Welcome to the Fall 2025 Composition 2 class with Robert Allen!
Throughout this face-to-face 3-credit course (ENC 1102), we’ll work toward understanding and applying a select variety of literary theories—all built on one foundational concept of critical analysis: these modes of analysis do not reside in the text; they reside outside the text as a set of various tools or lenses through which a reader can discern and defend a broader and/or deeper understanding of a text’s meaning.
Each of five theories that we discuss will prepare writers for the composition of a brief (four-sentence, maximum) practice assignment, each worth five points (for a total of 25 points). Each of these exercises must propose the writer’s theory-based analysis of a different music video, selected by the writer — not sampled in class. These exercises emphasize quality and clarity-of-thought. As such, a writer can perfectly complete each of these first four assignments with four carefully-considered sentences—for which I provide a plug-in template below the rubric.
For consideration, writers must provide each practice exercise as a legibly hand-written document at the beginning of class, one week after its assignment. For example, an exercise assigned on Wednesday of Week 4 is due at the start of class on Wednesday of Week 5.
This study of theory will lead each student to the development of a more layered composition for another 25-point paper, in which each writer must articulate a central thesis and then support that thesis with analysis, derived from the theory-based interpretation of literary elements found in one or more music videos that the writer has not yet considered in any of his or her four-sentence exercises. When composing this paper, writers must apply at least three of the five theories discussed in the course.
Writers must provide a typed and printed copy of their final paper before the end of class on Wednesday, Week 16.
The resulting six-part portfolio of theory-based literary analysis meets the standards required under Florida State Board of Education Administrative Rule 6A-10.030. As such, writers must earn a “C” (35/50, 70%) on this collection to pass the course, regardless of how the remaining 50 points may figure into their overall grade.
Participation matters in this course. We will often watch music videos together and then discuss how we might use different theories to discern and defend various analyses through the interpretation of textural evidence. Active engagement in these conversations represents 20 of the course’s 100 points. To earn these points, a writer must A ) attend class or preemptively discuss absence with me, in person or via email; B ) stay awake and appear awake; C ) avoid any preoccupation with electronic devices in the classroom; and D ) verbally share thoughts relating to each theory and its application, the analysis of literary content, and/or the identification of useful textual evidence in sample literary content — during class discussions before the submission of each practice assignment.
Writers will complete a short answer sheet, reenforcing their understanding of key concepts covered in the course, also worth 20 points and due at the beginning of class on Wednesday of Week 8.
Writers will maintain a journal with one free-writing entry for every day that we meet as a class. A legible journal with a complete set of entries will earn each writer the remaining 10 points, due when we meet for our college-scheduled final exam, as charted below. For consideration as a viable entry, either A) the quality or B) the quantity of each installment must reflect the time in class allocated to free-writing. This assignment constitutes the course’s final.
I may not consider any assignments submitted after each respective deadline listed above.
Considered cumulatively, the above assignments account for 100 points, so that each point simply equals 1% of each writer’s overall grade—which I translate to letters, according to the most customary 10-point increments:
100-90% (A), 89-80% (B), 79-70% (C), 69-60% (D), and 59-0% (F).
Writers who miss five or more consecutive class meetings without providing an assignment or other communication may earn a non-participatory designation that leads to their withdrawal from the course, as facilitated by the college’s mid-semester participation reporting.
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I use the following rubric to grade all five practice papers:
Does the paper include a clear and correct explanation of the theory?
No (0 points) – Yes (1 point)
Does the paper include a clear and original statement of theory-based content analysis, which proposes meaning rather than reviewing narrative?
No (0 points) – Yes (1 point)
Does the paper include clear reference to specific textual evidence from the selected work for analysis?
No (0 points) – Yes (1 point)
Does the paper include a theory-based interpretation of that evidence that supports the writer’s statement of analysis?
No (0 points) — Yes (1 point)
Does the paper exclude A) major mechanical errors, such as sentence fragments, comma splices, subject/verb disagreements, or antecedent/pronoun disagreements or B) unclear language, such as misused words, unidentifiable pronouns, and inconsistent tense or perspective?
