ENG 102-1006: Composition II

Spring Semester 2016

Instructor:Sara Netto

Instructor Contact Info:

Class Meetings: Wednesdays from9:00-11:45 AM

Location: Carson Campus, Bristlecone Building, Room 343

Office Hours:Tuesdays 4:00-5:00 PM and Thursdays from 1:30-2:00 PM

in BRIS 350H or by appointment.

Credits: 3 Academic Division: Liberal Arts

Prerequisites: ENG 100, ENG 101

Course Description

Continues the study of expository writing. Students read and analyze writing and discursive techniques of interpretation, argument, and research.

Course Objectives

The purpose of this course is to provide a foundation of knowledge that allows students to further their study of Literature and/or apply knowledge to meet their personal and professional needs. The information in the parentheses after a course objective refers to the specific general education (GE) learning outcome that the objective meets. Objectives without this information are not linked to WNC’s general education program.

Upon completion of this course the student should be able to:

1.Present substantially error-free prose suitable in style and content to the purpose of the document and the audience. (GE 2)

2.Recognize, analyze, and apply the elements of various genres (types) of literature.

3.Understand and use critical thinking and creativity to select and apply terms used to analyze literature suitable for arguments regarding literary texts. (GE 9) (GE 7)

4.Discuss, research, and write about literature with critical insight, precision and clarity. (GE 4)

Topics

  1. Short Stories
  2. Poetry
  3. Literary Research and/or Criticism

Grading Breakdown

Letter GradePercent Range Comments

A / 94-100 / Outstanding Work
A- / 90-93 / Excellent Work
B+ / 86-89 / Very Good Work
B / 83-85 / Good Work
B- / 80-82 / Decent Work
C+ / 76-79 / Above Average Work
C / 73-75 / Average Work
C- / 70-72 / Below Average Work
D / 60-69 / Not Passing Work
F / 0-59 / Failing Work

Required Texts/Materials

*Schilb, John and John Clifford. Making Literature Matter: An Anthology for Readers and Writers, 6th Edition.Macmillan: 2015. ISBN-13:978-1-4576-7415-0

* Optional: Style or Writing Manual such as Rules for Writers or The Bedford Handbook—see me for more information.

A Note about the Rigor of This Course

You will be tasked with a significant amount of reading and writing in this course, and it may very well be more than you’ve done in high school classes or other college courses. Keep in mind that for all college courses, you are supposed to dedicate double the amount of time you spend in class for reading, completing assignments, and studying outside of class. This means that as a 3 unit/3 hour a week course, you should schedule in an average of 6 hours every week to complete your readings, work on essays, do reading responses, and study the materials. If you put in effort, come to every class, and turn in every assignment on time, I can almost guarantee you will pass this course. Please come see me for help if you feel overwhelmed or are falling behind.

Grading Criteria

In Class Participation15%

Reading Responses15%

Essay 1 (Short Story Analysis)15%

Essay 2 (Poetry Analysis)15%

Essay 3 (Research Paper)30%

Final Creative Project10%

In Class Participation

To get full participation points for each class, you must be present and complete any assigned activities. These points may be earned by successfully participating in group activities and class discussions as well as finishing short writing assignments and quizzes. If you are late, leave early, or are absent, then you will miss some or all of the participation points for that day, and these points CANNOT be made up.

A Note about Written Work

All writing assignments, including reading responses and essays, should be turned in at the beginning of class typed, double-spaced, in Times New Roman or similar black font, and in MLA format. Email turn-ins should only be used for emergencies, and should not be your normal way of turning in assignments. If you email an assignment on the due date, then you must turn in a hard copy the next class, or you will not get credit for it. I will not mark every error that you make in typed reading responses and essays, especially grammatical and mechanics errors. I will give you feedback on major and repeated errors that you make, but you are expected to turn in work that is revised and proofread to the best of your abilities. For more feedback, please come see me or visit a tutor in the Academic Skills Center.

Reading Responses

Reading Responses are short writing assignments to check your engagement with the readings that you must complete before each class, unless otherwise instructed. They help me to give you more feedback on your writing throughout the course and see how well you have understood the material.The instructions for these reading responses will be listed on the course schedule and/or announced in class. Each response should be 250-300 words long (approximately 2/3-1 page). You are expected to engage with any questions posed and the readings in depth. These responses will be graded on a simple check-plus (100%), check (80-90%), check-minus (60-75%) scale based on their critical thinking, development with examples, and clarity of prose. You should use 1-3 well-chosen quotes to back up your thoughts about the readings, and specific examples and explanations throughout. Turn these in at the beginning of the class for full possible points. You may turn in ONE late reading response over the course of the semester—after that, you must turn in all reading responses on time, or you will not earn credit. Each reading response will be worth 1.5% of your grade, but I will drop your lowest score.

