Eastern Illinois University

Spear, Rashelle

Danyi, Claudia

ENG 5260-001 Communication in Science & Technical Organizations

https://thekeep.eiu.edu/plan2028_facilities/1002/thumbnail.jp

Cordogan Clark

Facilities Assessment & Space Utilization / Needs Survey

Moody, Travis

Eastern Illinois University 
The Keep 
Fall 2024 2024 
Fall 1-28-2025 
ENG 1002G-004 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-004 College Composition II Argument and Critical Inquiry" (2025). Fall 2024. 
26. 
https://thekeep.eiu.edu/english_syllabi_fall2024/26 
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: 11am - 11:50am | 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 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 Gym, Room 1301.
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
Career Exploration Essay (2-4 pages) 
This I Believe Essay (3-5 pages) 
Definition Essay (4-6 pages) 
Conspiracy Theory Essay (5-7 pages) 
Media Analysis Essay (6-8 pages)
Reflective Cover Letters w/ 
Major Writing Assignments
Unit 1: Introduction to Composition
Week 1 
Aug. 19: Introduction to Class 
Aug. 21: You as a Writer 
Aug. 23: Looking Ahead 
Week 2 
Aug. 26: Sample Essay + Tips to Get 
Started 
Reading 
• D2L: Career Exploration Essay
Sample
Aug. 28: Why Does Writing Matter? + 
Genre 
Reading 
• D2L: “Why Writing Matters”
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: Finding Your Voice 
Week 4 
Sept. 9: Author’s Voice + Introducing 
This I Believe Essay 
Reading 
• D2L: Who Says?  Ch. 2
Sept. 11: Sample “This I Believe” Essays +
“Academic” =/= “Boring”
Sept. 13: No Class
Reading 
• TS/IS: “you Mean I Can Say It 
That Way?" Ch.9
Week 5 
Sept. 16: Word Choice + “Doublespeak” Reading 
• D2L: Lutz, “Doubts About
Doublespeak”
Sept. 18: Saying the Same Thing in 
Different Ways 
Sept. 20: Week 5 Check-In/Review 
Assignment 
• Discussion Post 2
Week 6 
Sept. 23: Composition Day Assignment 
• Bring laptop to class!
Sept. 25: In-Class Peer Review Assignment 
• Bring 2-page draft of your This I
Believe Essay to class
Sept. 27: In-Class Revision Activity Assignment 
• This I Believe Essay due 9/29 @
11:59pm
Unit 3: Taking a Stand
Week 7 
Sept. 30: Information Literacy + 
Introduce They Say/I Say Essay 
Oct. 2: Integrating Your Sources + 
Naysayers 
Reading 
• D2L: Stedman, “Annoying Ways
People Use Sources”
Oct. 4: A Trip to the Library (Date 
Tentative) 
Week 8 
Oct. 7: Plagiarism Reading 
• D2L: Who Says? Ch. 3 (p. 19-31)
Oct.9: Fallacies 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 They
Say/I Say Essay to class
Oct. 18: In-Class Revision Assignment 
• They Say/I Say Essay due 10/20 @
11:59pm
Unit 4: Research
Week 10 
Oct. 21: Introduction to Conspiracy 
Theories + Essay 
Oct. 23: Body Doubles 
Oct. 25: UFOs/UAPs Assignment 
• Discussion Post 4
Week 11 
Oct. 28: Conferences 
Oct. 30: Conferences 
Nov. 1: Conferences 
Week 12 
Nov. 4: Composition Day Assignment 
• Bring laptop to class!
Nov. 6: In-Class Peer Review Assignment 
• Bring 4-page draft of your
Conspiracy Theory Essay to class
Nov. 8: In-Class Revision Assignment 
• Conspiracy Theory Essay due 11/10
@ 11:59pm
Unit 5: Media Analysis 
Week 13 
Nov. 11: What is Media Analysis? Reading 
• D2L: U of M Sweetland Center for
Writing Film Analysis
Nov. 13: Chappell Roan, “Pink Pony Club” 
and “Casual’ 
Nov. 15: The Simpsons + Signing Up for 
Presentations 
Assignment 
• Discussion Post 5
Week 14 
Nov. 18: In-Class Presentations 
Nov. 20: In-Class Presentations 
Nov. 22: In-Class Presentations 
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
MEDIA ANALYSIS ESSAY DUE: Wednesday, December 11th @ 11:59pm 


English

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

Binns, Donna

Eastern Illinois University 
The Keep 
Fall 2024 2024 
Fall 2-27-2025 
ENG 4760-600 Special Topics in Professional Writing 
Donna Binns 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_fall2024 
Recommended Citation 
Binns, Donna, "ENG 4760-600 Special Topics in Professional Writing" (2025). Fall 2024. 56. 
https://thekeep.eiu.edu/english_syllabi_fall2024/56 
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 4760-600  Studies in Professional Writing: Proposal and Grant Writing  
(3 Credit Hours) 
 
Professor: Dr. Donna Binns    
Online “Office” Hours: Mondays 4:00 pm—6:00 pm, Wednesdays, & Thursdays  
4:30 pm—5:30 pm. Schedule optional Zoom conferences well in advance. 
E-mail: djbinns@eiu.edu; E-mail Dr. Binns directly through Panthermail  
instead of D2L 
English Department Phone Number: 217-581-2428 
 
Course Catalog Description: (3-0-3) Focused study of professional writing, designed 
to enhance understanding of workplace writing and provide experience in producing it. 
Topic will vary semester to semester. May be repeated once for credit. WC  
 
Learning Objectives: 
1. Use effective professional communication strategies to create high-quality work. 
2. Demonstrate understanding principles of and research on professional 
communication.  
3. Use communication and collaboration strategies to solve hypothetical and real 
workplace problems.  
4. Adapt general professional communication principles (related to content, 
organization, tone, and design) to specific audiences, purposes, and contexts.  
5. Use revision and editing to improve your own and others’ writing.  
 
Required Text: 
Proposal Planning & Writing by Jeremy T. Miner and Kelly C. Ball 
 
Course Requirements: In this class, you will complete writing assignments of various 
genres, including a client project. You will also complete discussion posts, assignment 
drafts, and peer responses that will be a significant portion of your "Participation" grade. 
Assigned reading will be vital to successful completion of course assignments and 
posts, so keep up with the reading schedule. Finally, you will complete a final project at 
the end of the semester that involves a self-analysis and a revised writing assignment 
from the class to demonstrate your success at attaining the course learning objectives. 
Students must complete all Writing Assignments, the Client Project, and Final Project to 
be eligible to pass the course. The writing assignments and client project serve, in part, 
as your opportunity to show what you have learned from assigned chapters and 
discussions. Make certain that you read the “News” messages from Dr. Binns. 
They may include reminders for upcoming assignments, schedule changes, if needed, 
and/or other relevant class news.  
 
