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Course Description: This course stresses the

development of critical thinking/analytical skills


and their application to reading texts and

English writing.

Prerequisites: The successful completion of


English 101.

103

Welcome to Critical Thinking/Thursdays@6:50pm


What is this class about? a collaborative, participatory skills you develop in this class will
environment. Students will share serve you across all academic
Responsibility to yourself means
their unique, meaningful writing disciplines and in the workplace.
refusing to let others do your
voices with others during
thinking, talking, and naming for
you; it means learning to respect workshops, lectures, group
and use your own brains and collaborative writings, discussions,
instincts; hence, grappling with conferences, and so on. Students' Whats inside:
hard work. full participation in the course
Adrienne Rich work will produce proof of the Course objectives & outcomes 2
deliberate craft--not spontaneous Teaching methodology & grading 2
In English 103, the focus is on magic-- involved in thinking and Policies & requirements 3
the development of critical writing. These English 103 students Activities & materials 4
thinking skills and their application will become valuable members of Grading Criteria 5
to reading and argumentation the universal community of
and analysis. Students will develop thinkers and writers. The writing
their thinking and analytical skills in

Course Sites: Dr. Deborah L. Harrington, Professor; phone @ 213-891-2017; email @


artemisdlh@gmail.com
http://writing.laccdssi.org/
Best way to reach me is via email or via messaging on the Facebook Group.
https://www.facebook.com/
groups/lavc103sp17/ Office Hour: 6:15-6:50 pm in the Writing Center
"Writing is learned by writing, by reading,

What will you


and be perceiving oneself as a writer. "
Frank Smith

learn?
The objectives in this
course are to give you
the tools and confidence
to:

write and read at an academic


college level;
appreciate the vital connection
between reading and writing (to
make tangible connections
Teaching Methodology practices and course assignments between your experiences and
follows. your reading and be able to use
There will be a few short lectures your responses to your reading
delivered when there is the need to Three Essay/Identification Tests: 15%. in your writing);
deliver information. However, the main These correspond to the reading of recognize, appreciate, and
work of this class will be done through assigned written, auditory, and visual evaluate memorable prose
your reading of the assigned texts, your texts and the application of theoretical (including fellow students'
reflection on the meaning of the texts concepts explored over the course of the work);
and the way in which the author has semester. You may use your journals use words, sentences. and
conveyed that meaning, your sharing of during these tests. paragraphs to communicate
your ideas with your colleagues in the effectively;
class, your writing, your comments on Journal/Screening Report Logbook: be sensitive to audience needs
the writing of others. My role in all this 25%. When these are collected at and to fulfill those needs;
will be to guide you individually and as approximately the twelfth week of class, read your own writing critically;
a class through your learning, providing they shall consist of 6-8 Revised that is, talk with yourself about
information to you as you demonstrate a Screening Report Assignments (2-3 typed your writing so that you can
need for that information. In this class or 4-6 handwritten pages each), all begin to imagine reader
you really must surrender to the assigned writing warmups and in-class responses;
writings given by me, plus any other work collaboratively with other
idea that now that you are in
extra invention notes, class notes, writers so that they can learn to
college, you are a writer. Writing reading responses, creative writing, etc., resee their writing;
is one of the primary that youd like to provide for my be able to organize essays and
measurements of intellectualism consideration. support claims by using relevant
for students in college. reasons and evidence;
Two Theoretical and Critical Essays on go through the full struggle of
Course Description, Assignments, and Film: 30%. These will be 5-7 typed, writing and thinking, finally
Grading MLA-format analyses, including drafts, presenting the product of your
This is a reading, thinking, discussing, peer responses, self-reflective process process.
and writing intensive course at the logs, and revisions; one shall include
sophomore level. Primary methods of both primary and secondary research.
instruction include (1) in-depth discussion
both oral and written of the literature Class Participation (Includes Class Student Learning
and concepts assigned and (2) student Presentation/Final Project): 30%. This Outcomes
reports, accompanied by written class is conducted collaboratively as a
analyses, of other important topics not workshop; therefore, your regular Write coherently organized analytical
assigned in the course outline. It is participation is essential for our success. essays that demonstrate sound
Participation includes all work, written reasoning, the ability to clearly
expected that you will attend class
and oral: impromptu writing responses, connect evidence to claims, advanced
regularly, promptly, and appropriately critical thinking strategies, and an
prepared. Since this course will befor group exercises, peer reviews, in-class
understanding of conventions of
the most partconducted workshop-style, discussion, research projects, email and
scholarly discourse.
attendance and participation during in- internet postings, etc. You must be in
class in order to participate! The Class Use critical thinking and advanced
class activities are not optional, but
Presentation/Final Project will consist of research skills to illuminate various
mandatory. This course demands a large political, social, ethical, and
volume of reading and writing in a short both an oral and visual presentation
philosophical ideas.
period of time. I will not accept or made to the class plus a reflective writing
comment on any late assignments (one piece.
exception with penalty allowed). A
breakdown of the semesters grading
Class Reading
Responses
Exams Plagiarism

