English 1C: Intermediate Composition Critical Thinking & Argument(4 units)

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1 English 1C: Intermediate Composition Critical Thinking & Argument(4 units) Class 12:00 pm - 2:05 pm MW V 205 (Section #0008) Class 1:00 pm - 3:05 pm TR C 161 (Section #0877) Professor: Silvia Toscano Villanueva Office #: [email protected] Catalog Course Description: Principles of critical thinking applied to writing and reading on complex issues which incorporate logic, reasoning, persuasion, analysis and evaluation of appropriate prose models, including those employing argument, other rhetorical modes, and critical thinking strategies, specific to various modes of thought; selective use of citation and documentation. Total 72 hours lecture. Transfer Credit: CSU; UC Prerequisite(s): Successful Completion (grade C or above) of English 1B Student Learning Outcomes: Read critically by recognizing claims, questioning the reliability of evidence, and evaluating alternative points of view and underlying assumptions. Interpret and appraise the cultural, social, and historical contexts of texts from a variety of disciplines. Research and evaluate primary and secondary sources, both paper and electronic, and correctly integrate those sources into written work. Write research-based essays employing a variety of rhetorical modes and utilizing critical thinking strategies, which include constructing claims, examining alternative points of view, analyzing evidence, explaining assumptions, and drawing conclusions. Apply conceptual and theoretical frameworks in research-based essays and an extended research project. A Note on the Thematic Focus of this Class: As the last of three courses in the English sequence, this course is designed to immerse you in the process of research-based writing. Many students who have the goal of transferring to a four-year college or university are required to take this course. As the instructor, I believe it is my responsibility to assist you in understanding what is meant by research within an academic institution of higher learning. It is also important to me that you understand that research as well as academic institutions have also been responsible for using unethical standards and protocols that have resulted in horrible repercussions for Indigenous peoples as well as for People of Color (or minorities ) throughout the world. Within the last fifteen years there has been a significant shift in the definition of research, research paradigms as well as theories and methodologies that has come from an Indigenous worldview. Emphasizing this type of research will be the focus of this class. For this reason, we will 1

2 specifically explore the role of the primarily Indigenous Zapatista Army of National Liberation (EZLN) in Chiapas, Mexico spanning a thirty-year historical period. We will thoroughly explore the ways in which the EZLN has contributed to an international Zapatista Movement that continues to hold relevance today. Course Requirements: Consistent attendance, participation, and effort (including all small group activities) All quizzes (as needed per instructor s discretion) All assigned reading (please bring required reading to each class meeting) All assigned writing, including two (2) 8-10 page research-based essays as well as one (1) page extended research-based essay project All informal and formal presentations (TBA) Regular class attendance and punctuality are required for your success in this class. Attendance will be taken at every session. If you are absent the equivalent of two weeks of class time (nine hours), you may be dropped. Three tardies will be counted as one absence. Keep in mind that coming to class late is disruptive and disrespectful to both your peers and the instructor. PLEASE NOTE: IF YOU CAN NO LONGER ATTEND CLASS, IT IS YOUR RESPONSIBILITY TO DROP THE CLASS. NOT DOING SO WILL RESULT IN AN F ON YOUR TRANSCRIPT, WHICH CAN AFFECT YOUR ACADEMIC STANDING & FINANCIAL AID (IF APPLICABLE). Just in case you cannot reach me, you should exchange contact information with at least two other students who you can contact for information regarding assignments. Name: Phone: Name: Phone: The classroom dynamic will be positively affected by your presence and negatively altered by your absence. The class needs YOU your ideas, your energy, your knowledge and experience. I hope that you will choose to be an active participant in this class. Required Textbooks: El Kilombo Intergaláctico. (2007). Beyond Resistance: Everything Hayden, T. (2012). The Zapatista Reader Muñoz Ramírez, G. (2008). The Fire & The Word: A History of the Zapatista Movement ***In addition, there will be several articles (PDFs) you will be required to access, read, and print out.*** 2

3 Readings: Each day you should come to class ready to discuss what you have read and/ or to ask for clarification when necessary. For this course, you will be expected to bring the required readings to each class meeting working from your annotations in order to contribute to class discussions/activities. Daily Note-taking: Throughout the semester you are required to take notes based on class lectures and discussions. These notes will prove very useful to your various assignments, including small group work and essays. Writing: Everything you read for this class will contribute to your written assignments in some way. You will receive detailed prompts for each essay assignment, and there will be class time devoted to researching, pre-writing, outlining, drafting, revising, and editing. It is important to note that you will need to be present on the dates essays are assigned as well as on the dates that have been set aside for in-class brainstorming and organizing. All essay assignments must be typed using a size 12 font (preferably Times New Roman), black ink, double-spaced, on one side of the page, with 1 margins on all sides, include in-text citations along with a Works Cited and/or References page as indicated by the instructor. Small-group Work: In this class, working in a small group (4-5 people) will help you gain necessary critical thinking, reading, and writing skills through collaborating and having the responsibility of teaching others the material; moreover, group work will help improve your interpersonal skills, which are essential skills to demonstrate at school, at home, at work, and in public. In this course, the small group assignments are intended to assist you in preparing for your written compositions. They will allow you to gain familiarity with the various writing genres and techniques as well as prove useful for class discussion of key concepts/ terms, methods, and thematic ideas. Plagiarism: Plagiarism is stealing someone else s idea(s). Having someone else write a paper for you, copying information from books, articles, or the internet without giving proper credit to the original source, or even re-submitting a paper you previously wrote for another class are all forms of academic dishonesty. The penalty for this dishonesty may range from no credit for the assignment up to a failing grade for the course. At this level, you are expected to take each assignment seriously and to dedicate your time and effort in a diligent manner in order to satisfy each of the requirements. 3

