1A Syllabus

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Saddleback College
English 1A: Principles of Composition I
Ticket # 12035 Units: 4
Instructor: Dean Ramser
Email address: dramser@saddleback.edu
Phone/Voicemail: 949-582-TBD
Class Meetings for term: TR 4:00 – 7:50 pm, 2nd 8 weeks, 3/25 – 5/23
Office Hours/Availability: Tuesday and Thursday 3:00pm to 4:00pm
Division Office: VIL 7; (949) 582-4788
Course Prerequisites: Satisfactory score on the English Placement Examination or completion of ENG 200 with a
grade of "C" or better
Blackboard site: http://socccd.blackboard.com/
Catalog Description
Focuses on composing the academic-style expository essay, which features a comprehensive thesis and logical
support. Students will write original compositions increasing in level of difficulty and length, totaling at least
6,000 words, which will use rhetorical strategies such as textual analysis, causal analysis, comparison, and
argument. Students will read, interpret, and synthesize non-fiction sources using Standard Written English and
MLA format.
In the words of Gerald Graff, “In the real world, we don’t make arguments without being provoked.” For this
course on argumentative writing and research, we will examine provocative essays, articles, speeches and texts
in order to analyze, synthesize and respond thoughtfully and critically with our own arguments. Discussions will
include scientific, historical, contemporary, cultural and political issues that provoke critical thinking and
writing.
Schedule Description
Focuses on writing the expository essay and concentrates on rhetorical strategies, narrowing a topic, framing a
thesis, using texts, and establishing coherence and unity.
Student Conduct and Attendance
Saddleback College students are responsible for regulating their own conduct and for respecting the rights and
privileges of others in accordance with the Code of Conduct set by the district Board of Trustees (AR 5401) (SB
Student Handbook). Please participate promptly in our online class, having read the assigned texts and prepared to
learn. While participating, avoid disrespectful behaviors including using rude, racist, sexist or inappropriate
language in addressing others. You will also receive instructions on expectations for “substantive” participation
during our course. Please refer to the Saddleback Student Handbook for a complete description of expectations.
You are expected to post substantively, according to the guidelines provided to you during the first week, keep up
with course discussions online and submit assignments promptly. All correspondence will be done through our
course Blackboard site and your Saddleback College email, so be sure to check these daily. You may not be
absent from our online discussions and learning for more than three consecutive “deadlines”. Missing deadlines
means you have become “inactive” or stopped attending our online course; therefore, missing multiple
assessments or assignments may lead to a drop from the course. Your online presence, participation and
assignments are indicators of your attendance in our online classroom.

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Out of Class Academic Expectations
Your study and work habits outside of class are an extension of your time in class. The workload for this course
is approximately 16 hours per week (eight hours in class, and sixteen hours outside of class). This means that in
addition to our time spent together during meetings, you should expect to spend at least eight more hours per
week on homework, reading, research and writing. Furthermore, even if a specific assignment is not due for the
week, you are still expected to spend this amount of time on activities that will increase your understanding of the
subject, such as re-reading texts, writing notes, reviewing course materials, working on upcoming assignments
and pursuing independent reading.
Required Materials
 Rereading America, 8th
edition, Gary Columbo, Robert Cullen, Bonnie Lisle
 The St. Martin's Guide to Writing 10th
edition, Axelrod, Bedford
 Book Companion Site -Free resources for students on the home page (see link)
http://bcs.bedfordstmartins.com/theguide10e/default.asp#t_834416____
 Everyone’s An Author, Lunsford, Norton
 Optional - Elements of Style, Strunk & White, AB
 Online access: You may be asked to check our course Blackboard site or official Saddleback College
Email address for correspondence and/or assignments.
Course Requirements and Grading Criteria
Assignment Points/grades
Syllabus Scavenger Hunt 5 5
Intro paragraphs for each essay (5 total 15 points each) 75
Essay #1 75
Essay #2 100
Essay #3 100
Essay #4 125
Essay #5 150
Midterm 1 100
Midterm 2 100
Peer Review Workshops (5 drafts and 10 peer responses) 100
Weekly Discussions (Questions and peer responses) 160
Quizzes (13 total) 200
Total 1290 Points
Course grades will be assigned according to the following policy:
Grades will be assigned according to percentages of points earned: A = 90-100%, B= 80-89%, C= 70-79%, D=
60-69%, F= 59% and below. Course requirements are subject to change, but fair notice will be given in such an
event. Missing assignments shall receive zeros. The 1290 point total is an approximate and may vary slightly in
the course of the semester. There will be no extra credit opportunities.
