English 101: College Writing

English 101: College Writing

English 101: College Writing

Section 10

MWF 1:00 – 1:50pm

CURRY 204

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University of North Carolina Greensboro

Spring 2014

Instructor: Mr. Greg Brown

Office: Curry 335E

Office Hours: MW 2:00 – 4:00pm (or by appointment)

Email:

Note: Email is the most reliable way to get in touch with me. I will make every effort to respond to your e-mail message within forty-eight hours. If I have not replied to your message after forty-eight hours, then please re-send the message.

Course Description

The purpose of this course is to prepare you for writing at the university level. To this end, we will focus on developing your understanding of basic issues of rhetoric and rhetorical analysis, which you will then employ in the examination of written texts and in the creation of your own formal essays. Additionally, you will be asked to consider other aspects of academic and non-academic writing, including issues of style, genre, form and argumentation. As always, however, English 101 is a course that approaches writing (of whatever kind) as craft. Much of our class will therefore be devoted to the practical matter of improving your writing by considering effective writing strategies and by applying to your writing the techniques of drafting, peer review and revision.

Required Texts

Ensor, Lavina, ChelseySkelley, and Kathleen T. Leuschen, eds. Rhetorical Approaches to College Writing. 2nd ed. Plymouth, MI: Hayden McNeil, 2014. Print. ISBN: 9780738061337.

This text is available for purchase at the university bookstore. Additional course readings are available on Blackboard as PDF files. Students are responsible for printing these additional documents and bringing them to class on the appropriate day(s)—i.e., the day(s) we will be discussing the readings.

Please note that you need to bring your copies of the relevant texts to our class meetings. Ours is a discussion- and participation-based course and you will want your copy of the text on hand in order to be an active participant. However, as an added incentive to ensure that you bring the appropriate text(s) to class I will be performing daily spot-checks. If every student comes to class with the appropriate materials for nine consecutive class meetings, every student will receive bonus credit in the amount of one perfect quiz grade (equivalent to approximately 1% of your overall course grade). If at any time during those nine consecutive class meetings one or more students fail to come to class with the appropriate materials no bonus credit will be given and we will restart the count on the number of completed days.

Student Learning Objectives

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.”

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In addition, English 101 is designed to meet 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 English 101 Student Learning Outcomes (SLOs), each of which correspond to both the GRD goals and to LG1:

A. English 101 Student Learning Outcomes (SLOs):

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.

Grade Breakdown

Final Portfolio40%

Quizzes & Reading Responses15%

Participation10%

8-page Research Essay10%

5-page Long Argumentative Essay10%

5-page Rhetorical Analysis10%

2-page Short Argumentative Essay5%

Grading Scale %

A+ 97-100C74-76

A 94-96C-70-73

A-90-93D+67-69

B+87-89D64-66

B84-86D-60-63

B-80-83F59 or below

C+77-79

Assignments

To achieve the Student Learning Goals outlined above, English 101 is organized around class discussions of relevant reading materials, in-class writing activities, online quizzes and discussions, and three essays, all of which will be revised subsequent to peer review sessions that we will hold in class. Details as follows.

Final Portfolio (SLOs 1-6): 40%

The final portfolio is a required common assignment across all sections of English 101. Due at the end of the semester, the portfolio is composed of representative pieces of your work from this semester. Your portfolio will include a critical rationale essay and revisions of at least two major writing assignments. All work must be substantially revised over the course of the semester. Keep all drafts. At minimum, I want to see your first graded draft, the revised peer review draft, and the revised final draft. When you have all of the components prepared and printed, you will have them bound as a booklet at UNCG Graphics and Printing for a small fee.

The Critical Rationale Essay (SLO 6) will be a 6-8 page document that:

  • Assesses how individual pieces of writing as well as the collective contents of the portfolio illustrate the student’s growth as a writer throughout English 101.
  • Explains the stylistic and organizational choices made in the portfolio, i.e., the thoughtful and deliberate arrangement of all portfolio components.
  • Illustrates an awareness of rhetorical choices across contexts and an understanding of course materials.
  • Offers a deep and sustained critical reflection on the writing and revision process that resulted in these polished essays and other writings.

