ENG: 102-3
“Understanding the American Mythos”
MWF 10:00 – 10:50 am, MHRA 1207
Instructor: Mr. Andrew Pisano
Office: MHRA 3112 C Office Hours: MWF 1-2, and by appointment
Email (preferred contact method): ampisano@uncg.edu ; Phone: 4-5837
Course Description: This course will examine the various institutions that structure our lives and the
myths that surround and propel them. By examining family, education, gender, and race, we will
consider notions of individual and communal opportunity. By utilizing various rhetorical analyses, we
will decipher the ways in which cultural myths operate and impact our lives. Class discussions and
projects will enhance our awareness of these societal myths while also developing a stronger sense of
rhetorical technique in written and oral communication. In this course, you can expect to engage in
substantial reading, writing, and public speaking on a regular basis.
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
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” (UNCG Undergraduate Bulletin).
The following English 102 course objectives are thus course-specific methodologies which correspond to
the goals of the General Education Program and the Speaking-Intensive requirement, and concomitantly
allow instructors to apply these broader goals to the second-semester writing course.
Course Objectives:
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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.
To advance and extend students’ appreciation for writing and speaking as public and communitybased processes through the activities of drafting, peer review, and revision, as well as individual
and small group oratory exercises.
To introduce students to the principles of invention, arrangement, style, memory, and delivery in
oral presentations.
To help students to develop the habit of synthesizing, versus reporting on or simply summarizing,
source information in both oral and written communication.
To expose students to research methods and library facilities in order to develop their abilities to
collect, synthesize, and evaluate primary and secondary sources
Required Texts and materials:
1. Oral Presentations in the Composition Course Ed. Duncan & Friedrich Bedford/St. Martin’s: 2006 ;
0312417845
2. Dodson, William, Alan Benson, and Jacob Babb, eds. Technê Rhêtorikê. 2nd ed. Southlake, TX
Fountainhead Press, 2010. ; 9781598713855
3. Rereading America Ed. Gary Colombo. 8th ed. Boston: Bedford/St. Martin’s, 2010; 9780312548544
4. Zeitoun. Eggers, Dave. McSweeney's; First Edition, First Printing edition (July 15, 2009) ;
9780307387943
5. A Notebook for Journal Entries
Online Requirements:
1. Online access (via personal computer, library, campus computer lab)
2. Active i-Spartan email address (check this daily)
3. Blackboard account
4. Printing access (library, computer lab, or home computer).
5. Access to a computer with word processing programs (e.g. Microsoft Word) and Adobe Acrobat Reader.
Grading/Assignment Breakdown
Participation/Reading Journal 10%
Keeping up with all readings, being able to speak thoughtfully at all times, and completing all in-class
writing assignments.
Blog Reading Response Entries 15%
You will be asked to submit on Bb well thought-out responses to specific readings and/or class
discussions. The purpose here is not only to demonstrate reading comprehension, but also exhibit an
ability to make connections across two or more texts. There will be a total of 5 responses throughout the
semester. Some may be in the form of in-class quizzes if participation wanes.
Individual Presentation (including summary/outline) 20%
Each student will be asked to sign up for an individual presentation on specific class readings. Each
student is expected to speak for 5 minutes addressing key points of the reading(s), its connection(s) to
other readings/discussions, and should conclude with 2 prepared questions for class discussion NOT
found in the textbook. Students will be assessed on their clarity of analysis, quality of questions, and
ability to stimulate the class towards conversation, even if a response isn’t immediate. A typed 1-2 page
paper synthesizing the reading (in context of other readings/class discussions) and outlining your
questions/responses is due the morning of your presentation.
Group Presentation 15%
In groups of 3or 4, students will present on a topic specifically related to Dave Eggers’ Zeitoun. Each
group will be responsible for providing handouts and, if relevant, other visual components to aid in their
discussion. In addition, each group will be responsible for creating questions geared toward leading class
discussion. Presentations must be a minimum of 12 minutes and should not exceed 15 minutes. All
groups must submit the morning of the presentation, a typed 1-2 page outline detailing a general plan for
discussion, formulated questions, and ALL sources used. A sign-up sheet will be made available.
Two Formal Essays (4 pages, typed) 10%
These essays should explore, by way of close reading and critical analysis, one specific reading from
Rereading America. In addition, both essays should utilize one outside, scholarly source (academic
journal article, book, book chapter, or selected essay from an edited collection) that supports the paper’s
thesis. Each essay must be in MLA format and include a works cited page.
