ENG 21011 Fall 2022 Syllabus Web-Based

STARK CAMPUS
College of Arts and Sciences Fall 2022 Stark Campus

S
English 21011: College Writing II: Bob King,

Associate Professor of English
Innocence, Existentialism, and
the Art of Becoming
rjking@kent.edu
3 CREDITS
CRN#13026 Section 600 Web-Based

(330) 244-3404
This course is 100% online, using Canvas and email. There are zero synchronous
Virtual Office Hours by
video sessions planned. Assignments will be due by 11:59pm on the Sunday of each Appointment
week, beginning Sunday, September 4, 2022. via Teams or Zoom
W riting is more effective when rooted in reading and

research. That is the simple but fundamental idea behind this
Page 2: About the Course;
course. During the first semester(s) of College Writing you Learning Outcomes
should have been introduced to critical thinking strategies and Page 4: The Course’s Online
the basic elements necessary for strong college writing, Delivery
Page 5: Texts and Requirements
including the various forms that an academic essay might take. Page 6-7: About the
Building on that foundation, this class will encourage continued Assignments
work on essay writing but with an added emphasis on reading Page 8: Grading Information
Page 9: Policies
and research.
Page 10: Writing Guidelines
Page 11: The Writing Center
Accordingly, English 21011 will provide you with many Pages 12: Calendar of
opportunities to practice reading, writing, and thinking critically. Assignments
When you successfully complete this course, and you all have the potential to do so, you should be able to
isolate and discuss elements of composition (through the nuances of style, grammar, and mechanics),
employ techniques of close reading, sophisticated analysis, textual summary, and scholarly synthesis.
Access CANVAS after Flashline login and click icon in upper right of the screen, near the email icon.
For further ease-of-use, download the Canvas App to your phone and set notifications for our course.
ABOUT THE COURSE, CONTINUED:
By undertaking library research and developing arguments in conversation with the writing and ideas of other
writers, you will produce a correctly documented and logically argued research paper. This project is meant to
deepen your awareness of research sources and to provide practice in developing and supporting an argument
based on a variety of forms of evidence.
Course Focus: Promise #1: the course isn’t as highfalutin as the title, Innocence, Existentialism, and
the Art of Becoming, suggests. Hopefully, however, we can go from blank slates to capstone scholars while
avoiding rock bottoms (and maybe our book characters will do the same). This is an English class and not a
psychology or philosophy course, and our primary focus should be on the practicing of reading, writing, and
research skills. Yet, it can be very helpful when the topics covered in an English class are engaging and
accessible to everyone. The books we read ask basic questions that concern almost everyone: Who or what
influences us? What are the most important factors in shaping our development over time, especially in our
transitions through childhood, adolescence, and young adulthood? Is it possible to make our own success? How
about our own happiness? Can individuals escape the defining influence of environment, culture, and family?
What basic needs distinguish a life lived versus a good life lived? And how much control do we have over
ourselves (or others) during this journey?
We will begin with J.D. Salinger’s American classic usually planted atop banned booklists, The Catcher in the Rye,
which tracks a few “madman days” in the life of Holden Caulfield, a cynical teenager with edgy language who
explores his limits and finds himself at the precipice of “some crazy cliff”. Then, we’re over the pond with British
novelist Chris Cleave’s Little Bee, as the lives of a sixteen-year-old Nigerian orphan and a well-off British woman
collide in this “affecting story of human triumph.” Then, over to Iran and Europe with Marjane Satrapi’s coming
of age graphic novel about growing up in the Islamic Revolution in Tehran; present are all the edgy
contradictions that accompany differences in public and private life during wartime, complete with moments of
self-discovery as she faces her complicated high school years in Vienna, far away from her family. Next, in
Kindred by Octavia E. Butler we time-trip along with Dana, an African-American woman, who is suddenly and
inexplicably wrenched from her present in 1976 through time into antebellum Maryland. After saving a
drowning white boy there, she finds herself staring into the barrel of a shotgun and is transported back to the
present just in time to save her life. During numerous such time-defying episodes with the same young man, she
realizes the challenge she’s been given, about what’s important in life, and about how she can/cannot move on
from her direct/indirect pasts. And lastly, in The Midnight Library, Matt Haig’s new novel, Nora Seed (and us, the
readers) finds herself faced with decisions: if we could visit a fantastical library to see how things would be if we
had made other choices… Would you have done anything different, if you had the chance to undo your regrets? Nora’s
faced with the possibility of changing her life for a new one, following a different career, undoing old breakups,
realizing her dreams of becoming a glaciologist; she must search within herself as she travels through the
Midnight Library to decide what is truly fulfilling in life, and what makes it worth living in the first place. As
college students, you are very much in the process of “becoming” and I imagine that people want to talk to you
quite often about the paths you might take and how you might utilize your potential. And, regardless of our
topic, I hope that this class will be a productive opportunity for you to become better learners, readers, writers,
and thinkers.
Learning Outcomes: The department of English has established these goals for ENG 21011: College Writing II.
While completing this course, you should learn how to…
 Rhetorical Knowledge—By the end of their Tier I writing course, students should be able to recognize the elements that
inform rhetorical situations. This understanding should enable them to produce texts that
 Have a clear purpose
 Respond to the needs of intended audiences
 Assume an appropriate stance
