Eastern Illinois University

Tacke, Elizabeth

English

ENG 1002G-005 College Composition II Argument and Critical Inquiry

Craig, Lydia

Eastern Illinois University 
The Keep 
Fall 2024 2024 
Fall 1-30-2025 
ENG 1002G-006 College Composition II Argument and Critical 
Inquiry 
Lydia Craig 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_fall2024 
Recommended Citation 
Craig, Lydia, "ENG 1002G-006 College Composition II Argument and Critical Inquiry" (2025). Fall 2024. 28. 
https://thekeep.eiu.edu/english_syllabi_fall2024/28 
This Article is brought to you for free and open access by the 2024 at The Keep. It has been accepted for inclusion 
in Fall 2024 by an authorized administrator of The Keep. For more information, please contact tabruns@eiu.edu. 
 1 
 
 
ENG 1002G-006: College 
Composition II: 
Argument & Critical Inquiry 
 
 
Instructor: Dr. Lydia Craig, Lecturer of English 
Email: lecraig@eiu.edu 
Class Time: Tues/Thurs, 12:30-1:45PM 
Class Location: Coleman Hall, Room 3170 (3rd Floor) 
 
Student Talk Times: Mon/Wed, 1:00-2:30PM, Coleman Hall, Room 3741; Fri, 
10:00AM-12:00PM (Zoom) 
 
Course Description: 
 
College Composition 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. 
 
Log into our course in D2L Brightspace using the same EIU ID and password you use to access 
Panthermail (Microsoft Outlook), PAWS, and MyEIU. This is where the most updated version 
of our course syllabus will be posted. 
 
 
Course Goals: 
 
Students will demonstrate the ability to: 
• Apply the principles of argument-claims, reasons, evidence, assumptions, counter-
arguments – in written documents, 
• Produce cogent written arguments that consider ideas, issues, problems, and evidence 
from multiple perspectives, 
• Evaluate primary and secondary source evidence, including quantitative data, to 
determine its credibility, appropriateness, and relevance, 
• Integrate sources ethically, appropriately, and consistently in written documents, 
• Use data and create graphical elements in their writing, 
• Compose a minimum of 5,000 words (20 double-spaced pages), 
 2 
• Recognize how to transfer their writing processes, understanding of rhetorical principles, 
genre awareness, understanding of argumentative principles, and the research process to 
other writing situations, and 
• Present work in Edited American English. 
 
 
Coursebooks: 
 
Ball, Cheryl, Jennifer Sheppard, and Kristin L. Arola. Writer/Designer: A Guide to Making 
Multimodal Projects. 3rd Edition. Macmillan Learning, 2022. ISBN: 9781319245054. 
 
Barnet, Sylvan, Hugo Bedau, and John O’Hara. Current Issues and Enduring Questions: A 
Guide to Critical Thinking and Argument, with Readings. 13th Edition. Macmillan 
Learning, 2023. ISBN: 9781319332068. 
 
Check out EIU’s Textbook Rental Service: https://www.eiu.edu/textbook/.  
Address: Louis M. Grado Building, 975 Edgar Drive, Charleston, IL 61920.  
 
 
Grading Scale (%): 
 
A = 90-100 B = 80-89 C = 70-79 D = 60-69 F = 0-59 
 
A grade of “C” or better in ENG 1002G is required to pass the course. 
 
 
Writing Assignments: 
 
All writing assignments must be formatted in MLA 9 citation style.  
We will review it at the very beginning of the class! 
 
Research Essay 1 (News Outlets): 10% 
 
Research Essay 2 (Campus Culture): 10% 
 
Peer Reviews (3): 15% 
 
Revised Essay (1 or 2): 15% 
 
Final Research Project (Social Debate or Issue): 35% (Total) 
 
1. Annotated Bibliography (10%)   2. Outline (10%)   3. Research Essay 3 (15%) 
 
 3 
Extra Credit: Research Essay 3 Abstract (250 words): 2% 
 
Participation, Attendance, and In-Class Writing: 15% 
 
Note: As a graduation requirement, you must submit 3 essays to be included in your 
Electronic Writing Portfolio (EWP); you may choose to submit an essay from this class if you 
did not submit an essay from ENG 1001G. 
 
 
Policies: 
 
My policies in this course agree with EIU’s Internal Governing Policies.  
 
Absences: According to EIU’s Internal Governing Policy #43, instructors have the right to set 
their own attendance policies.  
 
Students who miss TWO classes or fail to turn in TWO assignments will be required to 
schedule a one-on-one meeting with me. If you are going to be absent for any reason, please 
email me ASAP at lecraig@eiu.edu.  
 
Individual absences for cultural or religious observation are permitted, in accordance with 
EIU’s Internal Governing Policy #61, with no grade penalty. 
 
Your Participation and Attendance grade will be affected by absences unrelated to 
documented health situations. However, if you are experiencing a health situation and need to be 
absent for more than a couple of days, it is your responsibility to request medical visit 
documentation from EIU’s Health & Counseling Services. 
 
Students with Disabilities: If you are a student with a documented disability in need of 
accommodations to fully participate in this class, please contact the Office of Accessibility and 
Accommodations. All accommodations must be approved through this office. Please stop by 
McAfee Gym, Room 1272, or call (217) 581-6583 to make an appointment. 
 
Academic Integrity: Students are expected to maintain principles of academic integrity and 
conduct as defined in EIU’s Code of Conduct. Violations will be reported to the Dean of 
Students. Activities defined as academic dishonesty may include, but are not limited to the 
following:  
 
1) using unauthorized AI tools, such as any version of Chat GPT, for research or 
writing,  
 
2) plagiarizing the published or unpublished work of others, or  
 
3) buying or commissioning papers to be written by others (strangers, family, friends) on 
your behalf for submission to this course.  
 
 4 
Generally, I reserve the right as instructor to decide on the final penalty imposed (i.e. rewrites, 
failing grade on assignment or course). The Dean of Students will pursue more serious 
disciplinary sanctions in the case of repeat violations. 
 
Artificial Intelligence (AI): New AI technologies are already impacting human information-
gathering and online sharing, even though many are flawed and provide false statistics or 
summaries. Though some AI tools can be helpful, using them risks building a dangerous 
dependance on them. As we will discuss in class, here is no guarantee that you will continue to 
have free or cheap access to them. If AI tools are suddenly made unavailable, you may struggle 
to conduct research and write professionally in school or in your future career.  
 
Use of spellcheckers such as Grammarly and citation generators is acceptable. You are 
NOT allowed to use ChatGPT or another AI tool to draft essays themselves. 
 
Assignment Submission: For every 24 hours an assignment remains unsubmitted past the 
deadline, 10 points will be removed from the overall grade. Points will also be removed if the 
assignment does not meet stated method, content, and formatting requirements. Contact me if 
you need help!  
 
Conduct: Students, as class members, should remain respectful and professional throughout the 
course. Bullying, shouting, use of offensive language, swearing at, and insulting other classmates 
or the instructor will not be tolerated, in line with Standards 1 and 2 of EIU’s Standards of 
Student Conduct for 2024-5.  
 
Alcohol, drugs, and weapons cannot be brought onto school property in accordance with the 
Federal Drug-Free Schools and Communities Amendment Act of 1989 (Public Law 101-
226). 
 
Technology: Computer use is permitted for the purposes of taking notes, researching, and 
drafting. Because cell phone use can be distracting from learning, it is not permitted during class 
time.  
 
Academic Resources: 
 
Booth Library: Besides supporting research with millions of print and digital books and 
materials, EIU’s Booth Library also contains computer/printing labs and boasts a 3-D lab and a 
podcast studio. 
 
Email Instructor: Email me at lecraig@eiu.edu with any questions, issues, or concerns. I 
usually reply to emails within 24 hours of receipt, except for the weekends. If you send me an 
email late on Friday and do not receive a reply over the weekend, DO NOT PANIC. I will 
respond when the school week resumes. 
 
Learning Assistance: All students are eligible to receive learning assistance from Academic 
Advising Services, especially when facing educational challenges or if their instructor has 
entered an Academic Alert for them to ensure their success in a course. TRIO Student Support 
 5 
Services are available on a first-come, first-serve basis for students meeting certain criteria (i.e. 
first-gen, financial aid recipients, etc.). On this list of other Student Support Services, note that 
the EIU Writing Center (Coleman Hall, Room 3110) provides writing consultations. 
 
