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Freshman Expository Writing ENG1043 Sec. 5
The School of Arts and Humanities
Instructor: Anderson M. Rearick PhD.
Mount Vernon Nazarene University
Fall 2010, M-W-F / Credit: 3 Hours
MO 206: 2:00pm - 3:00pm
Your Pearson MyComplab Course ID is Rearick931867C
Contact Info:
Dr. Rearick's Office: Founders Hall 219G (Within 219: School of Arts and Humanities Office)
Office Hours: M-W-F: 11:30a - 12:30p & 3:00p - 4:00p T-Thu 11:30a-12:30a & 2:00-3;00 or by
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Office (740) 392-6868 Ext. 3508
Home (740) 392-3738 (please no calls after 9:00-- Laura is hopefully in bed)
Email: anderson.rearick@mvnu.edu
Course Description: A study in the practice and process of expository writing. Special emphasis
is given to the writing process (pre-writing, drafting, proofreading, and revising), the essay
format, modes of expressive, and persuasion and referential (Seamans 3).
Texts:
Faigley, Lester. Writing: A Guide for College and Beyond. 2nd ed. New York: Longman, 2010.
Seamans Arthur F. Writing for Growth. San Diego: Point Loma Nazarene College Press, 1980.
Class Objectives:
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To encourage students toward the maximum development of communication skills and
abilities available within written word.
To enable students to improve written communications through directed experience.
To encourage students toward acquiring attitudes which stimulate awareness of self and
environment, enabling them to respond creatively and positively
To develop in students the ability to listen receptively, think critically, reason clearly,
evaluate objectively, and communicate clearly.
To promote within students the vision and ability to apply communication skills and
knowledge to enhance personal relationships, human society and God's kingdom.
To develop in students the skills needed to enjoy and evaluate writing without the
assistance of a critical history.
To acquire a knowledge of the assigned content matter.
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Be aware that appointments will become more tight towards the end of the semester (Please note that in foul weather Prof. Rearick must
catch the 4:00 MOTA bus).
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Evaluation:
Each student will produce five essay packages made up of a first draft and revision. There will be
six quizzes throughout the semester, a mid-term and a final. Students will maintain an on-going
journal in which in-class writing exercises, notes and reading responses will be placed. Also
evaluated are students' attendance and participation.
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Essays
Editing
Class Participation
Online Participation
Journals
Quizzes
Mid-term
Final
25%
20%
5%
5%
15%
10%
10%
10%
100%
Essays: Four essays will be handed in this semester: Each essay is about three to four pages long
and is a process. Thus, when a student hands in an assignment it will actually be a packet which
will include a rough draft—edited by a peer—any other evaluations, and a final copy. The
essays will be done in the MLA style required in Research Writing ENG1053. However,
research will play a minor role in this class. All work will be typed unless assigned as an “inclass” activity. All essays begin with prewriting, followed by a rough draft and a revision.
Students may expect their essays to be read and discussed by a small group at the rough draft and
proofreading stages. Every essay will be graded using a standard rubric.
Turnitin MVNU has initiated the use of anti plagiarism software called "Turnitin." This will
require you to submit an electric version of certain assignments (both papers and some lead in
work) to be evaluated by the program. This system constantly scans the internet for essays and
data. MVNU takes plagiarism very seriously, sometimes even to the point of failing the student
who has handed in another's work.
Editing: In spite of what they may think of their editing abilities, most students have much to
bring to help their classmates (or as they will be called from now on “their peers”) make a
stronger essay. The Faigley text, page 30-33, offer good guidelines to this activity. This will be
achieved with a peer editing sheet and comments on the actual text.
Class Participation: This grade will be based on attendance, class conversation, threaded
discussions, extra peer work and ways a student may find to improve this class’ online offerings.
Threaded Discussions: On blackboard you will find cues for online, threaded discussions. You
are required to make one entry every two weeks of about 150 words. You may either post from
the actual instructor’s cue or from a peer’s response. Doing more than the 7 required earns extra
credit.
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Journals: The journals will be maintained in “Black Marble Cover
Composition Books.” No spirals three ring bounders, or folders
please. These will be collected and reviewed at different parts of the
semester, possible without warning. Bring to EVERY class.
