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Rhetoric & Composition II, English 102-Section (class number) 013 (3847), 014 (4173), 015 (3848), IN2 (3866), & IN6 (4471)
Fall 2018

Instructor: Winnie M. Kenney, Assoc. Professor
Class time, Section 013 (3847): TuTh 09:30-10:45AM: Meeting Dates 08/21/2018-12/06/2018 + Exam Th 12/13/2018 09:30
AM-11:20 AM
Class time, Section 014 (4173): TuTh 11:00AM-12:15PM: Meeting Dates 08/21/2018-12/06-2018 + Exam Th 12/13/2018
11:30AM-01:20 PM
Class time, Section 015 (3848): TuTh 12:30-01:45PM: Meeting Dates 08/21/2018-12/04/2018 + Exam 12/11/201 11:30AM-
1:20 PM
Class time, Section IN2 (3866): TBA Meeting Dates 08/20/2018-12/13/21018
Class time, Section IN6 (4471): TBA Meeting Dates 08/20/2018-12/13/2018
Semester hours: Lecture Hours: 3 Lab Hours: 0
Class Location, Section 013 (3847) Campus: Belleville LA Bldg. Room: 3332
Class Location, Section 014 (4173) Campus: Belleville LA Bldg. Room: 3317
Class Location, Section 015 (3848) Campus: Belleville LA Bldg. Room: 3317
Class Location, Section IN2 (3866) Campus: Internet Room: N/R
Class Location, Section IN6 (4471) Campus: Internet Room: N/R
Phone: 618/222-5430
Toll Free in Illinois: 1-866-942-SWIC (7942) x5430
Office Hours: MoWeFr 08:00-08:50 AM
TuTh 01:50-02:40 PM
Office: Campus: Belleville Room: LA 2344

English 102 focuses on the processes of academic inquiry and source-supported writing, while continuing to practice prewriting,
drafting, revision, and editing strategies. Students will gain experience using a variety of research methods including interview,
observation, survey, peer-reviewed journals, electronic databases, and other written/visual/aural texts or artifacts. Students will use
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reflections to critically analyze and evaluate information and ideas from a variety of sources, and use such sources effectively in their
own writing. Type: T, IAI-C1 901R

PREREQUESITES: English 101 with a grade of “C” or better.

By practicing writing as a recursive process (inventing, drafting, reviewing, revising, and editing), successful students will [use]:
(Primary) Invention
 Engage in inquiry through writing, reading, discussion[,] and research;
 Employ creative and critical thinking;
 Collaborate with peers in developing topic and purpose;
 Articulate their writing choices, strategies, growth, strengths, and weaknesses.
(Primary) Presentation
 Achieve rhetorical purpose to meet readers’ needs, expectations, and contextual constraints;
 Collaborate with peers to foster competent and professional presentation;
 Proofread and correct their revised text;
 Employ appropriate format and citation conventions.
(Primary) Arrangement
 Construct texts around a central controlling idea;
 Support a main idea with concrete and worthwhile details, examples[,] and reasons;
 Develop an organizing principle that supports rhetorical purpose;
 Compose in multiple genres appropriate for multiple contexts;
 Collaborate with peers to engineer cogent arrangement.
(Primary) Style
 Construct an effective ethos to achieve rhetorical purpose;
 Cultivate style and tone by strategically employing rhetorical devices appropriate for the situation/circumstance;
 Make conscious, skil[l]ful, and/or artistic choices regarding language use;
 Collaborate with peers to improve and adapt writing style.
(Primary) Research
 Engage in research as a process of inquiry and discovery, formulating research questions and developing (or following)
appropriate methods for pursuing those questions;
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 Interact with a variety of primary and secondary written/visual/aural texts, discovering individual insights and formulating
their own stance throughout the writing process;
 Gather sources and evaluate their reliability, accuracy, value, and currency.


