1 Saddleback College English IB Principles of Composition II, Ticket xxxx, 3 Units Fall 2010, August 23, 2010-December 19, 2011, Liberal Arts Division Dean Kevin O Connor, Ph.D., Village 7, 949-582-4788 Instructor L. Morris Freshwater lmorris@saddleback.edu Required Text: Lunsford, Andrea A., John Ruskiewicz, and Keith Walters. Everything s an Argument with Readings. 5th th ed. Boston: Bedford/St. Martin s. 2010. Print. Recommended Text: Modern Language Association of America. MLA Handbook for Writers of Research Papers 7 th ed. New York: Modern Language Association of America, 2009. Print. Class Blackboard Site: http://socccd.blackboard.com/ Prerequisites: English IA with a grade of C or better Catalog Description: This course provides instruction in critical thinking and in writing expository and persuasive essays and documented papers totaling a minimum of 8,000 words. Instruction focuses on the development of logical reasoning, on analytical and argumentative writing skills, and on research strategies. Assignments are derived from themes and works in various disciplines and cultures. Objectives: Students will develop critical reading and writing skills necessary for expository and persuasive writing. Students will produce a research paper of 2,500 words with appropriate documentation. Upon completion of this course, the student will be able to: 1. Select and focus an adequate topic for extended essay development. 2. Sustain, for a length of at least 1,000 words, structurally sound writing free of mechanical error. 3. Extend principles of organization to sustain the longer paper. 4. Create rhetorical devices to clarify and substantiate positions taken. 5. Analyze and explicate the central idea of an argument. 6. Evaluate arguments using the principles of sound, logical reasoning. 7. Distinguish factual statements from judgmental statements and knowledge from opinion. 8. Use deductive and inductive reasoning. 9. Draw sound inferences from data given in a variety of forms. 10. Write coherent paragraphs with topic sentences, supporting data, and evaluations. 11. Read and critically evaluate college-level material from a variety of sources.
2 12. Identify premises and conclusions in arguments. 13. Evaluate claims and arguments for validity and reliability. 14. Evaluate authority. 15. Develop clarity and logic in writing. 16. Assume an individual voice and exhibit a mature style appropriate for academic writing. 17. Use research techniques appropriate for the development of content area topics. 18. Write a research paper following a standard Modern Language Association form of documentation. 19. Select an appropriate prewriting activity to generate ideas, focus a topic, content and audience. 20. Peer review essays based on elements of the rhetorical framework. 21. Create and maintain a collection of written work. Topics Covered in English 1B 1. Select and focus a topic for extended essay development 2. Organize a longer piece of writing 3. Use rhetorical devices to clarify and substantiate positions taken 4. Write within an argumentative context a. Distinguish between fact/opinion b. Reason inductively and/or deductively c. Draw inferences d. Recognize fallacies e. Identify premises/conclusions f. Evaluate claims and arguments for validity g. Evaluate authority h. Develop paragraph sequences, focusing on topic sentences, supporting data, and evaluations 5. Analyze voice and style 6. Produce a sophisticated writing style based on rhetorical devices 7. Discover varieties of research techniques and sources 8. Document research within current MLA guidelines 9. Apply prewriting techniques for extended essay development 10. Peer-edit essays, focusing on audience, context, tone, style, and mechanics Student Learning Outcomes: Student writes an argumentative research paper of 2,500 words, which develops a specific, arguable and complex thesis. Student applies a formal academic style to an argumentative research paper, including appropriate voice, transitions, and variety in sentence structure. Student develops a controlling idea through organized support, research, and sophisticated argumentation.
