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SOUTH TEXAS COLLEGE
Division of Liberal Arts and Social Sciences
Syllabus
English 1302 SU1 Juan Diego Academy
Spring 2016
Instructor Information:
1. Name: Dr. Kathleen Neal Carroll
2. Office Location: Juan Diego Academy – Administrative Bldg. A
3. Telephone#: 956-583-2752
4. Address: 5208 South FM 494 Mission, TX 78572
5. Email address: kcarroll@cdobcs.org or kathc@southtexascollege.edu or drcarroll98@gmail.com
6. Office Hours: 4:00-5:00 pm M-F
Course Information:
1. Course Name: English Composition II - Rhetoric
2. Course/Section: 1302.SU1
3. Classroom: Juan Diego Academy Bldg. G-111
4. Class Days/Times: MWF- 8:30-10:05 a.m.
Course Description:
Students will examine and employ rhetorical strategies and techniques of argumentation in written
discourse, principles of logic will be discussed, and research and documentation techniques will be
applied in the process of completing a research project.
Prerequisite:
A grade of “C” or higher in ENGL 1301.
Program Learning Outcomes:
1. Develop ideas and synthesize primary and secondary sources within focused academic arguments,
including one or more research-based essays.
2. Write in a style that clearly communicates meaning, builds credibility, and inspires belief or action.
Course Learning Outcomes:
Upon successful completion of this course, students will
1. Demonstrate knowledge of individual and collaborative research processes.
2. Develop ideas and synthesize primary and secondary sources within focused academic arguments,
including one or more research-based essays.
3. Analyze, interpret, and evaluate a variety of texts for the ethical and logical uses of evidence.
4. Write in a style that clearly communicates meaning, builds credibility, and inspires belief or action.
5. Apply the conventions of style manuals for specific academic disciplines (e.g., APA, CMS, MLA, etc.)
Texas Higher Education Coordinating Board – Core Objectives:
Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation
and synthesis of information
Communication Skills - to include effective development, interpretation and expression of ideas
through written, oral and visual communication
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Teamwork - to include the ability to consider different points of view and to work effectively with
others to support a shared purpose or goal
Personal Responsibility - to include the ability to connect choices, actions and consequences to ethical
decision-making
Course Learning Outcome
THECB Core Objective
Assessment
(Instructor Assigned)
(Instructor Assigned)
Demonstrate knowledge of
Teamwork; Personal
Debate for the Nature and
individual and collaborative
Responsibility; Communication Process of Argument
research processes.
Skills; Critical Thinking Skills
Class will be divided into two
sides and collaborate on
research for a biomedical debate
topic.
Develop ideas and synthesize
Personal Responsibility; Critical Annotated Bibliography
primary and secondary sources
Thinking Skills;
Précis
within focused academic
Communication Skills
5 highlighted articles
arguments, including one or
more research-based essays.
Analyze, interpret, and evaluate Critical Thinking skills;
Research Skills Test;
a variety of texts for the ethical
Communication Skills; Personal Researched Argument
and logical uses of evidence.
Responsibility
Literary Analysis
Write in a style that clearly
Communication Skills
Researched Argument
communicates meaning, builds
Critical Thinking Skills
Presentation PPT of Researched
credibility, and inspires belief or
Argument; Summaries of
action.
highlighted articles
Apply the conventions of style
Teamwork, Personal
Group activity on citation of
manuals for specific academic
Responsibility; Critical
various sources in MLA and
disciplines (e.g., APA, CMS,
Thinking Skills
APA format; in class
MLA, etc.)
Course Requirements, Evaluation Methods, and Grading Criteria:
5 articles highlighted = 10% of the grade
Annotated Bibliography=10% of the grade
Research skills Test= 25%
Literary Analysis= 10%
Presentation of Researched Argument through Powerpoint= 20%
Researched Argument=25%
Required Textbook & Resources:
Fred D. White & Simone J. Billings, The Well-Crafted Argument, A Guide and Reader, Fifth Edition.
Each Major Assignment and Examination:
Major Test- Research Skills Test will be given in class and will not be made available through
Blackboard.
Powerpoint presentation-Rubrics for powerpoint presentations will available through Teacher
Website
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Researched Argument Essay- 10-12 pages in length-Rubrics for Researched Argument will be
available through Teacher website
Literary Analysis- 5 pages in length-Rubrics for Literary Analysis found on teacher website
General Description of Each Lecture or Lesson:
The Well-Crafted Argument, 5th Edition (tentative schedule –subject to
change)
Week 1
What is an argument?
