English 100 PLE Writing & Language
Spring 2013
Monday/Wednesday 3:30 – 4:50 Nicarry 208
Dr. Matt Skillen
Wenger Center #104
Office: 361-1232
skillenm@etown.edu
http://mattskillen.com
Office Hours:
Tuesdays 1:00 PM – 3:00 PM
Conferences can be scheduled by appointment as well.
Purpose of the Course:
EN100 is a writing intensive course focused primarily on writing as a process of
discovery concerning ideas, drafting, revising and editing. Throughout the process of
discovery, students are encouraged to expand their perspectives and realities. The
purpose of the course is to provide students with opportunities to read, write and speak
about a variety of aspects pertaining to the power of language. In doing so, students will
collect new experiences in reading, writing, and thinking critically about the media they
consume. EN 100 PLE Writing and Language meets one of the required two courses
necessary in the Power of Language requirement of Core Program at Elizabethtown
College.
Prerequisites:
Per the enrollment guidelines of Elizabethtown College and the Department of English,
there are no prerequisites to enroll into EN100.
Learning Outcomes:
Power of Language
Student Learning Outcomes for the Power of Language (English-based) AU:
Students will be able to:
• Construct logical and persuasive arguments
• Read carefully and critically
• Analyze and synthesize new ideas
• Explain how language affects thinking and conceptual development
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To ensure robust student outcomes in writing and research-intensive courses like EN 100
PLE Writing and Language, the International Reading Association and the National
Council of Teachers of English composed a number of universal learning outcomes to
guide instruction. This course meets the following standards of IRA and NCTE:
Standard 3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience.
Standard 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a variety of audiences and for different purposes.
Standard 5: Students employ a wide range of strategies as they write and use different writing process
elements appropriately to communicate with different audiences for a variety of purposes.
Standard 6: Students apply knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and
non-print texts.
Big Questions:
1. How does a person arrive at a moral rationalization?
2. How does one develop a moral reasoning?
3. What role does language shape American culture?
4. How can I describe the power of the English language?
Required Text:
Peterson, L.; Brereton, J.; Bizup, J.; Fernald, A.; Goldthwaite, M. (Eds.). (2012). The
Norton Reader: An anthology of nonfiction (shorter 13th edition). New York, NY:
Norton and Co.
ISBN: 978-0-393-91219-7
Secondary Text:
Hacker, D. & Sommers, N. (2011). A Pocket Style Manual (Sixth Edition). Bedfords/St.
Martin’s Press.
ISBN: 978-0-312-54254-2
Social Network:
 Daily updates to the class blog will be posted every Monday and Wednesday
throughout the semester at http://mattskillen.com.
 Follow important course updates on Twitter @DocSkillz.
General Course Outline:
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What is your passion? I understand that when one enters college he or she is often asked,
“What is your major?” But, that is not what I am asking here. What is your passion?
What are you most passionate about? Art? Music? Nature? Film? Politics? Religion?
People? You see, all too often a course that is dedicated to the teaching of composition
forces participants to write about subjects that seem completely unrelated to their
interests. For this course we are going to try something different; we are going to begin
with a discussion about what interests you most. The course will then unfold into three
different learning units that will provide different lenses for you to examine that which
you are most passionate.
1. Oh, yeah? Prove it: Real World Research
Knowing what to say and how to say it is one of the most important skills in college
writing. There are a number of resources available in the High Library, but do you know
how to use them? No matter your field of study, the most advanced research is made
available to you. This learning unit will include in depth instruction on how to access the
online resources at High Library. You will also use these resources to discuss a thesis in
great detail.
2. Race, Gender and Identity
Critical race and critical gender studies are two areas of research and commentary that
have become the topic of great debate and discussion in the last ten years. With the help
of internationally renowned scholars on these topics, we will discuss the power language
has in establishing the racial and gender systems in America.
3. Say what?: Investigating Politics, Propaganda and Doublespeak
In a media-rich society, we are bombarded with breaking news, corporate advertising,
and political pandering. At every turn, be it through the television, radio, or our mobile
devices, someone somewhere is trying to sell us something. We don’t typically regard
these images of persuasion as manipulative or dangerous. However, in our ongoing
conversation about the power of language, we will investigate examples of propaganda
and doublespeak that we encounter.
4. Culture Shock
The culture of the United States is often best illustrated by a large, multicolored quilt,
spread across the vast landscape of this country. Each square represents a new
perspective specific to a region, neighborhood, community or religion. Our textbook
dedicates an entire section to the ongoing examination of American culture. We will read
from a variety of authors in this section as we introduce ourselves to new perspectives.
Descriptions of Major Assignments:
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
Class Participation 300 points
Your participation in this course is not only vital to your success, but it is also
very important to the enrichment of everyone involved in the course. Your peers,
and even your instructor, can learn a great deal from your experience and
interpretations of the material discussed in class. So, it is very important that you
attend each class meeting and actively participate in the course. Your
participation grade will be divided into three different categories.
o Attendance: I will take attendance at the beginning of every class meeting.
See Attendance Policy below for more information.
o Reading Quizzes: 10 short reading quizzes will be administered
throughout the term.
o Journal Entries: 10 journal entries will be collected as indicated on the
course calendar. Journal entries should be one single-spaced typed page
and should represent your best writing as you reflect on the content of the
course. Look for connections between the readings and discussions of the
course and discuss these connections and reflections in your journal
entries.

