The department syllabus is designed to help instructors put together their own syllabi for ENGL 1202 College English II.\u00a0 It includes specific guidelines for teaching the course, model syllabi, suggested writing assignments, and web sites for supplemental materials.\u00a0\u00a0 This syllabus is available on-line (below and on the First-Year Writing Faculty Teams site), so faculty can save it to their computers and use it as a template for creating their own syllabi.\u00a0\u00a0 If you have any questions, please contact the Director of First-Year Writing, Dr. Kelly Shea, kelly.shea@shu.edu<\/p>\n
ENGL 1202 meets two writing proficiencies, Reading and Writing\u00a0 and Research.\u00a0 The Reading and Writing Proficiency requirements are build into the very fabric of ENGL 1202 (see Writing Requirements<\/a> and Reading Requirements<\/a> below).\u00a0 The Research<\/a> requirement becomes an integral part of the research paper (see Research heading below).<\/p>\n GOALS AND OBJECTIVES<\/a> <\/a><\/p>\n <\/p>\n GOALS AND OBJECTIVES<\/p>\n College English II is the second semester of the First Year Writing requirement.\u00a0 Four different versions or tracks of the course are offered each semester, each one designed linked thematically with readings in other disciplines: Instructors may choose which version of 1202 they wish to teach. \u00a0(They may also integrate the annual theme from the Center for Humanities in the Public Sphere.) \u00a0They may choose to make this the theme of part or all of the semester.<\/p>\n Students will achieve the following in a context that includes readings from many disciplines and that emphasizes skills that are relevant across the curriculum:<\/p>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0further development of writing skills initiated in 1201, such as explication, argumentation, close reading, and textual analysis<\/p>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0understanding and ability to use theoretical perspectives in both reading and writing<\/p>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0understanding of research methodologies, including e valuation and use of online and print resources, citation formats, and ways to avoid plagiarism through proper paraphrasing, summarizing, and referencing<\/p>\n \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0ability to integrate perspectives by focusing on one general theme through the lenses of different discipline<\/p>\n <\/p>\n <\/a><\/p>\n <\/p>\n COURSE CONTENT<\/p>\n Readings will be taken from a wide variety of texts, both literary (poetry, drama, and fiction) and non-fiction.<\/p>\n Students must read a selection of short stories and poetry, and plays, including at least one pre-20th century drama.<\/p>\n 4-7 interdisciplinary texts (such as essays, reviews, visual texts, music, film, editorials) from the selected on-line materials available through Blackboard.<\/p>\n The double tasks of introducing three literary genres and guiding the writing of the research paper are the primary concerns of College English II.\u00a0 The course should provide students with a comprehensive introduction to the short story, poetry, and drama.\u00a0 Since ENGL 1201 focuses on the essay, College English II will concentrate on other literary forms (although expository prose will probably be the primary form for the interdisciplinary readings).\u00a0 You may organize the course thematically, chronologically, or by genre.\u00a0 Literature and the handbook both contain instructive material to help guide students toward sound writing and strengthen reading, writing, and research skills.\u00a0 The Handbook includes sections on writing the research paper.<\/p>\n <\/a><\/p>\n <\/p>\n ENTRANCE REQUIREMENT FOR ENGL 1202<\/p>\n The prerequisite for College English II is College English I (some students receive AP credit for 1201 and enroll immediately in 1202).\u00a0 At the beginning of the semester you will receive a list of those students who have not passed College English I.\u00a0 If any of these students are registered in your class, send them immediately to the Chairperson, Dr. Mary Balkun, Fahy 362, to drop the course.<\/p>\n You should administer a diagnostic essay (the assignment sent to you prior to the semester\u2019s start)\u00a0 to your students during the first class meeting to determine their writing strengths and weaknesses.\u00a0 Return the essay with comments (but not a grade) and suggestions for improvement.<\/p>\n Required Textbooks<\/strong><\/p>\n Core English II (ENGL1202)<\/span><\/p>\n <\/a><\/p>\n <\/p>\n ASSIGNMENTS<\/p>\n \u00a0<\/b><\/a><\/p>\n Writing Requirement<\/p>\n 1.