Eastern Illinois University

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Association of Honors Students

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Officer Tanner Bishop

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Tacke, Elizabeth

ENG 3401-001 Methods of Teaching Composition in Secondary Schools

Moody, Travis

ENG 1001G-019 College Composition I Critical Reading & Source Based Writing

Taylor, Tim

ENG 1001G-248 College Composition I Critical Reading & Source Based Writing

Whittemore, Amie

ENG 1002-003 College Composition II Argument & Critical Inquiry

ENG 2705G-366 African American Literature

Davis, Glen

Eastern Illinois University 
The Keep 
Fall 2024 2024 
Fall 1-11-2025 
ENG 1001G-006 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-006 College Composition I Critical Reading & Source Based Writing" (2025). Fall 
2024. 9. 
https://thekeep.eiu.edu/english_syllabi_fall2024/9 
This Article is brought to you for free and open access by the 2024 at The Keep. It has been accepted for inclusion 
in 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-006 College Composition I Critical Reading & Source Based Writing

McClelland, Michael

Eastern Illinois University 
The Keep 
Fall 2024 2024 
Fall 2-15-2025 
ENG 3062-001 Intermediate Poetry Writing 
Michael McClelland 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_fall2024 
Recommended Citation 
McClelland, Michael, "ENG 3062-001 Intermediate Poetry Writing" (2025). Fall 2024. 44. 
https://thekeep.eiu.edu/english_syllabi_fall2024/44 
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 3062  
Intermediate Poetry Writing 
Fall 2024: 11:00pm to 11:50am, MWF 
Classroom: Coleman Hall 3159 
Instructor: Dr. Mike McClelland 
Office: Coleman Hall 3365 
Email: mbmcclelland@eiu.edu 
Office Hours: 
MWF 12:00pm to 1:00pm in office and MW 10:30am to 11:00am 
 
Welcome to Intermediate Poetry! 
“Some may say I couldn’t sing, but no one can say I didn’t sing.” -Florence Foster Jenkins 
Required Texts:  
-Against Forgetting (Forche) 
-A Poetry Handbook (Oliver) 
-Poetry: A Writer’s Guide and Anthology (Huey) 
 
Required materials:  
• Notebook or lined paper; a pen or pencil; access to the Internet; a computer with word-
processing capabilities and a printer; copies of your writing as needed.  
• Your imagination! 
• Bring assigned texts to each class meeting (unless otherwise instructed). Digital versions are 
fine. 
 
Course Description:  
“When you write, you lay out a line of words. The line of words is a miner’s pick, a wood-carver’s 
gouge, a surgeon’s probe. You wield it, and it digs a path you follow. Soon you find yourself deep in 
new territory. Is it a dead end, or have you located the real subject? You will know tomorrow, or this 
time next year.” 
-Annie Dillard 
 
This course serves as an introduction to the creative aspects of fiction writing through studying the 
work of published authors and producing original work discussed in an open forum throughout the 
semester. For this course, we will read short stories intensely to determine how they “work,” 
covering issues of craft and technique. We will also read a variety of craft essays concerning the nuts 
and bolts of fiction writing. This course also focuses extensively on our own writing; students will 
complete exercises, workshop polished pieces, and participate regularly in entire class workshops, 
submitting drafts, revisions, and more polished works. Copies for distribution to all workshop 
members are to be prepared the week before discussion.  
 
This is a course on the writing of literary fiction. Genre work, such as young adult, horror, romance 
writing, and science fiction is, of course, acceptable unless otherwise specified (but note we have 
specific classes and a workshop set aside to discuss these genres) but remember that the aim of this 
course is to build proficiency and even excellence in the core processes of fiction writing. Good 
literary skills can inform excellence in the writing of speculative, fabulist, horror, romantic, and 
young adult fiction.  
 
Please note, that as the instructor of a creative writing class, the professor asserts the right to discuss 
all topics that literature covers; if you are not willing to view the world as a complex place, this might 
not be the class for you. Exercises and in-class writing will also be a mandatory part of the 
course.  
 
