Troy ecampus blackboard

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eTROY

ENG 1102 XTIE/Composition and Modern English II Term 5 / 2013

May 27 – July 28

For course syllabus posted prior to the beginning of the term, the instructor reserves the right to make minor changes prior to or during the term. The instructor will notify students, via e-mail or Blackboard announcement, when changes are made in the requirements and/or grading of the course.

eTROY Courses at Troy University

All eTROY courses at Troy University utilize the Blackboard Learning System. In every eTROY course, students should read all information presented in the Blackboard course site and should periodically check for updates-at least every 48 hours. Remember: This is not a “correspondence course” in which a student may work at his/her own pace. Each week there are assignments, online discussions, online activities and/or exams with due dates. Refer to the schedule at the end of the syllabus for more information.

INSTRUCTOR INFORMATION]

Susan Smith Nash, Ph.D.

Norman, Oklahoma

Cell: 405-314-7730 (may text at any time)

Troy email: snash48203@troy.edu

alternative email:

susan.s.nash@gmail.com

INSTRUCTOR EDUCATION

Ph.D., English, University of Oklahoma, 1996

M. A., English, University of Oklahoma, 1989

B. S., Geology, University of Oklahoma, 1981

Continuing graduate work and certificates in online education and instructional design.

For full cv: http://www.beyondutopia.net/nashcv

Course Description

ENG 1102

Composition and Modern English II (3)

Text-based analyses and application of principles and tools of research in writing short research papers. A grade of C or better is required for credit. Must be taken within first 30 hours of enrollment. Prerequisite: ENG 1101 or equivalent

COURSE OBJECTIVES:

This course will…

· Provide students with a better understanding of the writing process from the development of the subject through final revisions.

· Create opportunities for students to develop and use structure in writing, incorporating logical and coherent generalizations and details within each writing assignment.

· Demonstrate an understanding of basic reference and documentation skills, focusing on quotations and paraphrasing.

· Develop analytical and critical reading skills.

· Successfully produce at least six extended compositions or equivalent assignments.

· Employ grammar, mechanics, punctuation, and sentence and paragraph structure that are in alignment with American English.

STUDENT LEARNING OUTCOMES:

The goal of this course is to prepare the student to develop effective strategies for inventing, drafting, revising, and producing final versions of academic writing and writing about literature. Students will focus on building arguments, developing effective thesis statements and paragraphs, as well as producing short papers. They will also practice conducting online research and building an expository paper with references.

Upon successful completion of this course, the student will be able to draft, write, revise, and polish well-argued, grammatically correct academic essays.

Course Prerequisites:

ENG 1101

Course Topics:

· Brief Papers:

· Writing about narrators, characters, point of view, setting

· Writing about tone, style, themes, symbols

· Longer Papers:

· Writing about memoirs and autobiography: elements that bring the narrative to life, concrete details, illustrative scenes, reflective insights, philosophy of life, new way of looking at the world

· Supporting information to include: biographical details, background, contexts, controversies

· Writing about controversial themes, subjects, issues

Specific Course Requirements

· Upon Enrollment: Read announcements, make sure email address is correct, and complete first discussion board posting

· Discussion Board: Complete all postings and respond to peer buddies’ postings

· Definition and Question assignments: Complete all assignments to the best of your ability

· Required Essays: Meet all requirements listed for each essay

· Research: Make sure all research is properly documented.

Research Component

This course involves online research that includes using online library resources.

Entrance Competencies

· Microsoft Word

· Online research using databases and online library resources

Required Textbooks

Title: Backpack Literature (Custom Package)

Author: Kennedy, X. J.

Edition: 2012,

Publisher: Pearson Custom

10 digit ISBN: 1-256-41264-3

13 digit ISBN: 978-1-256-41264-9

Title: Writer's Reference With Exercises

Author: Hacker, Diana

Edition: 7TH 11,

Publisher: Bedford Books

10 digit ISBN: 0-312-60147-6

13 digit ISBN: 978-0-312-60147-8

The textbook provider for the eTROY of Troy University is MBS Direct. The Web site for textbook purchases is http://www.mbsdirect.net/Index.htm

Students should have their textbook by the first week of class. Not having your textbook is not an acceptable excuse for late work. Students who add this course late should refer to the “Late Registration” section for further guidance.