Students who complete a degree from SWIC will gain competency in skills related to communication, reasoning, and citizenship. In
this class, students will develop skills or be exposed to the following competencies:
Citizenship Skills Communication Skills Reasoning Skills
Civic & Social Computer Literacy X Critical Thinking X
Personal Accountability Oral Communication Quantitative Literacy
Writing X

Holdstein, Deborah H. & Danielle Aquiline. Who Says? The Writer’s Research. New York: Oxford UP, 2017. ISBN: 978-0-19-
063347-9. eBook: 978-0-19-063504-6.
Course Materials
All students need in and out of class access to:
 Who Says?
 (Blackboard)
 (SWIC student email at Office 365)
 (eSTORM password)
 (SWIC library)
 SWIC student ID care with SWIC library barcode
By group roles needed in and out of class:
 Leaders: any of the following in their absence
 Note-takers: Internet access from a word processor and/or paper/note cards, pen/cil, and camera
 Readers: class handouts including MLA8 style and group notes archive
 Speakers: group notes and speaking voice
 Taskmasters: clock/stopwatch and Blackboard tasks/SWIC student emails for group
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Methods of Presentation: Individualized and collaborative writing activities, peer review, class discussion, instructor-student
dialogue, instructional presentations, writing workshops, possible computer-assisted instruction and/or conferences, and, on occasion,
library instruction. The use of alternative locations should not exceed one quarter of the regular class meetings.

Methods of Student Evaluation: The number of papers will be determined by the instructor, but students must produce no fewer than
5000 words of finished, edited work, at least 3000 of which should include multiple sources. Additional work, including journals,
submission notes, reading logs, writings logs, letters, on-line interactions, etc., may also be assigned. At least 75% of the course grade
should be based on writing assignments.

Grading Scale (Total points/%) Final Grade

93-100 A
86-92 B
78-85 C
70-77 D
0-69 F
Completed by 22 Mar. 2019 or F I
Missing 16 points by 16 Oct. 2018 W
Missing 31 points by 20 Nov. 2018 WF

Assignment (type) Point(s) Number of times For the semester

Initiating Conversation questions 1 10 10
Ideas into Practice 1 10 10
Sample student research papers discussions 1 5 5
Evaluating Resources: A Checklist 1 3 3
Interview and other field research 4 2 8
Annotated bibliography entries 2 5 10
Revising and Taking One Last Look at Your Thesis 4 2 8
Peer reviews 4 4 16
Presenting Your Research and Communicating Your Data or Research Visually 15 2 30
Total possible points 100
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Initiating Conversation questions

As a group, Initiating Conversation questions in each Who Says? chapter (Holdstein & Aquiline 4, 13-14, 29, 35, 61, 77-78, 115, 100,
125, 144) will be answered in class. Each Initiation Conversation is one possible group point for thoroughly answering the questions.
There will be ten of these this semester.

Ideas into Practice

Individually, Ideas into Practice at the end of each Who Says? chapter (Holdstein & Aquiline 5-6, 17-18, 30-31, 52, 68-69, 88-89, 100,
117, 131-132, 146-147) will be begun in class. Each Ideas into Practice is one possible individual point for thorough practicing the
ideas. There will be ten of these this semester.

As a class, five sample student research papers (Three from previous SWIC students and two from Who Says? in Holdstein &
Aquiline 150-161 & 162-173) will be discussed in class. Each discussion is one possible point for thoroughly discussing the sample.
There will be five of these this semester.

Evaluating Resources: A Checklist

Individually, evaluate four resources (one each from Wikipedia, Google, online, and the library) using the checklist in Who Says?
(Holdstein and Aquiline 69). Each of the additional three Ideas into Practice is one possible individual point for thorough evaluation.
There will be three additional of these this semester.

Interview and other field research

Individually, conduct one interview and one other field research (observation or survey) and connect your findings to your research
question in an essay of at least 1,000 words. The interview and field research are each worth four possible points using the SWIC
Writing Assessment Rubric of quality of thought, purposeful structure, style/expression, and appropriate conventions.

Annotated bibliography entries

Individually, cite in MLA8 and summarize the main ideas in paragraph of at least 100 words in each of four resources and the
interview. Each annotate bibliography entry will be two possible points for the accuracy of the citation and quality of the summary.
There will be five of these this semester.

