ENG 101-31: College Writing I: Fall 2016

iller ENG 101-31

ENG 101-31: College Writing I: Fall 2016

Professor Miller: Email:

Bryan Building 121: MWF 1:00-1:50

Office Hours: MW 2:00-3:00 or email for mutually convenient appointment

Office location: MHRA (Humanities Building) 3210 H: Mailbox location: MHRA 3317

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” (

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.” (

Course Description/Overview: Our course this semester will be focused on learning the discipline of academic writing, paying particular attention to two components: writing/revision as a process and the art of writing as an act of conversation, both of which you will find necessary skills throughout the rest of your time in college. Additionally, the skills we practice in understanding rhetoric will help you to be more persuasive in your career. Since we are learning the craft of writing this semester, the topics we write about will be ones of your own choosing. Our first assignment will deal with an analysis of a song within a social context; our second assignment will allow you to explore, synthesize, and examine a visual argument (film, documentary, advertisement, website, video game, etc.); and our third assignment will allow you to argumentatively respond to an artistic argument. We will also work extensively with self-reflection on your own writing and writing process over the course of the semester to help you to increase awareness of your growth as a writer as well as to build confidence in written self-expression.

Required Text:

Blevins, S. Brenta, et al., editors. Rhetorical Approaches to College Writing. Macmillan Learning Curriculum Solutions, 2017. ISBN: 978-0-7380-8249-3

University Policies

Academic Integrity:

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

In addition, you must always properly document any use of another’s words, ideas, images, or research both in the text and in a Works Cited/Bibliography according to the rules of MLA Style, 8th edition. Failure to properly document is a form of plagiarism. In the first occurrence, the student will rewrite the paper and be subject to the late policy (minus one letter grade for the first twenty-four hours after meeting with me to discuss the paper, minus two letter grades for the second twenty-four hours after meeting with me, and a zero on the assignment if it is not resubmitted within forty-eight hours of our conversation).

Submitting, as one’s own, work done or copied from another, including work done by a fellow student, work done by a previous student, or work done by anyone other than the student responsible for the assignment (this includes essay-writing services as well as translating someone else’s work as one’s own) will result in a zero (F) for the assignment regardless of the percentage of the representation on a first offense. For a second offense, at the instructor’s discretion, the student will face either expulsion from the class with an F for the semester or a recommendation for expulsion from the university.

Behavior Policy: Respect for others and their ideas is expected in this course. Therefore, disruptive and disrespectful behavior will not be tolerated, and action to deter it will be taken. The UNCG Disruptive Behavior Policy describes words and deeds as follows:

“Disruptive is behavior which the UNCG regards as speech or action which 1) is disrespectful, offensive, and/or threatening, 2) impedes or interferes with the learning activities of other students, 3) impedes the delivery of university services, and/or 4) has a negative impact in any learning environment.

Disruptive behavior includes physically, verbally or psychologically harassing, threatening, or acting abusively toward an instructor, staff member, or toward other students in any activity authorized by the University. Disruptive behavior also includes any other behavior covered by the Student Conduct Code.”

For the entire policy, go to

Department/Course Policies

Attendance Policy: Attendance Policy for Writing Courses (ENG 101, 101N, 102, 103, 230): Students in MWF classes are allowed a maximum of three absences without a grade penalty, defined in this course as a loss of half a letter grade for each additional absence above three to be taken from the student’s average at the end of the term. Students who miss six classes on a MWF schedule 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 field trips, 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. Note: this absence policy includes absences for students failing to come to workshop prepared and for disruptive behavior.

Attendance at each scheduled conference with the professor is included in this maximum allowance. The final exam period is an optional opportunity to meet with the professor; attendance is not mandatory.

On peer review days, students will be asked to bring in a copy of their essay to work with their partner or group (either electronic or printed - do not solely bring in a jump drive and expect to receive credit for your draft). Failure to do so will result in an absence for the day.

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 me in writing at the beginning of the semester, specifying which days the student will need to be absent.

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 ( You can use that department email, () 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).

Understanding Grading, Grade Distribution, and Assignments:

Evaluation Method for Final Grade:

Grading Scale: In keeping with university grading policies, I utilize the full range of grades from A to F (including plusses and minuses). 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 either a D or an F. Likewise, an A or B indicate that you met and exceeded course requirements.

Assignment Descriptions:

Daily writing - At the beginning of class each day, students will answer questions on the assigned reading or complete a brainstorming activity. In order to receive credit, students must correctly answer questions from the reading to demonstrate that they have not only completed and comprehended it, but more importantly to demonstrate critical reading and analysis of each text.

Homework - Any homework assignments will be listed on the syllabus or included in lecture and posted in Canvas. These assignments will normally include stages of the writing process, such as thesis brainstorming or drafting preparation.

Self-editing workshops - Before each peer review and draft submission, students will complete a guided revision of their own paper to be submitted via Dropbox on Canvas. Students will make use of the track changes function of their word processor as well as comments in order to make their revisions plain. This process ensures one of the foundational beliefs of our course - that writing is a process of thought and needs time. Students cannot submit a zero draft (the very first draft of an essay) and expect to receive credit.

Peer Review: Twice per unit, students will bring in a copy of their draft (either paper or electronic) and go through a guided review process with their writing group. This aspect of the process stresses global revision as well as helps students learn to critically read and examine their own work as well as that of others. Students who do not come with a draft to peer review will be marked absent for the day and asked to leave for the class period. Peer review will be graded based off of student effort and participation.

