ENG 101: Reading, Writing and Rhetoric (3 hours; CRN #######)

Fall 2019
Wallace ####
MWF ##:## / TR ##:##

Mrs. Ryan Sergent - Payne

Department of English and Theatre
Mattox ###
Office hours: #####
ryan_sergent5@mymail.eku.edu

ENG 101: Reading, Writing and Rhetoric (3) I, II A writing course developing critical reading
skills while integrating and responding to varied sources; composing texts including summaries,
analyses, evaluations, responses, and arguments; emphasizing style, organization, coherence,
purpose, and persuasion for different audiences. Credit will not be awarded to students who have
credit for 101R. General Education Element 1A.

English 101 is a General Education course and, therefore, falls under the following goals and
student learning outcomes.

General Education Goals for Communication Courses

At the end of the semester, students will be able to:
1. Communicate effectively by applying skills in reading, writing, speaking, and listening
and through the appropriate use of information technology. (GE Goal 1)
2. Use appropriate methods of critical thinking and quantitative reasoning to examine issues
and to identify solutions. (GE Goal 2)
3. Integrate knowledge that will deepen their understanding of, and will inform their own
choices about, issues of personal and public importance. (GE Goal 8)

Course-Specific Student Learning Outcomes for ENG 101

At the end of the semester, students will be able to:
1. Focus on a specific purpose for a defined audience
2. Define a specific topic that integrates information in order to develop a well-organized
and clearly stated thesis
3. Provide adequate and relevant supporting evidence gathered from the critical reading of
college-level texts from primary sources
4. Integrate their own ideas with those of others to draw conclusions and build arguments
5. Analyze and synthesize evidence coherently around a clearly stated thesis throughout the
text
6. Paraphrase, summarize, and quote primary sources effectively and use appropriate
documentation style when citing sources
7. Present sentence structure, tone, voice, and vocabulary appropriate for academic writing
8. Follow the conventions of academic writing, including using appropriate surface features
such as grammar, punctuation, spelling, and page formatting

Required Texts
Eschholz, Paul, Alfred Rosa, and Virginia Clark. Language Awareness: Readings for College
Writers. 12th ed. Boston: Bedford/St. Martin’s, 2016.
 Policies
Absence Policy: Students are expected to attend class and actively participate in all aspects of
the learning process. This includes class discussions, written work, and in-class activities.
National and local studies have shown a direct correlation between attendance and grade
performance. Therefore, attendance is considered mandatory. Students who miss more than
10% of the regularly scheduled class meetings due to unexcused absences are subject to
failing the course. Students enrolled in TR sections may not exceed 3 unexcused absences for
the semester; students enrolled in MWF sections may not exceed 5 unexcused absences for the
semester.

For the purposes of this course, "excused absences" include verifiable medical or family
emergencies, university approved activities (accompanied by a university excuse), illness (yours
or a family member’s), and other absences as outlined in the University’s “Student Absence from
Class” policy
(http://policies.eku.edu/sites/policies.eku.edu/files/policies/4.1.6_student_absence_adopted_12.1.
14.pdf). Students should be prepared to document the reasons for the absence. Students whose
absences are not excused will not normally be allowed to make up tests, quizzes, and/or
assignments. Students who anticipate having a high number of excused absences should contact
their instructor as soon as the situation arises so that they can make arrangements for how to
handle missed class time. Late arrival or early departures from classes that are unexcused will be
considered in the tabulation of absences as well.

Academic Integrity: Students are advised that EKU's Academic Integrity policy will be strictly
enforced in this course. The Academic Integrity policy is available at the policy website.
Questions regarding the policy may be directed to the Office of Academic Integrity.

