Eastern Illinois University

Fredrick, Terri

ENG 4060-001 Professional Writing Career Development

Beebe, Randall

ENG 5742-600 Studies in Genre

Taylor, Timothy

English

ENG 1000-001 College Composition Studio

Golladay, Jamie

Eastern Illinois University 
The Keep 
Fall 2024 2024 
Fall 1-8-2025 
ENG 1001G-003 College Composition I Critical Reading & Source 
Based Writing 
Jamie Golladay 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_fall2024 
Recommended Citation 
Golladay, Jamie, "ENG 1001G-003 College Composition I Critical Reading & Source Based Writing" (2025). 
Fall 2024. 6. 
https://thekeep.eiu.edu/english_syllabi_fall2024/6 
This Article is brought to you for free and open access by the 2024 at The Keep. It has been accepted for inclusion 
in Fall 2024 by an authorized administrator of The Keep. For more information, please contact tabruns@eiu.edu. 
ENG1001: Critical Reading and Source Based Writing 
Fall 2024 
Coleman Hall 3210 and 3140 
 
Jamie Lynn Golladay 
3871 Coleman 
Office Hours MWF 11:00-12:00 MW 1:00-2:00 or by appointment 
jlgolladay@eiu.edu 
 
Required Texts 
• The Little Seagull Handbook 
• Handouts given throughout the course 
 
Course Description 
College Composition I focuses on informative, analytical, evaluative, and persuasive writing and 
introduces students to college-level research. We will focus on developing a writing process, 
developing a sense of writing community in the classroom, and develop audience awareness. 
You will develop four pieces of writing which reflect these goals and achieve the assignment 
requirements.  
 
Course Requirements 
This class will require several readings, extensive peer review, in-class writing, various in-class 
activities, teacher/student conferences, online discussions, four major writing assignments, four 
analytical responses, a final response to the class, and a revision portfolio. Completing these 
tasks is essential to success. 
 
You will be required to approach assignments actively and thoughtfully, be creative, be present 
mentally, and participate in the class writing community. 
 
Your Instructor 
Please do not hesitate to email me or to visit my office during office hours if you are struggling 
with course material, assignments, or simply want to touch base. I’m a valuable resource for 
doing well in this course. This is true of any course. Carry this advice into other classes. 
 
A note on emailing: I will not respond to informal emails. All emails sent to me or any other 
instructor should contain a greeting, a formally written body, and a signature. Do not treat such 
correspondence as you would a text message. 
 
 
 
 
 
 
Attendance and Late Work 
In this document, you can find every assignment and due date in the course. I will also provide a 
separate due date list on D2L for your convenience. Therefore, you can only seek an extension 
on an assignment before it’s due date. Once the due date has come, you are likely to be denied. 
 
If you are not in class the day that something is due, it needs to be turned into D2L or emailed to 
me. Major writing assignments will be expected as hard copies, so you will have to email me a 
copy of the assignment and bring me a hard copy on the next day that you are in class.  
 
Peer review is time sensitive. In order to be reviewed, you must provide a rough draft at the 
beginning of peer review, even if not present in class that day. And, you cannot retroactively 
review classmates after the assignment is due.  
 
You are permitted one five-day extension on an essay for free, to be used at your discretion. All 
you have to do is ask for your freebee before the essay’s due date. Beyond that, I WILL NOT 
take late work. Plan ahead and get assignments done in the allotted time.  
 
If you miss two class periods or two assignments, or a combination of the two, you will be 
required to conference with me outside of class. I will reach out over email if you do not take the 
initiative to set up a meeting. 
 
Documentation Specifications 
All writing assignments for this class should include a MLA header on the top left side of the 
first page of the paper that includes: your name, my name, the class (ENG 1001), and the due 
date of the assignment. You should choose a centered title that IS NOT the title of the 
assignment. Include page numbers with your last name at the top of every page. Font should be 
in 12-point Times New Roman. Essays should be double spaced.  
 
When you turn in essays, they must be printed, and for different assignments, I will require 
auxiliary documents that are specific to the writing process of the essay (i.e. you will have to turn 
in the section of newspaper that you wrote about for essay three alongside your essay). 
 
Analytical Responses 
You will be asked to write an analytical response to each of the four major assignments in this 
course. These will be one-page reflections on our essays. I require a full, single spaced page for 
full credit. You can include the MLA Header. I like the practice. And, you can also put an extra 
space between paragraphs. But, fill the page up. 
 
In your analytical responses, you should answer some of the following questions: What did you 
learn as a writer from this paper? What did you find most challenging about the assignment? 
Were the discussions that we had in class beneficial to you in writing this paper? Were our 
prewriting activities better or worse for you than those you have done in the past? What did you 
gain from peer review, and was it sufficient, or were you still left with questions? Do you feel 
like you are a better writer or thinker after completing this paper? Did writing this paper alter 
your perspective on anything? 
 
Online Discussions 
We will have five discussions over D2L throughout the course. You will read the required short 
argument or other material and make a post of 300-500 words, answering one of the questions 
that I post with the reading and then respond to two classmates in at least 200 words. The 
purpose of this is to analyze arguments in order to improve genre awareness skills, critical 
thinking, and to put more argumentative styles in your repertoire.  
 
Brief Description of Writing Assignments 
Trolley Problem Essay: You will be asked, to produce a two page argument defending your 
personal stance in the trolley problem. I welcome satirical arguments as long as they are 
consistent and well produced and unoffensive. I also welcome writing the essay as an 
argumentative story, as long as the argument is clear. No research is welcome in this essay; nary 
a quote.  
 
Review of EIU Essay: You will be asked to find out what is happening on campus (that you 
aren’t already involved in) and pick something to review for this essay. We will coordinate 
topics, share information, and try to use this assignment to integrate ourselves into campus life 
with intentionality. 
 
