Instructor: Rachel Bowman
Email: rlbowman@uncg.edu
Office: MHRA 3210E
Office Hours: W 9:00-10:00 & by appt.
Composition I
ENG 101-01
Spring 2010 / MWF 8:00-8:50
MHRA 1213
SYLLABUS
~subject to change at instructor’s discretion~
Course Description
English 101 satisfies 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”
(http://www.uncg.edu/reg/Catalog/current/UnivReq/GECDescription.html).
In addition, English 101 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
(2007-2008 UNCG Undergraduate Bulletin 53
The framework for building these reasoning and discourse skills in ENG 101-01 will be
the question, “Why education?” Answers to this question have ranged, depending on
context and individual inclination, from “to master a necessary skill set” to “to acquire
status or cultural capital” to “to foster a life of the mind, which is its own reward.” All of
the readings and assignments in this course address this question or offer some answers;
though our subject matter may change, we will continue to return to this framing theme.
Thus the comprehensive aim of this course is that students discover or construct a
personally satisfying and communally responsible answer to this question and equip
themselves to pursue their own educational goals in the academy.
Course Objectives
1. To help students develop the ability to analyze texts, construct cogent
arguments, and provide evidence for their ideas in writing;
2. To provide students with multiple examples of argumentative and analytical
discourse as illustrated via student and professional/published texts;
3. To introduce students to rhetorical concepts of audience, writer, message and
context, and how to employ these in both formal and informal writing situations;
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4. To help students develop the ability to summarize, paraphrase, and use direct
quotations in writing;
5. To promote to student writers the value of writing-to-learn through sequenced
assignments rooted in a common theme or focus;
6. To introduce students to the act of writing as a public and community-based
process through the activities of drafting, peer review, and revision.
Required Texts
Graff, Gerald, and Cathy Birkenstein. “They Say / I Say”: The Moves that Matter in
Academic Writing. New York: Norton, 2006. Print. [ISBN 9780393924091]
Lyda, Laurie, Alan Benson, Will Dodson, and Katie Fennell, eds. Technê Rhêtorike:
Techniques of Discourse for Writers and Speakers. 1st ed. Southlake, TX:
Fountainhead, 2009. Print. [ISBN 978-1-59871-254-4]
Various readings posted on Blackboard. You must print these and bring them to class on
the day we discuss them.
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” (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. Violations will result in failure of the assignment as well as a possible mark on
your university record and/or failure of the course.
Attendance/Lateness Policy
Because much of the course’s activity takes place in class, attendance is paramount.
Departmental policy states that students in MWF classes are allowed a maximum of three
absences without a grade penalty. Four absences will result in a final grade lowered by
one third of a letter (A will become A-), five absences will result in a final grade lowered
by two thirds of a letter (A will become B+), and six absences will result in a final grade
lowered by a whole letter (A will become B). Students who miss more than six classes
will fail the course.
Students are expected to arrive on time; consistent failure to do so will be counted as an
absence.
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Accommodations
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.
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 consultants 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. Located in the
Moore Humanities and Research Building, room 3211. Online usage and citation guides
are also available at <http://www.uncg.edu/eng/writingcenter>.
I will offer extra credit—a third of a letter added to your participation grade—for a trip to
the Writing Center to work on an assignment for any class. Simply ask the consultant to
notify me in addition to your instructor for that class. *I encourage you to go as many
times as are helpful, but your participation grade can only be raised by one third of a
letter.
Class Participation
Class discussion is a place to stimulate new thinking, to speak and to see how others react
to your thoughts, to watch the play of ideas in an arena specifically created for such
play—it can be exciting and fulfilling. Or it can be very boring. The best way to have an
interesting class discussion is to participate in it. And if the life of the mind isn’t enough
incentive, there’s always your grade: class participation is 5% of your final grade.
Classroom Conduct (Or: How to be a Decent Human Being)
I expect a basic level of courtesy from all students in class. Talking while others are
talking, disregarding instructions, and failing to take others’ views seriously all derail our
purpose as a learning community, and I may ask students exhibiting disruptive conduct to
leave.
Use of cell phones, including text messaging, is prohibited in class. 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.
One more thing: packing your bags before class is finished is rude. Don’t do it.
