1 Ohlone College
Spring, 2014
English 101C: Critical Thinking Reading & Composition
“How can I know what I think till I see what I say?” E. M. Forster “You couldn’t have gotten me out of my books with a wedge…months
passed without me even thinking about being imprisoned…up to then, I
had never been so truly free in my life.”
Malcolm X
“Belief is not evidence of truth.”
Unknown
“No subject of study is more important than reading…all
other intellectual powers depend on it.”
Jacques Barzun
Class English 101C-05 (058511)
Contact:
Anthony Pino
e-mail (Best):
Spring Semester 2014
[email protected]
Fremont Campus
[email protected]
Room: FC-2202
Appointments: Any student who
Tuesdays & Thursdays
wishes to make an appointment may
9:45 AM- 11:20 AM
do so at any time. Noon on Tuesdays
and Thursdays works best.
Appointments are usually held in
Room 1404. Email the instructor if
you want to schedule an
appointment.
Hygiene: The community around you is concerned about recent outbreaks
of contagious diseases. Please do not come to class if you are sick. Also,
take all needed precautions such as coughing and sneezing into your
handkerchiefs, sleeves or coats and not into your hands. Avoid contact if you
think you or a classmate may be infected. Bring Purell or other sanitizing
gels or disinfecting wipes to class and use them. I will complement these
2 efforts by bringing in some additional sanitizing products.
MANAGEMENT OF STRESS AND MENTAL HEALTH:
Often the pressure on our students is very strong, involving academic
commitments, relationships, outside jobs and family pressure to name a few.
This is especially true among international students. The staff and faculty of
Ohlone College are here to see you succeed academically and care about
your emotional and physical health. You can learn more about the broad
range of confidential student services, including counseling and mental
health services available on campus by visiting the Student Health Center in
building 7 or http://stepupohlone.org/oncampus-resources/. The Crisis
Support Services of Alameda County offers a 24-Hour Crisis Line: 1-800309-2131.
VALUABLES LEFT IN CLASS ROOM:
If I find that you have left valuables in the classroom --- such as cell phones,
purses, laptops or jewelry---I will take them to the Campus Police to be
placed in the Lost and Found box. DO NOT PANIC! Send me an email if
you think you have done this and I will let you know if I found something.
THE ENGLISH LEARNING CENTER (ELC)
The ELC complements this course by providing you with assistance in
writing. It also provides testing services for the Lab piece of this course. The
laboratory testing feature is mandatory; you will NOT pass this course if
you do not take the Lab. You should also use the ELC for writing
assistance, especially if the instructor recommends it.
COURSE TEXTS
Required for Class: Rottenberg & Winchell Behrens and Rosen, Elements of
Argument: A Text and Reader, 10th ed. (required) Novel: Fahrenheit 451 by
Ray Bradberry and God Bless You, Mr. Rosewater by Kurt Vonnegut.
Recommended for Class: Any sound style guide, such as Trimble‘s Writing
With Style, 2nd ed. or others suggested by the instructor; or strong
familiarity with the Online Writers’ Guide (Purdue University) (OWL), the
Duke University Libraries Writing Studio and LEO (Literacy Education
3 Online (St. Cloud State). Handouts provided in class.
COURSE DESCRIPTION & OBJECTIVES
What is argument? What is the difference between a written and a
verbal argument, and why should we study the argumentative process
at all? What does it mean to have the freedom to study this process?
And what does “freedom” itself even mean? These are the types of
questions and issues we will be exploring in this course, a course
which is designed to help students develop their abilities to think
critically and to write effective academic arguments. Throughout the
semester, we will analyze, evaluate, and respond to arguments from a
variety of sources, from ancient Greek texts to contemporary articles,
films, advertisements, and political cartoons. Hopefully, by the end of
this course, students will be viewing the world through much more
critical and discerning eyes and will have a clearer understanding of
the way people use language not only to communicate ideas and
information, but to persuade others to change their way of thinking
and even to take action. perform basic research techniques in several
writing assignments.
STUDENT LEARNING OUTCOMES
The student will:
1. Explain the differences between effective, valid argumentation and
unclear and/or invalid reasoning.
