Office H121P; Phone Extension: 5673
Office Hours: Mon and Wed: 2:30-3:45; Tues and Thurs: 12:15-1 and 3:30-4:15
Email: [email protected]
Course Catalog Description:
This course is designed to strengthen the students’ ability to read with understanding and discernment, to discuss assigned readings intelligently, and to write clearly. Emphasis will be on writing essays in which each paragraph relates to a controlling idea, has an introduction and a conclusion, and contains primary and secondary support. College-level reading material will be assigned to provide the stimulus for class discussion and writing assignments, including a required research paper.
Course Objectives:
One. Recognize and revise sentence-level grammar and usage errors.
Two. Read and apply critical-thinking skills to numerous published articles and to college-level, book-length works for the purpose of writing and discussion.
Three. Apply appropriate strategies in the writing process including prewriting, composing, revising, and editing techniques.
Four. Compose multi-paragraph, thesis-driven essays with logical and appropriate supporting ideas, and with unity and coherence.
Five. Demonstrate ability to locate and utilize a variety of academic databases, peer-reviewed journals, and scholarly websites.
Six. Utilize MLA guidelines to format essays, cite sources in the texts of essays, and compile Works Cited lists.
Student Learning Outcomes:
Upon completion of this course, students will:
- Complete a research-based essay that has been written out of class and undergone revision. It should demonstrate the student’s ability to thoughtfully support a single thesis using analysis and synthesis.
- Integrate multiple sources, including a book-length work and a variety of academic databases, peer-reviewed journals, and scholarly websites. Citations must be in MLA format and include a Works Cited page.
- Demonstrate logical paragraph composition and sentence structure. The essay should have correct grammar, spelling, and word use.
Students with Disabilities:
It is the policy of the El Camino Community College District to encourage full inclusion of people with disabilities in all programs and services. Students with disabilities who believe they may need accommodations in this class should contact the campus Special Resource Center (310) 660-3295, as soon as possible. This will ensure that students are able to fully participate.
Academic Honesty and Plagiarism:
El Camino College places a high value on the integrity of its student scholars. When an instructor determines that there is evidence of dishonesty in any academic work (including, but not limited to cheating, plagiarism, or theft of exam materials), disciplinary action appropriate to the misconduct as defined in BP 5500 may be taken. A failing grade on an assignment in which academic dishonesty has occurred and suspension from class are among the disciplinary actions for academic dishonesty (AP 5520). Students with any questions about the Academic Honesty or discipline policies are encouraged to speak with their instructor in advance.
Attendance Policy: Students are expected to attend their classes regularly. Students who miss the first class meeting or who are not in regular attendance during the add period for the class may be dropped by the instructor. Students whose absences from a class exceed 10% of the scheduled class meeting times may be dropped by the instructor. However, students are responsible for dropping a class within the deadlines published in the class schedule. Students who stop attending but do not drop may receive a failing grade.
Student Resources:
- Reading Success Center (East Library Basement E-36)
Software and tutors are available for vocabulary development & reading comprehension. - Library Media Technology Center - LMTC (East Library Basement)
Computers are available for free use. Bring your student ID # & flash drive. There’s a charge for printing. - Writing Center (H122)
Computers are available for free use. Free tutoring is available for writing assignments, grammar, and vocabulary. Bring your student ID & flash drive to save work. Printing is NOT available. - Learning Resource Center - LRC (West Wing of the Library, 2nd floor)
The LRC Tutorial Program offers free drop-in tutoring. For the tutoring schedule, go to www.elcamino.edu/library/lrc/tutoring .The LRC also offers individualized computer adaptive programs to help build your reading comprehension skills. - Student Health Center (Next to the Pool)
The Health Center offers free medical and psychological services as well as free workshops on topics like “test anxiety.” Low cost medical testing is also available. - Special Resource Center – SRC (Southwest Wing of Student Services Building)
The SRC provides free disability services, including interpreters, testing accommodations, counseling, and adaptive computer technology.
Books and Materials You Need to Buy for This Class
Cooked by Jeff Henderson
Acting Out Culture, 3rd Edition, edited by James Miller
Rules for Writers, 8th Edition by Diana Hacker
2 Blue Books for in-class writing exams
Total Words Written in Semester: 8,000; Total Points: 1,000
One. First four 1,400-word essays are 150 points each.
Two. Final Capstone Essay: 1,400-word essay is 200 points.
Three. The final essay, Number 5, is 200 points and needs a completed typed draft for peer edit due the class before the final draft is due. This completed draft must be completed on Peer Edit day or student loses 20 points on Final Capstone essay.
Four. In-Class Reading Exams are 500 words for 100 points each.
