WACO, TEXAS
COURSE SYLLABUS
AND
INSTRUCTOR PLAN
COMPOSITION II
ENGL 1302.CA
SUE AGUILAR
AN EQUAL OPPORTUNITY INSTITUTION
SPRING 2015
COMPOSITION II
ENGL 1302.CA
Course Description:
Intensive study of and practice in the strategies and techniques for developing research-based
expository and persuasive texts. Emphasis on effective and ethical rhetorical inquiry, including
primary and secondary research methods; critical reading of verbal, visual, and multimedia texts;
systematic evaluation, synthesis, and documentation of information sources; and critical thinking
about evidence and conclusions.
Prerequisites and/or Corequisites:
ENGL 1301 or its equivalent with a grade of C or better, or consent of Division Chair.
Instructor Information:
Instructor Name: Sue Aguilar
MCC E-mail: saguilar@mclennan.edu
Office Phone Number: 254-761-5650 x2233
Office Location: Midway High School
Office/Teacher Conference Hours: TBA
Required Text & Materials:
Title: MLA Handbook for Writers of Research Papers
Author: Modern Language Association
Edition: 7th
ISBN: 978-1-60329-024-1
MCC Bookstore Website
Course Objectives and/or Competencies:
Courses in this category focus on developing ideas and expressing them clearly, considering the
effect of the message, fostering understanding, and building the skills needed to communicate
persuasively. Courses involve the command of oral, aural, written, and visual literacy skills that
enable people to exchange messages appropriate to the subject, occasion, and audience.
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Critical Thinking (CT) -- to include creative thinking, innovation, inquiry, and analysis,
evaluation and synthesis of information
Communications Skill (COM) -- to include effective development, interpretation and expression
of ideas through written, oral and visual communication
Teamwork (TW) -- 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 (PR) -- to include the ability to connect choices, actions and
consequences to ethical decision-making
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COMPOSITION II
ENGL 1302.CA
Learning Outcomes
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.).
Methods of Teaching and Learning:
All English 1302 instructors will assign a research project with shared parameters that will be
graded by a common rubric. The project will include both a written product and a presentation.
To meet core objectives, students will accurately evaluate, compare, and integrate at least 5
primary and/or secondary sources; cite sources correctly and appropriately using MLA
documentation style; and work together to improve the product through shared data collection,
peer review, and self and team member analysis.
Basic Research Project Rubric
Criteria
Critical
Thinking
Communication
Mechanics
Below
Expectations
Outstanding
Proficient
Basic
-Shows originality
of thought and
logical connections
-Demonstrates
excellent
descriptive,
analytic,
interpretative,
evaluative, and
engaged intellectual
inquiry.
-Clear main idea
with supporting
organization and
developed examples
and explanation.
-Excellent
awareness of
rhetorical situation,
including audience,
topic, and
perspective as
speaker/writer.
-Demonstrates
complete command
of format with
-Shows less
originality and may
have minor flaws in
logic.
-Demonstrates good
descriptive,
analytic,
interpretative,
evaluative, and
engaged intellectual
inquiry.
-Clear main idea but
may have minor
lapses in
organization, less
developed examples
and explanation.
-Good awareness of
rhetorical situation
and matches work
to audience
requirements.
-Expression mostly
limited to ideas
from class or
readings.
-Inconsistent
description,
analysis,
interpretation,
evaluation, and
engagement in
intellectual inquiry.
-Shows competency
but has weak or
unfocused main
ideas, organization,
and few developed
examples and
explanation.
-Awareness of
rhetorical situation
but work does not
meet the need.
-Does not
comprehend course
concepts.
-Inadequate
description,
analysis,
interpretation,
evaluation, and
engagement in
intellectual inquiry.
-Demonstrates
competent
command of format
-Shows mostly
competent
command of format
-Fails to show
competence in
format, diction,
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-Inconsistent
competence in
thesis, organization,
and content
development.
-Does not consider
or tailor content and
structure to
rhetorical situation.
COMPOSITION II
ENGL 1302.CA
mature diction and
shows few, if any,
grammar, spelling,
or diction errors
Teamwork
Personal
Responsibility
-Actively assists in
meeting group
goals.
- Treats others
respectfully at all
times.
- Consistently
provides assistance
and/or
encouragement to
all team members.
-Completes all
assigned tasks by
deadlines; work is
thorough and
comprehensive.
-Always shows the
ability to connect
choices, actions,
and consequences to
ethical decisionmaking.
& diction. May
have minor
mechanical,
grammar, spelling,
or diction errors.
-Contributes to
meeting group
goals.
-Treats others
respectfully.
-Assists and/or
encourages other
team members.
-Completes most
assigned tasks by
the deadline; work
is mostly thorough
and shows only
minor lapses in
accountability.
-Usually shows the
ability to connect
choices, actions,
and consequences to
ethical decisionmaking.
and diction but has
some major
mechanical,
grammar, spelling,
or diction errors.
-Participates with
teamwork
requirements but
does not actively
work beyond the
minimum required.
-Treats group
members
respectfully but
does not interact
fully.
-Misses deadlines
occasionally; work
generally meets
requirements; shows
occasional major
lapses in
responsibility.
-Often shows the
ability to connect
choices, actions,
and consequences to
ethical decisionmaking.
mechanics,
grammar, and/or
spelling.
-Does not assist the
group and/or fails to
treat group
members
respectfully.
