Harold Washington College

Department of English, Speech, Theater, and Journalism

Fall 2023

English 102 D2 Composition II IAI# C1 901R #30122, 3 credit hrs. 16 wks. T/Th 9:30-10:50a.m. Room 606

Ms. Susan J. Fabian Phone: (312) 553-2685

Office Hours: M/W 7:30-8:00a.m;12:30-1:30p.m. Eng. Dept: (312) 553-5999
Office: 631 sfabian@ccc.edu

Catalog Description:
Composition—Continuation of English 101. Introduces methods of research and writing of investigative papers.
Writing assignments, as appropriate to the discipline, are part of the course.
Prerequisite: Grade of C or better in English 101.

Course Objectives:
English 102 is designed to reinforce and build upon the competencies students have developed in English 101. The
course will continue English 101’s emphasis on the writing process and rhetorical analysis while introducing
students to research and writing from sources other than personal experience. The course is designed to enhance
students’ critical thinking, reading, and writing skills through the analysis and practice of argumentative writing.

Student Learning Outcomes:

By the end of English 102, students should be able to:

Rhetorical Knowledge
• Analyze how audience and purpose dictate information included, the order of information, voice, language,
and style
• Apply conventions of format and structure appropriate to the various rhetorical situations

Critical Thinking, Reading, and Writing

• Demonstrate a close reading of the text through various strategies (e.g., annotating, outlining, summarizing,
and note taking)
• Utilize a dictionary to help facilitate understanding of various texts
• Locate, evaluate, analyze, and synthesize appropriate primary and secondary sources
• Use interpretation to recognize the author’s meaning and strategies (e.g., induction, deduction) to develop
ideas
• Critique complex arguments of sustained length (i.e., longer than the average op-ed piece or newspaper
article)
• Identify logical fallacies and authorial bias, and analyze their effects on the argument
• Recognize and acknowledge diverse perspectives of an issue
• Formulate constructive questions which facilitate meaningful inquiry

Process/Conventions
• Prepare multiple drafts to create and complete a successful text that adheres to the conventions of
Academic English
• Utilize invention and re-thinking to revise their work
• Collaborate and utilize effectively the social aspects of writing processes (e.g., writer-peer review, writer-
instructor review)
• Summarize and paraphrase arguments and/or other texts
• Use quotations and citations appropriately (including sources which cite other sources)
• Use the MLA documentation system and/or the APA documentation system
• Identify and avoid different types of plagiarism (i.e., intentional and unintentional)
Research
• Develop an effective research question to guide a sustained research project
• Apply systematic research methodology using library databases to locate and utilize a variety of credible
sources (e.g., scholarly journals as well as interviews, case studies, lectures, surveys)
• Distinguish between credible sources and non-credible sources, both in traditional print media and online
• Integrate source materials using summaries, paraphrases, and quotations to support a defendable thesis
statement

Texts:
English Composition II: Rhetorical Methods-Based.
https://courses.lumenlearning.com/englishcomp2kscopexmaster/?utm
refer=https%3A%2F%catalogs.lumenlearning.com%2Fcatalogs%2F1

Writer’s Handbook.
https://2012books.lardbucket.org/books/writers-handbook/

Technology and Brightspace:

SMART Board Technology, Elmo, and PowerPoint are utilized in a traditional classroom to engage students in the
process of becoming active life-long learners. Brightspace will be utilized to enhance coursework. It will provide a
platform for the dissemination of course materials, including model assignments. Brightspace will also be used to
encourage students to engage in critical thinking and the Socratic exchange of ideas. To access Brightspace, go to
brightspace.ccc.edu and enter your CCC user name and password. Your course will appear once you are logged in.
If you do not have (or forgot) your CCC user name and password, go to my.ccc.edu and click on the link at the
bottom of the screen to retrieve your user name.

Methods of Instruction:
This course will help you discover, through the experience of your own drafts, that writing is thinking, that you
discover what you have to write by writing it. A variety of teaching and learning methods will be used: lecture,
Brightspace, discussion, collaborative learning, library research through databases, and conferences.

Attendance:
Because of the nature of writing classes requiring in-depth research writing and peer interaction, attendance,
promptness, and class participation are important. If you miss a class, contact a classmate or me for any material or
assignments. Students who are consistently late will have their grades impacted negatively through missing material
disseminated in class and through losing out on the opportunity for class participation, a part of my grading policy.
Students who come in at the middle of class will be considered absent.

Late Assignments:
Unless accompanied by documentation or prior arrangement with the instructor, late assignments will lose one letter
grade.

