Eastern Illinois University

Craig, Lydia

ENG 1002-001 College Composition II Argument & Critical Inquiry

Ludlow, Jeannie

ENG 2705G-001 Intro to African American and Africana Literatures

Abel, Colleen

ENG 4761-001 Advanced Creative Nonfiction

Based on the data collected, the Steering Committee compiled a series of recommendations. These recommendations are presented organized into a phased timeframe, based on perceptions of the urgency of completion and the feasibility of the time sequence to take the actions.https://thekeep.eiu.edu/plan2028_facilities/1001/thumbnail.jp

Facilities Reinvestment Committee

Phased Recommendations

Davis, Glen

Eastern Illinois University 
The Keep 
Fall 2024 2024 
Fall 1-10-2025 
ENG 1001G-005 College Composition I Critical Reading & Source 
Based Writing 
Glen Davis 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_fall2024 
Recommended Citation 
Davis, Glen, "ENG 1001G-005 College Composition I Critical Reading & Source Based Writing" (2025). Fall 
2024. 8. 
https://thekeep.eiu.edu/english_syllabi_fall2024/8 
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. 
COMPOSITION AND LANGUAGE 
English 1001 (3 Course credit Hours) 
Fall 2024 
MWF - 9-9:50 – Coleman 3150 
MWF – 11-11:50 – Coleman 3150 
MWF – 12-12:50 – Coleman 3150 
 
 
Glen Davis 
Office:            CH3861  
 
Office Hours:  10:00 - 10:50 MWF 
2:15 – 3:00 MW 
Other times possible by request. 
  
Email:              gddavis@eiu.edu 
Pronouns:  he, him, his 
 
Materials: The Norton Field Guide to Writing 6th ed.  
  Reading Critically Writing Well 13th ed. 
  The Little Seagull Handbook with Exercises, 4th ed.  
  They Say, I Say 5th ed. with readings. 
 
Course description from EIU catalog:  
 
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. 
 
Course learning objectives from EIU guidelines: 
 
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 
 
  
Minimum Writing requirement for English 1002: 
 
There is a minimum page count required for this class. It is not possible to pass this class without 
meeting this requirement. Regardless of what grade you may currently have in the class, you 
must meet this minimum requirement to pass this class.  
Writing Centered course whereby the quality of the students' writing is the principal determinant 
of the course grade. The minimum writing requirement is 5,000 words (roughly equivalent to 20 
double-spaced pages) of polished, revised prose in addition to informal writing such as invention 
work, peer critiques, discussion statements, self-assessments, drafts, etc. 
 
Absences 
 
As a college student you will be expected to attend every class. You begin this semester with 50 
attendance points. They will be added to the grade book at the beginning of the semester. 5 points 
will be reduced from this grade for every day that is missed until there are no points left to lose. 
(Zero attendance points results in a full letter grade reduction for the class). If you have an 
excused absence, you must bring me some kind of documentation so that I can correct the 
attendance grade accordingly.  
 
I take attendance at the beginning of class. If you come in late and I have already taken 
attendance, you will be marked absent.  
If you miss class, do not E-mail or call me to ask what you missed. Get in contact with one of 
your classmates to find out what you missed.  
 
Attendance means more than simply showing up for class. Your participation points account for 
15 percent of your grade. In earning this 15 percent, I expect that you will come prepared for 
class, and ready to participate.  
 
I do not, however, want students showing up to class if they are ill. Use your own judgment. We 
are still dealing with Covid. If you are quarantined, let me know so that we can work out 
alternatives for attendance.  
 
Plagiarism 
 
The English 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.  
 
I will not tolerate copying or cheating in this class. If I catch you plagiarizing, I am obligated to 
report you to the Office of Student Standards. It will certainly result in a failing grade in this 
class. We will be discussing plagiarism in depth during this class. Each of you will have a 
thorough understanding of what plagiarism is and how to avoid doing it.  
 
 
AI and Academic Integrity 
Students are not allowed to use advanced automated tools (artificial intelligence or machine 
learning tools such as ChatGPT, Grammarly, or Dall-E 2) on assignments in this course. Each 
student is expected to complete each assignment without substantive assistance from others, 
including automated tools. 
Written work will be submitted through Turnitin in D2L. Turnitin includes an AI detection tool 
which indicates the amount of qualifying text within the submission that Turnitin’s AI writing 
detection model determines was generated by AI. This information may be used, in addition to 
other evidence, if there are concerns with academic misconduct.  
If AI content is found in your essay, you will be required to write a new essay for the assignment. 
No part of your original assignment may be used again in this new version.  
 
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 
 
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 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, Room 1301. 
 
Early Alert System  
 
EIU has an early alert system. This means that if I notice you struggling in this course, I will try 
to contact you personally. If I don’t hear back from you, I will use this early alert system. This 
system will try to contact you through your RA or through someone from the Academic Success 
Center. This system is designed to help you and is not intended to be punishment.  
 
  
Grades 
 
Percentage break down: 
Participation =15% 
Attendance = 10% 
1st Essay = 15% 
2nd Essay = 20% 
3rd Essay = 25% 
Final Exam = 5% 
Reflection = 10% 
Grades are accessible in D2L.  
If I need to adjust the values in the D2L grade book, I will notify the class using a news post in 
D2L.  
 
Late Assignments 
 
Assignments will be accepted late, but at a penalty to your grade. All assignments have due 
dates. All assignments that show up after the due date will be graded as late. Late assignments 
will lose 10% of the grade value. You will lose an additional 10% for every class period the 
assignment is late until the grade is a zero.  
 
Assignments 
 
All major essays will be turned in to D2L, in the appropriate drop box. This is the only place I 
will grade them, and they need to be in Word format. (Pdf, and other word processing files 
should be converted to Word before uploading). I do not accept papers through email or through 
other file sharing software. 
All assignments should meet the minimum requirements. Do not submit assignments that are not 
full length or do not include the required sources. I will not grade incomplete assignments. 
In-class writing will be turned in at the end of class, unless otherwise noted.  
 
I will be using D2L for this class, and all assignments and readings will be posted there. This 
creates a permanent record of your essays, grades, and comments I make on your essays. Make 
sure that you check into D2L at least once or twice a week to see if anything has changed there. I 
often use the “News” feature of D2L to make class announcements.  
 
Conferences 
 
Paper writing is stressful. I prefer to talk about issues with paper writing in person. If you have 
concerns, questions, or just want to vent about a paper assignment, you may schedule a time to 
do so. If the regular office hours do not work, we can figure out a time that will. I will schedule 
several conference days during the semester that occur during normal class time, so everyone can 
take advantage of conferences.  
 
  
Questions 
 
I check my email several times a day, and I will be checking D2L regularly. If I do not reply to 
your questions immediately, please be patient. I do have obligations outside of this class, and 
sometimes I simply need more time.  
I often do not reply to emails that don’t seem to require an answer (emails notifying me that you 
will be missing class for example). Some students find this odd. If you require an answer, ask a 
question.  
Allow time for me to reply and ask questions early rather than at the last minute. If my reply 
arrives so late that it keeps you from completing an assignment on time, you are welcome to ask 
for an extension. 
If for some reason you think that I missed seeing your email, email me again. I will not be 
offended by the reminder if you have not heard from me in a normal amount of time.  
Please use Panthermail for emails. I check my email often but can only reply to emails in 
Panthermail using my phone.  
 
Electronic Writing Portfolio (EWP) 
 
Submissions from 1001 and 1002 are encouraged. Any of the three essays you will write for this 
class should meet the EWP requirements. I would recommend submitting the final essay, but the 
portfolio is yours and you must decide what to submit. If you have questions about your essays 
and submitting to EWP, please let me know. There is also a website for EWP:  
https://www.eiu.edu/assess/ewpmain.php 
 
 
Dates for adding/dropping classes: Students with questions about these deadlines should 
contact the Registrar [(217) 581-3511, (217) 581-3831, records@eiu.edu]. 
• August 23: Last day to add a class 
• August 30: Last day to drop a course with no grade 
• August 30: Last day to withdraw from all classes with full tuition and fees refund 
• September 16: Last day to withdraw from all classes with 50% tuition and fees refund 
• November 1: Last day to withdraw from a class 
 
 
 
 
  
Schedule 
 
(Schedule may change as needed) 
 
 Required Reading Assignments 
Week 1 
 
Chapter 1 (begins page 3) “Norton Field 
Guide” 
Essay 1 instructions 
Thinking About Paper Topics (lecture notes) 
You, Me, Contractions (lecture notes) 
 
 
Week 2: 
 
Chapter 29 (begins page 345) “Norton Field 
Guide” 
Evaluating Sources (lecture notes) 
 
Proposal 1 
Week 3: 
 
Chapter 51 (begins page 555) “Who Says” 
Plagiarism (lecture notes) 
 
Plagiarism quiz 
Week 4: 
 
Chapter 46 (begins page 491) “Norton Field 
Guide” 
Research (lecture notes) 
 
Group Revision 
Week 5: 
 
Chapter 53 (begins page 564) “Norton Field 
Guide” 
Citation (lecture notes) 
Essay 2 Instructions 
 
Essay 1 
Week 6: 
 
Chapter 47 (begins page 501) “Norton Field 
Guide” 
Grading Rubric 
 
 
Week 7: 
 
Chapter 48 (Begins page 524)“Norton Field 
Guide” 
In-text citation (lecture notes) 
Credible Sources (lecture notes) 
More Style Issues (lecture notes).  
 
