Faculty Syllabus
ENGL-1302 English Composition II
Lauren Davila
Credit Spring 2026
Section(s)
ENGL-1302-028 (28697)
LEC TuTh 2:55pm - 4:20pm SGC SGC1 1226
ENGL-1302-051 (29043)
LEC MW 1:30pm - 2:50pm SGC SGC1 1226
ENGL-1302-057 (29045)
LEC TuTh 1:30pm - 2:50pm SGC SGC1 1219
ENGL-1302-247 (34147)
LEC MW 3:00pm - 4:20pm SGC SGC1 1219
Course Requirements
ASSIGNMENT INFORMATION/ REQUIREMENTS
Essays:
Students will write two essays to show their mastery of the skills learned. Each essay is weighted according to the length and skills required to complete the work. Each essay will have an assignment sheet with clear directions. In general, the essays will require planning, researching, drafting, and editing. Final Drafts are not eligible for revision.
Mini Essays:
The purpose of the Mini Essay assignments is to understand students’ depth of analysis and basic writing mechanics. The intention is to highlight students’ current skills through 2 timed writing assignments. Mini essays will be completed in class time and graded as a draft quality assignment (meaning minor errors in punctuation and grammar are expected). After completing, students will receive feedback in the form of either a writing conference or a rubric. Mini essays will be eligible for revision for 7 calendar days after feedback is received.
Culture Project:
Students will create 1 multimedia project and present it to the class. These presentations will be assessed on pre-conference, content, organization, and interaction with the audience. Projects are not eligible for revision.
Activity Assignments:
Throughout the semester there will be assessments and activities to measure if students are critically reading and engaged with the course materials. Daily assignments will vary between reading notes, graded seminars, group work, writing exercises, and reading quizzes. Reading quizzes may or may not be announced
Participation: Attendance and active participation in class are requirements for this course. Participation will be assessed through attendance in class, participation in class activities such as group assignments, discussion, and attentiveness to lecture, as well as self assessments.
GRADING SCALE:
|
GRADING SCALE |
|
|
A |
1000-900 points |
|
B |
899- 800 Points |
|
C |
799 – 700 Points |
|
D* |
699 – 600 Points |
|
F* |
599 and below |
|
* Do not earn high school credit |
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|
CLASS POINTS |
|
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Essay #1: Film Analysis |
200 points |
|
Essay #2: Lens Essay |
300 points |
|
Mini Essays 2 essays / 100 points each |
200 points |
|
Culture Project |
100 Points |
|
Activity Assignments |
100 Points |
|
Participation |
100 Points |
Readings
Tentative Class Schedule
|
Unit 1: Stories as Artifacts of Culture |
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Week 1 |
1/19 |
No Class- College Closed |
1/21 |
Establish Groups & Course Policies Stories as an Artifact of Culture Read: Critical Reading Guide |
|
Due Sunday 1/25, 11:59 pm: Activity 1.1: Study Group Activity Activity 1.2: Syllabus Quiz |
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|
Week 2 |
1/26 |
Before Class: Read French Cinderella |
1/28 |
Before Class: Read Multicultural Cinderella Stories |
|
In Class: Mini Lesson: Theme Overview Elements of Fiction/ Surface Questions Model Analysis: Cinderella |
In Class: Characterization Lecture Activity 1.3: Group Analysis Activity Activity 2.1 Discussion Board: Initial post due Friday, 1/30 Reply post due Sunday, 2/1 |
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|
Week 3 |
2/2 |
Before Class: Read Integrating Evidence |
2/4 |
Before Class: Prepare for Mini Essay #1 |
|
In Class: Mini Lesson: How to Write an Analysis Paragraph Prepare for Mini Essay #1 |
In Class: Mini Essay #1: Cinderella Analysis (In Class Timed Writing) |
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|
Unit 2: Research Paper: Film Analysis |
||||
|
Week 4 |
2/9 |
FLEX DAY- Async Class Online Assign Paper # 1: Disney Analysis -Watch Paper #1 Overview - Choose Film & watch before next class Activity 2.2: Film & Scene Selection |
2/11 |