Test of Time Essay: You will be asked to look up the headlines one hundred years before you 
were born, to the day. You will pick a well circulated newspaper to analyze from that date, or as 
close as possible. You will analyze the paper for readability to the modern person. Looking at a 
minimum of three references that either have fallen into obscurity or remain stamped into public 
awareness, you will make an argument about public memory; what about, is up to you and your 
findings. 
 
Picket Sign Essay: This assignment will require you to familiarize yourself with a non-
contemporary cause that sparked protest, at any point in history that you want to look, wherever 
on the planet you like. You will write an argument about the cause and impact of one specific 
protest, not a whole movement or revolution. And, you will also create a picket sign for that 
protest and discuss your artistic choices for the visual argument in the essay itself. This picket 
sign will later be a part of a presentation to the class.  
 
Revision and Final Portfolio 
At the end of the semester, we will create a portfolio of our essays and revise them. This means 
that every student has the ability to revise every essay for a better grade at the end of the 
semester. You must have turned an essay in order to revise it in the portfolio. So, remember 
throughout the semester that you should always turn in an essay even if it’s not your best or most 
complete work. We’ll work on it; that’s what school is for. Just don’t not try. (And, do as I say, 
not as I do regarding double negatives.) 
 
Conferences 
This semester, you will be required to conference with me a minimum of two times. Our first 
round of class-wide conferences will be in week four, and our second round will be in week 
twelve. I will bring sign-up sheets into class where you will be able to pick one of my available 
slots. If you can’t meet me during the times I provide, you will need to talk to me directly about 
finding another time for us. 
 
Aside from the two, class-wide conferences we will be having, you may be required to have 
other meetings with me if you show signs of struggling through missing class or missing 
assignments. Two missing assignments or class periods will necessitate a meeting with me. If 
you miss two assignments or classes, see me. If you don’t initiate that process, I will reach out to 
you over email. 
` 
Classroom Conduct 
Our classroom is a learning environment, and I expect it to be treated as such.  
 
Here are items you should have in class: 
• Writing tools 
• A class notebook 
• Assigned reading material 
• Self awareness 
 
Here are behaviors that will not be tolerated in class: 
• Sleeping 
• Extended disappearances during class 
• Extensive or excessive tardiness 
• Use of electronic devices 
• Side conversation 
• Rude or offensive language 
 
I reserve the right to ask students to leave for doing any of the acts listed above. 
 
I reserve the right to stop letting you into class if you are repeatedly late. 
 
I will ask you to leave for being on electronic devices in lieu of participating in class. I’m 
building a community, and electronics isolate you away from that group. This includes 
headphones on in-class work days. We will have a class playlist to listen to during those times. 
 
Academic Integrity and Plagiarism  
Here is the official statement on plagiarism by the EIU English Department: “Any teacher who 
discovers an act of plagiarism—‘The appropriation or imitation of the language, ideas, and/or 
thoughts of another author, and representation of them as one’s own original work’ (Random 
House Dictionary of the English Language)—has the right and responsibility to impose upon the 
guilty student an appropriate penalty, up to and including immediate assignments of a grade of F 
for the assigned essay and a grade of F for the course, and to report the incident to the University 
Student Standards Board. Respect for the work of others should encompass all formats, including 
print, electronic, and oral sources.” 
 
In class, we will thoroughly discuss the use of sources in the assigned essays, so I will expect 
that everyone be very clear on what plagiarism is and how to avoid it; therefore, if I find that 
plagiarism has occurred in any of the writing that you do for this course, I will not hesitate to fail 
the assignment and turn the offender into the University Student Standard Board. I take this 
offense very seriously.  
 
 
Using the Writing Center 
EIU’s Writing Center located at 3110 Coleman Hall. This free service provides one-to-one 
conferences with writing center consultants who can help you with brainstorming, organizing, 
developing support, and documenting your papers. To schedule an appointment, you can drop by 
the center or call 581-5929. 
 
I cannot stress enough that this is a fantastic resource for writers at all levels and at every stage in 
the writing process. Even if you don’t know where to get started on a writing assignment, all you 
need is the assignment sheet, and the lovely people in the center will help you figure out where 
to go from there. As an added incentive, I will offer a 2% higher grade on any of the five major 
writing assignments if they are turned in with a stamped session form from the center. 
 
Students with disabilities  
If you are a student with a documented disability in need of accommodations to fully participate 
in this class, please contact the Office of Student Disability Services (OSDS). All 
accommodations must be approved through OSDS. Please stop by Ninth Street Hall, Room 
2006, or call 217-581-6583 to make an appointment. 
 
The Student Success Center  
Students who are having difficulty achieving their academic goals are encouraged to contact the 
Student Success Center (www.eiu.edu/~success) for assistance with time management, text 
taking, note taking, avoiding procrastination, setting goals, and other skills to support academic 
achievement. The Student Success Center provides individualized consultations. To make an 
appointment, call 217-581-6696, or go to 9th Street Hall, Room 1302. 
 
 
Grading in This Course 
 
A: 100-90% 
B: 89-80% 
C: 79-70% 
D: 69-60% 
F: 59-0% 
 
Presentation and Smaller Writing Assignments 
Presentation        4 
 
Analytical Response I       3 
Analytical Response II      3 
Analytical Response III      3 
Analytical Response IV      3 
 
Peer Review I        3 
Peer Review II       3 
Peer Review III       3 
Peer Review IV       3 
 
Discussions 
Discussion 1        2 
Discussion 2        2 
Discussion 3        2 
Discussion 4        2 
Discussion 5        2 
Conference 1        1 
Conference 2        1    
  
 
Major Writing Assignments and Final 
Trolley Problem Essay      10 
EIU Review Essay       10 
Test of Time Essay       10 
Picket Sign Essay       10 
Revision Portfiolio        15 
Final Analysis        5 
100 Points 
 
 
 
Class Schedule: 
 