No-Show Withdrawal (NSW) Policy:

Students are required to attend class. Students will be issued a no-show withdrawal (NSW) under the following
circumstances:

Courses that meet more than once per week: students who do not attend the first two (2) class sessions will be
withdrawn from the class by the instructor and issued an NSW.

Courses that meet once per week: students who do not attend the first class session of a course which meets only
once per week will be withdrawn from the class by the instructor and issued an NSW.

Active Pursuit Policy:

Students who are not actively pursuing the course at midterm may be administratively withdrawn from the course
and receive an “ADW” on their transcript. Active pursuit is the completion of assignments, in-class projects and
general activities of the class, as well as maintaining attendance that allows students the opportunity to effectively
succeed in the course. A succession of three weeks’ absences just prior to midterm and no class work submitted will
constitute an ADW.

Classroom Policies:
All electronic devices, including cell phones and headphones, must be turned off and removed before the beginning
of class. If students need to have a cell phone on in case of an emergency, the instructor must be notified before
class, and students must discreetly take the call outside of class. Because I set the tone of my class as an
environment in which a Socratic exchange of ideas takes place in both aspects of discussion and writing, there must
be an objective and scholarly tolerance and acceptance of differing views. This involves respect for the educational
process in which scholarly exchange of ideas takes place. This also involves respect for the students as young
scholars in their pursuit of knowledge.

City Colleges of Chicago Policy on Academic Dishonesty:

CCC is committed to the ideals of truth and honesty. Students are expected to adhere to high standards of honesty
and integrity in their academic endeavors. Plagiarism and academic dishonesty of any kind are serious violations of
these standards.

Academic dishonesty is a serious offense, which includes but is not limited to the following: cheating, complicity,
fabrication, and falsification, forgery, and plagiarism. Cheating involves copying another student’s paper, exam,
quiz, or use of technology devices to exchange information during class time and/or testing. It also involves the
unauthorized use of notes, calculators, and other devices or study aids. In addition, it includes the unauthorized
collaboration on academic work of any sort. Complicity, on the other hand, involves the attempt to assist another
student to commit an act of academic dishonesty. Fabrication and falsification, respectively, involve the invention
or alteration of any information (data, results, sources, identity, etc.) in academic work. Another example of
academic dishonesty is forgery, which involves the duplication of a signature in order to represent it as authentic.
Lastly, plagiarism involves the failure to acknowledge sources (of ideas, facts, charges, illustrations, etc.) properly in
academic work, thus falsely representing another’s ideas as one’s own.

In individual cases of academic dishonesty, sanctions may include one or more of the following: an F grade on an
assignment where academic dishonesty occurred, a written warning, a failing grade for the course, and/or issuing of
an academic dishonesty withdrawal (ADH). The severity of the penalty is left to the discretion of the instructor. A
student may appeal a finding of academic dishonesty.

Additional sanctions may be imposed up to and including dismissal from CCC when circumstances warrant it and/or
the revocation of a previously awarded degree or certificate.

A student may appeal additional sanctions.

Federal and State Statutes and Mandates:

Americans with Disabilities Act (ADA)

Harold Washington College abides by the Americans with Disability Act and with Section 504
(http:www.dol.gov/oasam/regs/statutes/sec504.htm) of the Rehabilitation Act of 1973 and will provide reasonable
accommodations to students with disabilities covered by these laws. If you have a disability for which you may
require accommodations, please contact the Disability Access Center via email at nradford@ccc.edu or call (312)
553-3050. http://www.ada.gov/pubs/adastatute08.htm

Federal Family Educational Rights and Privacy Act (FERPA)

Our college also abides by federal privacy laws on behalf of students and employees.
http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html

Section 504, Rehabilitation Act of 1973 http://www.dol.gov/oasam/regs/statutes/sec504.htm

Title IX Rights
Title IX represents the federal law designed to prevent sexual assault and harassment of students on college
campuses and promote gender equity in education. Additionally, Title IX covers the rights of pregnant and parenting
students, faculty, and staff.
Student services can be accessed through the following link: www.ccc.edu/VSS

Electronic Resources: (Student Resources)

Academic Advising:
Website: http://www.ccc.edu/colleges/washington/departments/Pages/Advising.aspx
Virtual Drop-in Services via Zoom: https://cccedu.zoom.us/j/864397065
Advisors are able to assist students with registration, degree and transfer planning, and more. College
Advisors are available for drop-in support or by appointment.

