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

E-mail: dmcmahan@westga.edu


Course 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 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.


Specific Learning Outcomes
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

Liminal Competency Requirements
Essay Level

·          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.

Paragraph Level

·          Continuation of the paragraph development skills required in ENGL 1101.

·          Be able to manage quotations from primary and secondary texts as a means for developing paragraphs, not overusing quotes and explaining them well.

Sentence Level

·          Continuation of ENGL 1101, consistent evidence of sentence variety and control of syntax to achieve clarity.

·          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 ENGL 1101.




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



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                 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 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 10:00am7:00pm

Thursday 10:00am3:00pm

Friday 10:00am12:00pm




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:

The Faculty Handbook, 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


Excessive Collaboration
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.


Late Work

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.  


Revision Policy

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

  • 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.


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.



February 25                 Essay #1

March 27                     Essay #2

April 17                       Essay #3


MLK Day January 23; Spring Break March 18-22




Attendance Requirements
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.


Communication Policy

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. 


Disruptive Behavior
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.


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.


Special Needs

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.


Exam Schedule

9:30-10:50 classes..................Wednesday, Apr 24, 8:00-10:30 am

12:30-1:50 classes..................Wednesday, Apr 24, 11:00-1:30 pm
3:30-4:50 classes....................Wednesday, Apr 24, 2:00-4:30 pm