English 102: College Writing II (3 Credit Hours)

Instructor: Jennifer Molnar

Term: Fall 2021
Class Meeting Time: T/TH 2:00 PM – 3:15 PM
Classroom Location: BU 209
Required Texts: A Guide to Rhetoric, Genre, and Success in First-Year Writing -Melanie Gagich &
Emilie Zickel (eBook on CSU website)
Office: Zoom meetings only (link below) https://us05web.zoom.us/j/86133426673?
pwd=a2FVbFJPcnJWRkhYRmJMVVZTOTV5UT09
Zoom Passcode:  AV2bdh
Student Hours: Tuesday and Thursday 10:30 AM – 12:30 PM (via zoom OR in the library per request)
E-mail: j.l.banach@csuohio.edu
Department Mailbox: 1820 Rhodes Tower

Catalog Description:
102 continues to cultivate and hone the skills acquired in ENG 100 or ENG 101, but also incorporates
research and information literacy skills. Each Fall and Spring semester, a special section of ENG 102 is
offered for students whose native language is not English. Supplemental instruction is available for this
course by taking ENG 106.

Student Hours: Every week I have posted student hours via zoom. This time is an excellent opportunity
for us to meet one-on-one to discuss your work at length. Please take advantage of these hours as often as
possible throughout the semester. If you cannot meet during the posted hours, please speak with me about
scheduling an appointment.

Course Goals:
In addition to the competencies required in ENG 100 or ENG 101, students in ENG 102 will develop the
ability to:
 develop a research question.
 identify relevant resources.
 evaluate these resources critically and utilize them successfully.
 understand what constitutes plagiarism in order to avoid it in their writing.
 select an appropriate documentation style and use it consistently to cite sources.
 communicate effectively the results of this research in written form consistent with the practices
and skills of college-level English (see ENG 101).

General Outcomes: Students will demonstrate their ability to write expository and argumentative prose
resulting from research.

Information Literacy Outcomes:

In addition to the general outcomes, students in ENG 102 will develop the ability to:
 determine the nature and extent of the information needed in their writing
 access needed information effectively and efficiently
 evaluate information and its sources critically and incorporate selected information into their
knowledge base and value system
 use information effectively to accomplish a specific purpose
 understand many of the economic, legal, and social issues surrounding the use of information and
access and use information ethically and legally
Eligibility for English 102:
To be eligible for English 102, students have done one of the following:
 placed into English 102 by their ACT or SAT score or the Cleveland State University English
placement test results;
 completed English 100 or 101 at Cleveland State with a grade of "C" or better
 received three or more hours of transfer credit for an English 101 equivalent course from another
college or university.

Important Note: It is a university requirement that students must earn a grade of C or better to satisfy the
university requirement for having completed ENG100, 101 and ENG 102.

Required Texts and Materials:

 A Guide to Rhetoric, Genre, and Success in First-Year Writing
 Essays from Writing Spaces

Grading Criteria:

 Incoming Diagnostic (not graded)

 Assignment #1—Research Strategy Narrative Essay 10%
 Assignment #2—Explanatory Synthesis 20%
 Assignment #3—Argument Prospectus with Abstracts 15%
 Assignment #4—Research-Supported Argument Synthesis 30%
 Weekly Informal Writing 15%
 Active Participation (Consistent, Frequent, and Thoughtful) 10%

Informal Writing:
Each week you will be reading an essay from Writing Spaces and responding to a prompt provided. These
informal writing responses will be written in class.

Grading System:
English 102 is graded on the traditional A, B, C, D, F marking system. An essay rubric will be provided
with each assignment.

A 100-94%
A- 93-90%
B+ 89-86%
B 85-83%
B- 82-80%
C+ 79-76%
C 75-70%
D 69-60
F 59-0%

A Note on Grading:
Within reason, I will discuss your feedback and grades on earlier papers as it relates to writing and
revising your current assignments. I will not negotiate your final essay grades. Scoring miscalculations
will be corrected as needed. Make sure to read all comments I’ve made on your papers prior to asking for
one-on-one feedback. I provide feedback to help guide your revision. Papers that are resubmitted without
responding to this feedback will not be considered revised.

The Grade of Incomplete: This grade is rarely issued and is done so only when students have
completed most of the work of the course, are passing the course, and need more time to finish a required
course assignment due to a sudden illness, accident, or other circumstance that has momentarily
prevented them from finishing the course in full. Incompletes are not typically arranged prior to the last
two weeks of the term (Fall and Spring semesters). Students requesting an Incomplete grade should
consult with their instructors as soon as possible so that they can fill out a form to describe the nature of
the Incomplete and the terms/deadlines under which they will complete course requirements.