2. Identify common logical fallacies and examples of fallacious
reasoning.
3. Write out-of-class and/or in-class, well-organized critical essays
which state clear and arguable theses and which are supported by
logical argumentation and sufficient evidence.
4. Recognize both deductive and inductive forms of reasoning and
present and defend either orally or in written form ideas in a clear and
logical manner.
5. Analyze and criticize ideas from or about specific nonfiction works.
6. Present clear, precise, and accurate oral analyses (including
summary, critique, evaluation, synthesis) of critical thinking concepts
or of specific works through activities such as Socratic questioning,
discussions, oral reports, presentations, or debates.
4 7. Write informally on topics by showing an awareness of tone,
audience, and support for one's conclusions.
8. Clearly explain the differences between knowledge/fact and
opinion in the student's own writing and in others' works.
STUDENT ACTIVITIES & ASSIGNMENTS
1) READINGS, QUIZZES & HOMEWORK
Activities will include weekly assigned readings and class discussion
based on the readings. Occasional homework and quizzes will
include exercises on analyzing and evaluating short arguments from
our text. Weekly topics will include basic elements of argument,
definition, persuasive language use, inductive and deductive
reasoning, and logical fallacies. We will be picking apart as well as
constructing arguments, and we will be doing a lot of talking and
arguing about issues which come up along the way.
Each student will also present an analysis to the class of one of the
weekly editorials from the Sunday SF Chronicle, the San Jose
Mercury, the New York Times, the Washington Post or the Los
Angeles Times (all available online), which we will be following
throughout the course. A write-up will be due with the presentation.
The write up and analysis should include: (1) the claim being made by
the writer and its context (i.e., the general controversy around the
claim), and whether it pertains to fact, value or policy; (2) the support
for the claim, whether it is consistent, credible and relevant, and
whether it includes motivational appeals; and (3) the warrant (the
assumptions, beliefs or principles) for the argument. The write should
not exceed 1 and one-half pages.
2) PAPERS
Over the course of the semester, students will write a total of three
papers of varying lengths (with rough drafts), one of which will
require some research. Papers will be based on class readings and on
films related to the readings.
5 Classes will include small-group review (“peer review”) of student
drafts, and students will be graded on written feedback given to
others. Rough drafts must be handed in with final drafts when papers
are due as revision work is taken into consideration when papers are
graded. Not having a draft or being absent on a peer review day
(or not turning in a draft when the final paper is due) will reduce
the assessment by one grade (A- becomes a B+).
Each paper will identify at least two positions on a topic. The student
will state and describe the claim in each position, discuss the
supporting evidence for each, and identify the warrant behind the
argument. Each claim will be identified as a claim of fact, value or
policy, or combinations of these.
At the end of the semester, students will write an argumentative
research paper (Paper #3) on a topic of their choice, which is also
related to our readings.
3) RESEARCH PRESENTATION
Toward the end of the semester, students will sign up for a group
presentation which will be based on information students will be
presenting in their research papers. Groups will meet both inside and
outside of class to determine the scope and direction of the research
and to design a creative format for the presentation. Groups will
present various perspectives on an issue, either as a formal debate or
in a more informal and creative manner (i.e. a mock game show, talk
show, news cast, etc.). A brief write-up will be due with the
presentation. Specific requirements will be provided in writing
several weeks in advance of the presentation due date.
4) COURSE CONDUCT
No extra credit work is provided.
Students are expected to bring their assigned texts to class daily
and to be prepared to discuss that material in a respectful,
courteous manner.
Private conversations and texting are saved for out-of-class time.
Pagers and cellular phones are turned off during class.
6 The student is responsible for attending class regularly. Much of
the preparatory work for the assignments occurs during class
time. Students who miss four or more class days will probably
not receive course credit.
A student is expected to be in class on time. Consistent tardiness
will result in unexcused absences (three tardies=one unexcused
absence).
MISSING CLASS IS NOT AN EXCUSE FOR COMING
UNPREPARED OR FOR NOT DOING WORK. A student
who misses class is responsible for finding out what s/he needs
to do for class/homework in order not to fall behind. Getting the
email address of at least two “study buddies” is required.
