Instructor: Rebecca Dashiell

ENG 101: College Writing I Sections 02, 04, and 13 Fall 2013

101-02: MWF 8:00-8:50 AM, MHRA 1204 101-04: MWF 9:00-9:50 AM, MHRA 2210 101-13: MWF 11:00-11:50 AM, Curry 332

Instructor: Rebecca Dashiell Email: [email protected] Office: Curry 335-D Office Hours: Mondays/Wednesdays, 2:30-4:00 PM, and by appointment Mailbox: MHRA 3114

Course Description Welcome to English 101! This semester, we will read, discuss, and write about a variety of texts in order to explore rhetoric and argumentation in academic writing. In order to develop your reading and writing skills both for the purpose of this course and also for use throughout your entire college career, we will spend time discussing the rhetorical tools and strategies authors use to make arguments, as well as how to conduct scholarly research. We will also focus on the process of revision as a necessary step in the writing process. For the culminating project in this course, you will create a writing portfolio that not only showcases your polished prose, but also includes a reflective essay in which you appraise your own writing across the semester.

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.” (http://uncg.smartcatalogiq.com/en/2013-2014/Undergraduate-Bulletin/University- Requirements/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.” (http://uncg.smartcatalogiq.com/en/2013-2014/Undergraduate-Bulletin/University- Requirements/General-Education-Program)

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

English 101 Student Learning Outcomes (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;

1 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.

Texts (Required)  Ensor, Lavina, Chelsea Atkins Skelley, and Kathleen T. Leuschen. Rhetorical Approaches to College Writing. Plymouth, MI: Hayden-McNeil Publishing, 2014. Print. ISBN: 9780738061337  Graff, Gerald, Cathy Birkenstein, and Russell Durst. They Say/I Say: The Moves that Matter in Academic Writing (With Readings). 2nd ed. New York: Norton, 2012. Print. ISBN: 978- 0393912753  Blackboard Readings: You must download, print, and read items marked (Bb) in the Course Schedule. Bring printed copies to class on the day they are due.

Materials (Required)  A daybook: This is your ENG 101 Journal. You will do all of your in-class writing assignments and reflections here, and it will be helpful for keeping all of your writing together. A spiral notebook or composition book will suffice. You may occasionally turn pieces of writing into me when we have impromptu quizzes, but I will not collect your journal.  A writing instrument (pen, pencil, etc.); come prepared to write and take notes every class!  A stapler and staples: any papers that you hand in MUST be stapled. I will not collect them otherwise.  A binder, a set of folders, or whatever else will help keep your papers organized. You will need to keep EVERYTHING that you produce in this class. Don't throw anything away.

Course Requirements

Unit Overviews and Assignments This course is divided into four units, each of which will culminate in a formal assignment. In Unit 1, we will discuss writing as an ongoing conversation. We will also discuss the foundations of rhetoric and practice the peer review process.  “Why I Write” Essay (2 pp.) This is the first writing assignment you will hand in to me during the second week of class. This will be your chance to introduce yourself and your writing history to me. This essay is graded on a pass/fail basis and is a required component of your portfolio. See Blackboard for the assignment sheet. (SLO 6)  Essay 1—Argument Essay (5-6 pp.) For this paper, you will choose two essays in conversation with one another from They Say/I Say. You will analyze how each author makes his/her argument, then enter the debate by arguing your own position on the issue. You are required to quote both authors, thoroughly addressing the opposing view while fully supporting your position. (SLOs 1, 2, 3, 4, 5)

In Unit 2, we will focus on rhetorical analyses of various texts and media. We will look in depth at how authors craft arguments, the rhetorical appeals and canons, and how tone and style work within a piece of writing.  Essay 2—Rhetorical Analysis of a Speech (6-7 pp.) In this essay, you will read a speech and analyze how the rhetor uses rhetorical tools and strategies to convince his/her audience(s). You

2 will be required to conduct basic research in order to explain the context of the speech. You must formulate a solid argumentative thesis and structure your paper accordingly. (SLOs 1, 2, 3, 4, 5)

