English 101: College Writing I
Section .38 Spring 2017
Instructor: Emily J. Dolive
Time and Room: TR 11:00-12:15 Curry Building Room 241
Office: MHRA 3112 B
Mailbox: MHRA 3317
Email: and Canvas Inbox (these are not the same)
Office Hours: Thursdays 12:30-2:30
Course Overview
Every day you communicate your ideas to various audiences: you are always speaking, listening, reading, and writing to friends, family, community members, classmates, teachers, and work colleagues. This course will give you the opportunity to build and expand these skills that you already have so that you might improve your ability to effectively communicate your ideas and concerns in a variety of settings and situations. We will also spend time analyzing the communication media we see and engage with everyday, from email to Facebook. This course will also challenge you to think about and analyze others’ arguments as well as your own in new ways. With plenty of reading, writing, re-writing, brainstorming, and collaborating, you will gain a wider understanding of your own ideas and writing process which will be invaluable in personal, academic, and professional settings.
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.” (
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.
Required Texts (available at UNCG bookstore)
One composition or spiral notebook to serve as your Weekly Journal (periodical due dates TBD)
.PDF Readings, Assignment Sheets, PowerPoints, etc. on Canvas
Blevins, S. Brenta, Lilly Berberyan, and Alison M. Johnson, eds. Rhetorical Approaches to College Writing.Plymouth, MI: Hayden-McNeil, 2016. ISBN: 9780738082493
*The current Rhetorical Approaches you are required to have looks like the image to the right.
Assignments Breakdown
Weekly Journal, Real World Rhetoric Assignment, and Peer Review: 10% (SLOs 1, 2, 3, 4, 5)
Annotated Bibliography:5%
Participation: 10%
Project One: Rhetorical Analysis:12% (SLOs 1, 2, 3, 4) This includes earlier drafts, peer review, and any planning/brainstorming. Final draft must be a minimum of 4 full pages.
Project Two: Problem/Solution Letter and Reflection:15% (SLOs 1, 2, 3, 4, 6) This includes earlier drafts, peer review, and any planning/brainstorming. Final draft must be a minimum of 6 full pages.
Project Three: Researched Persuasive Paper:18% (SLOs 1, 2, 3, 4, 5) This includes earlier drafts, peer review, and any planning/brainstorming. Final draft must be a minimum of 6 full pages.
Final Electronic Portfolio:30% (SLOs 1, 2, 3, 4, 5, and 6) This includes a Critical Rationale of at least 4 pages and 12-15 revised pages from all 3 Projects.
Grade Breakdown
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
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 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. Failure to properly document is a form of plagiarism and may earn a zero on an assignment. A student’s first violation will result in failing the assignment. The second violation will result in failing the entire course.
Attendance Policy
Students in TR classes are allowed a maximum of two absences without a grade penalty. Students who miss four classes on a TR schedule, will fail the course. After the second absence has been reached, each additional absence will result in your final course grade being lowered by a half-letter grade. (For example, if you earned a B but missed three classes, you’d get a B-). Missing a scheduled conference also counts as an absence. I consider a student tardy after the first ten minutes of class; your third tardy will result in an absence. Exceptions to this policy will not be made unless extenuating circumstances can be documented. It is your responsibility to keep up with your absences and attendance.
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.
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 ( 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).
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.
Late Work
I do not accept late work in any form under any circumstances. You have all of the due dates and assignments for the entire semester before it begins and can therefore plan accordingly.
To be clear, computer/technical issues at the last minute, personal/family issues, work issues, etc. are not acceptable excuses. All due dates and times are listed in this document, the separate class schedule, and on Canvas. If there are truly extenuating or emergency circumstances, please visit the Dean of Students Office first for advocacy (
24-Hour Policy
After you have been given back any graded work, please allow 24 hours before you ask me about your grade. This will allow you to take the test or essay home, read the comments thoroughly, and then decide if there are any points you would like to discuss.
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
As I state below under Communication, it is always good practice for other professional situations to treat writing emails as a situation that reflects on you as an individual. Therefore, please maintain a degree of formality in emails, including a subject line, your name, and mine. I will not respond to informal, unsigned, or unprofessional emails. Most importantly, adhere to the above behavior and language guidelines.
Class Participation and Respectfulness
You are expected to attend and be prepared for all class meetings and conferences. You are furthermore expected to bring your books and notes to class every day. Being prepared consists of arriving on time, having thoroughly read your assignments, and bringing any required written work with you to class. To provide evidence of that reading and written work, I expect you to participate in any in-class writing exercises and, most importantly, to actively respond to questions that are raised in class (most often about the reading you have done).