Supplementary Materials

***List any supplementary materials that apply for this course***

Attendance Policy

In addition to interaction via Blackboard and e-mail contact, students are required to contact the instructor via e-mail or telephone by the first day of the term for an initial briefing. Although physical class meetings are not part of this course, participation in all interactive, learning activities is required.

Submitting Assignments

Papers: Submit via Blackboard / Assignments folder

Discussion board posts: Post in the discussion board

There are five assignments listed i

-n the course schedule: Please note the due dates on them. Your responses must be typed, using 12pt. font, double-spaced, in MS-Word format. Please include your name on your papers. Failure to comply will result in point deductions. The assignments must be turned into the Assignments Section by midnight of the due date (note: Blackboard and I operate on central US time).

Make-Up Work Policy

Missing any part of this schedule may prevent completion of the course. If you foresee difficulty of any type (i.e., an illness, employment change, etc.) which may prevent completion of this course, notify the instructor as soon as possible. Failure to do so will result in failure for an assignment and/or failure of the course. (See “Attendance” Policy.) If I have not heard from you by the deadline dates for assignments, exams, or forums, no make-up work will be allowed (unless extraordinary circumstances exist, such as hospitalization). Requests for extensions must be made in advance and accompanied by appropriate written documentation. “Computer problems” is not an acceptable excuse.

Evaluation

Grading Scale 900--1000 = A 800--899 = B 700--799 = C 600--699 = D Under 599: F

Grading Rubric First-Year Composition A An A paper is extraordinary work that more than fulfills the requirements of the assignment. This essay tackles the topic in an innovative way, with a clear sense of audience and purpose, an insightful thesis, and an appropriate and effective organization. The structure is carefully planned; each section of the essay develops the thesis with logical arguments and specific, conclusive evidence which has been interpreted and clearly related to the writer's point. The style is energetic and precise: the sentence structure is varied and the words are carefully chosen. How the writer says things is as excellent as what the writer says. There is evidence of careful editing since the essay contains few grammatical and/or mechanical errors and, if necessary, is correctly documented using MLA format. B A B paper is clearly above-average and more than meets the requirements of the assignment. Like the "A" paper, it has a clear thesis and organizational strategy; and each paragraph provides unified, coherent, and developed support for its thesis and subordinate assertions. If necessary, it properly documents sources. While the essay takes some "risks," attempts complex strategies of development, and pays attention to audience, it falls short of the "A" essay in one or more of the following ways: the thesis may not be as interesting or insightful; there may be weaknesses in organizational strategy or its execution; the support may not be uniformly conclusive and convincing; and the style may not be as energetic or the diction as thoughtful. The essay shows strong evidence of editing since there are relatively few grammatical and/or mechanical errors. C A C paper is average work that solidly meets the requirements of the assignment. The essay has a thesis and organizational plan which demonstrate thought on the writer's part, a generally clear style, and adequate documentation, if required. Paragraphs contribute unified and coherent support, but the writer may have difficulty with any of the following: the thesis may be too general; the evidence may be predictable, may not be thoroughly interpreted, or may not be clearly related to the writer's point; the paragraphs may be uneven in development and transition. Even in the "C" essay, there should be relatively few grammatical or mechanical errors--not enough to interfere with readability; the student has done some editing, even though it may be superficial. D A D paper is below average work that demonstrates a serious attempt to fulfill the assignment and shows some promise but does not fully meet the requirements of the assignment. The essay may have one or several of the following weaknesses. It may have a general or implied thesis; but the idea may be too broad, vague, or obvious. The organizational plan may be inappropriate or inconsistently carried out. Evidence may be too general, missing, not interpreted, irrelevant to the thesis, or inappropriately repetitive. Documentation may be incomplete or inaccurate. The style may be compromised by repetitive or flawed sentence patterns and/or inappropriate diction and confusing syntax. Grammatical and mechanical errors may interfere with readability and indicate a less-than-adequate attempt at editing or an unfamiliarity with some aspects of Standard Written English. F An F paper is substantially below average for the assignment. It exhibits one or several of the following. It may be off-topic. It may be an attempt to meet the requirements of the assignment, but it may have no apparent thesis or a self-contradictory one, or the essay's point is so general or obvious as to suggest little thinking-through of the topic. It may display little or no apparent sense of organization; it may lack development; evidence may be inappropriate and/or off-topic or may consist of generalizations, faulty assumptions, or errors of fact. This essay may fail to handle borrowed material responsibly and/or to document appropriately. The style suggests serious difficulties with fluency which may be revealed in short, simple sentences and ineffective diction. Grammatical/mechanical errors may interfere with reader comprehension or indicate problems with basic literacy or a lack of understanding of Standard English usage.

