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, 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 |
Grading
Schedule: You can expect assignments back in one to two weeks. Papers over six pages may
require three weeks for grading.
Attendance Policy: Each missed class is two
points off your raw course grade score; each partially missed class is one point off your score. Role
will be taken at each class. There are no exceptions to the deductions for missing a part of or a
whole class: true emergencies occur rarely, so no student who plans carefully and acts responsibly
would suffer from a few points off for emergencies. (If some "long-term" emergency occurs, it is
best to drop or withdraw from classes as you would take a leave of absence or quit a job). Consult
"Grade Formula" and "Grading Scale" to understand the effects of missing class.
Grade Formula: The final grade is calculated by taking the grade or average of the grade
for each part below and multiplying by the percentage of 100. The resulting numbers are added
together and then two points are deducted for each absence and one point for each partially missed
class. The number that results is the final grade. The closest letter is assigned based on the scale
specified above.
1. Average of the tests 20% (#1 ____ #2 _____ #3 ______ #4 _____ #5
______)
2. Final Exam 8% (______)
3. Average of the ten best of these assignments
20%
Homework #1 ____ Homework #2 ____ Homework #5 ____
Homework #6
____ Homework #8 ____ Homework #9 ____
Homework #10 ____ Homework #11
____ Homework #12 ____
Homework #13 ____ Homework #15 ____ Homework #16
____
4. Average of these assignments 20% (5% each)
Homework #3 ____ Homework
#7 ____ Homework #14 ____ Homework #18 ____
5. Homework #4 ____ 2%
8.
Homework #17 ____ 10%
9. Average of the chapter grades assigned by each student (minus
the worst two) 10%
10. All other participation, classwork, and homework 10%
Grade Policy: Written assignments will be evaluated on the quality of your thesis
and supporting argument; on your use and proper integration of reliable, relevant supporting
evidence; and on the quality of your written expression. Quality written expression involves
following the rules of standard English and the formatting requirements of either the MLA or APA
writing styles. Any failure to document a source will result in a grade deduction. The lack of an
original, interesting title when required, will result in a grade deduction.
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, 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. 11 Introduction
2) Jan.
13 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.
Week
2
Jan. 18 Martin Luther King Day/No School
3) Jan. 20 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.
Week
3
4) Jan. 25 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.
5) Jan. 27 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).
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
6)
Feb. 1 Have read pp. 213-237 (part of Chapter 7 and Janoff essay). Group presentations
on 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.
7) Feb. 3 Have read pp. 263-273 (part of Chapter 8). Group presentations upon ads.
Feb. 5 (Friday, no class) Last day to drop this class without having a grade or a "W" on
your transcript.
Week 5
8) Feb. 8 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.
9) Feb. 10 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).
Week 6
Feb. 15 (Chaffey's) George Washington Holiday/No School
10) Feb. 17
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 7
11) Feb. 22 Have read pp. 309-329 (Chapter 9).
Homework #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).
12) Feb. 24 Have read pp. 330-378 (Chapter
10--includes Middleton and Repp essays). Bring all material relevant to your claims paper to
class.
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.
Week 8
13) Mar. 1 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.)
14)
Mar. 3 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 citation page to your
paragraphs. Bring 4 photocopies of the paragraphs and citation page to class.
Week 9
15) Mar. 8 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.
16) Mar.
10 Test 3 on all material covered to this point. The test will follow the usual format.
Week 10 Spring Break/No School
Week 11
17) Mar.
22
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.
18) Mar. 24 Have read pp.
248-263 (part of Chapter 8, including the Brott and Trafford articles).
Week
12
19) Mar. 29 Have read pp. 727-29 and handout (Appendix and
handout).
Homework #14: Initial revision of claim paper due.
20) Mar. 30 Test
4 (using same format).
Week 13
21) Apr. 5 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 enough photocopies of the questions for each
member of the class. 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. 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 13th to turn in the grade sheet and grade explanation/material.
22) Apr. 7 Have read A Lesson Before Dying, Chapters 4-6.
Week 14
23) Apr. 12 Have read A Lesson Before Dying, Chapters
7-9.
24) Apr. 14 Have read A Lesson Before Dying, Chapters 10-12.
Week 15
25) Apr. 19 Have read A Lesson Before Dying,
Chapters 13-15.
26) Apr. 21 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.
Week 16
27)
Apr. 26 Have read A Lesson Before Dying, Chapters 16-18.
28) Apr.
28 Have read A Lesson Before Dying, Chapters 19-21.
Homework #17 Due:
Final revision of claim paper due.
Week 17
29) May 3 Have
read A Lesson Before Dying, Chapters 22-24.
30) May 5 Have read A
Lesson Before Dying, Chapters 25-27.
Homework #18 Due: Revision of Critique paper
due.
Week 18
31) May 10 Have read A Lesson
Before Dying, Chapters 28-30.
32) May 12 Have read A Lesson Before
Dying, Chapters 31-33.
May 13 No student work, other than the final exam, will
be accepted after May 13th, 5 pm.
Week 19 Finals Week
May
17 (Monday) 2:00 p.m. to 4:30 p.m. Final Exam on all material covered in the class. This will
be open book.