(The same goes for speaking!)
go to weekly schedule
go to assignments
go to UNCG English Department Course Description
English Composition II, Speaking Intensive
Amy Gerald, Instructor
Office Hours: T Th 10-11 or by appointment
This portion of the syllabus builds on the
Available Means: An
Anthology of Women
Writing Matters (I will put pertinent chapters on reserve and/or e-reserve)
Any current handbook (Available for use in the Writing Center)
UNCG Composition Program http://www.uncg.edu/eng/comp
UNCG Speaking and Writing Across the Curriculum Site http://www.uncg.edu/cac/site_main.html
UNCG Jackson Library Resources for First Year Students
Guide to Grammar and Writing http://webster.commnet.edu/grammar/index.htm
MLA/APA Style Guides http://library.uncg.edu/depts/ref/qil/styles.htm
More Style Guides:
Material on Reserve:
To help keep down the cost of texts for this course, I have pared down the required texts and I have compiled quite a few online resources. I have also placed some of your reading on reserve in the library and/or on e-reserve through the library's web page. Unlike some reserve lists you may encounter in your undergraduate career, my reserve readings are not optional. Don't worry, you are not required to read entire books, just a few articles/chapters in the books. The reserve desk is in the room to your right as you enter the library. Be sure to locate the list for our particular section of English 102. That list should include at least the following:
Writing Matters -- personal copy
Writing Matters excerpts -- photocopy and e-reserves
Course Requirements (more detail provided at links):
-A 3 page narrative of a moment in your life when you used rhetoric
-A 3 page rhetorical analysis of one of the pieces from Available Means
-A 3 page imitation of one of the writers/pieces from Available Means (in-class work)
-A 3 page comparison of rhetoric at work in two pieces from Available Means (chosen from specific assigned piecesmore detail later. This is a group paper with
accompanying group oral presentation.
-A final project, the Public Rhetoric Moment, with accompanying five page paper and class presentation. Should be an argument incorporating research, half of
which must be personal experience, the other half outside sources, one of which should be a website.
-Revision of all of the above
-A final portfolio containing all of the above, plus an analysis of your progress as both speaker and writer
-Daily or weekly informal speaking opportunity in response
to readings and/or other people
-Self-, Peer-, and Teacher-evaluation of speaking and writing
-2 individual conferences with me
-One group conference with me
Oral Component: 30%
Contribution to the Class: 20%
Attendance: Same as above, except to say that absences 4 and 5 each have penalties of one letter grade, and upon the 6th absence you will be dropped from the class. It is your responsibility as well to come to class prepared and to submit all assignments on time, regardless of absence. It is not possible to make up missed classes. It is also your responsibility to contact me via email preferably before your absence. Additionally, arriving late is a distraction to the entire class, so anyone more than 5 minutes late will be marked absent.
Except for in-class assignments, all other assignments should be
typewritten and double-spaced on clean paper with at least a one-inch margin on
all sides (MLA format). Use a plain font type with no larger than a 12-point
size. Make sure your work is free of typos and misspelled words, but, please,
Journals: You should
have a new journal entry completed in response to each reading. These are to be completed in time for the
class meeting for which the readings are assigned. Since we will be doing so much reading, writing, speaking and
and that is fine, but go for quality of thought, not quantity of words. More on expectations of this component to be discussed in class.
The portfolio: Very similar to the one you did for ENG
101. If you need a refresher on
portfolios, see Writing Matters. Since
you will need to use items such as journal entries, self-evaluations, and in
class writings to make up your total of 20 pages of polished prose, a UNCG
composition program requirement, keep all informal writing you do both in and
out of class for possible revision later.
Due at the end of the semester, the portfolio is meant to not only
represent you as a writeryour interests and abilitiesbut also to chart the
writer) and your portfolio, written as a letter to me and placed at the beginning of your portfolio. We will discuss the portfolio in more depth later.
Speaking requirements will include a daily remark about the
readings or in response to a fellow student
Group work: You will be working in small groups of three, usually of your own choosing, mostly involved in discussion and response to the assigned readings, but also involved in helping each other prepare for speaking moments and doing quality peer editing of papers. Informal group members should shift from time to time, but your major project group should stay the same (see me if there is a problem here). The purpose of group work is to provide a dynamic setting for collaborative learning, an approach to learning that has proven valid and compelling.
Each group will be responsible for an oral presentation that presents work done for the group paper. The purpose of the project is trifold: to have students delve more deeply into two authors and their writing, to have students demonstrate the ability to summarize, synthesize, analyze, evaluate and compare two pieces of rhetoric, and to have students develop their collaborative writing and speaking skills. In addition, each group will have a required conference with me before the presentation -- more detailed information on separate page.
