Syllabus
ENC1102, Composition
II
Office
Phone: 754-321-5300
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Email:
james.mulhern@browardschools.com
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Office location: ATC 2402
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Office Hours: before the first period begins
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Emergency
Telephone Number: 754-321-5100
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Course
Description
Composition II is designed to further
develop a student's composition skills by building on the rhetorical
modes/strategies learned in ENC 1101. The course requires students to observe
the conventions of Standard American English and create documented essays,
demonstrating the student's ability to think critically and write
analytically. Selected readings supplement the course and provide topics for
discussion and written assignments. Students use library research methods for
primary and secondary sources to produce MLA style-documented and well-argued
essays and research paper. Students must earn a minimum grade of C to meet
the requirements of the Gordon Rule. Students must pass
either ENC1102 or ENC 2210 to fulfill Area 1B general education requirements
and Area 7 for the writing requirements for the A. A. degree. Meets Area 5
general education requirements for the A.S. degree. Students must pass with a
minimum grade of C to meet the college writing requirement.
Course Objectives: By the end of the course, students will produce documents that do the following:
· Create researched written arguments, including
claim, reason, warrant, and evidence
· Demonstrate effective integration of quoted and
paraphrased material
· Use current MLA formatting
conventions for both in-text and works cited references
· Demonstrate writing skills that are precise,
concise, and grammatically and mechanically correct
· Eliminate jargon, slang, redundancies, and wordiness
· Use appropriate voice
· Use appropriate subordination and coordination
· Use parallel structure correctly
· Correctly use numbers, abbreviations,
capitalization, and punctuation
· Avoid sexist/discriminatory language
· Reflect critical reading of academic and literary
texts
Course Methods/Strategy
Lecture, group discussions, and peer workshops
will be an integral part of this process-oriented course. Students will participate in lessons on essay
framework, development of main idea, supporting points, openings and
closings; local issues of sentence and paragraph structure, spelling and
vocabulary; and formatting of text and citations.
Required Texts
Other Materials
Class Policies
Attendance: Regular
attendance is vital to your success in this course. Writing is a process and
your skills improve through regular attendance. You cannot succeed if you are
not here, participating in the curriculum. Please refer to the College Class
Attendance Policy at www.broward.edu.
Class
Participation: Your work will be shared/read aloud during class
discussion; you will also participate in peer editing. This is as important
to your education as the time you spend alone working on your writing. You
are expected to attend all classes. Because you will be writing often, and
because the work in each class prepares you for the work in subsequent
classes, you cannot afford to fall behind. Late work is not accepted. You
will be responsible for commenting on the work of others, both in writing and
verbally. Your level of participation makes
a difference in your learning.
Withdrawals: If you do not attend the first class
meeting, you will be withdrawn from the class and receive a WN for
non-attendance. If you stop participating after the withdrawal date, you will
receive a WF that will then be computed as an F in your GPA. To avoid this
situation, you should remain an active learner in this class and always
communicate extenuating circumstances to me. Ongoing communication with the
instructor is critical to your success.
Plagiarism: According to “The Student Rights and Responsibilities” handbook
issued by BCC, students found plagiarizing will be “subject to the
disciplinary sanctions outlined in Student Code of Conduct Procedures.” The
failure to adhere to this academic policy will be considered academic
misconduct by your instructor and misconduct procedures will be pursued,
possibly leading to a permanent record of misconduct and possible expulsion
from the college.
Plagiarism
is a form of theft. It means presenting the work of someone else as
though it were your own, that is, without properly acknowledging the
source. Sources include published material and the unpublished work of
other students. If you do not acknowledge the source, you show an
intention to deceive. Plagiarism can take several forms:
· If you use someone else’s words
without enclosing them in quotation marks and identifying the author and work
cited, you are plagiarizing.
· If you
put someone else’s original ideas in your own words without identifying the
author and work cited, you are plagiarizing.
· If you
present new, unique, or unusual ideas and facts that are not the result of
your own investigations or creativity without identifying whose they are, you
are plagiarizing.
Some of you have turned in papers in high school
that followed one or more of the practices above, and some of you have been encouraged
to think that these practices were acceptable. In the world outside of
high school and college, however, such practices regularly lead to lawsuits,
lost jobs, and disgrace. BCC’s responsibility is to prepare you for that
world, and so it takes plagiarism very seriously. It will result in
academic failure, and it can result in expulsion. You should remember,
as well, that plagiarism is almost always very easy to spot. Your
teachers are professionally attuned to unexplained inconsistencies of writing
style, and they have access to an Internet service that can conduct
large-scale searches for the sources of suspicious papers. If you are
uncertain whether you are making the proper use of sources in your papers, do
one or both of the following:
Disabilities Services: If you have a disability and need accommodations, you must register with the Office of Disability Services; The phone number is 954 201 7517. You can contact the Disabilities office if you think you have a disability and would like to be tested.
Guidelines
for Written Assignments
All formal essays must use MLA, 8th Ed. style.
Assignments: Three major
papers, several in-class writing activities, oral presentations, group work
and presentations, peer editing, tests, quizzes, In-class writing assignments, homework. Not all assignments receive grades;
however, you are expected to do all work, as that is an essential aspect of
the learning process. I will tell you which assignments are graded.
Grades: I use a point system. To calculate your grade, divide
points earned by the total points possible.
Please refer to the student handbook for questions
concerning students' rights and responsibilities.
