Dual Credit Syllabus English 1302: Composition II Class Information English 1302 – Section 84684 Spring 2012 (January 18-May 13) Taylor High School: Room T3 Period 4: 10:21-11:12 AM Contact Information Instructor: Brent Baggaley Email: brent.baggaley@hccs.edu Monday/Wednesday/Thursday Textbooks: The McGraw-Hill Handbook, 2nd ed. Eds. Elaine P. Maimon, Kathleen B. Yancey. Boston: McGraw-Hill, 2009. . Literature for Composition, 9th ed. Eds. Sylvan Barnet, William Barto and William E. Cain. New York: Pearson/Longman, 2011. Other Materials: Paper and pens Pocketed folders for portfolios and handouts College-level dictionary or thesaurus Floppy disks or jump drive Course Purpose and Content: English 1302 (Composition II) is a continuation of English 1301, with an emphasis on persuasive essays and literary analysis. The course is devoted to improving the students’ critical reading, writing process, research and communication skills. By the time students have completed English 1302, they will: 1. Apply basic principles of narrative, description, definition, comparison, rhetorical analysis and research. 2. Write essays that classify, explain, and evaluate rhetorical and literary strategies employed in argument, persuasion, and various forms of literature, such as short stories, essays, poems, plays and visual documents. 3. Identify, differentiate, integrate, and synthesize research materials into argumentative and/or analytical essays 4. Employ appropriate documentation style and format across the spectrum of in-class and out-of-class written discourse. 5. Demonstrate library and computer literacy. Major Assignments: The final grades will be calculated as follows: % of Final Grade Critical Reading journals and Quizzes 15% Outside Narrative 10% Write a 2-3 page narrative or story from the point of view of an outsider or someone excluded from a group Vivid Description 10% Write a 1-2 page vivid description of a place, event or activity Explore Definitions 15% Write a 3-4 page reflective essay that researches and compares different definitions or points of view on an idea or concept. Midterm Exam 10% Multiple Choice and in-class Comparison essay Rhetorical Analysis 15% Write a 4-5 page critical analysis of the arguments, assumptions and rhetorical strategies in a play, story or essay. Research Project 15% Write a 5-6 page (plus MLA Works Cited) Research paper Final Exam 10% Multiple Choice and In-class essay Course Goals and Skills: · READING: Reading material at the college level means having the ability to analyze and interpret a variety of materials -- books, articles, and documents. · WRITING: Writing at the college level means having the ability to produce clear, correct, and coherent prose adapted to purpose, occasion, and audience. In addition to knowing correct grammar, spelling, and punctuation, students should also become familiar with the writing process, including how to discover a topic, how to develop and organize it, and how to phrase it effectively for their audience. These abilities are acquired through practice and reflection. · SPEAKING: Effective speaking is the ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion, and audience. · LISTENING: Listening at the college level means the ability to analyze and interpret various forms of spoken communication. · CRITICAL THINKING: Critical thinking embraces methods of applying both qualitative and quantitative skills analytically and creatively to subject matter in order to evaluate arguments and to construct alternative strategies. Problem solving is one of the applications of critical thinking used to address an identified task. · COMPUTER LITERACY: Computer literacy at the college level means having the ability to use computer-based technology in communicating, solving problems, and acquiring information. Core-educated students should have an understanding of the limits, problems, and possibilities associated with the use of technology and should have the tools necessary to evaluate and learn new technologies as they become available. II. EXEMPLARY EDUCATIONAL OBJECTIVES: ENGLISH 1302 By the time they have completed English 1302, students will • demonstrate the ability to use consistently and effectively the writing process for both in-class and out-of-class essays (thus reinforcing English 1301 instruction); • understand and apply the basic principles of critical thinking—evaluation, analysis, and synthesis— as they write essays that persuade or argue; • be able to analyze, in writing, readings by professional and student writers (for such elements as purpose, audience tone, style, writing strategy, and for much deeper meanings); • be able to develop a critical and creative essay in response to an issue related to reading(s) or other class projects; • demonstrate the ability to resist simplistic formulations, whether in their own or others’ texts; • understand the characteristics of imaginative texts and write effective analyses of various genres; • be able to acknowledge, as appropriate, their own history, interests, and biases as they discuss a topic, thus placing themselves credibly in the discussion; • develop the ability to research and write a documented paper; • make effective stylistic choices (diction, tone, sentence structure) in all writing assignments, depending upon the audience and purpose of a piece of writing; • apply suggestions, as appropriate, from evaluated compositions to other writing tasks; and • fulfill the writing requirements of the course, writing at least 6000 words during the semester. Grading Scale: Essays and exams will be scored on a rubric of 1-10, “10” being the highest score, and “1” the lowest. For the purposes of grade calculation, an average score of 9-10 will earn an A, 7-8 a B, 5-6 a C, 3-4 a D, and anything below, an F. Students will be provided with the rubric of criteria ahead of time. Attendance Policy: Regular Attendance is required at Houston Community College. HCCS class policy states that a student who is absent for more than 12.5% (6 hours) of class may be administratively dropped. Students who intend to withdraw from a course must do so by the official date or they may receive an F instead of a W. Attendance will be taken every class period and this policy will be enforced. Students who are more than 10 minutes late for class will not be allowed into the classroom, and will be marked as absent. Policy on Academic Dishonesty: Scholastic dishonesty includes, but is not limited to: Plagiarism: the appropriation of another person’s work, and the unacknowledged (without MLA or APA documentation) incorporation of that work into one’s own work for credit. Collusion: the unauthorized collaboration with another person, whether from the class or from the internet, in preparing written work for credit. A student guilty of a first offense will receive a grade of 0 on the assignment involved. For a second offense, the student will receive an F for the course. Cell Phone Policy: All cell phones and other electronic devices are to be turned off while in class, unless permitted by the instructor. This Syllabus, and all other calendars, assignment sheets and handouts can be found on the Learning Web page. Go to www.hccs.edu. Spring 2012 Calendar: Week 1-3 Composition II Week 1 Wednesday, January 18 Introduction and Orientation Review Syllabus on Learning Web Assignment: Buy textbooks at Katy HCCS campus bookstore: Literature for Composition and The McGraw-Hill Handbook Print and bring in Syllabus from Learning Web Thursday, January 19 Review and take quiz on Syllabus Review textbooks and Rhetorical Modes: Narrative and Description Assignment: Read McGraw 62-71 and Literature 11-20 Week 2 Monday, January 23 Discuss Description essay and Critical Reading Process Read and begin Critical Reading of “Ripe Figs” 11-12 and “There Will Come Soft Rains” 24-28 Assignment: Read LC 22-38, and “Senior Picture Day” 33-36 Wednesday, January 25 Discuss Outsider Narrative and brainstorm Description essay Read and respond to “Senior Picture Day” Assignment: Read “Salvation” 351-52, McGraw 42-50 Thursday, January 26 Take Multiple Choice quiz Outline and write first draft of Description Assignment: Bring in Description first draft. Read “The Necklace” 38-43 and “The Man Who was Almost a Man” 757-65 Week 3 Monday, January 30 Revise and edit Descriptive journal Read McGraw 72-93 Critically Read and compare “The Necklace” and “Almost a Man” Assignment: Bring in Description final draft and portfolio Wednesday, February 1 Turn in Descriptive portfolio Play “Worst Person in the World” game Brainstorm Outsider Narrative Assignment: Read identity poems (LC 1104-16) Thursday, February 2 Take Quiz on Poems and stories Begin Outsider Narrative essay Assignment: Read “Two Kinds” 1079-86 and “Everyday Use” 1087-92