Metropolitan Community College
COURSE OUTLINE FORM
COURSE TITLE:
English Composition II
COURSE PREFIX AND NO.:
ENGL 1020
LEC:
4.5
LAB:
0
CREDIT HOURS:
4.5
COURSE DESCRIPTION:
Students continue to develop writing and critical thinking skills learned in their Level-1 English course by integrating
outside research into their own writing. Students research, analyze, and organize primary and secondary sources of
information and demonstrate their critical thinking through different types of thesis-driven writing assignments,
including persuasive/ argumentative.
COURSE PREREQUISITE (S) :
ENGL 1010 or 1220 or 1230
RATIONALE:
Metropolitan Community College recognizes the importance of preparing students for success in both their
personal and professional lives. Effective communicators express thoughts, ideas, and feelings in both
written and oral modes to be successful in their educational and professional careers. Effective
communication requires students to develop critical reading, writing, speaking, and listening skills early
in their education and to have these skills reinforced throughout their program curricula. The
Composition 1020 course furthers the College’s effort to develop effective communicators.
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REQUIRED TEXTBOOK (S) and/or MATERIALS:
Title: The St Martin’s Guide to College Writing or Current Issues and Enduring Questions
Edition: Latest
Author: Axelrod/Cooper
Barnet/Bardeau
Publisher: Bedford St. Martin’s
Materials:
Attached course outline written by:
Reviewed/Revised by:
RC Hoover, Darin Jensen, Steve Lovett, Pat
Smith, Sarah Staroska, and Melissa Tayles
Date
February 2012
Kris Fulkerson, Liz Kay, Kym Snelling, Jan Vierk, Jules
DeSalvo, Sara Staroska, Andrea Lang, and Marni Valerio
Date
January 2014
Date
February 2014
Date
February 2014
Effective quarter of course outline:
Academic Dean:
Spring 2013-14
Dr. John Mangini (Interim Dean)
Course Objectives, Topical Unit Outlines, and Unit Objectives must be attached to this form.
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COURSE OUTLINE FORM
TITLE:
English Composition II
PREFIX/NO:
ENGL 1020
COURSE OBJECTIVES:
Upon completion of the course, the student will be able to:
1. Exhibit rhetorical knowledge;
2. Think, read, and write critically;
3. Use a writing process; and
4. Exhibit knowledge of conventions.
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TOPICAL UNIT OUTLINE/UNIT OBJECTIVES:
Upon completion of this course, the student will be able to:
I. Exhibit rhetorical knowledge
A. Recognize the way audience and purpose are used in writing
B. Evaluate the effectiveness of different rhetorical approaches
C. Identify ethos, pathos, logos in sources
D. Locate and analyze appropriate sources for a specific audience or purpose
E. Consider audience reception when developing a logical argument
F. Master appropriate academic voice and tone for purpose and audience
G. Use evidence that is appropriate to the purpose of the assignment
H. Decide how to best integrate source material based on purpose and audience (e.g., paraphrasing,
summarizing, or directly quoting)
II. Think, read, and write critically
A. Identify and utilize different approaches to access research materials
B. Distinguish between primary and secondary resources
C. Evaluate credibility, quality, and relevance of source materials
D. Demonstrate an understanding of a variety of perspectives that acknowledges and anticipates
counterarguments
E. Draft a thesis appropriate for the scope and length of writing project
F. Use thesis as a guiding point for research
G. Decide when best to use direct quotations and adept paraphrases or summaries, and demonstrate
deliberate and appropriate placements of these within writing
H. Express a unique perspective through an autonomous argument
I.
Integrate primary and secondary sources into his/her writing
J. Demonstrate relevance of source material to his/her own ideas
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III. Use a Writing Process
A. Construct a plan, using an outline, prospectus, and/or proposal, to create a framework for a writing
project
B. Allow for the evolution of his/her thesis throughout the research process
C. Collaborate with others in evaluation and revision
D. Analyze peer writing with the same critical reading skills used when evaluating source material
E. Recognize logical fallacies in his/her own writing and that of his/her peers
F. Adapt his/her approach to revision based on peer and instructor feedback
G. Strengthen the development of ideas from draft to draft
IV. Exhibit knowledge of conventions
A. Use an appropriate documentation style (i.e., APA, ASA, Chicago, MLA, etc.) in writing
B. Make decisions about how to best credit source material based on purpose and audience (e.g.,
parenthetically, attributive tags/lead-in, etc.)
C. Construct a complementary bibliography (i.e., annotated bibliography, works cited, references)
section
D. Recognize how the control of surface features lends credibility to writing
E. Recognize, proofread, and edit the surface errors in grammar, mechanics, and usage in his/her own
writing.
F. Recognize the need for and properly integrate graphics, visuals, and captions when appropriate
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COURSE REQUIREMENTS/EVALUATION:
COURSE OBJECTIVES/ASSESSMENT MEASURES
Course Objectives ENGL1020
I. Exhibit Rhetorical Knowledge
Recommended Practices

Instructor demonstrates use of the library
and digital resources to develop research
skills.

Students use the library and digital
resources to develop research skills as
may be evidenced by an annotated
bibliography or literature review
A. Recognize the way audience
and purpose are used in writing
B. Evaluate the effectiveness of
different rhetorical approaches
C. Identify ethos, pathos, logos in
sources

Students use the library and digital
resources to develop research skills.
D. Locate and analyze appropriate
sources for a specific audience or
purpose

Students understand and gather different
types of research.

