ENG. 101.16 / College Writing I

Ms. Hawkins

ENG. 101.16 / College Writing I

Class Time: MWF 11:00- 11:50

School of Education Building 219

Mailbox Room number: MHRA 3317

Office: Curry 335A;

Office Hours: MWF 10-11 or by appointment

Almost all good writing begins with terrible first efforts. You need to start somewhere. Start by getting something—anything—down on paper. A friend of mine says that the first draft is the down draft—you just get it down. The second draft is the up draft—you fix it up. You try to say what you have to say more accurately. The third draft is the dental draft, where you check every tooth, to see if it’s loose or cramped or decayed, or even, God help us, healthy.

Anne Lamott, Bird by Bird

Word-work is sublime, she thinks, because it is generative; it makes meaning that secures our difference, our human difference - the way in which we are like no other life. We die. That may be the meaning of life. But we do language. That may be the measure of our lives.

Toni Morrison, Nobel Prize Lecture

Course Description:

At its most basic level, this course is designed with the end-goal that you will go forth in May a more confident and competent writer and reader. This course will focus specifically on rhetoric, on the ways we, as writers, articulate and present ourselves to the world and the ways we, as readers, analyze and articulate another writer’s spoken or written word.

Because the process of writing necessarily involves revision, we will talk often about drafting, re-focusing, and re-writing. Your final project in the class will consist of an extensive portfolio, in which you will revise all three of your essays and write a personal reflection essay that outlines the specific ways you’ve grown as a writer.

I. General Overview

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 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.

Because the College Writing Program values writing processes and products, reading and writing, critical and reflective thinking, and rhetoric as a means of interpretation and composition, the following guidelines are to facilitate the achievement of the above objectives, while allowing instructors freedom to design their individual course trajectories.

Evaluation:

Participation: 10 %

Your Class Journal: 10 %

Essay Number 1: 10 %

Essay Number 2: 10 %

Essay Number 3: 10 %

Reflections on Essays: 5 %

Public Rhetoric Presentation: 5 %

Final Portfolio: 40 %

Grading Scale

A 94-100

A- 90-93

B+ 87-89

B 84-86

B- 80-83

C+ 77-79

C 74-76

C- 70-73

D+ 67-69

D 64-66

D- 60-63

F0-59

Required Texts:

-Leuschen, Kathleen T., Meghan McGuire and Chelsea A. Skelley, Eds. Rhetorical Approaches to College Writing. Plymouth, MI: Hayden-McNeil, 2015. (ISBN: 978-0-7380-6838-1) (Abbreviated on schedule as RACW)

-Selected readings posted on Canvas as assigned. (Abbreviated on schedule as CAN).

-You are required to have a class journal that you bring to class everyday. If you do not bring this journal to class, you are considered not prepared.

Course Organization:

Unit One: Personal Essay as Argument

In Unit One, we will focus on the personal essay, and we will consider how to create personal essays that are argumentative. We will look specifically at how the thesis works as the main structural component of the essay. For your first paper, you will write a personal essay, using the “This I Believe” template.

Paper One: 3-4 pages (SLOS 2 and 5)

Unit Two: Incorporating Research and the Rhetorical Appeals

In Unit Two, we will think in depth about the rhetorical triangle (rhetor, audience text) and the rhetorical appeals (pathos, logos, ethos). How does the author (or rhetor) convince her audience effectively? What strategies does the author enact? For this paper, you will write a well-researched eulogy for a famous person of your choosing.

Paper Two: 4-5 pages (SLOS 1-6)

Unit Three: Public Rhetoric Paper and Presentation

In Unit three, we will be considering the ways we, as rhetors in the world, argue our cases, the ways we convince another of our viewpoint. You will be responsible for coming up with a “public rhetoric moment” from your own life, and then you will write a paper documenting the ways in which you are going to make this change. Afterwards, you will present your findings to the class in the form of a five minute presentation with a visual aid.

Paper 3: 7-8 (SLOS 1-6)

Unit Four: The Portfolio

We will begin to think about writing as a continuous process of drafts. For your portfolio, you will turn in 20 pages of polished (revised) prose, completed across three assignments. You will turn in the original draft, a “revision” draft, which has your hand-written edits on it, and then a final draft. You will also write a 6-8 page critical rationale describing your process of revision across the semester.

Reflection Papers

Along with your first two formal papers, you will be writing an accompanying reflection paper that will be submitted a few class periods after your essay is due. These papers will be 2-3 page rhetorical analyses of your own writing. These papers will be your chance to write about your own writing, to imagine where you’ll go in revision and to praise yourself for the elements of your paper you’ve already done well.

