English 101.32 : College Writing I
Instructor: Ms. Christine Adams
Office: Curry 335E, Mailbox in MHRA 3114
Office Hours: TR 12:30 pm- 2pm
Email: cgadams2@uncg.edu
Classroom: BRYN 206
Class Time: TR 3:30 pm –4:45 pm
Course Description
“When I write, I feel like an armless, legless man with a crayon in his mouth.”
-Kurt Vonnegut
This course is designed to prepare you for writing at the university level, regardless of what you
intend to study. Our class will focus on developing your understanding of the basics of rhetoric
and rhetorical analysis, which you will use in your examination of written, oral, and visual texts.
You will also employ your knowledge of rhetoric, style, genre, form, and argumentation in your
own formal essays. At its heart, English 101 is a course that approaches writing as a craft. As
such, much of our time together (and your time outside of class) will be devoted to helping you
explore and establish your own authentic voice as a writer through the process of drafting, peer
review, and revision.
Required Materials

Ensor, Lavina, Chelsea Atkins Skelly and Kathleen T. Leushen. Rhetorical
Approaches to College Writing. Plymouth: Hayden McNeil, 2014. ISBN:
9780738061337.

Biss, Eula. Notes from No Man’s Land: American Essays. Graywolf Press, 2009.
ISBN: 9781555975180

Foer, Johnathan Safran. Eating Animals. Back Bay Books, 2009. ISBN:
9780316069885

Blackboard Readings- These can be found on Blackboard Under Course Documents.

A Composition Notebook/ Journal and Writing Utensil.

Plan on saving a bit of money to have your final portfolio professionally bound at the
print shop or Fed-Ex.
Technology Requirements

Active I-Spartan Email Address (You should check this account daily.)

Blackboard Account

Printing Access. Please make sure you budget enough money to print documents.
“My card ran out of money/ my printer ran out of ink/etc. is not an acceptable excuse.