WEEK1 
 
Monday, August 19 – Syllabus and Introductions 
 
Wednesday, August 21 – Trolley Problem Intro 
 
Friday, August 23 – analytical discussion 
 
WEEK 2 
 
Monday, August 26 – prewriting activities 
 
Wednesday, August 28 – methods of composition 
 
Friday, August 30 – methods of composition 
 
WEEK 3 
 
Monday, September 2 – Labor Day, NO CLASS 
 
Wednesday, September 4 peer review 
 
Friday, September 6 – peer review 
 
WEEK 4 
 
Monday, September 9 -  trolley problem due  
- Begin EIU Review essay 
 
Wednesday, September 11 - prewriting 
 
Friday, September 13 – analytical response 1 due 
 
WEEK 5 
 
Monday, September 16 – discussion 1 due 
 
Wednesday, September 18 - mla 
 
Friday, September 20 - mla 
 
WEEK 6 
 
Monday, September 23 – peer review 
 
Wednesday, September 25 – peer review 
 
Friday, September 27 – revision activity 
 
WEEK 7 
 
Monday, September 30 – EIU Review essay due 
- Begin test of time essay 
 
Wednesday, October 2 – prewriting activities 
 
Friday, October 4 – analytical response 2 due 
 
WEEK 8 
 
Monday, October 7 – discussion 2 due 
 
Wednesday, October 9 - tbd 
 
Friday, October 11 – FALL BREAK no class 
 
WEEK 9 
 
Monday, October 14 – peer review 
 
Wednesday, October 16 – peer review 
 
Friday, October 18 – revision activities 
 
WEEK 10 
 
Monday, October 21 – test of time due 
- Begin picket sign essay 
 
Wednesday, October 23 - prewriting 
 
Friday, October 25 – analytical response 3 due 
 
WEEK 11 
 
Monday, October 28 – discussion 3 due 
 
Wednesday, October 30 - tbd 
 
Friday, November 1 – in class work 
 
WEEK 12 
 
Monday, November 4 – peer review 
 
Wednesday, November 6 – peer review 
 
Friday, November 8 – revision activity 
 
WEEK 13 
 
Monday, November 11 – picket sign essay due 
 
Wednesday, November 13 – revision portfolio introduction 
 
Friday, November 15 – analytical response 4 due 
 
WEEK 14 
 
Monday, November 18 - discussion 4 due  
 
Wednesday, November 20 - presentation introduction  
 
Friday, November 22 - in class work  
 
WEEK 15 
 
Monday, November 25 – Fall Break, NO CLASS 
 
Wednesday, November 27 – Fall Break, NO CLASS 
 
Friday, November 29 – Fall Break, NO CLASS 
 
WEEK 16 
 
Monday, December 2 – discussion 5 due 
- presentations 
 
Wednesday, December 4 - presentations 
 
Friday, December 6 – revision portfolio due 
 
FINALS WEEK 
 
December 9-13 
 
Final response due Monday December 9 
 
 


ENG 1001G-003 College Composition I Critical Reading & Source Based Writing

Nance-Carroll, Niall

Eastern Illinois University 
The Keep 
Fall 2024 2024 
Fall 1-15-2025 
ENG 1001G-010 College Composition I Critical Reading & Source 
Based Writing 
Niall Nance-Carroll 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_fall2024 
Recommended Citation 
Nance-Carroll, Niall, "ENG 1001G-010 College Composition I Critical Reading & Source Based Writing" 
(2025). Fall 2024. 13. 
https://thekeep.eiu.edu/english_syllabi_fall2024/13 
This Article is brought to you for free and open access by the 2024 at The Keep. It has been accepted for inclusion 
in Fall 2024 by an authorized administrator of The Keep. For more information, please contact tabruns@eiu.edu. 
ENG 1001 
College Composition I:  
Critical Reading & Source-Based Writing 
  
Instructor: Dr. Niall Coleman Nance-Carroll 
Email: ncnancecarroll@eiu.edu 
Office: Coleman Hall 3060 
Office Hours: 
12:30-2:00 TR (in person) 
12:00-2:00 Friday (online) 
  
Catalog Description 
(3-0-3). (Graded A, B, C, N/C).  College Composition I focuses on informative, 
analytical, evaluative, and persuasive writing and introduces students to college-
level research. Students will develop sound writing processes, produce cogent 
writing, strengthen analytical reading skills, and work with sources. 
 
Prerequisites & Notes: 
Passing grade (“C” or better) in ENG 1000 or direct placement into ENG 1001G. 
Students who have either a minimum high school GPA of 3.00 or a minimum 
ACT-English score of 18/SAT-Writing score of 430 will be placed into ENG 
1001G. Students who have both a high school GPA below 3.00 and a 17 or below 
on ACT-English (420 or below on SAT-Writing) will be placed into ENG 1000. 
However, if students want to challenge their placement into ENG 1000, they will 
write in response to an assignment prompt administered by the English department 
(Composition Committee), and the department will evaluate whether placement 
into ENG 1001G is appropriate. 
  
Required Textbooks 
• They Say / I Say 
• Little Seagull Handbook with Exercises 
Note: you are not required to bring all textbooks with you on every day of class. 
When a reading is assigned, complete that reading and bring the textbook with you 
to class. 
  
Course Objectives 
Students will demonstrate the ability to: 
• Develop effective writing processes for producing documents  
• Produce informative, analytical, evaluative, and persuasive prose 
• Implement reading processes to evaluate sources 
• Adapt written texts to suit the text’s purpose, audience, genre, rhetorical 
situation, and discourse community 
• Recognize how to transfer their writing processes, understanding of 
rhetorical principles, and genre awareness to other writing situations 
• Find appropriate sources through secondary research, including the use of 
academic databases 
• Integrate sources ethically and appropriately using at least one recognized 
citation style 
• Use effective language and delivery skills through speaking opportunities 
  
Assignments 
25 points                  Introduction Email 
100 points                Essay #1 (1000 words) 
100 points                Essay #2 (2000 words)                                                    
200 points                Essay #3 (3000 words)                                             
200 points                Essay #4 (2000 words)                                          
275 points                In-Class Writing and Small Assignments 
100 points       Final Exam 
1000 points              Total 
  
Assignment Submissions 
All major assignments should be submitted through D2L unless otherwise noted. 
In-class assignments will often require you to write by hand, so make sure to bring 
paper and a pen to class every day.  
 
