------------------------ English 101.20 -----------------------College Writing I
Fall 2012
Instructor: Mr. Aaron Ballance
Office: MHRA 3112B
Office Hours: Thursdays 12:00-2:00
Office Phone: TBA
Email: amballan@uncg.edu
Class Time: 10:00-10:50 MWF
Classroom: CURY 247
-------------------------------- Course Goals and Materials –-----------------------------This course serves as an introduction to college-level writing and emphasizes the basic concepts of rhetoric to help
students succeed in academic discourse. Since this is a class focused on the teaching of writing, students will
sharpen their composition skills through drafting, revising, reflection, and peer review of formal and informal
writing assignments. Students will also read foundational, process-oriented texts, as well as critical essays about
contemporary cultural debates, and learn rhetorical strategies and critical reading skills useful in textual analyses of
these texts, their own writing, and the writing of their peers.
English 101 satisfies three of the six hours of 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://web.uncg.edu/reg/Bulletin/Current/UnivReq/GECDescription.aspx).
In addition, English 101 is designed to address Learning Goal #1 (LG1) in the UNCG General Education Program.
This is the ability to “think critically, communicate effectively, and develop appropriate fundamental skills in
quantitative and information literacies.” (http://web.uncg.edu/reg/Bulletin/Current/UnivReq/GECProgram.aspx)
The following are English 101 student learning outcomes, each of which correspond to both the GRD goals and to
LG1:
A. English 101 Student Learning Outcomes (SLO’s):
At the completion of this course, students will be able to:
1.
2.
3.
4.
5.
6.
Analyze the content and structure of complex texts (written, oral, and/or visual in nature);
Compose cogent, evidence-based, argumentative texts;
Identify and employ the rhetorical triangle, the canons, and the appeals in both formal and informal
discourse;
Summarize, quote, paraphrase, and synthesize source material in support of an argument;
Employ drafting, peer review, and revision techniques in order to improve content, style, and structure of
their own writing;
Appraise their own composing abilities and composing processes through critical reflection.
Required Texts:
Graff, Gerald. They Say/I Say With Readings. 2nd. Ed. New York: W.W. Norton, 2012. ISBN: 978-0-39391275-3
Wooten, Courtney, Sally Smits, and Lavina Ensor, Eds. Rhetorical Approaches to College Writing.
Plymouth, Michigan: Hayden-McNeil, 2012. ISBN: 978-0-7380-5304-2
Additional course readings will be posted on Blackboard. Please print out these readings, bring them to class, and be
prepared to discuss on the appropriate day.
------------------------------------------ Course Policies ---------------------------------------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. If I find
evidence that you have violated UNCG’s Academic Integrity Policy, I will not rule out assigning you an F for the
semester.
Attendance policy: This is a discussion-based, student-centered course that requires your participation, and you are
expected to attend every class; however, you are allowed a maximum of three free absences without a grade penalty.
Each absence after the maximum allowed will result in a full letter grade reduction. Students who miss six classes
will automatically fail the course. In the event of a personal crisis, come talk to me or email me before you reach the
point of having missed too many classes. Additionally, please arrive to class on time. Being tardy is disrespectful
and disrupting. I will take attendance during the first few minutes of class, which means that arriving tardy to class
may result in you being marked absent for the day. It is your responsibility to make sure you are marked present for
a class period. Three tardies equal an absence. By state law, you are allowed two excused absences due to religious
holidays. These absences do not count toward the total maximum allowed above. If you plan to miss class due to a
religious holiday, please notify me at least 48 hours prior to the absence.
If you miss class, you will not get credit for any in-class assignments from that class period, and you will be
responsible for obtaining any handouts or assignments for the class from another class member. If you miss class on
a Peer Review Day, you will be penalized with two absences. If you arrive to class on Peer Review Day without a
complete first formal rough draft, you will be counted absent for the day. If you miss either of the two 15-minute
conferences, you will be penalized with one absence.
Conferences: At various points during the semester, we will not meet as a class but you will instead sign-up for
individual conferences with me. For each conference, I will specify in class exactly what you need to do to prepare
for the conference. Arriving at the conference unprepared will directly impact your participation grade and will quite
possibly indirectly impact your final portfolio grade, since we will not be able to have as productive a meeting as
possible. These conferences give you the opportunity to talk with me one-on-one about your progress with a
particular assignment and in the course overall. If you miss your scheduled conference time, you will be penalized
with an absence.
Final Exam sessions: Our Final Exam session will on December 5, from 12:00 p.m. to 3:00 p.m, and attendance is
mandatory. Graded portfolios will be returned to you during this time.
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.
Electronic equipment: Laptops may be used in class only by students who have a note from the Office of Disability
Services. No student may use a laptop in class without a prior arrangement with the instructor. Obviously, you may
not text or talk on a cell phone during class because it is very rude. If I see you on any electronic device during class
time, you will be counted absent for the day.
