1

Instructor ​Emily Kane RC 1000-101 Fall 2019

Office Classroom
Office Phone Class Meeting Times
Email ​[email protected] Mailbox
Office Hours

Rhetoric and Composition 1000:

Expository Writing

Course Description and Goals

Rhetoric and Composition 1000 is the First-Year Writing course in ASU's General
Education curriculum. ​This class will prepare you to write at a college level, no matter what
major you end up pursuing. We will explore multiple genres of writing so that you gain a
mastery of how to write in an effective way, and we will work to enhance your critical thinking,
reading, and writing skills. Most of the course will be oriented around group work, and you will
give and receive feedback to your peers about their writing, as well as receiving extensive
feedback from me. The course goals created by the department are listed below.

Goal 1​: R&C 1000 students must exhibit increasing rhetorical knowledge.

● Drafting with a clear purpose in mind.

● Analyzing and responding appropriately to different kinds of rhetorical situations.
● Writing with strong voice and authority.

Goal 2​: R&C 1000 students must exhibit increasingly critical thinking, reading, and writing
skills.

● Using writing and reading for learning, thinking, and communicating.

● Locating, evaluating, analyzing, synthesizing, and documenting primary and secondary
sources.
● Demonstrating critical thinking, in part by understanding that personal investments and
cultural perspectives are woven into language and knowledge.

Goal 3​: R&C 1000 students must exhibit increasing understanding that writing is a process.

● Generating ideas and drafting, revising, editing, and proofreading recursively,

consciously, and effectively.
● Participating actively and collaboratively in a writing community.
● Reflecting upon semester writing, in part by evaluating own work and that of writing
community members.
 2

Goal 4​: R&C 1000 students must gain increasing ability to research and write in various
environments, including electronic environments.

● Using a variety of technologies to produce and share writing.

● Using a variety of technologies in conducting research.

All Rhetoric and Composition 1000 students will produce a semester-ending portfolio that
demonstrates fulfillment of these goals and outcomes.

Required Materials
Diana Hacker and Nancy Sommers,​ A Writer’s Reference ​(customized for ASU) ISBN:
9781319209940

Access to a laptop and internet outside of class

Diversity and Inclusion Statement: ​Every student in this class will be honored and respected as
an individual with distinct experiences, talents, and backgrounds. We will treat each other fairly
regardless of race, religion, sexual orientation, gender identification, disability, socio-economic
status, national identity or other identity markers. ​As a class we will work to maintain that
environment by respecting each other’s ideas, and privacy. Hate speech, violent and suggestive
language, slurs, and any other disrespectful language will not be tolerated, nor will bullying. All
members of a community should respect the work and human dignity of others. In short, be good
citizens. Students are expected to behave with respect both in and outside the classroom (email
and online discussions in particular), both to each other and the instructor.
–Adapted from Dr. Belinda Walzer

Classroom Expectations ​In the first week of class, we will work out rules for how we will
interact throughout the semester. I do not foresee any problems adhering to the guidelines that
we create; however, should problems arise your participation grade will suffer. This classroom
will be one of respect between your peers and myself, and we will hold each other accountable.

Attendance ​Per university policy, students are allowed three unexcused absences each semester.
Beyond that, your grade will be affected. For every unexcused absence beyond three, you will
lose ten points from your attendance grade. More than six absences may result in a failing grade.

Three tardies will equal one absence. Please try to be on time. If you need to leave early you do
not need to tell me, but please be quiet and respectful on your way out. If this happens
consistently I may reach out to you.

If you have extenuating circumstances, contact me and we can work something out.
 3

Religious Observances ​All ASU students are allowed two absences per year for religious
observances. Up to two absences for such observances will be excused, without penalty to the
student, provided that the student has informed the instructor. Notice must be given by the
student to the instructor before the absence occurs and no later than three weeks after the start of
the semester in which the absence(s) will occur. Arrangements will be made to make up work
missed by these religious observances, without penalty to the student. For the purposes of this
policy, ASU defines the term "religious observance" to include religious holidays, holy days, or
similar observances associated with a student's faith that require absence from class.

Participation ​I expect you to be present and mindful during our class sessions. This means that
you will put your phones away during class, and laptops or tablets will not be permitted unless
otherwise stated. If you will need a laptop or tablet in class I will try to alert you to bring it ahead
of time.

You will come to class prepared, with any assignments or readings completed upon arrival.

