REQUIRED TEXTS AND SUPPLIES:

• An SVSU e-mail address - get immediately if you don't have one.
• Faigley, Lester and Selzer, Jack.  Good Reasons.  Allyn and Bacon, 2000.
• Hult, Christine A. and Huckin, Thomas N.  The New Century Handbook.  Allyn and Bacon, 1999.
• The American Heritage Dictionary. Dell, 1994. OR
• The Oxford Dictionary of Current English. Oxford, 1993. Spelling Counts!!
• 2 IBM formatted 3 1/2" Disks and plastic protector to keep them in, 1 for backup.
• Loose leaf paper for use in class.
• Plenty of paperclips. Staples are troublesome.
• A cheap pocket folder in which to keep all handouts and drafts.

Composition II (3)

Expands academic writing practices begun in Composition I, especially processes of critical reading and writing.  Frequent writing assignments for different audiences, with attention to disciplinary conventions and rhetorical strategies.  Workshop approaches.  Includes work in developing research questions and using library and electronic sources.  Refines abilities to analyze both student and professional work.  May be offered as a topics course.  Prerequisite:  "C" grade or better in English 111 or satisfactory performance on Course Placement Test in writing.

GOALS AND OBJECTIVES

English 112 will refine students' abilities to:

1.  Employ rhetorical strategies which communicate an academic voice.  Students should:
        a.   Move from writer-based prose to reader-based prose
        b.   Use specific and concrete methods to support positions in a manner convincing to
              targeted audiences
        c.   Understand and choose effective strategies for argumentation and persuasion
        d.   Use cited materials responsibly and effectively
        e.   Review, critique, revise their own and others' texts.

2.  Read critically and analyze texts which challenge their thinking and which are written for
     diverse audiences, purposes, and disciplines.

3.  Conduct academic research:
        a.   Develop focused questions for research
        b.   Use a variety of research modes, including print and online tools
        c.   Critically evaluate source materials
        d.   Select, cite, and document primary and secondary evidence appropriately for
              purpose and audience.

4.  Engage in interactive and/or collaborative reading and writing activities.

5.  Use electronic technology to aid researh and writing processes, which may include:
        a.   Word processing
        b.   Internet, e.g., e-mail, WWW
        c.   Electronic databases and search tools available in libraries.

6.  Understand and apply different documentation formats as for various disciplines, for example:
     MLA, APA, and ACW.

7.  Extend and refine editing skills.
.
The process method of writing instruction is used. Clear expression and organization of ideas are emphasized; purpose and audience are stressed. You will be taught a variety of invention techniques and will practice both preliminary drafting and revision in class. In addition, you will participate in collaborative activities and peer evaluation. You will become familiar and comfortable with the Reference Library and both MLA and ACW methods of documenting print and electronic sources.  You will utilize the Internet and the World Wide Web to learn more about your topics. Over 10,000 words will be written, including drafts and revisions.

I make a conscious effort to make your reading significant and thought provoking. The amount of reading is considerable, but all of it is crucial to your development as a thinker, a writer, and a researcher. Therefore,do not allow yourself to fall behind in this area. Weak readers need to build extra time into their study schedules.

Note regarding Spring Semester:
If you have elected this course as a 7 week class, be advised that we do the same amount of work as a 15 week class in half the time; that means the same reading, the same writing, in half as much time.  If you had difficulty in 111, certainly you should rethink very carefully whether you should take a 7 week composition course.

It does not matter if you have no computer experience; you will learn what you need to know in order to write your papers on a computer. If you have no typing skills whatsoever, you may experience some frustration. You will need to build lab time into your schedules since all writing cannot be accomplished in class. You will also need to plan for SVSU library time to do your required research. Small municipal libraries do not replicate a university library's facilities. This may require you to make extra trips to campus that you had not planned on, but these are aspects of the university experience that you cannot avoid. Planning a schedule which allows you time only to attend class is extremely unrealistic and ill-advised.

STANDARDS FOR STUDENT WRITING IN ENGLISH 112

In order to receive a "C" in English 112, students should write papers that demonstrate a working knowledge of the following:

1.  Content and Development

• The writer's purpose is evident early on.
• The paper fulfills the assignment.
• A single focus, purpose or thesis runs through the paper.
• The writer presents ideas and descriptions with an audience in mind.
• The focus, purpose or thesis is developed and supported with research and logic.
• Source materials are integrated in order to enhance, not dominate, the arguments.

