Syllabus
Syllabus
Mr. Pavel Tretyak
Mr. Pavel Tretyak
Email: Tretyak.Pavel@lompocschools.org Printable Copy: Syllabus Link
Catalog Description: In this course, students receive instruction in critical thinking for purposes of constructing, evaluating, and composing arguments in a variety of rhetorical forms, using primarily non-fiction texts, refining writing skills and research strategies developed in ENGL C1000 College Reading and Writing (C-ID ENGL 100) or similar first-year college writing course.
Emphasizes skills application through writing a sequence of argumentative essays. Not open to students who have taken ENGL 103.
Successful completion in English 1500 (Eng101; ENGL C1000) with a grade of “C” or better
48 hours lecture. 96 Outside of class hours. (144 Total Students Learning Hours) 3 Units
In this classroom, you are safe to be yourself. You can share your opinions, ask questions, make mistakes, and express yourself without fear of judgment. I believe all students are fundamentally good. When challenges or behaviors come up, we look at them as signs of something you might need, not as something “wrong” with you.
Success happens in small, steady steps. You are expected to stay consistent with attendance, reading logs, assignments, and participation. Growth builds 1% at a time; rushing the process or skipping steps slows you down. When life gets in the way (because it will), communicate early and use your resources. This class should be a source of stability, not added stress.
Growth comes from effort, not shortcuts. You are encouraged to push toward your personal best, without comparing yourself to others. We value academic honesty; taking shortcuts or copying work only limits your own potential and the growth of your peers. True rigor means staying curious, working hard, and taking pride in learning for its own sake.
You are here to contribute something new. We work to develop original, independent thinking by bringing fresh ideas to conversations, while always giving credit to others whose work inspires us. Creativity isn’t magic. Creativity is built through effort, risk-taking, failure, and trying again. Everyone can become creative with practice.
1. ENGL C1001 SLO1 - Write argumentative essays using strategies of reasoning and techniques of rhetoric.
2. ENGL C1001 SLO2 - Identify flawed thinking and evaluate credibility of arguments
Come prepared to engage with assigned texts. This means not only reading the material, but revisiting it with an eye for deeper meaning before arriving to class for discussion: consider interpretations, themes, and key details.
Written work should demonstrate a strong understanding of key unit content. Your writing must reflect control of relevant vocabulary, grammar, syntax, and academic structure. Beyond content knowledge, essays and responses should showcase clear, precise thinking and effective use of literary or rhetorical techniques. Quality of analysis and originality of argument will always be valued over simple recitation or repetition.
Reading is active. You are expected to annotate, question, and analyze: noting imagery, figurative language, structure, and other elements that shape meaning. Cutting corners limits both your understanding and the quality of class discussion.
Your work habits should reflect college-level expectations. This means meeting deadlines, completing assignments thoughtfully, and managing your time effectively. Honors students are expected to exceed the consistency and effort of standard college-prep courses.
Pencil or Pen
Notebook or 3-Ring Binder for Paper Notes and Drafting
Highlighters and Colored Pencils (Range of Colors)
Sticky Notes for Annotations (TONS of These)
All above materials can be provided upon request
A
(90+%)
Exceptional Proficiency
B
(80-89%)
Strong Proficiency
C
(70-79%)
Sufficient Proficiency
D or F
(69% or Less)
Imminent or Insufficient Proficiency
Will Not Receive College Credit
Argumentative Interpretation of Texts
Argumentative Writing
Critical Reading and Textual Analysis
Revision and Editing
Research and Source Integration
Application of Critical Lenses
Logical Reasoning and Fallacy Identification
Discussion and Seminar Participation
Reading Consistency and Preparedness
Creative and Original Expression
80-85% Formal, Written Responses; Debates; Written Projects
15-20% Discussion, Classwork, Homework, and Notes
Develop writing and reading skills for logical reasoning and argumentation using primarily nonfiction texts. Minimum 5,000 words of writing which may include a combination of drafts, written peer response, and other forms of writing that inform students’ inquiry-driven research and writing process. Students should revise and receive feedback from their instructor on at least one extended argument.
1. recognize the structure of the argument being presented
2. evaluate the adequacy and accuracy of evidence
3. analyze style as an indicator of values and assumptions
4. identify faulty logic
1. introduce writing as a recursive process, including revising for content, style, and mechanics.
2. find and evauate primary and secondary sources as support for an argument
3. refute opposing arguments
4. develop a clear controlling idea, adequately supported by relevant examples, data, etc.
5. organize a cogent argument using a variety of rhetorical strategies appropriate to audience and purpose
6. synthesize an argument from several sources
1. Define, recognize, and utilize forms of critical reasoning, including deductive and inductive reasoning, in a variety of rhetorical contexts.
2. Reflect critically on one’s own thought processes to identify and avoid cognitive biases and common fallacies of language and thought.
3. Employ critical reading and research strategies to locate and evaluate complex texts representative of diverse experiences, perspectives, and forms of authority.
4. Evaluate and document evidence to construct arguments in a variety of rhetorical situations, distinguishing knowledge from belief and fact from judgment.
5. Draft written arguments to respond appropriately to texts, with attention to intended audience, purpose, and social context, and revise for clarity, cogency, persuasiveness, and soundness.
