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English Composition II

ENGL 102

ENGL 102 D01

Spring 2024

I. Course Catalog Description

ENGL 102  English Composition II 2 hours (Sem I,II)

A continued development of writing skills introduced in ENGL 101. Students learn how to conduct research and how to base their writing on research. In addition to shorter documented papers, all students are required to write a longer investigative paper that must be fully documented according to MLA standards. This course is a transferIN course. 3 class hours.
Prerequisite(s): A grade of C or better in ENGL 101; and a grade of C or better in READ 011, or SAT Reading score of 420 or greater, or appropriate placement test scores.

II. Course Designation
This course is a:

•   UCC course

III. VU Liberal Education Outcomes met by this course:

· Engage in articulate expression through critical reading and effective written, oral, and digital communication.

· Evaluate ethical behavior as an individual and as a member of local and global communities.

· Apply critical and creative thinking skills to solve problems.

· Integrate knowledge and perspectives of different disciplines to answer complex questions.

IV. UCC/State Outcomes met by this course:

1. Written Communication

1.1.  Produce texts that use appropriate formats, genre conventions, and documentation

styles while controlling tone, syntax, grammar, and spelling.

1.2.  Demonstrate an understanding of writing as a social process that includes multiple

drafts, collaboration, and reflection.

1.3.  Read critically, summarize, apply, analyze, and synthesize information and concepts

in written and visual texts as the basis for developing original ideas and claims.

1.4.  Demonstrate an understanding of writing assignments as a series of tasks including

Identifying and evaluating useful and reliable outside sources.

1.5.  Develop, assert and support a focused thesis with appropriate reasoning and adequate evidence.

1.6.  Compose texts that exhibit appropriate rhetorical choices, which include attention to

audience, purpose, context, genre, and convention.

1.7.  Demonstrate proficiency in reading, evaluating, analyzing, and using material collected from electronic sources (such as visual, electronic, library databases, Internet sources, other official databases, federal government databases, reputable blogs, wikis, etc.).

V. Course Outcomes

Students who complete this course will:

1. Complete the research and writing process that includes

· Topic appropriateness that is arguable;

· Research and use a variety of credible and scholarly sources;

· Prewriting, planning, drafting, and revising papers;

2. Produce a college level paper that demonstrates

· Critical Thinking;

· Awareness of academic audience;

3. Produce a paper with the following elements

· Well developed and organized introduction, body, and conclusion with a precisely worded thesis;

· Construction of logically ordered, detailed body paragraphs as indicated in thesis;

· Meets the assigned paper length requirements;

4. Student’s paper construction includes and/or demonstrates

· Correctly cited and properly integrated source information according to assigned format guidelines such as MLA or APA;

· Appropriate tone and style for the academic audience.

VI. Course Content

In this course, students will be expected to:

1. Correctly summarize, and paraphrase sources, and their incorporation into papers;

2. Critically read and evaluate sources;

3. Negotiate the research process through

· selecting an appropriate research topic;

· researching in multiple scholarly, credible sources;

· taking notes;

· integrating sources into a variety of essay formats;

4.   Cite in appropriate citation style both in text and on end- paper documentation;

5.   Read, analyze, and respond to a variety of source material through

· in- class discussion;

· written assignments;

6.   Understand the writing process including

· prewriting, drafting, and revision;

· self editing and peer editing;

7.  Complete a variety of documented essays, including a major research essay project;

8.  Understand and utilize academic argumentation understanding argumentation strategies, including, but not limited to multiple viewpoints.

VII.     Course Text and Materials Policy

· Perspectives on Contemporary Issues: Reading across the Disciplines. Ed. Katherine Anne Ackley. Boston: Wadsworth Cengage Learning, latest edition(see Bb Course Information).

· Any online documentation resources approved by the Modern Language Association (MLA) or the American Psychological Association (APA).  The Online Writing Lab at Purdue is one of the best.

VIII.     Course Grading Policy

For assessment of the course, the professor will provide a timeframe as well as instructions to take the ENGL 102 Assessment on Bb as given by the department.

