ENGL1025 COURSE OUTLINE

FACULTY OF EDUCATION AND ARTS

Course Code (ID) ENGL1025

Course Title: College English II
Credits: 3
Section: 5/7/10
Course Instructor: Yma R.M. Casey
Program: GEC
Semester: 2023-2
Modality: Face to Face
Pre-requisites: ENGL1014
Co-requisites None
E-Mail Address: yma.casey@ub.edu.bz
Consultations: Appointment

Required Texts:

Bullock, Richard H., Maureen Daly Goggin, and Francine Weinberg. The Norton Field Guide to Writing
With Readings and Handbook. Fifth edition. New York ; London: W. W. Norton & Company,
2019. Print.

Recommended Text:

Graff, Gerald and Cathy Berkenstein. They Say I Say: The Moves That Matter in Academic
Writing. 2nd ed. New York: W.W. Norton and Co., 2010.
They Say, I Say

Other Resources:

Purdue University Online Writing Lab: http://owl.english.purdue.edu/owl/section/2/

Materials and Supplies:

• A good college level dictionary of Standard English. This can be a free online version such as
https://www.merriam-webster.com/
• A backup system for all assigned work such as Google Drive, iCloud, or Dropbox. Assignments
lost due to computer failure do not constitute a valid excuse for late work.
• A folder to compile and secure your graded work and maintain your personal records.

COURSE DESCRIPTION

College English Two (ENGL 1025) builds on the expository and argumentative writing techniques
introduced in College English I. It also examines ways in which literature, especially poetry and fiction,
may be used in writing for personal reflection and literary analysis. Students will write at least two
essays in these modes of writing. The course further emphasizes research and documentation procedures
and the effective incorporation of source material into essays. It culminates with a 4-5 page
argumentative or literary essay.

COURSE INTENDED LEARNING OUTCOMES

Upon successful completion students will be able to:

1. Use standard English effectively in speaking and writing

2. Use a variety of expository and argumentative strategies effectively in essays
3. Analyze selected works from various genres
4. Conduct research and present it in a clear, effective manner that adheres to academic writing
conventions, including MLA documentation style
5. Use research information and other intellectual property ethically so as to avoid plagiarism and
academic dishonesty.
6. Work and study effectively, both individually and in collaboration with others.
 College English 2 page 2

COURSE SCHEDULE

Date Topics/Subtopics Teaching Strategies & Assessments &

Activities Due Dates
Readings &
Assignments

Week 1 Introduction to the Course: • Photo Story Pre-requisite check:

January 15 - 19 Icebreaker Students must
Course Overview • Description of • WhatsApp Group complete College
Content chat activation English 1 (or its
• Policies and • Review the equivalent) to take
Regulations course College English 2. If
• Textbook & other outline/overview you haven’t, kindly
readings on Articulate drop this course
Rise. immediately and
enroll in the
appropriate college
English course.

Unit I: Rhetoric The Fundamentals of Rhetoric Detailed Articulate Rhetorical Analysis:

Rise Lessons with First Draft -TBA
The Rhetorical Situation— breakdowns and Final Draft-TBA
Week 2 What is it, and why is it tutorials
January 22 -26 important to consider?

This unit explores

the rhetorical
situation and the
rhetorical appeals
communicators use
to persuade their
audience. A
rhetorical analysis of
an assigned text will
be written to close
off the unit.
Week 3 Rhetorical Appeals Detailed Articulate Graded Knowledge
January 29 – Feb 2 Rise Lessons with Check-Quiz –You
Ethos, Pathos, and Logos: breakdowns and cannot move to week
Real-world Applications tutorials 4 without completion.

Week 4-5 Rhetorical Analysis Detailed Articulate

Feb 5 – 9 Rise Lessons with
Feb 12 - 16 breakdowns and
tutorials
 College English 2 page 3

How to Write the Rhetorical

Analysis: A Step-by-Step
Guide

Introduction

Body and Conclusion

Week 6 Checklist and Review of the Individual First Draft Rhetorical
Feb 19 - 23 Rhetorical Analysis Consultations where Analysis Due
needed Feb 26th, 2023
Unit I-End
Week 7 The Reflective Essay Detailed Articulate Begin your reflective
Feb 26 – Mar 1 Rise Lessons with essay.
What is a Reflective Essay? breakdowns and
Metacognition tutorials
What is the Purpose of a
Reflective Essay?

