English 101-09: College Writing
Instructor: Ms. Courtney Hartnett
Classroom: TBA
Class Time: MWF 10-10:50
Office: MHRA 3112G
TA Mailbox Room: MHRA 3317
E-mail address: cehartne@uncg.edu
Office hours: Mondays 11 a.m. to 1 p.m. (If you are unable to meet during office hours,
please contact me to schedule an appointment).
Class description:
This class is designed to develop your skill as a writer. Assigned readings will fall into one of
two categories: (1) writings on the nature of rhetoric, rhetorical strategies, and the art of
writing, and (2) essays, articles, etc. that illustrate rhetorical strategies or offer arguments.
Students will learn to apply the rhetorical appeals of ethos, pathos, and logos to their own
writing and will practice careful revision of their own pieces through peer reviews and
independent work.
Required texts and materials:
Bartholomae, David, and Tony Petrosky. Ways of Reading: An Anthology for Writers. 9th ed.
Boston, MA: Bedford/St. Martins, 2011. Print. ISBN: 978-0-3125-7091-0
Skelley, Chelsea A., Kathleen T. Leuschen, and Meghan McGuire. Rhetorical Approaches to
College Writing. Plymouth: Hayden-McNeil, 2015. ISBN: 978-0-7380-6838-1
(This book is only available at the UNCG bookstore – please make sure you have the
current edition, which has a green cover.)
Please bring a writing utensil and paper/a notebook to every class for in-class writing
exercises and reading quizzes.
You also will need a binder for your portfolio, and I recommend saving physical copies of
graded assignments in a folder, binder, etc., so you will have them for your portfolio.
Student Learning Goals:
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” (for more information, please
visit http://uncg.smartcatalogiq.com/en/2013-2014/Undergraduate-Bulletin/UniversityRequirements/General-Education-Program/General-Education-Core-Requirements).
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.” (for
more information, please visit http://uncg.smartcatalogiq.com/en/20132014/Undergraduate-Bulletin/University-Requirements/General-Education-Program)
The following are the English 101 Student Learning Outcomes, each of which
corresponds to both the GRD goals and to LG1:
English 101 Student Learning Outcomes (SLOs):
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.
Academic Integrity Policy:
“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. 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/plagiarism/
Common instances of plagiarism are (1) failure to cite sources and (2) submitting, as a
student’s own work, work done by another person or copied from an external source. A
student who does not properly cite sources may face sanctions ranging from having to redo
the paper to receiving a grade of zero on that paper. Turning in another person’s work or
work copied from a source can result in sanctions ranging from a failing grade on the
assignment to expulsion from the university.
Attendance policy:
Regular attendance in class is necessary for earning a passing grade and will greatly help your
learning. I don’t distinguish between excused and unexcused absences. If you are
absent on a day when something is due, you are still responsible for turning it in on time (In
these cases, sending in something electronically by the end of the class period is ok).
You are allowed three absences per semester for illnesses or unavoidable conflicts. If you
miss a fourth class, your final grade will drop by a half letter grade. Missing a fifth class
results in another half-letter grade deduction. Missing six classes will result in a course
grade of F.
Also, if you arrive in class more than 10 minutes after we’ve started, you’re counted late.
Three late arrivals equals one absence.
If you find yourself facing a major health problem, family emergency, or other extenuating
circumstance, please contact me via e-mail as soon as you can.
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 a student plans to miss
class due to a religious holiday, he or she must notify the instructor in writing at least 48
hours prior to the absence. (UNCG Religious Observance Policy:
http://uncg.smartcatalogiq.com/en/2014-2015/Undergraduate-Bulletin/AcademicRegulations-Policies/Class-Attendance/Religious-Observance)
Electronics in class:
Some students may wish to use smartphones, tablets, laptops, or other electronic devices to
take notes in class. This is acceptable as long as electronics are used for class-related activities
only. Using them for other purposes during class is distracting for classmates and limits your
learning.
If I see you using technology for non-class related purposes, you will not be allowed to use
technology in class again. To be perfectly clear: one misuse of technology equals no
technology for the rest of the semester.
Please note that, for some in-class activities like peer reviews and reading quizzes, I will ask
the class to put away all technology temporarily.
Late work:
Late work is discouraged, but I will still accept it. However, for each day late, you will be
penalized a full letter grade. This includes weekend days. Please note that if you turn in
something more than four days late, you won’t receive credit (as there are no letter grades
that come after F).
Electronic issues are not an excuse for late work – if you are experiencing computer,
internet, or printer issues, please leave time to use computers on campus, etc.
