theatre as well as a visual art work, similar to site specific works used by Joanna Haigood, Zaccho Dance Company, and Alonozo King, LINES Contemporary Ballet.
Word Becomes Flesh is a fluid evening-length choreopoem written in the form of a narrative verse play. Presented as a series of performed letters to an unborn son, the piece uses poetry, dance and live music to document nine months of pregnancy from a young single father's perspective. These performed letters incorporate elements of ritual, archetypes, and symbolic sites within the constructs of hip hop culture. Directed by Marc Bamuthi Joseph, and featuring Daveed Diggs, Dahlak Brathwaite, Dion Decibels, Ben Turner, Mic Turner and B.Yung.
Word Becomes Flesh was originally commissioned by La Peña Cultural Center and premiered in November 2003 at the Alice Arts Center (Oakland, CA) and subsequently toured through 2007 nationwide to venues including Bates Dance Festival (Lewiston, ME), ODC Theater and Yerba Buena Center for the Arts (San Francisco, CA), On the Boards (Seattle, WA), New World Theater (Amherst, MA), Dance Theater Workshop (New York, NY), Live Arts Festival (Philadelphia, PA), Museum of Contemporary Art (Chicago, IL), University Musical Society (Ann Arbor, MI), Miami Dade College (Miami, FL), and Dance Place (Washington, DC).
Considered the seminal work of Marc Bamuthi Joseph and The Living Word Project, this piece was chosen by the National Performance Network for its 25th Anniversary Re-Creation Initiative supported in part by the National Endowment for the Arts. Word Becomes Flesh is a National Performance Network (NPN) Re-Creation Fund Project sponsored by La Peña Cultural Center (Berkeley, CA) in partnership with Painted Bride (Philadelphia, PA), Dance Place (Washington, DC), Youth Speaks (San Francisco, CA) and NPN. This project has been made possible by the National Endowment for the Arts as part of American Masterpieces: Three Centuries of Artistic Genius. For more information: www.npnweb.org.
The Indie Film Festival starts in San Francisco next month. The African Film Festival continues at Pacific Film Archive at UC Berkeley. The San Francisco International Film Festival is in April.
Tuesday, January 24, 2012
Day 1
Today in class we took a fun "Aptitude Test," then reviewed the results which were kept private. I shared my horrible score (smile). Obviously these measures of intelligence are not the precise tools they claim to be, right? (smile).
I also gave students an article to read from the January 2012 issue of travel magazine, Skyways: "State of Mind: Are you a hamster thinker or do you think outside the box?" by Douglas Kruger (62-64). We will do more with the article on Thursday. Bring the annotated article to class Thursday as well.
We read aloud the syllabus, which I have revised a bit and will give students copies of on Thursday, those who would like one. I reviewed the homework and gave permission numbers to students who had purchased the textbooks at least the first three: Writing Logically, Thinking Critically, Yummy and The Tempest Tales.
I also gave students an article to read from the January 2012 issue of travel magazine, Skyways: "State of Mind: Are you a hamster thinker or do you think outside the box?" by Douglas Kruger (62-64). We will do more with the article on Thursday. Bring the annotated article to class Thursday as well.
We read aloud the syllabus, which I have revised a bit and will give students copies of on Thursday, those who would like one. I reviewed the homework and gave permission numbers to students who had purchased the textbooks at least the first three: Writing Logically, Thinking Critically, Yummy and The Tempest Tales.
For those students who would like to add the class, buy your books and I will give you one. I have to go now.
President Obama is walking into the U.S. House of Representatives. He is shaking hands and kissing cheeks. Smiling and making comments. He just kissed Barbara Lee. The other members of his entourage follow. I don't know most of these people, they are happy --one commenter said its like a pep-rally. I recognize Mrs. Clinton and the Senator who was shot in Arizona who is resigning. He shakes hands with the Supreme Court Justices. He stands in front of the folks, the camera shows the First Lady, beautiful in blue.
The hall is full. The speaker announces the president.
The hall is full. The speaker announces the president.
Here we go (smile).
State of the Union Cyber-Assignment
Homework Assignment 3 due: Thursday, Jan. 26, 2012
Watch and then read President Obama’s State of the Union Address.
Watch the commentaries and evaluations afterward as well. Bring in a typed response to the address. What was his argument? How in keeping was it re: policies and comments to that of prior addresses?
How was it different? What was most memorable? Why?
What if anything was left out? Why? (If you have theories.)
What moved you the most in the speech and touched on an issue close to your heart?
Evaluate the evidence. Was it strong? Did you in any way feel manipulated? Did you miss anything in the oral presentation, you were more aware of once you saw the speech in print? What was this?
Write your response in the form of a letter to President Obama. One page responses are fine for homework assignments. If you want to write more, you can. Make the letter personal. Mail it to him and keep us posted as to whether or not he responds.
