English 101 (AY 2010-2011)
English 101: Composition & Rhetoric
AY 2010-2011
Liberty University
Lynchburg, VA
[Professor, Office, email, phone]
Please note that any section that is designated with an asterisk must be repeated word for
word in the individual professor’s syllabus
*I. Course Description
English 101: Composition & Rhetoric. Through the critical engagement of a variety of texts,
including written, oral, and visual, this course prepares students to become careful readers,
critical thinkers, and skilled writers. Drawing upon rhetorical theory, it emphasizes the practices
of analytical reading, informed reasoning, effective writing, and sound argumentation. The course
requires 4,000 words of writing in no fewer than five writing projects, three of which are
argumentative essays incorporating external sources.
*II. Rationale
Reading and writing are essential for success in college and in life. In English 101, students will
further develop their skills in analyzing texts, processing that information in the context of their
worldview, and articulating their conclusions clearly to a particular audience.
*III. Prerequisite Statement
Engl 100 or advanced standing on the placement test.
As stated in the Liberty University Catalog, it is the student’s responsibility to make up any
prerequisite deficiencies that would prevent the successful completion of this course.
IV. Materials List - Texts, Handbooks, Supplemental Readers, and Recommended
Dictionaries
NOTE: The following list attempts to include the most recent information for ordering the
approved textbooks. Instructors must use their own discretion in choosing between various
versions of current, approved texts (such as with or without a handbook or with or without
readings) and between the various supplemental "packages" which publishers might offer (such
as the addition of a dictionary with the textbook).
A. TEXTS: The instructor will use one of the following texts:
VanderMay, Randall. The College Writer. 3rd ed. Boston: Wadsworth, 2009. Print.
(ISBN: 0495803413).
B. A HANDBOOK (from list below) is also required if text selected does not include
handbook and/or research guide:
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English 101 (AY 2010-2011)
Aaron, Jane E. The Little, Brown Handbook, Brief Version. 4th ed. Boston: Longman,
2011. Print. (ISBN: 020576276x)
C. Recommended: A standard, recent COLLEGIATE DICTIONARY. Such as:
American Heritage College Dictionary, 4th ed. 2007. Print.
Merriam-Webster Dictionary, 11th ed. 2005. Print.
*V. Learning Outcomes/Requirements
Learning Outcomes: Students who successfully complete English 101 will
1) understand and practice reading, writing, and rhetoric within the context of a Biblical
worldview
2) apply methods of sound reasoning (induction and deduction) and argumentation in
writing
3) produce well-structured, grammatically sound essays using various modes of discourse*
4) integrate sources accurately and effectively using MLA documentation*
5) write with clarity*
6) recognize standard usage in English grammar, word choice (diction), phraseology, and
sentence structure*
7) apply knowledge of sentence structure to basic sentence editing and revision*
*These are also Gen. Ed. core competencies for communication
Requirements: Students in English 101 will
1) identify and analyze the structural and rhetorical aspects, including narration, illustration,
definition, argumentation, and so forth, of various texts, whether written, oral, or visual
2) identify, analyze, and evaluate theses, claims, assumptions, and conclusions in their own
writing and in the writing of others
3) demonstrate, through practice and repetition, their understanding that writing well
consists of a series of tasks, which include choosing and restricting a topic, formulating a
thesis, constructing a topic outline, and revising through successive drafts
4) demonstrate an ability to craft their writing according to the rhetorical dynamics of
subject, audience, purpose, and tone
5) demonstrate an ability to control various elements of argument such as appeals to reason
and to emotions, claims of fact, value, and policy, and the relationship between claim,
evidence, and warrant.
6) demonstrate control of such surface features as diction, style, grammar, and mechanics to
produce writing that is essentially free of glaring errors.
7) apply conventions of structure and format appropriate to the rhetorical situation
8) quote, summarize, and paraphrase source material accurately and correctly document
such use
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English 101 (AY 2010-2011)
9) produce at least three argumentative essays, one of at least one-thousand words, which
correctly incorporate various types of evidence from external sources using the MLA
format
10) share their ideas and impressions constructively with other members of the class through
reading, responding to texts, peer reviews, and discussions
11) practice the “writing as process” model of composition, which includes topic
development, drafting, revision, and editing in accordance with the conventions of
standard English
12) analyze and evaluate rhetorical strategies in oral, visual, and written texts reflecting the
diversity of cultures and worldviews
VI. Assignments / Requirements
This section is an overview of the assignments. Give a concise statement and brief
description of the assignments. More specific details of the assignment should be
included in section X.
As a guideline for assignment/requirement development, consider the following:
 Cognitive growth - Learned content which is testable
 Product - Description of things produced such as class papers, projects,
etc.
 Process - Expectations for discussion in class, participation in
activity/experiment
Identify special needs such as eye cover in labs and other safety requirements.
Identify which learning outcome in V (above) corresponds to each
assignment.
VII.
