English 103: Critical Reasoning and Writing · 2017. 1. 30. · critical thinking, reading, and writing skills beyond the level achieved in ENGL 100 F. This course will focus on the

Janowicz/ENGL103/Spring2017 1

English103:CriticalReasoningandWritingInstructor:AngelaJanowiczSection#:20601/23507ClassDays/Times:MW8:15-10:20AM,Rm622A/2:00-4:05PM,Rm123E-mail:[email protected]:professorangeladahl.wordpress.com

WelcometoEnglish103!CatalogDescription:Thiscourseisdesignedtodevelopcriticalthinking,reading,andwritingskillsbeyondthelevelachievedinENGL100F.Thiscoursewillfocusonthedevelopmentoflogicalreasoningandanalyticalandargumentativewritingskillsaswellasinformationliteracy.Prerequisite:ENGL100Fwithagradeof“C”orbetterorENGL100HFwithagradeof“C”orbetter.

ProfessorJ’sspielonwhythisclassisimportant:Inourcurrentpoliticalclimate,now,morethanever,itisimportantthatyouhavetheabilitytoanalyzeargumentsandevaluatewhetherornottheyarelogical,evidence-backedclaimsthatdonotrelyonfallaciousreasoning.Thepurposeofargumentationisnottoattacksomeone:thepersonwhobelievessomethingdifferentthanyoudoisnotimmediatelyyour“opponent.”Thinkofargumentationasaninvitationforconversation,andtoacceptthisinvitation,youwillbeaskedtostepoutsideyourcomfortzonetoconsideranargumentthatisdifferentfromyoursandtofairlyevaluatewhetherornottheargumentissound.

StudentLearningOutcomesBytheendofthiscourse,youwillbeableto:

• Composeanessaythatemploysrhetoricalstrategiestopersuadeaskepticalaudience.• Composeanessaythatsynthesizesevidenceandmultipleperspectivestosupporta

claim.• Evaluateawrittenargumentbaseduponitsclaimandsupport.• Evaluatethecredibilityofasourceinawrittenargument.


RequiredCourseMaterials• CurrentIssuesandEnduringQuestions:AGuidetoCriticalThinkingandArgument,with

Readings,ThirdEdition,SylvanBarnet&HugoBedau(ISBN:978-1-4576-2260-1)• Afolderor3-ringbinderdedicatedspecificallytothisclass• Computeraccesstotypeallmajorassignments• Internetaccessandaworkinge-mailaddresstoaccessanyadditionalreadingor

assignments/handoutsImayaskofyou,aswellastocommunicatewithmeandyourclassmates

• USBflashdriveorcloudaccountforsavingyourdrafts• 1packofindexcards

Participation

Thesuccessofthisclassisdependentonyouractive,thoughtfulparticipation.Tothatend,Iaskthatyouspeakupatleastonceeverymeeting.ParticipationisaREQUIREMENT.Iuseparticipationcardsinthisclass,whichmeanswhenyouparticipate,Icollectanindexcardwithyournameandthedateonittogiveyoucredit.Youmayearn1cardperclass.Youmustparticipateatleast_______timesthroughouttheentiresemester(approximatelytwiceaweek).Duetothevarioustopicsthatwillbe

discussedandconversationaltangentsthatwillinevitablyoccur,Iaskthatwemaintaina“respectforall”attitudeduringthehoursthatwearetogether.Berespectfultoyourpeers,theirwriting,andtome.Thisincludesactivelylisteningwhenothersaretalking,notmakingpersonalattacks,andnotgettingdistractedbytechnology.Attendance&LatePolicyAttendanceiscriticaltoimprovingyourskills.BeingabsentASWELLASBEINGLATEwillbereflectedinyourparticipationgrade.Therefore,pleasecommunicatewithmeimmediatelyifyourunintoanyseriousproblemsthatmayaffectyourattendance.Youmustbeproactiveaboutyoursuccess:tellingmeaboutaproblemyou’vehadsinceweek4inweek15willnotmakemesympathetic.Anyworkthatyoumissfrombeingabsentorbeinglatecannotbemadeup.Ifforanyreasonyoumustbeabsentandwouldliketoreceivecreditforanassignmentthatwasduethatday,youmust:

1) E-mailmetheassignmentbeforetheendoftheclassthatitisdue,then


2) Printandbringahardcopyoftheassignmenttothenextclass.Classworkcannotbemadeup.Remember,you(notme)areresponsibleforgettingmaterial(s)/assignmentsyoumighthavemissed.

