COURSE SYLLABUS

COURSE INFORMATION Course Number: ENGL 1302 Course Title: Composition II Course Description: Intensive Study of and practice in the strategies and techniques for developing researchbased expository and persuasive texts. Emphasis on effective and ethical rhetorical inquiry, including primary and secondary research methods; critical reading of verbal, visual, and multimedia texts; systematic evaluation, synthesis, and documentation of information sources; and critical thinking about evidence and conclusions. Lab required. Course Credit Hours: 3 Lecture Hours: 3 Lab Hour: 1 Prerequisite: ENGL 1301 Student Learning Outcomes: State-mandated outcomes: Upon successful completion of this course, students will: 1. Demonstrate knowledge of individual and collaborative research processes. 2. Develop ideas and synthesize primary and secondary sources with focused academic arguments, including one or more research-based essays. 3. Analyze, interpret, and evaluate a variety of texts for the ethical and logical uses of evidence. 4. Write in a style that clearly communicates meaning, builds credibility, and inspires belief or action. 5. Apply the conventions of style manuals for specific academic disciplines (e.g., APA, CMS, MLA, etc.) Additional Collin Outcome: Upon successful completion of this course, students should be able to do the following: 1. Demonstrate personal responsibility through the ethical use of intellectual property. Withdrawal Policy: See the current Collin Registration Guide for the last day to withdraw. Collin College Academic Policies: See the current Collin Student Handbook The College District may initiate disciplinary proceedings against a student accused of scholastic dishonesty. Scholastic dishonesty may involve, but is not limited to, one or more of the following acts: cheating, plagiarism, collusion, use of annotated texts or teachers editions, use of information about exams posted on the Internet or electronic medium, and/or falsifying academic records. Collin faculty are required to report alleged violations of scholastic dishonesty to the Dean of Student Development, who then investigates the case, and renders an administrative decision. Faculty are not allowed to assign a grade to the work in question until the Dean of Student Development renders a decision Students found responsible for scholastic dishonesty offenses will receive an authorized disciplinary penalty from the office of the Dean of Student Development. Additionally, students found responsible for scholastic dishonesty will be assigned a penalty in this class that ranges from a grade of F on the assignment to a grade of F for the course

Americans with Disabilities Act: Collin College will adhere to all applicable federal, state and local laws, regulations and guidelines with respect to providing reasonable accommodations as required to afford equal opportunity. It is the students responsibility to contact the ACCESS office, SCC-G200 or 972.881.5898 (V/TTD: 972.881.5950) to arrange for appropriate accommodations. See the current Collin Student Handbook for additional information. Religious Holy Days: Please refer to the current Collin Student Handbook. INSTRUCTOR INFORMATION
Instructors Name: Sean Ferrier-Watson Office Number: D-120 Office Hours: MW 1:00-2:00PM TR 10:30-1:00PM or by appointment Phone Number: 972-516-5053 Email: sferrier-watson@collin.edu Website: WebCT/Blackboard and www.seanferrierwatson.wordpress.com Class Information: Section Number: 1302.S32 Meeting Times: MW 2:30-3:45PM Meeting Location: BB233 Minimum Technology Requirement: Computer with internet access and ability to send emails and login to our class website Minimum Student Tech Skills: Students are expected to be familiar with typing papers on a keyboard, surfing the internet, and other basic computer literacies Netiquette Expectations: Students are expected to send emails with clear subjects and appropriate signatures for identification purposes; responses to emails should be expected within 48 hours during weekdays; emails will rarely receive responses on weekends. Course Resources: Textbooks:

Kirszner, Laurie G., and Stephen R. Mandell. Practical Argument: A Text and Anthology, 2nd ed. Boston: Bedford, 2014. Print. ISBN: 978-1-4576-2237-3. Gibaldi, Joseph. MLA Handbook for Writers or Research Papers, 7th ed. New York: Modern Language Association of America, 2009. Print. ISBN: 978-1-60329-024-1. Other Texts: Anything published to our classs Blackboard account or website as marked on our weekly calendar.
Supplies:

1. Three-ring binder for storing class work 2. Flash drive or other means (dropbox.com account, for example) of storing digital versions of essays and other written material you generate (always, always keep a backup of everything you turn in!)

