Blinn College • Schulenburg Campus • Humanities • English - ENGL
Composition II ENGL-1302
Mondays and Wednesdays 10:25 - 11:40 a.m.
Professor: Audrey A. Wick
Office: LA 135
Phone: (979) 743-5218
Continued study of and practice in the strategies and techniques for developing research-based expository and persuasive texts. Emphasis on effective and ethical rhetorical inquiry; teamwork; critical reading of verbal, visual, and multimedia texts; systematic evaluation, synthesis, and documentation of information sources; and critical thinking about evidence and conclusions. This reading-and writing-intensive prerequisite for sophomore English offerings further develops the analytical, thinking, and research skills underlying academic success through the study of a variety of texts. The students’ writing of genre-based essays, including researched papers, reinforces the critical thinking skills associated with interpretation, explication, evaluation.
Prerequisite: ENGL 1301 (Composition I) or its equivalent
Core Curriculum Statement
This is a Core Course in the 42-Hour Core Curriculum of Blinn College. As such, students will develop proficiency in the appropriate Intellectual Competencies, Exemplary Educational Objectives, and Perspectives.
Students who succeed in this course will:
1. Demonstrate knowledge of individual and collaborative research processes.
2. Develop ideas and synthesize primary and secondary sources within focused
academic arguments, including one or more research-based essays addressing
3. Analyze, interpret, and evaluate a variety of texts for the ethical and logical use of evidence.
4. Write in a style that clearly communicates meaning, builds credibility, and inspires belief or action.
5. Produce critical essays that support a thesis, utilize primary and/or secondary
sources, apply the conventions of the MLA style manual, avoid plagiarism, and
express ideas in clear, grammatically correct prose.
6. Demonstrate an understanding of literature as an expression of individual and human
values within the social, political, cultural, or religious contexts of different literary
Kirszner, Laurie G. and Stephen R. Mandell. Literature: Reading, Reacting, Writing. 7th ed. Boston: Wadsworth Cengage Learning, 2011. Print.
Lunsford, Andrea A. The Everyday Writer with Exercises. 5th ed. Boston: Bedford/St. Martin's, 2013. Print.
Students in ENGL 1302 (Composition II) will complete:
Quizzes/Daily Assignments/Participation 25%
Reading and lecture quizzes will be given unannounced during the semester to assess knowledge of material presented. If a student is not in class or is late when a quiz is given, he or she misses the opportunity to take the quiz. Specific in-class writing or activities may also be counted as quiz grades. Additionally, grades may be assessed in certain cases for active, meaningful participation. Note: The fiction quiz given mid-semester will count as three quiz grades.
Two major essays (MLA documented, 750 words minimum) 30%
Essay One will focus on fiction while Essay Two will focus on poetry.
Term Paper (MLA documented, 1500 words minimum) 25%
The term paper will include documented, library-based research. No internet source material will be accepted. A minimum of five secondary scholarly sources are required, in addition to the primary source.
In-class Final Exam (hand-written essay of 500-700 words and a multiple-choice course inventory) 20%
A 90-100% Excellent
B 80-89% Good
C 70-79% Average
D 60-69% Poor
F Below 60% Failure
QF Dropped Failing
W Dropped For Good Cause or Withdrew from College
Blinn College Policies
Members of the Blinn College community, which includes faculty, staff and students, are expected to act honestly and responsibly in all aspects of campus life. Blinn College holds all members accountable for their actions and words. Therefore, all members should commit themselves to behave in a manner that recognizes personal respect and demonstrates concern for the personal dignity, rights, and freedoms of every member of the College community, including respect for College property and the physical and intellectual property of others.
Civility Notification Statement. If a student is asked to leave the classroom because of uncivil behavior, the student may not return to that class until he or she arranges a conference with the instructor; it is the student’s responsibility to arrange for this conference.
This statement reflects step one in a possible four step process. The Incivility Protocol is detailed in the Blinn College Student Handbook.