Before Class: Read Power to the Princess |
|
In Class: Mini Lesson: What is Lit Crit? , Review Model Essay, & Find source Activity 2.3: Article Analysis |
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Week 5 |
2/16 |
OPTIONAL CLASS *Research Conferences* No class meeting- sign up for 1:1 conferences all day |
2/18 |
Before Class: Complete Activity 2.3: Article Analysis |
|
In Class: Writing Workshop Day Organizing your Paragraphs Activity 2.4: Essay #1 Outline |
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Week 6 |
2/23 |
Before Class: Finish Activity 2.4 Outline |
2/25 |
Before Class: Finish Rough Draft of Essay #1 |
|
In Class: Writing day |
In Class: Paper Revision: Supporting Evidence and Specificity MLA Checklist Paper #1 Due Sunday 3/1, 11:59 pm |
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|
Unit 3: Close Reading and Literary Analysis |
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Week 7 |
3/2 |
Before Class: Read "The Cask of Amontillado" |
3/5 |
Before Class: Read "A&P" |
|
In Class: Activity 3.1: Reading Check Language & Tone Lecture Analysis Activity/ discussion |
In Class: Activity 3.2 : Reading Check POV & Conflict Lecture Analysis Activity |
|||
|
Week 8 |
3/9 |
Before Class: Read "A Rose for Emily" |
3/11 |
Before Class: Read "What does it mean to Say Phoenix, Arizona " |
|
In Class: Activity 3.3: Reading Check Setting Lesson Analysis Activity |
Activity 3.4: Reading Check All Elements of Fiction- Analysis Activity |
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3/16-3/20 Spring Break. No Class |
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|
Week 9 |
3/23 |
Before Class: Select 1 story from Unit 2 and re-read it |
3/25 |
Mini Essay #2: Timed Writing |
|
In Class: Complete Activity 3.5: Analysis Chart |
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|
Unit 4: Critical Lens |
||||
|
Week 10 |
3/30 |
Before Class: Read "Shame" |
4/1 |
Before Class: "Big Jesse Little Jesse" |
|
In Class: Activity 4.1: Reading Check Introduction to Othering The Danger of a Single Story |
In Class: Video: Concept of the Other Critical Lens Analysis Activity |
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|
Week 11 |
4/6 |
Before Class: Read Other/ Otherness Reading |
4/8 |
Before Class: Reply to 2 posts on Activity 4.3: Discussion Board |
|
In Class: Apply Other/Otherness Reading How to question a Text Activity 4.3: Discussion Board |
In Class: Reading Activity “The Problem of Othering: Toward Inclusiveness and Belonging” |
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|
Week 12 |
4/13 |
Before Class: Finish Reading “The Problem of Othering:" |
4/15 |
Before Class: Activity 4.4: Graded Seminar Prep |
|
In Class: Activity 4.4: Graded Seminar Prep |
In Class: Activity 4.5 Graded Seminar Introduce Essay #2 |
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Week 13 |
4/20 |
In Class: Begin Writing Essay #2 |
4/22 |
In Class: Writing Essay #2 |
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Activity 4.6 Outline |
Quote selection/ Begin Drafting Essay |
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4/27: Last day to withdraw from the Spring Semester |
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Week 14 |
4/27 |
In Class: Writing Essay #2 |
4/29 |
OPTIONAL *Writing Conferences* No class meeting- sign up for 1:1 conferences all day |
|
Activity 4.7 Complete Rough Draft |
Essay #2 Due Sunday 5/3, 11:59 pm |
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|
Unit 5: Culture Project |
||||
|
Week 15 |
5/4 |
Introduce Culture Project & begin work |
5/6 |
Culture Project Workday Activity 5.1 Checkpoint |
|
Week 16 |
5/12 |
Culture Project Workday |
5/14 |
Culture Project Due @ start of class Project Presentations |
Course Subjects
Tentative Class Schedule
|
Unit 1: Stories as Artifacts of Culture |
||||
|
Week 1 |
1/19 |
No Class- College Closed |
1/21 |
Establish Groups & Course Policies Stories as an Artifact of Culture Read: Critical Reading Guide |
|
Due Sunday 1/25, 11:59 pm: Activity 1.1: Study Group Activity Activity 1.2: Syllabus Quiz |
||||
|
Week 2 |
1/26 |
Before Class: Read French Cinderella |
1/28 |