Proposal 2 
Week 8: 
 
Chapter 31 (begins page 367“Norton Field 
Guide” 
Group revision Worksheet 
 
Group Revision 
Week 9: 
 
Chapter 32 (begins page 372) “Norton Field 
Guide” 
Group Revision Letter Example 
 
 
Week 10: 
 
Chapter 50 (begins page 542) “Norton Field 
Guide” 
Peer Reviewed Sources (lecture notes) 
 
Essay 2 
Week 11: 
 
Chapter 37 (begins page 410) “Norton Field 
Guide” 
Finding Sources (lecture notes) 
Library resources (lecture notes) 
 
 
Week 12: 
 
Chapter 20 (begins page 258) “Norton Field 
Guide” 
More Style Issues (lecture notes) 
 
Proposal 3 
Week 13: 
 
Chapter 13 (begins page 164) “Norton Field 
Guide” 
Including Research in Essays (lecture notes) 
 
Group Revision 
Week 14: 
 
Chapter 25 (begins page 309) “Norton Field 
Guide” 
Markup Symbols (lecture notes) 
 
 
Week 15: 
 
Chapter 59 (begins page 694) “Norton Field 
Guide” 
Essay 3 
Week 16: 
 
Chapter 35 (begins page 391) Norton Field 
Guide” 
Reflection Essay 
 
   
   
Final 
Exam 
Class meeting time             Final exam time 
 
9:00                                       12/10          8:00 
 
11:00                                     12/11          10:15 
 
12:00                                     12/11         12:30 
 
 
 
 
 
 
  
Guidelines for Evaluating Writing Assignments in ElU's English Department 
Grades on written work range from A to F. The categories listed below are based on rhetorical 
principles and assume intellectual responsibility and honesty. Strengths and weaknesses in each 
area will influence the grade, though individual teachers may emphasize some categories over 
others and all categories are deeply interrelated. 
 A B C D F 
Focus Has clearly stated 
purpose or main 
idea/thesis quite 
thoughtfully and/or 
originally developed 
within the guidelines 
of the assignment 
Has clearly stated 
purpose or main 
idea/thesis 
developed with some 
thoughtfulness 
and/or originality 
within the guidelines 
of the assignment 
Has a discernible purpose or 
main idea/thesis which is not 
very clearly stated and is 
developed with limited originality 
and/or thoughtfulness; may have 
missed or failed to conform to 
some element of the 
assignment's guidelines 
Has no apparent 
purpose or main 
idea/thesis and/or 
shows little 
thoughtfulness 
and/or originality; 
may not conform to 
significant elements 
of the assignment's 
guidelines 
Has no purpose or 
main idea/thesis; 
shows little or no 
thoughtfulness 
and/or originality; 
may not conform to 
the guidelines of 
the assignment 
Organization Is logically 
organized but 
without overly 
obvious organization 
devices; has unity, 
coherence, strong 
transitions; has well 
defined introduction, 
body, conclusion 
Is logically organized; 
has unity, coherence, 
competent 
transitions; has well 
defined introduction, 
body, conclusion 
Is organized, but not necessarily 
in the most logical way; has unity 
and coherence but may make 
inconsistent use of transitions; 
has introduction, body, 
conclusion, one of which may be 
weak 
Is somewhat 
organized, but is 
confusing to readers; 
shows significant 
problems with 
coherence, unity, 
transitions; no or 
poorly written 
introduction, body or 
conclusion 
Is not organized; 
has little or no 
coherence and 
unity; poor or no use 
of transitions; no or 
poorly written 
introduction, body or 
conclusion 
Development Supports purpose or 
main idea with 
abundant, fresh 
details; details are 
specific and 
appropriate; uses 
sources well when 
sources are called for 
in the assignment 
Supports purpose or 
main idea with 
sufficient details; 
details are fairly 
specific and 
appropriate; uses 
sources adequately 
Supports purpose or main idea 
with details, but some parts of 
the paper are 
inadequately/inappropriately 
developed or vague 
Makes an attempt to 
use details to 
develop purpose or 
main idea but is, for 
the most part, 
inadequately/ 
inappropriately 
developed 
Does not develop 
main idea; may use 
sources 
inadequately/ 
inappropriately 
Style & 
Awareness of 
Audience 
Word choices show 
consideration of 
purpose and 
audience; shows 
thoughtfully and 
imaginatively 
constructed 
sentences; 
incorporates sources 
well 
Word choices are 
appropriate to 
purpose and 
audience; sentences 
often constructed 
thoughtfully and 
imaginatively; 
incorporates sources 
adequately 
Word choices are mostly 
appropriate to purpose and 
audience; sentences aren't 
particularly thoughtful or 
imaginatively constructed; 
sources may sometimes be 
awkwardly incorporated 
Word choices may 
be inappropriate to 
purpose or 
audience; sources 
incorporated poorly 
Word choices are 
generally poor; 
sources are 
incorrectly or 
very awkwardly 
incorporated 
Mechanics Has very few 
grammatical, 
spelling and 
punctuation errors; 
uses appropriate 
documentation style 
correctly when 
necessary for 
assignment 
Has minor 
grammatical, 
punctuation or 
spelling errors that 
do not interfere with 
reading of essay; 
uses appropriate 
documentation style 
correctly 
Has some grammatical 
punctuation and/or spelling 
errors that occasionally interfere 
with reading of essay; uses 
appropriate documentation style 
but may have some errors 
Has grammatical, 
punctuation and/or 
spelling errors that 
make reading 
difficult; 
documentation style 
may be poorly used 
Has grammatical, 
punctuation and/or 
spelling errors that 
make reading very 
difficult; 
documentation 
style poorly used 
Process Shows abundant 
evidence of careful 
planning and drafting 
and attention to peer 
and teacher 
comments 
Shows evidence of 
careful planning and 
drafting and some 
attention to peer and 
teacher comments 
Shows some evidence of 
planning and drafting, though 
some drafts may be less 
considered, and some 
attention to peer and teacher 
feedback 
Shows only a little 
evidence of planning 
and drafting and 
attention to peer and 
teacher feedback 
Shows little or no 
evidence of 
planning, drafting, or 
attention to peer and 
teacher feedback 
 
 


English

ENG 1001G-005 College Composition I Critical Reading & Source Based Writing

Hart, Ann

Eastern Illinois University 
The Keep 
Fall 2024 2024 
Fall 1-12-2025 
ENG 1001G-007 College Composition I Critical Reading & Source 
Based Writing 
Ann Hart 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_fall2024 
Recommended Citation 
Hart, Ann, "ENG 1001G-007 College Composition I Critical Reading & Source Based Writing" (2025). Fall 
2024. 10. 
https://thekeep.eiu.edu/english_syllabi_fall2024/10 
This Article is brought to you for free and open access by the 2024 at The Keep. It has been accepted for inclusion 
in Fall 2024 by an authorized administrator of The Keep. For more information, please contact tabruns@eiu.edu. 
 Hart 1 
ENG 1001G – 007 
College Composition I: Critical Reading & Source-Based Writing 
(Credits 3-0-3) (Graded A, B, C, N/C) 
 
Fall 2024 
Tuesday/Thursday 
9:30 – 10:45 am 
Coleman Hall 
Rooms 3140 & 3210 
 
Instructor: Ann Hart 
3552 Coleman Hall 
Email: amhart@eiu.edu 
 
Office Hours:  
T/Th 11 AM - 12 PM & 2 - 3 PM in person in Coleman 3552 
Monday 9-11 AM Online by Appointment  
 
Course Description 
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. 
  
 For the purposes of the Electronic Writing Portfolio, English 1001G is a "writing centered" 
course. The quality of students’ writing is the principal determinant of the course grade. 
The minimum writing requirement is 5,000 words of polished, revised prose in addition to 
informal writing such as discussion posts, emails, notes, drafts, etc. 
  
Learning Objectives 
Students will demonstrate the ability to: 
 
o Develop effective writing processes for producing documents 
o Produce informative, analytical, evaluative, and persuasive prose 
o Implement reading processes to evaluate sources 
o Adapt written texts to suit the text’s purpose, audience, genre, rhetorical situation, and 
discourse community 
o Recognize how to transfer their writing processes, understanding of rhetorical 
principles, and genre awareness to other writing situations 
o Find appropriate sources through secondary research, including the use of academic 
databases 
o Integrate sources ethically and appropriately using at least one recognized citation 
style 
o Use effective language and delivery skills through speaking opportunities 
o Present work in Edited American English 
  
 Hart 2 
Syllabus Adjustment Disclaimer  
I reserve the right to make changes to the syllabus policies, assignments, and schedule 
necessary. In other words, all portions of this syllabus are tentative and subject to change 
at any point in the semester. 
 
Textbook and Materials 
• The Norton Field Guide to Writing, 6th edition. 
• Other handouts and readings as required. 
• A paper notebook and something to write with 
• Access to a Computer with Word or Google Docs 
 
D2L 
For this course, you will submit all Major Writing Assignments to D2L.  Smaller and in class 
assignments may be in D2L, on paper, or observed in person.  All grades will be in D2L. 
Homework assignments and reminders will be presented in class and on the Course Home 
page. The Content section of our D2L course lists all of the modules and the assignments, 
readings, etc. for each module.  I highly recommend completing the D2L training on your 
D2L Brightspace Homepage.   
 
MLA 
All Work in this class is written in MLA. You will double space, use a 12 point, San Serif font, MLA 
Page numbers, and on the upper left of every written assignment, you should include an MLA 
heading. (Not in the header, on the upper left of the first page).  
 
Your Name 
Professor’s Name 
Course Designation including section number 
Date in MLA format  day month year  
 
Topical Outline- Details and Schedule are in D2L 
D2L Module Topics Major Assignment 
Module 1: Syllabus and Course Information  
Module 2: Where Did You Come From?   Literacy Narrative  
Module 3: Why Make a Change?  
Proposal Essay 
#1 One-on-One Meetings 
Module 4: Who Inspires You? Interview and Profile   
Module 5: What is that at EIU? 
#2 One-on-One Meetings 
EIU Presentations 
Module 6: How Have You Grown As A Writer?    Portfolio with Writer’s Statement 
Module 7: Extra Credit 
Extra Credit Assignment #1 
Extra Credit Assignment #2 
Extra Credit Assignment #3 
 Hart 3 
Writing Assignments totaling 1000 points 
Homework & In Class Assignments 
Includes, Quizzes, Homework Assignments, In-Class Activities, Peer Reviews, 
Discussions, Participation, Reading Responses, & other assignments.  
 
