ENG102.032 - English Composition II
Prof. Eileen Joy

Spring 2007

Everything's An Argument?

Tuesdays & Thursdays 12:30-1:45 (Founders Hall 0303)

"The need of truth is more sacred than any other need. Yet it is never mentioned." (Simone Weil, from The Need for Roots: Prelude to a Declaration of Duties Towards Mankind, 1949)


The SIUE Department of English Language & Literature tells us that ENG 102 is a continuation of ENG 101. Assignments in this course will still be designed to help you focus upon a theme, develop a thesis, organize ideas, control tone, and express ideas in clearly communicated language. Students will learn formal argumentation techniques and terminology. In addition, researched essays, reports, and papers will be assigned. You will learn how to research topics, incorporate researched material into your papers, and properly cite and document your papers or Web projects. You can expect to write expository essays that range from 500 to 3,000 words, researched or non-researched (i.e, two to twelve pages).

COURSE OBJECTIVES (the more concrete version)

This is something slightly different, yet altogether connected to our “COURSE DESCRIPTION.” This is also a good example of an outline.

I. Students will gain an understanding of the elements of formal argumentation.

II. Students will locate, read, analyze, and synthesize sources in order to write papers incorporating source material.

III. Students will develop an awareness of citation formats and be able to use at least one of them correctly.

IV. Students will learn about and engage in ethical academic research.

V. Students will increase the powers of their vocabulary, both verbal and cultural, in order to increase their powers of articulation.


from Textbook Rental Services:  
Everything's An Argument by Lunsford, Ruszkiewiz, & Walters (3rd edition)
Writing from Sources by Brenda Spatt (6th edition)
The Bedford Researcher by Mike Palmquist (2nd edition)
The Scott Foresman Handbook for Writers by Hairston, Ruszkiewicz & Friend (7th edition)
from University Bookstore:  
The Tipping Point by Malcolm Gladwell (paperback edition)

A good, thick collegiate dictionary is highly recommended. In addition, be aware that the online Oxford English Dictionary is available on Lovejoy Library's website.


2 FORMAL ESSAYS (20% each = 40%)

Special Note: In this course, you will learn that writing is an inherently social act, and the best writing is produced through collaboration with other writers--in this case, your fellow students and me. And because one of the emphases in this class is also on the development of critical and analytical thinking and reading skills, you will also learn that one does not think well in a vacuum. Our ideas benefit immeasurably when exchanged with others in a series of critical dialogues. Preparing for and participating in class are vitally important to your success in this class, and therefore, your contribution to in-class discussions and in-class writing projects, as well as your attendance record, will be factored into your final grade.


Follow these guidelines for submitting final work:


I am happy to consider revisions of essays you would like to rewrite for a higher grade (with the exception of the final research paper), with the following provisions:


This support service resides in Peck Hall #1419 (Chad Verbais, Coordinator). Writing consultants are available there to work with you by appointment on ANY writing assignment, at any point in the drafting process. Smart students, no matter how advanced or limited their writing skills, understand the benefit of such a service and regularly seek it out.


If you feel that you are entitled to special accommodations (for example, a volunteer note-taker, interpreter, special desk, or extra time on tests), please contact the Disability Support Services office in Rendleman Hall #1218 (Jane A. Floyd-Hendey, Director), and they will help you fill out the necessary paperwork.


I do not accept late papers. Period. If there is an extraordinarily good reason for needing an extension on a paper due date, let me know in advance, and I will be kind.


Attendance, promptness, and participation are essential to success in college courses. Faculty members recognize that unexpected occasions may arise when a student must be absent from class, but my general attendance policy is that if a student is absent more than the number of required class sessions per week (in this case, that would be more than 2 sessions), I have the option of lowering the student’s final course grade by one letter grade for each additional session missed.  Furthermore, if absences become excessive (more than two weeks' worth of sessions), the SIUE Registrar, at my request, reserves the right to withdraw the student administratively. For more information on this, please consult the following: SIUE Class Attendance Policy. Failure to attend class in a responsible and committed manner may thus be grounds for failure in or administrative withdrawal from the course.