The College District believes that class attendance is essential for student success; therefore, students are required to promptly and regularly attend all their classes. A record of attendance will be maintained from the first day of classes and/or the first day the student’s name appears on the roster through final examinations. If a student has one week’s worth of unexcused absences during the semester, he or she will be sent an e-mail by the College District requiring the student to contact his or her instructor and schedule a conference immediately to discuss his/her attendance issues. Should the student accumulate two weeks’ worth of unexcused absences, he or she will be administratively withdrawn from class.
There are four forms of excused absences recognized by the institution:
- observance of religious holy days—The student should notify his or her instructor(s) not later than the 15th day of the semester concerning the specific date(s) that the student will be absent for any religious holy day(s);
- representing the College District at an official institutional function;
- high school dual credit students representing the independent school district at an official institutional function; and
- military service.
Other absences may be considered excused at the discretion of the faculty member with appropriate documentation. A student enrolled in a developmental course is subject to College District-mandated attendance policies. Failure to attend developmental classes shall result in removal from the course as defined by the College District.
It is the student’s responsibility to officially drop a class he or she is no longer attending. To officially drop a class the student must obtain the class withdrawal form from Enrollment Services, complete the class withdrawal form, secure the required signatures, and return the completed form to Enrollment Services. The last day to drop with a Q is according to the Academic Calendar.
Blinn College does not tolerate cheating, plagiarism, or any other act of dishonesty with regard to the course in which you are enrolled. The following text defines the faculty member’s responsibility with regard to the scholastic integrity expectation for this and all courses at Blinn College.
It is the responsibility of faculty members to maintain scholastic integrity at the College District by refusing to tolerate any form of scholastic dishonesty. Adequate control of test materials, strict supervision during testing, and other preventive measures should be utilized, as necessary, to prevent cheating or plagiarism. If there is compelling evidence that a student is involved in cheating or plagiarism, the instructor should assume responsibility and address the infraction. Likewise, any student accused of scholastic dishonesty is entitled to due process as outlined in Blinn College Board Policy FLB (Local). The Scholastic Integrity Policy is located in the Blinn College Student Handbook. In a case of scholastic dishonesty, it is critical that written documentation be maintained at each level throughout the process.
Students with Disabilities
Final Grade Appeal
Adding / Dropping Courses.
Adding: No courses may be added later than the official calendar add date. A student adding the course must make up the work missed within two weeks after a course is added.
Dropping: Students may drop, or withdraw from, courses by notifying Admissions and Records in person or in writing. The official drop date for a regular semester is the Friday of the 12th week of that semester. A student who drops on or before the official drop date may receive a grade of W or Q. A student who drops after the official drop date will receive a grade of QF. If the student’s work was passing at the time of withdrawal, he or she may petition the instructor to file a grade change from QF to Q. Students may not drop or be dropped from classes once the final examination period begins.
Incomplete Grade. A grade of “I” may be given only in emergencies, such as the serious illness of the student or a close family member. This grade is not for students who fall behind in their work. To receive a grade of incomplete the student must have satisfactorily completed all but one or two of the final requirements of the course. The instructor and student must agree on this grade before it can be assigned, then a course completion contract must be signed by student, instructor, and division chair. All work must be made up within 90 days of signing the course completion contract, or zeroes will be assigned for the uncompleted work.
Textbook: The assigned textbooks are essential for your learning, especially in classes focusing on the study of the written word. You must provide yourself with the books from the very beginning of the semester. You are required to bring the textbook with you every day unless otherwise notified. You may not share the textbook during class or use photocopied pages instead of the book
Student e-mail accounts: Every Blinn College student is assigned an email account to facilitate official College correspondence. Students need to check their Blinn accounts regularly for important communications, including excessive absence reports and emergency announcements.
No food or drink, pets, or small children allowed in Blinn College classrooms
Humanities Division Policies
Grading Standards for Papers and In-Class Essays
Note: To receive a grade of A-C, the paper must meet all requirements of the assignment. All research material of a paper must be correctly documented, and formatting must adhere to instructor requirements and current standards of the Modern Language Association.
The A paper (90-100) represents original, outstanding work. It shows consistently careful thought, fresh insights, sophisticated analysis, and stylistic maturity.
