English Composition II (English 1302)
English 1302: Composition and Rhetoric II
Spring 2017 8:45-9:33 AM Monday-Friday Memorial High School
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Required Texts:
- Barnet, Sylvan and Hugo Bedau. Current Issues 10th edition ISBN 978-1-4576-2260
- English 1302 Study Guide
Materials
- Two blue book exam booklets
- Ink pens for in-class writing (no pencil, please)
- Non-spiral, lined notebook paper for in-class writing
- Pocket folder or legal folder
- A stapler with staples (at home)
ENGL 1302 Composition II
Intensive study of and practice in the strategies and techniques for developing research-based expository and persuasive texts. Emphasis on effective and ethical rhetorical inquiry, including primary and secondary research methods; critical reading of verbal, visual, and multimedia texts; systematic evaluation, synthesis, and documentation of information sources; and critical thinking about evidence and conclusions.
Prerequisite:
Prerequisite: English 1301 or satisfactory score on the CLEP Exam - A more extensive study of the skills introduced in ENGL 1301 with an emphasis on critical thinking, research and documentation techniques, and literary and rhetorical analysis. Core Curriculum course.
CORE Objectives
Given the rapid evolution of necessary knowledge and skills and the need to take into account global, national, state, and local cultures, the core curriculum 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.
Students enrolled in this core curriculum course will complete a research project or case study designed to cultivate the following core objectives:
- Critical Thinking Skills—to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information
- Communication Skills—to include effective development, interpretation and expression of ideas through written, oral and visual communication
- Personal Responsibility—to include the ability to connect choices, actions, and consequences to ethical decision making
- Teamwork—to include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal
Student proficiency in Communication Skills will be assessed as a formal written out-of-class essay, which is at least 3 pages long and which includes an oral presentation component as well as a visual component. Student proficiency in Critical Thinking will be assessed by a formal out-of-class essay assignment. Personal, Social Responsibility, and Teamwork will be assessed as part of long unit or major essay assignment, which will include assigned reading responses, pre-writing activities, multiple drafts, and group activities (such as peer review or group presentations). Student project grades will account for at least 5% of the final course grade.
ENGL 1302 Learning Objectives
To successfully complete this class, your course work will demonstrate that you can argue effectively to prove a point, analyze the arguments of others and respond appropriately, locate and evaluate credible sources of information to develop reasoned positions in arguments, and demonstrate intellectual integrity by appropriately attributing sources.
- Apply basic principles of rhetorical analysis.
- Write essays that classify, explain, and evaluate rhetorical and literary strategies employed in argument, persuasion, and various forms of literature.
- Identify, differentiate, integrate, and synthesize research materials into argumentative and/or analytical essays.
- Employ appropriate documentation style and format across the spectrum of in-class and out-of-class written discourse.
- Demonstrate library literacy.
ENGL 1302 Course Goals
In English 1302, you will study the purposes, strategies, and techniques of written and visual arguments. As such, this course is designed to help you move into a discourse that emphasizes interpreting and reading rhetorically, engages in rigorous intellectual inquiry, and requires persuasive construction and effective presentation of written materials. Students will be expected to engage actively with the complex issues raised by course materials and to apply course concepts independently to new problems and contexts.
English Program Student Learning Outcomes
The Learning Outcomes listed here should be considered the minimum core outcomes for the course. Many other learning outcomes may also be a part of the learning experience within the course.
Grade Distribution: Final grades will be calculated as follows:
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Assignment |
% of Final Grade |
Due Date |
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Essay #1: Position Paper |
5% |
September 28th (Final Draft) |
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Essay #2: Rhetorical Analysis (Zero and Rough Draft= 5% of total 15%) |
15% |
October 21st (Final Draft) |
|
Essay #3: Visual Analysis (Zero and Rough Draft= 5% each of total 15%) |
15% |
November 11th (Final Draft) |
|
Essay #4: Academic Essay & Prospectus |
25% |
December 7th (Final Draft) |
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Midterm |
10% |
October 19th |
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Homework/Peer Review/Other Assignments |
5% |
Various |
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Quizzes |
5% |
Ongoing |
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Participation |
10% |
Ongoing |
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Final Exam |
10% |
Dec 1 |
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Total |
100 |
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Grade Scale:
A = 100–90; B = 89–80; C = 79–70; D = 69–60; F = 59–0
General Essay Format Guidelines
Please follow this format for all of your essay rough drafts and final copies:
- Final drafts should follow the MLA format. This includes citing all outside sources correctly both in text and on a works cited page. An example of a paper in MLA format can be found in Writing Analytically.