\u00a0 All 1202 sections assign three papers (two shorter papers and one research paper, 15 pages of final-draft writing in total), following the guidelines below:<\/p>\n a.\u00a0\u00a0 Drafting process takes place for all formal, graded writing assignments.\u00a0 All three formal paper assignments are handed in as rough drafts and then revised into final drafts.\u00a0 One of the short papers should be a literary analysis.\u00a0 Students also use outlining or preliminary organizing for all papers and participate in peer review. ONE session (minimum) at the Writing Center is required.<\/p>\n b. One formal writing assignment (the Research paper) involves research, referencing, use of outside sources, and\/or citations. \u00a06 – 8 pages.\u00a0 This can be either a traditional literary analysis or a paper that examines the literature or literary issues from an interdisciplinary perspective based on the topic of the course.\u00a0 MLA citation practices are taught in connection with this essay.\u00a0\u00a0 Students have a library orientation as well to help them in their research strategies.<\/p>\n 2.\u00a0 A final exam, including one or more essay questions, is required in 1202.<\/p>\n 3. At least 60% of course grade is based on the essay assignments. \u00a0You should NOT include essay exams, quizzes, or writing for traditional and multimedia presentations in this total.<\/p>\n 4.\u00a0 Regular, informal (nongraded) writing assignments \u2013 possibly weekly \u2013 take place both in and out of class.\u00a0 Informal writing should be used in the course as appropriate and could include a variety of journal formats (free writing, double-entry, writing prompts), blogs, discussion board, quick-writes, question responses, and collaborative writing.<\/p>\n 5.\u00a0 Some time is spent in class every week, teaching and\/or discussing the processes of writing.<\/p>\n Each progressive element of the research paper must be taught, from its preliminary stages to the finished product.\u00a0 These include library skills–searching and researching– note-taking, outlining, documenting sources, paraphrasing, eliminating plagiarism, drafting, editing, and typing the paper according to the required format.\u00a0 You should collect each of these steps from students as they do them, and have them resubmit this material with the final paper.\u00a0 Students are expected to adhere to the MLA format for documentation and presentation of all papers.<\/p>\n Important information about the course\u2014both for instructors and students\u2014is available elsewhere in this blogsite, including sample graded essay and other useful links.<\/p>\n <\/a><\/p>\n <\/p>\n Reading Requirements<\/p>\n 1.\u00a0 Besides textbook reading, supplementary materials are used by almost all instructors through their Blackboard courses.\u00a0 Three to five essays, normally from beyond the text (though there are some essays in the literature texts that may be used) must be assigned to supplement the literature.<\/p>\n 2.\u00a0 Readings are assigned each week, with the three genres of poetry, fiction, and drama, represented throughout the semester.\u00a0 See the attached sample syllabus for a sense of how the readings are assigned on a weekly basis.\u00a0 Reading for the research paper and other supplementary readings would go beyond this.\u00a0 Students also must read each other\u2019s papers in peer review.<\/p>\n 3.\u00a0 Readings are closely linked to writing assignments, for example, journals, double-entry journals, reflections, in-class writing, formal papers, and\/or essay exams. The formal papers normally require referencing and analysis of the readings.<\/p>\n 4.\u00a0 Some time is spent in class teaching and\/or discussing the processes, strategies, and modes of analysis of reading in the discipline (specifically, the genres of Poetry, Fiction, and Drama).\u00a0\u00a0The Little Seagull Handbook<\/em> has a section on literary reading (63-65) and on reading strategies (75-78). The class discussions of the literature and supplementary essays also model and encourage critical reading of texts.<\/p>\n 5. Here are some successful reading or reading-to-writing assignments developing during faculty development meetings:<\/p>\n <\/a><\/p>\n <\/p>\n COURSE READING MATERIALS<\/p>\n <\/a><\/p>\n <\/p>\n SYLLABUS DESIGN IN 1202<\/p>\n As you approach the literature in ENGL 1202 through the lens of your particular focus (Nature, Humanities, Public Life, or the Human Psyche), you may choose to work generically, thematically, or chronologically.\u00a0 That is, you may divide the literature into genres\u2014poetry, prose, and drama\u2014and focus on each one separately, you may work through the material chronologically and consider various periods\/movements, or you may choose to work thematically, addressing elements of your topic through a variety of literary approaches.