English 2201: Writing About the Disciplines
Instructor: Cameron Eigner
Email: x
Phone: x
Office: OCB G305
Office Hours: T/Th 2-3:00pm, or by appointment

**Important Course Requirement**
As the semester progresses, keep all of your projects, including all drafts, all peer review comments, and all feedback from me. You will need this material to complete the final major assignment in the course.

English 2201 builds on the reading and writing strategies introduced in English 1100 with the goal of preparing you to apply those strategies to writing in upper-level courses and in contexts beyond the university.

Courses in the writing competency curriculum focuses on student aptitudes rather than on a particular content because composing is a recursive process that depends not on specific knowledge but on fluent, flexible, creative thinking. To concentrate on the essentials of composing, the program explicitly treats stages of process such as discovery, drafting, etc. It concentrates on exposition and argument as the modes most useful for the student and the citizen. It teaches students how to use library resources so that students may expand their access to knowledge essential for informed discourse. The program emphasizes critical thinking as well as traditional rhetorical skills because only insight can generate substance for the writer’s craft to shape.

Students are expected to master the following Written Communication Competency, Course Specific and Writing Intensive, student learning outcomes: (Written Communication Competency = “WC,” Course Specific Competency = “CSC,” Writing Intensive Competency = “WIC.”)

  • Through an exploration of various genres and formats of research writing, this course will develop your abilities to
  • Recognize and explain the significance of variations in content, style, structure, and format across different writing contexts; (CSC1)
  • Formulate significant research questions and craft strong research proposals with feasible work plans and timelines; (CSC2)
  • Locate and critically evaluate a variety of sources, including field-based, print, and electronic sources; (CSC3)
  • Organize source materials and integrate them into your writing; (CSC4)
  • Apply research and use writing to achieve a variety of purposes in a variety of contexts; (CSC5)
  • Convey the results of research to a variety of audiences through a variety of genres and formats; (CSC6)
  • Use clear, appropriate language and grammar in writing about topics in different disciplinary contexts; (CSC7)
  • Understand the purposes of citation practices in different contexts; (CSC8)
  • Cite sources accurately and responsibly in order to avoid plagiarism; (CSC9)
  • Read critically to analyze the writing strategies of experienced writers; (CSC10)
  • Identify and explain writing strategies in your own work; (CSC 11)
  • Create, identify, and engage in significant research questions; (WC1)
  • Engage rhetorically and integrate a variety of appropriate sources to support a central claim; (WC2)
  • Select and use appropriate methods and rhetorical strategies that suit the purpose and audience of a specific context and discipline; (WC3)
  • Organize sentences and paragraphs to communicate central points with logical connections and a minimum of grammar and punctuation errors; (WC4)
  • Format documents and cite sources in accordance with the conventions in the individual disciplines; (WC5)
  • Demonstrate methods of inquiry and rhetorical strategies, including form, media and style relevant to the discipline; (WC6)
  • Identify and explain writing strategies used in their writing; (WC7)
  • Use writing to investigate complex, relevant topics and address significant questions through engagement with and effective use of credible sources; (WIC1)

  • Produce writing that reflects an awareness of context, purpose, and audience, particularly within the written genres (Including genres that integrate writing with visuals, audio or other multimodal components) of their major disciplines and/or career fields; 

  • Demonstrate that they understand writing as a process that can be made more effective though drafting revision; (WIC3)

  • Proofread and edit their own writing, avoiding grammatical and mechanical errors; 

  • Assess and explain the major choices that they make in their writing. (WIC5)

Pocket Keys and Mindtap Access Code Bundle: 9781337585767
Raimes, Ann and Susan K. Miller-Cochran. Pocket Keys for Writers. 6th ed., Cengage Learning, 2018.
MindTap. Cengage Learning.