Assignments and Late Policy
All assignments are due on the specified dates. Late papers will be penalized 10% per day and no work will be
accepted more than three days past the due date. Personal problems, vacations, missing class, malfunctioning
computers or other excuses will not be accepted. All work must be submitted with 1” margins, size 12 font (Times
or Times New Roman), double-spaced. All citations and formatting should be according to MLA rules, as
discussed in class. You will receive specific requirements and rubrics for each paper. Students are required to
complete all formal papers and the midterms in order to pass the course.

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The instructor reserves the right to give a grade of 0 or to require a proctored rewrite if he/she feels that the paper
may be the product of too much outside help, if it does not reflect the writer’s abilities or if the voice and style
coming through the paper do not match the writer’s voice and style in the discussion boards, drafts, emails and
other writing done in class. Furthermore, all major assignments may be submitted to Turnitin.com, a plagiarism
deterrent program.
There will be no opportunities to earn credit beyond what is available through course assignments, exams and
other requirements. The best way to earn a good grade in the course is to meet deadlines, complete readings in a
timely way, prepare well for exams and participate enthusiastically in online discussion forums. There is no great
mystery to passing the course: there are 1290 points available, and to get an A, for example, you will need at least
90% of that, or about 1161 points.
Other College Services
 Problems accessing Blackboard?
949-582-4515
 Problems accessing MySite?
http://www.saddleback.edu/admissions/mysitehelp.html
John McCotter, (949) 582-4528 or 4357.
 All students are encouraged to use the Learning Assistance Program (LAP), located in VIL 8-05, for
one-on-one tutoring. Please make an appointment (in person) with an English tutor if you need help
with writing assignments. Tutoring is free of charge.
 The Saddleback Library is the best place to get research sources and personalized help from a Librarian
whether you're on or off campus. Attend the library's free workshops to learn the basics and take the
library's credit courses (LIB 100, LIB 101, or LIB 2) to become a highly skilled researcher. Visit the
library or our website, www.saddleback.edu/library, for details.
 Students who would like ongoing, individualized help with grammar, sentence structure, punctuation and
writing should enroll in ENG 310, English Writing Lab, located in the Writing Center, VIL 8-01. This
half-unit lab is open entry/open exit. You may come whenever the Writing Center is open; there are no
scheduled class meetings.
 Students who need help with study skills (reading and annotating textbooks efficiently, interpreting
writing assignments, using time management, etc.) should enroll in ENG 333, Reading Skills Lab,
located in the Reading Lab, CC 6. This half-unit lab is open entry/open exit. You may come
whenever the Reading Lab is open; there are no scheduled class meetings.
Academic Integrity Statement from the Saddleback College Student Handbook
Plagiarism is any conduct in academic work or programs involving misrepresentation of someone else’s
words, ideas or data as one’s original work, including, but not limited to, the following:
 intentionally representing as one’s own work the work, words, ideas or arrangement of ideas,
research, formulae, diagrams, statistics, or evidence of another.
 taking sole credit for ideas and/or written work that resulted from a collaboration with others.
 paraphrasing or quoting material without citing the source.
 submitting as one’s own a copy of or the actual work of another person, either in part or in
entirety, without appropriate citation (e.g., term-paper mill or internet derived products).
 sharing computer files and programs or written papers and then submitting individual copies of
the results as one’s own individual work.

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 submitting substantially the same material in more than one course without prior authorization
from each instructor involved.
 modifying another’s work and representing it as one’s own work.
Your own commitment to learning requires you to be honest in all your academic course work. Faculty members
are required to report all infractions to Student Services, wherein a range of disciplinary measures may take
place, including receiving an F in the course and expulsion from the college. The complete policy on academic
integrity can be found at: http://www.saddleback.edu/media/pdf/handbook.pdf
The instructor reserves the right to give a grade of 0 or to require a proctored rewrite if he/she feels that the
paper may be the product of too much outside help, if it does not reflect the writer’s abilities or if the voice and
style coming through the paper do not match the writer’s voice and style in the discussion boards, drafts, emails
and other writing done in class.
Students with Disabilities
If you need course accommodations because of a disability or if you need special arrangements in case the
building must be evacuated, please make an appointment with me as soon as possible. Contact Disabled Student
Services to register and verify your disability: Telephone 582-4885 (voice) or 582-4833 (TDD).

