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ENG 101-15 College Writing IMelissa “Melle” Ridley ElmesT/R 9:30-10:45 a.m.Bryan 106

office: MHRA 3112 Goffice hours: T/R 11:00-12:00

(or by appointment)email: maelmes@uncg.edu

Course Description and Student Learning Outcomes

The purpose of English 101 is to help you become a better writer and critical thinker through the study, analysis and application of foundational rhetorical principles to the common scholarly (one might even say simply, “human”) activities of reading, writing, listening, and response. By the end of the course, students will have extensively studied the rhetorical process and applied it to their writing. Course readings are chosen to help you understand the writing process and use structural tools more confidently, while class instruction and activities focus on reading rhetorically, choosing and developing an idea, paper organization, editing and peer editing, and the summarizing, quotation and paraphrasing, and proper documentation of source materials.

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” (http://uncg.smartcatalogiq.com/en/2013-2014/Undergraduate-Bulletin/University-Requirements/General-Education-Program)

In addition, English 101 is designed to meet 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.” (http://uncg.smartcatalogiq.com/en/2013-2014/Undergraduate-Bulletin/University-Requirements/General-Education-Program/General-Education-Core-Requirements)

The following are English 101 Student Learning Outcomes (SLOs), 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.

Required Texts (Available for purchase at the University Bookstore)

Kennedy, X.J., Dorothy Kennedy, and Jane E. Aaron, The Bedford Reader, Eleventh Edition.Bedford/St. Martin’s Press, 2012. Print. ISBN: 9780312609696

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Ensor, Lavina, Skelley, Chelsea, and Leuschen, Kathleen T., Eds. Rhetorical Approaches to College Writing. Plymouth, Michigan: Hayden-McNeil, 2014. Print. ISBN: 978-0-7380-6133-7

Additional course readings will be posted to Blackboard (http://blackboard.uncg.edu/) and should be printed out and brought to class.

Supplemental Text: Students may wish to consult Graff, Gerald, Cathy Birkenstein & Russell Durst, They Say I Say over the course of the term as indicated on the syllabus. The older edition (without readings) is available for purchase through the bookstore; the newer version with readings is on closed reserve (2 hour check out) at Jackson Library. I also have a copy of the newer edition available in my office.

Other materials: Please bring paper, pen and/or pencil, highlighter, your textbooks, essay drafts and writings done for class, and print outs of assigned readings posted to Blackboard with you to each class session. Failure to come to class prepared with these materials will result in the loss of participation points. Multiple infractions concerning your preparedness for class will result in your being asked to leave and counted absent for the day.

Grading

My grading system is in keeping with university grading policies. 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. A basic standards sheet as well as the rubric by which your final portfolio will be graded is included at the end of this syllabus for your general awareness.

Your final course grade is calculated as follows:

Class Participation (SLOs 1, 3-6): 15% of your final course grade

This class is predicated on the notion that in order to become better writers, students must write, read about writing, read and evaluate their own writing and the writing of others, and discuss and analyze the writing process and their use of it. As such, while there will be some lecturing, the majority of class time will be spent actively engaged in these activities, and all students are required to participate both in individual and group endeavors. Class participation will be gauged through attendance, completion of assigned reading and writing prior to class, quizzes, informal in-class writings, peer reviews*, involvement in class discussions and quality postings to Blackboard discussions. It is necessary to participate actively in class in order to meet the stated student learning outcomes for the course.

*Please note that a good, critical peer review is a particularly important and hard-to-master skill and your participation in these over the course of the term is non-negotiable. On peer review days, you must bring two printed copies of your paper to class. If you do not participate in peer review, you can earn no higher than a “C” on your final paper grade.

Blackboard Discussions: Every week after class on Monday a discussion question germane to the topics being covered that week will be posted to Blackboard. You are required to respond to this question by 5 p.m. Wednesday, and then to have responded to and/or elaborated on the postings of at least two of your classmates by 5 p.m. Friday. Blackboard discussions count towards your class participation grade, so be sure your postings are meaningful and consist of more than simple agree/disagree statements or superficial comments. You should aim for between 4 and 6 well-crafted sentences in each posting.