  • Smith, Trixie G., Allison D. Smith, and Holly Hamby. Building Bridges through Writing (Customized for East Carolina University). TX: Fountainhead Press, 2018. 9781680366990.
  • Texts handed out in class or posted to Blackboard.
  • A suitable college dictionary, such as the American Heritage Dictionary or Random House College Dictionary. (These are available on-line and in the Joyner Library.)
  • Copies of your work as needed for class and group discussion.
  • A file folder without pockets.
  • A back up method such as a USB flash drive or Dropbox to save work for this class.
  • Active ECU email that you check frequently.

You may be required to make photocopies or print-outs of drafts of projects and of the research sources you use in major writing assignments.

In addition to writing projects, you are required to complete reading assignments; to complete informal writing; to contribute to class discussions; to participate in peer reviewing of drafts; and to present your writing to the class. All rough drafts must be completed and computer-generated for the appropriate workshop or conference day to be eligible to be handed in on project due date without being penalized. All final drafts must be completed by the due date and time and all prior drafts with peer review will be handed in at the beginning of class in your file folder.

As the semester progresses, keep all of your projects, including all drafts, all peer review comments, and all feedback from me.

I do not accept late work unless specific, documented emergencies prevent you from completing something on time. I understand that there are certain unavoidable problems that can arise. However, I also expect that you take reasonable steps to avoid them (for example, using Dropbox or Google drive should completely eliminate computer problems as a reason for lost work). If you anticipate being late on an assignment, contact me by email as soon as you realize there could be an issue – if you ask me for an extension the night before something is due, I will say no.

When I say “class citizenship,” I am referring to your efforts to make this a successful class for yourself, for your fellow students, and for your instructor.

  • Some things you can do to earn a high citizenship grade are
  • complete all assignments on time
  • come to class consistently and be attentive while you are here
  • participate actively and productively in peer review sessions (instructions for peer review and for documenting your contributions to peer review will be provided)
  • bring your texts and other class materials to class
  • complete readings thoroughly and on time, and 
  • participate effectively in class discussions.
  • Some things you can do to earn a low citizenship grade are* 
  • bring incomplete work to class
  • miss peer review or bring insufficient work to peer review 
  • arrive late
  • read non-related class material, such as a newspaper, in class
  • sleep in class
  • use cell phones during class (kind of)
  • show disrespect for the views of others
  • hold “side conversations” during class discussion, and 
  • participate in any activities that do not contribute positively to the learning environment in the classroom.

*Please be aware that, in addition to the negative effects these poor citizenship practices will have on your citizenship grade, they can be grounds for more serious disciplinary action, including removal from the course.

Be respectful to your classmates and instructor: arrive to class on time, prepared, and turn off all unneeded devices. Any unsanctioned use of technology in class may result in a 25-point deduction in your Class Citizenship grade (this portion of your overall grade can go into the negatives adversely impacting your overall course grade).

In order to be successful in this class, your regular attendance is essential. Class meetings will be used to complete in-class writing assignments and group work, to participate in peer review activities, to receive information about assignments and expectations, and to discuss reading material. Beyond the damage absences can have on your class citizenship grade, missing more than 4 class meetings of a MWF class or more than 3 class meetings of a TR class without full documentation of a university-excused absence will lower your course grade 1/3 a letter grade for each additional class absence. Your grade can be lowered even down to an “F” if the absences continue. I will send you a written warning when your course grade begins to suffer due to missed classes.

Being tardy or leaving early from class is disruptive and rude; missing any part of class may result in missing work that cannot be made up and excessive tardiness or leaving class early will be considered as absences (three tardies/leaving early equal one absence). A tardy in excess of 10 minutes is equivalent to an absence.

Official, documented University absences will be recognized, although I will expect you to hand in work prior to your absence unless we have discussed a different option.

If you need to be absent for any reason, it is very important that you find out from a classmate what you have missed. I sometimes need to change assignments or due dates, and I may announce these changes in class.

Students will complete two projects from each Category 1 and 2:
Category 1: Assignments that teach foundational skills of understanding writing about the disciplines. These assignments will help you learn how to read carefully in order to discern central and important features of writing in disciplines.