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Major Assignments for this Course
 Students will write 5 formal out-of class essays, increasing in length from 3-4 pages to
4-5 pages, along with 1-2 in-class essays (totaling a minimum of 1,000 words).
Register at https://turnitin.com/newuser_type.asp?lang=en_us. Create Account. Select
“Student.” Class: 6288599, Enrollment password: “Success”
Introduction/Thesis is written in-class; Draft #1 is submitted online at Turnitin.com. Draft
#2 is resubmitted online at Turnitin.com.
 This page length is geared specifically to the use of Times New Roman, 12 point font and
standard MLA formatting.
 Three typed pages with these guidelines are the equivalent of 1,000 words.
Assignment Description Due Date
Essay #1 Page/Words 900 Intro/thesis due March 28
Draft due March 31
Final draft April 3
Essay #2
Page/Words 900
Intro/thesis due April 4
Draft due April 7
Final draft April 10
Essay #3
Page/Words 1000
Draft due April 14
Final draft April 17
Essay #4
Page/Words 1000
Draft due April 28
Final draft May 1
Essay #5
Page/Words 1200
Intro/thesis due May 2
Draft due May 5
Final draft May 8
In-Class Timed Essay (or Midterm) Date April 18
In-Class Timed Essay (or Midterm) Date May 9

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Course Outline: Weekly Topics and Readings
Below are the tentative dates and themes for each week of class. Please complete the readings for each week
before our meetings for that week. The activities and discussions scheduled for each week are guided by the
readings; therefore staying current on the assigned readings is crucial.
(see handout)
Course Objectives and Student Learning Outcomes
Course Objectives
1. Narrow an essay topic.
2. Select an essay topic.
3. Formulate a thesis statement.
4. Select a pattern of organization appropriate to the topic and the
thesis of an expository essay.
5. Structure an essay with attention to the three major components:
Introduction, development, and conclusion.
6. Write unified and coherent paragraphs using a variety of methods
of development.
7. Write coherent, focused sentences exhibiting a variety in sentence
structure.
8. Create coherence in the essay through the effective use of
expository transitions.
9. Exhibit a command of college-level vocabulary appropriate to the
essay subject.
10. Write on a variety of topics using Standard Written English (SWE).
11. Use a variety of prewriting activities to generate ideas, focus
a topic, and formulate a method of developing an essay.
12. Edit an essay for content, organization, style, and mechanics.
13. Evaluate essays using content, organization, style, and mechanics.
14. Analyze the structure, development, and features of writing style
in expository writing.
15. Find, read, analyze, interpret, use, synthesize, and evaluate outside sources, including online information.
16. Incorporate sources into writing as appropriate
17. Use MLA or APA documentation format
18. Develop a 4-6 page argumentative paper, including the use of outside sources.
Student Learning Outcomes
Out-of-Class: English 1A students will write an essay of 1000+ words, which demonstrates the following outcomes.
1. Controlling Idea: Essay contains a specific, arguable, and complex thesis.
2. Development: Essay contains at least 900 words and develops the thesis through summary, analysis, and
evaluation.
3. Sentences/Style: Essay contains a variety of sentences that are syntactically sound and interconnected.
4. MLA: Student applies appropriate MLA standards to the following eight items: heading, running header,
fonts, spacing, indenting, Works Cited page, in-text citations, and use of outside sources.

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Everyone’s an Author:
Part I. The Need for Rhetoric and Writing Sections 1-6
1. Thinking Rhetorically
2. Rhetorical Situations
3. Writing Processes
4. The Need for Collaboration / Here Comes Everybody!
5. Writing and Rhetoric as a Field of Study
6. Writing and Rhetoric at Work
Part II. Genres of Writing
7. Arguing a Position / "This Is Where I Stand"
8. Writing a Narrative / "Here’s What Happe ed"
9. Writing Analytically / "Let’s Take a Closer Look"
10. Reporting Information / "Just the Facts, Ma’a "
11. Writing a Review / "Two Thumbs Up"
12. Choosing Genres
Part III. The Role of Argument
13. Analyzing Arguments / Those You Read and Those You Write
14. Strategies for Arguing / Comparisons, Examples, Humor, and More
Part IV. Research
15. Starting Your Research / Joining the Conversation
16. Finding Sources, Considering Research Methods
17. Keeping Track / Managing Information Overload
18. Evaluating Sources
19. Writing a Project Proposal
20. Annotating a Bibliography
21. Synthesizing Ideas / Moving from What Your Sources Say to What You
Say
22. Quoting, Paraphrasing, Summarizing
23. Giving Credit, Avoiding Plagiarism
24. MLA Style
25. APA Style
Part V. Style
. What’s Your Style?
