MCCC Eng Comp 102 Syllabus

English Composition II (ENG 102)
Mercer County Community College
Spring 2015
Ms. Carolyn Ross Period 3, Room 137 [email protected] Course Description
English 102 is a 3‐credit composition course that emphasizes critical thinking, information literacy, and academic integrity through assignments in sustained reading, analysis, and writing. Readings encompass core genres used in academic writing: popular and scholarly non‐fiction, literature (e.g., poetry, short story, and drama), and a whole text (a novel or other extended narrative). Students write several sustained research‐supported essays including an extended research project.
The successful student will be able to:
• Apply the composition skills learned in ENG 101 in writing essays based on literary texts
• Read, analyze, and interpret fiction, poetry, drama, and essays
• Write competent essays focusing on one or more works of literature
• Use proper MLA style in text documentation and works cited lists when incorporating quoted and paraphrased material in essays
• Understand the ethical issues surrounding plagiarism and know how to avoid the pitfalls of incorrectly using research sources
• Conduct research using both online and print sources
• Synthesize research data to arrive at a meaningful thesis
• Write a formally documented research paper
Abcarian, Richard, Marvin Klotz, and Samuel Cohen, eds. Literature: The Human Experience. 11th ed. Boston: Bedford, 2012. Print.
A Writer’s Reference by Diana Hacker and Nancy Sommers. Seventh edition. Published by Bedford/St. Martin’s 2011.
Wiesenthal, Simon, Harry J. Cargas, and Bonny V. Fetterman. The Sunflower: On the Possibilities and Limits of Forgiveness. New York: Schocken, 1997. Print.
Required Materials
Notebook/Writing Utensil
Sticky Notes
USB Drive
Course Assignments and Grade Weights
Essays: 45%
5‐7 page, research supported essays
Research Logs: 20%
1‐2 page, pre‐writing research projects
Research Paper: 30%
An extended research project that is based not only upon the student’s confrontation with the course theme and the texts encountered in the class but also original research using a variety of academic sources. This assignment will require a research proposal– a prospectus that proffers a research question and articulates a rationale for research/writing.
Participation: 5%
Other in‐class critical thinking tasks such as short, informal in‐class writing assignments, reading quizzes and reflective free‐writing.
Course Policies
All school policies (dress code, late to class, phones, food, late assignments, plagiarism, etc.)
will be strictly enforced.
· All long-term assignments (i.e. papers, lab reports, projects) submitted after the due date
will be accepted and assessed a penalty of 5% for each school day late. Homework and
classwork will not be accepted late except in the case of an absence (HHS Faculty Handbook,
p. 29).
Course Goals
General Education Core Competencies
A. Communication: Students will communicate effectively in both speech and writing.
B. Critical Thinking and Problem‐Solving: Students will use critical thinking and problem solving skills in analyzing information.
C. Ethical Reasoning and Action: Students will understand ethical issues and situations.
D. Information Literacy: Students will recognize when information is needed and have the knowledge and skills to locate, evaluate, and effectively use information for college‐level work.
E. Computer Literacy: Students will use computers to access, analyze or present information, solve problems, and communicate with others.
F. Collaboration and Cooperation: Students will develop the interpersonal skills required for effective performance in group situations.
G. Intra‐Cultural and Inter‐Cultural Responsibility: Students will demonstrate an awareness of the responsibilities of intelligent citizenship in a diverse and pluralistic society, and will demonstrate cultural, global, and environmental awareness.
General Education Outcomes
• Goal 1. Written and Oral Communication in English: Students will communicate effectively in both speech and writing.
• Goal 4. Technology or Information Literacy: Students will use computer systems or other appropriate forms of technology to achieve educational and personal goals.
• Goal 6. Humanities: Students will analyze works in the fields of art, music, or theater; literature; philosophy and/or religious studies; and/or will gain competence in the use of a foreign language.
• Goal 8. Diversity and Global Perspective: Students will understand the importance of a global perspective and culturally diverse peoples.
Upon completion of ENG102, the student will be able to…
1. Write an objective college‐level essay that not only demonstrates the ability to think critically but also support a sustained argument through the cogent synthesis of the writer’s ideas in dialogue with those presented by outside sources. (Linked General Core Competencies: A, B, and D; General Education Outcomes: 1 and 4)
2. Recall and apply the various stages of the writing process – thereby producing a well‐organized, easy‐to‐read college‐level essay. (Linked General Core Competencies: A and B; General Education Outcomes: 1)
3. Read, notate, and analyze ideas gathered from non‐fiction sources – as appropriate for ENG102 writing projects. (Linked General Core Competencies: A, B, and D; General Education Outcomes: 1 and 4)
4. Read, notate, and analyze ideas gathered from literary sources – as appropriate for ENG102 writing projects: short story, drama, poetry, and the novel (Linked General Core Competencies: A,B, C, and G ; General Education Outcomes: 6 and 8)
5. Conduct research using a variety of college‐level resources to find support for analysis and arguments in academic writing. (Linked General Core Competencies: D, E, and F; General Education Outcomes: 4)
6. Develop a fully supported sustained research papers that prioritize analysis and critical thinking in support of a challenging thesis. (Linked General Core Competencies: A, B, D, G; General Education Outcomes: 1, 4, 6, and 8)
7. Understand the ethical issues surrounding plagiarism and know how to avoid the pitfalls of incorrectly using research sources. (Linked General Core Competencies: D; General Education Outcomes: 1 and 4)
Academic Integrity
A student will be guilty of violating ACADEMIC INTEGRITY if he/she (a) knowingly represents
work of others as his/her own, (b) uses or obtains unauthorized assistance in the execution of
any academic work, or (c) gives fraudulent assistance to another student. The first offense
results in failing the assignment; the consequence for a second offense is more severe.
