OCU English 102 Composition II

Transcription

1 OCU English 102 Composition II White River Valley High School Location; Switz City, Indiana Instructor Contact Information Name: Denise Howell School: White River Valley Phone: Office Hours: M - F from 7 to 3:15 TERM: Fall 2016 English 102: M-F periods 3 and 5 OCU Course Description This course includes an introduction to literary analysis through written expression and a study of the research process and format resulting in the writing of literary, informative, and persuasive research papers. 3 credit hours. Prerequisite Studies English 101 White River Valley High School Course Description This class utilizes literary, business, and media pieces for the purposes of conducting research, documenting sources, avoiding plagiarism, writing expressively, and formatting properly informative, argumentative, and research forms of writing. OCU Course Learning Outcomes The course is designed to teach beginning literary analysis, as well as library research methods, use of MLA format, structure of a research paper, and improvements in writing skills. Upon successful completion of this course students should be able to do the following: 1. Demonstrate a comprehensive knowledge of the procedures and steps to follow in researching, documenting, and writing research papers through the writing of two MLA research papers in correct format. 2. Apply literary terms and techniques to classroom discussion and written work based on assignments in literature, and write two literary essays in MLA format. 3. Write a literary research paper in MLA format, using various analytical approaches to literature. 4. Use correct grammar, punctuation, and sentence structure, as well as appropriate style in written work. Page 1

2 White River Valley High School Course Objectives Upon successful completion of this course students should be able to: 1. Demonstrate a comprehensive knowledge of procedures and steps needed to research, document, and write an informative and an argumentative research paper, as well as professional correspondence documents using MLA format. 2. Effectively use the writing process for all written assignments to ensure use of proper grammar, punctuation, style, and sentence and paragraph structure, while safeguarding against all plagiarism restrictions. 3. Use research techniques for identifying qualified sources, journals, and websites, while applying MLA formats for citations and bibliographies. Required Course Materials The following resources are required in the completion of course learning activities.textbook Holt, Elements of Language, 2009 ISBN-13: Students will also access numerous websites, applications, and online sources including the OCU Online Library. Tentative Course Outline Topics covered include reading poetry, short story, and drama; writing about poetry, short story, and drama; writing the literary essay; researching literary criticism; writing the literary criticism research paper; using MLA format; research paper process; writing the informative research paper; writing the persuasive research paper; and using MLA format. Page 2

3 Week Lesson Introduction Login in to OCU Library Documentary Overview of the writing process Reading and writing about descriptive non-pedestrian language, persona and tone. MLA format Writing reflectively about Non-pedestrian and poetic language Read poetic language in speeches Reading short fiction Reading play Determine topic for Literary research paper Use OCU Library Review MLA format, citation Literary writing Researched writing Discuss plagiarism laws Documenting sources MLA review of citations Research possible topic Discuss research types: inductive,deductive, scientific, experiential, etc Persuasive writing Writing the outline Begin research on topic Writing Assignment None 1st literary interpretation essay rough draft 1st literary interpretation essay final 15% 2nd literary interpretation essay draft 2nd literary interpretation essay final 15% Literary research paper Draft Literary research paper final 20% Begin 1st research paper draft 20% Unit Activities 1 Review syllabus Read EoL: Reviewing a Documentary p and Review Writing Process Chart View What I Want My Words to Do to You (WIWMWTDTY) 1 Review the writing process Write an interpretive review of WIWMWTDTY In-class writing: thesis, outline, and rough draft 1 Complete peer editing In-class writing final draft Read EoL: Making Connections p I Have a Dream, MLK Inaugural Speech, JFK 1 Read: My Mother s Blue Bowl Read:The Lottery Write interpretive review using personal connections as a lens. 1 Read EoL: p direct and indirect characterization Read: The Giver (excerpt) Finish writing process for final draft 2 Read EoL: Literary Research Paper p Review Student Model p Analysis proper usage guidelines Read Webster article: Plagiarism Read EoL: Document Sources Identify research topic 3 Pearson: Research types PPT Check for learning assessment Read EoL: Defending a Position p Read EoL: Writing Persuasively p Continue research Using scholarly journals Advanced searches Peer editing begins Continue research and writing process Continue research and writing process 3 In-class research Use OCU library Continue writing draft Evaluating Scholarly Journals doc 3 In-class writing Peer editing Rewriting Page 3

