Part A of the Syllabus Semester: Spring 2015 Class Info: ENG 112‐F14 Location/Room: Dickinson Building (SP1) 318 Class Name: College Composition II Class Days/Times: Tuesday and Thursday 2:00pm‐
3:15pm Class Credits: 3 Instructor: Cory MacLauchlin Phone: (540) 834‐1914 Office Location: SEIC Rm. 312 Days at Location: Tuesday and Thursday Office Hours: Tuesday and Thursday: 7:30am‐9:30, 10:45‐12:30, 4:45pm‐6:00pm . (Available in classroom before and after class). Instructor E‐mail: cmaclauchlin@germanna.edu Course Description: Continues to develop college writing with increased emphasis on critical essays, argumentation, and research, developing these competencies through the examination of a range of texts about the human experience. Requires students to locate, evaluate, integrate, and document sources and effectively edit for style and usage. Learning Outcomes: Written Communication 1. Effectively summarize, analyze, and evaluate college level texts 2. Demonstrate competency in all phases in the writing process: prewriting, drafting, revising, editing and reflecting. 3. Produce a research paper, which synthesizes primary and secondary sources to support their own perspective. 4. Effectively employ rhetorical and persuasive strategies to support an argument 5. Demonstrate proficiency in using standard English Critical Thinking 1. Evaluate sources on the basis of merit and reliability. 2. Evaluate arguments on the basis of validity (i.e. sufficiently supported claims, solid logic) 3. Effectively synthesize primary and secondary sources to support students’ own perspectives 4. Effectively synthesize counterpoints to support students’ own perspectives Information Literacy 1. Efficiently access sources through research methods 2. Demonstrate proficiency in using sources to support an argument 3. Effectively introduce and integrate source material according to an academic style 4. Properly cite sources according to a style standard to avoid plagiarism Reasoning 1. Demonstrate reasoning through deduction, induction and analogy Major Topics to be Included Writing process: prewriting, drafting, revising, editing, reflecting Finding and narrowing a topic Purpose, audience and voice Focus and unity Organization, including openings and closings Argumentative and persuasive strategies Locating print and electronic source material Evaluating sources and evidence Synthesizing sources Summary, paraphrase, and direct quoting Bibliography: list of works cited Clarity: syntax, semantics, and diction Sentence variety and coherence Critical self‐awareness Critical reading Peer collaboration Grammar and mechanics Following assignment requirements Document design and appropriate format Textbook and Supplies: Required: Bullock, Richard and Maureen Daly Goggin. The Norton Field Guide to Writing. 3rd Edition. NY: W. W. Norton, 2013. ISBN: 978‐0‐393‐91959‐2 Bullock, Richard and Francine Weinberg. The Little Seagull Handbook 2nd Edition. NY: W. W. Norton, 2014. ISBN: 978‐0‐393‐93581‐3 Graff, Gerald, Cathy Birkenstein and Russel Durst. They Say I Say with Readings. (2nd Edition) NY: W. W. Norton, 2012. ISBN: 978‐0‐393‐91275‐3 Additional Course Information: Goal One: Process ENG 112 will help students understand that writing is a process that develops through experience and varies among individuals. Objectives: 1. Students will engage in all phases of the writing process: prewriting, drafting, revising, editing, and reflecting. 2. Students will incorporate reading and experience into their writing process. 3. Students will learn to conform their texts to instructor‐specified document formats. 4. Students will create, save, and print texts using word processing technology. Goal Two: Rhetoric ENG 112 will teach students to understand and apply rhetorical principles in order to improve the quality of their writing. Objectives: 1. Students will write for a variety of rhetorical purposes. 2. Students will employ a clear focus that guides their choices of evidence, language, organization, and rhetorical and persuasive strategies. 