Sample Syllabi
Here are some helpful syllabi from courses that use Current Issues and Enduring Questions and Critical
Thinking, Reading, and Writing. They are listed under the book that the syllabus is based on and are
organized by course name and professor’s school affiliation.
Current Issues and Enduring Questions
Rhetorical Analysis: Critical Perspectives on Advertisement, Television, Print and Film, Syracuse
University
English Composition 100-16, Baldwin-Wallace College
English 101, University of Wisconsin-Parkside
Critical Thinking, Reading, and Writing
English 105, Iowa State University
English 112: English Communications, Lebanon Valley College
English 102: English Composition, North Idaho College
For her writing course in rhetorical analysis at Syracuse University’s Writing Program, Laura GrayRosendale created the following syllabus:
Syllabus for Writing 205: Rhetorical Analysis: Critical Perspectives on Advertisement, Television,
Print, and Film
Course Description
Like all of the Writing Program's 205 courses, this 205 section is a writing-intensive course focusing
on the basic elements of rhetorical analysis. To become better cultural critics of advertisement, television,
print, and film, you will be introduced in the course’s first section to the rhetorical procedures used in
complex written and cultural texts, and you will write brief papers that develop evaluative and
argumentative positions on those texts. This first section will also refresh your knowledge about the
fundamental tenets of argument so that you better understand arguments written by cultural critics and learn
to create more convincing ones yourself.
In the course’s second section, you will select several cultural texts and begin to construct a larger
written project that you will sustain throughout the semester. The last section of the course will be run
entirely in a workshop and presentation-based format in which you work very carefully on the structure of
the written pieces you have developed so far. Writing consultants will be brought in throughout the semester
to work with you individually on your writing.
As with all Writing 205 courses, the course’s main goal is to help you become stronger writers (and,
concurrently, stronger readers) by providing opportunities for you to engage in analyses of arguments (be
they in advertisement, television, print, or film) and to observe the often complex ways in which writers of
cultural criticism create theses, offer reasons for their claims, and provide evidence and warrants for these
reasons. While learning some basic strategies for analyzing the structure of arguments in essays by
published writers, we will constantly draw analogies between the sorts of argumentative structures used in
the texts we consider and the choices that you make in constructing your own arguments.
Required Texts

Sylvan Barnet and Hugo Bedau, Current Issues and Enduring Questions: A Guide to Critical Thinking
and Argument, with Readings, 5th ed. (Boston: Bedford/St. Martin’s, 1999)

Diana Hacker, A Pocket Style Manual, 3rd ed. (Boston: Bedford/St. Martin’s, 2000)

A Cultural Criticism Reader will be available from the Syracuse Copy Center in Marshall Square Mall a
bit later in the semester. This reader will include examples of arguments produced within the generic
conventions of cultural criticism.
Other Required Materials

Particularly for the first third of the course, you will be using a journal for much of your weekly writing.
This can be housed in a folder with pockets. It should only be used for Writing 205.

You will also occasionally be required to make photocopies of your written work (at your own expense)
in order to facilitate group critiques.

I suggest that you purchase a good dictionary and thesaurus, if you do not already own them.
Grading, Attendance, and Late Work

There will be three different major writing assignments during the semester. The journal work
(including original versions and revisions) from Unit 1 will count 25 percent, the paper project
developed in Unit 2 will count 25 percent, and the Unit 3 project, an extension and augmentation of the
paper written for Unit 2, will count count 25 percent. The remaining 25 percent of the final grade will be
determined by attendance, participation in class discussion and group critiques, informal writing
assignments, draft work, and your final presentations.

Because the success of our endeavor as a class depends in large measure on our creation, as a group, of
a body of knowledge about the analysis of certain kinds of arguments, participation in class discussions
and group work is one of the most crucial aspects of the course. If you do not attend class, you cannot
participate. Likewise, if you have not prepared adequately for class, you cannot participate in useful
ways. Thus, both attendance and preparedness will be reflected in the participation portion of your
grade.

Late formal papers will be accepted but will be marked down one half-grade for each class day that they
are overdue. For example, an A paper that was due on Monday but was turned in on Wednesday of the
same week will receive a B grade. I will recognize legitimate excuses for late work (illness, a death in
the family) if you do me the courtesy of discussing the matter with me well before the paper is due.
Portfolios
Your success in this course is heavily dependent on your efforts to engage in consistent and
constructively critical self-reflection on your work as a writer. To facilitate that process, you will be required
at the close of each of the three units to collect most or all of your written work for that unit (NEVER throw
your written work away) and to write a brief evaluation of your work. Each portfolio will include a selfreflective essay about your own writing in the course to date.
Special Considerations
Syracuse University is committed to compliance with Section 504 of the Rehabilitation Act of 1973.
Students who may need special consideration because of any sort of disability should make an appointment
to see me in the first few days of the semester.
Schedule
Wednesday, January 17:
 In class: Introductions.
 Assignments for next time: Write a two- to three-page profile of yourself as a writer—your strengths and
weaknesses, your experiences in other writing courses, your experiences with writing elsewhere, what
worked for you and what didn't, and what specifically (create a list of goals for you and your writing)
you hope to accomplish this semester.
 Read “Critical Thinking,” pp. 3–22 in Barnet and Bedau. Take good notes.
Friday, January 19:
 In class: Report on profiles. Lecture and handouts on rhetoric and argument
 Assignments for next time: Read “Writing an Analysis of an Argument,” pp. 101–59 in Barnet and
Bedau. Take good notes. Also bring an advertisement to class—one about which you think you might
make some claims. If you plan to videotape an ad from television, be sure to let me know at the end of
class so that I can order the VCR for class.
Monday, January 22:
 In class: Argumentative analysis exercise and group analysis of advertisements. Discussion of
Argumentative Analysis.
 Assignments for next time: Using your advertisement as evidence for your claim, make a one-page,
single-spaced argument about this ad. Be as concise as possible. Do not use any words that are
extraneous to what you are trying to prove. Remember, it is not enough to claim something like “This ad
is effective in selling its product because . . .” or “This ad is immoral because . . . .” You will want to
offer a claim about what this ad reveals about American values, what desires or anxieties this ad is
tapping into, and perhaps what anxieties the ad evokes for the audience and how the product offers both
the disease and the antidote. Make your claim as specific as possible. Remember that all papers should
have titles, clear theses in each paragraph, be free of spelling and grammatical problems, etc.
Wednesday, January 24:
 In class: Discuss people’s arguments.
 Assignments for next time: Read “Developing an Argument of Your Own,” pp. 160–90 in Barnet and
Bedau. Using peer feedback, redraft this argument slightly. Bring in more evidence from the
advertisement as a text itself. What details of the ad can you cite to support your claim? How does your
desire to convince your reader affect the structure of the argument, the language choices you make, and
the claim you make? This finalized version will be graded. Turn it in next time along with the ad.
Friday, January 26:
 In class: Discuss redrafts.
 Assignments for next time: Read “Critical Reading: Getting Deeper into Arguments,” pp. 50–70 in
Barnet and Bedau. Take good notes.
Monday, January 29:
 In class: Discuss reading. In-class exercise.
 Assignments for next time: Choose a new advertisement and write a one-page, single-spaced argument
about it. Keep all of my suggestions about your last assignment in mind. You will be responsible for
addressing the same considerations I mention under January 22 as well.
Wednesday, January 31:
 In class: Discuss advertisements and arguments.
 Assignments for next time: Revise writing assignment. Draft work in class next time.
Friday, February 2:
 In class: Draft work in small groups.
 Assignments for next time: Finalize writing assignment. Turn it in next time.
Monday, February 5:
 In class: Discuss Unit 1 Paper assignment.
 Assignments for next time: Begin work on Unit 1 Paper assignment; this will build from either of the
two informal papers you’ve done so far. Write an outline of what you plan to do.
Wednesday, February 7:
 In class: Group work. Sign up for conferences to be held on Monday, February 12.
 Assignments for next time: Write a rough draft based on your outline. Bring two copies to class.
Friday, February 9:
 In class: Group work.
 Assignments for next time: Finalize your rough draft. Bring this new rough draft plus a list of specific
questions to our conferences.
Monday, February 12: Class canceled: required conferences.
 Assignments for next time: Bring four copies of your paper for next time.
Wednesday, February 14:
 In class: Come to class for group critiques. We will work in small groups of four.
