McMahon English 1C Critical Thinking Syllabus Fall 2016

McMahon English 1C Critical Thinking Syllabus Fall 2016

Office: H121P; extension 5673

Office Hours: Monday and Wednesday: 1:30-2:00 and 3:30-4:15 and Tuesday and Thursday: 2:30-3:45

Students with Disabilities:

If you have a documented disability and wish to discuss academic accommodations, please contact me as soon as possible.

Course Catalog Description:

This course focuses on the development of critical thinking skills. Students will apply these skills to the analysis of written arguments in various forms and genres, both classic and contemporary, and to the writing of effective persuasive essays. Students will learn to evaluate and interpret data, to recognize assumptions, to distinguish facts from opinions, to identify and avoid logical fallacies, to employ deductive and inductive reasoning, and to effectively assert and support argumentative claims.

Course Objectives:

Evaluate arguments in terms of bias, credibility, and relevance.
Assess an argument's claims by examining assumptions, by differentiating between facts and inferences, by recognizing errors in logic, by analyzing support, and by identifying both explicit and implied conclusions.
Recognize and assess argumentative claims embedded in literary works, advertisements, political tracts, and presentations in other media.
Express critical viewpoints and develop original arguments in response to social, political, and philosophical issues and/or to works of literature and literary theory.
Demonstrate the ability to evaluate electronic sources and databases, to incorporate research from on-line and print media, and to compose unified, coherent, fully supported argumentative essays that advance their claims by integrating primary and secondary sources, and by employing the tools of critical interpretation, evaluation, and analysis.

Student Learning Outcomes:

Upon completion of this course, students will:

Compose an argumentative essay that shows an ability to support a claim using analysis, elements of argumentation, and integration of primary and secondary sources.
Identify and assess bias, credibility, and relevance in their own arguments and in the arguments of others, including primary and secondary outside sources.
Write an essay that is correct in MLA format, paragraph composition, sentence structure, grammar, spelling, and usage.

Essay Requirements (based on 6,000 words):

Course Catalog Description:

One. Express critical viewpoints and develop original thesis-driven arguments in response to social, political, and philosophical issues and/or to works of literature and literary theory. This argumentative essay will be well organized, demonstrate an ability to support a claim using analysis and elements of argumentation, and integrate primary and secondary sources.

Two. Use at least three sources and not over-rely on one secondary source for most of the information. The students should use multiple sources and synthesize the information found in them.

Three. Address issues of bias, credibility, and relevance in primary and secondary sources.

Four. Demonstrate understanding of analytical methods and structural concepts such as inductive and deductive reasoning, cause and effect, logos, ethos, and pathos, and the recognition of formal and informal fallacies in language and thought.

Five. Use MLA format for the document, in-text citations, and Works Cited page.

Six. Integrate quotations and paraphrases using signal phrases and analysis or commentary.

Seven. Sustain the argument, use transitions effectively, and use correct grammar, spelling, and punctuation.

English 1C Grammar Policy and Grading

Students in English 1C are expected to write clear, college-level essays with logical paragraph composition and sentence structure as well as correct grammar, spelling, word usage, and punctuation. If you feel you cannot be successful in this class due to struggles with grammar or other elements of essay composition, please see the instructor as early as possible to discuss resources and strategies for your improvement.

Policy on Plagiarism

Any attempt to commit fraud, misrepresenting someone else’s writing as your own, including turning in essays from previous semesters, will result in an automatic F grade, zero points, which mathematically, will disqualify you from earning a grade higher than a C for the semester. You will not be allowed to rewrite for a higher grade and because of the breach of trust it will be preferred that you drop the class. I will use turnitin to investigate plagiarism.

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’ll give you first week of class.

Late Essays Are Deducted a Full Letter Grade

You cannot turn in a late paper more than a week after the due date.

You Cannot “Ride” the Class

You cannot miss over 10 percent of the classes while not keeping up with the assignments because you are not fulfilling the Student Learning Outcomes. Therefore, you will have to be dropped if you are “riding” the class.

Books You Need for This Class:

One. The True American by Anand Giridharadas

Two. From Inquiry to Academic Writing by Stuart Greene and April Lidinsky, 3^th edition

Three. Rules for Writers, 8^th edition, by Diana Hacker

Other Materials: 2 large blue books for in-class writing exams

All 4 Typed Essays Need 3 credible sources to be used for in-text parenthetical citation and MLA formatted Works Cited page.

All four essays are 1,250 word typed and double-spaced.

Essay One, drawn from The True American, is Due September 21:

Develop a thesis that addresses these questions: What are the challenges of achieving the American Dream as we find ourselves in a place where the terror that threatens America from the outside collides with the barbarian within? In other words, how does this collision of forces make the American Dream more precarious and fragile than ever? What forces of light and wisdom are illuminated in The True American that might help us navigate out of this crisis?

Essay Two, drawn from the book From Inquiry to Academic Writing, Is Due October 17: Choose One:

Writing Assignment Option 1

In the context of the Media Studies essays in Chapter 13, support, refute, or complicate Turkle’s argument that technology is degrading our humanity in many ways, not the least of which is our “tethered self.” Be sure your 1,250-word essay has a counterargument section and three sources in your Works Cited page.

