Ms. Hawkins
ENG. 101. 30/ College Writing I
Class Time: TR, 9:30-10:45
MHRA 3208/ Mailbox Room: MHRA 3317
Office: Curry 335A;
Office Hours: Monday 9-12 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 December 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” ( Bulletin/University-Requirements/General-Education-Program/General-Education-Core- CategoryMarker-Descriptions).
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.” ( Requirements/General-Education-Program).
The following are the English 101 Student Learning Outcomes, each of which corresponds to both the GRD goals and to LG1:
A. English 101 Student Learning Outcomes:
At the completion of this course, students will be able to:
- Analyze the content and structure of complex texts (written, oral, and/or visual in nature);
- Compose cogent, evidence-based, argumentative texts;
- Identify and employ the rhetorical triangle, the canons, and the appeals in both formal and informal discourse;
- Summarize, quote, paraphrase, and synthesize source material in support of an argument;
- Employ drafting, peer review, and revision techniques in order to improve content, style, and structure of their own writing;
- 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: 10 %
Final Portfolio: 40 %
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 Blackboard as assigned. (Abbreviated on schedule as BB).
-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 the personal essay makes an argument. We will look specifically at how the thesis works as the main structural component of these essays. For your first paper, you will write a personal essay, using the “This I Believe” template.
Paper One: 2-3 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: 3-4 pages (SLOS 1-6)
Unit Three: Comparative Rhetorical Analysis
In Unit three, we will be writing comparative rhetorical analyses. You will be choosing two songs and their accompanying music videos and will write a thesis-based rhetorical argument.
Paper 3: 5-6 (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.
*Along with your formal papers, you will be writing an accompanying paper immediately after you turn in the formal papers. These will be 2-3 pages, and they will be self-reflective 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 as well as 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. 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 each student to abide by the Academic Integrity Policy. If a student is found guilty of an academic integrity violation, he/she will earn an “F” for the relevant assignment and could potentially fail the course.
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
By UNCG Composition Program policy, students in TR classes are allowed two absences without a penalty. If you miss a third class, your grade will drop half a letter grade. Students who miss four classes on a TR schedule will automatically fail the course. For this course, the College Writing Program’s attendance policy supersedes any other. Attendance at the final exam period is included in this maximum allowance. Attendance means being physically and mentally present and ready to participate. If you do not have your assignments and materials for class, I reserve the right to count you as absent.
Students are by state law allowed two excused absences due to religious holidays. These absences do not count toward the total maximum allowed above. If you plan to miss class due to a religious holiday, you must notify me at least 48 hours in advance of the absence.
Now, life often intervenes with the best plans. So, if you have extenuating circumstances such as a death in the family, chronic illness/injury requiring prolonged medical treatment, etc., then you should immediately contact the Dean of Students Office for advocacy. To speak with a staff member in the Dean of Students Office, make an appointment by contacting Heather Mitchell, Student Services Manager, at 336-334-5514 or via email at . You can also use the department email, for more general information. You will need to 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. 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 three 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
For every day you turn in an essay late, I will subtract half a letter grade from your final grade. Being late includes not having a printed out and stapled copy to me by the beginning of class. 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.
Class Participation
Participation Rubric
B / Good communicative skills; solid preparation for class discussion; consistently volunteers; student exemplifies interest and engagement regarding course readings and concepts; student demonstrates positive attitude; makes meaningful contributions during group activities.
C / Adequate communicative skills; fair preparation for class discussion; occasionally volunteers; student exemplifies competence regarding course readings and concepts; student demonstrates an inoffensive, but noncommittal attitude; sporadic contributions during group activities.
D / Limited communicative skills; uneven preparation for class; rarely volunteers; demonstrates indifference or irritation when prompted; inattentive during class; rare contributions during group activities. [Performance may be marked by other flaws: consistent tardiness; disruptive; etc.]
F / Weak communicative skills; little to no preparation for class; little evidence of reading assignments (this can include not buying or printing the course texts or not making up missed material); never volunteers, or doesn’t respond when prompted; demonstrates potential hostility to discussion; irrelevant, distracting, or no contributions to group activities; disruptive and/or disrespectful to classmates, teacher, or course subject matter.
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. For the 2012 fall semester, the Writing Center opens on Tuesday, September 4, 2012 at 9 am.
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 Blackboard 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.
Other Types of Support
Please see the Course Documents folder in Blackboard for additional resources tied to writing and technology.
