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English 101 Course Syllabus
Fall 2014
English 101-20:College Writing I Instructor: Michael Bedsole
Fall 2014 Email:
MWF 12:00-12:50 Office: MHRA 3112
Classroom: SOEB219 Office Hours: Wed and Fri 11-12
(Or by appointment)
I: General Overview
Course Description:
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.”
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The following are the English 101 Student Learning Outcomes, each of which corresponds 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.
Simply put, in this course you will learn how to identify and produce good writing. These skills are by no means marginal. What you learn in this class will transfer across the curriculum and beyond, and the ability to effectively communicate will prove indispensable in your professional lives. Moreover, these skills will make you stronger, more critical thinkers, able to parse information, and recognize the value of a given argument. In other words, this course is intended to enrich you and equip you for a variety of future challenges. Through essays, rhetorical analysis, peer collaboration, and classroom discussion, you will gain the skills needed to be better, more effective communicators.
Required Texts:
Skelley, Chelsea, Kathleen T. Leuschen and Meghan McGuire, Eds. Rhetorical Approaches to
College Writing. Plymouth, MI: Hayden-McNeil, 2015. (ISBN: 978-073806838-1)
(Available viaUNCG Bookstore.Price:check bookstore; no used copies available.)
Eggers, Dave. Zeitoun. New York: Random House, 2010. (ISBN: 978-0-307-38794-3)
(Available via UNCG Bookstore and via your online bookseller of choice. New Price:
$15.95; Used Price: $11.95)
Graff, Gerald, Cathy Birkenstein, and Russel Durst. They Say/I Say With Readings. 2nded. New
York: Norton, 2012. (ISBN: 978-0-393-91275-3) (Available via UNCG Bookstore and
via your online bookseller of choice. New Price: $53.00; Used Price: $39.75)
II: Class Expectations
General Expectations:
As college students, you are expected to conduct yourselves as adults. You must come each day prepared for class. This means bringing writing materials and copies of that day’s readings. If you come to class unprepared, I reserve the right to count you absent for that day. I expect professional, courteous behavior towards myself and your fellow classmates. This course is intended to encourage student involvement and dialogue. Inappropriate behavior detracts from this goal. Accordingly, I expect you to respect when others are speaking, and to listen and engage in the classroom conversation. Cell phones/iphones or other hand-held devices must be turned off, as no texting or calls are allowed. Laptop use is reserved for workshop days. At no other time are they permitted. (See me if you have an individual concern.) When in use, laptops may only be used for class-related activities (i.e. working on your papers). Any other use will result in the forfeiture of your ability to use a laptop in this class.
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. Should you not, you risk severe penalties, including a zero on the assignment or a zero for the course. Let me add, per program policy, that “Incidents of cheating and plagiarism are reported to the Dean of Students and sanctions are aligned with the policies at
Attendance Policy:
You are expected to be present and punctual for each class. Entering the room after class has begun is distracting and detracts from the learning experience. Do not come to class if you will be more than ten minutes late. This will count as one of your absences. Also, three tardies will equal one absence. You are allowed up to three absences. Each absence after three will result in your final class grade being lowered by half a letter grade. Missing six classes will result in a zero for the course. This is not intended to be punitive, but merely to reinforce the importance of class attendance. If you do miss class, it is your responsibility to discover what assignments you missed, and to make up any missed work immediately. Late paper submissions due to absences will be subject to penalty (see below). Lastly, I must inform you that, by state law, you are permitted “two excused absences due to religious holidays, which do not count toward your total allowed absences.” However, you must inform me of these holidays prior to your absence.
III: Assignments
Assignments:
We will be writing constantly in this course, both in and out of class. You are expected to turn in work when it is due, and will be deducted one letter grade for each day your assignment is late. Class assignments consist of several components, each to be evaluated as follows:
Portfolio: 40%
Essay Drafts/Revisions: 25%
Multiple Short Writing Assignments/Quizzes: 20%
Participation and Group Work: 10%
Presentations: 5%
The Portfolio:
(SLOs 1-6)
Your work in this course will culminate in a portfolio, which will include all drafts and revisions of your three major essays, as well as drafts and revisions of several shorter writing assignments. Your portfolio will also include a revised and polished 4-6 page rationale essay discussing your progress as a writer, in which you will assess yourself and your work throughout the semester, commenting on your strengths and weaknesses. I will provide more information on the portfolio and the rationale essay later in the semester.
