English 112: Studies in Critical Thinking and

Writing I
Professor Taylor Holbrook
Fall 2014: T/Th 9:00 a.m. 10:15 a.m.; 1:30-2:45 p.m. (3 Units)
Room: Talbot East 113 (9 a.m.); White 41 (1:30 p.m.)
Office: Sutherland 112; x3263
Email: taylor.j.holbrook@biola.edu
Office Hours: T/Th 10:30 a.m. 12:30 p.m.
Course Texts
Bullock, Brody & Weinbergs The Little Seagull Handbook with exercises,
edition 2E (Norton)
Graff & Birkensteins They Say, I Say, edition 3E (Norton)
Canvas documents
Course Objectives
This course focuses on close reading and writing analytical essays for an
academic audience; the reading and writing practices youll learn in this
course will help you succeed in your other courses and will prepare you to
engage responsibly and effectively in the university community, places of
employment, as well as any larger sphere of engagement with the world as
a Christian, a thinker, and a writer. Through this class you should be
equipped to:
Apply effective drafting and revision techniques to your essays,
including improved proofreading skills.
Write well-organized, clearly written argumentative essays that
are supported by strong evidence and clear explanation, and
which employ rhetoric appropriate to the broader academic
audience.
Effectively researchand integratecredible and relevant
sources that support the theses of your research projects.
Read texts critically, noting how a texts style, structure, and
context contribute to its meanings and implications.
Identify potential areas for Christian character growth (e.g.
worldview beliefs, thought patterns, feelings, behavioral
tendencies, etc.)
Distinguish between biblical and unbiblical practices and
perspectives in the course content area.
Understand and value the perspectives of persons from diverse
cultural backgrounds and experiences.
Judiciously format work according to Modern Language
Association (MLA) guidelines appropriate for chosen
audience(s).

Attendance
Attendance is vital within this course. We will be running through a
considerable amount of reading and concepts each week, and it is
surprisingly easy to fall behind. However, we cant always predict illness
and other unforeseeable occurrences. Therefore, you can take two
unexcused absences without penalty to your grade. Any absences beyond
two will mark your final grade by 5% each (ex. 90% in the class becomes
85%). For an absence to be excused, it must be reported to and processed
by Student Services.

Remember, being a student is your jobwould you come into work late?
Please arrive on time for class. If you arrive after roll is taken, you are late.
Three tardies equal one unexcused absence. Im not trying to be punitive
being present and alert in class will not only benefit your grade, but also
make you feel more in control of your studies and confident in the
classroom.
Classroom Contacts
Regardless of whether of not your absence is excused or unexcused, you
and you alone are responsible for what you missed. Buddy up with one of
your peersthis way you know you can always have the homework if you
happen to miss class, because the syllabus is liable to change.
In-Class Participation
This course is not a lecturethe better part of the class session will be
spent in dialogue with small groups or the class as a whole. Participation
does not just mean raising your hand every so often in order to look
interestedcontribute relevant ideas to the class, be respectful and
attentive in your interactions with other students, read and be able to
speak to all the assigned texts and generally behave in an alert an
interested manner befitting the college classroom. You will earn daily
participation points that will be weighted into your final grade.
Due Dates and Late Work
All assignments must be turned in at the beginning of the class on the day
they are due, unless directed otherwise. The late policy is as follows:
In class work: This cannot be made up, unless you have an excused
absence and have made other arrangements with me ahead of time.
Homework assignments/drafts: No late homework will be
accepted. If you will be absent that day, I will accept homework
emailed to me before the start of class. Any work emailed to me
after the start of class will not be accepted.

