Rice ENG 101.50 1

English 101.50College Writing I

Course Syllabus and ScheduleInstructor: Stacy Rice Class Meetings: Online, asynchronousInstructor Contact Info: Class Location: Canvas

physical office: MHRA 3210 E virtual office hours: Wed.11 am--1 pm EDT (Greensboro, NC time), or by

appointment; office hours will be held on iSpartan chat or iSpartan (Google) Hangout

e-mail: sfwilder@uncg.edu physical mailbox: MHRA 3317

I: General Overview

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/2015-2016/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/2015-2016/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:

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.

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Specifically, we will learn how to approach, invent, draft, collaborate, critique, revise, produce, and present argumentative and rhetorical materials throughout the semester. You will be challenged to improve your communication skills when attempting to persuade various audiences on a range of topics—some of which I will assign, and others of which you will choose.

Course Description:While meeting the general overview's goals of the SLOs, we will be studying the rhetorical strategies of four 20th century American cult leaders—Charles Manson, Jim Jones, David Koresh, and Marshall Applewhite. Because these four figures convinced groups of people to either kill themselves or others (and in some instances, both), there is something worth studying in detail about their rhetorical strategies and appeals. Over the course of the semester, we will learn not only what rhetoric is and how these cult leaders used rhetoric for their own gain, but we will also be practicing rhetorical strategies of our own as we invent, draft, review, and revise prose for a specific rhetorical community—a college writing course.

Required materials: Textbook :

McGuire, Meghan H., Alison M. Johnson, and S. Brenta Blevins. Rhetorical Approaches to College Writing. Plymouth: Hayden-McNeil, 2015. (ISBN 978-0-7380-7732-1) (Abbreviated on schedule as RACW.) Available at the UNCG bookstore in the Elliott University Center, or online at http://bookstore.uncg.edu

*Make sure you purchase the correct edition, pictured left. Other materials :

Selected readings and videos posted on Canvas* Regular use of email (both your iSpartan/UNCG email, and Canvas email)* Regular Internet access

*If you have trouble accessing your Canvas, iSpartan, or Genie accounts, contact 6-Tech.

Evaluation: Percentage/Grade Equivalents:

*Portfolio: 30% (SLOs 1-6) A+: 98%+ C+: 77-79%

Project 1: 10% (SLOs 1-6) A: 93-97% C: 73-76%

Project 2: 15% (SLOs 1-6) A-: 90-92% C-: 70-72%Project 3: 25% (SLOs 1-6) B+: 87-89% D+:

67-69%Peer Reviews: 10% (SLOs 1, 3-5) B: 83-86% D: 63-66%Discussion Posts/Responses: 10% (SLOs 1-5) B-: 80-82% D-:

60-62%

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*The portfolio includes a 4-6 page critical rationale, which is discussed at more length on pages 5-6 of this syllabus.

Per UNCG’s grading policy, you will receive a grade between A and F (including plusses or minuses). Your final course grade will be based on the following components that make up the work you will complete throughout the semester. UNCG defines grades thusly: A(excellent), B(good), C(average), D(lowest passing grade), F(failure). In adhering to this scale, you should understand that in getting a C at the end of the course, 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 a B indicate that you met and exceeded the course requirements. Please consult the UNCG Undergraduate Bulletin for more information: http://uncg.smartcatalogiq.com/en/2015-2016/Undergraduate-Bulletin/Academic-RegulationsPolicies/Grading/Grading-System-for-Undergraduates. 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. Final grades will be posted on Canvas by Friday, December 11. In order to receive a final grade, you must also complete the anonymous online course evaluation by December 1.

II. Course requirements:

Weekly Videos and Readings: In lieu of in-class lectures, I will post video clips and readings to cover essential concepts. 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 and readings will build across the semester and should help expand your future writing and thinking, and will help you generate ideas with which you can respond to the weekly discussion board post.