Friday, February 16:
 In class: Unit 1 Paper due (with draft and all unit informal assignments). We will write evaluative
"reprofiles" in class.
 Assignments for next time: No homework. Pick up the Cultural Criticism Reader from Campus Copy
Center and bring it to class next time.
Monday, February 19: No classes.
Wednesday, February 21:
 In class: We will look at some texts in the Cultural Criticism Reader.
 Assignments for next time: Read “Critical Reading: Getting Deeper into Arguments,” pp. 70–98 in
Barnet and Bedau. Also, read “Family Feud.” Write a response to it in which you identify the main
claim of the piece, explain the structure of the argument, and offer some thoughts about why this
argument is effective or not (quote from the text to support your perspective). Do not use extraneous
words. Be as concise as possible. One to two pages, single-spaced.
Friday, February 23:
 In class: Discussion of responses to “Family Feud.”
 Assignments for next time: Revise the assignment above.
Monday, February 26:
 In class: Continue discussion of “Family Feud.”
 Assignments for next time: Read “A Logician’s View: Deduction, Induction, Fallacies,” pp. 260–98 in
Barnet and Bedau. Also read “Cosby Knows Best.” Write a response to it in which you identify the main
claim of the piece, explain the structure of the argument, detail any logical fallacies in the argument, and
offer some thoughts about why this argument is effective or not (quote from the text to support your
perspective). Do not use extraneous words. Be as concise as possible. One to two pages, single-spaced.
Wednesday, February 28:
 In class: Discussion of responses to “Cosby Knows Best.”
 Assignments for next time: Revise the assignment above.
Friday, March 1:
 In class: Continue discussion of “Cosby Knows Best.”
 Assignments for next time: Read “Getting Dirty.” Write a response to it in which you identify the main
claim of the piece, explain the structure of the argument, and offer some thoughts about why this
argument is effective or not (quote from the text to support your perspective). Do not use extraneous
words. Be as concise as possible. One to two pages, single-spaced.
Monday, March 4:
 In class: Discussion of responses to “Getting Dirty.”
 Assignments for next time: Select a television show, advertisement, or film that you will write an
argument about for your Unit 2 Paper. Bring a detailed description of it to class, complete with notes,
and a full, written discussion of its features, which you will share with the class. If possible, make sure
you can get it on videotape. If it is a print ad campaign, bring those ads to class. Remember, if you will
need video equipment, let me know ahead of time.
Wednesday, March 6:
 In class: Discussion of texts selected for Unit 2 Paper. Discuss assignment sheet for Unit 2 Paper.
 Assignments for next time: Write an outline for this paper. Be prepared to talk through this outline in
class.
Friday, March 8:
 In class: Discussion of outlines for Unit 2 Paper.
 Assignments for next time: Read “Using Sources,” pp. 191–248 in Barnet and Bedau. Write a rough
draft of a paper. Bring four copies to class.
Monday, March 10–Sunday, March 17: Spring Break. No classes.
Monday, March 18:
 In class: Work in groups with consultants on your papers.
 Assignments for next time: Paper due.
Wednesday, March 20:
 In class: No class.
 Assignments for next time: Use the time off to work on your Unit 2 Paper. Bring one copy to class.
Friday, March 22:
 In class: Workshop papers.

Assignments for next time: Unit 2 Paper and Portfolio due.
Monday, March 25:
 In class: Unit 2 Paper and Portfolio due in class. Reflective essay will be written in class.
 Assignments for next time: No homework.
Wednesday, March 27:
 In class: Hand out assignment for Unit 3 Paper.
 Assignments for next time: Begin to do library research for Unit 3 Paper. Be prepared to discuss
questions you are running into. Structure an outline for next paper.
Friday, March 29:
 In class: No class. Keep working on outlines for Unit 3 Paper.
 Assignments for next time: Bring full draft of Unit 3 Paper to class.
Monday, April 1:
 In class: Work with consultants in class on Unit 3 Paper.
 Assignments for next time: Continue to revise Unit 3 Paper.
Wednesday, April 3:
 In class: Workshopping of Unit 3 Paper. Sign up for optional conferences with me for Monday, April 8
 Assignments for next time: Continue to work on your paper.
Friday, April 5:
No Class Easter Break.
Monday, April 8:
 In class: No class. Conferences. Continue to work on your paper.
 Assignments for next time: Revise paper. Final version of Unit 3 Paper and portfolio due.
Wednesday, April 10:
 In class: Hand in Unit 3 Paper and Portfolio. Write reflective letter. Sign up for presentations date.
Discuss the requirements for the presentations.
 Assignments for next time: No homework.
Friday, April 12:
 In class: No class. Work on your presentations.
 Assignments for next time: Work on your presentations.
Monday, April 15:
 In class: No class. Work on your presentations.
 Assignments for next time: Work on your presentations.
Wednesday, April 17:
 In class: Presentations on projects.
 Assignments for next time: Work on your presentations.
Friday, April 19:


In class: Presentations on projects.
Assignments for next time: Work on your presentations.
Monday, April 22:
 In class: Presentations on projects.
 Assignments for next time: Work on your presentations.
Wednesday, April 24:
 In class: Presentations on projects.
 Assignments for next time: No homework.
Friday, April 26:
 In class: Hand back papers and grades.
 Assignments for next time: Bring food and drink to share for our final class.
Monday, April 29:
 In class: Last day of classes. Have a nice summer!
For her English Composition 100-16 course at Baldwin-Wallace College, Cynthia Lehman-Budd
created the following syllabus:
Syllabus for English 100-16
Course Requirements
Required texts available at the University Bookstore:
1) Sylvan Barnet and Hugo Bedau, Current Issues and Enduring Questions: A Guide to Critical Thinking
and Argument, with Readings, 5th ed. (Boston: Bedford/St. Martin’s, 1999)
2) Diana Hacker, The Bedford Handbook, 5th ed. (Boston: Bedford/St. Martin’s, 1998)
3) Andrew Harnack and Eugene Kleppinger, Online!: A Reference Guide to Using Internet Sources (New
York: St. Martin’s, 1998)
You should also have a notebook, floppy disks, and a folder in which you keep your writing portfolio.
The purpose of this course is to develop your college-level writing skills. Our readings, writing
assignments, classroom activities, and homework will all focus on improving your critical-thinking, reading,
and writing skills. You will work together as a class, in small groups, and independently on a variety of
activities that will help you to grow as a student and as a writer. We will focus on the writing process in
general and on enhancing your own writing process, on using computers to assist you in your tasks, and on a
variety of critical-thinking models.
This course fulfills a GCP Part IA requirement. The Faculty Council has written the following
rationale for this requirement: “The ability to manipulate, to use, and to know in and through written (and
spoken) language is the basic requirement for the creation and communication of knowledge. . . . Part One
gives considerable attention to the need to increase students ability to write. . . . Learning to speak, to write,
and to compose is the means by which a person creates, discovers, and externalizes what s/he knows. . . .
And writing reveals something to the writer, which can be revealed to another person.”
In keeping with this rationale, we will be reading a common text that will serve as a springboard for
our classroom discussions for your writing. All of our activities in the classroom (discussion; learning to use
the computer for writing, communication, and research; peer editing of your papers; and small group work
on collaborative writing), as well as your homework assignments (readings, learning to use the writing
process more effectively from prewriting through drafting, revision, and editing), center on learning to
manipulate, use, and know through language.
Writing
You will write seven papers ranging from 500 to 1,000 words. We will do some in-class writing, but
you will do the bulk of your writing outside of the classroom. Our focus will be on seeing writing as a
process, and I will emphasize the importance of revision. Your papers will be graded on what you
accomplish, as it is impossible for me to evaluate effort. Your writing should be grammatical and free of
spelling errors, and it should demonstrate increasingly complex critical thinking and analysis as the semester
progresses. You will earn an A if your paper develops a specific, narrow, interesting thesis in a wellorganized, well-argued, well-supported fashion.
Reading
All reading assignments are listed in your syllabus on the day they will be discussed in class. You
should read each assignment carefully (preferably twice) and practice active reading. Our readings and
discussions will serve as a springboard for your writing and will help you to consider how other writers in
the class and in your reader handle complex issues.
Group Project
In March, we will begin a collaborative writing project that will require each group to present a
1,000-word analysis of a topic. This grade for this project will be averaged with your paper grades.
