English 101-12: College Writing
Instructor:Ms. Courtney Hartnett
Classroom: MHRA 2204
Class Time: MWF 10-10:50
Office: MHRA 3112G
TA Mailbox Room:MHRA 3317
E-mail address:
Office hours: Mondays 11 a.m. to 1 p.m. (If you are unable to meet during office hours, please contact me to schedule an appointment).
Class description:
This class is designed to develop your skill as a writer. Assigned readings will fall into one of two categories: (1) writings on the nature of rhetoric, rhetorical strategies, and the art of writing, and (2) essays, articles, etc. that illustrate rhetorical strategies or offer arguments. Students will learn to apply the rhetorical appeals of ethos, pathos, and logos to their own writing and will practice careful revision of their own pieces through peer reviews and independent work.
Required texts and materials:
Graff, Gerald, and Cathy Birkenstein."They Say/I Say": The Moves That Matter in Academic Writing : With Readings. 2nd ed. New York: W.W. Norton, 2012. ISBN: 978-0-393-91275-3
Skelley, Chelsea A., Kathleen T. Leuschen, and Meghan McGuire. Rhetorical Approaches to College Writing. Plymouth: Hayden-McNeil, 2015. ISBN: 978-0-7380-6838-1
(This book is only available at the UNCG bookstore – please make sure you have the current edition, which has a green cover.)
Please bring a writing utensil and paper/a notebook to every class for in-class writing exercises and reading quizzes.
You also will need a binder for your portfolio, and I recommend saving physical copies of graded assignments in a folder, binder, etc., so you will have them for your portfolio.
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” (for more information, please visit
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.” (for more information, please visit
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 (SLOs):
At the completion of this course, students will be able to:
- Analyze the content and structure of complex texts (written, oral, and/or visual in nature);
- Compose cogent, evidence-based, argumentative texts;
- Identify and employ the rhetorical triangle, the canons, and the appeals in both formal and informal discourse;
- Summarize, quote, paraphrase, and synthesize source material in support of an argument;
- Employ drafting, peer review, and revision techniques in order to improve content, style, and structure of their own writing;
- Appraise their own composing abilities and composing processes through critical reflection.
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 . 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
Common instances of plagiarism are (1) failure to cite sources and (2) submitting, as a student’s own work, work done by another person or copied from an external source. A student who does not properly cite sources may face sanctions ranging from having to redo the paper to receiving a grade of zero on that paper. Turning in another person’s work or work copied from a source can result in sanctions ranging from a failing grade on the assignment to expulsion from the university.
Attendance policy:
Regular attendance in class is necessary for earning a passing grade and will greatly help your learning. I don’t distinguish between excused and unexcused absences. If you are absent on a day when something is due, you are still responsible for turning it in on time (In these cases, sending in something electronically by the end of the class period is ok).
You are allowed three absences per semester for illnesses or unavoidable conflicts. If you miss a fourth class, your final grade will drop by a half letter grade. Missing a fifth class results in another half-letter grade deduction. Missing six classes will result in a course grade of F.
Also, if you arrive in class more than 10 minutes after we’ve started, you’re counted late. Three late arrivals equals one absence.
If you find yourself facing a major health problem, family emergency, or other extenuating circumstance, please contact me via e-mail as soon as you can.
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.(UNCG Religious Observance Policy:
Electronics in class:
Some students may wish to use smartphones, tablets, laptops, or other electronic devices to take notes in class. This is acceptable as long as electronics are used for class-related activities only. Using them for other purposes during class is distracting for classmates and limits your learning.
If I see you using technology for non-class related purposes, you will not be allowed to use technology in class again. To be perfectly clear: one misuse of technology equals no technology for the rest of the semester.
Please note that, for some in-class activities like peer reviews and reading quizzes, I will ask the class to put away all technology temporarily.
Late work:
Late work is discouraged, but I will still accept it. However, for each day late, you will be penalized a full letter grade. This includes weekend days.
Electronic issues are not an excuse for late work – if you are experiencing computer, internet, or printer issues, please leave time to use computers on campus, etc.
Final grade evaluation:
Your grade for the course will be determined by your grades on three formal papers, a writing portfolio of your revised work throughout the class, reading quizzes, and informal writing/in-class activities. The breakdown is as follows:
Reading quizzes: 5%
Informal writing/in-class activities: 15%
Paper 1 – Argumentative Memoir: 10% (SLOs 2,3,5)
This paper involves the creation of an argument or thesis through the lens of personal experience. We will read and discuss an essay that accomplishes the goals of this assignment as well. Length: 4 pages.