3. A valid, working email address that you check everyday 4. Regular access to a computer and internet (additional readings may be available online)
Attendance Policy:

Attendance is mandatory. As with any college class, attendance is a vital part of the learning process. If a student misses more than three class sessions, a deduction will be applied to the students participation grade (attendance is an important part of your grade, so please do not underestimate the attendance policy). Absences are considered to be unauthorized unless officially sanctioned by the university. Students must present proof of the incident before an excuse will be issued. If, through a misfortune, a student should arrive after I have recorded absences, it is the students responsibility to talk with me immediately after class in order to discuss changing the unauthorized absence to a tardy. If the problem is serious enough to miss a significant amount of class, then the student should consider dropping the course or speaking with the university.
Method of Evaluation:

Grade Scale: A= 90 to 100 B= 80 to 89 C= 70 to 79 D= 60 to 69 F= 0 to 59 Lab/Participation/Attendance 10% Participation may include class discussion, readiness for class, quizzes, homework, attendance, or any other classroom activity. Peer review workshops and subsequent revisions in class will constitute the lab grade. Attendance is mandatory and vital to your grade. You cannot hope to pass the class without attending regularly. If a student misses more than three class sessions, a deduction will be applied to the students participation grade (attendance is an important part of your grade, so please do not underestimate the attendance policy). Absences are considered to be unauthorized unless officially sanctioned by the university or school. Students must present proof of the incident before an excuse will be issued. If, through a misfortune, a student should arrive after I have recorded absences, it is the students responsibility to talk with me immediately after class in order to discuss changing the unauthorized absence to a tardy. If the problem is serious enough to miss a significant amount of class, then the student should consider dropping the course or speaking with the university. Daily Writing Journal 10% Weekly journal entries are designed to help students engage the writing the process on a daily basis. These response papers can be handwritten or typed and should always be legible. I encourage students to write about what they learned in the previous class and to go beyond merely summarizing the reading or class discussion. These papers are due before the end of class every weekday. The average response paper should be roughly to 1 page in length. They are graded credit or no credit, which will be indicated by a check or a zero. All daily entries should be kept in the writers portfolio (see below). Writers Portfolio 5% The Writers Portfolio is simply a binder containing your journal entries, previous essays and drafts, and other class work. It will be submitted the final week of class and graded based on how well you have kept up and

organized your writing over the semester. Such portfolios allow writers to observe their progress and mine old works for new ideas. Essay #1: Conceptualizing Authorship 15% Using Vershawn Ashanti Youngs Should Writers Use They Own English?, Bronwyn T. Williamss Heroes, Rebels, and Victims: Student Identities in Literacy Narratives, and other readings as a lens, examine the complex issue of students right to their own voice(s) when writing for the academe (school/university) and take a side on the issue. Try to give answers to the following questions in your examination: Do students have rights to their own language and literacy practices? Who gets to decided what language or linguistic practices are acceptable? Can students maintain their linguistic autonomy (freedom) in the current educational model? Do all students have the same advantages when entering school/college? Why do some students become the heroes of their literacy narratives while others are rebels and victims? The completed assignment should be between three and five pages in length, not including the required works cited page. Submit to dropbox by 11:59PM on due date above. Essay #2: Plagiarism in Context 20% While many may contend that plagiarism is a simple and relatively straightforward issue, we have observed through our class discussions the complications involved in trying to define plagiarism, which raises any number of problems in trying to enforce plagiarism policies and teach plagiarism avoidance. Using Rebecca Moore Howards Sexuality, Textuality: The Cultural Work of Plagiarism, Deborah R. Gerhardts The Rules of Attribution, and other readings, write an essay offering your own definition of plagiarism and what you believe the authors rights are under this definition. Try to give answers to the following questions in your examination: Why is plagiarism so hard to define? Why do you think students are struggling more with plagiarism now than ever before? How should students be punished or reformed based on your understanding of plagiarism? What rights should authors have to their own works? The completed assignment should be between three and five pages in length, not including the required works cited page. Essay #3: Visual Rhetoric(s) 20% A visually striking magazine photo, powerful political image, and comic internet video prove substantial agents of influence and change in todays digital age. We see images everywhere and the y seem to infiltrate every aspect of our daily lives, but we rarely consider these powerful images texts that carry with them embedded messages and cultural practices. For this essay, select one or more images and explain how it or they constitute(s) a text and display(s) complex rhetorical notionseverything from political messages to seductive ads. Specifically, I want to see you make an argument for how the image fits within a particular context. Try to give answers to the following questions in your examination: How can a single image reveal an entire story or sophisticated message? Why do you think we are so easily influenced by images? How can even the subtle details of an image convey powerful concepts and emotions? The completed assignment should be between three and five pages in length, not including the required works cited page. Images must be cited in accordance with MLA guidelines. Essay #4: Rewriting Writings Future 20% Within the last few decades, many educators, historians, journalists, and other scholars argue that print and perhaps all forms of extensive written media are dying rapidly, being consumed by video, social networks, and new technological mediums. Many of these scholars believe that these new mediums and platforms offer less depth and intellectual rigor than the print mediums they replaced, which has led many to argue that the digital age will produce a generation less able to focus and engage in critical thinking. With our discussion and readings in mind, take a side on this issue and argue your points. Try to give answers to the following questions in your examination: Do you think the print industry is truly in decline? Should we be concerned about the