Revising and Taking One Last Look at Your Thesis

Individually, revise your research writing considering Who Says? Higher Order Concerns (Holdstien & Aquiline 134-136) and Lower
Order Concerns (Holdstein & Aquiline 136-137 & 139) in an essay of at least 3,000 words including multiple sources. Using peer
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reviews and Who Says? Take One last Look at Your Thesis (Holdstein and Aquiline 139-140) as a guide, revise your research writing
again in an essay of at least 5,000 at least 3,000 of which include multiple sources. Each revision will be four possible points based on
how thoroughly they address the Who Says? questions (Holdstein and Aquiline 135 & 140).

Peer reviews
Individually, peer review four group/classmates’ revisions using Who Says? guidelines (Holdstein and Aquiline 138-139). Each peer
review is four possible points for thoroughly answering the questions. There will be four of these this semester.

Presenting Your Research and Communicating Your Data or Research Visually

Individually, present your research writing for the semester, as discussed in Who Says? (Holdstein and Aquiline 140-144) into no
fewer than 5,000 words of finished, edited work of which at least 3,000 of which should include multiple sources. Individually,
communicate your data or research visually, as discussed in Who Says? (Holdstein and Aquiline 144-15) in an oral presentation or
visual poster. Each of these is fifteen possible points using the course objectives of invention, presentation, arrangement, style, and
especially research.

Extra credit may be earned for perfect attendance and submitting all assignments on time.

Points and Comments: Thru Blackboard’s My Grades ( using the same user name and password as
eSTORM), points on assignments and, at times, comments will be posted. Questions about points and/or comments are invited thru
email anytime at, or during office time (MoWeFr 08:00-08:50 AM & TuTh 1:50-2:40 PM) in person in BC-
LAC 2344 or by phone at 222-5430.

Deadlines: Initiating the Conversation, Discussions, Revising, Peer reviews, and Communicating Your Data or Research Visually
require on time submission and group/class participation to earn any points. Ideas into Practice, Evaluating Sources: A Checklist,
Interview and other field research, Annotated bibliography entries, Taking One Last Look at Your Thesis, and/or Presenting Your
Research may be submitted by the deadline or extended 48-hours past the deadline to earn points.

Extra Credit:
Students meeting the terms below earn the points listed below and exempt from the noted assignments.
Terms Points Exemption
Submitting all assignments 4 Taking One Last Look at Your Thesis
on time & perfect attendance 4 One (That is three rather than four required) peer reviews
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Initiating the Conversation, Discussions, and Peer reviews if absent: Credit for in-class group Initiating the Conversation,
discussions, and peer reviews, if absent, may be earned by contributing to discussion electronically, e.g. in Blackboard Discussions
by/during class time. Students missing two such assignments in a row will submit individual posts for the remainder of the

Re-doing any annotated reviews and/or overviews: Students earning partial credit on an annotated review or overview may re-do
the assignment by the 48-hour extended deadline to earn full credit.

Making-up up to two annotated reviews:

Students missing up to four Ideas into Practice and/or Evaluation Sources: A Checklist before midterm and/or Interview or other field
research and/or one or two Annotated bibliography entries prior the last day to withdraw may make it up by the noted additional
Assignment type Deadlines Max. Pts. Additional extension
Ideas into Practice and/or Evaluating Sources Tu, 21 Aug. and Th, 11 Oct. 4 08:00 AM on Tu, 16 Oct.
Interview, field research, annotated bibliography entries Tu, 16 Oct. and Th, 15 Nov. 3 08:00 AM on Tu, 20 Nov.

College Attendance Policy: You are expected to be present for all assigned classes, lectures[,] or laboratory sessions. If you are
absent, you must show your instructor that your absence has been for a good cause. If you are absent more times during the semester
[than] the number of times the class meets per week, you may be dropped from the course at the discretion of the instructor. When a
student is dropped by an instructor with an effective date before the midterm date [Tu, 16 Oct.] of the class a “W” will be recorded.
When a student is dropped for non-attendance by the instructor with an effective date after the midterm date, the instructor will have
the prerogative to assign a grade of “WF” or “W”.