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 Adopt an appropriate voice, tone, style, and level of formality
 Use appropriate conventions of format and structure
 In addition, by the end of the Tier II writing course, students should be able to
 Analyze argumentative strategies
 Employ appropriate argumentative strategies in their writing
 Critical Thinking, Reading, and Writing—Throughout the Tier II writing course, students should build upon these
foundational outcomes from the Tier I course:
 Use reading and writing for inquiry, learning, thinking, and communicating
 Analyze relationships among writer, text, and audience in various kinds of texts
 Use various critical thinking strategies to analyze texts
 In addition, by the end of the Tier II course, students should be able to
 Find and evaluate appropriate material from digital and print sources, and/or field data
 Analyze and critique sources in their writing
 Juxtapose and integrate ideas and arguments from sources
 Develop a clear line of argument that incorporates ideas and evidence from sources
 Knowledge of Composing Processes—Throughout the Tier II writing course, students should build upon these
foundational outcomes from the Tier I course:
 Understand writing as a series of steps that includes generating ideas and text, drafting, revising, and editing
 Recognize that writing is a flexible, recursive process
 Apply this understanding and recognition to produce successive drafts of increasing quality
 Collaboration—Throughout the Tier II writing course, students should build upon these foundational outcomes from the
Tier I course:
 Work with others to improve their own and others’ texts
 Balance the advantages of relying on others with taking responsibility for their own work
 Knowledge of Conventions—Throughout the Tier II writing course, students should build upon these foundational
outcomes from the Tier I writing course:
 Employ appropriate conventions for structure, paragraphing, mechanics, and format
 Acknowledge the work of others when appropriate
 Use a standard documentation format as needed
 Control syntax, grammar, punctuation, and spelling
 Employ appropriate textual conventions for incorporating ideas from sources, e.g., introducing and incorporating
quotations; quoting, paraphrasing, and summarizing
 Composing in Digital Environments—Throughout the Tier II writing course, students should build upon the
foundational outcomes from the Tier I writing course. Developments in digital technology are expanding our
understanding of “writing.” To the extent that technology is available and appropriate, by the end of their Tier I writing
course students should be able to
 Understand the possibilities of digital media/technologies for composing and publishing texts
 Use digital environments to support writing tasks such as drafting, reviewing, revising, editing, and sharing texts
 Locate, evaluate, organize, and use research material collected from various sources, including scholarly library
databases, other official databases (e.g., federal government databases), and informal internet sources.
 Composing in Multimodal Documents—Like traditional written communication, multimodal texts and composing
practices make meaning rhetorically, through conventions and for specific audiences, purposes, and contexts. By the end
of the Tier II writing course, students should be able to
 Analyze and critique multimodal texts
 Employ multiple modes of representation rhetorically in their own composing as part of research
 Acquire and practice information literacy
As much as possible, I will point out how individual activities help to fulfill these goals, but please feel free to ask me
if you have questions about how our day-to-day work is connected to these larger aims.
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THE COURSE’S ONLINE DELIVERY: Canvas and Email
 All assignments should be uploaded to the specific assignment posting on Canvas. It is your
responsibility to pay close attention to due dates.
 Should you encounter any difficulty with Canvas, feel free to email an assignment. (Issues with
Canvas is not an excuse for a missing assignment.)
This class will be offered as an online, web-based (distance learning) course. The traditional classroom is replaced
through two vehicles for communication: Canvas and email with me (rjking@kent.edu).
Formal writing assignments (the two microthemes and the two essays) and journal assignments will be uploaded to
Canvas. Within 14 days, a grade for the assignment will post for the essays, AND you will receive thorough
typewritten feedback on the essays from me.
The journal assignments will also be uploaded to Canvas, however, typically only a grade will post—rarely will I
offer typewritten feedback on the journals.
Within Canvas, we will also be using the “Discussions” function, WEEKLY. YOU ARE RESPONSIBLE FOR ONE
DISCUSSION POST PER WEEK, whether that’s beginning a new thread/post, or responding to one that either I or
another student create. I will do my best to create a question/post/thread each week, but please take initiative and
create your own, too, if you’re curious about something related to the reading, the class, any of the assignments.
To be successful in this class you need to be active in that discussion—it replaces the in-class component we might
traditionally find in education. We will discuss reading assignments (you can begin your own threads), plan essays,
learn about research/citation techniques, and engage in peer review. Online activities will allow you to create
conversations about our reading, develop responses to our readings, brainstorm ideas for essays, and practice the
conventions of academic writing. You are responsible for ONE THOUGHTFUL REPLY/POSTS PER WEEK (10
points per week), though I highly encourage more. The more active you are often links to your success in the class,
just as it would in a traditional classroom. I hope that you will use this space to be creative in the exchange of ideas.
Paper topics might very well bubble up through the discussion board. Please make sure to address one another in a
respectful manner. To get respect, you need to give respect.
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REQUIRED TEXTS (listed in reading order):
Audio versions of the books are perfectly acceptable, if you prefer to engage the material in that manner.
1.) Salinger, JD. The Catcher in the Rye. ISBN 9780316769488.

