ENGL 100 UMBC Syllabus Notes (Comprehensive)

ENGL 100 UMBC Syllabus Notes (Comprehensive Study Guide)

Course Overview

• ENGL 100 is a freshman composition course at UMBC with an emphasis on critical thinking, reading, and composing.

• Focus on integrating academic research and documentation.

• Students read and produce work for diverse purposes and audiences.

• Course satisfies the composition general education requirement and must be taken within a student’s first 30 credit hours.

• Recommended Preparation: Self-placement into ENGL 100 in consultation with an advisor.

• Instructor: Dr. Larissa Tracy; Office: PAHB 306; Office Hours: Mon 12:00–2:00pm, Wed 1:00–2:00pm, Wed 4:00–5:15pm, Wed 5:30–6:45pm; Email: ltracy1@umbc.edu.

Course Description (from Transcript)

• A course in critical thinking, reading, and composing with a focus on integrating academic research and documentation.

• Students read and produce work for different purposes and audiences; strategies include researching, organizing, drafting, sharing, and revising.

• Emphasis on inquiry, learning, critical thinking, and communicating in various rhetorical contexts.

• Course emphasizes engagement with diverse texts and credible sources.

• Final products require proper documentation and citation.

Course Outcomes (Knowledge, Skills, Abilities)

• RHETORICAL KNOWLEDGE, CRITICAL THINKING, READING, AND COMPOSING PROCESSES

  • Use key rhetorical concepts through analyzing and composing a variety of texts.

  • Read and compose in several genres to understand how genre conventions shape and are shaped by readers’ and writers’ practices and purposes.

  • Develop facility in responding to a variety of situations and contexts requiring shifts in voice, tone, formality, design, medium, and/or structure.

  • Use a variety of technologies to address diverse audiences.

  • Match the capacities of different environments (print and electronic) to varying rhetorical situations.

  • Use composing and reading for inquiry, learning, critical thinking, and communication in various contexts.

  • Read a diverse range of texts, focusing on relationships between assertion and evidence, patterns of organization, and the interplay of verbal/nonverbal elements for different audiences.

  • Locate and evaluate research materials (articles, books, databases, archives, informal online sources) for credibility, authority, relevance, accuracy, timeliness, and purpose.

  • Use strategies (interpretation, synthesis, response, critique, design/redesign) to compose texts that integrate writer’s ideas with sources.

  • Develop a writing project through multiple drafts.

  • Practice flexible strategies for reading, drafting, reviewing, collaborating, revising, rewriting, rereading, and editing.

• KNOWLEDGE OF CONVENTIONS

  • Use composing processes and tools to discover and reconsider ideas.

  • Experience collaborative and social aspects of writing processes.

  • Provide, and act on, productive feedback on works in progress.

  • Adapt composing processes for various technologies and modalities.

  • Reflect on a variety of composing practices and how those practices influence work.

  • Develop knowledge of linguistic structures (grammar, punctuation, spelling) through practice.

  • Understand why genre conventions for structure, paragraphing, tone, and mechanics vary; negotiate variations.

  • Learn common formats and/or design features for different kinds of texts.

  • Explore concepts of intellectual property (fair use, copyright) that motivate documentation conventions.

  • Apply citation conventions systematically in their own work.

• DIVERSITY, EQUITY, AND INCLUSION

  • Course will incorporate interactions of diverse peoples across continents and cultures.

  • Expect to encounter voices from diverse races, cultures, religions, sexualities, gender identities, disabilities, mental health issues, and socioeconomic backgrounds.

  • Discuss current events and modern politics as part of the writing process.

  • Explicit rejection of misappropriation of history or imagery to support bigoted ideologies (hypermasculine, gender-normative, ableist, racially/ethnically pure past).

  • CONTENT WARNING: Will cover material on rape, ethnic and religious persecution, violence, warfare, obscenity, and sexual content; students are encouraged to treat each other with dignity and respect.

  • If difficulty with material, students should contact the instructor.

• REQUIRED MATERIALS

  • Octavia Butler: Parable of the Sower (ISBN: 9781538732182)

  • Texts posted to Blackboard as PDFs.

Course Schedule and Important Dates

• Schedule is subject to revision.

• IMPORTANT DATES:

  • Last day to add to waitlist: SEPT. 3, 5PM

  • Last day to change schedule: SEPT. 10, 5PM

  • Last day to withdraw: NOV. 5, 5PM

Week-by-Week Topics and Activities (Key Points)

• WEEK 1 (W Aug. 27): Introduction to goals of writing, research, and activism

  • Outline course expectations and information literacy; explain assignments and research methods; close reading and note-taking methods; locating credible sources.

