Sunday, April 11, 2010
Monday, March 15, 2010
Comments
Start putting your comments on more recent posts than "I like your blog" so that I can keep track of them easier--spread them out in other words
Tuesday, March 9, 2010
Mid Term
Ashby
English 116
Take Home Mid Term—due 3/22
Part 1—two pages) Create an argument about any topic using the Toulmin method. Begin with an introduction and a strong, debatable claim. Then offer evidence and reasons to support your claim. You must also link your claim to your evidence and reasons with warrants. For example, if your claim is that nuclear energy should be banned, your reason could be that nuclear energy produces nuclear waste. Your warrant could then be that anything that creates nuclear waste in the environment is dangerous. Using the Toulmin method, however, does not mean that you forget the rest of the principles that you have learned. Remember to develop each paragraph using the AXES model. Also, remember the other argumentative elements such as establishing ethos and using appeal to emotion (pathos) and logic (logos). Your argument can also be one of definition, evaluation, fact, meditation, exploration. You may also use humor to enhance your argument—this essay is intended to use the rhetorical elements we have been discussing up to this point in the semester.
Part 2—two pages) Once you have carefully constructed your argument, you will then rhetorically analyze your argument. You will tell me where in your essay you have used the Toulmin method of structuring your argument. You will point out where your claim, evidence, reasons, and warrants are. You will state where and how you have attempted to establish your ethos, where (if at all) you have appealed to reason and emotion. Tell me what type of argument yours is—definition, fact………….. Illustrate through your analysis that you know how to identify and use rhetorical elements.
English 116
Take Home Mid Term—due 3/22
Part 1—two pages) Create an argument about any topic using the Toulmin method. Begin with an introduction and a strong, debatable claim. Then offer evidence and reasons to support your claim. You must also link your claim to your evidence and reasons with warrants. For example, if your claim is that nuclear energy should be banned, your reason could be that nuclear energy produces nuclear waste. Your warrant could then be that anything that creates nuclear waste in the environment is dangerous. Using the Toulmin method, however, does not mean that you forget the rest of the principles that you have learned. Remember to develop each paragraph using the AXES model. Also, remember the other argumentative elements such as establishing ethos and using appeal to emotion (pathos) and logic (logos). Your argument can also be one of definition, evaluation, fact, meditation, exploration. You may also use humor to enhance your argument—this essay is intended to use the rhetorical elements we have been discussing up to this point in the semester.
Part 2—two pages) Once you have carefully constructed your argument, you will then rhetorically analyze your argument. You will tell me where in your essay you have used the Toulmin method of structuring your argument. You will point out where your claim, evidence, reasons, and warrants are. You will state where and how you have attempted to establish your ethos, where (if at all) you have appealed to reason and emotion. Tell me what type of argument yours is—definition, fact………….. Illustrate through your analysis that you know how to identify and use rhetorical elements.
Updates
Hi Y'all
Due to my absence, essays will be due Friday
Also, the mid term will be take home--
for you bloggers, I will post the topic tonight!
Due to my absence, essays will be due Friday
Also, the mid term will be take home--
for you bloggers, I will post the topic tonight!
Wednesday, March 3, 2010
Fifth reading
Go to http://www.swccd.edu/
Click library
Click articles and databases
Click Opposing Viewpoints
Type Douglas S. Massey in the search bar
Should pull up "Illegal Immigrants Do Not Drain Public Services"
If you are accessing the library off campus, you will need a password, which is located at the library's reference desk or if you email the library
Click library
Click articles and databases
Click Opposing Viewpoints
Type Douglas S. Massey in the search bar
Should pull up "Illegal Immigrants Do Not Drain Public Services"
If you are accessing the library off campus, you will need a password, which is located at the library's reference desk or if you email the library
Fifth Reading
http://find.galegroup.com/ovrc/retrieve.do?subjectParam=Locale%2528en%252C%252C%2529%253AFQE%253D%2528su%252CNone%252C20%2529%2522Illegal%2Bimmigrants%2522%2524&contentSet=GSRC&sort=Relevance&tabID=T010&sgCurrentPosition=0&subjectAction=DISPLAY_SUBJECTS&prodId=OVRC&searchId=R1¤tPosition=2&userGroupName=chul27032&resultListType=RESULT_LIST&sgHitCountType=None&qrySerId=Locale%28en%2C%2C%29%3AFQE%3D%28SU%2CNone%2C20%29%22Illegal+immigrants%22%24&inPS=true&searchType=BasicSearchForm&displaySubject=&docId=EJ3010173279&docType=GSRC
Tuesday, February 9, 2010
Class Schedule
Swan Ashby
English 116
Spring 2010
MWF 9-9:50 a.m.
Room 418
Email: sashby@swccd.edu
Mailbox: Room 430J
Office: Room 400K
Office Hours: MWF 8:00-8:50 a.m.
