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Texas Womans University

ENG 1023.51: Composition II
Fall 2015
ONLINE
Contact Information
Instructor: Holli Downs
Office: CFO 127
Office Hours: Fridays 9:30 a.m.-12:30 p.m. and by
appointment
Phone: 940.898.2253
Email: hdowns@twu.edu
COURSE DESCRIPTION
Theory and practice of critical exposition and rhetorical analysis in
traditional and electronic environments; composing persuasive and
investigative texts based on research. Prerequisite: ENG1013 or its
equivalent. Three lecture hours a week. Credit: Three Hours.
STUDENT LEARNING OUTCOMES
EXEMPLARY EDUCATIONAL OBJECTIVES; FIRST-YEAR COMPOSITION PROGRAM AND
COURSE OUTCOMES
ENGLISH 1023
First-Year Composition
English 1023
STATE CORE
(program outcomes: all
Student Learning
OBJECTIVES
FYC courses)
Outcomes
A student completing
Courses in the
First-Year Composition
By the end of the term,
Communication
should be able to write
students will
category focus on
an expository essay
developing ideas and
meeting the following
1. Develop active
expressing them clearly, criteria:
reading and critical
considering the effect of
thinking strategies
the message, fostering
through rhetorical
COMMUNICATION:
understanding, and
Accurately paraphrases analysis of texts and
building the skills
genres, using those
key points of two
needed to communicate articles clearly enough
strategies to develop
persuasively.
that comprehension can effective positions in
composed work.
be assessed, with
Courses involve the
(Communication &
overall comprehension
command of oral, aural, on par with that of the
Critical Thinking)
written, and visual
authors' intended
literacy skills that
2. Effectively shape
readers.
enable people to
discourse for purpose,
exchange messages
occasion, and audience
CRITICAL
appropriate to the
in researched
THINKING: Clearly
subject, occasion, and
arguments and other
and accurately
audience.
composed work.
identifies areas of
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COMMUNICATION:
Includes effective
development,
interpretation and
expression of ideas
through written, oral
and visual
communication
CRITICAL
THINKING: Includes
creative thinking,
innovation, inquiry, and
analysis, evaluation and
synthesis of information
TEAMWORK: Includes
the ability to consider
different points of view
and to work effectively
with others to support a
shared purpose or goal
PERSONAL
RESPONSIBILITY:
Includes the ability to
connect choices, actions
and consequences to
ethical decision-making

ENG 1023

agreement and
disagreement in a
paired set of articles,
directly comparing
topically related points
according to a logical
plan and arriving at a
supported conclusion
about the wedge issue
driving the debate.
TEAMWORK: Fairly
represents opposing
perspectives in a
debate, implicitly
recognizing the value of
considering alternative
perspectives by
anticipating within the
essay the sorts of
reactions readers might
have to the student's
analysis.
PERSONAL
RESPONSIBILITY:
Remains faithful to the
spirit of academic
integrity ethics and
documentation
expectations, including
accuracy of quotations,
clear distinctions
between paraphrased
and quoted material,
and matching of in-text
citations to an ordered
list.

Fall 2015

(Communication)
3. Employ an effective
process of invention,
drafting, revising, and
editing in developing
researched arguments.
(Communication)
4. Effectively develop
claims in composed
work applying modes of
expression (i.e.,
description, exposition,
narration) as part of the
rhetorical event.
(Critical Thinking)
5. Develop broader
perspectives through
peer reviews and class
discussion, effectively
drawing on those
perspectives in
composed work.
(Teamwork)
6. Effectively and
conscientiously
integrate ideas from
appropriate external
sources in composed
work. (Teamwork &
Personal Responsibility)
7. Compose a written,
oral, or multimedia
argument that
effectively draws upon
and responds to library
resources (including
varieties of print and
electronic media).
(Critical Thinking &
Teamwork)

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8. Write clear, coherent
prose in researched
arguments and exams,
with effective attention
to conventions of
academic writing.
(Communication &
Personal Responsibility)

REQUIRED COURSE MATERIALS

The following textbooks are required components of this class and the
entire First-Year Composition sequence, including ENG 1003, ENG 1013,
and ENG 1023. You must have the St. Martins Guide by the second week of
class to keep from falling too far behind. You may purchase your textbook
at the TWU Bookstore, at KB Books (across from Lowry Hall), or Voertmans
(111 E University, or on Hickory near UNT).
Axelrod, Rise B., and Charles R. Cooper. The St. Martins Guide to Writing.
10th ed. ISBN-13: 978-1-4576-5415-2.
Axelrod, Rise B., and Charles R. Cooper. Sticks & Stones and Other Student
Essays. 8th ed. (Note: This small text should come with the above
textbook for free if you order using the above ISBN number or buy it
through the bookstore.)
Texas Womans University. First-Year Composition Essay Reader. (Your
instructor will tell you how and where to download this ebook. It will
cost $1.99.)