Before Class: Read Multicultural Cinderella Stories |
|
In Class: Mini Lesson: Theme Overview Elements of Fiction/ Surface Questions Model Analysis: Cinderella |
In Class: Characterization Lecture Activity 1.3: Group Analysis Activity Activity 2.1 Discussion Board: Initial post due Friday, 1/30 Reply post due Sunday, 2/1 |
|||
|
Week 3 |
2/2 |
Before Class: Read Integrating Evidence |
2/4 |
Before Class: Prepare for Mini Essay #1 |
|
In Class: Mini Lesson: How to Write an Analysis Paragraph Prepare for Mini Essay #1 |
In Class: Mini Essay #1: Cinderella Analysis (In Class Timed Writing) |
|||
|
Unit 2: Research Paper: Film Analysis |
||||
|
Week 4 |
2/9 |
FLEX DAY- Async Class Online Assign Paper # 1: Disney Analysis -Watch Paper #1 Overview - Choose Film & watch before next class Activity 2.2: Film & Scene Selection |
2/11 |
Before Class: Read Power to the Princess |
|
In Class: Mini Lesson: What is Lit Crit? , Review Model Essay, & Find source Activity 2.3: Article Analysis |
||||
|
Week 5 |
2/16 |
OPTIONAL CLASS *Research Conferences* No class meeting- sign up for 1:1 conferences all day |
2/18 |
Before Class: Complete Activity 2.3: Article Analysis |
|
In Class: Writing Workshop Day Organizing your Paragraphs Activity 2.4: Essay #1 Outline |
||||
|
Week 6 |
2/23 |
Before Class: Finish Activity 2.4 Outline |
2/25 |
Before Class: Finish Rough Draft of Essay #1 |
|
In Class: Writing day |
In Class: Paper Revision: Supporting Evidence and Specificity MLA Checklist Paper #1 Due Sunday 3/1, 11:59 pm |
|||
|
Unit 3: Close Reading and Literary Analysis |
||||
|
Week 7 |
3/2 |
Before Class: Read "The Cask of Amontillado" |
3/5 |
Before Class: Read "A&P" |
|
In Class: Activity 3.1: Reading Check Language & Tone Lecture Analysis Activity/ discussion |
In Class: Activity 3.2 : Reading Check POV & Conflict Lecture Analysis Activity |
|||
|
Week 8 |
3/9 |
Before Class: Read "A Rose for Emily" |
3/11 |
Before Class: Read "What does it mean to Say Phoenix, Arizona " |
|
In Class: Activity 3.3: Reading Check Setting Lesson Analysis Activity |
Activity 3.4: Reading Check All Elements of Fiction- Analysis Activity |
|||
|
3/16-3/20 Spring Break. No Class |
||||
|
Week 9 |
3/23 |
Before Class: Select 1 story from Unit 2 and re-read it |
3/25 |
Mini Essay #2: Timed Writing |
|
In Class: Complete Activity 3.5: Analysis Chart |
||||
|
Unit 4: Critical Lens |
||||
|
Week 10 |
3/30 |
Before Class: Read "Shame" |
4/1 |
Before Class: "Big Jesse Little Jesse" |
|
In Class: Activity 4.1: Reading Check Introduction to Othering The Danger of a Single Story |
In Class: Video: Concept of the Other Critical Lens Analysis Activity |
|||
|
Week 11 |
4/6 |
Before Class: Read Other/ Otherness Reading |
4/8 |
Before Class: Reply to 2 posts on Activity 4.3: Discussion Board |
|
In Class: Apply Other/Otherness Reading How to question a Text Activity 4.3: Discussion Board |
In Class: Reading Activity “The Problem of Othering: Toward Inclusiveness and Belonging” |
|||
|
Week 12 |
4/13 |
Before Class: Finish Reading “The Problem of Othering:" |
4/15 |
Before Class: Activity 4.4: Graded Seminar Prep |
|
In Class: Activity 4.4: Graded Seminar Prep |
In Class: Activity 4.5 Graded Seminar Introduce Essay #2 |
|||
|
Week 13 |
4/20 |
In Class: Begin Writing Essay #2 |
4/22 |
In Class: Writing Essay #2 |
|
Activity 4.6 Outline |
Quote selection/ Begin Drafting Essay |
|||
|
4/27: Last day to withdraw from the Spring Semester |
||||
|
Week 14 |
4/27 |
In Class: Writing Essay #2 |
4/29 |
OPTIONAL *Writing Conferences* No class meeting- sign up for 1:1 conferences all day |
|
Activity 4.7 Complete Rough Draft |
Essay #2 Due Sunday 5/3, 11:59 pm |
|||
|
Unit 5: Culture Project |
||||
|
Week 15 |
5/4 |
Introduce Culture Project & begin work |
5/6 |
Culture Project Workday Activity 5.1 Checkpoint |
|
Week 16 |
5/12 |
Culture Project Workday |
5/14 |
Culture Project Due @ start of class Project Presentations |
Student Learning Outcomes/Learning Objectives
COURSE LEARNING OUTCOMES
Upon completion of English 1302, students will be able to
- Analyze and interpret a variety of texts through literary, critical, and/or contextual approaches.
