Casper College Course Syllabus s2

Casper College Course Syllabus ENGL I020 -- ENGLISH II: COMPOSITION Semester/Year: Fall 2015 Lecture Hours: 3 Lab Hours: 0 Credit Hours: 3 Class Time and Days: Sect. 08 -- T & TH 9:30 – 10:45 a.m., PS 315 Sect. 11 – T & TH 11 a.m. – 12:15 p.m., PS 216 Instructor: Terry Rasmussen Office: PS 336 Phone: 268-2480 Email: [email protected] Office Hours: MWF 9-10 a.m.; TTH 8-9:30 a.m. or by appointment.

Course Description: “An extension of ENGL 1010. Further refines the student’s abilities to gather and synthesize material from independent reading. Students study language both to appreciate its precise control and to interpret the experience of others. A research paper and two oral presentations are required. Prerequisites: C or higher in ENGL 1010

Goals  to develop our appreciation of literature  to recognize writing, reading, and discussion as interrelated activities  to recognize and be able to develop a well constructed and convincing argument  to recognize how values and perspectives differ, depending upon tradition and experience Outcomes  demonstrate effective oral and written communication  solve problems using critical thinking and creativity  appreciate aesthetic and creative activities  use appropriate technology and information to conduct research Casper College may collect samples of student work demonstrating achievement of the above outcomes. Any personally identifying information will be removed from student work. Course Objectives  to demonstrate critical and creative thinking skills in reading, writing, and discussion  to make appropriate choices in material, organization, and expression in writing -- based on an assignment’s purpose and audience  to identify and clearly articulate the main ideas stated or implied in a text  to provide convincing examples and support in defense of a thesis or argument  to write unified, coherent, and error-free expository and academic papers  to demonstrate the ability to interpret literature as validated/supported by the text  to demonstrate the ability to carefully gather, summarize, synthesize, and document research materials using an accepted documentation style  to attend class prepared, to complete homework and meet deadlines, and to fully participate in all facets (reading, writing, discussion, etc.) of this learning experience For additional outcomes, please see attached “Outcomes for Writing Courses.”

Methodology: Eclectic approaches include lecture, discussion, presentations, and group activities. Your feedback is valuable as the instructor uses course evaluations in determining course methodology.

1 Course Workload: Please schedule, on average, three hours of preparatory time prior to each class. If you’re a slow reader or your writing needs a great deal of refinement, you should schedule more time for this class. If this course should present too much of a challenge, please see me so that we can discuss options to ensure your success at Casper College.

Points Possible 5 pts. -- Paper #1 – Objective Summary 10 pts. -- Paper #2 – Personal Essay 15 pts. – Paper #3 -- Critical Summary 5 pts. – Documentation Exam (pass/fail; if needed, resubmit until approved) 5 pts. – Research Proposal (pass/fail; if needed, resubmit until approved) 25 pts. -- Paper #4 -- 6-10 page MLA research paper (prerequisites for submission include approved Research Proposal and Documentation Exam) 10 pts. – Paper #4 -- In-Class Final 15 pts. -- Journal (each entry a min. of one page; vocabulary defined in separate section) 10 pts. – Two Oral Presentations (5 pts. each) ---- Attendance and Participation (too valuable to tally) 100 total points possible (see below for points lost for unexcused absences) Grading Scale -- 90-100 = A; 80-89 = B; 70-79 = C; 60-69 = D; 50-59 = F

Evaluation Criteria for Major Papers: Writing assignments are rated from excellent to unsatisfactory in each of these categories--  Material (thesis, support, unity, appropriateness to assignment, required evaluation)  Organization (paragraph and overall coherence, smooth transitions throughout)  Expression (syntax, diction, appropriate register and tone)  Mechanics (grammar, punctuation, spelling, usage, required format, documentation) These ratings are usually averaged as the basis for a letter grade; an unsatisfactory rating, however, in any single category significantly lowers the paper’s overall grade.

Attendance and Participation: Attendance and participation are vital to achieving course objectives. If you must miss class, it is your responsibility to learn of any syllabus changes and to obtain copies of any handouts before our next class. A missed class is not an acceptable reason for ill-preparedness for a future class. Final grades drop a grade level for every two unexcused absences. Absences will be excused only if arranged in advance of class.