3 Student applies appropriate MLA standards to the following (10) items: heading, running header, fonts, spacing, indenting, works cited page, in-text citations, use of block quotes, and locating and implementing outside sources. Students will demonstrate information competency in these three items: locating, interpreting, and incorporating appropriate sources in an argumentative research paper. Evaluation 1. Assessment of selection of appropriate prewriting activities for an assigned essay. 2. Assessment of essays requiring research on a topic using primary and secondary sources. 3. Evaluation of written assessment of information obtained from primary and secondary sources by considering the argument, fallacies, inferences, aspects of language, logic, and authority. 4. Evaluation of essays and research papers containing the following elements: a. focused topic; b. appropriate pattern of development; c. appropriate rhetorical devices; d. clear and logical justification of a position taken; e. individual voice and mature writing style; f. primary and secondary sources, when appropriate, to support assertions adequately; g. logical development of an argument, if appropriate; h. standard form of documentation, if appropriate. 5. Evaluation of an in-class essay. 6. Assessment of oral and written evaluation of essays in small groups for content, audience, context, organization, style, format, mechanics and elements within the rhetorical framework. 7. Assessment of learning outcomes contained in a collection of written work. Methods of Evaluation: Attendance/Oral and Written Participation 10% Submitted Homework Assignments (15) 10% Saddleback Library Research Workshops (3) 10% Writing Portfolio (Collection of Work) 10% Formal Essay 1 (1,500) Analyzing Writing as a Process 10% Formal Essay 2 (1,500) A Persuasive Argument 10% Essay 3 (1,500) Ethical Decisions 10% Research Paper (2,500) A Proposal for Global Change 10% Midterm Power Point Presentation (12 Slides) 10% Final Exam (1,000) Responding to an Instructor Prompt 10% 100%
4 Grading Standards: Grades will be based on attendance, written and oral participation in class and consistent written participation on the class Blackboard discussion board site, completion of weekly homework assignments, the Saddleback Library workshops, the writing portfolio, three formal essays, one research paper, and the midterm and final exams. Formal Essay Standards All essays must meet the minimum assigned word count. Each essay draft (exploratory, revised, and edited) must be turned in on time and be word-processed in Times New Roman, 12 point font, double-spaced, and paginated. Late essays will receive a 10 % reduction in percentage points. MLA format including a title specific to the thesis of the essay is required. Correct documentation of source information both within the essay (parenthetical citation) and a works cited page at the end of the essay is an essential component of each paper. Formal Essay Writing Rubric A This paper will demonstrate a good deal of thought and an effort to delve into the ideas addressed. The thesis will be supported with appropriate, clearly explained and detailed examples; transitions between sentences and between paragraphs will lend coherence to the paper, assisting the reader in connecting ideas to each other and back to the thesis. The paper will use diction appropriate to the subject and the audience being addressed. No major grammatical or mechanical errors, such as sentence fragments or run-ons, subject-verb agreement problems, or verb tense shift will occur in the A paper. B This paper will also demonstrate a good deal of effort, but may differ from the A paper in its approach to the thesis, which might be more predictable and less inventive on the writer s part. While clear and well-supported for the most part, some unevenness may occur in the flow of the paper s ideas or in some of the explanations which will make the paper less than excellent. As with the A paper, there will be no major grammatical or mechanical errors in the B paper. C The C paper will do an adequate job of introducing its topic, but the thesis might rely on clichés or obvious truisms. There will be explanations and examples in the C paper, but some of them might not clearly support the thesis. Overuse of abstract language might keep this paper from any great depth of thought. And transitions might be lacking in places, leading to some lack of coherence. Occasional grammar and spelling problems might exist which keeps the writing from flowing well. D This paper will probably not contain a thesis, but instead, will merely state a topic. Very few examples or explanations will be used to develop or support any central idea. Vocabulary might be misused in places. Grammar errors which commonly occur in D papers include sentence fragments and run-ons, subject-verb and pronoun-antecedent agreement errors, verb-tense shifts, and unclear pronoun references. F This paper will most likely be incoherent and well off the mark of the assignment. There will be little or no support to guide the reader toward understanding any point to be made, and grammar and mechanical errors will make the writing difficult or impossible to follow.
