ENGLISH 105: Writing in the Research University Section 047 – [t/th] – [8:00 am – 9:15 am] – HYBRID (In-Person/Online) - [Woollen Gym - Rm 0303]

Cecilia Vicuña, Screenshot from Kon Kon (2010 [1966])

Instructor: Emilio Jesús Taiveaho Peláez – taiveaej@live.unc.edu

Virtual Office Hours (via ZOOM): Tuesday & Thursday: 9:30 AM – 11:00 AM & by appointment


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.

To those ends, 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. You will also be encouraged to submit your work for consideration to an undergraduate research publication or conference.

The goals of this class include helping you learn to:

  • Employ conventions, genres, and rhetoric practiced in the natural sciences, social sciences, and humanities.
  • Understand and unpack the epistemological coordinates of different forms of writing.
  • 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.
from The Tar Heel Writing Guide 2020-21


The course will be organized around the following principles:

Workshop Format:

Classes will be taught in-person and online using a workshop approach that emphasizes the role of writing in learning, and that promotes interactive, experiential learning (as opposed to a presentational lecture format). To this end, the class will be divided into small groups which will remain constant throughout the semester--we will meet in person not as a whole class, but as groups.

I will emphasize that writing is a process: involving a dynamic inter-relationship between reading, responding, analyzing, interpreting and understanding, alongside the production and composition of new oral, written or multimedia texts. Your voice will be central to this class through large and small group discussions as well as through weekly online forums.

You are responsible for both giving (and receiving) constructive criticism and feedback to your peers. Writing exists within networks, not in isolation.

Marie Laurencin, Apollinaire and His Friends (1909)

Social Networks:

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. We will be using Sakai and e-mail exchanges as ways to post and respond to drafts in progress, and as communication systems.

Process-based Approach:

The three major unit projects will be supported by a sequence of daily assignments. These sequences will lead you through intellectual projects proceeding from one week to the next. Using a process-based approach, you will write multiple drafts, receive ongoing feedback from your peers and instructor, and participate in evaluating both your own work and the work of others.

LEFT: Robert Rauschenberg, Erased de Kooning Drawing (1953); RIGHT: William de Kooning, Composition (1955)

Mask Use:

Community Standards in our course and mask use. This fall semester, while we are in the midst of a global pandemic, all enrolled students are required to wear a mask covering your mouth and nose at all times in our classroom. This requirement is to protect our educational community -- your classmates and me – as we learn together. If you choose not to wear a mask, or wear it improperly, I will ask you to leave immediately, and I will submit a report to the Office of Student Conduct. At that point you will be disenrolled from this course for the protection of our educational community. Students who have an authorized accommodation from Accessibility Resources and Service have an exception. For additional information, see https://carolinatogether.unc.edu/university-guidelines-for-facemasks/.

Bad Bunny, making the most out of the mask.


The Tar Heel Writing Guide 2020-2021. You will receive an email with a digital code from Student Stores. Use this email to opt in to gain access to the digital edition of the textbook. If you are having trouble finding the message, check your spam folders. Once you locate the e-mail, you can purchase and access the textbook online. Please use the e-mail, rather than any online order forms on the bookstore web site.

● Download the Adobe Creative Cloud (available to you for free through UNC)

● Familiarize yourself with the Oxford English Dictionary (available to you through UNC)

At the end of the course, you will be asked to contribute a self-assessment of your participation in the course, based on the above list (and others that you may think of!).
Robert Rauschenberg, Yellow Ranch (Rancho Amarillo) / ROCI CUBA (1988)

Uploading Assignments:

All assignments will be due on Sakai under "Dropbox," unless otherwise specified. We will discuss appropriate formats in class, based on our analysis of professional models.

When uploading documents to Sakai, please be sure your document is saved under the following naming conventions: Last Name_Unit Number_Assignment Number.docx (or.pdf)

i.e. Fitzgerald_Unit1_Feeder1.docx

Late Work:

Each writing assignment will involve drafting and revision, and many will involve intensive 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 be automatically dropped by 1 point per day (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.

