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ENC 1101-- Writing and Rhetoric I  Section R5D Fall 2018 Syllabus Subject to change  Mondays /Wednesdays/ Fridays or Tuesdays/Thursdays Professor: Elizabeth Dinlocker  Office: Dillard High Room 544 Phone: 754-322-0800 Email: elizabeth.dinlocker@fiu.edu          Office Hours: Mondays and Tuesdays--3:00-4:00 p.m.

 

          Thank you so much for wanting to take this course! Welcome, and I hope you enjoy every aspect of it.  Please communicate. If you need extra attention or consideration at any time, please let me know, but tell me before you get into trouble.

Course Description: ENC 1101 is the first in a two-course sequence designed to introduce you to the principles of college-level writing and research. You will learn to write for multiple rhetorical contexts with an emphasis on critical thinking and revision. The written work in this course will easily meet and exceed the state composition requirement of 6,000 written words. This is per FIU syllabi, not mine; however, this may also be why FIU is ranked as an R1: Research University (a university with the "Highest Research Activity" [Link] in the Carnegie Classification System).  This does not happen by accident.

Course Learning Goals ENC 1101 intends to help you learn to:

• Respond in writing to various rhetorical purposes and address the needs of various audiences;

• Develop your ideas through a recursive process of writing, revision, and editing;

• Display appropriate format, structure and stylistic choices to meet audience needs and rhetorical purposes;

• Develop an effective thesis and support it with reasons and evidence;

• Interact with complex texts, explore alternative perspectives, and articulate your own perspective in response;

• Incorporate sourced materials into your own work through effective use of quotation, summary, paraphrase and citation using MLA or other appropriate style manual;

• Exhibit appropriate syntax, punctuation, and spelling;

• Develop a rhetorical vocabulary for understanding and talking about writing.

 

 

The Rhetorical Analysis: at the end of this unit, you should:

• Demonstrate familiarity with an understanding of rhetorical concepts including rhetorical situation, rhetorical purpose/aim, audience, rhetorical appeals, genre, angle of vision and reading against the grain;
• Recognize the rhetorical strategies and stylistic choices made by experienced communicators;
• Read and summarize another author's argument succinctly;
• Articulate a clear perspective on the way the assigned tex works rhetorically;
• Purposefully incorporate quotations, summary, and paraphrase using attributive tags, quotation marks, and appropriate citation style;
• Employ revision and editing strategies appropriate to the audience and purpose.

The Literacy Narrative: at the end of this unit, you should:

• Produce a final written project that indicates a clear rhetorical purpose and that is appropriate for a diverse audience of peers;
• Use conventions of open form prose;
• Show engagement with issues of language literacy, rhetoric, or cultures;
• Apply knowledge of the following persuasive appeals and rhetorical concepts: ethos, pathos, logos, and angle of vision;
• Use specific language (descriptive, figurative, with attention paid to word choice);
• Produce a final draft and an informal video that shows evidence of a thoughtful writing process, including invention, revision and proof-reading; 
• Use syntax, punctuation, and spelling effectively in service of rhetorical purpose;

Analyzing and Synthesizing Ideas: at the end of this unit, you should:

• Interact with a group of texts, explore alternative perspectives, and present  via both a written paper and a video, a new perspective of their own;;
• Summarize multiple complex texts indicating understanding of the author's arguments and rhetorical strategies;
• Develop a focused thesis that indicates their analysis and synthesis of assigned readings to arrive at their own perspective;
• Use textual evidence effectively to support claims; 
• Cite sources appropriately using MLA guidelines;
• Use syntax, punctuation, and spelling effectively in service of rhetorical purpose;

Essay Exams/Writing Under Pressure: at the end of this unit, you should:

• Demonstrate their ability to adapt their writing processes to an abbreviated time frame;
• Analyze an essay exam question to understand what the question is looking for by recognizing cues and by interpreting and responding to key terms;
• Produce a written document, written under time constraint, that responds effectively to the prompt and that exhibits a clear thesis, coherent organization, and content appropriate to the question.

