dl enc1101/section: introduction to rhetoric and writing mockup... · web viewthe knowledge about...

COURSE TITLECRN SECTION NUMBER

SEMESTERCLASS MEETING DAYS, TIMES, & LOCATION

INSTRUCTOR’S NAMEEMAIL

OFFICE HOURS & LOCATION

G(W) Introduction to Rhetoric & Writing

Fall 2015

COURSE DESCRIPTIONENC 1101: Introduction to Rhetoric and Writing is part of UNF’s General Education Program, which is based on a model of reflective judgment. In this model, each General Education course addresses discipline-specific versions of meta-level questions—that is, questions about questions—concerning some topic or issue. What one asks about global warming, for example, depends on what perspective one adopts. The knowledge about global warming that is available in different disciplines—biology, meteorology, economics, political science, and ethics, among others—is the result of posing and answering different kinds of questions.

The General Education Program asks you to examine the differences among the kinds of questions that it is possible to ask, to pay attention to what constitutes an important and well-formed question in any particular field of study, and to understand how the way a question is formulated limits the answers it is possible to arrive at. The General Education Program at UNF, then, asks you to ask yourself, “How, when, and with what consequences do different disciplines ask different kinds of questions? Why do they ask certain questions rather than others? Are there questions that are off limits? What kind of information is necessary in order to answer the question at hand?” In sum, the General Education Program asks you to reflect on the very way you yourself formulate questions.

After completing the General Education writing courses at UNF, student will:1. Demonstrate skills that prepare them to ask meta-level questions of texts

and tasks that they may encounter in their disciplinary coursework but also ask these types of questions of all texts.

2. Demonstrate skills that prepare them for discipline-specific writing and research tasks.

ENC 1101 – Rhetoric & Writing

3. Demonstrate skills that prepare them to cooperate on writing and presentations tasks that they may encounter in their coursework, careers, and community lives.

Florida State Mandated Student Learning Outcomes for General Education This course works to achieve the goals outlined in the Student Outcomes for General Education. General Education goals include (i) thinking critically, (ii) solving problems, and (iii) expressing oneself.

Student Learning Outcomes of ENC 1101 at UNFFollowing the model of reflective judgment, ENC 1101 seeks to achieve the general educational aims by introducing students to the practice of reading and writing in the academy. To this end, ENC1101 asks students to achieve a benchmark level of success in each of four areas, and does so by asking various questions:

1. What are concepts related to rhetoric and writing? Specifically, what is the rhetorical situation? What is rhetorical analysis? What questions can you ask in order to discover the extent of intellectual mastery of any concept?

2. What is meant by “style” related in composition? What are the markers of syntactical fluency, diction, and tone? How can you talk to yourself in order to improve your fluency, diction, and tone?

3. What is meant by “mechanics” of composition? How can you talk to yourself in order to recognize and then correct such “mechanical” errors?

4. What is revision? How can you talk to yourself in order to improve your ability to revise your work and the work of others?

These questions are important to be able to answer in order to write certain kinds of college papers—but not all kinds. Thus, ENC 1101 will ask you to begin to understand how different kinds of writing involve mastery of different ways of writing. Why? Because different kinds of writing have different communicative purposes, different criteria for success, and often require different ways of organizing and sequencing the presentation of information, different vocabularies, different decisions about what to include and what to exclude, and different degrees of freedom to be creative.

In other words, different kinds of writing involve posing and answering different kinds of questions, and this fact has implications for what it means to write well. The meta-question—”What are those implications?”—will be a guiding theme in this course.

ENC 1101 is a required prerequisite for all General Education writing courses at 2000-level or above.After completing ENC1101, students will

1. Demonstrate knowledge of basic writing and rhetorical terms and concepts.

2. Demonstrate practices and techniques that produce stylistically clear prose.

3. Demonstrate knowledge of self- and peer-editing and revision skills.

Course Description/Syllabus Disclaimer: While the course syllabus is as accurate as possible, information in the course description and syllabus may be changed as necessary by the instructor to suit the educational needs of the students enrolled in this course.

