ENG 101.16 / English Composition I

Course Syllabus

Spring 2014

Section Instructor: Jeff Martin

Location/Time: Curry 244 / TR 9:30-10:45 AM

Office: Curry 335C

Office Hours: W 1-4 PM and by appointment

Mailbox: MHRA 3114

Email: [email protected]

Course Description and Teaching Methods

This section of English Composition 101 teaches students both to use rhetorical strategies effectively in their own writing and to develop their ability to identify and analyze such strategies in texts and in “the real world” of their lives. To that end, the course centers around a great deal of reading and writing in order to see the multiplicity of ways in which rhetoric can be employed; the theme which links the majority of the readings is a critical study of popular culture, namely that of television, advertising, the Internet, and their host of sundry technological minions.

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 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://web.uncg.edu/reg/Bulletin/Current/UnivReq/GECProgram.aspx)

The following are English 101 Student Learning Outcomes (SLO), each of which corresponds to both the GRD goals and to LG1:

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);

1 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 and Materials

 Ensor, Lavina, Chelsea Skelley, and Kathleen T. Leuschen, eds. Rhetorical Approaches to College Writing. Plymouth, MI: Hayden-McNeil Publishing, 2014. ISBN 978-0-7380-6133-7

Other Materials

 A sturdy 3-ring binder that can serve as a place for handouts, returned essays and quizzes, and, eventually, for your final course portfolio at the semester’s end. KEEP EVERYTHING so you have all the materials you’ll need for your portfolio.  Note-taking materials (loose-leaf notebook, writing instrument, etc. Keep in mind that showing up for an English composition class without a writing instrument is like showing up to a horse race without a horse—there’s not much point in going  A portable stapler* *Do not ask me for a stapler. I don’t bring one to class. I don’t even know what one looks like.

Technology Requirements

 Online access (via library or computer lab if a personal desktop or laptop is unavailable) and iSpartan email (CHECKED DAILY)  Blackboard account (checked daily)—login/password provided when you open your computer accounts  Printing access (library, computer lab, home). Let me stress something here: because I’m not requiring much in the way of books, but will instead be posting many readings on Blackboard, please do both yourself and me the courtesy of printing out such readings and bringing them to class. Never show up without your own copy of the day’s reading in front of you.

Recommended

 Portable digital storage (flash drive, thumb drive, jump drive, whatever you want to call it)

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

2 integrity, review the guidelines and list of violations at http://academicintegrity.uncg.edu. I expect you to abide by the Academic Integrity Policy.

Note: Any instance of plagiarism will result in a zero on the assignment and may result in failure of the course, depending on the severity of the violation and the overall value of the assignment to the final grade. A second offense of any kind, including plagiarizing, falsifying information, or cheating, will result in failure of the course.

Attendance and Tardy Policy

Students in ENG 101 TR classes are allowed a maximum of 2 absences without a grade penalty (see participation grading in “Evaluation and Assignments” section). Students who miss 4 classes total will fail the course. Let’s be clear: if you reach your 4th absence, you have failed the course.

You should attend every class and be on time. If you are more than 10 minutes late, I will record this as an absence.

The persistent inability to make it to class in a timely fashion may be dealt with in the form of deductions from your final class participation grade. If you miss a class, regardless of the reason, you are responsible for contacting a classmate so that you can arrange a way to get notes.

*Note: You are, by state law, allowed two excused absences due to religious holidays, which do not count toward your total 2 excused absences. If you plan to miss class because of religious holidays, you must notify me at least a week in advance of your absence.

Classroom Conduct

Students with disciplinary problems tend to be few and far between at the college level; however, if behavioral disruptions persist within a single class meeting (or, for that matter, across multiple meetings), the student in question will be asked to leave the class session with points from his or her participation grade and an absence for the day. Types of disruptive behavior can include any form of disrespectful comment or action directed toward me, another student, or the subject matter we are studying. I reserve the right to interpret inappropriate behaviors as I see fit and to address them accordingly; it goes without saying that remaining enrolled in my class is your tacit acknowledgment of this right.

Laptops, iPads, and Other Temptations

3  Laptops and iPads: Laptops and iPads may be used in class only by students having a special need for purposes of note-taking or other classroom activities. Students with such a need should make specific arrangements with the instructor. No student may use a laptop or iPad in class without a prior arrangement with the instructor. **While I applaud one’s desire to be “green” and read stories off a laptop, iPad, Kindle, phone, etc., by no means do I yet trust human nature’s even stronger desire toward distraction. Print out the materials and bring them to class .

