Course Expectations

Introduction to Rhetoric

Annotation

Discussion of "Doomsday Fears and Modern Life"

Claims, Reasons, and Warrants

Introduction to Thoreau

1. Familiarize yourself with the course by reading the course description. Then answer the questions on the questionnaire page in an email to amills@ccsf.edu (one homework credit).

2. Read pages 3-29: Chapter One and the first half of Chapter Two of The Rhetoric of Argument. Stop right before the section "Building Arguments with Other Positions in Mind."

Print, read, and bring the "Claims, Reasons, and Warrants" handout.

3. Sample Summary: read the handout on summary given out in class and read the two page text attached. Then write a typed, one page summary of that text and bring it to class, double spaced (worth two homework credits). I will use this assignment to get a sense of you as a writer and will share it with other 1C instructors as we attempt to improve our 1C curriculum.

4. Preparation for the first essay: Read the "Doomsday Fears" summary assignment. Then read section 46a on annotation in Rules for Writers. Annotate for one homework credit "Doomsday Fears and Modern Life." Choose one complex and perhaps confusing sentence from "Doomsday Fears" and come prepared to explain what you think it might mean and why you find it confusing.

Discussion of Thoreau

Introductions

Review of MLA format

Grammar peer review

Final Draft: 3 copies of summary of "Doomsday Fears" (Recommended: look at the summary grade sheet to see how it will be evaluated.)

Read the foreword and introduction (xxi-xxxi) to American Earth

Read and annotate for homework credit the bio and excerpts of Thoreau's writing on pages 1-2 and 9-25 of American Earth. You may want to consult the annotations and pictures on the Thoreau eserver website.

Note: If you have not yet been added and thus have not bought the book, you can print and read from the Thoreau eserver website. Start with the paragraph labeled 19 in section 1C and continue to the paragraph labeled 10 in the section 1D. Then read from section 16 of chapter 2 to the end of that chapter.

Bring Rules for Writers

Discussion of the reading

Ethos: authority and credibility

Grammar version: Summary of "Doomsday Fears." For review of correct MLA document format, see section 7 in Rules for Writers. (View it on CompClass if you haven't purchased a hard copy yet). For review of in-text citations, see 54b and 55a.

Read and annotate "Huckleberries" by Thoreau, pages 26-36 in American Earth and also annotate "Song of the Redwood-Tree" by Walt Whitman in American Earth (65-70).

First blog posts: If you are enrolled in the class, you should purchase CompClass access (see the course description). Use your access code to log on to CompClass. Your blog has been automatically created.  At the top left under "Blogs," click on your name to access it.  I encourage you to upload a picture to help us create community as a class.  To add a photo, click on the "profile" link.

Note: if you are trying to add the class you will be allowed to type and print your blog entry and bring it to class to turn in. Once you add, you will need to purchase CompClass access right away.

In a CompClass blog post, respond to one of the Thoreau readings.

In a second CompClass blog post, respond to "Song of the Redwood Tree."

Read the second half of Chapter Two: "Building the Case: Logos" on pages 29-37 in Rhetoric, as well as 48-64 on ethos and pathos in Rhetoric.

Discussion of the reading

Definition analysis

How to do error logs

How to fix word choice and preposition errors

Bring Rules for Writers to class

Comment on three classmates' blog posts.

Blog post on ethos in Thoreau: How does Thoreau attempt gain our trust and establish his own credibility and specifically his reasonableness? Which of the strategies mentioned in the Rhetoric reading does he employ? What does his choice of strategies reflect about his ideas and attitudes? How successful are the strategies? Give examples and quote at least twice.

Print and read the Definition Analysis Essay assignment. Bring it to class.

Read and annotate for credit Chapter 6: Definition in Rhetoric.

Read and annotate "The Ecology of Magic" by David Abram (815-834). In your annotations, identify any elements of a definition essay as explained in Rhetoric.

Complete your first error logs (follow these instructions carefully and submit by email.)

Read and annotate the excerpt from A Sand County Almanac by Aldo Leopold (266-294) as well as the essay "Everything is a Human Being" by Alice Walker (659-670). In your annotations, identify any elements of a definition essay as explained in Rhetoric.