 Reading and Lecture Quizzes are typically due on Fridays. There is one chance, but 
no time limit, and are open book. 
                                                                                                                        
One-on-One Meetings 
Twice this semester you will be required to meet with me one on one. We will not 
meet as a class during those weeks, but you will have assignments to complete on your 
own time.   
         
Major Writing Assignments    
For all Major Writing Assignments, you will turn in at least a Complete First Draft 
and a Final Draft that includes a full explanation of your revisions. 
 
Literacy Narrative                                                    100 points 
Proposal Essay        100 points 
Interview and Profile        100 points 
EIU Presentation                                       100 points 
 
Final Portfolio  
Portfolio with Writer’s Statement      100 Points 
 
About the Final Portfolio  
You will submit a Portfolio for your final in this class consisting of all major writing 
assignments for the semester. This will include all drafts of your major writing assignments 
and your revision explanations. It will be in a Word doc. with a title page, table of contents, 
and a writer’s Statement discussing your writing growth for the semester. We will discuss 
this more in-depth during the semester. 
 
Late Work Policy  
I do not accept late work. However, At EIU, “faculty are required to permit students to 
make up work when they miss class for properly verified absences ‘due to illness, 
emergency, participation in an official University activity, or participation in volunteer 
emergency work.’” All make-up work must be completed within 4 days of the missed class. 
However, at my discretion, late consequences may be waived for unusual or unavoidable 
circumstances.  Unfortunately, due to this policy, students sometimes lie when they miss 
class for other reasons. If you are missing Homework or In-Class work to hang out with 
your friends, sleep, go to a concert, or any other choice that you make, show some integrity 
and take the zero. 
 
Absences When an Assignment Is Due  
If you are absent on a class day when an assignment is due, in D2L and/or in hard 
copy you will not receive credit for that assignment. In other words, if you miss class but 
 Hart 4 
submit an assignment in D2L that is due for that class, the assignment will earn a 0. This is 
not an online course. If we did not use D2L for assignment submissions you would submit 
all work in class; thus, if you are not in class you would not be able to submit your work. To 
maintain the integrity of this face-to-face class, you must be present when an assignment 
is due in order to receive credit for that assignment. 
 
Getting Behind 
Students who miss two classes or fail to turn in two assignments will be required to 
schedule a one-on-one meeting with me before the missed work can be submitted.  
 
Extra Credit 
There are three extra credit assignments available this semester at 10 points each.  You 
can choose to turn these assignments in, or not. If you do not complete them, it will not 
affect your grade (it will be like they never existed).  However, extra credit assignments 
must be done by their due date and cannot be made up. Details are available in the Extra 
Credit module in D2L.  
 
Methods of Evaluation: 
The grades for this class will determined by points earned 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. 
100-90%=A 
89-80%=B 
79-70%=C 
69% or lower=NC 
 
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 
 
Turnitin 
Written work will be submitted through Turnitin in D2L. Turnitin includes an AI detection 
tool which indicates the amount of qualifying text within the submission that Turnitin’s AI 
writing detection model determines was generated by AI. This information may be used, in 
addition to other evidence, if there are concerns with academic misconduct. 
 
Plagiarism and Copyright 
Plagiarism is using someone else's words, work, or ideas without providing proper 
acknowledgement. Eastern Illinois University considers plagiarism a serious offense under 
its student conduct code, and the penalty can be as serious as expulsion from school. 
Turnitin, a Web-based plagiarism detection service, will be used in this class. 
  
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 
 Hart 5 
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.” 
 
AI  
AI may only be used on work in which the use of AI is specifically included in the 
assignment but otherwise, AI produced text may not be submitted as coursework in 
this class. You are expected to complete each assignment without substantive assistance 
from others, including automated tools. Any assignment written with AI, unless it is 
specifically stated in the assignment that AI is allowed, will get an automatic 0 and cannot 
be made up. All unauthorized use of AI will be reported.  
 
Attendance Policy 
Our class time is limited so students are expected to be in class on time for every class 
meeting and stay for the entire class time. Due to how absences are reported at EIU (with 
the exceptions of pre-notified and documented military service and EIU official activities) 
you are either Present or Absent in the attendance log. Regular absences, arriving late, or 
leaving early will affect your grade. Attendance is taken at the beginning of each class. If 
you are late, you must sign in on the paper on the desk.  
 
• Don’t skip class because you do not have the Homework done. You will just get 
farther behind.  
• Don’t make appointments during class time. 
• Let your job know your class schedule.  
• Give yourself time for travel. 
 
 If you have to miss class for an extended period of time, please let me know so we can 
make a plan to help you stay successful in the class.  
 
Conduct 
I expect all students to conduct themselves as thoughtful, considerate, mature adult 
learners.  Any student who disrupts the class or behaves inappropriately will be asked to 
leave immediately and for repeated offenses may be dropped from the course.  Examples 
of disruptive or inappropriate behavior include (but are not limited to): offensive, rude, or 
angry language, comments, or actions; interrupting discussions or lectures; sleeping; 
eating; smoking, vaping, chewing tobacco; disregarding instructions; ringing or buzzing cell 
phones; habitual tardiness.  Turn off your cell phone and put it and all unnecessary 
electronic devices away, including air buds, ear buds, and whatever other devices that will 
be a distraction.  Silence (or whatever) Fitbits, Apple watches, etc. I will ask that they be 
put away if they are a distraction. 
  
 
Bathrooms  
The closest all-gender restroom to our class is on the 2nd floor of Coleman Hall. Gender-
limited restrooms are located just down the hall from our classroom and on every floor in 
 Hart 6 
Coleman Hall. EIU's GSD Center website has a map of all the gender-inclusive restrooms 
on campus, here: https://www.eiu.edu/lgbtqa/all-gender-restrooms.php  
 
Electronic Writing Portfolio 
Students may submit essays from any class that meet the EWP standards, and we 
encourage submission from English 1001 or 1002. Submissions must be at least 750 words 
(excluding works cited), and may not be fiction, poetry, or drama.  
https://www.eiu.edu/assess/ewpmain.php 
 
 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 McAfee Gym, 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 a 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/ 
 
Finals Schedule 
I do not plan to meet as a class during finals week.  For finals, classes meet on a different 
schedule than the rest of the semester. To see when your finals will be go to  
ttps://www.eiu.edu/registra/finals.php 
 
Important EIU Dates 
• Aug. 23: Last day to add a class 
• Aug 30: Last day to drop a course with no grade 
• Aug 30: Last day to withdraw from all classes with full tuition and fees refund 
• Sept 2:  (Monday) Labor Day 
• Oct. 11: (Friday) Fall Break 
• No Class Meetings during Thanksgiving Holiday, November 25-29, 2022 
• EWP submissions for the Fall 2024 semester are due by Dec. 13 
 


ENG 1001G-007 College Composition I Critical Reading & Source Based Writing

Eastern Illinois University 
The Keep 
Fall 2024 2024 
Fall 1-19-2025 
ENG 1001G-016 College Composition I Critical Reading & Source 
Based Writing 
Lydia Craig 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_fall2024 
Recommended Citation 
Craig, Lydia, "ENG 1001G-016 College Composition I Critical Reading & Source Based Writing" (2025). Fall 
2024. 17. 
https://thekeep.eiu.edu/english_syllabi_fall2024/17 
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. 
 1 
 
 
ENG 1001G-016: College 
Composition I: 
Critical Reading & Source-
Based Writing 
 
 
Instructor: Dr. Lydia Craig, Lecturer of English 
Email: lecraig@eiu.edu 
Class Time: Tues/Thurs, 11:00AM-12:15PM 
Class Location: Coleman Hall, Room 3691 (3rd Floor) 
 
Student Talk Times: Mon/Wed, 1:00-2:30PM, Coleman Hall, Room 3741; Fri, 
10:00AM-12:00PM (Zoom) 
 
Course Description: 
 
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. 
 
Log into our course in D2L Brightspace using the same EIU ID and password you use to access 
Panthermail (Microsoft Outlook), PAWS, and MyEIU. This is where the most updated version 
of our course syllabus will be posted. 
 
 
Course Goals: 
 
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, 
 2 
▪ Compose a minimum of 5,000 words (20 double-spaced pages), 
▪ Use effective language/delivery skills through speaking opportunities, and 
▪ Present work in Edited American English. 
 
 
Coursebooks: 
 
Colombo, Gary, Uzzie T. Cannon, Robert Cullen, and Bonnie Lisle. Rereading America: 
Cultural Contexts for Critical Thinking and Writing.12th edition. Macmillan Learning, 
2022. ISBN: 978-1-319-24462-0. 
Graff, Gerald,  Cathy Birkenstein, and Russel Durst with Laura J. Panning Davies. “They Say I 
Say” The Moves that Matter in Academic Writing with Readings. 5th edition. W.W. 
Norton & Company, 2021. ISBN: 978-0-393-42751-6. 
 
Check out EIU’s Textbook Rental Service: https://www.eiu.edu/textbook/.  
Address: Louis M. Grado Building, 975 Edgar Drive, Charleston, IL 61920.  
 
 
Grading Scale (%): 
 
A = 90-100 B = 80-89 C = 70-79 D = 60-69 F = 0-59 
 
A grade of “C” or better in ENG 1001G is required to pass the course and be eligible for 
enrollment in ENG 1002G: College Composition II. 
 
 
Writing Assignments: 
 
All writing assignments must be formatted in MLA 9 citation style.  
We will review it at the very beginning of the class! 
 
Essay 1 (Summary Response): 10% 
 
Essay 2 (Campus Culture): 10% 
 
Peer Reviews (4): 15% 
 
Revised Essay (1 or 2): 10% 
 
Essay 3 (Rhetorical Analysis): 20% 
 
Essay 4 (Social Debate or Issue): 20% 
 
 3 
Participation, Attendance, and In-Class Writing: 15% 
 
Extra Credit: Revise Essay 3 (2%) 
 
Note: As a graduation requirement, you must submit 3 essays to be included in your 
Electronic Writing Portfolio (EWP); you may choose to submit an essay from this class (ENG 
1001G).  
The EWP submissions deadline for Fall 2024 is December 13.  
 