• The writer establishes an appropriate organizational structure.
• The paper progresses coherently and logically.
• Paragraphs are well-organized.
• Transitions guide the reader through the paper.
• Openings and closings show awareness of audience and task.

• Sentences are constructed in a variety of ways.
• Word choice and phrasing are carefully managed.
• The overall tone of the paper is appropriate to the writer's purpose and audience.

• Format is correct and appropriate.
• References to outside souorces are introduced and documented appropriately.
• Surface features of writing - the conventions of spelling, punctuation, usage, etc. - are under control.

EVALUATION
 

Scale used in compilation of grade:
90-100 = A
80 - 89 = B
70 - 79 = C
60 - 69 = D

Evaluation will be based primarily upon the quality of written work as well as the progress made. I will be looking for evidence of growth and maturity of thought as well as good command of skills.
Assigned papers will constitute 75% of the final grade. Because I am an advocate of the process method of teaching writing, I will evaluate your process, not just your product. Therefore, the final grade on any paper takes into consideration your total effort - invention through revision.
Students who do not come to class with a draft on the day drafts are due will receive a deduction on the final product.  It is important to keep up with your work.  Retain backup copies of all work.   All work should be composed and saved on disk and backed up on a backup disk.  You are responsible for having copies of all your work.

The class is not built around tests or quizzes. However, if a quiz were to become necessary, it would most likely be unannounced. In-class writings may be unannounced. Any quizzes, all written assignments including your electronic journal, class participation and attendance will constitute the remaining 25% of your grade.

Participation in class discussion and collaborative activities is important. It may not seem like it as you read this, but the classroom is at all times democratic. All opinions are valued and respected, as are all questions. The "dumbest" question is the one not asked. Obviously, if you are not in class, you are not participating and will be graded accordingly. More than two absences in the term will lower your grade, and if you miss five or six times, you should expect to fail the course. These numbers should be decreased by half for a seven week course.  Discuss any variance with me personally before it occurs. You alone are responsible for obtaining missed assignments and class notes (In-class writing can NOT be made up).

Please be on time. Late entries are disruptive and distracting to your classmates and put you at a disadvantage since class begins with the direction for the day's work, and I don't like to start over. Others should not have to stop their work to get you on track. During peer evaluation, papers are exchanged at the beginning of class and if you are not there at that time, you will be at a disadvantage. There is considerable flexibility in a computer class, but being late is not part of that flexibility.

The electronic journal is required; it is not an option.   Two entries per week are required. Specific instructions for the journal will be put on-line in your mailbox. I suggest you print out a hard copy. Anyone who decides not to submit timely required journal entries will receive no higher than a D in the course. You can see that the journal is important. It is also fun, however, and will become one of the most meaningful aspects of the course. This is where much of your discussion will take place and where much of your thinking will evolve. We will form our journal groups by the third week of the semester.

Plagiarism Policy
Plagiarism is academic theft - the use of someone else's words or ideas without proper acknowledgement of the source. Even when unintentional, the act of plagiarism has serious consequences. The SVSU stance on plagiarism can be found in the Student Handbook.  The university has its penalties, including dismissal. I will fail any paper that is plagiarized (partially or completely, knowingly or inadvertently). Course failure would be likely. We will spend considerable time learning proper documentation in this class, but you should always ask when in doubt in order to avoid a possible problem.

THERE ARE NO LATE PAPERS. Due dates must be strictly adhered to. Papers may not be handed in late for a lowered grade. Papers not turned in on time are not read and receive a 0 (zero). If you are having difficulty of any kind and anticipate that you cannot make a deadline, see me in advance of the due date to determine if an extension can be granted. This cannot occur except in an emergency situation. This is in reference to death, earthquake, plague, etc., not oversleeping, all night fights with girlfriends, boyfriends, parents; sudden onset of pneumonia; writer's block; etc. If a paper is due and you cannot be in class to turn it in, you must somehow get it to third floor Science and fill out a Record of Student Deposit form with either of the two English faculty secretaries. Your paper will then be put in my office. Your other option is to mail the paper to me, making sure it is postmarked at a post office on or before the due date. Do not slide major papers under my door. They may not be recognized as important by the many feet that trod that path. Inappropriately marked papers left on my desk may, unfortunately, inadvertently be misplaced or lost.

