COLLIN COUNTY COMMUNITY COLLEGE

COURSE SYLLABUS

Fall 2006

 

Course Number: ENGL 1302 (Sections 10 and 11)

 

Course Title: Composition/Rhetoric II

 

Credit Hours: 3 Lab Required

 

Pre-Requisite: ENGL 1301

 

College Repeat Policy: A student may repeat this course only once after receiving a grade, including W.

 

Textbooks:

Schilb, John & John Clifford, Making Literature Matter, 3rd edition

 

Andrews, William L., editor, Classic American Autobiographies

 

Course Description: The continued development of writing skills acquired in English 1301 and development of critical thinking skills in argumentation, analysis, and interpretation of various types of literature. The course includes extensive reading and writing, MLA documentation, study of research methods and materials, and preparation of the documented research paper.

 

Instructor: Frank Hillson

            Office: B 103

            Office Hours: 12:05-1:00 PM (Mondays and Wednesday)

            Phone: 972.516.5090 (Leave message with receptionist/voice mail if I’m not there.)

            Email: fhillson@ccccd.edu

            Class room: BB 202 (section 10 meets 1-2:15 PM; section 11 meets 2:30-3:45 PM)

 

Expected Student Learning Outcomes:

1.  Write organized argumentative essays with a controlling idea/thesis for a specific audience and purpose.

2.  Write argumentative essays that contain appropriate evidence to support a controlling idea/thesis.

3.  Write essays with a sense of style through the use of appropriate sentence construction, word choice, and tone.

4.  Write essays that demonstrate/include use of preliminary planning/invention strategies, drafting, and revisions.

5.  Write essays that illustrate proper formatting and use of Standard American English.

6.  Write essays that meet and follow the requirements and criteria of the writing prompt.

7.  Demonstrate ability to think critically and analytically by being able to identify in selected course readings the controlling idea/thesis, supporting evidence, the targeted audience and purpose, and the argumentative and/or literary elements of the piece.

8.  Demonstrate the ability to use textual support in the student’s own writing.

9.  Demonstrate the ability to locate, evaluate, summarize, and synthesize pertinent source material in an original essay.

10.  Demonstrate the ability to cite material in MLA format.

11.  Demonstrate the ability to give an oral presentation on a researched topic.

 

Course Requirements:

1.  Students must write a minimum of FOUR essays. TWO of these must be research papers of at least five typed pages.  The two research papers will each have FIVE to EIGHT sources.

2.  Even though this course focuses on argumentation and research, the student will study various types of literature and write response papers and/or analyses.

3.  No student shall pass the course without completing research papers written in the latest MLA style of documentation.  English 1302 prepares students for sophomore courses where students are expected to know the current MLA style of documentation.

4.  A final exam must be given at the scheduled time during the week of finals.  Part of the final exam will be devoted to testing on current MLA style of documentation.  A zero will be averaged into the course grade for any student failing to take the final exam.

5.  The lab component, designed to support writing as a process and writing improvement, is an integral part of the course.  It consists of outlines, multiple drafts, research activities, reading responses, grammar and pre-writing exercises, revisions, summaries of key concepts, attending CCCC plays or special events, etc., throughout the semester.  To earn a passing grade, the student must complete the assigned lab component.  All labs are incorporated into your assignments.

 

Course Format: Lectures, class discussion, small group discussions, library orientation, audio/visual materials, oral presentations, and personal conferences.

 

Method of Evaluation:

 

Paper number one                       = 10%

Paper number two                       = 10%

Research paper number one         = 20%

Research paper number two        = 20%

Final exam                                   = 15%

Quizzes                                       = 12%

Oral presentation                         =   6%

Attendance                                  =   4%

Participation                                =   3%

                                                Total       =100%

 

Late Papers.  Your papers are due at the start of class unless otherwise announced.  If you are going to be absent when your paper is due, you must arrange to get the paper to me before or on the due date.  If your work is late, here is what will happen. Your essay grade will be reduced one letter grade for every class period it is late.  This means a one letter grade reduction from 0-48 hours late, until the next class.  For example, if the paper is due on Monday and I receive it on Tuesday, it will be reduced one letter grade.  If the paper is due on Monday and I receive it on Wednesday (the next class), it will be reduced one letter grade.  If the paper was due on Monday and I receive it on the following Monday (two classes later), it will be reduced two letter grades.  If I receive it on or after the third class period, it is an automatic F.  The same is true if the paper is due on Wednesday and I receive it on the following Monday.  It will be reduced one letter grade, etc.  Please don’t turn in any late papers.  However, if you must, turn it in by the next scheduled class period to avoid steeper penalties.