Student Talk Time: Come by my office at Coleman Hall, Room 3741 (3rd Floor) on Monday or 
Wednesday at 1:00-2:30 PM to discuss your writing with me! If these times are not convenient, 
email me at lecraig@eiu.edu to set up a Zoom appointment on Friday morning between 10:AM-
12:00PM or another day/time. Here is an optional template to use when sending this email: 
 
 
Hi Lydia, 
 
Would you be able to meet with me [Specify over Zoom or In-Person] at [Add Time 
and Day]? I’d like to discuss [Briefly Explain Writing Issue or Question].  
 
[Your Full Name] from [Class Name and Number] 
 
Providing the bolded information will help me instantly know who you are and what class you 
are taking so that I can give you more specific advice. 
 
 
Student Resources: 
 
Campus Recreation: Pursue sports and other activities on campus. 
 
EIU Campus Food Pantry: Students only need to bring their EIU Panther Card in order to 
receive support twice a month. No income or financial data is required.   
 
EIU Health and Counseling Services: Access help for medical and mental needs. 
 
Office of Belonging, Access & Engagement: Discover upcoming cultural events, apply for 
scholarships and mentoring, and explore the EIU Center for Gender and Sexual Diversity and 
Cultural Center. 
 
Office of Leadership & Civic Engagement: Impact your world through participation in local 
outreaches, non-profits, and campus services. 
 
PantherTech: Find online remote support for technological issues. 
 
Scholarships: Find scholarships based on your year, major, and interests. 
 
Student Life Office: EIU has a thriving student body with dozens of academic, cultural, 
geographical, religious, and technological interests. Find your people by attending events 
advertised by the Student Life Office and browsing the list of Registered Student 
Organizations (RSOs). 
 
 6 
 
 
COURSE SCHEDULE 
 
EIU Academic Calendar 2024-5 
 
All assignments and readings are due on the date listed. The course schedule may also be 
changed or updated by the instructor, depending on circumstances. 
 
 
Week 1: 
Introduction 
to Writing 
 
 
Tues, 8/20: Review of the Syllabus. Class Discussion of Writing  
 
Thurs, 8/22: Read “Introduction for Students” (Ball xxi-xxii); AI Ethics; 
Read “Critical Thinking” (Barnet 3-24) 
 
 
 
Week 2: 
Critical 
Thinking and 
Reading 
 
Tues, 8/27: Read “Critical Reading: Getting Started” (Barnet 37-49) 
 
Thurs, 8/29: Google Keywords/Databases and News Outlets; Read “What 
are Multimodal Projects” (Ball 3-22) 
 
August 30 - Last Day to Withdraw w/Refund 
 
 
Week 3:  
Basic Internet 
Research 
 
Tues, 9/3: Read “Critical Reading: Getting Started” (Barnet 51-62); 
Research and Drafting (R&D) 
 
Thurs, 9/5: The Research Essay; Read “Online Versus IRL: “How Has 
Social Networking Changed How We Relate to One Another?” (Barnet 546-
561); R&D 
 
 
 
 
Week 4: 
Sources 
 
Tues, 9/10: Read “Understanding Rhetorical Appeals” (Barnet 75-87) and 
“Artificial Intelligence: Should We Let Computers Decide?” (Barnet 436-
442); (R&D) 
 
Thurs, 9/12: Citation Styles and Tools; Read “Citing Assets and Sources” 
(Ball 158-163) and “Delivering Drafts for Peer Review” (Ball 118-123); 
(R&D) 
 
 
Week 5: 
Textual 
Analysis and 
Peer Review 
 
September 16 – Last Day to Withdraw w/ 50% Refund 
 
 7 
Tues, 9/17: Read “A College Education: What Is Its Purpose?” (Barnet 481-
493) and “Giving Feedback on a Rough Draft” (Ball 124-133); Peer Review 
1; Upload Research Essay 1 by 11:59 PM to D2L. 
 
Thurs, 9/19: Research Essay 2 Assigned; “Visual Rhetoric: Thinking 
about Images as Arguments” (Barnet 152-173); Films 
 
 
 
Week 6: 
Contemporary 
Debates 
 
Tues, 9/24: Read “Writing an Analysis of an Argument” (Barnet 191-201) 
and “Representation Matters: How Does Media Portray Us?” (Barnet 590-
601); R&D 
 
Thurs, 9/26: Read “Racial Injustice: Is the Problem Systemic?” (Barnet 
497-504); R&D 
 
 
 
Week 7:  
The Research 
Essay 
 
Tues, 10/1: Read “Conspiracy Theories: Are They a Cultural Problem?” 
(Barnet 626-634 and 645-649); R&D 
 
Thurs, 10/3: Read “Using Sources” (Barnet 258-271) and “Organizing and 
Sharing Assets” (Ball 164-168); R&D 
 
 
Week 8: 
Global 
Archives 
Tues, 10/8: Midterm Point. Read “(Un)safe Spaces: Can We Tolerate 
Intolerant Speech on Campus?” (Barnet 449-457); Peer Review 2; Upload 
Research Essay 2 by 11:59 PM to D2L 
 
October 10 – Fall Break 
 
 
 
Week 9: 
Digitization 
 
Tues, 10/15: Research Project Assigned; The Early Internet and Open-
Access; Read “Copyright Issues and Ethics” (Ball 152-158) 
 
Thurs, 10/17: Annotated Bibliography Assigned; Accessing Print and 
Digital Scholarship; Read “Using Sources” (Barnet 272-287) 
 
 
Week 10: 
Formulating 
the Research 
Question 
 
Tues, 10/22: Making a Bibliography; R&D Digital Databases and Projects; 
Booth Library; Read “Compiling a Bibliography” (Barnet 294-312) 
 
Thurs, 10/25: Read “Developing an Argument of Your Own” (Barnet 224-
237) 
 
 
Week 11: 
Published 
Scholarship 
 
Tues, 10/19: The Publication Process; The Abstract 
 
 8 
Thurs, 10/31: The Literature Review; Read “A Literary Critic’s View: 
Arguing about Literature” (Barnet 395-415); R&D 
 
 
 
Week 12: 
Outlining 
Tues, 11/5: Read “Online Versus IRL: “How Has Social Networking 
Changed How We Relate to One Another?” (Barnet 546-561); R&D 
R&D; Upload Annotated Bibliography by 11:59 PM to D2L. 
 
Thurs, 11/7: Outline Assigned; Outline Format Review 
 
 
Week 13:  
The Dark Side 
of Scholarship 
 
Tues, 11/12: Predatory Journals and Beall’s List; R&D 
 
Thurs, 11/14: Retraction Watch; Read “Synthesizing Sources” through “A 
Note” (Barnet 291-300); R&D  
 
 
Week 14: 
Barriers to 
Research 
 
Tues, 11/19: The Moving Wall; R&D 
 
Thurs, 11/21: Academic Social Media; R&D; Upload Outline by 11:59 
PM to D2L. 
 
 
Week 15 
 
November 25-29 – Thanksgiving Break (No Class) 
 
 
Week 16: 
Review and 
Revision 
 
Tues, 12/3: Read “Revising Your Multimodal Project” (Ball 130-133) 
 
Thurs, 12/5: Read “Reporting and Reflecting on Your Project” (Ball 137-
142); Peer Review 3 
 
 
 
 
Week 17 
 
December 9-13 – Finals Week 
 
Final Exam Schedule 
 
Mon, 12/9: Read “Reporting and Reflecting on Your Project” (Ball et. al); 
Final Course Exam – (In-Class Writing) (10:15AM-12:15PM); Upload 
Research Essay 3 by 11:59 PM to D2L. 
 
 
December 16 – Semester Grades Due from Instructor 
 
 


ENG 1002G-006 College Composition II Argument and Critical Inquiry

Whittemore, Amie

ENG 2000-001 Introduction to Creative Writing

Spear, Rashelle

ENG 2760-001 Introduction to Professional Writing

Campbell, Julie

ENG 2950-001 Transatlantic Literary History Culture, Literacies, and Technologies I

ENG 3009G-710 Myth and Culture

Ryerson, Rachael

ENG 3008-001 Digital Writing and Multimodal Texts

Caldwell, Melissa

Eastern Illinois University 
The Keep 
Fall 2024 2024 
Fall 2-20-2025 
ENG 3902-001 Second Language Acquisition and the Teaching of 
Melissa Caldwell 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_fall2024 
Recommended Citation 
Caldwell, Melissa, "ENG 3902-001 Second Language Acquisition and the Teaching of" (2025). Fall 2024. 
49. 
https://thekeep.eiu.edu/english_syllabi_fall2024/49 
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. 
 
