Western Wyoming Community College

ENGL 1020: English Composition II

Spring 2012

Instructor: Melanie Robinson

Contact Info: Room 205

885-7847, Ext. 7296
mrobinson@lcsd2.org

Credits: 3 Semester Credit Hours

Course Description:

A continuation of English Composition I, ANALYTICAL  

READING  
this course emphasizes writing, research,
and analytical reading.

RESEARCH  

WRITING    
(pre-­‐wri.ng,  
dra5ing,  revising,  
and  edi.ng)  

Prerequisites: Students must have successfully completed English 1010, English

Composition I, with a C or above. A solid background in writing, especially in the
expository structure is necessary. If there any questions about writing experience,
please contact the instructor. Word-processing or keyboarding skills are beneficial.

Transferability: This course transfers to most universities and colleges as a second-

semester writing course; however, a grade of “C” or better is necessary for transfer and for
fulfillment of WWCC graduation requirements. Keep this syllabus in the event that there are
any questions.

Course Overview: This course focuses on the writing of research papers using outside
sources documented in MLA and APA. This course also focuses on analytical reading of the
various literary genres, such as novels, poems, and essays. Discussions and analyses of
model essays will present various rhetorical styles and writing strategies for the student to
use in his/her own essays. Emphasis will be placed also on the process of writing.
Conventions, such as usage, agreement, parallel structures, and editing, and revision skills
will also be reviewed. By the end of this course, each student should be able to write a
paper that demonstrates the principles of unity, support, and coherence and consideration of
audience.
Textbooks: 1. Lester, James D. Writing Research Papers: A
Complete Guide. 10th ed. New York: Harper/
Collins, 2001.
2. St. Martin’s Guide to Writing, 8th ed. Axelrod and
Cooper
3. Silas Marner by George Elliott
4. Sir Gawain and the Green Knight translated by
Marie Boroff
5. Free Falling and Other Student Essays

Supplies: 1. a three-ring binder for class notes and handouts

2. a light colored highlighter
3. an ample supply of lined, binder paper
4. a portable electronic storage device, such as a thumb drive
or flash drive

Criteria:

In this course, we will be concentrating on the ability to “Communicate Competently.” In

order to meet this goal, each student will be asked to do the following:

1. Carefully read all the assigned text(s) for each assignment.

2. Participate in class discussions of the literature/text using higher-

level thinking skills.

3. Submit final essays, which demonstrates a clear understanding of

mechanics, organization, unity, and appropriateness to audience.

4. Write research papers, which may include a title page, an outline, an appendix,
and works cited; MLA and APA citations styles will be used.

5. Take two exams, a mid-term and a final, as well as other quizzes.

 on writing techniques, conventions, and documentation styles.

6. Submit final essays which demonstrate a clear understanding of

the Seven-Traits of Writing: Ideas and Content, Organization,

Word Choice, Voice, Sentence Fluency, Conventions, and

Documentation of sources.

7. Write the three papers for the class using the writing process: pre-writing,
outlining, first draft, self-editing with list of requirements/grading rubric for

that assignment, second draft, peer-editing with list of requirements, final

draft. The three papers for the class will be literary interpretation, persuasive,

proposing a solution.

Only essay topics that have bee approved by the teacher will be graded.

8. Study and practice effective skills for essay examinations: topic

sentences, outlining, transitions, quote integration, adding supporting

details.

9. Study and practice grammar skills: pronoun case and agreement, usage,

punctuation, subordination, coordination, subject/verb agreement,

parallelism.

Attendance and Assignment Due Dates:

I have the option of failing a student due to excessive absences (more than eight non-school-related
absences per semester).

Please let me know beforehand of a school-related absence. Be sure to turn in an assignment or

essay before leaving on a school-related absence in order to receive full credit. If you are absent,
you are still responsible for turning in assignments on due time. It is your responsibility to find out
what material was covered and what assignments were given. Homework assignments are due at
the beginning of the class period.

If you cannot attend class, send an assignment with someone or turn it in early. Assignments that
are late, even turned in on the due date (during or after class) anytime after I call for them will not be
accepted. Two late assignments can be turned in within one week of the due date of the assignment.
In-class quizzes or tests cannot be made up unless you have made prior arrangements with Mrs.
Robinson. First, second, or final drafts of papers may not be handed in late, as these assignments
are necessary for peer-editing, teacher writing conferences, and self-editing exercises done in class.

