English 1101 College WritingCentral New Mexico Community College -- Spring 2015 -- 3 credit hours

Section CRN Wks Room Day Time

101 85512 16 MS-204 Mon/Wed 7:30 -- 8:45 AM

107 85519 16 MS-204 Mon/Wed 9:00 -- 10:15 AM

103 85514 16 MS-411 Tue/Thu 7:30 -- 8:45 AM

Instructor: Dr. Peter Lundman

Office and hours: KC-101. Office Hours page has details.

Email: plundman @ cnm.edu

Personal website: http:// peterlundman.com

CELL phone: [Write it here after I tell you in class]:

SPECIAL NEEDS. The Master Syllabus states: "Qualified students with special learning needs are encouraged to notify the instructor at the beginning of the class about any specific assistance that may be required to support the student’s learning. It is the instructor’s intent to assist qualified students with special learning needs by making course modifications that will ensure a successful learning experience for the student. Students are asked to contact the CNM Disability Resource Center (DRC) office in order for support staff to assist the instructor with course modifications. The Disability Resource Center contact information is: Phone (505) 224-3259 (phone); TTD Line 224-3262; Fax 224-3261. When students are assigned to a support counselor, individual email contact information is also provided."

RELATED CLASSES. "Students who need extra help in the grammar and mechanics of College Writing should consider enrolling in English 1096, CNM's 'Emergency Writing Repair Workshop.' This 1-credit, low-stress workshop is designed to give students a strong foundation for academic writing while building confidence, competence, and a deeper understanding of how the language works. Instructors also provide extra support for students writing 1101 papers. The workshop begins in Week 3 of the semester. Please ask your instructor for details" (English Department ).

PREREQUISITES: "Credit in Reading 0950 or Accuplacer Reading Skills=80+ and credit in English 0950, or Accuplacer Sentence Skills=85-109, or ACT=between 16 and 22, or SAT=between 330 and 450. Failure to meet a prerequisite (or corequisite) may result in offending students’ being dropped from the class at any time during the term" (Master Syllabus).

CNM . CHSS . English . Dr Peter Lundman . Syllabus . Basics. Rev_1/09/2015

COURSE DESCRIPTION. "English 1101 is a course in text-based essay composition. Assignments include critical reading, summary and analytical writing, and synthesis. English 1101 is an expository writing course with readings designed to provide topics for discussion and writing and to improve students' accurate uses of language. The course emphasizes learning how to organize and support ideas clearly, fully, and interestingly in written form. Students review English grammar, usage, and punctuation in the context of college writing" (Master Syllabus). We will work about equally on reading for meaning, thinking critically, shaping responses, and mastering basic forms of academic writing. Note that a final grade of 'C' or higher is required to pass the course with a grade high enough for transfer credit (Peter).

TEXTS AND OTHER MATERIALS NEEDED.

• McQuade, Donald and Robert Atwan, eds. The Writer's Presence: A Pool of Readings, 7th

edition. Boston: Bedford/St. Martins. 2012. (Most readings in this textbook are not available on the web.) All readings should be read before the days they are scheduled to be discussed in class (see the course outline / calendar of readings]).

• A usable grammar & style manual. CNM's "official" text is: Hacker, Diana, and Nancy Sommers. The Bedford Handbook. 9th edition. Boston & New York: Bedford / St.Martins, 2014. [BUT ANY grammar & style manual published in the past ten years, containing an MLA style guide that knows about the World Wide Web, is okay.]

• A useful dictionary. A "useful" dictionary is one that you will actually use. You cannot rely on computer spell-checkers or grammar-checkers: They often make idiotic "corrections" because they are machines and have no idea what you want to say.

• A three-ring binder and three-hole punched standard-sized college-ruled writing paper (8 x 10½ inches; larger sizes get tattered). I do not accept assignments written on pages ripped, torn or cut out of a spiral-bound notebook.

• Dark-colored ink ball-point pens. (Pencils are not used for college-level writing.)

• An email account. Use it to send documents (such as revisions of TPs [typed papers]). Use email to back up drafts of your writing. Just send yourself document files, and leave them in your In-Box. A USB-drive is also useful, but it can easily get lost.

COURSE REQUIREMENTS: The English Department's Master Syllabus also states that "Students can expect to write five complete essays, one of which will be a multi-source research paper (integrating ideas and quotations from multiple sources and using formal documentation) and one of which will be the Final Essay Exam; participate in workshop activities that may include peer editing; complete other assignments such as reading comprehension quizzes, writing short response essays, small group work, journal writing."

The Master Syllabus continues "It is a Communication, Humanities and Social Sciences (CHSS) policy that all courses require final evaluations. All students must take the Final Exam in order to pass the course (although taking the final does not guarantee that a student will pass)."

CNM . CHSS . English . Dr Peter Lundman . Syllabus . Basics. Rev_1/09/2015

LEARNING OUTCOMES (previously called COURSE OBJECTIVES):

Students will learn to

• analyze and evaluate college level texts in terms of situation, audience, purpose, aesthetics, and diverse points of view

• express a primary purpose and organize supporting points logically, and to use rhetorical strategies to engage, inform, or persuade

• employ composing processes such as planning, collaborating, organizing, revising, and editing to create documents using correct diction, syntax, grammar, and mechanics

• integrate and cite, correctly and ethically, resources to support the primary purpose in college level written work

My ENG-1101 classes will also learn to:

• see the rhetorical forms of "short-essay questions" used in college writing

• understand the rhetorical form of essay best suited to express an idea

• write "short-answer test" essays that support main ideas with arguments and evidence

ADDITIONAL NOTES

You will write a brief Reader Response (for each assigned reading, 10% of the semester grade), and will bring typed papers to class, when due. Participation in a full-class Norming process of revision is worth about 5% of the semester grade. Attending lectures equals 10% of the semester grade.

The level of skills among students in first year college classes varies widely. You may find that some instruction is below your level. Please be patient as I explain ideas you may already know. (Others may need to be patient with you, at times, as you meet ideas they already know.)

I schedule semesters to be "front loaded": Classes at the start of the semester are VERY important because new concepts and techniques will be learned before we put them to use. If you miss classes in the first few weeks, you may be "lost" in the remaining weeks.

First week absences of students who register for the class late DO count toward total absences. Missed assignments for late-registering students will be counted against grade averages -- unless the assignments are of a kind that cannot be made up.

New CNM policy: Students who do NOT attend the first class of the semester can be dropped, allowing "waiting" students to take the empty seats. If you cannot attend the first classes of a semester, contact your instructors) before the first class asking NOT to be dropped.

