ENGL 1020 Syllabus

Course Syllabus

North Platte Community College

a Division of

Mid-Plains Community College Area

ENGL 1020 Expository Writing II

 

Spring, 2016

Instructor: Mrs. Dee Thompson

 

 

Arthur County High School

308-764-2253

308-764-2262(fax) 

Office hours:

7-7:43 and 3:35-4:30

 

email address

dee.thompson@arthurcountyschools.org

 

Learning Resource Center Homepage: http://library.mpcc.edu

 

College Student Learning Outcomes – All MPCC graduates should be able to demonstrate:

  • Effective use of written communication skills
  • Effective use of oral communication skills
  • Efficient use of information retrieval skills
  • An understanding of the values and traditions of other cultures in the world
  • Mathematical computational skills to solve problems
  • Human inquiry skills be scientifically observing, explain, predicting and testing for the purpose of understanding
  • Critical thinking skills
  • Appropriate and necessary competencies/skills for academic transfer or employment in their area of expertise
  • Effective decision making skills

 

CATALOG DESCRIPTION

ENGL 1020 – Composition II

 

Course descriptions: Focuses on extended source-based writing and/or projects, including a required research paper. Emphasizes organizational strategies for research, the integration of multiple sources, and the ethical use of information source to produce informative and/or argumentative texts.

 

Prerequisite: Successful completion (C or better) of ENGL 1010.

 

COURSE DESCRIPTION:

 

The course will:

 

  1. Provide continued practice in writing clear, coherent, effective essays according to commonly accepted standards with usage and mechanics.
  2. Provide opportunities to develop the abilities to select topics, investigate topics through a variety of resources, read critically, respond to topics, practice proper acknowledgement of sources, and maintain a clear voice while incorporating other voices.
  3. Acquaint students with techniques for writing effective argumentative/persuasive/informative essays.

 

 

 

 

 

 

 

 

 

Instructional Materials

 

Texts: A text that allows the instructor to meet the outcomes of the class, such as, but not limited to, Good Reasons: Researching and Writing Effective Arguments, 5th Ed. By Lester Faigley and Jack Selzer, Longman, 2012.

A current MLA guide

Supplemental readings supplied by the instructor

Outside reading/research required and determined by the instructor

 

 

Course Outline

 

  1. Analyze and Meet the Needs of the Audience
  2. Recognize and value the importance of an audience to the writer.
  3. Identify reader needs.
  4. Write to effectively meet audience needs.
  5. Identify the Purpose of Writing
  6. Distinguish among various purposes of writing (e.g. reflective, informative, argumentative, etc.)
  7. Select appropriate primary purpose for a piece of writing
  8. Select secondary purpose(s) as necessary
  • Select Appropriate Subject
  1. Discuss model/sample essays.
  2. Identify and select topics which are of personal importance/interest
  3. Narrow /limit subject to a breath appropriate to the assignment.
  4. Obtain and Evaluate Sources from Libraries and Electronic Resources.
  5. Become familiar with the Internet and its limitations as a research tool.
  6. Be able to search for and locate a wide variety of both print and electronic library sources.
  7. Be able to evaluate credibility and appropriateness of source material.
  8. Evaluate the quality and element of various writings.
  9. Read a variety of writings.
  10. Examine the writings for ethos, logos, and pathos and other elements of logic and argument.
  11. Examine the writings for use of voice.
  12. Examine the writings for style.
  13. Examine the writings for credibility.
  14. Collect information/ideas.
  15. Demonstrate skills in collecting information/ideas.
  16. Employ prewriting strategies such as brainstorming, clustering, free writing, etc.
  17. Evaluate adequacy of information/ideas.
  • Understand plagiarism and documentation of Sources Using MLA.
  1. Understand and effectively employ the use of quotes, paraphrases, and summaries.
  2. Understand the legal and ethical issues of borrowed materials.
  3. Understand and effectively employ MLA style documentation.
  • Order Information.
  1. Demonstrate skills in organizing information.
  2. Recognize organizational patterns (e.g. inductive, chronological, spatial, etc.) and utilize appropriately in writing.
  3. Select rhetorical patterns appropriate to the development of essays.
  4. Formulate Thesis/Purpose/Organizational Statements.
  5. Recognize, Analyze, and Employ Effective Techniques of Argument and Persuasion.
  6. Analyze published writing for claims, warrants, evidence, and logical fallacies.
  7. Write persuasive arguments with sound claims, warrants, and evidence that are free of logical fallacies.
  8. Write Essays.
  9. Create appropriate introductory paragraph(s).
  10. Compose supporting paragraphs related to thesis/purpose/organizational statements.
  11. Select details to clearly and logically support thesis/purpose/organizational statements.
  12. Incorporate sources effectively.
  13. Prepare closure to essays through use of conclusions, summaries, or other appropriate techniques.
  • Revise essays.
  1. Evaluate essay drafts in terms of selected purpose/audience/message.
  2. Revise essays as needed to accomplish their selected purposes.
  3. Evaluate how effectively essays meet the needs of identified audiences.
  4. Revise essays as needed to better meet audience needs.
  5. Assess alternative methods of ordering information.
  6. Revise essays as needed to most effectively organize information.
  7. Evaluate transitional devices used in essays.
  8. Revise essays as needed to eliminate unnecessary information/ideas or to add needed information/ideas.
  9. Revise essays to more effectively and accurately incorporate source material.
  • Edit Essays.
  1. Evaluate essays according to commonly accepted standards of usage and mechanics.
  2. Rewrite essays as needed to correct deviations from those standards.