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http://www.unf.edu/coas/gened

http://www.unf.edu/coas/gened


Required Course Materials (available at the UNF bookstore)

1. #heavymeta (9781680360363)2. Writing Matters (packaged with Connect code) (9781259224935)3. The UNF Guide to Writing (9781680360356)


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https://www.bkstr.com/webapp/wcs/stores/servlet/booklookServlet?bookstore_id-1=647&term_id-1=64715&dept-1=ENC&course-1=1101&sect-1=80002


Connect1 Registration Options1. Use the Access Code included with your Writing Matters handbook.2. Purchase online from McGraw-Hill (click Blackboard Orientation Quiz and

you are directed to Connect Registration).3. Free-trial: Limited but you will be able to submit first assignments until

you can purchase (free-trial option on Connect Registration page—see above). The free-trial option will not cover the entire course (only 21 days).

STUDENT RESPONSIBILITIESFirst Week

1. Buy all required textbooks and course materials.2. Input instructor name and contact information into your address book.3. Input ITS (technology services) information into your address book

([email protected] or 904-620-4357). I cannot/will not answer technical issue questions or inquiries.

4. Read and understand the entire syllabus.5. Set reminders for due dates on your smart device (e.g. iPhone, Droid), email

calendar, etc.6. Read and review all course and university policies, including the UNF Student

Handbook, the UNF Academic Integrity Code, and the UNF explanation on cheating. If a student(s) violates the code or cheats in this course, that student(s) will automatically fail the specific assignment and possibly the course. I am required to record and report all instances of plagiarism to the Department of English Chair.

During the Semester1. Review course terms and concepts on Assessment page (below).2. Communicate with respect and courtesy to both your instructor and peers

in emails and online posts. See email policy in Course Policies section below.

3. Complete ALL assigned module work:a. Discourse: 2 reading notes, 2 summaries, 1

projectb. Metadiscourse: 2 reading notes, 2 summaries, 1 projectc. Meta-metadiscourse: 2 reading notes, 2 summaries, 1 project

4. Complete Connect work (approximately 10-20 hours of work).5. Check your email and the course announcements daily for important

updates, reminders, and advice/suggestions.

1 If you have already completed Connect for a previous ENC course, you must nonetheless complete this component again to earn the corresponding percentage of your course grade.


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http://www.unf.edu/graduateschool/student_resources/thesis_step_two.aspx

http://www.unf.edu/graduateschool/student_resources/thesis_step_two.aspx

http://www.unf.edu/acadaffairs/faculty_handbook/Chapter11.aspx

http://www.unf.edu/deanofstudents/student_handbook.aspx


mailto:[email protected]


INSTRUCTOR RESPONSIBILITIES In the same way that you are responsible for your contributions to the course, I am responsible to you in the following ways:

[Varies by instructor]


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COURSE DESIGNENC1101: Introduction to Rhetoric and Writing is divided into three content modules and one assessment module. Within each module, you will read several scholarly and popular texts related to critical reading and writing; these articles form the basis for each module’s final project. Writing assignments in each module include rhetorical reading notes (RRN), summaries, and the module’s final project itself. Each writing assignment will be assessed with UNF Writes Self-Talk Rubrics. Students will also complete grammar and style exercises within Connect during the first two modules.

Grade Distribution [May Vary by Instructor]Introduction Survey 20 points

Connect PLP 50 points each 2 for 100 pointsModule 1

Rhetorical Reading Notes 30 points each 2 for 60 points

Two Summaries 50 points each 2 for 100 pointsProject 1 1 for 100 points

Module 2Rhetorical Reading

Notes 30 points each 2 for 60 pointsTwo Summaries 50 points each 2 for 100 points

Project 2 1 for 100 pointsModule 3

Rhetorical Reading Notes 30 points each 2 for 60 points

Two Summaries 50 points each 2 for 100 pointsProject 3 1 for 100 points

Final 100 pointsTotal Points

Possible: 1000 points

A 940-1000 B+ 870-899.9 C+ 770-799.9D 600-699.9A- 900-939.9 B 840-869.9 C 700-769.9 B- 800-839.9

59% and below, cheating, or plagiarism on any assignment, F for the assignment and a possible F for the course. The Writing Program Director and the Chair of the Department of English will be informed of all cases of plagiarism.