CNM . CHSS . English . Dr Peter Lundman . Syllabus . Basics. Rev_1/09/2015

This is a "face to face" (f2f) class based on discussions and lectures: It is not "on-line," "blended," or "web-enhanced." Though I use some tech, you will NOT be sitting through PowerPoint presentations, projected web-videos, or Blackboard "shell"-type lessons. I avoid machine-like methods employed by many for-profit corporate colleges to rip-off students.

I have heard the complaints of students scammed by such institutions, and promise that -- if you attend classes and participate in my classes -- YOU WILL LEARN things that you can actually use and enjoy using.

All documents in this syllabus or distributed in class have been published first* on my personal website. If you lose parts of the syllabus, you can get them by printing my web-docs. (Under U.S. law, all web documents are © copyrighted automatically. I claim this copyright unless documents have been attributed to others.)

This syllabus is written in plain-text (without tables or columns) so that visually impaired students who use computer page-readers can listen to the contents without problems.

Add additional notes here, from the first day Course Introduction lecture

CNM . CHSS . English . Dr Peter Lundman . Syllabus . Basics. Rev_1/09/2015

Learning Outcomes and Assessment Measures, Eng-1101

These are the stated goals of the English DepartmentSchool of Communication, Humanities, and Social Sciences

Central New Mexico Community College, Albuquerque, New Mexico

LEARNING OUTCOMES

1. Students will analyze and evaluate college level texts in terms of situation, audience, purpose, aesthetics, and diverse points of view.

2. Students will express a primary purpose and organize supporting points logically and use rhetorical strategies to engage, inform, and/or persuade.

3. Students will employ composing processes such as planning, collaborating, organizing, revising, and editing to create documents using correct diction, syntax, grammar, and mechanics.

4. Students will correctly and ethically integrate and cite resources to support the primary purpose in college level written work.

ASSESSMENT MEASURES

Sentence Level Grammar: Students write without major grammatical errors such as fragments, boundary errors, agreement errors, mixed constructions, faulty predications.Punctuation and mechanics: Students use marks of punctuation correctly and adhere to rules governing mechanics, including capitalization and use of the apostrophe.Style: Students write clearly and employ basic stylistic techniques such as parallelism, coordination and subordination of clauses, and variety of sentence types.

Paragraph LevelFocus: Students write clearly focused, purposeful paragraphs, including effective introductions and conclusions.Development: Students develop paragraphs logically, clearly, and consistently.Organization: Students arrange paragraphs logically and link paragraphs coherently.

Composition LevelResponse to assigned topics: Students respond directly and specifically to assigned topics.Clarity of purpose: Students write purposeful documents or compositions organized and developed around a central idea or ideas.Summary, paraphrase, quotation: Students summarize fairly and accurately, paraphrase sentences and longer passages from written sources, quote sources appropriately and purposefully, and avoid plagiarism.Critical reading and writing: Students identify main ideas in sources and compose written responses to what they have read.

CNM . CHSS . English . Dr Peter Lundman . Syllabus . Competencies . Rev_1/9/2014

RUBRIC for self-evaluation. You can use this chart* to estimate your grade for any essay assignment. (Teachers often call a standardized method of evaluation a Rubric.)

A-B C D-FAddressing question or assigned topic

A-BCD-F

Addresses prompt (TOPIC) questionAddresses prompt question but may lose focus periodicallyMinimally addresses or does not address prompt question

Holistic Grade

A-B

C

D-F

Essay is more than 550 words, focused, and interesting. It is well organized, though transitions may be strained. The paper is mechanically correct except for possible problems with complex grammar and/or punctuation.Essay is close to or more than 500 words. Focus may not be uniformly maintained. Organization is acceptable, though some parts may be awry. Paper contains few MAJOR errors, though there may be mistakes in spelling, punctuation, and grammar.Essay has fewer than 500 words; it may be unfocused or contain too much summary or too many quotes. Organization is weak or lacks consistency. There are frequent sentence errors, and the problems in spelling, grammar, and punctuation are distracting.

Sentences(such things as run-ons, fragments, coherence, grammar, mechanics, and punctuation)

A-B

C

D-F

Sentences indicate control of Standard American English. Problems are minimally distracting.Sentence level & grammatical problems are numerous and/or serious enough to distract reader.Sentence level & grammatical problems seriously undermine essay’s effectiveness.

[* This Rubric is part of the current Master Syllabus for the English Department. I have corrected some design flaws but parts of it still do not make sense to me in terms of logical organization. Nevertheless, I am required to include it in my syllabus. Please see the syllabus page Typed Paper Standards for a much more detailed description of essay expectations.]

CNM . CHSS . English . Dr Peter Lundman . Syllabus . Competencies . Rev_1/9/2014

AttendanceRegular on-time attendance is expected.

Writing classes are process-based. We learn to write through practice. You can learn to write better in this class, but whether you actually do or not depends upon your attendance and practice. Each week's work is built on what was done in previous weeks. (Each week introduces a higher level of complexity.) To take full advantage, you must attend every class and complete all assignments.

The English Department Master Syllabus explains :

"Attendance is mandatory. English 1101 is a workshop course as opposed to a lecture format. In-class writing activities fulfill the central functions of improving students' writing skills and building firm foundations for college-level and professional workplace communications. It is the student's responsibility to contact the instructor before missing a class to keep up with assignments."

"Students enrolled for credit, credit/no credit, or audit are expected to attend all class sessions. The instructor will take attendance. A student with excessive absences—15% of total class hours—may be dropped from the class. Students should not assume they will be dropped from the class automatically. Absences do not relieve students of the responsibility for missed assignments and exams. Students must take the initiative in arranging with their instructor to make up missed work."

I will drop 16 week students on a 5th absence, and 12 week students on a 4th absence. (Absences include accumulated latenesses; two lates equal an absence.)

I agree with CNM's, the School of CHSS, and the English Department's policies. Students who attend fewer than 75% of all classes (or of all lectures) cannot get a grade over "D" even if the average grade for written assignments is over "D." Lectures and discussions matter. Points lost due to missed lectures / discussions cannot be made up.

Essay Make-Ups. Two missed In-Class Essays (ICEs) may be made up (though not during the busy last week of the semester). Missed ICEs must be written under my supervision.

I will give a "mini-lesson" on the topic and approach. Meet me during office hours for make-ups. Do NOT write something on your own, out of class and ask me to accept it as a makeup for in class writing. It will not count. (It is not possible to do an in-class assignment out of class without getting help from someone who did the assignment in class. This is "cheating"; copying someone else's work is plagiarism.)

If you cannot make up an ICE during my office hours, and if a time outside office hours is not possible, the Master Syllabus policy applies: "Missed in-class exercises CANNOT be made up for credit. Zeros are recorded for missing essays, and failure to turn in any essay will very likely mean failing the course."

CNM . CHSS . English . Dr Peter Lundman . Syllabus . Attendance . Rev_1/9/2015

Participation is expected.

