Shook 1
ENG102, College Writing II
ENG 102-09, TR: 9:30-10:45
ENG 102-10 TR:11:00-12:15
Instructor: Ms. Lauren Shook
Email:
Office: MHRA 3112 E
Office Hours: Tues and Thurs, 8:00-9:00 and by appointment
English 102 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 102 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 102 student learning outcomes (SLOs), each of which corresponds to both the GRD goals and to LG1:
At the completion of this course, students will be able to:
- Locate and evaluate primary and/or secondary sources;
- Employ sources to advance an informed, cogent argument;
- Construct research-based writing projects that demonstrate focused, independent inquiry.
Required Texts:
Bergmann, Linda S. Academic Research and Writing. Boston: Longman, 2010. ISBN: 978-0-321-09184-0
Hacker, Diana. A Pocket Style Manual, 6th ed. Boston: Bedford/St. Martin’s, 2012. ISBN: 978-0-312-54254-2.
Orenstein, Peggy. Cinderella Ate My Daughter. New York: Harper, 2011. ISBN: 978-0-06-171152-7
Wooten, Courtney, et.al., eds. Rhetorical Approaches to College Writing. Plymouth, MI: Hayden McNeil, 2013. ISBN: 978-0-7380-5304-2
Some readings will be posted on Blackboard (BB). You must bring these to class.
Course Work:
Research Proposal, 10% (SLO 3)
By week 6, you will draft a one-page, single-spaced research proposal that will consist of a preliminary thesis and a separate one-page, working bibliography. Details TBA.
Essay 1: Annotated Bibliography and Research Synthesis (w/ Peer Review), 20% (SLOs 1 and 3)
This 6-8 page essay will be a ‘double’ project that consists of an annotated bibliography of 10 sources and then a research synthesis that requires you to place the sources in conversation with one another. A mandatory peer review will accompany this assignment and will factor into your grade. Details TBA.
Essay 2: Extended Response to Researched Arguments, 25% (SLOs 1, 2, and 3)
This 6-8 page essay will be an extension of your research synthesis. You will select at least 5 sources, synthesize them and then respond to them, developing your argument. Details TBA.
Essay 3: Research Paper (w/ Peer Review), 25% (SLOs 1, 2, and 3)
This 12-15 page, final essay will be a culmination the preceding assignments in which you will present a thoughtful, persuasive and original argument supported by extensive research. A mandatory peer review and class presentation will accompany this assignment and will factor into your grade. The research paper will be due on the day of your scheduled, final exam. Details TBA.
Research Responses, 10% (SLOs 1, 2, and 3)
You will have 3, 3-4 page research responses throughout the semester that will correspond to class reading material or class lectures and/or discussions. Research responses must be typed and in MLA format.
Homework / Informal Class Work, 5 %
Periodically throughout the semester, you will have various homework assignments and in-class writing or group assignments. For one homework assignment, students will prepare a ‘writing-tips’ handout on the days which grammar and sentence lessons are assigned. Details TBA. Other homework assignments will be announced in class and cannot be made up.
Participation, 5 %
Participation counts as a student’s active membership in the course. The student should be daily engaged in class discussion by responding to the instructor’s questions and to other students’ comments and by willingly participating in any group work. A student’s participation grade can be affected by unwillingness to answer questions, the inability to answer questions, or simply by not paying attention (sleeping, texting, doing work for other courses, etc.)
You must submit all assigned course work, including peer reviews in order to pass the course.
Evaluation:Grading Scale:
Research Proposal 10% A = 90-100
Essay 120% B = 80-89
Essay 225%C = 70-79
Essay 325%D = 60-69
Research Responses10%F = 0-59
HW / Informal Class Work5%
Participation5%
Course Policies:
Essays:
All formal essays should be in MLA format (1 inch margins, 12 size, Times New Roman, complete with appropriate header and heading and works cited page).
I do not accept late essays. You must be in class and on time to submit an essay. If you know in advance that you will need to miss class on the day an essay is do, you must submit your essay early.There are *no* excuses for late essays.
Attendance Policy:
Come to class. If you miss four classes, you automatically fail the course.I do not differentiate between excused and unexcused absences. You must be in class to submit any assignments (homework, peer review, essays, etc.). I do *not* accept late work.
You are, by state law, allowed two excused absences due to religious holidays, which do not count toward your total allowed absences. If you plan to miss class because of religious holidays, you must notify me in advance of your absence.
