bkmille7@uncg.edu Miller ENG 101-31ENG 101-31: College Writing I: Fall 2016

Professor Miller: Email: bkmille7@uncg.eduBryan Building 121: MWF 1:00-1:50

Office Hours: MW 2:00-3:00 or email for mutually convenient appointmentOffice location: MHRA (Humanities Building) 3210 H: Mailbox location: MHRA 3317

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).

Course Description/Overview: Our course this semester will be focused on learning the discipline of academic writing, paying particular attention to two components: writing/revision as a process and the art of writing as an act of conversation, both of which you will find necessary skills throughout the rest of your time in college. Additionally, the skills we practice in understanding rhetoric will help you to be more persuasive in your career. Since we are learning the craft of writing this semester, the topics we write about will be ones of your own choosing. Our first assignment will deal with an analysis of a song within a social context; our second assignment will allow you to explore, synthesize, and examine a visual argument (film, documentary, advertisement, website, video game, etc.); and our third assignment will allow you to argumentatively respond to an artistic argument. We will also work extensively with self-reflection on your own writing and writing process over the course of the semester to help you to increase awareness of your growth as a writer as well as to build confidence in written self-expression.

Required Text:Blevins, S. Brenta, et al., editors. Rhetorical Approaches to College Writing. Macmillan Learning

Curriculum Solutions, 2017. ISBN: 978-0-7380-8249-3

University Policies

Academic Integrity:Academic Integrity Policy: “Academic integrity is founded upon and encompasses the following five values: honesty, trust, fairness, respect, and responsibility. Violations include, for example, cheating, plagiarism, misuse of academic resources, falsification, and facilitating academic dishonesty. If knowledge is to be gained and properly evaluated, it must be pursued under conditions free from dishonesty. Deceit and misrepresentations are incompatible with the fundamental activity of this academic institution and shall not be tolerated” (from UNCG’s Academic Integrity Policy). To ensure that you understand the university’s policy on academic integrity, review the guidelines and list of violations at http://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

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bkmille7@uncg.edu Miller ENG 101-31are aligned with the policies at http://sa.uncg.edu/dean/academic-integrity/violation/plagiarism/In addition, you must always properly document any use of another’s words, ideas, images, or research both in the text and in a Works Cited/Bibliography according to the rules of MLA Style, 8th edition. Failure to properly document is a form of plagiarism. In the first occurrence, the student will rewrite the paper and be subject to the late policy (minus one letter grade for the first twenty-four hours after meeting with me to discuss the paper, minus two letter grades for the second twenty-four hours after meeting with me, and a zero on the assignment if it is not resubmitted within forty-eight hours of our conversation). Submitting, as one’s own, work done or copied from another, including work done by a fellow student, work done by a previous student, or work done by anyone other than the student responsible for the assignment (this includes essay-writing services as well as translating someone else’s work as one’s own) will result in a zero (F) for the assignment regardless of the percentage of the representation on a first offense. For a second offense, at the instructor’s discretion, the student will face either expulsion from the class with an F for the semester or a recommendation for expulsion from the university.

Behavior Policy: Respect 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 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

Department/Course Policies

Attendance Policy: Attendance Policy for Writing Courses (ENG 101, 101N, 102, 103, 230): Students in MWF classes are allowed a maximum of three absences without a grade penalty, defined in this course as a loss of half a letter grade for each additional absence above three to be taken from the student’s average at the end of the term. Students who miss six classes on a MWF schedule will fail the course. This attendance policy does not differentiate between "excused" and "unexcused" absences; thus, it is the student's responsibility to plan for absences within the policy concerning program field trips, athletic events, work-related absences, advising sessions, minor illnesses, family and/or friend events, etc. For this English course, the College Writing Program’s attendance policy supersedes any other. Note: this absence policy includes absences for students failing to come to workshop prepared and for disruptive behavior.Attendance at each scheduled conference with the professor is included in this maximum allowance. The final exam period is an optional opportunity to meet with the professor; attendance is not mandatory.On peer review days, students will be asked to bring in a copy of their essay to work with their partner or group (either electronic or printed - do not solely bring in a jump drive and expect to receive credit for your draft). Failure to do so will result in an absence for the day. 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

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bkmille7@uncg.edu Miller ENG 101-31miss class due to a religious holiday, he or she must notify me in writing at the beginning of the semester, specifying which days the student will need to be absent.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).

Understanding Grading, Grade Distribution, and Assignments:Evaluation Method for Final Grade: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.

