Eastern Illinois University

Cosplay Costume Contest registrants are required to meet briefly with the contest judges in room 1116 beginning at 10 AM. Prejudging will take approximately 5 minutes per participant, and must be completed by 12 PM.
Contestants will begin lining up for the Cosplay Contest in the Glass Wall Hall at 12:30 PM.
Ask at the main information desk in the Marvin Foyer or at Lea Houpt\u27s Information Table in Cosplay Central for directions/more information

Castillo, Becky

Star,

Wells, Megan

Cosplay Costume Contest (Registrants): Meet the Judges

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Daily Eastern News

English

January 29, 2025 (Vol. 109, No. 16)

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February 19, 2025 (Vol. 109, No. 19)

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February 5, 2025 (Vol. 109, No. 17)

Golladay, Jamie

Eastern Illinois University 
The Keep 
Fall 2024 2024 
Fall 1-7-2025 
ENG 1001G-002 College Composition I Critical Reading & Source 
Based Writing 
Jamie Golladay 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_fall2024 
Recommended Citation 
Golladay, Jamie, "ENG 1001G-002 College Composition I Critical Reading & Source Based Writing" (2025). 
Fall 2024. 5. 
https://thekeep.eiu.edu/english_syllabi_fall2024/5 
This Article is brought to you for free and open access by the 2024 at The Keep. It has been accepted for inclusion 
in Fall 2024 by an authorized administrator of The Keep. For more information, please contact tabruns@eiu.edu. 
ENG1001: Critical Reading and Source Based Writing 
Fall 2024 
Coleman Hall 3210 and 3140 
 
Jamie Lynn Golladay 
3871 Coleman 
Office Hours MWF 11:00-12:00 MW 1:00-2:00 or by appointment 
jlgolladay@eiu.edu 
 
Required Texts 
• The Little Seagull Handbook 
• Handouts given throughout the course 
 
Course Description 
College Composition I focuses on informative, analytical, evaluative, and persuasive writing and 
introduces students to college-level research. We will focus on developing a writing process, 
developing a sense of writing community in the classroom, and develop audience awareness. 
You will develop four pieces of writing which reflect these goals and achieve the assignment 
requirements.  
 
Course Requirements 
This class will require several readings, extensive peer review, in-class writing, various in-class 
activities, teacher/student conferences, online discussions, four major writing assignments, four 
analytical responses, a final response to the class, and a revision portfolio. Completing these 
tasks is essential to success. 
 
You will be required to approach assignments actively and thoughtfully, be creative, be present 
mentally, and participate in the class writing community. 
 
Your Instructor 
Please do not hesitate to email me or to visit my office during office hours if you are struggling 
with course material, assignments, or simply want to touch base. I’m a valuable resource for 
doing well in this course. This is true of any course. Carry this advice into other classes. 
 
A note on emailing: I will not respond to informal emails. All emails sent to me or any other 
instructor should contain a greeting, a formally written body, and a signature. Do not treat such 
correspondence as you would a text message. 
 
 
 
 
 
 
Attendance and Late Work 
In this document, you can find every assignment and due date in the course. I will also provide a 
separate due date list on D2L for your convenience. Therefore, you can only seek an extension 
on an assignment before it’s due date. Once the due date has come, you are likely to be denied. 
 
If you are not in class the day that something is due, it needs to be turned into D2L or emailed to 
me. Major writing assignments will be expected as hard copies, so you will have to email me a 
copy of the assignment and bring me a hard copy on the next day that you are in class.  
 
Peer review is time sensitive. In order to be reviewed, you must provide a rough draft at the 
beginning of peer review, even if not present in class that day. And, you cannot retroactively 
review classmates after the assignment is due.  
 
You are permitted one five-day extension on an essay for free, to be used at your discretion. All 
you have to do is ask for your freebee before the essay’s due date. Beyond that, I WILL NOT 
take late work. Plan ahead and get assignments done in the allotted time.  
 
If you miss two class periods or two assignments, or a combination of the two, you will be 
required to conference with me outside of class. I will reach out over email if you do not take the 
initiative to set up a meeting. 
 
Documentation Specifications 
All writing assignments for this class should include a MLA header on the top left side of the 
first page of the paper that includes: your name, my name, the class (ENG 1001), and the due 
date of the assignment. You should choose a centered title that IS NOT the title of the 
assignment. Include page numbers with your last name at the top of every page. Font should be 
in 12-point Times New Roman. Essays should be double spaced.  
 
When you turn in essays, they must be printed, and for different assignments, I will require 
auxiliary documents that are specific to the writing process of the essay (i.e. you will have to turn 
in the section of newspaper that you wrote about for essay three alongside your essay). 
 
Analytical Responses 
You will be asked to write an analytical response to each of the four major assignments in this 
course. These will be one-page reflections on our essays. I require a full, single spaced page for 
full credit. You can include the MLA Header. I like the practice. And, you can also put an extra 
space between paragraphs. But, fill the page up. 
 