2.) Cleave, Chris. Little Bee. ISBN 978141658964.
3.) Satrapi, Marjane. The Complete Persepolis. ISBN 9780375714832.
4.) Butler, Octavia. Kindred. ISBN 9781472258229.
5.) Haig, Matt. The Midnight Library. ISBN 9780525559474.
REQUIREMENTS:
Two major essays: 250 points total (100 and 150 points respectively).
Two Microthemes: 150 points. (75 points each).
One Canvas discission-presentation: 30 points.
Reading Journal Question and Answers: 150 points (30 points per book times 5 books).
Peer Interaction on Canvas Discussion Group: 150 points. (1 response/week for 10 points per week times 15 weeks).
Approximately 730 Total Points
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ABOUT THE READING JOURNAL QUESTION AND ANSWERS:
There will be a set of reading journal questions and answers for each of the five books for the semester. The due date
for the responses will be clearly indicated. Be as thorough and thoughtful as possible-- you can see the list of questions
(when they post) for each book on Canvas. Note…this is NOT group work. These responses are to be done by
individuals. However, you may discuss any of these questions on our Canvas page. While these are typically more
informal (a few sentences for each response) than the essays, I do want you to try to push yourself to be detailed,
specific, and analytical. Be bold in your examples and text references. Take a stand and defend that position. Be bold,
be brief, and be gone!
ABOUT THE MICROTHEMES:

Based upon specific questions which arise from the major texts in the course, you will turn in an evaluation of the
texts/characters/ideas, in the form of thee short papers, or microthemes. These evaluations, argumentative in nature,
should incorporate at least two outside sources in addition to the book. The microthemes must be typed, double-
spaced, and should be 500-800 words in length. Each microtheme is worth 75 points.
ABOUT PEER INTERACTION ON THE CANVAS DISCUSSION BOARD:

Anyone can begin a thread. Beginning a thread OR responding to another’s thread counts toward your point total.
Above all else, the point is to respectfully exchange ideas about the topics at hand. People are to make at least 1
thoughtful post per week (if not more) to earn the 10 points per week.
ABOUT REVISIONS:
Revision is a significant part of the writing process. Hence, your first major paper and first microtheme may be
revised. The revision procedure is as follows: after you receive your graded assignment, you should carefully read my
comments at the end of the text; you should then revise the piece following my corrections and suggestions. You
should then turn in your revision, on the date indicated. The grade for the revision, if it is higher, will be added to
your point total for the semester.
ABOUT THE MAJOR ESSAYS:
For each essay a comprehensive description of the assignment will be posted.
Essay #1: The Autobiographical/Biographical Essay (100 points)

