English Composition II (CRN 32503/32561)
Welcome to English 1302!
Please make sure that you sign up for the class at
http://connect.mcgraw-hill.com/class/n_noland_32503
if your CRN is 32503
and at
http://connect.mcgraw-hill.com/class/n_noland_32561
if your CRN is 32561
Contact Information:
Instructor: Dr. Natalia Noland
Email: Natalia.noland@hccs.edu. This is the best way to contact me.
Office Hours: by appointment – Anytime 2nd period through 5th period.
Website: http://learning.hccs.edu/faculty/natalia.noland
Prerequisites: Completion of English 1301 or the equivalent
Course Description: English 1302 studies the purposes, strategies, and techniques of
written argument. As such, this course is designed to move students into a discourse
that emphasizes interpreting and reading rhetorically, engages in rigorous intellectual
inquiry, and requires persuasive construction and effective presentation of written
materials.
This course stresses the HCC CORE Competencies of reading, writing, speaking,
listening, critical thinking, and computer literacy.
Learning Outcomes:
• Apply basic principles of rhetorical analysis.
• Write essays that classify, explain, and evaluate rhetorical and literary strategies
employed in argument, persuasion, and various forms of literature.
• Identify, differentiate, integrate, and synthesize research materials into
argumentative and/or analytical essays.
• Employ appropriate documentation style and format across the spectrum of in-class
and out-of-class written discourse.
• Demonstrate library literacy.
Learning Objectives:
• Apply the basic principles of critical thinking—evaluation, analysis, and synthesis—
in written essays that inform and persuade.
• Distinguish fact from opinion in others’ writings and evaluate whether they prove
their points and/or whether they can be appropriately used as sources in documented
papers.
• Research and write documented paper(s) using proper MLA style.
• Locate and evaluate library books, journals, magazines, and/or data-bases to
discover information on a topic or issue.
• Expand the scope, confidence, and creativity of written expression.
Learning Resources: There are many texts and resources available for you that
include relevant information for this course. Aside from the required texts listed
below, you should gather information from different resources, including the library,
the internet, and tutors to enhance your knowledge in this area.
Required texts:
• Global Issues, Local Argument: Readings for Writing. Ed. June Johnson
• The New McGraw-Hill Handbook. Eds. Elaine P. Maimon, Janice H. Peritz, and
Kathleen Blake Yancey - online
Recommended texts:
 Current edition of English 1302 Study Guide
 College Level Dictionary
Materials:
• Folders
• Notebook with perforated edges
Instructional Methods: To fulfill my personal goal of making you the best writer
and thinker I can in 16 weeks, you will experience a variety of instructional methods.
Although you will often be involved in collaborative activities—discussion, group
work, peer reviews, and projects—I will give you very specific guidance as to how to
write analyses and arguments. Also, models of exemplary student writing on every
assignment will be available for your review.
In addition to analysis and argument, to become more fluid and confident writers, you
will also experiment in different styles of writing, including creative assignments and
reflections. On such experimental work, you will not be graded on content so much as
on effort and completion.
Assignments & Assessments:
Essay #1: Connections (5 pages)
Analyze Rhetorical Strategies and Relationships Between Two
Texts - 20%
Midterm Exam: Annotation
Write Condensed Evaluation of a Text - 15%
Essay #2: Annotated Bibliography & Bibliographic Analysis Essay
(10-12 pages)
Evaluate and Synthesize Multiple Texts -25%
Final Exam: Argumentative Writing
Persuade an Audience Using Knowledge Gained from Research - 10%
Class Participation/Quizzes/Reading Responses - 15%
PLP 15%
Important: In accordance with the English Department guidelines, all students must
average a C or higher (70-100) on the Midterm and Final in-class writing assignments
in order to receive at least a C in the course. If the average of in-class writing is a D
(60 - 69), the student must receive a D in the course. If the average of in-class writing
is an F (0-59), the student must receive an F in the class.
HCC Grading Scale:
A = 100 – 90
B = 89 – 80
C = 79 – 70
D = 69 – 60
F = 59 and below
All typed assignments (including reading responses and first drafts): Every
assignment must have 1 inch margins on all sides, be double-spaced, and be typed in
12 point Times New Roman font. The exception to this is in-class writings, including
exams.
In-class Writing: This is an in-class written response to a prompt designed to
facilitate a greater development of ideas between essays and class discussions to
cumulate as you consider your next essay.
Some prompts will be based upon reading assignments; thus it is advised that you do
all of the assigned readings and think about them before the class period during which
they will be discussed. Other prompts will be more creative in nature in order to break
up the monotony of responding to readings.
Through these in-class writings, you will experiment with voice and language and
pursue analysis through creative rather than academic means.
Participation: Class participation is worth 15% of your grade, but these points are
not free. Each student is expected to participate, since it is through the discussions
that you will develop your interpretations of texts, offer considerate and thoughtful
analysis, compare your ideas with those of your peers, and determine solutions to
problems involving reading and writing. Student participation will be constructive.
