Time: tr 12: 30-1: 45 Room: mhra 1204 Office

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English 101-43: College Writing I

University of North Carolina Greensboro

Spring 2017

Instructor: Eileen Totter

Time: TR 12:30-1:45

Room: MHRA 1204

Office: 3210B (MHRA Building)

Office Hours: W 2:00pm-4:00pm

Mailbox: MHRA 3317

Email: emtotter@uncg.edu

Course Description: 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).

The following are the English 101 Student Learning Outcomes, each of which corresponds to both the GRD goals and to LG1:

A. English 101 Student Learning Outcomes:

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.

Because the College Writing Program values writing processes and products, reading and writing, critical and reflective thinking, and rhetoric as a means of interpretation and composition, the following guidelines are to facilitate the achievement of the above objectives, while allowing instructors freedom to design their individual course trajectories.

Course Overview: This class will help you understand how rhetoric applies to your daily life and the issues that surround you today. You will also learn how to write in a professional setting, and conduct research for academic projects. The course is divided into four units, and will cover all six SLOs.

Required Text: Blevins, S. Brenta, Lilly Berberyan, and Alison M. Johnson. Rhetorical Approaches to

College Writing. Plymouth: Hayden-McNeil, 2017. ISBN. 978-0-7380-8249-3.

Required Materials: A three ring binder for your portfolio at the end of the semester. Folders, because you will need to save ALL of your work (even informal assignments and quizzes). Pens, paper, and a stapler. Internet (know how to log into Canvas) and printer access. If you do not have regular access to the Internet and/or a printer, I strongly suggest you make use of the library.

Grading Policy:

This class is comprised of four units, two participation grades, and a portfolio. The percentage breakdown is listed below:

Unit 1: 10%

Unit 2: 10%

Unit 3: 10%

Unit 4: 20%

Portfolio: 30%

Prep Work: 10%

Participation Quizzes: 10%

Each unit will end in a written essay. I use a points-based method of grading essays and assignments. These points match the percentages for the grade distribution. The amount of points you can earn for essay is listed below. Prep work and quizzes are things we will work on during the entire semester, so they are listed as separate grades. This also applies to the portfolio.

Essay 1………………….100 points (4-5 pages, 4 full pages minimum SLO 1, 5)

Essay 2………………….100 points (4-5 pages, 4 full pages minimum, SLOs 1, 3, 4, 5)

Essay 3………………….100 points (3-4 pages, 3 full pages minimum, SLO 1, 4, 5)

Essay 4………………….200 points (6-7 pages, 6 full pages minimum, SLOs 1-5)

Portfolio………………...300 points (20-24 pages overall, 12-15 pages of revised writing and includes a 4-6 page critical rational essay, SLOs 1-6)

Prep Work:……………..100 points (SLOs 4, 5, 6)

Participation Quizzes:….100 points (SLOs 3, 6)

A 93-100 B- 80-82 D+ 67-69

A- 90-92 C+ 77-79 D 63-66

B+ 87-89 C 73-76 D- 60-62

B 83-86 C- 70-72 F 59 and below

Essays: Students will write four essays during the semester. The first essay (Unit 1, 4-5 pages) will introduce rhetorical analysis and the writing process. The second essay (Unit 2, 4-5 pages) will involve the rhetorical appeals and canons. The third essay (Unit 3, 3-4 pages) will be an annotated bibliography and prospectus, discussing how to analyze scholarly sources. The final essay (Unit 4, 6-7 pages) involves creating a researched argument.

Unit 1: Writing and Rhetorical Analysis. This unit discusses beginning concepts of composition and rhetoric and analyzes how rhetoric applies to our daily lives. Students will learn how writers and/or speakers apply rhetoric to appeal to their audience. (SLOs 1, 5) This is worth 10% of your grade.

Unit 2: Appeals and Advertisements. We will learn about the rhetorical triangle and how specific appeals and fallacies shape (or hurt) our arguments. We will analyze how this applies to advertisements. (SLOs 1, 3, 4, 5) This is worth 10% of your grade.