Attendance Policy 
In-class work is an essential part of your course grade and the course experience. 
Missed work from absences should be made up in a timely manner, typically 
within a week of returning to class. For extended absences, please contact me so 
that we can develop a plan for you to get caught up.  
  
Use of AI-Assistance on Assignments 
As a course focused on student writing, the use of AI programs such as ChatGPT 
to draft an assignment is a serious violation of academic integrity. On the other 
hand, the use of automated grammar and spelling checks is an appropriate use. If 
you are uncertain about whether a tool or program is allowed for this course, please 
check before you submit the assignment.  
 
Academic Integrity 
Students are expected to maintain principles of academic integrity and conduct as 
defined in EIU’s Code of Conduct 
https://www.eiu.edu/deanofstudents/conductcode.php. Violations will be reported 
to the Dean of Students. https://www.eiu.edu/deanofstudents/ 
 
Students with disabilities  
If you are a student with a documented disability in need of accommodations to 
fully participate in this class, please contact the Office of Accessibility and 
Accommodations. All accommodations must be approved through Office of 
Accessibility and Accommodations. Please stop by McAfee Gym, Room 1272, or 
call 217- 581-6583 to make an appointment.  
  
The Student Success Center 
Students who are having difficulty achieving their academic goals are encouraged 
to contact the Student Success Center https://www.eiu.edu/success/ for assistance 
with time management, test taking, note taking, avoiding procrastination, setting 
goals, and other skills to support academic achievement. The Student Success 
Center provides individualized consultations. To make an appointment, call 217-
581-6696, or go to McAfee Gym, Room 1336.  
  
Student Well-Being 
EIU is committed to supporting and advancing the mental health and well-being of 
our students. Students may experience stressors that can impact both their 
academic experience and their personal mental health and well-being. These may 
include academic pressure and challenges associated with relationships, anxiety, 
depression, alcohol or other drugs, identities, and finances. 
If you are experiencing concerns, seeking help is a courageous thing to do for 
yourself and those who care about you. Below is a list of available campus 
resources to assist with student well-being: 
• EIU Counseling Clinic: Human Services Building, 1st floor; 217-581-3413; 
for after-hours urgent support, call 1-866-567-2400. The Counseling Clinic 
offers individual and group counseling, emergency services, and resources. 
• Online Mental Health Screening: online, private screening tool for 
depression, anxiety, eating disorders, and alcohol and substance misuse. 
• EIU Heath Clinic: Human Services Building, 1st floor; 217-581-3013. The 
Health Clinic services include lab work, pharmacy, and women’s health and 
men’s health programs. 
• Health Education Resource Center (HERC): 2201 Blair Hall; 217-581-7786. 
The HERC offers health programming in the areas of alcohol, tobacco and 
other drug prevention and education, flu and cold prevention and education, 
nutritional analysis and education, and sexual health education, in addition 
to other health-related topics. 
• Center for Gender and Sexual Diversity (GSD): Stevenson Hall, lower level; 
217-581-7117. The GSD Center provides services such as the 
Trans*formation Station, a large library full of books and movies, year-
round programming, and a comprehensive Safe Zone Training program. 
• EIU Campus Food Pantry: 1347 McAfee. The EIU Campus Food Pantry is a 
means to support students and the campus community by alleviating barriers 
to consistent, adequate, and healthful food. Anyone with a Panther Card can 
visit the pantry two times per month. 
• Student Legal Service: MLK Jr University Union Room 2420; 217-581-
6054. Student Legal Service can assist with off-campus housing issues, 
traffic violations, misdemeanor criminal offenses, municipal ordinance 
violations, and expungement. 
• Financial Aid and Scholarships: Student Services Building East Wing; 217-
581-6405, Fax: 217-581-6422, finaid@eiu.edu. The Office of Financial Aid 
and Scholarships provides information and guidance to secure the necessary 
financial resources to meet educational goals and financial obligations to the 
university. 
 
 
Course Schedule 
Week 1 
Tuesday August 20 
Thursday August 22 
Week 2 
Tuesday August 27 
• Read Little Seagull v-16 
• Introduction Email Due 
 
Thursday August 29 
• Read They Say / I Say xiii-18 
Week 3 
Tuesday September 3 
• Read Little Seagull 27-52 
Thursday September 5 
• Read They Say / I Say 19-46 
• Essay #1 Due 
Week 4 
Tuesday September 10 
• Read Little Seagull 53-97 
Thursday September 12 
• Read They Say / I Say 47-81 
Week 5 
Tuesday September 17 
• Read Little Seagull 98-149 
Thursday September 19 
• Read They Say / I Say 82-122 
Week 6 
Tuesday September 24 
• Read Little Seagull 301-327 
Thursday September 26 
• Read They Say / I Say 123-148 
 
 
Week 7 
Tuesday October 1 
• Read Little Seagull 328-346 
Thursday October 3 
• Read They Say / I Say 149-171 
Week 8 
Tuesday October 8 
• Read Little Seagull 384-399 
Thursday October 10 
• Read They Say / I Say 172-186 
• Essay #2 Due 
Week 9 
Tuesday October 15 
• Read Little Seagull 402-417 
Thursday October 17 
• Read They Say / I Say 187-231 
Week 10 
Tuesday October 22 
• Read Little Seagull 426-458 
Thursday October 24 
• Read They Say / I Say 232-287 
Week 11 
Tuesday October 29 
Thursday October 31 
Week 12 
Tuesday November 5 
Thursday November 7 
Week 13 
Tuesday November 12 
Thursday November 14 
• Essay #3 Due 
Week 14  
Tuesday November 19 
Thursday November 21 
Week 15 (Thanksgiving Break, No Classes) 
Week 16 
Tuesday December 3 
Thursday December 5 
• Essay #4 Due 
 