I listened to KPFA 94.1 FM pre-speech analysis and speculation. There I learned of a preview of his speech on the President's campaign website on YouTube. For KPFA coverage, visit: http://www.kpfa.org
I also watched the NewsHour on PBS. They will have pre-and post talk and more on their website: http://www.pbs.org/newshour/rundown/2012/01/excerpts-of-the-presidents-state-of-the-union-address.html
On channel 7, ABC, I watched their pre-speech coverage and news. The president will be on Diane Sawyer's show Thursday, January 26, his first interview of his campaign. Send her your questions: http://abcnews.go.com/WN/mailform?id=15430363
Watch and then read President Obama’s State of the Union Address.
Watch the commentaries and evaluations afterward as well. Bring in a typed response to the address. What was his argument? How in keeping was it re: policies and comments to that of prior addresses?
How was it different? What was most memorable? Why?
What if anything was left out? Why? (If you have theories.)
What moved you the most in the speech and touched on an issue close to your heart?
Evaluate the evidence. Was it strong? Did you in any way feel manipulated? Did you miss anything in the oral presentation, you were more aware of once you saw the speech in print? What was this?
Write your response in the form of a letter to President Obama. One page responses are fine for homework assignments. If you want to write more, you can. Make the letter personal. Mail it to him and keep us posted as to whether or not he responds.
I listened to KPFA 94.1 FM pre-speech analysis and speculation. There I learned of a preview of his speech on the President's campaign website on YouTube. For KPFA coverage, visit: http://www.kpfa.org
I also watched the NewsHour on PBS. They will have pre-and post talk and more on their website: http://www.pbs.org/newshour/rundown/2012/01/excerpts-of-the-presidents-state-of-the-union-address.html
On channel 7, ABC, I watched their pre-speech coverage and news. The president will be on Diane Sawyer's show Thursday, January 26, his first interview of his campaign. Send her your questions: http://abcnews.go.com/WN/mailform?id=15430363
After class post your letter. Respond to one classmate's letter. If you want to post anonymously, you can. Send anonymous posts to me with your names via email, so you can have credit for the assignment.
Be respectful when commenting. We do not have to agree with one another. I think this makes discourse a lot more interesting. Remember when responding to the President to clearly articulate what "he says."
Be respectful when commenting. We do not have to agree with one another. I think this makes discourse a lot more interesting. Remember when responding to the President to clearly articulate what "he says."
Critical Thinking Syllabus Spring 2012
Critical Thinking @ the College of Alameda with
Professor Wanda Sabir
ENG 5/ENG 211 Course codes: 21763/21777, Tuesday/Thursday 11:00 AM to 12:15 PM
Class Meetings: January 24-May 17
Location: Room A-202
Drop dates: February 4, Full-Term Credit Classes and Receive a Refund. Note: Short-term and open-entry classes must be dropped within three days of the first class meeting to receive a refund. Feb. 5 last day to add. Feb. 11 last day to file for Pass/No pass. Feb. 16 last day to drop w/out a W. Drop February 24, Full-Term Credit Classes Without “W” Appearing on Transcript; April 25 (w/W) and no refund.
Holidays: Feb. 6, 17-20; May 18, May 30; Spring Break: April 2-8 M-Su Spring Recess
Final Exam Week: May 19-25. We have no sitting final. Portfolios are due by May 25, 12 noon electronically. Last day of semester May 25. Class blog: http://sabirscoaenglish5.blogspot.com/
Syllabus for English 5/211: Critical Thinking in Reading and Writing
English 5/211, 3 semester units, about 6000 written words, develops the ability to analyze, criticize, and advocate ideas. Critical thinking looks at the relationship between language and logic, introduces rhetoric or persuasive writing and tools students can use to evaluate information based on facts, perceptions, assumptions, evidence, reasons, inferences, judgments, induction, deduction and conclusions. Vocabulary is introduced so that students have the proper tools to discuss faulty thinking or flaws in the reasoning process and name the more common fallacies.
This level composition assumes competency in prose writing and reading ability so that more attention can be devoted to ideas rather than to grammar and mechanics. Students who will most likely succeed in this course passed English 1A with a “B” or better.
We will look at the role of language and semantics in critical thinking, social communications and propaganda. Students will also look at the fundamentals of problem solving, including considering and evaluating alternative solutions and perspectives. We will write a series of four (4) – 2-4 page essays which are 1. Analytical, 2. Argumentative and 3. Comparative evaluative essays on pertinent topics around the themes explored in the texts. Each of the four essays will use the Classical or Aristotelian, the Rogerian and/or the Toulmin model of argument.