*All scheduled tasks are subject to change according to time or other constraints
Week 1
1/13: Introduction, discuss syllabus, objective of class, in-class writing
HW: Read Everything’s an Argument 3-22, Write one full page (typed, double-spaced, size 12, Times New Roman font) about an argument to explore. Discuss a current issue that has many possible solutions. Establish first that a problem exists. Suggest a solution and the possible outcomes if that solution were to go into effect.
1/15: Discuss arguments, establish discussion groups
Journal Assignment: Write a full page about an argument to make a decision. Discuss a decision you have had to make or are considering making. Describe the process of making that decision much like Jessica Cohen on p. 14 in Everything’s an Argument.
Week 2
1/18: Discuss argument
HW: First assigned reading
1/20: Continue argument
HW: Read Everything’s an Argument 23-44, complete Respond #1 p. 42 (one page, double spaced, size 12 Times New Roman font). Discuss only as many on the list as needed to complete a page.
1/22: Quiz, Discussion activity with readings
Journal Assignment: Write one full page about an argument of evaluation. Evaluate anything you choose from a public figure to a woman’s outfit at a party.
Week 3
1/25 Begin Essay 1
HW: Choose topic for essay; second assigned reading
1/27: Discussion activity with readings
HW: Read Everything’s an Argument 45-59; write one page based on the following: find one of your favorite humor pieces (comedian/comedienne, show, web site, art pieces), and discuss what the argument is that is being made. If the piece is particularly visual, describe what is being depicted. If the piece is a comic act, transcribe some of the jokes. You may attach printouts or pictures to the homework if you want to save yourself some work.
1/29: Quiz, continue discussing Essay 1, argument activity
HW: Write one full page of Essay 1
Journal Assignment: Write one page about an emotional argument that you or someone made that either succeeded or failed. What made it succeed? Fail?
Week 4
2/1: Continue argument
2/3: Workshop
HW: Read Everything’s an Argument 60-75; write one page based on the following: Go to www. Americanrhetoric.com, and review a speech. Analyze the speech to determine how the speaker attempts to establish credibility.
Complete two full pages of Essay 1
2/5: Quiz, workshop
HW: Revise Essay 1
Journal Assignment: Imagine that you are being interviewed for your dream job. You are arguing that you are the best candidate for the position. What will you say or do to establish credibility?
Week 5
2/8: Continue
HW: Third assigned reading
2/10: Workshop
HW: Proofread and edit Essay 1
2/12: Essay 1 Due, Quiz, discussion
HW: Read Everything’s an Argument 78-100; write one page based on the following: review the interview with Jeff Luers on p. 91-93. How does he support his argument with facts and logic? What cause, if any, would you be willing to protest using destruction of objects? What would you destroy? What argument would you be making?
Journal Assignment: Create an argument based on fairness and equity on a topic of your choice. Use Linda Chavez’s on p. 96 in E.A.A as an example.
Week 6
2/15: NO CLASS
2/17: Begin Essay 2, argument activity
HW: Read Everything’s an Argument 102-134; write one page based on the following: use a few of the questions on p. 105 to rhetorically analyze the third assigned reading. For example, try to determine what argument could be being made. What is the author’s purpose? Who is the intended audience? How can you tell within the text who the intended audience is?
2/19: Quiz, discussion activity; fourth assigned reading
HW: Create outline of Essay 2
Journal Assignment: Go to one of your favorite web sites. Answer the following questions: What argument is being made? Who is making the argument? What appeals are used? Is there a use of pathos? Who is the intended audience? What issues are raised? What are the contexts for this argument? Any other rhetorical questions?
Week 7
2/22: Continue Essay 2
HW: Write one full page of Essay 2
2/24: Workshop
HW: Revise Essay 2 and add one more page
Read Everything’s an Argument 140-170; write one page based on the following: use the Toulmin method of argument to create and support a claim about the fourth reading.
2/26: Quiz, workshop
HW: Revise and add one more page of Essay 2—must have THREE pages for final workshop 3/5
Journal Assignment: ONE full page, open topic
Week 8
3/1: Continue Essay 2
3/3: Discussion activity
HW: fifth assigned reading
3/5: Quiz, workshop
HW: Read Everything’s an Argument 174-199; write one page based on the following: Go to http://www.supremecourtus.gov/oral_arguments/argument_transcripts/08-905.pdf, and choose a case to examine. Summarize the case, list the evidence offered, and determine if the outcome was based on sufficient evidence.
Journal Assignment: Create an argument of fact about any subject. Support your argument with evidence based on your own observations.
Week 9
3/8: Finish discussing Essay 2
3/10: MID TERM, Essay 2 due, argument activity
3/12: Journals Due, quiz, discussion activity, begin Essay 3
HW: Choose a topic for Essay 3
Read Everything’s an Argument 217-239; write one page based on the following:
No Journal Assignment
Week 10
3/15: Continue Essay 3
HW: Write one page of Essay 3
3/17: Argument activity
HW: Sixth assigned reading
3/19: Quiz, workshop, discussion activity
HW: Write TWO full pages of Essay 3
Read Everything’s an Argument 250-273; write one page based on the following: evaluate the argument in the sixth reading. Does the argument offer sufficient evidence? Is the argument based largely on facts or opinion?
