To wrap up our inauguration inspired discussion, please select an essay from this list and construct a precis of it. These are selections from The Atlantic's 150 anniversary issue. Or, read the Barbara Jordan essay on pg 80 in your textbook and write a precis of it. Be sure to provide a citation of the essay you choose.
In addition, please read chapters 2 and 5 in the Good Reasons textbook.
Here is a better link to the inaugural address.
Tuesday, January 27, 2009
The Rhetorical Precis
Rhetorical Precis
The Rhetorical Précis Format
(from OSU’s InterQuest Philosophy 201)
A rhetorical précis is a highly specialized, specific type of summary. It differs from the more general summary in that emphasis is placed upon providing the rhetorical aspects of the work under consideration. Like the summary, the goal is to provide in clear, precise language, the main points of a piece. Essential information within the rhetorical précis includes the writer’s name, the genre and name of the piece, the way in which this information is delivered, the main point, how the point is developed, and the relationship between the writer and audience. This information is presented in four very specific sentences as outlined below.
1) In a single coherent sentence give the following:
-name of the author, title of the work, date in parenthesis;
-a rhetorically accurate verb (such as "assert," "argue," "deny," "refute," "prove,"
disprove," "explain," etc.);
-a that clause containing the major claim (thesis statement) of the work.
2) In a single coherent sentence give an explanation of how the author develops and supports the major claim (thesis statement).
3) In a single coherent sentence give a statement of the author's purpose, followed by an "in order to" phrase.
4) In a single coherent sentence give a description of the intended audience and/or the relationship the author establishes with the audience.
Charles S. Peirce's article, "The Fixation of Belief (1877), asserts that (1) humans have psychological and social mechanisms designed to protect and cement (or "fix") our beliefs (2). Peirce backs this claim up with descriptions of four methods of fixing belief, pointing out the effectiveness and potential weaknesses of each method (3). Peirce's purpose is to point out the ways that people commonly establish their belief systems (4) in order to (5) jolt the awareness of the reader into considering how their own belief system may the product of such methods and to consider what Peirce calls "the method of science" as a progressive alternative to the other three (6). Given the technical language used in the article, Peirce is writing to an well-educated audience with some knowledge of philosophy and history and a willingness to other ways of thinking (7).
(1) That
This common pronoun does a crucial job in the Précis. To remain grammtically sound, we must include the subject (the work and it's author), a predicate (your claim about that work). These must be linked by a rhetorically appropriate verb. Rhetorically appropriate here means that it expresses the action of the author in the work. The that phrase is formed as follows: ....verb that.... Without the that phrase and the associated subject and predicate, you cannot have a well-formed Précis.
subject (the work and it's author and date) verb that predicate (your claim about that work)
"Plato, in Book I of his dialogue The Republic (360 BCE), demonstrates that justice is better than force."
"Sissela Bok, in her book Lying (1979), argues that lies can be justified in some circumstances."
"Imannuel Kant, in his essay The Doctrine of Virtue (1797), asserts that lying is morally wrong under any circumstances."
(2) Thesis
The thesis, or major claim, of the work is statement of the overall and final point that it aims at. It is not easy to identify the thesis of a philosophical work (or novel, for that matter). Still, it is a basic part of philosophical reading to be able to say briefly what the main claim of the work is. Note that this claim may never be stated by the author as such. You may have to interpret and synthesize to draw out a thesis. This work is essential because it is the base of your reading. The thesis statement you attribute to a work is your consise summary of what you understood the author's point to be. You may find it frustrating to put the meaning of a long, complex work into a single sentence. If you simply draw a blank or cannot get the words to come out right, that is a sign that you need to read the work again with the intention of getting the major claim.
(3) Explanation
The task of this sentence is to explain how the thesis, presented in the last sentence, is devloped by the author. The author may give seevarl arguments for a single thesis. Or the author may give a chain of arguments leading up to the thesis. The author may define key concepts related to the thesis. Your job in reading intellectual literature is to identify how the main claim is produced by the work. We take it as a basic standard here that sophisticated literature does not merely make claims, it provides support for them.
(4) Purpose
A statement of the author's purpose in writing this work. What is the writer trying to accomplish here? This statement of purpose is connected to the audience effect by the in order to phrase.
(5) In Order To
This phrase is crucial to the Précis. It directly indicates the effect the author intends to have upon the audience. To produce this sentence, think about what change will occur in the reader if the author's purpose is successful. Authors may write with the purpose to persuade, to refute, to change, even to frighten, anger, or confuse. Determine what you think the author's purpose is and what that purpose is supposed to do to the reader. Note that the purpose may or may not be successful (i.e. it may not have the intended effect).
Author's purpose in order to effect on the reader.
(6) Effect
A statement of the author's intended effect on the reader. This statement of purpose is connected to the audience effect by the in order to phrase. Every author writes to have some effect on the audience (readrs). It may be to make the audience laugh, to cause the audience to question their own beliefs, to persuade them to a point of view, to challenge a belief they are likely to have, etc. This effect is not a report of how the work affects you, but of what you think the author's intended effect is.
(7) Audience
A statement of the author's intended audience and the relationship the author establishes with the audience. The language of a work selects a certain audience and excludes others. Examine the language and references of the work to judge what sort of pre-knowledge the author assumes of the reader.
