Salem State University

SalemStateUniversitySpring 2013

ENL 102 Sec. 30 Composition II 3 credit 3:30-4:20M-W-F

Room SB 106

Instructor: David Fried

Phone: (978) 542-2424 Ext. 1252

E-mail:

Office hours: T/TH 1:00-2:00@ 35 Loring, Rm 201 or by appointment

Prerequisite: ENG 101, 101I, or 101E, or satisfactory completion of English Dept. placement procedure.

Course Description

This course builds on the skills taught in ENG 101. Students will learn techniques for composing analytic and persuasive essays that contribute to ongoing discussions in an academic community. Extensive reading and evaluation of nonfiction texts will be required, and students will learn the basic methods for conducting library research. At least one system of formal documentation will be discussed in detail.

Objectives

Students in ENG 102 will learn how to contribute to some of the ongoing conversations in an academic community. In doing so, you will learn techniques for drafting and revising analytic and persuasive essays based on critical reading of nonfiction prose. You will also learn methods for conducting library research and the details of at least one system of formal documentation.

Goals

As a student in ENG 102 you will develop the following knowledge and skills:

The ability to use flexible composing processes that are well suited to the types of writing produced by professionals in academic fields,

2.An understanding of how rhetorical relationships among writer, audience, and message should influence your writing,

3.The ability to use writing to sharpen your analytic and critical-thinking skills,

4.The ability to participate in the written exchanges of a community of writers who share some common concerns,

5.The ability to analyze the writing conventions of common genres and to produce texts that conform to those conventions.

6.The ability to use effective processes for revising and improving your work,

7.An understanding of principals for integrating source material into your writing,

8. An understanding of some basic methods for conducting library research using print and electronic sources.

Activities

Students in ENG 102 are expected to write at least 30 pages of prose. Students will develop, edit and revise three polished essays. In addition to the essay assignments, students will be responsible for keeping a Reading Response Journal which will be evaluated at the end of the semester. The portfolio will include the following:

Summary: Students will develop an objective summary of J. Morton Davis's A Simple One-Step Plan to Solve the Education Crisis (Handout)

Analysis Essay: This assignment will entail analyzing one of the selected readings. Through this exercise, students will begin to explore several issues that concern the elements of exposition.

Research Synthesis: Students will select and explore a relevant issue which pertains to the readings. Through using the principals for integrating source material, students will prepare and submit a formal report of their research. Research must be supported by an appropriate system of documentation.

Reading Response Journal: Students are expected to keep a detailed journal of the readings. For each assignment the student should respond to at least one of the discussion questions posed. These questions will be used as a basis for class discussions.

Assessment

In-class participation/Preparedness…………20%

Reading Response Journal…………………..20%

Portfolio……………………………………..60%

Attendance and Classroom Policies

Regular attendance is required and expected. Three unexplained absences are allowed. A fourth will affect the student’s final grade and repeated absence will result in automatically failing the course. Punctuality is also required and expected. Repeated tardiness will affect the student’s overall grade. To create a comfortable environment for student participation, all class members will be expected to listen attentively when others are speaking.

Conferences

Several times during the semester I will be available to meet with you to discuss your progress and offer suggestions regarding your coursework. However, since the time constraints of the course do not allow for an in depth exploration into the conventions of grammar, it is recommended that students take full advantage of the resources of the WritingCenter to seek additional guidance.

Plagiarism: Plagiarism is the unacknowledged appropriation of someone else’s thoughts, ideas, or words. It will not be tolerated and may result in failure of the course. If you are ever unsure of what plagiarism is, please ask. Stealing the ideas or words of another is considered a crime and could result in disciplinary action by the University.

The WritingCenter: The WritingCenter is located at Meier Hall 220. Students can use writing center tutoring services for all stages of the writing process. The center is also offering on-line writing support in addition to face-to-face sessions. You are encouraged to use the WritingCenter services. Students who visit the WritingCenter regularly will be given extra credit. For information or to schedule an appointment, you can contact Bill Coyle at x6491.

SalemStateUniversity Statement

SalemStateUniversity is committed to providing equal access to the
educational experience for all students in compliance with Section 504 of
The Rehabilitation Act and The Americans with Disabilities Act and to
providing all reasonable academic accommodations, aids and adjustments. Any
student who has a documented disability requiring an accommodation, aid or
adjustment should speak with the instructor immediately. Students with
Disabilities who have not previously done so should provide documentation to
and schedule an appointment with the Office for Students with Disabilities
and obtain appropriate services.

Emergencies

In the event of a college declared critical emergency, SalemStateUniversity reserves the right to alter this course plan. Students should refer to salemstate.edu for further information and updates. The course attendance policy stays in effect until there is a college declared critical emergency. In the event of an emergency, please refer to the alternative educational plans for this course located at/in [faculty member determines this]. Students should review the plans and gather all required materials before an emergency is declared.

ENGLISH DEPARTMENT MISSION STATEMENT

Profound literacy is the hallmark of a liberal education. To that end, English department courses involve instruction and study in literature and writing, the emphasis varying according to course content. Through intensive reading and analysis, students develop a critical appreciation of literature written in disparate times and places. Through expository writing, students learn techniques for conducting research and for drafting and revising analytic and persuasive essays based on critical reading. In creative writing, students develop an aesthetic through practicing the craft of various genres. The English department prepares students for professional and academic leadership including careers in teaching and writing.

