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\nEnglish Composition II (ENC1102)
\nSpring 2020, Wednesday, 1:00 p.m. \u2013 3:30, Pruitt J-319, #1102-51-008
\nRequired Texts
\n\u25cf This class uses Open Educational Resources (OER) materials. As an OER class, no printed textbooks are required. Instead, students must have access to online resources. For convenience, the IRSC library has made available a library guide where the class reading materials are collected in electronic form. If desired, students may print copies for their personal use.
\nOther Materials
\n\u25cf Computer with Internet access
\n\u25cf Paper for in-class writing
\n\u25cf Pen for in-class writing
\n\u25cf Pencil for exercises and quizzes
\n\u25cf Scantron\u00ae forms
\nCLASS POLICIES
\n\u25cf During class, cell phone use is prohibited, so phones must be off or silent. Except for Indian River State College (IRSC) emergency messages, students using a cell phone during class time, or sending and reading text messages or e-mails, will be asked to leave and will be considered absent. Disruptive behavior will not be tolerated and will result in removal from class.
\n\u25cf Class Attendance is necessary. Absences will lower your grade. Work missed because of absence or tardiness\u2014for any reason\u2014cannot be made up. Early exits will\u2014similarly\u2014lower your grade. If an emergency occurs and you are late, inform the instructor at the end of class to avoid being counted absent. Take this class only if you can commit to on-time, faithful attendance.
\n\u25cf Essays must be turned in at the scheduled class time. Slightly late papers can earn\u2014at most\u2014a letter grade of \u201cF.\u201d To earn a passing grade for the semester, students need to turn in assigned papers on scheduled due dates.
\n\u25cf Plagiarism is a form of theft. It means presenting the work of someone else as if it were your own. Plagiarism is a serious violation and is not tolerated at IRSC. Plagiarized papers earn the grade of \u201cF\u201d (zero) and may result in additional student discipline.
\n\u25cf Quizzes may be unannounced. Missed quizzes cannot be made up. A green Scantron\u00ae form will be used for some tests and quizzes. Students must purchase Scantron\u00ae forms and bring them to class. Course Description: An extension of ENC 1101, this composition course emphasizes research methods and textual interpretation. Students will read a variety of texts and demonstrate analytical and critical thinking skills via formally documented essays. ENC-1102 is an intensive writing course; students must achieve a grade of C or higher for the A.A. degree.
\nInstructor: Steven Knapp
\nOffice: Pruitt Campus, room J-320 Phone (772) 336-6277
\nOffice hours: Monday 2:00 – 4:00 p.m. (or by appointment)
\nE-mail: sknapp@irsc.edu
\nPage 2 of 6
\nPrerequisites: ENC 1101 with a grade of “C” or higher, and must place into college-level reading on placement test.
\nGeneral Education Learning Outcomes
\nCommunication
\nDemonstrate effective communication skills for a variety of audiences.
\nInterpretation and Assessment
\nDemonstrate critical thinking skills in the analysis of key values and ideas presented in areas such as philosophy, history, information literacy, literature, music, theatre, visual arts, and religious studies.
\nCourse Learning Outcomes
\nStudents who enroll and successfully complete ENC-1102 (Composition II) from Indian River State College faculty and who meet degree requirements (i.e., Gordon Rule and general education) will develop the following communication competencies:
\nStudents who successfully complete ENC 1102 will be able to . . .
\n1. Draft original, organized work, act on productive feedback, revise, and edit to develop writing process.
\n2. Adapt communication for tone, purpose, audience, and situation.
\n3. Compose clear thesis statements, organize thoughts, develop body paragraphs, and select adequate supporting evidence for basic college-level argument.
\n4. Use essential Standard American English conventions including appropriate sentence structure, grammar, and punctuation.
\n5. Follow basic form and style guidelines, including standard MLA guidelines.
\n6. Conduct research and integrate primary and secondary sources to support thesis claims.
\n7. Evaluate the quality and reliability of sources.
\n8. Recognize and avoid plagiarism.
\nResearch Paper
\nA 2000-word research paper is required. The student will generate a thesis statement for the research paper. The instructor must approve the student\u2019s thesis. The research paper will include a works cited page in MLA format. Research papers must be written on the following literary work:
\nOrthodoxy by G.K. Chesterton.
\nGuidelines for Written Assignments
\n\u2022 MLA style is required.