Unit 3 builds upon the first two units. You will use your knowledge of argumentation and the rhetorical appeals to craft an argumentative research essay. We will visit the library in order to discuss scholarly research and we will spend time in class discussing citations and formatting. We will also spend some time in this unit exploring the use of rhetoric in creative works such as fiction, images, and film.  Essay 3—Argumentative Research Essay (7-8 pp.) This paper will allow you to express your own opinion on a current social or political issue. To do so, you will not only have to identify and directly address the counterargument, but you should also support your opinion with scholarly research. (SLOs 1, 2, 4, 5)

Finally, Unit 4 will focus on reflection and revision. We will spend time discussing and preparing your Final Portfolio, as well as developing and revising your Critical Rationale Essay, in which you will critically reflect upon your writing development and process.  Final Portfolio with Critical Rationale Essay (meets SLOs 1, 2, 3, 4, 5, 6): The final portfolio is a required common assignment across all sections of English 101 in all academic sessions (Fall, Spring, Summer). The portfolio comprises 40% of your final course grade. Students who do not submit a portfolio will automatically receive an “F” in English 101, regardless of the quality of work 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. 2. The drafts and any earlier graded versions of the included formal essay assignments, including peer comments. Students may also include other evidence of processes, such as outlining, brainstorming or other notes or exercises. Therefore, make sure to save all of your drafts during the semester. 3. Assignment sheets, handouts and guidelines for each formal essay included in the portfolio. 4. A critical rationale essay of 6-8 pages (which does not count towards the 15 pages of polished prose) 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 Three-Prong Folder or Comb binding from FedEx/Kinkos in Tate Street or through UNCG’s printing services. See www.upg.uncg.edu for details about location and pricing.

Class Participation Class participation is defined as not only being present in class, but also being alert, actively participating in discussion and in-class activities, and being prepared with all the day’s course materials (bringing books/readings/assigned work). Your participation grade also includes arrival to class on time, peer review sessions, and your attendance and preparation for conferences. I may also give impromptu quizzes to assess your work, and these quiz grades will be part of your overall participation grade.

To make sure you are engaging in the critical reading process, I ask that you bring to each class a 3/2/1: 3 questions about the reading, 2 quotations that interest you, and 1 argument the author is making. I will occasionally collect these or check that you have them. Your daybook is something you will need to bring to class all semester. We will use it to reflect on the readings, as well as track your writing process: brainstorming, drafting, peer-reviewing, revising, and polishing. In your final portfolio project, you will be required to write a Critical Rationale in which you will outline your writing process throughout this class. If you are constantly recording and reflecting in your daybook, this final assignment will come

3 much easier. The daybook will not be taken up, but will constitute a large part of your participation grade, based on my in-class observation.

Criteria for Classroom Participation

A Superior communicative skills; excellent preparation for class/class discussion; always volunteers; listens and responds thoughtfully and courteously to others’ comments; student exemplifies mastery, rigor, and intellectual curiosity regarding course readings and concepts while also introducing relevant independent insights to the discussion; student demonstrates enthusiasm and takes initiative, particularly during group activities. B Good communicative skills; solid preparation for class/class discussion; consistently volunteers and makes meaningful contributions in group activities; student exemplifies interest and engagement regarding course readings and concepts; attentive during class; student demonstrates a positive C Adequate communicative skills; fair preparation for class/class discussion; occasionally volunteers; exemplifies competence regarding course readings and concepts; student demonstrates an inoffensive, but noncommittal attitude; generally attentive during class; sporadic contributions during 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, inappropriate use of electronics, completing outside work during class 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; rarely attentive during class; demonstrates potential hostility to discussion; irrelevant, distracting, or no contribution to group activities.

Peer Review During peer review, you will provide comments and constructive feedback for another assigned member of the class. You will be given time in class to review your peer’s paper and respond, using a set of guidelines that will help you know what to look for. Peer review is a critical step between our drafting and revising stages, so it’s crucial you are present for this step of the writing process. Any writer who fails to bring their own completed draft (this means that if the assignment requires a 5-page paper, you must bring in a full 5 pages for peer review) as a hard copy for review will not be able to receive higher than a “C” on their own paper. Therefore if you are absent the day of peer review, you will not be able to receive higher than a “C” without a documented medical excuse. If you know in advance that you must miss a scheduled peer review, then contact me prior to the peer review class period and we will make arrangements for you to electronically conduct a peer review with an assigned peer partner.

