GLOBE INSTITUTE OF TECHNOLOGY
General Education Department Course Syllabus
ENG203 – English Composition II
Spring 2016
Instructor: Joe Colonna E-mail: [email protected]
Office: 409 Credits: 3
Office Hours: by appointment
Prerequisites: Students are assigned to this course based on the results of the college essay placement assessment
Course Description: This is an intensive course focusing on specific aspects necessary to college essay writing. Significant attention is given to developing analytic skills with the intent to then convert student analyses into well-organized essays. Varying approaches to essay organization and structure are explored. Several readings will be assigned to and assessed by students throughout the semester, primarily using a formalist approach to the assigned stories, essays and articles. Several short essays will result from the readings.
This course is conducted on a lecture/workshop basis with emphasis placed on writing and the correction of drafts. With the aid of these exercises, students will develop the analytical writing skills necessary for writing success at the undergraduate level.
Required Text: Tales of Wonder from Many Lands, 4th ed., Ed. Howard Canaan and Joel N. Feimer
Rules for Writers, 6th ed., Diana Hacker
MLA Handbook for Writers of Research Papers
Student Learning This course is designed to demystify and enliven students’
Objectives: understanding of writing and the process of writing. Additionally, the course seeks to improve the depths to which students can feasibly probe by way of deep analysis and critical thinking. By the end of this course, students should be able to more freely generate ideas on paper, familiarize themselves with structural elements of good writing and explore their own experiences through the written word, as well as improving their handling of both concrete and abstract ideas in writing. Students will:
· Identify meaningful subject matter for the basis of his/her essay
· Recognize analytical strategies for different genres of writing
· Capably move beyond summation toward deep analysis
· Create an intro paragraph that sets the tone and contains essential themes
· Read fiction, poetry, and possibly other materials for insight and appreciation
· Create and refine drafts
· Use evocative words and phrases and appropriate transition phrases
· Synthesize ideas into a properly structured essay, containing a beginning, a development, and a summation of key points and ideas
· Develop a personal writing voice and tone
· Write a strong thesis statement
Internet Resources: Purdue Online Writing Lab
http://owl.english.purdue.edu/owl/
Merriam-Webster Dictionary
http://www.merriam-webster.com/
Random House Modern Library’s 100 best books of 20th century
http://www.randomhouse.com/modernlibrary/100best.html
Assignment
Percent of Grade
Class Participation and attendance
15%
Folktale Essay
20%
Fairytale Essay (Midterm)
20%
Myth Essay
20%
Literary Analysis Essay (Final)
25%
Evaluation & Grading System:
Assignments: -- Folktale Essay: Topic chosen by students. Written on All God’s Chillen Had Wings
-- Fairytale Essay: Written on Mother Hulda, The Golden Bird, Rumpelstiltskin, and The Frog Prince. The essay will discuss what role tests play in fairytales
-- Myth Essay: Written based on Hera’s Wrath; Athena and Arachne; and The Apple of Discord; The Genesis Creation Story; and Adam, Eve, and the Serpent. The essay will discuss the differences and similarities of God’s depiction in the Bible, and the depiction of Roman and Greek gods
-- Fiction Analysis Essay: Analysis writing requires the writer to interpret literature and communicate ideas about it through words. This essay will be written on The Veldt. Topic chosen by students
--
Students are required to retain a copy of each assignment submitted.
All four essays are to be typed, double-spaced, with size 12 font in Times New Roman – no handwritten papers! All papers should have the student’s name, class code and section, and type of paper at the top of your first page. Missing this information will result in a lower grade
According to the standards established by the New York State Education Department, students are expected to complete two-thirds of their required course work outside of the classroom. Students must read all assigned material, complete all projects, and be prepared for classroom discussion prior to class start time. For three hour courses, the total homework effort must be equal to up to six hours of out-of-class homework
Services: Students should use Globe’s various learning centers to assist in and facilitate learning:
-- The library in room 404
-- The tutorial center is in room 402 (by referral and appointment)
-- Computer room is on the 2nd floor
Rules & -- Attend class regularly and punctually
Regulations: -- Participate actively and respectfully in class discussion
-- Put cell phones on silent during class
-- Complete assigned readings and other required activities prior to coming to class
-- Submit all assignments on time – late assignments will lower the assignment’s grade
CLASS PARTICIPATION:
Stimulating class discussion is an effective, efficient, and enjoyable way to learn. As such, student attendance and appropriate participation are important components of every class session.