Policies: 
 
My policies in this course agree with EIU’s Internal Governing Policies.  
 
Absences: According to EIU’s Internal Governing Policy #43, instructors have the right to set 
their own attendance policies.  
 
Students who miss TWO classes or fail to turn in TWO assignments will be required to 
schedule a one-on-one meeting with me. If you are going to be absent for any reason, please 
email me ASAP at lecraig@eiu.edu.  
 
Individual absences for cultural or religious observation are permitted, in accordance with 
EIU’s Internal Governing Policy #61, with no grade penalty. 
 
Your Participation and Attendance grade will be affected by absences unrelated to 
documented health situations. However, if you are experiencing a health situation and need to be 
absent for more than a couple of days, it is your responsibility to request medical visit 
documentation from EIU’s Health & Counseling Services. 
 
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 this office. Please stop by 
McAfee Gym, Room 1272, or call (217) 581-6583 to make an appointment. 
 
Academic Integrity: 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. Activities defined as academic dishonesty may include, but are not limited to the 
following:  
 
1) using unauthorized AI tools, such as any version of Chat GPT, for research or 
writing,  
 
2) plagiarizing the published or unpublished work of others, or  
 
3) buying or commissioning papers to be written by others (strangers, family, friends) on 
your behalf for submission to this course.  
 
 4 
Generally, I reserve the right as instructor to decide on the final penalty imposed (i.e. rewrites, 
failing grade on assignment or course). The Dean of Students will pursue more serious 
disciplinary sanctions in the case of repeat violations. 
 
Artificial Intelligence (AI): New AI technologies are already impacting human information-
gathering and online sharing, even though many are flawed and provide false statistics or 
summaries. Though some AI tools can be helpful, using them risks building a dangerous 
dependance on them. As we will discuss in class, here is no guarantee that you will continue to 
have free or cheap access to them. If AI tools are suddenly made unavailable, you may struggle 
to conduct research and write professionally in school or in your future career.  
 
Use of spellcheckers such as Grammarly and citation generators is acceptable. You are 
NOT allowed to use ChatGPT or another AI tool to draft essays themselves. 
 
Assignment Submission: For every 24 hours an assignment remains unsubmitted past the 
deadline, 10 points will be removed from the overall grade. Points will also be removed if the 
assignment does not meet stated method, content, and formatting requirements. Contact me if 
you need help!  
 
Conduct: Students, as class members, should remain respectful and professional throughout the 
course. Bullying, shouting, use of offensive language, swearing at, and insulting other classmates 
or the instructor will not be tolerated, in line with Standards 1 and 2 of EIU’s Standards of 
Student Conduct for 2024-5.  
 
Alcohol, drugs, and weapons cannot be brought onto school property in accordance with the 
Federal Drug-Free Schools and Communities Amendment Act of 1989 (Public Law 101-
226). 
 
Technology: Computer use is permitted for the purposes of taking notes, researching, and 
drafting. Because cell phone use can be distracting from learning, it is not permitted during class 
time.  
 
Academic Resources: 
 
Booth Library: Besides supporting research with millions of print and digital books and 
materials, EIU’s Booth Library also contains computer/printing labs and boasts a 3-D lab and a 
podcast studio. 
 
Email Instructor: Email me at lecraig@eiu.edu with any questions, issues, or concerns. I 
usually reply to emails within 24 hours of receipt, except for the weekends. If you send me an 
email late on Friday and do not receive a reply over the weekend, DO NOT PANIC. I will 
respond when the school week resumes. 
 
Learning Assistance: All students are eligible to receive learning assistance from Academic 
Advising Services, especially when facing educational challenges or if their instructor has 
entered an Academic Alert for them to ensure their success in a course. TRIO Student Support 
 5 
Services are available on a first-come, first-serve basis for students meeting certain criteria (i.e. 
first-gen, financial aid recipients, etc.). On this list of other Student Support Services, note that 
the EIU Writing Center (Coleman Hall, Room 3110) provides writing consultations. 
 
Student Talk Time: Come by my office at Coleman Hall, Room 3741 (3rd Floor) on Monday or 
Wednesday at 1:00-2:30 PM to discuss your writing with me! If these times are not convenient, 
email me at lecraig@eiu.edu to set up a Zoom appointment on Friday morning between 10:AM-
12:00PM or another day/time. Here is an optional template to use when sending this email: 
 
 
Hi Lydia, 
 
Would you be able to meet with me [Specify over Zoom or In-Person] at [Add Time 
and Day]? I’d like to discuss [Briefly Explain Writing Issue or Question].  
 
[Your Full Name] from [Class Name and Number] 
 
Providing the bolded information will help me instantly know who you are and what class you 
are taking so that I can give you more specific advice. 
 
 
Student Resources: 
 
Campus Recreation: Pursue sports and other activities on campus. 
 
EIU Campus Food Pantry: Students only need to bring their EIU Panther Card in order to 
receive support twice a month. No income or financial data is required.   
 
EIU Health and Counseling Services: Access help for medical and mental needs. 
 
Office of Belonging, Access & Engagement: Discover upcoming cultural events, apply for 
scholarships and mentoring, and explore the EIU Center for Gender and Sexual Diversity and 
Cultural Center. 
 
Office of Leadership & Civic Engagement: Impact your world through participation in local 
outreaches, non-profits, and campus services. 
 
PantherTech: Find online remote support for technological issues. 
 
Scholarships: Find scholarships based on your year, major, and interests. 
 
Student Life Office: EIU has a thriving student body with dozens of academic, cultural, 
geographical, religious, and technological interests. Find your people by attending events 
advertised by the Student Life Office and browsing the list of Registered Student 
Organizations (RSOs). 
 
 6 
COURSE SCHEDULE 
 
EIU Academic Calendar 2024-5 
 
All assignments and readings are due on the date listed. The course schedule may also be 
changed or updated by the instructor, depending on circumstances. 
 
 
Week 1: 
Introduction 
to Writing 
 
 
Tues, 8/20: Review of the Syllabus.  
 
Thurs, 8/22: Class Discussion of Writing; Pre-Writing Tactics 
 
 
Week 2: 
Summarizing 
Opinions and 
Addressing 
Writing 
Issues 
 
Tues, 8/27: Read “Starting with What Others Are Saying” (Graff and 
Birkenstein 19-31); Essay 1 (Summary Response) Assigned  
 
Thurs, 8/29: Read “‘Her Point Is’ The Art of Summarizing” (Graff and 
Birkenstein 32-46) 
 
August 30 - Last Day to Withdraw w/Refund 
 
 
 
Week 3: 
Quoting and 
Responding 
September 2 – Labor Day (No Class) 
 
Tues, 9/3: Read “‘As He Himself Puts It’: The Art of Quoting” (Graff and 
Birkenstein 47-56); Drafting 
 
Thurs, 9/5: Read “ ‘Yes/No/Ok, But’: Three Ways to Respond” (Graff and 
Birkenstein 57-71); Drafting 
 
 
Week 4: 
Essay 
Structure 
and Body 
Paragraphs 
 
Tues, 9/10: Read “‘And Yet’: Distinguishing What You Say from What They 
Say” (Graff and Birkenstein 71-81); Drafting 
 
Thurs, 9/12: Read “‘Skeptics May Object’: Planting a Naysayer in Your 
Text” (Graff and Birkenstein 82-95); Drafting 
 
 
 
Week 5: 
Finding 
Your Voice 
and Peer 
Review 
 
September 16 – Last Day to Withdraw w/ 50% Refund 
 
Tues, 9/17: Read “‘As a Result’: Connecting the Parts” (Graff and 
Birkenstein 107-122); Peer Review 1; Upload Essay 1 by 11:59 PM to D2L. 
 
Thurs, 9/19: Read “‘You Mean I Can Just Say it That Way?’: Academic 
Writing Doesn’t Mean Setting Aside Your Own Voice” (Graff and 
Birkenstein 123-137); Essay 2 (Campus Culture) Assigned. 
 
 7 
 
Week 6: 
Researching 
and 
Synthesis 
 
Tues, 9/24: Read “‘What’s Motivating This Writer?’: Reading for the 
Conversation” (Graff and Birkenstein 187-198); Drafting 
 
Thurs, 9/26: Read “‘But as Several Sources Suggest’: Research as 
Conversation” (Graff and Birkenstein 203-231); Drafting 
 
 
Week 7: 
Navigating 
Different 
Opinions 
 
Tues, 10/1: Read Klein (Graff and Birkenstein 294-302) and Crenshaw (Graff 
and Birkenstein 303-308); Drafting 
 
Thurs, 10/3: Read “How Can we Bridge the Differences That Divide Us?” 
(Graff and Birkenstein 377-379) and “The Other Side” Is Not Dumb by Sean 
Blanda (Graff and Birkenstein 380-386); Peer Review 2; Upload Essay 2 by 
11:59 PM to D2L.  
 
 
Week 8 
 
Tues, 10/8: Midterm (In-Class Writing) 
 
October 10 – Fall Break 
 
 
Week 9: 
Writing 
Across 
Disciplines 
 
Tues, 10/15: Read “‘On Closer Examination’: Entering Conversations about 
Literature” (Graff and Birkenstein 232-249); Revised Essay 1 or 2 Assigned 
 
Thurs, 10/17: Read “‘The Data Suggest’: Writing in the Sciences” (Graff and 
Birkenstein 250-268); Essay 3 (Rhetorical Analysis) Assigned 
 
 
Week 10: 
 
Tues, 10/22: Read “‘Analyze This’: Writing in the Social Sciences” (Graff 
and Birkenstein 269-287); Drafting 
 
Thurs, 10/25: Read “Our Future Selves” by Eric Schmidt and Jared Cohen 
(Colombo 272-287) and “How the Other Half Banks” by Mehrsa Baradaran 
(Colombo 401-416); Drafting 
 
 
Week 11: 
Divisive 
Issues and 
Skepticism 
 
Tues, 10/19: Read “Definitions” by Ibram X. Kendi (Colombo 595-605) and 
“How Does Race Shape the Lives of White People?” by Robin DiAngelo (pp. 
606-622); Drafting 
 
Thurs, 10/31: Read “Jobs, Crime, and Culture: The Threats That Aren’t” 
(Graff and Birkenstein 458-473) and “How Much Immigration Is Too Much? 
The Wrong Debate” by David Frum (Graff and Birkenstein 474-483); Upload 
Revised Essay 1 or 2 by 11:59 PM to D2L. 
 