Attendance:
 To pass this class, you must attend. Attendance is taken in every class meeting.
 If you do not attend class regularly, you will not pass. If you miss eight or more fifty-minute
periods you will receive a course grade of “F” (fail). You may miss up to three seventy-five-
minute periods without penalty.  Each absence beyond the third will reduce your grade in the
course by ⅓ a letter grade (for an example, an A will become an A-, an A- will become a B+,
etc.).
 If you leave early you will be marked absent on that day. If you are ten or more minutes late to
class you will be counted as tardy.  Four accumulated tardies will count as one absence.
 You will not be granted additional absences after you have reached the maximum allowable
 Absences required by religious observance, disability and Title IX accommodations, university-
authorized activities, and military service are exempt from this policy. In order for these
absences to be excused, you must provide advance notice to your instructor, no later than the end
of the second week of class. For disability and Title IX accommodations, university-authorized
activities, and military service, you must provide your instructor with appropriate documentation.

A Note on Attendance:
Attending class regularly and on-time is essential to success. Attendance is mandatory in First-Year
Writing courses. This attendance policy is common to all First-Year Writing courses and outlined on all
of our syllabi.

The most important aspects of the attendance policy you should be aware of is that each absence beyond
the total allowed will reduce a student’s grade in the course by 1/3 of a letter and students who miss the
number of classes listed below will receive a course grade of “F” in a First-Year Writing course.

How is this policy applied to FYW classes?

Class Meetings and Minutes Total Allowed Absences Total Absences Resulting in Failure

Four Days a Week (50 mins) 4 8

Three Days a Week (50 mins)
Three Days a Week (65 mins)
Two Days a Week (75 mins)
Two Days a Week (110 mins)
Once a Week (170 mins)
4 8
3 6
3 5
2 4
1 3

Excused vs. Allowed Absences

CSU excuses absences required by religious observance, disability accommodations, university-
authorized activities, and military service (see the final bullet point above). Absences for any other reason
are not counted as excused. However, they are considered part of the “allowed” absences provided by
this policy. Use these allowed absences wisely.

What are NOT considered Excused Absences?

 Illness, even with a doctor’s note
 Doctor’s appointments
 Car trouble
 Family emergencies or family situations
 Court dates
 Writing Center and advising appointments
 Job issues, including interviews
 Vacation

Active Participation:
 Your active presence and participation in this course are as important as your written work.  To
get the most out of your experience in this class you should complete all readings and pre-class
assignments.  The most meaningful class discussions occur when we all work to create an
environment where everyone feels comfortable sharing his or her thoughts and opinions.  Active
participation also includes thoughtfully completing in-class writing assignments and fully
engaging in small-group activities.

Essay Submission:
 All assignments are due at the beginning of class on the assigned date.
 To insure I receive your work you must submit all assignments directly to me and submit all
assignments via Blackboard.  
 Also, all drafts in this class must be typed and stored on USB drives, or Cloud storage services.
Students should “back up” their files and/or make photocopies of all finished writing assignments
for their own protection.
 Additional submission requirements for major assignments will be noted on each assignment
sheet.
 Students MUST submit a draft for feedback and effectively complete all aspects of each essay
assignment unless otherwise noted on the assignment sheet. If not, the instructor reserves the
right to not accept the essay. For example, students who change their topic must still complete all
stages of the writing process for the new topic.
 Student work left with the instructor becomes the property of the instructor after one year.
Instructors reserve the right to use student work not retrieved in their teaching and other
professional work after one year.

Revision of Essays:
One goal of English 102 is for students to revise their essays before submitting them as final products to
be graded. As you draft and revise your essays, you are encouraged to take advantage of my posted
student hours, to e-mail me with questions, and to schedule appointments with the Writing Center for
outside assistance. Because the First-Year Writing Program believes strongly in a writing process that
focuses on improving writing through revision, students in English 102 may choose to revise any essay
that was submitted and graded after they have had a revision consultation with the instructor.  Permission
to revise is contingent on meeting with the instructor to discuss revision strategies.