Participation: There will be a substantial amount of online participation through D2L, 
such as peer responses as well as class and online discussion posts. These activities 
will take place on our D2L Discussion Board. Read the directions for each discussion 
post closely so that you don't miss any aspects of the assignment. Some posts require 
responding to peers, so there may be more than one step to complete. Dr. Binns will 
assign the drafts you review for peer responses. More details for each discussion topic, 
such as specific discussion questions, will be posted with instructions from Dr. Binns on 
the Discussion Board. Students must follow the EIU Netiquette guidelines that are 
posted under "Content" in D2L.  
 
Grading: 
The percentage breakdown for graded work is as follows: 
 Participation     20% 
 Client Project   30% 
 Individual Writing Projects  30% 
 Final Project    20% 
 
 Grading Scale 
 A= 90% to 100% 
 B= 80% to 89% 
 C= 70% to 79% 
 D=60% to 70% 
 F=59% and below 
 
It is possible not all Client Project group members will receive the same grade 
depending upon individual participation and work quality. 
 
Deadlines: Due dates for D2L posts, writing assignments, and the final project are 
listed on the course calendar in the syllabus. Discussion posts, drafts, peer responses, 
writing assignments, and the final portfolio should be submitted by 11:59 pm on the 
dates listed on the calendar. Late penalties appear below under "Late Work." The 
course schedule is subject to changes at my discretion. Again, due dates for client 
projects will vary depending upon the client’s needs. 
 
Late Work: Late work that is not excused by Dr. Binns (due to extenuating 
circumstances only) will be penalized by 10% of the maximum possible points for each 
day it is late. However, Client project work must be completed on time to receive credit.  
Contact Dr. Binns immediately if a group member is not completing work as needed. 
 
Contacting Dr. Binns: You may contact Dr. Binns by e-mail (djbinns@eiu.edu). E-mail 
Dr. Binns directly through Panthermail rather than trying to e-mail through D2L.  
 
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 assigned essay and a 
grade of F for the course." 
 
Using AI to write course discussion responses, the client project, or writing 
assignments also constitutes plagiarism. 
 
If you have any questions about citing a source, please contact your professor to avoid 
the aforementioned issues. 
 
Students 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 to make an 
appointment.  
 
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.  
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.  
 
Writing Center: I encourage you to use EIU's Writing Center located at 3110 Coleman 
Hall. This free service provides one-to-one conferences with writing consultants who 
can help you with brainstorming, organizing, developing support, documenting, and 
revising your papers. The Writing Center is open to work with any student from any 
major at any stage of his or her writing process, and its system of one-to-one 
conferences demonstrates value and respect for individual writers, all of whom can 
benefit from feedback about their works in progress. 
  
To schedule an appointment, you can drop by the Writing Center (3110 Coleman Hall), 
or you can call 581-5929. Online conferences may be available. If you visit, bring your 
work in progress (including a copy of the assignment) and an idea of what you would 
like to work on–planning, prewriting, organization, support, documentation, editing, etc. 
See the Writing Center Website <http://castle.eiu.edu/writing/ > for more information.  
 
D2L Assistance: If you need assistance with D2L, call, email or chat options are also 
available on the "My Home" page after logging on D2L. Other D2L resources including a 
D2L Orientation course for students are available on the same page. For technical 
questions regarding other software, hardware, network issues, EIU NetID/password, or 
Panthermail, contact the ITS Helpdesk at 217-581-4357 during regular business hours, 
or submit a help ticket at https://techsupport.eiu.edu/. If you have a question regarding 
course content, contact your instructor.  
 
English Teacher Certification Students: 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.  
 
 
4760 Course Calendar: Fall 2024 
 
 
This schedule is subject to additions and changes at my discretion. Assignments are 
due on the date that they are listed on the schedule by the end of that class day 
(by 11:59 pm CST). When class responses require follow-up discussion, those due 
dates will be listed in the discussion post instructions. Both discussions and peer 
responses will be conducted through the D2L Discussion Board. Keep up with reading 
assignments. Although I rarely, if ever, give quizzes, you should use what you have 
learned from reading assignments in our coursework. 
 
Client Project due dates will vary depending upon the client’s needs. Professional 
Writing often involves working on more than one project at a time.  
 
 
Week 1 
8-19 Discussion 1 Part 1  
8-21 Read Effective Grantsmanship for Funding Chapters 2-3 (D2L under Content) 
Discussion 1 Part 2 
8-23 Read Technical Communication Chapter 16 (D2L)  
 
Week 2 
8-26 Read Proposal Planning & Writing Chapters 1-2 
8-28 Read Proposal Planning & Writing Chapter 3 
8-30 Discussion 2 Part 1 
 
Week 3 
9-2 Labor Day 
9-4 Read Proposal Planning & Writing Chapter 4; Discussion 2 Part 2 
9-6 Work on Individual EIU Recruitment Proposal  
  
Week 4 
9-9 Individual EIU Recruitment Proposal draft due to Discussion Board for peer 
responses 
9-11 Assigned Individual EIU Recruitment Proposal peer responses due to Discussion 
Board  
9-13 Individual EIU Recruitment Proposal due to Dropbox 
 
Week 5 
9-16 Read Proposal Planning & Writing Chapter 5 
9-18  Read Proposal Planning & Writing Chapter 6; Discussion 3 Part 1 
9-20 Read Effective Grantsmanship for Funding Chapter 4 (D2L) Discussion 3 Part 2   
 
Week 6 
9-23  Read Effective Grantsmanship for Funding Chapter 6 (D2L) 
9-25 Read Effective Grantsmanship for Funding Chapter 7 (D2L) 
9-27 Work on Individual Grant-seeking Proposal  
 
Week 7 
9-30 Individual Grant-seeking Proposal draft due for peer responses 
10-2 Assigned Individual Grant-seeking Proposal peer responses due 
10-4 Individual Grant-seeking Proposal due to Dropbox 
 
Week 8  
10-7 Read Proposal Planning & Writing Chapter 7; Discussion 4 Part 1 
10-9 Read Proposal Planning & Writing Chapter 8; Discussion 4 Part 2 
10-11 Fall Break 
 
Week 9 
10-14 Read Proposal Planning & Writing Chapter 9 
10-16 Read Proposal Planning & Writing Chapter 10; Discussion 5 Part 1 
10-18 Read Proposal Planning & Writing Chapter 11; Discussion 5 Part 2 
 
Week 10  
10-21 Read Proposal Planning & Writing Chapter 12 
10-23 Read Proposal Planning & Writing Chapter 13; Discussion 6 Part 1 
10-25 Read Proposal Planning & Writing Chapter 14; Discussion 6 Part 2 
 
Week 11 
10-28 Read Proposal Planning & Writing Chapter 15 
10-30 Read Proposal Planning & Writing Chapter 16; Discussion 7 Part 1 
11-1 Discussion 7 Part 2 
 
Week 12  
11-4  Read Proposal Planning & Writing Chapter 17 
11-6 Group Client Project  
11-8 Group Client Project  
 
Week 13 
11-11 Group Client Project  
11-13 Group Client Project  
11-15 Group Client Project  
 
Week 14 
11-18 Group Client Project 
11-20 Group Client Project 
11-22 Group Client Project 
 
11-25 to 11-29 Break 
 
Week 15 
12-2 Work on Final Project and Group Client Project (if needed) 
12-4 Work on Final Project and Group Client Project (if needed) 
12-6 Work on Final Project and Group Client Project (if needed) 
  
Finals Week 
12-9 Final Project due to Dropbox  
 
 
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.  
 