 Cell Phones: Turn them off and put them away. No texting, no calls, no alarms. Many students think it a natural course of events to text in class; however, it’s actually incredibly rude. It’s quite possible to be disconnected from your friends for 75 minutes and still survive. You might even enjoy it.

 iPods: Turn them off and put them away.

 Food: Please do not bring food to class. You may bring bottled water if you need liquid refreshment.

Note: Repeated violations of any of the aforementioned items will result in a substantial reduction in your participation grade and may also result in your being asked to leave the classroom (an action that will count as an absence).

Late Work

An assignment is late if you do not have it when I collect it in class. I accept late work with a penalty of 1 letter grade off for each day it’s late. I will use my discretion in the event of an unforeseen tragedy, but otherwise, no exceptions—computer trouble or printer trouble is not an excuse. If you miss class on the day that an assignment is due, you are still responsible for turning in your work that day. All late work must be turned in to my mailbox, located in MHRA 3114. I do not accept work via email.

Conferencing and Email Correspondence

I ask that you meet with me once in conference over the course of the term (this will happen during Week 6). Failure to meet with me during your appointed conference time will count as an absence. In addition to the conference, I encourage you to make good use of my office hours. You may also use email to send questions between the hours of 7 AM and 7 PM, weekdays and weekends; expect a response within 24 hours of sending a message. I will not be available before or after these times. Likewise, when applicable (and for the sake of courtesy) I would like a response confirming that you have received a message from me. Make sure your emails to me are written in complete sentences and with correct spelling, punctuation, and title. For example, never write: “Martin, got ur email. Thx.” No, it’s not just because I’m an English teacher—it’s also because you need to communicate professionally and accurately in the larger world.

Accommodations

Students with documentation of special needs should arrange to see me about accommodations as soon as possible. If you believe you could benefit from such accommodations, you must first register with the Office of 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 (EUC) in Suite 215, and the office is open 8am to 5pm, Monday - Friday. Telephone: 334-5440; e-mail: [email protected].

4 The Writing Center

The purpose of the Writing Center is to enhance the confidence and competence of student writers by providing free, individual assistance at any stage of any writing project. Staff consultants are experienced writers and alert readers, prepared to offer feedback and suggestions on drafts of papers, help students find answers to their questions about writing, and provide one-on-one instruction as needed. Located in the Moore Humanities and Research Building (MHRA), room 3211.

The Learning Assistance Center

The Learning Assistance Center offers free services to the entire UNCG undergraduate community and is located in McIver Hall, rooms 101-104, and 150. For help with study skills, contact Erin Farrior, Academic Skills specialist. Telephone: 334-3878; e-mail: [email protected].

Evaluation and Assignments

Short Essays (10% total) [SLOs 1-5]

Students will write two 3-page papers that analyze the rhetoric of some genres that we cannot, because of time constraints, cover in the longer analytical essay form. Both short analyses will go through at least one revision before being turned it in for a grade, and I will grade them using the rubric found on the last page of this packet.

Long Essays (10% each, 20% total) [SLOs 1-5]

Students will write two 5-7 page essays during the semester, each of which will employ rhetorical analysis and go through at least one revision before being turned it in for a grade. If a student fails to bring a draft of his essay on peer-review days, he will receive an absence. I will grade the essays using the rubric found on the last page of this packet.

Quizzes (5% total) [SLOs 1 and 3]

Quizzes may be announced or unannounced and are one means of assessing if students have done the assigned readings. Point totals for individual quizzes may vary depending on the length and complexity of the reading. Some advice: just read the assignments so you don’t have to worry about these things.

5 Portfolio (50%) [SLOs 1-6]

Because English Composition I relies on a heavily process-driven model, students will be responsible for managing and saving all stages of the drafting process. The sequence of a given project will be collected and organized by the student in a portfolio at the end of the term, including the final draft for each assignment. The portfolio will be due near the end of the semester (see calendar); as we get closer to that deadline, I will explain in detail how the portfolio itself breaks down in terms of grading.

Participation (15%) [SLOs 1,3, and 4]

The class participation grade is determined by an average of your attendance record (50 points maximum) and evidence of in-class oral communication skills, as well as taking into consideration your overall preparedness during the semester (100 points). The only exception to this calculation is if your semester absences exceed three (the fourth absence results in failure of the course).

Attendance:

No absences: 50 points

1 50 points

2 50 points

3 25 points

4 F (the student automatically fails the course)

Example: Jane has three absences (25 points). She earns a B (85) for her oral communication grade. Averaged together, these figures result in a grade of 73 (C) for participation.

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.

6 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

ENG 101.16 / Course Calendar / Spring 2014

RA: Rhetorical Approaches to College Writing

BB: Blackboard

*All additional course texts can be found under “Course Documents” or will be distributed in class

Note 1: This calendar is open to revision at the instructor’s discretion.

