ENG 102: Writing II
Spring 2016
Room 131
Nancy Skiadas
Phone: (270) 852-7300
Email: nancy.skiadas@daviess.kyschools.us
http://www.skiadasweebly.com/index.html
Course Description: English 102 is a course in argumentative writing with emphasis on
development of a fluent and versatile prose style. There will be continued instruction and
practice in reading critically, thinking logically, responding to texts, developing research skills,
writing substantial essays through systematic revision, addressing specific audiences, and
expressing ideas in standard and correct written English. Preq: English 101. Notes: (a) Credit not
available by special examination (b) ENG 101 and ENG 102 may not be taken concurrently.
Successful completion of this course satisfies DCHS English IV requirement.
Texts:
Glenn, Cheryl, Miller, Robert Keith, Webb, Suzanne Strobeck, and Gray, Loretta.
Hodges’ Harbrace Handbook. 15th ed. Boston: Thompson, 2004. [ISBN
083840345-X]
Kirszner, Laurie G, and Stephen R. Mandell. Practical Argument: A Text and
Anthology. Boston: Bedford, 2011. [ISBN 978-1-457-62237-3]
Ramage, John D., John C. Bean, and June Johnson. Writing Arguments: A
Rhetoric with Readings. Brief ed. 8th ed. New York: Longman, 2010.
[ISBN 978-0-205-66576-1]
Suggested Supplies: *Paper or Notebook
*Pocket Folder or Binder
*Highlighter
Course Competencies: Upon completion of the course, students should be able to
 write with a style that is clear and expressive
 access scholarly information in a variety of formats
 evaluate information and synthesize into effective critical essays and formal research
paper
 identify personal assumptions concerning selected issues in response to those embodied
in written texts, clarify those beliefs, and express them lucidly both in oral and written
form
 fulfill essential competencies of OCTC’s information literacy plan
Course Requirements:
 Reading: Selected chapters and essays/texts will be assigned to guide student writing and
serve as examples. There will also be in-class analytical reading and responses assigned,
which makes attendance very important.

Writing: In addition to in-class writing assignments, students are required to write a
formal article summary, a formal critique, an argument synthesis essay, an annotated
bibliography, and an extended analytical research paper, including rough drafts,
revisions, and appendices. Major writings will be peer reviewed in a “writer’s workshop”
fashion. Review of grammar, mechanics, and usage will be provided throughout the
course.

Speaking and Listening: Students will present research, lead analytical discussions, and
provide feedback for those presenting. A final product for the course will include a
documentary adapted from extended analytical research paper.
Cross-Curricular General Education Competencies: In addition to the course-specific
objectives listed above, coursework is also designed to develop in student the following crosscurricular general education competencies:
KCTCS General Education Competencies (QEP):
I. Communicate Effectively: 1. Read and listen with comprehension. 2. Speak and write clearly
using standard English. 3. Interact cooperatively with others using both verbal and non-verbal
means. Assessment methods may include analytical essays (QEP-WE L4), small group exercises
(QEP-OE L1), and brief class presentations (QEP-OE L2).
II. Think Critically: 1. Make connections in learning across the disciplines and draw logical
conclusions. 2. Demonstrate problem solving through interpreting, analyzing, summarizing,
and/or integrating a variety of materials. Assessment methods may include research and
documentation within papers (QEP-WE L4), small group exercises (QEP-OE L1), and writing
assignments (QEP-WE L3).
III. Learn Independently: 1. Use appropriate search strategies and resources to find, evaluate,
and use information. 2. Make choices based upon awareness of ethics and differing
perspectives/ideas. 3. Apply learning in academic, personal, and public situations. 4. Think
creatively to develop new ideas, processes, or products. Assessments methods may include
research (QEP-R L2), journal writing (QEP-WE L2), drafting (QEP-WE L2), small group
exercises (QEP-OE L1), discussion (QEP-OE L1), and classroom presentations (QEP-OE L2).
IV. Examine Relationships in Diverse and Complex Environments: 1. Recognize the
relationship of the individual to human heritage and culture. 2. Develop an awareness of self as
an individual member of a multicultural global community. Assessments methods may include
journal writings (QEP-WE L2), discussions (QEP-OE L1), and class presentations (QEP-OE
L2).
Attendance Policy: Regular attendance and class participation are expected from every student.
More than three absences are considered excessive, and a penalty per absence will be assessed
thereafter. Daviess County Public School attendance policy will apply.