NOTE: This is spring semester, which means we will have spring break and spring holiday (hooray!). Despite the excitement and joy that accompany such momentous occasions, I expect that you will come to class the Thursday preceding spring break (3/7) and the Tuesday following spring break (3/9); and the Thursday preceding spring holiday (3/28) and the Tuesday following spring holiday (4/2).I make no exceptions for travelor vacation plans.
Come to class on time.Attendance will be taken exactly when class is scheduled to start. Arriving after attendance will count as a tardy. Two tardies equals one absence.If you arrive late, it is your responsibility to tell me after class. If you are 10 minutes late, you are counted absent.
Read and Engage: For each class meeting, consult the syllabus for that day’s assignment(s). Read the assigned reading(s), bring them to class, and be prepared to discuss them. Failure to bring readings to class will result in an absence and you will be asked to leave class.
Electronics Policy: Silence and put away cell phones. Texting in class will result in an absence. You may have your laptop out only if you are viewing Blackboard material.
Emailing: I check email on the weekdays from 9:00am to 7:00pm. I should respond within 24 hours. If after 24 hours I should fail to respond, please resend your email. You should check your uncg.edu account daily. I will not discuss grades with you via email. If you have a question about your grade, you may see me during office hours.
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”—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.
Campus Resources
The 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 8am to 5pm, Monday-Friday. Telephone: 334-5440; email: .
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 consultations 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. Location: Moore Humanities and Research Building, 3211.
The Learning Center
The Learning Assistance Center offers free services to the entire UNCG undergraduate community and is located in McIver Hall, rooms 101-104, and 150. For help with study skills, contact Erin Farrior, Academic Skills specialist. Telephone: 334-3878; email: .
Course Schedule
RA—Rhetorical Approaches to College Writing; ARW: Academic Research and Writing
Bb—Blackboard; Cinderella--Cinderella Ate My Daughter
**PSM: A Pocket Style Manual;
** When PSM is assigned, everyone will be responsible for reading the material, but one student will be responsible for generating a handout on that day’s lesson. A sign-up sheet will be circulated by Week 2.
Date / Readings / AssignmentsWeek 1
Jan 15, T / Course Introduction
Jan 17, R / PSM: Mechanics, 75-86; Finding an Appropriate Voice, 15-18
RA: Morehead, “The Genre of Academic Discourse,” 105-110; and Blades, “Reading Critically,” 55-62
ARW: Ch. 2, “Reading, Evaluating, and Responding to Arguments,” 18-22; 43-44
Week 2
Jan 22, T / PSM: Subject and Verbs, 20-30
RA: Tedder, “Academic Integrity,” 40-46
ARW: Ch. 3, “Using Academic Sources Responsibly,” 47-56 and Tenner, “Rise of the Plagiosphere,” 256-258; Howard, “Forget about Policing Plagiarism. Just Teach.,” 258-260
BB: link to UNCG’s Academic Integrity Website (skim)
Jan 24, R / RA: Babb, “An Introduction to Rhetoric and the Rhetorical Triangle,” 3-12 and “Developing an Idea of the Audience,” 83-88 ; Shook, “Reading for the Rhetorical Appeals,” 21-29; and McAlpin, “How the Thesis Guides Effective Writing,” 67-71
Cinderella, Ch. 1
Week 3
Jan 29, T / PSM: Pronouns, 30-37
RA: Leuschen, “Asking Questions to Find a Starting Point,” 63-66
ARW: Ch. 4, “Moving from Inquiry to Argument,” 60-64
Cinderella, Ch. 2-3.
BB: YouTube Clip, “Bic Pens for Women” / Research Response 1: Plagiarism Policies
Jan 31, R / PSM: Adjectives and Adverbs 38-40
RA: Benson and Lyda, “Researching Rhetorically,” 116-120 and Wooten, “Finding a Conversation to Find Research,” 111-115.