Writing: 
“Art is not about thinking something up. It is the opposite - getting something down.” 
-Julia Cameron 
 
Being a fiction writer has only one real requirement: the writing of fiction. As such, the primary 
endeavor so this course is for each student to write as much as possible. Each student will workshop 
five pieces over the course of the semester: four of these will be specifically assigned flash fiction 
pieces (500-1,000 words) and will be workshopped in student groups while one of these pieces will 
be a full-length short story (2,500 to 5,000 words) which will be workshopped by the entire class.  
 
In addition to these writing assignments, we will perform writing exercises in every class meeting. 
You should keep a specific notebook or binder for these exercises so that you can keep track of 
them, as they will factor into your final portfolio. 
 
The portfolio reflects your effort and participation in the course and will contain a brief introduction 
(1-2 double spaced pages), revised versions of each of your shorter fiction pieces from the semester, 
and any of your favorite pieces of in-class writing. 
  
Your final portfolio should contain 20-40 pages of polished work as well as unpolished in-class 
writing. The final portfolios are due on D2L by December 13th by noon.  
 
Reading: 
“Reading is like breathing in, writing is like breathing out.” 
-Pam Allyn 
 
“If you don’t have time to read, you don’t have the time (or the tools) to write. Simple as that.” 
-Stephen King 
 
Our reading for each week of classes will be divided into two areas: craft essays and short fiction. 
The craft essays are self-explanatory, and each week of the semester will correspond to an element 
of fiction writing. We will usually read two short stories each week: one “classic” short story and one 
“contemporary” short story. While we will be reading both of these stories to particularly support 
the specific technique or craft element that we are discussing for that week, we will also pay 
attention to commonalities within the established short fiction “canon” as well as significant 
attributes of the most lauded short fiction of today. Reading this way will allow us to explore class 
fiction while training ourselves to enter today’s fiction market. 
 
The Workshop and Critique Process: 
For our fiction workshops, we will incorporate elements adapted from Jesse Ball’s pedagogical 
practice “The Asking” Matthew Salesses’ Craft in the Real World in order to give those being 
workshopped more control in the workshop.  
 
We will work in small groups during the first half of the semester while workshopping your first 
four pieces. Then, for your longer piece we will have full class workshops. For these workshops your 
work will be due to the entire class one week before.  
 
When you receive your classmates’ longer work for class workshop, you will be required to type up a 
one-page critique in addition to writing comments on the manuscript.  
 
Your critique should be laid out like this: begin with a summary of the piece, then explain what was 
working in the piece, and conclude with what about the piece needs improvement. Personal 
comments about the writer are inappropriate in critique as are insults of any kind. However, in the 
same vein, unfounded praise should be limited. Critique should be about the work and making the 
work better. I often find that asking questions in your critique can be helpful for those you are 
critiquing. 
 