Students include a bibliography in their
argumentative research essay to allow
their audience to further explore the topic.

Students write for more than one audience
and adapt their rhetorical strategies
accordingly.

Students, in addition to a researched
argument, write an argument in one or
more of the following genres: rhetorical
analysis, t-shirts, billboards, bumper
stickers, editorials, letter to
congress/government.

Instructor models techniques for
rhetorically analyzing texts.

Instructor and students analyze sample
texts for audience awareness and
structures of arguments.

Students evaluate the rhetorical context of
primary and secondary sources for
E. Consider audience reception
when developing a logical
argument
F. Master appropriate academic
voice and tone for purpose and
audience
G. Use evidence that is appropriate
to the purpose of the assignment
H. Decide how to best integrate
source material based on purpose
and audience (e.g., paraphrasing,
summarizing, or directly quoting)
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Assessment Measures

Collect and evaluate
the quality of student
writing and
presentations in a
variety of genres and
media

Collect and evaluate
the quality of metawriting detailing
audience and genre
analysis, purpose,
main idea, and
rhetorical strategies
used
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COURSE OUTLINE FORM
credibility and purpose.

Students rhetorically analyze texts in a
variety of media, visual and textual.

Students make an oral presentation of
their researched arguments incorporating
visual media.
II. Think, Read, & Write Critically

Students use a process to narrow a topic.
A. A. Identify and utilize different
approaches to access research
materials
B.
K. B. Distinguish between primary
and secondary resources
L.
M. C. Evaluate credibility, quality,
and relevance of source materials
N.
O. D. Demonstrate an understanding
of a variety of perspectives that
acknowledges and anticipates
counterarguments
P.
Q. E. Draft a thesis appropriate for the
scope and length of writing project
R.
S. F. Use thesis as a guiding point for
research
T.
U. G. Decide when best to use direct
quotations and adept paraphrases
or summaries, and demonstrate
deliberate and appropriate
placements of these within writing

Students generate a research question
from investigation.

Students hone and revise a research
question.

Students write at least one argumentative
research essay.

Instructor and students analyze sample
texts for argumentative language in
writing.

Students understand and use
argumentative language in writing.

Students make a supported claim.

Instructor models techniques for
summary, paraphrase, and quotation using
an appropriate style.

Students summarize, paraphrase, and
quote selectively from research.

Instructor and Students analyze sample
texts for use of research to guide an
argument, synthesis of research within the
argument.

Instructor and Students analyze sample
research papers.

Students synthesize multiple sources into
an informed argument that supports a
thesis.

Students understand the use of sources.

Students will support their arguments
through logical reasoning.
V. H. Express a unique perspective
through an autonomous argument
W.
I. Integrate primary and secondary
sources into his/her writing
X.
Y. J. Demonstrate relevance of source
material to his/her own ideas
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
Collect and evaluate
the quality of student
research, writing, self
and peer critiques, and
meta-writing.
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COURSE OUTLINE FORM
III. Use a Writing Process


A. Construct a plan, using an
outline, prospectus, and/or
proposal, to create a framework for
a writing project
Instructor provides feedback on student
work during a variety of steps within the
process including topic selection,
research, and drafts.

Collect and evaluate
successive drafts to
determine the extent to
which feedback has
been incorporated
Students use prewriting processes to
develop their ideas.

Evaluate quality of self
critiques

Students construct drafts from an
organizational plan.


Students compose a sequence of
assignments including an outline and a
rough draft to arrive at the final draft of
their researched argument.
Collect and evaluate
the quality of peer
feedback/critique

Students revise for language appropriate
for audience and purpose.

Students revise for clear, concise
language.

Students critique others’ work.

Students use others’ critiques in the
revision process.
IV. Exhibit Knowledge of
Conventions

Instructor models an appropriate method
of documentation.

A. Use an appropriate
documentation style (i.e., APA,
ASA, Chicago, MLA, etc.) in
writing

Students use an appropriate method of
documentation.

B. Make decisions about how to
best credit source material based
on purpose and audience (e.g.,
parenthetically, attributive
tags/lead-in, etc.)
Students use audience analysis to
determine appropriate documentation
style.

Students recognize and cite intellectual
property appropriately.
Collect and evaluate
student writing to
determine the extent to
which it exhibits
appropriate formatting,
use of genre
conventions and
documentation, and
control of surface
features.

C. Construct a complementary
bibliography (i.e., annotated
bibliography, works cited,
references) section
Students control surface features such as
grammar, punctuation, and spelling.

Students conform to the basic standards of
English.

Students use available resources to edit,
B. Allow for the evolution of
his/her thesis throughout the
research process
C. Collaborate with others in
evaluation and revision
D. Analyze peer writing with the
same critical reading skills used
when evaluating source material
E. Recognize logical fallacies in
his/her own writing and that of
his/her peers
F. Adapt his/her approach to
revision based on peer and
instructor feedback
G. Strengthen the development of
ideas from draft to draft
D. Recognize how the control of
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surface features lends credibility to
writing
revise, and proofread.
E. Recognize, proofread, and
edit the surface errors in grammar,
mechanics, and usage in his/her
own writing.
F. Recognize the need for and
properly integrate graphics,
visuals, and captions when
appropriate
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