Policies In your journal, you are There will be three bluebook Plagiarism is the use of others
expected to comment exams consisting of words and/or ideas without
If you have analytically to every text
assigned.
identification and essay
questions based on your
clearly acknowledging their
source. When you incorporate

questions reading, understanding, and those words and ideas into


evaluating of your assigned your own work, you must give
reading plus other concepts credit where credit is due.
about any of and ideas discussed
throughout the semester.

these
Your entries are not to Students will be allowed to Anyone found to be
policies, primarily consist of summary
(although some summary is
make up any missed exams
only if the instructor is notified
plagiarizing or cheating will
(1) receive a zero (fail) on the

please ask! allowed); instead you are to in advance. Such absences assignment, and (2) be
react, respond, analyze and must be for legitimate, referred to the Vice President
synthesize your thoughts and documented purposes. of Student Services for further
feelings regarding the ideas disciplinary action, following
and details presented in each due process.
work.

Expect to write two full pages The makeup exam will most For more information please
minimum per initial response, likely be a different form of see the Board Rules on
plus 2-3 typed pages per the exam. No student will be Student Discipline.
revised entries. allowed to take an exam prior
to its scheduled time.

Course Requirements difficult, but they will allow me to ascertain whether or not you
have done the reading for the course.
I. Regular participation. It is expected that you will attend class
regularly, promptly, and appropriately prepared. Since this Attendance Policy: As in all English 103 sections, you are allowed
course will be--for the most part--conducted workshop-style with one week's worth of class absences during the semester, no
lots of in-class discussion and writing, in-class participation is vital questions asked. Every absence after two absences will impact
to your success. And please do not make a habit of coming to class participation and success in this class. Please note further
class inappropriately prepared for the day's workdo your that three tardies equals one absence. Please do not make a
reading and journaling (-; habit of being late (see attendance policy below under
2. Avoid late assignments. This course demands a large volume exclusion). If you do not attend class, you are still responsible
of reading and writing in a short period of time. Assignments
for the material and content of the class. Set up a buddy system
(especially journal checks/samplers, draft workshops, group
today with at least two individuals in this class--then you can
work, and reading assignments) which are not completed on time
always find out what you missed. If you come without your
{which always means the beginning of class} will reflect on your
assignment on a day it is due, that will impede your participation
grade. Being absent the class before an assignment is due is not
as if you were not there [remember, this class is conducted
an acceptable excuse (see attendance policy below). Excused workshop-style]. If you leave part-way through a class session,
absences on the day an assignment is due will be that's considered an absence (unless excused). If you come
accommodated. In particular, you must always finish your drafts consistently late, latenesses turn into absences. I will make every
and provide copies of those drafts for each scheduled draft effort to attend each class and to be well prepared; I expect you
workshop. Assignments which are not completed on time will to do the same. If you must miss more than the allowed
each result in a 2% reduction of your final grade for the term -- absences, please make an appointment with me. Excessive
one exception allowed (this penalty includes missed workshops absence may prevent your successful completion of the course.
as well). Additional Note: About Exclusion--The instructor reserves the
3. Reading Response Journal. Your semester journal must be right to exclude students from the course due to excessive
complete. Your journal is the starting point for all in and out of absences. Any student who has absences totaling six or more
class assignments due. You will also be allowed to use your hours of classroom time is subject to exclusion. IF YOU DECIDE
journal during quizzes and on specified sections of your midterm THAT YOU NO LONGER WISH TO ATTEND THE COURSE, HOWEVER, IT IS
and final. An incomplete journal will likely cause you to fail this YOUR RESPONSIBILITY TO DROP OR WITHDRAW. Please see also
course. attendance and withdrawal policies described in the current
4. Pop quizzes. I reserve the right to give "pop" quizzes on semester schedule of classes.
reading material (i.e. material from your textbook and any
material handed out for you to read). These quizzes will not be
Resources to help you with your coursework: Required Materials
The Writing Center
! Logbook or
OWL Journal [a flat,
thin plastic
LAVC Library loose-leaf binder
(8 1/2" x 11")]