decline if there is one? Do social networks, like Facebook and MySpace, and texting platforms, like cell phones and iPads, truly represent harmful literacy practices? The completed assignment should be between three and five pages in length, not including the required works cited page.
Rewrite Policy All major writing assignments, with the exception of the final writing assignment, may be rewritten once for full credit. Please speak with me after assignments are returned to discuss rewriting for a higher grade.

Hybrid Course Requirements This course makes use of an online learning component provided by the WebCT/Blackboard platform, accessible by logging into CougarWeb with the ID and password provided by the university. Our blackboard section will house readings, handouts, grade-book(s), a dropbox folder to submit essay assignments, links to important websites and documents, and the class syllabus. You are required to visit this site before every class to access the schedule and check for important updates and announcements. You will submit major essays and receive grades on them through this online learning platform and by using the dropbox feature. Criteria for grading and regulating essays are the same as listed above. Assignments are due at 11:59PM on the day they are listed as due. Late work may be subject to penalty. Students are also responsible for turning in assignments in an Office Word friendly format. Note: the Web CT/Blackboard grade-book does NOT reflect your official grade for the class, but merely the average of your major essay gradesparticipation, attendance, the daily writing journal, and the portfolio grade will NOT be reflected in this grade-book.
Course Calendar:

Assignment Due Dates & Reading Schedule Fall 2013 PA=Practical Argument: A Text & Anthology BB=WebCT/Blackboard MLA=MLA Handbook August Week 1 26First Day! Class Introduction Review of Syllabus & Class Schedule Select Peer Groups Homework: upload two sentence bio to dropbox 28 Understanding Rhetoric & Argument: A Classical Approach Using Ethos, Pathos, & Logos Defining Argument & Logos, Pathos, and Ethos, pp.9-13 (PA) Peer Group Activity Homework due by start of class Week 2 2 Labor Day Holiday! No Class 4 Understanding The Student Writer Heroes, Rebels, and Victims: Student Identities in Literacy Narratives, Bronwyn T. Williams (BB) Activity & Discussion September

