eng122_syllabus.pdf

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Saint Leo University

ENG 122 Academic Writing II

Course Description: A continuation of ENG 121. Expository writing based on analytical study of literary genres and an introduction to the research process. Prerequisite: ENG 121 Textbooks: Harris, Muriel G. Prentice Hall Reference Guide. 8th ed. Upper Saddle River: Prentice Hall, 2011. Print. ISBN-13: 978-0-205-78231-4 James, Missy, and Alan P. Merickel. Reading Literature and Writing Argument. 5th

ed. Upper Saddle River: Pearson-Prentice Hall, 2013. Print. ISBN-13: 978-0-321-87186-2 Learning Outcomes: As a result of this course, students will:

1. Demonstrate proficiency in argumentation and expository writing, emphasizing content and mechanical skills.

2. Improve critical skills through the analysis of selected literature. 3. Practice speaking skills by means of an oral component. 4. Gain an appreciation of literature through class discussion and lecture. 5. Relate the literary works and their authors to one another and to their common heritage. 6. Demonstrate proficiency in using library resources, taking notes, documenting sources accurately

according to the Modern Language Association (MLA) guidelines, and incorporating source materials into a research paper. Integrate the Saint Leo Core Values of Integrity and Excellence into their writing assignments.

Core Values: Integrity: The commitment of Saint Leo University to excellence demands that its members live its mission and deliver on its promise. The faculty, staff and students pledge to be honest, just and consistent in word and deed. Excellence: Saint Leo University is an educational enterprise. All of us, individually and collectively, work hard to ensure that our students develop the character, learn the skills and assimilate the knowledge essential to become morally responsible leaders. The success of our University depends upon a conscientious commitment to our mission, vision and goals. Evaluation: Grading will be evaluated in the following manner:

Assignments: Percentage: Discussions (6) 8.5%

QEP Assignment 1.5% Writing Assignments (5) 40% Quizzes (5) 10% Research Paper – first draft 5%

Research Paper – final draft 20% Final Exam 15% Total 100%

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Grading: Grade Score (%) A 94-100 A- 90-93 B+ 87-89 B 84-86 B- 80-83 C+ 77-79 C 74-76 C- 70-73 D+ 67-69 D 60-66 F 0-59

A minimum grade of “C” is needed to fulfill the degree requirement. Discussion Board: Each student should post his/her message board work no later than Thursday 11:59 PM EST/EDT. Then, each student is responsible for reading the postings of other students and responding to those postings no later than Sunday 11:59 PM EST/EDT. Through these assignments, students will encounter a variety of writing. Some of it will be good and some of it will need more work. Learn from those writings that are good; use consideration and thoughtfulness to help those who need more work. Offer at least one positive and one constructive opinion to at least two students. To assure everyone’s material is read, once a student has two responses, please read someone else’s response. The original posting for each student will be worth 10 points with an additional 5 points for each of the two responses. The discussion in Module 8 will consist of a specific peer review of the research paper. For this discussion, only one reply is required. The initial post for this discussion will be worth 15 points, and the response worth 5. QEP Assignment Saint Leo University is dedicated to implementing critical thinking; as a result, we believe that Critical Thinking + Core Values = Decision Making. As part of this initiative, a QEP assignment will replace the discussion in Module 5. Grading for this assignment will be based on the rubric included at the end of the syllabus. Research Paper: This course requires the writing of a research paper based on one of the works of literature assigned in the modules. See the Research Paper Guidelines link in the Course Home menu for more information. Grading Standards for Writing Assignments/Research Paper: Writing Assignments and the Research paper will be graded on a 100-point scale. It is important for you to have an understanding of what constitutes a high-level paper. A grading rubric is available in Doc Sharing. In addition, below are some common characteristics that may help you to understand the differences in scores (adapted from Pace University):

A. Outstanding Work (90-100 points). The paper presents interesting, insightful ideas. It exhibits a mature level of thought (that is, exhibits the ability to draw inferences and make analogies which show insight into the topic). There is a clear focus (thesis, controlling idea) which is developed in an organized, concise, logical manner. Unified and coherent paragraphs include specific, relevant supporting evidence and examples. Sentences are varied and well constructed. Word choices are precise, fresh, and vivid. There are virtually no errors in grammar, punctuation, spelling, or usage. Research, if used, is thorough, accurately documented, and effectively integrated.