 8 
 
Week 12: 
Media 
Outlets and 
Technology 
 
Tues, 11/5: Read “Has the Smartphone Destroyed a Generation?” by Jean M. 
Twenge (Colombo (288-299) and “Big Data, Google, and the End of Free 
Will” by Yuval Noah Harari (Colombo 341-347); Peer Review 3; Upload 
Essay 3 by 11:59 PM to D2L. 
 
Thurs, 11/7: Read “Why are Black and Latino People Still Kept out of the 
Tech Industry?” by Sam Dean and Johana Bhuiyan (Colombo 329-333) and 
“How We Sold Our Souls – and More – to the Internet Giants” by Bruce 
Schneier (334-340); Essay 4 Assigned 
 
 
Week 13: 
Good 
Research 
Practices 
 
Tues, 11/12: Read “Against School” by John Taylor Gatto (Colombo 152-
160) and “The Tech We Throw Away” by Tatiana Schlossberg (Colombo 
316-322) 
 
Thurs, 11/14: Read “From The Gender Knot: ‘Patriarchy’” by Allan G. 
Johnson (Colombo 478-496) 
 
Week 14: 
Improving 
Thesis 
Statements 
 
 
Tues, 11/19: Drafting 
 
Thurs, 11/21: Drafting 
 
Week 15 
 
November 25-29 – Thanksgiving Break (No Class) 
 
 
Week 16: 
Revision 
 
Tues, 12/3: Drafting 
 
Thurs, 12/5: Peer Review 4; Upload Essay 4 by 11:59 PM to D2L. 
 
 
Week 17 
 
December 9-13 – Finals Week 
 
Final Exam Schedule 
 
Mon, 12/9: Final Course Exam (In-Class Writing) (10:15AM-12:15PM) 
 
 
December 16 – Semester Grades Due from Instructor 
 
 
 
 


ENG 1001G-016 College Composition I Critical Reading & Source Based Writing

Mahmud, Rashed

Eastern Illinois University 
The Keep 
Fall 2024 2024 
Fall 1-22-2025 
ENG 1001G-020 College Composition I Critical Reading & Source 
Based Writing 
Rashed Mahmud 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_fall2024 
Recommended Citation 
Mahmud, Rashed, "ENG 1001G-020 College Composition I Critical Reading & Source Based Writing" 
(2025). Fall 2024. 20. 
https://thekeep.eiu.edu/english_syllabi_fall2024/20 
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. 
1 
 
Mahmud 
ENG-1001G 
College Composition I Course Syllabus 
Fall 2024 – M/W: 3-4:15 
Instructor: Rashed Mahmud 
Office: 3836 
Office Hours: TBD 
Email: rmahmud@eiu.edu  
Texts 
Reading Critically Writing Well, Axelrod, Cooper and Carillo 
The Norton Field Guide to Writing, 6th Ed. 
They Say I Say: The Moves That Matter in Academic Writing with Readings 
Easy Writer 
Handouts distributed throughout the semester either in paper copy or via D2L 
Materials 
You will need writing instruments, paper, two-pocket folders, a good college dictionary, access to a 
computer, and other necessary supplies.  
Course Description 
College Composition I focuses on developing skills in informative, analytical, evaluative, 
persuasive, and argumentative writing, while also introducing students to college-level research. 
The course aims to help students develop effective writing processes, produce coherent prose, 
strengthen analytical reading skills, and learn to work with sources. The course is graded ABC/No 
Credit. 
Student Learning Objectives 
Students will demonstrate the ability to 
• Develop effective writing processes for producing various types of documents. 
• Produce informative, analytical, evaluative, and persuasive prose. 
• Develop and support original claims with research-based evidence and analysis. 
• Implement reading processes to evaluate sources critically. 
• Adapt writing to suit different purposes, audiences, genres, rhetorical situations, and 
discourse communities. 
• Transfer writing processes, rhetorical principles, and genre awareness to new writing 
situations. 
• Locate appropriate sources through secondary research, including academic databases. 
2 
 
Mahmud 
• Ethically and appropriately integrate sources using a recognized citation style. 
• Use effective language and delivery skills in speaking opportunities. 
• Present work in Edited American English. 
Course Requirements  
This class encompasses various activities, including in-class writing, discussions on assigned 
readings, mandatory conferences, directed and open journals, and occasional pop quizzes. You'll be 
tasked with completing five major writing assignments along with a final reflective paper. Active 
and constructive participation in class discussions and group work will positively impact your 
participation grade. 
Success in this course depends on hard work, discipline, adopting a growth mindset, engaging in 
active learning, and contributing constructively during class. Your success also involves (1) 
Discovering creative ways to find personal interest in topics and assignments, (2) Recognizing the 
value of your own ideas and viewpoints, and (3) Expressing your thoughts after thorough 
contemplation and exploration beyond surface-level understanding. 
Your Instructor 
As your instructor, I am here to support you and your writing goals. If at any point you have 
questions or want to discuss your work I am available via email, during my office hours, or by 
appointment. Please feel free to contact me via email, and I will try to respond within twenty-four 
hours. 
Revision Policy  
You have the opportunity to revise the five major writing assignments in this course. Revisions are 
due one week from when original feedback is published. In order to revise a writing assignment 
you must first turn in the original draft by the original due date. If an assignment is turned in late, 
you forfeit the right to revision for credit. Significant revisions are expected, not just surface 
editing. If revisions are successful and your revision grade is higher than your original grade, your 
revision grade will replace the original. 
Late Work Policy and Attendance 
You are expected to attend every class period. However, as detailed in the EIU Undergraduate 
Catalog, “properly verified absence due to illness, emergency, or participation in an official 
University activity” are recognized. Please keep in mind that even if absences are excused, you 
must stay on schedule as indicated by the syllabus schedule, meaning that you must still turn in 
assignments on time unless otherwise discussed. Communication with me, either in class or via 
email, is important if you are planning to be absent. 
You are allotted three unexcused absences during the semester. These unexcused absences should 
be explained in a professional email before class. After three absences, you will begin to receive 
zeros for participation points for every day you are absent without a valid excuse. 
3 
 
Mahmud 
I do not accept late work or offer extensions. Because our assignments are scaffolded with 
designated time to write in class, staying on schedule should not be difficult. Please work diligently 
during in-class workdays to complete assignments on time. Do not waste your time.
4 
 
Mahmud 
Composition Clinic 
During designated class periods labeled as "composition clinic," I will focus on refining your 
writing through brainstorming and drafting exercises. In these sessions, particularly when we're 
in the computer classroom (3210), I'll encourage you to actively engage in composing while 
providing guidance and feedback. Feel free to contact me with any questions or if you'd like me 
to review your ideas and draft sections. These clinics are designed to help you enhance your 
writing skills in a supportive environment. 
Document Specifications 
All class work must be typed. Assignments that are not typed will not be accepted. When 
submitting major writing assignments and portfolios, ensure they are organized in a two-pocket 
folder containing all pre-writing, outlines, and drafts. Writing assignments should adhere to 
Times New Roman 12-point font and one-inch margins, unless stated otherwise. 
For any assignment submitted in this class, simply include your name at the top of the paper. 
Following your name, provide a title for the document, and then commence with the content. 
Directed and Open Journals  
Unless stated otherwise, all journals should span at least one full page. I will direct some 
journals, while others are open, granting you the freedom to choose your own topic. The subject 
matter is entirely up to you. Journals should exhibit a thorough understanding of the reading 
material, offer an appropriate response, or convey a clear rhetorical aim/purpose. Additionally, 
they should showcase stylistic maturity and adherence to editorial conventions, ensuring 
grammatical correctness. 
Throughout the semester, there are fourteen deadlines for journals, but you are only required to 
submit ten. 
Extra Credit Opportunities 
To earn extra credit, consider visiting the Writing Center to receive assistance with revising your 
paper thoroughly. Please forward the confirmation email of your visit to me. Each visit will grant 
you 10 credit points, with a maximum potential of earning 50 extra credit points.  
Class Conduct 
In this class, it's expected that you conduct yourself with maturity and responsibility. Show 
respect towards all individuals in the class, regardless of their race, gender, ethnicity, religion, 
culture, or nationality. As a college student, you're responsible for completing and submitting 
assignments punctually, actively participating in class readings and activities, and maintaining 
respect towards your peers at all times. While your opinions are valued and encouraged, it's 
important to express them respectfully and thoughtfully. Disrespectful or uninformed opinions 
will not be tolerated. The use of electronic devices for purposes other than those instructed by 
your instructor during class activities is not permitted. Please refrain from using your phone or 
opening unnecessary tabs on your laptop during class. 
5 
 
