Instructor: Grant Glass
Classroom: Greenlaw Hall – Rm 0103
Instructional format: In Person
Days and Time: TuTh 8:00AM-9:15AM
Office: https://unc.zoom.us/my/grantglass
Office Hours: Tuesdays 4pm-6pm
Contact Information: grantg@unc.edu
Course Syllabus
The instructor reserves the right to make changes to the syllabus including project due dates and test dates. These changes will be announced as early as possible.
This college-level course focuses on written and oral argumentation, composition, research, information literacy, and rhetorical analysis. The course introduces students to the specific disciplinary contexts for written work and oral presentations required in college courses. The course will help you to:
- Understand the ways rhetorical situations call for shifts in composition strategies.
- Employ conventions, genres, and rhetoric practiced in the natural sciences, social sciences, and humanities.
- Conduct research using a variety of methods, databases, and sources.
- Discuss and present research-based arguments and information.
- Identify how best to use research and evidence in discipline-specific compositions.
- Compose using written, oral, and multimedia modes.
- Practice oral communication in situations ranging from one-on-one to small groups to public settings.
- Review and revise one’s own work and assist others in revising their work.
- Work productively with others in small group and classroom settings.
Welcome to English 105! In this class you will analyze the rhetorical and stylistic conventions that govern professional and academic writing in the natural sciences, social sciences, and humanities. You will study how genres function in each of these disciplines and learn how to adopt genres to fulfill your own purposes and meet the needs of an audience.
We will move through a sequence of units designed to give you practice in many of the skills and techniques that professional researchers use to collect, organize, analyze, and present their research findings. You will have the opportunity to conduct your own research in these fields and to compose your own examples of the genres that professionals use to communicate their research findings.
In addition to the learning outcomes for every ENGL 105 course, this class will teach you to:
- Employ conventions, genres, and rhetoric practiced in the natural sciences, social sciences, and humanities
- Conduct research using a variety of methods, databases, and sources.
- Discuss and present research-based arguments and information.
- Identify how best to use research and evidence in discipline-specific compositions.
- Compose using written, oral, and multimedia modes.
- Review and revise one’s own work and assist others in revising their work.
- Learn about emerging AI technologies
Our three units will each contain two short “feeder” assignments and one substantial unit project. The feeder assignments are generally designed to give you practice with a particular skill (such as doing fieldwork or analyzing secondary sources), while the unit projects will ask you to synthesize primary and secondary research and share knowledge.
Major Projects
- AI Blog (Natural Science) 20% of course grade
- AI Vlog (Social Science) 20% of course grade
- Literary Adaptation (Humanities) 20% of course grade
- Portfolio 20% of course grade
- Daily Grades: Drafts, peer reviews, homework, in-class writing, group work, etc. 20% of course grade
Course Design
The course will be organized around the following principles:
Workshop Format
Classes will be taught using a workshop approach that emphasizes the role of writing in learning and promotes interactive, experiential learning (as opposed to a presentational lecture format). We will emphasize writing as a process: how to read, write, analyze, interpret, understand, and create oral, written or multimedia texts. Your voice will be central to this class through large and small group discussion, oral presentations, class leadership, and project demonstrations. You are responsible for both giving (and receiving) constructive criticism and feedback to your peers.
Group Work
Each of you will become a member of a small working group. These groups will serve as writing groups, discussion groups, as smaller cohorts in the larger community. Your groups will function inside and outside the course. You will be expected to fully participate in group activities, working together to create a productive team that will support the work of the class.
Process-based Approach
The three major unit projects will be supported by a sequence of daily assignments. (Daily assignments and activities must be completed to fully participate in the course.) These sequences will lead you through intellectual projects proceeding from one week to the next. Using a process approach, you will write multiple drafts, receive ongoing feedback from peers and the instructor, and participate in evaluating your own and others’ composing projects.
Required Materials
- The Tar Heel Writing Guide 2023-2024. You will receive an email with an attachment with a digital code from digitaldelivery/Student Stores. Use this email to gain access to the digital edition of the textbook. If you are having trouble finding the textbook e-mail, check your spam folder. (If you run into trouble, more instructions are at: https://go.unc.edu/thwg-access.)
- You should also have a laptop with you each class day. You must check your email and our class website at least daily for messages and updates. Expect to make regular use of a computer that is capable of running basic and multimedia applications. You must allow time and seek assistance for any technical issues that arise when completing computer-based activities. (Information and technical assistance are available at http://help.unc.edu or 962-HELP.)