Your task for this essay is to write a four to five page paper (1000-1250 words) about being a misfit. You must not only
relate an experience, but you also must attempt to explain the significance of the experience. The paper should take a
position: that is your thesis statement should be readily apparent from the outset, and you need to support your claim
via example, vivid description, and two outside sources. More information will be provided closer to the due date.
Essay #2: The Final Research Paper (150 points) This research paper must be 8-12 pages in length (2000-3000 words),
and will involve extensive library research and proper MLA documentation throughout. More complete information
on this essay will be posted to Canvas.
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GRADING:
Each assignment has a point value; in order to calculate the letter grade of each assignment, divide the earned by the
total number of points possible. This will give you a percentage that you can plug into the grading scale.
Because of the +/- grading scale, there will be NO rounding of grades. (A 79.8% will remain a C+, rather than be
rounded to a B-). Also, A+ and D- are not official grades. I am going to keep the grade book on Canvas. You should
be able to track your own progress via Canvas. Typically, I do not offer extra credit, other than through revision and
the writing center. But if you’re actually reading this and you email me a screenshot of your favorite internet meme
(and tell me why you like it) at any point in the semester, then I’ll give you an extra ten points.
THE GRADING SCALE:
Grade GPA Percentage

A 4.0 93-100
A- 3.7 90-92
B+ 3.3 88-89
B 3.0 83-87
B- 2.7 80-82
C+ 2.3 78-79
C 2.0 73-77
C- 1.7 70-72
D+ 1.3 68-69
D 1.0 60-67
F 0.0 0-59
Characteristics of Letter Grades for Essays:
An “A” paper has the following characteristics: a clearly defined thesis; exceptionally strong organization, paragraph development,
transition and sentence structure; appropriate diction; minimal mechanical errors; acute awareness of audience and rhetorical
method; creative and astute insights into the assignment.
A “B” paper has the following characteristics: good organization, paragraph development, transition and sentence structure;
accurate diction; minimal mechanical errors; some awareness of audience and rhetorical method.
A “C” paper is deficient in any one of these ways: obvious or rather insignificant thesis; organization, paragraph development, and
transitions occasionally ineffective, never much more than adequate; sentence structure fairly coherent but occasionally
monotonous, clumsy or unemphatic; diction occasionally vague or inexact, usually rather uninspired; isolated serious mechanical
errors; occasional minor mechanical errors; little awareness of audience or rhetorical method.
A “D” or “F” paper is seriously deficient in any two or three of these ways: somewhat confused thought; muddled thesis;
organization, paragraph development and transitions often weak and incoherent; sentence structure often incoherent; diction often
inexact; occasional serious errors in mechanics; fairly frequent minor errors; little awareness of audience or rhetorical method;
failure to adhere to assignment guidelines.
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POLICIES:
The Covid Preventation Strategy has been implemented to protect your health as well as the entire Kent State community.
When you are on campus you must follow the strategy. As your instructor, I am committed to assuring a safe environment
for all students. Noncompliance by any student may result in cancellation of the class session for the day and referral to the
Office of Student Conduct.
Students with Disabilities: Kent State University is committed to inclusive and accessible educational experiences for all
students. University Policy 3342-3-01.3 requires that students with disabilities be provided reasonable accommodations to
ensure equal access to course content. Students with disabilities are encouraged to connect with Student Accessibility
Services as early as possible to establish accommodations. If you anticipate or experience academic barriers based on a
disability (including mental health, chronic medical conditions, or injuries), please contact the Stark SAS office as soon as
possible. The SAS office is located in the Herbert W. Hoover Counseling Center, Campus Center Lower Level and can be