Category 2: Assignments that teach foundational skills of composing in and about the disciplines. These assignments provide students with the opportunity to practice writing moves that are common to a variety of fields and to consider how and why writing conventions and expectations differ across disciplinary audiences and purposes.

For each major project, you will receive an additional assignment sheet to be found on Blackboard that details the specific requirements of each assignment, including length, research requirements, and specific directions on how to collect information.

Category 1 Assignments: Projects 1 and 2

The first category one assignment (project 1) will be a compare and contrast analysis of four documents relevant to your field of study. The first should be a popular source (something like a newspaper article, magazine publication, or something else intended for a wide audience). The others will be either pieces of published scholarship (found through the library databases) or articles in trade publications.

The second category one assignment (project 2) will be a publication analysis. For this project, you will need to select two prominent, scholarly publications in your field that we have access to through the library. You will download every article in the two most recent editions. You won't need to read all of them word for word, but try to figure out what that issue of the publication seems to be about. What are the major issues being discussed, what do the articles have in common, etc. Then, you will select two articles – one from each publication – and rhetorically analyze them, focusing on features and rhetorical moves/structures in the texts. The goal is to develop an understanding of how experts in your field communicate in writing, not to evaluate the quality, effectiveness, or ease of reading those texts.

Category 2 Assignments: Projects 3 and 4

The first category two assignment (project 3) will be a process description of something critical to your field. You will need to consult a number of authoritative sources to determine how it is done, then translate that into a set of instructions for a broader, non-expert audience. You will then give a brief presentation to the class where you teach them the process. If you have already taken a public speaking class, you may have already done something similar to this. The key difference is that you need to begin with something fairly complex related to your field of study, rather than making a peanut butter and jelly sandwich.

The second category two assignment (project 4) should identify an ethical issue or scenario in your field and attempt to describe the viewpoints associated with it. You may choose to take a position on the issue (it's wrong or right, it should be avoided/encouraged, etc.), but the focus should be on the attitudes and justifications provided by other experts in your discipline. Your audience for this paper will also be non-experts, so you will need to relay complex information and ideas in a way that is open to a broader readership.

Students will also complete a Final Portfolio in place of a final exam:
Based on feedback from your peers and from me, you will revise two projects—a Category 1 and a Category 2—significantly. In other words, your revisions should involve more than simply editing or moving a few things around. In the event that you cannot identify ways your assignments could be made more effective for their original audience(s) and/or purpose(s) through significant revision, you should come speak with me about revising one or both of your assignments for a new audience and/or purpose.

You will upload to the “2018-2019 ENGL 2201 Final Portfolio” assignment in Blackboard your significant revisions.

In addition, you will complete a Self-Analytical Writing assignment that will also be uploaded in Blackboard to the “2018-2019 ENGL 2201 Final Portfolio.”

I encourage you to make use of the writing assistance provided by the University Writing Center (UWC), located in Joyner Library 1015. You can visit the UWC during any stage of the writing process. While the UWC does accept walk-ins if a consultant is available at that time, it is a very good idea to make an appointment ahead of time at https://ecu.mywconline.com or call 252.328.2820. Appointments begin on the hour and last about 45 minutes. When you visit the UWC, be prepared to ask and answer questions about your writing. It is also helpful for you to bring a copy of your assignment and any work you’ve done so far.

Writing Intensive (WI)
English 2201 is a writing intensive course in the Writing Across the Curriculum Program at East Carolina University. With committee approval, this course contributes to the twelve-hour WI requirement for students at ECU. Additional information is available at the following site: http://www.ecu.edu/writing/wac/.

University Writing Portfolio
In addition to uploading your course material to your English 2201 Portfolio in Blackboard, you will also submit material to a University Writing Portfolio using iWebfolio.

University Writing Portfolio Upload Requirement.
This course is designated “writing intensive” (WI) because, in addition to providing you with important content to learn, it has been designed to help you improve as a writer. Several years ago, ECU’s University Writing Program instituted the WI graduation requirement (6 hours of WI coursework beyond English 1100 and 2201, at least 3 hours of which must be in the major) with the goal of preparing students to be effective writers. As a university, we want to see how well we are doing in meeting that goal.