You will also need access to the following:

flash drive, Pioneer network storage, or internet cloud service (i.e.
Dropbox.com, Google Docs, Icloud.com) for keeping copies of drafts
internet access
Pioneer Portal (for email purposes)
Blackboard
Twitter account (this is free, please sign up if you havent already)
o Follow this class @msdowns2
COURSE REQUIREMENTS
Here is how your grade will be calculated:
Diagnostic and Capstone Learning Experiences (5% each, 10%
total)
At the start and end of the term, you will have a chance to
practice a very common task in academic writing: an analysis of
conflicting sources. Credit for the two Learning Experiences is
based on how fully you prepare for each step in the task and
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participate in class. We will be collecting your completed
responses and studying them to learn how effectively the
writing program is instilling these skills. Accordingly, what you
write for these exercises may help us determine what to
emphasize in future classes.
Major Assignments (65%)
Justifying an Evaluation (15%; 1,100-1,250 words) Write an
essay evaluating a specific subject. Examine the subject closely
and make a judgment about it. (Key chapter: SMG 8)
Speculating about Causes (20%; 1,250-1500 words): Write an
essay about an important or intriguing phenomenon or trend,
and speculate about why it might have occurred. Demonstrate
that the subject exists, and argue for the plausibility of certain
causes while anticipating your readers likely objections to your
argument as well as their preferred causes. (Key chapter: SMG
9)
Proposing a Solution (30%; 1,500-1,750 words): Write an
essay proposing a solution to a problem. Choose a problem
faced by a community or group to which you belong, and
address the proposal to members of the group or outsiders who
can help solve the problem. (Key chapter: SMG 7)
Minor Assignments (25%)
Annotated Bibliography-10%
Web Page Evaluation-5%
Discussion Board-10%
PROGRAM

AND

COURSE POLICIES

Syllabus Changes
This document is subject to change. The instructor may modify portions of
this syllabus (particularly the calendar of assignments) to adjust to issues in
the classroom, learning needs of students, availability of resources, changes
in university or department policy, or other pedagogical reasons. When
changes occur they will be announced on the class Blackboard site and an
amended version of the syllabus will be made available on Blackboard for
upload. Handouts and assignment prompts distributed to students during
the term, physically or virtually, are considered extensions of this syllabus.
Attendance
Students are expected to participate in all required instructional activities in their courses.
Online courses are no different in this regard; however, participation must be defined in a
different manner. To be counted as present and active in the class you must meet the deadlines

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for your Discussion Board entries and assignments. If you know you are going to miss a deadline
you must inform Ms. Downs with as much advance notice as possible in order to make
appropriate arrangements. If you miss more than four weeks worth of discussion board
deadlines you will be marked down by one later grade and may receive an F for the course. If
you are not active in the course by the census date you will be considered a no-show.
What Is the Official TWU Attendance Policy?
TWU Attendance Policy: Consistent attendance is vital to academic
success and is expected of all students. Grades are determined by
academic performance, and instructors may give students written
notice that attendance related to specific classroom activities is
required. Absences do not exempt students from academic
requirements. Excessive absences, even if documented, may result in
a students failing the course. Excused absences are within the
purview of the instructor. Students must consult with instructors
regarding make-up work.

Grading
Essay and final grades will follow an A-F grading system. Letter grades can
be interpreted as follows: A-Excellent; B-Good; C-Average; D-Below Average
(but passing); or F-Failure. To receive credit on a completed paper, you
must have completed and submitted on time (or with excused delays) all of
the pre-writing, planning, and draft work associated with that assignment.
Late assignments
As a rule, the first-year composition program does not accept late
assignments. Absence is not an excuse for late work. I may accept a late
assignment, but only in extremely extraordinary circumstances and with
prior approval. However, even with approval, your grade on the work may
be reduced half a letter-grade for each class day the assignment is late.
Manuscript Preparation
Major writing assignments should be turned in as an attached digital file
(double-spaced) in black font using a Times New Roman font (no larger or
smaller than 12pt). Use MLA guidelines for spacing, margins, heading, and
page numbering.
Email Correspondence
Instructors in the first-year composition program only reply to emails sent
from TWU accounts.
Also, emails are written communication, and you should be aware of your
audience. Craft a subject line that reflects the main purpose of your
message, use appropriate language, and sign your name (first and last) as
well as indicate your class by section, day, and time. I will make every

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effort to reply to emails in a timely fashion during the week; however, I do
not normally respond to student emails on weekends.
Twitter
You can ask questions, contribute thoughts, and get updates on the
class with Twitter. First, you follow @msdowns2 then be sure to turn
your alerts on so you dont miss anything!
The Write Site
You can get help with your writing process by visiting The Write Site.
Students who visit The Write Site tend to improve significantly over the
course of the semester. Students in ENG1013S are required to attend
special Write Site session based on the courses major assignments. You will
be given instructions in class for how to sign up for these sessions. The
Write Site is open Monday through Thursday from 9-5 p.m. and from 9-1
p.m. on Fridays. There are evening hours in Pioneer Center for Student
Success, located on the second floor of the Blagg-Huey Library Sunday
through Wednesday from 6-9 p.m. Write Site services are free to TWU
students. As you meet with a consultant, youll discover ways not only to
improve the assignment youre currently working on, but also realize how to
improve as a writer. Meetings are by appointment only. To make an
appointment, go online to www.twu.edu/writesite, call 940-898-2341 or visit
CFO 131.
Additional University/Program Information