Students must respect the privacy and space of each study
buddy, and not cause any stress or distress to these class
partners.
Students should contact the instructor ahead of time or on the day
of an absence; this absence, if legitimate, will not count against the
student. Only students who notify the instructor of an absence
will be allowed to turn in missed assignments. Otherwise, late
assignments will not be collected and graded. The instructor is on
campus in the mornings. The instructor will not receive emails or
voice mail messages left in the afternoon or evening until the next
day.
CLASSROOM DECORUM
This course often involves the adoption of positions which are
objectionable or unappreciated by other students. You are not free to
mock or publicly scoff at those positions. The Rogerian argumentative
model seeks conciliation among the parties---a model which requires
empathy and substantial analysis of the other party’s points of view.
Conciliation would be set back by disrespect of another’s position.
Please withhold judgment of another’s viewpoint until all the facts are
developed and discussed.
EVALUATION
Grading is based on the number of points accumulated during the
semester. These points will be converted into percentages (which follow
the standard scale of 100-90% A, 89-80% B, 79-70% C, 69-60% D, 59-
7 0% F) and then into letter grades. The final grade breakdown follows:
In-class Book of Questions Responses 50 points
Other in-class responses & quizzes 50 points
In-class essays typed at home
75 points
Outside essays
150 points
Research papers
200 points
Class presentation
150 points
Keep all your course work for the entire semester.
Keep all your course work for the entire semester.
Keep all your course work for the entire semester.
COURSE ATTENDANCE
Students are expected to attend classes regularly. A maximum of four
absences will be permitted. If that limitation is exceeded, the Instructor may
choose to terminate the student’s participation in the course. If the student is
permitted to continue, a one-grade reduction will be made with each
successive absence. For example, a student with an A- will receive a B+.
ENROLLMENT
Adding the class (with the instructor’s permission) will be done by the
instructor through Web Advisor. Students take the responsibility to
withdraw from the course if they feel they are unable to complete the course
or if they stop attending class. The student should be aware of the final
withdrawal date on Friday, April 25, 2014. Failure to properly drop the
class may result in a failing grade.
DEADLINES
Please meet all deadlines. Specific homework assignments are often given in
class and are not listed on the syllabus. Essays are due at the beginning of
class. No make-up quizzes or exams will be given. No late homework
will be collected. No late essays will be accepted.
WRITTEN WORK
English 101C students are expected to use the MLA style when writing any
8 formal essay. An example of this style will be given to students prior to the
first out-of-class writing assignment. All out-of-class papers must be typed
or word-processed in order to receive credit. Emailed essays are not
accepted—printed versions only. Class work in most cases may be taken
home for typing.
PLAGIARISM ----IMPORTANT!!!!! READ THIS!!!!
The Ohlone College policy on Academic Integrity clearly explains
unacceptable behavior. This policy includes cheating, copying directly from
someone else’s work or a source without using the proper citation, and
resubmitting a paper from another class. These offenses will result in failing
grades (Zero (0) points). The student’s name and offense will be reported to
the Vice President of Student Development.
STUDENT STUDY AIDS Student study aids, such as SparkNotes, CliffNotes, Shmoop, and Savemefromymother (J) provide excellent summaries of literary themes, characters, symbols and issues. Unfortunately, students often use them as substitutes for the reading of the actual work and personal thoughts and creativity. They are not engaged readers. When they do this they omit critical and original thinking, which is an essential activity of a university student. (This is a university level class). These aids are not to be cited in any work in this course. They are not a substitute for deep reading or for the extended development of literary themes. WIKIPEDIA Do not use Wikipedia as a scholarly source in your papers. It’s often a good source for general knowledge so you may start with it. ENGLISH FLUENCY -­‐ “The Rule of Ten (10)”
Any student-­‐submitted paper which contains 10 or more grammatical and/or spelling errors on the first page will be returned to the student ungraded for revision. In these cases, the student should immediately request assistance from a tutor or other legitimate source to improve the work. The student is expected to return the paper within five school 9 days. The maximum grade attainable will be a C+ for the revised paper. REWRITES -­‐ Two rewrites are the maximum allowed. If two are required, a deduction of 50 points will be taken off the final grade. NO INSTRUCTOR PREREADING
The Instructor will not pre-read student work. This would multiply the
instructor’s workload and discourages the student from producing the best
work possible. Assistance is available at the English Learning Center, or
may be acquired by the student through other means, such as a friend who
happens to be a good writer.
