English Composition II (SI)
Forbidden Writing: Censorship and The Shaping of a Public Discourse
ENG 102.05 T/TR 08:00-09:15
ENG 102.08 T/TR 09:30-10:45
Fall 2010
Location: MHRA 1207
Contacting Me:
Erin Wedehase
E-mail: ekhoulih@uncg.edu
I check my e-mail once a day in the morning, so please allow for a 24-hour response time.
Office Hours: T/TR 11am-12pm
Location: MHRA, Room 3210, Cubicle C
Phone: 334-5867 (This phone is for the entire office)
“Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise
thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to
assemble, and to petition the government for a redress of grievances.”
- The Constitution of the United States of America
“According to most studies, people's number one fear is public speaking. Number two is death. Death is
number two. Does that sound right? This means to the average person, if you go to a funeral, you're better
off in the casket than doing the eulogy.”-Jerry Seinfeld
Course Description:
On a general level, this course will use speaking to teach us about scholarly writing and use writing to
teach us about professional speaking. On a more specific level, this course will analyze how various
issues of censorship and concerns about moral propriety affect the reception of written and oral texts in
the public sphere. Conversely, we will evaluate how different written and oral arguments have fashioned
public opinion about censorship issues and managed to express social critique in spite of strict censors.
With extensive instruction on clear and effective communication, we will express our own ideas about
current and historical debates surrounding First Amendment rights. Through the synthesis of various
censorship issues, we will gain a better understanding of how our own processes of communication both
respond to - and mold public opinion.
Prerequisite: ENG 101. (ENG 101 & 102 may not be taken concurrently. You must have completed
ENG 101 with a passing grade to take this course.)
Student Learning Goals (Per the UNCG Undergraduate Bulletin 53):
At the completion of this course, the student will be able to:
 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.
Speaking-Intensive (SI) Designation (Per the UNCG Undergraduate Bulletin 54):
“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.”
English 102 Course Objectives:
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 develop the habit of synthesizing, versus reporting or simply summarizing, source
information in both oral and written communication.
Required Texts:
►Alan Benson, Will Dodson, Jacob Babb, eds. Techne Rhetorike: Techniques of Discourse for Writers
and Speakers 2010.
ISBN: 978-1-59871-385-5
► Duncan, Matthew and Gustav W. Friedrich. Oral Presentations in the Composition Course: A Brief
Guide. New York: Bedford/St. Martin’s, 2006.
ISBN: 978-0-312-41784-0
►Blackboard Readings – These can be found on Blackboard either under e-reserves or course
documents. It is absolutely necessary that you print out these documents and bring them to class for our
discussions. If you do not like printing material from Blackboard, this might not be the class for you
since this course relies so heavily on electronic materials. If you do not have your reading material
with you for class, I reserve the right to give open-reading quizzes.
Online/Technology Requirements:
►Active I-Spartan Email Address
►Blackboard Account
►Printing Access. Please make sure to budget enough money to print ALL of your blackboard readings
and papers. I will not accept "my card ran out of money" as an excuse for not having the necessary class
materials.
Assignments:
Definition Project
►Writing Component: Definition Narrative (meets objectives 1, 2, 4) A definition narrative is a very
focused form of writing that uses personal experience to define what a word/concept/idea means to you.
First, think about a word or a concept that does not have a concrete definition pertaining to censorship.
Some good words to consider are: freedom, suppression, banning, pornography, and racist speech. What
fresh perspectives can your thoughts bring to this word's meaning? Then, think about moments in your
life, conversations, examples, and anecdotes that shaped your definition of this word. Ideally, this
assignment will reveal information about you as a writer and something you have learned about the
meaning of this word or concept. You will be graded on how well the paper creates a clear definition of a
word or concept through specific details and thoughtful language, how well you integrate community
experience into your definition, and how effectively you utilize the canons of rhetoric.