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Student – chosen thematic reading posts: Each week in addition to the assigned readings on the weekly theme, students will choose one other relevant text, either from our reader, from the supplemental readings, or from another source, summarize and comment on the author’s rhetorical approach, and post that summary (no more than 500 words) on Blackboard by Wednesday at 5:00 p.m. Each student must read and comment on at least 3 of these summaries by Friday at 5:00 p.m.

Reading Responses: You are required to write a weekly, 500-700 word response to course readings. You may choose to respond either to one or all of the thematic reading(s), or to the “thinking about writing” readings, or to do a short response to each. These will be collected, read, and commented on, but not formally assigned grades. From them, you will self-select topics for each of your formal essays, building on or moving away from your response to a more considered rhetorical approach to the topic making use both of primary and of secondary sources as needed. These essays, together with your final portfolio, comprise the majority of your final grade in the course. You may miss one reading response without penalty to your grade.

Essay One (SLOs 1-5): 5 pages, 10% of your final course grade

Essay Two (SLOs 1-5): 5 pages, 10% of your final course grade

Essay Three (SLOs 1-5): 6-8 pages, 10% of your final course grade

Failure to turn in any final essay will count against your participation grade as well as the essay grade.

Individual Student Conferences (SLOs 5 & 6): 5% of your final course grade

All students enrolled in this course must meet with me in conference twice during the term. These conferences are your main opportunity to speak with me about your writing one-on-one, and you should come ready to discuss your questions and concerns. Conferences are mandatory; please consult your planner or other time organizer prior to signing up for a conference time to avoid scheduling conflicts. In the instance you find it necessary to cancel your conference, I require that you notify me of this 24 hours in advance. Failure to conference with me will result in a 5% penalty to your final grade, count against your class participation grade, and also count as an absence – a triple hit against your grade in the course, if you will. Take this seriously.

Final Portfolio (SLOs 1-6): 50% of final course grade

The final portfolio is the summative collection, evaluation and critical review of the work you have done in English 101 this term; as such you cannot pass the course without doing one. Please refer to the portfolio guidelines and grading rubric at the end of this syllabus for more information on this assignment.

Policies

My basic expectation of you as university students is that you will be in class on time and prepared, that you will participate actively, that you will conduct yourselves responsibly and with respect for everyone in class, and that you will give me your best effort. Beyond that:

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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 http://sa.uncg.edu/dean/academic-integrity Plagiarism: Plagiarism is the most common violation of academic integrity. In its most blatant form, you are plagiarizing when you download a paper off of the Internet, turn in a paper someone else wrote for another class, or have someone else write your essays for you. You are also plagiarizing when you engage in verbatim copying OR paraphrasing from a source without proper acknowledgement, and when you use someone else’s ideas without acknowledgement. Per UNCG regulations, penalties for plagiarism range from the minimum of an F on the assignment in question to expulsion from the university. Please familiarize yourself with the university policies on plagiarism at the following web address: http://sa.uncg.edu/dean/academic-integrity/violation/plagiarism. I will be going over proper techniques for citing and documenting sources, you have access to the MLA handbook and your textbook for examples, and you can also look up proper citation on the Internet – there is simply no excuse for plagiarism at the college level. It is better to err on the side of over-documenting; when in doubt, ask!

All papers for this class are to follow the MLA citation guidelines and format.

In my course, a first violation of the academic integrity and/or plagiarism policies as laid forth by the University will result in a grade of “F” on the assignment in question, while two violations will constitute automatic failure of the class.

Accommodations: Students with documentation of special needs should 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: ods@uncg.edu.

Attendance: Class attendance is mandatory, and I do not differentiate between excused and unexcused absences. Because “life happens,” you are permitted two (2) absences with no penalty. A third absence will result in a full letter grade deduction from your final grade, while four absences will result in a non-negotiable failure of the course for the term. Student athletes are not exempt from the attendance policy; if you are an athlete, you are strongly encouraged to check your schedule to determine whether there will be too many conflicts to support your continued enrollment in this section. When absent, you are responsible for all materials missed and for turning in any due assignments before you miss class. ALWAYS check blackboard for updates on assignments and due dates when you are absent from class.

Tardiness: I take attendance at the beginning of class, and we will not hold off on the day’s planned activities for latecomers. If you are tardy to class you run the risk of being counted absent for the day. Anything you miss as a result of being tardy cannot be made up and will count against your grade. Leaving early without prior agreement will be marked as an absence as well, and anything you miss as a result of leaving class early also cannot be made up.

