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Ms. Kathleen T. Leuschen English Department Email: ktlcusch@uncg.cdu

English 101-33: College Writing I Fall2o12

Mondays, Wednesdays, Fridays, 12:oo-12:5o PM MHRA 2207

Office hours: Weds, 9:oo-n:ooam, and by appointment Office location: MHRA 321oD

.. For a'i it is the duty of preceptors to teach, so it is that of pupils to show themselves teachable; neither of these duties else will be of avail without the Quintilian 39-¢ CE

"I canonlyshowyou the door. You'retheonethathastowalkthrough -Morpheusfrom The Matrix

"When the student is ready, the ma'iterwill -Chinese proverb

English IOI satisfies the Reasoning and Discourse (GRD) requirement at UNCG, which a')SCrts that students .. gain skills in intellectual discourse, including constructing cogent arguments, locating, synthesizing and analy.ling documents, and writing and speaking clearly, coherently, and effectivelf (http://WW\v 'nh"R_cg/(iECI)csc:til?tiQt1.il!mi).

In addition, English 101 is designed to address three of the proficiencies listed under Student Learning Goals in the UNCG General Education Program. These proficiencies arc:

-Ability to write and speak clearly, coherently, and effectively as well a'> to adapt modes of communication to one's audience; Ability to interpret academic writing and discourse in a variety of disciplines ·Ability to locate, analyL.e, synthesize, and evaluate information (200J-2oo8 UNCG

Undergraduate Bulletin 53)

English 101 Course Objectives:

1. To help students develop the ability to analyL.C texts, construct cogent arguments, and provide evidence for their ideas in writing;

2. To provide students with multiple examples of argumentative and analytical discourse a'i illustrated via student and professional/published texts;

3· To introduce students to rhetorical concepts of audience, writer, message and context, and how to employ these in both formal and informal writing situations;

4· To help students develop the ability to summarize, paraphrase, and use direct quotations in writing; 5· To promote to student writers the value of writing-to-learn through sequenced assignments rooted in a common

theme or focus; 6. To introduce students to the act of writing as a public and community-based process through the activities of

drafting, peer review, and revision.

Required texts

Adams Wooten, Courtney, Sally Smit'i, and Lavina Ensor, eds. Rhetorical Approaches to College Writing.

Plymouth, MI: Hayden McNeil, 2013. ISBN 978-o-738o-5304-2.

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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 UN CG'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.

Attendance: Students in MWF classes are allowed to miss no more than five classes-this means if you have five absences and you miss one more, you will fail the course. In attendance means being physically and mentally present ready to participate. If you do not have your materials for class, you will be counted absent.

Correspondence: Email will be an essential mode of communication between us outside of class, so you are responsible for checking your email regularly. I will send email only to your UN CG address. I will respond to emails Mondays through Fridays within 36 hours of receiving them. If I have not responded within 36 hours, please send your email again. Emails sent after 6 PM on Fridays may not be returned until9 AM on Mondays.

Disability: 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 Disability SeiVices 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: ods@uncg.edu.

Late Submissions: Assignment deadlines are firm. If you require an extension on an assignment, ·please speak to me about it at least 48 hours before the deadline. Not all requests for an extension will necessarily be granted.

Participation: This class is student-centered class, which means your participation is vital to your success and that of your peers. I encourage you to think of this classroom as a community. As we will learn, writing is not only a process, but also a conversation. This means it is imperative for you to complete all reading/writing assignments, bring the required texts to class, and participate in classroom activities and discussions. Laptops and cell phones are not allowed during class time. Sleeping or completing other homework in class will not be tolerated. Pets are not allowed.

Discussion decorum: This is a class about the effective use of rhetoric, so use what you are learning. Be rhetorically savvy! Discussion topics may occasionally strike an emotional chord. Impassioned conversation is what were aiming for in class, but disrespectful tones, personal attacks, and violent verbiage are unacceptable.

Quizzes: I reserve the right to give you a reading quiz on any of the assigned material at any time. If you complete the reading actively and critically, this should not be a problem for you. If you miss a quiz, it is your responsibility to schedule an appointment with me to take the quiz. You have one week to make up any missed quizzes. If you walk into class 10

minutes late or after, you will need to schedule a time to meet with me to take your quiz. Make-up quizzes may be different than in-class quizzes.