Your journal

Your journal is one of the most important components of this class. All homework assignments or reading responses will be written in your journal, and I will periodically check your journals at the beginning of class. If you haven’t done the assignment, you will receive a 0, and you will not be able to make it up. If you are absent during class that day, you may show it to me the next class for a maximum score of 70. Keep in mind though that this is your responsibility, not mine. We will occasionally have in-class free writes in your journal as well.

II. Course Policies

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. Incidents of cheating and plagiarism are reported to the Dean of Students and sanctions are aligned with the policies at

If you are found responsible of a first violation, whether by accepting responsibility during a Faculty-Student Conference, or through the panel process, I have the right to make the final decision about any grade related sanctions. Additional sanctions, including suspension or expulsion, will be assigned by a hearing panel.

Behavior and Language

The exchange of ideas in the classroom requires a respect for others. I will not tolerate or excuse lewd, crude, sexist, and racist language and behavior. See policies on hazing, disruptive behavior, and various forms of discrimination at <

Class Attendance

Students in MWF classes are allowed a maximum of three absences without a grade penalty (to be defined by the individual instructor); students in TR classes are allowed two absences without such penalty. Students who miss six classes on a MWF schedule, or four classes on a TR schedule, will fail the course. This attendance policy does not differentiate between "excused" and "unexcused" absences; thus, it is the student's responsibility to plan for absences within the policy concerning program fieldtrips, athletic events, work-related absences, advising sessions, minor illnesses, family and/or friend events, etc. For this English course, the College Writing Program’s attendance policy supersedes any other. Attendance at the final exam period is included in this maximum allowance.

Students are by state law allowed two excused absences due to religious holidays. These absences do not count toward the total maximums allowed above. If a student plans to miss class due to a religious holiday, he or she must notify the instructor in writing at least 48 hours prior to the absence.

If you have extenuating circumstances such as a death in the family, chronic illness/injury requiring prolonged medical treatment, prolonged psychological issues, etc., then you should immediately contact the Dean of Students Office for advocacy ( You can use that department email, () and provide your name, your UNCG ID number, a telephone number that you can be reached, and a general description of why you would like to meet with a staff member. If your situation is urgent, you may opt for a walk-in appointment (Monday – Friday from 9:00 am to 4:00 pm), and the staff will connect you with the appropriate person as soon as possible. The Dean of Students office is located on the second floor of the Elliott University Center (EUC).

Tardiness

Be on time. If you aren’t in class ready to go by the start of class, you are late. Being late five times will constitute as an absence. If you come in late, you should remind me after class that you came in, so that you won’t be counted absent. If you are twenty or more minutes late for class, you will be counted absent.

Late Work Policy

Because this is a class centered on revision, you must turn in every paper in order to pass the class. For every day you turn in an essay late, I will subtract half a letter grade from your final grade. If your paper is more than two weeks late, I will not grade it, and you will receive a 0. In order to pass the class, you will be required to write a page long reflection alongside your essay indicating where you will go in revision for your final portfolio.

Of course, I am willing to work with you as long as you communicate with me. Email me ahead of time if you will not be able to turn your paper into me in time.

*Being late includes not having a printed out and stapled copy to me by the beginning of class.

Class Participation

This class is discussion based, so I want to hear all of your voices. Participation also includes bringing your materials to class every day, active listening, and contributing to group work. If you are actively disengaged in the class material, I reserve the right to count you absent.

III. Student Resources

The Writing Center

The purpose of the Writing Center ( is to enhance the confidence and competence of student writers by providing free, individual assistance at any stage of any writing project. Staff consultants are experienced writers and alert readers, prepared to offer feedback and suggestions on drafts of papers, help students find answers to their questions about writing, and provide one-on-one instruction as needed. You may schedule writing conferences either by email () or phone (336.334.3125) as well as just walk in during their open hours (see website link above). If you would like to use the Writing Center online facilities, please understand that they are limited, so the consultants would appreciate it if you made an appointment in advance.

The Digital Media Commons (DMC)

On 20 August 2012, the new Digital Media Commons (DMC) opens in the lower level of Jackson Library. This is a great new resource for students as you engage with the Canvas technology and take on multimedia projects and assignments in this course. The DMC offers hands-on assistance, consults with students on digital projects, and offers access to the essential tools for creating digital resources such as web pages, digital images, digital video, digital audio, PowerPoint presentations, and more. The DMC provides expert staff from the University Libraries, digital literacy consultants from the Undergraduate Studies' Multilteracy Centers Program, and graduate assistants from the Media Studies and Library and Information Sciences departments.

Accommodations

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 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; e-mail: .

IV. Technology Policy

Allcellphones,smartphones,andiPodsshould be turnedcompletelyoffandputawayin yourbagbefore class begins.Ifyou foresee an emergencythatwillrequire you toaccessyour cellphone, you mustnotifyme at the beginningofclass and Iwillusemydiscretion.