\u00a0 For instance, a unit in a \u201cHuman Psyche\u201d class on Courtship might read Andrew Marvell\u2019s \u201cTo His Coy Mistress,\u201d Katherine Mansfield\u2019s \u201cBliss,\u201d and Shakespeare\u2019s Midsummer Night’s Dream<\/em>, and essays from the Science and Nature section in Reading the World<\/em>, the ENGL1201 text.\u00a0 A Nature section might choose instead to consider the Science and Nature section in Reading the World<\/em> and poems by Robert Frost and Keats.\u00a0 Supplemental readings from on-line course materials should be chosen to work with the particular topic under consideration and should be discussed in concert with the literature.\u00a0 (See sample syllabus<\/a><\/strong> at bottom of this document.)<\/p>\n In designing the reading list, instructors may decide to take a comprehensive approach to the larger topic, examining a variety of issues under the heading of Humanities, Public Life, Nature, or the Human Psyche, or they may focus more particularly on a single, rich topic (such as \u201cWork\u201d in the Public Life sections, or \u201cThe Family\u201d in a Human Psyche course, for instance).\u00a0 See the supplemental syllabi for examples.\u00a0 You may also consult the Director of First-Year Writing for suggestions and additional sample syllabi.<\/p>\n However, it is essential that each section cover all three genres in some way in order to provide an introduction to literature and expose students to its range.\u00a0 While the course may favor one or the other, it should include at least two plays, one classic (written before 1660) and one contemporary.\u00a0 While supplemental readings may be posted in Blackboard, try to make as much use as possible of the books required for the course.<\/p>\n The two major components of the course–the research paper and literature–must be interwoven to form the syllabus. There is additional information about the writing of the research paper in literature anthologies and The Little Seagull Handbook<\/em> including some sample critical essays and student examples.<\/p>\n In addition students must do several short pieces of writing, formal or informal, beyond the research paper that deal directly with the literature and the supplemental readings.<\/p>\n <\/a><\/p>\n <\/p>\n WRITING INSTRUCTION<\/p>\n Writing Process Overview:<\/b><\/p>\n It is essential to continue to stress the writing process in ENGL 1202 to reinforce students\u2019 proficiency.<\/p>\n There are useful readings in each of the required texts for ENGL 1202.\u00a0 The Little Seagull Handbook<\/em> has a useful section on the research paper (80-108) as well as a review of the general writing process.\u00a0 The course\u2019s primary text, The Norton Introduction to Literature<\/i>, also includes valuable discussions of writing, in particular writing about literature (1845-1905).\u00a0 In addition there is a useful section that provides summaries of a large variety of critical approaches (1906-1931).\u00a0 These are written effectively and are accessible to students; they include many samples and examples for students to follow.\u00a0 The alternate text, Literature: Craft and Voice\u00a0<\/em>has a more substantial section on writing, including how to write several types of essays, from response essays to the research paper (2-136), and separate sections on writing about fiction (160-184), poetry (582-605), and drama (1024-1063).<\/p>\n Notetaking:<\/i>\u00a0 Methods of note taking beyond computer \u201ccut and paste\u201d and \u201cXerox and underline\u201d should be discussed.\u00a0 While you may no longer want to require note cards (or you may), it is important to stress that students need to engage actively with the texts they read through note taking.\u00a0 You may want to introduce students to several possible methods of documenting their research, such as note cards, note pages, flagging, or a research journal and allow them to choose between them.\u00a0 However, some notetaking component must be required.<\/p>\n Documentation and Bibliography:<\/i> Students must be familiar with and make use of a citation system.\u00a0 For the purposes of ENGL 1201-1202, students are required to use MLA in-text and Works Cited format.\u00a0 They should, however, understand that this is one of many available formats, and different disciplines will require different systems.\u00a0 Therefore, they should be comfortable following guidelines and examples.\u00a0 They should be familiar with the citation of books, journal articles, chapters in books, and online sources.<\/p>\n In addition, faculty may want to require an annotated bibliography, in which students list their research in the correct format and provide a two- or three-sentence description of the work, its approach, and its potential for use in their research essay.