27. Tweets to Reports / Moving from Social Media to Academic Writing
. Meeti g the De a ds of A ade i Writi g / It’s Like Lear i g a Ne
Language
29. How to Write Good Sentences
30. Designing What You Write
31. Checking for Common Mistakes
===============================
The “t. Marti ’s Guide to Writi g
INTRODUCTION
PART 1
Ch 1 Introduction: Thinking About Writing
Ch 2 Thinking Critically Analyze and Write, page 57 (Ex. 1-2)
Ch 3 Thinking Critically Analyze and Write, page 115-(Ex. 1-2)
PART 2 Thinking Critically
Ch 11Ask Questions page 519 (1-3)
Ch Judgi g the Writer’s Credi ilit Analyze and Write page 543 (1-2)
PART 3 WRITING STRATEGIES
Ch Cuei g the Reader page E . .
Ch Narrati g “e te e “trategies page -73
Ch Des ri i g “e te e “trategies page -85
Ch Defi i g “e te e “trategies page -93
Ch Classif i g “e te e “trategies page -600
Ch Co pari g a d Co trasti g “e te e “trategies page -607
Ch Argui g “e te e “trategies page -625
Ch A al zi g Visuals page E . .
Ch Desig i g Do u e ts
Ch Writi g i Busi ess a d “ ie tifi Ge res
Rereading America:
1) Harmony at Home: The Myth of the Model Family 17; Looking for Work 19
GARY SOTO
2) Learning Power: The Myth of Education and Empowerment 32; Idiot Nation 33
MICHAEL MOORE; I Just Wa a Be A erage 35 MIKE ROSE; The Achievement of
Desire 38 RICHARD RODRIGUEZ; Learning to Read 39 MALCOLM X
3) Money and Success: The Myth of Individual Opportunity 44; The Lesson 45
TONI CADE BAMBARA; Serving in Florida 49 BARBARA EHRENREICH
4) Created Equal: The Myth of the Melting Pot 58; Still Separate, Still Unequal 40
JONATHAN KOZOL; In the Basement of the Ivory Tower 41 PROFE““OR X ; Fro
The Missing Class 52 KATHERINE S. NEWMAN and VICTOR TAN; The Crossing 69
RUBÉN MARTÍNEZ
Assimilation 70 SHERMAN ALEXIE
5) True Women and Real Men: Myths of Gender 74; How the Americans
Understand the Equality of the Sexes 74 ALEXIS DE TOCQUEVILLE; Girl 75 JAMAICA
KINCAID; The Story of My Body 78 JUDITH ORTIZ COFER; A Boy’s Life 79 HANNA
ROSIN; Visual Portfolio 81 READING IMAGES OF GENDER
6) Ah Wilderness! American Myths of Nature and the Environment 89; From
Walking 90 HENRY DAVID THOREAU; From An American Childhood 91 ANNIE
DILLARD; A Life of the Senses 93 RICHARD LOUV; Visual Portfolio 99 READING
IMAGES OF NATURE AND THE ENVIRONMENT; Our Unhealthy Future Under
Environmentalism 107 JOHN BERLAU
The “t. Marti ’s Guide to Writi g
PART 4 RESEARCH STRATEGIES
Ch 23 Planning a Research Project page 666
Ch 24 Finding Sources and Conducting Field Research page 674
Ch 25 Evaluating Sources page 690
Ch 26 Using Sources to Support Your Ideas page 697
Ch 27 Citing and Documenting Sources in MLA Style page 709
Ch 28 Citing and Documenting Sources in APA Style page 739
PART 5 WRITING FOR ASSESSMENT
Ch 29 Essay Examinations page 752 (Ex. 29.2 – choose one)
Ch 30 Writing Portfolios page 766
PART 6 WRITING AND SPEAKING TO WIDER AUDIENCES
Ch 31 Oral Presentations page 772
Ch 32 Working with Others page 777
Ch 33 Writing in Your Community page 781

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Dean Ramser 8 week Ticket # 12035 TTH 4-7:50pm English 1A New Course Description
English 1A focuses on composing the academic-style expository essay, which features an arguable
thesis and persuasive support. Original compositions, increasing in level of difficulty and in length, use a
variety of rhetorical strategies, including textual analysis and argument, and total at least 6,000 words.