Grading
Projects are graded A through F with pluses and minuses as necessary. “A” work is generally regarded as excellent; “B” work is good; “C” work is competent; “D” work is marginally below college standards; and “F” work is clearly below minimum college standards. Work that does not follow the assignment (though otherwise acceptable) will also receive an “F.” Work that is not done or not turned in is recorded as a zero. I will provide more specific grading criteria on assignment sheets and/or rubrics. All projects will be graded and returned before the next major assignment is due. Freshman-level proficiency in writing is required for a passing grade. See also the Late Project Policy below.
Project grades will be converted to percentages using the following scale:
A+=98
A=95
A-=92
B+=88
B=85
B-=82
C+=78
C=75
C-=72
D+=68
D=65
D-=62
F=50
Final numeric grades will be converted to letter grades using the following scale:
A=100-95
A-=94-90
B+=89-87
B=86-83
B-=82-80
C+=79-77
C=76-73
C-=72-70
D+=69-67
D=66-63
D-=62-60
F=60 and below
If you feel you have been awarded an incorrect grade, please discuss with me. If we cannot resolve the issue, you may appeal the grade through a formal university process based on arithmetic/clerical error, arbitrariness, discrimination, harassment, or personal malice. To learn more, go to the Academic Difficulty and Appeals information on the Advising Program website.
Attendance Policy
As stated in the University’s Class Attendance Policy, no right or privilege exists that permits a student to be absent from any class meetings, except for University Approved Absences. These include:
1. Authorized University activities: University Approved Absence Office (UAAO) website provides information and FAQs for students.
2. Disability/religious observance/pregnancy, as required by law and approved by Accessibility Resources and Service and/or the Equal Opportunity and Compliance Office (EOC).
3. Significant health condition and/or personal/family emergency as approved by the Office of the Dean of Students, Gender Violence Service Coordinators, and/or the Equal Opportunity and Compliance Office (EOC).
You should make every effort to attend all classes. Your attendance is crucial to your success because of the amount of in-class work we will be doing. For situations when an absence is not University approved (e.g., a job interview or club activity), each of you may miss two class sessions without penalty; subsequent absences may result in the lowering of your overall grade in the course.
According to UNC’s Writing Program policy, you may receive an F in this course if you miss seven or more TTH class sessions. It is very difficult to “make up” missed work in this course, due to the rapid pace and the range of written work expected. Therefore, it is important that you tell me in advance (or as soon as possible) if a medical, personal, or family emergency occurs where you will be missing multiple classes.
The Honor Code
All students are expected to follow the guidelines of the UNC Honor Code. In particular, students are expected to refrain from “lying, cheating, or stealing” in an academic context. If you are unsure about which actions violate the Honor Code, please see me or consult studentconduct.unc.edu.
The honor code applies as well to your use of outside sources in research and writing. The research that we do this semester, whether primary or secondary, print or online, formal or informal, will require careful documentation on your part. We will review citation guidelines early and often throughout the semester. The need to cite your sources applies to all your work, including drafts as well as final versions of your feeders and projects.
If I suspect you of plagiarizing all or part of a paper, even if you did it unintentionally, I am required to report the offense to the Honor Court. If you think you are running into trouble with a paper, PLEASE come and speak with me. Our work in this class will conform to the principles and procedures defined in the Instrument of Student Judicial Governance (http://instrument.unc.edu/).
Artificial Intelligence Policy
Artificial Intelligence (AI) joins a long line of technologies that have been used as part of the production of writing and knowledge. Responsibly using AI in writing courses at Carolina requires that you:
1. take ownership of intellectual work, including activities supported by AI.
2. understand techniques and underlying technological approaches of AI tools.
3. identify biases, misinformation, and hallucinations associated with AI.
4. learn to use AI to further your ability to think.
5. recognize distinctions between humans and technology.
6. document and reflect on your use of AI tools and AI-generated content.
Practicing these five aspects of responsible AI use is expected in all courses linked with the University Writing Program, including ENGL 100, 105, and 105i. Each aspect carries with it a number of opportunities and requirements. Read each entry below to understand your responsibilities for using AI in this course.