A substantial part of this class will be group discussion and peer review. I expect each member
of a group to participate equally. If you do not come to class prepared you will not be able to
participate fairly in a group, and it will affect your grade. Please do your best to be fair and
respectful to your classmates and come to class prepared.

Communication ​The best way to contact me is by email or coming to my office hours. I will
send out an email if I have to cancel office hours at least one hour prior. If I do not respond to an
email within 48 hours, you may send a follow-up email. During the weekends I will do my best
to keep up with emails, but you may not receive a response until Monday.

If you cannot meet during my office hours, email me and we can set up an appointment together.

Grading

Attendance: 10%
Participation, including readings and daily assignments: 20%
Rhetorical Analysis: 10%
Research Project: 15%
Annotated Bibliography: 5%
Research Proposal: 10%
Final Portfolio: 30%

A: 93-100 C+: 77-79

A-: 90-92 C: 73-76
 4

B+: 87-89 C-: 70-72

B: 83-86 D/F: Below 70
B-: 80-82

You will receive an A- for the course if you turn in each assignment with a sincere effort and
participate in group work and class discussion.

In order to receive credit for this course for the College of Business or College of Education you
must receive a C or better.

Assignments

Rhetorical Analysis
Goals met: 1, 2, 3

This assignment will be completed at the end of our first 5-week unit. You will choose a text
from a list that I provide and analyze its rhetoric to create your own original argument and
present it in a 2-3 page paper. There will be one workshop day and one day to peer review.

For this unit, everyone will be required to meet with me outside of class. Afterwards, it is
optional but encouraged

Annotated Bibliography & Research Proposal

Goals met: 1, 2, 3, 4

For this assignment you will choose a research topic and create a college-level question about it,
then seek out an answer. You will find and annotate five relevant sources, some supporting your
argument and some opposing it. Then, you will draft out a research proposal. You will workshop
and peer review each other’s citations as well as your proposals.

Multimodal Research Project

Goals met: 1, 2, 3, 4

This will be your final unit for the semester in which you conduct more research on the topic you
proposed in the previous unit to create a cohesive argument. The argument must be presented in
a way that you think is appropriate; it can be an essay, or it can be something you make either
online or by hand. You must be prepared to defend your chosen format, and you must be able to
make an informed argument and support it. This assignment will be workshopped and peer
reviewed, then presented in the last week of the unit.
 5

Final Portfolio
Goals met: 1, 2, 3, 4

Finally, you will combine all your work into a portfolio that will show your growth throughout
the semester. Everything will be looked at a final time, so you have the entire semester to make
revisions to your assignments, even after the final drafts have been turned in.

Student Resources ​The following services are provided free for students and may be useful to
you:

The Writing Center- The University Writing Center is a free resource available to all
Appalachian State University students.

The UWC is a collaborative, supportive, and non-evaluative environment intended to help you
with your writing in a way that will foster confidence and competence. Consultants can provide
assistance with writing at all stages and in any subject matter.
https://writingcenter.appstate.edu/
[email protected]
204 Belk Library

Tutoring Services- https://studentlearningcenter.appstate.edu/tutoring-services

Counseling Services- Students may receive up to 10 sessions/semester and a referral to

off-campus assistance if needed
1st Floor of the Miles Anna building
https://counseling.appstate.edu/
Phone- (828) 262-3180

Health Services- https://healthservices.appstate.edu/

Miles Anna Building
Phone- ​(828) 262-3100
Email- [email protected]

Food and Housing Insecurity ​Any student who has difficulty affording groceries or accessing
sufficient food to eat every day, or who lacks a safe and stable place to live, and believes this
may affect their performance in the course, is urged to contact the Dean of Students, 324
Plemmons Student Union, for a list of resources and support. The ASU Food Pantry and Free
Store is a free resource with pantry and personal care items, located in the Office of
Sustainability on the bottom floor of East Hall. Furthermore, please notify the professor if you
 6

are comfortable in doing so. This will enable him/her to assist you with finding the resources you
may need.

Title IX​ In accordance with Title IX and university policy, anything reported to me about
violations of Title IX must be reported. This means that I am required to report any sexual
assault and harassment brought to my attention. Please keep this in mind when disclosing
information in class or in my office.

Academic Integrity ​Appalachian State University's Academic Integrity Code is designed to

create an atmosphere of trust, respect, fairness, honesty, and responsibility. The Academic
Integrity Code outlines "user-friendly" procedures and mechanisms for resolving alleged
violations of academic integrity. The Academic Integrity Code is the result of cooperation among
Appalachian's faculty, students, and administrators, and promotes a campus dialogue about
academic integrity. All members of the Appalachian State University community are responsible
for promoting an ethical learning environment.​ For more information, visit
https://studentconduct.appstate.edu/

If you have any questions or concerns about ASU’s academic integrity policy, please feel free to
contact the instructor.

