Common Syllabus for College Composition II
English 106—All Semesters
|Required Texts:||Wyrick, Jean. Steps to Writing Well with How to Ace the Exit for Clark Atlanta University. 4thCustom Edition. Mason, Oh: Cengage Learning, 2010. Print.Glenn, Cheryl, and Loretta S. Gray. The Hodges Harbrace Handbook. Boston, MA: Wadsworth, 2010. Print.Lawhorn, Phyllis F., ed. Ideas in African American Thought: Reading and Writing About Self and the World. 6thedition. 106 Unit Sequences -12. Pearson Publishing, 2005. Print.
|Office Location||WISE Office, Kresge Hall, Lower Level (We don’t have office numbers. )|
|firstname.lastname@example.org / email@example.com|
|Second Life||Yael Myrtle|
|Office Hours||MWF 9-10, 12-1|
Dr. K’s Schedule
|CourseNumber/Sect||Course Title||Semester||Time/ Location|
|CENG 106||15||College Compostion II||Spring||8-8:50 CMW 308|
|CENG 106WS||03||College Composition II –23337||Spring 2011||10-10:50 CMW 301|
|CENG 106WS||04||College Composition II — 23699||Spring 2011||11-11:50 CMW 302|
|CENG 106WS||05||College Composition II — 23938||Spring 2011||1-1:50 CMW 313|
COURSE DESCRIPTION AND INSTRUCTIONAL OBJECTIVES
English 106 is the second course of English composition required of all undergraduates as a part of the University Core Curriculum. Designed to continue fostering mastery of the writing skills begun in English 105, which is its prerequisite, and to advance and incorporate higher-level modes of essay writing, critical analysis, and research techniques, “College Composition II” teaches students the following:
- To master the ability to use the basic structure and organization of the essay and paragraphs and to adapt other organizational structures to suit a variety of writing assignments;
- To master critical thinking skills necessary to become analytical readers wand writers;
- To use standard English in writing and in speaking;
- To compose multi-paragraph essays of persuasion, mixed strategies, literary analysis, cause and effect, and critique or evaluation and the research paper, as well as to prepare effective business letters and resumes;
- To develop skills to monitor correct use of grammar, punctuation, mechanics and usage;
- To apply the fundamental principles of proofreading, editing and revising;
- To develop the research skills of using the library and its varying resources and databases, taking notes, and incorporating well documented source material into essays; and
- To recognize the importance of transferring the skills from college composition to other University courses, as well as future careers.
In order to enroll in English 106, students must received ad grade of C or better in English 105 or its equivalent.
COURSE RATIONALE/DEPARTMENTAL PHILOSOPHY
The mastery of effective writing skills is of critical importance for college and career success and for advancement in an increasingly complex society in which communication is facilitated through the use of various forms of technology, including computers, e-mail, facsimiles, and the Internet. As students develop as scholars and future professionals, their ability to use the English language appropriately to convey thoughts and ideas is paramount in their quest to become full and active participants in respective fields and disciplines and in their personal interactions with divers groups of readers and listeners. Also very essential to their development as effective communicators is the incorporation of analytical and critical thinking skills into the writing process. To promote language awareness, insure student competence in writing and speaking and the use of Standard English, and teach the importance of language skills in career and self-development, the Department of English incorporates a variety of instructional strategies in its composition sequence. These include the reading of course selections primarily by African Americans to stimulate discussion and analysis; a review of grammar, editing, and language usage skills vital to the writing process; and the teaching of composition modes and strategies commonly used in University courses, academic writing, and professions. Emphasis also is placed upon life skills, levels of discourse, and the effective integration of reading, writing, speaking and listening into the learning process.
STYLE MANUAL AND DOCUMENTATION
Essays written in English 105 and English 106 which incorporate direct quotes, paraphrases, and summaries form outside sources such as readings and research materials must adhere to MLA parenthetical documentation standards unless otherwise specified by the instructor. Credit must be given for use of the words, thoughts, and ideas of others. Steps to Writing Well, The Style Manual of the Modern Language Association, and the Harbrace Handbook contain instructions about and examples of the appropriate use of MLA formats for the construction of essay bibliographies and in-text citations, as well as directions fo rhte successful completion of research. Penalties may be assessed for plagiarism and violations of copyright protections.
