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Heartland Community College
Course Syllabus
Division: Humanities and Fine Arts
COURSE PREFIX & NUMBER: ENGL 102
COURSE TITLE: Composition II
CREDIT HOURS: 3
CONTACT HOURS:
LECTURE HOURS: 3
Spring 2012
LABORATORY HOURS: 0
CATALOG DESCRIPTION:
Prerequisite: ENGL 101 with a grade of C or better. ENGL 102 is a course that focuses on the
rhetorical strategies used in argumentative writing, including logical analysis, critical thinking,
the interpretation and evaluation of primary and secondary sources, and the conventions of
academic and professional discourse. A final portfolio that includes a research paper (or papers)
is required. This paper (or papers) constitutes the majority of the grade for this course.
RELATIONSHIP TO ACADEMIC DEVELOPMENT PROGRAMS AND TRANSFERABILITY:
ENGL 102 fulfills 3 of the semester hours of credit in Communication required for the A.A. or A.S. degree.
This course should transfer as part of the General Education Core Curriculum described in the Illinois
Articulation Initiative to other Illinois colleges and universities participating in the IAI. However, students
should consult an academic advisor for transfer information regarding particular institutions. Refer to the
IAI web page for information as well at www.itransfer.org.
REQUIRED WRITING AND READING:
Students will complete 3-4 major research-based projects and will revise 1-2 for a minimum of
12 revised pages. The research based portfolio constitutes the majority of the grade for this
course. Readings will be assigned by the instructor.
TEXTBOOKS:
Barnet, Sylvan & Hugo Bedau. From Critical Thinking to Argument: A Portable Guide. 3rd ed.
Bedford St. Martin, 2011.
English 102 Course Guide. Available from Ereserves & Blackboard
Instructor Information:
Zach Petrea
Office: ICB 2008
Office hours: 12-2 M & 12-1 T-R
email: zach.petrea@heartland.edu
Phone: 309-268-8613
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COURSE OBJECTIVES (Learning Outcomes)
Course Outcomes
General
Education
Outcomes
Establish and maintain a voice that is
CO 1
appropriate to the selected rhetorical context
and is situated effectively within research and
supporting evidence
Demonstrate understanding of the relationship CO1
between audience and purpose, and produce
CO5
texts that address a variety of audiences and
discourse communities effectively
Evaluate differences in perspectives and
DI3
opinions—including critical self-assessment
of one’s own perspective and its relationship
to the perspectives of others
Develop texts that demonstrate effectively
organized and presented reasoning and
supporting evidence
Select, evaluate, synthesize, and make
CT2
effective and ethical use of multiple sources,
CT3
including those from academic discourse,
CT4
subordinating them to the writer’s purpose;
and documenting them in the style appropriate
to the discipline
Develop an effective writing process that
CT4
includes successful strategies for inventing,
CO 4
choosing, and narrowing a topic; explores and
develops ideas through research and critical
reading; and employs global and local
revision and editing strategies
Range of Assessment Methods
Process Assignments, which may
include but are not limited to, invention
exercises (e.g., listing, concept mapping,
claim structure outlining, etc.), topic
proposals, annotated bibliographies,
drafting, peer review, documentation
practice, revision, editing, in-class
assignments (individual and
collaborative), class discussion of writing
or readings, attendance, and quizzes.
Final Portfolio
CO1 (Communications Outcome 1): “Students compose a message and provide ideas and information suitable to the topic,
purpose, and audience.”
CO4: “Students are self-reflective of the communication process.”
CO 5: “Students communicate ethically through monitoring their behavior and interactions with others.”
CT 2 (Critical Thinking Outcome 2): “Students determine value of multiple sources or strategies and select those most
appropriate in a given context.”
CT 4: “Students actively reflect on their answer, approach, or solution and act upon those reflections to improve the final result.”
DI 3 (Diversity Outcome 3): “Students reflect upon the formation of their own perspectives, beliefs, opinions, attitudes, ideals,
and values.”
COURSE/LAB OUTLINE:
 Introduction to course – summaries, paraphrase, syntheses and critiques
 Conventions, rhetorical strategies, forum analyses across broad disciplinary
communities, including documentation styles and ethical incorporation of sources
 Writing about the same topic for different audiences
 Inviting students to focus on disciplines that are of interest to them.
 Research approaches in specific disciplinary communities
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METHOD OF EVALUATION:
Portfolio of revised writings: 60%
The final portfolio will include no fewer than 12 revised pages. The research paper(s) that
make(s) up the final portfolio must receive a grade of “D” or higher in order for the
student to pass the course.
Process Assignments: 40%*
FA 1- 100
quizes-10 each
PP 1- 300
3 Annotated Bib- 25/50/50 ea.
FA 2- 100
8 peer reviews- 25 ea.
FA 3- 100
participation- 15/class
PP2- 300
Blackboard postings 10/ea.
