ENGL 102: Freshman Composition II. 0-3-3.
Preq., Engl 101. Continues the work of Composition I; includes the preparation of a research paper from library sources.
- English 102 should be regarded principally as a writing course. As such, the course is intended as a complement to English 101. Writing skills used in the first course should be augmented and further refined in the second.
- The research paper should be a major part of the course and should demonstrate a diversity of writing skills.
- The short stories, poetry, and drama taught in English 102 should be used to generate topics and to serve as material for student essays and research.
- Five essays, including a research paper, will be assigned during the quarter. You should turn in your paper in class on time. A paper not submitted in class on the due date is late. SUBMIT YOUR ESSAYS ON TIME. YOU MUST SUBMIT ALL FIVE ESSAYS AND TAKE THE FINAL.
- COMPLETE ANY MAKE-UP WORK BEFORE FINALS WEEK.
- Class attendance is regarded as an obligation as well as a privilege, and all students are expected to attend regularly and punctually all classes in which they are enrolled. Attendance is worth 10% of your total grade.
- I shall keep a permanent attendance record for this class. This record is subject to inspection by appropriate college or university officials.
- Regular attendance will help you understand your assignments and complete them on schedule. I encourage you to attend unless you absolutely cannot avoid being absent.
- Bring a 9" x 12" manilla folder to class for me to file your work in.
- Conferences are encouraged during the quarter. They will be used to discuss specific writing strengths and/or weaknesses.
English 102 and English 114: Composition II
English 102: Composition II (3 Units)
Catalog Description: Exploration of essay forms with particular attention to interpretation and argument; emphasis on analytical reading and writing, critical thinking, and research methodologies.
ENG 102 is the Core English course all freshmen must take or for which they must demonstrate equivalency. Core Writing students are placed in 102 if their ACT English score is greater than 30, their SAT Verbal/Critical Reading score is greater than 680 or they have completed ENG 100J or 101 with a grade of "D" or better.
This course focuses on the practice of research, reading, and writing within a rhetorical situation, providing a foundation for the writing situations students may encounter in their Core Curriculum.
English 102 extends the writing habits developed in English 101: assessing rhetorical situations; adapting to different genre expectations; drafting and revising in a recursive, ongoing fashion; engaging peers and others for feedback; and, reflecting on the writing process and its products. Building on these foundational writing habits, students will engage a contemporary rhetorical situation or problem by immersing themselves in the research practices, methods of analysis, and writing genres necessary for engaged discussion of a particular area of concern. Students will be introduced to an ongoing debate through various perspectives, including scholarly, public, and popular genres in order to map a rhetorical conversation. Students will critically analyze these readings to determine opportunities for moving the conversation forward-diversifying and complicating the ongoing discussion. Students will carry out research appropriate to the goals they have identified and produce multiple texts that engage different audiences on this issue. Students will write three or four formal papers that contribute to the contemporary discussion. These contributions will vary in length, genre, and citation practice, but they should all be informed by substantive research, the exigencies of the issue, and the constraints of the form and its audience. In addition to these texts, students will write a reflection on their writing, addressing such questions as what constitutes a rhetorical conversation, how can writing productively and diversely contribute to that conversation, and, how do ideas change and adapt as they move among scholarly, public, and popular contexts. English 102 students will produce 20-25 pages of polished writing.
English 114: Composition II for International Students (3 Units)
Catalog Description: This course for non-native English speakers covers the exploration of essay forms with particular attention to interpretation and argument; emphasis on analytical reading and writing, critical thinking, and research methodologies. It covers the English 102 requirement for non-native English speakers.
Students are expected to achieve the following outcomes:
- Continue and improve the writing practices learned in English 101: prewriting, composing, revising, responding, editing, attending to language and style, and writing with audience and purpose in mind;
- Engage in critical reading and interpretation of a wide range of texts;
- Be able to summarize, analyze, synthesize, evaluate, and apply what they read -- both orally and in writing;
- Use writing as a means of understanding, organizing, and communicating what they read;
- Frame complex research questions or problems;
- Demonstrate awareness of their own beliefs, concepts, and biases;
- Be able to produce a coherent, well-supported argument that shows critical thinking and careful consideration of alternative viewpoints;
- Recognize, evaluate, and use a variety of information sources: expert people, publications of information agencies, popular and specialized periodicals, professional journals, books, and electronic resources;
- Conduct research that shows evidence of the ability to synthesize, use fairly, and credit the ideas of others using the appropriate citation style;
- Write coherently, drawing from diverse sources, assimilating information and ideas and producing work that represents the student's position on the material.
