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------------------------------------------ English 101.63 ----------------------------------------Instructor: Mr. Jacob Babb
Office: MHRA 3112A
Office Hours: 1:00-2:00 TR
Email: jsbabb@uncg.edu
Class Time: 2:00-3:15 TR
Classroom: MHRA 1206
-------------------------------- Course Goals and Materials –-----------------------------Course Description: This section of English 101 will focus on methods of analyzing visual texts such as print
advertisements, urban settings, and architecture, as well as written texts that discuss these types of works. The
analytical approach we take will be rhetorical, which means that we will study essential rhetorical concepts such as
the rhetorical appeals, canons, and triangle. By analyzing visual texts rhetorically, we are always asking one critical
question: How do we communicate meaning through visual techniques? The essays you write will also enable close
attention to methods of invention and revision as you draft, peer review, and revise essays.
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 meet 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 (SLOs), each of which correspond to both the GRD
goals and to LG1:
A. English 101 Student Learning Outcomes (SLOs):
At the completion of this course, students will be able to:
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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:
Available for purchase at the University Bookstore:
Babb, Jacob, Sally Smits, and Courtney Adams Wooten, eds. Technê Rhêtorikê. 3rd ed. Plymouth, MI: Hayden
McNeil, 2011. Print. ISBN: 9780738046693
Additional course readings are posted on Blackboard as PDFs. Print these readings out and bring them to class on
discussion days.
----------------------------------------------- Grades --------------------------------------------Grading Scale: I utilize the full range of grades from A to F (including plusses and minuses), in keeping with
university grading policies. Your final course grade will be based on the following components that make up our
work for the semester. UNCG defines an A as excellent; a B as good; a C as average; a D as lowest passing grade;
and an F as failure. In adherence to this scale, you should understand that a C means you successfully met the
requirements of the course, not that you did poorly, which would be indicated by either a D or an F. Likewise, an A
or B indicate that you met and exceeded course requirements.
Disclaimer: I will alter the syllabus if necessary; I will inform you of any changes in writing.
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Final Portfolio (SLOs 1-6): 50% 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:
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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.
Assignments (SLOs 1-5): 40% of final course grade
You will regularly turn in formal writing assignments, each of which will receive a grade worth ten percent of your
final course grade. Late assignments receive no credit, but you still need to turn them in to receive my feedback.
These grades are entirely separate from the Writing Portfolio grade. Each assignment is designed to meet the first
five Student Learning Objectives for English 101. Below are brief descriptions of the formal assignments.
Each assignment has a corresponding full assignment prompt on Blackboard. Each assignment should be a
minimum of five full pages in length, not including Works Cited pages or appendices.
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Advertisement Analysis (SLOs 1-5): The first essay is a preparatory exercise in rhetorical analysis. Use this
assignment to think through and clarify your understanding of the rhetorical triangle, the canons, the
appeals, and textual/contextual analysis. The objective is to examine an advertisement and analyze how it
creates an argument through its rhetorical features. You will construct a thesis-driven analytical essay based
on your understanding and interpretation of an advertisement’s rhetorical features. You should include a
scanned copy of the advertisement as an appendix.
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Streetwork Analysis (SLOs 1-5): The second essay requires you to engage in primary research to create the
basis of a spatial rhetorical analysis. As a member of a small group, you will choose a local place to visit
and observe. You will observe the natural and built environment as well as social activities in the area.
Individually, you will craft an analytical essay that presents an argument about the place you visited and
how place functions rhetorically. Your source material will include interviews with people inhabiting your
chosen place and photos you taken of the place, which you will incorporate into an appendix to the essay.
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Monument/Memorial Analysis (SLOs 1-5): The third essay is a secondary research-based argumentative
rhetorical analysis that will focus on a spatial example of epideictic rhetoric, or ceremonial rhetoric. You
will choose a monument or memorial to use as the case study for your essay. Your research will focus on
historical factors, such as design and construction as well as what the structure commemorates, as well as
Disclaimer: I will alter the syllabus if necessary; I will inform you of any changes in writing.
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methodology, meaning that you should search for sources that provide you with analytical tools for reading
your monument or memorial. You should include an appendix with images of your monument or memorial.
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Comparative Media Analysis (SLOs 1-5): The final essay takes a comparative approach to rhetorical
analysis. You will choose as a subject of study an organization that advocates a particular social message,
such as PETA or the American Red Cross. Then, you will examine multiple types of visual media that the
organization uses to communicate this message, such as print and television ads, websites, and brochures.
You will do research on the organization’s background in order to nuance your understanding of the
organization. Your essay will be a thesis-driven argumentative essay that analyzes how the organization
uses multiple forms of media to persuade the public to support or join their cause.