4 Finalization of paper Begin an informative paper Organizing the Paper Identify reliable sources Review primary/secondary sources Continue writing Discuss structure Continue writing Inspiration from research Complete writing Corresponding PPT Class presentation Complete class presentations Final exam overview 1st research paper final 35% Begin 2nd research paper draft Continue research and writing process Continue research and writing process 2nd research paper final 35% None 3 Formating and docuentation 4 Topic selection and pre-writing Consider career choices Outline for paper 4 Complete draft Start peer editing Semester Analysis None All Final Exam 4 Peer editing, analysis, and rewrite 4 Complete informative paper Prepare class presentation PPT Begin Class presentations All Give informative presentations Post self-assessment Course Assignments and Assessments Daily assignments/quizzes/final activity/other class activities Assignments/Assessments Participation and Attendance 10% Assignments and Quizzes 10% Literary Essays 2 3p 15% Research Paper 1 6p 5/scholarly rev (inform/ 20% Library Research 2 8p 7 scholarly sources 35% Final Exam 5% Grade Percentage able to apply literary terms and understanding of themes to written work. [Course Objective #2; Standards # 3.2.2, 3.2.3, 3.2.4, 3.3.1, 3.3.2, 3.3.3, 3.4.1, 3.4.2, 3.5.1]. able to use correct grammar, punctuation, and sentence structure, as well as appropriate style. [Course Objective #4; Standards # 3.1.6]. Literary Essays: Page 4

5 Students will write two literary interpretation essays of at least three pages, using correct MLA format and correct grammar, punctuation, and sentence structure, as well as appropriate style. These papers will comprise 15% of the class grade and will be graded on content, style, organization, writing conventions, and format. Please see rubric for grading criteria. able to apply literary terms and understanding of themes to written work. [Course Objective #2; Standards # 3.2.2, 3.2.3, 3.2.4, 3.3.1, 3.3.2, 3.3.3, 3.4.1, 3.4.2, 3.5.1]. able to use correct grammar, punctuation, and sentence structure, as well as appropriate style. [Course Objective #4; Standards # 3.1.6]. MLA Research Paper Students will write a literary research paper of at least six pages, with at least five scholarly sources, in correct MLA format. The paper should use correct grammar, punctuation, and sentence structure, as well as appropriate style. This paper will comprise 20% of the course grade and will be evaluated on content, style, organization, writing conventions, and format. able to demonstrate a comprehensive knowledge of the procedures and steps to follow in researching, documenting, and writing research papers in correct format. [Course Objective #1; Standards # 3.2.3, 3.2.5, 3.3.3, 3.4.1, 3.4.2, 3.1.6]. able to write a literary research paper in MLA format, using various analytical approaches to literature. [Course Objective #3; Standards # 3.5.1, 3.5.4]. able to use correct grammar, punctuation, and sentence structure, as well as appropriate style. [Course Objective #4; Standards # 3.1.6]. MLA Research Papers Students will write two library research papers, using correct MLA format and correct grammar, punctuation, and sentence structure, as well as appropriate style. The informative paper should be at least eight pages in length and have at least seven scholarly sources cited. The persuasive paper should be at least ten pages in length and have at least eight scholarly sources cited. These papers will comprise 35% of the course grade and will be evaluated on content, style, organization, writing conventions, and format. able to demonstrate a comprehensive knowledge of the procedures and steps to follow in researching, documenting, and writing research papers in correct format. [Course Objective #1; Standards # 3.2.3, 3.2.5, 3.3.3, 3.4.1, 3.4.2, 3.1.6]. able to use correct grammar, punctuation, and sentence structure, as well as appropriate style. [Course Objective #4; Standards # 3.1.6]. Page 5

6 Assessment Rubrics and Scoring Guides The following rubrics and scoring guides are followed in the assessment of student performance with course learning activities. English 102 Essay Rubric Content Includes little essential information and does not address the main topic well. Includes some essential information and begins to address the main topic. Includes essential, accurate information that satisfactorily addresses the main topic. Covers the topic completely and in depth with the main topic being the focus of the essay. Style Use of Language Style and use of language are inappropriate Errors in style and language lessen the effectiveness of the writing. Writing is mostly clear and engages the reader to some extent. Writing is clear, flows well, and is engaging. Organization A: Topic Sentences & Paragraphs Does not use appropriate topic sentence in each paragraph, does not support topic well. An appropriate topic sentence in each paragraph, but does not support topic well (or other way around). Paragraphs have appropriate topic sentences and good supporting sentences. Uses exemplary topic sentences and supports with thoughtful, well-crafted supporting sentences. Organization B: Thesis Statement and Theme Thesis statement is inadequate and/or the point of the paper is a mystery. Thesis is adequate and/or implied. It requires effort on the part of the reader to discern the point of the paper. Clear thesis is present, but could be more engaging and/or direct Clear, engaging thesis directs the reader toward the point of the paper. Conventions Includes more than five grammatical, spelling or other errors. Included fourfive grammatical spelling or other errors in text. Includes twothree grammatical, spelling or other errors. Has only one or no grammatical, spelling or other errors in text. Page 6