Late Registration

Students who register during the first week of the term, during late registration, will already be one week behind. Students who fall into this category are expected to catch up with all of Week #1 and Week #2's work by the end of Week #2. No exceptions, since two weeks constitutes a significant percentage of the term's lessons. Students who do not feel they can meet this deadline should not enroll in the class. If they have registered, they should see their registrar, academic adviser, GoArmyEd or Military Education officer to discuss their options. Also note that late registration may mean you do not receive your book in time to make up the work you missed in Week #1. Not having your book on the first day of class is not an excuse for late work after the deadlines in the Course Schedule.

Incomplete Grade Policy

Missing any part of the Course Schedule may prevent completion of the course. If circumstances will prevent the student from completing the course by the end of the term, the student should complete a request for an incomplete grade. Note: A grade of incomplete or “INC” is not automatically assigned to students, but rather must be requested by the student by submitting a Petition for and Work to Remove an Incomplete Grade Form. Requests for an incomplete grade must be made on or before the date of the final assignment or test of the term. The form will not be available after the last day of the term. A grade of “INC” does not replace an “F” and will not be awarded for excessive absences. An “INC” will only be awarded to student presenting a valid case for the inability to complete coursework by the conclusion of the term. It is ultimately the instructor’s decision to grant or deny a request for an incomplete grade, subject to the policy rules below. Policy/Rules for granting an Incomplete (INC). An incomplete cannot be issued without a request from the student. To qualify for an incomplete, the student must:

· Have completed over 50% of the course material and have a documented reason for requesting incomplete (50% means all assignments/exams up to and including the mid-term point, test, and/or assignments.)

· Be passing the course at the time of their request.

If both of the above criteria are not met an incomplete cannot be granted.

An INC is not a substitute for an “F”. If a student has earned an “F” by not submitting all the work or by receiving an overall “F” average, then the “F” stands.

TROY Email

All students were required to obtain and use the TROY email address that is automatically assignmed to them as TROY students. All official correspondence (including bills, statements, emails from instructors and grades, etc.) will be sent ONLY to the troy.edu (@troy.edu) address.

All students are responsible for ensuring that the correct email address is listed in Blackboard by the beginning of Week One. Email is the only way the instructor can, at least initially, communicate with you. It is your responsibility to make sure a valid email address is provided. Failure on your part to do so can result in your missing important information that could affect your grade.

Your troy.edu email address is the same as your Web Express user ID following by @troy.edu. Students are responsible for the information that is sent to their TROY email account. You can get to your email account by logging onto the course and clicking “Email Login”. You will be able to forward your TROY email to your GoArmyEd account. You must first access your TROY email account through the TROY email link found on the Web site. After you log in toyour TROY email account, click on “options” on the left hand side of the page. Then click on “Forwarding”. This will enable you to set up the email address to which you will forward your email.