Topics will come from our texts, films, and discussions, current event topics, or historical issues with current relevance. Three essays will utilize one of the text books: Michelle Alexander's The New Jim Crow; Walter Mosley's The Tempest Tales; and Greg Neri’s Yummy: the Last Days of a Southside Shorty. Required in these essays will be inclusion of at least 1-2 scholarly articles on the topic and a works cited/bibliography page(s) which is not counted as part of the 2-4 pages. The fourth essay will be student choice based on a current issue of interest. The topic can be an argument or an analysis of an argument. All arguments will be presented orally and in written form.
Essays
We will start all the essays in class and have peer reviews; however, I expect the first draft to receive a passing grade. If this is not the case, I suggest said student enlist the support and assistance of a competent tutor.
If any paper does not receive a passing grade, said student will have to write an essay wherein he or she discusses in third person how the writer can correct the errors, and revise or rewrite the essay. These essays are due the following day or following class meeting.
Readings
We will read a book every 3-4 weeks, beginning with Yummy, then Mosley, ending with Alexander.
I like to use films as teaching aides, but given the tight schedule, we will probably only see clips of a few pertinent films. The film assignments will be cyber-assignments started in class. Cyber-assignments are turned in on-line and are about a 250 word fast draft. Each student needs to respond on-line to two other posts. Be respectful in your comments. Even though we are only meeting two hours and a half a week, students will have three hours of homework weekly, maybe more if one is a slow reader. We will try not to deviate from the schedule, as we have three books plus a textbook to get through, so don’t get behind (smile).
We will probably not complete any in-class essays, as there just isn’t enough time. Most essays will be submitted via Internet. Make sure you include the assignment and your name in the subject line. There will be one group project and presentation on logical fallacies (both inductive and deductive reasoning – one each) inspired by the texts or taken from the field of commercial art or politics. We will do this in class. Buy the books and start reading. The graphic novel is first.
The Plan
We will use the textbook: Writing Logically Thinking Critically, Sixth Edition, by Sheila Cooper and Rosemary Patton. It will give students theoretical basis to talk about the argument process. The book has exercises which we will complete in and outside of class meetings. Students are encouraged to develop study groups.
We will run the book chronologically:
Week 1: A Quick Guide to Integrating Research into Your Own Writing 210-214.
Practice pp: 210-214
Week 1-2: Chapters 1-2
Week 2-3: Chapters 2-3
Week 3-4: Chapters 3-4
Week 4-5: Chapters 4-5-6
Week 5-6: Chapter 6-7
Week 6-7: Chapter 7-8
Week 8/9: Review
Week 9/10: Review
(This is ambitious.)
Grading
The essays based on readings are a fourth of your grade, the daily essays and/or homework are another fourth, your midterm and final are another fourth and your portfolio is the final fourth. (Save all of your work.) The midterm will probably be one of the essays connected to a book, perhaps Alexander, maybe Mosley’s, we’ll see. You can average the grades to see how to weigh the various components. Participation is included in the daily exercises and homework portion of the grade, so if your attendance is exemplary, yet you say nothing, you lose percentage points.
You will also need to spend at least an hour a week in the Writing Lab (L-234), or as needed, and have a teacher or tutor sign off on your assignments. If you are having trouble with grammar, then work on that. If you trouble is the essay writing process itself, work on that.
Have a tutor or teacher sign off on your essays before you turn them in; if you have a “R,” which means revision necessary for a grade or “NC-” which means “no credit,” you have to go to the lab and revise the essay with a tutor or teacher before you return both the graded original and the revision (with signature) to me. Also due with your revision is an essay about the essay which identifies the errors and how to correct them. Use a grammar/style book such as Diana Hacker’s Rules for Writers. Revise does not mean “rewrite,” it means to “see again.”
This course with limited class time should offer an invigorating discourse or dialogue for those students who love a challenge and approach the writing task eager, prepared and ready for what the course requires: English language fluency in writing and reading; a certain comfort and ease with the language; confidence and skillful application of literary skills associated with academic writing, plus familiarity, if not mastery, of the rhetorical styles used in argumentation, exposition and narration.
We will be evaluating what we know and how we came to know what we know, a field called epistemology or the study of knowledge. Granted, the perspective is western culture which eliminates the values of the majority populations, so-called underdeveloped or undeveloped countries or cultures. Let us not fall into typical superiority traps. Try to maintain a mental elasticity and a willingness to let go of concepts which not only limit your growth as an intelligent being, but put you at a distinct disadvantage as a species.
This is a highly charged and potentially revolutionary process - critical thinking. The process of evaluating all that you swallowed without chewing up to now is possibly even dangerous. This is one of the problems with bigotry; it is easier to go with tradition than toss it, and create a new, more just, alternative protocol.
Audience
This is not the class for the student who is not comfortable with writing essays, whose handle on grammar is shaky or loose, and/or whose reading skills – interpretation, critical analysis, comprehension and vocabulary, are limited. Obviously one cannot become an expert on anything meeting just twice a week for a little over two hours; however, the hope is that when you leave the course, you will be a stronger writer than when you arrived, have a better grasp of what is meant by rhetoric or the art of persuasion.