\n\u2022 Assignments must be typed using a standard 12-point font. No Bold, italic, or script fonts.
\n\u2022 Writing must be double-spaced, using standard one inch margins.
\n\u2022 250 words = one page.
\n\u2022 Assignments should be proofread for technical correctness.
\n\u2022 Submissions below minimal standards will not be accepted.
\n\u2022 Save a backup copy of your writing.
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\nGrading (Grading is proportional with assignments of varying values)
\nParticipation 10% Thesis Statement 2%
\nEssay assignments 30% Quizzes\/Tests 20%
\nResearch paper 20%
\nOral Presentations 8% Final Exam 10%
\nEssay Assessment Criteria
\n(A+): The A+ paper presents or implies a thesis that is developed with noticeable coherence. The writer\u2019s ideas are substantive, sophisticated, and carefully elaborated. The writer\u2019s choice of language and structure is precise, purposeful, and polished. Control of sentence structure, usage, and mechanics contributes to the writer\u2019s ability to communicate the purpose.
\n(A): The A paper presents or implies a thesis and provides convincing, specific support. The writer\u2019s ideas are usually fresh, mature, and extensively developed. The writer demonstrates a command of language and uses a variety of structures. Control of sentence structure, usage, and mechanics, despite an occasional flaw, contributes to the writer\u2019s ability to communicate the purpose.
\n(B): The B paper presents a thesis and often suggests a plan of development, which is usually carried out. The writer provides enough supporting detail to accomplish the purpose of the paper. The writer makes competent use of language and uses an appropriate variety of sentence structures. Occasional errors in sentence structure, usage, and mechanics do not interfere with the writer\u2019s ability to communicate the purpose.
\n(C): The C paper presents a thesis and often suggests a plan of development, which is usually carried out. The writer provides support that tends towards generalized statements or a listing. In general, the support in a C paper is neither sufficient nor clear enough to be convincing. Sentence structure tends to be pedestrian and often repetitious. Errors in sentence structure, usage, and mechanics sometimes interfere with the writer\u2019s ability to communicate the purpose.
\n(D): The D paper usually presents a thesis. The writer provides support that tends to be sketchy and\/or illogical. Sentence structure may be simplistic and disjointed. Errors in sentence structure, usage, and mechanics frequently interfere with the writer\u2019s ability to communicate the purpose.
\n(F): The F paper generally presents a thesis that is vaguely worded or weakly asserted. Support, if any, tends to be rambling and\/or superficial. The writer uses language that often becomes tangled, incoherent, and thus confusing. Errors in sentence structure, usage, and mechanics seriously interfere with the writer\u2019s ability to communicate the purpose.
\nGRADES
\nA = 90-100
\nB = 80-89
\nC = 70-79
\nD = 65-69
\nF = 0-64
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\nSchedule for ENC-1102 (Wednesday)
\nCourse Themes: LOVE, DEATH, and LIFE
\nLOVE
\nWednesday, January 8 \u2013 Review syllabus and course content. View Act I of Shakespeare\u2019s Othello focusing on the argument between Iago and Roderigo about one\u2019s control over love. Read The Tragedy of Othello: The Moor of Venice, Act 1. Take the quiz: \u201cQuiz on Othello and Love.\u201d
\nWednesday, January 15 \u2013 Present a four-minute presentation, to be given orally in class, on the idea of love. Who is more correct about the nature of love, Roderigo or Iago? Why? What evidence can you provide to defend your argument? Avoid the pitfall of arguing that they are both wrong; this would fail to address the question\u2014who is \u201cmore correct\u201d about love? Have read chapter one, \u201cIntroduction in Defense of Everything Else,\u201d in G.K. Chesterton\u2019s Orthodoxy. Also, read a short biography of G.K. Chesterton such as the one on the chesterton.org Web site. \u201cQuiz on Orthodoxy ch 1.\u201d
