Prof. Linda A. Cohen
EN 102-34
Email: Lcohen@bridgew.edu
Cell: 508-243-8815
Home fax: 508-230-5560
BSC Room 324 Tilinghast
Office hours: Thurs. 3:30-4:15 p.m.
and by appointment
Required Text: Current Issues & Enduring Questions; Critical Thinking and Argument, with Readings 6th Edition, Barnet & Bedau, editors
Recommended Texts: Rules for Writers 4th edition by Diana Hacker; The Elements of Style by Strunk & White; MLA Handbook for Writers of Research Papers by Joseph Gibaldi; a good dictionary, and a good thesaurus.
Class Materials: In addition to the required texts, you will need a folder or binder for your class notes and handouts, a folder for your journal, six manila file folders, pens with dark ink, red pen (please, no assignments completed in pencil), highlighter, and a small stapler or paper clips. Also, you will frequently be required to have 3 copies of whatever paper we are working on, so you may need to budget $10-$20 for supplies.
Course Goals and description from the BSC catalog:
English 102 continues to develop essential skills; the writer learns and practices various techniques of argumentation. Special attention will be given to learning basic research skills and to integrating the ideas of others into one’s own text. Emphasis is on longer and more substantive essays and a research paper. This course satisfies the GER in Writing.
Writing: You will write six essays. The first five will range from 5-8 pages. The last paper will be a research paper and will be 10+ pages long. There will be a variety of other writing exercises done in class. Our focus will be on seeing writing as a process, and I will emphasize the importance of revision. Your papers will be graded on what you accomplish, as it is impossible for me to evaluate effort. Your writing should be grammatical and free of spelling errors, and it should demonstrate increasingly complex critical thinking and analysis as the semester progresses. You will earn an A if your paper develops a specific, focused, interesting thesis in a well-organized, well-argued, well-supported fashion.
Journals: You will frequently be required to write journal entries of approximately 100 words. Often these entries will consist of 50-word summaries of selected essays from your textbook, followed by 50 words expressing your personal response to the essay. In addition, you will complete other assorted journal entries as assigned. Your journal entries will form the basis for classroom and group discussions as well as serving as initial brainstorming for your formal essays. Journal entries will be graded entirely on content. You need not be concerned with spelling, conventions, form, and so on. Journal entries should be on loose-leaf paper (handwritten or typed) and labeled with your name and the date. Save all of your journal entries in a folder in order by date; they will be collected periodically and at the end of the semester.
Reading: All reading assignments are listed in your syllabus on the day they will be discussed in class. You should read each assignment carefully (preferably twice) and practice active reading. Our readings and discussions will serve as a springboard for your writing and will help you to consider how other writers in the class and in your reader handle complex issues.
· Everyone can and must contribute to group activities.
· Mistakes are evidence of someone trying to learn.
· Nobody is "wrong." People disagree because they have different perspectives; listening and responding to different perspectives makes our thinking more complex.
· Expressions like "maybe," "sometimes," "I believe," and "from another perspective" are examples of commonly used qualifiers. The use of such qualifiers will aid you in explaining your point of view.
· Because the success of our endeavor as a class depends in large measure on our creation, as a group, of a body of knowledge about the analysis of certain kinds of arguments, participation in class discussions and group work is one of the most crucial aspects of the course. If you do not attend class, you cannot participate. Likewise, if you have not prepared adequately for class, you cannot participate in useful ways. Thus, both attendance and preparedness will be reflected in the participation portion of your grade.
Grading: Grading: Your class grade will be based on a 100-point system as outlined below.
· 75 points—Formal essays. Over the course of the semester, you will write six formal essays. The first four essays will count for 10 points each, the fifth for 15 points, and the sixth for 20 points.
· 25 points—Daily work, participation, homework, and journals. Regular attendance and participation are required and include active involvement not only in class discussions but also in group work. In order to participate, it is necessary for you to have all assigned work done before class begins each day. Completion of daily homework assignments and individual contributions to collaborative work will be a vital component of your grade. Daily work will be graded on a check/minus basis. The point value of each daily work, participation, homework and journal task will depend on the total assigned over the semester but should fall between 0.2 and 0.4 points.
Grading Scale:
A = 96–100 pts.
A- = 92–95 pts.
B+ = 88–91 pts.
B = 84–87 pts.
B- = 80–83 pts.
C+ = 76–79 pts.