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Religious Observances: You are by state law allowed two excused absences due to religious holidays. These absences do not count toward the total maximum allowed above. If you plan to miss class due to a religious holiday, you must notify me by email at least 48 hours prior to the absence. You are still responsible for all of the materials you miss and for turning in due assignments before missing class.

Electronic Devices: This is not a technology course. Laptops, cell phones, Ipads, Ipods, MP3 players – whatever electronic devices you possess, don’t bring them to class. If you do bring them to class, don’t turn them on. Print out hard copies of reading assignments and essay drafts to bring to class with you. In-class writings will be done by hand unless you have a registered disability requiring you to use a laptop. Students who willfully choose to ignore this policy will be called out publicly for disrupting the class; repeat offenders will be asked to leave and counted as absent.

Assignments and Due Dates: Assignments are due on or before their due date, regardless of circumstances. Technological problems, malfunctions, or misunderstandings, are not grounds for excuse or exemption from this policy. If you are absent the day an assignment is due, you must have it in to me before or on that day and by our normal meeting time or it will not be counted. If you are in class the day an assignment is due, it is due at the beginning of class. If you are tardy to class the day an assignment is due, it is highly unlikely that I am going to accept it, barring hard evidence in the form of a doctor’s note or some other documentation that the tardiness was unavoidable and not because of last-minute printing out of a last-minute completed assignment. I do not accept late work. Assignments may be handed in early. If you are struggling, come see me before, not after, an assignment is due.

Discussing/Disputing a Grade: You are required to wait 24 hours from the time you receive a graded paper before discussing it with me. I will not discuss grades during class time or in front of other students. If you have questions or concerns about your performance in the class, please stop by during my office hours or make an appointment to see me individually.

Need More Help? The University Writing Center, located in MHRA room 3211, is a resource funded by your university activity fee and available to all UNCG students. Bring your writing assignment at any stage of its completion, paper, and pen or pencil, and a staff member will hold a one-on-one consultation with you to help you develop your work. No appointment is necessary; the writing center works on a first-come, first-serve basis. For assignments five pages or fewer in length, you can also use the online writing center via Meebo Chat on the Writing Center’s website or by messaging uncgaskthewc@gmail.com through your iSpartan account.

Writing Center Hours: M-R 9am – 8pm, Friday 9am – 3pm, Sunday 5pm – 8pm

Additionally, the Learning Assistance Center is located in McIver Hall, rooms 101-104, and 150. Telephone: 334-3878. E-mail: lac@uncg.edu.

Contacting Me: Aside from my regular office hours or setting up an appointment, the best way to reach me is by email: maelmes@uncg.edu. It is reasonable to expect a response within 24 hours; if you do not hear back from me after 24 hours have passed, please re-send the message. For all communication related to this course, please do me the courtesy of putting your last name and English 101 or Writing I in the subject line, so I know what this is in reference to; using your UNCG email account will best prevent me from accidentally deleting your message in the mistaken belief that anything from Lovethebruins@hotmail.com must be spam.

In any situation not expressly covered in this syllabus my word… is the last word.

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Course Schedule

Please note that every effort will be made to adhere to the schedule as presented here. In the instance that the schedule must be altered you will be verbally informed in class (when possible) and an

announcement will be posted on Blackboard. Any changes are intended to benefit or accommodate students, i.e. I will not move the due date of an assignment up or add more reading, but I may move a due date back or drop a reading. It is your responsibility to keep up with any changes made to the syllabus.

Week One: January 13-17Theme: Reading, Writing, and Language

Tuesday 14 – Introductions; Go over syllabus and course expectations; in-class writing; Mini-lecture, “What is rhetoric and how will we use it this term?” Discussion of RACW selections; discussion of writing as process.

Thursday 16 – Discussion of RACW selections; discussion of writing as process. Reading Responses Due; Reading quiz; Student-chosen thematic reading posts due on Blackboard by 5 p.m.

Weekly Blackboard discussions should be completed by 5 p.m. Friday Afternoon.

Week Two: January 20-25Theme: Minority Experiences

Tuesday 21: In-class writing; discussion of Alexie article (how does your reading affect your writing?); using RACW readings to inform critical approach to Bedford readings; 3 questions activity based on Bedford readings.