Students will read, interpret, and synthesize non-fiction sources using Standard Written English and
MLA format.
 Writing: 6000 words for the semester
These 6000 words are broken down in these terms
5 formal out-of class essays, increasing in length from 3-4 pages to 4-5 pages, along with 1-2 in-class
essays (totaling a minimum of 1,000 words), assigned throughout the course of the semester. This page
length is geared specifically to the use of Times New Roman, 12 point font and standard MLA
formatting. Three typed pages with these guidelines are the equivalent of 900-1,000 words.
Assignment Possible Approaches Learning Outcomes Emphasized
First Formal Essay
Length: 3+ pages using Times New
Roman 12 point font and MLA formatting.
Schedule: Week 2
Personal or analytical essay,
modeled on a textual
reading.
Minimum Word Count: 900
What is a thesis statement? Attention to MLA
formatting of paper (font, margin, spacing,
etc.)
Second Formal Essay
Length: 3+ pages using Times New
Schedule: Week 3
Personal or analytical essay,
responding to a textual
reading.
Word Count: 900
Creating complex thesis statements;
integrating an in-text citation into writing;
avoiding plagiarism
Third Formal Essay
Length: 3-4 pages using Times New
Schedule: Week 4
Analytical essay
incorporating at least one
outside source.
Word Count: 1000
Moving between different texts; using
transitions; developing arguable thesis
statements; searching for outside sources
(popular sources okay)
Fourth Formal Essay
Schedule: Week 5
Analytical and or
Argumentative
incorporating two or more
outside sources.
Word Count: 1000
Using transitions and a clear method of
organization; developing arguable thesis
statements; searching for outside sources
(scholarly sources and databases)
Fifth Formal Essay
Schedule: Week 7
Argumentative and or
persuasive essay
incorporating multiple
scholarly sources.
Word Count: 1200
Identifying, analyzing, evaluating and
responding to others’ arguments; Finding,
selecting, evaluating, integrating and utilizing
outside, scholarly sources from databases and
print sources.
In-Class Essay*
Time spent on assignment: essay should
be written in 1.5 hours. However,
instructors can build up to the
assignment as preparation, so time
varies.
Schedule: Week 1 and Week 8
Instructors should assign 1-2
in-class essays, totaling a
minimum of 1,000 words.
Read, summarize, analyze and integrate
outside text with course readings; develop a
specific, complex and arguable thesis in
response to given prompt(s).

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Tuesday
Week 1
Everyone’s an Author:
Part I. The Need for Rhetoric and Writing Sections 1-6 p xxix - 56
Rereading America:
1) Harmony at Home: The Myth of the Model Family p1-21
2) Looking for Work GARY SOTO p26-31 (1-5)
3) “I Just Wanna Be Average” MIKE ROSE p157-169 (1-4)
The St. Martin’s Guide to Writing, 1 Introduction: Thinking About Writing p1-6
Part 1, Chapter 2 Writing Activities, page 1-57 (p57 Analyze and Write 1-2)
March 26
READ: Everyone’s An Author, page
xxix – 1; PART I p1- 56
READ: Rereading America, p 1-12;
p26-31; p157-169
COMPLETE: p 31(1-5), p 169(1-4)
READ: The St. Martin’s Guide to
Writing, vii - 57 (p57 Analyze and
Write 1-2)
Thursday
Week 1
Everyone’s An Author
Part I. The Need for Rhetoric and Writing Sections 1-6, p xxix - 56
Rereading America:
1) Harmony at Home: The Myth of the Model Family p1-21
2) Looking for Work GARY SOTO p26-31(1-5)
3) “I Just Wanna Be Average” MIKE ROSE p157-169 (1-4)
The St. Martin’s Guide to Writing Ch 1 Introduction: Thinking About Writing p1-6
PART I, Writing Activities p 7, Ch 2 Remembering an Event, p8-57
Thinking Critically Analyze and Write, p 57 (Ex. 1-2)
March 28
READ: Everyone’s An Author, page
xxix – 1; PART I p1- 56
READ/COMPLETE: Rereading
America, p109-116; p 169 (1-4);
The St. Martin’s Guide to Writing p57
(Ex. 1-2)
WRITE In-class Introduction/Thesis
Essay One Draft #1 due online at