FINAL EXAM (Note different day/time) 
Monday, Dec 9 10:15 AM to 12:15 PM 


ENG 1001G-010 College Composition I Critical Reading & Source Based Writing

McClelland, Michael

Eastern Illinois University 
The Keep 
Fall 2024 2024 
Fall 2-26-2025 
ENG 4742-001 Studies in Genre 
Michael McClelland 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_fall2024 
Recommended Citation 
McClelland, Michael, "ENG 4742-001 Studies in Genre" (2025). Fall 2024. 55. 
https://thekeep.eiu.edu/english_syllabi_fall2024/55 
This Article is brought to you for free and open access by the 2024 at The Keep. It has been accepted for inclusion 
in Fall 2024 by an authorized administrator of The Keep. For more information, please contact tabruns@eiu.edu. 
ENGLISH 4742 
Studies in Genre – Epistolary Writing 
Fall 2024: 2:00pm to 2:50pm, MWF 
Classroom: Coleman Hall 3170 
Instructor: Dr. Mike McClelland (He/Him) 
Office: Coleman Hall 3365 
Email: mbmcclelland@eiu.edu 
Office Hours: 
MWF 12:00pm to 1:00pm and MW 10:30am – 11:00am 
 
Welcome to Epistolary Writing! 
“Some may say I couldn’t sing, but no one can say I didn’t sing.” -Florence Foster Jenkins 
Required Texts:  
-Lives of the Monster Dogs (Bakis) 
-Dracula (Stoker) 
-The Perks of Being a Wallflower (Chobsky) 
-Griffin and Sabine (Bantock) 
-Bridget Jones’ Diary (Fielding) 
-Parable of the Sower (Butler) 
 
 
Additional supporting texts will be distributed as handouts and/or updated to D2L 
 
Required materials:  
• Notebook or lined paper; a pen or pencil; access to the Internet; a computer with word-
processing capabilities and a printer; copies of your writing as needed.  
• Your imagination! 
• Bring assigned handouts and texts to each class meeting (unless otherwise instructed). 
Failure to do so may affect your grade. 
 
Course Description:  
“When you write, you lay out a line of words. The line of words is a miner’s pick, a wood-carver’s 
gouge, a surgeon’s probe. You wield it, and it digs a path you follow. Soon you find yourself deep in 
new territory. Is it a dead end, or have you located the real subject? You will know tomorrow, or this 
time next year.” 
-Annie Dillard 
 
There is something magical about a letter hidden inside a book, or a note scribbled in the margin of 
a forgotten tome. From gothic diaries to romantic letters to stolen emails, epistolary writing has been 
used across genre and era to cast their spell over a great number of works. In this course, we will 
dive into how epistolary writing has been used in fiction and will look at texts dating from the early 
1800s right up to today. We will investigate how epistolary writing can establish a more intimate 
connection between reader and character yet can also be used to establish those characters as 
unreliable or even nefarious. As a bonus, we will be able to look and see how writers and artists have 
taken an epistolary mindset into the physical world through physical and digital media, immersive 
theater, and other craft.  
 
Please note, the professor asserts the right to discuss all topics that literature covers; if you are not 
willing to view the world as a complex place, this might not be the class for you. Exercises and in-
class writing will also be a mandatory part of the course.  
 
Writing: 
“Art is not about thinking something up. It is the opposite - getting something down.” 
-Julia Cameron 
 
While this is a genre studies course, we will also be doing quite a bit of writing for the course. You 
will write a number of letters over the course of the semester, as well as reflections on both the 
reading and your own writing.  
 
Reading: 
“Reading is like breathing in, writing is like breathing out.” 
-Pam Allyn 
 
“If you don’t have time to read, you don’t have the time (or the tools) to write. Simple as that.” 
-Stephen King 
 
Our reading for each week of classes will be divided into two areas: reading from one or more of the 
assigned books and handouts. Please have your reading done before class so that we can have a 
robust discussion.  
 