GRADING AND EVALUATION
In English 106, students may receive grades of A, B, C, D, and F on written work and other course-related activities, as well as evaluations of 1-100 on objective tests, quizzes and exercises. The University’s Objective Grading Scale is 90-100 (A), 80-89 (B), 70-79 (C), 60-69 (D), and Grades Below 60 (F). However, in order to complete College Composition 106 successfully, students must receive a final course grade of C or better, Successful completing of both English 105 and English 106, “College Composition I and II,” or their equivalent is a prerequisite for enrolling in “World Literature I or II, “ English 201/202, which are among the English requirements of the University’s Core Curriculum, and in all Mass Communications courses. Students who fail English 105 by receiving a final grade below C may not enroll in English 106 until they have passed the prerequisite course. A final grade of D in either composition course IS NOT a passing grade and will not fulfill University graduation requirements. Transfer students who submit equivalent courses as prerequisites or Core English requirements must have them approved by the Director of Enrollment Support Services when entering the University. English CLEP, AP, and IB credits must be approved by the Associate Dean for Undergraduate Academic Services.
Final grades in English 106 will reflect level of writing competence and will be calculated in the following manner:
|50 %||Other Class-Assigned Essays|
|15%||Department Exit Exam (Course Final)|
|15%||Reports, Journals, Other Assignments|
WRITTEN ASSIGNMENTS AND MANUSCRIPT FORMAT FOR ESSAYS
All out-of-class papers must include the following format and requirements:
- 8 ½ X 11 White lineless paper with 1 inch bottom, top, and side margins
- Black ink typed, double spaced readable copy
- Title centered and placed on the first page above the text of the essay
- Full name, date, section, time, course number or title and teacher’s name placed on the top right-hand corner of the first page or as specified by instructor.
- Page number and last name in top right corner beginning with second page
In-class assignments must be written on 8 ½ X 11 white, lined loose leaf paper, maintain side margins, and be in blue or black ink. Torn out binder pages and ragged edges should be avoided.
Students are responsible for purchasing the required textbooks, reading all assigned sections, completing writing assignments on time, and attending every class. Students are encouraged to take advantage of instructors’ office hours for individual help with assignments and rough drafts. Students who are assigned to the Center for Academic Achievement (CAA) in the basement of Kresge Hall for tutorial assistance are expected to enroll and attend regularly. The CAA provides both computerized learning and writing tutors to assist students in improving their composition skills. Periodic reports of student participation and progress will be provided to instructors by the Center. Students who fail to meet their CAA attendance obligation may be penalized by the course instructor.
All students enrolled in English 106 must take a DEPARTMENTAL EXIT ESSAY EXAM as their class FINAL EXAMINATION and should complete all course work assigned by their instructor. A final grade of Incomplete may be given to students who have enrolled in the class for a semester but have not completed all course requirements. An “I” grade must be removed by the end of the semester following the grading periods in which the grade was awarded or a the end of the semester of the student’s University enrollment by submitting all missing work to the instructor, who will then file a new final grade with the CAU Registrar’s Office. An Incomplete grade that is not removed within the prescribed time may convert to an F.
Students are expected to attend classes regularly and punctually. Students who have six or more unexcused absences in MWF classes or four or more absences in TR classes MAY RECEIVE A FINAL GRADE OF F AND FAIL THE COURSE. Official University excuses from the Dean of Student’s Office in the Student Center are required for absences and for making up missed assignments. Excuses must be submitted on the first day that students return to class.
Students who arrive late assume the responsibility of seeing the instructor immediately after class to be added to the days attendance roll. These students are counted present by tardy. FOUR TARDIES EQUAL (1) ABSENCE.
LATE WORK AND MAKEUP WORK
If assignments are to be late, students must contact the instructor before the due date and request and extension for reasonable cause. Equally as well, most makeup work will only be accepted if the instructor has been contacted before the work is due and if the student request and extension or rescheduling for reasonable cause. In the case of unforeseen emergencies, students must contact the instructor as soon as possible to seek permission to submit delayed assignments or to make up work, or they may forfeit their right to do so. These policies apply to all course work, both major and minor.
