Course Syllabus for ENG 102
Fall 2010 (2010FA)
Greenville Technical College/ Arts and Sciences Division
Section: Eng 102-N10 Instructor: Deanna Dixon
Credit Hours: 3.0 Office: 106
Course Title: English Composition II Office Hours: 9:00-9:30 TR, 12:15-12:45
Class Location/Meeting Times: 402-112/ Office Phone Number: 250-6700 Ext.
TR 11:00-12:15 2414
E-mail address: : firstname.lastname@example.org
Prerequisite: Completion of ENG 101 with a grade of C or better.
Course Description: This is a college transfer course in which the following topics are
presented: development of writing skills through logical organization, effective style,
literary analysis, and research. An introduction to literary genre is also included.
Students must make a C or better in ENG 102 in order to take a literature survey.
Purpose of Course: To enable the student to write effectively more advanced types of
composition, to become competent in techniques of research, to read with logical and
intelligent evaluation, and to become familiar with literary genre.
Meyer, Michael. Ed. Bedford Introduction to Literature. 9th ed. Boston: Bedford/St.
Hacker, Diana and Nancy Sommers Eds. The Bedford Handbook, 8th ED. Boston: Bedford/St.
Additional Materials: Any additional materials required by an instructor will be
announced in class.
Objectives of Course: Students who successfully complete ENG 102 will have
demonstrated with 70% accuracy or better the skills required to accomplish the following
To communicate effectively, students will be able to apply the structures, principles
and rules of grammar, mechanics, punctuation, and diction covered in the textbook
To construct well written essays and other types of writing by
• Expressing a purpose
• Analyzing the audience
• Collecting data and/or pertinent information including
o Evaluating the data/information for relevance
o Assessing the credibility of the source of the data
• Selecting relevant data/information from the collected data/information
• Composing a clear, concise thesis
• Organizing the data/information in a manner consistent with the established purpose of
• Composing drafts
• Utilizing literary terminology appropriately in analyzing and/or explicating a literary
• Critiquing drafts for adherence to the principles of good writing
To research and document essays and other types of writing by
• Analyzing literature in various genres including fiction, poetry, & drama
• Explicating a passage of literature in various genres
• Summarizing sources
• Paraphrasing sources
• Quoting sources
• Recognize plagiarism and copyright violations
• Applying MLA documentation standards correctly to sources in written essays
• Determining types of source
• Appraising/ critiquing/ evaluating the credibility of a source
• Integrating sources into written essays
To apply relevant technological skills and time management skills by
• Composing essays in class in a limited time period
• Composing essays using Microsoft Word using the basic features of Word
To demonstrate on tests knowledge of literary analysis and genres of literature by
• Analyzing literature in various genres including fiction, poetry, & drama
• Explicating a passage of literature in various genres
• Identifying genres, literary works, authors, and literary elements
Note: These objectives outline minimum requirements; students will write a minimum of 2000
words in a minimum of three assignments. The instructor may require additional assignments.
The number of in-class writing assignments written under time constraints will be determined by
POLICY REGARDING STUDENT PAPERS
Students are responsible for keeping all returned papers (paragraphs, essays, etc.) for one year
after the course has ended. During the course, students should refer to graded papers to use as a
learning tool to improve their writing. If students wish to discuss their grades, either during or
after the course, students will be responsible for providing graded papers as proof of grades
CLASS ACTIVITIES: Due to their participatory nature, certain class activities (i.e.
impromptu speeches, pop quizzes, group work, oral quizzes, in class writing, etc.) may not be
ASSIGNMENTS AND EXAMS: Students must make arrangements with the instructor ahead of
time if they expect to be late with an assignment or miss an exam. Penalties of up to one letter
grade per day late may be assessed on late assignments. Students who miss an assignment or
exam due to documentable circumstances (i.e. death in the family, accident, hospitalization, etc.)
must notify the instructor (personally or through official school channels) before the next class
period. Only two major assignments or exams may be made up during the term. Work must
be made up in a timely manner as agreed upon by the instructor and student--generally within
one week. Assignments which require class time to make up (i.e. speeches, oral reports, group
presentations, etc.) pose special problems which must be handled at the discretion of the
instructor. These assignments may be made up provided class time permits make-up of these
assignments. ANY assignment, whether late or made up, must be accompanied by the “Late
Assignment Form” in order to be accepted by the instructor for a grade. You may access
the form via Blackboard.