ENG 4760-600 Special Topics in Professional Writing

Eastern Illinois University 
The Keep 
Fall 2024 2024 
Fall 2-28-2025 
ENG 4760Z-603 Special Topics in Professional Writing 
Donna Binns 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_fall2024 
Recommended Citation 
Binns, Donna, "ENG 4760Z-603 Special Topics in Professional Writing" (2025). Fall 2024. 57. 
https://thekeep.eiu.edu/english_syllabi_fall2024/57 
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 4760-600  Studies in Professional Writing: Proposal and Grant Writing  
(3 Credit Hours) 
 
Professor: Dr. Donna Binns    
Online “Office” Hours: Mondays 4:00 pm—6:00 pm, Wednesdays, & Thursdays  
4:30 pm—5:30 pm. Schedule optional Zoom conferences well in advance. 
E-mail: djbinns@eiu.edu; E-mail Dr. Binns directly through Panthermail  
instead of D2L 
English Department Phone Number: 217-581-2428 
 
Course Catalog Description: (3-0-3) Focused study of professional writing, designed 
to enhance understanding of workplace writing and provide experience in producing it. 
Topic will vary semester to semester. May be repeated once for credit. WC  
 
Learning Objectives: 
1. Use effective professional communication strategies to create high-quality work. 
2. Demonstrate understanding principles of and research on professional 
communication.  
3. Use communication and collaboration strategies to solve hypothetical and real 
workplace problems.  
4. Adapt general professional communication principles (related to content, 
organization, tone, and design) to specific audiences, purposes, and contexts.  
5. Use revision and editing to improve your own and others’ writing.  
 
Required Text: 
Proposal Planning & Writing by Jeremy T. Miner and Kelly C. Ball 
 
Course Requirements: In this class, you will complete writing assignments of various 
genres, including a client project. You will also complete discussion posts, assignment 
drafts, and peer responses that will be a significant portion of your "Participation" grade. 
Assigned reading will be vital to successful completion of course assignments and 
posts, so keep up with the reading schedule. Finally, you will complete a final project at 
the end of the semester that involves a self-analysis and a revised writing assignment 
from the class to demonstrate your success at attaining the course learning objectives. 
Students must complete all Writing Assignments, the Client Project, and Final Project to 
be eligible to pass the course. The writing assignments and client project serve, in part, 
as your opportunity to show what you have learned from assigned chapters and 
discussions. Make certain that you read the “News” messages from Dr. Binns. 
They may include reminders for upcoming assignments, schedule changes, if needed, 
and/or other relevant class news.  
 
Participation: There will be a substantial amount of online participation through D2L, 
such as peer responses as well as class and online discussion posts. These activities 
will take place on our D2L Discussion Board. Read the directions for each discussion 
post closely so that you don't miss any aspects of the assignment. Some posts require 
responding to peers, so there may be more than one step to complete. Dr. Binns will 
assign the drafts you review for peer responses. More details for each discussion topic, 
such as specific discussion questions, will be posted with instructions from Dr. Binns on 
the Discussion Board. Students must follow the EIU Netiquette guidelines that are 
posted under "Content" in D2L.  
 
Grading: 
The percentage breakdown for graded work is as follows: 
 Participation     20% 
 Client Project   30% 
 Individual Writing Projects  30% 
 Final Project    20% 
 
 Grading Scale 
 A= 90% to 100% 
 B= 80% to 89% 
 C= 70% to 79% 
 D=60% to 70% 
 F=59% and below 
 
It is possible not all Client Project group members will receive the same grade 
depending upon individual participation and work quality. 
 
Deadlines: Due dates for D2L posts, writing assignments, and the final project are 
listed on the course calendar in the syllabus. Discussion posts, drafts, peer responses, 
writing assignments, and the final portfolio should be submitted by 11:59 pm on the 
dates listed on the calendar. Late penalties appear below under "Late Work." The 
course schedule is subject to changes at my discretion. Again, due dates for client 
projects will vary depending upon the client’s needs. 
 
Late Work: Late work that is not excused by Dr. Binns (due to extenuating 
circumstances only) will be penalized by 10% of the maximum possible points for each 
day it is late. However, Client project work must be completed on time to receive credit.  
Contact Dr. Binns immediately if a group member is not completing work as needed. 
 
Contacting Dr. Binns: You may contact Dr. Binns by e-mail (djbinns@eiu.edu). E-mail 
Dr. Binns directly through Panthermail rather than trying to e-mail through D2L.  
 
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 assigned essay and a 
grade of F for the course." 
 
Using AI to write course discussion responses, the client project, or writing 
assignments also constitutes plagiarism. 
 
If you have any questions about citing a source, please contact your professor to avoid 
the aforementioned issues. 
 
Students 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 to make an 
appointment.  
 
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.  
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.  
 
Writing Center: I encourage you to use EIU's Writing Center located at 3110 Coleman 
Hall. This free service provides one-to-one conferences with writing consultants who 
can help you with brainstorming, organizing, developing support, documenting, and 
revising your papers. The Writing Center is open to work with any student from any 
major at any stage of his or her writing process, and its system of one-to-one 
conferences demonstrates value and respect for individual writers, all of whom can 
benefit from feedback about their works in progress. 
  
To schedule an appointment, you can drop by the Writing Center (3110 Coleman Hall), 
or you can call 581-5929. Online conferences may be available. If you visit, bring your 
work in progress (including a copy of the assignment) and an idea of what you would 
like to work on–planning, prewriting, organization, support, documentation, editing, etc. 
See the Writing Center Website <http://castle.eiu.edu/writing/ > for more information.  
 
D2L Assistance: If you need assistance with D2L, call, email or chat options are also 
available on the "My Home" page after logging on D2L. Other D2L resources including a 
D2L Orientation course for students are available on the same page. For technical 
questions regarding other software, hardware, network issues, EIU NetID/password, or 
Panthermail, contact the ITS Helpdesk at 217-581-4357 during regular business hours, 
or submit a help ticket at https://techsupport.eiu.edu/. If you have a question regarding 
course content, contact your instructor.  
 
English Teacher Certification Students: 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.  
 
