ST.

AUGUSTINE COLLEGE
Syllabus for ENGLISH 162 (COMPOSITION II)
FALL 2016
COURSE DESCRIPTION:
Development of research-based writing skills. Practice of study habits and skills, including
note-taking, outlining, summarizing, formatting written work, and using reference sources to
document and improve written expression.

TEXTBOOKS AND MATERIALS

REQUIRED TEXTBOOK (S)

INTEGRATED GENERAL
EDUCATION LEARNING
OBJECTIVES

INSTRUCTIONAL
METHODS:

Concise Guide
to Writing, 7th Edition by Rise B. Axelrod and Charles R. Cooper,
Bedford/St. Martins, 2015
A Writers
Reference,

8th Edition by Dianna Hacker, Bedford/St. Martins, 2015

Using appropriate methodologies, students demonstrate the ability to read, listen, and
communicate with understanding and critical discernment.
Students learn to evaluate ideas and outcomes, solve problems, and make informed
decisions based upon consideration of evidence, reason, and implications.
Students learn to access information efficiently and effectively; evaluate it critically and
competently; and use it accurately and creatively.
Students develop recognition of and respect for diversity through cultural interactions in
and outside the classroom.
Mini-lectures, Socrates (questioning) method, demonstration, class discussion, discussion
groups, peer revision, independent project

ASSIGNMENTS:

MIDTERM ASSIGNMENT:

Writing Assignments: Argumentative Essay, Mini-Ethnography Research Project/ Profile

Essay
Reading Assignments:
In order to participate in class discussions, students are required to read assigned sections
of the textbooks prior to coming to class.
Argumentative Essay
This is a 4-5 pages essay that has a clear structure (an argument developed through main
points, a counterargument and its refutation) and includes min. 3 academic sources
(documented on a Works Cited page).
The essay will be graded by a rubric.
The paper written for another class cannot be turned in.

COURSE
TOPICAL
OUTLINE:WEE

CLASS TOPICS & OBJECTIVES

READINGS & ASSIGNMENTS

K/

DATE
RANGE
WEEK 1
8/22 -8/27

Academic Writing

Introduction and overview of the syllabus.

Review: writing process (planning, drafting, revising, editing

and
proofreading), designing documents. Writing paragraphs: focus,
unity, coherence (transitions), patterns of organization (examples

SAC Syllabus Outline

Reading:
Writers Reference (WR)
C1-5 (pp. 3 57)

Page 1 of 3

and illustrations, description, comparison and contrast, cause and

effect, classification and

division,

definition, etc.)
Writing strategies
From paragraph to essay: topic sentence vs. thesis statement,
essay structure (introduction, body, conclusion)
Designing documents (format): layout, spacing , margins, fonts
Demonstration of concepts on essay sample of instructors choice

WEEK 2

Objective:
Students will demonstrate understanding of the concept of an essay
structure by analyzing an essay sample.
Argument and Counterargument

8/29 9/3

Arguing a position,
analyzing and synthesizing arguments
Thesis statement, forecasting statements, paragraph cues,
cohesive devices, transitions (logical, temporal, special)
Demonstration of concepts on 1 of 3 argument essay samples
In-class practice
of paraphrasing and writing a thesis statement
Demonstrating of how to generate research questions and choose
one leading to a thesis. Guiding students to choose a tentative topic
for argumentative essay, and how to create an outline with a
thesis

, 2-3 main points of an argument, and a counterargument.

Doing internet research of secondary sources on a chosen topic.
Beginning to gather material for a folder (will include an outline,
annotated articles
on the topic,
drafts).

Objective:

Students will demonstrate the understanding of how to construct a

tentative thesis and the ability to write it.
Students will demonstrate the understanding of the argument by
creating an outline with thesis, its main points, and a
counterargument position.

WEEK 3
9/5 9/10

Researching and Evaluating Sources. Library, Internet and

Database Research.
Analyzing texts (critical reading), annotating, outlining,
paraphrasing, summarizing, synthesizing, contextualizing, reflecting,
evaluating logic of argument, recognizing emotional manipulation,
judging writers credibility.
Demonstration of database research (EBSCO) by instructor (Access
through Library link on St. Augustine College Web site).

SAC Syllabus Outline

Concise Guide to Writing

(CGW) Chap.10
(pp.317-331)

Reading:
CGW Chap. 5 (pp.144 -182)
Chap. 11 (pp.332 - 340)
Chap. 13 (pp.366 382)

WR A- 1 (pp.71-79, 82-83),
A3-4 (pp. 89-113)
MLA -1 (pp. 395-399)
Home Assignment:
Choose a topic for an
argument essay. Create an
essay outline with a thesis, 3
main points of argument, a
counterargument.
Find 2-3 articles (research
online and in a library) and
print the copies.
Annotate the articles for thesis
and some useful ideas you
might borrow for / incorporate
in your essay as secondary
sources. Underline or highlight
the ideas to be quoted,
paraphrased, or summarized,
and bring the work to the class
next week.
Reading:
CGW Chap. 9 (pp.294-295,
302 - 316)
Chap. 15 (pp.396 - 403)
WR R1- 3 (pp. 357-389)
Home Assignment:
Develop your essay outline
with more detail (sub-points)

Page 2 of 3

Objectives:
Students will demonstrate the ability to summarize and outline the
short text (thesis, main points of argument, counterargument).
Students will demonstrate the ability to detect authors bias or
emotional manipulation.
Students will be able to search EBSCO databases for academic
articles needed for their research writing.

to support your argument and

counterargument) by using the
information from the articles.
Write an Introduction to your
essay that includes the thesis
and 3 main points.

Labor Day Holiday Monday, September 5th No Classes

WEEK 4
9/129/16

Avoiding Plagiarism and Citing Sources in MLA Style. In-text

Citations.
Reviewing the use of quotes, paraphrases and summaries (See the
chart on p.412, CGW).
Integrating sources through signal phrases.
Demonstrating the integration of secondary sources in the form of
in-text citations on an essay sample (e.g. Children Need to Play,
Not Compete by Jessica Statsky, CGW, pp.166-171) in MLA style.
Continuing writing an argument essay.

Objective:
Students will demonstrate the ability to paraphrase an idea (by
following 3 criteria: the same meaning as original, different enough
from original, citing the source).
Students will demonstrate the ability to use borrowed information
through citations with signal phrases by using samples from the
textbook (see the chart on p. 406, WR).
WEEK 5
9/19 9/24

Documenting Sources on Work/s Cited Page ( bibliography list)

in MLA Style.
Explaining a connection between in-text citations and Works Cited
page.
Covering general and specific guidelines (authors name, work title,
city of publication, publisher, date, medium, etc.) for Works Cited
bibliography.
Alphabetizing the list of integrated sources.
Finishing typing the 1st draft of argumentative essay (including
Works Cited page).
Individual conferencing with students (global revision of ideas,
focus, thesis, coherence, etc.).

Reading:
WR MLA - 2 - 4a (pp.
399-421)
See Chart on p. 406
Home Assignment:
Integrate the information from
secondary sources in your
draft through summaries,
paraphrases, and quotes.
Write the 1st
draft of the
argument essay. Type it in
Microsoft Word with 12 font
and double-space.

Argumentative Essay 1st

draft due.
(Turn it in a folder with an
outline and annotated copies
of articles.)
Reading:
WR MLA 4b, 5 (pp. 422 470)
See samples on pp. 440, 430,
448 and 432-33

Objective:
Students will demonstrate the ability to create a bibliography
(Work/s Cited page) by typing their sources in an alphabetical order,
using samples from the textbook.

SAC Syllabus Outline

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