No (0 points) – Yes (1 point)
______________
Writers may utilize the following four-sentence template (mentioned earlier in the syllabus) to optimize their likelihood of successfully addressing each point in the above rubric.
In sentence one, explain the theory:
[Insert name of theory] helps readers discern and defend art’s meaning through the application of questions concerning [insert one or more ideas essential to the theory and your impending use of it].
In sentence two, articulate an original statement of literary analysis (a thesis addressing the art’s meaning):
For example, when considered through a [insert theory name (in adjective form)] lens, [Insert title of song] by [insert name of song writer / performer] suggests that [insert your theory-based statement of analysis].
In sentence three, identify textual evidence, relevant to supporting your analysis of the art:
The art includes [insert explanation of literary element: a musical, visual, and/or lyrical aspect relevant to building support for your above statement of analysis].
In sentence four, offer a theory-based interpretation of the above evidence that supports the statement of analysis:
This literary element supports the above analysis by demonstrating [insert theory-based interpretation of the above literary element].
______________
I use the following adjusted rubric to consider the final paper:
Does the paper include a clearly articulated central thesis?
No (0 points) – Yes (5 points)
Does the paper include a clear and correct explanation of the three theories used in the paper?
No (0 points) — Yes (3 points)
Does the paper include three clear and original statements of theory-based content analysis, which propose meaning rather than review narrative?
No (0 points) – Yes (3 points)
Does the paper include three clear references to specific textual evidence from the selected work/s for analysis?
No (0 points) – Yes (3 points)
Does the paper include three theory-based interpretations of that evidence that support the writer’s statement of analysis?
No (0 points) — Yes (3 points)
Does the writer explain how each of the above three theory-based statements of literary analysis support the central thesis?
No (0 points) — Yes (5 points)
Does the paper exclude A) major mechanical errors, such as sentence fragments, comma splices, subject/verb disagreements, or antecedent/pronoun disagreements; B) unclear language, such as misused words, unidentifiable pronouns, and inconsistent tense or perspective; and C) breaches in MLA formatting?
No (0 points) – Yes (3 points)
______________
Class Time and Place
Tuesday, 5:30-8:10 PM, Titusville Campus, Building 1, Room 128
Office Hours
Titusville Campus, Building 1, Room 128
Monday/Wednesday: 1:30-2:30 PM, 8:10-8:40 PM
Tuesday: 3:00 – 5:30 PM and 8:10 – 8:40 PM
Thursday: 10:00 AM – 2:00 PM, online or on campus by appointment
Office Phone: (321) 433-5143
email: allenrob@easternflorida.edu
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Fall 25, Final Exam Schedule:
| Time of Exam | Monday May 4 | Tuesday May 5 | Wednesday May 6 | Thursday May 7 | Friday May 8 |
| 8:00 – 10:00 AM | Classes meeting Mon, Wed or Mon, Wed, Fri 8:00 AM | Classes meeting Tues, Thurs 8:00 AM | Classes meeting Mon, Wed or Mon, Wed, Fri 9:25 AM | Classes meeting Tues, Thurs 9:25 AM | |
| 10:10 AM – 12:10 PM | Classes meeting Mon, Wed 10:50 AM or Mon, Wed, Fri 11:00 AM | Classes meeting Tues, Thurs 10:50 AM | Classes meeting Mon, Wed, Fri 10:00 AM | Classes meeting Tues, Thurs 12:15 PM | Classes meeting Friday 9:00 AM |
| 12:10 – 1:00 PM | LUNCH | LUNCH | LUNCH | LUNCH | LUNCH |
| 1:00 – 3:00 PM | Classes meeting Mon, Wed, Fri 1:00 PM or Mon, Wed 1:40 or 2:15 PM | Classes meeting Tues, Thurs 1:40 or 2:15 PM | Classes meeting Mon, Wed 12:15 PM | Classes meeting Friday 1:00 PM | |
| 3:10 – 5:10 PM | Classes meeting Mon, Wed 3:05 PM | Classes meeting Tues, Thurs 3:05 PM | Classes meeting Mon, Wed 4:30 PM | Classes meeting Tues, Thurs 4:30 PM | |
| NORMAL CLASS MEETING TIME | Monday Evening Classes | Tuesday Evening Classes | Wednesday Evening Classes | Thursday Evening Classes | Friday Evening Classes |
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Appendix A
The following information appears in all syllabi for CRW 2001 classes, per college-wide requirement.
