English composition 106
Course Description: The goal of the second term will be to familiarize students with
more difficult and longer essays. The students will write analyses of poetry, drama, short
fiction, and a short novel. In addition, they will read about and research opposing
viewpoints on a current issue and will respond in a research paper.
Prerequisites: English Composition 106
Required Textbooks: Literature: An Introduction to Reading and Writing (Jacobs)
Patterns Book
Learning Objectives (Course Competencies/Quality Standards)
Upon successful completion of this course, the student should be able to:
1. Produce writing that has a sense of topic based on researched, observable,
substantive, documented fact.
2. Use the electronic research tools of the modern library.
3. Comprehend the concept of a bibliography to make a truly selected list for the
required research paper.
4. Master skill of paraphrasing, summarizing, and documenting, not merely to avoid
plagiarism, but to give credit to those whose facts and ideas apply to the thesis
and its support.
5. Develop writing related skills of task length and difficulty, meeting collegiate
deadlines, standards, and requirements of form and documentation.
6. Grow in academic perceptions of what constitutes a sufficient, acceptable, and
nonplagiarized writing project.
7. Produce logically developed, valid, factually sound, substantiated argument.
8. Produce writing that illustrates the critical thinking and verbal acumen that marks
an educated person.
9. Detect main ideas from readings and express them in clear, forceful prose.
10. Identify what is unique in any work of literature and compare and contrast
observable similarities and differences between works.
11. Recognize appropriate questions to ask about a literary work- or any written
work- then formulate and write fitting responses to them, in an extended paper
12. Study the writers and their contributions to the world of literature.
13. Analyze a piece of literature from an objective, subjective, or historical
perspective.
14. By a variety of methods of evaluation, produce definitions of, write critical essays
about, and foster growing awareness of literature as literature in its own right.
Literature as one of the humanities, and literature as a model of good writing.
15. Establish correct writing skills by employing skills connected with argumentation,
critical analysis, and the research paper.
16. Organize and develop and then focus information researched or analyzed into
deductive, logical, and cohesive progression.
17. Write sophisticated and complex sentences employing methods of subordination
to clear prose.
18. Write not only sentences free of errors in grammar, but also diction free of
language and thought fallacies, errors of definitions, and fallacies of circularity.
19. Compose grammatically correct and stylistically appropriate essays and research
paper.
Attendance Requirements:
You are expected to attend each class. If an absence is necessary, you are responsible for
any material and/or assignment missed.
Term Requirements:
1. Students will write three short assignments. One of these assignments will be an
analysis of short stories; one will be an analysis of poetry; and one will be an
analysis of drama. These are to be 2-3 pages long and should use quotes from the
work(s) being analyzed.
2. Students will do two longer assignments. The first will be a 3-4 page miniresearch paper on Shakespearean work (due April 23). This paper could use
outside resources, but the resources will not be required. A research project
which is open topic on any current controversial subject locally, statewide,
nationally, or internationally. At least five sources from current news magazines
and newspapers are required. Books are only allowed in addition to these five
sources (except for Opposing Viewpoint Books). The research project will also
include at least six-eight bibliography cards (Due May 8) and an outline (due
May 11) . Students will be able to choose from the following formats for their
research project presentation: debate, panel, power point presentation, create a
magazine or development of a web site.
3. Quizzes will be given at the beginning of class for most stories and plays.
Usually they will consist of one question related to the plot, characters, or theme
and be worth ten points. Students will also do group or partner presentations in
the poetry section. Students who are absent will have to answer questions related
to the daily discussion.
4. I will normally be available from 7:30-7:50 each morning before class begins.
You can also reach me through my e-mail if you have any questions. My e-mail
address is hm@woodbine.k12.ia.us.
Grading procedure: Grading for the term will be based 40% on daily work and quizzes;
40% on short & longer essays; and 20% on the final project.
Grading Scale: 90-100 A ; 80-89 B; 70-79 C; 60-69 D.
Mar. 16
17
18
19
20
23
Introduction to Quarter and to Literature
“The Things They Carried”
“The Three Strangers”
“Barn Burning”
“Jury of Her Peers”
“The Secret sharer”
24 “Soldiers Home” and “Luck”
25 “First Confession” and “Story of an Hour”
26 “Youn Goodman Brown”
27 No School
30 Inservice
31 “The Chrysanthemums”
April 1 Paper on Short story
2-8 Poetry
9 Work on essay on Poetry
14-20 Shakespearean Play
21 Work on paper on play
22-24 A Doll’s House
27-29 Death of a Salesman
May 1-4 Mulatto
8 Work on essay on Play
Dec. 6-13 Work on research Project
13-14 Project Presentations