NB: You must earn a C in this course if it is to fulfill the Gordon Rule.


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You must also complete and submit all writing work to pass this course.


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Writing Terms and Concepts for Sections of ENC 1101 Fall 2015Below are two sets of terms and concepts with which may you be familiar to varying degrees. As you work through the course’s readings and projects, you will become more familiar with each, and upon completing this course, you should be able to recognize, understand, and employ these terms and concepts.

Writing Terms and ConceptsActive voice ApostropheCausal subject/verbClarityCoherence/cohesionComma splice/run-on Grammatical subject/verbIndependent clause/dependent clauseNominalizationParallel structurePassive voice Sentence fragment

Course-Specific Terms and Concepts

Autoethnography/ethnographyBig data/metadata DatagogyDiscourse & discourse communityDiscourse analysisDocumentationExigenceInterpellationMetadiscourseMetaphor/metonym(y)Multimodal(ity)Reflective JudgmentRhetor

Writing Assessment: UNF Self-Talk RubricsThe writing that you produce as a student in the General Education writing courses at the University of North Florida will be assessed using trait-specific rubrics. These rubrics operationally define the features or “traits” of academic writing in levels of increasing sophistication. They allow you, with practice, to evaluate drafts of your own writing or drafts your peers have produced and identify what level of sophistication the work has achieved with respect to the traits. I will explain the language of the rubrics and how the assessment of your writing using the rubrics relates to the grade you earn. The Self-Talk Rubrics are available in the companion appendix document for this syllabus.

Information Literacy Requirement Library: Students in all ENC1101 sections are introduced to the library and to practice in finding and evaluating databases resources. A library instruction session for your class is scheduled once during the term. If you miss the library orientation, you must attend an orientation with another ENC1101 class.


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COMMON COURSE POLICIES

To support the best learning and teaching conditions, the Writing Program has adopted a minimal number of policies that govern all of its General Education Writing courses. Individual faculty members may revise these policies for tone, style, and degree of explanation, and some policies provide a range of supported options. Any revisions shall appear on the syllabus for a particular section of the class. However, all modifications shall be consistent with the policies below. Alternatively, a syllabus may simply inform students that “General Education writing course policies pertain to this class” and direct students to the Department of English webpage. (http://www.unf.edu/coas/english/)

Attendance

First-day AttendanceUNF requires that all students attend the first class meeting for any course in which they are registered. If a student fails to attend this first class meeting, that student may be dropped from the course. For distance-learning courses, all students must log into Blackboard and evidence their participation within the first five days of the course—by the end of add/drop—or they may be dropped from the course for failure to satisfy the university’s first-day attendance policy.

General Education Writing CoursesWhen enrolled in a General Education Writing course, students are expected to attend every class meeting, scheduled conference, and online activity to satisfy all course objectives. Absences negatively affect class performance. The General Education Writing course policy requires that all students attend at least 80% of class meetings; if a student misses 20% or more of scheduled classes/conferences, that student will receive an F for the course. This attendance policy will stand regardless of the quality of the student’s work.

Note: Absences by students who are affiliated with university-authorized activities will be considered on a case-by-case basis.

Late Assignments

Assignments are due when they are due. Late work will be accepted only at the discretion of the instructor, and work based on in-class participation cannot be made up. The Writing Program supports the following range of options concerning late work: (1) lowered grade, (2) delayed instructor evaluation or response, (3) no credit.

Civility and Tolerance

The Writing Program affirms the UNF Student Conduct Code: “The Student Conduct Code is designed to promote responsible behavior for all students consistent with the welfare of the UNF community.”


