English 1D Course Information

REQUIRED TEXTS:

THiNK: Critical Thinking for Everyday Life(Judith A. Boss)

Prerequisite: English 1A with a grade of "C" or better.

Catalog Statement
This course is designed for students who wish to transfer to a four year college or university. The course will emphasize the development of critical thinking skills through instruction in essay writing by focusing on the principles of logic and developing the abilities to analyze, to criticize, and to reach reasoned conclusions. Critical thinking will be refined by close reading of mainly non-fiction prose to distinguish fact from value judgment and knowledge from mere opinion. Students will be required to write between 8,000 and 10,000 words divided among several essay assignments. (CSU, UC)

General Aims
The student will

1. read and evaluate college level material on contemporary issues from a variety of sources;
2. identify and analyze the structure of arguments;
   
3. evaluate the soundness of arguments.

Course Objectives
The student will

1. distinguish between inductive and deductive processes and develop arguments using both patterns;
2. distinguish between factual supporting material and judgmental supporting material;
3. make inferences from texts;
4. contrast and evaluate the differing effects of denotative and connotative uses of language;
5. explore outside sources and assess their value for use in supporting the writer's own arguments;
6. employ such writing techniques as analysis, synthesis, and summary;
7. practice critical thinking skills necessary to write definition, causal analysis, evaluation, persuasion, and refutation;
8. demonstrate logical organization and effective presentation of ideas in advanced written communication.

Course Outline

I. Critical Thinking Skills: Elements of Reasoning
Students will practice the critical thinking processes on a variety of topics in informal and formal situations both in speech and in writing. The stages of problem recognition, information gathering, information interpreting, conclusion drawing, and decision making will be exercised and analyzed throughout the semester.

The student will

• assess purpose or goal in investigating a problem;
  
• establish point of view or frame of reference;
• identify assumptions;
  
• determine implications and consequences;
  
• distinguish between concrete and abstract proofs;
• recognize reasons;
  
• recognize and generate inferences and conclusions;
• establish intellectual standards such as clarity, precision, plausibility, and fairness.

II. Critical Reading Skills
Students will practice comprehension, paraphrasing, synthesizing, and evaluating skills as they read theme-centered groupings of literary works from a variety of genres.

The student will

• read for identification of the argument and
  
  • identify premises and conclusions,
    
  • identify unstated premises
    
  • identify inductive and deductive arguments,
  • identify logical fallacies;
    
  • evaluate arguments for validity;
    
  • evaluate assertions for cultural assumptions;
    
  • valuate authority;
    
  • draw inferences from available data and evidence;
    
  • recognize denotative and connotative language;
    
  • evaluate diction, tone, style, and mood;
    
  • explore rhetorical devices such as humor, satire, irony, paradox, and analogy.

III. Critical Writing Skills
Students will independently establish argumentative claims and support them through the application of logic and the marshalling of clear and valid evidence presented in a compelling and unified manner. Writing goals encompass the understanding of classical rhetorical devices and organizational patterns of argument, proficiency in using these devices and patterns, and competency in recognizing, selecting, and employing credible sources for support of an opinion.

A. PREWRITING SKILLS

The student will

1. create a clear definition of an issue or problem in a social, political, economic, religious, or philosophical category;
2. formulate a clear thesis that establishes a solid claim;
3. synthesize a list of reasons to support the thesis;
4. identify and categorize supports for the reasons;
5. identify and list opposing points of view;
6. define the assumptions underlying the opposing points of view;
7. argument;
8. define the audience for whom the argument is intended;
9. select a tone appropriate for the argument.

B. COMPOSING SKILLS

The student will

1. compose an introduction appropriate to the nature of the argument;
2. create a specific, clear thesis statement;
3. use vivid, specific, concrete language suitable to the tone of the argument;
4. employ appeals to logic, authority, and emotion as necessary;
5. marshal strong evidence;
6. employ transitions and internal organizational signals;
7. compose a conclusion that frames the argument.

Student's Obligations
Because English 1D is a transfer-level English composition course comparable to those courses offered by the state college and university systems, students are expected to approach the course with a mature outlook and the desire to learn and utilize the material being studied.

Success in this course calls for three essentials:

1. attending and participating actively in the class,
2. following directions, and
3. meeting deadlines.

1. be prepared for each class meeting;
2. have assignments finished by due date: oreadings, exercises, and assignments must be completed by the dates specified; orevisions and rewrites (See instructor).
3. maintain an acceptable attendance record; assignments and exercises are due for almost every session of class; many classes follow a workshop format, in which we discuss the exercises done by you and your classmates; regular attendance and active participation in class discussion are, therefore, mandatory.

   For each unexcused absence beyond three, ten points will be subtracted from your semester point total.

4. maintain a satisfactory level of scholarship;
5. follow college policy for behavior.

Method of Evaluation
Students will be evaluated on the level of critical thinking, reading, and writing skills they demonstrate in their prewriting activities, journal entries, writing exercises, group discussions and presentations, formal essays, quizzes, and written examinations.

The mastery of these skills will be measured primarily by the formal argumentative essay assignments.

• Each student's progress and development will be evaluated by the instructor on the basis of the student's ability to utilize the subject matter of the course in written and oral work.
• Each student should meet with the instructor periodically for an analysis and discussion of the student's work.
• Each student will be graded on individual assignments and will earn a final grade based on overall performance and improvement and the fulfillment of the course assignments.

A or B
An essay that meets composition requirements: worthwhile content; sensible organization; readable style; and appropriate style, and mechanics.

C
An essay that satisfies most of these requirements, but has a few easily correctable deficiencies.

D or F
An essay that needs extensive revision to meet all the requirements or has the type or number of mechanical errors that would distract reader comprehension.

C or D or F
The first two essays may be rewritten for a higher grade. Revisions for a better grade must be resubmitted by the next immediate class meeting. A Grade of B is the highest grade possible on any rewritten essay.

Grading Policy

A       4.0     100 - 93        C+      2.3     79 - 78
A-      3.7     92 - 90         C       2.0     77 - 73
B+      3.3     89 - 88         C-      1.7     72 - 70
B       3.0     87 - 83         D+      1.3     69 - 68
B-      2.7     82 - 80         D       1.0     67 - 60
                                F       0.0     59 - 0 

The final course grade will be determined by the following:

• 60%.....5 Major Documented Research Essays,
• 30%.....Other Assignments
  • Out of Class Essays,
  • In Class Essays,
  • Quizzes,
  • Tests
• 10%.....Final Exam Essay

Major Documented Research Essays - Due Dates

• Major Documented Research Essay #1 _____________________________
• Major Documented Research Essay #2 _____________________________
• Major Documented Research Essay #3 _____________________________
• Major Documented Research Essay #4 _____________________________
• Major Documented Research Essay #5 _____________________________

All Major Documented Research Essays must

• be argumentative;
• consist of a minimum of 5 pages (Major Documented Research Essay #4 has an eight page minimum.;
• cite a minimum of 4 sources;
• adhere to appropriate documentation style guides such as MLA or APA;
• be typed and use a 10 or 12 font size.

Office: SHIMA 201
Phone: (209)954-5589
Conference Hours: By Appointment (Answering machine if not in)

English 1D  Final Exam Schedule

	DAY__________________ DATE__________________ TIME _____________

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