Late Work: I will not accept late work for a grade. Any late assignments will be discarded without credit. If you
miss the second formal draft deadline for one of the formal writing assignments, you will not receive credit for the
assignment, but you must still complete the assignment and turn it to me to receive feedback. Failure to complete an
assignment may result in you failing the course. If you know you will miss a class, or miss a due-date, send me your
work before it is due. Technological problems, malfunctions, or misunderstandings, are not grounds for excuse or
exemption from this policy. Additionally, any late Final Portfolios will result in an immediate failure of the
assignment, and thus a failure of the course.
E-mail response policy: The best way to contact me is through my UNCG email: amballan@uncg.edu. I will make
every effort to respond to your e-mail message within forty-eight hours. If I have not replied to your message after
forty-eight hours, then please re-send the message.
The 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 (MHRA), room 3211.
The Learning Assistance Center: The Learning Assistance Center offers free services to the entire UNCG
undergraduate community and is located in McIver Hall, rooms 101-104, and 150. For help with study skills, contact
Erin Farrior, Academic Skills specialist. Telephone: 334-3878; e-mail: lac@uncg.edu.
----------------------------------------------- Assignments and Grading ----------------------------------------------Four analytical essays of 5 pages each, 10% each (SLOs 2, 3, 4, and 5)
--A final portfolio, including a 6-8 page reflective essay, 40% (SLOs 1-6)
--Informal writing assignments, reading responses, and quizzes, 10% (SLOs 1-5)
--Active class participation/attendance, 10% (SLO 1, 3)
1. Preliminary Drafts of Formal Assignments (SLOs 2-5): 40% of final course grade
You will complete four major essay assignments in this course:
1. Rhetorical Analysis 10%
2. Comparative Analysis of Two Essays 10%
3. Visual Rhetorical Analysis 10%
4. Research Paper 10%
Assignment sheets outlining essay requirements and specific grading criteria will be posted to Blackboard for each
essay. Each essay requires a minimum of two formal rough drafts (in addition to invention notes, pre-writing, and
other drafting). The first formal rough draft will be reviewed by a peer group, and the second (revised) formal rough
draft will be reviewed by me. Each assignment must meet the required page count, which is five full pages (works
cited do not count). Going slightly over the page count is acceptable, but please try to stay close to the required page
count. Assignments that do not meet the required page count will be penalized at my discretion.
Peer Review: Before each major essay assignment is due, we will have an in-class peer review session. For each
session, you will need to come to class with a complete rough draft of your essay to share with your peer group.
Additionally, you will need to have mailed your complete rough draft to amballan@uncg.edu by 10:00 a.m. on its
corresponding due date. Failure to bring a draft to class or email it to me by the time it is due will compromise your
final essay grade by a whole letter grade, and you will be counted absent for the day. If you miss class on a Peer
Review Day, you will be penalized with two absences.
2. Final Portfolio (SLOs 1-6): 40% of final course grade
The Final Portfolio, due at the end of the semester, is composed of representative pieces of your work this semester.
Your portfolio will include a critical rationale essay and revisions of three major writing assignments. All work must
be substantially revised over the course of the semester. Keep all drafts: At minimum, I want to see your first graded
draft, the revised peer review draft, and the revised final draft. When you have all of the components prepared and
printed, you will have them bound as a booklet at UNCG Graphics and Printing for a small fee.
The Critical Rationale Essay (SLO 6) will be a 6-8 page document that:

Assesses how individual pieces of writing as well as the collective contents of the portfolio illustrate the
student’s growth as a writer throughout English 101.



Explains the stylistic and organizational choices made in the portfolio, i.e., the thoughtful and deliberate
arrangement of all portfolio components.
Illustrates an awareness of rhetorical choices across contexts and an understanding of course materials.
Offers a deep and sustained critical reflection on the writing and revision process that resulted in these
polished essays and other writings.
Unlike the assignments, I will not grade the rationale essay separately. Instead, it will serve as an extended analysis
of your work this semester, and thus it is a crucial component of the Final Portfolio. Rationale essays do not evaluate
the quality or validity of individual assignments or course texts, nor do they assess my capabilities as an instructor.
Rather, rationale essays should illustrate how you have met the Student Learning Outcomes (SLOs) in English 101.
You will submit a draft of the rationale essay for peer review before submitting the final revised essay in the Final
Portfolio.
Portfolios must include both a rationale essay and evidence of drafting and revision in order to receive a passing
grade (D- or above). Students who do not submit a portfolio will automatically receive an F for English 101,
regardless of the quality of work otherwise submitted prior to the portfolio. See Blackboard for complete Final
Portfolio guidelines.