ERRORS IN THE SYLLABUS OR AMENDMENTS
If a student finds an error or contradiction in any Syllabus or Amendment,
please inform the Instructor so that a clarification can be issued.
GIFTS
Some students like to give their teachers gifts at the end of the semester. I do
not accept gifts, so please do not give me anything. If you feel happy about
my teaching, please send me an email sometime and tell me how you are
doing. I really like to know about my students’ work and successes.
USE OF CELL PHONES AND TEXTING IN CLASS
Use of cell phones and texting in class is considered disrespectful and a
disengagement from learning. If I find you texting or using a cell phone in
class, I will take the phone from you for the rest of the class and give you a
cell phone ticket, which includes your name and Student ID number. I will
return the phone at the end of class. You will receive an absence for that
course day. Two citations will result in one grade reduction (A- to B+ or Bto C+).
DIVERGENT THINKING
10 Divergent thinking is at the heart of argument, social change and democracy
itself. It must remain alive and well in our classrooms. Students can feel free
to disagree with this Instructor on any and all rhetorical matters with
impunity. In fact, students may be encouraged to disagree on occasion. The
only limitation on this freedom is that the rules of the MLA and academic
grammar and syntax be honored without dispute. Let’s look forward to our
discourse.
MONTHLY WORK SCHEDULE – A monthly work schedule will be
presented within the first week of class. It will provide assignments and due
dates.
11 OHLONE COLLEGE
POLICY ON ACADEMIC INTEGRITY
What is Academic Dishonesty?
Academic dishonesty occurs when a student attempts to show possession of
a level of knowledge or skill which he or she does not possess. The two most
common kinds of academic dishonesty are “Cheating” and “Plagiarism.”
Cheating is the act of obtaining or attempting to obtain credit for academic
work through the use of dishonest, deceptive, or fraudulent means.
Plagiarism is representing the work of someone else as your own and
submitting it to fulfill academic requirements.
It is your responsibility to know what constitutes academic dishonesty.
If you are unclear about a specific situation, speak to your instructor. The
following list exemplifies some of the activities defined as academic
dishonesty.
Cheating
Copying, in part or in whole, from someone else’s test.
Submitting work presented previously in another course, if contrary to
the rules of either course.
Altering or interfering with grading.
Using or consulting, during an examination, any sources of materials not
authorized by the instructor.
Committing other acts which defraud or misrepresent.
Plagiarism
Incorporating the ideas, words, sentences, paragraphs, or parts of another
person’s writings, without giving appropriate credit, and representing
the product as your own work.
Representing another’s artistic/scholarly works (such as musical
compositions, computer programs, photographs, paintings, drawings,
or sculptures) as your own.
Submitting a paper purchased from a research or term paper service.
Other Specific Examples of Academic Dishonesty
Purposely allowing another student to copy from your paper during a test.
Giving your homework, term paper, or other academic work to another
student to plagiarize.
Having another person submit any work in your name.
Lying to an instructor or university official to improve your grade.
Altering a graded work after it has been returned, then submitting the
work for re-grading.
Removing tests from the classroom without the approval of the
12 instructor.
Stealing tests.
Having a typist correct work for spelling or grammar, if contrary to the
rules of the course.
Forging signatures on drop/add slips or other college documents.
Consequences of Academic Dishonesty
Academic and/or administrative sanctions may be applied in cases of
academic dishonesty.
Depending on the seriousness of the infraction, you may:
Receive a failing grade on the test, paper, or exam;
Have your course grade lowered, or possibly fail the course;
Under the standards of student conduct a student may receive a:
Warning
Reprimand
Probation
Suspension
Expulsion
The Vice President of Student Development maintains a record of students
who have engaged in academic dishonesty. This information is used to
identify and discipline students who have been reported for academic
dishonesty more than once.