The college recognizes the following general categories of violations of Academic Integrity, with
representative examples of each. Academic Integrity is violated whenever a student:
Uses or obtains unauthorized assistance in any academic work.
(copying from another student’s exam, using notes, books, electronic devices or other aids of
any kind during an exam when prohibited, stealing an exam or possessing a stolen copy of an
Gives fraudulent assistance to another student.
(completing a graded academic activity or taking an exam for someone else; giving answers to
or sharing answers with another student before, during or after an exam or other graded
academic activity; sharing answers during an exam by using a system of signals)
Knowingly represents the work of others as his/her own, or represents previously
completed academic work as current.
(submitting a paper or other academic work for credit which includes words, ideas, data or
creative work of others without acknowledging the source; using another author’s words without
enclosing them in quotation marks, without paraphrasing them or without citing the source
appropriately; presenting another individual’s work as one’s own; submitting the same paper or
academic assignment to another class without the permission of the instructor)
Fabricates data in support of an academic assignment.
(falsifying bibliographic entries, submitting any academic assignment which contains falsified or
fabricated data or results)
Inappropriately or unethically uses technological means to gain academic
advantage. (inappropriate or unethically acquiring material via the Internet or by any other
means, using any electronic or hidden devices for communication during an exam)
Violations of Academic Integrity will be addressed in accordance with the policy outlined in Hightstown High School’s Student Handbook: “Any student found cheating will receive a ‘no‐credit’ for the assignment. The classroom teacher will notify the parent and a written discipline report will be filed with the assistant principal. Students found cheating will also be assigned a Saturday Detention or Out‐Of‐
School Suspension.”
Reasonable Accommodations for Students with Documented Disabilities
Mercer County Community College is committed to supporting all students in their academic and co‐
curricular endeavors. Each semester, a significant number of students document disabilities, which may require learning, sight, hearing, manual, speech, or mobility accommodations to ensure access to academic and co‐curricular activities. The college provides services and reasonable accommodations to all students who need and have a legal entitlement to such accommodations.
For more information regarding accommodations, you may visit the Office of Academic Support Services (located on the second floor of the library building behind the bookstore at West Windsor Campus ) or contact them at 609.570.3525 or [email protected]
Course Schedule
Week 1: 10‐14
Diagnostic test
Welcome and Course Expectations
Overview of writing process & discussion of reading and responding to literature
● Introduce theme:
o Ursula Le Guin, “The Ones Who Walk Away from Omelas”
Week 2: 18‐21 (no school 2/17)
· Reading Fiction, pp 3‐11
o Amy Tan, “Two Kinds”
· Connecting Stories:
o Harlen Ellison, “’Repent, Harlequin!’ Said the Ticktockman”
● Jonathan Lethem, “Super Goat Man”
Week 3: 24‐28
Reading Poetry, pp 11‐17
○ Robert Frost, “The Road Not Taken”
○ Carl Sandburg, “I Am the People, the Mob”
● Connecting Poems: Revolutionary Thinking
○ William Butler Yeats, “The Great day”
○ Robert Frost, “A Semi‐Revolution”
○ Oscar Williams, “A Total Revolution”
Niki Giovanni, “Dreams”
· Read in Diana Hacker, sections L‐1 through L‐16 (Reading to form an interpretation, Planning the paper, Writing the paper, Observing conventions
· Library Orientation
○ Research Log 1
Week 4: 3‐7
Week 5: 10‐14
Essay #1 Draft
Reading Non‐fiction, pp. 24‐30
○ E.L. Doctorow, “Why We are Infidels”
Salman Rushdie, “Imagine There’s No Heaven”
Week 6: 17‐21
Research Log 2 (Proposal)
● Library Orientation 2 Read in Diana Hacker, sections L‐16 through L‐22 ●
(Integrating quotations from the work)
1. ●
Week 7: 24‐28
Introduce The Sunflower
a. Reading and Analysis Notes (2 days)
2. Discussion (1 day) 3. ● The Sunflower Part 2 (1 day)
Week 8: 31‐4
Discussion of Part 2 (1 day)
2. Prewriting Essay 2 (1 day) 3. Drafting Essay 2 (2 days) 1.
Week 9: 7‐11
Essay 2 Draft Due‐ Review Model Essays (1 day)
2. Research Log #3 (Proposal) a. Read in Diana Hacker, section L‐22 through L‐25 (Using secondary sources) b. Labs to Draft (3 days) 1.
No School: Spring break 4/14 ‐ 4/18
Week 10: 21‐25 D WEEK
1. Research Log #4(Annotated Bibliography) (4 days) a. LIZZ 826 4/22 610 4/23; 4/24 b. CARRIE 610 4/21; 4/22; 4/24; 4/25 May
Week 11: 28‐2
Assign Prompt #3
Shirley Jackson, “The Lottery”
● Shirley Jackson, “On the Morning of June 28, 1948 and ‘The Lottery’”
Week 12: 5‐9
Case Study: “Letter From Birmingham Jail” in Historical Context
Week 13: 12‐16
● Essay #3 Draft
Library Orientation 3
● Begin Library Workshops
Week 14: 19‐23
Week 15: 27‐30
Research Paper Peer Revision
Research Log #5 (outline)
Library Workshop
Week 16: (2‐6)
*Course schedule is subject to change. Students should check teacher websites and email regularly for important updates and reminders. 
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