English 101-30: English Composition
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English 102: English Composition II
Spring 2012 / Instructor: Joellen Craft / Office: McIver 328 Mailbox: 3114 MHRA / Phone: 334-8553 / Email: [email protected] Office Hours: 9:30-10:30 MWF and by appointment
ENG 102-01 MWF 8:00-8:50 am MHRA 1210 ENG 102-03 MWF 11:00-11:50 am BRYN 132 ENG 102-05 MWF 1:00-1:50pm BRYN 202
Nuts and Bolts
Course Description: You are in college. And you are here for many different reasons, though many of you likely expect college will aid you in pursuing your dreams. Specifically, the American Dream: that if you work hard, you can achieve anything. But is this dream really possible? In what ways, and for whom? This class asks you to examine your own assumptions about the worth of a college degree and the definition (and possibility) of the American Dream by reading, writing, and speaking about the viewpoints and ideas of established writers, as well as your own and those around you. You’ll also work to interact with others in the wider community to report back to our class on the status of the American Dream for your fellow citizens.
More technically, English 102 satisfies three of the six hours of the Reasoning and Discourse (GRD) requirement at UNCG. According to the bulletin, in classes designated GRD you “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 102 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)
English 102 is designed to address three of the proficiencies listed under Student Learning Goals (SLOs) in the UNCG General Education Program. These proficiencies are:
Ability to write and speak clearly, coherently, and effectively as well as to adapt modes of communication to one’s audience Ability to interpret academic writing and discourse in a variety of disciplines Ability to locate, analyze, synthesize, and evaluate information
English 102 also carries a speaking-intensive (SI) designation. The SI requirement states that “students receive instruction in an appropriate mode of oral communication (interpersonal or small group communication, or presentational speaking), and enhanced opportunities to practice improvement of oral communication skills” (UNCG Undergraduate Bulletin).
The following English 102 SLOs are thus course-specific methodologies which correspond to the goals of the General Education Program and the speaking-intensive requirement, and concomitantly allow instructors to apply these broader goals to the second-semester writing course.
Student Learning Outcomes (SLOs): 1) To advance and extend students’ knowledge of oral argumentative discourse, and apply this knowledge as a mode of learning how to write, do research and engage in inquiry; 2) To advance and extend students’ appreciation for writing and speaking as public and community-based processes through the activities of drafting, peer review, and revision, as well as individual and small group oratory exercises; 3) To introduce students to the principles of invention, arrangement, style, memory, and delivery in oral presentations; 4) To help students to develop the habit of synthesizing, versus reporting on or simply summarizing source information in both oral and written communication; 5) To expose students to research methods and library facilities in order to develop their abilities to collect, synthesize, and evaluate primary and secondary sources.
Underlying all these points is the larger goal of respect. Effective communication requires that you respect all ideas and viewpoints, whether you agree with them or not. You must also respect yourself; when you present your opinions coherently and respectfully, you demonstrate that you understand the importance of debate and communication, and that you value yourself as a thinker and speaker.
Required Texts and Materials:
Babb, Jacob, Sally Smits, and Courtney Adams Wooten, eds. Technê Rhêtorikê. 3rd ed. Plymouth, MI: Hayden McNeil, 2011. Print. ISBN: 9780738046693
Duncan, Matthew and Gustav W. Friedrich. Oral Presentations in the Composition Course. Bedford/St. Martin’s, 2006. Print. ISBN: 0-312-41784-5
Readings on Blackboard, which you will be required to print out and bring to class
A folder to keep your materials for class, including loose leaf paper or a notebook A writing utensil Daily access to Blackboard and your UNCG email account
You’ll also need to print copies of your work and your peers’ work for in-class activities, so plan ahead and budget your print quota accordingly.
Class Expectations
Attendance:
Regular attendance and lively opinions are essential to your success and the success of the class. You are expected to come to every class on time with the texts we will be discussing in hand, as well some way to take notes and complete in-class exercises. If you are more than five minutes late, you are tardy. Tardies count negatively toward your overall participation grade.
You are allowed to miss five classes. I do not distinguish between excused and unexcused absences, though of course if you have exceptional circumstances, please get in touch with me as soon as possible. When you miss six classes, you automatically fail. Note that court dates do qualify as exceptional circumstances, IF you let me know in advance. In-class work cannot be made up. If you are absent the day a paper is due, you must turn it in to me by classtime that day, or it will be considered late. You are, by state law, allowed two excused absences due to religious holidays, which do not count toward your total allowed five absences. If you plan to miss class because of your faith, you must notify me in advance of your absence.
If you are a student athlete, you must bring me your game schedule this week so we can discuss your situation.