Grading   
• Small Group Workshops 20% (5% and for each workshop submission) 
• Full Class Workshop 20% 
• Class Participation 20%  
• Final Portfolio (Each workshop piece revised with a short introduction) 40% 
Revision  
• Students will be expected to revise each of the shorter workshopped pieces from the 
semester. Some pieces will require a lot of revision, some very little. The key to revising is 
listening to classmate and instructor feedback with “one ear open and one ear closed” and 
then revising accordingly.  
Final Portfolio 
• Students will turn in revised versions of all four short workshopped pieces from this 
semester along with a short introduction (500 to 1000 words) describing how their writing 
process evolved or changed over the course of the semester.  
Participation  
• Participation means coming to class and actively participating in building classroom culture 
by speaking up, by completing in-class writing assignments, and by reading a particular day’s 
assigned material before class begins. Participation means silencing your cellular devices and 
shutting your laptops during class.  
Plagiarism and Copyright  
Just don’t plagiarize! If you have any issue completing your assignments within the assigned 
timeframe, please contact me directly before you even consider plagiarizing an assignment. I will 
work with you on a timeframe for completion. 
Eastern Illinois University considers plagiarism a serious offense under its student conduct code, 
and the penalty can be as serious as expulsion from school.  
The English Department’s policy on plagiarism: “Any teacher who discovers an act of plagiarism—
‘The appropriation or imitation of the language, ideas, and/or thoughts of another author, and 
representation of them as one’s original work’ (Random House Dictionary)—has the right and the 
responsibility to impose upon the guilty student an appropriate penalty, up to and including 
immediate assignment of a grade of F for the course, and to report the incident to the Judicial 
Affairs Office.”  
A.I. 
The use of artificial intelligence to produce work for this course is not appropriate and will result in 
a grade of 0 on that assignment.  
Late and Make-up Work  
• All work should be turned in complete and on time. As we are workshopping your work, it 
is key that we are getting our assignments in before the scheduled workshop. If you know 
you will be missing days, please let me know in advance so that we can make sure that 
everyone gets all their workshops in. Of course, unforeseen things happen, and if you have a 
documented excuse for your absence, I will work with you to make sure that you get credit 
for all your work. Work submitted late without an appropriate excuse may be penalized up 
to a letter grade per day for each day it is late. 
Methods of Evaluation:  
The grades for this class will be determined by points earned (1000 total points possible) and will be 
reported based on the standard grading scale. However, per IAI standards, a grade of C or higher is 
required for advancement to higher level English courses. 
• 100% to 90%: A 
• 89% to 80%: B 
• 79 to 70%: C 
• 69% to 0%: NC 
Conduct and Kindness Policy: 
Participants in this course must be course compliant with the University’s Non-Discrimination and 
Anti-Harassment Policy, which prohibits harassment of or discrimination against any person 
because of race, color, sex, religion, age, national origin, ancestry, marital status, disability, veteran 
status, sexual orientation, gender identity, or any other basis of discrimination precluded by federal 
and state statutes is strictly prohibited.  
In addition, as we will be discussing and investigating aspects of each other’s cultures, it is important 
for members of this class to not only “tolerate” each other’s unique and different qualities but to 
celebrate them. It is a requirement of this class that all we treat each other with kindness, 
respect, and compassion. 
Electronics: 
Failure to silence and put away phones, laptops, and smartwatches, and other cellular devices (if they 
aren’t being used for class purposes) will result in points being deducted from your participation 
grade for the class. 
Academic Integrity  
Students are expected to maintain principles of academic integrity and conduct as defined in EIU’s 
Code of Conduct (http://www.eiu.edu/judicial/studentconductcode.php). Violations will be 
reported to the Office of Student Standards.  
Students with Disabilities  
You are welcome here and are an equal member of this classroom. Please advocate for your 
rights and allow me to help point you in the right direction for exercising those rights! If you are a 
student with a documented disability in need of accommodations to fully participate in this class, 
please contact the Office of Student Disability Services (OSDS). All accommodations must be 
approved through OSDS. Please stop by McAfee, Room 1210, or call 217-581-6583 to make an 
appointment.  
The Student Success Center  
Students who are having difficulty achieving their academic goals are encouraged to contact the 
Student Success Center (www.eiu.edu/~success) for assistance with time management, test taking, 
note taking, avoiding procrastination, setting goals, and other skills to support academic 
achievement. The Student Success Center provides individualized consultations. To make an 
appointment, call 217-581-6696, or go to McAfee Gym, Room 1301.  
The Writing Center  
“The Writing Center of Eastern Illinois University is a place where students can develop as writers 
and thinkers. We recognize that student writers come to the center with individual needs and 
individual writing processes, and we are committed to working with students from all disciplines, 
majors, and academic backgrounds at any stage of the writing process.” I highly recommend you 
visit the Writing Center in the first three weeks of class with low stakes assignment, so you are 
comfortable in the environment and familiar with their processes when you go in for a more 
challenging one. https://www.eiu.edu/writing/index.php.  
Restrooms 
There are gendered restrooms at the end of this hallway and gender neutral restrooms down on the 
second floor.  
English Education/Teacher Certification 
Students seeking Teacher Certification in English Language Arts should request each of their 
English Department professors to complete the "Application for English Department Approval to 
Student Teach" before the end of the semester. This online evaluation form is available here: 
https://www.eiu.edu/english/machform/view.php?id=19831. 
 