 Final essays: I will accept late essays and papers, but for every 24hour period it is late, a whole letter grade will be knocked off. In
other words, a paper I normally would have given a B+ is
automatically a C+. It is definitely worth it to stick to paper
deadlines.
*A note about the texts: Our primary texts will be PDF documents on
Canvas and They Say, I Say. The purpose of The Little Seagull Handbook is
for you to have a reliable resource as you write your way through this
class, and aide us in our conversation about the writing process. This
means:
1. You must bring your Little Seagull to class every day. We will be
using the text for in class discussion and exercises regularly.
2. If you see a comment on your paper to consult the handbook
with a weird letter/number next to it, like W-4e, or MLA-c, I
expect you to review that small section, and integrate the
lesson (say, subject-verb agreement) into your writing.
Class Conduct
This is a college course, so it goes without saying that you should act like
you are in college. Please focus and behave respectfully not only to me, but
to your other classmates. Teasing and slander towards one another is
unacceptable, and you will be asked to leave the class at your own expense.
Please do not interrupt your fellow students or myself, or talk to one
another while I am talking. Exercise basic courtesy.
Inclusion Statement
The University deplores the unfair treatment of individuals based on race,
gender, socio-economic status, age, physical disability, sex, or cultural
differences, regardless whether such treatment is intentional or simply
resultant from careless or insensitive behavior. Rather, employees and
members of the student body should embrace the expectation of Scripture
to love God with all their being and their neighbors as themselves.
Academic Honesty Policy
We are committed to ethical practices in teaching, scholarship, and service.
Please see the undergraduate student handbook policy on academic
honesty. You must indicate the sources of all written, oral, and/or
performed work. If it is completely your own, you are encouraged to
present it as such, taking pleasure in ownership of your own created work.
However, it is also imperative that you give full credit to any and all others
whose work you have included in your presentation via paraphrase, direct
quotation, and/or performance: citing the name(s), author(s)/creator(s),
and source(s) of the work with appropriate bibliographic information. To do
otherwise is to put oneself in jeopardy of being sanctioned for plagiarism

an act that can carry serious consequences up to and including expulsion

from the university.
Accessibility
Students desiring accommodations for this class on the basis of physical
learning, psychological and/or emotional disabilities must contact The
Learning Center that houses both learning assistance and disability
services. The Learning Center is located in the Biola Library, Upper Level,
Room U-137, and this department can be reached by calling 562.906.4542
or by dialing extension #4542 if calling from the La Mirada campus.
Writing Center
The Biola Writing Center, located on the middle floor of the library, offers
free assistance to students who wish to receive feedback and assessment
of papers in progress. The Writing Center emphasizes the process of
writing and striving to produce a students best possible work through
guided questions and suggestions for improvement
(http://studentlife.biola.edu/academics/writing-center/). To make an
appointment, students should stop in for a visit or call (562) 903-4826.
Whether or not you struggle with writing, the Writing Center is an
excellent place to frequentyoull noticed a difference in your work! An
extra 2% is added to your grade on any written assignment with a signed
slip from the Writing Center.
Writing Portfolio
At the conclusion of the semester, you will be required to submit a final
draft copy of all essays completed during the duration of the course to the
Writing Program Canvas site. Submission is a requirement of
successful completion of the course.

If you choose to leave

A "W" indicates an official withdrawal (within the third to eighth
week) from a course and does not affect the student's grade point
average.
A "UW" indicates an unofficial withdrawal. Students who register for
courses but do not attend classes are given the grade of "UW" which
will influence the GPA in the same way as an "F" grade.
A temporary mark of "RD" (report delayed) will be issued in special
cases when approved by the dean of the School of Arts and Sciences.

