ENG 1020.04: Composition II
Location: PC 204
Time: MWF 2:00-2:50 pm
Instructor: Dr. Jenn Fuller
Semester: Spring 2014
Office Hours: MWF 9:30-11:30 am
Office: Faculty Complex, Pontious LRC
Tu/Th 9:00- Chapel - 11:00 am
1:00-2:00pm
Office Phone: (863) 638-7289
Email: jennifer.fuller@warner.edu
Course Description: Develop and enhance writing techniques acquired in ENG 1010, with emphasis
on strengthening critical and analytical thinking and underscoring research skills. A grade of “C” or
higher is required. This Composition course is worth three hours credit. Prerequisite: ENG 1010
Course Objectives:
You will be able to write papers suitable for an academic audience and use information effectively to
accomplish a specific purpose (contributes to General Education outcome seven). You will gain
analytical reading and thinking skills to employ clear and logical reasoning (contributes to General
Education outcome three). You will develop the ability to write clearly organized, grammatically
acceptable essays. You will successfully complete a series of steps, culminating into a thorough, well
documented research essay in which you employ correct and ethical documentation and demonstrate
integrity throughout the research process (contributes to General Education outcomes three and
seven). You will be able to identify and write about literary elements in various genres.
Your work in Composition II contributes to the achievement of General Education Outcome 3, which
states that students will, “Think, integrate, and clearly communicate knowledge from various
disciplines.” Communication at the undergraduate level includes the demonstration of quality writing
and speaking skills; these will be demonstrated through the following skills and activities, which
coordinate with the course objectives:
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To demonstrate effective use of language.
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To logically organize the subject.
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Employs correct grammar, usage, punctuation, and mechanics.
Correctly forms a variety of sentences, including compound and complex.
Uses appropriate word choice.
Identifies and develops a central idea.
Employs clear and logical reasoning.
Employs transitions to make paragraph shifts.
To employ supporting material.
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Effectively and appropriately uses facts, examples, details, and quotations.
Develops support for the central idea through cohesive paragraphs.
Required Texts:
Schlib, John and John Clifford. Making Arguments about Literature. Boston: Bedford/St. Martin’s,
2005.
Kirszner & Mandell. The Brief Wadsworth Handbook, Seventh Ed.
Methodology:
This workshop and discussion-based seminar course will focus on your written work in response to a
series of readings and prompts designed to provide you with the opportunity to explore and participate in
a wide-variety of writing styles, purposes, and techniques. You will engage with the texts both in the form
of online assignments and several longer essays, as well as in classroom discussion. In addition to
interacting with outside texts, you will also present your own writing for discussion, and be responsible
for responding to your peers’ work in thoughtful, provoking, and considerate ways. In addition to
directing conversations about content, I will also provide you with the opportunity to examine and explore
the stages of the writing process as well as providing techniques for writing so that you will become more
familiar with the organizational approach to writing expected at the university level.
Evaluation:
Major Essays (60%)
Over the course of the semester, you will write three major essays, including two researched arguments.
These assignments are expected to exhibit correct style and documentation (when appropriate) according
to standard MLA or APA guidelines. The essays will correspond to our class discussions and your
responses. I do not accept late work for a passing grade so make sure to turn your essays in on time. You
will have opportunities to revise your work.
Online Assignments and In-Class Activities (15%)
Online assignments on Moodle may ask you to take notes on your reading, answer questions from the
textbook or me, respond to the readings, draft parts of papers and/or take quizzes. You will finish these
assignments before the beginning of class and be ready to comment on your responses—they will provide
the catalyst for class discussion. We all have off days, so you may miss two (2) assignments without
impacting your grade. In-class activities include thoughtful and constructive peer review of other
students’ work, prewriting or drafting essays, and/or quizzes on the reading. These daily assignments
cannot be made up; however, I may exempt you from an assignment if you come to me prior to class with
a valid, university-approved excuse.