In your analytical responses, you should answer some of the following questions: What did you 
learn as a writer from this paper? What did you find most challenging about the assignment? 
Were the discussions that we had in class beneficial to you in writing this paper? Were our 
prewriting activities better or worse for you than those you have done in the past? What did you 
gain from peer review, and was it sufficient, or were you still left with questions? Do you feel 
like you are a better writer or thinker after completing this paper? Did writing this paper alter 
your perspective on anything? 
 
Online Discussions 
We will have five discussions over D2L throughout the course. You will read the required short 
argument or other material and make a post of 300-500 words, answering one of the questions 
that I post with the reading and then respond to two classmates in at least 200 words. The 
purpose of this is to analyze arguments in order to improve genre awareness skills, critical 
thinking, and to put more argumentative styles in your repertoire.  
 
Brief Description of Writing Assignments 
Trolley Problem Essay: You will be asked, to produce a two page argument defending your 
personal stance in the trolley problem. I welcome satirical arguments as long as they are 
consistent and well produced and unoffensive. I also welcome writing the essay as an 
argumentative story, as long as the argument is clear. No research is welcome in this essay; nary 
a quote.  
 
Review of EIU Essay: You will be asked to find out what is happening on campus (that you 
aren’t already involved in) and pick something to review for this essay. We will coordinate 
topics, share information, and try to use this assignment to integrate ourselves into campus life 
with intentionality. 
 
Test of Time Essay: You will be asked to look up the headlines one hundred years before you 
were born, to the day. You will pick a well circulated newspaper to analyze from that date, or as 
close as possible. You will analyze the paper for readability to the modern person. Looking at a 
minimum of three references that either have fallen into obscurity or remain stamped into public 
awareness, you will make an argument about public memory; what about, is up to you and your 
findings. 
 
Picket Sign Essay: This assignment will require you to familiarize yourself with a non-
contemporary cause that sparked protest, at any point in history that you want to look, wherever 
on the planet you like. You will write an argument about the cause and impact of one specific 
protest, not a whole movement or revolution. And, you will also create a picket sign for that 
protest and discuss your artistic choices for the visual argument in the essay itself. This picket 
sign will later be a part of a presentation to the class.  
 
Revision and Final Portfolio 
At the end of the semester, we will create a portfolio of our essays and revise them. This means 
that every student has the ability to revise every essay for a better grade at the end of the 
semester. You must have turned an essay in order to revise it in the portfolio. So, remember 
throughout the semester that you should always turn in an essay even if it’s not your best or most 
complete work. We’ll work on it; that’s what school is for. Just don’t not try. (And, do as I say, 
not as I do regarding double negatives.) 
 
Conferences 
This semester, you will be required to conference with me a minimum of two times. Our first 
round of class-wide conferences will be in week four, and our second round will be in week 
twelve. I will bring sign-up sheets into class where you will be able to pick one of my available 
slots. If you can’t meet me during the times I provide, you will need to talk to me directly about 
finding another time for us. 
 
Aside from the two, class-wide conferences we will be having, you may be required to have 
other meetings with me if you show signs of struggling through missing class or missing 
assignments. Two missing assignments or class periods will necessitate a meeting with me. If 
you miss two assignments or classes, see me. If you don’t initiate that process, I will reach out to 
you over email. 
` 
Classroom Conduct 
Our classroom is a learning environment, and I expect it to be treated as such.  
 
Here are items you should have in class: 
• Writing tools 
• A class notebook 
• Assigned reading material 
• Self awareness 
 
Here are behaviors that will not be tolerated in class: 
• Sleeping 
• Extended disappearances during class 
• Extensive or excessive tardiness 
• Use of electronic devices 
• Side conversation 
• Rude or offensive language 
 
I reserve the right to ask students to leave for doing any of the acts listed above. 
 
I reserve the right to stop letting you into class if you are repeatedly late. 
 
I will ask you to leave for being on electronic devices in lieu of participating in class. I’m 
building a community, and electronics isolate you away from that group. This includes 
headphones on in-class work days. We will have a class playlist to listen to during those times. 
 
Academic Integrity and Plagiarism  
Here is the official statement on plagiarism by the EIU English Department: “Any teacher who 
discovers an act of plagiarism—‘The appropriation or imitation of the language, ideas, and/or 
thoughts of another author, and representation of them as one’s own original work’ (Random 
House Dictionary of the English Language)—has the right and responsibility to impose upon the 
guilty student an appropriate penalty, up to and including immediate assignments of a grade of F 
for the assigned essay and a grade of F for the course, and to report the incident to the University 
Student Standards Board. Respect for the work of others should encompass all formats, including 
print, electronic, and oral sources.” 
 
In class, we will thoroughly discuss the use of sources in the assigned essays, so I will expect 
that everyone be very clear on what plagiarism is and how to avoid it; therefore, if I find that 
plagiarism has occurred in any of the writing that you do for this course, I will not hesitate to fail 
the assignment and turn the offender into the University Student Standard Board. I take this 
offense very seriously.  
 