 

 

To reach these goals, you must read and study the course texts. You make an investment in your future families and yourselves when you make an investment in reading and studying your assignments. Care with these will improve your writing. Writing will greatly increase your abilities to read more complex texts, analyze more deeply, interpret fully, and convey significant information for the audience intended. ENC 1101 should prove enjoyable and even profitable to you later in life. Strong writing skills can benefit you in critical and productive ways.

Course Textbooks:

1. Ramage, John, John C. Bean, and June Johnson. The Allyn & Bacon Guide to Writing, Sixth Edition. Customized for Florida International University. New York: Pearson ND.
2. Lunsford, Andrea A. The Everyday Writer, Sixth Edition with LearningCurve Access. Customized for Florida International University. Boston: Bedford/St. Martin’s, ND..

Required Materials:

• Composition notebook, portfolio, journal  (or similar item) for in-class notes, journal entries, and other writing;

• Frequent access to reliable internet connection, word processor, and printer Online Learning Components.

This course is a hybrid course, which means that there is a significant online component. You are required to access this Canvas Course at least once between each of our class meetings and especially late in the week.

Please note that as of now, all assignments will be reviewed via Veracite or turnitin.com embedded within the course website. All submissions to turnitin.com remain in the turnitin.com’s database.

 

 

Overview of Graded Course Work

Attendance: It is imperative you attend every class unless ill or on a field-trip. If you miss more than 20 minutes of class, this counts against your attendance grade as a full absence. Every absence, for any reason, will affect your information accrual and as a result, your grade.After four absences, I will fail you (give you zero points) in the attendance aspect of your grade. If you are having scheduling issues, please see me immediately, so we can work something out. I am much more accommodating when you approach me before a deadline with an issue, and much less amenable after the deadline has passed.

Class Participation: To earn full credit for class participation, you need to make positive contributions to our discussions in person and online.  You cannot do this if you come to class unprepared and waste class time asking others for supplies. Come prepared. Bring  all needed supplies and texts with you. Ask thoughtful questions, offer comments that move a discussion forward, show respect for other members of the class—even if you disagree with them—and avoid dominating class discussion time (i.e. please contribute, but do not take up an entire period on just your ideas and comments). We will frequently engage in small-group work so that everyone can benefit from multiple forms of learning. Your positive group cooperation and participation will have a high impact on your participation grade. Your online engagement with the course will also have a particularly significant impact on your participation grade.

Peer Review: The single most important participation activity will be your work with other students’ writing. Good writers grow from good readers. To that end, we will peer review most major papers this semester. I expect your peer review work to be thoughtful, thorough, and meaningful. I will offer further guidance on peer review in class. You will only receive full credit for peer review if you submit your own complete draft to review as well as appropriately and helpfully respond to all papers assigned to you for the peer review.

Writing Projects: The core of this course will be four major writing projects and two videos, each will have a separate assignment sheet and will require a process approach to writing—you will work on each of the writing projects through multiple drafts, reviews, revisions, and editing sessions before turning it in for a final grade. Where you do not have to perform in your own video, you do need to "write" it. You may do this voice to text. Each project will be turned in with all work leading up to the final draft submitted to Canvas. All essays are to follow MLA style and be submitted as pdf. files. We will discuss each writing and video project in class.

Revision: You will be given the chance to revise at least one writing project this semester. If the revision shows substantial improvement, you will earn a higher grade, which will replace your earlier grade.

Timed Writing: Your last writing project will be a timed exam during the final exam period of this course. The exam will be designed to help test your ability to write extemporaneously. It will be based on course readings and we will spend class time preparing you for this kind of writing. If you have any questions about this exam please see me.

 

 

Course Policies and Other Guidelines

Late Work: If any of your work is late, you reduce your grade by one full letter grade for each school day it is late. This is not "class" day--count each day Monday through Friday as a school day. Make special trips to my room to deliver any late work on days you do not have my class. It is imperative to learn to submit work on time. Note that work is a full day late after the first five minutes of the class bell unless you are told to keep the work to attend to in the class. This means that if you are tardy and you need to submit work, you have lost a full letter grade for that submission.

Academic Integrity: All students are expected to abide by FIU’s policy on academic integrity. Not doing so could result in failure in the course and other severe penalties. I have no tolerance for any form of cheating. You are better than that. Cheating becomes a habit that will destroy your character and abilities—and will undermine you in life. Plagiarism is cheating. Professors, often authors themselves, regard it as theft. Attend to your academic integrity at all times.

