Syllabus CSUEB English 1002
College Writing II Online
Rhetorical Analysis, Argumentation, and Research – 4 units
Instructor: Georgie Ziff
Website:
Course Description: English 1002 is 4 unit expository writing class with emphasis on critical reading, rhetorical analysis, persuasion and argumentation with concentration on the preparation and writing of the research paper.
Prerequisite: ENGL 1001 with grade of "C-" or better.
Course Objectives:
1. Review and refine writing skills that pertain to process, including audience awareness, prewriting, thesis generation, outlining and essay organization, effective sentence generation, paragraph development, effective proofreading and revision
2. Become familiar with various models of argumentation
3. Master the Toulmin model of rhetorical analysis, including terminology such as “claim,” “evidence,” “warrant” or “assumption,” “backing,” and “logical fallacy”
4. Refine critical reading skills
5. Critically read, discuss, and evaluate the rhetorical effectiveness of a written argument in terms of ethos, pathos, and logos, (inductive and deductive reasoning), audience appeal and strategies of support
6. Deepen familiarity with the conventions of academic writing, including demonstrating command of MLA documentation style
7. Generate well-reasoned and authoritatively supported argumentative essays in the form of rhetorical analyses of a range of texts, including argumentative essays, speeches, op ed pieces, advertisements, film, and some literature
8. Become familiar with primary and secondary research methods and protocol, including personal interviews, surveys, library searches, on-line searches, documentation format, note-taking, and annotated bibliography
9. Assert a position on a debatable issue (e.g., political, social, or cultural issues) and persuasively support it with authoritative evidence acquired through research
10. Show evidence of awareness of differing points of view and be able to address those points of view
11. Engage in the process of generating a major argumentative research essay.
Lower Division GE Written Communication Outcomes GE Area A2
(English 1001 and 1002)
Students who have completed general education requirements should be grounded in the rhetorical principles that govern reading and writing. These principles are fundamental to logical thinking and clear expression. For reading, they presume open-mindedness combined with critical thinking and analytical skills; and for writing, they presume an awareness of audience, context, and purpose.
Lower division writing courses will provide students with the opportunities to learn the following competencies:
Reading. When reading a text, students are expected to:
1. Read for the meaning of a text by determining its purpose, intended audience, and significance;
2. Understand the historical context of the text;
3. Engage with and offer thoughtful responses to ideas in the text;
4. Question authors and texts;
5. Evaluate the text according to criteria appropriate to the context.
Writing. When writing a text, students are expected to:
1. Realize that writing is a recursive process involving prewriting and revision;
2. Compose an essay with a clear thesis and evidence to support the thesis;
3. Understand the role of logically sequenced and fully developed paragraphs;
4. Develop and have confidence in one’s own ideas
5. Demonstrate awareness of other points of view and how to address them;
6. Incorporate research into an essay, including summarizing, paraphrasing, and properly quoting and citing material from other sources;
7. Know the ethics of academic writing and of accuracy in the use of evidence;
8. Organize an essay in light of audience expectations;
9. Present material logically and without fallacies;
10. Present material in language appropriate for the context, usually in standard written English that is grammatically and syntactically correct;
11. Be familiar with strategies for timed writing.
Required Texts/Materials:Reading Critically, Writing Well,10theditionbyAxelrod, Cooper and Warriner. ISBN:978-1-4576-3894-7
The book is available in bothhard copyande-bookeditionsat the campus bookstore and online through the publisher.Both versions at the bookstore are packaged that includes:
- thevideo access codeyou will need to watch the videos in the course (Video Central)
The e-book version =ISBN 10-4576-4991-8.To buy the e-book directly from the publisher, go to this link:
First you have todownload an e-reader, then download the book. Be sure to scroll down in the right column the find the correct title.
The book is sold on Amazon, however, if you do buy the book elsewhere, you must purchase the access code for Video Central directly from the publisher.
Here is a link for Video Central:
and click on "purchase access online".
Internet Requirements:
You will be accessing websites for articles, interactive quizzes, readings,videos and writing exercises, so you must have reliable computer and internet access and a current Horizon email account.