Essay 1 (Poetry Analysis) and Essay 2 (Fiction Analysis)

These are literary analysis essays that must be 3-5 pages long. You will get the instructions for these essays at least two weeks before the due dates. These essays will require in depth reading, strong structure, and clear prose to earn a high grade; they will be graded based on a rubric that I will familiarize with you ahead of the due date. I encourage you to come see me during office hours or visit a tutor in the Academic Skills Center if you need help working on or revising your essays. You can turn in ONE of these two essays up to ONE WEEK LATE with no penalty. After one week, I will not accept your late essay. If you have already turned in Essay 1 late, then you need to turn in Essay 2 on time. In my experience, more students struggle and fall behind in class when there are too many opportunities to turn in late assignments. You will get the directions for the essays several weeks before the due dates, and should not put off working on them until the last minute. It is your responsibility to work on your essay as a process, so that you will have at least a draft to turn in by the due date!

After these essays are returned to you, will have three weeks to rewrite and/or revise them for a higher grade. You must make substantial revisions based on my feedback to earn a higher grade. Essays that do not follow directions or are written significantly below the college level will not receive a passing grade. Any essay written off topic or that receives a non-passing grade should be revised.

Essay 3 (Argumentative Literary Research Paper)

This essay is a 6-8 page long research paper that will focus on one or more pieces of literature and include literary criticism and other research to support your own original thesis. This essay will be due close to the end of the semester, and may NOT be turned in late. You must turn in this essay to pass the course.

Final Creative Project

These will be turned in and/or presented during the last class of the semester. You must take direct inspiration from one or more literary works we’ve discussed during the semester (or you can get alternatives approved by me) and form an original project, at least somewhat artistic in nature. Examples of creative projects could be short stories, poems, creative food, collages, paintings, sketches, short videos, and homemade costumes. We will discuss more specifics later in the semester, but you will have to turn in 250-300 words (about one page) describing your inspiration and your project.

Expected Classroom Etiquette

For this course, and all other college courses, you are expected by your instructor and fellow classmates to conduct yourself in a way that promotes and maintains a positive learning environment. Behavior that disrupts the learning environment is not permitted. To this end, cell phones and other electronic devices must be kept silent and out of sight during class. Also, no eating is allowed in the classroom, and all drinks should be kept in closed containers. Furthermore, always strive to be respectful, inclusive, and considerate of your instructor andfellow classmates during class discussions by listening thoughtfully to others and only letting one person speak at a time.

Transfer Information

This course is designed to apply toward a WNC degree and/or transfer to other schools within the Nevada System of Higher Education, depending on the degree chosen and other courses completed. It may transfer to colleges and universities outside Nevada. For information about how this course can transfer and apply to your program of study, please contact a counselor.

Academic Honesty Statement

The College is committed to academic integrity in all its practices. Cheating on papers, tests or other academic works is a violation of College rules. No student shall engage in behavior that, in the judgment of the instructor of the class, may be construed as cheating. This may include, but is not limited to, plagiarism or other forms of academic dishonesty such as the acquisition without permission of tests or other academic materials and/or distribution of these materials and other academic work. This includes students who aid and abet as well as those who attempt such behavior. BUYING an essay or willfully submitting someone else's work as your own are instances of academic dishonesty that will result in failure of the class, at the very least. In addition, you may not turn in papers written for another class to fulfill the assignments for this one. Acts of academic dishonesty will result in an F grade for an assignment or for the course, based upon the discretion of the instructor. Please refer to the student handbook for more information of the College’s academic dishonesty policies.

Withdrawing, Dropping, or Auditing this Course

In order to withdraw from a class, a student must fill out the requisite paperwork before the final withdrawal date. I will not withdraw you from this course; you must do it yourself! You will not be given a grade of “W” if you stop attending class. You will earn a grade for work completed during the semester unless you properly drop the course through the registration office. If a student simply stops attending class, or fails to turn in major assignments, a grade of “F” will be issued as the final grade.The last date to drop this course with a “W” is 04/01/2016. The last day to change this course from credit to audit is 04/01/2016.

Tutoring and Getting Help for the Course

Students are strongly encouraged to seek additional help and feedback on their writing throughout the semester. The WNC Academic Skills Center employs tutors who will assist you in your efforts. Visit the Academic Skills Center website at to review tutoring hours and more detailed contact information. Call 775-445-4260 to reach the Academic Skills Center on the Carson Campus. Furthermore, free online tutoring is also available through Brainfuse and Smarthinking for WNC students. Access Smarthinking through the "Help" menu in Canvas. Access Brainfuse by using the link provided on the library's web page:

Students with Disabilities

Western Nevada College supports providing equal access for students with disabilities. This syllabus is available in alternate format upon request. If you have a disability for which you will need to request accommodations, please contact Susan Trist, Coordinator for Disability Support Services at 775-445-3268 or as soon as possible to arrange for appropriate accommodations.

Right of Revision Statement

To better meet the needs of my students, I reserve the right to alter or revise the contents of this syllabus and the course schedule of assignments and due dates at any time throughout the semester.

*Continued Enrollment in this course means that you agree to abide by the terms set out in this document.

ENG 102-1006 Composition II

Course Schedule

*All Readings and Assignments are due on the date they are listed next to and from the course textbook, Making Literature Matter 6th edition, unless otherwise noted.

