COURSE SYLLABUS Course Information Course: English 112 10S Semester: Spring Year:2006 Phone: 734-7914 Instructor: Bart Ganzert Email: email@example.com Office Hours M-F 11-12 noon Texts Barnet, Sylvan and Hugo Bedau. Current Issues and Enduring Questions. 7th edition. Boston: Bedford/St. Martin's, 2004. Optional: The MLA Handbook for Writers of Research Papers Course Description This course, the second in a series of two, introduces research techniques, documentation styles, and argumentative strategies. Emphasis is placed on analyzing data and incorporating research findings into documented argumentative essays and research projects. Upon completion, students should be able to summarize, paraphrase, interpret, and synthesize information from primary and secondary sources using standard research format and style. This course has been approved to satisfy the Comprehensive Articulation Agreement general education core requirement in English composition. This course is also available through the Virtual Learning Community (VLC). Course Objectives Upon completion of English 112, a student will be able to: Summarize an essay Paraphrase an essay Interpret an essay Apply critical analysis to a discussion of the essay Present an argument in essay form with MLA format Synthesize information from primary and secondary sources using standard research format and style Learning Activities and Measurable Outcomes Select this text and replace with a general description of how your course will be organized. This information may be supplied to you by the resource instructor for the course. Then, identify learning units based on course objectives and explain below. Learning Unit Assessment Expected Outcome 1. Students will apply During an actual debate, Exemplary: Students will critical analysis and students will show a find substantial information assessment specific argument either for on a topic, have a clear or against a selected topic. argument, be able to They will show adequate defend that position and be backing of the topic in their able to address counter research. arguments effectively. (score 92-100) Proficient: Students will have a clear argument and will be able to defend their position. (score 84-92) Adequate: Students will be familiar with their topic and be able to present information suitable to defend their side. (score 70-84) 2. Students will be able to A written summary will be A score of 92-100 will show summarize an argument. required of each student. strong sentence structure, consistent grammar and a clear understanding of the essay. A score of 82-92 will show an understanding of the essay but with inconsistencies of grammar and some undeveloped areas of thought. A score of 70-82 will show vast inconsistencies of grammar, but with a dedication and understanding of the essay topic. 3. Analysis A written analysis will be A score of 92-100 will show required of each student. strong sentence structure, consistent grammar and a clear understanding of the essay. A score of 82-92 will show an understanding of the essay but with inconsistencies of grammar and some undeveloped areas of thought. A score of 70-82 will show vast inconsistencies of grammar, but with a dedication and understanding of the essay topic. 4. Students will show Students will submit Click for Paper Assessment knowledge of research research paper on a given Rubric and the MLA and will exercise critical thinking topic. to develop and support an argument. 5. Students will Students will construct a Pass/Fail demonstrate ability to works cited list from construct a properly formatted MLA Works resources they use to Cited list. gather information for a “trivia hunt.” 6. Students will be able to Students will make an oral Click here for Oral construct and deliver an presentation on a chosen Presentation Assessment argument in an oral presentation. topic. 7. Students will apply Students will compile a A score of 92-100 will show classroom topics to scrapbook of events. the student has gathered current questions in society. 16 articles with summary and statement of relevance. The book will show strong sentence structure, consistent grammar and a clear completion of each task. A score of 82-92 will show no less than 14/16 tasks and an understanding of each article, but with minor inconsistencies of grammar and some undeveloped areas of thought. A score of 70-82 will show vast inconsistencies of grammar, less than 14 of 16 tasks, but with a dedication and understanding of each article topic. Grading Policies The Forsyth Tech grading scale as explained in the course catalog will be used: 94-100% = A 86-93% = B 78-85% = C 70-77% = D Class Participation Students will participate in all class activities, 10% will make at least four unprompted responses to class discussions and will attend classes. Debate Students will research and prepare a debate 5% on a given topic. Summary Students will prepare a summary of a text 10% essay. Analysis Students will prepare an analysis of a text 10% essay. Library Exercises Students will complete a research project 10% and an MLA exercise. Scrapbook Students must compile and submit a 20% scrapbook of articles through the term. Research Paper Students will submit a research paper on a 20% specific topic with a specific argument. Oral Presentation Students will present an argument in an oral 15% presentation. Attendance: You are expected to attend this class. You are responsible for making up all work or assignments given in class during an absence. If you miss over five class hours, you will be dropped from the roster. Late work will not be accepted unless it is submitted with an excused absence. If you decide to drop this course, follow the official procedure outlined in the student handbook. Failure to follow this outlined procedure may result in an "F" for the course. Disability Statement: If you would like to request accommodations (i.e. note takers, readers, extended test time, equipment, etc.) for a physical or learning disability, you must register with the Disability Services Office, Allman Center, Room 133. You will be required to provide current, official documentation of your disability. Please contact Ms. Paula Compton, Director of Testing/Disability Services/ADA, at (336) 734-7248. Ms. Compton will work with you to determine your classroom needs. Registering with her early is important, as she needs adequate time to arrange the appropriate accommodations that you may need. We want to assist you in being successful. Paper Assessment Rubric Score: 93-100 A paper of this score: Presents a clear argument in the thesis Develops a position that conforms to the central argument Provides an analysis of the relevant issues that support or oppose the argument Demonstrates a proficiency of basic grammar and standard English idiom. Score: 86-92 A paper of this score: Presents a clear argument in the thesis. Considers a variety of issues relevant to the topic. Shows a general proficiency of grammar and standard English idiom. Score: 77-85 A paper of this score: Shows a clear statement of an argument in the thesis. Shows analysis related to the topic but not developed past a general relevance to the issue. May contain multiple errors in basic grammar, but remains generally clear to the reader. Score: 70-76 A paper of this score: Contains a central premise, but may lack clarity or development past a general statement. Has multiple grammatical errors and suffers a lack of overall clarity. Shows lack of development beyond a general acknowledgement of the central claim. Oral Presentation Assessment Score: 93-100 This score will show strong verbal delivery, consistent grammar and a clear understanding and delivery of topic. Score: 86-92 This score will show a clear argument but with inconsistencies in diction and delivery and some undeveloped areas of thought. Score: 77-85 This score will show inconsistencies of diction and delivery and limited knowledge of the topic but with a dedication and understanding of the essay topic. Score: 70-76 This score shows an understanding of the topic but with vast inconsistencies in diction and delivery. The presentation will address limited issues of the topic, but will not cover a depth of relevant information.