| Credit- Degree applicable | | Effective Quarter: Fall 2020 | I. Catalog Information
| EWRT 1B | Reading, Writing and Research | 5 Unit(s) |
| | (See general education pages for the requirement this course meets.) (Not open to students with credit in EWRT 1BH.)
Prerequisite: EWRT 1A or EWRT 1AH or (EWRT 1AS and EWRT 1AT).
Lec Hrs: 60.00
Out of Class Hrs: 120.00
Total Student Learning Hrs: 180.00 This course will emphasize the development of analytical, integrative skills in reading and writing. Students will explore academic (interpretive, analytical, argumentative) writing based largely on reading of literary/imaginative texts linked by a common theme or issue. The course includes outside research leading to analysis, comparison, and synthesis in documented research paper. |
| Student Learning Outcome Statements (SLO)
| | | Demonstrate analytical skills in the reading of literary (and non-literary) texts linked by common theme or issue |
| | | Demonstrate analytical, organizational, verbal, and research skills in writing |
| | | Evaluate multiple sources and integrate them in an analytical research paper |
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II. Course Objectives | A. | Evaluate argumentation and its logical elements in imaginative fiction, memoir, historical documents, and film/digital media |
| B. | Develop analytical, integrative skills in the reading of literary texts linked by a common theme or issue |
| C. | Develop analytical, logical, organizational, verbal, and documentation skills in writing focused on a central theme or issue |
III. Essential Student Materials IV. Essential College Facilities V. Expanded Description: Content and Form | A. | Evaluate argumentation and its logical elements in imaginative fiction, memoir, historical documents, and film/digital media |
| 1. | Persuasion (point of view, tone, emotional appeals) |
| a. | Capacity for evaluation |
| b. | Capacity for writing and analyzing judgments |
| 2. | Distinction between fact and opinion, primary and secondary sources, perception and inference, knowledge and belief |
| a. | Awareness of rebuttal strategies |
| b. | Awareness of counterargument strategies |
| c. | Awareness of logical fallacies (e.g., faulty generalization, non sequitur, slippery slope, false dilemma, false analogy, post hoc, ergo propter hoc, begging the question, circular reasoning, red herring, straw man, ad hominem, faulty appeal to authority, common practice or bandwagon) |
| d. | Analysis of logical fallacies (e.g., faulty generalization, non sequitur, slippery slope, false dilemma, false analogy, post hoc, ergo propter hoc, begging the question, circular reasoning, red herring, straw man, ad hominem, faulty appeal to authority, common practice or bandwagon) |
| B. | Develop analytical, integrative skills in the reading of literary texts linked by a common theme or issue |
| 1. | Demonstrate an understanding of the key elements of literary and non-literary genres, using appropriate literary terminology to interpret, analyze, evaluate, and compare literary/imaginative themes and devices in texts such as: |
| a. | Poetry, dramatic writing, and fiction (novel and short story) |
| b. | Personal memoir and historical documents |
| c. | Related art forms such as film and digital media |
| 2. | Apply knowledge of cultural/historical context to interpretation and analysis of literary/imaginative texts |
| a. | Examination of cultural codes, beliefs, and practices |
| b. | Examination of cultural groups and identities, including ethnic groups, social classes, and sexual/gender identities |
| 3. | Recognize, compare, and evaluate alternative points of view, and critical approaches, including those found in library, internet, and (optionally) field-based research |
| a. | Additional literary/imaginative texts |
| c. | Cultural, historical information and perspectives |
| d. | Scientific information and perspectives |
| C. | Develop analytical, logical, organizational, verbal, and documentation skills in writing focused on a central theme or issue |
| 1. | Apply the process model of composition to writing and rewriting |
| 2. | Integrate logical and organizational models in written essays and critical responses |
| a. | Analyze and employ logical and structural methods such as inductive and deductive reasoning, cause and effect, and logos, ethos, and pathos. |
| b. | Employ an organizational model that includes an introduction, focused body paragraphs and conclusion |
