“Words—so innocent and powerless as they are, as standing in a dictionary, how potent for good and evil they become in the hands of one who knows how to combine them." —Nathaniel Hawthorne

Section 013; Summer Session II; June 28, 2021 – July 30, 2021

Peabody Hall, Room 2028; M, T, W, Th, F, 9:45am – 11:15am est

University of North Carolina at Chapel Hill, Summer 2021

Sakai course site: ENGL105.013.S221


Paul Blom (he/him)

PhD Student and Teaching Fellow, Department of English and Comparative Literature

Photo credit: Sarah Boyd

Email: paulblom@live.unc.edu

Office: Greenlaw Hall, Room 509

Office Hours: Tuesdays, 11:30am-1:00pm; Thursdays, 11:30am-1:00pm; & by appointment

  • For the purposes of social distancing, all office hour visits will be held virtually in my personal Zoom meeting room: https://unc.zoom.us/j/7859915870.
  • You are welcome to visit me during these virtual office hours unannounced, but due to the high volume of student visits, it’s best if you set up an appointment with me in advance.
  • You are also welcome to schedule a time to meet with me virtually outside of my regular office hours. For such meetings, we will use the same Zoom link as listed above (and also listed in my email signature).
  • When you join the virtual Zoom room, you might be redirected to a virtual waiting room in case I’m meeting with another student. Please wait for me to allow you to join my room to meet with me.
  • You can download Zoom at https://unc.zoom.us/. Full Zoom meeting invitation information for my office hours is available on Sakai at Resources>Helpful Handouts and Resources.

Mail: Greenlaw Hall, CB #3520, Chapel Hill, NC 27599-3520

UNC profile page: https://englishcomplit.unc.edu/grad-student/paul-blom/

Professional website: https://pauleblom.com/

About your instructor:

I received my BA in English with a minor in Creative Writing from Birmingham-Southern College in Birmingham, AL in 2008. I then received my MA in English from DePaul University in Chicago, IL in 2010. I have extensive experience as a writing tutor, editor, proofreader, freelance copywriter, and instructor in the areas of writing, composition, and literary analysis. I am also currently on retainer as a writer of promotional videos, short narrative films, and documentary films for Creative Cabin Studios of Atlanta, GA and Visual Epidemiology of New Haven, CT.

Courses taught:

I have just completed my fourth year at UNC-Chapel Hill, where I am currently a doctoral student in English Literature, planning to concentrate on the long twentieth-century American Literature (from 1865 to contemporary) and its intersections with health humanities and literary trauma studies. I am also currently serving as the Fiction Co-Editor for the Carolina Quarterly literary magazine and the Co-Director for the Literature, Medicine, and Culture Colloquium here at UNC. To see my work, visit my website.

As an instructor of ENGL 105, I look forward to the opportunity to introduce all of you to a variety of disciplines, genres, and modalities for communication, expression, and composition. It is my fervent belief that critical thinking, as a tool for better understanding the perspectives of others, when combined with improved abilities for careful and effectively thoughtful communication, can be tools to create better interpersonal connections on an individual, local, national, and international scale, ultimately creating a better world for us all.

As an instructor, I aim to challenge you to grow and excel, but I am also dedicated to providing support to my students in times of crisis or other extenuating circumstances. It is important that you know that I have received the following training so that you feel comfortable coming to me if you feel it necessary. Although I aspire to challenge you towards intellectual growth, I feel that my role is also one of support and guidance. Please know that I am here to advocate for your success and personal well-being. To support such growth and health, I have completed the following training sessions so that I might be better equipped to support you in times of need:


An electronic copy of the UNC Writing Program’s Tar Heel Writing Guide, 2020-2021:

  • You should have received an email from the UNC Bookstore with a digital access code. “Opt in” and purchase the book for continuous access throughout our term.
  • Any additional readings will be available at Sakai>Resources.

Your fully charged laptop, equipped with:

  • Microsoft Word (Pages is NOT an acceptable format for this class.) All members of the UNC community can sign up for free access to Microsoft Office 365 (which includes Word) at https://office.unc.edu/.
  • Access to Google Docs

Welcome to ENGL 105, Writing at the Research University! In this course, we will investigate how writing works across the disciplines at the research university (specifically the natural sciences, business, and the humanities). You will analyze the rhetorical and stylistic conventions of various discourse communities, and you will learn how to use these standards to effectively communicate your ideas. We will discover how different disciplines frame research questions, evaluate evidence, and make knowledge claims. The writing students will do in this class will help prepare them for the various types of academic writing challenges they will encounter as students at UNC and beyond.

In order to accomplish the objectives set for this course, you cannot think about writing as merely an assignment that satisfies a list of requirements to achieve a grade. Thinking about writing only as a means to this end renders it artificial, solitary, and static. Instead, I want you to view writing as dynamic and problem-based. In this class, you will participate in writing activities that call upon you to think about and place yourself in realistic rhetorical situations. Your writing will become dynamic by actively responding to practical situations common to academic communities and engaging with those communities.

We will work to develop strong writing and research skills, which will serve students well in college and beyond, regardless of the major or career they ultimately decide to pursue. I want you to view your writing—as well as yourself as a writer—as a work in progress. This course is more than a series of essays for grades; it is a progression of encounters with rhetorical situations and genres that will prepare you to be an effective writer and communicator in college and in your professional lives after college.

This specific section of ENGL 105 is an in-person, face-to-face class for on-campus learners, although we will be prepared to adjust to online learning if unforeseen circumstances regarding the COVID-19 pandemic (or other crises) arise. All of our class sessions will take place in person at the scheduled time and location listed at the top of this syllabus.


By the end of this course you will be able to:

  • Understand and employ conventions, genres, and rhetoric practiced in the natural sciences, business, and the 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.

Specifically, we will work toward the following goals:

  • Reimagine, redefine, and understand the complexities of “writing,” “rhetoric,” and “research.”
  • Develop skills and awareness around your own writing and writing process.
  • Develop writing strategies, awareness, and self-assessment skills to help you confidently approach future writing challenges that you encounter in your academic and professional lives at UNC and beyond.
  • Tailor compositions to specific audiences and rhetorical situations by analyzing and adapting genre conventions for various discourse communities.
  • Develop a social and process-oriented approach to composition in which collaboration and revision are central components.
  • Compose across technologies and modalities in words, sounds, images, video, and hypertexts.

See also “Additional Learning Outcomes for Feeders and Unit Projects” on Sakai under “Resources.”