Student Attendance Academic Regulation: Students are expected to be present for all scheduled class meetings and will be held
responsible for any work missed as a result of absences or tardiness. For a 16-week course scheduled in the fall or spring semester,
absences more hours than the class meets per week may result in the student being dropped from class. When courses are offered in a
more condensed format a student may be dropped by the instructor after missing more hours of class than the class would meet in one
week if it was scheduled over 16 weeks. Any student dropped with an effective date prior to the midterm date of the class will receive
a W. If the effective date of the withdrawal is after the midterm date of the class, the instructor may assign a W or WF grade.

Absences because of approved college purposes or pre-approved religious observances will result in no direct absence penalties.
Students will be allowed to make up work missed as a result of approved absences or do alternative assignments. Absences due to
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other circumstances such as military deployment, jury duty, volunteer emergency service in accordance with Illinois state law, or
documented disability related needs should be discussed with the instructor and appropriate dean to determine whether exceptions to
the attendance policy should be made or tuition refunds considered. (SWIC 2018-2019 Catalog 41)

Class policy: The purpose of attending class is to be successful. As noted later, SWIC offers a variety of student services to assist
with that. For this class then, a record of attendance (or in the online class Blackboard usage reports) will be kept. On first official,
midterm and final grade rosters, the latest assignment submitted will be used as the last date of attendance. For those students missing
the following number of points by the dates noted, the course in Blackboard will no longer be available and a roster grade, as follows,
will be posted in eSTORM.

Points missing By date Roster grade

4 30 Aug. W
16 16 Oct. W
31 20 Nov. WF


In case of emergency closure, students must log into Blackboard, for specific assignments/instructions. At
the Blackboard log in, enter your User Name and SWIC password - choose your course(s) from the My Course menu. Your instructor
will notify you where in the course shell specific assignments/instructions are located.

Posting of assignments/instructions during college closure are provided to prevent disruption in the planned course schedule. Some
labs may have students complete assignments on alternate dates/times when the college is open. Your instructor must notify you of the
practices within that program/discipline.


Students with disabilities who believe that they may need accommodations are encouraged to contact the Disability & Access Center
at 618-222-5368 or 618-234-3347 (TDD) to ensure that such accommodations are implemented in a timely fashion.


The assessment of student learning is an integral part of the educational experience at Southwestern Illinois College. To this end, the
faculty continually assess student learning to improve student success. Occasionally you will be requested to participate in college-
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wide and/or discipline specific assessment activities. Please take these assessments seriously. The data that is collected will provide
valuable information to faculty and will be used to improve student learning at SWIC.

ETHICAL CONDUCT - Academic Dishonesty

Academic Dishonesty-College Policy: Academic misconduct includes, but is not limited to cheating, plagiarism and forgery, failure
or refusal to follow clinical practice standards, and soliciting, aiding, abetting, concealing, or attempting such acts. Plagiarism is
defined as the act of representing the work of another as one’s own. Plagiarism may consist of copying, paraphrasing, or otherwise
using written or oral work of another without proper acknowledgment of the source or presenting oral or written material prepared by
another as one’s own. Refer to the Student Handbook [at] or
College Catalog [at] for more details:

Academic misconduct including, but not limited to, cheating, plagiarism and forgery; failure or refusal to follow clinical practice
standards; and soliciting, aiding, abetting, concealing or attempting such acts. Plagiarism is defined as the sue or close imitation of the
language, thoughts or work of another to include copying, quoting, paraphrasing, using another’s creation, images[,] or illustrations to
represent them as your own work without proper acknowledgment of the source (bullet five on p. 43 and 25 respectively)

For this class, students who plagiarize once will fail the assignment, without opportunity to make it up. Students who plagiarize a
second time will fail and be removed from the course before it ends.