Accessibility Accommodation Statement: The University strives to make all learning

experiences as accessible as possible. If you are registered with the Center for Student
Accessibility (CSA), please request your accommodation letter from the CSA. CSA will transmit
your letter to the course instructor(s). It is recommended that you discuss the accommodations
needed with your instructor(s).
If you believe you need an accommodation and are not registered with the CSA, please contact
CSA in 361 Whitlock Building by email at accessibility@eku.edu or by telephone at (859) 622-
2933.
A student with a disability may be an individual with a physical or psychological impairment
that substantially limits one or more major life activities, to include, but not limited to: seeing,
hearing, communicating, interacting with others, learning, thinking, concentrating, sitting,
standing, lifting, performing manual tasks and working.
Additionally, pregnancy accompanied by a medical condition(s), which causes a similar
substantial limitation, may also be considered under the Americans with Disabilities Act
Amendments Act (ADAAA).
Upon individual request, this syllabus can be made available in an alternative format.

End of Drop/Add:
Last Day to Drop without a Fee:
Last Day to Drop with a Fee:

Updated August 2018

First-Year Writing Rubric: All instructors in EKU's First-Year Writing Program use the
attached rubric to assess student work. This tool is designed to help students understand
academic writing standards and allow instructors to provide consistent evaluations. The Student
Learning Outcomes approved by EKU are reflected in the rubric's "Competent" category, which
serves as a baseline students must achieve in these courses to earn credit. If you have any
questions about this rubric, please ask your instructor or contact First-Year Writing Program
Coordinator Dr. Jill Parrott at jill.parrott@eku.edu.

Student Progress: Students should be aware that the instructor participates in the following
reports on student progress: First Day of Attendance Faculty Drop, 4-Week Progress Reports,
mid-term grade reports, final grade deadlines, and approved requests for updates from athletic
programs.

Noel Studio Information:

The Noel Studio is a tool for students to use in their pursuit of improved writing skills. All High
Stakes Assignments require a Revision Consultation with a member of the studio staff as part of
the writing process. Students are encouraged to set up consultations for all assignments for this
class, but it is not required. Consultations can be made in multiple ways: Calling the Studio,
Seeing the Desk Consultant, and Online (both to make Online Consultations and the make the
appointment yourself).
Contact Information -
Phone: (859) 622-7330
Online Appointments: https://eku.mywconline.com/

Hours of Operation -
Sunday: 1 pm - 9 pm
Monday - Thursday: 8 am - 9 pm
Friday: 8 am - 1 pm

Late Work:
Late work for this class will only be accepted with an excused absence. The timeline for turning
in this late work must be discussed and set with the professor either through email or at your
first-class meeting following the excused absence. Extensions on High Stakes Writing
Assignments (Essay 1, 2, and 3) will be approved within reason and will be decided on a case to
case basis. Extensions on these assignments will not be granted once the assignment due date has
passed. Low Stakes Assignments (Presentations, Journal Entries, and Article Annotations) and
the Portfolio will not be awarded extensions. Any late work turned in without being granted an
extension, an excused absence, or outside of the agreed upon timeline will lose ten (10) points
every day that it is late, no exceptions.

E-mail:
all students are expected to engage in professional email etiquette when corresponding. This
means that all emails should include a proper salutation or greeting, A proper signature, A
subject line that summarizes the point of the email and identifies your relationship to the
recipient, A clear body with complete sentences, and Correct spelling, grammar, and
punctuation. Please be aware of yourself when writing emails to anyone. They become a

Updated August 2018

permanent document once sent and will be used as evidence in the event that there are any
problems.

Here is an example of a professional email:

Subject: ENG101R- Essay 1 Extension

Message:
Professor Payne,
I am currently having a hard time completing Essay 1 by the due date because of the number of
other assignments I have due in the same week. May I please have an extension to Monday of
next week to complete this assignment.
Thank you,
John Smith

Smart Phones:
The use of phones during class time is strictly prohibited unless otherwise stated. The professor
reserves the right to count any student using a phone during class time when not authorized as
absent for lack of class participation. The professor also reserves the right to ask a student to
leave class if their phone use becomes a distraction to other students around them.

Grading Distribution: Grading Scale:

Essay 1 - Literacy Narrative 100 Points A 900-1000
Essay 2 - Rhetorical Analysis 150 Points B 800-899
Essay 3 - Synthesis 200 Points C 700-799
Portfolio 200 Points D 600-699
Vocabulary Test 100 Points (25 X 4) F 0-590
Journal Entries 50 Points (25 X 2)
Article Annotations 100 Points (25 X 4)
Presentations 100 Points (50 X 2)

Course Requirements: All major assignments (Essays 1, 2, 3, & Portfolio) must be completed
to pass the class. Skipping any of these assignments equals an automatic failure (F). Drafts, Peer
Reviews, Conferences, etc. will be awarded points based on their completion. If you do not
complete these you will lose those points towards the final grade of the assignment.