- The reader moves through the A paper effortlessly because of its effective transitions, strong organization, and thorough, purposeful development.
- The thesis of an A paper is a complete, well-formulated sentence appearing early in the paper. It clearly states the controlling idea of the paper and projects the organization of supporting ideas to follow.
- An A paper is not marred by distracting mechanical errors such as fragments, run-on sentences, subject-verb agreement problems, and incorrect or missing punctuation. It is meticulously proofread.
- Directly quoted passages are gracefully integrated into the text with appropriate attribution.
- Word choice is marked by precision and a varied, advanced vocabulary. It is free of jargon, clichés, and other empty language.
The B paper (80-89) represents clearly good, above average college level work. It demonstrates insight, analysis, and a varied vocabulary.
- Its specific points are logically ordered, with appropriate transitions; ideas are well developed and supported with evidence.
- The thesis of a B paper is a complete sentence, appearing early in the paper, which states the essay’s controlling idea.
- It is mostly free of distracting mechanical errors such as subject-verb agreement problems, inadequate proofreading, or incorrect or missing punctuation. Serious syntactical errors, such as fragments and run-ons, do not appear in the B paper.
- Directly quoted passages are smoothly integrated into the text with appropriate attribution.
- In summary, the language of the B paper is clear, correct, and often thoughtful, but it lacks the candor and precision of the most memorable writing.
The C paper (70-79) represents average college-level work. It is a competent expression of ordinary thoughts in ordinary language and exhibits a writing style that is basically correct.
- The C paper has an organizational pattern, with body paragraphs containing information that is relevant to the assignment. However, it often lacks varied transitions, clear topic sentences, and other information needed to guide the reader.
- It has a thesis, but it usually lacks specificity in language and focus. It may be insubstantial, vague, or simply too broad or general.
- Analysis is superficial or inconsistently provided.
- A paper earning a C has relatively few syntactic, usage, and mechanical errors such as fragments, run-on sentences, subject-verb agreement problems, inadequate proofreading, or incorrect or missing punctuation.
- Directly quoted passages are integrated into the text with attribution.
- In summary, the language of the C paper is characterized by generalities rather than precise, illustrative details.
The D paper (60-69) represents below average college work. It often demonstrates one or more of the following characteristics:
- it has only skeletal development and organization;
- the thesis is often unclear and/or non-existent;
- it has frequent mechanical errors which are distracting and interfere with the readability of the document, including fragments, run-on sentences, subject-verb agreement problems, incorrect or missing punctuation, and a failure to proofread;
- sentence structure is awkward, non-standard, and ambiguous.
Note: A paper exhibiting major weaknesses in any specific area—content, development, organization, grammar and mechanics, documentation conventions, writing style—or, indeed, a failure to address the assignment is usually considered, at best, a D paper.
The F paper (59 and below) is characterized by writing that falls below minimal standards for college-level literacy. It often demonstrates one or more of the following characteristics:
- little or no organization;
- an unclear or missing thesis;
- lack of thought and purpose;
- numerous and pervasive mechanical errors which are distracting and interfere with the readability of the document, including fragments, run-on sentences, subject-verb agreement, incorrect or missing punctuation, and a failure to proofread;
- a garbled or immature style.
Note: Sometimes inadequacy in one area is enough to fail a paper—the writer, for instance, may not have control of punctuation, producing fragments or comma splices in almost every paragraph. However, serious weaknesses usually occur in several areas of concern.
The No-Credit Paper (0) demonstrates one or more of the following serious errors:
- plagiarized content in any form, including the failure to acknowledge the source of any borrowed material (summarized, paraphrased, and directly quoted) and unmarked exact wording (directly quoted from either a primary or a secondary source), whether a specific well-chosen word, a phrase (two or more words), a clause, or full sentence(s);
- failure to address the assigned topic;
- failure to meet the requirements of the assignment;
- failure to follow directions.
Late work is not accepted!
Electronic Submission of Work: All major written work will be submitted (in its final form) to TurnItIn dropboxes, a service utilized by Blinn College. Full instructions for usage will be provided in class.
