COMPOSITION II ENGL 1302 RANGER COLLEGE DUAL CREDIT STEPHENVILLE HIGH SCHOOL STEPHENVILLE, TX ____________________________________________________________________________ COURSE SYLLABUS
AND
INSTRUCTOR PLAN
COMPOSITION II
English 1302
3 credit hours
INSTRUCTOR:
Stacy Roeming
1 COMPOSITION II ENGL 1302 Instructor Information Instructor: Stacy Roeming E­mail:
​[email protected] Phone: 254­552­6439 Room Number:
301, Stephenville High School Conference Period:
8th Period (2:53­ 3:38) Course Description This class is a continuation of English 1301 with further emphasis on essay composition and literary analysis as the basis of essay generation. The course includes instruction and practice in writing a formal research paper. Texas Core Curriculum Statement of Purpose The Texas Higher Education Coordinating Board implemented the current statewide Core Curriculum in 2014. It specifies not only the core classes that all college students must take regardless of their major (what many people refer to as general education requirements or “the basics”) but the underlying rationale for specifying a common core of courses and subjects that will stand at the base of any academic college degree. Here, in part, is that rationale: Given the rapid evolution of necessary knowledge and skills and the need to take into account global, national, state, and local cultures, the Texas Core Curriculum (TCC) must ensure that students will develop the essential knowledge and skills they need to be successful in college, in a career, in their communities, and in life. . . . Through the Texas Core Curriculum, students will gain a foundation of knowledge of human cultures and the physical and natural world, develop principles of personal and social responsibility for living in a diverse world, and advance intellectual and practical skills that are essential for all learning. Required Text and Materials Title: The Bedford Introduction to Literature, 10th ed. Author: Michael Meyer Publisher: Bedford St. Martin's ISBN: 978­1­4576­0827­8 Core Objectives This course directly meets the following of the six Core Objectives: ● Critical Thinking Skills​: To include creative thinking, innovation, inquiry, analysis, evaluation, and synthesis of information ● Communication Skills​: To include effective development, interpretation, and expression of ideas through written, oral, and visual communication ● Teamwork​: To include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal ● Personal Responsibility​: To include the ability to connect choices, actions, and consequences to ethical decision­making 2 COMPOSITION II ENGL 1302 Methods of Instruction This is a multimedia class, and as such may include lectures, assigned readings, discussions, group projects, videos, electronic documents, PowerPoints, and more. Methods of Assessment Each of these assessments addresses one or more of the Core Objectives: Critical Thinking Skills ​(CT)​, Communication Skills ​(COM)​, Teamwork ​(TW)​, and Personal Responsibility ​(PR) ● Papers (CT, COM, T): 40% of your total grade​­­Students will write several analysis papers, two for prose passages and two for poetry passages, and will participate in writing­related activities throughout the semester as prescribed by the instructor. These writings will be evaluated by the ability to identify a strong central idea, support this central idea throughout the paper, demonstrate unity and focus, deploy appropriate and pleasing prose style, and write insightfully about the subject matter. They will demonstrate students' proper use of grammar, punctuation, sentence structure, and spelling. The assignments will be composed during allocated time periods and will be graded according to clearly specified criteria (see "Essay Grading Criteria" on page 4 of this syllabus). ● Daily Work/Quizzes (CT)​: ​20% of your total grade​­­Various assignments may be given to help students practice and reinforce the conceptual and writing skills that are the focus of this course. The quizzes will assess the adequate completion of assigned readings and students’ understanding of literary concepts. ● Literary Criticism Research Paper (CT, COM, T, PR)​: ​20% of your total grade​­­The research paper will require proper documentation of sources using MLA format. This research paper will have a fully formed thesis statement, exploring one critical perspective in a novel or play of their choice. ● Final Exam (CT, COM): 20% of your total grade​­­​All​ students in dual credit will take the final exam. No exemptions are allowed in a dual credit course. Grading To pass the class, students must achieve at least a 70% overall grade. A 90­100% B
80­89% C
70­79% (a C in this course will not count as an Advanced Measure) F