PlagiarismPolicyStudentsareexpectedtoabidebyethicalstandardsinpreparingandpresentingmaterialwhichdemonstratestheirlevelofknowledgeandwhichisusedtodeterminegrades.Suchstandardsarefoundedonbasicconceptsofintegrityandhonesty.Theseinclude,butarenotlimitedto,thefollowingareas:

1.Studentsshallnotplagiarize,whichisdefinedas:

A.stealingorpassingoffasone’sowntheideasorwordsofanother,orB.usingacreativeproductionwithoutcreditingthesource.

Thefollowingcasesconstituteplagiarism:•paraphrasingpublishedmaterialwithoutacknowledgingthesource,•makingsignificantuseofanideaoraparticulararrangementofideas,e.g.,outlines,•writingapaperafterconsultationwithpersonswhoprovidesuitableideasandincorporatingtheseideasintothepaperwithoutacknowledgment,or•submittingunderone’sownnametermpapersorotherreportswhichhavebeenpreparedbyothers.

2.Studentsshallnotcheat,whichisdefinedas:A.usingnotes,aids,orthehelpofotherstudentsontestsorexamsinwaysotherthanthoseexpresslypermittedbytheinstructor,orB.misreportingoralteringthedatainlaboratoryorresearchprojectsinvolvingthecollectionofdata.

3.Studentsshallnotfurnishmaterialsorinformationinordertoenableanotherstudenttoplagiarizeorcheat.

Instructorsmaydealwithacademicdishonestyinoneormoreofthefollowingways:

1.Assignanappropriateacademicpenaltysuchasanoralreprimandorpointreduction.2.Assignan“F”onallorpartofaparticularpaper,project,orexam.


3.Reporttotheappropriateadministrators,withnotificationofsametothestudent(s),fordisciplinaryactionbytheCollege.Suchareportwillbeaccompaniedbysupportingevidenceanddocumentation.

ProfessorJ’stangentonplagiarism:Yes,copyingandpastingfromsomethingyou’vewrittenforapreviousclassisstillconsideredplagiarism.It’scalled“self-plagiarism,”anditwillshowmeonTurnitin.Itwillgivemetheclassandteacheryou’vewrittenthatessayforpreviously.Sodon’tdoit.

TURNITIN.COMStatementInitscommitmenttoacademichonestyandaccurateassessmentofstudentwork,FullertonCollegeusesTurnitin.comtopreventanddetectplagiarism.ThisinstructorreservestherighttosubmitstudentassignmentstoTurnitin.comtocheckforsimilaritiesbetweenstudentsubmissionsandtheinternet,variousresearchdatabases,andtheTurnitin.comdatabaseofpreviousstudentsubmissions.Furthermore,thisinstructormayalsosubmitessaystootherinstructorsseekingplagiarismmatches.StudentsmayberequiredtoelectronicallysubmittheirwrittenworktotheinstructorortoTurnitin.com,andbytakingthiscourse,studentsagreethatallassignmentsaresubjecttoplagiarismdetectionprocessesandplagiarismpenalties.AssignmentssubmittedtoTurnitin.combythestudentorinstructorwillbecomepartoftheirdatabaseandwillbeusedforplagiarismpreventionanddetection.Studentpapers,however,willremaintheintellectualpropertyoftheauthor.ClassID: Password:E-mailandE-mailAssignment

Guidelines• Berespectfulandprofessional.• Putyournameandclassinthe

titleofanyattachmentsent.• Putyournameandclassinthe

subjectlineofyouremail.• NOASSIGNMENTSACCEPTED

VIAEMAILWITHOUTPRIORARRANGEMENT.

• Also,Ionlyanswere-mailsuntil6PM.Donotexpectaresponseifyoue-mailmepastthattime,especiallyifit’saboutaTurnitindeadline.


