Eng 102 Essay Example For Students

Eng 102 Essay JEFFERSON COLLEGE COURSE SYLLABUS ENG 102 ENGLISH COMPOSITION II 3 CREDIT HOURS INSTRUCTOR: MR. STEPHEN DOSS, M. A. , M. ED. I. INSTRUCTOR INFORMATION NAME: Stephen Doss E-MAIL ADDRESS:[emailprotected] edu PROFESSIONAL BIOGRAPHY: DEGREES: BA ENGLISH, UMR, 1975; MA ENGLISH, SEMO UNIV. , 1983; MA EDUCATION, MARYVILLE UNIV. , 2002 HIGHER EDUCATION TEACHING: MARYVILLE UNIV, ST. LOUIS COMMUNITY COLLEGE SECONDARY EDUCATION TEACHING: ENGLISH (CAPE GIRARDEAU CENTRAL HIGH SCHOOL, NORTH ST. FRANCOIS CO. HIGH SCHOOL), SPECIAL EDUCATION (MARIES CO. R-I HIGH SCHOOL, NORTH ST. FRANCOIS CO. HIGH SCHOOL, JEFFERSON CITY HIGH SCHOOL, MISSOURI SCHOOLS FOR THE SEVERELY DISABLED). TEACHING PHILOSPHY: I believe in â€Å"constructivism. † This is an approach to teaching and learning that emphasizes the participation and involvement of the student in the education process. Constructivism stresses that teachers are â€Å"mentors,† not dictators, and that students are â€Å"mentees,† not slaves. Therefore, my expectations include your active participation in the activities and lessons which will guide you, and us, through the course. II. CATALOG DESCRIPTION Prerequisite: ENG 101/101H with a grade of â€Å"C† or better. English Composition II continues the study of the writing process stressed in Composition I. Students will practice reading and writing critically and analytically, writing exposition, persuasion/argumentation, and the research paper. English Composition II is required for the Associate of Arts and Associate of Arts in Teaching degrees. III. COURSE OUTLINE The emphasis of this course is on the writing process, whole essay and types of development. Although some grammar and mechanics may need to be reviewed in class, students will be encouraged to review grammar and mechanics independently and to use the handbook as a tool to correct their own writing. IV. GENERAL COURSE OBJECTIVES Upon completion of this course, the student will be able to: 1. Continue to demonstrate an understanding of the composition process: thinking, prewriting, writing, revising, editing, and proofreading. 2. Demonstrate proficiency in the process and conventions of research, 3. Demonstrate an ability to think critically and write analytically. 4. Demonstrate an awareness of language, an understanding of its precise diction, sentence variety, connotation, and abstract/concrete words. 5. Show skill as a critical reader. 6. Be able to state and support the theme of a literary work. 7. Be able to describe the work’s tone. 8. Be able to explain fictional character motivation. 9. Be able to identify essential elements that contribute to a work’s effectiveness. 10. Be able to understand and discuss syntax and style. 11. Gain independence as a writer, assuming responsibility for determining a suitable topic and choosing the proper voice, writing style, and rhetorical strategies for that paper. V. INSTRUCTIONAL APPROACH AND EMPHASIS *Class discussions *Group and collaborative work *Graphic organizers *Textbook and review of professional writings and literature *Portfolios *Journals *Practice writings *Lectures *Various and sundry activities designed to facilitate the reading and writing process. VI. COMMUNICATION AND ACCESSIBILITY You may contact me at any time via the college’s e-mail system. My e-mail address is: [emailprotected] edu. Please use the regular STARS e-mail system. Please do not use the Blackboard portal e-mail. I try to arrive on campus at least 30 minutes before class starts, so if you need to communicate I am available then. VII. TEXTBOOKS AND REQUIRED MATERIALS Troyka, Lynn Quitman and Douglas Hesse. Simon and Shuster Handbook for Writers, 7th ed. , Publisher, Prentice Hall. Kirszner Mandell. Literature: Reading, Reacting, Writing. , 7th ed. , Publisher Wadsworth Cengage Learning. American Heritage pocket dictionary Roget’s Thesaurus Journal notebook Portfolio notebook Access to computer/word processor VIII. GRADING A 90-100 B 80 – 89 C 70 – 79 D 60 – 69 F 0 – 59 IX. WEIGHTING OF ASSIGNMENTS Journals50 pts. Portfolios 50 pts. Essays 