- Essays must be typed, double-spaced, on one side of the paper, and with standard margins on the right and left sides, top, and bottom of the page.
- The font used for your final draft should be 12-point Times or a similarly proportioned and sized font.
- Pages must be numbered with your last name and page number in the upper right-hand corner in the document header.
- Your essays must have a title, but please don't make a separate title page.
Note: Essays that fail to meet MLA format requirements are subject to a letter grade reduction. We will review MLA formatting well in advance of the first essay’s due date and will have many different resources for MLA citation.
Course work:
(Note: You must submit all major assignments to Turnitin.com by the due date.)
Essay #1: Position Paper
In an essay for students, faculty, or university administrators, take a position on an issue facing the HCC Northwest campus or another community. Your essay, for example, could consider campus amenities or whether or not the university should offer students a wider-range of course options. Regardless of what you choose, though, you must convince readers of your position by providing good evidence, and effectively using rhetorical appeals, starting with a clear, focused thesis that establishes a clear position and argument. It should also be something you can argue effectively without using sources. Please note: Your instructor has read too many essays about parking and campus dining. So please don’t write about either one of these topics. Please.
Remember to consult Chapter 1 and 6 of Current Issues for additional guidance on taking a position. Your essay should also be free of grammatical and mechanical errors as well as present a clear thesis.
Length: 3- 4 pages, double-spaced, using 12-point font Times or Times New Roman only.
Rough Draft Due Monday, September 16. Submit to TurnItIn.com and bring one hard copy to class
Final Draft Due Monday, September 21. Submit to TurnItIn.com and bring one hard copy.
Essay #2: Rhetorical Analysis
For this assignment, you will write an analysis of the rhetorical strategies and techniques used by a writer in constructing a short essay, choosing one presentation from TED Talks’s website. The purpose of this assignment is to think and write critically about a text. The skills you use in this exercise also apply to the image you analyze for your visual analysis essay and the research you use in your Academic Argument essay. In this paper, analyze an essay selected from list a list of essays provided by your instructor.
To begin your analysis, look at the different rhetorical information and guidelines provided in the chapters of the first two sections (Critical Thinking and Reading and Critical Writing) of our text that we have covered and other writing strategies we have discussed in class, such as the writer’s backing of a claim, use of evidence, logic (or logical fallacies), address of counterarguments, organizational strategies, style, humor, and/or tone. Choose an approach and be selective: you cannot cover all of these elements in a single paper. You must have a thesis about the article you choose and elements of its rhetoric. You might, for example, write a thesis that addresses a single important technique of the writer, a few of the central strategies used by the writer to structure the article, or the effectiveness or ineffectiveness of the essay in achieving its purpose for a particular audience, using selected criteria. It is also fine to have a nuanced thesis that does not conclude the essay is entirely good or entirely bad.
Remember that these pieces are composed by published, respected writers who have quality to their writing; at the same time, you may find gaps in the writing, disagree with the logic or approach, or find significant concerns that are not addressed by the piece. While you may include a very brief summary of what the writer says, summary should only be a small portion of your essay. You should concentrate on developing your argument/thesis about the essay, using evidence and insight to support your claim. The essay should include a Work or Works Cited page. Be sure to proofread your essay for technical errors.
Zero Draft Due Date: Monday, September 28
Rough Draft Due Date: Monday, October 12. Bring a hard copy to your conference and Submit to TurnitIn.com.
Final Draft Due Date: Monday, October 19. Submit to TurnItIn.com and bring a hard copy.
Length: 4-5 double-spaced pages (not including Works Cited) in MLA format, 11 or 12-point
Source limit: One (1) source minimum Three (3) sources Maximum
You must include a “Works Cited” page and use correct MLA format for in-text (parenthetical) citations.