7 MLA Quotes, summaries, and paraphrases are missing or they do not support the thesis statement or the content of the paragraphs in which they appear. Major errors in the in-text citations and/or Works Cited page. Quotes, summaries, and paraphrases are present and introduced, but the explanation and/or incorporation into the paper is adequate. Moderate errors in the in-text citations and/or Works Cited page. Relevant quotes, summaries, and paraphrases are introduced, integrated, and explained. Minor errors in in-text citations and/or Work Cited page. Powerful and relevant quotes, summaries, and paraphrases are introduced properly, smoothly integrated, and thoroughly explained. In-text citation is essentially correct. Works cited page format is correct. Course Objective(s) #2 and 4; Standard(s) 3.2.2, 3.2.3, 3.2.4, 3.3.1, 3.3.2, 3.3.3, 3.4.1, 3.4.2, 3.5.1, 3.1.6]. Grading Rubric for Research Papers The TThe welldeveloped/powerful INTRODUCTION engages the readers. It contains detailed background information, develops a significant and compelling position, and a clear explanation or definition of the problem. Finally, it creates interest and establishes relevance. ClearClear, engaging THESIS directs the reader toward the point of the paper. The ethe effective introduction contains some background information, uses a technique for creating interest, develops a clearly stated position, establishes relevance, and states the problem, using sufficient details. Needs minor work Clear Clear thesis present, but could be more engaging and/or direct. Intro Introduction is adequate, but does not catch the reader s attention and/or does not clearly set up the purpose of the paper. The problem is stated, but lacks sufficient detail, and/or does not establish relevance. Needs moderate work. ThesiThesis is adequate and/or implied. It requires effort on the part of the reader to discern the point of the paper. Intro Introduction is inadequate and/or needs major work. Writer does not attempt to create interest. Background details are a random collection of information, unclear, or not related. The problem is not stated or it is vague. Relevance is not clear or it is missing. Introduction is missing. ThesiThesis statement is inadequate and/or the point of the paper is a mystery Page 7

8 BOD BODY PARAGRAPHS fully support thesis with well-developed/relevant examples, details, and quotes. Pow Powerful and relevant QUOTES, summaries and paraphrases are introduced properly, smoothly integrated, and thoroughly explained. The TThe writer s insight, ANALYSIS, and/or interpretations are relevant and enhance the explanation of the content. The pthe paper demonstrates complete UNITY. It is clear and focused, demonstrates original thought/ reflection/insight. It holds the reader s attention. Relevant anecdotes and details enrich and go beyond the obvious or predictable. The pthe paper is COMPLETE. In other words, it is the appropriate length and effectively covers the topic. Body Body paragraphs support thesis with examples, details, and quotes. Rele Relevant quotes, summaries, and paraphrases are introduced, integrated, and explained. The TThe writer s insight, analysis, and/or interpretations are relevant and adequately explain the content. The pthe paper has unity. It is reasonably clear and focused, and the writer goes beyond the superficial or obvious. It holds the reader s attention. On the whole, accurate details or clear thoughts are present to support the main idea. The pthe paper is complete. It is an adequate length and effectively covers the topic. Body Body paragraphs offer adequate support to thesis, but examples, details, and quotes do not go far enough. Quot Quotes, summaries, and paraphrases are present and introduced, but the explanation and/ or incorporation into the paper is adequate. The TThe writer s insight, analysis, and/or interpretations are present, but does not enhance and/or explain the content. The pthe paper adequately displays unity. The writer is beginning to define the topic, even though the development is still basic or adequate and does not demonstrate thought/reflection/insight or specifics. Support is attempted, but does not go far enough. The pthe paper is adequate length, but it lacks full development of ideas. Body Body paragraphs inadequately support the thesis, and examples, details and quotes are undeveloped. Quot Quotes, summaries, and paraphrases are missing, or they do not support the thesis statement or the content of the paragraphs in which they appear. The TThe writer s insight, analysis, and/or interpretations are weak, inadequate, or missing. The pthe paper inadequately demonstrates unity. It shows no clear sense of purpose and does not reveal reflection. To extract meaning from the text, the reader must make inferences based on sketchy/missing details. The text reads like a collection of disconnected thoughts. The pthe paper is an inadequate length to fully cover topic and convey main idea Pow Powerful CONCLUSION wraps up/ gives closure to the main point of the paper and goes beyond restating the thesis/introduction. Conclusion summarizes without repeating. Conc Powerful conclusion effectively wraps up/ gives closure to the main point of the paper and goes beyond restating the thesis /introduction. Conclusion summarizes main topics. ConclConclusion only summarizes the main point and simply restates the thesis/introduction. It is adequate. ConclConclusion is inadequate. It does not effectively wrap up the paper or it is missing Page 8