Turnitin.com by Sunday March 31
Tuesday
Week 2
Everyone’s an Author, Part II. Genres of Writing
7. Arguing a Position / "This Is Where I Stand" p57-100
8. Writing a Narrative / "Here’s What Happened" p101-136
9. Writing Analytically / "Let’s Take a Closer Look" p137-181
Rereading America:
1) Learning Power: The Myth of Education and Empowerment p109-116(Before Reading)
2) Idiot Nation, p 128-146(1-6) MICHAEL MOORE
3) The Achievement of Desire, p 194-206 (1-5) RICHARD RODRIGUEZ
4) Learning to Read, p 210-219 (1-4) MALCOLM X
The St. Martin’s Guide to Writing, Part 1, Ch 3, Writing Profiles p58-115
Group Activities: THINKING CRITICALLY Reflecting on the Genre, Analyze and Write(1-3)
April 2
Introduction/Thesis in-class Thursday
Draft #1 Essay due online by Sunday
Draft #2 due online by Wednesday
READ: Everyone’s An Author, PART
II, p 57-88; p 101-117; p 137-154; p
160-169; p 182-197; p 205-212
COMPLETE Everyone’s An Author,
p87-88; p126-27; p168-69; p210-212 ;
Rereading America, p145 (1-6); p206
(1-6); p 218 (1-4).The St. Martin’s
Guide to Writing p115(Ex. 1-2)
Thursday
Week 2
Everyone’s an Author. Part II
10. Reporting Information / "Just the Facts, Ma’am" p182-228
11. Writing a Review / "Two Thumbs Up" p229-262
12. Choosing Genres p263-268
Rereading America:
1) Learning Power: The Myth of Education and Empowerment p109-116
2) Idiot Nation, MICHAEL MOORE p128-146(1-6)
3) The Achievement of Desire, RICHARD RODRIGUEZ p194-206(1-5)
4) Learning to Read, MALCOLM X p210-219
The St. Martin’s Guide to Writing, Part 1
Ch 4 Explaining a Concept p116-171
Ch 5 Finding a Common Ground p172-241
April 4
READ: Everyone’s An Author, PART
II, p 182-228; p229-262; p263-268
COMPLETE Rereading America,
p145 (1-6); p206 (1-6); p 218 (1-4);
The St. Martin’s Guide to Writing
p115(Ex. 1-2); The St. Martin’s Guide
to Writing p171 (1-2); p217 (1-2)
Essay Two Draft #1 due online at
Turnitin.com by Sunday April 7
Tuesday
Week 3
Everyone’s an Author. Part III. The Role of Argument p269-324
13. Analyzing Arguments / Those You Read and Those You Write p275-304
14. Strategies for Arguing / Comparisons, Examples, Humor, and More p305-324
April 9

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Rereading America: Part 3 Money and Success: The Myth of Individual Opportunity p253-372
1) The Lesson TONI CADE BAMBARA p264-272(1-4)
2) Serving in Florida BARBARA EHRENREICH p290-303(1-4)
The St. Martin’s Guide to Writing, Part 1,
Ch 6 Arguing a Position p242-295
Ch 7 Proposing a Solution p296-349
Ch 8 Justifying an Evaluation p350-401
Everyone’s An Author
COMPLETE p324 “Choose One of
the Examples…”
COMPLETE
Rereading America, p272(1-4);
p303(1-4)
COMPLETE
p 295 (1-3); p 349 (1-3); p 401 (1-3)
Thursday
Week 3
Everyone’s an Author. Part III. The Role of Argument p269-324
13. Analyzing Arguments / Those You Read and Those You Write p275-304
14. Strategies for Arguing / Comparisons, Examples, Humor, and More p305-324
Rereading America:
Part 3 Money and Success: The Myth of Individual Opportunity p253-372
1) The Lesson TONI CADE BAMBARA p264-272(1-4)
2) Serving in Florida BARBARA EHRENREICH p290-303(1-4)
The St. Martin’s Guide to Writing, Part 1,
Ch 9 Speculating about Causes p402-456
Ch 10 Analyzing Stories p457-505
April 11
COMPLETE Everyone’s An Author
p324 “Choose One …” Rereading
America, p 272(1-4); p303(1-4) ; The
St. Martin’s Guide to Writing p 456
(1-3); p 495 (1-3)
Essay Three Draft #1 due online at
Tuesday
Week 4
Everyone’s an Author, Part IV. Research p325-510
15. Starting Your Research / Joining the Conversation p329-336
16. Finding Sources, Considering Research Methods p337-361
17. Keeping Track / Managing Information Overload p362-366
18. Evaluating Sources p367-371
Rereading America, Part 4 Created Equal: The Myth of the Melting Pot
1) Still Separate, Still Unequal JONATHAN KOZOL p219-237(1-3)
2) In the Basement of the Ivory Tower “PROFESSOR X” p238-249(1-5)
3) …The Missing Class KATHERINE S. NEWMAN/ VICTOR TAN p349-356(1-4)
