I. CATALOG DESCRIPTION:II. NUMBER OF TIMES COURSE MAY BE TAKEN FOR CREDIT: OneIII. PREREQUISITE AND/OR ADVISORY SKILLS:A. assess the reading task in advance according to according to the purpose for reading and the difficulty of the materials to be read;B. establish outcomes for the reading material prior to reading it by forming appropriate questions;C. pause at intervals to recite, reflect and develop additional questions or outcomes for the reading;D. develop methods and strategies which will assist more critical evaluation of texts;E. respond critically to reading by means of class discussions and through writing;F. support written and spoken responses to reading by citing appropriate and adequate textual evidence (and other rationale when appropriate);G. develop a focused, active style of reading;H. organize coherent essays around a central idea;I. apply structural elements in writing appropriate to audiences and purpose;J. develop flexible reading style, adjusting reading rate to purpose for and difficulty of material;K. effectively use textual annotation;L. use concepts of paragraph and essay development in editing his/her own essays;M. organize coherent essays using classification mode, and cause and effect mode;N. write longer essays incorporating materials on descriptive and narrative modes in longer argumentative, persuasive and response essay;O. write summaries of essays in Norton Sampler;P. write short comparison/contrast essays based on reading;Q. provide appropriate and adequate evidence primarily from the reading to support opinions and conclusions;R. write cumulative sentences formed from base clauses;S. use descriptive grammar to check sentences usage and for punctuation;T. proofread her/his own prose.IV. EXPECTED OUTCOMES FOR STUDENTS:A. demonstrate in class discussion and compositions competence in1. reading, summarizing accurately, synthesizing and critically analyzing works from a range of academic contexts and cultural backgrounds;2. analyzing and comparing essays, book-length works and/or other media for structure, purpose, audience, and effectiveness of argument;3. seeing how ideas under discussion are related and how they relate to the student’s own experience;B. write compositions demonstrating college-level standards of academic prose by:1. defining a line of inquiry;2. developing a focused thesis or proposition;3. selecting relevant evidence and presenting it in a persuasive manner;4. anticipating the needs and assumptions of an intended audience;5. organizing the essay in the interests of purpose, coherence and clarity;6. separating fact from inference and judgment;7. identifying assumptions;8. using inductive and deductive reasoning;9. recognizing and clarifying viewpoints;10. using diction, style and tone appropriate to subject and audience;C. demonstrate understanding of the purpose of research;D. gather evaluate and incorporate information from outside sources into his/her writing.V. CONTENT:A. Study of critical thinking strategies.B. Detailed critical analysis of five short works as well as two book-length works (primarily non-fiction) and/or works from other media covering a range of academic disciplines and cultural backgrounds.C. Study of how ideas in a work might be elaborated upon, illustrated, modified and countered by other works/viewpoints.D. Writing of several papers, totaling 8,000 words, including a research paper, based upon texts or other media under study. Training in the process of writing will include:1. Pre-reading and pre-writing strategies.2. Academic standards of argument and composition.3. Developing a thesis and supporting it.4. Introductory inductive and deductive reasing.5. Strategies for critical revision.6. Directed peer review.7. Writing to a specific audience.8. Strategies for revising the language of the essays: diction, tone, and style.E. Introduction to research1. Understanding the purpose of research as pursuing a line of inquiry, not proving one’s point.2. Identifying and organizing the research process.3. Identifying relevant passages of source material to cite.4. Integrating quotations and paraphrases into one’s text.5. Using citations systems (department handouts cover MLA, APA and number systems).6. Library skills: 50 minute tour tailored to the 1A course and covering:a. use of library technology to locate sources;b. available reference materials;c. location of various library services.F. Relating course materials to the lives and values of students.VI. METHODS OF INSTRUCTION:A. Lecture, discussion, collaborative learning.B. Multi-media materials, oral presentations.C. Peer responses to multiple drafts, writing, exercises.D. Writing assignments, totaling 8000 words, including a research paper.E. Reading two full-length works in addition to five shorter works.F. Instructor conferences.VII. TYPICAL ASSIGNMENTS:A. In the essay “On Dumpster Diving,” Lars Eignher writes, “Yet in spite of the element of chance, scavenging more than most other pursuits tends to yield returns in some proportion to the effort and intelligence brought to bear.” In what ways does Eighner bring intelligence and effort to his own scavenging? Explain and illustrate. your essay will be three pages long, typed and double-spaced, with one-inch margins.B. In “Being a Cripple,” Nancy Mairs says, “I may be frustrated, maddened, depressed by the incurability of my disease, but I am not diminished by it and they {the doctors} are.” Based on what you observe about Mairs in this essay, to what extent is this claim true? Explain and illustrate. Your essay will be three pages long, typed and double-spaced, with one-inch margins.C. Write an essay in which you take a position on some issue about which you have strong feelings. In preparation for this assignment, re-read Tom Regan’s “The Case for Animal Right,” paying close attention to the way he answers the best arguments of those who oppose his position. Try to follow this strategy in developing your argument. Your essay will be three to four pages long, typed and double-spaced, with one-inch margins.D. After reading Jonathan Kozol’s book, Amazing Grace: The Lives of Children and the Conscience of a Nation, research one of the topics developed in his study. These might include the impact of any of the following on student performance: nutrition, religious training, drug addiction, violence, or crime. Based on your research, what can you conclude? Justify this conclusion