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Course Syllabus | English 102

Course Information:

English !"# | Composition II
Science Fiction: Social Issues, Technology, & the Human Condition
Section H#, Spring #"!$
T/Th !#:%"-!:&"pm (Arts Building A%!!)
Length of Course: One semester
Credit Hours: %
Contact Hours: %
IAI: C'"!R
Instructor: Sarah Hughes
email: shughes$(@ccc.edu
Office Hours: T/Th !!:%"am-!#:""pm (L#&')
Office Phone: ())%) $*!-*&$%
Mailbox: L%#%
Course Website: ccc.blackboard.com
Writing Center: L#!% - http://www.ccc.edu/colleges/wright/departments/Pages/Writing-Center.aspx

Course Description:
This course is about explorationof language, literature, and ideas. It is an intensive study of
argumentative writing. Argumentative writing explores and contributes to conversations on intellectual
and cultural issues. We will focus on crafting and investigating questions, writing clearly, and thinking
critically. Because the theme is Science Fiction: Social Issues, Technology, and the Human
Condition, well read a variety of short stories in the sci-fi genre. We will explore how the fantastical
events and characters reflect and critique our ordinary world.

Course Prerequisites:
Grade of C or better in English !"!. Entering students should also exhibit the following:
The ability to frame and support a thesis in a clearly written and logically organized essay.
The ability to employ rhetorical techniques (e.g. analysis, using evidence to support a claim,
summary/paraphrase, concrete details) in writing.
The ability to compose an essay without major or frequent errors in grammar, punctuation, and
spelling.
The ability to read critically and interpret sources.

Texts and Materials:
Barnet, Sylvan, William E. Cain, and William Burto. Literature for Composition: An Introduction to
Literature. !"
th
ed. New York: Pearson/Longman, #"!%. ISBN !%: ')*-"-%#!-*#'!)-)
You will also need:
Blackboard (Bb) Access: Many of our readings will be available on Bb, and it is your responsibility to
print and bring your annotated text to class on the day the reading is due.
Other materials (course content including syllabus, assignments, digital dropbox, etc.) are located on
Blackboard, accessible through http://ccc.blackboard.com.
A notebook for journaling and in-class writing exercises
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Students Course is Expected to Serve:
English !"# is intended to enhance communication skills, promote critical thinking, and prepare
students for college-level research and analysis. English !"# is transferrable to four-year universities and
is a general education requirement for two- and four-year degrees.

Writing Curriculum Student Learning Outcomes:

Throughout the Wright College Writing Curriculum, students will engage in practices and skills that
demonstrate abilities in the following six competencies:
1. Process
Engage in a recursive process of prewriting, drafting, revising, editing, and proofreading
Engage in a reflective process of evaluating their own drafts and those of others
2. Purpose and Audience
Define the purpose and audience for each writing task
Adopt a voice, tone, and level of formality appropriate to an academic audience
Achieve the purpose of the writing task
3. Exposition and Argument
Formulate and support an explicit or implied thesis
Direct an argument or explanation to the designated audience
Incorporate reasoning and explanations appropriate to the thesis and its supporting claims
4. Organization and Development
Establish a clear framework of organization appropriate to the writing task and the thesis
Employ rhetorical strategies consistent with the purpose of the writing task
Incorporate effective rhetorical tools such as transitions, examples, explanations, concrete and
relevant details
Integrate students own ideas with those of others, using appropriate documentation
Identify and avoid intentional and unintentional plagiarism
5. Mechanics
While revising, editing, and proofreading, apply conventions of Standard Edited English, and
eliminate surface errors that interfere with coherence and clarity
6. Critical Thinking/Reading
Summarize, analyze, and evaluate the arguments, counter-arguments, and evidence in the
writing of others

Requirements:
At the end of this course, students will:
!. Compose essay(s) that incorporate multiple sources and total at least #&"" words
#. Correctly incorporate source material through paraphrase, summary, and quotation (and avoid
plagiarism) on notes and in the text

Methods of Instruction:
Combination of class discussion, lecture, small group work, and individual and group presentation.


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Literacy:
Literacy is more than simply reading and writingits learning ways of reading, writing, thinking,
speaking, listening, persuading, informing, acting, and knowing, in college and beyond.

Basically, our aim this semester is to strengthen your writing, research, and critical thinking skills in
ways that will benefit you in and beyond college. Well write a lot in this course, because writing is
more a learned skill than a talent. Consistent practice is necessary for all successful writers.

Course Projects:
Keep all formal and informal writing (including all drafts), preferably in digital format on your computer hard
drive or a key drive. Make back-ups so that in the event of a computer glitch, you still have your work.

