Bryan 106/ Mailbox Room Number: MHRA 3317

Ms. Hawkins ENG. 101.01/ College Writing I Class Time: MWF, 8:00-8:50 Bryan 106/ Mailbox Room number: MHRA 3317 Office: Curry 335A; [email protected] Office Hours: MWF 10-11 or by appointment

Almost all good writing begins with terrible first efforts. You need to start somewhere. Start by getting something—anything—down on paper. A friend of mine says that the first draft is the down draft—you just get it down. The second draft is the up draft—you fix it up. You try to say what you have to say more accurately. The third draft is the dental draft, where you check every tooth, to see if it’s loose or cramped or decayed, or even, God help us, healthy. Anne Lamott, Bird by Bird

Word-work is sublime, she thinks, because it is generative; it makes meaning that secures our difference, our human difference - the way in which we are like no other life. We die. That may be the meaning of life. But we do language. That may be the measure of our lives. Toni Morrison, Nobel Prize Lecture

Course Description

At its most basic level, this course is designed with the end-goal that you will go forth in May a more confident and competent writer and reader. This course will focus specifically on rhetoric, on the ways we, as writers, articulate and present ourselves to the world and the ways we, as readers, analyze and articulate another writer’s spoken or written word. Because the process of writing necessarily involves revision, we will talk often about drafting, re-focusing, and re-writing. Your final project in the class will consist of an extensive portfolio, in which you will revise all three of your essays and write a personal reflection essay that outlines the specific ways you’ve grown as a writer.

General Overview

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/2014-2015/Undergraduate- Bulletin/University- Requirements/General-Education-Program/General-Education-Core- CategoryMarker- Descriptions).

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/2014-2015/Undergraduate- Bulletin/University- Requirements/General-Education-Program). The following are the English 101 Student Learning Outcomes, each of which corresponds to both the GRD goals and to LG1:

English 101 Student Learning Outcomes:

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.

Because the College Writing Program values writing processes and products, reading and writing, critical and reflective thinking, and rhetoric as a means of interpretation and composition, the following guidelines are to facilitate the achievement of the above objectives, while allowing instructors freedom to design their individual course trajectories.

Evaluation

Participation: 10 % Your Class Journal: 10 % Essay Number 1: 10 % Essay Number 2: 10 % Essay Number 3: 10 % Reflections on Essays: 5 % Final Presentation: 5 % Final Portfolio: 40 %

Required Texts

-Leuschen, Kathleen T., Meghan McGuire and Chelsea A. Skelley, Eds. Rhetorical Approaches to College Writing. Plymouth, MI: Hayden-McNeil, 2015. (ISBN: 978-0- 7380-6838-1) (Abbreviated on schedule as RACW) -Selected readings posted on Blackboard as assigned. (Abbreviated on schedule as BB). -You are required to have a class journal that you bring to class everyday. If you do not bring this journal to class, you are considered not prepared. Course Organization:

Unit One: Personal Essay as Argument In Unit One, we will focus on the personal essay, and we will consider how the personal essay makes an argument. We will look specifically at how the thesis works as the main structural component of these essays. For your first paper, you will write a personal essay, using the “This I Believe” template. Paper One: 2-3 pages (SLOS 2 and 5)

Unit Two: Incorporating Research and the Rhetorical Appeals In Unit Two, we will think in depth about the rhetorical triangle (rhetor, audience text) and the rhetorical appeals (pathos, logos, ethos). How does the author (or rhetor) convince her audience effectively? What strategies does the author enact? For this paper, you will write a well-researched eulogy for a famous person of your choosing. Paper Two: 4-5 pages (SLOS 1-6)

Unit Three: Comparative Rhetorical Analysis In Unit three, we will be writing comparative rhetorical analyses. You will be choosing two songs and their accompanying music videos and will write a thesis-based rhetorical argument. Paper 3: 7-8 (SLOS 1-6)

Unit Four: The Portfolio We will begin to think about writing as a continuous process of drafts. For your portfolio, you will turn in 20 pages of polished (revised) prose, completed across three assignments. You will turn in the original draft, a “revision” draft which has your hand-written edits on it, and then a final draft. You will also write a 6-8 page critical rationale describing your process of revision across the semester.

*Along with your formal papers, you will be writing an accompanying paper immediately after you turn in the formal papers. These will be 2-3 pages, and they will be self-reflective rhetorical analyses of your own writing. These papers will be your chance to write about your own writing, to imagine where you’ll go in revision as well as to praise yourself for the elements of your paper you’ve already done well.

