101-36: MWF 10:00-10:50 AM, SOEB 104

101-11: MWF 12:00-12:50 PM, MHRA 1208

101-13: MWF 1:00-1:50 PM, MHRA 2204

ENG 101

Spring 2015

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Instructor: Rebecca Dashiell

Email:

Office: Curry 335-B

Office Hours: MWF, 11:00 AM – 12:00 PM, and by appointment

Mailbox: MHRA 3114

ENG 101

Spring 2015

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Course Description

Welcome to English 101! This semester, we will read, discuss, and write about a variety of texts in order to explore how writers convey ideas, as well as rhetoric and argumentation across various forms of media. In order to develop your reading and writing skills both for the purpose of this course and also for use throughout your entire college career, we will spend time discussing the rhetorical tools and strategies authors use to make arguments, as well as how to conduct scholarly research. We will also focus on the process of revision as a necessary step in the writing process. For the culminating project in this course, you will create a writing portfolio that not only showcases your polished prose, but also includes a reflective essay in which you appraise your own writing across the semester.

Student Learning Goals

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:

English 101 Student Learning Outcomes (SLOs):

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.

Texts (Required)

  • Skelley, Chelsea A., Kathleen T. Leuschen, and Meghan McGuire. Rhetorical Approaches to College Writing. Plymouth, MI: Hayden-McNeil Publishing, 2015. Print. ISBN: 9780738068381
  • Blackboard Readings: Download, print, and read items marked (Bb) in the Course Schedule. Bring printed copies to class on the day they are due.

Materials and Online/Technology Requirements

  • A notebook: This is your ENG 101 Journal. You will do all of your in-class writing assignments and reflections here, and it will be helpful for keeping all of your writing together. A spiral notebook or composition book will suffice. You may occasionally turn pieces of writing into me when we have impromptu quizzes, but I will not collect your journal. I will, however, check in class to make sure you have completed any assignments.
  • A writing instrument (pen, pencil, etc.); come prepared to write and take notes every class!
  • A stapler and staples: any papers that you hand in MUST be stapled. I will not collect them otherwise.
  • A binder, a set of folders, or whatever else will help keep your papers organized. You will need to KEEP EVERYTHING that you produce in this class. Don't throw anything away.
  • Online access (via library or computer lab if a personal desktop or laptop is unavailable), iSpartan email account (checked daily), and Blackboard account (checked daily). All assignments, schedules, and course information will be posted to Blackboard. Check there first if you miss class, lose a handout, or have questions about an assignment. Contact me if the information you need is not on Blackboard and I will post it as quickly as possible.
  • Printing Access. Please make sure to budget enough money to print all necessary documents to complete assignments and be prepared for class.

Course Requirements

Unit Overviews and Assignments

This course is divided into four units, each of which will culminate in a formal assignment. In Unit 1, we will discuss writing as an ongoing conversation, as well as how personal essays make arguments. We will also discuss the foundations of rhetoric and practice the peer review process.

  • “Why I Write” Essay (1-2 pp.) This is the first writing assignment you will hand in to me during the second week of class. This will be your chance to introduce yourself and your writing history to me. This essay is graded on a check+/check/fail basis and is a required component of your portfolio. See Blackboard for the assignment sheet. (SLO 6)
  • Essay 1—Personal Essay as Argument (3-4 pp.) For this paper, you will be thinking critically about constructing arguments and will write a personal thesis-driven essay, modeled after the “This I Believe” essays we will study in class. (SLOs 2, 5, 6)

In Unit 2, we will focus on rhetorical analyses of various texts and media. We will look in depth at how authors craft arguments, as well as how the rhetorical appeals and canons work within a piece of writing.

  • Essay 2—Rhetorical Analysis of a Speech (5-6 pp.) In this essay, you will read a speech and analyze how the rhetor uses rhetorical tools and strategies to convince his/her audience(s). You will be required to conduct basic research in order to explain the context of the speech. You must formulate a solid argumentative thesis and structure your paper accordingly. (SLOs 1-6)

Unit 3 builds upon the first two units. You will use your knowledge of argumentation and the rhetorical appeals to craft an argumentative research essay. We will visit the library in order to discuss scholarly research and we will spend time in class discussing citations and formatting.