Breakdown of the final grade for Composition II(scores include required working documents):

Long Research Paper (includes draft and all preliminary

assignments) (10-12 typed pages)     30%

Documented Argumentation Paper                                     15%

Documented Exposition Paper                                            10%

Journal Writing                                                                 15%

Exercises-quizzes/introductory essay                                 20%

Documentation Quest/Discussion Posts                               10%

100%

IX. Course Policies

Attendance

(1) Vincennes University Attendance policy

(2) ATTENDANCE by meeting all DEADLINES and Student Responsibility for Coursework:

(3) Students are required to meet all deadlines. Failure to do so may result in the student being dropped from the course.

(4) Students taking semester-based online courses are expected to be disciplined and ready to work on course materials on a WEEKLY basis starting from the first day of the semester, whether an assignment is due at the end of that week or not.

(5) Steady progress each week instills the discipline and independent learning needed for the course, and gives students a ‘safety valve’ when other distractions and responsibilities in their academic lives come up unexpectedly rather than waiting to do everything the night before it is due.

(6) Students are responsible for withdrawing from the course if they no longer wish to participate in the course or if their failure to meet deadlines makes it impossible for them to pass. That means students need to call the Distance Education office or their academic advisor to officially withdraw. STUDENTS ARE RESPONSIBLE FOR WITHDRAWING FROM A COURSE THEY ENROLLED IN WHETHER OR NOT THEY ATTEND. DO NOT RELY ON THE INSTRUCTOR TO WITHDRAW YOU FROM THE COURSE.

(7) Make-up work and late work- students should contact the professor if they will be unable to meet a deadline. The student and the professor will then agree on an alternative date when the assignment will be submitted.

(8) Instructor’s Academic Dishonesty Policy/Statement- this course follows the VU policy as outlined in the Student Handbook.  Students should familiarize themselves with that policy. Ignorance of the policy is no excuse for plagiarism. See Item 13 below concerning Plagiarism.

(9) AI-Generated .Content.  Generative AI tools are prohibited. In this course, no content generated by an AI generation tool (such as ChatGPT, DALL-E, etc.) is permitted. This course assumes that all work submitted by students - process work, drafts, brainstorming artifacts, final works - will be generated by students themselves, working individually or in groups as directed by class assignment instructions.

(10) Disabilities Services Policy

The Office of Disability Services reviews requests and determines appropriate accommodations for students with disabilities. Students with psychological, physical, sensory, communicative and/or learning disabilities should seek out this office as soon as possible after admission to VU if they require academic accommodations. The student will be required to provide copies of medical or psychometric evaluations that document the presence of a disability and the impact of the disability on the student's level of functioning. The Office of Disability Services also coordinates the availability of assistive technology at various campus locations to provide accessible classroom materials and equipment. Vincennes University complies with the requirements set forth by the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act to assure the rights of individuals with disabilities to fair, non-discriminatory treatment. The Office of Disability Services is located at the South Entrance of Vigo Hall. The phone number is 812-888-4501. Specific procedures for requesting an accommodation for a disability may be found at the Office of Disability Services website at www.vinu.edu/DisabilityServices . Students that will be requesting accommodations should view the Disability Services website for documentation requirements.

(11) Standard of Student Behavior

Students need to be aware that violations of the University Standard of Student Behavior as listed in the VU Catalog may result in some form of disciplinary action. Students should be respectful and considerate of the variety of opinions and ideas while responding to other students’ Discussion Board posts.

(12) Content/Schedule change statement-

Students will be given notice well in advance(at least 48 hours) of any course or schedule changes via email and Blackboard notifications and updates. Deadlines changes will always work in the students’ favor, unless they are due to circumstances beyond the professor’s control.

(13) *AI-generated Content- PLEASE READ*

Generative AI tools are prohibited. In this course, no content generated by an AI generation tool (such as ChatGPT, DALL-E, etc.) is permitted. This course assumes that all work submitted by students - process work, drafts, brainstorming artifacts, final works - will be generated by students themselves, working individually or in groups as directed by class assignment instructions.

Students in this course are learning to write and organize their thinking in written form. Students are also asked to demonstrate their own ability to research and document useful and relevant and quality academic resources to help them formulate ideas and support those ideas in written form.

Artificial Intelligence tools are imperfect and often inaccurate. PLEASE DO NOT USE THEM.

Students will be asked to sign a contract agreeing that they will NOT use AI in any of their assignments for this class.  If they choose not to sign the contract, ANY use of AI-generated content in any way will be grounds for class dismissal.