 

Labeling Work: To avoid confusion, please label all of your work carefully. Include your name, my name, the course prefix and number, the date of submission, and the assignment label as part of a descriptive title. For instance, if a student name Christopher Jamison is taking the course, this is the way to top of every paper he submits should look:

 

Jamison 1           Christopher Jamison Professor Elizabeth Dinlocker ENC 1101 11 November 2017 Rhetorical Analysis: Dove’s Real Beauty: Clever Marketing Cleans Up with Substance        Your text begins here….

 Grading

Assignment	Points
Attendance Class Participation Peer Review Video--quarters 1 and 2  Writing Project 1--Strong Response  (quarter 1 only) Writing Project 2--Image Analysis (quarter 1 only) Writing Project 3--Synthesis Essay (quarter 2 only) Writing Project 4--Timed Writing (quarter 2 only)	100 100 100 100 250 350 (350) (250)
Total	1000
You must earn a "C" grade or higher to pass ENC 1101	!

 

Grading Breakdown:

 

PASSING GRADE		FAILING GRADE
A	93-100	NOTE: D and below must retake 1101
A-	90-92
B+	87-89	D	60-69
B	83-86	F	59 and below
B-	80-82
C+	76-79
C	70-75

 

Grade Description for Most Written Work
A	An A paper is extraordinary work that more than fulfills the requirements of the assignment. This essay tackles the topic in an innovative way, with a clear sense of audience and purpose, an insightful thesis, and an appropriate and effective organization. The structure is carefully planned; each section of the essay develops the thesis with logical arguments and specific, conclusive evidence which has been interpreted and clearly related to the writer's point. The style is energetic and precise: the sentence structure is varied and the words are carefully chosen. How the writer says things is as excellent as what the writer says. There is evidence of careful editing since the essay contains few grammatical and/or mechanical errors and, if necessary, is correctly documented using MLA format.
B	A B paper is clearly above-average and more than meets the requirements of the assignment. Like the "A" paper, it has a clear thesis and organizational strategy; and each paragraph provides unified, coherent, and developed support for its thesis and subordinate assertions. If necessary, it properly documents sources. While the essay takes some "risks," attempts complex strategies of development, and pays attention to audience, it falls short of the "A" essay in one or more of the following ways: the thesis may not be as interesting or insightful; there may be weaknesses in organizational strategy or its execution; the support may not be uniformly conclusive and convincing; and the style may not be as energetic or the diction as thoughtful. The essay shows strong evidence of editing since there are relatively few grammatical and/or mechanical errors.
C	A C paper is average work that solidly meets the requirements of the assignment. The essay has a thesis and organizational plan which demonstrate thought on the writer's part, a generally clear style, and adequate documentation, if required. Paragraphs contribute unified and coherent support, but the writer may have difficulty with any of the following: the thesis may be too general; the evidence may be predictable, may not be thoroughly interpreted, or may not be clearly related to the writer's point; the paragraphs may be uneven in development and transition. Even in the "C" essay, there should be relatively few grammatical or mechanical errors--not enough to interfere with readability; the student has done some editing, even though it may be superficial.
D	A D paper is below average work that demonstrates a serious attempt to fulfill the assignment and shows some promise but does not fully meet the requirements of the assignment. The essay may have one or several of the following weaknesses. It may have a general or implied thesis; but the idea may be too broad, vague, or obvious. The organizational plan may be inappropriate or inconsistently carried out. Evidence may be too general, missing, not interpreted, irrelevant to the thesis, or inappropriately repetitive. Documentation may be incomplete or inaccurate. The style may be compromised by repetitive or flawed sentence patterns and/or inappropriate diction and confusing syntax. Grammatical and mechanical errors may interfere with readability and indicate a less-than-adequate attempt at editing or an unfamiliarity with some aspects of Standard Written English.
F	An F paper is substantially below average for the assignment. It exhibits one or several of the following. It may be off-topic. It may be an attempt to meet the requirements of the assignment, but it may have no apparent thesis or a self-contradictory one, or the essay's point is so general or obvious as to suggest little thinking-through of the topic. It may display little or no apparent sense of organization; it may lack development; evidence may be inappropriate and/or off-topic or may consist of generalizations, faulty assumptions, or errors of fact. This essay may fail to handle borrowed material responsibly and/or to document appropriately. The style suggests serious difficulties with fluency which may be revealed in short, simple sentences and ineffective diction. Grammatical/mechanical errors may interfere with reader comprehension or indicate problems with basic literacy or a lack of understanding of Standard English usage.