EssayRevisionPolicyWritingisacontinualprocessofbrainstorming,drafting,andrevision;therefore,youhavetheopportunitytoresubmitONEnewessaydraftforapossiblebettergrade.Inordertobeawardedanyadditionalpoints,youmustfollowandcompletetheALLofthefollowingstepsPRIORtosubmittingtherevisedessay.

1) Visitatutor.Thepurposeofthefirstvisitistoreviewmycommentsonyourpaperandbrainstormrevisionideas.Besuretobring:

a. Yourgradedessaywithmycommentsonitb. Theoriginalessayassignmentsheet/prompt

2) Takemynotes,andthetutor’srecommendationstorevise/rewriteyouressay.3) VisitatutorAGAIN.Thepurposeofthesecondvisitistogooveryournewdrafttoget

generalcomments/recommendations.4) Makeanyoftherecommendedchangessuggestedbythetutor.5) TurnitinBYorBEFOREthelastdayofclass.Besuretosubmityourrewriteswiththe

followingmaterials.**IwillnotconsiderrewritesthataremissingANYofthefollowingitems!

a. Rewrittendraftb. PreviousdraftthatIgradedc. Rubricwithyouroldgradeonitd. 2tutorverificationforms

ASSIGNMENTS&REQUIREMENTS

AllessayassignmentsmustbeprintedaswellassubmittedonlinetoTurnitin.com.FailuretosubmittoTurnitinbythestateddeadlineswillresultinpointsbeingtakenoffyouressaydailyuntilreceived.Unlessstatedotherwise,allassignmentsmustbetypedandprinted.ClassID: Password:**STANDARDSFORWRITTENASSIGNMENTS**All assignments must be typed and printed unless stated otherwise. I do not accept handwritten work (except work done in class). Assignments must adhere to MLA formattingguidelines.Thismeanstheymustbedouble-spacedandtyped in12-pointTimesNewRomanwithone inchmargins.Pleaseproof readallof yourwrittenwork for grammar, spelling, andpunctuationerrors.Clean,error-freeworksuggestsrespectforthetimeandeffortyourpeersandIwillspendreadingyourwork.


GUIDELINESFORALLESSAYS:ChecklistBeforesubmittinganyprintedworktome,consultthefollowinglist.

_______Printyouressaysin12-pointTimesNewRomanfontononlyonesideofwhitepaper._______Double-spaceyouressaywithone-inchmarginsallaround._______Don’tputanextraspacebetweenparagraphs._______Useasinglestapleintheupper-leftcorner._______Intheupper-leftcornerofthefirstpage,typeyourfirstandlastname,myname,thetitleofthecourse,andthedate,onfourlines._______Intheupper-rightcornersofallpages,typeyourlastnameandthepagenumber(withnocommas),andmakesuretochangethedefaultfonttoTimesNewRoman._______Centeryourunique,catchytitle–noall-caps,largerfonts,orunderlining.

GradeBreakdown

• PASSINGISA70%ORBETTER.• NOGRADEHAGGLING:Idonotnegotiategrades.Idonotround

gradesupeither.Hardworkdoesn'tguaranteegoodgrades.A’sonassignmentsaregiventostudentswhoseworkisexceptional.Ifyouareconcernedwithyourgradeandwanttoknowhowtodobetterinthefuture,Iwelcomeappointmentstodiscusspossiblestrategiesforimprovement

TheWritingCenterTheWritingCenteroffersFREEone-on-one30minutetutoringsessionsforallstagesofthewritingprocessforANYclass.TheyalsoofferFREEworkshopsonvariouswritingtopicsthroughoutthesemesterthataretaughtbyfacultymembers.Thisisanexcellentresourceforyoutoutilizeforyouressays.Torewardproactivestudents,Iwillgiveextracreditpoints(~3%)towardsyouressay’soverallscoreifyouseeawritingcentertutorpriortotheessay’sduedateandsubmitproofofyourvisitwithyouressay.Moredetailsonthatwillbeexplainedwithyouressayassignments.