-Sometimes fails to
show the ability to
connect choices,
actions and
consequences to
ethical decisionmaking
ENGL 1302 Essay Guidelines:
By the end of the semester, students will have written at least 5 research-based essays totaling
approximately 4000 words and/or 20 pages. Essay assignments should demonstrate a student’s
ability to analyze argumentative rhetoric and to construct an argumentative essay with research
documented in MLA format. The following guidelines serve as the ratio for determining final
grades:
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40-50% of the grade will come from 3 essays (that may include preparatory drafts), at
least one of which will be written in class with little or no preparation, prior to and in
addition to the in-class essay required as part of the final exam
20-30% of the grade will come from another essay, one that is research-based (and may
include preparatory drafts), of between 5 and 10 pages, utilizing at least 5 sources
10-20% of the grade will come from the final exam, of which at least one-half will be an
in-class essay written at final exam time
10-20% of the grade will come from daily work, such as homework, quizzes, tests,
journals, and participation
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COMPOSITION II
ENGL 1302.CA
Course Outline or Schedule:
Week 1: Intro to Course; intro to argumentation and rhetoric
Week 2: Reading assignment; rhetorical précis
Week 3: Assign Essay One (classical argument)
Week 4: Research, note-taking, format for classical argument
Week5: Peer editing; workshop paper; classical essay due
Week 6: Reading assignment and rhetorical précis; student presentations; begin research
Week 7: Assign major research paper (causal); topics with essay
Week 8: Peer editing; writer’s workshop; researched causal essay due
Week 9: Reading assignment and précis/response paper; intro to Rogerian rhetoric
Week 10: In-class writing Rogerian essay
Week 11: Reading assignment and response paper
Week 12: Write a definitional essay
Week 13: Rhetorical analysis
Week 14: Review
Week 15: Final Exam (in-class essay)
Course Grading Information:
Grades will be calculated based on the following percentages:
Classical/Aristotelian Essay: 10%
Rogerian Argument (in-class writing): 10%
Causal Essay (7-10 pages): 25%
Rhetorical Précis, Rhetorical Analysis, and Response Papers: 20%
Definition Essay: 10%
Daily Work: 15%
Final Exam: 10%
Late Work, Attendance, and Make Up Work Policies:
Attendance is crucial to success in this class. If you are absent, please inform your instructor
before class begins. No late daily work or short essays will be accepted after the due date. Work
must be submitted whether the student is in class or not. If you are absent, your daily work needs
to be turned in to the instructor prior to the start of class. Students may turn in one major essay
up to two days late. The essay will be docked 15 points per day late. Please communicate with
your instructor if you have any issues that keep you from meeting deadlines set for this class.
Student Behavioral Expectations or Conduct Policy:
Since you have signed up for a college level class, I have made the assumption that you are
aware of appropriate classroom behavior and are able to follow these expectations. The MCC
Student Handbook states that “Students will demonstrate that they have mastered college-level
communication and classroom skills, including appropriate classroom behavior, appropriate
preparation for class, and respect for classroom rules.”
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COMPOSITION II
ENGL 1302.CA
MCC Academic Integrity Statement:
The Center for Academic Integrity defines academic integrity as “a commitment, even in the
face of adversity, to five fundamental values: honesty, trust, fairness, respect, and responsibility.
From these values flow principles of behavior that enable academic communities to translate
ideals into action.” Individual faculty members determine their class policies and behavioral
expectations for students. Students who commit violations of academic integrity should expect
serious consequences. For further information about student responsibilities and rights, please
consult the McLennan website and your Highlander Student Guide.
Academic Integrity Statement:
Cheating of any kind will not be tolerated. If a student commits plagiarism on any written
assignment, he will receive a zero and be referred to MCC for a conference before he is allowed
back in class. A second act of plagiarism will result in an automatic F in the class.
MCC Attendance Policy:
Regular and punctual attendance is expected of all students, and each instructor will maintain a
complete record of attendance for the entire length of each course, including online and hybrid
courses. Students will be counted absent from class meetings missed, beginning with the first
official day of classes. Students, whether present or absent, are responsible for all material
presented or assigned for a course and will be held accountable for such materials in the
determination of course grades. Please refer to the Highlander Guide for the complete policy.
ADA Statement:
In accordance with the requirements of the Americans with Disabilities Act (ADA), and the
regulations published by the United States Department of Justice 28 C.F.R. 35.107(a), MCC’s
designated ADA coordinators, Dr. Drew Canham – Vice President, Student Success and Mr.
Gene Gooch - Vice President, Finance and Administration shall be responsible for coordinating
the College’s efforts to comply with and carry out its responsibilities under ADA. Students with
disabilities requiring physical, classroom, or testing accommodations should contact Ms. Renee
Jacinto, Disabilities Specialist, Student Services Center, Student Development Department,
Room 211 or at 299-8122 or disabilities@mclennan.edu.
TITLE IX
“No person in the United States shall, on the basis of sex, be excluded from participation in, be
denied the benefits of, or be subjected to discrimination under any education program or activity
receiving Federal financial assistance.”
Legal Citation: Title IX of the Education Amendments of 1972, and its implementing regulation
at 34 C. F. R. Part 106 (Title IX)
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COMPOSITION II
ENGL 1302.CA
In accordance with the requirements of the Title IX Education Amendments of 1972 MCC’s
designated Title IX Coordinator, Al Pollard – Vice President, Program Development/EEO
Officer and Deputy Coordinator, Drew Canham – Vice President, Student Success shall be
responsible for coordinating the College’s effort to comply with and carry out its responsibilities
under Title IX.
Contact information
Al Pollard, Title IX Coordinator
Vice President, Program Development
McLennan Community College
Administration Building, Room 417
1400 College Drive
254-299-8669
FAX 254-299-8654
apollard@mclennan.edu
Drew Canham, Title IX Deputy Coordinator
Vice President, Student Success
McLennan Community College
Administration Building, Room 408
1400 College Drive
254-299-8645
FAX 254-299-8654
dcanham@mclennan.edu
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