Rude, offensive or disrespectful comments or behavior, if encountered, will be dealt
with quickly. Along with counting toward your essay grades, peer review sessions
count toward participation.
Course Policies:
• Professionalism: While workshop classes tend to be informal (and hopefully fun), I
do expect that everyone will behave in an appropriate manner. For strong
professionalism grades, you will regularly attend class, willingly participate in all
facets of the classroom, and demonstrate sincere effort to improve your own writing
and that of your peers through peer review, revision, and conferences.
Talking to your classmates outside the context of discussion is rude and will not be
tolerated. Likewise, reading outside materials (newspapers, magazines, texts for other
classes), playing games on your cell phone, or other non-class related activities are
not allowed, and you will be penalized percentage points for doing so. If you have
other things to do that you feel take priority over paying attention in class, you should
do them elsewhere. One percentage point may be deducted from your final grade for
any cell phone/pager interruptions and/or missed conferences.
Phone Policy: If I see you looking at your cell phone for any reason, you will be
marked as absent for the day.
Laptop/Tablet Policy: Laptops and tablets are allowed, but ONLY for the purpose
of contributing to class/taking notes. If I notice you doing anything other than this (ie:
facebook, websites, etc.), you will automatically be marked as absent for the day.
• Attendance: Because this class utilizes a workshop format with considerable
amounts of discussions and in-class writing assignments, your presence is essential.
You are expected to be present everyday this class meets, but to accommodate
accidents, illnesses, and emergencies, I allow a number of absences without penalty.
Students are expected to arrive in class on time to be counted present. If tardiness or
leaving class early occurs, I may also deduct points from your final participation
grade.
In accordance with HCC Policy, students who have missed more than 12.5%, or six
hours, of class (excused or unexcused) may be dropped or given an F for excessive
absence at the instructor’s discretion. However, at my discretion, I allow for students
to remain in the class for one additional absence, but the final grade will be penalized.
If students stop attending class, it is their responsibility to formally withdraw from the
course.
Up to 4 absences - no automatic grade reduction
5 absences - a final grade reduction of 10%
Note: Please reserve these 4 absences for illnesses and emergencies.
• Late Policy: Any major essay turned in after the class period for which it was due
will be reduced by 10% of the total points possible for the assignment each day it is
late, including weekends, holidays and breaks.
In cases of emergency, a student may email a final draft to me, but if the email is
received after the class period for which it was due, it will incur late penalties. If a
student emails me a draft on time, he/she must still submit the final folder (including
all drafts and required material) by the next class period. If he/she does not, then 10%
will be deducted each day until I receive a completed folder.
This policy excludes reading responses and brief writing exercises, both of which may
not be accepted after the class period for which they are due. Essays turned in over
one week late will not receive credit.
• Missing Work: You must complete all drafts and all final copies of the major
assignments to pass the course, whether or not the individual assignment counts for
credit due to late penalties.
• Academic Integrity Policy: Plagiarism (using another's ideas or words without
giving credit), Collusion (unauthorized collaboration with another person in preparing
written work offered for credit), and other forms of cheating will not be tolerated. To
be accepted, all papers require proof of their development. Students who plagiarize,
collude, or cheat may face disciplinary action including the grade of 0 for the
assignment, an F for the course, and/or dismissal from the college. For more on
plagiarism, see "Plagiarism" in The New McGraw-Hill Handbook
Academic Support Services:
Online tutoring is available at the following links:
Online: via askonline- see link for more information http://swc2.hccs.edu/e-tutor/
Online: via Smarthinking- see link for more information
http://www.smarthinking.com/
Online: via Purdue University- see link for more information
http://owl.english.purdue.edu/
A recommendation from me to seek tutoring is a clear and urgent signal that you have
some remedial work to do on grammar, usage, or general essay development. Please
use these resources.
Special Needs: Any student with a documented disability (e.g. physical, learning,
psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations
must contact the Disability Services Office at the respective college at the beginning
of each semester. Faculty is authorized to provide only the accommodations requested
by the Disability Support Services Office. For questions, please contact Donna Price
at 713.718.5165 or the Disability Counselor at your college. To visit the ADA Web
site, please visit www.hccs.edu then click Future students, scroll down the page and
click on the words Disability Information.
Northwest ADA Counselor – Mahnaz Kolaini – 713.718.5422
Early Alert: HCC has instituted an Early Alert process by which your professor will
“alert” you through counselors of concerns that you might fail a class because of
excessive absences and/or poor academic performance.
EGLS3 -- Evaluation for Greater Learning Student Survey System
At Houston Community College, professors believe that thoughtful student feedback
is necessary to improve teaching and learning. During a designated time, you will be
asked to answer a short online survey of research-based questions related to
instruction. The anonymous results of the survey will be made available to your
professors and division chairs for continual improvement of instruction. Look for the
survey as part of the Houston Community College Student System online near the end
of the term.
Tentative Course Schedule: It is entirely possible that changes will be made to this
course throughout the semester. If so, you will be notified in class and the syllabus
will be adjusted accordingly on the learning page.