Elaine Cruddas

Dear All, Please see the attached memos and note that the following three statements must be verbatim on ALL syllabi: 1. All students are expected to be familiar with the academic regulations, including those regarding Academic Integrity, for Salem State University

Wed 1/9

Academic Integrity

All students are expected to be familiar with the academic regulations, including those regarding Academic Integrity, for SalemStateUniversity as published in the college catalog. In addition, each student is responsible for completing all course requirements and for keeping up with all that goes on in the course.

Required Texts

Faigley, Lester. The Brief Penguin Handbook.

Boston: Longman, 2011.

Behrens, Laurence, and Leonard J Rosen. Writing and Reading Across the Curriculum. 12th ed. Boston: Longman, 2012.

Required Articles (I’ll provide copies)

Davis, J. Morton. “A Simple One-Step Plan to Solve the Education Crisis,” (Handout)

Tentative Schedule

(Subject to change)

Week 1

MDiscuss the Syllabus, Textbooks, and Course Requirements Discuss the Portfolio,Reading Response Journal, Revision Process

Reading Assignment: Writing and Reading Across the Curriculum [WC],

Ch. 1, pages 3-23

WWriting Assessment: "Energy Crisis"

FDiscuss the Writing Assessment: "Energy Crisis"

Week 2

MMartin Luther King, Jr. Holiday, Jan. 21

WReading Assignment: WC, Ch. 1, p. 23-47and J. Morton Davis's A Simple One-Step Plan to Solve the Education Crisis (Handout)

Discuss the Summary Assignment

FLecture: Ch. 1 – Objective Summary

Week 3

MReading Assignment: The Changing Landscape of Work in the Twenty-First Century, p.289-296(RRJ)

Group Activity: Peer Review - Summary

WLecture: Ch. 1 – Direct/Indirect Quotations, Appositives, Ellipses, Plagiarism

FGroup Discussion: Education in the U.S.

Week 4

MReading Assignment: WC, Ch. 2, p. 48-63and No Long Term: New Work and the Corrosion of Character, p.307-317(RRJ)

Discuss the Analysis Assignment

Group Activity: Peer Review - Summary

WLecture: Ch. 2 – Logical Fallacies

FGroup Discussion: The Changing Landscape of Work in the Twenty-First Century

Week 5

MReading Assignment: WC, Ch. 2, p. 64-74andGoing Green: A Wedge Issue, p. 478-483 (RRJ)

Group Activity: Peer Review - Analysis

WLecture: Ch. 2 – Analysis/Critique

FGroup Activity: Peer Review – Analysis

Week 6

MPresident's Day Holiday - February 18th

WReading Assignment: WC, Ch. 3, p. 75-80 and A Debate on the Future of Nuclear Power, p.495-504 (RRJ)

Group Activity: Peer Review - Analysis

Discuss the Research Synthesis

FGroup Discussion: Topics in Environment/Public Policy – Green Power

Week 7

MReading Assignment: WC, Ch. 3, p. 80-93 and Group Minds, p. 652 (RRJ)

Group Activity: Peer Review - Analysis

WLecture: Ch. 3 - Working Thesis

FGroup Discussion: Topics in Environment/Public Policy - Green Power

Week 8

MReading Assignment: WC, Ch. 5, p. 129-137 and The Perils of Obedience, p.630(RRJ)

Discuss the Research Synthesis

Group Activity: Peer Review – Analysis

WLecture: Ch. 3 – Introductions

FGroup Activity: Peer Review – Analysis

Week 9 Spring Recess –March 11-15

Week 10

MReading Assignment: WC, Ch. 5, p. 137-149 and The Stanford Prison Experiment,

p.660(RRJ)

Group Activity: Peer Review - Analysis

WLecture: Ch. 3 – Conclusions

Discuss the Research Synthesis

FGroup Discussion: Topics in Psychology – Obedience to Authority

Week 11

MReading Assignment:WC, Ch. 5, p. 149-166

Discuss Research Techniques and use of proper documentation

WLecture: Ch. 5 – Elements of Argument: Working Thesis

FGroup Discussion: Topics in Psychology – Obedience to Authority

Week 12

MReading Assignment: WC, Ch. 5, p. 166-177

Discuss Common Mechanical Errors

WLecture: Ch. 5 – Elements of Argument: Organizational Plan

Discuss the Research Synthesis

FGroup Discussion: Topics in Psychology – Obedience to Authority

Week 13

MDiscuss Research Techniques and use of proper documentation

WDiscuss the Research Synthesis and Final Portfolio

Lecture: Ch. 5 – Elements of Argument: List of Working Sources

F Group Discussion: Topics in Psychology – Obedience to Authority

Week 14

MPatriot's Day Holiday - April 15

WDiscuss the Research Synthesis and Final Portfolio

Lecture: Ch. 5 – Elements of Argument: List of Working Sources

FPeer Review – Research Synthesis

Week 15
MGroup Activity: Peer Review – Research Synthesis

WDiscuss the Research Synthesis and Final Portfolio

Group Activity: Peer Review – Research Synthesis

FGroup Activity: Peer Review – Research Synthesis

Student Advising/Assessment

Week 16

MGroup Activity: Peer Review – Research Synthesis

Student Advising/Assessment

WMay 1, Last Day of Class

Portfolio Due

Self-Evaluation

*(RRJ) = Reading Response Journal