Assignment Descriptions:Daily writing - At the beginning of class each day, students will answer questions on the assigned reading or complete a brainstorming activity. In order to receive credit, students must correctly answer questions from the reading to demonstrate that they have not only completed and comprehended it, but more importantly to demonstrate critical reading and analysis of each text.Homework - Any homework assignments will be listed on the syllabus or included in lecture and posted in Canvas. These assignments will normally include stages of the writing process, such as thesis brainstorming or drafting preparation. Self-editing workshops - Before each peer review and draft submission, students will complete a guided revision of their own paper to be submitted via Dropbox on Canvas. Students will make use of the track changes function of their word processor as well as comments in order to make their revisions plain. This process ensures one of the foundational beliefs of our course - that writing is a process of thought and needs time. Students cannot submit a zero draft (the very first draft of an essay) and expect to receive credit. Peer Review: Twice per unit, students will bring in a copy of their draft (either paper or electronic) and go through a guided review process with their writing group. This aspect of the process stresses global revision as well as helps students learn to critically read and examine their own work as well as that of others. Students who do not come with a draft to peer review will be marked absent for the day and asked to leave for the class period. Peer review will be graded based off of student effort and participation. Rough Draft: Students will be asked to turn in a full-length draft to the professor on specified dates in each unit throughout the semester. The student will ask for guidance/revision/editing ideas on one of two aspects in the essay, determined by our reflective writing work throughout the semester and where the student would like to grow in his or her own writing. The professor may also offer the student additional guidance in the revision process of the essay; sometimes it’s difficult for us to know what our own writing most needs versus what we have been told that we struggle with in the past. Rough drafts will be graded based off of student effort and an adjusted rubric privileging ideas and global revision.

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bkmille7@uncg.edu Miller ENG 101-31Draft Two: Because each paper will have a revision assignment as well as become part of the final portfolio, the “final draft” of each unit will be referred to as draft two in the grading scale and as paper one, paper two, and paper three respectively on the course schedule. Each paper will follow the English 101 Portfolio grading rubric, edited for the particular paper and accompanied by the assignment sheet for each unit. Conferences: There are three required conferences in the course of the semester where you will meet with me one-on-one in my office in lieu of a class lecture. We will discuss the importance of conferencing in class, but before the conference, each student will email me the outline of what he or she would like to cover in the 10-15 minute period. Failure to attend a scheduled conference will result in two absences regardless of the number of absences accrued thus far in the course. Self-Reflection: After completing each paper, students will complete a guided self-reflection activity to examine how they have grown as writers. These will greatly assist with the critical rationale assignment at the end of the semester. Revision Activity: After receiving comments on draft two, students will complete a guided revision activity on the essay to further writing and re-writing skills as well as progress towards the final portfolio.Students must keep all materials throughout the entirety of the course in order to complete the final portfolio.

Student Learning Goals: 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.Each unit will employ all six SLOs, but the particular focuses will build on one another, as outlined below.

Grading Breakdown:Units 1, 2, and 3 will utilize the following grading breakdown:

Part One: Daily writing, in-class activities, and homework (10%)Part Two: Self-Editing Workshops [2] (10%)Part Three: Peer Review [2] (10%)Part Four: Rough Draft (10%)Part Five: Draft Two of Rhetorical Analysis (50%)Part Six: Conference outline and participation, self-reflection, and revision activity

(10%)

Unit One: Rhetorical Analysis of a Song (4-6 pages) - 15% of final grade Special emphasis on SLOs 1 and 3

Unit Two: Explication of a Visual Argument (6-8 pages) - 20% of final gradeSpecial emphasis on SLOs 2 and 4

Unit Three: Argumentative Response to an Artistic Argument (2 page proposal; 6-8 pages) - 25% of final grade

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bkmille7@uncg.edu Miller ENG 101-31Special emphasis on SLOs 4 and 5

Unit Four: Final Portfolio and Critical Rationale (12-15 pages of revised prose from 2-3 formal assignments and a 4-6 page critical rationale) - 40% of final grade

Special emphasis on SLOs 5 and 6

The final portfolio is a required common assignment across all sections of English 101 in all academic sessions (Fall, Spring, Summer).

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).

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.

A. 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 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 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. 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 demonstrate multiple revisions and peer comments. 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. B. Optional Elements of the Final Portfolio: Upon consultation with the course instructor, a student may elect to 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.

English 101: College Writing IUniversity of North Carolina at Greensboro

Final Portfolio Grading RubricPage 5 of 14

bkmille7@uncg.edu Miller ENG 101-31(Effective Fall 2014)

“ 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 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 Contain stylistically effective prose throughout 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 effective prose 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 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 Contain significant errors and/or patterns of error that impede meaning

Email Policy: I keep business hours with my email (M-F 8am-5pm) and will make every effort to respond to your message within twenty-four hours on weekdays. If I have not replied to your message after twenty-four hours, then please re-send the message. This excludes emails about grades on assignments (please see 24-hour rule below) and about the number of absences. For either of these conversations and other special concerns, please come to my office hours or email me for a convenient appointment time.

