Syllabus Eng. 102

ESSEX COUNTY COLLEGE
HUMANITIES DIVISION
CLASS SYLLABUS
COLLEGE COMPOSITION II
ENG 102:OCC
SPRING, 2014

Instructor: Professor Donna Hill
Office: (Red Area)
Office Phone:

E-mail Address: writerdoh@aol.com or dhill6@webmail.essex.edu

Class Meetings: Monday 6:40-9:20 pm
January 13- April 21

Required Textbook:

Kennedy, XJ and Gioia. Dana. Literature: An Introduction to Fiction, Poetry and Drama, Seventh Edition (Compact)
Lester, James D. and Lester, James D, Jr. Writing Research Papers (Fourteenth Edition), Pearson, 2012
Shakespeare, William. Othello Kennedy, XJ and Gioia. Dana. Literature: An Introduction to Fiction, Poetry and Drama, Seventh Edition (Compact)

Course Prerequisite: Grade of C or better in English 101

Course Description: This course is a continuation of ENG 101 with emphasis on the longer composition and the process of documentation. Techniques of research are taught, culminating in the production of an original, extensive, multiple source, fully documented, literary research paper. Informational literacy is stressed through advanced library skills as well as hands-on experience utilizing computers in researching and developing projects. Interpretive skills are developed through the introduction of literature.

General Education Goals: ENG 102 is affirmed in the following General Education Foundation Category: Written and Oral Communication. The corresponding General Education Goal is as follows: Students will communicate effectively in both speech and writing.

Course Goals: Upon successful completion of this course, students should be able to do the following:

1. write a fully documented, multiple source, literary research paper with citations based on the result of personal investigation;

2. efficiently use the library as a research facility and the Internet as a research tool;

3. evaluate research sources, both written and electronic;

4. demonstrate effective composition skills through the writing of critical essays about literary elements; and

5. define and apply terms and concepts used in literary discussion.

Measurable Course Performance Objectives (MPOs): Upon successful completion of this course, students should specifically be able to do the following:

1. Write a fully documented, multiple source, literary research paper with citations based on the result of personal investigation:

1.1 write an introduction providing background necessary for understanding the argument to be made;
1.2 write a thesis relevant to the assignment and to the argument being made incorporating the thesis into the introduction;
1.3 write focused and unified body paragraphs relevant to the assignment and the thesis;
1.4 organize body paragraphs in a logical progression so that each sentence leads into the next;
1.5 present body paragraphs in a structured and logical sequence;
1.6 provide and discuss appropriate textual evidence from the primary source to support the points made;
1.7 provide and discuss appropriate textual evidence from the secondary sources to support the points made;
1.8 enter into a dialogue with the sources so that the student’s voice emerges and exercises control over the argument;
1.9 document all sources used in the research paper in accordance with MLA format providing both in-text citations and a works cited page; and
1.10 write an appropriate conclusion that brings the argument to a natural and logical close

2. Efficiently use the library as a research facility and the Internet as a research tool:

2.1 use the library’s electronic card catalogue to find books relevant to the research paper topic;
2.2 use periodical indexes and electronic databases to find journal articles relevant to the research paper topic;
2.3 use encyclopedias and other reference tools to find information relevant to the research paper topic; or
2.4 use the Internet to find sources relevant to the research paper topic

3. Evaluate research sources, both written and electronic:

3.1 identify the author or the authors of potential sources and determine whether or not each source is likely to offer reliable opinion;
3.2 evaluate potential sources to determine whether or not they are relevant to the argument the student wishes to make; and
3.3 integrate relevant sources into the research paper clearly and logically

