English 101- Composition II, Sections 1 and 7 Spring 2004

Instructor: Prof. Noell. Office: EN D258

Mailbox: EN D265c Office hours: MW 9:00-10:00am and appointment

Voice Mail: 392-6728 E-mail: noelln1@southernct.edu

Course Description and Objectives: This course continues your academic writing development begun in first semester college composition. The focus of our community classroom is to challenge our reading and writing experiences and to further develop the academic skills of analysis, argument, and critical inquiry. Our objectives are the following:

∑ Respond to and analyze readings

∑ Approach writing assignments as a mode of academic inquiry and argumentation

∑ Progress through the writing process, including major revisions as essential to develop the skills necessary to compose academic discourse

∑ Engage in the processes integral to academic research: creative investigation and systematic library research, source interpretation, evaluation, and analysis; integration of ideas through summary, quotation, and paraphrase; use of designated documentation style; and adherence to standards of academic honesty

Texts:

Behrens, Laurence and Leonard J. Rosen. Writing and Reading Across the Curriculum. 8^th ed. New York: Addison Wesley Longman, 2002.

Lunsford, Andrea. The Everyday Writer. 2^nd ed. Boston/New York: Bedford/St. Martinπs, 2001.

Materials for class: A college-level dictionary and thesaurus, a supply of loose-leaf paper for class work, and a folder or notebook for your portfolio.

Requirements to receive credit for the course:

Participation: attendance and consistent engagement in all class activities 5%

Short writings, homework, group work, exercises, and quizzes 10%

Critique paper (4-5 pages) 15%

Synthesis paper (4-5 pages) 15%

Annotated bibliography (from research) 5%

Portfolio: 50%

1. Revision of either the critique or synthesis paper, including the original

graded draft

2. The research paper, including: notes/planning, outline, early draft, peer

responses, revised final draft (8-10 pages), and abstract

3. Optional short writing sample (studentπs choice)

4. Portfolio introduction and final reflection on your writing development

Paper assignments: All papers must be typed and follow MLA format. When evaluating papers, I look for focus, development of content, textual sources, support of your thesis, organization, writing style, and language mechanics.

Because this is a writing community, consider your papers public discourse in this class. We will work with writing partners and in small groups to gain peer review feedback on the early drafts of all papers. This work is a vital part of this class and will affect both your participation grade and the grades for your papers. For the critique and synthesis papers, when the revision draft is due, you are expected to turn in planning, an early draft, evidence of peer review and a reflective memo addressed to me. If any of these is missing when you turn in your revised draft, you will not receive full credit for the writing process. You will also receive credit for the writing process as part of your research paper and portfolio grade. For all papers, revision is a major part of writing, not limited to corrections in sentence structure and grammar. Major revisions to content and organization are expected.

Synthesis and Research Papers: Topics for the synthesis and research papers should be related and must be approved by me. In addition, you will turn in a research progress report, which must be approved. (See the course outline for all due dates). When evaluating the research paper, I will look for substantial, sufficient research as well as all other components listed under course requirements on page 1 of this syllabus.

Late Policy: In the sake of fairness, all students must observe the same deadlines; therefore, all late work will be penalized 1/3 letter grade for each day late including weekends. In the event of extreme circumstances, you may request an extension for late work, but this should be done prior to the due date. All paper drafts are due at the beginning of class and will be considered late if turned in after this time. Back up your work and allow extra time to print papers. A computer problem is not an excuse for late work.

Conferences: As an important part of this course, please feel free to visit during my office hours or to set appointments with me. Iπll be happy to discuss any questions, problems, or concerns you may have. In addition to office hours, I have scheduled required conferences during the semester to discuss paper topics, drafts, and your progress as a writer.

Attendance and Academic Honesty: The attached English Department policy will be followed:

Students are required to attend class regularly and arrive on time. I take our class time seriously and value every studentπs presence and participation.

For classes meeting three times weekly, students may miss a maximum of three class periods without penalty. Students who miss class for reasons related to illness or family emergency must see me with proper documentation to make up missed class work. Other reasons for absences (oversleeping, studying for another course, working part-or-full-time, skipping a class) will be considered unexcused and will affect final grades. Your final grade will drop one-third letter grade for each absence after the third. Students who miss nine class periods will fail the course. Please remember that absences for any cause do not excuse you from assigned work.

In addition to the English Department policy, it is my policy that tardiness or leaving early may be recorded as an absence. Also, any in-class work missed because of tardiness or leaving class early cannot be made up.

Academic Honesty: Academic honesty is a serious issue for all of us. At Southern, professors will expect your writing to be your writing, not someone elseπs. Carefully document your sources, and never present another writerπs ideas or words as your own. If you are not certain, cite your source. If you are certain itπs not plagiarism, be very certain.

Disability: As a student with a disability, before you receive accommodations in this class, you will need to make an appointment with the Disability Recourse Office located in EN C016 to arrange for approved accommodations. However, if you would like to speak with me about other information, such as emergency medical information, or arrangements in case the building must be evacuated, please make an appointment as soon as possible. My office location and hours appear at the top of page 1 of this syllabus.

Class preparation: To participate fully in class activities, always bring your syllabus and texts to class.

Final Notes: To make the most of college writing, read your assignments carefully, give yourself time for reading and writing, and prepare yourself to discuss these in class. Ask questions, take risks, and expect big things from yourself, your teacher, and your peers.