Essay #3: Visual Analysis
The Visual Analysis assignment asks you to select a photograph, print advertisement, and/or work of art and analyze its features to discover a deeper meaning based on a thoughtful, close reading. Just like a written text, a visual communicates meaning on a deeper level beyond merely the literal. Your essay will illuminate this meaning helping your audience understand your interpretation of the image.
Refer back to Chapter 4 of Current Issues for additional guidance. Specifically, the checklists for different types of images can help you begin in analyzing your visual. If you are analyzing an advertisement, for example, then you should consider these questions:
- What product or service is being advertised?
- Who seems to be the targeted audience?
- What is the ad’s primary strategy?
- Does the ad use specific rhetorical strategies such as humor, understatement, or irony?
- What is the relation between the visual part of the ad (photo, drawing, typeface, etc.) and the print part (the text or copy)?
- What is the ad’s overall visual impression?
You may structure your essay as a review of the advertisement, making a judgment of its overall success or failure to sell a particular product to a target audience. Your judgment, along with three to four supporting reasons should appear in a clear thesis statement in the introduction. Provide a description of the ad in a paragraph or two before focusing on specific reasons. Whatever parts of the ad the essay focuses on should provide support for this interpretation.
What can you focus on for this option?
Text- what does the text or dialogue say? How does it support a particular reading of the advertisement? What does it imply? What about the particular font?
Photography/ Imagery – who or what is the ad depicting? Colors, setting, layout- what is front and center compared to what is in the background or other sections?
Ethos, Pathos, Logos- which of these does the ad use? It may use more than one. Is it an effective way to sell the specific product?
Audience- who exactly is the ad targeting? Men or Women? Young or old? Someone that exercises? Where (magazine, newspaper, website) the ad appears can be a huge clue.
Important considerations:
Keep in mind that some media selections may not be suitable for this assignment. If you are unsure whether your choice will work for this assignment, ask your instructor as you work on your proposal.
Use your interpretation and analysis of the image to support your points, along with outside sources to further support your argument. In other words, this is not a four-page description of an advertisement or image.
While the images will serve as the main source text, you will need to use other outside sources. This essay needs at least two outside sources (not counting the advertisement). It would be especially useful to find sources that include statistics, research studies, and real life documented examples, to validate the points a particular movie raises. Remember that Wikipedia and similar websites like about.com or ehow.com, are not acceptable sources. Make use of the databases offered through Lone Star’s Library and website.
Length: 4-6 double-spaced pages (not including Works Cited) in MLA format, 11 or 12-point font.
Source limit: Two (2) credible sources minimum (Your chosen image is not one of these sources).
You must include a “Works Cited” page and use correct MLA format for in-text (parenthetical) citations.
Zero Draft Due on TurnItIn.com and in class Wednesday, October 28
Rough Draft Due Wednesday, November 4.
Final Draft Due Wednesday, November 11. Submit to TurnItIn.com and a bring hard copy to class.
Essay #4: Academic Essay
In this assignment, write an essay that examines an issue of importance within your academic discipline. You will be graded on your ability to present an informed, effective argument that demonstrates your understanding of the subject, displays your research into its issues, effectively uses source material (in summary, paraphrase, and cogent quotations), and reaches logical, substantiated conclusions based on well organized and subordinated claims.
At least five sources (three scholarly and two popular) must be cited in the final draft of your Academic Essay. Your drafts are expected to contain a cogent, well-formed argument based on that preliminary work and to be presented in the MLA style, which is a required, graded element of this assignment.
Here are some example topics you may use:
1) Choosing a particular field, such as education, medical, technology, or business, consider what major changes (3-5 changes) have occurred in the last 10-20 years. Are these changes for the better or for the worse? Once the essay finishes considering what exactly these changes are, consider what may have caused these changes.
2) Find a topic, issue, or problem within your field that interests you. Researching publications, organizations, and related sources, consider why is it of interest to you. How does it affect your field in the present? How might it affect your field in the future?