Paper 2 – Articulating and Responding to Arguments: 15% (SLOs 1,2,3,4,5)
This paper will involve students selecting an essay that offers an argument. Students will articulate the paper’s argument and then respond to it by agreeing, disagreeing, or offering a qualified response. Length: 6 pages.
Paper 3 – Researched Argument Paper: 15% (SLOs 1,2,3,4,5)
This paper may build on Paper 2 or respond to a new academic conversation. Rather than simply articulating and responding to an argument offered in one essay, students will synthesize multiple sources to provide a clear idea of the existing rhetorical conversation surrounding the chosen issue. They will take a stance on the chosen issue and back up their claims with research. Length: 8 pages.
Writing portfolio: 40% (SLOs 1,2,3,4,5,6)
The writing portfolio traces progress through the course and will include significant drafts of assignments and post-assignment reflections. Central to the portfolio is thecritical rationale, a 4-6 page paper that outlines progress and the development of the student’s writing.
Because the portfolio is a reflection of your work throughout the course, you will need to
include peer-reviewed drafts and other graded writing. Including these drafts (and not just final pieces) in your portfolio will help you trace your progress as a writer. Please save every graded assignment (except reading quizzes) you receive back, as you will need each one for your portfolio.
Office of Accessibility Resources:
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 Elliot University Center (EUC) in Suite 215, and the office is open 8 a.m. to 5 p.m., Monday-Friday. Telephone: 334-5440, e-mail: .
Outside resources:
This class is designed to challenge you and help you grow as a writer. If you find yourself in need of help or guidance, there are plenty of resources available to you. Please feel free to come to office hours or schedule an appointment with me if you would like extra feedback or want to discuss a portion of the course.
Another resource is the University Writing Center – you can meet with a consultant who will offer feedback on your paper or other assignment. The Center is located in MHRA 3211, and you don’t need an appointment. Virtual appointments are available for shorter papers as well. Visit the website for more information:
The University Speaking Center is also in MHRA 3211 and can help you with presentations, etc. Visit the website:
For digital presentations or design, visit the Digital ACT Studio:
E-mail response policy:
I will make every effort to respond to your e-mails within 48 hours. If you don’t hear back within 48 hours, please resend your e-mail.
Final exam period:
This class does not have an exam, but the final exam period, which is December 3 from 12 noon to 3 p.m., will be used to hand back portfolios. Attendance is necessary and failure to show up will result in an absence. Students will read aloud a portion of the portfolio in an informal setting – this will allow us to celebrate progress through the course. We will also have refreshments.
Course Schedule (subject to revision at my discretion – please monitor Blackboard for updates):RACW= Rhetorical Approaches to College Writing
TSIS = They Say/I Say
BB = Blackboard
Date / Readings (have read before class) / Assignments (turn in at beginning of class)
Week 1 / Course Introduction
8/18, M / Course introductions – please have the syllabus read before class.
8/20, W / Please read and print out a copy of the syllabus.
8/22, F (last day to change course or drop for full refund) / RACW, “An Introduction to Rhetoric and the Rhetorical Triangle”
TSIS, Chapter 1, “They Say”
BB, “On Writing,” Raymond Carver / 1-2 pages, double-spaced, on your goals for learning and progress in this class.
Week 2 / Understanding Rhetoric
8/25, M / RACW, “Writing With the Rhetorical Appeals”
In-class: rhetoric of poems
BB, “Mirrors,” Lucy Grealy / Discussion post 1 – Find an article online and post a link, along with an example and brief explanation of at least one rhetorical appeal. (about 300 words)
8/27, W / RACW, “The Canons of Rhetoric as Phases of Composition,” and “Rhetorical Context is (Almost) Everything” / Paper 1 question sheet
8/29, F / Writing Center Orientation
Week 3 / Review and Revision
9/1, M / LABOR DAY NO CLASS
9/3, W / Draft of Paper 1 due / Peer review day – bring a printed out draft of paper 1.
9/5, F / RACW, “Viewing Peer Review as a Rhetorical Process” and “Revision is Writing”
BB, “Shitty First Drafts”
Week 4 / Articulating and Responding to Rhetoric
9/8, M / In-class revision day for paper 1 / Discussion post 2 – Describe how the rhetorical canons have shaped your first paper (about 300 words).