LOST ASSIGNMENT POLICY
English instructors make every effort to ensure that graded assignments (papers, tests, quizzes)
are carefully secured. However, if an instructor misplaces or loses graded work, the instructor
and student will arrange to have the work made up. If ungraded work is lost, a grade cannot
simply be given to the student nor can the student exempt the work; the instructor and student
will decide how the work will be made up with supervision from the head of the English
Department. As insurance, students should always keep a copy of required assignments before
submitting them to their instructors. Also, unless otherwise instructed, students turning in late
work should always submit the work directly to their instructor.
READING/MEDIA ASSIGNMENTS DISCLAIMER
English instructors carefully choose all class content including readings and media selections for
their classes. Given the subject matter of some of the scheduled essays, stories, films, etc., some
students may find portions of assigned materials and/or classroom discussions offensive.
Instructors should be notified of concerns and will try to alleviate such issues in a courteous and
Full Term and 1st Term Classes Begin August 16
Add/Drop for full term classes August 16, 17, 18, 19,
Add/Drop for 1st term classes August 16, 17, 18
Labor Day (no classes) September 6
Classes begin for 10 week session September 21
Add/Drop for 10 week session September 21, 22, 23
Last day to withdraw from 1st half classes September 22
Last day of class for 1st half term October 6
Exams for 1st half term October 7, 8
Fall Break (no classes) October 11, 12
Classes begin for 2nd half term October 13
Add/Drop for 2nd half term October 13, 14, 15
Last day to withdraw from full term classes October 27
Election Day (no classes) November 2
Last Day to withdraw from 10 week session November 10
Last day to withdraw from 2nd half term November 19
Thanksgiving Holiday (no classes) November 24, 25, 26
Last Day of Classes--full term, 2nd half, and 10 week session December 7
Final Exam Period December 8,9, 10, 11,
In-class Assignments/Homework/Reading Quizzes:
Occasionally in class you will be given assignments whether individually or in groups that you
will be asked to turn in immediately or take home to complete as homework. These assignments
will include a minimum of two peer reviews. In addition, reading quizzes may be given
unannounced at any time throughout the semester.
Class Blogs and Discussion Questions:
For this class, you will be required to maintain an individual blog. I will give you detailed
instructions on how to set up your own blog on the first day of class and will also post the
instructions on my own blog ( http://deannadixonsenglish102.blogspot.com ). Blogs are
becoming an increasingly popular internet writing genre and are available to anyone, regardless
of your technological skill (or lack thereof). When I assign discussion questions for a reading
assignment, you will be required to type your responses and post them to your blog no later than
one hour before class. The responses should be 250-500 words and grammar and spelling does
count. The questions are meant to guide your reading and give us a starting point for the class
discussion. I will not accept discussion post blogs late unless you receive prior approval from me.
Occasionally, I will also assign a blog post topic that will either be creative, reflective, or
reinforce what we are working on in class.
Because this is a class centered on the writing/understanding of literature, it is crucial that each
and every person in class contribute to the class discussion of every reading assignment in order
to maintain informative and enlightening discussions. Being late to class, being absent for class,
sleeping, or playing with cell phones will result in a deduction of your grade. I will assign you a
participation grade at midterm and final.
Short Story Essay:
You will be asked to conduct a literary analysis of a short story of your choice. You may pick
any story from the textbook that we DID NOT cover in class. Please see Blackboard or the class
blog for formatting requirements. Min. 500 words.