This system serves as a method of plagiarism control while also allowing the creation of an electronic portfolio. Graded essays will be returned via this system using a service called GradeMark. To view comments/grade:
- Reaccess the essay dropbox.
- Click on the blue hyperlinked grade next to the submitted assignment.
- View the marks and comments in the new window, which will appear automatically.
Scroll through not only textual marks but also general comments; printing or saving this file is advisable.
Please note: Pleading a case of "computer malfunction" is the dog-ate-my-homework excuse of the 21st century, and such an excuse will not be accepted. Access to reliable technology and avoiding procrastination are a student's responsibility. Please note also that failure to appropriately submit an assignment to the Turnitin dropbox is not an excuse the instructor will accept. (To ensure a successful file submission, students should always check their digita portfolio by re-accessing [refreshing] the dropbox page and ensuring a Turnitin digital receipt.)
Departmental Reminder for Submission of New Work: Students who have been enrolled in English 1302 (online, in a classroom, or otherwise) in a previous semester should remember that the work they submit this semester must be new. This means, for instance, that students cannot submit papers (or any other assignments) that were initially written in a previous semester. Students need to treat this semester as a fresh start--because recycled work from previous semesters will not be accepted. Likewise, if students have friends and/or family members who have previously taken this class, then students should remember that papers (or other assignments) from these friends and/or family members cannot be submitted in place of students' own work. The work that each student submits this semester must be original. Any student who submits recycled and/or copied work this semester will be subject to the Blinn College policies governing scholastic dishonesty.
Manuscript Form: All papers must exhibit an understanding of MLA format. Remember: English 1302 is not a course in creative writing. Adherence to guidelines and directions in writing is imperative.
Print Management System: Each student is automatically given a print system account at the start of the semester along with 15 credits (i.e. $15.00). The credits can be utilized in the library and lab settings for any print jobs. Credits are not refundable nor does the balance roll over to the next semester.
E-mail Policy: While e-mail is an acceptable form of student-instructor contact, note that e-mail does not take the place of face-to-face contact. Therefore, e-mail shall not be used as a substitute for one-on-one conferencing. Any e-mail should be properly addressed, appropriately composed, and free of grammatical/mechanical errors. E-mail containing errors that hinder readability will be returned to the student, unanswered.
English 1302 (tentative) Daily Plan
LIT = Literature: Reading, Reacting, Writing
EVE = The Everyday Writer
Bio. = abbreviation for “biography”
HW = abbreviation for “homework,” which is listed for completion by the next class day
Reference the “Guidelines for Reading Texts in the Humanities” on p. 631 of EVE throughout the semester.
1-13 Class: Introduction to the course. Lecture: Defining “literature.” Course Inventory.
HW: Read course syllabus.
Read EVE Ch. 2 “Expectations for College Writing” p. 12-19, Ch. 3b “Join Class Discussions” p. 24-25, and Ch. 20 “Writing to the World” p. 245-50. Read LIT “Interpreting Literature” and “Evaluating Literature” p. 8-14.
Bring typed definition of “literature” to class on 1-15.
1-15 Class: Literature definition activity and read Sandra Cisneros’s “My Lucy Friend Who Smells Like Corn” supplement in class.
HW: Read LIT Ch. 3 “Understanding Fiction” p. 162-70.
1-22 Class: Lecture: Fiction vs. non-fiction, primary vs. secondary sources, and James Frey discussion.
HW: Read LIT Ch. 3, “Defining the Short Story” p. 170-75, including Ernest Hemingway’s Bio. and “Hills Like White Elephants”
Read/familiarize yourself with LIT Ch. 2 “Reading and Writing About Lit.” p. 17-40.
Read EVE Ch. 1 “The Top Twenty” p. 3-12.
1-27 Class: Lecture: Audience responsibility in reading and effective summarizing. Discuss Hemingway.
HW: Read LIT Ch. 12 “Plot” p. 219-22 and Ch. 18 “Theme” p. 551-55.