Examples:
Sheridan Baker, in his essay "Attitudes" (1966), asserts that writers' attitudes toward their subjects, their audiences, and themselves determine to a large extent the quality of their prose. Baker supports this assertion by showing examples of how inappropriate attitudes can make writing unclear, pompous, or boring, concluding that a good writer "will be respectful toward his audience, considerate toward his readers, and somehow amiable toward human failings" (58). His purpose is to make his readers aware of the dangers of negative attitudes in order to help them become better writers. He establishes an informal relationship with his audience of college students who are interested in learning to write "with conviction" (55). From (English 8601 • Dr. William P. Banks)
Dr. Martin Luther King Jr., world-renowned civil rights activist and philanthropist, emphasizes in his Nobel Prize acceptance speech “The World House” (1967) that all people, regardless of skin color or ethnic background, are negatively affected by the plague of racism and the decline of spiritualism that results. Dr. King begins his speech with an allusion to a famous author that ends up being the theme for his whole speech; his pre-dominant use of examples of past actions are bolstered by several other testimonies from philosophers, historians, and writers as well as an allusion to a well known story. Dr. King is attempting to make people realize the need to correct their self-destructive behavior in order to force society to take up the morals they had lost as well as alleviate the social tensions of the time period. While Dr. King’s intended audience is obviously the black community as a whole, he also tries to get in touch with anyone prejudiced against, black or not; also included are those of the period that had the power to or wanted to stop the decline of society by ending the hatred cultivated by the differences between people of the world so that world would change to be a superior place. (From Preble’s Literature Lounge)
The Rhetorical Précis Format
(from OSU’s InterQuest Philosophy 201)
A rhetorical précis is a highly specialized, specific type of summary. It differs from the more general summary in that emphasis is placed upon providing the rhetorical aspects of the work under consideration. Like the summary, the goal is to provide in clear, precise language, the main points of a piece. Essential information within the rhetorical précis includes the writer’s name, the genre and name of the piece, the way in which this information is delivered, the main point, how the point is developed, and the relationship between the writer and audience. This information is presented in four very specific sentences as outlined below.
1) In a single coherent sentence give the following:
-name of the author, title of the work, date in parenthesis;
-a rhetorically accurate verb (such as "assert," "argue," "deny," "refute," "prove,"
disprove," "explain," etc.);
-a that clause containing the major claim (thesis statement) of the work.
2) In a single coherent sentence give an explanation of how the author develops and supports the major claim (thesis statement).
3) In a single coherent sentence give a statement of the author's purpose, followed by an "in order to" phrase.
4) In a single coherent sentence give a description of the intended audience and/or the relationship the author establishes with the audience.
Charles S. Peirce's article, "The Fixation of Belief (1877), asserts that (1) humans have psychological and social mechanisms designed to protect and cement (or "fix") our beliefs (2). Peirce backs this claim up with descriptions of four methods of fixing belief, pointing out the effectiveness and potential weaknesses of each method (3). Peirce's purpose is to point out the ways that people commonly establish their belief systems (4) in order to (5) jolt the awareness of the reader into considering how their own belief system may the product of such methods and to consider what Peirce calls "the method of science" as a progressive alternative to the other three (6). Given the technical language used in the article, Peirce is writing to an well-educated audience with some knowledge of philosophy and history and a willingness to other ways of thinking (7).
(1) That
This common pronoun does a crucial job in the Précis. To remain grammtically sound, we must include the subject (the work and it's author), a predicate (your claim about that work). These must be linked by a rhetorically appropriate verb. Rhetorically appropriate here means that it expresses the action of the author in the work. The that phrase is formed as follows: ....verb that.... Without the that phrase and the associated subject and predicate, you cannot have a well-formed Précis.
subject (the work and it's author and date) verb that predicate (your claim about that work)
"Plato, in Book I of his dialogue The Republic (360 BCE), demonstrates that justice is better than force."
"Sissela Bok, in her book Lying (1979), argues that lies can be justified in some circumstances."
"Imannuel Kant, in his essay The Doctrine of Virtue (1797), asserts that lying is morally wrong under any circumstances."
(2) Thesis
The thesis, or major claim, of the work is statement of the overall and final point that it aims at. It is not easy to identify the thesis of a philosophical work (or novel, for that matter). Still, it is a basic part of philosophical reading to be able to say briefly what the main claim of the work is. Note that this claim may never be stated by the author as such. You may have to interpret and synthesize to draw out a thesis. This work is essential because it is the base of your reading. The thesis statement you attribute to a work is your consise summary of what you understood the author's point to be. You may find it frustrating to put the meaning of a long, complex work into a single sentence. If you simply draw a blank or cannot get the words to come out right, that is a sign that you need to read the work again with the intention of getting the major claim.
(3) Explanation
The task of this sentence is to explain how the thesis, presented in the last sentence, is devloped by the author. The author may give seevarl arguments for a single thesis. Or the author may give a chain of arguments leading up to the thesis. The author may define key concepts related to the thesis. Your job in reading intellectual literature is to identify how the main claim is produced by the work. We take it as a basic standard here that sophisticated literature does not merely make claims, it provides support for them.
(4) Purpose
A statement of the author's purpose in writing this work. What is the writer trying to accomplish here? This statement of purpose is connected to the audience effect by the in order to phrase.