Any student found engaging in an act of academic dishonesty will be promptly dismissed from the course with a grade of "F." By "academic dishonesty," I mean PLAGIARISM (the act of representing the work of another as one's own), which the University considers a grave breach of intellectual integrity. All definitions, terminology, concepts, and patterns of organization taken from an outside source must be identified and given credit in any essay or exam you write--whether it be for the English department or any other department. For more detailed information on this, please consult the following: SIUE Plagiarism Policy.


A 90-100
B 80-89
C 70-79
D 60-69
F under 60


EA=Everything's An Argument

Tuesday Jan. 9 Introduction to Course
Thursday Jan. 11 In-Class Writing
    READ: "People of Size Gather," EA 462-64 & "One Picture is Worth a Thousand Diets," EA 466-72
Tuesday Jan. 16 In-Class Writing
    READ: "It's All in the Mix," EA 480-82 & "Turning Boys Into Girls," EA 486-89
Thursday Jan. 18 News & Commentary #1
Tuesday Jan. 23 In-Class Writing
    READ: Christopher Hitchens, "Why Women Aren't Funny" (online essay)
Thursday Jan. 25 In-Class Writing
    READ: Daniel Dennett, "Thank Goodness!" (online essay)
Tuesday Jan. 30 In-Class Group Work (Dennett Essay)
Thursday Feb. 1 News & Commentary #2
Tuesday Feb. 6 View: Grizzly Man (film)
Thursday Feb. 8 View: Grizzly Man (film)
Tuesday Feb. 13 Discuss: Grizzly Man
    Essay #1 Due
Thursday Feb. 15 In-Class Writing
    READ: Barry Lopez, "The Language of Animals" (online essay)
Tuesday Feb. 20 In-Class Writing
    READ: Michael Pollan, "The Modern Hunter-Gatherer" (online essay)
Thursday Feb. 22 In-Class Writing
    READ: excerpt from Peter Singer, Animal Liberation (handout)
Tuesday Feb. 27 News & Commentary #3
Thursday Mar. 1 Research Workshop: Animal Rights
Monday through Friday Mar. 5-9 NO CLASSES -- SPRING HOLIDAY
Tuesday Mar. 13 No Class -- Professor at Conference
Thursday Mar. 15 View & Discuss: South Park episode
Tuesday Mar. 20 In-Class Writing (South Park)
Thursday Mar. 22 Essay #2 Due
Tuesday Mar. 27 View & Discuss: South Park episode
Thursday Mar. 29 NO CLASSES -- All-Faculty Meeting
Tuesday Apr. 3 News & Commentary #4
Thursday Apr. 5 View & Discuss: South Park episode
Tuesday Apr. 10 Research Workshop: South Park
Thursday Apr. 12 Research Workshop: South Park
Tuesday Apr. 17 News & Commentary #5
Thursday Apr. 19 Discuss: Gladwell, The Tipping Point
    Chap. 1, "The Three Rules of Epidemics" (pp. 15-29)
    Chap. 3, "The Stickiness Factor" (pp. 89-132)
    Chap. 6, "Case Study: Rumors, Sneakers, and the Power of Translation" (pp. 193-215)
    Chap. 7, "Case Study: Suicide, Smoking, and the Search for the Unsticky Cigarette" (pp. 216-252)
Tuesday Apr. 24 Research Workshop: The Tipping Point
Thursday Apr. 26 Research Workshop: The Tipping Point
Thursday May 3 (by 5:00 p.m.) Essay #3 Due (essay must be dropped off at my mailbox just outside Peck Hall #3206; if that is impossible, the essay can be emailed to me at: ejoy@siue.edu as a Word/.doc attachment)