  • Essay 3—Argumentative Research Essay (6-7 pp.) This paper will allow you to express your own opinion on a current issue. To do so, you will not only have to identify and directly address the counterargument, but you should also support your opinion with scholarly research. (SLOs 1-6)
  • Student Presentation—You will develop and give a five minute presentation to the class on your research topic/issue. You should use your creativity to make your presentation engaging, and you must also include a visual element (such as a handout, PowerPoint, Prezi, etc.). (SLOs 1-5)

Finally, Unit 4 will focus on reflection and revision. We will spend time discussing and preparing your Final Portfolio, as well as developing and revising your Critical Rationale Essay, in which you will critically reflect upon your writing development and process.

  • Final Portfolio with Critical Rationale Essay (meets SLOs 1-6): The final portfolio is a required common assignment across all sections of English 101 in all academic sessions (Fall, Spring, Summer). The portfolio comprises 35% of your final course grade. Students who do not submit a portfolio will automatically receive an “F” in English 101, regardless of the quality of work submitted prior to the portfolio.

Required Components of the Final Portfolio:

  1. 20-24 pages of polished prose, distributed across 2-3 formal essay assignments.
  2. The drafts and any earlier graded versions of the included formal essay assignments, including peer comments. Students may also include other evidence of processes, such as outlining, brainstorming or other notes or exercises. Therefore, make sure to save all of your drafts during the semester.
  3. Assignment sheets, handouts and guidelines for each formal essay included in the portfolio.
  4. A critical rationale essay of 4-6 pages (which counts toward the 20-24 pages of polished prose)
  5. A cover page with your full name, section number and the date of submission.
  6. A detailed table of contents that guides the reader(s) of the portfolio.
  7. A Three-Prong Folder or Comb binding from FedEx/Kinkos on Tate Street or through UNCG’s printing services. See www.upg.uncg.edu for details about location and pricing.

Class Participation

Class participation is defined as not only being present in class, but also being alert, actively participating in discussion and in-class activities, and being prepared with all the day’s course materials (bringing books/readings/assigned work). Your participation grade also includes arrival to class on time, peer review sessions, and your attendance and preparation for conferences. I may also give impromptu quizzes to assess your work, and these quiz grades will be part of your overall participation grade.

To make sure you are engaging in the critical reading process, I ask that you bring to each class 2 Points-- that is, two items from the day’s readings that interest you. These can come in the form of questions, quotations, observations, etc. These should be written down in your journal before each class meeting. The 2 Points will be used to spur class discussion, so keep in mind I will often ask you to share one or both of your points—this should help you determine how to focus them—and I will often check that you have them.

Your journal is something you will need to bring to class all semester. We will use it to reflect on the readings, as well as track your writing process: brainstorming, drafting, peer-reviewing, revising, and polishing. In your final portfolio project, you will be required to write a Critical Rationale in which you will outline your writing process throughout this class. If you are constantly recording and reflecting in your journal, this final assignment will come much easier. The journal will not be taken up, but will constitute a large part of your participation grade, based on my in-class observation.

Criteria for Classroom Participation

A / Superior communicative skills; excellent preparation for class/class discussion; always volunteers; listens and responds thoughtfully and courteously to others’ comments; student exemplifies mastery, rigor, and intellectual curiosity regarding course readings and concepts while also introducing relevant independent insights to the discussion; student demonstrates enthusiasm and takes initiative, particularly during group activities.
B / Good communicative skills; solid preparation for class/class discussion; consistently volunteers and makes meaningful contributions in group activities; student exemplifies interest and engagement regarding course readings and concepts; attentive during class; student demonstrates a positive
C / Adequate communicative skills; fair preparation for class/class discussion; occasionally volunteers; exemplifies competence regarding course readings and concepts; student demonstrates an inoffensive, but noncommittal attitude; generally attentive during class; sporadic contributions during
D / Limited communicative skills; uneven preparation for class; rarely volunteers; demonstrates indifference or irritation when prompted; inattentive during class; rare contributions during group activities. [Performance may be marked by other flaws: consistent tardiness, disruptive behavior, inappropriate use of electronics, completing outside work during class etc.]
F / Weak communicative skills; little to no preparation for class; little evidence of reading assignments (this can include not buying course texts or not making up missed material); never volunteers, or doesn’t respond when prompted; rarely attentive during class; demonstrates potential hostility to discussion; irrelevant, distracting, or no contribution to group activities.