 
4760 Course Calendar: Fall 2024 
 
 
This schedule is subject to additions and changes at my discretion. Assignments are 
due on the date that they are listed on the schedule by the end of that class day 
(by 11:59 pm CST). When class responses require follow-up discussion, those due 
dates will be listed in the discussion post instructions. Both discussions and peer 
responses will be conducted through the D2L Discussion Board. Keep up with reading 
assignments. Although I rarely, if ever, give quizzes, you should use what you have 
learned from reading assignments in our coursework. 
 
Client Project due dates will vary depending upon the client’s needs. Professional 
Writing often involves working on more than one project at a time.  
 
 
Week 1 
8-19 Discussion 1 Part 1  
8-21 Read Effective Grantsmanship for Funding Chapters 2-3 (D2L under Content) 
Discussion 1 Part 2 
8-23 Read Technical Communication Chapter 16 (D2L)  
 
Week 2 
8-26 Read Proposal Planning & Writing Chapters 1-2 
8-28 Read Proposal Planning & Writing Chapter 3 
8-30 Discussion 2 Part 1 
 
Week 3 
9-2 Labor Day 
9-4 Read Proposal Planning & Writing Chapter 4; Discussion 2 Part 2 
9-6 Work on Individual EIU Recruitment Proposal  
  
Week 4 
9-9 Individual EIU Recruitment Proposal draft due to Discussion Board for peer 
responses 
9-11 Assigned Individual EIU Recruitment Proposal peer responses due to Discussion 
Board  
9-13 Individual EIU Recruitment Proposal due to Dropbox 
 
Week 5 
9-16 Read Proposal Planning & Writing Chapter 5 
9-18  Read Proposal Planning & Writing Chapter 6; Discussion 3 Part 1 
9-20 Read Effective Grantsmanship for Funding Chapter 4 (D2L) Discussion 3 Part 2   
 
Week 6 
9-23  Read Effective Grantsmanship for Funding Chapter 6 (D2L) 
9-25 Read Effective Grantsmanship for Funding Chapter 7 (D2L) 
9-27 Work on Individual Grant-seeking Proposal  
 
Week 7 
9-30 Individual Grant-seeking Proposal draft due for peer responses 
10-2 Assigned Individual Grant-seeking Proposal peer responses due 
10-4 Individual Grant-seeking Proposal due to Dropbox 
 
Week 8  
10-7 Read Proposal Planning & Writing Chapter 7; Discussion 4 Part 1 
10-9 Read Proposal Planning & Writing Chapter 8; Discussion 4 Part 2 
10-11 Fall Break 
 
Week 9 
10-14 Read Proposal Planning & Writing Chapter 9 
10-16 Read Proposal Planning & Writing Chapter 10; Discussion 5 Part 1 
10-18 Read Proposal Planning & Writing Chapter 11; Discussion 5 Part 2 
 
Week 10  
10-21 Read Proposal Planning & Writing Chapter 12 
10-23 Read Proposal Planning & Writing Chapter 13; Discussion 6 Part 1 
10-25 Read Proposal Planning & Writing Chapter 14; Discussion 6 Part 2 
 
Week 11 
10-28 Read Proposal Planning & Writing Chapter 15 
10-30 Read Proposal Planning & Writing Chapter 16; Discussion 7 Part 1 
11-1 Discussion 7 Part 2 
 
Week 12  
11-4  Read Proposal Planning & Writing Chapter 17 
11-6 Group Client Project  
11-8 Group Client Project  
 
Week 13 
11-11 Group Client Project  
11-13 Group Client Project  
11-15 Group Client Project  
 
Week 14 
11-18 Group Client Project 
11-20 Group Client Project 
11-22 Group Client Project 
 
11-25 to 11-29 Break 
 
Week 15 
12-2 Work on Final Project and Group Client Project (if needed) 
12-4 Work on Final Project and Group Client Project (if needed) 
12-6 Work on Final Project and Group Client Project (if needed) 
  
Finals Week 
12-9 Final Project due to Dropbox  
 
 
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.  
 