Career Services:
Website: http://www.ccc.edu/colleges/washington/departments/Pages/Career-Services.aspx
Make an appointment with a Career Advisor: email rgarcia617@ccc.edu or jdobson4@ccc.edu
The Career Services team provides comprehensive services to help students make informed decisions about
career pathways. The Career Services department offers one-on-one support, workforce readiness training,
employment participation, and job development assistance.

Chicago Legal Clinic:

Website: http://www.ccc.edu/colleges/washington/departments/Pages/Chicago-Legal-Clinic.aspx
The Chicago Legal Clinic works directly with students to identify their legal needs and provide
community-based quality services. To initiate a legal inquiry during the summer semester, email attorney
Brian Nix at bnix@ccc.edu or call at (312) 553-3172.

Disability Access Center:

Website: http://www.ccc.edu/colleges/washington/departments/Pages/Disability-Access-Center.asp
Virtual Drop-in Services via Zoom: https://cccedu.zoom.us/j/3357381796
The Disability Access Center serves as City Colleges of Chicago’s point of contact and coordination for
students with disabilities. The DAC provides a wide range of services and assistance to ensure students
with disabilities are able to achieve their maximum potential.

Financial Resources:
Website: http://www.ccc.edu/colleges/washington/departments/Pages/Financial-Aid.aspx
Virtual Drop-in Services via Zoom: https://cccedu.zoom.us/my/hwcfinaid
In arranging for the cost of tuition, or to address financial challenges in trying to pay for college, please
visit the Financial Aid Office or learn more about Financial Aid Guidelines, grants, loans and scholarships.

Library:
Website: http://www.ccc.edu/colleges/washington/departments/Pages/Library-System.aspx
Virtual Drop-in Services via Zoom: http://cccedu.zoom.us/my/hwclibrary
Chat with a librarian: http://hwclibrary.ccc.edu
The Harold Washington College Library offers electronic, database, and print media to support the
scholarly work of students, faculty, and staff as well as individual and group library and information
literacy instruction.

Military Affiliated Student/Veterans Services:

Website: http://www.ccc.edu/colleges/washington/departments/Pages/Veterans-Services.aspx
Virtual Drop-in Services via Zoom: https://cccedu.zoom.us/my/hwcveteran
The Military Affiliated Student/Veterans Services Center is a centralized source of support and access to
military affiliated/veterans-specific information and resources.

Navigate:
Website: https://ccc.edu/Navigate
Navigate is a student support system that will be used by faculty, advisors, and tutors to help students
achieve success in their classes. Students can use Navigate to schedule tutoring or advising appointments,
or to see communications about their course progress generated by their professors.
 Use Navigate to schedule tutoring or advising appointments, or to see communications about your course
progress generated by me or your other professors. Log in to Navigate using your CCC username and
password.

Registrar:
Website: https://www.ccc.edu/colleges/washington/departments/Pages/Registrar.aspx
Virtual Drop-in Services via Zoom: https://cccedu.zoom.us/j/3364257991#success
The Office of the Registrar administers the enrollment of students, maintains student records, and works
with faculty, administration, and staff on academic matters.

Technology Support:
Website: https://www.ccc.edu/colleges/wshington/departments/Pages/Information-Technology.aspx
The Information Technology Department assists with many technology-related needs, including password
reset, loaner laptops, and more. For a loaner laptop, visit https://apps.ccc.edu/loanerlaptop. For all other
questions, use the Online Help Request Form at: www.ccc.edu/help.

Transfer Center:
Website: https://www.ccc.edu/colleges/washington/departments/Pages/Transfer-Resources.aspx
The Transfer Center is designed to help students transfer from their original dream school (Harold
Washington College) to wherever it is they want to go next. We provide resources, transfer workshops to
support every step of the transfer process, one-on-one transfer advising, and many large-scale events that
can help them get to their dream school.

The Healthy Food Market:

Virtual Drop-in Services via Zoom: https://cccedu.zoom.us/j/3474348772
The Healthy Food Market, a free service available to all HWC students, will be open on Mondays and
Thursdays. Please visit the virtual Wellness Center to receive help locating food resources outside of HWC.

Tutoring and Academic Support Services:

Website: http://www.ccc.edu/colleges/washington/departments/Pages/Tutoring.aspx
Virtual Drop-in Services via Zoom: https://cccedu.zoom.us/my/hwcvirtualtutoring
Tutors are available in a wide variety of subjects to assist students through individual and group tutoring
sessions. Any student should utilized tutoring services to gain a deeper comprehension of course content
and to enhance learning development.

