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Course Syllabus for English 1002
Kimberly M. Radek
A-314, 815-224-0395
Office Hours: 9-11 AM on MW
9:00-9:30 AM and 2:00-2:30 PM on T 
All Times Listed are in the Central Time Zone

Section 101


August 19th-December 9th

Fall 2014       

Course Objectives

This course introduces you to several literary genres: poetry, drama, and prose. 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.

This course 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 you will learn how writing processes change in relation to an electronic medium.  You will communicate with me through e-mail, as well as through the more traditional means of communication, if you wish.


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, Writing, Study 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 orally and in writing, socially and interpersonally.

3. To develop an awareness of the contributions made to civilization by the diverse cultures of the world, including those within our own society.

4. To understand and use contemporary technology effectively and to understand its impact on the individual and society.

5. To work and study effectively both individually and in collaboration with others.

6. To understand what it means to act ethically and responsibly as an individual in one’s career and as a member of society.

7. To develop and maintain a healthy lifestyle physically, mentally, and spiritually.

8. To appreciate the ongoing value of learning, self-improvement, and career planning.



Bullock, Richard. The Norton Field Guide to Writing. 2nd Edition. New York: Norton, 2009. Print.
Butcher, Jim. A Dresden Files novel--your choice.
Dawkins, Richard. The Magic of Reality. New York: Free Press, 2011.
Wysocki, Anne F. and Dennis A. Lynch. The DK Handbook. 2nd Edition. Indianapolis: Longman,
Poems, stories, novels, and films, as assigned, including The Dresden Files.

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 this class.

Grading Scale (%)

A: 100-90 B: 89-80 C: 79-70 D: 69-60 F: 59-0  

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 syllabus.

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) or Judy Mika (815-224-0350) for more information--or stop by the Disability Services Office, C-211.


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 November 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 (not including reductions for poor attendance, etc.)

Five Papers:
     Paper #1 10% Personal Position Paper
     Paper #2 10% Review of Sources Paper
     Paper #3 20% Literary Analysis Paper
     Paper #4 15% Researched Definition Paper
     Paper #5 30% Revised Researched Position Paper

Class Participation: 15%

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 You 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 a 59-point F and a 0.

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, as well. 


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 arise.

Expected Student Outcomes
At the conclusion of the course, a successful student will be able to:
1.  read a text with understanding and appreciation.

2.  react to and analyze what he or she has read.

3.  demonstrate the ability to organize, develop, and express ideas about the text or some aspect of it, addressing them clearly, accurately, and thoughtfully to a particular audience.

4.  work collaboratively and cooperatively with peers and the instructor in writing and reading, responding about texts of poetry, drama, and long fiction, relating them to current issues in our culture.

5.  integrate and cite accurately information of other writers, using other writers' opinions, beliefs, and/or observations to support his or her own opinions, beliefs, and/or observations.

6.  write often: inventing, editing, and revising.

7.  comment critically, constructively, and respectfully upon his or her own work, as well as upon the work of his or her peers.

Tentative Class Schedule

   Reading Assignments and Subjects of Study

Week One
August 19th

Assignment Sheet for Paper #1
Read Field Guide, Part 1, and
The Magic of Reality, Chapter 1, 2, 11, and 12
Discussion threads in Blackboard
Begin writing Paper #1

Week Two
August 26th

Discussion threads in Blackboard
Read Field Guide, Part 3: 26-27 and Part 4: 33-36 (especially 35), and
The Magic of Reality, Chapter 3, 4, 8, and 9
Peer Revision of Paper #1

Week Three
September 2nd
Paper #1 Due
Consideration of issues relating to the concept of College
Read Field Guide, Part 2: 7-12 and Part 4: 40
Choose and acquire a Dresden Files novel to begin reading
Assignment Sheet for Paper #2
Begin writing Paper #2


Week Four
September 9th
Assignment Sheet for Paper #3
Introduction to Poetry

   Read Olds's  "Sex without Love" and others, as assigned
Documentation of Poetry in MLA
Documentation of Prose in MLA
Read Field Guide, Part 2: 14, Part 3: 21-25, and Part 5: 42-44
Discussing Poetry

Week Five
September 16th
Introduction to Fiction
Read Jim Butcher's "Restoration of Faith" and
a Dresden Files novel of your choice
   Group Projects

Read Field Guide, Part 5: 42-50
Peer Review of Paper #2
Discussing Prose

Week Six
September 23rd
Paper #2 Due
Continue reading a Dresden Files novel of your choice
Introduction to Drama and Film
View an episode of The Dresden Files
Group Projects, if assigned
Discussing Film
Read Field Guide, Part 4: 46-49 and Part 6
Begin writing Paper #3

Week Seven
September 30th

Continue writing Paper #3
Peer Review of  Paper #3
Documentation of Drama in MLA
PowerPoint Notes on Documenting a Film in MLA


Week Eight
October 7th
Group Projects, if assigned
Peer Review of  Paper #3
Assignment Sheet for Paper #4
Paper #3 Due

Week Nine
October 14th
Group Projects, if assigned
Begin writing
Paper #4
    Documentation of Secondary Sources in MLA
Read Field Guide, Part 4: 45 and 50
Paper #3 Due

Week Ten
October 21st
Continue writing Paper #4
Read Field Guide, Part 2: 18
Group Projects Due

Week Eleven
October 28th
Peer Review of Paper #4
Assignment Sheet for Paper #5
Let me know by November 3rd via e-mail, if you'd like to withdraw from this class
(and want me to do the paperwork involved)

Review Field Guide, Part 3: 26-27


Week Twelve
November 4th
Begin writing Paper #5

Read Field Guide, Part 4: 28-33 and 38
Paper #4 Due

Week Thirteen
November 11th

Continue writing Paper #5

Week Fourteen

November 18th
Continue writing Paper #5
Note: You may submit a substantially revised revision
of a previously graded paper for consideration
for a revised grade during this week.


Week Fifteen
November 25th

Peer Review of Paper #5


Week Sixteen
December 2nd
Paper #5 Due

Kimberly M. Radek's Homepage | The IVCC Homepage

This page was last updated on 07 December 2014.

Copyright Kimberly M. Radek, 2000.

  Section 101    
Paper #1: Personal Position   September 4th  

Paper #2: Review of Sources   September 25th  
Paper #3: Literary Analysis   October 20th  
Paper #4: Researched Definition   November 10th  
Paper #5: Researched Position   December 10th  

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.

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