Note 2: The homework assignments are what you should read/do for the very next class; they are not the readings/assignments for the day on which they are listed

WEEK ONE

1.14 (T): Intros, Syllabus, Email Etiquette

7 The Rhetorical Appeals & Canons

HW: 1) Read “An Introduction to Rhetoric and the Rhetorical Triangle”, RA, pp. 3-12 [Babb] 2) Read “Reading for the Rhetorical Appeals”, RA, pp. 25-33 [Shook]

1.16 (R): How Arguments Get Started

The Rhetorical Triangle

In-class reading & writing exercise

HW: 1) Read “The Joy of Reading and Writing: Superman and Me” [Alexie] (BB) 2) Choose any 2 of the 8 appeals and canons and explain in 1-2 paragraphs how the author uses them in the “Superman” essay.

WEEK TWO

1.21 (T): Reading for the Appeals and Canons

Annotating a Text

HW: 1) Read “Games” [Johnson] (BB) Choose any 2 of the 8 appeals and canons and explain in 1-2 paragraphs how the author uses them in the essay. 2) Read “What’s the Matter with Kids Today?” [Goldwasser] (BB) 3) “Skeptics May Object” (BB)

1.23 (R): Short Essay #1 ASSIGNED

The Thesis Statement

The Nay-Sayer

Rhetorical strengths and weaknesses of “Games” and “What’s the Matter with Kids Today?”

HW: 1) Read “As He Himself Puts It” (BB) 2) Read “Writing with the Rhetorical Appeals”, RA, 17-24 [Romanelli]

WEEK THREE

1.28 (T): Summarizing and Quoting

Your Ethos as a Writer

Model Peer Review Workshop

HW: 1) First draft for Peer Review 2) Read “Rhetorical Context is (Almost) Everything”, RA, 13-16 [Berrier] 8

1.30 (R): First draft of Short Essay #1 DUE

Peer Review Workshop

Unacceptable Writing Errors, Part I

HW: 1) Revise Short Analysis #1 2) Read “Rhetorical Analysis and Visual Media,” RA, 142-148 [Laminack]

WEEK FOUR

2.4 (T): Short Essay #1 DUE

Long Essay #1 Assigned

Ad Analysis Practice I

HW: 1) Read “Ad Analysis: “Fake is for Last Night, Not Handbags” [Spivey] (BB) 2) Find an ad that you think you can get 5-7 pages of analysis from

2.6 (R): Ad Analysis Practice II

Writing the Ad Analysis

HW: 1) Read “Kid Kustomers” [Schlosser] (BB) 2) “Arrangement as Rhetorical Composing”, RA, 66-71 [Skelley]

WEEK FIVE

2.11 (T): Arranging the Essay

HW: First draft of ad analysis

2.13 (R): First draft of Long Essay #1 DUE

Conference Sign-Ups

Peer Review

Common Errors Worksheet

HW: 1) Revise Ad Analysis for conference

WEEK SIX

9 2.18 (T): NO CLASS: STUDENT CONFERENCES

2.20 (R): NO CLASS: STUDENT CONFERENCES

HW: 1) Ad Analysis final version 2) Read “Porphyria’s Lover” [Browning] (BB)

WEEK SEVEN

2.25 (T): Long Essay #1 DUE

Rhetoric in Creative Writing

HW: 1) Read “Rhetoric and the Creative Writer,” RA pp. 135-141 [Welden]

2) Read “The Man in the Black Suit” [King] (BB)

2.27 (R): Short Essay #2 Assigned

Discuss HW readings

Rhetoric in Creative Writing

HW: 1) “Hey Now, You’re an All-Star”, Laura Thatcher (BB)

WEEK EIGHT

3.4 (T): Errors and Ethos

Unacceptable Writing Errors II

HW: First draft of Short Analysis #2

3.6 (R): First draft of Short Essay #2 DUE

Common Writing Errors

HW: 1) Final version of Short Analysis #2

3.7 (F): Last day to drop class without penalty

WEEK NINE

10 3.11 (T): NO CLASS: SPRING BREAK

3.13 (R): Short Essay #2 DUE

Comparative Rhetoric in the News

HW: 1) “The Case Against High-School Sports”, Amanda Ripley (BB) 2) “My Daughter’s Homework is Killing Me”, Karl Taro Greenfeld (BB)