►Speaking Component: Conference Reading of Definition Essays (5 minutes, meets objectives 1, 2,
3, 4): Specialists in various fields will often attend conferences, or gatherings of individuals with the goal
of sharing current research and new developments in the field. For this assignment, you will read your
definition paper to the class and then field questions from the class about the insight you offer to the field
of censorship studies. You will be graded on how effectively you participate in the academic discourse of
conference presentations, how effectively you synthesize your written project into a persuasive
presentation using the canons of rhetoric, in addition to criteria mentioned on Communicating Across the
Curriculum’s “Speaking Competencies” assessment form.
Entering a Critical Conversation Project
►Writing Component: Persuasive Research Paper (meets objectives 1, 2, 4): This writing
assignment will ask you to expand your ideas for the critical conversation into a larger, more nuanced
persuasive paper. In this essay, you will elaborate on your initial opinions through more extensive
examples and research. You will also have the chance to address any concerns about your argument that
developed during your “critical conversation” presentation. You will be graded upon your use of
convincing rhetoric and supporting research.
►Speaking Component: Critical Conversation (10 minutes, meets objectives 1, 2, 3, 4): This
assignment will ask you to consider information distributed at the national level in times of crisis. You
will be assigned to a group that addresses a specific critical issue from Dave Egger’s Zeitoun. Some
possible group topics might be: national response to local crises, racial issues relevant to Hurricane
Katrina, outcomes of U.S.’s War on Terror, and social responsibility versus personal preservation. Using
information distributed (and being distributed) on the issue, you and your group members will research
your assigned topic and then participate in a critical conversation about the issue that must last for ten
minutes. Your job is to sift through different bits of information presented about Hurricane Katrina and
try to make sense of the many existing narratives. The critical conversation should demonstrate your
knowledge of oral argumentative discourse. Each group member will outline his or her stance on the
critical issue and ask questions of other group members. You may choose to outline the general direction
of your conversation beforehand, paying careful attention to how you want to arrange, style, and deliver
your critical conversation. Each group member must submit an individual bibliography of sources
cited/consulted. After the critical conversation, you will be required to fill out a "Group Evaluation" form
in which you assess your group's rhetorical choices. Your grade for this project will be an average of a
group grade (using the NCA Competent Speaker Evaluation Form) and an individual grade. You will be
graded on how extensively you prepared for the conversation, how effectively you engage with the other
speakers, and how well you synthesize an overall polished presentation.
Satirical Sketch Project
►Writing Component: Rhetorical Analysis of Your Satirical Sketch (meets objectives 1, 2, 4): This
final work will be a way to display all of the learning and writing you have done this semester. Utilizing
your skills in organization, persuasion, and analysis, explore how well the rhetoric in your satirical speech
achieved its desired purpose. In other words, think about the degree to which your presentation was
effective. Explain the choices made when working through the rhetorical canons for your presentation.
What rhetorical choices about content, organization, and expression worked especially well for your
audience? Which ones could be revised for greater audience appeal? You will be graded on how well you
synthesize your sketch into a rhetorical analysis, your knowledge of satire as a mode of argumentative
discourse, your attention to audience, relevant use of details, and organizational technique.
►Speaking Component: Satirical Sketch (15 minutes, meets objectives 1, 2, 3, 4): Your group will
construct a satirical sketch that voices an argument about a controversial issue of your choosing. This
presentation can be scripted or unscripted. Either way, it must be well rehearsed and clearly demonstrate a
social critique veiled in satire, following the examples of satirical writing/speeches discussed in class.
You will be graded on thoughtful consideration of the issue, knowledge of satire as a mode of
argumentative discourse, effective communication of your argument, and appeal to audience. As with the
Critical Conversation, your project grade will be an average of a group and individual grade.
►Class Participation: Class participation means reading the assignments, sharing your thoughts on the
material AND bringing your books to class. If students are not doing the reading, I will give unannounced
quizzes to test for reading completion. I will periodically call on students at random to lead discussion on
the assigned readings for a very short period of time. These student-led discussions are informal and are
to help me see what interests you about specific readings. It might be helpful to come to class prepared
with questions/comments on the reading in case you are called at random to lead the short discussion.
