Department of English
100-level Composition Courses
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101 - English Composition I
All 101 sections meet General Education Core
Requirements for Reasoning and Discourse (GRD) and AULER/CLER (RD/CRD)
101-01 MWF 8:00-8:50 - R. Bowman
101-02 MWF 8:00-8:50 - C. Tobin
101-03 MWF 8:00-8:50 - S. Smits
101-04 MWF 8:00-8:50 - A. Whiteside
101-05 MWF 9:00-9:50 - G. Lim
English 101 is UNCG's first-semester writing course. We will read and write about a range of short texts over the course of the semester. The weekly readings are structured around three broad themes: education, immigration, and work. Thus, the first group of readings invite you to think about your own education as you begin college, as well as how broader historical, social, and political factors influence the state of education in America. We will end the first section of the course by reading Richard Rodriguez's Hunger of Memory, a biography that accounts for his own growth as an intellectual. Next, we will turn to Enrique's Journey, Sonia Nazario's account of one immigrant's journey to the U.S. Finally, after being involved in the academic work of reading and writing, we will turn to articles that invite us to consider how writers and thinkers have theorized the nature of work and its social significance. We will also read and respond to writing about social class, manual labor, and marginal professions in this section of the course. Throughout the course, we will analyze and evaluate texts, and explore how writing techniques are employed in arguments about education, work, and immigration. In the process we will also explore how our understandings and experiences of education, immigration, and work are themselves shaped by writing. You will also learn how to apply some of those techniques to your own writing as you work on conveying your opinions, viewpoints, and ideas about these issues in cogent and eloquent essays.
101-06 MWF 9:00-9:50 - S. Blades
101-07 MWF 9:00-9:50 - D. Phillips
101-08 MWF 9:00-9:50 - C. Tobin
101-09 MWF 10:00-10:50 - C. Guy McAlpin
101-10 MWF 10:00-10:50 - C. Williams
101-11 MWF 10:00-10:50 - D. Kuykendal
101-12 MWF 10:00-10:50 - A. Whiteside
101-13 MWF 11:00-11:50 - C. Tobin
101-14 MWF 11:00-11:50 - D. Kuykendal
101-15 MWF 11:00-11:50 - C. Dickens
101-16 MWF 11:00-11:50 - S. Wolf
101-17 MWF 12:00-12:50 - A. Whiteside
101-18 MWF 12:00-12:50 - A. Meredith
101-19 MWF 12:00-12:50 - J. McCormick
101-20 MWF 12:00-12:50 - D. Bufter
101-21 MWF 12:00-12:50 - D. Phillips
101-22 MWF 13:00-13:50 - D. Phillips
101-23 MWF 13:00-13:50 - D. Kuykendal
101-24 MWF 13:00-13:50 - J. Martin
101-25 MW 14:00-15:15 - C. Wooten
101-26 MW 14:00-15:15 - R. Patterson
101-27 TR 8:00-9:15 - M. Mullins
This class will investigate what writing is, what is important about writing, and what it means to write well. Students will compose three major essays that they will then weave into a coherent project for the final portfolio. We will read and write extensively. Grades will be assigned based on the final portfolio, individual essay drafts, and participation in our classroom community.
101-28 TR 8:00-9:15 - S. Sparks
101-29 TR 9:30-10:45 - J. George
101-30 TR 9:30-10:45 - Z. Laminack
101-31 TR 12:30-13:45 - D. Burns
101-32 TR 12:30-13:45 - A. Pisano
101-33 TR 14:00-15:15 - B. Ray
101-34 TR 14:00-15:15 - J. Cooke
101-35 TR 14:00-15:15 - D. Hall
101N-01 MW 14:00-15:15 - A. Hartwiger
101N-02 TR 14:00-15:15 - E. Houlihan
102 - English Composition
All 102 sections meet General Education Core Requirements for Reasoning and Discourse (GRD) and AULER/CLER (RD/CRD). All 102 sections are Speaking Intensive
102-01SI MWF 8:00-8:50 - J. Craft
This course is designed to strengthen and encourage your writing and speaking skills, and to provide a forum in which you learn by articulating your ideas and listening to your peers’ ideas in turn. The texts we’re using all reconfigure reality in some way, or ask us to understand reality in ways we’ve never considered before. By engaging with these texts, you’ll learn how to talk about ideas you don’t fully understand, and how to make those conversations productive and significant. Some questions we’ll ask: What is love in a two-dimensional world? How do you plan dinner when time itself stops working? How does the text teach us to read the new reality it creates? And why should we care? You’ll write three formal papers, as well as a variety of shorter, informal assignments; you’ll also give one individual presentation, lead a discussion with a peer group, and give a group presentation, in addition to participating actively in directed class discussions.