5 Additional Requirements for English 1B Research Paper Minimum Word Count MLA Format Research Schedule Methods of Organization 2, 500 Black, Times New Roman, 12 pt. font Minimum of 5 sources of reliable Topic turned in to instructor 3 rd person point of view Heading, specific title (centered), and tab indentation of all paragraphs 1 margins, top, bottom, sides Page numbers Double-spaced throughout Works Cited Parenthetical Citation Block format of long quotations research Sources derived from the Saddleback Library database only Integration of reliable research within the paper Research notes and sources turned in to instructor Outline turned in to instructor Initial draft turned in to instructor Revised draft turned in to instructor Edited draft turned in to instructor Final draft turned in to Turnitin.com through the class Blackboard site Formal English Argumentative thesis statement which presents a specific point of view Supporting evidence for the thesis statement Acknowledging and refuting an opposing point of view or alternate solution Specific proposal for change with call to action Textbook Readings The required class textbook is used for homework assignments, class discussions, and essay completion. Bringing the textbook to class each week along with a pen and paper is an essential part of this composition class. Specific reading and writing assignments will
6 be given each week of the semester and posted in chronological order on the class Blackboard site. Writing as a Process and Peer-Review Process writing requires multiple drafts, peer-review, and instructor conferences. Students are required to bring two printed copies of their essay in progress to class for peer-review and instructor conferences. These reviewed essays are also an essential part of the students portfolio of writing. Blackboard Discussion Board There will be one or more discussion topics posted each week of the semester on the discussion board. Online posting is one component of the homework assignments. Requirements and a grading rubric are specifically described in the following table: Discussion Board Grading Rubric Format Timeliness Length Number Reflective Thought Follows Meets Writes 5-7 Responds Shows netiquette weekly complete to the evidence standards of deadline sentences prompt of linking communication in Standard and at discussion English least one to class other readings student 5 points 3-4 points 2-3 points 1 point 0 points Application Provides additional insights by making connections to life experience Meets all criteria Meets most criteria Meets some criteria Meets one area of criteria Does not meet criteria Library Workshops Students are required to attend three Saddleback Library Workshops: Finding Articles, Evaluating Resources and Do it Yourself. The requirements and grading rubric for this assignment are described in the following table. Please note, if you have proof of attendance at these three specific workshops in a previous semester, please attend two additional workshops or enroll in the new Saddleback College Library class, LIB 189.
7 Library Workshop Requirements and Grading Rubric Workshop Title Time Frame Procedure Record Keeping Finding Articles Evaluating Sources Do It Yourself For full class credit, all three workshops must be completed by the ninth week of the semester. The workshops are offered at various times and on different days to provide access for students. Workshops are 50 minutes in length and begin and end on time. Signing up at the library in advance for each workshop to ensure your place. It is possible to attend a workshop without registering in advance; however, there is limited seating. Students will not be allowed to enter the room after the workshop begins. Print a proof of attendance record for each workshop. Bring or email a copy of your proof of attendance to your instructor. Grading Rubric A B C D F Three workshops completed before the ninth week of the semester. Two workshops completed before the ninth week of the semester. Three workshops completed after the ninth week of the semester. Two workshops completed after the ninth week of the semester One workshop completed before the ninth week of the semester. One workshop completed after the ninth week of the semester. No attendance Writing Portfolio Students are required to keep course assignments in a divided notebook. This portfolio of work will be reviewed and evaluated by the student and instructor during a conference in
8 class. The requirements and grading rubric are specifically described in the following table: Writing Portfolio Requirements and Grading Rubric Contents Format Appearance Organization Quality Homework Classes 1-14 MLA style Word Processed Chronological Uses Standard English. Annotated Bibliography MLA style Word Processed Alphabetical Provides a brief analysis of selected Essays (4) MLA style Word Processed In-class Writing Exercises (14 or more) A Paragraph of 5-7 Sentences Handwritten or Word Processed Chronological texts. Provides one peer-reviewed sample of each essay. Chronological Provides ½ -1 page responses to writing prompts. A B C D F Portfolio meets all requirements Portfolio meets most Portfolio meets some Portfolio meets a few No submission. Annotated Bibliography An annotated bibliography is a brief (four-sentence) summary that demonstrates your ability to understand the message of a specific text or website. Assigned readings from the class textbook and research sources for your essays and research paper form the basis of your annotated bibliography. Midterm PowerPoint Presentation Students will create an original PowerPoint presentation from a website designed for this purpose at http://theresearchpaper.wordpress.com/ This PowerPoint presentation will be given in class on xxxx. The requirements and grading rubric for this assignment are specifically described in the following table:
