English 1BH: Critical Thinking and Writing
Honors Section
Riverside City College
Fall 2012
Classroom: Quad 116
Class Meetings: MW 12:30-2:35
Dr. Thatcher Carter
Office: Quad 222D
Office Hours: M 11-12
T & TH 1-3
Lab Hours (MLK 119): W 11-12
thatcher.carter@rcc.edu
http://web.me.com/thatchercarter
Course Description:
With English 1A or 1AH as a prerequisite, English 1BH develops critical thinking, reading, and writing skills
emphasizing the ability to analyze, critique, and advocate ideas. Honors English offers an enriched
experience of this material through a limited class size and deep engagement with the reading material.
Honors classes employ a seminar style of learning, which means less lecturing and more talking and
presenting from each student.
Our section of Honors 1B is focused around the question, “How
does literature respond to war?” We look at classic war novels,
short stories, and poems that have responded to WWI and
WWII, as well as some innovative, contemporary works that
deal with the Vietnam War, 9/11, and the War in Iraq. Honors
1B focuses mainly on how to analyze literature, organize and
advocate ideas in essays, do research, and incorporate evidence
into a literary arguments. Composition will total a minimum of
10,000 words, including essays, study questions, and in-class
writing. Total of 72 hours classtime and 18 hours laboratory.
Required Books and Supplies:
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Citizen 13360 by Mine Okubo
Extremely Loud and Incredibly Close by Jonathan Safran Foer
The Shawl by Cynthia Ozick
All My Sons by Arthur Miller
The Things They Carried by Tim O’Brien
Xeroxed English 1BH Reader available in class
A flashdrive for storing work
“Never express yourself more clearly than you think” Niels Bohr (1885-1962)
“Discovery consists of seeing what everybody else has seen and thinking what nobody else has
thought”” Albert von Szent-Gyorgyi
Course Objectives:
1. Find value (and enjoyment) in reading and discussing literature.
2. Develop the confidence and patience to read actively and cull evidence from a variety of
literary pieces and secondary sources.
3. Understand literary terms for short stories, poetry, and drama and be able to use them in
literary analysis.
4. Recognize and appreciate a range of literary styles and be able to interpret them creatively.
5. Demonstrate an openness to new ideas and interpretative alternatives.
6. Understand argumentative techniques and styles and be able to apply them in speaking and
writing.
7. Implement the techniques of written analysis through the critique of literary works and the
completion of multi-draft writing assignments and a final portfolio of work.
8. Synthesize course reading and the overall theme of war literature, developing a clear
understanding and original thoughts on the question, “How does literature respond to war?”
9. Recognize your strengths and weaknesses as an academic writer and be able to articulate
your goals for future writing improvements.
Course Requirements:
o Attendance counts toward your overall grade and is especially important in English 1BH because
this is not a lecture class. You cannot simply “get notes” from one of our classes. More than three
absences may result in your being dropped from the class; coming late and leaving early count as
absences. Also, much of our class work cannot be made up. If you are sick or have an emergency
and have to miss class, please contact me at least 24 hours in advance, and we will hopefully be
able to arrange for you to make up the work ahead of time.
o Attendance is also monitored in the Writing and Reading Center; you are required to complete 18
documented hours in the lab, and I encourage you to take advantage of the many services in the lab
that can help you improve your writing.
o Participation is required and can take many forms: speaking in class, contributing to discussions,
asking questions, and completing group work with enthusiasm. Each day, you need to be prepared
for class and then do your best to show your engagement with the material. You will receive grades
for informal presentations, one formal presentation, group discussions, and peer reviews, which will
be weighted according to difficulty and figured into your grade.
o Homework will consist of reading and answering questions about the reading. These questions
should be typed and turned in at the beginning of class. Most of these homework packets will be
required at the beginning of the semester, tapering off as we write more essays. Homework will also
include drafts of your writing assignments, which will be graded for completion and effort and then
critiqued for content and writing prowess.
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o Each take-home assignment should be typed in the MLA format with a 12 point Times New
Roman font and 1-inch margins all around. Multiple pages should be stapled together, and
you should always save a copy for your records. Your take-home writing should be
proofread assiduously, and your rough drafts need to be completed and polished. Drafts of
formal writing assignments are due at the beginning of class.
o Late essays are accepted, but they will be marked off 10% for each late day. I will give you
one grace period for one paper, so ONCE this semester, you can turn in an essay a week late
with no penalty. This cannot be used for the Vietnam essay or the final portfolio. There is no
other exception to the deadline calendar, so choose your grace period carefully.
o Each writing assignment will be turned in as a hard copy with supporting documents, but
each is also REQUIRED as an electronic copy. I will not critique an essay until I have both
copies.
o In-Class Writing assignments will emphasize your engagement with the reading material as well as
your ability to make an argument on the spot; it will not be graded on handwriting or grammar.