 

 

 

Weekly Schedule for ENC 1101: Writing and Rhetoric I, Fall 2018 (Subject to Change)

Introductory Module

 

Week A--August 15-17--Class Management Details/Expectations/Canvas

 

Week 1: August 20-24--Read and Respond to Reading Always-Introduction to the Course, to Canvas to Class Expectation and Management Details, to FIU expectations and introductory readings (the X files), and to  Rhetorical Analysis.

 

Module 1--Preparation for Major Grade--Writing #1

Module 1's Major Grade--Writing #1--Rhetorical Analysis Introduction and Preparation

RA Outline--September 13th, 11:59 p.m.--on paper to discuss in class 

RA Rough Draft for Peer Review Submitted. Do Peer Reviews now---September 14th, 11:59 p.m. 

RA Peer Review Due and Student re-writes paper beginning September 17th, 11:59 p.m.

RA Final Submission--September 20th, 11:59 p.m. 

 

Week 2: August 27-31--Introduction to ENC 1101/Discussion of the writing process

 

Week 3: September 3-7 (no school on 9/3)--Introduction to concepts of rhetoric: rhetorical situation and rhetorical appeals/Introduce Literacy Narrative.

 

Week 4: September 10-14 (no school 9/10)--Recognize the rhetorical strategies and stylistic choices made by experienced communicators. Focus on the relationship between rhetorical situation and style, structure, and design. Compose a summary; read and summarize another writer's argument succinctly. 

RA Outline--September 13th, 11:59 p.m. 

RA Rough Draft---September 15th, 11:59 p.m. (Saturday)

 

Week 5: September 17-21 (no school on 9/19)--Analyze how well an author uses rhetorical appeals in order to reach the particular audience, genre, and purpose. Individual student conferences: consider your thesis and discuss ideas about structure. Revise to have written an effective closed form analysis (strong, rhetorically sound thesis, effective introduction, supporting points) defending your strong response. Purposefully incorporate textual examples into your own writing. 

RA Peer Review--September 18th, 11:59 p.m. 

RA Final Draft--September 20th, 11:59 p.m. 

 

Module 2A

Major Production Expectation--Module 2A--Essay #2A--Literacy Narrative (LN) Introduction and Preparation:

LN Outline--September 28th, 11:59 p.m. 

LN Rough Draft---October 1st, 11:59 p.m.  

LN Peer Review--October 3rd, 11:59 p.m. 

LN Final Draft--October 5th, 11:59 p.m.

Week 6: September 24-28: Evaluate style, focusing on smooth transitions between ideas/paragraphs and clear, professional prose. Conduct editing based on common writing errors.  Compose drafts with strong reflection and strong ethos. Determine personal goals for the final revisions. 

LN Outline--September 28th, 11:59 p.m. 

 

Week 7: October 1-5--Use invention strategies to come up with ideas for the video. Evaluate the rhetorical appeals in model Literacy Narratives. Compose a plot sketch, and transition to a full narrative story, avoiding the “and-then” chronology.

LN Rough Draft---October 1st, 11:59 p.m.  

LN Peer Review--October 3rd, 11:59 p.m. 

LN Final Draft--October 5th, 11:59 p.m.

 

Module 2 B:

Major Production Expectation--The Visual Rhetorical Analysis Video 

First Video Upload--October 12th, 11:59 p.m.

Final Video Upload--October 16th, 11:59 p.m.

 

Week 8: October 8-12--Compose drafts with strong reflection and strong ethos. Determine personal goals for the final revisions. Revise drafts for an appropriate style and voice, using concrete and relevant language to make writing less abstract.

Rough Video Upload (practice)--October 12th, 11:59 p.m.

