CHATTANOOGA STATE COMMUNITY COLLEGE
Dr. Elizabeth Renneisen
ENGLISH 1020: COMPOSITION II
[email protected]
Office hours: M-T-W after school or by appointment
Credit Hours: 3
Catalog Course Description: Focus on reading and responding to short fiction, poetry, drama,
and/or non-fiction prose. Note: course meets General Education Communication requirement.
Prerequisite: ENGL 1010
Required Textbooks and Materials:
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Date
Oct 17
18
19
20
21
Oct 23
24
25
26
27
28
Oct 30
31
Nov 1
2
The River Reader. 2nd ed. New York: Pearson Custom Publishing, 2010. ISBN:
978-0-558-28321-6
The Tiger Guide to Writing. New York: WW Norton & Company, 2015. ISBN:
878-0-393-25337-5
In-class Work
Homework
Unit One: Struggles of Children
ACT Prep; Silver Sparrow
Elements of Literature: Theme (188)
ACT Prep; Theme and Silver Sparrow
Read “The Lesson” by Toni Cade Bambara
(195)
ACT Prep; “The Lesson”; Conflict and
Elements of Literature: Characterization
Silver Sparrow
(161); Read “Little Ode to the Wheelchair
Boys” by Dave Smith (1002)
Vocab List 8; “Little Ode”; Paper #1
Paper #1
structure
No Class
Paper #1 Due: 11:59pm
No Class
Unit Two: Struggles of Women
“Barbie Doll” by Marge Piercy (761);
Elements of Literature: Symbolism (279 –
“Woman Work” by Maya Angelou (832)
four principles); Read “Hills Like White
Elephants” by Ernest Hemingway (268)
“Hills Like White Elephants”; “Story of an Read A Doll House Act I (1079)
Hour”; Intro to A Doll House
A Doll House and characterization
Read A Doll House Act II (1103)
Vocab List 9; A Doll House and
Read A Doll House Act III (1122)
symbolism
Paper #1 Rewrites Due: 11:59pm
A Doll House and motif
Read “A Worn Path” by Eudora Welty (212)
“A Worn Path” and symbolism
Read “Trifles” by Susan Glaspell (online +
handout)
“Trifles”; mapping
Paper #2 outline completed
3
4
Nov 6
7
8
9
10
11
Nov 13
14
15
16
17
18
Nov 21
22
28
29
30
Dec 1
2
Dec 3
Dec 5
6
7
Vocab List 10; paper #2 outline
Paper #2
presentations
No Class
Paper #2 Due: 11:59pm
Unit Three: Struggles of Men
“hell is a lonely place” by Charles
Read “Battle Royale” by Ralph Ellison
Bukowski; “Mr. Z” by M. Carl Holman
(online + handout)
(774)
“Battle Royale” and diction
Election Night
Paper Protocol: Essay #2
Read “Young Goodman Brown” by
Nathaniel Hawthorne (299)
Vocab List 11; “Young Goodman Brown” “Young Goodman Brown” research
No Class
Paper #2 Rewrites Due: 11:59pm
“Young Goodman Brown” research
Read “The Swimmer” by John Cheever
presentations; symbolism
(529)
“The Swimmer”; mapping
Read “On the Amtrak from Boston to New
York City” by Sherman Alexie & “So
Mexicans Are Taking Jobs from Americans”
by Jimmy Santiago Baca (online + handout)
Poetry work
Short essay (poetry)
Vocab List 12; paper #3 structure
Paper #3 outline completed
No Class
Paper #3: Timed / In-class
Vocab List 13; Intro to Macbeth
Macbeth Acts I and II
Unit Four: Struggles of Self
Macbeth
Macbeth Act III
Macbeth research
Macbeth Act IV & V
Macbeth research; paper structure
Macbeth research
Vocab List 14; research presentation
Paper #4
No Class
Paper #4 Due: 11:59pm
Final Exam: Timed / In-class
Final Exam Presentations
I. Competencies
Students will demonstrate the ability to
C1. Analyze and evaluate oral and written expression by listening and reading critically for
elements that reflect an awareness of situation, audience, purpose, and diverse points of view.
C2. Distill a primary purpose into a single, compelling statement and order and develop major
points in a reasonable and convincing manner based on that purpose.
