ENG 100 Writing I
Section 650 Rowan County Sr. High School
Caudill College of Arts, Humanities and Social Sciences
Morehead State University
Instructor: Kay M. Hedrick
Office: RCSHS, Room 91
Office Hours: M,T,Th, F, 8:05-9:20
Phone: 606-784-8956, ext. 2691
Email:
Webpage URL: [optional]
COURSE MATERIALS/TEXTBOOKS:
Lunsford, Andrea A., John J. Ruszkiewicz, and Keith Walters. Everything’s An Argument. 5th ed. Boston: Bedford/St. Martin’s, 2010. ISBN (with readings): 978-0-312-53861-3/ISBN (without readings): 978-0-312 -53862-6
(Available through MSU bookstore: )
PURPOSE OF COURSE/CATALOG DESCRIPTION
Prerequisite: 18 ACT English subscore or successful completion of ENG 099. The course is designed to develop students’ skills in reading introductory college-level texts with comprehension and critical awareness; writing effective academic prose; making use of current technologies to locate information relevant to select topics; and making effective and appropriate use of a modest number of sources in expository and persuasive/argumentative essays. This course satisfies the Core Writing I for general education.
APPROVED UNIVERSITY GENERAL EDUCATION STUDENT LEARNER OUTCOMES
1. Read college-level texts for comprehension (1b).
2. Write effectively for a variety of target audiences using conventions associated with standard English (1c).
3. Employ current technologies in the process of locating, analyzing, and evaluating and using information (2a).
LEARNER OUTCOMES: Students will be assessed according to their ability to produce papers that
- synthesize information from two or more sources dealing with a common topic;
- demonstrate critical thinking in analyzing and constructing arguments;
- demonstrate facility with information literacy skills, including library research methods; Internet research techniques, or field research techniques;
- make fair and appropriate use of work of others in illustrating and supporting claims;
- document their use of sources according to MLA conventions;
- demonstrate an understanding of the rhetorical skills related to discovery, arrangement, and style;
- demonstrate awareness of audience and employ appropriate tone, diction, vocabulary according to the targeted audience and purpose;
- adhere to the conventions appropriate to academic discourse, including standard grammar, mechanics, and usage;
- demonstrate the ability to produce a coherent piece of writing shaped by a controlling idea; and
11. demonstrate the ability to write for different purposes, target different audiences, and employ a range of tactics (including appeals to ethos, pathos, and logos).
CLASSROOM POLICIES:
Attendance/Participation Policy:
Excused absences:
A maximum of four (4) accumulated day’s absences for the year may be excused by a note from the student’s parent/guardian. A student MUST bring in a parent note with the date the student was absent from school. Parent and medical notes must be brought in to the attendance clerk within five (5) school days of the absence or it will be counted as an unexcused absence. When each student uses their allotted four (4) parent notes per year, all excused absences (either full or partial day) will require a medical excuse, court excuse or must be approved by the principal/designee. When a student has been out of school ten (10) medically excused days or tardies, the parent will be required to provide the school with a District Medical Excuse form filled out by the attending physician. Forms can be obtained by the Attendance Clerk. Please be aware that the Principal does have the right to approve or deny any request.
Absences exceeding four (4) days per year may be excused by a physician’s statement. However, if a student is absent from school for a consecutive five (5) day period or longer with a doctor’s note, parents of such students should contact the Rowan County Director of Pupil Personnel for consideration for homebound instruction.
Unexcused Absences:
Absences beyond four (4) days per year without a doctor’s statement and which are not excused by the Principal/Designee shall
be unexcused. Remember that all parent notessubmitted to the attendance clerks must be received within five (5) school
days of the absence or it will be considered an unexcused absence.
Late/Makeup Work: All major assignments have firm deadlines with due dates assigned in the syllabus. All assignments are due at the beginning of class on the announced date. In-class writing assignments, reading quizzes, and class discussions cannot be made up unless the student has an excused absence (see above). You must submit your essays in the appropriate drop box on Blackboard. Essays must be in the drop box on the due date and before the class period begins. After the due date, formal essays will be penalized 20 points per day late, excluding weekends. All essays must be completed and submitted in order to receive a grade for the class. If you do not have two hard copies of your drafts on peer review dates at the beginning of class, you will receive a grade of zero for that class period. Assigned readings should be completed prior to class. Major papers and basic reading assignments are on the course outline. Shorter writing assignments or readings and quizzes may or may not be announced prior to class.