Note: Often the outstanding paper is distinguished from the B paper by a more assured prose style, more creativity in form or content, more subtlety in rhetorical strategy.

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B. Good Work (80-89 points). The paper demonstrates a thoughtful, solid understanding of the subject. Although ideas are interesting, they tend to lack originality or insight. Focus is clear and content well organized, but paragraphs may be slightly underdeveloped or need more support. Most sentences are varied and well constructed. Word choice is generally appropriate. Although there may be some minor errors in grammar, punctuation, spelling, or usage, none of these problems is glaring or highly distracting. Research may not be as thorough, appropriately documented, or effectively integrated as an A paper. C. Adequate Work (70-79 points). The paper is an average paper, presenting ideas that may be obvious or unexceptional. It is generally clear throughout, but some information may be general or repetitious. It has a clear thesis with some concrete details and examples. The essay is somewhat developed and organized. Paragraph breaks may not always correspond to shifts in topic. Sentence structure is adequate but undistinguished and can be repetitive or awkward with imprecise or inappropriate word choices. Errors in grammar, punctuation, spelling or usage may distract the reader but do not prevent comprehension. Research may not be appropriately used or effectively integrated. D. Poor Work (60-69 points). The paper tends to lack insight and interesting ideas. Focus is often confusing or not easily identified. The essay is usually undeveloped and poorly organized. Paragraph breaks can be arbitrary. Statements are unsupported, repetitive, or irrelevant. Sentence structure and word choice may be inaccurate, confusing, or awkward. There are many grammar, punctuation, spelling, and usage errors. Research is poorly documented and ineffectively used to develop the paper. F. Unacceptable Work (0-59 points). The paper presents simplistic, inappropriate, or incoherent ideas and lacks focus. It tends to be undeveloped and disorganized. Paragraphs are incoherent, and paragraph breaks often do not correspond to shifts in topic. Statements are unsupported, repetitive, or irrelevant. Sentence structure and word choice are inaccurate, confusing, or awkward. There are many grammar, punctuation, spelling, and usage errors that often prevent comprehension. Research is not evident, or sources are undocumented, i.e., plagiarized. The paper does not meet the requirements of the assignment.

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Course Schedule Module 1 The Literature and Argument Connection and Examining Thinking and

Analyzing Argument Outcomes: After completing this module the student will be able to:

Identify elements of argument, including logical fallacies, claims, evidence, and warrants.

Differentiate between deduction and induction. Differentiate between pathos, logos, and ethos. Approach assigned literature critically and from argumentative platform.

Assignments: Reading: Read the sections from the assigned chapter(s) listed below. Unless otherwise

noted, you should read all sub-sections.

Chapter 1

Chapter Preview

Academic Argument and Critical Inquiry

Reading to Expand Thinking – From “Cathedral” – "in the inner city”

“To Be of Use” Chapter 2

Chapter Preview

Examining Thinking – From Romeo and Juliet – From The Crucible

Logical Fallacies

Analyzing Argument

Audience Appeal and Tone: Pathos, Logos, Ethos

Assignments Due No Later Than

Post introduction to the class Thursday 11:59 PM EST/EDT

Read Spencer Holst’s fable

Read assigned sections in Reading Literature and Writing Argument

View Audio Visual Presentation (AVP)

Post initial response to the discussion question Thursday 11:59 PM EST/EDT

Post responses to at least two classmates Sunday 11:59 PM EST/EDT

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Module 2 Talking Voice and Writing Arguments and Strategies for Writing Academic Arguments Outcomes: After completing this module the student will be able to:

Clarify the subject, purpose, and audience of your argument. Articulate Rogerian Argument strategy. Differentiate between personal perspective arguments and research-based

arguments. Use credible sources with appropriate documentation. Cite sources parenthetically. Apply critical thinking to broad topics, using specific examples and personal

experience. Assignments: Reading: Read the sections from the assigned chapter(s) listed below. Unless otherwise


Chapter 3

Chapter Preview

Voice and Writing in College

Personal Perspective Arguments – “Yes, the Future Looks Bright, but the Moment Is Hell”

Research Based Arguments – “Who Are the Real Victims of Alcoholism?”

