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

Spring/Fall ####
Wallace ####
MWF ##:## / TR ##:##

Mr. T. Daniel McFarland

Department of English and Theatre
Mattox ###
Office hours: #####
timothy_mcfarland6@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
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 a MWF section 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 class 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 strictly be 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.

In-Class Device Use: I do not allow students to use their phones, tablets, laptops, or other electronic devices during
class. If you are on your device, I will not say anything, but I will count you absent for the period. I find technology
use in the class to be distracting, disrespectful, and inconsiderate to the instructor and classmates. These marks will
be considered into your overall class attendance.

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.

Grading Distribution: Grading Scale:

Literacy Narrative 20% A 90-100
Rhetorical Analysis 20% B 80-89
Position Essay 20% C 70-79
CPA & Participation 15% D 60-69
Peer Reviews 15% F 0-59
Conferences 10%

Course Requirements: All major assignments (Literacy Narrative, Rhetorical Analysis, Position Essay) must be
completed to pass the class. Skipping any of these assignments equals an automatic failure (F). Peer Reviews,
Conferences, etc. will be credited as 100/0. In other words, if you do them, you receive full credit (100) and if not,
you will receive a 0.

Updated May 2019

Course Preparation Assignments (CPA): CPAs are designed to introduce you to course material and allow you to
think about that material intelligently before coming to class. Often, it will involve you reading, viewing, or writing
to familiarize yourself with important concepts accompanied by a series of questions. The questions serve as a guide
in your reading and as a basis for class discussion and participation. The goal of the CPAs is to have informed class
discussion. If you miss class for any reason, you cannot turn in your CPA for that day. To receive full credit for a
CPA, you must give a good faith effort, bring a copy to class, attend class to modify and expand your answer and
add value to the discussion, then turn in the CPA before you leave class that day.

Short Writing Assignments: Throughout the semester, you will complete 3 Short Writing essays. For each, you
will apply the critical reading and analysis skills you have been developing to one of the assigned readings we have
covered so far in Language Awareness, briefly summarize its content, and respond to it. Please make sure the
majority of your response paper should actually be your responses, instead of a summary of the work.

Date: To-Do: Due:

Week 1 Introduction
Read LA, ch.1 (p.1-20)

Week 2 Read LA, ch.2 (p.21-41) CPA1

Week 3 Language Communities CPA2

Read LA, Roberts (p.148)
Read LA, Tan (p.179)
Literacy Narrative Assigned

Week 4 Language Communities CPA3

Read LA, Mukherjee (p.174) MLA WORKSHOP
Read LA, Miller (p.186)

Week 5 How and Why We Write Literacy Narrative

Read LA, King (p.196)
Read LA, Lamott (p.221)

Week 6 How and Why We Write CPA4

Read LA, Zinsser (p.233) Short Writing 1
Read LA, Hayes (p.239)

Week 7 Manipulation! CPA5

Read LA, Cross (p.247) THESIS STATEMENT
Read LA, Lutz (p.277) WORKSHOP
Rhetorical Analysis Assigned

Week 8 Manipulation! CPA6

Read LA, Bryson (p.507)
Read LA, Butler (p.531)

Updated May 2019

 Week 9 PEER REVIEW

Week 10 Language of Discrimination CPA7

Read LA, Allport (p.364) Short Writing 2
Read LA, Kaminer (p.382)

Week 11 Language of Conflict CPA8

Read LA, Reilly (p.433) Rhetorical Analysis
Read LA, Badger (p.437)

Week 12 Language and Gender CPA9

Read LA, Gay (p.452)
Read LA, Kleinman, Ezzell, and
Frost (p.465)
Position Essay Assigned

Week 13 Language and Gender CPA10

Read LA, Kimmel (p.477)
Read LA, Crair (p.485)

Week 14 PEER REVIEW Short Writing 3

Week 15 Conferences

Week 16 Finals Week Position Essay

Updated May 2019