ENGL 1302 – page 1
Welcome to English Composition II
Engl 1302 - Spring 2013, CRN 38116
Monday Wednesday 9:30am – 11:00am, Rm 347
3 Credit Hours / 48 hours per semester
16 Weeks: 1/14/2013 – 5/13/2013
Lecture / Core Curriculum
Instructor: Leif Behmer
Instructor Contact Information:
leif.behmer@hccs.edu
Office Hours – Before and after class and by appointment
If there is anything that you need or may ever want to discuss with me about your work,
I’m here for you. Please come and see me, my office hours are here to help you get the
most out of this course. If you feel that you need more assistance with writing outside of
class feel free to visit the University Writing Center for additional feedback on your
assignments. They are also here to help you get the most out of your writing.
Additional Support:
 Tutoring and Writing Centers
o On-Campus tutors in the Katy Campus Writing Center, Room 321, which
is located across from the third floor Library. Look for posted hours or call
713-718-5841.
o Writing Center at Spring Branch Campus, South Hall, Room 703. Look for
posted hours or call 713-718-5889.
 On-Line Tutors: http://askonline.net
Course Description
A more extensive study of the skills introduced in English 1301 with an emphasis on
critical thinking, research, documentation techniques, and literary and rhetorical
analysis. Prerequisite: English 1301 or a satisfactory score on the CLEP Exam. Credit:
3 semester hours (3 lecture hours).
IMPORTANT NOTICE: Don’t be afraid! Academic writing need not fall into the
stereotypical vat of stale, over your head talk. Everyone, especially professors,
appreciates writing that engages a reader with that human quality people can connect
with. In English 1302, we will learn the value of storytelling and how narrative can be
used to compliment and give meaning to the pursuit academic inquiry.
ENGL 1302 – page 2
Prerequisites
Engl1301 or the equivalent
Instructional Materials
TEXT: Barnet, Sylvan & Hugo Bedau. Current Issues and Enduring Questions: A Guide
to Critical Thinking, (9th Ed). New York, NY: Bedford/St. Martin, 2011.
Handouts: TBA
Course Goal
The goals of this course is centered on the question, “What are we training our students
for?” Some common answers are: to be able to participate in academic discourse, for
self-expression, or to inform students to be more politically active. In English
Composition II, students will exercise opportunities to engage in academic issues
through creative projects that incorporate narrative principles, allowing for a variety of
rhetorical approaches that will prompt students to take a more personal interest in
learning for themselves.
Student Learning Outcomes:
1. Apply basic principles of rhetorical analysis.
2. Write essays that classify, explain, and evaluate rhetorical and literary strategies
employed in argument, persuasion, and various forms of literature.
3. Identify, differentiate, integrate, and synthesize research materials into
argumentative and/or analytical essays.
4. Employ appropriate documentation style and format across the spectrum of inclass and out-of-class written discourse.
5. Demonstrate library literacy.
6. Experiment in creative and reflective approaches to writing.
Learning Objectives:
1. Demonstrate the ability to coherently analyze: divide a text into rhetorical parts,
name the parts, identify examples that illustrate each part, and evaluate the
contribution of each in one or more essays;
2. Apply the basic principles of critical thinking—evaluation, analysis, and synthesis—
in written essays that persuade or argue;
3. Distinguish fact from opinion in others’ writings and evaluate whether they prove their
points and/or whether they can be appropriately used as sources in documented
papers;
4. Research and write documented paper(s) using proper MLA style;
5. Find and evaluate library books, journals, magazines, and/or data-bases to find
information on a topic or issue;
6. Expand the scope, confidence, and creativity of written expression
ENGL 1302 – page 3
Instructional Methods
ENGL 1302 is a required course for all majors.
Make no mistake, this course is writing intensive. I want you to start writing as soon as
possible from Day 1 so that you’ll more quickly get comfortable with producing a larger
number of pages within a shorter amount of time. (This way you don’t have to try and
figure out how to come up with 5 pages the night before and assignment is due).
I also view this course as a writing workshop, where we will begin creating and
revamping writing so as to make it more streamlined and coherent for you and others to
read. In this way you will have multiple opportunities for revision rather than a “one-shot”
draft. My goal is for students to begin understanding that writing isn’t a chore or
punishment. Writing opens people to new worlds of knowledge and interests so that you
can communicate on a higher level where verbal conversation is less efficient.
This course encourages students to exercise their storytelling skills to make their writing
purpose creatively compelling as well as intellectual. I find that when students learn that
these two qualities do not have to be mutually exclusive, their writing almost
immediately begins to morph on its own, and the next thing we know writers become
personally engaged with their writing projects.
CORE Curriculum Competencies:
This course stresses the HCC CORE Competencies of reading, writing, speaking,
listening, critical thinking, and computer literacy.