Assignment Descriptions
High Stakes Assignments:
Essay 1: Literacy Narrative (100 Points) - For this assignment students will choose a piece of
literature and explain how that work has influenced their life. Students may choose from a book,
song, poem, short story, video game, or any other work of literature. Students will offer their
audience an overview of this piece of literature as well as give specific details about the work to
explain how it has influenced them.

Essay 2: Rhetorical Analysis (150 Points)- Students will analyze the rhetorical argument of the
article “Twitter, Hate Speech, and the Cost of Keeping Quiet” by Greg Lukianoff and make an argument
for the effectiveness of Lukianoff’s argument. Students will begin by offering a short summary of the
Updated August 2018
article and its general argument. They will then explore the authors use of the Rhetorical Appeals and
other pieces of the argument. Students will support their thesis with specific examples from the text.

Essay 3: Synthesis (200 Points) - For this essay students will choose between the three different
modern writing controversies offered in Language Awareness. They will use three (3) to five (5)
sources (supplied by the professor) to build an argumentative answer to one of the following
questions: Does Technology Make us Rude?, Is Lying Bad?, and Are Advertisers Being
Truthful?. Students will answer these questions with specific examples of the arguments of the
articles provided.

Portfolio (200 Points): For this assignment students will build a portfolio made up of
assignments written throughout the semester. Students will include a reflective introduction or
letter, a polished essay that the student feels is the best example of their writing in the class, one
revised essay, an essay that analyzes their pattern of improvement, and a wild card essay that can
be from this class or from another class they have taken this semester.

Low Stakes Assignments:

Vocabulary Test (100 Points): For this assignment students will answer twenty-five questions
about the parts of speech and fifteen vocabulary words selected from their readings and class
discussions. The questions will come in different forms – multiple choice, fill in the blank, and
definitions

Journal Entries (50 Points): Students will create a private blog on WordPress where they will
complete assigned writing prompts that coincide with the readings and class discussions. These
will be graded on completion and not on content. Students must complete twenty-five (25) of the
assigned blog post to get full credit for this assignment.

Article Annotations (100 Points): Students will read and annotate four (4) selected articles
chosen for class readings.

Presentations (100 Points): Students will complete two (2) presentation connected to class
readings and discussions. Presentation 1: Language Communities will be a ten (10) minute
presentation about a chosen language family in which they are a member. Presentation 2: Song
Analysis will be a ten (10) minute presentation about the rhetorical argument of a chosen song.

Example Weekly Syllabus for ENG 101

Week Potential Content Due

1 Class Discussion: Introduction to the course, policies, texts, Journal Entry 1 - 3
grading rubric, assignments, Blackboard, WordPress; Introduction
to Annotations; Class Readings

