Eastern Illinois University

Berry, Lucinda

Eastern Illinois University 
The Keep 
Spring 2024 2024 
Spring 1-15-2024 
ENG 1001G-006 College Composition I Critical Reading & Source-
Based Writing 
Lucinda Berry 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_spring2024 
Recommended Citation 
Berry, Lucinda, "ENG 1001G-006 College Composition I Critical Reading & Source-Based Writing" (2024). 
Spring 2024. 6. 
https://thekeep.eiu.edu/english_syllabi_spring2024/6 
This Article is brought to you for free and open access by the 2024 at The Keep. It has been accepted for inclusion 
in Spring 2024 by an authorized administrator of The Keep. For more information, please contact tabruns@eiu.edu. 
EN1001 Composition I  
Critical Reading and Source Based Writing 
 (3 credits) Spring 2024 
 
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.  
 
Contact information: 
Instructor: Lucinda Berry      Coleman   3741          E-mail: laberry@eiu.edu 
Office Hours: In person TTH 10:50 to 12:20 
          Via Teams WF 8:00 to 9:00 pm and by appointment  
 
Required textbook and materials: Little Seagull Handbook 
A notebook 
A pen with blue or black ink 
 
Required time commitment 
1.5 hours in class weekly + 4 to 6 hours per week outside of class preparation 
 
Pre-requisite 
A solid grasp of Standard English grammar and spelling. Deficiencies in these basic skills may require 
additional work on your part to catch up by doing exercises in the handbook or working with a tutor in the 
writing center. Following rules of Standard English is always one of the criteria assessed in assignments. 
 
Expected Outcomes 
Work you do in the course will help you understand how to: 
• discover implications and make inferences  
• assess the bias and credibility of sources 
• use sources fully and ethically instead of “quote hunting” 
• synthesize and “converse with” sources 
• use writing modes techniques and frameworks 
• plan, execute and analyze results of a survey using Microsoft forms 
• revise work based on reader input 
 
Required work 
Study assigned readings prior to class 
Complete short preparatory writing assignments prior to class 
Attend class, listening and taking notes  
Participate in discussion and group activities 
(100 pts) 
Three main writing assignments  
(each requires several steps leading up to the final draft, due on the specified date)  
1) Analysis of a rite of passage Feb 1  (100 pts) 
2) Peer and family relationships Feb 29  (150 pts) 
3) Cultural expectations   Mar 21  (200 pts) 
4) Cultural myths of the West Apr 25  (200 pts) 
These assignments will be submitted as Word Documents via D2L drop box. Any changes in due dates will be 
posted in the newsfeed. Due dates will never be made earlier than originally scheduled. 
Two group presentations 
Movies go to the prom     (100 pts) 
Reality of the West     (150 pts) 
 
Preparatory assignments must be submitted at the beginning of class for a check, a plus, or an I (meaning 
insufficient). Zero if you have nothing, but you still have to do the work: see policy below. 
 
Course Policies 
Attendance is taken at the beginning of class; you can come in if you’re late, but once you’ve been late three 
times, you won’t get credit for attendance when you are late again. You also shouldn’t wander in and out of 
class; I find it disruptive. 
 
Put away your phone before class starts. I don’t want to be distracted by it. Don’t have your phone on your 
desk or under it or behind your laptop. Best idea is to turn it off. If you can’t disengage from your phone for 
75 minutes, take another class with an instructor who doesn’t want your full attention.  
 
You have chosen to attend college in order to develop your intellectual abilities, not to help train computer 
assisted writing programs. Don’t use AI to write your assignments. You may think I can’t tell, but, because I 
have been trained by reading first-year composition essays for 30+ years, I can.  
 
Main assignments will not be accepted more than 3 days past the deadline. 
Preparatory assignments must be completed before you can submit the main assignments.   
 
Your work is always subject to being shared with the class as an example of how an assignment was 
completed or for peer editing.  
 
No so-called extra credit is available.  
 
If you are dis-satisfied with a grade, submit an explanation in writing pointing out specifically what you think I 
have misjudged or over-looked. Subsequently, we will arrange a meeting to discuss your concerns.  
 
Attendance 
Two absences without a verified excuse are your quota for the semester. 
Further absences without verification as specified below will result in a lowered attendance/participation 
grade. 
Medical absence: note from a physician directly stating that the student should not be in attendance for 
medical reason, or notification from the university registrar’s office.  
Official university activity: note on letterhead signed by the faculty or staff member in charge of the activity.  
Emergency work (for a fire department, at a hospital, in the national guard or a comparable field): note on 
letterhead signed by supervisor.  
Additional situations, such as an automobile accident or fire in your apartment, or having to care for your sick 
child may arise, so we will have to discuss the problem on a case-by-case basis. I have no intention of prying 
into your personal life, but I am skeptical of a vague “family emergency” excuse. My definition of that term 
doesn’t encompass situations such as a trip home because your parents are getting divorced or your uncle is 
having surgery.  
 
University Policy on Academic Integrity—Students are expected to maintain principles of academic integrity 
and conduct defined in EIU’s Code of Conduct (http://www.eiu.edu/judicial/studentconductcode.php). 
Violations will be reported to the Office of Student Standards. 
 
Departmental 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 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 Judicial Affairs Office. Respect for the work of 
others should encompass all formats, including print, electronic, and oral sources.  
 
University Policy on Writing Portfolios: Students can submit a sample of their writing for the Electronic 
Writing Portfolio for either English 1001G or 1002G, but not both. Submission forms, as well as other 
information about the Electronic Writing Portfolio, are at http://www.eiu.edu/assess/ewpmain.php. 
 
University Policy on Students with Disabilities: If you are a student with a documented disability in need of 
accommodations to fully participate in this class, contact the Office of Student Disability Services. All 
accommodations must be approved through OCDS.  Call 217-581-6583 to make an appointment. 
 
University Policy on The Student Success Center—Students who are having difficulty achieving their 
academic goals are encouraged to contact the Student Success Center www.eiu/~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 McAfee Gym, Room 1301.  
 
Schedule 
 
Week One: Personal narrative + informational news article 
Week Two: Rites of passage + surveys as research 
Week Three: Fictional movie proms: group presentations +video sources 
Weeks Four to Six: Readings on adolescent behavior/peer pressure/parent child relationships 
   + research in academic databases/summarizing/paraphrasing/ 
   Citing sources in academic format 
Weeks Seven to Nine: Readings on self-identity and gender roles + synthesis vs quote hunting/ 
content revision/more on primary research 
Weeks Ten to Twelve: Sibling relationships + editing to reorganize/recontextualize 
Weeks Thirteen to Fifteen: Readings on Western myths + revisiting all techniques and strategies  
 
What you are expected to prepare for each class will be posted on the blackboard or on the newsfeed in D2L 
in the case of my forgetting to put it on the board. If you miss class, find out what the assignment is from a 
classmate.  
Telling me “I didn’t know we had an assignment” or “I didn’t know that was due” shows you aren’t paying 
attention and will not elicit sympathy, let alone deviation from the stated policies.  
 