Reading: Chapter 1, “The Nature and Process of Argument”
Additional in-class activity to supplement chapter exercises: For Writing Project 1 from the end of
the chapter, students will interview one another about their study habits (preparation for writing an essay
on the most or least efficient study habits). Introduction of the rhetoric rhombus and the WTHC (who-theheck-cares) criterion
Week 2
Methods of Critical Reading
Discussion: Critical Reading strategies
Reading: Chapter 2, “Methods of Critical Reading”
Reviewing the basic structure of arguments
Evidence and appeals in arguments
In-class activities: Use Exercises 2.5 and 2.6 to have groups examine arguments and advertisements
for uses of evidence and appeals.
**Submission of an analysis of one of the pieces in Cluster 9, “Masterpieces of Argument” (See Writing
Prompt for Assignment 1 in Instructor’s Manual.)
Week 3
Introduction of the Classical Model
Reading: Chapter 3, “Using the Classical Model in Your Arguments”
Discussion: Organizing an argument using the Classical Model
Discussion: Plato's “Allegory of the Cave” (from Reading Cluster 9, “Masterpieces of Argument”)
In-class activity: Small-group critiquing of students' Classical-modeled arguments (See two forms for
“Procedures for Peer-Response Groups” document for students to use in Instructor’s Manual.)
Week 4
**Submission of students’ Classical-modeled arguments
In-class activities: Continue reinforcing critical reading strategies through group discussion of one
another’s reading records (Exercises 2.7.2 and 2.8.2).
Reading: Reading Cluster X (instructor’s choice)
Week 5
Literary Analysis due
Introduction of the Toulmin Model
Reading: Chapter 4, “Using the Toulmin Model in Your Argument”
Discussion: Organizing an argument using the Toulmin Model, particularly through the use of example
essays in Chapter 4
Discussion: Rachel Carson’s "The Obligation to Endure" (from Reading Cluster 9, “Masterpieces of
Argument”) Continued discussion of Reading Cluster X, with attention to analysis of selected Toulminmodeled arguments that reading cluster
In-class activity: Small-group critiquing of students' Toulmin-modeled arguments (topic arising from First
Reading Cluster)
Week 6
**Submission of students’ Toulmin-modeled arguments
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Introduction of the Rogerian Model
Reading: Chapter 5, “Using the Rogerian Model in Your Arguments”
Discussion: Gibson’s “Who Owns Our Children” and King's “Letter from Birmingham Jail” (from Chapter
5) and Douglass's “I Hear the Mournful Cry of Millions” (from Reading Cluster 9, “Masterpieces of
Argument”
In-class activity: Small-group critiquing of students' Rogerian-modeled arguments
Week 7
**Submission of students’ Rogerian-modeled arguments
Methods of critical reasoning
Reading: Chapter 6, “Reasoning: Methods and Fallacies”
Discussion: Marvell’s “To His Coy Mistress” (from Reading Cluster 9, “Masterpieces of Argument”)
Midterm Exam
Week 8
Individual or small-group conferences: Preparation for upcoming in-class symposium
Week 9
Symposium 1: Panels of 4-5 students debate an issue featured in one of the Reading Clusters. Students
choose their own mode of argument (Classical, Toulmin, Rogerian) for submission of papers on the topic
on the day of the symposium if they are presenters.
Symposium 2: Same as Symposium 1 assignment
Symposium 3: Same as Symposium 1 assignment
Week 10
Symposium 4: Same as Symposium 1 assignment
Errors in reasoning
Discussion: Common fallacies
Reading: Chapter 6 (continued)
Week 11
Methods of Research
Reading: Chapter 7, “Researching Your Argument”
Library research exercises
Week 12
Individual conferences: Discussion of research project proposals (see Writing Prompt for Further
Researched Paper in Instructor’s Manual)
Week 13
Oral presentations based on individual research projects
Week 14
Review of MLA/APA formats
Reading: Chapter 8, “Documenting Your Sources: MLA and APA Styles”
Critiquing of drafts of research projects
Week 15
Course review
Final drafts of research projects due
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February 3= Census Day
APRIL 19= LAST DAY TO WITHDRAW; ALL STUDENTS STILL ON ROSTER WILL BE
ASSIGNED A GRADE!
English Department Plagiarism
English Department Plagiarism Statement:
As a student in the English Department at STC, you may receive an “F” for the semester if you commit or
assist someone else in committing plagiarism.
