Instructor: Mary Alpaugh
Course/Section #: English 102/Sections 2449 and 2450
Instructor's Phone: 623-845-3387
Instructor's E-Mail: malpaugh@student.gc.maricopa.edu
Instructor Hours of Availability: You can contact me during semester breaks via email. I will check and
respond to all questions twice weekly. During the semester, I will respond to email on a daily basis. We can
also arrange a time to meet on campus. Please call me or send me a note and we can schedule "oncampus" office hours. I am in room HT room 106 Tuesday and Thursday from 12:45-2:30. I also have virtual
office hours from M, W from 2:00-2:30 and Friday from 1:00-1:30.
Course Descriptions: English 102 builds upon the skills developed in English 101. The emphasis of the
course is text-based writing. That is, students read, respond to, and analyze texts similar in difficulty to
those they will likely encounter in upper-division courses. Students will write one 2500 word research paper.
In completing the research paper, students demonstrate the ability to read difficult material with
comprehension; to process information through quotation, summary, and paraphrase; and to integrate the
ideas of others into their own written examination of a subject. Students will also write three short essays to
develop skills in textual analysis, written expression, and documentation format. Other writing assignments
may be included. See also; ENG 102
Required Text: Writing Across the Curriculum by Hubbuch, Thomson, 5th ed
Course Outcomes
ENG102
LEC 3 Credit(s)
3 Period(s)
First-Year Composition
Emphasis on rhetoric and composition with a focus on persuasive, research-based writing and
understanding writing as a process. Developing advanced college-level writing strategies through
three or more writing projects comprising at least 4,000 words in total. Prerequisites: ENG101
with a grade of “C” or Write for specific rhetorical contexts, including circumstance, purpose,
topic, audience, and writer, as well as the writing’s ethical, political, and cultural implications. (I,
IV)
1.
Organize writing to support a central idea through unity, coherence, and logical development
appropriate to a specific writing context. (II, V)
2.
Use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and
mechanics. (I, V)
3.
Find, evaluate, select, and synthesize both online and print sources that examine a topic from
multiple perspectives. (I, III)
4.
Integrate sources through summarizing, paraphrasing, and quoting from sources to develop and
support one’s own ideas. (III, IV)
5.
Identify, select, and use an appropriate documentation style to maintain academic integrity. (III)
6.
Use feedback obtained through peer review, instructor comments, and/or other sources to revise
writing. (II)
7.
Assess one’s own writing strengths and identify strategies for improvement through instructor
conference, portfolio review, written evaluation, and/or other methods. (II)
8.
Generate, format, and edit writing using appropriate technologies. (II, V)
Course Outline ENG102 First-Year Composition
I. Applying Knowledge of Rhetorical Contexts
1.
Circumstance
2.
Purpose
3.
Topic
4.
Audience
5.
Writer
II. Refining Effective Processes
1.
Invention
2.
Drafting
3.
Feedback
4.
Revision
5.
Presentation
III. Researching Critically
1.
Primary and secondary sources
2.
Note taking
3.
Summary and paraphrase
4.
Documentation of sources
5.
Information literacy
IV. Writing Persuasively
1.
Logical appeals
2.
Ethical appeals
3.
Emotional appeals
4.
Authority
5.
Evidence
V. Applying Conventions
1.
Citation style
2.
Format
3.
Structure
4.
Mechanics
CLASS FORMAT
We will work together using our classmates as resources for reviewing writing assignments. Peer
review provides an excellent opportunity to bounce ideas off of each other. With this in mind,
please do not write anything of a sensitive nature. Remember the purpose of this is to receive
POSITIVE feedback from our peers. We have a lot to learn from each other!
Anyone needing additional assistance should contact me as soon as possible. In addition, free
tutors are available by contacting the Leaning Assistance Center.
Disability Resource Center: The Disability Resource Center is located in SPS 31. Their phone number is
623-435-3080. Please contact them if you have a disability that may have some impact on your work in this
class; and for which you may require accommodations. If you have a disability that requires attention,
please contact me during the first week of classes.