<\/p>\n Grammar, structure, and mechanics reviews:<\/i>\u00a0 Students should be able to write correctly using the conventions of English Literary Standard.\u00a0 This may require some reviews of grammar, structure, and mechanics.\u00a0 These can take place in class or can be assigned for homework (the sections in the handbook are useful and do provide exercises); they can simply be a review, or they can be assessed in class with exercises or quizzes.\u00a0 If individual students have difficulties not shared by the rest of the group, they can be requested to work on these in the Writing Center with a tutor.<\/p>\n <\/a><\/p>\n <\/p>\n THE RESEARCH PAPER<\/p>\n The research paper can be either a traditional literary analysis or a paper that examines the literature or literary issues from an interdisciplinary perspective.\u00a0 Instructors are strongly encouraged to teach the use of a framing text to help them develop a thesis.\u00a0 The framing text is any nonfiction text–likely one of your assigned thematic readings–that provides a lens through which a student may understand the text.\u00a0 A classic example is the use of Freud’s Oedipal Complex to understand Hamlet’s motivations.\u00a0 Here’s how Melinda Papaccio introduced students to various framing texts to understand\u00a0Othello<\/em><\/a>.\u00a0 Here are some examples of framing texts:<\/p>\n The advantages of having the class treat the same literary piece are significant: the opportunity to have classroom discussions of the literature, common interests in research, accessible library and source material (many instructors put material on reserve), and teacher expertise.\u00a0 Many faculty select sustained works in the text such as plays, or several short stories or poems by the same author.\u00a0 <\/p>\n The advantages of having students treat individual and varied subjects from any field are equally significant: motivation and interest are high; research may already be started.\u00a0 For this approach, it would be a good idea to look at the articles on Writing Across the Curriculum in “Professional Resources for Instructors.”<\/p>\n The textbook suggests a third approach to a topic–the thematic.\u00a0 Although this is valid, it is highly comprehensive.<\/p>\n Once you have decided upon a method, be sure to adapt your syllabus to that of the department.<\/p>\n The department guidelines for the research paper are flexible, but these are the basic requirements:<\/p>\n <\/a><\/p>\n <\/p>\n GRADING CONVENTIONS<\/p>\n Letter grade\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Quality points\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Numerical percentage <\/a><\/p>\n <\/p>\n RESEARCH<\/p>\n It is essential that students understand that college-level research cannot begin or end with Google. The research component of English 1202 requires that students develop fluency in searching, selecting, analyzing and integrating source materials into the coursework. In particular, students will develop competence in accessing library resources\u2014both print and electronic– such as book catalogues, electronic databases and journals so they are not only able to distinguish between different type of resources but also successfully incorporate outside materials into a research paper with at least three sources. The library orientation will reinforce students\u2019 work on electronic and print databases, but class time should also be given to evaluating sources, using sources, reading sources, and incorporating research into their writing, as well as avoiding plagiarism. Students will be graded both on the writing process and the quality of the final research paper. The writing process will be tracked in a Research Log which will include the following:<\/p>\n <\/a><\/p>\n <\/p>\n LIBRARY ORIENTATION<\/p>\n All sections of ENGL 1202 will include an advanced library orientation<\/a><\/strong>, building on the material the students learned in ENGL 1201.\u00a0 A link will be emailed at the beginning of the semester to sign up for this orientation.<\/p>\n The following may not be used as sources: Cliffs Notes, Monarch Notes, Barrons, Wikipedia, or the like.\u00a0 Use of on-line sources should be restricted to full-text databases in most cases.\u00a0 Evaluating on-line sources should be part of the teaching of the research paper.<\/p>\n <\/a><\/p>\n <\/p>\n PLAGIARISM<\/p>\n Plagiarism is a serious problem.\u00a0 It undermines the scholarly enterprise; it can also cause students to fail the assignment and possibly the course.\u00a0 The English Department has a detailed plagiarism policy<\/a><\/strong>.