Minimum Writing Requirement:
To be good on a computer, one must spend many hours on it. To be a good short stop,
one has to field endless amounts of grounders. To be a good writer, one must . . .
.write! As in any other skill, practice advances mastery: 6,000 words minimum. To
excel in this class, however, will require more.
Student Assignments
Notebook Project :
Students will compile a portfolio of daily opening class writing prompts a log of
their reflective writing entries from daily end-of-class journal prompts.
Profession Essay:
In academia, the personal essay is informed predominantly by the writer’s
scholarly ambitions (What do I want to learn about and why?), and the Profession
Essay will use this context to prompt students to consider their academic
interests. This project allows for a more personalized writing prompt that includes
a measure of dramatic writing elements.
Project Requirements
 2-3pg essay
 Must contain elements of personal and professional experience and reflection
that ultimately responds to scholarly pursuits.
ENGL 1302 – page 4
Cognitive Travelogue (Analysis Paper):
The Cognitive Travelogue is a free form essay that allows students to engage
their research while simultaneously learning their own unique thought processes.
Think analytical non-fiction – a personal essay. Students have the option of
reviewing a variety of academic media (i.e. book, periodical, database, etc)
based on their chosen topic. Thoughts expressed may be observations on your
reactions to the reading as well as a description of how you came to your
ultimate conclusion. In this case, the travelogue will function as a review essay
over a critical source related to your profession.
Project Requirements
 5-6pg minimum
 Student must review and evaluate critical research on an issue related to
his/her chosen profession exercising rhetorical analysis.
 At least (1) primary source cited and annotated in standard 7th edition MLA
Works Cited Page.
Panel Project:
Presenting ideas before a group of likeminded individuals is critical to participate
in intellectual conversation; therefore, the Panel Project will simulate this
experience for composition students. This project will help students learn how to
engage in an ongoing conversation within the formal study of rhetoric within a
given profession. This research will be based on what the student learns from the
Cognitive Travelogue.
Project Requirements
 Argumentative Essay : 8-10pgs minimum
 10min presentation highlighting major research findings
 Respond with critical input to the Q&A portion
Essay Requirements
 Students must present a point of contention within their discipline then
construct a case that defends their position
 Demonstrate effective use of logos, ethos, and pathos within student’s writing
strategy
 Must include instances of narrative to support the argument
 At least (5) credible sources cited with annotations in standard 7th edition MLA
Works Cited Page.
Student listeners will also write 1 page of notes and comments for each
panelist and present these notes to the instructor for their daily participation
grade. Presenters will have the option to read directly from their papers or
expound aloud over their research findings.
Student Assessments
Participation
Chapbook Project
15% of your final grade
5% of your final grade
ENGL 1302 – page 5
Journal Project
Profession Essay
Cognitive Travelogue
Panel Project
Midterm In-class Essay
Final In-class Essay
5% of your final grade
10% of your final grade
15% of your final grade
20% of your final grade
15% of your final grade
15% of your final grade
Grading Standard
Participation– 15%
Students are expected to contribute daily to in-class discussion and be
prepared to respond to course readings and contribute to peer review
workshops. Quiz grades and attendance are also factored into
participation.
Assignments/Projects
 Chapbook Project – 5%
Students will compile a portfolio of daily opening class writing prompts and
turn in by the final class day.
 Journal Project – 5%
Students will compile a log of their reflective writing entries from daily endof-class journal prompts.
 Profession Essay – 10%
Students will write an essay discussing their educational/professional
ambitions. (2-3pg)
 Cognitive Travelogue – 15%
This project will prompt students to learn to educate themselves on a
selected topic of interest through analytical non-fiction. (5-6pgs)
 Panel Project – 20%
Here, students will take what s/he has learned from the Profession Essay
and the Cognitive Travelogue projects to compose a more informed
analytical document addressing an issue within the discipline of writing.
(8-10pgs)
 Midterm Essay – 15%
An in-class writing prompt will be given at the middle of the semester
based on course readings. Students will demonstrate their ability to draft a
thoughtful response to the prompt quickly with clarity and concise writing
skills. Blue Book Required
 Final Term Essay – 15%
An in-class writing prompt will be given on the final class day based on
course readings. Students will demonstrate their ability to draft a
thoughtful response to the prompt quickly with clarity and concise writing
skills. Blue Book Required
HCC Grading Scale
ENGL 1302 – page 6
90 - 100 = A
80 - 89 = B
70 - 79 = C
60 - 69 = D
Below 60 = F
HCC Policy Statements:
 Discipline: As your instructor and as a student in this class, our shared
responsibility is to develop and maintain a positive learning environment for
everyone. I take this responsibility seriously and will inform members of the
class if their behavior makes it difficult for me to carry out this task. As a fellow
learner, you are asked to respect the learning needs of your classmates and to
assist me achieve this critical goal. (See Student Handbook)

Academic Honesty: A student who is academically dishonest is, by definition,
not showing that the coursework has been learned, and that student is claiming
an advantage not available to other students. The instructor is responsible for
measuring each student’s individual achievements and also for ensuring that all
students compete on a level playing field. Thus, in our system, the instructor
has teaching, grading, and enforcing roles. You are expected to be familiar with
the HCC’s policy on Academic Honesty found in the catalogue. What that
means is that if you are charged with an offense, pleading ignorance of the rules
will not help you.