Plagiarism in English Classes -- Maricopa Community Colleges
Definition: In an instructional setting, plagiarism occurs when a writer deliberately uses someone else’s
language, ideas, or other original (not common-knowledge) material without acknowledging its source.
Council of Writing Program Administrators
*Plagiarizing or cheating on minor assignments will result in a 0.
*Plagiarizing or cheating on major assignments will result in class failure.
Also see: Plagiarism in English Classes
GRADING
The research paper and essays will be graded according to English 101 departmental standards.
Each assignment will be worth a specified number of points. The points will be awarded on the
basis of how well the student fulfills the requirements of good writing, and how well he/she
succeeds in responding to questions on quizzes and exams. The letter grade will be determined
by the percentage of all possible points reached by the student. If a student earns between 90100% of possible points, the grade will be an A; 80-89% B; 70-79% C; 60-69% D; less than 60%
F. In addition, the research papers will be evaluated by special requirements of the MLA format.
VIRTUAL CLASSROOM INFORMATION
Accessing the Virtual Classroom:
Our online class uses The Maricopa Instructional Delivery and Assessment System (Midas), a
comprehensive course management tool designed to deliver online instruction. The virtual
classroom is accessed through your web browser using Midas Instructional software. Our virtual
classroom is located at: http://www.maricopa.edu/midas
To log-in from home, please print out the following steps:
1. Start your Internet Browser (Internet Explorer or Netscape).
2. In the address location field at the top of the page, enter the URL
http://www.maricopa.edu/Midas, and then press enter.
3. Log in by college. (Click on the link for Glendale Community College)
4. Log into your account with your user name and password.
You will need a user name and password to log-in to the virtual classroom. Once you have
registered for the class, please send me an email message by clicking on:
malpaugh@student.gc.maricopa.edu I will send you your user name, password, and any further
instructions in return mail.
Please refer to the Online English Student's Guide:
https://student.gc.maricopa.edu/Redirect/www.gc.maricopa.edu/English/online_students/index.ht
m
Computer Skill Requirements:
To be successful in an online course, students should be proficient in basic computer skills, have
some experience using a web browser, email, and a word processing program. Ideally, you
should have a computer at home, but you can also use the ones in the High Tech Centers at
GCC's Main Campus. If you complete this course off campus, your home computer must have
the following hardware and software capabilities



Macintosh or Window with Internet Access
Netscape or Internet Explorer
Email
Word Processing Software
HELP? If you need technical assistance you can contact the Student Help Desk at 623-8454357, or you can send an email to: mailto://student-helpdesk@student.gc.maricopa.edu
Attendance:
You are not required to attend an "on-campus" location unless you choose to use the school's
computer labs or other campus resources to complete an assignment. Successful completion of
this class can be done completely online. You should, however, visit our virtual classroom server
several times a week and be prepared to spend approximately 10 hours per week on
homework/essay assignments.
Withdrawal:
I will works with you to help you avoid withdrawing from this class. There are instances that are
unforeseen and in which withdrawal is unavoidable. To withdraw from the class, the student must
call 623-845-3333 during registration hours. The Office of Admissions and Records provides
information about the withdrawal process. I will not withdraw any students, past the student
initiated withdrawal deadline. The official date of withdrawal is the last date of attendance as
determined by the student's withdrawal or as reported by the instructor. The last date of
attendance determines refunds. See also; policy on withdrawal from specific courses *Dropped
students will not be reinstated.
Disclaimer statement: Dependent upon the needs of this class, course content may vary from
this outline.