\nWednesday, January 22 \u2013 Bring definitions of fact and opinion that you can agree with and defend. Be prepared to discuss chapter one of Chesterton\u2019s Orthodoxy. Have read chapter 2, \u201cThe Maniac,\u201d in G.K. Chesterton\u2019s Orthodoxy. \u201cQuiz on Orthodoxy ch 2.\u201d
\nWednesday, January 29 \u2013 Be prepared to discuss G.K. Chesterton: his biography and Orthodoxy. Consider the value of research in academic disciplines. Have read chapter 3, \u201cThe Suicide of Thought,\u201d in G.K. Chesterton\u2019s Orthodoxy. Familiarize yourself with MLA-style documentation rules by visiting the IRSC library site and reviewing the MLA Style Guide http:\/\/irsc.libguides.com\/mla \u201cQuiz on Orthodoxy ch 3.\u201d
\nWednesday, February 5 \u2013 1000-word biographical essay due on Chesterton. Properly credit your sources using citations and a Works Cited page in MLA form. This is a small research paper. Avoid cut-and-paste research, which might suffice at the junior high school level. Make your own observations from what you learn; paraphrase and synthesize what you learn, but do not parrot back the words and ideas of others. Enclose any word-for-word borrowings in quotations. Cite sources and include them in a formal Works Cited page at the end of your paper. Also, have read T.S. Eliot\u2019s \u201cThe Love Song of J. Alfred Prufrock.\u201d T.S. Eliot is called the first modern poet. He criticized the 20th century, however. Prepare to discuss the following questions. What in the \u201cThe Love Song of J. Alfred Prufrock\u201d might suggest that Prufrock is a type of the modern person, someone cut off from others and unable to make significant contact in the modern world? Is Prufrock supposed to be typical of people in modern societies? Is the poem a veiled attack on modernity? If not, what might T.S. Eliot be saying? Quiz: \u201cThe Love Song of J. Alfred Prufrock.\u201d
\nWednesday, February 12 \u2013 Be prepared to discuss T.S. Eliot\u2019s poem \u201cThe Love Song of J. Alfred Prufrock.\u201d H read chapter 4, \u201cThe Ethics of Elfland,\u201d in G.K. Chesterton\u2019s Orthodoxy. \u201cQuiz on Orthodoxy ch 4.\u201d
\nWednesday, February 19 \u2013 Be prepared to discuss Chesterton\u2019s assertion that imagination and wonder are less dangerous than reason and calculation. Also, be prepared to discuss the reasonableness of love. Would people be better off having computers choose their mates based on genetic and other compatibility factors? Also have read chapter 5, \u201cThe Flag of the World,\u201d in G.K. Chesterton\u2019s Orthodoxy.
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\nDEATH
\nWednesday, February 26 \u2013 Have read Emily Dickinson\u2019s \u201cI felt a Funeral, in my Brain,\u201d \u201cBecause I could not stop for Death,\u201d \u201cI heard a Fly buzz\u2014when I died,\u201d \u201cApparently with no surprise,\u201d \u201cThe World is not Conclusion,\u201d and \u201cMy life closed twice before its close.\u201d Also, have read chapter 6, \u201cThe Paradoxes of Christianity,\u201d in G.K. Chesterton\u2019s Orthodoxy. Also, read Edgar Allen Poe\u2019s \u201cThe Raven.\u201d Quiz: \u201cDickinson, Poe, and Death.\u201d
\nWednesday, March 4 \u2013 Have read the biblical book of Genesis, chapter 2:4-24 and chapter 3:1-24. Be prepared to discuss why the cherubim and the flaming sword were necessary. Discuss thesis statements. Also, have read chapter 7, \u201cThe Eternal Revolution,\u201d in G.K. Chesterton\u2019s Orthodoxy. Also read Flannery O\u2019Connor\u2019s \u201cA Good Man Is Hard to Find.\u201d
\nWednesday, March 11 \u2013 Be prepared to discuss Flannery O\u2019Connor\u2019s \u201cA Good Man Is Hard to Find.\u201d Quiz on \u201cA Good Man Is Hard to Find.\u201d Read the 18th century philosophers\u2019 quarrel about morality.
\nMonday \u2013 Friday, March 16-20 \u2013 Spring Break! No Classes!