Below 70% Grades: ​Grades will be recorded in Skyward for all grades taken in this class to meet the minimum expectations per district policy, but you need to understand that there will be more grades in Skyward than will actually count toward your Ranger College transcript. Only the methods of assessment listed on page 3 will count toward your dual credit grade. It is very likely and possible for your high school English 4 grade to be different from your Ranger College credit grade. Ranger College grades will be recorded in Blackboard. 3 COMPOSITION II ENGL 1302 Google Apps: ​All students are required to be familiar with Google apps and to upload them on their phone: gmail (this will be your SHS student email), Google Classroom, Google Drive, and Google Docs. Your email for SHS is as follows: username: ​[email protected] password: same as your school computer login password. If you have trouble, see me quickly. PAPER GRADING CRITERIA An A paper (90­100%)​ is excellent in nearly all respects. It shows originality of thought that goes beyond material presented in class. It is well argued and well organized with a clear, specific, and ambitious thesis or exploratory question. It is well developed with content that is specific, interesting, appropriate, and convincing. It has logical and artful transitions and is marked by stylistic finesse and varied sentence structures. It demonstrates command of mature diction and has few, if any, mechanical, grammatical, spelling, or diction errors. It correctly uses MLA format and conventions. A B paper (80­89%)​ is excellent in many respects, but it has a less sophisticated thesis or exploratory question, a less distinguished style, and a minor lapse or two in organization and development. It has a few ineffective and/or incorrect sentence structures. It contains minor instances of awkward or ineffective wording and phrasing. It has some minor mechanical, grammatical, spelling, and/or diction problems. It contains one or two minor errors in MLA format. A C paper (70­79%)​ is generally competent, but compared to a B paper it has a weaker thesis or exploratory question and less effective style and development. It contains some lapses in organization, poor or awkward transitions, and less varied sentence structures that tend toward choppiness or monotony. In some places the wording and phrasing is substantially awkward, ineffective, and/or confusing. It contains some significant errors in grammar, sentence structure, mechanics, spelling, and/or diction. It contains several significant errors in MLA format. A D paper (60­69%) ​is below average and generally deficient. It presents a thesis or exploratory question that is too vague, unfocused, or obvious to be developed effectively. It generally exhibits problems with organization, support, transitions, sentence structure, mechanics, grammar, spelling, and diction that impede the reader’s understanding. It strays from the appropriate topic and/or focus. Its use of MLA format is generally deficient. An F paper (59% and below)​ is far below average. It has no clear thesis or central topic. It displays a lack of organization, support, and development. It contains major and repeated problems with mechanics, grammar, spelling, and/or diction, to the point of rendering the text incoherent. It fails to fulfill the assignment and/or is unacceptably brief. It is not presented in MLA format. SPECIAL NOTE ABOUT PLAGIARISM: Papers that are partly or wholly plagiarized will receive an automatic grade of F. CLASSROOM POLICIES 4 COMPOSITION II ENGL 1302 1. Absences: ​If a student has the equivalence of three weeks of unofficial absences in a course in which he/she is currently enrolled, ​the instructor may drop the student with a grade of “F.” Unofficial absences are counted from the first day of class as listed in the College Calendar, regardless of the date of the student’s registration. The only official absence is an authorized school activity or extracurricular event. All work and/or assignments missed because of an official absence must be completed in the time allowed according to district policy. 2. Late Work: ​Late papers will receive a grade of zero. 3. Participation: ​Students are expected to participate in class discussions and come to class having completed the assigned readings. 4. Cheating/Plagiarism: ​Any assignment reflecting cheating, plagiarism or any other form of academic dishonesty will receive a grade of zero. A second instance of plagiarism results in automatic failure of the class. 5. Personal Conduct: ​Adult behavior is expected of all students at all times. Misconduct, including sleeping in class, will be punishable by immediate dismissal from class. Students are expected to maintain classroom decorum that includes respect for other students and the instructor, as well as an attitude that seeks to take full advantage of the education opportunity represented by enrollment in this class and Ranger College. 6. Tutorials: ​Tutoring is available upon request. 7. ADA Statement:​ Ranger College provides a variety of services for students with learning and/or physical disabilities. The student is responsible for making the initial contact with the Ranger College Counselor. It is advisable to make this contact before or immediately after the semester begins. 8. Cell Phones and Electronic Devices: ​Students should not text or use phones/electronic devices in class unless instructed to do so for class purposes only. COURSE OUTLINE AND SCHEDULE Reading assignments and the dates of exams and written assignments are subject to revision as needed. I will announce all revisions in class, post them on Blackboard, and do my best to make sure that everyone knows about the changes. If you miss class, you are still responsible for submitting assignments according to any revisions that we make to the schedule. 5 COMPOSITION II ENGL 1302 Syllabus Week 1 Week 8 1.
Why Study Literature (AP Packet) 2.
Aesop’s Fables and Cisneros Passages 3.
Kate Chopin’s “The Story of an Hour” 4.
Learning Good Annotation Skills HWK: Finish finding all sources 5.