How to Write the Reflective

Essay: A Step-by-Step Guide
Unit II: Argumentation They Say, I Say Argumentative Essay:
Argumentation “Introduction to First Draft -TBA
Mar 4 - 8 • Entering the Students” pages 1-18 Final Draft-TBA
Week 8 Conversation
• Unit Overview
This Unit focuses on • All About Arguments Detailed Articulate
argumentation. The • Argumentative vs Rise Lessons with
fundamentals of Persuasive Writing breakdowns and
argumentation, tutorials
argumentative
writing and the
incorporation of
research in
argumentative
writing will be
explored. To close
off the unit, you will
be expected to write
an argumentative
essay with research.
Week 9 The Annotated Bibliography Detailed Articulate Begin your annotated
Mar 11 - 15 Rise Lessons with bibliography.
• Project II guidelines breakdowns and Remember, you need
• What is the Annotated tutorials to gather at least 6
Bibliography? sources from EBSCO
• What is the Purpose of They Say, I Say or JSTOR.
the Annotated “The Art of
Bibliography? Summarizing” pages
How to write the Annotated 30-42
Bibliography
Week 10 Argumentation (Structures: Detailed Articulate Finish compiling
Mar 18 - 22 "They Say, I Say" and Rise Lessons with sources for annotated
Classical) breakdowns and bibliography,
tutorials reference page.
• Annotated
Bibliography review Selected readings Begin drafting essay
• “They Say, I Say” from: They Say, I Say
introduction structure
• Classical Structure of
an argument
 College English 2 page 4

Mar 25 – 29 Mar 25 – 29 Mar 25 – 29 Mar 25 – 29

EASTER BREAK EASTER BREAK EASTER BREAK EASTER BREAK

Week 11 Argumentation (Research Detailed Articulate Annotated

and Incorporating Rise Lessons with Bibliography due
April 2 - 5 Resources) breakdowns and April 8th, 2023
tutorials
• How to incorporate
sources They Say, I Say
• Avoiding plagiarism “The Art of Quoting”
pages 43-52

Week 12 - 13 Argumentation (Towards the Detailed Articulate First Draft of the

First Draft) Rise Lessons with Argumentative Essay
April 8 -12 breakdowns and Due
April 15 - 19 • Intro, Body, and tutorials April 22nd, 2023
Conclusion
breakdown

• Logical Fallacies

Week 14 Revisiting the Reflective Detailed Articulate

Essay Rise Lessons with
April 22 - 26 breakdowns and
tutorials

Week 15 Student Conferences Reflective Essay Due

May 6th, 2023
April 29 – May 3 • Reflective Essay

Week 16 Student Conferences Argumentative Essay

Final Draft Due
May 6 - 10 Final Draft Argumentative May 13th, 2023
Essay

UNIVERSITY OF BELIZE POLICIES

1. Academic Honesty: The administration of student discipline in the university community is a responsibility
shared by students, faculty, and administrative staff. The University of Belize Academic Honesty Policy
outlines the University’s expectations for the integrity of student’s academic work, the procedures for resolving
alleged violations of those expectations, and the rights and responsibilities of students and faculty throughout
the process. All students are expected to conform to the Academic Honesty Policy. Lecturers are expected to
consult with academic department chairpersons to prevent and respond to violations of the Academic Honesty
Policy. Students wishing to dispute a charge of academic dishonesty or a sanction made upon them because of
such allegations can do so by appealing to the Dean of Student Affairs to invoke the Discipline Appeals Process
as detailed in the Student Handbook. (Please visit www.ub.edu.bz for a full description of violations to the
Academic Honesty Policy and sanctions.)
2. Class Attendance: Taken using Moodle logs, participation in weekly meetings. Students who are absent or
disengaged for any period of time are responsible for obtaining any pertinent information they’ve missed.
3. Disability Consideration: Where necessary, and with adequate notice, instructors are required to make
special arrangements to allow students with special needs to participate in assessment without being placed at a
disadvantage, for example the use of enlarged fonts or Braille. Students requiring such considerations must be
medically certified as having a specified special need.
 College English 2 page 5

COURSE POLICIES AND REGULATIONS

1. ATTENDANCE: You are expected to attend all sessions and participate fully in discussions and other
activities in order to gain the maximum benefits from this class.

