ENGL 1100: Revised Syllabus F’ 05
WEEK FOUR (9/14-9/20)
Tasks
 Introduce First-Year Studio if you have not already done so.
 Sample peer review using materials from Pirate Papers (the Marlboro Girls and FDR
speech analyses are particularly useful for this assignment).
 Peer Review of rhetorical analysis.
Readings
 Pirate Papers sample analyses
WEEK FIVE (9/21-9/27)
Tasks
 Rhetorical analysis due for provisional grading. You will want to collect these early
in this week and return them in a timely fashion because some students may be
considering dropping the course (late drop deadline is Friday, 9/30).
 Introduce “Informing” writing project.
 Discuss informative readings—workplace cultures readings. These readings provide
examples of how to describe the practices and values of different workplace cultures.
The goal in discussing the readings should be to help students identify the significant
details about the culture’s values and practice that the writer includes and to explain
how the writer uses those details to explain the culture to an outsider.
Readings
 AB “Chapters 8: Writing an Informative and Surprising Essay” p. 8.
 Sample Readings on Workplace Cultures (select from):
- Barbara Ehrenreich, “Nickled and Dimed: On (Not) Getting by in America”
p. 149.
- Tomoyuki Iwashita, “Why I Quit the Company” p. 171.
- Bruce Weber, “The Unromantic Generation” p. 175.
- Ellen Ullman, “Getting Close to the Machine” p. 187.
WEEK SIX (9/28-10/4)
** Note that Friday September 30th is the last day for undergraduate students to drop
term-length courses or withdraw from school without grades.
**Don’t forget to contact the Center for Counseling and Student Development if you
want them to come into your class for the next unit!
Tasks
 Continue discussion of workplace cultures readings.
 Discuss cultural assumptions and stereotypes and how to respond to these in
informative writing (work with writing from Ortiz, Staples, Ford).
Reading
 Readings on cultural assumptions/stereotypes (in the interest of time, you may wish
to select one or two of these):
-
Judith Ortiz Cofer, “The Myth of the Latin Woman” p. 143.
Jay Ford, “20/20 Hindsight” p. 194.
Brent Staples, “Black Men and Public Spaces” p. 203.
WEEK SEVEN (10/5-10/11)
Tasks
 Sample peer response/review using informative writings from Pirate Papers
 Peer Review of informative project
Readings
 Pirate Papers-- “Linguistic Stereotypes” and “American English Etymologies”
and/or “Rethinking Partying.”
WEEK EIGHT (10/12-10/18)
**October Break runs from Saturday 10-15-Tuesday 10-18)
Tasks
 Informative project due for provision grading.
 Introduce “Inquiring” writing project.
 Begin discussion of cultures of schooling and how cultures of schooling facilitate
and/or complicate students’ participation in those cultures. The goal in discussing
these readings is to help students think about how their previous experiences, beliefs,
and expectations affect their transition to life at ECU. These discussions should also
help students consider how the assumptions and expectations of the university
community (instructors, peers, administrators, etc.) affect their transition to life at
ECU.
 Visit from Center for Counseling and Student Development staff if time permits (you
may elect to do this visit just after the break).
Readings
 AB “Chapter 7: Writing an Exploratory Essay” p. 153.
 You may also wish to assign AB “Chapter 2: Exploring Problems, Making Claims”
p. 27.

Selections about cultures of schooling (consider selecting several—note that
two of these are student-authored selections: Nassiri and Grant), pp. 91-140.
WEEK NINE (10/19-10/25)
**Note that Wednesday, 10/19 is a State holiday makeup day (classes which would have met on
Monday, September 5, will meet on this day so there will effectively be the same number of
Mondays and Wednesdays as every other weekday during the semester. This switch in the
schedule will only affect instructors teaching Monday or Wednesday night sections of 1100)
Tasks
 Visit from Center for Counseling and Student Development staff (if not before the
break).
 Additional cultural adjustment readings (from sample literacy narratives)

