ENC 1102: RHETORIC AND ACADEMIC RESEARCH

Communities and Selves

Instructor:

Jamie Lee Marks

Phone [office]:
Office:
Office Hours:

jamielm@ufl.edu

[727] 773 7081

[352] 846-1138
302 Tigert Hall
TBD and by appointment

COURSE DESCRIPTION
ENC 1102: Rhetoric and Academic Research focuses on the essential stylistics of writing clearly and
efficiently within the framework of argumentative research writing. Students will learn how to formulate
a coherent thesis and defend it logically with evidence drawn from research in specific fields. Students
will also learn how to work through the stages of planning, research, organizing, and revising their
writing.
ENC 1102 is an introduction to techniques and forms of argument in a broad range of disciplines,
including the humanities, social sciences, business, and natural sciences. This course encourages
students to investigate the relationship between writing and knowledge, and to discover how writing
can create, rather than merely transmit, knowledge. Class discussions will reveal the complementary

ENC 1101 Syllabus 2

relationship between writing and research and demonstrate how persuasive techniques and genres
vary from discipline to discipline. Students will learn how writing effectively and correctly in their fields
will help to integrate them as professionals into their knowledge communities.
By the end of ENC1102, students will be able to

plan, draft, revise, edit, and proofread a research paper

develop research projects using critical thinking and problem-solving skills identify and write to
specific audiences
develop methods of academic research, using the library and research databases
summarize, analyze, and synthesize academic sources
participate in groups with emphasis on listening, critical and reflective thinking, and responding
to group members writing and ideas
accurately cite and incorporate primary and secondary materials
develop an effective academic writing style

Course Theme
To ground the students investigations for the semester, the course will focus on a particular formative
theme. The theme of this section will be Selves and Communities. Each of the readings and
assignments will challenge students to consider their own participation in different social, professional,
and academic communities. Together we will investigate the concept of the self as simultaneously
individual, and a part of several [often competing] collectives or cultural groups. Additionally, we will
explore the relationships between these different publics and the strategies that individual selves
employ to participate in and manage those communities.
Course Structure
In ENC 1102, well cover the essential elements of writing clearly and persuasively. Well spend roughly
the first third of the term focusing on persuasive writing principles, and then build incrementally
towards a full research paper, from writing a summary, to an annotated bibliography, which will expand
into a synthesis of critical sources, and then a full-scale research paper. Along the way, students will
learn efficient library research techniques, correct documentation styles, and ways to avoid plagiarism.
While the course does emphasize academic research and writing skills, assignments and discussions in
ENC 1102 are designed to demonstrate that writing classes do not exist in a vacuum and that writing is
not solely an academic enterprise. Writing is, after all, discovering, thinking, and communicating in print.
Developing critical thinking skills and efficient writing habits is key not only to success at college and in
future careers, but will also help students discover, cultivate, and communicate their feelings and ideas
about our world more broadly.

Required Texts

ENC 1101 Syllabus 3

[AB] Ramage, John D., John C. Bean, and June Johnson. The Allyn and Bacon Guide to Writing. 3rd
University of Florida custom edition. New York: Pearson, 2011 OR Ramage, John D., John C.
Bean, and June Johnson. The Allyn and Bacon Guide to Writing. 4th University of Florida custom
edition. New York: Pearson, 2011
[WR] Bartholomae, David and Anthony Petrosky. Ways of Reading. 9th ed. Boston: Bedford/St. Martin,
2010. [We will make readings from this book available to you in .pdf form.]
Other [free!] Writing Resources
Reading and Writing Center
http://www.at.ufl.edu/rwcenter/students/writing_assist.html
UF Library Home Page Guide for First-Year Writing
http://guides.uflib.ufl.edu/enc
The Purdue Online Writing Lab (OWL)
http://owl.english.purdue.edu/
The Center for Writing Studies at University of Illinois Writing Tips
http://www.cws.illinois.edu/workshop/writers/tips/
Evernote
Use to keep websites, notes, photos, etc., on your paper topics and synch both online and across devicesfree. I
use it for field notes.
Zotero
A browser plug-in or stand-alone reference manager. We will be discussing in class, but try to suss it out before
we get there. It could help you organize material in multiple classes.
Refworks
This is free to you through UF libraries, and pretty amazing. It keeps citations in order for you, creates APA
citations, etc. Visit the library site for more information: http://www.uflib.ufl.edu/refworksufpage.html
[tip- if you have a question related to APA, try OWL Purdue first, your AB book second, and shoot an email to us if
you are still in need of an answer]

ENC 1101 Syllabus 4

ASSIGNMENTS AND GRADING

POINTS

Summary and Analysis (1000 words)

To demonstrate critical reading and analysis, students will write a brief
summary followed by a detailed analysis of the same document.