reached at starksas@kent.edu, by calling (330) 244-5047, or visiting https://www.kent.edu/stark/student-accessibility-services.
Student Services Note: If you are considering withdrawing from this course, please consult with a staff member in the
Student Services Office, 134 Main Hall, ksustarkadvisors@kent.edu . (Or on your home campus.) Withdrawal from a course
can affect financial aid, student status, or progress within your major. For withdrawal deadlines, please refer to
http://www.registrars.kent.edu/home/TermUpdate/sche_adj.htm
Late Work: Will not be accepted. If you anticipate an absence, turn your work in ahead of time.
Online interactions: RESPECT is essential.
Academic Honesty: If you plagiarize any assignment, you will fail that assignment and you will fail the course. The use of
the intellectual property of others without attributing it to them is considered a serious academic offense. Cheating or
plagiarism will result in a failing grade for the work or for the entire course. Repeat offenses result in dismissal from the
University. University guidelines require that all infractions be reported to the Office of Student Conduct. Kent State
University policy on academic honesty can be found at: https://www.kent.edu/policyreg/administrative-policy-regarding-
student-cheating-and-plagiarism
Class Cancellations/Campus Closings: Announcements of class cancellations and/or campus closings will be made on the
campus advisory page at www.kent.edu/stark/class-cancellations-advisories. In the case of an emergency, weather-related or
otherwise, please check the homepage at www.kent.edu/stark for information. While information may be broadcast by radio
and television, this should be confirmed by the homepage and FlashLine, which are the official announcement channels of
the campus and will be used to determine issues related to student attendance, rescheduling of tests, and other concerns.
Course Withdrawal: Withdrawing from a course can affect your financial aid or student status for the current term. Prior to
withdrawing or dropping a course, students should contact a student financial aid representative
(https://www.kent.edu/stark/financial-aid) to discuss the potential impact on their tuition bill and financial aid awards.
Students should also consult with an academic advisor (https://www.kent.edu/stark/advising-services) in the Student
Services Office as withdrawing can affect progress within your major. For withdrawal deadlines, please refer to
www.kent.edu/registrar/calendars-deadlines.
Tutoring: Tutoring assistance is available through the Academic Success Center, located in the lower level of the Campus
Center. During 2022-2023 tutoring sessions will be available both in person and remotely. Additional information about
Stark Campus tutoring can be found at http://www.kent.edu/stark/tutoring-services.
Counseling Services: Free, confidential counseling appointments are available through Counseling Services in the Lower
Level of the Campus Center. Students are encouraged to set up appointments by emailing starkcounseling@kent.edu, calling
330-244-5048, or visiting http://www.kent.edu/stark/counseling-services.
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Questions/Problems: Please feel free to call me or see me with any questions or problems. Also, please make use of The
Writing Center in the library for paper assistance.
Your Name Last Name 1
English 21011
Prof. King
August 29, 2022
WRITING GUIDELINES
General Writing Statement: Your writing should be a reflection of logical thinking as evidenced by Standard
English sentence structure and by the orderly selection and arrangement of ideas. You are expected to show evidence
of ability to use a variety of sentence types and a vocabulary appropriate to the writing.
Quality of Work: ALL writing assignments must be typed in MLA format (double spaced, one-inch margins,
readable 11-12 point font). Include your name, course #, my name, and date in the upper left-hand corner of the work
on the first page. On subsequent pages your last name and page number should appear in the upper right hand
corner. A title must accompany all work (centered, no underlining, no quotation marks unless title is borrowed). SEE
ABOVE. Also, there should not be extra space between paragraphs.
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EXTRA CREDIT AND THE WRITING CENTER
