English 1302 Calendar
Houston Community College
McCreary
keith.mccreary@hccs.edu
Textbooks
Glen, Cheryl and Loretta Gray.
Harbrace Essentials
Schilb, John and John Clifford.
Making Literature Matter. Fifth Edition
Other
A college-level dictionary
A thesaurus (if desired)
Suggested Grade Percentages
Date Thu. 03-28
10% Essay #1
Classical Scheme of Argument
Thu. 04-04
10% Essay #2
Critical Analysis (Essay)
Thu. 04-11
10% Essay #3
Critical Analysis (Short Story)
Thu. 04-18
10% Essay #4
Critical Analysis (Poetry)
Thu. 04-25
20% Book Review
Tue. 04-30
30% Research Paper
Thu. 05-09
10% Final
Critical Response (Drama)
Attendance Policy
Regular attendance is required. HCC policy states that a student who is absent
more than 12.5% (6 hours) of class may be administratively dropped from the
class. I abide by this policy and require students to sign an attendance sheet
each class. Students who arrive late to class or who leave early may be counted
absent.
Withdrawal Policy
Instructors can no longer give students a W (withdrawal) at the end of the
semester. There is an official deadline for this. Students wanting to withdraw
must do so before the deadline by filling out the appropriate paperwork at the
registrar’s office. If you want me to do this for you, let me know several days in
advance. Do not email me the request the day before or the day of the deadline.
I must have sufficient time to submit the forms. The deadline is Monday, April
22, 4:30 PM.
The state of Texas has begun to impose penalties on students who drop courses
excessively. For example, if you repeat the same course more than twice, you
have to pay extra tuition. Beginning in the Fall of 2007, the Texas Legislature
passed a law limiting first-time entering students to no more than six total
course withdrawals throughout their academic career in obtaining a certificate
or baccalaureate degree. There may be future penalties imposed.
If you do not withdraw before the deadline or ask your professor to withdraw
you from this course, you will receive the grade that you are making as the final
grade. This grade will probably be an “F.”
THEA Reminder
If you failed the THEA, you must enroll in at least one developmental course
(in any one of the areas you did not pass) per semester until you pass. If you do
not enroll or if you drop or do not attend your develop- mental course, you will
be withdrawn from all other classes with no refund and will be allowed to enroll
only in developmental courses.
International Students
Receiving a “W” in a course may affect the status of your student visa. Once a
“W” is given for the course, it will not be changed to an “F” because of the visa
consideration. Please contact the International Student Office at 713-718-8520
if you have any questions about your visa status and any other transfer issues.
Special Information
Please understand that I do not accept late papers. Papers must be handed in
during the class time when they are due. Being absent on the day a paper is due
is not an excuse and they will not be accepted. Extended time for papers is not
allowable. Students who cannot do the work within the allotted time should
withdraw and take the class when it is more convenient to their schedules.
Scholastic Dishonesty
Plagiarism is academic theft and is not permissible under any circumstances. It
is a serious offense. I routinely check all papers for plagiarism with the tools
made available to HCC instructors. Plagiarized papers receive a grade of zero
and cannot be redone. Plagiarism or collusion on a second major assignment
results in a zero in the course.
1) “Plagiarism”—the appropriation fo another perosn’s work and the
unacknowledged incorporation of that work in one’s own written work for
credit.
2) “Collusion”—the unauthorized collaboration with another person in
preparing written work for credit.
Copying information from a website without appropriate citations is plagiarism
and also results in a 0.
Special Conditions
If you have any special conditions, extenuating circumstances, or needs that