The course will be organized around the following principles:

  • Student-centered: As opposed to a presentational lecture format, ENGL 105/105i classes will be taught using a workshop approach that promotes interactive, experiential learning. The class will function as a seminar with 20 or fewer students, which means that each student will have a voice in the class and will be called upon to participate fully. My instruction will emphasize process: how to read, write, analyze, interpret, understand, and create oral, written, or multimedia texts. My role in this class is not that of a traditional teacher who stands at the front of the room and lectures. Rather, I am someone who offers structure, motivation, support, perspective, and feedback as YOU engage with your classmates and the course projects. While I will ultimately take on the role of the evaluator at the end of the term, my main focus is on empowering you to make decisions about your writing because that’s when you learn the most.
  • Group-oriented: Classes will be taught using a workshop approach that emphasizes the role of learning by writing and promotes interactive, experiential learning. Each of you will become a member of a small working group. These groups will serve as writing groups, discussion groups, and smaller cohorts in the larger classroom community. We will be using Sakai (UNC’s online course management system) as forums for posting and responding to drafts in progress and as a communication system so that you can access the syllabus and daily homework assignments electronically. We will also use Google Docs for various in-class group activities. If you feel your partners or group members are not putting forth substantial effort to collaborate with you, please let me know.
  • Community-centered: ENGL 105/105i will introduce you to key campus resources and may engage you with projects that seek an audience outside the class. In addition to introducing you to the world-class library resources available at UNC, you may also engage with a range of other campus partners, such as the Media & Design Center, rare books and special collections at Wilson Library, Ackland Art Museum, Carolina Performing Arts, and PlayMakers Repertory Company.
  • Activity-focused: Each class will consist of a sequence of activities that engage students in the writing process: how to read, write, analyze, interpret, understand, and create texts. You will always be working on a project; each week you should be working on components of that project in class and between classes.
  • Process-based: We will move through three units, each one containing short “feeder” assignments that build into one substantial unit project. The feeder assignments are generally designed to give you practice with a particular skill (such as finding potential grants or analyzing secondary sources) while the unit projects will ask you to synthesize primary and secondary research. Using a process-based approach, you will write multiple drafts, receive ongoing feedback from your peers and instructor, and participate in evaluating your own and others’ projects throughout the composition process.
  • Project-based: The three unit projects will engage you in rhetorical situations that explore real-world contexts for writing and research that start from a problem or research question.
  • Genre-based: The projects include a range of genres, forms, and mediums. You will get experience with genres such as the conference paper, journal article, business pitch, digital exhibit, or recommendation report. These genres will offer spoken and written modes as well as different mediums—including print and digital formats.
  • Research-based: You will undertake research projects that involve a variety of research methods. These methods could be textual, library research, or they could also include archival research methods and/or other types of empirical methods—such as interviews, observations, or experimentation.
  • Publication-oriented: Addressing the audience specific to each project’s genre (rather than the teacher/grader) is key. ENGL 105/105i students are asked to “publish” their projects for these specific audiences through a course structure using options such as portfolios, conference presentations, submissions to journals or digital publications.

Each unit will reflect a particular discipline: the natural sciences, business, and the humanities. Additionally, at least one of these units will integrate an oral communication component, and at least one unit will integrate a digital literacy component.

This course will function on a simple point grading system. Further details and assignment handouts will be provided via Sakai for each major assignment, etc. listed below:

  • Feeder Assignments: 5% each x 6 (2 for each unit) = 30% total
  • Unit 1 Final Project (Writing in the Natural Sciences: Popular health article): 15%
  • Unit 2 Final Project (Writing in Business: Digital application materials): 15%
  • Unit 3 Final Project (Writing in the Humanities: Academic conference presentation): 15%
  • Class Journal (one entry per week): 5%
  • Daily Homework: 10%
  • Class Participation and Engagement: 10%

Note: There is no final exam for this course.

The assignment prompt for each unit (which contains instructions and grading rubrics for the unit’s two feeders and the unit project) is on Sakai at Resources and then in a subfolder labeled for that particular unit. The assignment prompt for your Class Journal is at Sakai>Resources.

Feeders (and your weekly journal entries) will be graded based on completion, timely submission, and attention to assignment details. Unit projects will be evaluated by rubrics developed by the instructor according to UNC Writing Program standards and individual assignment expectations. Each unit assignment prompt contains clear instructions and specific grading rubrics for each feeder and unit project for that particular unit. Refer to those to guide your work.

Daily homework assignments will be individually graded based on completion and timely submission and will consist of working drafts of your projects, brief reflections on assigned readings, and other small assignments relevant to our current topics in the course.

Note: For all assignments, if I provide a required word count, remember that bibliographies at the end of your composition, titles of assignments, and header content (your name, the name of the class, page numbers, etc.), do NOT count toward the stated requirement. Revisit the specific assignment prompt for that assignment and/or contact me for clarification as you compose but before you submit your assignment.

To calculate your overall participation grade, I record a daily participation grade for each student for every single class session based on the following criteria:

  • Attended all class sessions and conferences
  • Arrived on time and fully prepared
  • Engaged during class discussions and other activities
  • Actively participated in group/partner work
  • Completed all peer-review activities
  • Displayed significant investment in the revision process
  • Note: If I notice you are not fully engaged or are engaged with non-class activities, your participation grade for the day will be severely lowered. Additionally, being disruptive earns an automatic participation grade of 0 for the day.

Whether we are doing group work, peer editing, having a class discussion, or taking a trip to the library, you should be alert and willing to participate in all activities. Not being on task, checking social media, failing to engage with the day’s material, or failing to bring a draft to class will significantly lower your participation and/or homework grade. Participation grades may also be lowered for inappropriate or disruptive behavior during class.

Final letter grades are determined based on the following scale:

  • A (93-100)
  • A- (90-92)
  • B+ (87-89)
  • B (83-86)
  • B- (80-82)
  • C+ (77-79)
  • C (73-76)
  • C- (70-72)
  • D+ (67-69)
  • D (63-66)
  • F (below 63)

I will use traditional rounding to determine grades that fall between whole values. Any mixed number with a decimal value of five tenths or higher will round up to the next whole number. (For example, 92.5 will round up to an A as a 93, but 92.4 will not.)