Second Language Acquisition  
English 3902 (3 credit hours) 
Section 001/Fall 2024/1:00 – 1:50pm, CH 3150 
 
Instructor: Dr. Melissa Caldwell 
Email: mcaldwell@eiu.edu 
Office: CH 3050 
Office Hours:  Mondays and Wednesdays 9-10am & 11am-12pm 
Fridays 11am – 1pm 
Other times by request 
Schedule Meeting via Calendly 
 
 
Required Textbooks 
Freeman, Freeman, and Soto, Between Worlds: Second Language Acquisition in Changing Times 
Freeman and Freeman, Essential Linguistics  
Other readings as posted on D2L 
 
 
Course Description 
In this linguistics-focused class, we will study theories of second language acquisition and 
strategies for working with English Language Learners, both in classrooms in the U.S. and 
abroad. We will learn about the principles and dynamics of second language acquisition and 
literacy with an emphasis on developing teaching and tutoring strategies that you can use in 
multilingual classrooms and in individual tutoring. In addition to simply learning the material, 
this class will give you an opportunity to put that knowledge into practice as it will include a 
service-learning component wherein you will get some experience working as an ESL tutor. 
Tutoring sites will be made available on campus (no transportation required). There are no 
prerequisites for this class, though you may find ENG 2901 helpful background. You do not 
need to be fluent in another language to take this course.  
 
 
Learning Objectives 
In this course, you will learn: 
• Foundational theories of second language acquisition (SLA); 
• The value of bilingualism and its relationship to cultural pluralism; 
• Strategies for working with Emergent Bilinguals (EBs) also known as English Language 
Learners (ELLs) in a tutoring and/or classroom setting; 
• How to develop a tutoring plan for your learner; 
• Strategies for effectively communicating with Emergent bilinguals.  
 
 
 
 
Course Requirements and Grade Distribution and Scale 
 
1. Attendance Policy and Class Participation (10%) 
 
• Attendance Policy: Attendance is required for the course, and you should plan to attend 
every class meeting unless you are significantly ill and/or contagious and/or some other 
emergency comes up. Make-up privileges will be granted only for excused absences as 
defined by the University. Please read carefully the relevant passage from the 
Undergraduate Catalog: "Instructors will grant make-up privileges (when make-up is 
possible) to students for properly verified absences due to illness, emergency, or 
participation in an official University activity; and such absences will not militate against 
students in classes in which attendance is used directly in determining final grades. It is 
the student's responsibility to initiate plans for make-up work and to complete it 
promptly." If you have a planned unexcused absence (like those for weddings, out-of-
town doctor appointments, court dates, etc.) on the date of a test, please contact me in 
order to take the test in advance.  
• You are allowed a total of 3 unexcused absences before your grade will be affected. 
After your third unexcused absence, your participation grade will go down by 1 point per 
each additional absence. I also reserve the right to withhold extra credit opportunities 
from students who have over 4 absences.  
• Your participation grade will be based not just on class attendance. To receive credit for 
participating, you have to participate in the course. This means taking part in the daily 
activities and discussions of the course, asking questions when you have them, putting 
away all electronics and other distractions during class, and otherwise being actively 
present in the classroom during class time. Please come to our virtual meetings without 
distractions and use the same etiquette you would practice in a face-to-face setting.  
 
2. Tutoring and Tutoring Reflections (35%) 
• During week 5 through week 13 (9 weeks total), you will conduct at least one tutoring 
session per week. You can do more, if you like, but you cannot do three sessions for 
three weeks and get credit for all nine sessions—you must tutor for nine weeks.  
• This session replaces 1 hour of class time for those weeks and it is required. You should 
treat this as an assignment and understand that it is a non-negotiable part of the course. 
You will be working with real people in the Charleston community (or other, if you 
identify an alternative tutoring site and get approval from me in advance). As such, you 
are responsible for showing up to your tutoring site as scheduled.  
• You should be prepared for your tutoring session and have goals in mind for your 
learner/s. In addition to tutoring, I will give you a reflection activity to complete each 
week, which will give you an opportunity to synthesize some of the course material with 
your experiences and development as a tutor that week.  
 
3. Technique Spotlights (2) and Strategies Grab Bag Presentations (5) (20%) 
You will be asked throughout the semester to complete presentations on some of the most 
foundational techniques of second language teaching and strategies for teaching the various 
language domains. The technique spotlights will require a 1-page synopsis of the technique you 
have read about formatted in any way you choose (bullet points, with visuals or graphs, etc.), but 
overall should be readable and engaging. On our strategies grab bag days, you will explain two 
strategies you have found from a set of readings I will provide; when possible, you should 
demonstrate one of these strategies to the class.  
 
4. Inquiry-Based Research Project (35%) 
In this course you will define a semester-long final project that is in line with your goals for this 
course. You may choose any topic related to language acquisition and teaching English to 
speakers of other languages. I will guide you through the research process as we will spend time 
in class developing your research question, researching, and drafting your final paper. You will 
also receive feedback from me at various stages—from defining your question to revising your 
rough draft.  
 
Grading Scale 
A  90-100 
B  80-89.9 
C 70-79.9 
D 60-69.9 
F Below 60 
 
Important Semester 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. 16: Last day to withdraw from all classes with 50% tuition and fees refund 
• Nov. 1: Last day to withdraw from a class 
 
Academic Integrity 
Students are expected to maintain principles of academic integrity and conduct as defined in 
EIU's Code of Conduct (http://www.eiu.edu/judicial/studentconductcode.php). Violations will be 
reported to the Office of Student Standards. 
 
Plagiarism unequivocally will not be tolerated in this course. Plagiarism is defined as "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). The English Department’s policy on plagiarism states that any teacher who discovers 
an act of plagiarism 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.  
 
 
 
 
Student Resources 
 
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 and The Writing 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: call 217-581-
6696, or go to McAfee Gym, Room 1301.  
 
The Writing Center 
This fall, the Writing Center will be offering face-to-face consulting sessions on weekdays and 
online sessions evenings and Sundays. Students will be able to book either a face-to-face or 
online appointment through the Writing Center website (www.eiu.edu/writing). 
 
English Teacher Education Majors 
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. These forms are available in a rack outside the 
office of Dr. Melissa Ames (CH 3821) and 
online: https://www.eiu.edu/english/machform/view.php?id=19831.  
 
Mental Health 
Being a college student can be stressful at times. My door is always open for you to have 
conversations with me about your concerns, academic and otherwise. Additionally, I highly 
encourage you to contact the EIU Counselling Center as soon as possible if you need their help. 
They offer individual and group services to help students manage stress, anxiety, depression, and 
other mental health concerns. You can find more information at 
https://www.eiu.edu/counsctr/appointments.php.  
 
A note about restrooms: The closest all-gender restroom to our class is on the 2nd floor of 
Coleman Hall, directly under the main English Dept. office. This restroom is newly designated 
as gender inclusive and has a lockable door and two stalls. Gendered restrooms are located on 
every floor in Coleman Hall. There is a map of gender-inclusive restrooms at EIU at 
https://www.eiu.edu/lgbtqa/all-gender-restrooms.php; please note that this map is not up-to-date, 
and the Coleman Hall restroom is not listed. It is, nonetheless, clearly labeled gender inclusive. 
 
 
 
 
 
 
 
Tentative Course Schedule* 
Note that this is a tentative schedule, as some dates (e.g., the start of tutoring at Amigos and 
Friends) is still being determined. Dates and assignments may shift slightly depending on that 
schedule. 
 
Dates Concepts Covered on this date Reading to be 
read by class 
on this date 
Homework to be 
completed by the 
beginning of class on this 
date 
 
Week 1 
M 
8/19 
Course Introduction: What is 
linguistics and how is it useful? 
  