Take ownership of intellectual work, including activities supported by AI. The person who benefits most from engaging with academic projects is you. There are many instances where you may be able to use AI to assist with or even take over tasks. However, you may miss out on important learning opportunities if you don’t engage with the intellectual activities that make up the project. Further, the more you develop projects through your own thinking and labor, the easier it is to stand by the work you produce. In fact, you are fully responsible for all of the material you produce in this class, even if some of it was generated with the help of AI. Challenge yourself to engage with the intellectual work of academic projects, and be prepared to stand behind everything you develop as you participate in the course.
Understand AI techniques and underlying technical approaches. The computer programming behind AI tools makes informed predictions to provide responses. When the program lacks information, its operations will select less relevant materials or even make up information to complete its response. Although it might appear authoritative, the operations behind AI output can produce inaccurate, disconnected, and false information. Complicating these operations is the black box nature of AI platforms. Users (and even the majority of programmers) don’t have access to the underlying functioning of the systems and are unable to assess the validity of their operations. Know that AI is developed with technical systems that are imperfect, based on probabilities, and impossible to evaluate. These systems offer many helpful functions. At the same time, they are limited and require a critical approach to their output. In this class, you will be expected to reflect on and account for the ways AI uses and produces information and to develop techniques for using AI that account for the nature of AI tools.
Identify biases, misinformation, and hallucinations associated with AI. Inaccuracy is built into the prediction-based operations of AI; know that AI output will contain hallucinations that result in fabricated information. Further, the models used to develop AI tools contain biases and misinformation. AI writing tools, for instance, have been trained and make use of (among other texts) postings scraped from the internet; the online information being mined by AI tools may not be accurate. Further, biases and negative aspects of culture may be inherent in the materials used by AI. Additionally, all technologies reflect worldviews, priorities, and perspectives. In this class, you will pay attention to the larger cultural perspectives, biases, and misinformation associated with AI tools. You are required to check any AI output for accuracy. You are responsible for any materials that are included in your work—including those provided by AI. You must check claims, verify evidence, and evaluate any sources that appear in AI output.
Learn to use AI to further your ability to think. Thinking and writing are connected. If you use AI, you should do so in a way that promotes a process of inquiry. Any time you simply use an AI prompt to produce a piece of writing, you are failing to process the intellectual aspects of your work. Instead, learn the ways that prompts can be developed and refined to think through a topic or task. Use AI to help you understand rhetorical and disciplinary aspects of documents. Work iteratively to prompt, evaluate, write, review, re-prompt, and revise your projects, using AI to assist with rather than replace your own thinking. In this class, you will be responsible for developing healthy, process-based approaches to AI and for demonstrating how that work relates to your thinking and growth.
Recognize distinctions between humans and technology. From the first eyeglasses to today’s knee replacements, people have made use of technologies for assistance. AI follows this practice, augmenting memory and intellect with technological systems. However, there is a strong tendency to ascribe human stature to AI tools, casting them as human replacements. Understand, however, that characterizing AI with human qualities merely personifies a technical system. Capacities like empathy, curiosity, or personality are human traits. People are particularly capable of sorting through uncertainty, practicing intuition, engaging conflicts, pursuing interests, promoting belonging, etc. In this class, you will maintain awareness of the limits of technologies and the value of human capacities.
Document and reflect on your use of AI. This requirement is crucial as you develop work in this class. Throughout the process of identifying topics, conducting research, and composing your projects, you will have opportunities to use AI. In all of these circumstances, you should transparently account for the ways you have used AI. This will involve 1) citation when AI activities directly inform or appear in your work, 2) providing an AI Use Statement as you submit projects, and 3) providing a detailed accounting of AI use by submitting an AI Documentation Grid. Refer to assignments or check to make sure you are following the proper AI documentation requirements for this class. (Examples of AI Use Statements and AI Documentation Grids appear below.)
The guidelines above provide broad requirements for the use of AI in this class. I will also identify specific tasks where you may or may not use AI. You are responsible for knowing what AI use is allowed for any given assignment. You must follow the provisions spelled out by the assignment, even if you use the guidelines above for your AI interactions.
The information below reiterates and summarizes your documentation responsibilities for AI use. There are three key AI citation and documentation requirements:
- Source citation. As with any research, you must provide acknowledgment and citations for ideas and materials that are not your own. When AI-assisted output directly informs or appears in your projects, provide in-text references. Include a citation for these items in your works cited, bibliography, or other source listings.
