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ENG 101 – Critical Reading & Writing I

Fall 2019

Professor: Adrienne Tigchelaar


Turnitin Class Number:22010137 Turnitin Pswd/Enrollment Key: MacDonald

Office Hours: TBA

Email: [email protected]


  • Required Texts

ONE PROVIDED FOR YOU: (*Hint: The following are in perfect MLA format; copy and paste this for every applicable Works Cited!)

Cooley, Thomas. The Norton Sampler: Short Essays for Composition. 8th edition. W.W Norton and

Company, 2013. Print.


My online course is open for student registration. Follow these steps to get started. If you need additional guidance, consult the support site, especially the system requirements which list recommended browsers. (CHROME works well, SAFARI does not.)

  • Go to
  • Bookmark the page to make it easy to return to (although note that the URL will look different due to security measures).
  • Enroll in our course using one of the following options:
  • You DO NOT have an access code, so click "I want to purchase access" or “I need to pay later” (21 days free), and follow the instructions. Please note: Your grades are linked to your Launchpad account username (email address). If you use temporary access, make sure you purchase or register your code using the same email address for your paid access.
  • Write that email address here:
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If you have problems registering, purchasing, or logging in, please contact Customer Support. You can reach a representative 7 days a week:

  • through the online form
  • by chat
  • by phone at (800) 936-6899

Additional Notes on the INDEPENDENT GRAMMAR STUDY — Learning Curve

  • Completion of this program is 10% of your grade.
  • As long as you hit the given target, you will receive 100% for each section required. (Activities are graded on a pass/fail basis. If you complete the activity [i.e. you reach the target score], you will receive a grade of 100%, no matter how many questions it took to get there. If you don't reach the target score, your grade for the activity will be 0%.
  • Completion of the program is due on SEPTEMBER 29. On that date, the program will AUTOMATICALLY SHUTDOWN. If you have finished the program and made the targets, you will receive a 100% for this category of your grade. Failure to complete the program will result in a 0% for this category. You will receive many reminders to finish this.

II. Characteristics of the Course

A. Writing

We will be examining ideas and the thinking process, but the primary focus of this class is the study of writing and written expression. Our focus this semester will be on different modes of composition: description, perspectives/narration, definition, process, comparison/contrast, cause/effect, and argument. In addition, we will also learn to grapple with the issues of contemporary culture from a Christian worldview and express intelligent and thoughtful ideas through writing. Our class will culminate with an examination of both historic ideological social movements and current events and issues, and a persuasive paper. It is important to note that you cannot pass this class unless you have completed all five of the major paper assignments.

When your paper has been graded, if you are not satisfied with the grade that you receive, you may revise it and turn it back in one time with the prospect of receiving a better grade. In order to obtain a higher grade you must 1) have made the corrections that were recommended by your instructor, and 2) resubmit your revision within one week of getting the original paper back. Be aware, however, that simply turning in another draft is not a guarantee that you will, in fact, be awarded a better grade; you must demonstrate that you have put additional work into the assignment and that you have adequately addressed your instructor’s concerns. The most a student can receive for a revision is one letter grade (10% maximum). Additionally, you may not submit a second attempt if your first attempt was not on time. Before you may revise an essay, you must review the comments you receive in the comment section of your graded essays. Then, you must make the necessary changes according to the comments, highlight your corrections/revisions, and submit the paper to me within one week. (This option excludes paper #5, as there is no time for this process before final grades are due.)

Papers will be marked down one letter grade if they are not submitted on the due date and time. All major papers for this course will be submitted online to, with whom the university maintains a university license agreement.

During this course, you will also learn to use scholarly resources effectively and wisely, format your papers correctly according to current MLA standards, and increase your knowledge of both vocabulary and grammar. Any resource cited in any paper in this class must be obtained from JSTOR, GALILEO, or GOOGLE SCHOLAR. You have FREE access to these first two resources due to your student status at Point University. However, in order to log on to this site, you will need your Point ID and PASSWORD given to you by Point when you first became a student. If you have lost this, you will need to contact the Help Desk at Point. I cannot help you find your student identification.