 
Using the Writing Center 
EIU’s Writing Center located at 3110 Coleman Hall. This free service provides one-to-one 
conferences with writing center consultants who can help you with brainstorming, organizing, 
developing support, and documenting your papers. To schedule an appointment, you can drop by 
the center or call 581-5929. 
 
I cannot stress enough that this is a fantastic resource for writers at all levels and at every stage in 
the writing process. Even if you don’t know where to get started on a writing assignment, all you 
need is the assignment sheet, and the lovely people in the center will help you figure out where 
to go from there. As an added incentive, I will offer a 2% higher grade on any of the five major 
writing assignments if they are turned in with a stamped session form from the center. 
 
Students with disabilities  
If you are a student with a documented disability in need of accommodations to fully participate 
in this class, please contact the Office of Student Disability Services (OSDS). All 
accommodations must be approved through OSDS. Please stop by Ninth Street Hall, Room 
2006, or call 217-581-6583 to make an appointment. 
 
The Student Success Center  
Students who are having difficulty achieving their academic goals are encouraged to contact the 
Student Success Center (www.eiu.edu/~success) for assistance with time management, text 
taking, note taking, avoiding procrastination, setting goals, and other skills to support academic 
achievement. The Student Success Center provides individualized consultations. To make an 
appointment, call 217-581-6696, or go to 9th Street Hall, Room 1302. 
 
 
Grading in This Course 
 
A: 100-90% 
B: 89-80% 
C: 79-70% 
D: 69-60% 
F: 59-0% 
 
Presentation and Smaller Writing Assignments 
Presentation        4 
 
Analytical Response I       3 
Analytical Response II      3 
Analytical Response III      3 
Analytical Response IV      3 
 
Peer Review I        3 
Peer Review II       3 
Peer Review III       3 
Peer Review IV       3 
 
Discussions 
Discussion 1        2 
Discussion 2        2 
Discussion 3        2 
Discussion 4        2 
Discussion 5        2 
Conference 1        1 
Conference 2        1    
  
 
Major Writing Assignments and Final 
Trolley Problem Essay      10 
EIU Review Essay       10 
Test of Time Essay       10 
Picket Sign Essay       10 
Revision Portfiolio        15 
Final Analysis        5 
100 Points 
 
 
 
Class Schedule: 
 
WEEK1 
 
Monday, August 19 – Syllabus and Introductions 
 
Wednesday, August 21 – Trolley Problem Intro 
 
Friday, August 23 – analytical discussion 
 
WEEK 2 
 
Monday, August 26 – prewriting activities 
 
Wednesday, August 28 – methods of composition 
 
Friday, August 30 – methods of composition 
 
WEEK 3 
 
Monday, September 2 – Labor Day, NO CLASS 
 
Wednesday, September 4 peer review 
 
Friday, September 6 – peer review 
 
WEEK 4 
 
Monday, September 9 -  trolley problem due  
- Begin EIU Review essay 
 
Wednesday, September 11 - prewriting 
 
Friday, September 13 – analytical response 1 due 
 
WEEK 5 
 
Monday, September 16 – discussion 1 due 
 
Wednesday, September 18 - mla 
 
Friday, September 20 - mla 
 
WEEK 6 
 
Monday, September 23 – peer review 
 
Wednesday, September 25 – peer review 
 
Friday, September 27 – revision activity 
 
WEEK 7 
 
Monday, September 30 – EIU Review essay due 
- Begin test of time essay 
 
Wednesday, October 2 – prewriting activities 
 
Friday, October 4 – analytical response 2 due 
 
WEEK 8 
 
Monday, October 7 – discussion 2 due 
 
Wednesday, October 9 - tbd 
 
Friday, October 11 – FALL BREAK no class 
 
WEEK 9 
 
Monday, October 14 – peer review 
 
Wednesday, October 16 – peer review 
 
Friday, October 18 – revision activities 
 
WEEK 10 
 
Monday, October 21 – test of time due 
- Begin picket sign essay 
 
Wednesday, October 23 - prewriting 
 
Friday, October 25 – analytical response 3 due 
 
WEEK 11 
 
Monday, October 28 – discussion 3 due 
 
Wednesday, October 30 - tbd 
 
Friday, November 1 – in class work 
 
WEEK 12 
 
Monday, November 4 – peer review 
 
Wednesday, November 6 – peer review 
 
Friday, November 8 – revision activity 
 
WEEK 13 
 
Monday, November 11 – picket sign essay due 
 
Wednesday, November 13 – revision portfolio introduction 
 
Friday, November 15 – analytical response 4 due 
 
WEEK 14 
 
Monday, November 18 - discussion 4 due  
 
Wednesday, November 20 - presentation introduction  
 
Friday, November 22 - in class work  
 
WEEK 15 
 
Monday, November 25 – Fall Break, NO CLASS 
 
Wednesday, November 27 – Fall Break, NO CLASS 
 
Friday, November 29 – Fall Break, NO CLASS 
 
WEEK 16 
 
Monday, December 2 – discussion 5 due 
- presentations 
 
Wednesday, December 4 - presentations 
 
Friday, December 6 – revision portfolio due 
 
FINALS WEEK 
 
December 9-13 
 
Final response due Monday December 9 
 
 