Topical Outline
A. Invention Strategies
B. Audience and Rhetorical Context (that is, how reader, writer, language, and subject matter interact)
C. Rhetorical Purpose
D. Genre
F. Development of Controlling Idea with sufficient and appropriate detail
G. Organization/Arrangement of material to support purpose and affect audience
H. Prose Style/Expression tailored for the intended audience and purpose
I. Revision as a holistic re-envisioning of the text
J. Incorporation of ideas and quotations from other sources
K. Editing strategies to identify and eliminate most significant surface errors in edited American English
L. Authenticity of Authorial Voice
subject to change
Week Day Date Reading Discussion Writing
1 Tu 21 Aug Syllabus Syllabus Question, comment, or concern Kenney 10
Th 23 Aug “Preface” (vii-ix) Answers to questions, comments, or concerns Email
2 Tu 28 Aug Ch. 1: “What Is Information?” (1-6) “Initiating Conversation” (4) “Ideas into Practice” (5-6)
Th 30 Aug Ch. 2: “Says Who?” (7-18) “Initiating Conversation” (13-14) “Ideas into Practice” (17-18)
3 Tu 04 Sept Ch. 3: “But You Said…” (19-31) “Initiating Conversation” (29) “Ideas into Practice” (30-31)
Th 06 Sept Ch. 4: “Who Cares?” (20-52) “Initiating Conversation” (35) “Ideas into Practice” (52)
4 Tu 11 Sept Ch. 5: “Wikipedia Problem” (53-69) “Initiating Conversation” (61) “Ideas into Practice” (69) Google (Scholar)
Th 13 Sept Appendix: “Sample-MLA” (149-161) Mayo’s “Gold-Diggers and Vamps” (150-161) “Ideas into Practice” (69) Wikipedia
5 Tu 18 Sept Ch. 6: “What Counts & Why” (70-89) “Initiating Conversation” (77-78) “Ideas into Practice” (69) Online
Th 20 Sept Appendix: “Sample-APA” Bate’s “The Relationship Between-” (162-174) “Ideas into Practice” (69) Library
6 Tu 25 Sept “An Investigation…Interview” Marchant sample “Ideas into Practice” (89)
Th 27 Sept Google (Scholar) article Google (Scholar) article Google (Scholar) annotated bibliography entry
7 Tu 02 Oct Wikipedia Wikipedia Wikipedia annotated bibliography entry
Th 04 Oct Online Online Online annotated bibliography entry
8 Tu 09 Oct Library Library Library annotated bibliography entry
Th 11 Oct Interview Interview Interview annotated bibliography entry
9 Tu 16 Oct “An Investigation…Ob/Survey” Marchant sample Interview
Th 18 Oct Ch. 7: “Yours, Mine/Ours?” (90-100) “Initiating Conversation” (100) “Ideas into Practice” (100)
10 Tu 23 Oct Ch. 8: “Now I Have Evidence” (101- “Initiating Conversation” (115) “Ideas into Practice” (117)
Th 25 Oct Ch. 9: “What’s Appropriate” (118- “Initiating Conversation” (125) “Ideas into Practice” (131-132)
11 Tu 30 Oct Ch. 10: “What Now?” (133-147) “Initiating Conversation” (144) “Ideas into Practice” (146-147)
Th 01 Nov Annotated bibliography entries-notes Annotated bibliography entries-notes Other field research
12 Tu 06 Nov “Revising: HOC” (134-136) “Higher Order Concerns” (134-136) Revising
Th 08 Nov “Revising: LOC” (136-137, 138) “Lower Order Concerns” (136-137, 138)
13 Tu 13 Nov “Guidelines-Peer Review” (138-139) Peer review 1 Peer review 1
Th 15 Nov “Taking One Last Look at Your “Taking One Last Look at Your Thesis” (139- Peer review 2
Thesis” (139-140) 140)
14 Tu 20 Nov “An Investiation…Ob/Survey” Marchant sample
Th 22 Nov Thanksgiving

