English 101: Reading and Composition

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ENGLISH 101: Reading and Composition

CRN# 73957

Spring Semester 2014

Student Learning Outcomes

The following are a list of skills you should have upon completing English 101; in other words, skills we will be working on throughout the semester.

Reading Outcomes

Students will:

  • read critically and analytically, identifying central arguments (theses/claims) and lines of reasoning in a number of different kinds of texts, emphasizing non-fiction texts.

  • recognize specific rhetorical strategies writers employ to advance their arguments (theses/claims), taking into account purpose and audience.

  • locate and evaluate primary and secondary sources for depth, breadth, credibility, and relevance, using the library databases and Internet; books and printed scholarly articles; and non-print sources such as audio/visual, interviews, site visits, and field studies.

  • identify, evaluate, and synthesize multiple points of view, noting how various perspectives inform, complicate, and/or build upon one another. Recognize that all writing takes place in contexts, such as historical, cultural, biographical, religious, and political.

Writing Outcomes

Students will:

  • employ a variety of rhetorical structures and organizational patterns to support or advance a central idea (thesis).

  • make effective rhetorical choices regarding point of view, tone, and voice in relation to audience and purpose.

  • conduct independently-conceived research in response to a question, problem, or issue, defining and articulating the nature and extent of information needed.

  • synthesize, integrate, and contextualize multiple outside sources (through quotations, paraphrasing, and summary) with their own voice, analysis, or position, while avoiding plagiarism.

  • understand the value of accurately formatting a paper and citing sources applying conventions such as MLA style.

T/Th 8:00AM

Class Location: T2


Instructor: John D. Rall

Office#: G 312 / 313

Office Hours: T/Th 11:10 – 12:30 (& by appointment)

E-mail: jrall@sdccd.edu

Required Texts:

  • Jacobus, Lee A. A World Of Ideas 9th Ed. ISBN:1-4576-0436-1

  • Handouts and other materials for this class will be in digital form and will be found online at www.professorrall.wordpress.com

Other Required Materials:

  • Notebook for writing exercises and journal writing

  • Access to a computer with internet capabilities and a printer. (available at the Computer Lab)

  • Desk dictionary – preferably with etymological entries or try www.etymoline.com

Course Description:

English 101 is an introduction to writing and reading as critical inquiry, focusing on the rhetoric of written argument. The course is designed to help college students successfully undertake writing projects that have the depth and complexity of college-level work. By the end of the course, students should be able to identify and analyze features of written arguments and to write an argument about problems or questions addressed in the course. They should be able to write and revise papers in which they address complex questions effectively, use source materials responsibly, and make sound decisions about structure, cohesion, and conventions of correctness. (A list of course criteria immediately follows this course description)

Course Requirements:

  • Grade Breakdown

    Essay 1…………….………..............10%

    Essay 2 ……………………………10%

    Essay 3………...…………….........15%

    Essay 4………………………….….20%

    2 Leadership Roles (10%ea) ….…….20%

    Journal……………………............. 10%

    Peer Reviews…………………..……5%


    Final Exam…..…..…………………..5%

    Total: ………………….................100%
    Essay 1 4-6-page Argument Using sources to support the Thesis on a democratically elected topic from the class. All papers must be double-spaced with one-inch margins and in MLA format. First (rough) drafts will be required and no paper will be accepted without an accompanying first draft.

  • Essay 2 4-6 page comparative analysis of argumentative strategies.

  • Essay 3 6-8 page research critique

  • Essay 4 8-10 page typed, double-spaced pages.

  • Peer Review Workshops for each of the essays.

  • 2 Leadership Roles on selected readings

  • Quizzes-on materials from textbook and readings

  • Final Exam

  • All readings as assigned.

  • Writer’s/Reader’s Journal—one page response to the reading Due on Tuesday of the

  • Attendance/ Participation in class discussions, group work and peer review. Keep in mind that attendance is a reflection of this; you cannot participate if you are not in the class.


  • Late papers will be accepted, but for a letter grade lower each day it is late.

  • All assignments and papers must be turned in as Hard Copies. In other words, No emails or disks unless otherwise instructed.

  • Attendance and Participation: It is the student’s responsibility to drop classes in which he/she is no longer attending. . It is the instructor’s discretion to withdraw a student after the add/drop deadline (include date) due to excessive absences. ‘Extenuating circumstances’ are verified cases of accidents, illness, other circumstances beyond the control of the student. (58004) If a student misses more than six (6) hours of class time, they will be considered ineligible to pass the course Students who remain enrolled in a class beyond the published withdrawal deadline, as stated in the class schedule, will receive an evaluative letter grade in this class. The final grade in this class will be affected by active participation, including attendance, as follows: (instructor to define specifically how attendance, including participation, will affect final grade in the class.)

  • Plagiarism and Academic Integrity:The faculty, administration, and staff of Mesa College, in creating a culture of academic excellence, value honesty and integrity in all aspects of learning, working, and participating in the college community. Students are expected to be honest and ethical at all times in the pursuit of academic goals. Students who are found to be in violation of Administrative Procedure 3100.3 Honest Academic Conduct, will receive a grade of zero on the assignment, quiz, or exam in question and may be referred for disciplinary action in accordance with Administrative Procedure 3100.2, Student Disciplinary Procedures. Cheating and plagiarism is taking the work of others and presenting it as if it was your own. You must always cite your sources. For more information, please consult with your instructor or contact the office of the Associate Dean of Student Affairs. 

