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R I V E R S I D E C I T Y C O L L E G E4800 Magnolia Avenue, Riverside, CA 92506-1299This class requires regular use of CANVAS. To participate, please log in at . Course Syllabus and Course Outline (The instructor reserves the right to modify the sequence and the material as the course progresses) Course: English 1A: English Composition Professor Ramser Course Description and Prerequisite This class emphasizes and develops skills in critical reading and academic writing. Reading and writing assignments include exposition, argumentation, and academic research. Students will produce a minimum of 10,000 words of instructor-evaluated writing. Classroom instruction integrates writing lab activities. Prerequisite: ENG-50 or ENG-80 or qualifying placement level. Learning Outcomes Upon successful completion of the course, students should be able to ? Analyze rhetorical strategies, reliability, ideas, and evidence in non-fiction texts of varied difficulty. ? Construct arguments that explore complex academic issues by evaluating differing ideas on an issue, testing rival hypotheses, and responding to the challenges to one’s own argument. ? Write unified, well-organized, text-based essays of various lengths, applying a variety of rhetorical strategies with arguable theses and persuasive support, free of disruptive errors. ? Find, evaluate, analyze, interpret, and engage with primary and secondary sources, meaningfully incorporating them into essays, using appropriate documentation format. ? Demonstrate varied and flexible strategies for generating, drafting, and revising essays. Required Text—MUST BE THIS EXACT BOOK AND EDITION: Everything's an Argument with Readings Seventh Edition?by Andrea A. Lunsford, John J. Ruszkiewicz, and Keith Walters, Bedford/St. Martin's; Seventh edition (October 2, 2015), ISBN-13:?978-1457698644Professor’s Policies ? Participation: Throughout the term, any lapse in participation could adversely affect your grade, including inactivity on Blackboard and/or irregular lab attendance. If these lapses are excessive, you likely will get dropped; however, you are ultimately responsible for properly registering and/or withdrawing. ? Preparation and Responsibility: College students are expected to know what is required, meet those requirements, and accept any consequences for their actions. For further details about your responsibilities in this class, see the FAQ document on the supplemental website. For right now, these are the most important points: ? Obtain the correct edition of the textbook immediately, and always have it readily available. ? Know what’s in the syllabus—including assignments and due dates—and develop and follow a time management plan. ? Don’t ask for extra credit; instead, do your assigned work, and get it in on time. ? Believe me when I say that I grade only what is where it is supposed to be when it is supposed to be. ? Realize that computer/Internet problems will happen at the worst possible moment and have a feasible contingency plan ready to go. ? Accept that you will not be an exception to the rules; such preferential treatment would be unfair to your classmates. ? Understand that if you cheat or commit plagiarism—whether you meant to or not—you will suffer serious, irreversible consequences. ? Communicate with me regularly—doing so before there is a problem is much more pleasant for both of us! AttendanceAttendance in classes and labs is mandatory. English & Media Studies Department policy establishes the equivalent of one week’s absence as sufficient cause for dropping a student from a class, unless prior arrangements have been made with the instructor for valid absence: illness or family emergency. Students who are absent from class after the final drop date will miss necessary instruction and subsequently may have their final course grade lowered.Grading Essays x 4 70%I assignfinal grades on the traditional scale:Participation10%A90-100% of points possibleWRC LAB10%B80-89%Midterm and Final exam10%C70-79%D60-69%F0-59%Papers: 70% You will write four formal