Journal Assignment: Evaluate your favorite movie. Establish criteria for what makes a movie good, and argue how this movie fits the criteria. You may even show that your movie does not fit the criteria of what makes a movie good, but argue why specifically you like this movie.
Week 11
3/22: Continue Essay 3
3/24: Workshop, argument activity
3/26: Quiz, discussion activity
HW: Read Everything’s an Argument 285-312; write one page based on the following: Answer the question why so many Americans are overweight.
Journal Assignment: write about a cause and effect relationship in your life.
Week 12
SPRING BREAKWeek 13
4/5: Workshop
HW: Proofread and edit Essay 3
4/7: Discussion activity
HW: seventh assigned reading
4/9: Essay 3 due; quiz, discussion activity
HW: Read Everything’s an Argument 327-350; write one page based on the following: Propose that Southwestern College revise its requirements so that you would not need general education classes to get your degree or transfer. Follow the steps of a proposal.
Journal Assignment: Write a proposal argument about something that you think should change. This can be a change at your school, in the world, in society, and more
Week 14
4/12: Begin final essay, argument activity
HW: Choose topic for final essay
4/14: Continue final essay
HW: Create outline for final essay
4/16: Quiz, discussion activity, continue final essay
HW: Write one full page of final essay
Read Everything’s an Argument 441-465; write one page based on the following: Imagine that you have gotten your dream job. Imagine a scenario in that job in which you would have to propose a change or pitch an idea. Create a proposal, and describe the ideal presentation to communicate your ideas.
Journal Assignment: What visual medium do you respond to the most? Television? Internet? In person? How could you incorporate your favorite visual medium in a presentation about your final essay?
Week 15
4/19: Workshop
HW: Eighth assigned reading
4/21: Argument activity
HW: Add another page to final essay; write one page based on the following: evaluate the proposal in the eighth reading. Does it follow the elements of formal proposal? Does it clearly address the problem? Is the proposal feasible?
4/23: Quiz, workshop
HW: revise final essay
Journal Assignment: One page, open topic
Week 16
4/26: Discussion activity
HW: Read Everything’s an Argument
4/28: Argument activity
HW: Add one more page to final essay—need 2 for 4/30
4/30: Quiz, workshop
HW: Read Everything’s an Argument
Journal Assignment: Propose several changes for next semester’s English 116 with instructor Ashby.
Week 17
5/3: Argument activity
HW: ninth assigned reading; add one page to final essay—need 3 for 5/5
5/5: Workshop; JOURNALS DUE
HW: Add one more page to final essay—need 4 for 5/7
5/7: Quiz, discussion activity
No Journal Assignment
Week 18
5/10: Final Essays Due
5/12: Discuss Final Exam
5/14: NO CLASS
Final Exam: Wednesday May 19, 8-10 a.m.
English 116
Spring 2010
MWF 9-9:50 a.m.
Room 418
Email: sashby@swccd.edu
Mailbox: Room 430J
Office: Room 400K
Office Hours: MWF 8:00-8:50 a.m.
*All scheduled tasks are subject to change according to time or other constraints
Week 1
1/13: Introduction, discuss syllabus, objective of class, in-class writing
HW: Read Everything’s an Argument 3-22, Write one full page (typed, double-spaced, size 12, Times New Roman font) about an argument to explore. Discuss a current issue that has many possible solutions. Establish first that a problem exists. Suggest a solution and the possible outcomes if that solution were to go into effect.
1/15: Discuss arguments, establish discussion groups
Journal Assignment: Write a full page about an argument to make a decision. Discuss a decision you have had to make or are considering making. Describe the process of making that decision much like Jessica Cohen on p. 14 in Everything’s an Argument.
Week 2
1/18: Discuss argument
HW: First assigned reading
1/20: Continue argument
HW: Read Everything’s an Argument 23-44, complete Respond #1 p. 42 (one page, double spaced, size 12 Times New Roman font). Discuss only as many on the list as needed to complete a page.
1/22: Quiz, Discussion activity with readings
Journal Assignment: Write one full page about an argument of evaluation. Evaluate anything you choose from a public figure to a woman’s outfit at a party.
Week 3
1/25 Begin Essay 1
HW: Choose topic for essay; second assigned reading
1/27: Discussion activity with readings
HW: Read Everything’s an Argument 45-59; write one page based on the following: find one of your favorite humor pieces (comedian/comedienne, show, web site, art pieces), and discuss what the argument is that is being made. If the piece is particularly visual, describe what is being depicted. If the piece is a comic act, transcribe some of the jokes. You may attach printouts or pictures to the homework if you want to save yourself some work.
1/29: Quiz, continue discussing Essay 1, argument activity
HW: Write one full page of Essay 1
Journal Assignment: Write one page about an emotional argument that you or someone made that either succeeded or failed. What made it succeed? Fail?