Students who sign the contract but are later found to have violated its terms will be given a ZERO for the assignment, but will not be withdrawn from the course.  However, another infraction of this policy will be grounds for withdrawal (WF )from the course.

Artificial Intelligence may very well become a useful tool in education, but for right now, we are still learning how to properly use it for educational purposes, what its limits and downfalls are and where to draw the line on its usefulness in learning environments.  So for the foreseeable future, we are asking ALL STUDENTS in this course to refrain from using it to complete assignments.

(14) Plagiarism

Academic dishonesty includes plagiarism, cheating, submitting another person’s material as one’s own, or doing work for which another person will receive academic credit.  Plagiarism is the act of using another person’s words and ideas as if they were one’s own.  Any student found to be plagiarizing on a paper or who allows his or her paper to be copied will automatically receive a zero for that paper. The teacher reserves the right to check papers for plagiarism electronically through use of SafeAssign. Students must upload paper to the Assignment Link Uploads and checkmark the Global Reference Database box in order to get credit for assignment.

According to the Student Conduct Code printed in the Student Handbook, “The alternatives for action by the professor may include, but not be limited to, failing grade of the assignment, or the course, or the withdrawal from   the course.  The student will also be referred to the Dean of Students, who will determine appropriate disciplinary action in keeping with procedures used in the handling of other types of student conduct situations.”

X. Instructional Methodologies/Activities/Grading Specifics

This course is a research-based writing course.  It builds on ENGL 101 for developing basic skills and standards of written and academic writing as well as gives students practice in formatting and documenting outside resources.

Scaffolded essay writing assignments provide the bulk of the course learning modules. There are several quizzes and a midterm quest, practice exercises to assist students in learning how to use the online library and the internet as sources for their research, assistive videos and weblinks as supplemental instructional aids, one-on-one feedback via Bb, journal writing exercises in summary, paraphrase and quotation use, and a departmental course pre- and post-assessment.

MINIMUM WRITING STANDARDS

All papers must meet the minimum standards.  Failure to meet these standards will result in grade reductions, as described below.

I. Standards Addressing Major Errors

A failure to meet any one of the following standards will result in failure of the paper.

A. The essay must be the original work of the student whose name appears on

the paper.  Additionally, all uses of outside sources must be documented or the paper will not be recognized as the work of the student.

B. The paper must complete the assignment as defined by the instructor.

C. The essay must have a clearly stated thesis and a definite organization.

D. The paper must not have more than one incomplete sentence.

II. Standards Addressing Additional Errors

A failure to meet any one of the following standards will result in a below average grade, i.e., below “C”.  Failure to meet more than one could result in failure of the paper.

A. The thesis must be supported by examples and illustrations.

B. The paper must not have more than three comma splices and/or fused sentences.

C. The paper must not have more than three misspelled words.

D. The paper must not have more than three errors in agreement.

E. The paper must not include repeated errors in grammar.

F. The paper must not include repeated errors in documentation.

G. The paper must be legible and neat.

Grading And Rubric for Composition II papers:

“A” papers must:

· display appropriate tone for the assignment (objective, subjective, persuasive);

· have appropriate organization that reflects rhetorical mode;

· possess outstanding content that explores the subject in depth, including

well-developed introduction, body, and conclusion;

· contain fully developed and correct documentation, including introductions to authorities; proper attribution to authorities; correct use of direct quotation, partial paraphrase, and complete paraphrase; correct in-text citations and bibliographic entries;

· meet minimum standards for margins, spacing, pagination, grammar, and mechanics.

“B” papers must:

· display appropriate tone for the assignment (objective, subjective, persuasive);

· possess above-average organization that reflects the particular rhetorical mode;

· indicate quality content that explores the subject in good depth but not in as much complexity as the “A” paper;

· contain more than adequate documentation which is mostly correct in introducing and identifying references as well as providing in-text and bibliography entries;

· meet near-minimum standards for margins, spacing, pagination, grammar, and mechanics; may contain minor errors in grammar and mechanics.