! College-Ruled
Notebook Paper

What will you do? ! 3 Large-


Sized
Write. Exambooks
We will do a lot of writing in this class. Think. Ask. Discuss.
It is the primary way that you will be It is your job to ask questions in this
evaluated. That said, please know that I class, because it is by asking ! Manila Envelope
believe that everyone can write. Like questions that we learn. A college (must be resealable)
most things in life, lots of practice
writer asks questions about objects
makes you a better writer. We will be ! Your full, engaged
and people -and, more often, texts. I
doing a lot of practice. Like most things attention
worth doing, good writing takes a lot of hope you will ask relentless
work. What you put into it in effort will questions in this class - of me, of
show your classmates, of the things we
in your final product, and effort will be read and look at together. Dont be
rewarded. afraid to be curious (though we may
not always find the answer) and
If you are feeling nervous or scared dont be afraid to look silly - chances Note: Further addenda to this
about writing your paper, please get in are someone else has the same syllabus, including group project
touch with us and we can talk about question.
strategies for getting started. And criteria, course assignment sheets,
remember, it is always better to turn in
etc., are forthcoming. Stay tuned!
an assignment than to take a zero. Even Read.
a failing grade is better than a zero - 59
points is a lot more than 0 and a lot You will do journal reflections for
easier to recover from. every reading assigned. Its a good
idea to commit to reviewing If you are a student with a
Even if youre not nervous or scared, readings consistently. This will help disability and require
you can get in touch with me with you prepare for exams and write classroom accommodations,
questions about writing assignments. quality papers. please meet with me to
discuss arrangements. If you
Send me an email, post a comment to
have not yet contacted DSPS,
the course site, message me on Ill post links for readings on the web do so in a timely manner.
Facebook, or make arrangements for a through our course website. Please DSPS is located in room
face to face meeting. Im also happy to print or bring these documents with CC100 or call DSPS at (818)
read drafts and outlines all along the 947-2681 or TTD (818)
you to class on your phone or 947-2680, to meet with a
way. I want you to do well, and I am
laptop. We will discuss them in DSPS counselor.
glad when I can help that happen.
detail in class, and its important to
have them with you for reference.
Rubric for Reading Responses Essay Rubric fact attempted, the writers analysis proves
sketchy or clichd. Paragraphs are obvious but
in Journal may show thin development, few transitions,
A+ or lack of clear planning. The essay relies on
The essay is interesting with original content generalities for support or uses inconsistent,
Superior
and style. The topic is fully covered with irrelevant, or repetitious details and examples.
On balance, the journal response is full and
focus on a sustained controlling idea, showing Sentences are simple rather than complex both
complete. The entry is insightful and
careful analysis when called for. The in variety and structure. Coherence and point
perceptive, connecting personal experience to
paragraphs show development and of view are weak, confused, or abrupt. While
the text and making inferences and judgments.
organization, as well as lucid and orderly word choice is occasionally vague or
There is a thoughtful interpretation of what
thinking. Relevant details and examples awkward, the writer has chosen words from a
was read, heard, or viewed. The entry goes
support the controlling idea and may even broad and varied vocabulary. Grammatical
beyond personal experiences or the particular
introduce keen insight into the topic. and mechanical problems are frequent enough
to generalize some aspect(s) of the films
Skillfully constructed sentences express to be distracting.
craft, style, and use of language. All
complex ideas and relationships. Point of D
inferences and judgments are supported with
view is established and maintained. The Obviously, the writer of this essay has
reference to specifics from the film.
diction is distinctive, characterized by its attempted to write on a given topic but does
freshness and clarity. The essay is virtually not focus on a strong controlling idea. The
Good
free of grammatical and mechanical errors. essay contains serious gaps in reasoning, with
Journal response is complete. It shows
no analysis. Paragraphs are poorly planned or
personal involvement with and understanding
