LIBERTY UNIVERSITY
English 100
_____Semester 20_____
(Note: items in italics are to be filled in by the instructor. All other material is to be included as given.)
Instructor’s Name
Email
Phone
Office
I. Course Description
English 100 focuses on functional grammar and paragraph development. This course includes an extensive grammar,
sentence structure, word usage, and punctuation review and requires the drafting of seven paragraphs and one essay. The
course emphasizes the writing process: prewriting, outlining, drafting, revising and editing. Admission to the course is
based on placement test scores; some students, apart from such scores, take the course as an elective. English 100 does
not meet the general education requirements in English but does offer three credits.
II. Rationale
Students must know how to express themselves competently in writing, such writing consisting of well-structured
sentences, coherent paragraphs, and clear, unified essays. This writing also consists of correct and concise use of words.
English 100 seeks to take basic writing students "where they are" and help them increase their abilities in organization,
sentence structure, and paragraph and essay development to a level satisfactory for beginning college-level study.
III.
None
Prerequisite statement
IV. Materials List
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).
The instructor must require one of the following texts:
Gaetz, Lynne, and Suneeti Phadke. The Writer’s World: Paragraphs and Essays. 2nd ed.
Upper Saddle River: Prentice, 2008. Print. (ISBN: 978-0-136-15218-7)
V. Learning Outcomes
English 100, which concentrates on punctuation, grammar, sentence structure, paragraphs, and short essays, provides the
foundation for English 101. Students who earn less than a "C" in English 100 are not permitted to take English 101
because they lack the writing skills necessary to succeed in English 101.
Although all students in English 100 classes have a similar list of writing assignments, different instructors will have
different emphases and paces in teaching. The instructors also have the option of assigning materials from other texts,
according to the needs of individual classes.
During the first half of the semester, the instructor will cover the following topics:
Fragments
Comma Splices and Fused Sentences
Run-on Sentences
Subject-Verb Agreement
Pronoun-Antecedent Agreement
Transitional Words and Phrases
Subordination
Commas
Semicolons
Colons
Spelling/Diction
During the second part of the semester, the following items will be covered:
Dangling (Misplaced) Modifiers
Restrictive and Non-restrictive Modifiers
Shifts in Point of View
Parallelism
Punctuation--a review of the comma and colon
Apostrophes
Quotation Marks
During the first week the student will complete a diagnostic paragraph and a diagnostic test in grammar and usage. Each
subsequent writing assignment throughout the semester builds upon the skills learned in the preceding assignments. Also,
the writings are evaluated (orally or in writing or both) and returned to the student before the next assignment is due, this
process providing an opportunity for students to learn from their mistakes. Developing a student's abilities can result best
from carefully executed assignments, sensitive, timely evaluation, and follow-up.
The student will:
A. plan and develop several single paragraphs of 150 to 200 words, this process leading to the composition of short
essays. All compositions should exhibit clearly stated topics that are focused and adequately supported by examples and
other explanations.
B. write sentences that are clear, concise, and varied in structure.
C. identify and correctly revise fragments, comma splices, and run-on sentences.
D. use correct punctuation and mechanics.
E. use principles of standard written English in order to avoid errors that distract the reader. Subjects must agree with
verbs, and pronouns must agree with their antecedents. The student's writing will also show correct and consistent forms,
correct pronoun case, clear pronoun references, and complete sentences.
F. demonstrate an understanding of rhetoric in order to communicate to a specific audience for a clearly specified purpose.
G. demonstrate competency in using the process approach to writing (including pre-writing, drafting, revising, and
editing).
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 which learning outcome in V (above) corresponds to each assignment.
VII.
Grading Policies
Be very specific.
Consider the following:
 Value of each assessment element
 Whether all assignments must be completed in order to pass course.
 Grading scale
 Policy for late work or missed assignments, when assignments due
 Policy for students who are involved in school activities
 Weight of class participation and what the class participation includes
A. Each instructor will inform students about assessment and evaluation of work. The paragraphs and short essays will
count for at least one-half, but not more than two-thirds, of the student's final grade.
B. 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
The grading scale for general education courses in English is as follows:
A…900-1000
B…800-899
C…700-799
D…600-699
F…0-599
C. Plagiarism: Although English 100 does not require the use of footnotes or other formal documentation in students'
writing, the students should know that plagiarism means more than using printed sources without giving proper credit. It
means handing in writing from one student that another student has composed, revised, edited or proofread. Accordingly,
the following guidelines are set down, and each English 100 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 100 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
Fair
Deficient
Informative/Persuasive
Demonstrates Basic Understanding
Little Meaningful Content
of the Ideas Discussed But Support is
Limited
Appropriate to Audience & Purpose Adequate Range
Does Not Show Understanding of Topic
Clear, Restricted Thesis
Thesis Clear but Needs Restriction
Thesis Vague
Thorough Development of Thesis
Mostly Relevant but Lacks Some Needed Inadequate Development of Thesis; Lacks
Detail
Sufficient Detail
Relevant to Topic
Perceptive, Concrete Details
Support Meaningful Sophisticated
Ideas
Effective Introduction, Body
Paragraph(s), & Conclusion
Graceful Transitions
Ideas Clearly Supported
Organization
- Intelligibility
- Orderliness of Presentation
Clear & Functional Introduction, Body
Lacks Discernible Introduction, Body
Paragraph(s), & Conclusion
Paragraph(s), and Conclusion
Some Transitions Needed
Few or No Transitions
Loosely Organized but Main Ideas Stand
Lacks Logical Sequence of Ideas
Out
Succinct
- Fluency of Language
- Use of Action Verbs
Diction & Style
- Effectiveness of Sentence Structure - Adequacy of Vocabulary
- Adequacy of Tone
- Integration of Concrete Detail
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
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 - Documentation
Essentially Free of
Minor Errors
Glaring Errors*
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
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. Suggested 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 90-100.
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 8089.
3. Written work rated fair in three or four of the areas and not having any area rated deficient will receive a grade
of 70-79.
4. Written work that is rated deficient with respect to one or more of the
four standards will receive a grade of 69 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 Policies
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.
 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
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. Calendar for the semester/term
Topics/assignments per week
Assignments per date: Tests, Reading, Other
XI. Bibliography
(Optional)