Week 4
2/1: Continue argument
2/3: Workshop
HW: Read Everything’s an Argument 60-75; write one page based on the following: Go to www. Americanrhetoric.com, and review a speech. Analyze the speech to determine how the speaker attempts to establish credibility.
Complete two full pages of Essay 1
2/5: Quiz, workshop
HW: Revise Essay 1
Journal Assignment: Imagine that you are being interviewed for your dream job. You are arguing that you are the best candidate for the position. What will you say or do to establish credibility?
Week 5
2/8: Continue
HW: Third assigned reading
2/10: Workshop
HW: Proofread and edit Essay 1
2/12: Essay 1 Due, Quiz, discussion
HW: Read Everything’s an Argument 78-100; write one page based on the following: review the interview with Jeff Luers on p. 91-93. How does he support his argument with facts and logic? What cause, if any, would you be willing to protest using destruction of objects? What would you destroy? What argument would you be making?
Journal Assignment: Create an argument based on fairness and equity on a topic of your choice. Use Linda Chavez’s on p. 96 in E.A.A as an example.
Week 6
2/15: NO CLASS
2/17: Begin Essay 2, argument activity
HW: Read Everything’s an Argument 102-134; write one page based on the following: use a few of the questions on p. 105 to rhetorically analyze the third assigned reading. For example, try to determine what argument could be being made. What is the author’s purpose? Who is the intended audience? How can you tell within the text who the intended audience is?
2/19: Quiz, discussion activity; fourth assigned reading
HW: Create outline of Essay 2
Journal Assignment: Go to one of your favorite web sites. Answer the following questions: What argument is being made? Who is making the argument? What appeals are used? Is there a use of pathos? Who is the intended audience? What issues are raised? What are the contexts for this argument? Any other rhetorical questions?
Week 7
2/22: Continue Essay 2
HW: Write one full page of Essay 2
2/24: Workshop
HW: Revise Essay 2 and add one more page
Read Everything’s an Argument 140-170; write one page based on the following: use the Toulmin method of argument to create and support a claim about the fourth reading.
2/26: Quiz, workshop
HW: Revise and add one more page of Essay 2—must have THREE pages for final workshop 3/5
Journal Assignment: ONE full page, open topic
Week 8
3/1: Continue Essay 2
3/3: Discussion activity
HW: fifth assigned reading
3/5: Quiz, workshop
HW: Read Everything’s an Argument 174-199; write one page based on the following: Go to http://www.supremecourtus.gov/oral_arguments/argument_transcripts/08-905.pdf, and choose a case to examine. Summarize the case, list the evidence offered, and determine if the outcome was based on sufficient evidence.
Journal Assignment: Create an argument of fact about any subject. Support your argument with evidence based on your own observations.
Week 9
3/8: Finish discussing Essay 2
3/10: MID TERM, Essay 2 due, argument activity
3/12: Journals Due, quiz, discussion activity, begin Essay 3
HW: Choose a topic for Essay 3
Read Everything’s an Argument 217-239; write one page based on the following:
No Journal Assignment
Week 10
3/15: Continue Essay 3
HW: Write one page of Essay 3
3/17: Argument activity
HW: Sixth assigned reading
3/19: Quiz, workshop, discussion activity
HW: Write TWO full pages of Essay 3
Read Everything’s an Argument 250-273; write one page based on the following: evaluate the argument in the sixth reading. Does the argument offer sufficient evidence? Is the argument based largely on facts or opinion?
Journal Assignment: Evaluate your favorite movie. Establish criteria for what makes a movie good, and argue how this movie fits the criteria. You may even show that your movie does not fit the criteria of what makes a movie good, but argue why specifically you like this movie.
Week 11
3/22: Continue Essay 3
3/24: Workshop, argument activity
3/26: Quiz, discussion activity
HW: Read Everything’s an Argument 285-312; write one page based on the following: Answer the question why so many Americans are overweight.
Journal Assignment: write about a cause and effect relationship in your life.
Week 12
SPRING BREAKWeek 13
4/5: Workshop
HW: Proofread and edit Essay 3
4/7: Discussion activity
HW: seventh assigned reading
4/9: Essay 3 due; quiz, discussion activity
HW: Read Everything’s an Argument 327-350; write one page based on the following: Propose that Southwestern College revise its requirements so that you would not need general education classes to get your degree or transfer. Follow the steps of a proposal.
Journal Assignment: Write a proposal argument about something that you think should change. This can be a change at your school, in the world, in society, and more
Week 14
4/12: Begin final essay, argument activity
HW: Choose topic for final essay
4/14: Continue final essay
HW: Create outline for final essay
4/16: Quiz, discussion activity, continue final essay
HW: Write one full page of final essay
Read Everything’s an Argument 441-465; write one page based on the following: Imagine that you have gotten your dream job. Imagine a scenario in that job in which you would have to propose a change or pitch an idea. Create a proposal, and describe the ideal presentation to communicate your ideas.
