ENG 102 (Spring)

ENG 102
RHETORIC II
Spring 2020
M–F, 7:05 a.m.–8:01 a.m.
M–F, 8:06 a.m.–9:05 a.m.
M–F, 11:12 a.m.–12:08 p.m.
M–F, 1:14 p.m.–2:10 p.m.
Room H260
adepew@psd202.org

PLACEMENT
In order to have the ability to earn college credit for this course, students must have earned the grade of “C” or above in English 101 (Fall Semester). If the student did not earn the minimum required grade, it is not possible to earn college credit for English 102. Students may still enroll in English 102 if they did not earn the required grade in English 101; however, they will not, under any circumstances, be able to receive college credit, regardless of the grade earned in English 102 (students will still be able to earn high school credit, so no additional English course is necessary to enroll in as long as the student does not earn a failing grade the second semester). All questions regarding your score(s) on any of the placement tests or questions about if the school received the proper score should be directed to your high school guidance counselor.

COURSE DESCRIPTION
This dual credit course is offered through a partnership with Joliet Junior College in Joliet, IL and Plainfield Community School District 202. The partnership makes it possible for enrolled students to satisfy the high school English credit requirement while simultaneously earning college credit. To this end, the class provides continued training and practice in composition and research processes while also continuing to nurture the thinking, reading, and writing skills necessary for success in college and beyond. Students will analyze a variety of texts (including two longer works) and write several essays, including a 2500-word research paper. The course builds upon the study of rhetorical concepts worked with in English 101; however, it differs in structure from ENG 101 in that the larger assignments are more spaced out (with heavy focus on the writing of a researched paper after we return from spring break—Tuesday, 3 April).

COURSE NAME
Courses at the college/university level have both a course designation number and a course name. The course number is primarily used for department classification which allows for a more simplified method of tracking degree requirements. The course name will typically provide a general idea about the content area, topic, or special focus of the course. As an example, this course’s designation in JJC’s catalogue is “English 102” (sometimes written as “ENG 102”). However, the course name is “Rhetoric II.” I may refer to the course using either designation—be aware: they are essentially interchangeable. That being said, all formal papers should use the abbreviated course number (NOT the name) in the heading, as per MLA requirements (e.g. ENG 102).

CREDIT AND CONTACT HOURS
Because this is a dual credit course, we will meet for approximately five hours throughout the week (as opposed to the customary three hours of course time in a college setting). That being said, you will have the ability in this course, which runs from 9 January 2019 through 15 May 2019, to earn three college credits. These credits will automatically be applied to any coursework at JJC, but they are also able to be transferred to a wide variety of colleges/universities—both in and out of the state of IL. As a college student, the requirement to earn college credit for the course is a “C” or better. If you fail to earn a “C” or better the first semester, you WILL NOT be able to earn college credit for Rhetoric II (English 102) second semester either.

STUDENT LEARNING OUTCOMES

  1. Comprehend, analyze, and critique a variety of texts including academic discourse
  2. Use various invention, drafting, and revising/editing strategies depending upon the purpose of the writing, the materials available to the writer, and the length of time available for the task
  3. Engage a topic in which the writer explores writing as a means of self-discovery and produces a text that is designed to persuade the reader of the writer’s commitment
  4. Demonstrate a theoretical understanding of rhetorical context (that is, how reader, writer, language, and subject matter interact)
  5. Establish a voice appropriate to the topic selected and the rhetorical situation
  6. Clarify major aims, arrange material to support aims, and provide sufficient materials to satisfy expectations of readers
  7. Select, evaluate, and interact effectively with sources, subordinating them to the writer’s purpose and creating confidence that they have been represented fairly
  8. Demonstrate satisfactory control over the conventions of edited Standard American English and competently attend to the elements of presentation (including layout, format, and printing)
  9. Recognize the existence of discourse communities with their different conventions and forms

