District Syllabus
ENC0025
Developmental Writing II


Credit Hours: 3
Contact Hours: 3 (NOTE: )
Laboratory Fee: $25
Prerequisites: Placement at the college level or completion of the appropriate exit-level developmental course(s) with a grade of “C” or better or
ENC0015 Developmental Writing I
Corequisites: There are no corequisites for this course.
Catalog Description: Designed for students who need to improve their language skills, this course offers a review of grammar rules, language usage, sentence structure, punctuation, and composition of effective paragraphs and short essays.
Required Materials: Books:
  • Students enrolled in lecture sections must purchase the following:
    Biays & Wershoven. Along These Lines: Writing Paragraphs and Essays (with MyWritingLab), 6th ed., Prentice-Hall, 2012. ISBN: 9780321841506
  • Students enrolled in modularized sections must purchase the following:
    Biays & Wershoven. MyWritingLabPlus access code, 6th ed., Pearson Learning Solutions, 2012. ISBN: 9781256687436
Supplemental Materials:
Special Requirements: None
Program Learning Outcomes:
Students will demonstrate knowledge of standard grammar and various 
sentence structures. Students will demonstrate the ability to 
organize and develop effective paragraphs and short essays.
Course Learning Outcomes:
Students will demonstrate on quizzes/tests and in written work, a 
knowledge of standard grammar, spelling, usage, and mechanics.
  	
1.	Students must be able to
•	sustain focus on a specific topic or argument.
•	demonstrate the command of the conventions of standard 
written English, including grammar, usage, and mechanics.
•	support and illustrate arguments and explanations with 
relevant details and examples.
•	create a logical progression of ideas or events and convey 
the relationships among them.
•	establish a thesis that addresses the specific task and 
audience.
•	develop and maintain a style and tone appropriate to the 
task, purpose, and audience.
•	choose words and phrases to express ideas precisely and 
concisely.
•	assess the quality of one’s own writing and, when 
necessary, strengthen it through revision.
•	use varied sentence structures to achieve cohesion between 
sentences.
•	accurately incorporate source material into one’s own work 
while avoiding plagiarism.
•	gather the information needed to build an argument, 
provide an explanation, or address a research question.
•	recognize effective transitional devices within the 
context of a passage.
•	place modifiers correctly.
•	use coordination and subordination effectively.
•	recognize parallel structure.
•	maintain agreement between pronoun and antecedent.
•	avoid inappropriate pronoun shifts.
•	maintain clear pronoun references.
•	use proper case forms.
•	use adjectives and adverbs correctly.
•	use appropriate degree forms.
•	avoid fragments, commas, and fused sentences.
•	use standard verb forms.
•	maintain agreement between subject and verb.
•	avoid inappropriate shifts in verb tense.
•	recognize commonly confused or misused words or phrases.
•	use standard spelling.
•	use standard punctuation.
•	use standard capitalization.
•	use technology as a tool to produce, edit, and distribute 
writing.

2.	When writing to inform or explain, students must convey 
information clearly  and coherently.
3.	When writing to inform or explain, students must 
demonstrate understanding of content by reporting facts accurately.
4.	When writing arguments, students must establish a 
substantive claim.
5.	When writing arguments, students must link claims and 
evidence with clear reasons and ensure that the evidence is relevant 
and sufficient to support the claims.
6.	When writing arguments, students must acknowledge 
competing arguments or information, defending or qualifying the 
initial claim as appropriate.
7.	Students must write at least 6 - 8 graded paragraphs or 
short essays with a minimum of 350 words; at least half of these 
papers should be written in class in a timed setting.
		
Methods of Evaluation: Evaluation of student progress towards achieving the stated learning outcomes and performance objectives is the responsibility of the instructor, within the policies of the college and the department. Detailed explanations are included in the expanded Syllabus developed by the instructor for each section being taught.
Flexibility: It is the intention of the instructor to accomplish the objectives specified in the course syllabus. However, circumstances may arise which prohibit the fulfilling of this endeavor. Therefore, this syllabus is subject to change. When possible, students will be notified of any change in advance of its occurrence.
Student Email Accounts Pensacola State College provides an institutional email account to all credit students. Pirate Mail is the official method of communication, and students must use Pirate Mail when communicating with the College. In cases where companion software is used for a particular class, emails may be exchanged between instructor and student using the companion software.
Note: For students with a disability that falls under the Americans with Disability Act or Section 504 of the Rehabilitation Act, it is the responsibility of the student to notify Student Resource Center for ADA Services to discuss any special needs or equipment necessary to accomplish the requirements for this course. Upon completion of registration with the Student Resource Center for ADA Services office, specific arrangements can be discussed with the instructor.