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Course Syllabus
CGS ENG 101: College Writing and Critical Reading
University of Wisconsin Milwaukee
Bolton Hall B72, MW 2:30pm-3:45pm
Fall 2022

Instructor: Dr. William Malcuit

Office: NWQ 1932D
Office Hours: TR 1pm-2pm; MW by appointment
Email: malcuit@uwm.edu

English 101 Course Overview

ENG 101 is the first credit-bearing course in the first-year writing sequence. It is a
reading-intensive writing course that will introduce you to strategies for college-level
critical reading and academic writing. In this course, you will learn how to write a variety
of well-organized source-based essays, using assigned course texts and some
independently located research sources.

Assignments and course learning outcomes emphasize analysis, argumentation, synthesis,

evaluation, and self-assessment. English 101 will prepare you for more challenging
independent work in English 102 (which fulfills the core writing requirement) and in
other college courses that require critical reading and/or academic writing

Required Texts/Materials

 Access to a computer, internet, and printing (see the computer lab, library, or
other campus locations)
 A small notebook or lined paper for taking reading and class discussion notes
 Access to word processing program that permits users to save documents in Word
format
 An active on-campus e-mail account (which should be checked frequently)
 Adobe Acrobat Reader (free at http://get.adobe.com/reader/otherversions/)

Required Work – Grades

 Learning Activities & Discussions (20% of course grade): In ENG 101 you will
participate in learning activities almost every day of class. These activities include
discussions, short writing activities, small and large group work, and independent
activities. These assignments ask you to practice and apply course concepts that
will help your development as a college reader and writer.
 Writing Workshops (15% of course grade): This semester you will participate in
both outline and essay draft workshops. Being a part of a community of writers
and participating in peer review is an important part of your development as a
writer.
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 Course Portfolios: (65% of course grade): A college portfolio is a collection of

writing or other work that documents a student’s learning in a course or field of
study. A portfolio helps an instructor evaluate a student’s overall progress toward
achieving course learning outcomes (or goals).
o 65% of your grade for this reading course will come from the two
portfolios you prepare at midterm and at the end of the semester. These
portfolios will include your best work from the semester that reflects your
learning and application of skills learned in class. You will have the
opportunity to revise some of your earlier work after receiving feedback
from your instructor. An important part of the portfolio will be a reflective
cover letter, where you reflect on your learning and connect the work in
the portfolio to specific learning outcomes. The goal is to demonstrate
your understanding of course material and how you can transfer what
you’ve learned and practiced to future college experiences.
 Midterm Portfolio (25% of course grade): The midterm portfolio
consists of a cover letter, Essay 1: Self-Assessment, Essay 2:
Critical Reading & Response, and Essay 3: Writing Strategies and
Analysis.
 Final Portfolio (40% of course grade): The final portfolio consists
of Essay 4: Researched Position Essay and Essay 5: Final Self-
Assessment.

Grading Scale

A 93-100 Exceptional proficiency in course learning outcomes

A- 90-92

B+ 87-89 Above average proficiency in course learning outcomes

B 83-86

B- 80-82 Sufficient proficiency in course learning outcomes

C+ 77-79
C 73-76

C- 70-72 Insufficient proficiency in learning outcomes; repeat English 102

D+ 67-69
D 63-66
D- 60-62

F 59-0 Failure to complete required assignments and learning activities and/or lack of progress toward meeting
course learning outcomes; repeat English 102

Your grade will determine whether you receive credit for English 101. You must
receive a C or better to move on to English 102.