Jan 9 Explanation of policies and procedures for the course 
  In class writing and article analysis 
Jan 11 Before class, study the article on D2L about prom 
Take notes that will help you discuss: 
▪ how the writer uses description 
▪ how the writer incorporates quotation 
▪ what the main point of the article is 
▪ whether the article is scrupulously unbiased 
▪ how the article compares with the article you studied on Tuesday (you need to be specific about this; 
“they’re both about prom” is not a thoughtful response 


English

ENG 1001G-006 College Composition I Critical Reading & Source-Based Writing

Whittemore, Amie

Eastern Illinois University 
The Keep 
Spring 2024 2024 
Spring 1-15-2024 
ENG 1002G-003 College Composition II Argument & Critical 
Inquiry 
Amie Whittemore 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_spring2024 
Recommended Citation 
Whittemore, Amie, "ENG 1002G-003 College Composition II Argument & Critical Inquiry" (2024). Spring 
2024. 9. 
https://thekeep.eiu.edu/english_syllabi_spring2024/9 
This Article is brought to you for free and open access by the 2024 at The Keep. It has been accepted for inclusion 
in Spring 2024 by an authorized administrator of The Keep. For more information, please contact tabruns@eiu.edu. 
English 1002: College Composition II Argument & Critical Inquiry, Spring 2024
Amie Whittemore (she/her) (awhittemore@eiu.edu)
What’s English 1002 all about?
Welcome to English 1002! In this course, you will
expand on the skills you learned in English 1001.
College Composition II focuses on argumentation
and the critical inquiry and use of sources and
arguments. Course work entails analyzing others’
arguments and writing a variety of well-researched
and ethically responsible arguments. You’ll gain
further practice finding relevant information from a
variety of sources and evaluating, synthesizing, and
presenting that information. C1 901R (WC)
This is a hands-on course: our work each week will
involve a mix of reading, writing, short lectures, and
small/large group discussion via our in class meetings and online activities. In addition to analyzing
various texts and conducting research, you will provide feedback on each other’s work during peer
review sessions. The course will culminate in a final presentation, reflecting on your work for the
semester. Throughout the course, you will reflect on your experience and growth as a reader, writer,
thinker, and learner.
What are the student learning objectives?
Students will demonstrate the ability to:
● Apply the principles of argument—claims, reasons, evidence, assumptions, counter-arguments,
and counter-argumentation—in written documents
● Produce cogent written arguments that consider ideas, issues, problems, and evidence from
multiple perspectives
● Evaluate primary and secondary source evidence, including quantitative data, to determine its
credibility, appropriateness, and relevance
● Integrate sources ethically, appropriately, and consistently in written documents
● Use data and create graphical elements in their writing
● Recognize how to transfer their writing processes, understanding of rhetorical principles, genre
awareness, understanding of argumentative principles, and the research process to other
writing situations
● Present work in Edited American English
What books/materials do I need?
All materials will be provided on D2L/Perusall (app associated with D2L) and most of our readings will
Whittemore 1
be from The Ask, an open educational resource from Middle Tennessee State University’s English
Department. Access to D2L (Brightspace) and your EIU email account are also required and you are
expected to login to both places regularly.
What will we do?
Below you will find a brief description of how I will evaluate your work this semester. You will receive
more detailed information about assignments as we progress through the semester.
● Project 1: One Source: For your first essay, you will analyze and evaluate an opinionated article
about a pop culture artifact of your choice, then write a short argument using it.
● Project 2: Two Sources: For your second essay, you will analyze and evaluate a second article
about the same pop culture artifact, then write an argument using this article and the one you
selected for Project 1.
● Project 3: Three Sources For your third essay, you will analyze and evaluate a third article about
the same pop culture artifact, then write an argument using this new article, along with the
ones from Projects 1 and 2.
● Project 4: Revision and Remix: You will revise and remix two of the first three projects and write
a short reflection commenting on how you approached the remixing and revision processes
(Not sure what “remix” means? Don’t worry, we’ll cover that.)
● Project 5: Final Reflective Presentation You will create a final presentation, reflecting on what
you learned about your inspiration word and yourself as a writer and researcher.
● Informal Work & Peer Review: Throughout the semester, you will participate in informal writing
exercises, discussion board conversations, and peer review. These informal exercises will help
you be more successful on your major assignments and develop your understanding of yourself
as a writer, reader, and thinker.
How will my work be evaluated?
This course uses labor-based grading. While, in most writing classes, you are often graded on the
“quality” of your writing (and the quality is entirely context-based and can be performed with little
effort at times), I will grade you on the quality of your “labor.” That is, I will grade your performance this
semester on the amount of work you complete, on your ability to meet deadlines and fulfill
expectations, and on the demonstrated time and effort you put toward achieving course goals. Yes,
your classmates and I will address the quality of your writing, and I expect that after careful
construction and revision, your writing will be of the highest quality. I will also expect you to put
forward the substantial time and effort it takes to improve upon the quality of your writing. My
feedback to you will be primarily through written commentary on your work; however, if you’d prefer
an audio recording, I am happy to do that for you!
I’m grading your work this way because an emphasis on the time and effort you dedicate to this class,
rather than an emphasis on quality or on grades, which are not always an accurate measure of learning,
helps you to focus on your learning and development as a writer. It also invites you to take greater risks
as a writer: this risk-taking is the most important thing you can do to develop as a writer. Also, this
transparency (you will know exactly the grade you’re going to get in this class, because you determine
the effort and time you choose to put into it) allows all members of the class to be intellectually honest
with each other, and transparency is fundamental to my teaching philosophy.
Whittemore 2
Grading Contracts
Although your grade is dependent on labor, to receive credit for a project it must be complete. Thus, if
your project does not meet the requirements of the assignment (if it does not include required
components, use appropriate citation (if applicable), meet length requirements, or adhere to academic
integrity standards, for instance), then it will not receive credit. You will have an opportunity to revise
major projects to meet completion standards.
A = satisfactory completion of all five major projects and completion of 90% or more informal writing
and peer review (as defined above)
B = satisfactory completion of all five major projects and completion of 80-89% informal writing and
peer review (as defined above)
C = satisfactory completion of no fewer than four (so 4 or 5) of the major projects and completion of
70-79% informal writing and peer review (as defined above)
NC = satisfactory completion of five or fewer major projects and completion of 60-69% of informal
writing and peer review (as defined above)
● If a student has the percentage needed for an A, B, or C, but does not complete all five projects,
their grade will go down one letter grade per missing project (so an A becomes a B, a B becomes
a C, etc.)
● To pass English 1002 with gen ed credit, students must earn a C or higher. Otherwise, an NC will
be assigned (no credit) unless a significant issue with academic integrity has occurred, in which
case an F may be assigned.
● Failure to complete work will result in an NC or failing grade in the course. But there is no need
to fail! Just do the work, and talk to me if you’re in a jam.
Ok, this grading system is new to me. How do I know what grade I’m getting?
Great question. You should be able to track your grade easily in D2L. All informal work will be worth 3
points each. For discussion posts, you can earn 1 pt for posting your response, and up to 2 additional
points for responding to your classmates. For all other informal work, you will receive the full 3 points
for completing the work to the standards provided. Your percentage in D2L is based on the “informal
work” category and correlates to the percentages and grades described above.
Major Projects are worth 10 points each, to symbolize their weight (they are required after all!), but
these points are not calculated in the percentage. You can earn either a 0/10 (incomplete and needs
revision) or 10/10 (meets completion standards). These assignments must be completed in order to
pass the class and you will have the opportunity to revise to meet completion standards.
