ENG 101 : College Writing I: Spring 2017

ENG 101: College Writing I: Spring 2017

MWF 9:00 – 9:50 a.m. MHRA 2206

Instructor: Alyssa BeckittOffice: MHRA 3112 E

Email: Office Hours: M/W 10-11am or by appointment

Mailbox: MHRA 3317

Course Description:

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.” (

ENG 101 Student Learning Outcomes (SLO’s):

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.

Section Description:

This is the end of the world as you know it, and in this class we will be analyzing the brave new world around you. We will look inwardly and outwardly at our lives and what shapes us by rhetorically analyzing social groups, political groups, pop culture, and how rhetorical strategies can affect our day-to-day interactions. By the end of the semester we will discover the great power and great responsibility these rhetorical tools carry.

Text and Materials:

• Blevins, Brenta S., Lilly Berberyan, and Alison M. Johnson, eds. Rhetorical Approaches to College Writing. Plymouth, MI: Hayden-McNeil, 2017. ISBN: 9780738082493
• Selected reading, videos, and other media posted on Canvas.
• A notebook and a pen or pencil should be brought to every class.

Note: You must buy the edition of Rhetorical Approaches listed above, earlier editions have different readings and will not coincide with our syllabus.

Grade Breakdown:

Grading Scale:

In accordance with the university, this class will be graded as follows:

Note: After you receive a grade from me, you and I will have a 48 hour cool-down period where we will not discuss your grade. You are more than welcome to discuss after class or during office hours after the 48 hour cool-down.

Paper 1: Writing Process Analysis through Image (meets SLOs 2, 3, 4, 5, 6): In this first paper you will thinking critically about your life as writer thus far. What struggles have you had? Do you love to write? Hate it? Did you write crude comic strips full of fart jokes when you were six (oh, wait, that was me…)? What papers were you required to write in high school, how did you approach writing them, did you feel successful in these endeavors or frustrated? You will pick an image or two that you believe represents you and your writing process. This will be a springboard into the paper and way to ground you into thinking critically about how and why this image is representative of your writing process. This paper will serve as a reference point for the critical rationale you will write at the end of the semester.

Paper 2: Ad Analysis Compare and Contrast (meets SLOs 1, 2, 3, 4, 5, 6): You will choose two advertisements for this assignment which are selling similar products, ideas, people, etc. For example you could use two perfume ads and then you would compare and contrast the strategies they are using to sell their product. You will consider the rhetorical triangle and appeals in your paper. Which ad do you find more effective and why?

Paper 3: Song Analysis (meets SLOs 1, 2, 3, 4, 5, 6): For this assignment you will choose a song which you feel speaks to some social or political issue. You will analyze the song in terms of the rhetorical triangle and appeals. You will provide background on the song as well as the singer/band and discuss how it is dealing with the particular social/political issue. You will then find a critique of this song. This can be a popular or scholarly source. You will then discuss how the critique either aligns with your assessment of the song or disagrees.

Paper 4: Argument/Research Paper (meets SLOs 1, 2, 3, 4, 5): Throughout life we are put in the position of taking a position, whether that be if we deserve a speeding ticket or not, why we believe in a specific political candidate, or way of social change, presenting a credible, articulate, and compelling argument is a valuable skill in this world of ours. First, present an arguable problem. Second, propose and actionable solution. You will need 6-8 scholarly sources to provide context and support of your argument.

Note: More detailed assignment sheets will be handed out for the papers outlined above as they are introduced over the course of the semester.

Informal Writing (meets SLOs 1, 2, 3, 4, 5, 6): During the course of the semester numerous informal writing assignments will be done in-class and for homework. These will be anything from brainstorming exercises to free-write to generating questions for the professor.

Writing: Students write 20-24 pages, which includes a 4-6 page critical rationale, of polished (revised) prose, completed across three to four formal assignments, each of which engages with outside sources (primary and/or secondary). 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 Canvas). The culminating assignment for the course is a portfolio of the student’s work, worth 30-40% of the final grade. The portfolio includes an argument-based, 4-6 page 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 pages of polished prose required for the course.

Drafts of Assignments: Writing is a process, and in this process you will re-write and revise many times before producing a final draft for your portfolio. So, KEEP ALL EARLIER VERSIONS AND REVISIONS OF EACH ASSIGNMENT. You will need them in-class, for conferences, and in your final portfolio. SAVE EVERYTHING YOU WRITE AND EVERYTHING I GIVE YOU UNTIL YOU TURN IN YOUR FINAL PORTFOLIO!!!!!!