►Conferencing: As part of your participation grade, you will attend at least one conference with me
over the course of the semester. Please come to these conferences with a few questions or concerns in
mind that you would like to discuss in order to maximize our conference time.
►Peer-Editing: We will peer-edit all three papers due this semester. For the first two papers, you will
take notes on your peer's writing and compose a one page response to the student, due at the next class.
We will not do a written peer-response for the third paper due to time constraints. You will not receive a
specific grade on your peer-editing responses but you MUST hand in a first draft of your paper and
a peer-response to get higher than a "C" on the final paper.
Grading:
►Class Participation: 10%
►Presentations: 40% total
- Conference Presentation: 10%
- Critical Conversation: 10%
- Satirical Sketch: 20%
► Conference: 10%
►Writing Assignments: 40% total (I do not grade the first draft, but do give short comments and
feed-back to help you revise for the second draft)
- Definition Paper: 10%
- Persuasive Paper: 10%
- Rhetorical Analysis of Satirical Sketch: 20%
_______________________________
Total = 100%
Explanation of Grades Per UNCG's Undergraduate Bulletin
A
Excellent indicates achievement of distinction and excellence in several if not all of the following
aspects: 1) completeness and accuracy of knowledge; 2) intelligent use of knowledge; 3)
independence of work; 4) originality.
B
Good indicates general achievement superior to the acceptable standard defined as C. It involves
excellence in some aspects of the work, as indicated in the definition of A.
C
Average indicates the acceptable standard for graduation from UNCG. It involves such quality and
quantity of work as may fairly be expected of a student of normal ability who gives to the course a
reasonable amount of time, effort, and attention. Such acceptable standards should include the
following factors: 1) familiarity with the content of the course; 2) familiarity with the methods of
study of the course; 3) full participation in the work of the class; 4) ability to write about the
subject in intelligible English.
D
Lowest Passing Grade indicates work which falls below the acceptable standards defined as C but
which is of sufficient quality and quantity to be counted in the hours of graduation if balanced by
superior work in other courses.
F
Failure indicates failure that may not be made up except by repeating the course.
Attendance Policy (Per English Department Guidelines):
► Students in Tuesday/Thursday classes are allowed a maximum of two absences without a grade
penalty (to be defined by the individual instructor). After two absences, I will deduct half a letter grade
from your final grade for each absence.
►Students who miss four classes on a T/TR schedule will fail the course.
►Please sign the attendance sheet at the beginning of each class.
► The attendance sign-in sheet is removed 10 minutes into class and you will not get credit for the day's
attendance if you are more than 10 minutes late.
► The Writing & Speaking Centers, 3211 MHRA: We will take a trip or have a speaker from both
facilities to and learn about the services offered there.
The Writing Center (http://www.uncg.edu/eng/writingcenter, 334-3282) is a resource available for
students who want additional feedback on written work above and beyond your peer workshops and
individual conferences with me. They can help with any stage of the writing process, from finding a topic,
research, revisions, to final editing. Online services are also available.
The Speaking Center (http://speakingcenter.uncg.edu, 256-1346) works with individuals and groups
preparing for oral presentations. Students practice presentations while a consultant takes notes and then
discusses what has been done well and where there is room for improvement. They can also videotape a
performance so you may critique your own presentation. Nothing will help your oral presentation grade
more than practice, practice, practice. We will do plenty of this in class, but the Speaking Center can give
you an additional edge. It will make your much more familiar with your content and comfortable
delivering your message.
Hours: Monday-Thursday 9am – 8pm
Friday 9am - 3pm
Sunday 5pm - 8pm
Phone: 334-3125
Paper Formatting:
►All papers must be typed in 12 point Times New Roman font.
►Please format papers with one inch margins.
►Essays should be double spaced.
►Please include your name, course number, and date in your essay heading.
►Drafts must be stapled. I do not carry a stapler.
►References must be cited in MLA format. Please see me if you have formatting questions.