Wellness Center:
Website: http://www.ccc.edu/colleges/washington/departments/Pages/Wellness-Center.aspx
Virtual Drop-in Services via Zoom: https://cccedu.zoom.us/j/3474348772
The Harold Washington College Wellness Center provides mental health and other social services to
support your personal well-being and academic success.

Statement for students that may be impacted by COVID-19:

If you are feeling sick, please stay home and contact your instructors. Remember that your first goal should be to
return to health. Individuals that test positive for COVID-19 must stay home (except to get medical care) for 10 days
since symptoms first appeared and at least 24 hours with no fever and improved symptoms (without use of fever-
reducing medications). For more information, please refer to the City of Chicago’s COVID-19 website for the latest
guidance on what to do if you are sick and managing your health. If you need academic support due to extended
absence, please contact your Dean of Student Services.

Modality Expectations:
In-Person: In-person classes meet regularly on campus. You are expected to attend all class sessions at the college
per the course syllabus. Before entering the building to attend each class each day, you must complete the CCC
Healthcheck available through the Student Portal, and show the results of the health check to security at the
entrance.

Assignments:
• Three short (4-6 page) essays with 3 documented sources in current MLA format
• Summary
• Research proposal
• Annotated Bibliography
• Double entry Disk-Log
• Thesis statement (Claim) for the final research paper
• Research Paper (8-10 pages) with ten documented sources in current MLA format

Quantitative Grading:
Three Short Essays 10% each
Summary 10%
Research proposal, Annotated Bibliography, Disk-Log, and Claim 10% total
Research Paper 50%
Quantitative Grading Scale: Final grades are determined by attendance, class participation, and submission of all
assignments. Final grades are also determined by the progress of students’ research and writing abilities throughout
the course.

Qualitative Grading:
A (or excellent) essays will have a clear aim, a strong introduction, and a thoughtful conclusion; strong supporting
details; excellent incorporation and acknowledgment of sources; be logically developed and very well-organized;
have a tone appropriate to the aim of the essay; show stylistic maturity and confident facility with language as
demonstrated by sentence variety and appropriate word choice; and be virtually free of surface and usage errors.

B (or good) essays will have a clear aim and a strong introduction and conclusion; good supporting details; good
incorporation and acknowledgement of sources; be logically developed and well-organized; have a tone appropriate
to the aim of the essay; lack the stylistic maturity and facility with language of an A essay; and be largely free of
surface and usage errors.

C (or acceptable) essays will have a clear aim, an introduction, and a conclusion; adequate supporting details;
adequate incorporation and acknowledgement of sources; display competence in logical development and
organization, although they may exhibit occasional organizational and developmental weakness; have a tone
appropriate to the aim of the essay; basic competence in sentence variety and word choice; and a pattern of surface
and usage errors.

D (or poor) essays will lack a clear aim, focus, or conclusion; lack sufficient support; will have supporting details
that may be trivial, inappropriate, or logically flawed; show inadequate incorporation or acknowledgement of
sources; display flaws in organization/development; have an inappropriate tone; show stylistic flaws characterized
by lack of sentence variety and by evidence of limited vocabulary; and have frequent usage or surface errors.

F (or unacceptable) essays will have a focus that may be too general or too specific, lack support, fail to incorporate
and acknowledge sources appropriately, lack organization, display an inappropriate tone, have serious stylistic
flaws, have serious usage and surface errors, and show evidence of plagiarism.

Essays receiving no grade will fail to address the topic or assignment or fail to fulfill other requirements of the
assignment.

Format for Essays:

All drafts must meet the required length, following the current format of the MLA. Include your name, your
instructor's name, the course, and the date, respectively, in the upper left-hand corner of the first page, and your last
name and page number in the upper right-hand corner of every successive page, including the first. Essays must be
double-spaced and have centered titles. All essays must be proofread with considerable care. Submit your essays as
paper copies in person, and I will give you timely feedback.
Note: This syllabus is subject to change at the instructor’s discretion.
 Course Outline and Assignments
Dates Topics
8/24 Introduction to the course
Introduction to Argument
The Structure of Argumentative Essays, PowerPoint Demonstration

8/29-31 English Composition II: Rhetorical Methods-Based (RMB): Module 2: Rhetorical Analysis
RMB: Module 4: Research Questions
RMB: Module 7: Thesis Statements

9/5-7 Summary and Paraphrase

RMB: Module 1: Summary
MLA Parenthetical Documentation: An Overview
RMB: Module 10: Citing Sources
Primary vs. secondary sources

9/11 NSW

9/12-14 RMB: Module 3: What Is Research?

