Santa Ana College: Humanities & Social Sciences

English 101 Freshmen Composition – Summer 2018

Santa Ana College inspires, transforms, and empowers a diverse community of learners.

 

Instructor: Cristina Acevedo                                              

Email: acevedo_cristina@sac.edu

Ticket:   50715

Tuesday/Thursday 6:00 - 10:15 PM, D - Dunlap Hall, Room D-108

Office Hours: By appointment

Required Texts and Materials: (You must bring all required materials to every class.)

• Sylvan Barnet, Hugo Bedau, and John O’ Hara Critical Thinking, Reading, and Writing A Brief Guide to Argument 9^th ISBN: 9781319035457
• Gerald Graff and Cathy Birkenstein They Say I Say The Moves That Matter In Acdemic Writing 4^th ISBN: 978-0-393-63167-8
• The Book of Unknown Americans by Cristina Henríquez ISBN: 978-0-345-80640-6
• 1 blue or black pen, 1 green pen, ruler, scissors, a college dictionary, and plenty of college ruled paper, two green testing books.

 

Course Description:

Expository and argumentative essays and the research paper. Special interest sections described in schedule of classes. Prerequisite: English 061 or English for Multilingual Students 112 or Adult Basic Education 116 with a minimum grade of C or qualifying profile from English placement process

Student Learning Objectives:

• Students will be able to read critically for literal and implied meaning, identify main ideas, organizational strategies and authors' writing strategies as well as summarize, paraphrase, and analyze written works.
• Students will use the writing process to write, in proper MLA format, academic essays, including a documented research paper, using appropriately chosen details, organizational strategies, more complex sentence variety, and sufficiently correct grammar, punctuation, effective word choice, and style.
• Students will evaluate and ethically use primary and secondary academic sources to avoid plagiarism and will use the library's resources, including online databases, to locate appropriate academic source material. ​

 

Requirements:

• Attendance and Participation: Because we will be doing numerous writing exercises, group work, and reading discussions in class, your attendance is required. Attendance is taken fifteen minutes after the class begins. If you come after the attendance has been taken, you will be marked absent.   More than two absences, habitual tardiness, or lack of preparation will result in a lower final grade. You may not make up in-class work missed due to unexcused absences, so make sure you are in class.  I strongly suggest you exchange phone numbers and email address with other classmates to ensure that you will always be able to get the assignments.  If you miss a class, please do not ask me if you missed anything; assume that you did.  Also, do not ask me what you missed because I will not lecture twice. 

 

• 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 wait 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. 

 

 

• Journals: Throughout the semester, you will turn in 5 typed, one page (this is 23 lines in MLA Format) journals. The journal topics and guidelines are stated on the course schedule. 

 

• Quizzes: Throughout the semester, you will take 5 quizzes, which reflect the reading assignments and lecture materials. Quizzes are administered through Canvas with specific dates shown in the schedule below. If you do not complete it by the time designated you will not be able to make it up and will receive a zero.

 

• Writing Assignments: Aside from journals and in-class freewrites, you will write four out-of-class essays and two in-class essays (as a part of the midterm and final).  I will provide you with clear instructions for each of these assignments before they are due.                               

**YOU MUST TURN IN ALL ESSAYS TO PASS THIS CLASS**

• Peer Review: Prior to turning in your final drafts for out-of-class essays, you will have the opportunity to exchange ideas and receive feedback during peer review.  On the day of peer review, you will bring four copies of your rough draft to class to share with your assigned group.  Peer review is a mandatory in-class assignment.  Peer review may not be made up if you are absent.  You must bring AT LEAST a page and a half of written material. If you fail to reach this minimum you will not receive full credit for the peer review assignment.

• Learning Center: You are required to complete 6 visits to the learning center throughout the semester. I will give you specific instructions for this assignment during the first week of class. Each Learning Center visit is worth 5 points.
• Midterm/Final: Midterm and Final will be done on the dates indicated on the schedule. For the Midterm and Final, students are required to bring a large blue book, two pens, and white out. Students will need these items in order to take the Midterm and Final.

 

Late Policy:

All assignments are due within the first fifteen minutes of class.  Any assignment submitted after fifteen minutes will be considered late.  I do not accept assignments via email, so please do not send them to me.  Talk to me if you are having trouble turning in an assignment. You will be allowed to turn in ONE assignment late. The assignment must be submitted the next class session following the original due date.