REQUIRED TEXTS AND MATERIALS

  1. Lunsford, Andrea, and John Ruszkiewicz, editors. Everything’s an Argument. 7th ed., Bedford, 2016.
  2. Holdstein, Deborah, and Danielle Aquiline. Who Says? The Writer’s Research. 2nd, Oxford UP, 2017.
  3. Silverman, Jacob. Terms of Service: Social Media and the Price of Constant Connection. Harper Perennial, 2016.
  4. The Turn of the Screw by Henry James
  5. The Sea-Wolf by Jack London
  6. Spiral, college ruled notebook dedicated solely for work in this course
  7. Pen(s) (only black or blue ink acceptable)
  8. One flash drive for saving documents

PRIMARY AREAS OF EVALUATION:

  1. Writing Assignments—In order to meet state guidelines for transfer, you must complete a required number of words as formal written essay assignments, excluding quizzes, exams, journals, prewriting activities, and revising/editing activities. Short analytical essays that equal 2250 words of writing will be completed for this course, in addition to one research paper of a minimum of 2500 words. The short assignments will not only hone skills already developed in English 101, but will also prepare you for the more intense and rigorous process of writing a longer research paper. I will provide electronic copies of detailed assignment sheets as the semester progresses.
  2. The Research Paper Project—The main writing project for English 102 is a carefully researched and documented research paper on an assigned topic. Instructors will assign the individual steps and incorporate grades or points into the final assessment. This project is the culmination of the JJC composition sequence and should therefore rely on more sophisticated and complex modes of organization, structure, and argument. It is not possible to pass English 102 without writing the research paper, including the assigned steps. Several handouts and step procedures will be provided to you as a means to understand expectations.

Minimum requirements for the research paper are as follows:

  • A minimum of 2500 words of text, excluding prefatory pages and the Works Cited page.
  • A minimum of 5 sources in the Works Cited. Electronic sources should consist of database sources. General references such as encyclopedias and dictionaries, including online references such as Wikipedia, will not be counted.
  • All sources must be used in the paper, and all documentation must follow correct MLA format. Sources may be used and counted for quotations and paraphrases.
  • Steps toward the completion of the paper must be submitted in a timely fashion and will contribute to the final grade for the paper.
  1. Presentation—Students will complete a PowerPoint presentation on their research paper, including their purpose and a self-assessment.
  2. Exercises, Exams, Quizzes, Journals, and Other Assessments—Because the primary focus of this course is on the satisfactory completion of the major essays, a large amount of your grade will be reflected through them. Beyond formal writing assignments, both formal and informal presentations as well as quizzes over articles and readings, when deemed appropriate by Mr. Depew, will be utilized. Moreover, ACTIVE PARTICIPATION in class discussions, both small group and whole group, and a variety of other in-class activities and checks will influence your grade.
  3. Attendance and Tardiness—We will follow Plainfield Central High School’s attendance and tardiness policies. For excused absences, students will have one day for every excused absence day to make up the work. Work not completed within the established time frame will result in an NHI. For unexcused absences, missed work will result in an automatic NHI (including days with quizzes, exams, and projects). Essentially, in order to receive the college credit that is possible for you to earn through this course, you are responsible for being at all class meetings. As an example, most college courses (of merit) will automatically remove you from the course if you have missed three class meetings throughout the semester—no refunds are given in those situations.

