Dr. Brena Walker

Faculty Office Building #3, phone 864/231-2157 (office)

864/225-3240 (home)

E-mail: bwalker@ac.edu

English 102 - K

Anderson College/T. L. Hanna - Spring 2002

I. Course Information:

English 102 --Freshman Composition (3 semester hours credit)

Time and Location: 8:10-9:40 a.m., at T. L. Hanna, MW

Catalog Description: English 102 is a course designed to develop the ability to think and write

critically across the curriculum. It is a basic course in the Anderson College Program.

II. Instructor Information: Dr. Brena Walker, professor of English, Faculty Office Building # 3

Office hours by appointment: see office door for hours.

Course Number: English 102

Course Title: Freshman Composition II

Prerequisite: Completion of English 101 or the equivalent. The course is part of the core curriculum of the college and is required of all students.

Required Texts: Responding to Literature, 3^rd edition (1999), by Judith Stanford (called RTL in this syllabus) and Simon and Schuster’s Handbook for Writers, 6th edition (2001), by Lynn Troyka (called Handbook in this syllabus.)

Parallel Required Readings: Cry, the Beloved Country, by Alan Paton;

and Their Eyes Were Watching God, by Zora Neale Hurston.

III. Course Goals and Objectives: Students will

1. improve writing skills and target and develop critical thinking skills,

2. be aware that they are builders of knowledge, of values, and of community,

3. learn strategies for successful writing across the curriculum (and beyond),

4. develop research skills often used in academic settings other than the composition classroom,

5. explore further the idea that writing is a process,

6. create strategies for reading, analyzing, and speaking and writing about literature,

7. discover that a variety of genres of writing have related themes, and

8. develop an effective writing style.

Course Purpose and Outcomes: Students will

1. analyze and evaluate materials from a variety of sources and synthesize information in order to write essays and research papers,

2. develop essays that demonstrate critical thinking (i.e.: using problem solving techniques, comparison and contrast, evaluation, argumentation, and causal analysis); that use effective language and organization without serious errors, and that use adequate and accurate documentation (when required);

3. write different types of essays on a variety of topics,

4. analyze, respond to, and interpret informative and persuasive writing as well as literary selections ,by writers from diverse cultures

5. develop principles to evaluate literary selections in order to differentiate good literature from mediocre or bad literature,

6. identify particular characteristics of genres of non-fiction as well as literature, including short stories, several types of poems, several types of dramas, and novels,

7. demonstrate the ability to speak and write standard American English, and

8. demonstrate the ability to use a computer and other research materials.

IV. Methods of Assessing Achievement of Learning Objectives:

Methods of Assessment: Journals, quizzes, tests, exams, and compositions will be used to determine the semester grades.

Grades will count as follows: 60% Research papers, essays, and notebooks;

10% oral presentation, 10% quizzes; and 20% final essay.

V Student Feedback and Grading Policies and Procedures:

A=90-100; B=80-89; C=70-79; D=60-69; F=59 and below

The instructor will be available for conferences to discuss grades and other class-related matters. Official grades are recorded at mid-term and at the end of the semester.

VI. Content Outline:

Students will focus on such key skills as summary, critique, analysis, and synthesis and will write a minimum of four essays (1000-1250 words) in response to source material representing issues commonly studied throughout the curriculum. Assignments will be made in the textbook and in the parallel novels. Additional documentation will be required (library search, and reliable internet sources, etc.) MLA documentation is required. In addition, video clips, overhead transparencies, and/or power point presentations will be used to illustrate an oral report.

VII. Methods of Instruction will include lecture, class discussion, reading, individual and group work, oral presentations, keeping a response notebook, and use of a computer to produce compositions. Students will be instructed to write four or five compositions, some using MLA documentation techniques, giving evidence of research using primary as well as secondary sources in the library, in the textbook, and on the internet.

Students will read assigned sections in the Handbook as well as a number of essays in RTL, two novels, source material in the library and on the internet, and will use these readings as a basis for writing four essays, using the most effective writing style, purpose and organization. In addition, students will work in small editing and revising groups and will share at least one of their essays as an oral presentation.