Revision Policy:

After I return your graded essays, you will have the opportunity to revise and resubmit them to regain up to 10% of the possible points. Revised essays must be stapled in this order: Original with my comments on the bottom; Revised version in the middle with all changes highlighted, and on top a typed up paragraph explaining what you changed and why, as well as, what did you learn while making the revisions.

(Note: this assignment is optional and not available for essay 4)

Extra Credit Opportunity:

There will be opportunities to gain extra credit throughout the semester. You will be able to collect these points if you have turned in all essays and journals.

Academic Honesty/Plagiarism

Students are expected to abide by ethical standards in preparing and presenting material which demonstrates their level of knowledge and which is used to determine grades. Such standards are founded on basic concepts of integrity and honesty. These include, but are not limited to, the following areas:

1. Students shall not plagiarize, which is defined as:
   1. stealing or passing off as one's own the ideas or words of another,
   2. using a creative production without crediting the source.

 

The following cases constitute plagiarism:

• paraphrasing published material without acknowledging the source,
• making significant use of an idea or a particular arrangement of ideas, e.g., outlines,
• writing a paper after consultation with persons who provide suitable ideas and incorporating these ideas into the paper without acknowledgment,
• submitting under one's own name term papers or other reports which have been prepared by others.

2. Students shall not cheat, which is defined as:

• using notes, aids, or the help of other students on tests or exams in ways other than those expressly permitted by the teacher,
• misreporting or altering the data in laboratory or research projects involving the collection of data.

3. Students shall not furnish materials or information in order to enable another student to plagiarize or cheat.

Instructors may deal with academic dishonesty in one or more of the following ways:

• Assign an appropriate academic penalty such as an oral reprimand or point reduction. 
• Assign an “F” on all or part of a particular paper, project, or exam. 
• Report to the appropriate administrators, with notification of same to the student(s), for disciplinary action by the College.  Such a report will be accompanied by supporting evidence and documentation.

 

Classroom Etiquette

1. Classroom Environment: Because so much of the work that you do this semester in class will be cooperative, working with your classmates in group or paired activities, or with me in whole class discussions, it is crucial that the classroom be a place of mutual respect. Please be courteous and respectful in all interactions.  Students who are unable/unwilling to be respectful of others will be counseled.  In severe situations, these students will be reported to the dean and dropped from the course. 
2. It is a campus-wide policy that no food or drink should be consumed in any of the classrooms. We will observe that policy in our class.  Water bottles that can be re-sealed are permitted in the room.
3. Turn off all cell phones. Cell phones should be out of sight, preferably in your backpack or purse.
4. Texting in class will not be tolerated. If I see you texting your attendance for that day will not be counted and you will be asked to leave the class.

If you are asked to leave the class for any behavioral offense, you will be reported to the Dean of Instruction for further counseling and/or disciplinary action.

5. Please remove all headphones and any other electronic paraphernalia that will interfere with your ability to concentrate on the course material or class activities.

 

Disabled Student Program and Services:

Students with verifiable disabilities who want to request academic accommodations are responsible for identifying themselves to the instructors and Disabled Students Programs and Services (DSPS).  To arrange for accommodations, contact DSPS in the Village-203, or by phone (714) 564-6264, TTY (714) 564-6284. It is the disabled student’s responsibility to contact the course instructor at the beginning of the semester to discuss potential plans when classroom evacuations are necessary.

 

 

Important Dates

Important Dates

Term	2018SU Summer 2018
Start Date	19 June 2018
End Date	09 August 2018
Last Day to Add (add code required)	25 June 2018
Last Drop Date with 'W'	26 July 2018
Last Drop Date without 'W'	25 June 2018
Last Date to get Refund	21 June 2018

 

 

Friends / class Contacts

Name                                           Telephone                                           E-mail

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

 

 

 

Grading Scale

Grading Rubric

Participation & Attendance 20 points	2 %	20
Journals 5 x 10 points each	5 %	50
Blogs 5 x 10 points each	5 %	50
Quizzes 7 x 10 points each	7 %	70
Peer Review 4 x 15 points each	6 %	60
In-Class Grammar 5 points each X 5	2.5%	25
Debate	3 %	30
Novel Project	3.5%	35
Fallacy Project	3.5%	35
Annotated Bibliography for Essay 4	2.5%	25
Essays 1-4, 4 x 100 points each	40 %	400
Midterm 100 points	10 %	100
Final Exam 100 points	10 %	100
TOTAL	100%	1000

In order to pass this class, you MUST take the Final Exam

Grading scale will be as follows:         A: 100-90 B: 89-80 C: 79-70 D: 69-60 F: 59 and below

 

It is your responsibility to keep track of your grade throughout the semester.  Use the chart below to record and calculate your grades.