We will be honest with one another. Grades are not necessarily a complete assessment of one’s work; grades do not take into consideration the effort or time spent, only whether or not students can demonstrate mastery of a skill – in this case: essay writing. Grades are an approximation, arbitrary at best, no matter how many safeguards one tries to put in place to avoid such ambiguity. Suffice it to say, your portfolio will illustrate your competence. It will represent your progress, your success or failure this semester in meeting your goal.
Office Hours
I’d like to wish everyone good luck. I am available on Monday and Wednesday morning 10:30-12 noon, also Monday and Wednesday afternoon, 3-4 p.m. MTWTh from 3-5 by appointment, I am also available. Let me know the day before, if possible, when you’d like to meet with me. My office number is: 510. 748-2286. Ask me for my cell phone number. I do not mind sharing it with you. My email address again is: coasabirenglish5@gmail.com
I’d advise students to exchange phone numbers with classmates (3), so if you have a concern, it can be addressed more expediently. Again study groups are recommended, especially for those students finding the readings difficult; don’t forget, you can also discuss the readings as a group in the Lab with a teacher or tutor acting as facilitator. Keep a vocabulary log for the semester and an error chart (taken from comments on essay assignments). List the words you need to look up in the dictionary, also list where you first encountered them: page, book and definition, also use the word in a sentence. You will turn this in with your portfolio.
Students are expected to complete their work on time. If you need more time on an assignment, discuss this with me in advance, if possible, to keep full credit. You lose credit each day an assignment is late and certain assignments, such as in-class essays cannot be made up. All assignments prepared outside of class are to be typed, 12-pt. font, double-spaced lines, indentations on paragraphs, 1-inch margins around the written work (see Hacker: The Writing Process; Document Design.)
The class blog is: http://sabirscoaenglish5.blogspot.com
Cheating
Plagiarism is ethically abhorrent, and if any student tries to take credit for work authored by another person the result will be a failed grade on the assignment and possibly a failed grade in the course if this is attempted again. This is a graded course.
Homework
If you do not identify the assignment, I cannot grade it. If you do not return the original assignment you revised, with an analysis essay, I cannot compare what changed. If you accidentally toss out or lose the original assignment, you get a zero on the assignment to be revised. I will not look at revisions without the original attached- no exceptions.
We will have a library orientation: date and time TBA.
Jot down briefly what your goals are this semester. List them in order of importance.
1.
2.
3.
4.
5.
First Assignment: Write a letter of introduction to me. Tell me something about yourself: anything you'd like to share. It stays with me: where you were born, who you are responsible for (smile), what languages you speak/write, your strengths, what you bring to the class, what you'd like to leave with and what if anything I need to know to facilitate your success.
Email your letter to me: coasabirenglish5@gmail.com. Don't forget to note the assignment in the subject line. This assignment is due January 26 before class.
Second Assignments: Write a response to the syllabus and post it in the comment section on the blog. Be specific in your response. Post by January 25.
Professor Wanda Sabir
ENG 5/ENG 211 Course codes: 21763/21777, Tuesday/Thursday 11:00 AM to 12:15 PM
Class Meetings: January 24-May 17
Location: Room A-202
Drop dates: February 4, Full-Term Credit Classes and Receive a Refund. Note: Short-term and open-entry classes must be dropped within three days of the first class meeting to receive a refund. Feb. 5 last day to add. Feb. 11 last day to file for Pass/No pass. Feb. 16 last day to drop w/out a W. Drop February 24, Full-Term Credit Classes Without “W” Appearing on Transcript; April 25 (w/W) and no refund.
Holidays: Feb. 6, 17-20; May 18, May 30; Spring Break: April 2-8 M-Su Spring Recess
Final Exam Week: May 19-25. We have no sitting final. Portfolios are due by May 25, 12 noon electronically. Last day of semester May 25. Class blog: http://sabirscoaenglish5.blogspot.com/
Syllabus for English 5/211: Critical Thinking in Reading and Writing
English 5/211, 3 semester units, about 6000 written words, develops the ability to analyze, criticize, and advocate ideas. Critical thinking looks at the relationship between language and logic, introduces rhetoric or persuasive writing and tools students can use to evaluate information based on facts, perceptions, assumptions, evidence, reasons, inferences, judgments, induction, deduction and conclusions. Vocabulary is introduced so that students have the proper tools to discuss faulty thinking or flaws in the reasoning process and name the more common fallacies.
This level composition assumes competency in prose writing and reading ability so that more attention can be devoted to ideas rather than to grammar and mechanics. Students who will most likely succeed in this course passed English 1A with a “B” or better.
