Rhetoric and Composition/English 1A| Fall 2014
Contact Information for Mr. Andrew Dominguez
Office Hours
Available in person after school Monday through Thursday
Available by phone: School: 327-2160
Available by E-mail: andydominguez@cusd.com or cwcomp99@gmail.com
This is the preferred method for communication.
Course Description
RHETORIC AND COMPOSITION /ENGL 1A READING AND COMPOSITION (4 Units)
Students will read, analyze, and compose college-level prose, with an emphasis on expository text,
studying writing as a process, exploring different composing structures and strategies, editing and
revising one’s own writing, conducting research (gathering, organizing, evaluating, integrating, and
documenting information). Students will write a minimum of 6,000 words in formal academic language,
including a culminating research project.
Introduction
The instructor will teach a variety of reading and writing strategies necessary for gathering, organizing,
evaluating, integrating, and documenting research, and provide timely feedback on student assessments;
however, this class is designed as a workshop and depends on active participation. Students will read and
analyze a variety of academic texts; students will research and write a variety of academic texts; students
will share their insights and observations in class discussions, presentations, and peer revision groups.
MLA format is required for every essay with attention to other specific instructor requirements.
Student Learning Outcomes
Students must commit to reading a variety of texts and writing about a variety of topics. Upon completion
of this course, students will be able to:
1. Summarize and comprehend college level prose
a. identifying the model, summarizing the thesis, and locating supporting information
b. naming rhetorical devices such as irony and parallelism and translating metaphorical
language, so as to determine an author’s intent, both explicit and implicit
c. answering questions from assigned reading differentiating between an author’s intent and
personal reaction
d. describing, evaluating, and questioning the purpose, audience, organization, and style of
assigned readings
2. Craft increasingly mature and cogent writing while choosing the appropriate tone and academic
voice
3. Reduce dependence on the instructor’s guidance; students will ultimately independently and
accurately recognize and self-correct errors in sentence construction, punctuation, and mechanics.
4. Complete a timed essay independently within a class period, organized with thesis and adequate
support
5. Write several processed essays using particular rhetorical strategies
6. Write a documented research paper of at least 2400 words that includes:
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Rhetoric and Composition/English 1A| Fall 2014
a. Arranging and integrating ideas in a multiple body essay, complete with topic sentences,
supporting data, and background, as necessary.
b. Indicating an arguable thesis.
c. Gathering, analyzing, and synthesizing peer-reviewed sources and/or original research
such as interview, survey, or observation.
d. Employing MLA formatting guidelines for Work Cited and in-text citations
e. Practicing sound choices in identifying and avoiding logical fallacies.
f. Employing appropriate use of third person universal.
g. Identifying appropriate audiences for their compositions.
h. Paraphrasing, quoting, and summarizing in order to discriminate among sources for
accuracy and validity.
i. Developing an annotated bibliography from sources for a research paper.
j. Recognizing the appropriate use of sources, while avoiding intentional and unintentional
plagiarism.
A Note about Plagiarism in this Class: DON’T DO IT! Any paper that is plagiarized in whole or in
part or any assignment that includes any form of cheating will be failed with no possibility of re-doing the
paper. If there is a second incidence of plagiarism or cheating, the student will be referred to the Dean of
Instruction and the Dean of Students at Willow International Community College for possible disciplinary
action. (Clovis West High School Policies will apply as well.)
Classroom Texts
Online Resources: cwcomposition.weebly.com
Students must purchase the following books for class
1. Vandermay, R., Meyer, V., Van Rys, J., Sebranek, P. 2015. The College Writer: A Guide to
Thinking, Writing, and Researching. Fifth Edition. Stamford, Connecticut: Wadsworth, Cengage
Learning. (Due in class, Sept 5)
2. Downing, S. 2014. On Course: Strategies for Creating Success in College or in Life. Seventh
Edition. Stamford, Connecticut: Wadsworth, Cengage Learning. (Due in Class, Sept 5)
You will be assigned one of the following novels the first week of class. This text will drive a small
group presentation, and must be brought to class, already read, Monday, October 6
Hunger of Memory: The Education of Richard Rodriguez (2004) This is the story of Mexican-American Richard
Rodriguez, who begins his schooling in Sacramento, California, knowing just 50 words of English, and concludes
his university studies in the stately quiet of the reading room of the British Museum. Here is the poignant journey of
a “minority student” who pays the cost of his social assimilation and academic success with a painful alienation —
from his past, his parents, his culture — and so describes the high price of “making it” in middle-class America.