Workload Policy

On average, students should spend 48 hours per credit per semester on in-class activities
and activities outside of the classroom (i.e., approx. 144 hours for a 3-credit course).
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Although the exact breakdown will vary by student and by week, my expectation is that
students will spend the following approximate time on this course:
 Reviewing instructions, lectures, content, and attending class sessions: 45 hours
(3 hours per week, +/- depending on week)
 Reading and note taking: 30 hours (2 hours per week, +/- depending on week)
 Completing homework (application activities and discussions): 61 hours (4.1
hours per week, +/- depending on week)
 Writing and revising papers: 8 hours (distributed across the semester)

Participation/Attendance and Late Policies

 Our class will emphasize in-class discussion. While I understand some students
are less comfortable speaking in class than others, try your best to let me know
that you are engaged with the class material. There will also be online discussions
you will participate in if you are someone who does not often speak in class.
 Students who miss four classes or more (two weeks of the course) will have the
Learning Activities and Discussions portion of their grade reduced by 10%;
missing six classes will result in a reduction of 20%; missing eight will result in a
reduction of 30%; and missing ten or more classes will result in receiving a zero
for the Learning Activities and Discussions portion of the grade. I take attendance
daily.
 Late work will only be accepted if a student discusses with me a plan for
submitting it. If at any point you find yourself falling behind in submitting work,
please talk with me as soon as you can about establishing a plan to get caught up.

Problems

If at any time you encounter a problem with me, other students, or the material, I
encourage you to talk to me about it in my office. I consider open student-instructor
communication extremely important, and I hope you will be forthright with me about any
difficulties that may develop over the course of the semester.

All policies in this syllabus may be modified in exceptional circumstances. If you find
yourself in a situation that makes it difficult for you to fulfill any of the requirements or
deadlines stated on this syllabus, please speak to me immediately so that we can discuss
your options.

English 101 Course Calendar MW

Unit 1: Course Introduction and Self-Assessment

Week 1: Evaluating Preparation for College Writing (9/6-9/9)

Date Reading & Writing Assignments Learning Activity

9/7 Introductions and orientation

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Learning Questionnaire

Introduce Essay 1: Initial Self-Assessment

9/7 English 101 Learning Outcomes Analysis and Discussion: College Writing

CWPA, “Framework for Success in Work on Essay 1

Postsecondary Writing”
Submit Essay 1: Initial Self-Assessment on
NCTE, “Definition of Literacy in a Digital Age” Friday 9/9

Work to complete or make up by the end of the week: Learning Questionnaire and Essay 1

Unit 2: Critical Reading & Response

Week 2: Designing a College-Level Source-Based Essay (9/12-9/16)

Date Reading/Writing Assignments Learning Activity

9/12 Wardle, “What Critics of Student Writing Get Learning Activity and Small Group Work:
Wrong” Academic Literacy

Holschuh, “College Reading and Studying: The

Complexity of Academic Literacy Demands”

9/14 Introduce Essay 2: Critical Reading and

Response Essay

Brainstorming for Essay 2

Work to complete or make up by the end of the week: Week 2 Readings

Week 3: Organizing a Source-Based Essay (9/19-9/23)

Date Reading/Writing Assignments Learning Activity

9/19 Carr, “Is Google Making Us Stupid?” Analysis and Discussion: Digital Literacy and
Access
New York Times, “Does the Brain like Ebooks?
Outline Planning for Essay 2

9/21 Finish Essay 2 Outline Essay 2 Outline Workshop

Work to complete or make up by the end of the week: Essay 2 Outline

Week 4: Writing a Source-Based Argumentative Essay (9/26-9/30)

Date Reading/Writing Assignments Learning Activity

9/26 Draft of Essay 2 (with Works Cited page and Essay 2 Workshop
author’s note)

9/28 Revise Essay 2 Essay 2 Writing & Revising

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Submit Essay 2: Critical Reading & Response

Essay on Friday, September 30th

Work to complete or make up by the end of the week: Revise and submit Essay 2

Unit 3: Writing Strategies Analysis

Week 5: Analyzing an Author’s Writing Strategies (10/3-10/7)

Date Reading/Writing Assignments Learning Activity

10/3 Rose, “Blue Collar Brilliance” Class Discussion: Rose and Coates

Coates, “Acting French”

