Pamela Fox, English Composition



California State University, Bakersfield

English 920 – 13: Critical Thinking and Writing

Fall 2009

Instructor: Pamela Peterson Class Schedule: MWF 12:20-1:40 p.m.

Office: MOD II #305 CRN: # 80698

Office Phone: 661-654-6103 Email: ppeterson@csub.edu

Office Hours: M/W 2-3:00 p.m. & F 11-Noon Rooms: M-Sci III # 123

W/F –Sci III # 103

Required Texts and Programs:

1. Troyka, Lynn Quitman, and Douglas Hesse. Quick Access Compact. Upper Saddle

River, NJ: Pearson Education, Inc., 2010.

2. Flachmann, Kim, and Michael Flachmann. The Prose Reader. 8th ed. Upper Saddle

River, N.J.: Pearson Education, Inc., 2008.

3. My Writing Lab

4. The Lakota Way by Joseph Marshall

5. An American English collegiate dictionary and thesaurus

6. Three blue books

Required Materials:

1. Binder with loose leaf paper and dividers or divided notebook with pockets

2. Floppy Disk, CD, or Flash Drive

3. Stapler & staples

4. Internet Access

5. Highlighters, pens & pencils, & whiteout

Course Description: English 100 involves a study of rhetorical patterns as critical thinking strategies to help students develop effective college-level writing skills. Frequent short papers in a variety of essay modes are assigned, and the fundamentals of grammar, usage, punctuation, and spelling are reviewed as necessary. The class policies are given below alphabetically. Policies which are presented in boxes are CSUB English Department policies for all English 100 classes.

Course Goals: At the end of ten weeks, students in English 100 should be able to do the following:

1. read and write literally, interpretively, and analytically or critically;

2. recognize the differences among thesis statements, topic sentences/main ideas, and supporting details/evidence;

3. understand how the thesis statement, topic sentences, and supporting details work together;

4. recognize a writer’s tone and how it informs a text’s statements; this includes analyzing diction and syntax;

5. begin to recognize how a writer’s choices affect and inform the text;

6. summarize the main supporting points contained in an article or essay on a particular topic;

7. write essays that are logically organized, well developed, coherent, and mechanically sound;

8. recognize bias in readings;

9. synthesize ideas from various sources;

10. incorporate quotation, summary, and paraphrase, using in-text documentation;

11. use a handbook;

12. recognize plagiarism;

13. revise and edit their own writing using standard, edited American English.

Academic Honesty Policy

This course is subject to the academic and disciplinary sanctions established by CSUB for plagiarism as outlined on the university website: csub.edu.

Adjustments to the Syllabus: The instructor reserves the right to adjust course readings, the course schedule, point values for specific assignments, due dates for any assignments, and make any other necessary changes in the syllabus as needed.

Assignment Policy: You are responsible for completing all assignments by the due date. While I recognize that unexpected emergencies do occur, it is still your responsibility to prioritize and to complete assignments before they are due. Late papers will be marked down 5% for each day late – days absent, holidays and weekends included until a maximum penalty of minus 50% is reached. If you know that you are going to be absent, please turn in your work before the due date. Homework and in-class assignments cannot be turned in late.

Attendance Policy

Because mastering skills in writing requires regular, sustained effort, students in English composition classes should attend class regularly and punctually. A student who has more than two absences should not expect to receive a passing grade.

Cell phones and IPods: Cell phones and iPods must be turned off and placed in your purse or backpack before class begins. For special circumstances requiring access to your cell phone, please let me know before class so that I am aware that you may need to leave the room to answer a call.

Essays: You are required to write three out-of-class essays. Each essay will require a first draft, peer revision, and a final draft. Drafts and peer revisions will be factored into the essay grade.

For the final draft of the essay, your rhetorical précis will also be factored into your essay grade. The writing prompt will be given to you at least one week before the first draft is due. It is very important that you turn essays in on the due date. For each day that an essay is late, 5% will be taken off of your final essay grade. Weekend days and holidays are counted as late days.

Format: All writing assignments (draft and final version) must be typed and double-spaced. Please use 12-point Times New Roman font with one-inch margins. When necessary, use MLA to document all quoted and paraphrased materials. Refer to Quick Access for details. Any assignment of more than one page must be stapled. I will not accept work that has not been stapled.

