ENG 102-38: English Composition II Spring 2010
The Rhetoric of “Stories”
TR 3:30-4:45, MHRA 1208
Instructor: Ms. Laurie Lyda
Email: Phone: 334-5867
Office: 3210E MHRA Office Hours: TR, 1-2 p.m. & by appointment
Course Description:
We will read selected texts typically categorized as memoir, discussing the complexities of memoir – the “Rhetoric of ‘Stories’”. Our discussion will include examining structure, style, and presentation, with an eye to discerning how personal arguments are crafted. As part of our course exploration, students will complete group and individual projects/presentations – the former will analyze the rhetoric of a chosen memoir, while the latter, a sequenced assignment, culminates in the creation of the student’s “story,” as well as an analysis of the metacognitive process followed. Note: This course is Speaking-Intensive.
English 102 is designed to address three of the proficiencies listed under Student Learning Goals in the UNCG General Education Program. These proficiencies are:
·Ability to write and speak clearly, coherently, and effectively as well as to adapt modes of
communication to one’s audience;
·Ability to interpret academic writing and discourse in a variety of disciplines
·Ability to locate, analyze, synthesize, and evaluate information
(2007-2008 UNCG Undergraduate Bulletin 53)
English 102 also carries a speaking-intensive (SI) designation. The SI requirement states that “students receive instruction in an appropriate mode of oral communication (interpersonal or small group communication, or presentational speaking), and enhanced opportunities to practice improvement of oral communication skills”
(2007-2008 UNCG Undergraduate Bulletin 54)
English 102 Course Objectives (what the Department expects of our course):
1. To advance and extend students’ knowledge of oral argumentative discourse, and apply this knowledge as a mode of learning how to write, do research, and engage in inquiry;
2. To advance and extend students’ appreciation for writing and speaking as public and community-based processes through the activities of drafting, peer review, and revision, as well as individual and small group oratory exercises;
3. To introduce students to the principles of invention, arrangement, style, memory, and delivery in oral presentations;
4. To help students to develop the habit of synthesizing, versus reporting on or simply summarizing, source information in both oral and written communication.
Learning Outcomes (what you will accomplish in our course):
1. Students engage in verbal and written dialogues in order to articulate critical, analytical ideas about selected texts.
2. Students read and interpret multiple examples of discourse in order to develop critical thinking skills and gain familiarity with a variety of texts.
3. Students identify, interpret, synthesize, and apply rhetorical concepts in both formal and informal speaking and writing.
4. Students create and compile sequenced assignments in order to illustrate comprehension, interpretation, synthesis, and adherence to the principles of oral presentations.
5. Students communally review and dialogue about shared communication in order to comprehend its act as a public/community-based process.
Required Texts and Materials:
Grealy, Lucy. As Seen on TV: Provocations. New York: Bloomsbury, 2001. (ISBN: 978-1-58234-153-8)
Grealy, Lucy. Autobiography of a Face. New York: Harper Perennial, 2003. (ISBN: 978-0-06056-966-2)
Miller, Nancy K. But Enough About Me. New York: Columbia UP, 2002. (ISBN: 978-0-23112-523-9)
Patchett, Ann. Truth & Beauty. New York: Harper Perennial, 2005. (ISBN: 978-0-06057-215-0)
Technê Rhêtorikê: Techniques of Discourse for Writers and Speakers. Southlake, TX: Fountainhead Press,
2009. (ISBN: 978-1-59871-254-4)
* Additional assigned texts will be posted on Blackboard. Readings should be printed out and brought to class in order to avoid deductions in course participation (including in-class work) grades. Video clips should be viewed prior to class.
Course Requirements and Grading:
10% -- Midterm Portfolio
15% -- Final Portfolio
15% -- Specific Writing (Blog posts, email exercise, etc.)
20% -- Group Project/Presentation
20% -- Individual Project/Presentation
20% -- Class participation (includes impromptu/informal speaking assignments, engagement with the class,
use of class materials, quizzes, and all other in-class work.
