English 101 College Reading and Composition I

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1 Instructor: Ms. Norma Darr Class Meeting Hours: 6:50 10:00 p.m. Wednesday Office Hours: 6:05 6:40 p.m. Wednesday, IA Faculty Cubicles Telephone Messages: x Course Description: English 101 College Reading and Composition I English 101 develops proficiency in college-level reading and writing through the application of the principles of rhetoric and the techniques of critical thinking. Students will write expository essays based on college level readings. Emphasis is placed on the research paper. UC and CSU transfer. Prerequisite: English 28 or ESL 8 or appropriate skill level demonstrated through the ENL assessment process English 101 Student Learning Outcomes - Produce a unfied essay of 1,000 words that shows a mastery of critical thinking, logical organization, and mechanics. - Identify and analyze the logical fallacies in academic articles, literature and other media. - Produce a 6 to 8 page research paper which utilizes library research materials and documents evidence. Required Texts: Lee A. Jacobus, Ed. A World of Ideas. (ISBN ) Boris Pasternak, Doctor Zhivago, Trans. Harari and Hayward (ISBN ) Bullock, Brody & Weinberg, Eds. Little Seagull Handbook 2 rd Ed. ( ) A collegiate dictionary of the student s choice Students should bring all of the texts to every class. Other Required Materials: A 2-pocket folder to hold all written assignments, including essays, quizzes, and homework. Internet Access: Research using online facilities of the LAMC library is required. Therefore, ongoing Internet access, oncampus or off-campus, is required for successful completion of the course. Grading Policy: This class is graded as A, B, C, D, or F. A grade of C or above indicates that the student has mastered the necessary skills for advancing to English 102 or 103. To receive a grade of C the student must meet attendance requirements, complete all assignments with a C average, AND pass the final exam. Course averages will be determined as follows: Short essays and midterm examination 40% Class participation, in-class reading response paragraphs and quizzes 15% Research Paper 25% Final examination 20% Attendance: Each student s success in this course depends on timely completion of all assignments and participation in class exercises. Missing more than the equivalent of six hours of class may result in being excluded from the roster or receiving a low grade. Students who do miss class are responsible for making arrangements to turn in any assignment that was due and for contacting class members to review the class discussion and announcements. Calling or sending an to the instructor is required for approval of an excused absence, but please do not ask the instructor to repeat information given in the missed class. Punctuality: Arrival in class after the scheduled start time or after the designated time to return from a break in a class period will be recorded as an instance of tardiness. Three such instances of tardiness will count as one absence. Therefore, excessive tardiness can result in the student s being dropped from the roster or receiving a lower grade.

2 Writing Assignments: Readings and writing exercises will be assigned weekly. All assignments written outside of class must be typed. Students must maintain copies of all essay assignments and be able to reproduce the documents if requested by the instructor. Electronic Devices: Personal computers may be used in the classroom only as directed by the instructor. All other use of electronic devices is prohibited. Activities such as text-messaging will be treated as non-participation in class, equivalent to tardiness or early departures. Plagiarism: Plagiarism is the use of another person s words or ideas without properly documenting their source. Proper documentation of sources is particularly important for success, since research is a significant element of this course. If you have any questions regarding plagiarism, please speak with the instructor. Plagiarism or any other form of cheating may result in a failing grade for an assignment or for the entire course. The LACCD policy on academic dishonesty is documented in Administrative Board Rules This policy, along with student conduct rules in general, may be read online at Class Discussion: We will regularly discuss readings from our text. All students should make an honest effort to contribute their ideas. All opinions are welcome, but they should be expressed in a way that is respectful of other classmates and the instructor. Disrespectful comments directed at anyone in the classroom will not be tolerated. Weekly Schedule of Assignments: The weekly schedule distributed with this syllabus reflects the amount and type of work that will be assigned during the semester. The instructor will adjust this schedule as needed in response to our progress as a group, making every effort to keep the workload consistent with initial estimates. That is, assignments may be due on different dates, or writing exercises may be changed to address particular problem areas, but the workload will not significantly increase or decrease. Schedule Feb. 8 Review Syllabus Background of Course Texts Read Lao Tzu Thoughts from the Tao te Ching Diagnostic Essay Assignment for Feb. 15: Read Machiavelli Qualities of the Prince and Doctor Zhivago Ch. 1 and answer reading Feb. 15 Approaches to Reading the Novel Prewriting for Essay #1 Read and Discuss Declaration of Independence Review Diagnostic Essay Grammar & Word Choice Review Assignment for Feb. 22: Read Marx Communist Manifesto. Read Dr. Z Ch. 2-3 and answer reading Feb. 22 s MLA Basics Review Essay Structures Introduction to Critical Approaches Grammar & Word Choice Review Assignment for Mar. 1: Read Carnegie Gospel of Wealth. Read Dr. Z Ch. 4-5 and answer reading Mar. 1 *** Library Research Orientation *** Prewriting for Essay #2 Assignment for Mar. 8: Read Dr. Z Ch. 6-7 and answer reading Complete Essay #1 (1,000 words & 2 sources min.)