Student Learning Outcomes:

  • you will strengthen your ability to express yourself in writing
  • you will understand how to formulate, write, and support a thesis statement
  • you will understand different modes of writing and how to utilize each
  • you will strengthen your ability to do research
  • you will be able to evaluate the quality of outside sources
  • you will strengthen your ability to support your own ideas by utilizing outside sources
  • you will be able to arrange a paper in correct MLA format

B. Reading

We will be reading essay selections that demonstrate the technique of a certain mode of writing and address serious and relevant cultural, social, and psychological issues. You should read carefully, with great thought and concentration, and always with a pen in-hand. These are not essays that can be skimmed, and you won’t be able to find Spark Notes summaries online. Rather, you must perform the careful and sometimes painstaking work of close reading, annotating, note-taking, and THINKING. Additionally, you will have unscheduled quizzes that pertain to your reading assignments.

Student Learning Outcomes:

  • you will strengthen your ability to better comprehend what you read
  • you will strengthen your ability to think critically, to analyze what you read

C. Attendance

Attendance for online classes is based on completed work. Be sure to keep up with all deadlines. Failing to do so will poorly impact your grade in a variety of ways. Missing more than five weeks of classes denotes immediate failure of the course.

D. Evaluating

This grading scale relates the 4–point scale, letter grades, and corresponding percentages:

A = 4.0 = 90–100 (TCS will record this as a 95%)

B = 3.0 = 80–89 (TCS will record this as a 85%)

C = 2.0 = 70–79 (TCS will record this as a 75%)

D = 1.0 = 60–69 (TCS will record this as a 65%)

F = 0.0 = 0–59

Every student will be evaluated on the basis of the following criteria:

Tests: 15%

Essay 1: 10%

Essay 2: 10%

Essay 3: 10%

Learning Curve: 10%

Quizzes: 10%

Essay 4: 15%

Essay(&Final Exam) 5: 20%

Essays 1-5

Essay 1: Narrative (Perspective -- employing Description)

Essay 2: Definition (employing Description)

Essay 3: Process/Comparison/Contrast

Essay 4: Cause and Effect (featuring a unique view of a historic event)

Essay 5: Argumentative (focussed on a current controversial social issue)

F. Students with Special Needs

Point is focused on helping students achieve academic success. The College provides a variety of services to assist students in the Education Resource Center (ER):

  • Helping new students adjust to the academic and social demands of college life;
  • Offering ACC 098, Strategies for Academic Success, and ACC 099, Academic Accountability, as co–curricular courses;
  • Cooperating in placement tests, academic advisement, and course selection of at-risk students;
  • Coordinating tutoring services for various academic disciplines;
  • Providing support to students at any stage of the writing process;
  • Assisting with reasonable accommodations for special-needs students, working with faculty and other staff to meet those needs as appropriate; and
  • Offering instruction and materials to individuals and groups in topics such as effective time management and study skills.

If you have a documented disability requiring accommodations in this course, please contact Mrs. Kathy David, ADA/504 Coordinator, within the first two weeks of class.

G. Prohibitions

Students are expected to exercise Christian virtues in every area of their lives. Truth and honesty, integrity, and diligence are encouraged and should characterize the academic conduct of every student at Point University. Each student is encouraged to engage in honest intellectual effort and ethical behavior in order to achieve the full development of the student's potential. Therefore, misbehavior in academic matters is considered a serious problem and an affront to the entire college community. Whenever a faculty member, student, or staff member becomes aware of academic misconduct, that person should report the misbehavior to the course instructor or another appropriate college official. This includes cheating of any kind: copying quiz/test answers; plagiarizing someone else’s thoughts/words, and seeking out other teachers/professors to assist you with your paper.

