Botticelli: Readers Response Essay

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ENGLISH 13O2: Composition and Rhetoric II

Instructor contact information

Rebekah J. Love
Day/Time available outside of class:
TTH, by appointment

Division Office:
Division One, CASA 114
LSCS E-mail:


Course information

Course Number:
English 1302
Semester and Year:
Spring 2014
Section Number:
Class Days & Times:
TTH, 7:30 – 8:55
Credit Hours:
Class Room Location:
Casa 331

English 1302 overview

Course Description:
Intensive study of and practice in the strategies and techniques for developing research-based expository and persuasive texts. Emphasis on effective and ethical rhetorical inquiry, including primary and secondary research methods; critical reading of verbal, visual, and multimedia texts; systematic evaluation, synthesis, and documentation of information sources; and critical thinking about evidence and conclusions.

Learning Outcomes:
Demonstrate knowledge of individual and collaborative research processes.
Develop ideas and synthesize primary and secondary sources within focused academic arguments, including one or more research-based essays.
Analyze, interpret, and evaluate a variety of texts for the ethical and logical uses of evidence.
Write in a style that clearly communicates meaning, builds credibility, and inspires belief or action.
Apply the conventions of style manuals for specific academic disciplines (e.g., APA, CMS, MLA, etc.)

Course requirements

Prerequisites: passing grade in ENGL 1301
Co-requisites: none
Required Textbooks: Portable Legacies, 2nd Schmidt/Crockett
A Writer’s Reference, 7th (with “Writing About Literature”), Hacker/Sommers
Other Materials :

Instructor’s specific goals for students:
Welcome, students! This course is designed to develop critical thinking and build writing skills. The main goal for students in this course is to understand the author’s purpose in the readings and generate their own reasoning in written responses to the assignments. Each student should be able to achieve each learning outcome. I hope to help those students who lacked confidence from past experiences in English gain self-reliance that they will succeed in any writing course. In combination with exploring each reading and improving the thought-process, I also hope students will leave this course understanding more about the world around them, knowing more about their present and their future.

To realize success, students must be present in class, follow the course calendar, and ask questions to me or other resources who can help them throughout the semester. Students should take an assertive stance in their education rather than completely relying on the instructor. I hope this course will be a stepping-stone to each student’s pathway toward success.

Instructor policies

Attendance Requirements: This class is much like the working world. I expect professionalism in attendance, communication and class behavior. Just as you would do in a job situation, you are expected to show up and be on time. In order to succeed, consistent attendance is a must.

Students must be in the classroom no later than 5 minutes into class. Once I fill out the attendance sheet within 5 minutes from the start of the class, students will be counted tardy. Three tardies equal one absence. There are no excused absences. After 3 absences, students will have 5 points deducted from their participation grade for each absence thereafter. Participation is 10% of your grade. This can make the difference of a letter grade reduction in your overall grade.

As a department, we have collectively decided that students must not miss class no more than 20% of the semester. In other words, a student can only miss up to 3 weeks of class. In a MW or TTH class, no more than 6 days is allowed. If students fail to follow these