If you are not participating in class, I will notice and tell you. If you continue in non-participation, I will record an "absence" for the class (noting this on your grades report). Kinds of non-participation include (but are not limited to) such activities as Web cruising, texting, side conversations, applying makeup, doing homework (for any class), sleeping.

Non-preparation can mean non-participation. You get a "LATE" if you are late, and a "HALF absence" if you leave early or do not participate. "LATE" and "HALF" count as half-absences** (50%) which can add up to a drop for non-attendance. Students get 10 "lecture" points and 10 "Reader Response" points at the start of the semester -- but points are then subtracted from these 20 points for missed lectures and responses -- minus one "L" point for missing a lecture, minus one "R" point for non-preparation. "L" and "R" points account for 20% of the course (two whole letter grades!) so don't lose any of them through absences or non-preparation.

Dropping / withdrawing. There are two different "drop" (withdraw) dates noted on the Course Schedule, below. The first is the last day to leave the class without a "W" ("withdrew") notation on your transcript. The second is the last day to change grading options (your choice of letter grade, CR/NC, or Audit) or leave with a "W." After the second drop date, I cannot drop you or alter a grading option, so your semester grade may be a "D" (if you have too many absences) or an "F" (if you just stop attending).

Class Cancellations or Delays. If CNM closes for any reason, continue to do the assigned readings and preparations as scheduled. I will adjust our schedule later. If CNM announces an opening "delay," it is not like an APS delay. A CNM delay is counted from 8 AM, and may mean that some classes do not meet at all. CNM's "snow line" (244-4766) usually announces a new opening time.

Come to class if there are at least 45 minutes of class possible after CNM's opening time.

CNM has the following policy regarding closures during the Final exam:

In the event of closure during finals week, final grades for students will be calculated based on all work assessed up to that point in the course.

** My lateness policy is more lenient than CNM's. You are "LATE" if you arrive 10 or more minutes after class has started. (CNM says lateness "over 10 minutes" is an ABSENCE.)But I notice ALL latenesses or early exits; if there is a regular pattern of lateness to class, I will record a "Late" on the day when accumulated lateness has reached 10+ minutes. TWO "Lates" equals an absence.

CNM . CHSS . English . Dr Peter Lundman . Syllabus . Attendance . Rev_1/9/2015

GradesI use a Point System for simplicity. Each activity or assignment carries one or more points which add up to about 100 points at the end of the semester. (I plan 100 points, but say "about " due to contingencies like class cancellations and fire drills.) You can track your grades by starting with 100% (100 points) and then subtracting points lost by absences or missed assignments. Your ON-LINE PROGRESS REPORT shows 25 lecture-participation (L), Reader Response (R), and Norming (N) points on the first day. L and R points are then subtracted for missed Lectures or Reader Responses. N points are diminshed by 10% of a Typed Paper's grade if it is not in class on the day it is due. Essay points are reported when graded.

The semester total is about 100 points: 35 points for five typed assignments (TPs), about 26 points for six In-Class coached writings, 25 lecture-participation, Reader Response and Norming points, 10 points for a grammar test, and 4 points for a Final Exam Essay. (I may use a portfolio analysis in lieu of the point-method, at my discretion, if the point method is not useful.)

Most points will come toward the end of the semester for three reasons: First, I grade only what I have taught; second, you should be "taking risks" early in the semester as you try new ways of writing; third, you will be doing your best work at the end of the semester. Preparation and participation matter most in the first third of the semester. The coached In-Class Exercises (ICEs) matter most during the second third. Revised and polished typed papers matter most in the last third.

EXTRA credit? No. Grade School teachers often use "extra credit" assignments to push failing students up through grades to avoid confrontations with parents. I think that this "fix" has led many people to believe that irresponsibility is normal and acceptable. My deal: If you do an extra typed paper (TPX) from a fourth ICE, I will count the best three of the four for semester grading.

Minimum Words in typed papers. Grades of Typed Papers will be reduced by the percentage of words missing. In ENG-1101 the minimum is 500 words. For example, if a paper has only 350words, it will have 30% (150/500ths) subtracted from its grade. Do MORE than the minimum to get more than the minimum grade ("OK" or C or "Pass"). However, if a paper is filled with pointless or repetitive sentences (called padding) to reach minimum length, the extra words will not count.

Reader Responses, due for all assigned readings , will be collected at the start of classes when readings are to be discussed. Reader Responses are homework. Write them before entering the classroom. Reader Responses should show that your mind has actually met the readings. Wikipedia will not help you. See Reader Responses (later in this syllabus) for instructions.

CNM transcripts record "whole-letter" grades (A, B, C, D, F). I use CNM's standard grade scale: 90-100% = A, 80-89% = B, 70-79% = C, 60-69% = D, 59% and below = F. (I always round up final grades: For example, 79.5% is then 80%, a "B.")

A FULL explanation of all grading symbols used is on my website. During the semester I may report fractional grades (for example, "A-") to give you a better understanding of your writing, but the final course grade will still always be a whole letter grade.

The Final Exam essay will be like other In-Class Exercises (ICEs) which you will have done during the semester, but closer to accompleted essay. It will be graded "holistically" (A,B,C,D,F). See Final Exam (below).

CNM . CHSS . English . Dr Peter Lundman . Syllabus . Grades . 1/9/2015

Decorum. [di-'kōr-əm \ n [L, fr. neut. of decorus] propriety and good taste in conduct or appearance; ORDERLINESS; OBSERVANCE, CONVENTION; syn. DECENCY; PROPRIETY; DIGNITY; ETIQUETTE]

All places and situations have expectations of how people should behave. CNM, like most work places, states some expectations explicitly.

Respectfulness and courtesy. Individuals have personal traditions and values so we will meet ideas which are different from our own on any college campus. We must accept that others hold their ideas and values as strongly as we hold our own, and realize that all of us think and live as best we can. I try to avoid embarrassing anyone; yet, to maintain a respectful classroom, I may need to address an individual directly if that person is being disrespectful toward others in speech, action, or attitude.

Eating or drinking. Classrooms rooms are not cafeterias. CNM plainly says "no food or beverages" are allowed in classrooms. I enforce CNM's policy because it makes sense. Keeping our classrooms free of trash and spills shows respect for the CNM employees who clean up after us. I will stop a lecture or class discussion to ask individuals to take foods or beverages out of the classroom.

Electronics must be out of sight and hearing. Recording devices -- unless specifically requested by Special Services as an accommodation and allowed by instructor and students present -- are not allowed. Classroom speech is often private information. Speech is always the intellectual property of the speaker and must be cited (quoted) with permission if referenced later.

