English 350 Advanced Expository Writing
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English 350
Advanced Expository Writing
Liberty University, Lynchburg, VA
Spring Semester 2012
Instructor: Ms. Shelah Simpson Office Hours:
Email: ssimpson@liberty.edu MWF—11:30-2:30
Phone: (434) 582-2436 TR—11:30-3:30
Office: DH 2165
Instructor’s Note: I am greatly looking forward to getting to know each of you, to sharing our thoughts and
experiences in class, and to helping you learn how to express your identities, beliefs, and experiences in
various academic (yet creative) writing styles. For my part, I will do my best to make this learning as
enjoyable as possible, and I expect you to come to class prepared and willing to actively participate. Please
come see me during office hours or contact me by phone or email if you ever have any questions or concerns,
want someone to pray with you, or just need a listening ear.
Class Verse: Habakkuk 2:2 - Write the vision and make it plain upon tables, that he may run that readeth it
(KJV). This verse asks that written communication be clear so that its intended audience may act on its
message.
I. Course Description:
English 350 offers instruction in the principles of expository and persuasive writing with emphasis on logic
and style.
II. Rationale:
Writing is an essential skill for purposeful communication in the arts, sciences, and Christian
service. Building upon skills learned in English 101 and 102, writers must continue to develop the ability to
express and defend their ideas in a manner which enlightens and motivates their audience. Analyzing
professional essays and applying learned techniques to their own compositions will enable students to
“explore the ethical implications” of various disciplines and develop “values, knowledge, and skills essential
to impact tomorrow’s world.”
III. Prerequisites:
A passing grade in English 101, 102, and a 200 level survey of literature
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. Required Texts / Materials:
Cohen, Samuel. 50 Essays: A Portable Anthology. 2nd ed. Boston: Bedford-St. Martin's, 2007. Print.
ISBN # 978-0-312-44698-7
Lester, James D. and James D. Lester, Jr. Principles of Writing Research Papers. 3rd ed. Boston:
Longman, 2011. Print. ISBN # 978-0-205-79182-8 (optional but highly recommended)
Marius, Richard. A Writer's Companion. Boston: McGraw-Hill, 1999. Print. ISBN # 978-0-073-04015-0
Computer Requirements
This course requires that you have access to a computer with online capabilities in order to complete your
assignments and check your grades and class announcements. Please note that the computer lab is available
at late hours to all students, so excuses claiming no computer access will be not accepted. It is up to you to
manage your time so you can submit all assignments when they are due.V. Learning Outcomes:
Upon completion of this course the students will be able to
1. Analyze written works based on style and content as a means of developing their own
expository writing style.
2. Evaluate works through a Christian worldview on the basis of historical context, political
bias, and other criteria.
3. Articulate and apply a system for analyzing and critiquing sources.
4. Identify and use scholarly sources in support of a well-defined claim.
5. Identify different approaches used in expository prose.
6. Write expository and persuasive essays employing principles of rhetoric, logic, and style.
7. Articulate their own progress and achievement through a review of their own writing
submissions.
VI. Assignments:
1. Reading Reaction Activities (RRAs) – Each of you must sign up for two dates for which you will
select one of the readings and do a Reaction Activity related to any essay assigned on that date. You
can find a video clip, conduct an interview, write or find a related poem or song, find or create an
image (poster, photo, painting), or write a one-page narrative. You must also write an expository
paragraph of at least 300 words that explains how the video clip, the interview, the poem, your
anecdote, etc. relates to the essay in question. Each activity will be posted on the course discussion
board, shared in class, and worth 75 points. (Corresponds to Learning Outcomes # 1, 2, and 5)
2. Reading Analysis Journal (RAJ)–
For all essays read from the Cohen text, students will keep a typed reading log that includes the
following items:
a. Short summary of essay (at least 3 COMPLETE sentences)
b. What is the writer’s purpose and tone?
c. Who or what is the audience? How can you tell?
d. When (date) and where (publication) was this essay first published? How does that
context impact the essay’s content?
e. Is the author successful in making the point? Why or why not?
f. In what way(s) does the essay idea(s) support or conflict with a biblical worldview?
g. What two or more questions about this essay would you like to discuss in class?
For all chapters read from the Marius text, students will keep a typed reading log that includes the
following items:
a. Discuss at least two sections or items in this chapter with which you have difficulty in
your writing and give examples.
b. Discuss at least two sections or items in this chapter at which you excel in your writing
and give examples.
c. Discuss any sections or items in this chapter (at least one) about which you were taught
differently or with which you may fully or partly disagree.
