ENGLISH 1102—COMPOSITION II
WOMEN, SEX, AND POWER
SPRING 2012—Sections 106, 123, 127
Instructor: Mr. McMahand
Office: Pafford 310A
Office Phone: 678-839-4880 (only available during office hours)
Office Hours: Tuesday and Thursday: 1-2; Wednesday: 11-4
Description and Learning Outcomes
The course serves as a continuation of English 1101 and as an introduction to a more sophisticated study of argument and textual analysis, focusing on the composition of increasingly complex analytical essays. Students must demonstrate advanced competency in critical analysis and in the scholarly interpretation of texts.
With a focus on women’s changing roles in society, the class will investigate issues of motherhood/family, sexuality, sexual violence, and male dominance.
General Learning Outcomes
· To develop reading, understanding, and interpreting of a broad range of written and visual texts from a variety of genres, including but not limited to nonfiction, fiction, poetry, drama, and film.
· To extend the skills of analytical writing, critical thinking, and argumentative interpretation of meaning established in English 1101.
· To enhance the understanding of literary principles and the use of basic terms important to critical writing and reading.
· To construct essays using textual evidence from both primary and secondary sources.
Critical Reading and Analysis
· Develop an understanding of genre and the role of genre in textual analysis.
· Understand connections between primary and secondary sources and how those connections affect and generate intertextuality.
Writing Process and Rhetorical Objectives
· Demonstrate the ability to connect primary and secondary sources in a logical, persuasive, and correct way.
· Expand the length and complexity in the writing and thinking process
· Continuation of the learning objectives of ENGL 1101, that is, creation of clear theses, effective introductions and conclusions, and logical, persuasive patterns of essay organization.
· Additional requirements include the ability to develop a logical argument advancing a particular explication or interpretation of a literary text, focusing on the ways in which the incorporation of secondary materials enhances argument.
· Continuation of the paragraph development skills required in ENGL 1101.
· Additionally be able to manage quotations from primary and secondary texts as a means for developing paragraphs, neither letting the quotations dominate the paragraphs inappropriately nor under-explaining the quotations once used.
· Continuation of ENGL 1101, consistent evidence of sentence variety and control of syntax to achieve clarity.
· Consistent use of apt and varied diction.
· Additionally be able to use quotations in sentences while maintaining grammatical correctness and competent punctuation.
· Demonstrate a command of mechanics, grammar, and usage conventions of Standard Edited English as required in ENGL 1101.
COURSE MATERIALS, ASSIGNMENTS & GRADING
Required Texts & Materials
· Questions, Discussion Writing Package, UWG Custom which contains the
text Drinking Coffee Elsewhere by ZZ Packer. (This custom package is only available at the UWG bookstore.)
· A Writer's Resource, 4th Edition
· Reading Packet for English 1102
· 5000 words of graded writing
· Three out-of-class essays, all of which will require secondary research
· Preparatory assignments designed to help in the composition of your major essays
· One in-class essay taken during the final exam period
· Unannounced quizzes, class exercises, and group work
All assignments must be completed in order to pass this course. NOTE: You must earn a letter grade of C or better in order to pass ENGL 1102.
In-class writing, exercises, quizzes 20%
First paper 20%
Second paper 20%
Third paper 20%
Final exam 20%
For the grading rubric for in-class writing assignments, visit:
For the grading rubric for out-of-class assignments, visit:
Grading summary with the letter to numeric scale:
In-Class Essay: 4=95%; 4/3=92%; 3/4=88%; 3=85%; 3/2=82%; 2/3=78%;
2=75%; 2/1=72%; 1/2=68%; 1=65%; 1/0=62%; 0=50%
Out-of-class Essay: A=95; A-=92%; B+=85%; B-=82%; C+=78%; C=75%;
C-=72%; D+=68%; D=65%; D-=62%; F=50%
The Writing Center
I encourage you to visit The Writing Center at various points in the writing process. Regardless of writing skill level, one may always benefit from an intelligent discussion with knowledgeable peers. The Writing Center is located in TLC 1-208. To make an appointment, call (678) 839-6513.
What They Do:
· Discuss ideas, read drafts, and work through revision of essays; they do not proofread.
· Regents’ test preparation (both the reading and the essay sections)
· MLA, APA, Chicago/Turabian, and other citation formats
· Please make appointments in advance. They accept walk-ins, but they cannot guarantee that a tutor will be available.
· If you cannot keep your appointment, you must call or email them 24 hours in advance to cancel. If you do not notify them 24 hours in advance, you will be counted a No Show.
· Please arrive at your appointment on time. If you are 10 minutes late or more, you will be counted as a No Show and will not be able to have your appointment.
