English 101-37 Fall 2010
Syllabus and Schedule: Composition I
Instructor: Lavina M. Ensor
Email: lmensor@uncg.edu
MWF 1:00-1:50
BRYN 132
Office: MHRA 3112F
Hours: W 2:00-4:00 and by appt.
Welcome to English 101, Composition-I. For most UNCG students, this is a required course. In this class, we will consider the ways
in which writing acts as a tool for constructing and interpreting meaning, how writing empowers the individual in relationship to
society, and investigate the role writing plays or could play in your own life. To this end, you will explore the function of writing as
your voice in and connection to your community, as well as analyze the importance of having, using, and protecting this voice.
Drawing from and building upon ancient rhetorical methods of communication, you will write and think critically about aspects of
your own existence, from your everyday experiences in the communities that you are a part of to your role as a member of present-day
American society.
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)
English 101 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;
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:
Eggers, David. Zeitoun. New York: Vintage, 2009. ISBN: 978-0-307-38794-3
Graff, Gerald, Cathy Birkenstein, and Russel Durst. They Say/I Say. New York: W.W. Norton,
2009. ISBN: 978-0-393-93174-7
Lyda, Laurie, Alan Benson, Will Dodson, and Katie Fennell, eds. Techne Rhetorike.
Southlake, TX: Fountainhead Press, 2009. ISBN: 978-1-59871-385-5
Required Materials:
A three-prong folder with divider tabs for your portfolio
Regular access to Blackboard and email in order to obtain readings, submit drafts, and stay up-to-date with the class schedule.
Instructor Expectations:
I know that writing can at times feel awkward, difficult, and scary—even for experienced writers. I think it is common for people to
feel vulnerable about their own writing ability and to possess strong feelings about the value and purpose of writing in general.
However, right away I want you to understand something: whether you believe you are a terrible writer who “just can’t do it” or a
strong writer who doesn’t need to be here; whether you think writing is a pointless or significant part of life; basically, whatever your
attitude towards writing is, in this class I expect you to take your own and others’ writing seriously. I expect you to respect all of the
writing that we read in this class (it goes without saying that you need to show respect for every individual in this classroom as well).
Further, I expect you to show patience and compassion for yourself as a developing writer, no matter how you perceive your personal
writing abilities.
Instructional Procedures
To ensure that students receive a well-rounded, interactive educational experience in this course, the day-to-day format will
incorporate aspects of cooperative learning. Students will work in groups of all sizes and shapes and participate in peer review
sessions. Students will also be required to do a fair amount of in-class writing, in which they will critically respond to various
readings.
Course Requirements
 Readings for class must be done before class, not during. Frequently, class will begin with a quiz covering that day’s reading
material.
 In-class writing will be a consistent part of students’ experience in this course and will heavily influence their overall
participation grade. It will take place either at the beginning or end of class in effort to help students generate and organize
ideas. These writings will not be graded on mechanics; however, they need to evidence careful and critical consideration of
readings and/or class discussions.
 Consistent participation helps facilitate everyone’s learning process and create a meaningful, focused classroom ambiance; it
is essential to maximizing a student’s educational experience in a course like this. Therefore, each and every student is
expected to actively and thoughtfully contribute to class discussion, small group work, and peer review sessions. Students
will accrue points for participation on a daily basis—which means that a student must actively participate during each class
period in order receive all possible participation points.
 Writing Assignments:
Students will write 3 major academic essays in this course; a brief description of each is listed on this syllabus. Students
will also be responsible for turning in 3 shorter critical reading responses over the course of the semester. Detailed
assignment sheets containing each essay’s specific requirements will be handed out in class.
 Paper 1—Advertisement analysis: students will choose an advertisement and write a 1000 word essay analyzing the
rhetorical components of that ad.
 Paper 2—All-Campus Read: Students will write a 1200 word essay analyzing David Eggers’ Zeitoun in terms of
how and why the text does/does not make a good choice for the All-Campus Read project.
 Paper 3— Career Ethnography Research Paper: Students will research a particular job in their field of interest and
write an argumentative essay that advocates for/against the pursuit of this career.
Portfolio
At the end of the semester, you will submit a writing portfolio for formal evaluation. Your portfolio will include examples of work
you have done for 101, including informal and formal writing. These should be either bound at Kinko’s or UNCG Graphics and
Printing on Tate St. or placed in a three-prong folder (not a binder). See the handout on Blackboard for more information.
Late Work
Essays will be penalized one full letter grade for each day late. Essays will not be accepted at all more than 3 days after the original
due date. Any extensions must be formerly negotiated with instructor and will not be granted lightly.
**In order to pass this class, students must complete and submit all assignments**
Attendance
Students in MWF classes are allowed a maximum of three absences without a grade penalty; students in TR classes are allowed two
absences without such penalty. Students who miss six classes on a MWF schedule, or four classes on a TR schedule, will fail the
course.
Laptops
Laptops may be used in class only to take notes pertaining to our class or to view documents on our Blackboard website. Any student
who uses a laptop for any non-classroom activity during class time will not be allowed to use a laptop in class again. To be perfectly
clear: one violation means no laptop use.
