ENG102 Fall 2008 Update
English Area policy requires
that part-time ENG102 faculty will use the books listed below as the core book(s) for the class. If part-time instructors wish to
order other books in addition to the core book, that is very acceptable,
but again, each part-time instructor should be in contact with her or his
mentor to talk about this. ENG102
Gawande, Atul, ed.
The Best American Science Writing 2006.
NY: Harper Perennial, 2006. 006072644X
If you are using the Axelrod or Kirscht and Schlenz, you will
have noticed that the direct words “scientific discourse” do not necessarily
appear. Ms. Rebecca Reynolds, one of our
part-time colleagues, for instance, has pointed this out. This isn’t a disconnect between SLOs/Student Performance Objectives and materials, but it
does put each instructor in the position of raising scientific discourse as a
topic, and addressing it either by looking into the scientific rhetoric as it
may appear in some pieces found in the readers, and taking the class into targeted scientifically-based readings drawn from
professional journal articles made available to students via the SCIENCE DIRECT
and other science databases at the college library online. This is what we intend in SLO #4 (see
below). Nichola
Lerczak, NJLerczak@genesee.edu,
Assistant Professor/Librarian (our
library-orientation leader for ENG101) does arrange ENG102 focused research
orientations directed to the work identified in SLO #4. Part of the follow-up to ENG101 is to
continue use of the library databases, and a standard scientific “review of the
literature” lends itself well to the use of science-oriented databases.
ENG102 - English
Communication 2 Credits:
3
Catalog Description:
Continues study of rhetorical principles introduced in ENG101 by focusing on
scientific writing, including expressive, exploratory, and ethical strategies within
the sciences. Emphasizes critical thinking skills,
particularly inductive and deductive logic, as they apply to empirical and
philosophical issues in the sciences. Students write six to eight
compositions and several examinations. Computer labs may be used, although
computer knowledge not necessary, except for online course sections.
Prerequisite: ENG101.
Lecture: 3 hrs.
Student Performance
Outcomes:
Upon successful completion of this course, students will be able to:
1. Develop critical thinking skills via reading materials employing scientific
discourse;
2. Demonstrate the ability to understand the vocabulary and concepts involved
in expressive discourse by writing a minimum 800 word expressive paper;
3. Demonstrate the ability to understand the vocabulary and concepts involved
in scientific discourse by writing a minimum 800 word paper using deductive and
inductive reasoning;
4. *Complete a 1200 word (minimum) research paper, demonstrating an ability to
apply library research to scientific writing as evidence of the student's
evaluation of research sources and application of those to academic writing;
the paper will take the form of a "review of the literature,"
documenting a minimum of 5 sources, demonstrating the student's ability to
understand the scientific reasoning within the documented sources.
5. Demonstrate the ability to understand the vocabulary and concepts involved
in exploratory discourse by writing a minimum 800 word paper using heuristics;
* This course objective has been identified as a student learning outcome that
must be formally accessed as part of the College's Comprehensive Assessment
Plan. All faculty teaching this course must collect
the required data (see Accessing Student Learning Outcomes form) and submit the
required analysis and documentation at the conclusion of the semester to the
Office of Assessment and Special Projects.
Content Outline:
I. Review of English 101 overview concepts
II. Expressive Writing
A. Discussion of rhetorical situations associated with expressive writing;
B. Discussion of specific concepts and accompanying vocabulary which are
characteristic of expressive writing, i.e. the self, and its relationship to
others and to the various worlds in which the self is found;
C. Discussion of impact of various expressive rhetorical situations on writing
strategies;
D. Application of rhetorical theory to a variety of papers and readings.
III. Instruction by a GCC librarian in research methods, appropriate online
databases, and documentation as they apply to research in the sciences.
IV. Empirical and philosophical scientific writing
A. Discussion of rhetorical situations associated with scientific writing;
B. Discussion of specific concepts and accompanying vocabulary which are
characteristic of scientific research and argumentation i.e. definitions,
evidence, axioms and logical fallacies;
C. Discussion of impact of various scientific rhetorical situations on writing
strategies;
D. Instruction in research methods and documentation as they apply to empirical
and philosophical research;
E. Application of rhetorical theory and library research skills to a variety of
papers and readings.
V. Exploratory writing
A. Discussion of rhetorical situations associated with exploratory writing
applied to the sciences;
B. Discussion of specific concepts and accompanying vocabulary which are
characteristic of problem solving and scientific discovery i.e. heuristic
devices, both formal and informal;
C. Discussion of impact of various exploratory rhetorical situations on writing
strategies (such as forming tentative definitions, engaging in dialogues,
proposing solutions);
D. Instruction in research methods and documentation as they apply to
exploratory research;
E. Application of rhetorical theory and library research skills to a variety of
papers and readings.
Grading:
A student's final grade is determined on the basis of successful completion of
all assigned papers and essays, tests, and quizzes, class attendance and
participation.
Effective Term: Fall 2007