ENGLISH 1102—COMPOSITION II
GROWING PAINS: YOUTH, VIOLENCE, AND REBELLION
Sections 15, 16, 28
Instructor: Mr. McMahand
Office: TLC 1113G
Office Phone: 678-839-4867 (only available during office hours)
Office Hours: MW: 11-12; T: 2-7
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 about written and visual texts. Students must demonstrate advanced competency in critical analysis and interpretation of texts.
Many of our texts dramatize experiences and situations that stimulate or stifle varying levels of maturation in young people. Some texts operate from a young person’s perspective, while others recall a time of youth or speak to young persons from an older viewpoint. Much of our focus gauges how acts of rebellion and violence shape the twin trajectory of adolescence and budding social consciousness.
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
· 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
· Be able to manage quotations from primary and secondary texts as a means for developing paragraphs, not overusing quotes and explaining them well.
· Consistent use of apt and varied diction.
· 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
COURSE MATERIALS, ASSIGNMENTS & GRADING
Required Texts & Materials
· English 1102 Reading Packet, Spring 2013, for Sections 15, 16, 28
· A Writer's Resource, 4th Edition
· 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
· Two in-class essays, one taken during the final exam period
· Unannounced quizzes, class exercises, and group work
assignments must be completed in order to pass this course.
NOTE: You must earn a letter grade of C or better in order
In-class writing, exercises, quizzes 10%
First paper 25%
Second paper 25%
Third paper 25%
Final exam 15%
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
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)
· 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 —
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
http://www.westga.edu/~vpaa/handrev/ Student Uncatalog: "Rights and Responsibilities"; Appendix J. The 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
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 (seven days) 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 MANDATORY. Peer editing comprises a crucial part of the writing process, as it allows you to receive fresh input from at least two readers in class. If you desire feedback from me, you will need to take the initiative to visit with me during my office hours. While not reading your entire essay, I will take time to look over key areas. You are also welcome to ask me about your essays in class, especially during peer edit days. Please note that I do not allow students to revise essays once you have submitted them 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
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
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.
Late Add, Late Drop, and Reinstatement Policy
Late Add, Late Drop, and Reinstatement periods are no longer available. Students who wish to add or drop courses must do so during the scheduled Add and Drop periods. There is no Reinstatement period for students whose schedules are dropped. On Friday, 1/18 at 12:00 Noon, the Drop period (with refund) ENDS. After that date, there is NO adding or reinstatement of classes and NO dropping classes with a refund. Students may withdraw from classes up until Monday, March 4.
For classes that meet twice a week, a student is allowed three absences. Upon the fourth absence, the student may receive a FIVE POINT GRADE reduction from his final grade average for EVERY class he misses. Be aware that no distinction exists between excused and unexcused absences. If you miss class, YOUR RESPONSIBILITY is to make sure that you have arranged for missed work. Do not email me asking what you have missed unless you face unusual circumstances and cannot contact a classmate. Use your contacts from class to get any missed assignments. Again, the last day to withdraw is March 4 with a W.
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 or HEAR cell/smart phones at any time in our class. I view the checking of such devices as one of the most disrespectful acts a student can do in class. Consequently, I will oust you from class the very first time and every time thereafter 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 responsible for it on the due date or the next day we have class—no excuses, no exceptions.
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, subject to change with appropriate notice from the instructor.
Introduction and Diagnostic Essay
7 Introductions. Course Guidelines. Expectations.
9 Grammar and Mechanics Review
14 Begin film viewing.
16 Finish film and class discussion.
21 MLK Day. No class.
23 In class writing. Diagnostic Essay.
Essay One: Fiction Analysis
28 Introduction to Unit One: Literary Analysis. Context, Text, and Research.
Annotating Texts. Against Plagiarism.
30 Discuss Packer’s “Doris Is Coming.”
4 Discuss Boyle’s “Beat.”
6 Discuss Sewell’s “If It Was You Instead of Me.”
13 Discuss Johnson’s “St. Luis of Palmyra.” Brainstorming and Outlining assigned.
18 Building Fiction Analysis. Grammar and Mechanics Review.
20 Rough draft due for Essay One.
25 Final draft due for Essay One. Introduction to Unit Two: Poetry Explications.
Essay Two: Poetry Explication and Comparison
27 Discuss Kunitz’s “Quinnapoxet” and “Passing Through.”
4 Assignment of Poetry Project. Discuss poems by Sharon Olds and Sylvia Plath.
6 Students continue to work on projects.
11 Oral reports on poetry.
13 Building Poetry Analysis. Grammar and Mechanics Review.
18-20 Spring Break. No classes.
25 Rough drafts are due for Essay Two. Peer Edit.
27 Final draft for Essay Two is due. Introduction to Unit Three: Research and
Persuasion. Choosing a Topic. CQ Researcher and Other Databases.
Essay Three: Research and Public Forums: Go Your Own Way
1 Gathering Research and Building a Bibliography.
3 Citation and Quotes. Documentation Exercise.
Forming argumentative theses and body paragraphs. Grammar/Mechanics review.
10 Proposals are due for Essay Three. Oral reports on Essay Three.
15 Rough draft for Essay Three is due. Peer edit.
17 Final draft for Essay Three is due.
9:30-10:50 classes..................Wednesday, Apr 24, 8:00-10:30 am
classes..................Wednesday, Apr 24, 11:00-1:30 pm
3:30-4:50 classes....................Wednesday, Apr 24, 2:00-4:30 pm