ENGL 102: Reseach/Persuasive Writing: Global Contexts
Winter Quarter 2019
0788.15 M~F 10:00~10:50 BE4167, W computer lab BE3175
0792.15 M~F 11:00~11:50 BE4137, W computer lab BE3175
Instructor:
Office:
Office Hours:
Takami Nieda
BE4106C
M~Th 9:15~10:00, 1:00~1:30, or by appointment
Takami.Nieda@seattlecolleges.edu or via Canvas
I answer email between 8~4 on weekdays. Emails received outside of those hours will be returned
the following weekday.
Recommended Prerequisite:
To take English 102, you must have passed English 101 with a 1.0 or higher. You
are expected to demonstrate competence in the writing skills covered in English
101. If you barely squeaked by English 101 with a 2.0 or you are aware of specific
writing skills you need to work on, it is your responsibility to seek extra help at the
Writing Center and with your classmates and instructor. Your success in this class
depends on it!
If you have not earned a 2.0 or higher in English 101, you should consider repeating
English 101 this quarter before attempting to take English 102. If you choose to
stay in this class, please talk to your instructor about what extra help you should
seek in order to succeed in this class.
Required Materials:
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Readings: online tutorials, the handouts and notes you take during the quarter. Note: It is
your responsibility to print out and do the readings and bring them to class on the day the
assignments are due.
½ inch three-ring binder with folder pocket
Everyday computer access—You should expect to spend about 10~15 hours/week on the
computer to check and complete assignments for this class. Many of your assignments must
be typed and occasionally submitted on Canvas. You have everyday access to computers and
printers at the library (BE2101) and the student computer center (BE3148).
Course Description:
Students move from library research and source-evaluation through brainstorming, proposing,
producing drafts and editing a research-based essay that takes a position and tailored to the needs of
the reader. This course is especially recommended for students planning on transferring to a fouryear school.
Students will spend the quarter researching and writing a 12~15-page paper about a topic of their
choice in a global context. The thematic focus of this class is global learning, which means you will
consider your topic in terms of what can be gained and learned by thinking globally. Think of this
class as an opportunity to become an expert on a subject that you've always wanted to learn more
about. If you choose a research topic that you are passionate about, you will find this class
motivating and rewarding. Since this is a short quarter and everyone will be working on their own
topics, it is imperative that students be able to work independently outside of class to research their
topic on their own. Successful students will spend 10-15 hours/week outside of class to complete
their assignments.
Course Outcomes:
Upon successful completion of this course, students will be able to:
1. Evaluate and write arguments, with awareness of logical, emotional and ethical appeals.
2. Synthesize multiple points of view within your own argument-based text.
3. Choose an appropriate research topic and identify effective search terms (narrowing and
broadening a search to pinpoint precise source material).
4. Understand and use a wide variety of research sources including library, hard and online
services (databases, search engines, bibliographical and other specialized research materials).
5. Evaluate sources critically (credibility, quality of evidence, etc.).
6. Support claims with the use of summary, paraphrase and quotation in context.
7. Identify and avoid plagiarism and show awareness of its ethical implications.
8. Differentiate among and use both in-text (parenthetical) and end-of-text reference list
according to MLA and APA citation.
9. Produce a longer research-based, persuasive paper of 10+pages, in addition to other written
products (outline, annotated bibliography, research proposal, etc.).
10. Show attention to detail with minimal typos, grammar errors, and other signs of weak
professionalism.
Regular Class Attendance and Full Participation:
This is a class where you will learn by doing! We will discuss readings in class, work collaboratively
in class, and give feedback to improve classmates’ writing in class, and we learn in class. So,
obviously regular attendance is important to maximize your learning and achieve the goals you’ve
set in taking this class. Not only do excessive absences affect your opportunities to learn but the
entire class’s opportunities to learn from your knowledge and generosity. We need everyone present
to share their knowledge, experience, and ideas.
Generally speaking, you shouldn’t miss more than 4~5 classes a quarter. Sometimes, unexpected
things happen and you may have to miss more. It's how you manage those absences that will affect
your learning and final grade. If you miss class, consider coming to my other English 101 classes
(see location and schedule above), so you don’t miss an important lesson.
This is what successful students do when they are absent:
1) EMAIL the instructor when they are absent to let the instructor know how they are taking
responsibility for their absence. Don’t just say, “I won’t be in class. See ya!” Think about
WHY you are emailing—are you missing an assignment that you would like to make up?