Writing: For this course you will be required to participate in a total of ten discussion board posts throughout the semester. These posts will address questions I pose to you, and I ask that you answer all these questions thoroughly and thoughtfully. You may also explore questions of your own in addition to answering the ones I have posed.After you have posted your own discussion, you will respond to someone else's post. Please refrain from responding to the same person each week—vary who you speak to. This will ensure that you have a chance to foster conversation with multiple people in the class, which can in turn foster an abundance of productive conversations between people with various viewpoints and ideas.

In addition to your discussion board posts, you will write 20-24 pages of polished (revised) prose, completed across three projects (each of which engages with outside

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resources, primary and/or secondary) and a critical rationale assignment. These projects vary in weight, but do count for the majority of your ENG 101 grade. These three projects also constitute your ENG 101 portfolio, which is a polished, revised document containing your best work for the semester. It is your ENG 101 capstone project, and is worth 30% of your total course grade.

All assignments focus on developing argumentative and/or analytical discourse using the principles of rhetoric, and employ peer review as part of the drafting and revising process. Note that I firmly believe in revising to make better writers, so we will be spending plenty of time drafting and discussing these drafts during peer review assignments. After submitting each project, you will also be asked to critically reflect on your inventing, arranging, and peer review processes. These reflective pieces will be important in helping you grow between each of the three projects, as well as for the portfolio. Below, you will find additional information about each of the three formal projects for the semester, as well as information about the critical rationale (a reflective piece included in your portfolio). Please note that the page length requirements listed in parentheses next to each assignment are simply the minimum; if you want to write more than that, please feel free—I always welcome more writing!

Project #1: Rhetorical Analysis of a Cult Leader (3-5 pages. Meets SLOs 1-5): For this assignment you will choose from a range of assigned speeches and thoroughly analyze how the rhetor uses rhetorical tools and strategies to convince his/her audience (both real and implied). You will also be required to conduct basic research in order to adequately describe and explain the context of the speech. You must formulate a solid argumentative thesis and structure your essay accordingly .You will be graded on your ability to recognize the rhetorical appeals, your clear articulation of the rhetor’s stylistic choices (organization, diction, expression, content, etc.) for his/her audience, your assessment of the speech, and your ability to follow your thesis and organize a sound rhetorical analysis with sophistication. The goal of this project is to recognize the rhetorical appeals and to introduce you to the process of conducting contextual research to better understand how a speech is a rhetorical situation.

Project #2: Comparative Rhetorical Analysis of Cult Leaders (6-8 pages. Meets SLOs 1-5):

For this assignment you will choose two to three visual (ads, photos, etc.) OR multimodal texts (website, video, PSA, etc.) created and disseminated by a social organization advocating a specific issue. You will then thoroughly analyze how the organization uses rhetorical tools and strategies in each to convince their audience(s). You will also be required to conduct brief minimal research to adequately describe and explain the context of the organization and how this affects their rhetorical situation. You will, in essence, compare the rhetorical choices of each text and evaluate the patterns you see the organization using to articulate their message. Your

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essay must be thesis-driven. You will be graded on your clear articulation of the organization’s stylistic and rhetorical choices, your assessment of each text in the given contexts, and your ability to make a claim and follow it while organizing your analysis with sophistication. The goal of this assignment is to recognize how rhetoric is remixed and presented to audiences in daily, real life situations, and to understand what rhetoric looks like when not on the written page.

Project #3: Argument-Based Research Paper (7-9 pages. Meets SLOs 1-5): For this argument paper you will engage at least six scholarly sources wherein each author treats your chosen topic. You will analyze how each author makes his/her argument, summarize his/her argument and rhetorical choices, then enter the debate by arguing your own position on the issue. For this paper, you are required to summarize, synthesize, paraphrase, and quote the authors in support of your point of view and also thoroughly address the opposing view without undercutting your own position. You will also be expected to critically read, analyze, incorporate, and critique these scholarly sources. You will be graded on your ability to enter the conversation, understand the context, support your position, address the opposing side, clearly state your thesis, and on the sophistication of your writing style and paper organization. Proper MLA citation will also be a contributing factor in your grade for this project.The goal of this assignment is to develop a rhetorical strategy and approach for persuading an audience, to conduct comprehensive research skills, and to demonstrate your mastery of sophisticated organizational and rhetorical strategies.