3) Or if you don’t know much about your field yet, you may propose your own topic. Just keep in mind that it needs to be a topic that you can contribute to based on the research time and page length. Some topics that would not work include: global warming, illegal immigration, gun control, the death penalty, abortion, and nationalized health care. These topics are not only broad for an essay of this length, but are already well debated, often with emotional arguments that make them unsuitable for an objective, reasoned essay.
Prospectus (see below) Due Date Thursday, November 19
Rough Draft Due Wednesday December 3 on TurnItIn.com and bring a hard copy to conference.
Final Draft Due Wednesday, December 8. Submit to TurnItIn.com only
Length: 6- 8 pages (not including Works Cited) in MLA format, 11- or 12-point font, double-spaced
Source minimum: Three (3) scholarly and two (2) popular sources (5 sources total)
Source maximum: eight sources, meaning three more than those listed above.
You must include a “Works Cited” page and use correct MLA format for in-text (parenthetical) citations.
Prospectus
(Note: This primarily pertains to essay #4, but you may use it help write your proposals for Essay #2 and #3, though both proposals for these essays only need to be a page long)
This is an important moment in the research process. How well you’ve crafted your research questions will significantly influence the success of your project. You can change your mind later, but for now, write a brief proposal that outlines your research plan. In writing this plan, please consider the following questions:
- What is your tentative thesis/claim (overall argument, or position)?
- What are additional questions that most interest you and might help you develop your claim?
- What might be some additional ideas that back up/support your claim (reasons)?
- What prior beliefs, assumptions, preconceptions, ideas, or prejudices might be brought to this project (warrants)?
- What personal experiences may have shaped the way you feel?
Source: Ballenger, Bruce. The Curious Researcher. New York: Longman, 2007.
Due Date Monday, November 25 Submit to TurnItIn.com and bring a hard copy to class
Length: 1 to 2 pages, MLA format, 11 or 12-point font, double-spaced
Zero Drafts
Zero Drafts serve as an informal way to explore and consider an essay topic. Not quite an outline or a rough draft, it comes after you’ve done some prewriting as it considers an essay’s topic, focus, and even argument. As you explore all three elements, the zero draft will help you focus and show how you might take the next step towards a rough draft. For our purposes, it should provide some idea of the essay’s organization and be approximately a full page long and typed.
Peer Review
A writer’s best friend is often another writer. With this in mind, each rough draft will be reviewed by one classmate, as well as sometimes by your instructor. You of course should consider having others look at your drafts as well. I will provide a handout to use, but starting in class, you will review one other classmate’s rough draft based on both areas they believe need attention and what you believe merits attention. This will be based on assigned groups of 3. We will practice on a sample student essay before the first essay rough draft. You will email comments to both the student and me for my review. This is part of your homework grade.
Quizzes
Quizzes will be given regularly to ensure you are reading and otherwise keeping up with class. Some will be given in class and others online. They may not be made up if missed, but I will drop the lowest quiz grade at the end of the semester.
Mid Term and Final
"In-Class Essays—Midterm & Final (Blue Book Required for Both): In this course you will have two in-class essays (a midterm and final). Students must have a passing average on these in-class essays to receive a C or higher in the course. The English department has a long-standing rule regarding the importance of in=class essays. If the average of in-class major essays is a D (60 - 69), the student must receive a D in the course. If the average of in-class writing is an F (0-59), the student must receive an F in the class."
Attendance:
Each student is allowed four (4) unexcused absences, no questions asked. Save them for when you really need them. Your final grade will suffer a 4% reduction for each unexcused absence you accumulate over four (e.g., 6 unexcused absences = 12% total reduction). You are responsible for your attendance. You must make sure you sign the roll sheet and/or notify me if you arrive late and after I have taken roll.
Punctuality
Persistent tardiness to class is disrespectful to both your instructor and your peers. Continually arriving late to class will affect your participation grade in the course. Three tardies will result in one unexcused absence for the course; I will consider you absent if you arrive more than 20 minutes late to class.
Drop Policy
I typically will not drop you from the class even if you stop attending. Therefore, it is your responsibility to drop this class if you feel unable to finish the course well by the drop date deadline. However, if you have never attended class by the Official Day Roll, I am required by the college to drop you.