Unit 3: Introduction to Research. We will learn how to analyze scholarly sources, and create an annotated bibliography for SIX SOURCES (this type of assignment means that you will discuss sources you plan to use for your eventual research, and how you believe it will specifically help your argument). You will analyze at least two (2) sources discussed in class, and at LEAST FOUR (4) acceptable outside sources. At least THREE (3) of these sources should be from the UNCG library (book or database), but you are permitted to use one outside source of your own choice, if you want. Make sure you email the source to me, so I can approve it. (SLOs 1-5) This is worth 10% of your grade.

Unit 4: Researched Arguments. We will create scholarly papers discussing an issue, supported by outside evidence (the six sources you analyzed for Unit 3). (SLOs 1-6) This is worth 20% of your grade.

All essays should be printed, and placed in a folder along with ALL of the work you did to create the essay (prewriting, drafts, peer review worksheets are examples—I will give you a checklist for each essay to avoid confusion). Your essay folder should be submitted to me when you enter class on the due date (for example, if an essay is due September 30, make sure you give me your essay folder first thing September 30).

Also, all essays should follow MLA format, with a Works Cited page at the end (this is not factored in the page count for your essay). We will discuss how to properly cite and format work in class (before your first major graded assignment).

Portfolio: The final portfolio is a required common assignment across all sections of English 101 in all academic sessions (Fall, Spring, Summer). The portfolio comprises between 30 and 40% of a student’s final course grade, with the exact percentage determined by the individual instructor.

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.

The portfolio is due April 27. I will return portfolios when the final exam is scheduled.

Prep Work: Prep work includes the following for Essays 1-3: prewriting, drafting workshops, and peer editing. There will be a revising workshop and peer editing for the portfolio. These are low stakes assignments meant to help boost your grade, but you MUST participate to earn full credit! Points for prep work will be assigned as such:

Essay 1: (Prewriting: 5 points, Draft: 10 points, Peer Editing: 5 points) 20 points

Essay 2: (Prewriting: 5 points, Draft: 10 points, Peer Editing: 5 points) 20 points

Essay 3: (Prewriting: 5 points, Draft: 10 points, Peer Editing: 5 points) 20 points

Essay 4: (Prewriting: 5 points, Draft: 10 points, Peer Editing: 5 points) 20 points

Portfolio: (Revising: 10 points, Peer Editing: 10 points) 20 points

Since these are in class assignments, you cannot complete them outside of class, even if you’re absent. If life happens, email me ASAP about making up the prep work, and you can do so in the next class (or after the class, under my supervision). You MUST make up your prep work under my supervision (so it is fair to the class/I can offer help). If you make up your work outside of class, I will NOT accept it. If you do not turn in your make up work after the next class period, it is an automatic zero. The one exception is if we have to go to my office so you can do your make up work right after the class. Because we will be drafting over more than one class period, if you turn on one part of the draft, but not the other (i.e. you drafted and submitted a paragraph Tuesday, but you got sick and forgot to make up the other draft assignment on Thursday), you can earn no more than 5 points for the draft. This policy also applies to the multiple days we will be revising and peer editing for the portfolio.

Participation Quizzes: To better gauge participation, there will be no more than twelve (12) quizzes during the semester. Since this is an English course, the quizzes will be mostly 1-2 paragraphs about an assigned topic (examples include, but are not exclusive to, freewriting, listing, thesis workshops, outlining, reacting to media, and reflective paragraphs). Each quiz will be worth 10 points. The quiz will be given at the beginning of class, and will last roughly 10-15 minutes. If you are late to the class, you will NOT be allowed to take the quiz, so avoid tardiness on quiz days. Quizzes cannot be made up, but you can drop your two lowest grades, NOT COUNTING QUIZZES 4, 6, and 10 (library day and the conferences). Like with the prep work, these are low stakes assignments meant to help you boost your grade, but attendance/participation is required. Note: Two quizzes will involve participation outside the class. Quiz 6 is our “library day” (i.e. show up at the library!). Quizzes 4 and 10 will actually be conferences in the middle of the semester (Conference 1 is before the withdraw with a W date) so we can discuss your current work and performance in the class. Conference 2 will give you a chance to discuss your research paper and the final portfolio. These three quizzes CANNOT be dropped.

