Great Basin College
English 102 - COMPOSITION II (Three Credits)
Fall 2008
Instructor: Susan Davis
Office Hours: By appointment. 635-2664
Text:
How To Lie With Statistics. (Required)
SF Writer or The Everyday Writer. (Required)
From Idea to Essay. (Required)
MLA Handbook, 6th ed. (Highly recommended)
Catalogue Description:
Continuation of English 101. Emphasizes writing from sources, argument, the investigative
paper, and research techniques. Prerequisite: English 100 or English 101.
Course Description:
Composition II focuses on research. We will use many forms of research – field, library,
Internet – while exploring a variety of topics. Because the course applies research to writing, it
necessarily requires that we concentrate on three specific ways of reading and writing critically:
affectively, periphrastically and dialectically (more about these during the course). These skills
enable us to think about and to synthesize information from multiple sources and to incorporate
that information into our academic writing.
Course Objectives
This course addresses the major goals of research-based writing:

to enjoy the academic project of research for its own sake;
 to read with critical facility, especially for future academic work;
English 102 concentrates on learning to read closely and reflectively, and on integrating the
material that you’ve read into an intelligent, accessible written version for another audience
which will include students and the teacher.
 to produce clear, concise, interesting prose;
English 102 recognizes that we can all write, but that all of us can always get better at it. It is
both a skill and an art that requires the regular practice that perhaps only a writing course
provides.
 to understand and practice the key academic research skill: synthesis.
Synthesis is that technique which combines the material discovered during research into a
new, coherent piece of writing.
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 to understand the use and misuse of statistics.
English 102 offers the perspective that, although research involves statistical data, not all of
that is reported in good faith or with clear motive. Researchers must be able to evaluate the use
of statistics and to recognize the inflated, sensational, or oversimplified use of them. The text
How to Lie with Statistics has been chosen to further our understanding of mass data.
 to learn to use documentation formats, esp. MLA & APA guidelines
Writers are expected to follow standardized footnote and reference formats, but English 102
reviews each of these two widely used, academic, professional set of conventions and requires
their appropriate use in assigned papers.
Methods of Instruction:
Students will be given a variety of methods of instruction. These methods will include
classroom discussion, lecture, the practice of key writing standards, cooperative learning, testing,
assigned reading and writing, individualized tutoring as well as whole class delivery, and student
led classroom activities. A tutor is available from the Battle Mountain campus as well as on line
tutors from the Elko campus. You are not required to use tutors in this course, but you may set
up appointments with any campus tutor or others to assist you with writing techniques on
classroom assignments. Make sure that the individuals you ask for help know how to help you
with writing techniques.
Class Assignments:
You will be given a calendar which sets the assignments and due dates for this class. Please
take care of this calendar as it will assist you in determining or remembering the pertinent
paperwork for this class. Remember, assignments are due the day they are assigned. I will allow
you the opportunity to turn an assignment in late on the day it is due, but no later. See me if you
have any questions about this policy.
Grading:
Five essays:
 Essay #1: The Contract Proposal  1 page (5%)
 Essay #2: The Clarification Project (reflective reading response)  3-5 pages (10%)
 Essay #3: The Information Project (informative report)  6 pages min. (15%)
 Essay #4: The Exploration Project (exploratory essay)  6 pages min. (15%)
 Essay #5: The Working Document (research paper with a purpose)  6-8 pages (20%)
 In-class participation and writing – (35%).
Total: 100%
Attendance:
Students are expected to attend classes regularly. You are allowed three absences in a semester.
If you accumulate a fourth absence, you will be dropped from this class. I also expect that you
will be prompt in your class attendance. Two tardies will equal an absence, and seven tardies
will result in your being dropped from this course. These attendance expectations follow Great
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Basin College’s attendance policy. Make-up work will be allowed after an absence. Please ask
me about the work you need to make up prior to your absence or after you come back as it is
your responsibility to get your make up work. At times, circumstances may necessitate a change
in attendance rules. Any change will be at the instructor’s discretion.
Policy of Academic Integrity:
Of special concern in a research semester is your attention to GBC’s policy of academic
integrity: students are expected to be honest. Cheating on any assignment will not be tolerated.
Plagiarism is a form of cheating. If ideas are borrowed, the source must be given credit. Internet
sources are subject to documentation as well as careful evaluation. We will address the matter of
unintentional plagiarism in class, but it occurs when a student paraphrasing of the source is too
close to the original. Plagiarism is a violation of the standards of intellectual honesty. Students
who violate such standards are subject to punishment, ranging from failing a class to dismissal
from the institution.
If you have concerns or academic problems, or if you feel you need special assistance, please
discuss all matters with me first, and as soon as you can. See page 55 of the GBC General
Catalogue 2007-2008 concerning the procedure to follow should you need to protect your rights
in any class.
Learner Outcomes: General Education and English 102
1. Communication Skills
Written Communication
Students who complete general education courses will demonstrate the ability to use written
communication skills in the following ways.





Choose essay/paper format appropriate to audience and purpose.
Choose diction and style appropriate to audience and purpose.
Integrate evidence, examples, and details to support the central idea or thesis of the text.
Develop coherent and effective paragraphs.
Use standard edited English and the documentation style appropriate to the discipline.
Accessing Information
Students who complete General Education courses will demonstrate the ability to access
information.