C3. Develop appropriate rhetorical patterns (i.e. narration, example, process,
comparison/contrast,
classification, cause/effect, definition, argumentation) and other special functions (i.e., analysis
or research), while demonstrating writing/speaking skills from process to product.
C4. Understand that the writing and speaking processes include procedures such as planning,
organizing, composing, revising, and editing.
C5. Make written and oral presentations employing correct diction, syntax, usage, grammar, and
mechanics.
C6. Manage and coordinate basic information gathered from multiple sources for the purposes
of problem solving and decision-making.
C7. Recognize the use of evidence, analysis, and persuasive strategies, including basic
distinctions among opinions, facts, and inferences.
II. Instructional Activities
Activities may include but are not limited to the following:
1. Assign readings based upon the following guidelines (C1, C6, C7):
Because this course is skills-based, revolving around the completion of the five essays
described below, assigned readings in the various genres will be regarded as the reading
of primary sources which will form the basis of each essay, respectively. The genre of
poetry plus at least two largely prose-based genres (short fiction, long fiction, drama,
non-fiction) must be represented.
Minimum coverage of poetry: fifteen or more poems.
Minimum coverage of largely prose-based genres (short fiction, long fiction,
drama, non-fiction): fifty or more pages.
The minimum requirements for reading assignments (primary sources) described above
give instructors the flexibility to organize their readings according to genre or to theme.
2. Assign weekly graded work to build student writing, researching, and analyzing skills. These
may include journals, exercises, quizzes, revisions, workshops, drafts, exercises, attendance,
participation, etc. (C1, C2, C3, C4, C5, C6)
3. Assign essay topics all of which will incorporate primary sources; several will incorporate
secondary sources as well. (C1, C2, C3, C4, C5, C6)
Unit 1 Essay: write an MLA documented essay of at least 600 words applying one or
more literary elements to one primary source.
Unit 2 Essay: write an MLA documented essay of at least 750 words, applying one
or more literary elements to at least three sources (whether primary or a combination of primary
and secondary).
Unit 3 Essay: write an MLA documented essay of at least 650 words applying one or
more literary elements to at least two sources (combining primary and secondary). In-class,
timed essay.
Unit 4 Essay: write an MLA documented essay of at least 750 words, applying one
or more literary elements to at least three sources (combining primary and
secondary).
Final Exam: write an MLA documented essay of at least 600 words applying one or
more literary elements to at least two sources (whether primary or a combination of
primary and secondary). You will present this aloud.
NOTE: All four essays and the Final Exam Essay must be submitted in order to pass the
class.
III. Student Outcomes
By the end of the semester, students will be able to
SO1. Critically read, analyze, interpret, and discuss literary texts by listening and reading
critically for elements related to genre, human expression, situation, audience, purpose, and
diverse points of view. (I1, I2, I3)
SO2. Distill a primary purpose into a single, compelling statement, effectively developing
supporting points demonstrating rhetorical patterns such as comparison/contrast,
argumentation,
definition, and so on. (I2, I3)
SO3. Understand the value and capacity of literature to express human experience through
close contact with primary literary texts as forms of cultural and creative expression. (I1, I2, I3)
SO4. Locate, evaluate, and incorporate a variety of primary and secondary sources into essays,
smoothly synthesizing the student's arguments with those of published sources.( I1, I2, I3)
SO5. Employ standard MLA guidelines to correctly format, cite, and document all primary and
secondary sources, whether paraphrased, summarized, and/or directly quoted. (I1, I2, I3)
SO6. Continue to develop and apply critical skills in proofreading, correcting, and revising
sentences, paragraphs, and essays in accordance with conventions of form (punctuation,
mechanics, and grammar), clarity, and effectiveness. (I1, I2, I3)
IV. Assessment
NOTE: All four essays and the Final Exam Essay must be submitted in order to pass the class.
Grade Percentages:
Assessment Percentage Points
4 essays:
60% 600
Final examination essay:
15% 150
Weekly Graded Work (e.g.-journals, exercises, quizzes, revisions, workshops, drafts,
exercises, attendance, participation, etc.):
25% 250
TOTAL 100% 1000 points
Missing work will receive a zero (0) that will be averaged into the final course grade.