Attendance and Class Participation
Attendance is required, as is lively participation. We will learn more and enjoy the class more if
everyone actively contributes to discussion and activities. All absences beyond three will affect your grade
negatively, and more than eight absences will mean that you will fail the course no matter what your other
grades have been. I take serious emergencies and illnesses into account, but you are wise to save absences
for such emergencies and illnesses.
Grading Policy
I trust that you will be a better writer in May than you are right now, and I will take improvement
into account in determining your final grade. The written work (papers, revisions, the group project) will be
worth 80 percent of your final grade. Your class participation grade (based on your contributions to class
discussions, participation in classroom activities, and attendance) will be worth 20 percent of your final
grade.
All written work must be completed on time. Work submitted one class period after the due date will
be docked one full letter grade, but I will not accept work later than that (e.g., a paper that is due on a
Monday may be turned in no later than the following Wednesday). You MUST speak to me in class or
contact me by e-mail anytime you need to submit late work.
Syllabus/Calendar
1/22
Orientation/getting acquainted.
1/25
Expectations. Joining Listserv. Dividing into groups. Sample peer editing.
1/27
READING Current Issues, Chap. 1, “Critical Thinking,” pp. 3—21.
WRITING Begin Exercise 3—select one listed topic and list pros and cons according to directions.
We will take time in class to begin writing the balanced dialogue. The complete paper (about 500
words) will be due in class on Friday.
1/29
WRITING Paper 1 due in class in writing folder, including original list and draft.
READING Current Issues, Chap. 2, “Critical Reading,” pp. 22–34. Practice active reading by
reading the essays in the Casebook using the checklist on p. 34.
Group 1 read Brownmiller, pp. 35–39; Group 2, Lawrence, pp. 39–43; Group 3, Bok, pp. 43–45;
Groups 4 and 5, McDonald, pp. 46–49.
2/1
READING Current Issues,Chap. 3, “Critical Reading: Getting Deeper into Arguments,” pp. 50—63.
WRITING Revise Paper #1, strengthening your balanced dialogue and expanding it to about 750
words—due 2/5.
2/3
READING Current Issues,Chap. 3 (cont.), pp. 64—76, and then using the Checklist on p. 76. Group
1 analyze Takaki, pp. 77–79; Group 2, Wilson, pp.79–83; Group 3, Whelan pp. 83–86; Group 4,
Bork, pp. 86–91; Group 5, Brady, pp. 91–94.
2/5
WRITING Revision of Paper #1 due in class in folder, including all drafts and graded version.
READING Current Issues,Chap. 4, pp. 101–15
2/8
WRITING Using the method outlined in your reading for 2/5, select one of the essays found
between pp. 115 and 159 and analyze it. Bring your notes to class for in-class writing. Paper #2 will
be a formal 750-word analysis of the essay you select and will be due 2/12.
2/10
READING Current Issues,Chap. 5, pp. 160–90.
WRITING Bring draft of Paper #2 to class for writing workshop.
2/12
WRITING Paper #2 due in folder with all relevant materials and graded versions of Paper #1.
READING Current Issues, Chap. 6, “Using Sources,” pp. 191–216. See also the annotated student
paper, pp. 232–48. This information is also found in your Handbook, and you should rely on these
models to learn the proper use of sources.
2/15
READING Current Issues, Chap. 7, “The Toulmin Model,” pp. 251–59.
2/17
READING Current Issues, Chap. 8, “A Logician’s View,” pp. 260–78.
2/19
READING Current Issues, Chap. 8 (cont.), pp. 278—98.
WRITING Paper #3 (about 500 words)—on one of the topics listed on p. 298—due 2/24. Bring
brainstorming, etc., to class.
2/22
READING Current Issues, Chap. 9, pp. 299—307.
2/24
WRITING Paper #3 due.
READING Current Issues, Chap. 10, pp. 308–15.
2/26
READING Current Issues, Chap. 10—Groups 1 and 2, pp. 316–25 and begin Paper #4 using
question #6; Group 3, pp. 325–32 and begin Paper #4 using question #5; Groups 4 and 5, pp. 332–38
and begin Paper #4 using question #9. Paper should be from 500 to 750 words and is due 3/5.
3/1
READING from Current Issues, Part 4. We will vote on one of these issues, read about it, and
analyze the debate.
WRITING Paper #5 will be a 750-word paper arguing your position on the selected topic and will be
due on 3/12.
3/3
Prewriting activities.
3/5
WRITING Paper #4 due. Bring Online!.
3/8
Bring in at least one article on your subject from a newspaper or magazine.
3/10
WRITING Draft of Paper #5 in folder.
3/12
WRITING Paper #5 due in folder.
3/15
READING Current Issues, Chap. 12, “Abortion,” pp. 385–95.
WRITING Each group will produce a 1,000-word analysis of some aspect of the abortion debate.
We will be looking at a variety of sources on the debate in and out of class, and your task will be to
use the various models and tools for analysis contained in your textbook to present a clear and
properly documented critique of the debate. Your analysis should not argue your group’s opinion on
the debate; rather, it should examine the assumptions, the logic, the supporting evidence, the
fairness, the selection of facts, and so on.
3/17
Web sites on the debate. Bring Online!.
3/19
Newspaper or magazine articles on the debate—bring what you find to class.
3/22
In-class analysis of what we have found so far.
3/24
WRITING Rough draft of analysis due. Final version due 4/9.
3/26-4/5
Spring Break.
4/7
Workshops on proper documentation.
4/9
WRITING Group Project due.
READING Current Issues, Part 5—an issue selected by the class. We will read the essays in the text
and search the Web and the library; then you will write a 1,000-word essay arguing your position on
the issue. Paper #7 draft will be due on 4/19 and the paper will be due 4/23.
4/12
READING Current Issues.
4/14
Bring to class articles you found in the library.
4/16
Web search on the topic.
4/19
WRITING Rough draft of Paper #6 due for Writing Workshop.
4/21
Group work on papers and plans for revision of Paper #6.
4/23
WRITING Paper #6 due.
READING Begin another issue selected from Part 5. Paper #7 will be a 1,000-word paper arguing
your position on the issue, using proper documentation. You will also be asked to complete a selfassessment of your writing that you will turn in with the final paper. See Listserv for details.
4/26
READING Continue with articles in Current Issues.
4/28
Bring to class articles you located in the library.
4/30
Web search on the topic.
5/3
WRITING Rough draft of Paper #7 due in class.
5/5
Continued analysis of your rough drafts and plans in revision.
5/7
WRITING Paper #7 due in class, along with self-assessment of your writing.
For her English 101 course at University of Wisconisin–Parkside, Carol Jagielnik uses the following
syllabus:
Syllabus for English 101
Instructor: Carol A. Jagielnik
Required texts: Sylvan Barnet and Hugo Bedau, Current Issues and Enduring Questions: A Guide to
Critical Thinking and Argument, with Readings, 5th ed. (Boston: Bedford/St. Martin’s, 1999)
Diana Hacker, The Bedford Handbook, 5th ed. (Boston: Bedford/St. Martin’s, 1998)
Assignments
All writing assignments are to be typed and double-spaced; please staple or paper clip before class and place
in folder. Printed or handwritten papers will not be accepted. Note: Papers turned in after the due date will
be lowered one full letter grade.
Attendance
Because of the discussion nature of the class, attendance is mandatory. More than three absences will result
in a lowered final grade; six or more absences will result in an F for the course. Please save your allowed
absences for genuine illness, family emergencies, car problems, or bad weather. If you must be absent, it is
your responsibility to call a classmate or me to obtain any information or handouts you missed.
Note Well
Debates, editing days, and in-class writing cannot be made up. Students who are unprepared or who fail to
attend editing sessions will have their related paper grade lowered one full letter. Students who are absent on
days when in-class writings are scheduled will receive a “0” for those assignments.
Editing Days
Preparation for editing days means being in class on time with three photocopies of a complete typed rough
draft. Do not wait until the morning of the due date to make your copies. Once the classroom door is closed,
it will not be possible to realign groups to fit you in; therefore, it is vital that you be on time.
Grading
Final grades will be computed on the basis of two essays, two mini-research papers, three in-class writings, a
midterm punctuation exam, and debate preparation. If a grade is at all marginal, attendance and class
participation will be the determining factors.
Sept. 4
Sept. 6
Sept. 9
Sept. 11
Sept. 13
Sept. 16
Introduction.
“Critical Thinking,” pp. 3–9.
“Critical Reading,” pp. 15–19.
“Abortion” essays, pp. 212–22.
