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English 101.56: College Writing IFall 2017

Instructor: Elysia C. Balavage Email: ecbalava@uncg.edu Office: MHRA 3210G; mailbox MHRA 3317 Office Hours: Tuesdays 12:30-2:30Class Time and Location: T/R 11:00-12:15, MHRA 3204

Required Materials:Each student must own the Rhetorical Approaches to College Writing textbook, which is available at the UNCG Bookstore. If you obtain it elsewhere, please be sure to purchase the same edition. If you have not obtained the text by the third class meeting of the semester, your participation grade will be penalized ½ point each day until you do; the same penalty will occur if you do not bring the required text to each class thereafter.

Berberyan, Lily, Kristie Ellison and Alicia Beeson, eds. Rhetorical Approaches to College Writing. Plymouth: Hayden-McNeil, 2018. Print. (Abbreviated on schedule as RACW)

Other course readings through Open Access textbooks will be posted on Canvas. Here are the links to the textbooks:

The Writing Commons (Abbreviated on schedule as WC): https://writingcommons.org The Rhetoric and Composition Wikibooks (Abbreviated on schedule as RC):

https://en.wikibooks.org/wiki/Rhetoric_and_Composition Additional readings will also be posted on Canvas (abbreviated as C on the schedule) Notebook and writing utensil

Class Description:

In this course, we’ll concentrate on developing our reading and writing skills in order to succeed in effectively executing those skills, both in and beyond this class. In English 101, you will become familiar with the writing style and conventions that are necessary for successful written communication with your respective audience, which shall be accomplished via exploring rhetorical strategies and applying them to both our writing and the writing of others. Additionally, this course will present students with critical thinking and reading activities in order to develop their abilities at analyzing and evaluating texts as well as composing strategies, such as methods of inventing, drafting, revising, and editing.

Student Learning Outcomes for GRD courses are as follows:At the completion of this course, students will be able to:1. Critically evaluate written, oral, and/or visual arguments.2. Construct cogent, evidence-based arguments.

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Additional English 101 Student Learning Outcomes: At the completion of this course, students will be able to:

1. Identify and employ fundamental rhetorical concepts including the rhetorical triangle, the canons, and/or the appeals in both formal and informal discourse;

2. Summarize, quote, paraphrase, and synthesize source material in support of an argument; 3. Employ drafting, peer review, and revision techniques in order to improve content, style,

and structure of their own writing; 4. Appraise their own composing abilities and composing processes through critical

reflection.

Portfolio Requirements The culminating assignment for all sections of English 101 is a portfolio of the student’s work, worth 30-40% of the final grade. Additional documents related to this portfolio assignment are below, including the full Portfolio Rubric and instructions for using the Portfolio Rubric.

In the portfolio, students complete additional revisions of some of their formal essays and make choices about the informal writing they include. The portfolio also includes an argument-based, 4-6 page critical reflection essay which analyzes the student’s learning in relation to the English 101 Student Learning Outcomes and articulates the reasoning behind the student’s revision decisions. The portfolio also demonstrates the student’s writing processes for at least one of the formal essays, as decided by the instructor: the assignment, activities, peer comments, drafts, and revisions as well as any other material the instructor requires. The critical reflection essay is included in the 20-24 pages of polished prose required for the course.

Conferences Students will have two individual conferences during the semester with their instructor: once at or near midterm, and again toward the end of the semester. The conference time is outlined in the syllabus.

Final Exam SessionThursday, December 7th, 8:00-11:00AM: Portfolio Grades Available on CanvasWe will not have a final exam. Instead, I will hold office hours during the final exam period. Portfolio grades will be available on Canvas at this time, so your presence during my office hours is optional.

Grades: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 the requirements were unsuccessfully met, which would be indicated by either a D or an F. Likewise, an A or B indicate that you met and exceeded course requirements.

