Comp 2: Freshman @ DVC
Dr. Les WRIGHT SPRING 2010 Tel: 925 685 1230 x1685
Diablo Valley College Email: lwright@dvc.edu Office: FO-139
ENGL 122 (section 8753 )
Freshman Composition
course description
“There is a principle which is a bar against all information, which is proof against all arguments and which cannot fail to keep a man in everlasting ignorance – that principle is contempt prior to investigation.”
– Herbert Spencer
Course Description
This course engages students regularly in the writing and reading process. Students will apply disciplines thought to language in order to comprehend and analyze college-level readings and to compose college-level essays that are coherent, detailed, and free of serious error. In their essays, students will use a variety of types of support including primary and secondary research. Students will understand and employ varied rhetorical strategies used y accomplished writers.
54 hours lecture per term
Prerequisite: ENGL116 and 118 or equivalent
Required Texts
Rereading America, ( 7th ed.), Colombo, Cullen, Lisle
A Writer’s Reference (6th ed.), Hacker
Leaves of Grass, Norton Critical Edition, Walt Whitman
American Heritage Dictionary or any college-level dictionary
Bilingual (dual-language) dictionary (English/student’s native tongue)
Teaching Procedures
Class discussions and handbook exercises will complement paper-writing assignments. Readings will serve to broaden the student’s general knowledge, develop the student’s command of written English, and in particular the development of logical reasoning and analytical and argumentative writing skills beyond those acquired at the ENGL 118 level. One writing assignment will address the critical analysis of a literary text and may include a film to be screened in class.
Instructional Objectives
To improve the student’s ability to effectively express and generate ideas for baccalaureate college-level writing assignments. To introduce the student to the tradition of logic and argumentation, moral philosophy and the variety and a sample range of moral and ethical issues, to respond with sound argumentation to ethical questions orally and in writing, and to an increased awareness of the social, ethical, cultural, and historical values which have significantly contributed to creating the society we live in today; To increase the student’s ability to communicate clearly and effectively, to access relevant information, to work independently and in a group, and to instill leadership skills, such as initiative, risk-taking, and independent decision-making, through involvement with the course; To bring the student to infer, deduce, extrapolate, and draw complex connections between the student’s world, contemporary society, the broader cultural and historical context, and the realm of humanities scholarship.
Student Learning Outcomes
The student who successfully completes this course will be able to:
comprehend and analyze college-level readings and to compose college-level essays that are coherent, detailed, and free of serious error, begin to develop and sustain a reasoned argument, in the tradition of the humanistic (liberal arts) spirit and tradition of free inquiry, to pursue open discussion, manifest respect for reasoned opinion, and be welcoming of the diversity inherent in a democratic and pluralistic society.
Grading, Attendance, and Academic Conduct
Student grades will be based on the following: in-class reading and writing exercises; and 5 letter-graded paper assignments submitted typed or word-processed, in rough and final drafts; active participation in class and regular attendance. Late papers are not acceptable.
Three formal essays 60%
One research / critical paper 20%
Participation & Attendance
(includes in-class writing) 20%
A maximum of 1 class (3 contact hours) missed is permitted. Tardiness disrupts the class, and will have an adverse effect on your grade. Two “tardies” equal one absence. Two or more absences (i.e., 6 contact hours) will result in an F for “Participation & Attendance.” Four absences (i.e., 12 contact hours) WILL result in an F for this course, regardless of your academic performance.
Students are expected to conduct themselves as dedicated adult-learners: Lateness is unacceptable. Talking out of turn, using cell phones, or web surfing during class is unacceptable. Turn off or silence your cell phone. Come prepared, be on time, and bring paper, pens, texts, and completed assignments that are due. Academic dishonesty (i.e., cheating and plagiarism) is not permitted, and is grounds for immediate suspension, and possible dismissal from the course with a grade of F.
This syllabus is provisional, and subject to modification by the instructor at any time. Any update supersedes previous versions.
Dr. Les WRIGHT SPRING 2010 Tel: 925 685 1230 x1685
Diablo Valley College Email: lwright@dvc.edu Office: FO-139
ENGL 122 (section 8753)
Freshman Composition
syllabus
| Week 1 | Introduction to course: course requirements, research/critical paper (= the “final exam”), attendance policy, daily writing exercise; expository and critical writing, review of argumentation (rhetoric and structure), essay format, defining “myth” and “culture. Para Teresa, 206. In-class diagnostic essay.
HWK: Rockwell (21), Soto (26), and Coontz (31), |
| Week 2 | Warm-up writing
TOPIC 1: Myth of the Model Family Critical Thinking, Power of Cultural Myths, myths vs. myths (1-16) Discuss Rockwell (21), Soto (26), and Coontz (31) HWK: Jack (51), Aulette (61), Visual (81), Santorum (88) and Wolfson (98) HWK: Mann (121), Moore (132) |
| Week 3 | Warm-up writing
TOPIC 2: Myth of Education and Empowerment Discuss: Jack (51), Aulette (61), Visual (81), Santorum (88) and Wolfson (98); HWK: Mann (121), Moore (132) Essay 1 assigned |
| Week 4 | Warm-up writing
Moore, 132. Visual Portfolio, 190, Malcolm X, 210 HWK: Essay 1 final draft DUE |
| Week 5 | Warm-up writing
Screen: Sicko Gatto, 152, Rose, 161, Anyon, 173, Rodriguez, 193 Essay 2 assigned; HWK: |
| Week 6 | Warm-up writing
TOPIC 3: Myth of Individual Opportunity Alger, 264, Dalton, 278 HWK: |
| Week 7 | Warm-up writing
Ehrenreich, 294, Visual Portfolio, 325 and Poems, 330 HWK: ESSAY 2 FINAL DRAFT DUE |
| Week 8 | Warm-up writing
TOPIC 4: Myths of Gender Devor, 383, Kilbourne, 417, Mansfield, 450, Portfolio, 409, Vázquez, 472 Essay 3 assigned; HWK: |
| Week 9 | Warm-up writing
Walt Whitman and Leaves of Grass HWK: |
| Week 10 | Warm-up writing
Walt Whitman and Leaves of Grass ESSAY 3 FINAL DRAFT DUE; HWK Research Paper assigned |
| Week 11 | SPRING RECESS (no classes) |
| Week 12 | Warm-up writing
TOPIC 5: Myth of the Melting Pot Parrillo, 504 HWK: |
| Week 13 | Warm-up writing
Kupelian, 646, McKibben, 665 Essay 4 assigned; HWK: |
| Week 14 | Warm-up writing
TOPIC 6: American Myths of Church and State Yoshino, 598, Lamott, 620; Wachtel, 541, Frederickson, 561 Essay 4 final draft DUE; HWK: |
| Week 15 | Warm-up writing
TOPIC 7: Myth of Freedom in a “New World Order” Beveridge, 762, D’Souza, 768, Hertsgaard, 781. HWK: |
| Week 16 | REVIEW |
| Week 17 | RESEARCH PAPER DUE |
Nota bene:
(1) Turn-around time for grading and returning students’ essays is seven days from day instructor receives essay.
(2) This syllabus is a projection, and is subject to change.
(3) Actual assignments and changes are announced at the start of each class.
(4) Each paper may be revised and resubmitted ONLY ONCE for a better grade.
(5) Confer with the instructor first and always be sure to respond to feedback and written comments on the earlier draft
