ENG+102+Syllabus

**__Course Description__:** English 102 is a course in argumentative writing with emphasis on development of a fluent and versatile prose style. There will be continued instruction and practice in reading critically, thinking logically, responding to texts, developing research skills, writing substantial essays through systematic revision, addressing specific audiences, and expressing ideas in standard and correct written English. Preq: English 101. Notes: (a) Credit not available by special examination (b) ENG 101 and ENG 102 may not be taken concurrently. **Successful completion of this course satisfies DCHS English IV requirement.**

**Texts:** Glenn, Cheryl, Miller, Robert Keith, Webb, Suzanne Strobeck, and Gray, Loretta. //Hodges’ Harbrace Handbook.// 15th ed. Boston:

 Thompson, 2004.

 Kirszner, Laurie G, and Stephen R. Mandell. Practical Argument: //A Text and Anthology.// Boston: Bedford, 2011.

Ramage, John D., John C. Bean, and June Johnson. //Writing Arguments: A Rhetoric with Readings.// Brief ed. 8th ed. New York: Longman,

 2010.

__**Suggested Supplies:**__ *Paper or Notebook *Pocket Folder or Binder *Highlighter

**__Course Objectives__:** Upon completion of the course, students should be able to:
 * write with a style that is clear and expressive
 * access scholarly information in a variety of formats
 * evaluate information and synthesize into effective critical essays and formal research paper
 * identify personal assumptions concerning selected issues in response to those embodied in written texts, clarify those beliefs, and express them lucidly both in oral and written form
 * fulfill essential competencies of OCTC’s information literacy plan

**__Course Requirements__:** · __Reading__: Selected chapters and essays/texts will be assigned to guide student writing and serve as examples. There will also be in-class analytical reading and responses assigned, which makes attendance very important. · __Writing:__ In addition to in-class writing assignments, students are required to write a formal article summary, a formal critique, an argument synthesis essay, an annotated bibliography, and an extended analytical research paper, including rough drafts, revisions, and appendices. Major writings will be peer reviewed in a “writer’s workshop” fashion. Review of grammar, mechanics, and usage will be provided throughout the course. · __Speaking and Listening:__ Students will present research, lead analytical discussions, and provide feedback for those presenting. A final product for the course will include a documentary adapted from extended analytical research paper. **Take Note:** The syllabus is subject to change, as additional readings may be assigned and dates may be changed. Any changes in the syllabus will be announced in class. Therefore, if you miss a class, you should check with me or another student as to what you missed and any changes made to syllabus.

**__Attendance Policy__:** Regular attendance and class participation are expected from every student. More than three absences are considered excessive, and a penalty per absence will be assessed thereafter. Daviess County Public School attendance policy will apply. **Late Work Policy:** Assignments are to be turned in on the due date. Late papers will be assessed a ten point penalty per class meeting that they are late. __Papers more than two class meetings overdue will not be accepted.__ **IMPORTANT NOTE: NO papers accepted during Finals Week**

__**Make-up Policy:**__ Daviess County High School policy for make-up work will apply. If you know you will not be in class on the date an assignment is due, please make arrangements to get your paper to me __before__ that date.

__**Withdrawal Policy:**__ Students may choose to withdraw from the class at any time during the semester. Through midterm, those who withdraw will automatically receive a grade of “W”; however, after that date, the instructor will assign either a “W” or a “WE” at her discretion. **Plagiarism:** The use of another person’s work, ideas, papers, or other such materials without clearly acknowledging the source is an act of plagiarism and will be dealt with in accordance to the guidelines set forth in the Student Code of Conduct at [] **Cross-Curricular General Education Competencies:** In addition to the course-specific objectives listed above, coursework is also designed to develop in student the following cross-curricular general education competencies: **__KCTCS General Education Competencies (QEP)__** **I. Communicate Effectively:** 1. Read and listen with comprehension. 2. Speak and write clearly using standard English. 3. Interact cooperatively with others using both verbal and non-verbal means. Assessment methods may include analytical essays (QEP-WE L4), small group exercises (QEP-OE L1), and brief class presentations (QEP-OE L2). **II. Think Critically:** 1. Make connections in learning across the disciplines and draw logical conclusions. 2. Demonstrate problem solving through interpreting, analyzing, summarizing, and/or integrating a variety of materials. Assessment methods may include research and documentation within papers (QEP-WE L4), small group exercises (QEP-OE L1), and writing assignments (QEP-WE L3). **III. Learn Independently:** 1. Use appropriate search strategies and resources to find, evaluate, and use information. 2. Make choices based upon awareness of ethics and differing perspectives/ideas. 3. Apply learning in academic, personal, and public situations. 4. Think creatively to develop new ideas, processes, or products. Assessments methods may include research (QEP-R L2), journal writing (QEP-WE L2), drafting (QEP-WE L2), small group exercises (QEP-OE L1), discussion (QEP-OE L1), and classroom presentations (QEP-OE L2). **IV. Examine Relationships in Diverse and Complex Environments**: 1. Recognize the relationship of the individual to human heritage and culture. 2. Develop an awareness of self as an individual member of a multicultural global community. Assessments methods may include journal writings (QEP-WE L2), discussions (QEP-OE L1), and class presentations (QEP-OE L2).