10/5 Analysis and Discussion: Writing Strategies

Work to complete or make up by the end of the week: Select a course reading for Essay 3, begin
working on outline

Week 6: Using Textual Evidence to Support an Analysis (10/10-10/14))

Date Reading/Writing Assignments Learning Activity

10/10 Reread selected article for Essay 3 Small Group Work: Writing Strategies &
Textual Evidence

Preparing to Draft Essay 3 Outline

10/12 Draft Essay 3 Outline Essay 3 Outline Workshop

Essay 3 Drafting

Work to complete or make up by the end of the week: Essay 3 Outline, begin drafting Essay 3

Week 7: Writing an Essay That Analyzes a Text (10/17-10/21)

Date Reading/Writing Assignments Learning Activity

10/17 Draft of Essay 3 (with Works Cited page and Essay 3 Workshop
author’s note)

10/19 Revise Essay 3 Essay 3 Revising

Submit Essay 3: Writing Strategies Analysis

Essay on Friday October 21st

Work to complete or make up by the end of the week: Revise and submit Essay 3
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Unit 4: Midterm Portfolio

Week 8: Creating a Midterm Portfolio (10/24-10/28)

Date Reading/Writing Assignments Learning Activity

10/24 ENG 101 Learning Outcomes In-class Conferences

Work on essay revisions Midterm Revision Activity

10/26 Work on essay revisions In-Class Conferences

Drafting a Cover Letter

Submit Midterm Portfolio on October 28th

Work to complete or make up by the end of the week: Midterm Portfolio

Unit 5: Researched Position Essay

Week 9: Finding Secondary Research Sources (10/31-11/4)

Due Date Reading/Writing Assignments Learning Activity

10/31 Dasbender, “Critical Thinking in College Class Discussion: Dasbender

Writing: From the Personal to the Academic”
Analysis & Discussion: Locating & Analyzing
Research Sources

Assigned Research Activities

TBA Around this week (date subject to library scheduling), students will attend a library workshop)

Work to complete or make up by the end of the week: Assigned Research Activities

Week 10: Supporting an Argument with Secondary Sources (11/7-11/11)

Date Reading/Writing Assignments Learning Activity

11/7 Independently located research sources Analysis & Discussion: Evaluating a Research
Source

Outline Drafting

11/9 Draft Essay 4 Outline Essay 4 Outline Peer Review

Work to complete or make up by the end of the week: locate secondary sources, draft Essay 4
Outline
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Week 11: Writing an Essay Based on Secondary Research Sources (11/14-11/18)

Date Reading/Writing Assignments Learning Activity

11/14 Draft of Essay 4 (with Works Cited page and Essay 4 Draft Workshop
author’s note)

11/16 Revise Essay 4 Essay 4 Revision Work

Essay 4: Researched Position Essay due on

11/18

Work to complete or make up by the end of the week: submit Essay 4 revision

Unit 6: Final Self-Assessment

Week 12: Analyzing Progress with Course Outcomes (11/21-11/25) Thanksgiving

Week
Date Reading/Writing Assignments Learning Activity

11/21 English 101 Learning Outcomes Analysis & Discussion: Achieving Disciplinary
Outcomes
CWPA, “Framework for Success in
Postsecondary Writing” Essay 5 Outline Drafting Activity

NCTE, “Definition of Literacy in a Digital Age”

Work to complete or make up by the end of the week: work on Essay 5 draft

Week 13: Writing a Final Self-Assessment (11/28-12/2)

Date Reading/Writing Assignments Learning Activity

11/28 Essay 5 Outline/Draft Essay 5 Outline/Draft Peer Review

11/30 Revisions for Essay 5

Essay 5: Final Self-Assessment Essay due

12/2 Friday

Work to complete or make up by the end of the week: submit Essay 5

Unit 7: Final Portfolio

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Week 14: Organizing a Final Course Portfolio (12/5-12/9)

