TULSA COMMUNITY COLLEGE SOUTHEAST CAMPUS
COURSE SYLLABUS
ENGLISH 1213/Composition II
Section 345
Spring Semester, 2013
Instructor:
Kerry Jones
CRN and Sec. #: CRN 24672
Section 345
Room/Meeting Times: Room 7250 2:00 – 4:50 pm T-TR
TO CONTACT YOUR INSTRUCTOR:
Mail Box: Academic and Campus Support (ACS), Room SE2202
Phone: 595-7673 (leave message)
Director of ACS: Susan Burlew
email: kerry.jones@tulsacc.edu
TO CONTACT THE DIVISION OFFICE:
Communications Division, Room SE1202
Interim Communications Associate Dean: Dr. Kara Ryan-Johnson, 595-7694
TO GET HELP WITH BLACKBOARD, MYTCC: Call 918-595-2000 for help with
Blackboard, MyTCC, or TED. Technology issues are not an excuse for failing to
complete an assignment on time.
COURSE PREREQUISITES: Completion of ENG 1113, Composition I, with a grade
of “C” or better. See “Prerequisites for Composition II” pages xvii—xxii in Little, Brown.
COURSE DESCRIPTION: The TCC Catalog states “The second in a sequence of two
courses. Furthers analytical reading skills, academic writing, and techniques of research
and documentation.” This course deals specifically with critical reading, argumentation,
and research-based writing and is designed to improve your college-level reading and
writing skills.
Course work will include class discussion, short (1-2 pages) rhetorical analysis, two 4-5
page essays, one of which may be revised for a better grade, a 7-10 page research essay,
and a final exam essay. Quizzes may be given periodically.
NEXT COURSE IN SEQUENCE: None
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TEXTS:
The Little, Brown Handbook, TCC Custom edition, Fowler & Aaron*
The Craft of Research, 3rd edition, Booth, Colomb and Williams
Selected readings from TCC’s online databases
COURSE OBJECTIVES: The main objective of Composition II is to teach students
how to produce a focused, well-developed college research paper. To that end, students
will need to apply the skills learned in Composition I to longer and more challenging
writing assignments and to demonstrate more depth and complexity of thought in their
essays. Specifically, Composition II students should demonstrate that they can
 analyze a variety of scholarly and popular texts to show how content,
organization, style, and tone are related to the author’s purpose, audience, and
subject matter
 use logical, emotional, and ethical appeals and rebuttals to construct formal,
academic arguments
 evaluate and select authoritative sources for college-level research
 identify appropriate evidence from primary and secondary sources
 distill, synthesize and document evidence from primary and secondary sources
 understand and apply the general conventions of MLA documentation
TEACHING METHODS: Teaching methods include lecture, discussion, readings
from the textbooks, group work and feedback on written work.
Teaching methods are not nearly as important as the strategies you implement to learn.
You should take notes over assigned texts and during lectures; participate earnestly in
class discussions and activities; read my feedback on graded work; study specific writing
strategies; and spend sufficient time reading, researching, writing and revising.
GRADING: Grades will be determined according to the following scale:
Class participation
100 points
Reading Responses (5 @ 10 points each)
50 points
Summaries (5 @ 10 points each)
50 points
In-class and group work
200 points
Critical Response Essay
100 points
Documented Essay
100 points
Annotated Bibliography and outline
100 points
Research Essay
200 points
Final Exam
100 points
TOTAL
1000 points
A=1000-900; B=899-800; C=799-700; D=699-600; F=599-0
Written work will be graded using the criteria described in your Little, Brown, p. xxvixxii. Additional, more specific grading criteria for all assignments are on the assignment
sheets.
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To earn a B for class participation, you must miss no more than three hours of class,
bring all required materials (e. g., print outs of assigned readings, The Craft of Research),
complete any group work or in-class activities, and engage earnestly and respectively in
all class discussions. Students whose in-class work and contributions to discussions are
especially thoughtful, informed, and intelligent will earn A’s. Students who miss more
than three hours of class, who text during class, who fail to bring required materials,
and/or who violate the etiquette policy below will receive a C or lower, depending on
how often they engage in these behaviors.
