OC logo


Skip to main content

ENGL 102 - Hoover: Home

MLA citation help

Helpful Resources

Evaluating Sources https://mediabiasfactcheck.com/

Comprehensive Source Listings https://mediabiasfactcheck.com/

How to Evaluate Internet Resources  http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html

research help http://libraryguides.binghamton.edu/content.php?pid=83371&sid=2972942

Formal vs. Informal Writing http://www2.ivcc.edu/rambo/tip_formal_writing_voice.htm

Oxford Dictionaries http://oxforddictionaries.com/

Quotes http://www.quoteland.com/ (large selection of quotes, many organized by abstract noun)

The Stanford Encyclopedia of Philosophy http://plato.stanford.edu/

Unusual conceptual words  https://pin.it/ypqcn2joujzsii

Cambridge Thesaurus of American English http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=42542&site=ehost-live

Documentaries http://www.freedocumentaries.org/ (free documentaries)

Documentaries http://video.pbs.org/ (lots of streaming documentaries on subjects you write about)

Fact Check http://www.politifact.com/ (fact check site)

Fact Check http://www.factcheck.org/ (fact check site)

Fact Check http://www.snopes.com/ (check truth of "urban myths")

Pronouns https://genderneutralpronoun.wordpress.com/tag/ze-and-zir/

Using Commas, Colons, or Words to Introduce Quotes (http://www2.ivcc.edu/rambo/eng1001/quotes.htm)


Evidence based research http://pewresearch.org/ (Numbers, facts and trends that shape your world)

(Big Think)  http://bigthink.com/


http://www.pewresearch.org/quiz/news-statements-quiz/ (pew facts opinions)



Language and Learning

Assumptions, premises and biases (samples)

(List of media sources with likely bias) https://mediabiasfactcheck.com/

(List of biases) http://en.wikipedia.org/wiki/List_of_biases_in_judgment_and_decision_making

(Premises/surfaced assumptions of author Derrick Jensen) http://en.wikipedia.org/wiki/Endgame_(Derrick_Jensen_books)#Premises





Winter 2018

Instructor: Ms. Carmen Hoover

Office: Library 127—Office hours 315-4 p.m. M/W and by appointment

Phone: 432-5409    e-mail: choover@olympic.edu



▪From Critical Thinking to Argument: A Portable Guide (5th Edition) by Sylvan Barnet and Hugo Bedau

▪Smoke Signals: A Social History of Marijuana—Medical, Recreational, and Scientific by Martin A. Lee (Book and/or CD)

▪The Watchman’s Rattle: Thinking Our Way Out of Extinction (Book and/or Audible) by Rebecca D. Costa

Rules for Writers by Diana Hacker and Nancy Sommers


Recommended Texts:

The Nuts and Bolts of College Writing by Michael Harvey (optional)

Our online library Research Guide for English 102 (incidental reading or viewing may be required during the quarter)


SUPPLIES: Three-ring binder with paper and 7 tabs

          One medium binder clip (bulldog clip)


COURSE DESCRIPTION: English 102 is a continuation of English 101 with an emphasis on argumentation, research and documentation.  This is a seminar-based course.


We will define “argumentation” not as disagreement or debate, but as “A course of reasoning aimed at demonstrating truth or falsehood.” You will write “airtight cases.”


This class is designed to help you read and write about arguable problems and solutions in human culture, especially in American public discourse.  We will focus on the process of writing by using a workshop method, and on the process of creativity and critical thinking by using a seminar approach to class discussions and exchange of ideas. Our emphasis will be on developing a public writing voice that is free of logical fallacies and propagandistic language. Formal projects will require you to incorporate documented supporting evidence and ideas.  To succeed in this course, you must be willing to think for yourself, read and write all assignments carefully and on time, share your opinions, and value the opinions of others.  Class discussions require courtesy, respect, curiosity, active engagement, listening skills, and the ability to articulate your ideas both verbally and in writing.


We will work within the Social Sciences and Humanities Mission: “to promote critical thinking and inquiry, to nurture creative expression, to inspire a lifelong love of learning, and to foster strong and clear communication. We are committed to social justice, the investigation of human cultures, and to the liberal arts tradition—to teaching our students to learn how to learn.”



●Apply the writing process – including generating, planning, revising, and editing – to the writing of argumentative essays.


●Write effective argumentative essays – at least one of which is based in research – on a clearly established thesis or clearly evident main idea, using a variety of organizational methods.


●Apply critical reading skills: read, summarize, analyze, and evaluate argumentative texts that represent a range of ideas and opinions.


●Demonstrate information literacy through the appropriate use of research methods.


●Effectively attribute the words and ideas of others using appropriate documentation.


●Perform effectively as a member of a work group.


●When editing, apply grammar, punctuation, and usage principles and conventions to eliminate interference and improve communication, using a handbook efficiently when necessary.