* If a student is missing the group or individual project/presentation, the student will fail the course.
Departmental Attendance Policy for TR Composition Classes:
Students are allowed two absences without a grade penalty. For each absence beyond those allowed, students will be penalized one-half letter grade. Students who miss four classes on a two-day schedule will fail the course.
* There is no differentiation between “excused” or “unexcused” absences: An absence is an absence.
Assignment Submission
Email submissions are not accepted. Hard copies – stapled and organized – are the only acceptable submissions, regardless of how finicky the printer or how low the ink cartridge.
Class Policy Regarding Late Assignments and Missed Exams:
Due dates are not negotiable. I do not accept late papers except in the case of documented emergencies. To qualify for said emergency, you must make an appointment with me to present and discuss your situation and provide documentation. At that time, I will determine if I will accept your work late.
* The following do not count as extenuating emergencies: court dates, dental appointments, advising sessions, arguments with friends/partners, inability to find a parking space, etc.
Email Response Policy:
Unless you receive an away message, know that I will typically respond to your email within 48 hours. If I have not replied to your message after 48 hours, please re-send the message.
Electronic Equipment Policy:
Cell phones should be on silent – not vibrate, but silent – and put away during class. Cell phones should not be used in any capacity during the class.
Laptops: Only students having a special need for purposes of note-taking or other classroom activities may use laptops in class. Students with such a need should make specific arrangements with the instructor. No student may use a laptop in class without a prior arrangement with the instructor.
* Take these policies seriously. Violations of the Electronic Equipment Policy are recorded. Unless I make a comment in class, I do not notify students when I observe an EEP – I simply record the violation and deduct from class participation accordingly.
Class Community:
In a composition course, as in all areas of life, following simple rules of conduct and decorum assist in building community and facilitating fruitful work. Therefore, I expect that students will avoid rudeness; methods by which this may be accomplished include not talking when others are talking, not sleeping and/or snoring in class, and not making excessive and unnecessary noises.
Students should be on time, and they should not pack up until class is finished; they also should not leave until class is dismissed. If students need to enter or exit the classroom while class is in session, they should do so quietly and respectfully.
When dialoguing, either in small groups or as a class, students will employ courtesy – the Golden Rule always applies!
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 academicintegrity.uncg.edu. I expect you to abide by the Academic Integrity Policy. Depending upon the severity and the affected assignment, violations of academic integrity may result in an automatic F for the course.
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 8 am to 5 pm, Monday - Friday. Telephone: 334-5440; e-mail: .
Student Services:
The purpose of the University Writing Center is to enhance the confidence and competence of student writers by providing free, individual assistance at any stage of any writing process. 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. The UWC is located in 3211, MHRA. Website: uncg.edu/eng/writingcenter/index.html
The University Speaking Center provides one-on-one tutoring and instructional workshop services for UNCG students, faculty, employees, and members of the Greensboro community. Services are designed to help clients further develop their oral communication confidence and competence. Assistance is offered in the preparation and delivery of speeches, development of knowledge and skill in interpersonal communication, and group or team communication. The USC is located in the same suite as the UWC: 3211, MHRA. Website: speakingcenter.uncg.edu/
The Learning Assistance Center offers free services to the UNCG undergraduate community and is located in McIver Hall, rooms 101-104 and 150. For help with study skills, email
The Dean of Students Office can offer guidance and support as students negotiate documented emergencies and other academic situations. Website: http://deanofstudents.uncg.edu/mission/
Notice:
The syllabus and course schedule may be revised at the instructor’s discretion. The instructor will inform the class of any changes and post the revised document(s) on Blackboard. Students are then responsible for keeping up with those changes.
Assignment Explanations:
Blog Posts:
** Blog posts should consist of thoughtful and careful prose. Most posts should easily generate at least a two-paragraph response – know that I consider a decent paragraph to be at least 5-6 well-developed sentences.