PP3- 500
Final grades will be determined according to the following scale:
92 to 100% = A
83 to 91% = B
74 to 82% = C
65 to 73% = D
Below 65% = F
Course Policies
You are responsible, and will be held accountable, for all information contained herein
All students have been provided a Heartland Community College email. You must access
my.heartland.edu and set up your account. All instructor communication will be through this
system (My use of email is not limitless and unconditional- you need to allow an appropriate
length of time for me to answer email).
Further, any canceled classes will appear on my.heartland and should be checked regularly
You also have access to myFiles, an online storage space. You can access this from any
computer with internet. As such, I will not accept any excuses (email or otherwise) for
missing work.
Blackboard: this class is supplemented by blackboard and will use it continuously for
assigned readings and discussion/postings. When assigned blackboard homework, all
postings must be made by 9pm of the day before the next class (for ex, if assigned on
Monday, post will be due Tuesday 9pm; if assigned Friday, it will be due Sunday by 9pm).
Specifications for work: all graded assignments (including homework) are to be typed in 12
point Times New Roman with 1 inch margins (follow MLA format guidelines).
No late work accepted: Assignments are due at the beginning of class, anytime later is late.
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Tardiness, absence and leaving early: will negatively affect your grade via participation points
(Additionally, it is your responsibility to contact me about assignments, not vice versa).
Any student that misses material: is responsible for obtaining notes from a peer prior to my
answering any questions- I will not re-teach material, but I will answer any questions.
* I reserve right to give additional/fewer pop quizzes/homework as necessary
Project Procedures
Process work: In working towards the Project Papers, you will be assigned many readings and
activities, both in-class and outside of class. Your accomplishing the in-class assignments will
count towards your participation points, while outside work will be either in the form of
homework to turn in the next class period or Blackboard postings.
Advisory Draft grades: For your grade on each paper, you will first receive an advisory letter
grade, which will be recorded for the in-class portion of your grade. However, each paper will
be revised for a higher grade. If no revision is done, then the advisory grade becomes your final
grade for the in-class portion.
Peer Reviews are very important. As such, No in-class Peer-Review = No advisory grade. If you
don’t do an in-class peer review, you don’t turn in a paper until revisions are turned in.
The grades for each paper are based on an understanding of the particular set of assigned
outcomes, either Voice, Support, Purpose/Development, Audience, or Critical Thinking. We
will discuss these in class, but they are found online under the course guide.
The final portfolio will be a collection of all project papers, incorporating a rough draft and a
final draft of each project paper. As stated in the Course Description, your portfolio must contain
at least two revised project papers for a total of at least 12 pages of revised writing.
All minimums must be met to be considered for a grade above an F.
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Course Projects
Project Paper 1: Deconstruction- Analysis of Identity
The purpose of this paper is to thoroughly analyze an advertisement in order to present a clear
argument on what specific identity it attempts to connect with.
The writer should focus on the elements that tell the reader something about the specific product,
service or argument. These elements can be implied or expressed directly to the audience and
include: Text, Image, Purpose, and Target Audience.
However, the most important factors to keep in mind when developing this type of essay are the
appeals used. The appeals refer to the argument that, in this case, the advertisement is presenting
about a specific product.
The types of appeals are: rhetorical (Logical appeal, Emotional appeal & Ethical appeal) and
psychological, (“Advertising’s 15 Basic Appeals”). Every ad will utilize different psychological
appeals, sometimes only one, sometimes several, but all ad’s will use all rhetorical appeals.
Your job is to identify and explain the aforementioned aspects in order to prove how they
construct the desired identity. Sample outline:
In the introduction;
1. Describe generally the magazine/ product / model
2. Who is the target audience of this magazine? Their identity?
In the body paragraphs, the writer should do the following:
1. Describe in detail what is in the ad.
2. How do the elements in the ad make the viewer want to buy or want to
use the product? How will using this product affect the audience? (I.e. what are
the appeals used)
3. explain information that makes the stated identity valid.
Features: 5 pages with 6 sources (at least 3 of the articles I provide for you)
Graded Outcomes: Audience, Purpose/development and Support
CT2 : Students determine value of multiple sources or strategies and select those most appropriate in a
given context.
CT3: Students generate an answer, approach, or solution through an effective synthesis of diverse sources
and arguments and provide a rationale.
Project Paper 2: Literature Review- Perspective analysis
Although literature reviews can vary in terms of format and content, especially across academic
disciplines; in general, a lit review is a survey and evaluation of available information on a topic.
This assignment will force you to explore the variety of arguments, audiences and conventions of
a single topic of your choice and will form the basis for your inquiry in a research-based
persuasive essay.
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Essentially, the essay should analyze the information that you have found from your Topic
Proposal: Given the different disciplines represented, what are the major differences in
perspective (Voice/ Argument/ Conventions)?
Consider the following example as you structure your essay:
Introduction:
Your introductory paragraph(s) should define or identify your general claim about the
effect of the chosen fields.
Body of the Essay:
The body of your essay will briefly and effectively summarize each source and explain
what is significant or revealing (or lacking) about each source.
Conclusion:
Your conclusion paragraph(s) should reiterate what implications the texts (sources) have
on further research or the way in which the topic is discussed.