The following is the grade scale that will be used to evaluate student assignments in this course:

A+ 98.0 and above C 73.0 – 76.9A 93.0 – 96.9 C- 70.0 – 72.9A- 90.0 – 92.9 D+ 67.0 – 69.9B+ 87.0 – 89.9 D 63.0 – 66.9B 83.0 – 86.9 D- 60.0 – 62.9

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B- 80.0 – 82.9 F Below 60.0C+ 77.0 – 79.9

I will post your assignment grades to Canvas so that you can keep track of your performance in the course throughout the semester. Please let me know if you find any inputting errors. In keeping with FERPA guidelines, I will not discuss your grades in discussion boards or any type of public forum, including in depth via email. If you have a question about a grade, make an appointment with me during my office hours. Additionally, I request that you wait at least 24 hours after receiving a graded assignment to discuss it with me. This will give you ample time to read and process my feedback, and to compose yourself before discussing your grade. Individual Course Assignments:

Throughout the semester, you’ll be completing and turning in an assortment of writing assignments. Your primary assignments will receive a letter grade, but in-class, informal assignments will be evaluated on a “pass/fail” scale, and will be a part of your participation grade. Furthermore, to pass this course, you must complete all of this course’s assignments.

Below, you’ll find a brief description of each formal assignment; more detailed assignment sheets and rubrics will be uploaded on Canvas later in the semester.

Please note that with each paper, you’ll be required to turn in an early draft, a full rough draft, and a revised, completed draft on the due dates listed on the Course Schedule. Failure to turn either an early or full rough draft will result in a ½ letter grade deduction on the completed draft, and failure to turn in both an early and full rough draft will result in a letter grade deduction on the completed draft. While your final drafts will be submitted on Canvas, please bring hard copies of early and full rough drafts to class on the scheduled day for Peer Review.

I’m happy to offer feedback on drafts, but will only do so in person during my office hours, so budget your time accordingly and/or take your drafts to the Writing Center (see description below.)

Project 1: Arguing a Position: Convince Me! (SLOs 1-2; 4-5): (10% of Final Grade)

This 4-5 page thesis-driven paper will ask you to write a persuasive essay arguing for or against the existence of a mysterious entity or occurrence approved by the instructor. An assignment sheet with detailed instructions will be distributed later in the semester.

Project 2: Rhetorical Analysis (SLOs 1-3; 5): (15% of Final Grade)

This 5-6 page essay will ask you to rhetorically analyze a well-known monolog, song, poem, etc. approved by the instructor. An assignment sheet with detailed instructions will be distributed later in the semester.

Project 3: Argumentative Research Paper (SLOs 1-2; 4-5): (20% of Final Grade) This 6-7 page research essay will focus on proposing a solution to a defined problem by formulating a clear thesis statement and articulating your own opinion concerning a subject approved by the instructor and using secondary sources as support. In addition to your

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essay, you will be required to write both an abstract and an annotated bibliography of sources. Each of these should be one page long, bringing your total page count for this project to 8-9 pages. An assignment sheet with detailed instructions will be distributed later in the semester.

Participation (SLOs 1-6): (15% of Final Grade)This course necessitates your active participation every day. Please come to class prepared and on time, and be ready to share your ideas with each other and fully contribute to in-class discussions and impromptu and scheduled writing activities, as well as complete any homework assignments. Additionally, the quality of your peer review and group work activities will contribute to your overall participation grade, so please take these activities seriously. Attendance at the final exam period is included in this maximum allowance. See the attached rubric for a detailed grading explanation.

Final Portfolio (SLOs 1-6): (40% of Final Grade)The final portfolio is a required common assignment across all sections of English 101. The portfolio comprises between 30 and 40% of a student’s final course grade, with the exact percentage determined by the individual instructor.

To receive a passing grade (D- or above): Portfolios must include a 4-6 page critical reflection essay and an additional 12-15 pages of polished prose with evidence of drafting and substantial revision throughout all texts. Portfolios that do not include both at least one page of a critical reflection essay and at least one page of polished, revised prose for the portfolio, supported by any evidence of drafting, will receive a 0% for the Portfolio. 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. A secure method of binding, such as a 3-ring binder or a comb binding with clear cover(s). If the instructor assigns or requires an electronic version of the final portfolio attached in Canvas, a print version of the portfolio is not also required.2. A cover page with the student’s full name, section number, and the date of submission3. A detailed table of contents that guides the reader(s) of the portfolio.4. A critical reflection essay of 4-6 pages that

assesses how individual pieces of writing, as well as the collective contents of the portfolio, illustrate the student’s experience as a writer throughout English 101; illustrates an awareness of rhetorical choices across contexts and an understanding of course materials, including the Student Learning Outcomes for English 101; and 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 critical reflection essay is not included in the 12-15 pages of polished prose required for the portfolio, although it is included in the 20-24 pages of polished prose required for the course. The critical reflection essays should not evaluate the quality or validity of any assignment or course text, nor should they assess the capabilities of the instructor. Rather, critical reflection essays should illustrate how students have met the Student Learning Outcomes for English 101.