Grading Policies
A. Each instructor will provide students with his or her own criteria and the department's
criteria for the evaluation of student work. Generally, the essays will count for at least
half, but not more than two-thirds, of the students’ final grades. Work evaluated
numerically is based upon the grading scale below:
A…900-100
B…800-899
C…700-799
D…600-699
F…0-599
All faculty will adopt a 1000 point scale for calculating student grades.
• Thus, an assignment worth 40% of a student’s grade will receive 400 points.
• All grades are numeric
*B. Plagiarism
Each student should know that plagiarism encompasses more than the use of printed
sources without giving proper credit. It means handing in writing from one student that
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English 101 (AY 2010-2011)
another student has composed, revised, edited or proofread. Accordingly, the following
guidelines are set down, and each English 101 student must study and understand them
from the outset. The instructor will assume, after pointing out and discussing this policy,
that the student will be responsible for understanding and applying it.
Penalties for plagiarism will be severe: an "F" on an assignment without
opportunity to do it again and an "F" for the course.
1. Any fact not common knowledge, any idea, phrase, or paraphrase which is
taken from a printed source, from a lecture, sermon, or radio broadcast must be
documented.
2. Any work submitted in English 101 will be understood to be the work of the
student submitting it and his work alone. Taking credit for someone else's
proofreading ability, suggestions, ideas, or words is plagiarism. An exception to
this definition is group work assigned and directed by the instructor. Unless the
instructor assigns such work, students should do their own writing, revising, and
proofreading.
3. If a student has availed himself of the services of a tutor, officially designated
by the university or unofficially, it will be understood that the tutor will confine
his services to helping a student develop and express his or her own thoughts,
making suggestions to help the student fulfill the assignment guidelines, and
supplementing the work that the professor does with the student in conferences
and class. A tutor in his proper role never does work for a student or supplies
specific words, phrases, or ideas. The student bears responsibility for his own
work. He must not submit a tutor's work as his own, and he must not blame his
errors on the tutor.
4. If the student submits a paper typed by someone other than himself, it will be
understood that the typist has not changed anything from the student's script or
rough draft. The student may not blame the typist for errors not corrected on the
draft given to the instructor.
5. "Self plagiarism" is when a student submits written work from another course
or another context as if it is original work for a current writing assignment. This
is not acceptable.
*C. Grading Rubric for English Papers.
Content
- Purposefulness - Factual Accuracy - Thoughtfulness - Appropriate Support & Development
- Perceptiveness - Soundness of Logic - Depth of Knowledge
Good
Informative/Persuasive
Appropriate to Audience &
Fair
Demonstrates Basic Understanding
of the Ideas Discussed But Support
is Limited
Adequate Range
4
Deficient
Little Meaningful Content
Does Not Show Understanding of Topic
English 101 (AY 2010-2011)
Purpose
Clear, Restricted Thesis
Thorough Development of Thesis
Thesis Clear but Needs Restriction
Mostly Relevant but Lacks Some
Needed Detail
Thesis Vague
Inadequate Development of Thesis; Lacks
Sufficient Detail
Relevant to Topic
Perceptive, Concrete Details
Support Meaningful
Sophisticated Ideas
- Intelligibility
Effective Introduction, Body
Paragraph(s), & Conclusion
Graceful Transitions
Ideas Clearly Supported
Organization
- Orderliness of Presentation
Clear & Functional Introduction, Body
Paragraph(s), & Conclusion
Some Transitions Needed
Loosely Organized but Main Ideas
Stand Out
Lacks Discernible Introduction, Body
Paragraph(s), and Conclusion
Few or No Transitions
Lacks Logical Sequence of Ideas
Succinct
- Fluency of Language
- Use of Action Verbs
Appropriate Vocabulary
Precise Word Choice
Tone Appropriate to
Audience & Purpose
Shows Mastery of Word
Choice & Usage
Sentence Variety
Throughout
Mostly Active Voice &
Action Verbs
Effective Use of Concrete
Details
Diction & Style
- Effectiveness of Sentence Structure - Adequacy of Vocabulary
- Adequacy of Tone
- Integration of Concrete Detail
Adequate but Simplistic
Vocabulary
Some Vague/Imprecise
Language
Tone Adequate to Audience &
Purpose
Occasional Errors in Word
Choice & Usage
Limited Sentence Variety
Overuse of Passive Voice &
“To Be” Verbs
Limited Use of Concrete
Details
Limited Vocabulary
Generally Vague
Ineffective Tone Does Not Support Writer’s
Intention
Frequent Errors in Word Choice & Usage
Confusing/Ineffective Use of Concrete Detail or
Support Lacking Altogether
Repetitious Language
Grammar & Mechanics
- Grammar, Mechanics, & Usage - Spelling - Format
Essentially Free of
Errors
- Documentation
Minor Errors
Glaring Errors*
Meaning Conveyed Despite Errors
Unacceptable Inattentive to the Conventions of
Written Discourse
Shows Acceptable Neatness &
Attention to Detail
* NOTE: A GLARING ERROR is a mistake or pattern of mistakes that forces the reader to interrupt his/her reading to search for
needed clarity or meaning. GLARING ERRORS undermine the writer’s credibility and point to insufficient editing. Typical
GLARING ERRORS include egregious misspellings; fragments; fused or run-on sentence constructions; comma splices or errors in
punctuation when using conjunctions; disagreement between subjects and verbs; disagreement between pronouns and their
antecedents; and confusing shifts in tense, person, or number.
