Cincinnati Christian University
Foster School of Biblical Studies, Arts & Sciences
ENGL 111 04 COLLEGE ENGLISH 2 (Section 4)
Professor: Brian Derico
Phone: 244.8147
3 Semester Credit Hours
Semester: Spring 2015
E-mail: brian.derico@ccuniversity.edu
Meeting Times: TH 1:30 – 2:45
Course Description
ENGL 111 is a companion course to ENGL 110 covering additional patterns of development and writing situations. A major research project forms a part of the requirements. Also, attention is given to literary analysis. Prerequisite: ENGL 110 or its equivalent.
Course Rationale
It is the purpose of this course to equip students with the rhetorical orientation, knowledge, and skills required to create and analyze persuasive texts in a variety contexts.
Course Objectives
Students who satisfactorily complete this course should be able to do the following:
1. Analyze a rhetorical situation and respond to it with an appropriate text.
2. Demonstrate thoughtfulness about their writing process.
3. Integrate contextually credible research into a persuasive text with appropriate MLA documentation.
4. Offer thoughtful analysis of texts written for various rhetorical purposes.
Course Texts
Purdue OWL
“Backpacks vs. Briefcases,” Laura Bolin Carroll (Canvas)
“Reading Games: Strategies for Reading Scholarly Sources,” Karen Rosenberg (Canvas)
They Say, I Say by Graff, Birkenstein, and Durst, Second Edition
“Annoying Ways People Use Sources,” Kyle D. Stedman (Canvas)
“Walk, Talk, Cook, Eat: A Guide to Using Sources,” Cynthia R. Haller (Canvas)
“Navigating Genres,” Kerry Dirk (Canvas)
Assignments
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Essay with Cause and Effect (10%)
Essay with Division or Classification (10%)
Essay with Sources (20%)
Article Analyses (5) (40%)
Exam (10%)
Class Participation (10%)
Course Policies
● Submit all written assignments to the “engl 111 submit work” folder in Google Drive under file names that conform to the pattern described in the File Name Format section of this syllabus.
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The attendance regulations listed in the CCU catalog apply to this course.
Please maintain scrupulous academic integrity. The CCU Policy on Academic Integrity applies to this

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Students who require academic accommodations due to a documented physical, psychological, or learning disability should request assistance from Disability Services by contacting Ray Horton at ray.horton@ccuniversity.edu. The Evan Bolejack Learning Center is also available for academic coaching and is located in the lower level of the Worship/Ministry building across from the elevator.
You may contact the office by phone at 513-244-8479 or by email at academic.support@ccuniversity.edu.
Course Agenda
All dates are approximate and subject to change without notice.
January 20
22
Introduction to ENGL 111
Assignment Introduction: Article Analysis
Writing Process
“Invention” (Canvas)
“Prewriting” (Canvas)
“Writer's Block” (Canvas)
“Creating a Thesis Statement” (Canvas)
“Developing an Outline” (Canvas)
“Reverse Outlining” (Canvas)
“Proofreading” (Canvas)
27 Textual Analysis: Scholarly Articles
“Reading Games,” Rosenberg (Canvas)
February 03 Joining the Conversation/Choosing Dialog
Due: Article Analysis One
29 Metacognition/Analysis/Praxis
They Say, I Say : Introduction, Chapter 1
05 Textual Analysis: Rhetorical Analysis
(Exigence, Audience, Logos, Pathos, Ethos, Kairos)
“Backpacks vs. Briefcases” (Canvas)
Due: Article Analysis Two
“The Rhetorical Situation” (Canvas)
10 Genre
“ Navigating Genres,” Dirk (Canvas)
Due: Article Analysis Three
12 Quoting, Paraphrasing, Summarizing, and Plagiarism
“Quoting, Paraphrasing, and Summarizing” (Canvas)
“Avoiding Plagiarism” (Canvas)
17 Assignment Introduction: Essay with Cause and Effect
“Establishing Arguments” (Canvas)
19 Taking Essay Exams
“Writing Essays for Exams” (Canvas)
24 Peer Review
Due: Essay with Cause and Effect Draft
“MLA Formatting and Style Guide” (Canvas)
26 Assignment Introduction: Essay with Division and Classification

