------------------English 101-52 D: College Writing-------------------

Instructor: Ms. Amy Berrier Email: adberrie@uncg.edu Office: MHRA 3112AMailbox: MHRA 3317 Virtual Office Hours: M/W 10am-12pm

Class Time: Weekly Modules open on Mondays and close on Saturdays. Please consult the Course Schedule for more detailed information.

-------------------------------------------------------------------------------------------------------------------------Required Materials:

Blevins, S. Brenta, Lilly Berberyan, and Alison M. Johnson. Rhetorical Approaches to College Writing. Plymouth: Hayden-McNeil, 2017. ISBN: 978-073808249-3

We will be reading chapters from the online composition book Writing Spaces and Writing Commons and also watching various TED talks and podcasts. The links or PDF’s will be posted on Canvas under their corresponding week.

Class Description:

Welcome to English 101! This course focuses on developing your ability to write with intention and confidence, to inquire and do research as support for your ideas, and to locate the most effective rhetorical strategies for communicating with your audience. We all come to this class with different abilities and skill sets and this class will to help you develop these abilities by exploring various rhetorical strategies and applying them to both your own writing and the writing of others. This class also places importance on thoughtful and deliberate revision of your own writing and providing useful feedback to your classmates.

Section Description:

This section of ENG 101 is a fully asynchronous online course. As this is an online course, you will need to routinely (I suggest once a day) access course content and assignments and respond to our ongoing class discussions. You will also need to monitor Canvas regularly for announcements. Be vigilant, don’t let yourself fall behind, and email me with any questions you have about the course or the assignments.

Technology Requirements:

Internet access (via library or computer lab if a personal desktop, laptop, or tablet is not available).

mailto:6-tech@uncg.edu Note: I will only communicate with you via your Spartan account or through Canvas.

Student Learning Outcomes and Course Requirements: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/2016-2017/Undergraduate-Bulletin/University-Requirements/General-Education-Program/General-Education-Core-CategoryMarker-Descriptions).

In addition, English 101 is designed to address Learning Goal #1 (LG1) in the UNCG General Education Program. This is the ability to “think critically, communicate effectively, and develop appropriate fundamental skills in quantitative and information literacies.” (http://uncg.smartcatalogiq.com/en/2016-2017/Undergraduate-Bulletin/University-Requirements/General-Education-Program).

The following are the English 101 Student Learning Outcomes, each of which corresponds to both the GRD goals and to LG1:

A. English 101 Student Learning Outcomes:

At the completion of this course, students will be able to: 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.

UNCG Course Policies:

Academic Integrity: “Academic integrity is founded upon and encompasses the following five values: honesty, trust, fairness, respect, and responsibility. Violations include, for example, cheating, plagiarism, misuse of academic resources, falsification, and facilitating academic dishonesty. If knowledge is to be gained and properly evaluated, it must be pursued under conditions free from dishonesty. Deceit and misrepresentations are incompatible with the fundamental activity of this academic institution and shall not be tolerated” (from UNCG’s Academic Integrity Policy). To ensure that you understand the university’s policy on academic integrity, review the guidelines and list of violations at file://localhost/<http/::academicintegrity.uncg.edu>.I expect you to abide by the Academic Integrity Policy. If I find evidence of plagiarism, I will judge what is best for the situation, from rewriting the assignment to giving you an F for the semester.

*If I have reason to believe you have not abided by the Academic Integrity Policy, I will meet with you (virtually or in person) to discuss the matter. With one violation, you risk failing the assignment and being reported to the Dean of Students. With two or more violations, you risk failing the course and being reported to the Dean of Students

Accommodations: Students with documentation of special needs should arrange to see or talk with 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 (http://ods.uncg.edu/) 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: mailto:oars@uncg.edu.”

Behavior Tied to This Course: Respect for others and their ideas are expected in this course. Therefore, disruptive and disrespectful behavior (including language use) will not be tolerated, and action to deter it will be taken. This standard of respect includes, but is not limited to, being courteous and open-minded during discussion board posts. This will be the main activity during which you will you be interacting with one another, and it is thus important that you treat these conversations as professional meetings. Trolling of any form is unacceptable. While you have every right to oppose other people's ideas and it is often beneficial to express and discuss disagreements pertaining to academic study, there is a difference between civil disagreement and hostility.

