This document provides the syllabus for an English composition course. It outlines the instructor's information, minimum competencies expected of students, learning outcomes, policies on correspondence, late assignments, attendance, grading, assignments and materials. The course consists of several essays, worksheets, in-class activities and peer reviews on topics such as analyzing news stories, pictures, and murder case reports from different media perspectives. Plagiarism policies and ADA/WAC statements are also included.

1. Syllabus
ENG 1213 Freshman Composition II

2. Instructor’s Information
• Instructor: Jamie Worthley
• E-mail: jamswor@ecok.edu
• Office Phone: (580)559-5750
• Office Number: HM 336A

3. Minimum Competencies:
The department subscribes to a number of minimum competencies a student is
expected to meet in order to achieve a C grade in the course.
• Demonstrate all 0123 and 1113 competencies,
• Use electronic data bases effectively to find information appropriate for a writing
assignment,
• Analyze and evaluate non-print media,
• Analyze and evaluate information or a concept from multiple perspectives within
and among disciplines,
• Synthesize information derived from multiple sources in a clear, coherent text,
• Maintain focus in an extended composition (more than 700 words).

4. Learning Outcomes:
• Communication | Students demonstrate the ability to communicate effectively in
multiple contexts.
• Intellectual Skills | Students demonstrate the ability to comprehend and process
concepts, to establish relationships within and among disciplines, and to interpret
and evaluate information for knowledge-building and decision-making.
• Information Literacy | Students demonstrate the ability to find, evaluate, and use
information effectively and appropriately for any given learning situation.
• Intercultural Knowledge | Students demonstrate the ability to recognize the
complexity of culture, their own as well as others, and see themselves as
members of a global community

5. Correspondence:
I check my email far more than my ECU phone messages. If you need to
discuss your essay or inform me of an absence, then email me. However,
since you are responsible for keeping up with missed work when you are
absent, I suggest you and your neighbor share information and email
addresses.
Emailed work: In cases where you must miss class when an essay or major
assignment is due, you may email me your work as an attached file. This is a
limited option and for emergencies only. If I do not respond to your email,
then I did not receive your email, and you will not receive a grade for that
essay. Students must make sure the instructor responded to all emails.

6. Late Assignments Policy:
I do not accept late work unless the student discusses the reason prior
to the due date. Students who miss class for school approved
functions, jury duty, or a major illness/hospital visit must visit with me
as soon as they can to discuss make up work. I try to work with
students who face unusual problems, such as severe illness. Please
schedule a time to visit with me privately about the situation. That visit
should happen before the absences or as early as possible.

7. Attendance Policy:
Attendance and participation make up 200 points of the overall grade.
Students with constant unexcused absences will lose all points. Students
who come and do not participate will lose points as well. The number of
points deducted is up to the instructor. Students with college obligations
who must miss class for activities should keep up with their assignments and
missed class discussions but will not lose points for college-related and
school related absences. Absences due to jury duty or military related
absences also will not make students lose points.

8. Grading Policy:
The grade for each essay will depend on structure, rhetorical appeals,
argument strategies, and other aspects of well-organized and
supported writing as covered in each unit. Other assignments’ grades
depend of promptness and content. Students who turn in all
assignments on time will usually find enough practice and enough
instruction that both their grades and their critical thinking skills will
prove satisfactory. Students earn points toward a final grade as
follows:

9. Assignment Points:
• Three Essays 100 points each 300 points
• One Research Essay 200 200
• Four MLA Worksheets 25 100
• Four In-Class Activities 25 100
• Four Peer Reviews 25 100
• Participation 200 200

10. Assignments:
Essay One – Collective Community
For this three page essay, you have two options, and if you think of a
different idea, then discuss that idea with me. The first option is to discuss
how news stories bring citizens together by analyzing any or all of these: 1)
community morals, 2) collective conscience, 3) cultural contexts, 4) collective
memories, and 5) citizen identities. Choose one type of story such as child
abuse stories or elderly abuse stories for your leading example. Or you may
also discuss 1-5 by using specific news events such as News Channel 4’s ‘Pay
It 4ward’ or ‘In Your Corner.’