Grade Breakdown:

Two Summaries (1/2 to 1 page) 10%

Two In-Class Essays (2-3 pages) 20% (10 each)

One Essay (2-3 pages) 20% (20)

One Documented Essay (synthesis - 4-6 pages) 30% (30)

Writer’s Workshop: MyWritingLab 10%

Homework, Journals, and Participation 10%

Grading Policy

To advance to English 110, students must earn a grade of C- or higher in English 100.

To be eligible for a C- in English 100, students must earn a C- or higher on at least one in-class writing assignment and a C- average on all other course assignments.

Homework/Summaries: Occasionally you will be assigned reading questions for homework. I will collect them periodically, so it’s important you do every homework assignment. You will also

be required to write three summaries of the essays that we read.

Humanities 277.2/477.2

This individualized Online Lab provides web-based tutoring to meet your reading, writing, research, and study skills needs. For more information, contact Brooke Hughes (bhughes@csub.edu) or Randi Brummett (rbrummett@csub.edu).

In-Class Essays: In order to pass English 100 you must earn a C- on at least one in-class essay. You will be given two opportunities to do so. Your grades for the two in-class essays will be averaged. You must write both in-class essays even if you pass the first time. For the in-class essay, you will have 90 minutes to respond to a short prompt whereby you will briefly summarize the author’s stance and then argue whether or not and to what extent that stance is valid. You will be evaluated for content, grammar, and mechanics.

Individual, Drop-in Tutoring

Your instructor may also require that you complete individual, drop-in tutoring for certain aspects of your writing, in which case you will receive a Tutor Referral Form with your graded essay. If you receive a referral form with any of your papers, you are required within one week to take the form and your paper into one of the main CSUB tutoring centers (OASIS, STAAR, and CAMP) for individual assistance. Your instructor may withhold your essay grade until after you have completed this requirement.

Instructor-Initiated Drop Policy

Many students are trying to get into composition courses. As a result, this course is subject to the policy on instructor-initiated drops. If the class is full and has a waiting list, I have the right to have you administratively dropped from class by the end of the second week of the term if you have missed three consecutive class sessions and have not contacted me. However, you should not assume that you will be automatically dropped from this course if you have not attended.

Participation/Quizzes: You will earn your participation grade through attendance and reading quizzes. I may give pop reading quizzes periodically during the quarter, so it is important that you carefully read the essays and the articles assigned to you.

Peer Contacts: If you are absent or have trouble with an assignment, you may find it helpful to have the phone number and email of a classmate. Be aware that missing class is no excuse for falling behind in your assignments. Find a classmate that you can count on if you need to ask questions or copy notes from a day that you are absent.

Classmate________________________ Email_____________________Phone #__________

Classmate________________________ Email_____________________Phone #__________

Reading/Writing Assignments: You will write summaries and short essays in response to assigned reading selections taken from the text and other publications. Further instructions will be given in class.

Silent Sustained Reading (SSR): Except for lab day, the first fifteen minutes of class will be devoted to silently reading an assigned text. Please bring other books to read in case you have extra time to do so.



is a tool to help you avoid plagiarism. Approximately two hours after you submit your paper to this online program, you can access a color-coded report with details about your use of sources in your paper. Because this site does not detect problems with paraphrasing that is not cited properly, you should use this site only as a guide. To use , you will need to register on the site and set up a password. Once this is done, you will then need to create a “user profile” specifically for this class and any others that may use the site. You will need the following information to set up your user profile:

Class ID––2848996

Class Enrollment Password: runners09

After your profile is created, you can log onto and use the site.

Note: Submitting a paper to does not mean you have submitted your paper to your instructor; you must also hand in a copy of your paper to your instructor.

Tutor Referral Form: Your instructor may give you a Tutor Referral Form with your graded essay. If you receive a form with any of your papers, you are required within one week to take the form and your paper into one of the main CSUB tutoring centers (OASIS, STAAR, or CAMP) for individual assistance. Your instructor may withhold your essay grade until after you have completed the assignment.

Tutoring: Drop-in tutoring is available at the OASIS, STAAR, or CAMP tutoring centers.

Waiting List Policy

On a waiting list, you are eligible for a place in the class

1. if you come to every class and

2. if you turn in the work while you are there.

Being on a waiting list does not mean you are guaranteed a place in the class. It simply means you are welcome to wait for an opening in the class if you so desire. If no one drops out of the section you’re attending, no students can add this class.

As a result, you should be aware of the last day to add and have a back-up choice if you need another class. This plan is especially important for financial aid recipients and for F-1 and J-1 visa holders, who must carry a full load to receive their financial aid. Being on a waiting list does not count as a class toward your full load.