\u00a0 You must distribute this policy with your syllabus on the first day of class and review it with your students.\u00a0\u00a0 You should also have a statement about the consequences of plagiarizing on your syllabus.\u00a0 Research has demonstrated that instructors who address the consequences of plagiarism head-on and discuss the ramifications with their students have fewer incidents overall. \u00a0Please see the excellent Writing Program Administrator’s Statement on Defining and Avoiding Plagiarism:\u00a0http:\/\/wpacouncil.org\/files\/wpa-plagiarism-statement.pdf<\/a>.<\/strong><\/p>\n What appears to be plagiarism is often students\u2019 inability to paraphrase and summarize correctly.\u00a0 Reviewing these two skills in class can help alleviate the problem.\u00a0 Having students practice paraphrasing and summarizing before the paper is due will teach them how to use their research validly.<\/p>\n To help students during the entire research process, collect all preliminary pieces–notecards, outline, bibliography, drafts–in stages, as they are written. Providing feedback at each step will also help students focus their writing, will reveal potential problems at an early stage, and will eliminate the last-minute or eleventh hour crisis. Collecting all the materials again at the end with the final paper will also help prevent plagiarism and give you a sense of the students\u2019 overall work on the research project.<\/p>\n <\/a><\/p>\n <\/p>\n Plagiarism Policy for Rough Drafts<\/strong><\/p>\n Since some of us grade rough drafts separately while others incorporate drafts into a final grade, we offer two possible ways to penalize a plagiarized rough draft:<\/p>\n <\/a> The English Department has two resources to help you prevent and deal with plagiarism and cheating.\u00a0 SafeAssign is a web-based database which allows you to check a student paper against papers on line and the SafeAssign database of papers.\u00a0 Some faculty members require all students to hand in papers through SafeAssign.\u00a0 Others use it on an as-needed basis.\u00a0 If you choose the latter approach, be sure to have your students hand in all papers in both hard copy and electronic format, so they are available for checking through SafeAssign, if necessary.\u00a0\u00a0 SecureExam allows you to administer tests on the students\u2019 lap tops in class in a secure environment.<\/p>\n Note: <\/i>\u00a0\u00a0Students are expected to write new material for their work in both 1201 and 1202.\u00a0 Therefore, papers done in high school or for another, prior class are NOT acceptable in fulfillment of an assignment in 1202, even if the paper \u201cfits\u201d the assignment in other ways.\u00a0 A statement to this effect should be included within each syllabus.<\/p>\n <\/a><\/p>\n <\/p>\n DISABILITY ACCOMMODATION<\/p>\n It is the policy and practice of Seton Hall University to promote inclusive learning environments. If you have a documented disability you may be eligible for reasonable accommodations in compliance with University policy, the Americans with Disabilities Act, Section 504 of the Rehabilitation Act, and\/or the New Jersey Law against Discrimination. Please note, students are not permitted to negotiate accommodations directly with professors. To request accommodations or assistance, please self-identify with the Office for Disability Support Services (DSS), Duffy Hall, Room 67 at the beginning of the semester. For more information or to register for services, contact DSS at (973) 313-6003 or by e-mail at DSS@shu.edu<\/a>. \u00a0On the web at https:\/\/www.shu.edu\/offices\/disability-support-services\/<\/a>.<\/p>\n You may also include on your syllabus the following statement:\u00a0 If you have other needs and wish to discuss non-disability related academic accommodations, please contact me as soon as possible.<\/p>\n <\/a><\/p>\n <\/p>\n TECHNOLOGICAL LITERACY<\/p>\n Seton Hall University has made a large commitment to the use of technology, and the English Department has been active in this initiative. All 1201 courses have their own Blackboard courses. Faculty should make use of their Blackboard course for course information (where the syllabus should be placed), class discussion\/assignments, announcements, and external links. Encourage your students to check their Blackboard course regularly. See Veronica Armour of TLTC if you need extra help. If you have material in Blackboard from previous courses, it can be translated into your new Blackboard suite. A large amount of important information about 1201 is available through this website, Resources for First-Year Writing.