Whereas in high school you may have found yourself sitting silently in a class, in this course thoughtful and respectful participation in discussions is a vital part of your work. In fact, the value of class meetings will largely be determined by the conversation you and your classmates create each day. Sleeping in class, using your phone/electronic devices for purposes unrelated to class, leaving early or arriving late, and disrespectfulness to me or classmates (in written or verbal form), are some of the things that will result in a lower participation grade.
Your overall participation grade will consist of your contributions to class discussion, active listening, asking questions related to the material, thoughtful engagement with in-class exercises including peer review, group work, or individual work, etc. Of course, when you are unable to attend class or do not engage in any of the ways listed above, engage disrespectfully or off-topic, you will not receive participation credit that day. During class, I will place checks next to your name each time you are speaking/working/engaging appropriately. I then record these, and any others I may have missed, after class. Think of your participation grade, and all of your grades, as an empty jar you must fill up.
I plan for us to occasionally use laptops, phones, and other devices in order to conduct research, create presentations, and analyze our modern, technological world for elements of rhetoric. As the Electronics Policy states below, you must use these devices for class purposes and assignments only. If I find that most of the class is silent, staring at their screens, or on the internet rather than on their Canvas readings during class discussions and lectures, laptops and other devices will no longer be allowed in class and participation grades will be lowered accordingly. Banning laptops and other devices will then require you to take more active notes during yourhomework readings in order to keep up with class discussions, lectures, assignments, and participation grades. It will also require you to print all Canvas readings and bring them to class.
Repeated instances of disrespect or disruptions of any kind will be reported to the Dean of Students for disciplinary action, we will have a one-on-one meeting, and points will be deducted from your participation grade. Repeated instances of mindlessly browsing the web, texting, emailing, sleeping, arguing, or otherwise disrupting other students and/or myself during class will be reported as well. In all of these cases, I will send an email and perhaps request a one-on-one meeting. Students may also be asked to leave class, which results in an absence.
Lastly, please do not pack up to leave before I release the class. I find this particularly distracting and disrespectful. I am aware of your other classes and engagements and will not let you out late, so please do not detract from our short time together by rustling papers and bags in the final few minutes of class.
Electronics Policy
Laptops,tablets, orotherinternet-enableddevices maybe used in classto take notes pertainingto ourclass,to view documents onourBlackboard website,orto engage in class- related activities asapproved bythe instructor.Anystudentwho uses alaptop or other deviceforanyactivity notrelevantto thiscourseduringclasstime willnotbeallowed to usea laptop or other devicein classagain.To be perfectlyclear:one violation meansno laptop use. See the Class Participation policy for more information.
Conferences and Communication
At mid-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 in various ways for these conferences. As noted above, missing a scheduled conference constitutes a class absence.We will sign up for conferences times in class beforehand.
I want you to feel welcome to meet with me at any point in the semester. If you cannot make my office hours one particular week, I am happy to make accommodations for you as best I can. Simply email me at the address above and we will work on finding a time that works best for both of us. As a good practice for other professional situations, please maintain a degree of formality in emails, including a subject line, your name, and mine. I will not respond to informal, unsigned emails. Please note that I will not discuss a grade in detail over email; feel free to come by my office hours for this.
Typically, I will respond to your emails, if they meet the above requirements, within 24 hours during the week and within 48 hours during the weekend. During holidays/vacations this time may increase slightly. However, I will not answer emails between 9:00 pm and 7:00 am on any day.
I will not review emailed drafts or other class work before the deadline. If you would like me to take a look at your draft, or something else you’re working on, please make an appointment or come by office hours. You should arrive with specific questions and areas of the text you’d like me to look at and discuss with you.
Additional Resources
The 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 Elliott University Center (EUC) in Suite 215, and the office is open 8am to 5pm, Monday - Friday. Telephone: 334-5440; e-mail: .
The MultiliteracyCenters
The University Writing Center (
The University Speaking Center (
The Digital Act Studio ( housed in the Digital Media Commons (
The Student Success Center
TheStudent Success Center ( offersfree services tothe entire UNCGundergraduate communityand islocatedin McIverHall, room 104. Forinformation and support, contact the Student Success Center by phone: 336-334-3878 or email: .