Blog post: Respond in any way you wish to A Sand County Almanac or "Everything is a Human Being." Quote at least twice and write 200 words.

Fallacies

Definition analysis essay discussion

Strategies for in-class essays

Do the reading on fallacies in Rhetoric pages 65-71. Then identify the fallacies you find confusing so we can go over them in class. There will be a fallacies quiz on 3/8.

Write down examples (real or invented) of three different types of fallacies. Bonus: find examples of fallacies in Leopold, Walker, or Abrams.

Choose and reread the excerpt you will analyze in your essay: Leopold, Walker, or Abrams. Reread the essay assignment and begin to brainstorm and do prewriting.

Definition analysis essay outline or prewriting: Come to class with at least 3 pages of notes, outline or draft for your definition analysis essay. (If you are ready, this could be an outline with topic sentences and supporting details in full sentences. You may want to download this outline worksheet and type directly into it.) 

Blog post: What are you still uncertain about as you assess the strategies and effectiveness of the argument you are writing about? Are there Rhetoric concepts that are unclear to you? Ideas in the excerpt that you don't understand? Choices or strategies the writer has chosen that seem mysterious or strangely misguided? Or are you ambivalent about your own reactions to the piece?

Meet in Cyberia (Arts Extension 265) at 8 PM for the midterm in-class essay exam

Take the English 1C Survey

Read the three sample definition analysis essays that I posted on the CompClass homepage (This counts as a homework credit. I can check through CompClass that you did it).

Prepare for the midterm in-class writing. You are asked to write at least 750 words of your definition analysis essay. You can bring an outline with topic sentences and supporting details in full sentences. You may want to download this outline worksheet and type directly into it.

Comment on 3 classmates' blog posts, especially those that discuss the same excerpt you will write about. If a blog post already has three comments, further comments on it don't count for homework credit. That way everyone will get at least three comments. You can do extra comments on any post you like.

Prepare for and take the open-book midterm quiz on fallacies on CompClass

Meet at 8 PM in the Cyberia computer lab (ARTX 265) next week (another class is using the lab before that and there are no other available computer labs, so you will do the fallacies quiz on your own and then we'll start class late)

Peer review of rough drafts

The research paper

Discussion of the reading

Causal analysis

3 printed copies of the rough draft of the definition analysis essay. Must be at least 6 pages for full credit.

Read and annotate "Millions Join Earth Day Observances Across the Nation" (484-488) and come prepared to discuss it as a definition argument.

Print and read the Proposal/Research Paper instructions and start thinking about possible topics of interest.

Causal analysis and "The Tragedy of the Commons"

Grammar review

2 printed copies of the final draft of the definition analysis essay (content version). Must be at least 6 pages.

Read and annotate the Rhetoric chapter on causal analysis (179-209).

Then read and annotate "The Tragedy of the Commons" (438-450) and come prepared to discuss it as a causal argument.

Bring proof of any extra credit lab visits that you want to count toward your midterm grade.

Discussion of the sample research papers

Discussion of Field Notes

Evaluation arguments

The presentations

Sign up for your presentation date

1. 1 printed copy of the grammar version of the definition analysis paper.
2. Read the sample research papers posted on CompClass.
3. Do some research and investigation into possible research topics. Refer back to the solutions paper instructions. In a blog post, explore at least three possible topics. Discuss why each topic interests you and what you have learned out about it so far. Describe and link to at least one reputable source for each possible topic.
4. Read and annotate at least one in four pages of the preface and the pages 1-90 of Field Notes from a Catastrophe by Elizabeth Kolbert. What rhetorical strategies do you notice?
5. Read the Rhetoric chapter on evaluation arguments (229-257).

Focused research topics

Evaluation arguments

Field Notes

Is your topic focused? Print and read the "Focused Research Topics" handout. Bring it to class. As needed, go through this Research 101 lesson and complete the Bedford tutorial "How do I refine my research question?"online.

Blog post: final research paper topic and sources: Describe your topic in two or three sentences or more. Make sure your topic is sufficiently narrow to cover in a 10-12 page paper. Make sure it is broad enough to have relevance and interest for your audience.

Then, in your post, list and link to at least 5 sources you intend to use in your research paper. For each source, write at least two sentences summarizing its content and relevance to your paper. Use the ideas about ethos from Rhetoric to explain why you think it is a credible source.