Attendance is expected. Missing class will impact your participation grade. Missing a class session (or disruptive behavior during a class session) will earn you a 0 for your daily participation grade for that day. No right or privilege exists that permits a student to be absent from any class meetings, except for these University Approved Absences:

  1. Authorized University activities
  2. Disability/religious observance/pregnancy, as required by law and approved by the Accessibility Resources and Service Office (ARS) 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).

Please communicate with me early about potential absences. Please be aware that you are bound by the Honor Code when making a request for a University-approved absence. For more information about the University attendance policies (and what to do if you feel you have extenuating circumstances regarding your absence), see https://catalog.unc.edu/policies-procedures/attendance-grading-examination/#text.

Late Assignments

Each assignment should be completed and prepared in the correct format for submission on the day it is due. This includes homework, drafts, presentations, and final drafts of feeder assignments and unit projects. Unless otherwise specified, daily homework assignments and larger projects will typically be due via electronic submission through Sakai by the beginning of that day’s class session (by 9:45am). For instance, homework for class on Wed. June 30 should be submitted by 9:45am that day. Late submissions of daily homework assignments will significantly affect your homework grade. Regarding graded assignments such as your weekly journal entries, feeders, and unit projects, I will typically not accept late submissions. Plan ahead to prepare for potential conflicts or submission/technical issues so you can avoid them. If your assignment is late or is going to be late, I urge you to communicate with me immediately and submit the assignment as soon as possible to see if we can determine a work-around to potentially minimize how much it hurts your grade.

Most drafts and assignments will be submitted electronically. Before your final submission of any assignment, double-check your work and make sure you’re submitting/posting the correct document. It is YOUR responsibility to ensure that your assignment was submitted/posted successfully, is accessible, and appears in the correct format, etc. I will not accept excuses involving “technical glitches” or “uploading errors.” It is your job to upload or submit your assignment and then click to open your submission (see what your audience is going to see) and double-check to confirm that the correct document was submitted and that it was submitted successfully, appears correctly, and is accessible to the appropriate audiences. Once the deadline for an assignment has passed, I will simply grade based on the document available from your submission. If you want to resubmit before the deadline but have trouble doing so, email me at paulblom@live.unc.edu.

Despite all of the above, I do recognize that life happens, and sometimes, extenuating circumstances may prevent you from completing an assignment by the deadline. If you feel you cannot complete an assignment by the deadline, speak with me, and we might be able to work out a reasonable timeline that accommodates you. I do not offer extensions, but I might grant one upon your request. I will consider granting extensions on assignments up to 48 hours before the due date. Do NOT contact me the night before the assignment is due and expect an extension. I will only consider granting extensions for reasons I consider valid. Requesting an extension does not guarantee that you have received one; you have not been granted an extension unless I have explicitly stated that I am granting one to you on this specific assignment. This class moves quickly, and each assignment builds upon the previous one, so even if you are granted one extension, be sure to stay on track with the assignments that are due next.

Receiving Grades and Feedback

Whenever I return a graded assignment back to you, my feedback will be inserted into the document using the “comments” function in Microsoft Word (or in some similar manner). Usually, my final comments will be more summative comments about your submission as a whole. At the end of that document, I will also insert the grading rubric for that assignment, noting where you gained or lost points, and providing your final grade on that assignment. Please be sure to download that document and save it to your device for future reference. Even if you received a high grade, be sure to read through all of my comments and look at the grading rubric to see where you gained or lost points. Please also note that not all of my comments are necessarily negative. Make a note of what you did especially well, not just where you lost points.

I should note that, on rare occasions, I don’t necessarily provide written feedback as thoroughly as I do for other assignments. If you ever want more thorough feedback or explanations regarding my feedback, I’d be more than happy to provide it at your request.

Remember also that, as you are drafting and receiving feedback, it’s important to understand that I (and your peers) can only comment on so much; that’s beneficial for you. It’s important for you to apply the feedback you receive to other areas of your drafts (both current ones and future ones) as well as to apply what you are learning from the assigned readings and our in-class activities as you move through your writing process. For instance, if I note an issue in your use of commas, I don’t necessarily comment on it every time. Look through your draft to find other areas where you made the same error.

You should always read through all feedback you receive and take that feedback into consideration as you move forward on your current writing project and future writing projects both in this class and beyond. The feedback on any individual assignment will be helpful on future writing projects in this class and beyond. A lot of the teaching and learning in this class takes place through the feedback I provide on your writing assignments. Remember, the final step of the writing process is to look at your feedback, reflect on it, learn from it, and use it moving forward. Even if you received a high grade, still look at my feedback to see where you did especially well and where you could improve.

It is also your responsibility to monitor your Sakai gradebook for any errors or discrepancies in grades and to bring those to my attention in a timely manner.

If you ever have any trouble accessing your graded document or my comments or if you’d like clarification on my comments or your grade, etc., please feel free to reach out to me. I’d be happy to address those with you either via email or via an individual meeting.


Attend all class sessions. This is a workshop-based course, which means your participation is vital to the overall success of the course, both for you and your peers. You can’t participate if you’re not here, both physically and mentally present. I expect you to attend every single class session. Failure to do so will affect your participation grade. Note that missing student-instructor conferences will count as an absence. UNC policy states that there is no such thing as an excused absence except for missing a class session in order to participate in a mandatory university-sponsored activity or if approved by the Dean of Students due to extenuating circumstances. Having a minor illness or taking a family trip are not excused absences and will affect your participation grade.

If you miss a class session, it is your responsibility to reach out to me or your classmates (especially the other members of your working group) to find out what information you missed, including upcoming assignments, changes in the schedule, etc. You should also revisit our lesson plan from the day. Ideally, you should contact me ahead of time if you think you may need to miss a class. I do not want to know the reason for your absence; if you feel your absence involves extenuating circumstances, please contact the Dean of Students who will make a determination and, if necessary, contact me to excuse your absence, at which point I will adjust your participation grade for the day(s) missed. Please note that the Honor Code also applies to such requests made to the Dean of Students. The UNC Writing Program’s policy states that students must attend 75% of class sessions. See the University attendance policy at https://catalog.unc.edu/policies-procedures/attendance-grading-examination/#text. (For more details, see “Evaluation & Grading” above, especially the subsection titled "Attendance.")

Arrive on time. Class begins strictly at 9:45am eastern time, at which point you should already be in your seat with your laptop and notes open, ready to engage with the day’s material. Tardiness will affect your participation grade. I highly encourage you to arrive to our classroom at least five minutes early to avoid being late to class.

