RANGER COLLEGE ENGL 1302 Syllabus

Transcription

1 RANGER COLLEGE ENGL 1302 Syllabus COURSE NUMBER AND TITLE: ENGLISH COMPOSITION II CREDIT HOURS: 3 HRS/WK LEC: 3 HRS/WK LAB: 0 Name of Instructor: Amanda M. Nelson Office Location: Fine Arts Building Office Hours: Monday & Wednesday 11:00 12:00 & 1:00 3:30 Tuesday & Thursday 9:00 11:00 & 1:00 2:00 Office Phone: (254) , Ext anelson@rangercollege.edu NOTE ON STUDENT S: Students MUST verify their Ranger s as soon as possible! Please contact Mike Beran if your student is not working: mberan@rangercollege.edu. If you do not verify your student in Blackboard, you may not properly receive s from your instructor. All students are responsible for verifying their own student accounts! Late papers receive a one letter-grade deduction if received within one week of the due date. Papers more than one week late will not be accepted. I. CATALOG DESCRIPTION Continuation of English 1301 with further emphasis on essay composition and literacy analysis as the basis of essay generation. The course includes instruction and practice in writing a formal literary paper. II. REQUIRED BACKGROUND/PREREQUISITES Passing grade in English 1301 or transfer credit. III. REQUIRED TEXTBOOK Meyer, Michael (ed.) The Bedford Introduction to Literature. TENTH Edition. Boston: St. Martin s Press, ISBN: IV. METHODS OF INSTRUCTION This is a multimedia class, conducted face-to-face, and utilizing Blackboard often. V. EXEMPLARY EDUCATIONAL OBJECTIVES The purpose of the Exemplary Educational Objectives is intended to contribute to the student s intellectual and personal growth and to assist them in understanding and appreciating not only their heritage but also to prepare them for responsible citizenship and the ability to adapt to rapidly changing and highly technological world.

2 Communication (C) C1. To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation. C2. To understand the importance of specifying audience and purpose and to select appropriate communication choices. C3. To understand and apply modes of expression, i.e., descriptive, expositive, narrative, and self-expressive, in written, visual, and oral communication. C4. To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. C5. To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. C6. To develop the ability to research and write a documented paper and/or give an oral presentation. VI. BASIC INTELLECTUAL COMPETENCIES The Basic Intellectual Competencies listed below are components of a process designed to assist and prepare students for becoming well-educated individuals who are intellectually flexible, articulate, and have the capacity to become responsible and creative members of society. These competencies are included in this course, and they are noted by the following numbering system: B1: Reading- The ability to analyze and interpret a variety of printed materials, books, documents and articles above a 12th-grade level. B2: Writing - The ability to produce clear, correct and coherent prose adapted to purpose, occasion and audience-above a 12th-grade level. B3: Speaking - The ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion, and audience-above a 12th-grade level. B4: Listening - The ability to analyze and interpret various forms of spoken communication and the possession of sufficient literacy skills of writing and reading above a 12th-grade level. B5: Critical Thinking - The ability to apply both qualitative and quantitative skills analytically and creatively to subject matter to evaluate arguments and construct alternative strategies. VII. COURSE OBJECTIVES 1. To think, read, and write critically. 2. To compose effective referential (interpretive/analytical) writing. 3. To analyze fiction (prose, poetry, drama) critically. 4. To appreciate and evaluate how the elements of fiction (prose, poetry, drama) work together. 5. To demonstrate effectively the MLA Documentation guidelines in formal, analytical writing. VIII. COURSE/CLASSROOM POLICIES 1. Students are expected to participate in class discussions and keeping up on the assigned readings and writings. 2. Make-up papers must be completed within one week of the original due date, at the penalty of one letter grade. Any paper not made up within one week of the original due date will receive a grade of zero.

3 3. Any assignment reflecting cheating, plagiarism or any other form of academic dishonesty will receive a grade of zero on the first offense. The second offense will result in failure of the course. 4. Adult behavior is expected of all students at all times. Misconduct will be dealt with directly by the instructor and/or may include intervention with the Dean. 5. Tutoring is available in the Goleman Library of Ranger College or at 6. 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. IX. ASSESSMENT We will read, study, evaluate, and discuss many short stories, poems, and plays from the textbook. Based on these readings, students will complete the following assignments: Four (4) essays; 100 points each (400 total) First drafts of each of the four (4) essays; 25 points each (100 total) Discussion boards in BB as assigned; 10 points each Eight (8) short reading responses; 25 points each (200 total) Final Exam; 100 points Participation; 100 points TOTAL: 1,000 points (estimated; may change with notice) A=90-100% B=80-89% C=70-79% D=60-69% Below 60%=F ***SYLLABUS DOES NOT CONSTITUTE A CONSTRACT; CHANGES MAY BE MADE IN WRITING AT THE INSTRUCTOR S DISCRETION***

4 COURSE SCHEDULE Week One: Introduction to the Course Pre-Writing Assignment Blackboard Intro Reading: The Story of an Hour, pages from our Bedford text Week Two: Short Reading Response #1 Blackboard Response Reading: Bedford text, pages 4-7 from Chapter One, "A Rose for Emily" on pages , Hemingway's "Soldier's Home" on pages , and Maggie Mitchell's "It Would Be Different If" on pages Week Three: Essay #1 Short Reading Response #2 Reading: Faulkner's "Barn Burning" on page 480 of our text Week Four: Essay #1 Week Five: Week Six: Thematic Elements Reading: Chapter Sixteen: A Thematic Case Study; The Literature of the South (pages Short Reading Response #3 Theme Read Chapter 8 on Theme, from pages , including the short stories Week Seven: Essay #2 **Spring Break: March 7 th 13 th, 2016*** Week Eight: Week Nine: Week Ten: Essay #2 Due Poetry Intro Read pages of the text, paying attention to each of the five poems Short Reading Response #4 Poetry Explication Essay #3 Read Chapter 23, Writing about Poetry, from pages Also read the text from pages , paying attention to the definitions of the words and the examples of the poetry explications Short Reading Response #5 Week Eleven: Essay #3 Read Act One of Henrik Ibsen's A Doll's House, on pages of our textbook

5 Short Reading Response #6 Week Twelve: Read the rest of A Doll House, from pages Short Reading Response #7 Week Thirteen: Critical Lenses of Analysis Essay #4 Read pages 1776 (Notes for A Doll House) to 1781, and the Critical Case Study on pages Week Fourteen: Essay #4 Final Draft; Literary Analysis Short Reading Response #8 Week Fifteen: Prep for Final Exam Week Sixteen: Final Exam; info TBA