Peer Review

During peer review, you will provide comments and constructive feedback for another assigned member of the class. You will be given time in class to review your peer’s paper and respond, using a set of guidelines that will help you know what to look for. Peer review is a critical step between our drafting and revising stages, so it’s crucial you are present for this step of the writing process. Any writer who fails to bring their own completed draft (this means that if the assignment requires a 5-page paper, you must bring in a full 5 pages for peer review) as a hard copy for review will not be able to receive higher than a “B” on their own paper. If you are absent the day of peer review, you will not be able to receive higher than a “C” without a documented medical excuse (thus, it is better to show up with an incomplete draft than to not show up at all!). If you know in advance that you must miss a scheduled peer review, then contact me prior to the peer review class period and we will make arrangements for you to electronically conduct a peer review with an assigned peer partner.

Conferences

You will meet with me once during the semester outside of class to discuss your work and any questions you might have. Since I am cancelling a week of classes in order to meet with you, if you miss your scheduled conference, you will receive an absence. Just showing up isn’t enough either—if you are not prepared for your conference (bringing in questions or concerns), it will negatively affect your participation grade.

Grade Distribution

“Why I Write” Essay 5%

Essay 110%

Essay 215%

Essay 315%

Final Portfolio35%

Student Presentation 5%

Participation 15%

Total100%

Grading Scale

I utilize the full range of grades from A to F (including plusses and minuses) in keeping with University grading policies. Your final course grade will be based on the following components that make up your course work for the semester. 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 a D or an F. Likewise, an A or B indicates that you met or exceeded course requirements.

Should you decide to visit with me about a particular grade from an assignment or assessment, our conference must be at least 48 hours after you have received the grade. I will not meet with you unless you email me a 1 page in-depth response (MLA formatted) at least 24 hours prior to our meeting that respectfully discusses your concerns over the assignment’s grade in question.

A+ 97-100 C 74-76

A 94-96 C- 70-73

A- 90-93 D+ 67-69

B+ 87-89 D 63-66

B 84-86 D- 60-62

B- 80-83 F 59 or below

C+ 77-79

Course Policies

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 http://academicintegrity.uncg.edu. I expect you to abide by the Academic Integrity Policy.

Any instance of plagiarism will result in failure of the assignment and may result in failure of the course, depending on the severity of the violation and the overall value of the assignment to the final grade. A second offense of any kind, including plagiarizing, falsifying information, or cheating, will result in failure of the course. 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/

Attendance Policy

Per departmental policy, you are allowed three absences without a grade penalty. If you accrue more than three absences, you will lose one-third of a letter grade from your final course grade (e.g., a B+ would turn into a B). Students who miss six classes will automatically fail the course. This means that you may have five absences only; if you reach a sixth, you have failed. Keep in mind also that attendance at the final exam session is required. I do not distinguish between excused and unexcused absences; thus, it is your 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. If you do need to miss class, know you are responsible for making up the missed work, either by checking Blackboard or contacting a classmate. For this English course, the College Writing Program’s attendance policy supersedes any other.

It’s important also that you arrive on time. You will be counted as absent if you miss roll call unless you see me after class to confirm that you’re present. If you are more than ten minutes late or leave more than ten minutes early, you will be counted as absent regardless. Multiple tardies (or leaving class early) will negatively affect your class participation grade.

You are, by state law, allowed two excused absences due to religious holidays, which do not count toward your total allowed two absences. If you plan to miss class because of your faith, you must notify me at least 48 hours in advance of your absence.

I understand that sometimes events occur that are beyond your control. If you have extenuating circumstances such as a death in the family, chronic illness/injury requiring prolonged medical treatment, prolonged psychological issues, etc., please let me know ASAP and also contact the Dean of Students Office for advocacy (http://sa.uncg.edu/dean/). 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).