A flash drive, external hard drive, or email account where you can save and back-up
work. You should save every draft.
Course Objectives:
English 101 satisfies three of the six hours of the Reasoning and Discourse (GRD) requirement at
UNCG, which states 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/UnivReg/GECDescription.aspx)
English 101 is also 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://wedb.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:
English 101 Student Learning Outcomes
At the completion of this course, students will be able to:
1. Analyze the content and structure of complex texts (written, oral, and/ or visual in
nature;
2. Compose cogent, evidence-based, argumentative texts;
3. Identify and employ the rhetorical triangle, the canons, and the appeals in both formal
and informal discourse;
4. Summarize, quote, paraphrase, and synthesize source material in support of an
argument ;
5. Employ drafting, peer review, and revision techniques in order to improve content,
style, and structure of their own writing;
6. Appraise their own composing abilities and composing processes through critical
reflection.
Course Policies:
Academic Integrity: “Academic integrity is founded upon and encompasses the following five
values: honesty, trust, fairness, respect, and responsibility. Violations include, for examples,
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.
Incidents of cheating and plagiarism are reported to the Dean of Students and sanctions are
aligned with the policies at http://sa.uncg.edu/dean/academic-integrity/violation/plagarism.
Moral of the story: I’m interested in your work and thoughts, not someone else’s. If you
intentionally represent someone else’s work as your own you will fail this course. I
encourage you to ask questions in class or come see me in my office hours if you have any
questions about this policy or academic integrity.
Attendance: The success of our class, as it is discussion based, depends on your participation in
the conversations we bring up in class. Therefore, any absences are strongly discouraged. For
literature classes meeting twice a week: Students are allowed a maximum of two absences
without grade penalty. For every absence beyond those allowed, 5 percentage points will be
deducted from you final grade. (i.e. A total of five missed classes will result in a 10 percentage
point penalty from your final grade. Yikes.) Students who miss four classes on a two-day
schedule will fail the course. Should a crisis arise, come talk to me or email me before you miss
too many classes.
Students are, by state law, allowed two excused absences due to religious holidays. These
absences do not count toward the total maximums allowed above. If you plan to miss class due to
a religious holiday, you must notify me via email at cgadams2@uncg.edu at least 48 hours prior
to your absence.
I excuse absences only in the case of serious matters such as: chronic illness, hospital visits,
or the death of family member. You should expect to be required to produce appropriate
documentation if you are asking for an absence to be excused. While I understand that colds, flat
tires, and malfunctioning alarm clocks are a fact of life you should use your allotted absences
wisely to account for these less serious matters. If you miss class you are responsible for making
up any work you may have missed. This includes checking Blackboard and contacting another
member of the class for notes, changes to the course schedule, and other pertinent information. It
is easy to email your classmates using the email tool in Blackboard.
*Student athletes are subject to the above requirements. If you must miss class for games or
practices, they will count as one of your three allowed absences. If you need to miss additional
classes, or if you will be traveling when a paper or project is due, you must speak with at least
one week in advance to determine an alternate due date. Please bring your travel addendum to
me as soon as possible, and maintain communication with me throughout the semester to
avoid problems.
Tardiness: I finish taking attendance by the start of class; so being late may result in you being
marked absent in addition to affecting your participation grade. If you arrive after I have finished
taking attendance you are tardy. If you leave class early you are tardy. Three tardies equal an
absence. I say this, simply, because it is vital to our collaborative learning environment that you,
your voice, and your work are present if we are to have an engaging and successful course.
Accessibility for Special Needs: Students with documentation of special needs should arrange to
meet with me about accommodations as soon as possible. If you believe you could benefit from
such accommodations, you must first register with the Office of Accessibility Resources and
Services on campus before such accommodations can be made. The office is located on the
second floor of the Elliott University Center in Suite 215. The office is open from 8:00 a.m. to
5:00 p.m. Monday-Friday. You can reach them by telephone at 336-334-5440, or email at
oars@uncg.edu.
Respect Policy: Most things worth writing about have the ability to cut to the depths of our
beings. These things include death, violence, grief, religion, relationships, and our human nature.
Sometimes we will disagree with each other in class. Impassioned conversation is great, but