ABSENCES:
If a class must be missed, it is the responsibility of each student to learn any material missed and be prepared to actively participate in the next session. If you are unable to attend class, please let me know and the absence will be excused. Unexcused absences of any numbers will lower your final grade.
PLAGIARISM:
While this class encourages students to refer to and use other sources in their writing, students are required to follow the MLA format of citation and referencing. Plagiarism is the use of another person’s work without proper citation. This includes material taken from a book, a magazine, newspaper, or the Internet. Three different acts are considered plagiarism: 1) Failing to cite quotations and borrowed ideas, 2) Failing to enclose borrowed language in quotation marks, and 3) Failing to put summaries and paraphrases in your own words. Any external sources and materials must always be acknowledged by in-text citation, as well as by bibliography (appropriate citations at the conclusion of the paper). In accordance with Globe Institute of Technology policy, papers that have been plagiarized will receive an “F” grade and the student will be reported to the General Education Department.
DATE
TOPIC
HOMEWORK
WEEK 1
Course Introduction
Class Introductions and review of Syllabus
What makes an analytical reading of a work?
Moving from analysis of Visual Rhetoric (advertisements, photos) to literary analysis
Read “All God’s Chillen” folktale; begin rough draft of essay 1
WEEK 2
Thesis Statements
Class workshops examples of folktale essays from previous classes (previous semesters). What is the thesis for each? Is there a thesis? What are the moments of analysis in each? Did the essays slip into opinion?
Further discussion of how Visual Rhetoric (ads and photos) and our familiarity with them can be used to understand literary analysis, how to break a piece of writing down into its component parts.
Introduction to Figurative Language and other literary terms
Continue to work on Rough Draft of Essay 1
WEEK 3
Planning and Organizing an Analytical Paper
Rough draft of essay 1 due
Student/Teacher conferences on essay 1, how to strengthen it.
In-class workshop on how to help each student develop her essay.
WEEK 4
Thesis Statements 2
Final Draft of Essay 1 due.
What is a fairytale? How does it differ from a folktale? How does humor operate in the examples of Rumplestiltskin?
Review of figurative language and literary terms, especially Irony and Tone.
Read both examples of Rumplestiltskin in preparation for essay 2, the fairytale.
WEEK 5
Peer Review and Conferences
First Draft of Folktale Essay due
How to revise; editing symbols
Things to look for when peer editing
Peer Editing and conferences
Begin work on rough draft of essay 2, fairytale essay
WEEK 6
Writing about Reading
Final Draft of Folk Essay Due
Class workshop of fairytale essays from previous semesters. What is working in these essays? What can be improved? What, in the end, makes for good literary essay?
Finding exegesis
WEEK 7
Supporting Your Interpretation
Rough draft due of essay 2
Teacher/student meetings on essay 2, how to improve toward the final essay
Another review of literary terms
Finish final draft of fairytale essay
WEEK 8
Peer Review and Conferences
Analogues
Final Draft of Fairytale Essay Due
What are myths? What do they have in common with legends? With religion? How do they differ from folktales and fairytales?
How do we keep out our own opinion (and stick with analysis) when writing about potent subjects like religion?
Read the myth/biblical story packet in preparation for essay 3
WEEK 9
Secondary Sources and Your Analysis
Myths
Class workshop of myth/biblical essay from previous semesters. Which essays do we like best? Why? Which essays managed to avoid opinion and mix summary and analysis the best?
A review of the difference between summary and analysis, and how to use both effectively
Begin rough draft of Myth essay
WEEK 10
Greek and Roman Myths
Another review of literary terms, thesis statements, and essay structure.
Workshop 2: on myth essays from previous semesters.
Begin working on Myth outline in class
Continue work on rough draft of myth essay
WEEK 11
Peer Review and Conferences
First Draft of Myth Essay Due
Teacher/student conferences
Write final draft of Myth essay
WEEK 12
Working with Poetry and Fiction
Final Draft of Myth Essay Due
Interpreting Poetry:
Read and analyze The Flea, John Donne
Interpreting Fiction:
Read and analyze Indian Camp, Ernest Hemingway
Things to think about: the secret message
Read “The Flea” and “Indian Camp”
WEEK 13
Working with Longer Selections
Begin working on Literary Analysis Essay
Review literary terms.
Workshop essays from previous semesters.