- AI use statement. In addition, you will be asked to account for your AI use in a statement that will accompany your submission of major projects in the class. As you submit a project, develop and include an appropriate version of the below statements:
I attest that this project did not use AI at any stage in its development or in the creation of any of its components.
I attest that this project made use of AI in the following ways: [List all uses of AI; if required, use a documentation grid to account for the ways AI contributed to the development of the project.]
- AI use documentation grid. Download a copy of the appropriate documentation grid. For each major project, complete the grid and include it with your project submission.
Three-part Project Documentation Grid (Editable copy: MS Word, Google document):
| Project stage | List AI use |
| Stage one: research and inquiry (e.g., topic selection, research brainstorming, source evaluation and summary, literature review, bibliography creation) | |
| Stage two: drafting (e.g., project planning, developing outlines, drafting materials, media creation) | |
| Stage three: revision (e.g., peer review, editing materials, revising language, formatting, proofreading) |
Detailed Documentation Grid (Editable copy: MS Word, Google document):
| Intellectual work | Your AI use (list tools used and the type of use; add a link to chat transcript if available) | Your adjustments or revisions to AI output (list edits or other changes applied to any AI materials) | Documentation expectations (how you should account for AI use) |
| Topic selection | |||
| Research | |||
| Source Evaluation | |||
| Outlining/planning | |||
| Drafting | |||
| Media creation | |||
| Peer review | |||
| Revising | |||
| Polishing | |||
| Other |
Course Expectations and Policies
Remember that the syllabus functions as a contract between instructor and students. You are responsible for knowing and abiding by these policies.
Due Dates
All homework assignments must be submitted before class on the day they are due. Unit projects should be submitted to the proper link on Canvas by 11:59pm of the day in which they are due
Submitting Assignments
We will discuss appropriate formats in class, based on our analysis of professional models.
When submitting documents, please be sure your document is saved under the following naming conventions: [first initial][last name]-[assignment number]. e.g. JSmith-Feeder1.1docx
Late Work
Each major writing assignment will involve drafting and revision, and many involve research. Because writing is a recursive, unpredictable, and multi-step process, careful advance planning is essential to avoid falling behind. Late work—whether it is homework, a draft for a workshop day, or a project—will receive a lowered grade unless you make arrangements with me ahead of time. If you have extenuating circumstances, please let me know so that we can work out an alternative schedule.
Preparation and Participation
You should come to class having completed the assigned reading, writing, or other homework, and you should be ready to engage with your classmates and the text(s) at hand. When you are here, you should be prepared and attentive. Not coming prepared or engaging with the class will negatively affect your participation grade. To be successful, you should:
Be on time
Being on time shows respect for both your instructor and your classmates. Arriving to class more than 25 minutes late will count as an absence. Habitual tardiness (more than 5 minutes late) will damage your grade. 3 tardies=1 absence.
Be courteous
Being courteous means listening (and responding) respectfully to others, and refraining from distracting behaviors such as falling asleep, texting, or checking social media.
Come to conferences
We will schedule individual conferences this semester. Before each conference, you should prepare any requested materials and be ready with questions or concerns that you have about your project. Missing a conference counts as a class absence.
Use technology conscientiously
In order to be engaged in class, you will need to learn to use your technology as a tool and not let it hamper your learning. You will be using your laptop to access research, to post and respond to drafts, to contribute to our class notes, and so on. If you are using your laptop in class, I expect you to be 100% “with us”–which means no social media, texting, browsing, etc. that is not connected to the course.
IT Acceptable Use Policy
By attending the University of North Carolina at Chapel Hill, you agree to abide by the University of North Carolina at Chapel Hill policies related to the acceptable use of IT systems and services. The Acceptable Use Policy (AUP) sets the expectation that you will use the University’s technology resources responsibly, consistent with the University’s mission. In the context of a class, it’s quite likely you will participate in online activities that could include personal information about you or your peers, and the AUP addresses your obligations to protect the privacy of class participants. In addition, the AUP addresses matters of others’ intellectual property, including copyright. These are only a couple of typical examples, so you should consult the full Information Technology Acceptable Use Policy, which covers topics related to using digital resources, such as privacy, confidentiality, and intellectual property.
Additionally, consult the University website “Safe Computing at UNC” for information about the data security policies, updates, and tips on keeping your identity, information, and devices safe.