Be prepared daily with assignments, drafts, readings, etc. If you show up to class without your assignments, rough drafts, or laptop, you will be unable to engage with the material for the day and unable to contribute to class in a meaningful way, which will hurt your participation and/or daily homework grade.

Engage actively in all in-class exercises, writing workshops, and activities. Participate intensively and diligently with your peers. Collaborate with your classmates by offering consistently thoughtful questions, reactions, feedback, and discussion related to their work and ideas. By closely engaging with your peers’ work, both you and your classmates will grow as writers, and we will all learn and benefit from a collectively engaged community.

Complete every assignment thoroughly, thoughtfully, and punctually. I expect your best effort and attention to all reading, writing, and day-to-day activities in the course. Please note that absence does not excuse you from completing any missed assignments. It is your responsibility to figure out what assignments you have missed and to work out an appropriate timeline with me for making them up. (Most, if not all, assignments will be submitted electronically. If an assignment is due for a class session you miss, you are still responsible for submitting that assignment on time even though you won’t be in class.)

Give thoughtful peer feedback during class workshops, and work faithfully with your group on other collaborative tasks (such as sharing papers, commenting on drafts, peer editing, online discussion boards, answering peer questions, etc.). If you feel your partners or group members are not putting forth substantial effort to collaborate with you, please let me know.

Sustain effort and investment on each draft of all assignments (at least 2-3 drafts on average).

Make substantive revisions when the assignment is to revise, extending or changing the thinking or the organization, not just editing or touching up. While you do not have to make every change suggested by your readers, final drafts should show growth from original drafts and evidence of your thoughtful engagement with peer and instructor feedback.

Copy-edit successfully all final revisions of assignments so they conform to the conventions of edited American English. While we will prioritize higher-order concerns (ideas) over lower-order ones (sentence-level issues), your attention to detail reflects your level of professionalism. The same standard for print projects applies equally to multimedia and/or digital projects.

Be consistent. All assignments, unless otherwise specified, are to be completed and submitted in standard academic format: Microsoft Word, one-inch margins on all sides, double-spaced in size 12 Times New Roman black font, with a header in the top-right corner that consists of page numbers accompanied by student’s last name (such as Smith 1, Smith 2, etc.).

  • Mon. June 28: FDOC (first day of classes for Summer Session II); ENGL 105, Sec 013 first class session
  • Mon. July 5: Holiday (no classes held)
  • Thurs. July 29: LDOC (last day of classes for Summer Session II); ENGL 105, Sec 013 final class session
  • Fri. July 30: Reading Day (no classes held)
  • Mon. Aug. 2: Final grades for ENGL 105, Sec 013 reported

Note: There is no final exam for this course.

For UNC's various calendars and dates, see https://registrar.unc.edu/academic-calendar/.

  • Feeder 1.1: Fri. July 2 (Sakai>Assignments)
  • Journal entry on week 1: Tues. July 6 (Sakai>Forums)
  • Feeder 1.2: Wed. July 7 (Sakai>Assignments)
  • Unit Project 1: Mon. July 12 (Sakai>Assignments)
  • Journal entry on week 2: Mon. July 12 (Sakai>Forums)
  • Feeder 2.1: Wed. July 14 (Sakai>Assignments)
  • Feeder 2.2: Fri. July 16 (Sakai>Assignments)
  • Journal entry on week 3: Mon. July 19 (Sakai>Forums)
  • Unit Project 2: Tues. July 20 (email me at paulblom@live.unc.edu)
  • Feeder 3.1: Thurs. July 22 (Sakai>Assignments)
  • Journal entry on week 4: Mon. July 26 (Sakai>Forums)
  • Feeder 3.2: Mon. July 26 (Sakai>Forums)
  • Unit Project 3: Thurs. July 29 (Sakai>Assignments; in-class presentation)
  • Unit Project 3 Q&A Session questions: Sat. July 31, 12:00pm (Sakai>Forums)
  • Unit Project 3 Q&A Session answer(s): Mon. Aug. 2, 12:00pm (Sakai>Forums)
  • Journal entry on week 5: Mon. Aug. 2 (Sakai>Forums)

Note: Typically, all assignments will be submitted electronically. The due dates listed above are for the final drafts of each of these assignments. You will be expected to complete and turn in earlier drafts of all of these assignments throughout the semester. Unless otherwise specified, all assignments and drafts are due by the beginning of class (by 9:45am) on the given due date, as are all daily homework assignments. Late submission of drafts will severely affect your grades. See the “Evaluation and Grading” section of this syllabus regarding late submission of graded assignments. For specific assignment guidelines, always refer to the assignment prompt for that specific assignment (Sakai>Resources).

See also the “Calendar” tab on our Sakai course site for reminders about due dates for graded assignments, etc. although you are ultimately responsible for making a note of all due dates and other expectations outlined in this syllabus.


Please remember that the syllabus functions as a contract between the instructor and the students. You are responsible for knowing and abiding by these policies. Everyone has an “off” day now and then, but when you are here, you need to be present, both physically and mentally.

COURSE POLICIES: The Honor Code/Plagiarism

The Honor Code of the University is in effect at all times and applies to everything that we do at this university; the submission of work signifies understanding and acceptance of those requirements. Plagiarism and/or academic, intellectual, or creative theft will not be tolerated. I expect all students to follow the guidelines of the UNC Honor Code for all work in this class. Our work in this class will conform to the principles and procedures defined in The Instrument of Student Judicial Governance (http://instrument.unc.edu/). In particular, students are expected to refrain from “lying, cheating, or stealing” in the academic context. You can read more about the Honor Code at honor.unc.edu or https://catalog.unc.edu/policies-procedures/honor-code/. In any course, including mine, what constitutes cheating can change from one activity to another. For example, collaboration or solicitation of feedback may be encouraged for an assignment but qualify as cheating during an exam or other project. Please see my guidelines for each assignment, and if you are unsure or have questions about the Honor Code as it relates to your academic work, please consult with me.

For the most part, you are encouraged to solicit and receive feedback on your writing in this course as long as the words and ideas you submit are ultimately your own or are properly cited. For instance, it’s permissible to receive outside feedback; it’s not permissible to let someone else write a portion of your paper for you. You will regularly use outside sources in your research and writing, and proper citation of those sources is of utmost importance, required by the Honor Code and necessary in order to maintain the intellectual integrity of your work as you contribute to the larger scholarly discourse around your chosen topic(s). 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 of 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 an assignment, even unintentionally, I am required to report the offense to the Honor Court. If you think you are running into trouble with an assignment, PLEASE come and speak with me. To learn more about plagiarism, see the UNC Writing Center’s page on plagiarism (https://writingcenter.unc.edu/tips-and-tools/plagiarism/) and/or the tutorial on plagiarism from the UNC Libraries (https://guides.lib.unc.edu/plagiarism).


