Class Session: 3:00 p.m. to 4:30, Tues. and Thurs., LA-14
Office Hours: Mon. and Wed. 11-12:30; Tues. and Thurs. 1:30-2:30
Office: LA-7D
Phone Number: 909-941-2412 (This number has an answering machine and is located in
my office; you may call this number 24 hours a day).
Class Web Page: http://locutus.ucr.edu/~cathy/s99-1btr.html
Email: cathy@cassandra.ucr.edu
Course Description: Using both fiction and nonfiction, students will integrate critical
thinking skills with effective written analysis and argument. Students will learn the differences
between deductive and inductive reasoning. Students will write and critique essays using research
strategies.
Course Objectives:
1. To be able to identify and state main ideas, thesis statements, and types of reasoning used in texts.
2. To be able to read and evaluate college level materials from a variety of sources.
3. To be able to recognize inferences, inductive, and deductive reasoning.
4. To be able to analyze evidence in relationship to a claim.
5. To be able to draw and articulate sound inferences about the intention of the writer, based on
observations of diction and style (including mood, tone, and figurative language).
6. To be able to comment on the effect of diction and metaphoric, connotative, and denotative
language.
7. To be able to recognize the influence of style and voice upon purpose.
8. To be able to recognize and articulate both stated and unstated assumptions.
9. To be able to distinguish between fact and opinion.
10. To be able to identify and analyze the structure of arguments, to evaluate their validity, to refute
objections, and to identify common fallacies of language and thought.
11. To be able to construct sound arguments, to avoid logical fallacies, to supply sufficient support
for claims, to use outside sources, to employ correct citation and documentation, and to use various
diction levels and stylistic approaches.
12. To be able to write essays that effectively employ such writing strategies as analysis, synthesis,
and summary, and that emphasize such writing tasks as causal analysis, advocacy of idea,
persuasion, evaluation, refutation, interpretation, and definition.
13. Write essays (totaling at least 6,000 words) that effectively employ such writing strategies as
analysis, synthesis, and summary and that emphasize such writing tasks as causal analysis, advocacy
of idea, persuasion, evaluation, refutation, interpretation, and definition.
Required Materials
1. A college-level dictionary *BRING TO EVERY CLASS
2. Rottenberg, Annette T. Elements of Argument: A Text and Reader. 5th ed. Boston:
Bedford Books, 1997.
3. Gaines, Ernest J. A Lesson Before Dying.
4. A notebook, a looseleaf pad, computer disks, and a folder to store your handouts, homework, etc.
Grading Scale
| A+ 98 | B+ 88 | C+ 78 | *D+ 68 | *F 50 |
| A 95 | B 85 | C 75 | *D 65 | *Not a Passing Grade |
| A- 93 | B- 83 | *C- 73 | *D- 63 |
ALL HOMEWORK IS DUE AT THE BEGINNING OF EACH CLASS PERIOD. WORK THAT IS NOT THERE WHEN I COLLECT THE HOMEWORK IS LATE AND LOSES 3 POINTS. AFTER THE END OF A CLASS SESSION, NO HOMEWORK IS ACCEPTED (ASSIGNMENT #15 IS AN EXCEPTION; SEE ITS SPECIAL CONDITIONS BELOW).
ABSENCE IS NOT AN EXCUSE FOR LATE WORK. EMERGENCIES DO NOT GET SPECIAL
CONSIDERATION. IF A LONG-TERM EMERGENCY OCCURS DURING THIS SEMESTER,
DROP, WITHDRAW, OR APPLY FOR A LATE WITHDRAW.
Plagiarism Policy
Any idea of another person must be cited as that person's idea (ideas from lectures, interviews, the
internet, videos, books, journals, etc.) Failure to indicate the idea is another person's is plagiarism.
Any exact wording of another author (including as few as two words) used by students must be
indicated by quotation marks or the MLA or APA, indented, long quotation format, or it is
plagiarism. Any use of the sentence structure of another is plagiarism. Plagiarism receives a grade
of ZERO. If the plagiarism is malicious, extensive, or repeated, the student discipline policy will be
applied (see page 19 of the 1998-9 Catalogue or page 14 of the Schedule of Classes).
Advice from Cathy ...
1. Make going to class a priority--it is more important to come to some of the class than none, so
come in late if you arrive late. Likewise, if some personal emergency occurs, come to class without
homework rather than missing the class.
2. Come to class prepared: bring your textbook, dictionary, paper to write on, a disk, and pencils.
3. Be prepared to have your homework collected.
4. Ask questions and talk about your worries, problems, or fears about the class material in class or
at my office hours. The school has a Basic Skills Lab, tutoring services, academic counselors, and
health professionals to assist you. Get help if you need it.