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Weekly Schedule (subject to change)
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Week 1:
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Introductions; syllabus; course overview and
expectations; discussion of fiction; handouts on fiction; lectures and note-taking; individual and group work; class discussions; reading/analyzing/note-taking—short stories; vocabulary development; learn and apply knowledge of
literary terminology; improve reading, writing, listening, and discussion
skills; develop skills of analysis, synthesis, and evaluation; in-class writing activities.
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Week 2:
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Continue discussion and reading of short stories;
additional handouts; individual and group work; class discussions;
reading/analyzing/note-taking—short stories; vocabulary development; learn
and apply knowledge of literary terminology; improve reading, writing,
listening, and discussion skills; develop skills of analysis, synthesis, and
evaluation; in-class writing
activities.
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Week 3:
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Continue discussion and reading of short stories;
additional handouts; individual and group work; class discussions;
reading/analyzing/note-taking—short stories; vocabulary development; learn
and apply knowledge of literary terminology; improve reading, writing,
listening, and discussion skills; develop skills of analysis, synthesis, and
evaluation; in-class writing
activities.
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Week 4:
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Continue discussion and reading of short stories;
additional handouts; individual and
group work—short story presentations; vocabulary development; learn and
apply knowledge of literary terminology; improve reading, writing, listening,
and discussion skills; develop skills of analysis, synthesis, and evaluation;
in-class writing activities.
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Week 5:
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Short
story presentations with discussions
and note-taking; discussion of how to
write an analysis essay of a short story; brainstorm with peers the theme
of evil in short stories; vocabulary development; learn and apply knowledge
of literary terminology; improve reading, writing, listening, and discussion
skills; develop skills of analysis, synthesis, and evaluation; in-class writing activities.
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Week 6:
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Poetry
explication lecture with handouts and discussion/analysis of poems; peer editing— Compare and Contrast Essay:
Short Stories—brainstorming/draft; continuation of short story
presentations and discussions; vocabulary development; learn and apply
knowledge of literary terminology; improve reading, writing, listening, and
discussion skills; develop skills of analysis, synthesis, and evaluation; in-class writing activities.
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Week 7:
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Additional poetry explication and discussion; grammar/mechanics
workshops; continue short story presentations; vocabulary development; learn
and apply knowledge of literary terminology; improve reading, writing,
listening, and discussion skills; develop skills of analysis, synthesis, and
evaluation; in-class writing
activities.
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Week 8:
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Additional poetry explication and discussion;
Grammar/mechanics workshops; continue short story presentations; learn and
apply knowledge of literary terminology; activities to improve reading,
writing, listening, and discussion skills; develop skills of analysis,
synthesis, and evaluation; vocabulary development, in-class writing activities.
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Week 9:
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Continue reading/discussion of poetry/note-taking—poetry; group work on poetry
presentations; additional handouts and/or readings; vocabulary
development; learn and apply knowledge of literary terminology; improve
reading, writing, listening, and discussion skills; develop skills of
analysis, synthesis, and evaluation; in-class
writing activities.
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Week 10:
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Poetry
presentations; in-class
brainstorming/writing—draft of Poetry Analysis Essay; peer editing;
writing revision workshop; vocabulary development; learn and apply knowledge
of literary terminology; improve reading, writing, listening, and discussion
skills; develop skills of analysis, synthesis, and evaluation; in-class writing activities.
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Week 11:
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Poetry
Analysis Essay due; Discussion of drama as a
craft—lecture, note-taking, class reading; individual and group activities;
in-class writing; vocabulary
development; learn and apply knowledge of literary terminology; improve
reading, writing, listening, and discussion skills; develop skills of analysis,
synthesis, and evaluation.
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Spring
Break—Week of March 25
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Week 12:
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Additional short story and poetry explication; discussion of reflection and research
paper process; in-class brainstorming/writing/draft—Reflection Research Essay; vocabulary development; learn and
apply knowledge of literary terminology; improve reading, writing, listening,
and discussion skills; develop skills of analysis, synthesis, and evaluation.
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Week 13:
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Reflection
Research Essay due; discussion of
student essays; additional readings/discussions/note-taking on various
genres—short stories, poetry, drama, etc.; vocabulary development; learn and
apply knowledge of literary terminology; improve reading, writing, listening,
and discussion skills; develop skills of analysis, synthesis, and evaluation;
in-class writing activities.
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Week 14:
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In-class
reading, analysis, and writing activities—the Art of Memoir; additional readings/discussions/note-taking on
various genres—short stories, poetry, drama, etc.; vocabulary development;
learn and apply knowledge of literary terminology; improve reading, writing,
listening, and discussion skills; develop skills of analysis, synthesis, and
evaluation; in-class writing
activities.
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Week 15:
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Reading/discussion/notes—Drama; group work—analyzing
memoir; class reading and discussion of drama and memoir; vocabulary
development; learn and apply knowledge of literary terminology; improve
reading, writing, listening, and discussion skills; develop skills of
analysis, synthesis, and evaluation; in-class
writing activities.
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Week 16:
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Continue reading and discussion of drama; group presentations on aspects of memoir;
vocabulary development; learn and apply knowledge of literary terminology;
improve reading, writing, listening, and discussion skills; develop skills of
analysis, synthesis, and evaluation; in-class
writing activities; review of main points of the course: What did you learn? How has your writing improved? How has your
reading improved?
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Submission Deadlines: Late assignments are not accepted. You receive a grade of zero. All
assignments must be submitted on the day that they are due at the beginning of
the period. Do not come to class and
expect to print out your assignment due that day. If you are absent, you
are not allowed to make up any work done in class that day, or due
that day. Please do not send me your assignments via email. You must submit a
hard copy of all assignments.
Please note: This syllabus is subject
to change at the professor's discretion.