Class Participation
Your success in this course is a function of your level of engagement. I am interested in the quality of your remarks as they relate to writing and the various texts will well examine, rather than quantity. Please use your analysis of the readings, your writing, and prior research and/or study when responding orally in class, and please be prepared to back up any points you make.
Participation in this course does not include doing work unrelated to this course during class, sleeping in class, or using the computers or other personal electronic devices for personal messaging, research, or entertainment.
Late Work
All drafts, including final, must be submitted when and as required in order to successfully complete this course. Late assignments will suffer a final grade deduction of 10% for each day late. After a week (seven days) such assignments will receive a zero. If you are having trouble completing a specific assignment please get in touch with me as soon as possible and consider making use of the school’s writing center. Technological issues (computer, internet, software, or printer) are not an acceptable excuse for not submitting work by due dates. There are computer labs on campus for your use.
Uploading a final draft to Turnitin.com is a required part of writing assignments for this course. Failure to do so by the due date will result in losing points, 5% of the final grade for each day late. If for some reason you’re unable to log in or upload your essay, email it to me before the due date and time to show me that you’ve completed the assignment.
Academic Honesty
From the student handbook: “Students are responsible for conducting themselves with honor and integrity in fulfilling course requirements. Penalties and/or disciplinary proceedings may be initiated by college district officials against a student accused of scholastic dishonesty. Scholastic dishonesty includes, but is not limited to, cheating on a test, plagiarism, and collusion. Possible punishments for academic dishonesty may include a grade of “O” or “F” on the particular assignment, failure in the course, and/or referral to the college Dean of Student Services for disciplinary action up to and including expulsion. Students have the right to appeal the decision.”
Plagiarism is using someone else’s ideas, arguments, or research without giving credit through citation and/or using someone else’s words without giving credit through quotation and citation. Collusion is unauthorized collaboration with another person in preparing written work offered for credit.
Plagiarism is a serious offense and will result in failure of the course and you will be reported and possibly face harsher consequences as noted in the college’s Student Handbook. There are simple ways to avoid plagiarism:
- Never use someone else’s work or ideas without complete and proper documentation, including photographs, graphs, cartoons, etc.
- Do not use someone’s exact words without quotation marks.
- If you paraphrase, quote, or summarize someone’s work or words you must provide a parenthetical reference and a works cited page.
- Reusing work from previous semesters or other courses without instructor permission is another form of plagiarism. Please note that in this class, turning in writing originally completed for another course counts as scholastic dishonesty. Do not recycle papers.
- Turning in the same draft of an essay written earlier in the semester with very little or no change will also be considered plagiarism unless I specifically communicate that revision is not necessary (which would be incredibly rare).
Major papers must be turned in with proof of development, i.e., at minimum, a proposal/zero draft, and a marked rough draft from our in-class draft workshop.
If you have questions—ask me; ignorance is not an excuse.
Major assignments may be submitted through any plagiarism detection service the college subscribes to. To enroll in this course, you must agree with the terms of service of Turnitin.com.
Course Policies
Course Requirements for ENGL 1302
Students will complete a series of projects that will help them discover that there are different ways to organize and develop expository writing, and that their choice of form depends primarily on what they are trying to do in their writing and with whom they are communicating.
Assignment Requirements for Completion of the Course
At a minimum, to pass this course, all students must:
- submit all formal essays (even if late and earns zero credit)
- earn a passing grade of at least 60 or more points, which is a grade of D, must be earned, though I believe a grade of C or higher must be earned for courses to transfer.
This means that even if an essay is going to be late enough to earn zero credit, you must still complete it and submit it if otherwise you will not pass the course.
Additionally:
"In-Class Essays—Midterm & Final (Blue Book Required for Both): In this course you will have two in-class essays (a midterm and final). Students must have a passing average on these in-class essays to receive a C or higher in the course. The English department has a long-standing rule regarding the importance of in=class essays. If the average of in-class major essays is a D (60 - 69), the student must receive a D in the course. If the average of in-class writing is an F (0-59), the student must receive an F in the class."