Research Paper 150 points
The research process is a pure method of inquiry that walks the researcher
through the stages of developing a thesis and using established research to support
his or her point of view. The research paper assignment will be assessed in three
steps: 1) a research proposal, 2) a working draft, and 3) the final draft.
Throughout this project, you will develop a thesis to answer one of the umbrella
prompts discussed in class, identify print and digital resources that support your
claim, and bring together an academic analysis of the answers you find in your
research.
The research project theme for this course will be based on ethical dilemmas we
will encounter in the first series of readings from our common textbook. As we
read, take note of the topics that interest you the most. With the help of the
instructor, you will craft a research question and develop a list of resources you
will use to answer your research question.

Film Analysis of Frozen River: Symbols of Contemporary Nationalism, Race,
Gender, Age & Identity: 100 points
In preparation for this assignment, we will read a number of works from those
who are contributing to the ongoing conversation about race and gender in the
United States. After discussing these concepts in class, you will have the option to
choose from two writing prompts that will ask you to draw conclusions between
the film we watch and the readings we have discuss in class.
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
Political Film Analysis & Class Facilitation: 150 points
In a small group of your peers, you will watch a film that depicts an aspect of
American politics. With the members of your group you will compose a written
overview of the film and present your analysis to the rest of the class. Your
written analysis should examine the language strategies used by the characters in
the film to persuade others.

Expository Essay on Culture 100 points
Have you ever written a real essay? We are going to begin this assignment by
reading “Age of the Essay” by Paul Graham. Mr. Graham’s perspective on
writing and thinking will liberate your writing process, as we examine the history
of this lost art of thought and reasoning.
In this assignment, you will respond to a number of cultural observations found in
our common textbook. As you compare these observations to your own
experiences, I hope you are able to indentify new understandings about language
and its place in the world around you.

Midterm Exam 100 Points
On the date and time for this course, you will respond, in essay form, to a prompt
related to the content covered during the first half of the course. The Midterm
exam will be open-book, open-note, open-journal, open-essay, and open-mind.