Texting and web-browsing is a classroom distraction. It is rude and demonstrates one's inattention. CNM says, "In CNM classroom and laboratories, all cellular telephones, pagers, and beepers much be turned off or switched to silent or vibrator mode. Electronic entertainment devices are to be turned off, and head phones and other such devices removed. See CNM Catalogue and Student Handbook for information about this and other classroom policies." This includes wireless headsets. At issue is respect for instructors and other students. If you TEXT, PHONE, TWEET or BROWSE during a class, or do HOMEWORK or apply MAKEUP, I will ask you to take your device or activity out of the classroom while you are preoccupied and inattentive.

HINT: If you expect a CELL-PHONE message that cannot be missed, use STANDARD business procedures: Tell the entire class that you are expecting a call, then silence your phone and sit close to the door so you can slip out easily. Begin speaking only when you are outside the classroom and well away from the door so that your conversation will not be overheard.

Do not open your mini/micro computer in class unless you have a Special Needs accommodation allowed by CNM. (This includes i-pads, i-phones, tablets and other devices.) I will ask to see the document. Devices disconnect people and have no place in face-to-face classrooms. Showing-off expensive "tech-toys" also insults many CNM students who can barely buy paper and pens.

Smoking, drinking, or evidence of intoxication: Obviously "No." Anything that might cause injury or discomfort to others will prompt me to call security or 911 immediately. If you feel threatened or distressed in any way, let me know. (I can do things.)

Irritants in perfumes or colognes are problems for people with asthma or allergies. If your grooming products affect others, I will let you know. Commenting on another adult's grooming is rude, but I see chemical pollution as a public health issue. (Some people seem not to know that wearing strong perfumes or colognes in public places -- restaurants, offices, or classrooms -- is resented by others.

CNM . CHSS . English . Dr Peter Lundman . Syllabus . Decorum. 1/9/2015

Academic HonestyAll writing must be your own if not specifically crediting another writer.

"Plagiarism" is copying words or ideas without giving credit to the person(s) who created them. If you use ideas or words NOT your own, you MUST alert your readers by citing sources.

There is nothing wrong with using others' ideas and words, but "use" becomes theft if you don't do it openly, with permission, and giving proper credit.

Plagiarism is a serious offense; you can be expelled from CNM. I will explain, early and in detail, how to avoid plagiarism as you do Internet or library research. Your writing in this class must be original and completely authored by you.

Here are a few guidelines (not a complete list):

• Each Typed Paper MUST revise an in-class exercise (ICE) which I have already seen and graded. Typed papers from other sources will not be accepted for grading.

• DO NOT turn in any text downloaded from the web, no matter how much it has been rewritten by you.

• DO NOT have another person write your paper for you.

• DO NOT permit others to COPY your work.

• DO NOT write a paper with another student and turn in different variations of it as your own works. [I notice when friends or relatives are taking a class together, and I am then especially alert to co-authorship.]

• DO NOT turn in a paper written for another class (unless you have my PRIOR permission and I have the other instructor's WRITTEN permission as well).

It is very easy to be honest when borrowing ideas and words, so it is my policy to report all incidents of plagiarism to the Dean of Students. I will make no attempt to decide whether the act of plagiarism was intended or "accidental." The plagiarizing assignment(s) will receive no credit (0 points) and cannot be replaced by Extra Typed Papers (TPXs), thus plagiarism often causes a semester failure

CNM's (CHSS) policy is this:

"Students must do their own work and should not let others use their work for any reason. If students copy from other students or written sources (including sources from the Internet) without acknowledging their sources, they are guilty of plagiarism. If students have someone else write or revise assignments or knowingly allow another to copy work, they are guilty of dishonest scholarship (plagiarism)."

CNM . CHSS . English . Dr Peter Lundman . Syllabus . Academic Honesty . 1/9/2015

The ENG-1101 Final ExamPlace and time

• The final will be written during FINALS WEEK of the semester

• You may not pre-take the exam so you can leave on vacation early

• You will have almost two hours, enough time to think, draft, outline, and write

Materials needed

• Standard writing paper

• Your textbook is not essential, but you can have it with you

• A dictionary, since spelling matters (You may use an electronic dictionary)

• Two pens, since you should not disturb a classmate who is taking the testAbsolutely no pencils

What you may NOT have

• Any other book except a dictionary and textbook

• Any loose written papers (such as notes -- which will not be useful, anyway, for this essay)

• Cell phones (on), CDs, etc (The usual classroom prohibitions)

• Your children, friends, or other visitors

What the exam is

• You will not know the essay questions until arriving at the exam. You will then select one question to answer in essay form. The questions will not be about any textbook essays, but some essays in the textbook can serve as a reminder of the kind of essay to write.

• You will write an ICE in response to the question you have chosen to answer. It is based on your own opinions and experiences. (It's like other ICEs you will have done in class, but now you have enough time to revise and "finish" it into a completed essay.)

• Final exam essays are graded using criteria which ALL CNM instructors use.These are: Organization, development of paragraphs, sentence structure, grammar, punctuation, mechanics (including spelling, capitalization, and apostrophe use), appropriate use of texts, quality of ideas.

Spring 2015 OFFICE HOURSKC-101 (office), the SSC or SRC (for group meetings), RBW (off campus, by appointment)

Monday Tuesday Wednesday Thursday

7:30AM

7:30-8:45MS-204

Eng-1101.101

7:30-8:45MS-411

Eng-1101.103

7:30-8:45MS-204

Eng-1101.101

7:30-8:45MS-411

Eng-1101.103

9:00AM

9:00-10:15MS-204

Eng-1101.107

8:45 - 9:15OFFICE KC-101

9:00-10:15MS-204

Eng-1101.107

8:45 - 9:15OFFICE KC-101

10:15AM

10:15 - 11:15OFFICE KC-101

10:15 - 11:15OFFICE KC-101

11:30 AM--

1:15 PM

11:30-1:15SB-220

Eng.1102.110Feb 9 -- May 2

11:30-1:15SB-220

Eng.1102.110Feb 9 -- May 2

1:15PM

1:15 - 2:00OFFICE KC-101

1:15 - 2:00OFFICE KC-101

3:30to 6 PM [UNM JC] [UNM JC]

KC-101 is a huge room in the Ken Chappy (KC) building. My cubicle is #52. If I leave KC-101 for another location (*see below) I will leave a message with the receptionist. I am often detained (briefly) after classes I have just taught, so I could be a few minutes tardy. Come to KC-101 with a VERY good chance of finding me exactly where I'm supposed to be. (If I arrive late, I will stay in KC-101 longer to make up for being late.) Call my cellphone number if you have any trouble finding me during office hours.