may affect your progress in this course, please notify me. Please inform me of
any special accommodations that you have documented through the Disability
Support Services Counselors so that we may better meet your needs.
Recording Devices
Use of recording devices, including camera phones and tape recorders, is
prohibited in classrooms, laboratories, faculty offices, and other locations where
instruction, tutoring, or testing occurs. These devices are also not allowed to be
used in campus restrooms. Students with disabilities who need to use a
recording device as a reasonable accommodation should contact the Office for
Students with Disabilities for information regarding reasonable
accommodations.
Mission Statement of the English Department
The purpose of the English Department is to provide courses that transfer to
four-year colleges; introduce students to literature from diverse traditions;
prepare students to write clear, communicative, well-organized, and detailed
prose; and develop students’ reading, writing, and analytical skills.
College Classroom Policies
Show respect and courtesy to the professor and one another at all times. Use
appropriate academic language in all discussions and class activities.
Type all assignments.
Use a standard 12 point font for all assignments with one inch margins,
complete heading, and original title.
Limit talking unless during group assignments.
Lab Conduct/Rules:
*No cell phones-- cell phones should be turned off prior to entering class and
are not allowed in sight – please place them in bags or pockets.
*No palm pilots
*No food or drinks
*No unauthorized chatting
*No students allowed in the room without instructor
*No students allowed to print personal information or download vast amounts of
data (Students are only allowed to print class assignments per the instructor’s
directions)
*No viewing of pornography
*No hacking attempts or trying to access hacking sites
*No downloading of AOL.com
Use of Computers/Laptops/iPads
Important: Students using computers, laptops, or iPads must refrain from surfing
the web, chatting, playing games, etc. It is rude and distracting to me and to other
students to do so while instruction is occurring. I do not tolerate this in class and
expect all students to abide by this policy without exception.
Other Course Policies:
*Please turn off cell phones prior to entering the classroom (see above).
*Please do not bring children, boy/girl friends, family members, etc. to class with
you -- only students registered in the class may attend.
*Please do not chat with class colleagues during discussion.
*Please do not pack up books and belongings prior to being dismissed -- I will
announce when class has been completed and it is time for you to leave.
*If you should miss class for any reason, it is your responsibility to make up the
work you missed and to contact me for any special instructions on work you
missed. It is also strongly recommended that you obtain the phone number of a
classmate to aid you in this situation. *Attendance will be checked daily.
Excessive tardies will not be tolerated. Excessive is defined as more than two
tardies and/or more than 10 minutes.
Course Description
English 1302 is a more extensive study of the skills introduced in English 1301
with an emphasis on critical thinking, research and documentation techniques,
and literary and rhetorical analysis. English 1302 is a core curriculum course.
English 1301 is a prerequisite for this course. You will not be allowed to remain
in the class if you have not successfully completed English 1301. You may not
take sophomore literature courses until you have completed English 1302. This
class fully prepares students for sophomore level core curriculum literature
courses English 2327-2374. English literature courses fulfill the core curriculum
humanities requirement (3 semester hours) as well as the multicultural
requirement (3 semester hours).
I.
Basic Intellectual Competencies in WCJC Core