Journal Assignment: What visual medium do you respond to the most? Television? Internet? In person? How could you incorporate your favorite visual medium in a presentation about your final essay?
Week 15
4/19: Workshop
HW: Eighth assigned reading
4/21: Argument activity
HW: Add another page to final essay; write one page based on the following: evaluate the proposal in the eighth reading. Does it follow the elements of formal proposal? Does it clearly address the problem? Is the proposal feasible?
4/23: Quiz, workshop
HW: revise final essay
Journal Assignment: One page, open topic
Week 16
4/26: Discussion activity
HW: Read Everything’s an Argument
4/28: Argument activity
HW: Add one more page to final essay—need 2 for 4/30
4/30: Quiz, workshop
HW: Read Everything’s an Argument
Journal Assignment: Propose several changes for next semester’s English 116 with instructor Ashby.
Week 17
5/3: Argument activity
HW: ninth assigned reading; add one page to final essay—need 3 for 5/5
5/5: Workshop; JOURNALS DUE
HW: Add one more page to final essay—need 4 for 5/7
5/7: Quiz, discussion activity
No Journal Assignment
Week 18
5/10: Final Essays Due
5/12: Discuss Final Exam
5/14: NO CLASS
Final Exam: Wednesday May 19, 8-10 a.m.
Course Requirements
Course: English 116
Instructor: Swan Ashby
Class time: MWF 9-9:50 am
Room: 417
Office Room: 400K
Office Hours: MWF 8-8:50 a.m.
Instructor email: sashby@swccd.edu
Instructor mailbox: RM 430J
Course Description
English 116 is a course designed to build on composition skills gained from English 114 and 115. We will continue research projects and various essay formats based on your literary reading selections. The course emphasizes instruction and practice in drafting, revising, and editing expository and argumentative essays. In this course you will write about literature using priciples of critical thinking, logical analysis, and inductive and deductive reasoning. You will examine common logical errors of language and thought.
Required Text:Lunsford, Andrea, and John J. Ruszkiewicz. Everything’s an Argument. Boston: Bedford, 2007.
Recommended (seriously) Materials:
Stapler
College dictionary and thesaurus
An MLA guide book such as Rules for Writers or MLA Handbook
Course Objectives:
In this class, you will:Write a minimum of 7000 words that demonstrate your ability to articulate, organize, and express your ideas in well developed, coherently argued, and effectively written expository and argumentative essays; at least one of these essays will be written in class.
Apply inductive, deductive, and inferential reasoning to analyze assigned readings, participate in critical thinking class discussions and activities, and compose clearly organized and effectively argued written responses to those texts.
Recognize and analyze stated and unstated assumptions of texts and draw meaningful inferences about the intentions of the author by participating in class discussions and composing written responses
Recognize and evaluate the use of rhetorical techniques employed to manipulate the readers by critically responding to assigned texts both in class discussions and written assignments.
Identify and analyze specific logical fallacies and apply this knowledge to evaluate critically assigned texts and their own expository and argumentative writing assignments.
Learn to improve and evaluate your logical reasoning, modify your organization, and refine the grace and style of your own writing by successfully editing, revising and redrafting your own expository and argumentative essays.
Learn a variety of research approaches including library and internet research skills and use your critical thinking abilities to produce an effective argumentative research paper that follows MLA documentation guidelines.
Write a variety of expository and argumentative assignments demonstrating the use of increasingly sophisticated rhetorical modes and strategies.
Grades are based on:
Homework (Reading Responses): 10%
Journals: 10%
Quizzes: 10%
3 essays (4 pages each): 30%
Research Paper (6-10 pages): 15%
Class Participation: 10%
Mid Term: 5%
Final Exam: 5%
Final Presentation: 5%
Gradesource:
You are responsible for monitoring your grade online. Within the first 2-3 weeks of class, you will receive a secret number written on the top of one of your assignments. DO NOT LOSE THIS NUMBER. This number will allow you to access your grade anonymously online. Once you receive your number, you may access your grade by following these instructions: Go to www.gradesource.com. Once you get on the web site, you do not have to log on. Select English 116 either by my last name or course name. Once you have selected the appropriate course, find “Overall Course” as one of the options on the menu. Scroll to find your number. Scroll right to find the percentage highlighted in yellow. That is your cumulative grade up to that point in the semester. Your grade will fluctuate throughout the semester. It is your responsibility to continually monitor your grade, but if you have any questions after viewing your grade, please consult me.
Course Requirements
Attendance:
In-class activities depend on your presence. Please come every day on time. You will be permitted 2 absences per semester; your grade may be compromised if there are more. If you know you will be unable to attend a class meeting, let me know ahead of time; it is not necessary for you to contact me if you are not in class. Do not continually leave early or come late; I will count these occurrences as partial absences.