Work on first draft of Literary Analysis Essay
WEEK 14
Peer Review and Conferences
First Draft of Literary Analysis Essay Due
Teacher/student conferences
Write final draft of Literary Analysis Essay
WEEK 15
Final Draft of Literary Analysis Essay Due
General Education Department Course Syllabus
ENG203 – English Composition II
Spring 2016
Instructor: Joe Colonna E-mail: [email protected]
Office: 409 Credits: 3
Office Hours: by appointment
Prerequisites: Students are assigned to this course based on the results of the college essay placement assessment
Course Description: This is an intensive course focusing on specific aspects necessary to college essay writing. Significant attention is given to developing analytic skills with the intent to then convert student analyses into well-organized essays. Varying approaches to essay organization and structure are explored. Several readings will be assigned to and assessed by students throughout the semester, primarily using a formalist approach to the assigned stories, essays and articles. Several short essays will result from the readings.
This course is conducted on a lecture/workshop basis with emphasis placed on writing and the correction of drafts. With the aid of these exercises, students will develop the analytical writing skills necessary for writing success at the undergraduate level.
Required Text: Tales of Wonder from Many Lands, 4th ed., Ed. Howard Canaan and Joel N. Feimer
Rules for Writers, 6th ed., Diana Hacker
MLA Handbook for Writers of Research Papers
Student Learning This course is designed to demystify and enliven students’
Objectives: understanding of writing and the process of writing. Additionally, the course seeks to improve the depths to which students can feasibly probe by way of deep analysis and critical thinking. By the end of this course, students should be able to more freely generate ideas on paper, familiarize themselves with structural elements of good writing and explore their own experiences through the written word, as well as improving their handling of both concrete and abstract ideas in writing. Students will:
· Identify meaningful subject matter for the basis of his/her essay
· Recognize analytical strategies for different genres of writing
· Capably move beyond summation toward deep analysis
· Create an intro paragraph that sets the tone and contains essential themes
· Read fiction, poetry, and possibly other materials for insight and appreciation
· Create and refine drafts
· Use evocative words and phrases and appropriate transition phrases
· Synthesize ideas into a properly structured essay, containing a beginning, a development, and a summation of key points and ideas
· Develop a personal writing voice and tone
· Write a strong thesis statement
Internet Resources: Purdue Online Writing Lab
http://owl.english.purdue.edu/owl/
Merriam-Webster Dictionary
http://www.merriam-webster.com/
Random House Modern Library’s 100 best books of 20th century
http://www.randomhouse.com/modernlibrary/100best.html
Assignment
Percent of Grade
Class Participation and attendance
15%
Folktale Essay
20%
Fairytale Essay (Midterm)
20%
Myth Essay
20%
Literary Analysis Essay (Final)
25%
Evaluation & Grading System:
Assignments: -- Folktale Essay: Topic chosen by students. Written on All God’s Chillen Had Wings
-- Fairytale Essay: Written on Mother Hulda, The Golden Bird, Rumpelstiltskin, and The Frog Prince. The essay will discuss what role tests play in fairytales
-- Myth Essay: Written based on Hera’s Wrath; Athena and Arachne; and The Apple of Discord; The Genesis Creation Story; and Adam, Eve, and the Serpent. The essay will discuss the differences and similarities of God’s depiction in the Bible, and the depiction of Roman and Greek gods
-- Fiction Analysis Essay: Analysis writing requires the writer to interpret literature and communicate ideas about it through words. This essay will be written on The Veldt. Topic chosen by students
--
Students are required to retain a copy of each assignment submitted.
All four essays are to be typed, double-spaced, with size 12 font in Times New Roman – no handwritten papers! All papers should have the student’s name, class code and section, and type of paper at the top of your first page. Missing this information will result in a lower grade
According to the standards established by the New York State Education Department, students are expected to complete two-thirds of their required course work outside of the classroom. Students must read all assigned material, complete all projects, and be prepared for classroom discussion prior to class start time. For three hour courses, the total homework effort must be equal to up to six hours of out-of-class homework
Services: Students should use Globe’s various learning centers to assist in and facilitate learning:
-- The library in room 404
-- The tutorial center is in room 402 (by referral and appointment)
-- Computer room is on the 2nd floor
Rules & -- Attend class regularly and punctually
Regulations: -- Participate actively and respectfully in class discussion
-- Put cell phones on silent during class
-- Complete assigned readings and other required activities prior to coming to class
-- Submit all assignments on time – late assignments will lower the assignment’s grade
CLASS PARTICIPATION:
Stimulating class discussion is an effective, efficient, and enjoyable way to learn. As such, student attendance and appropriate participation are important components of every class session.