Late Paper Policy:

A basic expectation that I have of you is that you make arrangements to get your work to me on time.
Late work will not be accepted in this class. I will make few, if any, exceptions to this policy. Students
may turn in one essay late this semester without question. The instructor must be informed in advance

Plagiarism and Academic Honesty:

 Plagiarism is serious business.  It involves representing another person's words or ideas as your
own or reusing your own writing (from previous courses, for example) deceptively.  It also
includes the unacknowledged word for word use and/or paraphrasing of another person's work,
and/or the inappropriate unacknowledged use of another person's ideas, whether those ideas come
from the internet or print sources.  Any student caught plagiarizing any assignment for this class
will receive a penalty in-line with the Student Code of Conduct, whether the instance of
plagiarism involves one sentence or an entire essay.   If you are found to have plagiarized
you will be given a zero on the assignment and may receive a failing grade in the class.
Absolutely no exception will be made to this policy.
 Remember, if you can find it on the web, then so can anyone else, including me.  Don’t cut
and paste from the web—this is plagiarism. The ideas and the information on the web are
not free ideas; they are the intellectual property of others and MUST be appropriately
documented.
 Four of the most common instances of plagiarism are 1) when students fail to acknowledge
material derived from another source, 2) when students receive too much outside assistance, 3)
when student submit work they have written for another class, and 4) when students submit work
written by another student.
 While acknowledge the ideas of others will be discussed at length during this course, please be
aware that if someone else writes passages of your text for you that this act is plagiaristic,
academically dishonest, and cause for penalty.
 Consult the Undergraduate Bulletin for more policies on plagiarism and academic honesty.

Cell phones, laptops, and other electronic devices:

This semester, we will attempt to remain as paperless as possible. Therefore, we will be using
laptops in class. We will also be talking to each other, discussing readings, working on papers, or
completing other activities. If your phone rings, please turn it off immediately so that you do not
disturb other students. Please do not answer your phone. Please refrain from texting and using
social media while in class. As this class is based on discussion, in-class writing, and other group
tasks, focusing on your phone means not fully participating in our collective learning
environment. If you do not follow this request, you will be asked to leave the class.

Note for Students with Disabilities:

Educational access is the provision of classroom accommodations, auxiliary aids and services to ensure
equal educational opportunities for all students regardless of their disability. Any student who feels he or
she may need an accommodation based on the impact of a disability should contact the Office of
Disability Services at (216) 687-2015. The Office is located in MC147. Accommodations need to be
requested in advance and will not be granted retroactively.
Learning Center & Writing Center Services:
In this course, students are asked to work with the instructor to receive additional support for their
writing. Students are also encouraged to take advantage of the many services offered by the university’s
Comprehensive Learning Center located in University Center as well as the Writing Center located on the
first floor of the library. These services include individualized tutoring sessions in English, math, reading
and other areas.

This course fulfills the following skills under the CSU General Education requirements:

Writing
For a more detailed explanation of the transferable skills associated with these categories, please go to
http://www.csuohio.edu/class/classedge/transferrable-skills. Knowing about transferable skills is useful
in writing a resume and in articulating the abilities you have acquired to a prospective employer. Also see
“Acquired Skills for Use in Resume” (http://www.csuohio.edu/class/students/acquired-skills-for-use-in-
resume) that helps you put your skills into words, and “Skills by Major”
(http://www.csuohio.edu/class/students/skills-major) to see examples of how you can talk about your
abilities in a paragraph.

Student Learning Outcomes for First-Year Writing

Rhetorical Awareness

 Identify various rhetorical features of an academic text

 Describe rhetorical features of an academic text
 Demonstrate an understanding of rhetorical appeals
 Organize an academic text based on audience awareness
 Evaluate the rhetorical choices made in various and diverse readings
 Compose a text that follows all rhetorical expectations for academic writing

Critical Thinking, Reading, and Writing

 Recognize bias/subjectivity in an academic text

 Restate the major and supportive claims in an academic text
 Examine multiple positions on a topic by multiple authors
 Distinguish between reliable and unreliable sources
 Argue a topic persuasively and accurately 
 Compose a text that incorporates deliberately-chosen and trustworthy research materials

Knowledge of Writing Processes

 Describe the writing processes in various ways
 Organize assignments with the steps of the writing process in mind
 Distinguish between higher- and lower- order concerns in the writing process
 Model the writing process in various formal essays
 Prioritize higher- and lower-order issues in the revision stage of the writing process
 Compose formal academic prose in a variety of genres by utilizing the writing process