Acceptance: Susan Coll (2008) A novel set over one year in the college application process, when students and
parents surrender their evenings, their weekends, and their sanity to the race for admission. Maya, Taylor, and "AP"
Harry (so named for all the advanced placement courses under his belt) are high school students in a Washington,
D.C. suburb called Verona, each gunning for admission to the most prestigious colleges. Olivia is an overworked
admissions officer, under siege from applications and every kind of desperate appeal. The application process
threatens to overrun all of their lives, and Acceptance follows each character's struggle for their sanity against the
relentless pressure of competition.
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Rhetoric and Composition/English 1A| Fall 2014
Results May Vary: Michael H. Haussler (2010) Results May Vary follows a teacher and a student through one day
in the life of a Los Angeles high school. Santa Ana winds are blowing, brush fires are burning in the mountains
above the city, and emotions are tinder dry. It's the end of the year push for a battery of standardized tests. Despite
outward signs of success, Mr. Miller, a teacher, and Grace, a junior, are pressed to the breaking point by the school
system.
Thirteen Reasons Why: Jay Asher (2011) When Clay comes home, he finds a package from his girlfriend Hannah,
who committed suicide two weeks ago, along with a series of tapes she recorded outlining the 13 reasons why she
killed herself.
Good Enough: Paula Yoo (2012) This comedic story of a young Korean-American's struggle—pleasing her parents
while trying to figure out what she wants and how to forge her own identity—was written by a real-life
overachieving violinist.
Boy 21: Matthew Quick (2013) Basketball has always been an escape for Finley. He lives in broken-down
Bellmont, a town ruled by the Irish mob, drugs, violence, and racially charged rivalries. At home, his dad works
nights, and Finley is left to take care of his disabled grandfather alone. He's always dreamed of getting out someday,
but until he can, putting on that number 21 jersey makes everything seem okay. Russ has just moved to the
neighborhood, and the life of this teen basketball phenom has been turned upside down by tragedy. Cut off from
everyone he knows, he won't pick up a basketball, but answers only to the name Boy21—taken from his former
jersey number. As their final year of high school brings these two boys together, a unique friendship may turn out to
be the answer they both need.
You will also choose one of these nonfiction texts the first week of class. This text will drive a small
group presentation, and must be brought to class, already read, on Monday, December 1.
Teaching with Poverty in Mind: Eric Jensen (2009) Jensen argues that although chronic exposure to poverty can
result in detrimental changes to the brain, the brain's very ability to adapt from experience means that poor children
can also experience emotional, social, and academic success. A brain that is susceptible to adverse environmental
effects is equally susceptible to the positive effects of rich, balanced learning environments and caring relationships
that build students' resilience, self-esteem, and character.
DIY U: Edupunks, Edupreneurs and the Coming Transformation of Higher Education: Anya Kamenetz (2010)
A look at the American higher education system and the flawed economic models at its foundation. Passionately
argued and rigorously researched, the book exposes the greatest challenges to education reform and offers a glimmer
of hope for new, more open and accessible models of education that transcend the institutional “credential mill” of
traditional academia.
A New Culture of Learning: Douglas Thomas and John Seely Brown (2011) The book touches on a number of
critical issues in digital learning, from the role of remix culture to the importance of tinkering and experimentation
in creating, not merely acquiring, knowledge. Central to its premise is the idea that play is critical to understanding
learning.