Collect information from electronic, print and live sources
Evaluate the validity of the information
Organize information into usable format
Document sources of information
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Reading Skills
Students who complete General Education courses will
 Adjust reading speed according to genre, difficulty of text, and reading purpose.
 Recognize functions of various selections of text, i.e. offering evidence to support a
point
 Identify the purpose of the author as presented in a text
 Summarize and /or paraphrase main points
 Define vocabulary
 Identify and explain cultural codes in texts
 Create new text which integrates and synthesizes pre-existing knowledge and
knowledge gained from reading in the writing of new texts (papers, essays, and the
like)
Measurement of learner outcomes
All English 102 students produce a research paper which fulfills the above standards. Research
papers are assessed using a standard rubric developed by the English department; the rubric is
attached to the syllabus (rubric numbers 1 – 11).
2. Critical Thinking
Quantitative Ability

Identify problems that require mathematical solutions

Apply appropriate mathematical operations to problems and achieve correct solutions
Measurement of learner outcomes
Read How to Lie With Statistics and analyze the statistical content of an article chosen from a
current publication, applying such concepts as the base for calculating percentages, calculation of
mean, median and mode averages, and size of sample.
Reasoning and Independent Thought

Evaluate strengths and weaknesses of multiple sources in synthesis exercises and to
identify connections between the theses they are developing and those of their sources.
Measurement of learner outcomes
In synthesis assignments, students must create clear theses and utilize opposing arguments to
strengthen their own positions. The writing rubric is used to assess these assignments.
Scientific Understanding

Apply the scientific method to problem solving and understanding, and to utilize the
results to make predictions and analyze the implications and consequences.
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Measurement of learner outcomes
Students apply the scientific method by developing a hypothesis, gathering supporting data,
drawing conclusions, and presenting those conclusions in a research format. A writing rubric is
used to assess the resulting paper (4, 8, 9).
3. Personal and Cultural Awareness

Analyze and differentiate the roles of individuals in society, and describe divergent
attitudes, values and beliefs in society.
Measurement of learner outcomes
Students choose topics in which they have an interest and explore multiple perspectives from
sources on that topic. Students’ writing responds to what others think and believe; this writing
must demonstrate an understanding of the perspectives of others. Students must also synthesize
ideas from their reading and thinking to create a new text which displays their own ideas. A
writing rubric is used to assess the resulting paper (4, 8, 9).
4. Personal Wellness

Explain the knowledge, skills, and behaviors which promote personal well-being.
Measurement of learner outcomes
Self-expression is one of the most important aspects of personal wellness. It empowers students
to succeed in academic endeavors as well as in the workplace and social settings. Accurate and
fluent self-expression is evaluated through a writing rubric attached to each student paper (8, 10,
11).
5. Technological Understanding

Use basic computer technology competently in current applications.
Measurement of learner outcomes
Students demonstrate the ability to use word processing programs to produce accurately
formatted papers. Students access and evaluate sources for research papers through library
databases and the Worldwide Web. Proficiency is evaluated through an appropriate writing
rubric (2, 3, 4).
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Learner Outcomes
Communication Skills: See #1 above
Analyze statistical content of article
Collect and evaluate information from
Internet sources
Develop hypothesis, gather data, draw
conclusions, present conclusions in written
format
Analyze, differentiate roles of individuals
in society; describe divergent attitudes,
values and beliefs; synthesize ideas from
reading and thinking to create new text
Communicates and expresses thoughts
fluently and expressively
Measurement
Completed Research Paper; evaluated
according to attached rubric numbers 1 - 11
Written statistical analysis; evaluated with
attached rubric, esp. #4, 8, 9
Written report and ranking of websites;
rubric for website evaluation
Written essay evaluated with attached
rubric, esp. # 4, 8, 9
Written essay evaluated with attached
rubric, esp. # 4, 8, 9
Written essay evaluated with attached
rubric, esp. # 8, 10, 11
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RESEARCH WRITING EVALUATION FORM
Writer_______________________Assignment_______________________Date_________
Minimum Standard Requirements
An essay receiving an evaluation of “unacceptable” in
any of these first three areas is considered unfinished
and receives no grade.
Excellent
5 points
Good
4 points
Adequate
3 points
Weak
2 points
Unacceptable
1 point
(1) The essay uses the conventions of standard edited
English (spelling, punctuation, grammar, paragraphing,
etc.).
(2) The essay’s format and presentation follow the
specifications of MLA or APA format (typed with
standard margins, fonts, correct parenthetical
references, etc).
(3) The essay’s sources (whether primary or secondary
sources) and the use of those sources are appropriate for
college writing. This includes the quality and quantity
of sources, as well as the analysis and integration of
them into the essay.
(4) The essay completes the assignment specified by the
instructor.
Additional Requirements
(5) The essay’s purpose is clear and persuasive.
(6) The essay is directed toward and meets the needs of
its audience.
(7) The essay is well-organized, focused, and unified,
with an effective beginning, middle and end.
Transitions between paragraphs and sections are clear.
(8) The essay provides effective supporting arguments,
evidence, examples, and details.
(9) The essay uses appropriate language and tone.
(10) The essay shows originality and creativity in
realizing (1) through (8).
(11) This item can be defined by the instructor.
Overall Evaluation
Total points __________
Grade
__________
Comments:
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