9 Midterm PowerPoint Requirements and Grading Rubric Content Format Organization Appearance Quality Subject is specifically and thoroughly addressed in the author s own words. All text is 20-24 point in a clear font that is easily read by the audience. A logical flow of words and visuals which facilitate clear communication of subject matter. Background color and design appropriately reflect the topic. Resources are summarized, quoted, and cited. Title slide with name of presentation and author s name. (1) Body slides (10) with text and one or two visuals per slide. The closing slide lists all sources of research in MLA format on a works cited slide. Selected visuals add understanding to the presentation Background design does not obscure the text. Animations and transitions add rather than distract from the text. Author uses bullet points (3-5) and subpoints (2-3) to clearly convey information. All text is spelled correctly. The presentation flows smoothly and logically from the introduction to the credits. Text, visuals, transitions, and animations complement each other. A B C D F Presentation meets or exceeds the Presentation meets most of the Presentation meets some of the Presentation meets a few of the No submission Final Essay Exam: The final exam will be held on xxxx. This Greenbook exam is an essay exam written in response to an instructor provided prompt. Specific requirements and grading rubric for the essay are described in the table below:
10 Final Exam Requirements and Rubric The final exam will be an essay exam which will be written entirely within the Greenbook. It must be written in pen, and it needs to be legible. If you need to skip lines or rewrite the final copy to be legible, please do so. The requirements for this exam include: 1. An original title specific to the essay. 2. An introductory attention-getting hook. 3. Transition sentences which lead to the essay thesis. 4. A concise and arguable thesis which presents the author s point of view and provides direction for the essay. 5. Three or more supporting body paragraphs which give reasons, examples, and integration of selected words, sentences, or phrases from a provided text as evidence for the thesis. 6. A strong conclusion which summarizes the evidence, reflects the thesis, and provides a specific viewpoint on the subject of the essay. A B C D F Essay exceeds the requirements by including a works cited page and parenthetical citation of source information. Essay meets all Essay meets most Essay meets some No submission Plagiarism or Academic Dishonesty Plagiarism is any conduct in academic work or programs involving misrepresentation of someone else s words, ideas or data as one s original work, including, but not limited to, the following: 1. intentionally representing as one s own work the work, words, ideas or arrangement of ideas, research, formulae, diagrams, statistics, or evidence of another. 2. taking sole credit for ideas and/or written work that resulted from collaboration with
11 others. 3. paraphrasing or quoting material without citing the source. 4. submitting as one s own a copy of or the actual work of another person, either in part or in entirety, without appropriate citation (e.g., term-paper mill or internet derived products). 5. sharing computer files and programs or written papers and then submitting individual copies of the results as one s own individual work. 6. submitting substantially the same material in more than one course without prior authorization from each instructor involved. 7. modifying another s work and representing it as one s own work. (Saddleback Student Handbook, Code of Conduct, 2010-2011) Violation of the rules of academic honesty may result in an F on the assignment and may be reported to the Vice President of Student Services. See the following Saddleback Library Webpage for assistance in preventing plagiarism. http://www.saddleback.edu/library/web/writing.html Classroom Expectations: Respect is the guiding principle for appropriate classroom behavior. Any activity that disrupts learning is disrespectful to other students and is not permissible. This includes cell phone use, texting, and laptop activity, speaking while the instructor or other members of the class have the floor, sleeping, profanity, rudeness, and working on off task assignments. In addition, all rules of conduct as detailed in the Saddleback Student Handbook will be adhered to. As outlined in the student handbook, it is the instructor s right to ask a student to leave the class for violating rules of conduct. In addition, this removal may be reported to the Vice President of Student Services who will take further appropriate action. Out of Class Academic Expectations The amount of time devoted to studying outside the classroom directly affects a student s success inside the classroom. In general, students should expect to spend at least two hours studying outside the classroom for each hour spent inside the classroom. For example, for a standard three-unit course that meets three hours per week, set aside at least six hours per week for homework, reading, projects, research and writing. If the instructor does not assign a specific task for the week, students are still expected to spend the allotted time on activities that will increase their understanding of the subject, such as re-reading texts, typing notes, reviewing course materials, working on semester projects, or pursuing their own study of the subject. Saddleback email Correspondence Your instructor will communicate with you through your Saddleback email address. Checking this email regularly is an essential part of the expectations for this course.
12 Attendance Students are expected to attend all scheduled class meetings. A strong correlation exists between attendance and success. Moreover, due to the collaborative workshop aspect of English 1B, attendance is an integral component of success. Missing more than six hours of class (two class sessions) will negatively affect attendance and participation grades as well as the quality of your writing. Tardiness Tardiness is disruptive to the learning environment. If you are unavoidably late, please enter the classroom discreetly and quietly. Excessive tardiness affects learning. In addition, if you miss roll, it is your responsibility to inform the instructor at the end of class. Leaving Early Students who leave class early are duly noted and marked accordingly in the class attendance records. Participation Please note that attendance alone is not sufficient for a passing participation grade. Careful listening, note taking, active engagement in peer-review sessions, Blackboard and classroom discussions are all integral to the learning process. Failure to participate in these learning activities will adversely affect participation grades. Adding/Withdrawing Students are ultimately responsible for adding or dropping classes in a timely manner and maintaining their college records. LMF: 08/23/10 Revised: 08/31/10