Attachment “A”:



Attachment “A”:

What’s Up With Your Stuff?

Curriculum created by Holly Hughes, Edmonds Community College

Student Handout

English 105B Analytic Writing

“Whatever befalls the earth befalls the children of the earth. We did not weave the web of life;

We are merely strands within it. Whatever we do to the web, we do to ourselves.”

Chief Seattle, 1854

Course Description:

Analysis of basic human issues as presented in literature. Emphasis on analytic reading, writing, and discussion, and on development of argumentative essays based on textual analysis, with attention to style, audience and documentation. NOTE: This section will focus on the theme of sustainability, using environmental and natural history essays as our texts. It will also feature a “service-learning” component.

Texts:

• Hacker, Diane. 2003. A Writer’s Reference, 5th ed.

• Ross, Carolyn. 1995. Writing Nature: An Ecological Reader for Writers

• Ryan, John, 2000. Stuff: The Secret Life of Everyday Things (this will be provided)

Other Materials:

• pocket folder (paper folder with 2 pockets)

• loose-leaf, lined 8-1/2” x 11” paper for journal (not a spiral notebook)

Course Methods:

This course will utilize a combination of lecture, reading and writing assignments, journals, small group discussion, videos, and a team research/service learning project/presentation.

Blackboard Support:

I will be using our Blackboard classroom to post assignments and to facilitate team work. Please login to our Blackboard classroom the first week and check each week for announcements regarding our team projects.

Course Outcomes:

By the end of the quarter, you will be able to do the following:

1. Read critically college-level materials drawn from a diverse group of writers.

2. Distinguish between summary and analysis.

3. Use in-text citations in order to identify the work being discussed.

4. Use appropriate voice, tone and structure in their writing based on analysis of the specific needs and expectations of varied audiences.

5. Write a 2-3 page analytical essay using a variety of rhetorical modes.

6. Support your analysis and arguments with others' ideas in conjunction with their own insights, using specific textual evidence.

7. Develop a clear, supportable thesis that asserts an arguable proposition.

8. Implement an organizational strategy that supports the thesis and is appropriate for the rhetorical mode of the essay.

9. Achieve coherence in their essays by using devices such as transitions within and between paragraphs, repetition of key words, and parallel structure.

10. Demonstrate control over sentence-level mechanics and conventions of Standard English in their essays.

11. Use the following strategies to produce written work:

a) Prewriting-- to generate ideas, using techniques such as brainstorming and clustering

b) Revising --

1) to rework thesis, organization, evidence and logic

2) to produce clear, precise words and sentences that employ variety and emphasis, reflecting appropriate style.

c) Proofreading--to achieve technical accuracy and a professional appearance

d) Self-assessment -- to evaluate the strengths and weaknesses of their written products and writing process, with an eye toward future improvement.

12. Work cooperatively, productively and responsibly in small groups to complete assigned tasks and projects.

College-wide Abilities:

To enhance your learning, and for overall academic and personal growth, the college-wide abilities are woven throughout the course. Listed below are the activities as they are designed to address the abilities:

• Written communication: seminar papers, journal entries, team research progress reports

• Oral communication: discussions, team presentations

• Group interaction: workshops, team research project and presentations

• Critical thinking: readings, journal entries, seminar papers, discussion, team project, self and peer assessment,

Assessment: Your grade will be based on the following components:

Seminar paper #1 (Summary) 15%

Seminar paper #2 (Analysis) 15%

Seminar paper #3 (Analysis--in class) 15%

Journal/Reflection 20%

Team Project/Presentation 20%

Service Learning/Reflection 10%

Grammar/Daily assignments 5%

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