*D. Standards: Effective academic writing should display the following characteristics:
1. Worthwhile CONTENT—a perceptive, engaging exploration of a topic using
appropriate support.
2. A solid ORGANIZATION—clear, logically presented Introduction, Body
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English 101 (AY 2010-2011)
Paragraph(s), and Conclusion focused on a controlling thesis and with sufficient
transitions.
3. Appropriate DICTION AND STYLE—fluency of language, adequacy of
vocabulary, appropriateness of tone, effectiveness of sentence structure, use of
active voice and action verbs, and graceful integration of support.
4. General correctness with regard to GRAMMAR AND MECHANICS—
observance of accepted grammar, mechanics, usage, spelling, format, and the
conventions of standard written English.
*E. Format: Students should format all academic writing in accordance with the
MLA guidelines as described in the assigned handbook or as directed by the instructor.
Unless otherwise noted, all graded writing submissions will be typed.
F. Guidelines for Grades: (see Grading Rubric for English Papers)
1. Written work achieving consistent ratings of good with respect to the
four standards will receive a grade of 900-1000.
2. Written work receiving a rating of good in two or three of the four
standards and not less than fair in the other(s) will receive a grade of 800899.
3. Written work rated fair in three or four of the areas and not having any area
rated deficient will receive a grade of 700-799.
4. Written work that is rated deficient with respect to one or more of the
four standards will receive a grade of 699 or below. NOTE: Ordinarily the grade
of “F” is reserved for those papers that in some blatant way simply do not meet
the requirements of the assignment.
VIII. Attendance
For the good of the Liberty University student body, a consistent attendance policy is
needed so that all students in all majors will understand the expectations of faculty in all
their courses. In general, regular and punctual attendance in all classes is expected
of all students. At times, students will miss classes. These absences will be identified as
either excused or unexcused and will be handled per the policy below.
Excused Absences
 Excused absences include all Liberty University sponsored events, to include
athletic competition or other provost-approved event.
 Absences due to medical illness that are accompanied by a doctor’s note will be
excused.
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English 101 (AY 2010-2011)


Absences due to family situations such as a death in the family or a severe
medical condition will be excused
Students will not be penalized for excused absences and will be permitted to
make arrangements to complete missed work.
Unexcused Absences
 Classes that meet:
o Three times per week will permit three unexcused absences per semester.
o Twice per week will permit two unexcused absences per semester.
o Once per week will permit one unexcused absence per semester.
 Questions regarding unexcused absences must be resolved by the student with the
professor within one week of the absence. Students may appeal these decisions to
the respective dean within one week.
 Extraordinary circumstances regarding excessive absences will be addressed by
the student with the faculty member, department chair, and dean as required.
 Penalties for each unexcused absence over the permitted number per semester will
be as follows:
50 points for classes that meet 3 times per week
75 points for classes that meet 2 times per week
150 points for classes that meet once per week
 Students who are late for class 10 minutes or less are considered tardy but present
for the class. If a student misses in-class work due to tardiness, the faculty
member may choose not to allow the student to make up this work. Three class
tardies will be counted as one unexcused absence.
 Students who are more than 10 minutes late for class are considered absent
*IX. Other Policies (These policies should be reproduced exactly as stated below)
Dress Code
Students are expected to come to class dressed in a manner consistent with The
Liberty Way.
Honor Code
We, the students, faculty, and staff of Liberty University, have a responsibility to
uphold the moral and ethical standards of this institution and personally confront
those who do not.
Academic Misconduct
Academic misconduct includes: academic dishonesty, plagiarism, and
falsification. See The Liberty Way for specific definitions, penalties, and
processes for reporting.
Disability Statement
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English 101 (AY 2010-2011)
Students with a documented disability may contact the Office of Disability
Academic Support in DH 2016 to arrange academic accommodations. For all
disability testing accommodation requests (i.e. quieter environment, extended
time, oral testing, etc.) the Tutoring / Testing Center is the officially designated
place for all tests administered outside of the regular classroom
DROP/ADD POLICY
A Fall/Spring course may be dropped without a grade, tuition, and fee charges
within the first five days of the semester. From the sixth day until the end of the
tenth week, a Fall/Spring course may be withdrawn with a grade of W
Classroom Policies
The inappropriate use of technology, such as cell phones, iPods, laptops,
calculators, etc. in the classroom is not tolerated. Other disruptive behavior in the
classroom is not tolerated. Students who engage in such misconduct will be
subject the penalties and processes as written in the Liberty Way.
X. Agenda of Class Sessions
[Topics per day/week]
[Assignments per date: Tests, Due Dates for Writing, Other]
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