Some will be announced, and some will be spontaneous. You are responsible for all of these writing
assignments; if you miss class, you will need to make up any in-class work before the next class
period.
o Tests and quizzes will make up part of your grade. You will have announced quizzes throughout the
semester that test your reading and literary analysis skills; some of these quizzes will be done
individually and in groups. Both grades will count toward your
final grade. We will also have a final exam that will ask you to
"To learn and from
synthesize course material and demonstrate your ability to analyze
time to time to apply
reading material that we have not gone over in class.
what one has learned,
isn't that a
o The final portfolio is the biggest requirement for this class. You
pleasure?" Confucius
must get a passing grade on this portfolio in order to pass this
(551 - 479 BC).
class, and I am not always the only grader: your final portfolio is
most often graded by a team of RCCD 1B professors and then
reviewed by me.
o For the portfolio, you will re-write and revise three of your formal essays (out of the 4
assigned), and you will write an extensive cover letter to address the panel of graders about
your writing choices. Your goal is to impress the panel with your final product; they will not
see any of your drafts or know anything about your compelling personality or great
contributions to class. They will grade only your portfolio of writing.
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Grade Breakdown:
Participation/ Lab Hours/ Quizzes
Portfolio Preparation (multiple drafts)
In-Class Writing and Study Questions
Final Portfolio
Final Exam
15%
15%
20%
40%
10%
Academic Honesty:
In the Honors Program and on the RCCD campuses, we strive to create a culture of intellectual freedom,
honesty, and integrity. To this end, we ask that you practice academic and personal integrity for your own
actions and not tolerate academic dishonesty if you encounter it.
In addition, plagiarism is the use of another person’s words or ideas as if they were your own. Whether or
not plagiarism occurs deliberately, plagiarized work will not be accepted. The penalty for deliberate
plagiarism is failure in this course because this is a clear violation of academic and personal integrity. The
penalty for inadvertent plagiarism is a “0” on the plagiarized assignment. Cheating has severe
consequences as well. Please ask questions (in your own words) whenever you are unsure about these
issues.
Special Needs:
If you have a documented physical, psychiatric/emotional, medical, or learning disability that may impact
your ability to carry out assigned course work, I urge you to contact the staff in Disabled Student Services
in The Administration Building Room 121 (222-8060). DSP&S will review your concerns and determine,
with you, what accommodations are necessary and appropriate. All information and documentation are
confidential.
Questions to Consider:
Why is literature so prolific around the major wars of history?
What are some of the major characteristics of “war literature”?
What makes a “good” war novel, poem, short story, picture, or film?
What motivates authors to respond to war?
What are some similarities among the diverse authors?
Does an author need to have experienced war in order to respond to it?
Can language capture war?
Do responses to war benefit from being politically correct?
Can art or literature make an argument that would affect public policy?
How is poetry different than propaganda?
How does war literature change as it crosses national borders?
How does location affect identity for these authors? For us as readers?
How has the response to war changed over the past hundred years?
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Are the literary responses linked to the changes in the process of war?
How do the responses to the Iraq War differ from each of the responses before them?
General Grading Rubric for Formal Paper Assignments
This rubric provides a general description of papers that fall in each of the five grade categories.
You should use it to prepare your papers and to understand your grades once papers have been
returned.
A level paper (Final Grade Range: 100-90%) This paper is outstanding; that is, it “stands out” in
relation to other papers responding to the assignment. It is clear, original, and insightful; it
addresses the topic fully and explores the issue(s) thoughtfully. The thesis is compelling and
distinctive, and the writer analyzes well-chosen quotations and details in a clear, interesting manner
and frequently demonstrates how specific literary structures and elements support the ideas in the
text(s). In an “A” paper, the writer has created a clear, focused, coherent organization; each part of
the essay moves logically to the next part. It is nearly free from errors in mechanics, usage, and
sentence structure, and there is frequent evidence of the student's intelligent, stylistic use of
language. In all regards, this paper is an excellent response to the assignment and has a consistent,
authoritative "voice."
B level paper (Final Grade Range: 89-80%) In a “B” paper, the writer has in some way moved
beyond the basics of the assignment expectations, offering some thoughtful observations and
insights about the text(s). The writer demonstrates a clear understanding of the writing task and
material, supports his/her thesis with well-chosen quotations and details, and demonstrates how
specific literary structures and elements support the ideas in the text(s). Although the “B” paper
may have minor weaknesses in organization, it will contain evidence of the writer's ability to create
coherent and unified paragraphs that develop of ideas in the thesis without going off-topic. This
essay will be largely free from serious errors in mechanics, usage, and sentence structure, and there
is often evidence of the student’s intelligent, stylistic use of language. Overall, this paper is a very
good response to the assignment and has a clear “voice.”