C = 72–75 pts.
C- = 68–71 pts.
D+ = 64-67 pts.
D = 60–63 pts.
D- = 56–59 pts.
F = 0-55 pts.
Participation and Attendance: To participate, it is necessary for you to have all assigned work done before class begins each day. Because peer feedback and discussion are essential components of this class, regular attendance is required. All students lead busy lives and become ill on occasion; therefore, I will not judge whether absences are excused or unexcused. An absence is simply an absence (this includes absences for school-sponsored activities).
· *Debates, editing days, and in-class writing cannot be made up. Students who are unprepared or who fail to attend editing sessions will have their related paper grade lowered one full letter. Students who are absent on days when in-class writings are scheduled will receive a “0” for those assignments
· All essays are due at the beginning of the indicated class and will be penalized a full letter grade for each day late.
· I do not repeat class lectures or assignments, so if you miss a class, it is your responsibility to ask a member of your group to go through the presentation and share his or her notes with you.
*Check with me if you are absent from class; depending on individual circumstances, I may allow you to make up in-class assignments.
Editing Days
Preparation for editing days means being in class on time with three photocopies of a complete typed rough draft. I suggest that you do not wait until the morning of the due date to make your copies.
Classroom Conduct: You will speak to and behave toward one another and me in a mature, respectful, and courteous manner. This includes giving your full attention to whoever is speaking, whether the speaker is me, one of your classmates, or a guest. This also means no reading or studying of outside materials; no walkmans, cell phones, or pagers; and no cross-talk. You may not interfere with other students' learning or with my teaching. While I will never censor your ideas or opinions, I will, if necessary, censor the language or behavior you use to express them. Failure to comply with acceptable classroom conduct will result in expulsion from class.
Manuscript Format: All essays are to be submitted in the proper manuscript form—that is, typed in a 12-point font with one-inch margins, double-spaced, with your name, class and section number, assignment number or description, and the date in the upper-right corner. Pages are to be numbered in multiple page works. All essays that make use of outside sources require a correctly formatted works cited page. For each formal essay, you will submit a portfolio containing all of your work, including prewriting and brainstorming, outlines, notes, drafts, revisions, and group evaluations and feedback. Hand in your portfolio in a manila file folder with your name on the tab. Because papers sometimes go astray, are dropped off in the wrong office, misplaced or lost, keep a copy of every formal essay you hand in.
· Errors in the recording of grades do sometimes occur. For your own protection, please keep all of your class work until you have received your final grade for the semester.
· I will not accept assignments on paper torn out of spiral notebooks. Invest in smooth-edged loose-leaf binder paper, or be prepared to trim all spiral bound paper edges before submitting your assignments.
· I do not provide office supplies. Make sure that multiple page assignments are stapled before you come to class.
Rewrites: You have the option of rewriting any or all of your essays to achieve your desired grade, provided that the following requirements are met:
· You have an individual conference with me about the paper before beginning your rewrite. This conference must be scheduled within one week of receiving your original grade.
· Your rewrite constitutes substantive revision, not just editing based on my and your classmates' comments.
· You must include your entire original portfolio with all rewrites.
· Your final grade will be an average of your original grade and the grade you receive on your rewrite.
Also, be aware that you need to manage your time effectively; do not let your current work fall behind because you are involved in doing a rewrite.
The Writing Center: The Writing Center, located downstairs in the Library Building, is an excellent resource that provides all students with free, drop-in help in all phases of the writing process. Making use of the Writing Center will very likely raise your grade; if you are having difficulty with your writing, I encourage you to visit the Writing Center. In some instances, I may specifically refer you to the Writing Center; in these cases, your visit to the Center is a required class activity.
Disabilities: In accordance with Bridgewater State College policy, I am available to discuss appropriate accommodations that you may require as a student with a disability. Requests for accommodations should be made during the drop/add period so that proper arrangements can be made. Students should register with the Disability Resources Office in Boyden Hall for disability verification and determination of reasonable academic accommodations.
I reserve the right to add to or change items on this syllabus as circumstances warrant. In the event that changes are required, I will alert you to them within a reasonable and sufficient time frame.
Major Tasks for English 102
Select a Topic
You will select a topic dealing with a community controversy for your semester-long research project after extensive reading, brainstorming, and class discussion.
Paper #1: An Objective Summary of an Article on Your Topic—10 pts.