We will look at the role of language and semantics in critical thinking, social communications and propaganda. Students will also look at the fundamentals of problem solving, including considering and evaluating alternative solutions and perspectives. We will write a series of four (4) – 2-4 page essays which are 1. Analytical, 2. Argumentative and 3. Comparative evaluative essays on pertinent topics around the themes explored in the texts. Each of the four essays will use the Classical or Aristotelian, the Rogerian and/or the Toulmin model of argument.
Topics will come from our texts, films, and discussions, current event topics, or historical issues with current relevance. Three essays will utilize one of the text books: Michelle Alexander's The New Jim Crow; Walter Mosley's The Tempest Tales; and Greg Neri’s Yummy: the Last Days of a Southside Shorty. Required in these essays will be inclusion of at least 1-2 scholarly articles on the topic and a works cited/bibliography page(s) which is not counted as part of the 2-4 pages. The fourth essay will be student choice based on a current issue of interest. The topic can be an argument or an analysis of an argument. All arguments will be presented orally and in written form.
Essays
We will start all the essays in class and have peer reviews; however, I expect the first draft to receive a passing grade. If this is not the case, I suggest said student enlist the support and assistance of a competent tutor.
If any paper does not receive a passing grade, said student will have to write an essay wherein he or she discusses in third person how the writer can correct the errors, and revise or rewrite the essay. These essays are due the following day or following class meeting.
Readings
We will read a book every 3-4 weeks, beginning with Yummy, then Mosley, ending with Alexander.
I like to use films as teaching aides, but given the tight schedule, we will probably only see clips of a few pertinent films. The film assignments will be cyber-assignments started in class. Cyber-assignments are turned in on-line and are about a 250 word fast draft. Each student needs to respond on-line to two other posts. Be respectful in your comments. Even though we are only meeting two hours and a half a week, students will have three hours of homework weekly, maybe more if one is a slow reader. We will try not to deviate from the schedule, as we have three books plus a textbook to get through, so don’t get behind (smile).
We will probably not complete any in-class essays, as there just isn’t enough time. Most essays will be submitted via Internet. Make sure you include the assignment and your name in the subject line. There will be one group project and presentation on logical fallacies (both inductive and deductive reasoning – one each) inspired by the texts or taken from the field of commercial art or politics. We will do this in class. Buy the books and start reading. The graphic novel is first.
The Plan
We will use the textbook: Writing Logically Thinking Critically, Sixth Edition, by Sheila Cooper and Rosemary Patton. It will give students theoretical basis to talk about the argument process. The book has exercises which we will complete in and outside of class meetings. Students are encouraged to develop study groups.
We will run the book chronologically:
Week 1: A Quick Guide to Integrating Research into Your Own Writing 210-214.
Practice pp: 210-214
Week 1-2: Chapters 1-2
Week 2-3: Chapters 2-3
Week 3-4: Chapters 3-4
Week 4-5: Chapters 4-5-6
Week 5-6: Chapter 6-7
Week 6-7: Chapter 7-8
Week 8/9: Review
Week 9/10: Review
(This is ambitious.)
Grading
The essays based on readings are a fourth of your grade, the daily essays and/or homework are another fourth, your midterm and final are another fourth and your portfolio is the final fourth. (Save all of your work.) The midterm will probably be one of the essays connected to a book, perhaps Alexander, maybe Mosley’s, we’ll see. You can average the grades to see how to weigh the various components. Participation is included in the daily exercises and homework portion of the grade, so if your attendance is exemplary, yet you say nothing, you lose percentage points.
You will also need to spend at least an hour a week in the Writing Lab (L-234), or as needed, and have a teacher or tutor sign off on your assignments. If you are having trouble with grammar, then work on that. If you trouble is the essay writing process itself, work on that.
Have a tutor or teacher sign off on your essays before you turn them in; if you have a “R,” which means revision necessary for a grade or “NC-” which means “no credit,” you have to go to the lab and revise the essay with a tutor or teacher before you return both the graded original and the revision (with signature) to me. Also due with your revision is an essay about the essay which identifies the errors and how to correct them. Use a grammar/style book such as Diana Hacker’s Rules for Writers. Revise does not mean “rewrite,” it means to “see again.”
This course with limited class time should offer an invigorating discourse or dialogue for those students who love a challenge and approach the writing task eager, prepared and ready for what the course requires: English language fluency in writing and reading; a certain comfort and ease with the language; confidence and skillful application of literary skills associated with academic writing, plus familiarity, if not mastery, of the rhetorical styles used in argumentation, exposition and narration.
We will be evaluating what we know and how we came to know what we know, a field called epistemology or the study of knowledge. Granted, the perspective is western culture which eliminates the values of the majority populations, so-called underdeveloped or undeveloped countries or cultures. Let us not fall into typical superiority traps. Try to maintain a mental elasticity and a willingness to let go of concepts which not only limit your growth as an intelligent being, but put you at a distinct disadvantage as a species.