Students will keep a reading and writing notebook of their responses to selections in the textbook and responses to parallel reading.

VIII. Course Schedule:

Jan. 11 - Introduction to the course, texts, class and instructor. In class, we will read in RTL pp. 1-11 and write responses in our notebooks.

Jan. 14 - Read pp. 13-31 in RTL and learn terms on page 30. Then imagine Byelinkov and Varinka about 2 weeks later and write a dialog on what you think their relationship will be like (see #5, page 23.)

Jan. 16 - Read pp. 33-54 and learn literary terms. Using terms (especially irony, tone, conflict, and setting) respond to "A Good Man is Hard to Find" (pp. 354-366) in your notebook. Bring to class.

Jan 21 - Read pp. 55-81 in RTL. Learn terms. Prepare for a quiz. In class we will compare types of literary criticism and respond to Robert Frost’s poem, "Mending Wall," p. 1190, using a variety of critical strategies.

Jan. 23 - Read pp. 83-96 in RTL. Choose a topic from p. 87 and write at least a two-page response. Bring it to class. (typed)

Jan. 28 - In class we will begin planning a short research piece on a career you might like to pursue. Have a firm idea of what a research paper looks like (review chapters 33 and 34 in Handbook and pp. 136-151 in RTL) and discover several kinds of sources you might use. (Make a good list and begin taking notes from sources.) Also, schedule and conduct an interview with someone currently working in the field you are interested in. Be sure to include a question about the "ethical standards" of the career and ask for information about which periodicals/journals professionals in the field read. Bring results of the research and interview to class.

Jan. 30 - By today you should have notes and articles from a number of sources, including periodicals in your career field, print sources, and credible internet sources; an outline; answers to interview questions, and other material. Make sure you include ideas on how "social responsibility" and "ethics" relate to your field. We will do Work Cited pages in class.

Feb. 4 - Bring your completed (typed) draft of your documented essay # 1 to class to edit and revise in peer groups. Several will present research in an oral report. Turn in all of your research materials, copies of sources you used, copies of interview questions and answers, and any other materials you used. Put everything in a 9 X 12 brown envelope.

[Extra credit – Author George Singleton will speak on campus, time and place TBA]

Feb. 6 - Feb. 11 - Feb. 13 - Feb. 18 - Feb. 20 - Feb. 25 - Read chapter 5 in RTL -- focus on selections beginning on these pages: 155, 176, 184, 200, 201, 203, 205, 209, 329 and 332. Take good notes in your response notebooks. We will discuss all of the selections in class and in small groups.

At the end of the study, you will plan and complete an essay based on topics from "Connections" on pp. 342-343. Final Essay # 2 is due Feb. 25.

During these two weeks, we will also read chapter 5 in Handbook. While you are reading, learn the terms associated with logic. We will review inductive and deductive reasoning, the syllogism, and Toulmin's warrants.

Feb. 27 - To prepare for Essay # 3, read chapter 4, RTL, pp. 96-106. In notebook compare and contrast Dunbar's poem on p. 560 with Soyinka's poem on pp. 563-564, using principles from pp. 96-106.

March 4- Read chapter 7 in RTL, pp. 519, 561, 565, 566, 569, and 570. In your notebook, write responses to at least 2 selections. Prepare for a good class discussion.

March 6 - Read "Antigone," beginning on p.. 571.

March 11 - Choose either # 4 or 6 under "connections" on pp. 650-651 and write a first draft for an essay (typed). Bring it to class.

March 13 - Bring finished Essay # 3 to class.

Also, read stories in RTL on pp. 665 and 691. Read questions on p. 653. Take good notes. In class, we will write a response, analyzing the two marriages.

March 16 - 24 – AC Spring Break -- Have fun and come back renewed and ready to work!

March 25- Read background on "Writing to Analyze" on pp. 107-113. Also, respond to poems in RTL on pp. 706, 710, 712, 716, 719, 721, and the essay on pp. 784 ff. We will discuss your ideas in class.

March 27 - Before returning to class, read A Doll's House, by Ibsen, pp. 722 ff. In RTL. Take good notes in your response notebook. We will have a discussion and write an in-class essay on the drama.

