Size of the class. We're a small group. So, we are going to do this seminar style as much as possible. That means a lot of interactive and active learning, where you will be learning from and in discussion with each other. I will make heavy use of class time for your composition projects. Having said that . . . .

Get all work in on time. All assigned work is on Canvas, and it's very easy to keep track of it: Set Canvas "Notifications" to "Notify Immediately" on everything and/or just click on the course and see "Course Summary," "To Do," "Coming Up," The Canvas course is your syllabus and, so, like any syllabus, you check it to see start and due dates of assigned work. All of our work for the semester is on the home page. In class, please have a laptop computer handy. It's a basic tool for our classroom work.

For quizzes, Canvas automatically saves your work throughout the period the assignment is open. So, you may work on them as slowly as you wish. Don't click "Submit" until you are sure you are done. You may work other classmates on them.

Feedback on quizzes: 24 hours after the due date, you will be able to see your correct/incorrect responses and the answer key.

You are expected to attend class every day, to be punctual, and to not leave early. You will be better prepared for class-review quizzes and you will minimize your homework. Here is how attendance and punctuality is graded and monitored.

Show an interest, ask questions, raise points, contribute to discussion in class. Make sure you take notes so that you are prepared for Class Review Questions. For all classroom sessions, there's anongoing discussion thread containing items I will cover in class and where you can post your thoughts, including anything you would like to discuss in class.

Academic accommodations must be sought through the Center for Academic Excellence

Course Goals

Second-Year Composition is the second writing-intensive course required of all undergraduates at the University, offering discipline-specific sections serving a variety of academic interests. The course emphasizes persuasive and researched writing, revision, and composing in various forms and media. Students will continue to develop reading comprehension, rhetorical knowledge and facility with the writing process as well as the conventions of Standard Academic English in both writing and presentation. Addresses GLE Learning Outcomes for Written Communication (WC) and Oral Communication (OC), as well as opportunities to further develop Information Literacy (IL) and Inquiry and Analysis (IA). Prerequisite: C or better in GLE110.

Upon successful completion of this course, students demonstrate the following learning outcomes as determined by their performance assessments:
Transfer Rhetorical Knowledge you learn in this course to more effectively read, write, and speak to specific audiences in all your courses and beyond in your life as a citizen and professional.
Critically Read sources and use rhetorical analysis to identify the strategies authors use to reach their audiences as well as summarize what those authors are saying.
Write/Compose using the writing process to synthesize sources to answer inquiry questions as well as publish using a variety of organization and delivery strategies as well as platforms.
Speak/Present using a variety of organization and delivery strategies as well as platforms.

In sum, we focus on these skills: academic inquiry and analysis, critical thinking, reading comprehension, oral and written communication, information literacy, digital literacy

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Extra credit is given at the discretion of the instructor and is not to be requested by students.