English Professors assign "I" grades only when genuine emergencies prevent a student
from completing the class and/or from withdrawing before the deadline and only when
the student is earning a satisfactory ("C" or better) grade.
LATE WORK: Work may be submitted late but will receive a penalty of one letter
grade for each day late. After 72 hours, no late work will be accepted. Late work will
receive a grade only, no feedback, and late assignments are not eligible for revision.
I do NOT accept emailed assignments unless the college notifies me that Blackboard is
not functioning. All work must be submitted to the appropriate area in Blackboard.
ATTENDANCE: Missing more than six hours of class, for whatever reason (illness,
family emergency, etc.), is considered excessive and may affect your final grade. I will
take attendance each class and will note any late arrivals or early departures. Students
who use their cell phones during class will also be counted absent. If you miss class,
contact a classmate and log onto Blackboard to determine what you missed. I do not meet
with students to review what was covered during class; it’s the student’s responsibility to
find out what was missed.
WITHDRAWAL POLICY: The last day to drop this course and receive a refund is
January 14, 2013. Students who drop before April 26, 2013 will receive a W on their
transcripts.
Students who miss more than nine hours of class and/or who fail to turn in a significant
number of assignments may be dropped from the class, which will result in an “AW” on
the transcript.
A “W” and an “AW” are grade-point neutral, but non-completion of a class may affect
financial aid for the current and future semesters. Students who drop or who are dropped
by an instructor may receive an outstanding bill from TCC if the recalculation leaves a
balance due to TCC. Contact the Counseling Office at any TCC campus to initiate
withdrawal from a course (“W” grade) or to change from Credit to Audit.
FORMAT FOR COURSE WORK: Formal writing assignments should follow MLA
format as described in Little, Brown. All essays in this class must be saved as a Word
document and submitted to SafeAssign, a plagiarism detection tool. I will not grade work
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that has not been submitted to SafeAssign. Please save your work as your last name and
the assignment, abbreviated (e.g., SmithE1 for Essay 1).
WRITING CENTER: Students should be aware of the many services offered in the
Writing Center, room 1102. For more information, see p. xxiv in Little, Brown.
PLAGIARISM POLICY: Please see pp. xxvi-xxvii in Little, Brown. I will report any
student who plagiarizes to the Associate Dean of the Communications Division and to the
Dean of Student Services, who keeps records of students who violate TCC’s policies on
academic integrity. If you submit any assignment containing plagiarism of any kind, and
it is your first offense, you will receive a score of 0 for that assignment and will not have
a chance to revise. If you submit an assignment containing plagiarism and it is your
second offense (in my class or according to the Dean of Student Services), you will
receive a grade of F for the course.
ACADEMIC DISHONESTY OR MISCONDUCT: Academic dishonesty or
misconduct is not condoned nor tolerated at campuses within the Tulsa Community
College system. See the college’s Academic Integrity Statement:
http://www.tulsacc.edu/page.asp?durki=2984&site=16&return=126.
CLASSROOM ETIQUETTE: See Little, Brown, page xxix. Students who do not
follow the etiquette policy may be dismissed from class and required to meet with the
dean of student services. Moreover, violation of the etiquette policy will affect the class
participation grade.
EDUCATIONAL ACCESS POLICY: The Education Access Center (formerly “disABLED
Student Services”) manages academic support services for qualifying students in compliance with
the Americans with Disabilities Act. See p. xxvi-xxvii in Little, Brown.
EMAIL: Every student enrolled at Tulsa Community College is issued a TCC email
account. Students are expected to check their College email account on a regular basis in
order to stay current with College-related communications, particularly those that may be
time sensitive in nature. Students will be held responsible for the information transmitted
to the College email account.
I check email frequently and will respond to emails in less than 24 hours. If you do not
receive a reply from me within that time, you can assume I didn’t receive your email.
INCLEMENT WEATHER POLICY: If extreme weather conditions or emergency
situations arise, TCC sends alerts to all students (http://www.tulsacc.edu/about-tcc/tccalerts), gives cancellation notices to radio and television stations, and posts notifications
on the TCC website. If you lose power, call the TCC main number (918-595-7000) for an
updated, recorded message regarding closure. If the college has to close because of
weather, students will be expected to complete any homework assigned and may have to
complete assignments online, using Blackboard.