Grading   
• Letter-Writing Assignments 25% (5% for each submission) 
• Reflection Assignments 25% (5% for each submission) 
• Class Participation 40%  
• Final Portfolio 10% 
Final Portfolio 
• Students will write one final reflection for the semester and one final letter. Each of these 
will address the prior work the student has done for the class.  
Participation  
• Participation means coming to class and actively participating in building classroom culture 
by speaking up, by completing in-class writing assignments, and by reading a particular day’s 
assigned material before class begins. Participation means silencing your cellular devices and 
shutting your laptops during class.  
Plagiarism and Copyright  
Just don’t plagiarize! If you have any issue completing your assignments within the assigned 
timeframe, please contact me directly before you even consider plagiarizing an assignment. I will 
work with you on a timeframe for completion. 
Eastern Illinois University considers plagiarism a serious offense under its student conduct code, 
and the penalty can be as serious as expulsion from school.  
The English Department’s policy on plagiarism: “Any teacher who discovers an act of plagiarism—
‘The appropriation or imitation of the language, ideas, and/or thoughts of another author, and 
representation of them as one’s original work’ (Random House Dictionary)—has the right and the 
responsibility to impose upon the guilty student an appropriate penalty, up to and including 
immediate assignment of a grade of F for the course, and to report the incident to the Judicial 
Affairs Office.”  
Late and Make-up Work  
• All work should be turned in complete and on time. Of course, unforeseen things happen, 
and if you have a documented excuse for your absence I will work with you to make sure 
that you get credit for all of your work. Work submitted late without an appropriate excuse 
may be penalized up to a letter grade per day for each day it is late. 
Methods of Evaluation:  
The grades for this class will determined by points earned (1000 total points possible) and will be 
reported based on the standard grading scale. However, per IAI standards, a grade of C or higher is 
required for advancement to higher level English courses. 
• 100% to 90%: A 
• 89% to 80%: B 
• 79 to 70%: C 
• 69% to 0%: NC 
Conduct and Kindness Policy: 
Participants in this course must be course compliant with the University’s Non-Discrimination and 
Anti-Harassment Policy, which prohibits harassment of or discrimination against any person 
because of race, color, sex, religion, age, national origin, ancestry, marital status, disability, veteran 
status, sexual orientation, gender identity, or any other basis of discrimination precluded by federal 
and state statutes is strictly prohibited.  
In addition, as we will be discussing and investigating aspects of each other’s cultures, it is important 
for members of this class to not only “tolerate” each other’s unique and different qualities but to 
celebrate them. It is a requirement of this class that all we treat each other with kindness, respect, 
and compassion. 
Electronics: 
Failure to silence and put away phones, laptops, and smartwatches, and other cellular devices (if they 
aren’t being used for class purposes) will result in points being deducted from your participation 
grade for the class. 
Academic Integrity  
Students are expected to maintain principles of academic integrity and conduct as defined in EIU’s 
Code of Conduct (http://www.eiu.edu/judicial/studentconductcode.php). Violations will be 
reported to the Office of Student Standards.  
Students with Disabilities  
You are welcome here and are an equal member of this classroom. Please advocate for your rights 
and allow me to help point you in the right direction for exercising those rights! If you are a student 
with a documented disability in need of accommodations to fully participate in this class, please 
contact the Office of Student Disability Services (OSDS). All accommodations must be approved 
through OSDS. Please stop by McAfee, Room 1210, or call 217-581-6583 to make an appointment.  
The Student Success Center  
Students who are having difficulty achieving their academic goals are encouraged to contact the 
Student Success Center (www.eiu.edu/~success) for assistance with time management, test taking, 
note taking, avoiding procrastination, setting goals, and other skills to support academic 
achievement. The Student Success Center provides individualized consultations. To make an 
appointment, call 217-581-6696, or go to McAfee Gym, Room 1301.  
The Writing Center  
“The Writing Center of Eastern Illinois University is a place where students can develop as writers 
and thinkers. We recognize that student writers come to the center with individual needs and 
individual writing processes, and we are committed to working with students from all disciplines, 
majors, and academic backgrounds at any stage of the writing process.” I highly recommend you 
visit the Writing Center in the first three weeks of class with low stakes assignment, so you are 
comfortable in the environment and familiar with their processes when you go in for a more 
challenging one. https://www.eiu.edu/writing/index.php.  
English Education/Teacher Certification 
Students seeking Teacher Certification in English Language Arts should request each of their 
English Department professors to complete the "Application for English Department Approval to 
Student Teach" before the end of the semester. This online evaluation form is available here: 
https://www.eiu.edu/english/machform/view.php?id=19831. 
 
Resources for Student Well-Being 
Life is hard, especially when you’re in college. Please check out the university’s extensive options for 
assisting your emotional/physical/spiritual wellbeing: https://www.eiu.edu/fdic/Student%20_Well-
Being_26-July-2022.pdf 
ENG 4742 Attendance Policy  
Students are expected to attend class meetings as scheduled. When an absence does occur, the 
student is responsible for the material covered during the absence. When possible, the student 
should notify the instructor in advance of an anticipated absence.  
After 1 unexcused absence, absences will begin to negatively influence your class participation grade. 
Commitment to Diversity:  
I have chosen the readings for this course in an effort to reflect writers whose races, genders, 
nationalities, sexual orientations, and religious backgrounds are typically underrepresented in 
university classrooms and in the established literary canon. This class will celebrate and investigate 
diverse work. 
 
TENTATIVE SCHEDULE OF READINGS AND ASSIGNMENTS 
 
Assignments/readings are due ON the date they are listed below.  
 
Any reading assignment not from the textbook will be provided as a handout or electronically. 
 
Week One (8/19) 
Reading and In-Class Writing 
 
Week Two (8/26) 
Reading and In-Class Writing 
Dracula 
 
Week Three (9/2) 
Reading and In-Class Writing 
Dracula 
Letter 1 Due Friday (Gothic) 
No Class Monday (Labor Day) 
 
Week Four (9/9) 
Reading and In-Class Writing 
Griffin and Sabine 
Reflection 1 Due Friday 
Week Five (9/16) 
Reading and In-Class Writing 
Griffin and Sabine 
Letter 2 Due Friday (Postcard) 
Week Six (9/23) 
Reading and In-Class Writing 
Bridget Jones’ Diary 
Week Seven (9/30) 
Reading and In-Class Writing 
Bridget Jones’ Diary 
Reflection 2 Due Friday 
Week Eight (10/7) 
Reading and In-Class Writing 
Parable of the Sower 
No Class Friday (Fall Break) 
 
Week Nine (10/14) 
Reading and In-Class Writing 
Parable of the Sower 
Letter 3 Due Friday (Diary) 
 
Week Ten (10/21) 
Reading and In-Class Writing 
The Perks of Being a Wallflower 
 
Week Eleven (10/28) 
Reading and In-Class Writing 
The Perks 0f Being a Wallflower  
Letter 4 Due Friday (Confession)  
 
Week Twelve (11/4) 
Reading and In-Class Writing 
Lives of the Monster Dogs 
Reflection 3 Due Friday 
 
Week Thirteen (11/11) 
Reading and In-Class Writing 
Lives of the Monster Dogs 
Letter 5 Due Friday (Document/News) 
 