Paper #2: An Evaluation of an Article on Your Topic—10 pts.
(This task requires detailed summarizing skills.)
Paper #3: A Polemic on Your Topic—10 pts.
A polemic is a specialized type of argument (sometimes humorous) that involves the vehement, strident presentation of a stance. Writing one requires well-developed evaluative skills and a detailed understanding of at least one side of your topic.
Paper #4: An Argument about Literature—10 pts.
This paper will require you to locate a piece of literature about your topic and write an argument about its meaning and value using a specific writing process.
Paper #5: A Fact-Finding Paper—15 pts.
This paper involves locating and objectively summarizing the best arguments for both sides of your chosen topic. Correct documentation skills are a necessity.
Paper #6: A Researched Argument—20 pts.
This paper will argue in favor of your stance on your selected topic. It will require skillful summarizing and evaluation, the use of various methods of persuasion (logos, ethos, pathos), and correct documentation procedures.
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Date |
Reading |
Writing |
In-Class and Miscellaneous |
|
Class #1
Jan 16 |
H. O. Syllabus H.O. Major tasks for 102 Blackboard: register for this class. Advance Warning: Begin reading the op-ed section of daily newspapers and weekly news magazines now. For February 27, you'll need to bring a satirical (polemic) essay to class. |
IC/Journal-Brainstorm a list of controversial topics
|
First Day of Class
IC: Discuss syllabus and major tasks for semester. IC: Discuss
critical reading and thinking.
|
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Class #2
Jan. 23
|
Part One Critical Thinking and Reading CIEQ: Chap. 1 (pp.
3-26). HO: Prompt for Paper #1. Advance Warning: Begin reading the op-ed section of daily newspapers and weekly news magazines now. For February 27, you'll need to bring a satirical (polemic) essay to class. |
Journal: Write out comments or questions on the syllabus. Journal: Select three items from your list of controversial topics and freewrite a paragraph on each one. Journal: Review your paragraphs on controversial topics and the list of topics we brainstormed in class; select one topic for your semester-long research project. Write a paragraph explaining why you chose that topic. |
Visit to the Writing Lab ------------------------------------- IC: Share selected topics and form peer groups. IC: In groups, share your journal paragraphs on controversial topics. IC: Peer groups scan essays from text and select an essay for Paper #1. This essay may be only peripherally related to your topic. IC: Groups discuss essays and begin outlining for Paper #1. IC: Discuss objective summaries.
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Class #3
Jan. 30
|
CIEQ: Carefully and critically read your group’s essay for paper #1. CIEQ: “Developing an Argument of Your Own" (pp. 187-217). HO: Prompt for Paper #2. ------------------------------- CIEQ: “Using Sources” (pp218-285) RFW: “Research Guide" (pp. 366-447), “Evaluating Sources” (pp384-388) “Managing Information” (388-394) “Citing Sources” (pp.398-409)“MLA Documentation” (pp.410-447)"MLA In-Text Citations" (pp. 412-417), "MLA List of Works Cited" (pp. 417-434), "MLA Manuscript Format" (pp. 435-437), "Sample MLA Paper" (pp 438-445), "Sample MLA List of Works Cited" (pp 446-447). H.O Library Worksheet (scavenger hunt)
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(Movie: Inherit the Wind)
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IC: Discuss
documentation.
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Class #4
Feb. 6 |
CIEQ: Chap. 3 “Critical Reading: Getting Deeper into Arguments”
(pp. 59-128). Advance Warning: Begin reading the op-ed section of daily newspapers and weekly news magazines now. For February 27, you'll need to bring a satirical (polemic) essay to class. |
Draft Essay #1:Use your journal entry on the essay, notes from your group's discussion, and the example summary on (pp. 39-40).
Journal: Write a brief (one-paragraph) response to your group's essay.