11. Assignments:
Essay Two – Picture Analysis
For this three essay, you begin your final research paper. You analyze one
picture broadcasted on different news stations or compare and contrast two
pictures from different news stations. You analyze the picture(s) by
answering these questions and any other questions you ask. Be prepared to
offer your own questions to consider and share them with the class.

12. Assignments:
Essay Three – News Report Analysis
In this four page essay, students will further their argumentative research paper.
You have two options to discuss. You compare and contrast two different news
channel broadcasts of the same Murder Case you choose for your research
assignment by discussing if these broadcasts are slanted or biased and how. The
broadcasts can be from different news stations, such as FOX and CNN and were
broadcasted around the same time (at the beginning of the case, middle of the
case or end of the case). Or students can compare and contrast the same stations
by analyzing different times in the murder case (compare FOX News (ex.) at the
beginning of the case to their POV at the end and discuss how the station changed
their POV). Students will also incorporate some of the same ideas as Essays 1 and
2 such as visual image manipulation and target audience.

13. Assignments:
Research Essay- Murder Case
This 8-10 page essay is the argumentative research paper. You compare and
contrast different news channels, newspapers, magazine articles, and other
media of the same Murder Case you choose for your research assignment.
Students will also incorporate arguments and ideas from the previous essays.
Students pool all previous discussion to create a larger research essay. Sum
up the essay arguing for or against the verdict.

14. Assignments:
Four MLA Worksheets
Each essay must have a Works Cited page, so we create this page in
class by citing all readings and other citations that you found for your
essays. This is the day to ask questions and help other students cite
their information as well as share outside sources. If you use citations
on the MLA Worksheet in your essays, then all you have to do is
transfer that information onto your essays and Works Cited pages.

15. Assignments:
Four In-Class Activities
All four in-class activities are done in groups. If you are absent the day
we do an in-class activity, then you will not be able to make up this
activity with the group. You will have a different activity to do outside
of class. These activities tackle different writing strategies such as,
supporting your argument, providing enough information and syncing
outside sources. I would advise students not to miss these four days.

16. Assignments:
Four Peer Reviews
Student / Peer feedback is very important especially since we are
pooling information and sources for our research essay. Each student
will receive Peer Review Worksheets for every essay they review on
Peer Review Day. Since your information is valuable to your peers, you
will receive a grade for providing this information. These sheets will be
on Blackboard. If you are absent on Peer Review Day, then you must
print at least four of them and review four of your peers’ essays on
your own time.

17. Grading Scale
• A – 1000 – 900 points
• B – 899 – 800
• C – 799 – 700
• D – 699 – 600
• F – 599 and lower
• N/A = 0 (plagiarism, essays that do not fulfill the assignment, etc.)

18. Materials:
Text:
Blair, Kristine L., eds et al. CrossCurrents: Cultures, Communities,
Technologies. Boston: Wadsworth, 2014.
Additional Materials:
• A loose-leaf notebook
• A collegiate dictionary and thesaurus
• Blue or black pens and pencils
• A flash drive or any other device on which to save work

19. Plagiarism and Copyright Infringement:
According to University policy, plagiarism is “presenting the words,
visual images or ideas of another as one’s own. Except for what is
called ‘common knowledge,’ any information taken from another
source must be documented in the student’s work. When a student
interprets another’s ideas, credit must be given by an in-text reference.
When a student uses an exact copy of another’s work, it must be
delineated by use of quotation marks or indentation and referenced
with the source” (East Central University Policy on Academic Integrity).
Plagiarism can result in a failing grade for the course or even expulsion
from the university.

20. ADA Statement:
East Central University is committed to providing equal access to
University programs and services for all students. Under University
policy and federal and state laws, students with documented
disabilities are entitled to reasonable accommodations to ensure the
student has an equal opportunity to perform in class. If any member of
the class has such a disability and needs special academic
accommodations, please report to Student Support Services, Room 155
Administration Building, as soon as possible. Reasonable
accommodations may be arranged after Student Support Services has
verified your situation. Do not hesitate to contact me if any assistance
is needed in this process.

21. Writing Across the Curriculum (WAC)
Statement:
In keeping with the University's emphasis on writing proficiency, all
student-produced writing will be expected to reflect clear content,
coherent and organized structure, and adherence to the stylistic and
mechanical standards articulated by the professor.