“Declaration of Independence,” p. 582.
Five-paragraph essay, thesis, introduction/conclusion.
Parallel structure.
“Attendance” sample essay/p. 758: rebuttal.
Essay #1 assigned.
Grade sample papers.
Three-point thesis (typed) due.
Comma review.
“Prayer in School,” pp. 288–91.
Comma review.
Sept. 18
Sept. 20
Sept. 23
Sept. 25
Sept. 27
Sept. 30
Oct. 2
Oct. 4
Oct. 7
Oct. 9
Oct. 11
Oct. 14
Oct. 16
Oct. 18
Oct. 21
Oct. 23
Oct. 25
Oct. 28
Oct. 30
Nov. 1
Nov. 4
Nov. 6
Nov. 8
Nov. 11
Nov. 13
Nov. 15
Nov. 18
Nov. 20
Nov. 22
Nov. 25
Nov. 27
Nov. 29
Dec. 2
Dec. 4
Editing day for Paper #1.
Paper #1 due at class time.
Comma review.
“Death Penalty,” pp. 321–31.
Semicolons.
“Euthanasia,” pp. 422–25.
Colon.
Comma splices, fragments, run-on sentences.
No class: Conferences to return Paper 1.
No class: Conferences to return Paper 2.
“Myth of the Cave,” p. 118.
“A Modest Proposal,” p. 111.
“Utopia,” p. 535.
“The Unknown Citizen,” p. 562.
In-class Writing #1.
Definition and Paper #2 assigned.
“Save Free Speech,” p. 531.
“Save the Children,” p. 528.
“Freedom of Speech.”
Punctuation review for the midterm exam.
Midterm: punctuation test.
“Letter from Birmingham Jail,” p. 591.
“I have a Dream,” p. 558 (video).
Editing day for Definition Paper.
Paper #2 due.
Syllogisms/deductive reasoning, p. 758.
Inductive reasoning, p. 767.
“Peacock’s Poser.”
Fallacies, p. 774.
Research paper and debates assigned.
Sample paper, p. 193.
Paraphrase/summary, pp. 20–22.
In-class paraphrase/summary.
Plagiarism/weaving in quotes.
Outline/works cited.
Edit research paper sample.
No class: Conferences/debate preparation.
Typed thesis/outline/three works cited entries.
Typed thesis/outline/three works cited entries.
“Arguing about Literature,” p. 729.
“Story of an Hour,” p. 747.
“Design,” p. 708.
Editing day: Paper #3 (research).
Paper #3 due.
Intern teaches class.
In-class writing #2.
Debate preparation.
Thanksgiving break.
Editing day for Paper #4 (research).
Debate 1: Drug legalization, pp. 358–89.
Dec. 6
Dec. 9
Dec. 11
Dec. 13
Debate 2: Immigration, pp. 444–74.
Debate 3: Evolution, pp. 263–74.
Debate 4: Bilingual education, pp. 256–58.
In-class writing #3.
All research papers due if not turned in already.
For her English 105 course at Iowa State University, Karla Block uses the following syllabus:
POLICIES AND PROCEDURES FOR ENGLISH 105
Required Materials
Sylvan Barnet and Hugo Bedau, Critical Thinking, Reading, and Writing, 3rd ed. (Boston: Bedford/St.
Martin’s, 1999) (abbreviated on syllabus as CTRW)
Diana Hacker, A Writer’s Reference, 4th ed. (Boston: Bedford/St. Martin’s, 1999)
Student’s Guide to English 104-105
Course Goals
 To understand, identify, and use key conventions of academic writing (e.g., format, level of language,
style, and documentation)
 To analyze professional writing to assess its purpose, audience, and rhetorical strategies
 To construct different kinds of arguments that include logical, ethical, and emotional appeals
 To write source papers analyzing a rhetorical situation and identifying and accurately documenting
appropriate source material
 To avoid sentence-level errors that are distracting or confusing to the reader
Assignments and Grading
Most of your grade for this course will be based on five formally graded papers assigned throughout the
semester. Your final grade will also be based on a final exam (an analysis of your last paper in the course),
in-class essays, quizzes, and short assignments. In order to receive a passing grade for the course, students
must show all process work (prewriting, drafts, revisions, etc.). In addition, ALL FORMALLY GRADED
PAPERS AND THE FINAL EXAM MUST BE COMPLETED, AND YOU MUST RECEIVE A
PASSING GRADE ON ALL FORMAL PAPERS IN ORDER TO PASS THE COURSE.
The grade breakdown for each paper and kind of assignment is as follows (although I reserve the right to
make minor adjustments):








Summary
50 points
Stylistic Analysis
100 points
Analysis of an Argument
100 points
Argumentative or Persuasive Essay 100 points
Argumentative Source Paper
50 points
Final Exam
20 points
In-class Essays and Short Assignments 5 points each
Quizzes (announced and unannounced) 5 points each
Grading Scale
94–100 = A
90–93 = A87–89 = B+
84–86 = B
80–83 = B-
77–79 = C+
74–76 = C
70–73 = C67–69 = D+
64–66 = D
60–63 = D59 and below = F
Late Assignments and Extensions
All assignments are due at the beginning of the class on the due date. Minor daily assignments will be
docked one point for each day they are late. Major papers will be docked five points for every day they are
late. Major assignments more than a week late will receive a failing grade. If you need an extension on a
paper for a legitimate reason (and not because of procrastination), you need to ask me at least two days
before the due date. However, do not automatically assume you will receive an extension—the final decision
is mine.
Attendance
While I do not have an explicit attendance policy for this course, your final grade will reflect your
attendance of class. In general, after three absences, your final grade will begin to decrease. Additionally, inclass assignments and quizzes cannot be made up, so if you miss a class, you may automatically lose five
points.* Irregular attendance can result in a failing grade for the course.
*Check with me if you are absent from class; depending on individual circumstances, I may allow you to
make up in-class assignments. Also, if you know in advance that you will be absent from class, I would
appreciate being informed of this as well.
Plagiarism
Plagiarism will not be tolerated in any form, whether intentional or unintentional. Those caught plagiarizing
will, at the very least, receive a failing grade for the paper and will most likely fail the course. In addition,
the University will take punitive measures against those it finds guilty of plagiarism.
Plagiarism is quite easy to spot for experienced teachers. If you plagiarize in this class, expect to get caught.
Finally . . .
If for any reason you do not think you can fulfill the requirements of this class, please see me immediately
so we can discuss alternatives or solutions.
SYLLABUS
(Subject to minor changes)
(Additional reading assignments and minor assignments will be made as appropriate)
WEEK 1
T 8/24
essay.
Introduction to course; summary of key concepts and skills introduced in 104; in-class
Th 8/26 Considering audience, purpose, context; practice in summarizing.
CTRW, Chap. 1, pp. 3–21.
Due: A brief summary of Sibler’s essay found on pp. 10–11.
WEEK 2
T 8/31
Identifying elements of an essay; more summarizing; peer review workshop.
CTRW, Chap. 2, pp. 22–49.
Due: Write and type a summary of ONE essay from pp. 35–49.
Th 9/2
Introduction to the stylistic analysis; in-class analysis.
CTRW: Review Jacoby essay, pp. 29–31.
Due: Final draft of summary.
WEEK 3
T 9/7
Developing a thesis and forecasting statements; writing workshop.
CTRW: To be assigned.
Th 9/9
Peer review workshop; paragraphs and development; work on revising list.
CTRW: To be assigned.
Due: First draft of analysis; bring graded summary to class.
WEEK 4
T 9/14
Topic sentences, transitions, refocusing, documentation; peer review workshop.
Bring Writer’s Reference to class.
Due: Second draft of analysis.
Th 9/16
Conferences in my office.
WEEK 5
T 9/21
Editing workshop.
Bring Writer’s Reference, revising list, and most recent draft of your analysis to
class.
Th 9/22
Introduction to analysis of arguments; prewriting workshop.
CTRW, Chap. 4, pp. 101–109.
Due: Final draft of analysis.
WEEK 6
T 9/28
Finalize subjects for analysis of an argument; discussion of logical, emotional, and ethical
appeals; in-class analysis exercise.
CTRW, Chap. 3, pp. 50–76.
Due: Bring in an example of argumentative or persuasive writing.
Th 9/30
fallacies.
Discussion of thesis and forecasting statements; inductive and deductive reasoning; logical
CTRW, pp. 119–21.
Due: First draft of analysis of argument.