 

Quizzes.  These will contain short objective questions and short essays focusing on the day’s reading material and lecture notes from the previous class meeting.  You will also be required to identify quotes and know vocabulary from the various works, so read closely and annotate your texts.  Some quizzes may cover several days’ worth of assignments.  I drop the lowest quiz since everybody has a bad day.  If you miss a quiz, you will take a make-up quiz the next scheduled period at the start of class.  (If you miss a quiz on Monday, you will take it on Wednesday, etc.)  After the allotted time, a missed quiz grade becomes a zero.  Of course, you may use this quiz as your lowest grade, which will then be dropped. 

 

Daily Participation.  I encourage you to engage in discussions about our literature.  Every student’s response will not be the same, and that is fine because discussion offers different insights, which add to the understanding of the piece.  Besides speaking in class, you will also have the opportunity to write short reaction papers on the literature.  These reaction papers may be hand written.  Your daily participation is worth 3%.  In addition, you will team up with a classmate and give a joint presentation on a poem of your choice worth 6%.  I want you to share your thoughts, and I value your insights.

 

Classroom Policy and Class Attendance.  No food in class.  Drinks are fine--just clean up your area.  Please turn off all cell phones.  You are expected to attend all classes and be on time.  You can have only 7 absences.  If you have 8, you fail the course.  Three lates will equal one absence.  Please don’t be late.  Perfect attendance has its rewards:  You will receive an “A+” for no absences (worth 4 %).  On the other hand, frequent absences will lower your attendance grade per the following scale:

 

                 Absences             Grade

                        0          =          A+      

                        1          =          A-                   

                        2          =          B+                  

                        3          =          B-                   

                        4          =          C+                  

                        5          =          C-                   

                        6          =          D+                  

                        7          =          D-

                        8          =          F (automatic failure in the course)

 

Students prevented from completing the course because of extenuating circumstances may

qualify for a grade of Incomplete if the student has attended regularly, completed 80% of the

course work, and is present to sign the Incomplete Contract. (See the College Catalog about

Incomplete Grades and Contracts.)

 

 

 

Letter grades on your essays will be translated using the following scale:

 

                        A+ = 100         B+ = 88           C+ = 78           D+ = 68          

                        A   = 95           B   = 85           C   = 75           D   = 65           F    = 55

                        A-  = 92           B-  = 82           C-  = 72           D-  = 62

                                   

Final course grade distribution.  I round up to the next grade: an 89.5 or higher = “A” etc.)

 

                        A = 89.5 or higher

                        B = 79.5 or higher

                        C = 69.5 or higher

                        D = 59.5 or higher

                        F = 59.4 or below

 

SCC Writing Center:  If you need additional help with your writing assignments or with resumes, college application essays, etc., make an appointment with the writing center at 972.881.5843.  Go to D224 (LRC, 2nd level).

 

Religious Holy Days:  Please refer to the current Collin Student Handbook.

 

Last day to withdraw from class:  See assignment schedule.  You must initiate the procedure in the Registrar’s Office.

 

Americans With Disabilities Act Compliance:

It is a policy of Collin County Community College to provide reasonable accommodations for qualified individuals who are students with disabilities. This College will adhere to all applicable Federal, State and local laws, regulations, and guidelines with respect to providing reasonable accommodations as required to afford equal educational opportunity. It is the student’s responsibility to contact the ACCESS Office, SCC-G200 or 972-881-5898 (V/TDD: 972-881-5950) in a timely manner to arrange for appropriate accommodations.

Course Content:

• Overview of course

• Research orientation

• Tour of LRC

• Study of argumentation and analysis

• Research process

• MLA style of documentation

• Critical reading, writing, and thinking

• Close reading of literary texts

• Studying various issues

• Summarizing and critiquing literature

 

 

 

 

 

 

 

 

English 1301 & 1302 Essay Grading Criteria

Excellent   (A)

Good   (B)

Adequate   (C)

Poor   (D)

Failing   (F)

·      Controlling idea/thesis is significant, important, logical, and solidly supported.

·      Evidence is relevant, concrete, clear, and substantial.

·      Paper shows originality and creativity.

·      Controlling idea/thesis is logical and important.

·      Evidence is relevant, concrete, and substantial. 

