REQUIRED TEXTS AND SUPPLIES:
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 research 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.
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.
2. Organization
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.
3. Style
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.
4. Mechanics
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.
About This Class
The process method of writing instruction is used. Clear expression
and organization of ideas are emphasized; purpose and audience are stressed.
You will learn to use 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 use MLA, APA, and
ACW methods of documenting print and electronic sources. You will utilize
the Internet and learn to evaluate World Wide Websites as you 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.
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, but this will not last . 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.
EVALUATION
Scale used in compilation of grade:
94 to 100 = A 90 to <94 = A-
87 to <90 = B+ 83 to <87 = B
80 to <83 = B-
77 to <80 = C+ 70 to <77 = C
60 to<70 = D <60
= F
Students who do not receive at least a "C" in English 112 must repeat the course.
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. As 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 have a draft on the day drafts are due or who miss class on that day will receive a deduction on the final product. It is important to keep up with your work. Retain backup copies of all work. You must be able to produce a copy of your work at any time, even after it is handed in. Therefore, 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).
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.
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.
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 Brown and personally give it to either of the two English
faculty secretaries. Your paper will then be stamped and 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.
You will soon 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 exciting. The class requires considerable
time and effort on your part, but the rewards will last long after class
ends.
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.
SYLLAWEB ASSIGNMENT SCHEDULE - 112/DIVERSITY - CAI
Revised 20 August 2000
There is a certain amount of flex built into this schedule which may not be apparent to you but is to me. From time to time we may be off schedule. Keep your reading up-to-date if this happens, so you are not behind when I miraculously catch us up !
Week One Introductory:
syllaweb, texts, lab, e-mail, listservs, etc.
Monday
Writing sample, interviews
28 August Read:
Diversity Intro & Ch. 1, 1- 61
Get: SVSU e-mail address and disks, PRONTO!
Wednesday Interviews, collaborative
activities, machine info
30 August Read:
Diversity, Ch 2 plus essays by Rose, 235; Campbell,
246; Gaffney, 255.
Assign: Paper #1, Source Evaluations, 83-84, Due 15
Sept.
Week Two
Monday
Labor Day - No School
4 September
Wednesday Discussion of
reading assignment
6 September Begin Source
Evaluations
Assign: Paper #2, Summaries, due 22 Sept.
Read: New Century, Ch. 1, Writing and Computers, pp.
1-8
Ch. 2, Reading and Writing Process - Critical Thinking, pp. 9-19
Ch. 3, Planning and Organizing, pp. 20-41
Week Three: Paper #1 draft due
Monday
Discussion of and practice with summaries, handout
11 September Statement of Rhetorical Context
Read: Writing Online, Ch. 1,2,3 pp. v.-13
New Century, Ch. 21b, Build Community through Electronic Mail
pp. 466-471
Wednesday Paper #1
Due
13 September Formation of e-mail dialogue
journal groups, distribution lists, listservs
Read: New Century, Ch. 40, 41, Language and Bias,
pp. 643-661
Read: Writing Online, Ch. 4
Week Four: Paper #2
draft due - bring 3 copies of your summary drafts
Monday
Peer response
18 September Read: New
Century, Ch. 4, Composing, pp. 42-59
Ch. 5, Rewriting, pp. 60-87
Wednesday Paper
#2 due, Summaries
20 September Writing reports:
audience, purpose, format
Assign : Paper #3, Statistical AnalysisReport - "What Will USA Look
Like in 2025?"
due 18 October
Read: New Century, Ch. 17, Document Design, pp. 387-405
Week Five:
Monday
Invention strategies, idea generation for Stats. Report
25 September Practices with paragraphs,
New
Century, Ch. 6
Read: Diversity, Charts on 277, 367
New Century, Ch. 8, Research, pp. 135-166
Wednesday
Library/Reference Tutorial - classes meet in Library, 1st floor. Don't
be late!
27 September Assign: Summary
of tutorial and personal work accomplished
Read: New Century, Ch. 9, Using the Internet for Research,
pp. 167-184
Ch. 10, Evaluating Sources, pp. 185-197
Ch. 11, Using Sources, pp. 198-214
Week Six Web
Tutorial in Library, 3rd floor, B.I. room
Don't
Be Late!!
Monday
Assign: Review of tutorial
2 October
Wednesday
Online Stats Research
4 October
Plagiarism, Parenthetical Documentation, Works Cited
Writing practice
Week Seven Writing reports
New
Century, Ch. 22d, pp. 484-490
Monday
Using visual appeal, incorporating charts, graphs, and tables
9 October
Documentation of online sources
Read: New Century, Ch. 34, Clarity & Conciseness,
pp. 595-604
Wednesday
Draft due for Stats Report - bring copies of typed draft
11 October
Peer response
Assign: Paper #4, Researched Argument - Race and Class,
Language and Power, Are They Related? Due 8 November
Read: Diversity, Ch. 6 "Must We Speak English?" selected
essays
Ch. 3 "Form and Function in Argument," pp. 95-131
Plan and strategize - formulate opinions
New Century, Ch. 7, Formulating Arguments, pp. 111-134
Week Eight Paper
#3 Due, What Will America Look Like in 2025?
Monday
Begin Argument - Classical examples
16 October
examine mini arguments
Wednesday
Discussion, collaborative activities
18 October
Derogatory Ethnic Language/Labels
Assign: continue your library research
Week Nine
Monday
invention, organization
23 October
Wednesday
Appeals: logical, ethical, emotional
25 October
"Letter from a Birmingham Jail," M. L. King
Week Ten
Sources due: 2 journal articles, evaluated web sites
Monday
think about your non-print source
30 October
Wednesday
Draft DuePaper #4 - peer response - bring copies
1 November
Assign: Paper #5 Rogerian Arg. on School
Colorsissue Due 31 Nov.
Review of documentation, works cited
Week Eleven
Monday
Paper #4 Due - Language/Power Argument
6 November
School Colors video Class meets in BI room, 3rd floor
library.
Wednesday
School Colors video Class meets in BI room, 3rd floor
library.
8 November
Assign:
Memo regarding postition topic Due 22 November
Read: New Century, Ch. 22e, pp. 488-490, Writing
focused memos
Week Twelve
Monday
Rehashing and restating School Colors. Brainstorming and Invention
13 November
for Paper #5 Rogerian Argument
Wednesday
Memos due re: Rogerian topic
15 November
Week Thirteen
Monday
Collating sources. preliminary drafting
20 November
Wednesday
Thanksgiving Break - No School
22 November
Week Fourteen Draft due - peer response
- Bring: 2 copies
Monday
27 November
Wednesday
Paper #5 due
29 November
Essay Exams, New Century, Ch. 23, pp. 491-500
Week Fifteen
Essay Questions
Monday
in-class practice
4 December
Wednesday
Paper #6 In-Class Essay
6 December
Week Sixteen Final
Exams
Monday
8:30 Class meets 8:30-10:30
11 December
10:00 Class meets 10:30-12:30