Academic Integrity: Because much of this course is designed to help you facilitate your own thoughts
and ideas, plagiarism and cheating will not be tolerated.
“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.
To avoid confusion about plagiarism, we will have lessons on how to document all of our sources in
proper MLA style. Also, please refer to the MLA guidelines in the back of Techne Rhetorike. If a student
is caught borrowing someone else’s ideas without proper documentation, falsifying information, or
cheating, the results will be either a required re-write, a drastic reduction in the final course grade or
referral to campus authorities.
Distraction Policy: Distractions should be minimized to make the most out of our limited time. In other
words, please silence cell phones and refrain from texting to avoid distracting other students.
► Additionally, you may find yourself sleepy from staying up all night to ensure that your assignments
are handed in on time. However, if you are sleeping in class, you will receive an absence for the day.
►I do not like laptops and prefer them not to be used in class.
Disability/Learning Difference 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; e-mail:
ods@uncg.edu.
Classroom Community: I want our ENG 102 class to be a safe and friendly space where everyone can
practice speaking and writing without fear of harsh critique. We all have similar struggles with writing
and public speaking and you should view each other (and me) as a support system that can help you meet
your communication goals. Please make an appointment to come see me if you find yourself struggling
with the class as soon as possible. Do not wait until you fall behind in your studies.
Additional Resources:
►Counseling and Testing Center: 336-334-5874
►Student Academic Services: 334-5730
►Student Success Center: 334-7533
Things to Remember:
► If you do not hand in a peer-edit response and a first draft, you cannot earn higher than a "C" on your
final paper. If you are deathly ill and unable to hand in a paper on its due date, you must make
arrangements with me to submit your first draft within a few days and find a peer's paper to peer-edit if
you want credit for those activities.
►Papers are due at the beginning of class.
►Presentations must be given on the assigned date.
► I do not under any circumstances accept electronic submission of writing assignments. All drafts must
be handed in as hard copies.
►I will give brief comments/suggestions on your paper's first draft. If you would like more feedback,
please come see me during my office hours.
Course Calendar
*Subject to change as needed*
Text Code:
TR- Techne Rhetorike
OP- Oral Presentations in the Composition Course
Z- Zeitoun
CD- Course Documents
Week One: Rhetoric of Censorship
T 8/24/10: Introductions, Syllabus Review
TR 8/26/10- Review of Rhetorical Concepts: TR- "Introduction to Rhetorical Concepts" pg. 12; CD"The Greater Part of the Stories Current Today We Shall Have to Reject" by Plato
Week Two: Defining Public Speaking and the Definition Essay
T 8/31/10- UNCG's Speaking Center/Why a Writing Class on Public Speaking?: TR- "Oral
Presentations in the Composition Classroom" pg. 176; CD- "Understanding Speaking" by Sprague and
Stuart; CD- "Conversational Ballgames" by Masterson Sakamoto
TR 9/2/10- Sample Definition Narratives: CD- "Student Sample Definition Essay: Patriotism" from
OWL at Perdue; OP- "Choosing a Topic" pg.3; OP- "Determining Your Purpose" pg. 6; CD- "Protecting
Freedom of Expression on the Campus" by Bok; CD- "The Tyranny of Choice" by Schwartz
Week Three: From Paper to Panel
T 9/7/10: CD- "On Racist Speech" by Lawrence; CD- "Double-Talk" by Bass; CD- "Conference Rules"
by Kerber
TR 9/9/10- Turning the Essay into a Polished Presentation: OP- "Adapting Your Ideas and Evidence"
pg. 29; CD- "Overcoming Fear of Speaking" by Sprague and Stuart
First Draft of Definition Narrative Due. Peer review in class/Use peer feedback to decide what to
include in conference presentation.
Week Four: Ready, Set, Go
T 9/14/10- Paper Presentations Due
First Peer-Edit Response Due
TR 9/16/10- Paper Presentations Due
Week Five: Detecting and Developing an Audience
T 9/21/10-Who is Egger's Audience?: TR- "Developing an Idea of the Audience" pg. 56; Z- 1st half
Final Draft of Definition Narrative Due.