5. Assignment sheets/handouts/guidelines for each formal essay included in the portfolio.6. At least 12-15 pages of polished prose, distributed across 2-3 formal essay assignments. The assignments/prose have/has been substantially revised, beyond any prior course-based instructor assessments, upon inclusion in the portfolio. Works Cited pages and outside source images do not count toward this length requirement. The instructor may substitute a multimodal project for one of the formal assignments included in the portfolio. The multimodal project will not count for more than half of the polished prose (6-8 pages). The multimodal project will also

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demonstrate multiple revisions and peer comments. For instructors who measure by word count, 300 words will equal one page.7. Evidence of revision in the form of the drafts, peer comments, and any earlier graded versions for each of the included formal essays as the instructor requires. Students may also submit other evidence of process, such as outlining, brainstorming, or other notes or exercises.

Optional Elements of the Final Portfolio:Upon consultation with the instructor, a student may include additional pieces of informal or ungraded writing that he or she has produced for the course and has revised for consideration as part of the portfolio’s assessment. Instructors may also ask students to submit particular pieces of writing beyond the required 12-15 page minimum, per their overall course trajectories, if such directives are included in the course syllabus.

Keep all of your work for the semester. Drafts of papers, peer review worksheets, assignment sheets, reflections and other in-class writing documents will be essential when assembling your final portfolio.

Furthermore, I advise creating separate electronic files for each new draft of an essay, and titling these drafts, “Essay 1, Draft 1,” “Essay 1, Draft 2,” and so forth. This will make your life easier! It is also a very good idea to back everything up through Dropbox or Google Drive as you go.

24-Hour Rule: After you have been given back any graded work in this class, please allow at least 24 hours before coming to me with questions about your grade. This will give you a chance to read the comments thoroughly, then decide if there are specific points you would like to discuss.

Course Policies:

Academic IntegrityEach student is required to abide by the Academic Integrity Policy on all work throughout thecourse. Plagiarism is a violation of the Academic Integrity Policy. Violations of academicintegrity are serious academic offenses that will not be tolerated in this class. I expect everystudent to review the guidelines and list of violations at http://academicintegrity.uncg.edu andto abide by the UNCG Academic Integrity Policy. As you will see, violations include but are notlimited to plagiarism.

A person commits plagiarism when he or she represents someone else’s words or ideas as hisor her own. In writing your papers, you must take care to avoid plagiarizing the words or ideasof others. When you use sources such as books, web pages, articles, or primary documents inyour writing, you must identify them to your reader. If you quote a source directly, you must putthe borrowed material in quotation marks and include a proper citation. If you take an ideafrom another source but put it in your own words (i.e. paraphrase it), you must still give propercredit to the source. Please use MLA-style documentation to document any sources used inwritten work, unless I have asked you to use another documentation style. Be scrupulousabout documenting, quoting, and citing your sources even in first drafts. A draft that has beenread by your instructor or classmates has not been ‘checked’ and given the okay; it is alwaysyour responsibility to make sure you understand and have successfully followed rules ofcitation and documentation in all your writing.

All suspected violations of the academic integrity policy will be reported to the Office ofStudent Rights and Responsibilities. In this class, a single violation will result in a zero on theassignment or exam. A second violation will result in an “F” for the course and you will besuspended or expelled from the University. You can avoid these consequences by 1. never

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deliberately misleading your instructors or being dishonest in your writing, and 2. asking forclarification about any rules or standards for source-use that you do not understand. If you areever unsure about how to cite a source or whether an act would be considered plagiarism,please ask me about it before you turn in your work.

Accommodations Students with documentation of special needs should arrange to see me aboutaccommodations as soon as possible. If you believe you could benefit from suchaccommodations, you must first register with the Office of Accessibility Resources andServices (http://ods.uncg.edu/) on campus before such accommodations can be made. Theoffice is located on the second floor of the Elliott University Center (EUC) in Suite 215, and theoffice is open 8am to 5pm, Monday - Friday. Telephone: 334-5440; e-mail: oars@uncg.edu .

AttendanceStudents in T/R classes are allowed a maximum of 3 absences without penalty. Each absence over 3 results in a one-half letter grade deduction from your participation grade. Students who miss 6 or more classes will fail the course. Students must attend every class, arrive on time with the necessary assignments and readings, and stay for the duration of the class.