April
March
Due: Essay with Cause and Effect
03 Contextual Credibility
“Evaluating Sources of Information”
( Canvas)
05 Peer Review
Due: Essay with Division and Classification Draft
Dunaton, To Prepon, Topoi
10 SPRING RECESS
12 SPRING RECESS
17 Assignment Introduction: Essay with Sources
“Research Papers” (Canvas)
“Research Schedule” (Canvas)
Due: Essay with Division and Classification
19 CCCC
24 Research Strategies
“Walk, Talk, Cook, Eat,” Haller (Canvas)
Due: Article Analysis Four
Due: Research Schedule
26 Library Presentation
31 Paraphrase and Summary
They Say, I Say : Chapter 2
02 Quotation Integration
Review
“MLA Formatting Quotations” in “MLA Formatting and Style Guide"
(Canvas)
“Integrating Quotations into Sentences” (Canvas)
“Annoying Ways People Use Sources,” Stedman (Canvas)
Due: Article Analysis Five
They Say, I Say : Chapter 3
07 They Say, I Say : Chapters 4, 5
09 They Say, I Say : Chapters 6, 7
14 They Say, I Say : Chapters 8, 9, 10
16 Peer Review
Due: Essay with Sources Draft
21 Parenthetical Citation
Review “MLA In-Text Citations: The Basics” in “MLA Formatting and Style
Guide" (Canvas)
“MLA Works Cited Page: Basic Format”
( Canvas)
23 Works Cited Entries
Review “MLA Works Cited Page: Basic Format” in “MLA Formatting and Style
Guide" (Canvas)
Review “MLA Sample Works Cited Page” in “MLA Formatting and Style Guide"
(Canvas)
Review “MLA Works Cited: Electronic Sources” in “MLA Formatting and Style
Guide" (Canvas)

28 They Say, I Say : Chapters 11, 12
Due: Essay with Sources
30 Ethical Rhetoric
05 Open Date
07 Exam Review
Assignments
The following assignment descriptions will be supplemented by class discussion and assigned reading. The student is responsible for completing each assignment in a fashion that reflects familiarity with class discussion and assigned readings.
File Name Format
When you save your documents please name the file using the following pattern: your name, assignment description, draft number.
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Example:
Example:
Example:
Example:
student name, essay with cause and effect, draft one
student name, essay with cause and effect, revision
student name, article analysis one, draft one
student name, article analysis one, revision
Class Participation
Operative Theory of Learning:
The design of this course is premised on the theory that knowledge is created when participants in dialog encounter ideas and then bring those ideas into productive contact with the systems that govern human action
(rhetorical, agricultural, historical, sociological, psychological, philosophical, political, economic, artistic, religious, scientific, etc.). Productive contact requires that partners in dialog work together to understand how ideas disrupt or reify knowledge systems—and it leads to strategic collaborative action. This recursive pattern of dialogic metacognition and collaborative action can be called praxis .
Consequent to this theory of learning is the requirement that students participate in this course in the following ways:
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Students must attend class regularly (arrive on-time and remain for entire meeting).
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Students must arrive to class prepared to participate in class activities (complete writing assignments on time; read assigned texts; plan ways to contribute to production of knowledge during course meetings ).
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Students must actively participate in class activities (participate in class discussions; do not use phones, computers, tablets, etc. for purposes not explicitly related to the objectives of this course; do not use class meeting as opportunity to complete work unrelated to this course).
Peer Review
Peer-review serves a number of purposes.
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Peer review motivates recursive writing.
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Peer review underscores the collaborative nature of writing.
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Peer review gives students an opportunity to practice participating in a dialog about writing.

Reading
The reading assignments listed in the course syllabus are an important component of this course. No specific credit will be assigned for the completion of reading assignments, but a student’s ability to perform well on written assignments and the final exam will require familiarity with assigned portions of course texts.
Essay Exam
The take-home exam will be offered during exam week and will require familiarity with class discussion, and the assigned readings.
Extra Credit
I do not offer extra credit because it is a disincentive for students to consistently pursue excellence and because there are sufficient opportunities to earn credit built into the course.
Conferences
You will receive credit for Article Analysis One and the Essay with Cause and Effect in the context of a scheduled conference outside of the regular meetings of our course. Conferences for these assignments must occur within two weeks of the assignment’s due date. Initial drafts that reflect a satisfactory effort may be revised for a new grade. Initial drafts that do not reflect a satisfactory effort will receive 60% and may not be revised. You can only receive credit for a revision in the context of a scheduled conference. The revision meeting must also take place within two weeks of the assignment’s due date. Revisions must be accompanied by a revision explanation (described below). Revisions won’t receive less credit than an earlier draft, but they won’t necessarily receive more.
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Please schedule a meeting using the Google Doc shared for that purpose.
Conferences are scheduled for times outside of the regular meetings of our course.
Please plan to discuss only one assignment at a meeting.
Please make available in Google Drive a version of the draft you plan to discuss at least 24 hours before your meeting.
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Please list your name and the subject of our meeting when you schedule a meeting.
Please read your work before your meeting and arrive prepared to participate in a dialog about your
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Please take notes during your meeting.
Make only one appointment for a given day.
Do not add appointment times to the published schedule.
Please cancel a scheduled meeting as soon as you discover you will not be able to attend it.
○ A penalty may be assigned for failure to schedule an appointment or for failure to attend a scheduled appointment.
Please let me know if the appointments listed in this document do not coincide with your availability. ●
Revisions
Revision is a necessary part of everyone’s writing process. Revision can be motivated by and reflect developments in your understanding of the rhetorical context of your text, comments made by readers, further research and inquiry, and further consideration of your rhetorical ambitions.
You may revise Article Analysis One after it has been assigned a grade in the context of a conference. You may not revise Article Analysis Two, Article Analysis Three, Article Analysis Four, or Article Analysis Five after an