Final grade evaluation:
Your grade for the course will be determined by your grades on three formal papers, a
writing portfolio of your revised work throughout the class, reading quizzes, and informal
writing/in-class activities. The breakdown is as follows:
Reading quizzes: 5%
Informal writing/in-class activities/participation: 15%
Paper 1 – Argumentative Memoir: 10% (SLOs 2,3,5)
This paper involves the creation of an argument or thesis through the lens of
personal experience. We will read and discuss an essay that accomplishes the goals of
this assignment as well. Length: 4 pages.
Paper 2 – Articulating and Responding to Arguments: 15% (SLOs 1,2,3,4,5)
This paper will involve students selecting a course from class reading. They will
refute, support, or otherwise respond to the source’s argument using independently
researched sources. Length: 6 pages.
Paper 3 – Researched Argument Paper: 15% (SLOs 1,2,3,4,5)
In this essay, students will synthesize multiple sources to provide a clear idea of the
existing rhetorical conversation surrounding the chosen issue. They will take a stance
on the chosen issue and back up their claims with research. Length: 8 pages.
Writing portfolio: 40% (SLOs 1,2,3,4,5,6)
The writing portfolio traces progress through the course and will include significant
drafts of assignments and post-assignment reflections. Central to the portfolio is the
critical rationale, a 4-6 page paper that outlines progress and the development of the
student’s writing.
Because the portfolio is a reflection of your work throughout the course, you will need to
include peer-reviewed drafts and other graded writing. Including these drafts (and not just
final pieces) in your portfolio will help you trace your progress as a writer. Please save
graded papers you receive back, as you will need each one for your portfolio.
Office of Accessibility Resources:
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 Accessibility Resources and
Services on campus before such accommodations can be made. The office is located on the
second floor of the Elliot University Center (EUC) in Suite 215, and the office is open 8 a.m.
to 5 p.m., Monday-Friday. Telephone: 334-5440, e-mail: oars@uncg.edu.
Outside resources:
This class is designed to challenge you and help you grow as a writer. If you find yourself in
need of help or guidance, there are plenty of resources available to you. Please feel free to
come to office hours or schedule an appointment with me if you would like extra feedback
or want to discuss a portion of the course.
Another resource is the University Writing Center – you can meet with a consultant who
will offer feedback on your paper or other assignment. The Center is located in MHRA
3211, and you don’t need an appointment. Virtual appointments are available for shorter
papers as well. Visit the website for more information:
http://www.uncg.edu/eng/writingcenter/default.php
The University Speaking Center is also in MHRA 3211 and can help you with
presentations, etc. Visit the website: http://speakingcenter.uncg.edu/default.php
For digital presentations or design, visit the Digital ACT Studio:
http://digitalactstudio.uncg.edu/
E-mail response policy:
I will make every effort to respond to your e-mails within 48 hours. If you don’t hear back
within 48 hours, please resend your e-mail.
Final exam period:
This class does not have an exam, but the final exam period, which is May 4 from 12 noon
to 3 p.m., will be used to hand back portfolios. Attendance is necessary and failure to show
up will result in an absence. Students will read aloud a portion of the portfolio in an informal
setting – this will allow us to celebrate progress through the course. We will also have a
potluck. It won’t last the whole three hours.
Course Schedule (subject to revision at my discretion – please monitor Blackboard for
updates):
RACW= Rhetorical Approaches to College Writing
WOR = Ways of Reading
BB = Blackboard
Date
Readings (have read before class)
Week 1
1/12, M
1/14, W
1/16, F (last
day to change
course or drop
for full refund)
Week 2
1/19, M
1/21, W
Course Introduction
Course introductions – please have the syllabus read
before class.
Please read and print out a copy of the syllabus.
RACW, “An Introduction to Rhetoric and the
Rhetorical Triangle,” “The Canons of Rhetoric as
Phases of Composition,”
BB, “On Writing,” Raymond Carver
Understanding Rhetoric
DR. MARTIN LUTHER KING JR. DAY – NO
CLASS
RACW, “Writing With the Rhetorical Appeals,”
“Rhetorical Context is (Almost) Everything”
BB, “Mirrorings,” Lucy Grealy
1/23, F
Week 3
1/26, M
1/28, W
1/30, F
Week 4
2/2, M
2/4, W
WOR, “The Pain Scale”
Writing Center Orientation
Review and Revision
Draft of Paper 1 due
RACW, “Viewing Peer Review as a Rhetorical
Process” and “Revision is Writing”
BB, “Shitty First Drafts”
WOR, “Animism and the Alphabet”
Articulating and Responding to Rhetoric
In-class revision day for paper 1
2/6, F
WOR, “Authority and American Usage,” “How to
Tame a Wild Tongue”
WOR,“Beside Oneself: The Limits of Sexual
Autonomy,” “Race, Culture, Identity: Misunderstood
Connections”
Week 5
2/9, M
Incorporating Research
Library Orientation – meet at library
Assignments (turn in at
beginning of class)
1-2 pages, double-spaced, on your
goals for learning and progress in
this class.