Writing tutors in The Writing Center, located in the Wintergreen building, have been trained to assist students with their writing needs (ph: 2-6824). Also, please take advantage of my office hours, email and voice mail access, for feedback is an important part of the writing process. If you have concerns about assignments, let me know. Iπm here to help you cultivate your writing skills.

Tentative Course Outline: This is a tentative schedule, and as necessary, I will announce changes.

All readings come from Writing and Reading Across the Curriculum unless otherwise noted.

Date	Reading Assignment and Discussion/ Activity	Writing Assignment (Homework, short writings, group exercises, and major writing assignments)
M - 1/26	Introduction	In-class writing
W ≠ 1/28	Chapter 1, ≥Summary, Paraphrase, and Quotation,≤ pp. 3-20; Davis, ≥A Simple one-step Plan [ . . . ] ,≤ pp. 54-55.	Summary exercise
F ≠ 1/30	Chapter 1, pp. 32-49; paraphrase and quotations	Short summary
M ≠ 2/2	Leonard, ≥Weπve Got Mail-Always,≤ pp. 229-234	In-class summary preparation
W ≠ 2/4	Schwartz, ≥Going Postal,≤ pp. 234-240	≥Weπve Got Mail-Always,≤ summary with details
F ≠ 2/6	Chapter 2, ≥Critical Reading and Critique,≤ pp. 50-72	In-class exercise ≠ response to ≥Going Postal≤
M ≠ 2/9	Koplan and Dietz, ≥Caloric Imbalance and Public Health Policy,≤ pp. 440-448	Written response to #6, p. 448
W ≠ 2/11	Gibbs, ≥Gaining on Fat,≤ pp.451-461	In-class writing
F ≠ 2/13 ≠ 2/16	Presidentsπ weekend - No Classes
W ≠ 2/18	Crister, ≥Too Much of a Good Thing,≤ pp. 461-464	In-class group exercise ≠ response to Crister
F ≠ 2/20	Chapter 3, ≥Introductions, Theses, and Conclusions,≤ pp. 73-93; Critique paper preparation	In-class exercise
M ≠ 2/23	Critique paper preparation	Thesis statement
W ≠ 2/25	Peer Workshop	Critique paper draft due; bring copies for your group
F ≠ 2/27	Peer Workshop continued	Critique paper draft 2 due; bring one copy
M ≠ 3/1	Conferences
W ≠ 3/3	Conferences
F ≠ 3/5	Conferences
M ≠ 3/8	Thompson, ≥Universality of the Folktale,≤ pp. 523-527	Critique paper due with all parts of the writing process
W ≠ 3/10	Perrault, ≥Cinderella,≤ pp.527 - 531 and Grimm, ≥Ashputttle,≤ pp. 531-536	Written response to #7, p. 595
F ≠ 3/12	Chpt. 4, ≥Explanatory Synthesis,≤ pp. 94-101 and ≥Chapter 5, ≥Argument Synthesis,≤ pp. 125-147	Advertisement
M ≠ 3/15	Chapter 5, pp. 147-162	Exercise 5.5 p. 147
W ≠ 3/17	Read 2 essays from Chapter 7, 8, or 11; synthesis paper preparation	Planning of synthesis paper and research paper broad topic due
F ≠ 3/19	Synthesis paper planning continued	Synthesis paper thesis statement
M ≠ 3 3/22 ≠ F ≠ 3/26	Spring Recess ≠ No classes
M ≠ 3/29	Library Day (in BU 17); The Everyday Writer, ≥Doing Research,≤ pp. 91-128
W ≠ 3/31	Peer Workshop	Synthesis paper draft due; bring copies for your group
F ≠ 4/2	Peer Workshop continued	Synthesis paper draft 2 due; bring one copy
M ≠ 4/5	Library day (BU 17); Chapter 6, ≥Research,≤ pp. 163-189	Synthesis paper due with all parts of the writing process
W ≠ 4/7	Chapter 6, ≥Research,≤ pp. 163-189 continued	Exercise 6.1, p. 168
F ≠ 4/9	Easter recess ≠ no class
M ≠ 4/12	Chapter 6, pp. 189-223; documenting sources (bring Everyday Writer to class)	Exercise on documenting sources
W ≠ 4/14	Documenting sources continued	Homework ≠ read two sources from research, write summaries and document sources; bring to class
F ≠ 4/16	Research progress report ≠ discussion	Research progress report due with no fewer than 5 sources with summaries
M ≠ 4/19	Group workshop on annotated bibliography	Draft annotated bibliography due
W ≠ 4/21	Research outline discussion	Annotated bibliography due
F ≠ 4/23	Review papers 1 and 2	Bring paper 1 or 2 to class with plan for revision
M ≠ 4/26	Group workshop on research outline	Research paper outline due; bring two copies
W ≠ 4/28	Group conferences and writing day
F ≠ 4/30	Peer workshop	Research paper draft due; bring one copy
M≠ 5/3	Group Conferences and writing day
W ≠ 5/5	Research presentations begin
F ≠ 5/7	Research presentations continued
M ≠ 5/10	Complete presentations Student surveys	Portfolio Due
W ≠ 5/12	Make up day
M ≠ 5/17 ≠ Exam time Sect. 1 ≠ 8:00≠10:00 am Sect. 7 ≠ 10:15am≠12:15pm	Exit conferences	Return Portfolios