4. Demonstrate effective composition skills through the writing of critical essays about literary elements:
4.1 write an introduction providing background necessary for understanding the argument to be made;
4.2 write a thesis relevant to the assignment and to the argument being made incorporating the thesis into the introduction;
4.3 write focused and unified body paragraphs relevant to the assignment and the thesis;
4.4 organize body paragraphs in a logical progression so that each sentences leads into the next;
4.5 present body paragraphs in a structured and logical sequence;
4.6 provide and discuss appropriate textual evidence from the primary source to support the points he or she wishes to make;
4.7 enter into a dialogue with the sources so that the student’s voice emerges and exercises control over the argument;
4.8 document all sources used in the research paper in accordance with MLA format providing both in-text citations and a works cited page; and
4.9 write an appropriate conclusion that brings the argument to a natural and logical close

5. Define and apply terms and concepts used in literary discussion:

5.1 define basic terms and concepts used in literary discussion;
5.2 explain how these terms and concepts operate in a selection of fiction, drama, and poetry; and
5.3 use these terms and concepts as the foundation for literary analysis

Methods of Instruction: Instruction will consist of lecture, discussion, and the development of a series of extended compositions analyzing pieces of literature, including a documented literary research paper.

Outcomes Assessment: Checklist rubrics are used to evaluate sampled student essays analyzing literature for the presence of the measurable objectives. A survey to be administered following essays evaluates student preparation for writing analysis of literature. Checklist rubrics are used to evaluate the various elements of the documented literary research paper. And a survey that is blueprinted to learning objectives is administered during the twelfth week.

Course Requirements: All students are required to:

1. Write one fully documented multiple source literary research paper with citations following the current MLA Style Sheet in matters of form. NOTE: Passage of the literary research paper is one of the requirements for passing the course.

2. Present the components of preparing the research paper: the problem statement, the working bibliography, note-taking, paraphrasing, the summary, the outline, the rough draft, and citations.

3. Write a minimum of three extended analytical essays based on the literature read in the course.

4. Read all assigned material.

5. Participate in class discussions.

6. Final paper will be presented Orally.

Methods of Evaluation: Final course grades will be computed as follows:
% of
Grading Components final course grade

• At least three extended essays analyzing pieces of literature 50%
Essays will show evidence of the extent to which students meet course objectives including, but not limited to, developing an analytical argument appropriate to the assignment given, demonstrating the ability to manage paragraph and essay structure, and showing evidence of editing and revision. Minimum 3 full pages in length

• Documented Literary Research Paper 50%

The documented research paper will show evidence of the extent to which students meet course objectives including, but not limited to, developing an analytical argument appropriate to the assignment, demonstrating the ability to manage paragraph and essay structure, citing primary and secondary research sources, developing a “Works Cited page,” and showing evidence of editing and revision. In addition, the student will utilize primary and secondary research sources in order to develop and support their thesis, while clearly maintaining their own voice in the dialogue. Minimum 5 full pages in length not including Works Cited page

Academic Integrity: Dishonesty disrupts the search for truth that is inherent in the learning process and so devalues the purpose and the mission of the College. Academic dishonesty includes, but is not limited to, the following:

• plagiarism – the failure to acknowledge another writer’s words or ideas or to give proper credit to sources of information;

• cheating – knowingly obtaining or giving unauthorized information on any test/exam or any other academic assignment;

• interference – any interruption of the academic process that prevents others from the proper engagement in learning or teaching; and

• fraud – any act or instance of willful deceit or trickery.
Violations of academic integrity will be dealt with by imposing appropriate sanctions. Sanctions for acts of academic dishonesty could include the resubmission of an assignment, failure of the test/exam, failure in the course, probation, suspension from the College, and even expulsion from the College.

Student Code of Conduct: All students are expected to conduct themselves as responsible and considerate adults who respect the rights of others. Disruptive behavior will not be tolerated. All students are also expected to attend and be on time all class meetings. No cell phones or similar electronic devices are permitted in class. Please refer to the Essex County College student handbook, Lifeline, for more specific information about the College’s Code of Conduct and attendance requirements.

