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Contact Information

Dr. Jesse Peters
PO Box 1510
Pembroke, NC 28372

Phone: 910.521.6635

Location: Dial 260 A
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English 1020 Fall 2012

W 11:15-12:05; 12:20-1:10; 1:25-2:15

Instructor: Dr. Jesse Peters
Office:  Dial 260 A
Office Phone:  521-6635
Office Hours: TR 10:00-11:00; W 2:15-3:15; MW 8:00-9:00 (online) And by Appointment/Email


Course Objectives

This course is a Writing Laboratory designed to support ENG 1050. Students will engage in small group discussions and workshops with an emphasis on developing the skills being covered in ENG 1050. Most of the class sessions will be devoted to 1) conversations that clarify and extend what we have discussed in 1050 and 2) workshops in which we closely examine your writing in open discussions.

By the end of the semester, you should be able to function professionally and productively in a workshop environment. You should also have a good understanding of the reflective and collaborative nature of the writing process.

Note: Please refer to the ETL department’s website for departmental guidelines and plagiarism policy If you are caught plagiarizing, you may fail the course and could be reported to the Vice Chancellor for Student Affairs. The usual penalty is a grade of "F" in the course.

Statement on First-Year Composition Program Assessment:

Committed to improving the quality of educational services offered to students, the first-year composition program seeks to assess student achievement of course learning outcomes. Student work from this class may be randomly selected and used anonymously for program assessment. Copies of your coursework including any submitted papers and/or portfolios may be kept on file for assessment and accreditation purposes. The assessment process will not affect your grade in this class or require you to complete additional work.

Required Texts:

Ways of Reading, Bartholomae & Petrosky
The Little Brown Compact Handbook ,  Aaron
A personal journal/notebook

General Information

This course centers on your participation in a workshop environment. It is up to you to keep up and come to class prepared each day. We will also be using your essays as a means of entering into discussion about the readings and about how to improve your writing abilities. Your writing will be talked about openly in a workshop format, so you have a responsibility, not only to yourself, but to your classmates as well, to explore and explain your thoughts to the best of your ability.

We will have discussions that will help foster your understanding of the goals, strategies, and conventions associated with academic writing. We will operate professionally and responsibly as we articulate ideas and examine them, both orally and through writing.

Take heed of the following:

1. Attendance is mandatory. If you miss class, you are responsible for familiarizing yourself with the material you missed. If you miss more than 4 classes, I can fail  you--no questions asked. I suggest saving your absences for when you are sick or have an emergency; that's what they are for.
2. I do not accept late papers or assignments of any kind without my previous consent. See me ahead of time if  you have problems with assigned due dates. Also, be sure to talk to me if you are  having trouble with assignments.
3. All work done outside of class to be typed, double-spaced. 
4. Disruptive behavior will not be tolerated (talking while others are talking, coming in late, cell phones ringing, rude comments, etc.). If behavior like this persists, you will be asked to leave the class and receive a grade of F for the course.

Sometimes the schedule may call for you to log into the Blackboard Course Site rather than meeting in the classroom. There we will use the Discussion Board and/or other features to complete assignments. Failure to participate in Blackboard will count as an absence.

Note: Any student with a documented learning, physical, chronic health, psychological, visual or hearing disability needing academic adjustments is requested to speak directly to Disability Support Services (DF Lowry Building, Room 107, 521-6695) and the instructor, as early in the semester (preferably within the first week) as possible. All discussions will remain confidential.


Daily Participation 150 pts. 15%
Leading a Workshop 100 pts. 10%
Submitting Workshop Essay 100 pts. 10%
Weekly Journal 150 pts. 15%
Reflective Essay 500 pts. 50%
Total 1000 pts. 100%

I use a thousand point grading system. All grades will be given as numbers with final grades computed as follows: A=933-1000; A-=900-932; B+=866-899; B=833-865; B-=800-832; C+=766-799; C=733-765; C-=700-732; D+=666-699; D=633-665; D-=600-632; F=<600.


Daily Participation (150 pts.)

Each time we meet, you will have the chance to earn up to 10 points for participation. I expect you to be alert and engaged during all class meetings. You should expect to contribute openly and actively in both class discussions and workshops. Missing classes will result in a lower participation grade.

Leading a Workshop (100 pts.)