Writing Assignment Option 2

In the context of Sherry Turkle's essay "Growing Up Tethered" (428) and CNN's video "Being Thirteen: The Secret World of Teens," develop a cause and effect thesis that addresses the special vulnerabilities 13-year-olds face as they navigate through the morass of social media.

Writing Assignment Option 3

Support, refute, or complicate the argument that Kozol’s essay about poor schools is just the tip of the iceberg about a great scandal in which America neglects, abuses, and exploits the poor while patting itself on the back for being the land of the free. Be sure to have a counterargument section in your 1,250-word essay and a Works Cited page with 3 sources minimum.

Writing Assignment Option 4

In the context of Beverly Daniel Tatum’s essay (374), develop a thesis that analyzes the causes and effects of “oppositional identity” as the driving force behind the “psychology of being black.”

Writing Assignment Option 5

Apply Beverly Daniel Tatum’s theory of “oppositional identity” to the racial divide evidenced during the O.J. Simpson Trial.

Writing Assignment Option 6 (adapted from book):

In a 1,000-word essay, develop an analytical thesis that compares the denigration of education that you see in Edmundson’s essay (389) and Kozol’s (347). Draw examples from your own education as you develop your thesis.

Writing Assignment Option 7

Developing Hooks’ idea in “Seeing and Making Culture: Representing the Poor” (482) that the poor are painted with negative stereotypes in various stratums of society (media, college, TV, movies, popular culture, etc.), draw insights from Hooks’ essay to analyze the way you see common social class stereotypes perpetuated in your daily life be it college, friends, family, movies, or TV. You may want to use a personal interview. Your essay should be 1,000 words and have 3 sources for your Works Cited page.

Writing Assignment Option 8

Defend, refute, or complicate Hooks' assertion that the poor, contrary to the perception of "progressive intellectuals from privileged classes," can lead "a rich and meaningful life." Does Hooks provide enough context in her essay to defend such a position? Why are we as Americans horrified by poverty, not just from an economic, but a psychological sense? How do Hooks' views of the poor differ from most Americans'?

Writing Assignment Option 9

Defend, refute, or complicate Hooks' defense of the poor. Is poverty a virtue? Does poverty encourage integrity? Does poverty encourage moral values? Why? Why not? Explain.

Writing Assignment Option 10

In a 1,000-word essay, show how Kozol’s essay, “Still Separate, Still Unequal,” complements Ravitch’s argument that we need a macro view of the educational disparity crisis. Be sure to have a counterargument section and a Works Cited page with 3 sources minimum.

Essay Three is drawn from the book From Inquiry to Academic Writing and is due November 16: Choose One

Writing Assignment Option 1

Develop an argumentative thesis for a 5-page essay that addresses race, gender, and privilege in Chapter 14. Be sure to incorporate at least two essays from Chapter 14 to develop your essay.

Writing Assignment Option 2

Develop an argumentative thesis for a 5-page essay that addresses consumerism and economics in Chapter 17. Be sure to incorporate at least two essays from Chapter 17 to develop your essay.

Writing Assignment Option 3

Develop a thesis that explains how Ursula Le Guin’s short story “The Ones Who Walk Away from Omelas” (should be online) is an allegory of the moral challenges we face as we are drugged by privilege leaving us indifferent about the sufferings of The Other. Successful essays will connect the allegory to modern day social injustices such as the inhumane working conditions of migrant workers or the incarceration system, to name a couple.

Essay Writing Option 4

In a 1,200-word essay, support, refute, or complicate the contention that Chapter 14's essay selections persuasively show that one of America's central, ongoing conflicts is between the advantaged and those who are categorized as "The Other."

Essay Writing Option 5

In a 1,200-word essay, support, refute, or complicate the notion that, according to Ehrenreich and bell hooks (Chapter 13), the poor are stigmatized as being "other" even by liberal cultural critics. Why does this happen? Explain.

Essay Writing Option 6

In a 1,200-word essay replace the Walmart Mythical Narrative (789) with the Walmart Reality. Make sure you have a clear thesis.

Essay Writing Option 7

In a 1,200-word essay, support, refute, or complicate Sally Satel and Scott O. Lilienfeld's contention (796) that neuromarketing is a hyped-up fraud that lines the pockets of its makers.

Essay Writing Option 8

In a 1,200-word essay, support, refute, or complicate Fareed Zakaria's contention (816) that the American-centered Economic Dominance Myth is becoming replaced with a global reality. What is this alleged myth of American dominance? Is it a myth at all? Explain.

Essay Writing Option 9

In a 1,200-word essay, watch the film American Sniper and this Bill Maher debate about the movie. Then support, refute, or complicate Maher's argument that Chris Kyle's use of the word "savages" makes him too ignorant and racist, demonizing the Other, to be a real hero. Consider the notion of a false narrative and how a false narrative or myth, complete with a mythic hero, accompanies the demonization of "The Other." On the other hand, consider the defense of Chris Kyle, that his hateful words are taken out of context. Address these issues in your argument.