There is a common saying that if you’re not uncomfortable, you’re not learning or growing. Although I aspire to make my students intellectually “uncomfortable” by challenging (and hopefully expanding) the ways in which they deconstruct texts (and the world around them) and write their own texts, I most definitely do NOT wish to make my students uncomfortable in that they feel attacked, exploited, mistreated, or neglected. I encourage an “uncomfortable” classroom (whether that’s a physical class space or digital class spaces on Sakai or other similar media) in an aspiration for intellectual stimulation and growth via exposure to new perspectives, texts, ideas, and voices. In contrast to that interest in expanding one’s perspectives, I certainly do not wish to create and will not tolerate a learning environment that is hostile, cruel, or exploitative.

We can never guarantee that a classroom will be a completely “safe” space. However, I believe that our classroom should be a sacred space where students can share their thoughts and ideas without fear. We are here to collaborate, to learn with and from each other. I value a free exchange of ideas as long as that exchange prioritizes mutual respect, inclusivity, and assumptions of good faith.

During our coursework, we may engage with texts and ideas that involve intense content, content some may find emotionally triggering, upsetting, or controversial. This means that our discussions may be equally difficult and potentially intense; I will do my best to be sensitive to such potential reactions, and I expect all of you to do the same. I expect everyone to treat such material responsibly and appropriately as we discuss them. I also ask that within our classroom community, we approach such discussions with an assumption that we are all approaching these texts and this class in good faith and with good intentions.

Again, certain readings and discussions may be difficult for survivors, secondary survivors, and non-survivors alike. As we read and discuss these texts and ideas, please remember to maintain self-care. If you need to step outside the classroom, take a break, etc., please do so.

Any student who is impacted by harassment, interpersonal (relationship) violence, sexual violence, sexual exploitation, or stalking, etc. is encouraged to seek appropriate resources on campus or in the community. As needed, please contact confidential resources such as the Gender Violence Services Coordinator in the Carolina Women’s Center at (919) 962-1343 or Counseling & Psychological Services (CAPS) in Campus Health Services at (919) 966-3658 to discuss your specific needs.

Additionally, we will share and comment on each other’s drafts, posts, papers, and other projects. We will engage in difficult discussions and provide comments and feedback on each other’s work both within the classroom and via other forms of communication such as the Sakai discussion forums or dropbox, etc. Again, some of our discussions or interactions may be especially challenging. During all of our interactions, however, we will always maintain an environment of inclusiveness and mutual respect. It is acceptable—and even desirable—to critique a peer’s ideas or writing as long as such a critique is intended to help someone improve, to build them up rather than tear them down.

If you have concerns about any aspects of our class environment, please communicate them directly to me immediately, so I have a chance to address those concerns and, if necessary, make appropriate changes or adjustments. I sincerely welcome your feedback.
COURSE POLICIES: Other Course Policies

Diversity Statement

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, as well as other categories I might not have thought to include in this statement. 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.


  • Computers: Please bring your computer to class every day. Be sure that it is fully charged because our classroom has limited and inconveniently placed outlets. If I notice that you are distracted by other activities on your devices, your participation grade will suffer.
  • Cell Phones and Other Devices: You can use your cell phone as a classroom tool to take pictures of the board or print materials, record short lectures, navigate Sakai, view our readings, etc. However, cell phones should not be used for endeavors unrelated to class during class sessions.
  • Other Devices: Tablets and any other devices are welcome as long as you are using them for work related to this course.

In this class, we will use Sakai (https://sakai.unc.edu/welcome/), UNC’s online course management system, for a number of course assignments, and it will be the primary way in which I share materials with you. If you have difficulty accessing our Sakai course site, please let me know immediately. For assistance with Sakai, see Sakai Student FAQs and Sakai Student Orientation. I will post announcements on Sakai to generate emails to everyone in our class. Make sure your Sakai settings are set so you receive those emails. Check Sakai regularly for posted announcements; if you’re not getting the emails, adjust your Sakai settings. For your own academic and professional enrichment, when I release your feedback and grades on any assignment, it is your responsibility to:

  • Read through the feedback I provide to you, including the numerical grade you’ve earned.
  • Regularly monitor your Sakai gradebook for errors, discrepancies, or any other grade-related matters you wish to dispute or discuss with me for clarification.
  • Bring to my attention in a timely manner any such matters you wish to discuss.

Remember: Just because you have access to the internet during class does not mean that you should be using our class time to post on social media, check your email, etc. If I notice that your participation is suffering due to technological distractions, I will ask you to meet with me for a conference so that we can discuss a plan of action.

Finally, it is important that you check your UNC email and our course Sakai site daily for messages and updates, as these will be our primary forms of communication inside and outside of class. If you have questions outside of class time or normal office hours, then you should contact me via email at paulblom@live.unc.edu. I do my best to respond to student emails within 48 hours during business hours (Monday-Friday, 9:00am-5:00pm), but understand that if you email me with a question about a homework assignment the night before it is due, then you might not receive a response before the start of class. Also, please keep all correspondence courteous and remember to represent yourself professionally in emails by including a salutation and a signature. You are professional students embarking on a college career; therefore, you should practice professional communication.

Note: Before you email me with a question about the course, please review the syllabus and specific assignment prompts carefully to see if the answer is readily available there.

For all aspects of technical support, visit the IT Help Desk at https://help.unc.edu/sp or call 1.919.962.HELP (4357).

On-Campus Classroom Procedures

Because we will be meeting in person for our class sessions, I want to remind you about on-campus procedures for any time you are physically on campus to attend a class or meet individually with a classmate, instructor, etc. This includes any time we meet for a class session as well as any time you meet with me or members of your working group in person.

Occupancy on campus has been significantly limited to allow and preserve the minimum required distance. As you arrive for your class or meeting, please be mindful of activities taking place inside the room and wait until all cleaning is completed before entering and taking your seat. Available seating will be clearly marked. Please do not sit close together with others. Follow all directions provided for your activities as well as for entering and leaving spaces and buildings, disinfecting, and cleaning up as you leave. Please remember to wear your mask and ask your instructor, etc. for accommodations you might need ahead of your meeting.