Chapter 4

Chapter Preview

Clarifying a Subject, Purpose, and Audience

The Basic Tools for Designing Your Argument

Strategy Questions for Organizing Your Argument Essay – Argument Outline

Rogerian Argument: Creative Problem Solving

Working With Sources

Creating a Draft

Incorporating Sources

In-text Parenthetical Citations

The Works Cited Page

Module 3 Individuality and Community Outcomes: After completing this module the student will be able to:

Discuss issues surrounding individuality and community. Articulate different writers’ definitions of and approaches to these issues. Differentiate between use of subject, purpose, and audience in differing

genres.






Submit the writing assignment Sunday 11:59 PM EST/EDT

Complete the quiz Sunday 11:59 PM EST/EDT

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Chapter 6

Chapter Introduction

Readings (read only the following): – Selection from Bodega Dreams (Quinonez) – “Ranch Girl” (Meloy) – “The Love Song of J. Alfred Prufrock” (Eliot) – “Hard Rock Returns…” (Knight) – “Outcast” (McKay) – “The Train from Hate” (Franklin) – “Civil Disobedience” (Thoreau) – “A Modest Proposal” (Swift)

Module 4 Nature and Place Outcomes: After completing this module the student will be able to:

Discuss issues surrounding nature and place. Articulate different writers’ definitions of and approaches to these issues. Differentiate between use of subject, purpose, and audience in differing

genres. Assignments: Reading: Read the sections from the assigned chapter(s) listed below. Unless otherwise

noted, you should read all sub-sections. Chapter 7

Chapter introduction

Readings (read only the following): – “May’s Lion” (Le Guin) – “Deer Among Cattle” (Dickey) – “Meditation at Oyster River” (Roethke) – “The Call of the Wild” (Snyder) – “Eco-Defense” (Abbey)








Begin considering research paper topic








Submit research paper topic Sunday 11:59 PM EST/EDT

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– “The Present” (Dillard) – “Time and the Machine” (Huxley)

Chapter 9

Readings (read only the following): – “Mending Wall” (Frost)

Module 5 Family and Identity Outcomes: After completing this module the student will be able to:

Discuss issues surrounding family and identity. Articulate different writers’ definitions of and approaches to these issues. Differentiate between use of subject, purpose, and audience in differing

genres. Differentiate between poetry, prose, and drama



Chapter 8 Chapter introduction Readings (only read the following):

– “Digging” (Heaney) – “Advice to My Son” (Meinke) – “Delta” (Rich) – On Tidy Endings (Fierstein) – “Everyday Use” (Walker)

Module 6 Power and Responsibility Outcomes: After completing this module the student will be able to:

Discuss issues surrounding power and responsibility. Articulate different writers’ definitions of and approaches to these issues. Differentiate between use of subject, purpose, and audience in differing

genres. Use LeoCat and netLibrary to find resources.




Submit the QEP assignment Sunday 11:59 PM EST/EDT



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Chapter 9 Chapter introduction Readings (only read the following):

– “The Things They Carried” (O’Brien) – “Cathedral” (Carver) – “Democracy” (Hughes) – "He Becomes Deeply and Famously Drunk" (Udall) – “Lies” (Crawford) – “Inaugural Address, January 20, 1961” (Kennedy) – “Second Inaugural Address, March 4, 1865” (Lincoln)

Module 7 Library Skills and Drafting the Research Paper Outcomes: After completing this module the student will be able to:

Complete invention, planning, and drafting steps of writing the research paper.

Use library databases and the Internet to find credible, academically acceptable secondary sources.

Create a rough draft of the research paper. Assignments: Reading: Read the sections from the assigned chapter(s) listed below. Unless otherwise


Reading Literature and Writing Argument Working with Sources Creating a Draft Incorporating Sources In-Text Parenthetical Citations The Works Cited Page Prentice Hall Reference Guide Chapter 3: Writing for College and Career, Writing About Literature (6a-6d)




Complete library tutorials






Read “Writing About Literature” in Prentice Hall Reference Guide

Read assigned sections from Reading Literature and Writing Argument


Complete library tutorials

Submit first draft of the research paper Sunday 11:59 PM EST/EDT

Post first draft of research paper to the Module 8 discussion board

Sunday 11:59 PM EST/EDT

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Module 8 Revising the Research Paper and Final Exam Outcomes: After completing this module the student will be able to:

Cite primary and secondary sources correctly and appropriately. Critically offer substantial feedback on peer research paper. Incorporate peer feedback into revision process.