2. PUNCTUALITY: Kindly make every effort to arrive on time to all live sessions.
3. READINGS & TEXTS/BOOKS: All materials available online. You are expected to complete each reading
thoroughly and be prepared to participate fully in all related activities.

4. WRITTEN ASSIGNMENTS: All major papers must be typewritten, carefully proofread and formatted
according to the MLA/APA style. All assignments are to be submitted in drop boxes provided in Moodle, or by
email.

You are expected to complete all assignments conscientiously and on time. Late work may be penalized by a
10% grade reduction. After one week no late work will be accepted.

5. CONSULTATION: Please feel free to schedule an appointment with your lecturer using Google Meet

6. RECORD KEEPING: Keep all of your papers, including all drafts, peer review feedback, and graded work
in a secure place in order to have a record of your progress or in case you need to query a grade. Note that it is
your responsibility to keep track of your grades as the semester progresses. Do not wait until the end of the
semester to collect your graded papers or to consult the lecturer about your performance.

7. EMAIL: You are required to use the official University of Belize email. Please check your email at least
once or twice daily for important course updates and other information.

8. PLAGIARISM AND ACADEMIC DISHONESTY: Plagiarism is copying or using the language, structure,
ideas and/or thoughts of another and adopting same as one’s own original work. Be aware that the writing you do
for this and all courses must be your own work and, primarily, your words. It is okay to incorporate the words of
others from articles, essays, interviews, etc. as evidence in support of your ideas, but when you do so, you must
be sure to cite each source appropriately. Other forms of academic dishonesty involve using, without your
instructor’s approval, one of your own papers, or parts of it, that you’ve already submitted for a grade in another
class. Penalties for plagiarism and academic dishonesty are severe. If you are found guilty of intentional
plagiarism or any other form of academic dishonesty, you will receive a zero for the paper or an outright
“F” for the course, and a report will be forwarded to the Administration. Be sure to see me if you have any
questions about plagiarism before you turn in an assignment. We will discuss proper documentation of sources
and how to avoid plagiarism throughout the semester. (This paragraph has been adapted from East Carolina
University’s ENGL 1200 Spring 2011 Course Outline and is in line with the UB Academic Honesty Policy).

The University of Belize’s Academic Honesty Policy, which is described in the Student Handbook, outlines the
university’s expectations for the integrity of students’ academic work, the procedures for resolving alleged
violations of those expectations, and the rights and responsibilities of students and faculty throughout the process.
All students are expected to conform to the Academic Honesty Policy. Students wishing to dispute a charge of
academic dishonesty or a sanction against them may do so by appealing to the Dean of Student Affairs to invoke
the Discipline Appeals Process as detailed in the Student Handbook. The Handbook can be found at
http://www.ub.edu.bz/student_affairs/ student_handbook.php.

ADDITIONAL INFORMATION ON ACADEMIC DISHONESTY. This segment of this handout is

adapted from the Department of Rhetoric and writing of the University of Texas at Austin, 2013). <
https://issuu.com/universityofbelize/docs/university_of_belize_student_handbo>

❖ You commit plagiarism if you fail to acknowledge the sources of any information in your paper which
is not either common knowledge or personal knowledge. Common knowledge includes facts, dates,
events, information, and concepts that belong generally to the educated public. You can acknowledge a
source through in-text citations, attribution lines (for example, Gloria Steinem observations in ‘Erotica
and Pornography’….), footnotes, or other forms of documentation approved by your instructor.