Reading: Reading material at the college level means having the ability to
analyze and interpret a variety of materials – books, articles, and documents.

Writing: Writing at the college level means having the ability to produce
clear, correct, and coherent prose adapted to purpose, occasion, and audience. In
addition to knowing correct grammar, spelling, and punctuation, students should
also become familiar with the writing process, including how to discover a
topic, how to develop and organize it, and how to phrase it effectively for their
audience. These abilities are acquired through practice and reflection.

Speaking: Effective speaking is the ability to communicate orally in clear,
coherent, and persuasive language appropriate to purpose, occasion, and
audience.

Listening: Listening at a college level means the ability to analyze and
interpret various forms of spoken communication.

Critical Thinking: Critical thinking embraces methods of applying both
qualitative and quantitative skills and creativity to subject matter in order to
evaluate arguments and to construct alternative strategies. Problem solving is
one of the applications of critical thinking use to address an identified task.

Computer Literacy: Computer literacy at the college level means having
the ability to use computer-based technology in communicating, solving
problems, and acquiring information. Core-educated students should have an
understanding of the limits, problems, and possibilities associated with the use
of technology and should have the tools necessary to evaluate and learn new
technologies as they become available.
II.
Exemplary Educational Objectives: English 1302
By the time they have completed English 1302, students will
 demonstrate the ability to use consistently and effectively the writing
process for both in-class and out-of-class essays (thus reinforcing English
1301 instruction);
 understand and apply the basic principles of critical thinking—evaluation,
analysis, and synthesis—as they write essays that persuade or argue;
 be able to analyze, in writing, readings by professional and student writers
(for such elements as purpose, audience tone, style, writing strategy, and for
much deeper meanings);
 be able to develop a critical and creative essay in response to an issue
related to reading (s) or other class projects;
 demonstrate the ability to resist simplistic formulations, whether in their
own or others’ texts;
 understand the characteristics of imaginative texts and write effective
analyses of various genres;
 be able to acknowledge, as appropriate, their own history, interests, and
biases as they discuss a topic, thus placing themselves credibly in the
discussion;
 develop the ability to research and write a documented paper;
 make effective stylistic choices (diction, tone, sentence structure) in all
writing assignments, depending upon the audience and purpose of a piece of
writing;
 apply suggestions, as appropriate, from evaluated compositions to other
writing tasks; and
 fulfill the writing requirements of the course, writing at least 6,000 words
during the semester.
WEEK 1
Proof of registration in this section. Introduction to class and to the writing
process.
Prewriting and methods of invention
Sentence Patterns
Punctuation
Diagnostic Essay
Sentence Fragments
Fused Sentences
Comma Splices
Subject-Verb Agreement Errors
Read Harbrace:
Chapter 24, Writing and Reading Rhetorically
Chapter 25, Planning and Drafting Essays
Chapter 26, Revising and Editing Essays
Read Making Literature Matter:
“Condoms: The New Diploma” by Limbaugh (handout)
“I Want a Wife” by Brady (handout)
“On Going Home” by Didion (handout)
“Why Handguns Must Be Outlawed” by Dasuka (handout)
“Death and Justice” by Koch (handout)
Classical Scheme of Argument and Critical Analysis of an Essay
Methods and description; purpose and application in college classes.
Read Harbrace:
Chapter 28, Writing Arguments
Read Making Literature Matter:
“No Name Woman” by Kingston, p. 1179
“Letter from Birmingham Jail” by King, p. 1116
“The Elements of Essays” p. 203
Classical Scheme of Argument and Critical Analysis of an Essay
Research Paper
Methods and description; purpose and application in college classes.
Read Harbrace:
Chapter 30, Finding Sources in Print, Online, and in the Field
Read Making Literature Matter:
“The Runaway Son” by Staples, p. 249
WEEK 2
Critical Analysis (Short Story)
Research Papers
Methods and description; purpose and application
in college classes.
Read Harbrace:
Chapter 31, Evaluating print and Online Sources
Chapter 32, Using Sources Effectively and Responsibly
Read Making Literature Matter:
“Elements of Short Fiction” p. 122
“Desiree’s Baby” by Chopin p. 707
“What We Talk About When We Talk About Love” by
Carver, p. 721
“A Rose for Emily” by Faulkner, p. 713
Book Review (individual selections)
Research Paper (individual topics approved)
Short Stories (continued)
Methods and description; purpose and application in college classes.
Read Harbrace:
Chapter 33, MLA Documentation
Research Paper and Short Stories (continued)
Read Making Literature Matter:
“Young Goodman Brown” by Hawthorne, p. 1131
“A Clean, Well-Lighted Place” by Hemingway (handout)
“The Lottery” by Jackson p. 867
“The Lesson” by Bambara p. 1142
Research Paper proposal due.
WEEK 3
Research Paper and Short Stories (continued)
Methods and description; purpose and application.
in college classes
Read Harbrace:
Chapter 2, Sentence Fragments
Chapter 3, Comma Splices and Fused Sentences
Research Paper and Short Stories (continued)
Read Making Literature Matter:
“The Cask of Amontillado” by Poe, p. 1238
“Two Kinds” by Tan, p. 305
“Everyday Use” by Walker, p. 314
WEEK 4
Critical Analysis (Poetry)
Book Review (Supplemental)
Methods and description; purpose and application
in college classes
Read Making Literature Matter:
“We Real Cool” by Brooks (handout)
“Wild Nights—Wild Nights!“ by Dickinson, p. 591
“I heard a Fly buzz—when I died—“ by Dickinson, p. 1611
“The Colonel” by Forche, p. 1154
“Somewhere I have never traveled” by Cummings, p.593
“Theme for English B” by Hughes, p. 1054
Critical Analysis Poetry (continued)
“Daddy” by Plath, p. 279
“My Papa’s Waltz” by Roethke, p.273
“To His Coy Mistress” by Marvell, p. 688
“Barbie Doll” by Piercy (handout)
Other poems as assigned or brought to class.
Review of any material needed for analysis.
WEEK 5
Poetry Analysis (continued)
Poems as assigned or brought to class.
Research paper questions and individual tutoring and research.
Research Paper (Format and Mechanics)
Research Process (Continued)
Critical Response (Drama)
WEEK 6
Book Review due
Critical Response (Drama)
Read Making Literature Matter:
“The Elements of Drama” p. 176
Introduction to Greek Drama
Historical Background
Antigone by Sophocles p.1309
Continuation of Antigone
Research Paper (individual conferences)
WEEK 7
Research Paper due
Critical Response (Drama)
Antigone continued
WEEK 8
Final Examination