Week Fourteen (11/18) 
Reading and In-Class Writing 
Reflection 4 Due Friday 
 
Week Fifteen (11/25) 
No Class – Thanksgiving Break 
 
Week Sixteen (12/2) 
Reading and In-Class Writing 
Final Reflection (5) Due Friday 
Last Day of Class is Friday, 12/6  
 
Week Seventeen (12/9) 
Final Reflection Due  
 


ENG 4742-001 Studies in Genre

Ames, Melissa

ENG 5010-600 Studies in Twentieth-Century American Literature

Abel, Colleen

Eastern Illinois University 
The Keep 
Fall 2024 2024 
Fall 3-17-2025 
ENG 5025-600 Creative Writing Professional Development 
Colleen Abel 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_fall2024 
Recommended Citation 
Abel, Colleen, "ENG 5025-600 Creative Writing Professional Development" (2025). Fall 2024. 74. 
https://thekeep.eiu.edu/english_syllabi_fall2024/74 
This Article is brought to you for free and open access by the 2024 at The Keep. It has been accepted for inclusion 
in Fall 2024 by an authorized administrator of The Keep. For more information, please contact tabruns@eiu.edu. 
ENG 5025: Creative Writing Professionalization 
    Online Fall 2024 
Colleen Abel 
crabel@eiu.edu                                                                                   Office hours  
Office: CH 3811                           Tuesday 9:30 a.m. to 11:30 a.m.  
                                                                                                   Thursday 9:30 a.m. to 11:30 a.m.*   
                                                                                           *and by appointment 
  
Required Texts 
The Writer’s Hustle,  
Miscellaneous readings (D2L) 
 
Course Description 
There's more to being a writer than just sitting down in front of a blank page or screen. 
What does it mean to be a part of the creative writing professional community? How 
does one go about getting published anyway? How are literary publications run? How do 
I continue to learn, grow, and be part of a literary network once I've graduated from 
EIU? This course will help students chart a path as a literary citizen and learn how to 
put their work into the world. 
 
 
Learning Outcomes 
By the end of the course, you should be able to 
● Describe your own work and writing projects for various audiences 
● Learn about professional paths available to writers 
● Gain knowledge of the publishing industry 
● Understand the concept of literary citizenship 
 
Course Delivery Method 
This course will be delivered online through our learning management system, D2L 
Brightspace, http://www.eiu.edu/d2l. If you need help, contact ITS User Services for 
technical support issues. 
Email: support@eiu.edu 
Phone: (217) 581-4357 
Support Hours: 7:00 AM - 4:30 PM, Monday-Friday with your EIU NetID account or 
password, contact Campus Technology Support at (217) 581-4357 or support@eiu.edu.  
 
Grade Breakdown 
 
Writer’s Statement: 50 points 
Journal Presentation: 50 points 
Bluestem Analysis: 50 points 
Query letter: 50 points 
Project Proposal: 50 points 
Interview: 50 points 
Discussion Board Posts & Responses: 200 points 
 
Total: 500 points 
 
Writer’s Statement  
In 250-300 words, reflect on your work in general terms. What are your main themes? 
What genre(s) do you write in? What larger ideas form the foundation of your own 
work? Who inspires you?  
 
Journal Presentation 
Choose one literary journal and present on it in some primarily visual format (i.e. 
Canva, Powerpoint, Google Slides, etc.). The point of these presentations is to introduce 
your classmates to the kinds of journals that exist out there that could be a potential 
place to submit in the future. 
  
Bluestem Analysis  
Using EIU’s long standing international journal, Bluestem, you will have the 
opportunity to read some submissions in the genre of your choosing to evaluate their 
presentation and quality to better understand how the process of publication works at 
the journal level.  
 
Query letter  
This assignment is customizable to your particular publishing goals, and will give you 
the chance to research a potential agent or publisher for your writing project and learn 
to write a successful synopsis of your work. (Note: students not interested in finding an 
agent or publisher may choose to undertake an industry-style book review instead.) 
 
Project Proposal  
You’ll be introduced to seeking and applying for non-publication opportunities such as 
residencies, fellowships, grants, reading series, and more.  
 
Interview 
Select an artist from either the Bluestem archives or from another publication venue and 
craft a series of thoughtful interview questions for them, using several writerly 
interviews as models.  
Late work 
If you need an extension due to extenuating circumstances,  please get in touch with me 
as soon as possible. 
 
 
 
Instructor Response Time 
For emails, please allow me up to 24 hours to respond to your message, 36 hours on 
weekends or holidays. For grades, please allow a week to ten days for me to get back to 
you for large assignments, though it will likely take less time than this. For discussion 
board posts, I will grade all posts and responses each week. Please note that I read and 
grade all discussion board posts, responses, and exercises, though I may not necessarily 
respond to each one, as the discussion board is a space that is designed to be student-
centered, just as our classroom would be. 
 
 
 
Learner Participation Guidelines 
This class is asynchronous, which means “not happening at the same time.” This means 
that we aren’t going to be meeting at a specific time all together. Instead, most of our 
“meetings” will take place on the discussion board throughout each week. When it 
comes to the discussion board questions and the creative exercises, you can think of this 
as our class meetings. These cover activities we would otherwise be doing in face-to-face 
meetings. They are attendance, participation and in-class writings all rolled into one.  
 
My expectation is that each week you have a discussion board question due, you can 
write your response by the due date. I’ll be looking for about 250 words in your 
response; the more specific, the better. The second part of the discussion board will be 
at least two responses to a classmate. These responses should be at least 100 words, and 
should be more than simply saying “Good point!” or “I agree!” If you respond to their 
discussion question, you should be adding to what they say, not merely echoing what 
they say. Please limit your responses to other discussion posts, rather than any creative 
exercises we might be doing that week. 
 
Specific instructions will be given each week for the discussion board expectations for 
the week to come, but the above guidelines should give you a general sense of what to 
expect.  
 
