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ENG 101-04 College Writing I
Melissa “Melle” Ridley Elmes
MWF 9:00-9:50 a.m.
Curry 237
office: MHRA 3112 G
office hours: MW 10:00-11:00
(or by appointment)
email: maelmes@uncg.edu
Course Description and Student Learning Outcomes
The purpose of English 101 is to help you become a better writer and critical thinker through the study,
analysis and application of foundational rhetorical principles to the common scholarly (one might even
say simply, “human”) activities of reading, writing, listening, and response. By the end of the course,
students will have extensively studied the rhetorical process and applied it to their writing. Course
readings are chosen to help you understand the writing process and use structural tools more confidently,
while class instruction and activities focus on reading rhetorically, choosing and developing an idea,
paper organization, editing and peer editing, and the summarizing, quotation and paraphrasing, and proper
documentation of source materials.
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 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.
Required Texts (Available for purchase at the University Bookstore)
Kennedy, X.J., Dorothy Kennedy, and Jane E. Aaron, The Bedford Reader, Eleventh Edition.
Bedford/St. Martin’s Press, 2012. Print. ISBN: 9780312609696
Wooten, Courtney, Sally Smits, and Lavina Ensor, Eds. Rhetorical Approaches to College
Writing. Plymouth, Michigan: Hayden-McNeil, 2012. Print. ISBN: 978-0-7380-5304-2
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Additional course readings will be posted to Blackboard (http://blackboard.uncg.edu/) and should be
printed out and brought to class.
Supplemental Text: Students may wish to consult Graff, Gerald, Cathy Birkenstein & Russell Durst, They
Say I Say over the course of the term as indicated on the syllabus. The older edition (without readings) is
available for purchase through the bookstore; the newer version with readings is on closed reserve (2 hour
check out) at Jackson Library. I also have a copy of the newer edition available in my office.
Other materials: Please bring paper, pen and/or pencil, highlighter, your textbooks, essay drafts and
writings done for class, and print outs of assigned readings posted to Blackboard with you to each class
session. Failure to come to class prepared with these materials will result in the loss of participation
points. Multiple infractions concerning your preparedness for class will result in your being asked to leave
and counted absent for the day.
Grading
My grading system is in keeping with university grading policies. 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. A basic standards sheet as well as the rubric by which your final portfolio
will be graded is included at the end of this syllabus for your general awareness.
Your final course grade is calculated as follows:
Class Participation (SLOs 1, 3-6): 15% of your final course grade
This class is predicated on the notion that in order to become better writers, students must write, read
about writing, read and evaluate their own writing and the writing of others, and discuss and analyze the
writing process and their use of it. As such, while there will be some lecturing, the majority of class time
will be spent actively engaged in these activities, and all students are required to participate both in
individual and group endeavors. Class participation will be gauged through attendance, completion of
assigned reading and writing prior to class, quizzes, informal in-class writings, peer reviews*,
involvement in class discussions and quality postings to Blackboard discussions. It is necessary to
participate actively in class in order to meet the stated student learning outcomes for the course.
*Please note that a good, critical peer review is a particularly important and hard-to-master skill and your
participation in these over the course of the term is non-negotiable. On peer review days, you must bring
two printed copies of your paper to class. If you do not participate in peer review, you can earn no higher
than a “C” on your final paper grade.
Blackboard Discussions: Every week after class on Monday a discussion question germane to the topics
being covered that week will be posted to Blackboard. You are required to respond to this question by 5
p.m. Wednesday, and then to have responded to and/or elaborated on the postings of at least two of your
classmates by 5 p.m. Friday. Blackboard discussions count towards your class participation grade, so be
sure your postings are meaningful and consist of more than simple agree/disagree statements or
superficial comments. You should aim for between 4 and 6 well-crafted sentences in each posting.
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Student – chosen thematic reading posts: Each week in addition to the assigned readings on the weekly
theme, students will choose one other relevant text, either from our reader, from the supplemental
readings, or from another source, summarize and comment on the author’s rhetorical approach, and post
that summary (no more than 500 words) on Blackboard by Wednesday at 5:00 p.m. Each student must
read and comment on at least 3 of these summaries by Friday at 5:00 p.m.