  • Explore Activism across disciplines and discuss possible research topics.

  • Watching prior to class: two video links provided (topics on activism and rhetoric).

• WEEK 2 (M Sept. 1: NO CLASS – Labor Day; W Sept. 3):

  • Documenting Sources; Writing an Outline; Annotated Bibliography; Literature Review.

  • Portfolio assignments for final exam and research papers.

  • Pitfalls of AI generation in academic work (examples).

  • Video clip: HBO’s The Newsroom (2014).

• WEEK 3 (M Sept. 8; W Sept. 10):

  • WRITING PROCESS AND REFLECTION: discuss writer’s voice, journals, memoirs, reliability of first-person sources.

  • Readings: Hiroshima Diary (Michihiko Hachiya) PDF; “Town under a Rainfall of Eggs” (Shiraishi Kazuko) PDF; Reflection on Hiroshima 1993 (PDF).

  • READING AND WRITING RHETORICALLY (critical thinking): Understanding rhetorical context and genres.

  • Readings: Michael Bérubé: “Analyze Don’t Summarize” (PDF); Akhil Reed Amar: “Second Thoughts: What the Right to Bear Arms Really Means” (PDF).

  • Outline for informative research paper due via Blackboard.

• WEEK 4 (M Sept. 15; W Sept. 17):

  • DEVELOPING ARGUMENTS: strategies for thesis statements; assess source validity and locate credible sources for analysis papers; diagram structure of analysis papers.

  • Developing a supported argument on a controversial issue: Swift, Jefferson, Lincoln, MLK Jr. PDFs.

  • Complete ENGL 100 quizzes on Blackboard before class.

  • W Sept. 17: READING AND WRITING RHY… (information literacy): reading rhetorically; reading visuals; writing rhetorically; writing a rhetorical analysis.

  • Readings: Barack Obama: Nelson Mandela Lecture; George Orwell: Notes on Nationalism (PDF).

  • Annotated Bibliography due via Blackboard.

• WEEK 5 (M Sept. 22; W Sept. 24):

  • ACADEMIC RESEARCH: dissecting academic articles to identify thesis, sources, conclusions, and rhetorical strategies; compare scholarly vs. popular articles.

  • Readings include: Bychowski & Kim; Tracy; Sturtevant; Sierra Lomuto (PDFs).

  • READING AND WRITING IN ACADEMIC DISCIPLINES: differences across disciplines; examine rhetorical context; analysis of genres.

  • Grade AI-generated papers about the given article in groups.

  • Literature Review due via Blackboard.

• WEEK 6 (M Sept. 29; W Oct. 1):

  • UNDERSTANDING DEDUCTIVE REASONING (information literacy): Edgar Allan Poe: Murders in the Rue Morgue (in-class clue exercise).

  • READING AND WRITING IN THE NATURAL SCIENCES: Rachel Carson excerpts from Silent Spring (PDF).

  • First draft of informative research paper due (via Blackboard).

• WEEK 7 (M Oct. 6; W Oct. 8):

  • STUDENT CONFERENCES – IN OFFICE (PHAB 306) (reflective practice).

• WEEK 8 (M Oct. 13; W Oct. 15):

  • READING AND WRITING IN THE HUMANITIES (conventions): close reading of primary sources; intro to the Humanities; research in the Humanities.

  • Readings: Nathaniel Hawthorne: Young Goodman Brown; Marie de France: Bisclavret (PDFs).

  • Final draft of informative research paper due (via Blackboard).

  • The humanities session also covers developing research questions from primary sources and thesis statements; conventions of writing in the humanities; analyzing scholarly writing in the humanities; PDFs by Marie de France and related essays.

• WEEK 9 (M Oct. 20; W Oct. 22):

  • CREATIVE FICTION: TRUTH VS. REALITY; SCIFI DYSTOPIA (Octavia Butler: Parable of the Sower).

  • Historical Context Essay due via Blackboard (clarity/ethos).

• WEEK 10 (M Oct. 27; W Oct. 29):

  • MULTI-MEDIA ACTIVISM: MAKING MODERN ISSUES ACCESSIBLE (clarity/ethos).

  • Film: V for Vendetta (both class sessions).

• WEEK 11 (M Nov. 3; W Nov. 5):

  • ACTIVISM ON FILM: Film: Three Pines S1 E3: The Cruellest Month; related Guardian articles on cultural/colonial topics; discussions and primary sources.