Poetry Project Presentation:
Your assignment is to select a poem that we have not discussed in class, prepare a
presentation that will teach the poem to the rest of us, and make your presentation. The
goal at the end of the presentation is for the class to understand what the poem means,
why it means that, and how the poem works. You may choose any poem from the
textbook that we DID NOT cover in class. 7-8 minutes.
Drama Analysis In-Class Essay:
At the end of the unit on drama, you will be required to complete a timed essay examination. You
will be given at least three topics from which to choose. These topics will come from our
readings in class. Min. 500 words.
Literary Research Paper:
The topic of the Literary Research Paper will be up to you, but you must choose a contemporary
(born since 1900), non-American author or authors represented in the textbook. You may focus
exclusively on short stories, poetry, drama, or some combination of them. You will be given
further instructions on choosing a topic as the semester progresses. In addition to an analysis of a
literary work or group of works, you must also include research from outside scholarly sources as
evidence in support of your thesis. You will be required to use a minimum of four sources cited
using MLA format. You may not use the internet. A one paragraph description of your topic
along with a tentative thesis is due on Nov. 8th, and the final draft is due the last day of class.
When you turn in your final draft, you must also include all of your notes, outlines, drafts, etc. in
a folder. Min. 1500 words.
In-class Assignments/Homework/ Quizzes 5%
Blog Assignments 10%
Short Story Essay 15%
Poetry Project Presentation 15%
Drama Analysis (In-Class) Essay 15%
Literary Research Paper 25%
Final Exam 10%
All writing is graded according to the Theme Standard Sheet criteria.
Wk Tuesday HW/Readings Thursday HW/Readings
1 8/17—Introduction to the Questions for 8/19—Characteristics Ch. 3 Plot, pp. 72-73; “A
class. Discuss class blog Responsive Reading of Short Fiction; “The Rose for Emily,” by William
and individual blogs; and Writing, pp. Story of an Hour” and Faulkner, pp. 91-102;
Essay requirements. 52-55; “The Story of “Eveline” “Killings,” by Andre Dubus,
an Hour,” by Kate pp.103-115
Chopin, pp. 13-17;
“Eveline,” by James
Joyce, pp. 529-539
2 8/24— Plot; “A Rose for Ch. 4 Character, pp. 8/26—Character and Ch. 6 Point of View, pp.
Emily”; “Killings” 121-127; Ch. 5 Setting; “Hills Like 212-217; “The Lady with the
Setting, pp. 184-186; White Elephants” Pet Dog,” by Anton
“Hills Like White Chekhov, pp. 222-234; “The
Elephants” by Ernest Lady with the Pet Dog,” by
Hemingway (link Joyce Carol Oates, pp.
from the blog); 237-249
3 8/31— Discussion of Point Ch. 8 Theme, pp. 9/2—Discussion of Ch.2 Writing about Fiction,
of View; “The Lady with 294-297; “I am the Theme; “I am the pp. 52-71; Begin
the Pet Dog”, Chekhov; Grass,” by Daly Grass”; Short Story brainstorming and choosing a
“The Lady with the Pet Walker, pp. 315-328 Essay Assigned topic for Short Story Essay;
Dog,” Oates Ch. 7 Symbolism, pp.
262-265; “Clothes,” by
Chitra Banerjee Divakaruni,
4 9/7— Discussion of Work on Short Story 9/9— Discussion of Complete rough draft of
Symbolism; “Clothes”; Essay; Ch. 10 Style, Tone, and Irony; Short Story Essay.
Discuss progress of Short Combining the Continued discussion
Story Essay in groups Elements of Fiction: about Short Story Essay
A Writing Process
Ch. 9 Style, Tone,
and Irony, pp.
Raymond Carver, pp.
5 9/14— Short Story Essay Complete Short Story 9/16— Short Story Ch. 23 Word Choice, Word
Rough Draft Due; Peer Essay Revisions; Ch. Essay Due; Order, and Tone, pp.