Plagiarism will result in a 0 for the assignment, and might also result in an F for the course; a letter describing the incident will be placed in your permanent academic file.

III. Weekly Schedule

Unless otherwise noted, all weekly work will be made available on Mondays, and be due on Sundays. It is up to the student to pace themselves accordingly. (Please don’t hurt yourselves by waiting until the weekend to look at your workload!)


Week 1 Introduction to Course

Due 8/25 Introduction to Online Grammar Program

Introduction to Descriptive Writing (59 – 70)


Week 2 Descriptive Writing Cont’d:

Due 9/1 “The Death of the Moth” (630-633)

"Once More to the Lake” (114 – 121)

“Storm Country” (79-83)

Week 3 Introduction to Perspectives (Narrative Writing) (123-133)

Work on Independent Grammar Study - LAUNCHPAD - Due 9/29

“From Holy the Firm” (3-7)

“How I wrote the Moth Essay and Why” (8-15)

“The Ashen Guy” (149 – 152)

Introduction to Paper #2 — Narrative (requirement handout, explanation)

Week 4 *Perspectives/Narratives:

“Orange Crush” (161-164)

Work on Paper #2 - Narrative

Work on Independent Grammar Study - LAUNCHPAD - Due 9/29

“The Back of the Bus” (167-174)

“The Sanctuary of School” (177-181)

Week 5 *Work on Paper #1 — Narrative — Due THIS SUNDAY, Sept. 22

Test #1 - Perspectives/Narratives

Week 6 Intro to Definition (412-420)

Due 9/8 “Redefining Definition (449-452)

Introduction to Paper #1 — Definition (requirements, example, discussion)

“Se Habla Español” (436 – 439)

“The Extraordinary Characteristics of Dyslexia” (454 – 457)

Workshop Paper #1 - Definition

Week 7 Test #2 (Definition & Description)

Workshop Paper #1 — Definition —

Thesis Statement due on

Week 8 *Introduction to Process Writing (292-303)

Due 10/13 “So, You Want to be a Writer? Here’s How” (322-325)

“Some Stepping-Stones to Writing a Poem” (327-330)

Process: “How Boys Become Men” (316-319)

Week 9 Introduction to Comparison/Contrast Writing (353-362)

Due 10/20 Introduction to Paper #3 — Process/Comparison essay (requirements, example)

“Watching Oprah from Behind the Veil” (368-370)

“On the Rewards of Being Quiet” (382-387)

Week 10 Test #3 (Process, Comparison/Contrast)

Due 10/27 Paper #3 — Process/Comparison essay

Thesis due on


Week 11 Introduction to Cause/Effect Writing (471 – 486)

Due 11/3 “King, Kennedy, and the Power of Words” (487 – 490)

“Long, Beautiful Hair” (510 – 514)

Introduction to Paper #4 — Cause/Effect (requirements, explanation, discussion)

Week 12 Workshop/Research for Paper #4 — Cause/Effect

Due 11/10 (Thesis, Works Cited, Quote Integration)

Identifying and recording sources (Little Seagull)

Research on JSTOR and Galileo

Submit thesis on

Week 13 Test #4 — Cause and Effect

Due 11/17 Workshop Paper #4

First Draft Due on

Individual instructor conference - at PTC

Final Draft Paper #4 Due 11/17

Week 14 Introduction to Argument (517 – 538)

Due 11/24 “Should Batman Kill the Joker” (545-547)

“Let Stars Get Paid” (578 – 582)

“College Athletes Should Not Be Paid" (584 – 590)



Week 15

Due 12/8 Intro to Paper #5 — Argument (requirements, explanation, discussion)

Worksheets out for Paper #5— Argument

Research on JSTOR and Galileo

Thesis Statements

Individual Conferences

First Draft Due

Week 16 Test #5

Due 12/15 Paper #5 (Final Exam) Due