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SYLLABUS

 

Massasoit Community College Professor Louis M. Rosenberg, PhD English Composition II Fall, 2010

 

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ENGL102

English Composition II is a course designed to strengthen students' skills as writers and to focus on

analysis and argument. Assignments include critical examination of literature and an essay using

research and documentation utilizing the MLA style sheet. Emphasis is on writing as part of the

processes of thinking and learning. Prerequisite: English Composition I

English Composition II

3 credits

REQUIRED TEXTS

AUTHOR

TITLE

ISBN

PUBLISHER

 

John Schilb, John Clifford

Making Literature

Matter

the for

978‐0‐312‐47491‐1

Bedford/St. Martins

Nick Flynn

Another Bullshit Day in

Suck City

978‐0393051391

W.W. Norton

ORIGINAL

OTHER LEARNING RESOURCES

ONLINE

FILMS

You will be submitting assignments, downloading information, and interacting with me

and other class members online. See “Technology” section for more information.

All assigned films (see “Films” section), must be obtained by you and screened outside

of class.

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LEARNING OUTCOMES

1.

2.

Read intellectually challenging texts with increased comprehension and enriched aesthetic

response.

Incorporate the vocabulary of literary analysis into class discussion and writing in order

to facilitate thinking about texts from various literary genres.

 

3.

Express in discussion and in writing an awareness of diverse voices found in literature.

Syllabus Subject to Change

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4. Build a context for understanding literature by linking class readings to other academic disciplines and to universal human experiences.

5. Write essays that go beyond summary to the analysis and interpretation of texts.

6. Apply the grammatical and rhetorical skills of Composition I to a variety of complex

writing tasks in preparation for writing across the curriculum.

7. Conduct research and assess information from a variety of sources in order to understand

the research topic.

8. Compose essays that incorporate research and documentation in preparation for the

assignments of other college courses.

9. Strengthen Core Competencies * in order to increase success in this and other courses and

in the workplace.

*Critical thinking, technology skills, oral communication, quantitative skills, reading, and

writing.

TEACHING PROCEDURES

LECTURES

a)

It is during the lectures when students are expected to ask any

the for

b)

questions concerning any aspect of the course and/or assignments. It

is, by far, more beneficial for students to ask questions of general

academic concerns here, during the lectures, rather than to see me

after class.

It cannot be stressed enough how important it is for students to attend

the lectures.

ESSAYS

a)

Students will write essays throughout the semester. (See § “Essays”

for more logistical information)

NOT

b)

It should be noted here that students are encouraged to work with

tutors as rewrites are rarely granted.

MAY

PEEREDITING

the

a)

b)

Throughout the semester, I may have students form groups for peer‐

editing. Traditionally, peer‐editing is between two or three students

who review and comment on each other’s assignments by using a

preformatted rubric.

Peer‐editing may be handled completely online.

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STUDENT

DEBATES

a)

b)

I

subject/issue.

Students who do not feel comfortable speaking in front of the class (on

a

may assemble students into two teams for debating a particular

team) will have the opportunity to instead submit research essays.

USE OF THE

COLLEGE’S

a)

It cannot be overstated how important it is for students to work with a

tutor at the Writing Center during the composition of each essay.

Syllabus Subject to Change

Students should refer to their course’s website for all updates

of class

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ACADEMIC

b)

Therefore, it is strongly recommended that students see their tutors early in the semester in order to establish a valuable working relationship.

RESOURCE

FACILITY

GRADING RUBRIC

30% = Submitted Assignments (essays, etc.) 15% = Participation (including online) 15% = Term Exams 20% = In‐Class Assignments 10% = Course Exams (Mid‐Term [if applicable], Final)

EVALUATION OF STUDENT PROGRESS

In grading student essays, I usually employ a rubric where each domain (grammar, logic/reason,

etc.) is given a qualitative value. Because I do not believe in marginalia (writing endlessly in the

margins), the rubric serves as the grading explanation. However, included in my evaluative process

is the expectation that students will make an appointment with me, or see me after class, should

they require further, more detailed analysis of their work. It is the students’ responsibility to

determine when (and if) an appointment with me is necessary. And students should never wait to

handle any academic issue.

Student competency is by no means only (and simply) the letter grade. If a student has

outside issues (family, job, health, etc.), these will be taken into account when evaluating the

student’s performance in the course. While every student is graded equally and objectively, I may

be inclined to allow certain concessions (such as an extension on a particular assignment) should a

student demonstrates just‐cause. Having said this, all students are expected to operate at the

“college level” at all times. Nothing less is acceptable.

TERM EXAMS

Several times throughout the semester, students will sit for a Term Exam.

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Normally, these exams are composed of five short‐answer questions. In

evaluating the Term Exam, I am most interested in the content of the student’s

answer rather than grammar/syntax issues—that said, chronic issues of such

will be reflected in the grade.