This course meets College Level Communication Skills and General Education requirements. It provides a continuation of academic writing, critical reading, and critical thinking skills from ENC 1101, with emphasis on either writing about literature (including selections from fiction, poetry, drama, and/or creative nonfiction) or writing about nonfiction issues from scholarly sources using various rhetorical strategies. Readings provide the basis for essay writing, critical analysis, and research. Multiple written assignments, including one documented research project, and a minimum overall grade of “C” are mandatory to meet College-Level Communication & Computational Skills Rule and General Education requirements.
Course competencies direct students to 1) use written conventions for academic writing with Standard American English, 2) select processes required for college-level composition, 3) incorporate critical thinking strategies into the reading process, 4) interpret texts through critical thinking, 5) select effective approaches to scholarly writing, 6) write critically as a means of mastering course content, 7) develop appropriate academic voice, 8) select appropriate research methods, and 9) compose a research project on a selected scholarly topic. This course links to the college’s “core ability” regarding students’ capacity to “think critically and solve problems.”
Appendix B
The following information appears in all syllabi for all courses, per college-wide requirement.
In face-to-face classes, students must physically attend at least one class in the first two weeks and complete one graded assignment. For students who registered during the add or drop period after the course’s last meeting for the first week, students must attend the first class of week two (2) and follow-up with their instructor regarding the missed graded assignment. Failure to meet the participation requirements will result in the student being marked as not participating and withdrawn from the course.
For 16-week and 12-week classes, instructors are required to submit an additional Class Participation Report. A student is considered actively participating if they have recently completed assignment(s) leading up to this checkpoint and continue to engage in the course as outlined in the syllabus. This report verifies each student’s continued participation.
Religious Observations—
When the observance of a student’s religious holiday(s) interferes with attendance in class, class work assignments, examinations, or class activities, the student must notify the instructor in writing within the first week of class. Students are held responsible for material covered during their absence. The instructor should provide alternative arrangements for students to complete the work for the missed session. Students excused for religious observances will be expected to meet the class requirements for those days without undue delay. Students who believe they have been unreasonably denied educational benefits due to their religious beliefs or practices may seek redress through the student appeal procedure. [FS 1001.64, 1002.21, 1006.53] Nationally recognized religious holidays shall be acknowledged plus any significant day of religious observance as recognized by the highest governing body of that particular religious faith. Students may be required to provide information or proof the religious holiday if such holiday is not generally known.
Academic Dishonesty, EFSC Policy—
Any form of academic dishonesty is subject to the disciplinary actions set forth in the Student Code of Conduct. Cheating, plagiarism and any other misrepresentation of work are prohibited. Students who are found to be in violation of this standard may receive severe sanctions, including a failing grade in their respective course and depending on the circumstances, possible expulsion from Eastern Florida State College.
In general terms, plagiarism is the adoption or incorporation of another’s ideas without proper attribution of the source. It is more simply defined as taking the writings of another person or people and representing them to be one’s own. Please note that access to or obtaining information/copying assignments provided from sources like CHEGG, Course Hero, Accounting Tutor, or any other online applications that purport to offer the answers to exercises or instructor materials for courses, may be considered CHEATING, and any instances that can be substantiated will be treated as such.
To avoid plagiarism, you should always credit the sources used when writing as essay, research paper, or other assignment in accordance with the appropriate style manual or format required in your course. Confirm with your instructor the appropriate format to use.