ENG 4760Z-603 Special Topics in Professional Writing

Fredrick, Terri

Course syllabus
Professional Editing (Fall 2024)
ENG 4765-001: Professional Editing
Fall 2024  |   (3 credits)
Course Description
What is the job of an editor in the age of ChatGPT, Grammarly, and other
AI writing programs? What skills will editors need to compete with and/or
to accompany the work of automated programs? We are in a moment
where we will certainly begin to see the editor's job begin to change, but
the need to edit AI-generated writing may make editorial work even more
important.
In this class, we'll explore the range of skills, activities, and mindsets that
make up what is known as editing. Throughout the course, we will carry
out several different types of editing. Both copyediting and proofreading
involve line-by-line editing for consistency, spelling, grammar,
punctuation, and (sometimes) style. Comprehensive editing, on the other
hand, involves editing for global issues such as content, organization,
style, and design. In all cases, professional editors must be aware of a
basic paradox affecting their work. On the one hand, editing is based not
on intuition about language, but on specific expertise in the areas of
grammar, punctuation, spelling, style, and organization. For this reason,
we will learn and use professional terminology; field-specific copyediting
marks; and conventions of grammar, style, and organization in this
course. On the other hand, the most effective editing addresses the
rhetorical situation, even when those needs violate “rules.” Several times
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during the semester, you will be asked to edit for specific purposes and
audiences.
A second challenge is that editors and teachers work with texts they have
not written. Initially, working with another writer’s text (or an AI-generated
text) may be challenging for those of you who are used to the individual
model of writing typically associated with higher education. Editors and
teachers must learn how to affect positive, and often significant, changes
to a document, while respecting the writer’s or organization's continued
“ownership” of that document.
By the end of the semester, you will be expected to meet the following
objectives:
      Use professional language for discussing editing
      Copyedit effectively for grammar, punctuation, spelling, and
consistency
      Edit documents globally for organization, content, style, and
design
      Adapt editing to specific rhetorical situations
      Implement effective strategies for working with writers and
clients
      Successfully balance multiple projects and deadlines
A note to graduate students and those enrolled in the Z section of the
course: As graduate students in a cross-listed course, you are expected to
meet a higher standard of both theory and practice. Your requirements will
differ from those of the undergrads in two ways: (1) your final project will
have a supplementary scholarly portion and (2) you will be asked to read
several theory/research articles related to editing and then provide
summaries of that information to the class in the form of presentations
and/or written materials.
Required Course Materials
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Cunningham et al. Technical Editing: An Introduction to Editing in
the Workplace (provided by TRS)
Rude, Technical Editing, 5th edition (provided by TRS)
Chicago Manual of Style, 17th edition (provided by TRS)
Individual articles as assigned (available as PDFs on D2L)
Dedicated folder or binder for materials from this class
Pens and/or pencils for in-class editing work
Links to a quality dictionary and reference guides
(Optional: a print dictionary and/or reference guide to be used for
exams) 
Course Requirements
The best way to learn editing is to practice it--a lot. For that reason, you
can expect this class to be largely hands-on. While the reading load will be
relatively light for a 4000-level class, you should expect to have multiple
activities and/or assignments to complete each week. (Federal credit hour
guidelines state that one credit hour is equivalent to three hours of work
per week, so for this three-credit course, you should expect to invest up to
nine hours per week, including time spent in class.) If you're interested in
more information on how credit hours are defined, check out this website:
 http://policy.hlcommission.org/Federal-Regulation/assignment-of-credits-
program-length-and-tuition.html)
Homework/Quizzes: Throughout the semester, you will complete practice
exercises, which we will then go over in class. They will not be graded, but
will receive points for completeness. We may also have unannounced
quizzes over the assigned reading. Graduate students [only]: As part of your
homework, you will read and report out on several theoretical or research-
based articles that may be of interest to the class.
Copyediting and Proofreading assignments: You will do line-by-line
copyediting/proofreading of several documents. These assignments will
apply the skills from our readings, and exercises and will receive individual
grades. Evaluation criteria: correct use of markup symbols; ability to
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identify and correct errors in grammar, punctuation, and spelling; ability to
edit for consistency and style; legibility and clarity of editing.
Comprehensive editing assignments: You will comprehensively edit
multiple documents for content, organization, style, and design. Evaluation
criteria: ability to adapt to rhetorical situation, ability to identify and edit
for comprehensive issues, ability to work effectively with writers and fellow
editors, professionalism, clarity and correctness in writing.
Exams (2). These exams will focus primarily on copyediting. The final exam
will be held on Tuesday, December 10, 10:15 am–12:15 pm.
Client project: You will copyedit or comprehensively edit a major document
or a series of smaller documents on behalf of a client. Evaluation criteria:
ability to work with clients and colleagues, comprehensive editing,
copyediting, adaptation to audience and purpose, proposal writing
Scholarly component [grad students only]: Drawing on scholarly sources,
you will write a 5–8 page paper connected to a topic or issue that arose in
your client project. Evaluation criteria: ability to identify and synthesize
sources, coherence of argument, command of scholarly writing, effective
self-editing
Assessment
Each assignment will include specific assessment criteria.
Students have the option to ask questions related to editing assignments
prior to the submission deadline. While I will not go through the text and
point out errors you have missed or edited incorrectly, I will answer specific
questions you have about the text or your corrections. Students who have
questions should bring the assignment in during office hours.
The grade breakdown for assignments is below. Note: I reserve the right to
make additions and alterations to this assessment breakdown should the
need arise. Students will be informed in class and in writing prior to any
changes being made.
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Assignment
%
grade 
Homework exercises / participation 15
Copyediting and proofreading assignments 15
Comprehensive #1 (developing editing plan)      5
Comprehensive #2 (editing for style/organization) 10
Comprehensive #3: TEAM project (major edit) 15
Class research inquiry: Editing AI-generated text 5
Client project 15
Exam #1: Copyediting and terminology 10
Exam #2: Copyediting, Proofreading, & style
editing 
10
The grading scale for this course is as follows:
90–100 A
80–89.9 B
70–79.9 C
60–69.9 D
59.9 and below F
In some cases, a student may receive a "redo" on an individual assignment
if that assignment does not meet the minimum requirements for that
assignment. The student must then complete the assignment by an
assigned deadline to receive a number grade on the assignment.
Rounding grades up
At the end of the semester, if a student's grade is within 0.9% of the next
highest letter grade, I will use the following to determine whether the
grade will be rounded up: 
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Student missed no more than four class periods. Student had no
more than one instance of significant tardiness or early departure.
Student attended all team meetings for group projects, including
those meetings that took place during class.
Student met all homework and assignment deadlines. All
assignments were complete at the time of submission.
Student took advantage of optional opportunities to revise or submit
drafts for feedback.
Student received positive feedback from client and/or peers
regarding the process of collaboration (e.g., meeting deadlines,
communicating frequently, participating in meetings, helping to
minimize conflict)
Attendance
The many facets of editing can be difficult to get right on the first try.
While you will practice editing independently, the practice we will
complete together as a class are essential to your success as an editor. 
If you must miss class, you are still responsible for completing
assignments, homework, and in-class exercises. Submit assignments
via email or dropbox, as appropriate.
 
Missing a class that has been designated a "team meeting" will result
in the penalty that the team has established in the team contract.
 
Should you be forced to miss class for health or transportation
reasons, contact me as soon as you can, so we can create alternative
plans, such as adding you to the class via Zoom, scheduling alternate
work-from-home activities, etc.
 
If you are experiencing any symptoms associated with COVID-19,
please stay home and arrange to get a COVID test (yes, even if
you've been vaccinated!). Contact me, and I'll help you join class via
Zoom until your test results have returned. If you have an exposure
to COVID but are have no symptoms, please wear a mask and
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continue attending class unless you test positive or begin exhibiting
symptoms.
Deadlines
Due dates for homework and assignments are available in the course
modules on D2L.
Daily homework (work described as Read, Complete, or Bring) must
be submitted by the beginning of class time on the date listed. Most
homework assignments will receve full points if they are complete
by the deadline.
 
Projects must be submitted by the date and time listed for that
assignment. Late projects will be docked 5% or 2 points, whichever
is greater, each day until they are turned in.
Expected Conduct
This class focuses on communicating in professional settings. Just as in a
workplace setting, certain types of conduct are expected. In addition to the
policies pertaining to attendance and deadlines, pay attention to the
following course policies:
Class correspondence (i.e., emails you send to someone in the class,
including me) should be written professionally and according to the
expectations of the business world. Expect to receive feedback from
me on the style, content, and organization of your emails.
 
In this course, you may need to use advanced features of common
software such as Microsoft Word, web editing technologies, and
other programs that may be new to you. I am always happy to give
you advice and out-of-class assistance at your request, but I expect
you to be willing to develop the software skills you need to
complete projects effectively.
 
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Keep copies of all work you produce for this class, including
handwritten work, as they may be useful preparation for later
graded assignments. Do not store your work only on a single flash
drive. If I have given you a hand-written evaluation on an
assignment or activity, save that evaluation until you have received
your final grade in the course. You will be allowed to consult
handouts, graded assignments, and textbooks during the midterm
and final exams, so keep your course materials well organized in
anticipation of using them later.
 
Class time is for doing work related to the course. Limit your use of
email, the internet, cell phones, etc. to course-related work during
class time.
 
All major assignments listed on this course policy sheet must be
completed in order to pass the course.
 
Moving ahead into the future, professional writers and editors will
need to learn to work alongside ChatGPT and other AI writing and
editing programs. In order to be successful, writers and editors will
need to understand AI's strengths and weakness in composing and
revising text as well as much of the basic information that AI uses to
compose and revise successfully. Many of those assignments are the
type of public-facing texts you would use to seek a job or apply to
graduate school. Given that context, the use of ChatGPT or any
other AI or human ghostwriters is not appropriate for this class
except for those assignments where we are testing the capabilities
of AI to produce and edit text.
Your classes are your opportunities to learn how to compete with
and complete the work done by AI. For this reason, it is appropriate
to use ChatGPT and other AI programs only in dialogue with the
instructor. Using any AI text-generating or editing software without
first consulting the instructor will be considered plagiarism. 
 
