|
|
||
OAKTON COMMUNITY COLLEGE
ENGLISH 102 Fall 2012 Skokie/Ray
Hartstein Campus Class Meets in Main
Building P236 Mondays
& Wednesdays ~ Class meets 8:00 am – 9:15 am; Office hours are 9:00 am –
11:00 am Instructor: Dr.
Sherrill Weaver Office:
Skokie/RHC
Adjunct Faculty Office Office Phone: (847)
635-1645 Office Hours: M
& W 9:30 am – 11:00 am or by appointment. E-mail: weaver@oakton.edu
Home Page: http://www.oakton.edu/~weaver/ Welcome to English 102. I
share your commitment to your success!
This syllabus is our semester plan for achieving our shared
goal. How can you achieve success in this course? Attend
all class sessions. Come to class prepared to discuss assigned
readings. Effectively respond to essay drafts during writing
workshops. Actively participate in individual and group research
workshops. Complete all of your writing assignment drafts,
revisions, and final papers on time. Ask me any questions you
have in person, by email, or by phone. Office Hours: Please feel free to stop by
the Adjunct Faculty office on the second floor during office hours to talk
about any questions that you have, difficulties that you’re experiencing, or
anything else related to your work in this class or being a student at Oakton. I. Course Course
Course Prefix Number Name
Credit Lecture Lab EGL 102 Composition II
3 3 0 II. Prerequisite: C
grade or higher in EGL 101 III. Course (catalog) Description: Course
introduces strategies for planning, writing, and revising advanced expository
essays and the college research paper. Content includes critical reading and
analysis, the structure of argument, and the use of sources. IV. Learning Objectives: The student will be able to: A.Identify and apply strategies for
planning, drafting, and revising advanced expository, argumentative, and
research essays for academic audiences. B.Analyze and evaluate various forms and
styles of argument. C.Accurately and fairly represent the
ideas and opinions of others using techniques of summary, paraphrase, and
direct quotation. D.Document source
material appropriately using MLA format. E.Recognize the ways
that other academic disciplines document sources. F.Use appropriate technology to identify
and locate sources for college writing. G.Analyze, evaluate, compare, and
synthesize source materials and use them effectively in assigned essays. H.Incorporate collaboration with others as
part of the revision process. V. Academic Integrity: Students and employees at Oakton
Community College are required to demonstrate academic integrity and follow
Oakton’s Code of Academic Conduct. This code prohibits: · cheating, · plagiarism (turning in work not written
by you, or lacking proper citation), · falsification and fabrication (lying or
distorting the truth), · helping others to cheat, · unauthorized changes on official
documents, · pretending to be someone else or having
someone else pretend to be you, · making or accepting bribes, special
favors, or threats, and · any other behavior that violates
academic integrity. There are serious consequences to
violations of the academic integrity policy.
Oakton’s policies and procedures provide students a fair hearing if a
complaint is made against you. If you are found to have violated the policy,
the minimum penalty is failure on the assignment and, a disciplinary record
will be established and kept on file in the office of the Vice President for
Student Affairs for a period of 3 years.