102-02SI MWF 8:00-8:50 - G. Lester
You remember the hoary old cliché: the only things you can be sure of in life are death and taxes. This course will attempt to convince you to add a few things to the list: food, money, and conversation. This course is focused on oral communication, specifically the connections between conversation and composition. This course is roughly divided into three themed units. For each unit you will write an essay and give some kind of oral presentation. You will also participate in structured class discussion and debate, including leading discussion and speaking extemporaneously on class readings. The course will build toward a group oral history project to be completed by the end of the semester.
102-03SI MWF 8:00-8:50 - J. Elkins
102-04SI MWF 9:00-9:50 - R. Bowman
102-05SI MWF 9:00-9:50 - J. Craft
This course is designed to strengthen and encourage your writing and speaking skills, and to provide a forum in which you learn by articulating your ideas and listening to your peers’ ideas in turn. The texts we’re using all reconfigure reality in some way, or ask us to understand reality in ways we’ve never considered before. By engaging with these texts, you’ll learn how to talk about ideas you don’t fully understand, and how to make those conversations productive and significant. Some questions we’ll ask: What is love in a two-dimensional world? How do you plan dinner when time itself stops working? How does the text teach us to read the new reality it creates? And why should we care? You’ll write three formal papers, as well as a variety of shorter, informal assignments; you’ll also give one individual presentation, lead a discussion with a peer group, and give a group presentation, in addition to participating actively in directed class discussions.
102-06SI MWF 9:00-9:50 - J. Elkins
102-07SI MWF 9:00-9:50 - R. Beshere
102-08SI MWF 9:00-9:50 - A. Chandler
102-09SI MWF 10:00-10:50 - R. Beshere
102-10SI MWF 10:00-10:50 - G. Lester
You remember the hoary old cliché: the only things you can be sure of in life are death and taxes. This course will attempt to convince you to add a few things to the list: food, money, and conversation. This course is focused on oral communication, specifically the connections between conversation and composition. This course is roughly divided into three themed units. For each unit you will write an essay and give some kind of oral presentation. You will also participate in structured class discussion and debate, including leading discussion and speaking extemporaneously on class readings. The course will build toward a group oral history project to be completed by the end of the semester.
102-11SI MWF 10:00-10:50 - R. Bowman
102-12SI MWF 10:00-10:50 - A. Chandler
102-13SI MWF 10:00-10:50 - B. Grabow
102-14SI MWF 10:00-10:50 - G. Lim
Arguing with Animals
"Animals utter different voices; none can speak—for this is the characteristic of man, for all that have a language have a voice, but not all that have a voice have also a language." (Aristotle, The History of Animals)
This speaking-intensive speaking composition course focuses on animals and "animal-issues." Over the course of the semester, we will read diverse texts that feature animals in a range of rhetorical contexts. The first section of the course, "Animal Encounters," invites you to think about how various authors use language to describe encounters with all manner of non-human animal life. Next, in "Animal Rights," we will examine how rhetoric has been used to petition on behalf of and against animal welfare. The third section of the course, "Topical Animals," will allow us to practice using animals in argument in a series of debates. Finally, we will think about how animal depictions have often been used to govern the boundaries of what we call "the Human." Through informal speaking activities, debates, formal presentations, and writing projects, we will speak and write about what it means to interpret animal voice and silence through human language.
102-15SI MWF 11:00-11:50 - C. Tedder
102-16SI MWF 11:00-11:50 - R. Beshere
102-17SI MWF 11:00-11:50 - J. Craft
This course is designed to strengthen and encourage your writing and speaking skills, and to provide a forum in which you learn by articulating your ideas and listening to your peers’ ideas in turn. The texts we’re using all reconfigure reality in some way, or ask us to understand reality in ways we’ve never considered before. By engaging with these texts, you’ll learn how to talk about ideas you don’t fully understand, and how to make those conversations productive and significant. Some questions we’ll ask: What is love in a two-dimensional world? How do you plan dinner when time itself stops working? How does the text teach us to read the new reality it creates? And why should we care? You’ll write three formal papers, as well as a variety of shorter, informal assignments; you’ll also give one individual presentation, lead a discussion with a peer group, and give a group presentation, in addition to participating actively in directed class discussions.
