ENGLISH COMPOSITION II
3 CREDIT HOURS
INSTRUCTOR: MR. STEPHEN DOSS, M.A., M.ED.
I. INSTRUCTOR INFORMATION
DEGREES: BA ENGLISH, UMR, 1975; MA ENGLISH, SEMO UNIV., 1983; MA EDUCATION, MARYVILLE UNIV., 2002 HIGHER EDUCATION TEACHING: MARYVILLE UNIV, ST. LOUIS COMMUNITY COLLEGE SECONDARY EDUCATION TEACHING: ENGLISH (CAPE GIRARDEAU CENTRAL HIGH SCHOOL, NORTH ST. FRANCOIS CO. HIGH SCHOOL), SPECIAL EDUCATION (MARIES CO. R-I HIGH SCHOOL, NORTH ST. FRANCOIS CO. HIGH SCHOOL, JEFFERSON CITY HIGH SCHOOL, MISSOURI SCHOOLS FOR THE SEVERELY DISABLED).
I believe in “constructivism.” This is an approach to teaching and learning that emphasizes the participation and involvement of the student in the education process. Constructivism stresses that teachers are “mentors,” not dictators, and that students are “mentees,” not slaves. Therefore, my expectations include your active participation in the activities and lessons which will guide you, and us, through the course.
II. CATALOG DESCRIPTION
Prerequisite: ENG 101/101H with a grade of “C” or better.
English Composition II continues the study of the writing process stressed in Composition I. Students will practice reading and writing critically and analytically, writing exposition, persuasion/argumentation, and the research paper. English Composition II is required for the Associate of Arts and Associate of Arts in Teaching degrees.
III. COURSE OUTLINE
The emphasis of this course is on the writing process, whole essay and types of development. Although some grammar and mechanics may need to be reviewed in class, students will be encouraged to review grammar and mechanics independently and to use the handbook as a tool to correct their own writing.
IV. GENERAL COURSE OBJECTIVES
Upon completion of this course, the student will be able to:
1. Continue to demonstrate an understanding of the composition process: thinking, prewriting, writing, revising, editing, and proofreading.
2. Demonstrate proficiency in the process and conventions of research,
3. Demonstrate an ability to think critically and write analytically.
4. Demonstrate an awareness of language, an understanding of its precise diction, sentence variety, connotation, and abstract/concrete words.
5. Show skill as a critical reader.
6. Be able to state and support the theme of a literary work.
7. Be able to describe the work’s tone.
8. Be able to explain fictional character motivation.
9. Be able to identify essential elements that contribute to a work’s effectiveness.
10. Be able to understand and discuss syntax and style.
11. Gain independence as a writer, assuming responsibility for determining a suitable topic and choosing the proper voice, writing style, and rhetorical strategies for that paper.
V. INSTRUCTIONAL APPROACH AND EMPHASIS
*Group and collaborative work
*Textbook and review of professional writings and literature *Portfolios
*Various and sundry activities designed to facilitate the reading and writing process.
VI. COMMUNICATION AND ACCESSIBILITY
You may contact me at any time via the college’s e-mail system. My e-mail address is: firstname.lastname@example.org. Please use the regular STARS e-mail system. Please do not use the Blackboard portal e-mail. I try to arrive on campus at least 30 minutes before class starts, so if you need to communicate I am available then.
VII. TEXTBOOKS AND REQUIRED MATERIALS
Troyka, Lynn Quitman and Douglas Hesse. Simon and Shuster Handbook for Writers, 7th ed., Publisher, Prentice Hall.
Kirszner & Mandell. Literature: Reading, Reacting, Writing.,...
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