❖ You commit plagiarism if you fail to acknowledge direct quotation either by using quotation marks
when quoting short passages or by indenting when quoting longer passages. Without the quotation marks
or indentation, a passage copied word for word from a source might be considered plagiarized even if it
 College English 2 page 6

is followed by an in-text citation or a footnote: the citation or footnote acknowledges that you have a
source, but it does not indicate that you borrowed someone else’s exact words.

❖ You commit plagiarism if you merely paraphrase the original words of your source. Some students think
they can avoid a charge of plagiarism by changing a few words in each sentence then copy, or by
rearranging the shape of phrases or the order of sentences in a paragraph. This is not true. When you take
notes, you must be careful to put the ideas in your own words, or to use direct quotation when you are
relying on phrases borrowed directly from a source.

❖ You commit plagiarism if you take, buy, or receive paper written by someone else and present it as your
own.

❖ You commit plagiarism if you use one paper for two different courses, or re-use a paper previously
submitted for credit, without the prior approval of the instructor or instructors.

Collusion: The unauthorized collaboration with another person in preparing written work offered for credit, or
collaboration with another person to commit a violation of any section of the rules on scholastic honesty.
❖ You commit collusion if you allow someone else to write your papers
❖ You commit collusion if you allow someone else to edit your papers. It is scholastically dishonest for
students to employ tutors to correct, edit, or modify essays in any substantive fashion. The same
reservations and restrictions apply, within reason, to any outside assistance you may receive from a parent,
friend, or academic tutor. Any changes, deletions, rearrangements, additions, or corrections made in your
essays should represent your own work.

COORDINATOR POLICIES (ONLINE MODALITY)

1. Articulate Rise pages along with the Moodle page will be populated by the course coordinator and
designed for asynchronous instruction across all sections. That said, your assigned instructor
maintains the autonomy to assign synchronous sessions for your section as needed.

2. In the “Course Announcement” section on Moodle (at the very top of the Moodle page), is a folder with
your instructor's name. You are to check your instructor’s folder each time you log into Moodle for
instructions that may be specific to your section.

3. If your instructor provides instruction that is different than what is outlined under a specific
week/topic, you should follow your instructor's direction at all times.

4. If your instructor assigns a synchronous session via Google Meet/Zoom, you are expected to enter the
meeting having reviewed all Articulate Rise content or any other resources assigned by your instructor.
Please note that synchronous sessions are forums for you to ask questions regarding the content on
Articulate Rise; they are purposed with complementing the material on Articulate rise. If you did not
review the content on Articulate Rise, do not expect a full review of the material in synchronous
sessions. You are to attend those sessions having thoroughly reviewed asynchronous content on
Articulate Rise.

5. You are to submit all assignments to Moodle via designated portals. Any assignment emailed directly
to your assigned instructor without his or her consent may not be reviewed.

6. If an assignment submission portal closes, your instructor is not obligated to reopen the portal for
you. If he or she chooses to accommodate your late assignment, you are subject to whatever penalties
or conditions outlined by your instructor.

7. The coordinator is only responsible for populating Moodle/Articulate Rise with content. He is not
vested with the power to settle any disputes between a student and an instructor. If a student needs
to lodge a complaint, or settle a dispute, it must be done with the Chair of the Department of Languages
and Literature only after all efforts to solve the issue has been exhausted with the instructor.

8. If you advertently plagiarize material from the internet, engage in collusion, or violate any other
regulation in the University of Belize Academic Honesty Policy, you will receive a F for the
assignment. You are expected to submit original work at all times.

9. If you have any queries, concerns, or perhaps need added assistance, please ensure to email your
instructor and afford them at-least a business day to respond.
 College English 2 page 7

The Buddy System:

Use the information chart below to record the names and contact information of your work group members to contact
regarding class related business, especially in case you must be absent from class during the semester.