Unlike the assignments, I will not grade the rationale essay separately. Instead, it will serve as an extended analysis of your work, and thus it is a crucial component of the Final Portfolio. Rationale essays do not evaluate the quality or validity of individual assignments or course texts, nor do they assess my capabilities as an instructor. Rather, rationale essays should illustrate how you have met the Student Learning Outcomes (SLOs) in English 101. You will submit a draft of the rationale essay for peer review before submitting the final revised essay in the Final Portfolio.

Portfolios must include both a rationale essay and evidence of drafting and revision in order to receive a passing grade (D- or above). Students who do not submit a portfolio will automatically receive an F for English 101, regardless of the quality of work otherwise submitted prior to the portfolio. See Blackboard for complete Final Portfolio guidelines.

Quizzes & Reading Responses – 15% (SLOs 1 – 5)

You will write at least one quiz for every essay that we read. You will take these quizzes online through Blackboard. The quizzes will be due by 11:59pm on the evening before our scheduled readings. For example, if we’re scheduled to discuss the essay “How the Thesis Guides Effective Writing” by Charles Tedder on Friday, January 15th, then you can take the quiz anytime before 11:59pm on Thursday, January 14th. The quizzes may take any number of forms (true/false, multiple choice, fill-in-the-blank, short answer) and are primarily designed for you to demonstrate that you have read and understood the course material. Lastly, you may occasionally be asked to complete an in-class or take-home writing assignment. These may be graded as part of your overall quiz grade.

Participation (SLOs 1, 3): 10%

English 101 is a course built on student participation. Much of the learning in this class is discussion-oriented. To ensure that you receive credit, you need to participate regularly in all discussions and course activities. This means reading the assigned texts, sharing your thoughts on the material and coming to class having completed any pre-assigned writing prompts.

Grade Scale for Participation:

A: Student arrives on time with required books, demonstrates knowledge of the material, and consistently contributes insightful and/or meaningful comments that further class discussion.

B: Student arrives on time with required books, demonstrates knowledge of the material, and consistently contributes comments to class discussion.

C: Student arrives on time with required books and occasionally contributes meaningful thoughts to discussion.

D: Student is aware of material being discussed in class but rarely contributes to the general conversation.

F: Student is occupying a seat in the class but is not paying attention. Student is uninformed about the day’s discussion and more interested in his or her cellular phone than the course material.

Short Argumentative Essay, 2 pages (SLOs 1-5): 5%

For this assignment each writer will write a brief, argumentative essay in response to one of four essays that will be posted to Blackboard. This assignment will be the basis for the subsequent 5-page Long Argumentative Essay that you will write.

Long Argumentative Essay, 5 pages (SLOs 1-5): 10%

For this assignment you will revise and expand your 2-page Short Argumentative Essay. Students may change or modify their original theses and may, if they choose, argue in opposition to their original position. You will be graded on the clarity and complexity of your thesis statement, the quality of evidence you use to support your argument, the logic of your essay’s organization, and the effectiveness of your style.

Research Essay, 8 pages (SLOs 1-5): 15%

This assignment will build on the thesis developed from your argumentative essay. You will conduct research around the topic of your Long Argumentative Essay and use that research to build modify, expand or change your argument from the previous paper. The idea here is to do some reading around your topic and discover what people have said and to use that ongoing conversation to inform your argument. In this essay, you will state the general issues surrounding your topic, create an argument that pertains to this existing conversation, note opposing viewpoints, and use evidence from reputable sources to support this argument. As with your argumentative essay, you will be graded on your understanding of the issue’s context, the clarity and complexity of your thesis statement, the quality of evidence you use to support your argument, the logic of your essay’s organization, and the maturity of your style.

Rhetorical Analysis Essay, 5 pages SLOs 1-5): 10%

For this assignment you will write an analysis of a specific text’s use of the three rhetorical appeals (ethos, pathos, logos). You will identify each appeal using specific examples from the text and explain how each appeal works toward the text’s rhetorical goal. You will be graded on your understanding of the appeals, the complexity of your analysis and the clarity with which you present your argument.

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. Any students found in violation of the university’s Academic Integrity Policy in English 101 will automatically fail the course. If you submit work that is not your own or if you’re found cheating on quizzes or assignments, you will fail the course. Put simply: There will be zero tolerance for academic integrity violations. If you have any concerns or questions about the academic integrity please feel free to come and talk to me during my office hours.