<\/p>\n Use of technology<\/em> Office Hours<\/strong> <\/a><\/p>\n <\/p>\n ATTENDANCE<\/p>\n The attendance policy<\/a> should be adhered to in a consistent way by all instructors to be fair to our students. There is flexibility built in, but please be attentive to the details. Incompletes should be awarded only to students who have already completed the majority of the assignments and have a single assignment due or a few end-of-term assignments they have missed for a legitimate reason.<\/p>\n <\/a><\/p>\n <\/p>\n IN-CLASS ESSAY<\/p>\n Because students receive tutoring and other outside assistance, it is sometimes difficult to determine exactly what progress they are making.\u00a0 Each instructor is required to administer an in-class writing assignment at the mid-term in order to get a first-hand sample of students\u2019 writing.\u00a0 One option is to have a required paper done in class.\u00a0 Students can come prepared with prewriting and an outline; they can then draft the paper in class.\u00a0 Once the instructor has read this draft, students should be allowed to revise the essay for a final grade.\u00a0 Another option is to administer a mid-term exam that includes at least one response in the form of an essay.<\/p>\n <\/a><\/p>\n <\/p>\n THE WRITING CENTER<\/p>\n Students should be encouraged to use the Writing Center<\/a><\/strong> for all phases of the writing process. \u00a0 The link shows Writing Center hours, location, purpose, and procedures. \u00a0Attendance should count no more than 5% of the student\u2019s final grade, or it should be incorporated into another grade (as in a paper or class participation grade). College English II students are required to attend the Writing Center at least ONCE although individual students may be required to attend more often as needed; they will find the feedback beneficial.\u00a0 The Writing Center is staffed with English faculty, peer tutors, and professional adjuncts.\u00a0 For more information, contact the Writing Center Director, Dr. Aruna Sanyal, 973-275-2183, or arundhati.sanyal@shu.edu.<\/p>\n Follow these directions to access a report that shows your students’ attendance record and tutor comments: <\/a><\/p>\n <\/p>\n TECHNOLOGY SUPPORT<\/p>\n The Teaching, Learning, and Technology Center provides support for instructors using information technology in their courses.\u00a0 The English Department\u2019s liaison is instructional designer Veronica Armour, who can be reached at veronica.armour@shu.edu or ext. 2930.\u00a0 The TLTC offers several grant programs for faculty interested in the innovative use of technology, access to an ITV room, and support for Blackboard.<\/p>\n <\/a><\/p>\n <\/p>\n POETRY-IN-THE-ROUND<\/p>\n Seton Hall is fortunate to sponsor an annual readings series, Poetry-in-the-Round, currently directed by Dr. Nathan Oates of the English Department.\u00a0\u00a0 In the past, readings have been given by the late James Merrill, Geoffrey Hill, Amy Tan, Joyce Carol Oates, Gwendolyn Brooks, Adrienne Rich, and many others.\u00a0 These readings allow students the opportunity to see literature in action<\/p>\n Students should be strongly encouraged to attend one of these readings since Poetry-in-the-Round offers cultural experiences that can enhance their studies. Each year\u2019s schedule of poets and authors is posted in the fall.\u00a0 You will also receive announcements for upcoming events in your mailbox.\u00a0 Upcoming events are posted at the start of each semester.\u00a0 Many of the speakers also offer smaller seminars in order to have greater interaction with students; please arrange attendance at these through Dr.Oates.<\/p>\n <\/a><\/p>\n <\/p>\n PORTFOLIO<\/p>\n Strictly optional:\u00a0 You may ask students to submit a portfolio of their work in first-year writing classes.\u00a0 This portfolio is used for departmental assessment purposes; instructors are free to use it as part of their own grading system or not.\u00a0 Here are instructions for completing the portfolio, including the self-assessment<\/a><\/strong>.\u00a0 However, while we do not require instructors to use the portfolio as part of their grading, the self-assessment must be included at part of the final exam.\u00a0 (See below.)\u00a0 Most instructors have found that it works best to assign students the self-assessment as a take-home exam, and to reserve the in-class portion of the exam for questions about literature.<\/p>\n <\/a><\/p>\n <\/p>\n FINAL EXAM<\/p>\n A final exam is required in College English II.\u00a0 This may be an in-class exam, a take-home exam, or final piece of writing that students submit.\u00a0 If you choose one of the latter options, you are still required to be available during the scheduled final exam period to meet with students.\u00a0 Many instructors have students submit the final piece of work at the exam period.