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As with any course, scholarly integrity and ethics--students are
expected to maintain principles of academic integrity and conduct as
defined in EIU's Code of Conduct. Violations would be reported to
the Dean of Students (www.eiu.edu/deanofstudents). Please check
with me before turning in an assignment if you are in doubt of the
appropriate way to identify a source or if you have any questions
regarding appropriate handling of sources, collaboration, or past
work. 
If circumstances arise that may impact your ability to maintain our course
policies, address the situation as you would in the workplace—
professionally, courteously, and in advance. 
Contact Information and office hours
Available on D2L under content.
Information for Students with Disabilities
Most accommodations may be easily met in this class. 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.
The Student Success Center / Writing Center
Students who are having difficulty achieving their academic goals are
encouraged to contact the Student Success Center for assistance with time
management, test taking, note taking, avoiding procrastination, setting
goals, and other skills to support academic achievement. The Student
Success Center provides individualized consultations. To make an
appointment, call (217) 581–6696, or go to McAfee Gym, Room 1336.
Students who would like assistance with writing assignments from this or
any other course may go to the Writing Center. The Writing Center works
with students from all disciplines, majors, and academic backgrounds at any
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stage of the writing process. To make an appointment, call (217) 581–5929,
or go to Coleman Hall, Room 3110.
Information for Students who May Be Struggling
If I see you struggling in the course (especially if you miss two or more
classes or assignments in a row without communicating with me), I will try
to contact you in person or by email to see if I can help. If I don't hear back
from you, I will use the department and university academic alert systems,
which means your advisor, your RA (if you live on campus) or someone from
the Academic Success Center will try to contact you to offer help. This isn't
meant to "get you in trouble," but to help you avoid trouble.
Writing Intensive Course
Although this is a writing intensive course, most assignments in this class
won't meet the requirements for Electronic Writing Portfolio submissions
because we will be editing rather than producing those texts. (EWP
submissions must be individually written text-based assignments written in
English of 750 words or more.) At least one assignment for this class, which
we will complete prior to midterm, will be eligible for the EWP. If you
choose to submit that assignment to the EWP, you must do so by Thursday,
December 05.
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ENG 4765-001 Professional Editing

Worthington, Marjorie

Eastern Illinois University 
The Keep 
Fall 2024 2024 
Fall 3-9-2025 
ENG 5000-600 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 5000-600 Introduction to Methods and Issues in English Studies" (2025). Fall 
2024. 66. 
https://thekeep.eiu.edu/english_syllabi_fall2024/66 
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. 
ENG5000.600 
 INTRODUCTION TO METHODS AND ISSUES IN ENGLISH STUDIES 
 
Section 600: Online 
Professor: Dr. Marjorie Worthington    
Office: Coleman Hall 3321 
Office Hours: MW 12:00pm-2:00pm or by appt. (email me to set up a Zoom appointment) 
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, 4th Ed. 
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. 
•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. 
ENG5000.600 
Fall 2024 
 
•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 Friday, 
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.  
 
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.  
ENG5000.600 
Fall 2024 
 
 
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 Discussion forum on D2L. 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% 
 
  
ENG5000.600 
Fall 2024 
 
 
SCHEDULE OF READINGS AND ASSIGNMENTS  
 
WEEK 1: Aug. 19-23  Introduction – Professional Portfolio Discussion 
 
WEEK 2: Aug. 26-30  Humanities in the 21st Century   CFP Abstract Assigned 
 
SEPTEMBER 2-Labor Day – NO CLASS 
 
WEEK 4: Sept. 9-13  E1  AI and ChatGPT     Final Project assigned 
 
WEEK 5: Sept. 16-20  E2 Critical Media Studies   Professional Ethics Quiz Due 
 
WEEK 6: Sept. 23-27  E3 Public Humanities     CFP Abstract due 
 
WEEK 7: Sept. 30-Oct. 4 E4 Morrison: Beloved    Literary essay assigned 
 
WEEK 8: Oct. 7-11  E5 Tyson: Ch. 3 Marxism, & Tyson Chap. 11 African-American crit. 
 
WEEK 9: Oct. 14-18  E6 Tyson: Ch. 4 Feminism, Ch. 6 Reader Resp. Project Ab. due-Disc. Board 
 
WEEK 10: Oct. 21-25 E7 Tyson: Chap. 9 New Historicism & Cultural Crit & Chap. 10 LGBTQ  
 
WEEK 11: Oct. 28-11/1 E8 Morrison, Playing in the Dark  
 
WEEK 12: Nov. 4-8  E9 Digital Humanities/Distant Reading 
 
WEEK 13: Nov. 11-15 E10 Creative Writing     Literary essay due 
 
WEEK 14: Nov. 18-22 Project drafts due to Disc Board by 11/22  
    Peer review of Projects due Monday 12/2 
 
THANKSGIVING BREAK 
 
WEEK 15: Dec. 2-6  Resume & Statement  - drafts due to Disc. Board by 12/6 
    Peer review of Resume and Statement due by 12/9 
 
December 13 RESUME & STATEMENTS DUE TO DROPBOX 
 
Dec. 13 FINAL PROJECTS DUE TO DROPBOX 
 
 
 


ENG 5000-600 Introduction to Methods and Issues in English Studies

Golladay, Jamie

Eastern Illinois University 
The Keep 
Fall 2024 2024 
Fall 1-6-2025 
ENG 1001G-001 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-001 College Composition I Critical Reading & Source Based Writing" (2025). 
Fall 2024. 4. 
https://thekeep.eiu.edu/english_syllabi_fall2024/4 
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 MWF 10:00-10:50 
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-001 College Composition I Critical Reading & Source Based Writing

Hart, Ann

Eastern Illinois University 
The Keep 
Fall 2024 2024 
Fall 1-13-2025 
ENG 1001G-008 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-008 College Composition I Critical Reading & Source Based Writing" (2025). Fall 
2024. 11. 
https://thekeep.eiu.edu/english_syllabi_fall2024/11 
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 – 008 
College Composition I: Critical Reading & Source-Based Writing 
(Credits 3-0-3) (Graded A, B, C, N/C) 
 
Fall 2024 
Tuesday/Thursday 
12:30 pm - 1:45 pm 
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-008 College Composition I Critical Reading & Source Based Writing