Name email Phone #

GRADING SCALE
Final grades will be assigned in adherence with the University of Belize’s grading scale as outlined below:

95-100 A
90 -94 A-
85 -89 B+
80 -84 B
75 -79 C+
70 -74 C
65 - 69 D+
60 -64 D
00 -59 F

ASSESSMENT

(You may use the column to the right to record your grade so as to keep track of your progress.)
% of Final Grade Your Scores
1. First Draft Rhetorical Analysis
10%
2. Second Draft Rhetorical Analysis 25%
3. Graded Moodle Quizzes (1) 5%
4. Annotated Bibliography 10%
5. Reflective Essay 10%
6. First Draft Argumentative Essay 10%

7. Final Draft Argumentative Essay 25%

8. Attendance 5%

Total 100%
 College English 2 page 8

DESCRIPTIONS OF MAJOR ASSIGNMENTS

Rhetorical Analysis: You will analyze an assigned text to evaluate the rhetorical effectiveness of a
speaker’s choices. Your rhetorical analysis should be about 2-3 pages long with a clear thesis supported
by well-organized body paragraphs utilizing the PIE structure.

More details will be available on Articulate Rise.

_____________

Reflective Essay: This assignment allows you to think about the processes involved in the
works completed over the semester. While one of the main objectives of this assignment is
rooted in reflection, another primary objective is rooted in persuasion. Your task is to take your
audience behind the scenes of your own composing process and convince them that you
experienced some form of growth as a writer and communicator.

More details will be available on Articulate Rise.

_____________

Argumentative Essay: You will write an argumentative essay on a topic that will be assigned.
Your essay should present and defend an original, meaningful thesis and demonstrate your
awareness of the rhetorical situation. Your essay should also include the rebuttal of counter-
claims and the incorporation of research from at least five credible sources.

The length of your essay should be about 4-5 pages, excluding the cover and reference pages.

More details will be available on Articulate Rise.

Annotated Bibliography (of sources for your Argumentative Essay)

This assignment is a component of the argumentative essay and gives you practice with some
key research skills: scanning various sources, selecting relevant sources, note-taking and
organizing your research, and documenting your sources formally (APA). Your bibliography
should contain a minimum of 6 sources.

Each entry should include the following:

● Full bibliographic citation in APA style
● A summary of the article in 1 or 2 paragraphs—no more than 200 words
● A brief explanation of how you plan to use the source in your essay

More details will be available on Articulate Rise.

 College English 2 page 9

GRADING CRITERIA FOR THE RHETORICAL ANALYSIS

Introduction 3 points
Your essay has an effective title.
The text you’ve read is properly introduced.
Your introduction summarizes the argument of the text.
Your intro includes a thesis that clearly takes a position on whether or not the text’s rhetoric is effective.
Your thesis is structured according to the models from the lessons.
Content Development 3 points
Your thesis is supported by evidence and explanation of how the rhetorical strategies work.
You clearly explain how the rhetorical strategies you’ve identified in your thesis contribute or did not
contribute to achieving the overall purpose for the intended audience.
Quotations are properly integrated and formatted.
Ideas and quotations are clearly and properly attributed to the original author.

Organization 3 points
The information is presented in a logical, easy to follow sequence.
Use of the PIE structure is very clear and evident in all body paragraphs.
Effective transitions are used between sentences.

Language Usage & Formatting 1 Points

Contains very few or no grammar or mechanical errors and demonstrates careful proofreading.
Follows MLA or APA format very closely
Contains all required components.

TOTAL 10 points
 College English 2 page 10

GRADING CRITERIA FOR THE REFLECTIVE COVER LETTER/ESSAY RUBRIC

Exceeds Expectations Meets expectations Does not meet

expectations
Utilizes an effective Clear, nuanced, and Clear and plausible Position lacks clarity or is
controlling idea persuasive position. position. Argument coheres inappropriate for this
Argument coheres around a around a controlling idea. assignment.
controlling idea.