ENG 1001G-002 College Composition I Critical Reading & Source Based Writing

Spear, Rashelle

ENG 1001G-009 College Composition I Critical Reading & Source Based Writing

Flach, Ashley

ENG 1001G-600 College Composition I Critical Reading & Source Based Writing

Moody, Travis

Eastern Illinois University 
The Keep 
Fall 2024 2024 
Fall 1-27-2025 
ENG 1002G-003 College Composition II Argument and Critical 
Inquiry 
Travis Moody 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_fall2024 
Recommended Citation 
Moody, Travis, "ENG 1002G-003 College Composition II Argument and Critical Inquiry" (2025). Fall 2024. 
25. 
https://thekeep.eiu.edu/english_syllabi_fall2024/25 
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 1002G: Composition II
Fall 2024 | 3 Credit Hours | MWF: 2pm - 3pm | Coleman Hall 3160
Travis Moody
Coleman Hall 3564
Office Hours: MF: 9am-10am; W: 12pm-2pm; MWF: 3pm-4pm
or anytime by appointment!
Email: tlmoody@eiu.edu
Texts
 Emerging
 The Little Seagull Handbook, 3rd ed. - Bullock, et al.
 They Say/I Say w/ Readings, 5th ed. – Graff, et al.
 Articles found via EBSCO, JSTOR, and Google Scholar
 Articles found on D2L
Course Description
College Composition II focuses on argumentation and the critical inquiry and use of sources and 
arguments. Course work entails analyzing others’ arguments and writing a variety of well-researched 
and ethically responsible arguments. Students gain further practice finding relevant information 
from a variety of sources and evaluating, synthesizing, and presenting that information. 
Learning Objectives
 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 argumentation/
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
 Present work in Edited American English
Your Instructor and You
My main objective is your success in this course. With that in mind, don’t hesitate to reach out if you 
need anything from me outside of regular class hours. While you are a student, you’re also a human 
being first, and I understand that sometimes things come up. If you need to miss class for various 
reasons, would like to meet sometime to clarify course material or discuss what you’re currently 
working on, or just need some reassurance, don’t hesitate to reach out. Clear communication in 
cases like this will help to ensure that you’re staying on track.
Opportunities for Revision
You will have the opportunity to revise all major writing assignments except the last one (which will 
be due during final’s week). You will have one week after you receive your original grade to revise your 
assignment. You will also submit a reflective letter outlining and discussing what changes you made 
while revising.
Attendance, Participation, and Late Work
While there is no official attendance policy for this course, I will take attendance every class session. It 
should be noted that your success will rely on your understanding of in-class materials, discussions, 
and activities. The more class sessions you miss, the more material you will miss, and the less likely 
you will be to be able catch up with those who do attend class regularly. This means that you should 
plan to attend every class session you are able to. If you have reasonable circumstances that make it 
difficult to attend class, reach out to me and I will be willing to work with you. Office hours should not 
be used as a substitute for coming to class. 
Participation will compose 10% of your grade, as outlined in the Composition of Final grade section of 
the syllabus. Participation may look different for everyone - involvement in in-class discussion, 
discussion boards on D2L, attendance, trips to the Writing Center, and meetings during my office 
hours may all count towards your attendance in some capacity. For example, this means that a 
student who may not be comfortable speaking up in class can receive their participation points in 
other ways. The goal of this system is to be flexible;;you do not have to do everything listed in order to 
earn participation points, but you should expect to perform some combination of those activities. 
This year, I've chosen to divide Late Work into two categories. All assignments in this course will have 
a listed due date, however, there is some flexibility. 
• Major Assignments (your 5 main assignments this semester) will be expected to be turned in by
11:59pm on the due date. That being said, I will not be up watching Dropbox to make sure every
assignment is submitted right at midnight. So long as your assignment is turned in by the time I
wake up and check Dropbox the following morning, you’ll be okay. Each day you are late in
submitting the assignment, you will have 2 points deducted from your maximum grade.
• Minor Assignments (such as Discussion Posts, writing updates, etc) will be expected to be
submitted by the listed due date. However, I will accept any Minor Assignments until I have
graded your peers. I will never grade assignments prior to their due date, but I cannot guarantee
how much "wiggle room" you will have prior to me grading these assignments. This is meant to
hold both you and I accountable.
If you do need an extension for any reason, I'm happy to grant one. The big takeaway with Late Work 
and Extensions should be this: An assignment that will be late can be extended. An 
assignment that is late is just late.
Academic Integrity & Plagiarism
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 Office of Student Standards. (http://www.eiu.edu/
judicialstudentconductcode.php).
Plagiarism will not be tolerated under any circumstances. Plagiarism includes (but is not limited to) 
copying someone else’s writing in your own writing without citing them, paraphrasing someone else’s 