Weekly Schedule for English 101
Key: RACW = Rhetorical Approaches to College Writing Textbook | Canvas = .pdf readings on Canvas under Modules. Recommended: print and bring to class and/or make extensive notes.
T 1/17Welcome and Introduction: What is Rhetoric? How can it help us navigate our modern world? / R 1/19 Unit One: Understanding Rhetoric
RACW:
Blevins, “An Introduction to Rhetoric” p. 3-17 Blades, “Reading Critically” p. 59-66
Canvas:
Didion, “On Keeping a Notebook” (5 pgs.)
T 1/24 Introducing the Rhetorical Appeals
Canvas:
Hardy, “Why Keeping a Daily Journal Could Change your Life” (11 pgs)
Truth, “Ain’t I A Woman?” (3 pgs)
RACW:
Shook, “Reading for the Rhetorical Appeals” p. 27-35
RACW: annotated text of “Ain’t I A Woman” p. 236 / R 1/26 Looking for the Appeals
RACW:
Dodson and Skelley, “The Canons of Rhetoric as Phases of Composition” p. 36-42
Canvas:
Project 1 Assignment Sheet
Twain, “Corn-Pone Opinions” (4 pgs.)
Yousafsai, “Nobel Peace Prize Acceptance Speech” (5 pgs.)
“Logical Fallacies Handout” (3 pages)
T 1/31 Analytical Writing
RACW:
Shook, “Writing a Rhetorical Analysis” p. 175-183,
Sample Outlines p. 240-243, Sample Rhetorical Analysis p. 244-247
Canvas:
YouTube Link: Taylor Swift Music Video Rhetorical Analysis
Elbow, “Freewriting” (1 pg.) / R 2/2 Writing Essays
Canvas:
Sample Visual and Rhetorical Analysis
Bierce, “For Brevity and Clarity,” and
“Emoticons” (4 pgs)
RACW:
“Sample Rhetorical Analysis Essay” p. 244-248
Laminack, “Rhetorical Analysis and Visual Media” p. 207-214
Real World Rhetoric Assignment Due in class, hard copy (approx. 3 pages double-spaced)
T 2/7 Introducing Peer Review
RACW:
Ensor, “Viewing Peer Review as a Rhetorical Process” p. 184-188
Canvas:
Chesterton, “The Essay” (1 pg.)
Lamott, “Shitty First Drafts” (4 pgs.) / R 2/9 Academic Conventions and Peer Review
RACW:
Tedder, “Academic Integrity” p. 43-49
Dolive, “Staying on Track with your Thesis” p. 77-82
Draft of Project 1 Due in class, hard copy (1.5 pages)
T 2/14 Peer Review
RACW:
Schlacte, “Re-Seeing Revision” p. 109-115
Canvas:
Thompson, “That way that we’re all writing now” (10 pgs.)
New Draft of Project 1 Due in class, hard copy (3 pages) / R 2/16 Unit Two: Engaging Rhetorically
Canvas:
Project 2 Assignment Sheet
Williams, “A Very Short History of Bad Writing” (7 pgs.)
King, “What Writing Is” (3 pgs.)
Project One: Rhetorical Analysis Due on Canvas by 11:59 pm. In one document: four full double-spaced pages of Analysis. All Drafts. Scan peer review feedback. Don’t forget your Works Cited.
T 2/22 Writing about your Interests
RACW:
Leuschen, “Invention, Asking questions to find a starting point” p. 67-70
Lee, “Pre-Writing Strategies” p. 71-76
Canvas:
King, “Letter from Birmingham Jail” (9 pgs.) / R 2/23 What’s in a Letter?
Canvas:
Caruso, “Letter to the Editor: Include Teens in the Sex Ed Debate” (1 pg.)
Goyal, “Solutions for Stressed-out High School Students” (2 pgs.)
RACW:
Berrier, “Writing with the Rhetorical Appeals” p. 18-26
Berberyan, “Understanding Tone and Voice” p. 95-101
T 2/28 Solving Problems and Academic Research
Canvas:
Carol, “Letter to the Tennessee Department of Transportation” (1 pg.)
Editorial, “Solution to the Sugar Problem?” (3 pgs.)
RACW:
Dale, “Conducting Academic Research” p. 124-134
Compton, “Rhetorical Elements of Academic Citation” p. 154-166 / R 3/2
No Class due to conferences!
Meet this week for one-on-one conferences at the time you signed up for in class. All conferences are in my office, MHRA 3112B.