During the summer session, while we are still in the midst of a global pandemic, all enrolled students are required to wear a mask covering your mouth and nose at all times while inside campus buildings and while outside when proper social distancing cannot be maintained. This requirement is to protect our educational and local community. 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 can 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.

Remember, all students, faculty, and staff are expected to abide by the University’s Community Standards, which includes the wearing of masks and maintaining social distancing during any in-person class sessions, meetings, etc. Students on campus are also required to participate in regular COVID-19 testing. For more on the standards, see https://carolinatogether.unc.edu/, especially https://carolinatogether.unc.edu/community-standards-3-2/.

See also the brief but important document titled “Classroom Emergency Preparedness” at Sakai>Resources.

Non-Discrimination Policy

The University is committed to providing an inclusive and welcoming environment and to ensuring that educational and employment decisions are based on individuals’ abilities and qualifications. Consistent with these principles and applicable laws, it is therefore the University’s policy not to discriminate on the basis of age, color, creed, disability, gender, gender expression, gender identity, genetic information, national origin, race, religion, sex, sexual orientation, or veteran status as consistent with the University’s Policy on Prohibited Discrimination, Harassment and Related Misconduct. No person, on the basis of protected status, shall be excluded from participation in, be denied the benefits of, or be subjected to unlawful discrimination, harassment, or retaliation under any University program or activity, including with respect to employment terms and conditions. Such a policy ensures that only relevant factors are considered and that equitable and consistent standards of conduct and performance are applied.

Title IX makes it clear that violence and harassment based on sex and gender are Civil Rights offenses subject to the same kinds of accountability and support applied to offenses against other protected categories. 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. Please contact the Director of Title IX Compliance, Report and Response Coordinators, Counseling & Psychological Services (confidential) in Campus Health Services at (919) 966-3658, or the Gender Violence Services Coordinators (confidential) to discuss your specific needs. Additional resources are available at https://safe.unc.edu/ and at http://knowyourix.org/.

Accessibility Statement

Disabilities can be visible and invisible, and I am dedicated to ensuring that all students succeed in my course. If there are circumstances that may affect your performance in this class, please let me know as soon as possible, so that we can work together to develop strategies for adapting assignments to meet both your needs and the requirements of the course. If you have information you wish to share with me about a disability, disorder, or neurodiversity issue, if you have emergency medical information you think I should know about, or if you need special arrangements in case the building must be evacuated, please set up an appointment with me to discuss this during office hours.

The University of North Carolina at Chapel Hill ensures that no qualified person shall by reason of a disability be denied access to, participation in, or the benefits of, any program or activity operated by the University. In compliance with UNC policy and federal law, qualified students with psychological, physical, and other disabilities are eligible to receive “reasonable accommodations to ensure equal access to education opportunities, programs, and activities” (https://ars.unc.edu/about-ars/policies).

If you anticipate such accommodations and/or have concerns that should be discussed, please notify me as soon as possible so that appropriate arrangements can be made. Additionally, you may seek out student support services at the Accessibility Resources and Service Office (ARS). UNC-Chapel Hill facilitates the implementation of reasonable accommodations, including resources and services, for students with learning disabilities, physical disabilities, mental health struggles, chronic medical conditions, temporary disability, or pregnancy complications, all of which can impair student success. See the ARS website for contact and registration information: https://ars.unc.edu/about-ars/contact-us or https://accessibility.unc.edu/students. (A student is welcome to initiate the registration process at any time; however, the process can take time. ARS is particularly busy in the run-up to final exams and during final exams. Students submitting Self-ID forms at that time are unlikely to have accommodations set until the following semester. Please contact ARS as early in the semester as possible.)

Other student support services are available through the Learning Center (http://learningcenter.unc.edu/) and through Counseling and Psychological Services (CAPS). 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. In addition to these campus resources for student mental health, I also want to call your attention to two national hotlines for mental health support. For information, resources, and referrals for mental health support, call 1.800.662.HELP (4357). For someone to speak to during a crisis 24/7, call 1.800.273.TALK (8255).


In addition to various handouts or other resources I will post to our Sakai course site, there are a wide variety of resources to help you succeed in this class and beyond.

For all aspects of technical support, visit the IT Help Desk at https://help.unc.edu/sp or call 1.919.962.HELP (4357).

The UNC Writing Center, located in SASB North and in Greenlaw Hall, Room 221, offers free tutoring services for students; you can use their services both in-person and online. You may visit the Writing Center to ask for help with a specific paper, whether you are concerned with developing ideas and content, organizing your assignment, or working on style issues. This could be a wonderful resource to help with your writing assignments in this course (and any assignments in your other courses). You do not need a complete draft of your assignment to visit; they can help you at any stage! To make an appointment, browse the Writing Center’s online resources, or send a draft online, please go to http://writingcenter.unc.edu/. To make the best use of your time there, please bring a copy of both your assignment sheet and your draft with you. The Writing Center will not proofread papers or discuss grades with you. The Writing Center also has an excellent array of tips and tools at https://writingcenter.unc.edu/tips-and-tools/.

Additionally, the Purdue Online Writing Lab (https://owl.purdue.edu/owl/purdue_owl.html) and your textbook, the Tar Heel Writing Guide, 2020-2021, are fantastic resources for learning more about mechanics, style, grammar, and citations. I’d also be happy to recommend other useful style guides, tools, reference materials, etc. if you ask.

There are writing disciplines we will not specifically discuss this term, such as writing in the Social Sciences, legal writing, and writing related to health and medicine. For more information about writing in these disciplines, read the appropriate chapters in the Tar Heel Writing Guide. I’m also willing to discuss these disciplines with you further outside of class.

The sister organization to the UNC Writing Center is the UNC Learning Center, which offers valuable resources for all other learning-related issues or needs, including tips for adjusting to college life, study strategies, and time-management skills. They offer individual consultations, peer tutoring, academic coaching, test prep programming, study skills workshops, and peer study groups. If you think you might benefit from their services, please visit them in SASB North or visit their website to set up an appointment: http://learningcenter.unc.edu/.

The UNC Libraries also have amazing resources and dedicated, knowledgeable individuals who will assist you with your research: http://library.unc.edu/. This includes one-on-one consultations with a librarian who can assist you in forming or executing a research plan. These consultations are specifically for ENGL105 students and can be extremely valuable, although these research librarians can also assist you with your research projects in future classes as well. See also Sakai>Resources>Helpful Handouts and Resources>UNC Libraries Resources.