Discussion post 1 – Find an
article online and post a link, along
with an example and brief
explanation of at least one
rhetorical appeal. (about 300
words)
Paper 1 question sheet
Peer review day – bring a printed
out draft of paper 1.
Discussion post 2 – Describe
how the rhetorical canons have
shaped your first paper (about 300
words).
Paper 1 Due
Informal argument summary and
response paper
2/11, W
RACW, “Finding a Conversation to Find Research”
and “The Art of Summarizing, Paraphrasing, and
Quoting”
2/13, F
WOR, “Panopticism”
Week 6
2/16, M
Critical Reading, Critical Writing
RACW, “Reading for the Rhetorical Appeals,”
“Reading Critically,” “How the Thesis Guides
Effective Writing”
WOR, “The ‘Banking’ Concept of Education”
2/18, W
WOR, “Short Talks,” “Voices”
BB, selected poems
2/20, F
Week 7
2/23, M
WOR, “Our Secret,” “The Loss of the Creature”
Peer Review and Conference Week
Draft of paper 2 due
BB, “Editing as Rethinking”
2/25, W
Conferences
RACW, “Instructor Feedback as Part of the
Rhetorical Conversation” and “Conferencing
Rhetorically”
Conferences
Paying Attention to Style
RACW, “The Play of Style” and “Understanding
Tone and Voice”
2/27, F
Week 8
3/2, M
3/4, W
3/6, F (last
day to drop
without
penalty)
Week 9
3/9, M
3/11, W
3/13, F
Week 10
3/16, M
3/18, W
In-class style exercise
BB, “On Self-Respect,” Joan Didion
WOR, “Joyas Voladoras”
Emulating voice, style, and tone in-class exercise
Rhetoric Beyond Writing
SPRING BREAK NO CLASS
SPRING BREAK NO CLASS
SPRING BREAK NO CLASS
Body and Visual Rhetoric
BB, “How Body Language Lets Us Down,” “At
Airports, a Misplaced Faith in Body Language,” “The
Language of Clothes”
WOR, “Beauty (Re)discovers the Male Body”
WOR, “Ways of Seeing”
Discussion post 3 – Find an
article online and post the link
along with a summary that
includes at least two quotes (about
300 words).
Paper 1 reflection due
Discussion post 4 – Find an
opinion piece or other article from
a reputable source, post a link, and
describe specific instances in
which the writer successfully
articulates another’s argument and
responds to it (about 400 words).
Peer Review day – bring in a
printed out copy of Paper 2
Discussion post 5 – Identify
three elements of style and voice
in your own writing and explain
why you chose them (about 400
words).
Paper 2 Due
Paper 2 reflection due
3/20, F
Week 11
3/23, M
3/25, W
Visual rhetoric presentations
Visual rhetoric presentations
Synthesis
RACW, “Invention, Asking Questions to Find a
Starting Point”
3/27, F
BB, “Kenyon Commencement Speech”
WOR, “The Achievement of Desire,” “The Dark
Night of the Soul”
Week 12
3/30, M
Documenting Sources
Draft of Paper 3 due
4/1, W
4/3, F
Week 13
4/6, M
4/8, W
4/10, F
RACW, “Academic Integrity”
NO CLASS
Introducing the Portfolio
RACW, “The Portfolio Process”
Critical rationale pre-write class exercise
Portfolio brainstorm, outline, and discussion
Week 14
4/13, M
Portfolio Work
Critical rationale peer review
4/15, W
4/17, F
WOR, “States”
WOR, “Our Time,” “Social Identity and Group
Solidarity”
Portfolio Work
Portfolio Workday/mini conferences
Portfolio Workday/ mini conferences
Portfolio process recap and in-class exercise
Week 15+
4/20, M
4/22, W
4/24, F
4/27, M
Discussion post 7- Describe a
difficulty you’ve had in discovering
the rhetorical conversation
surrounding your chosen topic for
Paper 3 (about 300 words).
Peer review day - bring printed
copy.
Paper 3 due
Discussion post 8 – Discuss how
your writing has become more
sophisticated over the course
(about 300 words).
Critical Rationale peer review
day – bring a printed out copy of
your critical rationale.
Paper 3 reflection due
Portfolio Due