·      The ideas expressed and/or the evidence provided is not as significant or as original as the “A” paper.

·      Controlling idea/thesis is, for the most part, logical.

·      Evidence does not clearly define or advance the thesis.  Evidence may be irrelevant, too general, or repetitious. 

·      The ideas expressed are unoriginal, obvious or general.

·      Controlling idea/thesis is largely illogical, fallacious and/or superficial.

·      Evidence is insufficient, obvious, contradictory, or aimless.

·      The ideas expressed are unoriginal, obvious or general.

·   Lack of controlling idea/ thesis. 

·   Evidence and discussion provided may be random and/or without explanation.

·   Relatively few complete ideas expressed in the paper.

·      Essay establishes a logical order and emphasis, creating a sense of “flow.”

·      Paragraphs are focused, idea-centered, and transition smoothly.

·      Introduction pulls the reader in, and the essay continues to be engaging, and the conclusion supports and completes the essay without repeating.

·      Essay establishes a logical order, indicating emphasis.

·      Paragraphs are focused, idea-centered, and include transitions to indicate changes in direction. 

·      Introduction engages the reader, and the conclusion supports without mere repetition of ideas.

·      Essay does not follow a consistent, logical order, though some order may be apparent through the discussion.

·      Paragraphs are generally focused and idea-centered.  Transitions between paragraphs and ideas are obvious and/or dull. 

·      Introduction and conclusion are formulaic and uninteresting, offering little insight.

·      Essay is inappropriately ordered or random, failing to emphasize and advance any central idea.

·      Paragraphs may be chaotic, may lack development, discussion, and shape; transitions are inappropriate, misleading, or missing. 

·      Introduction merely states what will follow; conclusion repeats what has already been stated.

·   Essay seems to lack order and/or emphasis.

·   Paragraphs follow a sort of rule-bound structure (i.e., three to five sentences each) rather than thoroughly developing a single idea. Transitions are inappropriate, misleading, or missing.

·   Neither the introduction nor the conclusion satisfies any clear rhetorical purpose, or may be missing all together.

·      Sentences are unified, coherent, varied, and emphatic.

·      Word choice is fresh, precise, economical, and distinctive.

·      Tone enhances the subject, conveys the writer’s persona, and suits the audience.

·      Sentences are purposeful, varied, and emphatic.

·      Word choice is precise and distinctive.

·      Tone fits the subject, persona, and audience.

·      Sentences are competent but lacking emphasis and variety.

·      Word choice is generally correct and distinctive.

·      Tone is acceptable for the subject.

·      Sentences lack necessary emphasis, variety, and purpose.

·      Word choice is vague or inappropriate.

·      Tone is inconsistent with the subject.

·   Sentences are incoherent, incomplete, fused, monotonous, elementary, or repetitious, thus obscuring meaning.

·   Tone is unclear or inappropriate to the subject.

·      Student has clearly met and followed requirements and criteria of the writing prompt.

·      Obvious use of preliminary explorative writing/planning, rough drafts, and revisions.

·      Student has met and followed the requirements of the writing prompt.

·      Apparent use of preliminary writing/planning, rough drafts, and revision.

·      Student has met and followed the basic requirements of the assignment. 

·      Paper contains evidence of at least some preliminary writing/planning. 

·      Little to no evidence of preliminary writing/planning presents itself.

·      Student has not fully met or followed the basic requirements of the assignment.

·   No evidence of preliminary writing/planning. 

·   Student has not met or followed the basic requirements of the assignment. 

·      Proper format is clearly illustrated.

·      Paper is largely formatted correctly, though the text may contain a few minor formatting issues.

·      Text may contain minor formatting errors.

·      Formatting is problematic.

·   Formatting does not follow course requirements.

·      Grammar, syntax, sentence structure, punctuation, and spelling adhere to the conventions of Standard American English, thereby contributing to the essay’s overall clarity and effectiveness. 

 

·      Paper has been carefully edited.

·      Grammar, syntax, sentence structure, punctuation, and spelling deviate from Standard American English only slightly, and insufficiently enough to distract from the essay’s overall clarity and effectiveness. 

·      Paper has been edited.

·      Grammar, syntax, sentence structure, punctuation, and spelling deviate from Standard American English sufficiently enough to distract from the essay’s overall clarity and effectiveness. 

 

·      Careless proofreading is evident.

·      Grammar, syntax, sentence structure, punctuation, and spelling deviate frequently from Standard American English so as to damage the content sufficiently enough to interfere with the essay’s overall clarity and effectiveness. 