| c. | Employ a logical sequence with attention to transitions, word usage, and connections between sentences |
| 3. | Formulate written, analyses of literary/imaginative texts on the basis of multiple perspectives and sources of evidence |
| a. | Internal textual evidence |
| b. | Cultural/historical context |
| c. | Relevant analytical (social, scientific) texts |
| 4. | Integrate multiple sources and points of view (from library-, internet-, and field-based research) in documented, analytical research paper |
| a. | Compare additional literary/imaginative texts |
| b. | Apply critical commentaries and cultural and/or scientific perspectives |
VI. Assignments | 1. | Challenging, college-level works (as measured by vocabulary, complexity of ideas, and stylistic sophistication) that reflect cultural, ethnic, gender/sexual, socioeconomic, and other forms of diversity |
| 2. | At least one book-length work by a single author |
| 3. | Emphasis on literary/imaginative texts |
| 4. | A guide to rhetoric, literary terms, and usage, as desired |
| B. | Writing (including at least 8000 words of formally evaluated writing) |
| 1. | Informal writing such as journal entries, responses to reading, and writing exercises |
| 2. | sequence of analytical, literature based essays of varying purposes. |
| 3. | A major research paper of at least 2000 words. |
| C. | Class discussions that develop conclusions, theories, and hypotheses in response to assigned readings. |
| D. | Final exam (may be a presentation,debate, paper, exam, etc) |
VII. Methods of Instruction | | Lecture and visual aids
Discussion of assigned reading
In-class exploration of Internet sites
Homework and extended projects
Guest speakers
Collaborative learning and small group exercises
Collaborative projects
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VIII. Methods of Evaluating Objectives | A. | Essays, as listed in assignments above, carefully evaluated according to clarity/correctness, organization/coherence, literary terms and concepts, and development/depth. |
| B. | Quizzes (e.g., to monitor reading) and other exams to evaluate ability to analyze critically, discuss and respond effectively to discourse and diverse rhetorical texts. |
| C. | Class participation, including activities such as oral presentations, small-group activities and projects, and class discussions and debates to evaluate ability to analyze critically, discuss and respond effectively to discourse and diverse rhetorical texts. |
| D. | A major research paper to assess abilities in research, citation, analysis, and synthesis of different points of views in a chosen research topic. |
IX. Texts and Supporting References | A. | Examples of Primary Texts and References |
| 1. | Gardner, Janet and Diaz, Joanne. Reading and Writing About Literature A Portable Guide. Bedford/St. Martin's. 4th Edition. 2016. |
| 2. | Gardner, Janet and Lawn, Beverly. Literature: A Portable Anthology. 4th Edition. Bedford/St. Martin's. 2016. |
| 3. | Hacker, Diana and Fisher, Barbara. "Research and Documentation in the Digital Age." 7th Edition. Boston: Bedford/St. Martin's, 2018. |
| 4. | Lunsford, Andrea. "Easy Writer." New York: Bedford/St. Martin's, 2018. 7th edition. |
| B. | Examples of Supporting Texts and References |
| 1. | Adiga, Aravind. "The White Tiger". New York: Free Press, 2008. |
| 2. | Akhtar, Ayad. Disgraced. New York: Back Bay Books, 2013. |
| 3. | Beukes, Lauren. "Moxyland (Angry Robot)." New York: Angry Robot, 2013. |
| 4. | Denny, Dave. Fool in the Attic. Aldrich Press. 2013. Print. |
| 5. | Englander, Nathan. What We Talk About When We Talk About Anne Frank. New York:Vintage, 2013. |
| 6. | Heivoll, Gaute. Before I Burn: A Novel . New York: Graywolf Press, 2014. |
| 7. | Hong, Cathy Park. "Engine Empire." New York: W.W. Norton 2012. |
| 8. | Hudes, Quiara Alegría. Water by the Spoonful. New York: Theatre Communications Group, 2012. |
| 9. | Johnson, Adam. The Orphan Master's Son. New York: Random House Trade Paperbacks, 2012. |
| 10. | Johnson, Denis. Train Dreams: A Novella. New York: Picador, 2012. |
| 11. | Lahiri, Jhupa. "The Lowland". New York: Pantheon, 2013. |
| 12. | Lee, Chang-Rae. On Such a Full Sea: A Novel. New York: Riverhead Hardcover, 2014. |
| 13. | Mueenuddin, Daniyal. In Other Rooms, Other Wonders. New York: W. W. Norton & Company, 2009. |
| 14. | Nottage, Lynn. Ruined. New York: Dramatists Play Service, Inc., 2010. |
| 15. | Smith, Zadie. "NW". New York: Penguin Books, 2013. |
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