If behavioral disruptions persists throughout the semester, the student in question will be asked to refrain from participating in discussion boards, peer reviews, etc., and will lose points for those assignments accordingly. I reserve the right to interpret inappropriate words or deeds as I see fit and address them accordingly. The UNCG Disruptive Behavior Policy describes words and deeds as follows:

“Disruptive is behavior which the UNCG regards as speech or action which 1) is disrespectful, offensive, and/or threatening, 2) impedes or interferes with the learning activities of other students, 3) impedes the delivery of university services, and/or 4) has a negative impact in any learning environment.

Disruptive behavior includes physically, verbally or psychologically harassing, threatening, or acting abusively toward an instructor, staff member, or toward other students in any activity authorized by the University. Disruptive behavior also includes any other behavior covered by the Student Conduct Code.”

For the entire policy, go to http://sa.uncg.edu/handbook/wp-content/uploads/disruptive_policy.pdf

 

Virtual Classroom Policies:

Attendance and Participation: You are expected to virtually attend, and be prepared for, every scheduled assignment, discussion post and response, quiz, and peer review. I expect you to complete all assignments. This means having read your assignments, watched the appropriate videos, and prepared and submitted any required written work. I will permit you to miss 3 responses to your peers’ discussion board posts without penalty to your attendance (although you will lose the points for Canvas discussion posts).

To be clear: You can miss responses to 3 peer discussion board posts with no penalty. Upon the fourth, you will lose a full letter grade from your total course grade at the end of the semester. Upon a fifth, you risk failing the course.

Students are by state law allowed two excused absences due to religious holidays. These absences do not count toward the total maximums allowed above. If a student plans to miss class due to a religious holiday, he or she must notify the instructor in writing at least 48 hours prior to the absence.

If you have extenuating circumstances such as a death in the family, chronic illness/injury requiring prolonged medical treatment, prolonged psychological issues, etc., you should make the instructor aware of these as soon as possible and keep him or her informed until you are able to return to class. You are also encouraged to contact the Dean of Students Office (http://sa.uncg.edu/dean/), which can review documentation and notify multiple instructors on your behalf, especially if personal reasons prevent you from properly doing so yourself. You should be aware, however, that assistance from this Office does not change the outcome of the instructor’s decision in any particular class. The Dean of Students office is located on the second floor of the Elliott University Center (EUC).

Drafts of Essays (SLOs 2, 5): You will write, rewrite, and revise your essays en route to producing a final draft of each essay. All rough drafts are to be at least half-drafts, meaning that if the project requires a minimum of say, 3 pages, then your rough draft should be at least 1.5 pages.

Rough drafts, while not formally graded on their own, are required for each project; if you do not submit a rough draft for a project, you will receive a zero on that project. While you are required to submit at least one rough draft, there is no maximum number of rough drafts you can submit.

Keep all earlier versions and revisions of each assignment in separate documents; they may be requested for use during conferencing, or for your portfolio. Because the portfolio's critical rationale will ask you to compare your rough and final drafts, you will need to be able to see the difference between your documents. If you do not save your rough and final drafts as separate

documents, you will have a ridiculously hard time comparing them for the sake of the rationale! Save everything in separate files until the end of the semester.

Peer Workshops (SLOs 1, 3-5): In addition to writing essays, you will participate in peer review workshops before submitting every formal project. You will read and comment on drafts of your classmates’ papers via email, Canvas chat, or Skype—however you choose to communicate with one another, just so long as you conference about your work before the assigned deadline on the course schedule. Whichever method you choose, be sure to answer in writing all the peer review questions that I have posed for you, as your peers use that same information to revise their own work. If you fail to provide thoughtful feedback to your review partners by the assigned deadline, the highest grade you can receive on a formal assignment (Projects 1-4) is a C (75%).

Take peer review seriously. Not only will your classmates depend on your comments to strengthen their writing, but you also will depend on theirs. You offer a unique take on their ideas, and you might be able to stimulate and challenge their intellect in a beneficial way.

Regular use of Canvas and email: You are required to use Canvas in this course. I will post our class syllabus, resources & readings, as well as assignments, exercises, and announcements to the Canvas course site. Please familiarize yourself with the system and ask me for help if needed.

You are also expected to regularly check your email account. Please note that I will only use your uncg.edu and Canvas email accounts; I will not send emails to any other account. I highly encourage you to get in the habit of checking your uncg.edu and Canvas email accounts at least once a day.