9 ORG ORGANIZATION The pthe paper is completely COHESIVE. There is a logical, compelling progression of ideas in paper; a clear structure which enhances and demonstrates the central idea or theme and moves the reader through the text. Organization flows so smoothly the reader hardly thinks about it. Car Carefully constructed PARAGRAPHS exist with topic sentences. The paragraphs have flow and are easy to understand. Effec Effective, mature, and appropriate TRANSITIONS exist throughout the paper. The The paper is cohesive. Progression of ideas in paper makes sense and moves the reader easily through the text. ClearClearly organized paragraphs exist with topic sentences. Paragraphs have adequate flow and are understandable. StronStrong transitions exist throughout the paper. The pthe paper is adequately cohesive. Progression of ideas in paper is awkward, yet moves the reader through the text adequately or without too much confusion. The writer sometimes lunges ahead too quickly or spends too much time on details that do not matter. Par Paragraphs have organization, but they lack topic sentences or flow. It requires effort to understand paragraphs. Tra Transitions are adequate, appearing sporadically but not equally throughout the paper. The pthe paper is inadequately cohesive. Arrangement of paper is unclear, illogical, and inadequate. The writing lacks a clear sense of direction. Ideas, details or events seem strung together in a loose or random fashion; there is not identifiable internal structure. Par Paragraphs lack organization, topic sentences or flow. It is hard or impossible to understand individual paragraphs. Few, Few, forced transitions in the paper or the transitions are inadequate. No tr No transitions are present Page 9

10 MEC MECHANICS AND STYLE PUN PUNCTUATION, capitalization, and spelling are correct. Paper is virtually errorfree. SEN SENTENCE STRUCTURE is smooth, skillful, coherent, and mature throughout the paper. Sentences are well built with strong and varied structure that invites expressive oral reading. No editing would be required to polish the text. Preci Precise, skillful WORD CHOICE; words convey the intended message in an interesting and natural way. The words are powerful and engaging, The words bring the paper to life. Disti Distinctive, appropriate, and consistent VOICE demonstrated; strong and honest personality in writing that interacts with reader. The There are minor errors in punctuation, capitalization, and/or spelling. Sen Sentence structure is smooth and coherent throughout most of the paper. Most sentences are varied in length and style; sentences are not rambling, awkward, or choppy. Minimal editing would be required to polish the text. Appr Appropriate and correct word choice; words add detail; striking words and phrases are sometimes used in the writing; the writer avoids clichés and slang. Appr Appropriate and correct voice demonstrated; a clear, consistent personality exists behind words. The There are moderate errors in punctuation, capitalization, and/or spelling. Sen Sentence structure needs to flow to achieve coherence throughout the paper. Redundancy in sentence patterns occurs; the sentences hang together, getting the job done in a routine fashion. Moderate editing would be required to polish the text. NeedNeeds attention to word choice. Word choice is adequate or vague at times. The language is functional, even if it lacks energy. It is easy to figure out the writer s meaning on a general level. NeedNeeds more effort in developing voice; voice is at times inappropriate or inconsistent. Ther There are major errors in punctuation, capitalization, and/or spelling. Sen Sentence structure offers choppy sentences and unclear patterns, making the paper difficult to follow. Errors are noticeable and affect meaning. Most sentences lack varying length or style; frequent or excessive pattern redundancy. Sentences are rambling or awkward. Extensive editing would be required. Inap Inappropriate, awkward, or consistently vague word choice; redundancy distracts the reader; words are used incorrectly, sometimes making the message hard to decipher. Voic Voice is altogether inappropriate, incoherent or inconsistent. It is cold, careless, and mechanical Page 10