The format for each journal entry should be an outline, using the same order and listing the questions
above. The answers must be in complete sentences. Your journal entries will be collected at the end
of each class. You must have one for each assigned reading in order to get journal credit for that day,
unless you have an RRA due that day. If so, bring entries for each assigned reading, except one for
the essay corresponding to your RRA. Each day your journals are incomplete will result in the loss
of 10 points from the 150. (Corresponds to Learning Outcomes # 1, 2, 3, 5 and 7)3. Topic papers – Three short essays (4-6 pages) will be written on selected topics in specified modes.
See information on Blackboard for specific paper requirements. (Corresponds to Learning Outcomes
# 4, 5 and 6). All essays, including item #4 below, must be in MLA format and must be
submitted electronically through Blackboard on the due date as well as in hard copy in class.
4. Critical Research Essay – One critical essay (8-10 pages) on an ethical issue will be required. This
paper will require scholarly sources to support the student’s ideas. See information on Blackboard
for specific paper requirements. (Corresponds to Learning Outcomes # 3, 4, and 6)
5. Final Exam – The final exam will be a persuasive essay written in class during our assigned final
exam date and time. The essay will be based on all your work for the course, so it is highly
recommended that you save every piece of writing you do for the class in a folder as a resource for
your final exam. (Corresponds to Learning Outcome #7)
6. Extra Credit – IF you have turned in ALL journals, reading activities, and papers in class on the day
they were due, I will add one point onto any topic paper grade for each well-developed, 200-word
reply to a classmate’s reaction activity discussion board posting. In order to earn the credit, each
reply should be a thoughtful, well-supported expansion on an idea already posted about the activity
or an addition of a new and relevant idea about the activity and its relation to the given essay.
VII. Grading Policies:
A. Assignments
Reading Analysis Journal = 150 points
Reading Reaction Activities = 150 points
3 Topic Papers (100 pts each) = 300 points
Critical Research Essay = 300 points
Final Exam = 100 points
B. Grading Scale
Final grades are based on the following grading scale: A = 900-1000 points B = 800-899
points C = 700-799 points D = 600-699 points F = below 600 points
C. Late Work
No work will be accepted late without official documentation of an illness, school-sponsored
event, or family emergency.
D. Participation
Active participation in class discussion is expected and may factor into your final grade,
particularly if your final grade is on the borderline.
E. Using Blackboard
Blackboard is the online system the university uses for instructors to post student grades,
assignments, projects, etc. For this course, you are required to keep track of your own
grades and take notice of any new items posted on the course announcement page within
Blackboard. It is strongly recommended that you check Blackboard each night for new
postings as part of your normal preparation for class.
F. Academic Integrity
Each student should know that plagiarism encompasses more than the use of printed sources
without giving proper credit. It means handing in writing in the name of one person that
another person has composed, revised, edited or proofread without the instructor's approval.
Accordingly, the following guidelines are set down, and each English 350 student must
study and understand them from the outset. The instructor will assume, after pointing outand 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. The departmental academic integrity policy includes the following:
1. Any fact not common knowledge, any idea, phrase, or paraphrase which is taken from a printed, audio, or
visual source must be documented.
2. Any work submitted in English 350 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 or peer 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 him or herself of the services of a tutor, officially designated by the university or
unofficially, it will be understood that the tutor will confine 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 or
her proper role never does work for a student or supplies specific words, phrases, or ideas. The student bears
responsibility for his own work. Students must not submit a tutor's work as their own, and students must not
blame their errors on the tutor.
4. If the student submits a paper typed by someone other than him or herself, 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.
VIII. Attendance Policy:
A. University Absence Policy—
Classes that meet two times a week will be permitted no more than two unexcused absences per
semester. However, it is very important that you attend every class! Course work cannot be made up
due to unexcused absences. Therefore, if you are absent, ideally it should be an excused absence.
There are three categories of excused absences: 1) Absences due to Liberty University-related
activities (sports/ministry/travel) are excused only when documented and verified through the
appropriate departments; 2) Absences due to illness can be excused only with a physician’s note; and
3) Absences due to a death in the family or severe medical condition of a family member must be
documented via a memo from the Student Care Office.
If your excused absence will be extended, please contact me by e-mail so I am aware of the situation.
It is your responsibility to find out what you missed by checking Blackboard and keeping up with all
your assignments. Do not expect coursework to be made up or accepted late because of an
unexcused absence. 75 points will be deducted from your final total for every unexcused
absence over the two absences permitted by university policy.