Attendance

This is a participation-based course. As such, you are expected to attend class regularly. However, pursuant to program policy, you are allowed a maximum of three penalty-free absences over the course of the semester for this class. For every absence beyond those allowed, students will be penalized one-half letter grade. Students who miss six classes will automatically fail the course. I do not differentiate between excused and unexcused absences. Should a personal, familial or health crisis arise, come talk to me or email me before you miss too many classes.

In addition, it is vital to get to class on time. I take attendance at the beginning of class, so being late may result in you being marked absent. Students who arrive after class begins will be marked tardy. For every three tardies you’ll receive an automatic absence. Students who arrive more than 10 minutes late will automatically be marked absent.

State law allows for two excused absences due to religious holidays. These absences do not count toward the aforementioned maximum of four absences. However, if you do plan to miss class due to a religious holiday, you must notify me at least 48 hours in advance.

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: .

Late Work

I do not give credit for late work. I do accept early work; if you know you are going to miss a class, turn in your work before it is due. Computer problems do not qualify as cause for extra time. If your personal computer gives you trouble, leave time to work in one of the computer labs around campus.

Email Policy

Email is the best way to reach me. You can reasonably expect responses from me within twenty-four hours, excluding weekends and university holidays. It is good practice to treat email as a writing situation that reflects on you as an individual. Use appropriate language and etiquette: present yourself professionally. This doesn’t mean emails have to be long and elaborate, but they should be moderately professional forms of communication with your instructor.

MLA Citation and Format, 6th Edition

I expect you to responsibly cite all material you use in your work. Both in-text citations and references must be in MLA format. Purdue University’s OWL ( is an excellent resource for learning how to properly cite sources. I also expect you to use MLA formatting: 1” margins, double-spaced, 12 pt. Times New Roman font.

Electronics

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.

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.

The University Writing Center

This free service exists solely to help you become a better writer. Take papers at any stage of completion to the center for a one-on-one consultation. The center is located in MHRA 3211. No appointment is necessary, although if you want to arrange to meet a consultant at a specific time appointments are available.

Classroom Community

Our classroom will be a safe and friendly place. If you are disruptive in class or behave aggressively (physically or verbally) towards your peers you will be asked to leave. This will be counted as an absence.

Reading & Assignment Schedule

Note: Schedule may be subject to chance at instructor’s discretion

Bb: Blackboard

RACW: Rhetorical Approaches to College Writing

Dates / Reading / Activity/Assignment
Week 1 – Introductions:
What is College Writing?
Monday,
January 13th / Bb: Syllabus / Print syllabus & bring it to class
Wednesday,
January 15th / RACW: “Academic Integrity” by Charles Tedder
Bb: “Entering the Conversation” / Bb quiz: “Academic Integrity”
Discussion: What is College Writing?
Friday,
January 17th
(Note: This is the last date to add/drop course without special permission.) / Bb: “What Writing Is” by Stephen King
RACW: “The Genre of Academic Discourse” by Craig Morehead / Bb quiz: “What Writing Is”
Discussion: What is College Writing? [cont’d]
Week 2 – Writing as Organization
Monday,
January 20th / N/A / Martin Luther King Jr. holiday Classes Canceled
Wednesday,
January 22nd / Bb: “Don’t Blame the Eater”
RACW: “How the Thesis Guides Effective Writing” by Charlie McAlpin / Bb quiz: “How the Thesis Guides Effective Writing”
Discussion: How to create a compelling thesis statement
Friday,
January 24th / Bb: “What You Eat is Your Business”
RACW: “Asking Questions to Find a Starting Point” by Kathleen T. Leuschen / Discussion: MEAL Plan & Paragraph construction
Due: 2-page Short Argumentative Essay
Week 3 – Writing as Process
Monday,
January 27th / RACW: “Arrangement as Rhetorical Composing” by ChelseySkelley / Bb quiz: “Arrangement as Rhetorical Composing” by ChelseySkelley
Discussion: Rhetorical Canons
Wednesday,
January 29th / Bb: “Small Change: Why the Revolution Will Not Be Tweeted” by Malcolm Gladwell / Bb quiz: “Small Change: Why the Revolution Will Not Be Tweeted”