Student Responsibilities and Professionalism
Your instructor expects your work to be neat, organized, and complete. I expect you to be respectful of your instructor and colleagues at all times. I expect you to read the syllabus as often as needed for you to understand what is expected of you. I expect you to ask questions and communicate with me as often as you need.
My sections of English rely heavily upon students becoming independent learners. In college, a majority of your learning should occur outside the classroom. What any instructor, especially of 100/1000 level courses, should help instill in you is a sense of independence and personal responsibility in regard to your education. Odds are, if you choose to do well, you will, because you’ll take responsibility for yourself. Cliché as it may be, you usually get out what you put in.
It is this instructor’s belief that college instructors should also instill in you basic abilities, such as critical thinking and reasoning. Much more than simply transferring information from their own head into yours, instructors should help you develop your ability to seek information and soundly judge that information. This is not high school and the person at the front of the room is not here to hold your hand or bend over backwards for you. Instructors exist to provide you with guidance and the tools that will help you succeed in college and the world outside of the college.
Participants enrolled in this course should take responsibility by continually monitoring their learning, evaluating their own efforts, and actively seeking help when needed in a timely manner.
If you feel your skills are beyond this course, I still expect you to still take it seriously and challenge and push yourself if necessary or talk with me about how to make each assignment feel worthwhile or more challenging. I prefer no negative attitudes, either silent or expressed, including my own, in the classroom.
Professionalism
Our class will reproduce in many ways a “real-world” work environment, and you will be expected to participate professionally—be on time and prepared, meet deadlines, do your fair share, and be polite. See below for specifics.
- Classroom discussion should be relevant to the topic we are discussing. You will get kudos for relevant contributions, but not for irrelevant ones.
- Classroom discussion should be civilized and respectful to everyone. Racist, sexist, lookist, ableist, homophobic, and any other discriminatory language and behavior is not acceptable in the college classroom, just as it would not be acceptable in a workplace. It is possible to discuss all topics from any political point of view while adhering to this level of civility.
- Aim for timeliness. If you come in late, you should check with a classmate after class to see what you may have missed. If you miss the quiz because of lateness, there is no make-up available. If you come in more than 15 minutes late, I reserve the right to mark you absent for the day.
- Do not leave early. If you leave early, I reserve the right to mark you absent for the day.
- Do not pack up early. This is distracting and contagious. If you pack up early, I reserve the right to mark you absent, as you have essentially “left” class early.
- Come to class prepared. Being prepared means:
- Reading and annotating materials before class so you are ready to discuss.
- Bringing your books, paper, and pens to every class, along with any other required materials (e.g., drafts of your paper on draft workshop days).
- Contacting another student if you were absent last time, so you can be prepared for the next class. Get three different phone numbers from classmates
- Respect everyone’s right to a non-disruptive learning environment.
Please do not talk to each other while I am talking or when another student is talking.
Any disruption of class may result in your being asked to leave the class for the day. Repeated disruptions will be handled via the formal procedures in place at HCC, and can result in your expulsion from the class.
- Professionalism expectations extend beyond the classroom. Your actions (negative and positive) in office hours, email, instant messaging/chat/bulletin boards, listservs, and course blogs also affect your professionalism grade and count as part of your class participation.
Other class policies
Personal Communication Devices
Turn off all cell phones, tablets, laptops, and other personal communication devices before the start of class. Laptops may be used on peer review days, but only for essay related tasks. Use of such devices during class time is not only distracting to yourself, but to your classmates, and instructor. There is also a lot of evidence to suggest that not only is multitasking bad for your brain, it often less efficient:
https://www.psychologytoday.com/blog/the-power-prime/201103/technology-myth-multitasking
Therefore, do not use such devices during class. If I repeatedly ask you to put away such devices, it will affect your class participation grade, and you may be asked to leave for that day and marked absent.
Extra Credit
While no extra is offered for this course, you may revise one of your first three essays, using my feedback and feedback from others, for a higher grade. Keep in mind that a revision doesn’t guarantee a higher grade, especially if significant changes are not made. The revised grade will replace the previous grade, but only if it is higher. Essays that receive an A- or higher (90 % or above) are exempt from this option. Please turn in a hard copy of this revision along with the original graded draft. The last day for submitting a revision is Monday November 23.