Week
Week 1
English 1302 – Noland
Tentative Schedule for Weeks 1-16
Day
Assignments Due, In-class Activities, Homework
M: 01/14
Introductions
Review Syllabus
Critical reading - discussion
Study groups
H/W: Actively read GILA Chapter 1
W: 01/16
Rhetoric discussion; Discuss Chapter 1;
H/W: Study GILA Chapter 2
F: 01/18
Week 2
Week 3
M: 01/21
W: 01/23
F: 01/25
In-class reading Costanza (GILA 106-108)
HW: Chang (GILA 92-96)
M: 01/28
Discuss Chang
Write reading response over Chang
HW: Actively read Sachs (GILA 108-113) and
Jeffcott (GILA 114-118)
Discuss Sachs and Jeffcott
W: 01/30
F: 02/01
Week 4
Week 5
Discuss Chapter 2
HW: read Hartmann (GILA 100-104) and actively
read GILA Chapter 3 (68-78)
MLK holiday – no classes
Discuss Hartmann
Initial PLP Diagnostics Due
M: 02/04
HW: actively read Harrop (123-125)
Discuss Harrop
Handout Essay #1 Prompt and Proposal Guidelines
HW: Read again GILA Chapter 2 (38-41); actively
read Drohan (126-129); Start writing proposals
Discuss Drohan
MLA
Questions over Essay #1
HW Write and bring with you rough draft of Essay
#1
W: 02/06
Peer evaluation Workshop
F: 02/08
Peer evaluation Workshop
HW: Prepare your final Essay #1 draft. HW: Study
Chapter 4 ; actively read Gates (188-191)
Essay #1 Due
Discuss Gates
M: 02/11
W: 02/13
F: 02/15
Week 6
M: 02/18
W: 02/20
F: 02/22
Week 7
M: 02/25
W: 02/27
F: 03/01
Week 8
Week 9
Week 10
Week 11
M: 03/04
Write an annotation over Gates
HW: Study Chapter 4; actively read Roberts (194197)
Library Day
HW: Finalize your proposals; Actively read GILA
Chapter 8 (411-419) and The Economist (424-428)
Discuss the Economist
Presidents’ Day – no classes
Discuss Proposals
Discuss Proposals
HW: Bring your Proposals; Actively read Pomroy
(436-440)
Proposal for Research Project Due;
Sample Annotation Workshop and MLA;
HW: Actively read Adesnik (GILA 461-463)
IN-class writing (annotation)
In –class writing
HW: Prepare for your Mid-term Exam: download
and read the text for Mid-term exam (to be provided
by your instructor)
Mid-term in-class essay
Midterm PLP Review Week
W: 03/06
Mid-term in-class essay
F: 03/08
Mid-term in-class essay
HW: Begin Gathering Sources for Research
Spring Break
Spring Break
Spring Break
Library day; Do more research and write
annotations.
HW: Write at least 2 annotations
M: 03/11
W: 03/13
F: 03/15
M: 03/18
W: 03/20
Peer Review for Annotations Workshop
MLA
Questions
F: 03/22
Peer Review for Annotations Workshop
MLA
Questions
MLA
Questions
M: 03/25
W: 03/27
Week 12
Week 13
F: 03/29
M: 04/01
W: 04/03
In-class writing
In-class writing
Peer Review for Annotations Workshop
MLA
Questions
F: 04/05
PLP Completion Date
Peer Review for Annotations Workshop
MLA
Questions
HW: Do more research and write annotations
Discuss annotations
H/W: Complete PLP Post Diagnostic
Discuss annotations
H/W: Complete PLP Post Diagnostic
PLP Post Diagnostic Completion
Discuss ways to organize bibliographic analysis
essay
HW: Read sample bibliographical essays;
Do more research, write an outline for bibliographic
analysis essay.
M: 04/08
W: 04/10
F: 04/ 12
Week 14
M: 04/15
W: 04/17
F: 04/19
Week 15
M: 04/22
W: 04/24
F: 04/26
Week 16
HW: Do more research and write annotations
In-class writing
HW: Do more research and write annotations
M:04/29
Discuss Bibliographic Analysis Essay
H/W: Download the Bibliographical Analysis Essay
document from the learning web
Library day. Do more research, finish gathering
sources for research and writing annotations.
HW: Bring your outline for bibliographic analysis
essay
Peer Review for Outline Workshop: bring 4
copies;
MLA
HW: Start writing Rough Draft of Bibliographic
Analysis Essay
Peer Review for Outline Workshop: bring 4
copies;
MLA
In-class writing
HW: Write Rough Draft of Bibliographic Analysis
Essay
Peer Review for Bibliographic Analysis Essay
Workshop
Peer Review for Bibliographic Analysis Essay
Workshop
W: 05/01
F: 05/03
Week 17
M: 05/06
W: 05/08
F: 05/10
Handout Prompt for Final Exam and discuss
Annotated Bibliography and Bibliographic
Analysis Essay Due
In-class writing
Final exam
Research Project results overview
Final exam results overview