papers. Each paper is graded for structure, content, style, sentence skills, and adherence to the assigned task. I use a grading rubric and put very few written comments on final drafts, so if you want detailed, useful feedback that will allow you to earn the highest possible grades, it is up to you to conscientiously complete and submit on time all preliminary drafts. You will submit the final draft of each essay at . Register at as “students” and follow the prompts:RCC Fall 2018 ENG 1A -49414Class ID: 18827083Enrollment key: SuccessParticipation and Practice: 10% Twenty percent of your overall grade is based on your average from all the following activities. These are warm-up activities for the papers and provide multiple, low-stakes opportunities for you to learn, practice, and sharpen your reading, writing, and critical thinking skills. To maximize your learning, always approach these activities fully prepared and actively engaged. Each week, you will receive a participation grade. This grade will depend on how much you contribute to class discussions. To receive full points each week, you need to participate in discussion during every class meeting. Just showing up to class is not enough. You need to be prepared, attentive, actively involved in group activities and discussions, and invested in helping the class achieve its goals.Homework is an important component of your participation grade. Much of the work that we do in class will be centered on the work you do out of class. I expect you to read carefully, annotating as you go, and to think critically about the readings before you come to class. I may periodically check your books to ensure that you are actively reading – these checks will also factor in to your participation grade.Lab 10% When you registered for this class, you also registered for a set schedule in the Writing and Reading Center (WRC) located in MLK 119. Your attendance and participation in the WRC accounts for 10 percent of your overall grade. To be credited for attendance, you must use your RCC student ID card to log in, and you must be present for each session’s entire duration; there will be no opportunity to make up a missed session. To be credited for participation, you must submit your weekly WRC activity log on time; WRC activity logs cannot be turned in late or made up. ?Discussions and Practices: You earn full points for complete, on-task, thoughtful responses to each weekly in-class discussion and/or CANVAS discussion board. You receive no points for off-topic or late or incorrectly submitted work, and you earn reduced points for rushed or incomplete work. Missed points cannot be made up. Content Quizzes Most weekly meetings will end with a short quiz on the reading assignments. A missed quiz cannot be made up. Final Exam 10% What you receive on the final exam accounts for 10 percent of your overall grade. A missed exam cannot be made up. These exams are designed to measure your comprehension and retention of the course content, and each may include short answer and identification questions and a timed, in-class essay. Though we will devote some class time to reviewing for these exams, to be most successful, you will want to make sure to keep up with the schedule and assignments.Formatting and Submission ? There are no formatting requirements for practice submissions, discussion postings or replies, paper proposals, paper first drafts, paper second drafts, or paper self-reflects on CANVAS. However, final drafts are due at and are required to perfectly follow the most current MLA formatting and documentation guidelines. ? All work is due exactly as directed before its deadline. ? All attachments MUST be in a file format that is compatible with Microsoft Office for PC. ? CANVAS is the ONLY way to submit practice submissions, discussion postings or replies, paper proposals, paper first drafts, paper second drafts, or paper self-reflects.? Email is not a substitute. Don’t email me work that was supposed to go to CANVAS or . The reason does not matter, and there are no exceptions. If you email me work that was supposed to