This is a highly charged and potentially revolutionary process - critical thinking. The process of evaluating all that you swallowed without chewing up to now is possibly even dangerous. This is one of the problems with bigotry; it is easier to go with tradition than toss it, and create a new, more just, alternative protocol.
Audience
This is not the class for the student who is not comfortable with writing essays, whose handle on grammar is shaky or loose, and/or whose reading skills – interpretation, critical analysis, comprehension and vocabulary, are limited. Obviously one cannot become an expert on anything meeting just twice a week for a little over two hours; however, the hope is that when you leave the course, you will be a stronger writer than when you arrived, have a better grasp of what is meant by rhetoric or the art of persuasion.
We will be honest with one another. Grades are not necessarily a complete assessment of one’s work; grades do not take into consideration the effort or time spent, only whether or not students can demonstrate mastery of a skill – in this case: essay writing. Grades are an approximation, arbitrary at best, no matter how many safeguards one tries to put in place to avoid such ambiguity. Suffice it to say, your portfolio will illustrate your competence. It will represent your progress, your success or failure this semester in meeting your goal.
Office Hours
I’d like to wish everyone good luck. I am available on Monday and Wednesday morning 10:30-12 noon, also Monday and Wednesday afternoon, 3-4 p.m. MTWTh from 3-5 by appointment, I am also available. Let me know the day before, if possible, when you’d like to meet with me. My office number is: 510. 748-2286. Ask me for my cell phone number. I do not mind sharing it with you. My email address again is: coasabirenglish5@gmail.com
I’d advise students to exchange phone numbers with classmates (3), so if you have a concern, it can be addressed more expediently. Again study groups are recommended, especially for those students finding the readings difficult; don’t forget, you can also discuss the readings as a group in the Lab with a teacher or tutor acting as facilitator. Keep a vocabulary log for the semester and an error chart (taken from comments on essay assignments). List the words you need to look up in the dictionary, also list where you first encountered them: page, book and definition, also use the word in a sentence. You will turn this in with your portfolio.
Students are expected to complete their work on time. If you need more time on an assignment, discuss this with me in advance, if possible, to keep full credit. You lose credit each day an assignment is late and certain assignments, such as in-class essays cannot be made up. All assignments prepared outside of class are to be typed, 12-pt. font, double-spaced lines, indentations on paragraphs, 1-inch margins around the written work (see Hacker: The Writing Process; Document Design.)
The class blog is: http://sabirscoaenglish5.blogspot.com
Cheating
Plagiarism is ethically abhorrent, and if any student tries to take credit for work authored by another person the result will be a failed grade on the assignment and possibly a failed grade in the course if this is attempted again. This is a graded course.
Homework
If you do not identify the assignment, I cannot grade it. If you do not return the original assignment you revised, with an analysis essay, I cannot compare what changed. If you accidentally toss out or lose the original assignment, you get a zero on the assignment to be revised. I will not look at revisions without the original attached- no exceptions.
We will have a library orientation: date and time TBA.
Jot down briefly what your goals are this semester. List them in order of importance.
1.
2.
3.
4.
5.
First Assignment: Write a letter of introduction to me. Tell me something about yourself: anything you'd like to share. It stays with me: where you were born, who you are responsible for (smile), what languages you speak/write, your strengths, what you bring to the class, what you'd like to leave with and what if anything I need to know to facilitate your success.
Email your letter to me: coasabirenglish5@gmail.com. Don't forget to note the assignment in the subject line. This assignment is due January 26 before class.
Second Assignments: Write a response to the syllabus and post it in the comment section on the blog. Be specific in your response. Post by January 25.
Something about me.
I don't hold hands. No time for it. I don't pressure people or threaten. If this is the kind of motivation you need, I am not the one. I expect everyone to be an adult, to exercise time management skills and to pace him or herself so that deadlines are met and that there is space in the plan for emergencies because nothing as I said is left to last minute rush. None of the material is a fast read—skimming might be possible, but this class will not be a cake walk, so plan for it—leave time in your schedule for it. A lot of work will be done outside class. Students will be bringing work to class to share after reading, after writing, so for the class to move, to jump to have energy, students need to stay on top of the work—we will see each other in class just 90 minutes a week, about 360 minutes in a 4-week month. Let's commit to making it fruitful.
Textbooks
We will travel through our five textbooks in the order mentioned. The Alexander book is the longest and the hardest read, so we will read it after we have completed most of our theoretical work:
Alexander, Michelle. The New Jim Crow: Mass Incarceration in the Age of Colorblindness. New York: The New Press, 2012.
Cooper, Sheila and Rosemary Patton. Writing Logically, Thinking Critically. Sixth Edition. New
York: Longman, 2010.
Mosley, Walter. The Tempest Tales. New York: Washington Square Press, 2008.
Neri, Greg. Yummy: the Last Days of a Southside Shorty. New York: Lee and Low Books, 2010.
