ENG 111: Composition I
Fall 2025 Course Syllabus
Monday/Wednesday 10:00 a.m. – 11:20 a.m.
Mondays: Wickes 216
Wednesdays: Science East 127
Instructor: Dr. Kim Lacey
Pronouns: she/her/hers
Email: krlacey@[Link]
Office: Brown Hall 330
Office Hours: Mondays/Wednesday 12:00 p.m. – 1:30 p.m. and by appointment
Course learning outcomes
By the end of this course, students will be able to:
• Apply invention strategies to discover ideas and develop insights through writing
• Analyze personal and cultural experiences using the seven invention points framework
• Connect personal insights to public significance through effective use of public
resonance
• Use research effectively to support and complicate arguments
• Engage with multiple perspectives and address counterarguments thoughtfully
• Revise substantially to strengthen ideas, organization, and expression
• Reflect critically on their development as writers and thinkers
• Use technology and AI tools ethically to support learning and invention
Required materials
Textbook: Mauk, John, and John Metz. The Composition of Everyday Life: A Guide to Writing. 6th
edition. Cengage Learning.
Canvas Access: All assignments, readings, and course materials accessible through Canvas
Printing Access: For drafts, peer review, and final submissions
Reliable Internet: For online activities, research, and Canvas participation
Course philosophy: Invention and everyday life
This course is built on the principle that meaningful writing emerges from careful attention to
everyday experiences and systematic inquiry into their significance. We use The Composition of
Everyday Life's seven invention points—Point of Contact, Analysis, Public Resonance, Thesis,
Rhetorical Tools, Revision, and Reflection—as our framework for discovering ideas and
developing insights.
Writing is not simply expressing pre-existing ideas, but a process of thinking and discovery.
Through sustained attention to memory, relationships, observations, and arguments, you'll
develop skills that transfer to academic, professional, and civic contexts.
Grade Distribution
Project Due Date Percentage of
Final Grade
Project 1: Remembering Who You Were Monday, September 29 20%
Project 2: Explaining Relationships Monday, October 20 20%
Project 3: Observing Monday, November 10 20%
Project 4: Making Arguments Monday, December 8 25%
Peer Reviews Various (see assignment 8% (2% each)
sheets)
In-Class Work All semester 4%
Class Participation All semester 3%
Peer Reviews (8% total - 2% each) includes:
• Timely submission of drafts for peer review sessions
• Thoughtful, constructive feedback using provided review forms
• Specific, helpful suggestions that demonstrate careful reading
• Professional and respectful tone in all peer interactions
In-Class Work (4%) includes:
• Full participation in revision workshops and station activities
• Productive use of workshop time for draft development
• Constructive partner work and feedback during workshops
• Completion of workshop handouts and reflection activities
Class Participation (3%) includes:
• Active engagement in class discussions
• Thoughtful contributions to collaborative activities
• Preparation evidenced through reading completion and note-taking
• Respectful and constructive interaction with classmates
• I do not expect you to participate constantly, but I do ask you to participate regularly
and with intention.
Attendance: I will not be taking attendance in this class. However, a lot of our work will occur
during class time. Missing class means missing work. Unless there are extenuating
circumstances, if you miss class you cannot make up in-class work.
Grading scale
↑95%: A
↑90%: A-
↑87%: B+
↑83%: B
↑80%: B-
↑77%: C+
↑73%: C
↑60%: D
0%: F
All grades will be posted on Canvas.
A note on the grading scale
SVSU does not assign C-, D+, D- grades. Anything below a 73% will result in a D. Anything below
a 60% will result in a F.
Artificial intelligence policy
My goals for all of us will be to learn how AI tools can strengthen our writing when used
responsibly. You are required to note and cite any place where you use AI. Failure to indicate
this will result in a lower grade.
A note about extra credit and extensions
I do not give extra credit or extensions. Please complete all assignments to the best of your
capabilities on time. However, I’m not a robot. If there are extenuating circumstances, please
talk to me.
Late work is unacceptable
Please ensure that your work is submitted on time. The deadlines are clearly marked on all
assignments and on the syllabus. Please note the majority of your writing will come from in-class
work. If you arrive late and we have already completed an activity, you cannot receive credit for
the activity. If you are absent and you miss in-class activities, you cannot receive credit for the
activity. If you know a due date conflicts with something outside of class, plan ahead and submit
your assignment early. Always look for the confirmation timestamp on Canvas to confirm your
work has been submitted!
A note about potential online course meetings
Unless the university closes, we will have class. If I “cancel” an in-person meeting, you will have
some obligation for class in the form of an online activity or Teams meeting, the details of which
I will circulate via email. If I know I must cancel in advance, I will also discuss the activity in class.