My cell phone is reliable. Call me if you need "time-critical" help. If you get a voicemail prompt, please leave a voice message. Say your name and call-back number slowly, loudly, and clearly at least twice. Also let me know what you want to talk about so that I can prepare to answer your questions before calling back. NEVER "Text." I do not read text messages. TEXT is turned off.

I sometimes change office hours some weeks into the semester to meet better the needs of my students. If I do this, I will distribute printed copies of the new schedule in class.

This schedule page is always up-to-date at http://peterlundman.com/current/office.pdf

* Another location might be the SSC (Student Services Center) cafeteria which is south of Max Salazar. Yet another meeting location could be the SRC library (in the big white BOX building north of the the ST portables).

I also sometimes meet students (on my own time) at Winning Coffee Company (RBW), a cafe at 111 Harvard Dr SE, across Central from the UNM Bookstore. The sign says "WINNING." I can meet you there (by appointment). Street parking is PAY parking until 6 PM, but there is a small lot behind the cafe where you can park free for up to one hour. It is a short walk from Main Campus.

READER RESPONSES Write Reader Responses to ALL assigned readings.

Reader Response is like nothing you have done before. It is easy to do, but it may be hard to learn. You will need to work to learn this new, deeper method of reading. I will explain how Reader Response is also useful in social situations by helping us "read" (understand) others better.

A Reader Response (RR) always notices these three things:

1. An emotion one felt (or physical response one had) at some point when reading

2. The words one was reading when first noticing the feeling one felt

3. Reasons (one's own experiences or beliefs) for feeling as one felt

EXAMPLE text (Nursery rhyme "Mary Had a Little Lamb")

Mary had a little lamb.Its fleece was white as snow.And everywhere that Mary wentHer lamb was sure to go.

EXAMPLE Reader Response(step 1) I smiled(step 2) when I read "everywhere that Mary went / Her lamb was sure to go"(step 3) because I once had a puppy that followed me everywhere too

As one sentence the Reader Response is simply:

I smiled when I got the the part "and everywhere that Mary went / Her lamb was sure to go" because I once had a puppy that followed me everywhere too.

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Reader Response, invented by Professor Stanley Fish, is designed to notice how readers' personal experiences and attitudes create meanings. (Since different readers see different things in identical words, the different meanings must be due to the differences in readers, not in the words.) Everything is "subjective" because there is always a subject, me (you), involved in my (your) perceptions.

AVOID summary, synopsis, interpretation, evaluation, judgment, personal opinion. AVOID "it" statements ("It made me feel..." or "It was boring.") YOU made yourself feel what you felt. Bored? Maybe you gave up, or were sleepy, or were just lazy. AVOID confusing the words "feel" and "think." One does not feel that an author is wrong; one thinks it after making a judgment. HINT: If "feel" is followed by a sentence, the wrong word has been used. Feelings are emotions, for example pleasure, pain, joy, sadness, confusion, or anger.

CNM . CHSS . English . Dr Peter Lundman . Handbook . Reader Responses. 1/9/2015

ABOUT TYPED PAPERS (TP1, TP2, TP3, TPX)

TP-1 continues the multi-source summary ICE started in class. It is a Summary essay. This paper is done in several drafts over several weeks. If you miss the DUE dates, and the paper remains incomplete by the end of the semester, your final grade will not be higher than a "D" even if your average for all other work is higher than a "D." This paper is required by the English Department.

TP-2 revises In Class Execise 2 (ICE2) or ICE3. You choose which ICE to use.

TP-3 revises yet another ICE (2, 3, 4, 5) that has NOT been used for TP2 or TP1.

TP-X (Typed Paper, Extra) revises any ICE not already used for a TP. Only one TPX is allowed. The "extra typed paper" can replace the lowest grade typed paper -- including TP1 but only if TP1 has been completed for at least a "D" grade. (TP-X will not replace any paper penalized for plagiarism.)

Typed papers must be based on ICEs which I have read and graded. No other sources are allowed for revision & completion as Typed Papers.

DEADLINES.

Typed Paper deadlines are absolute. Typed papers are normed in class on the due dates, so NOT having a paper HURTS the class. Bring a draft, even if incomplete. Bring TWO copies, one to hand in and another for finding errors to correct later. If you do not have a paper when due, NORMING (N) Points will drop by 10% of the due-paper's value. After norming, revised papers can be emailed to me as a document attachment during the following 24 hours. Email revisions only if you KNOW how to send document attachments. Otherwise, deliver revisions to me (or the receptionist) in KC-101 within 24 hours of norming in class.

CNM's computers create MS-WORD documents, so these are what I can "open" and print. If you use a computer with some other word processing program, save your paper in MSWord format so that I can open and print it. (MSWord papers will have a .doc or .docx file extension.) An emailed paper revision is counted as "on time" if it was normed in class when due. Any Typed Paper (TP) later than the due date+24 hours gets an automatic half credit grade of LATE (LATE = 50% = HC).

CHECK!

Check that you have at least 500 words of essay text. Grades are reduced by the percent papers are under the minimum length ("minimum = C'). The Works Cited page does not count toward minimum essay length.

Check for clear "essay form" [see Typed Paper Standards]. Clearly identify the author and text used.

Check your paragraphs for orderly thinking. Does one argument lead clearly to the next? Is there evidence or argument for each assertion you are making.

Check sentences (no fragments, splices, run-ons, disagreements in number, or other mechanical errors).

Czech your spelling! Use a dictionary. Have many people help you proof-read it. (This is not cheating since it is expected that "published" papers will have been read by peers before being submitted to "the publisher.")

CNM . CHSS . English . Dr Peter Lundman . Handbook . Typed Papers . 1/9/2015

Works Cited

Alexie, Sherman. "The Joy of Reading and Writing: Superman and Me." McQuade and Atwan

28-30.

---. "This Is What It Means to Say Phoenix, Arizona." McQuade and Atwan 873-83.

Erdman, David, and Peter Lundman, eds. The Romantic Movement: A Selective and Critical

Bibliography for 1998. West Cornwall, CT: Locust Hill P, 1999. Print.

Gardner, Brian. "'The Hills Like White Elephants': By Ernest Hemingway." 2007. GummyPrint.

Web. 21 Sep. 2011. <http://www.gummyprint.com/ blogs/ archives/ hills-

like-white-elephants-complete-story/>

Glaspell, Susan. Trifles. Literature and the Writing Process. Ed. Elizabeth McMahan, Susan X.

Day, Robert Funk, and Linda Coleman. 10th ed. Boston etc: Longman, 2014. 1028-37.

Print.

The Hopi Creation Story. Harold Courlander, The Fourth World of the Hopis. 1971.

Albuquerque, NM: U of New Mexico P, 2000. 17-29. Print.

Lundman, Peter. Lecture. CNM. Albuquerque, 23 January 2012.