WRITING SKILLS AND COMPETENCIES FOR COLLEGE COMPOSITION II
Through the submission of course assignments and participation in class activities, students enrolled in ENG 106 are expected to learn and demonstrate the following skills and competencies:
- Select, narrow, and focus general topics to adequately reflect the size and scope of intended papers or assignments;
- Compose clear, concise thesis statements, employing several strategies appropriate for specific essays, including the essay map;
- Construct introductory paragraphs which demonstrate adequate background information, a well defined thesis statements, and an indication of the content and method of development of the body of the essay;
- Construct body paragraphs and essays with sentences of varying lengths and types and appropriate vocabulary;
- Utilize transitional words, phrase, and sentences ot promote paragraph and essay unity and coherence,
- Employ appropriate editing and proofreading strategies to avoid major sentence structure errors and the violation of standard rules of grammar and usage;
- Employ critical thinking and analytical reading skills to select and document details and information form outside sources for inclusion in writing assignments;
- Construct essays and paragraphs which reflect the strategy of cause and effect thought he use of analysis, logic, and sufficient details and examples.;
- Write argumentative/persuasive essays which state and defend a position, utilize various development strategies, provide details, illustrations and examples, and successfully anticipate and refute the major arguments of opponents;
10. Prepare logically and coherently defined arguments and other assignments by avoiding fallacies and generalizations;
11. Compose essays and paragraphs which combine various writing and developmental strategies to adequately reflect specific writing purposes;
12. Use appropriate vocabulary and diction in the writing process;
13. Write critiques and literary analysis which evaluate and interpret reading assignments, employ specific strategies, and utilize examples and details;
14. Construct research papers and assignments which narrow a specific subject for exploration, effectively incorporate source material through the use of paraphrases, summaries, and quotes, employ appropriate documentation styles, and avoid plagiarism;
15. Utilize outlines, prewriting exercises, and other strategies to aid in the organization and preparation of written assignments; and
16. Prepare effective business letters and resumes that are precise in diction, grammar, and structure.
The following units are provided to give students a general overview and schedule of the ENG 106 course content. Additionally, instructors may provide students with a schedule of course assignments and activities. All students will take a diagnostic essay exam to assess their language skills and writing abilities. The units below are not meant to be inclusive of all course requirements. Instructors reserve the right to add other appropriate activities and assignments based on the needs of the class and level of student mastery of material.
UNITS FOR COLLEGE COMPOSITION II
- Course introduction: objectives, requirements, attendance, penalties, availability of tutorial assistance; criteria for grading essays, correction symbols; controlling Thesis statement; adequate paragraph development; precise word choice; syntax, mechanics, and usage, sentence variety, clear organizational plan
- Review of the writing process: prewriting strategies, limiting the topic; planning; drafting; revising; editing; proofreading
- Diagnostic writing Sample: content, organization, grammar, and mechanics.
- Characteristics of effective essays, paragraphs, and sentences
- Discussion of critical reading strategies: annotating the text and evaluating assignment requirements
- Explain expository essay reflecting mixed strategies; assignment of reading selections
- Review writing skills: Purpose, audience, occasion, organizing ideas; developing a writing plan; formulating a thesis; constructing adequately developed paragraphs, topic sentences; introductory, body and concluding paragraphs, transitional devices
- Types of evaluations: peer and instructor; criteria
- Revision and proofreading techniques explained
- Emphasis on using several strategies in essay construction; focused thesis statement, topic sentences, adequate paragraph development
- Focus on: avoiding fragments, run-ons, comma splices, awkward sentences; subject-verb and pronoun-antecedent agreement errors, spelling and punctuation errors.
- Expository Essay with mixed strategies due
- Explain Cause and Effect Essay, reading assignments
- Emphasis on: developing a supportable thesis, organizing ideas, using evidence, avoiding generalizations and oversimplification, analyzing, connecting steps in the cause and effect relationship.
- Focus on: using notes to wrote and outline.
- Cause and Effect Essay Due
- Explain Literary Analysis Essay, assign readings
- Emphasis on Reading: selecting ideas from readings; summarizing and paraphrasing
- Emphasis on Writing: raising key questions about the work/selecting a focus; integrating quotations correctly; supporting assumptions and claims through examples in the text and beyond
- Focus on: coordinating and subordinating sentences/clauses; parallel ideas
- Literary Analysis Essay due
- Explain Argumentation and Persuasion Essay; Reading Assignments
- Emphasis on: asserting and supporting a position; anticipating and refuting opponent’s argument; avoiding fallacies and generalizations; using appropriate tone; organizing ideas
- Focus on: unity and coherence in paragraphs, revising and editing
- Argumentation and Persuasion essay due
- Explain Critique/Evaluation Essay; assign readings, exhibit, etc.