Reading Responses: You are required to write a weekly, 500-700 word response to course readings. You
may choose to respond either to one or all of the thematic reading(s), or to the “thinking about writing”
readings, or to do a short response to each. These will be collected, read, and commented on, but not
formally assigned grades. From them, you will self-select topics for each of your formal essays, building
on or moving away from your response to a more considered rhetorical approach to the topic making use
both of primary and of secondary sources as needed. These essays, together with your final portfolio,
comprise the majority of your final grade in the course. You may miss one reading response without
penalty to your grade.
Essay One (SLOs 1-5): 5 pages, 10% of your final course grade
Essay Two (SLOs 1-5): 5 pages, 10% of your final course grade
Essay Three (SLOs 1-5): 6-8 pages, 10% of your final course grade
Failure to turn in any final essay will count against your participation grade as well as the essay grade.
Individual Student Conferences (SLOs 5 & 6): 5% of your final course grade
All students enrolled in this course must meet with me in conference twice during the term. These
conferences are your main opportunity to speak with me about your writing one-on-one, and you should
come ready to discuss your questions and concerns. Conferences are mandatory; please consult your
planner or other time organizer prior to signing up for a conference time to avoid scheduling conflicts. In
the instance you find it necessary to cancel your conference, I require that you notify me of this 24 hours
in advance. Failure to conference with me will result in a 5% penalty to your final grade, count against
your class participation grade, and also count as an absence – a triple hit against your grade in the course,
if you will. Take this seriously.
Final Portfolio (SLOs 1-6): 50% of final course grade
The final portfolio is the summative collection, evaluation and critical review of the work you have done
in English 101 this term; as such you cannot pass the course without doing one. Please refer to the
portfolio guidelines and grading rubric at the end of this syllabus for more information on this
assignment.
Policies
My basic expectation of you as university students is that you will be in class on time and prepared, that
you will participate actively, that you will conduct yourselves responsibly and with respect for everyone
in class, and that you will give me your best effort. Beyond that:
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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>.
Plagiarism: Plagiarism is the most common violation of academic integrity. In its most blatant form,
you are plagiarizing when you download a paper off of the Internet, turn in a paper someone else wrote
for another class, or have someone else write your essays for you. You are also plagiarizing when you
engage in verbatim copying OR paraphrasing from a source without proper acknowledgement, and when
you use someone else’s ideas without acknowledgement. Per UNCG regulations, penalties for plagiarism
range from the minimum of an F on the assignment in question to expulsion from the university. I will be
going over proper techniques for citing and documenting sources, you have access to the MLA handbook
and your textbook for examples, and you can also look up proper citation on the Internet – there is simply
no excuse for plagiarism at the college level. It is better to err on the side of over-documenting; when in
doubt, ask!
All papers for this class are to follow the MLA citation guidelines and format.
Accommodations: Students with documentation of special needs should 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: Class attendance is mandatory, and I do not differentiate between excused and unexcused
absences. Because “life happens,” you are permitted three (3) absences with no penalty. A fourth absence
will result in a full letter grade deduction from your final grade, while six absences will result in a nonnegotiable failure of the course for the term. Student athletes are not exempt from the attendance policy; if
you are an athlete, you are strongly encouraged to check your schedule to determine whether there will be
too many conflicts to support your continued enrollment in this section. When absent, you are responsible
for all materials missed and for turning in any due assignments before you miss class. ALWAYS check
blackboard for updates on assignments and due dates when you are absent from class.
Tardiness: I take attendance at the beginning of class, and we will not hold off on the day’s planned
activities for latecomers. If you are tardy to class you run the risk of being counted absent for the day.
Anything you miss as a result of being tardy cannot be made up and will count against your grade.
Leaving early without prior agreement will be marked as an absence as well, and anything you miss as a
result of leaving class early also cannot be made up.
Religious Observances: 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 by email at least 48 hours prior to the absence. You are still
responsible for all of the materials you miss and for turning in due assignments before missing class.
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Electronic Devices: This is not a technology course. Laptops, cell phones, Ipads, Ipods, MP3 players –
whatever electronic devices you possess, don’t bring them to class. If you do bring them to class, don’t
turn them on. Print out hard copies of reading assignments and essay drafts to bring to class with you. Inclass writings will be done by hand unless you have a registered disability requiring you to use a laptop.
Students who willfully choose to ignore this policy will be called out publicly for disrupting the class;
repeat offenders will be asked to leave and counted as absent.