Writing Workshop: A MyWritingLab online workshop is required for this course. The workshop consists of the following ten My Writing Lab topics that must be completed in the following order: 1) Subject-Verb Agreement, 2) Fragments, 3) Comma Splices/Fused Sentences, 4) Prewriting 5) Pronoun Agreement 6)Thesis Statements, 7) Developing the thesis, 8) Supporting Details, 9) The Comma, and 10) Using Parallelism. The topics must be completed at the rate of two each week, with one exception, by October 30. You will not receive credit for completing late modules.

You are responsible for completing 10 MyWritingLab topics in conjunction with your English 100 class. This requirement is worth 10% of your overall English 100 grade. To receive full credit, you must earn a score of 80% or higher on both the Recall and Apply sections for at least two MyWriting Lab topics per week, for a total of 10 topics. Since this is an online workshop, you can work on these topics outside of class, so long as you master at least one topic per week. This requirement means that you should not wait until the end of the quarter to complete all ten topics.

To use MyWritingLab, you need to register to the site and create a user profile using your access code packaged with your Quick Access and the following course identification number:

Course ID# - Brummett881036W

For more help registering to the site and creating your user profile, view the power point at the following Web site:



Note: To avoid double enrollment in My Writing Lab, students should not be enrolled in Humanities 277.1 while also enrolled in English 100. If you are enrolled in Humanities 277.1, please let your instructor know immediately.

Furlough Plan

“The California State University system is facing unprecedented budget cutbacks. Our highest priority during this time is “to preserve as many faculty unit jobs as possible and at the same time to serve as many students as possible.” My purpose in writing to you is to present options related to the implementation of the CFA/CSU Faculty Furlough Agreement signed July 28, 2009. The agreement calls for furloughs of two days per month for Academic Year Faculty beginning September, 2009 and continuing through June 2010. All administrators and most staff, including the President and Provost, started a two day per month furlough plan on August 1, 2009. After consultation with representatives from the CFA and the Academic Senate, we are attaching materials to help you develop your furlough plan. You will need to schedule a ten percent (10%) reduction in your workload to match your reduction in pay.” Horace Mitchell, CSUB President

Important Dates:

Furlough Day: No Class September 25

Last day to drop classes (with “W” recorded on your transcript) October 2

Joseph Marshall visits CSUB November 4

SOCI week November 9-13

Last day of classes November 20

Holiday/Campus closed November 11/26-27

Final Exam November 25 2-4:30 p.m.

English 100 Class Schedule

Texts: The Prose Reader (PR) Quick Access (QA) and The Lakota Way (LW)

NOTE: Homework assignments are listed in bold and are due on the date they are listed. Class activities are listed next to each date. I reserve the right to change assignments and due dates as necessary. I will also assign reflective journal entry topics that are related to the reading assignments. Please record those assignments and the due dates in the margin next to the dates they are assigned. Read all PR assignments before coming to class. Be prepared to discuss the readings. From time to time, I may give unannounced quizzes and will assign short answer responses based on the reading assignments.

Please note that Monday classes meet in Sci III #123. Wednesday/Friday classes meet in Sci III # 103.

Week 1

Sept 14 Introduction to the Course/Diagnostic Essay

Sept 16 Syllabus Activity

Review Syllabus

Sept 18 PR pp. 1-9. Highlight important points. Summarize.

Discuss summary for PR HW assignment. Discuss academic writing.

Week 2

Sept 21 PR pp. 82-88. Answer questions 1, 4, 5, 8, 11 on p. 87.

Begin reading LW—at least 2 chapters each week. See the reading schedule.

Review Diagnostic Writing Assignment/Common errors/ Writing Process

QA: Group Activity Ex 1-1 pp. 4-5 & Topic Sentences Ex 3-2 p. 51

Intro to MyWritingLab

Sept 23 Read QA pp. 374-376. Ex 34-3 p. 376

SSR—(LW)

Summary writing—Academic v. informal writing--lecture notes

Practice summary writing (summarize assigned reading)

Discuss Summary # 1/ QA pp 53-58. Ex 3-4 & 3-5

Sept 25

No class Journal #1: Using information from the Intro and Afterword, describe

the Lakota “Way”—values, belief system, lifestyle. Support your response

with evidence from the text. Cite page numbers.

PR pp. 31-38. Summarize. Rhetorical Mode: Description

Week 3

Sept 28 PR pp. 39-44. Summarize.