Quizzes: There will be six quizzes during the semester, three before
the midterm and three after made up of true and false, multiple-choice,
and matching. They will be based on the readings, vocabulary and
class discussion.
Midterm and Final: The midterm and final will draw heavily from the quizzes The midterm will
be on Friday Oct. 15th the final, meanwhile is on Wednesday Dec. 8th at 1:00 to 2:50pm.
Plagiarism: MVNU expects each student to avoid plagiarism in doing all assignments. Students
who cheat or represent other people’s work as their own will automatically fail that assignment
(homework, essay or exam) without recourse for makeup. Students who do this more than once
will automatically fail the class. All incidents of plagiarism will be documented and forwarded to
the office of the vice president for academic affairs.
Disability Needs: Students who qualify for and desire accommodations in this course due to a
disability, as defined by the American s with Disabilities Act of 1990, must follow the Disability
Service Policies and Procedures as put forth by the office of Academic Support. The guidelines
can be accessed in electronic form at the web address
http://www.mvnu.edu/academics/services/dservices.html and in a hard copy at the Academic
Support office. Also on staff are English tutors Rebecca Hahn and Don Conrad to aid in
composition difficulties. The Extension for Academic Support is 4280.
On a personal note, I am disabled because of eyesight; my son is disabled by breathing
complications and mild Asperger's, my daughter has ADHD as also does my wife. Thus, I am
especially sensitive to the needs and challenges faced by otherwise qualified students who may
be struggling with physical challenges. I "toughed" it out when I was at ENC, but the world has
changed for the better, and there are many resources available to you I wish I had had, resources
I in fact presently use in my office—such as a close-circuit TV attached to the screen of my
computer as well as speaking programs which allow text to be read to me and talking books.
Pursue these things and see me if you have any such needs.
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Fall 2010
Note: All readings and assignments are due on the day for which they are listed. Exercises associated with readings
are not required unless they are specifically assigned. The professor reserves the right to modify this schedule.
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Writing for Growth by Seamans
Writing: A Guide by Faigley
Week One:
Wed. Sept. 1
Introduction
Syllabus Explained
Blackboard Explained
Tadbits PowerPoint
Elbow Video
Fri. Sept. 3
Read Writing for Growth “Introduction” and
“The Study of Writing at a Liberal Arts College” pp 1-8
Read Writing a Guide
Chap. 1 & 2
 “Making Discoveries” & “Reading to Explore” pp. 2-22
Discuss the writing process
Prewriting techniques
Week Two:
Mon Sept. 6
Read Writing for Growth
 “An Approach to Writing” pp 9-12
 “Referential Writing” pp. 79-81
 “Theme Strategy: The Process Theme” pp 87-89
 “Steps to Greatness” pp. 89-92
Wed. Sept. 8
Read Writing a Guide,
Chap. 3 “Planning a Journey” pp 23-28
Chap. 4 “Returning and Revising” pp 29-34
Fri. Sept. 10
Read Writing a Guide
Chap 9 “Writing Effectively in College” pp. 62-77
o Quiz One
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Week Three:
Mon. Sept. 13
Read Writing A Guide
Chap 11. "Writing Observations"
Observations, Writing observations,
 Writing Observations pp 128-129
 An Effective Observation: Anni Dillard “Life on the Rocks: The
Galapagos” pp 130-138
 Exploring Current Issues “What Can Be Learned From Living As
Someone Else?” pp 139
 How to read observations pp 140
Wed. Sept. 15
Chap 5. Thinking Visually
 Communicate with visuals and words pp 35-43
Chap 11 "Writing Observations" (Continued)
 Mary Roach, “Monster in a Ryokan” pp 141-145
 Ansel Adams, “Photographs of Japanese-Americans at Manzanar” pp
146-150
Fri. Sept. 17
 Exchange Rough Drafts of Process Paper
 Hand in typed first paragraph with MLA header to Dr. Rearick
Read Writing A Guide
Chap 11 "Writing Observations" (Continued)
 Fred Strebeigh, “The Wheels of Freedom: Bicycles in China” pp 151161
 Salman Hameed, “The Travelogue of an Astronomer”
pp 162165
Week Four:
Mon. Sept. 20
 Rough Draft of “Process Theme” with Peer Review Returned to Writers
 Sit together and read over comments and ask for clarifications and
explanations
Read Writing for Growth
 “Expressive Writing” pp. 13-18
 “Theme Strategy: ‘The Satori Theme’” pp.33-38
 “The Den of Lions” pp. 39-40
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Read Writing a Guide
Chap 11 “Writing Observations” (Continued)
 How to write an observation 166-179 Cuellar’s essay through the
process
Wed. Sept. 22
Read Writing a Guide
Chap 11 “Writing Observations” (Continued)
 Sarah Cuellar, (Student essay)“Playing in Traffic: How Parallel Play
Helps Preschool Children `Merge’ into Group Play” 180-185
 Projects pp 186-187
Fri. Sept. 24
 Folder with Final Draft of “Process Theme’ as well as early drafts and Dr.