This attendance policy does not differentiate between “excused” and “unexcused” absences; it is your responsibility to plan for absences and to reserve your absences for unavoidable occurrences, such as illness, work-related events, advising sessions, childcare concerns, car trouble, minor emergencies, etc.

State law requires that students be allowed two absences due to religious holidays; please notify me at least 48 hours prior to your anticipated absence. Intercollegiate athletes should provide official documentation of anticipated absences early in the semester. Absences for religious holidays and documented athletic events will not count toward the maximums described above.

If you have extenuating circumstances such as a chronic illness/injury requiring prolongedmedical treatment, prolonged psychological issues, etc., you should make your instructoraware of these circumstances as soon as possible and keep your instructor informed until youare able to return to class. You should also contact the Dean of Students Office, which canreview documentation and notify multiple instructors on your behalf, especially ifhospitalization or distress prevent you from properly doing so yourself. You should be aware, however, that the Dean of Students Office will not override any individual instructor’sattendance policy and that decisions about whether and how to accommodate students indistress are made by individual instructors. The Dean of Students office is located on the topfloor of the Elliott University Center, and can be reached by phone at 336-334- 5514 or email atdeanofstudentsoffice@uncg.edu.

Class Etiquette and Behavior Tied to This CourseRespect 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 full University policy at the Dean of Students office is here:http://sa.uncg.edu/handbook/wp-content/uploads/disruptive_policy.pdf

To be clear, students are expected to demonstrate respect for their instructor and theircolleagues. Those engaging in disrespectful or disruptive behavior will be asked to leave theclass and, depending upon the severity, may be permanently withdrawn from the course.UNCG regards as “disruptive” any speech or action that (1) is disrespectful, offensive, and/orthreatening; (2) impedes or interferes with the learning activities of other students; (3) impedes

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the delivery of university services; and/or (4) has a negative impact in any learningenvironment. Disruptive behavior includes physically, verbally or psychologically harassing,threatening, or acting abusively toward an instructor, staff member, or toward other students inany activity authorized by the University.

Although students with disciplinary problems tend to be few and far between at the college level, if behavioral disruptions persist throughout the semester, the student in question will be asked to refrain from participating in class discussions, group work, etc., and will receive a grade deduction for those assignments accordingly. Types of disruptive behavior can include any form of disrespectful comment or action directed toward me, another student, or the subject matter we are studying.

I reserve the right to interpret inappropriate behaviors as I see fit and address them accordingly. Repeated infractions of any kind will be reported to the Dean of Students for disciplinary action. I adhere to the Dean of Students’ policies regarding disruptive behavior in the classroom, which is outlined above.

Assignment SubmissionAll major assignments will be due via Canvas dropbox on the dates and times outlined on the Course Schedule. Please no not email me your assignments.

Electronic DevicesYou will be allowed to use technological devices (laptops, tablets, e-readers) for certain classroom activities, such as note taking, referring to assigned course readings, certain group activities, etc. If we are not as a class engaged in an activity requiring these devices, you should put them away. If you choose to use your electronic devices for anything other than appropriate activities directly related to class, then you will be marked as absent for that day. If you’re caught using electronic devices inappropriately a second time, you will lose those privileges for the rest of the semester

Late WorkAssignments are due via Canvas dropbox on the days and at the times indicated on the course schedule.

All assignments turned in after the days and times when they are due will be penalized one letter grade each day afterward, including weekends and holidays. Furthermore, it is your job to be sure that a late assignment is submitted in a timely manner. I will not remind you to hand in a late assignment.

If you anticipate a reason that you will be unable to submit an assignment on the due date, you should arrange to submit your work before the deadline to avoid a grade penalty. Finally, you must complete every assignment to pass this class.

Citation and Format All papers must be typed, double-spaced, and written in Times New Roman 12 pt. font. When documenting sources, please use MLA citation format; I’ve uploaded resources on Canvas to help you with this. Please include a header, title, and page numbers on all assignments you turn in. Furthermore, be sure that you save your papers as .doc, .docx, or .pdf files so they may be easily uploaded to Canvas’s assignment dropboxes.Office Hours and Communication with MeIf you’d like to schedule a meeting with me, please do so during my office hours, which are Tuesdays from 12:30-2:30. Additionally, if you need to contact me, please do so via UNCG email, not discussion posts, Canvas’s comment feature, etc. I’ll respond to emails within 48 hours between normal business hours, 9:00AM-5:00PM, Monday-Friday, excluding holidays. If your inquiry is time

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sensitive or assignment related, plan ahead and be sure to email me within or before that time frame. Do not expect a response from me if you email me the night before an assignment is due. Furthermore, if you have not received a response from me in the allotted time, treat it as though I did not receive the email and contact me again. Please note that I’ll send emails (class announcements, reminders, etc.) to your UNCG accounts, so be sure to check them regularly.