150

Synthesis of Literature (1200 words)

To demonstrate the skill of synthesizing information, students will analyze three
essays and then synthesize them to demonstrate how they have reached an
enlarged perspective on a specific topic.

150

Research Prospectus (400 words)

As a part of topic and thesis development, students write a brief proposal.

50

Annotated Bibliography of 15-20 sources (1200 words)

In preparation for the Research Paper, students will gather and annotate sources
emphasizing their value for a particular research project.

125

Research Exploratory Paper (1000 words)

The exploratory paper will help establish and limit the context of an argument,
while demonstrating the (rhetorical) knowledge of the topic at hand. A refined
thesis, or the initial premise for research, is typically offered up as the conclusion
of the exploratory paper.

100

Research Paper (2700 words)

As the culmination of the course, the research paper will incorporate the skills of
argumentation, summary, analysis, and synthesis that students have refined
during the semester. In the paper, students will make a clear, specific, narrow
argument about an arguable topic. The argument will be logos-based and
supported with evidence in the form of facts, statistics, and/or quotations from
experts in the field.

250

Journal Activities
Over the course of the semester you will be asked to respond to various
activities and writing exercises. You will be given 20 points per complete
response. Some will be completed in class.

100

Challenge
Each student must choose from a set of challenges and complete one during the
semester.

75

Note: more detailed assignment descriptions will appear on e-Learning.

TOTAL

1000

ENC 1101 Syllabus 5

Grading Scale
A
AB+
B
BC+

4.0
3.67
3.33
3.0
2.67
2.33

93-100
90-92
87-89
83-86
80-82
77-79

930-1000
900-929
870-899
830-869
800-829
770-799

C
CD+
D
DE

2.0
1.67
1.33
1.0
0.67
0.00

73-76
70-72
67-69
63-66
60-62
0-59

730-769
700-729
670-699
630-669
600-629
0-599

GENERAL EDUCATION LEARNING OUTCOMES

Students must pass this course with a C or better to satisfy the CLAS requirement for Composition
(C). Earning general education composition credit, students will

Demonstrate forms of effective writing (focusing on analyses, arguments, and proposals)

Learn different writing styles, approaches, and formats and successfully adapt writing to different
audiences, purposes, and contexts; effectively revise and edit their own writing and the writing
of others
Organize complex arguments in writing, using thesis statements, claims, and evidence
Employ logic in arguments and analyze their own writing and the writing of others for errors in
logic
Write clearly and concisely consistent with the conventions of standard written English
Use thesis sentences, claims, evidence, and logic in arguments

The University Writing Requirement (WR) ensures students both maintain their fluency in writing and
use writing as a tool to facilitate learning. Course grades now have two components. To receive writing
credit, a student must receive a grade of C or higher and a satisfactory completion of the writing
component of the course. To receive the 6,000-word University Writing Requirement credit (E6), papers
must meet minimum word requirements totaling 6000 words.
Instructors will evaluate and provide feedback on the student's written assignments with respect to
content, organization and coherence, argument and support, style, clarity, grammar, punctuation, and
mechanics. Conferring credit for the University Writing Requirement, this course requires that papers
conform to the following assessment rubric. More specific rubrics and guidelines applicable to individual
assignments may be delivered during the course of the semester.

ENC 1101 Syllabus 6

Assessment Rubric

CONTENT

SATISFACTORY (Y)

UNSATISFACTORY (N)

Papers exhibit evidence of ideas that respond

to the topic with complexity, critically
evaluating and synthesizing sources, and
provide an adequate discussion with basic
understanding of sources.

Papers either include a central idea(s)

that is unclear or off- topic or provide
only minimal or inadequate
discussion of ideas. Papers may also
lack sufficient or appropriate sources.