disrespectful tones, personal attacks, and violent verbiage are unacceptable. Also, because I do
not allow cell phones the buzzing or ringing of these devices is a violation of this policy. I
reserve the right to interpret inappropriate behaviors as I see fit and address them accordingly.
Remaining in my class is a tacit acknowledgement of this right.
Submission of Work: All papers are to be formatted according to MLA guidelines. This means
they should be double-spaced in 12 point Times New Roman font with 1-inch margins (note: not
the default setting of the current version of Microsoft Word) and stapled. Please include your
name, our course number, the date the assignment is due, as well as an original title. I expect you
to responsibly cite all materiel you use in your work. 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, as is our own library, library databases, and The University Writing
Center. Papers that are not formatted correctly or contain improper citation will be returned and
penalized 10 points. They will need to be re-submitted within 24 hours or they will be considered
late.
Late Work Policy
Papers are due by hard copy at the start of class. If you are absent I still must have an electronic
copy of your paper by the start of class. You are responsible for submitting an identical hard
copy at our next class meeting. Work that is turned in after the start of class will be
considered late. Late work will be penalized one letter grade for every calendar day it is
late. It is your responsibility to contact me to arrange turning in your late work. I will not ask
you for it.
Technology Policy: Laptops and tablets are permitted to take notes pertaining to our class, to
view documents on our Blackboard website, or to engage in class-related activities as approved
by the instructor. Any student who uses an electronic device for any activity not relevant to
this course during class time will be marked absent and will not be allowed to use
electronics in class again. If you choose to use an electronic device in class, I ask that you sit in
the front row(s).
Cell Phone Policy: Cell phones may not be used in this class. Silence all devices that make
noise. Cell phones shall be stowed “down and away” until the end of class. If I can see your cell
phone you will be marked absent and will be asked to leave class. Please see me at the start of
class if you anticipate needing to take an emergency call.
Contacting the Instructor: Class time and office hours are the most efficient way to get your
questions and concerns addressed. Outside of class, email is the best way to reach me. I will
make every effort to respond to your email within 48 hours. If I have not replied to your message
after 48 hours, then please re-send the message.
Additional Resources:
The University Writing Center: This is a free service that 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 needed, though you should arrange to go
to the center at least 48 hours prior to when your assignment is due.
Other Helpful Information:
Counseling and Testing Center: 336-334-5874
Office of the Dean of Undergraduate Studies: 336-334-5099
Student Services Center (Tutoring): 336-334-3125
Graded Components:
FINAL GRADE BREAKDOWN
Participation: 10%
Weekly Quizzes and In-Class Writings: 10%
Advertisement Analysis Essay: 10%
Rhetorical Analysis: 10%
Annotated Bibliography: 5%
Two Sides Paper: 10%
Final Portfolio: 40%
Portfolio Presentation: 5%
I utilize the full range of grades from A to F (including plusses and minuses) in keeping with
University grading policies. Your course grade will be based on the following components that
make up your course work for the semester. UNCG defines an A as excellent; a B as good; a C
as average; a D as the lowing passing grade; and an F as failure. Please understand that a C
means that you simply met all the requirements of the course, not that you did poorly, which
would be indicated by a D or an F. Likewise, an A or B indicates you met and exceeded course
requirements.
Your writing assignments and projects will be graded based on their originality, ambition,
willingness to take risks, relevance to the subject matter, analysis of particular passages
and more general themes, and finally on their mechanics and formatting. A detailed rubric
is available on Blackboard under Course Information.
Criteria for Oral Communication
A
Superior communicative skills; excellent preparation for class discussion; always
volunteers; listens and responds thoughtfully and courteously to others’ comments;
student exemplifies mastery, rigor, and intellectual curiosity regarding course readings
and concepts while also introducing relevant independent insights to the discussion;
student demonstrates enthusiasm and takes initiative, particularly during group activities.
B
Good communicative skills; solid preparation for class discussion; consistently
volunteers and makes meaningful contributions in group activities; student exemplifies
interest and engagement regarding course readings and concept; student demonstrates a
positive attitude
C
Adequate communicative skills; fair preparation for class discussion; occasionally
volunteers; exemplifies competence regarding course readings and concepts; student
demonstrates an inoffensive, but noncommittal attitude; sporadic contributions during
group activities
D
Limited communicative skills; uneven preparation for class; rarely volunteers;
