Composition II continues the study and application of rhetorical principles
of expository writing in developing effective sentences, paragraphs, and
essays—with particular emphasis on analyzing and writing expository prose.
Students’ essays will be based upon their readings of literature and other
texts. The library research writing will be developed from those
readings. The course includes the use of various computer applications,
including word-processing and the Internet.
introduce you to
several literary genres: poetry, drama, and prose, as well as another medium:
film. This course will teach you to read
critically and to write clearly, logically, persuasively, and fluently about texts within these
genres on the subject of science, religion, and magic. This course assumes that by becoming better readers of literature
and other kinds of writing, you
should become better readers of any text(s) and that, likewise, by learning to
think and write
analytically about literature, you should become better at thinking and writing analytically on any
subject matter. This course will also teach you the skill most needed by
everyone pursuing a college education: how to write and properly document
credible research papers.
assumes that writing is a social action, an act of communication, and it
introduces you to an academic community of discourse. Thus, you
will participate extensively in workshop activity in this course; you
will write often, and you will get responses to your writing from both
me and your peers. Additionally, you will use computers, the most
efficient medium for writing and communication, with me through e-mail,
and with each other through e-mail and discussion posts in Blackboard.
You must have passed
English 1001 to receive credit for successfully completing this course.
Additionally, you must have passed English 1001 with a C or better to receive transfer credit for
either of these courses.
This is an advanced
composition class; it assumes that you have the grammatical skills necessary for this
class. If you believe you will need more help with your basic writing skills, then
you can make an appointment with me or with the Peer Tutors, the Reading,
Skills Lab, or the
Writing Center—or work on your own. Mr.
Rambo's webpage contains some useful links, both from his homepage and from
his ENG 1001 and 1002 sites.
General Education Credit
This course is a general education course, which fulfills a humanities requirement toward
a bachelor's degree. It has been accepted by IAI as
a C1 901R (second semester of the writing sequence) course, so you know that it will be accepted by all participating schools. Additionally, this course will help you attain the following goals, deemed central to IVCC's general education program:
1. To apply analytical and problem solving skills to personal, social, and professional issues and situations.
2. To communicate successfully, both orally and in writing, to a variety of
3. To construct a critical awareness of and appreciation for diversity.
4. To understand and use technology effectively and to understand its impact on the individual and society.
5. To develop interpersonal capacity.
6. To recognize what it means to act ethically and responsibly as an individual and as a member of society.
7. To recognize what it means to develop and maintain a healthy lifestyle, in
terms of mind, body, and spirit.
8. To connect learning to life.
|Bullock, Richard. The Norton Field Guide to Writing.
4th Edition. New York: Norton,
Butcher, Jim. Fool Moon. New York: ROC,
2001--and any additional you choose.
Dawkins, Richard. The Magic of Reality.
New York: Free Press, 2011.
Poems, stories, novels, and films, as assigned,
including The Dresden
Additional Required Materials
Notebook paper, writing utensils, a thumb/flash
drive portable storage device, several differently
colored highlighting markers, and your active IVCC e-mail
address are other things you may need to do well in
Grading Scale (%)
Desired Attitudes Toward the Course
Students will respect each other’s personal beliefs and be committed to
helping each other learn more about the texts and themselves, as well as being
committed to helping each other improve their written and oral communication
skills. Not treating others–whether other students or the instructor–with
respect will result in, first, a warning summons to the instructor’s office
hours, and then, withdrawal from the course.
Please note, also, that the paper topics will all be related in some way to
the ideas of community and college, so if you object to that
for any reason or think that you will not be able to tolerate this topic, then
this may not be the class for you.
Please read the entire syllabus, as it represents a contract between
instructor and students, and complete the course contract (on Blackboard) if and only
if you understand and will be able to comply with the policies listed on this
If you are a student with a documented cognitive,
physical, or psychiatric disability, then you may be eligible for special
services. Please see Tina Hardy (815-224-0284) for more information--or stop by the Disability Services Office,
Students must participate in discussions
and complete other assigned work to be considered attending. Zero points accrued
in Blackboard is the equivalent to never attending. I consider that your status in this class is your responsibility. If you
realize that you haven't the time necessary to devote to the course and you feel
you cannot pass it, please ask me to withdraw you in person or via e-mail
before 1:45 PM
on April 3rd,
keeping in mind that withdrawing from a class may impact your
financial aid award. If you are concerned, please speak to a financial aid
representative before requesting a withdrawal from the class.
Breakdown of Grades
reductions for poor attendance, etc.)
All submitted drafts
must be done on the computer, double-spaced, laser-printed, and follow MLA format. Several of
these papers require research. Papers are due at the
beginning of the class period on the date indicated on this syllabus.