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Onsite: Library Workshop ---------------------------------- IC: Peer Edit Essay #1 IC: Discuss Chapter 3 and methods of persuasion—logos, pathos. IC: Argument writing exercise. IC: Discuss Paper #2 |
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Class #5
Feb. 13 Class #5 (cont.) |
CIEQ: "Fallacies" (pp. 317-328)) and "Love Is a Fallacy" (pp. 329). Advance Warning: Begin reading the op-ed section of daily newspapers and weekly news magazines now. For February 27, you'll need to bring a satirical (polemic) essay to class
|
Final Essay #1 due in complete packet
First draft Essay #2 (An Evaluation of an Article on Your Topic)
Journal: Summarize
and respond to "Love Is a Fallacy." |
IC: Discuss logical fallacies. . |
|
Class #6
Feb. 20 |
CIEQ:
Chap. 4 Critical Writing (pp. 101-15). Advance Warning: Begin reading the op-ed section of daily newspapers and weekly news magazines now. For February 27, you'll need to bring a satirical (polemic) essay to class. |
2nd Draft of Essay #2 Journals due. |
IC: Discuss evaluating
arguments. |
|
Class #7
Feb. 27 |
CIEQ:
“Why Handguns Must Be Outlawed” (509),"The Harmful Myth of
Asian Superiority" (pp. 103-104) “”The Boston
Photographs” (pp109-114) Advance Warning: For April 3, you'll need to locate a short piece of literature (a short story or poem) that deals with your research topic. If you haven't started looking yet, do it now; this won't be easy! |
Final Essay #2 due in complete packet Completed Planning Sheet for Analysis of an Argument. Journal: Summarize and respond to your sample polemic. (use Planning Sheet, Worksheet for Analysis and example on pp. 105-15). |
IC:
Discuss evaluation” Why Handguns Must Be Outlawed" using checklist
on p. 86. |
|
Class #8
Mar. 20 |
HO: Evaluation of "Why Handguns Must Be Outlawed" Advance Warning: For April 3, you'll need to locate a short piece of literature (a short story or poem) that deals with your research topic. If you haven't started looking yet, do it now; this won't be easy! |
1st Draft Essay #3 (Polemic Essay) |
IC:
Groups continue work on Big Picture exercise. |
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Class #9
Mar. 27 |
CIEQ: Chap. 11 CIEQ: "On Racist Speech" (pp. 46-),
“Protecting Freedom of Expression on Campus” (pp51- ) CIEQ: "Juvenile Justice Is Delinquent" (pp. 115-18) and "Just Take Away Their Guns" (pp. 79-82). |
2nd Draft Essay #3 (use Planning Sheet, Worksheet for Analysis,
example on pp. 105-15, and Big Picture exercise). Write a brief (250-500 word) argument about "Garden
of Eden" or "The Teaching Assistant." This may be handwritten.
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IC: Begin discussion of 5-Step Lit. IC:
Groups complete and present Big Picture exercises.
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Class #10
April 3 |
CIEQ: "I Want a Wife" (pp. 91-93), "It Takes Two: A Modest Proposal for Holding Fathers Equally Accountable" (pp. 122-24) and "A Modest Proposal" (pp. 151-58).
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Typed final Essay #3 due (Polemic Essay) 1st draft Essay #4 Argument about literature Journal: Summarize and respond to each of the three assigned essays. |
IC: Student volunteers read their example polemics; discuss. IC: Discuss unreliable narrators, satire, irony, and sarcasm. IC: Students present a brief of their arguments about
literature. IC: Discuss Chp 11. |
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Class #11
April 10 |
CIEQ: "Bring Back Flogging" (pp. 119-21) and "Five Myths about Immigration" (pp. 125-28). |
Second draft of Essay #4 due. |
IC: Peer review session. IC: Work session-revise essays, peer review, ask questions, revise bibliographies, and so forth. |
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Class #12
April 17 |
CIEQ: "Perils
of Prohibition" (pp. 83-85) and "Addicted to Health" (pp.
86-90). CIEQ:"Communication: Its Blocking and Facilitation."(p.416) |
Final Essay #4 due in complete packet
Journal: Respond to the following question: "How important is civic literacy?" Explain your position. Journal: Summarize and respond to "Communication: Its Blocking and Facilitation." Working bibliography due (bring two copies to class). |
IC: Discuss essays. IC:
Discuss Chap. 6, MLA documentation, and correct use of sources. |
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Class #13
April 24 |
CIEQ: "A Casebook on the Law and Society" (pp. 387-424). |
#1 Draft Essay #6 (Research Paper) Journal: Summarize and respond one of the cases in the Casebook. |
IC: Groups share their summaries and responses to Texas
v. Johnson, Cohen v. California, or New Jersey v. T.L.O. |
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Class #14
May 1 |
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Final draft of Essay #6 due in complete packet. |
LAST DAY OF CLASS IC: Journal - Evaluation of English 102. |