ENG 100 Writing I
(section number[s])
Caudill College of Arts, Humanities and Social Sciences
Morehead State University
Instructor:
Office:
Office Hours:
Phone:
Email:
Webpage URL: [optional]
COURSE MATERIALS/TEXTBOOKS:
[List items with full publication information, including ISBN, and indicate whether “Required” or
“Recommended.” Note availability of a handbook depending upon your own text selection, if any.]
Rottenberg, Annette, and Donna Haisty Winchell. Elements of Argument: A Text and a Reader. 9th ed.
Boston: Bedford/St. Martin’s, 2009. ISBN: 978-0-312-48047
or
Lunsford, Andrea A., John J. Ruszkiewicz, and Keith Walters. Everything’s An Argument. 5th ed. Boston:
Bedford/St. Martin’s, 2010. ISBN (with readings): 978-0-312-53861-3/ISBN (without readings): 9780-312 -53862-6
or
Kennedy, Mary Lynch, and Hadley M. Smith. Reading and Writing in the Academic Community. 4th ed. Upper
Saddle River, NJ: Prentice Hall, 2010. ISBN: 978-0-205-68946-0
PURPOSE OF COURSE/CATALOG DESCRIPTION
Prerequisite: 18 ACT English subscore or successful completion of ENG 099. The course is designed to develop
students’ skills in reading introductory college-level texts with comprehension and critical awareness; writing
effective academic prose; making use of current technologies to locate information relevant to select topics; and
making effective and appropriate use of a modest number of sources in expository and persuasive/argumentative
essays. This course satisfies the Core Writing I for general education.
APPROVED UNIVERSITY GENERAL EDUCATION STUDENT LEARNER OUTCOMES
1. Read college-level critical, creative and technical texts for comprehension (1b).
2. Write effectively for a variety of target audiences using conventions associated with standard English (1c).
3. Employ current technologies to locate, analyze, evaluate and use information in multiple contexts and for a
variety of purposes (2a).
4. Thoughtfully analyze and evaluate diverse points of view (2c).
LEARNER OUTCOMES: Students will be assessed according to their ability to produce papers that
1. synthesize information from two or more sources dealing with a common topic;
2. demonstrate critical thinking in analyzing and constructing arguments;
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3. demonstrate facility with information literacy skills, including library research methods;
Internet research techniques, or field research techniques;
4. make fair and appropriate use of work of others in illustrating and supporting claims;
5. document their use of sources according to MLA conventions;
6. demonstrate an understanding of the rhetorical skills related to discovery, arrangement, and
style;
7. demonstrate awareness of audience and employ appropriate tone, diction, vocabulary
according to the targeted audience and purpose;
8. adhere to the conventions appropriate to academic discourse, including standard grammar,
mechanics, and usage;
9. demonstrate the ability to produce a coherent piece of writing shaped by a controlling idea; and
11. demonstrate the ability to write for different purposes, target different audiences, and employ a
range of tactics (including appeals to ethos, pathos, and logos).
CLASSROOM POLICIES:
Attendance/Participation Policy: [Instructors may elect to have differing attendance policies, but the
expectation of regular attendance for on-campus classes should be made clear. Expectations for participation
should be included for online classes (e.g., frequency of postings to the Blackboard Discussion Board,
deadlines for submission of work), and instructors should monitor students’ participation in course activities.]
Tardy Policy: [Optional.]
Late/Makeup Work: [Optional. Any restrictions or penalties should be articulated.]
ADA Compliance Statement: Americans with Disabilities Act (ADA): In compliance with the ADA, all
students with a documented disability are entitled to reasonable accommodations and services to support their
academic success and safety. Though a request for services may be made at any time, services are best applied
when they are requested at or before the start of the semester. To receive accommodations and services the
student should immediately contact the Disability Services Coordinator in the Office of Academic and Career
Services, 223 Allie Young Hall, 606-783-5188, www.moreheadstate.edu/acs/. [NOTE: It is the student’s
responsibility to inform the instructor of any special needs before the end of the second week of classes and to
provide appropriate documentation.]
Campus Safety Statement:
Emergency response information will be discussed in class. Students should familiarize themselves with the
nearest exit routes in the event evacuation becomes necessary. You should notify your instructor at the
beginning of the semester if you have special needs or will require assistance during an emergency evacuation.
Students should familiarize themselves with emergency response protocols at
http://www.moreheadstate.edu/emergency.
PLAGIARISM: [Include a statement here that provides a basic definition of plagiarism, cautions students as
to how to avoid plagiarism, and notes the penalties for plagiarizing.
ASSESSMENT: [List assignments, provide brief descriptions (e.g., summary, response essay, etc.), state
minimum length/word count), and indicate percentage weight for each assignment. (Listing points per
assignment and point totals is not by itself adequate.) The sum of the weights must equal 100%.]
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Required Components for General Education Assessment Across All Sections:
(See list of Fall 2011 Assessments for complete list)
Common Assessment Period:
The fall 2011 library quiz will be administered during the three full weeks before Thanksgiving (not
counting the week of Thanksgiving). Students will need to access a common Blackboard shell to take
the quiz. More information will be available as the testing period approaches.
Additional Required Components
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Students must complete a minimum of 3 other distinct essays or papers (for a minimum of 3000 words or
12 pages).
At least 75% of the course grade must be based primarily upon writing assignments (including the
final).
No single essay or paper will be weighted less than 10% or more than 30% of the course grade.
Quizzes, exercises, and assignments other than essays can total no more than 10% of the course grade.
Class participation can total no more than 10% of the course grade.
In on-campus sections, no credit shall be assigned for attendance alone, although instructors may
reduce grades for non-attendance.
GRADING POLICIES: [Provide the scale for determining an A, B, C, D, and E. Assignments must be given a
percentage weight, and the total must equal 100%. If the instructor awards points for each assignment, the total
number of points used in calculating the course grade must be included.]
For example: 90 – 100% is an A, 80-89 % is a B, 70-79% is a C, 60-69% is a D, and 59% and below is an E.
SCHEDULE OF ASSIGNMENTS: [The schedule of assignments may be part of the syllabus or a separate
document. The list may be day by day or week by week. The dates by which assigned readings are to be
completed must be clear. The specific dates on which major assignments are given out and the dates on which
they must be turned in must be specified. Topics covered should be provided at least week by week.]
Ex:
WEEK #1: Aug. 22-26:
OR
Mon. 8/22
Wed. 8/24
Fri. 8/26
Final Exam: To be administered during the regularly scheduled final exam period for each section.
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