| Originator: | Tara Williams Status: Approved Department: ENG English |
| Date Created: | 02/22/2021 Submitted: 02/22/2021 Completed: 03/11/2021 |
| Course Information: | Course Modification to an existing course |
| Course Full Title: | English Composition II |
| Course Number: | 102 |
| Catalog Course Description: | English 102 continues the development of academic reading and writing with an emphasis on effective research skills and persuasive writing strategies. Students will learn to identify claims and evidence and to design rhetorically sound arguments supported by credible sources, logic, and/or reasoning |
| Previous Credit (Total): | 3 |
| Previous Lecture Hours: | 3 |
| Previous Lab Hours: | |
| Prerequisite(s): | ENG 101 with a grade of "C" or better |
| Explanation of proposed modifications to course: | Clarification and streamlining of CLOs and competencies. |
| Contact person/email: | twilliams@mohave.edu |
| Effective Academic Year: | 2021-2022 |
| SUN Course?: | Yes |
| If yes, please provide the established SUN number: | 1102 |
| Course Competencies and Objectives OR Course Competencies and Outline: | 1. Analyze a text to identify its meaning, evaluate its composition, and/or determine its value.
1.1 Annotate a text purposefully to focus and engage one's attention while self-tracking comprehension. 1.2 Express a plausible interpretation of a text and identify the components of the text that create that meaning. 1.3 Explain a text's value and relevance to the society in which it is read. 1.4 Employ linguistic strategies to create clear distinctions between summary and analysis in written work. 2. Demonstrate an understanding of basic rhetoric and formal argumentation. 2.1 Identify basic elements of a rhetorical situation: author, form, purpose, audience, and context. 2.2 Identify and generate examples of basic rhetorical appeals: ethos, pathos, logos, kairos. 2.3 Explain how the different elements of a rhetorical situation may influence, support, or constrain an author's message. 2.4 Recognize common logical fallacies in the work of others. 2.5 Detect common logical fallacies in one's own work. 2.6 Identify the components of basic argument: claim, reason, support, warrant. 3. Assemble a fully developed researched argument. 3.1 Formulate appropriate research questions. 3.2 Differentiate between academic and nonacademic sources of information. 3.3 Utilize library databases to perform research and find useful and appropriate sources of information. 3.4 Evaluate a source to determine its currency, accuracy, authority, relevance, and purpose. 3.5 Identify and fully explore multiple perspectives and dissenting voices. 3.6 Map the structure of an argument, demonstrating links between thesis, claims, and reasoned or researched evidence/support. 3.7 Employ deductive and inductive chains of reasoning. 4. Enact an effective writing process involving prewriting, outlining, drafting, revising, and peer reviewing. 4.1 Generate ideas using prewriting strategies. 4.2 Construct a first draft of an essay that responds to the rhetorical situation. 4.3 Provide productive and respectful critique to texts written by peers. 4.4 Discriminate between useful and inapplicable feedback. 4.5 Revise substantively an essay first draft, applying peer and instructor feedback to better meet the demands of the rhetorical situation. 4.6 Recognize the need for additional or improved evidence or reasoning to support a claim, argument, or thesis. 4.7 Proofread, identify, and fix errors and mistakes in grammar, mechanics, or citation style. 5. Recognize and employ linguistic, structural, and organizational conventions appropriate to rhetorical demands. 5.1 Employ signal phrases effectively to introduce a quote, summary, or paraphrase. 5.2 Differentiate clearly between information and ideas taken from a source and one's own thoughts and ideas to avoid plagiarism. 5.3 Organize ideas in an essay to clearly communicate a message that best appeals to and meets the expectations of a given audience. 5.4 Utilize voice, tone, and diction appropriate to the rhetorical situation. 5.5 Apply MLA citation format appropriate to the rhetorical situation. 6. Develop and engage in metacognitive habits of mind through verbal discussion and/or construction of texts such as reflections and self-assessments. 6.1 Maintain an open mind and flexible thinking process while conducting research or engaging with points of view that differ from one's own. 6.2 Recognize, identify, and evaluate one's own assumptions. 6.3 Compose a plan to advance toward one's own learning goals. 6.4 Write a thoughtful reflection assessing one's own learning. |
| Is this an AGEC course: | Yes |
| Course Learning Outcomes: | 1. Refine critical thinking, close reading, research, and attribution skills needed in academic and professional work. (2,3,5)
2. Write for specific rhetorical situations with attention to exigence, purpose, audience, and context (e.g. ethical, political, and cultural implications). (2,3,4) 3. Compose reasoned and well-supported arguments using appropriate reference tools, research methods, and documentation. (2,3,5) 4. Utilize appropriate conventions in writing, including coherence, voice,organization, unity, tone, diction, grammar, and mechanics. (2) |
| Previous Clinical Hours: | |
| New Credit Hours (Total): | 3 |
| New Lecture Hours: | 3 |
| New Lab Hours: | |
| New Clinical Hours: | |
| Reason for Evaluation: | Description Change Objectives, Outcomes, and/or Competencies changes |
| Articulated?: | Yes |
| Transfer?: | ASU NAU UA |
| Program Modification Required?: | No |
| If yes, list the degree or certificate: | |
| Course Impact?: | No |
| If yes, list the degree or certificate: | |
| New Internship Hours: | |
| Corequisite(s): | |
| Mode of Instruction: | traditional online hybrid plural |
| If other, please explain: |