Formal Projects:
Short Essay #1: Theme s t he Breaks
For this essay, you will examine how a sci-fi short story represents one of our themessocial issues,
technology, or the human conditionand what readers can learn about the theme from the story. #-%
pages.
Short Essay #2: Maki ng Meani ng
For this essay, you will respond to a question about one of our short stories, using evidence from a
collection of articles well read as a class. This essay reflects the process youll take on for the final
essay. #-% pages.
Mi dt erm Refl ect i ve Essay
An in-class reflective essay on how youre meeting the Writing Curriculum Student Learning
Outcomes and Course Requirements (see Syllabus p. #).
Short Essay #3: Fi nal Research Proj ect Proposal
Compose a formal proposal for your research project, citing sources. Note that these are preliminary
sources and may or may not appear in your final project. #-% pages.
Annot at ed Bi bl i ography
A list of sources (journal articles, books, websites, etc.) that includes a summary and evaluation of each.
In other words, it is a References or Works Cited page that has a brief paragraph under each
citation summarizing the source and describing how it will be useful for your project.
Fi nal Research Paper
The culminating project of Eng !"#: Composition, which asks you to critically respond to a question
with evidence from the text and outside scholarly sources. By completing this assignment, you will
engage in college-level inquiry, research, and composition. *-!" pages.

Informal Projects:
Readi ng Responses. Consist of a short summary (a few sentences at most) and a longer response (a
long paragraph or two) in which you can explore something that occurred to you as you read:
personal responses, questions, confusions, notable passages, ideas you identified or disagreed with)
In-Cl ass Wri t i ng, including fastwrites or directed writing
Peer Revi ews that youve written for other students in class
St yl e not es or exerci ses
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Grading:
It is important to me that grading is as transparent as possible, and you will have many chances to
improve your grade throughout the term.

This course values the process of writing. You will receive credit for submitting drafts, but they will not
be graded. You will peer review your first draft, revise based on the feedback you receive, and then
submit to me for feedback. Note that rough and second drafts must meet the minimum word-count
for credit. The purpose of building in a drafting process is to give you the opportunity to revi se your
writing before submitting for a grade. You will receive a grade when you submit the final version of
each essay.

Class Policies:
Writing Requirements: Approximately $ formal writing projects, #-% pages long, and an *-!" page
research paper. Keep drafts and notes of all assignments. All final drafts must be typed and double-spaced
and, unless otherwise indicated, be submitted electronically to the Blackboard Digital Drop Box.
Outside sources, when used, must be documented according to MLA style (see Literature for Composition
!$!"-!'). There will be other writing projects, both in and out of class.

Late Work: In-class writing, peer reviews, and homework cannot be made up. However, if you know
that you must miss class, you may submit your homework assignment electronically through
Blackboard in advance. When an essay is due, you must submit it on or before the deadline. Late papers
are not accept ed.

Attendance: Much of what you will take away from this course relies on your active participation in
class discussion, in-class writing, peer review, and group work, so your regular attendance is essential.
If you are absent, you will not be able to make up missed work.

Definition/Statement of Active Pursuit of the Course: District and College attendance policies are listed
in the college catalog and the Student Policy Manual:
http://ccc.edu/Student/files/Student_Policy_Manual_*.#&."'.pdf.

At midterm, the professor must submit a grade that reflects the performance of each student. Students who do
not demonstrate active pursuit of the courses objectives, regardless of their attendance in class, will receive
an ADW and automatically be withdrawn from the class. That is, a student can attend every class and still
Grading:
Final Research Paper: Joining the Conversation %"%
All drafts
Midterm Reflective Essay !"%
Formal Writing %"%
All drafts of Formal Writing Projects (includes Short Essays !, #, &% and Annotated
Bibliography)
Informal Writing #"%
Reading Responses; Peer Review Responses; Homework; In-Class Essays and Assignments
Participation !"%
Contribution to Peer Review and Class Discussions; Attendance

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receive an ADW if he or she is not actively pursuing the courses objectives. Active pursuit in this class means
that the students complete the assignments and participate in class activities.

Students who dont submit required and satisfactorily-written essays, who miss a substantial number of
other assignments, and who choose not to contribute to in-class discussion and debate will receive an
ADW at Midterm. Students who do not participate in class discussion may lose participation points
equal to a whole letter grade.

No Show Policy: If a student registered for the course before the start time of the first class period,
but !) did not attend the first # classes, or #) attended only ! of the first % classes and failed to notify the
instructor of his or her intentions to continue the class, the Registrars Office will remove the student
from the course. (Student Policy Manual, p. #&)
http://www.ccc.edu/Files/studentpolicymanual.pdf.

Student-Initiated Withdrawal: It is the students responsibility to officially withdraw from courses
by April )th. Failure to withdraw may result in mandatory payment of tuition/fees, forfeiture of
financial aid eligibility, and/or a failing grade (Student Policy Manual, p. #()
http://www.ccc.edu/Files/studentpolicymanual.pdf.

