College Writing I: English 101-12
Fall 2013
Class Room: Curry 247 Instructor: Charlie McAlpin
MWF, 10:00-10:50 Office: MHRA 3210-H
Office Hours: MW, 1-2 pm E-mail:
Course Description
Welcome to English 101. In this course you will improve your ability to analyze texts and construct coherent, persuasive arguments. Here you are being given the space to improve your writing abilities directly, instead of trying to figure it out while writing a paper on economics, or Beowulf, or whatever. You will be responsible for regular reading assignments and frequent writing assignments—some short and low-stakes, some longer and more weighty. Every assignment I give you, whether it be reading, writing or simply participatory, is intended to help you develop the analytical skills you will need to succeed at the collegiate level (and your professional life).
We will pursue this project in three units. First, we will focus on learning rhetorical tools and applying them to analyses of visual media. Second, we will break down the academic moves behind effective argumentative essays. In this unit we will also read a handful of short essays to help us apply these analytical skills we are developing. In the third unit we will continue to work on developing analytical skills while incorporating research more centrally. We will also put more attention on revision to prepare you for the final portfolio.
Fridays are set aside for workshopping. I will assign short writing projects most weeks based on our readings, discussions, or current events. You will write concise arguments in response to these prompts and challenge each other to improve your persuasive abilities during class.
Course 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” (http://uncg.smartcatalogiq.com/en/2013-2014/Undergraduate-Bulletin/University-Requirements/General-Education-Program/General-Education-Core-Requirements).
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.” (http://uncg.smartcatalogiq.com/en/2013-2014/Undergraduate-Bulletin/University-Requirements/General-Education-Program)
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.
The institutional language may be a bit deflating, so let me add: we will work together to crack the code of what constitutes “good writing.” Composition is a matter of acquired skill, not inherited talent, and we will use this semester to develop those skills together in an engaging and conversational manner.
Required Texts
Barnet, Sylvan and Hugo Bedau. From Critical Thinking to Argument: A Portable Guide. New York: Bedford/St. Martin’s, 2011. ISBN: 9780312601614
Graff, Gerald, Cathy Birkenstein, and Russel Durst. They Say I Say: The Moves that Matter in Academic Writing. New York: W. W. Norton & Co., 2011 (make sure you buy the 2nd edition with readings). ISBN: 9780393912753
Rhetorical Approaches to College Writing. Eds Lavina Ensor, Chelsea Skelley and Kathleen T Leuschen. Plymouth, MI: Hayden-McNeil, 2014. ISBN: 9780738061337
Attendance Policy
Attendance is crucial in this course—much of our learning will take place in class discussion and in face-to-face interactions with each other. However, you may miss three classes without penalty. A fourth or fifth absence will reduce your grade by a half letter grade. If you miss six classes you have failed the course. This policy makes no distinction between "excused" and "unexcused" absences. For genuine crises, such as a serious illness or a death in your family, notify me as soon as possible and contact the Dean of Students Office (Student Affairs) in order to receive necessary academic support for continued enrollment. You 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 prior to the absence.
I do not tolerate tardiness. For every two times you arrive to class after I begin speaking, you will accrue an absence. Do not bother coming if you will be more than 10 minutes late, because I will count you absent. Pretend class starts 5-10 minutes earlier and save us all the distraction.
Late Submissions
I do not accept late work on papers. If you anticipate missing class the day a written assignment is due, be it a paper, response, or something else, make arrangements to get your work to me ahead of time.
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 http://academicintegrity.uncg.edu. I expect you to abide by the Academic Integrity Policy.
Evidence of cheating will earn either an F on the assignment or the entire course, depending on the severity of the situation. This is not a game you want to play. If you don’t know if you are plagiarizing or not, then please ask. If you know you are plagiarizing and think it is worth the risk, you are wrong.
Office of Accessibility Resources and 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 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: .
Evaluation Method
Participation: 15%
Portfolio: 40%
Essay Drafts: 20%
Short Writing Projects: 25%
Participation (SLOs 1, 3-6): This could very well be your smallest class at UNCG. You will work in groups regularly and be expected to speak in class regularly. I know this comes easier for some people more than others, but our classroom environment will be highly interactive and you need to make an effort to contribute to the class discussion on a regular basis.
I expect all of you to come to each class ready to contribute. Underline; highlight; write comments in the margins; take notes—find the practices that help you read critically and develop them. Just be ready to ask a question, raise a problem, respond to a question or suggest a compelling point of discussion in every class and we will have a great semester.
Portfolio (SLOs 1-6): Your portfolio will include revised, polished versions of your three essays (include your drafts), as well as revised versions of some of your more substantive short writing assignments. You will also be required to compose a rationale letter that assesses your progress throughout the semester. We will discuss the portfolio in detail as the semester progresses. Be extremely careful to keep track of your returned papers with my comments as well as your electronic files. You will need both for the final portfolio.
Essay Drafts (SLOs 1-5): I will give these assignments to you as the deadlines approach. The due dates are noted in the course schedule. They will range from 4 to 6 pages in length.