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bkmille7@uncg.edu Miller ENG 101-31All emails should include a greeting, proper grammar and syntax, formal language, and your name. As this is a writing course, it’s important that you practice this formality with me to be prepared for professional communication in the future. Rude, inappropriate, or informal emails will not receive a response. If you are emailing that you will be absent, please look at the course schedule for the day prior to sending your email. Do not email and ask what we will be doing in class that day. Instead, make note in your email that you have reviewed and will keep up with the syllabus and consider emailing a classmate for lecture notes and in-class activities. 24-hour rule: Receiving comments and grades on writing is emotional and can, occasionally, be upsetting, particularly when growth is the focus. Therefore, I ask that you wait 24-hours before asking or emailing me about assignments. This practice allows you to review your own work more objectively, and then you are more than welcome to respectfully approach me about questions and concerns. It will be most efficient for the two of us to have a meeting in my office, so please let me know that you will be coming to my office hours, and I will be prepared to alleviate your concerns to the best of my ability. Again, if my office hours do not fit into your schedule, please email me to set up a different appointment time.Assignment Submission: All projects will be submitted electronically to the drop boxes on the course Canvas page at 1:00pm on the syllabus turn-in date unless otherwise specified. Please name your file as follows; Last name First initial, Underscore, Assignment, Unit Number (Ex. MillerB_RoughDraft1). I would suggest that you create a folder either in OneDrive or on your hard drive for the semester as well as for the course so that you can keep all of your work organized. Late Work Policy: A paper turned in during the first 24-hours after 2:00 on the day specified will receive a full letter grade deduction. [Note the class time grace period for a reminder and for small, last-minute questions.] Papers turned in 24-48-hours after the deadline will receive a two letter grade deduction. There is no make-up for missed workshops, conferences, or homework assignments. Late rough drafts will not be accepted and no credit will be given. Additional note: As practically all of our coursework and assignments will be electronic, please be sure to back up your data frequently in the event of a computer crash of some kind. Exceptions will not be made for faulty electronics.Electronics Policy: As twenty-first century scholars, we must be aware of both the opportunities and the temptations that electronics present. If you would like to take notes on a laptop or tablet during class, please sit towards the back of the room so your screen does not prove to be a distraction to others, and email me your notes on each lecture at the end of each class period (bkmille7@uncg.edu). Any student who uses a laptop or tablet for any activity not relevant to this course during class time or who fails to email their notes within 5 minutes of the close of class will not be allowed to use a laptop in class again. To be perfectly clear: one violation means no electronics use for the remainder of the semester except on drafting or workshop days.There are a few scheduled in-class workdays and peer review workshop days scheduled throughout the semester. There will also be occasional opportunities to begin drafting during class time. In these instances, students are encouraged to use electronics if they aid the writing process. There will be practically no need for cell phone use in class. Cell phones should be put away and on silent (no vibrate) at all times during class unless specifically requested otherwise by the professor. If you are expecting an important phone call, please notify me at the beginning of class for special accommodations and sit near the door so your call may be taken outside the room.I reserve the right to restrict entirely the usage of electronics in class if they prove to be too much of a distraction.*Any student with a special need for the use of electronics should see me with proper documentation at the beginning of the semester and we will work out accommodations.

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bkmille7@uncg.edu Miller ENG 101-31Student Assistance:Dean of Students Office: “If you need to speak with a staff member in the Dean of Students Office, you can make an appointment by contacting Allen Rogers, Student Services Manager, at 336-334-5514 or via email at allen_rogers@uncg.edu. You will need to provide your name, your UNCG ID number, a good telephone number that you can be reached, and a general description of why you would like to meet. If you feel your situation is urgent, please feel free to walk-in and we will connect you with a staff member as soon as possible.”Counseling Center: College is a very stressful time, and I take students’ mental health very seriously. There are many options available to you for help, like the Counseling Center; “The Counseling Center provides a wide range of counseling and psychological services to currently enrolled UNCG students. The services may include: short term individual counseling, group therapy, crisis intervention, psychiatric services, consultation, and outreach activities. Our goal is to support and challenge students’ development in ways that enable them to take advantage of the personal, professional, and educational opportunities at UNCG….We are committed to meeting the needs of people of diverse racial, ethnic, and national backgrounds, gender, sexual/affectational orientations, mental and physical abilities, religious/spiritual beliefs, and socioeconomic backgrounds as well as other types of diversity.” Please see the Counseling Center’s webpage for how to make an appointment. “If you or someone you know is experiencing a crisis, call 336-334-5847” or “contact the UNCG police at their 24-hour number, 336-334-4444.” Also, the National Suicide Prevention Hotline is available twenty-four hours per day 1-800-273-TALK (8255).The Office of Accessibility Resources: 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 (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: oars@uncg.edu.Campus Police: Emergency: 336-334-4444

