Instructor: Ms. Meghan McGuireEmail:
Office:MHRA 3210C (mailbox MHRA 3317)Class Time: MWF 12:00—12:50
Office Hours:MW 11:00—12:00Classroom:MHRA 3208
------Course Goals and Materials------
Course Description: English 101 is a course about writing, rhetoric, and critical inquiry. In this course you will learn to analyze argumentative texts through the language of rhetoric and employ rhetorical techniques to build your own persuasive argument. Through a variety of readings and writing assignments, we will investigate how rhetoric is already present in our lives and how we can utilize it to better articulate our personal and social interests and concerns. We will specifically look at rhetoric and its relationship with “Education.” Through critical reading assignments, group workshops, class discussion, and extensive writing, we will work to develop an evolving definition of Education and to explore its role in an individual’s life and its impact on a broader community.
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 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:
- Analyze the content and structure of complex texts (written, oral, and/or visual in nature);
- Compose cogent, evidence-based, argumentative texts;
- Identify and employ the rhetorical triangle, the canons, and the appeals in both formal and informal discourse;
- Summarize, quote, paraphrase, and synthesize source material in support of an argument;
- Employ drafting, peer review, and revision techniques in order to improve content, style, and structure of their own writing;
- Appraise their own composing abilities and composing processes through critical reflection.
Required Texts: (Available for purchase at the University Bookstore)
Skelley, Chelsea Atkins, Kathleen T. Leuschen, and Meghan McGuire, eds. Rhetorical Approaches to College Writing. Plymouth, Michigan: Hayden-McNeil, 2015. Print. ISBN: 9780738068381
Graff, Gerald, Cathy Birkenstein, and Russel Durst.They Say/ I Say: The Moves That Matter in Academic Writing: With Readings. 2nded. New York: Norton, 2012. Print. ISBN: 9780393912753
Additional course readings are posted on Blackboard as PDFs. Please print these, read and annotate them, and bring them to class on discussion days. (Failure to bring texts to class may result in an absence)
------Grades------
A93-100 / B-80-82 / D+67-69A-90-92 / C+77-79 / D63-66
B+87-89 / C73-76 / D-60-62
B83-86 / C-70-72 / F59 and below
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 our 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 either a D or an F. Likewise, an A or B indicate that you met and exceeded course requirements.
Final Portfolio (SLOs 1-6): 30% of final course grade
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.
The Critical Rationale Essay (SLO 6) will be a 4-6 page document that:
- Assesses how individual pieces of writing as well as the collective contents of the portfolio illustrate the student’s growth as a writer throughout English 101.
- Explains the stylistic and organizational choices made in the portfolio, i.e., the thoughtful and deliberate arrangement of all portfolio components.
- Illustrates an awareness of rhetorical choices across contexts and an understanding of course materials.
- Offers a deep and sustained critical reflection on the writing and revision process that resulted in these polished essays and other writings.
Unlike the assignments, I will not grade the rationale essay separately. Instead, it will serve as an extended analysis of your work this semester, and thus it is a crucial component of the Final Portfolio. Rationale essays do not evaluate the quality or validity of individual assignments or course texts, nor do they assess my capabilities as an instructor. Rather, rationale essays should illustrate how you have met the Student Learning Outcomes (SLOs) in English 101. You will submit a draft of the rationale essay for peer review before submitting the final revised essay in the Final Portfolio.
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.
Formal Writing Assignments (SLOs 1-5): 55% of final course grade
Although you will frequently write in and outside of the classroom, often responding to readings or previous discussions, you will have four primary, formal writing assignments. A brief description of each assignment is provided below, and a full prompt for each assignment will be made available on Blackboard later in the semester. These writing assignments are graded separately from your final Portfolio, but they will serve as graded drafts that you may revise intensely for submission in your Portfolio.
- Rhetorical Analysis of “The Perils of Indifference” (SLOs 1-5) 4-5 pgs: (10%) In this first essay, you will begin to explore formal analysis and the rhetorical appeals. You will focus specifically on the rhetorical triangle and how audience impacts content and style. You will submit a 2-4 pg. analysis of the essay on the day that we discuss it in class. Feedback will be provided by the instructor, and you will be required to submit a revised, polished draft for a grade.
- Rhetorical Analysis (SLOs 1-5)5-7 pgs: (15%) In this essay, you will argue the effectiveness, or lack thereof, of an author’s argument by analyzing his/her use of ethos, pathos, and logos. You should consider the author’s use of evidence, structure, intended audience, tone, style, and/or diction. You will not discuss your personal opinions about the subject matter in this assignment; rather you will analyze the author’s rhetorical effectiveness. This essay is meant to help you hone your critical reading skills while helping you better understand the role of rhetorical appeals and the rhetorical triangle.
- Entering the Conversation (SLOs 1-5) 5-7 pgs: (15%) This essay will require you to “enter the conversation” surrounding a topic of your choosing and develop an original thesis statement in response to an author’s existing argument. This essay is the first stage of an argument that you will develop with research in your final essay. You will choose a particular topic(an issue where you would like to see change) and a corresponding article on that subject. The article needs to be from a scholarly or otherwise credible source, and you will need to utilize the critical skills of rhetorical analysis while engaging with and/or challenging the author’s argument in some way.