Suggested web links:
Gecko's URL:
http://gecko.gc.maricopa.edu
Directions to forward student email:
http://gecko.gc.maricopa.edu/Palette/Manage.htm
Webpage for students to change password:
https://genesis.gc.maricopa.edu/password/
Writing Center:
http://www.gc.maricopa.edu/English/writingcenter/
Electronic Writing Center for online writing assistance:
http://www.gc.maricopa.edu/ewc/
Student Information & Services at GCC
http://www.gc.maricopa.edu/students/
GCC Student Handbook
http://www.gc.maricopa.edu/studenthandbook/index.cfm?
date=2002-2003&id=304
Center for Learning:
http://www.gc.maricopa.edu/cfl/
ENGLISH 102 GRADING SYSTEM
Because the focus of 102 is 'source based' writing, students will participate in a library exercise,
produce one research paper, and three essays. In addition, students will actively participate in
discussion groups. Each assignment will be worth a specified number of points. The points will
be awarded on the basis of how well the student fulfills the requirements of good writing, and the
level of participation during online discussions. In addition, the research paper will be evaluated
by special requirements of the MLA format. The following is a breakdown of all possible points
that can be earned by the student. The sources and rough draft do not receive any grade points
for completion, but will strengthen the final research paper and in turn give you a better grade.
Students will complete the following five assignments.
1) Online Library Orientation (20 points)
2.) Research Paper


3)
4)
5)
Topic Choice/Proposition (5 points)
Final Draft ( 50 points)
Essay 1: Review of the Literature (20 points)
Essay 2: Argumentative Essay (20 points)
Essay 3: Argumentative Essay: Refuting the Opposition (20 points)
6. ) Discussions #1-5 @ 5 points each (25 points total)
Total Possible Points: 160
Scale: A = 160 -144, B = 143-128, C = 127-112,D = 111-96, F = 95 points and below
Note: In order to receive a passing grade you must have completed the research paper assignment,
and have reached the minimum point value above.
How are Essays Evaluated?
All essays are evaluated using the departmental writing rubric. In order to provide you with an
understanding of how an essay is marked, I will provide you with the grading sheet I use. Please
see the grading rubric in this folder for detailed information. I strongly recommend that you use
this as a guide for evaluating your own essays prior to handing them in for a grade. To view
sample graded essays click on characteristics of an A,B,C,D,F paper.
Rubric for the Assessment of the Argumentative Research Papers
Points
INTRODUCTION
Background/
History
Problem
Definition
10
The well-developed
introduction
engages the
readers. It contains
detailed background
information,
develops a
9-8
The satisfactory
introduction contains
some background
information, uses a
technique for creating
interest, develops a
clearly stated position,
7-6
Introduction does not
adequately explain
the background of
the problem nor
does the writer
attempt to create
interest. The
5-0
Writer does not
attempt to create
interest. Background
details are a
seemingly random
collection of
information, unclear,
Thesis Statement
Competencies
3, 4, 5
significant and
compelling position,
and a clear
explanation or
definition of the
problem. Finally, it
creates interest in
the topic.
The well-formed,
perceptive, and
properly placed
thesis statement
clearly states the
writer’s position.
and states the problem,
using sufficient details.
The clear and properly
placed thesis statement
obviously states the
writer’s position.
problem is stated,
but lacks detail. The
introduction is
evident, but position
may not be clearly
stated.
or not related to the
topic. The problem is
not stated or it is
vague. Introduction is
vague or fails to
establish a position
that responds to the
topic.
The thesis statement
is present; however,
it does not clearly
state the writer’s
position and/or it is
improperly placed.
The thesis statement
is vague/unclear,
improperly placed,
and/or does not clearly
state the writer’s
position; thus making
the text difficult or
impossible to follow.
0—no thesis
statement OR
introduction not
developed or missing.
MAIN POINTS
Body Paragraphs
Refutation
Competencies
4, 6, 10
Main points are well
developed and
directly related to
the thesis. The
supporting details
are concrete and so
rich that the readers
learn by reading the
essay. The writer is
obviously
comfortable with
his/her material and
knows enough
about the subject to
explain it in great
detail.
Support uses
appropriate patterns
of development and
style. Each aspect
relates to thesis,
providing coherence
and continuity.
IF REFUTATION is
REQUIRED:
Refutation
acknowledges the
opposing view and
argues it completely
Main points are present
and directly related to
the thesis, but one or
more may lack enough
detail and development.