A even chaotic, lacking transitions or coherence.
of the film, and makes reasonable inferences
The essay is interesting with substantial The essay relies on generalities and lacks
and judgments. It reflects an understanding of
content and a distinctive style. The topic is specific or relevant details or examples.
the films stance and perspective on the world.
fully covered with focus on a controlling idea, Sentences are simple and choppy. The writer
Inferences and judgments are supported with
showing careful analysis when called for. includes a few complex sentence
reference to the specifics from the film. There
Paragraphs are developed logically and constructions, yet these may be awkward and
is some comment on the films craft, style, and
coherently, with smooth transitions. Relevant confusing. Point of view may shift and
use of language.
details and examples support the controlling impede readability of the essay. Word choice
Fair
idea. Skillfully constructed sentences show is overly simple, repetitive, or vague.
Journal responses meets basic expectations
variety of expression and thought. Point of Habitual grammatical or mechanical errors
but somewhat missing in necessary detail or
view is established and maintained. Diction is often obscure meaning and flow of essay.
includes unnecessary information. The writer
less distinctive than a A+ but is still mature F
relates to or identifies with characters in the
and precise. There are few grammatical and The essay may touch on the topic superficially
film, but only makes inferences and
mechanical errors. but digresses quickly. No clear purpose
judgments with general reference to the film.
B (analysis) or controlling idea is evident.
Entries show the reader connecting the film to
The essay demonstrates competent college There is little or no indication of paragraphs
life experiences or other films/texts, but not
level writing. While not as original or or an orderly presentation of ideas. Support is
critically assessing the films ideas, craft,
interesting as an A, the essay does address general, and details (if any) tend to be
style, or use of language.
the assigned topic and focuses on a significant irrelevant or inappropriate. Sentences are
controlling idea. When called for, there is simplistic and often marred by confusing
Needs Improvement
some analysis, but it may be thin or phrases and faulty word order, showing lack
Journal response is general and not expanded
generalized. Paragraphs are well developed of control over language or thought. Word
upon or may ramble repetitively without clear
and unified yet may contain weak transitions choice is immature, adding to the simplicity of
connections. The writer may empathize with
or a hasty conclusion. Sufficient and relevant the essay. Grammatical and mechanical
or judge characters in the film, but not
details and examples support the controlling problems are repetitive and serious.
consider the context or significance of the
characters experiences. Entry shows an idea although some may be somewhat
attempt to interpret or explain the film, but repetitious or digressive. Sentences show
makes inferences and judgments with only variety in structure and are coherent but lack
vague reference to the film itself. any distinctive style or complexity. Point of
Consideration is not given to the films ideas, view may be slightly flawed but causes no
craft, style, or use of language. serious confusion. Diction is clear and
appropriate, showing a fair command of
Poor language and expression. Grammatical
Journal response is incomplete, unclear, or problems appear occasionally but do not
shows little effort or insight. The writer hinder the overall flow of the essay. There are
occasionally makes observations or few mechanical errors.
predictions about characters or events but C Final Grades Standard Scale
these are vague and unsupported. Entry is The controlling idea in this essay, though 1). A+: 98-100%; A: 97-93%; 2). A-:
often simply summary or retelling of the somewhat vague or trivial, is apparent. The 92-90%; 3). B+: 88-89%; 4). B:
events in the film. The writer may rate the writer has some difficulty covering the topic
fully, but the overall content does show some 87-83%; 5). B-: 82-80%; 6). C+:
film, but gives little or no support for 79-78%; 7). C: 77-73%; 8). C-:
assertions, and any judgments are on the basis attempt to support the controlling idea. While
of personal opinion or pre-conceptions. omission of analysis is characteristic of a C 72-70%; 9). D: 60-69%; 10). F: 59-
essay (over-reliance on narration), when in below%

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