WEEK 7
T 10/5
Discussion of style; conclusions.
Th 10/8
Peer review workshop.
Due: Second draft of analysis of an argument.
WEEK 8
T 10/12
Conferences in my office.
Th 10/14
Sentence structure/length/combining; use of headings; titles.
Due: Bring Writer’s Reference and your most recent draft to class.
(Midterm Reports Due)
WEEK 9
T 10/19
Introduction to argumentative and persuasive writing.
Due: Final draft of analysis of an argument.
Th 10/21
Thesis; audience; organization.
CTRW, pp. 160–76.
WEEK 10
T 10/26
arguments.
Peer review workshop; collaborative drafting workshop; incorporating evidence into
CTRW, pp. 183–90.
Due: First draft of argumentative/persuasive essay.
Th 10/28
Five-minute debates.
WEEK 11
T 11/2
Peer review workshop.
CTRW, p. 176 to top of p. 181.
Due: Second draft of argumentative/persuasive essay.
Th 11/4
Conferences in my office.
WEEK 12
T 11/9
Revising, editing, and proofreading.
CTRW, pp. 181–82.
Due: Bring Writer’s Reference, revising list, and most recent draft of paper to
class.
Th 11/11
In-depth discussion of research, documentation, and citing from sources.
Due: Final draft of argumentative/persuasive essay.
WEEK 13
T 11/16
More on documentation, reliability of sources, and plagiarism; quoting, paraphrasing, and
summarizing exercise.
CTRW, pp. 191–200.
Th 11/18
Peer review—begin to write analysis of partner’s first draft.
CTRW, p. 207 (quoting from Sources) to p. 229.
Due: First draft of source paper.
WEEK 14
11/22-11/26
NO CLASS—THANKSGIVING BREAK
WEEK 15
T 11/30
Discuss partner’s analysis of draft; look at sample paper.
CTRW, pp. 232–48.
Th 12/2
Peer review workshop—written in-class analysis of partner’s second draft.
Due: Second draft of source paper.
WEEK 16
T 12/7
Mini-conferences; work on revising list and source paper.
Th 12/9
Continue to work on source paper and analysis of it (in preparation for final exam).
FINALS WEEK
12/13-12/17
Revising list, final source paper, and written analysis of source paper.
In his English Communications course at Lebanon Valley College, Dr. Grieve-Carlson uses the following
syllabus:
English 112: English Communications
Course Goals: This course builds on the writing skills you developed in English 111—a mastery of the
mechanics of writing as well as fluency, clarity, and the ability to develop a compelling line of thought—by
applying them to the closely related skills of critical reading, public speaking, and library of research.
Required Books:
Diana Hacker, The Bedford Handbook, 5th ed. (Boston: Bedford/St. Martin’s, 1998).
A hardcover dictionary
Henry James, The Aspern Papers and The Turn of the Screw, Penguin Classics
Sylvan Barnet and Hugo Bedau, Critical Thinking, Reading, and Writing, 3rd ed. (Boston: Bedford/St.
Martin’s, 1999)
Attendance Policy: I take attendance at the beginning of each class period, but I have no set number of
permitted absences. If you are absent on a day when we have a quiz or a day when you are scheduled to do
an oral presentation, and the absence is not excused, you will not be allowed to make up that quiz or
presentation (that is, your grade will be F). In order for an absence to be excused, you must contact me either
before or on the day of the absence, and I will decide whether the absence is excusable.
Policy on Late Papers: Papers will be penalized one-half letter grade for each weekday they are late (for
example, a B- will drop to a C+). If an essay is more than one week late, its grade will be F. If any of the
four required essays is not turned in, your course grade will be F.
Course Requirements: Your course grade will be based on three 1,000-word essays (one-seventh each, and
1,000 words is the minimum requirement); a 2,000-word research paper (two-sevenths, and 2,000 words is
the minimum requirement); a written final exam (one-seventh); oral presentations, five informal, two-page
responses to extracurricular events, and various quizzes and in-class writing assignments (one-seventh). If
your final grade is on the borderline between, say, a B- and a C+, your class attendance and participation
will determine the side of the borderline on which your grade falls.
Essays must be written on a word processor (computer). Once you submit your essay, no rewrites or
revisions will be graded. You may not submit an essay for this class that you wrote for another class—if I
find that you have done so, your grade on that essay will be F. You must submit, along with your final draft,
all of your earlier drafts and prewriting. I will hold individual conferences with you before each of your
essays is due (you should bring a complete draft of the essay to the conference). You may schedule as many
conferences with me as you like before each essay. I will be happy to talk with you about your topic, your
thesis, organization, evidence, rhetorical effectiveness, grammar or punctuation. Remember, too, that
Writing Center tutors are available to offer assistance.
Reading: You will spend more time reading in this class than you did in English 111, and much of what you
write will be in response to something you have read. It is important that you read carefully, with a pen (not
a highlighter) in your hand. Mark any passages that seem to you especially significant, or any passages you
find puzzling. Because you have to write a paper on The Turn of the Screw, you’ll want to make sure you
understand what you’re writing about, and if you’ve marked the significant passages, you’ll find it easier to
quote from them or to refer to them when the time to write the essay comes around. Every day you should
come to class with questions or clear opinions about what you’ve read.
Academic Dishonesty: Plagiarism is a serious offense, and its punishment is severe. It is essential that you
be honest, in anything you write, about acknowledging and accurately citing sources, and that you never,
ever, ever give the impression that something written, or something argued, by someone else is your own. If
I find that you have plagiarized, you will fail this course, and I will have to report the incident to the dean.
Tentative Schedule:
Jan. 19: Introduction
Jan. 21: Barnet, Chap. 1, “Critical Thinking,” pp. 3–20
Jan. 24: Barnet, Chap. 2, “Critical Reading: Getting Started,” pp. 22–34
Jan. 26: Barnet, Chap. 2, “Should Some Kinds of Speech Be Curtailed?” pp. 35–49
Jan. 28: Barnet, Chap. 3, “Critical Reading: Getting Deeper in Arguments,” pp. 50–62
Jan. 31: Barnet, Chap. 3, pp. 62–76
Feb. 2: Barnet, Chap 3, pp. 77–86
Feb. 4: Barnet, Chap. 3, pp. 86–98
Feb. 7 and 9: Individual conferences
Feb. 11: Essay #1 due; Barnet, Chap. 4, “Critical Writing,” pp. 101–15
Feb. 14: Barnet, Chap. 4, pp. 115–29
Feb. 16: Barnet, Chap. 4, 129–38
Feb. 18: Barnet, Chap. 4, pp. 138–51
Feb. 21: Barnet, Chap. 5, “Developing an Argument on Your Own,” pp. 160–70
Feb. 23: Barnet, Chap. 5, pp. 170–90
Feb. 25: Complete typed draft of essay #2 due in class; peer review
Feb. 28 and Mar 1: individual conferences
March 3: Essay #2 due; no reading assignment
—Spring Break—
March 13: Barnet, Chap. 7, “The Toulmin Model,” pp. 251–59
March 15: Barnet, Chap. 8, “Deduction,” pp. 260–71
March 17: Barnet, Chap. 8, “Induction,” pp. 271–78; written description of topic and tentative thesis for
essay #3 (research paper) due
March 20: Barnet, Chap. 8, “Fallacies,” pp. 278–98
March 22 and 24: Barnet, Chap. 6, pp. 191–218; meet in library
March 27: Barnet, Chap. 9, “Rogerian Argument,” pp. 299–307
March 29: Barnet, Chap. 10, “Legal Argument,” pp. 308–25
March 31: Barnet, Chap. 10, pp. 325–38; written bibliography due for essay #3
April 3 and 5: Individual conferneces
April 7: Writing day—no class
April 10: Essay #3 due; Barnet, Chap. 11, “Arguing about Literature,” pp. 339–54
April 12: Barnet, Chap. 11, pp. 354–65
April 14: Barnet, Chap. 11, pp. 365–76
April 17: James, pp. 145–86
April 19: James, pp. 187–224
April 20: James, pp. 225–62
—Easter Break—
April 26: Interpretations of The Turn of The Screw—no reading assignment
April 28 and May 1: Individual conferences
May 3: Essay #4 due; course evaluations
May 8: Final exam (an in-class essay)
For her English 102 courses at North Idaho College, Lori Ann Wallin uses the following syllabus:
North Idaho College
English 102-10, -23, -24, -25—English Composition
Required Texts:
 Sylvan Barnet and Hugo Bedau, Critical Thinking, Reading, and Writing: A Brief Guide to Argument,
3rd ed. (Boston: Bedford/ St. Martin's, 1996)
 Diana A. Hacker, Pocket Style Manual, 3rd ed. (Boston: Bedford/St. Martin’s, 2000)
 Joseph F. Trimmer, A Guide to MLA Documentation (New York: Houghton Mifflin, 1999)
 A good, up-to-date college dictionary
Goals: English 102 provides instruction in the research and documentation process (the gathering, critical
evaluation, and presentation of evidence). We will also focus on applied composition techniques and critical
thinking. The goals of this class are to become comfortable with a variety of types of expository writing, to
create clearly written arguments, to improve your reading skills, to think critically, to recognize unsound
reasoning, to become comfortable with controversy and differing opinions, to be able to gather and
incorporate outside source information using correct documentation, and to improve your time-management
skills. We will work throughout the semester to improve your ability to evaluate data and develop critical
skills with which to better analyze local, national, and international issues.