NO LAPTOP COMPUTERS, TABLETS, OR OTHER INTERNET-ENABLED DEVICESMAY BE USED IN CLASS: Students should print out all Canvas readings and bring these to class rather than accessing them online during class. Exceptions to this policy will only be made in in cases where there is documented evidence of a learning disability or other situation where a computer is necessary such as portfolio workdays. In these cases, you must consult with the instructor and provide appropriate documentation

WEEK 1

Unit One:Personal Essay and Thesis Writing

1.11 (M):Intros and Syllabus

1.13 (W): Readings: RACW: McAlpin, “How the Thesis Guides Effective Writing,” CAN: Adams, “Be Cool to the Pizza Dude,”

Due: Journal Entry

1.15 (F):Readings: CAN: Goodwin, “The Connection between Strangers,” CAN: Mairs, “On Being a Cripple”

Due: Journal Entry

*Last day to drop the class

WEEK 2

1.8 (M):No Class/ MLK holiday

1.20 (W): Readings: CAN: Graff, “Ain’t So/ Is Not”

Due: Journal Entry

1.22 (F): Peer Review Day

Due: 2 copies of at least 2 pages of your paper to class and 2 printed peer review sheets (CAN)

WEEK 3

Unit Two: Using the Rhetorical Triangle and Incorporating Research

1.25 (M):Visit Writing Center

1.27 (W):Introduce Paper 2

Due: Paper One; printed out and stapled and with MLA formatting

1.29 (F):Reading: RACW: Babb, “An Introduction to Rhetoric and the Rhetorical Triangle”

Due: Journal Entry

WEEK 4

2.1 (M):Reading: RACW: Romanelli, “Writing with the Rhetorical Appeals”

Due: Paper 1 Reflection

2.3 (W): Reading: Shook, “Reading for the Rhetorical Appeals,” CAN: Truth, “Ain’t I a Woman?”

Due: Journal Entry

2.5 (F):Student Sentences

WEEK 5

2.8 (M):Group Work on Advertisements

2.10 (W):Library Day

2.12 (F):Reading: RACW: Ray, “The Art of Summarizing, Paraphrasing and Quoting”

Due: Journal Entry

WEEK 6

2.15 (M): Reading: CAN: Graff, “Yes/ No/ Okay, But” and “And Yet”

Due: Journal Entry

2.17 (W):Student Conferences/ No Class

2.19 (F): Class Cancelled

WEEK 7

2.22 (M):Student Conferences/ No Class

2.24 (W): Student Conferences/ No Class

2.26 (F):Peer Review Day

Due: 2 copies of at least 3 pages of your paper to class and 2 printed peer review sheets (CAN)

WEEK 8

Unit Three: Public Rhetoric

2.29 (M):Introduce Paper 3

Due: Paper 2; printed and stapled and with MLA formatting

3.2 (W):Readings: CAN: King, “Letter from a Birmingham Jail”

Due: Journal Entry

3.4 (F):Due: Paper 2 Reflection

*Last day to drop class without a Withdraw-Fail

WEEK 9: Spring Break/ No class

WEEK 10

3.14 (M): Readings: Woo, “Letter to Ma”

Due: Journal Entry

3.16 (W): Reading: Lamott, “Shitty First Drafts”

Due: Journal Entry

3.18 (F): Student Sentences

WEEK 11

3.21 (M):Reading: RACW: Dodson and Skelley, “The Canons of Rhetoric as Phases of Composition”

Due: Journal Entry

3.23 (W):In Class Work on Paper 3

3.25 (F):No Class; Spring Holiday

WEEK 12

3.28 (M):Peer Review Day

Due: 2 copies of at least 3 pages of paper 3 to class and 2 printed peer review sheets (CAN)

3.30 (W): Reading: RACW: Skelley, “Arrangement as Rhetorical Composition”

Due: Journal Entry

4.1 (F):Student Presentations

Due: Paper 3; printed and stapled and with MLA formatting

WEEK 13

Unit Four: The Final Portfolio

4.4 (M):Student Presentations

4.6 (W):Student Presentations

4.8 (F):Introduce Portfolio

Reading: Ray, “The Portfolio Process”

Due: Journal Entry

WEEK 14

4.11 (M):Portfolio Workday

4.13 (W):Portfolio Workday

4.15 (F):Peer Review day

Due: 2 copies of at least 3 pages of your critical rationale to class and 2 printed peer review sheets (CAN)

WEEK 15

4.18 (M):Portfolio Workday

4.20 (W):Portfolio Workday

4.22 (F):Portfolio Workday

WEEK 16

4.25 (M): TBD

4.26 (T): Final Portfolio Due in Class/ Read Around