Course Policies:

Behavior in the Class:

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 http://sa.uncg.edu/handbook/wp-content/uploads/disruptive_policy.pdf

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/academic-integrity/violation/plagiarism/

Plagiarism:

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. Failure to properly document is a form of plagiarism and may earn a zero on an assignment.

If a paper, or any portion within a paper, (even one sentence) is found to be plagiarized, the student will be required to conference with the professor whereupon review with the student either a redo with a late penalty or a zero will be given (this is up to the discretion of the professor). If the student repeats the offense after the conference the student will receive a zero and sanctions will be followed in accordance with the Dean of Students office as listed on their website: (http://sa.uncg.edu/dean/academic-integrity/violation/plagiarism/).

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 (http://ods.uncg.edu/) 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: .”

Late Work Policy:

Late work will be accepted but with the understanding that for each day the work is late is a 5% deduction from the total grade. Always be proactive, if you need an extension I am willing to give each student one extension per semester as long as they contact me no later than 48 hours ahead of the due date.

Attendance Policy:

Class will begin each day with an in-class writing exercise lasting ten minutes. Any student arriving after the completion of the writing exercise (the first ten minutes of class) will be counted absent for the day.

In accordance with the English Department’s attendance policy, Students in MWF classes are allowed a maximum of three absences without a grade penalty. 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 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., you should make the instructor aware of these as soon as possible and keep him or her informed until you are able to return to class. You are also encouraged to contact the Dean of Students Office (http://sa.uncg.edu/dean/), which can review documentation and notify multiple instructors on your behalf, especially if personal reasons prevent you from properly doing so yourself. You should be aware, however, that assistance from this Office does not change the outcome of the instructor’s decision in any particular class. The Dean of Students office is located on the second floor of the Elliott University Center (EUC).

Note: If you are absent it is your responsibility to check Canvas for any Power Points or notes missed. I recommend contacting a fellow student to find out what else you missed.

Participation:

In this class, attendance is not solely your physical presence in the classroom but your active presence and preparedness in the class. In this way, I have structured your participation grade to be 2/3 participation and 1/3 attendance. Every day if you are prepared (have all materials and done the homework) and if you are active (participating in activities or discussions) then you will receive full participation points for the day. However, if you do not bring all materials, do not engage in the class, or are using your cell phone (I will notice if you are doing this but will notify by email after class) you will lose a participation point for the day. If you decide to nap in my class it will count as an absence (class will be way too fun for napping though).

Student Assistance:

The University Writing Center: The WC is a place for writers at all levels and at all stages of the writing process to receive thoughtful feedback from active readers. If you have a writing assignment from any class the WC can assist you in everything from understanding the assignment to polishing a completed draft. The center is located in MHRA 3211. No appointment is necessary. *You can take advantage of the Online Writing Center to work with a consultant on work is a maximum of five pages in length. You can access this service by using Meebo Chat on the Writing Center’s website or by messaging through your iSpartan account.

Digital ACT Studio: The Digital ACT Studio consultants act as a trained, engaged audience, providing feedback on slide presentations, video projects, podcasts, digital photography, websites, and blogs by offering collaborative, dialog-based consultations. The Digital ACT Studio is located in the lower level of Jackson Library, within the Digital Media Commons. Walk in or schedule appointments; see the website for information on scheduling appointments http://digitalactstudio.uncg.edu/

The Speaking Center: The University Speaking Center supports UNCG students, staff, faculty, and community members of Greensboro in their ongoing process of becoming more confident and competent oral communicators through instruction, collaborative consultation, and feedback. This center has a two day policy - those seeking to utilize our consultation services need to arrange for their appointment to take place not closer than two days before their final presentation. The Center is located in 3211 MHRA.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. Telephone: 334-3878; e-mail: .

Technology Policy:

• Cell Phones: Phones should be turned off and put away before class begins. If you foresee an emergency that will require access to your phone, notify me at the beginning of class and I will use my discretion. Violating this policy once will result in a warning; any subsequent time you will be asked to leave class and counted absent for the day.
• Laptops/Tablets: You are more than welcome to bring a personal laptop, tablet, or E-reader in order to access readings or take notes for this class. Using these devices for anything other than class-approved activities once will result in a warning; any subsequent time you will not be allowed to bring the device to class again. Note: There are a few days on the syllabus where you will be required to bring a laptop to class. They can be easily checked out from the library if you don’t own one.

Note: Days when laptops are required are marked clearly on the course schedule and you will be marked absent as you are unprepared for the day if you do not have a laptop on those days.