Drafts of Essays: The culminating project of this course is a portfolio of your writing. The portfolio will include finished, polished essays as well as the drafts leading up to them. This is because writing is about both process and product. YOU MUST SAVE ALL DRAFTS OF YOUR WORK!! A portfolio without drafts will receive a failing grade. Bring a folder or binder to class to use as a writing folder.

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Resources

The Writing Center: The purpose of theW riting Center is to enhance the confidence and competence of student writers by providing free, individual assistance at any stage of any writing project. Staff consultants 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. The Writing Center is located in the Moore Humanities and Research Building, room 3211.

The Learning Assistance 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; e-mail: lac@uncg.edu.

The Counseling and Testing Center: http://www.uncg.edu/shs/ctc/. This center offers free counseling services for individuals, couples, and groups. Telephone: 334.5340.

'· The Library: Check it out: http://library.uncg.edu/. They have like books and stuff there!

·'

Websites: There are many useful online resources at your finger tips. The following are sites that will assist you with your composition process.

• Owl at Purdue, http://owl.english.purduc.edu/ • UNCG Writing Center, http://www.uncg.edu/cng!writingcenter/ • Grammar Girl, • KnightCite, http://www .calvin.cdu/library/knightcite/ • Ohio State Time Management: http://studytips.admsrv.ohio.edu/studytips/? Function= TimeMgt • Dartmouth Time Management: http://www.dartmouth.edu;-ac<>kills/success/time.html

Notes:

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Evaluation Method for Final Grade

Definition Essay: Explaining Rhetoric

Archival History Narrative

• Daily Writing • Peer Review • Reflection Essay

Slang and Jargon Article

• Daily Writing • Peer Review • Reflection Essay

Autobiographical Argument

• Daily Writing • Peer Review • Reflection Essay

Portfolio

Participation

Total Points Possible

Participation Rubric

spoints

IO points

2points I point 2points

IO points

2points I point 2points

IO points

2points I point 2points

4opoints

IO points

IOOpoints

Points Received

Superior communicative skills; excellent preparation for class discussion; always volunteers; 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.

Good communicative skills; solid preparation for class discussion; consistently volunteers; student exemplifies interest and engagement regarding course readings and concepts; student demonstrates positive attitude; makes meaningful contributions during group activities.

Adequate communicative skills; fair preparation for class discussion; occasionally volunteers; student exemplifies competence regarding course readings and concepts; student demonstrates an inoffensive, but noncommittal attitude; sporadic contributions during group activities.

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; etc.]

Weak communicative skills; little to no preparation for class; little evidence of reading assignments (this can include not buying the course texts; or not making up missed material); never volunteers, or doesn't respond when prompted; demonstrates potential hostility to discussion; irrelevant, distracting, or no contributions to group activities.

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Course Schedule: *This is a tentative course schedule subject to revision. All readings should be annotated. All written submissions should be typed out in MLA format.

Date Reading Due Writing Due Class Activities

MS/20 RA: Blades, .. Reading Critically" Bring in a piece of writing you Introduction, critical reading,

BB: All documents from syllabus like, make sure it is printed out. writing, annotation

folder

WS/22 Write a summary ofLorde's PQS practice Summarizing, Paraphrasing, and essay. Copy down a quote and

Explanation of explaining Quoting" write a paragraph response to it. c.5) rhetoric through composition

B B: Lorde, -rransformation of assignment Silence into Language and Action"

FS/24 RA: Babb, .. An Introduction to Write a summary of the article. Using the rhetorical appeals Rhetoric and the Rhetorical Copy down a quote and write a Triangle" paragraph response to it. C.s)

MS/27 RA : Shook, .. Reading for the Analyzing Writing the Appeals Rhetorical Appeals"

WS/29 BB: King, .. Letter From Choose one rhetorical appeal Analyzing the Appeals Birmingham Jail" and identify it in 3 places in the

text. Write a paragraph about each moment in the text explaining what appeal it is, and how it works. ( .5)