Participation (SLOs 1, 3-6): 10% of final course grade
Much of the learning in this class is discussion-oriented, a result of student interaction in classroom and reading blog
conversations. To ensure you receive credit, you need to participate regularly in all discussions and course activities.
In order to meet the Student Learning Outcomes, you will need opportunities to practice rhetorical, analytical, and
argumentative techniques. Participation in class gives you this necessary practice. Thus in addition to class
discussion and reading blog conversations, participation includes informal writing activities.
------------------------------------------ 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 of plagiarism, I will judge what is best for the situation, from a very stern reprimand to giving you an
F for the semester.
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.
Attendance: Because this is a participation-based course, I expect you to attend class regularly. You are allowed
two free absences without a grade penalty. A third absence will result in a full letter grade reduction. If you miss
four classes, you automatically fail the course. I do not differentiate between excused and unexcused absences.
Should a crisis arise, come talk to me or email me before you miss too many classes. In addition, it is vital get to
class on time. I take attendance at the beginning of class, so being late may result in you being marked absent.
Besides, tardy students are very distracting and irritating. Three tardies equal an absence. You are by state law
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, you must notify me at least 48 hours prior to the
absence.
Assignment Submission: All essays will be submitted electronically to jsbabbuncg@gmail.com. I only use this
email for accepting papers, so please send other emails to my university email address. Assignments are due at 9
AM the day of class: Gmail time stamps emails, so I will know if your submission is late. When naming files, begin
with your last name, then identify the assignment and the draft. Ex. “smith – ad analysis draft 1.docx”. All files must
be formatted in either .doc or .docx (compatible with Microsoft Word). I will return your draft with comments, using
Track Changes. There are only two exceptions: 1) You will bring two printed copies of your assignment drafts for
peer review days in addition to emailing me this draft. 2) The Writing Portfolio is a printed document that you must
submit in person at the end of the semester.
Disclaimer: I will alter the syllabus if necessary; I will inform you of any changes in writing.
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Late Work: I do not give credit for late work. I do accept early work; if you know you are going to miss a class,
turn in your work before it is due. Computer problems do not qualify as cause for extra time. If your personal
computer gives you trouble, leave time to work in one of the computer labs around campus.
Email Policy: Email is the best way to reach me. You can reasonably expect responses from me within twenty-four
hours, excluding weekends and university holidays. It is good practice to treat email as a writing situation that
reflects on you as an individual. Use appropriate language and etiquette: present yourself professionally. This
doesn’t mean emails have to be long and elaborate, but they should be moderately professional forms of
communication with your instructor.
Conferences: We will meet for conferences in my office twice to discuss your writing. I cancel two class meetings
for each round of conferences. Therefore, if you miss a conference, you will receive two absences. Come to
conferences prepared to discuss your works-in-progress and ask questions about the course.
The University Writing Center: This free service exists solely to help you become a better writer. Take papers at
any stage of completion to the center for a one-on-one consultation. The center is located in MHRA 3211. No
appointment is necessary. It is also worthwhile to note that you can take advantage of the Online Writing Center to
work with a consultant on work that is a maximum of five pages in length. You can access this service by using
Meebo Chat on the Writing Center’s website or by messaging uncgaskthewc@gmail.com through your iSpartan
account.
MLA Citation and Format: I expect you to responsibly cite all material you use in your work. (See “Academic
Integrity.”) Both in-text citations and references must be in MLA format. Purdue University’s OWL is an excellent
resource for learning how to properly cite sources. I also expect you to use MLA formatting: 1” margins, doublespaced, 12 pt. Times New Roman font. See the screen shot below for an illustration of MLA paper formatting.
Disclaimer: I will alter the syllabus if necessary; I will inform you of any changes in writing.
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---------------------------------------- Course Schedule --------------------------------------Bb:
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Blackboard
Technê Rhêtorikê
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Week One (Aug. 23 – 25)
Course Introduction: Print syllabus and bring it to class
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Academic Integrity
TR: Tedder, “Academic Integrity”
Bb: Staples, “Why Colleges Shower Students with As.”
Reminder: Drop/add ends on F, August 26
Week Two (Aug. 30 – Sept. 1)
Rhetorical Foundations
TR: Dodson, “Understanding the Rhetorical Appeals”
TR: Shook, “Reading for the Rhetorical Appeals”
Due: Email Etiquette. Send your email to jsbabb@uncg.edu no later than 9 AM.