C level paper (Final Grade Range: 79-70%) A paper in this category will have a discernible plan
with a beginning, middle, and end and will complete at least the basic tasks and requirements of the
assignment – it is competent, adequate, and satisfactory. Evidence of analysis is necessary for this
grade—including interpretation of quoted material to make an argument about a literary text. The
thesis may be slightly ambiguous or simplistic, but it is pursued throughout the essay even if some
of the examples are related only tangentially; the paper may rely on unsupported generalizations or
undeveloped ideas in some places, but it will also demonstrate some competent use of critical
thinking and argumentation. The “C” paper will be organized and paragraphed well enough to
allow the reader to understand the point of the discussion. It may contain errors in mechanics,
usage, and sentence structure, but not enough to continually distract the reader from the content.
Overall, this paper is an adequate response to the assignment.
D level paper (Final Grade Range: 69-60 A paper will fall into this category if it shows serious
difficulty completing or satisfying the tasks of the assignment; if it lacks an overall plan with a
beginning, middle, and end; if key ideas in paragraphs lack development or illustration; or if errors
in word choice, sentence structure, and mechanics seriously interfere with readability. The “D”
paper may contain one or more of the following defects: serious errors in reasoning; little or no
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development or support of ideas; little or no evidence of analysis or interpretation; substitution of
summary for expository discussion. The “D” paper may be somewhat disorganized though the total
effect will not necessarily be chaotic; transitions between points may be awkward or non-existent;
The writer's control of language may be uncertain, and it may contain errors in mechanics, usage,
and sentence structure that continually distract the reader from the content. Overall, this paper is an
inadequate response to the assignment.
F level paper and no credit grades (59-0%) An F (usually 55%-50%) would be assigned to a
paper if it simply does not exhibit any of the basic requirements of composition writing: it has no
clear thesis, or thesis does not respond to question asked in prompt; the organization is unclear or
non-existent to the point that the logic and/or argument of the paper are unknowable. Serious and
frequent errors in word choice, sentence structure, or mechanics interfere with basic readability.
Papers that are well-written, but of incomplete length will also receive this grade.
A O% F is given for any paper not turned in, turned in late, or if it is an unapproved essay on
entirely other subject matter than what was assigned.
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"The whole problem with the world is that fools and fanatics are always so certain of
themselves, and wiser people so full of doubts." Bertrand Russell (1872-1970)
Class Schedule and Homework Assignments:
UNIT ONE: How Has Literature Responded to World War I?
Week One:
Monday, August 27: Introduction
h.w. Read and understand “A Dream of Armageddon” by H.G. Wells, “Writing a War Story” by
Edith Wharton and answer questions for homework (due at the beginning of class).
Wednesday, August 29: Discuss Reading and Elements of Literature
h.w. Read and understand the WWI poems “Dulce et Decorum Est,” The Glory of Women,”
“The Poet as Hero,” “Lamentations,” “The Death of a Soldier,” and “There Will Come
Soft Rains”. Also read and understand “If it’s Square, It’s a Sonnet” and “Explicating
Poetry,” and answer questions for Wednesday (due at the beginning of class). There will be
a quiz!
Week Two:
Monday, September 3: No Class: Labor Day
Wednesday, September 5: Quiz/ Discussion/ Elect Class
Advocate/ WWI Intro
h.w. Look over elements of literature in your reader, look up
simile and metaphor, and be prepared for a quiz. Read and
understand poems: “The Soldier,” “The Mother,” “July 1914,”
“In Flanders Field,” and “The Poet and War.” Also, read “La
Pharmacienne” by Dorothy Canfield. Answer questions for
homework (typed homework due at the beginning of class).
There will be a quiz!
"Men occasionally
stumble over the truth,
but most of them pick
themselves up and hurry
off as if nothing had
happened." Sir Winston
Churchill (1874 - 1965).
Week Three:
Monday, September 10: Quiz on Literary Elements/ Discussion of Poems
h.w. Read the short stories “Soldier’s Home” by Ernest Hemingway, “England, My
England” by D.H. Lawrence, and “The Strange-Looking Man” by Fanny Kemble-Johnson..
Also, read “Is That a Symbol?” Answer questions for homework. Be prepared for a quiz on
these stories and the rest of the literary elements.
Wednesday, September 12: Quiz/ Discussion/ Thesis Workshop
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h.w. Read “Geography Matters” and “Writing About Literature” Come up with a topic for
your first essay, and write down at least five pieces of evidence to support your thesis.