1 – 3 100 pts. Each (prewriting – 20 pts. ; first draft – 30 pts. ; final draft – 50 pts. ) Essay 4200 pts. (prewriting – 40 pts. ; first draft – 60 pts. ; final draft – 100 pts. ) In-Class Activities and Exercises – 10 or 20 pts. Each Quizzes – 20 pts. Each Various other activities to facilitate reading and writing – as needed X. ESSAY FORMATTING REQUIREMENTS You will be asked to write four essays. Essays 1 – 3 should be a MINIMUM of 1500 words or about 6 pages each (a typed, double-spaced, 12-point font page is about 250 words). .udeb7035637b18695d94cd7bdf8b7b9ce , .udeb7035637b18695d94cd7bdf8b7b9ce .postImageUrl , .udeb7035637b18695d94cd7bdf8b7b9ce .centered-text-area { min-height: 80px; position: relative; } .udeb7035637b18695d94cd7bdf8b7b9ce , .udeb7035637b18695d94cd7bdf8b7b9ce:hover , .udeb7035637b18695d94cd7bdf8b7b9ce:visited , .udeb7035637b18695d94cd7bdf8b7b9ce:active { border:0!important; } .udeb7035637b18695d94cd7bdf8b7b9ce .clearfix:after { content: ""; display: table; clear: both; } .udeb7035637b18695d94cd7bdf8b7b9ce { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .udeb7035637b18695d94cd7bdf8b7b9ce:active , .udeb7035637b18695d94cd7bdf8b7b9ce:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udeb7035637b18695d94cd7bdf8b7b9ce .centered-text-area { width: 100%; position: relative ; } .udeb7035637b18695d94cd7bdf8b7b9ce .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udeb7035637b18695d94cd7bdf8b7b9ce .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udeb7035637b18695d94cd7bdf8b7b9ce .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .udeb7035637b18695d94cd7bdf8b7b9ce:hover .ctaButton { background-color: #34495E!important; } .udeb7035637b18695d94cd7bdf8b7b9ce .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udeb7035637b18695d94cd7bdf8b7b9ce .udeb7035637b18695d94cd7bdf8b7b9ce-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udeb7035637b18695d94cd7bdf8b7b9ce:after { content: ""; display: block; clear: both; } READ: Ford EssayEssay 4 should be a MINIMUM of 2000 words or about 8 pages in length (not counting title page and Works Cited page). All essays must be double-spaced with 1-inch margins both left and right. All paragraphs must be indented. Typing must be in 12-point Times New Roman font. All essays need to have a properly formatted title page. All essays must conform to MLA citation standards for both in-text references and the Works Cited page. XI. LATE ASSIGNMENTS I recognize that â€Å"life happens. † If for some reason you are unable to meet the deadline for submitting an assignment, please contact me. In general, late assignments will be accepted up to one week with a 10% markdown. XII. PLAGIARISM AND OTHER MISDEEDS As a term, â€Å"plagiarism† comes from the Latin root form plagiaries, which meant to steal someone else’s slave. Plagiarism is a form of stealing. The dictionary defines plagiarism as taking someone else’s words and using them as your own without giving due credit. If you have a question about the use of another author’s words OR ideas (plagiarism also covers the copying of ideas even if the words are changed), please ask somebody – the librarian, another instructor, or me. The penalty for submitting a plagiarized essay is severe – a â€Å"0† grade for the assignment in question and a referral to the Dean of the Department of Arts and Sciences. As for other misdeeds – please refer to the general student catalog. You are an adult college students – act like it!! XIII. ATTENDANCE Needless to say, you can succeed as a student by attending class regularly. Some of you may have financial motives to attend regularly. Again, I recognize the â€Å"life happens† and that things can crop up from time to time unavoidably. I would ask that you contact me if you know in advance that you will be absent for a class so that I can keep you up-to-date. According to school policy, an instructor may bar a student from attending class if he or she misses 15% of the class time. This course meets for 31 sessions, so 31 x . 15 = 5. XIV. ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES Students needing academic accommodations and/or modifications can contact Sundaye Harrison in the DSS office (636-942-3000, ext. 169). XV. STUDENT SUPPORT SERVICES Jefferson College offers numerous services to support students, both academically and non-academically. These include the Writing and Math Lab, Learning/Assessment Center, Advising and Retention Center, Project SUCCESS, Tutoring Services, Counseling, and Technology Help Line (636-797-3000, ext. 234). XVI. GENERAL SUGGESTIONS Try not to get behind. I always found that once I got behind in something the workload just seemed to snowball. Having said that, I fully realize that things can happen during the course of a semester. Don’t let things overwhelm you. Contact me or keep in touch. I have no qualms about helping someone who is behind work out a plan to get caught up. Follow the plan, follow the writing process. Have fun! Be creative! Use your imagination and your intuition! Rationality, scholarship, logic – they all mean a lot. But your own experiences, ideas, and points of view mean a lot also. Try to develop a â€Å"voice† in writing – try to define who you are as a writer. This course is a preparation for writing in all fields and all coursework throughout your academic career, and far beyond. CALENDAR WEEK 1 – Aug. 16 18 – Introductions, review of Syllabus, review of assignments, review of reading list, review of textbooks, assignments for week 2, in-class writing WEEK 2 – Aug. 3 25 – Begin short stories unit, discuss short stories 1 – 3 and 4 6, in-class writing, graphic organizers, supplemental readings, assignments for week 3 WEEK 3 – Aug. 30 – Sept. 1 – Discuss short stories 7- 9 and 10 – 12, in-class writing topics, graphic organizers, brief review of writing techniques from textbook, assignments for week 4 WEEK 4 – Sept. 6 8 – Discuss short stories 13 – 15, discuss assignment of Essay 1, prewriting for Essay 1 in-class and due for submission, assignments for week 5 WEEK 5 – Sept. 3 15 – Begin poetry unit, discuss poems 1 – 4 and 5 – 8, first draft of Essay 1 due, in-class writings, assignments for week 6 WEEK 6 – Sept. 20 22 – Discuss poems 9 – 12 and 13 – 16, final draft of Essay 1 due, supplemental readings, discuss MLA citations (in-text and Works Cited page) from textbook, assignments for week 7. WEEK 7 – Sept. 27 29 – Discuss poems 17 – 20 and 21 – 24, prewriting for Essay 2 due, continue discussion of MLA citation methods, practice activities, assignments for week 8 WEEK 8 – Oct. 6 – Quiz over MLA citation methods both in-text and Works Cited page, discuss poems 25 – 28 and 29 – 33, first draft of Essay 2 due, in-class writing acti vities, graphic organizers, journals due to be submitted for grading, assignments for week 9 WEEK 9 – Oct. 11 13 – Wrap up and review poetry unit, final draft of Essay 2 due, portfolios due for submission for grading, assignments for week 10 WEEK 10 – Oct. 18 – 20 – Discuss of Drama unit, review of critical literature regarding Drama and readings, prewriting for Essay 3 due, discussion of possible topics for Essay 3, assignments for week 11 WEEK 11- Oct. 5 – 27 – Discuss Act I of Hamlet, first draft of Essay 3 due, discussion of assignment of Essay 4, in-class writing activities for Essay 3, graphic organizers, assignments for week 12 WEEK 12 – Nov. 1 3 – Discuss Act II of Hamlet, Essay 3 due, discussion of general principles of literary criticism leading to Essay 4, library research, assignments for week 13 WEEK 13 – Nov. 8 10 – Discuss Act III of Hamlet, prewriting for Essay 4 due, in-class brainstormi ng and small group work, assignments for week 14 WEEK 14 – Nov. 5 17 – Discuss Act IV of Hamlet, first draft of Essay 4 due, small group work continuing preparation for Essay 4, library research if time permits, journals due for submission for grading, assignments for week 15 WEEK 15 – Nov. 22 24 – Discuss Act V of Hamlet, continue discussion of literary criticism, small group work and in-class advising, revising, and editing, portfolios due for submission for grading. WEEK 16 – Nov. 29 – Dec. 1 – Final class, final Draft Essay 4 due, wrap up any loose ends