W 
8/21 
Types of English Language Learners BW, ch. 2  
 
F 
8/23 
Factors Influencing Emergent 
Bilinguals: The Contextual 
Interaction Model 
BW, ch. 1 Reading reflection 1 
 
Week 2: Acquiring a Second Language 
M 
8/26 
Second Language Acquisition 
(SLA): Vygotsky’s Zone of 
Proximal Development 
BW, ch. 3, p. 
52-59 
 
W 
8/28 
SLA: Competencies; Intro to 
Stephen Krashen (video) 
 
 
BW, ch. 3, p. 
59-81 
 
 
 
 
F 
8/30 
Learning view vs. Acquisition view 
of language teaching and literacy 
development 
EL, ch. 3, p. 52-
61, 73-81 
Complete chart on EL, p. 
82-83 (copy on D2L) 
 
Week 3: Communication Styles and Differences 
M 
9/2 
 
Labor Day—No Class  
 
  
W 
9/4 
Interacting with ELLs: Language 
and Verbal Communication 
 
Cross-Cultural 
Communication, 
ch. 3 (D2L) 
Reading reflection 2 
F 9/6 Interacting with ELLs: Nonverbal 
Communication 
Cross-Cultural 
Communication, 
ch. 4 (D2L) 
 
 
Week 4: Goal Setting and Tracking 
Tutoring begins this week. You should complete 1 tutoring session at Amigos and Friends or 
another approved site this week in lieu of class on 9/13. 
M 
9/9 
 
Language Domains and Setting 
SMART Goals  
 
“WIDA Can Do 
Descriptors,” 
WIDA website 
(link on D2L) 
 
W 
9/11 
Technique Spotlight I: Grammar-
Translation Method and Direct 
Method 
 If it is your turn to present, 
prepare to present your 
findings 
F 
9/13 
Open Office hours  Complete tutoring 
Reflection 1.  
 
Week 5: English Teaching and Linguistic Justice 
Tutoring continues this week. You should complete 1 tutoring session at Amigos and Friends 
or another approved site this week in lieu of class on 9/20. 
M 
9/16 
The Nature of Language Ch. 1 Lippi 
Green, D2L 
 
W 
9/18 
 
The Myth of the Non-Accent 
 
 
Strategies Grab Bag: Low and No-
Prep Games 
 
Ch. 3, Lippi 
Green, D2L 
 
See selection 
from “Building 
Proficiency for 
World 
Language 
Learners,” D2L 
 
 
 
 
Choose 2 strategies from 
reading and be prepared to 
present and demo one of 
them to the class. 
F 
9/20 
Open Office hours Reading from 
“Techniques 
and Principles” 
on D2L 
 
Complete tutoring 
reflection 2.  
 
Week 6: Attitudes towards Accent and Language Variety 
Tutoring continues this week. You should complete 1 tutoring session at Amigos and Friends 
or another approved site this week in lieu of class on 9/27. 
M 
9/23 
Language and Power Ch. 4 & 5, Lippi 
Green, D2L 
 
W 
9/25 
World Englishes and Cultural 
Attitudes towards Language Variety 
 
 
 
Strategies Grab Bag: Student-
Centered Communicative 
Activities 
 
 
 
“World 
Englishes” and 
“Cultural 
Attitudes,” D2L 
 
See selection 
from “Building 
Proficiency for 
World 
Language 
Learners,” D2L 
 
 
 
 
 
 
Choose 2 strategies from 
reading and be prepared to 
present and demo one of 
them to the class. 
F 
9/27 
Open Office hours  Complete tutoring 
reflection 3. 
Week 7: Deepening the Relationship between the L1 and L2 
Tutoring continues this week. You should complete 1 tutoring session at Amigos and Friends 
or another approved site this week in lieu of class on 10/4. 
M 
9/30 
Benefits of Bilingualism, 
Translanguaging, and Cummins 
Quadrant 
BW, ch. 5  
W 
10/2 
Technique Spotlight II: The 
Audio-Lingual Method and The 
Silent Way 
Reading from 
“Techniques 
and Principles” 
on D2L 
 
 
If it is your turn to present, 
prepare to present your 
findings 
F 
10/4 
Open Office hours  Individual conferences on 
tutoring.  
 
Week 8: English Phonology and its Implications 
Tutoring continues this week. You should complete 1 tutoring session at Amigos and Friends 
or another approved site this week in lieu of class on 10/11. 
M 
10/7 
 
 
What is Phonology? EL, ch. 4 
(selectively) 
 
 
W 
10/9 
 
Strategies for using phonology 
 
Strategies Grab Bag: Reading 
 
 
 
EL, ch. 5 
 
See selection 
from “Building 
Proficiency for 
World 
Language 
Learners,” D2L 
 
 
 
Choose 2 strategies from 
reading and be prepared to 
present and demo one of 
them to the class. 
F 
10/11 
Open Office hours 
 
 Complete tutoring 
reflection 4. 
 
Week 9: English Morphology and its Implications 
Tutoring continues this week. ` 
M 
10/14 
Library Day—Defining your 
research question.  
 
 
 
 
 
W 
10/16 
What is Morphology? EL, ch. 7  
 
F 
10/18 
Fall Break—No Class 
 
  
 
Week 10: English Syntax and its Implications 
Tutoring continues this week. You should complete 1 tutoring session at Amigos and Friends 
or another approved site this week in lieu of class on 10/25. 
M 
10/21 
Strategies for using morphology EL, ch. 8  
 
W 
10/23 
Technique Spotlight III: 
Community Language Learning 
and Communicative Language 
Teaching 
 
Reading from 
“Techniques 
and Principles” 
on D2L 
If it is your turn to present, 
prepare to present your 
findings  
F 
10/25 
Individual Conferences on Final 
Project 
 Complete tutoring 
reflection 5. 
 
Week 11: Tutoring continues this week. You should complete 1 tutoring session at Amigos 
and Friends or another approved site this week in lieu of class on 11/1. 
M 
10/28 
Syntax 
 
EL, ch. 9 
 
 
 
Submit Abstract for final 
project.  
 
 
 
W 
11/30 
Strategies for using Syntax 
 
Strategies Grab Bag: Grammar, 
Listening and Writing 
 
EL, ch. 10 
 
See selection 
from “Building 
Proficiency for 
World 
Language 
Learners,” D2L 
 
Choose 2 strategies from 
reading and be prepared to 
present and demo one of 
them to the class. 
 
F 
11/1 
Open Office Hours  Submit summary 
(annotated bibliography) 
of two sources for your 
final project by Sunday, 
11/3.  
 
Week 12: Tutoring continues this week. You should complete 1 tutoring session at Amigos 
and Friends or another approved site this week in lieu of class on 11/8. 
M 
11/4 
In-Class work on Final Project  Bring materials and 
computer to class.  
W 
11/6 
Strategies Grab Bag: Speaking See selection 
from “Building 
Proficiency for 
World 
Language 
Learners,” D2L 
 
Choose 2 strategies from 
reading and be prepared to 
present and demo one of 
them to the class. 
 
F 
11/8 
Conferences  Individual conferences on 
tutoring. 
 
Week 13: Tutoring ends this week. You should complete 1 tutoring session at Amigos and 
Friends or another approved site this week in lieu of class on 11/15. 
M 
11/11 
Strategies for using syntax  
 
  
W 
11/13 
Technology and Language Teaching “Emerging Uses 
of Technology,” 
D2L 
 
F 
11/15 
Open Office Hours  Tutoring reflection 6 
(final). 
    
 
Week 14 
M 
11/18 
 
In-class work on drafting project  Bring project 
materials/computer to 
class.  
W 
11/20 
Workshop drafts  Turn in a rough draft  
F 
11/22 
 
Conferences on Rough Drafts of 
final project 
  
 
Thanksgiving Break (11/25-11/29) 
 
 
Week 15 
M 
12/2 
In-class work on final projects   
W 
12/4 
Final Project Presentations   
F 
12/6 
Wrap up 
Class Evaluations 
  
 
 
 
 
 
 
 


ENG 3902-001 Second Language Acquisition and the Teaching of

Ludlow, Jeannie

Eastern Illinois University 
The Keep 
Fall 2024 2024 
Fall 2-24-2025 
ENG 4300-001 English Studies Capstone 
Jeannie Ludlow 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_fall2024 
Recommended Citation 
Ludlow, Jeannie, "ENG 4300-001 English Studies Capstone" (2025). Fall 2024. 53. 
https://thekeep.eiu.edu/english_syllabi_fall2024/53 
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. 
Making a Difference with Public Writing 
ENG 4300 English Studies Capstone, sect 001, CRN 97989 
ENG 4390 Senior Seminar, Honors, sect 099, CRN 98675 
Fall, 2024    MW 3-4:15 pm in Coleman Hall 3130 
 
Contact information 
Professor: Dr. Jeannie Ludlow (she/her). Students call me Dr. Jeannie or Dr. Ludlow or Jeannie. 
Office: 3139 Coleman Hall 
Walk-In Office Hours: MW 1-2:45 Drop-in hours—just come on by! F 1-3 via zoom. 
Other times available by appointment—just let me know what you need. 
Mailbox: 3351 Coleman Hall 
Email: jludlow@eiu.edu  This is the best way to reach me. 
English department office phone: 217-581-2428. 
 
