Rhetoric and Composition
English 102: Spring 2014
January 21, 2014
Dear Student and Parents:
I look forward to a productive semester as we explore college level rhetoric and composition in
English 102. Below is a copy of my course syllabus and classroom procedures. Review these materials
together, and if you have questions or concerns, you may talk to me at school or contact me by phone or
email. Please take time to check my teacher page for updates on class assignments and due dates. The
address is printed below. I look forward to a successful semester with each of you.
I. COURSE DESCRIPTION
Eng. 102 is a course offering structured, sustained practice in researching, analyzing and
composing arguments. Students will read about a range of academic and public issues and write researched
argumentative and persuasive essays. Successful completion of English 101 is a prerequisite for this
course.
II. GOALS AND LEARNING OUTCOMES
English 102 provides students the opportunity for structured, sustained practice in critical reading,
research, analysis, and argument. During the semester, students will be expected to
 Read carefully and critically a variety of challenging texts representing literary and informational
genres.
 Identify issues that can be supported through research and formulate and develop a thesis that
articulates your point of view.
 Work through the writing process in order to produce effective, error-free college-level essays that
address specific rhetorical situations.
 Properly incorporate source material into research-based essays by summarizing, paraphrasing, or
quoting, and document sources following MLA and/or APA guidelines.
III.
TEXTBOOK (Required)
 Kennedy, X.J., Dorothy M. Kennedy, and Marsha F. Muth. The Bedford Guide for College
Writers. 9th ed. Boston: Bedford/St. Martin’s, 2011.
TEXTBOOKS (Supplementary)
 Patterns for College Writing. 11th ed. Ed. Laurie G. Kirszner and Stephen R. Mandell. New
York: Bedford, 2010.
 Trimmer, Joseph R. and Maxine Hairston. The Riverside Reader. 9th ed. Boston: Wadsworth
Publishing, 2009.
IV. OVERALL STRUCTURE OF THE COURSE
Although instruction will be delivered on the Clover High School campus, this is a college course.
A typical class session will include discussion of reading assignments from the textbook(s); therefore,
students must read assignments and come prepared to participate in class discussions. Students will




Refine and develop individual writing styles.
Write a series of essays throughout the course.
Discuss their drafts in class and share progress as appropriate. Students should expect to
participate in peer reviews of their drafts.
Keep a writer’s notebook in which some informal assignments are recorded.
A complete list of required materials will be provided.
V. COURSE REQUIREMENTS
All students are required to participate in class discussions and activities, submit all written
assignments in a timely manner, and complete all reading assignments before class time. Essays taken
through the writing process should be submitted as word processed documents. Students should keep
electronic copies of their work. Students must attend class and come prepared for class. The following
written assignments will be graded:





Four essays (with the use of external sources as appropriate) covering the following:
classification, cause and effect, analysis, argumentation
Two assessments on major works
In-class assessments based on reading assignments
Writing and grammar activities
A culminating portfolio consisting of writing samples of best work and a personal reflection of
one’s style and growth as a writer.
VI. COURSE POLICIES
All written assignments are due at the beginning of class on the assigned date, unless otherwise
noted. We do not accept late work as per the Clover School District AP/Dual Credit Honor Code.
Students will be subject to the attendance policies and discipline measures of Clover School
District AP/Dual Credit Honor Code. Students will treat others in the class with respect. Students serious
about college-level work do not sleep, socialize, text, become inattentive, or engage in other distracting
behaviors. Such behaviors will not be tolerated.
VII. ASSESSMENT AND GRADING
All of the work assigned for this class is important. Semester grades will be comprised of at least
six major assessments, which will total 40% of the final grade, minor in-class assessments totaling 40% of
the final grade, and a comprehensive exam of 20%.
Students will receive letter grades on essays. The C paper represents average work. Papers
earning a C are competent in all areas, but not exceptional. The B paper is clearly above average in
content/development, organization, style, and mechanics. Papers outstanding in all areas will receive A’s.
Essays that demonstrate serious flaws in several areas will receive a D. Poorly developed content and/or
seriously flawed writing will receive an F.
Essays should communicate something of value to the reader; they need to reflect the writer’s
knowledge, interests, personality, and style, as well as his or her ability to express ideas in standard written
English.
Students will receive guidelines/expectations/requirements for each assignment, which comply
with the USCL/Clover High School grading scale.
USCL
A (90-100)
B (80-89)
C (70-79)
D (60-69)
F (0-59)
D (70 – 76)
F (0 – 69)
CHS
A (93 – 100)
B (85 – 92)
C (77 – 84)
All students are expected to be truthful and to abide by the Clover School District AP/Dual Credit Honor
Code. Any essays turned in as a student’s work must have been created by that student. While it is
acceptable and preferable to get feedback from others on an essay, it is not acceptable to allow anyone to
write any part of the essay. Using reputable outside sources such as a book or the Internet is also
acceptable so long as proper credit is given. As a matter of fact, please note that various assignments will
require the documented use of appropriate sources. Plagiarism is a serious offense and will result in a
zero on the assignment. Further action, including the possibility of both Clover School District and USC
consequences, may be taken, depending on the severity of the offense.
VIII. COURSE OUTLINE
January
21-24 Introduction to course/expectations/syllabus
Reading and grammar diagnostic
Review of the close reading process and review of the writing process
27-31 Classifying and Dividing-Bedford, pp. 452-455; Patterns, pp. 447-502
February
3-7
Classifying and Dividing continued.
10-14 Cause and Effect-Ch. 8-Bedford, pp. 138-152
18-21 Cause and Effect continued
21
Classification Essay Due
24-28 Interviewing a Subject-Ch. 6-Bedford, pp. 96-112
March
3-7
10-14
14
17-21
Taking a Stand-Ch. 9-Bedford, pp. 155-180 and review Supporting a Position with
Sources, p. 220
Proposing a Solution-Ch. 10, pp., 183-199
ASSESSMENT on 1st Major Work
Proposing a Solution-Ch 10, pp. 183-199 (continued)
24-28 Argumentation vs. Persuasion--Ch. 14-Patterns, pp. 547-670 (selected texts)
28
Cause/Effect Essay Due
April (Analysis of argument)
1-4
Argumentation continued
7-11
Argumentation continued
14-18 Spring Break
21-28 Argumentation continued
May
2-9
Evaluating and Reviewing (See Bedford, pp. 202-219) and visual analysis (pp. 285- 309)
2
Analysis Essay Due
9
ASSESSMENT on 2nd Major Work
12-16 Visual analysis continued
19-23 Presentations
21
Argumentation Essay Due
28
Final Exam
Reading selections will be incorporated from The Bedford Guide for College Writers, Patterns for College
Writing, and The Riverside Reader. A minimum of two additional longer works will be studied during the
semester.
I hope that you will help me provide your child with the excellent learning environment he or she deserves. Please
sign below and have your child return this letter tomorrow. Thank you for your interest and cooperation.
Sincerely,
Josie Jamison
Telephone: (803) 810-8200
Email: josie.jamison@clover.k12.sc.us
Web Page: www.myblueeagles.com
Please sign below to indicate that you have read my course syllabus and classroom policies and procedures. Include
below the best methods for contacting you during the school day.
______________________________
Student
______________________________
Parent/Guardian