Plagiarism is the theft of words, phrases, sentence structures, ideas, or opinions. Plagiarism occurs when
any such information is taken from any source or person and—intentionally or unintentionally—presented
or “borrowed” without mention of the source. Plagiarism also occurs when materials from cited sources
are reproduced exactly or nearly exactly but are not put in quotation marks.
The penalties for plagiarism at STC can be found in the Student Code of Conduct. Students who commit
plagiarism are subject to the following penalties: failure in the course; disciplinary probation; removal or
disqualification from extracurricular activities, athletics, and organizational office; loss of eligibility for
financial support; suspension; expulsion; and withholding of degrees and transcripts.
Copied work of any kind or cheating in any other fashion will not be tolerated.
English Department Chain of Command Statement:
Whenever concerns arise between an STC student and an instructor, the student should first discuss the
matter with the instructor during the instructor's office hours. If the matter is not resolved, the student may
then discuss the matter with the Department Chair. (Chair’s information: Steve Morrison, Office # Pecan J 3.1104B, (956) 872-8352).
Developmental Studies Policy Statement: The College’s Developmental Education Plan requires
students who have not met the college-level placement standard on an approved assessment instrument in
reading, writing, and/or mathematics to enroll in Developmental Studies courses including College
Success. Failure to attend these required classes may result in the student's withdrawal from ALL college
courses.
Statement of Equal Opportunity: No person shall be excluded from participation in, denied the benefits
of, or be subject to discrimination under any program or activity sponsored or conducted by South Texas
College on the basis of race, color, national origin, religion, sex, age, veteran status or disability.
Alternative Format Statement: This document is available in an alternative format upon request by
calling (956) 872-6412.
ADA Statement: Individuals with disabilities requiring assistance or access to receive services should
contact disABILITY Support Services at (956) 872-2173.
South Texas College
English Department
Syllabus Addendum: Comparing Citation Formats
This semester, your English instructor will be teaching you how to cite sources correctly; you will learn
how to show your readers that you have taken words or ideas from an outside source. There are many
different documentation formats used in colleges and universities, but the two most common formats used
at the undergraduate level are MLA (developed by the Modern Language Association) and APA
(developed by the American Psychological Association).
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Your instructor will most likely focus on one of these formats, but it is important that you understand how
both of them work since you will most likely need to use both at some point in your college career.
Below is a brief overview of the differences between MLA and APA. Whichever one your instructor
chooses to emphasize this semester, you can use this guide to help you use the other format should
another one of your instructors require it.
The following information is taken from the seventh edition of the MLA Handbook for Writers of
Research Papers and the fifth edition of the Publication Manual of the American Psychological
Association.
Parenthetical (or In-Text) Citations
-text citations require context; you should transition into information that is not your own rather
than simply dropping it into the paper. There are multiple ways to transition; the examples below give
you some ideas of how to accomplish this.
explain the relevance of the information to your readers.
Parenthetical Citations
MLA
APA
Author’s last name and page
Author’s last name, year of
All parenthetical citations:
number.
publication, and page number.
According to Veeder, “the
Veeder (2007) argues that “the
Direct quote (one author):
Whatever is enclosed in
impact on the environment
impact on the environment
quotation marks must be an
cannot be overstated” (52).
cannot be overstated” (p. 52).
exact replica of the original text; OR
OR
changes may not be made
One author contends that “the
One author posits that “the
without indicating that you have impact on the environment
impact on the environment
done so.
cannot be overstated” (Veeder
cannot be overstated” (Veeder,
52).
2007, p. 52).
Veeder and Murdoch argue that Veeder and Murdoch (2008)
Direct quote (two authors):
“consumption at current rates
believe that “consumption at
cannot be sustained” (265).
current rates cannot be
OR
sustained” (p. 265).
Current studies indicate that
OR
“consumption at current rates
Current studies indicate that
cannot be sustained” (Veeder
“consumption at current rates
and Murdoch 265).
cannot be sustained (Veeder &
Murdoch, 2008, p. 265).
According to Veeder, this policy Veeder (2007) states that this
Summary/paraphrase (one
will have a profound and
policy will have a profound and
author):
Summaries and paraphrases are
significant environmental effect significant environmental effect
in your own words entirely; any (52).
(p. 52).
“borrowing” of language from
OR
OR
the original text constitutes
One author contends that this
One author believes that this
policy will have a profound and policy will have a profound and