My cell phone policy isn’t just about school rules. Instead, it is about protecting your mental health. Research shows that excessive cell phone use, especially social media, is linked to increased anxiety, depression, emotional dysregulation, and reduced focus and critical thinking (Twenge et al., 2017; Przybylski & Weinstein, 2017). In short: doom-scrolling is literally rewiring your brain, and not in a good way.
Because of this, I will be more vigilant about limiting cell phone use in class. Yes, phones will sometimes be allowed for research, reference, music, or communication. However, unless I explicitly say otherwise, phones stay away. It should also go without saying, absolutely no photos, videos, or recordings in class without permission.
To help with this, I’ll make sure there are alternatives: coloring books, graphic novels, games, or just space to breathe and exist. You don’t always have to be grinding away at work, but I do ask that you be present. Be mindful. Be alive.
When in doubt, remember: I’m not at war with you, I’m at war with TikTok zombies, Instagram-induced existential crises, and the general apocalypse of attention spans. Let’s try to resist that together.
Considering the nature of the program, students must maintain strict adherence to the deadlines and in-class assessments. Students must take initiative to communicate and arrange makeup dates with the instructor. The instructor will take each instance on a ‘case-by-case’ basis. The instructor may also change the content of the assessment (though the skills would be the same) for the sake of promoting fairness in the program. Common markdowns on late assignments include: 70% credit (1 day late) and 50% credit (2+ days late). Yes, assignments submitted 2 minutes late can be subject to a 70% credit markdown at the instructor’s discretion.
Students will use in-class Chromebooks regularly and have regular homework assignments. Most assignments will be completed using non-digital materials. However, students are expected to communicate any issues regarding internet and computer access before the due date so that the instructor can make necessary accommodations. Accommodations can always be made!
The school’s dress code will be enforced in this class. If another teacher does not enforce it, that does not make inappropriate clothing acceptable. Parents and administration will be involved as needed.
Students must follow the following procedure: (1) communicate to the instructor that they need to use the restroom, (2) take hall pass and (3) sign out using the restroom log book.
Students must be in their seat when the bell rings.
Must be cleared through the attendance office. I assume a student has ditched if the absence is not excused. In-class assignments will be given a ‘0,’ and homework will be considered ‘late’ (see late policy).
Headphones will be out of sight unless allowed explicitly by the instructor.
Should any student mark, damage, or steal any property in the class that does not belong to them, they will be dealt with swiftly and to the fullest severity that I am allowed to pursue.
Since this course is designed to be a college-level or university-level course, the instructor will most likely refrain from contacting parents regarding student performance unless the issue is extreme. Should a parent be deeply concerned and ‘hands-on’ with their student learning, please meet with Mr. Tretyak early in the year to discuss a plan. Mr. Tretyak encourages student independence at this level, so if a student is incapable of learning without their parent’s or guardian’s direct intervention, regular English 12 placement is strongly recommended.
Close, critical reading of assigned and self-selected literature.
Lectures on critical thinking, backgrounds of works studied, and the use of language and rhetoric.
Class and small group discussions on critical thinking in literature, essay ideas, and writing assignments.
Group and individual panels and presentations.
Writing and rewriting of essays (short themes, research papers, and longer critical analyses of works read, totaling 8,000 to 10,000 words) under close supervision. Participation in teacher and group feedback at all stages of the writing process, from conception, theme statement, presenting evidence, to peer readings and responses.
Films and recordings.
Formulate and express judgments based on ideas from readings, discussions, and personal experience.
Explain and support theses with relevant information.
Evaluate and re-evaluate the soundness of judgments based on information and other points of view.
Booth, Wayne C., et al. The Craft of Research. 5th ed., University of Chicago Press, 2024. ISBN: 9780226833880.
Style Resource: TBD — We will explore Open Educational Resource (OER) options for grammar, style, and formatting support.
Tyson, Lois. Critical Theory Today: A User-Friendly Guide. 4th ed., Routledge, 2022. ISBN: 9780367709426. (Key Literary Reference for Critical Lenses)
Herrick, James A. The History and Theory of Rhetoric: An Introduction. 7th ed., Routledge, 2021. ISBN: 9780367427344. (Instructor Reference for Rhetorical Histories)
Night by Elie Wiesel
Recommended ISBN: 978-0374500016
Frankenstein by Mary Shelley
Recommended ISBN: 978-0393644029
Macbeth by William Shakespeare
Recommended ISBN: 978-1451694727
Invisible Man by Ralph Ellison
Recommended ISBN: 978-0679732761
For Enrichment or Advanced Analysis — Any Reliable ISBN
Brontë, Charlotte. Jane Eyre.
Stoker, Bram. Dracula.
Frankl, Viktor E. Man’s Search for Meaning.
Morrison, Toni. Beloved.
Beckett, Samuel. Waiting for Godot.
Dalai Lama and Cutler, Howard C. The Art of Happiness.
It is recommended that students buy the novels read in full, though this is not mandatory. Novels are subject to change, too, as Mr. Tretyak picks novels that best suit student skills and interests at that moment in the semester. Selections will be given as printed copies or borrowed from the textbook room.
If you're purchasing a book, try to find a Critical Edition whenever possible. For example, the Norton Critical Edition of Jane Eyre or Frankenstein. These editions are packed with essays, historical context, and scholarly resources that make your life so much easier. They might cost a little more upfront, but they’re worth it ten times over. Trust me.