Attendance/Participation _______ = _______ (20)

 

Journals ____+ ____ + ____ + ____+_____ = _____ (50)

 

Blogs ____+ ____ + ____ + ____ +_____ = _____ (50)

 

Quizzes ____+ ____ + ____ + ____ + ____  +______+_____= _____ (70)

 

Peer Review _______ + _______ + _______ + _______  = _______ (60)

 

In Class Grammar _______ + _______ + _______ + _______  + _______  = _______ (25)

 

Debate _______   = _______ (30)

 

Novel Project _______ = _______ (35)

 

Fallacy Project ______ = ______ (35)

 

Annotated Bibliography ______ = ______ (25)

 

Essays _______ + _______ + _______+ _______  = _______ (400)

 

Midterm _____ = _____ (100)

 

Final Exam _____ = _____ (100)

 

 

 

 

 

 

 

 

 

 

 

Tentative Course Schedule: Spring 2018

Note: all readings should be completed prior to the day it is listed in the schedule, with the exception of the first day.

Thinking vs. Judging

Week 1

Tuesday 6/18/18: First day of class! Welcome. Meet and Greet, Read the Syllabus, Field Trip, Group Activity. 

Thursday 6/20/18: Review: the writing process, basic essay formats, grammar, and do a reading activity. Chapter 1 “Critical Thinking” pages 3-34. T.S.I.S: Introduction pages 1-15, Chapter 9 “You Mean I Just Say It That Way?” 117-130.

Homework: Discussion 1: Log onto Canvas and post an avatar of yourself. In a paragraph share about yourself: who you are, what are your hobbies, do you have pets, do you children, what is your favorite song, where do you work, or is this your first year of college. After reading chapter 9 in T.S.I.S. I want you to make your personal post using colloquial language first, then take that paragraph and rewrite a second paragraph and make it academic and formal sounding. Lastly, you must respond to two other classmates and discusses not only what you may have in common, but also ask which version of the paragraph was more effective in getting to know that person.  Quiz 1

 

Week 2

Tuesday 6/26/18: Chapter 2 “Critical Reading: Getting Started” page 35-56 T.S.I.S: Chapter 1 “They Say” pages 19-29, Chapter 12 “I Take Your Point” Pages 162-165, Chapter 13 “Don’t Make Them Scroll Up” Page 166-173 Read Zachary Shemtob And David Lat “Executions Should be Televised” Pages 62-63, When “Identity Politics” Is Rational by Stanley Fish Page 116-118, The Harmful Myth of Asian Superiority by Ronald Takaki Pages 124-125.

 

Homework: Journal 1: Read the article “Fitbits for bosses” page 24-26 What would be the benefit and negative outcome if biosurveillance were used on college students? Should it be done? Please support your response by quoting the article.

Tuesday 6/28/18: Chapter 3 “Critical Reading: Getting Deeper Into Arguments” pages 80-110.  Peer Review: Bring four copies of your rough draft, a pair of scissors, a highlighter, a ruler, and a green pen. “It’s Hard Enough Being Me” by Anna Lisa Raya page 122-123, Just Take Away Their Guns by James Q. Wilson. T.S.I.S Chapter 16 “The Data Suggest” Page 205-223. In Class Grammar 1: Please have your Journal 1 and print out your second discussion post.

 

Homework: Discussion 2: Please read “Violent Media is Good for Kids” by Gerard Jones. Log into Canvas and state whether violent media in comics, video games, movies (such as the Marvel movies) are good for kids. Also contemplate that Disneyland's big summer promotion for 2017 was “Hero Up” they even had a hero training program in which they taught children fighting moves. You must reference the article in your post. You must also respond to two other classmates and respond to two classmates that posted on yours.

Quiz 2: This quiz will close at 11:59pm

 

Choice?

 

Week 3

Tuesday 7/3/18: Chapter 5 “Writing an Analysis of An Argument” pages 181-192.  T.S.I. S Chapter 2 “The Art of Summarizing” pages 30-41 Read “Let Them Eat Dog: A modest Proposal for Tossing Fido in the Oven” By Jonathan Safran Foer. Pages 217-219. Plato and Crito Pages 421-431 (Be ready to act this out in class.) “The Neurology of Free Will Are We Responsible for our Habits?” (Print this reading off Canvas)

Chapter 4 “Visual Rhetoric: Thinking about Images as Arguments” pages 139-178, T.S.I. S: Chapter 3 “As He Himself Puts it” pages 42-51: Peer Review for Essay 2: Bring four copies of your rough draft, a pair of scissors, a highlighter, a ruler, and a green pen.