**Talking, texting, web surfing, or playing games on cellular phones is never, ever allowed. Turn phones off or set them to
silent before class. DO NOT MERELY PLACE ON VIBRATE: I DON’T WANT TO HEAR THEM. If a student makes a
habit of accessing her/his cell phone during class, s/he will simply be asked to leave, forfeiting attendance and participation
points for that day.
Grading
A=90-100
B=80-89
Final grades will factor accordingly:
Paper 1—10%
Ethnography (w/mini-presentation)—20%
Quizzes: 5%
C=70-79
Paper 2—10%
Portfolio—30%
Participation: 10%
D=60-69
F=59 on down
Critical Responses: 15% (5% each)
Academic Honesty
“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.
Disability 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.
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, room 3211.
English 101-37 Schedule (subject to change)
Abbreviation key:
BB=Blackboard
TS/IS=They Say/I Say
TR= Techne Rhetorike
Week 1
M 8/23
W 8/25
F 8/27
Week 2
M 8/30
W 9/1
Activities/Topics
Intros; syllabus;
Writing Diagnostic; writing
at the university level;
academic honesty
Intro: Peer Review and
Revision
Readings
--TR pp. 33-39
Assignments/Materials Due
-----
TR pp. 76-80
Bring 3 copies of your Writing Diagnostic
essay to class
Intro. to rhetorical concepts;
Assign paper # 1: ad analysis
Intro. to analyzing visual
rhetoric
TR pp. 12-23
---
BB excerpt: Rhetorical
Visions pp. 8-22; TR 148156
TS/IS Preface and
Introduction
---
--TS/IS Chapter 1; TR 192218
BB excerpt: RV
-----
In-class ad analysis;
constructing a thesis
Portfolios
Peer Review: Paper 1
TR pp. 131-135
Bring chosen ad to class
TR 184-189
---
--3 Copies of your STAPLED rough draft
Intro. to Eggers’ Zeitoun;
Assign Paper # 2
Understanding Paper #2
Ethnography reminder;
summarizing and quoting
Zeitoun 3-49
Revised Draft of Paper 1 due to BB by
midnight
--Critical response #1 due in class
Summarizing and quoting
Citations
Ethnography check-in #1
Zeitoun 81-146;
Zeitoun 146-202
TS/IS Chapter 4
----Ethnography prospectus due in class
Brainstorming with TS/IS;
Citations
Paper #2: formatting your
argument
NO CLASSCONFERENCES
Zeitoun: 205-283; TS/IS
Chapter 5
Zeitoun: the end; TS/IS
Chapter 6
---
---
F 9/3
Template exercises
Week 3
M 9/6
W 9/8
NO CLASS—LABOR DAY
Assign ethnography
F 9/10
Week 4
M 9/13
W 9/15
F 9/17
Week 5
M 9/20
W 9/22
F 9/24
Week 6
M 9/27
W 9/29
F 10/1
Week 7
M 10/4
W 10/6
F 10/8
Week 8
M 10/11
W 10/13
F 10/15
In-class photo analysis
Zeitoun 50-81; TR 48-52
TS/IS: Chapters 2-3; TR
pp. 140-146
NO CLASS—FALL BREAK --Peer Review: Paper 2
--Library session
TR 112-117
---
Bring personal photo to class
-----
--3 Copies of your stapled rough draft
Revised draft of Paper #2 du to BB by
midnight
Week 9
M 10/18
W 10/20
F 10/22
Week 10
M 10/25
W 10/27
F 10/29
Week 11
M 11/1
W 11/3
F 11/5
Week 12
M 11/8
W 11/10
F 11/12
Week 13
M 11/15
W 11/17
F 11/19
Week 14
M 11/22
Activities/Topics
TBA
Tone and style
Ethnography check-in #2;
Readings
BB excerpt
TR pp. 63-75
---
Assignments/Materials Due
--Bring critical response #1
Bring research/interview ideas and materials
to class
Textual analysis: TS/IS
readings
Annotation practice
TS/IS 213-235;
---
TS/IS selected reading; TR
124-127
TS/IS selected reading
---
TBA
TBA
Ethnography check-in #3
BB excerpt
BB excerpt
---
Critical response #2 due in class
--Outline of Ethnography/Draft of Introduction
due in class
TBA
Discuss critical response #3
TBA
BB excerpt:
BB excerpt
BB excerpt
-------
Peer Review: Ethnography
---
“
NO CLASS-CONFERENCES
-----
Bring 3 copies of your stapled rough draft to
class
“
***Bring HARD COPIES of Ethnography
drafts/materials to conference***
Discuss presentations and
revisions/portfolios
NO CLASS—T BREAK
NO CLASS—T BREAK
TR
Revised Ethnography essays due to BB by
midnight
-------
Critical Response #3 due in class
Presentations
Presentations
---
---
W 11/24
F 11/26
Week 15
M 11/29
Portfolios
W 12/1
--F 12/3
--Week 16
M 12/6
LAST DAY OF CLASS
FINAL EXAM SESSION TO BE HELD
Thanks everyone! Take care! 
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