\nWednesday, March 25 \u2013 Have read chapter 8, \u201cThe Romance of Orthodoxy,\u201d in G.K. Chesterton\u2019s Orthodoxy. Quiz: \u201cQuiz on Orthodoxy ch 8.\u201d Discuss the 18th century philosophers\u2019 quarrel about earth\u2019s destruction. Research paper thesis statement due
\nWednesday, April 1 \u2013 1000-word essay due on death. Possible questions to develop your thesis follow. How does mortality change the way people live their lives? Were 18th century philosophers correct in speculating that society would break down into anarchy if people knew the earth were certain to be destroyed in a cataclysmic collision with a comet within thirty years? Discuss the writing revision process. Have read chapter 9, \u201cAuthority and the Adventurer,\u201d in G.K. Chesterton\u2019s Orthodoxy. Take the section test: \u201cDeath Section Test.\u201d
\nLIFE
\nWednesday, April 8 \u2013 2000-word research paper is due. The research paper must be about Chesterton\u2019s book Orthodoxy. You may analyze a piece or part of the author\u2019s argument. Agree or disagree with the author. You must present an argument, one that takes you into the book for your primary proof and evidence. Avoid summarizing the book. Avoid unnecessary biographical details. Avoid anonymous sources, study guides (CliffsNotes, SparkNotes, eNotes, et al), and encyclopedias. You need three to five good scholarly sources. Papers must be in MLA form and include a Works Cited page. Late papers cannot be accepted. Have read William Blake\u2019s \u201cTransformations,\u201d \u201cA Poison Tree,\u201d \u201cThe Sick Rose,\u201d \u201cThe Clod & the Pebble,\u201d \u201cThe Lamb,\u201d and \u201cThe Tyger.\u201d Also read Ecclesiastes 3:1-8. Work on final revisions to the research paper on Chesterton\u2019s Orthodoxy. Be prepared to discuss the following questions about Blake\u2019s \u201cThe Sick Rose\u201d and \u201cA Poison Tree.\u201d What images are similar? What does the use of darkness and night suggest? Are the apple and the rose similar? Do the worm and the apple evoke any connections? How are the poems\u2019 settings alike?
\nWednesday, April 15 \u2013 Prepare a five-minute oral presentation: reasonably and succinctly explain and defend your philosophy of life. Take final exam.
\nWednesday, April 22 \u2013 No class! Saturday, April 25 \u2013 Grades available on line
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\nAdditional Information
\n\uf0d8 Student Accessibility Services
\nIndian River State College provides reasonable accommodations to students with documented disabilities through the Student Accessibility Services (SAS) Office. The rights of students with disabilities which pertain to post-secondary education are provided under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. Students who wish to request an accommodation for a documented disability may contact Student Accessibility Services at 772-462-7808, 772-462-7782 or e-mail accessibilityservices@irsc.edu.
\n\uf0d8 Additional Contact Information
\nIf you are experiencing difficulty in your course, your first obligation is to work directly with your instructor to resolve the issue. If you are unable to settle your concerns with the Helpance of your instructor, you may contact the Department Chair (tpowley@irsc.edu), who will Help you or advise you about contacting the Academic Dean (sstein@irsc.edu) or Vice President (belmont@irsc.edu).
\n\uf0d8 Non-Discrimination Non-Harassment Policy
\nIndian River State College and its faculty are committed to supporting our students and seeking an environment that is free of bias, discrimination, and harassment. IRSC does not discriminate on the basis of race, color, national origin, ethnicity, sex (pregnancy), religion, age, disability, sexual orientation, marital status, veteran status or genetic information in its programs and activities. If you have encountered any form of discrimination or harassment, including sexual misconduct (e.g. sexual assault, sexual harassment, and stalking, domestic or dating violence), we encourage you to report this to the Title IX Coordinator. If you report such an incident of misconduct to a faculty member, that faculty member is required by law to notify IRSC\u2019s Title IX Coordinator. The following person has been designated to handle inquiries regarding non-discrimination, non-harassment policies: Adriene B. Jefferson Equity Officer and Title IX Coordinator 3209 Virginia Ave., Ft. Pierce, FL 34981 W Building 207 IRSC Main Campus (772) 462-7156 ajeffers@irsc.edu
\n\uf0d8 Additional Course Information
\nPlease remember that this is a college level course that encourages mature and critical thinking. Therefore, this course contains mature content that may challenge some of your preconceptions and\/or evoke negative emotional responses. This is part of the learning process, and students are expected to deal rationally with this material and respond in a respectful manner as part of this learning process. It is recommended students consult the syllabus for course topic (sample nursing essay examples by the best nursing assignment writing service)s. If students are bothered by course content, they are urged to contact the instructor via email or consider changing to another section of the course, keeping in mind that class curriculum is not open to negotiation.<\/p>\n","protected":false},"excerpt":{"rendered":"
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