 
Classroom (N)etiquette 
Perhaps the most important classroom policy of all concerns our learning environment. 
A successful learning community is one in which we can learn from people whose 
perspectives we might not necessarily share and I ask everyone to be constructive and 
mindful. Speaking our minds is a fantastic privilege of this environment, but doing so in 
an aggressive or hostile way helps no one. Clear incidences of hate speech will be 
reported to the University. 
____________________________________________________________ 
EIU Policies 
o Students are expected to maintain principles of academic integrity and 
conduct as defined in EIU’s Code of Conduct. Violations will be reported to 
the Dean of Students. Department statement on plagiarism: Any teacher 
who discovers an act of plagiarism—“The appropriation or imitation of the 
language, ideas, and/or thoughts of another author, and representation of 
them as one’s own original work” (Random House Dictionary of the 
English Language)—has the right and responsibility to impose upon the 
guilty student an appropriate penalty, up to and including immediate 
assignments of a grade of F for the assigned essay and a grade of F for the 
course, and to report the incident to the Office of Student Standards. 
Respect for the work of others should encompass all formats, including 
print, electronic, and oral sources.  
o Note: Creative writers are already beginning to use ChatGPT in 
meaningful and radically disruptive ways in their work; we can talk about 
this in class, and about the experimental potential of AI in creative writing. 
However, please do not use these tools to create any of the work you turn 
in for this class, unless you are experimenting under my specific direction.  
● Students who are having difficulty achieving their academic goals are encouraged 
to contact the Student Success Center for assistance with time management, note 
taking, avoiding procrastination, setting goals, and other skills to support 
academic achievement. The Student Success Center provides individualized 
consultations. To make an appointment, call 217-581-6696, or go to McAfee 1336. 
● If you are a student with a documented disability in need of accommodations to 
fully participate in this class, please contact the Office of Student Disability 
Services (OSDS). All accommodations must be approved through OSDS. Please 
stop by McAfee 1272, or call 217-581-6583 to make an appointment. 
● The writing center (Coleman 3110) can absolutely help English students / English 
majors / graduate students with their assignments, including creative ones. And 
you can make an online appointment if you are an online-only student! 
 
Course Schedule 
*more specific details are available on D2L 
 
Weeks One & Two, 8/19 through 8/30 
 What do I want from writing? 
 Readings & Discussion 
 Writer’s Statement due, Thursday September 1 by 11:59 p.m. 
 
Weeks Three & Four: 9/3 through 9/13 
 Where does my work belong? 
 Readings & Discussion 
 Journal Presentation due, Wednesday September 11 by 11:59 p.m. 
 
Weeks Five & Six: 9/16  through 9/27 
 How do I get published in journals? 
Readings & Discussion 
Bluestem analysis, Thursday September 26 by 11:59 p.m. 
 
Weeks Seven & Eight: 9/30 through 10/11 
 How do I get a book published? 
Readings & Discussion 
Query Letter due Thursday, October 10 by 11:59 p.m. 
 
Weeks Nine & Ten: 10/14 through 10/25 
 What’s the next step of my career, Part One? 
 Readings & Discussion 
 
Weeks Eleven & Twelve: 10/28 through 11/8 
 What’s the next step of my career, Part Two?  
 Readings & Discussion 
 Project Proposal due November 7 by 11:59 p.m. 
 
Weeks Thirteen & Fourteen: 11/11 through 11/22 
 What can I do to remain a good literary citizen? 
 Readings & Discussion 
Interview due Thursday November 21 by 11:59 p.m. 
 
Week Fifteen: 12/2 through 12/6 
 Wrap-up 
 
 
 


ENG 5025-600 Creative Writing Professional Development

Vol.. 53, Res. 2
This resolution was passed unanimously by Faculty Senate on March 11, 2025

Bruns, Todd

Decker, Brad

Eastern Illinois University 
The Keep 
Faculty Senate Resolutions Faculty Senate 
3-11-2025 
On the tragic death of Yahacov "Cov" Dennis 
Todd Bruns 
Brad Decker 
Follow this and additional works at: https://thekeep.eiu.edu/fac_senate_resolutions 
The tragic death of Yahacov “Cov” Dennis 
A Faculty Senate Resolution 
 
Sponsors 
Chair Bruns 
 
Like much of the EIU community, we have been deeply shaken by the tragic death of 
Yahacov “Cov” Dennis. This loss is heartbreaking, and we recognize the immense pain 
and grief felt by his family, friends, and the broader student body. Under these 
circumstances, we call upon those investigating to conduct a fair, transparent, and 
independent review.  
 
As details of this situation unfold, we encourage students, faculty, and community 
members to utilize available mental health and support resources. As faculty, we are 
committed to standing with our students and ensuring that the university actively works 
toward an environment where all members of our community feel safe, valued, and 
heard.  
  
 


On the tragic death of Yahacov  Cov  Dennis

While resident assistant (RA) unions have existed in the United States for over 20 years, RA unionization has accelerated on college campuses in recent years. This article explores the institutional responses to RA unionization through a distributive justice framework. I argue unionization aligns with the distributive justice framework and union-busting strategies do not align. I provide practical recommendations for institutions to align their practices with the National Labor Relations Act and relevant jurisprudence. Implications include a need to study RAs’ experiences in unionization and a continued focus on the ongoing legal challenges that may impact future unionization

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ENG 4060-001 Professional Writing Career Development

ENG 5742-600 Studies in Genre

ENG 1000-001 College Composition Studio

ENG 1001G-003 College Composition I Critical Reading & Source Based Writing

ENG 1001G-010 College Composition I Critical Reading & Source Based Writing

ENG 4742-001 Studies in Genre

ENG 5010-600 Studies in Twentieth-Century American Literature

ENG 5025-600 Creative Writing Professional Development

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