TTH 9:30am to 10:50 am
Laurence E. Musgrove
Office Hours: 11am to noon and by appointment
Office: N416 Office Telephone: 773 298-3241
Office E-mail: firstname.lastname@example.org
General Course Description
English 101: Critical Thinking and Writing (3) Application of the principles of clear thinking and effective writing to expository and argumentative essays. Must be passed with a grade of C or better.
English 101 Learning Objectives
1. Understanding the values of reading, writing, and critical thinking in the University community Students should recognize the role reading, writing, and thinking play in the University, as well as the significance of such intellectual virtues as humility, courage, honesty, perseverance, hopefulness, consideration, and civility. 2. Understanding rhetoric Students should be introduced to rhetoric and understand the dramatic and situational nature of communication. Understood as the art of discovering, evaluating, and communicating knowledge in response to the ideas of others, rhetoric reminds us that writing is the means, not the end of communication, the evidence of a writer’s desire to affect a particular audience through crafted prose for a specific purpose. 3. Reading actively, critically, and responsibly Students should learn to analyze the writing of others, noting focus, arrangement, logical development, vocabulary, and style. Students should learn the difference between reading information and reading literary art. Students should also learn to acknowledge how their experiences and attitudes limit, enable, and determine their responses to texts. 4. Understanding writing as a process Students should learn writing as a process of various problem-solving tasks, including planning, discovering, drafting, revising, and editing. Students should also learn that this process is situational: different purposes and audiences for writing demand distinct writing processes and presentation formats. 5. Writing clearly and effectively Students should learn to see writing as an act of communication rather than solely an act of private expression. They should learn about the issues and responsibilities entailed in composing concise, vivid, and coherent prose for a general readership and specific audiences. 6. Thinking critically Students should learn critical thinking as an active, purposeful, and organized process that we use to make sense of the world. They should learn to evaluate the quality of their ideas as well as the ideas of others. 7. Understanding the formal conventions of various essay genres, paragraphs, sentences, and word usage Students should learn the basic textual conventions of academic writing, including the personal essay, expository writing, analysis, and argument, as well as understand the need to fulfill readers’ expectations about focus, organization, development, and voice in each. Students should learn the conventional forms and functions of paragraphs. Students should also develop the ability to use various sentence patterns and to edit for correctness, variety, and correct usage. 8. Developing an awareness of language Students should learn how language is a value-laden tool for discovering and communicating ideas. Students should recognize how a language-user is always a language-chooser who promotes or inhibits (consciously or not) further thinking, communication, and action.
The Bluest Eye, Toni Morrison
The Hunger of Memory, Richard Rodriguez
The Situe Stories, Frances Khirallah Noble
Siddhartha, Herman Hesse
The 17 Essential Qualities of a Team Player, John Maxwell
Mini-Lessons Packet for English 101, Laurence Musgrove
Poem of the Day Packet for English 101
1 ½ or 2 inch three-ring presentation binder with at least 9 section dividers to separate and organize portfolio ingredients. Other supplies should include a three-hole punch,...