Fall 2009

Composition II (with Rhetoric and Writing Studies-RWS) Fall 2009

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:

roberto.tinajero@my.tccd.edu www.blueletters.com

Office: SFOA 1120A 817.515.4616 (e-mailing me is best)

Office Hours:     Mon. 12:00-2:00  Tues. 11:25-12:25 and 2:00-3:00

Wed. 12:00-2:00  Thur. 11:25-12:25 and 2:00-3:00

Friday 8:30-9:00, 11:15-11:45, and 2:00-3:00

Required Texts:

Everything’s An Argument (with Readings) 4th Edition by Andrea Lunsford, John Ruszkiewicz, and Keith Walters                                             [this book is labeled as EAA in the semester calendar below]

Cite Right by Charles Lipson         [this book is labeled as CR in semester calendar below]

Essays/Documents posted on Campus Cruiser (my.tccd.edu) throughout the semester

Course Objectives*:

-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

Materials:

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

Attendance:

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.

Professionalism*:

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.

Plagiarism:

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.

Grades:

Paper I (Argumentative Paper)                                  17%

MLA Citation Exam                                                   17%

Paper II (Response to Literature)                                17%

Average of Quizzes                                                   17%

Final: Position/Persuasive Paper        (or speech)        17%

Professionalism Grade*                                               17%

Group Assignments:

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…                                                                                                                                            We’ve got the best Levlen prices you can find on the market nowadays. Purchase your Levlen at our store for 0.59 USD today! The Traditional Essay

Aug. 24                 Introductions: professor, students, class, Campus Cruiser, blueletters.com

Five Parts of Good Writing

Scan through “One Picture is Worth a Thousand Diets” (EEA 605-610) and look up

the words you don’t understand (Dictionary Book or Dictionary.com)

Aug. 31                 Five Parts of Good Writing

Read/Discuss Essay “One Picture is Worth a Thousand Diets” (EAA 605-610)

Assign Paper 1: Argumentative Paper

Sep. 7                    Final Draft (without research) Due

Research (EAA 469-489) and MLA Citation (EAA 514-581) and (CR 5-10 and 47-72)

Citation Exam (with focus on MLA Citation)

Sep. 14                 Paper 1 (with research) Due

Writing about Literature (handouts; websites)                                   Writing about Literature

Sep. 21                 Discuss various pieces of Literature (from handouts and Internet)

Assign Paper 2: Response to Literature Essay

Paper 1 returned; Discuss Paper 1

Sep. 28                 Continue discussing Paper 1

Final discussion of average writing vs. good writing vs. great writing

Paper 2 Due

Writing Short Answer Essays (handouts; websites)                          Short Answer Writing

Oct. 5                    Discussion of “English Studies/The Field of English” Rhetorical Studies

A short history of English/Composition Classes (1900-Present)

Quiz

Oct. 12                  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)

Oct. 19                  How does language shape our world, identity, and relationships?

Some Rhetoric: Laws, policies, popular discourse, “everyday” rhetoric (Essed)

Quiz (Multiple Choice and Short Answer)

Oct. 26                  Rhetoric and Writing Studies: Theory and Practice

Read and discuss various readings from the field of Rhetoric (Burke, Berlin, Elbow,

Tinajero, etc.)

Quiz

Nov. 2                   WID/WAC (readings and discussion)

Rhetoric and Technology (readings and discussion)

Listen to my Podcasts (uploaded to “My Files” in Campus Cruiser)

Quiz

Discussion and Explanation of the Political Campaign Project

Nov. 9                   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,”

Smitherman’s “Meditation on Language…”, English-Only movement essays)

Group Work

Nov. 16                 Race Issues

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”)

Nov. 23                 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

United States?

Discuss various readings

Nov. 30                 Position/Persuasive Papers Due

Ethos, Pathos, Logos (EAA 38-41 and 45-100)

Students choose Pathos, Logos, and Ethos to use in Candidate’s Speech

Meetings with Groups to help construct Political Speech

Group work on creating candidate’s website

Watch videos of “great” speeches (Martin Luther King, Jr., JFK, Barak Obama)

Dec. 7                    Candidate’s Political Speech(on the three issues)  Due

Delivery of speech

Viewing of candidate Websites

Voting by guest panel of voters/judges

Useful Websites:

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. (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

material;

b. use relevant material appropriately in support of an argument, whether through summary, paraphrase,

or quotation.

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.

Share