Critical Rationale (4-6 pages. Meets SLOs 5, 6):This essay prefaces your culminating portfolio for ENG 101. The critical rationale is an argument-based essay in which you analyze your writing processes and learning in regards to the student learning outcomes (SLOs) of ENG101. You will articulate the reasoning behind the choices you have made regarding your polished projects in order to demonstrate both your processes of learning and writing, and how they have developed and been impacted by the activities of the semester, including brainstorming and other informal writing exercises, drafting, and peer review workshops.The goal of this assignment is to reflect and discuss your writing process and approach, to recognize your own development as a writer, and to rationalize your rhetorical moves when creating and revising your portfolio. You will be writing post-project reflections after Projects 1-3, and these reflections will serve as fodder for your critical rationale. Please note that I will not assign a grade to any portfolio that does not have a critical rationale, meaning you will fail the portfolio—and the course—without it.

Writing Portfolio (20-24 pages. Meets SLOs 1-6):The culminating assignment for the course is a portfolio of your work worth 30% of your final course grade. In this portfolio, you will further revise Formal Projects 1-3, totaling at least 15 pages. The remaining pages of the 20 page minimum can be met with your critical rationale, which must be a

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minimum of 4 pages.The portfolio also includes previous drafts and revisions of the formal essays. Your portfolio may also include informal writing exercises—such as personal notes, peer review feedback, or discussion board posts—if you find them beneficial, relevant, and significant to your portfolio process. I encourage you to incorporate these components into your portfolio, as they typically make for a stronger portfolio. You can find a detailed portfolio checklist on the course Canvas site, under the “Modules” tab.Portfolios must be submitted electronically through our class Canvas site, or emailed to me at sfwilder@uncg.edu. Failure to submit a portfolio—and to do so on time—will result in automatic failure of ENG 101, regardless of previous grades on projects, discussion boards, etc.

Here is a more detailed explanation of the portfolio, and all its required components, from the College Writing Program:

Required Components of the Final Portfolio: 1. An electronic version of the final portfolio must be submitted via Canvas, or to

the instructor's UNCG email address. 2. A cover page with the student’s full name, section number, and the date of submission 3. A detailed table of contents that guides the reader(s) of the portfolio. 4. A critical rationale 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 rationale essay is not included in the 12-15 pages of polished prose required for the portfolio. However, the rationale essay is included in the 20-24 pages of polished prose required for the course. In addition, 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. Assignment sheets/handouts/guidelines for each formal essay included in the portfolio. 6. At least 12-15 pages of polished prose, distributed across 3 formal essay assignments. The assignments/prose has been substantially revised, beyond any prior course-based instructor assessments, upon inclusion in the portfolio. 7. The drafts, peer comments, and any earlier graded versions of one or more 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.

Essay/Assignment Format:

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Turn in all work in MLA format (1” margins, double-spaced, Times New Roman 12 pt. font, 8 ½” x 11” unlined white paper), with your last name and page number in the upper right-hand corner, and be sure to cite anything you do not come up with yourself. For a page to count as a full page, text must fill up at least ¾ of the page. Please do not email your work as a PDF; send as a Word, Open Access, etc.-compatible document on which I can mark up and provide feedback to you—save documents as .doc or .docx files. It is your responsibility to save files appropriately. Assignments must be submitted to sfwilder@uncg, or to my Canvas email.

Drafts of Essays (SLOs 2, 5): You will write, rewrite, and revise your essays en route to producing a final draft of each essay for your portfolio. All rough drafts are to be full drafts, meaning that if the project requires a minimum of say, 3 pages, then your rough draft should also be a minimum of 3 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 2 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 written for you, as I grade your peer reviews based on these responses, and your peers use that same information to revise their own work. If you fail to provide feedback to your review partners by the assigned deadline, the highest grade you can receive on a formal assignment (Projects 1-3) is a B.

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.

Conferences and Communication (SLOs 5,6): Near mid-semester, you will meet with me virtually to individually discuss your work during a mandatory conference. This is a time for you to reflect on your progress, set goals, discuss challenges, and begin to make decisions regarding the final writing portfolio. You will be asked to prepare for this conference by reviewing all materials

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that have been graded, responded to, or in any way assessed by me over the course of the semester up to this point. Missing a conference will be counted as an absence, as conferences are important for evaluating your progress in the course and planning for the remainder of it.

