ENGL 102
IAI C1 901R
I.
COURSE LOCATION
X ON CAMPUS CCC
II.
COURSE IDENTIFICATION
PREFIX: ENGL NUMBER: 102
NAME: English Composition II
3 LECTURE
HOURS LIBA 04900 CURRICULUM & NO.
0 LABORATORY
HOURS 1.1/230401 PCS-CIPS NUMBER
3 CREDIT
HOURS N VARIABLE (Y/N)
0 CLINICAL HOURS N REPEATABLE
(Y/N)
0 SOE HOURS 0 TIMES
III.
DIVISION TO WHICH COURSE IS ASSIGNED
X BACCALAUREATE/TRANSFER
CAREER
EDUCATION
CONTINUING
COMMUNITY EDUCATION
ABE/ASE
HEALTH
OCCUPATIONS
OTHER
IV.
CATALOG DESCRIPTION OF COURSE
This course focuses
on research, argumentative prose, and critical analysis. Students develop library skills, including
the use of online databases for the purpose of research; master outlining,
summarizing, and paraphrasing; and learn to avoid plagiarism through correct
documentation. A major component of the
course (constituting at least 50 percent of the final course grade) is a
research paper, specifically, a documented, multi-source argumentative essay of
at least 2500 words. All essays will be
computer generated.
V.
PREREQUISITES FOR THE COURSE
English Composition 101
VI.
METHODS OF INSTRUCTION
X DISCUSSION-LECTURE SEMINAR
LABORATORY TELE-LECTURE
(FILM-TV)
CORRESPONDENCE LABORATORY-DISCUSSION
TELEVISION (TELECOURSE) LECTURE
RADIO LECTURE-LABORATORY
INDEPENDENT STUDY OTHER (IDENTIFY):
CO-OP
VII.
OBJECTIVES OF THE COURSE (USE ADDITONAL PAGES AS NECESSARY)
A.
To demonstrate skill in various types of writing,
especially expository, critical
analysis, and
argumentation.
B. To
master research procedures.
C. To
gain competency in using the library and online databases for research.
D. To illustrate proper
documentation and works cited materials according to the MLA style.
E. To gain a familiarity
with APA-style documentation.
VIII.
A. REQUIRED TEXTBOOK(S)
TITLE: Writing Research Papers: A
Complete Guide
AUTHOR (S): Lester, James D., and James
D. Lester Jr.
COPYRIGHT DATE: 2007 EDITION: Twelfth Ed.
PUBLISHING COMPANY: Pearson Longman
B.
TITLE: AUTHOR(S):
COPYRIGHT DATE: EDITION:
PUBLISHING COMPANY:
IX.
SUPPLEMENTARY INSTRUCTIONAL MATERIALS IDENTIFY GENERAL
SOURCES:
Internet/online
databases
Any good pocket
dictionary
IF EXTENSIVE COLLATERAL READINGS ARE
REQUIRED FROM SPECIFIC
BOOKS, PROVIDE INFORMATION.
X.
METHODS OF EVALUATION OF STUDENTS ENROLLED IN THE COURSE
1. Composition
evaluations (essays and summaries and paraphrases).
2. Research
paper evaluation.
3. Final
examination.
The writing course sequence must include
production of a documented, multi-source argumentative essay of no fewer than
2500 words in final version.
Furthermore, at least 5000 words will be written out of class during the
course of the semester, so the approximate weight of the research paper should
be 50% of the course grade.
XI.
COURSE OUTLINE
I.
Argument and Persuasive Writing
A. Finding
subjects
B. Narrowing
topic
C. Creating
suitable thesis
D. Selecting
strategies
E. Avoiding
fallacies
II. The Research Paper
A. Synopsis
and Summaries
B. Note
taking techniques
C. Paragraph
and long article summaries
D. Paraphrasing
E. Using
the library/ online databases
F. Preparing
a research paper
1. Preliminary
procedures
a. Types
of research papers
b. Selection
of topic
c. Creation
of thesis
d. Finding
references
2. Outline
3. Documentation—focus
to be on MLA style
4. Works
Cited
5. Research
paper form
III. Electronic Research/ Library
Students
will be expected to utilize for the purposes of research:
A. the library
B. the internet
C. the Online Public Access Catalogue
(OPAC)
D. online periodical databases
NOTES: Students are
expected to gain competency in the use of Kaskaskia College’s online periodical
databases and utilize these databases during their research.