McQuade, Donald, and Robert Atwan, eds. The Writer's Presence: A Pool of Readings. 7th

edition. Boston and New York: Bedford / St.Martins, 2012. Print.

Noteable Biographies. "Ernest Hemingway biography." Encyclopedia of World Biography. 2011.

Web. 07 Oct. 2011. <http://www.noteablebiographies.com/ He-Ho/ Hemingway-

Ernest.html>

Singer, Peter. "The Singer Solution to World Poverty." McQuade and Atwan 815-9.

CNM . CHSS . English . Dr Peter Lundman . Syllabus . Handbook . Sample Works Cited Page . 1/10/2015

Typed Paper StandardsThe following ten paragraphs (in two sections) comprises the Grading Rubric for typed papers.

CONTENT (50%)Essay Form. The essay is clearly organized with introduction, conclusion, topic sentences and body paragraphs that are "in synch," with no points dropped and no extraneous points added. The introduction has a thesis statement, and lists supporting points. The conclusion repeats or "mirrors" the introduction, with no further thesis-like claims added. The body paragraphs sequentially address each point in the introduction.

Paragraph Form (of body paragraphs). Each body paragraph has a topic sentence that uses key words from the Introduction and which clearly sets the order of sub-points to be addressed. The paragraph addresses sub-points sequentially. The paragraph has the additional structures required by the rhetorical plan of the essay as a whole (for example, Illustration and Example, Cause & Effect, Definition, Division and Classification). For a paper to "pass" the contents of each paragraph must be related to the topic of the topic sentence and support the point of the topic sentence.

Ideas and Argumentation. The essay as a whole makes sense and presents a coherent argument for its thesis. Evidence is sufficient, and adequately explained or argued (evidence is well used to support each paragraph's points). Both expository and argumentive essays must avoid the common errors of logic we will discuss in class.

Quotation, Citation (and Works Cited Page, if required). Quotes are accurate and represent the author's ideas. They are properly attributed, and citations are adequate for finding the quoted text in source materials. There will be is a Works Cited page if any quotes in your paper refer to printed or on-line materials. Citations follow the MLA style: Works Cited references are in alphabetical order by last name, and in "hanging indent" paragraphs.

Minimum Length. ENG-1101 typed papers, to pass with a "C" or "OK" must be a minimum of 500 words in length. Better papers will be longer than 550 words. ENG-1102 typed papers must be a minimum of 700 words in length to pass with a "C" or "OK."

A "minimum length" paper is probably minimal in other ways. Try to fully express your ideas.

WORD-COUNT IS IMPORTANT!Your word processor can count the words for you.

CNM . CHSS . English . Dr Peter Lundman . Syllabus . Handbook . Typed Paper Standards . 1/10/2015

MECHANICS (50%)

Physical Specifications. Standard white paper (8.5 x 11 inch, "20# Bond"), black 12- point type in a common font (Times Roman, Ariel, or Courier), single-sided pages, no Wite-Out or correction tape used, last- minute corrections made neatly with a black pen, pages loose and in order (free of folds, staples, paper clips, binders).

Emailed revisions MUST be emailed as attached documents, NOT pasted text.

Words IN an email, or "blogged" to my website, DO NOT COUNT as a paper.

Page Organization. One-inch margins (all sides), double-spaced text aligned to the left margin except for long quotes, no italics (instead, underline emphasized text or titles). NO "full justification." Use MLA-style paragraphs (tabbed-in first lines to identify paragraphs).

I may add specific style requirements to any assignments. If so, I will tell you what these are.

Sentences. There are no "boundary errors" (fragments, run-ons, comma splices, or fused sentences). All sentences are clear in meaning (no clause problems, mixed constructions, or ambiguous pronoun references). There are no disagreements in number, person, or tense. Each sentence is understandable, and the plain meaning of each sentence makes sense. (The ideas expressed have no logical flaws.) Assertions never falsify facts.

Words. There are very few typos or spelling errors -- and no misspelled common words (sp!), wrong words (w/w), missing words (m/w), or extra words (e/w). There are few style errors such as jargon, cliché, padding, "dead woulds," "is--ing" constructions, or pointless infinitives (e.g., "I proceeded to...").

Errors in spelling names (especially of authors or of characters in a text) must be avoided because they easily can be. Spelling errors of this sort announce carelessness in composition. Readers will assume that you are also careless with ideas, and so not take your writing seriously.

Punctuation. Periods, commas, colons, semi-colons, quotation, exclamation and question marks are used correctly, as well as parentheses, dashes and ellipses.

A consistent style is maintained throughout the essay.

In English classes, and in most humanities classes, the MLA (Modern Language Association) Style Guide is "the law" for how to write, form, and document essays. You can find a brief summary of the MLA Guide in nearly all grammar textbooks published in the past ten years. Do NOT rely on on-line guides since most are out-dated, and very many have errors added accidentally by webmasters (if they are not English Professors).

CNM . CHSS . English . Dr Peter Lundman . Syllabus . Handbook . Typed Paper Standards . 1/10/2015

Topics, Readings, Assignments, Due DatesSpring 2015

ENG-1101.101, Mon/Wed 7:30 AMENG-1101.107, Mon/Wed 9:00 AM

printed 1/10/2015

Week 1

Jan. 19, Mon. NO CLASS --- Dr. Martin Luther King Jr. Day.

Jan. 21, Wed. Topic: Course Introduction. The syllabus is explained. [Students who are registered but DO NOT APPEAR for this class will be dropped unless informing me about expected absence before this first class.]

Week 2

Jan. 26, Mon. Lecture: Personal Narratives. "Party Talk." Questions, answers, and stories. Writing samples. Introductions.

Jan. 28, Wed. Lecture: A Linguistic Basis for Grammar. This begins our semester's discussion of "correctness in writing. -- ALSO -- "Reader Response" theory and practice. (I will explain how to write Reader Responses.)

READ THIS RULE ABOUT DATES AND ASSIGNMENTS.

The date that begins each calendar entry below is the date by which an assigned reading must have been read. ALL COLLEGE CLASS SCHEDULES are written this way. Listed dates are always "DUE" dates -- not days to "begin thinking about" doing readings and assignments.

For example, by next Monday (Feb. 2) you should have already read Brent Staples' essay and have a Reader Response to his essay completed. Reader Responses (RR) are HOMEWORK. They will be collected at the very start of any class when a reading is scheduled for discussion. Bring a RR for every assigned reading.

Week 3

Feb. 2, Mon. Lecture: Active Reading. Before class, read textbook pages 217-21, "Just Walk on By: A Black Man Ponders His Power to Alter Public Space" (Brent Staples). Write a Reader Response (RR) to this essay and all assigned essays.

Feb. 4, Wed. Lecture: Essay Form Expectations. Read textbook pages 861-8, "Stories Hollywood Never Tells" (Howard Zinn).