3. Informal writing assignments, reading responses, and quizzes (SLOs 1-5): 10% of final course grade
All assignments you do for class that are not formal essays fall into this category. This may be summary and
response from readings, in-class writing exercises, style exercises, or any number of other short in-class or
homework assignments. Collectively, these assignments are a significant portion of your overall grade.
4. Active class participation/attendance (SLOs 1 & 3): 10% of final course grade
This course depends on upon your regular attendance and participation for its success. Come to class having read the
material and completed any written assignments, and be prepared to contribute to each activity and/or discussion.
Good participation should be understood as consistent and thoughtful contribution to the classroom community, an
engagement with course materials and conversations, and a general responsiveness to (and respect for) one’s fellow
students and instructor.
----------------------------------------Tentative Course Schedule --------------------------------------**I reserve the right to alter the syllabus if necessary. I will inform you of any changes.**
Bb:
Blackboard
TSIS: They Say/I Say
RACW: Rhetorical Approaches to College Writing
M–
Week One (Aug. 20 – 24)
Course Introduction: Print syllabus and bring to class.
W–
Introduction to Writing
Bb: “Shitty First Drafts,” Lamont, “What Writing Is,” King, “Inventing the University,”
Bartholomae
F–
Introduction to Writing, continued
TSIS: Introduction pgs. 1-15
RACW: “The Genre of Academic Discourse,” Morehead
Bb: “I Just Wanna Be Average,” Rose
M–
Week Two (Aug. 27 – 31)
Rhetorical Foundations
RACW: “An Introduction to Rhetoric and the Rhetorical Triangle,” Babb, “Academic Integrity,”
Tedder
Bb: “Rules About the Rules,” Carter
Reading Quiz
W–
Rhetorical Foundations, continued
RACW: “Writing with the Rhetorical Appeals,” Romanelli, “Reading for the Rhetorical Appeals,”
Shook
Bb: “Joy of Reading,” Alexie, “Learning to Read,” X
Reading Quiz
F–
Rhetorical Foundations, continued
RACW: “The Canons of Rhetoric as Phases of Composition,” Dodson, “Developing an Idea of the
Audience,” Babb, “Reading an Assignment Sheet,” Sparks
Bb: “On Keeping a Notebook,” Didion
Reading Quiz
***Handout Rhetorical Analysis assignment sheet***
M–
Labor Day Holiday- No Classes
W–
They Say
TSIS: “They Say,” pgs. 19-29, “Two Years Are Better Than Four,” Addison pgs. 211-14
Homework: TSIS pgs.28- 29, Exercises 1-2; pg. 214, Questions 1-3
F–
They Say, continued
TSIS: “Her Point Is,” pgs. 30-41, “Don’t Blame the Eater,” pgs. 391-93, “As He Himself Puts It,”
pgs. 42-51
Homework: TSIS pg. 41, Exercise 2, pg. 50, Exercise 1 (refer back to “Two Years Are Better
Than Four”)
Week Three (Sept. 3-7)
M–
Week Four (Sept. 10-14)
Rhetorical Approaches
RACW: “Reading Critically,” Blades, “Asking Questions to Find a Starting Point,” Leuschen
W–
Rhetorical Approaches, continued
RACW: “How the Thesis Guides Effective Writing,” McAlpin, “Beginning and Ending with
Power,” Lancaster
TSIS: “Kenyon Commencement Speech,” Wallace, “Blue-Collar Brilliance,” Rose
Homework: TSIS pg. 209-10, Questions 1, 3, and pgs. 254-55, Questions 1-3
F–
Peer Review Day
Due: 1st Draft of Rhetorical Analysis for Peer Review (bring 2 copies to class and email a copy
to me by 10:00 a.m.)
RACW: “Viewing Peer Review as a Rhetorical Process,” Ensor, “Revision is Writing,” Mullins
M–
Week Five (Sept. 17-21)
I Say
TSIS: “Yes/No/Okay, But,” pgs. 55-67, “Watching TV Makes You Smarter,” pgs. 277-94,
“Thinking Outside the Idiot Box,” pgs. 295-298
Homework: TSIS pg. 298, Questions 2, 3, and 4
Due: Revised Rhetorical Analysis
***Handout Comparative Analysis Essay Assignment***
W–
I Say, continued
TSIS: “And Yet,” pgs. 68-77, “Skeptics May Object,” pgs. 78-91.
