English 101-37: College Writing, I
Spring 2016
MHRA 1211
9:30-10:45
Instructor: Dr. Andrew Pisano
Office: Curry 335D
Office Hours: T/TR 8am-9am and by appointment
Email:
Required Texts and Materials
Graff, Gerald, Cathy Birkenstein, and Russel Durst eds. They Say/I Say: The Moves that Matter
in Academic Writing. 3rd edition. New York: WW Norton, 2012. ISBN: 9780393937510
Skelly, Chelsea A., Kathleen T. Leuschen, and Meghan McGuire eds. Rhetorical Approaches to
College Writing. Plymouth, MI: Hayden-McNeil, 2016. ISBN: 9780738077321
Writing Folder: This should be a three-prong folder with divided tabs in which you keep all of the writing you do during the semester in relation to this class (excluding your notes). This should include copies of essays during all stages of the writing and revision process, informal exercises, quizzes, etc. This will provide you with much of the material you will need to include in your writing portfolio.
A journal/notebook or laptop
A small, portable stapler.
A flash drive to save your work. Always save your work in at least two places. Dropbox.com is free and a worthy option.
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.” (
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 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.
B. English 101 Course Requirements:
1. 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 Blackboard).
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.
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. Texts may also be read multiple times for different rhetorical purposes, and instructors may allow multiple, comparable texts to be under discussion at any given time. In addition, student drafts and revisions for peer review may be included in this number. An assigned full-length feature film viewed in or out of class constitutes one week’s readings. Other online videos such as advertisements and YouTube videos work from the premise that 2 minutes equates to a page.
Course readings are primarily non-fiction prose, including argument-based essays and other examples of scholarly, socio-cultural/media/communications, or journalistic-based writing. 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 least one conference during the semester with their instructors, preferably at or near midterm. The conference time is outlined in the syllabus and accounted for via the cancellation of classes. Typically, one week of class is cancelled in order to accommodate conferences with 22 students.
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, and 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” (
5. 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 (to be defined by the individual instructor); students in TR classes are allowed two absences without such penalty. Students who miss six classes on a MWF schedule, or four classes on a TR 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.
Weighted Assignments
2 Long Essays (5-6 pages each)/ SLOs 1- 6 20%
2 Short Essays (3 pages each)/ SLOs 1, 2, 4 10%
Short Essay #2 Presentation/SLOs 1-4 5%
Class ParticipationSLOs 1, 3, 4, 5, 610%
Group Discussion Leaders 5 %
Group Research Project (6 pages)/ SLOs 1, 4, 515%
Group Research Project Presentation/SLOs 1-4 5%
Portfolio/SLOs 1-6 30%
Conferences (SLOs 5,6) and Communication
At mid-semester and near the end of the semester, you will meet with me individually and informally to discuss your work. These are times to reflect on your progress, set goals, discuss challenges, and begin to make decisions regarding the final writing portfolio. You will be asked to prepare for these conferences. Missing a conference will be counted as a class absence.
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”—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. In cases of plagiarism, students will automatically fail the assignment, may fail the course, and may be brought up on University charges that will leave a permanent mark on the student’s academic transcript and may also result in expulsion.
Late Work Policy
All assigned work is due at the beginning of class, per the syllabus calendar. If work cannot be turned in as specified by the syllabus, the student is responsible for communicating with me prior to the assignment due date. Late work due to illness must be verified with a note from a physician or physician’s assistant. Any and all work submitted late without my prior agreement will be scored a zero.
Tardiness
Tardiness will not be tolerated in this class. Be on time. If you aren’t in class ready to go by the start of class, you may be marked absent.
Electronics Policy
All cell phones, smart phones, and iPods should be turned completely off and put away in your bag before class begins. If you foresee an emergency that will require you to access your cell phone, you must notify me at the beginning of class and I will use my discretion. The first time the electronics policy is violated (such as a phone ringing during class or a student is caught text messaging or surfing the web), that student will be given a warning. The second and subsequent times, the student will be asked to leave the class and will be counted absent for the day. Students should also avoid texting or taking calls during designated conference times. Doing so may result in marked absence for that day, as conferences are required meetings.