Essay Drafts/Revisions:
(SLOs 1-6)
In addition to the portfolio rationale essay, you should expect to write three major essays this semester, each 5-6 pages in length. However, each essay will involve several steps and several different due dates. For each paper, you will be expected to prepare both a draft copy (for work-shopping purposes) as well as a revised copy for me to grade. Pay attention to due dates, both for drafts and revisions. If you neglect to bring your drafts to class on workshop days, your revised copy will be penalized two letter grades. Following my assessment, each essay will be revised a final time for your portfolios. All essays must be typed and submitted in MLA format. Use Times New Roman 12 point font, and make sure to double space. I do not accept papers via email. We will discuss this process again as the semester unfolds.
Short Writing Assignments/Quizzes:
(SLOs 1-6)
In addition to your major essays, you will be responsible for numerous shorter writing assignments. Some of these will be in-class, others out-of-class. Most will involve peer revisions of some sort. Expect at least three “mini” essays (2-3 pages each), for each of which you will prepare both a draft copy and a revised version. You will select several of these papers for inclusion in your portfolios. Also, always be prepared for pop quizzes based on our readings or discussions.
Participation and Group Work:
(SLOs 1, 3-5)
You will spend a great deal of this class in groups and in peer workshops. As such, it is imperative that you come to class prepared to participate. I accept that participation takes many forms, but make sure that it is clear that you are engaged.
Presentations:
(SLOs 1-4)
You will be responsible for two major presentations this semester. The first will involve your work on Zeitoun and the second your portfolios. More information to follow . . .
Student-Teacher Conferences:
At least once during the semester, I will meet with each of you to discuss your progress in the course. These sessions will be opportunities for you to discuss your work in the class, so you will need to come prepared with questions or concerns. Because we will be cancelling class for these conferences, if you miss your conference or neglect to schedule one, it will count as an absence.
IV: Other
Accessibility Resources and Services:
If you have a documented disability and wish to discuss academic accommodations, please contact me as soon as possible. If you believe you could benefit from such accommodations, you must first register with the Office of Accessibility Resources and 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; email: .
The Writing Center:
If you feel you need additional assistance during any part of the writing process, from outlines to polished drafts, Writing Center tutors are always available to work with you one-on-one. Along with your questions, please make sure to bring a hard-copy of your paper with you to each session. Please use this service!
Location: MHRA 3211
Phone: 334-3125
Website:
V: Course Schedule
BB: Blackboard
RA: Rhetorical Approaches to College Writing
TSIS: They Say/I Say
*This schedule is subject to change.
*Additional readings may be assigned
*Short writing assignments will be scheduled throughout the semester.
Day / In-Class / Readings / Major AssignmentsWeek 1:
Mon., Aug. 18 / Introduction to the Course
Wed., Aug. 20 / The Academic Essay: An Overview / RA: “The Genre of Academic Discourse,” 101-105
TSIS: “Introduction,” 1-14
Fri., Aug. 22 / Basic Rhetorical Concepts / RA: “An Introduction to Rhetoric and the Rhetorical Triangle” 3-12
RA: “Reading for the Rhetorical Appeals” 33-41
RA: “Rhetorical Context is (Almost) Everything” 21-24 / Diagnostic Essay (SLOs 2,4)
Week 2:
Mon., Aug. 25 / Writing Basics I: Audience, Purpose, Thesis / RA: “Reading an Assignment Sheet” 133-136
RA: “How the Thesis Guides Effective Writing,” 69-72
RA: Arrangement as Rhetorical Composing,” 88-92
BB: Gorgias’ “Encomium of Helen”
Wed., Aug. 27 / The Basics II: Outlines, Drafts, Opening and Closing Paragraphs / TSIS: Frank, “Income Inequality: Too Big to Ignore,” 580-585
TSIS: Krugman, “Confronting Inequality,” 586-605
Fri., Aug. 29 / The Basics III: Voice and Tone / RA: “Understanding Tone and Voice” 83-87
TSIS: “Ain’t So/Is Not,” 121-128
Week 3:
Mon., Sept. 1 / Labor Day: Class Cancelled
Wed., Sept. 3 / The Basics III: Voice and Tone (continued)
Fri., Sept. 5 / Analyzing Visual Media / BB: Sklar, “The Growing Gulf between the Rich and the Rest of Us”
BB: Bartlett, “The Truth about Wages”
RA: “Rhetorical Analysis and Visual Media” 156-163
Week 4:
Mon., Sept. 8 / Peer Revision Workshop: Essay 1 / Essay 1 Drafts Due
(SLOs 1-4)
Wed., Sept. 10 / Evaluating and Incorporating Sources I: Quotations and Paraphrasing / TSIS: “Her Point Is” and “As He Himself Puts It,” 30-52
RA: “The Art of Summarizing, Paraphrasing, and Quoting,” 117-123
TSIS: Obama, “A More Perfect Union,” 647-664
Fri., Sept. 12 / Evaluating and Incorporating Sources II / TSIS: “Reading for the Conversation,” 145-155
TSIS: Gladwell, “Small Change: Why the Revolution Will Not Be Tweeted,” 312-328
Week 5:
Mon., Sept. 15 / Analyzing Arguments / TSIS: “I Say,” 53-77 / Essay 1 Due
(SLOs 1-6)
Wed., Sept. 17 / Analyzing Arguments / TSIS: Johnson, “Watching TV Makes You Smarter” 277-294
TSIS: Stevens, “Thinking Outside the Idiot Box” 295-298
Fri., Sept. 19 / Analyzing Arguments
Week 6:
Mon., Sept. 22 / Analyzing Arguments / BB: Turkle, “Can You Hear Me Now?”