- Emphasis on: a clearly defined subject, a balanced judgment, a convincing argument
- Focus on: Editing and proofreading strategies, combining sentences
- Critique/Evaluation Essay due
- Explain Business Writing Unit: Business Letter, Resume, and Personal Statement (optional)
- Focus on: formats, styles, key words and descriptive adjectives, parts, requirements, focus, purpose, usage
- Business Letter and Resume due
- Explain In-Class Writing Strategies
- Focus on: recognizing signal words, preplanning activities, content and structure of essay questions, timed writing situations
- Emphasis on: practice and applications
- Explain Research paper: narrowing the topic; developing a thesis; working with library sources; incorporating quotations; citing and documenting sources in MLA style; organizing and writing the paper; avoiding plagiarism, paraphrasing and summarizing; paper format
- Research paper due
- Final Essay Examination
EXPECTATIONS OF FACULTY AND STUDENTS
(Developed by the Clark Atlanta University Faculty Assembly)
The following are general guidelines for faculty:
- It is expected that students will be provided with a written syllabus, which includes a description of the course, course objectives, reading requirements (textbooks and other supplemental reading), class assignments, expectations for class attendance, and how the course will be evaluated;
- It is expected that faculty will guide students about the amount of outside work that is reasonable preparation for class participation ad assignments;
- It is expected that faculty will provide a sufficient number of learning experience during the course so that students benefit from both peer and instructor evaluation;
- It is expected that faculty will be fair, impartial, and constructive in evaluating a student’s performance;
- It is expected that faculty will provide constructive criticism that enables students to correct academic errors and to develop their scholarly abilities;
- It is expected that faculty will return student’ exam papers and assignments in a timely fashion after they have been graded, in order for students to have access to their own work for future reference;
- It is expected that faculty will meet classes as scheduled, post and keep regularly scheduled office hours, and provide appointments for conferences;
- It is expected that faculty will encourage constructive criticism and recommendations from students about how courses can be improved and provide the opportunity for a written semester evaluation of each course;
- It is expected that faculty will treat students with courtesy and respect at all times.
The following are general guidelines for students:
- It is expected that students will prepared for each class meeting and participate actively;
- It is expected that students will attend class in accordance with University regulations and faculty expectations. Instructors should be notified when a class will not be attended or when a student ahs to leave early;
- It is expected that students will complete all course assignments in a timely manner and present them in a professional format;
- It is expected that students will prepare work that is original and prepared independently of other students. Not to do so unless authorized is to engage in academic dishonesty and plagiarism;
- It is expected that students will be respectful of classmates faculty, and staff, and
- It is expected that students will be open to the ideas of instructors and classmates while being free to offer constructive criticism to classmates and instructors aimed and improving the learning environment.
Class Activities Day by Day
|Date of Class||In Class Work||Homework|
|WednesdayJanuary 11||Overview of class.Class Introductions||Write “Letter of Introduction” and post to Discussion board on Engrade.|
|FridayJanuary 13||Discussion of PrewritingPrewriting Exercise||Join in on a freewrite on the discussion board (keep it G-Rated, please!). Try a mindmap. Read Steps to Writing Well (441-48 ) to prepare for short diagnostic essay on Wednesday.|
|MondayJanuary 16||Martin Luther King Jr. National Holiday|
|WednesdayJanuary 18||Diagnostic Test (bring paper, pen). Write, write, write!||Read section 13: Write Essay Using Multiple Strategies.|
|FridayJanuary 20||Discuss reading/writing skills, how to annotate text,||Read “Elethia” by Alice Walker. Annotate Elethia. Take Quiz!|
|MondayJanuary 23||Discussion of “Elethia.” Discussion of how to write an introduction to a paper.||Try at least two different kinds of prewriting for your first paper. Bring an introductory paragraph for group response.|
|WednesdayJanuary 25||Group response to introductory paragraph. Discussion of how to do remainder of paper.||Write rough draft of Essay #1: Multiple Strategy Essay. Bring rough draft of 2-3 pages to class on Friday for peer response.|
|FridayJanuary 27||Peer response day. (You must be present for credit on paper.)||Use response-group feedback to write final draft of Paper #1. Turn in via Engrade “Turn in” by class time on Monday, January 30th.|