ENC 1101 - Freshman Writing and Rhetoric I

Sec. U08 Time: MWF 9:00 9:50 Room: GC 271B Office Hours: Monday, Wednesday 2:00-3:30 & Friday 11:00-2:00 Instructor: Andrew Golden Email: goldena@fiu.edu Office: DM 461C; (305) 348-3368

MATERIALS Lunsford, Andrea. The Everyday Writer. Boston: Bedford/St. Martins. Customized for Florida International University Ramage, John, John Bean and June Johnson. The Allyn & Bacon Guide to Writing. New York: Pearson, 2009. 4th Edition. Customized for Florida International University. A composition notebook Reliable internet connection, computer, and printer (okay to use the ones on campus). INTRODUCTION Having the ability to write well means having the ability to assert your presence and individuality, to be able to close the gap between the message you intend and the message your audience gets. Chances are that you already write nearly every day. Regardless of the form (letters, emails, text messages, blogs, etc.), you already have experience writing with a goal and a reader in mind, making appropriate rhetorical decisions based on your audience. Thus, this course is going to build on skills you already have. As a student, a citizen and a person entering the workforce, you need to be able to write clearly and effectively. Developing this skill will be integral to your success inside and outside of the university. This course will help you achieve your goals. The writing process is where you develop thoughts and views, where you find purpose, and where you construct the text. The process is not linear, but is recursive; it is not neat, but messy; not routine, but unpredictable. It is where you begin to understand with clarity what it is you want to say, and the best way to say it in order to convince your reader of the importance of your message. This course will help you develop your own writing process. ENC 1101 is what we call an active learning classroom, because you will not learn to write simply by listening to lectures about writing. In this course, you will be expected to actively engage in discussion. You will be joining conversations, collaborating with other writers, and engaging in peer reviews of your classmates work. You will be helping one another to improve as writers, and you will learn from one anothers successes and mistakes. COURSE OBJECTIVES By the end of ENC 1101, students will Generate relevant and timely writing topics that are appropriate for their chosen audience and the assignment; Develop their ideas through an effective and recursive process of writing, revision, and editing; Indicate their ability to write in various genres including peer review, prewriting, narrative, thesisdriven essays, and researched writing; Respond to various rhetorical purposes and address the needs of various audiences; Display genre-appropriate format, structure and stylistic choices, understanding differences in open and closed form prose; Develop an effective thesis and support it with reasons and evidence; Exhibit appropriate syntax, punctuation, and spelling; Produce documents that incorporate primary and secondary resources which are documented using MLA or similar style manual; Develop a rhetorical vocabulary for talking about writing. Major Assignments with Learning Outcomes Literacy Narrative At the end of the unit, students 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, angle of vision Use specific language (descriptive, figurative, with attention paid to word choice); Produce a final draft 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.

Writing to Inform At the end of the unit, students should Write with a primary rhetorical purpose to inform, using either a closed form essay (with clear thesis) or an informative research report (with appropriate sections); Demonstrate engagement with focused and meaningful research questions; Demonstrate rhetorically-effective use of primary research (interview, observation, survey questionnaire, or a combination of the three); Cite primary sources correctly in appropriate citation style; Effectively incorporate quotes into the essay; Produce a final draft 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. Writing to Persuade At the end of the unit, students should Write a closed-form argument essay that includes a clear, arguable, thesis; Show evidence of engagement with a timely topic and research question; Begin to use secondary sources (including electronic sources) that are effective for the chosen audience and rhetorical purpose; Document secondary research (both in-text and in Works Cited) correctly according to a specified citation style; Use appropriately summary, paraphrase, and direct quotations to support and develop claims; Employ ethos effectively; Produce a final draft 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. Writing Under Pressure At the end of the unit, students should Demonstrate their ability to adapt the writing process 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.

MY BLACKBOARD This class will be web-assisted through My Blackboard: https://ecampus.fiu.edu/. A complete copy of the course syllabus is available there. You must log in during the first week of class, access and read the entire syllabus, and print out the last page to bring to class for credit. On My Blackboard, you will have access to unit plans and assignment sheets, as well as discussion forums. Using My Blackboards message

feature is the best way to communicate with me outside of class. All of the information you need in order to use My Blackboard is on the site; it will be useful to click on the Student FAQ found here:

https://ecampus.fiu.edu/student_help.php.
GRADING All major writing assignments must be completed in order to pass. All work must be original for this class. You must earn a grade of C or higher to pass ENC 1101. A C- or lower will result in having to repeat ENC 1101. Your grade will be determined in the following way: Journals/On-line assignments Peer Reviews Class Participation/Attendance Portfolio Literacy Narrative 15% Informative Writing 15% Classical Argument 25% Time-Writing 10% Total 15% 10% 10% 65%