Annotate the Rhetoric chapter on proposal arguments (283-312)

Annotate 93-149 (this time you only need to write something on at least every fourth page) in Field Notes from a Catastrophe

Proposal arguments

Discussion of outlines

Discussion of the readings

Comment on three of your classmates' blog posts on research paper topics. What is interesting to you about their topics? What questions would you encourage them to ask as they research? What will you hope to learn from their presentations?

Continue researching and doing prewriting.

Complete an outline of your research paper. Thesis, topic sentences, and supporting details should all be in full sentences. You need at least six body paragraphs for the outline. (Optional: If you want a template for an outline, download this outline worksheet. Add additional paragraphs as needed.) Alternately, you can choose not to do an outline but do at least three pages of another kind of prewriting, such as brainstorm or notes.

Read and annotate at least every fourth page of 150-199 in Field Notes from a Catastrophe

Blog post on Field Notes from a Catastrophe. You can choose what to focus on. Here are some ideas to get you thinking: Which aspects of Kolbert's style and which sections of the book are compelling to you and why? What ideas do you question? What rhetorical techniques are not fully effective? Are you convinced at the end that our civilization is in the process of destroying itself?

Discussion of the readings

Peer review of rough drafts

3 copies of your rough draft of the research paper (worth two homework credits, must be at least 10 pages in regular format)

Read both and annotate one of the following:

• "The Flora and Fauna of Las Vegas" by Ellen Meloy on pages 793-808
• "Fecundity" on 531-549

Discussion of the readings

Peer grammar review

Works Cited pages

Research paper final draft, including the Works Cited page. See the Works Cited Help Page for a template and links. You can polish the Works Cited page in the grammar version.

Choose an essay or essays of at least 10 pages total that we haven't read from American Earth, read it and annotate it.

Presentations

Final exam topics

Discussion of "Fecundity" (bring American Earth to class)

Definition Analysis Paper error logs due: see Error logs instructions

Research paper grammar version (1 copy)

Read the final exam topics

Write a blog post on "Fecundity," "The Flora and Fauna of Las Vegas," or another reading of your choice from American Earth. You may respond in any way you choose as long as it is thoughtful and specific to the text.

Bring American Earth to class

Presentations

Discussion of outlines

Reflections on rhetoric

Annotate "Blessed Unrest" and "The Thoreau Problem" on pages 961-974.

Choose your text and the strategies you will focus on in the final exam. Do an outline or two pages of prewriting (Optional: If you want a template for an outline, download this outline worksheet.)

Write another blog post in response to just one of the following options:

1) Respond to "Blessed Unrest," "The Thoreau Problem."

2) Read another essay not assigned in American Earth and respond to it.

4) Make a comparison between two texts we have read for this course.

3) Make some general reflections on the texts we have covered, on the way rhetoric and environmental issues fit together as topics, or make other global comments on the course.

Meet in BATMALE 301, for the English 1C final exam.

Bring any extra credit proof.

Blog post on one of your classmates' presentations. Write about one that no more than one other person has discussed yet. That means you'll need to browse your classmates' posts before beginning your own. If two people have already written about a particular presentation, choose another one. Discuss the main ideas of one presentation and reflect on what was memorable, controversial, or striking to you. What further questions or thoughts does the presentation leave you with? What did the speaker do particularly well?

Final homework credit: Download and fill out the anonymous 1C Evaluation Form. You will turn it in (folded) and I will check off that you did it. I never read the evaluations until well after I have turned in the final grades.

Revise your outline and prepare for the final exam. You can bring the following:

• Readings
• Your outline (topic sentences, thesis, and quotations or other supporting details)
• Your notes (no 3 sentences in a row that end up in the essay)
• A dictionary (optional)
• Rules for Writers (optional)

Optional: If you would like to try to improve the grade on one of your essays from the semester, you can bring the new version to the final exam in a folder with the graded essay and grade sheet with all my comments. 

Optional: If you would like feedback on your final exam and/or revision and/or post-midterm blogs and/or last error logs, I would be happy to give it. Send me an email telling me which assignments you would like feedback on and what kind of feedback would be most useful.

Have a great summer!