TR 9/23/10: Z- 2nd half, CD- "Standing Up to One's Own Neighbors" by Siems
Week Six: Visualizing the Critical Conversation (instead of the documentary, we may use this week
to work on other issues as needed or organizing our critical conversations)
T 9/28/10- What Others Are Saying: Spike Lee's "When the Levees Broke: A Requiem in Four Acts"
(in class); CD- "Evaluating Speeches" by Blankenship
TR 9/30/10: Spike Lee's "When the Levees Broke: A Requiem in Four Acts" (in class)
Class time will be given to divide up research interests.
Week Seven: Sharing the Critical Conversation
T 10/5/10- Organizing Group Presentations: CD- "A Forensic View: Oral Presentation and Debate" by
Barnett and Bedau; OP- "Presenting as a Group" pg. 78; OP- "Organizing Your Presentation" pg. 40
Class time will be given to outline direction of critical conversations.
TR 10/7/10- Critical Conversations Due; OP- "Evaluating Presentations" pg. 82
Week Eight: Midterm Assessment
T 10/12/10- NO CLASS, FALL BREAK
TR 10/14/10- NO CLASS. Individual Conferences. Bring group-assessment of Critical Conversation to
conference.
Week Nine: Turning the Spoken Conversation into a Written Argument
T 10/19/10- NO CLASS. Individual Conferences. Bring group-assessment of Critical Conversation to
conference.
TR 10/21/10- Substantiating the Written Argument: TR- "Researching Rhetorically" pg. 112; TR"Finding a Conversation to Find Research" pg. 118; TR- "Keeping the Beat" pg. 131
(possible visit to library. TBA)
Week Ten: Satire in Response to Censorship
T 10/26/10- Satire as a Mode of Argumentative Discourse: CD- "The Zenger Case Revisited: Satire,
Sedition and Political Debate in Eighteenth Century America" by Olson
TR 10/28/10- Style in Speech and Writing: CD- "Style: Some Practical Applications" by Blankenship;
CD- "American Pie" by Miller; CD- "A Modest Proposal" by Swift ; CD "Articles from The Onion"
Week Eleven: More Speaking Skills
T 11/2/10- Make It Interesting: CD- "Attention and Interest" by Sprague and Stuart
First Draft of Persuasive Paper Due- Peer edit in class
TR 11/4/10- Odds and Ends about Speaking: CD- "Delivery" by Blankenship; OP- "Using Visual
Aids" pg. 57; CD- "Speaking Ethics" by Sprague and Stuart; Class time given to inventing the Satirical
Sketch
2nd Peer-Edit Response Due
Week Twelve: Polishing the Presentation
T 11/9/10- Practice Makes Perfect: OP- "Practicing, Polishing, and Delivering the Presentation" pg. 68;
CD- "Practice Sessions" by Sprague and Stuart; Class time for practicing Satirical Sketches
Final Draft of Persuasive Paper Due
TR 11/11/10- NO CLASS, Group conferences with me about Satirical Sketches
Week Thirteen: Presentation of the Final Product
T 11/16/10- Satirical Sketches
TR 11/18/10- Satirical Sketches
Week Fourteen: Thinking About Your Sketch as a Rhetorical Argument
T 11/23/10- Analyzing Your Sketch: TR- "Textual Analysis"pg. 191; CD- "How Do You Know It's
Good?" by Mannes
TR 11/25/10 - NO CLASS, HOLIDAY
Week Fifteen-Wrapping Up
T 11/30/10- Reflecting on Reflection:
First Draft Rhetorical Analysis Due- Peer edit in class (no written peer-response)
TR 12/2/10- If Technology permits, we will watch videos of our rhetorical sketches.
Final Draft Rhetorical Analysis Due
FINAL EXAM: show up to receive grades for the semester.
ENG 102.5: Tuesday, December 14, 8-11 am.
ENG 102.8: Thursday, December 9, 8-11 am.