Here’s a quick example. If you’ve completed 85% of your informal work and got 10/10 on all 5 required
assignments, you’ll earn a B in the class. If you earn a 0/10 on one of them and chose not to revise,
then you’d earn a C in this scenario.
What’s your late work policy?
I will be generous with deadlines if you communicate with me in advance of them passing. Ideally, all
Whittemore 3
Informal Work should be done by the time it is due as it will support your ongoing development as a
writer this semester. For the most part, Informal Work will not be granted extensions, though I do make
exceptions during extenuating circumstances; the way the course is set up, even if you miss a couple of
these assignments, they will not adversely impact your grade. All of that said, please communicate with
me if you are having trouble meeting deadlines and we can work something out!
If you need an extension on one of the major projects, please email me to arrange an alternative
deadline before the deadline has passed. For the most part, extensions will not be longer than a week.
Deadlines serve us as writers and as a community in several ways: 1) they force us to produce work
despite our anxieties about doing so; 2) by participating in discussion together, in a timely fashion, we
can help each other learn and think about the texts we are engaging with and trying to create
ourselves. Frequent missing of deadlines will make it difficult to pass the course and get as much out of
it as you can.
How should everyone behave in class, including the instructor?
In this course we will discuss ideas with which you may disagree or that you may question—and that’s a
wonderful thing. How boring it would be if we all agreed on everything! I hope you find yourself
challenged and introduced to new perspectives, both from our readings and from your fellow
classmates. I expect you to engage with others’ ideas respectfully and thoughtfully, to put forth honest
effort in your work, to ask questions when you’re uncertain, and to take notes on your reading and
during our in-person meetings, as needed.
You can expect me to answer questions thoughtfully and provide you with clear objectives and
standards for every activity and assignment in class. You are expected to treat your classmates with
respect and can expect me to treat you with respect. Also, be sure when communicating on D2L to be
thoughtful about your posts and proofread carefully. Humor doesn’t always translate well to the
written word, so be mindful of your classmates’ feelings when you post.
What’s EIU’s academic integrity policy?
Learning to use source material responsibly will be a big part of this class. In your compositions and
presentations, you must give credit for text, ideas, and images that did not originate with you. I will
differentiate between intentional and unintentional plagiarism. Unintentionally failing to attribute
researched material, or misuse of sources, is a “teaching moment”; intentional plagiarism—such as
downloading a paper, having someone else write your essay, or cutting-and-pasting with no
acknowledgement of the source, using ChatGPT without permission—is a form of academic
misconduct.
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). Violations will be reported to
the Office of Student Standards. In this class, sanctions range from a mandatory rewrite for partial
credit to an F in the course. To avoid such penalties, always do your own work, and ask for help when
you are using source material.
Whittemore 4
I’m feeling a little lost. What should I do?
Come visit me during my office hours (listed on page 1 at the top). These hours are your chance to
talk with me about any aspect of the course or your experiences at EIU.
What’s the Writing Center?
I encourage you to use the EIU Writing Center located at 3110 Coleman Hall. This free resource
provides one-to-one conferences with writing consultants who can help you with brainstorming,
organizing, developing support, documenting, and revising your papers.
The Writing Center is open to work with any student from any major at any stage of his or her writing
process, and its system of one-to-one conferences demonstrates value and respect for individual
writers, all of whom can benefit from feedback about their works in progress. The center is not a
proofreading or editing or remedial service, however. It is a place where you can learn how to become
a more thoughtful, independent, and rhetorically effective writer.
To schedule an appointment, you can drop by the center (3110 Coleman Hall) or you can call 581-5929.
The writing center is open Monday through Thursday, 9 a.m. to 3 p.m., and 6 p.m. to 9 p.m. On Friday
hours of operation are 9 a.m. to 1 p.m. Consulting sessions last anywhere from 10 to 45 minutes.
Do you offer extra credit?
Your best option for extra credit is through visiting the Writing Center. You can make up three (3)
missing informal assignments by substituting in a writing center visit (so 1 visit = 1 missing informal
assignment, limit 3). All you need to do is request the Writing Center to email you a confirmation of
your visit and forward that email to me to receive extra credit.
Is everything in this document set in stone?
We will stick to this schedule as closely as possible. Any changes will be posted in D2L.
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.
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.
Schedule: See below for schedule information.
Whittemore 5
English 1002 Schedule
Date Activities & Assignments
Week 1
1/9/24 Introductions
Syllabus Review
Thoughts on Argument & Research
HW due 1/11: Read “Habits of Mind” overview and watch TED talk on “soldier/scout”
mindset and respond in D2L discussion. Read and annotate “Good Writers Always Follow
my Rules”in D2L.
1/11/24 Discussion of homework
Discussion of assignment sequence
Introduction to Pop Culture Artifact
Argumentative Topics Brainstorm
HW due 1/16: Review MLA format and post practice argument to dropbox.
Week 2
1/16/24 Introduction to Project 1 and reject file
Practice Argument 1
Brainstorm and research practice activities
HW due 1/18: Read and annotate chapters 12 and 18 in Perusall
1/18/24 Practice Argument 2
Rhetorical Appeals
Reading Like a Writer Practice
Conference Sign-up
HW due 1/23: Attend selected conference time; be ready to discuss pop culture artifact
ideas.
Week 3
1/23/24 NO CLASS: attend selected conference time.
1/25/24 No CLASS: attend selected conference time.
HW for 1/30/24: Pop Culture Artifact Proposal Due and read and annotate readings in
Perusall Perusall
Week 4
1/30/24 Discuss Reading
Review MLA citations and formatting
HW for 2/1/24: Read and annotate student examples in D2L/Perusall. Share potential
sources and analysis in D2L discussion board.
Whittemore 6
2/1/24 Discuss Reading
Generative Writing
HW for 2/6/24: Rough draft of Project 1 due in Perusall
Week 5
2/6/24 Peer Review Day
HW for 2/8/24: Complete Self Review Guide and revise rough draft; take self review
guide quiz.
2/8/24 No class; independent work day.
HW for 2/13/24: Submit final draft of Project 1 to dropbox
Week 6
2/13/24 Practice Argument 3
Reflection for Project 1
Remix activities
HW for 2/15/24: “Wikipedia is Good for You?!” by John Purdy and “Reading Academic
Sources” and “Using Academic Databases” on Perusall
2/15/24 Introduction to Project 2
Library Databases
Research Strategies
HW for 2/20/24: Read “Chapter 6: Skeptics May Object” (TSIS 82-95) and “Social Media:
The Screen, the Brain, and Human Nature” by Justin Vinh (TSIS 607-613)
Week 7
2/20/24 Discussion of Counterarguments
Writing Workshop: Developing background and counterarguments
HW for 2/22/24: Read example student arguments, post possible sources to discussion
board
2/22/24 Practice Argument
Discussion of readings
HW for 2/27/24: Read and annotate chapters 27 and 32 of The Ask on Perusall.
Week 8
2/27/24 Discussion of readings.
HW for 2/29/24: Rough draft posted to Perusall for Peer Review
2/29/24 Peer Review
HW for 3/5/24: Final draft to dropbox
Whittemore 7
Week 9
3/5/24 Reflection for Project 2 / Midterm Reflection
Remix options
HW for 3/7/24: TBD.
3/7/24 Practice Argument 3
Introduction to Project 3
HW for 3/12/24: Readings in Perusall (TBD).
Week 10
3/12/24 Practice Argument 4
Primary Research Brainstorming
HW: Read “Designing What You Write” in Perusall for 3/14/24.
3/14/24 Feedback on Project 2
Visual Aid Discussion
HW for 3/26/24: Submit visual aid idea to Perusall folder.
Week 11
spring break - no classes 3/19 and 3/21
Week 12
3/26/24 Visual Aid feedback/workshop
HW for 3/28/24: TBD.
3/28/24 TBD
Week 13
4/3/24 Peer Review Day 1
HW for 4/4/24: Do self-review guide and quiz.
4/4/24 No Class. Independent Work Day
HW for 4/9/24: Final Draft of Project 3 Due
Week 14
4/9/24 Project 3 Reflection
Remix activities
HW for 4/11/24: Reject File Due
4/11/24 TBD.
HW for 4/16/24: Read “What I Really Want To Say Is” in TSIS (149-171) and submit remix
and revision proposal (in class).
Whittemore 8
Week 15
4/16/24 Preparation for Projects 4 and 5.
Feedback on Project 3.
HW for 4/18/24: TBD.
4/18/24 TBD
HW for 4/23/24: Project 4 due.
Week 16
4/23/24 Roundtable presentation of remix and revision work
Course evaluations
HW: for 4/25/24: D2L Discussion on Project 5.
4/25/24 TBD
Finals
Week
TBD Final Presentations Due to D2L by 12:30pm on Thursday, May 2
Note: We will not meet during finals week. Project 5 must be submitted by 12:30pm on Thursday,
May 2. Please continue to check your EIU email during finals week as I may have last minute
questions for you.
Whittemore 9