The answer sheets for the Term Exams are preformatted with five empty blocks

in which the responses are written and may never travel outside of them.

Therefore, the Term Exam features an “either you know it or you don’t” overall

dynamic with no room for compromise. I’m interested in “quality, not quantity.”

As a result, students should not feel obligated to fill the entire block; oftentimes,

Syllabus Subject to Change

Students should refer to their course’s website for all updates

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two or three sentences are all that are necessary.

Term Exams may not be made up; however, the lowest score is dropped.

FIVE MINUTE

of class

At the beginning of nearly every class, students will write a Five‐Minute Paper. As its title suggests, students will have five‐or‐so minutes to complete this

assignment. The Five‐Minute Papers pose one question/prompt that is based on

the assigned readings, some important topic covered during the lecture(s), or

both. Like the Term Exams, students are provided with a preformatted answer

sheet designed to limit the amount of space for their response in order to insure

“quality over quantity.”

Five Minute Papers may not be made up; however, the lowest two scores

are dropped.

PAPERS

MIDTERM

Your course may include a Midterm Exam. Please see the “Assignments” section

EXAMINATIO

for further information, including scheduling.

N

FINAL

EXAMINATIO

N

Students will sit for a Mid‐Term and a Final Exam. These are open‐notebook, and

I often allow students to work in small groups (of no more than two or three).

Please understand that the course exams may not be made up under any

circumstances, whatsoever. The Final Exam will cover the full arch of the course.

FURTHER

INFORMATIO

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Unless otherwise instructed, students may use their course notes on all exams

(“Term,” “Midterm,” and “Final”), and I usually allow the exams to be written in

small, quiet groups. However, students may not use any electronic devices,

(including computers, PDAs, electronic dictionaries, etc.) during any exam

because allowing these amenities would put those without them at a

disadvantage. Therefore, if you take notes on a computer, simply print them out

and bring them to the exam.

Attention ESL Students: While you are certainly welcome to use a dictionary

(electronic, book, computer, etc.) during the lectures, you may not use them

during the exams. As aforementioned, only notebooks are allowed.

ATTENDANCE

It is important that you are present for all of the lectures. History dictates that grades are almost

always reflected in parity with absences; therefore, more absences or late arrivals will, indeed,

compromise your grade. You are responsible for everything that occurs in your course, whether or

not you are present during a particular lecture. If you find that you must miss a class, it is your

responsibility to see a fellow student in order to get the lecture notes as well as any

announcements that were made. Remember that I may alter an assignment’s due date

and/or language and announce such changes during class.

Syllabus Subject to Change

Students should refer to their course’s website for all updates

of class

day updates

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It is important to note that the following assignment types are not eligible for make‐up. Therefore, late arrivals and absentees will miss these grading opportunities:

In‐Class Assignments (Five‐Minute Papers, debates, etc.)

Term Exams

Midterm and Final Exams

ASSIGNMENT POLICIES

Without exception, all submitted assignments must be typed.

ESSAYS…

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are often drafted/corrected in peer groups.

riddled with grammar, logic, syntax, non sequitir issues will not pass.

Students are expected to hand in only essays of final quality. This is

achieved by working with tutors, showing me drafts of work‐in‐

progress, etc.

must conform to the MLA standard. This includes a Works Cited page

even if the only source used for the particular essay is one of the class

texts. In other words, if you use it, cite it!

SUBMITTING

LATE ESSAYS

Because 30 points are automatically deducted, the highest grade one

can achieve on an essay submitted late is a 70.

It goes almost without saying that it is never a good idea to miss a

deadline!

PLAGIARISM

Plagiarism is the use of someone else work/intellectual property without

NOT

the

giving credit. If I suspect plagiarism, I will require you to engage with me in

an oral defense of the essay. If after the oral defense I believe that you did,

in fact, plagiarize, you will fail the course. Generally, I handle plagiarism

issues internally, without involving the administration.

LATE

ASSIGNMENTS

You must meet all of your deadlines! See “Submitting Late Essays,” above.

Otherwise, late assignments are never accepted.

MAY

BACKUP COPIES

AND THE

ARCHIVING OF

ALL SUBMITTED

You are required to backup (or, in the case of written assignments, keep

copies of) all of the assignments that you submit and that are returned to

you throughout the course. Further, you must have ready access to these

backups should I request them. Such backups, however, do not in any

ASSIGNMENTS

way (including the grading or regarding of an assignment) supersede my

authority as final arbiter for this course.