“C” papers must:

· display mostly consistent tone for the assignment (objective, subject, persuasive);

· have adequate organization but may not be as consistent or as well developed in introduction, body, and conclusion with appropriate thesis statement and topic sentences as “A” and “B” papers;

· contain only adequate (average) content that does not fully explore the subject in depth; may contain some inadequately developed paragraphs;

· possess some imperfect documentation such as incomplete introductions, attribution to authorities, some incorrect in-text entries, and some faulty bibliography entries;

· indicate some faulty margins, spacing, pagination, grammar, and mechanics.

“D” papers must:

· display inconsistent tone required for the assignment (objective, subjective, persuasive);

· possess inappropriate organization, such as inadequate topic sentences or thesis statement or underdeveloped introduction or conclusion;

· contain underdeveloped content that does little to explore the subject in depth.  Moreover, what content there is may not be clear or may be awkward in construction.

· contain poor margins, spacing, and pagination and/or numerous errors in grammar and/or mechanics.

“F” papers must:

· display terribly inconsistent and faulty tone required for the assignment (objective, subjective, persuasive);

· possess poor organization which makes content hard to understand.  For instance, may contain no introduction or thesis, few appropriate topic sentences for body paragraphs, and/or no appropriate introduction or conclusion;

· contain inadequate content that does not explore the subject in any depth.  Largely incoherent, underdeveloped, and/or awkward construction of body paragraphs;

· have terrible documentation, including few introductions, attribution of references and mostly incorrect or omitted in-text and bibliography entries.

· not meet minimum standards in margins, spacing, pagination, grammar, and/or mechanics.

IX. Course Calendar/Schedule/Assignments

Professor Rebecca Mullen

Contact:

Cell number:  812-881-6475 -please text or email before calling

Office: I no longer have an office on campus.  I am happy to schedule time to meet with students; however, I DO NOT tutor on campus students in their writing. There are numerous labs on campus and one of the best places to meet is in E229, upstairs in the Humanities Bldg., aka the Writing Center.  Students should also check the Bb Homepage for information about online tutoring through the Distance Education department.

Hours:

Most days of the week- online.  If you would like a FaceTime

or Zoomconference, I am happy to do that too.

Virtual Office: . See Bb explanation under Course Information
Contact me via text or e-mail should you wish to meet on campus

Emails sent to [email protected] will be answered within approximately 48 hours of receipt. If you do not hear right away, you may text me at the above cell number and we can make arrangements to talk via cell phone or Zoom.

ENGL 102 D01 – Course Schedule of Assignments

Most recent edition of VU Writer’s Handbook

PCI     = Perspectives on Contemporary Issues by Ackley-8^TH EDITION

IT IS THE STUDENT’S JOB TO KNOW WHEN ASSIGNMENTS ARE DUE AND PLAN ACCORDINGLY.

REMEMBER:  Students MUST make WEEKLY progress in the course or risk falling behind.  Also please send assignments as you complete them, in steady progress, rather than all at once at the last minute so that I am not overwhelmed. In other words, please send assignments as you complete them rather than waiting to send them all on the due date.

PLEASE DO NOT RELY ON ME TO DROP YOU IF YOU WISH TO DROP.  I WILL WAIT FOR YOU TO EMAIL ME AND TELL ME THAT DROPPING YOU FOR NON-ATTENDANCE IS HOW YOU WANT TO HANDLE A WITHDRAWAL.  OTHERWISE, YOU SHOULD CONTACT YOUR ACADEMIC ADVISOR ABOUT IT ASAP.

GETTING BEHIND is very easy to do and often a struggle to stay on top of once you do.

YOU DO NOT NEED TEXTBOOKS TO GET STARTED.  The first essay(Introductory) is a personal Composition I-style paper.

In this online environment, students are expected to consult the textbook and the internet for answers to their questions about documentation, formatting and style. For instance, I assume that you can access information anywhere on how to use hanging indentions; please look up how to achieve those.

I will however help you with documentation in the papers and will be ready to answer any specific questions.

Please identify to me asap which formatting style you will be using APA or MLA. You should use MLA for the Journal Assignment; however you are required to be consistent in your use of APA or MLA for all your major papers.

PRINT AND POST THIS IN A PROMINENT LOCATION WITHIN YOUR WORK AREA or set reminders on your device so that you do not fall behind.

COURSE DOCUMENT FOLDER ASSIGNMENTS.  Assignments that need to be (or WILL need to be) submitted are astericked below.