If you wish to meet with me at other times during the semester, please make use of my virtual office hours. You may also email me with questions at any time. I will answer your email within 48 hours if sent Monday-Friday, usually sooner; on weekends, it may be up to 72 hours before you receive a response. If I have not responded within these time frames, please resend your email.

Remember to maintain an appropriate tone in all school-related correspondence; this means including an appropriate subject line and your name in all emails. I will not respond to emails that do not include the sender’s first and last names, as I may not be able to discern the sender from their email address (i.e. a_johns2@uncg.edu). Also, please note that I will not discuss your grade at length with you via email; rather, you will need to schedule a virtual appointment to discuss any aspect of your grade. 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. Final Exam: Our final exam time is scheduled for Wednesday, December 9th, 9:00 am-12:00 pm. By this day and time, you will have already submitted all your coursework, so during this time I will send your portfolio back to you via email with feedback and your grade for this culminating project. I will also be available for virtual office hours if you wish to discuss your performance in this class. If you do not have any questions, concerns, or ideas you wish to discuss with me, you do not need to do anything during this time frame. Your total course grade will be available

III. 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

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university’s policy on academic integrity, review the guidelines and list of violations at http://academicintegrity.uncg.edu. I expect you to abide by the Academic Integrity Policy. Incidents of cheating and plagiarism are reported to the Dean of Students and sanctions are aligned with the policies at http://sa.uncg.edu/dean/academic-integrity/violation/plagiarism / .

If I have reason to believe you have not abided by the Academic Integrity Policy, I will meet you with outside of class 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.

Attendance and Participation: You are expected to virtually attend, and be prepared for, every scheduled assignment, discussion post, peer review, and conference. This means having read your assignments, watched the appropriate videos, and prepared and submitted any required written work. Because you have, in most cases, a full week to complete readings, watchings, and discussion board posts, I expect you to complete all of these assignments. I will only permit 2 absences for this class, which in the case of our online schedule will mean missing 2 responses to a peer’s discussion board post (which are always due on Fridays at 9 am EDT).

To be clear: You are allowed to miss responses to 2 peer discussion board posts with no penalty. Upon the third, you will lose a full letter grade from your total course grade at the end of the semester. Upon a fourth, you risk failing the course.

You are, by state law, allowed two excused absences due to religious holidays, which do not count toward your total allowed two absences (or, not completing responses to 2 of your peer’s discussion board posts). If you plan to miss class because of your faith, you must notify me in writing at least 48 hours in advance of your absence, and be prepared to provide documentation. See the following link for a fuller description of this policy: http://uncg.smartcatalogiq.com/en/2015-2016/Undergraduate-Bulletin/Academic-Regulations-Policies/Class-Attendance/Religious-Observance.

If you have extenuating circumstances such as a death in the family, chronic illness/injury requiring prolonged medical treatment, prolonged psychological issues, etc., then you should immediately contact the Dean of Students Office for advocacy (http://sa.uncg.edu/dean/). You can use that department email (deanofstudents@uncg.edu) and provide your name, your UNCG ID number, a telephone number that you can be reached, and a general description of why you would like to meet with a staff member. If your situation is urgent, you may opt for a walk-in appointment (Monday – Friday from 9:00 am to 4:00 pm), and the staff will connect you with the appropriate person as soon as possible. The Dean of Students office is located on the second floor of the Elliott University Center (EUC).

Late Work & Extensions: Assignments are due on the days and at the times indicated on the course schedule. You

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may always turn in work early, but I do not accept late work. Because this is an online class, Internet access is a must. If you experience lack of Internet service at your home or usual working venue (such as a workplace), it is your responsibility to find service. Keep in mind that UNCG's campus can facilitate you, as well as public libraries, and many coffee shops and fast food restaurants.

Let me reiterate, again: I do not accept late work. Extensions will only be granted in the most extenuating circumstances—typically only at the recommendation of the Dean of Students in the case of a death in the family, prolonged mental or physical health issue, natural disaster, etc.