Conferences: Two weeks of lectures (February 13-17, April 3-7) will be canceled so that I can meet with you in a conference concerning Essay 3 and the class generally. Please note that this is not an informal chat! You should be a paper draft of your Essay 3, any paper copies of research articles (or at least know how to find your sources online), and questions about the assignment/class. You will schedule a conference by choosing a time on a sign in sheet no later than February 9 for Conference 1 and March 30 for Conference 2. I will remind you of your conference 24 hours before the date, but it is YOUR responsibility to remember! If you need to reschedule your conference time, please email me BEFORE the conference so we can rearrange your conference time. Please remember that your February conference counts as Quiz 4, and your April conference counts Quiz 10. If you do not meet me during that week, it will be an automatic zero for that respective quiz—and that you can NOT make up conference quizzes. Additionally, if you wish to conference with me about any other paper or concern outside of this week, please feel free to email me, or speak to me after class.

If you wish to schedule a conference for help with an essay or understanding an assignment, please feel free. If my office hours (Wednesday 2pm-4pm) are not convenient, email me so we can figure out a time to talk.

Attendance Policy: Students in MWF classes are allowed a maximum of three absences without a grade penalty (to be defined by the individual instructor); students in TR classes are allowed two absences without such penalty. Students who miss six classes on a MWF schedule, or four classes on a TR 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 fieldtrips, 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.

After your second absence, I will deduct 40 points from your final grade for each additional absence. If you miss four days, again, it is an automatic F! I will contact you through email when you are at risk of failing due to absence (the second and third absence), but it is YOUR responsibility to come to class.

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 miss class due to a religious holiday, he or she must notify the instructor in writing at least 48 hours prior to the absence.

If you have extenuating circumstances such as a death in the family, chronic illness/injury requiring prolonged medical treatment, prolonged psychological issues, etc., you should make the instructor aware of these as soon as possible and keep him or her informed until you are able to return to class. You are also encouraged to contact the Dean of Students Office (http://sa.uncg.edu/dean/), which can review documentation and notify multiple instructors on your behalf, especially if personal reasons prevent you from properly doing so yourself. You should be aware, however, that assistance from this Office does not change the outcome of the instructor’s decision in any particular class. The Dean of Students office is located on the second floor of the Elliott University Center (EUC).

Extensions: You are allowed ONE (1) 24 hour extension for ONE (1) of your essay assignments. You MUST inform me in email that you are using your extension no later than the day that the paper is due (this way, I have documentation of your extension) before the due date (for example, if the paper is due March 2, I need the email no later than March 1). Since you only have one extension for the entire semester, I strongly suggest you save using it for an emergency, such as illness. Please note that this extension applies ONLY to the essay assignments—you cannot use your extension for the portfolio, quizzes, or prep work.

Late Work: Quizzes should be turned in when I collect them. Since quizzes are meant to gauge in class participation, they CANNOT be made up. You can drop your two lowest grades, NOT COUNTING quizzes 6, 7, and 11 (library day and conferences). Prep work should be turned in at the end of class, I will accept prep work until the end of the next class (i.e. if you missed a draft workshop on Monday, be prepared to do some writing in class Wednesday), but it is your responsibility to contact me about making up the prep work. Essays are due the day they are assigned (i.e. an essay due on September 16 should be turned in when you come to class September 16—after that, it is officially late). I accept early work, so if you are going to absent that day, please give me your work early. I will accept late essays for up to ONE (1) week. I will take 5 points off for EACH DAY (this includes holidays and weekends!) that the essay is late. If the essay is not submitted after a week has passed, you will earn an automatic zero!