B. University Tardy Policy—
Attendance is taken at the beginning of each class. If you are less than 10 minutes late, you are
tardy. If you are more than 10 minutes late, you incur an unexcused absence. Three times tardy will
result in one unexcused absence. If you arrive late, quietly seat yourself and check with the instructor
after the class to verify your late attendance.C. Inclement Weather Policy—
If school is officially closed due to weather, check Blackboard to see the revised assignment. You
will be held responsible for any posting on Blackboard. If the weather is bad but school is not closed,
we WILL be having class. Travel at your own discretion on such days.
D. Make-up Work for Excused Absences—
You are expected to be present for every class. If an excused absence causes you to miss
assignments or papers, the make-up work, including official documentation for the excused absence,
must be submitted or discussed no later than the class period you return. There is no provision for
make-up of the Final Exam, and it may not be taken early.
IX. Other Policies:
A. Dress Code
Students are expected to come to class dressed in a manner consistent with The Liberty Way.
B. 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.
C. Academic Misconduct
Academic misconduct includes: academic dishonesty, plagiarism, and falsification. See The Liberty
Way for specific definitions, penalties, and processes for reporting.
D. Disability Statement
Students with a documented disability may contact the Office of Disability Academic Support
(ODAS) in DH 2016 to make arrangements for 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.
E. 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.
F. 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.
Writing Resources:
Liberty’s Undergraduate Writing Center is located on the 2nd floor of DeMoss Hall in the computer lab
behind Jazzman’s Café. For an appointment, please email undergradwriting@liberty.edu or call 434-592-
3174. Making an appointment will ensure the availability of a tutor to meet with you.
LU Writing Center-Writing Aids Page
LU Writing Center-Web Resources Page
LU Library Link-How Do I Cite My Sources?X. Course Chart
NOTE: The instructor reserves the right to alter course assignments, requirements, or any other information
as necessary during the term. Students will be immediately informed of any changes via Blackboard.
Week 1 Unit 1 -- IDENTITY: Family, Race, Religion, Gender, Language
Mon. 1/16 Introduction to the course
Wed. 1/18 Read: Ch. 1: "First Principles" pp. 1-15 &
Ch. 2: "The Writing Process" pp. 17-41
Langston Hughes, “Salvation” pp. 179-181
Bring: Journal entries on each reading
Week 2
Mon. 1/23 Read: Chapter 3: "Kinds of Writings" pp. 43-58
Bharati Mukerjee, “Two Ways to Belong in America” pp. 280-283
Maxine Hong Kingston, “No Name Woman” pp. 221-233
Bring Journal entries on each reading
Wed. 1/25 Read: Chapter 5: "Paragraphs" pp. 89-96
Zora Neale Hurston, “How it Feels to Be Colored Me” pp. 182-186
Martin Luther King, Jr., “Letter From Birmingham Jail” pp. 203-220
Bring Journal entries on each reading
Week 3
Mon. 1/30 Read: Chapter 6: "Fundamental Principles of Sentences" pp. 97-111
Elizabeth Cady Stanton, “Declaration of Sentiments and Resolutions” pp. 379-382
Dave Barry, “Turkeys in the Kitchen” pp. 72-75
Bring: Journal entries on each reading Topic Paper #1 Discussion (in class)
Wed. 2/1 Read: Chapter 7: "Avoiding Wordiness" pp. 113-122
Nancy Mairs, “On Being a Cripple” pp. 244-256
Bring: Journal entries on each reading
Topic Paper #1 Prewriting
Note: You must show me a thoroughly completed prewriting exercise in class. A missing or
incomplete prewriting exercise will result in 5 points off the final grade of this essay.
Week 4
Mon. 2/6 Bring: Rough Draft of Topic Paper #1
Note: You must have a complete rough draft. Failure to have a complete draft on rough draft
days will result in 5 points taken off the final grade of this essay.
Wed. 2/8 Bring: Revised Draft of Topic Paper #1
Note: You must have both your rough draft and a revised draft with the changes clearly
highlighted. Failure to have both drafts on revised draft days will result in 5 points
taken off the final grade of this essay.