Review of Informative Writing (AB Chapter 8) in the context of this assignment
(keep in mind that students will be writing to explore issues of adjustment at
ECU and to inform future students about those issues)
Reading
 Sample literacy narratives that address cultural adjustment. Although this syllabus
does not include a literacy narrative assignment, several of the literacy narratives in
the course reader address cultural adjustment issues. You might have students read
and discuss some or all of the following as examples of cultural adjustment and clash
(all from Across Cultures):

Susan Madera, “One Voice” p. 19.
Vincent Cremona, “My Pen Writes in Blue and White” p. 41.
Chang-Rae Lee, “Mute in an English-Only World” p. 28.
Kenneth Woo, “Konglish” p. 49.
Review AB “Chapter 8: Writing an Informative (and Surprising) Essay” p.
173.
WEEK TEN (10/26-11/1)
*Schedule Library Tour!
Tasks
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Peer Review of “Inquiring” Writing.
Inquiring assignment due for provisional grading (end of week).
Introduce proposal assignment and research component.
Discuss research strategies/ using internet sources
Reading
 AB “Chapter 13: The Rhetoric of Websites” pp. 343.
 AB “Chapter 16: Proposing a Solution” (Chapter available for copying)
WEEK ELEVEN (11/2-11/8)
Tasks
 Unique demands of proposal writing: in class exercises on proposal writing.
 Overview of classical rhetoric and how to use it in proposing a solution.
 Library Visit/Tour.
Reading
 AB “Chapter 10: Writing a Classical Argument”
WEEK TWELVE (11/9-11/15)
Tasks


Written statement of proposal idea due (this brief assignment should indicate a
question/problem to be addressed, an appropriate audience for proposal, and perhaps
a source or two that will be or has been consulted). You may wish to have students
email this proposal to you so you can respond to it sooner.
Discuss sample “proposals” from reader—some of these are not obvious proposals.
Discuss how these sources are (or are not) proposing solutions. How do they identify
problems? How do they suggest that the problems are significant? What do responses
do they suggest to the problem(s) they identify? As a class, discuss more elaborate
responses to the problems identified in these readings—who should do what in
response to the issues raised?
Reading
 Selections from reader:
- Dorsett Benett, “I, Too, Am a Good Parent” p. 211.
- Michael Gnolfo, “A View of Affirmative Action in the Workplace” p. 215.
- Toni Morrison, “Cinderella's Stepsisters” p. 218.
- Robyn Meredith, “Big Mall's Curfew Raises Questions of Rights and Bias” p.
222.
WEEK THIRTEEN (11/16-11/22)
Tasks
 Sample peer review using proposals from Pirate Papers (Beginning of week).
 Peer Review of “Responding” assignment.
 Citation/documentation overview (remember that the students will get more
instruction in this in 1200).
Readings
 Pirate Papers proposal samples
 AB: “Chapter 14: Citing, and Documenting Sources” p. 356 (remember that you just
want to introduce some of the concepts that will be covered in greater detail in 1200).
** You may wish to do this next week if short on time.
WEEK FOURTEEN (11/23-11/29)
**Thanksgiving Break runs 11/23-11/27 (Wed. – Sun.)
Tasks

“Responding” assignment due for provisional grading. You will need to respond to
this assignment for next week so that students have some time to revise prior to
the final exam period. This will mean quick turn-around for you now, but it will
save you time when you collect the portfolios and then need to turn in grades
within 48 hours—you will already have seen all of their work, with the exception
of their portfolio reflection, at least once.
WEEK FIFTEEN (11/30-12/7)
Tasks
 Return proposal assignments with provisional grades. **Remember that you must
give the students some time to revise their work before the final exam period
when they will be handing in their portfolios!
 Discuss portfolios/cover letters to be completed during final exam period.
 Course Evals.
Portfolio and Cover letter–ADMINISTER DURING FINAL EXAM PERIOD