ABSENCES:
If a class must be missed, it is the responsibility of each student to learn any material missed and be prepared to actively participate in the next session. If you are unable to attend class, please let me know and the absence will be excused. Unexcused absences of any numbers will lower your final grade.
PLAGIARISM:
While this class encourages students to refer to and use other sources in their writing, students are required to follow the MLA format of citation and referencing. Plagiarism is the use of another person’s work without proper citation. This includes material taken from a book, a magazine, newspaper, or the Internet. Three different acts are considered plagiarism: 1) Failing to cite quotations and borrowed ideas, 2) Failing to enclose borrowed language in quotation marks, and 3) Failing to put summaries and paraphrases in your own words. Any external sources and materials must always be acknowledged by in-text citation, as well as by bibliography (appropriate citations at the conclusion of the paper). In accordance with Globe Institute of Technology policy, papers that have been plagiarized will receive an “F” grade and the student will be reported to the General Education Department.
DATE
TOPIC
HOMEWORK
WEEK 1
Course Introduction
Class Introductions and review of Syllabus
What makes an analytical reading of a work?
Moving from analysis of Visual Rhetoric (advertisements, photos) to literary analysis
Read “All God’s Chillen” folktale; begin rough draft of essay 1
WEEK 2
Thesis Statements
Class workshops examples of folktale essays from previous classes (previous semesters). What is the thesis for each? Is there a thesis? What are the moments of analysis in each? Did the essays slip into opinion?
Further discussion of how Visual Rhetoric (ads and photos) and our familiarity with them can be used to understand literary analysis, how to break a piece of writing down into its component parts.
Introduction to Figurative Language and other literary terms
Continue to work on Rough Draft of Essay 1
WEEK 3
Planning and Organizing an Analytical Paper
Rough draft of essay 1 due
Student/Teacher conferences on essay 1, how to strengthen it.
In-class workshop on how to help each student develop her essay.
WEEK 4
Thesis Statements 2
Final Draft of Essay 1 due.
What is a fairytale? How does it differ from a folktale? How does humor operate in the examples of Rumplestiltskin?
Review of figurative language and literary terms, especially Irony and Tone.
Read both examples of Rumplestiltskin in preparation for essay 2, the fairytale.
WEEK 5
Peer Review and Conferences
First Draft of Folktale Essay due
How to revise; editing symbols
Things to look for when peer editing
Peer Editing and conferences
Begin work on rough draft of essay 2, fairytale essay
WEEK 6
Writing about Reading
Final Draft of Folk Essay Due
Class workshop of fairytale essays from previous semesters. What is working in these essays? What can be improved? What, in the end, makes for good literary essay?
Finding exegesis
WEEK 7
Supporting Your Interpretation
Rough draft due of essay 2
Teacher/student meetings on essay 2, how to improve toward the final essay
Another review of literary terms
Finish final draft of fairytale essay
WEEK 8
Peer Review and Conferences
Analogues
Final Draft of Fairytale Essay Due
What are myths? What do they have in common with legends? With religion? How do they differ from folktales and fairytales?
How do we keep out our own opinion (and stick with analysis) when writing about potent subjects like religion?
Read the myth/biblical story packet in preparation for essay 3
WEEK 9
Secondary Sources and Your Analysis
Myths
Class workshop of myth/biblical essay from previous semesters. Which essays do we like best? Why? Which essays managed to avoid opinion and mix summary and analysis the best?
A review of the difference between summary and analysis, and how to use both effectively
Begin rough draft of Myth essay
WEEK 10
Greek and Roman Myths
Another review of literary terms, thesis statements, and essay structure.
Workshop 2: on myth essays from previous semesters.
Begin working on Myth outline in class
Continue work on rough draft of myth essay
WEEK 11
Peer Review and Conferences
First Draft of Myth Essay Due
Teacher/student conferences
Write final draft of Myth essay
WEEK 12
Working with Poetry and Fiction
Final Draft of Myth Essay Due
Interpreting Poetry:
Read and analyze The Flea, John Donne
Interpreting Fiction:
Read and analyze Indian Camp, Ernest Hemingway
Things to think about: the secret message
Read “The Flea” and “Indian Camp”
WEEK 13
Working with Longer Selections
Begin working on Literary Analysis Essay
Review literary terms.
Workshop essays from previous semesters.
Work on first draft of Literary Analysis Essay
WEEK 14
Peer Review and Conferences
First Draft of Literary Analysis Essay Due
Teacher/student conferences
Write final draft of Literary Analysis Essay
WEEK 15
Final Draft of Literary Analysis Essay Due