Preparation and Participation:
This course relies on your full attention and participation. That includes coming to class prepared to discuss the assigned readings and perform all in-class assignments, and again, coming to class with all your materials. Participation directly influences your success and your final grade. You have many opportunities to contribute, and your voice is just as important and interesting as everyone else’s. Be prepared to share; I’ll make sure everyone does.
Anyone who sends or reads text messages during class time will receive a zero for the day’s participation grade, so HIDE YOUR CELLPHONES FAR AWAY FROM YOUR PERSON WHEN YOU ARE IN MY CLASSROOM. I will see you and I will mark you down.
Assignments:
INFORMAL ASSIGNMENTS
Class participation: I use several means to evaluate your progress as a speaker and writer. First of all, I expect your daily and ongoing contribution to class. This includes speaking thoughtfully and clearly in class discussions, and completing some reading quizzes. I also expect each of you to be able to speak at length about any given reading assignment, and to be able to lead a short class discussion.
Toward that end, you will lead one 5 – 10 minute class discussion during the semester. I will assign this class period in advance; in general, two or three students will lead discussion during any given class period. You will also be called on at least twice throughout the semester and expected to be able to speak clearly and thoughtfully for one minute on that day's reading assignment. This is called "extemporaneous speaking" and it is a useful skill to develop. You will receive letter grades for leading class discussion and for your second extemporaneous speech (your first extemporaneous speech will be practice). See the included rubric.
Debates: You will participate in two formal debates throughout the semester. You will be put into groups of 2 and assigned a position on a question. Your group will be expected to defend that position in a short formal debate to be conducted in class. More details to follow.
Initial position papers: These two-page papers will present your opinion on the topic at hand, using the readings as supporting and opposing voices. More details to follow.
Paper presentations: You will make two individual oral presentations. Your first presentation will be aligned with your first paper. You should not merely read your essay out loud, but instead present a cogent argument to an audience by whatever means necessary. Your first oral presentation may (but is not required to) include visual media. Your classmates will help to evaluate your first oral presentation. Your second oral presentation will be aligned with your second essay. You will present it in a conference with me. Difficult passage explication: Reading critically requires that you ask yourself questions, and work to understand passages that confuse or frustrate you. For this assignment, you’ll take a passage from the assigned reading that you don’t understand and figure it out, documenting the process for the paper. More details to follow.
FORMAL ASSIGNMENTS
Essays: You will write two 4-5 page essays. These will be argumentative position essays based on an article we have read, discussed, and debated in class. These essays should be polished and have gone through at least two drafts, including a workshop with your reading group. For each essay you will receive a letter grade based on the rubric included in this document. More details to follow.
Annotated bibliography: You will prepare one annotated bibliography in preparation for your interview and final project. An annotated bibliography is a collection of sources with a summary of each source, as well as an explanation of how that source will benefit you in your argument. More details to follow.
Interview: After brainstorming ideas with your reading group, you’ll interview between one and three people in the community about their views and experiences on the topic you researched for your annotated bibliography. In the interview write-up, you’ll present your findings as a formal argument. More details to follow.
Analysis/Synthesis project: Taking what you learned from your annotated bibliography and interview, you’ll present a verbal argument on your findings. This project also includes a 4-5 page methodology essay, in which you explain your process and goals. More details to follow.
Late Work:
For each day a formal assignment is late, I deduct ten points from the grade. I do not accept any other late work, though I’ll be happy to still provide you feedback. If you know you will be absent when an assignment is due, let me know ahead of time and make sure it is in my hands before class begins—this means you must print it out and deliver it to me or let me know in advance and deliver it to my mailbox (MHRA 3114). I do not accept emailed drafts unless previously okayed. Do not leave assignments in my mailbox without first okaying it with me—I will literally deliver them straight to the recycling bin, whenever I finally get them.
Formatting:
All assignments must be typed, double-spaced, in 12 point Times New Roman, with your name and the page number in the top right-hand corner of each page, and in MLA format. All work that is printed out must also be stapled. Unstapled work will not be accepted. And no! I do not have a stapler. I don’t even know what they look like.
Grades:
15% Class participation, which includes group work, peer workshop, in-class writing, homework, discussion leading days and extemporaneous speaking (SLO 1-5) 10% Debates (SLO 1-4) 10% Informal essays, which include initial position papers, the difficult passage explication, and the setting and character sketch assignment (SLO 4-5) 10% Paper presentations (1-4) 20% Essays (SLO 2, 4-5) 5% Annotated bibliography (SLO 4-5) 10% Interview (1, 4-5) 20% Analysis/Synthesis project (presentation and methodology paper) (SLO 1-5)
Academic Integrity:
Please keep this in mind during your all your academic pursuits at UNCG:
“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
If I have any reason to suspect you of a violation (such as claiming someone else’s work as yours), we will have a conference, which may result in anything from you repeating the assignment to a final grade cut of one letter grade. On your second violation, you will be penalized to the fullest extent possible, which, at the least, will result in you failing the course. Smaller infractions will be dealt with case-by-case, contingent on a one-on-one meeting with me. Remember this class doesn’t require you to be a brilliant writer: it requires you to pay attention and think.
