{"id":943,"date":"2013-11-10T13:30:54","date_gmt":"2013-11-10T18:30:54","guid":{"rendered":"http:\/\/blogs.shu.edu\/english\/?page_id=943"},"modified":"2017-06-16T12:51:04","modified_gmt":"2017-06-16T16:51:04","slug":"five-essay-syllabus","status":"publish","type":"page","link":"http:\/\/blogs.shu.edu\/english\/five-essay-syllabus\/","title":{"rendered":"Five-Essay Syllabus"},"content":{"rendered":"

College English I – Sample Syllabus
\nFor Five Essays<\/strong><\/p>\n

Requirements for Exploratory Essay (should be graded):
\nRead at least two essays in the unit
\nPaper: 2-3 pages long (500-750 words)
\nRhetorical concept\/ Developmental strategy: Process Analysis (Sequencing); Stylistic concept: Purpose and audience
\nResearch concepts: Incorporation of quotations; in-text citations and Works Cited (MLA format) (see Handbook).
\nGrammar concepts: “Punctuation” (see Handbook)
\nThey Say, I Say (TSIS), Introduction, Part 1, and Part 4, Chapter 11.<\/p>\n

Week I: Introduction; validation essay; syllabus review; The Little Seagull Handbook, Write, \u201cWriting Contexts\u201d; Reading the World, Part 1, Chapter 1, \u201cOn Education,\u201d Seneca (16); They Say, I Say (TSIS), Introduction.<\/p>\n

Week II: The Little Seagull Handbook, Write, \u201cWriting Processes\u201d and \u201cDeveloping Paragraphs\u201d (section W-2); Reading the World, Part 2, Chapter 8, \u201cReading Ideas\u201d; Part 1, Chapter 1, \u201cOn Education,\u201d Tzu (8); Douglass (46). Practice prewriting, drafting in preparation for the Exploratory Essay; TSIS, Part 1, Chapter 1.<\/p>\n

Weeks III: Little Seagull Handbook, Write, \u201cReading Strategies\u201d and \u201cDesigning What You Write\u201d (sections W-12, W-4);; Exploratory Essay; Reading the World, Part 2, Chapter 9, \u201cGenerating Ideas\u201d; Part 1, Chapter 1, \u201cOn Education,\u201d Newman (53), Freire (62); TSIS, Part 1, Chapter 2 and Part 4, Chapter 11, \u201cEntering Class Discussions.\u201d<\/p>\n

Requirements for Analytical Essay I: Read at least four essays or 20 pages in the unit
\nPaper: 2-3 pages long (500-750 words)
\nRhetorical concept\/ Developmental strategy: Division and Classification.
\nStylistic concept: Bias in language (Handbook, 472-474)
\nResearch concept: Note taking; further practice in all previous techniques (see Handbook).
\nGrammar concepts: “Word Choice,” “Clear Sentences” (see Handbook).
\nThey Say, I Say (TSIS), Part 1, cont\u2019d., and Part 2, I Say.<\/p>\n

Weeks IV and V: Critical\/Analytical Essay I (of a Visual Text): Little Seagull, Kinds of Writing, \u201cAnalyses\u201d; Reading the World, Part 2, Chapter 10, \u201cStructuring Ideas\u201d; Part 1, Chapter 4, \u201cWar and Peace,\u201d St. Thomas Aquinas (260); image \u201cThe Progress of an Aztec Warrior\u201d (265); Delacroix \u201cLiberty Leading the People\u201d (968); Orwell (282); Picasso \u201cGuernica\u201d (271); TSIS, Part 1, Chapter 3<\/p>\n

Required Concepts for Analytical Essay II: Read at least four essays or 20 pages in the unit
\nPaper: 3 \u2013 4 pages long (750 – 1000 words)
\nRhetorical concept\/ Developmental strategy: Definition.
\nStylistic concept: Logic, metaphor and analogy (Handbook 65, 266, 19).
\nResearch concept: Paraphrasing and summarizing; further practice in all previous techniques (see Handbook, sections R-4c and 4d, 85-87).
\nGrammar concepts: Sentences (see Handbook, section S-1, 230-261).
\nThey Say, I Say (TSIS), Part 2, I Say and Part 4, Chapter 12.<\/p>\n