Types of actions defined as plagiarism include but may not be limited to the following:
Cutting and pasting to create a written document from a single or various sources;
Citing a source with false or inaccurate information. (Bibliographical or URL);
Quoting less than all the words copied or paraphrasing a source without proper citation or notation the document has been altered;
Submitting papers, assignments, exams, or forums that were completed by someone other than yourself;
Working in a group or otherwise colluding with other students to prepare and submit work without prior acknowledgment and approval from the instructor;
Receiving or giving outside help without prior written faculty consent, this includes assistance from tutors, websites, or other online resources;
Sharing assignments, exams, or discussions with other students;
Selling or purchasing (or copying) papers, assignments, or exams from any website that buys or sells them and submitting them as your work in whole or in part;
Using a quotation without proper quotation marks and citation;
Preparing a draft for final paper for another student;
Submitting or revising a paper, assignment, quiz or exam that you submitted in a previous and/or concurrent class without requesting and receiving in writing prior permission from your instructor(s);
Copying a non-text material such as: image, audio, video, spreadsheet, PowerPoint presentation, etc., without proper citation and reference;
Altering any information on forms, electronic attachments or emails after the original has been submitted;
Presenting statistics, facts, or ideas that are not your own, or is not common factual knowledge either by the general population, or commonly known within the particular discipline, without citation, even if you view them as common knowledge in your own educational background.
If you have any questions or concerns regarding plagiarism, ask your instructor or Associate Provost for assistance before a plagiarism problem arises. For more information about plagiarism and proper citations please visit the campus learning lab and/or writing center.
Sexual Misconduct—
Eastern Florida State College is committed to providing a safe and productive learning environment. Title IX and our school policy prohibits discrimination on the basis of sex. Sexual Misconduct—in any form, including sexual harassment, sexual assault, dating violence, domestic violence, and stalking—is prohibited at EFSC. Our school encourages anyone experiencing Sexual Misconduct to talk to someone about what happened, so they can get the support they need and our school can respond appropriately. For more information about your options, please visit easternflorida.edu/our-campuses/campus-security/titleix-sexual-misconduct. Our school is legally obligated to investigate reports of Sexual Misconduct, and therefore it cannot guarantee the confidentiality of a report, but it will consider a request for confidentiality and respect it to the extent possible. As an instructor, I am also required by our school to report incidents of Sexual Misconduct and thus cannot guarantee confidentiality. I must provide other EFSC officials with any relevant information reported to me.
SAIL—
Faculty at EFSC are innovative and may utilize additional resources and technology (including recording devices) above and beyond the required course materials to enhance the instructional experience. EFSC strives to provide equitable access at the same academic and instructional level for all students and is committed to ensuring access for students with documented disabilities. A person with a disability may qualify for reasonable accommodations. SAIL (Student Access for Improved Learning) ensures that reasonable accommodations are provided for students with documented disabilities that significantly impact major life functions While personal services and personal aides cannot be provided, reasonable accommodations will be arranged to assist a student with a disability based on documentation provided by the student. For more information about accommodations and the resources available to students with disabilities, students are encouraged to go to the website or visit a SAIL office on any campus.
Addendum
Link: https://www.easternflorida.edu/academics/syllabus-addendum/index.php
Withdrawing from a course
Link: https://www.easternflorida.edu/registrar/course-related/course-withdrawal.php
College-wide participation policy
Link: https://www.easternflorida.edu/registrar/class-participation.php
College-wide participation reporting policy Link: https://www.easternflorida.edu/registrar/course-related/class-participation-reporting.php
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Twenty Question Assignment:
1) In this course, we use literary theories to discern and defend art’s ___________.
2-4) Metaphorically, we’ve discussed theories as tools or ___________; more directly, we may think of each new theory as a new ___________ of ___________.
5) What role does authorial intent play in our application of literary theory for this course?
6-7) Why? Explain two reasons.
8-10) Name three academic fields (other than English/language studies) from which literary analysist source their theories.
11) True or false: A literary analyst can use any theory to read any text.
12-13) A thesis must offer a reader an original ___________; consequently, writers can’t provide a restatement of ___________ in place of the thesis.
14-16) Literary analysis allows for countless correct (defendable) readings, provided that the analyst cites ___________ ___________, and interprets that citation according to a ___________ foundation and in a manner that supports his or her ___________.
17) An analysis based on an artist’s personal biography is often, still, after connecting a few cognitive steps, an analysis based on the artist’s ___________.
18) True or false: outside this class, we can apply literary theories to lived situations rather than constructed art.
19-20) A text’s meaning is a matter of ___________; by contrast, a text’s narrative is a matter of ___________.
Thoughts, Revised & Refined 