Conduct and Ethics:

All students should be considerate of the rights of others to hear, take notes, express ideas, and
participate in class.

--Please treat everyone with respect.

--Please practice effective listening skills and avoid talking

over others during class activities.

--Please respect fellow students and the instructor. Be

careful not to make any discriminatory remarks.

Profanity or crude language is prohibited.

--Rude or disruptive behavior is inappropriate. WWCCʼs

policy is that “The college can suspend or dismiss a

student for disciplinary reasons if the college

considers the studentʼs actions detrimental to its

educational purposes.”

Class policy: Place cell phones on vibrate during class and place in book bags, backpacks, or in
pockets. The class will decide on a consequence for a cell phone ringing during class or
inappropriate use of cell phones during class.

Methods of Instruction: Class discussions, group work, peer editing, collaborative work, textbook
reading, weekly assignments, quizzes, and online submission of essays.

Course Grading: (Grades are rounded to the closest percentage.)

Writing Assignments = 50% Unit Exams = 25% Daily Work = 25%

Final Grade Calculations:

90-100% = A 80-89% = B

70-79% = C 60-69% = F

Grades will be rounded up, i.e. 89.9% is rounded to 90%.

Incomplete Policy: The grade of “I” (Incomplete) may be given after the mid-point of the
course when unexpected circumstances, such as illness or military service, make it
impossible for a student who is passing the course with a “C” or better at the mid-point of the
course to complete the remaining work by the end of the semester. The purpose of an
incomplete, therefore, is not to repeat the entire course but to complete no more than 50% of
the work. It is the student’s responsibility to initiate this process, but an Incomplete is
assigned solely at the instructor’s discretion. Check the College Catalog for the entire policy.

MAJOR UNITS OF STUDY OR SCHEDULE: Five (5) units will be completed within the
semester. Students read textbook chapters, research and write documented essays, and
complete assignments. Approximately six-eight hours a week will be needed for class
assignments with adjustments for more or less time according to individual students’
circumstances. Sometimes more time may be needed, sometimes less.

Units of study: During class, we will discuss the essays in the textbook and the writing and
research process used to write Modern Language Association (MLA) documented essays.

• Students will write and research three documented essays: explanation, persuasive, and
cause.
• Students will write a final, self-reflective essay.
• Students will give three short oral presentations (3-5 minutes) and one long oral
presentation (5-7 minutes) on research findings.
• Strategies for writing essays—Part 3 (chapters 13-19)
o Modern Language Association (MLA) and American Psychological Association
(APA) documentation—Part 4 (chapter 20-22)
Unit 1: Introduction (Writing process)—Chap. 1

Unit 2: Explaining a Concept—Chap. 4—documented explanation essay

Unit 3: Explaining Opposing Positions —Chap. 5—documented persuasive essay

Unit 4: Speculating about Causes—Chap. 9—documented cause essay

Unit 5: Writing Portfolios—Chap. 24--final, self-reflective essay

Types of assignments

Writing and reading steps: Essay writing process steps:

Writing questionnaire Essay proposal with scratch outline

Small group discussions Brainstorming

Short oral presentations of final essays Working outline and final outline
 Library research time and handout Initial annotated bibliography

Tests: MLA and textbook chapters Note cards

APA chapter from Lester book Sources summary worksheet

Textbook chapter note pages Essay drafts (1) and (2)

Critiques of readings in chapters Peer editing essay drafts

Group critiques of textbook essays Final essay with works cited page

Chapter summaries Self-evaluation of essay

Submitting Assignments:

• Submit homework assignments in class.

• Use Word or save your file in Rich Text Format (RTF).
• Drafts of essays should be submitted to Smarthinking from the Mustang Cruiser page for online
editing.
• Final essays with works cited page should be submitted to www.turnitin.com.
• Send the teacher an attachment with a copy of the final essay with works cited page to
mrobinson@lcsd2.org
• Save an electronic copy of your essay to your external drive (flash or thumb).

Plagiarism:

WWCC has a Plagiarism Policy 5420D. “The college assumes that students understand the meaning
of plagiarism. An instructor, therefore, may immediately dismiss any student found cheating or
plagiarizing and give the student an ʻfʼ as a final grade for that course.” Make sure that all of your
essays and assignments are products of your own ideas and writing. Learn to take careful notes, so
you can acknowledge your sources. We will discuss plagiarism at length this semester. Briefly,
plagiarism includes the following:

--Using other peopleʼs ideas or words without properly documenting that sources.

