English Writing 302
COURSE SYLLABUS
Professor: Carrie Marks Term: Spring 2010 Time: Fri 5:30-8:30 Office Hours: Fri 5-5:30 Email: Website: http://web.scc.losrios.edu/marksc
Catalog Description of Course / “This course further develops analytical skills through writing and discussion. It examines methods by which people are persuaded to think, believe, and/or act. It also includes analyses of argument or expressions of opinions for their validity and soundness. Finally, it focuses on critically assessing, developing and effectively expressing opinions on issues. It emphasizes thinking clearly and organizing thought carefully by using principles of logic. This course includes writing a minimum of 6,500 words.”Learning Outcome / In order to make a logical and effective argument, you must be able to do the following:
· Summarize someone else’s written or oral argument accurately
· Evaluate assumptions, evidence, and inferences in someone else’s argument
· Examine your own assumptions
· Generate new ideas based on logical reasoning
· Do research to acquire information, carefully evaluating the evidence you find
· Present your ideas effectively to your intended audience
Throughout this course, you will practice all of these skills, and you will emerge with argumentation skills that you will apply not only to academic situations, but also to the daily discussions you have with coworkers, friends, and family members.
Required Text / Sylvan Barnet, Current Issues and Enduring Questions, 8th edition
Prerequisite / Completion of English 300 with a “C” or better. IMPORTANT: During the first week of class, students must verify that they meet the prerequisites for the class or they will be dropped from the class.
Attendance Policy / Regular attendance is required to pass this course. I expect students to be seated and prepared to begin at 5:30. Each tardy will count as a quarter of an absence. Similarly, leaving before the end of class will be classified as a quarter of an absence.
Campus policy states that after missing 6% of the course hours for a given course students may be dropped from the course for excessive absences. After TWO absences, I will drop you from the class.
Getting the Help You Need / I am happy to meet with students during office hours or by appointment. The best way to contact me is by e-mail. Additional help is available in the Writing Center. If you have a documented learning or physical disability and need me to make accommodations in order for you to be successful in this course, please see me to discuss your needs.
Grading / Your assignments will be weighted as follows:
Essay 1 (1500 words) 15%
Essay 4 (1500 words) 20%
Research-based essay/ Oral argument (2000 words) 25%
Midterm Exam (1500 word essay) 20%
Final reflection 10%
Discussions, shorter assignments, and quizzes 10%
Plagiarism and Cheating / A paper that is found to be plagiarized or that includes plagiarized sections will receive a zero with no chance to make up the grade. Per the Sacramento City College Student Guide, Student Code of Conduct: “Plagiarism is representing the work of someone else as your own and submitting it for any purpose. Plagiarism includes the following:
1. Incorporating the ideas, works, sentences, paragraphs, or parts of another person's writings, without giving appropriate credit, and representing the product as your own work.
2. Representing another's artistic/scholarly work as your own.
3. Submitting a paper purchased from a research or term paper service.
Any form of cheating, including copying another student’s homework or quiz, will result in a zero for that assignment and no chance of making up the grade.
Essay Format / Out of class essays must be typed, double spaced, and written in a standard font. Include proper MLA citation format for any citations you make, and include a works cited page when needed. Excessive variation from the assigned length will have serious implications on the grade. In-class essays must be written neatly in pen.
Late paper policy / I will not accept late homework assignments. If you are absent on the day of a quiz or an in-class assignment, you will not be able to make it up. Essays will be accepted late, but the score will drop by one full letter grade for each day that it is late. Work received after the start of a class period is considered late. Work received late due to an absence is also considered late. If you know that you are going to be absent, you may submit your assignment in advance by bringing it to an earlier class session, sending it with a trustworthy classmate, or leaving it in my mailbox BEFORE class.
Participation / Because of the course’s focus on analytical thinking and discussions, your active participation is an essential component of this course. Active participation includes all of the following:
Ø Answering questions
Ø Sharing ideas during class discussions
Ø Collaborating with partners on in-class assignments
Students whose behavior inhibits the learning of other students may be asked to leave class for the period (and will be counted as absent). Such behavior includes, but is not limited to the following:
Ø Excessive side conversations
Ø Cell phone/ipod/PDA use
Ø Disrespectful language or personal attacks
English 302 Tentative Calendar
Date / In Class Focus / Homework DUE1/22 / Course Introduction
Writing Sample
1/29 / Evaluating an Argument:
· Author’s central claim
· Logos, Pathos, and Ethos / Read chapters 3 and 5
Be prepared for a quiz
2/5 / Discussion on the use of torture
Writing your Evaluation
· What to include
· Organizing your essay
· Review of sample essay
Review of rubric / Read “The Truth about Torture” and “The Abolition of Torture” (pp. 812-829) and take notes on EACH article. Follow “Evaluating an Argument Checklist” when taking notes.