*RR=Reading Response (see syllabus for more details).

Week / Day and Date / Topics Discussed / Reading Due / Assignments Due
1 / Wed 01/27 / *Icebreaker
*Discuss Syllabus
*Sample Poem
*Writing Diagnostic / None / None
2 / Wed 02/03 / *Essay Structure
*Poetry Introduction
*Essay 1 Instructions / 1)Read Ch 2 p. 16-27 and p. 40-46 (including the poems on those pages)
2) Read Ch 5 p. 136-153
3) “My Papa’s Waltz” Theodore Roethke p. 264-265 / RR1- Analyze the words and images Roethke uses. What is the tone of this poem? What do you suppose the speaker’s relationship with his father is like? Use specific examples from the poem to make your point.
3 / Wed 02/10 / *Arguing about Literature
*Continue Poetry Analysis / 1)Read Ch 3 p. 47-68
2) “Harlem” Langston Hughes p.
3) “Heritage” Linda Hogan p. 288-290 / RR2- Analyze the use of imagery (language that appeals to your five senses) these Hogan and Hughes poem and explore what the purpose of such language might be.
4 / Wed 02/17 / *The Writing Process
*Continue Poetry Analysis / Poetry
1) Read Ch 4 p. 81-113
2) “Dulce Et Decorum Est” Wilfred Owen p. 1514-1516
3) “The Chimney Sweeper” William Blake p. 1058-1059 / RR3 The Owen and Blake poems deal with social or political issues. Analyze the message of one of the poems and how that message is communicated through the poem’s language.
5 / Wed 02/24 / * MLA format Review and Using Sources
*Poetry with Characters
* Presentation in Library from 10:30-11:45 / Poetry
1) Read Ch 6 p. 187-201
2) “My Last Duchess” Robert Browning p. 1064-1067 / RR4-This poem is a dramatic monologue. What does the speaker tell you about himself directly, and what can you infer about him and his last duchess (his dead wife) from what he does or doesn’t say?
6 / Wed 03/02 / *Fiction Introduction / 1)Read Ch 5 p. 115-136
2) “The Story of an Hour” Kate Chopin p. 647-649 / Essay 1—Poetry Analysis Due
7 / Wed 03/09 / Fiction
*Unsympathetic Protagonists / 1)“A Good Man is Hard to Find” Flannery O’Connor p. 1173-1186
2) “The Use of Force” William Carlos Williams p. 1333-1336
3) “A Rose for Emily” William Faulkner p. 1102-1109 / RR5—All three stories feature flawed central characters. Argue why one of the three characters is more likeable or sympathetic than the others. Use specific examples to make your point.
8 / Wed 03/16 / Fiction
*Fairytale Variations / 1) “Little Red Riding Hood” Charles Perrault p. 1393-1396
2) “Little Red Cap” Jacob and Wilhelm Grimm p. 1396-1399
3) “The Company of Wolves” Angela Carter p. 1400-1408 / RR6—How does Carter’s modern retelling of the fairytale differ from the two earlier versions? How does her purpose differ from the purposes of the other authors?
9 / Wed 03/23 / SPRING BREAK / NO Class
10 / Wed 03/30
(04/01 Last day to drop with “W”) / Fiction
*Science-Fiction
*Directions for Research Paper / 1) “Harrison Bergeron” Kurt Vonnegut p. 1387-1392
2) “The Ones Who Walk Away from Omelas” Ursula Le Guin p. 864-869
3) “Mars Is Heaven” Ray Bradbury p. 1367-1381 / RR7—Science Fiction often discusses some issue with society or human nature and then highlights and exaggerates that issue in some bizarre future or hypothetical scenario. Discuss in depth the issue at play in one of the stories and how the unrealistic elements help us to see the issue through fresh eyes.
11 / Wed 04/06 / *Finish Fiction Analysis
*Watch Birdman and compare with Carver story / 1)“What We Talk About When We Talk about Love” Raymond Carver p. 655-665 / Essay 2—Fiction Analysis Due
12 / Wed 04/13 / * Literary Research Paper Examples / 1) “The Yellow Wallpaper” Charlotte Perkins Gilman p. 231-245
2) Read Ch 6 p. 245-256
3) Read p. 202-221 / RR8-TBA
13 / Wed 04/20 / Drama / 1) Read Ch 5 p. 154-171
2) Antigone Sophocles p. 1240-1259 (to line 655) / RR9-TBA
14 / Wed 04/27 / Drama / 1)Antigone Sophocles p. 1259-1280
2)The Importance of Being EarnestOscar Wilde p. 1434-1451 / RR10-TBA
15 / Wed 05/04 / Drama
-Final Creative Project Directions / 1)The Importance of Being Earnest Oscar Wilde p. 1452-1481 / RR11-TBA
16 / Wed 05/11 / Watch Film / None / Essay 3 Due
17 / Wed 05/18 / Final Creative Projects Presentations and Discussion / None / Final Creative Projects Due

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