Assignments and Due Dates: Assignments are due on or before their due date, regardless of
circumstances. Technological problems, malfunctions, or misunderstandings, are not grounds for excuse
or exemption from this policy. If you are absent the day an assignment is due, you must have it in to me
before or on that day and by our normal meeting time or it will not be counted. If you are in class the day
an assignment is due, it is due at the beginning of class. If you are tardy to class the day an assignment is
due, it is highly unlikely that I am going to accept it, barring hard evidence in the form of a doctor’s note
or some other documentation that the tardiness was unavoidable and not because of last-minute printing
out of a last-minute completed assignment. I do not accept late work. Assignments may be handed in
early. If you are struggling, come see me before, not after, an assignment is due.
Discussing/Disputing a Grade: You are required to wait 24 hours from the time you receive a graded
paper before discussing it with me. I will not discuss grades during class time or in front of other
students. If you have questions or concerns about your performance in the class, please stop by during
my office hours or make an appointment to see me individually.
Need More Help? The University Writing Center, located in MHRA room 3211, is a resource funded
by your university activity fee and available to all UNCG students. Bring your writing assignment at any
stage of its completion, paper, and pen or pencil, and a staff member will hold a one-on-one consultation
with you to help you develop your work. No appointment is necessary; the writing center works on a firstcome, first-serve basis. For assignments five pages or fewer in length, you can also use the online writing
center via Meebo Chat on the Writing Center’s website or by messaging uncgaskthewc@gmail.com
through your iSpartan account.
Writing Center Hours: M-R 9am – 8pm, F 9am – 3pm, Sunday 5pm – 8pm
Additionally, the Learning Assistance Center is located in McIver Hall, rooms 101-104, and 150.
Telephone: 334-3878. E-mail: lac@uncg.edu.
Contacting Me: Aside from my regular office hours or setting up an appointment, the best way to reach
me is by email: maelmes@uncg.edu. It is reasonable to expect a response within 24 hours; if you do not
hear back from me after 24 hours have passed, please re-send the message. For all communication related
to this course, please do me the courtesy of putting your last name and English 101 or Writing I in the
subject line, so I know what this is in reference to; using your UNCG email account will best prevent me
from accidentally deleting your message in the mistaken belief that anything from
Lovethebruins@hotmail.com must be spam.
In any situation not expressly covered in this syllabus my word… is the last word.
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Course Schedule
Please note that every effort will be made to adhere to the schedule as presented here. In the instance
that the schedule must be altered you will be verbally informed in class (when possible) and an
announcement will be posted on Blackboard. Any changes are intended to benefit or accommodate
students, i.e. I will not move the due date of an assignment up or add more reading, but I may move a due
date back or drop a reading. It is your responsibility to keep up with any changes made to the syllabus.
Week One: January 14-18
Theme: Reading, Writing, and Language
Required Readings
RACW pp. 3-12 (“An Introduction to the Rhetorical Triangle”); pp. 13-20 (“Writing with
the Rhetorical Appeals”); pp. 21- 29 (“Reading for the Rhetorical Appeals”)
Bedford Reader: Introduction, pp. 1-12; Ericsson, “The Ways We Lie”; Lutz, “The World
of Doublespeak”
Thinking about writing: Bartholomae, “Inventing the University” (BB)
Supplemental Readings
They Say/I Say, Introduction (“Entering the Conversation”); Chapter One (“They Say”);
Chapter Two (“The Art of Summarizing”); Chapter Nine (“Academic Writing Doesn’t Always
Mean Setting Aside Your Own Voice”); Chapter Eleven (“Entering Class Discussion”);
Chapter Twelve (“Reading for the Conversation”)
Monday 14 – Introductions; Go over syllabus and course expectations; in-class writing
Wednesday 16 - Lecture, “What is rhetoric and how will we use it this term?” Discussion of RACW
selections; discussion of writing as process. Student-chosen thematic reading posts due on Blackboard
by 5 p.m.
Friday 18 – Reading Responses Due; Reading quiz; Discussion of Bartholomae article; Rhetorical
activities based on Bedford Reader selections. Blackboard discussions should be completed by 5 p.m.