Classroom etiquette is extremely important for this course
(and, really, for all your courses). It
is extremely rude to carry on another conversation while someone else is
talking, whether it is me or one of your classmates. If you can
adequately participate in the work for that day, I will ask
you to leave. Also, I have an ethical responsibility for the well-being of the
students in my classmental and emotional well-being in addition to physical
well-being. Therefore, I will also not tolerate verbal or physical intimidation
of any kind from any student directed at anyone in this class, including slurs
directed at someone
Evaluation is based on a variety of factorsmeeting all
course requirements, quality of written work, quality of speeches,
participation, general improvement, and willingness to try new perspectives and
take chancesand I do not grade individual assignments (so don
Conferences are an integral part of your experience in this course. Attendance at all individual and group conferences is mandatorymissing a conference will count as a missed class. In the individual conferences, we will talk one-on-one about your writing and speaking progressthink of them as personal consultations with someone who speaks and writes for a living. As my on-campus time is limited, most conferences will be held just before class or during class time. Occasionally, we may need to meet in the evening.
The Writing Center:
This is a resource open to all students in the university for getting
feedback on drafts in progress. You
will receive help on brainstorming, planning, organizing, composing, revising,
editing, and proofreading. I encourage
you to take full advantage of this service.
Once you have visited, the Writing Center will send me a note saying
Plagiarism will not be tolerated: Plagiarism is the crime of pretending that someone else
intentional and accidental. Each is serious and will not be tolerated.
INTENTIONAL PLAGIARISM is the deliberate attempt to submit
-a paper you have copied from a book or magazine
-a paper you have borrowed from a friend who wrote it for another class
-a paper written (in total or in part) by another person.
If you commit this level of plagiarism, you will receive an
ACCIDENTAL PLAGIARISM is the result of misunderstanding or
misapplying the rules of documentation.
It includes using an idea from a source without naming the source, using
the exact words of a source without quotation marks, or following the words and
structure of the source too closely as you paraphrase. Errors resulting from a misapplication or
unawareness of the rules of documentation may result in the grade of
The best advice for writers using outside sources is
I want to add here that all of the above applies to speeches as well as papers.
UNCG English Department Course Description
English 102S: English Composition II
Prerequisites: English 101 or equivalent
For Whom Planned: This course will be open to all undergraduates for credit in Reasoning and Discourse and for Speaking Across the Curriculum
Instructor Information: This course will be taught by teaching assistants and lecturers in the Department of English. See English Department website for list of current instructors. All instructors of English 102S will attend a faculty development workshop offered by the Communication Department and will be supervised by a Rhetoric and Composition faculty member.
Catalog Description: Emphasizes developing ideas and supporting varied writing and speaking tasks. Goals include effective uses of evidence, control in style and voice, understanding varied forms and perspectives in both speech and writing.
Student Learning Outcomes:
Upon completion of this course the student should be able to:
1. Understand the principles of effective oral and written rhetoric (the rhetorical triangle)
2. Write for a variety of audiences and understand audience demands for oral and written situations
3. Offer supportive evidence and developed ideas for both written and oral presentations
4. Develop evaluative research skills, both library and online sources
5. Participate in group feedback and support processes for improving writing and speaking
6. Understand effective listening skills as part of the speaking processes
This course places particular emphasis in writing and speech on the principles and theories of rhetoric introduced in English 101, the course required by all UNCG students. English 102 emphasizes the development of ideas, writing for a variety of purposes, understanding the demands of audience, uses of evidence to support arguments, investigative writing and speaking skills. English 102 is often centered on a type of writing (argument, science fiction, fieldwork, literary nonfiction) or a theme (education, gender, women of color, service learning) but the overall learning goals in speaking and writing for the course are shared.
Students in English 102 learn how to persuade a reader, how to make claims and arrive at supportable conclusions in both oral and written discourse. Students study a variety of genres and rhetorical styles in readings for the course with an emphasis on understanding the aims of different types of discourse (expressive, informative, literary, persuasive). Students discuss collaboration and consensus as well as debate and dissent and often deal with the range of appeals that make arguments work. English 102 makes use of informal writing and speaking occasions, often in terms of in-class writing, journals, and short declamations and/or meditations but places a stronger emphasis on writing longer papers as well as more formal presentations. One of the assignments in the course, the researched argument, will take the form of both an oral presentation and written paper. Students are required to write twenty to twenty five pages of revised text as well as reflections on the development of their speaking skills based on peer and instructor feedback which are submitted in a portfolio for evaluation.
Students work in groups to read each other
Discussion, group work, one-on-one conferences, individual student presentations.
Evaluation Methods and Guidelines for Assignments:
Students will collect their materials in a portfolio that will be evaluated at mid-term and the end of the term as well. All final written work will be revised and should approximate twenty to thirty pages of informal and formal writing. For the oral component of the course, students will reflect on the peer and teacher feedback to their oral skills. The feedback evaluations will be included in the portfolio, along with the written reflection about development of speech skills.
Since this course is based on discussion, in-class writing and speaking activities, regular attendance is mandatory. If you miss more than three (MWF) classes or two (Tu/Th) classes your grade will be lowered. If you miss more than six class sessions, you will be dropped from the course.
Academic Honor Code:
Using someone else
Required Texts, Readings:
Individual instructors chose their own textbooks for English 102. Each student will need to have an up to date handbook such as the Little Brown Handbook or Everyday Writer and Writing Matters, an in house publication which includes guidelines for speaking intensive courses.