The Core Abilities at Olympic College consist of the following five categories:


§ Information Technology & Literacy    § Lifelong Learning

§ Communication                                 § Global Perspective                            

§ Thinking                                           


Description: May 2009 Core_Abilities_Option A




1.   Graduates engage in critical analysis.*

2.   Graduates engage in creative problem solving.*

3.   Graduates engage in quantitative reasoning.



1.         Graduates understand and produce effective oral communication.*

2.         Graduates understand and produce effective written communication.*

3.         Graduates understand and use effective non-verbal communication skills.


Information Literacy and Technology:  

1.         Graduates use strategies to search for information that enhance the acquisition of knowledge.*

2.         Graduates evaluate and appraise sources.*

3.         Graduates access and use information and/or technology ethically, legally and/or responsibly.*

4.         Graduates use various inquiry tools and different formats of information (e.g. media).*

5.         Graduates use technology and information appropriate to field or discipline, synthesizing information to formulate insights and create knowledge.*


Lifelong Learning:

1.         Graduates demonstrate self-monitoring and self-advocacy skills to effect positive life changes.*

2.         Graduates demonstrate the ability to recognize, understand, and accept ownership for their own learning and behavior in varied and changing environments.*

3.         Graduates demonstrate the ability to adapt to technological innovations and to understand their implications.*


Global Perspective:

1.         Graduates demonstrate an understanding of their own cultures and the framework upon which their society has been built.*

2.         Graduates demonstrate an understanding of how cultural differences (e.g. beliefs traditions, communication, norms) shape human interaction and perceptions of others.*

3.         Graduates demonstrate that they are aware of, and understand world events (e.g. religious, historical, environmental, political, economic) and the role of human decisions and physical conditions shaping these events and their outcomes. *

4.         Graduates demonstrate an understanding of their own region/bioregion and recognize that other parts of the world are different in both physical and human attributes.*

5.         Graduates demonstrate an understanding of universal processes involving both distribution and circulation of resources and their byproducts; e.g. wealth, food, water, oil, gases, energy, and pollutants.*


•           Items with an asterisk are the Core Abilities addressed in this class.


ASSIGNMENTS: Two major papers will be due during the quarter.  One of these, a critical analysis of an assigned book, will be 5-8 pages long; one will be 12-15 pages long and will represent the research you do on one topic area over the course of the quarter  (and may be connected to or a continuation of paper #1 if you prefer). Each paper will explore, prove, and explain the “airtight” argument you have created for an intended audience.


In support of these assignments, shorter assignments will be due on a weekly basis, including weekly Reflections with a Cover Page and Rhetorical Précis, and final paper check-in assignments throughout the quarter. I strongly encourage you to form a study group with classmates who are working toward the same grade that you are.


For your Reflections, please choose at least seven quotes, references, or summaries from the assigned reading. In your Reflection, bold these seven items and include the source, including films and classroom guests, and page numbers where the referenced information can be found. When we watch films, take notes and discuss in your reflections. Please ask two questions at the end of your reflections—for potential guests, guidance, curiosity, or for answers and discussion. The Reflections are informal and should serve as directed prewriting for your papers—though they must be typed and spell-checked, they do not need to conform to Standard Written English and they will never be graded for objective errors.


The purpose of the weekly Reflection is to memorialize your thoughts as you go, so that writing your papers will be a much easier task, and to give you things to talk about in class discussion. With the Reflections, our entire focus will be on ideas and evidence, not grammatical correctness. You will be adding sources at some point. As you write the reflections week to week, use the opportunity to grapple with your authentic thoughts and questions about the class materials. Don’t hold back; say what you think. If you are working on an A in the class, please include links to ongoing research in your reflections.


English 102 Reflections


Weekly Reflection Papers (30%) will be due every Wednesday in Seminar. For these, choose seven (or more) quotes/summaries/references from the readings and the in-class media from each week and write a short, typed reflection that comments on the course materials week by week. Your reflections could take the form of observations, questions, arguments, challenges, points of fact, or stories. Show what you have learned, what you are thinking about, and what you have gained from the materials. Plan your writing project. You are giving yourself options to write the paper as you go, so work with the ideas that have the most merit, in your view.


You should include earlier class materials as you build knowledge during the quarter. You may also include your paper research in addition to the seven quotes from each week’s materials. These will be graded for content only, not for mechanical precision. Due in class on Wednesdays for a total of 8. You must complete the cover page for each week’s assignment.


Our emphasis will be on the quality of your ideas—the reflections will not be graded for spelling, grammar, or any formal elements. Typing is required.  Your comments should call attention to key facts and principles, interesting ideas, surprising information, visual highlights, questions, objections, analysis, exploration, pertinent stories, and other points suitable for class discussion. Please apply bold to your seven quotes/summaries/references.


Put yourself in the position you’d like to be in to earn the grade you’d like to achieve. Your cumulative letter grade for Reflection Papers will correspond to the following:


C=I did the assignment, and included quotes from all areas of course materials. I know what I liked or didn’t like, but cannot put my finger on nuanced opinions yet. Minimum: discussion of 7 quotes/summaries from the textbooks, class films and videos, and class discussions/guests. Two questions at the end.