(5) In Order To
This phrase is crucial to the Précis. It directly indicates the effect the author intends to have upon the audience. To produce this sentence, think about what change will occur in the reader if the author's purpose is successful. Authors may write with the purpose to persuade, to refute, to change, even to frighten, anger, or confuse. Determine what you think the author's purpose is and what that purpose is supposed to do to the reader. Note that the purpose may or may not be successful (i.e. it may not have the intended effect).
Author's purpose in order to effect on the reader.
(6) Effect
A statement of the author's intended effect on the reader. This statement of purpose is connected to the audience effect by the in order to phrase. Every author writes to have some effect on the audience (readrs). It may be to make the audience laugh, to cause the audience to question their own beliefs, to persuade them to a point of view, to challenge a belief they are likely to have, etc. This effect is not a report of how the work affects you, but of what you think the author's intended effect is.
(7) Audience
A statement of the author's intended audience and the relationship the author establishes with the audience. The language of a work selects a certain audience and excludes others. Examine the language and references of the work to judge what sort of pre-knowledge the author assumes of the reader.
Examples:
Sheridan Baker, in his essay "Attitudes" (1966), asserts that writers' attitudes toward their subjects, their audiences, and themselves determine to a large extent the quality of their prose. Baker supports this assertion by showing examples of how inappropriate attitudes can make writing unclear, pompous, or boring, concluding that a good writer "will be respectful toward his audience, considerate toward his readers, and somehow amiable toward human failings" (58). His purpose is to make his readers aware of the dangers of negative attitudes in order to help them become better writers. He establishes an informal relationship with his audience of college students who are interested in learning to write "with conviction" (55). From (English 8601 • Dr. William P. Banks)
Dr. Martin Luther King Jr., world-renowned civil rights activist and philanthropist, emphasizes in his Nobel Prize acceptance speech “The World House” (1967) that all people, regardless of skin color or ethnic background, are negatively affected by the plague of racism and the decline of spiritualism that results. Dr. King begins his speech with an allusion to a famous author that ends up being the theme for his whole speech; his pre-dominant use of examples of past actions are bolstered by several other testimonies from philosophers, historians, and writers as well as an allusion to a well known story. Dr. King is attempting to make people realize the need to correct their self-destructive behavior in order to force society to take up the morals they had lost as well as alleviate the social tensions of the time period. While Dr. King’s intended audience is obviously the black community as a whole, he also tries to get in touch with anyone prejudiced against, black or not; also included are those of the period that had the power to or wanted to stop the decline of society by ending the hatred cultivated by the differences between people of the world so that world would change to be a superior place. (From Preble’s Literature Lounge)
Sunday, January 25, 2009
For Weds. 1/28
Please click here and read/watch the inaugural address.
In 1 page, typed discuss what you find moving in this speech. Analyze why it is moving. Does President Obama use appeals to ethos, pathos, and logos? Is this an argument? Discuss.
In 1 page, typed discuss what you find moving in this speech. Analyze why it is moving. Does President Obama use appeals to ethos, pathos, and logos? Is this an argument? Discuss.
Saturday, January 24, 2009
Syllabus, Engl. 122 Spring 09
The Community College of Denver
The Center for Arts & Sciences / Language, Arts & Behavioral Sciences Department
South Classroom 307, (303) 556-2473, fax (303) 556-3851
ENG 122: ENGLISH COMPOSITION II
Teacher: Jeff Becker
COURSE:
Course Title: English Composition I
Course Prefix, Number & Section: ENG 122-002
Crn #: 30161
Credits: 3
Course Description: Expands and refines the objectives of English Composition I. ENG 122 emphasizes critical and logical thinking and reading, problem definition, research strategies, and writing analytical, evaluative, and/or persuasive papers that incorporate research. This course is required for graduation with the AA and AS degrees and provides transfer credit.
Prerequisite(s)/Co-requisites: English 121
Semester and Year: Spring Semester 2009
Meeting Location, Times and Days: SO 127, 7 a.m. to 8:15 a.m., Monday and Wednesday
OFFICE/OFFICE HOURS SO 307B/ After Class: 8:15-9:30
Phone: None Email: Jeffrey.becker@ccd.edu
COURSE BUSINESS:
STUDENT OUTCOMES (IE WHAT YOU SHOULD KNOW HOW TO DO WHEN WE ARE DONE HERE):
(1) Write unified, coherent and well-developed analytical/argumentative essays.
(2) Write an extended (e.g., 8-15 pages of text) argumentative research paper.
(3) Use a variety of research methods to locate appropriate sources.
(4) Evaluate the credibility and usefulness of researched sources.
(5) Read critically and understand complex source material.
(6) Integrate complex sources into YOUR writing.
(7) Continue to master and apply the writing process.
(8) Write grammatically correct sentences.
Student Code of Conduct and Academic Integrity Admission to the Community College of Denver implies that you agree to respect the rights of others and observe moral and civil laws. Interference with the normal processes of education in the classroom or elsewhere on the campus will be regarded as unacceptable conduct, warranting suspension or dismissal. Complete Student Code of Conduct is at this web site: http://ccd.rightchoice.org/Student_Life/COC.html.
Americans with Disabilities Act Students with a documented disability who need reasonable accommodations to achieve course objectives should notify the instructor and apply for services at the Center for Persons with Disabilities within the first week of classes. More information is available at http://ccd.rightchoice.org/EPAC/disabilities.html.
