Course Outline For English 2

COURSE OUTLINE Course Code ENG11042A14 Course Title College English 2 Credit Hours 3 Room 29 Semester/Year August-December 2014 Prerequisites ATLIB, Developmental English 1 and/or 2, College English 1 General/Prof course General Education course Instructors Name Mr. Jaime Sanchez Contact Number 824 2102(school) E-mail Address [e-mail] Office Hours Tues.Thurs. 500PM -600PM and by appointment Required Textbook(s) A good college level dictionary Supplementary Material Reinking, J.A. von der Osten, R. (2005) Strategies for Successful Writing, A Rhetoric, Research Guide, Reader and Handbook (7th ed.). New Jersey Pearson Prentice Hall. Suggested Supplemental Materials (if applicable) internet articles, newspaper clippings Course Description ENG1104 builds on the development of communicative awareness and abilities in the argumentative, expository and research writing process using a variety of literary forms as the subjects for discussion and writing. Continued practiced in listening, speaking, viewing, reading and writing will seek to enhance students mastery of Standard English as well as advance their understanding that they are participants in responsible discourse with others and hence have a moral and ethical responsibility in that discourse. Students completing this course should be able to write expository and argumentative essays of about 800 words demonstrating effective communication, knowledge of literary conventions, and the conventions of standard written English and manuscript presentation. Course Rationale This level of college writing encourages students to continue to apply comprehension skills as well as critical analysis and critical evaluation to a wide range of oral and written material. It also further develops and enhances their ability to express themselves in speech and writing, with precision, accuracy, clarity and fluency. Course Goals Through constant practice of communication skills in a variety of contexts, students will develop The ability to use appropriate organizing and formatting strategies in producing specific types of oral and written communication. The ability to understand and respond appropriately to written, oral and visual communication from a variety of sources. The ability to speak and write English with precision, accuracy, clarity, and fluency. The ability to evaluate communication according to set criteria intention, audience awareness, coherence, mechanics and depth. Course Learning Outcomes Students will Know how to read, write and comprehend the written and spoken word using appropriate academic vocabulary. Understand that all communication has a purpose. Understand the basic conventions of writing. Know at least one style of referencing. Communicate effectively by listening, reflecting and responding appropriately and in context. Understand, analyze, and evaluate spoken and written forms of communication. Make formal written and oral presentations employing correct diction, syntax, usage, grammar and mechanics. Summarize, paraphrase and reference sources in order to avoid plagiarism. Develop appropriate rhetorical patterns using the recursive process of writing. Value the recursive process of communication. Course objectives At the end of ENG1104 students should be able to Effectively analyze and address a range of audiences. Demonstrate knowledge of basic literary terms and conventions. Write informative and argumentative essays. Effectively locate, evaluate and incorporate several sources of information using library resources and electronic media. Demonstrate advance conceptual skills and knowledge of researched essay conventions and documentation (APA). Provide constructive feedback to other students writing and arguments in a workshop setting Identify the characteristic features and organizational strategies of different types of exposition and argumentation. Skills Formulate and support thesis and claims effectively with pertinent and persuasive evidence. Effectively apply basic literary concepts and terminology to support theses and claims. Effectively organize ideas within extended formal writing assignments. Apply various editorial and revision strategies to enhance communication. Demonstrate the ability to use word processing, appropriate software programs and electronic resources for writing and revision. Attitudes Demonstrate an awareness of their roles and responsibilities as writers in public discourse. Understand that all communication has a purpose, audience and main ideas. Show respect for the diverse opinions, values, beliefs systems, and contribution of others. Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals. Develop an appreciation for effective time management and efficient use of resources to complete projects. Take responsibility for ones own actions, decisions, and consequences. Instructional Procedures Teaching and learning activities reflect the fact that Standard English is not the first language of the majority of students. Classes are conducted in lecture, discussion and workshop settings Whole group and small group discussions Self, peer and teacher evaluation using rubrics and checklists Teacher and students oral and visual presentations Worksheets practice of aspects of grammar, punctuation and spelling Evaluation Assignments 15 Tests 25 Oral Presentations 15 Exam 25 Research Paper 20 Total 100 ASSIGNMENTS/QUIZZES - 15 Short quizzes and assignments will be set to test mastery of points of grammar or understanding of material read and topics covered in class. Unannounced quizzes will be used throughout the semester to keep you honest about doing reading assignments. A variety of in-class and homework exercises will also be assigned. These will include quizzes, peer editing exercises, and reading exercises all of equal distribution of points. Grades will be assigned for individual and group efforts. Quiz 1 Grammar and Mechanics Worksheet Quiz 2 Description Quiz 3 Classification Quiz 4 Comparison Quiz 5 Cause and Effect Quiz 6 Definition ORAL PRESENTATIONS - 15 Each student will be required to do at least one major individual oral presentation in the course of the semester. Other presentations may be assigned for individual or group effort. Students will be expected to use a variety of development strategies in their writing and demonstrate an awareness of audience and purpose of each communication task. Oral presentation 1 - Cause and Effect Group Presentations 10 Oral presentation 2 - Argument Group Presentations- 10 TESTS 25 At least four major reading and writing tests of equal weights, will be assigned throughout the semester. These will provide students with an opportunity to apply the reading and writing processes studied in class. Students will be expected to use a variety of development strategies in their writing and demonstrate an awareness of audience and purpose of each communication task. Test 1 Definition Essay Test 2 Illustration Essay Test 3 Cause and Effect Essay Test 4 Argumentative Essay RESEARCH PAPER 20 In this course, students will be required to write a research paper on a current social issue. This will entail a 3-5 page essay which incorporates your position, review of the literature, along with proper in-text citations and referencing. Along with this essay, you must include copies of the literature reviewed and an annotated bibliography. Students should demonstrate the ability to know and understand (I) their topic, (ii) purpose for writing about the topic, (iii) their audience Final Exam 25 A final exam will be set to assess the extent to which students have mastered the skills developed in the course. A 95 - 100 A- 90 94 B 85 - 89 B 80 - 84 C 75 - 79 C 70 - 74 D 60 - 69 F 59 and below Class Policies and Expectations 1. Assigned readings and research must be done prior to class to facillidate informed discussions. 2. Assignments should be submitted on time, be type-written and double-spaced, with details of the students name, course title, instructors name, assignment topic, and date at the top left of the first page the students last name and the page number should be at the top right of every page. Use Times New Roman, 12 point, with 1 inch margins each side (1 top and bottom). (PLEASE DO NOT USE PLASTIC COVERS OR FOLDERS OR BINDERS WHEN SUBMITTING ASSIGNMENTS USE ONLY A COVER PAGE.) 3. Late assignments may be accepted at the instructors discretion, but points will be deducted. 5 will be deducted for each day late. After 3 days (72 hours after assignement was due), late assignments will not be accepted. The 72 hours include weekends. 4. Attendance and punctuality are very important since discussion practice with peers is crucial. (Please review the requirements concerning sick notes as stated in the Student Handbook.) Exceeding allowed absences will lead to a grade reduction of 5 of final course grade. (Example B to B) 5. Tardiness and leaving early are not acceptable. If you arrive after the roll has been taken or leave before the class is dismissed, I will assign you an L for that day. Every two Ls will count as one absence. Be sure to let me know after class, if you have arrived late, so I will not mark you absent and ask permission if you need to leave early. 6. If absent for any reason, YOU (the student) are responsible for getting missed notes and making up whatever work or assignment that were given. 