Thursday 23 – Reading Responses due; Rhetorical activities based on Bedford selections. Student-chosen thematic reading posts due on Blackboard by 5 p.m.

Weekly Blackboard discussions should be completed by 5 p.m. Friday Afternoon

Required ReadingsRACW pp. 3-12 (“An Introduction to the Rhetorical Triangle”); pp. 13-20 (“Writing with

the Rhetorical Appeals”); pp. 17-24 (“Reading for the Rhetorical Appeals”), pp. 25-33Bedford Reader: Introduction, pp. 1-12; Ericsson, “The Ways We Lie”; Lutz, “The World

of Doublespeak”Thinking about writing: Bartholomae, “Inventing the University” (BB)

Required ReadingsRACW pp. 49-56(“Reading critically”); pp. 57-60 (“Asking Questions to Find a Starting

Point”); pp. 13-16 (“Rhetorical Context is (almost) Everything”)Bedford Reader: Introduction, pp. 13-26; Mairs, “Disability”; King, Jr., “I Have a Dream”;

Leong, “Being a Chink”; Staples, “Black Men and Public Space”Thinking about writing: Alexie, “Superman and Me” (BB)

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Week Three: January 27-31Theme: Ethics

Tuesday 28 – Lecture & Discussion, “turning an idea into a zero draft”; in-class writing; activity based on Bedford readings

Thursday 30 – Multiliteracies Center Orientation; Reading Responses due; Student-chosen thematic reading posts due on Blackboard by 5 p.m.

Weekly Blackboard discussions should be completed by 5 p.m. Friday Afternoon

Week Four: February 3-7Theme: Women and Men

Tuesday 4 –Library Orientation – Meet in the CITI lab in Jackson Library at 11:00 a.m.

Thursday 6 –PEER REVIEW; How to cite properly; Student-chosen thematic reading posts due on Blackboard by 5 p.m.

FIRST PAPER DRAFT ONE MUST BE IN BY FRIDAY 5 p.m.; Blackboard discussions should be completed by 5 p.m. Friday

Week Five: February 10-14Theme: Class

Required ReadingsRACW: Pp. 34-40 (“Academic Integrity”); pp. 166-169 (“The Writing Center: Where Writers

Meet”); pp. 61-65 (“How the Thesis Guides Effective Writing”)Bedford Reader: Ascher, “On Compassion”; Chavez, “Supporting Family Values”;

Divakaruni, “Live Free and Starve”; Wenke, “Too Much Pressure”Thinking about writing: Lamott, “Shitty First Drafts” (BB)

Required ReadingsRACW pp. 66-71 (“Arrangement as Rhetorical Composing”); pp. 123-125 (“Reading an

Assignment Sheet”); pp. 127-131 (“Viewing Peer Review as a Rhetorical Process”)Bedford Reader: Barry, “Batting Clean Up and Striking Out”; Brady, “I Want a Wife”; Kingston,

“No-Name Woman”; Tannen, “But What Do You Mean?”Thinking about writing: Mid4.net, “Collaborative Essay Turned Nasty”:

http://mid4.net/2007/11/19/collaborative-essay-turned-nasty/

Required ReadingsRACW pp. 77-80 (“Revision is Writing”); pp. 106-112 (“The Art of Summarizing,

Paraphrasing and Quoting”)Bedford Reader: DePaulo, “The Myth of Doomed Kids”; Kingsolver, “Rural Delivery”;

Sowell, “Needs”Thinking about writing: Gee, “Literacy, Discourse, and Linguistics” (BB)

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Tuesday 11 – Library research activity due; Revision bootcamp 1.

Thursday 13 – Reading Responses due ; Reading discussion; Revision bootcamp 2; Student-chosen thematic reading posts due on Blackboard by 5 p.m.

Blackboard discussions should be completed by 5 p.m. Friday Afternoon

Week Six: February 17-21Theme: Psychology & Behavior

Tuesday 18 – FIRST PAPER FINAL DRAFT WITH METACOMMENTARY DUE. Reflection on paper one; discussion of revision strategies used – what worked, what didn’t work; in-class writing; reading based activity

Thursday 20 – Sign up for conferences and go over conference expectations; reading discussion; Reading Responses due; Student-chosen thematic reading posts due on Blackboard by 5 p.m.