--Turning in someone elseʼs paper as your own.

--Having someone else write or edit your draft to the point that the paper is no longer really your
writing. Do not ask other English teachers to edit your papers. This is considered an unfair
advantage to a student and can be considered cheating.

--We will discuss plagiarism at length this semester.

Students With Special Needs: It is the responsibility of the student who qualifies for specific
accommodations under the Americans with Disabilities Act (ADA) and who wishes to seek services to
contact the counseling office at Star Valley High School and communicate those accommodations to
the teacher.

Changes to the Syllabus: The above schedule and information and procedures in this
syllabus/course offering are subject to change in the event of extenuating circumstances. Students
will be notified of any changes.

WWCC Goals for Student Success:

Five major goals - WWCC has identified the following as goals for student success -

• Communicate Competently

• Retrieve Information

• See Issues from Multiple Perspectives

• Solve Problems

• Develop Life Skills

Learning Goals for ENGL 1020 and College-Wide Goals for Student Success: In
addition to this course’s goals, Western Wyoming Community College has identified five
major goals for student success in order to help students meet the challenges of the future.
Some of the course goals below strengthen these college – wide learning goals.

Which
What students will WWCC goals What skills will be How the skills will
learn in this class will be measured (Course be measured
(Course Goals): addressed: Competencies): (Assessment):
§ Express ideas Communicate § Write well-organized § Essays are
clearly and competently essays with concrete evaluated by
logically in evidence to support a peers,
writing thesis Smarthinking
§ Use the writing § Participate in writing tutors, Turnitin,
process steps of circles and/or reader- and instructor
prewriting, response workshops § Prewriting
drafting, § Participate in whole-class exercises,
revising, and instruction exercises and drafts, and
editing discussions reader-
response
worksheets are
 Which
What students will WWCC goals What skills will be How the skills will
learn in this class will be measured (Course be measured
(Course Goals): addressed: Competencies): (Assessment):
reviewed in final
essay packets

§ Gain an Solve § Compare and contrast § Self-reflection:

analytical eye in Problems essays of the same genre Essays require
evaluating the § Apply writing concepts to analysis and
strengths and drafts of essays evaluation
weaknesses of leading to
your own writing revision during
and the writing the writing
of classmates process.
Essay final
packets include
a self-reflection
on the writing
process for
each individual
essay.
§ Use appropriate Retrieve § Participate in library tour § Quizzes over
information- Information and/or research documentation
gathering demonstration and citation
systems (e.g.— § Research essay topics § Essays are
the resources of using a variety of sources evaluated for
an academic § Practice appropriate correct
library) integration of gathered documentation
§ Integrate ideas ideas and information into and citation by
and information 3 essays using MLA style peers,
gathered into Smarthinking
essays tutors, Turnitin,
§ Exhibit proper and instructor
citation and
documentation
skills
§ Consider See Issues § Participate in whole-class § Essays
cultural, from Multiple and small group § Journal
historical, and/or Perspectives discussions responses
biographical § Keep a journal, § Literary event
information of responding to readings response
works and discussions
§ Consider § Attend 1 literary event
differing points
of view in the
interpretation of
literature
 Which
What students will WWCC goals What skills will be How the skills will
learn in this class will be measured (Course be measured
(Course Goals): addressed: Competencies): (Assessment):
§ Read with Develop Life § Read assigned textbook § Essays
comprehension Skills selections, research, and § Quizzes
§ Think critically peers’ essays covering
and reflectively § Write essays, journal chapters in texts
entries, reader-responses § Reader-
response
worksheets

Methods of Instruction: Describe your methods of instruction. Whole-class instruction and

discussion, collaborative work, independent reading, research, and writing, and feedback
from instructor, peers, and e-tutors.

Requirements, as assigned: Define any requirements you have. This is a writing course
that focuses on refining analytical reading and research skills.
• The course should include three pieces of research-based writing that follow the MLA
format.
• One of the writing pieces should be a longer essay of 6-10 pages with 6-10 sources.
• Students should have experience building a working bibliography and/or annotated
bibliography.
• Essays should contain student analysis and research of primary sources selected by
instructor (see suggested texts).
• Instructor should conduct preliminary research to be sure that information is available
on the chosen topic. Please see the included document titled “3 Steps to Using the
Hay Library off Campus”.