writing without citing them, turning in someone else’s work, or purchasing or downloading papers or 
sections of papers from the Internet. This is the English department’s official 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 
Judicial Affairs Office. Respect for the work of others should encompass all formats, including print, 
electronic, and oral sources.
Please note that while AI is great tool to help your writing when used properly, it should be writing 
your papers for you. We will talk more about what things will look like if I suspect you've used AI in 
class. We'll also talk about how to properly use AI to support our writing.
If you have any questions about whether or not something constitutes plagiarism, reach out to me. 
You will never get in trouble for asking questions about plagiarism before you turn an assignment in.
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 OAA. Please stop by McAfee Gym, or call 217-581-6583 to make an appointment.
The Academic Support Center
Students who are having difficulty achieving their academic goals are encouraged to contact the 
Academic Support Center (www.eiu.edu/acadmeicsupportcenter) for assistance with time 
management, text taking, note taking, avoiding procrastination, setting goals, and other skills to 
support academic achievement. 
The The Academic Support Center provides individualized consultations. To make an appointment, 
call 217-581-6696.
Class Conduct
Above all, I want this classroom to be a comfortable and accepting environment. Thus, the classroom 
requires that you maintain good manners, active listening, respect for others and their opinions, and a 
willingness to participate. Essentially, act like a college-level student in a college-level course.
Composition of Overall Grade
Total Points Possible: 1,000
A: 900 – 1,000
B: 800 – 899
C: 700 – 799
NC: 699 and Below
100 pts.
50 pts.
100 pts. (20 pts. per entry) 
50 pts. (10 pts. each) 
50 pts. 
50 pts.
500 pts. (100 pts. each)
100 pts. (20 pts. each)
Participation/Engagement 
Tentative Reading Quizzes 
Peer Review
Discussion Posts
Attending Conference 
Presentation of Final Paper 
Major Writing Assignments 
Patchwork Essay (2-4 pages) 
Definition Essay (3-5 pages) 
 Media Analysis Essay (6-8 pages) 
Conspiracy Theory Essay (5-7 pages) 
This I Believe Essay (4-6 pages) 
Reflective Cover Letters w/ 
Major Writing Assignments
Unit 1: Paragraphing + Close Reading
Week 1 
Aug. 19: Introduction to Class 
Aug. 21: You as a Writer 
Aug. 23: Looking Ahead 
Week 2 
Aug. 26: Introducing the Patchwork 
Essay + Why Writing Matters 
Reading 
• D2L: “Why Writing Matters”
Aug. 28: “On Self” by David Hood + 
“High Water” by Sleep Token 
Reading 
• D2L: Hood, “On Self”
Aug. 30: Adding Stakes to Our Writing 
(Who Cares?) + Setting up Peer Review 
Reading 
• TS/IS: “So What? Who Cares?” Ch. 7
Assignment 
• Discussion Post 1
Week 3 
Sept. 2: No Class (Labor Day) 
Sept. 4: In-Class Peer Review Assignment 
• Bring 1½-page draft of your Career
Exploration Essay to class
Sept. 6: In-Class Revision Activity Assignment 
• Career Exploration Essay due 9/8
@ 11:59pm
Unit 2: Media Analysis 
Week 4 
Sept. 9: Connecting the Parts + 
Introducing Media Analysis Essay 
Reading 
• TS/IS: “As a Result” Ch. 8
Sept. 11: Chappell Roan – “Pink Pony 
Club” and “Casual” 
Reading 
• D2L: U of M Sweetland Media
Analysis Packet
Sept. 13: No Class Assignment 
• Discussion Post 2
Week 5 
Sept. 16: The Simpsons 
Sept. 18: Organization and Structure 
Sept. 20: Week 5 Check-In/Review 
Week 6 
Sept. 23: Composition Day Assignment 
• Bring laptop to class!
Sept. 25: In-Class Peer Review Assignment 
• Bring 4-page draft of your Media
Analysis Essay to class
Sept. 27: In-Class Revision Activity Assignment 
• Media Analysis Essay due 9/29 @
11:59pm
Unit 3: Finding Your Voice
Week 7 
Sept. 30: Author’s Voice + Introducing 
Definition Essay 
Reading 
• D2L: Who Says? Ch. 2
Oct. 2: Word Choice + Voice Reading 
• TS/IS: “You Mean I Can Say it LIke
That?” Ch. 9Oct. 4: Saying the Same Thing in 
Different Ways 
Week 8 
Oct. 7: Plagiarism + Fallacies Reading 
• D2L: Who Says? Ch. 3 (p. 19-31)
Oct.9: A Trip to the Library (Date 
tentative) 
Assignment 
• Discussion Post 3
Oct. 11: NO CLASS (Indigenous People’s 
Day) 
Week 9 
Oct. 14: Composition Day Assignment 
• Bring laptop to class!
Oct. 16: In-Class Peer Review Assignment 
• Bring 3-page draft of your
Definition Essay to class
Oct. 18: In-Class Revision Assignment 
• Definition Essay due 10/20 @
11:59pm
Unit 4: Research + Information Literacy
Week 10 
Oct. 21: Introduction to Conspiracy 
Theories + Essay 
Oct. 23: Illuminati
Oct. 25: Mothman Assignment 
• Discussion Post 4
Week 11 
Oct. 28: Conferences 
Oct. 30: Conferences 
Nov. 1: Conferences 
Week 12 
Nov. 4: In-Class Presentations 
Nov. 6: In-Class Presentations 
Nov. 8: In-Class Presentations Assignment 
• Discussion Post 5
Week 13 
Nov. 11: Composition Day Assignment 
• Bring laptop to class!
Nov. 13: In-Class Peer Review Assignment 
• Bring 4-page draft of your
Conspiracy Theory Essay to class
Nov. 15: In-Class Revision Assignment 
• Conspiracy Theory Essay due 11/17
@ 11:59pm
Unit 5: This I Believe
Week 14 
Nov. 18: Introduce This I Believe Essay 
Nov. 20: This I Believe Sample Essays Readings 
• D2L: This I Believe Sample Essays
Nov. 22: Game Day - TBD 
THANKSGIVING BREAK NOV. 25 - 29 
Week 15 
Dec. 2: Composition Day/Extra Stuff Assignment 
• Bring laptop to class!
Dec. 4: In-Class Peer Review Assignment 
• Bring 5-page draft of your Media
Analysis Essay to class
Dec. 6: In-Class Work Day Assignment 
• Finish Media Analysis Essay
THIS I BELIEVE ESSAY DUE: Wednesday, December 11th @ 2:45pm 


