EHS Composition II and ICC English 111 Syllabus 

A. DESCRIPTION
1. English 111 – Composition II; Prerequisite: English 110 or equivalent course with a grade of
“C” or better.
2. The student progresses from writing analysis of and inquiring about issues to writing
argumentative and persuasive compositions using research, through critical reading,
discussion, exercises, conferences, and revision. The majority of the writing is argumentative.
3. Class meets daily for one period.
4. Credit: Three semester hours ICC credit, one semester EHS credit.

B. GENERAL EDUCATION GOALS 

#1 The student is able to read and think critically.
#2 The student is able to communicate clearly and effectively.
#4 The student has awareness of his/her own values as well as an understanding or tolerance for
others’ values.
#6 The student can work collaboratively.
#7 The student has the attitudes and skills required to function in a technological society.
#8 The student has the intellectual skills needed for continued learning.
#9 The student has learned knowledge-building skills.
#10 The student has an awareness of the world knowledge and tools necessary to gain information
needed to function as a responsible, productive, and ethical member of society.

The specified general education goals are practiced and reinforced throughout the class offering. The
specific general education goals reinforced are listed by number following the course objectives in the
following section.

C. O​ BJECTIVES 
1. To further develop critical reading skills by:
a. determining the perspective accompanying the author’s writing
b. judging a text’s authority and currency
c. selecting credible facts, statistics, examples, and authorities’ opinions as evidence (1, 6)
2. To analyze and generate arguments using specific models such as Toulmin, Aristotelian, or
Rogerian) (1, 2, 5, 8, 9 10)
3. To develop claims for arguments that appropriately use qualifiers and reservations (2)
4. To select, order, and support reasons with evidence (1, 2)
5. To identify fallacies in and refute opposing views (1, 5)
6. To identify logical, emotional and ethical appeal in arguments and combine them effectively in
writing (1, 2, 4)
7. To construct an argument for a specific audience, understanding both points of difference and
common ground between the writer and the readers (2, 4, 6)
8. To develop style through the use of persuasive language and sentence structures (2)
9. To locate, evaluate, use, and document primary and secondary conventionally published
research sources (1, 10)
10. To become familiar with research sources available on the Internet (70
 11. To become familiar with the formats and techniques for research across the curriculum and to
use a documentation style, such as MLA, APA, or Chicago style (7, 10)

D. MATERIALS OF INSTRUCTION 
1. Texts:
Gooch, John, and Dorothy Seyler. ​Argument!,​ 2​nd​ Edition. New York: McGraw-Hill, 2012.
Graff, Gerald, and Cathy Birkenstein. ​They Say/I Say: The Moves that Matter in Academic
Writing​. New York: W.W. Norton, 2008.
Adventures in English Literature​. Austin: Holt, Rinehart, and Wilson, 1996.
2. Supplementary materials designated by the instructor
3. Audio visual aids: overhead projectors, slides, videos, etc.

E. METHODS OF PRESENTATION 
1. Analysis and discussion of selected readings
2. Analysis and evaluation of student writing
3. Lecture/discussion/group work
4. In-class drafting, evaluating and rewriting
5. Student conferences
6. Computer writing classroom

F. METHOD OF ASSESSMENT OF STUDENT LEARNING 

1. Pre/post-course writing samples
2. Formal Writing
3. Discussion and participation
4. Reflective writing (such as cover letters or submission nates) about papers
5. Portfolio

G. EVALUATION OF STUDENT ACHIEVEMENT 

1. Writing assignments (70% or more of grade)
2. Quizzes
3. Attendance: excessive absence may be just cause for lowering course grade
4. Midterm and final examinations
5. Fulfillment of other requirements made by the instructor

H. COURSE CONTENT 
A student in English 111 will produce from 4 to 6 compositions totaling approximately 8,000 words
of guided writing during the semester. The critical reading process will accompany writing
assignments chosen to achieve analytical, argumentative, and persuasive aims, with the majority
of the writing being argumentative.

I. SECOND SEMESTER EHS MAJOR WRITING ASSIGNMENTS

A. Persuasive Essay
B. Literary Analysis Paper
C. Argumentative Research Paper
D. Proposal to the Public: Solution to a Problem Persuasive Essay
 E. Persuasive Infographic

EHS Writing: There are 5 major projects assigned, besides frequent informal assignments, such as
Response Writing and other writing. ​ICC’s policy states that all assigned papers must be turned in for 
a grade, or the course must be retaken for credit to be earned.  

Response Writing​ Response Writing Assignments are an important and valuable element of student
writing during the course. Students will be assigned Response Writing concerning topics appropriate for the
content being studied.
1. Response Writing Assignments must be typed unless specified otherwise, 400-500 words, written in
Times New Roman or similar 12 point font.
2. Response Writing Assignments will not be accepted if the above requirements are not fulfilled.
3. Failure to complete Response Writing Assignments for the appropriate class period could result in
forfeiture of points for the entry. No late grades.
4. Response Writing Assignments entries must also be submitted to ​turnitin.com​ unless specified.
5. You are responsible for turning in a Response every Thursday at midnight.

Paper Requirements 
1. Major papers must be typed using 12 point size font with 1 inch margins.
2. All papers must include a title and student information adhering to the proper class format
3. All final drafts must include page numbers and header adhering to class format.
4. Spell Check: 1-2 misspellings on a final draft will result in a deduction of one letter grade. 3-4
misspellings will result in a deduction of two letter grades. More than 4 misspellings will result in failure
of the paper. Check final drafts carefully.
5. Each paper will go through a draft process, with students required to bring copies of drafts on certain
class days. Failure to bring a printed copy of a draft on assigned days will result in a zero for that
assignment.
6. Turnitin.com will be used for each paper. Students failing to submit drafts by the assigned date will
result in a deduction of at least one letter grade on the final paper grade.
7. Papers will be accepted one day late with a letter grade one grade lower than the paper would 
have earned if it had been turned in on time.  Papers three or more days late will not be 
accepted.

CLASSROOM EXPECTATIONS 
1. Be prepared for class. Instructor will check periodically for preparedness and issue a participation grade.
2. Be respectful.
3. Be positive.
4. Students will spend considerable time in the computer lab/library researching, composing, and revising.
5. Students are expected to be working and on task during class time to complete assigned tasks.

The following are videos the student may view in part or whole this school year. Please notify me of any
titles that you would prefer your child not to view. An alternative assignment over the same standards and
subject will be provided. Possible titles include: ​Gulliver’s Travels, Amazing Grace, Jane Eyre, The Hobbit,
Frankenstein, Coraline, The Importance of Being Earnest, ​and ​The Pilgrim’s Progress.
Please email me through Skyward or at ​mindy.mahannah@district140.org​ if you would prefer your student
not view a title or titles. In that email, please include the title(s) you prefer your student not to view. A
separate assignment that covers the same objectives will be given to students not viewing the assigned
videos.