Conferences You will meet with me once during the semester outside of class to discuss your work and any questions you might have. Since I am cancelling a week of classes in order to meet with you, if you miss your scheduled conference, you will receive an absence. Just showing up isn’t enough either—if you are not prepared for your conference (bringing in questions or concerns), it will negatively affect your participation grade.

Online/Technology Requirements  Online access (via library or computer lab if a personal desktop or laptop is unavailable), iSpartan email account (checked daily), and Blackboard account (checked daily). All assignments,

4 schedules, and course information will be posted to Blackboard. Check there first if you miss class, lose a handout, or have questions about an assignment. Contact me if the information you need is not on Blackboard and I will post it as quickly as possible.  Printing Access. Please make sure to budget enough money to print all necessary documents to complete assignments and be prepared for class. Please do not use “my card ran out of money” as an excuse for not having the documents.

Grade Distribution “Why I Write” Essay 5% Essay 1 10% Essay 2 15% Essay 3 15% Final Portfolio 40% Participation 15% Total 100%

Grading Scale I utilize the full range of grades from A to F (including plusses and minuses) in keeping with University grading policies. Your final course grade will be based on the following components that make up your course work for the semester. UNCG defines an A as excellent; a B as good; a C as average; a D as 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 a D or an F. Likewise, an A or B indicates that you met or exceeded course requirements. Should you decide to visit with me about a particular grade from an assignment or assessment, our conference must be at least 48 hours after you have received the grade. I will not meet with you unless you email me a 1 page in-depth response (MLA formatted) at least 24 hours prior to our meeting that respectfully discusses your concerns over the assignment’s grade in question.

A+ 97-100 C 73-76 A 94-96 C- 77-79 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

Course Policies 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.

5 Any instance of plagiarism will result in failure of 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. 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/

Assignment Format Turn in all work in MLA format (1” margins, double-spaced, Times New Roman 12 pt. font, 8½ x 11” white paper), and be sure to cite anything you do not come up with yourself. Formal essays must all be submitted via paper copy by class time on both peer review and final draft day.

Attendance Policy Since this is a participation-based class, it is important that you attend all class meetings. Per departmental policy, you are allowed three absences without a grade penalty. I do not distinguish between excused and unexcused absences, so you don’t need to let me know if and why you are missing class. Just know that you are responsible for making up the missed work, either by checking Blackboard or contacting a classmate. For every absence beyond the first three, you will lose one-half of a letter grade from your final course grade. Students who miss six classes will automatically fail the course. This means that you may have five absences only; if you reach a sixth, you have failed. Keep in mind also that attendance at the final exam session is required.

Since we only have fifty minutes per class session, it is important also that you arrive on time. Keep in mind that you will be counted as absent if you miss roll call unless you see me after class to confirm that you’re present. If you are more than ten minutes late or leave more than ten minutes early, you will be counted as absent regardless. Multiple tardies (or leaving class early) will negatively affect your class participation grade.

You are, by state law, allowed two excused absences due to religious holidays, which do not count toward your total allowed three absences. If you plan to miss class because of your faith, you must notify me at least 48 hours in advance of your absence.

Finally, if you have extenuating circumstances such as a family emergency or serious illness, please contact me as soon as possible.

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 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. If I see the need to withdraw a student from the course because of disruptive behavior, I will follow the University’s disruptive behavior policy statement, which can be found here: http://sa.uncg.edu/handbook/wp-content/uploads/disruptive_policy.pdf

Email Response Policy Email is the best way to reach me. You can reasonably expect I will respond to your email within forty- eight hours, excluding weekends and university holidays. However, if I have not replied to your message after forty-eight hours, you should assume I did not receive your message and try again. It is good practice to treat email as a writing situation that reflects you as an individual. Use appropriate language

6 and etiquette. This does not mean emails have to be long and elaborate, but they should be moderately professional forms of communication with your instructor.