Rearick’s paragraph Due
o Quiz 2
Week Five:
Mon. Sept. 27
Read Writing a Guide
Chap 10 “Reflections”
 "Writing reflections," "An effective reflection" pp 80-81
 Sue Kunitomi Embrey, "Some Lines for a Younger Brother . . ." pp 82-85
Wed. Sept. 29
Read Writing a Guide
Chap 10 “Reflections”
 "Explore current issues" (Can a Memory Make an Argument?”) and "How
to read reflections" pp 86-87
Fri. Oct. 1
Read Writing a Guide
Chap 10 “Reflections” (Continued)
 David Sedaris, "Let it Snow" pp 88-90
 Lee Conell, "My Dropout Boyfriend Kept Dropping In" 95-99
Week Six:
Mon. Oct. 4
 Rough Draft of “Satori Theme” with Peer Review Returned to Writers
 Sit together and read over comments and ask for clarifications and
explanations
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Read Writing a Guide
Chap 10 “Reflections” (Continued)
 Jason Christopher Hartley, "Just Another Soldier" pp 91-94
Wed. Oct. 6
Read Writing a Guide
Chap 10 “Reflections” (Continued)
 Amy Tan, "Mother Tongue" pp 100-107
 How to Write a Reflection" pp 108-119
Fri. Oct. 8
 Folder with Final Draft of “Satori Theme’ as well as early drafts and Dr.
Rearick’s paragraph Due.
 Be sure to also submit into Blackboard Turnitin portal within week six’s
assignment.
Read Writing a Guide
Chap 10 “Reflections” (Continued)
 Janine Carter, (student essay) "The Miracle Quilt" pp 120-123
 Projects 124-125
o Quiz 3
Week Seven:
Mon. Oct. 11
Read Writing for Growth
 “Expressive Writing” (review) pp. 13-18
 “Theme Strategy: ‘The Zuihitsu Theme’” pp.41-46
 “The Summer Teaching Disaster” pp. 39-40
Wed. Oct. 13
Review for Midterm
Fri. Oct. 15 Midterm
Week Eight: Midterm Break from Sat. Oct. 16th-Tuesday Oct. 19th.
Mon. Oct. 18 Mid-Semester Break
Wed. Oct. 20
Read Writing a Guide
Chap 14. Causal Analyses
 Writing to analyze causes pp 333-337
 An effective causal analysis
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Fri. Oct. 22
Read Writing a Guide
Chap 14. Causal Analyses (Continued)
 Stentor Danielson, “Pesticides, Parasite May Cause Frog Deformities”
pp 338-341
 Explore current issues "Is Fast Food Marketing Contributing to Childhood
Obesity?" pp 342
Week Nine
Mon. Oct 25
Read Writing a Guide
Chap 14. Causal Analyses (Continued)
 How to read causal analyses pp 343
 Stephanie Coontz, “The Future of Marriage" 344-352
Wed. Oct. 27
Read Writing a Guide
Chap 14. Causal Analyses (Continued)
 Hannah Fairfield, “Pushing Paper Out the Door” pp 353-356
 Emily Raine, “Why Should I Be Nice To You? Coffee Shops and the
Politics of Good Service” pp 357-365
Fri. Oct. 29
 Exchange Rough Drafts of Zuihitsu Paper
 Hand in typed first paragraph with MLA header
to Dr. Rearick
Read Writing a Guide
Chap 14. Causal Analyses (Continued)
 Daniel Akst, “Strive We Must” pp 366-374
Week Ten:
Mon. Nov. 1
 Rough Draft of “Zuihitsu Theme” with Peer Review Returned to Writers
 Sit together and read over comments and ask for clarifications and
explanations
Read Writing a Guide
Chap 14. Causal Analyses (Continued)
 Kay S. Hymowitz, “The New Girl Order” pp 375-385
Wed. Nov. 3
Read Writing a Guide
Chap 14. Causal Analyses (Continued)
 Operation Iraqi Freedom Leaflets pp 386-387
 How to write a causal analysis pp 388-403
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Fri. Nov. 5
 Folder with Final Draft of “Satori Theme’ as well as early drafts and Dr.