Mahmud 
Email Policy 
I expect you to be actively engaged in this course and I am readily available to help with any 
course-related questions or concerns that may arise this semester. I can be reached via email 
during business hours (9AM-5PM, Monday-Friday) either via the D2L email interface or 
Panthermail (rmahmud@eiu.edu). If you abide by the email etiquette established in class, I will 
provide timely responses to your emails (within 24-48 hours during normal business hours/9-5 
on M-F). If you do not abide by established email etiquette, I may require you to revise and 
resend the email before I respond to your question/concern. I am also available throughout the 
semester during my scheduled office hours. I am also willing, upon request, to meet with you 
during these office hours via Teams or Zoom. 
Academic Integrity 
You 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. 
A Social Contract of Honesty  
In this class, there is a social contract between the instructors and students that the work 
submitted will be the students’ own documents, not someone else’s work. To put it simply, do 
your own writing. 
Academic Honesty and Plagiarism 
Students are expected to maintain principles of academic integrity and conduct as defined in 
EIU’s Code of Conduct (https://www.eiu.edu/judicial/studentconductcode.php). Violations will 
be reported to the Office of Student Standards. 
EIU defines plagiarism as “the use, without adequate attribution, of another person’s words or 
thoughts as if they were ones’ own, failing to cite outside sources used in completion of the 
work, improperly citing sources, and submitting work that was previously completed for another 
class without prior approval from the instructor.” 
The official statement on plagiarism by the EIU English Department is as follows: “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 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.” 
Using the Writing Center  
I encourage you to visit the EIU Writing Center, which is located at 3110 Coleman Hall. This 
free service provides one-to-one conferences with writing center consultants who can help you 
6 
 
Mahmud 
with brainstorming, organizing, developing support, and utilizing citation systems. The Writing 
Center is open to all EIU students and can help with any writing assignment. 
To schedule an appointment, you can stop by the Writing Center in person, or go to 
www.eiu.edu/writing 
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 the 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. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
7 
 
Mahmud 
Composition of the Overall Grade 
(All assignments and point totals are tentative) 
 
Participation          100 (11%) 
Discussion, in-class writing, small group work, exercises/ practice presented from the textbook, 
and informal speaking-intensive activities. The participation grade will be provided at quarters of 
the semester, so 25 points per quarter. 
Quizzes          To-Be-Determined 
 
Writing Process Grade        50 (5%) 
10 points available for each peer review session, 50 (5%) 
5 peer review sessions  
 
Journals & Exercises        140 (15%) 
Journal of Introduction       10 
Journals (10 at 10 points each)      100 
Integrating Quotation in MLA style Ex.     10 
Summarizing, Paraphrasing and Quoting Ex.    10 
Feedback Memo        10 
 
Formal Speaking-Intensive Assignment      50 (50%) 
Common Error Presentation       50 
 
Major Writing Assignments       600 (64%) 
Informative paper (minimum of 3 pages)     100 
Career Profile paper (4)       100 
Summary Analysis Response Paper (4)     100 
Exploring an Issue Paper (6)       100 
Position Paper (4)        100 
Writing Development Plan Paper (3)     100 
          -------- 
          940 Points +TBD 
 
 
Grading Scale for Formal Documents: 
90-100= A 
80-89=B 
70-79=C 
 
Overall Grading Scale:  
A, B, C, No Credit  
 
 
 
8 
 
Mahmud 
 
ENG 1001-020 Syllabus 
Fall 2024 
All Assignments and due dates are tentative 
#= Handout 
Week 1 (Aug 21- Aug 26): Introductions and Introduction to the Course 
Reading Critically Writing Well Ch. 1 Academic Habits of Mind  
Reading Critically Writing Well Activity 1, 4 
Intro of Informative Paper  
Reading Critically Writing Well  Ch. 2: A Catalog of Reading Strategies (outlining, summarizing) 
Course Policy Quiz due  
Journal of Introduction due 
Week 2 (Aug 28): Reading Critically Writing Well Ch.2 logic of argument  
Reading Critically Writing Well Ch. 4 Peer review guide 
Composition Clinic  
Verbal Peer Review  
Directed Journal due—“Mental Health of College Student’’  
Preparing for Peer Review  
Composition Clinic 
Week 3 (Sep 4 - Sep 9): Peer Review  
Open Journal due  
They say I say page 19-23 
They say I say Activity 23-26 
Informative Paper due 
Week 4 (Sep 11 - Sep 16): Reading Critically Writing Well Ch. 5 Rhetorical Situations  
Easy Writer page 47-49  
Composition Clinic  
Open Journal due 
9 
 
Mahmud 
Week 5 (Sep 18 - Sep 23): Quarter-Semester Conferences  
TBD  
Directed Journal due  
Cultural Adjustment and Diversity  
Composition Clinic 
Week 6 (Sep 25 - Sep 30): Composition Clinic  
Open Journal due  
Peer Review  
Reading Critically Writing Well Ch. 5 Combining Reading Strategies 
 Intro of Summary-Analysis-Response (SAR) Paper due  
Career Profile Paper due 
Week 7 (Oct 2 - Oct 7): Reading Critically Writing Well Ch. 11: 316-26  
#Twenge, “Have Smartphones Destroyed a Generation?” 
 #Sample Student Paper  Glaser, “You are not a Racist”   
Directed Journal due— 
“The Power of Face-to-Face Communication in  the Digital Age”  
The Norton Field Guide to Writing page 11-17,  
“Implicit Stereotypes and the Predictive Brain’’ 
Week 8 (Oct 9 - Oct 14): Reading Critically Writing Well Ch. 1 Understanding multimodality 
 Directed Journal due 
“The Importance of Self-Reflection”  
 Composition Clinic  
Integrating Quotations in MLA Style Ex. Due 
 Summarizing, Paraphrasing, and Quoting Ex. due  
Anonymous mid-term feedback forms 
Week 9 (Oct 16 - Oct 21): Peer Review  
Reading Critically Writing Well Ch.2 Paraphrasing, Synthesizing 
 Intro of Exploring an Issue Paper 
10 
 
Mahmud 
 SAR Paper due 
 Paraphrasing & Synthesizing Exercise  
Open Journal due 
Week 10 (Oct 23 - Oct 28): #Sample Student Papers  
Composition Clinic  
Directed Journal due 
Source Summary-Evaluation  
Composition Clinic 
Week 11 (Oct 30 - Nov 4): Conferences  
Directed Journal due 
Source Summary-Evaluation 
Reading Critically Writing Well Ch.1 Activity-Honing ideas through discussion 
Week 12 (Nov 6 - Nov 11): Reading Critically Writing Well  Ch.1 Activity- Developing your 
rhetorical sensitivity  
Open Journal due 
Peer Review  
Reading Critically Writing Well Ch. 8 Thinking about Position argument  
Intro of Position Paper  
Exploring an Issue Paper due 
Week 13 (Nov 13 - Nov 18): Conferences 
 #Sample Persuasive Papers  
Open Journal due  
Composition Clinic  
Week 14 (Nov 20): Composition Clinic  
Open Journal due  
Peer Review 
Thanksgiving Break 
Week 15 (Dec 2 - Dec 4): Intro of Writing Development Plan Paper  
Position Paper due  
11 
 
Mahmud 
Composition Clinic  
Open Journal Due  
Composition Clinic 
Week 16 (Dec 9): Writing Development Plan Paper and Feedback Memo due 
 
 
 


