Eng 101.14 College Writing I

Eng 101.14 College Writing I

Instructor: Mr. HonakerEmail: (Response within 24 hours)

Classroom: CURY 238Time: MWF 12:00-12:50

Office: Bryan 110Office Hours: MW 1-2

Course Description:

The main purpose of this course is to improve your academic reading and writing abilities, and as we will discuss, academic reading and writing depends greatly on discourse. The readings for this course are part of a discussion on their respective issue, and much like the authors of these selections, you will read various texts on a subject, interpret these authors’ meanings, and synthesize ideas from multiple texts to form your own argument on the issue. Argumentation will be a main focus; thus, we will discuss and utilize classical and contemporary ideas on rhetoric including the appeals, the canons, and the rhetorical situation. The content for many of the readings will focus on current events and popular culture, and while paying careful attention to rhetorical moves, you will be asked to analyze current issues ranging from major world events to “trash” T.V. One of the primary goals of education and the text we are reading, They Say/I Say, is to encourage and educate so you “can participate in the debates and conversations of your world in an active and empowered way” (Graff 13). Thus, you should think of these assignments as a way to respond to salient events and debates in order to become active and informed world citizens.

Student Learning Goals:

English 101 satisfies three of the six hours of the Reasoning and Discourse (GRD) requirement at UNCG, which asserts that students “gain skills in intellectual discourse, including constructing cogent arguments, locating, synthesizing and analyzing documents, and writing and speaking clearly, coherently, and effectively” (

In addition, English 101 is designed to address Learning Goal #1 (LG1) in the UNCG General Education Program. This is the ability to“think critically, communicate effectively, and develop appropriate fundamental skills in quantitative and information literacies.”(

The following are English 101 student learning outcomes, each of which correspond to both the GRD goals and to LG1:

English 101 Student Learning Outcomes:

At the completion of this course, students will be able to:

1. Analyze the content and structure of complex texts (written, oral, and/or visual in nature);
2. Compose cogent, evidence-based, argumentative texts;
3. Identify and employ the rhetorical triangle, the canons, and the appeals in both formal and informal discourse;
4. Summarize, quote, paraphrase, and synthesize source material in support of an argument;
5. Employ drafting, peer review, and revision techniques in order to improve content, style, and structure of their own writing;
6. Appraise their own composing abilities and composing processes through critical reflection.

Required Texts:

Graff, Gerald. They Say I Say With Readings. 2nd Edition. New York: W.W. Norton, 2012. Print.

978-0393912753

Wooten, Courtney, Sally Smits, and Lavina Ensor, Eds. Rhetorical Approaches to College

Writing. Plymouth, Michigan: Hayden-McNeil, 2012. Print. 9780738053042

See course schedule for Blackboard readings.

Academic Integrity: “Academic integrity is founded upon and encompasses the following five values: honesty, trust, fairness, respect, and responsibility. Violations include, for example, cheating, plagiarism, misuse of academic resources, falsification, and facilitating academic dishonesty. If knowledge is to be gained and properly evaluated, it must be pursued under conditions free from dishonesty. Deceit and misrepresentations are incompatible with the fundamental activity of this academic institution and shall not be tolerated” (from UNCG’s Academic Integrity Policy). To ensure that you understand the university’s policy on academic integrity, review the guidelines and list of violations at I expect you to abide by the Academic Integrity Policy.”

Any violation of the academic integrity policy will result in an F for the assignment in addition to any university punishment.

MLA Citation and Style: All of your work must be formatted and cited according to MLA, which you will find on the Purdue Owl website. The site also offers help with grammar and style.

Attendance Policy: Students in MWF classes are allowed a maximum of three absences without a grade penalty. Students who miss six classes on a MWF schedule will fail the course. Attendance at the final exam session is required. There is not a distinction between excused or unexcused absences—simply, an absence is an absence.

Absences over the three allowed will drop your overall letter grade by a 1/3; thus, four absences would cause a B to be lowered to a B-. More than 10 minutes late is considered an absence.

It is important to be on time for class; thus, three tardies will equate to an absence. We will start promptly at 9:00, so 9:01 is considered late.

Course Grading:

I grade using the corresponding GPA value for the letter grade.

A/4.00 / A-/3.67 / B+/3.33 / B/3.00 / B-/2.67 / C+/2.33
C/2.00 / C-/1.67 / D+/1.33 / D/1.00 / D-/0.67 / F/0.00
Assignments / Percentage of Grade
Portfolio / 40%
Three Essays / 30% (10% each)
Class Participation and Group Work / 20%
Reading Quizzes / 10%

Final Portfolio (SLO 1-6): 50% of the final course grade

This portfolio will consistof 2-3 formal papers that you have completed in the course. You will revise each of the assignments beyond the graded and peer-reviewed copy and include all returned drafts of your essays including peer revision, so it is important to keep all drafts. The purpose is primarily to see your revision process as your papers evolved. In addition to the new revision and previous drafts, you must also complete a 6-8 page critical rationale essay. The critical rationale essay:

•Assesses how individual pieces of writing as well as the collective contents of the portfolio illustrate the student’s growth as a writer throughout English 101.