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https://www.unf.edu/catalog/policies/student_attendance_policy/

http://www.unf.edu/coas/english/


1. Because writing courses rely on interaction, civility and tolerance are vital to foster productive classroom and learning environments. Instructors will act to reduce behaviors that may compromise such environments. These actions may range from informal conversations, to formal communications, to requested action by the Division of Student Affairs, or in the case of extreme classroom disruption, to contact with the University Police for assistance.

2. By definition, education depends on encountering new ideas and information. Some of these new ideas may conflict with an individual’s existing knowledge or perspective. The Writing Program expects students to engage such materials thoughtfully, in ways that reflect the values and mission of the University of North Florida.

3. Students shall refrain from any activity that disrespects the classroom environment and learning conditions for others.

4. Students should use professional email etiquette in communications with faculty and peers. [See Purdue Owl for more information.]

Students with Disabilities

Students with disabilities who seek reasonable accommodations in the classroom or other aspects of performing their coursework must first register with the UNF Disability Resource Center (DRC) located in Building 57, Room 1500. DRC staff members work with students to obtain required documentation of disability and to identify appropriate accommodations as required by applicable disability laws including the Americans with Disabilities Act (ADA). After receiving all necessary documentation, the DRC staff determines whether a student qualifies for services with the DRC and if so, the accommodations the student will be provided. DRC staff then prepares a letter for the student to provide faculty advising them of approved accommodations. For further information, contact the DRC by phone (904) 620-2769, email ([email protected]), or visit the DRC website.

Violation of Academic Integrity

The University of North Florida’s Academic Integrity Code “expects all members of the academic community to respect the principle of academic freedom and to behave with academic integrity.” Each student is responsible for reading and understanding this policy.

Violations of the Academic Integrity include, among others: Cheating: Using or attempting to use unauthorized materials

in any academic exercise. Fabrication: Alteration or invention of any information, including

citations, in an academic exercise. Multiple submissions: submitting substantial portions of the same

academic work (including oral reports) more than once without authorization.


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http://www.unf.edu/president/policies_regulations/02-AcademicAffairs/EnrollmentServices/2_0640P.aspx

http://www.unf.edu/drc/

mailto:[email protected]

https://owl.english.purdue.edu/owl/resource/636/01/


Plagiarism: Presenting someone else’s language, ideas, or other original (not common-knowledge) material without acknowledging its source. This definition applies to texts published in print or online, to manuscripts, and to the work of other student writers.

[See Student Handbook for the complete listing of academic integrity violations.]

Students who violate the academic integrity code will receive an F on the specific assignment and may receive an F for the course. The instructor will inform the Chair of the English Department of violations of academic integrity.


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USEFUL STUDENT RESOURCES

Many students experience stress while adjusting to college. The services below are available free to students. Contacts for each office follows—their staffs include trained, caring professionals who have experience helping students deal with specific academic, security, psychological, and emotional issues.

The Writing CenterBuilding 3 / Room 1201

ACE (Academic Center for Excellence) – Academic Advising and Tutoring

Founder’s Hall, 2/1200, (904) 620-1012

The UNF Counseling CenterFounder’s Hall, 2/2300, (904) 620-2602

UNF Campus PoliceBuilding 41, on UNF Drive across the street from the Information BoothNon-Emergency Number: (904) 620-2800

Note: Police officers are available 24 hours a day to provide safety escorts to any member of the University Community. To request an escort, contact the UPD at 620-2800.

The Women’s Center (and Victim Advocacy Program)Founder’s Hall, 2/2100, (904) 620-2528, [email protected]

Military and Veterans Resource CenterBuilding 57, Suite 270, (904) 620-5131, [email protected]

FERPA Policies

The Family Education Rights and Privacy Act (FERPA) guarantees students and their parents certain rights. In relation to those rights, our course policies include the following:

1. Your instructor cannot discuss your grades with you via email.2. Your instructor cannot discuss your grades and/or progress with your

parents or any third party unless you have signed a waiver of your FERPA rights with One Stop. Your instructor will require proof that the waiver has been signed before I discuss your grades or standing in the class with your parents.