SYLLABUS(

Week One folder: due by Sunday, January 14  by 11:59 pm

Introduction to Course/Review
 Journals Assigned (PCI text-See Journal Assignment folder for details/Week One folder under Course Documents)

Read Chapters 1 & 2, 3 and 4- (PCI text-Ackley)

*Post INTRODUCTORY ESSAY(an Assessment of YOUR skills) in SAFE ASSIGN LINK/

See Course Documents/Week One folder/ Writing Assignment folder

YOU DO NOT NEED A TEXTBOOK TO FINISH THE INTRODUCTORY ESSAY ASSIGNMENT

*Start working on Journal 1(Journal 1 will be due on Sunday, January 22but you may turn it in anytime before that date.). Journals 2 and 3 (due later in the course) are in the same format as Journal 1.  Students simply choose another chapter—select from Chs 8-16 in PCI—and follow the same format as for Journal 1)). This assignment takes time so start it this week in order to complete by next week. A Sample Journal is located at the end of the Assignment Document showing how the formatting should look.  Please review it carefully. THIS ASSIGNMENT IS NOT DUE UNTIL NEXT WEEK.
See Course Documents/Week One Folder/Journal Assignment folder

Week Two folder: due Sunday, Jan. 21 by 11:59 pm

Principles of Researching cont.

Review Ch 2 of Contemporary Issues (PCI-Ackley) on Revising Globally

*Take Evaluating Internet Resources quiz-( no password required)

*Submit Reference Exercises Upload through the ASSIGNMENT LINK(Course Documents/Week Two folder)

*Final Deadline for Journal 1(see Course Documents/Week One/Journal Assignment for explanation

(ALL SafeAssign Upload designations for Journals 1-3 in Week One folder under Course Documents

Week Three – due Sunday January 28  11:59 pm

Review of Comparison/Contrast and Outlines

*Submit Outline and Working Bibliography page for Comparison  or Contrast paper to ASSIGNMENT LINK-Week Three Writing Assignment folder/Course Documents- completion of assignment requires research in VU’s online library

*Read Chapter 6 in Ackley.  It covers how to incorporate and integrate your resource material as you draft your Comparison or Contrast paper.

Week Four folder:         due Sunday, February 4, 11:59 pm

Argumentation

Read Chapter 5, Writing an Argument, in your PCI text (Ackley)-Read carefully as you will be quizzed on the information in this chapter

*Take Argumentation quiz-covers Chapter 5 in PCI

*Submit Final Comparison  or Contrast essay due-send to  SafeAssign Link in Week Four Writing Assignment folder along with a short email notice to [email protected]

Week Five folder:  due Sunday, Feb. 11 by 11:59 pm

*Submit Outline and Working bibliography for Argumentation essay to Assignment Link designation-Week Five/Writing Assignment folder

*Submit Journal 2 - choose Argument topic related to your journal readings for this Assignment  (upload in Journal Assignment, Week One folder)

Week Six:        due Sunday, Feb. 18 by 11:59 pm

Work on Journal 3 while you wait on Argumentation outline and bib to be returned.

*Submit Final Draft of Argumentation essay- send to SafeAssign.

Week Seven: due by Sunday, Feb. 25 11:59 pm

*Submit Journal 3 final journal assignment

*Take Documentation/Works Cited Mid-term Quest

*Journal Discussion Board posting

*Email me your ideas about a suitable topic for the LRP after reviewing the Week Eight folder of ideas.  [email protected]

Week Eight:         due Sunday,March 3  11:59 pm

Begin Formal Research Paper Background Researching to Narrow Topic

Re Ch. 7 on Writing a Research Paper

*Submit LRP Proposal to  Assignment Link- ( Do research on topic before submitting proposal.)-10 pts

· LRP Topic Discussion Board posting

PLEASE READ THIS:  this paper, and all of its assignments, is the centerpiece of this course.  It is designed to instruct students in the BEST practices way of completing a long research project.  Completing all the working documents IN ORDER and ON TIME, step by step with feedback along the way from me, that lead up to the final paper, is as important as turning in the final paper.  STUDENTS WHO DO NOT FOLLOW THE PROCESS AND WHO DO NOT TURN IN ALL ASSIGNMENTS IN ORDER AND AS OUTLINED BY THE DUE DATES will not be able to submit a final paper and will not therefore pass the class.  In other words, I need to see the entire process of this paper from start to finish AS YOU WORK ON IT.