How Do Other Countries Create “Smarter” Kids? Amanda Ripley (2013) In a handful of nations, virtually all
children are learning to make complex arguments and solve problems they’ve never seen before. They are learning
to think, in other words, and to thrive in the modern economy. What is it like to be a child in the world’s new
education superpowers? In a global quest to find answers for our own children, author and Time magazine journalist
Amanda Ripley follows three Americans embedded in these countries for one year. Their stories, along with
groundbreaking research into learning in other cultures, reveal a pattern of startling transformation: none of these
countries had many “smart” kids a few decades ago.
How Children Succeed: Grit, Curiosity, and the Hidden Power of Character by Paul Tough (2013) Paul Tough is
tackling one of the most challenging - and contentious - issues of our time. His analysis will offend those who tend
to blame poverty predominantly on the irresponsible choices of the poor by showing just how powerful the cyclical,
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Rhetoric and Composition/English 1A| Fall 2014
environmental pressures are on children raised in these communities. His work is just as challenging to those who
think that those trapped in cycles of poverty are mere victims of their environment who bear no responsibility for
their decisions. Tough shows that parents and children in poverty can and do overcome the powerful environmental
forces of their communities - and that this is a beautiful and essential component of breaking cyclical poverty. His
call is for those with education and influence to demonstrate motivation and volition (two components of character
formation he extols) to recognize, celebrate, and nurture the character of children and families in poverty.
Reign of Error: Diane Ravitch (2014) From one of the foremost authorities on education in the United States,
former U.S. assistant secretary of education, an incisive, comprehensive look at today’s American school system
that argues against those who claim it is broken and beyond repair; an impassioned but reasoned call to stop the
privatization movement that is draining students and funding from our public schools.
Film Selections
Chalk (2007) An improvisational take on the high school experience, told from the educators' point-of-view.
(Rated PG-13 for some language; 85 minutes)
High School (1968) High School is a 1968 American documentary film directed by Frederick Wiseman that
shows a typical day for a group of students at Northeast High School in Philadelphia, Pennsylvania. It was one
of the first direct cinema documentaries. (NR; 75 minutes)
Race to Nowhere (2010): This is a close-up look at the pressures on today's students, offering an intimate view
of lives packed with activities, leaving little room for down-time or family time. (Rated PG-13 for thematic
material involving stress on adolescents; 85 minutes)
Waiting for Superman (2010) As he follows a handful of promising students are followed through a system
that inhibits, rather than encourages academic growth, the director undertakes an exhaustive review of public
education. (Rated PG for some thematic material, mild language and incidental smoking; 11 minutes)
Additional Teacher Resources
Barnett, S. & Bedau, H. 2005. Contemporary & Classic Arguments: A Portable Anthology. New
York, New York: Bedford St Martins
Bellanca, J. & Brandt, R. 2010. 21st Century Skills. Bloomington, Indiana: Solution Tree Press.
Bloom, L. Z. 2007. The Essay Connection: Readings for Writers. Stamford, Connecticut: Wadsworth,
Cengage Learning.
Chaffee, J. 2008. Critical Thinking, Thoughtful Writing. Stamford, Connecticut: Wadsworth, Cengage
Learning.
Connelly, M. The Sundance Reader.2012. Stamford, Connecticut: Wadsworth, Cengage Learning.
Eschholz, P. & Rosa, A. 2005. Subjects/Strategies: A Writer’s Reader. New York, New York:
Bedford St Martins
Rottenberg, A. T. & Winchell, D. H. 2006. The Structure of Argument. New York, New York:
Bedford St Martins
Attendance Policy: If a student misses more than 8 hours of class by the 8th week of class; the student
will be automatically dropped from the class.
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Rhetoric and Composition/English 1A| Fall 2014
College Credit Policy: In order to obtain your 4 units of credit, you must complete the online registration
form for Clovis Community College by Thursday, August 28 by 5pm. You must also complete an
enrichment packet and bring it to the Parent Meeting that evening in the cafeteria (7:30pm) or to your
instructor before 3pm that same day.
