English 101 College Writing I Course Syllabus

Compton 1

English 101 College Writing I Course Syllabus Spring 2015

Instructor: Ben Compton Instructor email: [email protected] Section Number: 101-27 Office: MHRA 3112A Class Time: TR 12:30-1:45 Office Hours: R 2:00 PM -4:00 PM Class Location: MHRA 1207 Mailbox: MHRA 3317

I: General Overview Throughout the course of the this semester, we will be engaging in conversations and explorations designed to investigate and deepen our understanding of writing, rhetoric, and the ways individuals communicate their ideas to the larger world. This process of discovery will allow each one of us to begin to formulate our own voices and come to see ourselves in terms of larger discourses.

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:

A. 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 2

reflection.

Required materials: ⎯ Skelley, Chelsea A., Kathleen T. Leuschen, and Meghan McGuire, eds. Rhetorical Approaches to College Writing. Plymouth, MI: Hayden-McNeil, 2015. ISBN 978-0- 7380-6838-1.) (Abbreviated on schedule as RA)

⎯ Bullock, Richard, Maureen Daly Goggin, and Francine Weinberg. The Norton Field Guide to Writing, with Readings and Handbook. 3rd Edition. New York: Norton, 2013. (ISBN: 978-0-3939-1959-2) (Abbreviated on schedule as NA)

⎯ Selected readings posted on Blackboard as assigned. (Bb)

⎯ Three-prong folder with dividing tabs for use as your writing folder (may need 2 if you choose to submit your portfolio in a folder versus comb binding).

⎯ Regular printing of assignments, drafts, and handouts unless notified that you may use electronic documents.

B. English 101 Course Requirements:

1. Writing Throughout this course, students compose 20-24 pages of thoughtful and original writing. This will include three separate papers. These assignments will cover a range of topics from exploring your own voice and ethos to finding rhetoric in your life, to making an persuasive argument. All of these assignments focus on developing argumentative and/or analytical discourse using the principles of rhetoric and employ peer review as part of the drafting and revising process.

Students will also complete in-class or other assignments that may not be formally evaluated. These may include: prewriting, brainstorming, journaling, participation in asynchronous discussion threads, or other writing completed individually or in small groups, in class, out of class, or online (e.g., on Blackboard).

The culminating assignment for the course is a portfolio of the student's work, worth 40% of the final grade. The portfolio includes an argument-based, 4-6 page critical rationale essay which analyzes the student's writing processes and learning in relation to the student learning outcomes of English 101.

In addition, it articulates, for the portfolio reader(s), the reasoning behind the choices made/selections included that demonstrate both processes of learning and polished writing. In this portfolio, students further revise the formal essays and make choices about the informal writing included. The portfolio also contains a demonstration of the student's writing processes for one or more formal essay as decided by the instructor: the assignment, activities, peer comments, drafts, and revisions as well as any other material the instructor requires. This demonstration provides the proof of the student's specific writing practices as referred to in the rationale. The rationale essay is included in the 20-24 Compton 3 pages of polished prose required for the course.

2. Reading/Textual Analysis: Over the semester students read, on average, 25-50 pages per week from either a course reader/anthology, other course readings posted on Blackboard, internet-based texts, or a book-length text or texts. English 101 is a course in rhetoric and writing; therefore, when course texts include literature or film(s), student work on these texts (including essay assignments) will be explicitly rooted in rhetorical analysis.

3. Conferences: Students will have at two conferences during the semester with me. These will be an opportunity for you to ask questions and have one on one discussions about your work. The conference times are outlined in the syllabus and accounted for via the cancellation of classes.

4. Final Exam sessions: Per university policy, all English 101 classes will state the final exam day and time on the syllabus. Many instructors choose to meet during their regularly scheduled final exam slot at the end of the semester. The final exam session may take the form of a final exam or engagement in a teaching and learning-related activity during this time slot. Examples of such activities include presentations, conferences, or return or receipt of course portfolios. University policy states that "Final examinations may be required at the discretion of faculty and must be scheduled in course syllabi with information available to students on the first day of class" (http://uncg.smartcatalogiq.com/en/2014-2015/Undergraduate-Bulletin/Academic- Regulations- Policies/Grading/Final-Course-Examinations).

For the purpose of this class, our final graded assignment will be the completed portfolio that shows and reflects upon the work are writing you’ve done throughout the semester. Portfolios will be due in the last class period (April 23rd). The final exam period (May 1st) will be used to return your portfolios and answer any questions that you may have about the course. This will be done in individual conferences on the exam day. Attendance is mandatory at this conference and missing it will count as an absence.

