ENG 205: Critical Thinking &
Intermediate Composition
T/Th, 12:45 – 2:10 in I4-207
Fall 2015 – CRN: 63835 – Lecture Hrs/Wk: 3
#CourseDescription: English 205 focuses on writing argumentative prose and critically
evaluating arguments. A majority of the written assignments require some research and
documentation, including library research. This course is designed to help students who are
planning to transfer to a four-year college or university to develop critical thinking, reading,
writing, and research skills beyond the level of English 101 and English 105. Assignments require
a total of at least 8,000 words of graded writing.
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#StudentLearningOutcomes: As a class we will analyze rhetorical situations with the intent of
not only sharpening our critical thinking and reading skills, but also strengthening our ability to
write effectively no matter what the setting may be. Considerable attention will be devoted to
the writing process, particularly invention, revision, and community.
Upon successful completion of the course the student will be able to:
1. Apply the principles of critical reasoning to the reading and writing of complex and
sophisticated material.
2. Apply the principles of college-level academic writing to complex and sophisticated
topics in exposition and argumentation.
3. Develop and demonstrate orally and in writing strong, focused, research-based
arguments on contemporary and academic topics, addressing competing viewpoints.
4. Demonstrate in writing a sophisticated integration of a variety of research sources with
appropriate documentation.
By the end of the course you will possess a deeper understanding of rhetorical texts and
communicative devices. Our aim is to help you in the process of becoming a resourceful and
sophisticated writer who can successfully work through a variety of writing challenges in the
classroom and beyond. Workshop and group activities will be emphasized, giving students the
opportunity to become active learners and creators of knowledge.
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#POLICIES (below)
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#Attendance: Writing is a “soft discipline,” meaning you cannot simply soak formulas up by
reading the text and completing assignments. There is no substitute for attendance. Students
are allowed 3 absences. For each additional absence, your participation grade will take a hit.
Tardies and early dismissals may also adversely affect your participation grade.
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#Electronics:
“Never half-ass two things. Whole-ass one thing.” – Ron Swanson
Whether it be a smart phone, tablet, or laptop, electronics encourage “continuous partial
attention” (i.e., doing several things at half-capacity instead of one thing at full-capacity).
Furthermore, a lot of new research supports the notion that electronics in the classroom may
be detrimental not only to the user, but to those nearby. Therefore, technology will not be
permitted in this class. If I see phones out, I will ask you to leave.
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San Diego Mesa College
Professor: @LouieCentanni
E-mail: lcentann@sdccd.edu
Web: profcentanni.weebly.edu
Office: G312
Office Hours: T/Th, 11-12:30
or by appointment
145
4
followers
following
Favorites (i.e., Required Texts)
1) Thank You For Arguing by Jay
Heinrichs (Three Rivers, 2007)
2) Breakfast of Champions by Kurt
Vonnegut (Dell, 1999)
Following (i.e., Assignments &
Grade Breakdown)
Formal essays 15 pts (3)
45%
In-class essays 10-20 pts (2) 30%
Formative assessments var. 15%
Participation var.
10%
Trending (i.e., Formal Essays)
1) Articulating and Evaluating an
Argument in Context: For this
assignment, students will be
asked to examine an opinion
editorial to discern the author’s
argument and the effect of his
rhetorical strategies. Focus on:
assumptions, audience, context.
2) Researching Elements of
Context: For this assignment,
students will be asked to examine
how an argument made in one
context would be required to
adapt to another place or time.
Research will be required to
support the identified discourse
changes.
3) Rhetorical Analysis with
Emphasis on Commonalities: For
this assignment, students will be
asked to select a “hot button”
issue and identify the similarities
between two opposing texts (e.g.,
one “pro-choice” vs. one “prolife”). Focus on: assumptions,
audience, context.
#LateWork: I will only accept late work on formal essays, as other assignments are timesensitive. Late essays will receive a full letter grade deduction per class period late.
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#MindfulMinute: One of the greatest enemies to learning is what Buddhists call “the monkey
mind.” Think about how many times a day your mind bounces from the task-at-hand to a
problem in the past, a worry from the future, or to things you cannot handle in the present
moment. In that light, I will begin each session with one minute of mindful silence. The
intention is not one of spirituality or religion, but rather of focus. The hope is to create a
foundation of relaxed, vigilant attention that will facilitate class activities. You may feel free to
participate in any centering practice of your choice, even if that merely means shutting up for
one minute; however, please respect the mindful silence. 
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#Plagiarism: This is the academic equivalent to grand larceny. Copying someone’s words
without citing them, using someone’s ideas without crediting them – there are many ways to
fall victim to this crime. Remember that my goal is to teach, not to punish. If you have any
fears about whether or not you are plagiarizing, please ask before you violate the rule. Penalties
for plagiarism can vary from a stern conversation to a zero on an assignment to expulsion from
school. Be aware of this.