Total Points: 1,000 (A is 900-100; B is 800-899; C is 700-799; D is 600 to 699)
Essay #1 Options with 3 sources Due 9/18
One. Apply the wisdom of Arthur C. Brooks’ essay “Love People, Not Pleasure” to develop a thesis that analyzes the personal transformation of Jeff Henderson rendered in his memoir Cooked.
Suggested Outline:
Paragraph 1: Summarize Brooks’ essay in 250 words.
Paragraph 2: Summarize Henderson’s memoir in 250 words.
Paragraph 3: Your thesis that shows how Henderson’s transformation illustrated Brooks’ ideas: 150 words. (650 subtotal)
Paragraphs 4-8 will support your thesis with 150 words each for 750 words and 1,400 subtotal.
Paragraph 9, your conclusion, will restate your thesis in dramatic form.
Two. A wise man once said that when we think we're rising in life, we're really falling and when we think we're falling, we're really rising. In a 6-page essay, apply this wisdom, in all of its psychological complexity, to Jeff Henderson's journey and compare to someone from a personal interview. Use blog, book, and personal interview for your sixth page, your Works Cited page.
Suggested Outline:
Paragraph 1: Write a narrative of someone who thought he or she was rising but was actually falling in 200 words.
Paragraph 2: Summarize Henderson’s memoir in 200 words.
Paragraph 3: Your thesis analyzes how Henderson’s memoir is an illustration of the wise man’s adage with 5 mapping components. 150 words, 550 subtotal.
Paragraphs 4-8 will support your thesis with 150 words for 750 words and 1,300 subtotal.
Conclusion, a dramatic restatement of your thesis for 100 words for 1,400 words.
Essay #2 Options with 3 Sources for Works Cited Due 10/9
One. In an essay of appropriate length, defend, refute, or complicate Cal Newport’s argument from his book excerpt (available online) from So Good They Can't Ignore You that the Passion Hypothesis is dangerous and should be replaced by the craftsman mindset.
Use 3 sources for your Works Cited page.
Suggested Essay Structure:
Paragraph 1: Summarize Newport's argument in 250 words.
Paragraph 2: Explain how you've been pursuing your career goals before reading Newport's book. Then explain how his book affects the way you might re-think your strategy and approach to your career plans. 250 words.
Paragraph 3: Your thesis: Example: "Cal Newport's argument that should should shun the Passion Hypothesis and replace it with a craftsman's mindset is convincing (is not convincing) because ______________, ______________, _________________, and ______________________. 150 words (subtotal 650 words)
Paragraphs 4-7 are your supporting paragraphs (150 each for 600; subtotal is 1,250)
Paragraph 8: Counterargument-Rebuttal Paragraph in which you anticipate how your opponents will oppose your thesis and your rebuttal to their counterargument. (150 words for subtotal of 1,400 words)
Paragraph 9: Conclusion: Dramatic reiteration of your thesis. (100 words for grand total of 1,500 words).
Two. Sherry Turkle’s “The Flight from Conversation” and Curtis Silver’s “The Quagmire of Social Media Friendships” (444) allege certain pathologies result from social media. These pathologies include an empathy deficit, depression, narcissism, shortened attention span, online shaming, lost conversation skills, and even altered brain development. In an argumentative essay, support, refute, or complicate the assertion from Sherry Turkle’s “The Flight from Conversation” (online essay) that social media is harmful for our social, cultural and intellectual development.
Sample Outline
Paragraph 1 Summarize the pathologies explained in Turkle's and Silver's essays.
Paragraph 2: Write a profile of a person you know who is squandering his or life on social media while becoming afflicted with a myriad of social pathologies.
Paragraph 3: Write an argumentative thesis that either attributes these pathologies to social media, as is claimed in Turkle's essay, or argue that social media is not the culprit.
Paragraphs 4-7: Support your thesis with these body paragraphs.
Paragraph 8: Anticipate how your opponents would disagree with you (counterargument) and show why your opponents are wrong (rebuttal).
Typical counterargument goes like this: "My opponents claim that I am wrong because of _________; however, their claim fails to address ___________." Or, "My opponents will take issue with __________; however, their opposition is clearly misguided when we consider _______________."
Paragraph 9: Conclusion, a restatement of your thesis with powerful emotion (pathos).
Essay #3 Options with 3 Sources Due 10/30
One. Refute, support, or complicate Asma’s assertion that green guilt is not only a relative to religious guilt but speaks to our drive to sacrifice self-indulgence for the drive of altruistic self-preservation and social reciprocity.
Two. Develop a thesis that supports, refutes, or complicates the assertion Debra J. Dickerson, who wrote the “The Great White Way,” would find Michael Eric Dyson's essay "Understanding Black Patriotism" a complement to Dickerson's ideas about race, power, and hierarchy.
Three. Support, refute, or complicate Debra J. Dickerson's argument that race in America is more of a social fantasy than a reflection of objective reality.