Just so there is no misunderstanding, plagiarism (using another's ideas or words
without giving credit), Collusion (unauthorized collaboration with another person
in preparing written work offered for credit), and other forms of cheating will not
be tolerated. To be accepted, all papers require proof of their development.
Students who plagiarize, collude, or cheat may face disciplinary action including
the grade of 0 for the assignment, an F for the course, and/or dismissal from the
college. For more on plagiarism, see "Plagiarism" in The New McGraw-Hill
Handbook, second edition. (See Student Handbook)

Special Needs: Any student with a documented disability (e.g. physical,
learning, psychiatric, vision, hearing, etc.) who needs to arrange reasonable
accommodations must contact the Disability Services Office at the respective
college at the beginning of each semester. Faculty is authorized to provide only
the accommodations requested by the Disability Support Services Office. For
questions, please contact Donna Price at 713.718.5165 or the Disability
Counselor at your college. To visit the ADA Web site, please visit www.hccs.edu
then click Future students, scroll down the page and click on
the words Disability Information.
Northwest ADA Counselor – Mahnaz Kolaini – 713.718.5422
ENGL 1302 – page 7

Attendance/Withdrawals: You should understand that your in-class grade will
suffer as a result of absences, and of course, your ability to do the work required
will also be impaired and grades on that work will naturally be lower. If a student
misses more than 6 hours of class, excused or non-excused absences, the
student may be dropped from the course. Three tardies equal one absence.
Leaving early is the same as a tardy. If students stop attending the class, they
will receive an Fx, failure due to absences, on their transcript.
o
Your success is important to me. If you feel that you cannot complete
this course, please take the time to meet with me to discuss why you feel
it is necessary to do so. I may be able to provide you with suggestions to
enable you to complete the course.
o
If you wish to withdraw, fill out the withdrawal form online and submit it.
Faculty can only withdraw you from a class for excess absences.
However, before you withdraw from any class, please consider the
following carefully: The State of Texas imposes penalties on students
who drop courses excessively. For example, if you take the same course
more than two times, you have to pay extra tuition. In 2007, the Texas
Legislature passed a law limiting new students (those starting college in
Fall 2007) to no more than six total course withdrawals throughout their
academic career in obtaining a baccalaureate degree. There may be
future penalties imposed.
o
International Students: Receiving an Fx in a course may affect the status
of your student Visa. Please contact the International Student Office at
713-718-8520 if you have any questions about your visa status and other
transfer issues.
HCC Student Services Information:
Student Services provides master’s and doctoral-level counseling for the Northwest
College student body. Counselors are available at each campus to assist students in
creating class schedules, evaluating college transcripts, and completing
degree/certificate plans.
Student Services regular business hours are the same at both campuses. Phone
numbers:
* 8 a.m. – 7 p.m. M – Th
* 8 a.m. – 1 p.m. F – Sat
* Katy Campus, 713-718-5751
* Spring Branch Campus, 713-718-5669
Additional Information:
http://northwest.hccs.edu/northwest/campus-servies
ENGL 1302 – page 8
Early Alert: HCC has instituted an Early Alert process by which your professor will
“alert” you through counselors of concerns that you might fail a class because of
excessive absences and/or poor academic performance.
Instructor Requirements:
 Class Etiquette: I like to encourage an open atmosphere where anyone is free to
speak their mind and respond to class topics. There is no need to raise your hand,
but please be courteous and don’t interrupt when someone else is speaking. When
several people mean to speak at the same time, leave it to me to moderate.
Note: Persistent disruptions or acts of violence will not be tolerated. If asked to
leave, you will be expected to comply without the necessity of a security escort.
 Electronic Devices: I expect all eyes to the front at all times, so please put away all
electronic devices (including laptops) before the beginning of class. Any prolonged
distraction will result in you being asked to leave for the day. I don’t mind if you are
expecting an important call and must step out of class. Likewise, I would expect you
to go to the restroom when nature calls. But it is important that you return in a timely
manner. Once I have gone over material in class, I am under no obligation to repeat
myself.