 

 

Course Requirements

 

General requirements: In order to transfer credits for this class, the student must earn a grade of “C” or better.

 

Specific requirements: The instructor will determine these and communicate them to the students.

 

Methods of Presentation/Instruction

 

Instructors will use a variety of pedagogical techniques, that may include but are not limited to, lecturing, group discussion, collaborative projects, peer response groups, journaling, conferencing, computer-aided instruction, and other interactive methods.

 

 

Methods of Evaluation

 

Instructors will determine and communicate to students the assessment methods and grade scale.

 

 

 

Plagiarism (presenting someone else’s work as your own) is unacceptable.  Students who plagiarize may be asked to redo the assignment, accept a 0 for the grade, withdraw from the class, or fail the course.

 

 

  • Students who stop attending class must go through formal withdrawal procedures or they will be subject to an F semester grade.

 

        Mid-Plains Community College is committed to providing a discrimination-free environment for its students with disabilities.  Students with learning or physical disabilities are encouraged to request assistance from Sherry Mihel (535-3710) or Sherry French (535-3706) on the South Campus; Robin Rankin (535-3637) on the North Campus; or Brandon Lenhart (345-8128) on the McCook Campus.

 

 

Defining Academic Misconduct:

 

Cheating means getting unauthorized help on an assignment, quiz or examination; obtaining exam questions illegally before an exam, or tampering with an exam after it has been corrected (Davis, 1993).

 

Plagiarism means submitting work as your own that is someone else’s; copying materials from a book or other source without acknowledging that the words or ideas are not your own (Davis, 1993).

 

Fabrication: intentional or unauthorized falsification or invention of any information or citation in an academic exercise (Pavela, 1978).

 

Facilitating: intentionally or knowingly helping or attempting to help another to cheat (Pavela, 1978).

 

Misrepresentation: providing false information to an instructor concerning an academic exercise (Keith-Spiegel, 2002).

 

Failure to contribute to a collaborative project: involves not doing one’s fair share (Keith-Spiegel, 2002).

 

Sabotage: consists of actions that prevent others from completing their work (Keith-Spiegel, 2002).

 

Resources:

 

Hartnell College – http://www.hartness.edu/faculty/pmcefee/cybercheating.html

 

The Center for Academic Integrity at the Rutland Institute for Ethics at Clemson University – http://www.academicintegrity.org/assessment_guide/index.php

 

 

 

 

 

 

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