Recording Devices and Cameras
“Use of recording devices, including camera phones and tape recorders, is prohibited in classrooms, laboratories, faculty offices, and other locations where instruction, tutoring, or testing occurs. Students with disabilities who need to use a recording device as a reasonable accommodation should contact the Office for Students with Disabilities for information regarding reasonable accommodations” (Spangler 2007).
Policies and Procedures
The Student Handbook contains policies and procedures that each student should be aware of. See Student Handbook: http://www.hccs.edu/district/students/student-handbook/
Special Conditions:
Any student with a documented disability (e.g. physical, learning, psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations must contact the Disability Services Office at the respective college at the beginning of each semester. The professor is authorized
to provide only the accommodations requested by the Disability Support Services Office.
For questions, contact Donna Price at 713.718.5165 or the Disability Counselor at your college. To visit the ADA Web site, log on to www.hccs.edu and click Future students, scroll down the page and click on Disability Information.
Fall 2015 Academic Calendar
This is a tentative calendar and subject to adjustment. Note that assigned reading and assignments are due on the class date.
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Monday, Aug 24 |
Introduction to the Course **Diagnostic Essay** |
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Wednesday, Aug 26 |
Discussion of the basics of writing: organization, development, style, thesis Understanding Arguments Current Issues, Chapter 1 |
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M, Aug 31 |
Current Issues, Chapter 2 Introduce Summary Assignment
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W Sept 2 |
Current Issues, Chapter 3 Introduce Essay #1 Assignment |
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M, Sep 7 |
Labor Day No Class |
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W, Sep 9 |
Summary Assignment Due Chapter 6 |
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M, Sep 14 |
Writing Arguments Current Issues, Chapter 8 Writing introductions, conclusions, and other tricky essay parts |
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W, Sep 16 |
In-Class Workshop/Peer Review/ – Essay #1 Current Issues, Chapter 9 |
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M, Sep 21 |
Essay #1 Final Draft Due Introduce Essay #2 Chapter 10 |
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W, Sep 23 |
Writing a Rhetorical Analysis Current Issues, Chapter 5 |
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M, Sep 28 |
Using library’s databases session. Meet in Library. (Tentative) Current Issues, Chapter 7 Essay 2 Zero Draft Due |
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W, Sep 30 |
Documenting Sources: MLA Current Issues, Chapter 11 They Say I Say Handout |
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M, Oct 5 |
Current Issues, Chapter 13 |
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W, Oct 7 |
Current Issues, Chapter 13 |
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M, Oct 12 |
Peer Review/Conferences – Essay #2 |
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W, Oct 14 |
Conferences – Essay #2 |
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M, Oct 19 |
Essay #2: Rhetorical Analysis Due Essay #3 Introduced Visual Arguments Current Issues, Chapter 4 |
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W, Oct 21 |
Chapter 4 continued |
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M, Oct 26 |
Current Issues, Chapter 14 |
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W, Oct 28 |
Essay #3 Zero Draft Due They Say, I Say: The Moves That Matter in Academic Writing Excerpt (handout) |
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F, Oct 30 |
Last Day to Withdraw |
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M, Nov 2 |
Current Issues, Chapter 15 |
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W, Nov 4 |
In-Class Workshop/Peer Revision/Conferences – Essay #3 Introduce Essay #4 |
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M, Nov 9 |
In-Class Workshop/Peer Revision/Conferences – Essay #3 |
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W, Nov 11 |
Essay #3 Final Draft Due Chapter 19 |
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M, Nov 16 |
Library Research Day/ Catch up TBD |
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W Nov 17 |
Essay #3 Due |
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M, Nov 23 |
Current Issues Chapter 15 |
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W, Nov 25 |
Essay #4 Prospectus Due |
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Nov 26 –29 |
No Class – Thanksgiving Break |
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M, Dec 1 |
Final Exam |
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W, Dec 3 |
Essay #4: Peer Review/ Conference |
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M, Dec 8 |
Essay #4: Academic Essay Due |
Course Information
A syllabus hasn't been posted for this course yet.
English Composition II (English 1302) Spring 2016 T R 8:00 am Katy