Yet, the essay is
worthwhile reading. The
writer knows his/her
material well enough to
clearly explain it.
Patterns of
development used for
support and the style
are not necessarily
appropriate. Each
aspect of argument is
present, but the writer
may not have shown
connection to thesis.
IF REFUTATION IS
REQUIRED: Refutation
acknowledges the
opposing view and
argues it logically, but
not necessarily
completely.
Main points are
present, but one or
more may lack
development and/or
may not directly
relate to the thesis.
The essay minimally
meets the
requirements of the
assignment and
contains sufficient
details to make the
overall point clear,
but it leaves the
reader with
unanswered
questions.
Support for
argument is logical,
but pattern of
development and
style is simplistic.
Some aspects of
argument do not
relate to thesis.
IF REFUTATION IS
REQUIRED:
Refutation
acknowledges the
The main points are
not sufficient. There is
a poor/skimpy/ vague
development of ideas
and a weak or
nonexistent link to the
thesis.
Body is too brief to
develop a convincing
argument; exhibits no
style. Essay lacks
focus and tends to
wander.
IF REFUTATION IS
REQUIRED:
Refutation is missing
or vague.
and logically.
Points
ORGANIZATION
Structure
Transitions
Competency 6
opposing view, but
does not argue it
logically or
completely.
10
9-8
7-6
5-0
Logical, compelling
progression of ideas
in essay; clear
structure which
enhances and
showcases the
central idea or
theme and moves
the reader through
the text.
Organization flows
so smoothly the
reader hardly thinks
about it.
Overall, the paper is
logically developed.
Progression of ideas in
essay makes sense
and moves the reader
easily through the text.
Progression of ideas
in essay is awkward,
yet moves the reader
through the text
without too much
confusion. The writer
sometimes lunges
ahead too quickly or
spends too much
time on details that
do not matter.
Arrangement of
essay is unclear
and illogical. The
writing lacks a clear
sense of direction.
Ideas, details or
events seem strung
together in a loose
or random fashion;
there is no
identifiable internal
structure and
readers have
trouble following the
writer’s line of
thought.
Strong transitions exist
throughout and add to
the essay’s coherence.
Transitions appear
sporadically, but not
equally throughout
essay.
Effective, mature,
graceful transitions
exist throughout the
essay.
MECHANICS AND
STYLE
Sentence Structure
Punctuation
Capitalization
Spelling
Diction
Sentence Variety
Mature writing is
smooth, skillful, and
coherent throughout
the essay.
Sentences are well
built with strong and
varied structure that
invites expressive
oral reading.
Competencies
8, 11
Diction is at a
college level or the
appropriate level for
the audience.
Punctuation,
spelling, and
capitalization are
correct.
Virtually error free
Few, forced
transitions in the
essay or no
transitions are
present.
Writing is smooth and
coherent throughout
most of the essay.
Most sentences are
varied in length and
style, with an
occasional (1 or 2)
repetition of sentence
beginnings or a number
of consecutive
sentences of the same
length or type. The
sentence structure is
generally correct,
though some awkward
sentences do appear.
Diction is mostly at the
college level, but may
have some examples of
unsophisticated or
poor/incorrect word
Writing lacks flow to
achieve coherence
throughout the
essay.
Work contains some
sentence errors (2 or
3) and grammatical
errors. Many
consecutive
sentences begin with
the same words, are
of the same length or
the same sentence
construction; the
sentences hang
together, and get the
job done in a routine
fashion.
Diction is very
elementary and
Writing is
incoherent.
Work contains
multiple incorrect
sentence structures
(more than 3).
Diction is
elementary and/or
inappropriate, and
often writing is
awkward due to
many examples of
poor/incorrect word
choice.
There are more
than 4 errors in
punctuation,
spelling,
capitalization,
and/or other
Points
CONCLUSION
Competency 7
WORKS
CITED
(if Required)
choices.
lacks flair.
mechanics.