Ursula Le Guin’s “The Ones Who Walked Away from Omelas” Week 9 HWK: Modern Drama (1353­1357) and Tragedy and the Common Man (1561­1563) Week 2 1.
Read Arthur Miller’s ​Death of a Salesman and movie clips HWK: Finish reading ​Death of a Salesman Week 3 1.
Lord of the Flies or ​Death of a Salesman 2.
Chapter 52 Reading and Writing Process 1.
Write First Draft 2.
Use Voyant to Analyze Draft HWK: Word Choice, Word Order and Tone (635­640) and Images (669­670) Week 10 1.
Peer Critique of First Draft 2.
Revise/Edit for Final Draft 1.
Tackk: Literary Theory 3.
Robert Hayden’s “Those Winter Sundays” 2.
Death of a Salesman Open­Ended Response 4.
William Blake’s “London” 3.
American Dream Collage using Tackk 5.
Wilfred Owen’s “Dulce et Decorum Est” 4.
College Application Essay Tips HWK: Rough Draft of College Application Essay Week 4 HWK: Final Draft of Literary Criticism Paper Week 11 1.
Work thru Figures of Speech Chapter 1.
Rough Draft Reading at Campfire 2.
Richard Wilbur’s “The Writer” 2.
Peer Review 3.
Dylan Thomas’ “The Hand that Signed the Paper” 3.
Voyant Tools Analysis of paper 4.
Poetry Analysis Essay 4.
Death of a Salesman Multiple Perspectives HWK: Symbol, Allegory and Irony (710­719) and Sounds (730­742) 5.
Final Drafts of College Application Essay Week 12 HWK: Read Plot (66­75) and Character (107­113) Week 5 1.
ee cummings’ “next to of course god america i” 2.
John Keats’ “Ode to a Nightingale” 1.
William Faulkner’s “Barn Burning” HWK: Patterns of Rhythm (754­758) and Poetic Forms (775­784) 2.
Critical Study of “Barn Burning” Week 13 3.
Prose Analysis Passage Practice HWK: Setting (159­161) and Point of View (195­200) Week 6 1.
Ernest Hemingway’s “Soldier’s Home” 2.
Maggie Mitchell’s “It Would be Different If” 3.
Lord of the Flies Multiple Perspectives 1.
Sonnet Packet (AP Conference) 2.
Poetry Analysis Essay Nov. 21­Thanksgiving Week Week 14 1.
Metaphysical Poetry Packet (AP Conference) 2.
John Donne’s “Batter My Heart” and “Valediction: Forbidding HWK: Symbolism (220­223), Theme (247­250) and Style, Irony, and Tone (272­276) Week 7 Research for Literary Criticism over Chosen Critical Approach for either Mourning” 3.
George Herbert’s “The Collar” 4.
Andrew Marvell’s “To His Coy Mistress” 1.
David Foster Wallace’s “Incarnations of Burned Children” HWK: Prepare for Final Exam 2.
Prose Analysis Essay Week 15 1.
Final Exam 6 COMPOSITION II ENGL 1302 ADMISSIONS, EMPLOYMENT, AND PROGRAM POLICIES OF RANGER COLLEGE ARE NONDISCRIMINATORY IN REGARD TO RACE, CREED, COLOR, SEX, AGE, DISABILITY, AND NATIONAL ORIGIN. RECEIPT AND UNDERSTANDING OF SYLLABUS After our review of the syllabus, you understand the following: 1. You must use your school issued email address. Because of the nature of this course, communication is essential. If you cannot access your school email address, please see as soon as possible to rectify the problem. 2. If you are going to be absent for a school­related function (UIL, sports, one­act play, et cetera), it is up to you to get any notes from that day’s lecture. Do not say, “I was gone yesterday. Did I miss anything?” The answer is always yes, you missed something. Please ask your classmates for their notes. 3. All assignments are due on the due date given on your syllabus. These must be shared with me in Google Drive (preferred) on the day they’re due. 4. Papers emailed or handed in the next day are considered late. Late papers lose 30% on the overall grade before scoring. Papers more than one day late will not be accepted. 5. School­related events are not reasons to turn in papers late. You know about your events ahead of time; if you know you’re going to be gone on essay day, you are still responsible the paper. 6. Your high school report card and transcript could possibly reflect a different grade than the one that you receive on your Ranger College transcript. I HAVE RECEIVED AND UNDERSTAND THE INFORMATION IN THE SYLLABUS FOR ENGL 1301 COMPOSITION I, AND I AGREE TO ABIDE BY THE STATED POLICIES. Signed:__________________________________ Legibly print the following information: Name_________________________________ Date________________ 7