Blackboard discussions should be completed by 5 p.m. Friday Afternoon

Week Seven: February 24-28No Class & No Blackboard Discussion this week - STUDENT CONFERENCES

Please complete this week’s reading PRIOR to your conference with me, and have prepared 3 specific questions or concerns you want to address during your conference.

Week Eight: March 3-7Theme: Popular Culture

Tuesday 3 – PEER REVIEW, paper two; Discussion, pop culture and the rhetorical triangle and appeals; Student-chosen thematic reading posts due on Blackboard by 5 p.m.

Thursday 7 – Discussion & in-class writing activity based on del Toro, Hogan, & Cohen; SECOND PAPER DRAFT MUST BE IN BY THIS DATE. Student-chosen thematic reading posts due on Blackboard by 5 p.m. Reading Responses due.

Blackboard discussions should be completed by 5 p.m. Friday Afternoon

Required ReadingRACW, pp. 132-134 (“Conferencing Rhetorically”)

Required ReadingsBedford Reader: Anaya, “Mental Illness of Television” & “The Best-Kept Secret on

Campus”; Britt, “Neat People Versus Sloppy People”; Wallace, “This is Water”Thinking about writing: Porter, “Intertextuality and the Discourse Community” (BB)

Required ReadingBedford Reader: Anderson, “The Rise and Fall of the Hit”; del Toro & Hogan, “Vampires

Never Die”Theory Essay: Cohen, “Monster Culture (Seven Theses)” (BB)Thinking about writing: King, “What Writing Is” (BB)

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Week Nine: March 10-14

SPRING BREAK – NO CLASSES & NO BLACKBOARD DISCUSSIONS

Week Ten: March 17-21Theme: Popular Culture, Visual Media

Tuesday 18 Lecture, Images as texts: a different kind of reading; in class activities using visual rhetorical analysis; FINAL DRAFT PAPER TWO WITH METACOMMENTARY DUE. Reflection essay

Thursday 20 – Reading Responses due; Reading quiz; Student-chosen thematic reading posts due on Blackboard by 5 p.m.

Blackboard discussions should be completed by 5 p.m. Friday Afternoon

Week Eleven: March 24-28Theme: Pop Culture, do clothes make the (wo)man (?)

Tuesday 25– in class writing; using the rhetorical triangle and appeals to discuss celebrity image and image-making

Thursday 27 – PEER REVIEW, paper three; in-class writing; Student-chosen thematic reading posts due on Blackboard by 5 p.m.; Reading Responses due

Blackboard discussions should be completed by 5 p.m. Friday Afternoon

Week Twelve: March 31- April 4Theme: Consumerism and American Values

Required ReadingsRACW pp. 142-148 (“Rhetorical Analysis and Visual Media”); pp. 149-160 (“Analyzing

Film Rhetoric”)Bedford Reader: Introduction, pp. 27-32; Atlas, “How Joe’s Body Brought Him Fame

Instead of Shame”; Wood, “American Gothic”; Luckovich, “I’m txtng while drvng”; US Army, “There’s Strong”; Adbusters Media, “Corporate America Flag”

Thinking about writing: Diaz, “Seven Ways High School Prepares You For Failure” (BB)

Required ReadingsBedford Reader: Mernissi, “The Western Woman’s Harem”Lurie, “The Language of Clothes” (BB)Thinking about writing: Harris, “The Idea of Community in the Study of Writing”

Required ReadingsBedford Reader: Fishman, “The Squeeze”Olsson, “Up Against Wal Mart”; Mallaby, “Progressive Wal Mart, Really” (BB)Thinking about writing: Hesse, “Who Owns Writing?”

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Tuesday 1 – THIRD PAPER DRAFT WITH METACOMMENTARY MUST BE IN BY THIS DATE.

Thursday 3 In-class writing; group reading-based activity Reading Responses due; Student-chosen thematic reading posts due on Blackboard by 5 p.m

Blackboard discussions should be completed by 5 p.m. Friday Afternoon

Week Thirteen: April 7-11

Tuesday 8 Reading discussion & activity

Thursday 10 - FINAL DRAFT PAPER THREE WITH METACOMMENTARY DUE. Reading Responses due; reflection essay; go over portfolio requirements and examples; Student-chosen thematic reading posts due on Blackboard by 5 p.m.