Preparation:
You must come to class having done the reading, homework, and writing that is due that day. Be prepared for reading quizzes, which may be unannounced. Also, all work is due at the beginning of class. No credit will be given for homework that is done in class.
Essays:
All essays are to be typed using MLA format: 1 inch margins (top, right, left, bottom) Times New Roman font size 12. Anything less (larger margins, font, etc.) may jeopardize the grade of the essay on which these errors occur. Also, you are expected to know how to document your sources in MLA format. You should purchase an MLA guide book such as Rules for Writers or MLA Handbook to ensure that you are correctly formatting your essays and documenting your sources.
Essay Policy:
When essays are returned to you, you will receive a letter grade with comments. If you are unsatisfied with the grade that you will receive, you may return it to me revised ONE WEEK after the essays are returned to the class. If you are absent on the day the essays are returned, you must still turn it in from the date the rest of the class received their essays. Revising means that you have revisited your work and found that improvements can be made above and beyond my suggestions. Revising does not guarantee that you will improve your grade; however, your grade cannot go down from the original.
Workshop Policy:
Workshopping essays (peer evaluation) is a critical part of English 116. You and your peers offer a perspective that is unattainable elsewhere; therefore, you will receive class participation credit for being present on the day of the workshops. In addition, you must have a draft to work on in the workshop. It is so important that you have a draft that you will receive homework credit for having a draft according to the requirements of the day (as stated in the class schedule or by me, orally).
Discussion Group Policy:
Within the first week of the course, you will be assigned a discussion group. You and your group will be responsible for an assigned section of the text that we are discussing in class. Individually, you will each develop a statement about the section of text and a question for the class. As a group, you will determine which statement and which question will be discussed with the whole class; however, everyone in the group must have one statement and one question to choose from. On the day of discussion, you will receive class participation points for having a statement and a question about your section of text.
Late Work:
NO LATE WORK WILL BE ACCEPTED WITHOUT A MEDICAL/ VERIFIABLE EMERGENCY EXCUSE. IF YOU CANNOT ATTEND CLASS WHEN AN ASSIGMENT IS DUE, TURN IT IN TO ROOM 430J BY THE END OF THE DAY. THIS RULE IS NON-NEGOTIABLE.
**I DO NOT ACCEPT HOMEWORK, ESSAYS, JOURNALS, OR EXAMS VIA EMAIL.
Journal:
Journals will contain critical thinking activities as well as responses related to the literature. JOURNALS MUST BE AT LEAST ONE PAGE PER WEEK. The pages must be entirely filled in order to get full credit for the journal.
Academic Honesty:
If you plagiarize (try to pass off another person’s writing for your own) in any form, you will risk at the least an F in the course and possible referral to the Dean of Student Affairs. There is ZERO TOLERANCE of plagiarism in this course. If I have questions about the authenticity of your work, I will ask you to prove in some way that the work is your own; this may involve my looking at your notes or your completing another task in my presence. If you fail to prove that your work is your own, you will receive an F in the course. Staying in this class indicates your acceptance of this policy.
Professionalism:
Professionalism is crucial to the advancement of your career, both in college and beyond. It includes punctuality, preparation, attitude, participation, and a consistent willingness to assume personal responsibility.
Course Content:
This course will challenge you to analyze subjects about which you may have strong opinions. In addition, some of the materials that we will be reading/viewing may contain “mature content” and represent unconventional viewpoints regarding sexuality, race, politics, etc. If you object to reading about, writing about, and/or discussing such issues, it is recommended that you enroll in a different section of English 116.
Classroom Etiquette:
v Sexist, racist, and/or homophobic comments are offensive and inconsistent with an academic atmosphere; they will not be given a forum in this class.
v Please give your full attention with others are speaking. Also keep in mind that participating in discussions includes taking turns; even if you have a lot to say, give others the space to contribute too.
v Please do not pack up and leave until class is over.
v Please turn or silence all cell phones or other noisemakers.
Special Needs:
If you have special needs (vision or hearing difficulties, a learning difference, physical challenge, etc.), please let me know right away, and I will do my best to accommodate you. Contact your DSS specialist for the Academic Accommodations Form, and give me a copy, so I can make any necessary adjustment/s for you.
Writing Center:
English 116 assumes college-level writing proficiency, including the appropriate grammar and punctuation skills. If any aspect of your writing is not yet at this level, it is your responsibility to improve these skills through the use of campus resources like the Writing Center. By being enrolled in English 116, you are automatically enrolled in a non-credit, non-graded course for the Writing Center. To attend a tutoring session, bring the referral form (below) to the Writing Center, and you will be able to see a tutor depending on their availability. The Southwestern College Writing Center (420 Building) provides free tutoring to writers of all levels of ability on a walk-in basis. The purpose of the Writing Center is to guide and teach students rather than to “fix” papers; tutoring is designed to help you develop and refine skills that you will carry with you beyond a given assignment or course. The tutors will be happy to assist you at any stage of the writing process. You are required to visit the Writing Center at least
once for this class.
