English
Southwest College
ENGL 1302 – Composition II
CRN 63164 – Spring 2011
Stafford Hub - Room 317 | 8:00am – 9:30am | T/Th
3 hour lecture course / 48 hours per semester/ 16 weeks
Instructor: Alison Teichgraeber
Instructor Contact Information:
Email: a.teichgraeber@hccs.edu
Phone: 832-647-3565 (between the hours of 8am and 5pm)
Office location and hours
Your performance in my class is very important to me. I am available by either email or phone,
and of course, after class. If you send an email, please use collegiate-level writing that clearly
explains your questions, comments, or concerns. I check my email daily, but not usually after
4:00pm. I can also be reached by phone. If you have a quick question, I will also answer very
short text-messages.
Please do not hesitate to contact me for questions either big or small. A separate meeting
after class can also be helpful if you wish to schedule one.
Course Description
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. This
course is intended to transfer to four-year colleges and to fulfill the purpose of preparing
students to write clear, communicative, well-organized, and detailed prose as well as to
develop students' reading, writing, and analytical skills. Core curriculum course.
Prerequisites
English 1301 or a satisfactory score on the CLEP Exam
BASIC INTELLECTUAL COMPETENCIES IN HCCS 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
ENGL 1302 – page 2
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.
EXEMPLARY EDUCATIONAL OBJECTIVES: ENGLISH 1302
By the time they have completed English 1302, students will
1. 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);
2. understand and apply the basic principles of critical thinking—evaluation, analysis,
and synthesis— as they write essays that persuade or argue;
3. 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);
4. be able to develop a critical and creative essay in response to an issue related to
reading(s) or other class projects;
5. demonstrate the ability to resist simplistic formulations, whether in their own or others’
texts;
6. understand the characteristics of imaginative texts and write effective analyses of
various genres;
7. be able to acknowledge, as appropriate, their own history, interests, and biases as
they discuss a topic, thus placing themselves credibly in the discussion;
8. develop the ability to research and write a documented paper;
9. make effective stylistic choices (diction, tone, sentence structure) in all writing
assignments, depending upon the audience and purpose of a piece of writing;
10. apply suggestions, as appropriate, from evaluated compositions to other writing tasks;
and
11. fulfill the writing requirements of the course, writing at least 6000 words during the
semester.
ENGL 1302 – page 3
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.
SCANS or Core Curriculum Statement and Other Standards
Credit: 3 (3 lecture)
This course is designed to help individuals decide whether teaching could be a satisfying
career for them. Information concerning the role of education and educators, teacher
preparation programs, effective teaching, employability, and rewards and challenges of
teaching is presented.
Class Calendar: This calendar is a guideline for the semester. Some changes may be
necessary as the course progresses.
*Items listed first are homework assignments due on the day listed.
*Items after the  are classroom discussion topics to be discussed on the day listed.
*Any changes to the assignment schedule will be announced during class.
1
Jan 18:  Introduction & Journal Writing; MLA Works Cited Listings
2
Jan 20:  Avoiding Plagiarism & Diagnostic Essay
3
Jan 25: Read LBH 138-153Forming a Critical Perspective
Read MLM 33-42How to Make Arguments about Literature
4
Jan 27: Read/Journal: MLM “The Lesson” Toni Cade Bambara p. 1148Discussion
Introduction to Essay 1
6
Feb 1:
Read/Journal: MLM “Two Kinds” Amy Tan p. 288Discussion
7
Feb 3:
Read LBH 27-39 Thesis & Outline Workshop
Read LBH 689-691 MLA Style
8
Feb 8:
Rough Draft 1 Due (bring 2 copies)
Read LBH 104-109  Introductions & Conclusions; Hook Workshop
Read LBH 68-71 Giving and receiving comments
9
Feb 10: Read LBH 46-72 Drafting and Revising; Proofreading
Rough Draft 2 Due (bring 3 copies)  Peer Review Workshop
ENGL 1302 – page 4
9
Feb 15 Essay 1 Portfolio Due before the door closes Introduction to Essay 2
Read LBH 94 Description
10
Feb 17: Read/Journal: MLM “No Name Woman” Maxine Hong Kingston p. 1126Discussion
11
Feb 22: Read/Journal: MLM “Everyday Use” Alice Walker p. 297Discussion
12
Feb 24: Read/Journal: MLM “A Good Man is Hard to Find” Flannery O’Connor p.1249 Discussion
13
Mar 1: LBH 459-467 Using Quotations