Weeks VI, VII, and VIII: Critical\/Analytical Essay II (of a Written Text): Reading the World, Part 2, Chapter 11, \u201cStructuring Ideas\u201d; Part 1, Chapter 3, \u201cLaw and Government\u201d; DePizan (175); Machiavelli (184); King (202); Tutu (227); Obama (238); TSIS, Part 2, Chapters 4-6 and Part 4, Chapter 12, \u201cWhat\u2019s Motivating the Writer?<\/p>\n

Requirements for Persuasive Essay:
\nRead at least four essays or 20 pages in the units (\u201cLanguage and Rhetoric\u201d and \u201cScience and Nature\u201d)
\nPaper: 4-5 pages long (1000 \u2013 1250 words)
\nRhetorical concept: Causal Analysis
\nStylistic concept: Tone and stance
\nResearch concept: Analyzing and evaluating web sites; further practice in all previous techniques (see Handbook 74-75, 161-162).
\nGrammar concepts: Language (see Handbook., section L-1).
\nThey Say, I Say (TSIS), Part 3, Tying It All Together and Part 4, Chapter 13.<\/p>\n

Weeks IX, X, and XI: Persuasive Essay: Little Seagull Handbook, \u201cArguments\u201d; Reading the World, Part 1, \u201cLanguage and Rhetoric\u201d; Chapter 7, \u201cLanguage and Rhetoric,\u201d Perecles (470); Plato (478); Aristotle (489); Chapter 6, \u201cScience and Nature,\u201d Maimonides (397); Carson (419); Gore (454); TSIS, Part 3, Chapters 7-8 and Part 4, Chapter 13, \u201cReading in the Sciences.\u201d<\/p>\n

Requirements for Research Essay:
\nRead at least four essays or 20 pages in the unit.
\nPaper: at least 6 pages long (1500 \u2013 1750 words)
\nRhetorical concept\/ Developmental strategy: Comparison and Contrast
\nStylistic concept: Logical fallacies
\nResearch concept: Research techniques; further practice in all previous techniques (see Handbook).
\nGrammar concepts: Punctuation and Mechanics (see Handbook).
\nThey Say, I Say (TSIS), Part 3, cont\u2019d and Part 4, Chapter 14.<\/p>\n

Weeks XII, XIII, and XIV: Research Essay: Little Seagull Handbook, Research, Documentation; Reading the World, Part 1, Chapter 5, \u201cWealth, Poverty, and Social Class\u201d; New Testament, Luke, Chapter 16 (315); Gandhi (332); Part 1, Chapter 2, Plato (89); Walls (summer read); TSIS, Part 3, Chapter 9 and Part 4, Chapter 14 \u201cReading in the Social Sciences.\u201d<\/p>\n

Other concepts to be developed cumulatively throughout the semester (one introduced per unit\/ paper)
\nPurpose and audience
\nTone and stance
\nLogic, metaphor, and analogy
\nLogical fallacies
\nBias in language<\/p>\n","protected":false},"excerpt":{"rendered":"

College English I – Sample Syllabus For Five Essays Requirements for Exploratory Essay (should be graded): Read at least two essays in the unit Paper: 2-3 pages long (500-750 words) Rhetorical concept\/ Developmental strategy: Process Analysis (Sequencing); Stylistic concept: Purpose and audience Research concepts: Incorporation of quotations; in-text citations and Works Cited (MLA format) (see … Continue reading “Five-Essay Syllabus”<\/span><\/a><\/p>\n","protected":false},"author":637,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-943","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/943","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/users\/637"}],"replies":[{"embeddable":true,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/comments?post=943"}],"version-history":[{"count":1,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/943\/revisions"}],"predecessor-version":[{"id":945,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/943\/revisions\/945"}],"wp:attachment":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/media?parent=943"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}