WEEK TEN

3.18 (T): Spin, Truth, and Rhetoric

HW: Read Comparative News Story Packet #1: News Story TBD

3.20 (R): Long Essay #2 ASSIGNED

Spin, Truth, and Rhetoric

HW: Read Comparative News Story Packet #2: News Story TBD

WEEK ELEVEN

3.25 (T): Spin, Truth, and Rhetoric

HW: 1) Read Comparative News Story Packet #3: News Story TBD

3.27 (R): Spin, Truth, and Rhetoric

HW: 1) First draft of Long Essay

WEEK TWELVE

4.1 (T): First draft of Long Essay #2 DUE

HW: 1) Final draft of Long Essay #2 2) Read “The Portfolio Process”, RA, pp. 41-45 [Ray]

11 4.3 (R): The Portfolio Process

The Rationale Essay

HW: 1) Read “Madonna’s VMA Speech About Michael Jackson” (BB)

WEEK THIRTEEN

4.8 (T): Long Essay #2 DUE

Rhetoric in Speeches: Tribute

HW: 1) Read “Denzel Washington Penn Commencement Speech” (BB)

4.10 (R): Rhetoric in Speeches: Commencement

HW: Read “How to Do What You Love”, Paul Graham (BB)

WEEK FOURTEEN

4.15 (T): Rhetoric for the Future

HW: Portfolio revisions

4.17 (R): In-class Portfolio Workshop (Remember, these workshops aren’t optional)

WEEK FIFTEEN

4.22 (T): In-class Portfolio Workshop (Remember, these workshops aren’t optional)

4.24 (R): PORTFOLIOS DUE

Last Day of Class

WEEK SIXTEEN

12 5.6 (T): Portfolio Return Day 12:00-3:30 PM (Scheduled Final Examination Period)

Grading Scale for ENG 101.31

A+ 97-100 C 73-76

A 94-96 C- 70-72

A- 90-93 D+ 67-69

B+ 87-89 D 63-66

B 84-86 D- 60-62

B- 80-83 F 59 or below

C+ 77-79

NOTE: I don't post grades on Blackboard. If you’re curious what your grade is on any given day, you are always welcome to ask me or look at graded work I’ve returned to get a ballpark estimation. I don't post grades on Blackboard mainly because I’m old school and think it’s good for students and teachers to talk, as the world is anonymous enough already.

13 ENGLISH 101 WRITING RUBRIC

CONCEPTUAL THESIS SUPPORT STRUCTURE LANGUAGE

sophisticated analysis; essay controlled by clear, provides substantial, well- apt, seemingly inevitable precise diction; syntactic A original; shows command of precise, well-defined chosen evidence sequence of paragraphs; variety and sophistication; interpretive and conceptual thesis; is sophisticated in (quotations or specific appropriate, clear and clear command of Standard tasks; fulfills, then exceeds both statement and insight; examples) used skillful transitions between English; no or few errors; the expectations of the attempts or achieves an strategically; connections sentences and paragraphs imaginative but mature use assignment in some critical innovation of the argument between ideas are evident; of vocabulary and sentence way or issue being studied thesis consistently structure supported

shows good understanding of clear, specific pursues thesis distinct units of thought in some stylistic difficulties; B the texts, ideas, and methods argumentative thesis consistently; clearly paragraphs; clear occasional problematic of the assignment; goes central to essay; may have develops a main argument transitions between word choices or awkward beyond the obvious minor terms undefined with clear major points developed, coherently syntax; some wordiness (or and appropriate evidence; arranged paragraphs distractingly pompous makes effort to link rather diction); few minor errors; than stack ideas some syntactic variety

shows an understanding of general central thesis or provides some evidence, some awkward transitions; more than a few minor C the basic ideas and controlling idea; gives but not always relevant, some brief, weakly unified, grammatical errors; information involved; may little indication of sufficient, or integrated or undeveloped paragraphs; imprecise diction; awkward have some factual or organization to follow; into paper; undeveloped uneven paragraphing syntax; wordiness; over- conceptual errors lacking some specifics ideas or little analysis; reliance on passive voice; limited use of textual quotations poorly evidence integrated

14 confuses some significant vague thesis; mostly evidence scant, vague or tends to narrate or merely some major grammatical D concepts; does not respond factual rather than awkwardly incorporated; summarize; wanders; errors (subject-verb directly to the assignment argumentative; unspecified digresses without repetitive; illogical agreement; fragments); elements developing ideas; no arrangement of ideas numerous minor errors; analysis repeated inexact word choice; inappropriate format

no clear understanding of no discernable thesis; little or no development; arbitrary or no paragraph errors in almost every F reading or concepts; contradictory or evidence simply listed or structure; illogical or no sentence; several major inappropriate response to unsustainable thesis missing; plagiarizes transitions errors (such as s-v agr., assignment frags, comma splices)