Resources for Student Well-Being 
Life is hard, especially when you’re in college. Please check out the university’s extensive options for 
assisting your emotional/physical/spiritual wellbeing: https://www.eiu.edu/fdic/Student%20_Well-
Being_26-July-2022.pdf 
ENG 3062 Attendance Policy  
Students are expected to attend class meetings as scheduled. When an absence does occur, the 
student is responsible for the material covered during the absence. When possible, the student 
should notify the instructor in advance of an anticipated absence.  
After 1 unexcused absence, absences will begin to negatively influence your class participation grade. 
Commitment to Diversity:  
I have chosen the readings for this course in an effort to reflect writers whose races, genders, 
nationalities, sexual orientations, and religious backgrounds are typically underrepresented in 
university classrooms and in the established literary canon. This class will celebrate and investigate 
diverse work. 
 
 
TENTATIVE SCHEDULE OF READINGS AND ASSIGNMENTS 
 
Assignments/readings are due ON the date they are listed below.  
 
Any reading assignment not from the textbook will be provided as a handout or electronically. 
 
Week One (8/19) 
Reading and In-Class Writing 
 
Week Two (8/26) 
Reading and In-Class Writing 
Free Verse 
 
Week Three (9/2) 
Reading and In-Class Writing 
Workshop 
Free Verse 
No Class Monday (Labor Day) 
 
Week Four (9/9) 
Reading and In-Class Writing 
Workshop 
Prose Poetry 
 
Week Five (9/16) 
Reading and In-Class Writing 
Workshop 
Prose Poetry 
 
Week Six (9/23) 
Reading and In-Class Writing 
Workshop 
Sonnets and Sestinas 
 
Week Seven (9/30) 
Reading and In-Class Writing 
Workshop 
Sonnets and Sestinas 
 
Week Eight (10/7) 
Reading and In-Class Writing 
Workshop 
Pantoum and Villanelle  
No Class Friday (Fall Break) 
 
Week Nine (10/14) 
Reading and In-Class Writing 
Workshop 
Ballads, Epics, and Odes 
 
Week Ten (10/21) 
Reading and In-Class Writing 
Workshop 
Ballads, Epics, and Odes 
 
Week Eleven (12/28) 
Reading and In-Class Writing 
Workshop 
Haiku and Cinquain 
 
Week Twelve (11/4) 
Reading and In-Class Writing 
Workshop 
Haiku and Cinquain 
 
Week Thirteen (11/11) 
Reading and In-Class Writing 
Workshop 
Cento (Collage), Concrete, and Acrostic 
 
Week Fourteen (11/18) 
Reading and In-Class Writing 
Workshop 
Cento (Collage), Concrete, and Acrostic 
 
Week Fifteen (11/25) 
No Class – Thanksgiving Break 
 
Week Sixteen (12/2) 
Reading and In-Class Writing 
Workshop 
Aubade and Elegy 
Last Day of Class is Friday, 12/6  
 
Week Seventeen (12/9) 
Final Portfolio Due 
 
 
 
 


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Officer Tanner Bishop

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ENG 3401-001 Methods of Teaching Composition in Secondary Schools

ENG 1001G-019 College Composition I Critical Reading & Source Based Writing

ENG 1001G-248 College Composition I Critical Reading & Source Based Writing

ENG 1002-003 College Composition II Argument & Critical Inquiry

ENG 2705G-366 African American Literature

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

ENG 3062-001 Intermediate Poetry Writing

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