Grade of Incomplete
Incomplete: An "I" indicates that the course objectives are not yet fulfilled. It is the responsibility of the student to request, if needed, the assignment of an incomplete grade. The instructor's decision to authorize or not authorize an incomplete grade is final. The student must have completed 75% of the class with a C or better, and must complete the rest of the work with the same instructor. Arrangement for the completion of the course must be made with the instructor prior to the assignment of the "I" grade. This agreement must be written on a Contract for Incomplete Grde Form. The instructor may allow up to one full semester for the student to complete missing requirements. "I" grades not changed by the end of the following semester will automatically become failing grades (F).
CCD Critical Skills addressed in this course are: reading, writing, speaking/listening, and valuing diversity.
Reading 3 Identify, analyze and evaluate a variety of readings related to course content.
Writing 3: Compose essays and other written work which reflect the student’s ability to describe, analyze, and evaluate ideas and material related to course content.
Speaking/Listening 3: Summarize and respond to class material presented in the form of oral presentations and class lectures.
Valuing Diversity 3: Identify and summarize alternative viewpoints or approaches to major themes or issues within course content.
Course Description:
This class will focus on developing strategies for writing successful research papers. Our primary intent will be to reexamine much of the lore surrounding the writing of research papers in our attempt to define methods and processes that encourage effective research, writing and revision here in reality. There is no one strategy that works for everyone, and testing out and developing a process that works for you will be one of our chief concerns.
The majority of the class will be dedicated to reading, writing, and writing about what you read. The easiest way to fail this class is to refuse to do your homework. A lack of preparedness is like stepping into the batter’s box with a golf club in your hand.
Class Format: This class will adopt the style of a seminar. In a few instances, when I think the class can benefit from it, I will offer lecture on specific points of the writing process. For the most part, however, this means that this is a DISCUSSION- based course, not a lecture course, and what we learn will be driven by the questions, comments, ideas and energies that you bring to our in-class discussions.
In each class session you should be prepared to read, write and discuss the topics relevant to that day’s topic of interest.
Assignments: The principal assignment in this class is a documented research paper that will be 8 to 15 pages in length and include a Work’s Cited page. This paper will successfully argue your position on a controversial topic (using documented research to back up your claims). You will be responsible for choosing your topic and completing a great number of sequential assignments that will help build a successful final paper. In addition, we will write a Analysis of the Controversy Paper
Daily Homework: A common feature of this course will be daily writing assignments. These will be brief (1-2 typed, double-spaced pages) informal opportunities for you to practice the skills you will need for the major assignments in the course. Although these assignments are not heavily weighted individually, they are important cumulatively to your final grade and invaluable for the learning they encourage.
THE EASIEST WAY TO FAIL THIS CLASS IS TO REFUSE TO COMPLETE THESE ASSIGNMENTS. I do not intend these to be “busy work” and instead each is designed to relate to what we are doing for class that day. Failing to do these assignments means that you are not prepared for class.
Presentation: All of your work, be it a major essay or a daily assignment, must be edited and proofread before you turn it in. The work should appear neat and professional, but small handwritten corrections to the work are acceptable. Please feel free to discuss with me any issues or concerns you have with grammar and punctuation, editing and proofreading, etc. Work that is unreadable and filled with mistakes is impossible for me to grade (because I can’t access your ideas if they are not communicated in clear language) and will be returned to you for a mandatory revision.
Revisions: All good writing is rewriting. This process of creation, evaluation, and revision is the key to all good writing. Even after you have received a grade on a paper, you may still revise your work again. Depending on the improvement of your work, the revision may not raise your grade at all, or it may raise it substantially. A revision will never lower your grade.
NOTE: Please turn in the original and a revision self-analysis with the revision. This analysis should explain what you have changed in your paper, why you think it is better, and what weaknesses it still has. I cannot accept your revision without these items.
Assignment Format:
All written assignments should be typed. Always double-space. In the upper left-hand or right-hand corner of the first page, write your name, the date, the course and section number, my name, and the assignment (Ie “Ch. 1 summary”). Skip a few lines, write your title, and begin the assignment. Number the pages. Please make a copy (or save one on a flash drive) for yourself of each assignment.
Course Grading:
Your final grade will be the average of your grade on the following six factors:
Research Summary..…………………................................50 pts.
Analysis of the Controversy..............…………………….100 pts.
Rough Draft................…………………............................50 pts.
Research Paper.............................…………………….....300 pts.
Chapter summaries and other homework.…..............10 pts. each
In-class final…………………………………………………………20 pts.
Attendance...................................................................50 pts.
Participation………………………………………………………..20 pts.
The grading scale is:
A 90-100% Superior mastery or achievement.
B 80-89% Better than average mastery or achievement.
C 70-79% Acceptable mastery or achievement.
D 60-69% Less than acceptable mastery or achievement.
F Below 60% Fails to demonstrate achievement of course objectives.
COURSE POLICIES:
Stuff You Should Bring To Class EVERYDAY:
• Yourself and an active desire to learn. Your education is in your hands, it has been, so if think this class is “stupid” or “boring” guess whose job it is to make it otherwise. You have a great deal of intelligence; I will require you to use it.