Contact Information:
Emails are ONLY accepted through Blackboard. Those sent outside Blackboard will not receive a response.
Before emailing, be sure to read ALL the Orientation materials, FAQs, syllabus and the Schedule folders.Emails are discouraged, as the course provides all necessary information through written instructions, PPTS, and videos. DO NOT email with questions whose answers are found in the course. Make the effort to find the answers.
If necessary to email, theywill be responded to within 48 hours during the work week: Mon - Fri. before 5 pm.Those received after 5pm Friday will receive a response Monday.
Course Web pages aside from Blackboard:
*
My website contains helpful writing resources, and your class page has the syllabus and schedule, as well as essay guidelines and class information.
Weekly Summary Response Analysis Assignments:
For each assignment, you must write THREE paragraphs:
1. Paragraph one summarizes the assignment; this describes the main points of the article/video/powerpoint.
2. Paragraph two is your response: what you learned, how it could influence your writing.
3. Paragraph three compares and contrasts how the topic is discussed and explained in the different media formats. How does audience and purpose affect the creation of the video, for example? Look at the fonts and styles used in the powerpoints. Examine the language of the article. Which media did you find most effective and why?
* Weekly assignments are due Friday by 5pm – DO NOT use file attachments for assignment submissions.
File attachments are only used for essays.
How to Submit Assignments:See the instructional video on Blackboard showing how to submit assignments:
Click Schedule on the Menu Bar in Blackboard - Weeks are organized by folder. Click on the assignment to open the dialogue box in which you write.
Late assignments are discouraged and receive only partial credit: 5 points for submission during the assigned week; 3 points for the week after; 1 point for every week after that.
Discussion Board Participation:
You are required to post responses to Discussion Questions on the Discussion Board by clicking on the MenuBar button. The Reading Like a Reader and Reading Like a Writer questions follow each of the assigned readings in the text. You must contribute to the discussions of each reading, and respond to TWO of your classmates' responses in the discussion board, making substantive responses for each reading. Show respect for your classmates and their ideas. During discussions, many different opinions will be expressed. All are welcomed and none are to be ridiculed. Use appropriate language during discussion, and refrain from domination a discussion. Keep audience and purpose in mind.
Credit is given for Discussion Board participation only during the week of the discussion topic. Late posts/responses are NOT accepted – the Discussion Board closes on Friday at 5pm. Posts receive a possible 6 points; 2 points for your own post, and 2 points each for substantive responses to classmates.
Essays:
You will write two essays this quarter.
*Evaluation Essay: 4-6 pages, or 1,000-1,500 words with full revisions &
Turnitin Originality Report for the final draft. The Evaluation Essay is due during the fifth
week of class.
* Proposal to Solve a Problem Research Project: 6-8 pages and theTurnitin
Originality Report for the final draft. The Proposal Essay and Portfolio is due
during the last week of class.
To submit essays, click on the Essay Info and Submit button on the Menu Bar on Blackboard. Click on View/Completeunder the Turnitin icon to upload your document.
- (See the instructional video in the course showing How to Submit Essays and How to Obtain the Turnitin Originality Report).
The drafts will be peer-reviewed online in the Wiki between you and your classmates in your small online group. See the instructional video in the course showing How to Upload Essays to the Wiki for peer review. You are encouraged to take your work to the Student Center for Academic Achievement (SCAA and work with a tutor. You will prepare the final draft based on the feedback you receive and this final draft will be graded.
How to Format Your Essays in MLA style:
Double-spaced in the upper left hand corner on only first page:
Your Name Page numbers in upper right hand corner
English class
Instructor G. Ziff
Assignment (Evaluation Essay, for example)
Date
Draft One (or Two or Three)
Titles are Centered and Capitalized Correctly in
Same Size Font and not Underlined nor Bold
Double Spaced throughout, 12 point font with 1" margins
Grading in this course:
* Evaluation Essay is worth 20%
* Proposal Solution Essay is worth 25%
* Portfolio is worth 10%
* Assignments are worth 15%
* Discussion Board Participation is worth 15%
* Group Rhetorical Analysis Presentation is worth 15%
Guidelines and due dates for essays are on the Schedule in the Blackboard course.