Academic Dishonesty Statement: Honesty in completing

assignments is essential to the mission of the University and to the
development of the personal integrity of students. In submitting
graded assignments, students affirm that they have neither given nor
received unauthorized assistance, and that they have abided by all
other provisions of the Code of Conduct in the TWU Student
Handbook. Cheating, plagiarism, fabrication or other kinds of
academic dishonesty will not be tolerated and will result in
appropriate sanctions that may include failing an assignment, failing
the class, or being suspended or expelled. Suspected cases in this
course may be reported to Student Life. The specific disciplinary
process for academic dishonesty is found in the TWU Student
Handbook. The TWU library link, Avoiding Plagiarism, will aid
students in completing their assignments with integrity.

Turnitin Statement: In an effort to ensure the integrity of the

academic process, Texas Womans University vigorously affirms the
importance of academic honesty as defined by the Student
Handbook. Therefore, in an effort to detect and prevent plagiarism,

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faculty members at Texas Womans University may use a tool called
Turnitin to compare a students work with multiple sources. It then
reports a percentage of similarity and provides links to those specific
sources. The tool itself does not determine whether a paper has been
plagiarized. Instead, that judgment must be made by the individual
faculty member.

Disability Support Policy Statement: If you anticipate the need for

reasonable accommodations to meet the requirements of this course,
you must register with the office of Disability Support Services (CFO
106, 940-898-3835, dss@twu.edu ) in order to obtain the required
official notification of your accommodation needs. Please plan to meet
with me by appointment or during office hours to discuss approved
accommodations and how my course requirements and activities may
impact your ability to fully participate.

Dropping this Course: Students may drop a course without penalty

before the census day of each regular semester. However, after the
census date, students enrolling fall 2007 or later (at TWU or any
Texas public higher education institution), are allowed only 6
unexcused drops during their undergraduate academic careers. Drops
after the census day will count toward the 6-drop limit unless they are
supported by timely, appropriate documentation and excused by the
university review process. Drop forms are available in the Registrars
Office and require the signature of the student, instructor, and
academic advisor.

What follows is a skeletal outline of reading and writing assignments for the
semester. This calendar does not include all the many ways well think and
write about writing; its simply a guide. This calendar is subject to change.
Tentative Schedule
Week 1: January 18-22
Read Syllabus
Diagnostic Learning Experience (DLE)
o Readings and Annotations posted before 11:59 p.m.
Thursday 1/21
o Draft posted before 11:59 p.m. 1/22
Week 2: January 25-29
Syllabus Quiz
Diagnostic Learning Experience (DLE)
o Review your draft & develop your revision plan
before 11:59 p.m. 1/26
o Revision posted before 11:59 p.m. 1/27
o Self-Review posted before 11:59 p.m. 1/28
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Post to Discussion Board Why Were All Here before

11:59 p.m. 1/29
Week 3: February 1-5
Justifying an Evaluation Assignment Sequence Begins
Post to Discussion Board My Favorite Things before 11:59
p.m. 2/2
Week 4: February 8-12
Justifying an Evaluation Minor Assignment due before 11:59
pm 2/9
Post to Discussion Board Organizing Notes and Gathering
Evidence before 11:59 p.m. 2/9
Week 5: February 15-19
Justifying an Evaluation Due before 11:59 p.m. 2/19
Post to Discussion Board Writing is Rewriting before
11:59 p.m. 2/16
Week 6: February 22-26
Speculating about Causes Assignment Sequence Begins
Post to Discussion Board #trending before 11:59 p.m.
2/23
Week 7: February 29- March 4
Speculating about Causes
Post to Discussion Board Responsible Research before
11:59 p.m. 3/1
Week 8: March 7-11
Speculating about Causes
Post to Discussion Board Building a Strong Argument
before 11:59 p.m. 3/8
Week 9: March 14-18
SPRING BREAK
Week 10: March 21-25
Speculating about Causes Due before 11:59 p.m. on 3/25
Post to Discussion Board Cause(s) Reflection before
11:59 p.m. 3/25
Week 11: March 28- April 1
Proposing a Solution Assignment Sequence Begins
Post to Discussion Board If I Could Change Just One
Thing before 11:59 p.m. 3/29
Week 12: April 4-8
Proposing a Solution
Post to Discussion Board Gatekeepers before 11:59 p.m.
4/5
Week 13: April 11-15
Proposing a Solution

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Week 14:

Week 15:

Post to Discussion Board Butterfly Effect before 11:59

p.m. 4/12
April 18-22
Proposing a Solution Due
Post to Discussion Board Effect(s) Reflection before
11:59 p.m. 4/19
April 25-29
Capstone Learning Experience
o Reading and Annotations posted before 11:59 p.m.
4/25
o Draft posted before 11:59 p.m. 4/26
o Review work & develop a revision plan posted before
11:59 p.m. 4/27
o Revision posted before 11:59 p.m. 4/28

FINALS WEEK
Week 16: May 2-6

Capstone Learning Experience

o Self-Review posted before 11:59 p.m. 5/3
End of Semester

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