Students with Disabilities ​Appalachian State University is committed to providing an inclusive

experience, accessible learning environments and equal opportunity to individuals with
disabilities in accordance with the Americans with Disabilities Act and Section 504 of the
Rehabilitation Act. Individuals needing reasonable accommodations should contact the Office of
Disability Resources (828.262.3056 or https://odr.appstate.edu/).

If you have any questions or concerns about disability services at ASU, please feel free to
contact the instructor.

Schedule ​This is tentative and subject to change as the semester progresses. In the case of
inclement weather or cancelled classes, I will email you with the make-up plan. With any other
changes I will notify you at least 48 hours in advance.
The readings and assignments are due on ​the day that they are listed​.

Week 1
Monday: Introduction & syllabus
Wednesday: Grammar Assessment
Friday: Grammar Review and Personal Histories
Syllabus Quiz​- please read the syllabus and be familiar with it by this point!
 7

Reflection Paper due​- write a brief, one page reflection on your history with writing.
What are your strong areas? What needs improvement? Basically, where do you think
your writing is at coming into this class? This is just for me to get to know each of you,
and it should be relatively informal.

Week 2: Unit 2 begins

Monday: Introducing Rhetoric
Reading: ​Covino & Joliffe, “What is Rhetoric
Wednesday: Fallacies
Reading: ​Lunsford & Ruszkiewicz, “Fallacies of Argument”
Friday: Rhetorical Devices and how to Conduct a Rhetorical Analysis
Reading:​ Sojourner Truth’s “Ain’t I a Woman?”​ Bring a printed copy to class!

Week 3
Monday: How to Write a Thesis Statement and Plan an Argument
Reading: ​Writer’s Reference,​ C3-18, C42-54
Wednesday: Rhetorical Elements and Introduce Final Assignment
Reading: ​Doug Downs, “Rhetoric: Making Sense of Human Interaction and
Meaning-Making,” Anne Lamott “Shitty First Drafts”
Friday: Analyzing the Rhetoric of Town Websites

Week 4
Monday: Presenting Rhetoric of Town Websites
Wednesday: How to Collaborate in Workshops
Reading: ​Reading:​ Writer’s Reference​ C19-29, “Revision Strategies of Student Writers
and Experienced Adult Writers,” Nancy Sommers
Richard Straub, “Responding–Really Responding– to Other Students’ Writing”
Friday: Workshop Day
First Draft Due

Week 5
Monday: How to revise
Sign up to meet with me by Tuesday at midnight!
Wednesday: Class cancelled to meet with me
Friday: Class cancelled to meet with me

Week 6
Monday: Class cancelled to meet with me
 8

Wednesday: Peer Review

Due: Second Draft
Friday: Unit Wrap Up
Due:Printed Final Rhetorical Analysis Paper

Week 7
Monday: Introduce Research Proposal and Annotated Bibliography
Reading:
Wednesday: MLA format
Reading:
Friday: Library Day
Reading:

Week 8
Monday: Writing an Introduction & Conclusion
Reading:
Wednesday:
Reading:
Friday:
Reading:

Week 9
Monday: Create Guidelines for Workshopping Drafts
Reading:
Two Annotated Citations Due by Midnight
Wednesday: Workshop
Due: Research Proposal

Friday:
Reading:
Week 10
Monday:
Reading:
Wednesday: Peer Review

Friday:
Research Proposal and Annotated Bibliography Due
Reading:
 9

Week 11
Monday: Introduce Final Research Project
Reading:
Wednesday:
Reading:
Friday: Work on Thesis Statements in Class
Due for class: Thesis Statement
Reading:

Week 12
Monday: Create guidelines for workshopping projects
Reading:
Wednesday: Workshop
Bring argument, support, and an idea for how you will present the information
Friday:
Reading:

Week 13
Monday:
Reading:
Wednesday:
Reading:
Friday:
Reading:

Week 14
Monday:
Reading:
Wednesday: Peer Review & Final Questions for me

Friday: How to Present Research

Reading

Week 15
Monday: In-class presentations

Wednesday: In-class presentations

 10

Friday:
Quiz on presentations due
Reading:

Week 16
Monday: How to Create a Portfolio
Reading:
Wednesday: Final Questions
Friday: Evaluations
Final Portfolio Due