Rough Draft: Students will be asked to turn in a full-length draft to the professor on specified dates in each unit throughout the semester. The student will ask for guidance/revision/editing ideas on one of two aspects in the essay, determined by our reflective writing work throughout the semester and where the student would like to grow in his or her own writing. The professor may also offer the student additional guidance in the revision process of the essay; sometimes it’s difficult for us to know what our own writing most needs versus what we have been told that we struggle with in the past. Rough drafts will be graded based off of student effort and an adjusted rubric privileging ideas and global revision.

Draft Two: Because each paper will have a revision assignment as well as become part of the final portfolio, the “final draft” of each unit will be referred to as draft two in the grading scale and as paper one, paper two, and paper three respectively on the course schedule. Each paper will follow the English 101 Portfolio grading rubric, edited for the particular paper and accompanied by the assignment sheet for each unit.

Conferences: There are three required conferences in the course of the semester where you will meet with me one-on-one in my office in lieu of a class lecture. We will discuss the importance of conferencing in class, but before the conference, each student will email me the outline of what he or she would like to cover in the 10-15 minute period. Failure to attend a scheduled conference will result in two absences regardless of the number of absences accrued thus far in the course.

Self-Reflection: After completing each paper, students will complete a guided self-reflection activity to examine how they have grown as writers. These will greatly assist with the critical rationale assignment at the end of the semester.

Revision Activity: After receiving comments on draft two, students will complete a guided revision activity on the essay to further writing and re-writing skills as well as progress towards the final portfolio.

Students must keep all materials throughout the entirety of the course in order to complete the final portfolio.

Student Learning Goals: 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.

Each unit will employ all six SLOs, but the particular focuses will build on one another, as outlined below.

Grading Breakdown:

Units 1, 2, and 3 will utilize the following grading breakdown:

Part One: Daily writing, in-class activities, and homework (10%)

Part Two: Self-Editing Workshops [2] (10%)

Part Three: Peer Review [2] (10%)

Part Four: Rough Draft (10%)

Part Five: Draft Two of Rhetorical Analysis (50%)

Part Six: Conference outline and participation, self-reflection, and revision activity (10%)

Unit One: Rhetorical Analysis of a Song (4-6 pages) - 15% of final grade

Special emphasis on SLOs 1 and 3

Unit Two: Explication of a Visual Argument (6-8 pages) - 20% of final grade

Special emphasis on SLOs 2 and 4

Unit Three: Argumentative Response to an Artistic Argument (2 page proposal; 6-8 pages) - 25% of final grade

Special emphasis on SLOs 4 and 5

Unit Four: Final Portfolio and Critical Rationale (12-15 pages of revised prose from 2-3 formal assignments and a 4-6 page critical rationale) - 40% of final grade

Special emphasis on SLOs 5 and 6

The final portfolio is a required common assignment across all sections of English 101 in all academic sessions (Fall, Spring, Summer).

Portfolios must include a 4-6 page critical rationale essay and an additional 12-15 pages of polished prose with evidence of drafting and substantial revision distributed throughout all texts in order to receive a passing grade (D- or above).

Students who do not submit a portfolio will automatically receive an “F” for English 101, regardless of the quality of work otherwise submitted prior to the portfolio.

A. Required Components of the Final Portfolio:

1. A secure method of binding, such as a 3-ring binder or a comb binding with clear cover(s). If the instructor assigns or requires an electronic version of the final portfolio attached in Canvas, a print version of the portfolio is not also required.

2. A cover page with the student’s full name, section number, and the date of submission

3. A detailed table of contents that guides the reader(s) of the portfolio.

4. A critical rationale essay of 4-6 pages that assesses how individual pieces of writing as well as the collective contents of the portfolio illustrate the student’s experience as a writer throughout English 101; illustrates an awareness of rhetorical choices across contexts and an understanding of course materials, including the Student Learning Outcomes for English 101; and offers a deep and sustained critical reflection on the writing and revision process that resulted in these polished essays and other writings.

Please note: The rationale essay is not included in the 12-15 pages of polished prose required for the portfolio. However, the rationale essay is included in the 20-24 pages of polished prose required for the course. In addition, rationale essays do not evaluate the quality or validity of any individual assignment or course text, nor do they assess the capabilities of the instructor of the course. Rather, rationale essays should illustrate how students have met the Student Learning Outcomes for English 101.

5. Assignment sheets/handouts/guidelines for each formal essay included in the portfolio.

6. At least 12-15 pages of polished prose, distributed across 2-3 formal essay assignments. The assignments/prose have/has been substantially revised, beyond any prior course-based instructor assessments, upon inclusion in the portfolio. The instructor may substitute a multimodal project for one of the formal assignments included in the portfolio. The multimodal project will not count for more than half of the polished prose (6-8 pages). The multimodal project will also demonstrate multiple revisions and peer comments.

7. The drafts, peer comments, and any earlier graded versions of one or more of the included formal essays as the instructor requires. Students may also submit other evidence of process, such as outlining, brainstorming, or other notes or exercises.

B. Optional Elements of the Final Portfolio:

Upon consultation with the course instructor, a student may elect to include additional pieces of informal or ungraded writing that he or she has produced for the course and has revised for consideration as part of the portfolio’s assessment. Instructors may also ask students to submit particular pieces of writing beyond the required 12-15 page minimum, per their overall course trajectories, if such directives are included in the course syllabus.