Week Two: January 21-25
Theme: Minority Experiences
Required Readings
RACW pp. 55-62 (“Reading critically”); pp. 63-66 (“Asking Questions to Find a Starting
Point”); pp. 155-159 (“Writing the Response Essay”)
Bedford Reader: Introduction, pp. 13-26; Mairs, “Disability”; King, Jr., “I Have a Dream”;
Leong, “Being a Chink”; Staples, “Black Men and Public Space”
Thinking about writing: Alexie, “Superman and Me” (BB)
Supplemental Readings
They Say/I Say, Chapter Four (“Yes/No/Okay, But”); Chapter Eleven (“Entering Class
Discussion”); Chapter Twelve (“Reading for the Conversation”)
Monday 21 – MARTIN LUTHER KING, JR. DAY – NO CLASSES
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Wednesday 23 – In-class writing; discussion of Alexie article (how does your reading affect your
writing?); using RACW readings to inform critical approach to Bedford readings; 3 questions activity
based on Bedford readings. Student-chosen thematic reading posts due on Blackboard by 5 p.m.
Friday 25 – Reading Responses due; Rhetorical activities based on Bedford selections. Blackboard
discussions should be completed by 5 p.m.
Week Three: January 28-February 1
Theme: Ethics
Required Readings
RACW: Pp. 40-46 (“Academic Integrity”); pp. 186-189 (“The Writing Center: Where Writers
Meet”); pp. 67-71 (“How the Thesis Guides Effective Writing”)
Bedford Reader: Ascher, “On Compassion”; Chavez, “Supporting Family Values”;
Divakaruni, “Live Free and Starve”; Wenke, “Too Much Pressure”
Thinking about writing: Lamott, “Shitty First Drafts” (BB)
Supplemental Readings
They Say/ I Say, Chapter Two (“The Art of Summarizing”); Chapter Three (“The Art of
Quoting”); Chapter Seven (“Saying Why It Matters”); Chapter Ten (“The Art of
Metacommentary”)
Monday 28 – Lecture & Discussion, “turning an idea into a zero draft”
Wednesday 30 – Reading quiz; in-class writing; activity based on Bedford readings; Student-chosen
thematic reading posts due on Blackboard by 5 p.m.
Friday 1 – Multiliteracies Center Orientation – Meet in MHRA 3211 at 9:00 a.m.; Reading Responses
due; Blackboard discussions should be completed by 5 p.m.
Week Four: February 4-8
Theme: Women and Men
Required Readings
RACW pp. 30-39 (“The canons of rhetoric”); pp. 72-77 (“Arrangement as Rhetorical
Composing”); pp. 143-146 (“Reading an Assignment Sheet”); pp. 147-151 (“Viewing Peer Review as
a Rhetorical Process”)
Bedford Reader: Barry, “Batting Clean Up and Striking Out”; Brady, “I Want a Wife”; Kingston,
“No-Name Woman”; Tannen, “But What Do You Mean?”
Thinking about writing: Mid4.net, “Collaborative Essay Turned Nasty”:
http://mid4.net/2007/11/19/collaborative-essay-turned-nasty/
Supplemental readings
“Our Bella, Ourselves” (http://thehairpin.com/2011/11/our-bella-ourselves)
They Say/ I Say, Chapter Four (“Yes/No/Okay, but”); Chapter Five (“Distinguishing What You
Say From What They Say”); Chapter Six (“Planting a Naysayer in Your Text”); Chapter Eight
(“Connecting the Parts”)
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Monday 4 – PEER REVIEW, paper one; go over library research activity
Wednesday 6 – Library Orientation – Meet in the CITI lab in Jackson Library at 9:00 a.m.; Studentchosen thematic reading posts due on Blackboard by 5 p.m.
Friday 8 – FIRST PAPER DRAFT ONE MUST BE IN BY THIS DATE; Reading Responses due;
discussion of readings & reading-based activity. Blackboard discussions should be completed by 5
p.m.
Week Five: February 11-15
Theme: Class
Required Readings
RACW pp. 89-92 (“Revision is Rewriting”); pp. 127-133 (“The Art of Summarizing,
Paraphrasing and Quoting”)
Bedford Reader: DePaulo, “The Myth of Doomed Kids”; Kingsolver, “Rural Delivery”;
Sowell, “Needs”
Thinking about writing: Gee, “Literacy, Discourse, and Linguistics” (BB)
Supplemental Readings
They Say/I Say with Readings, Chapter Eighteen (“What’s Up With the American
Dream?”)
Monday 11 – Library research activity due; How to cite properly; Revision bootcamp 1.
Wednesday 13 – Revision bootcamp 2; Student-chosen thematic reading posts due on Blackboard by
5 p.m.
Friday 15 – Revision bootcamp 3; in class writing & discussion of readings; Reading Responses due;
Reading quiz; Blackboard discussions should be completed by 5 p.m.