Participation and Attendance (10%)
Because your individual voice is essential to classroom discussion and activities, class attendance and
participation is part of your grade. Missing or coming late to classes will cost you points. If you miss
nine (9) classes, for any reason including athletic events, you will fail the course. Also, because writing
improves through feedback, participation in this course involves allowing your peers the opportunity to
read your work in a critical yet respectful way. Remember, no one likes a troll but any paper can be
improved. You should always strive to become better writers and thinkers and to help your classmates
achieve their highest potential as well. I may use your writing anonymously for the benefit of the class,
but you may opt out by sending me an e-mail request.
Final Project (15%)
You will write a short paper and prepare a presentation that will serve as your final examination. This
assignment will allow you to demonstrate the practical writing skills and techniques that you have learned
throughout the course.
Late Work Policy
One of the biggest issues real world employers have with new workers is time management problems.
Therefore, late essays will not be accepted for a passing grade. Unless you have contacted me in
advance for an extension, I WILL NOT assign late work any grade higher than an F. All work is
due at the beginning of class on the due date. Work is due on the day it is due whether you are
physically in class or not: an absence does not excuse you from turning in work on the day it is
due. If you know you are going to be out of town or have a “busy weekend” you are always
welcome to turn an essay in early.
General Assessment Criteria
 A D or F paper fails to meet the standards of acceptable writing. It is filled with grammatical and
spelling mistakes that make reading the paper difficult and interfere with the reader’s
understanding. The thesis or main idea of the paper is broad and general—e.g., immigration is an
important issue today. The paper does not have a coherent structure and/or does not respond
adequately to the assignment. Sentences to do not connect with each other, nor do paragraphs.
 A C paper is adequately written. It may have grammatical and spelling mistakes, but these do not
make the paper difficult to read and understand. The thesis or main idea is general and broad, but
the paper has a structure that is generally clear. However, the connections between sentences and
paragraphs are often weak—e.g., “It is important to consider.” Though a reader can understand
the paper, the writer has not confronted the issue in an interesting way.
 A B paper moves beyond a satisfactory completion of the assignment. It has a main idea or thesis
that is clear, specific, and interesting to argue—e.g., “Attitudes on immigration correlate more
closely with educational than with religious background.” The thesis is phrased in such a way
that it implies how evidence will be used in the argument. Note the difference here between a C
and a B paper; the C paper is often a recitation of facts, but it does not have a strategy for using
this evidence. As you read a B paper, you find yourself thinking about the ideas the writer
presents. There may be a few grammatical errors in the paper, but these will be relatively minor.
 An A paper may not be any more correct than a B paper. Organization may be messier and style
rougher because the writer deals with much more complex ideas and strays into unfamiliar
territory. But the writer is clearly in control of a style that is lively, precise, and correct. The A
paper may have a similar thesis and use the same evidence as the B paper, but the writer uses
evidence more confidently and critically. The writer may challenge one of the conclusions or
findings of a source, even if he or she basically agrees with it. For this reason, the paper sounds
authoritative.
Grading Scale
A 93% and higher
A- 90% to 92%
B+ 87% to 89%
B 83% to 86%
B- 80% to 82%
C+ 77% to 79%
C 70% to 76%
D 60% to 69%
F less than 60%
There will not be an opportunity for extra credit.
Faith and Learning:
You are encouraged to respond to texts in light of your faith. Studying social issues in light of your faith
causes you to think critically about your place in society and how to fulfill Jesus’ commandments.
Fulfilling one’s Christian obligation is not separate from other academic or social endeavors. A critical
thinker is able to view multiple perspectives; in this way, a student in this course learns to respect other
viewpoints while boldly advancing the cause of Christ.
University Attendance Policy:
Students are expected to attend all classes as part of the normal learning process. Students who miss the
first class of any course for which they have registered may be administratively withdrawn from that
course. If they cannot attend the first class and do not wish to be dropped from the course, they must
notify the instructor or leave a message for him or her with a faculty secretary prior to the first class
session.
In addition, students must be especially consistent in attendance during the first two weeks of the
semester in order to confirm registration and to be listed on the official course roster. Students who fail to
follow this procedure and who have not received prior approval from the instructor for absences may be
administratively withdrawn from the courses in question by certification of the instructor on the official
course roster. Instructors keep accurate records of attendance.