Date Reading/Writing Assignments Learning Activity

12/5 Work on Essay Revisions In-class Conferences

Revision Activity 1: Reverse Outlining

12/7 Work on Essay Revisions In-class Conferences

Revision Activity 2: Integrating, Citing, and

Formatting

Work to complete or make up by the end of the week: work on Final Portfolio

Week 15: Finalizing and Submitting Final Course Portfolio (12/12-12/14)

Date Reading/Writing Assignments Learning Activity

12/12 and In-class Conferences

12/14
Portfolio Work

Final Portfolio due 12/14

Work to complete or make up by the end of the week: Final Portfolio

University Policies

Assessment: CGS assesses the quality and effectiveness of the curriculum, programs, and
services of the college. As a course in the UW Milwaukee Associate Degree of Arts and
Sciences, the Student Learning Objectives (SLOs) for this course are aligned with the UW
System shared learning goal of Effective Communication (EC) which focuses on students’
development of reading, listening, speaking, information literacy, and/or writing proficiencies.
Therefore, as part of the UW Milwaukee College of General Studies assessment processes,
student progress in fulfilling the EC SLOs will be evaluated by using the EC assessment rubrics
for written communication or oral communication. Assessment will be part of a regular
assignment or activity in the class but is not a grade and does not become part of your transcript.

Covid-19: Panther Community Health and Safety Standards: UWM has implemented health and
safety protocols, taking into account recommendations by local, state, and national public health
authorities, in response to the COVID-19 pandemic. As a member of our campus community, you
are expected to abide by the Panther Interim COVID-Related Health & Safety Policy, which was
developed in accordance with public health guidelines. These standards apply to anyone who is
physically present on campus, UWM grounds, or participating in a UWM-sponsored activity: •
UWM recommends that all individuals visiting UWM facilities wear face coverings while indoors. •
UWM recommends getting vaccinated for COVID-19 and getting the most recent booster shot
available to you. • UWM requires that you check daily for COVID-19 symptoms and not come to
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campus if you are feeling sick. If you are feeling sick, get tested for COVID-19 and quarantine
until symptoms subside. Use the CDC Quarantine and Isolation Calculator to determine next
steps. • If you test positive for COVID-19, UWM requires that you self-report at the Dean of
Students Reporting Form. Use the CDC Quarantine and Isolation Calculator to determine next
steps. Additional details about student and employee expectations can be found on the UWM
COVID19 webpage.

Syllabus Links:

 Students with Disabilities: http://uwm.edu/arc/

 Religious Observances: https://apps.uwm.edu/secu-policies/storage/other/SAAP%201-
2.%20Accommodation%20of%20Religious%20Beliefs.pdf
 Military Duty: https://uwm.edu/onestop/students-called-to-active-duty/
 Incompletes: https://apps.uwm.edu/secu-policies/storage/other/SAAP%201-
13.%20Incomplete%20Grades.pdf
 Discriminatory Conduct: https://apps.uwm.edu/secu-policies/storage/other/SAAP%205-
1.%20Discriminatory%20Conduct%20Policy.pdf
 Title IX: https://uwm.edu/sexual-assault/
 Academic Misconduct: https://uwm.edu/deanofstudents/academic-misconduct-2/
 Complaint Procedures: https://apps.uwm.edu/secu-policies/storage/other/SAAP%205-
1.%20Discriminatory%20Conduct%20Policy.pdf
 Grade Appeal Procedures: https://apps.uwm.edu/secu-policies/storage/other/SAAP
%205-1.%20Discriminatory%20Conduct%20Policy.pdf
 LGBT+ Resources: http://uwm.edu/lgbtrc/
 Smoke and Tobacco Free Campus:
https://apps.uwm.edu/secu-policies/storage/other/SAAP%2010-8.%20Smoke%20and
%20Tobacco-Free%20Campus%20Policy.pdf
 Final Exams: https://apps.uwm.edu/secu-policies/storage/other/SAAP%201-9.%20Final
%20Examinations.pdf