· If you have 3 No Shows in one semester, you will not be able to have any more appointments for that semester.
Monday, Tuesday, Wednesday 10:00am—7:00pm
Plagiarism & Academic Dishonesty
The Department of English and Philosophy defines plagiarism as taking personal credit for the words and ideas of others as they are presented in electronic, print, and verbal sources. The Department expects that students will accurately credit sources in all assignments. An equally dishonest practice is fabricating sources or facts; it is another form of misrepresenting the truth. Plagiarism is grounds for failing the course.
The University policies for handling Academic Dishonesty are found in the following documents:
sections 207 and 208.0401
"Rights and Responsibilities"; Appendix J.
http://www.westga.edu/~handbook/index.phpThe department of English has assembled the following resources to help prevent plagiarism: http://www.westga.edu/~engdept/Plagiarism/index.html
By the end of the term, students should demonstrate the ability to produce independent writing (writing without collaborative assistance of peers, writing tutors, or professionals in the field) that shows a level of competency in both ENGL 1101 and 1102. Although classroom activities and out-of-class assignments may highlight collaborative learning and collaborative research, excessive collaboration (collaboration that results in the loss of a student's voice/style and original claims to course-related work) is considered another form of academic dishonesty and therefore will not be permitted.
Assignments are due at the beginning of class on the day they are scheduled. For each day (including weekends and non-class days) an assignment is late, I will deduct ten points. However, I will not accept papers that are later than one week past the due date. Unless I tell you otherwise, I do not generally accept papers via email. I offer at my discretion make-up work for the final and the in-class essay.
This class will utilize a workshop method for producing all three of your major out-of-class essays. Having a complete rough draft on peer workshop days is a crucial part of the writing process, as it allows you to revise your essay after receiving feedback from two other readers. If you desire feedback from me, you will need to take the initiative to visit with me during my office hours. I do not have time to read your entire essay, but I will take time to look over key areas. Please note that I do not allow students to revise essays once they have been submitted to me for a grade.
Format for All Papers
All papers and documentation should be in MLA format. Papers should be stapled before class, and they should bear the appropriate heading, title, and page numbers for the assignment. All out-of-class assignments should be turned in using your manila folder.
Extra Credit and Previous Work Policy
· I do not give extra credit.
· Work completed for another class (past or present) will not be accepted for fulfilling the requirements of this course.
Department Paperless Policy
As of Fall 2006, the English Department implemented a “paperless” policy in its classrooms. Therefore, all materials (handouts, assignment sheets, notes, etc.) will be made available online. You may print these necessary course documents, including the syllabus, on your home computer.
English Department Severe Weather Policy
The University of West Georgia is committed to the personal safety of its students, faculty, and staff in the event of severe weather. University policy regarding severe weather and emergency closings is posted at http://www.westga.edu/police/index_2277.php and official announcements about class and/or examination cancellations will be made only by the President and/or the Department of Public Relations. Although it is not possible to develop policy to address every weather-related emergency, these guidelines are intended to provide some general direction about such situations.
For immediate severe weather situations, especially when classes are in session, faculty, staff and students are advised to follow the emergency procedures identified below:
1. Direct occupants to remain in the building and to seek shelter immediately on the lowest level of the building in interior rooms (closet, interior hallway) away from corners, windows, doors, and outside walls.
2. Instruct occupants to not leave the building.
3. Evacuate all offices, rooms or hallways with windows and glass or with exterior walls.
4. Provide assistance to persons with disabilities.
5. Accompany occupants to the nearest designated shelter area in the building.
6. Comply with departmental severe weather policies/procedures.
7. Wait for an “all clear” signal” before resuming activity.
8. Occupants will: a) proceed to the nearest designated shelter area in the building by the closest route; b) move quickly but in an orderly manner so that all will arrive safely; c) will not attempt to vacate the premises, drive or seek shelter in cars; d) take a seat in the shelter area; e) remain cooperative with those in charge; and f) wait for an “all clear” signal before resuming activity.
In the event that classes are cancelled or disrupted for less than one calendar week, each professor, at his or her discretion, will make adjustments as needed to cover material missed during those cancelled sessions. This may or may not involve the use of rescheduled or online classes. If the closures exceed a single calendar week, students should contact the Chair of the Department of English and Philosophy at 678-839-6512 or the professor of the class for updated information regarding changes to the schedule in the Department. It is the intention of the Department of English and Philosophy to handle every concern seriously and as effectively as possible.