ADA Compliance Statement:Americans with Disabilities Act (ADA): In compliance with the ADA, all students with a documented disability are entitled to reasonable accommodations and services to support their academic success and safety. Though a request for services may be made at any time, services are best applied when they are requested at or before the start of the semester. To receive accommodations and services the student should immediately contact the Disability Services Coordinator in the Office of Academic and Career Services, 223 Allie Young Hall, 606-783-5188, [NOTE: It is the student’s responsibility to inform the instructor of any special needs before the end of the second week of classes and to provide appropriate documentation.]
Campus Safety Statement:
Emergency response information will be discussed in class. Students should familiarize themselves with the nearest exit routes in the event evacuation becomes necessary. You should notify your instructor at the beginning of the semester if you have special needs or will require assistance during an emergency evacuation. Students should familiarize themselves with emergency response protocols at
PLAGIARISM: Cheating, fabrication, plagiarism or helping others to commit these acts will not be tolerated. Academic dishonesty will result in severe disciplinary action including, but not limited to, failure of the student assessment item or course, and/or dismissal from MSU. If you are not sure what constitutes academic dishonesty, read The Eagle: Student Handbook or ask your instructor. The policy is located at [pgs.11 & 39]. For example: Copying information from the Internet is plagiarism if appropriate credit is not given. Rowan County Schools attendance policy will also be adhered to. This policy can be found in the Rowan County Student Discipline Code Book.
ASSESSMENT: (More details regarding each assignment will be provided in class and on Blackboard when each assignment is given.)
Essay #1 (Rhetorical Analysis): 15% (150 points)
Essay #2 (Argumentative): 15% (150 points)
Essay #3 (Argumentative Synthesis): 20% (200 points)
Drafts/Reflections/Peer Review: 15% or 5% per essay (150 points)
Library Assessment: 5% (50 points)
Homework/In-Class Exercises and Assignments: 10% (100 points)
You are expected to come to class and fully participate in each class session. This means (when applicable) reading all assignments; participating in class discussions; participating in Blackboard discussions; posting discussion questions to Blackboard; participating in peer-review workshops by both having a draft, and reading and providing comments on other students’ drafts; participating in in-class writing; etc.
Quizzes: 10% (100 points)
From time to time unannounced quizzes will be given to encourage attendance and active reading of all assignments. These cannot be made up if you miss class, but your one lowest score will be dropped.
Final Exam: 10% (100 points)
Required Components for General Education Assessment Across All Sections:
Assessments should be administered according to the schedule distributed each semester.
- Students will produce an essay shaped by a controlling claim that integrates matter from a modest range of credible sources(1c , 2a). This essay of 1250- 1500 words should integrate approximately three credible sources outside of the class textbook, such as Time or Newsweek, although not necessarily scholarly sources. “Credible” vs. “scholarly” might be defined as the difference between a source approved and reviewed by an editor, but not necessarily peer reviewed. The discussion of the subject matter in the essay should result in a claim that reasonable people could disagree about appropriate for an argumentative synthesis essay, but the essay is not required to be as extensive as the research paper in ENG 200. The sources must be used in-text, cited parenthetically, and formatted on a Works Cited page, however.
- Students will complete a final examination consisting of a reading comprehension quiz administered on Blackboard (1b) and a response to an in-class prompt, both based on a common reading across all sections supplied by the department (1c).
- Students will complete a timed library research quiz to be administered on Blackboard during the three full weeks before Thanksgiving and the three full weeks after spring break (2a).
Additional Required Components
- Students must complete a minimum of 3 distinct essays or papers (for a minimum of 3000 words or 12 pages).
- The department final exam must be administered during finals week in all sections.
- At least 75% of the course grade must be based primarily upon writing assignments (including the final).
- No single essay or paper will be weighted less than 10% or more than 30% of the course grade.
- Quizzes, exercises, and assignments other than essays can total no more than 10% of the course grade.
- Class participation can total no more than 10% of the course grade.
- In on-campus sections, no credit shall be assigned for attendance alone, although instructors may reduce grades for non-attendance.
GRADING POLICIES:
Final papers and other assignments will be evaluated on a numerical basis.
Letter grades will be assigned according to the percentage of total points earned
(90-100% = A, 80-89% = B, 70-79% = C, 60-69%=D, 59 and lower=E)
See Schedule of Assignments (Separate Handout)
(Updated -6-10-14)
(Revised 07-30-14 kmh)
SCHEDULE OF ASSIGNMENTS:
This schedule is tentative and should be used as an outline/guide. Check Blackboard, and expect changes to be announced in-class. If a snow day occurs on the date of assignment, please complete the assigned work per Blackboard’s instructions.
Week 1: Jan. 5-9
M 01/05Introduction to course, overview of class ( How to Read a Syllabus Handout)
T 01/06Class Procedure / Reading Journal/ Class Texts
W 01/07Read Adler, “How to Mark a Book” (
Read “Critical Reading Towards Critical Writing” (
Timed reading to evaluate reading speed – time management discussion.