Class Work: This is a reading- and writing-intensive class. Class goals will be accomplished through a
variety of activities, including in-depth consideration of and research on a single issue, daily reading and
writing assignments, discussions, lectures, group work, and the composition of six formal essays.
Entry Skills: As evidenced by your grade in English 101, you have already mastered the skills of grammar,
punctuation, spelling, and organization and development of an essay. Therefore, although we will rarely if
ever discuss these issues in class, I expect that you will submit work that is grammatically and mechanically
correct. If, however, you feel that you need additional work in any of these areas, please let me know
immediately; I will assist you in developing strategies for improvement. You may also work with the
Writing Center to increase your skills. Remember, if you are not well prepared for this class, it is your
responsibility to devote the extra time to learning these basic skills.
Grading: Your class grade will be based on a 100-point system as outlined below.
 75 points—Formal essays. Over the course of the semester, you will write six formal essays. The first
four essays will count for 10 points each, the fifth for 15 points, and the sixth for 20 points.
 25 points—Daily work, participation, homework, and journals. Regular attendance and participation are
required and include active involvement not only in class discussions but also in group work. In order to
participate, it is necessary for you to have all assigned work done before class begins each day.
Completion of daily homework assignments and individual contributions to collaborative work will be a
vital component of your grade. Daily work will be graded on a check/minus basis. The point value of
each daily work, participation, homework and journal task will depend on the total assigned over the
semester but should fall between 0.2 and 0.4 points.
Grading Scale:
A = 96–100 pts.
A- = 92–95 pts.
B+ = 88–91 pts.
B = 84–87 pts.
B- = 80–83 pts.
C+ = 76–79 pts.
C = 72–75 pts.
C- = 68–71 pts.
D+ = 64-67 pts.
D = 60–63 pts.
D- = 56–59 pts.
F = 0-55 pts.
Journals: You will frequently be required to write journal entries of approximately 100
words. Often these entries will consist of 50-word summaries of selected essays from your
textbook, followed by 50 words expressing your personal response to the essay. In
addition, you will complete other assorted journal entries as assigned. Your journal
entries will form the basis for classroom and group discussions as well as serving as
initial brainstorming for your formal essays. Journal entries will be graded entirely on
content. You need not be concerned with spelling, conventions, form, and so on. Journal
entries should be on loose-leaf paper (handwritten or typed) and labeled with your name
and the date. Save all of your journal entries in a folder in order by date; they will be
collected periodically and at the end of the semester.
Manuscript Format: All essays are to be submitted in the proper manuscript form—that is, typed in a 12point font with one-inch margins, double-spaced, with your name, class and section number, assignment
number or description, and the date in the upper-right corner. Pages are to be numbered in multiple page
works. All essays that make use of outside sources require a correctly formatted works cited page. For each
formal essay, you will submit a portfolio containing all of your work, including prewriting and
brainstorming, outlines, notes, drafts, revisions, and group evaluations and feedback. Hand in your portfolio
in a manila file folder.
Rewrites: You have the option of rewriting any or all of your essays to achieve your desired grade, provided
that the following requirements are met:
 You have an individual conference with me about the paper before beginning your rewrite. This
conference must be scheduled within one week of receiving your original grade.
 Your rewrite constitutes substantive revision, not just editing based on my and your classmates'
comments.
 You must include your entire original portfolio with all rewrites.
 Your final grade will be an average of your original grade and the grade you receive on your rewrite.
Also, be aware that you need to manage your time effectively; don't let your current work fall behind
because you're involved in doing a rewrite.
Group Work: You will be assigned to a peer group for the semester. Group work will include peer editing
sessions, group evaluation and discussion of readings from the text, shared research and other assorted tasks
and activities. Keep the following guidelines in mind:
 Everyone can and must contribute to group activities.
 Mistakes are evidence of someone trying to learn.
 Nobody is "wrong." People disagree because they have different perspectives; listening and responding
to different perspectives makes our thinking more complex.

Expressions like "maybe," "sometimes," "I believe," and "from another perspective" are examples of
commonly used qualifiers. The use of such qualifiers will aid you in explaining your point of view.
The Writing Center: The Writing Center, located downstairs in the Kildow Building, is an excellent
resource that provides all students with free, drop-in help in all phases of the writing process. Making use of
the Writing Center will very likely raise your grade; if you are having difficulty with your writing, I
encourage you to visit the Writing Center. In some instances, I may specifically refer you to the Writing
Center; in these cases, your visit to the Center is a required class activity.
Classroom Conduct: You will speak to and behave toward one another and me in a mature, respectful, and
courteous manner. This includes giving your full attention to whoever is speaking, whether the speaker is
me, one of your classmates, or a guest. This also means no reading or studying of outside materials; no
walkmans, cell phones, or pagers; and no cross-talk. You may not interfere with other students' learning or
with my teaching. While I will never censor your ideas or opinions, I will, if necessary, censor the language
or behavior you use to express them. Failure to comply with acceptable classroom conduct will result in
expulsion from class.
Participation and Attendance: To participate, it is necessary for you to have all assigned work done before
class begins each day. Because peer feedback and discussion are essential components of this class, regular
attendance is required. All students lead busy lives and become ill on occasion; therefore, I will not judge
whether absences are excused or unexcused. An absence is simply an absence (this includes absences for
school-sponsored activities). Four classes (two for a night class) missed by midterm will result in an
instructor initiated withdrawal. More than six classes (three for a night class) missed by the end of the
semester will result in failure. Three late arrivals to or early exits from class equal one absence.
Class Materials: In addition to the required texts, you will need a folder or binder for your class notes and
handouts, a folder for your journal, six manila file folders (not peechees), pens with dark ink (please, no
assignments completed in pencil), and a highlighter. Also, you will frequently be required to photocopy your
writing or library materials, so plan to budget $10 to $20 for photocopy costs.
Disabilities: In compliance with the Americans with Disabilities Act of 1990 and Section 504 of the
Rehabilitation Act of 1973, NIC provides services and accommodations to students who experience barriers
in the educational setting due to learning, emotional, physical, mobility, visual, or hearing disabilities. For
more information, please contact Sharon Daniels-Bullock in the Disability Support Services Office, in the
College Skills Center, Kildow 101 (769-7794).
Additional Notes:
 Classwork and homework take a great deal of time and organization. Most of you have other
commitments—jobs, families, extracurricular activities, and so on. You must all, however, meet the
same standards, complete the same tasks, fulfill the same requirements, and comply with the same
deadlines. Be aware that no exceptions will be made, and plan accordingly.
 If you know you will have an unavoidable absence, notify me and turn in any assignments in advance.
 All essays are due at the beginning of the indicated class and will be penalized a full letter grade for
each day late. (This means each day, not each class period!) Late daily assignments and journals will not
be accepted.
 I do not repeat class lectures or assignments, so if you miss a class, it is your responsibility to ask a
member of your group to go through the presentation and share his or her notes with you.
 Plagiarism is completely unacceptable. If I find that, in my professional opinion, there is cause to even
suspect someone of cheating or plagiarism, that person will face consequences ranging from completely






rewriting the assignment to receiving an F in the class. Please refer to your ASNIC STUDENT
HANDBOOK for further information on this subject.
Because papers sometimes go astray, are dropped off in the wrong office, misplaced or lost, keep a copy
of every formal essay you hand in.