• A notebook, spiral or otherwise. A folder or binder to keep track of your assignments.
• Textbook: Faigley, Lester and Jack Selzer Good Reasons with Contemporary Arguments. Fourth Edition. New York: Pearson/Longman, 2004
• Textbook: Hacker, Diana. A Writer’s Reference Fifth Edition. Boston: Bedford/ St. Martin’s, 2003.
What I expect of you:
• Attendance. Show up. In this class being present is mandatory. That’s right--mandatory. Since we have only 15 weeks together, every class is important. If you are consistently absent, you gravely jeopardize your success in the course. Missing more than 6 classes with negatively influence your grade. You will lose up to 50 participation points. More than 6 absences and I will recommend that you drop the class. Important: Students will be held responsible for any and all information missed due to absence, including assignments. Please see me if you have problems. Another IMPORTANT NOTICE: If you decide not to complete the course, it is your responsibility to officially withdraw from the class roster. If you do not withdraw yourself by the appropriate deadline, you will receive a grade of "F" for the course. Please watch those deadlines!
In addition, please be punctual. This class starts at ________. Late arrivals disrupt the class and are inconsiderate. Two late arrivals count as an absence. In extreme circumstances, say the morning of a snow storm, certain leniencies will be granted but they must be cleared by me.
• Disruptions: The use of cell phones, iPods and other such devices are disruptive to the class. Therefore, these gadgets must be turned off before class and anyone caught using them in class will be marked absent for that day.
• Be here now. When you are in class, be there. Don’t think about the pile of bills you have to pay, your ingrown toenails, or your plans for world domination, and buy into what we are doing in class. Take interest. If you hate me, look to the book. If you hate me, hate the book, look for outside help (ie a tutor, the Writing Center, etc). More than anything, in this class I will expect a lot of you both at the homework level, but also in terms of the responsibility I will delegate to you in the classroom. What does this mean? Come to class prepared, do the reading, have opinions, be smart, and be ready to talk and write about anything and everything. Easy enough? We are peers here, so act like it.
• Preparedness: You are required to do every iota of reading and writing BEFORE class starts in exactly the format required. Homework assignments are due at the beginning of class and NO LATE WORK will be accepted. Chronic lack of preparation (which is easy to spot) will result in a point deduction from your final grade.
• Participate. Class participation is essential to the workings of this class. For this reason, your ability to participate is part of your grade in this class. While it may be difficult for some of us to speak up, discussion will encompass the majority of our class time. It is, then, impossible to have a discussion if you will not speak, so please let us hear what you have to say.
• I try to design this course to help you develop your skills as an academic writer. While each student struggles with a unique set of challenges in his/her writing, it is important that we, as a group, discuss those issues and offer our ideas. As noted above, your participation is essential to the quality of this class, and without it, our time together will be reduced to me asking questions followed by 45 minutes of silence, which will be horrible in all kinds of ways. I am interested in creating an in-class environment in which we all feel safe to request clarification, share our ideas, respond to the reading, respond to someone’s response, ask a question, object and offer alternate points of view (though respectfully). In short, I want this to be a place of honest exchange, so you do your part and I’ll do mine.
I addition, all students are encouraged to visit with me during my office hours.
• Be mellow. This classroom is a safe haven for all ideas. There are no rights and wrongs, just opinions. Throughout the class we will discuss topics on which we will not all agree. Respect everyone as an equal, even if you really, really, disagree with what they are saying. That means no punching, no cussing, no belittling/degrading a person’s pov, no yelling, etc. Basically, be cool. We are all unique individuals entitled to our own opinions and beliefs, however, any comments, jokes, actions, remarks, or sounds that denigrate the worth of an individual’s race, creed, culture, ethnic background, sexual preference, and gender are inappropriate and will not be tolerated. In other words, remember the golden rule, and everything will be fine. If you don’t think you can handle this, please drop now.
Don’t be afraid to be yourself. Write beautiful sentences, participate, laugh, cry, be alive, and when you are in this class find something you are interested in and run with it. Your enjoyment/happiness with this class, and all classes, is primarily wrought in your ability to make it your own. Put forth the effort. You are paying for it after all. If you aren’t interested in anything, well, I can’t really help you, that is your responsibility.
Late Papers: Late work will not be accepted unless otherwise approved by me.
Class Blog: I will keep a blog for this class that will act as a place for me to make notes, handouts, the syllabi, important information regarding the class, etc available to you. This blog is available at www.jeffbeckersclass.blogspot.com. I have two class blogs, so make sure you view the correct one.
Academic Integrity: Cheating and plagiarism are serious offenses and represent violations of college policy. These violations will not be tolerated and will be dealt with according to the college’s Academic Integrity Procedures. The college defines plagiarism as intentionally or knowingly representing the words or ideas of another as one's own in any academic exercise. The following are considered to be forms of plagiarism:
• Word-for-word copying of another person’s ideas or words
• Interspersing one’s own words within a document while, in essence, copying another’s work.
• Rewriting another’s work, yet still using the original author’s fundamental idea or theory.
• Inventing or counterfeiting sources.
• Submission of another’s work as one’s own.
• Neglecting quotation marks on material that is otherwise acknowledged.