POLICIES

  • Computer Lab Classes—I will determine a schedule and request computer lab time as is needed for research, drafting, and completion of papers. Otherwise, open labs are available for your use throughout the PHS campus or at various library facilities at JJC.
  • Late Work—Formal essay assignments submitted late will lose one letter grade (10%) per day they are late. After one week, an essay will not be accepted and an NHI will be averaged. Individual situations will be determined at my discretion. Please be aware that because such a large portion of the grade is determined by the four major essays, it will not be possible to pass this course without properly completing all the formal writings.
  • Intellectual Property—Students own and hold the copyright to the original work they produce in class. It is a widely accepted practice to use student work as part of the college’s internal self-evaluation, assessment procedures, or other efforts to improve teaching and learning and in promoting programs and recruiting new students. If you do not wish your work to be used in this manner, please inform me.
  • College Statement about Grades of “F” and Withdrawal from Class—Students may withdraw from a course by processing an add/drop form during regular office hours through the Registration and Records Office at Main Campus or Romeoville Campus, or by phone at +1 (815) 744-2200. Please note the withdrawal dates listed on your bill or student schedule. Every course has its own withdrawal date. Failure to withdraw properly may result in a failing grade in the course. At any time prior to the deadline dates established, an instructor may withdraw a student from class because of excessive absence, poor academic performance or inappropriate academic behavior, such as, but not limited to, cheating or plagiarism. If you are enrolled in a dual credit section, please note how this may affect your dual credit for this class, as well as your future plans for completing any degree.
  • Intellectual Honesty—All work should be original and created by the individual student assigned the work in the course within the time frame for the given assignment. All formal written assignments will be submitted to Turnitin.com. Any instances of plagiarism, as determined by Mr. Depew, will result in a ZERO for the assignment (further disciplinary action may also be warranted as the case dictates).
  • Self-plagiarism, sometimes referred to as recycling fraud, undermines the academic purpose of the exercise of working on course assignments. You plagiarize yourself if you submit for course credit a piece of work that is the same or substantially similar to work for which you have already gained or intend to gain credit in current or past courses (including this or any other academic learning facility). To avoid self-plagiarism, you must have prior permission from the relevant instructor(s) and give full attribution to the source (i.e. yourself). Essentially, you are not allowed to submit a paper/work that you completed outside of this course.

GRADING WEIGHTS

  • Assessment Points ——————–  70%
    • Essays
    • Projects
    • Presentations
    • Quizzes/Exams
  • Practice Points ————————-  10%
    • Classwork
    • Homework
    • Journals/Responses
    • Discussion/Participation

A NOTE ON GRADING DIFFERENCES
Because this is a dual credit course, you will have two separate systems of grades that will be updated: PHSCC, and JJC. The grading system established within Plainfield Community Consolidated School District 202 does not allow for a “+ / -” attachment to a final semester grade. However, JJC’s grading system does allow for the attachment. As a result, it is possible to receive the grade of “B” as reflected on your final PHSCC transcript but receive a “B+” or “B-” on your JJC transcript.

**SEMESTER COURSE SCHEDULE**

WEEK 1: Introduction to the Course—Purpose and Overview (Evaluations Introduction)
Overview of syllabus, and supporting materials (e.g. JJC Registration, TII.com, and PSD 202 Microsoft Suite)
Overview of readings and requirements for course, including selected longer works
Review and/or Refocus on argumentative essay writing
READINGS:

  • Review of EA chapters 1 and 7 (based on assessment of student prior knowledge of argument)
  • EA chapter 17
  • EA chapter 10
  • Who Says? chapter 2

 WEEK 2: Introduction to Research Methods (Arguing to Evaluate—Ongoing Work)
READINGS:
EA chapters 18 and 19

  • Who Says? chapters 1 and 6
  • EA chapter 10

INTRODUCTORY LIBRARY DATABASE SESSION: This session will last about 40 minutes. It is an overview of what the library databases are, how students navigate through the resources, and discussing why an academic library will help them become more successful researchers. There may be a short assignment during the session on understanding what the databases.

 WEEK 3: Arguing to Evaluate (Shorter Essay 1—Evaluation Essay)
READINGS:

  • EA chapter 10
  • Who Says? chapter 5, chapter 3 if necessary

**Essay 1 due at the end of Week 3

WEEK 4: Understanding and Applying Literary Theory
READINGS:

  • Seymour Chatman, “Soft Filters”; Some Sunshine on “Cat in the Rain” (Narration)
  • Peter Gregg Slater, “Ethnicity in The Great Gatsby (New Historicist)
  • Mojtaba Gholipour, Mina Sanahmadi, “A Psychoanalytic Attitude to The Great Gatsby” (Psychoanalytic)
  • Dolores Barracano Schmidt, “The American Bitch” (Feminism)

Learning Objectives:

  • Understanding an overview/makeup of each of the four literary theories presented
  • Understanding differences between four different literary theories: narratology, new historicist, psychoanalytic, and feminism.
  • Apply different elements of each theory to material read previously (The Great Gatsby [read in English III or English II Honors] and Hemingway’s “Cat in the Rain” [brief synopsis of text will be provided if deemed necessary]

WEEKS 5-7: Focus on Extended Argument—The Turn of the Screw
READINGS:

  • Terms of Service (chapter assignments distributed over three weeks)
  • The Turn of the Screw (chapter assignments distributed over three weeks)
  • Supplemental materials provided by Mr. Depew

ASSIGNMENTS: There will be requirements such as small and large group discussions/debates, summary/response assignments, quizzes, a reading journal, or other exercises and assignments during the reading of The Turn of the Screw.