BB: “The Art of Annotation,” 124-127
Wed., Sept. 24 / Constructing Arguments: “They Say/I Say” / TSIS: “They Say,” 19-29
TSIS: Olsson, “Up Against Wal-Mart,” 606-619
Fri., Sept. 26 / Peer Revision Workshop: Essay 2 / Essay 2 Drafts Due
(SLOs 1-4)
Week 7:
Mon., Sept. 29 / Constructing Arguments: Incorporating Skeptics / TSIS: “Skeptics May Object,” 78-91
TSIS: Mallaby, “Progressive Wal-Mart. Really.,” 620-623
Wed., Oct. 1 / Constructing Arguments: “Tying It All Together” / TSIS: “As a Result,” 105-120 and “But Don’t Get Me Wrong,” 129- 138
Fri., Oct. 3 / Basic Research / RA: “Finding a Conversation to Find Research,” 106-110
RA: “Situating Evidence through Contextualization,” 111-116 / Essay 2 Due
(SLOs 1-6)
Week 8:
Mon., Oct. 6 / What’s the Point: “Saying Why It Matters” / TSIS: “So What? Who Cares?” 92-102
Wed., Oct. 8 / Student Conferences / Zeitoun: 1-50
Fri., Oct. 10
Last Day to Drop w/o Academic Penalty / Student Conferences / Zeitoun: 50-116
Week 9:
Mon., Oct. 13 / Fall Break: Class Cancelled
Wed., Oct. 15 / Zeitoun(Part 1) / Zeitoun: 116-170
Fri., Oct. 17 / Zeitoun(Part 2) / Zeitoun: 173-202
Week 10:
Mon., Oct. 20 / Zeitoun(Part 3) / Zeitoun: 205-251
Wed., Oct. 22 / Zeitoun(Part 4) / Zeitoun: 251-290
Fri., Oct. 24 / Zeitoun(Part 5) / Zeitoun: 293-325
Week 11:
Mon., Oct. 27 / Peer Revision Workshop: Essay 3 / Essay 3 Draft Due
(SLOs 1-4)
Wed., Oct. 29 / Post-Zeitoun Reflections / TSIS: Herbert, “Hiding from Reality,” 564-567
TSIS: Thomas, “Is the American Dream Over?” 568-571
Fri., Oct. 31 / Post-Zeitoun Reflections / TSIS: King, The American Dream: Dead, Alive, or on Hold?” 572-579
Week 12:
Mon., Nov. 3 / Zeitoun Presentations / Essay 3 Due (SLOs 1-6);
Zeitoun Presentations
(SLOs 1-4)
Wed., Nov. 5 / Zeitoun Presentations / Zeitoun Presentations
Fri., Nov. 7 / Zeitoun Presentations / Zeitoun Presentations
Week 13:
Mon., Nov. 10 / The Art of Revision II / RA: Ray, “The Portfolio Process” 49-53
Wed., Nov. 12 / Writing Workshop: Portfolios / Bring all drafts/graded materials to class
Fri., Nov. 14 / Student Conferences / Student Conference Prep Work
Week 14:
Mon., Nov. 17 / Portfolio Peer Review Workshop / Portfolio Drafts Due (SLOs 1-6)
Wed., Nov. 19 / Summarizing the Semester I: Reflections and Review / BB: Vonnegut, “How to Write with Style”
Fri., Nov. 21 / Summarizing the Semester II: In-Class Essay
Week 15:
Mon., Nov. 24 / Portfolio Presentations / Portfolios Due/
Portfolio Presentations
(SLOs 1-6)
Wed., Nov. 26 / Thanksgiving Holiday: Classes Cancelled
Fri., Nov. 28 / Thanksgiving Holiday: Classes Cancelled
Week 16:
Mon., Dec. 1
Last Day of Classes / Portfolio Presentations / Portfolios Presentations
Final Exam Session: Date Fri., Dec. 5
12:00-3:00 / Portfolios returned to students