Note: If you are on another campus, the same rules apply…you can go to that campus’ writing Lab.
Location: Stark Campus, Learning Resource Center (Library) 114, 672-1787 (writing@stark.kent.edu)
Hours: Hours To Be Announced
Writing Center tutors can consult with you at any stage of the writing process on almost any writing assignment.
Among other things, we can help you with brainstorming and shaping your focus or thesis; planning and drafting;
and revising and improving your essay's development, organization, and clarity. We can also help you learn to use
and document outside sources effectively, to strengthen introductions and conclusions, and to catch and correct your
own sentence level errors. And it's all free! You don't even need an appointment; we operate on a drop-in basis.
I encourage everyone to take advantage of this helpful service. To encourage use of the Writing Center, and thus
improvement of your quality of writing, you will receive 5 extra credit points each time you visit the Writing Center
for assistance on a formal written assignment. A formal written assignment is a microtheme or a typewritten essay. For
credit, I must receive written confirmation from a Writing Center consultant.* And while I want you to visit the
Writing Center for each assignment, you will only receive extra credit for two visits. So, you may earn a total of 10
bonus points.
*A NOTE: After your visit to the writing center, the writing consultant sends me an email regarding what was
reviewed in your session. While some sessions are more lengthy and intense than others, if I receive an email that
states something to the effect, “Joe was here for five minutes, did not participate in the process, and made it clear he
was only here to get the points,” then you WILL NOT receive the points. If you see the sessions as a waste of time,
then please do not waste the consultant’s time either. The sessions are only helpful when you willfully participate
in them, so please keep that in mind.
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CALENDAR OF ASSIGNMENTS:
Assignments are subject to revision and all assignments will be uploaded to Canvas. Typically assignments are
due at the end of the week, by the end of the day Sunday (11:59pm). So, you have all day Sunday to wrap up your
work. If you turn work in early, that’s okay with me. But, I will not take late work.
Week 1 & 2 Combined: All assignments for this week are due by Sunday, September 4, 2022, at 11:59pm.
 Get your books. (The Stark Bookstore, online…it’s up to you.)
 Read the complete Course Syllabus.
 Post on the Canvas Discussion Board (you can reply to my post or begin your own post). Write a short
introductory paragraph about yourself on Canvas, including what you are studying, why you are taking this
class, why you are taking this class online, and what career you hope to pursue. Then, tell us something you
are obsessed with, something you are afraid of, and some talent you possess.
 Try to comment on a couple classmates’ paragraphs.
 Read the short story “Harrison Bergeron” by Kurt Vonnegut, Jr. PDF loaded onto Canvas.
 Complete the Journal (5 questions/10 points) on “Harrison Bergeron,” and upload your response to Canvas.
Week 3: All assignments for this week are due by Sunday, September 11, 2022, at 11:59pm.
 Complete the Show and Tell Presentation and upload it to our Canvas Discussion thread for Show and Tells.
The assignment description is (will be) on Canvas.
 Try to Comment on at least 2 other classmates’ Show and Tell on Canvas Discussion.
 Read The Catcher in the Rye, pages 1-104, or if you have a version different from the one pictured on the front
of the syllabus, read chapters 1-14. The content and the chapters are the same, even though some versions’
page numbers don’t match up.
 Answer the first The Catcher in the Rye Writing Journal Questions, Part I (15 points). Your detailed
responses are not to be shared… only uploaded to Canvas, although you CAN turn any question into a
discussion post.
 Post on Canvas questions or concerns you may have about the reading so far…or post on threads others start.
Remember, you are responsible for at least one thoughtful post per week. Whether you begin a thread or
respond to another’s is up to you.
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 Review MLA format at http://owl.english.purdue.edu/owl/resource/747/01/. And ask about any questions or