102-18SI MWF 12:00-12:50 - A. Benson
102-19SI MWF 12:00-12:50 - G. Lim
Arguing with Animals
"Animals utter different voices; none can speak—for this is the characteristic of man, for all that have a language have a voice, but not all that have a voice have also a language." (Aristotle, The History of Animals)
This speaking-intensive speaking composition course focuses on animals and "animal-issues." Over the course of the semester, we will read diverse texts that feature animals in a range of rhetorical contexts. The first section of the course, "Animal Encounters," invites you to think about how various authors use language to describe encounters with all manner of non-human animal life. Next, in "Animal Rights," we will examine how rhetoric has been used to petition on behalf of and against animal welfare. The third section of the course, "Topical Animals," will allow us to practice using animals in argument in a series of debates. Finally, we will think about how animal depictions have often been used to govern the boundaries of what we call "the Human." Through informal speaking activities, debates, formal presentations, and writing projects, we will speak and write about what it means to interpret animal voice and silence through human language.
102-20SI MWF 13:00-13:50 - G. Lester
You remember the hoary old cliché: the only things you can be sure of in life are death and taxes. This course will attempt to convince you to add a few things to the list: food, money, and conversation. This course is focused on oral communication, specifically the connections between conversation and composition. This course is roughly divided into three themed units. For each unit you will write an essay and give some kind of oral presentation. You will also participate in structured class discussion and debate, including leading discussion and speaking extemporaneously on class readings. The course will build toward a group oral history project to be completed by the end of the semester.
102-21SI MWF 13:00-13:50 - J. Elkins
102-22SI MWF 13:00-13:50 - A. Chandler
102-23SI MWF 13:00-13:50 - R. Bowman
102-24SI MWF 13:00-13:50 - G. Lim
Arguing with Animals
"Animals utter different voices; none can speak—for this is the characteristic of man, for all that have a language have a voice, but not all that have a voice have also a language." (Aristotle, The History of Animals)
This speaking-intensive speaking composition course focuses on animals and "animal-issues." Over the course of the semester, we will read diverse texts that feature animals in a range of rhetorical contexts. The first section of the course, "Animal Encounters," invites you to think about how various authors use language to describe encounters with all manner of non-human animal life. Next, in "Animal Rights," we will examine how rhetoric has been used to petition on behalf of and against animal welfare. The third section of the course, "Topical Animals," will allow us to practice using animals in argument in a series of debates. Finally, we will think about how animal depictions have often been used to govern the boundaries of what we call "the Human." Through informal speaking activities, debates, formal presentations, and writing projects, we will speak and write about what it means to interpret animal voice and silence through human language.
102-25SI TR 8:00-9:15 - S. Smoak
102-26SI TR 8:00-9:15 - C. Golden
Film and Literature will be the theme of this course; we will read 3 novels and one short story and discuss the challenges faced by filmmakers attempting to adapt these materials to another medium. We will read The Handmaid’s Tale, High Fidelity, The Big Sleep, and “Memento Mori” and then watch the film adaptations of these texts. This is a speaking intensive class and students will be participating in debates, group and individual presentations, and formal declamations. Students will complete an adaptation project of their own at the end of the course which will include writing a script, storyboarding ideas and casting suggestions based on the first few chapters of an (as-yet) unfilmed novel.
102-27SI TR 8:00-9:15 - J. Whitaker
The class is meant to be an introduction to persistent—often timeless—human problems and ideas. It will introduce students to rhetorical principles of argument including (but not limited to) form, topics, and logical, ethical and emotional appeals. We will be using Lee Jacobus's book A World of Ideas as our guide, which has a very good apparatus for teaching close/critical reading including questions on each reading, comparisons between readings, paraphrase and summary exercises, and application to contemporary issues. This class will stress the connection between thinking and writing through a series of informal, semi-formal and formal speaking and writing opportunities.