Week Six: February 18-22
Theme: Psychology & Behavior
Required Readings
Bedford Reader: Anaya, “Mental Illness of Television” & “The Best-Kept Secret on
Campus”; Britt, “Neat People Versus Sloppy People”; Wallace, “This is Water”
Thinking about writing: Porter, “Intertextuality and the Discourse Community” (BB)
Monday 18 – FIRST PAPER FINAL DRAFT WITH METACOMMENTARY DUE. Reflection on
paper one; discussion of revision strategies used – what worked, what didn’t work
Wednesday 20 – in-class writing; reading based activity. Student-chosen thematic reading posts due on
Blackboard by 5 p.m.
Friday 22 – Sign up for conferences and go over conference expectations; reading discussion; Reading
Responses due; Blackboard discussions should be completed by 5 p.m.
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Week Seven: February 25-March 1
No Class & No Blackboard Discussion this week - STUDENT CONFERENCES
Required Reading
RACW, pp. 152-154 (“Conferencing Rhetorically”)
Please complete this week’s reading PRIOR to your conference with me, and have prepared 3
specific questions or concerns you want to address during your conference.
Week Eight: March 4-8
Theme: Popular Culture
Required Reading
Bedford Reader: Anderson, “The Rise and Fall of the Hit”; del Toro & Hogan, “Vampires
Never Die”
Theory Essay: Cohen, “Monster Culture (Seven Theses)” (BB)
Thinking about writing: King, “What Writing Is” (BB)
Supplemental Readings
They Say/ I Say, Chapter Two (“The Art of Summarizing”); Chapter Three (“The Art of
Quoting”); Chapter Fifteen (“Is Pop Culture Actually Good For You?”)
Monday 4 – PEER REVIEW, paper two
Wednesday 6 – Discussion, pop culture and the rhetorical triangle and appeals; Student-chosen thematic
reading posts due on Blackboard by 5 p.m.
Friday 8 – Discussion & in-class writing activity based on del Toro, Hogan, & Cohen; SECOND PAPER
DRAFT MUST BE IN BY THIS DATE. Reading Responses due; Blackboard discussions should be
completed by 5 p.m.
Week Nine: March 11-15 – NO CLASSES- SPRING BREAK
Week Ten: March 18-22
Theme: Popular Culture, Visual Media
Required Readings
RACW pp. 167-173 (“Rhetorical Analysis and Visual Media”); pp. 174-185 (“Analyzing
Film Rhetoric”)
Bedford Reader: Introduction, pp. 27-32; Atlas, “How Joe’s Body Brought Him Fame
Instead of Shame”; Wood, “American Gothic”; Luckovich, “I’m txtng while drvng”; US
Army, “There’s Strong”; Adbusters Media, “Corporate America Flag”
Thinking about writing: Diaz, “Seven Ways High School Prepares You For Failure” (BB)
Supplemental Readings
They Say/ I Say, Chapter Fifteen (“Is Pop Culture Actually Good For You?”)
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Monday 18 – Lecture, Images as texts: a different kind of reading; in class activities using visual
rhetorical analysis
Wednesday 20 – visual rhetorical analysis, continued; film as text; Student-chosen thematic reading
posts due on Blackboard by 5 p.m.
Friday 22 – FINAL DRAFT PAPER TWO WITH METACOMMENTARY DUE. Reflection essay;
discussion of readings. Reading Responses due; Reading quiz; Blackboard discussions should be
completed by 5 p.m.
Week Eleven: March 25-29
Theme: Pop Culture, do clothes make the (wo)man (?)
Required Readings
Bedford Reader: Mernissi, “The Western Woman’s Harem”
Lurie, “The Language of Clothes” (BB)
Thinking about writing: Harris, “The Idea of Community in the Study of Writing”
Monday 25 – in class writing; using the rhetorical triangle and appeals to discuss celebrity image and
image-making
Wednesday 27 - Student activity: composing an image; Student-chosen thematic reading posts due on
Blackboard by 5 p.m.; Reading Responses due
Friday 29 – SPRING HOLIDAY – NO CLASS; Blackboard discussions should be completed by 5
p.m.
Week Twelve: April 1-5
Theme: Consumerism and American Values
Required Readings
Bedford Reader: Fishman, “The Squeeze”
Olsson, “Up Against Wal Mart”; Mallaby, “Progressive Wal Mart, Really” (BB)
Thinking about writing: Hesse, “Who Owns Writing?”