Your journal

Your journal is one of the most important components of this class. All homework assignments or reading responses will be written in your journal, and I will periodically check your journals at the beginning of class. If you haven’t done the assignment, you will receive a 0, and you will not be able to make it up. If you are absent during class that day, you may show it to me the next class for a maximum score of 70. We will occasionally have in-class free writes in your journal as well. Presentation

You will present your third paper to the class in the form of a 5-6 minute presentation. You will also be required to make a handout.

Academic Integrity

Academic integrity is founded upon and encompasses the following five values: honesty, trust, fairness, respect, and responsibility. Violations include, for example, cheating, plagiarism, misuse of academic resources, falsification, and facilitating academic dishonesty. If knowledge is to be gained and properly evaluated, it must be pursued under conditions free from dishonesty. Deceit and misrepresentations are incompatible with the fundamental activity of this academic institution and shall not be tolerated” (from UNCG’s Academic Integrity Policy). To ensure that you understand the university’s policy on academic integrity, review the guidelines and list of violations at http://academicintegrity.uncg.edu. I expect you to abide by the Academic Integrity Policy. 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/academicintegrity/violation/plagiarism/

Behavior and Language The exchange of ideas in the classroom requires a respect for others. I will not tolerate or excuse lewd, crude, sexist, and racist language and behavior. See policies on hazing, disruptive behavior, and various forms of discrimination at .

Class Attendance

Students in MWF classes are allowed a maximum of three absences without a grade penalty. A fourth and fifth absence result in a half letter grade deduction at the end of the semester. Students who miss six classes on a MWF schedule will fail the course. Attendance at the final exam period is included in this maximum allowance. This attendance policy does not differentiate between "excused" and "unexcused" absences; thus, it is the student's responsibility to plan for absences within the policy concerning program fieldtrips, athletic events, work-related absences, advising sessions, minor illnesses, family and/or friend events, etc. For this English course, the College Writing Program’s attendance policy supersedes any other.

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 in writing at least 48 hours prior to the absence. If you have extenuating circumstances such as a death in the family, chronic illness/injury requiring prolonged medical treatment, prolonged psychological issues, etc., then you should immediately contact the Dean of Students Office for advocacy (http://sa.uncg.edu/dean/). You can use that department email, ([email protected]) and provide your name, your UNCG ID number, a telephone number that you can be reached, and a general description of why you would like to meet with a staff member. If your situation is urgent, you may opt for a walk-in appointment (Monday – Friday from 9:00 am to 4:00 pm), and the staff will connect you with the appropriate person as soon as possible. The Dean of Students office is located on the second floor of the Elliott University Center (EUC).

Tardiness Be on time. If you aren’t in class ready to go by the start of class, you are late. Being late three times will constitute as an absence. If you come in late, you should remind me after class that you came in, so that you won’t be counted absent. If you are twenty or more minutes late for class, you will be counted absent.

Late Work Policy

For every day you turn in an essay late, I will subtract half a letter grade from your final grade. Being late includes not having a printed out and stapled copy to me by the beginning of class. Of course, I am willing to work with you as long as you communicate with me. Email me ahead of time if you will not be able to turn your paper into me in time.

Class Participation

Participation Rubric

A Superior communicative skills; excellent preparation for class discussion; always volunteers; 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 discussion; consistently volunteers; student exemplifies interest and engagement regarding course readings and concepts; student demonstrates positive attitude; makes meaningful contributions during group activities. C Adequate communicative skills; fair preparation for class discussion; occasionally volunteers; student 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; etc.] F Weak communicative skills; little to no preparation for class; little evidence of reading assignments (this can include not buying or printing the 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 contributions to group activities; disruptive and/or disrespectful to classmates, teacher, or course subject matter.

The Writing Center The purpose of the Writing Center (http://www.uncg.edu/eng/writingcenter/) 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. You may schedule writing conferences either by email ([email protected]) or phone (336.334.3125) as well as just walk in during their open hours (see website link above). If you would like to use the Writing Center online facilities, please understand that they are limited, so the consultants would appreciate it if you made an appointment in advance. For the 2012 fall semester, the Writing Center opens on Tuesday, September 4, 2012 at 9 am.

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].

Technology Policy

NO LAPTOP COMPUTERS, TABLETS, OR OTHER INTERNET-ENABLED DEVICES MAY BE USED IN CLASS. Students should print out all Blackboard readings and bring these to class rather than accessing them online during class. Exceptions to this policy will only be made in cases where there is documented evidence of a learning disability or other situation where a computer is necessary. In these cases, you must consult with the instructor and provide appropriate documentation.