Take Note: The syllabus is subject to change, as additional readings may be assigned and dates
may be changed. Any changes in the syllabus will be announced in class. Therefore, if you miss
a class, you should check with me or another student as to what you missed and any changes
made to syllabus.
Late Work Policy: Assignments are to be turned in on the due date. Late papers will be
assessed a ten point penalty per class meeting that they are late. Papers more than two class
meetings overdue will not be accepted. IMPORTANT NOTE: NO papers accepted during
Finals Week
Make-up Policy: Daviess County High School policy for make-up work will apply. If you
know you will not be in class on the date an assignment is due, please make arrangements to get
your paper to me before that date.
Withdrawal Policy: Students may choose to withdraw from the class at any time during the
semester. Through midterm, those who withdraw will automatically receive a grade of “W”;
however, after that date, the instructor will assign either a “W” or a “WE” at her discretion.
Plagiarism: The use of another person’s work, ideas, papers, or other such materials without
clearly acknowledging the source is an act of plagiarism and will be dealt with in accordance to
the guidelines set forth in the Student Code of Conduct at
http://owensboro.kctcs.edu/en/Student_Life/KCTCS_Student_Code_of_Conduct.aspx
The Quality Enhancement Plan (OEP): OCTC has embarked on a five-year Quality
Enhancement Plan (QEP) to improve student learning through the setting of clear expectations
for all OCTC student—expectations founded on our general education competencies and focused
on 1) the expression of ideas, 2) the ethical and personal responsibility to be exhibited by every
member of the OCTC community of learners, 3) the life-long need for social/civic interaction
and learning. For more information visit: http://legacy.owensboro.kctcs.edu/ir/qep/
Disability Accommodations: Students with disabilities who require accommodations
(academic adjustment and/or auxiliary aids or services) for this course must contact the
Disability Services Office in the Counseling Center, Campus Center Building, Room 102B. The
DSO telephone number is 270.686.4528. Dial 711 for TDD protocol. Please DO NOT request
accommodations directly from the instructor without a letter of accommodation from the
Disability Services Office.
Students in global on-line classes are to contact their Home College for disability
accommodations and inform their instructors. The Home College DSO contact information is
located at this KCTCS website:
http://www.kctcs.edu/students/distance_learning/disability_services.aspx . Once the student has
contacted the Disability Services Officer at the Home College, the Home College DSO will
communicate with the student's instructors and/or the Disability Services Officers at the
Delivering College in order to coordinate and/or provide reasonable and appropriate
accommodations to the student.
In compliance with federal law, including the provisions of Title IX of the Education
Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, and the
Americans With Disabilities Act of 1990, Owensboro Community & Technical College does not
discriminate on the basis of race, sex, religion, color, national or ethnic origin, age, disability, or
military service in its programs or activities: its admissions policies; scholarship and loan
programs; athletic and other College-administered programs; or employment. In addition, the
College does not discriminate on the basis of sexual orientation consistent with KCTCS
nondiscrimination policy. Inquiries or comments regarding these issues should be directed to the
Disability Services Officer/504/ADA Compliance, Owensboro Community and Technical
College, 4800 New Hartford Road, Owensboro, KY 42303. Telephone (270) 686--4528, FAX
(270) 686-4648.
KCTCS Student Code of Conduct: OCTC and KCTCS strive to maintain an atmosphere of
academic freedom and personal respect that creates an environment in which all can be
successful. As part of this commitment, KCTCS has developed a Code of Student Conduct that
serves as a guide for the student’s responsibilities and rights within our academic community.
For more information, visit:
http://owensboro.kctcs.edu/en/Student_Life/KCTCS_Student_Code_of_Conduct.aspx
Grading:
A 90-100
B 80-89
C 70-79
D 60-69
F
59 and below
Major Assignments:
Formal Academic Summary
Formal Academic Critique
Synthesis Essay
Annotated Bibliography
Extended Research Project
Revisions/Peer-Reviews
In-class, daily, homework, quizzes
Mini-Documentary
50
50
100
100
200
100
150
150
Course Outline:
Week 1
Week 2
Introduction to Writing II - Syllabus
Introduction to Big O Research Project: Extended Research Project and Sign-up on Day 4
Review of Grammar and Mechanics: 40 Errors, using Handy, Dandy Editing Checklist
Review Purdue OWL
Difference Between Journals, Trade Journals, etc.