102-28SI TR 9:30-10:45 - C. Golden
Film and Literature will be the theme of this course; we will read 3 novels and one short story and discuss the challenges faced by filmmakers attempting to adapt these materials to another medium. We will read The Handmaid’s Tale, High Fidelity, The Big Sleep, and “Memento Mori” and then watch the film adaptations of these texts. This is a speaking intensive class and students will be participating in debates, group and individual presentations, and formal declamations. Students will complete an adaptation project of their own at the end of the course which will include writing a script, storyboarding ideas and casting suggestions based on the first few chapters of an (as-yet) unfilmed novel.
102-29SI TR 11:00-12:15 - C. Golden
Film and Literature will be the theme of this course; we will read 3 novels and one short story and discuss the challenges faced by filmmakers attempting to adapt these materials to another medium. We will read The Handmaid’s Tale, High Fidelity, The Big Sleep, and “Memento Mori” and then watch the film adaptations of these texts. This is a speaking intensive class and students will be participating in debates, group and individual presentations, and formal declamations. Students will complete an adaptation project of their own at the end of the course which will include writing a script, storyboarding ideas and casting suggestions based on the first few chapters of an (as-yet) unfilmed novel.
102-30SI TR 11:00-12:15 - W. Dodson
As the Internet continues to make our world increasingly accessible, many worry that our constant exposure to media makes us dumber, lazier, and less curious. Others respond that such fears always seem to pop up with every generation gap, and that “adults” always think that “young people” are going to ruin the world. Still others wonder, what exactly happens in our brains when we read, when we watch, when we multitask? In this speaking-intensive course, we will examine various historical, sociological, educational, political, scientific and artistic perspectives on technology and the brain. We will read arguments warning of the dangers of television and Internet media dumbing down our culture, and arguments praising these media for making us smarter. Through short writing assignments, in-class debates, research projects, and oral presentations, you will articulate various perspectives and add your own to the ongoing conversation.
102-31SI TR 11:00-12:15 - S. Smoak
102-32SI TR 12:30-13:45 - S. Smoak
102-33SI TR 12:30-13:45 - R. DeRosse
When we hear the word “politics” we often think of government leaders/officials and their language and behavior. The Oxford English Dictionary (OED), however, also defines politics as “the assumptions or principles relating to or underlying any activity, theory, or attitude, esp. when concerned with questions of power and status in a society [usually as in “politics of _____”).” In this class, we will closely examine various types of political rhetoric, but we will also explore the interconnections between politics (of race, of gender, of class, of language, etc.) and rhetoric, in order to think, read, and write critically about these issues. How does rhetoric affect politics? How do politics shape rhetoric? How does an understanding of these underlying processes affect your own rhetorical choices in speaking and writing? These are some of the issues we will explore throughout the semester.
102-34SI TR 12:30-13:45 - K. Pond
102-35SI TR 14:00-15:15 - K. Reigle
102-36SI TR 14:00-15:15 - W. Dodson
As the Internet continues to make our world increasingly accessible, many worry that our constant exposure to media makes us dumber, lazier, and less curious. Others respond that such fears always seem to pop up with every generation gap, and that “adults” always think that “young people” are going to ruin the world. Still others wonder, what exactly happens in our brains when we read, when we watch, when we multitask? In this speaking-intensive course, we will examine various historical, sociological, educational, political, scientific and artistic perspectives on technology and the brain. We will read arguments warning of the dangers of television and Internet media dumbing down our culture, and arguments praising these media for making us smarter. Through short writing assignments, in-class debates, research projects, and oral presentations, you will articulate various perspectives and add your own to the ongoing conversation.
102-37SI TR 15:30-16:45 - M. McNees
102-38SI TR 15:30-16:45 - L. Lyda
The Rhetoric of Stories
We will read selected texts typically categorized as memoir, discussing the complexities of memoir, the “Rhetoric of ‘Stories’”. Our discussion will include examining structure, style, and presentation, with an eye to discerning how personal arguments are crafted. As part of our course exploration, students will complete group and individual projects/presentations – the former will analyze the rhetoric of a chosen memoir, while the latter, a sequenced assignment, culminates in the creation of the student’s “story,” as well as an analysis of the metacognitive process followed. Note: This course is Speaking-Intensive.
102-39SI TR 15:30-16:45 - S. Smoak
102N-01 TR 12:30-13:45 - B. Walzer