LBH 611-625 Using Summary, paraphrasing, and quotation
14
Mar 3: LBH 87-90 & 111Using Transitions
Bring 3 copies of Essay 2 Rough Draft to class  Transitions & Peer Review
15
Mar 8: Essay 2 Portfolio Due before the door closes
Read/Journal: MLM “A Rose for Emily” William Faulkner p. 667Discussion
Read LBH 136-137Preparing for Exams
16
Mar 10: Mid-TermStudents not in a computer lab must bring a Blue Book from the Book Store
Mar 15: No Class—Spring Break
Mar 17: No Class—Spring Break
17
Mar 22: Read/Journal MLM “Once More to the Lake” E.B. White p. 1421 Discussion
Read LBH 98-99  Comparison and Contrast and Analogy
Introduce Essay 3
18
Mar 24: Read/Journal MLM “A&P” John Updike p. 600 Discussion
19
Mar 29: Essay 3 Rough Draft 1 Bring 3 copies for Peer Review Workshop
20
Mar 31: LBH 548-561Planning a Research Project
Essay 3 Portfolio Due Annotated Bibliography & Research Paper Introduction
21
Apr 5:
LBH 589-611 Working with Sources
Log onto http://library.hccs.edu/learn_how/orientation/welcome.html
Read the Orientation Website; take the quiz at the end and bring it to class
22
Apr 7:
Writing Research Questions & Research Workshop
23
Apr 12: 5 Completed SourcesResearch Workshop
Bring completed Research Question—typed and on a separate sheet
Bring Outline & Thesis
24
Apr 14: 10 Completed Sources Oral Presentations
25
Apr 19: Annotated Bibliography DueOral Presentations
26
Apr 21: Rough Draft 1Bring 2 copies to class
Conference Day & Workshop
ENGL 1302 – page 5
27
Apr 26: Finished Rough Draft 2Bring 2 copies to class
Conference Day & Workshop
28
Apr 28: Research Paper Portfolio Due
29
May 3: Read/Journal: MLM Langston Hughes 1062-1071 Discussion
30
May 5: Read/Journal: MLM Robert Frost 1413-1417 Discussion & Final Review
31
FINAL CHECK FINALS CALENDAR FOR DATE AND TIME
Instructional Methods
This class is a web-enhanced class. Instruction will be conducted via the classroom
and supplemented via the world-wide-web.
Our course activities will revolve around the readings from Making Literature Matter, The Little,
Brown Handbook, class discussions, and writing workshops. The main focus of this class is on
process--both the thinking and writing process--so your mental engagement and participation
is necessary. If you make a good faith effort, work hard, and keep up with the reading and
writing assignments you will find that your ability to think critically and communicate your ideas
clearly will be enhanced, which will prepare you for success in your college career.
Student Assignments
Essay 1—Writing the Personal Opinion essay; Journals; Peer Review Workshops
Essay 2—Writing a Critical Perspective essay; Journals; Peer Review Workshops
Essay 3—Writing a Comparative essay; Journals; Peer Review Workshops
Research Essay—Writing an Argumentative essay using textual support; Peer Review
Workshops
Annotated Bibliography—Research and Oral Presentation
Midterm Essay—In-class Timed Essay
Final Essay—In-class Timed Essay
Assessments
Journals
Essay 1 Portfolio
Essay 2 Portfolio
Essay 3 Portfolio
Research Essay Portfolio
Annotated Bibliography and Oral Presentation
Midterm Essay
Final Essay
10%
10%
10%
20%
20%
10%
10%
10%
ENGL 1302 – page 6
HCC Policy Statement - ADA
Services to Students with Disabilities
Students who require reasonable accommodations for disabilities are encouraged to report to
Dr. Becky Hauri at 713-718-7910 to make necessary arrangements. Faculty is only authorized
to provide accommodations by the Disability Support Service Office.
HCC Policy Statement: 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 enforcement roles. You are expected to be familiar with the
University's Policy on Academic Honesty, found in the catalog. What that means is: If you are
charged with an offense, pleading ignorance of the rules will not help you. Students are
responsible for conducting themselves with honor and integrity in fulfilling course requirements.
Penalties and/or disciplinary proceedings may be initiated by College System officials against
a student accused of scholastic dishonesty. “Scholastic dishonesty”: includes, but is not
limited to, cheating on a test, plagiarism, and collusion.
Cheating on a test includes:




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Copying from another students’ test paper;
Using materials not authorized by the person giving the test;
Collaborating with another student during a test without authorization;
Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part the
contents of a test that has not been administered;
Bribing another person to obtain a test that is to be administered.
Plagiarism means the appropriation of another’s work and the unacknowledged incorporation
of that work in one’s own written work offered for credit.
