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ENG 100-006
MWF 9:00-9:50
Morton Hall Rm. 210
Spring 2014
COLLEGE WRITING AND READING 1-Global Emphasis
Elizabeth James
Morton 100A
jamese@uncw.edu
Office Hours:
W: 10:30-11:30
T: 2:00-3:00
Or By Appointment
Required Texts and Supplies:
1. Hirschberg, Stuart and Terry Hirschberg. Patterns Across Cultures. 2nd. Ed.
Boston:Cengage, 2014. ISBN 978-1-285-16248-5
2. UNCW College of Arts and Sciences. Composition Handbook. Southlake
TX:Fountainhead Press, 2013. ISBN 978-1-59871-687-0
3. (1) Composition Notebook (for a writing journal)
I strongly recommend:
1 Flash (thumb, jump, usb) Drive
Catalogue Description
ENG100: College Writing and Reading I Global Emphasis (3) Prerequisite: evidence of
competence on an English placement exam. Introduction to the composing process,
with a content emphasis on international issues. This course focuses on rhetorical
analysis of diverse authors and aims at enhancing students’ global awareness. Students
practice narrative and expository forms appropriate to academic writing. Students also
conduct research using print and online sources, correctly document sources, and write
persuasively.
Course Learning Outcomes

Students will identify the structural components, including thesis, supporting evidence,
and various rhetorical strategies, for all essays read and written. Students will articulate
in a variety of venues how audience expectation shapes purpose in their own writing
and in the essays they read. [CMP1]

Through a variety of writing and speaking opportunities, students will demonstrate how
multiple assigned readings are “in conversation” with one another. [CMP2]

Students will summarize an array of viewpoints they have read on a given topic.
Students will synthesize these viewpoints as a means of “mapping” a field of
perspectives. Students will analyze these viewpoints in order to assess how and where
their own views and experiences relate to those they've encountered in their reading.
[CMP3]
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
Students will demonstrate a familiarity with the stages of the composing process.
Students will engage in rubric-guided peer review. Students will demonstrate through
proofreading and editing an awareness of the difference between a working draft and a
polished version of an essay. Students will enact a revision of their writing, thereby
demonstrating an awareness of the ongoing nature of the writing process. [CMP4]

Students will identify not only the print or online source from which their readings are
taken but will also identify the global positioning of the author's writing situation,
thereby determining how historical and geographical locations shape the production
and reception of ideas and texts. Such an emphasis on global stances will familiarize
students with issues of concern to writers from a variety of locations, and, as a result,
students will be able to articulate what issues matter to whom, where, when, and why.
[GS1]

Students will analyze and synthesize the globally-dispersed perspectives presented in
course readings in order to address and complete specific writing prompts and
exercises. [GS2]

Students will demonstrate an awareness of how their own views on given topics relate
to those of writers from around the world. This awareness of relation introduces
students to cultural difference and encourages students to tolerate cultural ambiguity.
[GS3]
Course Requirements:
The focus in this course is writing and reading critically.
Keeping these things in mind, you will be reading critically from selections
in the textbook and on Blackboard. You will complete four (4) writing
assignments some with multiple drafts so we can talk with our peers and
in-class about how it is going. You will participate in at least one instant
grade conference with me. You will participate in classroom and Black
Board discussions. Plus, there will be in-class and homework writings in
your writing journal that reflect on and explore the class readings and
rhetorical strategies for your own writing.
EVALUATION:
The Assignment Percentage Value:
Active Participation
Journal/Homework-in & out of class writing
Essay 1-Narrative Essay
Essay 2-Parks Critical Essay
Essay 3- Rhetorical Analysis for Argument
Essay 4-Multimedia Argument Essay
Percent / Points
10 % / 100
20 % / 200
15 % / 150
20 % / 200
10 % / 100
25%
/ 250
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



Active Participation This means: Read the material and contribute to class discussions
and activities in an educated manner. Volunteer to read, add insightful conversation,
and pay attention to others when they are speaking. Partake in group activities and
provide useful feedback to classmates’ essays and projects. Active participation also
involves contributing relevant outside information for class use. For example, you may
see a piece that discusses an issue present in one of our readings or class discussions.
Please share it with us. PLEASE NOTE: If you do not have your textbook/reading
material you will not be perceived as participating. Bring it to every class!!