Extended absences for illness and emergency reasons must be approved by the Dean of the appropriate
school. Student absences should not exceed the equivalent of three weeks of class time. If any student
feels their absences were due to a hardship beyond their control (family emergency, etc.) that student may
appeal to the Director of General Studies. Remember, attendance will impact your grade in this course—
we miss your unique perspective when you are absent.
Academic Honesty Policy:
All work developed for and used in this course should be your own. The use of another’s work, without
documentation, is a dishonest practice and should be avoided. Plagiarism occurs when:
• a student copies another’s work directly without acknowledgment
• a student paraphrases another’s work without documentation or acknowledgment
• a student borrows an idea or concept, not considered common knowledge, without acknowledging the
source.
Students may refer to pages 35-37 in the WU Catalog regarding academic honesty standards and
sanctions for violations of those standards. Intentional academic dishonesty (plagiarism, cheating,
conspiracy, misrepresentation, etc.) will be considered egregious and will result in severe penalties up
to immediately failing the course. Plagiarism is cheating and undermines both your education and your
reputation.
Accommodations for Students with Disabilities:
Students with disabilities requesting academic accommodation(s) must register with and provide
professional documentation to the Office of Disabilities Services. Students must provide the
professor/instructor with a copy of the Office of Disabilities Services Accommodation Plan indicating the
need and type of accommodation(s) no later than the second week of class or its equivalent.
Service Learning Policy:
Service learning is not credit for service; service learning is credit for the learning that
accompanies the service. All students will have service activities included in either select courses or as
added requirements for graduation.
Dress Code:
Students must observe the Warner University Dress Code policy as stated in the Student Handbook.
Please make note of the average temperature of the assigned classroom and dress appropriately.
Technology in the Classroom:
Unless being used directly for the benefit of learning, technology, including cell phones, should not be
used or seen in the class. If you wish to use technology to enhance your learning in this class, I ask you to
explain why 1) this is useful to your growth as a student and 2) how it will not become a distraction to
yourself or other students. I will ask any student to leave the class when I feel that his or her use of
technology has become disruptive; I also reserve the right to ban any future use of technology in the
classroom.
E-mail Policy: E-mails that do not follow the basic standards of academic writing will receive
the single response “SENT” from me until they are formatted properly. SENT is an acronym for
“clear Subject line, Edited for a professional audience, with your Need quickly and clearly
communicated, from a Trustworthy e-mail account.”
Elastic Clause
I reserve the right to alter this document in any way to meet the evolving demands of the course. I will
inform you of any changes, and the most updated copy of this syllabus may always be found on Moodle.
Date
Course Schedule
Key: Making Arguments About Literature (MAL); Kirszner &Mandell (KM)
Papers and Reading due
Class Activities
Week 1
01/15
01/17
Chapter 1: “What is Literature? What is
Argument?” (1-9 MAL), Chapter 2:
“Developing Arguments about
Literature” (10-29 MAL)
Introduction to 1020, Plagiarism Discussion,
Syllabus Overview, Expectations, Online
Assignments
Discussion: Defining “Literature,” Four Poems
About Work
Week 2
01/20
01/22
01/24
Week 3
01/27
01/29
01/31
Week 4
02/03