Cell phones must be on silent. Absolutely no text messaging or phone calls during class. Ms. Hawkins Schedule for Spring 2015/ Subject to Change

BB: Blackboard RACW: Rhetorical Approaches to College Writing

Date Topics Readings Assignments Week 1/ Unit 1 Monday, Class introduction/ January 12 Syllabus overview/ Why is writing important?

Wednesday, Discussion: Am I BB: Graff, Journal Entry (JE) January 14 qualified to “enter “Entering the the conversation”? Conversation” BB: Goldberg, “Writing as a Practice” *Friday, Personal essay as RACW: McAlpin, JE January 16 Argument/ “How the Thesis *Last Day to Add/ Introduce Paper 1 Guides Effective Drop with no Writing” penalty BB: Adams, “Be Cool to the Pizza Dude” BB: Goodwin, “The Connection between Strangers”

Week 2 Monday, MLK day. No January 19 class! Wednesday, Intro to the RACW: Babb, “An JE January 21 Rhetorical Triangle Introduction to Rhetoric and the Rhetorical Triangle” BB: Allende, “In Giving I connect with Others” Friday, Visit the writing January 23 center

Week 3/ Unit 2 Monday, Peer Review Day Bring 2 copies of at January 26 Paper 1 least 2 pages of your paper to class and 2 printed peer review sheets (BB) Wednesday, Using your voice in BB: Graff, “Ain’t JE January 28 academic writing So/ Is Not” Friday, Introduction to Unit Paper 1 due in January 30 Two/ Rapid free class write *Stapled and with proper MLA citation Week 4 Monday, Library Visit JE February 2 Wednesday, Canons RACW: Dodson Paper 1 Reflection February 4 and Skelley, “The Due Canons of Rhetoric as Phases of Composition” Friday, Rhetorical appeals RACW: Shook, JE February 6 “Reading for the Rhetorical appeals” Week 5 Monday, Rhetorical Appeals BB: Lurie, “The JE February 9 Language of Clothes” Wednesday, Sentences Exercise February 11 in class Friday, February 13 Summarizing, RACW: Ray, “The JE Paraphrasing and Art of Summarizing, Quoting Paraphrasing and Quoting”

Week 6 Monday, BB: Gladwell, JE February 16 “Small Change: Why the Revolution will not be Tweeted” Wednesday, Conferences/ No Extensive JE February 18 class Friday, Conferences/ No Extensive JE February 20 class Week 7/ Monday, Conferences/ No Extensive JE February 23 class Wednesday, Peer Review Paper Bring in 2 copies of February 25 2 at least 3 pages of Eulogy essay and 2 copies of peer review sheet (BB) Friday, Revision BB: Lamott, “Shitty JE February 27 First Drafts”

Week 8 Monday, Introduce Paper 3 Paper 2 Due in March 2 class *Stapled and MLA formatted Wednesday, Style RACW: Blanchard, March 4 “The Play of Style” *Friday, Arrangement and RACW: Skelley, Paper 2 Reflection March 6 Delivery “Arrangement as due Rhetorical *Last day to Composing” withdraw without RACW: Blevins, penalty “It’s All—Well, A lot—in the Delivery” Week 9/ Spring No Class Break Week 10 Monday, Sentences BB: Fish, “Why JE March 16 Sentences and What is a Good Sentence?” Wednesday, Revision RACW: Mullins, JE March 18 “Revision is Writing” BB: Strunk and White, “An Approach to Style” Friday, Voice BB: Anzaldua, JE March 20 “How to tame a wild tongue” Week 11 Monday, Rhetoric and RACW: Welden, JE March 23 Creative Writing “Rhetoric and the Creative Writer” BB: Wolff, “Bullet in the Brain” Wednesday, TBD JE March 25 Friday, Thinking about BB: Morrison, JE March 27 language and “Nobel Prize agency Lecture” Week 12 Monday, Student Paper 3 Due in March 30 Presentations class *Stapled and MLA formatted Wednesday, Student April 1 Presentations Friday, No Class. Spring April 3 Holiday Week 13 Monday, Student April 6 Presentations Wednesday, Sentences April 8 Friday, Introduction to RACW: Ray, “The JE April 10 Portfolio Portfolio Process Week 14 Monday, Portfolio Workday April 13 Wednesday, Portfolio Workday April 15 Friday, Portfolio Workday April 17 Week 15 Monday, Critical Rationale April 20 Peer Review Wednesday, Portfolio Workday April 22 Friday, Portfolio Workday April 24

Week 16 Tuesday, April 28 Last day of classes/ Bring your favorite Read-around paragraph of writing “How lovely it is— from the semester to this thing we have share with the class done together.” Final Portfolio Due -Toni Morrison to me Final Exam Friday, May 1 Pick up Portfolios 9:30-11