Drop Policy: A student may drop the class without penalty by the end of the third week. A letter will be
sent home for a parent signature verifying that the parent is aware of the student drop.
Due Date Policy: All student work must be turned in on the due date; there is no Late Credit, nor is there
individual Extra Credit.
Make-up Policy: Because students will be given a semester assignment due date calendar the first week
of class, it is the student’s responsibility to make arrangements to obtain directions for missing in-class
assignments. In-Class assignments must be made up within 2 weeks of the original due date. Online
assignments are due on or before the due date regardless of absences.
Accommodations for Students with Disabilities
If you have a verified need for an academic accommodation or materials in alternate media (i.e.: Braille,
large print, electronic text, etc.) per the Americans with Disabilities Act or Section 504 of the
Rehabilitation Act, please contact your instructor as soon as possible.
Transcript Instructions: It is the student’s responsibility to obtain her or his college transcript from
Willow International in order to transfer the four units of credit. You will need your WI Student ID #.
1. To get your transcript Go to willowinternationalcenter.com
2. At the top on the right side is “quicklinks,” a drop down menu.
a. Choose “Transcripts.” (This will take you to Reedley College’s Forms On line.)
b. Choose “Request Transcript.” (This will open the form to fill out and the instructions
are right on the form.)


No Parent/Guardian Signature Page is required. Parents/Guardians are agreeing to all course content when
they sign the enrichment packet for Clovis Community College Center.
If a student is dropped from the college credit portion of the class, parents will be notified through their student
via a letter from the instructor. The student and parent will have the option to stay in the class and continue to
earn high school graduation credit or transfer to a different senior English class.
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Rhetoric and Composition/English 1A| Fall 2014
English 1A Calendar: Fall 2014
Week
1 (Aug 25)
Testing
Topic
Class Introduction
*Selected Readings
*Aug 28 Parent Meeting
2 (Sept 1)
Textbooks
due:
College Writer
On Course
3 (Sept 8)
Presentations
4 (Sept 15)
Presentations
Critical Reading,
Thinking, and Writing
Beginning to Write
Planning to Write
Drafting
Revising
Editing/Proofreading
Getting Started
Conducting Research
Building Credibility
Documented Drafting
5 (Sept 22)
Research/Writing
6 (Sept 29)
Research/ Writing
7 (Oct 6)
Fiction Analysis
8 (Oct 13)
Research/Writing
9 (Oct 20)
Research/Writing
Assignment Description
PPT: Course and Major Assignments Description
Essay Assignments
Textbook Assignments
Senior Project
PPT: Intro to Rhetoric and Critical Thinking
PPT: Intro to Modes; GO: Modes
PPT: On Demand Writing 1
No School
College Writer Assignment (CWA) Directions
Bring book; Choose Chapters
Film: Waiting for Superman (Guided Viewing)
Work Day: Prep for PPT Pres.