Final Project: 30% (Oral presentation 10% Final draft 20%)
Each student will choose one formal essay and one journal entry from the semester that is suitable for a
complete rewrite. That is, each chosen piece of writing should represent a form of your thinking that has
changed since its composition and lends itself to reevaluation and, hence, rewriting. During the last 1-2
weeks of class, each student will briefly present her/his initial drafts, discuss the rationale behind its
selection, and conclude with a brief overview of the proposed final submission.
Grades:
The Grading scale is as follows:
A
= 95
C+ = 79
A= 90
C = 75
B+
= 89
C- = 70 D- = 60
B
= 85
D+ = 69
B= 80
D = 65
A = exceptional work
B = good work, above average, but not exceptional
C = average work, meets minimum requirements of assignment
D = does not meet minimum requirements, but makes a limited effort
F = does not meet requirements, a failure to complete the assignment in an appropriate manner
NOTE: All written material due in this class should be typed and double-spaced unless otherwise
indicated. Use standard MLA format (Times New Roman 12 pt font), and standard one-inch margins.
Handwritten assignments (including presentation outlines) will not be accepted.
Late Assignments: All assignments are due on time and will not be accepted late. If you will be unable
to present on your assigned date, you must contact me by email at least 24 hours in advance to reschedule.
Failure to do so will lead to zero credit for the assignment. Computer failure is no excuse for late or
incomplete assignments. Begin your work early and always back up your work on another file (campus
network drive, USB flash drive, or email).
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. NOTE: Any type, form, or method of plagiarism will not be
tolerated in this course. Plagiarism can be briefly defined as verbatim copying without proper
acknowledgement, paraphrasing without proper acknowledgement, failing to acknowledge sources, or
using other's ideas without acknowledgement. Penalties for plagiarism range from failure of the
assignment, failure of the course, and even recommended expulsion from the university per my
discretion.
Attendance and Participation
Attendance: There will be no grade penalty for up to three absences (with the exception of missed
assignments). If you reach four absences, you will fail this course. I do not distinguish between
“excused” and “unexcused” absences. Discussions and activities that are missed cannot be “made up.” It
is your responsibility to contact classmates or the instructor during your absence to ensure that you will be
prepared for the next class session. Absences are never an excuse for late work, nor are they an excuse
for your lack of preparedness. Students with exceptional circumstances necessitating additional
absences should contact the Dean of Students office.
A Note on Tardiness: You will be considered tardy if you arrive up to 5 minutes late (per the classroom
clock). Students more than 5 minutes late will be considered absent. The accumulation of two tardy
arrivals equals one absence.
Email Policy: Email is the best way to reach me. You can reasonably expect responses from me within
twenty-four hours, excluding university holidays. I do not accept work via email under any
circumstances. In addition, treat email as a writing situation that reflects on you as an individual. Use
appropriate language and etiquette. This doesn’t mean emails have to be long and elaborate, but they
should be moderately professional forms of communication with your instructor.
Active participation is essential to the speaking intensive format of this course. Come to class prepared
to make your voice heard through your daily participation in class and through daily assignments. This
course relies heavily upon group work, leading class discussions, presenting your work in progress, and
offering feedback to other classmates. Should you choose to partake in non-productive activities during
class (sleeping, text messaging, checking email, surfing the internet, etc.), you will be asked to leave and
marked absent for the day.
Laptops may be used in class only by students having a special need for purposes of note-taking or other
classroom activities. 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.
---------------------------------------------------------------------------------------------------------------------------Resources:
The Speaking Center is a valuable asset for this course. Tutors provide individual consultations to
prepare you for public speaking assignments. The SC is located in 3211 MHRA . For more information,
visit http://speakingcenter.uncg.edu/. It is conveniently located next door to The Writing Center:
http://www.uncg.edu/eng/writingcenter.