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FERPA: The Family Educational Rights and Privacy Act (FERPA), a Federal law
designated to protect the privacy of a student’s education records and academic work,
applies to all schools, colleges, and universities, including TCC, that receive funds under
an applicable program of the U.S. Department of Education. This law protects your right
as a student by stipulating that instructors will not share information about your grades,
your progress in the class, or any materials you submit in their courses with any one other
than you.
A student may sign a waiver of their FERPA rights through the Admissions/Enrollment
Services or the Dean of Student Services offices. This waiver authorizes the release of
academic records to the individuals identified by the student. While a FERPA waiver
permits the release of information to parents, it does not compel the release of
information. Faculty and advisors may use their discretion as to when the release of
information would not be warranted.
GENERAL EDUCATION GOALS: The General Education Goals are designed to
ensure that graduates of Tulsa Community College have the skills, knowledge, and
attitudes to carry them successfully through their work and their personal lives. General
Education Goals relevant to this course include Critical Thinking, Effective
Communication, Engaged Learning, and Technological Proficiency.
ENGLISH DISCIPLINE GOALS: All English courses are designed to help students
meet the English discipline goals, which are Effective Writing, Critical Reading,
Informed Discussion, and Scholarly Research.
INSTITUTIONAL STATEMENT: Each student is responsible for being aware of the
information contained in the TCC Catalog, the TCC Student Policies & Resources
Handbook, and semester information listed in the class schedule. All information may be
viewed on the TCC website: www.tulsacc.edu.
OTHER: Occasionally, when genuine emergencies or problem situations occur, the
course policies outlined here can be modified to help a student complete the course if the
student has been attending regularly, has completed most assigned work, and is earning at
least a "C." It is always in your best interest, therefore, to contact me immediately if a
crisis situation prevents you from attending class or completing assignments.
The specific needs of the class may require minor changes in the policies in this syllabus.
Students will be given written notification of any policy changes.
TENTATIVE SCHEDULE: Please follow the scheduled below. Any schedule changes
will be based on the needs of the class and will be provided in writing.
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TENTATIVE SCHEDULE
LB-Little, Brown Handbook; CR=Craft of Research
LAST DAY TO WITHDRAW FROM CLASSES: Friday, April 26
WEEK I - 3/12/13 & 3/14/13
Tuesday: Objective: review the skills emphasized in Composition I
Readings: Ch. 1-4; 23-26 and 40 in LB; syllabus; Ch. 1-2 in CR
Assignments: introductions, review Composition II objectives
Reading Response #1: 3/12:
Gloria Anzaldua, "How to Tame a Wild Tongue."
http://wolfweb.unr.edu/homepage/calabj/282/how%20to%20tame%20wild%20tongue.pd
f
Thursday: Summary #1: 3/14
Readings: Paulo Freire. Chapter 2 of Pedagogy of the Oppressed.
http://www.webster.edu/~corbetre/philosophy/education/freire/freire-2.html
Assignments: Essay One Assignment - Critical Response Essay
Discuss selected arguments, practice analysis
WEEK II – 3/19/13 & 3/21/13 – Spring Break
WEEK III – 3/26/13 & 3/28/13
Tuesday: Objective: analyze more complex readings, showing how content,
organization, style, and tone are related to the author’s purpose, audience, and subject
matter
Readings: Ch. 8 in LB, Chapter 1-2 in CR
Assignments: Rough Draft/Peer Review of Essay #1: 3/19
In-class writing
Thursday: Readings: Chapters 3-4 in CR
Reading Response #2
Robert J. Samuelson. "Debunking the Digital Divide." http://www.washingtonpost.com/ac2/wpdyn/A53118-2002Mar19?language=printer
Discuss selected arguments, practice analysis
Assignments: Final Draft, Essay One (3/28)
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WEEK IV: Documentation – 4/2/13 & 4/4/13
Tuesday: Objective: evaluate texts for technical weaknesses and strengths
Readings: Ch. 5-6 in CR, Ch. 9 in LB
Reading Response #3 :
Evelyn, Jamilah. "The Miseducation of Hip-Hop." Black Issues in Higher Education
17.21 (07) Dec. 2000): 24. Academic Search Premier. EBSCO. 3 Aug. 2009
<http://199.245.164.25:2048/login?url=http://search.ebscohost.com/login.aspx?direct=tru
e&db=aph&AN=3897257&site=ehost-live&scope=site>.