The Honor Code:

The honor code applies to everything that you—and I—do at this university, including our use of outside sources in our research and writing. Our work in this class will conform to the principles and procedures defined in the Instrument of Student Judicial Governance (http://instrument.unc.edu/). 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. When in doubt: CITE.

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. It is much, much better use your late pass on an assignment than to risk Honor Court proceedings and the 0 that all plagiarized assignments receive.

Access and Accessibility for Everyone:

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.

Henri Matisse, La Danse (1910)

What are student hours for?

You can come to my online student hours (as listed above, or by appointment) for any reason--even just to say hello! I’m available to answer questions, help you work through a research question or draft, or address any concerns that come up during the semester.

Parents and Caregivers:

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/). The closest lactation room is in Student Stores or the Carolina Union (additional information here: https://womenscenter.unc.edu/pregnancy-lactation/).

Students with Disabilities:

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. Now, the boilerplate: UNC-Chapel Hill facilitates the implementation of reasonable accommodations for students with learning disabilities, physical disabilities, mental health struggles, chronic medical conditions, temporary disability, or pregnancy complications.. See the ARS website for contact and registration information: https://ars.unc.edu/about-ars/contact-us. You may also seek out student support services at the Department of Disability Services (DDS) (http://disabilityservices.unc.edu/) and through the Learning Center (http://learningcenter.unc.edu/).


I value the perspectives of individuals from all backgrounds. 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, but we can only do this together—treat others the way you’d like to be treated. Please contact me if you have any questions, concerns, or suggestions.

Norman Rockwell, Golden Rule (1961)

Title IX:

Acts of discrimination, harassment, interpersonal (relationship) violence, sexual violence, sexual exploitation, stalking, and related retaliation are prohibited at UNC-Chapel Hill. If you have experienced these types of conduct, you are encouraged to report the incident and seek resources on campus or in the community. Please contact the Director of Title IX Compliance/Title IX Coordinator (Adrienne Allison, adrienne.allison@unc.edu), Report and Response Coordinators (Ew Quimbaya-Winship, eqw@unc.edu; Rebecca Gibson, rmgibson@unc.edu; Kathryn Winn kmwinn@unc.edu), Counseling and Psychological Services (CAPs) (confidential) in Campus Health

Services at (919) 966-3658, or the Gender Violence Services Coordinators (confidential) (Cassidy Johnson, cassidyjohnson@unc.edu; Holly Lovern, holly.lovern@unc.edu) to discuss your specific needs. Additional resources are available at safe.unc.edu.


CAPS is strongly committed to addressing the mental health needs of a diverse student body through timely access to consultation and connection to clinically appropriate services, whether for short or long-term needs. Go to their website: https://caps.unc.edu/ or visit their facilities on the third floor of the Campus Health Services building for a walk-in evaluation to learn more.

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.

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, giving you:

  • 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.

Course Policies:

Remember that the syllabus functions as a contract between instructor and students. You are responsible for knowing and abiding by these policies:

You should come to class having prepared 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, your brain should be working. Not coming prepared for class will negatively affect your participation grade.

When in class, whether in person or online, please be mindful and compassionate and please:

Schedule Summary:

I will give you a specific schedule per unit, but for now you should enter these deadlines into your calendar and start thinking ahead. These are the due dates for all feeders and major projects:


  • Feeder 1.1. due 8/21
  • Feeder 1.2. due 9/11 (r o u g h draft due in class—online—9/8)
  • Final due to dropbox on Sakai 9/22


  • Feeder 2.1. due 10/6
  • Feeder 2.2. due 10/22
  • Final due to dropbox on Sakai 10/27


  • Feeder 3.1. due 11/10
  • Feeder 3.2 due 11/19
  • Final due to dropbox on Sakai 11/26

Online Forums will be due on Fridays, by midnight--you will be reminded of these as the semester on-goes.

TENTATIVE SCHEDULE [please keep in mind this schedule is prone to change]:

with thanks to bell hooks, always.
Created By
Emilio Taiveaho Pelaez