Access and Accessibility
Accessibility Resources and Service (ARS – ars@unc.edu) receives requests for accommodations, and through the Student and Applicant Accommodations Policy determines eligibility and identifies reasonable accommodations for students with disabilities and/or chronic medical conditions to mitigate or remove the barriers experienced in accessing University courses, programs and activities. ARS also offers its Testing Center resources to students and instructors to facilitate the implementation of testing accommodations. Faculty and instructors with any concerns or questions about accommodations and/or their implementation, are invited to reach out to ARS to discuss.
I am committed to helping all students succeed in this course. Please let me know whether you have any learning needs or circumstances that I can accommodate. We will work together to identify strategies to help you learn best in this course. You do not need to disclose specific medical information, diagnoses, or personal details. I am happy to work with you to address your learning style and needs, documented or not.
If you are a parent or caregiver, I am committed to supporting you. If you have a childcare emergency, you are welcome to bring your child to class. If you are a caregiver of any kind and anticipate absences, please let me know and we can work something out. You can contact the Women’s Center at UNC (regardless of gender) for more resources (https://womenscenter.unc.edu/resources/parenting/).
Policy on Non-Discrimination
The University is committed to providing an inclusive and welcoming environment for all members of our community and to ensuring that educational and employment decisions are based on individuals’ abilities and qualifications. Consistent with this principle and applicable laws, the University’s Policy Statement on Non-Discrimination offers access to its educational programs and activities as well as employment terms and conditions without respect to race, color, gender, national origin, age, religion, genetic information, disability, veteran’s status, sexual orientation, gender identity or gender expression. Such a policy ensures that only relevant factors are considered, and that equitable and consistent standards of conduct and performance are applied. If you are experiencing harassment or discrimination, you can seek assistance and file a report through the Report and Response Coordinators (email reportandresponse@unc.edu or see additional contact info at safe.unc.edu) or the Equal Opportunity and Compliance Office at https://eoc.unc.edu/report-an-incident/.
I value the perspectives of individuals from all backgrounds reflecting the diversity of our students. I broadly define diversity to include race, gender identity, national origin, ethnicity, religion, social class, age, sexual orientation, political background, and physical and learning ability. I strive to make this classroom an inclusive space for all students. Please let me know if there is anything I can do to improve. I appreciate suggestions.
Title IX
Any student who is impacted by discrimination, harassment, interpersonal (relationship) violence, sexual violence, sexual exploitation, or stalking is encouraged to seek resources on campus or in the community. Reports can be made online to the EOC at https://eoc.unc.edu/report-an-incident/. Please contact the University’s Title IX Coordinator (Elizabeth Hall, titleixcoordinator@unc.edu), Report and Response Coordinators in the Equal Opportunity and Compliance Office (reportandresponse@unc.edu), Counseling and Psychological Services (confidential), or the Gender Violence Services Coordinators (gvsc@unc.edu; confidential) to discuss your specific needs. Additional resources are available at safe.unc.edu.
Resources
CAPS
UNC-Chapel Hill is strongly committed to addressing the mental health needs of a diverse student body. The Heels Care Network website is a place to access the many mental health resources at Carolina. CAPS is the primary mental health provider for students, offering timely access to consultation and connection to clinically appropriate services. Go to their website https://caps.unc.edu/ or visit their facilities on the third floor of the Campus Health building for an initial evaluation to learn more. Students can also call CAPS 24/7 at 919-966-3658 for immediate assistance.
Writing Center
Want help with a paper you are writing in this course? Check out the Writing Center! Writing Center coaches can assist with any writing project, at any stage of the writing process. You don’t even have to have a draft to come visit. To schedule a 45-minute appointment in SASB North or Greenlaw, read tip sheets, request written feedback online, or ask a quick question via live chat, visit: http://writingcenter.unc.edu.
Learning Center
Want to get the most out of this course? Consider making use of The Learning Center’s offerings. Their free, popular programs will help you optimize your academic performance:
- Academic coaching
- Peer tutoring in over 40 courses
- Reading and study skills workshops
- ADHD/LD support
- Coaching and study groups
- Test prep programming – Princeton Review courses/Free Study Groups
- Learning labs
- Online tools
The Learning Center staff is friendly, knowledgeable and ready to help! Drop by or make an appointment at: http://learningcenter.unc.edu.
Libraries
You can access guides and research help on this page: https://guides.lib.unc.edu/c.php?g=1054989
And you can request individual help: