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ENG 101: English Composition I

Section 101-08 | MWF, 10:00 AM – 10:50 AM | GRAM 209

Instructor: Mr. Brandon Haffner

E-mail:

Office: MHRA 3210 | Mailbox: MHRA 3317

Office Hours: MW 11:00 AM – 12:00 PM (or by appointment)

ENG 101 Course Description and Overview:

  • This class is meant to prepare you not only for various types of writing you’ll be doing in future college classes, but also for the non-academic world. First, we’re going to cultivate analytical skills. We’ll do this by identifying, discussing, and writing about the effectiveness or ineffectiveness of the many rhetorical strategies at work in various forms of media, including photos, paintings, advertisements, film clips, speeches, songs, poems, stories, essays, journalistic articles, scholarly articles, and more. Second, we’ll put those rhetorical strategies to work in our own writing to generate thoughtful, fresh, persuasive essays. I plan to challenge you 1) to think critically, creatively, and inventively, and2) to organize thoughts and ideas into clear, convincing written arguments. There will be a great deal of both informal and formal writing in this course, because I believe the best way to learn to do something is to do it.
  • The class will be divided into two main units:

Unit 1: “Rhetoric is Everywhere!” in which we’ll learn to recognize and analyze the rhetorical strategies that are used on us every day both in and out of the classroom. We will think critically about various texts and the methods by which they convey their arguments. We will also learn to compose thoughtful thesis statements and to synthesize and summarize texts. Finally, we will start to understand the ways in which we, as readers, writers and observers in the “real world,” use rhetoric ourselves in daily life, often without realizing it.

Unit 2: “How to Win an Argument,” in which we’ll learn how to best make our voices heard on issues we care about. We will learn how to organize cohesive arguments, write with nuance, avoid cliché, surprise our readers, be convincing, and include evidence, secondary source material, and statistics to support our claims. We will expand our understanding of a thesis statement to include more ambitious, argumentative theses that challenge ideas of the status quo.

  • 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” ( 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” ( 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. 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.

Required Texts:

  • 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
  • Various handouts, Blackboard readings, and audio fiiles/videos/images outside the classroom

Coursework and Evaluation:

Percentage Breakdown:

Over the course of the semester, all graded work is assigned a point value. We will be working from a grand total of 1,000 points. For instance, Formal Essay 3, being worth 15% of the overall grade for the course, has a point value of 150 points.

  • 10%Reading Quizzes
  • 10%Participation
  • 10%Formal Essay 1
  • 10% Formal Essay 2
  • 15%Formal Essay 3
  • 15%Short Papers (5)
  • 30% Final Portfolio

Grade Assignments:

A+ = 97-100B+ = 87-89C+ = 77-79D+ = 67-69 F = 59 and below

A = 93-96B = 83-86C = 73-76D = 63-66

A- = 90-92B- = 80-82 C- = 70-72D- = 60-62

Reading Quizzes:

Reading quizzes will test your comprehension of the assigned reading material. You can expect to be quizzed on any readings throughout the semester. All reading quizzes will take place at the beginning of class. If you miss a reading quiz because of a tardy or an absence, you will not be able to makeup that quiz.

There will be 11 total reading quizzes throughout the semester. At the end of the semester, I will drop your lowest quiz score. Each quiz will be worth 10 points. (SLOs 1, 3, 4)

Assigned Readings:

I expect you to come to class having read all assigned readings for the day. Read carefully, thoroughly, and take notes. Doing the course reading helps you contribute to class discussions, improves your participation grade, improves your writing, and it makes class topics easier to follow and absorb.

Classroom Participation:

This part of the grade includes bringing reading materials to classes, engagement in peer review work, the frequency and quality of your participation in class discussions, responding when called upon, and your cooperation and willingness to participate in other in-class writings and activities. Thus, again, it is essential that you keep up with the reading so that you can contribute thoughtfully in class. At any given time, I might collect your in-class writing exercises, and the quality of these exercises will be assessed as part of your participation grade.

Formal Essays

I will give you an assignment sheet with more details for each of the three formal essays. For all three essays, you will turn in a first draft a week in advance of the deadline for peer review, as well as a revised, well-written, complete draft on the essay deadline date for a grade.

Finally, based on the constructive comments I give you when I hand back your graded formal essays, you will revise each essay one last time to create highly polished drafts of all three formal essays to turn in on Dec. 1 as part of your portfolio. In addition to these revised, polished drafts, you will turn in a critical rationale essay that evaluates your own progress throughout the semester as a writer. Thus, for the purpose of inclusion in the portfolio, it is imperative that you save all of your writing drafts throughout the semester. This includes the initial peer-reviewed first draft copies of essays 1, 2, and 3, as well as the instructor-graded copies of all three formal essays.

The formal essays consist of:

1)Cross-genre comparative and evaluative essay

  • 4-5 pages in length
  • 100 points
  • You will compare two texts that have similar goals (or that discuss or present similar issues) but are conveyed via different delivery methods. The broad objectives of this paper are 1) to analyze what rhetorical strategies are put to use in each genre, 2) to evaluate the effect of each approach.
  • (SLOs 1-4)

2)Rebuttal to an argumentative text

  • 4-5 pages in length
  • 100 points
  • This paper gives you a chance to create a thesis-driven response to an argumentative text you disagree with. You may choose to respond to an argumentative essay from our Blackboard readings or, pending my approval, another argumentative text or video from outside of class. Your response should implement what you have learned about the rhetorical appeals and canons to become its own convincing argumentative text.
  • (SLOs 1-5)

3)Argumentative research paper on a topic of your choosing

  • 5-6 pages in length
  • 150 points
  • This paper will require you to balance both the implicit and explicit arguments of three texts. Each text must represent a different stance on the same topic. You will carve your own path on this topic and express your thoughts on the issue at hand, all the while addressing the concerns and arguments presented in the three outside sources. Ideally, the three sources will complicate, deepen, and enrich your argument, but you must establish your own clear position on the issue you choose.
  • (SLOs 1-5)

Peer Review:

(SLOs 1, 3-5)

You will be required to bring in rough drafts of Formal Essays 1-3 and your Critical Rationale essay for peer review. The deadline for these drafts will be one week before the final drafts are due. Some important information about peer review:

  • All first drafts should meet the page minimum for the assignments. If your draft does not meet the page minimum of the assignment when you turn it in on peer review day, I will dock your grade on your final paper a full letter grade.
  • You will not receive a grade for the quality of these rough drafts; rather, your participation in peer review will be counted toward your course “participation” grade.
  • If you fail to turn in any draft of your paper on a peer review day, you willbe docked two full letter grades on that assignment, meaning you will not be able to earn higher than a C grade on that final paper. You will also be required to work on your paper quietly at your desk while the rest of the class engages in peer review. In this case, I reserve the right to send home a student who is without a peer review draft if the student is not engaging in class-related activities (the student will receive an absence for the day).

Short Papers:

(SLOs 1-6)

Five times this semester, you will be assigned a 1-2 page short paper. These brief papers are graded, but they are, in some respects, practice for your larger essays in the class. They also give you a chance to be more experimental and less formal than in your more traditional, longer papers. The short papers will sometimes be based on course materials and class discussions, but also on current events, outside sources, topics of your choosing, and personal experiences. Each short paper is worth 30 points.

Final Portfolio:

(SLOs 1-6)

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

Portfolios must include both a rationale essay and evidence of drafting and revision 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.

Required Components of the Final Portfolio:

  • 12-15 pages of polished prose, distributed across 2-3 formal essay assignments. The assignments/prose has been further revised, beyond any prior course-based instructor assessments, upon inclusion in the portfolio.
  • The drafts and any earlier graded versions of the included formal essay assignments, including peer comments. Students may also include other evidence of process, such as outlining, brainstorming, or other notes or exercises.
  • Assignment sheets/handouts/guidelines for each formal essay included in the portfolio.
  • A critical rationale essay of 4-6 pages (see guidelines below). Please note: The rationale essay is not included in the 12-15 pages of polished prose required for the portfolio.
  • A cover page with the student’s full name, section number, and the date of submission
  • A detailed table of contents that guides the reader(s) of the portfolio.
  • A secure method of binding

The Critical Rationale Essay

(SLOs 5-6)

  • 4-6 pages in length
  • Assesses how individual pieces of writing as well as the collective contents of the portfolio illustrate your experiences as a writer throughout ENG 101
  • Illustrates an awareness of rhetorical choices across contexts and an understanding of course materials, including the Student Learning Outcomes for ENG 101
  • Offers a deep and sustained critical reflection on the writing and revision process that resulted in these three polished essays and other writings.

Extra Credit Opportunity:

(SLOs 2, 3, 6)

There will be one extra credit opportunity during the year. It willprovide a chance to add up to 30 points (3%) to your overall course grade, and the assignment will ask you to think creatively. Possible extra credit choices might include creating your own advertisement poster/video or writing and delivering a persuasive speech. The assignment will also include a 1-2 page reflection on the process of creating your extra credit project and on the rhetorical devices you used. I will pass out a detailed informational sheet on this extra credit opportunity later in the semester.

Classroom Policies:

Technology:

All cell phones, hand-held video game devices, headphones, tablets, mp3 players, laptops, and other internet-enabled or electronic devices must be silenced and stowed away during class unless I specify that we’ll be using technology that day.

The first violation of this policy (such as a phone ringing, or a student is caught using one of these devices in class without permission) results in a warning. Each subsequent violation of this policy results in a reduction of the overall course participation grade.

Late Work:

I will still accept formal essays if turned in late; however, you will be penalized a full letter grade per every day late, including weekend days. Late means you submitted the assignment ANY time after 10:30 AM the class day of the deadline. I will not accept any late short paper assignments, nor will I accept any late portfolios. Missed reading quizzes and missed in-class assignments cannot be made up for any reason.

Conferences:

During the semester, we will cancel class for one week so that I can meet one-on-one with each of you to discuss your writing and overall progress in the class. This provides you an opportunity to ask me specific questions about your completed and upcoming writing assignments and essays, your grades, and your performance.

A week or two before conference week, I will pass out a signup sheet so that you can schedule a time to meet with me. The attendance policy extends to conferences. If you miss a scheduled conference, you will be counted absent. Because conferences are only 15-20 minutes long, being more than 5 minutes late to a conference also counts as an absence.

Attendance:

  • Unexcused absences: During the semester, you may miss three (3) classes for any reason without penalty. Any additional absences will have the following consequences as I evaluate your grade at the end of the semester:

4 absences: Overall grade drops a full letter grade (i.e. from B- to C-)

5 absences: Overall grade drops two full letter grades (i.e. from B- to D-)

6 absences: Automatic failure from the course

  • This attendance policy does not differentiate between "excused" and "unexcused" absences; thus, it is your responsibility as the student 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.
  • Tardies: “Tardy” in this class means arriving more than 5 minutes past the start of class time (10:06 AM or later) but not more than 30 minutes late.(Leaving class early, even one minute before I dismiss class, also counts as a tardy.) Arriving more than 30 minutes late (10:31 AM or later) counts as an absence.You may be tardy to class three (3) times without penalty (except, of course, for the possible grade penalty of missing reading quizzes and other in-class assignments). Every additional tardy results in a drop of 1/3 letter grade for the course; this is in addition to any grade penalties suffered from absences.
  • Any missed reading quizzes or graded in-class writing assignments missed as a result of an unexcused tardy or absence are given an automatic “0” and cannot be made up.
  • You are, by state law, allowed two excused absences due to religious holidays. These absences do not count toward the total maximums allowed above. If you plan to miss class due to a religious holiday, you must notify me in writing at least 48 hours prior to the absence. Otherwise, the absence will not count as excused.
  • I will not take attendance during the final exam period; you may attend if you want to pick up your portfolio, but attendance on Monday, May 4 is entirely optional. Absences and tardies on that day won’t count against you.

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).