For further information:

http://www.biola.edu/registrar/academic_policies/gpa/
Course Grading:
A 94-100 B+
A- 90-93 B
B-

87-89
83-86
80-82

C+
C
C-

77-79
73-76
70-72

D+
D
D-

67-69
63-66
60-62

Revisions
You have the opportunity to revise each of the first three major essays.
These revisions are due one week after receiving your graded draft, and
must include 1) the original draft, 2) the corrected draft, and 3) the
completed revision reflection worksheet.
Course Breakdown
Assignment

Percentage of Final Grade

Essay 1 (with revisions)

10%

Rhetorical Triangle Worksheets

10%

Essay 2 (Rough Draft)

5%

Essay 2 (Final Draft)

10%

Essay 3 (Rough Draft)

5%

Essay 3 (Final Draft)

10%

Prospectus

10%

Essay 4 (Rough Drafts 2)

5%

Essay 4 (Final Draft)

15%

Quizzes

5%

Participation

15%

A note about drafts

Final drafts will not be accepted without a rough draft.

 Revisions cannot be turned in for essays that were not turned in by

the due date or were incomplete. Points taken off for late work cannot
be made up.
Unit One: Place & Space
We will be exploring our relationship with both regularly inhabited and
unfamiliar spaces (physical and digital) as a foundation for understanding
our own privileges and influences, and the complex relationship with the
rhetorical landscape we inhabit through ethnographic observation and fieldworking writing assignments.
Assignments:

Writers Manifesto: A two page, double-spaced informal paper

introducing yourself as a writer. Due 9/2.

Essay 1: This three-part paper will explore the rhetoric of space

and subculture
o 1.1: Personal Space Inventory. A two-page, double spaced
paper detailing the arrangement, aesthetics, purpose and
rituals surrounding a personal space (bedroom, dorm
room, etc). Due 9/9.
o 1.2: Ethnographic Space. A two-page, double spaced paper
detailing both the space and subcultures of a particular
place on Biolas campus (for example, Common Grounds,
Sutherland Courtyard, Library Reading Room), analyzing
the relationship of the aesthetics of the space with the
subcultures it attracts. Due 9/16.
o 1.3: Comparative Commercial Spaces. A three-page, double
spaced paper comparing two public commercial spaces
(for example, Forever 21 and The Gap, The Nite Owl and
Green Bliss coffee shops), analyzing the intentionality of
space and subcultures/rituals of the customers attracted.
Due 9/23.
o Mandatory revisions of 1.1 and 1.2 due 9/23.
Unit Two: Rhetoric of Words
This unit will translate the intentionality of spatial rhetoric into words.
Opening our rhetorical toolbox, well use Ethos, Logos, and Pathos (our
instruments of argumentation and persuasion) in our critical analysis of and
written response to persuasive texts, popular articles, commercials and
advertisements, documentaries, and even current cultural phenomena, like
Kickstarter.
Assignments:
Ad Analysis: A visual advertisement (video or print) to be analyzed
for the class, and a one page written rhetorical analysis. Due 9/30.

 Rhetorical Triangle Worksheets: Two separate triangles (rhetor

positioning, strategies used) to be completed for each reading in the
unit. Worksheets must be completed before the start of class. See
weekly breakdown for due dates.
Essay 2: Written Rhetorical Analysis. A 3-4 page analysis of
audience, tone, context, and rhetorical strategies using one of the five
essays provided on the prompt. RD due 10/28, FD due 11/4.

Unit Three: The Public Sphere

In this small unit, well marry our understanding of the rhetoric of space
and words, travelling to the very public spaces where historical persuasive
discourse occurs. Through both the text and visuals of great speakers like
Lincoln, Hitler, and Churchill, we will analyze the relationship words, body
language, and space contribute to meaning-making, as well as
differentiating the difference between good rhetoric and rhetoric for the
common goodyes, Hitler was a good rhetorician, but not necessarily for
the good of the people!
Assignments:
Essay 3: Speech Analysis. A 4-5 page, double-spaced paper drawing
from analyzing both the text and video recording of one of the five
speeches provided on the prompt, exploring not only the rhetorical
composition of the text, but also the tone of voice, body language,
and relationship to space displayed by the rhetor. This paper will also
consider alternate contexts (historically, culturally) and integrate
personal response. RD due 11/11, FD due 11/20.
Unit Four: Entering Public Discourse
Global issues are not just ideas that need to be argued, but actual spaces in
which we need to maneuver carefully and ethically. In this unit, well be
tacking current issues from researching, collecting, and representing data
and stakeholder perspectives, to analyzing, synthesizing and arguing our
own persuasive conclusion, keeping our privileges in check and fairly
representing multiple points of view.
Assignments:
Essay 4: Global Issues. A 6-8 page persuasive research paper,
detailing a current controversial issue (see exempt topics on prompt
sheet), fairly representing stakeholders, and using data to build a
case for resolution.
o Prospectus. A 1-2 page essay overview, including: working
thesis, description of issue, list of stakeholders, intended
audience, prospective resolution, at least three major
persuasive points towards the path of resolution, and working
list of sources. Due 12/12.