Journals/Homework involve a brief 100-300 word response to a prompt or an exercise
from the text or any homework reading. Your responses will be available for everyone
to see and should be written with that in mind, when you quote please provide the page
number and quotation marks in any writing; depending on the assignment and audience
for each the writing can be formal or informal, but no matter what, please take the time
to write legibly.
Essay Assignments, Homework and Journals will be explained further on the course
calendar tab or under the assignment tab on Blackboard. (EXTRA CREDIT can be earned
for each essay by making a one-on-one 50 minute appointment at the Writing Center.
No credit will be given for drop-in visits to the Writing Center Lab or the Online
Submission format, although use of those services is also encouraged.)
All papers will be typed, MLA format. Times New Roman. 12 point. All electronic
document files will be Microsoft Word.doc or .docx. (If you have only a MAC computer
be SURE to purchase the Word software for Mac. It is the only reliable way to provide
the .doc(x) format. Conversions are often amazingly wonky.) Pdf.s or any other file
type will NOT be accepted. Format for naming electronic files is as follows: Last nameFirst Name-Assignment Name.docx Do this the first time you create the file so you
don’t have to worry about changing it later.
We will discuss the criteria for successful writing in class, and rubrics will be provided.
Grades will be given as follows:
A = 93-100
B = 83-86
C = 73-76
D = 63-66
A- = 90-92
B- = 80-82
C- = 70-72
D- = 60-62
B+ = 87-89
C+ = 77-79
D+ = 67-69
F = Below 60
COURSE POLICIES:
Attendance- Attendance is required. In this class we will engage in frequent discussions
and have in-class writing assignments, so missing a class will cause you to fall behind. To
encourage perfect attendance a grade increase of 15 points will be afforded to all
students who have perfect attendance for the semester. On the other hand, if you miss
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more than THREE classes each additional miss will reduce your grade by one full letter
grade. If you miss SIX classes you will fail the course even if I have given you the
opportunity to get extra credit to mitigate the reduced grade of any absence beyond
three. In a T/TH class that is equivalent to missing three weeks of class. There is NO
difference between excused and unexcused absences. If you must miss class it is your
responsibility to find out what you missed from another classmate. I will not respond to
any email that asks what was missed in class on a day you were absent. BUT if you know
you have to miss a class and ask me ahead of time I will let you know what you will miss
and what assignments you will still need to complete.
In the space below, write down the names, phone numbers, and email addresses of
three people near you. These will be the people you contact to get information about
class time you missed.
1.
________________
2.
________________
3.
______________
Course Time- Arriving late or departing early from a class is rude and disruptive. A
pattern of late arrivals/early departures will be counted as absences and have the same
effect as an absence. Important: If you are tardy, you MUST see me after class to
confirm that you were present. Otherwise, I may forget and will mark you as absent. I
cannot, unfortunately, later change the record.
Technology- Please turn all cell phone ringers to silent (not vibrate) during class. NO
CELL PHONE USE! Laptops can be used for in-class note taking or research only. If you
use your phone-laptop-tablet, I will ask you to leave and you will be considered absent
for that class period.
Due Dates- All assignments are expected on their due date. NO LATE ASSIGNMENTS will
be accepted. If you will be absent be sure that you email me your assignment no later
than the end of the class you will have to miss. In-class work should be done beforehand
and emailed to me. This means you have to be proactive. If you miss peer review or do
not bring in a draft on that day for your peers to review you will receive a zero for the
draft. Do not miss peer review days. They are marked on the calendar, and there is no
way to “make these up”. If you miss a class, you need to ask a fellow student for what
was missed so you don’t miss any assignments given in class.
Recycling Papers- While I highly encourage recycling non-renewable resources, it is not
permissible in this class to re-use an essay you wrote for another course. This is
considered academically dishonest. Crafting essays is a chance for you to grow
intellectually and the more you write, the better you will become at it. Recycling
someone else’s paper is considered plagiarism. See below.
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Email Etiquette- Please use proper address and signatures on your emails; do not use
texting language, and please be polite. In addition, I often teach multiple classes so
include the class name and time along with your name. Check your email and
Blackboard frequently for class correspondence.
