Course Policy for English Composition II (English 1123)

Spring 2016

COURSE DESCRIPTION: English 1123 students will learn to write advanced essays with a formal outline, a thesis (a

one-sentence summary of the theme), an introduction and conclusion, a coherent and logical thought pattern,

supporting paragraphs developed by specific details, and well-structured sentences showing mechanical

correctness. Techniques of research documentation and synthesis of material are emphasized.

UNITS OF STUDY:

· Research Methods

· Argumentation

· Critical Reading

· Analytical Writing

COURSE REQUIREMENTS: Students will be required to earn a D (60) average or better. The student will

write three short essays, two of which require research with MLA documentation (600+ words) and write one long research essay (1500+ words) which requires MLA documentation and count at least 25% of the final grade
write at least 60% of the long research essay in class
write a final examination essay (600+ words)

GRAMMAR PROFICIENCY REQUIREMENT: Students should demonstrate their mastery of edited American English. A student may have a maximum of three major errors for a passing essay.

EXIT REQUIREMENTS: At the conclusion of English Composition II, the student shall have written essays with

· a formal sentence outline

· a clearly defined thesis

· an introduction and a conclusion

· a coherent and logical thought pattern

· supporting paragraphs developed by specific details and well-structured sentence showing mechanical correctness

· research and MLA documentation to show mastery of documentation skill

UNIT OBJECTIVE ONE: The student will use basic concepts of research and appropriate documentation in writing.

· PLAN OF EVALUATION: The student will be evaluated on the restriction of topic, organization, content, form,

research, and MLA documentation of a documented paper(s).

· LEARNING OBJECTIVES: The student will

learn about library resources and about research techniques
demonstrate skills and purpose in research
practice the MLA form for parenthetical documentation references and for the Works Cited page
follow sequential steps in writing a documented paper
write a minimum of one acceptable documented paper that develops a thesis

UNIT OBJECTIVE TWO: The student will write about controversial issues to develop skills in critical analysis and

persuasion with emphasis on effective written communication of ideas.

· PLAN OF EVALUATION: The student will be evaluated on the writing of persuasive essays developed through argumentation.

· LEARNING OBJECTIVES: The student will

define “controversial issue”
analyze, interpret, and evaluate evidence
create emotional appeal as part of persuasive writing
use audience analysis as a basis for persuasive writing
synthesize personal ideas/opinions with other sources to support a claim
use quotations from sources to support a claim effectively, documenting accurately in MLA
defend a position on a controversial issue in a logically organized, persuasive essay

UNIT OBJECTIVE THREE: The student will develop skills in interpretation, critical analysis, and evaluation with emphasis on effective written communication of ideas.

· PLAN OF EVALUATION: The student will be evaluated on the writing of critical essays.

· LEARNING OBJECTIVES: The student will

study the elements of at least two of the literary genres and the elements of the critical theme as background for writing essays about literature
write a logically organized essay to show character action and interaction
interpret on a universal level the conflict of a literary work and communicate resulting ideas in a logically organized essay
interpret on a universal level the theme of a literary work and communicate resulting ideas in a logically organized essay
consider other aspects of a literary work, such as point of view, style, symbols, and plot as bases for writing critical essays
define “critical review”
analyze, interpret, and/or evaluate a literary work and communicate resulting ideas in a logically organized critical review
use MLA documentation to incorporate both primary and secondary sources into the essays

UNIT OBJECTIVE FOUR: The student will learn to analyze and evaluate works to assess their merit with emphasis on the writing of analytical essays.

· PLAN OF EVALUATION: The student will be evaluated on the writing of analytical essays.

· LEARNING OBJECTIVES: The student will

study the elements necessary for logical analysis
write coherent, mechanically correct essays which show analytical skills
analyze, interpret, and evaluate assigned texts
incorporate MLA documentation of primary and secondary sources where appropriate to support ideas developed in essays.