Errors in the recording of grades do sometimes occur. For your own protection, please keep all of your
class work until you have received your final grade for the semester.
I will not accept assignments on paper torn out of spiral notebooks. Invest in smooth-edged loose-leaf
binder paper, or be prepared to trim all spiral bound paper edges before submitting your assignments.
I do not provide office supplies. Make sure that multiple page assignments are stapled or paper-clipped
before you come to class.
When snow and ice make driving conditions hazardous, classes may be cancelled. To find out if school
is in session, call the NIC switchboard at 208-769-3300 or 800-254-4526. The recording is activated by
approximately 6 a.m. for day class closures and by approximately 1 p.m. for night class closures.
I reserve the right to add to or change items on this syllabus as circumstances warrant. In the event that
changes are required, I will alert you to them within a reasonable and sufficient time frame.
Major Tasks for English 102
Select a Topic
You will select a topic dealing with a community controversy for your semester-long research project after
extensive reading, brainstorming, and class discussion.
Paper #1: An Objective Summary of an Article on Your Topic—10 pts.
Paper #2: An Evaluation of an Article on Your Topic—10 pts.
(This task requires detailed summarizing skills.)
Paper #3: A Polemic on Your Topic—10 pts.
A polemic is a specialized type of argument (sometimes humorous) that involves the vehement, strident
presentation of a stance. Writing one requires well-developed evaluative skills and a detailed understanding
of at least one side of your topic.
Paper #4: An Argument about Literature—10 pts.
This paper will require you to locate a piece of literature about your topic and write an argument about its
meaning and value using a specific writing process.
Paper #5: A Fact-Finding Paper—15 pts.
This paper involves locating and objectively summarizing the best arguments for both sides of your chosen
topic. Correct documentation skills are a necessity.
Paper #6: A Researched Argument—20 pts.
This paper will argue in favor of your stance on your selected topic. It will require skillful summarizing and
evaluation, the use of various methods of persuasion (logos, ethos, pathos), and correct documentation
procedures.
Class Calendar
English 102-10 & -24—Spring 2001
The following is a day-by-day listing of reading, writing, and miscellaneous assignments. Please note that
the assignments listed are due on the day indicated; they should be done before coming to class on that day.
Abbreviations: PSM—Pocket Style Manual; IC—in class; CTRW—Critical Thinking, Reading, and Writing;
HO—handout.
Reading
Writing
In-Class and Miscellaneous
Journal: Write out comments or
questions on the syllabus and
calendar.
First Day of Class
IC: Orientation and
Introductions.
IC: Discuss controversy.
IC: Journal—Brainstorm a list
of controversial topics.
IC: Discuss syllabus and major
tasks for semester.
IC: Discuss critical reading and
Date
Jan. 16
Jan. 18
HO: Syllabus and calendar.
HO: Major tasks for English
102.
CTRW: Chap. 1 (pp. 1–20).
CTRW: Chap. 2 (pp. 22–34).
PSM: “Critical Reading” (pp.
103–104).
Jan. 23
Jan. 25
Journal: Select three items from
your list of controversial
topics and freewrite a
paragraph on each one.
CTRW: “Documentation” (pp.
Journal: Review your
209–31).
paragraphs on controversial
PSM: “Summaries and MLA
topics and the list of topics
Style” (pp. 111–12, 117),
we brainstormed in class;
“MLA Documentation Style”
select one topic for your
(p. 122), “MLA In-Text
semester-long research
Citations” (pp. 122–27),
project. Write a paragraph
“MLA List of Works Cited”
explaining why you chose
(pp. 127–37), “MLA
that topic.
Manuscript Format” (pp.
138–40), “Sample MLA
Page” (p. 140), “Sample MLA
List of Works Cited” (p. 141).
HO: Example quotes in MLA
format.
HO: Prompt for Paper #1.
Advance Warning: Begin
reading the op-ed section of
daily newspapers and weekly
news magazines now. For
February 22, you’ll need to
bring a satirical (polemic)
essay to class.
CTRW: Chap. 3 (pp. 50–76).
Journal: Write a brief (oneCTRW: Carefully and critically
paragraph) response to your
read your group’s essay for
group’s essay.
Paper #1.
thinking.
IC: In groups, share your
journal paragraphs on
controversial topics.
IC: Class discussion and
creation of topics list.
IC: Journal—copy down the
class’s brainstormed list of
topics.
IC: Share selected topics and
form peer groups.
IC: Discuss documentation.
IC: Discuss objective
summaries.
IC: Discuss Paper #1.
IC: Peer groups scan essays
from text and select an essay
for Paper #1. This essay may
be only peripherally related to
your topic.
IC: Discuss Chapters 3 and
methods of persuasion—
logos, pathos, ethos.
IC: Attributions exercise.
IC: Assumptions exercise.
IC: Groups discuss essays and
begin outlining for Paper #1.
Reading
Date
Jan. 30
Feb. 1
Feb. 6
Feb. 8
Writing
CTRW: Review pp. 27–34.
Typed draft of Essay #1 due:
CTRW: “Fallacies” (pp. 278–89)
Use your journal entry on the
and “Love Is a Fallacy” (pp.
essay, notes from your
290–98).
group’s discussion, and the
example summary on pp. 27–
34.
Journal: Summarize and
respond to “Love Is a
Fallacy.”
Journals due.
CTRW: Critical Writing (pp. 99– Final draft of Essay #1 ue in
100).
complete packet.
CTRW: Chap. 4 (pp. 101–15).
CTRW: Review checklist on p.
76.
PSM: Review “Critical
Reading” (pp. 103–104).
HO: Prompt for Paper #2.
Advance Warning: For March
6, you’ll need to locate a short
piece of literature (a short
story or poem) that deals with
your research topic. Start
looking now; this won’t be
easy!
HO: “Why Handguns Must Be
Completed Planning Sheet for
Outlawed.”
Analysis of an Argument.
CTRW: Review pp. 105–15.
Completed Worksheet for
CTRW: Review checklist on p.
Analysis.
76.
Journal: Summarize and
CTRW: “The Harmful Myth of
respond to each of the two
Asian Superiority” (pp. 77–
assigned essays.
78) and “First Teach Them
English” (pp. 94–95).
Reminder: For February 22,
you’ll need to bring a polemic
essay to class. Keep reading
the op-ed sections of
newspapers and news
magazines.
HO: Evaluation of “Why
First draft of Essay #2 due
Handguns Must Be
(use Planning Sheet,
Outlawed”
Worksheet for Analysis and
example on pp. 105–15).
In-Class and Miscellaneous
IC: Discuss logical fallacies.
IC: Logical fallacies exercise.
IC: Review summarizing, MLA
format, documentation and
attributions.
IC: Peer review session using
handouts and checklist on p.
34.
IC: Discuss evaluating
arguments.
IC: Discuss Paper #2.
IC: Peer groups scan essays
from text and select an essay
for Paper #2. This essay may
be only peripherally related to
your topic; it may not be the
same essay you used for
Paper #1.
IC: Discuss and complete
Analysis Worksheet.
IC: Discuss Planning Sheet.
IC: Discuss “Why Handguns
Must Be Outlawed” using
checklist on p. 76.
IC: Review pp. 105–15.
IC: Discuss essays.
IC: Groups begin Big Picture
exercise.
IC: Discuss evaluation of “Why
Handguns Must Be
Outlawed” using checklist on
p. 114.
IC: Groups continue work on
Big Picture exercise.
Feb. 13
CTRW: “On Racist Speech” (pp. Typed second draft pf Essay
39–42), “Protecting Freedom
#2 due (use Planning Sheet,
of Speech on Campus” (pp.
Worksheet for Analysis,
43–45).
example on pp. 105–15, and
Reminder: For February 22,
Big Picture exercise).
you’ll need to bring a polemic Journal: Summarize and
essay to class. Keep reading
respond to each of the
the op-ed sections of
twoassigned essays.
newspapers and news
Journals due.
magazines.
IC: Peer review session using
checklist on p. 114.
IC: Groups complete amd
present Big Picture exercises.
IC: Peer review session using
handouts and checklist on p.
114.
Reading
Date
Feb. 15
Feb. 20
Feb. 22
Feb. 27
CTRW: Review “Satire, Irony,
Sarcasm” (p. 73).
HO: Prompt for Paper #3.
HO: Packet of Polemics.
Reminder: For February 22,
you’ll need to bring a polemic
essay to class. Keep reading
the op-ed sections of
newspapers and news
magazines.