Forwards specific Claims about writing are Claims about writing are Simplistic or overly general
claims about their specific and insightful. specific. Detailed account claims.
writing Detailed account of work of work completed in the
completed in the class and class.
its significance.
Supports claims with Evidence and analysis Evidence and analysis Insufficient evidence,
sufficient and convincingly support support claims and are improper contextualization,
contextualized claims about the student’s contextualized with or unclear connection
evidence writing and is effectively framing. between claims and
contextualized with evidence.
framing.
Employs appropriate Sophisticated or innovative Logical structure. Illogical or overly
organizational organizational structure Paragraphs are organized simplistic structure.
strategies that supports the around a single topic or Paragraphs are not
controlling idea. Effective idea. Deploys transitions. cohesive.
transitions.
Exemplifies rhetorical Sophisticated framing of Frames letter for audience. Fails to write for the
awareness letter for audience. Student Conveys sense of purpose audience. Lacks ethos or
shows enthusiastic and writerly ethos. awareness of writing task.
engagement that draws in
readers.

Articulates their own Offers cogent analysis of Explains in sufficient depth Doesn’t consider how
writing process how they develop writing, their own writing and writing exhibits have
respond to feedback, and revision process. changed through drafts and
revise their work, perhaps revisions or makes overly
noting that different writing simplistic claims about
tasks require different their writing process.
approaches.

Transfer/ application Clearly articulates Articulates how writing Little or no engagement

takeaway ideas that will practices in this course with writing beyond course
help (or have already might be (or have already content.
helped) in other writing been) used for other writing
situations. Begins to situations.
theorize writing.

Is clean, grammatical, Grammar choices result in Sentence structures are Frequent and distracting
and readable a distinct and engaging grammatically competent, grammar errors or sentence
(Standard letter voice. Might include a varied, and at least structure errors. Wordy or
Format or written accent. somewhat complex. Might monotonous writing.
APA/MLA) include written accent.
 College English 2 page 11

GRADING CRITERIA FOR THE ANNOTATED BIBLIOGRAPHY

Full Bibliographic Citations 2 points

All citations are carefully formatted in APA style.
Summaries of the Articles 3 points
Each article is summarized effectively in 1 paragraph.
Each summary is no more than 150 words in total.
The summaries follow all guidelines: proper paraphrasing, use of attributive phrases, use of the present
tense in most cases, etc.
Reflection 3 points

An explanation of how the source will be used in the argumentative essay is clear and well thought-out
Language Usage, Formatting, and Overall Effort 2 points
Correct grammar, punctuation, and spelling & overall clarity of writing are present.
The pages are formatted correctly in APA style.

Total 10 points

GRADING CRITERIA FOR THE ARGUMENTATIVE ESSAY

Introduction Criteria for Strong Paper

(4 points) ✔ Presents a lead-in (or “hook”) that introduces the essay topic and entices the reader to continue.
Presents a thesis that clearly expresses a debatable position.
Content/The Body Presents at least 3 main points, each relevant and fully supported by convincing details.
of the Essay Includes 6 outside sources, and each one is properly documented according to APA style.
(7 points) Introduces and then refutes 1 strong opposing view.
Includes mostly the writer’s own ideas and discussion, and the writer’s voice is dominant.
Organization Organizes ideas into well-structured paragraphs utilizing PIE that move the reader smoothly
(5 points) through the essay.

Uses effective transitions between and within paragraphs.

Language Usage, Contains very few or no errors in grammar and mechanics and demonstrates careful proofreading.
Formatting & Closely follows APA rules for page formatting, in-text citations, and the works cited page.
Overall Adheres to the prescribed page count (4-5 pages).
Presentation Contains all the required elements that the assignment asks for.
(4 points)
 College English 2 page 12

REFERENCES
The following sources were consulted during the preparation of this course outline:
Graff, Gerald and Cathy Berkenstein. TSIS: The Moves That Matter in Academic Writing. [TSIS] 2nd ed.
New York: W.W. Norton and Co., 2010. Web.
Wyrick, Jean. Steps to Writing Well. 11th ed. Boston: Thompson Wadsworth, 2011. Print.
Purdue University Online Writing Lab. Purdue University:
<http://owl.english.purdue.edu/owl/section/2/>
Teacher Vision. <http://www.teachervision.fen.com/tv/printables/07AAAM34.pdf>

*This course outline is subject to change at the instructor’s discretion provided students are consulted.