Essay Writing Option 10

In the context of the Bill Maher video below, should we describe ISIS as a terror group based on the Islamic faith, or does such a description unfairly demonize peace-loving Muslims as "The Other"? For your research, you might consult "What ISIS Really Wants."

Essay Four: Due December 14

Choosing a debatable topic that we’ve covered in class utilize the argumentative principles in our text From Inquiry to Academic Writing to write a 5-page argumentative essay.

Grading Based on 6,000 words and 725 total points

First 3 1,250-word essays are worth 100 points each.

Fourth essay, your Final, is 1,250 words and worth 200 points.

Two in-class reading exams are 500 words each and worth 100 points.

Completed typed first draft for peer edit day for your fourth essay. This typed draft is worth 25 points.

Attendance and Class Participation

Deductions of 50 for more than 4 absences (two tardies equal one absence). Repeated use of smart phone in class or leaving class repeatedly to "take a call" counts as a tardy.

More than 5 absences is a loss of 100 points. These rules are designed so that we will be complaint with Title 5 Contact Hour Laws prescribed by the State of California.

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. Being on your smartphone in class is equivalent to being tardy.

Reading and Writing Schedule

8-29 Introduction: What is critical thinking?

8-31 The True American 1-53; signal phrases; Chapter 1 from FITAW

9-5 Holiday

9-7 The True American 54-131; Chapter 2 from FITAW; introducing your essay

9-12 The True American 132-166; Chapters 3 and 4 from FITAW

9-14 The True American 167-233; Chapter 5 from FITAW

9-19 The True American 234-end; Chapter 6 from FITAW

9-21 Essay 1 Due; FITAW “Growing Up Tethered” 428-443

9-26 “Seeing and Making Culture: Representing the Poor” 482-489

9-28 “Still Separate, Still Unequal” 347-359

10-3 “Facts About the Achievement Gap” 360-367

10-5 “Why Are All the Black Kids Sitting Together in the Cafeteria?” 374-388

10-10 “On the Uses of a Liberal Education” 389-404

10-12 In-Class Reading Exam: Bring Bluebook

10-17 Essay 2 Due; “Those Who Walked Away from Omelas” (online)

10-19 “White Privilege” 536-543

10-24 “The Myth of Race” 515-535; “Why Do We Make So Much of Gender?” 544-550

10-26 “The Rise of the Rest” 816-829

10-31 “Gender, Class, and Terrorism” 588-594

11-2 “How I Discovered the Truth About Poverty” 606-610 and “United States of Walmart” 789-796

11-7 “The Buyologist Is In” 796-809

11-9 In-Class Reading Exam 2: Bring Bluebook

11-14 Essay 3 Due; Empathy Debate; Final Essay Requirements; Toulmin method

11-16 Conflicts of Free Speech, Privacy, and National Defense; counterargument

11-21 Debate about the scale of global jihad

11-23 Is the Anti-Vaxxer Movement Defensible?

11-28 Is Watching the NFL Morally Defensible?

11-30 Is the college essay dead?

12-5 Should we accept Syrian refugees?

12-7 Are we unfairly demonizing autistic people as being dangerous in an age of rage shooting?

12-12 Peer Edit for Essay 4

12-14 Final Essay 4 Due

Peer Edit for Typed Essay (First Draft)

First Page

Do you have a salient, distinctive title that is relevant to your topic and thesis?
Do you have your name, instructor’s name, the course, and date (in that order) at the top left?

Format

Are you using 12-point font with Times New Roman?
Are your lines double-spaced?
Is your font color black?
Do you make sure there are no extra spaces between paragraphs (some students erroneously use 4 spaces between paragraphs)
Do you use 1-inch margins?
Do you use block format for quotes of 4 or more lines in which you indent another inch from the left margin?

Introduction

Does your introduction have a compelling hook using an anecdote, a troubling current event, a startling statistic, etc.?
Do you avoid pat phrases or clichés? For example, “In today’s society . . .” or “In today’s modern world . . .” or “Since the Dawn of Man . . .”

Thesis

Do you have a thesis that articulates your main purpose in clear, specific language?
Is your thesis sophisticated in that it makes an assertion that goes beyond the obvious and self-evident?
Is your thesis debatable?
Do you address your opponents with a concession clause? (While opponents of my proposal to raise the minimum wage to $22 an hour make some compelling points, their argument collapses when we consider _____________, _______________, __________________, and ________________. )
Does your thesis have explicit or implicit mapping components that outline the body paragraphs of your essay?

Questions from Your Reader (write on a separate page so you’ll have more room to write)

One. What’s most compelling about the essay so far?

Two. What is most needed for improvement so far?

Three. Something I would like the writer to explain more is . . .

Four. One last comment would be . . .

Five. What is the writer’s thesis?

Six. On a scale of 1-10, how compelling is the thesis and what could make it more compelling?

Seven. On a scale of 1-10, how effective is the title? Could it be improved? How?

Eight. Does the writer have well developed paragraphs with clear topic sentences?

Nine. Does the writer use a diversity of paragraph transitions?

Ten. Does the writer use diverse and appropriate signal phrases?