5. Schedule time to do any reading for the class--treat the reading as a serious assignment. If you
try to read your assignments in bed or as you are doing something else, you will not understand the
readings or be able to correctly answer the questions about the readings.
Tentative Class Schedule (All pages are from the Rottenberg textbook unless another text is
specified.)
Week 1
1) Jan. 12 Introduction
2) Jan. 15 Have read pp. 3-17 (part of Chapter 1) and pp. 238-240 (Neusner essay).
Homework #1 Due: Almost every sentence in Neusner's essay is a claim. Classify all of the claims
in the essay into meaningful groups and come up with a short list (5 to 7 claims) of the major claims
that Neusner is making about students and teachers. Write each claim as a clear, complete sentence.
Do not plagiarize, either paraphrase or use quotations. If you quote, be sure to attach the quote to
an attributive phrase, such as "Neusner claims ..." For each of the major claims that you list, write
three reasons to agree with the claim and three reasons to disagree with it. Each reason should be
a complete sentence containing a "because clause" or its grammatical equivalent. Type or write in
dark ink, double-spaced, your final list of major claims with the supporting and opposing reasons
neatly listed beneath each major claim. Your list should be about 200 to 300 words (given an
average of ten words per sentence). Make four photocopies of the entire list. If possible, also bring
this assignment on a disk saved as a text or asci file that can be read by all word processors.
Week 2
3) Jan. 19 Have read pp. 18-27 (parts of Chapters 1 and 2)
Homework #2 Due: This must be typed to receive any credit. Do writing assignment #7, page 239.
Use the format on page 727 for your letter. Note every line is an equal distance from the other. Note
also, your last name and the page number is in the corner. Replace the title with a left-aligned
salutation. Do not forget to type closing and signature lines. The letter should be about 500 words
long or approximately two typed pages at ten words a line, twenty-five lines per page. Make four
photocopies of your letter. If possible, also bring this assignment on a disk saved as a text or asci
file that can be read by all word processors.
4) Jan. 21 Have read pp. 28-31 and 670-674 (part of Chapter 2 and Stanton essay).
Homework #3 Due: A revised version of your homework #2, based on in-class work.
Week 3
5) Jan. 26 Test 1 on all material previously covered. The test will be open book and consist
of two essay questions (approximately 150-250 words for each essay) and several short answer
questions. Have read pp. 340-348 (part of Chapter 10).
6) Jan. 28 Have read pp. 213-237 (part of Chapter 7 and Janoff essay). Group presentations
on ads.
Jan. 29 (Friday, no class) Last day to add this class; students not officially on the role by this
day do not receive grades or course credit and may no longer attend classes.
Week 4
7) Feb. 2 Have read pp. 263-273 (part of Chapter 8). Group presentations upon ads.
Homework #4 Due: For each group, one typed summary is due of the chosen article. (If the article
is not in the textbook, you must attach a very clear, readable copy of the article with documentation
of its source). Follow the guidelines below. Use the form on page 727 (MLA style) for your
summary with the following change: list all student authors in the upper-left corner on separate lines
(still double spacing). List student authors in alphabetical order. In the upper write corner use the
last name of the first student listed and "et al." before the page number. The summary should be
approximately 150 to 300 words (about 1 typed page). Attach to the summary a page with "I have
read this project and am aware of its contents and that my grade for this project rests upon this exact
version." Every member of the group must sign that page for the summary to be accepted.
1.The title of your summary must be different from that of the article being summarized.
2. The first sentences must contain the title, author, thesis, and publication data of the article being
summarized.
3. Nothing should be plagiarized; the wording and structure of the paper should be of your own
creation.
4. There must be a "Work Cited" bibliography page in the MLA©style (page 2 or 3 of the
paper). See your textbook pages 348-354 and 366-367 for directions on this page.
5. There should be only a few quotations on each page, if any.
6. The content of the summary should be the main claims and support of the article's argument;
minor details and minor illustrating examples should not be discussed.
7. The summary should cover material in proportion to the original. If one page is spent on point
A and two pages on point B, your coverage of point A should be half the length of your coverage
of point B.
8. No new or original ideas belong in the summary; every idea must be one presented in the original
article.
9. The first time you refer to the writer, give their full name. Any later references use only the last
name and do not use any title.
10. Make sure your tone is neutral. Your summary should not convey either strong approval or
strong disapproval of the article.
8) Feb. 4 Have read pp. 273-8 (Hitler essay).
Homework #5 Due: Numbers 22 to 32 of the exercises on pages 304-6. The answers should be in
complete sentences and typed or neatly written in ink, skipping every other line. The complete
project should be about 150 to 300 words long.