Ohlone College English 101C
Students will learn critical thinking skills and use them to read and evaluate
essays in a precise, logical way. The emphasis will be upon critical analysis
and upon the students’ development of effective, written arguments.
Why we write about art and film
This English class uses art and often film as focal points for writing.
Works of pictorial art and film are terrific sources and opportunities to learn
about cultural and social issues and values as well as historical contexts.
They are certainly windows to knowledge, as we gain insight into the artist’s
issues with the society around him or her.
In the world of education, we use the term “scaffolding” to describe
such contextual knowledge-building. Eventually, these slices of learning will
coalesce (come together) as you analyze and synthesize them. These are
processes which build student awareness of the world around them and
eventually enable the student to make predictions and to speak
13 knowledgeably of past events and patterns of human behavior. We call such
people “erudite” and “educated.” We look to them for answers in given
situations. Like it or not, they are our leaders, and this is the role education
has in our society.
In this class we will discuss the social, psychological and historical
contexts of art, as well as the artistic techniques of these works as
background for writing exercises. Usually, these exercises are brief,
“Summary Response” essays, two to five paragraphs, which give the student
an opportunity to provide descriptive observations and background
information---an awareness of what’s going on in the work--- and a personal
response/interpretation of the piece. These essays may become a part of the
student’s working portfolio (if one is required by the Syllabus) or academic
repertoire for future classes and applications.
Summary-Response essays are composed in two phases:
-First, a detailed description of the work, which would include
the colors, arrangements, images, contrasts, tones, moods, methods, shapes,
textures, processes, techniques, and overall composition (among other
artistic concepts); and may also include interpretive data or important
contextual information about the surrounding society or culture.
-Second, a response to the work, which would include your
insight and disposition as to the results of the art piece---your assessment of
the artistic achievement or effects, and perhaps, an explanation as to how or
why this work achieved a place of reverence in Western (or Eastern) art.*
Again, these discussions are opportunities to reveal your knowledge
and skill as writers, and I would expect serious preparation for them. As
always, we cannot tolerate plagiarism, and your work must not include any
undocumented references.
*Words of caution: I do not expect my students to “like” any particular
work, but to possess a working knowledge of the ideas presented in the
work. I invite and encourage well-reasoned criticism. But it is absolutely
essential that the student be aware of the ideas which the work conveys. If I
select a film you have seen before, you are not excused from seeing it again
in class. I will from time-to-time stop the film to make comments about it or
to interject some perspective on plot, character, mise en scene or some other
film issue.
14 WRITING RUBRIC FLUENT, COLLEGE-­‐LEVEL ENGLISH THAT REFLECTS STRONG EDITING SKILLS AND AN UNDERSTANDING OF THE ELEMENTS OF ARGUMENT The Goal: Writing that is free of run-­‐on sentences and fragments, slang and juvenile language (see the Red List), dangling modifiers, typo’s and misspellings, disjointed paragraphs, and grammatical and syntactical errors, including tenses, subject-­‐verb agreement, pronoun and antecedent agreement and arrangement and errors in parallelism. Such solid writing reflects strong editing skills. The vocabulary of the writer reflects the Academic Word List, which is the language of educated writers of English. See the following and similar websites: http://www.uefap.com/vocab/select/awl.htm. The content of the writing reflects a comprehension of and fluency with the processes and components of argument as discussed in the text, Elements of Argument. Writing errors: Remember that a reader becomes an editor when too many errors are encountered. VALUE: Fifty percent (50%) SCHOLARSHIP THAT REFLECTS AN UNDERSTANDING OF THE MLA FORMATTING PROCESSES. The Goal: Academic writing formatting that reflects an understanding of the Modern Language Association (MLA) prescriptions for parenthetical citation, pagination, Works Cited, fonts and letter sizes, margins, quotations and lead-­‐in statements. Twenty five percent (25%) ORGANIZATION THAT REFLECTS A SOLID WRITING STRATEGY. The Goal: Writing that reflects an understanding of patterns of organization, thesis and topic sentences, introductions, body paragraphs and conclusions, supporting ideas and details. It also reflects a knowledge of analytical tools. Twenty five percent (25%). 15 WEEKLY SCHEDULE
(please allow for changes as needed)
First Week of Class Activity - Tues Jan 28 – Thu Jan 30
Tuesday - Introduction to course - introductions to each other introductions to methods of class presentation - readings - compositions - art
- film - The Book of Questions/Un-journaling - Intro to Elements of
Argument and Fahrenheit 451 and God Bless You, Mr. Rosewater words/phrases to avoid - samples of style guides, and what’s on line.