Four. Show how the Jordan Peele movie Get Out builds on Debra J. Dickerson's argument that race in America is a cruel invention designed to create a hierarchy of power, one that can be seen in all its horror in post-Obama America. For sources, see NYT review , The Guardian review, and the Variety review.
Five. Develop a thesis that analyzes the human inclination for staying within the tribe of sameness as explained in David Brooks’ “People Like Us” (very popular with students).
Six. Support, refute, or complicate Nicholas Kristof’s assertion that slashing food stamps is morally indefensible.
Seven. Addressing at least one essay we've covered in class (“The Wages of Sin” and “Eat Cake, Subtract Self-Esteem), support, refute, or complicate the argument that overeating, anorexia, and other eating disorders are not the result of a disease but are habits of individual circumstance and economics.
Eight. Support, refute, or complicate the argument that feminist-political explanations for anorexia, as evident in Caroline Knapp's essay, are a ruse that hide the disease's real causes.
Nine. In the context of “Our Baby, Her Womb,” support, defend, or complicate the argument that surrogate motherhood is a moral abomination.
Essay #4 Options with 3 Sources for Works Cited Due 11-20
One. Support, defend, or complicate the assertion that the unstoppable presence of trolls on Twitter has made being on Twitter, for many, an exercise so embedded in futility that deleting one's Twitter account is probably the best option. Consult Lindy West's "I've Left Twitter," Joel Stein's "How Trolls Are Ruining the Internet," Kathy Sierra's "Why the Trolls Will Always Win," Andrew Marantz's and "The Shameful Trolling of Leslie Jones." You can also consult the online essay “The Unsafety Net.”
Two. In the context of “The Flip Side of the Internet” and “The Evolution of Shaming,” develop a cause and effect thesis about the frenzy of shame that is evident in the age of social media.
Three. Comparing “Faces in the Mirror” and “The Flip Side of the Internet,” develop a thesis that analyzes the confluence of narcissism and celebrity worship.
Four. In the context of “Unspeakable Conversations,” defend, refute, or complicate Peter Singer’s position that there are moral grounds for infanticide or “mercy killings.”
Five. Develop a thesis that defends, refutes, or complicates Paul Bloom’s assertion that simple-minded notions of empathy are actually dangerous and diminish us as human beings.
Six. Develop a thesis that defends, refutes, or complicates the argument that the NFL is a moral abomination that must be boycotted.
Seven. Develop a thesis that defends, refutes, or complicates the argument that mass incarceration is “The New Jim Crow.”
Essay #5 Options: Capstone Essay with 5 Sources for Works Cited Due 12/11.
One. Support, refute, or complicate Alfie Kohn’s assertion from “Degrading to De-grading” that grading is an inferior education tool that all conscientious teachers should abandon.
Two. Support, refute, or complicate the inferred lesson from bell hooks’ essay, “Learning in the Shadow of Race and Class” that upward mobility requires a betrayal of one’s economic class and even family.
Three. In the context of one or more essays we’ve read about standardized testing, support, refute, or complicate the assertion that standardized testing is a money-making canard sodden with incompetence, corruption, and moral bankruptcy, and therefore must be abolished.
Four. Support, refute, or complicate the argument that “Against School” and any other essays we’ve covered persuasively evidence that American education is more about protecting private business interests, maintaining class bias, and asserting mass control than it is about promoting real empowerment such as critical thinking, independence, and freedom.
Five. In the context of John Taylor Gatto’s “Against School,” support, refute, or complicate the argument that that American education is more about protecting private business interests, maintaining class bias, and asserting mass control than it is about promoting real empowerment such as critical thinking, independence, and freedom.
Six. Bell Hooks sees the self-destruction from extreme self-abasement on one hand and extreme privilege on the other. She is on a quest for a healthy middle ground. These components of toxic self-abasement and toxic privilege, and the sick symbiotic relationship between the rich and poor, are evident in Hooks' essay, "Learning in the Shadow of Race and Class" (287). Toxic abasement and the sick symbiotic relationship between the rich and the poor are also evident in "The Consequences--Undoing Sanity" (342), "How the Poor Are Made to Pay for Their Poverty," and Linda Tirado's online essay "Why I Make Terrible Decisions." Develop a thesis that compares the toxic symbiotic relationship between the rich and the poor in the aforementioned essays and show that human redemption is from a sense of healthy, well-balanced privilege that doesn't exclude social conscience. (This prompt has the thesis embedded in it.)
Seven. Addressing Cathy Young's online essay "Linda Tirado's Poverty Tale: Not Quite Fake, Far from Accurate," develop an argumentative thesis that addresses the charge that Tirado is guilty of committing a "poverty hoax."
Your guidelines for your Final Research Paper are as follows:
This research paper should present a thesis that is specific, manageable, provable, and contestable—in other words, the thesis should offer a clear position, stand, or opinion that will be proven with research.