Email guidelines It usually takes me one full school day (24 hours, M – F) to answer any email 
message. I typically do not check campus email on weekends, unless there is a major 
assignment due in one of my classes. However, if you ask me to check over a particular 
weekend, I certainly will do my best. 
 
For questions/concerns about homework 
If you have questions about the course content or assignments, you should check D2L, then 
email me. 
Please note: for an extension on an assignment, you must ask at least 24 hours in advance. 
Even if I don’t see the email right away, if you send it 24 hours before the due time and 
date, it will count as on time, and the extension will be granted. 
Late homework is almost never an emergency, even though some assignments cannot be 
turned in late. Check your syllabus in D2L for details. 
 
ABOUT THIS COURSE 
Course Focus and Description 
ENG 4300 is the English major’s senior capstone course. ENG 4390 is the departmental honors 
version of the same course. Several years ago, the faculty revised these courses in order that: 
the two sections could meet at the same time and do most of the same assignments (some 
Honors requirements will be a little different); and the courses could count as your “senior 
seminar” graduation requirement. When we did this, we decided to focus these courses on 
applying English major skills and abilities to non-English major tasks and goals. That’s what we 
will be working on this semester. 
ENG 4390 and ENG 4300 are Writing Centered courses. This means that you will do a lot of 
writing (minimum 20 total pages). Some of it will be formal and graded, and some of it will be 
informal or ungraded and used to promote critical thinking. Because these are WC courses, you 
may want to submit an appropriate assignment for your EWP. Remember always to check with 
your professor before submitting something from their class for the EWP. If you have questions 
about the EWP, please ask. 
Course Format: Our semester will be application-focused. What I mean by this is that we will be 
doing more than we will be learning about what to do. Many class sessions will combine some 
discussion with a lot of writing.  
Course Focus: The politics of food has become a part of the public discourse: food deserts, fast 
food, slow food, wasted food, locavore, DIY/grow-your-own, raw foods, cultural cuisine, family 
farms, corporate farming, humane slaughter, subsistence farming, farm subsidies, joyful eating, 
mindful eating, genetically modified food, organic food, "Native" hunting and cultural 
appropriation--these are all aspects of global food production and consumption that have 
become an important part of our understanding of who eats what and why. The course 
materials I have chosen for this class focus on the politics of food. Please note: the goal is not to 
try to guilt anyone about what you do or do not eat nor to change your ideas about eating. 
Instead, the idea is to help us all understand that even a mundane, everyday activity like 
providing fuel for our bodies is bound up with issues of power and privilege and with global 
climate concerns. I propose that if we all work on how to help others understand this too, we 
might be able to feel a little more empowered around questions of global climate change and 
the wealth gap. 
Content Notice: Food is tied up with almost every other aspect of our lives--family and culture, 
health and self-esteem, nurturing and bullying. The texts we will read address some difficult 
topics including eating disorders, abuse and manipulation, cruelty to animals, exploitation of 
immigrant and child labor, and (to put it bluntly) blood and guts. I will also be asking you to 
think about what you and your loved ones eat, which can make some people uncomfortable. 
There are many reasons this material can be difficult: a history of eating disorders, a history of 
family violence, or a history of living in poverty or experiencing hunger are just a few. If you 
need to distance yourself from the personal in order to complete the assignments for this 
course, please do so. And don't hesitate to let me know what's up with you, if you are 
comfortable doing so. I am happy to suggest alternative assignments, if needed, so you can feel 
strong and safe with the materials and ideas covered in this class.  
Student Learning Objectives—students will: 
1. advance their critical reading skills in various genres and media and across a variety of 
public fora; 
2. demonstrate research skills using scholarly databases and archives; 
3. demonstrate ability to analyze scholarly and/or public documents in various media with 
attention to literary, rhetorical, and/or public contexts; 
4. develop critical writing skills and strategies by producing documents of various length 
and complexity for various audiences; 
5. hone their English studies skills in order to engage with regional, national, and global 
issues; 
6. develop their ability to present or otherwise disseminate their work in a public forum, 
both in writing and orally; 
7. listen and respond articulately to the ideas and perspectives represented by the instructor 
and their peers. 
 
COURSE TEXTS AND MATERIALS 
TRS TEXTS 
Ozeki, Ruth. My Year of Meats. 978-0-14-028046-3    
Sinclair, Upton. The Jungle. 978-0-252-01480-4 
Viramontes, Helena Maria. Under the Feet of Jesus. 978-0-452-27387-0 
We will also read political poetry, speeches, and manifestoes, which will be posted to D2L. 
GRADES will be earned through the following graded components, which will be assigned letter 
grades 
1. Participation (multiple ways to earn participation credit; see description below)—must be 
worth a minimum of 20% of total grade. Please note: if discussion gets thin, I reserve the 
right to add pop quizzes to your participation grade. 
2. A research paper and in-class presentation of your research--individual work. This paper 
topic will be based on a reading randomly assigned to you. Approximately 8-10 pp. plus 
presentation. 
3. Writing to organizations and experts--individual work. Approx. 5 pp. 
4. Writing for mass audiences--small group work. Approx. 10 pp. 
5. Writing for performative/activist work--whole class project. Approx. 5 pp. 
You will choose how your grade will be earned; 20% has been designated. You may choose to 
distribute the remaining value among the graded components in any way that suits you. Please 
take care that your percentages all add up to 100%. Your decision must be registered with me 
by the beginning of class on Sept. 4 (no exceptions), or I will assign each of your components 
20% (please see the graded components worksheet). No component may be assigned 0%. 
Participation   
If you show up on time and pay attention quietly in class, you will earn a C for participation for 
the day. 
If you also participate actively and productively in class discussions/activities, you can earn a 
higher grade (up to an A). 
If you are quiet in class and post detailed and correct in-class notes to the D2L discussion forum, 
you can earn a higher grade (up to a B). 
Please note: if you are sitting in class but not present (e.g.,  doing homework for other classes, 
watching videos, texting, or posting to social media) or if you are disruptive in class, you will 
get an F in participation for the day. Being there but not present = being absent.  
Arriving late or leaving early = a partial absence, which will earn only partial participation credit 
for that day. 
How to participate actively 
v do your homework before class! 
v in class, ask questions about the homework, introduce examples of ideas we discuss, 
disagree with me or with your classmates (respectfully and with kindness, please), answer 
questions when I ask them, try new skills and new ideas. 
How to post notes for participation points 
v do your homework before class! 
v take detailed and legible notes in class as we discuss the reading/topic of the day;  
v after class, go to our D2L page and choose the Communication menu; from there, choose 
Discussions. Find that day’s date—that’s where you post them. You may post typed notes or 
a scan/photo of handwritten notes.  
Note: everyone in class can see your notes. Depending on how detailed, correct, and readable 
your notes are, you can earn up to a B for the day. 
COURSE POLICIES AND EXPECTATIONS 
ATTENDANCE POLICY: 
I take attendance every day. Attendance is part of your participation grade. 
v Generally, regular attendance is necessary for successful completion of this course.  
v Students who are absent earn an F in participation for the day.  
v In-class graded participation work cannot be made up. 
v A few “F” days will not hurt your grade, but a bunch of them will, so save them for when 
you are sick or have emergencies. 
v Please: 
Ø do not come to class sick. I reserve the right to ask you to leave the room for the day if 
you are visibly unwell; 
Ø do not come to class if you have been exposed to COVID, unless you have had a negative 
test since the exposure; 
Ø do not come to class high or stoned. No judgment on your leisure activities, but 
high/stoned students are more disruptive of the learning environment than they realize. 
Remember: EXCESSIVE ABSENCE CAN RESULT IN FAILURE OF THIS COURSE. 
PARTIAL ABSENCE POLICY: 
Arriving to class late or leaving class early counts as a partial absence. I understand that life 
happens, and we are all late once in a while. I do not get angry if you come in late or have 
to leave early. If you are chronically late, however, I will expect you to meet with me to 
discuss better strategies for managing your time. 
Remember: arriving late/leaving early = partial absence. 
LATE WORK POLICY:  
Late work is strongly discouraged. However, late is better than not at all.   
v Any late penalty will not happen if you contact me at least 24 hours before the due date 
and time and propose an extension.  
Ø When you propose an extension, you must tell me what the new due date will be. No 
exceptions. If you do not designate a new due date, you will not receive an extension. 
Ø If you miss your new due date, your assignment will have a grade penalty, as above. 
 