ENG 1001G-020 College Composition I Critical Reading & Source Based Writing

Whittemore, Amie

Eastern Illinois University 
The Keep 
Fall 2024 2024 
Fall 2-16-2025 
ENG 3063-001 Intermediate Fiction Writing 
Amie Whittemore 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_fall2024 
Recommended Citation 
Whittemore, Amie, "ENG 3063-001 Intermediate Fiction Writing" (2025). Fall 2024. 45. 
https://thekeep.eiu.edu/english_syllabi_fall2024/45 
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 3063: Intermediate Fiction Workshop (Fall 2024)
Amie Whittemore (she/her) (awhittemore@eiu.edu)
In-Person & Zoom Office Hours: TR: 10:30am-11:00am and 12:30pm-2:00pm COLE 3566 or
1:00pm-3:00pm Wednesdays via zoom: https://eiu.zoom.us/my/amie.whittemore
What is Intermediate Fiction Workshop?
In Craft in the Real World, Mathew Salesses asks:
How can a writer know the many possibilities of what they can do without knowing
many different ways that things have been done before and where their possibilities
have come from?
In this course, we will explore the
possibilities of fiction, deepening our
understanding of various conventions of
short fiction writing, while also
investigating where those possibilities
come from. By this I mean, we’ll think
about what we write as well as how
different cultural forces inform how we
make craft choices. By becoming aware of
the cultural contexts in which we write,
we’ll become more aware of the
conscious and subconscious ways those
contexts shape our work, allowing us
more freedom, flexibility, and yes
possibility in our stories.
Thus, you will be invited to read, write, and revise stories, in addition to offering insights on
each other’s work . We will take as our guides some excellent contemporary stories, short
essays on various elements of craft, as well as Benjamin Percy’s Thrill Me: Essays on Fiction.
Through intensive workshops, you’ll end the course by compiling a portfolio featuring your most
polished fiction and a brief critical introduction.
What will we read?
● Thrill Me by Benjamin Percy
● Various short stories provided on Perusall, including but not necessarily limited to
○ Two Truths and a Lie by Sarah Pinsker
○ The Rememberer by Aimee Bender
○ Flash pieces by Ruth Joffre
F24Whittemore 1
○ Sugar Babies by Kali Fajardo-Anstine
○ This is a Galaxy by Chris Dennis
○ Midwestern Girl Is Tired of Appearing in Your Short Stories by Gwen E. Kirby
○ Liddy, First to Fly by Kim Fu
● Various craft essays provided on Perusall
● You will also be responsible for sharing your work and responding to your peers’ work.
What will we do?
This course is divided into what I consider the two most important activities in learning to
become a better writer: reading and writing. We will spend a great deal of time learning
terminology and reading short stories that exemplify the techniques we’re exploring.
Then, you will synthesize all that you’ve learned by writing your own work and responding to
your classmates’ stories. Thus, regular and engaged participation in the class is essential.
Although you will never be forced to discuss them if you are not comfortable, please bear in
mind that we will be reading texts that may deal with sensitive material and/or works that may
represent different belief, cultural, and/or religious systems. I thank you in advance for bringing
an open, curious mind to our discussions!
What will I write?
● Invention Work (25 assignments x 5 points each = 125 points): The work in this
category is informal and to support your growth as a writer. It will include the following
tasks:
○ Generative Writing (10): Most weeks, we will do creative writing exercises to
generate new work and/or practice honing in on certain craft elements. The goal
with these is not to create finished drafts but to begin something you may
develop further outside of class. You will occasionally be invited to share parts of
what you write in class.
○ Reading Responses (10): Either online (as annotations in Perusall) or in class, you
will be responsible for short responses to assigned readings. Seven of these will
be recorded for grades, though we may do more informal writing around
readings than will be assessed.
○ Revision Plans (3): You will draft a brief essay (~1-1.5 pages, double-spaced) after
each round of workshop synthesizing your feedback and stating your plans for
revision.
○ Start-of-Term Reflection (1): You will draft a brief reflection essay, sharing your
interest in fiction, your goals for the class, as well as your concerns/anxieties you
might have about writing and/or sharing fiction. (~2 pages, double-spaced)
○ Midterm Reflection (1): You will draft a brief reflection essay reviewing what
F24Whittemore 2
you’ve learned so far in the semester and what you hope to gain in the latter half
of the semester (~2 pages, double-spaced)
● Class Contribution Work (100)
○ Workshop Participation (20 points per workshop x 4 = 80): You will submit
stories four times during the semester for workshop, and will be responsible for
writing an approximately 1-2 page letter to each writer for each of these
workshops. For all of the stories, you are expected to include an artist statement
indicating your goals for the piece and the advice you seek. More guidelines on
workshop expectations will be provided in class. Point breakdown is as follows,
per workshop
■ 5 points for submitting your story on time
■ 5 points for including your artist statement
■ 5 points for writing your letter
■ 5 points for being present at workshop
○ Story Review (1 x 20 = 20 points): You will read one short story of your choosing
(I will provide a list near the start of class to help you consider options) and
provide a brief report to your classmates, in addition to a 2-3 page written
review, analyzing some of the techniques you see at work in the story.
● Final Portfolio (100 points): Your final portfolio will be two revised stories, a selection of
writing exercises from class and will include a reflective introduction, examining your
experiences in class.
How will my work be evaluated?
This course uses a labor-based approach to grading. While you are most 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.
I’m grading your labor this semester because an emphasis on the time and effort you dedicate
to this class, rather than an emphasis on quality, helps you to focus on your learning and
development as a creative writer. It also invites you to take greater risks: 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.
F24Whittemore 3
Grading Contracts
Although your grade is dependent on labor, to receive credit for an assignment, it must be
complete. Thus, it must meet the minimum requirements outlined on the assignment
description.
A = satisfactory completion of 90% or more of invention work and class contribution work;
completion of final portfolio.
B = satisfactory completion of 80%-89% of invention work and class contribution work;
completion of final portfolio.
C = satisfactory completion of 70-79% of invention work and class contribution work;
completion of final portfolio.
D = satisfactory completion of 60-69% of invention work and class contribution work; final
portfolio may or may not be complete.
F = completion of 60% or less of invention work and class contribution work; final portfolio may
or may not be complete.
* In the instance where a student completes the invention work required for a specific grade
but is missing the final chapbook, the grade will drop one letter grade (i.e. if the student
completes 90% of the invention work but doesn’t submit their final chapbook, their grade will
drop to a B).
* Failure to complete work will result in a 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.
What’s your late work policy?
I can be generous with some deadlines if you communicate with me in advance of them
passing. Ideally, all Invention Work and Class Contribution Work should be done by the time it is
due as it will support your ongoing development as a writer this semester and it is unlikely I will
grant extensions on these informal assignments. Missing a couple of these assignments will not
adversely affect your grade.
Extensions will not be granted for workshop deadlines as this is unfair to your fellow writers
who are expected to read your work before your workshop date. You can ask for a 24-36 hour
extension on the final portfolio.
Similarly, your feedback to others will not be accepted late.
Deadlines serve us as writers and as a community in several ways:
1) they encourage 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
F24Whittemore 4
learn and think about the texts with which we are engaging 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.
So, what will learning look like in this class?
Our in-person meetings will be supplemented with asynchronous work online. Occasionally, we
may meet on zoom to accommodate guest speakers. My hope is we can use some of the
learning tools the pandemic has made more prevalent in a way that enriches our in-person
meetings rather than distracts from them.
I do not have an attendance policy as my assumption is that you want to be in class; however,
few students do well after missing two weeks of class (4 class meetings). That said, if you are
feeling unwell, PLEASE DO NOT COME TO CLASS. While regular attendance is important to
getting the most out of the class, your health—and the health of those around you—is more
important. If you’ve got the sniffles, stay home and email a classmate, check D2L, or email me
to find out what you missed.
How should everyone behave in class, including the instructor?
In this course we will discuss writing and ideas with which you may disagree, find
uncomfortable, or that you may question—and that’s a wonderful thing. I hope you find
yourself challenged and introduced to new perspectives, 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 approach our
work together with curiosity and openness.
I’m feeling a little lost. What should I do?
Zoom, stop by, or email me during my office hours (listed on page 1 at the top). In general, I
will respond to emails within 24 hours (usually more quickly) on weekdays, 48 hours on
weekends. I also recommend having an “email/text buddy” in the class to go to when you
have questions.
Tell me about 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.
F24Whittemore 5
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.
A Note on Academic Integrity
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.
No AI generated work will be accepted in this class. If I suspect the use of AI, I will let you know
in a straightforward way and you will have the chance to discuss your work and revise it.
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.
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.
Schedule:
See below for schedule information.
F24Whittemore 6
English 3063 Schedule
(see D2L for specific deadlines and details)
Date Reading & Writing Assignments Due
Week 1
8/20/24 Introductions, syllabus, course construction
HW for 8/22/24: Bring in copies (or upload to Perusall) of the first page of a
novel that you like for discussion.
8/22/24 Discuss Example Pages
Generative exercise 1
Workshop 1 Prompt
HW for 8/27/24: Read “Thrill Me” and “Urgency” (first two chapters) in Percy.
Week 2
8/27/24 Reading Response 1
Discussion of reading
Generative exercise 2
HW for 8/29/24: Read excerpt from Craft in the Real World on Perusall and
“Two Truths and a Lie” by Sarah Pinsker.
8/29/24 Discussion of assigned readings
TBD
HW for 9/3/24: “Making the Extraordinary Ordinary” and “Designing
Suspense” in Percy and "Liddy, The First to Fly" by Kim Fu.
Week 3
9/3/24 Reading Response 2
Discussion of flash stories.
Generative Exercise 3
HW for 9/5/24: Read excerpts from Craft in the Real World and "The
Rememeberer" by Aimee Bender
9/5/24 Discussion of reading
Setting workshop expectations
**post workshop stories to Perusall by 11:59pm on Friday, September 6.**
HW for 9/10/24: Read first half of workshop stories and write letters.
Week 4 **Brenda Cardenas reading on 9/11/24**
9/10/24 Workshop
HW for 9/12/24: Read rest of workshop stories and write letters.
F24Whittemore 7
9/12/24 Workshop
HW for 9/17/24:Revision Plan 1 due to dropbox. Read “Move Mountains:
Activating Setting” in Percy.
Week 5
9/17/24 Workshop (if needed) and Generative Exercise 4
HW for 9/19/24: Read excerpts from Craft in the Real World and “Sugar
Babies” by Kali Fajardo-Anstine in Perusall.
9/19/24 Reading Response 3
Story analysis in class
HW for 9/24/24: Read “Beyond Plot” by David Jauss and “Toward a Theory of
Alternative Lifestyles” by Theodore McCombs.
Week 6
9/24/24 Reading Response 4
Generative Exercise 5
HW for 9/26/24: Read Craft in the Real World and “Jerry’s Crab Shack One
Star” by Gwen E. Kirby.
9/26/24 Discussion of reading.
TBD.
HW for 10/1/24: Read“Feckless Pondering” and “Get a Job” in Percy and Chris
Dennis’s story “This is a Galaxy” in Perusall.
Week 7
10/1/24 Discussion and generative exercises.
HW for 10/3/24: Bring in copies of the first page of your second story.
10/3/24 First page exercises and sharing
Generative Exercise 6
HW for 10/8/24: Workshop 2 stories due to Perusall.
Week 8
10/8/24 No class. Submit your workshop stories by the end of the day (11:59pm) to
Perusall.
HW for 10/10/24: Read and write letters for workshop.
10/10/24 Workshop
HW for 10/15/24: Read and write letters for workshop.
Week 9
10/15/24 Workshop
F24Whittemore 8
HW for 10/17/24: Revision plan due to dropbox by end of day (11:59pm)
10/17/24 No class. Attend Hennings reading with Chris Dennis. Be prepared to write and
discuss his work next Tuesday.
HW for 10/22/24: Midterm reflection due to dropbox.
Week 10
10/22/24 Discussion of Chris Dennis reading.
Generative Exercise 7
HW for 10/24/24: Flash Fiction Readings; try out the exercises you read about
in these excerpts and bring in your experiment with one of the prompts for
discussion.
10/24/24 Discussion
Flash Fiction Draft Share
HW for 10/29/24: Flash Fiction continued; read selected craft essay and be
prepared to teach it to your classmates.
Week 11
10/29/24 Discussion
Reading Response 7
HW: Flash fiction submitted to Perusall by 11:59pm tonight (10/29/24)
10/31/24 Workshop
Week 12
11/5/24 Workshop
HW for 11/7/24: Revision plan due in dropbox.
11/7/24 Generative Exercise 8
HW for 11/12/24:“Consider the Orange: Meaningful Repetition,” “Home
Improvement: Revision as Renovation” in Percy.
Week 13
11/12/24 Reading Response 8
HW for 11/12/24: Submit revised story to Perusall for workshop by 11:59pm
on Tuesday, November 12.
11/14/24 Revision Workshop
Week 14
11/19/24 Revision Workshop
HW for 11/21/24: Story Review due to dropbox.
F24Whittemore 9
11/21/24 Sharing of book reviews
Generative Exercise 9
Discuss final portfolios
HW for 12/3/24: Read “Go the Distance” in Percy and “Editing and Revising
Flash Fiction: How to COAP” by Rusty Barnes in Perusall.
Week 15
11/26/24 No class - happy Thanksgiving Break!
11/28/24 No class - Happy Thanksgiving Break!
Week 16
12/3/24 TBD
Course Evaluations
12/5/24 Final Open Mic Style Reading & Celebration
Finals
Week
12/9/24 Final Portfolio due by 11:59pm to dropbox on December 9.
F24Whittemore 10