Late Work Policy Assignments are due in class on the day specified; otherwise, they are late. I do not accept late work, but I do accept early work. If you know ahead of time you are going to miss class when an assignment is due, please arrange to turn in your assignment early or have a classmate turn it in for you. I do not accept work via email.

Also, computer and printer problems do not count as emergencies. Please remember to frequently back-up your work, since computers crash unexpectedly, and this will not be an excuse for a late assignment. You should leave yourself plenty of time to get to a computer lab if your own equipment fails.

Technology Policy Cell phones must be silenced (not on vibrate) or off in class, and you should not text or receive calls while class is in session. In addition, please do not bring laptops to class. All documents should be printed prior to class, so there should be no need for computers. If you have special circumstances that require you to use these technologies, please speak to me outside of class.

The first time you violate the technology policy, you will be given a warning. A second or subsequent violation will result in you being counted absent for that day.

Additional Resources Office of Accessibility Resources and Services 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].

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].

Class Schedule Key: RA—Rhetorical Approaches, TSIS—They Say/I Say, Bb—Blackboard reading

Note: All reading should be done before the class time in which it is listed.

7 This schedule is subject to change at my discretion. Some activities, such as in-class quizzes and writing exercises, are not listed here and will be discussed/administered in class. Any changes to the schedule or due dates will be posted on Blackboard and emailed to you.

Unit 1 WEEK 1: Introduction

Mon, 8/19 Course Introduction; Please bring a printed copy of your syllabus to class

Wed, 8/21 Finding a Conversation READINGS: (1) TSIS: “Introduction: Entering the Conversation” (pp. 1-14) (2) TSIS: Ch 1, “Starting with What Others Are Saying” (pp. 19- 28)

Fri, 8/23 Why We Write READINGS: (1) Bb: King, “What Writing Is” (2) Bb: Alexie, “The Joy of Reading and Writing: Superman and Me” (3) Bb: “Why I Write” Assignment Sheet Reminder: Last Day to Drop/Add a Class

WEEK 2: Writing as Conversation; Intro to Rhetoric and the Rhetorical Appeals

Mon, 8/26 Reading for and Entering the Conversation READINGS: (1) RA: Blades, “Reading Critically” (pp. 49-56) (2) TSIS: Ch 4, “Three Ways to Respond” (pp. 55-66) (3) TSIS: Ungar, “The New Liberal Arts” (pp. 190-196) WRITING DUE: “Why I Write” Essay

Wed, 8/28 Introduction to Rhetoric READINGS: (1) RA: Babb, “An Introduction to Rhetoric and the Rhetorical Triangle” (pp. 3-12) (2) RA: Shook, “Reading for the Rhetorical Appeals” (pp. 25-33) (3) Bb: King, “Letter from Birmingham Jail”

Fri, 8/30 Academic Integrity; Reading an Assignment Sheet READINGS: (1) RA: Tedder, “Academic Integrity” (pp. 34-40) (2) RA: Sparks, “Reading an Assignment Sheet” (pp. 123-126) (3) Bb: Essay 1 Assignment Sheet

WEEK 3: Peer Review and Making Arguments

Mon, 9/2 LABOR DAY; NO CLASS

Wed, 9/4 Peer Review Discussion; Thesis Statements

8 READINGS: (1) RA: Ensor, “Viewing Peer Review as a Rhetorical Process” (pp. 127-131) (2) RA: McAlpin, “How the Thesis Guides Effective Writing” (pp. 61-65)

Fri, 9/6 Peer Review of Essay 1 READING: (1) Bb: Peer Review Sheet for Essay 1 WRITING DUE: Essay 1 Draft for Peer Review

WEEK 4: Revision and Integrating Sources

Mon, 9/9 Why We Revise (1) RA: Mullins, “Revision Is Writing” (pp. 77-80) (2) RA: Benson, “The Writing Center: Where Writers Meet” (pp. 166-169) (3) Bb: Lamott, “Shitty First Drafts”