Grading Scale : In keeping with University grading policies, I utilize the full range of grades from A to F (including plusses and minuses). 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.

I will post your 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.

In order to receive a final grade, you must also complete the anonymous online course evaluation by Friday, May 5.

Assignment Submission: All projects will be submitted electronically as a Word document to adberrie@uncg.edu. Please name your file as follows; Last name, Project #, ENG 101. In addition, all papers will use 12 point font, Times New Roman, and use 1' inch margins on the

sides. All papers that require citation will correctly cite in-text and on a works cited page in MLA or APA citation style.

Late Work: I do not give credit for late work, and I do not accept late work. I do accept early work; if you know that you might have extenuating circumstances that could affect your timely submission of an assignment, please submit it early. Computer problems do not qualify as an excuse for turning in things late. To avoid missing assignments due to technological problems, I suggest that you submit your work as you complete it rather than waiting until close to the deadline. If you wait until the last day, you have assumed the risk of a technical problem precluding you from finishing the work on time.

Technology: In order to fully participate in this course, you must have a reliable Internet connection. Bad Internet connection is not an excuse for missing an assignment; please give yourself plenty of time to submit assignments and have a contingency plan (like a campus or a public library computer). Additionally, it is always a good practice to save your work online (such as DropBox or Google Docs) in addition to your hard drive.

If you’re still having difficulties, you can visit 6-TECH online and 6-tech.uncg.edu or call them at (336) 256-TECH (8324).

Email and Correspondence: E-mail is the best way to reach me outside of class. During “virtual office hours,” I will be available to communicate with you in real time (this includes responding to emails and availability on Google Chat through iSpartan). Outside of virtual office hours, I will periodically check my email between 9AM and 4PM EST on weekdays. I will always strive to answer email within 24 hours with the exception of weekends and university holidays; if I haven’t responded to your message within 24 hours, please re-send the message. In the unlikely event that illness or personal emergencies prevent me from responding, I will post a notice to this effect on Canvas.

*Keep in mind that an e-mail is a writing situation different from a text message or a Tweet. Please check the syllabus and assignment sheets (when applicable) prior to emailing me with a question. When emailing me, please use your official UNCG iSpartan email account (not a personal account, such as yahoo or Gmail).

If you have general questions about any aspect of the course, including requirements, assignments, readings, etc. that is not already covered by the syllabus please post them in the “Frequently Asked Questions” forum under Discussions. This will enable you to have a written record of my responses and will prevent me from repetitively answering the same questions.

Videos and Presentations: In lieu of in-class lectures, I will post video clips or TED Talks to cover essential concepts and encourage critical engagement with that week’s activities. It is imperative that you watch these clips and complete any readings prior to working on the assignments that are due each week. Additionally, these videos will build across the semester and should help expand your future writing and thinking.

Readings: Each week’s reading will be directly connected to discussion boards and activities, so you will want to complete the readings prior to participating in discussion activities. The

readings will come from Rhetorical Approaches to College Writing or will be posted as PDFs in the week’s module.

Student Assistance:

The University Writing Center: The WC is a place for writers at all levels and at all stages of the writing process to receive thoughtful feedback from active readers. If you have a writing assignment from any class the WC can assist you in everything from understanding the assignment to polishing a completed draft. The center is located in MHRA 3211. No appointment is necessary.

The Student Success Center The 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.

Technology Assistance: For questions about Canvas errors, Spartan email, or other issues, please contact UNCG’s 6Tech for assistance: http://its.uncg.edu/services

Course Requirements and Project Descriptions:

Grade Breakdown:

1. Definition Project (2-3 Pages): 5%

2. Evaluation Project (4-5 Pages): 10%

3. Synthesis Project (5-6 Pages): 10%

4. Argument Project (6-7 Pages): 15%

5. Writing Reflections: 10%

6. Canvas Discussion Posts: 20%

7. Final Portfolio: 30%

Writing Projects: Throughout the semester, you will compose four writing assignments that will go through peer review before being turned in to me for a grade. You will draft the content of these projects sequentially; thus, you will use material from Project 1 with revision in Project 2 and so on. At the beginning of each week, you will submit a draft of your project to your classmates for peer review; you will then take the feedback you get from your classmates and incorporate it into your final draft before turning it in to me for a grade.

Projects without peer review will be eligible for a final grade of no higher than a C. You will be responsible for turning in the feedback you receive from your classmates along with your essay. Please consult the Course Schedule for specific due dates of each assignment.