Students will be administratively withdrawn from class based on the following attendance policy. For classes that meet twice a week, a student is allowed three absences. Upon the fourth absence, the student will be withdrawn. Be aware that no distinction exists between excused and unexcused absences. If you miss class, it is your responsibility to make sure you have arranged for any assignments you have missed to be turned in on time. You are solely responsible for keeping up with work missed due to absences. The last day to withdraw is March 2.
The official communication method for this class will be through campus e-mail (MyUWG). You will be responsible for checking your MyUWG email, since I will be using that address to correspond with you. MyUWG and WebCT serve as the only legitimate modes of university correspondence.
I do not want to see, hear, or otherwise notice cell phones in class. I view the checking of cell phones as one of the most disrespectful acts a student can do. Consequently, I will oust you from class the very first time I notice any cell phone use, and you will be counted absent for that day, even if said incident happens at the end of class. Students will also be administratively withdrawn from class for exhibiting any other behavior that disrupts the learning environment of others. Such behavior includes—but is not limited to—arriving late for class, falling asleep in class, speaking disrespectfully to the instructor and/or to other students, checking email or surfing the web, and using personal audio or video devices. I also find students who pack up before class ends intolerably rude. If you cannot wait until I have dismissed the entire class, then sign up in a different instructor’s section.
I expect your rigorous and enthusiastic participation in all aspects of this class. Apathy in any form will not be tolerated. On the days reading assignments are due, I will give a reading quiz, which may include vocabulary. At any time, I may also give quizzes over lecture material covered previously in class. I do not offer make-up quizzes. Your participation grade will be based upon your quiz grades and your ability to present completed assignments during workshop days. If you are absent in class on a day that I give an assignment, you are, nonetheless, responsible for it on the due date or the next day we have class—no excuses, no exceptions.
Additional Note: This course traffics in frank, academic discussions of potentially volatile issues regarding race, gender, sexuality, and religion. I want two responses from you throughout the term: respect for each other as well as a thoughtful, honest analysis of whatever topic arises. If you suspect you will be unable to meet either or both requirements, you should seriously rethink your placement in this class. Since discussion is at the core of this course, its success and usefulness rest largely on your ability to formulate and express insightful opinions in class. Always come to class prepared to share your ideas and opinions, even if you fear they may at times be unpopular.
I pledge to do my best to work with the University to provide all students with equal access to my classes and materials, regardless of special needs, temporary or permanent disability, special needs related to pregnancy, etc. If you have any special learning needs, particularly (but not limited to) needs defined under the Americans with Disabilities Act, and require specific accommodations, please do not hesitate to make these known to me, either yourself or through Disability Services in 272 Parker Hall at (770) 839-6428.
Students with documented special needs may expect accommodation in relation to classroom accessibility, modification of testing, special test administration, etc. This is not only my personal commitment: it is your right, and it is the law. For more information, please contact Disability Services at the State University of West Georgia.
*Below is a tentative schedule, which may change with appropriate notice from the instructor.
Fiction Analysis: Frame and Structure
10 Introductions. Expectations.
12 “Things You Should Have Learned in High School … and English 1101”
17 Begin film viewing. Film response (Diagnostic Essay) assigned.
19 Continue film viewing.
24 Responses are due. Discuss the film.
26 Introduction to Unit One: Building a Literary Frame.
Text, Context, Subtext, Narrative Structure, Fictional Elements.
31 Grammar and Mechanics Review.
2 Drinking Coffee Elsewhere
7 Drinking Coffee Elsewhere
9 Drinking Coffee Elsewhere
14 Drinking Coffee Elsewhere
16 Essay structure—thesis, organization, body paragraphs, documentation, citation.
21 Rough drafts are due for Essay One. Peer Edit.
23 Final Draft is due for Essay Two. Introduction to Unit Two: Poetry Analysis.
Poetry Analysis: “Begin with the Text, Not With a Feeling”
28 Discuss selected poems.
1 Discuss selected poems.
6 Discuss selected poems.
8 Discuss selected poems.
13 Building thesis and organization and framing literary inquiry for poetry analysis.
Citation, documentation, quotes, grammar, and mechanics.
15 Thesis and outline for Essay Two are due.
March 19-23 Spring Break. No Class.
27 Rough draft for Essay Two is due. Peer edit.
29 Final draft for Essay Two is due. An overview for Essay Three. Topics and Essay
Research and Public Forums: Go Your Own Way
3 Using library resources: catalogue, databases, etc. Plagiarism exercise.
5 Visiting the library. (Students should use time out of class for research).
10 Documentary viewing.
12 Discuss documentary. Thesis, outline, and collected research are due.
17 Rough drafts for Essay Three are due. Peer edit.
19 Final drafts for Essay Three are due. Exam Preparation.