F8/3I BB: Mother Teresa, .. Delay No Choose one rhetorical appeal Analyzing the Appeals Longer" and identify it in 3 places in the

text. Write a paragraph about each moment in the text explaining what appeal it is, and how it works. ( .5)

M9/3 LABOR DAY-NO CLASS

W9/5 Explaining Rhetoric through Composition Essay Due (5)

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F9f7 BB: Vietnam Recruinnent Write a 1-2 page essay that materials (2 posters, a brochure, a compares and contrasts at least letter, a newspaper clipping, a two different genres of the photograph) recruinnent materials. ( .5)

RA: Leuschen, "Asking Questions to Find a Starting

M9/1o BB: Vietnam Recruinnent Archival History Project Day materials

Practice with the canons and RA: Dodson, "The Canons of Thesis Statements Begin first Rhetoric as Phases of draft of narrative

W9/12 Archive Introduction Day

Meet in the I ackson Library

F9/I4 Archival Research Day

M9/I7 RA: Mullins, "Revision is Annotation Check ( .5)

B B: Lamott, "Shiny First Lathrop, "Bricks and

W9/I9 Archival documents Summary of documents in archives and paragraph long proposal about your historical narrative. ( 1)

F9/2I ClASS CANCELED- Extra Archival Research Day

M9/24 Draft of Historical Narrative Peer Review(I) Due

W9/26 Final Copy of Historical Discussion and essay on Narrative Due (10) rhetorical choices (2)

F9/28 BB: Klerk"Slang, Discussion of pet peeves and Crystal, "Language

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MIO/I BB: Widdowson '"Who Owns Media jargon assignment (I) Discussion of media jargon English Today?" and

Conferences sign-up Markers of Register"

WI0/3 CONFERENCES ***Before your conference read TR: Meriwether, Rhetorically"

Fio/5 CONFERENCES

Mio/8 RA: Morehead, Genre of Slang Jargon Paper Proposal Academic Discourse"

With article you like (I)

WI0/10 Draft of Slang and Jargon Peer Review (I) Magazine article

FI0/12 Final Copy of Slang and Jargon Discussion on essay and Magazine article (Io) rhetorical choices (2)

M 10/15 NO ClASS-FALL BREAK

WIO/I7 BB: Smith, "Manifestos" In your own words define Autobiographical arguments autobiographical manifestos. power point Describe what Smith means when she discusses the centrality of the universal subject. Define six aspects of autobiographical manifestos. Typed out/MIA format. (.5)

F 10/19 BB: Mairs, Being Cripple" Critical Reading Practice and Anzuldua, "How to Tame a Wild Tongue" Imitation Writing Exercise

M I0/22 BB: Baldwin. from a Analysis and Imitation of Critical Reading Practice Native Son" and hooks, Rhetorical Arguments

Imitation Writing Exercise it Close to Home" Assignment ( .5)

WI0/24 BB: Hampl, and Memory and Catch-up Imagination"

Fio/26 Bring in your own text with an autobiographical and rhetorical situation. Write a 1-2 page

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rhetorical analysis of the text. Hint: Use the questions from Analysis and Imitation Assignment C.s)

M I0/2f) Paper proposal for Autobiographical Arguments Essay due C.s)

WI0/31 Autobiographical Arguments Peer Review(1) Draft Due

Fn/2 BB: 6 word memoirs Write our own memoirs

Mn/s Autobiographical Arguments Discussion and Essay on Essay Due (10) Rhetorical Choices (2)

Wn/7 RA: Ray, "The Portfolio Process" Make a revision plan/schedule and portfolio outline

Fn/9 B B: Sample rationale essays Start invention for rationale essays

M II/12 BB: Complete activity Review

Style imitation assignment instructions

Wn/14 B B: Orwell, "The Politics of the Discussion on style English Language"

Sommers, the Drafts"

F n/16 Style imitation assignment Due Practicing style

M II/19 Rational essay draft due Peer review

Class review

w 11/21 NO CLASS-

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1

j I !

F II/23

M II/:26

WII/28

F II/30

FI2/7

THANKSGMNG BREAK

NO CLASS-THANKSGIVING BREAK

CONFERENCES

CONFERENCES

Final copy of one revised essay, Peer Review plus earlier drafts

Portfolios Due (40)

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