Week 3 9 A Right to Your Voice Should Writers Use They Own English?, Vershawn Ashanti Young (BB) What Should Colleges Teach? Part 3, Stanley Fish (BB) Activity & Discussion 11 Understanding Different Voices Mother Tongue, Amy Tan (BB) Why I Am a Nontraditional Student, p.402 (PA) Literacy Sponsors, Deborah Brandt (BB) Activity and Discussion Week 4 16Proofreading & Peer Review Proofreading: The Skill We Neglect to Teach, (BB) Bring draft of essay to class (MLA) Peer Review for Essay #1 18 MLA Workshop Documenting Sources: MLA, p.329 (PA) Review Should Data Posted on Social-Networking Sites Be Fair Game for Employers?, p.343 (PA) Bring MLA handbook to class (MLA) Essay #1 Due (submit to dropbox by 11:59PM tonight) Week 5 23Understanding Plagiarism The Economics of Authorship: Online Paper Mills, Student Writers, and First-Year Composition, Kelly Ritter (BB) Cheaters Never Win, Austin American-Statesman, p.357 (PA) Group Activity & Discussion 25 Understanding Plagiarism Cont. How to Fight College Cheating, Lawrence M. Hinman, p.371 (PA) How I Caused That Story, Doris Kearns Goodwin (BB) October Week 6 30 The Cultural Issue(s) Behind Plagiarism Sexuality, Textuality: The Cultural Work of Plagiarism, Rebecca Moore Howard (BB) Discussion 2 The Cultural Issue(s) Behind Plagiarism Cont. The Truth about Plagiarism, Richard A. Posner, p.380 (PA) The Rules of Attribution, Deborah R. Gerhardt (BB) Colleges Need Honor Codes, Burrell, p.527 (PA) Group Activity Week 7 7 Issues of Open Authorship Anonymous Source Is Not the Same as Open, Randall Stross, p.417 (PA) Wikipedia with Caution, Stanford Daily, p.428 (PA) Class Activity 9 Using Academic Conventions

Sidebar: Comparing the Copy, Jack Shafer, p.365 (PA) Copy This, Carolyn Foster Segal, p.386 (PA) Discussion Homework: For the student conference, bring two questions you have for me about the class and one question you have about the upcoming essay

Week 8 14 Mandatory Student Conferencing Meet in my office (D120) during scheduled appointment Will count as participation and attendance No classroom meeting on this date, so please do not go to our class Bring essay draft to session 16 Mandatory Student Conferencing Meet in my office (D120) during scheduled appointment Will count as participation and attendance No classroom meeting on this date, so please do not go to our class Bring essay draft to session Essay #2 Due (submit to dropbox by 11:59PM tonight) Week 9 21 The Power of Visual Symbols Group Activity & Discussion 23 Visual Argument Read pp.75-88 (PA) Class discussion Week 10 28 Controversy over Violent Images Violent Media is Good for Kids, Gerard Jones, p.58 (PA) Discussion & Activity 30 Responding to Visual Rhetoric(s) Working with Images Class Activity November Week 11 4 Using the Library to Access Sources & Peer Review Process. Using the library to research What is peer review? Class Activity Citing Pictures, Websites, and Art 6 Peer Review for Essay #3 Bring completed draft of Essay #3 Be prepared to workshop with peer group (MLA) Week 12 11Who needs Print? Requiem for Real News, Chris Hedges (BB) Yes, Newspapers Are Doomed, Gary S. Becker (BB) Essay #3 Due (submit to dropbox by 11:59PM tonight) 13 A Texting Threat Does Texting Affect Writing, Michaela Cullington (BB)

Class Activity & Discussion

Week 13 18 iPod/iPad over Books? iPod Addiction Goes Academic, PITT NEWS (BB) Lecture is Dead, Murray Jensen (BB) The Attack of the Pod People, Robert Schneider (BB) Class Activity 20 Are Media Shifts Restructuring Education Online Education Needs Connection, Kadvany, p.224 (PA) The Sensuous Classroom: Focusing on the Embodiment of Learning, Suzanne M. Kelly (BB) Week 14 25 Social Networking and New Media What was Privacy? Lew McCreary (BB) The Importance of User Education in Privacy, Jonathan Kileiman (BB) 27 Thanksgiving Holiday! No Class December Week 15 2 Are Media Shifts Restructuring Education? Cont. Online Education Innovators Should be Wary, Farhi, p.229 (PA) Online School Degree Programs, Campus Explorer, p231 (PA) 4 Peer Review Bring completed draft of Essay #4 Be prepared to workshop with peer group (MLA) Essay #4 Due (submit to dropbox by 11:59PM tonight) Week 16: 12Final Exam: Writers Portfolio Due ENGL 1302.S32 Room BB233 Monday, Dec. 9th @2:30-4:30PM