5. 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. Penalties for violation of academic integrity can range from receiving F’s on individual assignments to receiving a failing grade in the course to expulsion from the university. 4

6. Attendance and Participation: At the heart of this course is the idea that all of us are able to enter into conversations with people and texts that populate our lives. In order for you to be able to join in conversations with the assigned works, as well as with your fellow classmates, you must prepare yourself by thoughtfully reading the assigned texts and completing the course work in a timely manner. In addition to doing the assigned reading and writing assignments, you are expected to show up to class prepared. This means that you will be expected to have the readings with you (in electronic or hard copy form), and that you will be ready to respond to questions concerning the text and its arguments.

In addition to your assigned work, you will also be graded on class participation. Class participation will be assessed on the basis of your engagement and contributions to discussions. Among other things, full participation means active listening, completion of in-class work, asking thoughtful and relevant questions, as well as supporting your classmates through supportive response.

If you are absent from class, it is still essential that you complete the assignments and get notes from the time that you missed. It is your responsibility to talk to get this information. This means that you should both check the course’s Blackboard site and contact a classmate to ask about any schedule changes or work that you may have missed.

Students are allowed two absences without a grade penalty The third absence, students will result in the student being penalized one-half a letter grade. Students who miss four classes will fail the course.

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).

7. Classroom Behavior Compton 5

In order to function properly, our classroom needs to be a community built on mutual respect and care for each other as individuals and scholars. As such, I will not tolerate disruptive behavior or bullying in any form. Racist, homophobic, sexist, misogynistic, or any language or behavior that is intended to hurt, belittle, or harass individuals will result in you being asked to leave class and you being marked absent for the day. Continued harassment will result in referral to the dean of students and possible permanent removal from the course.

8. Tardiness It is in your best interest to arrive at class on time and ready to work. Excessive tardiness will be reflected in your participation grade.

9. Policy for Late Work All papers are due at the beginning of class (12:30 pm) on the day assigned on the syllabus. If you are absent on the day an assignment is due, it is your responsibility to have one of your fellow classmates bring me a copy. If neither of these happen, your paper will be considered late. Late work will be penalized one letter grade for every day it is not turned in. Extensions will only be granted in extenuating circumstances.

10. Technology Laptops, tablets, or other internet-enabled devices may be used in class to take notes pertaining to our class, to view documents on our Blackboard website, or to engage in class-related activities. Any student who uses a laptop for any activity not relevant to this course during class time will not be allowed to use a laptop in class again. To be perfectly clear: one violation means no laptop use.

11. Class Evaluation Paper 1 – Finding Our Own Voices to Enter the Conversation (4-5 pages) (SLOs 2,3,5): 15% Paper 2 – Finding Rhetoric in Our Lives (6-7 pages) (SLOs 1-5): 15% Paper 3 – Persuasive Letter Based on Research (6-7 pages) (SLOs 1-5): 15% Class Participation: 15% Portfolio, including 4-6 page critical rationale (SLO 6): 40%

12. Office of Accessibility 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]

13. 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 6

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, room 3211. The Writing Center also conducts walk-ins, scheduled appointments, and online consultations as well.

14. E-mail Response Policy I will make every effort to respond to your e-mail message within forty-eight hours. If I have not replied to your message after forty-eight hours, then please resend the message or make an appointment to come see me. Course Schedule (I reserve the right to make changes in the daily schedule as needed): (Note RA refers to readings that can be found in Rhetorical Approaches to College Writing. NA refers to readings that can be found in The Norton Field Guide to Writing BB refers to readings that can be found on Blackboard) Day Due Theme Week 1 Tuesday, January 13th Syllabus Review Syllabus Review Thursday, January 15th RA: Babb, "An Introduction to Starting Discussion of Rhetoric Rhetoric and the Rhetorical Triangle" P. 1-12, Dodson and Skelly, "The Cannons of Rhetoric as Phases of Composition" P. 13- 20 Week 2 Tuesday, January 20th NA: “Rhetorical Situations” P.1- 24 Thursday, January 22nd RA: Berrier, "Rhetorical Context Starting the Discussion of is (Almost) Everything" P.21-24; Rhetoric Romanelli "Writing with the Rhetorical Appeals" P. 25-32 Introduce Paper 1: Finding Our Own Voices Week 3 Tuesday, January 27th RA: Berrier, "Rhetorical Context Why Do We Write? is (Almost) Everything" P.21-24; Romanelli "Writing with the Rhetorical Appeals" P. 25-32 Thursday, January 29th BB: Carver "On Writing"; Finding the Self, Literary NA: “Writing A Literary Narratives Narrative” P.42-51, Malcolm X “Literacy Behind Bars” P. 640- 644 Week 4 Tuesday, February 3rd RA: Blades, "Reading Critically" Reading Critically; Academic P. 57-64; Shook "Reading for the Integrity Compton 7