Feb. 5 (Friday, no class) Last day to drop this class without having a grade or a "W" on
your transcript.
Week 5
9) Feb. 9 Have read pp. 47 to 66 (parts of Chapter 3--includes Cregler and Mark,
Kowinski, and Shanker essays)
Homework #6 Due: A typed letter to a company about any current advertizement. You must attach
a color copy of the advertizement in question (or the original, but be sure to have a copy you can use
yourself for revisions of the letter). The letter should contain an argument persuading the company
to pursue, modify, or discontinue the advertizement or the ad campaign of which your selected ad
is a part. The letter should be approximately 250 to 500 words (one to two typed pages). Use the
same format as you did for Homework #2. Bring four photocopies of your letter and three additional
photocopies of the ad (these do not have to be color copies). Bring the assignment and ad on disk
also if possible.
10) Feb. 11 Test 2 on all material covered to this point. The test format is the same as Test
1.
Homework #7 Due: Revision of homework #6 based upon classwork of 2/10/99.
Week 6
11) Feb. 16 Have read pp. 309-329 (Chapter 9).
12) Feb. 18Homework #8: At the top of a piece of paper, type or neatly write in dark ink, your tentative claim
that you wish to argue for your claims paper. Below the claim, identify the type of claim this is (fact,
value, policy). Below that, in two columns, list "because clauses" to support and to disprove your
claim. List at least ten "because clauses" in each column. Bring four photocopies of your claim and
lists to class. (This project should be about 200 words). Bring on disk also if possible.
Week 7
13) Feb. 23 Catch up on work/discussions.
14) Feb. 24 Have read pp. 330-378 (Chapter 10--includes Middleton and Repp essays).
Homework #9 Due: Turn in a description of the target audience for your claim paper. In the description provide as much information as you can about the intelligence, wealth, values, needs,and biases of the audience. List your sources for information about your audience. The description should be about 250 words (one typed page or two to three handwritten and double spaced pages). Bring 4 photocopies of your description to class. Bring on disk also if possible.
Week 8
15) Mar. 2 Have read pp. 94-115 (part of Chapter 4 and Peele essay).
Homework #10 Due: Turn in an initial outline or flow chart of your claims paper. This must include
the claim, any necessary definitions or background, clear supporting reasons, an indication of the
type of evidence to prove each reason (facts, authorities, appeals to logic or values, statistics,
examples, case histories, scenarios, etc.). It must also include the reasons your audience will
probably disagree with your claim. Indicate the type of evidence your audience will be considering
to refute your claim. Provide counter-arguments to the audience objections, concede to them, or
come to a compromise with these objections. The outline or flow chart should be written using
grammatical clauses or complete sentences (a grammatical clause contains a subject and a verb).
This doesn't have to be typed, but it must be clear and in dark ink. Bring 4 photocopies of the
outline to class. (This should be about 300-350 words or 3 typed pages/6 handwritten, double-spaced
pages.) Bring on disk also if possible.
Bring also all material relevant to your claims paper to class.
16) March 4 Have read pp. 138-164 (part of Chapter 5 and Watts essay).
Homework #11 Due: Two typed paragraphs (approximately 1 typed page/250 words) that are the part of (or the whole of) the background or definition sections of your claims paper. Use either
MLA or APA style, depending on which is appropriate for your topic. Attach an appropriate citationpage to your paragraphs. Bring 4 photocopies of the paragraphs and citation page to class. Bring also on disk if possible.
Week 9
17) Mar. 9 Have read pp. 179-190 (part of Chapter 6 and Levin essay)
Homework #12 Due: A revised outline or flow chart of the claim paper. On separate paper, list the
major evidence or appeals you will use to prove your claim. You must list at least 6 items. Answer
the 5 questions on pages 146-148 about each factual type of evidence. For each statistic included
in the outline, also answer questions 1 to 4 on pages 148-149. For each expert, answer questions
1 to 3 on pages 150-152. For each appeal to values or needs, answer questions 1 to 3 on pages 160.
Answer all questions in full sentences that make clear the basis for your response to the question.
(The questions section should be at least 100 words; do not write more than 1,000 words). Bring 4
photocopies of the outline and analysis of your evidence to class.
18)Mar. 11 Test 3 on all material covered to this point. The test will follow the usual
format.
Week 10 Spring Break/No School
Week 11
19) Mar. 23
Homework #13: The claim paper is due. This must be typed according to the MLA or APA format.