Clear cases of plagiarism will result in a failing (zero) grade on the assignment. In some cases, such a failing grade may result in a lowered or failing grade for the course. In the most serious cases, the instructor may pursue grievance procedures through the Dean of Students to administer a punitive failing grade or other appropriate disciplinary action.
Americans with Disabilities Act (ADA): Students with a documented disability who need reasonable accommodations to achieve course objectives should notify the instructors and apply for services at the Center for Persons with Disabilities with the first week of class.
Writing Center: All students are encouraged to work with tutors in the Writing Center or in the Online Writing Lab (OWL). The mission of the Writing Center is to provide a learning environment with rich and varied resources where a student may become an active learner. A student can work with a tutor on any part of a writing assignment or at any point during the writing process. The Writing Center is located in South Classroom, Room 142. The OWL can be accessed at: owl.ccd.edu.
Teaching Philosophy: I enjoy teaching writing and rhetoric and take great pleasure in my students’ developing proficiency in academic reading, writing, and critical thinking. I approach my teaching like a coach or mentor, but please be advised that I consider higher education an exercise in self-reliance. That said, I will not rescue students from the consequences of their choices. Please understand that enrolling in this class does not mean that you should expect me as your teacher to be solely responsible for your unique learning experience. I will do my utmost to ensure that you do improve your writing abilities and leave my class better equipped to handle future courses and job requirements; however, you must take responsibility if you fail to live up to the demands of the course. I expect that students will familiarize themselves with the course requirements and policies and do their best to follow these guidelines.
In other words, I will do my part, you do yours.
I understand these rules and regulations.
Signed _______________________________ Date: _______________________
The Center for Arts & Sciences / Language, Arts & Behavioral Sciences Department
South Classroom 307, (303) 556-2473, fax (303) 556-3851
ENG 122: ENGLISH COMPOSITION II
Teacher: Jeff Becker
COURSE:
Course Title: English Composition I
Course Prefix, Number & Section: ENG 122-002
Crn #: 30161
Credits: 3
Course Description: Expands and refines the objectives of English Composition I. ENG 122 emphasizes critical and logical thinking and reading, problem definition, research strategies, and writing analytical, evaluative, and/or persuasive papers that incorporate research. This course is required for graduation with the AA and AS degrees and provides transfer credit.
Prerequisite(s)/Co-requisites: English 121
Semester and Year: Spring Semester 2009
Meeting Location, Times and Days: SO 127, 7 a.m. to 8:15 a.m., Monday and Wednesday
OFFICE/OFFICE HOURS SO 307B/ After Class: 8:15-9:30
Phone: None Email: Jeffrey.becker@ccd.edu
COURSE BUSINESS:
STUDENT OUTCOMES (IE WHAT YOU SHOULD KNOW HOW TO DO WHEN WE ARE DONE HERE):
(1) Write unified, coherent and well-developed analytical/argumentative essays.
(2) Write an extended (e.g., 8-15 pages of text) argumentative research paper.
(3) Use a variety of research methods to locate appropriate sources.
(4) Evaluate the credibility and usefulness of researched sources.
(5) Read critically and understand complex source material.
(6) Integrate complex sources into YOUR writing.
(7) Continue to master and apply the writing process.
(8) Write grammatically correct sentences.
Student Code of Conduct and Academic Integrity Admission to the Community College of Denver implies that you agree to respect the rights of others and observe moral and civil laws. Interference with the normal processes of education in the classroom or elsewhere on the campus will be regarded as unacceptable conduct, warranting suspension or dismissal. Complete Student Code of Conduct is at this web site: http://ccd.rightchoice.org/Student_Life/COC.html.
Americans with Disabilities Act Students with a documented disability who need reasonable accommodations to achieve course objectives should notify the instructor and apply for services at the Center for Persons with Disabilities within the first week of classes. More information is available at http://ccd.rightchoice.org/EPAC/disabilities.html.
Grade of Incomplete
Incomplete: An "I" indicates that the course objectives are not yet fulfilled. It is the responsibility of the student to request, if needed, the assignment of an incomplete grade. The instructor's decision to authorize or not authorize an incomplete grade is final. The student must have completed 75% of the class with a C or better, and must complete the rest of the work with the same instructor. Arrangement for the completion of the course must be made with the instructor prior to the assignment of the "I" grade. This agreement must be written on a Contract for Incomplete Grde Form. The instructor may allow up to one full semester for the student to complete missing requirements. "I" grades not changed by the end of the following semester will automatically become failing grades (F).
CCD Critical Skills addressed in this course are: reading, writing, speaking/listening, and valuing diversity.
Reading 3 Identify, analyze and evaluate a variety of readings related to course content.
Writing 3: Compose essays and other written work which reflect the student’s ability to describe, analyze, and evaluate ideas and material related to course content.
Speaking/Listening 3: Summarize and respond to class material presented in the form of oral presentations and class lectures.
Valuing Diversity 3: Identify and summarize alternative viewpoints or approaches to major themes or issues within course content.
Course Description:
This class will focus on developing strategies for writing successful research papers. Our primary intent will be to reexamine much of the lore surrounding the writing of research papers in our attempt to define methods and processes that encourage effective research, writing and revision here in reality. There is no one strategy that works for everyone, and testing out and developing a process that works for you will be one of our chief concerns.
The majority of the class will be dedicated to reading, writing, and writing about what you read. The easiest way to fail this class is to refuse to do your homework. A lack of preparedness is like stepping into the batter’s box with a golf club in your hand.