ENG 1002G-003 College Composition II Argument & Critical Inquiry

Golladay, Jamie

Eastern Illinois University 
The Keep 
Spring 2024 2024 
Spring 1-15-2024 
ENG 1002G-004 College Composition II Argument & Critical 
Inquiry 
Jamie Golladay 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_spring2024 
Recommended Citation 
Golladay, Jamie, "ENG 1002G-004 College Composition II Argument & Critical Inquiry" (2024). Spring 
2024. 10. 
https://thekeep.eiu.edu/english_syllabi_spring2024/10 
This Article is brought to you for free and open access by the 2024 at The Keep. It has been accepted for inclusion 
in Spring 2024 by an authorized administrator of The Keep. For more information, please contact tabruns@eiu.edu. 












ENG 1002G-004 College Composition II Argument & Critical Inquiry

Flach, Ashley

ENG 1002G-600 College Composition II Argument & Critical Inquiry

Engles, Tim

ENG 4750Z-600 Studies in African American Literature

https://thekeep.eiu.edu/bonnies_prairie_photos/1000/thumbnail.jp

Grand Prairie Friends

Bonnie\u27s Prairie - landscape pond

Brian Keith, Dean of Library Services, welcomes guests to Authors@EIU eventhttps://thekeep.eiu.edu/authors_at_eiu_feb2024/1002/thumbnail.jp

Nelson, Anna

Dean of Library Services Brian Keith

Dr. Julie D. Campbell is Professor of English and Coordinator of the Premodern Global Studies Minor at Eastern Illinois University. She is a co-editor of Early Modern Women: An Interdisciplinary Journal.https://thekeep.eiu.edu/authors_at_eiu_march2024/1019/thumbnail.jp

Dr. Julie Campbell

Binns, Donna

Eastern Illinois University 
The Keep 
Spring 2024 2024 
Spring 1-15-2024 
ENG 3001-600 Advanced Composition 
Donna Binns 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_spring2024 
Recommended Citation 
Binns, Donna, "ENG 3001-600 Advanced Composition" (2024). Spring 2024. 32. 
https://thekeep.eiu.edu/english_syllabi_spring2024/32 
This Article is brought to you for free and open access by the 2024 at The Keep. It has been accepted for inclusion 
in Spring 2024 by an authorized administrator of The Keep. For more information, please contact tabruns@eiu.edu. 
ENG 3001-600: Advanced Composition (Online, 3.0 Credit Hours) 
 
 
Professor: Dr. Donna Binns    
Online “Office” Hours: Mondays 4:00 pm—6:00 pm, Wednesdays, & Thursdays  
4:30 pm—5:30 pm. Schedule Zoom conferences well in advance. 
E-mail: djbinns@eiu.edu; E-mail Dr. Binns directly through Panthermail  
instead of D2L 
English Department Phone Number: 217-581-2428 
 
Course Description: ENG 3001: Advanced Composition centers on advanced 
applications of the principles of writing analyses and arguments. This course 
offers opportunities to explore a variety of research sources and genres of 
writing. Attention will be given to analyzing writing situations, including the 
context, assumed audiences, as well as appropriate styles and tones. Active 
participation in online class activities is required. In addition to major writing 
projects, homework assignments will consist of analytic reading responses. 
Students will also evaluate and provide feedback on one another’s writing 
assignments. 
 
