College Writing I
ENG 101.48
TR: 12:30-1:45
Emily Hall
Emhall3@uncg.edu
Office Hours: 11:00-12:30 T, R
Mailbox: 3317
COURSE DESCRIPTION: 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://uncg.smartcatalogiq.com/en/2013-2014/Undergraduate-Bulletin/UniversityRequirements/General-Education-Program.
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.”
http://uncg.smartcatalogiq.com/en/2013-2014/Undergraduate-Bulletin/UniversityRequirements/General-Education-Program/General-Education-Core-Requirements.
The following are English 101 student learning outcomes, each of which corresponds to both the
GRD goals and to LG1:
STUDENT LEARNING OUTOMES:
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.
ASSIGNMENTS FOR ACHIEVING LEARNING OUTCOMES:
Assignment One (SLO’s 1-5)
Your first assignment will ask you to select one of the essays we read for class and to write a
letter to the author explaining why you were or were not persuaded by their argument. This will
ask you to explain, with textual evidence, why you were persuaded. The assignment will require
you to apply what we have talked about in class (rhetorical triangle, appeals, context, etc.) to the
article. 6-7 full pages.
Assignment Two (SLO’s 1-5)
This assignment will ask you to watch a commercial and to not only rhetorically analyze the
message, but more importantly, explain what assumptions the commercial is making about its
audience, our culture, and social relations. I will provide you with a few commercials to select
from, and you’ll choose whichever you prefer, and will explain 1) what the commercial is
literally selling 2) what the commercial is figuratively selling, 3) what assumptions they are
making about the culture and the audience and 4) how effective the message is and why, based
on the appeals and message used and made in the commercial. 6-7 full pages.
Assignment Three (SLO’s 1-5)
The third assignment for the semester will ask you to write a research essay. Rather than
summarize an argument made about a topic, you will create an original thesis based on the topic,
and allow the evidence you find to support your thesis, just as the author we read in class have
similarly done. In order to fulfill the requirements, you will need 3 credible sources (book and
peer-review), as this paper will introduce you to conducting college-level research. A successful
paper will have a solid argument, evidence of research, a strong thesis, and be in 12-point, Times
New Roman font, and be in MLA format. The paper will be 8-9 full pages.
Portfolio (SLO’s 1-6)
For each assignment, you must revise your essay twice: once for your second draft and again for
the portfolio. This does not mean that you change a few words or correct the grammar. This
means that you must show evidence of seriously re-writing and re-considering your essay and
essay topic. Before each first draft is due, you will have your class mates peer-review your paper.
In order to get a “C” or higher on your paper, you have to attend the peer-review. Having peers
review your paper gives you an opportunity to clarify your ideas, run your topic by a new
audience, and share your unique ideas about the essays you will write about. For your portfolio,
you will need to include your first draft, your peer-reviewed draft, your graded second draft, and
your final draft for each assignment. You will choose 15 pages from the 20 pages you will write
for class, and it will also include a 6-8 page critical analysis (to be explained in detail later in
class) that will explain the changes you made to the paper, why you made these changes, and
how your writing altered over the course of the semester. Failure to have a critical analysis in
your portfolio results in automatic failure, which is why it is important to keep every draft and to
be thinking about the critical analysis after each draft and peer-review. Furthermore, if you do
not turn in the portfolio, you will fail the class. Therefore, it is imperative to complete the
necessary assignments for the portfolio. Finally, you must bind your portfolios, whether with a
comb binding, or with a binder, or else your portfolio will not be graded.
Conferences:
Students will have at least one conference during the semester with their instructors, preferably
at or near midterm. The conference time is outlined in the syllabus, and accounted for via the
cancellation of classes.
Final Exam sessions:
Per university policy, all English 101 classes will meet during their regularly scheduled final
exam slot at the end of the semester. The final for this class will be December 5th, 2013 during
which time, you will give me your completed portfolios. Students who do not attend the final
exam class will be counted as absent. You cannot turn the portfolio in late.
Attendance Policy:
Students in TR classes are allowed two absences without such penalty. Students who miss four
classes on a TR schedule, will fail the course. Attendance at the final exam session (see above) is
required. Additionally, 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 at least 48
hours prior to the absence. For every absent after your allotted two absences, I will deduct a
letter grade for your overall grade in the class. Thus, missing three classes will make students go
from an “A” to a “B,” etc. I consider any student who is more than 5 minutes late to class as
tardy. Accumulating three tardies equals missing an entire day of class; therefore, students
should strive to arrive to class on time.