ARW: Ch. 2, “Reading, Evaluating, and Responding to Arguments,” 27-43
Bb: Booth, Colomb, and Williams, “Three Kinds of Sources,”
OPTIONAL: PSM, “Research.” 87-103
Week 4
Feb 5, T / Research Orientation, Library
ARW: Ch 5, “Using the Library and its Databases Effectively,” 83-94
Research Response / Group Assignment: Researching Databases
Feb 7, R / Research Day: Work on Group Assignment, Researching Databases
PSM: Ch. 33, MLA Documentation Style, 121-155
Week 5
Feb 12, T / PSM: Sentence Fragments and Run-On Sentences, 40-45
ARW: Ch. 4, “Moving from Inquiry to Argument,” 64-81
RA: McAlpin, “How the Thesis Guides Effective Writing,” 67-71
Bb: Research Proposal Assignment Sheet;
Essays 1, 2, and 3 Assignment Sheets
Drafting a Preliminary Thesis
Feb 14, R / PSM: The (Dreaded) Comma, 55-62 (Shook Handout)
Researching Databases Presentations / Research Response 2: Researching Databases
Week 6
Feb 19, T / PSM: The Semicolon, the colon, and apostrophe, 62-67
Cinderella, Chapters 4 and 5
In-class Workshop: Creating a Checklist for Proofreading / Research Proposal Due
Feb 21, R / PSM: Quotation Marks and Other Marks 67-74
ARW: Ch. 6, “Using Sources Effectively,” 101-126
Bb: Annotated Bib and Research Synthesis Assignment Sheet and Sample Annotation and Synthesis
Week 7
Feb 26, T / Conferences
Feb, 28 R / Conferences
Week 8
Mar 5, T / PSM: Wordy Sentences and Active Verbs, 2-5
Peer Review, Essay 1
Mar 7, R / PSM: Parallelism and Adding Words, 5-8
Cinderella, Chapters 6 and 7
Bb: Graff and Birkenstein, “‘Yes / No / Okay, But’: Three Ways to Respond”
Bb: Essay 2: Extended Response to Researched Arguments Assignment Sheet / Essay 1 Due: Annotated Bib and Research Synthesis Due
Week 9
Mar 12, T / SPRING BREAK / NO CLASS
Mar 14, R / SPRING BREAK / NO CLASS
Week 10
Mar 19, T / PSM: Eliminating Confusing Shifts, and Untangle Mixed Constructions, 8-10
Cinderella, Ch 8
Bb: Susan Bordo, “Hunger as Ideology”
Bb: Graff and Birkenstein, “‘And Yet’: Distinguishing What you say from what They Say”
Mar 21, R / Cinderella, Ch. 9
Bb: Graff and Birkenstein, “Skeptics May Object’: Planting a Naysayer in Your Text”
Bb: Essay 3, Research Paper Assignment Sheet / Research Response 3 Due: Responding to Arguments
Week 11
Mar 26, T / PSM: Modifiers, 10-13
ARW: Ch. 10, “Writing an Argumentative Research Paper,” 171-168
RA: Skelly, “Arrangement as Rhetorical Composing,” 72-77 and Lancaster, “Beginning and Ending with Power,”78-82
Bb: Graff and Birkenstein, “‘As a Result’: Connecting the Parts”
OPTIONAL: Bb: Booth, Colomb, and Williams, “Introductions and Conclusions” / Essay 2 Due: Extended Response to Researched Arguments
Mar 28, R / PSM: Provide Sentence Variety, 13-14 and Supporting a Thesis, 105-107
ARW: Ch. 8, “Adapting Writing for Professional Audiences,” 141-155
RA: Morehead, “The Genre of Academic Discourse,” 105-110
Bb: Graff and Birkenstein, “‘So What? Who Cares’: Saying Why It Matters”
Week 12
Apr 2, T / RA: Mullins, “Revision is Writing,” 89-92
ARW: Ch. 7, “Revising and Editing to Meet Audience Expectations,” 129-140
In-Class Workshop: Global Revision Checklist
Practice Peer Review for Research Paper
Apr 4, R / Peer Review, Introduction, Thesis and Outline
Week 13
Apr 9, T / Cinderella, Ch. 10
Bb: bell hooks, TBA
Bb: Booth, Colomb, and Williams, “Revising Your Organization and Argument”
Bb: Semenza, “Preparing the Presentation” and “The Seminar Paper as Practice”
Apr 11, R / Peer Review, Research Paper
Week 14
Apr 16, T / Conferences
Apr 18, R / Conferences
Week 15
Apr 23, T / Presentations- Final Projects
Apr 25, R / Presentations- Final Projects
Week 16
Apr 30, T / LAST DAY OF CLASSES; FOLLOW FRIDAY SCHEDULE
Research Papers (Essay 3) are due on the date of the scheduled Final Exam:
ENG 102-09, TR: 9:30-10:45: Tuesday, May 7 at 12:00-3:00 PM
ENG 102-10, TR: 11:00-12:15: Thursday, May 2 at 12:00-3:00 PM