3. If you fail the course and you are on financial aid, your instructor is legally required to report your attendance record to the financial aid department.


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http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html

http://www.unf.edu/military-veterans/

http://www.unf.edu/womens-center/

http://www.unf.edu/upd/

http://www.unf.edu/counseling-center/

http://www.unf.edu/ace

http://www.unf.edu/coas/english/wc/aboutwc.aspx

APPENDIX A: PROJECTS

Project 1: Multimodal Discourse Analysis

Value 100 points (10% of overall course grade)Length approximately 1,000-1,500 wordsDeadline(s)

Objectives to expand how you understand the limits of what a text can beto reflect on how you understand the act of readingto inventory a discourse object’s featuresto identify how a text reflects the discourse community from which it

originatesto create a multimodal discourse

Assessment Thesis, Logical Coherence, Evidence, Mechanics, Plain Style

Key Terms Discourse, discourse analysis, multimodal(ity), discourse community, rhetor

Context When we consider “text” we tend to prioritize the written word at the cost of the

non-linguistic elements that often enable us to “read” or understand a text. In this assignment, you will expand your viewing lens to encounter complementary and supplementary textual elements in order to analyze how those elements reflect and effect a creator’s (rhetorical) purposes.

Assignment In this assignment, students will analyze a multimodal object—whether gesture, speech, image/film, writing, music—within a specific discourse community in order to tease out how the constituent elements and rhetorical choices connect or reflect that specific discourse community’s identity or identifying marks (?)

To those ends, students will create two documents: (i) an inventory of that text’s non-linguistic features and (ii) a claim-driven paper in which students connect these features to rhetorical choices and consequences in light of the specific discourse community.

Formatting Your paper should reflect formatting consistent with current MLA standards, to

Include: 12-pt Times New Roman font, double spaced content, appropriate title and document heading/page marking.

Citation In the event that you draw on any outside source, you must be sure to document

your sourcing with MLA documentation guidelines. If you are unsure of any of these guidelines, be sure to refer to your Writing Matters handbook’s section on MLA for illustrated examples.

SubmissionYou will submit your rough drafts and final drafts through the same submission link inside Module 1 by clicking on the link for “Draft and upload Project 1 rough draft” or “Project 1 subsequent/final draft.”

APPENDIX A: PROJECTS

Project 1: Multimodal Discourse Analysis

Project 2: Metadiscourse


Objectives to identify the genealogical nature of discourseto use rhetorical terms and concepts to describe existing literature

Assessment Thesis, Logical Coherence, Evidence, Mechanics, Plain Style

Key Terms Metadiscourse, exigence, interpellation, and documentation

Context In academic writing, and in general, documents work in concert with one another

(i.e., conversation/dialogue) in such a way that no text can stand alone or be read without the information from another text. This assignment will call on students to place two texts into conversation in order to explicate how (academic) discourse takes place across time and documents.

Assignment In this assignment, students will choose an academic text that contains a

bibliography in order to identify a theme among the sourced materials and work

backwards to reconstruct the exigence of that conversation.

With this purpose in mind, students will create a claim-based paper in which they

define by way of argument the circumstances that permitted or enabled their chosen conversation to take place and substantiate their claim(s) by calling on evidence from the source documents and some minimal web research.






Project 3: Personal Identity Construction


Objectives to identify non-obvious modes of being read by othersto increase the lens that one uses to see how others may see oneself

(?)

Assessment Thesis, Logical Coherence, Evidence, Mechanics, Plain Style, Quant*/Rhetorical

Analysis

Key Terms Big data, metadata, autoethnography, and annotation

Context As much as we want to believe that we make ourselves available to the world and

shape how the world sees us, we may also want to examine how much of ourselves the world sees without our realizing.

Assignment In this project, students aim to explicate their personal identity construction by analyzing how they participate in digital discourse communities (e.g., IG, web 2.0). That is: they will focus on how they participate in the digital universe and mark themselves with easily missed markers: frequency of interaction, timing of interactions, lengths of interactions, identities of co-interactors, elements of anonymity, etc. With this focus then, students can begin to enlarge how they see the framework that others may (seem to) have more immediate access to and in having this access consider how they can shape others’ perceptions of themselves.