Once during the semester, you will be responsible for leading a workshop. This workshop can be either a peer review of another student's essay or a writing strategy workshop. In either case, you will be responsible for guiding the discussion and answering questions. The workshop should last about 25-30 minutes.

Peer Review Workshop: In this workshop environment, a student will submit a paper to be "workshopped" by his or her peers. The workshop leader will guide the discussion about what works well in the essay and strategies for improving the essay.

Writing Strategy Workshop: In this workshop environment, the leader will discuss an issue relative to improving writing. This may be an issue with grammar, mechanics, style, voice, coherence, etc. The best workshops will draw on examples from the leader's own writing and point to links in the Little, Brown Compact Handbook.

Submitting an Essay for Workshop (100 pts.)

Once during the semester, you will be asked to submit an essay for the group to workshop. This piece of writing will be one of the three long essays you produce in 1050. You may submit it before it is turned in to me for review in 1050. If you submit it after I have commented on it and returned it, there must be substantial revisions for it to count as a workshop essay. The day you are scheduled to submit, you will need to bring it in on a flash drive in Microsoft Word or RTF format. I also suggest emailing it to yourself so that you can access it if something happens to your drive. The workshop leader will either be one of your peers or me; failure to submit a paper for a scheduled workshop will result in a loss of these 100 points.

Weekly Journal (150 pts.)

After each weekly class meeting, I want you to write for 20-30 minutes in a journal. This journal should be something small and bound, like a Moleskin notebook or the equivalent. Devote this journal only to writing about your experiences in ENG 1050 and 1020. This is your chance to reflect on what you are learning and how your writing is changing. You might also address the ideas discussed in class and how your own ideas for essays are developing. Bring them to class every day as well; there may be times when I ask you to write for a few minutes as a way of starting discussion.

Hopefully, you will be able to draw on this writing at the end of the semester when you produce your reflective essays. I will take up these journals periodically to see how you are progressing and assign a final grade at the end of the semester.

Reflective Essay (500 pts.)

At the end of the semester, you will turn in a reflective essay to me. This essay should be 3-5 pages, typed and double spaced. It should explain how your writing has progressed through the course of the semester. You should make sure to articulate how your understanding and use of writing conventions and strategies has changed over the course of the semester. Of course, the essay itself will also be a testament to where your writing is at the end of the semester. That is, the way you explain yourself will carry as much weight as what you say. Feel free to draw upon your journal, experiences in workshops, etc.

WR means Ways of Reading
LB mean The Little, Brown (handbook)

All reading and writing assignments are due on the date they are described.

Course Schedule (subject to change)

Workshop Schedule



15 Introduction; Discussion of syllabus

22 "The Writing Process " (LB 1-23)

29 "The Writing Process " (LB 23-54)


5 "Writing in College" (LB 73-104)

12 "Writing in College" (LB 104-138)

19 "Clarity and Style" (LB 140-155)

26 "Clarity and Style" (LB 155-182)


3 Workshop

10 Workshop

12 Last Day to Drop with a grade of "W"

17 Workshop

24 Workshop

31 Workshop


7 Workshop

14 Workshop

21 No Class / Thanksgiving Break

28 Course Wrap-Up



This publication is available in alternative formats upon request. Please contact Mary Helen Walker, Disability Support Services, DF Lowry Building, Room 107, 521-6695.

UNCP Religious Holiday Policy Statement

The University of North Carolina at Pembroke has a legal and moral obligation to accommodate all students who must be absent from classes or miss scheduled exams in order to observe religious holidays; we must be careful not to inhibit or penalize these students for exercising their rights to religious observance. To accommodate students’ religious holidays, each student will be allowed two excused absences each semester with the following conditions:

1. Students, who submit written notification to their instructors within two weeks of the beginning of the semester, shall be excused from class or other scheduled academic activity to observe a religious holy day of their faith. Excused absences are limited to two class sessions (days) per semester.

2. Students shall be permitted a reasonable amount of time to make up tests or other work missed due to an excused absence for a religious observance.

3. Students should not be penalized due to absence from class or other scheduled academic activity because of religious observances.

A student who is to be excused from class for a religious observance is not required to provide a second-party certification of the reason for the absence. Furthermore, a student who believes that he or she has been unreasonably denied an education benefit due to religious beliefs or practices may seek redress through the student grievance procedure.


Updated: Wednesday, September 26, 2012

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