Fullerton College
Humanities Division
English Department
English 103: Critical Reasoning and Writing
Spring 2020 Syllabus
English Department
English 103: Critical Reasoning and Writing
Spring 2020 Syllabus
Instructor: Jesse La Tour
E-mail: jlatour@fullcoll.edu
Prerequisite: ENGL 100 F or ENGL 100HF or ENGL 101 F, with a grade of C or better. 72 hours lecture per term. This course is designed to develop critical thinking, reading, and writing skills beyond the level achieved in ENGL 100 F. The course will focus on the development of logical reasoning and analytical and argumentative writing skills as well as information literacy. This course fulfills the reading requirement for graduation. (CSU) (UC) (Degree Credit) AA GE, CSU GE, IGETC
Schedule Description
This course develops critical thinking, reading, and writing skills beyond the level achieved in ENGL 100 F. The course will focus on developing analytical and argumentative writing skills, the development of logical reasoning and information literacy. This course fulfills the reading requirement for graduation.
Student Learning Outcomes
Upon completion of this course, the student will be able to:
-Compose an essay that employs rhetorical strategies to persuade a skeptical audience.
-Compose an essay that synthesizes evidence and multiple perspectives to support a claim.
-Evaluate a written argument based upon its claim and support.
-Evaluate the credibility of a source in a written argument.
Instructional Objectives
Upon completion of this course, the student will be able to:
-Critically analyze, compare and evaluate a variety of complex college-level texts
Analyze the basic elements of an argument, including the main claim, supporting reasons, and evidence
-Identify a text's premises and assumptions in various social, historical, cultural, psychological or aesthetic contexts
-Locate, analyze, and interpret primary and secondary sources, and evaluate them for author's point of view, potential bias, and the larger social and historical context
Compose thesis-driven arguments to suit a variety of rhetorical situations, including interpretation, evaluation and analysis, and support them with a variety of appropriate textual evidence and examples
-Support thesis-driven arguments by effectively incorporating relevant outside information from a variety of perspectives and genres beyond the level of College Writing
-Analyze and employ some of the classical divisions of rhetorical appeal including ethos, logos, and pathos
-Revise and edit essays for presentation so that they exhibit no disruptive errors in English grammar, usage or punctuation
-Use style, diction and tone appropriate to the academic community and the purpose of the specific writing task
-Generate counter-arguments to the texts they are analyzing and refute anticipated counter-arguments in their own essays
-Distinguish among facts, inferences, judgments and claims of policy
-Evaluate arguments for validity and soundness
-Evaluate evidence in a variety of forms, and draw reasonable conclusions from that evidence
-Distinguish and use both deductive and inductive reasoning
-Demonstrate understanding of common formal and informal fallacies of language and thought
-Distinguish and use effectively both the denotative and connotative aspects of language
-Identify some of the deliberate abuses of rhetoric so that they can identify them in general occurrence and avoid them in their own writing
Humanities Division Student Learning Outcomes:
Students completing courses or programs in the Humanities Division will be able to:
-Use language skills effectively in reading, writing, listening, or speaking to achieve personal, academic, or vocational goals.
-Use critical thinking skills to examine information, events, and ideas from a broader perspective.
-Recognize the significance of language and culture in human experience.
-Apply principles of academic honesty and integrity.
-Work cooperatively and collaboratively with others.
-Use campus and/or community resources to participate actively in their own education.
Rottenberg, Annette T, and Donna Haisty Winchell. Elements of Argument: A Text and Reader, 12th ed. Boston: Bedford.
Other Materials:
-Mead compsition book
Course Work:
Journals: Throughout the semester, you will write 12 400-word, double-spaced typed journals. In your journals, you must write your reactions and responses to the week’s assigned readings. You may also connect the readings to a writing assignment you are working on. Journals are meant to help you prepare for class discussion, and to practice writing in a more informal way. Journals are usually due on the first class meeting of every week.
Out of Class Essays: Throughout the semester, you will write four 5-6-page essays. When you turn in your essays, you must include peer review forms and one copy of a rough draft. Essays must be typed, double-spaced, in MLA format. We will discuss essays more in class.
Participation: Includes class discussion, ACTIVE and ENTHUSIASTIC participation in class activities, peer reviews, etc. When you are in class, I want you to be here, fully engaged and ready to work. What a wonderful opportunity you have to be in college. Take advantage of it. Learn everything you can learn.
Grading Policy:
Essay #1--100pts
Essay #2--100 pts
Essay #3--100pts
Essay #4--100pts
Journals--100pts
Essay #4--100pts
Journals--100pts
Participation/Attendance—100pts
------------------------------------------
Total--600pts
Late Work/Make-Up Policy:
Essays turned in late will be dropped ten points for each class period they are late. I do not accept late journals.
Revision:
Because revision is such an important part of the writing process, you may revise two out-of class essays for a higher grade. However, revisions must demonstrate major re-thinking of ideas, not just correction of grammar errors. We will discuss revision more in class.
Attendance and Tardy Policy:
You may miss three class periods without penalty. Each subsequent (unexcused) absence will negatively affect your participation grade, as you will not be in class to participate. If you are more than 15 minutes late, it counts as an absence.
Academic Honesty Policy:
Plagiarism means taking someone else’s words or ideas and passing them off as your own. Whenever you use someone else’s words or ideas, you must cite them properly. We will discuss in class how to properly cite sources using MLA format. Any students caught plagiarizing or cheating in any way will be dealt with according to university policies. This means that you will receive a "0" on the assignment, and Student Affairs will be notified.
Wait Time For Late Instructors:
If, due to unforeseen emergencies, the instructor does not arrive at the scheduled start time for class, students are to remain in class for fifteen minutes (unless otherwise notified by the division). If they do not receive notification to wait for their instructor to arrive, after fifteen minutes the students may leave with no penalty for absence or assigned work due for that class meeting.
Americans With Disabilities Act (ADA) Statement:
Fullerton College is committed to providing educational accommodations for students with disabilities upon the timely request by the student to the instructor. Verification of the disability must also be provided. The Disability Support Services office functions as a resource for students and faculty in the determination and provision of educational accommodations.
Emergency Response Statement:
Take note of the safety features in and around the classroom. Also, please study the posted evacuation routes. The most direct route of egress may not be the safest. Running out of the building during earthquakes may be dangerous. During strong earthquakes, it is recommended to duck, cover, and hold until the quaking stops. Follow the guidance of your instructor. Your cooperation during emergencies can minimize the possibility of injury to yourself and others.
Fullerton College Catalogue and Class Schedule
The Fullerton College Catalogue and the Class Schedule contain a number of policies relating to students that are important to you. Please be sure that you have read these publications thoroughly. You may purchase copies of these publications at he campus bookstore, or you may read them online at the Fullerton College website, www.fullcoll.edu.
Classroom Etiquette:
As a courtesy to your classmates and to me, I ask that you refrain from using electronic devices during class. This includes cell phones, ipods, etc. Students caught texting during class will be warned once, and then asked to leave the class.
Course Calendar (Subject to Change)...
Week 1: (1/27-1/31) Introductions
Get textbooks.
Read Elements of Argument Chapter 1: Approaches to Argument (p. 3-41)
Diagnostic Essay due Thursday.
Read Elements of Argument Chapter 1: Approaches to Argument (p. 3-41)
Diagnostic Essay due Thursday.
Week 2: (2/3-2/7): Social Networking
Journal #1 (on Chapter 1) due Tuesday.
Read
Assign and discuss Essay #1 on Social Networking.
Week 3: (2/10-2/14): Social Networking
Journal #2 (on Chapters 12 and 20) due Tuesday.
Read
Week 4: (2/17-2/21): Social Networking
Journal #3 (on Chapters 2 and 13) due Tuesday.
Peer review of Essay #1--Bring a rough draft on Thursday.
Read
Read
Week 5: (2/24-2/28): Violence
Journal #4 (on Chapters 3 and 14) due Tuesday.
Essay #1 final draft due Thursday. Please include a rough draft and peer reviews.
Assign and discuss Essay #2 on Violence
Read
Week 6: (3/2-3/6): Violence
Journal #5 (on Chapters 21 and 25) due Tuesday.
Read
Week 7: (3/9-3/13) Violence
Journal #6 (On Chapter 4) due Tuesday.
Peer Review of Essay #2 due Thursday. Bring a rough draft for peer review.
Read
Week 8: (3/16-3/20): Climate Change
Journal #7 (on Chapters 5 and 11) due Tuesday.
Essay #2 final draft due Thursday. Please include a rough draft and peer reviews.
Assign and discuss Essay #3 on Climate Change.
Read
Essay #2 final draft due Thursday. Please include a rough draft and peer reviews.
Assign and discuss Essay #3 on Climate Change.
Read
Week 9: (3/23-3/27): Climate Change
Journal #8 (On Chapter 22) due Tuesday.
Read
Week 10: (3/30-4/3): Climate Change
Journal #9 (On Chapter 6) due Tuesday.
Read
Work on Essay #3.
Read
Week 11: (4/6-4/10): Spring Break
Week 12: (4/13-4/17): Climate Change
Journal #10 (On Chapter 7) due Tuesday.
Peer Review of Essay #3--bring rough draft on Thursday.
Read Elements of Argument Chapter 8: Assumptions (p. 226-244)
Journal #10 (On Chapter 7) due Tuesday.
Peer Review of Essay #3--bring rough draft on Thursday.
Read Elements of Argument Chapter 8: Assumptions (p. 226-244)
Week 13: (4/20-4/24) Freedom of Speech
Essay #3 final draft due Thursday. Please include a rough draft and peer reviews.
Assign and discuss Essay #4 on Freedom of Speech.
Read Elements of Argument Ch. 24: Freedom of Speech: Are Limitations on Our Rights Ever Justified (p. 543-558)
Assign and discuss Essay #4 on Freedom of Speech.
Read Elements of Argument Ch. 24: Freedom of Speech: Are Limitations on Our Rights Ever Justified (p. 543-558)
Week 14: (4/27-5/1): Freedom of Speech
Journal #11 (On Chapter 24) due Tuesday.
Read Elements of Argument Ch. 9: Definition: Clarifying Key Terms (p. 247-270)
Week 15: (5/4-5/8): Freedom of Speech
Journal #12 (on Chapter 9) due Tuesday.
Peer Review of Essay #4--bring rough draft on Thursday.
Read Elements of Argument Ch. 10: Language: Using Words With Care (p. 271-302)
Journal #12 (on Chapter 9) due Tuesday.
Peer Review of Essay #4--bring rough draft on Thursday.
Read Elements of Argument Ch. 10: Language: Using Words With Care (p. 271-302)
Week 16: (5/11-5/15): Revision
Revision Workshop.
Week 17: (5/18-5/22): Final Week
Essay #4 Final Draft due Thursday. Please include a rough draft and peer review sheets.
Revisions due Thursday. Please include graded essay with each revised essay.
Essay #4 Final Draft due Thursday. Please include a rough draft and peer review sheets.
Revisions due Thursday. Please include graded essay with each revised essay.
Essay Prompts:
Essay #1: Social Networking
In his essay "Social Networking and the Death of the Internet" Afredo Lopez argues that social networking sites like Facebook and Twitter are, in some ways, at odds with the original intent of the World Wide Web. In her article "Facebook Makes Us Sadder and Less Satisfied, Study Finds," Elise Hu cites research showing that Facebook has negative psychological effects on its users. Write an argument essay in response to this question: Do the benefits of social networking sites like Facebook and Twitter outweigh their negative aspects? For this essay, you will need to utilize at least FIVE credible research sources. I would recommend that you begin your research using the Fullerton College Library databases, rather than simply Googling your topic or search terms. Your essay needs to be 5-6 full pages, typed, double-space in 12-pt Times New Roman font and MLA format.
A typed, rough draft of at least FOUR pages is due Thursday, February 20th for an in-class peer review activity.
The final 5-6 page essay is due February 27th. Please include with your final draft a copy of your rough draft and the peer review sheets.
Essay #2: Violence
According to NRA President Wayne LaPierre, the solution to reducing gun violence in schools is by training and arming teachers. The Baltimore Sun editorial "Teachers Packing Heat" disagrees, arguing that gun control measures like universal background checks will work better. Using the library databases and credible sources, research the question: How can America reduce gun violence in schools? Based on your research, write an essay in which you argue for a proposal, or series of proposals, to reduce gun violence in schools. For this essay, you will need to utilize at least FIVE credible research sources. I would recommend that you begin your research using the Fullerton College Library databases, rather than simply Googling your topic or search terms. Your essay needs to be 5-6 full pages, typed, double-space in 12-pt Times New Roman font and MLA format.
A typed, rough draft of at least FOUR pages is due Thursday, March 12th for an in-class peer review activity.
The final 5-6 page essay is due March 19th. Please include with your final draft a copy of your rough draft and the peer review sheets.
Essay #3: Climate Change
In today's current political climate, there is much debate over the significance and reality of human-caused climate change, and what we, as societies and governments. ought to do about it. For this essay you have two options:
1.) Write an essay in which you present the arguments and evidence for, or against, human-caused climate change and its significance.
2.) Write an essay in which you argue for a proposal, or series of proposals, for what you think are the most important steps we, a a society and government, need to do to address climate change.
For this essay, you will need to utilize at least FIVE credible research sources. I would recommend that you begin your research using the Fullerton College Library databases, rather than simply Googling your topic or search terms. Your essay needs to be 5-6 full pages, typed, double-space in 12-pt Times New Roman font and MLA format.
A typed, rough draft of at least FOUR pages is due Thursday, April 16th for an in-class peer review activity.
The final 5-6 page essay is due Thursday, April 23rd. Please include with your final draft a copy of your rough draft and the peer review sheets.
Essay #4: Freedom of Speech
Choose one of the following topics and write a well-developed 5-6 page essay:
1.) In his article “The Case for Censoring Hate Speech on the Internet,” Sean McElwee argues that online companies should adopt “a European model hate speech policy, one not aimed at expunging offense, but rather hate.” Write an essay in which you argue whether or not social media companies like Facebook, Twitter, and Youtube should ever censor “hate speech”? You will need to define “hate speech” and then make a case for your position based on research and evidence.
2.) In the articles “Hate Speech on Campus” and “It’s Time to Free Speech on Campus Again,” the ACLU and Janet Napolitano make the case that campuses should not prevent offensive speakers from speaking on college campuses. Napolitano writes, “the way to deal with extreme, unfounded speech is not with less speech—it is with more speech, informed by facts and persuasive argument.” Find a particular example (or two) of when a controversial/offensive speaker either came to a campus, or was prevented from speaking, and argue for whether you agree or disagree with the college’s decision, and why. You may also argue for a proposal for how colleges may best deal with controversial/offensive speakers.
For this essay, you will need to utilize at least FIVE credible research sources. I would recommend that you begin your research using the Fullerton College Library databases, rather than simply Googling your topic or search terms. Your essay needs to be 5-6 full pages, typed, double-space in 12-pt Times New Roman font and MLA format.
A typed, rough draft of at least FOUR pages is due Thursday, May 7th for an in-class peer review activity.
The final 5-6 page essay is due Thursday, May 21. Please include with your final draft a copy of your rough draft and the peer review sheets.
Essay #1: Social Networking
In his essay "Social Networking and the Death of the Internet" Afredo Lopez argues that social networking sites like Facebook and Twitter are, in some ways, at odds with the original intent of the World Wide Web. In her article "Facebook Makes Us Sadder and Less Satisfied, Study Finds," Elise Hu cites research showing that Facebook has negative psychological effects on its users. Write an argument essay in response to this question: Do the benefits of social networking sites like Facebook and Twitter outweigh their negative aspects? For this essay, you will need to utilize at least FIVE credible research sources. I would recommend that you begin your research using the Fullerton College Library databases, rather than simply Googling your topic or search terms. Your essay needs to be 5-6 full pages, typed, double-space in 12-pt Times New Roman font and MLA format.
A typed, rough draft of at least FOUR pages is due Thursday, February 20th for an in-class peer review activity.
The final 5-6 page essay is due February 27th. Please include with your final draft a copy of your rough draft and the peer review sheets.
Essay #2: Violence
According to NRA President Wayne LaPierre, the solution to reducing gun violence in schools is by training and arming teachers. The Baltimore Sun editorial "Teachers Packing Heat" disagrees, arguing that gun control measures like universal background checks will work better. Using the library databases and credible sources, research the question: How can America reduce gun violence in schools? Based on your research, write an essay in which you argue for a proposal, or series of proposals, to reduce gun violence in schools. For this essay, you will need to utilize at least FIVE credible research sources. I would recommend that you begin your research using the Fullerton College Library databases, rather than simply Googling your topic or search terms. Your essay needs to be 5-6 full pages, typed, double-space in 12-pt Times New Roman font and MLA format.
A typed, rough draft of at least FOUR pages is due Thursday, March 12th for an in-class peer review activity.
The final 5-6 page essay is due March 19th. Please include with your final draft a copy of your rough draft and the peer review sheets.
Essay #3: Climate Change
In today's current political climate, there is much debate over the significance and reality of human-caused climate change, and what we, as societies and governments. ought to do about it. For this essay you have two options:
1.) Write an essay in which you present the arguments and evidence for, or against, human-caused climate change and its significance.
2.) Write an essay in which you argue for a proposal, or series of proposals, for what you think are the most important steps we, a a society and government, need to do to address climate change.
For this essay, you will need to utilize at least FIVE credible research sources. I would recommend that you begin your research using the Fullerton College Library databases, rather than simply Googling your topic or search terms. Your essay needs to be 5-6 full pages, typed, double-space in 12-pt Times New Roman font and MLA format.
A typed, rough draft of at least FOUR pages is due Thursday, April 16th for an in-class peer review activity.
The final 5-6 page essay is due Thursday, April 23rd. Please include with your final draft a copy of your rough draft and the peer review sheets.
Essay #4: Freedom of Speech
Choose one of the following topics and write a well-developed 5-6 page essay:
1.) In his article “The Case for Censoring Hate Speech on the Internet,” Sean McElwee argues that online companies should adopt “a European model hate speech policy, one not aimed at expunging offense, but rather hate.” Write an essay in which you argue whether or not social media companies like Facebook, Twitter, and Youtube should ever censor “hate speech”? You will need to define “hate speech” and then make a case for your position based on research and evidence.
2.) In the articles “Hate Speech on Campus” and “It’s Time to Free Speech on Campus Again,” the ACLU and Janet Napolitano make the case that campuses should not prevent offensive speakers from speaking on college campuses. Napolitano writes, “the way to deal with extreme, unfounded speech is not with less speech—it is with more speech, informed by facts and persuasive argument.” Find a particular example (or two) of when a controversial/offensive speaker either came to a campus, or was prevented from speaking, and argue for whether you agree or disagree with the college’s decision, and why. You may also argue for a proposal for how colleges may best deal with controversial/offensive speakers.
For this essay, you will need to utilize at least FIVE credible research sources. I would recommend that you begin your research using the Fullerton College Library databases, rather than simply Googling your topic or search terms. Your essay needs to be 5-6 full pages, typed, double-space in 12-pt Times New Roman font and MLA format.
A typed, rough draft of at least FOUR pages is due Thursday, May 7th for an in-class peer review activity.
The final 5-6 page essay is due Thursday, May 21. Please include with your final draft a copy of your rough draft and the peer review sheets.
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