Week Fourteen: April 14-18

Tuesday 15 – MULTIMEDIA ESSAYS DUE. work on portfolios – PEER REVIEW, portfolio rationales

Thursday 17 – NO CLASS – INDIVIDUAL STUDENT CONFERENCES

Week Fifteen: April 21-25

Tuesday 22 - NO CLASS – INDIVIDUAL STUDENT CONFERENCES

Thursday 24 Final class meeting – FINAL PORTFOLIOS DUE; PRESENTATIONS; course evaluations

Week Sixteen: April 28-May 2

Follow Friday schedule (no class April 28)

Week Seventeen: May 5-9

Tuesday 6 EXAM PERIOD, 12:00-3:00 p.m. – Graded portfolios will be returned at this time.

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Supplemental readings

These readings are not required, but might be helpful to you as you make progress towards your portfolio and mastering college level writing and thinking over the course of this term.

Week One

Supplemental ReadingsThey Say/I Say, Introduction (“Entering the Conversation”); Chapter One (“They Say”); Chapter

Two (“The Art of Summarizing”); Chapter Nine (“Academic Writing Doesn’t Always Mean Setting Aside Your Own Voice”); Chapter Eleven (“Entering Class Discussion”); Chapter Twelve (“Reading for

the Conversation”)

Week Two

Supplemental ReadingsThey Say/I Say, Chapter Four (“Yes/No/Okay, But”); Chapter Eleven (“Entering Class Discussion”);

Chapter Twelve (“Reading for the Conversation”)

Week Three

Supplemental ReadingsThey Say/ I Say, Chapter Two (“The Art of Summarizing”); Chapter Three (“The Art of Quoting”);

Chapter Seven (“Saying Why It Matters”); Chapter Ten (“The Art of Metacommentary”)

Week Four

Supplemental readings“Our Bella, Ourselves” (http://thehairpin.com/2011/11/our-bella-ourselves)

They Say/ I Say, Chapter Four (“Yes/No/Okay, but”); Chapter Five (“Distinguishing What You Say From What They Say”); Chapter Six (“Planting a Naysayer in Your Text”); Chapter Eight (“Connecting

the Parts”)

Week Five

Supplemental ReadingsThey Say/I Say with Readings, Chapter Eighteen (“What’s Up With the American Dream?”)

Week Eight

Supplemental ReadingsThey Say/ I Say, Chapter Two (“The Art of Summarizing”); Chapter Three (“The Art of Quoting”);

Chapter Fifteen (“Is Pop Culture Actually Good For You?”)Grading Standards

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In general, everything being graded in this course, from your performance in class writings and discussion to your formal essays, is being considered against the following basic rubric:

ASuperior

BGood

CAverage

DLimited

FWeak

Clearly exceeds expectations

Exceeds/attempts more or less

successfully to go beyond basic expectations

Meets basic expectations

Falls short of basic expectations

Does not meet expectations

Demonstrates mastery of the skill

Demonstrates emerging mastery of

the skill

Demonstrates competence in the

skill

Demonstrates developing

competence in the skill

Does not demonstrate evidence of competence

Polished; very few errors or lapses in

grammar, vocabulary, or

syntax

Polished; minor errors in word

choice, grammar or syntax

Sufficient; several errors in word

choice, grammar or syntax that do not

interfere with overall coherence

Deficient; errors in vocabulary,

grammar, or syntax are of such extent that they interfere

with overall coherence

Severely deficient; errors in vocabulary, grammar and syntax

preclude comprehension

Words you might associate with each letter grade:

A – superior, demonstrates mastery, skillful and facile use of language and the writing process, polished, coherent, consistent, complex, sophisticated, fluent

B – competent, very good, strong, emerging skillfulness, few errors, demonstrates clear understanding

C – average, adequate, meets expectations, completes assignment, sufficient, generally fine, meets minimum standards, room for improvement

D - below average, weak, insufficient, needs improvement, incomplete, lacking in some essential or major way, does not demonstrate understanding or demonstrates flawed understanding

F – no evidence of understanding or effort, very weak, inconsistent, severely flawed, severely lacking, not done, does not have a clear point or purpose, plagiarized(in the case of an essay)

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English 101: Composition IUniversity of North Carolina at GreensboroFinal Portfolio Guidelines(Effective Fall 2011)

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 40 and 50% of a student’s final course grade, with the exact percentage determined by the individual instructor.