Core Objective 1: Effective Composition & Communications
- Silver Vein I: Fundamental Practice
- Brief Description of Learning Objective: Students will be able to effectively compose written, oral, and multimedia texts for a variety of scholarly, professional, and creative purposes.
Core Objective 3: Critical Analysis & Use of Information
- Silver Vein I: Fundamental Practice
- Brief Description of Learning Objective: Students will be critical consumers of information, able to engage in systematic research processes, frame questions, read critically, and apply observational and experimental approaches to obtain information.
Additional Information for Instructors about Course Themes
The benefits of choosing a focused theme include allowing the instructor to draw on personal strengths, providing a narrowed focus to help students choose topics and conduct research, encouraging depth over breadth, and engagement for students and instructors.
The theme-based course, however, requires instructors to keep several things in mind. The theme should be broad enough to allow a variety of different avenues for students to explore. While some students choose their ENG 102 section based on the theme, at least half choose their section because of the time or instructor. This means that about half of the students in every 102 course will not have a personal interest in the course theme. Flexibility within the theme allows for all students to find points of engagement.
Remember, the theme isn't everything. Keep in mind that 102 is still a composition class, and the focus of the class should be on teaching students relevant practices related to research and writing. Literature can be incorporated into a 102 class, but we encourage instructors to devote less than 25 percent of the class to studying fictional texts (books, movies, television shows, Internet videos, poetry, comics/graphic novels, etc.). 102 isn't a literature class.
Keep in mind that ENG 102 is the final Core Writing course and leads into the rest of a student's Core Curriculum, as well as courses in their major. Themes that are extremely creative to may be difficult for students and other faculty members to identify connections between ENG 102 and other academic purposes
Additional Information for International Students
International students attending the University are placed into appropriate Core Writing courses based on TOEFL scores, interviews, and special placement arrangements, all through the Intensive English Language Center. International students, therefore, have the same access to Core Writing Program courses as any other student and are expected to complete these courses in the same way.
However, those students for whom English still poses special challenges may be directed into (or elect) to take an alternative sequence of composition courses: ENG 113 and 114. For international students, these courses fulfill the university's composition requirements through ENG 102. As such, course outcomes are identical to ENG 101 and 102. In the deployment of this course content, however, instructors are expected to show increased sensitivity to the needs of second-language users and tailor scaffolding assignments to their differential language skills during what is also for many of these students a period of intense cultural adjustment. Assignments could include narratives of an encounter or an explanation of something important in the student's national or ethnic culture. Whatever the instructor's choices, reading, writing, and revision activities in ENG 113 and 114 should still match those of ENG 101 and 102 respectively.
Instructors for ENG 113 and 114 are selected through a special application and after particular qualifications, training, and/or experience have been verified. While one cannot elect to teach ENG 113 and 114 (e.g., on the semesterly course preference form, unless one has already been previously approved), if you possess the additional skills necessary to work with second-language learners, you may inquire with the Core Writing program in order to have your name and credentials passed on for consideration for future openings.
Additional Information for Honor Students
Students taking ENG 102H are granted permission through the Honors Program and are registered in separate sections. While the general course outcomes are the same, instructors must abide by four additional requirements:
- Honors students are required to present their work in multiple media, both oral and written. To that end, students will participate in a research symposium at the end of the semester for which they must prepare either a poster or digital presentation (such as PowerPoint or Prezi). For assistance with posters and digital formats, please see Amy Shannon at the Knowledge Center and/or the KC's page of poster templates and tips.
- Honors students are required to write a minimum of 25 pages of formal (revised, graded, and excluding drafts) writing in a semester.
- Because it is imperative that Honors students understand how to find and evaluate credible academic research, final research papers for the course must include a minimum of eight scholarly sources.
- In order to properly engage with academic discourse communities, final research papers much employ correct MLA or APA citation style.