In Class Behavior- Please limit side conversations, they are distracting and rude to
whomever is speaking AND it means you are missing what is being said. Also, please see
the Seahawk Respect Compact at this link:
http://uncw.edu/diversity/documents/ApprovedSeahawkRespectCompact8x10.08.09.pdf
GENERAL POLICIES:
Academic Integrity
All students enrolled at UNCW are subject to the UNCW Student Academic Honor Code
(hereafter referred to as the Honor Code), which is intended to help every member of
the UNCW community appreciate the high value placed on academic integrity and the
means that will be employed to ensure its preservation. Students are expected to
perpetuate a campus culture where each student does his or her own work while relying
on appropriate resources for assistance. In such a climate students enjoy a special trust
that they are members of a unique community where one’s thoughts and words are
attributed correctly and with proper ownership, and where there is little need for
systems to sanction those who cheat. As such, all UNCW students shall commit to the
principles and spirit of the Honor Code by adhering to the following pledge:
“As a student at The University of North Carolina Wilmington, I am
committed to honesty and truthfulness in academic inquiry and in the
pursuit of knowledge.
I pledge to uphold and promote the UNCW Student Academic Honor Code.”
Academic dishonesty in any form will not be tolerated in this class. Please be especially
familiar with UNCW’s position on plagiarism as outlined in the Honor Code:
You’ll find the Honor Code posted at http://uncw.edu/odos/honorcode/
Students with Disabilities
Students with diagnosed disabilities should contact the Disability Resource Center (9627555). Please give me a copy of the letter you receive from the DRC detailing class
accommodations you may need. If you require accommodation for test-taking or for
other assignments, please make sure I have the referral letter no less than three days
before the test or due date. http://uncw.edu/disability/
Violence and Harassment
UNCW practices a zero tolerance policy for any kind of violent or harassing behavior. If
you are experiencing an emergency of this type contact the police at 911 or UNCW CARE
at 962-2273. Resources for individuals concerned with a violent or harassing situation
can be located at http://www.uncw.edu/wsrc/crisis.html
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Religious Observance Policy
In accordance with NC SL 2010-211, you are entitled to two excused absences for
religious observances per academic year. You must inform me in writing the first week
of class if you will be missing any classes due to religious observance and using one of
the two permissible absences for the academic year. In addition, please inform the
Registrar the first week of class who will then confirm your intentions to miss class with
the impacted course instructors. Any absence for religious purposes will be considered
unexcused unless you submit the request in writing the first week to both me and the
Registrar via Seanet.
The UNCW Statement on Diversity in the University Community
As an institution of higher learning, the University of North Carolina Wilmington
represents a rich diversity of human beings among its faculty, staff, and students and is
committed to maintaining a campus environment that values that diversity.
Accordingly, the university supports policies, curricula, and co-curricular activities that
encourage understanding of and appreciation for all members of its community and will
not tolerate any harassment or disrespect for persons because of race, gender, age,
color, national origin, ethnicity, creed, religion, disability, sexual orientation, political
affiliation, marital status, or relationship to other university constituents.
WRITING SERVICES at the University Learning Center
DePaolo Hall, first floor
910.962.7857
http://www.uncw.edu/ulc/writing/index.html
All writers need readers, and the more readers you have while drafting a paper, the better your
paper can become. Writing Services provides experienced peer readers for all UNCW students
as they develop and improve their writing skills. Writing Services are not remedial, but
designed for all student writers who want to improve their papers. Students can get help with
their writing in three ways:
1. The Writing Center (DE1003) provides one-on-one writing consultations led by faculty
recommended peer writing tutors who are trained to help students develop specific
revision plans. Visit our website to schedule an appointment:
http://www.uncw.edu/ulc/writing/center.html
2. Students can also receive electronic response to their developing papers through our Online
Writing & Learning (OWL) program. Visit our website for a variety of writing resources:
handouts, guides, useful links, and the Online Consultation link:
http://www.uncw.edu/ulc/writing/owl.html
3. Students can drop-in at our Writing Lab (DE 1003) for help with quick questions about their
developing papers. The Writing Lab is staffed with a writing tutor, and has a few computers
and other writing resources for students. Check out the Writing Lab schedule here:
http://www.uncw.edu/ulc/writing/lab.html
SCHEDULE OF CLASSES
ENG100-006
READING AND WRITING 1-GLOBAL EMPHASIS
Beth James
JANUARY
Sun
Monday
Tuesday Wednesday
Thursday Friday
Sat
1
2
3
4
5
6
7
8
9
10
11
12
13 CLASSES BEGIN
In class: Write in journal what YOU
expect from this class.