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.

Required Components of the Final Portfolio:

1. At least 20 pages of polished prose, distributed across 2-3 formal essay assignments. The assignments/prose has been further revised, beyond any prior course-based instructor assessments, upon inclusion in the portfolio. 2. The drafts and any earlier graded versions of the included formal essay assignments, including peer comments. Students may also include other evidence of process, such as outlining, brainstorming, or other notes or exercises. 3. Assignment sheets/handouts/guidelines for each formal essay included in the portfolio.4. A critical rationale essay of 6-8 pages 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. Please note: • The rationale essay is not included in the 15 pages of polished prose required for the portfolio or the 20 pages of polished prose required for the course. •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. A cover page with the student’s full name, section number, and the date of submission6. A detailed table of contents that guides the reader(s) of the portfolio.7. A secure method of binding, such as a 3-ring binder or a comb binding with clear cover(s)

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Final Portfolio Holistic Grading Rubric(Effective Fall 2011)

“A” = excellent. Portfolios that earn an “A”:

Demonstrate sophisticated understanding of rhetorical concepts (triangle, canons, and appeals)

Posit focused thesis statements that are supported by ample evidence, examples, and analysis

Always and skillfully integrate sources and cite these sources accurately Organize ideas and arguments in a fluid, logical, and coherent manner Contain substantive, well-developed paragraphs and supporting transitional elements Skillfully execute and sustain an argument of significant complexity Contain stylistically mature, engaging, and sometimes memorable prose throughout Contain few to no surface errors and/or exhibit no error patterns Analyze, with ample insight, the writer’s own composing processes and rhetorical

choices Exhibit substantial and consistent attention to revision of both content and structure

“B” = good or highly competent. Portfolios that earn a “B”:

Demonstrate a good understanding of rhetorical concepts (triangle, canons, and appeals) Posit focused thesis statements that are supported by evidence, examples, and analysis Always integrate sources and cite these sources accurately Organize ideas and arguments in a logical and coherent manner Contain well-developed paragraphs and supporting transitional elements Execute and sustain an argument of some complexity Contain stylistically engaging and effective prose throughout Contain few surface errors and/or exhibit one error pattern Analyze, with some insight, the writer’s own composing processes and rhetorical choices Exhibit consistent attention to revision of both content and structure

“C” = average or competent. Portfolios that earn a “C”:

Demonstrate adequate understanding of rhetorical concepts (triangle, canons, and appeals)

Posit thesis statements that may be partially supported by evidence, examples, and analysis

Sometimes integrate sources but cite these sources with accuracy Organize ideas and arguments in a coherent, if sometimes mechanical or illogical,

manner Contain reasonably developed paragraphs or supporting transitional elements Execute and sustain an argument of minimal complexity Contain stylistically coherent prose throughout Contain consistent surface errors and/or two or more error patterns Analyze, with limited insight, the writer’s own composing processes and rhetorical

choices Exhibit inconsistent attention to revision of both content and structure

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“D” = below average or limited competency. Portfolios that earn a “D”:

Demonstrate inadequate understanding of rhetorical concepts (triangle, canons, and appeals)

Posit thesis statements that are unsupportable by evidence, examples, or analysis (i.e., statements of fact)

Rarely integrate sources, and/or cite these sources inaccurately Organize ideas and arguments in an incoherent, or illogical, manner Contain underdeveloped paragraphs and supporting transitional elements Offer but do not sustain an argument Contain stylistically immature and incoherent prose throughout Contain significant errors and/or patterns of error that obscure meaning Attempt to analyze the writer’s own composing processes and rhetorical choices Exhibit little attention to revision of both content and structure

“F” = failing. Portfolios that earn an “F”:

Fail to demonstrate any understanding of rhetorical concepts (triangle, canons, and appeals)

Fail to posit a thesis statement Fail to integrate sources, or work is plagiarized from sources Fail to organize ideas and arguments in any discernable manner Contain no visible paragraphs or supporting transitional elements Fail to offer an argument Contain stylistically immature and incoherent prose throughout Contain significant errors and/or patterns of error that impede meaning Make no attempt to analyze the writer’s own composing processes and rhetorical choices Exhibit no attention to revision of either content or structure