*PR pp. 45-49.* Answer questions 11 & 12 on p. 49

Summary #1 due at end of class.

Sept 30 Review Writing Process/Essay Writing/grammar

Review Summary writing/descriptive writing/ Literary terms

SSR (LW) & Journal Entry: Discuss how & why humility is the foundation

for all other virtues. Support your response with textual evidence.

QA pp 374-377. Ex 34-3 p 376. Extra Credit Activity Tonight!

Oct 2

PR pp. 91-96. Summarize. Rhetorical Mode: Narration.

Writing descriptive & narrative essays—take lecture notes

Journal # 2: What does Marshall want his readers to learn? Always

support your responses with evidence from the text. Cite page numbers.

Week 4

Oct 5 Description of Picture (Person, Place or Thing) Select your own.

PR pp. 104-107. Answer questions 1, 4, 5, 8 on p. 107.

IC Essay # 1

Oct 7 PR pp. 141-146. Highlight and annotate important points. Summarize

Rhetorical Mode: Example

SSR(LW) Journal Entry # 3: Discuss the connections between love and

honor. Include examples from the story and from your own experiences.

Sentence Pattern Sheet – Sentence errors: QA p 241 Ex 20-1

Thesis Statement Activity QA p. 85-86. Ex 5-1 pp. 86-87.

Oct 9 *PR pp. 158-164.* Answer questions 1, 5, 8, 10, & 12 on p. 164.

QA Ex 20-2 pp 248-249 & QA pp 371-372. Ex 34-2 p. 373.

Grammar : Sentence errors/sentence pattern group work

SSR (LW)& Journal Entry: Describe & summarize the values

Marshall has discussed through Chapter 4.

Week 5

Oct 12 Summary # 2 due at end of class.

Oct 14 PR pp. 188-194. Highlight important points. Summarize.

Rhetorical Mode: Process Analysis

Finish Sentence Pattern Sheet group work (if more time is necessary)

Fragments, Comma splices, fused sentences, other grammar

Review how to write a summary--activity

Oct 16 PR pp. 235-241. Summarize & answer questions 3, 6, 7, 9, & 11 on p. 241.

SSR & Journal # 4 Discuss the differences between truth and illusion.

Discuss Summary 2 /Example & Compare and Contrast/Essay Structure Activity

Week 6

Oct 19 PR pp. 299-304 Summarize. Rhetorical Mode: Comparison/Contrast

Complete First Draft of Compare/Contrast Essay/ Works Cited QA pp. 99-100.

Print 2 copies & bring to class on Wednesday for Peer Review

Oct 21 Compare and Contrast handout---brainstorming & organizing strategies-outlines

SSR. Brainstorm Essay topics/ grammar. Peer Review.

Rhetorical Modes Activity & complete Literary Terms notes

Oct 23 PR pp. 312-317. Answer questions 1, 5, 9, 10, 11, & 12.

Review compare/contrast topics/ Fragments QA p 235 Ex 19-1 & 19-2

Complete First Draft of Compare/Contrast Essay/ Works Cited QA pp. 99-100.

Work in groups to create a sample Works Cited page.

SSR & Journal # 5: What did you learn from The Lakota Way?

Be specific in your response and use properly cited examples

from the story. Second paragraph—Would you recommend that I

use this book for future Eng 100 classes? Why or why not? Be specific.

Week 7

Oct 26 PR pp. 245-250. Summarize. Rhetorical Mode: Division/Classification

Compare/contrast essay (final draft) due at end of class.

Oct 28 Fragment exercises in Quick Access : 19-3 pp. 240-241

SSR—Discuss journal/reading log submission

Pronoun Worksheet and “Up” (word choice)

Review fragment homework

Discuss Compound/Complex Sentences QA pp 177-178. Ex 14-6 pp 178-9.

Peer Review Compare/Contrast Essay—Bring highlighters.

Oct 29 PR pp. 399-405. Highlight important points and details. Summarize.

Rhetorical Mode: Cause/Effect. QA pp 170-177 Ex 14-3, 14-4

Evaluate a Website –group activity

Quote Integration Activity

Evaluate a Website---group or individual presentations on Wed.

Journal # 6: Read PR pp. 200-203. Briefly summarize

his main points in one paragraph. In a second paragraph,

evaluate your own schedule & discuss what you need to do to

improve your own time management. Finish LW.

Week 8:

Nov 2 PR pp. 412-414. Answer questions 1, 9, 10, 11, & 12 on p. 414.