Academic Integrity: This class values research, creativity, and, above all, originality. We will spend
much time in class learning to identify and avoid plagiarism and cite sources properly. If you have any
questions at all about what constitutes plagiarism, please come talk to me.

Thi s cl ass has a zero-t ol erance pl agi ari sm pol i cy and utilizes TurnItIn.com software to ensure
compliance. If Im not receiving your work, I cannot help you grow as a writer, a researcher, or a
student. Violations of this policy will result in, minimally, a " on the assignment, but can also result
in failure of the course or even expulsion from the college.

The City Colleges of Chicago is committed to the ideals of truth and honesty. In view of this
commitment, students are expected to adhere to high standards of honesty in their academic endeavor.
Plagiarism and cheating of any kind are serious violations of these standards and will result, minimally,
in the grade of F by the instructor (Student Policy Manual, p. $")
http://www.ccc.edu/Files/studentpolicymanual.pdf.

Student Conduct: City Colleges of Chicago students are expected to conduct themselves in a manner
that is considerate of the rights of others and does not impede the educational mission of the College.
Misconduct for which students are subject to College discipline (e.g. expulsion) may include the
following: (!) all forms of dishonesty, such as stealing or forgery; (#) obstruction or disruption of
teaching, research, administration, or disciplinary proceedings; (%) physical or verbal abuse, threats,
intimidation, harassment, and/or other conduct that threatens or endangers the health or safety of any
person; and ($) carrying or possession of weapons, ammunition, or other explosives (Student Policy
Manual, p. $!).
http://www.ccc.edu/Files/studentpolicymanual.pdf.

Disability Access Center (DAC): Please note: Any student with a disability, including a temporary
disability, who is eligible for reasonable accommodations should contact the Disability Access Center
located in room L!%&, Learning Resource Center of the Wright North Campus or call ())%) $*!-*"!( as
soon as possible.

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Classroom Etiquette: Our classroom is a safe space for sharing and exploring ideas, for reexamining
expectations, and for procuring knowledge. To do this, our classroom must be a respectful and
encouraging place. Do not talk while the instructor or other students are speaking. Do not use your
cellphone in class. All cellphones and similar electronic devices should be turned off and put away.

Peer Review Workshops: Because writing is social and collaborative, it is very important for writers
to discuss their work with knowledgeable peers as they revise. The time devoted to workshops in this
class is intended to serve three purposes: a) to see how other students handle assignments; b) to work
on developing useful revising skills by helping others revise their work; and c) to get feedback on your
own work before it is turned in to the instructor. Workshops may involve a discussion of student
working drafts or they may focus on the work of professional writers working within a range of
rhetorical situations. We will be engaging in small-group peer review workshops throughout the
semester. As a class, we will discuss methods for providing effective peer review so everyone feels
confident contributing. You will contribute to discussion during peer review and comment on drafts,
submitting your comments to me for Participation.

Workshop Requi rement s: When assigned, you must have a complete draft of the project assigned
for the Workshop Day. Failure to have this draft will result in a zero (0) on the rough draft in the grade book,
which will impact your final grade. If you miss a Workshop Day, you must make a Writing Center
appointment for feedback on your work, requesting a signed verification of your appointment.

The Writing Center: The Writing Center is a really useful resource for additional feedback on your
writing and support at any stage of the writing process, from brainstorming and prewriting, to drafting,
to revising. You can work with a Writing Center Tutor on focusing and developing your ideas,
organizing and structuring your draft, polishing your grammar and mechanics, or anything else related
to invention, composition, or revision. You can schedule a consultation with a tutor (generally %"
minutes).

All Writing Center services are free. To schedule an appointment, visit L#!%.




















This syllabus is subject to change based on the needs of the class.
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Course Calendar:
The following is a tentative schedule of class activities, assignments, and readings for the semester. It is, of course,
subject to change. The course will be updated week-by-week. Check Blackboard for updates. Readings that are not
in the textbooks will be on the Blackboard site.
LFC: Literature for Composition

Week Day In Class Assignment Due Reading Due
!
Tue, Jan !$
Introductions
Syllabus



Thu, Jan !(
Discuss Readings
Writing Strengths and
Weaknesses In-Class Essay
Shitty First Drafts (Lamott)
#
Tue, Jan #!
Theme
Discuss Readings
Assign Short Essay !:
Themes the Breaks