GradingScaleA 90–100%B 80–89.9%C 70–79.9%D 60–69.9%F 0–59.9%

Assignment ValueFinalResearchPaper 20%

AnalysisEssay 15%ArgumentEssay 15%MiniFallacyEssay 15%TopicResponses 15%Participation 10%

Classwork/Homework 10%


TheWritingCenterislocatedintheLibrary/LearningResourceCenter,Room808.Youcanalsocall(714)992-7153,orvisittheirwebsite(http://writingcenter.fullcoll.edu),tomakeanappointment.

WaitTimeforLateInstructors

If,duetounforeseenemergencies,theinstructordoesnotarriveatthescheduledstarttimeforclass,studentsaretowaitforfifteenminutes(unlessotherwisenotifiedbythedivision).Iftheydonotreceivenotificationtowaitfortheirinstructortoarrive,afterfifteenminutesthestudentsmayleavewithnopenaltyforabsenceorassignedworkdueforthatclassmeeting.

AmericanswithDisabilitiesAct(ADA)StatementFullertonCollegeiscommittedtoprovidingeducationalaccommodationsforstudentswithdisabilitiesuponthetimelyrequestbythestudenttotheinstructor.Verificationofthedisabilitymustalsobeprovided.TheDisabilitySupportServicesofficefunctionsasaresourceforstudentsandfacultyinthedeterminationandprovisionofeducationalaccommodations.

EmergencyResponseStatementTakenoteofthesafetyfeaturesinaroundtheclassroom.Also,pleasestudythepostedevacuationroutes.Themostdirectrouteofegressmaynotbethesafest.Runningoutofthebuildingduringearthquakesmaybedangerous.Duringstrongearthquakes,itisrecommendedtoduck,cover,andholduntilthequakingstops.Followtheguidanceofyourinstructor.Yourcooperationduringemergenciescanminimizethepossibilityofinjurytoyourselfandothers.

FullertonCollegeCatalogandClassScheduleTheFullertonCollegeCatalogandtheClassSchedulecontainanumberofpoliciesrelatingtostudentsthatareimportanttoyou.Pleasebesurethatyouhavereadthesepublicationsthoroughly.Youmaypurchasecopiesofthesepublicationsatthecampusbookstore,oryoumayreadthemonlineattheFullertonCollegewebsite,www.fullcoll.edu

CLASSMATES’CONTACTINFORMATIONName:

Email:

Name:

Email:

Name:

Email:


*Ifyouareabsentfromadayofclass,contactaclassmatetofindoutwhatyoumissed(notes,readings,assignments).Itisyourresponsibilitytokeepupwiththepaceoftheclass,anditisnotyourinstructor’sresponsibilitytofillyouin.Keepinmind:LATEWORKWILLNOTBEACCEPTED.

TENTATIVECOURSESCHEDULE**Subjecttochangeattheinstructor’sdiscretion**

Week Date Topic Assignment

Mon1/30

• Syllabus/Icebreaker• Ch.1:CriticalThinking

• Purchasecoursematerials• AddclassonTurnitin• WriteReadingNotesCh.1

Week1IntrotoCourse

Wed2/1

• PlagiarismWorkshop • WriteReadingNotesCh.2

Mon2/6

• Aristotle’sTopoi • TBAWeek2IntrotoRhetoric

Wed2/8

• VisualArguments• AnalyzingVisualArguments• AssignAnalysisEssay

• WriteReadingNotesCh.4(141-169)• ReadtextsforAnalysisEssay(inCh.5)&writeDiscussionQ’sforeachtext

Mon2/13

• ActivitiesinAnalyzing(Pentad) • WriteroughdraftofAnalysisEssay–printout2copiestobringtoPeerReview

Week3RhetoricalAnalysis

Wed2/15

• PeerReview • ReviseAnalysisEssay–FinalDraftdue2/22

Mon2/20

• NOCLASS:PRESIDENTSDAY • ReviseAnalysisEssay–FinalDraftdue2/22

Week4Research

Wed2/22

• AnalysisEssayDue• ConductingResearch&EvaluatingSources

• TBA

Mon2/27

• UsingSources • TBAWeek5Argument

Wed3/1

• DevelopingArguments&StructureofArguments

• AssignArgumentEssay

• WriteReadingNotesCh.6(228-259)

Mon3/6

• ToulminArguments • WriteReadingNotesCh.8• WriteroughdraftofArgumentEssay–printout2copiestobringtoPeerReview

Week6ArgumentCont.