There are one or two
errors in punctuation,
spelling, capitalization
and/or other
mechanics.
There are three or
four errors in
punctuation, spelling,
capitalization, and/or
other mechanics.
Few, if any, errors
distract the reader from
the text.
Errors are
distracting; however,
the reader can still
follow the basic
intentions of the
writer.
Errors are beyond
distracting; they
make the essay
difficult to follow
and unacceptable
for college-level
writing.
5
4
3
Powerful conclusion
wraps up point and
goes beyond restating
the thesis/
introduction.
Conclusion
summarizes the main
topics without
repeating. The writer's
commentary is logical,
well thought out, and
compelling.
Conclusion effectively
summarizes main
topics and goes beyond
restating the
thesis/introduction.
Conclusion may lack a
compelling aspect.
Conclusion
summarizes main
topics, but is repetitive.
Conclusion may end
abruptly or simply
restate the position
All source material is
used and smoothly
integrated into the text.
All sources are
accurately
documented and in the
desired format on the
Works Cited page.
All source material is
used. All sources are
accurately documented,
but a few are not in the
desired format on the
Works Cited page.
All sources are
relevant and reliable.
OR Resource material
is acknowledged and
integrated logically.
2–0
Conclusion does
not adequately
summarize the
main points.
0—no conclusion
Most sources are
relevant and reliable.
OR Resource material
is acknowledged but
may not be logically
integrated into test.
Essay Grading Rubric
Most source material is
used, but integration
may be awkward. All
sources are accurately
documented, but many
are not in the desired
format on the Works
Cited page. Some
sources are relevant
and reliable.
Lacks sources
and/or sources are
not accurately
documented.
Incorrect format is
used.
OR Material from
outside sources is
evident but not
necessarily
acknowledged.
OR 0—Works Cited
page and
documentation
were required but
are missing.
Sources are not
relevant nor
reliable.
All essays will be evaluated using the following traits and their corresponding point value.
Point Value
Ideas
5
Significant
thesis,
reflecting
thought and
insight;
Concrete
support that
integrates
examples,
facts, and
statistics with
detailed
explanation
Thoughtful,
logical
progression of
supporting
ideas in
Arrangement
carefully
constructed
paragraphs;
Mature
transitions
Style
4
Read a sample of an:
A essay for English 101
B essay for English 101
C essay for English 101
2
1
Missing,
invalid, or
inappropriate
thesis;
Insufficient,
vague, or
illogical support
Strong thesis,
demonstrating
insight and
independent
thought;
Thorough
development of
major ideas
Clearly-stated
thesis
forecasting
essay's
organization;
Concrete
support for
each major
point
Vague or
unclear thesis;
Illogical or
incomplete
development of
ideas
Logical
arrangement of
supporting
points in
coherent
paragraphs;
Effective
transitions
Acceptable
arrangement of
ideas;
Satisfactory
paragraph
construction;
Adequate
transitions
Confusing
arrangement of
ideas; Unclear
or immature
paragraph
construction;
Weak
transitions
Appropriate
Appropriate
tone; Clear
tone, distinctive sentences,
voice;
varied in length
Sentences
and structure;
varied for
jargon-free
rhetorical
diction
effect; Vivid
diction, precise
word choices
Consistent
standard
Mechanics
English usage,
spelling, and
punctuation
3
Few, if any
errors in usage,
spelling, and
punctuation
Appropriate
tone; Clear
sentences;
Effective
diction
No major
errors in
usage,
spelling, or
punctuation
Inappropriate
tone; Little
variety or
emphasis in
sentence
structures;
Vague diction,
imprecise word
choices
No discernible
pattern of
organization;
Unfocused
paragraphs;
Coherence
problems
Inconsistent
tone; Awkward,
unclear, or
immature
sentences;
Bland diction,
faulty word
choice
Many or major
Distracting
errors in
errors in usage,
usage,
spelling, or
spelling, or
punctuation
punctuation
D essay for English 101
F essay for English 101