Paper Length: Please note that when I say a paper should have a specific page count (i.e. 4-6 pages), that means you should write four FULL PAGES minimum. An incomplete paper will result in a reduction of 10 points from the paper’s score. This is meant to help you as well—this way, you’ll be closer to the page count/have less work to do as you begin revising your portfolio).

Classroom Etiquette: You are in a college classroom, and I expect you to behave as adults. Be respectful to me, yourself, and your fellow classmates. Respect other people’s opinions, and be polite during class discussions. Conversations not about the lesson should stop when class begins. Phones should be turned off, unless I give you permission to use them—and when I say it is time to put them away, please do so. Laptops and tablets are allowed, but they should not be distractive or disruptive (i.e. don’t turn on the sound, don’t share Facebook posts with your classmates, etc.)

“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

Email Etiquette: You should check your UNCG email daily. I check my work email twice daily. If I have not responded in 48 hours, please resend the email. Additionally, remember that when you email your instructor, you are writing in a professional context. Make sure your query is stated clearly in the subject line. Avoid slang, emoticons, and always keep a professional tone. I have included an example of what I mean:

Dear Ms. Totter,

This is Stacy Jones from your ENG 101 class. I won’t be able to come to class tomorrow. I’m aware that we’re doing a draft session that day, so I’d like to make it up in the next class.



Discussing Grades: I cannot discuss grades through personal email (therefore, you should ONLY use your UNCG email when contacting me). I will never discuss final grades electronically. After you receive a grade (low stakes or high stakes), you must wait 48 hours before I will discuss the grade with you. This gives us both a “cooling down” period. Also, your grades will never be posted on Canvas. If you wish to know your current grade, please schedule a conference.

Classroom Technology: Phones should be turned off before class. Tablets and laptops are acceptable, but if they lead to disruption of the class, I will ask you to turn them off. If you continue to disrupt the class, I will ask you to leave, and it will count as an absence.

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 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/

Additionally, failure to cite your sources properly may earn you a grade of zero on an assignment. We will discuss how to cite sources very early in the semester. As a general rule, you want to cite where you found ANY quote or image that does not belong to you in the paper (for example, the page number where you found the quote), and also in a Works Cited page.

Other examples of plagiarism include the following: letting a friend copy your prep work or quiz, submitting a paper you have written for a previous course, or copy/pasting quotes without proper citation. Plagiarism will be handled on a case by case basis, with punishments following these general guidelines:

First offense: The student will redo the assignment.

Second offense: The student will redo the assignment, AND lose one letter grade on the assignment.

Third offense: The student will receive an automatic zero, and will not be allowed to redo the assignment.

Fourth offense: The student will fail the course.

Depending on the severity of the violation and the significance of the assignment to the final grade, penalties for plagiarism, among other forms of academic dishonesty or unethical intellectual property appropriation, may range from an automatic zero on the assignment, to the student being dropped from the class or receiving expulsion from the university.

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/

Note regarding academic integrity policy regarding falsification: "Falsification also includes submitting work to meet the requirements of one course when it was done, in whole or in part, to meet the requirements of another course. Exceptions to this provision must be given prior approval by the instructor to whom the work is to be submitted." For more information, see http://sa.uncg.edu/handbook/academic-integrity-policy/

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.

Course Schedule (Note: This schedule is TENTATIVE and subject to change!). Please remember to complete the readings listed for each class BEFORE we meet that day:






First day of class. Begin Unit 1.


Lammott, “Shitty First Drafts” (C)

Neighmond, “Letters Telling Women About Breast Density Are Often Too Darn Dense” (C)

RACW 1-3, 59-66, 43-49

Stephen Burt: “Why People Need Poetry” (YT)

UNC Chapel Hill: Reading to Write (C), Audience (C), Thesis Statements (C)

Quiz 1. MLA workshop.


Sherman Alexie “The Joy of Reading” (C)

RACW 27-36, 67-72, 95-101, 175-183

UNC Chapel Hill: Understanding Assignments (C), Brainstorming (C), Outlining (C)

Thesis/Outlining workshop.