Advance Warning: For March
6, you’ll need to locate a short
piece of literature (a short
story or poem) that deals with
your research topic. If you
haven’t started looking yet, do
it now; this won’t be easy!
CTRW: “I Want a Wife” (pp.
91–93), “It Takes Two: A
Modest Proposal for Holding
Fathers Equally Accountable”
(pp. 122–24) and “A Modest
Proposal” (pp. 151–58).
Reminder: For February 22,
you’ll need to bring a polemic
essay to class. Keep reading
the op-ed sections of
newspapers and news
magazines.
Periodicals: Read the op-ed
section of daily papers or
weekly news magazines to
locate examples of polemic
writing. Bring a copy of the
best one you find to class.
Reminder: For March 6, you’ll
need to locate a short piece of
literature (a short story or
poem) that deals with your
research topic. If you haven’t
started looking yet, do it now;
this won’t be easy!
CTRW: “Perils of Prohibition”
(pp. 83–85) and “Addicted to
Health” (pp. 86–90).
Reminder: For March 6, you’ll
Writing
In-Class and Miscellaneous
Final draft of Essay #2 due in
complete packeta
Journal: Write a brief response
to each polemic in HO
packet.
IC: Review satire, irony, and
sarcasm.
IC: Discuss polemics from HO.
IC: Discuss Paper #3.
Journal: Summarize and
respond to each of the three
assigned essays.
IC: Discuss unreliable narrators,
satire, irony, and sarcasm.
IC: Discuss essays.
First draft of Essay #3 due.
Journal: Summarize and
respond to your sample
polemic.
IC: Student volunteers read
their example polemics;
discuss.
IC: Peer review session.
Second draft of Essay #3 due.
Journal: Summarize and
respond to each of the two
assigned essays.
IC: Discuss essays.
IC: Peer review session using
outline on back of prompt.
Mar. 1
need to locate a short piece of Journals due.
literature (a short story or
poem) that deals with your
research topic. If you haven’t
started looking yet, do it
now; this won’t be easy!
Final warning: By March 6,
you must have a short story
or poem that deals with your
research topic. If you haven’t
found one yet, see me
immediately!
IC: Begin discussion of 5-Step
Lit.
Reading
Date
Mar. 6
Writing
CTRW: Chap. 11 (pp. 339–54,
Final draft of Essay #3 due in
362–64 and 370–71).
complete packet.
PSM: “Integrating Literary
Journal: Summarize and
Quotations” (pp. 118–22).
respond to the piece of
Locate a short piece of literature
literature you’ve selected on
(a short story or poem) that
your research topic.
deals with your research
Journal: In one detailed
paragraph, respond to one of
topic. Bring a copy to class.
the five questions on pp. 370–
HO: Prompt for Paper #4.
71.
Mar. 8
Mar. 13
Mar. 15
Mar. 20
Mar. 22
Mar. 27
Mar 29
CTRW: “Juvenile Justice Is
Write a brief (250–500 word)
Delinquent” (pp. 115–18) and
argument about “Garden of
“Just Take Away Their Guns”
Eden” or “The Teaching
(pp. 79–82).
Assistant.” This may be
handwritten.
Journal: Summarize and
respond to each of the two
assigned essays.
Journals due.
First draft of Essay #4 due.
CTRW: “Bring Back Flogging”
(pp. 119–21) and “Five Myths
about Immigration” (pp. 125–
28).
CTRW: Chap. 6 (pp. 191–248).
You may disregard any
reference to APA format;
focus on MLA.
PSM: “Finding Print and OnLine Sources” (pp. 94–101)
and “Evaluating Library and
Internet Sources” (pp. 101–
104).
HO: Prompt for Paper #5.
HO: Library project handouts.
HO: Website evaluation.
CTRW: “Appendix: World Wide
Web Sources for Current
Issues” (pp. 447–51).
Second draft of Essay #4 due.
Journal: Summarize and
respond to each of the two
assigned essays.
Final draft of Essay #4 due in
complete packet.
Journal: Write a two- to threesentence description of the
topic you will deal with for
Papers #5 and #6. Make sure
your topic is focused and
clear.
In-Class and Miscellaneous
Mid-Term Week
IC: Complete 5-Step Lit.
IC: Discuss Chp 11.
IC: Discuss Paper #4.
IC: Groups share responses to
questions pgs 370-371.
IC: Work Session—Begin
brainstorming a thesis and
outline Paper #4.
Mid-Term Week
Curriculum Day—No Class!
IC: Discuss essays.
IC: Group discussion of miniarguments.
IC: Work Session—Outline
&/or draft Paper #4.
IC: Students present a brief of
their arguments about
literature.
IC: Peer review session.
Spring Break—No Class!
Spring Break—No Class!
IC: Discuss essays.
IC: Peer review session.
IC: Discuss Chap. 6, MLA
documentation, and correct
use of sources.
IC: Discuss Paper #5 and
working bibliography.
IC: Begin MLA exercise.
CTRW: Review
“Documentation” (pp. 209–
48).
Reading
Date
Apr. 3
Apr. 5
Apr. 10
Apr. 12
Apr. 17
Apr. 19
Apr. 24
Writing
Library: Locate, check out, or
Working bibliography due
copy and read sources for
(bring two copies to class).
Papers #5 and #6. The more
Journal: Summarize and
sources you have available,
respond to each of the two
assigned essays.
the better (and easier) these
two writing tasks will be.
CTRW: “Thinking Straight and
Dying Well” (pp. 129–37)
“Animal Liberation” (pp.
138–50).
PSM: “Citing Sources: Avoiding
Plagiarism” (pp. 109–112)
and “Integrating Non-Fiction
Sources” (pp. 112–118).
First draft of Essay #5 due.
CTRW: “Let’s Put Pornography
Back in the Closet” (pp. 35–
38) “The Laws of
Cyberspace” (pp. 46–49).
Journal: Summarize and
respond to each of the two
assigned essays.
Journals due.
Second draft of Essay #5 due.
CTRW: Chap. 5 (pp. 160–90).
PSM: “Supporting a Thesis” (pp.
106–108).
CTRW: Chap. 9 (pp. 299–307).
HO: Prompt for Paper #6.
Final draft of Essay #5 due in
complete packet.
Journal: Summarize and
respond to “Communication:
Its Blocking and
Facilitation.”
CTRW: Review checklists on pp. Complete Positions Analysis
76 and 231.
Worksheet.
First draft Essay #6 due.
Journals due.
Apr. 26
May 1
May 3
CTRW: Chap. 10 (pp. 308–15).
Second draft of Essay #6 due.
Journal: Respond to the
following question: “How
In-Class and Miscellaneous
IC: Complete MLA exercise.
IC: Group members review and
correct bibliographies; use
copies of sources to verify.
IC: Groups members review one
another’s sources and make
arrangements for sharing
copies, and so forth.
IC: Peer review session—group
members check one another’s
drafts against checklist on p.
231. Also read for balanced
and objective presentation.
IC: Work session—revise
essays, peer review, ask
questions, revise
bibliographies, and so forth.
IC: Peer review session.
IC: Discuss Chap. 5.
IC: Work session—revise
essays, peer review, ask
questions, revise
bibliographies, and so forth.
IC: Discuss Chap. 9.
IC: Discuss Paper #6.
IC: Begin work on Positions
Analysis Worksheet.
IC: Peer review session—use
checklists on pp. 76 and 231.
IC: Work session—revise
essays, peer review, ask
questions, revise
bibliographies, and so forth.
IC: Peer review session.
IC: Discuss Chap. 10 and
journal question responses.
important is civic literacy?”
Explain your position.
May 8
CTRW: “A Casebook on the
Law and Society” (pp. 316–
38).
Final draft of Essay #6 due in
complete packet.
Journal: Summarize and
respond to Texas v. Johnson,
Cohen v. California, or New
Jersey v. T.L.O.
IC: Work session—revise
essays, peer review, ask
questions, revise
bibliographies, and so forth.
IC: Groups share their
summaries and responses to
Texas v. Johnson, Cohen v.
California, or New Jersey v.
T.L.O.
IC: Class forms groups
according to selected court
case and opinion on that case.
IC: Discuss last day activity (a
brief debate on selected court
cases).
Reading
Date
May 10
Writing
In-Class and Miscellaneous
Final journals due.
Last Day of Class!
IC: Journal – Evaluation of
English 102.
IC: Brief debates on selected
court cases.