Class Format: This class will adopt the style of a seminar. In a few instances, when I think the class can benefit from it, I will offer lecture on specific points of the writing process. For the most part, however, this means that this is a DISCUSSION- based course, not a lecture course, and what we learn will be driven by the questions, comments, ideas and energies that you bring to our in-class discussions.
In each class session you should be prepared to read, write and discuss the topics relevant to that day’s topic of interest.
Assignments: The principal assignment in this class is a documented research paper that will be 8 to 15 pages in length and include a Work’s Cited page. This paper will successfully argue your position on a controversial topic (using documented research to back up your claims). You will be responsible for choosing your topic and completing a great number of sequential assignments that will help build a successful final paper. In addition, we will write a Analysis of the Controversy Paper
Daily Homework: A common feature of this course will be daily writing assignments. These will be brief (1-2 typed, double-spaced pages) informal opportunities for you to practice the skills you will need for the major assignments in the course. Although these assignments are not heavily weighted individually, they are important cumulatively to your final grade and invaluable for the learning they encourage.
THE EASIEST WAY TO FAIL THIS CLASS IS TO REFUSE TO COMPLETE THESE ASSIGNMENTS. I do not intend these to be “busy work” and instead each is designed to relate to what we are doing for class that day. Failing to do these assignments means that you are not prepared for class.
Presentation: All of your work, be it a major essay or a daily assignment, must be edited and proofread before you turn it in. The work should appear neat and professional, but small handwritten corrections to the work are acceptable. Please feel free to discuss with me any issues or concerns you have with grammar and punctuation, editing and proofreading, etc. Work that is unreadable and filled with mistakes is impossible for me to grade (because I can’t access your ideas if they are not communicated in clear language) and will be returned to you for a mandatory revision.
Revisions: All good writing is rewriting. This process of creation, evaluation, and revision is the key to all good writing. Even after you have received a grade on a paper, you may still revise your work again. Depending on the improvement of your work, the revision may not raise your grade at all, or it may raise it substantially. A revision will never lower your grade.
NOTE: Please turn in the original and a revision self-analysis with the revision. This analysis should explain what you have changed in your paper, why you think it is better, and what weaknesses it still has. I cannot accept your revision without these items.
Assignment Format:
All written assignments should be typed. Always double-space. In the upper left-hand or right-hand corner of the first page, write your name, the date, the course and section number, my name, and the assignment (Ie “Ch. 1 summary”). Skip a few lines, write your title, and begin the assignment. Number the pages. Please make a copy (or save one on a flash drive) for yourself of each assignment.
Course Grading:
Your final grade will be the average of your grade on the following six factors:
Research Summary..…………………................................50 pts.
Analysis of the Controversy..............…………………….100 pts.
Rough Draft................…………………............................50 pts.
Research Paper.............................…………………….....300 pts.
Chapter summaries and other homework.…..............10 pts. each
In-class final…………………………………………………………20 pts.
Attendance...................................................................50 pts.
Participation………………………………………………………..20 pts.
The grading scale is:
A 90-100% Superior mastery or achievement.
B 80-89% Better than average mastery or achievement.
C 70-79% Acceptable mastery or achievement.
D 60-69% Less than acceptable mastery or achievement.
F Below 60% Fails to demonstrate achievement of course objectives.
COURSE POLICIES:
Stuff You Should Bring To Class EVERYDAY:
• Yourself and an active desire to learn. Your education is in your hands, it has been, so if think this class is “stupid” or “boring” guess whose job it is to make it otherwise. You have a great deal of intelligence; I will require you to use it.
• A notebook, spiral or otherwise. A folder or binder to keep track of your assignments.
• Textbook: Faigley, Lester and Jack Selzer Good Reasons with Contemporary Arguments. Fourth Edition. New York: Pearson/Longman, 2004
• Textbook: Hacker, Diana. A Writer’s Reference Fifth Edition. Boston: Bedford/ St. Martin’s, 2003.
What I expect of you:
• Attendance. Show up. In this class being present is mandatory. That’s right--mandatory. Since we have only 15 weeks together, every class is important. If you are consistently absent, you gravely jeopardize your success in the course. Missing more than 6 classes with negatively influence your grade. You will lose up to 50 participation points. More than 6 absences and I will recommend that you drop the class. Important: Students will be held responsible for any and all information missed due to absence, including assignments. Please see me if you have problems. Another IMPORTANT NOTICE: If you decide not to complete the course, it is your responsibility to officially withdraw from the class roster. If you do not withdraw yourself by the appropriate deadline, you will receive a grade of "F" for the course. Please watch those deadlines!
In addition, please be punctual. This class starts at ________. Late arrivals disrupt the class and are inconsiderate. Two late arrivals count as an absence. In extreme circumstances, say the morning of a snow storm, certain leniencies will be granted but they must be cleared by me.
• Disruptions: The use of cell phones, iPods and other such devices are disruptive to the class. Therefore, these gadgets must be turned off before class and anyone caught using them in class will be marked absent for that day.