August
2012 Wk. No. Su Mo Tu We Th Fr Sa Week 1:
Course introduction; Diagnostic essay; In-class pre-writing workshop; Textbook
readings assigned and discussed. 1
19 20 21 22 23 24 25 2
26 27 28 29 30 31 1 September
2012
Su Mo Tu We Th Fr Sa
3
2 4
9 10 11 12 13 14 15 5
16 17 18 19 20 21 22 6
23 24 25 26 27 28 29 7
30 October
2012
Su Mo Tu We Th Fr Sa
1 2 3 4 5 6 8
7 8 9 10 11 12 13 9
14 15 16 17 18 19 20 10
21 22 23 24 25 26 27 11
28 29 30 31 November
2012
Su Mo Tu We Th Fr Sa
1 2 3 12
4 5 6 7 8 9 10 13
11
Week
14: Draft of proposal to solve a problem due; Editing workshop; Revision of
proposal to solve a problem essay; Individual MyCompLab assignments; In-class
writing; Textbook readings on writing assigned and discussed. 14
18 19 20 21
Week
15: Proposal to solve a problem essay due; Textbook readings assigned and
discussed; Textbook readings on writing an evaluation argument assigned and
discussed. 15
25 26 27 28 29 30
December
2012 Wk.
No. Su Mo Tu We Th Fr Sa 1 Week
16: Textbook readings on writing an evaluation argument assigned and discussed;
In-class evaluation argument essay writing; Individual MyCompLab assignments;
Textbook readings assigned. 16 2 3 4 5 6 7 8 Week
17: Review of Individual MyCompLab assignments; In-class writing on finding and
reading research sources. 17
9 10 11 12 13 14 15 Important
dates to remember: Monday,
September 3, 2012 - No class: Labor Day
observed November 12, 2012 - No class: College closed in observance of
Veterans' Day. September 16, 2012 – Last day to withdraw from 16-week courses and have course dropped from record. October 14, 2012 – Last day to withdraw with a "W" from
16-week courses; Students will
receive a grade in all courses in which they are enrolled after October 14. December 11 & 12, 2012 – Evaluation Days December 12, 2012 – Last day of student attendance December 13, 2012 – Grading Day (Faculty on campus and available to students at designated times.) December 14 – Grades due VII. Methods
of Instruction For each assignment, I will give you
specific instructions regarding format, purpose, audience, in-class prewriting,
draft revisions, and a due date schedule. In developing your essays and other
writing assignments you must follow the instructions and meet the criteria
detailed in the related assignment rubrics. I will use lecture, discussion, in-class writing
workshops, and small-group work to introduce and clarify course topics.
You will also participate in oral and written analyses of professional writing
and student writing. Instruction in
searching for sources in online library resources and effectively using
research results in writing is integrated into each essay assignment.
Each student will develop a plan to address errors in grammar and mechanics
appropriate to the particular forms of writing taught in the course: e.g.,
thesis writing, incorporating sources, revision techniques to improve style,
etc using MyCompLab. Class meets in a computer lab so students can use
word processing for in-class writing workshops and assignments. VIII. Course
Requirements Written assignments You will write three formal essays and
two in-class essay exams for this course.
Each essay must be typed and double-spaced in MLA format,
with 10-12 pt. font and one-inch margins. Papers that do not conform to these
guidelines will not be accepted. NOTE: I also will not accept
papers that are not carefully proofread.
The writing process involves reading and
pre-writing homework assignments as well as peer or instructor consultations
and revisions of drafts. If you would like to revise any of your essays after
receiving your grade for an assignment, you will need to meet with me during
office hours or make an appointment at our mutual convenience. Below is a brief
description of the essay assignments for the course. When I assign each essay, I will provide you
with more detailed guidelines and grading rubrics.
Late Assignment Policies I will not accept late homework
assignments under any circumstances. Late essays will be dropped the point
equivalent of one full letter grade for each class period after which they
arrive; however, you may make arrangements with me to revise each essay assignment
without any late grade penalty, so it is to your advantage to turn your essays
in on time. If you miss a class, you are still
responsible for turning in your work per my instructions for the assignment. If
know that you will have difficulty completing an assignment within the
scheduled time frame due to a prior obligation (e.g college team competition,
theater performance, club event, etc.) and you wish to discuss an extension,
you need to notify me at least 24 hours in advance. Class Participation and Homework Homework You must complete all reading and
writing assignments prior to the class meeting for which they have been
assigned. Expect to write a brief
response to your assigned reading at the beginning of the class. Homework is worth a total of 200 points. Participation Participation includes class and small
group discussions as well as in-class writing.
