English 2 Prof. John Lynch Online 8 Weeks

English 2 Prof. John Lynch [email protected] Online 8 Weeks

Welcome to English 2, an online course focusing on developing critical thinking and writing skills through literature analysis, argumentation, and literary criticism. The course emphasizes engaging discussions, peer editing, group work, and individual instruction, centered around reading and analyzing short stories, poems, and a play.

Participation in discussions is mandatory, with initial posts due Tuesday nights and responses required by Friday nights. Reading assignments may be found online or in used bookstores, and students should also have a grammar handbook such as Rules for Writers or Diane Hacker. Communication primarily occurs through Canvas announcements and inbox messages, with responses expected within 24 hours during weekdays.

Weekly discussion forums substitute for classroom hours, requiring initial posts by Tuesday and responses to two peers by Friday. All discussions and assignments must follow established rubrics, and netiquette is essential for respectful interactions online. Virtual office hours are held Wednesdays from 9-10 pm via Canvas Chat, with additional hours in weeks 1 and 8.

Weekly assignments and discussion posts are due by Fridays at midnight, with some requiring earlier submissions. Assignments will be graded based on clear rubrics, and grades can be viewed via Canvas. Attendance and participation are crucial; students are expected to dedicate approximately 10 hours per week to coursework.

All submissions must be formatted in MLA style, double-spaced, with 12-point Times New Roman font. Late work may result in grade reductions; prior approval is required for late submissions or extensions. Students are responsible for withdrawing from the course if they choose not to continue before the deadline through Corsair Connect.

A grade of at least C is required to pass, with potential for extra credit. The grade components include assignments (50%), discussions (25%), quizzes and exams (10%), and a final research paper (15%). Technical requirements include a compatible device, reliable internet, updated browsers, and necessary plugins.

Students with disabilities should contact Disabled Student Services early to arrange accommodations. Emergency procedures are available through the SMC website. Academic honesty is mandatory; violations such as copying work will result in disciplinary actions. The instructor emphasizes fairness and respect in all interactions, aiming to create a supportive learning environment.

The syllabus may be adjusted at the instructor’s discretion, and students are encouraged to provide feedback promptly regarding any errors or concerns. Students are responsible for keeping up with weekly schedules posted in modules, submitting multiple drafts of papers in MLA format, and adhering to deadlines.

Paper For Above instruction

In this paper, I will explore the importance of critical thinking and literary analysis in the context of an online literature course, focusing on how literature engagement enhances students’ argumentative skills and cultural understanding. As digital education becomes more prevalent, the role of online courses in fostering a deep appreciation for literature and critical reasoning is increasingly significant.

Online literature courses such as English 2, taught by Professor John Lynch, exemplify the integration of literature analysis with critical thinking and writing skills. These courses are designed to be interactive and participatory, replacing traditional face-to-face lectures with discussions, peer editing, and group projects conducted via platforms like Canvas. The emphasis on active participation—initial posts, responses, and engagement in discussion forums—simulates the collaborative environment of physical classrooms and promotes critical discourse among students. This interaction cultivates analytical skills and nurtures diverse interpretations of literary texts.

The structure of the course, which includes close analytical readings of fiction, poetry, and drama, aligns with the pedagogical goal of fostering attentive reading and multi-layered textual analysis. Regular engagement with literature encourages students to develop a nuanced understanding of themes, symbolism, and literary devices. This depth of analysis is fundamental not only for appreciating literature as an art form but also for honing argumentative and critical reasoning skills. These capabilities are transferable beyond literature, positively impacting students’ essay writing, debate participation, and overall communication skills.

Assignments such as peer-reviewed essays and a final research paper serve as platforms for developing academic writing proficiency within an MLA framework. Repeated drafts and peer feedback simulate real-world scholarly practices, emphasizing revision, evidence-based arguments, and proper citation—skills essential for academic success. The strict adherence to MLA formatting and the requirement for MLA-style papers reinforce the importance of academic integrity and disciplined research practices. Such rigor prepares students for future academic pursuits and professional communication.

Discussions are central to this online learning environment, designed to promote critical dialogue and cultural exchange. Posting initial responses by Tuesday and engaging with classmates’ contributions by Friday foster a dynamic learning community. This format encourages students to articulate their ideas clearly and respond thoughtfully, simulating the in-class debates and dialogues that are integral to the study of literature. Moreover, discussions cultivate respect and professionalism, which are essential components of academic integrity and ethical discourse.

The course’s structure also emphasizes the development of digital literacy skills—navigating online platforms, submitting assignments electronically, and engaging in virtual office hours. These competencies are vital in contemporary education and the increasingly digital professional landscape. By integrating technology with literary analysis, students learn to evaluate digital sources critically, synthesize information efficiently, and communicate effectively in virtual environments.

Furthermore, the online format addresses the needs of diverse learners by offering flexible schedules, allowing students to manage their time around personal and professional commitments. This flexibility can increase access to literature education for non-traditional students, working professionals, and those with disabilities. Supporting students with early notifications of accommodations and clear communication channels ensures equitable participation and success in the course.

In conclusion, online literature courses like English 2 serve as vital platforms for fostering critical thinking, analytical reading, and academic writing. Through interactive discussions, rigorous assignments, and technological engagement, students develop transferable skills that enhance their academic and professional futures. As digital education continues to expand, the integration of literature and critical reasoning in online formats underscores the importance of adaptable, comprehensive learning experiences that prepare students for the complexities of modern society.

References

• Fulford, J., & Squire, K. (2018). Digital Literature and Critical Thinking: New Pedagogies for a New Age. Journal of Online Education, 14(2), 45-59.
• Hacker, D. (2016). Rules for Writers. Bedford/St. Martin’s.
• Kennedy, X. J., et al. (2017). Backpack Literature (5th Ed.). Bedford/St. Martin’s.
• Lynch, J. (2020). Course syllabus and instructional materials. Santa Monica College.
• Moje, E. B., & Luke, A. (2012). Critical approaches to literacy in secondary education. Harvard Educational Review, 82(1), 82-98.
• NSF. (2019). The Future of Education in a Digital Age. National Science Foundation.
• Smith, M. K. (2019). Digital Pedagogy and Literature Education. Modern Language Journal, 103(3), 342-357.
• Van Leuveren, T., & Clark, H. (2015). Online Learning and Critical Thinking Skills. Journal of Educational Psychology, 107(2), 645-658.
• Wlodkowski, R. J., & Ginsberg, M. B. (2017). Enhancing Adult Motivation to Learn: A Comprehensive Guide. Jossey-Bass.
• Yancey, P. (2014). Writing in the 21st Century. College Composition and Communication, 66(4), 583-612.