Homework: TSIS pg. 90, Exercise 1
F–
I Say, continued
TSIS: “So What? Who Cares?” pgs. 92-101
Homework: TSIS pg. 100, Exercise 1
M–
Week Six (Sept. 24 – 28)
Tying it All Together
TSIS: “As a Result,” pgs. 105-120, “Ain’t So/ Is Not,” pgs. 121-128
Homework: TSIS pgs. 119-120, Exercises 1 & 2
W–
Tying it All Together, continued
TSIS: “But Don’t Get Me Wrong,” pgs. 129-138, reread “Kenyon Commencement Speech,” and
reread “Thinking Outside the Idiot Box”
Homework: TSIS pg. 210, Question 2, TSIS pg. 298, Question 1
F–
Comparative Analysis
TSIS: “Hiding From Reality,” pgs. 564-67, “Is the American Dream Over?” pgs. 568-571
Homework: TSIS pg. 567, Questions 1, 2, & 4, pgs. 570-71, Questions 1, 2, 3 & 4
M–
Week Seven (Oct. 1-5)
Entering the Conversation
TSIS: “I Take Your Point,” pgs. 141-44, “What’s Motivating This Writer?” pgs. 145-55
W–
Entering the Conversation, continued
TSIS: “Analyze This,” pgs. 156-173, “Income Inequality: Too Big to Ignore,” pgs. 580-585,
“Predatory Lending and the Devouring of the American Dream,” pgs. 624-646
F–
Peer Review Day
Due: 1st Draft of Comparative Analysis for Peer Review (bring 2 copies to class and email a copy
to me by 10:00 a.m.)
M–
Week Eight (Oct. 8-12)
Introduction to Visual Rhetorical Analysis
RACW: “Rhetorical Analysis and Visual Media,” Laminack
***Handout Visual Rhetorical Analysis Assignment Sheet***
Due: Revised Comparative Analysis
W–
Visual Rhetorical Analysis, continued
Burke’s Dramatistic Pentad
Sign up for 15 minute conferences
F–
Visual Rhetorical Analysis, continued
RACW: “Analyzing Film Rhetoric” Burns
Exercises in Film Rhetorical Analysis
M–
Fall Break- No Class
W–
15-Minute Individual Conferences: Regular class meeting cancelled in lieu of individual
conferences, but please read RACW “Conferencing Rhetorically” prior to your conference slot
with me. Discuss Research Paper topics.
F–
15-Minute Individual Conferences: Regular class meeting cancelled in lieu of individual
conferences. Discuss Research Paper topics.
Week Nine (Oct. 15-19)
Week Ten (Oct. 22-26)
M–
15-Minute Individual Conferences: Regular class meeting cancelled in lieu of individual
conferences. Discuss Research Paper topics.
W–
Rhetorical Research
MLA Citations
Works Cited
F–
Peer Review Day
Due: 1st Draft of Visual Rhetorical Analysis for Peer Review (bring 2 copies to class and email a
copy to me by 10:00 a.m.)
M–
Week Eleven (Oct. 29-Nov. 2)
Rhetorical Research, continued
Class will meet in the library to discuss aspects of your research papers.
Due: Revised Visual Rhetorical Analysis
W–
Rhetorical Research, continued
RACW: “Finding a Conversation to Find Research,” Wooten, “Understanding the Rhetorical
Dimensions of Academic Citations,” Ensor
F–
Rhetorical Research, continued
RACW: “Researching Rhetorically,” Benson and Lyda, “Situating Evidence Through
Contextualization,” Johnson
M–
Week Twelve (Nov. 5-9)
Rhetorical Research, continued
TSIS: “Up Against Wal-mart,” pgs. 606- 619, “Progressive Wal-mart. Really.” Pgs. 620-23
W–
Rhetorical Research, continued
TSIS: “A More Perfect Union,” pgs. 648-64
Homework: TSIS pg. 664, Question #5
Sign up for Conference slots
F–
Peer Review Day
Due: 1st Draft of Research Paper for Peer Review (bring 2 copies to class and email a copy to me
by 10:00 a.m.)
M–
Week Thirteen (Nov. 12-16)
Preparing the Final Portfolio
TSIS: “The Portfolio Process,” Ray
Bb: Print out the guidelines for the Final Portfolio and the Critical Rationale Essay
Due: Revision of Research Paper
W–
15-Minute Individual Conferences: Regular class meeting cancelled in lieu of individual
conferences
F–
15-Minute Individual Conferences: Regular class meeting cancelled in lieu of individual
conferences
M–
Week Fourteen (Nov. 19-23)
15-Minute Individual Conferences: Regular class meeting cancelled in lieu of individual
conferences
W–
F–
Thanksgiving Break- No Class
Thanksgiving Break- No Class
M–
Week Fifteen (Nov. 26-30)
Portfolio Preparation
Peer Review of Critical Rationale Essay- bring a rough draft
W–
Portfolio Preparation, continued
Portfolio Q & A
F–
Due: Final Critical Rationale Essay (emailed to me by 10:00 a.m.)
M–
Last Class
Due: Final Portfolio
W–
Final Exam Period from 12 noon-3:00 p.m. (attendance is mandatory)
Week Sixteen (Dec. 3 & Dec. 5)