- Write objectively, concisely, and analytically in a style that clearly communicates meaning, builds credibility, and inspires belief or action
- Demonstrate knowledge of individual and collaborative research processes
- Develop ideas and synthesize primary and secondary sources within focused academic arguments, including two or more research-based essays
- Analyze, interpret, and evaluate a variety of texts for the ethical and logical uses of evidence
- Apply the conventions of style manual appropriate to the English discipline (MLA)
PROGRAM LEARNING OUTCOMES
The following outcomes are developed in all Composition courses:
- expanded critical reading ability;
- strengthened written communication skills, characterized by
- ability to write to the specifications of an assignment;
- ability to develop a thesis, locate and select credible sources applicable to the thesis, and write an essay of the specified length that responds to the thesis;
- ability to use standard American English writing conventions (grammar, spelling, usage, punctuation, and formatting) and the ability to communicate to readers with clarity and fluency.
- improved critical thinking, characterized by
- examination of multiple components of a larger issue,
- synthesis and evaluation of multiple perspectives,
- consideration of moral/ethical questions.
GENERAL EDUCATION COMPETENCIES
Upon completion of the general education component of an associate’s degree, students will demonstrate competence in:
- Critical Thinking Skills (CT) - creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information
- Communication Skills (COM) - effective development, interpretation and expression of ideas through written, oral and visual communication
- Teamwork (TW) - ability to consider different points of view and to work effectively with others to support a shared purpose or goal
- Social Responsibility (SR) - intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities
- Personal Responsibility (PR) - ability to connect choices, actions and consequences to ethical decision-making
REQUIREMENTS: ESSAYS AND ASSIGNMENTS
- Faculty will require multiple writing assignments over the course of the semester for a total minimum of 4000 words (including revisions and short writing assignments). Professors will provide specific written guidelines for each assignment.
- Faculty will guide students in practicing writing as a recursive process involving research, revision, and attention to the needs, values, and expectations of various audiences, as outlined below.
- prewriting/planning—choosing a topic, formulating a research question, analyzing audience, determining purpose;
- reading and research—finding, evaluating, and using primary and/or secondary resources;
- drafting—formulating thesis statements, developing an organizational plan appropriate to purpose and audience, and incorporating research;
- rewriting/revising—recursive improvement of the text as a whole, in addition to editing content, clarifying organization, and proofreading.
- Faculty will give students the opportunity to engage with many types of sources. They will help students produce work that incorporates and responds to other people’s ideas, language, values, and viewpoints.
- Faculty will help students determine the types of sources that are most authoritative and appropriate for their research and writing purposes.
- Faculty will teach the importance of academic honesty and will discuss documentation as a tool that varies by discipline but always supports ethical practice, heightened credibility, and continued inquiry.
- Faculty will assign at least two essays in which students will demonstrate their mastery of research methods and MLA documentation style by using parenthetical documentation and providing a list of works cited containing at least one primary source and a variety of secondary sources. Instructors may at their own discretion also incorporate use of discipline-specific documentation styles supported by the ACC library.
- Faculty will assign an End-of-Course Reflection in the final weeks of the semester that will require students to write two brief essays reflecting on their writing and learning. Individual instructors will determine how this Reflection factors into the final course grade.
Office Hours
T Th 9:00 AM - 12:00 PM San Gabriel Campus or Zoom
NOTE Sign up for office hours here: https://calendly.com/davilaofficehours Professor Davila is also available by appointmentPublished: 01/16/2026 21:18:54