How to Read and Annotate Journals and example
Review How to Write Summaries (cr)
Practice Summary (from How to Read and Annotate Journals) – In class re differences between
men and women’s brains – thesis, key ideas, chunking.
Determining Credibility of Sources—Critical Evaluation of a Website
Summarizing, Paraphrasing, Quoting, and Synthesizing Sources: Read Chapter 9 (Practical
Argument) Take notes. May bring one page (8x11) with notes for quiz—only one side so be
concise with note taking.
Quiz: Ch. 9 Reading
Article Summary Due (related to topic)
Research/Sign up for Extended Research Project Subject
Research/Begin Annotated Bibliography
Research Techniques: Searching the Web/Databases for Sources (Ch. 8 Practical Argument)
Determining Credibility of Sources—Critical Evaluation of a Website
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Monday – MLK Day
Contact with Potential Interviewees
Critical Reading: Read Chapter 2 (handout: Elements of Formal Critique Read pgs. 24-33)
(handout) in class—summarizing and analyzing graphics
“C8H10N4O2”article
Decoding Visual Arguments (Ch.3 Practical Argument)
Choose one article related to topic
Assign Article Critique
Mini-Lesson: Introductory Phrases
Article Critique Draft
Formal Critique Checklist
Article Critique Due
Assign Synthesis Essay (Historical/Informational or Significance/Argument)-- half of Part B
Introductions, Theses, Conclusions
Read Chapter 3 pp. 72-78
Documentary Techniques: Strategies for Reaching Your Audience
Mini-Lesson: Introduction of Authors/Contributors/Experts
Mini-Lesson: Appositive Phrases
Generating Interview Questions/Conversion of Interview to Article Format
Madoff and Student Example
Conduct Interviews/Ground Research (out day)
Synthesis: Argument Synthesis Model
Read Chapter 4 pp. 91-101
Practice Synthesis of Information
Draft of Synthesis Essay
Editing Checklist: Self Check/Peer Edit
Mini-Lesson: Avoiding There and It
Mini-Lesson: This and That
Mini-Lesson: Idioms
iMovie Technology Lessons
Final Synthesis Essay Due
Conclude Annotated Bib
Research/Interview Day
iMovie Technology Lessons
Mini-Lesson: Embedding Quotes
Mini-Lesson: Enhancing Quotes (not just restating)
Mini-Lesson: Pronoun/Antecedent
Annotated Bib Final Due – Part A
Begin Work on Analytical Research Paper (ARP) – All of Part B
Mini-Lesson: A Closer Look at My Writing
Mini-Lesson: Said is Dead (says, talks about, goes on to say, mentions)
Continue Work on ARP
Mini-Lesson: Comma Splices
Mini-Lesson: Sentence Combining (avoiding anadiplosis)
Mini-Lesson: Sentence Combining: Subordination and Coordination
Analytical Research Paper (ARP) DUE (6 pages)
Begin Work on Interview Narrative – Part C
Mini-Lesson: Replacing Wishy-Washy Language (many, very, a lot, things)
Mini-Lesson: Topic Sentences (not merely quotes)
Mini-Lesson: Paragraph Development
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Week 17
Continue Work on Interview Narrative
Mini-Lesson: Transition within Paragraphs
Mini-Lesson: Transition between Paragraphs
Mini-Lesson: Replacing Questions in Body Paragraphs
Interview Narrative DUE
Mini-Lesson: Concision in Writing
Mini-Lesson: Repetition in Sentence Beginnings
Mini-Lesson: Academic Word Choice/Tone
Begin Potential Solutions Essay -- Part D
Mini-Lesson: Characterizing Interviewee with Relevant Details
Mini-Lesson: Dialogue, Punctuation, Signal Phrases
Mini-Lesson: Differentiation of Own Knowledge from Expert/Sources
Potential Solutions Essay DUE
Reread/Edit Combined Paper for Continuity
Check Bibliography against Sources Cited in Final Draft
Peer Edit Final Draft
Final Draft of COMPLETE Extended Research Paper with Combined (Revised) Annotated
Bibliography DUE
Convert Research Paper to Mini Documentary
See Video Production on Wiki
iMovie Lessons
Continue Work on Mini Documentary
iMovie Lessons
Conclude Video Documentary/Upload to Youtube Channel
Name Project with Topic-Specific Title
Present Video Adaptations
Final Exam: Synthesis Essay