be submitted online, I will discard it. ? To be on time, each paper final draft must be submitted to exactly as directed by its due date. Final drafts earn points for correctly and completely following each prompt’s requirements. A final draft submitted past deadline will receive a one-grade deduction for each day it is late. A final draft cannot be submitted more than nine days late or after the end of the term. ? Always double-check submissions. If you submit the wrong file, or submit an incompatible file format, it is up to you to identify and fix the problem yourself before the deadline. Readings Exposure to diverse viewpoints is essential to critical thinking. Your textbook and other course materials offer a variety of viewpoints and language styles, some of which may challenge your own values/experiences. Disagreeing with or even actively disliking such readings might be uncomfortable, but this discomfort shouldn’t bar you from proceeding with an assignment. If you do experience great distress associated with the contents of a reading assignment, please let me know. Students with DisabilitiesIf you have a physical, psychiatric/emotional, medical, or learning disability that may impact your ability to carry out assigned work, you are urged to contact the staff in Disabled Student Services, in Administration #121 on the Riverside Campus, phone 222-8060 (City Campus), 222-8062 (TDD), 372-7070 (Norco), or 485-6138 (Moreno Valley). DSP&S will review your concerns and determine, with you, what accommodations are necessary and appropriate. All information and documentation is MUNITY PARTICIPATION // HIP/SLICE “Fix-It” journal to research essay (20 pages of interviews and observations) and 5-minute PowerPoint presentation: You will identify an issue in your community, observe and interview, collect sources, and share. This journal will be a primary source for your essay #4.Electronic Communication Devices PolicyElectronic communication devices must remain off during class time. Exceptions may be considered by faculty consultation (i.e. family emergency). First offense may result in the student being suspended from the class for one meeting. Repeated offense may result in up to a 3-day suspension from the class pending a conference with the Dean of Student Services.Management of Stress and Mental Health You can learn more about the broad range of confidential student services, including counseling and mental health services, available on campus by visiting the student health and psychological services office in the Bradshaw building or by calling 951-222-8151. Riverside County offers a 24-Hour Crisis and Referral Line accessible simply by dialing 211. The National Suicide Prevention Hotline is 800-273-TALK. RCCD Academic Honesty Policy According to Riverside Community College District Policy 6080, Section II C, 1 and 2, for instances of academic dishonesty, a faculty member may take any one of the following actions: 1. The faculty member may reduce the score on tests or assignment(s), reduce the grade in the course, fail the student in the course, or recommend to the appropriate administrative officer that the student be suspended from the course. If course suspension is recommended, the administrative officer will review the information regarding the instance of academic dishonesty, notify the student, and prescribe appropriate due process procedures. The administrative officer will make note of the offense in the student’s educational records. A second instance of academic dishonesty may result in expulsion proceedings. Any tuition and applicable fees will not be refunded as a result of disciplinary action for academic misconduct. ScheduleMonday WednesdayDUEWK 1Aug 27-29Week 1, Class 1: Introduction to ArgumentDiscussion: Introductions, overview of course requirements, definingargumentAssignments:Introduction and Chapter 1, Why We Make Arguments, pp. 3–17; Chapter 23, Charles A. Riley II, Disability and the Media: Prescriptions for Change, pp. 527–35.Write an essay examining the various applications of argument. Include quotes from Disability and the