Final Exam 100 points
On the date and time of the final exam for this course, you will compose a short
expository essay in response to three different prompts. One week before exam
week, you will be given the three prompts in order to prepare.
Course Conduct and General Assignment Requirements:
Requirements for All Assignments: All written work and presentations should be representative
of your professionalism and therefore, should demonstrate your finest comprehension,
organization, writing, and public speaking abilities. Excessive grammatical, punctuation, and
spelling errors on assignments will result in a grade reduction, or more. Merely completing
assignments does not guarantee receipt of the highest grade.
Statement on Academic Honesty: Making efficient use of a wide variety of resources in your
writing is celebrated at this academic level. However, plagiarism is not an acceptable practice.
When you turn in composition, you do so with the understanding that you are turning in a work
that is original. If resources are utilized in the composition, it is assumed that those resources are
cited properly. If an assignment or exam is turned in with evidence of plagiarism, disciplinary
action will be taken. If you have concerns or questions about Elizabethtown College’s academic
honesty policy, you may consult the Elizabethtown College manual on Academic Integrity at
http://www2.etown.edu/library/AcademicIntegrity.pdf.
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Citing References: All sources utilized in written assignments, including web sources, must be
properly cited using APA format.
http://www.library.cornell.edu/services/citing.html
http://citationmachine.net
All assignments are due at the beginning of class on the day designated in the syllabus. Late
assignments are not accepted. If there are extenuating circumstances, speak to the instructor
directly—in advance. There may be exceptions with prior discussion and approval from the
instructor. No extra credit is offered. All learners are expected to put forth their best professional
effort in completing each course requirement and assignment.
All assignments are required to be word-processed and spell-checked. Acceptable fonts are 11point or 12-point serif font, for example Times New Roman formatted with one-inch (1")
margins.
Re-submittal of Assignments: We all learn from our mistakes. Therefore, assignments may be
resubmitted at the next class meeting after their return to the student. Re-submittals must
demonstrate significant improvement. Re-submittal does not guarantee a better grade. Resubmittal is not an option for the final.
Statement on Disability: Elizabethtown College welcomes otherwise qualified students with
disabilities to participate in all of its courses, programs, and activities. If you have a documented
disability and require accommodations to access course material, activities, or requirements, you
must:
1.) Contact the Director of Disability Services in the Center for Student Success, BSC 228,
by phone (361-1227) or email daviesl@etown.edu.
2.) Meet with me, the instructor, within two weeks of receiving a copy of the
accommodation letter from Disability Services to discuss your accommodation needs
and their implementation.
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Date
Reading & Topics
M 1/14
Introduction to the Course: Class Syllabus: Language
Review: Article Discussion: “How to Survive and
Thrive in a Street Fight”
Read: “The Eureka Moment” by Isaac Asimov (520)
Watch: David Eagleman on Possiblilianism at
http://vimeo.com/16177455
The Writing Process & Accessing the College Databases
Read: “Advice to Youth” by Mark Twain (319) & “The
Moral Instinct” by Steven Pinker (321)
W
1/16
W
1/23
M 1/28
Assignments Due
Journal #1
M 2/11
Read: “What should a billionaire give—and what
should you give” by Peter Singer (338), “In Defense of
Prejudice” by Jonathan Rauch (350)
The Case for Torture” by Michael Levin, “An Animal’s
Place” by Michael Pollan (361)
“We do Abortions Here: A Nurse’s Story” by Sallie
Tisdale (377) or “When Doctors Make Mistakes” by
Atul Gwande (384)
Read: APA Style Workshop [Online]
http://owl.english.purdue.edu/owl/resource/664/01/
Research Paper Proposal Discussions
Peer Review of Research Paper Rough Draft
W
2/13
Writing Conferences: Schedule an Appointment with
the Instructor to discuss your research paper.
M 2/18
Read: “Learning to Read” by Frederick Douglass (191)
Journal #3
W
2/20
M 2/25
Read: “Blue-Collar Brilliance” by Mike Rose (225)
Research Paper Final Draft
Read: “Fremont High School” by Jonathan Kozol (204)
& “How Teachers Make Children Hate Reading” by John
Holt (195)
Read: “College Pressures” by William Zinsser (209)
Journal #4
Read: “Why Colleges Shower Their Students with A’s”
by Brent Staples (215)
Midterm Exam
Journal #5
Read: “Looking at Women” by Scott Russell Sanders
(115) & “Beauty: When the Other Dancer is the Self” by
Alice Walker (38)
How to Watch a Film for Analysis
Read: “Between the Sexes, a Great Divide” by Anna
Quindlen (125) & From “I Have a Dream” by Martin
Luther King, Jr. (280)
Read: “Mommy, What does ‘Nigger’ Mean?” by Gloria
Naylor (234) & “Black Men in Public Space” by Brent
Staples (188)
Watch: “Frozen River” [Film]
Film Review and Points of Analysis
Read: “Propaganda: How Not to be Bamboozled”
[Handout] & “The Burden of Deceit in Public Life”
Journal #6
W
1/30
M 2/4
W 2/6
W
2/27
M 3/11
W
3/13
M 3/18
W
3/20
M 3/25
W
3/27
W 4/3
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Journal #2
Research Paper Proposal
Research Paper Rough Draft
Journal #7
Frozen River Film Analysis
[Handout]
M 4/8
W
4/10
M 4/15
W
4/17
M 4/22
W
4/24
M 4/29
Read: “Politics and the English Language” [Handout] &
“Selecting, Slanting, and Charged Language” [Handout]
Writing Day- Meet with your peer group to prepare for
your presentations.
Propaganda Presentations: Man of the Year, The
American President, & Head of State
Propaganda Presentations: Dave, The Distinguished
Gentleman, & Swing Vote
Read: “The Age of the Essay” by Paul Graham
[Handout] & “Is Google Making us Stupid?” by Nicholas
Carr (150)
Read: “On Writing” by Stephen King (257)
W 5/1
Read: “Saudis in Bikinis” by Nicholas D. Kristof (176) &
“The Wheels of Freedom: Bicycles in China” by Fred
Strebeigh (178)
Expository Essay Presentations & Readings
T 5/7
Final Exam: EN 100 11:00 AM – 2:00 PM Nicarry #208
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Political Film Analysis
Collaborative Essay & Journal #8
Journal #9
Journal #10
Expository Essay on Culture