Notice that this 2/4 entry does not remind you to "Write a Reader Response" and read the assigned pages "Before class." From now on, that is assumed.

WEEK 4 ....... [ICE1]

Feb. 9, Mon. Lecture: Reading for Rapid Understanding. Read textbook pages 665-72, "Against School" (John Taylor Gatto).

Feb. 11, Wed. Lecture: "Building" the Essay Form. We will write a draft summary essay of views expressed by authors we have just been reading. This first writing is one of a half dozen ICEs (In Class Exercises) we will write. Today's essay draft is "ICE-1."

Week 5 ....... [TP1A]

Feb, 16. Mon. NO CLASS. Presidents' Day Holiday.

Feb.18. Wed. Lecture: The Works Cited page and the Concept of Citation. We will discuss how to avoid plagiarism, and other reasons for citation. Instructions for starting the first draft of Typed Paper #1 (TP1A).

WEEK 6

Feb.23. Mon. Lecture: The Norming Process. The first draft of Typed Paper #1 (TP1A) is due in class today. TP1A is ICE1 "typed up" with a Works Cited page added. We will practice Norming by using the typed paper draft (TP1A) due today. Instructions for TP1B will be given.

Feb. 25, Mon. Lecture: Narrative Essays. Read pages 32-6, "What's Your Name, Girl?" (Maya Angelou). ALSO read pages 118-20, "Salvation" (Langston Hughes).

WEEK 7 ....... [TP1B]

Mar. 2, Mon. Lecture: Illustration & Example Essays. Read pages 696-9, "The Declaration of Independence" (Jefferson). TP1B (second draft of TP1) is due. This draft adds at least one relevant quote to each author's completed summary paragraph.

Mar. 4, Wed. Lecture: Example Types: Read pp. 718-31 "Letter from Birmingham Jail" (Martin Luther King).

WEEK 8 ....... [ICE2, TP1C]

Mar. 9, Mon. We will write an Illustration & Example essay draft (ICE2) from personal experience after an introductory discussion. Instructions for the final revision of TP1 (TP1C) given.

Mar. 11, Wed. TP1C (completed typed paper #1) is due today. Norming of TP1C.

WEEK 9 ....... [ICE3]

Mar. 16, Mon. Lecture: Division & Classification Essays. Read pp. 378-87, "On Dumpster Diving" (Lars Eighner).

Mar. 18, Wed. We will write a Division & Classification essay draft (ICE3) after a discussion.

WEEK 10 ..... ["Dry Run" Grammar test]

Mar. 23, Mon. Lecture: Comparison & Contrast Essays. Read pp. 794-7, "The Men We Carry in Our Minds" (Scott Russell Sanders). Reminder that TP2 is coming.

Mar. 25, Wed. Grammar test "dry run" (in class).

WEEK 11 ..... [TP2, ICE4]

Mar. 30, Mon. Typed paper #2 (TP2) is due today, revising either ICE 2 or 3 (your choice). We will also write a Comparison & Contrast essay draft (ICE4).

April 1, Wed. Lecture: Definition Essays. Read pp. 431-7, "Sex, Drugs, Disasters, and the Extinction of Dinosaurs" (Stephen Jay Gould).

WEEK 12 ..... [ICE5]

April 6, Mon. We will write a Definition essay draft (ICE5) after a discussion. Further grammar review.

April 8, Wed. Lecture: Difficult Concepts of Cause and Effect. How to "web" cause and effect.

Friday. Last day to withdraw from a [16 week] course (with a "W") or change grading options (CR/NC, Audit, or letter grade).

WEEK 13 ..... [TP3. ICE6. Grammar test]

April 13, Mon. We will write a Cause & Effect essay (ICE6) after a discussion.TP2 will be returned today. Note types of errors, and remove these from TP3 (due Wednesday).

April 15, Wed. GRAMMAR TEST. Typed paper #3 (TP3) is due today, revising ICE 2, 3, 4, or 5 (your choice, but NOT USING the ICE you used for Typed Paper #2). We will briefly norm TP3.

WEEK 14 .....

April 20, Mon. Lecture: Non-logic, false argumentation, and manipulation.

April 22, Wed. Topic: "Supporting" ideas using deceptive "facts" and bad logic. Read pp. 331-6, "People Like Us" (David Brooks). We will review false logic and address "colored words" as well.

On PBS TV (KNME in Albuquerque, Friday evenings) columnists David Brooks and Mark Shields regularly discuss current political topics with perspectives coming of the political "right" (Brooks) and "left" (Shields). In this old essay by Brooks, he presents deceptive arguments using contrived evidence and some common logical fallacies.

WEEK 15 ..... [Optional TPX]

April 27, Mon. Power Relationships, Linguistic "Register," and Argumentive Approaches. Readings: Kung-futsu [Confucious] (Analects), Moses (Exodus 20), Caesar Marcus Aurelius Augustus (Meditations). Download these from Resources on my website.

Today is the LAST DAY to hand in an Extra Typed Paper (TPX) which can replace a lower graded (or missed) typed paper.

April 29, Wed. Conferences and makeups.

FINALS WEEK -- MAY 4, 5, 6, 7.

M/W 7:30 AM class meets May 4th (Monday) 7:30 -- 9:30 AM in MS-204ENG-1101.101 (M/W 7:30 AM class) DOES NOT MEET WEDNESDAY

M/W 9:00 AM class meets May 6th (Wednesday) 7:30 -- 9:30 AM in MS-204ENG-1101.107 (M/W 9 AM class) DOES NOT MEET MONDAY

T/R 7:30 AM class meets May 7th (Tuesday) 7:30 -- 9:30 AM in MS-411ENG-1101.103 (T/R 7:30 AM class) DOES NOT MEET THURSDAY

WEDNESDAY, MAY 13TH. GRADES AVAILABLE FROM CNM ON-LINE

Topics, Readings, Assignments, Due DatesSpring 2015

ENG-1101.103, Tue/Thu 7:30 AMprinted 1/10/2015

Week 1

Jan. 20, Tue. Topic: Course Introduction. The syllabus is explained. [Students who are registered but DO NOT APPEAR for this class will be dropped unless informing me about expected absence before this first class.]

Jan. 22, Thu. Topic: "Reader Response" theory and practice. (I will explain how to write Reader Responses.) Also... (?)

Week 2

Jan. 27, Tue. Lecture: Personal Narratives. "Party Talk." Questions, answers, and stories. Writing samples. Introductions.

Jan. 29, Thu. Lecture: A Linguistic Basis for Grammar. This begins our semester's discussion of "correctness in writing.

READ THIS RULE ABOUT DATES AND ASSIGNMENTS.