TEXTBOOKS: Guide to MLA Documentation, Hinds Community College: Rankin Campus edition;

Portable Literature; They Say, I Say

REQUIRED MATERIALS: college ruled notebook paper, blue/black ink pen, pencil, 3 ring binder and dividers

Dividers should contain the following sections:

· course policy and syllabus

· pre-bells

· journals and grading rubrics from previous essays

· notes and handouts

· research

GRADING SCALE: The Hinds grading scale is as follows:

A = 100 - 90

B = 89 – 80

C = 79 - 70

D = 69 - 60

F = 59 - 0

· The Rankin County grading scale is as follows:

A = 100 – 90

B = 89 – 80

C = 79 – 70

D = 69 – 60

F = 59 - 0

You may earn two different letter grades for this class because you will get 1.1 added to your Rankin County grade.

PLAN OF EVALUATION: Students will be evaluated according to the course/exit requirements based

on the percentages listed below:

Writings = 60% of summative grade

Journal, Homework, Quizzes, Class Participation = 40% of formative grade

Research Paper = 25% of semester average

JOURNAL GUIDELINES: Journal entries will be due on the first day of the week that the story is assigned to be read. For example, “A Rose for Emily” is on the syllabus for Week 2; therefore, students will need to have the story read and journal complete and ready to turn in on the first class day of week 2 at the beginning of the class period. You will complete a total of eleven (11) journals.

For each short story, students will complete a response journal of 150 words or more for each story using one of the following guidelines (make sure you label each journal with the title of the work being discussed):

· Take time to write down anything in relation to the text. If you are intrigued by certain statements or if you are attracted to characters or issues or problems, write your response. Try to take at least five minutes to write when you have finished an assignment or when you have put the story down for a break. You may want to write something that strikes you then.

· Make connections with your own experience. What does the reading make you think of? Does it remind you of anything or anyone?

· Make connections with other texts or concepts or events. Do you see any similarities between this text (concepts, events) and other texts (concepts, events)? Does it bring to mind other related issues?

· Ask yourself questions about the text: What perplexes you about a particular passage? Try beginning, “I wonder why…” or “I’m having trouble understanding how…” or “It perplexes me that…” or “I was surprised when…”

· Try agreeing with the writer. Write down the supporting ideas. Try arguing with the writer. On what points, or about what issues do you disagree? Think of your journal as a place to carry on a dialogue with the writer or with the text in which you actually speak with him or her. Ask questions: have the writer respond. What happens when you imagine yourself in his/her shoes?

· Write down striking words, images, phrases, or details. Speculate about them. Why did the author choose them? What do they add to the story? Why did you notice them? Divide your notebook page in half and copy words from the text onto the left side; write your responses on the right.

For each piece of poetry, students will complete a double entry journal based on the following guidelines:

· Divide the notebook page in half and label each journal entrée with the title of the poem

· On the left side, write at least two (2) different quotations from the piece (quotations must be at least a line or more)

· On the right side, discuss why you think this particular quotation is interesting, important, or significant. Your response must be at least three (3) sentences or more. The response should also show deep contemplation and insight.

For Hamlet, students will complete a quotes, themes, and motifs handout for each act.

ATTENDANCE, MAKE-UP, WITHDRAWAL POLICY: It is to your advantage to be present for each class. Per Hinds Community College policy you can miss no more than 3 class meetings; however, it is difficult to keep up with the writing if you miss this many classes because all essay writing is done during class and cannot be done at home. Three tardies equal one absence. If you are absent on a day when we are writing, you must come at my convenience to make up the writing assignment. Also, missing (15) minutes or more of class or sleeping during class is considered an absence. If you drop or withdraw from class, I need to see correct documentation from the Hinds business office. Check the course schedule for dates when drops, adds, or withdrawals are permitted.

SPECIAL ACCOMODATIONS POLICY: A student who needs academic adjustment must

self-identify himself or herself by registering early in the semester with the Office of

Disability Services and provide current documentation of the disability. It is your

responsibility to provide me with this information, and accommodations will be provided.