Late Work
While I do accept late work, I take a half-grade off the assignment for every day that it is late. As
a college student it is your job to turn in late work; I will not ask you for it. Additionally, I do
not accept work via email; your work must be turned in during the class period.
Grades:
Participation: 10 %
Three Formal Essays 50%
Portfolio: 40%
Grading scale:
90-100 A
89-80 B
79-70 C
69-60 D
59 and lower F
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 misrepresentation are incompatible with the
fundamental activity of this academic institution and shall not be tolerated (from UNCG’s
Academic Integrity Policy). Please visit http://sa.uncg.edu/dean/academicintegrity/violation/plagiarism/ to further review UNCG’s policy on academic integrity.
RESPECT
All phones, iPods, iPhones, and laptops must be turned off before class. If I see you using any of
these devices during class, I will ask you to leave and will count you as absent. Additionally,
tardiness will not be tolerated, as arriving late to class often disrupts class discussion. For every
three tardies that you accrue, I will mark you absent one day. Finally, all sexist, racist, and/or
homophobic language will not be tolerated in the classroom whatsoever.
EMAIL POLICY
Please allow 48 hours before I respond to your emails. If I have not emailed you after that period
of time, then please send me a reminder email. Additionally, I will not argue a grade with you
over email. If you want to argue for a higher/lower grade, you must come to office hours with the
rubric and an argument as to why I should alter your grade. Finally, think of your email
interactions with me as anticipating future professional email interactions. In other words, your
emails should have a subject line, be courteous, and clearly tell me your issue/question.
Emails that don’t have a subject line will not be read.
STUDENTS WITH DISABILITIES
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 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 am to 5 pm,
Monday-Friday. Telephone: 334-5440; e-mail: ods@uncg.edu.
WRITING CENTER
Please visit the Writing Center for constructive feedback on your drafts. The Writing Center is
on the 3rd floor of the MHRA building and can be reached online at
http://www.uncg.edu/eng/writingcenter/. As the Writing Center often becomes very busy at the
end of the semester, be sure to leave ample time to have your work read by a consultant.
REQUIRED READINGS
Ensor, Lavina, Chelsea Skelley, and Kathleen Leuschen. Eds. Rhetorical Approaches to College
Writing. Plymouth, MI: Hayden-McNeil, 2014. (ISBN: 978-0-7380-6133-7)
Graff, Gerald, Cathy Birkenstein, and Russel Durst. They Say/I Say With Readings. 2nd ed. New
York: Norton, 2012. (ISBN: 978-0-393-91275-3)
Blackboard readings
Readings and Assignments by Class Period
Days
In Class
Readings
Tues, August 20th
Introduction to the
Course.
Diagnostic Essay
Thurs, August 22nd
What is Analysis?:
Critical Reading
Read over the syllabus
before class. Bring any
questions that you may
have about the course
Babb, “An Introduction
to Rhetoric and the
Rhetorical Triangle”
RA
Blades, “Reading
Critically” RA
Orbach, “Fat is a
Feminist Issue” TS/IS
Assignments due for
the day
Take notes on essays to
help you contribute to
class discussion
Tues, August 27th
What is Analysis?:
Critical Reading
Wallace, “Kenyon
Commencement
Speech” TS/IS
“Yes/No/Okay, But”
TS/IS
Thurs. August 29th
What is Analysis?:
Critically Reading
First Assignment
Sheet
Berberyan, “Tone and
Voice” RA
“What’s Motivating
This Writer?” (TS/IS)
David Zincenko “Don’t
Blame the Eater”
(TS/IS)
Tues, September 3rd
What is Analysis?:
Writing Critically
Tina Romanelli
“Writing with the
Appeals” (RA)
Lauren Shook
“Reading for the
Appeals” (RA)
“We, the Public, Place
the Best Athletes on
Pedestals” (TS/IS)
Take notes comparing
the use of appeals by
each author
Thurs. September 5th
What is Analysis?:
Writing Critically
“They Say” RA
“And Yet” RA
Student Samples of
rhetorical analyses (1
and 2) on blackboard
Print off Student
Samples to Bring to
Class
Tues. September 10th
What is Analysis?
Writing Critically
Using the template,
draft a 1 page rebuttal
to Olsson’s article,
using textual evidence.
Thurs, September 12th
Peer Review
“Her Point is” (TS/IS)
“As He Himself Puts
It” (TS/IS)
“I Take Your Point”
(TS/IS)
Karen Olsson: “Up
Against Walmart”
(TS/IS)
Sample Peer Review
Session in Class
Print off Student Essay
3, to do sample peer
review in class.