Week Four:
Monday, September 17: Writing Workshop and In-Class Writing
h.w Read and Understand “Persuading Others” from the Art of Thinking. Write first
essay and bring 4 copies to class on Wednesday.
Wednesday, September 19: Peer Review/ Turn in Draft
h.w Read and understand “Revising Attitudes” by Brock Dethier and “Revising Out and
Revising In” by Wendy Bishop, and answer questions. Read the summary of “The Waste
Land” and the first two sections of “The Waste Land”. Answer questions for homework.
There will be a quiz.
Week Five:
Monday, September 24: Quiz/ Discussion of The Waste Land/ Practice Explication
h.w. Pick an outside source for “The Waste Land” and be prepared to discuss it. Finish the
poem, and read and understand “…Or the Bible” by Thomas Foster. Answer questions.
Wednesday, September 26: Discussion and Choose presentation groups
h.w. Work with your group to fully understand your outside source, and be prepared to
give your informal presentation on Monday. Finish Essay #1.
UNIT TWO How Has Literature Responded to World War II?
Week Six:
Monday, October 1: Turn in Essay #1/Group Presentations
h.w. Write outline with thesis for Essay #2. Read and understand
“Writing and Speaking Effectively” from The Art of Thinking.
Wednesday, October 3: In-Class Writing and The Waste Land
h.w. Write draft of Essay #2 (Bring 4 copies). You may want to also
get a headstart on the WWII readings, all books available in the
bookstore.
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“Have something to
say, and say it as
clearly as you can.
That is the only
secret of style””
Matthew Arnold
(1822-88)
Week Seven:
Monday, October 8: Peer Review and Writing Workshop
h.w. Read “The Shawl” and “Rosa”. Be ready for the quiz. It’s open book, so bring your
book. Work on Essay #2.
Wednesday, October 10: Quiz/ Discussion of “The Shawl”
h.w. Read All My Sons. Complete the midterm self-evaluation form (due on Wednesday).
Finish Essay #2.
Week Eight:
Monday, October 15: Essay #2 DUE/ Discussion of All My Sons
h.w Read Extremely Loud and Incredibly Close p. 1-107.
Wednesday, October 17: Discussion of Extremely Loud/ Lab Hours Due (9 hours)
h.w. Rewrite Essay #2. Read Extremely Loud p. 108-end. Do study questions, and prepare
for a quiz.
Week Nine:
Monday, October 22: Discuss Extremely Loud
h.w. Read Citizen 13360 pages tbd
Wednesday, October 24: Discussion Extremely Loud and
Citizen 13360
h.w. Finish Citizen 13360 and decide on paper topic.
Week Ten:
Monday, October 29: Discuss Citizen 13360/ Writing Workshop
h.w. Write Essay #3.
Wednesday, October 31: Essay #3 Due/ Vietnam/ Presentation Lottery
h.w. Read The Things They Carried 1-61. Write Essay #3. Look over new paper topics, and
choose your research presentation topic.
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UNIT THREE: How Has Literature Responded to the Vietnam Conflict?
Week Eleven:
Monday, November 5: Essay #3 Due/ Library Workshop/ Discussion
h.w.. Read The Things They Carried 62-161 ; prepare for a quiz. Research for
presentations.
Wednesday, November 7: Reading Quiz/ Presentation Workshop
h.w. Prepare presentations and finish The Things They Carried.
Week Twelve:
Monday, November 12: No Class: Veteran’s Day. Optional
Theory Reading Group to discuss “The Death of the Author”
and “What is an Author?”
h.w. Work on Essay #4.
Wednesday, November 14: Presentations
h.w. Write draft of Essay #4.
"War does not
determine who is right
- only who is left."
Bertrand Russell
(1872-1970)
Friday, November 16: Honors Conference at RCC
Week Thirteen:
Monday, November 19: Presentations
h.w. Finish Essay #4.
Wednesday, November 21: Presentations/ Essay #4 Due
h.w. Gather ALL drafts of ALL papers with ALL comments, and bring them to class on
Wednesday!
Week Fourteen:
Monday, November 26: Presentations
Wednesday, November 28: Writing Workshop on Portfolios/ Review for Final Exam
h.w. Write cover page for the portfolio.
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Week Fifteen:
Monday, December 3: Writing Workshop on Portfolios
h.w. Put together your final portfolio.
Wednesday, December 5: Portfolios Due/ Review for Final Exam
h.w. Review for final exam; make sure to read those Vietnam and Iraq poems, “Thanks,”
“Facing It,” “Monsoon Season,” “Please Call me by my True Names,” “A Piece of Sky
Without Bombs,” “Here, Bullet” “A Soldier’s Arabic,” and “Ferris Wheel”
Finals Week:
Monday, December 10: Final Exam 11-1:30 Note the time!
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