concerns you might have about MLA on Canvas.
 Essay #1 Due: Auto/Biography (at least two sources and a Works Cited page in MLA format)—upload to
Canvas. Your grade and feedback then will post in Canvas Grade Book. 100 points.
 Read the second half of The Catcher in the Rye (pages 105-214 or chapters 15-26).
 Answer The Catcher in the Rye Writing Journal Questions, Part II (15 points). Your detailed responses are
not to be shared… only uploaded to Canvas.
Week 6: All assignments for this week are due by Sunday, October 2, 2022, at 11:59pm.
 Read Little Bee, Part I (Chapters 1-5).
 Answer the Little Bee Writing Journal Questions, Part I (15 points). Your detailed responses are not to be
shared… only uploaded to Canvas.
 Read/Finish the second half of Little Bee.
 Answer the Little Bee Journal Questions, Part II (15 points). Your detailed responses are not to be shared…
only uploaded to Canvas.
No assignments. University is Closed for Fall Break from

Thursday, October 13, 2022, through Sunday, October 16, 2022! Enjoy!
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 Microtheme #1 Due—Catcher in the Rye Response (at least two sources, one of them being Catcher itself, and
a Works Cited page in MLA format). Upload to Canvas. Your grade and feedback then will post in Canvas
Grades. 75 points.
 Read Persepolis, pages 1-153, or if you have a version different from the one pictured on the front of the
syllabus, read to just before “The Soup.” The content and the chapters are the same, even though some
versions’ page numbers don’t match up.
 Answer the Persepolis Writing Journal Questions, Part I (15 points). Your detailed responses are not to be
 Read/Finish Persepolis, pages 155-341.
 Answer the Persepolis Writing Journal Questions, Part II (15 points). Your detailed responses are not to be
Week 11: All assignments for this week are due by Sunday, November 6, 2022, at 11:59pm.
 Read Kindred, Part I: Foreword, Prologue, and pages 5-115: The River, The Fire, and The Fall
 Answer the Kindred Writing Journal Questions, Part I (10 points). Your detailed responses are not to be
 Read Kindred, Part II, pages 116-208: The Fight
 Answer the Kindred Journal Questions, Part II (10 points). Your detailed responses are not to be shared…
only uploaded to Canvas.
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 Read Kindred, Part III, pages 209-295, The Storm, The Rope, and The Epilogue
 Read “Existentialism: A Primer” handout posted on Canvas.
 Answer Kindred (and Existentialism) Writing Journal Questions, Part III (10 points). Your detailed
responses are not to be shared… only uploaded to Canvas.
 Read The Midnight Library Part I, pages 1-153, finishing with the chapter “If Something Is Happening….”
 Answer The Midnight Library, Writing Journal Questions, Part I (15 points). Your detailed responses are not
to be shared… only uploaded to Canvas.
 Microtheme #2 Due— Persepolis/ Proof/Existentialism Response (at least two sources, one of them being the
book itself, and a Works Cited page in MLA format). Upload to Canvas. Your grade and feedback then will
post in Canvas Grades. 75 points.
Week 15: All assignments for this week are due by Sunday, December 4, 2022, at 11:59pm.
 Annotated Bibliography Due (20 points)
 Read The Midnight Library, Parts II, pages 154-288, starting with the chapter. “God and Other Librarians.”
 Answer The Midnight Library Writing Journal Questions, Part II (15 points). Your detailed responses are not
to be shared… only uploaded to Canvas.
Week 16: All assignments for this week are due by Sunday, December 11, 2022, at 11:59pm.
 Watch this lecture on TED: http://www.ted.com/talks/dan_gilbert_asks_why_are_we_happy.html
King/21011/fall 2022 14
 Final Research Essay Due: 150 points.
There is NOT a final examination for this course.
King/21011/fall 2022 15

ENG 21011 Fall 2022 Syllabus Web-Based

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ENG 21011 Fall 2022 Syllabus Web-Based

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STARK CAMPUS

College of Arts and Sciences Fall 2022 Stark Campus

English 21011: College Writing II: Bob King,

CRN#13026 Section 600 Web-Based

W riting is more effective when rooted in reading and

1.) Salinger, JD. The Catcher in the Rye. ISBN 9780316769488.

ABOUT THE MICROTHEMES:

ABOUT PEER INTERACTION ON THE CANVAS DISCUSSION BOARD:

ABOUT THE MAJOR ESSAYS:

For each essay a comprehensive description of the assignment will be posted.

Essay #1: The Autobiographical/Biographical Essay (100 points)

THE GRADING SCALE:

Grade GPA Percentage

Characteristics of Letter Grades for Essays:

Online interactions: RESPECT is essential.

Your Name Last Name 1

August 29, 2022

ABOVE. Also, there should not be extra space between paragraphs.

 Get your books. (The Stark Bookstore, online…it’s up to you.)

 Read the complete Course Syllabus.

 Try to comment on a couple classmates’ paragraphs.

 Review MLA format at http://owl.english.purdue.edu/owl/resource/747/01/. And ask about any questions or

 Read Little Bee, Part I (Chapters 1-5).

 Read/Finish the second half of Little Bee.

No assignments. University is Closed for Fall Break from

 Read/Finish Persepolis, pages 155-341.

 Read Kindred, Part II, pages 116-208: The Fight

 Read “Existentialism: A Primer” handout posted on Canvas.

 Annotated Bibliography Due (20 points)

 Watch this lecture on TED: http://www.ted.com/talks/dan_gilbert_asks_why_are_we_happy.html

 Final Research Essay Due: 150 points.

There is NOT a final examination for this course.

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