o Invention Draft: A first draft of your argument and sources.

Due 12/9.
o Rough Draft: A polished, organized draft of your paper. Due
12/11.
o Final Draft is due the day of the Final.
o
Daily Schedule (which is likely to changekeep up!)
Date
Th
8/28
T 9/2

Th 9/4

T 9/9
Th
9/11

Class focus/Reading Due

Syllabus Stuf
Unit 1: Place and Space
-Modeling the Writing Process
R: They Say, I Say, Introduction:
Entering the Conversation; Virginia &
Frank Salamone, Images of Main St:
Disney World and the American
Adventure
The Rhetoric of Personal vs. Public
Space
-Writing Description Workshop: Verbal
Snapshots
R: They Say, I Say, Ch. 1: Starting With
What Others
are Saying, Jamaica Kincaid, On
Seeing England
for the First Time
In-Class Revision
-Mapping
-Grammar Checklist
Ethnography:
-Campus subculture field working
R: Fieldworking handout, Ch. 1:
Understanding Cultures

T 9/16

Th
9/18

T 9/23

In-Class Revision
-Paragraph Workshop
R: Little Seagull, W-4
Digital Rhetoric
-Online Forum Analysis: Determining
Personas
-Commercial vs. Advocacy Website
Activity
In-Class Revisions

Assignments Due

-Signed Honesty Policy

Sheet
-Writers Manifesto

-Place Essay 1.1: Personal

Space Inventory

Reminder: 9/12 is the last day

to add classes
-Place Essay 1.2:
Ethnographic Space

*Bring your laptops

-Place Essay 1.3:

-Peer Review
-Reflection Writing
Th
9/25
T 9/30

Th
10/2

T 10/7

Th
10/9

T
10/14

Th
10/16
T
10/21
Th
10/23
T
10/28

Unit 2: Rhetoric of Words

-Commercial/Advocacy analysis
Summary, Tone, Audience
-NY Times Read-Aloud Activity
R: They Say, I Say, Ch. 2: The Art of
Summarizing, Ch. 3, The Art of
Quoting.
Reading for Rhetorical Strategies
R: Martin Luther King, Jr, Letter from
Birmingham Jail, They Say, I Say, Ch. 4:
I Say
Comparative Rhetorical Strategies
-Condensing Sentences
R: Zora Neale Hurston, How It Feels to
be Colored Me; Maya Angelou, I Know
Why The Caged Bird Sings; They Say, I
Say, Ch. 5: And Yet
Building Theses & Credibility
R: Maxine Hong Kingston, No Name
Woman; Gerald Early, Life With
Daughters: Watching the Miss America
Pageant, They Say, I Say, Ch. 7: Why it
Matters
Humor & Satire
-Transitions & Connectors

Comparative Commercial
Spaces
-Revisions of 1.1, 1.2

-Ad Analysis Presentation

-Rhetorical Triangle
Worksheet #1

-Rhetorical Triangle
Worksheet #2, 3

-Rhetorical Triangle
Worksheet #4, 5

-Rhetorical Triangle
Worksheet #6, 7

R: David Foster Wallace, Consider the

Lobster, David Sedaris, Me Talk Pretty
One Day; They Say, I Say, Ch. 8: As A
Result
Torrey Bible Conference No Class!
Logical Fallacies (and how to avoid
them)
-In-Class Documentary Analysis
Conferences No Class!
In-Class Revision Activities, Peer Editing