What Writing Is
Bb: Lamott, “Shitty First Drafts,” Vonnegut, “How to Write with Style,” and King, “What Writing Is”
TR: Morehead, “The Genre of Academic Discourse”
Week Three (Sept. 6 – 8)
Rhetorical Foundations, continued
TR: Dodson, “The Canons of Rhetoric as Phases of Composition,” and Babb, “Developing an Idea of the
Audience
Bb: Print out the assignment sheet for the Advertisement Analysis and bring it to class.
Introduction to Visual Rhetorical Analysis
TR: Laminack, “Analyzing Visual Media”
Bb: McCloud, “The Vocabulary of Comics”
Week Four (Sept. 13 – 15)
Exercises in Rhetorical Analysis
Bring potential ads to class for discussion
Constructing and Organizing Arguments
TR: Guy-McAlpin, “How the Thesis Guides Effective Writing” and Lancaster, “Beginning and Ending
with Power”
Week Five (Sept. 20 – 22)
Revising as a Rhetorical Act
TR: Mullins, “Revision is Writing”
Due: Advertisement Analysis. Send your draft to jsbabbuncg@gmail.com no later than 9 AM.
Rhetorics of Location
Bb: Jacobs, “The Uses of Sidewalks: Safety” and Staples, “Just Walk On By”
Bb: Print out the assignment sheet for Streetwork Analysis and bring it to class.
Week Six (Sept. 27 – 29)
Peer Review
TR: Ensor, “Viewing Peer Review as a Rhetorical Process”
Due: Revised Advertisement Analysis for peer review. Bring two printed copies to class. Send your draft to
jsbabbuncg@gmail.com no later than 9 AM.
Disclaimer: I will alter the syllabus if necessary; I will inform you of any changes in writing.
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Group work in class for Streetwork Analysis
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Week Seven (Oct. 4 – 6)
15-Minute Individual Conferences: Regular class meeting cancelled in lieu of individual conferences
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No class meeting: Use this time to continue working on your Streetwork Analysis.
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Fall Break
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15-Minute Individual Conferences: Regular class meeting cancelled in lieu of individual conferences
Due: Streetwork Analysis. Send your draft to jsbabbuncg@gmail.com no later than 9 AM.
Reminder: Last day to withdraw without academic penalty is F, Oct. 14
Week Eight (Oct. 11 – 13)
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Week Nine (Oct. 18 – 20)
Reading and Analyzing Monuments
Bb: Barthes, “The Eiffel Tower” and Goodheart, “9.11.01: The Skyscraper and the Airplane”
Bb: Print out the assignment sheet for Monument/Memorial Analysis and bring it to class.
Peer Review
Due: Revised Streetwork Analysis for peer review. Bring two printed copies to class. Send your draft to
jsbabbuncg@gmail.com no later than 9 AM.
Week Ten (Oct. 25 – 27)
Researching Rhetorically
TR: Benson and Lyda, “Researching Rhetorically” and Ray, “Summarizing, Paraphrasing, and Quoting”
Researching Rhetorically, continued
Meet in Jackson Library’s CITI Lab for research orientation.
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Week Eleven (Nov. 1 – 3)
Comparing Forms of Media
Bb: Print out the assignment sheet for Comparative Media Analysis
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Due: Monument/Memorial Analysis. Send your draft to jsbabbuncg@gmail.com no later than 9 AM.
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Week Twelve (Nov. 8 – 10)
Peer Review
Due: Revised Monument/Memorial Analysis for peer review. Bring two copies to class. Send your draft to
jsbabbuncg@gmail.com no later than 9 AM.
Group discussion of your Comparative Media Analysis.
Week Thirteen (Nov. 15 – 17)
Preparing the Final Portfolio
TR: Ray, “The Portfolio Process”
Bb: Print out the guidelines for the Final Portfolio and the Critical Rationale Essay
Preparing the Final Portfolio, continued
Due: Comparative Media Analysis. Send your draft to jsbabbuncg@gmail.com no later than 9 AM.
Week Fourteen (Nov. 22 – 24)
Peer Review
Due: Revised Comparative Media Analysis. Bring two printed copies to class. Send your draft to
jsbabbuncg@gmail.com no later than 9 AM.
Disclaimer: I will alter the syllabus if necessary; I will inform you of any changes in writing.
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Thanksgiving Break
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Week Fifteen (Nov. 29 – Dec. 1)
Peer Review and Portfolio Q&A
Due: Critical Rationale Essay. Bring two printed copies to class.
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Due: Final Portfolio
Final Exam Period
Saturday, December 10, 3:30 PM in MHRA 1206: Pick up graded Final Portfolio.
Disclaimer: I will alter the syllabus if necessary; I will inform you of any changes in writing.