#1 – Jan. 25th –
When you think of “stories,” what do you think of? Do we make our “stories” or do they make us? Why do you think so?
#2 – Feb. 1st –
Select a public figure; describe their rhetorical positioning, as you see it. Applying what you learned from our TR reading, discuss specifically how the individual’s public persona is crafted and maintained
#3 – Feb. 8th – TBA
#4 – Feb. 15th – TBA
#5 – March 1st – TBA
#6 – March 22nd – TBA
#7 – March 29th – TBA
#8 – April 5th – TBA
#9 – April 12th – TBA
Blog Comments:
Each student should comment on at least one post for each post assignment. (So each student should log at least nine different comments – one per posting assignment – by the end of the semester.) These comments should be substantive and designed to engage/facilitate conversation. In other words, you must say more than “That’s great” or “I agree” or “LOL.”
Email Exercise:
Using proper email format, per our class discussion and BB excerpt, send me an email introducing yourself and outlining your goals for the semester. Due by 5 p.m. on Friday, Jan. 29th.
Introductory Speech:
This 3 minute, informal speech will be given on Thursday, Jan. 28th. Students should bring in an object that they identify with to share. The speech should be a general introduction – share your name and then share at least three additional details (for ex: interests, major/area of study, best/worst/current job, etc.); the speech should also include an explanation of the object’s association.
A 1 ½ p. pre-speech reflection is due on Thursday, Jan. 28th. This reflection will be in MLA format and no longer than 2 pages. This reflection should discuss the student’s preparations for the speech, concerns, action plans, etc. Do not hypothesize about grades.
A 1 ½ p. post-speech reflection is due on Tuesday, Feb. 2nd. This reflection will be in MLA format and no longer than 2 pages. This reflection should discuss the student’s self-evaluation of the speech, audience reaction, concerns, action plans, etc. Do not hypothesize about grades.
Midterm Portfolio:
The midterm portfolio should include print-outs of the student’s blog entries so far, a print-out of the student’s submitted email introduction, and the pre- and post-speech reflections for the Introductory Speech.
Students will write a 3-4 page reflection that discusses the quality of their work and classroom engagement thus far, addressing the progress of the goals stated in the email exercise and the progress expected in the second half of the semester. The blog, introduction speech, and readings completed by this time should all be addressed.
Midterm portfolios may be housed in a simple three-prong folder or a small (½ in. to 1 ½ in.) three-ring binder. Take note that the final portfolios will be bound, so be careful not to damage the margins, etc.
There will be a Midterm Portfolio Checklist posted on BB that should be completed and submitted with the rest of the portfolio documents; it will outline the order that should be followed, etc.
Group Project:
Groups will be assigned; the process will be discussed in class. Each group is responsible for “teaching” their film to the class. Each presentation should include the following:
· Summary of film’s basic premise
· Investigation of key critical points
· Discussion of film’s rhetoric – ex. What is its aim and how does it go about trying to achieve this aim? Is it successful? Why or why not?
· An outside, related reading to be assigned to the class prior to the group’s presenting day
· Class Discussion Questions that explore and connect or dissect all of the above
· A class handout that outlines the group’s class plan and includes an MLA Works Cited page (the film should also be listed with any other sources used)
· A detailed plan for me outlining everything the group is going to do, rationales, etc.
· At least one film clip should be shared; keep in mind that the teaching station controls only allow for individual chapter skipping – so pick the most pertinent! (Unless you’re handy enough with a computer to do a dvd of shorter clips that can be shown…)
· Optional extras: other outside readings, powerpoint, etc.
Group Details:
· Everyone must have an assigned part and must orally present.
· The different parts do not need to cohere perfectly; this way, dissenting voices within the group may still be heard. I expect that the groups will be addressing multiple viewpoints/interpretations on each of these films – a united group voice is not expected or encouraged.