ACADEMIC INTEGRITY: In this course, we will comply with EIU’s academic integrity policy (see 
your undergraduate catalog). I have no tolerance for plagiarism or cheating. Please note that 
“plagiarism or cheating” includes (but is not limited to): 
 1. quoting from a source without fully and correctly citing that source and/or without using 
quotation marks 
 2. paraphrasing from a source without fully and correctly citing that source 
 3. turning in a paper with an incorrect or incomplete works cited list 
 4. falsifying data 
 5. turning in someone else’s work as your own—this includes (but is not limited to) 
   a. copying another’s work from a quiz or assignment 
   b. turning in work that someone else wrote for you 
   c. using on-line or hard copy paper services 
 6. turning in your own work that was written for another course, without prior permission 
from both professors. 
Violations of EIU’s academic integrity policy will result in an automatic failing grade in this 
course and notification of the Office of Student Accountability and Support. For more 
information, see www.eiu.edu/~judicial. 
STUDENT SUPPORT AT EIU 
Restrooms: 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 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 
Disability Services: To document a disability or request academic accommodations, contact 
EIU’s Office of Student Disability Services (217-581-6583; McAfee Gym room 1210) as soon as 
possible. At the same time, please contact your professors as soon as you can, so we can work 
with you to create a success plan for you. Your records at OSDS are completely confidential. 
Technology Support Services: “My computer wouldn’t access this reading” or “my printer is out 
of ink” are not excuses for incomplete homework. If your computer isn’t cooperating, go to the 
library lab and download, read, and/or print there. 
To get help with technical difficulties: 
 for problems with EIU.edu, including being able to log in to D2L, contact EIU User Services, 
217-581-4357 (581-HELP) or email support@eiu.edu or go to https://techsupport.eiu.edu; 
 for problems with the D2L page, check the self-help steps at 
https://www.eiu.edu/panthertech/services.php, then contact Brightspace support, 1-877-
325-7778 or use the email, LiveChat, or Brightspace Help link, all available in the bottom 
right-hand corner of your D2L homepage.  
EIU Student Support Services: 
Academic Support Center (www.eiu.edu/~success, McAfee Gym Room 1301). Call for an 
appointment: 217-581-6696. If you struggle with reading (or remembering what you read), 
notetaking, test-taking, time management/procrastination or other aspects of academic 
success, the Student Success Center can help.  
Writing Center (https://www.eiu.edu/writing/, 3110 Coleman Hall). The folks there can help 
you shine up your argument and polish your words until your essay is sharp and clear. Make an 
appointment on the website. 
Counseling Clinic (217-581-3413; https://www.eiu.edu/counsctr/ ) If you have to confront 
academic anxiety, depression, or mental health struggles, or need new strategies for dealing 
with difficult situations, the Counseling Clinic can help. Your records at the Counseling Clinic are 
completely confidential. 
These are all wonderful resources for students who need support, and your student fees have 
already paid for them, so your appointments will be no charge. 
Medical Clinic (217-581-3013). Call for an appointment if you are sick or in need of health care. 
Your records at the Medical Clinic are completely confidential. 
Sexual Harassment and Misconduct: 
Eastern Illinois University prohibits relationship violence, stalking, sexual assault, sexual 
harassment, and other forms of sexual misconduct in any of its employment situations or 
educational programs and activities (see 
https://www.eiu.edu/mandatedinformation/assault.php). It is the responsibility of 
chairpersons, administrators, and supervisors to inform the appropriate offices about potential 
instances of sexual harassment. All other faculty and staff are expected to report these 
incidents as well. Employees who are not required to report include those who work in the 
Counseling Clinic and Medical Clinic. Students are encouraged to contact the confidential 
advisor, located in the Counseling Clinic, who is able to provide support and advocacy, and 
explore options. 
Students who need to file a complaint have multiple options: 
•The University Police Department (UPD) Phone: (217) 581-3212 (911 if an emergency). UPD 
office is open daily until 4:30 p.m.; officers are on duty 24 hours. Report incidents occurring on 
campus to UPD. 
•The Office of Civil Rights and Diversity -Title IX Coordinator 1011 Old Main Phone: 581-5020 
Hours: Open M-F from 8 a.m. to 4:30 p.m., and by appointment. 
•The Office of the Dean of Students: University Union –Lower Level Phone: 581-3827 Hours: 
Open M-F from 8 a.m. to 4:30 p.m. 
• PREVAIL (formerly SACIS) is our community sexual assault services provider. Webpage: 
https://www.prevailil.org/  Phone hotline: 1-888-345-2846; office phone (217) 348-5033. 
• HOPE of East Central Illinois is our community relationship violence services provider. 
Webpage: https://hope-eci.org/  Phone hotline: 1-888-345-3990; office phone (217) 348-5931. 
• Charleston City Police (CPD): 614 6th Street  Phone: (217) 348-5221 (911 if an emergency). 
Report incidents occurring off campus to CPD. 
The Interpersonal Violence Awareness Team’s website has more helpful resources and 
information: https://www.eiu.edu/sexualassaultresources/. EIU has an incident report form 
here: https://cm.maxient.com/reportingform.php?EasternIllinoisUniv&layout_id=5. 
 
ENG 4300 and 4390 Capstone in English Studies 
Fall 2024  Dr. Jeannie Ludlow 
Course outline (note: subject to revision) 
 
Module 1 (week 1): Intro to the course, goals, and our topic 
 
Module 2 (weeks 2-4): Writing to Experts 
Reading: Ozeki, My Year of Meats 
Writing: writing to experts (total about 5 pp.) 
 Audience 
 Logos, Pathos, and Ethos (or, if you prefer, Mind, Heart, and Community) 
  the facts 
  the story 
  the outcome 
 Why you? 
 Making the ask (there's always an ask) 
 Genres:  
  letter to politician 
  writing to local organization (church, NGO, etc.) 
  letter to attorney 
  writing to school administration 
  writing for networking 
 
Module 3 (weeks 5-7): Writing as Activism 
Reading: Sinclair, The Jungle  
How to use writing in activism 
 Aspects of activism 
 Activism, advocacy, and alliance 
Week 7, in class, watch The Grapes of Wrath 
Week 7, receive your research jumpstart activities 
 
Module 4 (weeks 8-9): Outward-Facing Public Writing 
Reading: Viramontes, Under the Feet of Jesus 
Writing: outward facing, collaborative writing (total approx. 10 pp.) 
 Genres:  
  news report 
  media advisory/press release 
  OP-ED 
  letter to editor 
  blog script/plan 
  podcast episode 
  video essay 
 
Module 5 (weeks 10-12): Research-Based Nonacademic Writing 
All work in this module will be individual. Your topic will be based on the jumpstart activities 
you choose from (week 7). 
Writing goal: 8-10 p. nonacademic research article/essay plus one 7-8 minute presentation 
about your topic, which you will present to the whole class, in class, during week 12 
 
Module 6 (weeks 13-14): Collaborative, performative project 
Project goal: work together as a whole class to create some kind of awareness or activist or 
advocacy event to inform the campus community about some topic related to our 
course theme. The event will most likely be scheduled for immediately after Turkey 
Break 
Writing goal: approx. 5 pp. of writing intended to contribute to the designing, organizing, 
advertising, and/or completing of the performative project. 
 
Please note: given the time constraints and topic-related concerns, we will not be reading 
Roxane Gay's Hunger. It is a beautiful, powerful book, and I do recommend it. It is also an 
honest account of the relationship between fat oppression and trauma, so it might not be a 
good choice for everyone.  