Wed, 9/11 Bringing in Sources; Credible Sources READINGS: (1) RA: Ray, “The Art of Summarizing, Paraphrasing, and Quoting” (pp. 106-112) (2) TSIS: Ch 3, “The Art of Quoting” (pp. 42-50) (3) TSIS: Maratta, “Move Over Boys, Make Room in the Crease” (pp. 537-543)

Fri, 9/13 Revisiting the Rhetorical Triangle and Appeals READING: (1) RA: Berrier, “Rhetorical Context is (Almost) Everything” (pp. 13-16) WRITING DUE: Essay 1

Unit 2 WEEK 5: Crafting an Argument

Mon, 9/16 Getting Started READING: (1) RA: Leuschen, “Asking Questions to Find a Starting Point” (pp. 57-60) (2) TSIS: Crystal, “2b or Not 2b?” (pp. 335-345)

Wed, 9/18 Introducing and Summarizing the Opposing Side READINGS: (1) TSIS: Ch 6, “Planting a Naysayer in Your Text” (pp. 78-90) (2) TSIS: Ch 2, “The Art of Summarizing” (pp. 30-40)

Fri, 9/20 So What? Who Cares? READINGS: (1) TSIS: Ch 7, “Saying Why It Matters” (pp. 92-100) (2) TSIS: Gladwell, “Small Change: Why the Revolution Will Not Be Tweeted” (pp. 312-327)

9 WEEK 6: The Canons of Rhetoric

Mon, 9/23 Introduction to the Canons READINGS: (1) RA: Skelley, “Arrangement as Rhetorical Composing” (pp. 66- 71) (2) Bb: Dodson, “The Canons of Rhetoric as Phases of Composition”

Wed, 9/25 READINGS: (1) TSIS: David Foster Wallace, “Kenyon Commencement Speech” (pp. 198-208) (2) Bb: TED Talk—Amy Cuddy, “Your body language shapes who you are”

Fri, 9/27 READINGS: (1) Bb: Essay 2 Assignment Sheet (2) TSIS: Obama, “A More Perfect Union” (pp. 647-663)

WEEK 7: Distinguishing Tone and Voice; Making Transitions

Mon, 9/30 READINGS: (1) RA: Berberyan, “Understanding Tone and Voice” (pp. 81-85) (2) TSIS: Ch 9, “Academic Writing Doesn’t Always Mean Setting Aside Your Own Voice” (pp. 121-128)

Wed, 10/2 Conference Preparation; Transitions READINGS: (1) RA: “Conferencing Rhetorically” (pp. 132-134) (2) TSIS: Ch 8, “Connecting the Parts” (pp. 105-118) (3) TSIS: Bissell, “Extra Lives: Why Video Games Matter” (pp. 349-361)

Fri, 10/4 READING: (1) Bb: Peer Review Sheet for Essay 2 WRITING DUE: Essay 2 Draft for Peer Review

WEEK 8: Conferences

Mon, 10/7 Conferences; Class Cancelled

Wed, 10/9 Conferences; Class Cancelled

Fri, 10/11 Conferences; Class Cancelled WRITING DUE: Essay 2 [Due to my office (Curry 335-D) by 3 p.m.] Reminder: Last Day to Drop w/o Academic Penalty

Unit 3 WEEK 9: Entering a Research-Driven Conversation

Mon, 10/14 FALL BREAK; NO CLASS

10 Wed, 10/16 READINGS: (1) RA: Morehead, “The Genre of Academic Discourse” (pp. 89- 94) (2) RA: Wooten, “Finding a Conversation to Find Research” (pp. 95-99)

Fri, 10/18 In-class Activity READING: (1) Bb: Essay 3 Assignment Sheet WEEK 10: Using Research and Citing Properly

Mon, 10/21 How We Use Research; Credible Sources READINGS: (1) RA: Johnson, “Situating Evidence Through Contextualization” (pp. 100-105) (2) TSIS: King, “The American Dream: Dead, Alive, or on Hold?” (pp. 572-578)