Syllabus Subject to Change

Students should refer to their course’s website for all updates

of class

day updates

out website BE SYLLABUS

on CURRENT

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the for

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TECHNOLOGY

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Your class website functions as the central hub for the course. It is where assignments, discussions,

scheduling of appointments, course announcements, etc. coalesce. Therefore, you must have access

to the site on a daily basis as you are responsible for its official content – i.e. announcements,

changes to assignments, class cancellations, etc. General Technology Requirements:

T

ECHNOLOGICAL ISSUES OF ANY KIND ARE NOT VALID EXCUSES FOR MISSING DEADLINES,

ANNOUNCEMENTS , ETC .

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Those who do not own a computer will have to make daily visits to their university’s

computer lab, their local library, etc.

Time‐management is of the utmost importance – you should never work up to the

eleventh hour. This is especially important concerning the composition and timely

submission of assignments as technological issues do occur. You will always have a

three day window during which to submit your online assignments.

Again, T ECHNOLOGICAL ISSUES OF ANY KIND ARE NOT VALID EXCUSES FOR

MISSING DEADLINES, ANNOUNCEMENTS , ETC.

A Brief Note on the Technology Requirement

Those who are “technologically challenged” are encouraged to visit their university’s computer lab

immediately and work with a lab technician on the basic functions of the Internet and word

processing. There are also free community courses on the basic operations of the Internet, the

computer and its universal software (word‐processing, browsing the web, etc.). Ours is a

technological world, and to be the least bit competitive one must have mastery over such

fundamentals as reading/replying/writing emails, uploading files, using a word processor, using a

search engine (such as Google), as well as the ability to interact with a particular website’s

technology (such as submitting forms, etc.).

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service, whether or not it is the fault of the student or the service or computer or software that he/she is using); loss of data due to an unforeseen

malfunction of computer hardware or software or transmission (Internet) errors; use of software/hardware that is not compatible with Professor

Rosenberg’s servers; compatibility issues where the student’s assignment cannot be accessed by Professor Rosenberg; email delays of any kind; emails

not received due to spam control software on the student’s computer/email service; Internet page errors of any kind; file size issues where a student’s

file is rejected because it exceeds the maximum upload size; the use of improper software (as outlined herein); etc.

Technological issues include, but are not limited to: Internet connectivity issues (where the student cannot access the Internet due to a disruption of

Syllabus Subject to Change

Students should refer to their course’s website for all updates

of class

day updates

out website BE SYLLABUS

on CURRENT

first any

the for

ORIGINAL

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the

MAY

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FILMS

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Below, you will find the film roster for your course. To view them, see the website (RESOURCES >> SCREENING ROOM on the gray main menu bar). Once again, it is important to note that you are

responsible for screening the films yourself—we will not watch the films in class. See your course’s

website for links to view them; the cost for a rental is about $2.99 each. Alternately, you may also

purchase them.

FILM

INTERNET MOVIE DATABASE LINKS

Napoleon Dynamite

http://www.imdb.com/title/tt0374900/

Annie Hall

http://www.imdb.com/title/tt0075686/

Misery

http://www.imdb.com/title/tt0100157/

Brokeback Mountain

http://www.imdb.com/title/tt0388795/

Donnie Darko

http://www.imdb.com/title/tt0246578/

Saw

http://www.imdb.com/title/tt0387564/

Syllabus Subject to Change

Students should refer to their course’s website for all updates

of class

day updates

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ASSIGNMENTS

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Below is a general schedule for the major topics covered as well as the due‐dates for essays, etc.

For complete information about each assignment, please refer your course’s homepage on the

LouRosenberg.com website.

WEEK

     

OF

THEMES

ESSAYS

FILMS

9/13

How to Write a Research Paper

Essay #1

 
 

What is Literature?

How and Why Does It Matter?

   

9/20

9/27

How to Make Arguments about

Literature.

The Writing Process

 

first any

Napoleon Dynamite

10/4

How to Write about Stories

Essay #2

10/11

How to Write about Poems

 

10/18

How to Write about Drama

 

10/25

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TOPIC: LOVE

True Love

Romantic Dreams

Love and Myth

The Appearance of Love

Essay #3

Annie Hall

 

Jealous Love

Is This Love?

The Need for Romantic Illusions

 

11/1

11/8

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TOPIC: FREEDOM & CONFINEMENT

A Tortuous Confinement

Confined for Her Own Good

Essay #4

Misery

11/15

the

Can Tradition Be a Trap?

Trapped in Stereotypes

 

Brokeback Mountain

11/22

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TOPIC: JOURNEYS

Roads Taken

Journeys to the Past

Inner Journeys

Essay #5

Donnie Darko

11/29

A Journey’s Terrifying Beginning

Accidental Journeys

Journey to Death

 

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Students should refer to their course’s website for all updates

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TOPIC: DOING JUSTICE

   

12/6

Discovering Injustice

Essay #6

Punishment

Saw

 

Racial Injustice

 

12/13

Review/Final Exam

   

Syllabus Subject to Change

Students should refer to their course’s website for all updates