02/05
02/07
Week 5
02/10
02/12
02/14
Week 6
02/17
02/19
02/21
Week 7
02/24
MLK DAY
NO CLASS
Chapter 2: “Developing Arguments
about Literature” (29-39 MAL),
Selection from Chapter 4: “Making
Arguments about Stories” (79-92 MAL)
Selection from Chapter 4: “Making
Arguments about Stories” (93-98 MAL)
“Two Kinds” (238-46 MAL)
Selection from Chapter 4: “Making
Arguments about Stories” (99-104
MAL) “The Things They Carried” (63043 MAL)
Selection from Chapter 4: “Making
Arguments about Stories” (104-109
MAL) “The Handsomest Drowned Man
in the World” (584-88 MAL)
Selection from Chapter 3: “Writing an
Argument”(40-47 MAL)
In-Class Essay
Discussion: Arguments about Literature, Assign
Paper 1
Selection from Chapter 3: “Writing an
Argument”(47-61 MAL)
Paper 1 Rough Draft Due
Discussion: Outlining, Planning and Composing
Selection from Chapter 3: “Writing an
Argument” (61-78 MAL)
Discussion: Revising
Paper 1 Due, Billy Collins:
“Introduction to Poetry” (On Moodle),
MLA/APA Refresher
Selection from Chapter 5: “Making
Arguments about Poems” (115-27 MAL)
Poetry Introduction, Citation Practice
Selection from Chapter 5: “Making
Arguments about Poems” (127-29
MAL), “Lying in a Hammock” (728-29
MAL), “Because I could not stop for
Death—” (364-65 MAL)
Selection from Chapter 5: “Making
Arguments about Poems” (130-32
MAL), “Theme for English B” (328-39
MAL), “Incident” (673 MAL)
Selection from Chapter 5: “Making
Arguments about Poems” (133-37
MAL), “One Art” (664 MAL),
“Mending Wall” (684-685 MAL)
Selection from Chapter 8: “Writing a
Research Paper” (195-203 MAL)
Discussion: Speaker and Tone, Diction and
Syntax Figures of Speech
Discussion: Mothers and Daughters
Discussion: War Stories
Discussion: Fantasy and Reality
Discussion: Exploring Literature
Discussion: Pre-writing
Peer Review
Discussion: Writing About Poetry, Assign
Paper 2
Discussion: Sound, Rhythm and Meter, and
Theme
Discussion: Drafting
Discussion: How to Find Literary Research
(Librarian?)
02/26
02/28
Week 8
03/3
“Evaluating Research” (171-198 KM),
“Integrating Research” (198-219 KM)
Paper 2 Rough Draft Due
Discussion: How to Integrate and Evaluate
Research
Peer Review
Paper 2 Due, Annotated Bibliographies
(133-34, 154 KM)
Library Assignment
Assign Annotated Bib
Selection from Chapter 8: “Writing a
Research Paper” (210-28 MAL),
Selection from Chapter 7: “Making
Arguments about Essays” (171 MAL),
“Letter from Birmingham Jail” (886-899
MAL)
“Shooting an Elephant” (497-502 MAL)
Discussion: Can Essays Cause Change?
“The Deer at Providencia” (503-506
MAL)
Conferences
Discussion: Gender Expectations
Meet in PRC
03/05
03/07
Week 9
03/10
03/12
03/14
Week 10 Conferences
03/17
Discussion: The Power of Reflection
Meet in Classroom at assigned time
Meet in Classroom at assigned time
Annotated Bib Due
Writing Workshop
Paper 3 Rough Draft Due
Peer Review
03/19
03/21
Week 11 Spring Break
03/24
Spring Break
03/26
Spring Break
03/28
Week 12 Paper 3 Due
03/31
Sophocles: Antigone (733-746 MAL) to
“I did it. I don’t deny a thing.”
Sophocles: Antigone (746-759 MAL) to
“To the guards.”
04/04
Week 13 Sophocles: Antigone (759-771 MAL)
NO CLASS
NO CLASS
NO CLASS
Intro to Antigone Assign Final Project
Discussion: Authority and Rebellion
04/02
Discussion: Authority and Rebellion
Discussion: Actions and Consequences
04/07
A Raisin in the Sun, Act I, Scene 1
(MAL)
A Raisin in the Sun, Act I, Scene 2
(MAL)
04/11
Week 14 A Raisin in the Sun, Act I, Scene 3
(MAL)
04/14
Discussion: Family and Community
04/09
Discussion: Family and Community
Discussion: Pride and Power
04/16
A Raisin in the Sun, Act I, Scene 4
(MAL)
Discussion: Pride and Power, Last Quiz of the
Year (Woo Hoo!)
Good Friday
NO CLASS
04/18
Week 15 Planning Session
04/21
Group Work
Final Project Due
Presentations
Final Project Due.
Presentations
Final Project Due. Meet at 2:00 pm
Evaluations
04/23
04/25
Final
04/28