3 Mar. 8 Mar. 15 Mar. 22 Mar. 29 Read/View Allegory of the Cave Summarizing, Quoting and Paraphrasing Research Methods Assignment for Mar. 15: Read Freud Oedipus Complex and Freud entry on Boeree web site and answer Complete database article research exercise. s MLA Exercise Research Methods, cont. Grammar and Usage Quiz Assignment for Mar. 22: Read Jung Collective Unconscious in Jacobus and Jung entry on Boeree web site and answer In-Class Essay Assignment for Mar. 29: Submit research paper topic and preliminary list of sources. Read Dr. Z Ch. 8-9 and answer reading MLA Documentation Exercise Formal Outlining Assignment for Apr. 12: Complete Essay #2 (1,000 words & 3 sources min.). Read Dr. Z Ch and answer reading Apr. 5 *** Spring Break *** Apr. 12 Apr. 19 Review Essays Review Rhetoric and Logical Fallacies Reading Response Paragraphs Research Methods, cont. Annotation Assignment for Apr. 19: Read and annotate Arendt, Total Domination. Read Dr. Z Ch Epilogue and answer reading s ** Midterm Exam *** Assignment for Apr. 26: Submit outline and final list of sources for research paper. Apr. 26 May 3 Review Outlines and Sources Reading Response Paragraphs Quoting and Avoiding Plagiarism Review Writing Problem Areas Rhetoric and Logical Fallacies, cont. Assignment for May 3: Read Nietzsche Morality as Anti-Nature and Appiah The Case against Character. In-Class Essay Assignment for May 10: First draft of Research Paper

4 May 10 May 17 May 24 May 31 Peer Review of Research Paper Proofreading and Revising Doctor Zhivago on film Assignment for May 17: Final draft of Research Paper (1,500 words & 5 sources min.) Proofreading and Revising, cont. Address Writing Problem Areas Doctor Zhivago on film s Assignment for May 24: Grammar Review Exercises Semester Review Comprehensive Grammar and Usage Quiz *** Final Exam 8:00-10:00 pm*** (1,000 words, open-book essay on Doctor Zhivago) EMERGENCY PROCEDURE: If a campus emergency that poses risk to students occurs, please be prepared to immediately follow the instructions of your Instructor. Do not exit the classroom until instructed to do so. If building evacuation is required, you will be asked to leave all of your non-essential personal belongings in the classroom and quickly, yet orderly and safely, exit the classroom and the building, preferably through the main doors on the north end of Building 29. Proceed to a safe location near the walkway intersection. As the last person to exit, I will lock the classroom door behind me and meet you outside of the building in order to account for your presence and safety. Institutional Learning Outcomes: This course supports the LAMC Institutional Program Learning Outcomes (PLOs). As a result of the English or Speech course the student should be able to: a) Research information b) Evaluate information c) Solve problems and use logical reasoning (critical thinking) and to develop strategies for solutions d) Analyze global issues from multiple perspectives e) Communicate the merits of works of art, music, or literature f) Make value judgments and ethical decisions

5 Here are the PLOs and how your courses meet these PLOs. Institutional PLOs Written and Oral Communication Students will demonstrate the interactive nature of communication involving speaking, writing, listening and reading. Evidence will be the student s ability to make a clear, well-organized verbal presentation employing appropriate evidence to support the arguments or conclusions and to write a clear, well-organized paper using documentation and quantitative tools when appropriate. Information Competency Students will demonstrate information competency by combiningaspects of library literacy, research methods and technological literacy. It includes consideration of ethical and legal implications of information and requires the application of both critical thinking and communication skills. Evidence will be the ability to find, evaluate, use, and communicate information in all its various formats. Problem Solving Students will demonstrate the ability to solve problems by examining, selecting, using and evaluating various approaches to developing solutions. Evidence will be the ability to observe and draw reasonable inferences from observations, distinguish between relevant and irrelevant data, define problems, analyze the structure of discipline or professionbased problem solving frameworks and to use such frameworks and strategies to develop solutions. Aesthetic Responsiveness Students will demonstrate aesthetic responsiveness by taking a position on and communicating the merits of specific works of art, music and literature and how those works reflect human values. Evidence will be written or oral communications that articulate a personal response to works of art, explain how personal and formal factors shape that response and connect works of art to broader contexts. Ethics and Values applied to decision-making: Students will demonstrate facility in making value judgments and ethical decisions by analyzing and formulating the value foundation/framework of a specific area of knowledge in its theory and practice or in a professional context. Evidence will be the ability to identify own values, infer and analyze values in artistic and humanistic works as well as scientific and technological developments and to engage in values-inflected and ethical decision-making in multiple contexts. How English addresses these PLOs PLO 1: Analyze written text to identify underlying logic and point of view Develop a well-organized paper which develops cogent main ideas stated in a thesis and which has adequate support for statements made. PLO 2: Utilize diverse sources of information, to research a topic. Attribute quotes and other information gleaned from print and electronic sources, according to MLA style PLO 3: Evaluate arguments for validity, objectivity and soundness Argue a point after having gathered and synthesized relevant information, data and evidence. PLO 4: Critique text in terms of style and relate a text to the period in which it was written. PLO 5: Distinguish fallacies in arguments and be able to recognize the validity or lack of validity of various points of view.