Inclement Weather In the event of a university closure or delayed opening due to weather,please visit the course Canvas site by noon on the day of our class meeting, where you willfind instructions and calendar updates to minimize the effect of a missed class on oursemester schedule.

One Final Note: In cases that are not explicitly defined on this syllabus, the instructor is solely responsible for making final decisions concerning those issues. If you have questions or concerns about such circumstances, you should contact me for clarification.

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The Multiliteracy Centers:UNCG provides you with multiple support systems that can help you with your projects throughout your academic career. These learning centers include:

The Writing Center: The purpose of the Writing Center is to enhance the confidence andcompetence of student writers by providing free, individual assistance at any stage of anywriting project. Staff consultants are experienced writers and alert readers, prepared tooffer feedback and suggestions on drafts of papers, help students find answers to theirquestions about writing, and provide one-on-one instruction as needed. Located in the Moore Humanities and Research Building, room 3211. The Writing Center alsoconducts walk-ins, scheduled appointments, and online consultations as well.

The Speaking Center: The University Speaking Center provides consultation supportand instructional workshop services designed to help speakers further develop their ownoral communication confidence and competence. The staff provides peer-to-peerfeedback, guidance, and other support in the areas of public speaking preparation anddelivery, interpersonal communication, and group or team communication. Located along with the Writing Center in 3211 MHRA. Those seeking to utilize our consultationservices need to arrange for their appointment to take place not closer than two days before their final presentation.

Digital Media Commons (DMC) and Digital ACT Studio: The DMC provides the space and resources for UNCG's students, faculty and staff to create and refine their multimedia projects, including web pages, digital images, digital video, digitalaudio, PowerPoint and more. You can receive assistance with selecting, using, and citing media resources, as well as consult with experts on the rhetorical, aesthetic, andtechnical aspects of developing and communicating their ideas through media. The DigitalACT (Action, Consultation, and Training) Studio supports students, faculty, and staff intheir effective creation or incorporation of digital media into projects. Consultants actas a trained, engaged audience, providing feedback on slide presentations, video projects, podcasts, digital photography, websites, and blogs by offering collaborative, dialog-based consultations. Both are located in the lower level of Jackson Library.

Here is the list of links to the Multiliteracy Centers:The University Writing Center (https://writingcenter.uncg.edu/) The University Speaking Center (https://speakingcenter.uncg.edu/) The Digital Act Studio (http://digitalactstudio.uncg.edu/) housed in the Digital Media Commons (http://library.uncg.edu/spaces/dmc/index.aspx)

The Student Success CenterThe Student Success Center (http://success.uncg.edu/) offers free services to the entire UNCG undergraduate community and is located in McIver Hall, room 104. For information and support, contact the Student Success Center by phone: 336-334-3878 or email: tasp@uncg.edu.

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Citation for Image on Front:

Balavage, Elysia. “Fire at My Back.” 27 Dec. 2016. JPEG file.

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Course Schedule:The course schedule is subject to change by the instructor as needed. Please note that the readings under the “Read for homework” heading should be completed for the next class meeting. For example, “Career Coach”

and “When a College Professor and High School Teacher” should be completed for class on 8/17.

WEEK 1: T: 8/15 Introduction to English 101 Course Syllabus

Read for homework: C: “Career Coach: Are Writing Skills Necessary Anymore?” C: “When a College Professor and a High School Teacher Read the Same Papers”

R: 8/17 Are Writing Skills Still Important? In-class writing activity Read for homework: RACW: “An Introduction to Rhetoric”

RACW: “Writing with the Rhetorical Appeals: Opportunities to Persuade in Context”

WC: “Consider Your Audience”

WEEK 2: T: 8/22 What is Rhetoric? Introduction to Project One: Convince Me! Argumentative Essay Read for homework: C: “Belief in Demons is Unjustified”

C : Watch “Why Tipping Should be Banned—Adam Conover” C: Watch “The Real X-Files?” RACW: From Beginning to End…And Everything in Between”