If you do not complete that online activity on time, you will be marked absent for that day.
These instances are rare, if they occur at all, but it is your responsibility to check your e-mail (at
least once before class starts each day) for instructions.
This course section will not be recorded or broadcast online synchronously. It is a face-to-face
course. Unless the university changes direction about the method of instruction, we will meet
in-person.
Technology policies
I encourage you to use whatever note taking system and digital devices you prefer. If, however,
you choose to use a laptop or tablet, you are asked that it be used for class work and not for
homework for your other classes or social activities. Phones must be turned silent during class
time. You are required to be an active member of our learning community. Be aware that I will
call on people at random if the discussion is dead. If you are not prepared to participate because
you are distracted by technology, this may affect your final grade.
You should be actively using some sort of cloud storage in which you can store and access your
work from multiple locations. I recommend Dropbox or Google Drive. Additionally, as SVSU
students, you have access to Microsoft One Drive. Not having access to your work is not an
excuse for late work. Be prepared for all possibilities.
Accessibility and non-discrimination clause
Students who need accommodation are encouraged to meet with the instructor or contact the
SVSU Office of Accessibility Resources and Accommodations (phone: 989-964-4168). SVSU does
not discriminate based on race, religion, color, gender, sexual orientation, national origin, age,
physical impairment, disability, or veteran status in the provision of education, employment,
and other services.
A note about self-care
I am conscious of your educational experiences over the last several years, and if there is any
way I can support you in our learning environment, please let me know. I’m here to help!
A note about myself:
In September 2024, I was diagnosed with Bell’s palsy, which is facial paralysis. Half of my face is
(mostly) immobile causing my speech to be frequently slurred, my eye unable to blink, some
hearing loss, and frequent pain and fatigue. There might be moments in class where I need to
take breaks to rest my face. It shouldn’t interfere with our learning environment, but I want to
give you a heads up! (Plus, you’ll probably notice my paralysis and I wanted to get ahead of it!)
Self-disclosure
You are under no obligation to self-disclose personal information about which you do not feel
comfortable.
Academic integrity policy
According to the SVSU Student Handbook, “Academic integrity is undermined whenever one is
dishonest in the pursuit of knowledge. Dishonesty takes many forms, including cheating,
plagiarism, and other activities for undermining the educational process and will be reported to
the Academic Conduct Board for further sanctions. Forms of plagiarism include directly
transcribing (copying) without quotation and attribution, summarizing without attribution,
paraphrasing or patchwork paraphrasing without attribution, patching electronic materials
(including pictures, graphs, and/or charts) without attribution. I reserve the right to use Turn It
In. In ENGL 111, deliberate plagiarism or cheating in any form will result in the grade of zero (0)
for the entire assignment.
The full Academic Integrity Policy can be found here:
[Link]
Even though we are using AI regularly this semester, please note that passing off anything
written by AI as your own writing is considered plagiarism. To avoid this scenario, you need to
indicate what is your writing and what is produced by AI.
Writing Center information
One of the many advantages of this University is the Writing Center. You are strongly
encouraged to meet with a tutor to discuss your writing.
Drop-in Hours:
Monday: 9-5 & 4-7 Online
Tuesday: 11:30-4 & 4-7 Online
Wednesday: 9-5 & 4-7 Online
Thursday: 11:30-3 & 4-7 Online
Friday: 12 – 3
Classroom community and respect
Our classroom is a community of learners sharing personal experiences and developing ideas
together. We commit to:
• Respectful engagement with diverse perspectives and experiences
• Constructive feedback that supports each other's growth
• Inclusive participation that welcomes all voices
• Confidentiality regarding personal stories shared in class
• Growth mindset that sees challenges as learning opportunities
This syllabus is a contract between instructor and students. Changes may be made with
appropriate notice. Students are responsible for staying informed about course requirements
and deadlines.