**Grading:** ** Course Outline: ** Mar. 3 || Introduction to Writing II   __Summary: __ Read and write summary of “Amy Chua is a Wimp.” (handout) Introduction to Research Project Summary Chart Handout—Practice Summary ** __Review of Grammar and Mechanics: Common Errors (in class) and Grammar Quiz __ ** <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Review OWL, Citation Machine, OCTC Library Resources <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Practice Summary—In Class Article (thesis sentence only) __<span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Paraphrase and Quotation __<span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">: Read Chapter 1 pp. 33-47: Take notes. May bring one page (8x11) with notes for quiz—only one side so be concise with note taking. (Chapter 9 // Practical Argument //) ** <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Quiz over Ch. 1 reading ** ** <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Research/Sign up for Extended Research Project Subject ** || <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Mar. 10 || ** <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Research/Begin Annotated Bibliography  ** <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Research Techniques: Searching the Web/Databases for Sources (Ch. 8 // Practical Argument //) ** <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Determining Credibility of Sources—Critical Evaluation of a Website ** <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">OCTC>Library>Help with Research>Information Literacy Modules>Evaluation Websites <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Practice Summary—Take Home (DNA Dilemma Article: begin with thesis sentence, include quote(s)  __<span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Critical Reading __<span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">: Read Chapter 2 (handout)   <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Choose reading from text   <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Read pgs. 24-33 (handout) in class—summarizing graphics   <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">“C8H10N4O2”article   __<span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Critical Reading __  <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Choose one article from text   ** <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Article Summary Due  ** || <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Mar. 17 || ** <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Generating Interview Questions/Conversion of Interview to Article Format  ** ** <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Conduct Interviews/Ground Research ** __<span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Introductions, Theses, Conclusions __ <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Read Chapter 3 pp. 72-78 <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Choose on article from text and write a FORMAL CRITIQUE ** <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Critique Due ** <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;"> ** Annotated Bibliography Due ** || <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Mar. 31 || ** <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Research Section Draft Due/Peer Review  ** __<span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Decoding Visual Arguments __<span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;"> (Ch.3 // Practical Argument //) ** <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Research Section Final Draft Due ** || <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Apr. 14 || ** <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Interview Narrative Draft Due/Peer Review  ** __<span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Synthesis: Argument Synthesis Model __ <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Read Chapter 4 pp. 91-101 <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Practice Synthesis of Information <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Practice Synthesis Essay ** <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Causal Essay Format/Examples **<span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">(Ch. 13 // Practical Argument //) ** <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Interview Narrative Final Draft Due ** || <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Apr. 21 || <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;"> ** Final Argument Synthesis Due ** __<span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Understanding Cause-and-Effect Relationships __<span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">(Ch. 13 // Practical Argument //) __<span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Analysis in Writing __ <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Chapter 6: Wizard of Oz Analysis, Plug-In Drug || <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Apr. 28 || ** <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Causal Essay Section Draft Due/Peer Review  ** ** <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Causal Essay Section Final Draft Due ** || <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">May 5 || ** <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Final Draft of Extended Research Project Due with Works Cited  ** ** <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Documentary Techniques: Strategies for Reaching Your Audience ** || <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">May 12 || ** <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Conversion of Research Paper to Documentary  ** || <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">May 19 || ** <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Present Video Adaptations  ** ** <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">ENG 102 EOC Exam: Grammar and MLA ** || <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">May 26 || ** <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Present Video Adaptations  ** ** <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">FINAL EXAM: Synthesis Essay ** ||
 * A || 90-100 ||
 * B || 80-89 ||
 * C || 70-79 ||
 * D || 60-69 ||
 * F || 59 and below ||
 * <span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Week 1
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