To these ends, students will create two documents: (i) an annotated inventory of their interactions and (ii) a claim-driven paper in which they will identify information about themselves that is plainly available to others (i.e., from the inventory) but when read comprehensively provides the students with an opportunity to see themselves (analysis and evaluation). This paper, then, calls on students to articulate at least one observation about themselves that is new or perhaps surprising to themselves.





APPENDIX B: SUMMARIES

Write a summary of the assigned text in no more than 250 words.

1. In one separate paragraph, summarize the text. a. Use no fewer than six (6) sentences.b. Do not exceed 250 words.

2. Proofread your writing to eliminate grammatical and mechanical errors.

3. Use MLA document and citation format (e.g., double space, 1” margins, 12-pt Times New Roman font, and a Works Cited page that corresponds to in-text citations)

Your summary will be evaluated using four UNF Writes Rubrics:1. Mechanical Accuracy2. Evidence3. Style4. Measurable Mastery of a Summary

Evaluation Summary: Each Summary is worth 50 points 45-50.00 pts. A 40-44.99 pts. B 35-39.99 pts. C30-34.99 pts. D 0-29.99 pts. F

NB: If your summary exceeds 250 words, it will receive a 0. If your summary is briefer than 6 sentences, it will receive a 0.If your summary exceeds one paragraph in length, it will receive a 0.If your summary does not meet MLA format requirements, it will

receive a 0.

APPENDIX C: RHETORICAL READING NOTES

Article Title:

PART I: Rhetorical Situation

1. CONTEXT (will require brief research)a. Who is the author/what is the author’s profession/background?b. In which source text was the reading originally

published/printed/produced?c. What is the original date of publication?d. What is the text’s citation style (if present) and how do you know that?e. Identify one theme within the document’s citations,

footnotes/endnotes, bibliography, or works cited, marginalia, annotations, etc.

2. STRUCTURE a. Identify how and where the author(s) employs obvious (e.g., headings,

subheadings, lists, labels, bullets, etc.) or subtle structural cues (e.g., subject transitions)

b. Identify the types of evidence that the author uses (e.g., literature, oral history, raw data, etc.)

c. Identify the author’s method of gathering or collecting that evidence and provide some examples of that evidence.

d. Identify any narratives (stories, anecdotes) and state their purpose.

3. PURPOSEa. What is the purpose of the work (e.g., argument, narrative,

commentary, etc.) and how does the author identify that purpose? b. Identify and explain the original intended audience as stated (or

implied) by the author:i. Identify the pronouns that the author uses and identify to whom

the pronouns refer (i.e., who is who and to whom?).ii. Identify four words or phrases that you used to identify the

audience.c. Identify three words or phrases (not “the,” “a/an,” prepositions) that

are repeated throughout the text and explain how they relate to the text’s main idea.

4. MAIN IDEA a. State the topic (noun): b. State the main idea in one sentence (must include an active

verb):

PART II (You must write 300 or more words here, excluding quotes.)

1. CENTER OF TEXT

Rubric: Reading Notes Part I - Rhetorical Situation Part II - Reader Response Rating

Responses to Part I are 70% or more complete and thoughtfully answered

Writer completes all sections and writes a minimum of 300 words (excluding quotes) in Part II responses. Credit

Responses to Part I are less than 70% complete and/or lack thoughtfulness.

Writer fails to complete all sections and/or writes less than 300 words. No Credit


Quote one or two lines that are central to your understanding of the text (punctuate and cite as direct quotation in MLA Style, with a signal phrase) and explain why those lines are central.

2. YOUR REACTION TO THE TEXT With what do you associate the text? What is your emotional reaction to the text? Why do you think you react as you do?

3. #HASHTAGCreate a social media hashtag for this text that directly relates to the text’s main idea.

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