Homework: Discussion 3: Please read “The Boston Photographs” by Nora Ephron. Log into Canvas: Ephron thinks it would be good for newspapers to publish more photographs of death and dying. Do you agree or disagree with Ephron? You must quote the article at least twice in your post using the templates in chapter 3 of T.S.I.S. Also, contemplate that many social media such as Facebook have a system in place in which subscribers can flag a post and ask the company to censor the post. You must respond to two other classmates and respond to one individuals that posted on yours. Essay 1

Thursday 7/5/18 Chapter 9: “A Logician View: Deduction, Induction, Fallacies 335-372 T.S.I.S: Chapter 4 “Yes/No/Okay, But” pages 55-67 Chapter 7 “Using Sources” pages 261-322. T.S.I.S “Hidden Intellectualism by Gerald Graff pages 248-255

Homework: Journal 2: Read Love Is A Fallacy pages 365-372. For this journal, construct an argument on how this story is not anti-woman. Quiz 3: This quiz will close at 11:59pm

Week 4

Tuesday 7/10/18T.S.I.S: Chapter 5 “And Yet” pages 68-77

Chapter 10 “A Psychologist’s View: Rogerian Argument” 373-383. Fallacy Project first groups, In Class Grammar 2 Please have any journal, blog post or your essay 1

Homework: Journal 3: Read a “Letter to a Southern Baptist Minister” on page 380 How is this letter illustrating the Rogerian argument. Please use the text as your support.

 

Thursday 7/12/18: Midterm/Conferences

Homework: Essay 2, Revised Essay 1, Extra Credit

 

 

 

Reading between the Lines

Week 5

Tuesday 7/17/18: Fallacy Project Second groups Chapter 11: “A Literary Critic’s View: Arguing About Literature” pages 385-390. “Mending Wall” by Robert Frost Page 390, “To His Coy Mistress” by Andrew Marvell Page 397- 398, T.S.I.S Chapter 14 “What is Motivating This Writer” 176-186. In Class Grammar 3: Please have your essay 2, journals, or blog post

Thursday 7/19/18 T.S.I.S Chapter 6 “Skeptics May Object” pages 77-90. Novel Project Day 1 Pages 3-66, T.S.I.S Chapter 15 “On Closer Examination” Page 187-204

Homework: Journal 4: Construct a page paper about a claim about the novel The Unknown Americans. It can be on any of the topics we have covered in class: racism among those who are documented verses those who are not, identity, racism, gender roles of men and women in the Chicano community, the American dream, education, father son relationships, mother daughter relationships, mother son relationships, or any other claim you would like to make about the novel.  Revised Essay 2 Quiz 4

Week 6

Tuesday 7/24/18: Novel Project Day 2: Pages 67-155 T.S.I.S Chapter 10 “But Don’t Get Me Wrong” Pages 131-140. T.S.I.S: Chapter 15 “On Closer Examination” Pages 184-201, Chapter 17 “Analyze This” Writing in the Social Science Pages 224-242. Film

Homework: Discussion 4: In the novel, The concept of the American dream is a recurring one. First define what the American dream means in your post. Second, quote a section of the novel where you as a reader see an example of your definition of the American dream. Third, answer does the concept of the American dream really exist or is it a false ideal? If the concept is real who in the novel succeeds and how do he/she/they achieve in attaining it? If it is a false ideal who falls victim to it? Lastly, where does the character Garret fall between the two side of the ideal? Respond to two individuals in class and one that posted on your yours.   

 

Thursday 7/26/18 Novel Project Pages 156-285. Chapter 6 “Developing an Argument of Your Own” pages 221-260, T.S.I.S: Chapter 7 “So What? Who Cares?” Pages 91-100.

 Peer Review 3: Bring four copies of your rough draft, a pair of scissors, a highlighter, a ruler, and a green pen. In Class Grammar 4: Bring any item you would like to look over. For this day  also  bring with you sources and ideas that you may have for essay 4.

