Weatherly 1

ENGL 1213.31 English Composition II

Location: Online Time: Variable
Instructor: J. Douglas Weatherly Semester: Spring 2018
Office Phone: (501) 332-0205 Office: G222
Office Hours: M 12:15-1:00 & 3:00-3:30 Email: dweatherly@coto.edu
W 12:15-1:00 & 3:00-5:00
T/R 11:00-1:00

Catalogue Description
A course designed to refine the ability to think critically and write coherently using principles and techniques
of expository and persuasive writing. Building upon the foundations established in Composition I, students
will write fully-documented research papers that demonstrate a mastery of thesis statement development,
organization, integration of sourced material, and revision processes. The study of short stories, poetry,
drama, and essays provides topical ideas for longer and more scholarly essays (500-1000 words) using
established documentation styles. F, S, SU

Pre-requisites
Composition I (ENGL 1113) with a “C” or better.

Course Goal
English 1213 is designed to help students further develop their writing and critical thinking skills through a
variety of course activities: reading and discussing challenging texts; analyzing a variety of rhetorical modes;
responding to writing assignments designed to develop multiple approaches to prewriting and revision;
continuing to spot and correct syntax, usage, and vocabulary errors; further developing basic research and
library skills; using computer technology, word processing, electronic mail, and electronic discussion; and
participating in peer-tutoring and workshops in class.

Student Learning Outcomes:

In Composition II, a student with a final grade of C or above will have generated at least three papers of
approximately 350-500 words that demonstrate the writer’s ability to do the following:

In the area of Knowledge of Conventions, a student who passes Comp. II with a “C” or above shall:
 Recognize common formats for different kinds of texts
 Demonstrate use of genre conventions ranging from structure and paragraphing to tone and
mechanics
 Demonstrate appropriate means of documenting his/her work through the use of an academically
accepted form such as APA, MLA, or other career or field-specific style guide
 Control such surface features as syntax, grammar, punctuation, and spelling—in short to write in
Standard Business English using proper punctuation, word choices, and a variety of sentence
structures.

In the area of Rhetorical Knowledge, a student who passes Comp. II with a “C” or above shall:
 Focus on a purpose
 Respond to the needs of different audiences
 Respond appropriately to different kinds of rhetorical situations and use conventions of format and
structure appropriate to the rhetorical situation (for example, showing an awareness in his/her work
that different writing environments require different types and styles of writing)
 Adopt appropriate voice, tone, and level of formality.
 Understand how genres shape reading and writing.
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In the area of Critical Thinking, Reading, and Writing, a student who passes Comp. II with a “C” or above
shall:
 Use writing and reading for inquiry, learning, thinking, and communicating
 Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and
synthesizing appropriate primary and secondary sources
 Smoothly integrate his/her own ideas with those of others.
 Understand the relationships among language, knowledge, and power.

In the area of Processes, a student who passes Comp. II with a “C” or above shall:
 Be aware that it usually takes multiple drafts to create and complete a successful text and can
demonstrate his or her drafting
 Develop flexible strategies for generating, revising, editing, and proofreading
 Understand writing as an open process that permits a writer to use later invention and rethinking to
revise his or her work
 Understand the collaborative and social aspects of writing processes
 Learn to critique his or her work and the work of others
 Learn to balance the advantages of relying on others with the responsibility of doing his or her part.

Required Course Materials:

McMahan, Elizabeth, et al. Literature and the
Writing Process. 10th ed. New York: Pearson
Longman, 2014..
Glenn, Cheryl and Loretta Gray. The Hodges
Harbrace Handbook. 19th ed. Boston:
Wadsworth 2013

Diagnostic Essay
You will be required to take a diagnostic essay exam at the beginning of this semester so that I can verify
your writing. This essay exam must be proctored, which means that you will have to take this exam on
campus. The available dates and times will be announced on Blackboard. If you cannot make one of the
available dates/times, you will have to schedule a time with me. The deadline for taking the diagnostic essay
exam is before your first essay assignment is due. If you cannot meet this requirement, you should drop
this class and enroll in another section.