\u00a0 The self-assessment is a required part of the final exam.\u00a0 (See Portfolio above.)<\/p>\n <\/a><\/p>\n <\/p>\n INSTRUCTORS’ RESPONSIBILITIES REGARDING SYLLABUS<\/p>\n Please include the following\u00a0outcomes statements<\/a>\u00a0into your syllabus and let students know that you will be using these guidelines in assessing their papers.\u00a0 The\u00a0primary trait rubric<\/a>\u00a0may be helpful to you as you use the outcomes in your grading. You may wish to distribute it to your students or modify into your own personal grading rubric.<\/p>\n Be sure to include your policies on grading, attendance, participation, late papers, missed tests\/quizzes, and whatever else you think is important for your students to know in your course syllabus in the Course Requirements section of your Blackboard syllabus. You cannot make or change your policies midstream.\u00a0 Please follow the departmental policies as outlined above.\u00a0 For assistance, you may wish to follow the Syllabus Checklist<\/a><\/strong> that the directors use to review all syllabi.<\/p>\n All teaching assistants and adjuncts must give the Director of First-Year Writing, Dr. Kelly Shea, a copy of their syllabi and have them approved before the semester begins.\u00a0\u00a0 TAs must submit their Fall syllabi for approval one month prior to the start of the semester, and their Spring syllabi by January 5.\u00a0 Adjuncts must submit their fall syllabi for approval at least two weeks before the semester begins.\u00a0 All other faculty should provide copies of their syllabi to the Director, either in electronic (preferred) or paper copy, during the first week of classes each semester.\u00a0 Although changes to accommodate individual classes are expected, the University requires that each faculty member distribute a syllabus during the first week of classes.<\/p>\n In designing your syllabus, be sure to cite specific works, chapters, and writing assignments. If you wish to make a daily syllabus with readings for each date your class meets, be sure to note that the readings are \u201csubject to change,\u201d as you will likely need to adapt your list as the term wears on\u2014whether because you get behind or because the semester is interrupted due to weather or other emergency conditions.\u00a0 By using units or weeks instead, you can slow down the pace when your students need reinforcement and attention, and speed it up when they master the work easily.<\/p>\n Your submitted syllabus must include formal and informal writing assignments, a scheduled library orientation, and a final exam.\u00a0 Quizzes, tests, in-class writing, and exercises need not be dated, but be sure to indicate that they are a part of the course.\u00a0 A mid-term exam is optional.<\/p>\n If you have any questions about your syllabus, please feel free to contact the Director at any time:<\/p>\n Director: Dr. Kelly Shea Please contact Dr. Shea if you have any questions, concerns, or problems during the semester.\u00a0 She is available to help you with any difficulties you may be having with your teaching or with individual students.<\/p>\n Note to Teaching Assistants:<\/i> During the course of the semester, teaching assistants must also provide the Director with a copy of all hand-outs–whether assignments, tests, quizzes, or informational hand-outs–before distributing them to the class. This should be done early enough for the Director to review them for approval or to make suggestions for change.\u00a0 Your College English II plans must reflect the use of Literature and the supplemental on-line readings (3-5 of them), along with the departmental requirements for the course.\u00a0 Although it is tempting to let the literature become prominent, please don\u2019t forget that this is a writing course.\u00a0 Schedule time for the discussion of writing, particularly the components of the research paper.<\/p>\n SAMPLE SYLLABUS FOR LITERATURE AND THE HUMANITIES<\/a><\/p>\n Directions for \u201cFiction Unit\u201d Paper: Literature and the Human Psyche<\/a><\/p>\n PowerPoint Presentation on “The Woman as Temptress”:\u00a0Lit and the Human Psych<\/a><\/p>\n","protected":false},"excerpt":{"rendered":" The department syllabus is designed to help instructors put together their own syllabi for ENGL 1202 College English II.\u00a0 It includes specific guidelines for teaching the course, model syllabi, suggested writing assignments, and web sites for supplemental materials.\u00a0\u00a0 This syllabus is available on-line (below and on the First-Year Writing Faculty Teams site), so faculty can … Continue reading “English Department Syllabus, College English II”<\/span><\/a><\/p>\n","protected":false},"author":638,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-497","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/497","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/users\/638"}],"replies":[{"embeddable":true,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/comments?post=497"}],"version-history":[{"count":6,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/497\/revisions"}],"predecessor-version":[{"id":1967,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/497\/revisions\/1967"}],"wp:attachment":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/media?parent=497"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}Table of Contents<\/h5>\n