Are you asking for an extension? Are you setting up an appointment?
2) READ and PRINT OUT handouts and lessons they missed from Canvas.
3) GET NOTES that they missed in class from a classmate.
4) MAKE AN APPOINTMENT to meet with instructor to get caught up on important
classes and assignments. If you missed 2 or more days, you should definitely do this! I
can't re-teach the classes you missed, but I can help you get caught up!
Canvas:
Although instructors use Canvas in many different ways, Cavnas is a very important part of English
102, especially because you will all be working independently on your own papers. This is how I
expect students to use Canvas in this class:
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Do weekly assigned readings.
Communicate with instructor and classmates about class.
Submit assignments in the Canvas drop box.
Participate in occasional discussion forums and peer feedback.
Discussion forums: If you have a general question that can be answered by students about an
assignment, ask it in the discussion forum; you may get an answer more quickly than if you
email me. If you are seeking extra feedback, ask for help in the discussion forum.
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Print out missed handouts if the student is absent.
Keep track of grades and progress throughout the quarter.
How to E-mail Me and Other College Instructors:
If you are absent, need one-to-one assistance, or have any questions or concerns, please do email me
or see me during office hours. Please also consult the syllabus and ask your classmates—you might
get an answer to your own question more quickly by doing so.
I check my email frequently Monday~Friday between 8am~4pm. Any emails received after these
hours will be answered on the following weekday. But do email me!
Like most other faculty here at SCC, I expect ALL e-mails from you to be sent in professional email
format:
1. START WITH A GREETING, like Dear____ or Hello ____. Know what your instructor
likes to be called: Ms./Mr.____, Professor____, or by first name.
2. BE CLEAR ABOUT YOUR PURPOSE: what are you writing about, and why?
3. USE YOUR BEST GRAMMAR. Use complete sentences with proper punctuation
(periods), correct capitalization (remember to capitalize first-person "I"), and near-perfect
spelling.
4. SIGN WITH YOUR FIRST AND LAST NAME, E-MAIL ADDRESS, and COURSE
NAME/NUMBER. Always assume that your instructor does not know who you are or what
class you’re in, even if you're certain they do.
Assignments and Grading Breakdown:
You are required to save all your work done for this class and handouts until the very end of the
quarter. I may keep copies of your assignments for use in future classes unless you register your
objection in writing.
An assignment is late if you do not submit it BEFORE the time indicated on the schedule. If you
turn in an assignment a day late, it will be penalized a 1/2 grade (10%). If you turn in an assignment
two days late, it will be docked a full grade (20%). I will not accept any assignments after two days. I
will usually give reasonable extensions for assignments (1-2 days), but you have to ASK before the
due date and not after. Please do not ask for an extension 2 hours before your assignment is due; I do
not check email after work hours, so you will not receive a reply until the next weekday morning.
If you are absent, it is your responsibility to contact either a colleague or the instructor to catch up
on missed assignment and notes. Being absent does not excuse you from the assignments due on the
day indicated unless you speak with me in advance.
NOTE: Please understand that there are many assignments that just can’t be turned in late, because
the class lessons depend on having those assignments done.
I will post grades on Canvas, but you are also expected to know how to calculate your own grades
and keep track of your progress. It's also your responsibility to let me know if you're missing a grade
or I have logged in your grade incorrectly (sometimes, this happens). You should always be aware of
how you are doing throughout the quarter, so there are no surprises at the end!
You are expected to revise your assignments often on your own and seek help at the Writing Center
to work on specific areas of your writing. Not all of your assignments will be graded, but all of the
work you do will maximize your learning and will help you succeed in your graded assignments.
Your work will be evaluated on a point system with a total of 500 possible points
Your work will be evaluated on a point system with a total of 500 points. The grading breakdown is
as follows:
12~15 page research paper
= 325 points
 Topic proposal (10)
 Research proposal (40)
 Annotated bibliography (100)
 Outline and presentation (50)
 Partial draft (25)
 Final draft (100)-- Failure to submit the final draft will result in a 0.0 for the class
regardless of the weighted average
Peer reviews, in-class exercises, discussion forums, etc.
= 100 points
Final exam (open notebook)
= 75 points
Total Points
= 500 points
Extra Credit Opportunities:
Here are the ways you can earn 5 points extra credit:
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Go to the Writing Center (classroom A in the library) or the BE Learning Center (BE2102) to
get help and feedback on any of the major research assignments (research proposal,
annotated bibliography, outline, partial draft, final draft), a maximum of once per
assignment. Submit the signature slip (or a photo of the slip), which shows that you have
received guidance from a tutor.