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

Fredrick, Terri

Overview
Fall 2024: Internship
English 4275/5960: Internship in Professional Writing
Fall 2024  |  3 credits
Course Goals and Objectives
Coursework can provide students with the framework necessary to
communicate effectively in professional settings; when writing or editing in
the workplace, however, the principles learned in classes must be adapted
to fit the rhetorical situation (audience, purpose, and context). The
internship is designed to give you practical experience in creating
communication that fits the specific needs of a company or organization.
Through the course, you will also be given the opportunity to reflect on
topics such as organizational culture, enculturation, effective workplace
writing practices, collaboration, and technology.
Course Requirements
Internship hours: As part of the course, you are responsible for 150 hours
at the organization or company where you have been placed. You and your
internship supervisor should establish a weekly schedule of about 10 hours
per week. Every two weeks, you will submit to Dr. Fredrick a timesheet
signed by your supervisor.
Supervisor evaluations: In the first half of the semester and again at the
end of the semester, your internship supervisor will be asked to complete a
brief evaluation of your work and professionalism.
Onsite observation [optional at Dr Fredrick's discretion]: Based on the
preliminary supervisor evaluation, Dr. Fredrick may decide to observe you
onsite at a time to be scheduled with you and your internship supervisor.
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Discussion posts and reading responses:  Each week you will respond to a
discussion question on D2L. You can respond to that question and to other
interns’ posts. For three of the discussion questions, you will be asked to
read an article and write a 300-word response, reflecting on how issues
from the article are reflected in your experiences at the internship. These
questions are designed to be reflected on at different points in your
internship, so please do not work more than one week ahead.
Portfolio: At the end of the internship, you will create a portfolio of all the
work that you have composed, revised, or edited (either individually or
collaboratively) at your internship site.
Self-assessment: You will write a brief memo discussing the work included
in your portfolio, focusing on your strengths, weaknesses, challenges,
development, etc.
Letter to future interns: At the end of the internship, you will write a brief
letter to future interns who may be considering placement at your
internship site. In that letter, you can offer recommendations and advice
that you think would be useful to someone in either (1) deciding whether
or not to choose that internship site or (2) succeeding at the internship.
(The letter will not be shared with anyone at the internship site, including
your internship supervisor, unless you explicitly ask me to do so.)
Graduate student research paper: Interns enrolled in ENG 5960 will carry
out a research project on a topic related to their internship experience. The
final paper will be 8–10 pages and will use several academic and
professional sources.
Note: This course is graded on a Credit/No Credit basis. All of the
components above must be completed in order to receive credit for the
course.
Meetings with Director / other interns
You may meet with me (and, if desired, other current interns) at any time
during the semester to discuss your placement, the work you're doing,
8/23/24, 1:26 PM ENG-4275-001 94048.202490 - Internship in Professional Writing - ENG-4275-001 94048.202490 - Internship in Professional Writing
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Download Print
and/or the class materials. I am available to provide resources and
feedback--if allowed by your supervisor--for the materials you are creating
at your internship site.
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ENG 4275-001 Internship in Professional Writing