Bibliographical Instruction: Data Bases and Research Methods

9/19-21 RMB: Module 13: Determining Audience

RMB: Module 14: Revising and Editing
Collaborative Learning: Peer review of drafts for the first essay

9/26 RMB: Module 8: Evaluating Sources

Evaluation of References: Examine 3 or 4 non-peer reviewed and peer-reviewed articles on one
controversial issue to determine reliability and scholarship.

9/28 RMB: Module 9: Integrating Sources

MLA Parenthetical Documentation: Citing Sources in the Text
MLA Parenthetical Documentation: The List of Works Cited

9/28 Midpoint

10/3-5 RMB: Module 12: Structure and Outlining

Introductions and Conclusions
Demonstration of introductions and conclusions in a student model on Brightspace

10/7 Last Day for student-initiated withdrawal

10/10-12 Research and Note-taking Skills: Proposal, Annotated Bibliography, and Disk Log
RMB: Module 5: Research Proposal
RMB: Module 11: Annotated Bibliographies
Writer’s Handbook (WH): Ch. 18: Punctuation, Using Commas Properly
Collaborative Learning: Evaluate articles to be used as sources in students’ essays

10/17 Collaborative Learning: Peer review of drafts for the second essay

10/19 Bibliographic Instruction: Follow-Up and Independent Research

10/24 WH: Ch. 20: Grammar, Making Sure Subjects and Verbs Agree
WH: Ch. 18: Punctuation, Semicolons and Colons; Apostrophes; End Punctuation

10/26 Acknowledgment and Response

RMB: Module 12: Structure and Outlining
 Collaborative Learning: Evaluate articles to be used in the argumentative
dialectic of acknowledging and responding to opposing views
Class discussion of opposing views

10/31 Mapping Stem Cell Research: Terra Incognita. Directed by Maria Finitzo.
The Cinema Guild, 2007.

11/2 Warrants
Discussion of the issue, trigger warnings and safe spaces on college/university campuses
Zimmer, Robert J., “A Crucible for Confronting Ideas.” University of Chicago Magazine,
vol. 109, no. 1, Fall 2016, p. 9. (A copy of this article is on Brightspace.)
Selected readings

11/7-9 Independent Research and Writing for the third essay

11/14-16 Grammar and Punctuation Workshop

11/19 Last day for student-initiated withdrawal from credit classes

11/21 Collaborative Learning: Peer review of drafts for the third essay

11/23 Thanksgiving Holiday

11/28-30 The Research Paper: A Student Model

RMB: Module 16: Final Drafts
Discussion of students' controversial issues for the research paper

12/5-7 Collaborative Learning: Evaluating sources for the research paper

Collaborative Learning: Peer review of drafts for the research paper

12/12-14 Conferences
Date Assignments
9/7 Claim for Essay #1

9/12 Summary: Write a one-paragraph summary (250 words) of an article you’ll use for one of
your essays. Submit a copy of the article with your summary and a Works Cited page.

9/21 Rough Draft of Essay #1

9/28 Final Draft of Essay #1: Choose a controversial issue and write a 4-6 page essay in current MLA format
with a minimum of three sources.

10/17 Rough Draft of Essay #2

10/19 Proposal for the Research Paper: In three paragraphs, answer the following questions: What do I already
know about my topic? What do I need to know? How am I going to find out what I need to know?

10/24 Final Draft of Essay #2: Choose a second controversial and write a 4-6 page essay in current MLA format
with a minimum of three sources.

10/26 Annotated Bibliography of 10 sources for the Research Paper: Construct a working bibliography with
annotations of the sources you might use for the research paper. Provide annotations as a summary of the
article or how you might use the article in your research essay.

11/21 Rough Draft of Essay #3

11/28 Disk Log for the Research Paper: Construct a double-column disk log, providing the quotations in the left-
hand column that you might use in your research essay, and an explanation of how you might use each
quotation in the corresponding right-hand column.

11/28 Claim for the Research Paper: Submit a working claim (thesis) for your research paper.

11/30 Final Draft of Essay #3

12/7 Research Paper: Choose a controversial issue, take a stand, and argue (defend) your
claim in an 8-10 page essay. Use a minimum of ten sources from reputable databases, citing your sources
in current MLA format.

12/22 Final Grades are available via my.ccc.edu

Homework Policy
Because this is a sixteen-week, three-hour credit course, two hours of homework per credit hour are required per
week to ensure success. During the six hours of homework or preparation to succeed in this course, students should
be engaged in the critical reading of texts, research through library data bases, and the writing process. Evidence of
this preparation will be demonstrated through class discussion of readings, rough drafts, and final drafts of the short
research essays and the final research essay.