Final Grades: Final grades for ENGL 1020: Composition II will be given in accordance with the
College’s Grading Policy as follows:
90-100 A
80 - 89 B
70-79 C
65-69 D
Below 65 F
V. Course Delivery Format
Standard Format – This format is the traditional in-class format and may use an on-line format
to provide access to “static” materials which include the syllabus, course material, contact
information, and Power Points and presentations. Faculty must make available when requested
a copy of syllabus and any other instructor provided course materials, including their contact
information. Faculty may require on-line activities and assignments to include on-line tests and
submission of all written and on-line communications. The extent of on-line
activities/assignments may vary by course but will be specified on the syllabus.
VI. POLICIES
This class is governed by the policies and procedures stated in the current Chattanooga State Student
Handbook. Additional or more specific guidelines may apply.
ADA Statement: Notice of Services for Students with Disabilities
Chattanooga State Community College is committed to providing reasonable accommodation to all
persons with disabilities. Students who have disabilities should notify their instructors immediately, and
should contact Disabilities Support Services early in the semester to discuss their particular circumstances
so that reasonable accommodation can be requested in a timely manner. Students may be asked to provide
documentation of their disability. Disabilities Support Services (Kathy Lutes Ebel, Director) is located in
the Student Center room S-113, phone 423-697-4452, e-mail [email protected].
Disruptive Students
The term “classroom disruption” means behavior which is abusive, obscene, lewd, indecent, violent,
excessively noisy, disorderly, or which repeatedly interferes with the activities of a class. Students should
refrain from inappropriate and/or offensive language, comments and actions (both on-ground and
online).Online students are required to adhere to the same professional, legal and ethical standards of
conduct as on-ground students, including the generally accepted standards of "etiquette" for all electronic
communications online. Faculty are authorized to take the following actions: direct persistently
disruptive students to leave the class; dismiss the class, if appropriate; contact the Chattanooga State
Police Department, if necessary. Faculty will also take these actions: tell the student(s) the reason for such
actions; give them an opportunity to discuss the matter; consult with the department chair and/or division
dean, and the college judicial officer. Any student concerned about the conduct of another student,
should contact the teacher, department head, or division dean.
Affirmative Action: Statement of Nondiscrimination
Chattanooga State Community College does not authorize and will not tolerate any forms of
discrimination or harassment. The College does not discriminate on the basis of race, color, religion,
creed, ethnic or national origin, sex, disability, age, status as a covered veteran, and any other category
protected by federal or state civil rights law related to the institutions and the office of the Tennessee
Board of Regents. For more information or to file a grievance, contact Jerome Gober (Affirmative Action
Officer/Equal Opportunity Coordinator/Title IX Coordinator) at 423-697-4457, or e-mail
[email protected]. His office is located in the CBIH Building, room 232.
Academic Integrity/Academic Honesty
Plagiarism, cheating, and other forms of academic misconduct are prohibited. Students guilty of academic
misconduct, either directly or indirectly through participation or assistance, are immediately responsible
to the instructor of the class. In addition to other possible disciplinary sanctions, which may be imposed
through the regular institutional procedures as a result of academic misconduct, a student’s grade in the
course, or the assignment or examination affected by the alleged academic misconduct may be lowered to
any extent, including a grade of “F”. Any academic integrity/academic honesty violations will result in a
zero for the assignment and may result in a failure for the course as a whole.
Submission of Assignments
Students may be required to submit assignments and other coursework electronically as specified by the
instructor. Deadlines may be set anytime during the week including weekends.
NOTE: Instructor reserves the right to modify this syllabus at any time with notification to the
students.
Late Papers
Your success in this class depends on how well you understand and keep up with the material
and activities being assigned; therefore, late work will be accepted only under certain
circumstances as defined by your instructor.
Papers may not be submitted to the dropbox after it is closed.
Late Arrival / Early Departure Policy
Late arrivals and early departures are not acceptable except with the expressed consent of the
instructor in advance. Students who are late to class forfeit the opportunity to do the in-class
assignments completed during that time. Students who are habitually late to class may be
referred to the Humanities department head for further action.
Course Completion
Students must complete all essays and the final in order to pass this course. Failure to complete
any one of these assignments represents incomplete work for the semester, and anyone with
incomplete work may not receive a passing grade for the course—however well the student has
completed the other assignments.