ü Instructors must
publish a plagiarism statement in their handouts. Departmental policy is that a
deliberately plagiarized research paper results in a grade of F.
ü As part of the
Kaskaskia College comprehensive Assessment Program for Communications, all
students in English 102 will take a pre- and post-test assessing their
knowledge of the research process.
Furthermore, all instructors are asked to complete an assessment form
that lists some of the assessment techniques utilized at both the summative and
formative levels; the form also allows for the use of the data to make changes
to the course the next time that it is taught.
The grading standards/ rubric for all compositions and the assessment
form are attached.
PREPARED BY:
REVIEW/REVISION
DATE:
REVIEWED BY:
English 102 Learning Outcomes
Learning Outcome I:
The students should
be able to do the following:
1.
Students should understand the tone required for formal
research paper.
2.
Distinguish between effective support and ineffective
support.
3.
Understand the principle of outlining.
4.
Appreciate argumentative writing techniques and
understand the principles of argument, including evaluating premises,
syllogisms, and claims of truth, falsity, and validity.
5.
Avoid logical
fallacies, emotional language, and unsupported claims.
6.
Write using Standard English grammar and punctuation.
Learning Outcome II:
Students should be
able to do the following:
1.
Understand the documentation principles and the Modern
Language Association (MLA) style manual.
2.
Avoid plagiarism by being able to change style in the
process of summarizing and paraphrasing.
3.
Quote effectively; resist the tendency to over-quote.
4.
Avoid plagiarism by accurately documenting with in-text
citations material borrowed from outside sources.
5.
Understand the Works Cited page and the correlation
between this list of sources and the in-text citations.
6.
Recognize the universal concepts MLA-style documentation
shares with other styles, particularly the APA style.
7.
Understand the concept of common knowledge in
determining what material to document.
Learning Outcome III:
Students should be
able to do the following:
1.
Perform basic research by using an online public access
catalog (OPAC), online periodical databases, and the internet.
2.
Make use of reference sections, special collections,
bibliography of bibliographies, and supplemental bibliographies available in
scholarly books.
3.
Use non-internet sources, recognizing the existence of
source material in print form.
4.
Understand the universal quality of all libraries so
that research is not limited to one library.
5.
Understand the workings of interlibrary loan.
6.
Discover the current knowledge concerning a topic by
reviewing recent periodical literature and other publications, narrow a
research topic, and organize research material for an effective presentation.
7.
Gather research in an effective manner so as to keep
organized, avoid plagiarism, eliminate redundancies in the process, and become
informed regarding positions expressed by both opponents and proponents.
8.
Create a working bibliography and an annotated
bibliography.
English Department
COMPOSITION GRADING
STANDARDS
While appreciating the individualism inherent in the essay
grading process, the department adheres to the holistic method of evaluating
essays and expects consideration of content, structure, and mechanics. The
following standards in grading are designed to establish uniformity among all
teachers of Composition:
EXCELLENT ESSAY --A
Content-- The content of the A essay exhibits a
mature level of thought with a clearly stated thesis and abundant support in
the forms of concrete examples, details, and reasoning. The essay addresses the
specified audience and the assigned rhetorical mode.
Structure—It
is structured with a complete introduction, graceful transitions through
supporting paragraphs, and a fitting conclusion.
Mechanics—Mechanically,
the paper employs a variety of sentence structures, precise word choice, and
figures of speech to create a clear tone; it is void of repetition, wordiness,
and colloquialisms.