15 Tu 27 Nov “An Investigation…” Marchant sample

Th 29 Nov “Presenting Your Research” (140-144) “Presenting Your Research” (140-144) Peer review 3
16 Tu 04 Dec “Communicating Your Data or “Communicating Your Data or Research Peer review 4
Research Visually” (144-145) Visually”
Th 06 Dec Presenting Your Research
Exams Tu 11 Dec -015: 11:30 AM - 1:20 AM Communicating Your Data or Research Visually
Th 13 Dec -013: 9:30 - 11:20 AM -014: 11:20 AM- 1:20 PM -IN2 & IN6: 1:30 PM deadline
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You are enrolled in an academically rigorous college course. Your success in this course will require a significant investment of time
outside of the class. According to the Administrative Rules of the Illinois Community College Board (section 1501.309), it is assumed
that the student will invest two hours of outside study time for each hour of classroom lecture time and one hour of outside study time
for each two hour laboratory session.

This course is approved under the Illinois Articulation Initiative (IAI). The IAI is based upon the assumption that community colleges
and universities are equal partners in delivering lower-division baccalaureate courses. This course is considered equal in scope,
quality, and rigor to comparable courses offered at other [public] colleges and universities in Illinois.

Academic Support Services - Students needing assistance with tutoring, library research, study space, computers and internet access
may go to the Library or Success Center. Academic support is available district-wide with day, evening, and Saturday service. For
more details on each service, go to or

Phones in Classroom -- All cell phones and electronic devices should be turned off or silenced prior to entering the classroom. Any
permission for usage should be obtained prior to the start of class and is at the discretion of the instructor.

New Student Orientation -- All new students are encouraged to participate in the online New Student Orientation, where students
learn about the many programs and services available to help them succeed in college. New Student Orientation can be found at

Policy for Inclement Weather Conditions -- During times of inclement weather, Southwestern Illinois College has three options for
dealing with the situation: cancel classes and cease all business, exercise the delayed-start option, or keep the college open. If the
college chooses to use the delayed-start option rather than close, the college will open at 10 a.m. The decision to cancel classes or
exercise the delayed-start option will be posted on the home page of Southwestern’s Web site at as well as broadcast
on FOX 2 (KTVI), KMOV-TV Channel 4, KSDK-TV Channel 5, and radio stations KMOX-AM 1120 and WIL-FM 92.3.

SWIC Alert - This free emergency alert system sends text messages and/or emails to students and employees who have signed up for
it. The only cost is what the cell phone carrier charges to receive text messages. You may choose to receive text messages or emails
for a specific campus or all campuses. Once enrolled, your account is active for one year. You will receive notice 30-days before
your enrollment will expire.
How to Register
1. Log in to eSTORM at
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2. Click Main Menu in the upper left

3. Scroll over SWIC Alert and choose SWIC Alert Signup

Emergency Procedures - General information about the emergency response and evacuation procedures for Southwestern are
publicized each year as part of the institution’s Clery Act compliance efforts and that information is available on the Southwestern
Public Safety website. Emergency Response Guides and Plans are available on the Public Safety website at

Official Communication - Your student e-mail account is the official method to communicate between you and your instructor.
Official communication [regarding final course grade] will not be sent to your personal e-mail (yahoo, wildblue, gmail etc.).

Mandated Reporter Status: SWIC faculty and staff, including your instructor for this class, are mandated reporters of suspected
child abuse and neglect under Illinois Public Act 97-0711. If you share information that suggests a minor is being abused or
neglected, SWIC employees are obligated to report the situation to DCFS.

Hungry??? If you are struggling to make ends meet and need a simple meal, please visit the Success Center (1st floor of the Liberal
Arts Building) for microwavable soup, crackers, and raisins. Just stop at the front desk and ask for soup. No cost.

Safe Zone: I am a member of the Safe Zone Program: Allies for Gender and Sexual Diversity. This means that I promise to provide
confidential support for members of the college community who are gay, lesbian, transgender, intersex, or cross-dressing. I am
available to listen if students wish to talk or be referred to appropriate resources in the community.
Wellness Advocate: Confidential support is available for students who need assistance with non-academic needs such as depression,
anxiety, stress management, homelessness and more. Please contact the Wellness Advocate, Ami Lilley Plexico, at ext. 5290 or in LA