7. Students wearing inappropriate and offensive clothing will be denied entry into classroom. 8. Plagiarism is serious misconduct and will not be tolerated. Students who cheat or plagiarize on any assignment will receive a ZERO for that assignment, will have a report of the incident placed on their file, may be subject to failing the course, and may be referred to the Dean for disciplinary action as dictated by schools policy. All assignments submitted must have attached to it a statement declaring that work submitted is the original work of the student submitting the assignment. (Please read the SHJC policy on academic honesty which in your Student Handbook.) 9. Cell phones switched on in is highly discouraged unless in a case of emergency which should be reported to lecturer before each session. (If on, phone must be in vibrate or silent mode.) No texting is allowed during session as is distracting to both the one texting and peers. 10. Please do not chew gum or wear hats/caps/shades in class. 11. A good College-level dictionary is an essential tool for this course. You are expected to bring your dictionary to each class session. 12. If you are not on the official class list no assignments will be accepted nor will a grade be issued, even if you attend all classes. Please ensure that your paperwork and accounts are in order -- before attending classes -- as the instructor assumes no responsibility for administrative details. 13. In the highly unlikely event of inclement weather or disaster please do not come to campus if doing so entails a high risk of injury or death. Contact instructor so that necessary arrangements can be made for submitting assignments and receiving class work. 14. If you plan to stop attending class, be sure to officially withdraw through the registrars office. If you do not, the instructor is required to issue an F for the course. 15. Follow all other policies as stated in the Sacred Heart Junior College Handbook Course Content/Schedule WeekTopicsWork and AssignmentsWeek 1Course Overview Introduction Review of Writing Process Structure of the Traditional EssayDescription writing using sensory details. Discuss student sample essay The Big One Pg 93 Week 2Writing the Description Essay Developing the essay First DraftAdditional Reading, The Barrio by Robert Martinez pg 442 Comprehension QuizWeek 3Writing the Classification Essay Peer and Self-Revision Assignment Classification Essay Why people classify in ways for different purposes which reflect their interests Students read and analyze Undesirable Produce Market Customer by Clarence De Long pg 125 Select and Limit a TopicWeek 4Writing the Comparison Essay Different Shifts, Different Actions by Claire Mutter pg 136Students read and analyze Grant and Lee A Study in Contrasts by Bruce Catton pg 502 QuizWeek 5Developing and Writing the Cause and Effect Essay. Sample Why students drop out of College by Diane Fisher Further Reading Black Men and Public Spaces by Brent Staples pg 524 Comprehension QuizWeek 6Developing and Writing the Definition Essay Rediscovering Patriotism by Peta WingFurther Reading, When is it rape by Nancy Gibbs pg 541 TestWeek 7Developing and Writing Process Analysis Essay. The ABCs CPR by Kathy PetroskyFurther reading, Can Generation Xers Be Trained by Shari Caudron Week 8Group Presentations Individual EssaysTest Group PresentationWeek 9Argumentation Using Logic Induction and deduction Avoiding Logical Fallacies Assign groups for Argumentative PresentationsSuccessful Strategies (p.169-196) Rational Appeal Reasoning Strategies Emotional Appeal Ethical Appeal FallaciesWeek 10Developing the argument essay Writing and Revising the Argument EssayIn class first draft Research Planning the Paper (Abstract and Lit Review)Week 11Rewriting of Argument Essay Presentations of ArgumentFinal Draft Argument EssayWeek 12Group Presentations of ArgumentGroup Presentations Research Writing the PaperWeek 13RESEARCH PAPER Six Steps in Writing a Research Paper 1. Selecting a Topic 2. Limiting a Topic 3. Gathering Information on topic 4. Planning the paper 5. Writing the Paper 6. Using an acceptable Format and Method of DocumentationHomework Topics and information for individual research Research Review of Steps and Writing the paper.Week 14Examining a model research paper Abstract, Lit Review, etc for individual researchWeek 15Teacher and Student Review of Research PaperWeek 16FINAL EXAMS The teacher reserves the right to make amendments where necessary. 3 .B)  z.o szC2S_6SYk6m_kBSQFZoJzdeb_d/ d(3c.F7OQFwEf wwQeIZHO/KkQv53YN)qczwojol)OfZO-av M89kS_nGJYry(vZvH(kZ_GCdE-@9SI0yPznOZghX)tD,xTgQY8ioypmhlec3l/_O3/k_oFD.7WyKQykHe,/87YH_YgY@qMxrg.4po@whO7TU w3,1sRew JxglOypz0/nek

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