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Class Preparation
Because students will do a great deal of in-class writing as you prepare for longer out-ofclass assignments, you must bring a pen or pencil and paper to each class meeting. And
because we will be discussing the assigned texts in detail and I will be expecting
references to specific passages in these discussions, you must bring a hard copy of the
reading for each meeting. This includes both books and texts on Blackboard; you must
print electronic readings and bring them to class.
To ensure that students read the assigned texts on time, short, open-book reading quizzes
will be given at the beginning of class. These may consist of simple questions or
instructions to write a short composition that demonstrates your knowledge of the text.
Evaluation
Individual assignments will be given a letter grade on the +/- system and the
corresponding number on the university 4-point scale.
A+
A
AB+
B
BC+
4.3
4.0
3.7
3.3
3.0
2.7
2.3
C
CD+
D
DF/WF
2.0
1.7
1.3
1.0
0.7
0.0
Final grades will then be calculated using the following percentages:
20% Participation
5% reading quizzes
5% group presentation of a scholarly article
5% class participation: courtesy, good faith,
willingness to engage with material
5% conferences: attendance, preparedness, engagement
40% Papers
5% education narrative (due 1/29; 2/1)
10% TS/IS paper (due 2/22; 3/5)
5% education paper, research portion (proposal due
4/16; paper due 4/23)
15% education paper, complete (5/5; 5/7 in portfolio)
5% rhetorical analysis (3/31; 4/7)
40% Portfolio
*No late work will be accepted. Failure to turn in work on time will result in an F for the
assignment. In case of truly unavoidable emergency, you may appeal this policy.
Course Calendar
January 18
Monday
Wednesday
Friday
MLK Day
No Class
Introductions
Bb: “Learning to Read and
Write”; “The Tyranny of
Choice”
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January 25
Bb: “From Reading Lolita in
Tehran”
Bb: “Inequality and the
American Dream”; “Stories
Hollywood Never Tells”
February 1
DUE: REVISED/EXPANDED
EDUCATION NARRATIVE (4 P)
TS/IS 1-27; bring readings
from January 27 to class
Bb: “What Do We Talk about
When We Talk about Flow?”
DUE: EDUCATION NARRATIVE
(3 P); WORKSHOP
TS/IS 28-37;
Bb: “Aria”
February 8
TS/IS 39-47;
Bb: “Against School”
TS/IS 51-63;
TS/IS 64-72;
Bb: “The Case for Working Bb: “Hidden Intellectualism”;
with your Hands”
“Living like Weasels”
February 15
TS/IS 74-87;
Bb: “The Walling of
Experience”
TS/IS 88-96;
Bb: “Sex, Drugs, Disasters”
TS/IS 101-148
February 22
DUE: TS/IS PAPER (5 P);
WORKSHOP
Conferences
Conferences
March 1
Conferences
Bb: “That’ll Do, Comma”
DUE: REVISED TS/IS PAPER
(5 P)
Spring Break
No Class
March 8
March 15
March 22
March 29
TR 184-201
Bb: “Arguments from the
Bb: “Arguments Based on
Heart”; “Arguments Based on Values”; “Arguments Based
Facts and Reason”
on Character”
Bb: “Introduction to Eats,
Shoots & Leaves”;
TR 16-24; TR 47-54;
Reading: the scholarly article
“Introduction to Grammar Bb: “Dancing with Professors”
you signed up to read
Snobs are Great Big Meanies”
DUE: GROUP PRESENTATIONS
OF SCHOLARLY ARTICLE
DUE: RHETORICAL ANALYSIS
(3 P); WORKSHOP
Spring Holiday
No Class
Class Meets in Library
April 5
TR 169-175
DUE: REVISED RHETORICAL
ANALYSIS (3-4 P)
April 12
TR 110-123
TBA
DUE: 5 SOURCES AND A
PROPOSAL FOR THE
EDUCATION PAPER
April 19
Bb: Sample student papers
TR 164-168
DUE: EDUCATION PAPER
(RESEARCH) (5-6 P);
WORKSHOP
April 26
Conferences
Conferences
Conferences
May 3
Look over TR 278-301; bring
TR to class
*DUE: EDUCATION PAPER
(COMPLETE) (8-10 P);
WORKSHOP
Final Exam Period
DUE: PORTFOLIOS
* Tuesday, May 4 is the last day of classes and follows a Friday schedule.
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