SPRING BREAK:  MARCH 4-8

Week Nine: due  March 17  by 11:59 pm

Review Chapter 7  on Forming a Preliminary Thesis and Preliminary Working Bibliography

Study Student Sample Library Work-Begin gathering sources by researching databases from the Shake library.

*Submit LRP Preliminary Thesis and Working Bibliography to SafeAssign Link- -30 pts

*Research Troubles Discussion Board posting

Week Ten:   NOTHING DUE on March 24

Library Work- you should be visiting a local library or college library to find print information on your paper.  Begin to formulate outline and don't forget about note taking. You should also be compiling your ANNOTATED BIBLIOGRAPHY and the WORKING OUTLINE which is due next week.

Week Eleven: due Sunday, March 31 by 11:59 pm

Review carefully the Bb requirements for the Annotated Bib.  This assignment builds on the Preliminary Bib you sent me, but adds more in-depth research and more in-depth annotations.

*Submit LRP Annotated Bibliography and Working Outline to ASSIGNMENT LINK -50 pts

*Start a preliminary draft

Week Twelve: NOTHING DUE on April 7

Read and review Sample Research papers in PCI text. Work on drafting LRP.

Weeks Thirteen and Fourteen -due April 14

*Submit LRP Rough Draft of Long Research Paper-SafeAssign Link,  Be sure to include the Works Cited page as the final page of your draft.-50 pts

Week Fifteen and Sixteen:  due Sunday,April 328 by 11:59 pm,

*Submit Final Formal Research Paper to Safe Assign designation.  This deadline allows some room for late submissions of the FINAL DRAFT of the LRP.  Please notify me asap if you are unable to meet the deadline.

SHORT FORM SYLLABUS- A Quick Guide- INFO below found in each weekly folder

Deadlines by 11:59.

Completion Times are Approximate.

Quick Guide Short Form below includes Deadlines and Upload locations, found under the Course Documents menu button on our Bb homepage

Week One - 5 hours to complete

Sunday, January 14 Introductory Essay-Week 1 folder

Week Two Folder- 8 hours to complete

Sunday Jan. 21 Journal 1-Week 1 folder

Evaluating Resources quiz/Library Reference Exercises-Week 2 folder

Week Three folder-6 hours

Sunday, Jan. 28 Comparison Working Bib and Outline-Week 3 folder

Week Four Folder- 7 hours to complete

Sunday, Feb. 4 Argument Quiz-Week 4 folder-no password

Final Comparison Paper-Week 4 folder

Weeks Five Folder- 8 hours to complete

Sunday, Feb. 11 Argument Working Bib and Outline-Week 4 folder

Journal 2- Week 1 folder

Week Six Folder-8 hours to complete

Sunday, Feb. 18 Journal 3-Week 1 folder

Final Argumentation Essay-Week 6 folder

Week Seven Folder-3 hours to complete

Sunday, Feb. 25   Documentation Quest-Week 7 folder

Journal Discussion Board- Week 7 folder

Week Eight Folder- 4 hours to complete

Sunday, March 3 LRP Proposal-Week 8 folder

LRP Topic Discussion Board- Week 8 folder

Week Nine Folder- 7 hours to complete

Sunday, March 17 LRP Preliminary Thesis & Working Bib-Week 9

Research Troubles Discussion Board-Week 9 folder

Weeks Ten and Eleven Folders- 10 hours to complete

Sunday, March 24-nothing due

Work on finishing LRP research and start creating Annotated Bib and Outline

Sunday, March 31 LRP Annotated Bib and Working Outline*-Week 11 folder

Weeks Twelve, Thirteen and Fourteen Folders-10 hours to complete

TIME TO CATCH UP IF YOU ARE BEHIND

Drafting Tips and Requirements Reminder-Week 12 folder

Sunday, April 14 LRP draft (fully completed paper)-Week 13 and 14 folder

Weeks Fifteen and Sixteen Folders- 5 hours to complete

Sunday, April 28 Final LRP PAPER-Week 15 folder

Final Discussion Board post-Assessing the Final Process-last folder