{"id":947,"date":"2013-11-10T13:38:22","date_gmt":"2013-11-10T18:38:22","guid":{"rendered":"http:\/\/blogs.shu.edu\/english\/?page_id=947"},"modified":"2017-06-16T12:51:03","modified_gmt":"2017-06-16T16:51:03","slug":"four-essay-syllabus-no-exploratory","status":"publish","type":"page","link":"http:\/\/blogs.shu.edu\/english\/four-essay-syllabus-no-exploratory\/","title":{"rendered":"Four-Essay Syllabus, No Exploratory"},"content":{"rendered":"

College English I – Sample Syllabus
\nFor Four Essays<\/strong>
\n(with the Exploratory Essay Omitted, no essays combined)<\/p>\n

Requirements for Analytical Essay I: Read at least four essays or 20 pages in the unit
\nPaper: 3-5 pages long (750 -1250 words)
\nRhetorical concept\/ Developmental strategy: Division and Classification.
\nStylistic concept: Bias in language; Purpose and audience (Research concepts: Incorporation of quotations; in-text citations and Works Cited (MLA format); Note taking (see Handbook, section MLA, 93-135).
\nGrammar concepts: Sentences (see Handbook, section S-1).
\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 (section W-1); Reading the World, Part 1, Chapter 1, \u201cOn Education,\u201d Newman (53); They Say, I Say (TSIS), Introduction.<\/p>\n

Week II: : The Little Seagull Handbook, Write, \u201cWriting Processes,\u201d \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); TSIS, Part 1, Chapter 1.<\/p>\n

Practice prewriting, drafting, and revising (using the diagnostic essay or as preparation for the first Analytical Essay). The readings on Education can be discussed in class or linked with images from this unit, in preparation for the Analysis of a Visual Text.<\/p>\n

Weeks III, IV, and V: Analytical Essay I \u2013 Analysis of a Visual Text
\nCritical\/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, Chapters 2-3 and Part 4, Chapter 11, \u201cEntering Class Discussions.\u201d <\/p>\n

Requirements for Analytical Essay II: Read at least five essays or 25pages in the unit
\nPaper: 4-5 pages long (1000– 1250 words)
\nRhetorical concept\/ Developmental strategies: Division and Classification; Definition.
\nStylistic concept: Bias in language and Logic, metaphor and analogy
\nResearch concept: Note taking; further practice in all previous techniques; Paraphrasing and summarizing; further practice in all previous techniques (see Handbook, sections R3 and R4).
\nGrammar concept: Punctuation (see Handbook, section P).
\nThey Say, I Say (TSIS), Part 2, I Say.<\/p>\n

Weeks VI, VII, VIII: Critical\/Analytical Essay (of a Visual Text and a Written Text): Critical\/Analytical Essay I (of a Visual Text): Little Seagull, Kinds of Writing, \u201cAnalyses\u201d (section W-6); 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); Part 1, 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 five essays or 25 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, section R-1).
\nGrammar concepts: Language (see Handbook).
\nThey Say, I Say (TSIS), Part 3, Tying It All Together and Part 4, Chapter 13.<\/p>\n

Weeks IX, X, XI: Persuasive Essay: Little Seagull Handbook, Kinds of Writing, \u201cArgumentation\u201d(section W-1, W-5); 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 five essays or 25 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, section R-1).
\nGrammar concepts: “Mechanics” (see Handbook, section S).
\nThey Say, I Say (TSIS), Part 3, cont\u2019d and Part 4, Chapter 14.<\/p>\n

Weeks XII, XIII, XIV: Research Essay: Little Seagull Handbook, Research and 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 Four Essays (with the Exploratory Essay Omitted, no essays combined) Requirements for Analytical Essay I: Read at least four essays or 20 pages in the unit Paper: 3-5 pages long (750 -1250 words) Rhetorical concept\/ Developmental strategy: Division and Classification. Stylistic concept: Bias in language; Purpose and audience … Continue reading “Four-Essay Syllabus, No Exploratory”<\/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-947","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/947","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=947"}],"version-history":[{"count":1,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/947\/revisions"}],"predecessor-version":[{"id":949,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/947\/revisions\/949"}],"wp:attachment":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/media?parent=947"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}