\nCOURSE CONTENT<\/a>
\nENTRANCE REQUIREMENTS FOR ENGL 1202<\/a>
\nASSIGNMENTS<\/a>
\nWriting Requirement<\/a>
\nReading Requirements<\/a>
\nCOURSE READING MATERIALS<\/a>
\nSYLLABUS DESIGN IN 1202<\/a>
\nWRITING INSTRUCTION<\/a>
\nTHE RESEARCH PAPER<\/a>
\nGRADING CONVENTIONS<\/a>
\nRESEARCH<\/a>
\nLIBRARY ORIENTATION<\/a>
\nPLAGIARISM<\/a>
\nPlagiarism Policy for Rough Drafts<\/a>
\nPlagiarism Resources<\/a>
\nDISABILITY ACCOMMODATION<\/a>
\nTECHNOLOGICAL LITERACY<\/a>
\nATTENDANCE<\/a>
\nIN-CLASS ESSAY<\/a>
\nTHE WRITING CENTER<\/a>
\nTECHNOLOGY SUPPORT<\/a>
\nPOETRY-IN-THE-ROUND<\/a>
\nPORTFOLIO<\/a>
\nFINAL EXAM<\/a>
\nINSTRUCTORS’ RESPONSIBILITIES REGARDING SYLLABUS<\/a>
\nSAMPLE SYLLABUS FOR LITERATURE AND THE HUMANITIES<\/a>
\nDirections for \u201cFiction Unit\u201d Paper: Literature and the Human Psyche<\/a><\/p>\n
\nLiterature and Public Life
\nLiterature and the Natural World
\nLiterature and the Human Psyche
\nLiterature and the Humanities<\/p>\n\n
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\nA\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 4.00\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0 94 -100%
\nA-\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 3.67 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 90- below 94%
\nB+\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 3.33\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a087- below 90%
\nB\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 3.00\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a084- below 87%
\nB-\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a02.67\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a080- below 84%
\nC+\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 2.33\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a077- below 80%
\nC\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 2.00\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a074- below 77%
\nC-\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 1.67\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0 70- below 74%
\nD+\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 1.33\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0 67- below 70%
\nD\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 1.00\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0 60- below 67%
\nF\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 0.00\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0 Below 60%<\/p>\n
\n<\/i><\/p>\n\n
\n
\nPlagiarism Resources<\/p>\n
\nIn class requires vigilance. You must be aware at all times of what your students are doing. This means walking around the room, having students close laptops when they are not specifically in use, and giving students specific assignments and deadlines. Students should not be checking e-mail, instant-messaging, participating in a chat room, or surfing the net while the rest of the class is otherwise engaged.<\/p>\n
\nAll instructors at the university are required to keep at least one office hour for each course they teach. These should be scheduled at reasonable times, and must be listed on the syllabus. During the first week of each semester, the Department secretary will ask each instructor to fill out a form so hours can be posted for student reference.<\/p>\n
\n\u2022 Log into Compass
\n\u2022 Click on the \u201cReporting\u201d icon
\n\u2022 (Last icon in the tray on the left)
\n\u2022 Under \u201cAppointments\u201d, choose the \u201cAppointment Summaries\u201d option
\n\u2022 On the next page, change the date range to match you search criteria
\n\u2022 Under \u201cCare Unit\u201d select \u201cTutoring\u201d
\n\u2022 Under \u201cFilter by Location\u201d select \u201cWriting Center\u201d
\n\u2022 Scroll down to \u201cFall 2018 Data\u201d and open those options
\n\u2022 In the \u201cEnrolled with Professor\u201d category, enter your name
\n\u2022 Click the search button
\n\u2022 To collect all records, go to Actions at top left of report, click on down arrow, & choose Export to Excel<\/p>\n
\nOffice: Fahy 356 \u00a0\u00a0\u00a0 |
\nExt.: 5099
\nEmail: kelly.shea@shu.edu<\/p>\n