Course Objectives (Connections to University Learning Objectives in 
Parentheses): 
• Understand writing as a process that includes critical reading, 
research, evaluation of sources, synthesis, drafting, feedback, revision, 
and editing (writing and critical reading; critical thinking). 
• Develop an analytic and reflective understanding of rhetorical context, 
purpose, and audience (writing and critical reading; critical thinking; 
speaking and listening). 
• Develop strategies for reading and producing texts in a variety of 
modes, media, and genre, with a particular focus on argumentation 
and its function in specific fields or disciplines (writing and critical 
reading; speaking and listening). 
• Analyze the content and features of discipline-specific genre and 
scholarship (writing and critical reading; critical thinking).  
• Understand the purposes and correct application of discipline-specific 
citation systems; integrate and document sources of ideas and 
information (writing and critical reading). 
• Explore and consider a variety of perspectives on a topic in a field of 
interest. Establish and defend an argument (writing and critical 
reading; critical thinking). 
• Share writing and give/receive feedback with classmates. Read 
carefully and critically, both your writing and the writing of others 
(writing and critical reading). 
• Apply knowledge and skills to new and changing contexts within and 
beyond the classroom (responsible citizenship). 
 
Required Texts and Materials: 
Bartholomae, David et al. Ways of Reading: An Anthology For Writers. 12th 
edition. 
Devitt, Amy, Mary Jo Reiff, and Anis Bawarshi. Scenes of Writing: Strategies for 
Composing with Genres.  
Schick, Kurt, and Linda Schubert. So What? The Writer's Argument. 3rd edition. 
Additional required articles available on D2L under Content. 
  
Course Requirements: Reading: Keep up with reading assignments. You 
should complete them by the day they are listed on the course calendar. Set 
aside enough time to read, analyze, think about, and re-read, if needed, each 
assignment. Read all sections of the assigned material, including sample articles. 
Look up unfamiliar words. Prepare yourself to contribute to online class 
discussions and/or activities. The writing assignments serve, in part, as your 
opportunity to show what you have learned from assigned chapters and 
discussions. Make certain that you read the “News” messages from Dr. 
Binns. They may include reminders for upcoming assignments, schedule 
changes, if needed, and/or other class news.  
 
Writing: Students must complete all major writing assignments (Genre Analysis, 
Proposal Argument, Field-Based Argument Essay, Visual Argument & Self-
Analysis, and the Final Project) to be eligible to pass this course. Shorter online 
discussion posts will fall under the Daily Work category. Dr. Binns will use the 
ENG 3001 Essay Rubric for all major writing assignments except for the Visual 
Argument & Self-analysis Project, which has its own rubric. Writing assignments 
and projects must be turned in to the corresponding "Dropbox" folder located 
under "Assessment" in D2L by the assigned date and time (see late work policy 
for more information). Although I rarely, if ever, give quizzes over the reading 
assignments, you should apply what you learn from assigned reading to writing 
assignments and discussions.  
 
Daily Work & Participation: There will be a substantial amount of online daily 
work through D2L (such as peer response as well as class and group online 
discussion posts) during the semester. Sometimes, discussion posts will require 
an initial post with later responses to posts by other classmates. Read the 
directions for each discussion post closely so that you don't miss any aspects of 
the assignment. Dr. Binns will assign peer responses. More details for each 
discussion topic, such as specific discussion questions, will be posted with 
instructions from Dr. Binns on the Discussion Board prior to the discussion 
thread. Dr. Binns will provide grades for discussion posts based on the ENG 
3001 Discussion Online Discussion Rubric for class and group discussions and 
the ENG 3001 Online Peer Response Rubric for required essay peer responses. 
Students must follow the EIU Netiquette guidelines that are posted under 
"Content" in D2L.  
 
Course Grade:  Penalties for excessive absences will be deducted as described 
in the “Attendance” section. Late work will be penalized as described in the “Late 
Work” section. Otherwise, your final course grade will be determined by the 
following: 
 
  Daily Work        20%  
  Genre Analysis Essay (5-7 Pages)    15% 
  Proposal Argument (3-4 Pages, single spaced)   15% 
  Field-Based Argument Essay (5-7 Pages)   15% 
  Visual Argument (varies) & Self-Analysis Essay (2-3 Pages) 15% 
  Final Revised Essay (varies) & Self-Reflection (2-3 Pages) 20% 
 
A= 90% to 100% 
  B= 80% to 89% 
  C= 70% to 79% 
  D= 60% to 69% 
  F= 0% to 59% 
 
Late Work: Late work that is not granted an extension by me before its due date 
will be penalized by 10% of the maximum possible score for each day it is late. 
Computer problems are not an excuse for turning in late work, so make certain 
you have a back-up plan if your computer experiences issues. Also, make certain 
that you save your work in more than one way (i.e., computer hard drive and a 
usb-or Cloud-compatible drive). As you draft, save your work often.  
 
Plagiarism: 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 Dean of Students. In accordance with English Department and University 
policies, “Any teacher who discovers an act of plagiarism—‘The appropriation or 
imitation of the language, ideas, and/or thoughts of another author, and 
representation as one’s 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 assignment of the grade of F 
for the assigned essay and a grade of F for the course.” Furthermore, “Respect 
for the work of others should encompass all formats, including print, electronic, 
and oral sources.” 
 
Using AI to compose or complete research for course discussion 
responses or writing assignments also constitutes plagiarism. 
 
If you have any questions about citing a source, please contact your professor to 
avoid the aforementioned issues. 
 
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 that office. Please stop by McAfee 1272, or call 217-581-6583 
. 
 
Resources for Student Well-Being: You can find that list of resources 
here: https://www.eiu.edu/fdic/Student%20_Well-Being_26-July-2022.pdf.  
 
Writing Center: I encourage you to use EIU's Writing Center located at 3110 
Coleman Hall. This free service provides one-to-one conferences with writing 
consultants who can help you with brainstorming, organizing, developing support, 
documenting, and revising your papers. The Writing Center is open to work with 
any student from any major at any stage of his or her writing process, and its 
system of one-to-one conferences demonstrates value and respect for individual 
writers, all of whom can benefit from feedback about their works in progress. 
  