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Get one-on-one or group consultation with a reference librarian on finding specific sources
for your research. Submit the librarian’s signature showing that you have received
consultation.
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Do an extra peer review for a classmate on any the assignments, which requires significant
revising and proofreading. You can offer and arrange your peer reviews on the discussion
forum on Canvas or email a classmate directly. Submit the peer review (the comments you
made) to me to earn extra credit.
You may take advantage of this extra credit opportunity up to 5 times (25 points total) over the
course of the quarter.
Grading Scale:
Seattle Community Colleges use a 4-point decimal grading system; grade equivalents for this class are
listed below. I assign letter grades for major assignments, which can be translated as the middle
range of the corresponding letter.
While specific assignments will have their own requirements, the following is a general guide to the
grading criteria for what is considered A, B, C, D, and E levels of work.
“A” work is exceptional. It goes above and beyond the stated requirements of the assignment in
terms of the creativity, ambition or complexity of ideas; or the clarity, organization, or
A
presentation of the content. Mechanical errors (grammar, punctuation, spelling, formatting, etc.)
are rare.
“B” work is above average. It goes beyond the minimum requirements of the assignment but
B not to an “A” level; “B” work may excel in some, but not most aspects of the assignment. There
may be a few mechanical errors, but these do not distract the reader substantially.
“C” work is average. It meets the expectations of the assignment and shows competency, but it
does not go above and beyond the assignment in any significant way, nor does it demonstrate
C
creative engagement with the relevant course material or assignment objectives. Mechanical
errors may be more noticeable.
“D” work is below average. It fails to meet one or more of the assignment’s requirements but
D does meet some of them. There may be frequent mechanical errors or evidence of significant
carelessness in conception, composition or presentation.
E
“E” work is failing level. It fails to meet one or more of the assignment’s requirements,
including the most significant one(s).
Statement on Diversity :
I recognize and respect diversity of ethnicity and race, gender,
sexual identity, class, age, and disability. Differences provide us
with opportunities to learn new things, compare experiences, test
our assertions, understand ourselves better, and find common
ground. Differences also sometimes engender conflict. In the midst
of that conflict, I ask everyone to maintain a language and an
attitude of respect.
Student Responsibilities for Classroom Behavior:
It is your responsibility to make sure you are acting in a way that enhances rather than disrupts the
classroom environment. This class relies heavily on group discussion, so it is important to create a
safe, respectful atmosphere. Remember that words can have harmful effects regardless of your
intent.
Phones must be off or in silent mode during class. This shows your respect for your instructor and
classmates. I understand if there is an emergency—if you expect that you will need to take a call,
please leave your phone on vibrate and sit near the door so you can leave the room quickly with as
little disruption as possible. Texting is not appropriate behavior during class, and you may be asked
to leave.
You may use laptops, tablets, and phones in class only when they are necessary for group work and
specific assignments. Occasionally, I may ask you to take out your devices to research something on
the web or to consult your readings on Canvas.
Please do not use a laptop or tablet to take notes during lectures or discussions. Doing so usually
leads to checking email and social media, which not only hinders your learning but distracts those
around you. Research shows that taking notes by hand is a better way to distill information down to
what is essential and to retain information. If at any point in the quarter you are unable to contribute
positively—by being an active listener or speaker—to discussions or are distracted by your mobile
device, I will ask you to refrain from using it class.
Academic Honesty and Plagiarism:
One of the most serious academic offenses in the U.S. are cheating and plagiarism. For this class,
that means:
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Don’t turn in an assignment someone else wrote.
Don’t let someone else (your best friend, your mom, etc.) do a lot of rewriting or
proofreading for you, although it’s certainly acceptable to get general feedback.
Don’t copy phrases or sentences from books, articles or the Internet into your papers. If I
discover you have copied phrases or sentences from another source, the paper could earn a 0.
I am also obligated to report any cheating offense to the Dean. Repeat offenses will likely
result in expulsion from the class and/or school.
We will discuss strategies about how to use sources ethically during the quarter.
Students with Disabilities :
Students with documented disabilities requesting class accommodations, requiring special
arrangements in case of building evacuation, or have emergency medical information the instructor
should know about are asked to contact the disability support services office (DSS) in Rm. 1112.
Once the disability is verified with DSS you will be given a letter of accommodation to be handed to
your instructor.