Abel, Colleen

Eastern Illinois University 
The Keep 
Fall 2024 2024 
Fall 3-14-2025 
ENG 5020Z-603 Graduate Workshop in Creative Writing 
Colleen Abel 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_fall2024 
Recommended Citation 
Abel, Colleen, "ENG 5020Z-603 Graduate Workshop in Creative Writing" (2025). Fall 2024. 71. 
https://thekeep.eiu.edu/english_syllabi_fall2024/71 
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 5020B: Graduate Workshop in Creative Writing 
3 credits / online / Fall 2024 
Dr. Colleen Abel 
 
crabel@eiu.edu                                                                                   Office hours  
Office: CH 3811                          Tuesday 9:30 a.m. to 11:30 a.m.  
                                                                                                   Thursday 9:30 a.m. to 11:30 a.m.*   
                                                                                           *and by appointment 
Required Texts 
Broome, Brian. Punch Me Up to the Gods. 
Febos, Melissa. Body Work.  
Machado, Carmen Maria. In the Dream House. 
Mark, Sabrina Orah. Happily. 
Satrapi, Marjane. Persepolis.  
Miscellaneous readings (D2L) 
 
Course Description 
The essay is associated with thinking: trying out ideas, making intellectual arguments or 
discoveries, sifting through memories of one’s pasts. But it’s crucial to remember that 
the best creative nonfiction is rooted in the body, the site of our experiences, our 
identity, our physical way of moving through the world, our political status, our 
sexuality (or asexuality), and our ancestral histories. (Even if you choose to write about 
others and not yourself, this remains true.) This course will look at creative nonfiction in 
various innovative forms that is rooted in the body and will help you be a stronger, more 
concrete, more embodied writer of your own.  
 
 
Learning Outcomes 
By the end of the course, you should be able to 
● Develop advanced ability and a repertoire of artistic strategies in the writing of 
literary nonfiction prose. 
● Deepen your understanding of creative nonfiction and its subgenres through 
intensive readings of contemporary authors. 
● Hone critical reading skills. 
● Evaluate, constructively, the works-in-progress of your peers  
● Reflect upon your own creative processes and practices 
 
 
Instructional Philosophy 
“Read, read, read. Read everything -- trash, classics, good and bad, and see how they 
do it. Just like a carpenter who works as an apprentice and studies the master. Read! 
You'll absorb it. Then write. If it's good, you'll find out. If it's not, throw it out of the 
window.” -William Faulkner 
“Writing teaches writing.” -John McPhee 
 
Course Delivery Method 
This course will be delivered online through our learning management system, D2L 
Brightspace, http://www.eiu.edu/d2l. If you need help, contact ITS User Services for 
technical support issues. 
Email: support@eiu.edu 
Phone: (217) 581-4357 
Support Hours: 7:00 AM - 4:30 PM, Monday-Friday with your EIU NetID account or 
password, contact Campus Technology Support at (217) 581-4357 or support@eiu.edu.  
 
Grade Breakdown 
Creative Exercises: 100 points 
Discussion Board Posts: 200 points 
Three Essays: 150 points (50 points each x3; includes posting on time for workshop) 
Workshop Feedback: 150 points (50 points feedback) 
Lesson Plan: 100 points 
Two Technique Analysis Papers: 200 points (100 points each) 
Final Project (Essay + “Behind the Story”): 100 points 
____________ 
1000 points total 
 
Creative Exercises: Most weeks, we will be doing a creative exercise to generate new 
work. These are designed to take about fifteen minutes; you shouldn’t treat them as a 
demand to write an entire short piece on the spot. You can always choose to expand on 
any of these exercises for your workshop essays. 
 
Discussion Board Posts: This class is asynchronous, so when it comes to the 
discussion board questions and the creative exercises, you can think of these as our class 
meetings. These cover activities we would otherwise be doing in face-to-face meetings.  
 
My expectation is that each week you have a discussion board question due, you can 
write your response by the due date. I’ll be looking for about 250 words in your 
response; the more specific, the better. The second part of the discussion board will be 
at least one response to a classmate. These responses should be at least 100 words, and 
should be more than simply saying “Good point!” or “I agree!” If you respond to their 
discussion question, you should be adding to what they say, not merely echoing what 
they say. Please limit your responses to other discussion posts, rather than 
any creative exercises we might be doing that week. 
 
Three Essays: Over the course of the semester, you will be asked to write and 
workshop three essays of varying lengths. The instructions for each will be available on 
Dropbox. 
 
Lesson Plan / Presentation: Each of you will create a lesson plan for one text from 
our course that should include 1) a handout with relevant contextual, biographical, or 
craft information; 2) discussion questions; 3) at least two creative exercises a class could 
do; 4) a creative or critical assignment based on the text. You can pitch this lesson plan 
either to high schoolers or college students depending on your own career aims / 
interests. (And keep in mind that even if you don’t want to teach, an MA in English may 
require unexpected moments of pedagogy in your job putting together workshops, talks, 
events, etc.). More details will be available on D2L. 
 
Workshop Participation: Each of you will be workshopped three times over the 
semester. You will provide written feedback for your peers when it is their scheduled 
workshop time. 
 
What does good feedback look like? Good feedback gives the reader a sense of your 
response to the piece as an audience member. Over many years of teaching I’ve found 
that students most appreciate: 
● A description of what you think their piece is about, what you think it’s 
trying to achieve, and what the main idea or theme seems to be. 
Sometimes this means stating things that seem obvious, but often this is 
something people see differently, so it helps to have many perspectives 
● Things that you respond to with excitement or surprise. Everyone loves 
hearing where their piece really took off and flew. This is helpful, too, 
because authors want to try to preserve in revision those things that the 
audience is responding well to (usually!) 
● Questions that you have. Is there anything confusing? Are you especially 
curious about why the author did or did not make a particular choice? 
● Ideas you have about what they could do in revision to experiment with 
different directions. This isn’t quite the same as saying you didn’t like 
something or that an element wasn’t “working.” These are “constructive 
possibilities”: what if this were shorter? Longer? Included research? What 
might that do for the piece? 
All of this will take a generous paragraph (200 words or more) to achieve.  
 
Technique Analysis: Twice during the semester, I will ask you to write a brief (3 
pages) analysis of a particular technique and how it is used in one of the essays we’ve 
studied this term.  
 
Final Project: For your final project, I would like you to extensively revise one of your 
three essays for the term, and include a 1000-word (minimum) statement of intent with 
it that touches on the process of conceiving, writing, and revising the piece, and how it is 
in dialogue with other pieces you might have read.  
 
Instructor Response Time 
For emails, please allow me up to 24 hours to respond to your message, 36 hours on 
weekends or holidays. For grades, please allow a week to ten days for me to get back to 
you for large assignments, though it will likely take less time than this.  
 
Learner Participation Guidelines 
 
Turning in late work for a workshop means you forfeit the right to feedback from your 
peers. I also reserve the right to forgo feedback on late work. Feedback needs to come to 
the writer before the workshop takes place, unless you have an exceptional 
circumstance. I may not be able to reschedule your workshop if you miss class that day. 
 
I cannot give credit for feedback turned in after a workshop has taken place. If you 
cannot attend workshop, please upload your feedback beforehand. 
 