Non-emergency: 336-334-5963

Veterans Service Center: “Assistance is available to all veteran, active duty servicemember, and military-affiliated or dependent students through the Veterans Resource Center and other resources on campus.” veterans@uncg.edu

The Multiliteracy Centers: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.

*You can take advantage of the Online Writing Center to work with a consultant on work is a maximum of five pages in length. You can access this service by using Meebo Chat on the Writing Center’s website or by messaging uncgaskthewc@gmail.com through your iSpartan account.

https://writingcenter.uncg.edu/Digital ACT Studio: The Digital ACT Studio consultants act as a trained, engaged audience, providing feedback on slide presentations, video projects, podcasts, digital photography, websites, and blogs by offering collaborative, dialog-based consultationsThe Digital ACT Studio is located in the lower level of Jackson Library, within the Digital Media Commons. Walk in or schedule appointments; see the website for information on scheduling appointments http://digitalactstudio.uncg.edu/

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bkmille7@uncg.edu Miller ENG 101-31The Speaking Center: The University Speaking Center supports UNCG students, staff, faculty, and community members of Greensboro in their ongoing process of becoming more confident and competent oral communicators through instruction, collaborative consultation, and feedback. This center has a two day policy - those seeking to utilize our consultation services need to arrange for their appointment to take place not closer than two days before their final presentation. The Center is located in 3211 MHRA. https://speakingcenter.uncg.edu/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.

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bkmille7@uncg.edu Miller ENG 101-31Course Schedule

Additions and changes to the schedule are at the discretion of the instructor, and you will be notified via Canvas and class of those adjustments when they happen.

Week One Read Before Class Turn In In Class

Monday, August 22 read through syllabus and complete syllabus quiz on Canvas; Rhetorical Approaches to College Writing (RACW) Ch. 1 (p. 3-17) (pdf on Canvas if you do not yet have your book)

syllabus quiz on Canvas writing in college lecture, getting to know one another, assign self-reflection paragraphs

Wednesday, August 24

RACW Ch. 22 (p. 169-174); RACW Ch. 2 and 3 (p. 18-35); Peter Elbow selection (pdf on Canvas)

self-reflection paragraphs

collegiate writing as a conversation; writing as a process; assign essay one

Friday, August 26 RACW Ch. 23 (p. 175-183); Donald Murray selection (pdf on Canvas)

choose which song you would like to write about for essay one, answer questions - bring to class rather than turn in

small group discussion of song, ethos, logos, pathos

Week Two Read Before Class Turn In In Class

Monday, August 29 RACW Ch. 4 (p. 36-42); RACW Ch. 8 and 9 (p. 67-76)

self-review of paper one outline, bring thesis statement to class

paper one thesis statement workshop; global editing

Wednesday, August 31

RACW Ch. 5 (43-49); RACW Ch. 10 and 11 (77-87); “Shitty First Drafts” (pdf on Canvas)

bring draft of paper one to class

paper one workshop and in-class workday

Friday, September 2 Peter Elbow selection (pdf on Canvas); RACW Ch. 12 (88-94); RACW Ch. 18 (p. 135-141)

turn in rough draft of paper one

music as a response to social context; responding to commonly-held beliefs

Week Three Read Before Class Turn In In Class

Monday, September 5 no class - Labor Day

Wednesday, September 7

RACW Ch. 24 (p. 184-188); RACW Ch. 21 (154-166)

self-review of paper one peer review of paper one

Friday, September 9 RACW Ch. 13 (p. 95-101); RACW Ch. 19 (142-148)

MLA citation; paragraph-level editing

Unit OneUnit Two

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bkmille7@uncg.edu Miller ENG 101-31Week Four Read Before Class Turn In In Class

