Spring 2016 Syllabus

OAKTON COMMUNITY COLLEGE English 102 Course Syllabus

Steve Bolf Spring 2016
Office Hours: Mondays 4:004:30 in our Classroom
E-mail: [email protected]
I. Course: EGL 102 Composition II
II. Prerequisite: C or better in 101 III. Course (Catalog) Description:
Course introduces strategies for planning, writing, and revising advanced expository essays and the college research paper.
IV. Learning Objectives: The student will be able to:
A. Identify and apply strategies for planning, drafting, revising advanced expository, argumentative, and research essays for academic
audiences.
B. Analyze and evaluate various forms and styles of argument.
C. Accurately and fairly represent the ideas and opinions of others using techniques of summary, paraphrase and direct
quotation.
D. Document source material appropriately using MLA format.
E. Recognize the ways that other academic disciplines document sources.
F. Use appropriate technology to identify and locate sources for college writing.
G. Analyze, evaluate, compare and synthesize source materials and use them effectively in assigned essays.
H. Incorporate collaboration with others as part of the revision process.
V. Academic Integrity:
Students and employees at Oakton Community College are required to demonstrate academic integrity and follow Oaktons Code of
Academic Conduct. This code prohibits:
cheating,
plagiarism (turning in work not written by you, or lacking proper citation),
falsification and fabrication (lying or distorting the truth),
helping others to cheat,
unauthorized changes on official documents,
pretending to be someone else or having someone else pretend to be you,
making or accepting bribes, special favors, or threats, and
any other behavior that violates academic integrity
There are serious consequences to violations of the academic integrity policy. Oaktons policies and procedures provide students a
fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the
assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a
period of 3 years.
Details of the Code of Academic Conduct can be found in the Student Handbook.
VI. Sequence of Topics: see the class calendar.
VII. Methods of Instruction:
Lecture, discussion and small-group work may be used to introduce and clarify course topics. I will try to make the course as interactive as
possible. You will have to come to class prepared to discuss Tower in meaningful ways.
VIII. Course Practices:
It is my belief that anyone can write well if he or she is willing to work hard. In this course you will learn to write well by gaining an
understanding of writing as a process. I have been teaching for 15 years and I have come to believe that communication is an essential
component to a successful course. Your reading of The Looming Tower and ability to discuss it and write about it in a meaningful way will
be a key component of this course. You will learn how to write a research paper on a topic related toTower.
IX. The Looming Tower by Lawrence Wright
X. Methods of Evaluating Student Progress:
Research paper: 500 points
Response I: 300 Points
Book Test: 300 Points
Research Speech: 50 Points
Quizzes: 300 points (six total @ 50 points each)
Participation: 150 Points (every class on a 5, 3 and 0 scale)
Research Paper Rough Draft: 100 points

A essays satisfy the following criteria:

A. Focus: These essays have a clearly identifiable main idea, thesis, or claim. The writers purposes are appropriate for
the writing situation. Promises made to the reader early in the essay are kept. Expectations for the reader are set and then
met. Ideas, examples, and reasons developed in the body of the paper are clearly related to the main focus.
B. Development: These essays have ample supporting evidence: sensory details, specific examples, statistics, quotations,
or other data. The writers assertions are immediately followed by supporting evidence. The writer shows rather than just
tells. Appropriate research (personal experience, interviews, surveys, library sources) supports the writers man idea,
thesis, or claim. The writer shows how or why evidence is relevant to main idea or claim.
C. Organization: The ideas and paragraphs proceed in some logical and apparent sequence or pattern. The writer uses
sufficient audience cues to let the reader know what has been discussed, what is being discussed, or what will be
discussed. Structural devices: attention-getting titles and leads, essay maps, summary and forecasting statements, topic
sentences, transition words and phrases, and effective conclusions guide the reader from beginning to end.
D. Style: these papers have appropriate voice and tone as well as effective sentences and word choice. The style is
appropriate for the purpose and audience. In addition, these papers avoid problems in usage, grammar, punctuation,
 mechanics, and spelling that interfere with the writers ideas or distract from the audiences pleasure in reading.
B essays have weaknesses in one of the 4 areas:
A. Focus: These essays have a clearly identifiable main idea, thesis, or claim. Promises made to the reader are fulfilled.
Deficiencies in focus may exist, but the overall purpose is still clear.
B. Development: These essays have good supporting evidence. Typically, support may be thin or deficient in spots, but
relevant evidence supports assertions or general statements.
C. Organization: The ideas and paragraphs proceed in some logical and apparent sequence or pattern. Occasional
deficiencies in audience cues may exist, but the overall shape is clear to the reader.
D. Style: Typically, these papers communicate clearly, but the voice may not be as clear, or a few deficiencies in sentence
structure, word choice, grammar, or punctuation exist.
C essays have weaknesses in two of the 4 areas:
A. Focus: These essays have a clearly identifiable main idea, thesis, or claim. Often, though, these essays shift the focus
at some point in the essay.
B. Development: typically, these essays do have some supporting evidence, but some evidence is not relevant
or some assertions or general statements are left unsupported.
C. Organization: Often, an overall pattern or sequence may exist, but the writer has made little effort to guide the reader
through the major ideas.
D. Style: Sometimes these papers have a lackluster English style, appearing to be written mechanically to fulfill an
assignment rather than directed to a specific audience. Distracting sentence errors may interfere with communication.
D essays have weaknesses in three of the four criteria or have one major flaw that seriously disrupts communications:
F essays have few redeeming qualities. Typically, they are little more than rough drafts that do not meet the
requirements of the writing situation, or they have major flaws that prevent communication.
XI. Course Policies:
The Oakton Community College Handbook States:
Oakton Community College does not discriminate on the basis of race, color
creed, religion, natural origin, disability, age, sex, sexual orientation, or marital
status in admission to and participation in its educational programs, college activities
and services, or employment practices. The college does not tolerate sexual
harassment or sexual assault by or of its students and employees.
In keeping with this policy of tolerance and non-discrimination, in this class all
of us (myself included) should strive to:
--Listen and give careful consideration to all the ideas expressed in class, especially
those that are different from our own, without attacking or demeaning the people
that hold those views, and
--Avoid using insulting terms or telling offensive jokes when talking about
individuals or groups.
Attendance: Missing more than four classes for the term (apart from illness and
other valid excuses) will lower your grade by lowering your grade in class.
Homework: Coming prepared to class is an essential part of this course. If you do not come prepared, you will miss this opportunity and
your participation grade will suffer as well.

.If you have a documented learning, psychological or physical disability you may be entitled to reasonable accommodations or service s. To request
accommodations or services, contact the ASSIST office in the Learning Center. All students are expected to fulfill essential course requirements. The
college will not waive any essential skill or requirement of a course or degree program.