Grades
The following percentage-to-letter grading scale shall be used for ENGL 1113:

A = 90-100 B = 80-89 C = 70-79 D = 60-69 F = 00-59

Your grade in this course will be determined by your grades on assignments in the following proportions:

Essays and other written assignments 80%

Essay #1 (20%), Essay #2 (20%), Essay #3 (25%), Annotated Bibliography, (10%),
Final (5%)
Daily Work (peer reviews, quizzes, reading responses, other in-class writing, etc.) 15%

Participation (attendance, attitude, and contribution) 5%

TOTAL 100%
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Note: Any essay with excessive grammatical errors will not receive a passing grade, no matter how
well it fulfills the requirements of the assignment. Major errors include subject-verb agreement errors,
verb form errors, fused sentences, comma splices, fragments, and errors involving “s” endings. A passing
essay should be at least 400 words.

Assessment (Grading) Criteria

 A D or F paper fails to meet the standards of acceptable writing. It is filled with grammatical and
spelling mistakes that make reading the paper difficult and interfere with the reader’s understanding.
The thesis or main idea of the paper is broad and general at best. The paper often does not have a
coherent structure. Such a paper does not respond adequately to the assignment or strays beyond
the scope of the assignment. Sentences do not connect with each other, nor do paragraphs.

 A C paper is adequately written. It may have grammatical and spelling mistakes, but these do not
make the paper difficult to read and understand. The thesis or main idea is general and broad, but
the paper has a structure that is generally clear. However, the connections between sentences and
paragraphs are often weak and mechanical rather than critical. Though a reader can understand the
paper, the writer has not confronted the issue in an interesting or thought provoking way.

 A B paper moves beyond a satisfactory completion of the assignment. It has a main idea or thesis
that is clear, specific, and interesting to argue. The thesis is phrased in such a way that it implies
how evidence will be used in the argument. Note the difference here between a C and a B paper;
the C paper is often an amalgamation of facts, but it does not have a strategy for using evidence. As
you read, you find yourself thinking about the ideas the writer presents. There may be a few
grammatical errors in the paper, but these will be relatively minor.

 An A paper may not be any more correct than a B paper. Organization may be messier and style
rougher because the writer deals with much more complex ideas and strays into unfamiliar territory.
But the writer is clearly in control of a style that is lively, precise, and correct. The A paper may have
a similar thesis and use the same evidence as the B paper, but the writer uses evidence more
confidently and critically. The writer may challenge one of the conclusions or findings of a source,
even if he or she basically agrees with it. For this reason, the paper sounds authoritative.

Assignments
You will be doing three major types of work in this class: writing, reading, and discussing. All of these may
overlap, and it is your responsibility to keep up. In order to receive credit for this course, all work must be
completed. KEEP ALL OF YOUR WORK FOR THE ENTIRE SEMESTER—it is your record of achievement
and may be called on to support your case for passing this course. You will be held responsible for all
material covered.

Essay assignments will be posted at least a week before the due date. Work must meet all requirements
and specific instructions included in the particular assignment. I do not accept printed copies of essay
assignments. You have the option of submitting one rewritten essay this semester, except essays that
receive a grade of zero. Rewrites are due before you take your final exam. Only one rewrite is allowed and
is completely optional. No grade increase is guaranteed. Rewrites must exhibit significant revision and
improvement, rather than mere editing for grammar and usage errors, in order to obtain a better
grade on the assignment.

Daily work activities/assignments include discussion posts, quizzes, reading responses, peer reviews, and
rough drafts for example.