This class meets in a computer lab because you will spend most of your
time in class planning, drafting, writing, and editing your own essays. In order to participate in all of these
activities, you will need access to MyCompLab which accompanies your
textbook. You must bring your textbook
to class. Class participation is worth
100 points.
You will be writing two in-class essay
exams (an analysis and an evaluation) that will count as 10% (100 points) of
your final grade. IX. Instructional
Materials Required: Writing: A Guide for College and Beyond
with NEW MyCompLab with eText, 3/E Lester
Faigley, University of Texas at Austin ISBN-10:
0321845919 ISBN-13: 9780321845917 Publisher: Longman Copyright: 2012 Format: Paper Package; 752 pp Published: 04/30/2012 X. Methods of Evaluating Student Progress Grades will be based on: A.
Each essay
assignment will include a grading rubric like the model rubric below to show
how writing will be evaluated. Grading
rubrics will take into account both the effectiveness of the writing to a
specific audience and purpose and the student’s grasp of the conventions of
college writing. B.
Students will be
evaluated in terms of their response to other assignments, e.g. textbook
readings, in-class writing, annotated bibliographies, essay outlines, drafts, etc. C.
Students will be
allowed and expected to revise at least some of their writing in order to make
it more effective. D.
Students will also
be graded on class participation. Evaluation There are five major components to your
grade: 3 Essays (Writing to investigate
causes; writing to argue a position; writing to propose a solution to solve a
problem)
60% (600
pts) Homework
20% (200 pts) Participation
10% (100 pts) 2 in-class essay exams (Writing an analysis;
Writing an evaluation argument)
10% (100 pts) Grading Scale: A - 900-1000 B
- 800-899 C
- 700-799 D
- 600-699 Model Grading Rubric “A”
essays satisfy the following criteria: A. Focus: These essays have a clearly
identifiable main idea, thesis, or claim.
The writer’s purposes are appropriate for the writing situation. Promises made to the reader early in the
essay are kept. Expectations for the
reader are set and then met. Ideas,
examples, and reasons developed in the body of the paper are clearly related to
the main focus. B. Development: These essays have ample
supporting evidence: sensory details,
specific examples, statistics, quotations, or other data. The writer’s assertions are immediately
followed by supporting evidence. The
writer shows rather than just tells.
Appropriate research (personal experience, interviews, surveys, library
sources) supports the writer’s man idea, thesis, or claim. The writer shows how or why evidence is
relevant to main idea or claim. C. Organization: The ideas and paragraphs
proceed in some logical and apparent sequence or pattern. The writer uses sufficient audience cues to
let the reader know what has been discussed, what is being discussed, or what
will be discussed. Structural devices: attention-getting
titles and leads, essay maps, summary and forecasting statements, topic
sentences, transition words and phrases, and effective conclusions guide the
reader from beginning to end. D. Style: these papers have appropriate
voice and tone as well as effective sentences and word choice. The style is appropriate for the purpose and
audience. In addition, these papers
avoid problems in usage, grammar, punctuation, mechanics, and spelling that
interfere with the writer’s ideas or distract from the audience’s pleasure in
reading. “B” essays have weaknesses in one of the
4 areas: A. Focus: These essays have a clearly
identifiable main idea, thesis, or
claim. Promises made to the
reader are fulfilled. Deficiencies in focus
may exist, but the overall purpose is still clear. B. Development: These essays have good supporting
evidence. Typically, support may be thin
or deficient in spots, but relevant evidence supports assertions or general
statements. C. Organization: The ideas and paragraphs
proceed in some logical and apparent sequence or pattern. Occasional deficiencies in audience cues may
exist, but the overall shape is clear to the reader. D. Style: Typically, these papers
communicate clearly, but the voice may not be as clear, or a few deficiencies
in sentence structure, word choice, grammar, or punctuation exist. “C” essays have weaknesses in two of the
4 areas: A. Focus: These essays have a clearly
identifiable main idea, thesis, or claim.