B=In addition to the above, I can personally relate to the material by noticing what it reminds me of in my personal life and my other classes, or by noticing facts, emotions, experiences or ideologies that come to mind. I can make thoughtful statements about the material and use critical thinking skills to engage meaningfully and link all elements of the class together. I occasionally include my individual research.  I can link the homework to the in-class materials and comment on how they align, overlap or contradict. 


A= In addition to both of the above, I can identify a quotation/summary from a book, film, discussion, or paper research and use it to support a mini-argument. I can integrate feelings, facts, and opinions with observations about what is valuable in the material. I show comprehension of and contribute to the material. In my own words, I can build on course information to synthesize the main points, key ideas, and subtleties of the works. I can use examples, known historical facts, precise vocabulary, theories, metaphors, and illustrations to effectively explain the significance of the material and add to a fuller understanding of it. I link the readings to the films and paper projects, and display my accumulation of knowledge as the quarter progresses.  I incorporate notes I took during class discussions and build on the insightful ideas of my classmates. I do outside research and interviews to challenge the materials assigned in the course and weave those sources into the reflection as I actively write material suitable for my paper project (for internet sources, paste links right into your reflections).


Each week’s Reflection needs to have a Cover Page to record objective information for analysis. The forms for the cover page will be provided in class, and may be filled out by hand or reproduced on your computer and typed. May include Rhetorical Précis.



GRADES: Regular attendance and participation are required and will account for 30% of your final grade.  This portion of your grade includes in-class writing, group work, class discussions, class leadership, and the class poll. Your portfolio will represent 70% of your grade and will include the following:

●Weekly reflections with a cover page (and occasional in-class journals)

●The two major papers

●All prewriting, notes, drafts and revisions of the major papers, assignments and presentations

●Class polls

●Final exam materials



--Participation (including leadership): 30%

--Weekly Reflections with Cover Sheet: 30%

--Major papers (including process): 30%

--Final Exam: 10%


Your formal assignments will receive written comments but not letter grades.  Each paper will be marked S, (for satisfactory, representing a letter grade of C or above), or U (unsatisfactory, indicating that the paper must be rewritten in order to receive a passing grade).  You may revise any portion of your portfolio for your final grade.  Midterm grades will be available on request   during the sixth week.



STUDENT RESPONSIBILITIES: If you miss a class, it is your responsibility to get notes and homework from another student.  If you know in advance that you will be missing a class, please talk to me about upcoming assignments so that you don’t get behind.  If, at any time, there is an assignment or process that you don’t understand, please ask for clarification.  If you have a learning disability or physical limitation that may affect your performance in this course, it is your responsibility to talk to me about it at the beginning of the quarter so that we can make accommodations in coordination with Access Services.


Please note: Academic dishonesty, including plagiarism, is a serious offense and will result in automatic failure in the course.


PERMISSIONS: From time to time, I like to make a copy of a student’s work (with name removed) for use on the English 102 website, for teacher training, publications, or for my own course-improvement files. If you consent to this, no action is required. If you object to this, please send an email to me stating that you do not give me permission to make copies of your work for any reason.






Olympic College seeks to maintain positive learning and working environments that are safe and respectful of the dignity of all members of the campus community. Discrimination on the bases of race, color, religion, national origin, age, disability, sex, sexual orientation, gender identity, pregnancy, veteran status and all other illegal bases will not be tolerated.


Sexual Misconduct

Sexual harassment, sexual assault, domestic and dating violence, and stalking are prohibited forms of sex-based misconduct (see OC Non-Discrimination PolicyStudent Conduct Code, and Grievance Procedure). If you experience or witness sexual misconduct, you are encouraged to report it to the Title IX Coordinator, (CSC 317A; 360-475-7125; cnunez@olympic.edu).  All other forms of discrimination and harassment should be reported to (Human Resource Services, CSC 5th Floor; 360-475-7300; jhanten@olympic.edu).  You can also report sexual and other forms of discrimination and harassment online (anonymously, if desired) at OC, Report It!in the footer of the College website. For confidential support, you can schedule an appointment with one of the Counseling Faculty  ((Bremerton) HSS 203; 360-475-7530;CounselFac@olympic.edu).


Disability and Pregnancy-related Adjustments and Accommodations

Any student who requests an accommodation based on the impact of a disability or a medically necessary absence due to pregnancy or childbirth should contact Access Services (360-475-7540; AccessServices@olympic.edu), or visit the office in the Humanities and Students Services Building (Bremerton), Room 205, for information or an appointment.



Faith and Conscience Accommodations

Olympic College students can request up to 2 absences for reasons of faith or conscience without adverse impact to their grade. Absences under this Policy should be requested 21 days in advance, or as soon as reasonably possible by submitting a “Student Absence Form: Reasons of Faith or Conscience” found on the Olympic College website. Once a student has received an email verifying the eligibility of the request, they must notify all instructors of the upcoming absence(s).

Library Faculty

Dianne Carey's picture
Dianne Carey
Olympic College
1600 Chester Ave
Bremerton, WA 98337

Paper organization and formatting

(Paper format, including internal headings)  https://owl.english.purdue.edu/owl/owlprint/747/

(Annotated sample paper)  https://owl.english.purdue.edu/media/pdf/20090701095636_747.pdf