Deceased words-à “The Red List.” The Academic Word List.
Discussion & Elements: Personal introductions; exchanges of email
addresses. Discussion of Syllabus. Discussion of Chapter 1, the nature and
history of argument: the Greek background, Rogerian argument, Stephen
Toulmin, the feminists. Key terms of argument: Claims, Support and
Warrants. The Audience. Essays on current issues. “Coming to an
Awareness of Language.”
Homework – 1. Begin reading Chapter 1 of Elements of Argument (EOA).
2. Look up the Academic Word List and become familiar with
it.
3. Go to page 458 of the EOA and examine the MLA style of
writing in the sample; see how quotations are blocked how intext citations are arranged; how pagination is ordered within
the header of the paper; and how the Works Cited page is
arranged, in alphabetical order and using hanging indentation.
This is the academic writing format we will use in this class.
Thursday - Discussion & Elements: Discuss Chapter 1. of EOA on the
Approaches to Argument, the Rhetorical Triangle, the Rogerian argument
method, the influence of the feminists, the work and methods of Stephen
Toulmin. Review and discussion of some of the topical essays in Chapter 1.
Homework: 1. Continue reading Chapter 1. Be prepared to ask questions
when you don’t understand something. Do not overlook pages 28 – 16 29, which contain important components of writing arguments which will be helpful to you when you write your essays. 2. Go to the Anthology of Essays beginning on page 497
(unnumbered) and look for an essay that you’d like to write your own
essay about, using the analytical tools of claim, support and warrant,
ethos, logos and pathos upon which to base your discussion. That
paper will be due on March 4 for peer review and March 6 for
submission. It must be a minimum of three pages and use MLA
format.
Second Week of Class Activity – Tues Feb 4 – Thurs Feb 6 Tuesday – Continued discussion of essays and commentary with small
groups EOA, Chapter. 1, and handout “Triumph of the Yell.”
Homework: 1. Finish reading Chapter 1 in EOA. 2. Read and re-­‐read a chosen essay you’d like to write about; continue putting your ideas together on this essay. 3. Begin reading Fahrenheit 451. Take notes as you read. You will be required to write a book report on it. That paper will be due March 18 for peer review and 20 for submission. Thursday – Begin discussions of Chapter 2 on Critical Reading. Pre-­‐
reading. Comprehension. Comprehending Arguments. Annotating a Text. Summarizing. Evaluation Strategies. Critical Listening Strategies. Reading the Visual Argument. Homework: 1. Continue reading Chapter 2. 2. Continue working on your first essay. 3. Continue reading Fahrenheit 451. 17 Third Week of Class Activity – Tues Feb 11 – Thurs Feb 13 Tuesday – Continued discussion of Chapter 2 with essay discussions and small group collaboration. Homework: 1. Continue reading Chapter 2. 2. Continue working on your first essay. 3. Visit one of the following newspaper and magazine editorial pages on line, so that you can become familiar with current events of topical interest: The New York Times, The San Jose Mercury, The San Francisco Chronicle, The Washington Post, The Economist, Time Magazine, Newsweek. No pressure on this; it’s just a familiarization effort. Take notes on topics and issues that hold your interest. 4. Continue reading Fahrenheit 451. Thursday – Finish discussion of Chapter 2 with essay discussions and small group collaboration. Homework: 1. Finish reading Chapter 2. 2. Continue working on your first essay. 3. Continue looking through editorial pages of topical interest. 4. Continue reading Fahrenheit 451. Fourth Week of Class Activity – Tues Feb 18 – Thurs Feb 20 Tuesday – Begin discussion of Chapter 3, “Analytical Writing.” Writing the Claim. Planning the Structure. Sentence Forms. Providing Support. Incorporating Quotations. Sourcing. Plagiarism. Models and Readings. Head’s Up!!! Instructor will look for volunteers to workshop essays. 