We Can Remember It for
You Wholesale (Dick)
Pretty Boy Crossover
(Cadigan)
Thu, Jan #%
Introduction to Research
Writing and Methods
Discuss Readings and
Notes
Notes on The Lesson
of August #"#( &
Essays Analyzing
Theme
August #"#(: There Will
Come Soft Rains
(Bradbury)
The Lesson of August
#"#( (LFC pp. #)-#')
Theme (LFC pp. %&)-*)
%
Tue, Jan #*
Embedding Summaries
Short Essay !: Themes
the Breaks Rough Draft
LFC ch. * (Arguing an
Interpretation), pp. #"'-##
Thu, Jan %"
Discuss Readings and
Summaries
Story Summary
Out Of All Them Bright
Stars (Kress)
$
Tue, Feb "$
Integrating Sources into
Essays (Summary,
Paraphrase, & Quotation)
Discuss Readings

Repent, Harlequin! Said
the Ticktockman (Ellison)
Slow Tuesday Night
(Lafferty)
Thu, Feb "(
Supporting Claims with
Evidence
Assign Short Essay #:
Making Meaning
Short Essay !: Themes
the Breaks Final Draft
LFC Appendix A (Writing
about Literature: An
Overview of Critical
Strategies), pp. !%'%-!$"(
&
Tue, Feb !!
Effective Peer Review
Synthesis
Discuss Readings

Elisons Harlequin: Irrational
Moral Action in Static Time
(White)
Elisons Repent,
Harlequin! Said the
Ticktockman (Bryant)
Thu, Feb !%
Short Essay # Peer Review
& Revision Plans
Short Essay #: Making
Meaning Rough Draft
(% copies)
Developing an Argument
(LFC pp. !)%-*)
8
(
Tue, Feb !*
Structuring Arguments
Discuss Readings

How to Talk to Girls at
Parties (Gaiman)
Delilah and the Space
Rigger (Heinlein)
Thu, Feb #"
Meet in Library (Room
L!%") for Presentation on
Research and Sources
Short Essay #: Making
Meaning Second Draft
Speech Sounds (Butler)
Reason (Asimov)
)
Tue, Feb #&
Avoiding Plagiarism
Discuss Readings

When It Changed (Russ)
Winters King
(Le Guin)
Thu, Feb #)
Brainstorming to Find the
Right Research Topic
Short Essay #: Making
Meaning Final Draft

*
Tue, Mar "$
The Thesis Statement
Final Research Paper
Research Topic

Thu, Mar "(
Research Workshop (Meet
in Computer Lab, Rm
__________)
Final Research Paper
Thesis Statement
Research: Writing with
Sources (LFC pp. %"(-%!&)
'
Tue, Mar !!
The Paper Proposal
Assign Final Research
Project Proposal
Conference Sign-Up
Joining the
Conversation: Critical
Thinking and Writing
(LFC !%#", !%)')
The Ones Who Walk
Away from Omelas (Le
Guin)
A Very Old Man with
Enormous Wings (Garca
Mrquez)
Thu, Mar !%
Midterm: Reflective Essay
(Meet in Computer Lab,
Rm L!#*)
Conference Sign-Up
Work on Final
Research Project
Proposal
Research (Final Research
Paper)
!"
Tue, Mar !*
Student/Instructor
Conferences
Final Research Project
Proposal Rough Draft
Research (Final Research
Paper)
Thu, Mar #"
Student/Instructor
Conferences
Work on revising Final
Research Project
Proposal
Research (Final Research
Paper)
!!
Tue, Mar #&
Student/Instructor
Conferences
Work on revising Final
Research Project
Proposal
Research (Final Research
Paper)
Thu, Mar #)
The Annotated
Bibliography
Assign Annotated
Bibliography
Final Research Project
Proposal Final Draft
Research (Final Research
Paper)
!#
Tue, Apr "!
Outlining the Final
Research Project
Compose Draft of Outline
in Class

Research (Final Research
Paper)
Thu, Apr "%
Writing Workshop
Meet in Computer Lab (Rm
L!#*)
Typed & Polished
Outline
Annotated
Bibliography
Research (Final Research
Paper)
9
!%
Tue, Apr "*
Final Research Paper Peer
Review & Revision Plans
Final Research Paper
Rough Draft
Research (Final Research
Paper)
Thu, Apr !"
Writing Workshop
Meet in Computer Lab (Rm
___________)


Tue, Apr !&
Spring Break!
Thu, Apr !)
!$
Tue, Apr ##
Meet in Computer Lab (Rm
L!!&)

Thu, Apr #$
Writing Workshop
Meet in Computer Lab (Rm
___________)
Final Research Paper
Second Draft

!&
Tue, Apr #'
Final Research Paper Q&A
Meet in Computer Lab (Rm
___________)
Bring % questions
about research,
writing, revision, or
editing your
Research Paper

Thu, May "!
Writing Workshop
Meet in Computer Lab (Rm
___________)

!(
Tue, May "(
Writing Workshop
Meet in Computer Lab (Rm
L!!&)

Thu, May "* Submit Final Research Paper
Final Research Paper
(Final Draft)