The Office of Accessibility Resources
Please include the following paragraph in your syllabi, where “me” refers to you, the instructor:
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 open8am to 5pm, Monday- Friday. Telephone: 334-5440; e-mail:.
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 consultations are experienced writers and alert readers, prepared to offer feedback and suggestions on drafts of papers, help students find answers to their questions about writing, and provide one-on-one instruction as needed. Location: Moore Humanities and Research Building, 3211.
The Learning 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; email:
Behavior Tied to This Course
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
COURSE CALENDAR
Tues 1/12: Welcome/Syllabus
Rhetoric, Reading, and Writing
Thur 1/14: Babb “An Introduction to Rhetoric and the Rhetorical Triangle” and Berrier “Rhetorical Context is (Almost) Everything” RA
Tues 1/19: Romanelli “Writing with the Rhetorical Appeals” and McAlpin “How the Thesis Guides Effective Writing” RA
Thur 1/21: Workshop Writing: Bring printed drafts of short essay #1 to class
Tues 1/26: TS/IS Chap 1 and Shook “Reading for the Rhetorical Appeals” RA Short Essay #1 DUE
Is College the Best Option?
Thur 1/28: Obama “Bowie St. Univ. Commencement Speech”
Tues 2/2: TS/IS Chap 2 and Owen and Sawhill “Should Everyone Go to College?”
Thur 2/4: Hrabowski “Colleges Prepare People for Life” and Graff “Hidden Intellectualism”
Tues 2/9: Writing Workshop: Bring a Complete, Printed Draft of Long Essay #1 to class
Thur 2/11: Peer-Review Workshop: Bring Printed Draft of Long Essay #1 to class
Tues 2/16: TS/IS Chap 3 and Kelly “Better than Human…”LONG ESSAY #1 DUE
Race Against the Machine
Thur 2/18: Carr “Is Google Making Us Stupid?”
Tues 2/23:Wortham “I Had a Nice Time…” and Gladwell “Small Change…” (Bring Laptops)
Thur 2/25: Students will give a brief presentation of Short Essay #2 Short Essay #2 DUE
Tues 3/1:CONFERENCES
Thur 3/3: CONFERENCES
Tues 3/8: SPRING BREAK
Thur 3/10: SPRING BREAK
What Should We Eat?
Tues 3/15: Pollan “Escape from the Western Diet” and Shapin “What Are you Buying…?”
Thur 3/17: Maxfield “Food as Thought” and Zinczenko “Don’t Blame the Eater”
Tues 3/22: Foer “Against Meat” and Balko “What You Eat is Your Business”
Thur 3/24: Freedman “How Junk Food Can End Obesity” (Bring Laptops)
Tues 3/29: Intro to Research (Bring Laptops) LONG ESSAY #2 DUE
Thur 3/31: Present Initial Research: Each Student Must Bring 2 Scholarly Sources to Class
Tues 4/5: Research/Collaborative Writing Workshop
Thur 4/7: TBA
Tues 4/12: Present Research Collaborative Research Project DUE
Thur 4/14: Intro to Portfolio Design and the Reflection Essay
Tues 4/19: Peer-Review Workshop
Thur 4/21: Peer-Review Workshop
Tues 4/26: PORTFOLIOS DUE in My Office, 10am-1pm
English 101: College Writing I
University of North Carolina at Greensboro
Final Portfolio Guidelines (Effective Fall 2014)
The final portfolio is a required common assignment across all sections of English 101 in all academic sessions (Fall, Spring, Summer). The portfolio comprises between 30 and 40% of a student’s final course grade, with the exact percentage determined by the individual instructor.
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; andoffers 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 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.