TH 01/08How to Take Notes
Creation of Rubric for Summary Writing
F 01/09Review of Basic Essay Format and Thesis Statements
Week 2: Jan. 12-16
M 01/12Books for class must be obtained by this date.
Read Chapter 20 “Intellectual Property, Academic Integrity, and Avoiding Plagiarism,” (pg. 436 – 444). Mark the text and/or take notes. Finish as homework, as necessary.
T-W01/13Instruction, Interactive Activities, PowerPoint, Practice, and Exercises.
01/14
TH 01/15Read Chapters 18-19 “Evaluating and Using Sources” (pages 410-433). Mark the text
and/ortake notes. Finish as homework, as necessary.
F 01/16 Creation of class document for evaluating sources. Completion of numbers 1and 4 on pages 434-435. Homework – complete #1 on page 417.
Week 3: Jan. 19-23
M 01/19No School – Martin Luther King Day
T 01/20Chapter 18-19 Reflection and Discussion
W 01/21MLA Instruction and Practice
TH01/22Read “Don’t Mourn Brown v. Board of Education” by Juan Williams (handout taken
from Elements of Argument, pp.8-14).
Read “Critical Reading” (handout taken from Elements of Argument, pp. 35 -47). ). Mark the text and/or take notes.
Complete #3 on page 47 as practice.
F01/23Read “Critical Reading” (handout taken from Elements of Argument, pp. 48 -59 to
Critical Listening, completing the Practice exercise on page 56). Mark the text and/or
take notes.
Week 4: Jan. 26 – 30
M01/26Read “Critical Reading” (handout taken from Elements of Argument, pp. 59 beginning at
Critical Listening -59 – 73.) Complete numbers 1-3 on page 64. Mark the text and/or take notes.
T01/27“Critical Reading” Reflection and Discussion
W01/28Read Chapter 1 “Everything is an Argument” (pages 3-29). Mark the text and/or take
notes. Write a summary of the chapter using the Rubric for Summary Writing created as a class. Please type in MLA format. Finish as homework, as necessary.
TH-F 01/29Peer Review of Chapter Summaries and Feedback. Chapter 1 Discussion and Exercises:
01/30Page6, Class Discussion (PPT). Page 28, group work.
Week 5: Feb. 2 - 6
M 02/02Read Chapter 2 “ Arguments Based on Emotion: Pathos” (pages 30-41). Mark the text
and/or take notes. Write a summary of the chapter using the Rubric for Summary Writing created as a class. Please type in MLA format. Finish as homework, as necessary.
Homework: Complete #4 on page 41. Bring a magazine to class for the next meeting to be used in an assignment.
(Begin discussion of page 51, #1. Create power point of ads listed in this discussion. Assign students to bring a magazine to class for the next meeting and to complete #2 on page 51 – have classes create a bulletin board to show their results.)
T-W 02/03Chapter 2 Reflection, Class Discussion, and Exercises: Homework due.
02/04Page 33, Paired Work. Page 40-41, #1 and #2 as class discussion, #4 as presentation for
class discussion. Creation of class display/bulletin board for #2.
Th 02/05Evaluation of Pathos. Read and analyze “Goodbye Columbus,” page 931-942. Class
discussion.
F02/06Read Chapter 3 “Arguments Based on Character: Ethos” (pages 42-54). Mark
the text and/or take notes.. Complete #2 and #3 on page 54 for homework.
Week 6: Feb. 9-13
M02/09Chapter 3 Reflection, Discussion and Exercises: Discussion of Chapter 3, Page 53, #1
and presentations of homework to class.
T02/10Read Chapter 4 “Arguments Based on Facts and Reason: Logos” (pages 55-73). Mark
the text and/or take notes. Complete as homework, as necessary. Homework: Complete
“Respond” on page 66.
W-TH02/11 Chapter 4 Reflection, Discussion and Exercises: Page 59(Class Discussion),Page 60
02/12(Group Work), Page 63 (Class Discussion), Homework presentations from Page 66.
F 02/13Evaluation of Logos. Class reading and Discussion. Page 717-731.
Week 7: Feb. 16-20
M 02/16Presidents’ Day – No School
T 02/17 Read Chapter 5 “Fallacies of Argument” (pages 74-88). Mark the text and/or take notes. Complete as homework, as necessary.
W 02/18Chapter 5 Reflection, Discussion, and Exercises.
(Possible Quiz over Reading, Discussion of page 88, #1. Completion of #2 and #4 as in-class assignment or homework- laptops or iPads necessary).