You will select a general topic at the beginning of the semester and will work on that topic in your projects throughout the semester. Please see Canvas Modules for specific information regarding each essay.

Projects will be submitted for grading electronically through Canvas, and you will need to create these files using a word processor, such as Microsoft Word or iSpartan’s Google Docs available through UNCG iSpartan Google Drive (https://its.uncg.edu/iSpartan/Drive/ ). I will only grade essays that are submitted in the form .doc, .docx, or .rtf files. I will not accept file formats such as .odt, .odt, .ods, .pages, .html, or etc. It is your responsibility to verify and convert files as necessary to ensure that I can read them.

1. Defining your Project (2-3 Pages): SLOs 2,5,and 6……………………………………5%

In this essay, you will define the topic you’re planning to pursue throughout the course. This topic should be related to some aspect of your academic study, as you will need to locate academic sources to use in your essays. You should try to find something that interests you as well as something that intersects with your college studies in general because you will be spending a lot of time working on this subject matter.

2. Evaluation Project (4-5 Pages): SLOs 1-6……………………………………………….10%

For your second essay, you will find one academic journal article that relates to your topic and you will evaluate its argument. You will need to identify the author’s argument and evaluate the author’s use of rhetorical elements. Additionally, you will identify the author’s reasons or evidence and will evaluate whether these reasons and evidence actually support the conclusions being set forth.

3. Synthesis Project (5-6 Pages): SLOs 1-6………………………………………………….10%

In your third essay, you will synthesize the relationship between three essays about your topic: the academic essay you evaluate in your second essay and two other essays (either academic or popular). Synthesizing these arguments means not only evaluating and summarizing each individually, but you will also identify and explain the relationships between them.

4. Argument Project (6-7 Pages): SLOs 1-6………………………………………………….15%

This essay will ask you to pull together all of the previous sources you have written about, as well as a source you disagree with in order to craft your own argument about your topic. This will be envisioned as an argument written to an academic audience to persuade them that they should do something about some aspect of your topic. In other words, you are crafting your own conclusion about your topic, using the sources you have engaged with throughout the semester to enrich your argument.

5. Writing Reflections: (1-2 pages per reflection) SLO 1,2 and 4 ………………………10%

This portion of your grade will be based on the completion of writing reflections posted on Canvas. These reflections will help you generate ideas for your writing and more specifically, prepare you for the Portfolio Project. Please consult the Course Schedule for specific due dates.

6. Canvas Discussion Posts (one post and two peer responses per each discussion board prompt): SLO 1, 4…………………………………………………………………………………… 20%

When taught in a classroom format, English 101 requires regular attendance and participation. I expect the same level of participation from you in an online format; to this end, you will actively participate in discussion boards. Each week, you will participate in two (2) discussion boards. For each discussion board, you will be required to post one original post and respond to two of your peers. Prompts will be posted in each week’s module. Please see Canvas for specific requirements. Note: You must post a minimum of three (3) discussion board posts for each discussion board assignment (an initial post and two replies to your classmates) to receive credit for your discussion board work. Otherwise, you will receive a 0. Please consult the Course Schedule for specific due dates.

Final Portfolio: SLOs 1-6………………………………………………………………………………………30%

Your Final Portfolio, due at the end of the semester, will be comprised of the best work you have done throughout the semester. Portfolios must include a 4-6 page critical rationale essay and an additional 12-15 pages of polished prose with evidence of drafting and substantial revision distributed throughout all texts in order to receive a passing grade (D- or above).

Your Final Portfolio will be due on Friday, May 5 by 5pm. You will need to upload your Final Portfolio as a single Microsoft Word Document onto Canvas.

Critical Rationale Essay (SLO 6): The Critical Rationale Essay is a 4-6 page document which will:

1. Assess 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.

2. Explain the stylistic and organizational choices made in the portfolio, i.e., the thoughtful and deliberate arrangement of all portfolio components.

3. Illustrate an awareness of rhetorical choices across contexts and an understanding of course materials.

4. Offer a deep and sustained critical reflection on the writing and revision process that resulted in the polished essays and other writings.

Unlike the essays, I will not grade the Rationale Essay separately. Instead, it will serve as an extended analysis of your work this semester, and thus it is a crucial component of the Final Portfolio. Rationale essays do not evaluate the quality or validity of individual assignments or course texts, nor do they assess my capabilities as an instructor. Rather, rationale essays should illustrate how you have met the Student Learning Outcomes (SLOs) in English 101. You will submit a draft of the rationale essay for peer review before including it in the Final Portfolio.