Week 5 Unit 2 -- Education: School, Media, Peers
Mon. 2/13 Read: Mike Rose, “I Just Wanna Be Average” pp. 331-345
Bring: Journal entry on reading
Submit to Blackboard & Bring: Final Draft of Topic Paper #1
Wed. 2/15 Read: Chapter 8: "Good Diction" pp. 123-159
Sherman Alexie, “The Joy of Reading and Writing: Superman and Me” pp. 15-19
Frederick Douglass, “Learning to Read and Write” pp. 129-135
Bring: Journal entries on each reading
Week 6
Mon. 2/20 Read: Richard Rodriguez, “Aria: Memoir of a Bilingual Childhood” pp. 307-329
Bring: Journal entries on each reading
Topic Paper #2 Discussion (in class)
Wed. 2/22 Read: Chapter 10: "False Rules and What is True About Them" pp. 179-192
Steven Johnson, “Games” pp. 196-201
Bring: Journal entries on each reading
Topic Paper # 2 Prewriting
Note: Remember to thoroughly complete your prewriting to avoid losing 5 points off essayWeek 7
Mon. 2/27 Read: Maya Angelou, “Graduation” pp. 20-32
Bring: Journal entry on reading
Topic Paper #2 Sources
Principles of Writing Research Papers handbook
Note: Remember to bring at least three credible sources to avoid losing 5 points off essay
Wed. 2/29 Bring: Rough Draft of Topic Paper #2
Note: Remember to bring a complete rough draft, works cited pages and copies of all sources
to avoid losing five points off of the essay’s final score.
Week 8
Mon. 3/5 Read: Chapter 11: "Grammar and Mechanics" pp. 193-211
Bring: Journal entry on reading
Revised Draft of Topic Paper #2
Note: Remember to bring both your rough draft and a revised draft with the changes clearly
highlighted to avoid losing five points off of the essay’s final score.
Wed. 3/7 Read: Thomas Jefferson, “The Declaration of Independence” pp. 187-195
Bring: Journal entry on reading
Submit to Blackboard & Bring: Final Draft of Topic Paper #2
SPRING BREAK
Week 9 Unit 3 -- Cultural Issues: Citizenship, Morality, Ethics, Politics
Mon. 3/19 Read: Chapter 9: "Figurative Language" pp. 161-178
Jonathan Swift, “A Modest Proposal” pp. 387-395
Bring: Journal entries on each reading Topic Paper # 3 Discussion (in class)
Wed. 3/21 Read: George Orwell, “Shooting an Elephant” pp. 284-291
Email: Journal entry on reading
Typed Prewriting for Topic Paper #3
Note: Remember to thoroughly complete your prewriting to avoid losing 5 points off essay
Week 10
Mon. 3/26 Read: Barbara Ehrenreich, “Serving in Florida” pp. 136-145
Lars Eighner, “On Dumpster Diving” pp. 146-158
Bring: Journal entries on each reading
Wed. 3/28 Read: Barbara Lazear Ascher, “On Compassion” pp. 46-49
Bring: Journal entry on reading
Typed Rough Draft of Topic Paper #3
Note: Remember to bring a complete rough draft to avoid losing five points off of the essay’s
final score.
Week 11
Mon. 4/2 Read: Susan Sontag, “Regarding the Pain of Others” pp. 373-378
Bring: Typed Revised Draft of Topic Paper #3
Note: Remember to bring both your rough draft and a revised draft with the changes clearly
highlighted to avoid losing five points off of the essay’s final score.
Wed. 4/4 Read: William F. Buckley Jr. “Why Don’t We Complain?” pp. 76-82
Bring: Journal entry on reading
Submit to Blackboard & Bring: Final Draft of Topic Paper #3
Critical Research Essay Discussion (in class)
Week 12
Mon. 4/9 EASTER MONDAY (Classes Canceled)
Wed. 4/11 Bring: Typed Prewriting, Outline, & Working Bibliography for Critical Research Essay
Note: Remember to thoroughly complete your prewriting to avoid losing five points off essay
Week 13
Mon. 4/16 Read: Chapter 4: "Making Arguments" pp. 59-87
Joan Didion, “On Morality” pp. 106-111
Stephanie Ericsson, “The Ways We Lie” pp. 159-168
Bring: Journal entries on readings
Wed. 4/18 ASSESSMENT DAY (Classes Canceled)Week 14
Mon. 4/23 Bring: Rough Draft of Critical Research Essay
Principles of Writing Research Papers handbook
Note: Remember to bring both your rough draft and your sources to avoid losing five points
off of the essay’s final score.
Wed. 4/25 Bring: Revised Draft of Critical Research Essay
Principles of Writing Research Papers handbook
Note: Remember to bring both your rough draft and a revised draft with the changes clearly
highlighted to avoid losing five points off of the essay’s final score.
Week 15
Mon. 4/30 Submit to Blackboard & Bring: Final Draft of Critical Research Essay
Final Exam Essay Discussed
Fri. 5/4 FINAL EXAM 3:30 – 5:30 pmYou can also read