  • W Nov. 5: Film: Three Pines S1 E4: The Cruellest Month; Argument Summary Essay due via Blackboard.

• WEEK 12 (M Nov. 10; W Nov. 12):

  • PUBLIC SCHOLARSHIP AS ACTIVISM (critical thinking/information literacy): readings include Medievalists responses to Charlottesville, “What to do When Nazis are Obsessed with Your Field,” and other articles; additional items listed for discussion.

• WEEK 13 (M Nov. 17; W Nov. 19):

  • GUIDED PEER CRITIQUE OF FIRST ARGUMENTATIVE DRAFT (reflective practice); in-class electronic draft ready.

  • Peer critique of revised research paper final drafts in class (W Nov. 19).

• WEEK 14 (M Nov. 24; W Nov. 26):

  • APPLYING ACTIVISM: In-class workshop on final projects and applying activism across disciplines (Nov. 24).

  • No class on Thanksgiving week (Nov. 26).

• WEEK 15 (M Dec. 1; W Dec. 3):

  • CLASS PRESENTATIONS OF FINAL PROJECTS (clarity/ethos).

• WEEK 16 (Mon Dec. 8):

  • CLASS PRESENTATIONS OF FINAL PROJECTS (clarity/ethos).

• Final Exam Schedule (examples from transcript):

  • Final Exam times vary: MW 10:00–10:59 AM; Mon, Dec. 15; MW 2:00–2:59 PM; Fri, Dec. 12; MW 4:00–4:59 PM; Mon, Dec. 15; MW 5:00–6:59 PM; Mon, Dec. 15; MW 6:00–8:00 PM; Mon, Dec. 15.

  • Students must attend final exam according to designated times (varies by section).

Assignments, Papers, and Grading Structure

• All papers must be submitted electronically as PDFs via Blackboard and will be graded electronically.

• Short analysis papers (1–2 pages), 50 points each, accumulative.

  • Topics based on class discussions and readings.

• HISTORICAL CONTEXT ESSAY (50 points): analyze one issue discussed with sources; explain historical context and its effect on issue and writings.

• ARGUMENT SUMMARY ESSAY (50 points, accumulative 15%): summarize main argument of an article (example: Chaucer’s Pardoner) and explain the thesis and how it’s substantiated; illustrate the three-fold approach to theses (point, method, importance).

• In-class writing grade (20%): includes outline, annotated bibliography, literature review, peer-review sheets, revision review sheets, etc., and is accumulative (20%). Also includes quizzes and video components.

• Annotated Bibliography (20 points): 5 peer-reviewed sources minimum; only two websites allowed; sources must apply to both informative and argumentative papers.

• Literature Review (20 points): relevant sources for both papers; applies to both papers.

• Peer-review sheet (20 points): completed in-class for the first drafts of the argumentative paper.

• Revision review sheet (20 points): completed in-class for peer-editing final drafts of the argumentative paper.

• Informative Research Paper (4–6 full pages, 1,400–2,100 words): MLA style; minimum of five peer-reviewed sources (including primary sources); works cited; external websites allowed but limited; must have sources beyond websites; must be clear, articulate, objective and informative; penalties for too-short submissions or insufficient sources; requires Works Cited page; 1,400–2,100 words; double or 1.5 line spacing; reasonable margins.

  • Use primary and secondary sources; cite properly; include images or documentation in the final presentation if applicable.

• Argumentative Research Paper (4–6 pages, 1,400–2,100 words): builds on the informative paper topic; converts to argument with clear thesis; minimum of five sources; MLA style; primary and secondary sources internal to the text.

• Drafts: Informative paper first draft submitted for in-class discussion; final draft due after feedback.

• Final Project with Oral Presentation: Choose from topics in argumentative readings; 10-minute presentation; include images and documentation; 3–4 page argumentative summary (1,050–2,100 words) with 3 outside sources; 10-minute oral presentation; 15% of grade for presentation; 3 outside sources minimum for summary; evaluation based on clarity, delivery, and argument quality.

• Final Exam: 1–2 page reflective paper describing development as a college writer; based on selected examples; exam period submission via Blackboard.

• Any research paper lacking secondary quotations and citations will automatically receive a D.

Submission Guidelines and Policies

• Submissions: PDF only via Blackboard.

• Late policy: Late papers generally not accepted; extensions only in extreme cases with prior notice; final informative paper more than one week late without notice will not be accepted; in-class drafts cannot be submitted late; finals cannot be accepted late.