Late papers may not be accepted and
are graded at the discretion of the professor. Papers are
evaluated on audience, content, documentation, grammar, organization, presentation,
spelling, and style, especially as described in your Style Book.
are encouraged to keep your papers, either in hard copy (printed)
or some other storage device like a flash drive. Regardless of IVCC's educational
support software, you are solely
responsible for having and keeping copies of your work. Papers will be evaluated on audience, content,
grammar, organization, presentation, spelling, and style, especially as
specified on the official syllabus. These papers are due on the date listed here, unless other arrangements have been made. I will accept
a late paper only
if you turn it in to me accompanied by a written note (e-mail) explaining why it is late
and asking for an exception to the policy concerning paper deadlines; turning in
a paper late without this note will result in an F on the paper. Generally, I
would advise that, even if your paper isn't finished, you turn it in anyway, as
there is an enormous difference mathematically between some points and no
Class Participation includes every assignment that is not one of the papers
listed above. This means quizzes, assignments,
discussions, peer reviews, and exams. Extra credit, should it be offered, contributes to this category,
The College’s policy on plagiarism applies
in this class; read it in your Style Book and note the penalties. I will
question you if your work does not appear to be your own. Keep all notes,
outlines, drafts, and finished assignments so that you can demonstrate that
writing you have submitted is your own work, should any question of plagiarism
Expected Student Outcomes
At the conclusion of the course, a successful student will be able to:
Outcome 1: Read works of literature and
other texts with understanding and appreciation
Outcome 2: Understand invention as a part
of the writing process
Outcome 3: Organize and develop ideas
effectively and logically in essays
Outcome 4: Develop effective, logical,
and well-supported arguments
Outcome 5: Understand and use a variety
of rhetorical methods for developing ideas
Outcome 6: Maintain a consistent and
appropriate viewpoint, tone, and voice
Outcome 7: Strengthen essays through the
Outcome 8: Write essays free of common
Outcome 9: Write essays free of excessive
Outcome 10: Use word-processing software and the Internet to assist in the
Outcome 11: Understand the principles of
Outcome 12: Understand the use, citation,
and documentation of sources
Outcome 13: Understand strategies for
developing and writing research papers
Tentative Class Schedule
Assignments and Subjects of Study
January 10th or 11th
Assignment Sheet for Paper #1
Read Field Guide, Part 1, and Part 3: 13
The Magic of Reality, Chapter 1, 2, 11, and 12
Discussion threads in Blackboard
Begin writing Paper #1
January 17th or 18th
Discussion threads in Blackboard
Guide, Part 2, and
The Magic of
Reality, Chapter 3, 4, 8, and 9
Peer Revision of Paper #1
January 24th or 25th
Paper #1 Due
Consideration of issues
relating to the concepts
of Science, Religion, or Magic
Read Field Guide, Part 3: 14-16 and Part 6: 45-52
Choose and acquire a Dresden Files novel
to begin reading
Assignment Sheet for Paper #2
Begin writing Paper #2
January 31st or February 1st
Assignment Sheet for Paper #3
Introduction to Poetry
Read Olds's "Sex without Love"
others, as assigned
Read Field Guide,
Part 3: 17
February 7th or 8th
Introduction to Fiction
Read Jim Butcher's
"Restoration of Faith"
a Dresden Files novel of your choice
Read Field Guide, Part
Peer Review of Paper #2
February 14th or 15th
Paper #2 Due
Continue reading a Dresden Files novel
Introduction to Drama and Film
View an episode of
The Dresden Files
Guide, Part 7
Begin writing Paper #3
February 21st or 22nd
Continue writing Paper #3
February 28th or March 1st
Group Projects, continued, if necessary
Peer Review of Paper #3
Assignment Sheet for Paper #4
Paper #3 Due
March 7th or 8th
Begin writing Paper #4
Guide, Part 5: 36-40
March 21st or 22nd
Continue writing Paper #4
Field Guide, Part 2: 18
Group Projects Due
March 28th or 29th
Peer Review of Paper #4
Assignment Sheet for Paper #5
Paper #4 Due
Let me know by
April 3rd via e-mail, if you'd like to withdraw from this class
(and want me to do the paperwork involved)
Field Guide, Part 3: 26-27
April 4th or 5th
Begin writing Paper #5
Guide, Part 4: 28-33 and 38
Paper #4 Due
April 11th or 12th
Continue writing Paper #5
Continue writing Paper #5
Note: You may submit a
of a previously graded paper for consideration
for a revised grade during this week.
April 25th or 26th
Peer Review of Paper #5
May 2nd or 3rd
Paper #5 Due
Section 03: May 7th
Section 06: May 9th
Note: Request for exceptions to any of these
policies must be submitted to me in writing as close as is possible to the event
that has precipitated the request. Requests will be evaluated on a case by case
basis. Submitting a request is no guarantee that an exception will be made. All
written requests must be made to me at my e-mail address, as listed at the top
of this document. No others will be considered.
Kimberly M. Radek's
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This page was last updated on
11 January 2018.
Copyright Kimberly M. Radek, 2000.
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