 Assigned Readings: Must be completed before class on the day it is assigned. You
are expected to arrive in class prepared to contribute to in-class discussion. Saying
“I didn’t get it” is unacceptable. I am also in the habit of delivering pop-quizzes if I
am unsatisfied with the class’s overall effort to study the required reading material.
 In-class Essays: Must be written on blue books. Unless told otherwise, students will
write on one side of a page and skip every other line to allow room for instructor
comments.
 Late Work : Life happens, and I acknowledge that extenuating circumstances can
block your honest efforts to complete course projects on time. Therefore, it is my
policy to “excuse” students in the event of sickness or legal obligations with written
documentation. Otherwise, students will be penalized (5%) for every day after an
assignment is due, including weekends. After three days, the student will be
given a zero.
 Extra Credit: - 
o Opportunities to remove late penalties are available by adding full essay pages
beyond the maximum requirement (+10%/extra page)
o and Incorporating vocabulary Words of the Day into essays for a maximum of 5
bonus points
Note: Students may also present a 1pg summary paper related to course reading or
projects to make up a daily participation grade or quiz grade.
EGLS3 Evaluation for Greater Learning Student Survey System
At Houston Community College, professors believe that thoughtful student feedback is
necessary to improve teaching and learning. During a designated time, you will be
asked to answer a short online survey of research-based questions related to
instruction. The anonymous results of the survey will be made available to your
professors and division chairs for continual improvement of instruction. Look for the
ENGL 1302 – page 9
EGLS3 as part of the Houston Community College Student System online near the end
of the term.
– 16 WEEK CALENDAR –
WEEK 1 – Writing about Composition
Jan. 15: Introduction – or, How to be a Responsible Skeptic
Jan. 17: The Profession Essay
Assign: Profession Essay
WEEK 2 – Critical Thinking
Jan. 22: Current Issues, pgs 1-10
Jan. 24: “Letter from Birmingham Jail”
http://faculty.millikin.edu/~moconner/writing/king1a.html
WEEK 3 – Critical Reading
Jan. 29: Current Issues, pgs 32-42
Jan. 31: Current Issues, pgs 48-52 – “You’re 16, You’re Beautiful, and You’re a
Voter”
Current Issues, pgs 68-71 – “Douse the Online Flamers”
WEEK 4 – Critical Writing
Feb. 5: Current Issues, pgs 175-182
Due: Profession Essay
Feb. 7: Current Issues, pgs 183-192 – “For Environmental Balance, Pick up a
Rifle”
Current Issues, pgs 195-199 – “Violent Media is Good for Kids”
WEEK 5 – The Cognitive Travelogue
Feb. 12: Heilker, pgs 124-128
Assign: Cognitive Travelogue
Feb. 14: Heilker, pgs 129-133
HANDOUT: Pathos, Logos, Ethos
WEEK 6 – MLA Documentation
Feb. 19: Library Day
Feb. 21: Current Issues, pgs 284-313 – Note: bring your favorite book/magazine
for in-class activity
WEEK 7 – “Writing in the 21rst Century”
Feb. 26: Yancey, pgs 1- END
Feb.28: Peer Review – or, How to be a Useful Critic
WEEK 8 - Midterms
Mar. 5: Midterm Review – Reading Discussion
ENGL 1302 – page 10
Due: Cognitive Travelogue
Mar. 7: Midterm In-class Essay
WEEK 9 – SPRING BREAK
Mar. 11-17: NO CLASS
WEEK 10 – Developing an Argument of Your Own
Mar. 19: Current Issues, pgs 226-239
Assign: Panel Project
Mar. 21: Current Issues, pgs 239-261 – “Why I Don’t Spare ‘Spare Change’”
WEEK 11 – Argumentation: A Logician’s View
Mar. 26: Current Issues, pgs 349-367
Mar. 28: Current Issues, pgs 368-392 – “Love Is a Fallacy”
WEEK 12 – Argumentation: A Moralist’s View
Apr. 2: Current Issues, pgs 393-402
Apr. 4: Current Issues, pgs 414-423 – “Lifeboat Ethics”
Current Issues, pgs 424-427 – “Three Letters (to an Ethicist)”
WEEK 13 – Panel Presentations
Apr. 9: Group A
Due: Notebook Project
Apr. 11: Group B
WEEK 14 – Panel Presentations
Apr. 16: Group C
Apr. 18: Group D
WEEK 15 – Panel Presentations
Apr. 23: Group E
Apr. 25: Group F
WEEK 16 – Panel Presentations
Apr. 30: Group G
May. 2: Final Exam Review
Due: Research Essay
WEEK 17 – Finals
May 6: 9:00AM
WEEK 18 – HAVE A GREAT SUMMER!