Class Interactions: A supportive, constructive classroom environment will allow you to get the most from this class, so I am strict on “respect,” which means being fair to and mindful of your classmates.

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 completely unacceptable, and I have no tolerance for it. Just because you are behind a keyboard and screen does not give you license to mistreat and disrespect anyone—be it your instructor or your classmates. 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. Bottom line: be nice; be professional.

Although students with disciplinary problems tend to be few and far between at the college level, if behavioral disruptions persist within a single class meeting (or, for that matter, across multiple meetings), the student in question will be asked to leave the class with points deducted from his/her participation grade and will receive an absence for the day. 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, and it goes without saying that remaining in my class is a tacit acknowledgment of this right. Repeated infractions of any kind will be reported to the Dean of Students for disciplinary action.

Grades: I will email your project grades for final-for-now drafts (the drafts that will receive grades, but will still be further revised for the portfolio) along with feedback and suggestions for continuing revisions to your UNCG email account. However, if you want to discuss the specifics of your grade for any particular assignment, or for the course in general, contact me during regularly scheduled virtual office hours, or make an appointment to meet with me via Canvas chat or Skype at some other specified time. I will not discuss your grades in-depth with you through email, over the phone or fax, or in any other manner. Although I will not regularly be in my physical office on campus, I am willing to schedule face-to-face appointments as well if that is preferable for you.

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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.

IV. Student Resources:

Office of Accessibility Resources and Services: Students with documentation of special needs should arrange to see me about accommodations as soon as possible. If you believe you could benefit from such accommodations, you must first register with the Office of 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: (336) 334-5440; e-mail: oars@uncg.edu. You can also visit their website at http://ods.uncg.edu

The Student Success Center:The Tutoring and Academic Skills Programs of the Student Success Center have online sessions available. While they cannot guarantee online tutor availability, they do attempt to meet requests for online assistance. The request form for Student Success Center services can be found at http://success.uncg.edu/lac/service_request.htm

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

If you are on campus, you can drop in or schedule appointments in MHRA 3211. You may also schedule online writing consultations either by email (askthewc@uncg.edu), or by phone (336.334.3125). While you can always do an online “walk in” consultation (meaning not scheduling an online consultation in advance), the Writing Center’s online facilities are limited and are subject to availability of consultants—so making an appointment in advance is advisable.

For more information on the WC’s online offerings, visit http://uncg.edu/eng/writingcenter/online.phpSee the WC’s main website for additional information: www.uncg.edu/eng/writingcenter

Me:

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I am available to meet with you during my regularly scheduled virtual office hours to discuss your papers, grades, and/or concerns about the class. I highly encourage you to make use of this time—it’s a chance for me to get to know you as my student, and allows me to see how you’re understanding and relating to class material; it gives you the chance to receive clarification and additional support and guidance. You don't even necessarily need to ask questions or seek clarification to make use of this time—if you are really enjoying the material (or hating it!), please use this time to virtually drop by and talk about it. If you have additional resources you think would make an awesome addition to the course, please come talk to me about it!

If your schedule is not conducive with my virtual office hours, I am also available by appointment. Please email me at sfwilder@uncg.edu to request a meeting. Include possible meeting days and times, as well as what you would like to discuss. Please note that while I will make every effort to schedule an appointment with you, I may have other engagements that prevent me from meeting with you in the days immediately following you request.

*Final Note: Certain policies and sections of this syllabus are subject to change at my discretion. If I make any changes, I will notify you via Canvas and/or UNCG email. Keep the entirety of this syllabus handy and refer to it often.

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ENGLISH 101-50 Schedule for Fall 2015

*This schedule is subject to change at the instructor's discretion. You will be notified via Canvas and/or UNCG email if any changes occur.

**All assignments are due by specified time (top of columns) on the day listed, except for Week 1. All times are Eastern Daylight Time (EDT).

***Rhetorical Approaches to College Writing will appear as RACW on the course schedule. They Say/I Say will appear as TS/IS. These readings, as well as any others denoted with quote marks or italics, can be found on the course Canvas site under the “Pages” tab.

