Syllabus

Syllabus

English 102

English Composition II

Department of English

School of Humanities and Social Sciences

Claflin University

Fall 2017

 

Instructor:   Dr. Jonathan Evans

Office:         GTK 208                                      

Office Hrs: MTWR 12 – 2 PM

Phone Ext.:   5699                                                                           

E-mail:         joevans@claflin.edu                                  

Website:       www.whynotgraphicnovels.com

I. COURSE DESCRIPTION (for ENGL 102)

Catalog Description: This course is a continuation of English 101, incorporating the introduction of research and documentation skills, the study of selected literary texts, and the practice of writing progressively longer papers. The requirements of the course can be satisfied by a grade of “C” or above. The written English proficiency assessment is a part of this course. Three semester credit hours.

 Prerequisite: English 101.

 II. RESOURCES:

Access to Writing Commons (http://writingcommons.org/)

  1. Graff, Gerald and Cathy Birkenstein. They Say/I Say: The Moves That Matter in Academic Writing. 3rd Edition. –  They Say I Say Full Text
  2. McCloud, Scott. Understanding Comics: The Invisible Art. – Full Text Copy: McCloud_Understanding_Comics
  3. Graphic Novel You Select
  • Access to computer with Internet capability
  • Flash drive
  • 3-ring binder and paper for taking notes/tablet or laptop for taking notes
  • Ink pens with black or blue ink
  • Blue examination book(s) for midterm examination. Available in the CU bookstore.

III.       RATIONALE

To succeed in college, in the workplace, and in society, one must communicate effectively with written language. Acquiring this ability, then, is imperative, and it results from a combination of many skills: logical development of ideas, critical thinking, awareness of audience, clarity of language, reading, and use of formal academic voice. The goal of this course is to foster these skills through an integrated approach of reading, writing, and thinking, as well as to introduce students to integrating secondary sources into their papers and documenting said sources in the appropriate documentation and citation formats (i.e., MLA, APA, CSM). The course will also introduce students to the various modes of development including argumentation.

IV. ENGLISH 102 COURSE OBJECTIVES, OUTCOMES, AND ASSESSMENTS

English 102 Objectives

English 102 Outcomes and Assessments

English 102 Objectives English 102 Outcomes
Students will incorporate rhetorical concepts competently. Students will be able to apply rhetorical concepts through the examination of various audiences and purposes, and the use of analysis to compose diverse texts in all writing assignments as well as in the portfolio.
Students will be able to apply critical thinking to reading and writing.

 

Students will be able to (i) read critically a diverse range of texts, (ii) locate and evaluate properly primary and secondary sources in both print and hypertext and (iii) read and compose in a variety in rhetorical situations using a variety of rhetorical strategies and texts in order to learn to think critically and to communicate in all writing assignments as well as in the portfolio.
Students will utilize the writing process to develop original essays.

 

Students will understand the importance of revising, rewriting, and rethinking in the writing process in all writing assignments as well as in the portfolio. The writing process additionally consists of in-class peer workshops, teacher-students conferences, and electronic feedback from the instructor at various stages of the drafting process.
Students will use the conventions of academic English.

 

Students will demonstrate proficiency in the use of formal English including conventions of grammatical skills, mechanics, punctuation, word use, and citation in all writing assignments as well as in the portfolio.

V. GRADING SCALE

WRITING ASSIGNMENTS                                                                 60%

                      Report 1: Topic and Rationale                                        5%

Report 2: Research Question and Thesis Statement  5%

Report 3: Detailed Outline                                               5%

Research Paper (8-10 pages in length)                         30%

Portfolio of ALL Docs (including Final Presentation slides)          15%

GROUP WORK                                                                                        10%

ATTENDANCE AND PARTICIPATION                                               15%

FINAL PRESENTATIONS                                                                      15%

TOTAL:                                                                                                    100%

VI. COURSE REQUIREMENTS/POLICIES

  1. Students are required to buy and bring all specified textbooks and materials for the course to class meetings.
  2. Students are required to use Claflin e-mail accounts to communicate with their professors.
  3. Plagiarized work will not be accepted. Plagiarism, submitting the work or ideas of another as one’s own, is theft and a serious offense. Those who commit plagiarism will be dealt with according to the “Statement of Policy Concerning Academic Dishonesty,” in the current catalog. Punishment may include a failing grade on the work, a failing grade in the class, or suspension from Claflin.
  4. Students will write at least four compositions during the course of the semester.
  5. Students will maintain electronic files of all compositions on a flash drive/Dropbox/Cloud/Google drive to include in their portfolios* at the end of the semester
  6. Students will attend class in accordance with the guidelines set forth in the current university policy. Tardiness will be enforced at the discretion of the classroom instructor.
  7. Students will participate in class discussions and other activities as assigned by the instructor.
  8. Claflin University’s English Proficiency assessment is a part of this course. The core parts of this portfolio will consist of a metacognitive narrative essay in which the student reflects on his/her growth as a writer over the course of the semester, two essays (both of which must have received passing grades) and one more substantive revision of each of these two essays.

 

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