Reminder: 10/24 is the last day

to drop classes
-Essay 2 Invention Draft

Th
10/30
T 11/4

Th
11/6

T
11/11
Th
11/13
T
11/18
Th
11/20

T
11/25
Th
11/27
T 12/2

Th
12/4
T 12/9
Th
12/11
T
12/16
Th
12/18

Unit 3: Champions of Rhetorical Speech,

the Good, the Bad, and the Ugly
-The Advocates: Martin Luther King Jr.,
Anna Howard Shaw, Fred Rogers
The Presidents: Abraham Lincoln &
Barak Obama

-Essay 2 Final Draft

R: Sam Leith, Words Like Loaded

Pistols, #3: Lincoln
The War Leaders: Hitler/Churchill
Smackdown, Patton
R: Sam Leith, Words Like Loaded
Pistols, #4, Hitler vs. Churchill
In-Class Revision, Peer Editing
Unit 4: Entering Public Discourse
-Current Issue Activity

-Essay 3 Invention Draft

*Bring Your Laptops

R: Little Seagull, W-2

Library Day
Evaluating Sources
-Annotated Bibliography Drafting
Activity
R: Little Seagull, R-2
Presearching
-Qualifying Topic/Audience Inventory
Thanksgiving Break No Class!
Prospectus activities
-Peer paper speed dating
-Metacommentary reflective journaling

*Bring Your Laptops

-Essay 3 Final Draft
Bring three potential issues

Prospectus

R: They Say, I Say, Ch. 10:

Metacommentary
Conferences No Class
Drafting for Cohesion of Argument (Peer
Editing)
Drafting for Cohesion of Structure (Peer
Editing)
Final exams

Essay 4 Invention Draft

Final exams

Go home! Merry Christmas.

Essay 4 Rough Draft

Essay 4 Final Draft

Academic Honesty Policy

As stated in Biolas Student Handbook, We are committed as an institution to
ethical practice in teaching, scholarship, and service. We practice academic
honesty in our oral and written scholarship. This means that we take care to
appropriately acknowledge the contributions of others to our work
(Academic Integrity: Overview). Of course, hand-in-hand with an academic
honesty policy is the bedrock acknowledgement that plagiarism is wrong.
Biola defines plagiarism as using [t]he work of someone else, which
[i]ncludes: original ideas, strategies, outlines, research, art, graphics, computer
programs, music, media examples, and [u]npublished source materials such as
class lectures or notes, handouts, speeches, other students or facultys papers,
or material from a research service without proper citation (Academic
Integrity: Avoiding Plagiarism). In addition, cosmetic changes in another work
without citation is still plagiarism. Avoid single word substitutions (e.g. less for
fewer), reversing the order of a sentence, or merely using an ellipsis mark
(e.g. . . .. ) (Academic Integrity: Avoiding Plagiarism). In the end, it is the
writers responsibility to submit work that is academically honest.
For help in determining how to document sources, as well as tips on avoiding
plagiarism, please see your instructor, the writing center, or The Little Seagull
Handbook pages 82 - 92.

(cut here)
Academic Honesty Statement
I read and understand the above academic honesty policy. I certify that I will not
plagiarize any source in any of the assignments I complete for this course. I
understand that if I do not practice academic honesty in all of the work
completed for this course, I will receive an F on the assignment, I will be
reported to the Department of Student Affairs, and I may receive an F for this
course. Further disciplinary action may also be taken at the discretion of the
instructor in conjunction with the department and university.

______________________________________________
Signature

______________________________________________
Printed Name

_______________________

Date