demonstrates indifference or irritation when prompted; inattentive during class; rare
contributions during group activities. [Performance may be marked by other flaws:
consistent tardiness, disruptive behavior, etc.]
F
Weak communicative skills; little to no preparation for class; little evidence of reading
assignments (this can include not buying course texts or not making up missed material);
never volunteers, or doesn’t respond when prompted; demonstrates potential hostility to
discussion; irrelevant, distracting, or no contribution to group activities
Remember, you do not need to be an “expert” to participate; asking a good question is as, or
sometimes more, valuable than offering a completed thought.
Participation (SLOs 1,2,3,4,5,6): 10%
To succeed in this class, you must do the readings beforehand in a manner that prepares you to
engage in substantial, sophisticated discussion, both verbally and written in your journal.
Participation also includes actively listening to your classmates and me. There will be materiel
checks at least once a week (bring your required texts and journal to class every day). Do not
forget your journal, we will use it extensively. The time you invest in your journal will be
evident when it comes time to write your rationale essay for the Final Portfolio. Additionally, I
will evaluate the time and interest you invest in our in-class journaling as part of your
participation. Before each class I expect you to prepare, in your journal, several points in the text
that interested you or questions you had about the text. You may be called on at random to share
your entry with the class.
Weekly Quizzes and In-Class Writings (SLO’s 1,2,3,4): 10%
In order to become good writers, one must become a good reader. Our texts demand careful
consideration, which demands time. To foster and reward good reading and annotation habits
you will be quizzed weekly on the content of our readings. In lieu of a quiz I may opt to ask you
to do an in- class writing assignment, annotation, or outline.
Advertisement Analysis, 5-6 pages (SLOs 1,2,3,4,5): 10%
For this assignment you will select and analyze a print advertisement. You will describe the ad,
and form an argument based on the visual rhetoric which you will support evidence of your
claims. You will be graded on the clarity and complexity of your thesis statement, the
thoroughness of your analysis of your advertisement, your knowledge of the appeals, the logic of
your essay’s organization, and the effectiveness of your style.
Rhetorical Analysis, 6-7 pages (SLOs 1,2,3,4,5): 10%
For this Assignment you will perform a rhetorical analysis of a speech that incited controversy.
This essay requires that you not only devote sophisticated discussion to each of the appeals, but
also that you display a nuanced sense of audience. You will be graded on your understanding of
the appeals, the complexity of your analysis of how and why the appeals incited controversy, and
the clarity with which you present your argument.
Annotated Bibliography (SLOs 1,3,4,5): 5%
This assignment will help you to being to articulate the key contextual issues surrounding your
Two Sides Paper. It will also foil your attempts to procrastinate towards the end of the semester.
You will find three sources that address the topic about which you propose to write your paper
and list the complete MLA citation for each of the sources (when I say source I mean an article
or essay from a book you checked out the library, or found using the library’s academic
databases). After each citation you will summarize the article’s argument in 3-4 sentences. After
your summary, you will devote an additional 3-4 sentences to how you intend to use the source
to support the thesis of your paper.
Two Sides Paper, 8-10 pages (SLOs 1,2,3,4,5): 10%
This assignment will build on the research developed from your annotated bibliography. For this
essay you will respond to a hot button issue by generating two short essays. For each essay you
will explain the general issues surrounding your topic, create your own argument that allows you
to enter this existing conversation, note the opposing viewpoints, and use reputable sources to
support your argument. Your goal in each essay will be to present one side of the hot button
issue. You will be graded on your understanding of the issue’s context, the clarity and
complexity of your thesis statements, the quality of evidence you use to support your arguments,
the logic of your essays’ organization, and your ability to integrate your style into the
conversation surrounding your topic. That is, I want to distinctly “hear” your voice alongside the
voices of the texts you’ve chosen to support your argument.
The Final Portfolio (SLO’s 1,2,3,4,5,6): 45%
The final portfolio is a required, common assignment across all sections of English 101. Due at
the end of the semester, the portfolio is composed of representative pieces of your work from the
semester. Your portfolio will include a critical rationale essay (see below) and revisions of at
least two major assignments. All work must be substantially revised over the course of the
semester. Keep all drafts. At a minimum I want to see your peer review draft, your graded draft,
and the revised draft for the portfolio. You can include brainstorms, in class exercises ripped
from your journal, outlines, and additional drafts. Include anything that shows me the journey of