Wed3/8

• ArgumentEssayPeerReview • ReviseArgumentEssay–FinalDraftdue3/13

Mon3/13

• Inductive&DeductiveArguments • WriteReadingNotesCh.9Pt.1(349-367)

Week7Fallacies

Wed3/15

• Fallacies• AssignMiniFallacyEssay

• WriteReadingNotesCh.9Pt.2(368-382)


Mon3/20

• Fallacies&Propaganda

• ChoosepropagandaimagesforMiniFallacyandbeginwritingroughdraft

Week8FallaciesCont

Wed3/22

• BiasinNewsMedia • WriteroughdraftofMiniFallacyEssay–print2copiestobringtoPeerReview

Mon3/27

• MiniFallacyEssayPeerReview

• ReviseMiniFallacyEssay–Finaldraftdueatyourconference

Week9WritingWorkshops

Wed3/29

• Catch-UpDay • ReviseMiniFallacyEssay–Finaldraftdueatyourconference

• SignupforMidtermConferences

Mon4/3

• ConferenceDay–MiniFallacyEssayDue

• ReviseMiniFallacyEssay–Finaldraftdueatyourconference

• ReadCh.14&writeDiscussionQ’sfortexts

Week10Midterm

Conferences

Wed4/6

• ConferenceDay–MiniFallacyEssayDue

• ReviseMiniFallacyEssay–Finaldraftdue4/17


•

SpringBreakMon4/10-Wed4/13

N0CLASS

• ReviseMiniFallacyEssay–Finaldraftdue4/17


Mon4/17

• MiniFallacyEssayDue• Classdiscussion/groupdiscussionontopic

• AssignTopicResponse:StudentLoans

• WriteroughdraftofTopicResponse–printandbring2copiestoclass

Week11CurrentIssues:StudentLoans

Wed4/20

• TopicResponse:StudentLoansPeerReview

• ReviseTopicResponse–Finaldraftdue4/24

Mon4/24

• TopicResponse:StudentLoansDue

• MediaTexts

• TBAWeek12Nontraditional

Texts Wed

4/26• Workplacegenres • ReadCh.16&writeDiscussionQ’s

fortextsMon5/1

• Classdiscussion/groupdiscussionontopic

• AssignTopicResponse:LocalFood


Week13CurrentIssues:LocalFood

Wed • TopicResponse:LocalFoodPeer • ReviseTopicResponse–FinalDraft


5/3 Review due5/8• ReadCh.25&writeDiscussionQ’sfortexts

Mon5/8

• TopicResponse:LocalFoodDue• Classdiscussion/groupdiscussionontopic

• AssignTopicResponse:PublicService

• AssignFinal


Week15CurrentIssues:PublicService

Wed5/10

• TopicResponse:PublicServicePeerReview

• Signupforconferences• ReviseTopicResponse–FinalDraftdueatyourconference

Mon5/15

• TopicResponse:PublicServicedue• ConferenceDay

• WorkonyourFinalWeek16FinalConferences

Wed5/17

• TopicResponse:PublicServicedue• ConferenceDay

• WorkonyourFinal

Mon5/22

• In-classFinalPrep&Research • WorkonyourFinalFinalsWeek

Wed5/24

• FinalResearchPaperDue • Enjoyyourbreak!


SyllabusScavengerHuntFindtheanswerstothefollowingquestionsinthesyllabus.

1) Howoftenshouldeachstudentparticipateinclass?

2) Howmanyessayswillbewritteninthiscourse,andwhattypesofessayswilltheybe?

3) WhatisProfessorJ’sessayrevisionpolicy?

4) Whenisthefirstessaydue?

5) DoesProfessorJofferextracredit?Ifso,howdoyougetit?

6) DoesProfessorJgradebyapointsscaleorweightedcategories?Whatoverallpercentageinthiscoursedoyouneedtopass?

7) Whatdateandtimeisthefinal?

8) Whatshouldyoudoifyou’regoingtobeabsentbutstillwanttoreceivecreditforanassignmentthatwasduethatday?