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 Assignments: Language Awareness - Reading Critically pg. 1-14;
Language Awareness - Writing to Change the World, Mary Pipher
pg. 82 - 85
Journal Entries: Self - Introduction/ Questions and Concerns for
the course; Reading Response; Writing That Changed My World
2 Class Discussion: Introduction to Vocab List 1; Introduction to Journal Entries 4 - 6
Essay 1 - Literacy Narrative; Vocabulary Exercise; Class Readings
Assignments: Language Awareness - Writing in College and
Beyond pg. 21 - 39; Language Awareness- All- American Dialects,
Richard Lederer pg. 159 - 165
Journal Entries: What is your Writing Process?; Essay 1 Questions
and Concerns; Reading Response
3 Class Discussion: Annotation Exercise; Vocabulary Exercise; Noel Journal Entry 7
Studio Visit; Class Readings; Introduction to Presentation1:
Language Communities
Assignments: Language Awareness - Speech Communities, Paul
Roberts pg. 148 - 156
Journal Entries: What is Your Language Community?
4 Class Discussion: Presentations; Vocabulary Test 1 Presentation 1: Language
Assignments: N/A Community
Journal Entries: Reflection on Essay 1 Pipher Annotations
Literacy Narrative
Journal Entry 8
5 Class Discussion: Introduction to Essay 2; Introduction to Journal Entries 9 -11
Vocabulary List 2; The Rhetorical Argument; Class Readings;
Introduction to Annotation 2
Assignments: Language Awareness - A Modest Proposal, Jonathan
Swift pg. 334 - 340; Language Awareness - Inaugural Address,
John F. Kennedy pg. 309 - 312; Language Awareness - Twitter,
Hate Speech, and the Cost of Keeping Quiet, Greg Lukianoff
pg. 387 - 390
Journal Entries: Reading Response; Questions and Concerns for
Essay 2; Essay 2 Proposal
6 Class Discussion: Annotation Exercise; Class Readings; Journal Entry 12
Assignments: Language Awareness - Shitty First Drafts, Anne
Lamont pg. 221 - 223; Language Awareness - Good Writing,
Steven Pinker pg. 208 - 219; Language Awareness - Simplicity,
William Zinsser pg. 233 - 236
Journal Entries: What Makes Writing Good?
7 Class Discussion: Conferences First Draft
Assignments: N/A Journal Entry 13 - 14
Journal Entries: Conference Reflection; Next Steps for Essay 2
8 Class Discussion: Vocabulary Exercise; Class Readings; Peer Journal Entries 15 - 16
Review; Introduction to Presentation 2: Song Analysis
Assignments: Language Awareness - The Maker’s Eye: Revising
Your Own Manuscript, Donald M. Murray pg. 226 - 230;
Language Awareness - The Lost Art of the Unsent Angry Letter,
Maria Konnikova pg. 272 - 275;
Journal Entries: Issues with Peer Review; Angry Letter
9 Class Discussion: Presentations Presentation 2: Song
Assignments: N/A Analysis

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 Journal Entries: N/A Essay 2 Final Draft Due
Annotation 2
Vocabulary Test 2
10 Class Discussion: Introduction of Essay 3, Introduction of Vocab Journal Entries 17 - 19
List 3; Class Readings
Assignments: Language Awareness - Writing with Sources pg. 43
- 56; Language Awareness - Keep Your Thumbs Still When
I’m Talking to You, David Carr pg. 496 - 500; Language
Awareness - Selection from a Brief Guide to Writing a
Research Paper pg. 577 - 579/582 - 585/588 - 602
Journal Entries: Reaction to Essay 3; Has Technology Made
Society Rude?; What is your paper timeline?
11 Class Discussion: Vocabulary Exercise; Class Readings; MLA Journal Entries 20 - 22
Refresher - Noel Studio
Assignments: Language Awareness - The Creepy Language Tricks
Taco Bell uses to Fool People Into Eating There, Kiera Butler pg.
531 - 533; Language Awareness - Is Lying Bad for Us?, Richard
Gundermann pg. 558 - 531
Journal Entries: Advertisement Breakdown; Is Lying Bad?; Paper
Topic Exploration/ Proposal
12 Class Discussion: Vocabulary Exercise; Class Readings; Essay 3: Rough Draft
Annotation Exercise Journal Entry 23
Assignments: Language Awareness - On Not Writing, Bill Hayes
pg. 239 - 242
Journal Entries: How do you overcome writers block?
13 Class Discussion: Conferences Journal Entry 24
Assignments: N/A
Journal Entries: Reflection on Conferences
14 Class Discussion: Introduction to Portfolio; Introduction to Final Essay 3 Final Draft Due
Vocab Quiz, Introduction to Annotation 4 Vocabulary Test 3
Assignments: N/A Annotation 3
Journal Entries: What is going in your portfolio? Journal Entry 25
15 Class Discussion: Peer Review Portfolio Draft
Assignments: N/A
Journal Entries: N/A
16 Class Discussion: Final Vocab Test Portfolio
(Final) Assignments: N/A Annotation 4
Journal Entries: Class Review Final Vocabulary Test
Journal Entry 26

Updated August 2018