Assignments: Reading: Purdue Online Writing Lab (OWL)

General Writing > The Writing Process > Proofreading

Research and Citation > MLA > MLA Formatting and Style Guide


Read “Proofreading” and “MLA Formatting and Style Guide” from Purdue Online Writing Lab (OWL)


Post peer review to the discussion board Thursday 11:59 PM EST/EDT

Post response to peer review Sunday 11:59 PM EST/EDT

Complete Final exam Sunday 11:59 PM EST/EDT

Submit final draft of research paper Sunday 11:59 PM EST/EDT

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QEP Assignment Rubric Components Missing Level I Level II Level III

Critical Thinking Elements

Purpose Question 8

Identification of purpose is vague and/or does not elaborate/exemplify the purpose. (1-5 points)

Clearly identifies the purpose of the writing, with only limited elaboration /exemplification. (6-8 points)

Clearly identifies the purpose of the writing using elaboration/exemplification and/or the vocabulary of the discipline (as appropriate). (9-10 points)

Question at Issue Question 8: What is the central problem addressed?

Question is not stated or is not defined. An attempt to elaborate/exemplify is vaguely outlined. Question is not informed by the vocabulary of the discipline. (1-5 points)

Clarifies the question through limited elaboration/ exemplification. (6-8 points)

Clarifies the question through elaboration/ exemplification. Question incorporates the language of the discipline (as appropriate). (9-10 points)

Assumptions Question 3

States assumptions without analysis. Relies on questionable assumptions. (1-5 points)

Writing explicitly acknowledges the assumptions of the work, and grounds these assumptions in a larger context (e.g., cultural background, gender). (6-8 points)

Writing explicitly addresses the assumptions of the work and grounds these assumptions in a larger context (e.g., cultural background, gender). Includes in-depth analysis of the assumptions based on the discipline. (9-10 points)

Implications and Consequences Question 5

Identification of implications and/or consequences are vague and do not show. (1-5 points)

Identifies the implications of the position taken in the writing assignment and extends this to identify potential consequences of these implications. (6-8 points)

Identifies the implications of the position taken in the assignment, extends this to identify potential consequences of these implications, and assesses the likelihood of various consequences. (9-10 points)

Information All questions (support for responses--specifics from the text)

Information used is incomplete, incorrect, or biased. (1-5 points)

Information used comes from reliable sources and is appropriate to the issue being addressed. (6-8 points)

Information used comes from reliable sources within the discipline, is appropriate to the issue being addressed, and presents a coherent, clear picture of the issue. (9-10 points)

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Concepts Question 7

Concepts are identified, but not clearly defined. No attempt to elaborate/ exemplify. (1-5 points)

Some concepts are clearly defined using elaboration/ exemplification. (6-8 points)

All relevant concepts are clearly defined using elaboration/ exemplification. (9-10 points)

Conclusions and Interpretations Question 9

Conclusions and interpretations are stated, but are not linked to information and/or may be based on bias or prejudice. (1-5 points)

Conclusions are stated in recognition of information, assumptions, and consequences. (6-8 points)

Conclusions are stated in recognition of information, assumptions, and consequences. Conclusions and interpretations are identified and distinctions are made between information and interpretations of information. (9-10 points)

Points of View Questions 1, 2, 4

Acknowledges existence of more than one point of view, but considers only one. (1-5 points)

More than one point of view is explained, including the point(s) of view of the discipline. (6-8 points)

More than one point of view is explained, including the point(s) of view of the discipline. Points of view are evaluated for relevance to this particular assignment. (9-10 points)

Core Values Question 5

Core value(s) implied but not specifically addressed in the writing. (1-5 points)

Core value(s) are specifically addressed with relevance stated, but not integrated throughout the critical thinking elements. (6-8 points)

Core value(s) are specifically addressed with relevance stated, and are integrated throughout the critical thinking elements. (9-10 points)

Decision Making Question 6

The decision made is based only on some of the information presented. (1-5 points)

The decision made is based on the culmination of most steps to critical thinking and addresses the core values. (6-8 points)

The decision made is based on the culmination of all the steps to critical thinking and explicitly addresses the role of core values and the values of the discipline, as appropriate. (9-10 points)

Total Points Earned: ____________

eng122_syllabus.pdf

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