Knowledge of Conventions
 Choose appropriate documentation style for academic writing
 Recognize accepted ethical and legal standards of academic writing
 Employ academic writing conventions in essays of various genres
 Illustrate mastery of conventions of style, voice, correctness, and citation
 Verify the reliability of sources through multiple means
 Compose essays in various genres that are error-free, organized, and clear
Critical Reflection
 Describe the improvements made to writing strategies/habits
 Rewrite essays based on feedback and self-reflection
 Demonstrate effective strategies for rewriting and revision
 Modify ineffective writing strategies and processes
 Prioritize revision choices based on both external feedback and personal choice
 Compose a critical self-reflection that analyzes writing development

 
Confidence and Ownership of Writing
 Recognize the agency required to produce effective writing
 Identify ways personal choice guides writing and revision
 Give examples of successful writing from the course
 Identify assumptions about an author’s creative role
 Weigh the relationship between the author’s and audience’s needs in writing
 Integrate authorial voice and agency in multiple essays and various genres

Student Support Services and Resources

Student Academic Success Resources

 Student Academic Support Services Location: BH 110 Phone: 216-687-2402

 Exploratory and First-Year Advising Location: BH 110 Phone: 216-687-2402
 Tutoring & Advising Home Location: BH 233 Phone: 216-687-2012
 eTutoring Location: Location: BH 233 Phone: 216-687-2012
 Counseling and Academic Success Clinic (CASC) BH 215 Phone: 216-687-4613
 Writing Center Location: BH 233 Phone: 216-687-2012

Library Resources

 CSU Michael Schwartz Library Location: RT 1st Floor Phone: 216-687-2479

 Library Services for Distance Learners same
 Electronic Course Reserve (ECR) same
 Ask Your Personal Librarian same
 Research Guides same
 Library Tutorials same

Other Resources

 Office of Disability Services Location: RW 210 Phone: 216-687-2015

 Office of Institutional Equity Location: AC 236 Phone: 216-687-223
 Lift Up Vikes Food Pantry and Resource Center Location: Recreation Center 168 Phone: 216-
687-5105
 Counseling Center Location: UN 220 Phone: 216-687-5105
 CARE Management Location: SC 319 Phone: 216-687-2048
 Health and Wellness Services Location: CIMP 205 Phone: 216-687-3649
  Campus 411 Location: BH 116 Phone: 216-687-5411

Covid- 19 Pandemic:

The COVID-19 pandemic is still present and serious, especially with the Delta variant. While
you are in class on campus, you are required to have a properly worn mask regardless of
vaccination status, always cough or sneeze into your elbow or tissue, and adhere to other public
safety protocols and directives for your specific classroom/lab/studio. Students who do not
follow these health and safety requirements will be instructed to leave class immediately.  If you
violate this protocol, you will need to leave the classroom and MAY be marked absent. Repeated
violations of these health-saving protocols may lead to sanctions under the Student Code of
Conduct (3344-83-04 [E] and [Z]) up to and including suspension or expulsion. Students with
medical conditions that prevent them from wearing a mask should register with the Office of
Disability Services to explore reasonable accommodation options as soon as possible. To register
with the office, please visit their webpage at: https://www.csuohio.edu/disability/register.  The
CSU community thanks you for your cooperation!

Schedule

Date Reading Due Class Topic Writing Due

Week 1
August 24 Syllabus/ Introductions Diagnostic (in-class)
August 26 Chapter 1 - Introduction College Writing, Campus Informal Writing #1 (in-
(1.1,1.2,1.3) Resources class)

“What Is “Academic” Writing?”

by L. Lennie Irvin – via BB

Week 2
August 31 Chapter 3 (3.3, 3.4) Understand assignment/
Chapter 10 (10.1, 10.2) Create a thesis/ Types of
sources
September 2 Chapter 10 (10.3, 10.4, 10.5) Popular sources/ Informal Writing #2 (in-
Academic sources/ class)
“Walk, Talk, Cook, Eat: A Guide Scholarly sources/
to Using Sources” by Cynthia R. Conducting Research
Haller – via BB
Assignment handout:
Essay 1 – Research
 Strategy Essay
Week 3
September 7 Chapter 12 (12.1, 12.2, 12.3, MLA Format Informal Writing #3
12.4) (in-class)

“So You’ve Got a Writing

Assignment. Now What?” by
Corrine E. Hinton

September 9 Chapter 3 (3.5, 3.6, 3.7, 3.8) Revising/ Peer Review/ Essay 1 – Draft for Peer
Proof Reading/ Editing Review Due