ENG 3063-001 Intermediate Fiction Writing

Binns, Donna

Eastern Illinois University 
The Keep 
Fall 2024 2024 
Fall 3-7-2025 
ENG 4906-600 Issues in the Teaching of English 
Donna Binns 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_fall2024 
Recommended Citation 
Binns, Donna, "ENG 4906-600 Issues in the Teaching of English" (2025). Fall 2024. 64. 
https://thekeep.eiu.edu/english_syllabi_fall2024/64 
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 4906-600: Advanced Composition (Online, 3.0 Credit Hours) 
 
Professor: Dr. Donna Binns    
Online “Office” Hours: Mondays 5:00 pm—7:00 pm, Tuesdays, & Thursdays 5:00  
pm—6:00 pm. Schedule Zoom conferences with Dr. Binns 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: Hello, I look forward to working with you this semester. English 
Language Arts instruction has increasingly emphasized teaching visual literacy. This 
course will focus primarily on the ways visual literacy can be incorporated in ELA 
curricula or college courses as a means of teaching students to become stronger 
readers, writers, and critical thinkers related to visual and multimodal “texts.” Course 
participants will develop a range of instructional strategies and potential assignments for 
teaching visual literacy. 
 
 
Course Objectives: After the completion of this course, students will be able to:  
 
• Design instructional materials that demonstrate the ability to vary approaches, 
accommodate different learning styles, and adapt to the needs of diverse 
learners.  
 
• Craft a unit plan that includes a rationale, calendar, activities, and assignments 
that demonstrate the ability to purposefully scaffold instruction related to 
argument writing instruction.  
 
• Develop activities that show argument instruction that includes critical thinking, 
problem solving, and application of key skills  
 
• Examine sample student argument essays critically, with consideration for 
formative feedback and assessment.  
 
• Participate actively as a member of a professional learning community, sharing 
ideas, engaging in class dialogue, presenting work, and providing support and 
feedback to peers.  
 
• Effectively adapt opportunities for professional development and growth. 
 
 
Course Texts  
Argument in the Real World by Kristin Hawley Turner and Troy Hicks. 
Fact vs. Fiction: Teaching Critical Thinking Skills in the Age of Fake News by  
Jennifer Lagarde and Darin Hudgins. 
Student Voice: 100 Argument Essay’s By Teens on Issues That Matter to Them edited  
by Katherine Schulten. 
Teaching Arguments: Rhetorical Comprehension, Critique, and Response by Jennifer  
Fletcher. 
 
 
Course assignments 
Assignments will consist of participating in discussion board responses, engaging in 
peer responses, creating and posting a teaching demonstration, sharing instructional 
materials, and completing a detailed unit plan. 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. 
 
 
Instructor Response Time 
Instructor email response time Is usually within 24-48 hours. If you have not received an 
email response by then, send your inquiry a second time.  
 
 
Learner Interaction for the Online Section  
Just like a classroom in a face-to-face classroom, the online classroom community 
requires good manners, careful reading of each other’s' ideas, respect for diverse 
backgrounds and opinions, and adherence to Netiquette Guidelines.  
 
I expect students to act in a mature and collegial manner. You should read the material, 
participate, and write as required.  
 
 
Discussion Board Participation Guidelines for our Online Section 
Because we cannot talk in a face-to-face classroom setting, discussion forums serve as 
our way to interact with and learn from each other.  
 
For each discussion, you should post a substantive response to the discussion post 
question/s and then later reply to three of your peers’ posts with depth and attention if 
required (instructions will be provided). You are more than welcome to respond to more 
than three peers. While I may have a minimum requirement of paragraphs for posts, the 
most important criterion is the quality of the post—whether the response exemplifies 
critical thinking and has details to support your points, observations, assertions, or 
arguments.  
 
If you provide a quality response to the questions in the discussion forum and also 
provides a substantive reply to peers' response If required, the student earns 10 out of 
10 for that discussion forum. If a student does not provide substantial comments or only 
one of the two types of comments, the student earns 0 out of 10. For peer responses, 
the maximum grade possible is a 20 out of 20 based upon the quality of responses that 
adhere to posted guidelines. 
 
Course Grade:  Composition of the Overall Grade 
 
  Participation 30%         
  – Discussion posts and replies via D2L   
Video Teaching Demonstration 30%  
 Unit Plan 40%   
 
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 usb drive). Even as you draft, 
save your work often. 
 
 
Major Projects 
Video Teaching Demonstrations: you will post a 10-minute video mini lesson to the 
discussion board and respond to other classmates’ videos as assigned. The video may 
be recorded either inside or outside of a classroom. It may consist of a lecture and, if 
filmed in the classroom, a bit of appropriate student interaction. However, students 
should not be shown unless they have given written permission for you to do so. It is 
understood that not all of you may not teach in the classroom or feel comfortable filming 
yours. 
 
Unit plan: (6 weeks) that pulls from your work in ENG 4906 and translates that work to 
the specific students you would be teaching.  
 
For this project, you will identify the grade level and course you’d be teaching and 
provide a detailed rationale that includes support for your choices that incorporates 
research as appropriate, which should include one or more course texts as well as at 
least two other sources, and discussion about the unit plan’s progression. Incorporate at 
least one lesson plan and assignment that will show theoretical foundations and provide 
rationales for pedagogical strategies and tactics.  
 
Furthermore, include a calendar or overview that consists of a schedule and brief 
descriptions for your activities and assignments as well as at least one major, detailed 
assignment or a few shorter assignments. Include rubrics or assignment criteria for the 
major assignment(s) Your materials should demonstrate careful planning that reflects 
appropriate course objectives, scaffolding for effective student learning, and 
understanding of student diversity as learners. You may determine the specific format 
you feel will best convey your materials. 
 
 
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 
Office of Student Standards. 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 assignment 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.  
 
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.  
 
Students Needing Accommodations: 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 1210, or call 217-581-6583 . 
 
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 McAfee 1301.  
 
Contacting Dr. Binns: You may contact Dr. Binns through 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).  
 
Note: Please be aware that due dates on the calendars vary at times. For example, 
some discussion responses are due on Sundays because we have so many teachers in 
the course, and in the past teachers have told me it helps to have that extra time on the 
weekends. You may, of course, submit work earlier. 
 
 
 
 
 
 
ENG 4906-600 Online: Course Calendar (Fall 2024) 
 
 
The due dates and assignments listed on this calendar are subject to change at the 
professor's discretion. Writing assignments, reading related to discussion posts, 
discussions, drafts, peer responses, and the final project are due by 11:59 p.m. on the 
dates listed on this calendar. Reading assignments are from our textbooks unless 
otherwise indicated. Discussion posts, assignment drafts, and peer responses will be 
due to our Discussion Board (under "Communication") on D2L. The Unit Plan will be 
due to our course Dropbox (under "Assessment”) on D2L. 
 
 
Week 1 
Reading: Argument in the Real World Chapters 1-3 
8-19  Discussion 1 (Introductions) Part 1 
8-21 Discussion 1 Part 2 
8-23 Discussion 2 Part 1 
8-25 Discussion 2 Part 2 
 
Week 2 
Reading: Argument in the Real World Chapters 4-7 
8-29 Discussion 3 Part 1 
8-30 Discussion 3 Part 2 (Extension until 9-1 if desired) 
 
Week 3 
Reading: Teaching Arguments Chapters 1-2 
9-5 Discussion 4 Part 1 
9-8 Discussion 4 Part 2 
 
Week 4 
Reading: Teaching Arguments Chapters 3-4 
9-12 Discussion 5 Part 1 
9-15 Discussion 5 Part 2 
 
Week 5 
Reading: Teaching Arguments Chapters 5-6 
9-19 Discussion 6 Part 1 
9-22 Discussion 6 Part 2 
 
Week 6 
Reading: Teaching Arguments Chapter 7 
9-25 Discussion 7 Part 1 
9-27 Discussion 7 Part 2 
9-29 Discussion 7 Part 3 
 
 
Week 7 
Reading: Fact vs. Fiction Introduction and Chapters 1-4 
10-3 Discussion 8 Part 1 
10-6 Discussion 8 Part 2 
 
Week 8 
Reading: Fact vs. Fiction Chapters 5-8 
10-10 Discussion 9 Part 1 
10-13 Discussion 9 Part 2 
 
Week 9 
Reading: Student Voice Introductory Materials xi-xv and Pages 1-65 
10-17 Discussion 10 Part 1 
10-20 Discussion 10 Part 2 
 
Week 10 
10-27 Post Video Teaching Demonstration (Minilesson) due to Discussion Board 
  
Week 11 
11-3 Discussion 12 Post responses to all Video Teaching Demonstrations 
 
Week 12 
Reading: Student Voice Pages 32-99 
11-7 Discussion 13 Part 1 
11-10 Discussion 13 Part 2 
 
Week 13 
Reading: Student Voice Pages 102-167 
11-14 Discussion 14 Part 1 
11-17 Discussion 14 Part 2 (Option to turn in Part 2 by 11-20 instead) 
 
Week 14 
Reading: Student Voice Pages 170-237 
11-21 Discussion 15 Part 1 
11-24 Discussion 15 Part 2 
 
11-25 to 11-29 Break 
 
Week 15 
12-4 Unit Plan Draft due to Discussion Board for 2 assigned Peer Responses 
12-6 Unit Plan Draft 2 assigned peer responses due to Discussion Board 
 
Finals Week 
12-11 Unit Plan due to Dropbox 
 