Collusion mean the unauthorized collaboration with another person in preparing written work
offered for credit. Possible punishments for academic dishonesty may include a grade of 0 or F
in the particular assignment, failure in the course, and/or recommendation for probation or
dismissal from the College System. (See the Student Handbook)
HCC Policy Statements
Class Attendance - It is important that you come to class! Attending class regularly is the best
way to succeed in this class. Research has shown that the single most important factor in
student success is attendance. Simply put, going to class greatly increases your ability to
succeed. You are expected to attend all lecture and labs regularly. You are responsible for
materials covered during your absences. Class attendance is checked daily. Although it is
your responsibility to drop a course for nonattendance, the instructor has the authority to drop
you for excessive absences.
ENGL 1302 – page 7
If you are not attending class, you are not learning the information. As the information that is
discussed in class is important for your career, students may be dropped from a course after
accumulating absences in excess of 12.5% hours of instruction. The six hours of class time
would include any total classes missed or for excessive tardiness or leaving class early.
You may decide NOT to come to class for whatever reason. As an adult making the decision
not to attend, you do not have to notify the instructor prior to missing a class. However, if this
happens too many times, you may suddenly find that you have “lost” the class.
Poor attendance records tend to correlate with poor grades. If you miss any class, including
the first week, you are responsible for all material missed. It is a good idea to find a friend or a
buddy in class who would be willing to share class notes or discussion or be able to hand in
paper if you unavoidably miss a class.
Class attendance equals class success.
HCC Course Withdrawal Policy
If you feel that you cannot complete this course, you will need to withdraw from the course
prior to the final date of withdrawal. Before, you withdraw from your course; please take the
time to meet with the instructor to discuss why you feel it is necessary to do so. The instructor
may be able to provide you with suggestions that would enable you to complete the course.
Your success is very important. Beginning in fall 2007, the Texas Legislature passed a law
limiting first time entering freshmen to no more than SIX total course withdrawals throughout
their educational career in obtaining a certificate and/or degree.
To help students avoid having to drop/withdraw from any class, HCC has instituted an Early
Alert process by which your professor may “alert” you and HCC counselors that you might fail
a class because of excessive absences and/or poor academic performance. It is your
responsibility to visit with your professor or a counselor to learn about what, if any, HCC
interventions might be available to assist you – online tutoring, child care, financial aid, job
placement, etc. – to stay in class and improve your academic performance.
If you plan on withdrawing from your class, you MUST contact a HCC counselor or your
professor prior to withdrawing (dropping) the class for approval and this must be done PRIOR
to the withdrawal deadline to receive a “W” on your transcript. **Final withdrawal deadlines
vary each semester and/or depending on class length, please visit the online registration
calendars, HCC schedule of classes and catalog, any HCC Registration Office, or any HCC
counselor to determine class withdrawal deadlines. Remember to allow a 24-hour response
time when communicating via email and/or telephone with a professor and/or
counselor. Do not submit a request to discuss withdrawal options less than a day
before the deadline. If you do not withdraw before the deadline, you will receive the grade
that you are making in the class as your final grade.
Repeat Course Fee
The State of Texas encourages students to complete college without having to repeat failed
classes. To increase student success, students who repeat the same course more than twice,
ENGL 1302 – page 8
are required to pay extra tuition. The purpose of this extra tuition fee is to encourage students
to pass their courses and to graduate. Effective fall 2006, HCC will charge a higher tuition rate
to students registering the third or subsequent time for a course. If you are considering course
withdrawal because you are not earning passing grades, confer with your instructor/counselor
as early as possible about your study habits, reading and writing homework, test taking skills,
attendance, course participation, and opportunities for tutoring or other assistance that might
be available.
Classroom Behavior
As your instructor and as a student in this class, it is our shared responsibility to develop and
maintain a positive learning environment for everyone. Your instructor takes this responsibility
very seriously and will inform members of the class if their behavior makes it difficult for
him/her to carry out this task. As a fellow learner, you are asked to respect the learning needs
of your classmates and assist your instructor achieve this critical goal.
Use of Camera and/or Recording Devices
As a student active in the learning community of this course, it is your responsibility to be
respectful of the learning atmosphere in your classroom. To show respect of your fellow
students and instructor, you will turn off your phone and other electronic devices, and will not
use these devices in the classroom unless you receive permission from the instructor.