To schedule an appointment, you can drop by the Writing Center (3110 Coleman 
Hall), or you can call 581-5929. Skype conferences may be available. If you visit, 
bring your work in progress (including a copy of the assignment) and an idea of 
what you would like to work on–planning, prewriting, organization, support, 
documentation, editing, etc. See the Writing Center Website 
<http://castle.eiu.edu/writing/ > for more information.  
 
Academic Success Center: Students who are having difficulty achieving their 
academic goals are encouraged to contact the Academic 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 Academic Success Center provides individualized 
consultations. To make an appointment, call 217-581-6696, or go to McAfee 
1336.  
 
D2L Assistance: If you need assistance with D2L, call, email or chat options are 
also available on the "My Home" page after logging on D2L. Other 
D2L resources including a D2L Orientation course for students are available 
on the same page. For technical questions regarding other software, hardware, 
network issues, EIU NetID/password, or Panthermail, contact the ITS Helpdesk 
at 217-581-4357 during regular business hours, or submit a help ticket 
at https://techsupport.eiu.edu/. If you have a question regarding course content, 
contact your instructor.  
 
Contacting Dr. Binns: You may contact Dr. Binns via e-mail (djbinns@eiu.edu), 
E-mail Dr. Binns directly through Panthermail instead of  D2L. Dr. Binns will 
contact students through their officially provided EIU e-mail addresses in 
Panthermail. Online conferences can be arranged through Zoom (optional). 
Include your course number along with your question or questions. 
 
 
 
ENG 3001 Course Calendar: Spring 2024 
 
This schedule is subject to additions and changes at my discretion. 
Assignments are due on the date that they are listed on the schedule by the 
end of that class day (by 11:59 pm CST). When class responses require 
follow-up discussion, those due dates will be listed in the discussion post 
instructions (again, by 11:59 p.m.). As a result, students may need to post to two 
different threads in the same day to complete class or group discussion work 
from the current and previous day. Both discussions and peer responses will be 
conducted through the D2L Discussion Board. Keep up with reading 
assignments. Although I rarely, if ever, give quizzes, you should use what you 
have learned from reading assignments in our writing assignments and 
discussion posts. 
 
Module I Genre Analysis   
Week 1 
1-8 Read Scenes of Writing Chapter 1"Understanding Scenes of Writing" 
pages 1-23 and Course Syllabus; D2L Discussion #1 due: Introduce 
Yourself  
1-10 Read Scenes of Writing Chapter 1"Understanding Scenes of Writing" 
pages 24-46; D2L Discussion #1 Part 2 
1-12 Read Scenes of Writing Chapter 2 "Reading Scenes, Situations, and 
Genres"; Watch YouTube video on "Genre & Rhetorical Situation": 
https://www.youtube.com/watch?v=1g67LhcXeJ8&t=7s; D2L Discussion 
#2 
  
Week 2 
1-15 No Classes: Martin Luther King’s Birthday Holiday 
1-17 Read Scenes of Writing Chapter 3 "Using Genres to Help You Write”; D2L 
Discussion #3  
1-19 Read Scenes of Writing Chapter 4 "Critiquing & Changing Genres”; E-mail 
Dr. Binns your Genre Analysis Essay Topic; D2L Discussion #3 Part 2 
 
Week 3 
1-22 Read Scenes of Writing Chapter 5 "Understanding Academic Scenes and 
Writing Courses"; Read “Hungry” and “On Becoming Educated” from 
Ways of Reading (207-218): Discussion #4 
 
1-24 Read “Introduction: Ways of Reading” (1-12) and “Arts of the Contact 
Zone” (454-466) from Ways of Reading 
1-26 Read Scenes of Writing Chapter 8 "Writing in Unfamiliar Academic 
Scenes and Genres"; D2L Discussion #5 Part 1 
 
Week 4 
1-29 So What? Chapters 1-2; D2L Discussion #5 Part 2  
1-31 So What? Chapter 6; “Recognizing and Fixing Weak Thesis Statements” 
(D2L) 
2-2  So What? Chapter 10 and Appendix A (about Peer Review)   
 
Week 5 
2-5 Genre Analysis Essay draft due for peer response to D2L Discussion 
Board 
2-7  Genre Analysis Essay two assigned peer responses due to D2L 
Discussion Board 
2-9 Genre Analysis Essay due to D2L Dropbox by 11:59 pm  
 
Module II Understanding Argument & Proposal Writing 
Week 6 
2-12  So What? Chapters 4-5 
2-14 Read Everything's an Argument Chapter 12 "Proposals" and "A Call to 
Improve Campus Accessibility for the Mobility Impaired" (296-303) on D2L 
under Content; D2L Discussion #6; E-mail Dr. Binns possible topic for 
your Proposal Argument Essay 
2-16 No Classes: Lincoln’s Birthday 
 
Week 7 
2-19 Read Chapter 17 of Technical Communication; D2L Discussion #6 Part 2 
2-21 Read from Ways of Reading “How to Be Friends with Another Woman” 
(343-348) & “The Vulnerable Observer”  (109-128); D2L Discussion #7 
2-23 Read Scenes of Writing Chapter 9 "Reading and Writing Within Workplace 
Scenes” 
 
Week 8  
2-26 Read Scenes of Writing Chapter 10 "Reading and Writing within Public 
Scenes"; D2L Discussion #8 
2-28 D2L Discussion #8 Part 2 Work on Proposal Argument 
3-1 Work on Proposal Argument 
 
Week 9 
3-4 Proposal Argument Draft due to D2L Discussion 
3-6 Proposal Argument Draft Peer Responses due to D2L Discussion  
 Board 
3-8 Proposal Argument due to D2L Dropbox by 11:59 pm 
 
Module III Argument, Research, and Field-Specific Writing 
Week 10  
3-11 Read Scenes of Writing Chapter 7 
3-13 E-mail Dr. Binns a possible topic for your Source-Based Argument Essay 
about an issue in your selected field or discipline.  
3-15 So What? Chapter 3 and Watch "Why We Cite" YouTube Video from 
UNC's Writing Center (Why We Cite - UNC Writing Center - YouTube); 
D2L Discussion #9 
 
3-18 – 3-22 Spring Break 
 
Week 11 
3-25 So What? Chapters7-8 and Ways of Reading: “A Wandering Mind Is an 
Unhappy Mind”; Discussion #9 Part 2 
3-27 Read So What? Chapter 9 
3-29 Work on Field-Based Argument Essay 
 
Week 12  
4-1 Field-Based Argument Essay draft due for peer response 
4-3 Field-Based Argument Essay Peer Responses due to D2L Discussion 
Board 
4-5 Field-Based Argument Essay due to D2L Dropbox by 11:59 pm 
  