Documents and paragraphs lack

clearly identifiable organization, may
Documents and paragraphs exhibit identifiable
ORGANIZATION
lack any coherent sense of logic in
structure for topics, including a clear thesis
AND COHERENCE
associating and organizing ideas, and
statement and topic sentences.
may also lack transitions and
coherence to guide the reader.
Documents use persuasive and confident
presentation of ideas, strongly supported with
evidence. At the weak end of the satisfactory
ARGUMENT AND
range, documents may provide only
SUPPORT
generalized discussion of ideas or may provide
adequate discussion but rely on weak support
for arguments.

Documents make only weak

generalizations, providing little or no
support, as in summaries or
narratives that fail to provide critical
analysis.

STYLE

Documents use a writing style with word

choice appropriate to the context, genre, and
discipline. Sentences should display
complexity and logical structure.

Documents rely on word usage that is

inappropriate for the context, genre,
or discipline. Sentences may be
overly long or short with awkward
construction. Documents may also
use words incorrectly.

MECHANICS

Papers will feature correct or error-free

presentation of ideas. At the weak end of the
satisfactory range, papers may contain a few
spelling, punctuation, or grammatical errors
that remain unobtrusive and do not obscure
the papers argument or points.

Papers contain so many mechanical

or grammatical errors that they
impede the readers understanding
or severely undermine the writers
credibility.

More specific grading rubrics that correlate to our expectations for each major assignment will be
posted on e-learning as needed.

ENC 1101 Syllabus 7

COURSE SCHEDULE (tentative and subject to change in accordance with course needs)
Ways of Reading (WR): Allyn & Bacon (AB)
Unit 1
Week 1: Why Write? What is Good Writing?
January 6-10
M Review syllabus, expectations, and assignments
HW-Read AB Chapter 1 WR 1-18.
W Introductions; Discuss Chapter 1Good Writing
HW-Read Songs Essays (posted in Sakai). Read Chapter 2
F Good Writing, continued. Discuss Songs Essays
HW: Write short essay on a song due next Monday. Continue to read Chapter 2 AB
Week 2: Engaging with Subject Matter and Writing to Summarize
January 13-17
M Diagnostic Essay Due. Discuss Chapter 2--Subject Matter 2;
HW- Read AB 87-99; WR read Anzalda and start to complete Journal Questions
W Summarizing as a Skill.
HW- Finish Anzalda reading and journal.
.
F Anzalda Journal Reading and Journal Entry Due. Discuss Anzalda and Summarizing.
HW-Read AB 99-104. WR; Write discovery draft of summary.
Weeks 3-4: Summaries vs. Analyses
January 20-24
M Off for Martin Luther King, Jr. Day.
HW: Reflect on social justice. Finish your Summaries.
People fail to get along because they fear each other; they fear each other because they don't
know each other; they don't know each other because they have not communicated with each
other.
Dr. Martin Luther King, Jr.
Injustice anywhere is a threat to justice everywhere.
Dr. Martin Luther King, Jr.
W Discovery draft of Summary Due- peer review
HW work on drafts. Read WR Freire and Freire Journal
F Introduce Summary/Analysis. Discuss Freire.
HW Revise Summary;
January 27- 31
M Professional Summary due; Discuss Rhetorical/Critical Analysis

ENC 1101 Syllabus 8

HW - Read 111-113;
W Drafting the Analysis paper, continued
HW-work on discovery draft of analysis.
F Summary/Analysis continued.
Unit 2: Synthesizing and Topic Development
Weeks 5-6: Synthesizing
All Homework TBA
February 3-7
M F- Discovery Draft Summary/Analysis Due; peer review
HW: Revise Summary/Analysis; Read AB 301-308 PDF of chapter
W- Professional Summary/Analysis Due: Intro to Synthesis/assign synthesis essay. Do Foucault
Fieldwork [last 15 minutes of class]
HW: Read WR Foucault; complete Journal
F Foucault discussion
HW- fill out synthesis worksheet
February 10-14
M- Synthesis Activity
HW WR- Read- Kipnis
W Making Connections Together/Synthesis Activity
Read Kipnis, continued. Respond to Journal Questions.
F- Discuss Kipnis; continue working on Synthesis papers.
HW-Finish Synthesis draft.
Week 7: Developing Research Projects
All Homework TBA
February 17-21
M Discovery draft of synthesis due; peer review
HW- Revise synthesis and think about a research topic
W Discuss Research and Research Prospectus
HW- Revise synthesis and think about a research topic
F- Synthesis due; Research Activitybring topic and questions about topic to class
HW Write Research Prospectus