initial draft has received a grade.
You may revise the Essay with Cause and Effect after an initial draft has been assigned a grade in the context of a conference. You may revise the Essay with Division or Classification after an initial draft has been assigned a grade only if you receive my approval. You may not revise revise the Essay with Sources after an initial draft has been assigned a grade. These revision opportunities are for the purpose of helping you to introduce revision into your typical writing process.
Revision Explanations
A revision of the Essay with Cause and Effect or the Essay with Division and Classification must be accompanied by a detailed revision explanation. Revision explanations must offer a thorough explanation of the revised draft you are submitting. Specifically, I would like a bulleted list that itemizes what is different from the previous draft and what considerations motivated these changes. Your revision explanation should appear at the top of your revised draft.
Article Analyses
You must schedule a meeting to receive credit for Article Analysis One (
“Reading Games: Strategies for
Reading Scholarly Sources,” Karen Rosenberg). You will receive credit for the remaining Article Analyses without scheduling meetings and without opportunity for revision.
Purpose
Article Analyses give you a method for reading journal articles that emphasizes their rhetorical nature, a method for taking notes that facilitate contributions to class discussions, and potential material for integration into other writing assignments. The Article Analysis assignment is also an opportunity to develop your ability to paraphrase, summarize, quote, and conform to MLA style. Article Analyses should display thoughtful, meaningful, and complex interactions with the assigned readings.
Procedure
In order to develop usable insights into the assigned readings, you will need to strip away all unnecessary information and develop a sharp focus on five components of each article:
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Problem Description
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Solution Description
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They Say/I Say (optional)
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Term/Concept Description
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Work Cited Entry
Problem Descriptions
Problem Descriptions should describe the problem that motivated the author to write the article. A rhetorical term for this problem is exigence , which Lloyd Bitzer defines as “imperfection marked by urgency.” Typically, an exigence motivating a scholarly article will be a problem with the thinking, action, knowledge, or ability of some category of people. Do not describe your problems with the article or problems you think readers have when reading it. Do not quote directly, but do provide page numbers for paraphrases and summaries in parenthetical citations.
Identify the title and the full name of the author of the article in the Problem
Description. Problem Descriptions should comprise between 25 and 75 words.
Solution Description

Solution Descriptions should identify and describe how the author attempts to address the problem that motivates the article. Your Solution Description should correspond in an obvious way to your Problem
Description. Again, do not quote directly, but do provide page numbers for paraphrases and summaries in parenthetical citations.
Your Solution Description should comprise between 50 and 150 words.
They Say/I Say (optional)
This section should enter into dialog with the article by making a prominent They Say/I Say move. Again, do not quote directly, but do provide page numbers for paraphrases and summaries in parenthetical citations. This section may comprise between 50 and 100 words.
Term/Concept Description
Term/Concept Descriptions define the meaning and function of a term or concept that appears in the article.
Define the meaning of the term or concept as it functions in this article rather than offer a dictionary definition.
Give specific attention to the function of this term or concept in the solution to the problem that motivated this article. The term or concept you choose does not have to be the most important term or concept–simply one that is worthy of consideration during a class discussion of the article. If you cannot imagine a discussion of this term or concept being a worthwhile contribution to our class discussion, choose a different term or concept.
You must integrate a quotation into this section. Provide page numbers for quotations, paraphrases, and summaries in parenthetical citations. Term/Concept Descriptions should comprise between 50 and 100 words.
Work Cited Entry
Work Cited Entries for this assignment should conform to MLA format. Specifically, it should follow the pattern for a work in an Anthology.
Lastname, First name. "Title of Essay." Title of Collection. Ed. Editor's Name(s). City of Publication: Publisher,
Year. Page range of entry. Medium of Publication.
Format
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Use headings to divide the sections of your Article Analysis (Problem Description, Solution Description,
They Say/I Say, Term/Concept Description, Work Cited).
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Identify the title of the article by using quotation marks.
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Your article analysis should not be a cohesive essay with an introduction and conclusion.
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Your completed article analysis should be between 125-450 words.
Essay with Cause and Effect
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Write a thesis driven persuasive essay of at least 700 words that uses a cause and effect relationship as a way to do discover things to say about your subject.
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You might, for instance, allege a causal relationship between access to safe drinking water and disease reduction in an essay that encourages the reader to support a humanitarian organization like charity: water. Or you might allege a causal relationship between girls’ access to education and positive outcomes in developing countries in an essay that encourages the reader to support a humanitarian organization like CARE.
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Your essay should have a title that reflects its content and should conform to MLA format.
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To receive credit for this assignment you must submit the essay with your Writing Process