Wed, 10/23 LIBRARY DAY

Fri, 10/25 Citations; In-Class Citation and Formatting Demonstration READING: (1) RA: Ensor, “Understanding the Rhetorical Dimensions of Academic Citations” (pp. 113-119)

WEEK 11: Reading and Discussing Research-Driven Essays

Mon, 10/28 READING: (1) TSIS: Zinser, “The Good, the Bad, and The Daily Show” (pp. 363-378)

Wed, 10/30 READING: (1) TSIS: Freeman & Merskin, “Having It His Way: The Construction of Masculinity in Fast-Food TV Advertising” (pp. 454-479)

Fri, 11/1 READING: (1) Bb: Peer Review Sheet for Essay 3 WRITING DUE: Essay 3 Draft for Peer Review

WEEK 12: Rhetorical Situations in Creative Works

Mon, 11/4 Rhetoric in Written Creative Works READINGS: (1) RA: Welden, “Rhetoric and the Creative Writer” (pp. 135-141) (2) Bb: Saunders, “Puppy”

Wed, 11/6 Rhetoric and Image READING: (1) RA: Laminack, “Rhetorical Analysis and Visual Media” (pp. 142-148)

Fri, 11/8 Rhetoric and Film READING: (1) RA: Burns, “Analyzing Film Rhetoric” (pp. 149-160)

11 WRITING DUE: Essay 3

Unit 4 WEEK 13: Final Portfolio Prep

Mon, 11/11 Introduction to Your Portfolio READINGS: (1) RA: Ray, “The Portfolio Process” (pp. 41-45) (2) Bb: Portfolio Assignment Guidelines (3) Bb: Portfolio Rubric

Wed, 11/13 What is the Critical Rationale? READINGS: (1) Bb: Critical Rationale Guidelines (2) Bb: Critical Rationale Samples

Fri, 11/15 Revisiting Revision and In-class Portfolio work READINGS: (1) RA: Buck, “Style as Revision” (pp. 72-76) (2) Bb: O’Hayre, “A First Look at Gobbledygook” BRING TO CLASS: Portfolio components, drafts in progress

WEEK 14: Final Portfolio Prep and Critical Rationale Peer Review

Mon, 11/18 In-class Portfolio work READING: (1) Bb: Final Portfolio Checklist BRING TO CLASS: Portfolio components, essay drafts in progress

Wed, 11/20 In-class Portfolio work BRING TO CLASS: Portfolio components, essay drafts in progress

Fri, 11/22 Peer Review of Critical Rationale READING: (1) Bb: Peer Review Sheet for Critical Rationale Essay WRITING DUE: Critical Rationale Draft for Peer Review

WEEK 15: Portfolio Peer Review

Mon, 11/25 Peer Review of Portfolio WRITING DUE: Final Portfolio Draft including all items on checklist

Wed, 11/27 THANKSGIVING BREAK; NO CLASS

Fri, 11/29 THANKSGIVING BREAK; NO CLASS

WEEK 16: Portfolio Submission

Mon, 12/2 Last Day of Class; Course Evaluations WRITING DUE: Final Portfolio (turn in ALL parts)

12 FINAL EXAM PERIOD: You must attend this, or you will accrue one absence. I will be handing back your graded portfolios.

Fri, 12/6 Final Exam for 101-02, 8 AM

Mon, 12/9 Final Exam for 101-04, 8 AM Final Exam for 101-13, 12 PM

Schedule Highlights 8/26 “Why I Write Essay” Due in Class 9/2 Labor Day, Class Cancelled 9/6 First Draft of Essay 1 Due in Class for Peer Review 9/13 Final Draft of Essay 1 Due in Class 10/4 First Draft of Essay 2 Due in Class for Peer Review Week of 10/7 Conferences 10/11 Final Draft of Essay 2 Due at my Office by 3 p.m. 10/14 Fall Break, Class Cancelled 10/23 Library Day 11/1 First Draft of Essay 3 Due in Class for Peer Review 11/8 Final Draft of Essay 3 Due in Class 11/22 First Draft of Critical Rationale Essay Due in Class for Peer Review 11/25 Portfolio Draft Due in Class for Peer Review 12/2 Portfolio Due in Class