I also want to call attention to the Academic Advising Program, which provides academic advising for undergraduate students at UNC. They are here to guide you and assist with planning your academic career and course-planning needs at UNC, but they are also highly connected with the rest of the university community and may be able to connect you with other resources for preparing for your future goals and/or addressing your current needs or problems.

For resources on undergraduate research, including mentors, workshops, handouts, and opportunities to present or even publish your work, see the Office for Undergraduate Research (OUR) at https://our.unc.edu/, especially their pages on presentation opportunities and on getting published.

Although our specific course will not include formal exams or tests, you should still be aware of the Undergraduate Testing Center. The College of Arts and Sciences provides a secure, proctored environment in which exams can be taken. The center works with instructors to proctor exams for their undergraduate students who are not registered with the Accessibility Resources and Service Office (ARS) and who do not need testing accommodations as provided by ARS. In other words, the Center provides a proctored testing environment for students who are unable to take an exam at the normally scheduled time (with pre-arrangement by your instructor). For more information, visit http://testingcenter.web.unc.edu/.

We will not be using Adobe Creative Cloud this term, but I still want to call your attention to it. Adobe Creative Cloud is a suite of fantastic programs to which we, as members of the UNC community, all have free access. The suite of programs includes Adobe Acrobat DC (a program for reading and editing .pdf files that is far superior to the simple Adobe Reader), Adobe Photoshop (for editing photos), Adobe Audition (for editing audio), and Adobe Premiere Pro (for editing video). You should certainly take advantage of all of these programs. You can download and install Adobe Creative Cloud for free at https://adobe.unc.edu. Once you have Adobe Creative Cloud, you can use it to install any of the programs included in the suite. The process for obtaining Adobe Creative Cloud is a bit convoluted; for assistance, see “How to Get Adobe Creative Cloud” on Sakai at Resources>Helpful Handouts and Resources.

For each class I teach, I also maintain a running Google Doc to which I encourage all of my students to contribute. Any time you confront a useful reading, resource, or other piece of media (useful for our class, for students, or just entertaining and interesting), you’re invited to add it to our running list. The document is titled “Suggested Readings or Other Content.” The link to that document is also on Sakai at Resources>Readings. I highly encourage you to contribute to this informal list so we can collaboratively curate a list of readings and other content we can all use to inform and empower (or just entertain) each other this term and in the future.


I cannot stress enough the need for clear communication. I will work hard to clearly communicate all assignment schedules and expectations along with any changes or adjustments made to our Course Schedule and to remind you regularly of upcoming assignment due dates, etc., primarily through our Google Doc lesson plans (Sakai>Resources>In-Class Activities). It is your responsibility, however, to take careful notes in class and to check your email and our Sakai course site for updates and announcements. If you miss a class session, it is your responsibility to reach out to me or your classmates to find out what information you missed, including upcoming assignments, changes to the syllabus, etc. You should also check the lesson plan from the day you missed.

Additionally, if you are experiencing larger issues that are affecting your performance as a student or your college life in general, please feel free to reach out to me directly or to contact various on-campus resources that can assist you, including the resources mentioned above in the “Course Policies” or “Course Resources” section of this syllabus as well as the Dean of Students, Campus Health Services, and the Office of Campus Safety. These resources can offer assistance and support and, at your discretion, can communicate your situation to your instructors through an official capacity. UNC is a very supportive academic environment; we all genuinely want each of you to succeed, but no one can help you if you don’t reach out, to me or to those other resources.

UNC faculty and staff are committed to provide an engaging, collaborative, and safe learning environment, independent of the mode of teaching. Due to the uncertainty of the current health environment, guidelines and modes of instruction might change during the term. Please understand that any changes during the ongoing term are made with your safety and health in mind, as well as the safety of UNC faculty and staff. Especially this term, it is important to actively read and observe any communication that is sent from UNC or your instructor, so you can make adjustments as needed and not miss any class time. Please also inform your instructor(s) and department if anything changes on your end, if you’re experiencing difficulties, etc.

If you need help, ASK! If you are falling behind or need extra help or have concerns about our classroom environment, please let me know. We can discuss brief concerns before or after class, and we can have an extended conversation and/or conference during my office hours or some other scheduled meeting time. To schedule an appointment, please email me at paulblom@live.unc.edu.


Be sure to read the Course Schedule in its entirety, make note of assignment due dates, etc.

Any assigned reading listed for a particular date should be read prior to that day’s class session. For instance, the assigned reading from the Tar Heel Writing Guide, 2020-20201 (THWG) of Chapter 2-1 is listed for Tuesday, June 29. This means that students should come to class on June 29 having completed that reading and ready to discuss it.

All drafts and other homework (including final drafts submitted for a grade) are due before class begins (by 9:45am) the day on which they are listed. For example, the Rough Draft of Feeder 1.1 is listed below on Thursday, July 1. This means that you must submit it by 9:45am that day. For a quick list of due dates for all final drafts of graded assignments, see the “Assignment Due Dates” section listed in the Course Syllabus above. Any time you submit a draft in progress, assume that we will workshop that draft in groups or partners that day in class, so always come to class ready to discuss your draft and provide thoughtful feedback to your peers on their draft.

Week 1

Monday 6/28:

  • FDOC; first class session for ENGL 105, Sec 013
  • Introduction to the course; syllabus overview
  • Due for class: Complete all eight tasks listed at Sakai>Start Here!