Required Texts, Readings, and Materials: In addition to a good dictionary, a word processor, a folder for class handouts, and a standard- sized notebook to serve as your journal, you will need the following texts: Eiseley, Loren. The Night Country. Lincoln: University of Nebraska Press, 1971. Nadell, Judith and John Langan. The Longman Writer. 9th Ed. Boston: Pearson, 2015. Raimes, Ann. Pocket Keys for Writers. 5th Ed. New York: Houghton Mifflin, 2015. Class Policies:

Late Papers: Except for the in-class final, all major papers are due at the beginning of class on the dates noted on the syllabus. Papers submitted after class begins are considered a day late. For each class day that a paper is late, it drops one letter grade. Please do not under-estimate the adverse effects to a final grade due to one missed paper. To illustrate, a paper worth 10 points that fails still receives five points, whereas no paper receives zero points.

Last Date to Withdraw: November 12th

Required Format for Out-of-Class Papers  readable, typewritten or computer print (journal entries may be handwritten if legible)  double-spaced and framed by standard margins  highlighted thesis and underlined topic sentences  title page -- assignment title, your name, the date, and the course number and section  an attached evaluation (see next section)  all material stapled (no paper clips or folders, please) Failure to meet the above criteria will lower the paper’s final grade. Required Self-Evaluation for Papers #2, 3, and 4. For out-of-class assignments, attach your responses to the following questions: 1. What is your subject (typically one word) and what is your angle (the assertion or argument regarding the subject)? 2. How do you support that thesis? (Be very specific with this response.) What additional support, if any, could have been developed, and why wasn’t it? 3. Why should others care about what you have written? (Identify your purpose beyond the obvious fact that this was an assignment.) 4. Does each body paragraph contain a strong, underlined topic sentence that guides and controls paragraph development and directly relates to your thesis? 5. Discuss what you consider to be the paper’s greatest weaknesses and strengths. 6. Do you consider this paper above-average, average, or below average work? Explain.

Journal (3-ring binder): Each entry should identify the journal entry number, the date, and the context (the journal prompt, itself). Journal entries in response to readings should capture and discuss key points as well as any passages that you find particularly interesting or provocative. Each entry will be evaluated for material only --for the quality of the thought that went into its development and for how well it responds to any journal assignment. Each entry should be at least two handwritten pages in length but may be longer if your thoughts are on a roll. If your handwriting is poor, please type each entry. Note that your journal will be an extremely important reference for your final paper. Bring your journal to every class since you may be asked to share an entry or to submit select entries or the journal in its entirety at any time. No late journal submissions will be allowed.

3 Students’ Rights and Responsibilities: Students are expected to treat others in the class and their opinions with civility and respect, to avoid language or behavior that disrupts or dampens individual or classroom spirit. Please refer to the Casper College Student Conduct and Judicial Code for information regarding your rights and responsibilities as a student.

Stragglers and Cell Phones: Both are disruptive. Habitually late students or cell phone users will be warned once; any future disruptions in regard to either will lead to a faculty-initiated withdrawal. Unless okayed by the instructor, all other electronic devices should be turned off and out of sight before entering the classroom.

Chain of Command: If you have any problems with this class, first contact the instructor to attempt to solve the problem. If you are not satisfied with the solution offered by the instructor, you should then take the matter through the appropriate chain of command starting with the department head/program director, the dean, and, lastly, the vice president for academic affairs.

Academic Dishonesty (Cheating & Plagiarism): Casper College demands intellectual honesty. Proven plagiarism or any form of dishonesty associated with the academic process can result in the offender failing the course in which the offense was committed or expulsion from school. See the Casper College Student Code of Conduct. Plagiarism is defined as failure to credit the source of borrowed information and/or ideas; failure to place another’s exact words within quotation marks; copying or buying someone else’s text and presenting it as your own; distorting or misrepresenting someone’s material or thoughts through a sloppy paraphrase or an incomplete context; inaccurately presenting a source’s name or bibliographic information. If you have doubts as to what constitutes plagiarism, see me before you submit questionable material. Any evidence of plagiarism will result in failure of this class. Likewise, any use of electronic devices during in-class quizzes or exams will result in failure of this class.