3. Students will effectively apply organizational strategies to open and close their texts and to move the reader between and within ideas, paragraphs, and sentences. 4. Students will synthesize information from a variety of sources. 5. Students will write a minimum of 15‐20 pages of finished, graded text. 6. Students will write a text of a minimum of 1,000 words that incorporates documented research. 7. Students will appropriately employ grammatical and mechanical conventions in the preparation of readable manuscripts. Goal Three: Critical Thinking ENG 112 will develop students’ ability to analyze and investigate ideas and to present them in well‐
structured prose appropriate to the purpose and audience. Objectives: 1. Students will develop strategies for critical thinking, reading, and writing processes. 2. Students will examine and analyze their experiences and readings as sources of material for writing. 3. Students will completely read, summarize, analyze, evaluate, and write about college‐level texts – their own and others’ – of varying lengths. 4. Students will examine subjects from multiple perspectives, formulate, and express their own perspective. 5. Students will apply their knowledge of composition to class discussions and peer response workshops. Goal Four: Research ENG 112 will develop students’ ability to locate, evaluate, use and document information to support their thinking and writing. Objectives 1. Students will learn and apply methods of research, using primary and secondary sources in print and electronic formats. 2. Students will learn to identify the merit and reliability of sources. 3. Students will appropriately employ the mechanics of introducing, integrating, and documenting source material. Academic Dishonesty A variety of methods is used to detect plagiarism, including a software program called SafeAssign. When plagiarism is detected by either the program or the instructor the assignment will receive a zero, a notification letter will be sent to the Dean of Arts & Sciences and you will receive notice of both actions. You are required to setup a meeting with the instructor to discuss the offense; however you may not be given the opportunity to redo the assignment. Course Plan for College Closing: When the college closes, instruction will be carried out through Blackboard. It is the student’s responsibility to check Blackboard regularly. At least three times a week is recommended, as listed under Course Expectations below. Electronics (e.g. Cell Phones) /Food Classroom Policy : Out of respect for your peers and the instructor, cell phone use (talking or texting) is not permitted during class time. Beverages and snacks are permitted as long as you are discrete and clean up after yourself. Grading Policy and Grading Scale: The Germanna Community College grading scale is the 10 pt. scale which will apply to all graded
assignments and the final course grade. Papers will be graded using a rubric with criteria in areas of:
Content, Mechanics, Organization, Grammar and (when appropriate) Documentation. All papers must
be submitted in standard, academic format (typed, double‐spaced in Times New Roman 12 point font in
MLA or APA format) papers that do not meet these traditional standards will NOT be accepted. Furthermore, when submitting papers you are saying to me that your paper is refined enough for your
audience. For the purposes of this course submission = publication. As such, please show enough
respect for your reader to proofread what you “publish.” Paper Submission: All papers will be submitted through Blackboard. Most assignments will be graded
and returned electronically. Thus, it is imperative to this course that you have access to a computer,