a piece of writing from the initial idea to the portfolio. When you have gathered and printed all
the components, create a detailed table of contents, a title page, and bind it all in the two folders
you bought at the start of the semester.
The Critical Rationale Essay (SLOs 1,2,3,4,5,6) a 6-8 page document that:
*Assesses how individual pieces of writing as well as the collective contents of the portfolio
illustrate your 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.
I will not grade the rationale essay separately. Instead it will serve as an extended analysis of
your work and this it is a crucial component of the Final Portfolio.
(See Blackboard for complete Final Portfolio guidelines.)
Portfolio Presentation (SLOs 1,2,3,4,6): 5%
Taking inspiration from one of our readings “Ain’t I a Woman?”, you will present how you feel
you’ve grown as writer, how you’ve developed your own, unique voice, and what you’ve learned
that has perhaps re-shaped the way you view the world. Keep in mind this is an argument. You’ll
want to utilize the appeals, consider the rhetorical triangle, and provide examples as evidence.
This presentation will be no shorter than5 minutes and no longer than 7.
Provisional Course Schedule
NOTE: This schedule is "provisional" to allow for some flexibility through the semester if the
need arises. This also means that the schedule may not include all minor assignments.
Bb: Blackboard
NFN: Notes From No Man’s Land: American Essays
EA: Eating Animals
RACW: Rhetorical Approaches to College Writing
Unit 1: Learning the basics of rhetoric and entering the larger conversation through
analysis of advertising.
Week 1
January 14 RACW: McAlpin, “How the Thesis Guides Effective Writing”(61)
Bb: Syllabus
Course Overview and “How ya’ dos?”
January 16
Week 2
January 21
January 23
Week 3
January 28
January 30
Bb: “Theme for English B”, Langston Hughes. “This I believe”. “Squirrel Cop”
Writing prompt distributed
*January 17th is the last day to add/drop classes without special permission.
Due: Writing Prompt
RACW: Babb, “ An Introduction to Rhetoric and the Rhetorical
Triangle”(3)
Bb: Truth, “Ain’t I a Woman”
*Journal Reflection
RACW: Laminack, “Rhetorical Analysis and Visual Media” (142)
RACW: Berrier, “Rhetorical Context is (Almost) Everything” (13)
Freeman and Merskin, “Having It His Way: The Construction of
Masculinity in Fast-Food TV Advertising”
*Advertisement Analysis Assignment Distributed
RACW: Ensor, “Understanding the Rhetorical Dimensions of
Academic Citations”
RACW: Ray, “The Art of Summarizing, Paraphrasing, and
Quoting”(106)
Bb: Obama, “A More Perfect Union.”
Citation Activity
Due: Draft of Advertisement Analysis
Peer Review of Advertisement Analysis
RACW: Berrier, “Rhetorical Context is (Almost) Everything” (13)
Unit 2: Reading for Rhetoric and Understanding Audience
Week 4
February 4
February 6
Week 5
February 11
February 13
Week 6
February 18
February 20
Week 7
February 25
February 27
Due: Completed Draft of Advertisement Analysis
NFN: “Time and Distance Overcome”
RACW: Blades, “Reading Critically” (49)
Journal Reflection
NFN: “Relations”, “Three Songs of Salvage”
RACW: Romanelli, “Writing with the Rhetorical Appeals”(17)
RACW: Shook, “Reading for the Rhetorical Appeals”(25)
NFN: “Land Mines”, Goodbye to All That”
NFN: “Black News”, “Letter to Mexico”, “Babylon”
*Anatomy of Controversy (A Rhetorical Analysis) Assignment
Distributed
NFN: “Back to Buxton”, “Is this Kansas”, “No Man’s Land”
Due: Draft of Rhetorical Analysis
Peer Review of Anatomy of Controversy
RACW: Skelley, “Arrangement as Rhetorical Composing”(66)
Individual Conferences: Regular class meeting cancelled. Students
will meet individually with instructor.
Individual Conferences: Regular class meeting cancelled. Students
will meet individually with instructor.
Unit 3: Integrating research: Using Texts and Rhetorical Knowledge to Form and Support
your Own Arguments
Week 8
March 4
Due: Completed Draft of Rhetorical Analysis
NFN: “Nobody Knows your Name”, “All Apologies”
Journal Reflection
March 6
Library Orientation: Meet in Jackson Library
RACW: Wooten, “Finding a Conversation to Find Research”(95)
RACW: Johnson, “Situating Evidence through Contextualization (100)
*Annotated bibliography assignment distributed with Research
Assignment
* March 7th is the last day to drop classes without academic penalty
Week 9
March 11
Spring Break. No Class.
March 13
Spring Break. No Class
Week 10
March 18
March 20
Week 11
March 25
March 27
Due: Annotated Bibliography
Peer Discussion
Journal Reflection
EA: 3-123
EA: 124-220
EA: 221-270
Class Debate: Should the United States participate in the factory farming
of animals?
Due: Drafts of Two Sides Essays
Peer Review of Research Essay
Unit 4: The Importance of Revision and The Final Portfolio
Week 12
April 1
April 3
Week 13
April 8
April 10
Due: Completed Drafts of Two Sides Essays
RACW: Ray, “The Portfolio Process” (41)
Bb: Print a copy of the portfolio guidelines and bring it to class.
Bb: Lamott, “Shitty First Drafts”
RACW: Mullins, “Revision is Writing” (77)
RACW: Buck, “Style as Revision” (72)
Bb: Student Essay #1
Bb: Student Essay #2
Revision Workshop
Due: Draft of Critical Rationale
Peer Review of Critical Rationale
Week 14
April 15
April 17
Bb: Clinton, “Women’s Rights are Human Rights”
Bb: Lamott, “Perfectionism”
Due: Portfolios
Stirring conclusions and evaluations
Week 15
Final Exam: Thursday, May 1st from 3:30 pm. to 6:30 pm
Portfolio Presentations
Graded Portfolios Returned