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#Respect: In this class (and really, in life), maintain what author Jon Kabat-Zinn refers to as a
“don’t know mind.” Everyone has his or her own beliefs and values, and they are “right” in his
or her mind. Enter every discussion in this class accepting the notion that you may not be
“right.” Respect the views of others, even if you disagree with them. This is the first step toward
intelligence and a necessary prerequisite for wisdom, so begin cultivating that in my classroom
(if you haven’t begun already).
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#StudentAthletes: I was a college athlete, so I know the challenges that come with balancing
your practice/game schedule with classes. Please make arrangements with the professor ahead
of time if you must be absent for a sporting event.
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#Support:
1. Students with disabilities should let me know about any necessary accommodations
today.
2. Tutoring is free and available on a walk-in basis (no appointment necessary) and is
open to all Mesa College students. Visit the Academic Skills Center in Room I4-203 (2nd
floor, Student Services building) or call 619-388-2898 for more information. I repeat: it
is free.
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#Website: Please familiarize yourself with my personal website (profcentanni.weebly.com), as
many class readings, assignments, and resources will be posted there.
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#Friends: Before class ends today, please exchange contact information with two
classmates so that, in the event of an absence, you are able to stay on task.
Note: Feel free to e-mail your professor regarding nearly any issue; however, the one
e-mail to which I will not respond is, “What did I miss?” / “Did I miss anything
important?” / any variation thereof. This is why you make friends in class.
Second Note: This course addresses the following English Department Student
Learning Outcomes: Rhetorical Awareness (as readers and writers), Critical
Thinking, Creative Thinking, and Global Awareness.
Final Note: All information on this syllabus is subject to change at the discretion of the
professor.
San Diego Mesa College
Who to Follow (i.e., In-class
essays)
The in-class essays will be “mock
WPA” exams. The Writing
Placement Assessment (WPA) is
the placement exam all students
transferring to San Diego State are
required to take in order to meet
the writing requirements of the
UC system (note: many four-year
universities have some similar
version of this exam). Students
will read a nuanced argument and
respond to a prompt during a
timed writing period.
For this class, the “midterm”
version of this exam will be work
10 points (10%) and the “final”
version will be worth 20 points
(20%) of your final grade.
Tentative Course Schedule
Unit
Week
Dates
1
Aug 24 – Aug 28
Agenda
Roster / Crashers / Introductions / Syllabus
by Thursday, 9/3: TYFA (Ch. 1–3)
Academic Writing / Discourse Communities
Aug 31 – Sep 4
2
by Thursday, 9/3: TYFA (Ch. 4–8)
Strategies / Assumptions / Audience / Context
1
Sep 7 – Sep 11
3
4
Sep 14 – Sep 18
5
Sep 21 – Sep 25
6
Sep 28 – Oct 2
7
Oct 5 – Oct 9
8
Oct 12 – Oct 16
2
by Tuesday, 9/8: TYFA (Ch. 9–10)
Peer Review / Writing Workshop
by Tuesday, 9/15: TYFA (Ch. 11)
Essay #1 Due (Thu, 9/17)
Argument in Fiction
by Tuesday: TYFA (Ch. 12)
by Tuesday: BoC (pp. 1–83)
Discussion & Comparing
by Tuesday: TYFA (Ch. 13)
by Tuesday: BoC (pp. 85–173)
Discussion & Research
by Tuesday: TYFA (Ch. 14)
BoC (pp. 175–252)
Discussion / Research / Outlining
Content
2005 Kenyon College
Commencement Speech
by David Foster Wallace
Thank You For Arguing
(TYFA) by Jay Heinrichs
“Shitty First Drafts” by
Anne Lamott
Various Readings
TYFA by Jay Heinrichs
Breakfast of Champions
(BoC) by Kurt Vonnegut
by Tuesday: BoC (pp. 252–end)
Peer Review / Writing Workshop
Midterm
9
Oct 19 – Oct 23
10
Oct 26 – Oct 30
11
Nov 2 – Nov 6
12
13
-14
15
16
Nov 9 – Nov 13
Nov 16 – Nov 20
Nov 23 – Nov 27
Nov 30 – Dec 4
Dec 7 – Dec 11
Dec 14 – Dec 18
by Tuesday: TYFA (Ch. 19)
Essay #2 Due (Tue, 10/27)
In-class Essay (Thu, 10/29)
Discussion & Debate
3
Final
Film
WPA slideshow
TYFA by Jay Heinrichs
Discussion / Debate / Research
Peer Review / Writing Workshop
Thanksgiving Break
Essay #3 Due (Tue, 12/1)
In-class Essay (Thu, 12/10)
Paper rewrites / Conferences / Extra Credit
Various Readings
“Keep your hat on. We may end up miles from here.”
- Kurt Vonnegut
San Diego Mesa College