- Arguing for Change (SLOs 1-5) 6-8 pgs: (15%) This essay is a secondary research-based persuasive essay that needs to argue for some form of change. This change can be in the local academic community of UNCG or at a state, national, or even global level. Ideally, this essay will be an expansion of your previous argument in the “Entering the Conversation” essay. You will have the freedom to develop your own topic and thesis, but you will need to clearly identify your audience and make sure your topic fits the scope of the assignment. I encourage you to avoid overly broad topics or issues that have been exhaustively debated. Although this essay will require research and secondary source material, this is not the typical “research paper” you may be familiar with from high school. You will be asked to develop your own unique thesis statement and to support that argument with at least 3 outside secondary sources. This essay should be argumentative and persuasive in nature, and you will need to utilize the rhetorical canons as you engage with the critical conversation surrounding your topic.
Assignments & Quizzes (SLOs 1-6): 10% of final course grade
In addition to your formal essays, you are also responsible for informal in-class writing assignments, peer revision sessions, and group workshops, as well as outside writing assignments and quizzes. Most quizzes are already posted on the syllabus. If a quiz is added, you will be notified at least one class period in advance. Unannounced quizzes will only be given when it is obvious that students are not reading or are coming to class unprepared to discuss the texts. Unannounced “text quizzes” may also occur. These quizzes are very simple. If you have your text with you, then you receive an automatic 100; if you do not have your text in class, then you receive an automatic zero. Keeping up with the readings is absolutely essential if you plan to succeed in this course.
For quizzes and informal writing assignments, you will receive a grade between 0-10, given in half-point increments. For example, you may receive a returned assignment with a grade of 8.5. This corresponds to an 85. At the end of the semester, these graded assignments will be averaged and that average will comprise your “Assignment & Quizzes” score and percentage.
*Each Peer Revision session will be assigned two separate assignment grades; you will receive one grade for your participation in the peer revision session (bringing a draft and offering feedback on a peer’s draft/worksheet) and another grade for your reflective response to the peer’s feedback and your revision process. If you are absent for Peer Revision, you will receive a zero for the first grade, but you may still earn credit for the second grade by completing the peer revision worksheet/response for your own essay and reflecting on your drafting and revision process.
Participation (SLOs 1, 3-6): 5% of final course grade
Since this is a workshop and discussion based course, participation in class activities/workshops and regular participation in class discussion is essential. Students should come to class prepared and ready to share ideas. (This includes bringing your books to class and your drafts to peer revision.)*A participation rubric will be posted on Blackboard.
------Course Policies------
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. If I find evidence of plagiarism, you will receive an automatic zero on the assignment. A second offense will result in a failing grade for the course and your actions will be reported to the Dean of Students Office.
Attendance:Because this is a discussion and workshop-based course, students are expected to attend every class, to arrive on time, and to be prepared for full participation. Attending class unprepared and without participation is not acceptable. Your mere presence in class will not earn you a passing grade; thoughtful work and dedication are mandatory.
Each student is allowed 3 absences without penalty. Every absence after 3 will reduce the student’s final grade by 1/3 of a letter grade. For example, a B- would become a C+. Excessive absences (over the allowed three) will also negatively impact a student’s participation grade. There is no distinction made between an excused and an unexcused absence.
If you miss six classes(two weeks of instruction) during the semester, you will automatically fail the course. 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 you plan to miss class due to a religious holiday, please notify me via email at least 48 hours prior to the absence. If a personal or medical crisis arises that prevents you from attending a class or multiple class sessions, please contact me as soon as possible.
*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).
Also, please make every effort to arrive to class on time. Arriving late is disrespectful and disruptive. Each tardy will be considered 1/3 of an absence: (3 tardies will equal 1 absence). Frequent tardies (more than 3) will also negatively impact the student’s participation grade.
*You will be considered absent if you are more than 15 minutes late to any class.
*Leaving early will count as a tardy, and leaving more than 15 minutes early will count as an absence.
Conferences: Mandatory individual conferences will be held around midterm.We will meet for these brief conferences in my office to discuss your writing and class participation. Classes will be cancelled in order to accommodate the conference schedule. Even though we will not meet for three classes, this should not be viewed as “time off.” You should be drafting and editing your essays, and I encourage you to utilize the Writing Center during this time. Conferences are mandatory; therefore, if you miss a conference, you will receive three absences! If you need to reschedule a conference due to an emergency, please contact me as soon as possible. Also, please come to the conference prepared to discuss your work and ask questions about the course. This is an opportunity for us to talk openly one-on-one about your work and progress, so use this time to your advantage.
Late Work Policy: Late homework and daily assignments will not be accepted and missed quizzes cannot be made up. Late essays will be accepted up to 1 day after the deadline and will receive an automatic 10 point grade deduction. After one day,late essays will not be graded and the student will receive a zero for the assignment.
(Note that this does mean each day, not each class meeting. For example, a paper due on Monday will receive a 10 pt. deduction if turned in on Tuesday by midnight. An essay due on Monday and turned in on Wednesday will receive a zero. All late essays should be e-mailed to me as a Microsoft Word attachment.)
All assignments are due on their due date regardless of your attendance. If you are absent from a class, it is still your responsibility to turn in work. You should also communicate with your instructor or a fellow classmate about newly assigned work.
*Computer and/or printer problems will occur, but these are not legitimate excuses for late work. All work should be printed and stapled before class begins. Assignments are due at the beginning of class.
MLA Citation and Format: All essays and submitted work should adhere to MLA guidelines. Essays should be double spaced using 12 pt. Times New Roman font and all source material (primary and secondary) should be professionally cited using correct MLA format. OWL at Purdue is an excellent online resource for MLA formatting (see link on BB).