Homework: Discussion 5: Look over page 413 of Chapter 12. Delivery plays a larger role than most people think. Log onto Canvas: look at specific hot topics, court cases, or any legal incident that has occurred in the last five years that you believe could have ended differently if delivery was changed. (example: In 2013 Duck Dynasty star Jase Robertson was kicked out of New York City hotel after being confused for homeless man. This man is a millionaire, but he likes to dress in camouflage and a t-shirt. He also talks with a southern twang.) Should people alter their delivery in society? Why or why not? Please respond to two students and respond to one that was posted on yours. Quiz 5: This quiz will close at 11:59pm

 

In This Corner

Week 7

Tuesday 7/31/18: Chapter 12 “A Debater’s View: Individual Oral Presentations 409-416. In Class Grammar 5: Please have your bibliography, essays, or any item you would like to look at.

Homework: Essay 3 is due

 

Thursday 8/2/18 Chapter 8 “A Philosopher’s View: The Toulmin Model” pages 325-334. T.S.I.S: Chapter 8 “As a Result” Pages 101-116, Chapter 16 “The Data Suggest” pages 202-220, “Everything That Rises Must Converge” Page 275-294 Peer Review 4 Bring four copies of your rough draft, a pair of scissors, a highlighter, a ruler, and a green pen.

Homework: Journal 5: Read “The Locavore Myth: Why Buying from Nearby Farmers Won’t Save the Planet” pages 332-333. Should our local super markets purchase food from our local farms? Why or why not? You must reference the article in your argument. Quiz 6: This quiz will close at 11:59pm

 

Week 8

Tuesday 8/7/18: Debate Groups

Homework: Essay 4, Bibliography, Quiz 7: This quiz will close at 11:59pm, Revised Essay 3

 

Thursday 8/9/18: Final, Extra Credit

 

 

 

 

 

 

 

 

 

 

 

 

Fallacy Project

35 Points

In your group, you will select and sign up for two fallacies to present to the class. Fallacies are covered in Chapter 9 of your Critical Thinking and Writing textbook. The group will have 10-15 minutes to present and explain the fallacies. The objective for the presentation is to teach the class about each fallacy.

Requirements:

5 Points: All members of the group must have an equally distributed speaking part in the presentation.

15 Points: The group must provide visuals for the class. It can be a YouTube Video, slides, power point, pictures, or act it out. Please keep in mind the technology is a blessing and a curse. Your group must have a backup plan if the technology is not working that day.

5 Points: The group must provide an activity for the class. You have 5 to 10 minutes for the class to do the activity.

5 Points: The group must have at least two discussion questions following their presentation and activity for the class.

5 Points: After your group has presented, each member will type a page report discussing how well each member of the group contributed to the project.

 

Debate Project

30 Points

In your groups, you will select a topic to debate. The topic cannot be about abortion, gun control, police brutality, or capital punishment.

10 points Presentations: Each member must either present the introduction, argument, counter argument, or closing argument. During the debate, sufficient evidence must be provided. Members must remain on time throughout the debate.

10 points Journal: In the journal, you must discuss how you contributed to the preparation to the debate. Also, you must discuss how your other team mates worked in the group. Please note that I will be the only one reading these journals, so if there is a member who did not contribute to the debate project you must state this in the journal.

10 points Annotated Bibliography: Each group must submit a works cited page with all the secondary sources that were utilized for the debate. Under each source, you must write a short paragraph stating how you found this source useful and how the group intends to use the source. Only one annotated bibliography is required for each group.

 

Extra Credit:

5 points: The Great Debaters is a 2007 film starring Denzel Washington. You are welcome to watch it. After viewing the film, compose a one-page journal on the films depiction of oral argumentation. Do you feel that the film captured the essence of what debates are? Were there any elements missing that our textbook covered about debates that the film did not include or was it all in the film?

 

• The first speaker on the affirmative team presents arguments in support of the resolution. (5 – 10 minutes. The first speaker on the opposing team presents arguments opposing the resolution. (5 – 10 minutes)
• The second speaker on the affirmative team presents further arguments in support of the resolution, identifies areas of conflict, and answers questions that may have been raised by the opposition speaker. (5 – 10 minutes)
• The second speaker on the opposing team presents further arguments against the resolution, identifies further areas of conflict, and answers questions that may have been raised by the previous affirmative speaker. (5 – 10 minutes)
• The rules may include a short recess for teams to prepare their rebuttals. (5 minutes)
• The opposing team begins with the rebuttal, attempting to defend the opposing arguments and to defeat the supporting arguments without adding any new information. (3 – 5 minutes)
• First rebuttal of the affirmative team (3 – 5 minutes)
• Each team gets a second rebuttal for closing statements with the affirmative team having the last opportunity to speak. (3 – 5 minutes each)
• There cannot be any interruptions. Speakers must wait their turns.