Disability Policy: 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; e-mail: ods@uncg.edu
Calendar
The Myth of the Model Family
M 8/23: Introductions; syllabus
W 8/25:, TR Tedder “Academic Integrity” 24-32, Duncan 3-16
F 8/27: “Thinking Critically, Challenging Cultural Myths” 1-15, “Harmony at Home” 17-21, Rockwell
22-24, Journals
M 8/30: Soto “Looking for Work” 26-31, TR “Introduction to Rhetorical Concepts,” 12-23, Journals
W 9/1: Coontz “What We Really Miss About the 1950s” 32-48, Duncan 17-28, TR Babb “Developing an
Idea of the Audience” 56-62
F 9/3: Jack “An Indian Story” 52-60, Gerstel/Sarkisian “The Color of Family Ties” 61-69
M 9/6: NO CLASS
W 9/8: “Prop 8” 79, Morse “8 Is Not Hate” 81-83, Wolfson “What is Marriage?” 89-101
F 9/10: Sullivan “My Big Fat Straight Wedding” 102-05, Duncan 49-56, TR
Morehead “The Genre of Academic Discourse,” 33-39, Journals
BLOG Reading Response Due by 5pm Friday
The Myth of Education and Empowerment
M 9/13: “Learning Power” 111-15, Mann “Report of the MA Board of Ed” 116-126, Journals
W 9/15: Moore “Idiot Nation” 128-145, Journals
F 9/17: MEET AT LIBRARY
BLOG Reading Response Due by 7pm Sunday 9/19
M 9/20: Gatto “Against School” 148-155, Rose “I Just Wanna Be Average” 157-168,
W 9/22: Malcolm X “Learning to Read” 210-218, TR Webb “Performing Rhetorically” 63-68
F 9/24: Kozol “Still Separate, Still Unequal” 219-236, TR Ray “S, P&Q” 40-47, Journals
The Myth of Individual Opportunity
M 9/27: “Money and Success” 254-57, Alger “Ragged Dick” 258-263, TR Guy-McAlpin “Keeping the
Beat” 131-37, Journals
W 9/29: Bambara “The Lesson” 264-271, Dalton “Horatio Alger” 272-78
F 10/1: Visual Portfolio 321-28, Kendall “Framing Class…” 330-346
ESSAY #1 DUE
The Myth of the Melting Pot
M 10/4: “Created Equal” 374-377, Jefferson “from Notes on the State of VA” 378-383
W 10/6: Parrillo “Causes of Prejudice” 384-397, Journals
F 10/8: Harris/Carbado “Loot or Find: Fact or Fame?” 422-433, Journals
M 10/11: NO CLASS/FALL BREAK/(START READING ZEITOUN)
W 10/13: Buchanan “Deconstructing America” 462-472/ Zeitoun Groups
F 10/15: NO CLASS/TR Laminack 148-56, Duncan 78-86 **LAST DAY TO DROP W/OUT
PENALTY**
M 10/18: Zeitoun 3-170, Groups 1-2
W 10/20: Zeitoun 173-290, Groups 3-4
F 10/22: Zeitoun conclude/Foundations, TR Meriweather 180-84, Groups 5-6
BLOG Reading Response DUE by 5pm Friday
M 10/25: NO CLASS/CONFERENCES
W 10/27: NO CLASS/CONFERENCES
F 10/29: NO CLASS/CONFERENCES
Myths of Gender
M 11/1 “True Women and Real Men” 516-19, Tocqueville “How the Americans…” 520-23, Kincaid
“Girl” 524-26, Journals
W 11/3: Devor “Becoming Members of Society” 527-536
F 11/5: Kilbourne “Two Ways a Woman Can Get Hurt” 575-599, Morgan “from Fly-Girls to…” 601-607,
Journals BLOG Reading Response DUE by 5pm Friday
American Myths of Nature and the Environment
M 11/8: “AH Wilderness!” 641-45, Thoreau “from Walking” 646-655
W 11/10: Louv “A Life of the Senses” 664-675
F 11/12: Siebert “The Artifice of the Natural” 676-685, Journals ESSAY # 2 DUE
BLOG Reading Response DUE by 5pm Friday
M 11/15: Williams “Save the Whales, Screw the Shrimp” 703-712
W 11/17: McKibben “from The End of Nature” 743-754
F 11/19: Berlau “Our Unhealthy Future Under Environmentalism” 772-784 JOURNALS DUE
M 11/22: TBA
W 11/24: NO CLASS/THANKSGIVING BREAK
F 11/26: NO CLASS/THANKSGIVING BREAK
Rethinking, Revising, and Responding
M 11/29: Presentations
W 12/1: Presentations
F 12/3: Presentations
M 12/6: Last Day of Class/Presentations
FINAL SCHEDULE: M 12/13 8am-11am