Tuesday 6/29:

  • Rhetorical contexts and the writing process
  • Research: evaluating and integrating outside sources
  • Assigned reading: THWG “Introduction”; THWG Ch. 2-1: “Understanding Rhetorical Knowledge through Genre Awareness”; THWG Ch. 2-2: “The Writing Process”; “Shitty First Drafts,” by Anne Lamott (Sakai>Resources>Readings)

Wednesday 6/30:

Thursday 7/1:

Friday 7/2:

  • Study design; thinking critically about scientific studies
  • Due for class: Feeder 1.1 final draft, for a grade (Sakai>Assignments)
  • Assigned reading: “10 Monkeys and a Beetle: Inside VW’s Campaign for ‘Clean Diesel’” by Jack Ewing, The New York Times, 25 Jan. 2018 (Sakai>Resources>Readings); watch “Scientific Studies” from Last Week Tonight with John Oliver

Week 2

Monday 7/5:

  • Independence Day observed; no class held

Tuesday 7/6:

  • The structure of scholarly discourse; introductions and conclusions
  • Workshop Feeder 1.2 rough draft in class
  • Due for class: Feeder 1.2 rough draft (Sakai forum post); journal entry on week 1 (Sakai forum post)
  • Assigned reading: “Anatomy of a Scholarly Article” from NCSU

Wednesday 7/7:

  • Genre models for popular health articles
  • Due for class: Feeder 1.2 final draft, for a grade (Sakai>Assignments)

Thursday 7/8:

  • Grammar, punctuation, local errors, and proofreading
  • Workshop Unit Project 1, draft 1 in class
  • Due for class: UP1, draft 1 (Sakai forum post)
  • Assigned reading: “Grammar and Parts of Speech” PowerPoint (Sakai>Resources>Readings)

Friday 7/9:

  • Sentence structure, paragraph structure, format, & transitions
  • Workshop Unit Project 1, draft 2 in class
  • Due for class: UP1, draft 2 (Sakai forum post)
  • Assigned reading: “Sentence Structure” PowerPoint (Sakai>Resources>Readings)

Week 3

Monday 7/12:

  • Begin Unit 2: Writing in Business
  • Brainstorm UP2 topics (application opportunities) in class
  • Due for class: UP1 final draft, for a grade (Sakai>Assignments); journal entry on week 2 (Sakai forum post)
  • Assigned reading: THWG Ch. 1-4: “Writing in Business”; UP2 Assignment Prompt, first two pages (Sakai>Resources>Unit 2)

Tuesday 7/13:

  • Descriptions and detail; word choice/diction, style, and tone
  • Workshop Feeder 2.1 rough draft in class
  • Due for class: Feeder 2.1 rough draft (Sakai forum post)

Wednesday 7/14:

  • Editing/condensing text; genre models for business writing
  • Due for class: Feeder 2.1 final draft, for a grade (Sakai>Assignments)

Thursday 7/15:

  • Workshop Feeder 2.2 rough draft in class
  • Due for class: Feeder 2.2 rough draft (Sakai forum post)

Friday 7/16:

  • Digital literacy and visual literacy; multimedia composition
  • Due for class: Feeder 2.2 final draft, for a grade (Sakai>Assignments)
  • Assigned reading: THWG Ch. 2-5: “Digital Literacy”; THWG Ch. 2-6: "Preparing an e-Portfolio"

Week 4

Monday 7/19:

  • Genre models for business writing
  • Workshop Unit Project 2 rough draft in class
  • Due for class: UP2 rough draft (Sakai forum post); journal entry on week 3 (Sakai forum post)

Tuesday 7/20:

Wednesday 7/21:

  • Workshop Feeder 3.1 in class
  • Due for class: Feeder 3.1 rough draft (Sakai forum post)
  • Assigned reading: Read the introduction to “North Carolinians and the Great War” here; revisit the PowerPoint “Visual Literacy” (Sakai>Resources>Unit 3); watch the video “Analyzing WWI Posters” by Emily Kader, UNC Rare Book Research Librarian

Thursday 7/22:

  • Rhetorical analysis; visual literacy; multimedia composition
  • Due for class: Feeder 3.1 final draft, for a grade (Sakai>Assignments)

Friday 7/23:

  • Oral communication and presentation strategies
  • Workshop Feeder 3.2 rough draft in class
  • Due for class: Feeder 3.2 rough draft (Sakai forum post); journal entry on week 4 (Sakai forum post)
  • Assigned reading: THWG Ch. 2-4: “Publishing & Presenting Your Research”; “Oral Communication and Presentations – Best Practices” (Sakai>Resources>Helpful Handouts and Resources)

Week 5

Monday 7/26:

  • Thesis statements, claims, and arguments
  • In-class exercise generating thesis statements
  • Genre models for conference presentations
  • Due for class: Feeder 3.2 final draft, for a grade (Sakai>Assignments)

Tuesday 7/27:

  • Workshop Unit Project 3, draft 1 in class
  • Due for class: UP3, draft 1 (Sakai forum post)

Wednesday 7/28:

  • Workshop Unit Project 3, draft 2
  • Comparing writing in the disciplines
  • Due for class: UP3, draft 2 (Sakai forum post)

Thursday 7/29:

  • Final class session for ENGL 105, Sec 013
  • UP3 in-class conference of UP3 presentations
  • Course evaluations and transfer activities
  • Due for class: UP3 final draft, for a grade (Deliver presentation in class; submit script, slides, and poster image file at Sakai>Assignments)
  • Please submit your online course evaluations by 11:59pm on Thurs. July 29. They are voluntary and anonymous. See your email for the link.

Friday 7/30:

  • Reading Day (no classes held)

Saturday 7/31:

  • Due for class: UP3 Q&A Session questions (Sakai forum post)

Monday 8/2:

  • Due for class: Journal entry on week 5 (Sakai forum post) UP3 Q&A Session answer(s) (Sakai forum post)

Again, there is no final exam for this course.

Final grades for ENGL 105, Sec 013 will be reported by 5:00pm on Mon. Aug. 2.


I reserve the right to make changes to this syllabus as needed, including assignment due dates or reading assignments as listed in the Course Schedule. It is very likely that small secondary readings will be added to various days listed in the schedule. These changes will be announced and shared with the entire class as early as possible.

For every class session, I will post a lesson plan as a Google Doc on Sakai at Resources>In-Class Activities. You do not need to access these before each class, but you should have access to them during that class session and should refer to them afterwards, especially if you miss that class. The end of each lesson plan will list homework for the next class session. You should always refer to that document for any adjustments, additions, etc. to the Course Schedule listed in this syllabus.

All students are responsible for knowing and abiding by all policies, dates, and other expectations listed in the official syllabus.

Note: This online iteration of the syllabus and schedule is the unofficial version of the course syllabus for Section 013 of ENGL 105, Summer Session II 2021, taught by Paul Blom at UNC-Chapel Hill. Some information, such as contact info, has been redacted from this public, online version of the syllabus. The official syllabus for our specific section has been formally submitted to the University and is also available as a Word document on our Sakai course site under “Resources.” If you are a student, be sure to refer to the official version of the syllabus that has been shared with you for specific information.

This online syllabus was last updated by Paul Blom on Thursday, June 17, 2021.

Created By
Paul Blom


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