In-Class Essay # 2

Turn in MWL chart.

Extra Credit: November 4.

Nov 4 PR pp. 446-453. Summarize. Rhetorical Mode: Argument.

SSR/ Submit synthesis essay topic and prelim thesis statement/ Outlines

Nov 6 Brainstorm synthesis essay topics/questions/preliminary thesis statement

More quote integration activities (if time) SSR/ Turn in XC.

Week 9: SOCI Week

Nov 9 Work on final synthesis paper rough draft. Turn in Reading Chart & Journals.

Nov 11 Veteran’s Day: No Class

Nov 13 QA pp. 73-75. PR pp. 545-549. Summarize.

QA pp. 76-top of 78 Synthesis pp. 72-74. Ex 4-1 QA p. 72

SSR/ MLA citation exercises/outlining

Discuss IC Essay & LW Discussion Groups

Read QA pp. 71-74 & pp. 64-65

Write Ex. 4-1, p. 72 (QA)

Ex. 3-6, pp. 65-66 (QA)—may work with partners

QA Ex. 5-1 pp. 77-78 /Group discussions: Assigned novel

Allocate sufficient out-of-class time to complete your rough draft. Bring 2

copies to class on Monday for peer editing.

Week 10

Nov 16 PR 473-476. Answer questions 8, 9, 10, 11, & 12.

Documenting Sources QA pp. 378-410

Continue to work on synthesis essay

Peer review editing /Work on final paper.

Nov 18 All additional journal entries due today

Individual conferences as needed.

Nov 20 Final Paper due** Conferences as needed.

Week 11

Nov 25 Final: Attendance is mandatory.

*Summary topics

** Final papers must include the following and must be submitted in a

folder:

• Final Draft

• Works Cited Page

• Copies of all rough drafts

• Copies of outside sources, highlight and annotated

Homework assigned on furlough days and on holidays is due at the beginning of the next class meeting.

Have a nice break. Best wishes for the next quarter!

Name_______________________ English 100-13: Peterson

MyWritingLab Schedule

1) Subject-Verb Agreement, 2) Fragments, 3) Comma Splices/Fused Sentences, 4) Prewriting 5) Pronoun Agreement 6)Thesis Statements, 7) Developing the thesis, 8) Supporting Details, 9) The Comma, and 10) Using Parallelism. The topics must be completed at the rate of two each week by October 30. You must complete the pre and post diagnostic tests.This form is due on November 2 at the beginning of class.

|Week |Lesson |Date Completed |Mastery Score |

| |Subject-Verb Agreement | | |

|Sept 21-25 | | | |

| | | | |

|Sept 21-25 |Fragments | | |

| |Comma Splices | | |

|Sept 28-Oct 2 |Fused Sentences | | |

| | | | |

|Oct 5-9 |Prewriting | | |

| | | | |

|Oct 5-9 |Pronoun Agreement | | |

| | Thesis Statements | | |

|Oct 12-16 |Developing the Thesis | | |

| |Supporting Details | | |

|Oct 19-24 |The Comma | | |

| | | | |

|Oct 26-30 |Using Parallelism | | |

Please record your comments about how this program helped you improve your writing skills.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

You have earned __________(10) for this assignment.

Name_________________________________ English 100-13: Peterson

The Lakota Way

Reading Schedule

You must complete at least three chapters a week. As you read, highlight important information related to character development, plot, themes, setting (both time and place), and literary devices. Think about how you would respond in a similar situation or in those circumstances. Most of your journal entries will be related to these topics, so highlighting information will make writing the journal entries much easier. In addition, you will work with a reading discussion group to analyze the novel, so you should take notes during the discussion sessions. Include the notes in the class notes section of your binder. Writing a brief summary of each chapter is also helpful.

This form is due on November 9.

|Week |Chapters |Date Completed |Date Journal Entry Completed |

|Sept 14-18 |Afterword & Introduction | | |

|Sept 21-25 |1-2 | | |

|Sept 28-Oct 2 |3-4 | | |

|Oct 5-9 |5-6 | | |

|Oct 12-16 |7-8 | | |

|Oct 19-23 |9-10 | | |

|Oct 26-30 |11-12 | | |

Record your thoughts about this story. Discuss two things you like and two things you dislike about this book.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name______________________ ____________(10 xc)

Due Date: November 6

Attend the November 4 evening presentation by Joseph Marshall. Take notes. I will be there and will have a sign up sheet with me. I also recommend that you have Marshall autograph your book. The XC is for participation.

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