Rearick’s paragraph Due.
 Be sure to also submit into Blackboard Turnitin portal within week ten’s
assignment.
Read Writing a Guide
Chap 14. Causal Analyses (Continued)
 Sean Booker, Borrowing (student essay) “Bling: The Appeal of Hip-hop
to Young White Men” pp 404-407
 Projects pp 408-409
o Quiz 4
Week Eleven:
Mon. Nov. 8
Read Writing for Growth
“Persuasive Writing” pp. 53-55
“Theme Strategy: The Empathy Letter Theme” pp. 56-58
“Letter to Ed” pp 59
Read Writing a Guide
Chap 16. Arguments for a Position
 Writing a position argument pp 468 471
 An effective position argument
Wed. Nov. 10
Read Writing a Guide
Chap 16. Arguments for a Position (Continued)
 Ted Koppel, “Take My Privacy, Please! pp 472-476
 Explore current issues ("Can Pennies Really Solve the World's Problems?"
pp 477
Fri. Nov. 12
Read Writing a Guide
Chap 16. Arguments for a Position (Continued)
 How to read position arguments pp 478
 Frederick Douglass, “What to the Slave Is the Fourth of July?” pp 479-487
Week Twelve:
Mon. Nov. 15
Read Writing for Growth
 “Persuasive Writing” pp. 53-55 (Review)
 “Theme Strategy: The Irony Theme” pp 60-68
 “Strangers in the Night” pp 69-71
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Wed. Nov. 17
Read Writing a Guide
Chap 16. Arguments for a Position (Continued)
 Mark Winne, “When Handouts Keep Coming, the Food Line Never Ends”
pp 488-492
 Michel Marriott, “The Color of Mayhem” pp 493-496
Fri. Nov. 19
Read Writing a Guide
Chap 16. Arguments for a Position (Continued)
 Steven Johnson, Hillary vs., “Grand Theft Auto” pp 497-499
o Quiz 5
Week Thirteen:
Mon. Nov. 22
 Exchange Rough Drafts of Empathy or Irony Paper
 Hand in typed first paragraph with MLA header to Dr. Rearick
Read Writing a Guide
Chap 16. Arguments for a Position (Continued)
 Mae M. Ngai, “No Human Being Is Illegal” pp 500-506
 “Buff Daddy; Food Cops Bust Cookie Monster” pp 507509
Wed. Nov. 24 Thanksgiving Break
Fri. Nov. 26 Thanksgiving Break
Week Fourteen:
Mon. Nov. 29
 Rough Draft of “Empathy or Irony Theme” with Peer Review Returned to Writers
 Sit together and read over comments and ask for clarifications and explanations
Read Writing a Guide
Chap 16. Arguments for a Position (Continued)
 How to write a position argument pp 510-525
Wed. Dec. 1
Read Writing a Guide
Chap 16. Arguments for a Position (Continued)
 Chris Nguyen, (student essay) “Speech Doesn’t Have to be Pretty to be
Protected 526-531
 Projects 532-533
o Quiz 6
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Fri. Dec. 3
 Folder with Final Draft of “Empathy or Irony Theme’ as well as early drafts and Dr.
Rearick’s paragraph Due.
 Be sure to also submit into Blackboard Turnitin portal within week fourteen’s
assignment.
Review for Final
Last day of regularly scheduled classes
Week Fifteen:
Final Exam
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Wednesday Dec. 8th at 1:00 to 2:50pm, regular classroom.
Have a Merry Christmas and the Happiest of New Years!
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