Late Essays are discouraged during the course and as result, receive one full grade deduction.
The final date for late work submission is the last Wednesday of the last week of the class, after which late work will NOT be accepted without prior approval from the instructor, which would result in one full grade deduction.
Group Rhetorical Analysis Presentations:
Using the collaboration wiki in your online small group youwill evaluate an essay from the textbook (one that the class has not been assigned in the course) from a rhetorical point of view, analyzing audience, purpose, and strategy of the writer, using the template on Blackboard under Course Materials. In your groups, you will divide the analysis into parts, each contributing to the presentation as a whole. You will research and then teach to the whole class. You will present the information you learn in a PowerPoint Presentation.When posted,all students must read them and evaluate them on the discussion board.
- Presentations are due by Wednesday Week Nine.
- Presentation Reviews are shared by Friday Week Nine.
Portfolio Final Writing Requirements: Your portfolio is due in the Blackboard Portfolio section by Wednesday of the last week of class, and will be created and shared in the "My e-Portfolio" link.
The Portfolio Guidelines are listed on Blackboard.
- Watchthe instructional videos: How to Create Portfolios and How to Share Portfolios in the course.
Course Assignments:
In this class students will perform the following tasks:
• Review the components of different types of argumentative essays
• Read assigned text and essays
• Explore vocabulary usage, especially as it pertains to rhetorical analysis of Toulmin, Classical, and Rogerian modes of rhetorical analysis and argumentation
• Improve critical reading and argumentative writing skills by discussing essays, written by both students and professionals
• Practice incorporating secondary sources into their own writing
• Write and revise rhetorical analysis essays and/or write and revise argumentative essays supported with well-researched evidence
• Work in peer revision groups
• Engage the process of producing a major argumentative research essay.
Academic honesty and plagiarism policy:
Plagiarism is defined as any content in any sentence in essays that you did not discover through first hand experience, or that is common knowledge, you will need to provide:
* correct in-text citations in parentheses
* correctly formatted Works Cited page
Cheating or plagiarism will not be tolerated and will result in severe disciplinary action. Students are required to complete the lesson on plagiarism and sign the statement.
Cheating is defined as possessing unauthorized sources of information during an exam; copying the work of another student during an exam; completing an assignment for another student; submitting out-of-class work for an in-class assignment; retaining exams or other materials after they were supposed to be returned to the instructor; submitting the same paper for two different classes without approval of both instructors; and inventing data or falsifying an account of data collection.
Plagiarism is taking the words of another and either copying or paraphrasing those words without giving credit to the source (through parenthetical citations, quotation marks, reference citations, all of which we will go over in class). This includes using material from the Internet without citing correctly. I am required to file a report of academic dishonesty with the Department of Academic Affairs should an act of plagiarism occur. The first incidence of plagiarism will result in an “F” on the assignment and you will be reported to the Dean of the College. If plagiarism occurs a second time, you will fail the course.
By enrolling in this class the student agrees to uphold the standards of academic integrity described in the catalog at
Information on what to do in an emergency situation (earthquake, electrical outage, fire, extreme heat, severe storm, hazardous materials, terrorist attack) may be found at:
Please be familiar with these procedures. Information on this page is updated as required. Please review the information on a regular basis.
Safety Policy
California State University, East Bay is committed to being a safe and caring community. Your appropriate response in the event of an emergency can help save lives. Information on what to do in an emergency situation (earthquake, electrical outage, fire, extreme heat, severe storm, hazardous materials, terrorist attack) may be found at:
Grievance Policy
English Department Grievance Policy: All student grievances concerning grading or other areas are to be brought to the attention of the course instructor before any other action can be. If you cannot find a resolution to your grievance, then you and your instructor will meet with the head of the composition program or the Dean of the English Department.
Disability Accommodations
If you have a documented disability and wish to discuss academic accommodations, or if you would need assistance in the event of an emergency, please contact me as soon as possible. Students with disabilities needing accommodation should speak with Accessibility Services.
Final notes:
This syllabus is subject to change as needed. I may also assign individualized homework to help you improve particular skills.