Monday, September 12 RACW Ch. 25 (p. 189-194); Mortimer J. Adler “How to Mark a Book” (pdf on Canvas); Simon Sinek “How Great Leaders Inspire Action” (ted.com)

turn in paper one assign paper two

Wednesday, September 14

RACW Ch. 16 (p. 119-123); RACW Ch. 26 (p. 195-197); RACW Ch. 28 (p. 207-214)

reflection on paper one and writing process

student conferencing preparation and brainstorming; library day preparation

Friday, September 16 RACW Ch. 17 (p. 124-134)

student conference outline and questions; bring research brainstorming and questions to the library

library research day

Week Five Read Before Class Turn In In Class

Monday, September 19 student conferences

Wednesday, September 21

RACW Ch. 15 (p. 109-116)

paper one revision exercise and reflection

student conferences

Friday, September 23 RACW Ch. 30 (p. 227-232)

self-review of paper two peer review of paper two

Week Six Read Before Class Turn In In Class

Monday, September 26 RACW Ch. 20 (p. 149-153); RACW Ch. 29 (p. 215-226)

turn in rough draft of paper two

Wednesday, September 28

Juno Diaz selection from This is How You Lose Her (pdf on Canvas)

Friday, September 30 Caitlin Moran essay selection; “How We All Lose” Roxane Gay (pdf on Canvas)

Week Seven Read Before Class Turn In In Class

Monday, October 3 “Finding Your Way In: Invention as Inquiry Based Learning in First Year Writing” (pdf on Canvas)

self-review of paper two peer review of paper two

Wednesday, October 5 Lemonade essay selections (pdf on

essay summaries synthesis group activities; summary peer

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bkmille7@uncg.edu Miller ENG 101-31Week Four Read Before Class Turn In In Class

Canvas) review

Friday, October 7 Ken Robinson “Do Schools Kill Creativity?” (ted.com)

turn in paper two assign paper three

Unit ThreeWeek Eight Read Before Class Turn In In Class

Monday, October 10 “How to Read Like a Writer” (pdf on Canvas)

student conference outline and questions

Wednesday, October 12

reflection on writing process and paper two

student conferences

Friday, October 14 self-review of paper three

student conferences

Week Nine Read Before Class Turn In In Class

Monday, October 17 no class, fall break

Wednesday, October 19

“The Ones Who Walk Away from Omelas” Margaret Atwood “Happy Endings” (pdf on Canvas)

turn in rough draft of paper three; paper two revision exercise and reflection

Friday, October 21 “Leaving Omelas: Questions of Faith and Understanding” (pdf on Canvas)

Week Ten Read Before Class Turn In In Class

Monday, October 24 “Reading Games: Strategies for Reading Scholarly Sources” (pdf on Canvas)

self-review of paper three

peer review paper three

Wednesday, October 26

“Brownies” (pdf on Canvas)

Friday, October 28 RACW Ch. 6 (p. 50-56) turn in paper three assign critical rationale and portfolio

Unit FourWeek Eleven Read Before Class Turn In In Class

Monday, October 31 David Mitchell selection (pdf on Canvas)

reflection on writing process and paper three

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bkmille7@uncg.edu Miller ENG 101-31Week Eleven Read Before Class Turn In In Class

Wednesday, November 2

“Reflective Writing and the Revision Process: What Were You Thinking?” (pdf on Canvas)

Friday, November 4 no class, I’ll be at SAMLA

self-review checklist on Canvas to be turned in to Dropbox over the weekend

Week Twelve Read Before Class Turn In In Class

Monday, November 7 turn in rough draft of critical rationale

portfolio in-class workday

Wednesday, November 9

emailed peer review of a revised essay for the portfolio - peer’s choice

student conferences

Friday, November 11 emailed peer review of a revised essay for the portfolio - peer’s choice

student conferences

Week Thirteen Read Before Class Turn In In Class

Monday, November 14 emailed peer review of a revised essay for the portfolio - peer’s choice

student conferences

Wednesday, November 16

self-review of critical rationale; paper three revision exercise and reflection

critical rationale peer review

Friday, November 18 portfolio in-class workday

Week Fourteen Read Before Class Turn In In Class

Monday, November 21 RACW Ch. 14 (p. 102-108)

portfolio in-class workday

Wednesday, November 23

no class, Happy Thanksgiving!

Friday, November 25 no class, Happy Thanksgiving!

Week Fifteen Read Before Class Turn In In Class

Monday, November 28 turn in final portfolio informal in-class presentations

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bkmille7@uncg.edu Miller ENG 101-31Week Eleven Read Before Class Turn In In Class

Wednesday, November 30

informal in-class presentations

Friday, December 2 informal in-class presentations

Week Sixteen Read Before Class Turn In In Class

Monday, December 5 informal in-class presentations

FINAL EXAM: Wednesday, December 7 3:30-5:30 PM

optional student conference period - please come by my office if you have any questions or concerns about your portfolio before final grades are posted on December 9th

Subject to change at instructor’s discretion.

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