DISHONESTY POLICY: Cheating will not be tolerated. Plagiarism is the failure to give a source for

paraphrased material, the failure to use quotation marks around quoted material, and/or slightly changing the wording of a source and using it as paraphrased material. According to the Hinds Community College Student Handbook:

“Cheating on any examination, quiz, work to be completed in class, assigned work to

be completed outside class; cheating on term papers, cheating on final examinations;

plagiarism on any assignment; theft or attempted theft of examination questions or

possession of examination questions prior to the time for examination period shall be

offenses subject to the following penalties. The penalty for commission of any

offense set out above is failure in the course and possible dismissal or suspension

from the College.”

COURSE PREREQUISITES: You must have successfully completed English 1113.

READING REQUIREMENTS: Students in English 1123 will read a minimum of two hundred pages from short stories, novels, plays,

PLAN OF EVALUATION: Students will be evaluated according to course/exit requirements.

SERIOUS VIOLATIONS OF MLA FORM RESULTING IN A GRADE OF C, D, OR F

· failure to introduce a quotation properly

· inaccuracies in quoted or paraphrased material

· overuse of quoted material

· use of back-to-back or irrelevant quotations

· incorrect form in blocked quotations

· violation of rules of internal documentation

· failure to follow correct form in Works Cited entries

· omission of publication data in Works Cited entries

· omission of a source which should be listed on Works Cited page

· over reliance on one or two sources

· any serious violation of instruction’s directions regarding form

PLAGIARISM (Unforgivable violation of MLA form)

· failure to give a source for paraphrased material

· failure to use quotation marks around quoted material

· slightly changing the wording of a source and using it as paraphrased material

MAJOR GRAMMATICAL ERRORS

· fragment

· fused or run-on sentence

· comma splice

· verb error

· subject/verb agreement error

· three different misspelled words

· three of the following minor errors:

ü incorrect punctuation

ü pronoun/antecedent disagreement

ü misuse of pronouns

ü incorrect plural and possessive forms

REQUIREMENTS OF THE RESEARCH PAPER

· A minimum of 8 source cards

· A minimum of 75 note cards

· A minimum of 6 FULL pages (excluding the outline)

· An outline and a rough draft

· An outline and a final draft which are free of grammatical and mechanical errors and clearly prove thesis effectively

· Proof of submission to Turnitin.com for both the rough and final drafts

· Copies of all internet articles used in the paper

· All of the above placed in a large brown envelope

Official Hinds CC Notice of Non-discrimination Statement:

Hinds Community College offers equal education and employment opportunities and does not discriminate on the basis of race, color, national origin, religion, sex, age, disability or veteran status in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Dr. George Barnes, Vice President for Administrative and Student Services, 34175 Hwy. 18, Utica, Mississippi 39175; 601.885.7001.

Course Withdrawals

When a student wishes to no longer be enrolled in a Hinds course, he or she may withdraw during the designated college withdrawal dates. A single course withdrawal is when a student withdraws from one or more Hinds courses but still remains enrolled in another Hinds course that semester. A complete college withdrawal is when a student withdraws from all Hinds courses, even if he or she enrolled in only one course. A complete college withdrawal means the student will no longer be enrolled in any Hinds courses. The student is responsible to know official college dates, including withdrawal dates which are published on the Hinds college calendar, the college catalog, and the student handbook, all found at www.hindscc.edu. Withdrawals are permitted only during the designated dates.

Spring Withdrawal Period: March 1-April 27, 2016

In order to complete a single course withdrawal, a student must

(1) complete a Rankin County School District Dual Credit Withdrawal Form (see Mrs. Session to get the form)

AND

(2) complete a single course withdrawal via the student’s MyHinds

account by going to my.hindscc.edu and following the instructions listed.

In order to complete a college withdrawal, a student must

(1) complete a Rankin County School District Dual Credit Withdrawal Form (see Mrs. Session to get the form)

AND