• Drafts: Drafts must be presented in class for peer editing to receive credit; no late submission of drafts.

• Attendance: 4 absences allowed; 80% attendance required; online course can view recordings within 24 hours to verify attendance; make up missed material is student’s responsibility.

• Extensions: Contact instructor before due date; extensions granted only in extreme cases.

• AI policy: Generative AI (GAI) use must be explicitly authorized by instructor; using AI to generate or edit content and submitting as one’s own work is plagiarism and dishonesty; policy based on models from Old Dominion, Boston College, and Texas A&M.

Maryland C Standard and Academic Integrity

• Maryland “C” standard: a rubric for grading (Content, Organization, Style/Expression, Grammar/Mechanics).

  • Content: Central idea with relevant material; includes facts, figures, examples, quotations, or details.

  • Organization: Logical plan; focus; unity toward thesis; coherent transitions; use of thesis statements, topic sentences, opening/closing paragraphs.

  • Style/Expression: Appropriate tone, word choice, and sentence patterns; generally correct transitions and readability; appropriate academic language.

  • Grammar/Mechanics: Substantial correctness; minimal errors that do not impede meaning.

• Academic Integrity: UMBC policy emphasizes honesty; cheating, fabrication, plagiarism are forms of academic dishonesty; penalties include disciplinary action.

• Undergraduate Honor Statement: Commitment to honesty; emphasizes not cheating, fabricating, plagiarizing, or assisting others in dishonesty.

Attendance, Accommodations, and Student Resources

• Attendance policy: 80% attendance required (4 absences).

• Religious Observances: Students may request accommodations in advance; contact the Office of Equity and Civil Rights for guidance.

• Disability Accommodations: Office of Student Disability Services (SDS) coordinates accommodations; register with SDS; contact information provided.

• Title IX and Safety Resources: Policy on sexual misconduct; Title IX Coordinator contact; confidential resources listed (RIH, Counseling Center, Pastoral Counseling, Women’s Center, Shady Grove resources, etc.).

• Child abuse reporting: Maryland law requires reporting suspected abuse.

• Pregnant and Parenting Students: Policy about accommodations and leaves; contact Title IX Coordinator for planning and accommodations.

• Accessibility: UMBC strives to provide inclusive education; SDS coordinates accommodations; contact details provided.

• Syllabi on Blackboard; Instructor frequently checks email; plan ahead for due dates; last-minute questions may not be answered.

Additional Notes and Content Artifacts

• The transcript contains stray tokens embedded in the text (e.g., dragons, mermaids) near assignment descriptions; note these as transcription artifacts and not course content.

• Links to external resources (YouTube clips, Guardian articles, PDF readings) are listed throughout the schedule and may require access through Blackboard or external sites when applicable.

• University resources for composition students listed under Campus Resources: Writing Center, English Language Institute, Library, SDS, Retriever Integrated Health, etc.

Quick Reference: Key Dates and Deliverables

• Quizzes: ENGL 100 quizzes (schedule via Blackboard).

• Annotated Bibliography due: Week 3-Week 4 window (as specified in syllabus).

• Literature Review due: Week 5 (via Blackboard).

• First Draft of Informative Research Paper due: Week 6 (Oct 1).

• Final Draft of Informative Research Paper due: Week 8 (Oct 13).

• Historical Context Essay due: Week 9 (Oct 22).

• Argument Summary Essay due: Week 11 (Nov 5).

• First Draft of Argumentative Paper due: Week 13 (Nov 5) in class; Revised draft in class: Week 13 (Nov 17); Final Draft due: Week 11–Week 12 window (Nov 19).

• Final Presentations: Week 15 (Dec 1, 3) and Week 16 (Dec 8).

• Final Exam: Several time options listed; students must select their exam slot.

• Final informative and argumentative papers: due dates staggered across weeks; late submission penalties apply per policy.

How to Use These Notes for Exam Preparation

• Understand course outcomes and be able to explain how each practice supports effective writing in college.

• Be able to describe the difference between informative and argumentative papers, including required features (length, sources, MLA style, Works Cited, etc.).

• Memorize major due dates and the order of the major assignments (Outline, Annotated Bibliography, Literature Review, Drafts, Final Papers, Presentations, Final Exam).

• Be prepared to discuss the AI policy and academic integrity expectations and provide examples of acceptable vs. unacceptable use of AI in coursework.

• Know the campus resources and how to access accommodations or support if needed.

• Review the weekly topics to understand the progression from rhetoric and research to discipline-specific writing and final projects.

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