If all this seems a bit heavy-handed and authoritarian, please understand that we all need guidelines in order to function effectively. As a reformed procrastinator myself, I tend to build a course with that type of student in mind. If I don't allow you to procrastinate, you won't  :-)

You should regard the class as a non-threatening, informal and fun place to be. Before very long, you will become an integral, contributing member of the group and have quite a good time in the process. I believe you will emerge a more critical thinker and writer who realizes that while writing is very hard work, it can also be fun and even exciting. The class requires considerable time and effort on your part, but the rewards will be lasting.
 
 
 

 N.B.: Any student with a disability that may restrict her or his full participation in course activities is encouraged to meet with me during the first week of the semester or contact the SVSU Office of Disability Services, Wickes 145, for assistance.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Graft - English 112  Section 32
T/Th B213
HELP DESK  (517) 790-4225
 
 

Week One    Introductory:  syllabus, texts, lab, e-mail, listservs, writing sample
Thursday        Review writing process and critical reading New Century Handbook (NCH) 9-20,
 6 July             Rhetorical context 24-27,  Good Reasons (GR) 13-15
                       Using Sources, paraphrasing, summarizing, quoting NCH 198-214, documentation
                      NCH 246-278
                       Handouts for paper #1

                       Read:  GR  "Intro to Part I, "Persuading with Good Reasons," pp. 1-4
                        Ch. 1 "What to Argue About,"  pp. 5-29
                        Ch. 2 "Persuading with Good Reasons,"  pp.31-52-3,
                        Ch. 3 "Thinking More about Your Audience,"  pp. 53-72

                       Assign: Paper #1, Summary of article/editorial, draft due 11 July
                        Bring 3 copies of draft Tuesday, MLA style, size 12 font, double spaced
                        Get:  E-Mail Address (SVSU) and  IBM Formatted disks,  immediately!

Week Two      Summary drafts due
Tuesday            Discussion of summary articles
 11 July             Peer response to drafts
                         Blackboard introduction
                        Read:  NCH  Ch. 5, "Rewriting," pp. 60-87.
                         Assign:  Paper #2,  Rhetorical Analysis, drafts due 18 July, bring 3 copies
                        Read:  handouts for paper 2
                        Read: "Assignment for Rhetorical Analysis" handout
                         Read:   GR  "Steps in Writing a Rhetorical Analysis," pp. 104-06
                        Write: Topic Proposal for Paper #2, handout

Thursday           Paper #1 due
13 July              Topic Proposal due for Paper #2
                            Discussion of assigned articles and rhetorical analysis
                            In-class drafting for Paper #2

Week Three      R.A. drafts due
Tuesday               Online peer response, using Blackboard
18 July                 Library Reference Tutorial with Gloria Lawler
                            Library assignment, tba
                            Read: Ch. 4 GR , "The Style of Arguments,"  pp. 42-54

Thursday              Paper #2 due
20 July                 Discussion of Argument
                            WWW Tutorial with Scott Mellendorf
                           Read: Ch. 5 GR,  "Definition Arguments,"  pp.111-130

Week Four
Tuesday               Discussion of Ch. 5 and topic possibilities
25 July                 Invention, heuristics to begin Definitional Argument, Paper #3
                            Research schedule/timeline
                            Review "Getting Started on Your Draft,"  pp. 51-52
                           Read:  GR Ch. 13, "Effective Research," pp. 263-83;
                                               Ch. 14, "Effective Documentation," pp. 285-308
                           Assign: Paper #3, Definitional Argument, draft due 1 August

Thursday              Web work and online research for Paper #3
27 July

Week Five           Parenthetical documentation
Tuesday                Works Cited practice
1 August                Ethos, Pathos, Logos
                              Acknowledgement of opposition

Thursday               Def. Argument draft due, bring 3 copies
3 August                Peer response
                              In-class revision and rewriting
                             Read:  GR  Ch. 7, "Evaluation Arguments," pp. 153-168
                             Assign Paper #4, Evaluation Argument and Visual Rhetoric:
                              web site review - draft due 15 August

Week Six            Paper #3, Definition Argument due
Tuesday                Begin  invention, heuristics for Evaluative Argument
8 August               Research begins for Paper #4, Evaluation Argument and Visual Rhetoric
                            Read:  Intro to Part III, "Effective Arguments," pp. 207-8
                                         GR  Ch. 11 "Effective Visual Design," pp. 209-36
Ch. "Effective Web Design,"  pp. 237-262
                            Gather sources, bring to next class

Thursday               Work session
10 August

Week Seven
Tuesday               Evaluation Draft due, peer response
15 August              Revision, rewriting

Thursday                Paper # 4 due, Evaluation
17 August             Oral Presentation of Evaluation
 
 

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