Media that illustrate how arguments can be used to convince or inform. (Diagnostic Essay)Week 1, Class 2: Introduction to Argument (continued)Discussion: Audience, appealsAssignments:Chapter 1, Appealing to Audiences, pp. 21–26; Chapter 2, Arguments Based on Emotion: Pathos, pp. 28–39.Paper #1: Subject/topic selection. Be prepared to explain the subject and topic of your first paper in Week 2, Class 1.LearningCurve: Persuasive Appeals (pathos, ethos, and logos)Introduce WRC LAB DLAsPaper #1: Subject/topic selection.DLAs for English 1A: ? C.1 – Rhetorical Précis WK 2Sep 3-5CAMPUS CLOSEDWeek 2, Class 1: AppealsDiscussion: Readings, subject/topics, appealsAssignments:Chapter 3, Arguments Based on Character: Ethos, pp. 40–50.LaunchPad: Coming Clean about Motives Respond BoxBe prepared to share the template for your paper in class on Week 2, Class 2.Week 2, Class 2: FallaciesDiscussion: Ethos, fallacies, review templates for Paper #1Assignments:Chapter 4, Arguments Based on Facts and Reason: Logos, pp. 51–70; Chapter 5, Fallacies of Argument, pp. 71–86.LaunchPad: Thinking Critically about Hard Evidence Respond BoxFull class examination of Chapter 26, Deena Prichep, A Campus More Colorful Than Reality: Beware That College Brochure, pp. 675–81.DLAs for English 1A: ? M.1 – Information Resources and Research Strategies WK 3Sep 10-12MEET at LIBRARYWeek 3, Class 1: Structure of ArgumentDiscussion: Logos, fallacies of argument, structure, organizationAssignments:Read Chapter 27, Todd Zwillich and Christian Rudder, It’s Not OK Cupid: Co- Founder Defends User Experiments, pp. 763–69; write a paragraph or two connecting the reading from Chapter 27 to the concept of logos with specific examples.Read Chapter 6, Rhetorical Analysis, pp. 87–118.LearningCurve: Reading and Writing ArgumentsLaunchPad: Tutorial, Active Reading StrategiesBe prepared to submit your first draft of Paper #1 on Week 3, Class 2.Week 3, Class 2: Structure of Argument (continued)Discussion: Rhetorical analysis, organization, Toulmin and RogerianstructureAssignments:Paper #1 first draft due. Bring two copies for conferencing. Class discussion of your thesis statement.Class discussion of Chapter 6, Rhetorical Analysis, pp. 87–118; full class examination of:David Brooks, It’s Not about You, pp. 106–8Rachel Kolb, Understanding Brooks’s Binaries, pp. 109–11Read Chapter 7, Toulmin Argument, pp. 130–44; Chapter 8, Arguments of Fact, pp. 151–84.LearningCurve: Arguable ClaimsDLAs for English 1A:? M.3 – Improving Quoting Skills I, II & III Monday WednesdayDUEWK 4Sep 17-19Week 4, Class 1: Getting OrganizedDiscussion: Organization, unity, evidence, Toulmin and Rogerian structureAssignments:Revised draft of Paper #1 due.Write a brief Toulmin or Rogerian argument that supports your position in a current debate (potential topics will be discussed in class).Read Chapter 13, Style in Arguments, pp. 307–29.LaunchPad: Style and Word Choice Respond BoxLaunchPad: Sentence Structure and Argument Respond BoxWeek 4, Class 2: Focus on Sentence and Word ChoiceDiscussion: Readings, Toulmin/Rogerian arguments, warrants,style and word choiceAssignments:Class discussion of Toulmin/Rogerian arguments.Read Chapter 14, Visual Rhetoric, pp. 330–43; examine the visual argument Claire Ironside makes in Chapter 25, pp. 641–51, and write a brief response.LaunchPad: Tutorial Slides, Reading Visuals: AudienceLaunchPad: Tutorial Slides, Reading Visuals: PurposeDLAs for English 1A:? M.4 – Improving Quoting Skills I, II & III WK 5Sep 24-26Week 5, Class 1: Visual ArgumentsDiscussion: Visual reading, visual rhetoric, multimedia argumentsAssignments:Paper #1: Final draft due. Bring two copies for peer review.Week 5, Class 2: Visual Arguments (continued)Discussion: Arguments in cartoons, ads, and posters; multimedia argumentsAssignments:Consider topics for Paper #2. Be prepared to present your topic to the class on Week 6, Class 1.Class examination of Chapter 23, Making a Visual Argument: Cartoons and Stereotypes, pp. 517–20.Read Chapter 16, Multimedia Arguments, pp. 361–75; write a paragraph describing a multimedia argument you encountered