Portfolios must include both a rationale essay and evidence of drafting and revision in order to receive a passing grade (D- or above). Students who do not submit a portfolio will automatically receive an F for English 101, regardless of the quality of work otherwise submitted prior to the portfolio. The complete Final Portfolio guidelines will be posted on Canvas.

…………………………………….Course Calendar………………………………………… Note: The schedule below is subject to change any time to better accommodate the learning

objectives specified in the SLOs. Any such changes will be communicated through Canvas Announcements; these changes will take precedence over the schedule below.

The following abbreviation will be used for readings—RA: Rhetorical Approaches to College Writing. C: PDF or link available in Canvas under that week’s module. For example, all the links and readings for week one are available on Canvas under “modules” and then “week one.”

**ALL DEADLINES ARE IN EASTERN STANDARD TIME ZONE** Week 1 (January 17-21): Introduction to College Writing

Sunday,Jan 15

Monday,

Jan 16

Tuesday,Jan 17

Wednesday,Jan 18

Thursday,Jan 19

Friday,Jan 20

Saturday,Jan 21

EssaysCanvas Discussion Posts

Discussion Post # 1: Due by 7PM EST

Responses to Post # 1 Due by 7PM EST

Reflections Reflection 1 Due by 7PM EST

VideosReadings “What is Academic Writing?” C

“Understanding Course Materials as Part of the Classroom Conversation” RA

Week 2 (January 22-28): Rhetoric and College Writing

Sunday,Jan 22

Monday,Jan 23

Tuesday,Jan 24

Wednesday,Jan 25

Thursday,Jan 26

Friday,Jan 27

Saturday,Jan 28

EssaysCanvas Discussion Posts

Discussion Post # 1: Due by 7PM EST

Discussion Post # 2: Due by 7PM EST

Responses to Posts # 1 and # 2 Due by 7PM EST

Reflections Reflection 2 Due by 7PM EST

Videos Video # 1: You Tube “Rhetoric and the Rhetorical Triangle” Video # 2: TED talk, “3 Ways to Speak English.”

Readings “Thinking Rhetorically.” C“An Introduction to Rhetoric” RA“Ten Ways to Think about Writing: Metaphoric Musings for College Writing Students” C

Week 3 (January 29-February 4): Personal Experience as Invention

Sunday,Jan 29

Monday,Jan 30

Tuesday,Jan 31

Wednesday,Feb 1

Thursday,Feb 2

Friday,Feb 3

Saturday,Feb 4

EssaysCanvas Discussion Posts

Discussion Post # 1: Due by 7PM EST

Discussion Post # 2: Due by 7PM EST

Responses to Posts # 1 and # 2 Due by 7PM EST

Reflections Reflection 3 Due by 7PM EST

Videos Video # 1: Tips on Writing a Definition Essay https://www.youtube.com/watch?v=3r1BItHvC4cVideo # 2: The Writing Process https://www.youtube.com/watch?v=71Y2uIyJM4g

Readings “Project One Assignment Sheet” C “Finding Your Way In: Invention as Inquiry-based Learning” C“Critical Thinking in College Writing: From the Personal to the Academic” C

Week 4 (February 5-11): Reading and Responding Rhetorically

Sunday,Feb 5

Monday,Feb 6

Tuesday,Feb 7

Wednesday,Feb 8

Thursday,Feb 9

Friday,Feb 10

Saturday,Feb 11

Essays Draft of Project One

Due to Reviewers by

7pm EST

Draft of Project One due to Authors By 7pm EST

Project One: Defining your Project DUE by 7pm EST

Canvas Discussion Posts

Discussion Post # 1: Due by 7PM EST

Discussion Post # 2: Due by 7PM EST

Responses to Post #1 and #2 Due by 7PM EST

ReflectionsVideos Video # 1: Revising (Real-World Writers): https://www.youtube.com/watch?v=9NfT9_lEB98

Video # 2: Peer Review in 3 Minutes https://www.youtube.com/watch?v=rOCQZ7QnoN0Readings “How to Read Like a Writer” C

“Viewing Peer Review as a Rhetorical Process” RA“Staying on Track with Your Thesis: Considering Written, Visual, and Spoken Arguments” RA