Date and Content Overview of Content Readings(Always due on Wednesdays by 9 am EDT, except Week 1 and Week 8)

Discussion Board Posts(Always due on Wednesdays by 9 am

EDT, except Week 1) & Responses to Peers' Posts (Always due on Fridays by 9 am EDT, except Week 1)

Assignments & Projects (Always due by 5 pm EDT)

Unit 1: Intro to Writing, Rhetoric, & CultsSLOs: 1, 2, 3, 5, 6

Week 1

Learning about the course content, expectations, semester schedule; Intro to rhetoric

Wed, 19 Aug *Normally, readings & videos, as well as discussion board posts, will need to have been read, watched, and posted by 9 am on Wednesdays. For this first week, these assignments will instead be due on Sunday, the 23rd. Responses to peers' posts will be due on Tuesday this time only. See below for details.

Fri, 21 Aug -Last day to change course(s) or section(s) without special permission-Last Day to withdraw for tuition & fees refund

Sun, 23 Aug -Video 1 -RACW pgs. 3-12, 13-16, 25-33-TS/IS pgs. 1-14-“Writing and Responding to Discussion Board Posts”-Video 2

Discussion Board Post #1 (due by 9 pm this week only)

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Date and Content Overview of Content Readings(Always due on Wednesdays by 9 am EDT, except Week 1 and Week 8)

Discussion Board Posts(Always due on Wednesdays by 9 am

EDT, except Week 1) & Responses to Peers' Posts (Always due on Fridays by 9 am EDT, except Week 1)

Assignments & Projects (Always due by 5 pm EDT)

*All due by 9 pm

Week 2 The Manson Family; Academic Genres, Thesis Statements, & Interpreting Assignment Sheets

Wed, 26 Aug -RACW pgs. 17-24; 77-80; 113-117; 171-174-Videos 3, 4, & 5

Discussion Board Post #2 due by 9 am

Fri, 28 Aug Response to Peer's Post by 9 am

Week 3The People’s Temple; Rhetorical Analyses, and Summaries, Paraphrases, & Quotes

Wed, 2 Sept -“Shitty First Drafts”-RACW 134-140; 175-183-TS/IS pgs. 30-40-NFG pgs. 367-375-Videos 6, 7, & 8

Discussion Board Post #3 by 9 am

Fri, 4 Sept Response to Peer's Post by 9 amSat, 5 Sept Rough Draft of Project 1

Due to Instructor and Classmates by 5 pm

Week 4 Peer Review, Revision, & Working with Feedback

Mon, 7 Sept Labor Day—no classes Wed, 9 Sept -RACW pgs. 106-109; 184-

188; 189-192-NFG pgs. 269-281-Video 9

Peer Review Due to Instructor and Classmates by 5 pm

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Date and Content Overview of Content Readings(Always due on Wednesdays by 9 am EDT, except Week 1 and Week 8)

Discussion Board Posts(Always due on Wednesdays by 9 am

EDT, except Week 1) & Responses to Peers' Posts (Always due on Fridays by 9 am EDT, except Week 1)

Assignments & Projects (Always due by 5 pm EDT)

Sun, 13 Sept Project 1 Due by 5 pm

Unit 2: Critically Comparing CultsSLOs: 1, 2, 3, 4, 5, 6

Week 5The Branch Davidians; Working with Multiple Sources, Comparisons

Wed, 16 Sept -RACW pgs. 148-153-TS/IS pgs. 92-100-Videos 10, 11, & 12

Discussion Board Post #4 by 9 am

Reflection of Project 1 Due by 5 pm

Fri, 18 Sept Response to Peer's Post by 9 am

Week 6 Heaven’s Gate; OrganizationWed, 23 Sept -RACW pgs. 34-41; 81-85

-NFG 251-54-Videos 13, 14, & 15

Discussion Board Post #5 by 9 am

Fri, 25 Sept Response to Peer's Post by 9 am

Week 7

Comparing Cult Leaders; Summaries, Paraphrases, & Quotes, cont., Citations

Wed, 30 Sept -RACW pgs. 42-48-NFG pgs. 457-474-Video 16

Discussion Board Post #6 by 9 am

Fri, 2 Oct Response to Peer's Post by 9 am

Week 8 ConferencingMon, 5 Oct -RACW pgs. 193-195

-Individual Conferences (by appt.)