GOOD ESSAY-- B
Content-- The B essay has a clearly stated
thesis; the supporting paragraphs exhibit adequate examples and details with
clear reasoning. The essay addresses the specified audience and the assigned
rhetorical mode.
Structure--
The structure displays an introduction, clear transitions, and an acceptable
conclusion. If not highly impactful, it has few structural weaknesses.
Mechanics--
The paper's mechanics consist of a variety of sentence structures and accurate
word choices; it has few errors in Standard English. However, a mere absence of
errors should not be rewarded with a grade of 6-.
AVERAGE ESSAY--C
Content-- The average essay has a clearly stated
thesis; however, it is often trite or general. It attempts to display examples
and details, but fails to provoke thought. The essay fails to address the
specified audience, but it does reflect the assigned rhetorical mode.
Structure--
The structure presents a beginning, middle, and end, but lacks transitions. It
has few structural weaknesses, but oftentimes structure is its 9nly strength.
Mechanics--Sentence
structures are not varied and are often repetitive; unique word choices are not
apparent. Errors in Standard English are commonplace; however, the essay does
not have major sentence errors, such as comma splices, fragments, and run-ons.
POOR ESSAY--D
Content—The poor essay lacks a clearly stated thesis. It fails to display examples and details, but
instead the paragraphs are filled with repeated generalities. The essay fails to address the specified
audience, and oftentimes it does not even reflect the assigned rhetorical mode.
Structure—The structure presents a beginning,
middle, and end, but lacks transitions.
The body paragraphs show little unity, order, or coherence.
Mechanics—Sentence structures are mostly simple
and most sentences restate the previous thought; simple word choices
("their"and"its") are incorrect and confused. The most
flagrant errors in Standard English are prevalent. Most seriously, a few comma splices,
fragments, and run-ons remain uncorrected.
FAILING ESSAY—F
Content—This essay lacks a clearly stated
thesis. It fails to display examples and
details, but instead the paragraphs are filled with repeated generalities. The essay fails to address the specified
audience, and oftentimes it does not even reflect the assigned rhetorical mode.
Structure—The structure fails to present a
beginning, middle, and end. The body
paragraphs do not show unity, order, or coherence.
Mechanics—Sentence structures are mostly simple
and most sentences restate the previous thought; simple word choices
("their"and"its") are incorrect and confused. The most
flagrant errors in Standard English are prevalent. Most seriously, many comma splices,
fragments, and run-ons remain uncorrected.
Failure to
eliminate comma splices, fragments, and run-ons from any essay should
constitute a failing grade for the assignment.
Faculty
Assessment Form
For
Learning Outcomes
Faculty Name ____
Semester: Fall/
Spring/ Summer Year:
______
Course: _ _______
General Assessment
Strategies
Measurable course objectives on syllabus (pick
any two):
#1
#2
How were these course objectives assessed?
#1
#2
What results did you note and what changes will
you make the next time you teach this course based on the results of these
assessment tools?
Faculty
Form
A
Classroom
Assessment Techniques (CAT’s)
Specific strategies for assessment of learning outcomes and
for daily or weekly improvement of student learning.
What were a few CAT’s utilized this semester for
specific Learning Outcomes? List outcome
and CAT:
#1.
#2.
#3.
What were some of the most significant results
that you received this semester?
What changes would you make the next time you
teach this course as a result of a CAT?
Faculty
Form
B
Faculty Evaluation Form
of The Implementation of CAT’s and Assessment
Techniques
Faculty Name
______________________
Semester:
Fall/ Spring/ Summer Year: ____________
Course:
_________________________ Date
last taught _________________
The last time you taught this course you answered the following
questions concerning general assessment strategies on Form A and specific CAT’s
on Form B:
“What changes will you make the next time
you teach this course based on the results of these assessment tools?”
and…
“What changes would you make
the next time you teach this course as a result of a CAT?”
Please state some of your changes that you implemented:
Please summarize the results of your changes:
What
changes will you make the next time you teach this course based on the results of
these changes in your assessment strategies and what new CAT’s will you
implement because of these changes?
Faculty
Form C