internet and that you can access Blackboard. There are computers on campus for you to use. Late Papers: Because the majority of writing in this class builds upon previous assignments it is important to submit papers by the deadline. I will accept most papers one week late with a 10% late penalty. The final paper will not be accepted late. Quizzes: Reading is an integral part of becoming a better writer. Our readings also form the basis for class discussion. Pop‐quizzes based on the assigned reading for that class session will be given throughout the semester. Because the quizzes are intended to ensure participation in the classroom it is not possible to administer them if you are either late to class or absent. However, the lowest pop‐quiz grade will be dropped from your average. Grade Weights Reading Quizzes…………………….…….…..5% Rough Drafts………………………….…….…10% Topic Proposal……………………….……..….5% Annotated Bibliography………….……..10% Letter to Congressman (+reply)………15% Multiple Perspectives ……….……...……15% Final Draft ……………………………..……….25% Live to be 100 Assessment………………..5% Final Exam (Presentations)……………..10% Grading Scale: A= 100-90; B = 89-80; C = 79-70; D = 69-60; F = 59 and below
ENG 112‐F13 Germanna Community College ‐ Tentative Course Activities & Assignments Readings Tuesday Items due Jan 13 Introduction Jan 15 NFG: “Arguing a Position” pgs. 135‐137 NFG: “Anti‐Intellectualism pgs. 754‐757 NFG: Audience pgs. 5‐8 NFG Stance pgs. 12‐15 Tuesday Jan 20 NFG: Writing in Academic Contexts pgs. 19‐
24 NFG: “Guide to Writing Arguments pgs. 138‐
141 TSIS “What’s motivating this writer?” pgs. 145‐155 Thursday Jan 22 NFG: “Writing as Inquiry” pgs. 251‐254 NFG: Topic Proposals pgs. 211‐213 Tuesday Jan 27 NFG: “Drafting” pgs. 266‐268 NFG: “Analyzing a Text” pgs. 52‐57, 69‐81 Jan 29 “Letter from Birmingham Jail” Blackboard: Course Materials Feb 3 “I Have a Dream” Blackboard: Course Materials Thursday Feb 5 TSIS: Is Higher Education Worth the Price? Pgs.177‐178 NFG: Thesis Statements pgs. 313‐315 NFG: “Describing” pgs. 367‐375 Tuesday Feb 10 College Learning Day: No Class Feb 12 TSIS: ANDREW HACKER AND CLAUDIA DREIFUS, Are Colleges Worth the Price of Admission? Pgs. 179‐189 Letter to Representative NFG: Assessing your own Writing pgs. 269‐
274 Thursday Thursday Tuesday Thursday Topic Proposal (Rough Draft)
Topic Proposal (Final Draft) Tuesday Feb 17 TSIS: SANFORD J. UNGAR, The New Liberal Arts pgs. 190‐196 NFG: “Developing a Research Plan” pgs. 419‐
430 NFG: “Evaluating Sources” pgs. 400‐403 NFG: Thursday Feb 19 TSIS: DAVID FOSTER WALLACE, Kenyon Commencement Speech pgs. 198‐209 Tuesday Feb 24 TSIS: LIZ ADDISON, Two Years Are Better Than Four pgs. 211‐214 Feb 26 TSIS: The Art of Summarizing pgs. 30‐41 TSIS: “They Say” pgs. 19‐29 MLA Style pgs. 432‐476 (Review) NFG: Annotated Bibliography pgs. 155‐163 Thursday Tuesday NFG: Acknowledging Sources, Avoiding March 3 Plagiarism pgs. 475‐479 Annotated Bibliography LS: Annotated Bibliographies pgs. 66‐70 Thursday LS: LS: Developing Paragraphs W‐3b pgs. 17‐
29 March 5 TSIS: KEVIN CAREY, Why Do You Think They're Called For‐Profit Colleges? pgs. 215‐220 Tuesday March 10 Thursday NFG: Beginning and Ending pgs. 299‐311 TSIS: The Art of Quoting pgs. 42‐51 March 12 NFG: Getting Response and Revising pgs. 275‐
279 Tuesday March 17 SPRING BREAK Thursday March 19 SPRING BREAK Tuesday TSIS: MIKE ROSE, Blue‐Collar Brilliance pgs. March 24 243‐254 Thursday TSIS: “Yes/No/Okay, But” pgs. 55‐67 March 26 LS: Making Paragraphs Flow W3‐c pgs. 22‐36 Tuesday TSIS “Skeptics May Object” 78‐91 TSIS: ROBIN WILSON, A Lifetime of Student March 31 Debt? Not Likely pgs. 256‐272 NFG: Editing and Proofreading pgs. 282‐286 TSIS: CHARLES MURRAY, Are Too Many People Going to College? pgs. 222‐242 Thursday April 2 TBA Tuesday April 7 TBA Thursday April 9 Multiple Perspectives Rough Draft (Bring 2 Hard Copies) Multiple Perspectives: FINAL DRAFT Live to be 100 AB Tuesday April 14 TSIS: “And Yet” pgs. 68‐77 NFG: APA Style pgs. 533‐574 Thursday April 16 TSIS: “As a Result” pgs. 105‐120 Tuesday April 21 Thursday April 23 Conferences Tuesday April 28 Conferences Thursday April 30 Conferences Tuesday May 5 Final Paper and Reflection Tuesday May 12 Presentation Syllabus Subject to Change Final Paper Rough Draft (Bring 2 Hard Copies to class)