• Explains the stylistic and organizational choices made in the portfolio, i.e., the thoughtful and deliberate arrangement of all portfolio components.

•Illustrates an awareness of rhetorical choices across contexts and an understanding of course materials.

• Offers a deep and sustained critical reflection on the writing and revision process that

resulted in these polished essays and other writings.

The portfolio must include 15 pages of polished work in addition to the critical rationale essay. Also, the portfolio must include a cover page, a table of contents, and a secured method of binding. You should use comb binding, which can be done on campus of through Fedex. I will not accept bulky binders. Unlike other assignments, the portfolio will be grade holistically, which essentially means that you will receive a grade based on how well the entire portfolio, including the critical rationale, works together. You will receive a detailed rubric later in the semester.

Writing Assignments (SLO 1-5): 30% of the final course grade

You will complete three major writing assignments during the semester. Each assignment will be worth 10% each. Papers will be 6-8 pages and must adhere to MLA guidelines for citation and style. You must complete 20 pages of polished writing for the course. Writing assignments must be posted to Blackboard prior to class, and your paper must be in .doc or .docx file types. We will conduct peer-revision on each essay, and I will grade one draft prior to the portfolio. You must also post your draft to Blackboard prior to peer review.

Essay I.(SLO 1,2,4,5)The first writing assignment will ask you to critique a media sample of your choice in relation to its social impact. We will read essays that critique popular culture and weigh-in on how what we watch, listen to, or read affects us. You can select a T.V. show or genre, a musical group or genre, or a particular movie or genre. The main point is that you critique this source and form an argument about its affects on society as a whole or a particular group.

Essay II.(SLO 1-5) The second paper will ask you to use the rhetorical information that you’ve been learning to analyze a political speech. We will read King’s “Letter from Birmingham Jail” and discuss his use of rhetoric to support his argument. For your paper, you will select a speech and analyze the rhetoric. You may compare and contrast the rhetorical appeals from your chosen speech with King’s letter to help provide a framework to your paper.

Essay III. (SLO 1-5)The third paper will ask you to put together all the rhetorical techniques that you’ve learned to write an argumentative paper on a particular political or social issue. You will need outside sources in order to present yourself as an expert on the issue and also to enter the conversation. It would behoove you to pick an issue that is currently being debated. A proposed piece of legislation that is getting attention in the media would serve as a great issue.

Class Participation and Group Work: 20% of the final course grade

You will be asked to consider thoughtfully the readings before class and be prepared to answer questions and discuss the material with your classmates. While effective class participation requires more than bringing the day’s reading, it is essential that you bring your textbook or print out the readings from Blackboard. Peer review will be a significant factor of group work; thus, it is important to bring full drafts for your peers to review and to offer an in-depth critique of your peers’ work. I will often grade worksheets that accompany peer-review and group-work assignments, but the overall grade will also be composed of my observation of your participation in class.

Reading Quizzes: 10% of the final course grade

Brief quizzes will be given on days when a reading response is not required. The quizzes are designed to encourage active reading and do not require mastery of the text. The format of the quizzes will range from true/false questions to short answer. Quizzes will be given at the beginning of class and last 5-10 minutes.

Late work: I do not except late work except in case of extreme emergency such as you or an immediate family member being rushed to the emergency room. Computer errors are not an emergency. Do your best to contact me in case of an emergency.The only caveat to this policy is the portfolio. I will accept late portfolios, but the grade will be reduced by one letter per day that it is late. The letter grade drop will begin after class on the due date for portfolios.

Electronics: All electronic devices including phones, MP3 players, laptops, and tablets must remain off during class time unless required due to a special need. Students with a special need should make arrangements with me.

Office of Disability Services: Students with documentation of special needs should arrange to see me about accommodations as soon as possible. If you believe you could benefit from such accommodations, you must first register with the Office of Disability Services on campus before such accommodations can be made. The office is located on the second floor of the Elliott University Center (EUC) in Suite 215, and the office is open 8am to 5pm, Monday - Friday. Telephone: 334-5440; e-mail: .