Week 5 (February 12-18): Defining Your Ideas

Sunday,Feb 12

Monday,Feb 13

Tuesday,Feb 14

Wednesday,Feb 15

Thursday,Feb 16

Friday,Feb 17

Saturday,Feb 18

EssaysCanvas Discussion Posts

Discussion Post # 1: Due by 7PM EST

Discussion Post # 2: Due by 7PM EST

Responses to Posts # 1 and # 2 Due by 7PM EST

Reflections Reflection 4 Due by 7PM EST

VideosReadings “Project 2 Assignment Sheet” C

“Navigating Genres” C“Invention, Asking Questions to Find a Starting Point” RA “Reading for the Rhetorical Appeals.” RA

Week 6 (February 19-25): Evaluating Your Sources

Sunday,Feb 19

Monday,Feb 20

Tuesday,Feb 21

Wednesday,Feb 22

Thursday,Feb 23

Friday,Feb 24

Saturday,Feb 25

Essays Draft of Project Two

Due to Reviewers by

7pm EST

Draft of Project Two due to Authors By 7pm EST

Project Two: DUE by 7pm EST

Canvas Discussion Posts

Discussion Post # 1: Due by 7PM EST

Discussion Post # 2: Due by 7PM EST

Responses to Posts # 1 and # 2 Due 7pm EST by

ReflectionsVideos Video # 1: How We Cite” https://www.youtube.com/watch?v=o2b1J39E0_U

Video #2: Exposing a Journalistic Liar” https://www.youtube.com/watch?v=Namv7AASnug

Readings “Murder! (Rhetorically Speaking)” C

“Reading Critically” RA“Finding and Examining the Sources in Your Sources” C

Week 7 (February 26-March 4): Synthesizing Your Sources

Sunday,Feb 26

Monday,Feb 27

Tuesday,Feb 28

Wednesday,March 1

Thursday,March 2

Friday,March 3

Saturday,March 4

EssaysCanvas Discussion Posts

Discussion Post # 1: Due by 7PM EST

Discussion Post # 2: Due by 7PM EST

Responses to Posts # 1 and # 2 Due by 7PM EST

Reflections Reflection 5 Due by 7PM EST

VideosReadings “Project Three Assignment Sheet” C

“Walk, Talk, Cook, Eat: A Guide to Using Sources” C“Conducting Academic Research” RA“Avoiding Plagiarism” (with video) C

Week 8 (March 5-11): Synthesizing Your Argument

Sunday,Mar 5

Monday,Mar 6

Tuesday,Mar 7

Wednesday,Mar 8

Thursday,Mar 9

Friday,Mar 10

Saturday,Mar 11

Essays Draft of Project Three

Due to Reviewers by

7pm EST

Draft of Project Three due to Authors By 7pm EST

Project Three: DUE by 7pm EST

Canvas Discussion Posts

Discussion Post # 1: Due by 7PM EST

Discussion Post # 2: Due by 7PM EST

Responses to Posts # 1 and # 2 Due by 7PM EST

ReflectionsVideosReadings “The Art of Summarizing, Paraphrasing, and Quoting” RA

“Rhetorical Elements of Academic Research” RA“Reading Games: Strategies to Read Scholarly Sources” C

Week 9 (March 12-18): SPRING BREAK!!!

Week 10 (March 19-25): Arguing Persuasively

Sunday,Mar 19

Monday,Mar 20

Tuesday,Mar 21

Wednesday,Mar 22

Thursday,Mar 23

Friday,Mar 24

Saturday,Mar 25

EssaysCanvas Discussion Posts

Discussion Post # 1: Due by 7PM EST

Discussion Post # 2: Due by 7PM EST

Responses to Posts # 1 and # 2 Due by 7PM EST

Reflections Reflection 6 Due by 7PM EST

Videos TED Talk: “For Argument’s Sake”Readings “Project Four Assignment Sheet” C

“Finding the Good Argument OR Why Bother With Logic?” C“Arguing to Agree.” C

Week 11 (March 26-April 1): Rogerian ArgumentSunday,Mar 26

Monday,Mar 27

Tuesday,Mar 28

Wednesday,Mar 29

Thursday,Mar 30

Friday,Mar 31

Saturday,April 1

EssaysCanvas Discussion Posts

Discussion Post # 1: Due by 7PM EST

Discussion Post # 2: Due by 7PM EST

Responses to Posts # 1 and # 2 Due by 7PM EST

Reflections Reflection 7 Due by 7PM EST

Videos Video #1: “What is Rogerian Argument?” https://www.youtube.com/watch?v=Z9knvRXU8zQVideo #2: Traditional vs. Rogerian Argument” https://www.youtube.com/watch?v=H_fS6M-wQxo