Worthington, Marjorie

Eastern Illinois University 
The Keep 
Fall 2024 2024 
Fall 3-8-2025 
ENG 5000-001 Introduction to Methods and Issues in English 
Studies 
Marjorie Worthington 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_fall2024 
Recommended Citation 
Worthington, Marjorie, "ENG 5000-001 Introduction to Methods and Issues in English Studies" (2025). Fall 
2024. 65. 
https://thekeep.eiu.edu/english_syllabi_fall2024/65 
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. 
ENG5000.001 
 INTRODUCTION TO METHODS AND ISSUES IN ENGLISH STUDIES 
 
Section 001: Face-to-face 
Class time: Monday, 3:30-6:00pm, Coleman Hall 3159 
Professor: Dr. Marjorie Worthington    
Office: Coleman Hall 3321 
Office Hours: MW 12:00pm-2:00pm or by appt. 
email: mgworthington@eiu.edu    
 
TEXTBOOKS – Let me know IMMEDIATELY if you do not have all required textbooks: 
 
Toni Morrison, Beloved 
Toni Morrison, Playing in the Dark 
Lois Tyson, Critical Theory Today 
All other readings can be found, organized by week, in D2L 
 
Description. 
This seminar provides a foundation for the M.A. in English, serving as an introduction to the methods 
and issues of advanced-level research and scholarship in English studies. Through our reading and 
discussions, we will examine the field of English Studies, discuss assumptions and challenges in the 
field, and develop a strong understanding of what professionals do. This will involve becoming aware of 
discourse practices, methods of research, and the writing genres that we use in various settings of 
English.  
 
Course Objectives include (but are not limited to):  
• understand expectations of graduate-level work; 
• explore critical and theoretical issues in English studies; 
• get extensive practice in completing graduate-level research; 
• become familiar with professional conversations in English studies, including controversies, current 
trends, and career preparation 
 
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. You might want to consider including it in your syllabus, or linking to it in D2L. Either way, it 
would be great if you would also consider reminding students of those resources a few weeks into the 
semester and again as the semester progresses. 
 
EIU ONLINE ETIQUETTE – These are the official standards we will use in our online 
interactions: 
Eastern Illinois University (EIU) is committed to open, frank, and insightful dialogue in all of its 
courses. Diversity has many manifestations, including diversity of thought, opinion, and values. 
We encourage all learners to be respectful of that diversity and to refrain from inappropriate 
commentary. Should such inappropriate comments occur, the instructor will intervene, removing 
inappropriate content. The instructor may also recommend university disciplinary action. Learners as 
well as faculty should be guided by common sense and basic etiquette. The following are good 
guidelines to follow: 
 
•Never post, transmit, promote, or distribute content that is known to be illegal. 
ENG5000.001 
Fall 2024 
 
•Never post harassing, threatening, or embarrassing comments. If you disagree with someone, respond 
to the subject, not the person. Conflicts of ideas are encouraged, while conflicts of feelings are 
discouraged. 
•Never post content that is harmful, abusive; racially or culturally insensitive, or religiously offensive, 
vulgar; sexually explicit, or otherwise potentially offensive. 
 
Academic Integrity: Students are expected to maintain principles of academic integrity and conduct as 
de-fined in EIU’s Code of Conduct (http://www.eiu.edu/judicial/studentconductcode.php). Violations 
will be re-ported to the Office of Student Standards.  
 
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.  
 
COURSE REQUIREMENTS 
 
Graduate Portfolio Materials: You likely have heard that the Graduate Program requires you to 
compile a portfolio of specific materials in order to graduate with your MA. You will begin the 
compilation process as part of this course. I have uploaded the information you will need, and by the end 
of the semester, you’ll have to upload your resume/vita and statement of purpose, as well as a researched 
essay, to the English Department’s Graduate D2L site. If this all sounds complicated and daunting, it’s 
not – I’ll explain it more as the semester goes on. Since this is more a requirement for the degree than 
the course, there is no grade assigned to the completion of this task. 
 
Weekly Short Essays:  In most weeks, you will turn in a 1-2-page single-spaced essay that addresses 
one or more points from that week’s reading. A total of 10 of these essays is required. You can do a 
broad analysis of several (or all) of the course readings for that week, or you can provide a focused 
discussion of a single reading or even a single issue within a reading.  
NOTE: These essays are NOT “responses” in that I do not care how you “felt” about what you read, 
whether or not you “liked” it, or even if you understood it (if you did not understand the reading, read it 
again more slowly). Instead, these essays should be thesis-driven: the introduction should contain a 
strong thesis statement that is supported by the body of the essay. These essays are due each Monday, 
should be posted in the designated Discussion Board, and are meant to facilitate discussion. For that 
reason, late essays are vastly less relevant to our purposes and will not be accepted. Due dates for the 
essays are indicated on the schedule of assignments as “E1,” “E2,” “E3,” etc. 
 