ENC 1101 Syllabus 9

Week 8: Refining Research Questions
All Homework TBA
February 24-28
M Bring working prospectus to class
HW Revise Research Prospectus; Read WR TBA
W DO NOT MEET IN CLASSROOM
Professional Research Prospectus Due: Mandatory Conferences
R/F DO NOT MEET IN CLASSROOM Conferences
MARCH 3-7: SPRING BREAK!
Unit 3: Research
Week 9: Okay, Ive got a research questionnow what?
March 10-14
M- Working With Final Proposals
HW Read AB Chapter 8
W- Scavenger Hunt- Meet in Library
F- Academic research. Journals, databases, citation software and freeware.
HW- Skim AB Chapter 20
Week 10: Sources and Resources
March 17-21
MInternet Researchevaluating websites Documentation styles and handling citations in
different formats; conciseness
HW- Avoiding plagiarism and citation methods; work on annotated bibliography
Skim AB Chapter 22
W Citations and documentationavoiding plagiarism presentation
HW - complete plagiarism handout; Read AB 164-167; Skim AB Chapter 21
F Annotated bibliography activity.
Read AB 153-159.
Week 11: Sources and Resources.
March 24-28
M Annotated bibliography workshopbring five sources of your own.
Work on Annotations
W Discovery draft of annotated bibliography due; peer review; review common problems with
annotations
F Exploratory essay talk. (Work on those bibs...)

ENC 1101 Syllabus 10

Weeks 12-13: From Annotated Bibliography to Draft
March 31-April 4
M - Professional Draft of Annotated Bibliography Due: The Exploratory Paper continued
HW: All TBA
W Draft Exploratory Paper (exercise)
F Research Paper Exploratory Discovery Draft due--peer review
Unit 4: Drafting Your Final Paper
Claim. Support Your Claims.
April 7-11
M Crafting thesis statements
HW-Write a working thesis statement for research paper [genres of academic theses: review
thesis, conceptual thesis, practical thesis, etc.
W Professional Exploratory Paper Due. Discuss argumentation.
F TBA
Week 14: Organizing and Drafting Your Final Argument
April 14-18
HW: TBA
M Continue working on Claims and Counterclaims
W Introductions and Conclusions
F Abstracts [and their academic/professional utility], Titles, and Keywords
Week 15: Revising
April 21-23
M Discovery Draft of Research Paper duePeer Review

W Final class. Final papers due.

TBA: Challenges due right after reading days. To allow time for revision/reflection.

ENC 1101 Syllabus 11

Course Policies
University Writing Program Attendance Policy
Attendance is required. The policy of the University Writing Program is that if you miss more than six
periods during the term, you will fail the entire course. The UWP exempts from this policy only those
absences involving university-sponsored events, such as athletics and band, and religious holidays. In
these cases, proper documentation must be provided.
Absences and Tardiness
Attending class means arriving punctually and remaining until the end of each class period. An
attendance signup sheet will be circulated at the beginning of each session after the first few weeks of
class. If you are more than 15 minutes late, it will count as an absence for the entire class session. In
such a case, however, you may enter the class and receive credit for in-class work that you complete
during the remaining class time.
Because much of our work depends upon group discussion of the texts and in-class writing activities, you
should plan to attend every class session. However, you may miss up to three classes without penalty
EXCEPT that you will lose credit for whatever in-class work you miss. After the third unexcused absence,
half a letter grade [50 points] will be deducted from your final grade. In the case of all absences, it is
your responsibility to contact a classmate to obtain notes on the materials covered while you were
away.
Please note: As per University of Florida policy, more than 6 absences will result in a failing grade
Requirements for class attendance and make-up exams, assignments, and other work in this class are
consistent with university policies that can be found at
https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx
Technology in Class
Cell phones are permitted in class to be used only as [silent] clocks. If your phone rings in class, or we
notice that you are texting, someone will ask you to step outside to take care of your business and not
come back that day; the incident will count as one absence. Even in the case that we dont ask you to
step out because we dont feel like dealing with it at the moment, know that we take note of it and
dislike it. Dont run the risk that one of your instructors might find it, and you, disrespectful of the
learning environment.
Laptops and other computing devices will only be used in class on designated writing/revising class
sessions. These will not be frequent. The urge to surf, or work on other things, is simply too great and
we want the writer in us all to get the most out of our time together. Your instructor will announce in
advance which classes near the end of the semester are laptop friendly.
Plagiarism
Plagiarism is a serious violation of the Student Honor Code. The Honor Code prohibits and defines
plagiarism as follows:

ENC 1101 Syllabus 12

Plagiarism. A student shall not represent as the students own work all or any portion of the
work of another. Plagiarism includes (but is not limited to):
a.) Quoting oral or written materials, whether published or unpublished, without proper
attribution.
b.) Submitting a document or assignment which in whole or in part is identical or substantially
identical to a document or assignment not authored by the student. (University of Florida,
Student Honor Code, 15 Aug. 2007 <http://www.dso.ufl.edu/judicial/honorcode.php>)
University of Florida students are responsible for reading, understanding, and abiding by the entire
Student Honor Code.
Important Tip: You should never copy and paste something from the internet without providing the
exact location from which it came.
Classroom Behavior
The best kinds of discussions emerge out of classes where the classroom is thought of as a community of
learners and knowers, in which each participant is assured of a position as both. Thus, it is very
important that everyone feels comfortable expressing his or her opinions in an environment that is free
from hostility, even in moments where we might disagree. Please keep in mind that students come from
diverse cultural, economic, and ethnic backgrounds. Most of the texts we will discuss and write about
engage controversial topics and opinions. Diversified student backgrounds combined with provocative
texts require that you demonstrate respect for ideas that may differ from your own. Disrespectful
behavior will result in dismissal, and accordingly an absence from the class.
Peer Review
As you may have noticed, we will be reviewing the work of our peers in this class. Disrespectful
comments on papers will not be tolerated. Likewise, any reviewer failing to point out areas of growth in
paper that s/he clearly notices will be docked points for not respecting the importance of her/his role as
an honest reviewer.
Course Evaluations and Surveys
Students are expected to provide feedback on the quality of instruction in this course by completing
online evaluations at http://evaluations.ufl.edu. Evaluations are typically open during the last two or
three weeks of the semester, but students will be given specific times when they are open. Summary
results of these assessments are available to students at https://evaluations.ufl.edu/results.
Because we value checking in with you along the way to make sure you get the most out of it, we may
organize online, ANONYMOUS surveys to be taken at certain points in the course. We ask that you take
the time to make thoughtful suggestions for change or let us know if something worked well for you.
This will help us make small adjustments in what we are doing before the semester is over and those
adjustments would, at that time, be relevant to your experience of the course. Of course, if you need
extra assistance of have any suggestions do not hesitate to contact your instructor at any point.

ENC 1101 Syllabus 13

Deadlines and Participation
You must submit assigned work on the specified due date even if you are absent and even if you are
taking one of your allowed absences. Work submitted late, if we choose to accept it, will receive a
significant grade deduction. Papers and drafts are due at the beginning of class and/or on-line at the
assigned deadline. Failure of technology is not an excuse.
Participation is a crucial part of success in this class. Students will be expected to work in small groups
and participate in group discussions, writing workshops, peer reviews, and other in-class activities. Be
prepared for unannounced quizzes or activities on the readings or classroom discussion. Students must
be present for all in-class activities to receive credit for them. Many of them will be counted as part of
larger assignments. In-class work cannot be made up. Writing workshops require that students provide
constructive feedback about their peers writing.
In general, students are expected to contribute constructively to each class session. Be brave and be
respectful. Every persons opinion is welcome here.
Paper Maintenance Responsibilities
Students are responsible for maintaining duplicate copies of all work submitted in this course and
retaining all returned, graded work until the semester is over. Should the need arise for a resubmission
of papers or a review of graded papers, it is the students responsibility to have and to make available
this material.
Mode of Submission
All papers will be submitted as MS Word (.doc) or Rich Text Format (.rtf) documents to E-learning/Sakai
and as hard copies. Final drafts should be polished and presented in a professional manner. All papers
must be in 12-point Times New Roman or Calibri font, double-spaced with 1-inch margins and pages
numbered. You must use APA formatting, which we will learn and discuss over the course of the
semester. Be sure to staple papers before submitting hard copies. Unstapled papers will not be
accepted. Papers without word counts will not be accepted. Papers without page numbers will be
docked points. This is not because we are grading ogres, its because wed like to make comments on
your work, know whether or not it meets the word count requirements, and not lose random sheets of
your printed work while grading.
Students with Disabilities
The University of Florida complies with the Americans with Disabilities Act. Students requesting
accommodation should contact the Students with Disabilities Office, Peabody 202. That office will
provide documentation to the student whom must then provide this documentation to the instructor
when requesting accommodation. Please do let me know as soon as possible as well, and we will make
every attempt we possibly can to make the necessary accommodations.
Contacting Your Instructors
We look forward to learning with and from you in this class. Please do not hesitate to contact us with
any questions or concerns you might have that cannot be easily answered by looking at the syllabus. We
have an open door policy and mean thatreally. It is very important that you feel comfortable meeting
with or e-mailing your instructors when you have questions or feel that you need additional
assistance. We will make every effort to get back to you within 24 hours of your email on weekdays.