Go over Syllabus and my
expectations of this class.
14
15 HMWK for today, read Tim
O'Brien's The Things We Carried 1-8
and take notes in your journal.
Available on BlackBoard(BB) under
Additional Readings ALSO write one
interesting fact to share in class.
In class: Student Introductions
Word Denotation and Connotation
FLAG
22 HMWK-read Patterns 1-13 and
take notes on Octavio Paz's Fiestas
in the double entry style.
In class:
Talk about festivals, fiestas,
celebrations.
16
17 HMWK-read the 2nd half of
O'Brien. 8-17 and take notes as
described in class. Bring in images
etc… to decorate journals-Global.
Define Global for yourself in your
journal.
In-class
Decorate Journals---Notetakeing--Double Entry Journal
24 HMWK-read in Patterns 137-141
…Rainy Mountain and 394-400
…Kumbh Mela
In class:
Talk about pilgrimage.
Fast write about three celebrations.
18
29 HMWK-write in your journal
about how the word global, your
own writing AND the class readings
interrelate.
In class:
Talk about journal entries and
celebrations
30
Take notes in your journal for all
class readings!!
19
20
MARTIN LUTHER KING DAY
26
27 HMWK-read Patterns 133-135
Pico Iyer- Cuba AND 142-146 Mireya
Mayor-Madagascar
In class:
Talk about readings and first paper
prompt
21
LAST
DAY TO
ADD OR
DROP
28
FEBRUARY
23
31 No Homework for today
In class:
Show Rick Bayless’s Day of Dead
celebration (pbs)
Fast write about the food associated
with your paper celebration.
Describe it!
25
SCHEDULE OF CLASSES
Sun
ENG100-006
READING AND WRITING 1-GLOBAL EMPHASIS
Monday
Tuesday Wednesday
Beth James
Thursday Friday
Remember to take notes in your
journal for all class readings!!
2
Sat
1
3 HMWK-read Patterns Ch. 4 except
Maasai essay and Rainy Mountain
In class: talk about how description
works in the readings.
Free-Write-Describe the people at
the celebration.
4
5 HMWK-Work on Description Draft
for Friday
In class: Talk about comparisons and
best descriptive practices.
Free-Write-Describe the place of the
celebration.
6
9
10 HMWK- read Patterns pages 6376 and 97-109
In class: Elements of Narrative
Use your descriptions from the
Description Draft to jump start your
narrative.
16
23
11
12 HMWK- Work on adding your
description into a narrative essay.
Draft for Friday.
In class: Group work on finding the
story in your narrative.
13
14 Descriptive Narrative Essay Draft
Peer Review
Sign Up For Grade Conference.
ESSAYS are DUE by your conference
time. Print out and bring final,
journal and drafts to conference.
15
17 No Homework-FINALIZE YOUR
DESCRIPTIVE NARRATIVE DRAFT
In class: Go to your Conference time
instead of this class time.
18
20
21 No Homework
In class: Show National Parks slide
show and talk about National
Identity.
Fast write on National Parks
22
24 HMWK- read Muir and Thomas
Jefferson on BB additional readings
tab.
In class: John Muir discussion groups
and questions.
25
19 HMWK-Stephen King On Writing
available on BB under additional
readings.
In class: discuss Toolbox. Grammar.
Free write on singing the wrong
lyrics. Using the wrong expression.
26 HMWK- Read Page 40 in Patterns
and reread Thomas Jefferson and
the Dead Moose. Summarize the
article in one paragraph on no more
than one page MLA format double
space hard copy. Bring to class. In
class: Summarizing for use in an
essay.
27
28 HMWK-Read Pg42-43 in Patterns
& Amitav Ghosh’s Four Corners.(on
BB) Paraphrase the article on no
more than 1.5 pgs MLA format
double space hard copy. Bring to
class. In class: Summarizing for use
in an essay.Explain exploratory
writing.
LAST DAY TO DROP WITH A W
MARCH
7 Description Draft Due
8
In class: PEER REVIEW
SCHEDULE OF CLASSES
Sun
ENG100-006
READING AND WRITING 1-GLOBAL EMPHASIS
Monday
Tues
Wednesday
Beth James
Thurs
Friday
2
SPRING BREAK FROM MARCH 3 TO MARCH 7
9
10 HMWK-read Muskrat
Conundrum by David Quammen ON
BB. In journal take notes and at the
end of the notes write about how
this article might change how you
view national parks.