Course Schedule:

Readings:

Rhetorical Approaches to College Writing: RA

They Say I Say: TS

Blackboard: Bb

Date / Day / Topic / Reading Due / Assignment Due
Jan. 14 / M / Introduction to Course
Jan.16 / W / Entering the Conversation / TS: Introduction p. 1-15
Bb: Everything’s an Argument—Evaluating Sources
Jan. 18 / F / Active Reading
(Last day to add/drop) / RA: “Reading Critically” p.55-62
TS: “Are Colleges Worth the Price of Admission?” p. 179-89
Jan. 21 / M / NO CLASS-MLK DAY
Jan. 23 / W / Media and the Cognitive Affects / TS;:“Watching T.V. Makes You Smarter” p. 277-294 / Essay #1 Assignment
Print from Blackboard and bring to class.
Jan. 25 / F / Thesis Statements, Topic Sentences, and Controlling Ideas / RA: “How the Thesis Guides Effective Writing” p. 67-71
RA: “Asking Questions to Find a Starting Point” p. 63-66
Jan. 28 / M / Library Instruction / Meet in the Library
Jan. 30 / W / Research and Academic Integrity / RA: “Finding a Conversation to Find Research” p. 111-15
RA: “Academic Integrity” p. 40-46
Feb. 1 / F / Revision / Bb: “A First Look at Gobbledy Gook”
RA: “Revision is Writing” p. 89-92
Feb. 4 / M / Entering the Conversation / TS: Chapter 1 p. 19-29
Feb. 6 / W / Introduction to Rhetoric / RA: Introduction and “Rhetorical Approaches to College Writing” p.4-12
Feb. 8 / F / Essay 1 Reflection and Discuss Essay 2 / Essay 1 Due
Submit via Blackboard before class.
Print the assignment for essay 2.
Feb. 11 / M / Rhetorical Appeals / RA: “Writing with Rhetorical Appeals” p. 13-20
RA: “Reading for the Rhetorical Appeals” p. 21-29
Feb. 13 / W / Analyzing Rhetoric / Bb: “Letter from Birmingham Jail”
Feb. 15 / F / Summarizing / TS: Chapter 2 p. 30-41
Feb. 18 / M / Discussing Peer Review and the Portfolio / RA: “Viewing Peer Review as a Rhetorical Process” p. 147-51
RA: “The Portfolio Process” p. 47-52
Feb. 20 / W / Quoting, Summarizing, and Paraphrasing / TS: Chapter 3 p. 42-51
RA: “The Art of Summarizing, Paraphrasing, and Quoting” p. 127-33
Feb. 22 / F / Peer Review / Bring two copies of essay one.
Feb.25 / M / Conferences
Feb.27 / W / Conferences
Mar. 1 / F / Conferences
Mar. 4 / M / Peer Review / Bring two copies of essay two.
Mar. 6 / W / The Canons of Rhetoric / RA: “The Canons of Rhetoric as Phases of Composition” p. 30-39
Mar. 8 / F / The Rhetorical Situation (Last day to drop without academic penalty) / Bb: “The Rhetorical Situation”
Mar. 11 / M / No Class; Spring Break
Mar. 13 / W / No Class; Spring Break
Mar. 15 / F / No Class; Spring Break
Mar. 18 / M / Reflection on essay 2 and discussion of essay 3 / Essay #2 Due
Essay #3 Assignment—print from Blackboard
Mar. 20 / W / Modern Satire and Reporting the News / TS: “The Good, the Bad, and the Daily Show” p. 363-379
Mar. 22 / F / Social Decline? / Bb: “The Lost Art of Argument
Mar. 25 / M / Argumentation / Bb: “Everything Is an Argument”
Mar. 27 / W / Rogerian Argument / Bb: “Rogerian Argument”
Mar. 29 / F / No Class/ Spring Holiday
Apr. 1 / M / Finding Common Ground and Tone / Bb: “Abortion and the Sexual Agenda”
RA: “Understanding Tone” p. 93-97
Apr.3 / W / Ways to Respond and Answering Objections / TS: Chapter 6 p. 78-91 TS: Chapter 4 p. 55-67
Apr.5 / F / Peer Review / Bring two copies of essay three.
Apr.8 / M / Distinguishing Your Argument / TS: Chapter 5 p. 68-77
Apr.10 / W / Exigency / TS: Chapter 7 p. 92-102
Apr.12 / F / Essay 3 reflection and discussion of the critical rationale essay / Essay 3 Due
Apr.15 / M / Connecting the Parts / TS: Chapter 8 p. 105-20
Apr.17 / W / Metacommentary / TS: Chapter 10 p. 129-38
Apr.19 / F / Portfolio Review and Rationale Essay Peer Review / Bring two copies of your rationale essay.
Apr.22 / M / Conferences
Apr. 24 / W / Conferences
Apr.26 / F / Conferences
Apr. 29 / M / Turn in Portfolios / Portfolio Due
May 3 / F / Exam 12:00 / Pick up portfolios.