R: 8/24 Entering the Conversation Read for homework: WC: “Argument” and “Classical Argument”

RACW: “Thesis Statements: Keeping the Beat in Written, Visual, and Spoken Arguments” RACW: “Pre-Writing Strategies” DUE on CANVAS: Describe a Significant Event

WEEK 3 T: 8/29 Thesis Statements

Read for homework: RACW: “The Art of Summarizing, Paraphrasing, and Quoting” C :“The Power of Slang”

R: 8/31 Discussion of Slang Logical Fallacies

Read for homework: RACW: “Arrangement as Rhetorical Composing” RACW “Re-Seeing Revision: A Process of Experimentation”

RACW: “Academic Integrity” RC: “Argument”

For Tuesday: Early Rough Draft

WEEK 4T: 9/5 What is Revision? MLA Citation Format Peer Review of Early Draft Read for homework: C: “Shitty First Drafts”

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RACW: “Keep Calm and Review On: De-Stressing the Per Review Process”

For Thursday: Full Rough Draft

R: 9/7 Peer Review of Full Rough Draft

WEEK 5 T: 9/12 Project 1 Due on Canvas at 11:00AM

Post-Project Reflection Introduction to Project Two: Rhetorical Analysis Read for homework: RACW: “Understanding Tone and Voice” RACW: “Writing a Rhetorical Analysis”

R: 9/14 Rhetorical Analysis

In-Class Writing Read for homework: RACW: Refresh “Writing with the Rhetorical Appeals” RACW: “Reading for the Rhetorical Appeals” RACW: “It’s All—Well, A Lot—In the Delivery” C: Watch “Help Me, Obi-Wan Kenobi, You’re My Only Hope”

For Your Conferences: Early Rough Draft of Rhetorical Analysis

WEEK 6T: 9/19 No Class: Individual Conferences

R: 9/21 NO CLASS: Submit Responses to Discussion Questions on Canvas by 2:00PM

WEEK 7T: 9/26 No Class: Individual Conferences R: 9/28 In-Class Rhetorical Analysis Read for homework: RACW: “The Canons of Rhetoric as Phases of Composition” RACW: “More Than Words: Analyzing Visual Rhetoric” C: Watch “Quint’s USS Indianapolis Speech”

WEEK 8T: 10/3 Canons of Rhetoric Review Peer Review of Full Rough Draft

R: 10/5 Project Two Due on Canvas at 11:00AM Introduction to Project Three: Proposing a Solution: Argumentative Research Paper Read for homework: RACW: “Conducting Academic Research” RACW: Incorporating Evidence from Source Material to Make an Effective Argument” WC: “Annoying Ways People Use Sources”

WEEK 9

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T: 10/10 Fall Break!!! Read for homework: WC: “Understanding Library Resources”

R: 10/12 Library Research Read for homework: RACW: “Rhetorical Elements of Academic Citation” RC: “Genres: Proposals”

WEEK 10 T: 10/17 Rhetorical Research Read for homework: WC: Use Third Person Point of View” WC: “Create an Annotated Bibliography”

R: 10/19 Connecting the Parts Readfor homework: RACW: “Situating Evidence Through Contextualization” RACW: “Organizing Evidence by Synthesizing Sources” Due on Tuesday: Full Rough Draft

WEEK 11 T: 10/24 Reviewing Our Solutions Peer Review of Early Rough Draft R: 10/26 Peer Review of Full Rough Draft

WEEK 12 T: 10/31 Project Three Due on Canvas at 11:00AM In-class reflection Intro to Portfolios and Critical Rationale Review the Portfolio Rubric and Guidelines Read: RACW: “Writing about Your Composing Process”

C: The Portfolio Rubric Beginning Thursday 11/2: Bring Portfolio Documents to Class R: 11/2 Revising Your Projects Critical Rationale Essay Work on Portfolio Documents in Class

Read: WC: “Reflective Writing and the Revision Process: What Were You Thinking?” For Conferences: Draft of Critical Rationale Essay

WEEK 13T: 11/7 Rewriting and Revision R: 11/9 Peer Review of Critical Rationale Essay

WEEK 14T: 11/14 No Class: Portfolio Conferences

R: 11/16 No Class: Portfolio Conferences

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WEEK 15 T: 11/21 Work on Portfolio Documents in Class

R: 11/28 Last Day of Class: Portfolios Due on Canvas at 2:00PM

FINAL EXAM TIME SLOTThursday, December 7th, 8:00-11:00AM: Portfolio Grades Available on Canvas

We will not have a final exam. Instead, I will hold office hours during the final exam period. Portfolio grades will be available on Canvas at this time, so your presence during my office hours is optional.

