ENGLISH 302. ADVANCED COLLEGE GRAMMAR AND COMPOSITION. I.
COURSE DESCRIPTION. A detailed study of classical and modern rhetorical ...
SOUTH CAROLINA STATE UNIVERSITY DEPARTMENT OF ENGLISH AND MODERN LANGUAGES ENGLISH 302 ADVANCED COLLEGE GRAMMAR AND COMPOSITION
I.
COURSE DESCRIPTION A detailed study of classical and modern rhetorical methods to be used in the various forms and levels of discourse; also, some consideration of traditional, structural, and transformational grammars as a mean of achieving greater skills in composition. Prerequisites: E 150, 151, 201, 202, and passing score on the English Proficiency Exam (or E 152).
II.
COURSE RATIONALE The mission of the Department of English and Modern Languages is to support the general mission of the College of Education, Humanities, and Social Sciences and South Carolina State University by systematically providing quality instruction to diverse students in an effort to assist them in developing high levels of intellectual, professional, and personal growth. The aim is to prepare knowledgeable, technologically literate, lifelong learners for careers, and/or advanced study. Ultimately, we endeavor to prepare people to be competent citizens and leaders in our complex and diverse global society. The degree program in Professional English stresses the development of reading, writing and analytical skills in relation to the interpreting and understanding of significant literary works. These skills are important for students who plan to do advanced study in English or who would like to pursue careers in those fields requiring English communication skills, such as advertising, editing, law, journalism, and public relations. The liberal arts background of the Professional English major may also be useful in the areas of government, business, and industry, which emphasize effective communication. The degree program in English Education is designed to prepare students to meet teacher certification requirements in the state. It also essentially equips students for teaching careers at the secondary and post-secondary levels. Students complete a rigorous curriculum in both English and Education to develop their skills as professional educators who are effective performers, reflective decision-makers, and humanistic practitioners. English 302 expands on the reading, writing, and critical thinking skills built in courses such as E 150, 151, 201 and 202. By examining classical and modern rhetorical texts and understanding the strategies of their authors, students will learn how to shape their own writing to achieve a variety of purposes. The course will also encourage students to expand their vocabulary and build skills in the selection and construction of more complex grammatical sentences. The course teaches students the power of the written word and how to harness that power for their own objectives. Students will refine their 1
critical thinking and research skills to find and utilize the most persuasive sources to support and enhance their projects. This course is aligned with the mission of SCSU, as it contributes to the training of competent and skilled graduates prepared to meet life’s challenges and demands. III.
COURSE COMPETENCIES LEARNING OBJECTIVES Identify specific rhetorical contexts, including purpose, topic, and audience in reading selections.
RELEVANT STANDARDS NCTE/IRA 3
Organize writing to support a central idea through unity, coherence, and logical development appropriate to a specific writing context.
NCTE/IRA 5
Narrow/restrict a topic to formulate an explicitly-stated thesis and compose a well-developed essay with minimal errors for a specific audience within the classroom setting and period and/or outside that setting.
NCTE/IRA 6 SCELACS E 4.4
Summarize, paraphrase and quote from sources to maintain academic integrity and to develop and support one's own ideas.
NCTE/IRA 7 SCELACS E 4.6 NCTE/IRA 4, 11
Revise writing using feedback obtained from peer review, instructor comments and/or other resources. Assess one's own writing strengths and identify strategies for improvement through instructor conference, portfolio review, written evaluation, and/or other methods.
NCTE/IRA 4
Generate, format, and edit writing using appropriate technologies.
NCTE/IRA 8
Write full-length essays for various audiences and using various rhetorical modes.
NCTE/IRA 4, 5, 12 SCELACS E 4.5 NCTE/IRA 6 SCELACS E 4.4 NCTE/IRA 4, 5, 8, 12
Use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics. Generate visual/verbal arguments that incorporate the use of technology to make arguments for various audiences.
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IV.
EXPECTED MEASURABLE OUTCOMES LEARNING OBJECTIVES Identify specific rhetorical contexts, including purpose, topic, and audience in reading selections. Organize writing to support a central idea through unity, coherence, and logical development appropriate to a specific writing context. Narrow/restrict a topic to formulate an explicitly-stated thesis and compose a welldeveloped essay with minimal errors for a specific audience within the classroom setting and period and/or outside that setting. Summarize, paraphrase and quote from sources to maintain academic integrity and to develop and support one's own ideas. Revise writing using feedback obtained from peer review, instructor comments and/or other resources. Assess one's own writing strengths and identify strategies for improvement through instructor conference, portfolio review, written evaluation, and/or other methods. Generate, format, and edit writing using appropriate technologies. Write full-length essays for various audiences and using various rhetorical modes. Use appropriate conventions in writing, including consistent voice, tone, diction, grammar, and mechanics. Generate visual/verbal arguments that incorporate the use of technology to make arguments for various audiences.
V.
RELEVANT STANDARDS NCTE/IRA 3
ASSESSMENT(S)
NCTE/IRA 5
NCTE/IRA 6 SCELACS E 4.4
NCTE/IRA 7 SCELACS E 4.6 NCTE/IRA 4, 11
NCTE/IRA 4
NCTE/IRA 8 NCTE/IRA 4, 5, 12 SCELACS E 4.5 NCTE/IRA 6 SCELACS E 4.4 NCTE/IRA 4, 5, 8, 12
OUTLINE OF COURSE CONTENT The schedule of assignments will be provided to students by the instructor. In general, students will cover the following concepts over the course of the semester: Writing as a process Rhetorical Triangle/Rhetorical Situation Critical Reading 3
Logical Fallacies Visual Arguments Research-based arguments and documentation
VI.
LIBRARY ASSIGNMENT Library Assignments are given at the discretion of the individual instructor and will be provided in a syllabus addition.
VII.
SPECIAL COURSE REQUIREMENTS Special course requirements are given at the discretion of the individual instructor and will be provided in a syllabus addition.
VIII. METHOD OF EVALUATION Method of evaluation is given at the discretion of the individual instructor and will be provided in a syllabus addition.
IX.
BIBLIOGRAPHY Bibliography is given at the discretion of the individual instructor and will be provided in a syllabus addition.
X.
DISABLED STUDENT SERVICES The Office of Disabled Student Services (ODS) at South Carolina State University offers a variety of services for students with documented disabilities including but not limited to students with learning disabilities, those who are deaf or hard of hearing, those who are visual or mobility impaired, and/or those who are diagnosed with a psychiatric or medical disorder(s). South Carolina State University complies with Section 504 of the Rehabilitation Act of 1973 and with the Americans with Disabilities Act of 1990 (ADA). According to Section 504 and ADA, “a person with a disability is someone who has a disability that impairs a major life function, who has a history of having a disability, and or who is regarded as having a disability.” The university requests that students notify the Office of Student Disability Services (located in the Counseling and Self-Development Center, adjacent to Brooks Health Center) of any special accommodation needs at least 30 working days prior to the first day of class. This notification will help to ensure the quality and timely procurement of equipment and services requested. Students are responsible for supplying the appropriate documentation to the Office of Student Disability Services prior to receiving classroom accommodations. Barring disclosure to classroom instructors for the purpose of enhancing the learning environment, confidentiality of the information received will be maintained.
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