EXPECTATIONS:

It is expected that all students enrolled in the class will:

1. Attend all class sessions on time. Lateness and absence will not be accepted as an excuse for inadequate or missed assignments. I will do attendance once, and I will not mark students in late. I do not believe that I should do anything to indicate that it is all right to be late since late students cause distraction. DON’T BE A DISTRACTION

2. Bring your textbooks and focus exclusively upon the work that the class is doing while the class is in session. Pay attention to and actively participate in class discussion. Remain respectful of your classmates.

3. Submit all work on time. Non-submitted assignments are commensurate to a failing grade. If an emergency develops and you need an extension, you should contact me either in person or by e-mail, and if circumstances warrant, I will give you permission to turn the assignment in late.

4. Develop and display the ability to write on a level commensurate with undergraduate college studies.

For Essays

All essay homework is to be TYPED before handing it in. All papers must be double spaced. All papers must be formatted properly in MLA style.

Papers must be double-spaced on one side of 8 ½ x 11 paper with 1 ½ inch margins.

Typeface/ font 12 pt. Courier New or Times New Roman.

Every page must be numbered at the top right of the page. Your heading must be on the left hand side of the paper.

Full Name/ID#
English 102
Due Date
Title of Assignment
(the title of your paper should be centered above your first paragraph)

(Please remember that the date on your papers must be the date that it is due NOT the date that you wrote the paper.)

You will be required to submit three critical essays and one documented research paper. These papers will be discussed in advance. They are important to your grade and must be submitted on time.

In addition to the assigned papers, there may be intermittent papers that may be required and written throughout the course of the semester, based on class discussion and group activities.

Submission of Assignments:

If you are having difficulty with an assignment, please do not wait until the day the assignment is due to let me know.

There is extensive reading and writing for this course. Set a workable schedule for yourself to adequately manage your time so that you do not fall behind. If you are having problems, please let me know immediately.

There will be group as well as oral presentations and projects. Get to know your fellow classmates. Be prepared to read your work and defend your conclusions.

Absenteeism
Any student that is absent from class is responsible for getting the assignment and completing them. Being absent is not an excuse for not getting the work. More than four missed classes may lead to failure of the course.

Missing Work
Any missing work must be completed and turned in at the next class. If missing work is not received by the next class meeting, no grade will be received.

Email
DO NOT email me your work unless I have told you to do so. You may always email me with any questions you have about assignments or to let me know that you will be out from a class.

My mail slot is in the main building, ground floor Red Area

CALENDAR

Week 1– January 13

Introduction to course
Literature, pp. 4-26
Reading a Story
First short essay assigned

Week 2—January 20 Holiday
Work on Essay—Bring Draft to next class

Week 3—January 27–
Literature pgs. 27-38
Literature, 52-55; 56-57

Week 4—February 3
First Short Essay Due
Othello, pp. 999-1023 ACT 1
Research Paper Topic Distributed
Writing Research Papers, pp. 1-39

Week 5—February 10
Othello, pp. 1023-1043 ACT II
Writing Research Papers, pp. 40-96
Second Short Essay Assigned

Week 6—February 17 Holiday
Work on Second Essay—Bring draft to next class

Week 7—February 24
Othello, pp. 1043-1066 ACT III
Writing Research Papers, pp. 107-165

Week 8—March 3
Othello, pp. 1066-1085 ACT IV
Writing Research Papers, pp. 166-226
Second Short Essay Due

Week 9—March 10
Othello , pp. 1085-1102 ACT V
Writing Research Papers, pp. 227-288
Research Paper Rough Draft Due

Week 10—March 17
Literature—Character pgs 90-100;103-114
Literature—Setting 118-125

Week 11—March 24
Literature—Tone, Style 161-181

Week 12—March 31
Research Paper Due
Literature, pp. 197-214
Third Short Essay Assigned

Week 13—April 7
Literature, pp. 482-500
Reading a Poem

Week 14—April 14
Literature, pp. 501-559
Listening to a Voice

Week 15—April 21
Literature, pp. 560-576
Third Short Essay Due—Oral presentation

This syllabus provides you with a tentative schedule, which is subject to revision depending upon the needs of the class. Following the schedule will not serve as a substitute for attendance.

 

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