ENC 1101 Syllabus 14

Please use the email provided on the syllabus or the email addresses we use to email you (you will see
this address in your inbox over the course of the semester). If you message one of us using Sakai, please
check the box that allows you to send a copy to our email address. We cannot guarantee as speedy a
response if you choose to contact one of us in that way without forwarding it to our email addresses. Be
considerate and make sure it gets to our inboxes, please.
Other Helpful Resources
UF Library: http://www.uflib.ufl.edu/instruct/neworient.html
UF Grading System: http://www.isis.ufl.edu/minusgrades.html.
UF Disability Services: http://www.ufl.edu/disability
UF Counseling Services: www.council.ufl.edu
UF Student Mental Health Services: www.shcc.ufl/edu/smhs
UF Career Resource Center: Reitz Union, 392-1601
Pascals Coffee House
112 NW 16th Street
Gainesville, FL 32603
The CSC is a nice place to meet, grab a coffee, write, etc.. Some TAs often hold conferences there, so weve
decided to include an address on the syllabus for your general information. It is across the street from our
classroom building. It also has delicious coffee and treats.
Participation Challenges
By the end of the semester, you must choose one challenge from the list below and complete it. These
exercises urge you to pick one concept we mention/think about in class and pursue it in further detail
through connecting it to your life. Begin early in the semester, at least in the beginning of February. Your
responses should be between 1.5-3 pages double-spaced. You will be evaluated on your engagement
with ideas, your ability to give a thoughtful, synthetic response to the challenges questions, and on
general writing mechanics. You may, of course, ask for direction with these as needed. Thats what were
here for. Responses are due on or by the end of the course on Sakai. Do not wait until the last minute,
you will not get anything out of the activity, and it will show in your writing.
Joint Itineraries
Locate yourself as a UF student in a community that exists outside of the university. Select an RTS route
that runs at least partially off campus. Get online and determine where the route begins and ends. Hop
on the bus at a stop of your choosing (this is free to you as a UF student) and take it to the end of its
route and back. Plan for adequate time, as bus routes can often take one or more hours to complete.
Take notes about who gets on and off and any interactions that that transpire. Take notes about parts of
Gainesville you encounter. Have you been there before? What did you feel/experience? Compose a brief
report of what you saw, heard, felt, thought, imagined, and/or daydreamed about when you were there.
Describe your street. Describe another. Compare.
Georges Perec, L'infra Ordinaire
Many of our readings this semester have urge us to rethink the everyday as spectacular, strange, and a
ripe site for analysis and creation. For this challenge, follow Perecs suggestion that what we need to
question is bricks, concrete, glass, our table manners, our utensils, our tools, the way we spend our time,