Other late work will be discounted one point for each day late. However, if you are 
concerned about those missing points, you may complete an alternate assignment from 
the Assignment Grab Bag. (More details on this will be available on D2L. 
 
Perhaps the most important classroom policy of all concerns our learning environment. 
A successful learning community is one in which we can learn from people whose 
perspectives we might not necessarily share and I ask everyone to be constructive and 
mindful. Speaking our minds is a fantastic privilege of this environment, but doing so in 
an aggressive or hostile way helps no one. Good workshop etiquette protocol is below. 
 
***DISCLAIMER: One question that students often ask: is it okay if I write about …? 
Usually, they want to know if I will be upset if their work contains profanity, violence, 
sexuality, drug use, etc. The short answer is no. What I care most about is the quality of 
your writing. That being said, please do consider your audience before you workshop a 
piece. We will discuss things like trigger warnings and distressing material as part of the 
consideration of the genre. One exception: if your piece contains hate speech or bias 
toward protected groups, I am obligated to report this to the university. 
 
EIU Policies 
● Students are expected to maintain principles of academic integrity and conduct 
as defined in EIU’s Code of Conduct. Violations will be reported to the Dean of 
Students. Department statement on plagiarism: Any teacher who discovers an act 
of plagiarism—“The appropriation or imitation of the language, ideas, and/or 
thoughts of another author, and representation of them as one’s own original 
work” (Random House Dictionary of the English Language)—has the right and 
responsibility to impose upon the guilty student an appropriate penalty, up to 
and including immediate assignments of a grade of F for the assigned essay and a 
grade of F for the course, and to report the incident to the Office of Student 
Standards. Respect for the work of others should encompass all formats, 
including print, electronic, and oral sources.  
o Note: Creative writers are already beginning to use ChatGPT in 
meaningful and radically disruptive ways in their work; we can talk about 
this in class, and about the experimental potential of AI in creative writing. 
However, please do not use these tools to create any of the work you turn 
in for this class, unless you are experimenting under my specific direction.  
● Students who are having difficulty achieving their academic goals are encouraged 
to contact the Student Success Center for assistance with time management, note 
taking, avoiding procrastination, setting goals, and other skills to support 
academic achievement. The Student Success Center provides individualized 
consultations. To make an appointment, call 217-581-6696, or go to McAfee 1336. 
● If you are a student with a documented disability in need of accommodations to 
fully participate in this class, please contact the Office of Student Disability 
Services (OSDS). All accommodations must be approved through OSDS. Please 
stop by McAfee 1272, or call 217-581-6583 to make an appointment. 
● The writing center (Coleman 3110) can absolutely help English students / English 
majors / graduate students with their assignments, including creative ones. And 
you can make an online appointment if you are an online-only student! 
A Note on Workshop 
Sharing creative work is an exciting, but vulnerable process. There are things to 
remember if you are the artist, as well as if you are the audience. Here are a couple of 
foundational principles that successful workshops are based on.  
1. This is a semi-public space. If you don’t believe audience matters—in other 
words, if you write only for the purposes of self-expression—this may not be the 
right environment for you. Dismissing what a roomful of people think about your 
work because you are only “writing for yourself” places your audience in an 
uncomfortable position. Self-expression is private and requires no external input. 
Art is dialogic: it requires both a creator and a receptor (audience) to make it 
come alive. 
2. Revision is the most important part of writing. If you are interested in others’ 
opinions, but not open to changing your work based on feedback, this may not be 
the right environment for you.  
3. You must trust that strangers have valuable things to say about your work. The 
people here are smart and generous; they care about literature and about reading. 
If you are frustrated if they seem to be “not getting it” perhaps this is a sign that 
something in your work needs to be clarified. This is not a sign that we didn’t 
read it carefully ahead of time. It means that we’re working through our 
questions and individual interpretations, and that is often the most useful part of 
workshop. 
TL; DR: All of the above may be summed up as: be open-hearted and open-minded. 
Course Schedule 
Week One: Monday August 19: Introductions 
Discussion Board 1 question and Creative Exercise 1 due by Friday 11:59 p.m. 
 
Week Two: Monday August 26: Happily 
Discussion Board 2 question due by Wednesday 11:59 p.m. 
Discussion Board 2 response and Creative Exercise 2 due by Friday 11:59 p.m. 
 
Week Three: Monday September 2: Happily 
Discussion Board 3 question due by Wednesday 11:59 p.m. 
Discussion Board 3 response and Creative Exercise 3 due by Friday 11:59 p.m. 
Post your essay on Workshop forum by Friday noon 
 
Week Four: Monday September 9: Small Group Workshop 
Workshop Feedback due by Friday 11:59 p.m.  
 
Week Five: Monday September 16: Dream House  
Discussion Board 4 question due by Wednesday 11:59 p.m. 
Discussion Board 4 response and Creative Exercise 4 due by Friday 11:59 p.m. 
Technique Analysis 1 due Wednesday, September 18 by 11:59 p.m. 
 
Week Six: Monday September 23: Dream House 
Discussion Board 5 question due by Wednesday 11:59 p.m. 
Discussion Board 5 response and Creative Exercise 5 due by Friday 11:59 p.m. 
Post your essay on Workshop forum by Friday noon 
 
Week Seven: Monday September 30: Half-Group Workshop 
Workshop Feedback due by Friday 11:59 p.m.  
 
Week Eight: Monday October 7: Half-Group Workshop 
Workshop Feedback due by Friday 11:59 p.m.  
 
Week Nine: Monday, October 14: Persepolis 
Discussion Board 6 question due by Wednesday 11:59 p.m. 
Discussion Board 6 response and Creative Exercise 6 due by Friday 11:59 p.m. 
 
Week Ten: Monday, October 21: Punch Me Up 
Discussion Board 7 question due by Wednesday 11:59 p.m. 
Discussion Board 7 response and Creative Exercise 7 due by Friday 11:59 p.m. 
Technique Analysis 2 due Monday, October 21 
 
Week Eleven: Monday, October 28: Punch Me Up 
Discussion Board 8 question due by Wednesday 11:59 p.m. 
Discussion Board 8 response and Creative Exercise 8 due by Friday 11:59 p.m. 
 
Week Twelve: Monday November 4: Workshop  
Workshop Feedback due by Friday 11:59 p.m.  
 
Week Thirteen: Monday, November 11: Workshop 
Lesson Plan due Monday November 11  
Workshop Feedback due by Friday 11:59 p.m.  
 
Week Fourteen: Monday, November 18: Workshop 
Workshop Feedback due by Friday 11:59 p.m.  
 
Thanksgiving Break 
 
Week Fifteen: Monday, December 2: Revision 
Discussion Board 9 question due by Wednesday 11:59 p.m. 
Discussion Board 9 response and Creative Exercise 9 due by Friday 11:59 p.m. 
 
Final Project due Monday, December 9 by 11:59 p.m.  
 
 
 