·      Little evidence of proofreading.

·   Grammar, syntax, sentence structure, punctuation, and spelling deviate frequently and seriously from Standard American English so as to damage the content sufficiently enough to damage the essay significantly overall.

·   No evidence of proofreading.

 

 SCHOLASTIC DISHONESTY AND PLAGIARISM:

Scholastic dishonesty and plagiarism are briefly defined in the "Student Code of Conduct" in the CCCCD Student Handbook. Below is a Statement of College policy related to Scholastic Dishonesty based on revisions to the Student Handbook approved by CCCCD's Board of Trustees, November 2004:

 

The College may initiate disciplinary proceedings against a student accused of scholastic dishonesty.  Scholastic dishonesty includes, but is not limited to, statements, acts, or omissions related to applications for enrollment or the award of a degree and/or the submission as one's own work material that is not one's own. Scholastic dishonesty may involve, but is not limited to, one or more of the following acts: cheating, plagiarism, collusion, use of annotated texts or teacher’s editions, and/or falsifying academic records.

Plagiarism is the use of an author's words or ideas as if they were one's own without giving credit to the source, including, but not limited to, failure to acknowledge a direct quotation.

Cheating is the willful giving or receiving of information in an unauthorized manner during an examination, illicitly obtaining examination questions in advance, copying computer or Internet files, using someone else's work for assignments as if it were one's own, or any other dishonest means of attempting to fulfill the requirements of a course.

Collusion is intentionally aiding or attempting to aid another in an act of scholastic dishonesty, including but not limited to providing a paper or project to another student, providing an inappropriate level of assistance; communicating answers to a classmate during an examination; removing tests or answer sheets from a test site, and allowing a classmate to copy answers.

Every student must know this information, but the CCCCD English faculty would like for you to know more about plagiarism whether you are beginning the study of the research process and the pitfalls of proper documentation or whether you are preparing a critical essay for a literary studies course.

  

Plagiarism has disrupted and destroyed political careers as recently as the 1988 presidential election. It has cost professional writers thousands and, in some cases, millions of dollars in court awards or settlements resulting from lengthy lawsuits. In some businesses, plagiarism can result in a loss of respect or can be the grounds for dismissal. In college courses, plagiarism's penalties can range from failure on a particular assignment to failure in a course to expulsion from college. PLAGIARISM IS A SERIOUS MORAL OFFENSE.

 

According to the MLA Style Manual, the origin of the word plagiarism is the Latin for "kidnapper"; thus, a plagiarist kidnaps another writer's sentences, words, ideas, or organization and presents the material as his own. When the plagiarist uses his stolen material, he may do so knowing that the work is not his own. This is the most blatant form of plagiarism. MANY CASES OF PLAGIARISM, HOWEVER, ARE THE RESULT OF CARELESS DOCUMENTATION OR FAULTY NOTETAKING. Unfortunately, the reader who finds the error, not knowing the writer's intent, can only assume the plagiarism is intentional. Intentional or not, plagiarism in any paper will still carry serious penalties.

 

You can avoid plagiarizing if you remember that when you quote, use quotation marks; when you paraphrase, use only your own words. IN EITHER CASE, YOU MUST DOCUMENT. Proper paraphrasing does not mean changing a few words here and there, nor does it mean omitting a few sentences or scrambling their order. For a more complete explanation of proper paraphrasing, see your textbook and instructor.

 

Many students overreact when they learn what plagiarism means. They either assume that they should not use any sources (thus avoiding the problem entirely), or they assume they should document every word they have written. Both reactions are in error, for good writing involves the synthesis of your own ideas with the ideas of others. Documentation serves the purpose of clearly indicating which ideas are yours and which are those of other writers. If you are in doubt about that dividing line, ask your instructor or the Writing Center tutors for guidance.

Plagiarism, because it is a form of theft, burglary, kidnapping, or dishonesty that interferes with the goals of education, must carry severe penalties. The CCCCD English Department's policy is that an assignment containing plagiarized material receives an automatic "F."  

 

 

 

 

 

 

******* PLEASE SIGN BELOW, DETACH, AND TURN IN TO INSTRUCTOR ********

I have read the above brief explanation of plagiarism, collusion, and other forms of scholastic dishonesty. I understand what it is and am aware of the consequences if I should be guilty of it either intentionally or unintentionally.

 

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ENGLISH Course/Section                               NAME (PRINT)