Th 02/19Evaluation of Fallacious Reasoning. Class reading and Discussion. “The Locavore’s
Dilemma,” Page 703-707. SOAPSTone Analysis Instruction.
F 02/20Read Chapter 6 “Rhetorical Analysis,” (pages 90-119). Mark the text and/or take notes. Complete as homework, as necessary.
Rhetorical Analysis Assignment. Choose from:
- “Propaganda: How Not to Be Bamboozled,” (pg. 123-133) by Doona Woolfolk Cross (Handout from MSU Propoganda Materials)
- “The World of Doublespeak,” (pg. 152-163) by William Lutz. (Handout from MSU Other Materials)
- “The Language Police,” (pg. 276-287) by Diane Ravitch (Handout from MSU Other Materials)
- Case Study: Political Correctness and Speech Codes article “Big Brother is Listening,” (pg. 260-267) by Ethan Bronner. (Handout from MSU Other Materials)
- “Politics and the English Language,” (pg. 138-149) by George Orwell. (Handout from MSU Other Materials)
- “Who Said PC is Passe?” (pg. 268-272) by John Leo. (Handout from MSU Other Materials)
Week 8: Feb. 23-27
M 02/23Computer Lab – MLA Citation Formatting, Internal Citation Instruction
T 02/24Writing/Conferencing Day
W 02/25Drafts due.Rhetorical Analysis Workshops – Peer Review, writing and reflection.
Th 02/26Rhetorical Analysis Workshops – Peer Review, writing and reflection.
F 02/27Rhetorical Analysis Workshops – Peer Review, writing and reflection.
Week 9: March 2-6
M 03/02Rhetorical Analysis paper due.
Read Chapter 7 “Structuring Arguments,” (page 123-151).Mark the text and/or take notes. Complete as homework, as necessary.
T 03/03Chapter 7 Reflection, Discussion, and Exercises.
Computer Lab- Begin working on possible argumentative topic selection- narrow to three topics. Evaluate possible ways to structure the argument for each.
W-TH 03/04Read Chapter 8 “Arguments of Fact,” (page 152-186).Mark the text and/or take notes.
03/05Complete as homework, as necessary. Homework: Use FactCheck.org (pg. 158) to explore your ossible argumentative topics. Then offer your own brief factual argument about the site’s objectivity.
F 03/06Chapter 8 Reflection, Discussion, and Exercises: Discussion of Homework, Page 155 Class Discussion, Pages 174-186 Discussion and Evaluation of Sample Arguments.
Is your Topic an Argument of Fact? Homework: Use the Guide to Writing an Argument of Fact to narrow and fine tune your argumentative paper topic. Your end result should be a final topic and thesis statement. Due Wednesday, March 12.
Week 10: March 9-13
M-T 03/09Read Chapter 9 “Arguments of Definition,” (page 187-213).Mark the text and/or take
03/10notes. Complete as homework, as necessary.
W 03/11Chapter 9 Reflection, Discussion, and Exercises: Page 190 Class Discussion, Page 206-213 Discussion and Evaluation of Sample Arguments.
Is your Topic an Argument of Definition? Homework: Use the Guide to Writing an Argument of Definition to narrow and fine tune your argumentative paper topic. Your end result should be a final topic and thesis statement. Due Wednesday, March 12.
TH 03/12Argumentative Paper 2 Topic and Thesis Statement Due.Presentation and discussion and
evaluation of topics/thesis statements. In-class writing/conferencing time.
F 03/13Read Chapter 16 “Academic Arguments,” (page 367-379). Mark the text and/or take
notes. Complete #s 1 and 3 on pages 379-380. Complete as homework, as necessary.
Week 11: March 16-20
M 03/16Chapter 16 Reflection, Discussion and Exercises: Class discussion of Pages 379-380 Questions 1 and 3. Read pages 383-394. Discussion and Evaluation of sample essays.
T 03/17Read Chapter 17 “Finding Evidence,” (page 395-407). Mark the text and/or take
notes. Complete #s 1 and 3 on pages 379-380. Complete as homework, as necessary.
W 03/18Chapter 17 Reflection, Discussion and Exercises: Class discussion of Pages 408-409 Questions 1 and 2.
Th-F 03/19MSU Library (Videos) and RCSHS Library as resources for your research.
03/20
Week 12: March 23-27
M 03/23Review of Chapters 18-20, “Evaluating Sources,” “Using Sources,” and “Plagiarism and Academic Integrity.”
T 03/24Drafts due.– Peer Review, writing and reflection. Argumentative Paper 2
W 03/25Peer Review, writing and reflection. Argumentative Paper 2
Th 03/26Peer Review, writing and reflection. Argumentative Paper 2
F 03/27Review of MSU Library Videos in preparation for Library Quiz on Monday, March 30.