Hacker, Diana. Rules for Writers. Fifth, Sixth or Seventh Edition. Boston: Bedford/St. Martins, 2008.
Students also need a dictionary. I recommend: The American Heritage Dictionary. Fourth Edition.
Along with a dictionary, the prepared student needs pens with blue or black ink, along with a pencil for annotating texts, paper, a stapler or paper clips, a travel drive to save writing, a notebook, three hole punch, a folder for work-in-progress, and a divided binder to keep materials together.
Week 1: Warm-ups and stretches
Writing Logically, Thinking Critically: Introduction, Chapter 1: Thinking and Writing
Day 1-2: In-class assignment: Aptitude Test; freewrite: Define Critical Thinking; article: What kind of thinker are you? Article: “State of Mind” by David Kruger.
Discussion: What do you know about the criminal justice system? Film: Race to Execution or Juvies.
Homework: Begin reading chapter 1 in WLTC. Complete exercises. You can write in the book. Note questions. Post freewrite on class blog: http://sabirscoaenglish5.blogspot.com
Week 2
Chapter 2: Inference—Critical Thought Assignments: p.17 due Tuesday, January 31.
The writing assignments from the text (some) will be cyber-assignments (turned in or posted on-line at the class blog). Keep a copy for yourself. Exercises: 2J, 3, 4, or 2K. Extra Credit: 2L, all due February 2.
Week 2-3
A Quick Guide to Integrating Research into Your Own Writing 210-214. Practice pp: 210-214
Readings January 31-Feb. 7 Yummy.
Essay Planning due: Feb. 9. Definition essay: What is a criminal? Why are children like Yummy categorized as criminals by society? Do you agree with this definition? Is it too narrow or too broad?
Essay Due Date: Feb. 14
Due for peer review. Final draft due Feb. 16 via Internet.
Review: Rules for Writers (Hacker):
The Writing Process (2)
Document Design (60)
The Basics (530)
Week 4: Feb. 21-23 Establish routine
Chapter 3: The Structure of Argument (53)
In class exercises: 3B (58-59), 3C. Homework Exercise 3E (cyber-assignment). Due Feb. 21 in class. Posted after class.
Chapter 4: Written Argument (77)
Cyber-assignment: Writing Assignment 7 (98-99), Writing Assignment 8 (102). Posted by February 23 after class. Bring assignments to class for review.
Hacker
Argument (358)
Conducting Research (381
Readings Tempest Tales: February 21-March 20.
Essay Assignment: The Classical Argument
Develop argument topics: Tuesday, March 20-22. Essay plan due: March 22. Essay due March 27 for peer review. Present March 29. Turn in March 30 via Internet.
Week 5-6: Fitness testing
Chapter 4 con’t. Review
Chapter 5: The Language of Argument—Definition (104)
Cyber-Assignments: Exercise 5A (110-111), Writing Assignment 10 (124)
Hacker:
Grammar (148)
Punctuation (269)
Mechanics (317)
Readings/Essay Assignment
March 29-31 start, continue through April 19: The New Jim Crow. Use Toulmin model. Essay planning and outline due April 24. Peer review due: April 26. Final draft due: April 27 or May 1. Presentation May 1.
Week 6-7:
Chapter 5 review
Chapter 6: Fallacious Arguments (131)
Cyber-assignments based on in-class assignment (145); Exercise 6B
Test
Readings/Essay Assignment: Student Choice
Choose a topic of current interest to argue a position or an argument to analyze using the Rogerian model of argument. Bring in an outline May 10. Presentation due with argument, May 15.
Week 7-8: Learning curves
Chapter 7: Deductive and Inductive Argument (157)
Cyber-assignments Exercises 7G (180) or 7H (181)
Cyber-assignment (Writing Assignment 13 (196)
Week 8-9: Home Stretch
Chapter 8, Review Textbook
Review and quiz. We will complete the textbook about midway through the course. This will allow students an opportunity to focus on their writing. I will also hand out other materials to supplement argument models not covered in Writing Logically.
Week 10-18 Essay Assignments cover this period
Finals: Portfolio Due Dates
Portfolio Due by May 25, 12 noon via Internet. We will work on this May 10 and 17 in class.
This syllabus is subject to change based on instructor assessment of class progress.
I don't hold hands. No time for it. I don't pressure people or threaten. If this is the kind of motivation you need, I am not the one. I expect everyone to be an adult, to exercise time management skills and to pace him or herself so that deadlines are met and that there is space in the plan for emergencies because nothing as I said is left to last minute rush. None of the material is a fast read—skimming might be possible, but this class will not be a cake walk, so plan for it—leave time in your schedule for it. A lot of work will be done outside class. Students will be bringing work to class to share after reading, after writing, so for the class to move, to jump to have energy, students need to stay on top of the work—we will see each other in class just 90 minutes a week, about 360 minutes in a 4-week month. Let's commit to making it fruitful.