April 1-5 – T. L. Hanna spring break

April 8 – Complete the novel Their Eyes Were Watching God, by Zora Neale Hurston today.

We will also complete discussion of our literary selections and begin planning Essay # 4. Also plan to do computer and library searches on topics this week. For guidance, refer to pages 107-113 in RTL (good ideas about analyzing.)

April 10 - First draft of Essay # 4 is due in class today. Editing groups will help with revision and editing.

April 15 - Final copy of Essay # 4 is due in class. Several will present their essays to the whole class.

April 17 -- Review pp. 126 to 135, "Writing to Evaluate," in RTL. In class we will discuss selections on pp. 1130, 1143,1146, 1148, as well as 464-476, 1058, 1061, and 1062. Read these ahead of class time and take notes on them. We will begin looking for topic ideas on the subject of "Death and its Effects" for our final essay.

April 22 - Before coming to class, read Cry, the Beloved Country by Alan Paton. Be prepared for a quiz and discussion. We will also begin viewing excerpts from the film "Cry, the Beloved Country."

April 24 - We will finish the video and begin a discussion of issues in the poems, stories, novel, and film that might lead us to a good final exam essay topic.

April 29 -- We will plan for the final essay.

Extra Credit opportunity. Stay tuned for information about the visit of author George Singleton who will talk about his new book. Also, try to attend the spring drama productions at Anderson College: Jan. 24-26 and Jan. 30 to Feb. 2 – Two one-act plays – “Henry’s Game” and “Gospel According to Jessica” – in Belk Theatre (lower level of Rainey Fine Arts Center)

April 13 – at 3 p.m. and 7 p.m., “Sacramento 50 Miles,” in Henderson Auditorium of Fine Arts Center.

[This syllabus is subject to change according to abilities and interests of instructor and students.]

Final Exam – May 1, 7:45-9:40 a.m., at T. L. Hanna

IX. Textbooks and Supplementary reading: Responding to Literature, 3^rd edition; Simon and Schuster Handbook for Writers, 6th edition; Cry, the Beloved Country, by Alan Paton., and Their Eyes Were Watching God, by Zora Neale Hurston.

X. Computer and Information Technology Usage; library facilities: Students will be required to use computer skills for word processing and research and to become familiar with and use library research techniques and materials. Both interlibrary loan and periodical searches are available to supplement library materials (ask the professor or a library assistant for more information.)

XI. Course Policies

Attendance Policy: Students are expected to attend every class period. Those who must be absent, for college or personal reasons, should plan to complete work before leaving. Those who are ill will have one week after returning to class to complete work without penalty. No assigned work will be excused. NOTE: Please read the college absence policy published in the College Catalog. No more than SIX (6) absences of any type will be allowed. Students who must withdraw from the class, must take responsibility to do so.

Honor System: Students are expected to do their own work in the course. In addition, they are expected to understand and abide by the information on plagiarism as stated in a good English handbook. [See the Anderson College Student Handbook for further information about academic dishonesty.] Plagiarism will be dealt with very harshly.

Notebook and the Writing Process: Students will be expected to keep their written work, including reading and writing journal entries and work in progress, in a thin, cardboard, loose-leaf notebook that will be shared with the instructor and with small groups in the classroom. From this portfolio, students will develop at least four (4) essays (including the final exam) that will make up the essay grade for the course.

The writing process will be at the center of all class instruction--no first draft essays will be treated as final essays. Revising will also be a vitally important part of every assignment.

Writing conferences are mandatory and will be arranged at the instructor’s and students’ convenience.

All essays will be typed on a computer before they are turned in. Computer instruction will be available. The final essay will be part of the final exam.

Bibliography - Students will be required to develop bibliographies for each piece of writing this semester. MLA documentation will be used in making the Works Cited pages for each essay.

XII. Learning Facilities and Resources: The following are available for all students: Tutoring center in Watkins 102 (see schedule posted on the door); computer centers in Watkins 104 and Vandiver Hall; Johnston Memorial Library on front campus (see schedule posted on library door). Also, the college counselor and academic advisors are available to talk about personal or academic problems. Call 231-2075 for an appointment.