T 3/7 Peer Review
RACW:
Blevins, “It’s All - Well, A Lot - in the Delivery” p. 102-108
Sorrenson, “Personal Voice and Style in Academic Discourse” p. 88-93
Canvas:
“Yours, Mine, or Ours? Integrating Sources” (7pgs.)
Draft of Project 2 Letter Due, hard copy (2 pages) / R 3/9 Reflection and Peer Review ---
Canvas:
Safire, “The Perfect Paragraph” (2 pgs.)
“How do I write a reflection?” (3 pgs.)
“Reflection Essay Examples” (3 pgs.)
Draft of Project 2 Reflection due, hard copy (1 page)
T 3/14
SPRING
No / R 3/16
BREAK!
Class!
T 3/21 Unit 3: Rhetorical Argument and Research
RACW:
Wooten, “Finding a Conversation to Find Research” p. 119-123
Johnson, “Genres Other Than Essay Writing: Annotated Bibliographies” p. 198-202
Sample Annotated Bibliography p. 249-250
Canvas:
Project 3 Assignment Sheet
Reeve, “The Secret Lives of Tumblr Teens” (18 pgs)
Project 2: Problem/Solution Letter Due on Canvas by 11:59 pm.
In one document: six full double-spaced pages including letter and reflection. All Drafts. Scan peer review feedback. Don’t forget your Works Cited. / R 3/23 Blending Sources and Detail
Canvas:
“Sample Argumentative Essay # 1” (7 pgs.)
Lucas, “London Mysterious” (2 pgs.)
RACW:
Bryan, “Organizing Research by Synthesizing Sources” p. 149-154
T 3/28
Canvas:
“Sample Argumentative Essay #2” (6 pgs.)
“How do we argue?” (13 pgs.)
RACW:
Ray, “The Art of Summarizing, Paraphrasing, and Quoting” p. 135-141 / R 3/30
Canvas:
Rafferty, “Obama Pushes Gun Control” (7 pgs.) and “Comments” (4 pgs.)
RACW:
Johnson, “Situating Evidence Through Contextualization” p. 142-148
Annotated Bibliography due in class, hard copy (approx. 3 pages single-spaced)
T 4/4 Analogy and Contrast
Canvas:
Mathers, “Contrast in Generations” (3 pgs.)
Hogg, “Lab Rats” (7 pgs.)
RACW:
Skelley, “Arrangement as Rhetorical Composing” p. 83-87 / R 4/6 Debate and Counterarguments
Canvas:
Turkle, “Stop Googling. Let’s Talk.” (7 pgs.)
Sparks, “Does Google Help Students Learn?” (3 pgs.)
Prepare for an in-class DEBATE today on the pros/cons of technology/social media.
T 4/11 Peer review
RACW:
Schlacte “Re-seeing Revision” p. 109-116
Canvas:
Hooks, “Appearance Obsession” (3 pgs.)
Draft of Project 3 due, hard copy (2 pgs.) / R 4/13 Peer Review
New Draft of Project 3 due, hard copy (4.5 pgs)
T 4/18 Introducing the Portfolio
Canvas:
Portfolio Guidelines, Portfolio Rubric, Portfolio Checklist
RACW:
Hall, “Reflecting Back: Compiling the Portfolio and Writing the Critical Reflection Essay” p. 50-56
Project 3: Researched Argument Due on Canvas by 11:59 pm.
In one document: six full double-spaced pages. All Drafts. Scan peer review feedback. Don’t forget your Works Cited. / R 4/20 The Critical Rationale
RACW:
Ward, “Writing about Your Composing Process” p. 189-194
Hall, “Reflecting Back: Compiling the Portfolio and Writing the Critical Reflection Essay” p. 50-56
Canvas:
Sample Critical Rationales 1 & 2 (14 pgs.)
T 4/25 Reflection and Peer Review
RACW:
“Sample Self-Reflection Q&A” p. 254-256
“Sample Critical Rationale Essay with Peer Review” p. 257-261
Draft of Critical Rationale Due, hard copy (1.5 pages) / R 4/27 Peer Review and Farewells
New Draft of Critical Rationale Due, hard copy (3 pages)
Thursday, May 4 12:00-3:00 pm:
Final Exam Period
No Class, but submit final Electronic Portfolio to Canvas in a single document by 11:59 pm. No exceptions. No late work will be accepted or graded. / Saturday, May 6:
Final Grades will be posted to Canvas and Genie by 11:59 pm
*Schedule subject to change*