English 102 - Clarke – Composition and Literature II (3 credit hours) Spring 2006
Syllabus & Policy Statement
Course Description
Composition and Literature II builds on the skills developed in Composition and Literature I, focusing on analysis, synthesis and evaluation, logical thinking, the techniques of argument, writing about literature, and preparation of the documented essay. Prerequisite: English 101 with a final course grade of “C” or higher.
English Proficiency Exam
After completing English 101 and 102, Composition and Literature I and II, students must take and successfully pass the Bowie State University English Proficiency Examination. Transfer students who completed their English requirements at another university should take the English Proficiency Examination during their first semester of enrollment at Bowie State University. An aspect of English 102 will be preparation for the EPE.
ADA Accommodation
Students with disabilities who wish to receive ADA Accommodations should report to the Office of Special Populations, Martin Luther King Building, Room 136 (301-860-3292).
Required Texts:
Student Outcomes: Upon completion of English 102, students will demonstrate the ability to:
· Conduct research in the library and on the Internet;
· Carry out basic primary research, such as questionnaires and interviews;
· Evaluate and use sources in the development of an argumentative essay;
· Demonstrate improvement in critical reading skills, by identifying, defining, and locating the formal elements of argument;
· Analyze and interpret assigned literary works, particularly fiction, in terms of formal elements (such as setting and symbol) as well as historical and cultural context;
· Show an awareness of writing process by taking an essay through phases of planning, drafting, and revising;
· Demonstrate proficiency in organizing, controlling, and developing the formal essay with an emphasis on argumentation;
· Document according to MLA Style, both in-text and in a Works Cited page;
· Edit and proofread paragraphs and essays to correct common errors in grammar, mechanics, and usage;
· Show an appreciation of the diverse cultures that make up American society.
Course Grade
Instructors may assign diagnostic essays during the first week or two of class, but these will not be graded. The final course grade will be computed as follows:
Individual instructors will develop specific topics, but all 102 students will write the following types of essays. Although the earlier essays will be 500 - 750 words, the final out-of-class essays will increase in length. By the end of the semester, students will have written approximately 20 pages or 5000 words.
The analysis of pro/con arguments requires students to perform close analysis of an issue from two distinct viewpoints. The essay should not be limited to analysis of viewpoints, but should require the student to take a position on the issue. This assignment should provide a starting point from principles learned in English 101. This assignment may take the form of a comparison/contrast of two advertisements for similar, but competing products.
The cultural critique will be a researched and documented essay that involves investigation, documentation, and construction of an argument. The student will choose a common “myth” or stereotype (e.g., holistic remedies have no medical benefits, athletes are poor students, spousal abuse occurs primarily in lower socio-economic groups, thin is beautiful is a universal truth), explore the assumptions underlying it, analyze the reasons for the myth’s perpetuation, and discuss ways to debunk it.
The persuasive essay will be an interpretation of a literary work, a film, or an issue related to it. (This semester, our persuasive essay will focus on Stephen King’s new novel, Cell.) The essay need not be a formal study of a literary style or technique, but it may focus on historical context, psychological or political analysis, or a related contemporary issue.
The research paper will be an investigation in which students use critical thinking skills to select and examine an issue from a documentary film. The student’s purpose is to define an overall problem and propose a solution. This inductive inquiry must also require library and Internet research and may include some “field research,” such as interviews or informal questionnaires. The final paper will be presented as a formal argumentative essay with appropriate documentation.
The final examination will be an argument in response to several readings presented at the time of the exam and will require students to use quotes and correct in-text citation.
Taking the final examination is a requirement for passing English 102. Note: All Students Not Officially Registered For This Class will not Receive a Grade.
At least two of the essays will go through a revision process that might include peer critiques and instructor’s comments -- but not editing -- prior to formal grading. Both the persuasive essay on a literary topic and the community issue argument will be guided research experiences with students presenting their work (e.g., preliminary bibliography) in stages. At least one of the essays will be developed through collaborative activities that involve group research and oral presentation of findings.
Essays will be graded according to the criteria explained in “Policies and Procedures” with the following percentage distributions:
Content 30%
Organization & Development 30%
Grammar, Mechanics, Usage 20%
Style 20%
Content: The essay meets all specified requirements, such as subject, organization, and length, and reflects critical and creative thinking. The overall presentation of ideas, including the introduction and conclusion, shows the writer’s awareness of audience and purpose.
Organization and Development: The essay has a clear and logical plan that reflects a substantive thesis. Paragraphs are focused and developed with pertinent examples, illustrations, and other supporting material (such as expert testimony, direct quotations, and statistics). When appropriate, sources of information are accurately presented and fully attributed.
Grammar, Mechanics, and Usage: The essay follows the conventions of Edited American English. One point will be deducted for each error in grammar, spelling, mechanics, and usage. These include, but are not limited to, the following: sentence fragment, comma splice, subject-verb disagreement, incorrect verb form, verb tense shift, dangling modifier, and pronoun-antecedent disagreement.
Style: The essay has appropriate, precise, and vivid vocabulary and varied sentence patterns. There are effective transitional devices between and among sentences and paragraphs. The writer’s exercise of such linguistic and rhetorical choices results in a distinctive voice.
Please type all assignments on a computer or word processor (not a typewriter). Make sure both your name and my name are on each assignment and that all pages are numbered, double-spaced with one-inch margins, and stapled (not paper clipped or folded). Use black ink on white paper, Times New Roman 12-point font. Any deviation from these standards will result in a lowered grade. Please also make a back-up copy of every paper you turn in.
Plagiarism is a very serious breach of academic ethics. As stated in the “Policy on Plagiarism” section of the Undergraduate Catalog, “Students guilty of plagiarism are subject to severe penalties.” The faculty members in the Department of English and Modern Languages have agreed that papers that are found to have plagiarized material (intentional or unintentional) will be given a zero and the student will fail the course. If you are not absolutely clear on what constitutes plagiarism, please consult your handbook, see the instructor or seek help from the Writing Center. In addition, a letter explaining why the student has failed will be sent to the appropriate academic administrators.
Attendance
More than 3 unexcused absences will lower your grade, and more than 5 accumulated absences (excused or unexcused) constitute grounds for failing the class. Please come to class on time. 3 tardies count as 1 absence. Arriving at class more then 10 minutes late also counts as an absence. If your attendance is influenced by hospitalization, family emergencies, or religious holidays, please contact me as soon as possible.
Students are required to keep a folder of all graded assignments in their class. Instructors will use these for a variety of purposes, including discussion points during conferences and reflection on progress. It is a University System of Maryland requirement that selected examples of student work remain on record in the English Department.