Official Means of Communication: Casper College faculty and staff will employ students’ assigned Casper College email accounts as a primary method of communication. Students are responsible for checking their accounts regularly. This is, also, where students will find course evaluation links during course evaluation periods.

ADA Accommodations Policy: If you need academic accommodations because of a disability, please inform me as soon as possible. See me privately after class or during my office hours. To request academic accommodations, first consult with the college’s Disability Services Counselor whose office is located in the Gateway Building, Room 344, (307) 268-2557. This individual is responsible for reviewing documentation provided by students requesting accommodations, determining eligibility for accommodations, and helping students request and use appropriate accommodations.

Editing Symbols SP = spelling DICT = diction APOS = apostrophe PUNCT = punctuation SF = sentence fragment RO = run-on sentence //ism = parallelism MM = misplaced modifier DICT = diction CS = comma-splice SHIFT = shift in number or tense SV-AGR = subject verb agreement

Course Calendar This calendar and all assignments are subject to revision based upon an assessment of the needs, progress, and interests of the class. Unless instructed otherwise, readings and journal entries appearing beside each date should be read and completed before that day’s class. Carefully annotate all assigned readings by highlighting key passages (thesis, topic sentences) and writing notes to yourself in the margin as you define unfamiliar words, restate difficult passages, share thoughts concerning agreement or disagreement, or simply gut responses, like “wow –great image!” LW = The Longman Writer, PK = Pocket Keys for Writers, TNC = The Night Country, JE = Journal Entry REMINDER: Bring the course text(s) under study and your journal to every class.

Aug. 25 – class introductions; review of writing process; strategies of thinking (also known as patterns of development or rhetorical modes); thesis statements; active reading Aug. 27 – PK, pgs. 2-7; LW, pgs. 1-4, 34-46; “Reading, the Most Dangerous Game,” by Harold Brodkey (underline all key points, such as the thesis and topic sentences); JE#1 – evaluate Brodkey’s argument, discussing areas of agreement or disagreement; include examples when possible; in-class discussion of summary skills

Sept. 1 – LW, review description (125-127), narration (155-162), illustration (183-190), Gordon Parks’ “Flavio’s Home”(147-152); JE #2 – after responding to Parks’ essay, descriptively narrate at least three incidents that you have witnessed that illustrate apathy or insensitivity towards the suffering of others; in-class discussion of documentation Sept. 3 – LW, 48-51 (organization), Beth Johnson’s “Bombs Bursting in Air” (206-209); JE #3 – after responding to Johnson’s essay, descriptively narrate at least three specific incidents that have altered your previous view or understanding of some aspect of life; more in-class discussion of documentation (LW, 475-482)

Sept. 8 – LW, review 216-219 (division and classification), 249-251 (process analysis or how- to); JE #4 – employing both patterns of development, draft a humorous but also instructive essay on how to bomb a first date or a job interview; in-class discussion of argument Sept. 10 – LW, 282-284 (comparison-contrast), 313-321 (cause and effect analysis), Stephen King’s “Why We Crave Horror Movies” (331-332), Belinda Luscombe and Kate Stinchfield’s “The Science of Romance: Why We Flirt” (335-338), 349-350 (definition); JE #5 – draft your own analysis essay, exploring the reasons why some might “crave” another genre or why some experience road rage or test anxiety or some other craving or strong emotion

Sept. 15 – Paper #1 Due (Objective Summary of Edward Abbey’s argument against Industrial Tourism); in-class discussion of fallacies Sept. 17 -- LW, 232-236; JE#6 – discuss three subjects that trouble you and that you would like to better understand for reasons that you can at least partially identify

5 Sept. 22 – Oral Presentations Sept. 24 – Oral Presentations

Sept. 29 – Paper #2 Due (Essay); in-class discussion of shaping a thesis for a critical summary Oct. 1 – JE #7 – critical response to Abbey’s argument; in-class critical summary of “The New Greatest Generation” by Joel Stein and Josh Sanburn

Oct. 6 – Documentation Exam Due; PK, Parts Three and Four (MLA section only); in-class discussion of sample research paper (LW, 404-409) Oct. 8 – PK, Parts One and Two; in-class discussion of sample research paper (LW, 508-516)