Read LIT Lynda Barry’s Bio. and “Two Questions” p. 555-67.
1-29 Class: Lecture: Fiction terms, theme, and plot. Discuss Barry.
HW: Read LIT Ch. 17 “Symbol, Allegory, and Myth” p. 487-92.
Read LIT John Updike’s Bio. and “A&P” p. 259-65.
2-3 Class: Lecture: Symbolism, Allegory, and Updike. Discuss Essay One.
HW: Read LIT Ch. 14 “Setting” p. 305-09.
Read LIT Nathaniel Hawthorne’s Bio. and “Young Goodman Brown” p. 539-50.
Read EVE Ch. 62b “Analysis and Critical Stance” and “Writing a Literary Analysis” p. 632-33.
2-5 Class: Lecture: Setting, Hawthorne, and literary classification (romance) with group activity.
HW: Review EVE Ch. 17f “Quoting, Paraphrasing, and Summarizing” p. 219-23 and Ch. 18 “Integrating Sources and Avoiding Plagiarism” p. 224-34. Review EVE Ch. 49, 50, and 51 on MLA, p. 457-501.
2-10 Class: Lecture: MLA format, primary/secondary sources, thesis statements, documentation, and
HW: Read LIT Ch. 15 “Point of View” p. 354-62.
Read LIT Edgar Allan Poe’s Bio. and “The Cask of Amontillado” p. 384-91.
2-12 Class: Lecture: Point of view and Poe, with group activity.
HW: Read LIT Ch. 13 “Character” p. 254-56.
Read LIT Katherine Anne Porter’s “The Jilting of Granny Weatherall” p. 763-69.
2-17 Class: Lecture: Character. Discuss Porter with group listing activity. Troubleshooting Essay One.
HW: Read LIT Kate Chopin’s Bio and “The Story of an Hour” p. 226-29.
Familiarize yourself with LIT Appx. A “Using Literary Criticism in Your Writing” p. 2045-72.
Complete Essay One.
2-19 Class: Essay One due to TurnItIn.com by 11:55 p.m. Lecture: Discuss Chopin and watch video
adaptations. Give intro. to critical literary approaches.
HW: Read LIT Ch. 16 “Style, Tone, and Language” p. 417-23.
Read Tennessee Williams’ “Portrait of a Girl in Glass,” p. 2031-38
2-24 Class: Tone and Style. Discuss Williams, with description activity.
HW: Read LIT Amy Tan’s “Two Kinds” p. 777-85.
2-26 Class: Discuss Tan with partner activity. Recap of literary elements.
HW: Study for fiction quiz (counts as three quiz grades).
3-3 Class: Fiction quiz. Read/discuss Cormac McCarthy supplement (to be given in class).
HW: Choose short story author for term paper.
Read EVE Ch. 17a-e “Evaluating Sources” p. 206-17.
3-5 Class: Discuss term paper and research techniques. Library research time (in Lab 127).
HW: Find sources for term paper. Begin prewriting.
*-*-*-*-*-*-*-*-*-* Spring Break: March 10-14 *-*-*-*-*-*-*-*-*-*
3-17 Class: Research time (in Lab 127).
HW: Continue term paper prewriting and begin drafting.
Read LIT “Understanding Poetry” p. 794-805.
Read LIT “Poems About Love” p. 1054-55 and “Poems About War,” p. 1061-62,
Anne Bradstreet’s Bio. p. 1218 and “To My Dear and Loving Husband” p. 940-41,
Robert Browning’s Bio. p. 1218 and “Meeting at Night” p. 1055,
Elizabeth Barrett Browning’s Bio. p. 1219 and “How Do I Love Thee?” p. 1055-56,
William Butler Yeats’ Bio. p 1231 and “An Irish Airman Forsees His Death” p. 1062, and
Wilfred Owen’s “Dulce et Decorum Est” p. 915-16.
3-19 Class: Lecture: What is Poetry? Haiku poetry activity. War Poetry and Love Poetry—Authors listed
from 3-17. Discuss Essay Two.