Monday 1 – PEER REVIEW, paper three; in-class writing
Wednesday 3 – reading discussion & activity; Student-chosen thematic reading posts due on
Blackboard by 5 p.m.
Friday 5 – in-class visual rhetorical analysis, student-chosen images; THIRD PAPER DRAFT WITH
METACOMMENTARY MUST BE IN BY THIS DATE. Reading Responses due; Reading quiz;
Blackboard discussions should be completed by 5 p.m.
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Week Thirteen: April 8-12
Theme: The Environment
Required Readings
Bedford Reader: Ehrlich, “Chronicles of Ice”; Saukko, “How to Poison the Earth”; Updike,
“Extreme Dinosaurs”
Thinking about writing: Carter, “The Rules About Rules”
Monday 8 – In-class writing; group reading-based activity
Wednesday 10 - Reading discussion & activity; Student-chosen thematic reading posts due on
Blackboard by 5 p.m.
Friday 12 - FINAL DRAFT PAPER THREE WITH METACOMMENTARY DUE. Reading
Responses due; reflection essay; go over portfolio requirements and examples. Blackboard discussions
should be completed by 5 p.m.
Week Fourteen: April 15-19
Monday 22 – work on portfolios – PEER REVIEW, portfolio rationales
Wednesday 24 – work on portfolios – sample portfolio components & discussion
Friday 26 – work on portfolios; course evaluations. Blackboard discussions should be completed by 5
p.m.
Week Fifteen: April 22-26
No Class & No Blackboard Discussion this week- STUDENT CONFERENCES
Required Reading
RACW, pp. 152-154 (“Conferencing Rhetorically”)
Please complete this week’s reading PRIOR to your conference with me. You will receive your
graded third paper, and the conference will focus on your progress to date and any questions or concerns
you have about the portfolio process
Week Sixteen: April 29-May 3
Monday 29 – Final class meeting – FINAL PORTFOLIOS DUE; PRESENTATIONS
Week Seventeen: May 6-10
Tuesday 7 EXAM PERIOD – Graded portfolios will be returned at this time.
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Grading Standards
In general, everything being graded in this course, from your performance in class writings and
discussion to your formal essays, is being considered against the following basic rubric:
A
B
C
D
F
Superior
Clearly exceeds
expectations
Good
Exceeds/attempts
more or less
successfully to go
beyond basic
expectations
Average
Meets basic
expectations
Limited
Falls short of basic
expectations
Weak
Does not meet
expectations
Demonstrates
mastery of the skill
Demonstrates
emerging mastery of
the skill
Demonstrates
competence in the
skill
Demonstrates
developing
competence in the
skill
Does not
demonstrate
evidence of
competence
Polished; very few
errors or lapses in
grammar,
vocabulary, or
syntax
Polished; minor
errors in word
choice, grammar or
syntax
Sufficient; several
errors in word
choice, grammar or
syntax that do not
interfere with overall
coherence
Deficient; errors in
vocabulary,
grammar, or syntax
are of such extent
that they interfere
with overall
coherence
Severely deficient;
errors in vocabulary,
grammar and syntax
preclude
comprehension
Words you might associate with each letter grade:
A – superior, demonstrates mastery, skillful and facile use of language and the writing process,
polished, coherent, consistent, complex, sophisticated, fluent
B – competent, very good, strong, emerging skillfulness, few errors, demonstrates clear
understanding
C – average, adequate, meets expectations, completes assignment, sufficient, generally fine,
meets minimum standards, room for improvement
D - below average, weak, insufficient, needs improvement, incomplete, lacking in some essential
or major way, does not demonstrate understanding or demonstrates flawed understanding
F – no evidence of understanding or effort, very weak, inconsistent, severely flawed, severely
lacking, not done, does not have a clear point or purpose, plagiarized(in the case of an essay)
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English 101: Composition I
University of North Carolina at Greensboro
Final Portfolio Guidelines
(Effective Fall 2011)
The final portfolio is a required common assignment across all sections of English 101 in all
academic sessions (Fall, Spring, Summer). The portfolio comprises between 40 and 50% of a
student’s final course grade, with the exact percentage determined by the individual instructor.
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.
Required Components of the Final Portfolio:
1.
At least 15 pages of polished prose, distributed across 2-3 formal essay assignments. The
assignments/prose has been further revised, beyond any prior course-based instructor
assessments, upon inclusion in the portfolio.