  • It is very important to be respectful towards your fellow classmates and myself. Being rude in the classroom, for any reason, but particularly for reasons of gender, race, religion, and sexual preference, is unacceptable to me. In addition, it is expected that you pay respectful and appropriate attention when others in the class are speaking. If you behave rudely, please expect me to bring it forcefully and promptly to your attention.

  • Cell Phones are a distraction to learning! If I find that you are distracted by your cellphone, I will ask you to leave and mark you absent. On the third time, I will drop you.

  • If you are registered with Disabled Student Services and require special arrangements to be made to accommodate your learning needs, I am delighted to work with you. Please make sure that I am aware of your needs, so that I can work towards meeting them.

English 101 T/Th Tentative Course Calendar Spring 2014








Week 1

Introductions : Class policies and Procedures /
Why English 101?
DATA SHEET Attendance: adds, drops, wait lists

Read and Journal: “The Argument for a Tuition Free Harvard Education”



Attendance: adds, drops, wait lists

Data Sheet

Discussion: The Price of College
Watch and Journal: Plato’s “Apology”




Week 2

In Class:

Discussion: Socrates / Plato

Video: “Socrates on Self-confidence”

The Socratic Method, Academia

Academic Writing

Essay #1 Topic

-HW-Read and Take Notes:

Clauses,” http://grammar.ccc.commnet.edu/grammar/clauses.htm



Discussion: Clauses

Reading List Sign-up

Critical Lenses &

Leadership Roles Requirement Explained

Descriptive reading, the “How” (in-class)

Read and Journal- Maria Montessori (AWoI)




Week 3

In Class:

Leadership Roles

Discussion: Learning and “school”
-HW- Read and Take Notes:

“Sentence Combining, Transition and Coherence”




Sentence Structure

Rhetorical Modes: Ethos, Pathos, and Logos

-HW Read and Journal- Jonathan Kozol (AWol)
-HW- Read and Take Notes:

Use of Commas”





Week 4


Leadership Roles

Discussion: Schools: Expectations of our Society

-HW Read and Take Notes:
-“7 Rules of College Writing”



Rough Draft Essay 1 Due



Peer review workshop

Rhetorical Terms Activity

-HW Read and Journal: Jean Anyon, -From -Social Class and the Hidden Curriculum of Work (Handout)



Week 5


Leadership Roles

Discussion: Anyon



Essay 1 Final Draft Due

-HW Read and Journal: Plato “Allegory of the Cave”




Week 6


Leadership Roles

Discussion: Ancient View of Education and Politics

Essay 2 Topic


Quiz #1

Rhetorical Terms Activity Due


Legitimate Evidence

Library Research

-HW Read and Journal: Karl MarxCommunist Manifesto” (AWol)




Week 7


Leadership Role:

Logical Fallacies-

-HW- Logical Fallacies handout


Essay #2 Rough Draft Due

Writer’s Workshop Peer Review


)-HW Read and Journal: Andrew Carnegie “The Gospel of Wealth” (AWol)




Week 8

Leadership Role
Final Research Paper Topic –(WP)

Discussions: Scholarship and credibility


Discussions: Debate/ writing Issues/ citing sources

Essay #2 Final Draft Due.

Peer Peview Workshop

-HW Read and Journal: John Kenneth GalbraitheThe Position of Poverty”





Week 9

Leadership Roles

Discussion: Poverty Economics

Essay Topic 3

Discussion: “Justice”John Rawls

Discussions: Rhetorical and Literary Devices--Traditions and Critical Thinking

-HW Read and Journal: Martha C. Nussbaum “The Central Human Functional Capability “




Spring Break

Spring Break



Week 10

Formal Essay Topic

Leadership Roles

Discussion:The Capabilities Approach
Discussion: Education and ability


Quiz #2


Discussion:The Capabilities Approach
--Writers Workshop Descriptive Review

Read and Journal: Michael Pollan’s “Unhappy Meals” (Handout)






Leadership Roles

Discussion: The place of scholars


Discussion: John Rawls

Essay 3 Rough Draft Due

Read and Journal: Marion Nestle Today’s “eat more” environment: the role of the food industry




Week 12

Leadership Roles
Formal Essay Topic

Final Draft Formal Essay

-HW Read and Journal: Neil Postman “The Word Weavers/ The World Makers” (AWol




Week 13

Leadership Roles:

Discussion: Media influence and images


Discussion: Reading Media

Final Essay Workshop
Read and Journal: TBA--Media




Week 14

Leadership Roles


Food in America


Applying Nussbaum Discussion:
*Writers Workshop! Drafting-outlines

Preparations and reviews for research essay

Read and Journal: TBA




Week 15

Leadership Roles


Final Research Rough Draft

MLA and handbook methods.

Check the sources.



Week 16

*Writers Workshop! Taking it in! Reassessment of where we are. Leadership Roles
Research Essay Workshop


DUE Research Essay and Final Reflection

Writer’s Workshop

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