Tues. September 17th
Peer Review
Thurs, September 19th
Conferences
Failure to show up to
Bring in a copy of your the conference will
paper to discuss
count for two
absences
Tues, September 24th
Conferences
Thurs, September 26th
Visual and Film
Rhetoric
Second Assignment
Sheet
Bring in a copy of your Failure to show up to
paper to discuss
the conference will
count for two
absences
Laminack “Rhetorical
Analysis and Visual
Media”
Charlie McAlpin “
How the Thesis Guides
Effective Writing” (RA)
Tues, October 1st
Visual and Film
Rhetoric
Thurs, October 3rd
Visual and Film
Rhetoric
Bring 2 drafts to class
For those who do not
bring a full draft, you
will be marked absent
and your paper will
start at a “C.”
Perform Ad analyses in
class
“Rhetorical Context is
Almost Everything”
Berrier (RA)
“Asking Questions to
Find a Starting Point”
(Leuschen)
Watch Commercials
For class discussion
“Stay Sweet As You
Are: An Analysis of
Change and Continuity
in Advertising Aimed
at Women” (b.b.)
“Having It His Way:
The Construction of
Masculinity in FastFood TV Advertising”
(TS/IS)
First Paper Due
Students will be broken
into groups and each
group will watch a
particular commercial,
write up a 1 page
analysis and come to
class to share for group
discussion.
Tues, October 8th
Thurs, October 10th
Last Day to Drop
Class Without
Penalty, October 11,
2013
Visual and Film
Rhetoric
Visual and Film
Rhetoric
Tues, October 15th
No class: fall break!
Thurs, October 17th
Peer Review
Tuesday, October 22nd
The Research Essay:
Finding a Topic
Thursday, October 24th
Library Session:
Finding Sources
Watch documentary
Supersize Me in class
Chelsea Skelley
“Arrangement as
Rhetorical Composing”
(RA)
Discussion of Hot
Coffee. Be ready to
give your feedback to
the class about the
documentary
Bring in a 1 page
analysis of Super Size
Me for class discussion
Bring Two Copies of
Your Paper. For those
who do not bring a
full draft for peer
review, you will be
marked absent and
your paper will start
at a “C.”
Courtney Wooten
“Finding a
Conversation to
Research (RA)
“Is Higher Education
Worth the Price?”
(TS/IS)
Students who do not
show up to library
session will be marked
absent. This is not
optional.
Second Paper Due
Tuesday, October 29th
The Research Essay:
Finding Sources
Thursday, October 31st
The Research Essay:
Using Sources in your
argument
Tuesday, November
5th
The Research Essay:
The So-What Factor
Thursday, November
7th
Peer Review
Tuesday, November
12th
Conferences
“Kentucky Town of
Manchester Illustrates
National Obesity
Crisis” (TS/IS)
“Remarks from the
NAACP” (TS/IS)
“The Art of
Summarizing,
Paraphrasing and
Quoting” (RA)
“Situating Evidence
Through
Contextualization”
(RA)
“The American Dream:
Dead, Alive, or on
Hold?” (TS/IS)
“Is the American
Dream Over” (TS/IS)
Hand out on “The SoWhat Factor” on b.b.
Wilfred Sheed “Why
Sports Matter” (TS/IS)
Sara Maratta “Move
Over Boys” (TS/IS)
Bring in a possible
thesis statement to
workshop
Bring in a 1 page
detailed outline of your
research essay for a
workshop.
Bring two full drafts to
class: one for peer
review and one for my
review. For those who
do not bring a full
draft , you will be
marked absent and
your paper will start
at a “C.”
Thursday, November
14th
Conferences
Tuesday, November
19th
The Portfolio: The
Critical Rationale
Essay
Brian Ray “The
Portfolio Process” (RA)
“Assessing Your Own
Writing” (b.b.) Bring in
samples of critical
rationales
Thursday, November
21st
The Portfolio: The
Critical Rationale
Essay
Bring in samples of
critical rationales,
continued.
In class time to work
on outline of rationale.
Tuesday, November
26th
Last Day of Classes
The Portfolio: Peer
Review for Critical
Rationale Essay
Thursday, November
28
No Class:
Thanksgiving
Tuesday, December 3rd No Class: Reading
Day
December 5th
Final Exam Period,
Portfolios will be
turned in
Third paper due
Students who do not
attend peer review will
have their critical
rational start at a “C.”
Students may turn in
portfolios early. Note:
turning them in early
will not result in any
extra credit
12-3
Students who fail to
attend the last class will
be counted absent and
cannot turn in
portfolios at any other
time after this time slot.