9/10, W / TSIS, Chapter 2, “Her Point Is,” and Chapter 3, “As He Himself Puts It” / Paper 1 Due
9/12, F / TSIS, “Up Against Wal-Mart” and “Progressive Wal-Mart. Really”
TSIS, “Yes/No/Okay, But” / Discussion post 3 – Find an article online and post the link along with a summary that includes at least two quotes (about 300 words).
Week 5 / Incorporating Research
9/15, M / Library Orientation – meet at library / Informal argument summary and response paper
9/17, W / RACW, “Finding a Conversation to Find Research” and “The Art of Summarizing, Paraphrasing, and Quoting”
TSIS Chapter 12, “What’s Motivating This Writer?” / Bring in potential topics for summary/response papers
9/19, F / TSIS, “What You Eat is Your Business” / Paper 1 reflection due
Week 6 / Critical Reading, Critical Writing
9/22, M / RACW, “Reading for the Rhetorical Appeals,” “Reading Critically,” “How the Thesis Guides Effective Writing” / Discussion post 4 – Find an opinion piece or other article from a reputable source, post a link, and describe specific instances in which the writer successfully articulates another’s argument and responds to it (about 400 words).
9/24, W / TSIS Chapter 5, “And Yet”
TSIS, “Don’t Blame the Eater”
9/26, F / TSISChapter 6, “Skeptics May Object,” and Chapter 7 “So What? Who Cares?”
TSIS, “Are Too Many People Going to College?”
Week 7 / Peer Review and Conference Week
9/29, M / Draft of paper 2 due
BB, “Editing as Rethinking” / Peer Review day – bring in a printed out copy of Paper 2
10/1, W / Conferences
RACW, “Instructor Feedback as Part of the Rhetorical Conversation” and “Conferencing Rhetorically”
10/3, F / Conferences
Week 8 / Paying Attention to Style
10/6, M / RACW, “The Play of Style” and “Understanding Tone and Voice” / Discussion post 5 – Identify three elements of style and voice in your own writing and explain why you chose them (about 400 words).
10/8, W / In-class style exercise / Paper 2 Due
10/10, F (last day to drop without penalty) / BB, “On Self-Respect,” Joan Didion
Emulating voice, style, and tone in-class exercise
Week 9 / Rhetoric Beyond Writing
10/13, M / FALL BREAK NO CLASS
10/15, W / TSIS, “Family Guy and Freud,” “Thinking Outside the Idiot Box”
RACW, “Analyzing Film Rhetoric” / Discussion post 6 – Pick a favorite TV show or movie and discuss its particular film rhetoric (about 400 words).
10/17, F / BB, assorted advertisements
Week 10 / Body and Visual Rhetoric
10/20, M / BB, “How Body Language Lets Us Down,” “At Airports, a Misplaced Faith in Body Language,” “The Language of Clothes” / Paper 2 reflection due
10/22, W / Visual rhetoric presentations
10/24, F / Visual rhetoric presentations
Week 11 / Synthesis
10/27, M / RACW, “Invention, Asking Questions to Find a Starting Point”
10/29, W / TSIS, Chapter 8, “As a Result,” and Chapter 9, “Ain’t So/Is Not”
TSIS, “Kenyon Commencement Speech”
10/30, F / TSIS, “Women Who Hit Very Hard and How They’ve Changed Tennis” / Discussion post 7- Describe a difficulty you’ve had in discovering the rhetorical conversation surrounding your chosen topic for Paper 3 (about 300 words).
Week 12 / Documenting Sources
11/3, M / Draft of Paper 3 due / Peer review day - bring printed copy.
11/5, W / RACW, “Academic Integrity”
11/7, F / In-class citation work
Week 13 / Introducing the Portfolio
11/10, M / RACW, “The Portfolio Process”
11/12, W / Critical rationale pre-write class exercise / Paper 3 due
11/14, F / Portfolio brainstorm, outline, and discussion / Discussion post 8 – Discuss how your writing has become more sophisticated over the course (about 300 words).
Week 14 / Portfolio Work
11/17, M / Critical rationale peer review / Critical Rationale peer review day – bring a printed out copy of your critical rationale.
11/19, W / Portfolio Workday
11/21, F / Portfolio Workday / Paper 3 reflection due
Week 15+ / Portfolio Work
11/24, M / Portfolio process recap and in-class exercise / Portfolio Due
11/26, W / THANKSGIVING NO CLASS
11/28, F / THANKSGIVING NO CLASS
12/1, M / In-class reflection activity