You should analyze and prove your thesis using examples and quotes from a variety of sources.
You need to research and cite from at least five sources. You must use at least 3 different types of sources.
At least one source must be from an ECC library database.
At least one source must be a book, anthology or textbook.
At least one source must be from a credible website, appropriate for academic use.
The paper should not over-rely on one main source for most of the information. Rather, it should use multiple sources and synthesize the information found in them.
This paper will be approximately 5-7 pages in length, not including the Works Cited page, which is also required. This means at least 5 full pages of text. The Works Cited page does NOT count towards length requirement.
You must use MLA format for the document, in-text citations, and Works Cited page.
You must integrate quotations and paraphrases using signal phrases and analysis or commentary.
You must sustain your argument, use transitions effectively, and use correct grammar, spelling, and punctuation.
Your paper must be logically organized and focused.
Late papers reduced a full grade. No late papers accepted a week past due date.
Peer Edit
You must do a peer edit. You must show up to class on peer edit day with a completed typed draft for 20 points.
You Can’t “Ride” the Class
If you’re “riding” the class, that is missing more than 10% of classes and not keeping up with assignments, you can’t fulfill the Student Learning Outcomes, and you will be dropped.
You Must Use turnitin to submit essay and bring hard copy on due date
Each essay must be submitted to www.turnitin.com where it will be checked for illegal copying/plagiarism. I cannot give credit for an essay that is not submitted to this site by the deadline.
The process is very simple; if you need help, detailed instructions are available at http://turnitin.com/en_us/training/student-training/student-quickstart-guide
You will need two pieces of information to use the site:
Class ID and Enrollment Password, which I will give you first week of class
Classroom Decorum: No smart phones can be used in class. If you’re on your smart phone and I see you, you get a warning the first time. Second time, you must leave the class and lose 25 points. Third time, you must leave the class and lose 50 points. The above also applies to talking and doing homework from other classes.
Tardies: It’s reasonable to be late a couple of times a semester, but some students consistently show up late to class, and this distraction compromises the learning environment significantly. Therefore, starting on the fourth tardy, 50 points must be deducted from total grade and another 25 points must be deducted for every tardy after that.
Reading and Writing Schedule
August 28 Introduction; syllabus, writing assignments, grading rubric
August 30 Cooked 1-50; comma splices
September 4 Holiday
September 6 Cooked 51-100; signal phrases, sentence fragments
September 11 Cooked 101-end; parallelism
September 13 In-Class Blue Book Essay Exam #1 for 100 points
September 18 Cooked Essay #1 Due; Cal Newport So Good They Can’t Ignore You
September 20 Can Newport continued; dangling modifiers
September 25 “Flight from Conversation”; writing introductions
September 27 "Quagmire of Social Media Relationships" 444 and "Exploring Facebook Depression"
October 2 "Is Facebook Making Us Lonely?", "Facebook Isn't Making Us Lonely," "How Facebook Makes Us Unhappy"
October 4 ; "I, Narcissist--Vanity, Social Media, and the Human Condition"; signal phrase review
October 9 Essay 2 Due; “Green Guilt” (25); sentence variety
October 11 “The Great White Way” (68); “Understanding Black Patriotism (52)
October 16 “People Like Us” (62)
October 18 “Prudence or Cruelty” (172); counterargument templates
October 23 “The Wages of Sin” (181), “Add Cake, Subtract Self-Esteem” (188)
October 25 “Our Baby, Her Womb” (418)
October 30 Essay 3 Due; Should We Delete Our Twitter Accounts?
November 1 “The Faces in the Mirror” (31), “The Flip Side of Internet Fame” (90)
November 6 “Unspeakable Conversations” (96)
November 8 Online essays about empathy and boycotting the NFL
November 13 Online essays about reparations debate
November 15 Online essays about mass incarceration and “The New Jim Crow,” including “The Caging of America”
November 20 Essay 4 Due; “From Degrading to De-Grading” (238)
November 22 “Learning in the Shadow of Race and Class” (287), “Against School” (271)
November 27 “Everything You’ve Heard About Failing Schools Is Wrong” (252), online essay "Why Poor Schools Can't Win at Standardized Testing"; John Oliver video
November 29 “The Consequences—Undoing Sanity” (342), “Fifteen Years on the Bottom Rung” (353), online essay: Linda Tirado's "This Is Why Poor People's Bad Decisions Make Perfect Sense"; Cathy Young's "Linda Tirado's Poverty Tale: Not Quite Fake, Far from Accurate"
December 4 “How the Poor Are Made to Pay for Their Poverty,” write preliminary thesis in class
December 6 Peer Edit: Bring your typed completed first draft to class.
December 11 Essay 5 Due; Blue Book Exam Part 1
December 12 Blue Book Exam Part 2
Comments