Module IV Visual Argument & Analysis 
Week 13 
4-8 Read Everything's an Argument Chapter 14 "Visual and Multimedia 
Arguments" (D2L) 
4-10 Work on Visual Argument 
4-12 Work on Visual Argument 
 
Week 14 
4-15 Visual Argument & Self-Analysis Essay drafts due for peer response 
4-17 Visual Argument & Self-Analysis Essay two assigned peer responses 
due 
4-19 Visual Argument & Self-Analysis Essay due to D2L Dropbox by 11:59 
pm 
 
Module V Final Revision Project 
Week 15 
4-22 Watch "The Writing Process: Revise" from East Tennessee State 
University on YouTube (https://www.youtube.com/watch?v=tXT2qVILYrY&t=28s ; 
Work on Final Revised Essay Project of Genre Analysis, Proposal Argument, or 
Source-based Argument Essay’ & Self-Reflection Essay  
4-24 Continue Work on Final Revised Essay & Self-Reflection Essay 
 
4-28 Final Revised Essay & Self-Reflection Essay due to D2L Dropbox by 
11:59 pm  
 
 


ENG 3001-600 Advanced Composition

Park, Suzie

Eastern Illinois University 
The Keep 
Spring 2024 2024 
Spring 1-15-2024 
ENG 4300-001 English Studies Capstone 
Suzie Park 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_spring2024 
Recommended Citation 
Park, Suzie, "ENG 4300-001 English Studies Capstone" (2024). Spring 2024. 39. 
https://thekeep.eiu.edu/english_syllabi_spring2024/39 
This Article is brought to you for free and open access by the 2024 at The Keep. It has been accepted for inclusion 
in Spring 2024 by an authorized administrator of The Keep. For more information, please contact tabruns@eiu.edu. 
ENGLISH STUDIES CAPSTONE 
English 4300/4390 
Spring 2024 / CRN 33088 & 33527 / 3159 Coleman Hall / TuTh 3:30pm – 4:45pm 
 
Dr. Suzie Park 
email: sapark@eiu.edu  
office hours:  Tuesday and Thursday, 3:00-3:30pm @ 3030 Coleman Hall 
Wednesday, 10:00am-1:00pm @ 1010 Old Main 
 
Welcome to the English Studies Capstone!
 
See miniature photographic artist Tatsuya Tanaka’s www.miniature-calendar.com. 
 
Course Description 
This capstone course invites you to reflect upon what you have learned and what you hope to learn and 
achieve in the near—and perhaps far—future. You have chosen the English major. This is simply one 
outcome of decision-making in your university years. Your choice of career path is further determined by 
a series of decisions. But have you considered how much of what you do is freely chosen or deliberately 
acquired? Could you quantify—roughly—how much of what you do comes from habit? The word “habit” 
originally denoted dress or clothing (one’s external appearance) and only later denoted mental 
constitution (internally ingrained behaviors). When you must make an ethical decision, how do you know 
whether you are right or wrong, or whether you have relied upon habitual programming? Does an ethical 
decision require creativity? 
 
Let us take two things that seem, at first glance, to have little bearing on each other: Theodore Dreiser’s 
epic novel, An American Tragedy (1925), and current debates on artificial general intelligence. With 
almost a century between them, Dreiser’s work of fiction and the current AGI cultural moment 
nevertheless share strange resonances, mostly centered on questions of human autonomy, creativity, and 
ethics. We will explore what it means to be an autonomous and ethical human being, all while writing an 
English studies project designed for the public. 
 
 
 
 
 
 
 
 2 
Texts              
Coleridge, Samuel Taylor. The Rime of the Ancient Mariner. Dover, 1970. 
Dreiser, Theodore. An American Tragedy. Signet, 2010. 
Graff, Gerald. “They Say/I Say”: The Moves That Matter in Academic Writing, with Readings. Norton, 2016. 
Hanh, Thich Nhat. The Miracle of Mindfulness. Beacon P, 1999. 
Norton, Mary. The Borrowers. Houghton Mifflin Harcourt, 1953. 
Tufte, Virginia. Artful Sentences: Syntax as Style. Graphics P, 2006. 
 
REQUIREMENTS: BEFORE YOU COMMIT TO THIS CLASS  
 
CAPSTONE SEMINAR PROJECT: We will be reading one major novel that will require sustained 
attention in reading. By putting this novel into conversation with several other provocative works, we will 
think together about crafting individual seminar projects that showcase your talents as a budding public 
intellectual. You will 1) conduct research about historical contexts and applications to our current 
historical moment, and 2) produce a seminar project that fleshes out a theory of your own about the value 
of communicating with the public about human autonomy, creativity, and ethics in an age of AGI. 
 
PLAGIARISM (using another writer’s written words or ideas without giving properly documented 
credit) will not be tolerated and will result in a FAILING GRADE on the assignment, if not for the 
course. I will follow the departmental 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 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.”  
***Always submit your assignments using correct MLA (Modern Language Association) format.*** 
 
CONFERENCES: As I get to know your writing better throughout the semester, I will require that you 
meet with me on an individual basis. In these conferences, we will discuss where you think your writing 
and critical skills are improving or need more work.   
 
LATE POLICY: For the purposes of your class participation grade, being late for class is the same as 
being absent. In addition, all papers and assignments are due at a specified time. 
 
ABSENCE POLICY: When you are absent—especially when you are frequently absent—two things 
happen. First, your participation grade drops substantially. Second, you naturally fall behind in 
understanding course material and neither the class nor the professor can catch you up on everything 
missed in a day’s class. YOU need to decide when it is absolutely necessary to miss class. Be wise. 
Without a properly verified absence (“due to illness, emergency, participation in an official University 
activity, or participation in volunteer emergency work”), you cannot make up missed work and late 
assignments will be penalized. You must complete your Mid-Term and Final Exams on the scheduled 
dates. 
  
EMAILING POLICY: I want to get to know you and your work this semester. Thus I ask that you stop 
by my office(s) during office hours (or other scheduled times) so that we can talk.  
  
ESSAY FORMAT: Your papers must include page numbers. Format: 12-point Times New Roman font, 
double-spaced, with one-inch margins.  
 
 
 3 
PARTICIPATION: This means more than simply being present in class. It means being on-time, 
prepared (BRING YOUR CORRECT TEXTBOOKS AND HANDOUTS TO CLASS), thoughtful, 
respectful of others, engaged, and fruitfully open to criticism. While you’re in class, respect your 
teacher and fellow students. No cell phone use. 
 
GRADES 
Participation (20%) 
Word essay, discussion post responses, in-class assignments, quizzes (20%) 
Mid-Term (10%) 
Final Seminar Presentation (10%) 
Final Seminar Project (30%) 
Final Exam (10%) 
 
See the attached GRADING RUBRIC for details of the grading criteria I will use. 
 