4) The Crossing RUBÉN MARTÍNEZ p473-483(1-5)
5) Assimilation SHERMAN ALEXIE p483-496(1-5)
The St. Martin’s Guide to Writing, Part 2, Critical Thinking Strategies
Ch 11 A Catalogue of Invention Strategies (Inspiration.com?) p508-520
Ch 12 A Catalogue of Reading Strategies p521-543
April 16
COPY P336; REVIEW p369-37 1
p237(1-3); p249(1-5); p356(1-4);
p483(1-5); p496(1-5)
COMPLETE
Ask Questions p 519 (1-3); p543(1-2)
Thursday
Week 4
Everyone’s an Author, Part IV. Research p325-510
19. Writing a Project Proposal p372-376
20. Annotating a Bibliography p377-380
21. Synthesizing Ideas / Moving from What Your Sources Say to What You Say p381-387
22. Quoting, Paraphrasing, Summarizing p388-400
23. Giving Credit, Avoiding Plagiarism p401-406
24. MLA Style p407-462
25. APA Style p463-510
Rereading America, Part 4 Created Equal: The Myth of the Melting Pot
1) Still Separate, Still Unequal JONATHAN KOZOL p219-237(1-3)
2) In the Basement of the Ivory Tower “PROFESSOR X” p238-249(1-5)
3) …The Missing Class KATHERINE S. NEWMAN/ VICTOR TAN p349-356(1-4)
4) The Crossing RUBÉN MARTÍNEZ p473-483(1-5)
5) Assimilation SHERMAN ALEXIE p483-496(1-5)
The St. Martin’s Guide to Writing, Part 2, Critical Thinking Strategies
Ch 11 A Catalogue of Invention Strategies (Inspiration.com?) p508-520(1-3)
Ch 12 A Catalogue of Reading Strategies p521-543(1-2)
April 18
Midterm #1
COPY P336; REVIEW p369-37 1
p237(1-3); p249(1-5); p356(1-4);
p483(1-5); p496(1-5)
COMPLETE
Ask Questions p 519 (1-3); p543(1-2)

11
Tuesday
Week 5
Everyone’s an Author. Part V Style p511-641
Ch 26. What’s Your Style? P515-525
Ch 27. Tweets to Reports, Moving Social Media to Academic Writing p526-537
Ch 28. Meeting the Demands if Academic Writing p538-550
Rereading America, Part 5 True Women and Real Men: Myths of Gender p515-638
1) How the Americans Understand the Equality of the Sexes
ALEXIS DE TOCQUEVILLE p520-524
2) Girl JAMAICA KINCAID p524-526
3) The Story of My Body JUDITH ORTIZ COFER p537-546
4) A Boy’s Life HANNA ROSIN p546-567
5) Visual Portfolio READING IMAGES OF GENDER p568-574
The St. Martin’s Guide to Writing, Part 3 Writing Strategies
Ch 13 “Cueing the Reader” p546-560 (13.12)
Ch 14 “Narrating” Sentence Strategies p561-573
Ch 15 “Describing” Sentence Strategies p574-585
Ch 16 “Defining” Sentence Strategies p586-593
Ch 17 “Classifying” Sentence Strategies p594-600
April 23
COMPLETE Everyone’s An Author:
p525 (Have Fun…); p569 (Take a
Look…); p590 (Analyze…)
Rereading America, COMPLETE
p524(1-4); p526(1-4); p545/6(1-5); p
567(1-4); p574(1-7);
The St. Martin’s Guide to Writing,
Part 3, p560 (13.12); COPY
SENTENCE STRATEGIES on p572-
73; p584-85; p592-93; p599-600;
p606-607; p621-25; p639(Ex. 20.3);
Thursday
Week 5
Everyone’s an Author. Part V Style p511-641
Ch 29. How to Write Good Sentences p551-569
Ch 30. Designing What You Write p570-590
Ch 31. Checking for Common Mistakes p591-641
Rereading America, Part 5 True Women and Real Men: Myths of Gender p515-638
6) How the Americans Understand the Equality of the Sexes
ALEXIS DE TOCQUEVILLE p520-524
7) Girl JAMAICA KINCAID p524-526
8) The Story of My Body JUDITH ORTIZ COFER p537-546
9) A Boy’s Life HANNA ROSIN p546-567
10) Visual Portfolio READING IMAGES OF GENDER p568-574
The St. Martin’s Guide to Writing, Part 3 Writing Strategies
Ch 18 “Comparing and Contrasting” Sentence Strategies p601-607
Ch 19 “Arguing” Sentence Strategies p608-625
Ch 20 “Analyzing Visuals” p626-639 (20.3)
Ch 21 “Designing Documents” READ p640-651
Ch 22 “Writing in Business and Scientific Genres” READ p652-664
April 25
COMPLETE Everyone’s An Author:
p525 (Have Fun…); p569 (Take a
Look…); p590 (Analyze…)
Rereading America, COMPLETE
p524(1-4); p526(1-4); p545/6(1-5); p
567(1-4); p574(1-7);
Part 3, p560 (13.12); COPY
SENTENCE STRATEGIES on p572-
73; p584-85; p592-93; p599-600;
p606-607; p621-25; p639(Ex. 20.3);
Essay Four Draft #1 due online at
Tuesday
Week 6
Rereading America, Part 6, Ah Wilderness!