To assist with this effort, you will submit one major writing project, along with a description of the assignment for that project and brief responses to four questions about your writing, near the end of this course. These materials will be uploaded to your “University Writing Portfolio,” which you will access and create (if you have not already done so in a previous WI course) through the “student portfolio” link in Pirate Port (https://pirateport.ecu.edu/portal/).

Each year, representatives of ECU’s University Writing Program will randomly select a set of University Writing Portfolios from recently graduated students to assess how effectively ECU’s writing programs meet the needs of ECU students. The assessment work of the University Writing Program has no bearing on your grades: assessments will be done after a student graduates. Moreover, results of University Writing Portfolio assessments will only be used to improve instruction for future students and will never be reported in any way that connects those results to individual students.

Instructions for creating your University Writing Portfolio and uploading your materials are available online (www.ecu.edu/QEP) and in person at the University Writing Center (www.ecu.edu/writing/uwc), located in Joyner Library.

Academic integrity as described in the ECU Student Handbook is a fundamental value of higher education and East Carolina University; therefore, I will not tolerate acts of cheating, plagiarism, falsification or attempts to cheat, plagiarize, or falsify. If I become aware of academic integrity violations, I will follow the procedures outlines in the University’s academic integrity policy. Penalties for violating the Academic Integrity policy include grade penalties up to and including an F for the course. If you have any questions about my policy or what might constitute a violation in the class, please contact me. Review the Academic Integrity policies and procedures online at http://www.ecu.edu/cs-studentaffairs/osrr/students/conduct_process.cfm.

Be aware that the writing you do for this course must be your work and, primarily, your words. It is acceptable to incorporate the words or ideas of others in support of your ideas, but when you do so, you should be sure to cite the source appropriately. We will talk about citing and avoiding plagiarism during the course.

Penalties for plagiarism are severe—if I become aware of any intentional attempt to plagiarize (e.g. knowingly submitting someone else’s work as your own, downloading a paper from the Internet, etc.), you may be given an “F” for the course and a report will be filed with the Office of Student Rights and Responsibilities, the office which maintains reports from all university faculty and staff regarding academic integrity violations. If you are caught cheating or plagiarizing a second time, in this course or in any other course while you are at ECU, you can be suspended or even expelled from the university. Be sure to see me if you have any questions about plagiarism before you turn in an assignment.

Use of SafeAssign may be used in this class. We will discuss ways to use SafeAssign as a tool for revision.

Any instances of plagiarism – intentional or not – will result in a note being placed in your file with the Office of Student Rights and Responsibilities even if we are able to come to an understanding about what went wrong and how to address the problem (rewriting the assignment, for example). You have the right to appeal any accusation of plagiarism. As we work through the semester, you will have the opportunity to review SafeAssign reports of your work before submitting final drafts.

During a pandemic or catastrophic event, and after all face-to-face instruction has been suspended, communication for our class will take place through ECU email and Blackboard. In the event of such an emergency, check your ECU email account for instructions.

In the event of a weather emergency, information about ECU can be accessed through the following sources:
ECU Emergency Notices – http://www.ecu.edu/alert
ECU Emergency Hotline – (252)328-0062

East Carolina University seeks to fully comply with the Americans with Disabilities Act (ADA). Students requesting accommodation based on a covered disability must go to the Department for Disability Services, located in Slay 138, to verify the disability before any accommodations can occur. Their telephone number is 252.737.1016, and their email is dssdept@ecu.edu. I am more than willing to help make this class accessible to all students.


Category 1 Projects 20%
Category 2 Projects 40%
Final Portfolio 10%
Self-Analytical Writing 10%
Presentation 5%
Class Citizenship/Peer Review 15%

Meeting during the final exam time is required.
Wednesday, December 5, 11am-1:30pm

ECU ENG 1100