In class: review summarizing,
paraphrasing, quoting
11
17 HMWK-Work on Final Draft AND
BRING IN A VISUAL OR MEMENTO
(or if it is digital email it to me
before class)
In class: Discuss Using visuals what
makes them work? How can you use
them effectively?
24 HMWK-Read Patterns pgs. 77-82
AND 502-505
Question of Race-Filling out FormsOTHER Brainstorm Topics.
National Parks:Essay 2 DUE.
UPLOAD TO SAFE ASSIGN BY NOON
31 Library Day
Please show up to room 1022; it is
the glassed in computer room on
the left just past the 1st flr stairs.
Come with a topic on “us vs. them”
or ‘Otherness’
18
16
23
30
12 HMWK-read pgs. 209-213 and
221-234 (in CH. 6) also pgs 43-44.
Two Exploratory Pages Due. Printed
out for class.
13
In class: Discuss comparing and
contrasting and synthesizing
sources. Use readings as examples.
25
19
HMWK-Work on Final Draft
AND read “introductions” available
on BB under additional readings.
In class: Discuss INTRODUCTIONS
Free write-three different
introductions.
26 HMWK-read pgs. 471-486
(CH12)
In class: Discuss Making an
Argument-Fallacies “Angry Kid”
video
LOGOS PATHOS ETHOS
APRIL
20
14 HMWK- READ THE VANISHING LIONS
ON BLACKBOARD AND read peers
explorations questions. Mark or write
what intrigues you. What you like best
and least. How would you suggest they
connect their experience with a question
you like? How would you suggest they
connect those with 2 class readings about
parks? In class: group discussions on PR
21
HMWK-Work on Final Draft
Sat
1
8
15
22
In class: Discuss CONCLUSIONS and
question and answer about drafts.
CITATIONS revisited-in text.
27
28 26 HMWK-Look at Half-time in
America video available on BB under
LINKS
In class: Discuss LOGOS PATHOS ETHOSContinued. In class discussion on State
Farm ads.
Remember to take notes in your journal
for all class readings!!
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SCHEDULE OF CLASSES
Sun
ENG100-006
READING AND WRITING 1-GLOBAL EMPHASIS
Monday
March 31 Library Day
Tuesday
Wednesday
Thursday Friday
Sat
1
2
In-class: HOW to Structure an
Analysis
3
4 Please bring to class the article
you are going to analyze.
In-class: Find the logos-ethospathos-author info. Etc..
5
8
9 HMWK-Read Patterns pgs. 318321 “Why I Quit the Klan”
In-class: Enemies Vs. Friends
analyze the reading.
Free write narrow topic down to an
argument research question-thesis.
10
11
12
Remember to take notes in your
journal for all class readings!!
6
7 HMWK-Read Patterns pgs. 77-81
“where’s the hate-being” an ”Being
an Other”
In-class: analyzing the two readings.
Beth James
Rhetorical Annalysis:Essay 3
DUE/Bring hardcopy to class. (PR)
In-class: show US and Russia ABC
video.
Free write and discussion on
enemies and allies.
Final due upload to safe assign
13
20
27
14 HMWK-Read Patterns pgs. 323328 AND 492-496
In-class: Humans vs. the
Environment
Subject Brainstorming with peer
round robin on wall.
21 Reread Patterns argument
chapter 471-481 and Student Essay
example. 515-523. In journal-How
can you apply these suggestions or
examples.
In-class: Free write’ hook’. (revisit
intros)
28 HMWK-Work on Final Draft AND
BRING IN Graph/Table AND Image
(or if it is digital email it to me
before class)
FINAL EXAM TIME:
15
16
In-class: Brainstorming for
Multimedia portion of final essay.
Show Rap Battles. Remind about
ABC video. Show AudacityMoviemaker-Photo-story free
software.
22
23 ARGUMENT FIRST DRAFT DUEENGLISH Print Out and Bring to Class
In
In-class: Peer Review
ACTION
3:305:00
29
19
EASTER BREAK
APRIL 17 AND APRIL 18
24
25 Bring Computers to Class.
In-class work on multi-media
30 LAST DAY OF CLASS
Fiesta!
FINAL for Paper Due.
MONDAY MAY 5 8:00 a.m.-11:00 a.m. Multimedia Presentations
26