Readings “Googlepedia: Turning Information Behaviors into Research Skills” C“Rogerian Argument” C

Week 12 (April 2-8): Arguing with Sources

Sunday,April 2

Monday,April 3

Tuesday,April 4

Wednesday,April 5

Thursday,April 6

Friday,April 7

Saturday,April 8

Essays Project Four completed draft due to

peer reviewers by 7PM EST

Peer Review for Project 4 Due to Authors by 7PM EST

Project 4 Argument Project DUE by 7pm EST

Canvas Discussion Posts

Discussion Post # 1: Due by 7PM EST

Discussion Post # 2: Due by 7PM EST

Responses to Post # 1 and 2 Due by 7PM EST

Reflections Reflection 8 Due by 7PM EST

VideosReadings “On the Other Hand: The Role of Antithetical Writing in FYC Classes” C

“Incorporating Evidence into a Research Paper” C

Week 13 (April 9-15): Reflecting to Revise

Sunday,April 9

Monday,April 10

Tuesday,April 11

Wednesday,April 12

Thursday,April 13

Friday,April 14UNCG HOLIDAY

Saturday,April 15

EssaysCanvas Discussion Posts

Discussion Post # 1: Due by 7PM EST

Responses to Post # 1 Due by 7PM EST

Reflections Reflection9 Due by 7PM EST

VideosReadings “Portfolio Project Assignment Sheet” C

“Reflecting Back: Compiling the Portfolio and Writing the Critical Reflection.” RA“Writing about Your Composing Process” RA

Week 14 (April 16-22): Revising and Editing as Rhetorical Choices

Sunday,April 16

Monday,April 17

Tuesday,April 18

Wednesday,April 19

Thursday,April 20

Friday,April 21

Saturday,April 22

Essays Completed draft of critical rationale due to reviewers by 7pm EST

Canvas Discussion Posts

Discussion Post # 1: Due by 7PM EST

Discussion Post # 2: Due by 7PM EST

Responses to Posts # 1 and # 2 Due by 7PM EST

Reflections Reflection 10 Due by 7PM EST

VideosReadings “Reflective Writing and the Revision Process: What Were you Thinking?” C

“Writing Processes: An Introduction” C

Week 15 (April 23-29): Introduction to the Course and Academic Writing

Sunday,April 23

Monday,April 24

Tuesday,April 25

Wednesday,April 26

Thursday,April 27

Friday,April 28

Saturday,April 29

Essays Peer Review for Critical

Rationale Due to Authors by

7PM EST

FINAL PORT-FOLIO DUE by 7pm EST

Canvas Discussion Posts

Discussion Post # 1: Due by 7PM EST

Responses to Posts # 1 Due by 7PM EST

ReflectionsVideos

Readings

Week 16 (April 30-May 5): Introduction to the Course and Academic Writing

Sunday,April 30

Monday,May 1

Tuesday,May 2

Wednesday,May 3

Thursday,May 4

Friday,May 5

Saturday,May 6

Essays Online Class Evaluation Due!

Canvas Discussion PostsReflections

Hello all, in this first discussion post I'd like you to introduce yourself by telling us a little bit about yourself and also any experiences with writing (in school or not) that you'd like to share. I'll go first! I'm originally from Texas and I'm currently working on my dissertation for my PhD in Rhetoric and Composition. I think writing is incredible complex and can be very difficult. I think sometimes how writing is taught in school can make people feel that they are just not "natural writers" and can cause students to abandon hope about being a successful writer. This is why I'm a college writing teacher and also why my dissertation examines new strategies to talk and learn about writing in college classes. 

Hello all, I've loaded our class syllabus, which can be found under "syllabus." Our home screen is our course calendar that has all due dates, video links, and assigned course readings. In "modules" you will find a link to this week's reading (the other one is in your textbook) and also your week one reflection. Online classes can seem daunting, but the trick is keeping up with your work and always asking questions of your colleagues or myself. Please take the next few days to read the syllabus and make sure you understand the rhythm of the class and what will be expected of you. I look forward to virtually meeting you all in your first discussion board post this week!