WEEK 7: Analyzing Longer Texts (Shorter Essay 2)
READINGS:

  • Longer analysis can take multiple argumentative forms, so instructors may choose to focus on EA chapter 8, 9, or 11 to guide form of longer analysis
  • WS chapters 7 and 9; review of chapter 3 if necessary
  • EA chapters 20-22

**Essay 2 due at the end of Week 7

WEEK 8:  The Research Paper—Beginnings…Choosing a Topic
READINGS:

  • EA review of argumentative styles (Mr. Depew may require a specific kind of argumentative format the research paper—if so, he assign/review appropriate material [for example, if he wants the research paper to be Rogerian or Toulmin in structure, he will review that])
  • WS chapter 4

 WEEKS 9–11: Focus on Extended Argument—The Sea-Wolf
READINGS:

  • Terms of Service (chapter assignments distributed over three weeks)
  • The Sea-Wolf (chapter assignments distributed over three weeks)
  • Supplemental materials provided by Mr. Depew

ASSIGNMENTS: There will be requirements such as small and large group discussions/debates, summary/response assignments, quizzes, a reading journal, or other exercises and assignments during the reading of The Sea-Wolf.

 WEEKS 12–13: The Research Paper—Finding Sources, Creating a Working Bibliography & Proposing a Topic (Shorter Essay 3, Research Paper Proposal)
READINGS:

  • Review as necessary of relevant chapters in WS and EA
  • Review of MLA formatting
  • LIBRARY and LAB TIME: Scheduled library/computer time will be provided for work on the working bibliography and online research.

**WRITING REQUIREMENT: Working Bibliography

  • EA chapter 12

**Essay 3 due at the start of Week 13Research Paper Proposal (minimum 750 words) [proposal should include a working thesis]

WEEK 14–16: The Research Paper—the Annotated Bibliography // Outlining and Drafting // Rough Draft to Final Draft // Final Draft of the Research Paper // Presentations
READINGS:

  • WS chapter 8
  • Review of MLA formatting

**WRITING REQUIREMENT: Annotated Bibliography (minimum of 10 annotations of ~150 words each)

READINGS:

  • WS reviews of chapters 2, 3, and 8

**WRITING REQUIREMENT: Revised Thesis and Outline

READINGS:

  • WS chapter 10

WRITING REQUIREMENT: Rough draft Week 14; final draft Week 15

ASSIGNMENTS: Mr. Depew may use a combination of peer review, group conferences, or individual conferences to review drafts of the research paper

**WRITING REQUIREMENT: Completed Research Paper at end of Week 15 (minimum 2500 words)

Mr. Depew may also use time this week to set up presentation assignment (cover chapters listed below for Week 15)

READINGS:

  • EA chapters 14 and 15
  • WS review chapter 10

ASSIGNMENT: PowerPoint Presentations for all students; peer evaluations of presentations using peer rubric (2 students per presentation recommended)

**Essay 4 due at start of Week 16

NO FINAL EXAM REQUIRED FOR SENIORS

***102 ASSIGNMENT MAP***
The shorter essay assignments as well as components of the research paper project fall into the following schedule:
Week 3—Shorter Essay 1, Evaluation Essay (1000 words) [evaluation of website or source found through research]
Week 7—Shorter Essay 2, Analysis Essay (1000 words) [analysis of The Turn of the Screw]
Week 9—Research Paper Working Bibliography
Week 13—Shorter Essay 3, Research Paper Proposal (750+ words)
Week 14—Research Paper Annotated Bibliography (5 sources minimum)
Week 14—Research Paper Revised Thesis/Outline
Week 15—Research Paper Rough Draft
Week 16—Research Paper Final Draft
Weeks 15-16—Presentations