Continued practice of the process of argumentative academic writing, applied to literary texts and culminating in a research paper. Students who do not earn a grade of C or higher must re-enroll in ENGL 112 the succeeding term. Prerequisite: grade of C or higher in ENGL 111, or placement by ACT English Score or by SAT Writing Score: students whose ACT English Score is from 30 to 36 or whose SAT Writing Score is from 660 to 800 will be placed in ENGL 112. G.E. Offered Fall and Spring.
Prerequisite(s) / Corequisite(s):
Grade of C or higher in ENGL 111, or placement by ACT English Score or by SAT Writing Score: students whose ACT English Score is from 30 to 36 or whose SAT Writing Score is from 660 to 800 will be placed in ENGL 112.
Course Rotation for Day Program:
Offered Fall and Spring.
Most current editions of the following:
Required texts must include:
A reader of literary texts (poems, short fiction, drama) chosen from texts 1 - 6 below.
A handbook that provides information and guidance for writers of research papers, and which includes formatting guidelines for current MLA and other prominent documentation styles. Texts 7 - 10 below satisfy this requirement; however, the list does not exclude the choice of other composition handbooks in their most recent editions.
Literature, An Introduction
By J. Kennedy and Dana Gioia (Longman) Category/Comments - literature anthology with apparatus Recommended
Bedford Introduction to Literature
By Michael Meyer (Bedford) Category/Comments - literature anthology with apparatus Recommended
Literature: Reading Fiction, Poetry, Drama, and the Essay
By Robert Di Yanni (McGraw Hill) Category/Comments - literature literature anthology with apparatus Recommended
An Introduction to Literature
By Sylvan Barnet et. al. (Longman) Category/Comments - literature anthology with apparatus Recommended
The Norton Introduction to Literature
By Alison Booth and Kelly J. Mays (Norton) Category/Comments - literature anthology with apparatus Recommended
Literature: An Introduction to Reading and Writing
By Eds. Edgar V. Roberts and Robert Zweig (Longman) Category/Comments - Recommended
The Little, Brown Handbook
By Ramsey Fowler (Pearson) Category/Comments - handbook with discussion of research Recommended
A Writer's Reference with Exercises
By Diana Hacker and Nancy Sommers (Bedford) Category/Comments - handbook with discussion of research Recommended
The Hodges, Harbrace Handbook
By Cheryl Glenn and Loretta Gray (Wadsworth) Category/Comments - handbook with discussion of research Recommended
By Rebecca Moore Howard (McGraw Hill) Recommended
Course Learning Outcomes
Demonstrate the process of argumentative academic writing, including organizational clarity, use of evidence, and revision.
Utilize research in argumentative writing about literature.
Analyze complex texts using literary concepts and terminology.
Discuss the meanings of literary texts.
Major Topics/Skills to be Covered:
Instruction focuses on the full process of academic writing by requiring students to make organized arguments with high standards of evidence. In ENGL 112, students apply this process to primary texts in each of three genres: poetry, fiction, and drama.
Departmental policy requires students to write and submit for evaluation at least three well-developed, argumentative, analytical essays for a total of 2500-3500 words (including the research essay).
Departmental policy requires students to write and submit for evaluation a substantial research essay (minimum 750 words in length) that incorporates at least three works of literary criticism.
Students should receive instruction in college-level research (using academic databases, distinguishing between reliable and unreliable sources, finding appropriate print sources) and in evaluating and responding to peer-reviewed critical sources.
Students should receive instruction in the responsible use of research and should employ a citation style such as MLA format in each of their essays.
Students should read and discuss literary texts that lend themselves to critical analysis and require complex approaches and understandings.
Literary texts must include poetry, fiction, and drama. Students should differentiate among genres and explain how themes appear in each of the genres.
Students should use literary concepts and terminology as appropriate and should analyze literary texts for subtlety, shades of meaning, and non-literal expression such as metaphor.
Students should revise their writing thoroughly and effectively, emphasizing organizational clarity, high standards of evidence, and conscientious editing.
Students must revise in response to self-criticism, peer feedback, and instructor feedback. At least one writing assignment must utilize multiple kinds of feedback, such as instructor comments, peer review, and class-wide critique of a draft.
Students should develop skills in using complex and varied sentence structures that maintain correctness.
Students must take an in-class exam in which they identify and/or demonstrate the conventions of academic writing.
Information about student performance on essay assignments may be collected and provided to full-time English faculty. For example, instructors may be required to collect data about student performance on a “literary analysis essay” or the “research essay.”
Recommended maximum class size for this course: 20
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by
the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this
course for Columbia College are expected to facilitate learning pursuant to the course learning outcomes and cover the subjects listed in the Major Topics/Skills to be Covered section.
However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's
subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.