HW: Read LIT Emily Dickinson’s Bio. p. 1220, “This is My Letter to the World” p. 1147,
“There is no Frigate like a Book” p. 1146-47,
“‘Hope’ is the thing with feathers” p. 874,
“Success is counted sweetest” p. 1146,
“Because I could not stop for Death” p. 1141-42,
“Wild Nights-Wild Nights!” p. 1148.
Read LIT Robert Frost’s Bio. p. 1221, “Fire and Ice” p. 849,
“The Road Not Taken” p. 1159, and
“Stopping by Woods on a Snowy Evening” p. 1159-60.
Read EVE Ch. 62c “A Student’s Close Reading of Poetry” (example essay) p. 633-38.
3-24 Class: Lecture: Explanation of poetry terms, MLA conventions for poetry, and American
Poetry—Dickinson and Frost, with Dickinson poetry activity.
HW: Read LIT Langston Hughes’ Bio. p. 1075-78,
“The Weary Blues” p. 1079,
“I, Too” p. 1080-81,
“Harlem [Dream Deferred]” p. 924-25,
Read LIT Walt Whitman’s Bio. p. 1230 and “When I Heard the Learn’d Astronomer” p. 877.
Read LIT Ezra Pound’s Bio. p. 1226-27 and “In a Station of the Metro” p. 907.
Read LIT James Wright’s “Autumn Begins in Martins Ferry, Ohio” p. 881.
3-26 Class: Lecture: American Poetry—Hughes, Whitman, Pound, and Wright. Poetry image activity.
HW: Read LIT Louis Simpson’s “American Poetry” p. 1197,
Theodore Roethke’s Bio. p. 1227 and “My Papa’s Waltz” p. 1039-40,
Dylan Thomas’ Bio. p. 1230 and “Do not go gentle into that good night” p. 1046,
Linda Pastan’s Bio. p. 1225 and “Marks” p. 1187,
Sandra Cisneros’ “In My Little Museum of Erotica” p. 1057, and
Anne Sexton’s “Cinderella” p. 866-69.
3-31 Class: Lecture: Modern/Contemporary Poetry—Authors listed from 3-26. Grimm fairy tale activity with “Cinderella.” Troubleshooting Essay Two.
HW: Read LIT “Understanding Drama” p. 1234-50, Susan Glaspell’s Bio. and Trifles p. 1319-30. Complete Essay Two.
4-2 Class: Essay Two due to TurnItIn.com by 11:55 p.m. Lecture: How to read drama with intro. to
dramatic elements, MLA conventions, and Trifles.
HW: Read LIT “The Renaissance” p. 2074, Shakespeare Bio. p. 1604-05, and Act I of Hamlet, p. 1605-31.
4-7 Class: Lecture: Shakespearian Theatre. View a portion of the Hamlet video as introduction to the play.
HW: Read LIT Acts II and III of Hamlet p. 1631-80.
4-9 Class: Lecture: Hamlet discussion.
HW: Read LIT Acts IV and V of Hamlet p. 1680-1716.
4-14 Class: Hamlet discussion.
HW: Read EVE Ch. 19e “Guidelines for Revising a Research Project” p/ 240. Work on Term Paper.
4-16 Class: Lab time in 127 to polish Term Paper with selected activities and final documentation review.
HW: Read LIT Tennessee Williams’ Bio. and Scenes 1-5 of The Glass Menagerie p. 1960-85.
Complete Term Paper.
4-21 Class: Term Paper due to TurnItIn.com by 11:55 p.m. View The Glass Menagerie video.
HW: Read LIT Scenes 6-7 of The Glass Menagerie p. 1985-2010.
4-23 Class: View The Glass Menagerie video.
4-28 Class: Discuss The Glass Menagerie. Review for the Course Inventory and for the essay portion of the final exam.
HW: Prepare for Course Inventory Exam.
4-30 Class: Complete in-class Course Inventory Exam.
HW: Prepare for final written essay.
Final exam: Tuesday, May 6 from 10:15 a.m. - 12:15 p.m.
You will be given two hours to complete the written character/thematic analysis essay.