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ENGL-1302 Composition II

TARRANT-COUNTY COLLEGE DISTRICT MASTER SYLLABUS

COURSE DESCRIPTION

Intensive study of and practice in the strategies and techniques for developing research-based expository and persuasive texts. Emphasis on effective and ethical rhetorical inquiry, including primary and secondary research methods; critical reading of verbal, visual, and multimedia texts; systematic evaluation, synthesis, and documentation of information sources; and critical thinking about evidence and conclusions.

Prerequisite: ENGL-1301

COURSE TYPE

Academic Core

COURSE GOALS AND LEARNING OUTCOMES

Course goals and learning outcomes support the Foundational Component Areas defined by the Texas Higher Education Coordinating Board. Course goals are linked to the respective Core Curriculum Competencies: Critical Thinking Skills, Communication Skills, Personal Responsibility, and Teamwork. Specific competencies are identified in designated course goals and learning outcomes.

Upon successful completion of this course, students will:

1. Demonstrate knowledge of individual and collaborative research processes by

a. identifying research topics appropriate to the assignment;

b. locating appropriate reference materials, which could include literary criticism, from a variety of media;

c. evaluating research materials for bias and authority.

2. Develop ideas and synthesize primary and secondary sources within focused academic arguments, including one or more research-based essays by

a. distinguishing between primary and secondary source materials;

b. synthesizing information from a variety of reference materials;

c. employing relevant material appropriately in support of an argument, whether through summary, paraphrase, or quotation.

3. Analyze, interpret, and evaluate a variety of texts for the ethical and logical uses of evidence by

a. demonstrating an understanding of appropriate literary works, including genres such as short fiction, poetry, and drama;

b. identifying literary and rhetorical elements, including plot and structure, viewpoint, characterization, style, setting, and atmosphere;

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c. analyzing use of style and literary devices such as figurative language, rhythm, and language patterns;

d. responding to literature with rational judgments supported by evidence;

e. evaluating critical analyses of texts;

f. employing standard critical approaches and terminology.

4. Write in a style that clearly communicates meaning, builds credibility, and inspires belief or action by

a. following standard essay composition procedures;

b. applying logical organization and support;

c. incorporating primary and secondary research to support argument;

d. using effective rhetorical strategies appropriate to defined audience and purpose.

5. Apply the conventions of style manuals for specific academic disciplines (e.g., APA, CMS, MLA, etc.) by

a. using MLA style for primary and secondary source documentation and citation;

b. using MLA style for manuscript preparation.

6. Critical Thinking Skills: Demonstrate critical thinking skills by

a. differentiating between broad, general topics and narrow, focused topics;

b. identifying purpose or rhetorical occasion;

c. reading and responding to course materials in a way that demonstrates ability to apply, analyze, evaluate, and synthesize material effectively;

d. discerning the validity, value, and strengths and weaknesses of information, assessments, statements, or evidence provided, and providing a solid, evidence-based explanation of such a critique.

7. Communication Skills: Demonstrate communication skills by

a. selecting appropriate topics for essays;

b. utilizing various technologies as they relate to competent communication;

c. demonstrating ability to analyze audience and writing appropriately for that audience;

d. using appropriate diction, including precise word choice and varied vocabulary.

8. Personal Responsibility: Demonstrate personal responsibility by

a. demonstrating effective listening skills when evaluating and analyzing information in the classroom setting;

b. demonstrating the ability to consider differing points of view;

c. demonstrating audience sensitivity in regard to scope, content, language level, tone, and word choice.

9. Teamwork: Demonstrate teamwork by

a. applying small group communication skills including problem solving, group roles, leadership styles, and cohesiveness;

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b. working effectively with others to support a shared purpose or goal.

COURSE ASSESSMENT

Student success is measured by a variety of assessment techniques aligned with course goals and learning outcomes. Individual faculty members are responsible for designing evaluation instruments to measure student mastery of course goals and learning outcomes and indicating the nature of such evaluation instruments in the instructor’s class requirements.

Assessments will include a series of writing assignments amounting to a minimum of 4,000 words, including multi-paragraph essays. At least one essay must contain research and documentation. This minimum word count may include a final essay.

Other assessment techniques may include, but will not be restricted to, in-class work;

homework; skills center, writing center, and or computer lab work; quizzes; journals; oral presentations; and participation in class activities and/or group work. Each qualified instructor will select appropriate objective and subjective assessment and/or project assessment techniques depending on the cognitive/affective domain of each goal and the composition of the class. All projects and tests must be completed within the time span designated by the instructor and meet the point and/or percentage standards set by the instructor. In their own way, instructors may emphasize course content and related topics so long as all content goals are presented and evaluated.

STUDENT ACCESSIBILITY RESOURCES

Any student with a documented disability needing academic accommodations is required to contact the Student Accessibility Resources (SAR) Office located on each campus to schedule an appointment with the Coordinator of SAR. All discussions are confidential. Because SAR accommodations may require early planning and are not provided retroactively, students are encouraged to contact SAR as early in the semester as possible. SAR is responsible for approving and coordinating all disability-related services. TCC professors will honor requests for accommodation when they are issued by SAR.

SCHOLASTIC DISHONESTY

Students are responsible for adhering to the TCCD policy on scholastic dishonesty as stated in the online student handbook at www.tccd.edu.

RESOURCES

For additional information regarding the student handbook, academic calendar, course evaluations, attendance policy, SCANS skills, Core Competencies, etc., see www.tccd.edu.