It must include an introduction, the presentation of the claim, a background or definition section,
the argument for your claim, the statement of anticipated objections, a section containing your
counter-arguments or concessions, a conclusion, and the correctly formatted citation page. The
paper should be a MINIMUM of six, full typed pages NOT including the citation page. No paper
under six pages will be accepted. Target eight pages for your essay (2000 words). Bring three
copies of your paper to class. Bring also 1 photocopy of each article, pamphlet, webpage, or book
chapter that you used for your paper. Clearly label each photocopy at the top with the name, number,
and/or words that MLA or APA style uses to indicate that source. You do not have to bring copies
of videos or tape recordings. All photocopies must be stapled together. All of the photocopies
should be in an envelope or folder. Make sure you are turning in copies as you will need originals
to do your initial revision of the paper. Bring the paper on disk also.
20) Mar. 25 Have read pp. 248-263 (part of Chapter 8, including the Brott and Trafford
articles).
Week 12
21) Mar. 30 Have read pp. 727-29 and handout (Appendix and handout).
Homework #14: Initial revision of claim paper due.
22) Apr. 1 Test 4 (using same format).
Week 13
23) Apr. 6 Have read A Lesson Before Dying, Chapters 1-3.
Homework #15 (Due date varies depending upon the chapter you have signed up to cover. All
assignments are due the day your chapter is assigned reading.) Write at least ten discussion questions
upon your chapter of A Lesson Before Dying. Have an overhead of the questions or a
computer presentation of the questions. Be prepared to lead the class in discussing your chapter and
answering the discussion question. Prepare 1 typed copy of the questions with each question
answered clearly and fully (have on disk as well). You will be given a list of the students enrolled
in the class. You will need to assign each student a grade for their knowledge of this chapter. Attach
an explanation of how you derived this grade and any material collected in the class used to
determine this grade. You have until the next class to turn in the grade sheet and grade
explanation/material. If you select Chapter 31, 32, or 33, you have until 5 p.m. on May 14th to turn
in the grade sheet and grade explanation/material. This grading can also be submitted electronically.
24) Apr. 8 Have read A Lesson Before Dying, Chapters 4-6.
Week 14
25) Apr. 13 Have read A Lesson Before Dying, Chapters 7-9.
26) Apr. 15 Have read A Lesson Before Dying, Chapters 10-12.
Week 15
27) Apr. 20 Have read A Lesson Before Dying, Chapters 13-15.
28) Apr. 22 Test 5
Homework #16 Due: Write a critique paper of a published claim paper. NOTE: the topic must be
an article that makes a claim. You can select any article from the textbook, from your claims paper
research, or on the novel. Other topics must be approved at my office hours or the paper will not
be accepted. The goal of a critique is to tell a reader what a particular article claims; whether the
argument is fair, accurate, and convincing; and finally, what your own opinion is on the issue the
article addresses. The critique must contain (1) in the first paragraph the name and full
bibliographical data of the critical article, the thesis of the critical article, and YOUR thesis or
CRITICAL ASSESSMENT of the argument of the critical article; 2) a brief summary of the article
(no more than 300 words, must cover all sections of the article); 3) an objective analysis of the
structure and validity of the argument (a minimum of 500 words); 4) a more subjective and personal
response to the critical article addressing your belief in the critical article's argument, the underlying
principle and assumptions of the critical article's argument, and comments on the rhetorical choices
the author made in presenting the critical argument (tone, diction, style, etc.); and 4) a work cited
page. The critique should be three to four pages long (750 to 1000 words) not including the works
cited page. Any missing section will result in a low grade. Excessive summary will result in a low
grade. Use a spell checker and a grammar checker on your paper (do not believe everything the
grammar checker says; consult a grammar book to edit the paper). Read the paper aloud when you
proofread. Remember to attach a photocopy of the article that you critique if it is not from the
textbook or one of the articles you turned in with the claims paper. Bring 3 copies of your critique
to class. Bring on disk also.
Week 16
29) Apr. 27 Have read A Lesson Before Dying, Chapters 16-18.
30) Apr. 29 Have read A Lesson Before Dying, Chapters 19-21.
Homework #17 Due: Final revision of claim paper due.
Week 17
31) May 4 Have read A Lesson Before Dying, Chapters 22-24.
32) May 6 Have read A Lesson Before Dying, Chapters 25-27.
Homework #18 Due: Revision of Critique paper due.
Week 18
33) May 11 Have read A Lesson Before Dying, Chapters 28-30.
34) May 13 Have read A Lesson Before Dying, Chapters 31-33.
May 14 No student work, other than the final exam, will be accepted after May 14th, 5
pm.
Week 19 Finals Week
May 18 (Tuesday) 2:00 p.m. to 4:30 p.m. Final Exam on all material covered in the class.
This will be open book.