Oct. 13 -- Paper #3 Due (Critical Summary of Jonathan’s Kozol’s “The Human Cost of an Illiterate Society”); group work on research Oct. 15 – meet in library for orientation; LW 449-470

Oct. 19-20 – Fall Break Oct. 22 – LW, 471-498; bring copies of three scholarly articles and any other promising sources

Oct. 27 – Research Proposal Due; conferences scheduled; introduce Loren Eiseley Oct. 29 – TNC, pgs. 1-44

Nov. 3 – TNC, pgs. 47-76 Nov. 5 – TNC, pgs. 79-123

Nov. 10 – TNC, pgs. 127-149 Nov. 12 – TNC, pgs. 153-191

Nov. 17 – TNC, pgs. 195-224 Nov. 19 – t.b.a.

Nov. 24 – t.b.a. Nov. 26 – No Class. Thanksgiving Day.

Dec. 1 – research presentations Dec. 3 – research presentations

Dec. 8 – Research Paper Due Dec. 10 – in-class FINAL EXAM

Dec. 14-17 – MORE CAMPUS FINALS Casper College Department of English Outcomes for Writing Courses DVST 0600 Passing students should:  Apply beginning critical thinking and reading skills  Recognize and write complete sentences  Use standard grammar and punctuation  Be able to write various types of paragraphs (e.g., narrative, descriptive, process)  Understand and meet course study skills and time-management requirements DVST 0610 Passing students should:  Consistently apply and refine the outcome skills of DVST 0600  Consistently apply and refine critical thinking and reading skills  Read at the 10th grade-college level and have a commensurate vocabulary  Demonstrate awareness of audience and purpose in both reading and writing  Be able to extract the main argument from a reading selection  Be able to find and develop ideas, inductively and deductively  Develop structured paragraphs (topic sentence, support, unity, coherence, etc.)  Write thesis-driven essays  Participate in writing as a process culminating in a product ENGL 1010 Passing students should:  Consistently apply and refine the outcome skills of DVST 0610  Demonstrate effective critical thinking and reading skills: the ability to summarize, analyze, synthesize and evaluate ideas  Know and apply effective rhetorical modes (e.g., definition, narration, description, division and classification, comparison and/or contrast, analogy, process analysis, cause and effect analysis, illustration, argumentation), culminating in the ability to write an effective argument  Know and apply revision strategies  Be able to evaluate their own writing as well as the writing of others  Demonstrate fundamental awareness of documentation skills  Write a minimum of 3500 words during the semester ENGL 1020 Passing students should:  Consistently apply and refine the outcome skills of ENGL 1010  Apply strong critical thinking skills to reading and writing  Be able to offer interpretations of written works validated by the texts, and recognize that multiple interpretations may exist  Be able to summarize in writing, both objectively and critically, a college level text  Understand and apply basic research methods to a substantial research paper  Synthesize and cite sources using accepted documentation styles  Know and apply the strategies of effective argument, avoiding fallacies  Produce college level analytical essays

7  Deliver prepared presentations in a natural, confident, and conversational manner, displaying nonverbal communication that is consistent with and supportive of the oral message.  Interact effectively with audience members, engage opposing viewpoints constructively, and demonstrate active listening skills.

PAPER #1 – Single-Paragraph Objective Summary -- 5 points

Purpose, Assignment, and Audience: The purpose of this assignment is to demonstrate your ability to write a formal, unified, clear, and carefully documented (MLA) objective summary of a selected text for an audience of college students and faculty unfamiliar with the text.

How to Begin: Carefully annotate the author’s main argument (thesis) and all key points (topic sentences). Next, on a separate sheet of paper, prepare an objective outline of the text, paraphrasing as much as possible and placing quotation marks around any material borrowed word for word. Using this outline, draft a paragraph summary of the text. Revise your summary to achieve unity and clarity, to eliminate any repetition, and to provide a solid and coherent structure, including smooth transitions.

