|This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at http://www.gpc.edu/programs/Common-Course-Outlines.|
|Course Title||English Composition II|
|Prerequisite(s)||ENGL 1101 with a "C" or better or ENGL 1101H with a "C" or better |
This course develops writing skills beyond the levels of proficiency required by ENGL 1101, emphasizes interpretation and evaluation, and incorporates more advanced research methods. A research paper is required. Some sections of this course are taught with computer assistance in classrooms equipped with personal computers. Keyboarding experience will be useful but is not required.
|Expected Educational Results|
As a result of completing this course, the student will be able to:
Demonstrate the critical thinking skills involved in arriving at an evaluative or interpretive thesis statement that can be supported with concrete evidence.
Organize essays, using both formal and informal outlining techniques, so that the plan indicates logic and coherence.
Compose relevant, concise, and complete introductions that clearly express the central intent of the paper and conclusions that reaffirm the thesis and attain closure.
Exhibit refinement in developing an idea through several paragraphs, using sophisticated and appropriate transitions, topic sentences, and adequate supporting details.
Use rhetorically appropriate tone, diction, and style.
Write standard written English free of major grammar, usage, and punctuation errors.
Write about literary works by looking beyond the surface of imaginative literature to interpret the authors' themes and evaluate their techniques.
Demonstrate these research skills: use effective method of conducting scholarly search, correctly use bibliographic resources, use standard bibliographic form, and use appropriate note taking techniques.
Incorporate primary and secondary sources by using paraphrases, quotations, and summaries with appropriate in-text citations and correct punctuation.
|General Education Outcomes|
I. Learners develop speaking, listening, reading and writing skills in the following ways:
They develop their speaking skills through peer group activities, class discussions, and more formal activities such as panel presentations, debates, and individual talks.
They develop their listening skills through taking notes from lectures and responding to oral instructions given in class.
They develop reading skills through comprehension of textbook material, analysis of literature, and evaluation of secondary sources.
They develop writing skills by planning , composing, and revising short essays and research papers.
II. Learners demonstrate effective critical thinking and problem-solving skills in the following ways:
They learn to interpret and evaluate literary works.
They learn to understand and incorporate others' ideas.
They learn the methods and rationale of writing literary analyses.
III. Learners organize and analyze information through the use of computer software in CAI classes.
They refine their revising and editing skills.
They learn to use the word processor's outlining function.
They learn to create headers and footers.
They learn methods of indention for the works cited page.
They learn methods of doing research using various electronic resources.
Projects include the following:
Three expository/persuasive essays, at least one of which may include secondary sources.
A timed essay (or essays) designed to develop essay-exam writing skills.
A typed 1,550-word research paper containing a persuasive thesis and a minimum of five secondary sources. The paper should be accompanied by an outline and a works cited page.
Techniques to be taught include the following:
Thesis and essay development
Critical and literary analysis
Research skills: library use, summary and paraphrases, citing sources, documentation, and synthesis of primary and secondary sources.
Computer techniques taught in CAI classes include the following:
Using advanced editing techniques
Using outlining function
Creating headers and footers
Using appropriate indentation on works cited page
Using electronic sources for doing research
|Assessment of Outcome Objectives|
Essays and exams -- 33-1/3 to 50%
Research paper -- 25 to 33-1/3%
Final exam (at least 50% in-class essay) -- 20 to 33-1/3%
Every five years a committee appointed by the writing program administrator will select a representative sample of essays from the final exam essays. The selected essays will be evaluated according to the criteria set forth in the Expected Educational Results.
USE OF ASSESSMENT FINDINGS
The English 1101 and 1102 Committee will use the information gathered from the departmental assessment to revise the course outline and course syllabus as needed.
REGENTS' TEST STATEMENTS
“Students must take the Regents’ Test in their first semester of enrollment after earning 30 semester hours.”
The Humanities Division recommends that students take the test for the first time the semester following completion of ENGL 1101 with a “C” or better.
Any exceptions to the statements above may be found by consulting the GPC College Catalog or GPC Student Handbook.
Last Revised: Aug. 08, 2011