Rough Draft of Project 2 Due by 5 pm

Tues, Oct 6 – Wed, 7 Oct -Individual Conferences (by appt.)

Rice ENG 101.50 16

Date and Content Overview of Content Readings(Always due on Wednesdays by 9 am EDT, except Week 1 and Week 8)

Discussion Board Posts(Always due on Wednesdays by 9 am

EDT, except Week 1) & Responses to Peers' Posts (Always due on Fridays by 9 am EDT, except Week 1)

Assignments & Projects (Always due by 5 pm EDT)

Fri, 9 Oct Last day to withdraw without incurring a WF grade

Peer Review Feedback Due by 5 pm

Week 9 Polishing Project 2Mon & Tues, 12-13 Oct Fall Break—No ClassesWed, 14 Oct Project 2 Due by 5 pm

Unit 3: Reflective Research and Future Cult ProjectionsSLOs 1, 2, 3, 4, 5

Week 10 Synthesizing and Conducting Research

Wed, 21 Oct -RACW pgs. 57-64; 65-68; 69-76; 118-122; 123-133-Video 17

Discussion Board Post #7 by 9 am

Reflection of Project 2 Due by 5 pm

Fri, 23 Oct Response to Peer's Post by 9 am

Week 11 Working with Evidence & Context, Writing with Style

Wed, 28 Oct -RACW pgs. 86-91; 92-98; 141-147; 154-168-Video 18

Discussion Board Post #8 by 9 am

Fri, 30 Oct Response to Peer's Post by 9 am

Week 12Style, cont., Reviewing Source Evaluations and Citation Practices

Wed, 4 Nov -“How to Write with Style”-NFG 453-456; 475-479-Video 19

Discussion Board Post #9 by 9 am

Rough Draft of Project 3 Due by 5 pm

Rice ENG 101.50 17

Date and Content Overview of Content Readings(Always due on Wednesdays by 9 am EDT, except Week 1 and Week 8)

Discussion Board Posts(Always due on Wednesdays by 9 am

EDT, except Week 1) & Responses to Peers' Posts (Always due on Fridays by 9 am EDT, except Week 1)

Assignments & Projects (Always due by 5 pm EDT)

Fri, 6 Nov Response to Peer's Post by 9 am Peer Review Due by 5 pm

Week 13 Polishing Project 3Wednesday, 10 Nov Project 3 Due by 5 pm

Unit 4: Cultivating the Portfolio SLOs 1, 2, 3, 4, 5, 6

Week 14 Writing the Critical Rationale; Portfolio Revising

Wed, 18 Nov -RACW pgs. 49-53-NFG pgs. 219-221-Reread your own Discussion Board Post #1 & Instructor’s Response to it-Video 20

Discussion Board Post #10 by 9 am

Reflection of Project 3 Due by 5 pm

Fri, 20 Nov Response to Peer's Post by 9 am Draft of Critical Rationale Due by 5 pm

Week 15 Revising, cont.

Wed, 25 Nov—Fri, 27 Nov Thanksgiving Break—No Classes

Week 16 Concluding & Celebrating!Mon, 30 Nov Portfolio Due by 5 pm

Tues, 1 DecAnonymous Course Evaluation Due by 5 pm

Rice ENG 101.50 18

Date and Content Overview of Content Readings(Always due on Wednesdays by 9 am EDT, except Week 1 and Week 8)

Discussion Board Posts(Always due on Wednesdays by 9 am

EDT, except Week 1) & Responses to Peers' Posts (Always due on Fridays by 9 am EDT, except Week 1)

Assignments & Projects (Always due by 5 pm EDT)

Week 17 Grade Submissions & Final Office Hours

Wed, 9 Dec Instructor available for conferencing 9 am – 12 noon, or by appt.

Fri, 11 Dec Final Course Grades posted to Genie and Canvas by 12 noon