Internet Access

This is an online class. Students must have access to a working computer and access to the Internet. Students can use a TROY computer lab (if available), a public library, etc., to insure they have access. “Not having a computer” or “computer crashes” are not acceptable excuses for late work. Have a back-up plan in place in case you have computer problems.

COURSE SCHEDULE

Dates

Assignments

Week 1:

Due June 2

Review course requirements and MLA Guidelines

Write posts in Discussion board

Read required readings

Review “These Are My Thoughts / This Is My Journey” journal assignment

Come up with topic for paper #1 / post draft in discussion board

Week 2

Due June 9

Post in Discussion board

Read required readings

Read responses to your paper, revise, and submit through assignment folder

Week 3

Due June 16

Write posts in Discussion board

Read required readings

Draft paper #2 / post in discussion board / revise / post final version via assignment folder

Week 4

Due June 23

Write posts in Discussion board

Read required readings

Draft paper #3 / post in discussion board / revise / post final version via assignment folder

Week 5

Due June 30

Write posts in Discussion board

Read required readings

Continue work on “These Are My Thoughts / This Is My Journey” journal assignment

Week 6

Due July 7

Write posts in Discussion board

Read required readings

Draft paper #4 / post in discussion board / revise / post final version via assignment folder

Week 7

Due July 14

Write posts in Discussion board

Read required readings

Turn in first draft

Week 8

Due July 21

Finish posts in Discussion board

Read required readings

Draft paper #5 / post in discussion board / revise / post final version via assignment folder

Week 9

Due July 24

Turn in “These Are My Thoughts / This Is My Journey” journal assignment

Unit 1 Writing About Plots, Main Ideas, Points of View

Learning Objectives: Upon successful completion of this unit, you will be able to describe examples of plots, main ideas, and points of view in literature.

Writing Requirement:

Please write a 500 – 750 word paper that analyzes plots, main ideas, and points of view in literature, or which creatively explores a theme or core idea.

Option 1: Describe the plot, main idea, point of view in a work of literature. See the Plot, Main Idea, Point of View flowchart

Option 2: Fight the Beast! A creative alternative in which you develop a plot and work with point of view. See the Fight the Beast! Flowchart

For help in developing your paper, please refer to the flowchart section below.

Readings:

Chapters 1 and 2 in Backpack Literature

W. Somerset Maugham The Appointment in Samarra

A servant tries to gallop away from Death in this brief sardonic fable retold in memorable form by a popular storyteller.

http://elizadashwood.co.uk/2008/09/15/the-appointment-in-samarra-w-somerset-maugham/

**Aesop The Fox and the Grapes

Ever wonder where the phrase “sour grapes” comes from? Find out in this classic fable.

http://www.taleswithmorals.com/aesop-fable-the-fox-and-the-grapes.htm

**Bidpai The Camel and His Friends

With friends like these, you can guess what the camel doesn’t need.

http://www.k-state.edu/english/baker/english320/Bidpai-The_Camel_and_His_Friends.htm

William Faulkner A Rose for Emily

Proud, imperious Emily Grierson defied the town from the fortress of her mansion. Who could have guessed the secret that lay within?

http://xroads.virginia.edu/~drbr/wf_rose.html

Edgar Allan Poe The Tell-Tale Heart

       The smoldering eye at last extinguished, a murderer finds that, despite all his attempts at a cover-up, his victim will be heard.

http://xroads.virginia.edu/~hyper/poe/telltale.html

Videos: Great Authors: http://beyondutopia.net/__author-videos/

FLOWCHART: Plot, Main Idea, Point of View

Select a short story from one of the ones that was assigned and use it for the basis of the following analysis. Please use MLA style.

Length: 750 words

Opening: A gripping scene or compelling idea that hooked you while reading the story (be sure to name the story and the author).

What is the theme or main idea in the story?

How do you know?

Example or Scene #1

Example or Scene #2

Describe the plot in a few sentences.

What is the point of view? How do you know?

Example 1

Example 2

After reading the story, what were some of the perplexing thoughts that might have occurred to you? What did you gain / how did you benefit from the story?