ENC 1101 Syllabus 15

our rhythms. To question that which seems to have ceased forever to astonish us observe and
narrate your street. How it looks, feels to be there, etc. Push the descriptive. Narrate a particular
street encounter if you feel it would help your reader understand the space. Then, narrate another you
encounter, but less frequentlyor have never encountered before. Your choice. Whats different? What
seems relevant about those differences? What social relationships do each space make possible?
Hinder? Require? What about the material(s)--is one in disrepair, why? Would that affect the experience
one would have on or around that road/street?
A Mixtape
This challenge provides you the opportunity for you to curate your own music compilation. The content
of this compilation is based on the theme of your choice. In your liner note (the written component)
you will state what theme or genre you engage and why. It consists of your commentary and analysis of
a few of the musical materials that you have selected and why youve selected them. Perhaps the
playlist relates to a period or event, an existing emotional narrative, genre, canon, place, time, etc.
Something you want to work out for yourself. Perhaps a playlist about why writing is terrible, or
amazing. Or a list of songs that all mention a particular item, event, person, or circumstance. Whatever
you would like! Be thoughtful, reflect. Your playlist can be made using Spotify, a YouTube playlist, a
DropBox folder, another medium or burnt to disc if you would like. Just make sure you can make it
available to your ENC guide.
InstaENC
Create and curate an Instagram feed during the course of the semester. Follow our ENC account,
ENC_2014. Take, edit, share and tag photos as you wish. You could choose to share things related to
course content (like a themed photojournal), or to share things that just feel appropriate for the feed
and then analyze your choices later on. Reflect in April as you write your written analysis. Think of your
feed as a textsomething produced by someone in a particular context or set of contexts. Comment on
trends in your feed, why you posted particular images, how you edited them and why, how you tagged
them. Speak about a few posts in further detail. Posts could relate to spaces, experiences, course
materials, how you felt in particular contexts, things you thought were strange, a commentary genres of
Instagram photos. They could be humorous, serious, beautiful. Whatever you like. Be thoughtful in your
write up, though, and reflect.
Youre born naked, and the rest is drag.
RuPaul
Whats the difference between clothing and costume? We cover our bodies in particular ways as part of
our routine, often rendering it invisible as a practice of social communication. This challenge involves
looking back at the assemblages of clothing that you wore during a week and charting when, why, and
how you wore these items. Make a calendar and write down what items you wore on which days, and
what you did those days. Think about classes or activities you participated in. Why do you wear specific
items of clothing? Are particular items endowed with transformative powers that make you feel
differently? How does this relate to social expectations of gender, age, nationality, race, etc.? Do you
feel regulated/managed via clothing expectations? Do you have a secretly lucky item of clothing? Use
your calendar and notes to write up a piece reflecting on these feelings and experiences. Write
reflexively about these feelings and experiences.

ENC 1101 Syllabus 16

Valentines Day and the Peddling of Wares (and Values)
Valentines Day, like other holidays, is highly ritualized and commoditized. It carries with it particular
texts, advertisements, social expectations related to gifting, etc. In this course, we will read an essay
about romantic and sexual relationships during the month of February (youre welcome). Drawing on
Kipnis suggestion that we take representations of love seriously, choose an advertisement that draws
on or uses a particular representation of love around Valentines Day. What assumptions about love and
reciprocity or gifting does this advertisement draw on? What underlying arguments about the nature of
commitment, emotions, monogamy, etc., are present, or does the ad rely on to be emotionally
appealing? Are they gendered? Related to age In your written analysis, describe the advertisement
(video or print) and provide a link or copy. Discuss its genre, audience, and purpose. Then, analyze it.
How does the advertisement draw on appeals to emotion? Logic? To what effect? Whats going on
there?
[this link could be useful! http://www.youtube.com/watch?v=uWS7-7J8sCo#t=100]
All of These Are Terrible. So. No.
Drawing on Freire, acknowledge yourself as much more than an observer and receiver of course design.
Design your own challenge that you feel fulfills the pedagogical goal intended by challengesto urge
you to connect you, as a Self, to important questions, ideas, etc., raised by course concepts. Complete
the challenge, but in your write up describe why it is an awesome, appropriate challenge for the course.
The challenge could involve creative writing, media/film, gaming [indie, PC, console, portable, etc. RPG,
simulation, just tell us how it works and how it connects! ], coding, other social media outlets, blogging,
fieldwork challenges like some listed here. All media and approaches are open for consideration. Each of
you knows something we dont. Get into it. Ask for advice and encouragement as needed, but know
that you are creative and capable.

Track Your Own Absences:

Week 1:
Week 2:
Week 3:
Week 4:
Week 5:
Week 6:
Week 7:
Week 8:
Week 9:
Week 10:
Week 11:
Week 12:
Week 13:
Week 14:
Week 15:
Week 16:

For your use [to fill in as class progresses, as things often shift]
Major Assignments

Draft Due Draft Points

Review
Points

NA

NA

Summary Essay

Summary and Analysis

Essay
Prospectus

Annotated Bibliography

Synthesis Essay

Exploratory Essay

Final Paper

Course Challenge

Did I complete?
Journal 1
Journal 2
Journal 3
Journal 4
Journal 5
Journal 6
5/6 needed (100 points)

NA

Final Due

Final Draft

Total Points