ENG 4300-001 English Studies Capstone

Taylor, Timothy

Eastern Illinois University 
The Keep 
Fall 2024 2024 
Fall 3-16-2025 
ENG 5022-600 Grammar Linguistics and the Teaching of Writing 
Timothy Taylor 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_fall2024 
Recommended Citation 
Taylor, Timothy, "ENG 5022-600 Grammar Linguistics and the Teaching of Writing" (2025). Fall 2024. 73. 
https://thekeep.eiu.edu/english_syllabi_fall2024/73 
This Article is brought to you for free and open access by the 2024 at The Keep. It has been accepted for inclusion 
in Fall 2024 by an authorized administrator of The Keep. For more information, please contact tabruns@eiu.edu. 
1 
ENG 5022-600 Course Policy 
Grammar/Linguistics and the Teaching of Writing 
Writing Instruction & Grammar: Searching for Practical Solutions 
Fall 2024 asynchronous online on Tu Th schedule  
 
Dr. Tim N. Taylor 
Office Hours: 9-10am MWF, 9-10 Th, or by appointment 
email:  tntaylor@eiu.edu 
 
“Great writing is created in revision—rethinking, rewriting, adding, subtracting, 
repositioning, editing. In effect, fine writing is born in change.” 
        ~Ralph Wahlstrom, The Tao of  
         Writing 
 
 “Whoever does not study rhetoric will be a victim of it.” 
~Ancient Greek wall inscription  
 
“Having to say something is a very different matter from having something to say.” 
        ~John Dewey, How We Think  
 
Texts 
§ Noguchi, Rei R. Grammar and the Teaching of Writing: Limits and Possibilities. 
§ Weaver, Constance. Teaching Grammar in Context.  
§ Articles, websites, and other materials available via D2L 
 
Materials 
Writing instruments, paper, paper clips, a good college dictionary, a typewriter or 
computer, and other appropriate supplies 
 
Course Description 
Official EIU course description 
Graduate seminar that explores, analyzes, and synthesizes research about 
grammar/linguistics and the teaching of writing.  
 
My Personal Take 
One of the most famous statements about grammar and writing instruction is Braddock, 
Lloyd-Jones, and Shoer’s conclusion in Research in Written Composition (1963) that “the 
teaching of formal grammar has a negligible or, because it usually displaces some 
instruction and practice in composition, even harmful effect on the improvement in 
writing” (37-38). To some composition instructors, that statement acts as a threat to 
their belief systems. To other writing teachers, that conclusion validates their 
experiences. To yet other writing instructors, they are conflicted and confused.  
 
2 
What’s a writing teacher to do?  
 
In an attempt to answer that question, this graduate seminar will explore the research 
about grammar and the teaching of writing. We will discuss practical solutions for 
helping students learn and implement grammatical principles to improve their writing. 
 
Learning Objectives 
Official EIU Learning Objectives 
Participants will… 
§ Demonstrate knowledge of grammar/linguistics/style 
§ Explore and question ideas about grammar/linguistics/style and how it relates to 
classroom instruction 
§ Reflect on current practices in writing classrooms and experiences in classrooms 
§ Connect disciplinary knowledge to specific professional contexts 
§ Analyze the arguments, evidence, assumptions, and research methodologies of 
scholarship 
§ Evaluate and critique scholars’ arguments based on the efficacy of their evidence, 
assumptions, and research methodologies  
§ Produce researched syntheses and arguments related to grammar/linguistics/style 
and classroom instruction 
 
Additional/related learning objectives 
Participants will… 
§ Grow as critical thinkers and writers 
§ Gain knowledge about writing pedagogy and effective grammar instruction 
§ Explore and question ideas and arguments about language acquisition, transfer of 
learning, classroom management, lesson planning, writing assignments, classroom 
discussion, small-group work, and response/evaluation of student writing 
§ Analyze rhetorical contexts and craft cogent documents appropriate to those 
contexts 
§ Assemble a cohesive and persuasive philosophy of teaching grammar 
 
Expected Performance Outcomes 
Participants will …  
§ Work effectively, ethically, and professionally as a member of a graduate seminar 
§ Participate in discussion of reading assignments throughout the semester 
§ Craft cogent, rhetorically effective documents for multiple purposes and contexts  
§ Craft pedagogically sound lesson plans and assignments 
§ Create a philosophy of teaching grammar that reflects appropriate pedagogical 
approaches for writing instruction 
§ Be prepared to teach 
 
Success in this course includes (1) finding your own creative ways to make topics and 
assignments personally interesting--especially if your first instinct is to label them 
3 
“boring” or “too hard,” (2) believing that you have something worthwhile to say, and (3) 
expressing it after you’ve debated/ pondered/ listened/ read/ explored beyond the 
surface. 
 
Course Requirements 
Class consists of assigned readings, online discussions of assigned readings, and small 
and large writing assignments. Active and constructive class participation will make a 
positive impact on your overall grade. In fact, in an online class, keeping up with the 
work and making deadlines is crucial.  
 
Your Instructor 
If you are having any trouble with the material covered in this course, or if you simply 
want reassurance that you are on the right track, please do not hesitate to contact me. 
Many times a short discussion to go over a paper or to clarify a concept can save you 
time in the long run and improve your chances of success in this course. In addition to 
being in my office during posted hours, we can also make arrangements to meet at other 
times to better accommodate your schedule. 
 
If you have a documented disability and wish to receive academic accommodations, 
please contact the Office of Disability Services (581-6583) as soon as possible. 
 
Instructor Response Time 
I will routinely check discussion posts and email during weekdays. I do not check my 
email on Saturday, but I plan to check my email by 8pm on Sundays if not sooner.  
 
Learner Interaction 
This online classroom community demands good manners, careful listening, respect for 
diverse backgrounds and opinions, and equal time for everyone who wants to share his 
or her perspective.  
 
I expect students to act in a mature and collegial manner. You should have read the 
material, should be eager to participate, and should be ready to write.  
 
Guidelines to Abide by in Any College Course and Life in General: 
1. Have opinions and ideas and support your opinions and ideas with details and 
examples. 
2. Play well with others by respecting others’ opinions and being open to them.  
3. General rudeness and disrespect is not tolerated. 
 
  
4 
Discussion Board Participation Guidelines 
Since we cannot talk in a face-to-face classroom setting, discussion forums serve as our 
way to interact with each and learn from each other.  
 
There are five modules for the course, and each module requires multiple discussion 
forums. For each discussion forum, you need to post one substantive, quality reply (a 
paragraph of at least five sentences that clearly answers the prompt) to the discussion 
post and then later reply to two of your peer’s posts with depth and attention. You are 
more than welcome to respond to more than two peers. While I have minimum 
requirement of sentences for posts, the most important criterion is the quality of the 
post—whether the response exemplifies critical thinking and has details to support one’s 
points, observations, assertions, or arguments.  
 
Deadlines for the posts will be indicated on the syllabus. If a student provides a quality 
response to the questions in the discussion forum and also provides a substantive reply to 
a peer’s response (Pass), the student earns 10 out of 10 for that discussion forum. If a 
student does not provide substantial comments or only one of the two types of comments 
(Fail), he or she earns 0 out of 10.  
 
Late Work Policy 
I do not accept late work. However, because you can revise your grammar-related lesson 
plans, turning a draft-like plan could still result in a strong grade if revised properly.  
 
Opportunities for Revision & Reflective Memos 
Students have the opportunity to revise the first two grammar-related lesson 
plans/activities. Time allotted for revision is usually a few days after the paper has been 
graded. If you choose to revise, it should help your overall grade. However, I expect deep 
revision, not just surface editing. A reflective memo must be submitted with the revision. 
In reflective memos, writers need to talk about the changes they made to the document 
and why they made those changes. Tell me about your thought process behind the 
changes you made.  
 
Email Policy 
I welcome emails if you have questions or concerns about your work in this class. 
However, I expect you to write emails in a professional manner—not like you are texting 
a close friend. Emailing in a professional manner will help you with other professors and 
also give you practice in effective communication.  
 
If you want to send me an email, follow the guidelines below. Emails should: 
§ Have a clear and concise subject line that provides gist of the email, such “Absent 
This Friday” or “Question about Revision” or “Availability for a Meeting?”  
§ Begin with a formal address, such as “Dr. Taylor:” or “Dear Dr. Taylor:” 
§ Use a respectful tone  
§ Provide questions or information in an succinct manner 
5 
§ Use paragraph breaks for reading ease and strong organization 
§ Be edited and proofread effectively so as not to cause confusion 
§ Refrain from using abbreviations or “text-prose” 
§ Close with a short statement followed by a comma and your name, such as 
“Thanks for your time,” or “Sincerely,” or “Have a good weekend,”  
 
If an email does not follow these guidelines, I will simply reply to the email with this 
message: “Please resend this email once it’s been revised to fit the standards of a 
professional email. See page 4 of my course policy.”  
 
Academic Honesty 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 Office of Student Standards. Respect for 
the work of others should encompass all formats, including print, electronic, and oral 
sources.” 
  
In this class, if a student is found to have plagiarized in a writing project from sources, 
someone else, ChatGPT, Grammarly, or some other form of artificial intelligence, the 
project will earn a zero for the assignment, and I will report the occurrence of academic 
dishonesty to EIU’s Dean of Students. 
 
Generally, if you have to have a source before your eyes as you write, you need to copy it 
accurately, put quotation marks around it, and acknowledge your source. If you are 
paraphrasing information from a source, you need to use an introductory phrase and 
properly cite what page or paragraph (if it’s online) the information is located.  
 