4 Grades: Please keep in mind that final grades will be based on how well you completed the course requirements. Final grades are dependent on overall improvement in and quality of your work. In order to successfully pass this course, you must have an average of 70% on ALL essay assignments. Furthermore, failure in any area could lead to failure in the course. LATE ASSIGNMENTS WILL NOT BE ACCEPTED UNLESS AN EXTENSION IS NEGOTIATED WITH THE INSTRUCTOR PRIOR TO THE DUE DATE. IF AN EXTENSION IS NEGOTIATED, POINTS WILL BE DEDUCTED FROM THE FINAL GRADE IN FAIRNESS TO ALL OTHER STUDENTS. Quiz on first& second week lecture & readings 100 Research-based essay #1 (8-10 pages) 100 Research-based essay #2 (8-10 pages) 100 Extended research-based essay project (essay #3) (12-15 pages) 200 Attendance, Effort, & Participation (including small-group activities) 200 Informal Presentations (3) 150 Formal Presentation (1) 150 TOTAL POSSIBLE POINTS =1,000 points (1, =A; =B; =C; = D; 599=F) Please let me know if you require any specific accommodations to facilitate your full learning potential. Please be aware that you will be expected to have continued access to a computer and printer throughout the entire semester in order to access, download, and print various course materials (PDFs) as well as sources you will be locating on your own for inclusion in your research-based assignments. Please keep copies of all work you submit. Please be respectful of others at all times and in all contexts. Electronic devices (not being used for the course) should be turned off and should not be visible in your hands, on your lap, or on your desk. They will prove to be a distraction to your and your classmates learning and improvement. Please respect the learning environment in this way at all times. 4

5 Week One: Tentative Schedule (subject to change) Course Introduction Powerpoint: What is Research? Defining research, research paradigms, the role of education & dominant ideology majoritarian stories Powerpoint: Decolonizing Research Methodologies Decolonizing research, paradigms, methodologies counterstories Selected readings on the Basics of Nonviolent Communication (PDF) and Questions for Walking Social Justice by Marcos Pizarro (PDF),Linda Tuhiwai Smith, Decolonizing Methodologies (PDF) and Poka Laenui, Processes of Decolonization (PDF) Week Two: Introduction to the Doctrine of Discovery Audio by Meg Riley & Video on Colonization of the USA Selected readings on the Report and Resolution from the Board on the Doctrine of Discovery (PDF) From Dismantling the Doctrine of Discovery Website Professor Robert Miller on the History of the Doctrine of Discovery (video) and Professor Steve Newcomb on Religious & Legal Repercussions of the Doctrine of Discovery (video) Week Three: Informal presentations Quiz Selected reading by Dr. Horse Brave Maria Yellow Heart, Keynote Address From Intergenerational Trauma to Intergenerational Healing (PDF) Weeks Four -Six: Research & Introduction to Social Movements Zapatismo as Social Movement Primary & Secondary Sources Selected readings from Abigail A. Fuller, Changing the World: An Introduction to Social Movements (PDF), Hayden from The Zapatista Reader (book), and Edward J. McCaughan Social Movements, Globalization, and the Reconfiguration of Mexican/Chicano Nationalism (PDF) 5

6 Research-based essay #1 Informal presentations Weeks Seven-Ten: Powerpoint: Qualitative Methodologies, Oral Histories, and Testimonios Selected readings from Calliou, Methodology for Recording Oral Histories in the Aboriginal Community (PDF), Miller-Rosser et al., Analyzing Oral History: A New Approach when Linking Method to Methodology (PDF), González y González & Lincoln, Decolonizing Qualitative Research: Nontraditional Reporting Forms in the Academy (PDF), Zavala, What do we Mean by Decolonizing Research Strategies? Lessons from Decolonizing, Indigenous Research Projects in New Zealand and Latin America (PDF) and Muñoz Ramírez The Fire & The Word (book) Research-based essay #2 Informal Presentations Weeks Eleven-Sixteen: Urban Zapatismo & Autonomous Spaces Selected readings from El Kilombo Intergaláctico (2007) Beyond Resistance: Everything (book), John Holloway, Zapatismo Urbano (PDF), and Kara Zugman, Autonomy in a Poetic Voice: Zapatistas and Political Organizing in Los Angeles (PDF) Extended research-based project (essay #3) Formal presentations -Additional Readings: Universal Declaration of Human Rights (PDF), Declaration of Rights of Indigenous People (PDF), and Universal Declaration of Rights of Mother Earth (PDF) FINALS WEEK Course Closure 6

7 List of BIG Ideas/Themes Zapatismo Resistance Rebellion Revolution Strategies of silence Many worlds are possible Rule by obeying Social movements Globalization New World Order NAFTA The political & the personal Rhetoric Words as Weapons Ethics Global Injustice Social Justice Majoritarian Stories Counterstories Reflexivity (Reflection) History & Identity Government Repression Collectives Bridges Mirrors Voice Democracy Creativity Respectful relations Dominant research paradigms Colonialism, Imperialism, Racism Research as a site of struggle/qualitative Methods Indigenous research paradigms Decolonizing methodologies Researcher as storyteller Research is ceremony Urban Zapatismo Historical Trauma Power/power???? 7