Review 21 Reading Poetry, Introduction to Poetry 799-804; “We Real Cool” by
pp. 743-764; “On the Gwendolyn Brooks, p. 827;
Differences between Ch. 24 Imagery, pp. 837-838;
Poetry and Prose,” by “Dulce et Decorum Est,” by
T.E. Hulme, p. 863 Wilfred Owen, p. 852; “The
Charge of the Light
Brigade,” by Tennyson, p.
6 9/21— Discuss Word Ch. 25 Figures of 9/23—Discussion of Ch. 26 Symbol, Allegory,
Choice, Order, and Tone; Speech, pp. 864-875; Figures of Speech; and Irony, pp. 888-898; “All
Discuss Imagery; “We “Mirrors,” by Sylvia “Mirrors,” “A That Time” by May
Real Cool,” “Dulce et Plath, p. 879; “A Valediction Forbidding Swenson; “The Chimney
Decorum Est,” “The Valediction Mourning,” “Digging” Sweeper” by William Blake
Charge of the Light Forbidding (handout)
Brigade” Mourning,” by John
Donne, p. 882;
7 9/28— Ch. 27 Sounds, pp. Ch. 29 Poetic Form, 9/30— Review of Ch. 29 Poetic Form cont.,
916-930; Ch. 29 Patterns pp. 971-981; “My Poetic Forms; Sonnet, pp.981-999; Ch. 30 Open
of Rhythm, pp. 946-945; Last Duchess,” by “Shall I Compare Thee Form, pp.1000-1003; “The
“The Lamb” and “The Robert Browning, p. to a Summer’s Day”; Negro Speaks of Rivers” and
Tyger” by William Blake, 910 Dramatic Monologue, “I, Too,” by Langston
p. 916; “My Papa’s “My Last Duchess” Hughes, p. 1134 and p. 1137
Waltz,” by Theodore
Roethke, p. 967;
“Chicago,” by Carl
Sandburg, p. 962
8 10/5— Continue Review Work on poetry 10/7— Poetry Project
of Poetic Form; Ode, “Ode project presentations. Presentations
to the West Wind”; Open
Form: “The Negro Speaks
of Rivers” and “I, Too”
9 10/12— No Class –Fall Work on poetry 10/14— Poetry Project ”
Break project presentations. Presentations
10 10/19— Poetry Project Ch. 55 The Literary 10/21— Literary Ch. 45 Reading Drama, pp.
Presentations Research Paper, pp. Research Paper 1363-1365; Trifles by Susan
2099-2116 Assigned; Discussion Glaspell pp. 1365-1378
of how to write a
literary research paper
11 10/26— Performance of From “A Jury of her 10/28—Discussion of
Trifles; Characterization Peers” (short story Drama; differences
Activity version of Trifles), between drama and
pp. 1378-1380; short stories
Elements of Drama,
12 11/2—No Class--Election Drama in Popular 11/4— Discussion of Ch. 49 Modern Drama, pp.
Day Form, pp. 1393-1403 Drama in Popular From 1704-1708; A Doll’s House,
by Henrik Ibsen, Act I, pp.
13 11/9— Literary Research A Doll’s House Act 11/11—A Doll’s House Ch. 50 A Critical Case
Paper Proposal Due; A II-III, pp. 1728-1757 Study: Henrik Ibsen’s A
Doll’s House Act I Dolll’s House; Ch. 46
Writing about Drama, pp.
14 11/16—Review of Prepare for Drama 11/18—Drama Work on Literary Research
criticism for A Doll’s Analysis In-class Analysis In-class Paper
House; Review for in-class Essay; Ch. 56 Taking Essay
essay Essay Examinations,
15 11/23—Review MLA Work on Literary 11/25—No Class— Complete first draft of
Guidelines and Citing Research Paper Thanksgiving Holiday Literary Research Paper
Sources; Paraphrasing and
16 11/30—Literary 12/2—Revising and Complete revisions for
Research Paper Rough Editing Literary Literary Research Paper
Draft Due; Peer Review Research Paper
17 12/7—Last Day of Class;
Literary Research Paper
Final Exam: Fri. Dec. 10