Additional Requirements:  The first sentence of your summary paragraph should contain the author’s full name, the title of the text, and the author’s thesis.  Subsequent references to the author should be by last name only.  An objective summary should not contain any of your opinions, thoughts, or biases.  Treat the text in the historical present tense (the author states, questions, analyzes, argues, etc.) and watch out for repetitive and imprecise tags (the author says or talks about this and says or talks about that).  Refer to the documentation handout, class notes, and PK for proper handling of direct and indirect quotations. Evaluation – This assignment will be evaluated for how well it accomplishes the above expectations. Please see the syllabus regarding additional evaluation criteria for major assignments. No self-assessment is necessary for this paper. ______

PAPER #2 -- Essay – 10 pts. – 500 word min. Purpose, Assignment, and Audience – Writing to an audience of your classmates and teacher and using the raw material found in your 2nd, 3rd, 4th, or 5th journal entry, the purpose of this semi- formal assignment is demonstrate your ability to develop an interesting, well-developed, unified, and coherent essay containing an effective thesis statement and at least two patterns of development. The quality essay will be unified (every paragraph will relate to your thesis) and coherent (a smooth flow between paragraphs and ideas) and will have undergone multiple revisions so as to achieve all of the following:  an interesting and manageable thesis that achieves the above purpose  description that exploits all five senses  fresh imagery (metaphor, simile, personification)  lively concrete diction, including active verbs  numerous examples to support the thesis  important words in subject positions (including the avoidance of filtering sensory images through an unnecessary “I”); an active versus passive voice  a variety of sentence patterns  the correct use of both a semi-colon and a colon  consistent tense and point-of-view (avoiding 2nd person “you”)  a provocative title, an engaging introduction, and a satisfying conclusion In addition to achieving the above criteria, the exceptional essay will  offer some element of surprise

Please review the syllabus regarding required submission format for major papers, required attached evaluation, and my evaluation criteria.

PAPER #3 -- Critical Summary – 15 pts. – 750 word min.

Purpose, Assignment, and Audience -- The purpose of this assignment is to demonstrate your ability to write a well-developed and carefully documented (MLA) critical summary of an instructor-selected argument for an audience of readers unfamiliar with the text.

To Begin: Annotate and prepare an objective summary of the argument. Next, analyze the development of the argument until you can confidently respond in writing to the following:  How well does the author develop his argument?  What specific strengths and/or weaknesses can you identify in the argument? (see argument handout and class notes on argument)  How do you think most readers will respond to the author’s stance and why? Explain.  Is this work likely to affirm, challenge, or alter readers’ beliefs in any way?  Overall, is the work a meaningful reading for you and others (your audience)? If so, WHY? Based upon your analysis of all of the above bulleted items and any other thoughts you have about the author’s material, shape an interesting, manageable, and arguable thesis for your critical summary. Remember that your thesis must connect to every paragraph of your discussion to achieve overall unity. You may want to develop an outline before you begin to determine how to best organize your material (block by block or point by point). Additional Considerations:  Your introduction should 1) “hook” readers, and 2) introduce the author, the title of the essay, and the title of the book  Avoid informal 2nd person “you”  Use the historical present tense (Abbey states, asks, wonders, believes, etc.)  Handle all direct and indirect quotations with extreme care and include page numbers (review documentation handouts)  Include a Work Cited entry at the end of the paper 9 Don’t forget to attach the required self-evaluation, to highlight your thesis, and to underline your topic sentences.

Evaluation Criteria: In addition to meeting the above criteria, your paper will be evaluated for material, organization, expression, mechanics, and documentation. Please see the syllabus regarding additional submission requirements for major essays.

