ENGL U102 Composition II offers continued instruction in composition, building on skills introduced in English U101. Attention is given to writing for specific audiences, reading and analyzing challenging texts, and synthesizing academic sources in writing.
In this course, students are expected to
build on the strategies they learned in English 101 and understand that writing is an on-going process that allows writers to revise their work in order to produce clear, polished, and ambitious essays
read and examine more challenging texts to evaluate and challenge the claims an author makes—using textual evidence to support their reasoning—and to develop insights and significant ideas for their own writing
analyze a text to understand the author’s message and to determine rhetorical strategies appropriate for various audiences
write insightful academic essays aimed at persuading specific audiences
manage appropriate and skillful language which may contain occasional surface mistakes in grammar and punctuation but no errors that detract from or obscure meaning
refine strategies for conducting effective research, especially for identifying and locating credible, relevant academic sources
summarize and analyze in writing the texts they read and incorporate those texts in their writing while retaining their own voice and appropriate style
locate and use academic source material in order to understand the discussion on the topic and generate ideas for their own writing
integrate and clearly attribute source material and accurately document sources using the current MLA format
20% Active participation (online discussions, draft workshops), class exercises, and homework assignments
Grading Scale: A 90-100; B+ 97-89; B 80-86; C+ 77-79; C 70-76; D 60-66; F 0-59
Assignments will include the following:
strategic reading – locating the key points of an essay, comprehending or inferring main ideas or themes, recognizing particular rhetorical patterns or literary strategies, and identifying unfamiliar vocabulary.
critical thinking – asking questions, defining problems, examining evidence, analyzing assumptions and biases, avoiding oversimplification, considering other interpretations, and tolerating ambiguity. Adapted from C. Wade, “Using Writing to Develop and Assess Critical Thinking.” Teaching of Psychology 22.1 (1995): 24-28.
informal writing – journaling, blogging, taking class notes, responding to ideas or readings, drafting, reviewing cultural events.
formal writing – consisting of four or more essays, averaging four pages each, which undergo a process of revision. All essays will incorporate research.
portfolio building – collecting and reflecting on drafts, revisions, and final essays in a folder or notebook.
conferences – meeting with your instructor on a one-to-one basis for writing instruction. At least one conference is required.