Thursday: Objective: analyze more complex readings, showing how content,
organization, style, and tone are related to the author’s purpose, audience, and subject
matter
Objective: evaluate texts for technical weaknesses and strengths; logical fallacies
Readings: Ch. 7-9 in CR
Summary #2, due 3/28/13:
Readings: Edward Said, "We all Swim Together."
http://www.newstatesman.com/print/200110150011
Essay #2 Assigned – Documented Essay
Logic Fallacies worksheet due 4/2/13
WEEK V – 4/9/13 & 4/11/13
Tuesday: Objective: survey, evaluate, distill, and synthesize a number of sources to
construct a 5-8 page documented essay using MLA style of documentation
Readings: Ch.42-43 in LB; Ch. 7-9 in CR
Assignments: Computer Room session, 4/2);
Thursday: Objective: Objective: survey, evaluate, distill, and synthesize a number of
sources to construct a 5-8 page documented essay using MLA style of documentation
Readings: Ch. 44-45 in LB; Ch. 10-11 in CR
Reading Response #4: 4/2
Fish, Stanley. “Under Fire: Campus Speech Regulations Once Again.” New York Times.
29 Apr. 2007. Web. http://fish.blogs.nytimes.com/2007/04/29/under-fire-campus-speechregulations-once-again/
rough draft/peer review – Essay #2 (4/4/13)
MLA Worksheet (assigned)
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WEEK VI – 4/16/13 & 4/18/13
Tuesday: Objective: Objective: survey, evaluate, distill, and synthesize a number of
sources to construct a 5-8 page documented essay using MLA style of documentation
Readings: Ch. 12-14 in CR
Assignments: Essay #3 – Research Paper Annotated Bibliography and Outline
Summary #3 (3/4): Handout: James Loewen, “Lies My Teacher Told Me”
MLA Worksheet (due 4/9/13
Final draft, Essay #2, due on 4/9/13
Thursday: Objective: define and support a position on a controversial topic, using
logical, emotional, and ethical appeals
Readings: Ch. 46-47 in LB, sample research essay
Library Day: 3/12
Assignments: Group Work: Annotated Bibliography and Outline (3/14)
In-Class Writing #1 (3/14)
WEEK VII 4/23/13 & 4/25/13
Tuesday: Objective: define and support a position on a controversial topic, using
logical, emotional, and ethical appeals
Readings: Ch. 12-14 in CR
Summary #4:
Nancy Mairs, "On Being a Cripple." C:\Documents and Settings\HP_Administrator\Local
Settings\Temp\faculty_andrewsn_On_Being_a_Cripple.doc
Final Draft: Essay 3: 3/21
Thursday: Objective: employ various strategies for developing ideas, such as cause and
effect analysis, analogy, argumentation, proposals, literary analysis, and research
Readings: Ch. 50 in LB, sample literature
Assignments: Essay Four – Research Essay
Library Day (3/30)
Reading Response #5 (4/9/13)
William F. Buckley, Jr. "Why Don't We Complain?"
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http://www.smartercarter.com/Essays/Buckley%20%20Why%20Dont%20We%20Complain.html.
WEEK VIII – 4/30/13 & 5/2/13
Tuesday: Objective: define and support a position on a controversial topic, using
logical, emotional, and ethical appeals
Readings: Ch. 16-17 in CR
Assignments: Peer Review – Essay #4 (4/11/13)
Summary #5 (4/11/13):
Susan Bordo. "Never Just Pictures."
http://www.alanrobbins.com/UI/Readings%20PDFs/Bordo.pdf
Thursday: Objective: employ various strategies for developing ideas, such as cause and
effect analysis, analogy, argumentation, proposals, literary analysis, and research
Readings: sample literary analysis
Assignments: discuss sample literary analysis, rough draft essay 4, peer review
In-Class Writing #2 (4/18/13)
King, Martin Luther. “Letter from Birmingham Jail.”
http://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html
Final Draft: Essay Four (4/23)
WEEK XVII – Week of 5/6/13
Review for final; Final exam: TBA
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