CFP Abstract: A “CFP” or “Call for Papers” is an announcement of a planned conference panel or 
collection of articles. The CFP describes what the panel or book will be about and invites people to 
submit their ideas for an essay that could be included in that panel or book. The submission is called an 
“abstract,” which is a several-paragraph description of the essay the sender would like to submit to the 
panel or book. You will need to go to this site: https://call-for-papers.sas.upenn.edu/ to find a Call for 
Papers that interests you. Then, craft an abstract as though you were planning to submit an essay in 
response. You won’t have to write the essay, just the several-paragraph abstract. If you’re confused, 
don’t worry, I will give a more in-depth assignment and there will always be opportunities for you to ask 
questions.  
ENG5000.001 
Fall 2024 
 
 
Professional Ethics Quiz: This is a fairly simple assignment: a self-directed quiz about a couple of 
short readings that discuss academic and professional ethics.  
 
Literary Studies Essay: For this assignment, you will choose one literary-analytical approach and write 
an essay that analyzes Beloved. 
 
Statement of Purpose/Resume: All graduate students need a resume or “curriculum vitae” or “vita” 
(what you call it depends on the job you are applying for). Based on your eventual career goals, you will 
craft that suits your purposes. You will also write a statement of purpose that outlines your goals for the 
MA degree and beyond. In addition to being assignments for this course, these will be included as part 
of your MA Professional Portfolio. 
 
Final Essay or Project: This will be a project of your own choosing (likely a 10-page essay, but it 
could be another kind of project, like a lesson or unit plan), based on the work we have done in our 
course combined with your personal interests and/or career goals AND research you do independently. 
There is a lot of leeway here for you to design and project that suits your needs. If you like this project 
could be an expansion of one of your short essays. Ultimately, I want this project to be of professional 
use to you, in whatever form that might take. I will serve as a guide in whatever way you require.  
 
Participation: The small size of this class affords us a rare opportunity, IF everyone takes responsibility 
for the quality of the course. For this reason, you will be expected each week to be an active participant 
in our discussions. In order to do this, you must be prepared each week, having read and taken notes on 
the assignment. If you do not prepare regularly and enthusiastically, your grade will be negatively 
affected. 
 
GRADE BREAKDOWN 
Weekly written essays        40% (4% each) 
Call for Papers (CFP) Abstract      10% 
Professional Ethics Quiz        5% 
Literary Studies Essay       15% 
Statement of Purpose (including peer review of classmates’ statements)  5% 
Resume/CV (including peer review of classmates’ CV’s)    5% 
Final Essay or Project        20% 
 
  
ENG5000.001 
Fall 2024 
 
 
SCHEDULE OF READINGS AND ASSIGNMENTS  
 
WEEK 1: Aug. 19 Introduction – Professional Portfolio Discussion 
 
WEEK 2: Aug. 26 Humanities in the 21st Century   CFP Abstract Assigned 
 
SEPTEMBER 2-Labor Day – NO CLASS 
 
WEEK 4: Sept. 9 E1  AI and ChatGPT     Final Project assigned 
 
WEEK 5: Sept. 16 E2 Critical Media Studies   Prof. Ethics Quiz Due Fri. 9/20 
 
WEEK 6: Sept. 23 E3 Public Humanities     CFP Abstract due Fri. 9/27 
 
WEEK 7: Sept. 30 E4 Morrison: Beloved    Literary essay assigned 
 
WEEK 8: Oct. 7 E5 Tyson: Ch. 3 Marxism, & Tyson Chap. 11 African-American crit. 
 
WEEK 9: Oct. 14 E6 Tyson: Ch. 4 Feminism, Ch. 6 Reader Resp.Project Ab. due-Disc. Board, 10/18 
 
WEEK 10: Oct. 21 E7 Tyson: Chap. 9 New Historicism & Cultural Crit & Chap. 10 LGBTQ  
 
WEEK 11: Oct. 28 E8 Morrison, Playing in the Dark  
 
WEEK 12: Nov. 4 E9 Digital Humanities/Distant Reading 
 
WEEK 13: Nov. 11 E10 Creative Writing     Literary essay due, Fri. 11/15 
 
WEEK 14: Nov. 18 Final Essay/Project “Workshop”   Project drafts due Disc Board, Fri. 11/22 
 
THANKSGIVING BREAK 
 
WEEK 15: Dec. 2 Vita/Resume & Prof. Statement “Workshop” - drafts due to Disc. Board, Fri. 12/6 
   Peer review of Final Project drafts due Monday Dec. 2 
 
EXAM WEEK: NO CLASS Final Resume & Statements due to dropbox 12/13 
 
Dec. 13  FINAL PROJECTS DUE TO DROPBOX 12/13 
 
 
