COMP111H English Composition II (Honors section)
Department of Language & Literature: Composition
- I. Course Number and Title
- COMP111H English Composition II (Honors section)
- II. Number of Credits
- 3 credits
- III. Number of Instructional Minutes
- IV. Prerequisites
- COMP110 (C or better) or Permission of the Department of Language and Literature; admission to the Honors@Bucks program
- V. Other Pertinent Information
The Department of Language and Literature has determined that all composition courses will require a minimum of 5000 words in formal writing assignments. Although revision is strongly encouraged, when revision of a graded paper is permitted to allow the student to attain a higher grade, such revision, whether merely editing or major rewriting, cannot become the sole basis for the grade received in the course.
This course meets the General Education requirement in Writing.
This course meets the General Education requirement in Critical Thinking.
This course meets the General Education requirement in Information Literacy.
COMP111H is part of the Honors@Bucks program. Honors@Bucks challenges high-ability, intellectually curious students through coursework emphasizing scholarly research, high-order critical thinking, and experiential learning.
Students cannot register for honors coursework until they have applied to and been accepted by the Honors@Bucks program.
Honors@Bucks is open to students in all associate-degree programs who meet Honors@Bucks' criteria.
- VI. Catalog Course Description
- In this continuation of English Composition I, students write several analytical essays assigned in conjunction with classroom study of a range of readings, including literature and critical analysis, that may center around a course theme. After sequenced instruction in research techniques, students write an argumentative and scholarly research paper.
- VII. Required Course Content and Direction
Course Learning Goals
- critically read and evaluate selections from a range of course readings;
- interpret, analyze, and evaluate written texts [Critical Thinking];
- articulate and develop a unified, restricted, and precise thesis [Critical Thinking & Writing];
- produce writing that is unified, coherent, detailed, and grammatically, syntactically, and mechanically correct [Writing]; and
- find, evaluate, and ethically use a variety of sources appropriate to academic research writing [Information Literacy].
Planned Sequence of Topics and/or Learning Activities
- In the course, students produce 5000 words of finished prose. This includes a scholarly research essay of approximately 2500 words (approximately 10, double-spaced, typed pages), with an argumentative thesis and proper documentation. The course also includes several multi-paragraph academic essays, at least one of which is written in class and/or according to the procedures for eLearning courses.
- The research essay demonstrates library research and the use of proper academic documentation. The topic should be challenging enough to produce worthwhile investigation and must show evidence of the student's synthesis of source material. Process assignments such as working bibliography, outline, research notes, and/or early draft(s) must be submitted in an appropriately-paced sequence prior to collecting the final draft of the research paper. The research paper should show the student's ability to evaluate, explain, analyze, synthesize, and cite sources in defense of an argumentative thesis statement. Research papers cannot be personal essays; reports on a topic, with summaries and sources, but without an argumentative thesis and evaluation; or papers previously submitted.
- Conduct library research and competently identify potential sources by utilizing research technology, including internet research, standardized databases, the library catalog, and other appropriate electronic resources;
- Demonstrate proficiency in using reference works, books, periodicals, various electronic source material, and other appropriate resources to find information;
- Demonstrate skill in using a conventional style of documentation along with an awareness of other documentation styles and academic integrity.
- Evaluate sources for credibility and relevance.
Reading Assignments: Over the course of the semester, students read, analyze, and interact through writing with a selection of college-level texts, including but not limited to scholarship and literary texts.
Assessment Methods for Course Learning Goals
Students will be assessed on the following:
- The research paper and significant related assignments must constitute between 45-50% of the final grade.
- Other secondary evaluative tools, such as quizzes, short responses, and class participation, shall contribute a total of no more than 10% of the final grade for the course.
- Other writing requirements as assigned will constitute the remainder of the grade.
Reference, Resource, or Learning Materials to be used by Student:Required: The information literacy materials and research resources available through the Learning Resources department (see "Research Activities," above, for details) will be used alongside resources chosen by the professor according to guidelines established by the Composition/Literature Area faculty. In addition, to support the development of critical analysis and writing skills, the course utilizes a substantial selection of academically-rigorous college level writing. Excessive use of student writing, newspaper articles, blogs, or essays from popular magazines should be avoided. The required reading selections must be supplemented by a rhetoric with a focus on research writing. Students are also encouraged to use writing reference materials produced by the Academic Success Center and other reputable sources. See individual course syllabi.
Originally prepared by the English Department at Temple University and adapted by the faculty of the Department of Language and Literature.
Review/Approval Date - 4/98; Core Goals/Objectives added 9/05; New Core 8/2015; 02/2019