today. Why was it effective? You may tie in elements of some of the visual arguments discussed in class.LaunchPad: Video Activity, Photo Editing BasicsLaunchPad: Video Activity, Creating PresentationsEssay#1 DUE at Sep 27DLAs for English 1A:? M 5 – Improving Quoting Skills I, II & III WK 6Oct 1-3Week 6, Class 1: Arguments of FactDiscussion: Multimedia argument responses, arguments based on fact, arguments based on definition, claimsAssignments:Class discussion of Paper #2 subjects (factual arguments).In-class discussion of arguments of Chapter 8, Arguments of Fact, pp. 151–84; answer Respond questions on p. 159 in a small group.LaunchPad: Developing a Factual Argument Respond BoxRead Chapter 9, Arguments of Definition, pp. 185–209.LaunchPad: Understanding Arguments of Definition Respond BoxWeek 6, Class 2: Arguments of DefinitionDiscussion: Arguments based on definition, claimsAssignments:First draft of Paper #2 due. Bring two copies for conferencing.In-class discussion of Respond questions on p. 188.Read the following essays from Chapter 11, Causal Arguments, and then write a paragraph or two in which you analyze the elements of one of the selections that make it an effective causal argument:Raven Jiang, Dota 2: The Face of Professional Gaming, pp. 264–67John Tierney, Can a Playground Be Too Safe?, pp. 268–71DLAs for English 1A:? M.7– MLA Format Basics Monday WednesdayDUEWK 7Oct 8-10Week 7, Class 1: Causal ArgumentsDiscussion: Readings, response papers, writing proposalsAssignments:Read Chapter 12, Proposals, pp. 272–304.LaunchPad: Making a Strong and Clear Claim Respond BoxWork in groups to revise drafts of Paper #2. These should reflect our discussion of factual arguments.Week 7, Class 2: ProposalsDiscussion: Proposal argumentsAssignments:Full class examination of Chapter 12 sample proposals:Manasi Deshpande, A Call to Improve Campus Accessibility, pp. 295–302Virginia Postrel, Let’s Charge Politicians for Wasting Our Time, pp. 303–4Paper #2: Final draft due. Bring two copies for peer review.Read Chapter 10, Evaluations, pp. 210–39, and complete Respond activity on p. 214.Think about your final paper topic and consider which style of argument you’d like to utilize.Essay#2 DUE at Oct 11DLAs for English 1A:? M 8 – MLA Format Basics WK 8Oct 15-17Week 8, Class 1: EvaluationsDiscussion: Respond question, evaluationsAssignments:Briefly outline the structure of your final paper. By now you should have an idea of what topic you’d like to focus on. Reexamine Chapter 7, Outline of a Toulmin Argument, p. 143.LaunchPad: Understanding Conditions of Rebuttal Respond BoxWeek 8, Class 2: Developing Your ArgumentDiscussion: Structure, style, organization, clarityAssignments:In-class discussion of Chapter 13, Style in Arguments, pp. 307–29.LaunchPad: Punctuation and Argument Respond BoxRe-read individual sections on developing arguments in Chapters 8–12, paying close attention to the style of argumentation you are focusing on for your final paper.Refine your outline.DLAs for English 1A:? M 9 – MLA Format Basics WK 9 Oct 22-24Week 9, Class 1: Academic ArgumentsDiscussion: Development, academic arguments, conventions of academic argumentAssignments:Group discussions of final paper topics and outlines.Read Chapter 17, Academic Arguments, pp. 379–411. LearningCurve: Supporting DetailsWeek 9, Class 2: Academic Arguments (continued)Discussion: Academic argument readingsAssignments:Full class discussion of paired readings in Chapter 17:Charlotte Geaghan-Breiner, Where the Wild Things Should Be: Healing Nature Deficit Disorder through the Schoolyard, pp. 396–405Lan Xue, China: The Prizes and Pitfalls of Progress, pp. 406–11Examine and answer Respond questions for Chapter 17, pp. 392–95.DLAs for English 1A:? S.9 – Awkward PhrasingMonday WednesdayDUEWK 10Oct 29-31Week 10, Class 1: A Topical Study in ArgumentationDiscussion: Paper #3 drafts, Chapter 25 readingsAssignments:First draft of shorter Paper #3 due. Bring two copies for conferencing.Read the following selections in Chapter 25, Why Is Sustainability Important When It Comes to Food?:Christian R. Weisser, Sustainability, pp. 