Description as a Google Doc before class on the assignment’s due date.
Essay with Division and Classification
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Write a thesis driven persuasive essay of at least 700 words that uses either division or classification as a way to do discover things to say about your subject.
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For the purposes of this assignment, classification means to organize items according to characteristics and division means to divide a thing into parts.
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You might, for instance, use classification as a means to assert that a person, place, thing, method, or idea does not belong to the category to which it appears to belong. Or you might use division as a way to assert a particular relationship between the parts of a person, place, thing, method, or idea.
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Your essay should have a title that reflects its content and should conform to MLA format.
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To receive credit for this assignment you must submit the essay with your Writing Process
Description as a Google Doc before class on the assignment’s due date.
Essay with Sources
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Write a thesis driven persuasive essay of at least 1750 words that supports an assertion within the context of an ongoing scholarly conversation.
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Support your assertion with appropriately documented contextually credible evidence.
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Your essay should have a title that reflects its content and should conform to MLA format.
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To receive credit for this assignment you must submit the essay with your Writing Process
Description as a Google Doc before class on the assignment’s due date.
Writing Process Description
The Writing Process Description should be written before, during, and after your essay. Remember that writing is a recursive process with steps that can repeat themselves indefinitely without a prescribed order. Your
Writing Process Description should reflect sophisticated reflection on your praxis of writing.
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Invention
○ Describe the idea generating activities that were a part of your writing process.
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Describe the rhetorical analysis that was a part of your writing process.
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What exigence/problem motivates this essay?
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Think about your exigence on the most local level possible.
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Your exigence may be the problem or opportunity presented by what someone else has said, what someone might say, or what readers probably often say about the topic that is the subject of your essay.
○ Your exigence may be the inadequate thinking or action of your reader relative to the topic that is the subject of your essay.
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What is distinctive about your response to this problem if someone else has already responded to it?
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With what audience do you intend to partner as you attempt to address the problem that motivates this essay?
● Your audience is probably the “they” in the conversation to which you are making a contribution.
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For the purpose of the Rhetorical Analysis I do not want you to think of me as the audience you are analyzing.
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What is at stake for this audience?
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What do you know about the audience's relevant values, education, experiences?
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What sources/authorities/categories of evidence does the audience credit as authoritative?

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What does the audience think of you?
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What does the audience think of your purpose?
● How did your analysis of audience contribute to strategic decisions as you wrote this essay?
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What additional features of the rhetorical situation constrain your strategic choices?
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What non-artistic proofs are available?
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Data, evidence, testimony, etc.
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What genre is typically used to respond to this type of exigence? A peer-reviewed scholarly journal? A blog? A newspaper? A chapter in a book?
○ What features typical of this genre are you going to reproduce in your text?
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Describe organizing/outlining that was a part of your writing process.
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Describe the reading/researching that was a part of your writing process.
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Drafting
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Where did you write?
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Did you produce the entire draft in a single writing session?
○ What questions/obstacles arose as you worked on this draft?
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How did your thinking evolve as you worked on this draft?
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Revision
○ Describe and explain any significant changes in your text that occurred after your initial draft.
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Did you attend the class meeting set aside for peer review?
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Who did you work with?
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How did this experience contribute to strategic decisions you made as you wrote this essay?
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Did you work with anyone outside of class?
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Who did you work with? (Professor Derico, Graduate Assistant, Academic Support, library personnel, peer, etc.)
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How did this experience contribute to strategic decisions you made as you wrote this essay?
● Format Editing/Sentence-level Editing
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How did you edit your own work?
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Did you have anyone else edit your work?
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Who?
■ What did this person do?
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Writing Log
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When did you work on this assignment? Provide a writing log that describes when you worked on this assignment. Provide dates, times, and durations.
Format
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The Writing Process Description should be a incorporated as a single-spaced section at the beginning of the essay, before the essay’s title.
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Use headings to organize your Writing Process Description.
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Your Writing Process Description need not respond to every question posed in the outline above, and it can respond to questions that are not posed in the outline above. Your Writing Process Description should reflect sophisticated reflection on your praxis of writing.