PAPER #3 – MLA RESEARCH ARGUMENT (6-10 pgs. + Works Cited) -- 25 Points Prerequisites: Approved Research Proposal and Satisfactory Documentation Exam Research Argument Assignment and Audience: Writing to an audience of college students and faculty, this formal research paper should develop a thoughtful, well-developed argument in regard to an issue or a problem. Unless otherwise approved, this research paper must employ MLA documentation style, and it must incorporate a minimum of three scholarly or academic articles. How to Begin: Brainstorm a list of problems and issues of interest, avoiding the subjects of creation, abortion, gun-control and animal cruelty. Once you have selected and narrowed your topic, think about what you hope to learn from this paper, and what you hope to impart to your readers. Once you are clear on your audience and purpose, develop your research proposal (see next section), attend the library orientation, locate promising sources, and incorporate a tentative Works Cited page in your Research Proposal. Argument Expectations:  open with an effective “hook” (see handout on introductions)  define issue or problem  provide any known background information and define any key terms  identify affected parties and convince selected audience that the topic is important  analyze any causes and effects  identify and assess the strengths and/or weaknesses of any counter arguments, based upon the criteria for a “quality argument” (see handout)  avoid logical and emotional fallacies (see handout)  identify the conflicting or shared values involved  identify who will benefit and who may be asked to make sacrifices  offer any proposals and/or recommend any desired action  close with a convincing/memorable image Overall Expectations:  an interesting, manageable, and well-developed thesis  consistent, formal 3rd person point of view throughout  overall unity (underlined topic sentences that connect directly to a highlighted thesis)  paragraph unity (all sentences within a paragraph support, develop, clarify, or restate a strong, underlined topic sentence)  coherence within and between paragraphs (smooth transitions and flow)  generous and convincing examples and support for all arguments  careful attention to accurate and precise diction and strong sentence structure (syntax)  careful attention to editing  a variety of rhetorical modes used to develop material, such as definition, narration, description, illustration, cause and effect analysis, comparison and contrast, division and classification, process analysis, analogy. Submission Requirements:  approved research proposal submitted in a timely fashion  6-10 typed, double-spaced pages  a properly formatted Works Cited page identifying at least three scholarly articles used and carefully cited in the paper  evidence of careful MLA documentation throughout text and on the Works Cited page  attached and completed documentation checklist  attached title page and evaluation (see syllabus)  attached photocopies of all cited research materials with all passages directly or indirectly quoted clearly highlighted (copy articles in their entirety and pages from books) Failure to meet any of the above submission requirements will lead to a poor grade.

Evaluation Criteria: The research argument will be evaluated for how well it meets all of the above expectations and requirements.

To Receive Feedback: Please schedule a conference with me at least two weeks prior to the submission deadline and also visit the staff in the Writing Center. Do not wait until the week or day before the paper is due to request this feedback.

Research Proposal – 5 pts. (must be approved prior to submission of research paper) Use Headings Below and Complete All Sections (max. of two typed pages)

Research Question: Thoughtfully formulate a question that will guide your research.

Rationale: Develop a paragraph that explains why you have chosen this particular topic.

Purpose and Audience: Identify who you envision as your audience and why. Given that audience, explain the purpose of your argument. (To impart information? To create a new level of understanding? To argue for a particular position in regard to an issue? To analyze causes and/or effects in regard to a problem?) Be as specific as possible in regard to your purpose and what’s at stake.

Preliminary/Tentative Thesis: What conclusion do you expect to draw after researching your subject? State this in the form of a tentative thesis. This preliminary thesis MUST answer your research question (above) but is likely to be refined as your paper evolves.

Works Cited: Confirm the availability of adequate printed sources by including a tentative Works Cited page containing all of the necessary bibliographic information in the proper MLA format for at least three scholarly articles as well as any additional sources that you plan to use. Additional sources may be added later to your research paper.

11 Discuss How Each Source will be Used: Be specific. What is found in each source that will contribute to specific features of your argument.

PAPER #4 –IN-CLASS FINAL -- 10 pts. – 700 word min.

Assignment, Purpose, and Audience: For this in-class paper, you are asked to include a discussion of Harold Brodkey’s thesis (in “Reading, the Most Dangerous Game”) as you develop an argument as to why you think Loren Eiseley’s The Night Country remains popular. Be sure to shape a thesis that you can generously support – drawing both from the text, itself, and from your own reading experiences. Write your essay for an audience of college students and faculty unfamiliar with this collection of essays. In other words, provide a clear context for all of your points. Your essay should be thoughtful, well-organized, unified, coherent, and edited. As usual, highlight your thesis and underline topic sentences. No attached evaluation is necessary.

What to Bring to Class: this assignment; dictionary and thesaurus; typed outline on a single sheet and side of paper (to be attached to submission); journal; pen. What to Avoid: lengthy, detailed plot summaries that take time away from the above purpose; 2nd person “you”; generalizations not backed up with specific support and/or examples. Evaluation Criteria: In addition to meeting the above assignment, this paper will be evaluated based on the criteria for major papers noted in the syllabus.