Writing is learned by doing." -- Gerda Lerner

(The same goes for speaking!)

go to weekly schedule

go to assignments

go to UNCG English Department Course Description

ENG 102-16S

English Composition II, Speaking Intensive

Spring 2002 T Th 11-12:15 McIver 338

Amy Gerald, Instructor

asgerald@greensboro.com

www.uncg.edu/~asgerald

Office Hours: T Th 10-11 or by appointment

This portion of the syllabus builds on the whole department syllabus above in that the information below is an extension of the ideas presented above and in that the information below is much more specific about assignments, requirements, etc. It also includes a weekly schedule that will be updated from time to time. You will be informed either in class or via email when the schedule changes. I also tend to email reminders or clarifications from time to time, so it is essential that you develop the habit of checking your email every day. Also, it is your responsibility to provide me with the email address you check every day, as I have done for you. Have this to me by the 2nd class meeting. I would like to use e-mail, the course website, e-reserves, and other online resources as much as we can it saves time, money, and paper.

Required Texts:

Available Means: An Anthology of Womens Rhetoric(s), edited by Joy Ritchie and Kate Ronald (Pittsburgh, 2001)

Writing Matters (I will put pertinent chapters on reserve and/or e-reserve)

Any current handbook (Available for use in the Writing Center)

Online Resources:

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:

http://www.mla.org

http://www.geocities.com/Athens/Acropolis/1623/mla.html

http://webster.commnet.edu/mla.htm

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 peoples statements (based on ½ page reading response journal entry per

reading)

-Self-, Peer-, and Teacher-evaluation of speaking and writing

-2 individual conferences with me

-One group conference with me

Grading:

Oral Component: 30%

Portfolio: 50%

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.

Writing Requirements: 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, dont use a computer grammar check unless you are really sure you know how to use it. The same goes for a thesaurus. Assignments must be turned in during class on the day they are due. No late papers will be accepted for any reason, and there are no opportunities to make up missed work. If you are having difficulties with a particular paper, please contact me before its due. No excuses will be accepted on or after the due date.

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 evaluation, Ive pared the entries down to only ½ page of word-processed material (double-spaced with one-inch margins). [You may also hand write these] I may take these up from time to time if I suspect that students are not completing their reading assignments, but normally these entries are to be used to reflect on the reading for that day. You should use them to prepare your daily remarks, which we will discuss further. Journal entries will also sometimes be used as brainstorming for papers. All entries should show an active engagement with the text, not merely "I liked it" or "I hated it." More along the lines of why you liked it, hated it, found it confusing, funny, etc. You may want to compare the piece to one youve read earlier. You also may write about how the piece relates to your own life or the lives of people you know. It may be difficult to keep your entry to ½ page

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 progress youve made in this course. You should have a final reflection on your work (as a speaker and

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 students remarks, a group presentation, a final oral presentation, possibly your public rhetoric moment, class discussions, and possibly more. Be prepared to speak every day. There will be instruction on how to speak in class, so you will not be going in cold. As with the written work, there will be self-, peer-, and/or teacher-evaluation of most speaking moments. Also, you need to realize that part of the requirements for public speaking is an audience; for you, that means an audience of your peers. If you miss a speaking assignment, there is no way to make it up. You cannot simply do your presentation for me because it will not be the same as giving it in front of the class. On the other hand, everyone who speaks deserves an attentive audience. Show equal respect to your classmates by attending and paying attention to the presenter(s). Its in your best interest to listen and observe your classmates, and you will be required to evaluate your peers presentations at various points throughout the semester.

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 cant possibly pay attention, you should leave, and I reserve the right to ask students to leave the class at any time. Coming to class unprepared is also a lapse in etiquette, especially if the class is doing group work or peer-editing workshops. If you cant

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 someones race, class, gender, ethnicity, religion, sexual orientation or political views. Anyone displaying rude or aggressive behavior will be asked to leave, and I may not allow disruptive students back into the class. Our class discussions may at times be controversial, so remember you are to address a persons remarks, not the person. I will not tolerate personal attacks. If you are feeling emotional, leave class, take some deep breaths, then come back. Anyone launching a personal attack against another student will be removed from the class.

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 dont ask me to). A large portion of your final grade will also be determined by your portfolio, so you should be working on that throughout the semester (dont put it off until the last possible moment). We will have two individual conferences during the semester to discuss your progress and work on papers. If you have questions at any time, however, please contact me and we can meet before class or at another pre-arranged time.

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 that youve been thereand I love seeing those notes! The Writing Center is located at 101 McIver and open M Th 9am-8pm and F 9am-3pm. Call 334-3125 for an appointment or just drop in!

Plagiarism will not be tolerated: Plagiarism is the crime of pretending that someone elses words or ideas are your own. There are two types of plagiarism:

intentional and accidental. Each is serious and will not be tolerated.

INTENTIONAL PLAGIARISM is the deliberate attempt to submit someone elses work as your own. This includes turning in

-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 F in the course and you will be reported to the Academic Integrity office.

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 F for the paper in question.

The best advice for writers using outside sources is When in doubt, CITE. Give credit to your sources. A recent handbook or the MLA links provided will provide direction on proper citation methods.

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

Credits: 3

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

Objectives:

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 others writing in draft form and provide feedback. They learn to help one another weigh and evaluate evidence in their papers and to reach a variety of audiences. Oral projects will be aimed at sharing ideas publicly, clearly, and effectively as well as on developing the ethos of the speaker and the ethics of the listener. Students will learn about the relationship between oral and written communication and of the importance of being effective rhetors and listeners as they provide feedback for one another informal and formal presentations.

Teaching Strategies:

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.

Attendance Policies:

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 elses words or ideas as your own on any type of written or oral assignment is plagiarism. The policy is defined in the student handbook and online (www.uncg.edu/saf/studediscp/Honor.html). Please see the instructor if you have any questions about what constitutes plagiarism.

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.