Chapters 2, 3 4, 5, 6
The Writing Process (2) Presentation
The Writing Process (3) Presentation
The Writing Process (4) Presentation
The Writing Process (5) Presentation
The Writing Process (6) Presentation
Day
Monday
On Course Journal (OCJ) Assignment Work Day
Research and Writing (24) Presentation
Research and Writing (25) Presentation
Research and Writing (26) Presentation
*OCJ Assignment #1 due at 11pm (online)
Research and Writing (27) Presentation
Monday
Tuesday
Thursday
Thursday
Essay Directions and Protocols
OCJ Assignment#2 due at 11pm (online)
Writing Lesson
Writing Lesson
Writing Lesson
Writing Lesson
Essay 1 Due 11 pm (online)
Film 2: Guided Viewing
OCJ Assignment#3 due at 11pm (online)
On Demand Writing 2
Work Day: Bring Novels to Class (Already Read)
Verification Quiz/ Directions for Novel Project
Work Day for Novel Presentation
OCJ Assignment#4 due at 11pm (online)
Novel Presentations
Novel Presentations
Reading Lesson
Reading Lesson
GO based on assigned texts and lessons
OCJ Assignment#5 due at 11pm (online)
Socratic Seminar based on assigned texts
Writing Lesson
Writing Lesson
Writing Lesson
OCJ Assignment#6 due at 11pm (online)
Work Day
Monday
Tuesday
Thursday
Friday
Monday
Tuesday
Tuesday
Thursday
Thursday
Friday
Monday
Monday
Tuesday
Tuesday
Thursday
Friday
Monday
Tuesday
Thursday
Thursday
Friday
Monday
Tuesday
Thursday
Thursday
Friday
Tuesday
Thursday
Friday
Monday
Tuesday
Thursday
Friday
Monday
Tuesday
Thursday
Friday
Friday
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Rhetoric and Composition/English 1A| Fall 2014
10 (Oct 27)
Research/Writing
11(Nov 3)
Research/Writing
12 (Nov 10)
No School
Monday
No School
Tuesday
Academic Behaviors
13 (Nov 17)
Research/Writing
Writing Lesson
Writing Lesson
Essay 2 due online by 11pm
Reading Lesson
OCJ Assignment#7 due at 11pm (online)
Work Day
OCJ Assignment#8 due at 11pm (online)
Reading Lesson
Reading Lesson
GO: Based on assigned texts
On Demand Writing 3
No School (PDD)
No School
OCJ Assignment: Final Submission (online)
Work Day: On Course Culminating Activity
Work Day: OCCA
On Course Culminating Activity (OCCA) due
online
Reading Lesson
Reading Lesson
Reading Lesson
Writing Center Presentation (OCCA) After
school
Socratic Seminar based on assigned texts
Monday
Tuesday
Tuesday
Thursday
Thursday
Friday
Monday
Monday
Tuesday
Thursday
Friday
Monday
Tuesday
Tuesday
Wednesday
Thursday
Friday
Monday
Tuesday
Thursday
Thursday
Friday
Thanksgiving Holiday
14 (Dec 1)
Nonfiction Presentation
15 (Dec 1)
Senior Project
16 (Dec 8)
Senior Project
17 (Dec 15)
Senior Project
Karaoke Party
Work Day: Bring Nonfiction Texts to Class
Verification Quiz/ Directions for Novel Project
Work Day for Nonfiction Presentation
Nonfiction Presentations
Nonfiction Presentations
School Reform Project Directions and Work
Day
Work Day: bring one source for review
Essay 3 due by 11pm online
Film 3: Guided Viewing
Work Day: Bring sources 2 and 3 for review
Work Day: Bring Sources 4 and 5 for review
Work Day: 6 and 7 for review
Work Day: 8 and 9 and 10 for review
On Demand Writing 4
School Reform Project Reiteration and Status
Check
Work Day and Annotated Bibliography Due
Team Building (Karaoke)
Work Day
Monday
Monday
Tuesday
Thursday
Friday
Monday
Tuesday
Tuesday
Thursday
Friday
Monday
Tuesday
Thursday
Friday
Monday
Tuesday
Thursday
Friday
Winter Holiday
18 (Jan 5)
Senior Project
19 (Jan 12)
20 (Jan 19)
Senior Project
Culminating Celebration
No School (PDD)
Work Day
Work Day
Work Day
School Reform Presentations
Individual GO (Final Exam component )
Dessert buffet and awards during Finals Week
Monday
Tuesday
Block Day
Friday
All Week
All Week
Thursday
(after school)
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Rhetoric and Composition/English 1A| Fall 2014
Major Assignments
College Writer Chapter Presentations
On Course Journal
On Course Culminating Activity
Fiction Presentation
Nonfiction Presentation
Three Essays
Film Activities
Annotated Bibliography
Senior Project: School Reform
On Demand Writing
Literacy Activities
SEMESTER POINTS (this may vary a bit)
Possible Points
150
200
100
100
100
300
200
100
250
200
300
2000 points
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