Week 4
September 14 Chapter 9 (9.1, 9.2, 9.3, 9.4) The Research Process Essay 1 – Final Draft Due
September 16 Chapter 11 (11.3, 11.4, 11.5) Citation/ Quoting/ Informal Writing #4
Paraphrasing (in-class)
“Assessing Source Credibility for
Crafting a Well-Informed
Argument” Kate Warrington,
Natasha Kovalyova, and Cindy
King – via BB

Week 5
September 21 Chapter 11 (11.1, 11.2) Ethical Source
Integration
September 23 Chapter 9 (9.5) Keeping Track of Your Informal Writing # 5
Sources and Writing an (in-class)
“Wikipedia Is Good for You!?” Annotated Bibliography
by James P. Purdy
Assignment 2 Handout –
Prospectus with Abstracts
Week 6
September 28 Chapter 2 (2.1, 2.2, 2.3) Why We Read/ How to Prospectus – Draft 1 Due
Read Effectively/ How to
Read Rhetorically
September 30 Chapter 2.4 Responding to a Text Informal Writing # 6
(in-class)
“How to Read Like a Writer” by
Mike Bunn

Week 7
October 5 Chapter 6 (6.1, 6.2, 6.3) What is Rhetoric? / Prospectus – Final Draft
Rhetorical Situations / Due
Rhetorical Analysis
October 7 Chapter 6 (6.4, 6.5, 6.6, 6.7) Rhetorical Appeals/ Informal Writing # 7
Logical Fallacies/ Self (in-class)
“Finding the Good Argument Analysis / Critical
OR Why Bother With Logic?” by Analysis
Rebecca Jones
Week 8
October 12 Chapter 5 (5.1, 5.2)
October 14 Chapter 5 (5.3, 5.4, 5.5)
“Annoying Ways People Use
Sources” by Kyle D. Stedman
Week 9
October 19 Chapter 4 (4.1, 4.2, 4.3)
October 21 Chapter 4 (4.4, 4.5, 4.6)
“The Sixth Paragraph: A Re-
Vision of the Essay” by Paul
Lynch
Week 10
October 26 Chapter 7 (7.1, 7.2, 7.3)
October 28 “An Introduction to and and
Strategies for Multimodal
Composing” Melanie Gagich
Week 11
November 2 Chapter 8 (8.1, 8.2)
November 4 Chapter 8 (8.3)
“Looking for Trouble: Finding
Your Way into a Writing
Assignment” by Catherine Savini
Week 12
November 9 Chapter 8 (8.4)
“On the Other Hand: The Role of
Writing Summaries /
Synthesizing in Your
Writing
Making Connections/ Informal Writing # 8
Informative vs (in-class)
Argumenetative Synthesis
/ Literature Review
Synthesis
Assignment 3 Handout –
Explanatory Synthesis
Basic Essay Structure/ Explanatory Synthesis –
Body Paragraphs/ Topic Draft 1 Due
Sentences
Supporting Evidence/ Informal Writing # 9
Explaining Evidence/ (in-class)
Paragraphs
Multimodality/ Reading Explanatory Synthesis –
Traditional and New Final Draft Due
Media/ Digital
Composition and
Multimodal Texts
Intro to Final Essay – Informal Writing # 10
Research Supported (in-class)
Argument
Assignment 4 Handout – October 29th Last day to
Research Supported Withdraw
Argument
Arguing/ Basic Structure
and Content of Argument
Types of Evidence in Informal Writing # 11
Academic Arguments (in-class)
Counter Argument and Informal Writing # 12
Response (in-class)
 Antithetical Writing in First Year
Composition Courses” by Steven
D. Krause
November 11 NO CLASS – Veterans’ Day Thank a veteran today!
😊

Week 13
November 16 Chapter 8 (8.5) Failures in Evidence
November 18 “How to Write Meaningful Peer Peer Review Research Research Supported
Response Praise” Ron DePeter Supported Argument Argument – Draft 1

Informal Writing #14

(peer review response
form in-class)

Week 14
November 23 Chapter 12 (12.5, 12.6, 12.7) APA Format Informal Writing # 13
“Everything Changes, or Why (in-class)
MLA Isn’t (Always) Right” by
Janice R. Walker
November 25 NO CLASS – Thanksgiving Enjoy your holiday!!!
Break

Week 15
November 30 Conferences – Essay List of
Review w/ Instructor Questions/Concerns
regarding essay
December 2 Strategy Presentations:
Research Supported
Argument
December 9 Research Supported
Argument – Final Draft
Due