Electronics:
You may not text or, obviously, talk on a cell phone during class, nor may you may mess around on any electronic device without my explicit permission. We might use laptops for group work, but if I see you on any website not related to our class, I will mark you absent for the day.
How to get a hold of me outside class:
If you need to get in touch with me, try coming to my office hours or calling me during my office hours first; if that doesn’t work, don’t leave a voicemail—email me. I will try my best to respond to email within 48 hours. If I don’t, please either resend your email or remind me in class.
Class Etiquette:
No eating in class. Absolutely. Beverages are fine, but get your snacking out of the way before entering the classroom. Eating disrupts your ability to communicate verbally and write down your thoughts and ideas, and is distracting to your peers and to me.
Packing up before class officially ends also distracts your peers and makes me furious. I respect your time and promise not keep you late, and expect you to be engaged in my class for the full 50 minutes. I will notice if you are a regular early-packer-upper, and it will affect your participation grade.
Disruptive behavior will not be tolerated. If you disrupt class, expect your participation grade to suffer, and expect to hear from me. If you continue to disrupt class after a formal warning, I will call a meeting with you, which may result in you being withdrawn from my course.
Other Resources
Students with Disabilities:
Students with documentation of special needs should arrange to see me about accommodations as soon as possible. That means this week, not the day before the first essay is due. 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. Their telephone number is 334-5440, or you can e-mail them at [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. They are located in the Moore Humanities and Research Building, room 3211. Free Dr. Pepper (or vending machine beverage of your choice) to the first two students who go to the Writing Center and ask them to email me as proof.
The Speaking Center:
The Speaking Center can help you practice your delivery, build confidence in your speaking skills, improve your speechmaking, and design effective final project presentations. You must make an appointment two days in advance to work with a Speaking Center consultant. Find them at speakingcenter.uncg.edu. Free Dr. Pepper (or vending machine beverage of your choice) to the first two students who go to the Speaking Center and ask them to email me as proof.
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. The telephone number is 334-3878, or e-mail [email protected].
Calendar
This calendar is subject to change. I will always tell you about these changes in class and post the revised syllabus on Blackboard, as well as posting announcements and sending you emails, so pay attention and make sure you check your UNCG email and Blackboard accounts regularly.
When you see homework (HW) listed for a day, that work is due in class that day. TR = Technê Rhêtorikê BB = Blackboard readings, posted under “Readings” tab on our Blackboard page
WEEK 1
M 1/9: Introduction to class; Syllabus and policies
Unit One: Why Are You Here?
W 1/11: Discuss first unit HW: “Kenyon Commencement” by Wallace (BB) and “They Say” by Birkenstein and Graff (BB); “Academic Integrity” by Tedder (TR)
F 1/13: Discussion HW: “What Is College For?” by Gutting (BB), “The New Liberal Arts” by Ungar (BB), “Are Too Many People Going to College?” by Murray (BB), “Two Years are Better than Four” by Addison (BB)
WEEK 2
M 1/16: NO CLASS! MLK HOLIDAY!
W 1/18: Discussion; How to bring in other voices HW: “Her Point Is” and “As He Himself Puts It” by Birkenstein and Graff (BB); “How the Thesis Guides Effective Writing” by Guy-McAlpin (TR) and “The Genre of Academic Discourse” by Morehead (TR) Initial position paper due (2 pages)
F 1/20: Speech by Speaking Center consultant; In-class activity with online speeches HW: Oral Presentations in the Composition Classroom Opening statements from each debate team due (1-2 pages)
WEEK 3
M 1/23: First debates HW: Bring printed evaluations to class
W 1/25: First debates HW: Bring printed evaluations to class
F 1/27: In-class workshop with reading group HW: First draft of Essay 1 due (3-4 pages)
WEEK 4
M 1/30–F 2/3: First paper presentations HW: Second draft of Essay 1 due on Presentation day (4-5 pages)