Academic Success Center Referral
To further your success, reinforce concepts, and achieve the stated learning objectives for this course, I refer you to Academic Success Center learning assistance services. You will be automatically enrolled in NC 3: Supervised Tutoring, a free noncredit course that does not appear on your transcripts. Services are located in the ASC (420), the Writing Center (420D), the Reading Center (420), Math Center (426), the Library/LRC Interdisciplinary Tutoring Lab, MESA, specialized on-campus School tutoring labs, the Higher Education Center, and the San Ysidro Education Center. Online learning materials and Online Writing Lab (OWL) are available at www.swccd.edu/~asc.”
*The course requirements are subject to change according to time constraints or other unforeseen occurrences.
Instructor: Swan Ashby
Class time: MWF 9-9:50 am
Room: 417
Office Room: 400K
Office Hours: MWF 8-8:50 a.m.
Instructor email: sashby@swccd.edu
Instructor mailbox: RM 430J
Course Description
English 116 is a course designed to build on composition skills gained from English 114 and 115. We will continue research projects and various essay formats based on your literary reading selections. The course emphasizes instruction and practice in drafting, revising, and editing expository and argumentative essays. In this course you will write about literature using priciples of critical thinking, logical analysis, and inductive and deductive reasoning. You will examine common logical errors of language and thought.
Required Text:Lunsford, Andrea, and John J. Ruszkiewicz. Everything’s an Argument. Boston: Bedford, 2007.
Recommended (seriously) Materials:
Stapler
College dictionary and thesaurus
An MLA guide book such as Rules for Writers or MLA Handbook
Course Objectives:
In this class, you will:Write a minimum of 7000 words that demonstrate your ability to articulate, organize, and express your ideas in well developed, coherently argued, and effectively written expository and argumentative essays; at least one of these essays will be written in class.
Apply inductive, deductive, and inferential reasoning to analyze assigned readings, participate in critical thinking class discussions and activities, and compose clearly organized and effectively argued written responses to those texts.
Recognize and analyze stated and unstated assumptions of texts and draw meaningful inferences about the intentions of the author by participating in class discussions and composing written responses
Recognize and evaluate the use of rhetorical techniques employed to manipulate the readers by critically responding to assigned texts both in class discussions and written assignments.
Identify and analyze specific logical fallacies and apply this knowledge to evaluate critically assigned texts and their own expository and argumentative writing assignments.
Learn to improve and evaluate your logical reasoning, modify your organization, and refine the grace and style of your own writing by successfully editing, revising and redrafting your own expository and argumentative essays.
Learn a variety of research approaches including library and internet research skills and use your critical thinking abilities to produce an effective argumentative research paper that follows MLA documentation guidelines.
Write a variety of expository and argumentative assignments demonstrating the use of increasingly sophisticated rhetorical modes and strategies.
Grades are based on:
Homework (Reading Responses): 10%
Journals: 10%
Quizzes: 10%
3 essays (4 pages each): 30%
Research Paper (6-10 pages): 15%
Class Participation: 10%
Mid Term: 5%
Final Exam: 5%
Final Presentation: 5%
Gradesource:
You are responsible for monitoring your grade online. Within the first 2-3 weeks of class, you will receive a secret number written on the top of one of your assignments. DO NOT LOSE THIS NUMBER. This number will allow you to access your grade anonymously online. Once you receive your number, you may access your grade by following these instructions: Go to www.gradesource.com. Once you get on the web site, you do not have to log on. Select English 116 either by my last name or course name. Once you have selected the appropriate course, find “Overall Course” as one of the options on the menu. Scroll to find your number. Scroll right to find the percentage highlighted in yellow. That is your cumulative grade up to that point in the semester. Your grade will fluctuate throughout the semester. It is your responsibility to continually monitor your grade, but if you have any questions after viewing your grade, please consult me.
Course Requirements
Attendance:
In-class activities depend on your presence. Please come every day on time. You will be permitted 2 absences per semester; your grade may be compromised if there are more. If you know you will be unable to attend a class meeting, let me know ahead of time; it is not necessary for you to contact me if you are not in class. Do not continually leave early or come late; I will count these occurrences as partial absences.
Preparation:
You must come to class having done the reading, homework, and writing that is due that day. Be prepared for reading quizzes, which may be unannounced. Also, all work is due at the beginning of class. No credit will be given for homework that is done in class.
Essays:
All essays are to be typed using MLA format: 1 inch margins (top, right, left, bottom) Times New Roman font size 12. Anything less (larger margins, font, etc.) may jeopardize the grade of the essay on which these errors occur. Also, you are expected to know how to document your sources in MLA format. You should purchase an MLA guide book such as Rules for Writers or MLA Handbook to ensure that you are correctly formatting your essays and documenting your sources.