Short Writing Projects (SLOs 1-2, 4): I will ask you to write blog posts throughout the semester. These will typically be about one page long. Blogs will always be due by class on Wednesday and we will use these as workshopping material during our Friday classes. You will not earn credit for late posts, and if you have trouble with Blackboard, do not do nothing: email it to me! You will choose some of these to revise and include in your portfolio.
Occasional pop quizzes also go into this category.
Some Classroom Policies
Laptops: NO LAPTOP COMPUTERS, TABLETS, OR OTHER INTERNET-ENABLED DEVICES MAY BE USED IN CLASS: Students should print out all Blackboard readings and bring these to class rather than accessing them online during class. Exceptions to this policy will only be made in cases where there is documented evidence of a learning disability or other situation where a computer is necessary. In these cases, you must consult with the instructor and provide appropriate documentation.
Cell phones: All cell phones, smart phones, and iPods should be turned completely off and put away in your bag before class begins. If you foresee an emergency that will require you to access your cell phone, you must notify me at the beginning of class and I will use my discretion. The first time the electronics policy is violated (such as a phone ringing during class or a student is caught text messaging or surfing the web), that student will be given a warning. The second and subsequent times, the student will be asked to leave the class and will be counted absent for the day.
Speaking Out of Turn: If you attempt to have a conversation (or text) with someone while I or your peers are speaking, I will probably ask you to leave the room and count you absent. It is an incredibly inconsiderate habit.
As a general rule, please do your best to be a decent and respectful human being.
Please contact me through email. I generally try to check email every day, and I make every effort to respond within 48 hours on weekdays, but if I fail to do so, please feel free to send a follow-up message.
Course Schedule
(subject to change)
Complete all readings before the class time in which they are listed. Always bring the relevant text(s) to class.
BB= Available on BlackBoard
CT= From Critical Thinking to Argument
RA= Rhetorical Approaches
TSIS= They Say/ I Say
Unit I: Rhetoric and Visual Media
8/19- Introductions and Syllabus
8/21- CT- “Critical Thinking” (3-29)
8/23- Workshop
8/26- CT- “Critical Reading: Getting Started” (30-50);
RA- “The Genre of Academic Discourse” (89-94)
8/28- RA- “Introduction to Rhetoric and the Rhetorical Triangle” (3-12);
RA- “Rhetorical Context is (Almost) Everything” (13-16);
TSIS- “Move Over Boys, Make Room in the Crease” (537-44)
8/30- Library Day;
RA- “Rhetorical Analysis and Visual Media” (142-748)
9/2- Labor Day, no classes
9/4- CT- “Visual Rhetoric: Images as Arguments” (96-126)
9/6- Workshop
9/9- RA- “How the Thesis Guides Effective Writing” (61-65);
Essay #1 Due for Peer Workshop
9/11- CONFERENCES: CLASS CANCELLED
9/13- CONFERENCES: CLASS CANCELLED
9/16- CONFERENCES: CLASS CANCELLED
9/18- TSIS- Skim the Preface(s) but read the Introduction carefully;
Essay #1 Revision Due
9/20- Workshop
Unit II: Writing an Effective Essay
9/23- TSIS- “They Say” (19-29); “Small Change” (312-28)
9/25- TSIS- “Her Point Is” and “As He Himself Puts It” (30-51); “Reforming Egypt in 140
Characters?” (329-34)
9/27- Workshop
9/30- TSIS- “Yes/ No/ Okay, But” (55-67); “2b or Not 2b?” and “The I.M.s of Romeo and
Juliet” (335-48)
10/2- TSIS- “And Yet” (68-77); “Extra Lives” (349-62)
10/4- Workshop
10/7- TSIS- “Skeptics May Object” (78-91); “The Good, the Bad, and the Daily Show”
(363-79)
10/9- TSIS- “So What? Who Cares?” (92-101);
Essay #2 Due for Peer Workshop
10/11- Workshop
10/14- Fall Break, no classes
10/16- TSIS- “As a Result” and “But Don’t Get Me Wrong” (105-20; 129-44)
10/18- Workshop
10/21- TSIS- “Ain’t So/ Is Not” (121-28);
Essay #2 Due
Unit III: Research and Revision
10/23- CT- “Critical Reading: Getting Deeper into Arguments” (51-95);
TSIS- “Hidden Intellectualism” (380-87)
10/25- Workshop
10/28- CT- “Using Sources” (188-221, skim 221-71)
10/30- CONFERENCES: CLASS CANCELLED
11/1- CONFERENCES: CLASS CANCELLED
11/4- CONFERENCES: CLASS CANCELLED
11/6- CT- “Developing an Argument of Your Own” (145-87)
11/8- Workshop
11/11- BB- “The Language of Clothes”
Essay #3 Due for Submission
11/13- BB- “Shitty First Drafts” and “A First Look at Gobbledygook”
11/15- Workshop
11/18- Peer Workshop: Essay Draft Revision
11/20- Peer Workshop: Portfolio Letter and Essay Draft Revision
11/22- Workshop wrap up
11/25- Class Wrap-Up
11/27- Thanksgiving, no classes
11/29- Thanksgiving, no classes
12/2- Turn in Portfolios
12/4- Exam Period at Noon: Portfolios Returned