HCCS Syllabus: Fall 2010 English 1302: Composition II Class Information English 1302 – Section 55046 Fall 2010 (August 30-Dec. 19) Tuesday/Thursday 8:00-9:30 A.M. Spring Branch: Room 312 Contact Information Instructor: Brent Baggaley Phone: (713) 783-8013 Email: Baggman33@yahoo.com Office Hours: Wed. 10:30-11:30 P.M. Textbooks: The New McGraw-Hill Handbook. Eds. Elaine P. Maimon, Janice H. Peritz and Kathleen Blake Yancey. Boston: McGraw-Hill, 2007. Literature for Composition, 9th ed. Eds. Sylvan Barnet, William Burto and William E. Cain. New York: Pearson/Longman, 2011. Other Materials: Paper and pens Pocketed folders for portfolios and handouts College-level dictionary or thesaurus Floppy disks or jump drive Course Purpose and Content: English 1302 (Composition II) is a continuation of English 1301, with an emphasis on persuasive essays and literary analysis. The course is devoted to improving the students’ critical reading, writing process, research and communication skills. By the time students have completed English 1302, they will: 1. Understand and practice writing as a connected and interactive process that includes planning, shaping, drafting, revising and proofreading. 2. Understand and apply basic principles of critical reading to analyze and respond to essays, short stories, poems, dramas and films. 3. Locate, evaluate, apply and document relevant research sources from the library, online databases, and field interviews. 4. Present visual and oral reports to the class audience. 5. Complete written assignments of varying types and lengths that are relevant to course content. These will include narrative, persuasive, research and literary analysis. Major Assignments: The final grades will be calculated as follows: % of Final Grade Quizzes and Journals 10% Critical Reading Process 15% Narrative Interpretation 10% Case Study Comparison 15% Midterm Exam 10% Gender Analysis 15% Research Portfolio Final Exam 20% 10% Course Goals and Skills: · 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 the 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 analytically and creatively to subject matter in order to evaluate arguments and to construct alternative strategies. Problem solving is one of the applications of critical thinking used 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 6000 words during the semester. Grading Scale: Essays and exams will be scored on a rubric of 1-10, “10” being the highest score, and “1” the lowest. For the purposes of grade calculation, an average score of 9-10 will earn an A, 7-8 a B, 5-6 a C, 3-4 a D, and anything below, an F. Students will be provided with the rubric of criteria ahead of time. Attendance Policy: Regular Attendance is required at Houston Community College. HCCS class policy states that a student who is absent for more than 12.5% (6 hours) of class may be administratively dropped. Students who intend to withdraw from a course must do so by the official date or they may receive an F instead of a W. Attendance will be taken every class period and this policy will be enforced. Students who are more than 10 minutes late for class will not be allowed into the classroom, and will be marked as absent. Policy on Academic Dishonesty: Scholastic dishonesty includes, but is not limited to: Plagiarism: the appropriation of another person’s work, and the unacknowledged (without MLA or APA documentation) incorporation of that work into one’s own work for credit. Collusion: the unauthorized collaboration with another person, whether from the class or from the internet, in preparing written work for credit. A student guilty of a first offense will receive a grade of 0 on the assignment involved. For a second offense, the student will receive an F for the course. Other Course Policies: Please turn off cell phones and beepers prior to entering the classroom. Please be prepared to take notes during class. Late papers will not be accepted. There will be no extensions of due dates. 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 by phone or email for any special instructions on work you missed. This Syllabus, and all other calendars, assignment sheets and handouts can be found on the Learning Web page. Go to www.hccs.edu. Fall Composition II Calendar: Weeks 1-3 Week 1 Tuesday, August 31 Introduction to Composition I Review Attendance, Syllabus and Calendar Discuss Purposes of Class and Assignments Write journal about Composition Skills (What skills do you feel you need to improve (i.e. Reading, Writing, Listening Speaking, etc) Assignment: Buy textbooks and read “Senior Picture Day (14-17) and McGraw 20-32 Thursday, September 2 Critical Reading Process Read and discuss McGraw 20-32, do exercise 2.1 Read Literature for Composition 1-10 Discuss Writing Process Assignment: Read McGraw 120-136, Literature for Composition 11-24, 33-37 Week 2 Tuesday, September 7 Discuss Critical Reading Process (Preview, Annotation, Summary, Response, Re-read, Connections) Read and begin explication of “Senior Picture Day” and “Ripe Figs” Assignment: Read LC 22-44, “The Story of an Hour” (45-54) Thursday, September 9 Take Story quiz Turn in “Senior Picture Day” explication journal Make connections between stories Brainstorm Narrative essay and comparison Assignment: Read “Two Kinds” 1079-87 and “Everyday Use” (1087-93) Week 3 Tuesday, September 14 Compare “Two Kinds” and “Everyday Use” Discuss Narrative strategies and family conflicts Assignment: Read “The Necklace: 38-44 Write Narrative lnterpretation essay first draft Thursday, September 16 Revise and edit Narrative essay Review Writing Process, LC 1-10 Assignment: Bring in Critical Reading Portfolio and final draft Read “Desiree’s Baby” (63-66) and “The Storm” (71-75) Week 4 Tuesday, September 21 Turn in Narrative Portfolio and final draft Begin Case study of Chopin stories Assignment: Read McGraw 157-66, Literature for Composition 355-67 Thursday, September 23 Take Chopin Quiz Read Literature for Composition 11-22, 45-61 Assignment: Bring in Chopin Case Study first draft Read “There Will Come Soft Rains” 24-30