Essay Policy:
When essays are returned to you, you will receive a letter grade with comments. If you are unsatisfied with the grade that you will receive, you may return it to me revised ONE WEEK after the essays are returned to the class. If you are absent on the day the essays are returned, you must still turn it in from the date the rest of the class received their essays. Revising means that you have revisited your work and found that improvements can be made above and beyond my suggestions. Revising does not guarantee that you will improve your grade; however, your grade cannot go down from the original.
Workshop Policy:
Workshopping essays (peer evaluation) is a critical part of English 116. You and your peers offer a perspective that is unattainable elsewhere; therefore, you will receive class participation credit for being present on the day of the workshops. In addition, you must have a draft to work on in the workshop. It is so important that you have a draft that you will receive homework credit for having a draft according to the requirements of the day (as stated in the class schedule or by me, orally).
Discussion Group Policy:
Within the first week of the course, you will be assigned a discussion group. You and your group will be responsible for an assigned section of the text that we are discussing in class. Individually, you will each develop a statement about the section of text and a question for the class. As a group, you will determine which statement and which question will be discussed with the whole class; however, everyone in the group must have one statement and one question to choose from. On the day of discussion, you will receive class participation points for having a statement and a question about your section of text.
Late Work:
NO LATE WORK WILL BE ACCEPTED WITHOUT A MEDICAL/ VERIFIABLE EMERGENCY EXCUSE. IF YOU CANNOT ATTEND CLASS WHEN AN ASSIGMENT IS DUE, TURN IT IN TO ROOM 430J BY THE END OF THE DAY. THIS RULE IS NON-NEGOTIABLE.
**I DO NOT ACCEPT HOMEWORK, ESSAYS, JOURNALS, OR EXAMS VIA EMAIL.
Journal:
Journals will contain critical thinking activities as well as responses related to the literature. JOURNALS MUST BE AT LEAST ONE PAGE PER WEEK. The pages must be entirely filled in order to get full credit for the journal.
Academic Honesty:
If you plagiarize (try to pass off another person’s writing for your own) in any form, you will risk at the least an F in the course and possible referral to the Dean of Student Affairs. There is ZERO TOLERANCE of plagiarism in this course. If I have questions about the authenticity of your work, I will ask you to prove in some way that the work is your own; this may involve my looking at your notes or your completing another task in my presence. If you fail to prove that your work is your own, you will receive an F in the course. Staying in this class indicates your acceptance of this policy.
Professionalism:
Professionalism is crucial to the advancement of your career, both in college and beyond. It includes punctuality, preparation, attitude, participation, and a consistent willingness to assume personal responsibility.
Course Content:
This course will challenge you to analyze subjects about which you may have strong opinions. In addition, some of the materials that we will be reading/viewing may contain “mature content” and represent unconventional viewpoints regarding sexuality, race, politics, etc. If you object to reading about, writing about, and/or discussing such issues, it is recommended that you enroll in a different section of English 116.
Classroom Etiquette:
v Sexist, racist, and/or homophobic comments are offensive and inconsistent with an academic atmosphere; they will not be given a forum in this class.
v Please give your full attention with others are speaking. Also keep in mind that participating in discussions includes taking turns; even if you have a lot to say, give others the space to contribute too.
v Please do not pack up and leave until class is over.
v Please turn or silence all cell phones or other noisemakers.
Special Needs:
If you have special needs (vision or hearing difficulties, a learning difference, physical challenge, etc.), please let me know right away, and I will do my best to accommodate you. Contact your DSS specialist for the Academic Accommodations Form, and give me a copy, so I can make any necessary adjustment/s for you.
Writing Center:
English 116 assumes college-level writing proficiency, including the appropriate grammar and punctuation skills. If any aspect of your writing is not yet at this level, it is your responsibility to improve these skills through the use of campus resources like the Writing Center. By being enrolled in English 116, you are automatically enrolled in a non-credit, non-graded course for the Writing Center. To attend a tutoring session, bring the referral form (below) to the Writing Center, and you will be able to see a tutor depending on their availability. The Southwestern College Writing Center (420 Building) provides free tutoring to writers of all levels of ability on a walk-in basis. The purpose of the Writing Center is to guide and teach students rather than to “fix” papers; tutoring is designed to help you develop and refine skills that you will carry with you beyond a given assignment or course. The tutors will be happy to assist you at any stage of the writing process. You are required to visit the Writing Center at least
once for this class.
Academic Success Center Referral
To further your success, reinforce concepts, and achieve the stated learning objectives for this course, I refer you to Academic Success Center learning assistance services. You will be automatically enrolled in NC 3: Supervised Tutoring, a free noncredit course that does not appear on your transcripts. Services are located in the ASC (420), the Writing Center (420D), the Reading Center (420), Math Center (426), the Library/LRC Interdisciplinary Tutoring Lab, MESA, specialized on-campus School tutoring labs, the Higher Education Center, and the San Ysidro Education Center. Online learning materials and Online Writing Lab (OWL) are available at www.swccd.edu/~asc.”
*The course requirements are subject to change according to time constraints or other unforeseen occurrences.
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