UNIVERSITY-WIDE POLICIES: 
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 Academic Success Center: Students who are having difficulty achieving their academic goals are 
encouraged to contact the Academic 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 Academic Success Center provides individualized consultations. To make an 
appointment, call 217-581-6696, or go to McAfee Gym, Room 1336.  
 
Catalogue Description for English 4300 
This seminar for seniors and advanced students emphasizes research and writing skills and their 
applicability in wider public contexts. Topics vary each semester but will cohere around 
considerations of the role of English studies in public discourse (digital and print) and culture. 
Required of English and English Language Arts majors. 
 
Learning Objectives for English 4300 
1. Advance critical reading skills in various genres and media within English studies and across 
a variety of public fora  
2. Demonstrate research skills in one or more fields within English studies using scholarly 
databases and archives  
3. Demonstrate ability to analyze scholarly and/or public documents in various media with 
attention to literary, rhetorical, and/or public contexts  
4. Develop critical writing skills and strategies by producing documents of various length and 
complexity for various audiences  
5. Hone English studies skills in order to engage with regional, national, and/or international 
issues  
6. Develop ability to present or otherwise disseminate their work in a public forum, both in 
writing and orally  
7. Listen and respond articulately to the ideas and perspectives represented by the instructor and peers 
 
 
 4 
Schedule Readings (subject to change) Sign up for your “word” essay 
Week 1: Tu 
1/9/24 
 
• Introductions  
• Who is Ai-Da? (H=handout) 
https://www.ai-darobot.com/ 
Each word essay/discussion post is due on Tuesday 
by 12pm on D2L. 
Th 1/11 Theodore Dreiser: An American Tragedy, 
Book I, Ch. 1-4 (pp. 1-30) 
Short responses to Word discussion posts are due 
each Thursday by 12pm on D2L. 
Week 2: 
Tu 1/16 
 
 
American Tragedy, Book I, Ch. 5-8 (pp. 
31-53) 
SKIP Ch. 9-11 
Ch. 12-15 (pp. 78-115) 
  
1. 
 
2. 
 
3. 
Th 1/18 American Tragedy, Book I, Ch. 16-19 (pp. 
115-146) 
Gerald Graff: They Say/I Say 
• Ch. 17: “Are We in a Race Against the 
Machine?” (297) 
 
• Kevin Kelly: “Better than Human: Why 
Robots Will—and Must—Take Our 
Jobs” (299) 
(Monday, 1/22: last day to drop course) 
 
Post your responses to classmates’ Word discussion 
posts on D2L by 12pm. 
Week 3:  
Tu 1/23 
American Tragedy, Book II, Ch. 1-11 (pp. 
147-240) 
 
 
  
1. 
 
2. 
 
3. 
Th 1/25 Alex Woloch: “Two Kinds of Minorness,” 
extract from The One vs. the Many (H) 
 
https://www.retroreport.org/education/vid
eo/psychology-behaviorism-b.f.-skinner-
and-social-media/ 
 
Gerald Graff: They Say/I Say 
• Nicholas Carr: “Is Google Making Us 
Stupid?” (313) 
Post your responses to classmates’ Word discussion 
posts on D2L by 12pm. 
 
LIONS IN WINTER FESTIVAL 
https://thekeep.eiu.edu/lionsinwinter/ 
 
Thursday, January 25, 5:30pm = talks/reception 
 
Friday, January 26 = craft talks 
 
Week 4:  
Tu 1/30 
 
 
American Tragedy, Book II, Ch. 12-26 
(pp. 240-340) 
 
 
1. 
 
2. 
 
3. 
Th 2/1 
 
Thorstein Veblen: Theory of the Leisure 
Class, extract (H) 
Gerald Graff: They Say/I Say 
• Brooke Gladstone: “The Influencing 
Machines” (330) 
• Clive Thompson: “Smarter than You 
Think: How Technology Is Changing 
Our Minds for the Better” (340) 
Post your responses to classmates’ Word discussion 
posts on D2L by 12pm. 
 
 5 
 
Week 5:  
Tu 2/6 
 
American Tragedy, Book II, Ch. 27-38 
(pp. 341-436) 
 
 
1. 
 
2. 
 
3. 
Th 2/8 Michel Foucault: “Panopticism” (H) 
 
• Panopticism answers due on D2L by 12pm. 
• Post your responses to classmates’ Word 
discussion posts on D2L by 12pm. 
Week 6:  
Tu 2/13 
 
American Tragedy, Book II, Ch. 39-47 
(pp. 436-515) 
 
1. 
 
2. 
 
3. 
Th 2/15 Flynn Coleman: “The Danger of 
Homogeneity and the Power of 
Combinatorial Creativity” (H) 
Post your responses to classmates’ Word discussion 
posts on D2L by 12pm. 
Week 7:  
Tu 2/20 
 
American Tragedy, Book III, Ch. 6-8 (pp. 
551-582) 
Ch. 17 (pp. 644-656) 
Ch. 22-25 (pp. 688-771) 
Ch. 28-34 (pp. 786-856) 
 
Week 8: 
Tu 2/27 
 
Samuel Taylor Coleridge: Rime of the 
Ancient Mariner 
 
Nick Bostrom: “Ethical Issues in 
Advanced Artificial Intelligence” (H) 
  
DUE: Draft of conference abstract 
Week 9: 
Tu 3/5 
 
Michael Cohen: “Advanced Artificial 
Agents Intervene in the Provision of 
Reward” (H) 
  
Individual conferences with Dr. Park 
Week 10: 
Tu 3/12 
PANEL PROPOSALS DUE: EIU 
Student Research and Creative Activity 
Conference  
https://www.eiu.edu/studentresearch/ 
 
DUE: Draft of conference presentation 
 
 
SPRING BREAK 3/18 – 3/22    Have fun and be safe! 
Week 11: 
Tu 3/26 
RESEARCH FINAL PAPER Proposals due Thursday, March 28, for optional EIU 
conference on April 19  
Week 12: 
Tu 4/2 
DRAFT FINAL PAPER Individual conferences with Dr. Park 
Week 13: 
Tu 4/9 
FINISH PAPER FOR PRESENTATION  
Week 14: 
Tu 4/16 
 
PRACTICE DELIVERY OF 
PRESENTATION 
 
WEDNESDAY, APRIL 17: Required presentation at 
English Studies Conference 
FRIDAY, APRIL 19: Optional presentation at EIU 
Student Research & Creative Activity Conference 
Week 15: 
Tu 4/25 
FINISH FINAL SEMINAR PROJECT FINAL EXAM: THURSDAY, MAY 2 
2:45pm-4:45pm 