2.
The drafts and any earlier graded versions of the included formal essay assignments,
including peer comments. Students may also include other evidence of process, such as
outlining, brainstorming, or other notes or exercises.
3.
Assignment sheets/handouts/guidelines for each formal essay included in the portfolio.
4.
A critical rationale essay of 6-8 pages 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.
Please note:
• The rationale essay is not included in the 15 pages of polished prose required for the portfolio
or the 20 pages of polished prose required for the course.
•Rationale essays do not evaluate the quality or validity of any individual assignment or course
Text, nor do they assess the capabilities of the instructor of the course. Rather, rationale essays
should illustrate how students have met the Student Learning Outcomes for English 101.
5.
A cover page with the student’s full name, section number, and the date of submission
6.
A detailed table of contents that guides the reader(s) of the portfolio.
7.
A secure method of binding, such as a 3-ring binder or a comb binding with clear
cover(s)
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Final Portfolio Holistic Grading Rubric
(Effective Fall 2011)
“A” = excellent. Portfolios that earn an “A”:
Demonstrate sophisticated understanding of rhetorical concepts (triangle, canons, and
appeals)
Posit focused thesis statements that are supported by ample evidence, examples, and
analysis
Always and skillfully integrate sources and cite these sources accurately
Organize ideas and arguments in a fluid, logical, and coherent manner
Contain substantive, well-developed paragraphs and supporting transitional elements
Skillfully execute and sustain an argument of significant complexity
Contain stylistically mature, engaging, and sometimes memorable prose throughout
Contain few to no surface errors and/or exhibit no error patterns
Analyze, with ample insight, the writer’s own composing processes and rhetorical
choices
Exhibit substantial and consistent attention to revision of both content and structure
“B” = good or highly competent. Portfolios that earn a “B”:
Demonstrate a good understanding of rhetorical concepts (triangle, canons, and appeals)
Posit focused thesis statements that are supported by evidence, examples, and analysis
Always integrate sources and cite these sources accurately
Organize ideas and arguments in a logical and coherent manner
Contain well-developed paragraphs and supporting transitional elements
Execute and sustain an argument of some complexity
Contain stylistically engaging and effective prose throughout
Contain few surface errors and/or exhibit one error pattern
Analyze, with some insight, the writer’s own composing processes and rhetorical choices
Exhibit consistent attention to revision of both content and structure
“C” = average or competent. Portfolios that earn a “C”:
Demonstrate adequate understanding of rhetorical concepts (triangle, canons, and
appeals)
Posit thesis statements that may be partially supported by evidence, examples, and
analysis
Sometimes integrate sources but cite these sources with accuracy
Organize ideas and arguments in a coherent, if sometimes mechanical or illogical,
manner
Contain reasonably developed paragraphs or supporting transitional elements
Execute and sustain an argument of minimal complexity
Contain stylistically coherent prose throughout
Contain consistent surface errors and/or two or more error patterns
Analyze, with limited insight, the writer’s own composing processes and rhetorical
choices
Exhibit inconsistent attention to revision of both content and structure
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“D” = below average or limited competency. Portfolios that earn a “D”:
Demonstrate inadequate understanding of rhetorical concepts (triangle, canons, and
appeals)
Posit thesis statements that are unsupportable by evidence, examples, or analysis (i.e.,
statements of fact)
Rarely integrate sources, and/or cite these sources inaccurately
Organize ideas and arguments in an incoherent, or illogical, manner
Contain underdeveloped paragraphs and supporting transitional elements
Offer but do not sustain an argument
Contain stylistically immature and incoherent prose throughout
Contain significant errors and/or patterns of error that obscure meaning
Attempt to analyze the writer’s own composing processes and rhetorical choices
Exhibit little attention to revision of both content and structure
“F” = failing. Portfolios that earn an “F”:
Fail to demonstrate any understanding of rhetorical concepts (triangle, canons, and
appeals)
Fail to posit a thesis statement
Fail to integrate sources, or work is plagiarized from sources
Fail to organize ideas and arguments in any discernable manner
Contain no visible paragraphs or supporting transitional elements
Fail to offer an argument
Contain stylistically immature and incoherent prose throughout
Contain significant errors and/or patterns of error that impede meaning
Make no attempt to analyze the writer’s own composing processes and rhetorical choices
Exhibit no attention to revision of either content or structure