Unit Two: Where Are You Going? WEEK 5 M 2/6: Discuss second unit HW: “Predatory Lending and the Devouring of the American Dream” by Ruzich and Grant (BB) and “And Yet” by Birkenstein and Graff (BB) Difficult Passage Explication due (1-2 pages)
W 2/8: Discussion HW: “Hiding From Reality” by Herbert (BB) and “Is The American Dream Over?” by Thomas (BB)
F 2/10: Discussion HW: “The American Dream: Dead, Alive, or on Hold?” by King (BB)
WEEK 6
M 2/13: Media coverage HW: Selected articles (Links on BB) Initial position paper due (2 pages)
W 2/15: Library Orientation Opening statements from each debate team due (1-2 pages)
F 2/17: Second debates HW: Bring printed evaluations to class
WEEK 7
M 2/20: Second debates HW: Bring printed evaluations to class
W 2/22: The Other Side HW: “Skeptics May Object” and “So What? Who Cares”? by Graff and Birkenstein (BB)
F 2/24: In-class workshop with reading group HW: First draft of Essay 2 due (3-4 pages)
WEEK 8
M 2/27–F 3/2: Second paper presentations: Come to class for our conference HW: Second draft of Essay 1 due on presentation day (4-5 pages)
WEEK 9
M 3/5–F 3/9: ……:::::::!!NO CLASS!!::::::..…:::::!!SPRING BREAK!!::::::……
Unit Three: What/Whom Will You Bring With You? WEEK 10
M 3/12: Discuss unit three and annotated bibliography assignment HW: “Asking Questions to Find a Starting Point” by Leuschen (TR)
W 3/14: In-class activity HW: Bring topic ideas
F 3/16: TBA
WEEK 11
M 3/19: Discuss interview assignment HW: “Researching People: The Collaborative Listener (Part 1)” by Chiseri- Strater and Sunstein (BB) Annotated bibliography due (3-4 pages)
W 3/21: Discussion HW: “The Informant’s Perspective: An Anthropologist on Mars” by Chiseri- Strater and Sunstein (BB) and “Understanding Tone” by Webb (TR)
F 3/23: In-class interview activity HW: “Researching People (Part 2)” by Chiseri-Strater and Sunstein (BB) and “Developing an Idea of the Audience” by Babb (TR) Setting and character sketch due (2 pages)
WEEK 12
M 3/26: Discussion HW: “Up Against Wal-Mart” by Olssen (BB) and “Beginning and Ending with Power” Lancaster (TR)
W 3/28: Discuss final analysis/synthesis project and presentation HW: “Understanding Voice” by Bufter (TR)
F 3/30: Discuss strategies; Brainstorming; In-class meetings HW: Interview due (4-5 pages)
WEEK 13
M 4/2: In-class meetings
W 4/4: Reading group work day
F 4/6: ……:::::::!!NO CLASS!!::::::..…:::::!!SPRING HOLIDAY!!::::::……
WEEK 14
M 4/9: Reading group work day
W 4/11: Presentations
F 4/13: Presentations WEEK 15
M 4/16-F 4/20: Presentations
WEEK 16
M 4/23: Class evaluations
FINAL EXAM:
ENG 102-01: Friday, April 27 8:00–11:00 A.M. ENG 102-03: Wednesday, May 2 8:00–11:00 A.M. ENG 102-05: Monday, April 30 3:30–6:30 P.M.
CRITERIA FOR GRADING DISCUSSION LEADERS:
Was prepared to present discussion question:
1 2 3 4 5
Presented question clearly and articulately:
1 2 3 4 5
Discussed reasons for asking this discussion question:
1 2 3 4 5
Discussed relevant contextual information:
1 2 3 4 5
Made eye contact with other students:
1 2 3 4 5
Projected voice:
1 2 3 4 5
Used appropriate body language:
1 2 3 4 5
Followed thread of discussion even after class began talking:
1 2 3 4 5
Suggestions for improvement: ______CRITERIA FOR GRADING SPEECHES
The speaker selects an appropriate, worthwhile, and manageable topic that fulfills all the aspects of the assignment. 1 2 3 4 5
The speaker opens the speech with considerable impact. 1 2 3 4 5
The speaker has a clear thesis, which fully captures the essential theme of the speech. 1 2 3 4 5
The speaker clearly previews the main points of the speech. 1 2 3 4 5
The main points are clearly stated and adequate to fulfill the speaker’s purpose. 1 2 3 4 5
The speaker provides clear signpost for all main points and sub points. 1 2 3 4 5
The speaker provides ample and high- quality supporting material for the main points and sub points of the speech. 1 2 3 4 5
The speaker uses visual aids or other presentation aids, they are imaginative and well used to add value to the speech. 1 2 3 4 5
The speaker uses language imaginatively, vividly, and appropriately. 1 2 3 4 5
The speaker’s vocal delivery is varied, energetic and enthusiastic. 1 2 3 4 5
The speaker maintains eye contact with the audience to create a sense of immediacy. 1 2 3 4 5
The speaker’s use of gesture and posture is natural and effective in conveying the message. 1 2 3 4 5
The speaker clearly summarizes the main points of a speech. 1 2 3 4 5
The speaker concludes the speech in a memorable fashion with impact. 1 2 3 4 5
The speaker has an effective speech overall. 1 2 3 4 5 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
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)