602–8Robert Paarlberg, Attention Whole Foods Shoppers, pp. 610–18David H. Freedman, Are Engineered Foods Evil?, pp. 630–38Katherine Gustafson, School Bus Farmers’ Market, pp. 657–67Answer all Respond questions that follow Paarlberg’s article on p. 619; we will discuss in class on Week 10, Class 2.Week 10, Class 2: A Topical Study in Argumentation (continued)Discussion: Sustainability readings, Respond answersAssignments:Read the following selections from Chapter 26, What Should “Diversity on Campus” Mean and Why?:Sarah Fraas, Trans Women at Smith: The Complexities of Checking “Female,” pp. 683–85Young M. Kim and James S. Cole, Student Veterans/Service Members’ Engagement in College and University Life and Education, pp. 688–700Sheryll Cashin, Introduction from Place, Not Race: A New Vision of Opportunity in America, pp. 712–24Answer Respond questions 2, 3, and 5 on p. 724, following Sheryll Cashin’s selection. Also, write a few lines addressing specific instances where Cashin particularly fails or succeeds in her argument.WK 11Nov5-7Week 11, Class 1: Supporting Your ArgumentDiscussion: Diversity readings, structure, ethos, Respond answersAssignments:Paper #3: Final draft due. Bring two copies for peer review.If you haven’t already, start locating sources for your final paper. We will discuss these in depth next week.Week 11, Class 2: Looking to the Final PaperDiscussion: Structure, support, evidenceAssignments:First page of final paper due; group discussions of final paper structure, organization, and clarity.Read Chapter 18, Finding Evidence, pp. 412–26.LaunchPad: Collecting Data on Your Own Respond BoxEssay#3 DUEWK 12Nov 12-14Week 12, Class 1: EvidenceDiscussion: Finding evidence, support, documentationAssignments:Chapter 19, Evaluating Sources, pp. 427–35; Chapter 21, Plagiarism and Academic Integrity, pp. 455–64.LaunchPad: Acknowledging Collaboration Respond BoxWork on putting together a bibliography of your sources.Week 12, Class 2: Sources and DocumentationDiscussion: Finding evidence, evaluating sources, documentationAssignments:Read Chapter 24, What’s Globalization Doing to Language?. Choose one of the readings in this chapter and write a brief response: do you agree or disagree with the author’s position? What evidence does the author use?Read Chapter 20, Using Sources, pp. 436–54.LaunchPad: Avoiding Patchwriting Respond BoxBe prepared to submit your annotated bibliography for the final paper on Week 13, Class 1.Monday WednesdayDUEWK 13Nov 19-21Week 13, Class 1: Sources and Documentation (continued)Discussion: Language readings, using sourcesAssignments:Annotated bibliography for HIP/SLICE “Fix-It” final paper due.In-class discussion of Chapter 22, Documenting Sources, pp. 465–503.Read Chapter 23, How Does Popular Culture Stereotype You?:Stephanie Hanes, Little Girls or Little Women? The Disney Princess Effect, pp. 509–15Melinda C. R. Burgess et. al., Playing with Prejudice: The Prevalence and Consequences of Racial Stereotypes in Video Games, pp. 551–58Amy Zimmerman, It Ain’t Easy Being Bisexual on TV, pp. 561–66Write a paragraph or two explaining which of the three assigned readings for Chapter 23 you felt supplied the most effective argument. Provide examples to back up your position.Week 13, Class 2: ReviewDiscussion: Pop Culture readings, questions about final paperAssignments:Continue work on HIP/SLICE “Fix-It” final paper.Answer Respond question prompt in Chapter 15, Presenting Arguments, p. 354. Be prepared to discuss in class.LaunchPad: Do I Need to Cite That? VideoWK 14Nov 26-28Week 14, Class 1: ReviewDiscussion: Questions about final paper, Respond promptAssignments:Continue work on final paper.Read the rest of Chapter 15, Presenting Arguments, pp. 344–60.Week 14, Class 2: Final ClassDiscussion: Presenting argumentsAssignments:Final papers reviewWK 15Dec 3-5Final HIP/SLICE “Fix-It” presentationFinal PreparationFinal HIP/SLICE “Fix-It” presentationFinal PreparationWK 16FINALS DEC 8-14FINALS DEC 8-14Wednesday December 12Start 08:00AM – End 10:30AMEssay#4 DUE ................
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