Attendance: If you have an attendance policy, include it here. Regular attendance is

required in order to create a writing community. It is essential that you be in class, on time,
each day prepared to participate in discussions and activities. Because so much of the work
of the class happens in class, it is impossible for students who are habitually absent to
demonstrate that they have met the course objectives. If you are not able to attend class
regularly, please officially drop the course to avoid a grade of “F” on your record.

Essay Objectives: Students will write analytical essays with…

§ a clear thesis statement (the “dominant idea” that the
writer wants to impress upon the reader)
§ evidence that develops and supports the thesis
§ logical organization of paragraphs, including
introduction and conclusion
§ primary and secondary material incorporated in the
essay using MLA documentation style
§ the accepted conventions of spelling, grammar, and
punctuation for Standard English
Tutoring: WWCC has a FREE online tutoring system for WWCC students that can provide
help with your essays. Smarthinking.com is easy to use, just click on the “Smarthinking” tab
in your Mustang Cruiser account. If it tells you to enable cookies, just click on “tools”, choose
“Internet options,” choose the privacy tab, choose “advanced,” and choose to allow cookies.
Submit an electronic copy of your essay and receive feedback from tutors outlining ways that
you can improve your essay. Take advantage of this service; it is a useful tool for students
at Western. Decide if you will require them to use this service. Feedback from Smarthinking
e-tutors can be printed out and included in the scoring of the essay.

Manuscript Form: All final drafts of essays must be word-processed, double-spaced. Use
Times New Roman 12-point font. Follow MLA guidelines for in-text citations, Works Cited
page, and lay-out.

Essay Evaluation: Define how you grade and evaluate essays. To see samples of other
ENGL 1020 instructors’ scoring guidelines, contact contact Jennifer Sorensen
(jsorense@wwcc.wy.edu, 307-382-1739) or Kevin Holdsworth (kholdswo@wwcc.wy.edu,
307-382-1724).

In determining your final grade for the course, the following grading scale will be used:
90-100% of total points earned = A
80-89% of total points earned = B
70-79% of total points earned = C
60-69% of total points earned = D
59% of total point earned and below = F

Academic Honesty: All work you turn in must be your own. This course adheres to
WWCC’s Plagiarism Policy #5420D, which says, “[A]ny student found cheating or
plagiarizing [will earn] an F as a final grade in that course.” We will review and discuss this
topic so that each student will have a good understanding of what plagiarism is and how to
avoid it. Briefly, plagiarism includes the following:
§ Using other people’s words or ideas without properly crediting the source
§ Turning in someone else’s work as your own
§ Having someone else write or edit your draft to the point that you have lost
ownership of the writing
Avoiding Plagiarism: Consider using Turnitin.com, a plagiarism prevention and education
website paid for by WWCC for use by WWCC students and instructors. Students submit
papers electronically to Turnitin.com, and the Turnitin program searches the Internet and its
own submission database for matches to sentences or paragraphs in the submitted essay.
We encourage the use of Turnitin.com as a teaching tool for students.

Appropriate Student Behavior: One of WWCC’s goals is to See Issues from Multiple
Perspectives. Therefore, part of this class will involve hearing and reading perspectives
different from your own. Everyone in class has a right to learn and express his/her views in
a comfortable environment, so please be considerate of others’ rights to hear, take notes or
quizzes, express ideas and participate in the class. College policy 5420A states that “the
College can immediately suspend or dismiss a student for disciplinary reasons if the college
considers the student’s actions detrimental to its educational purposes.”
Students with Special Needs: It is the responsibility of the student who qualifies for
specific accommodations under the Americans with Disabilities Act (ADA) who wishes to
seek services, to contact Disability Support Services (DSS) each semester to apply for
accommodations. The DSS Specialist can be reached at (307) 382-1806, or via e-mail at
kflaim@wwcc.wy.edu. The DSS office, room 2015, is located within the Student
Development Center. The DSS office will provide information regarding appropriate
accommodations to the instructor of this course.

To see an actual ENGL 1020 syllabus or for additional assistance with your ENGL 1020
course, contact Jennifer Sorensen (jsorense@wwcc.wy.edu, 307-382-1739) or Kevin
Holdsworth (kholdswo@wwcc.wy.edu, 307-382-1724).