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. 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
Instructor Requirements
As your Instructor, it is my responsibility to:
 Provide the grading scale and detailed grading formula explaining how student grades
are to be derived
 Facilitate an effective learning environment through class activities, discussions, and
lectures
 Description of any special projects or assignments
 Inform students of policies such as attendance, withdrawal, tardiness and make up
 Provide the course outline and class calendar which will include a description of any
special projects or assignments
 Arrange to meet with individual students before and after class as required
To be successful in this class, it is the student’s responsibility to:
 Attend class and participate in class discussions and activities
 Read and comprehend the textbook
 Complete the required assignments and exams:
 Ask for help when there is a question or problem
 Keep copies of all paperwork, including this syllabus, handouts and all assignments
 Complete the field study with a 70% passing score
ENGL 1302 – page 9
Program/Discipline Requirements
By the end of the semester, the student who passes with a final grade of "C' or above will have
demonstrated the ability to:
1. Complete and comprehend reading assignments. (Assignments vary in length, but a
typical assignment requires 2 hours out of class for each hour in class: e.g. 2 ½ to 3
hours reading to prepare for a 1 1/2 hour class session.)
2. Attend class regularly, missing no more than 12.5% (6 hours) of instruction.
3. Participate in small group and/or class discussions in which assigned readings are
analyzed and interpreted.
4. Write at least 5,000 words in completing written assignments of varying types and
lengths that are relevant to course content.
5. Participate in at least one oral presentation of an assignment.
6. Explain and illustrate stylistic characteristics of authors and literary works included in the
course syllabus.
7. Express clearly and support convincingly an interpretation or analysis of a text.
8. Explain similarities and differences among writers studied and/or among literary works
studied.
9. Use a word processor (available in school labs) to fulfill written assignments and use the
computer as well as the library to research any applicable assignments.
10. Maintain an overall average of 70 or above on written assignments and tests.
Grading
As your instructor will conduct quizzes, exams, and assessments that you can use to
determine how successful you are at achieving the course learning outcomes (mastery of
course content and skills) outlined in the syllabus. If you find you are not mastering the
material and skills, you are encouraged to reflect on how you study and prepare for each class.
I welcome a dialogue on what you discover and may be able to assist you in finding resources
on campus that will improve your performance.
Grading Scale
90 - 100 = A
80 - 89 = B
70 - 79 = C
60 - 69 = D
Below 60 = F
Classroom Plagiarism Policy
For the purpose of this class, plagiarism will be considered if a sentence has more than seven
words strung together which match someone else’s text and is not properly cited or if the
rhythm and meaning of a sentence is tremendously similar to someone else’s work. If a
student submits an essay which falls into one of these categories, the work will receive a -0-. If
a second incident occurs, the student will receive an “F” for the course. If students with a
second offence drop the class, the final grade will be changed to an “F” with the explanation
that the grade was received due to plagiarism.
ENGL 1302 – page 10
To help avoid plagiarism, all of our class work will be submitted to Turnitin.com. As an
originality checker, Turnitin.com helps students ensure essays have both proper citations and
quotations within each essay. More information about Turnitin.com can be found on
www.turnitin.com.
Please avoid plagiarism by doing your own work, allowing enough time to complete your own
work, documenting sources and ideas properly, and asking questions if you are confused. I
would rather spend an hour in a meeting outside of class helping you understand the work at
hand than submitting an “F” for your end of semester grade.
Classroom Emergency Policy
By law, instructors are required to treat each student the same. There are times, however,
when creative solutions are required to ensure student success. By offering extended
deadlines and make-up exams for emergencies, success can be achieved. An emergency is
defined as something needing immediate and urgent attention. While emergencies happen,
commitment to personal obligations cannot be overlooked. Within the realm of reason, I may
allow a one week extension for extreme situation such as the verifiable death of a family
member or hospitalization of a child. In order to receive such an emergency extension,
students must contact me immediately either through email a.teichgraeber@hccs.edu or
phone 832-647-3565.
Schilb & Clifford, eds. Making Literature Matter: An Anthology for Readers and Writers, 4th
edition, 2009. ISBN-10: 0-312-53678-X ISBN-13: 978-0-312-53678-7
Fowler, H. Ramsey & Jane E. Aaron, eds. The Little, Brown Handbook, HCC Custom 3rd
edition, Pearson/Longman, 2010. ISBN 10: 0-558-32480-0 ISBN 13: 978-0-558-32480-3 [This
custom edition is sold in the HCC bookstores]
OR
Fowler, H. Ramsey & Jane E. Aaron, eds. The Little, Brown Handbook, 11th edition,
Pearson/Longman, 2009. ISBN: 0205651712 or ISBN 13: 9780205651719
(Please Note – the HCC custom edition is a duplicate of the 11th edition so the pagination is
the same – only the custom cover differs)