 

Week 9: October 15-18 (no school for students10/19)--Perceive a reader's perspective through peer review, and seeing how other students have addressed this assignment.  Review and reflect on the writing process for the Literacy Narrative essay.

Video Upload Final--October 16th, 11:59 p.m.

View class videos--evaluate course to this point

 

Semester 2 for FIU and Quarter 2 for Dillard

 

Major Production Expectation--Module 3--Analyzing and Synthesizing Ideas

A&SI Outline--November 13th, 11:59 p.m. 

A&SI Rough Draft---November 16th, 11:59 p.m. 

A&SI Peer Review--November 26th, 11:59 p.m. 

A&SI Final Draft--November 28th, 11:59 p.m.

Week 10: October 22-26--Introduce Synthesizing Ideas unit. Develop a problematic and significant synthesis question. Research different angles of vision discussing the synthesis question. Summarize multiple complex texts, indicating understanding of the authors' arguments. 

 

Week 11: October 29 to November 2--Analyze the authors' rhetorical strategies. Identify the main themes and issues of the texts, comparing similarities and differences between the two authors. Explore your own views on the original synthesis question.

Week 12: November 5-9 (no school on 11/6)--Show how you have wrestled with different perspectives and synthesized these ideas to arrive at your own new view of the synthesis question. Develop a focused thesis that indicates your analysis and synthesis, arriving at your own perspective. Shape the analytical section of the Synthesizing Ideas essay. Use textual evidence effectively to support claims.

 

 

Week 13: November 12-16 (no school on 11/12)--Shape the synthesis section of the Synthesizing Ideas essay, continuing to support claims with textual evidence. Cite sources appropriately using MLA guidelines. Integrate sources effectively using summary, quotation, and paraphrasing. 

•A&SI Outline--November 13th, 11:59 p.m. 

•A&SI Rough Draft---November 16th, 11:59 p.m. 

 

Week 14: November 19-20 (no school 11/21-23 – Happy Thanksgiving!)--Individual student conferences. Embrace a reader's perspective on your draft and review how other students have addressed this assignment. Use syntax, punctuation, and spelling effectively to suit a rhetorical purpose. 

 

Week 15: November 26-30--Adapt the writing processes to an abbreviated time frame. Analyze an essay exam question by recognizing cues and by interpreting and responding to key terms. Produce a written document, written under time constraint, that responds effectively to the prompt and that exhibits a clear thesis, coherent organization, and content appropriate to the question.

•A&SI Second Draft Due for Peer Review--November 26th, 11:59 p.m. 

•A&SI Final Draft--November 19th, 11:59 p.m.

Week 16: December 3-7--Prepare to produce a written document, written under time constraint, that responds effectively to the prompt and that exhibits a clear thesis, coherent organization, and content appropriate to the question.Review analyzing how well an author uses rhetorical appeals in order to reach the particular audience, genre, and purpose. Individual student conferences: review ability to come to a thesis and further ideas about structure. Review the writings of an effective closed form argument (strong, rhetorically sound thesis, effective introduction, supporting points) defending your strong response. Prepare purposefully to incorporate textual examples into your own writing under a timed situation.

Production Expectation--Module 3 Continued--Video #2---Video with Commentary about the Analyzing and Synthesizing Paper 

Video Due--December 11th, 11:59 p.m.

Fake Video Due--December 8th, 11:59 p.m. to practice uploading

 

Major Production Expectation--Module 4--

Analyzing and Synthesizing in an In-class Timed Essay--Preparation for Final Exam

Week 17: December 10-14--Produce a written document, written under time constraint, that responds effectively to the prompt and that exhibits a clear thesis, coherent organization, and content appropriate to the question.Again, review analyzing how well an author uses rhetorical appeals in order to reach the particular audience, genre, and purpose. Individual student conferences: review ability to come to a thesis and further ideas about structure. Review the writings of an effective closed form argument (strong, rhetorically sound thesis, effective introduction, supporting points) defending your strong response. Continue to prepare purposefully to incorporate textual examples into your own writing under a timed situation.

Video Due--December 11th, 11:59 p.m.

Week 18: December 17-21 (attend class on early release day if scheduled for Final Exam 10/21)

Module 4—Final Exam--In Class Timed Essay--TBA