Semester Calendar
CEL = The Composition of Everyday Life (our textbook)
Homework to complete
at home and bring to
next class
Date In-class topics & activities Read before class
Major Assignment
Deadlines
Course introduction; writing
Monday, Purchase CEL; complete
diagnostic; community
August 25 writing history reflection
building storytelling circle
College writing expectations; Digital literacy self-
Wednesday, CEL: pp. 3-22
AI literacy and academic assessment; set
August 27 (Introduction)
integrity semester goals
Monday,
No class: Labor Day Review AI use policies
September 1
CEL invention points Practice observation
Wednesday, CEL handout on
framework; intro to exercise using CEL
September 3 invention points
observational skills approach
Project 1: Remembering Who You Were
Project 1 launch; CEL CEL: pp. 25-42
Generate 3-4 memory
Monday, memory analysis; memory (Model Readings
sketches using CEL
September 8 mapping using CEL and Point of
approach
framework Contact)
CEL analysis techniques;
Wednesday, CEL: pp. 42-46 Expand 2 sketches;
sensory detail workshop;
September (Analysis and Public choose final topic using
point of contact
10 Resonance) CEL criteria
development
Monday, CEL rhetorical tools; narrative CEL: pp. 46-51
Complete working draft
September techniques; thesis (Thesis and
using CEL approach
15 development Rhetorical Tools)
Wednesday, Complete online on your Revise based on CEL
September own: CEL thesis integration framework and
17 *No in- workshop; draft workshop workshop feedback
person class using CEL revision principles
today*
Monday, Revise thesis for current
CEL Draft Workshop & CEL: pp. 51-54
September draft; prepare for peer
Revision Strategies (Revision)
22 review
Wednesday,
September Peer review Incorporate feedback
24
Project 2: Explaining Relationships
Brainstorm relationships
using CEL criteria;
Monday, Project 2 launch with CEL
CEL: pp. 59–71 choose topic
September Chapter 3; deep analysis of
(Model Readings)
29 CEL relationship essays
Project 1 due on Canvas
by 11:59 p.m.
Research cultural
CEL relationship analysis
CEL: 72-78 (Point of contexts; draft thesis
Wednesday, techniques; cultural
Contact and using CEL
October 1 connections using CEL
Analysis)
approach
CEL public resonance & thesis CEL: pp. 78-81
Monday, Continue drafting using
development for explanatory (Public Resonance
October 6 CEL framework
writing and Thesis)
CEL rhetorical tools
Wednesday, workshop; draft CEL: pp. 84-85 Major revision using CEL
October 8 development using CEL (Revision) approach
principles
Monday, Revise and prepare draft
Library day: Meet in Z-111
October 13 for peer review
Wednesday, Revise current draft with
Peer review
October 15 integrated evidence
Project 3: Observing
Choose observation site
Project 3 launch with CEL CEL: pp. 89-105 using CEL criteria; begin
Monday, Chapter 4; observation (Model Readings field notes
October 20 methods using CEL and Point of
framework Contact) Project 2 due on Canvas
by 11:59 p.m.
CEL field notes workshop;
Wednesday, CEL: pp. 106-108 Continue observations
analytical observation
October 22 (Analysis) using CEL approach
techniques
CEL public resonance for
CEL: pp. 108-110 Complete observation
Monday, observations; thesis
(Public Resonance sessions; draft analysis
October 27 development using CEL
and Thesis) using CEL
framework
Wednesday, CEL rhetorical tools for CEL: pp. 110-112 Working draft with vivid
October 29 observational writing; (Rhetorical Tools) descriptions using CEL
descriptive writing workshop techniques
CEL revision workshop for
Monday, CEL: pp. 113-114 Major revision using CEL
observational writing; draft
November 3 (Revision) principles
improvement
Wednesday,
Peer review Revise Project 3 draft
November 5
Project 4: Making Arguments
Topic brainstorming
using CEL approach and
Project 4 launch with CEL CEL: pp. 221-243
Monday, approval
Chapter 8; argument as Model Readings and
November 10
inquiry using CEL framework Point of Contact)
Project 3 due on Canvas
by 11:59 p.m.
CEL analysis & research with CEL: pp. 244-247 Locate and evaluate 4-6
Wednesday,
topic approval; research (Analysis and Public sources using CEL
November 12
strategies using CEL Resonance) criteria
CEL thesis development &
Monday, CEL: pp. 247-249 Draft thesis and outline
argument structure for
November 17 (Thesis) using CEL approach
argumentative writing
CEL: pp. 250-258; Develop
CEL counterarguments &
Wednesday, 528-530 (Rhetorical counterargument
rhetorical appeals;
November 19 Tools; section using CEL
strengthening arguments
Counterarguments) method
Work on full draft using
Monday,
Ethos/pathos/logos in media complete CEL
November 24
framework
Wednesday,
No class: Thanksgiving Break
November 26
CEL draft workshop & final Polish draft for peer
Monday,
revision strategies for review using CEL
December 1
arguments standards
Wednesday, Peer review; Course Final revisions using CEL
December 3 evaluations principles
Monday, No class, but Kim is available Project 4 due on Canvas
December 8 for conferences! by 11:59 p.m.