Participation grades are determined on a weekly basis. This grade is based on my perception of how much
effort, preparedness, and aforethought you put into your online work, as well as your attitude in the class.
The quality and depth of your online input reflect your attitude in a number of ways. It should be constructive
and conducive to learning in order for an online classroom to work well.
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Technology Statement
You are required to use instructional technology for this class. Since you have enrolled in an online course,
you are expected to have more than a basic understanding of computer skills, including, but not limited to the
use of word processing, internet, Blackboard, and e-mail. You should be somewhat proficient. Access to a
computer and the internet is essential for completing assignments, and if you do not have liberal access to
such, you should drop this course. Computers are available for student use in the COTO Computer Lab, and
in various locations across the COTO campus. You are responsible for verifying availability of days and
times.

Late Work Policy

A grade penalty of 10% shall be assessed for any individual essay assignment that is submitted late unless
official written permission is provided. Essay assignments not turned in within one week of their respective
due dates will receive a zero (0 points = 0%). I will not accept any essays after the final exam. Missed or
late activities or assignments that fall under the daily work category cannot be made up. No opportunity will
be available for making up a missed final examination.

Attendance Policy
Keeping up with the course and meeting deadlines is crucial in a writing class where much of the work is
accomplished through feedback. So, every missed deadline, or waiting until the last minute to poste or
submit work potentially compromises your ability to succeed in the course. Please note: I do not except
excuses for missed posts, missed assignments, etc. “My internet was down” is unacceptable.

Federal attendance requirements for online/distance education courses state that just “logging-in”
does NOT constitute participation. Online students have to be doing something–discussion boards,
chats, tests, submitting homework, etc. I may drop students for excessive absences. This means that if
you do not complete any exercises for two consecutive weeks, I may drop you from the course.

Electronic Correspondence
I will respond only to emails that include a proper greeting, appropriate grammar, capitalization, punctuation,
and a closing in which the sender is clearly identified by first and last names. Although the use of email is a
convenient way to communicate with others, please be aware of your intended audience and adjust the
professionalism of your correspondence accordingly.

I will respond to your emails if they meet the above requirements within one business day (Monday through
Friday) between 8:00 a.m. and 5:00 p.m., which means if you email me after 5:00 p.m. on Friday, you may
not receive a response until the next Monday.

Statement for Disability Services (ADA Information)

The College of the Ouachitas complies fully with the Americans with Disabilities Act (ADA). It is the policy of
the College to accommodate students with disabilities, pursuant to federal and state laws. Any student
needing accommodations must contact the Director of Student Success/504 Coordinator in the Division of
Student Affairs. If any member of the class has a documented disability on file with the ADA Counselor,
reasonable accommodations will be made as specified. Please advise the instructor of such disability as
soon as possible so that arrangements for accommodations can be planned. Proper documentation is
required.

Plagiarism
As outlined in College Operation Policy No. 5.50, “Any student who engages in classroom disruption,
cheating, plagiarism, or test tampering will be subject to disciplinary action […].”

According to College policy, violation may result in lowered assignment scores, a failing grade in the class,
administrative withdrawal from the College, or a combination of the above sanctions, as determined by the
instructor.

Plagiarism is grounds for failure of this course. Any essay containing plagiarized material will receive a
grade of zero (0 points = 0%).
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We will discuss various types of plagiarism early in the semester. If at any time you have questions about
crediting information and documenting sources, please ask the instructor.

Personal conduct in the online classroom

As adults, you are expected to conduct yourself in a mature manner in a college classroom, and this includes
the online classroom. By choosing to enter college, you have opted to engage in a discursive learning
environment where the exchange of ideas and consideration of other viewpoints are vital. Some topics may
be controversial, and part of your learning experience will be to participate in an academic discourse with a
sense of decorum.

Agreement
Continued enrollment in this course implies that you (the student) agree to adhere to all policies and
procedures expressed and implied in this syllabus.

Disclaimer
I reserve the right to alter this document in any way to meet the evolving demands of the course. I will inform
you of any changes made to this syllabus.