For further clarification, here is an explanation of plagiarism from my previous English 
department that explains this important concept: 
 
Plagiarism 
To present someone else’s work or ideas as one’s own is plagiarism.  A student can 
commit in these ways:  
§ Copying, word for word, someone else’s writing without putting that passage in 
quotation marks and identifying the source. 
§ Taking someone else’s writing, changing some of the words, and not identifying 
the source; 
§ Taking someone else’s ideas or organization of ideas, putting them into his/her 
own words and not identifying the source; 
6 
§ Having someone else change the student’s writing—a tutor, friend, or relative, for 
instance—and creating the impression that this is the student’s own work; or 
§ Purchasing or downloading papers or passages from the Web. 
 
A Social Contract of Honesty 
In this class, there is a social contract between the instructors and students that the work 
submitted will be the students’ own documents, not someone else’s work. To put it 
simply, do your own writing. 
 
 
 
 
 
 
7 
Composition of the Overall Grade 
(All assignments and point totals are tentative) 
 
Online Discussion Forums     280 (54%) points 
 Discussion posts and follow-up posts related to each module 
   (One substantive post and two substantive follow-up post to peers  
required: Pass = 10 points, Fail = 0 points) 
 
Peer Review        20 (4%) 
The philosophy of teaching grammar requires a full draft commented on by two  
peers 
Comments on two peers’ statements = 10 points possible per statement 
   
Shorter Writing Assignments     20 (4%)    
  Memo of Introduction    10 
Feedback Memorandum    10 
      
 Formal Business/Technical Documents   200 (38%)   
  Grammar-Related Lesson Plan/Activity 1  50 
  Grammar-Related Lesson Plan/Activity 2  50 
Philosophy of Teaching Grammar   100 
        ______ 
          520 points 
 
 
Grading Scale for Formal Documents: 
 100-92% = A 89-88 = B+  79-78 = C+  69-60 = D 
 91-90 = A-  87-82 = B  77-72 = C  59 and below = F 
    81-80 = B-  71-70 = C-   
 
Overall Grading Scale: 
   100-90% = A 69-60 = D 
   89-80 = B  59 and below = F 
   79-70 = C  
  
8 
ENG 5022 Syllabus 
Fall 2024 
All assignments and deadlines are tentative 
CT = Central Standard Time 
 
Week 1 
Module 1: Grammar’s Historical Context & Writing Instruction 
Tu 8/20 Introductions 
Th 8/22 Mills, “Writing as Process” 
Perrin, “The Remedial Racket”  
  Discussion forum post Noon CT & replies 5pm CT due 
  Memo of Introduction due Noon CT 
 
Week 2 
Tu 8/27 Connors, “Mechanical Correctness as a Focus in Composition  
Instruction” 
   Discussion forum post Noon CT & replies 5pm CT due 
Th 8/29 Lunsford and Lunsford, “‘Mistakes Are a Fact of Life’: A National  
  Comparative Study” 
Discussion forum post Noon CT & replies 5pm CT due 
 
Week 3 
Tu 9/3 Smagorinsky, et al., “Teaching Grammar and Writing: A Beginning  
  Teacher’s Dilemma” 
  Discussion forum post Noon CT & replies 5pm CT due  
Th 9/5 Bartholomae, “The Study of Error”   
Discussion forum post Noon CT & replies 5pm CT due 
 
Week 4 
Tu 9/10 Hartwell, “Grammar, Grammars, and the Teaching of Grammar” 
  Discussion forum post Noon CT & replies 5pm CT due 
Module 2: Core Texts 
Th 9/12 Ch. 1 & 2 of Noguchi 
Discussion forum post Noon CT & replies 5pm CT due 
 
Week 5 
Tu 9/17 Ch. 3 & 4 of Noguchi 
Discussion forum post Noon CT & replies 5pm CT due 
Th 9/19 Ch. 5 & 6 of Noguchi 
  Discussion forum post Noon CT & replies 5pm CT due 
 
Week 6 
9 
Tu 9/24 Ch. 1 & 2 of Weaver 
Discussion forum post Noon CT & replies 5pm CT due 
Th 9/26 Ch. 3 & 4 of Weaver 
Discussion forum post Noon CT & replies 5pm CT due 
 
Week 7 
Module 3: L2 and Gen 1.5 Writers 
Tu 10/1 Reid, “‘Eye’ Learners and ‘Ear’ Learners: Identifying the Language  
Needs of International Student and U.S. Resident Learners” 
Silva, “On the Ethical Treatment of ESL Writers” 
Discussion forum post Noon CT & replies 5pm CT due 
Th 10/3 Land & Whitley, “Evaluating Second-Language Essays in Regular 
Composition Classes: Toward a Pluralistic U.S. Rhetoric” 
  Discussion forum post Noon CT & replies 5pm CT due 
 
Week 8 
Tu 10/8 Schreiber and Worden, “‘Nameless, Faceless People’: How Other  
Teachers’ Expectations Influence Our Pedagogy” 
Writing Across Borders 
Discussion forum post Noon CT & replies 5pm CT due 
Module 4: Approaches & Applications 
Th 10/10 Williams, “The Phenomenology of Error” 
  Discussion forum post Noon CT & replies 5pm CT due  
 
Week 9 
Tu 10/15 Devet, ““Welcoming Grammar Back into the Writing Classroom” 
Discussion forum post Noon CT & replies 5pm CT due 
Th 10/17 Blaauw-Hara, “Why Our Students Need Instruction in Grammar, and  
How We Should Go about It” 
Discussion forum post Noon CT & replies 5pm CT due 
Grammar-Related Lesson Plan 1 due Noon CT 
 
Week 10 
Tu 10/22 Sams, “How to Teach Grammar, Analytical Thinking, and Writing” 
  Discussion forum post Noon CT & replies 5pm CT due 
Th 10/24 Corbett, “Teaching Style”  
Johnson, “Ancient and Contemporary Compositions That ‘Come Alive’: 
Clarity as Pleasure, Sound as Magic” 
  Discussion forum post Noon CT & replies 5pm CT due 
 
Week 11 
Tu 10/29 Micciche, “Making a Case for Rhetorical Grammar” 
Discussion forum post Noon CT & replies 5pm CT due  
10 
Th 10/31 Meyer et al., “Grammar in Context: How and Why” & Martinsen’s  
“The Tower of Babel and the Teaching of Grammar: Writing Instruction for  
a New Century” 
  Discussion forum post Noon CT & replies 5pm CT due  
 
Week 12 
Tu 11/5 Connors, “The Erasure of the Sentence” 
  Discussion forum post Noon CT & replies 5pm CT due 
Th 11/7 Morenberg, et al., “Sentence Combining at the College Level: An  
  Experimental Study”  
  Discussion forum post Noon CT & replies 5pm CT due 
Grammar-Related Lesson Plan 2 due Noon CT 
 
Week 13 
Tu 11/12 Rose, “Down from the Haymow: One Hundred Years of  
  Sentence-Combining” 
Dean’s “Sentence Combining: Building Skills Through Reading and  
Writing” 
  Discussion forum post Noon CT & replies 5pm CT due 
Module 5: Responding to Student Writing 
Th 11/14 Haswell “The Complexities of Responding to Student Writing; or, Looking 
for Shortcuts via the Road of Excess” 
Discussion forum post Noon CT & replies 5pm CT due 
 
Week 14 
Tu 11/19 Haswell, Minimal Marking” 
Heyden, “Speaking My Mind: ‘See Everything, Overlook a Great Deal, 
Correct a Little’: Rethinking the Role of Grammar in Writing Instruction” 
Discussion forum post Noon CT & replies 5pm CT due 
Th 11/21 Peer Review of Philosophy of Teaching Grammar due Noon CT 
 
Thanksgiving Break  
 
Week 15 
Tu 12/3 Sommers, “Revision Strategies of Student Writers and Experienced  
Adult Writers”  
Sommers, “Responding to Student Writing”  
  Discussion forum post Noon CT & replies 5pm CT due 
Th 12/5 Fredrick, “Stop! Think! Grade!: Developing a Philosophy of Writing  
  Evaluation” 
Discussion forum post Noon CT & replies 5pm CT due 
 
Finals Week 
11 
Final:  Philosophy of Teaching Grammar due Noon CT 12/12 
 Feedback Memo due Noon CT 12/12 


ENG 5022-600 Grammar Linguistics and the Teaching of Writing