9) Fillintheblanks:Allhomeworkmustbe__________________and________________.


Textbook Reading Notes

Since the beginning of my teaching career, I have racked my brain about various methods to encourage my students to read their textbooks more consistently and more effectively. I've tried many strategies, but I have settled on a strategy that I think encourages critical reading and comprehension: The Reading Notes. This semester, as I assign chapters from the textbook, you will complete "reading notes" for each assigned chapter. Yes, reading your textbook takes time. And yes, adding reading notes takes even more time. However, it is time well spent, as it will not only prepare you for class, but also in how to approach textbook material for other classes. Each set of notes must include the following 3 parts: pre-reading reflection, post-reading reflection, and questions (I'm hoping to get answered in class) 1. Pre-reading Reflection This section of your notes should be done before you begin reading the actual chapter. For the pre-reading reflection, you should preview, or browse the chapter. When previewing, look at section headers, images, bold texts, side notes, etc. to familiarize yourself with key points that may be discussed and key sections of the chapter. Once you are finished previewing the text, take some time in your journal reflecting on the following questions:

• What key concepts in this chapter am I already familiar with and to what extent? • What key concepts am I most interested in learning from this chapter and why? (You can

discuss multiple concepts or just one) • What are your goals for learning as I read this? In other words, what should I learn by

reading this assignment? • How do I think this chapter will help me as a writer, critical thinker, or student?

2. Notes while reading This second section is not formally included in the assignment, but it can be if it helps you. For this section, take notes as you read through the chapter. You may do this in whatever format or note taking strategy you are already familiar with. You may try outlining the chapter, taking Cornell notes, mapping the chapter, or annotating directly in the textbook (or with sticky notes). As you read and take notes, you may find yourself skimming sections of the text, which is fine so long as you're still focusing and paying attention. Reading a textbook is never consistently reading: sometimes you skim sections that discuss familiar concepts and sometimes you may slow down to read in detail something that you are less familiar with or that is presented in a new and interesting way. Trust your instincts in this as long as you are fighting your instinct to skim through the entire thing. ☺ 3. Post-reading Reflection After you are finished reading, it is important to reflect on what you've read. In the post reading section, you should address the following:

• Write a brief summary of the 3-5 most important points or concepts from the chapter • Were there any concepts in this chapter that you were already familiar with but were

explained in a new way to you?


• Overall, what did you think of this chapter?

4. Questions (I hope to get answered in class) In this section, write any questions about the content that you are not sure about, OR list any key terms or concepts that you would like to have explained more thoroughly in class. Requirements for Reading Notes:

• Make sure each one is titled • Each section of the notes should be clearly indicated or marked • Notes should be typed • Aim for at least 1 full page at minimum • Think critically and read thoroughly!


Discussion Questions

Anytime you have a “Discussion Questions” assignment, this is what I mean: for each article that you read in preparation for that class, you will create 10 discussion questions. The purpose of this is to foster discussion among your classmates for the next class period. In order to do this effectively, make sure the questions that you are creating are NOT comprehension questions. We want to engage our higher level thinking skills! In order to do this, ask questions that apply knowledge to new situations, or analyze, or evaluate, etc.

You may utilize this chart to get your ideas flowing, but don’t just plug in different keywords into the suggestions. Use the templates to brainstorm creating complex questions.

Questions that apply knowledge to new situations

• What would happen if…? • What is a new example of…? • How could … be used to …? • What is the counterargument for…?

Questions that analyze (break down or examine information)

• Why is … important? • What is the difference between … and…? • What are the implications of…? • What is … analogous to?

Questions that evaluate (judge or decide according to a set of criteria)

• How does … affect …? • Why is … happening? • What is the best … and why? • Do you agree or disagree with the statement…?

What evidence is there to support your answer? • What are the strengths and weaknesses of?

Questions that create (combine elements into a new pattern

• What is the solution to the problem of…? • What do you think causes…? Why? • What is another way to look at…?

*adapted from brown.edu

English 103: Critical Reasoning and Writing · 2017. 1. 30. · critical thinking, reading, and writing skills beyond the level achieved in ENGL 100 F. This course will focus on the

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