Accommodations
Students with documentation of special needs should arrange to consult with me about accommodations as soon as possible. If you believe that you could benefit from such accommodations, you must first register with the Office of Accessibility Resources and Services on campus. To be clear, you must register with the Office of Accessibility Resources and Services before such accommodations can be made.The office is located on the second floor of the Elliot University Center (EUC) in Suite 215. The office may be reached by email at and is open 8am-5pm, Monday- Friday. Telephone number: 334-5440
IV. Technology Policy
I will not allow laptops in the classroom unless you have written permission from the Dean of Students or unless we are having a portfolio workday. I believe our most successful work will be produced through class discussion in which we are all actively engaged and not distracted by computers. Absolutely no text messaging or cell phone calls allowed during class. If I see you texting, I reserve the right to count you absent for the class.
Date / Topics / Readings / AssignmentsTuesday, August 19 / Class introduction/ Syllabus overview/ Why is writing important?
Thursday,
August 21 / Discussion: “Am I qualified to enter the conversation?”/ Visit the Writing Center and the DMC / BB: “Entering the Conversation”
RACW: Berrier, “Rhetorical Context is (Almost) Everything / Journal Entry (JE)
Tuesday,
August 26 / Introduce Paper 1/
Making an argument activity / RACW: McAlpin, “How the Thesis Guides Effective Writing”
BB: Adams, “Be Cool to the Pizza Dude”
BB: Goodwin, “The Connection between Strangers” / JE
Thursday,
August 28 / Rhetorical Triangle/ Formatting a college paper / RACW: Babb, “An Introduction to Rhetoric and the Rhetorical Triangle”
BB: Oats, “District School #7, Niagara County, New York” / JE
Tuesday,
September 2 / Peer Review Day / RACW: Ensor, “Viewing Peer Review as a Rhetorical Process” / Bring a full two pages of Paper 1
Thursday, September 4 / Introduce Paper 2
Eulogy Examples and Group Activity
Winfrey, “Eulogy for Rosa Parks”
Costner, “Eulogy for Whitney Houston / Paper 1 Due
Tuesday, September 9 / Rhetorical Appeals/
Writing about Writing / RACW: Romanelli, “Writing with the Rhetorical Appeals”
RACW: Shook, “Reading for the Rhetorical Appeals”
BB: Lurie, “The Language of Clothes”
Thursday, September 11 / Library Visit / Paper 1 Response Due
Tuesday, September 16 / MLA formatting, Group Activity about S, P and Q / RACW: Ray, “The Art of Summarizing, Paraphrasing, and Quoting”
BB: Woolf, “The Death of a Moth”
BB: Faulkner, “The Human Heart in Conflict with itself” / JE
Thursday, September 18 / Looking closely at sentences from student papers / BB: Fish, “Why Sentences” and “What is a good sentence?” / JE
Tuesday, September 23 / Student Conferences/ No class / RACW: Merriweather, Conferencing Rhetorically
Thursday, September 25 / Student Conferences/ No class / RACW: Merriweather, Conferencing Rhetorically
Tuesday, September 30 / Peer Review / Bring a full 3 pages of Paper 2
Thursday, October 2 / Why is revision important? / BB: Lamott, “Shitty First Drafts”
RACW: Mullins, “Revision is Writing” / Paper 2 Due
Tuesday, October 7 / Introduce Paper 3/ Watch Steve Almond’s speech/ / BB: Sullivan, “Michael”
RACW: Dodson and Skelley, “The Canons of Rhetoric as Phases of Composition” / JE
Thursday, October 9 / Rhetorical Analyses workshop / Paper 2 Reflection Due
Tuesday, October 14 / No class: Fall Break
Thursday, October 16 / Sentences / RACW: Blades, “Reading Critically” / JE
Tuesday, October 21 / Tone and Voice / BB: Graff, “Ain’t So/ Is Not”
BB: Anzaldua, “How to Tame a Wild tongue” / JE
Thursday, October 23 / Style and Arrangement / RACW: Skelley, “Arrangement as Rhetorical Composing”
RACW: Blanchard, “The Play of Style”
BB: Strunk and White, “An Approach to Style” / JE
Tuesday, October 28 / Peer Review for Paper Three / At least 5 pages of paper 3 due for peer review
Thursday, October 30 / Student Presentations / Presentations; Paper 3 Due
Tuesday, November 4 / Student Presentations / Paper 3 Reflection Due
Thursday, November 6 / Sentences / BB: Alexie, “Why I learned to read”
BB: Woolf, “Women in Fiction / JE
Tuesday, November 11 / Introduce Portfolios/ Overview of the concepts we’ve learned on board/ critical rationale introduction / RACW: Ray, “The Portfolio Process” / JE
Tuesday, November 13 / Portfolio Work Day
Tuesday, November 18 / Portfolio Work Day
Thursday, November 20 / Critical Rationale Peer Review day / Bring at least 4 pages of your critical rationale
Tuesday, November 25 / Last day of Class; Turn in your portfolios/ Read-around
Thursday, December 4/ Final exam day / Pick up portfolios in my office between 8-11
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