ENGL 1213 — Composition 2


At Oklahoma State University, we use an outcomes based approach to the teaching of composition. Our program outcomes are derived from the Council of Writing Program Administrator’s Outcomes Statement for First-Year Composition. Our outcomes articulate what we want our students to know and to do by the end of each course.  

The outcomes for each course must be included verbatim on your syllabus. We also recommend, but do not require, that you write course-specific outcomes that articulate what you intend your students to know and do in addition to the program outcomes.  Your course outcomes should connect to program outcomes appropriately. The Instructor Handbook includes a chapter on writing outcomes for your use.  Program Directors can also answer questions or provide feedback on your proposed outcomes.

English 1213 Outcomes

In addition to building upon the outcomes from English 1113, in English 1213, all students will:

  • Identify conversations surrounding a particular subject through research and inquiry, and enter those conversations by crafting research questions, synthesizing outside sources, and identifying potential avenues for further inquiry.
  • Enter and explore a selected archive and be able to both summarize its content as well as to analyze, evaluate, and draw an evaluative conclusion about the archive’s rhetorical context and properties.  
  • Explore a research subject deeply by identifying important source material about that subject, and engage with that material through analysis, summarization, and visualization.
  • Develop an awareness of their own research and writing processes through reflection and self-assessment.
  • Develop and explore their own research questions into a thesis-driven, researched essay that builds an original argument in which they make rhetorical decisions about issues including - but not limited to - style, tone, organization, and evidence.
  • Critically interrogate and evaluate the rhetorical context of sources, including—but not limited to—their scope, agenda, exigency, and purpose. 
  • Demonstrate proficiency with conventions of academic style by consistently and accurately summarizing, paraphrasing, and quoting source materials, by clearly citing and distinguishing their own prose from source materials, and by correctly utilizing both in-text and bibliographic citation according to a chosen style guide (such as MLA, APA, or Chicago).
  • Revise and edit multiple drafts to produce writing that is well organized, mechanically and grammatically sound, and mostly error free.

 

Textbooks

OSU cover blueEveryone's an Author cover imageLunsford, Andrea, et al. Everyone's an Author: with Readings. 2nd ed. New York: Norton, 2016.

Lewis, Lynn C. ed. Inquiry, Research, and Argument at Oklahoma State University. Southlake, TX: Fountainhead Press, 2016.

Student Readings and Resources

Teaching Resources:

Sample Syllabi  

Assignment Sequence & Samples

A full explanation of the assignment sequence - including suggested readings from the textbook - can be found in the program handbook. Below, you will find a breakdown of how much each assignments counts for students’ final grades, as well as sample syllabi, assignment sheets, and grading rubrics. 

Below, you will find sample assignment sheets from a variety of instructors for all the required assignments in the program’s sequence. These assignment sheets should not be considered perfect models nor should instructors in the program believe that their own assignment sheets must  adhere to a standard laid out by these. For the purpose of our program, we believe an effective assignment sheet will do the following:

  • First, an effective assignment sheet should describe the rhetorical situation to which students will enter and respond. This could be a particular problem that students for which the assignment offers some solution. For example, in teaching the profile essay, you might have students respond to the rhetorical situation of the library doing a speaker series, and your students are tasked with writing profiles to advertise those speakers. Put another way, your assignment sheet should be less about the formal properties of the essay (such as its point of view, its generic conventions, and so on) and more about what students will actually do (how they will select and organize details or conduct analysis, for example).

  • Second, assignment sheets must adhere to the Curricular Outcomes for FYC. This means that your assignment sheet should describe to students the type of work they will be doing in each unit to demonstrate that they have met particular outcomes.

  • Third, all assignment sheets must include all elements on the assignment sheet checklist found in the First-Year Composition Instructor Handbook. You should have received a handbook during orientation, and the current version can be found on the homepage of this website.

  • Fourth, assignment sheets should be mostly professional in tone. Although this may shift some depending on the particular classroom demeanor and community you cultivate, remember that these are ultimately professional documents that should describe the writing your students will actually do.

 

 Archival Rhetorical Context & Properties (10%)

 

 Archival Analysis and Evaluation (20%)

     

 The Infographic (20%)

 

 Student's Own Question (25%)

Final Exam (5%)

Instructors must hold a final evaluative experience during the final exam time scheduled by the university. Instructors may determine the nature and form of this exam at their own discretion. Previous instructors have used such forms as reading exams, timed writing, and presentations. You may not simply have students turn in a pre-prepared portfolio or paper during the exam.

Course Specific (20%)

Instructors should create homework, assignments, or activities to account for the discretionary percentage of points for each course they teach. These points could be allocated through some combination of class participation, peer review, homework assignments, reading quizzes, and so on.