• Be here now. When you are in class, be there. Don’t think about the pile of bills you have to pay, your ingrown toenails, or your plans for world domination, and buy into what we are doing in class. Take interest. If you hate me, look to the book. If you hate me, hate the book, look for outside help (ie a tutor, the Writing Center, etc). More than anything, in this class I will expect a lot of you both at the homework level, but also in terms of the responsibility I will delegate to you in the classroom. What does this mean? Come to class prepared, do the reading, have opinions, be smart, and be ready to talk and write about anything and everything. Easy enough? We are peers here, so act like it.
• Preparedness: You are required to do every iota of reading and writing BEFORE class starts in exactly the format required. Homework assignments are due at the beginning of class and NO LATE WORK will be accepted. Chronic lack of preparation (which is easy to spot) will result in a point deduction from your final grade.
• Participate. Class participation is essential to the workings of this class. For this reason, your ability to participate is part of your grade in this class. While it may be difficult for some of us to speak up, discussion will encompass the majority of our class time. It is, then, impossible to have a discussion if you will not speak, so please let us hear what you have to say.
• I try to design this course to help you develop your skills as an academic writer. While each student struggles with a unique set of challenges in his/her writing, it is important that we, as a group, discuss those issues and offer our ideas. As noted above, your participation is essential to the quality of this class, and without it, our time together will be reduced to me asking questions followed by 45 minutes of silence, which will be horrible in all kinds of ways. I am interested in creating an in-class environment in which we all feel safe to request clarification, share our ideas, respond to the reading, respond to someone’s response, ask a question, object and offer alternate points of view (though respectfully). In short, I want this to be a place of honest exchange, so you do your part and I’ll do mine.
I addition, all students are encouraged to visit with me during my office hours.
• Be mellow. This classroom is a safe haven for all ideas. There are no rights and wrongs, just opinions. Throughout the class we will discuss topics on which we will not all agree. Respect everyone as an equal, even if you really, really, disagree with what they are saying. That means no punching, no cussing, no belittling/degrading a person’s pov, no yelling, etc. Basically, be cool. We are all unique individuals entitled to our own opinions and beliefs, however, any comments, jokes, actions, remarks, or sounds that denigrate the worth of an individual’s race, creed, culture, ethnic background, sexual preference, and gender are inappropriate and will not be tolerated. In other words, remember the golden rule, and everything will be fine. If you don’t think you can handle this, please drop now.
Don’t be afraid to be yourself. Write beautiful sentences, participate, laugh, cry, be alive, and when you are in this class find something you are interested in and run with it. Your enjoyment/happiness with this class, and all classes, is primarily wrought in your ability to make it your own. Put forth the effort. You are paying for it after all. If you aren’t interested in anything, well, I can’t really help you, that is your responsibility.
Late Papers: Late work will not be accepted unless otherwise approved by me.
Class Blog: I will keep a blog for this class that will act as a place for me to make notes, handouts, the syllabi, important information regarding the class, etc available to you. This blog is available at www.jeffbeckersclass.blogspot.com. I have two class blogs, so make sure you view the correct one.
Academic Integrity: Cheating and plagiarism are serious offenses and represent violations of college policy. These violations will not be tolerated and will be dealt with according to the college’s Academic Integrity Procedures. The college defines plagiarism as intentionally or knowingly representing the words or ideas of another as one's own in any academic exercise. The following are considered to be forms of plagiarism:
• Word-for-word copying of another person’s ideas or words
• Interspersing one’s own words within a document while, in essence, copying another’s work.
• Rewriting another’s work, yet still using the original author’s fundamental idea or theory.
• Inventing or counterfeiting sources.
• Submission of another’s work as one’s own.
• Neglecting quotation marks on material that is otherwise acknowledged.
Clear cases of plagiarism will result in a failing (zero) grade on the assignment. In some cases, such a failing grade may result in a lowered or failing grade for the course. In the most serious cases, the instructor may pursue grievance procedures through the Dean of Students to administer a punitive failing grade or other appropriate disciplinary action.
Americans with Disabilities Act (ADA): Students with a documented disability who need reasonable accommodations to achieve course objectives should notify the instructors and apply for services at the Center for Persons with Disabilities with the first week of class.
Writing Center: All students are encouraged to work with tutors in the Writing Center or in the Online Writing Lab (OWL). The mission of the Writing Center is to provide a learning environment with rich and varied resources where a student may become an active learner. A student can work with a tutor on any part of a writing assignment or at any point during the writing process. The Writing Center is located in South Classroom, Room 142. The OWL can be accessed at: owl.ccd.edu.
Teaching Philosophy: I enjoy teaching writing and rhetoric and take great pleasure in my students’ developing proficiency in academic reading, writing, and critical thinking. I approach my teaching like a coach or mentor, but please be advised that I consider higher education an exercise in self-reliance. That said, I will not rescue students from the consequences of their choices. Please understand that enrolling in this class does not mean that you should expect me as your teacher to be solely responsible for your unique learning experience. I will do my utmost to ensure that you do improve your writing abilities and leave my class better equipped to handle future courses and job requirements; however, you must take responsibility if you fail to live up to the demands of the course. I expect that students will familiarize themselves with the course requirements and policies and do their best to follow these guidelines.
In other words, I will do my part, you do yours.
I understand these rules and regulations.
Signed _______________________________ Date: _______________________
Homework for Monday 1/26
Welcome Engl. 122-02 to the Spring 09 Semester of English Comp. II. For Mon. please read Chapter One in the Good Reasons book.
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