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Portfolio Rubric (Revised Fall 2016)

A = excellent or highly proficient. Portfolios that earn an A: Demonstrate clear understanding of rhetorical concepts (for example, triangle, canons, and appeals) 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 in all texts Posit intriguing and original theses and skillfully support arguments of significant complexity Organize ideas and arguments in a fluid manner using substantive paragraphs and supporting transitions Always choose credible and relevant sources, skillfully integrate sources and correctly cite sources Contain stylistically advanced prose throughout, and contain few to no surface errors and/or exhibit no error patterns

B = good or proficient. Portfolios that earn a B: Demonstrate a good understanding of rhetorical concepts (for example, triangle, canons, and appeals) Analyze, with some insight, the writer’s own composing processes and rhetorical choices Exhibit consistent attention to revision of both content and structure in all texts Posit focused and arguable theses and sustain arguments of some complexity Organize ideas and arguments in a clear manner using well-developed paragraphs and supporting transitional elements Choose credible and relevant sources, successfully integrate sources and correctly cite sources Sometimes contain stylistically effective prose and contain few surface errors and/or exhibit one error pattern

C = average or emerging proficiency Portfolios that earn a C: Demonstrate adequate understanding of rhetorical concepts (for example, triangle, canons, and appeals) Analyze, with limited insight, the writer’s own composing processes and rhetorical choices Exhibit attention to revision of both content and structure in most texts Posit theses that may be partially supported by an argument of minimal complexity Organize ideas and arguments in a coherent manner using developed paragraphs or supporting transitional elements Sometimes use credible or relevant sources, sometimes integrate sources, and cite sources Sometimes contain stylistically adequate prose and contain consistent surface errors and/or two or more error patterns

D = below average or limited proficiency. Portfolios that earn a D: Demonstrate inadequate understanding of rhetorical concepts (for example, triangle, canons, and appeals) Offer inadequate analysis of the writer’s own composing processes and rhetorical choices Exhibit little attention to revision of both content and structure in most texts Posit theses that are vague or unsupportable and offer, but do not sustain, an argument Organize ideas and arguments in an incoherent manner using underdeveloped paragraphs and transitional elements Rarely use sources that are credible or relevant, rarely integrate sources, and/or cite these sources inaccurately Contain consistent stylistic issues and contain significant errors and/or patterns of error that obscure meaning

F = failing. Portfolios that earn an F: Fail to demonstrate understanding of rhetorical concepts (for example, triangle, canons, and appeals) Offer little-to-no analysis of the writer’s own composing processes and rhetorical choices Exhibit no attention to revision of either content or structure Fail to posit recognizable theses and fail to offer discernable arguments Fail to organize ideas and arguments in any discernable manner; contain no visible paragraphs or transitional elements Include no sources, fail to integrate sources, and/or do not cite sources; or work is plagiarized from sources Contain significant stylistic problems and contain significant errors and/or patterns of error that impede meaning

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Participation Rubric

Your participation will be assessed using the following holistic scale:

A Superior communicative skills; knowledgeable command of language; 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; fully participates in in-class writing activities; always comes to class on time; always appropriately uses electronic devices.

B 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 to group activities; strongly participates in in-class writing activities; mostly arrives to class on time; mostly appropriately uses electronic devices.

C Adequate communicative skills; fair preparation for class discussion; occasionally volunteers; student exemplifies competence regarding course readings and concepts; student demonstrates an inoffensive, but reserved attitude; sporadically contributes during group activities; satisfactorily participates in in-class writing activities; is sometimes tardy; sometimes inappropriately uses electronic devices (texts during class, has ear buds in, checks Facebook, etc.).

D Limited communicative skills; uneven preparation for class; rarely volunteers; student demonstrates indifference or irritation when prompted; inattentive during class; rare contributions during group activities; poor participation in in-class writing activities; often tardy; often inappropriately uses electronic devices.

F 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; student demonstrates potential hostility to discussion; irrelevant, distracting, or no contributions to group activities; does not participate in in-class writing activities; shows little to no regard for arriving to class on time; habitually inappropriately uses electronic devices.

17

Grading Standards

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:

A

Superior

B

Good

C

Average

D

Limited

F

Weak

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).