2/12 / Holiday: No class
2/19 / Making your own argument
· Logical support
· Using emotional appeals / Final draft of essay 1: Evaluation of an Argument
2/26 / Quiz on chapter 6
The ethos of your argument:
· Tone
· Persona
· Considering your audience
· Common ground
Counterarguments / Chapter 6: Read and be prepared for a quiz
3/5 / Discussion on the legalization of drugs
Organizing your argument:
· Introductory paragraphs
· Acknowledging the other side
· Supporting your argument with evidence
· Answering possible objections
· Conclusion / Read essays on the legalization of drugs (Chapter 23, pages 659-693). Take notes on key points for both sides of the argument.
3/12 / Midterm: In-Class Essay
You will write a 1500 word essay which argues for your position on a controversial topic. The topic will not be given to you ahead of time. / Be prepared for midterm by reviewing chapter 6.
3/19 / Introduction to Proposals
Using Sources
· Quiz
· Different types of sources
· Evaluating sources
· Incorporating sources
· MLA format
· Presentation from librarian on off-campus access and journal searches / Chapter 7 due. Be prepared for a quiz.
3/26 / Oral arguments
Analyze sample proposal from The End of Poverty
Prepare to write proposals / Annotated bibliography due
4/2 / Spring Break: No class
4/9 / Present your proposal orally for peer evaluation / Oral presentation due.
4/16 / Sound Approaches to Argumentation:
· The Toulmin Model
· Deductive reasoning
· Inductive reasoning / Final draft of proposal due
4/23 / Logical Fallacies / Read chapter 8 (pages 325-336) and part of chapter 9 (pages 349-371). Complete the exercise on pages 368-371.
Be prepared for a quiz.
4/30 / Discussion of Singer’s article
Moral Reasoning
· Principles of moral reasoning
· Related fallacies / Read chapter 10.
Write a two-page, informal response to Peter Singer’s article (included in the chapter). To what extent do you agree or disagree with his arguments?
5/7 / Advanced analysis of arguments: Looking for sound reasoning and fallacies.
Assign Essay / Readings (to be assigned). Take notes on how each one uses sound reasoning and/or fallacies to advance claims.
5/14 / Final exam in class / Final essay due
English 302: Essay Scoring Guide
A” = Excellent
This essay is a fresh, personal, and provocative composition that communicates clearly and effectively / *A well-chosen thesis clearly controls the direction of the paper.
*Supporting points are thoroughly developed with clear, well chosen, vivid examples
*Analysis of the subject is clear, thorough, and logical / *Paragraphs exhibit unity and coherence
*Organization is smooth and logical / *Diction and tone are appropriate and effective
*Appropriate, even creative language
*A strong writing “voice”
*Sentence structure is varied / Few, if any, errors
B= Good paper
The essay clearly, thoughtfully, and thoroughly addresses the topic. / *Thesis is clear and worthwhile, and it controls the essay's direction.
*Examples are well chosen but may occasionally be lacking in specificity.
*Analysis is generally clear and logical / *Paragraphs are generally unified and coherent *Organization is generally clear and logical / *May contain a few ineffective sentences, but others will show flair
*Some sense of “voice”
*Appropriate use of language / Generally shows evidence of careful proofreading
C =satisfactory
The essay communicates, but requires effort from the reader / *Has a central idea, but it might lack clarity or insight.
*Development is not consistently thorough; examples might be sparse, not quite to the point, or repetitious
*The essay depends more on narration, description, or mere fact; has too little analysis / *Paragraphs support the thesis, but some might lack unity or coherence *Organization is apparent but may have lapses / *Sentence structure might be choppy or lack variety
*Language may be simplistic and predictable / Mechanical errors, but they don't impede reading of the essay
D= unsatisfactory
The essay does not communicate clearly and persuasively. / The essay has one of more of these problems:
* no central idea
* central idea is too general or obvious.
*provides almost no support
*Summarizes source without analyzing it
*Many errors in logic / *Paragraphs are often out of order and/or lack unity and coherence, or are unduly brief *Organization is weak, tenuous / *Awkward wording
*Poorly constructed sentences / Errors occur so often as to impede understanding the essay
“F” = FAILING Paper
The essay might be off topic, unduly brief, or incomprehensible due to an overwhelming number of errors.