18 Homework: 1. Begin reading Chapter 3. 2. Continue working on your first essay. 3. Continue reading Fahrenheit 451. Thursday – Continue discussion of Chapter 3. Book of Questions or art piece for interpretation. Option: May show the Pat Tilman Story. Homework: 1. Continue reading Chapter 3. 2. Continue working on your first essay. 3. Continue reading Fahrenheit 451. Fifth Week of Class Activity – Tues Feb 25 – Thurs Feb 27 Tuesday -­‐ Continue discussion of Chapter 3 EOA,. Analytical Writing.” Writing the Claim. Planning the Structure. Sentence Forms. Providing Support. Incorporating Quotations. Sourcing. Plagiarism. Models and Readings. Homework: 1. Continue reading Chapter 3. 2. Continue working on your first essay. Prepare your first essay for peer review on Tuesday. At least four copies will be required. Thursday – Workshop on volunteer essays. Begin discussion of Chapter 4, “Definition.” Purpose. Terms of Argument. Methods for Defining Terms. Writing the Definition Essay. Readings. Class analysis and review of writing specimens. Homework: Begin reading Chapter 4. Continue working on your first essay. Prepare your first essay for peer review on Tuesday. Sixth Week of Class Activity – Tues Mar 4 – Thurs Mar 6 19 Tuesday – In-­‐class peer review of first essay. Homework: 1. Update essay based on peer review. 2. Finish reading Chapter 4. 3. Continue reading Fahrenheit 451. 4. Intensify search for editorial essays. You will need these for discussion next week. Thursday – Submit your first essay. Begin discussion of Chapter 5, “Claims.” Claims of Fact. Claims of Value. Claims of Policy. Examine and discuss sample essays. Head’s Up!! Begin discussion of social-­‐political issues that you are concerned with. We will prioritize these. Homework: 1. Think about teammates with whom you think you can work and/or have common interests. Get ready to communicate with them so that you can form a presentation team for the rest if the class. 2. Read Chapter 5. 3. Continue reading Fahrenheit 451. Seventh Week of Class Activity – Tues Mar 11 – Thurs Mar 13 Tuesday – Continue discussion of social-­‐political issues. Form presentation teams. Discuss roles within the teams. The first four teams to volunteer will receive 7 bonus points for their presentation. Homework: 1. Begin working on your team presentation. 2. Continue reading Chapter 5 of EOA. 3. Continue reading Fahrenheit 451. 20 Thursday – Full discussion of Fahrenheit 451. Discussion of Chapter 5 of EOA. Homework: 1. Prepare Fahrenheit 451 essay for peer review. 2. Continue working on Team Presentation. 3. Continue reading Chapter 5 of EOA. Eighth Week of Class Activity – Tues Mar 18 – Thurs Mar 19 Tuesday – Peer review of essay on Fahrenheit 451. Homework: 1. Finalize essay on Fahrenheit 451. 2. Continue to work on presentation. 3. Begin working on an independent research project. 4. Continue reading Chapter 5 of EOA. Thursday – Submit essay on Fahrenheit 451. Begin presentations. Continue discussion of Chapter 5 of EOA. Homework: 1. Continue to work on presentations. 2. Continue to work on independent research project. 3. Begin reading Chapter 6 of EOA. 21 ASSIGNMENT SUMMARY SHEET # Assignment Peer or Submission Requirements Workshop Date Review 1 Essay March 4 March 6 3 pages + Review Work Cited page 2 Fahrenheit 18 20 3 pages + 451 essay Work Cited page 3 Team Various Format: quiz presentation show; panel discussion; Power Point experts; Audience Q&A + one-­‐page report per team 4 Independent None April 17 5 pages research argumentative project research + Work Cited page; minimum five sources. 5 Rosewater None April 29 3 pages + essay Work Cited page THIS ENDS THE FIRST INSTALLMENT OF THE SEMESTER 101C WORKPLAN. ANOTHER INSTALLMENT WILL BE PROVIDED AT A LATER DATE.