Features: 5 pages, 6 sourcesGraded Outcomes: Purpose/development and Support, Critical Thinking
CO 5: “Students communicate ethically through monitoring their behavior and interactions with
others.”
CT 2: “Students determine value of multiple sources or strategies and select those most
appropriate in a given context.”
CT 4: “Students actively reflect on their answer, approach, or solution and act upon those
reflections to improve the final result.”
Project Paper 3: Construction- Controversy in Field
Students should identify a current controversy in the field of their choice, and come to their own
conclusion/result. Students will then convincingly argue their point of view using the techniques
of analysis and key rhetorical concepts introduced in the course to convince a desired audience.
Questions to consider in formulating your argument presentation:
-Why has the representational trend or pattern gained cultural acceptance or achieved cultural
prominence at this particular time? In other words, what cultural or historical factors
contribute to the visibility and acceptability of such representations at this point in time?
-What points of view, positions, or arguments does the trend depict and with what groups
are such points of view resonant?
The goal of the research paper is NOT to simply present research or report what others have said
about your controversy. Instead, you must analyze your topic, using appropriate sources, in
effective ways, to support your own conclusion of the subject.
Features: 8 pages, 10 sources.
Graded Outcomes: Purpose/development, Support, Critical Thinking, Audience, Voice
CO 5: “Students communicate ethically through
monitoring their behavior and interactions with
others.”
CT 2: “Students determine value of multiple sources or strategies and select those most appropriate in a
given context.”
CT 4: “Students actively reflect on their answer, approach, or solution and act upon those
reflections to improve the final result.”
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Student Conduct: Academic Integrity and Plagiarism
Academic integrity is a fundamental principle of collegial life at Heartland Community College and is essential to
the credibility of the College’s educational programs. Moreover, because grading may be competitive, students who
misrepresent their academic work violate the right of their fellow students. The College, therefore, views any act of
academic dishonest as a serious offense requiring disciplinary measures, including course failure, suspension, and
even expulsion from the College. In addition, an act of academic dishonesty may have unforeseen effects far beyond
any officially imposed penalties.
Violations of academic integrity include, but are not limited to cheating, aiding or suborning cheating or
other acts of academic dishonesty, plagiarism, misrepresentation of data, falsification of academic records or
documents and unauthorized access to computerized academic or administrative records or systems. Definitions of
these violations may be found in the college catalog.
Plagiarism
Plagiarism is the presenting of others’ ideas as if they were your own. When you write a paper, create a project, do a
presentation or create anything original, it is assumed that all the work, except for that which is attributed to another
author or creator, is your own. Plagiarism is considered a serious academic offense and may take the following
forms [Note that word-for-word copying is not the only form of plagiarism]:
1
Copying word-for-word from another source and not giving that source credit.
2
Paraphrasing the work of another and not giving that source credit.
3
Adopting a particularly apt phrase as your own.
4
Using an image or a copy of an image without crediting its source.
5
Paraphrasing someone else’s line of thinking in the development of a topic as if it were your own.
6
Receiving excessive help from a friend or elsewhere, or using another project as if it were your
own.
The penalties for plagiarism may be severe, ranging from failure on the particular piece of work, failure in the
course or expulsion from school in extreme cases. [Adapted from the Modem Language Association’s MLA
Handbook for Writers of Research Papers. New York: MLA, 1995: 26]
Support Services:
Heartland Library
The Library, located in the Students Commons Buildings at the Raab Road campus, provides Heartland students
with a full range of resources including books, online journal databases, videos, newspapers, periodicals, reserves,
and interlibrary loan. Librarians are available to assist in locating information.
For more information please call the Library (309) 268-8200 or (309) 268-8292
Tutoring Center
Heartland Community College offers tutoring in various forms at no cost to Heartland students at the Academic
Support Center (ASC) in Normal and at the Pontiac and Lincoln Centers. Tutors are available at convenient times
throughout the week. Study groups, group tutoring facilitated by a specially-trained tutor, are also available by
request. For more information about services available at each location, please call the ASC in Normal (309) 2688231; the Pontiac Center (815) 842-6777; the Lincoln Center (217) 735-1731.
Writing Services: Writing Services is open to all HCC students working on their writing. HCC writing faculty help
students apply course outcomes to their papers. Visit the Tutoring and Testing Center or call the TTC for an
appointment: 268-8231.
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Disclaimer: Syllabus is subject to spontaneous alterations
Course Calendar:
January 16
Closed
23
Course Guide & TV Ad due
30
6
FA return
13
Project Paper 1 Peer Review
20
PP1 return & Topic Pro due
27
March 5
FA2
12 Closed
19
CAB due
26
RhetAB due
April 2
PP2 due
9
PP2 return
16
PP3 Intro PR& PP3 Intro due
23
Work Day
30
PP 3 return
7
Portfolio due
14
Finals
18
25
February 1
Forum Analysis 1 due
8
15
PP 1 due
22
TP return
29
Pub Rev due
7
14 Closed
21
FA3 due
28
PP2 PR
4
Research Proposal due
11
RAB due & PP3 Thesis due
18
PP3 Intro return
25
PP 3due
May 2
Work Day
9
16