The date that begins each calendar entry below is the date by which an assigned reading must have been read. ALL COLLEGE CLASS SCHEDULES are written this way. Listed dates are always "DUE" dates -- not days to "begin thinking about" doing readings and assignments.

For example, by next Tuesday (Feb. 3) you should have already read Brent Staples' essay and have a Reader Response to his essay completed. Reader Responses (RR) are HOMEWORK. They will be collected at the very start of any class when a reading is scheduled for discussion. Bring a RR for every assigned reading.

Week 3

Feb. 3, Tue. Lecture: Active Reading. Before class, read textbook pages 217-21, "Just Walk on By: A Black Man Ponders His Power to Alter Public Space" (Brent Staples). Write a Reader Response (RR) to this essay and all assigned essays.

Feb. 5, Thu. Lecture: Essay Form Expectations. Read textbook pages 861-8, "Stories Hollywood Never Tells" (Howard Zinn).

Notice that this 2/5 entry does not remind you to "Write a Reader Response" and read the assigned pages "Before class." From now on, that is assumed.

WEEK 4 ....... [ICE1]

Feb. 10, Tue. Lecture: Reading for Rapid Understanding. Read textbook pages 665-72, "Against School" (John Taylor Gatto).

Feb. 12, Thu. Lecture: "Building" the Essay Form. We will write a draft summary essay of views expressed by authors we have just been reading. This first writing is one of a half dozen ICEs (In Class Exercises) we will write. Today's essay draft is "ICE-1."

Week 5 ....... [TP1A]

Feb, 17. Tue. Lecture: The Works Cited page and the Concept of Citation. We will discuss how to avoid plagiarism, and other reasons for citation. Instructions for starting the first draft of Typed Paper #1 (TP1A).

Feb.19. Thu. Lecture: The Norming Process. The first draft of Typed Paper #1 (TP1A) is due in class today. TP1A is ICE1 "typed up" with a Works Cited page added. We will practice Norming by using the typed paper draft (TP1A) due today. Instructions for TP1B will be given.

WEEK 6

Feb.24. Tue. Lecture: Descriptive Essays. Read pages 617-25, "Hooking Up" (Tom Wolfe).

Feb. 26, Thu. Lecture: Narrative Essays. Read pages 32-6, "What's Your Name, Girl?" (Maya Angelou). ALSO read pages 118-20, "Salvation" (Langston Hughes).

WEEK 7 ....... [TP1B]

Mar. 3, Tue. Lecture: Illustration & Example Essays. Read pages 696-9, "The Declaration of Independence" (Jefferson). TP1B (second draft of TP1) is due. This draft adds at least one relevant quote to each author's completed summary paragraph.

Mar. 5, Thu. Lecture: Example Types: Read pp. 718-31 "Letter from Birmingham Jail" (Martin Luther King).

WEEK 8 ....... [ICE2, TP1C]

Mar. 10, Tue. We will write an Illustration & Example essay draft (ICE2) from personal experience after an introductory discussion. Instructions for the final revision of TP1 (TP1C) given.

Mar. 12, Thu. TP1C (completed typed paper #1) is due today. Norming of TP1C.

WEEK 9 ....... [ICE3]

Mar. 17, Tue. Lecture: Division & Classification Essays. Read pp. 378-87, "On Dumpster Diving" (Lars Eighner).

Mar. 19, Thu. We will write a Division & Classification essay draft (ICE3) after a discussion.

WEEK 10 ..... ["Dry Run" Grammar test]

Mar. 24, Tue. Lecture: Comparison & Contrast Essays. Read pp. 794-7, "The Men We Carry in Our Minds" (Scott Russell Sanders). Reminder that TP2 is coming.

Mar. 26, Thu. Grammar test "dry run" (in class).

WEEK 11 ..... [TP2, ICE4]

Mar. 31, Tue. Typed paper #2 (TP2) is due today, revising either ICE 2 or 3 (your choice). We will also write a Comparison & Contrast essay draft (ICE4).

April 2, Thu. Lecture: Definition Essays. Read pp. 431-7, "Sex, Drugs, Disasters, and the Extinction of Dinosaurs" (Stephen Jay Gould).

WEEK 12 ..... [ICE5]

April 7, Tue. We will write a Definition essay draft (ICE5) after a discussion. Further grammar review.

April 9, Thu. Lecture: Difficult Concepts of Cause and Effect. How to "web" cause and effect.

Friday. Last day to withdraw from a [16 week] course (with a "W") or change grading options (CR/NC, Audit, or letter grade).

WEEK 13 ..... [TP3. ICE6. Grammar test]

April 14, Tue. We will write a Cause & Effect essay (ICE6) after a discussion.TP2 will be returned today. Note types of errors, and remove these from TP3 (due Wednesday).

April 16, Thu. GRAMMAR TEST. Typed paper #3 (TP3) is due today, revising ICE 2, 3, 4, or 5 (your choice, but NOT USING the ICE you used for Typed Paper #2). We will briefly norm TP3.

WEEK 14 .....

April 21, Tue. Lecture: Non-logic, false argumentation, and manipulation.

April 23, Thu. Topic: "Supporting" ideas using deceptive "facts" and bad logic. Read pp. 331-6, "People Like Us" (David Brooks). We will review false logic and address "colored words" as well.

On PBS TV (KNME in Albuquerque, Friday evenings) columnists David Brooks and Mark Shields regularly discuss current political topics with perspectives coming of the political "right" (Brooks) and "left" (Shields). In this old essay by Brooks, he presents deceptive arguments using contrived evidence and some common logical fallacies.

WEEK 15 ..... [Optional TPX]

April 28, Tue. Power Relationships, Linguistic "Register," and Argumentive Approaches. Readings: Kung-futsu [Confucious] (Analects), Moses (Exodus 20), Caesar Marcus Aurelius Augustus (Meditations). Download these from Resources on my website.

Today is the LAST DAY to hand in an Extra Typed Paper (TPX) which can replace a lower graded (or missed) typed paper.

April 30, Thu. Conferences and makeups.

FINALS WEEK -- MAY 4, 5, 6, 7.

M/W 7:30 AM class meets May 4th (Monday) 7:30 -- 9:30 AM in MS-204ENG-1101.101 (M/W 7:30 AM class) DOES NOT MEET WEDNESDAY

M/W 9:00 AM class meets May 6th (Wednesday) 7:30 -- 9:30 AM in MS-204ENG-1101.107 (M/W 9 AM class) DOES NOT MEET MONDAY

T/R 7:30 AM class meets May 7th (Tuesday) 7:30 -- 9:30 AM in MS-411ENG-1101.103 (T/R 7:30 AM class) DOES NOT MEET THURSDAY

WEDNESDAY, MAY 13TH. GRADES AVAILABLE FROM CNM ON-LINE