American Myths of Nature and the Environment p639-787
1) From Walking HENRY DAVID THOREAU p646-655
2) From An American Childhood ANNIE DILLARD p656-663
3) ALife of the Senses RICHARD LOUV p664-676
4) Visual Portfolio IMAGES OF NATURE AND THE ENVIRONMENT p695-703
5) Our Unhealthy Future Under Environmentalism JOHN BERLAU p772-785
The St. Martin’s Guide to Writing, Part 4 Research Strategies p665-750
Ch 23 Planning a Research Project p 666-673
Ch 24 Finding Sources and Conducting Field Research p 674-689
Ch 25 Evaluating Sources p 690-696
April 30
p655(1-4); p663(1-3); p676 (1-4);
p703(1-4); p785(1-5).
Thursday
Week 6
Rereading America, Part 6, Ah Wilderness!
American Myths of Nature and the Environment p639-787
1) From Walking HENRY DAVID THOREAU p646-655
2) From An American Childhood ANNIE DILLARD p656-663
3) ALife of the Senses RICHARD LOUV p664-676
4) Visual Portfolio
READING IMAGES OF NATURE AND THE ENVIRONMENT p695-703
5) Our Unhealthy Future Under Environmentalism JOHN BERLAU p772-785
May 2

12
The St. Martin’s Guide to Writing, Part 4 Research Strategies p665-750
Ch 26 Using Sources to Support Your Ideas p 697-708
Ch 27 Citing and Documenting Sources in MLA Style p 709-738
Ch 28 Citing and Documenting Sources in APA Style p 739-770
Essay Five Draft #1 due online at
Turnitin.com by Sunday May 5
Tuesday
Week 7
Part 5 WRITING FOR ASSESSMENT
Ch 29 Essay Examinations p752 (29.2)
Ch 30 Writing Portfolios p 766
Part 6 WRITING AND SPEAKING TO WIDER AUDIENCES
Ch 31 Oral Presentations p 772
Ch 32 Working with Others p 777
Ch 33 Writing in Your Community p 781
May 7
PART 5 WRITING FOR
ASSESSMENT p752 (Ex. 29.2 –
choose one); p 766
PART 6
WRITING AND SPEAKING TO
WIDER AUDIENCES p 772; p 777;
p781
Thursday
Week 7
Part 5 WRITING FOR ASSESSMENT
Ch 29 Essay Examinations p 752 (29.2)
Ch 30 Writing Portfolios p 766
PART 6 WRITING AND SPEAKING TO WIDER AUDIENCES
Ch 31 Oral Presentations p 772
Ch 32 Working with Others p 777
Ch 33 Writing in Your Community p 781
May 9
Midterm #2
p752 (29.2); p 766; p772; p 777;
p781
Tuesday
Week 8
Everyone’s an Author. Review
Rereading America, Review
The St. Martin’s Guide to Writing, Review
May 14
Reading Aloud Peer Review for
resubmitting graded essays
Thursday
Week 8
Everyone’s an Author. Review
Rereading America, Review
The St. Martin’s Guide to Writing, Review
May 16
Reading Aloud Peer Review for
resubmitting graded essays
Tuesday/
Thursday
Week 9
(Finals Week) May 21/23

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