Often, though, these essays shift the focus at some point in the essay. B. Development: typically, these essays do
have some supporting evidence, but some evidence is not relevant or some
assertions or general statements are left unsupported. C. Organization: Often, an overall pattern
or sequence may exist, but the writer has made little effort to guide the
reader through the major ideas. D. Style: Sometimes these papers have a
lackluster “Engfish” style, appearing to be written mechanically to fulfill an
assignment rather than directed to a specific audience. Distracting sentence errors may interfere with
communication. “D” essays have weaknesses in three of
the four criteria or
have one major flaw that seriously disrupts communications: “F” essays have few redeeming qualities. Typically, they are little more than rough
drafts that do not meet the requirements of the writing situation, or they have
major flaws that prevent communication.
Plagiarism will result in an "F" grade for the assignment. X. Other
Course Information A. Attendance Your overall success
in the course depends on your presence in class. You will be completing a substantial portion
of your writing assignments in class, including frequent consultations with
other students and me as you progress through the writing process. B. Lateness
and Other Course Policies If you are late to
class, leave class early, or miss class, you will lower your final
participation grade (0 points for each incidence). The exception to this policy is submission of
a "get out of class free" excused absence card; each student gets two
cards for the semester. You may use a
card on any day except the two days on which there are in-class essay
exams. If you decide to use an excused
absence card, you need to notify me at least 24 hours in advance to arrange for
an extension on any assignment due the day on which you will absent. There are no additional excused absences. C. Extra Credit Policy An instructor is under no obligation to
offer any extra‑credit work in any class. Extra credit will be made available only to students with excellent
attendance and class participation. D. If you have a documented
learning, psychological, or physical disability you may be entitled to
reasonable academic accommodations or services. To request accommodations
or services, contact the ASSIST office in the Learning Center. All
students are expected to fulfill essential course requirements. The
College will not waive any essential skill or requirement of a course or degree
program. Office Hours: Please feel free to stop by
the Adjunct Faculty office on the second floor during office hours to talk
about any questions that you have, difficulties that you’re experiencing, or
anything else related to your work in this class or being a student at Oakton. Instructional Support Services: If you would like
assistance with your writing outside of class, you may work with professional
or peer tutors at The Learning Center, Room 2400 in Des Plaines or Room A135 at
the Ray Hartstein Campus. Individual appointments and drop-in tutoring are
available at both sites. Assistance for Students with Disabilities: If you have a documented learning, psychological, or physical
disability you may be entitled to reasonable academic accommodations or
services. To request accommodations or
services, contact the ASSIST office in Instructional Support Services. All students are expected to fulfill
essential course requirements. The
College will not waive any essential skill or requirement of a course or degree
program. Statement on Tolerance,
Non-Discrimination and Respect Oakton Community
College does not discriminate on the basis of race, color, creed, national
origin, disability, age, sex, sexual orientation, or marital status in
admission to and participation in its educational programs, College activities
and services, or employment practices. The College does not tolerate sexual
harassment or sexual assault by or of its students or employees. In keeping
with this policy of tolerance and non-discrimination, and to create space for
respectful, civil discussion, in this class all of us should strive to do the
following: a) Listen and give careful consideration to
all ideas expressed in class, especially those that are different from our own,
without attacking or demeaning the people who have these views; this means
attending to the discussion or in-class writing project, and not conversing
with other students when either the professor or another student is talking; b) Avoid using
insulting terms or telling offensive jokes when talking to or about individuals
or groups; c) Turn off your
cell-phone before you come to class, and do not call or text people while class
is in session; d) Do not
come to class late, leave during the middle, or wander in and out —particularly
when someone else is saying something, as this is distracting, as well as rude.
Of course, you may leave to use the restroom (Please, don’t ask!), but it makes
more sense and is far more respectful to take care of personal business before
class begins or after it ends.
Online Course ResourcesWriter's Toolkit
|