11 MLA MLA or APA IN-TEIN-TEXT CITATION format is essentially correct and corresponds directly with an entry on the Works Cited or References page. The IIIN-TEXT CITATIONS and/or the WORKS CITED or REFERENCES page indicate that the paper uses information or quotations from the correct number of sources. The WORKS CITED or REFERENCES page indicates that an effective variety of sources is used, and that the appropriate number of Internet sites is used. WORWORKS CITED or REFERENCES page format is correct. In-teIIn-text citation format has minor errors, but it does correspond directly with an entry on the Works Cited or References page. The iiin-text citations and/or the Works Cited or References page indicate that the paper uses information or quotations from one or two fewer than the correct number. The Works Cited or References page indicates than an appropriate variety of sources is used, and the appropriate number of Internet sources is exceeded by one source. MinoMinor errors in the Works Cited or References page. In-teIIn-text citation format has moderate errors, and/or the in-text citation does not correspond completely with the entry on the Works Cited or References page. The iin-text citations and/or the Works Cited or References page indicate that the paper uses information or quotation from three or four fewer than the correct number. The Works Cited or References page indicates that an adequate variety of sources is used, and the appropriate number of Internet sites is exceeded by two sources. Mod Moderate errors in the Works Cited or References page. In-teIIn-text citation format has major errors, and/or it does not correspond directly with an entry on the Works Cited or References page, OR intext citations could be missing. The iiin-text citations and/ or the Works Cited or References page indicate that the paper uses information or quotations from five or more fewer than the correct number. The Works Cited or References page indicates that an inadequate variety of sources is used, and the appropriate number of Internet sites is exceeded by three or more sources, OR it is missing. MajoMajor errors in the Works Cited or References page or it is missing. Adapted Community College Course Objective(s) #1, 3, and 4; Standard(s) 3.2.2, 3.2.3, 3.2.4, 3.3.1, 3.3.2, 3.3.3, 3.4.1, 3.4.2, 3.5.1, 3.1.6]. Page 11

12 Grading Scale The University grading system consists of letter grades and grade points. The grading system for undergraduate and graduate programs is as follows: Undergraduate Grading System Graduate Grading System Scale Grade Value Definition Scale Grade Value Definition A 4.0 Superior A 4.0 Superior A- 3.7 Excellent A- 3.7 Excellent B+ 3.3 Outstanding B+ 3.3 High Average B 3.0 Very Good B 3.0 Average B- 2.7 Good B- 2.7 Low Average C+ 2.3 High Average C+ 2.3 C 2.0 Average C 2.0 Below Average, Counting as Graduate Credit Below Average, Counting as Graduate Credit C- 1.7 Low Average F 0.0 Failure D+ 1.3 Below Average I Incomplete D 1.0 Poor WE Instructor Withdrawal Excessive Absences D- 0.7 Near Failure AU Audit F 0.0 Failure EC Education Continuing, EdD I Incomplete GP Graduate in Progress 3-years limit, EdD P Pass W Withdrawal Official Approval NC No Credit W Student Withdrawal Passing WE Instructor Withdrawal Excessive Absences High School Grading Scale Page 12

13 Course Policies All rules and guidelines in the WRV Student Handbook apply. Targeted Standards of Course Learning The following standards are applied in the teaching of the course as appropriate to the school and degree program enrolled in taking the course. OCU Vision Statement To become a leading faith-based university that provides a Christian learning environment preparing students for service. OCU Mission Statement is a Christian faith-based learning community dedicated to the enhancement of intellectual, spiritual, physical and social development for positive leadership. OCU School of Arts and Sciences Mission Statement As an integral part of, the School of Arts and Sciences seeks to educate the whole person in preparation for service and leadership in local and global communities. ENGLISH DEPARTMENT PROGRAM GOALS BASED ON NCTE/NCATE STANDARDS English major graduates follow a specific curriculum and are expected to meet appropriate performance assessments for preservice English language arts teachers. English major graduates, through modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional organizations, adopt and strengthen professional attitudes needed by English language arts teachers. English major graduates are knowledgeable about language; literature; oral, visual, and written literacy; print and nonprint media; technology; and research theory and findings. English major graduates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. Page 13