Daniel Tysdale: “Everything You Need to Write a Poem (and How It Can Save Your Life)” (YT)

Gloria Anzaldúa, “How to Tame a Wild Tongue” (C)

UNC Chapel Hill: Argument (C), College Writing(C), Introductions (C), Paragraph Development (C)

UNCG Writing Center: MEAL Plan (UNCG site)

Draft workshop 1. Quiz 2.


RACW 184-188, 189-194

UNC Chapel Hill: Revising Drafts (C)

UNC Chapel Hill: Organizing Drafts (C)

Draft workshop 2, peer editing.


LAMPlatoon critique: Dr. Pepper "Men" (YT)

LAMPlatoon Critique: Fiat 500 Abarth (YT)

Weber “Logical Fallacies” (C)

“Fallacies in Commercials” (TedED)

Essay 1 due! Begin Unit 2. Quiz 3.

ST: TNG: “The Measure of a Man”


Axe, Dove, and Old Spice commercials (C)

Vokey, “Hyper Masculinity in Ads” (C)

Thesis/Outline workshop


Commercials (C)

NPR Staff, “Wordless Ads Speak Volumes In 'Unbranded' Images Of Women” (NPR)

“Unilever Vows to Drop Sexist Stereotypes from Ads” (C)

“When Women Stopped Coding” (NPR)

Draft workshop 1.


Conferences (Quiz 5)

Note: this is your second draft workshop as well! This also counts as Quiz 4, and CANNOT be dropped.




“High School Students Break Down the Superbowl Ads” (NPR)

RACW 124-134

Peer editing


Paramedic Method (Purdue OWL)

Revision Checklist for College Essays (Roane State University)

Revising the Drafts (Harvard University Writing Center)

Revising Workshop. Quiz 5.


Annotated Bibliographies (UNC Chapel Hill Writing Center)

Annotated Bibliography Samples (Purdue OWL)

Essay 2 due! Begin Unit 3.


RACW 124-134

Library Day (tentative). This also counts as Quiz 6, and CANNOT be dropped!


Gatto, “Against School” (C)

Jeffrey Katz, “Should We Accept Steroid Use in Sports?” (NPR)

Owen and Sawhill, “Should Everyone Go to College?” (C)

Pre-writing workshop.


RACW 135-143, 154-166, 149-153

Adam Frank, What Is The Value Of An Education In The Humanities?” (NPR)

Mark Memmot, “Do You Care If Ball Players Use Steroids? Polls Say Fans Do” (NPR)

(NOTE: March 10 is the last day to withdraw without getting a WF!) . Annotating workshop, Quiz 7.


n/a (Spring Break)

n/a (Spring Break)


n/a (Spring Break)

n/a (Spring Break)


Kozol, "Preparing Minds for Markets" (C)

Greg Myre and Tom Goldman, “Dubious Olympic Record: More Than 110 Russian Athletes Barred From Rio” (NPR)

Essay 3 due! Begin Unit 4. Prewriting workshop


Murray, “Are Too Many People Going to College?” (C)

Draft workshop 1. Quiz 8.


Hrabowski, “Colleges Prepare People for Life” (C)

Graff, “Hidden Intellectualism” (C)

Draft workshop 2.


Freire, “The Banking Concept Education” (C)

Slotkin, “New York Governor Proposes Free College For Lower-Income Students” (NPR)

Peer review. Quiz 9.


Conferences (Quiz 10)

This counts as Quiz 10, and CANNOT be dropped!




RACW 50-56.

Otis College: “Reflective Writing” (C)

Revising workshop. Quiz 11.


RACW 189-194.

Essay 4 due!


Wordsworth on novels (TBD) (C)

Critical Rational workshop


Coleridge on novels (TBD) (C)

Critical Rationale workshop.


Jane Austen, “Defense of the Novel” (TBD) (C)

Quiz 12.


Selected chapters from Northanger Abbey (TBD)

Portfolio due!


Selected chapters from Northanger Abbey, continued (TBD)

Extra credit assignment.



Final Exam (3:30pm-6:30pm). Portfolios will be returned.

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