Rhetorical Appeals" P. 33-41; Tedder, "Academic Integrity" P. 42-48 NA: Torie Bosch: “First, Eat All the Lawyers” P. 651-655 Thursday, February 5th RA: Ensor, "Viewing Peer Introduction to Peer Review as a Rhetorical Process" Review/Editing P. 137-142; "Revision Is Writing" P. 79-83 Week 5 Tuesday, February 10th Peer Review Paper 1 Peer Review Thursday, February 12th Paper 1 Due; RA: Laminack, Finding Rhetoric Around Us "Rhetorical Analysis and Visual Media" P.156-169; Introduce Paper 2 – Finding Rhetoric in Our Lives Week 6 Tuesday, February 17th RA: Blanchard, "The Play of Looking at Style Style" P. 73-78; BB: Klosterman "This Is Emo 0:01”; NA: Didion “Grief” P.932-936. Thursday, February 19th BB: Vonnegut, "How to Write Looking at Style With Style"; Strunk and White "An Approach To Style (With A List Of Reminders)"; George Orwell “Shooting An Elephant” Week 7 Tuesday, February 24th NA: “Analyzing the Text” P. 69- What’s Behind the Writing 86.; BB: "It’s Time To Talk (Motivation) About America In The Broadest, Least Focused Sense" Thursday, February 26th RA: Lee, "Instructor Feedback as Conference Prep Part of the Rhetorical Conversation", P. 142-145; Meriwether, "Conferencing Rhetorically" P. 146-148 Week 8 Tuesday, March 3rd Conferences Conferences Thursday, March 5 Conferences Conferences Week 9 Tuesday, March 10th Spring Break, No Class Spring Break, No Class Thursday, March 12th Spring Break, No Class Spring Break, No Class Week 10 Tuesday, March 17th Peer Review Paper 2 Peer Review Paper 2 Thursday, March 19th Paper 2 Due. RA: Blevins, "It's Delivery All -- Well a lot-- in the Delivery" 8

P. 93-98. BB: Malcolm Gladwell “Small Change” Assign Paper 3 - Persuasive Letter Based on Research Week 11 Tuesday, March 24th NA: “Writing As Inquiry” P. 251- Wring as Inquiry 254; “Generating Ideas and Text” P. 259-265 Thursday, March 26th RA: Leuschen, "Invention, Starting Out Asking Questions to Find a Starting Point”; McAlpin "How the Thesis Guides Effective Writing" P. 69-72

Week 12 Tuesday, March 31st RA: Morehead, "The Genre of Academic Discourse Academic Discourse" P. 101-105; "Finding a Conversation to Find Research" P. 106-111; Johnson, "Situating Evidence Through Contextualization" p. 111-116; Ensor, "Understanding the Rhetorical Dimensions of Academic Citations", P.124-130

Thursday, April 2nd Library Day Library Day Week 13 Tuesday, April 7th RA: Berberyan, "Understanding Tone, Voice, and Arrangement Tone and Voice", P. 83-87, Skelley, "Arrangement as Rhetorical Composing", 88-93; BB Swift, “A Modest Proposal”

Thursday, April 9th Peer Review Paper 3 Peer Review Paper 3 Week 14 Tuesday, April 14th Paper 3 Due; RA: "The Portfolio Portfolio Process Process" P. 49-53; NA: “Compiling a Portfolio” P. 287- 291 Thursday, April 16th BB: hooks, “Confronting Class in Rhetoric of the Classroom the Classrooms”; Freire, “Pedagogy of the Oppressed”; Compton 9

Dewey “Experience and Education” Chapter 1 Week 15 Tuesday, April 21st BB: King, "I Have A Dream"; Impact of Rhetoric / Portfolio Kennedy, "Remarks on the Work Day Assassination of Martin Luther King, Jr."; Roosevelt, "First Inaugural Address / Portfolio Thursday, April 23rd Final Day of Class/ Portfolios Portfolios Due Due

Final Exam Friday, May 1st Final Exam