Textbooks
We will travel through our five textbooks in the order mentioned. The Alexander book is the longest and the hardest read, so we will read it after we have completed most of our theoretical work:
Alexander, Michelle. The New Jim Crow: Mass Incarceration in the Age of Colorblindness. New York: The New Press, 2012.
Cooper, Sheila and Rosemary Patton. Writing Logically, Thinking Critically. Sixth Edition. New
York: Longman, 2010.
Mosley, Walter. The Tempest Tales. New York: Washington Square Press, 2008.
Neri, Greg. Yummy: the Last Days of a Southside Shorty. New York: Lee and Low Books, 2010.
Hacker, Diana. Rules for Writers. Fifth, Sixth or Seventh Edition. Boston: Bedford/St. Martins, 2008.
Students also need a dictionary. I recommend: The American Heritage Dictionary. Fourth Edition.
Along with a dictionary, the prepared student needs pens with blue or black ink, along with a pencil for annotating texts, paper, a stapler or paper clips, a travel drive to save writing, a notebook, three hole punch, a folder for work-in-progress, and a divided binder to keep materials together.
Week 1: Warm-ups and stretches
Writing Logically, Thinking Critically: Introduction, Chapter 1: Thinking and Writing
Day 1-2: In-class assignment: Aptitude Test; freewrite: Define Critical Thinking; article: What kind of thinker are you? Article: “State of Mind” by David Kruger.
Discussion: What do you know about the criminal justice system? Film: Race to Execution or Juvies.
Homework: Begin reading chapter 1 in WLTC. Complete exercises. You can write in the book. Note questions. Post freewrite on class blog: http://sabirscoaenglish5.blogspot.com
Week 2
Chapter 2: Inference—Critical Thought Assignments: p.17 due Tuesday, January 31.
The writing assignments from the text (some) will be cyber-assignments (turned in or posted on-line at the class blog). Keep a copy for yourself. Exercises: 2J, 3, 4, or 2K. Extra Credit: 2L, all due February 2.
Week 2-3
A Quick Guide to Integrating Research into Your Own Writing 210-214. Practice pp: 210-214
Readings January 31-Feb. 7 Yummy.
Essay Planning due: Feb. 9. Definition essay: What is a criminal? Why are children like Yummy categorized as criminals by society? Do you agree with this definition? Is it too narrow or too broad?
Essay Due Date: Feb. 14
Due for peer review. Final draft due Feb. 16 via Internet.
Review: Rules for Writers (Hacker):
The Writing Process (2)
Document Design (60)
The Basics (530)
Week 4: Feb. 21-23 Establish routine
Chapter 3: The Structure of Argument (53)
In class exercises: 3B (58-59), 3C. Homework Exercise 3E (cyber-assignment). Due Feb. 21 in class. Posted after class.
Chapter 4: Written Argument (77)
Cyber-assignment: Writing Assignment 7 (98-99), Writing Assignment 8 (102). Posted by February 23 after class. Bring assignments to class for review.
Hacker
Argument (358)
Conducting Research (381
Readings Tempest Tales: February 21-March 20.
Essay Assignment: The Classical Argument
Develop argument topics: Tuesday, March 20-22. Essay plan due: March 22. Essay due March 27 for peer review. Present March 29. Turn in March 30 via Internet.
Week 5-6: Fitness testing
Chapter 4 con’t. Review
Chapter 5: The Language of Argument—Definition (104)
Cyber-Assignments: Exercise 5A (110-111), Writing Assignment 10 (124)
Hacker:
Grammar (148)
Punctuation (269)
Mechanics (317)
Readings/Essay Assignment
March 29-31 start, continue through April 19: The New Jim Crow. Use Toulmin model. Essay planning and outline due April 24. Peer review due: April 26. Final draft due: April 27 or May 1. Presentation May 1.
Week 6-7:
Chapter 5 review
Chapter 6: Fallacious Arguments (131)
Cyber-assignments based on in-class assignment (145); Exercise 6B
Test
Readings/Essay Assignment: Student Choice
Choose a topic of current interest to argue a position or an argument to analyze using the Rogerian model of argument. Bring in an outline May 10. Presentation due with argument, May 15.
Week 7-8: Learning curves
Chapter 7: Deductive and Inductive Argument (157)
Cyber-assignments Exercises 7G (180) or 7H (181)
Cyber-assignment (Writing Assignment 13 (196)
Week 8-9: Home Stretch
Chapter 8, Review Textbook
Review and quiz. We will complete the textbook about midway through the course. This will allow students an opportunity to focus on their writing. I will also hand out other materials to supplement argument models not covered in Writing Logically.
Week 10-18 Essay Assignments cover this period
Finals: Portfolio Due Dates
Portfolio Due by May 25, 12 noon via Internet. We will work on this May 10 and 17 in class.
This syllabus is subject to change based on instructor assessment of class progress.
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