100%

ATTENDANCE Attendance is absolutely required and will be taken for every meeting; class should only be missed in the case of emergencies and sickness. Because writing assignments are scaffolded, and each days lesson is built on the last, regular attendance in a writing class is crucial. For this reason, you are allowed to miss only three face-to-face classes this semester. YOUR FINAL GRADE IN THE COURSE WILL BE REDUCED GRADE FOR EACH ABSENCE AFTER THREE ABSENCES. Per the FIU Composition department policies, more than six absences will result in a failing grade for the course. You are responsible for any material missed as a result of absence or tardiness. I suggest using My Blackboard to contact fellow classmates to find out what you missed. Making up in-class writing and exercises will not be allowed. TARDINESS Three tardies equal one absence. While the occasional traffic delay may cause you to arrive to class late, regular tardiness is disrespectful to both your instructor and your fellow students and will affect your final grade. I will often check/collect homework within the first 5-10 minutes of class. I do not accept late homework. PARTICIPATION You are part of a learning community. We all depend on one another for the best classroom experience. Credit for participation will be earned by taking part in in-class discussions, peer-reviews, and group, individual, or classroom exercises. Attendance (including excessive tardiness) affects your participation grade as well. ASSIGNMENTS All assignments are due at the beginning of class on the due date. Most homework will be turned in through My Blackboard. Late homework assignments are not accepted. In the event that I feel the class is not keeping up with the readings, I will give unannounced quizzes which will also count towards this grade. REVISIONS

You are allowed to revise one of the first two essays, the Literacy Narrative and the Informative Essay, for a possible higher grade. If the revision shows a significant improvement, you will get a higher grade which will replace the original grade. Your revision must be accompanied with a cover letter that describes the changes you made, explains why you made them and why you think those changes improved your essay. These will be due near the end of the semester. CONFERENCING We will be holding conferences, both one-on-one and in groups, for each major writing assignment. Attendance to these conferences is mandatory and if missed will count as absences. These conferences will provide you with an opportunity to get face-to-face oral feedback from your instructors and your peers. If you would like additional feedback on a draft or final draft, please dont hesitate to make an appointment. Or just show up during office hours!

LATE ESSAY ASSIGNMENTS All assignments are due at the beginning of class on the due date. The letter grade will be reduced grade for every day a final draft is late. In addition, you will not be able to revise this essay at the end of the semester for a higher grade. For example, if you turn in a C paper a day late, it will be reduced to a C-, and cannot be revised. You must attend class on the day a final draft is due, even if the paper isnt actually due until midnight that day. If you miss class on the due date, your essay will be considered late and your grade will be reduced. FAILURE TO TURN IN ANY ONE OF THE FOUR MAJOR WRITING PROJECTS WILL RESULT IN FAILING THE COURSE. PLAGIARISM Please review FIUs web page about plagiarism (representing anothers work, ideas, expressions, or materials as your own), http://www2.fiu.edu/~oabp/misconductweb/5beaconlettertoallstudents.htm to make yourself aware of the disciplinary sanctions resulting from academic misconduct. Print the last page of this course syllabus, sign and date, and turn in to me during the first week of classes. FORMAT Unless specified otherwise, all assignments, including homework, must be formatted to MLA standards. All drafts and essays must be typed, doubled-spaced, Times New Roman 12pt. font. Please see p. 403 in The Everyday Writer to see a sample essay that is properly formatted. Anything turned in improperly formatted with be reduced by letter grade. CELL PHONES, MP3 DEVICES, LAPTOPS Use of these items is strictly forbidden inside the classroom. Finish all conversations before entering the classroom and remember to turn off your phone. Absolutely no texting is permitted during class. After a first infraction, anyone caught using their phone during class time will be asked to leave the classroom and not return for the reminder of that class. You will still be responsible for work covered during that class. TURNITIN.COM All essays will be turned in to TurnItIn.com accessed through My Blackboard (you wont need a passcode). You will receive instructor feedback, comments, and grade through this service. Turnitin.com is known widely as a plagiarism detection tool (it compares the paper's text to its database to look for matches), but please don't be intimidated by this. Eighty percent of the time these text matches indicate an issue with incorrect source citing, or some other writing issue. Since you will be writing multiple drafts, turnitin.com will catch any potential problems early in the process and will give us a chance to discuss them, and learn from them. Therefore, in this class, turnitin.com is more of a learning tool than a plagiarism detection mechanism.

GETTING HELP The Center for Excellence in Writing During any stage of the writing process, the writing consultants at the writing center are available to help you set clear goals, bring focus to your ideas, and encourage creative and critical thinking. At Modesto Maidique Camps (MMC), the University Learning Center can be found on the first floor of the Library (GL-120). My Office hours and e-mail Dont hesitate to visit me during office hours for additional help or just stop by to say hello. If you plan to revise your essay for a better grade, its a good idea to meet with me sometime before the last week of classes (dont put it off!) to get extra help. Emailing me through My Blackboard the best way to communicate or ask questions, besides asking questions during class time. Office: DM 461C; (305) 348-3368
Office Hours: Monday, Wednesday 2:00-3:30 & Friday 11:00-2:00

MORE CONTACTS If you have concerns/questions about this class that you are unable to resolve with me, you should contact the Director of the Writing Program, Kimberly Harrison, or one of the associate directors, Robert Saba and Michael Creeden.

Grading Scale: A 94-100 AB+ B BC+ C CD+ D DF 90-93 87-89 84-86 81-83 77-80 74-76 71-73 67-70 64-66 61-63 < 61

DEFINITION OF GRADING CRITERIA: HTTP://CASGROUP.FIU.EDU/ENGLISH/PAGES.PHP?ID=469 Grade Description 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. 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. 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. 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-thanadequate attempt at editing or an unfamiliarity with some aspects of Standard Written English. 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.

SYLLABUS AGREEMENT FORM

I, ______________________________________________, (print name) have read the syllabus (either in paper or online) and class outline and understand the classroom policies, expectations, and rules as stated in the syllabus and outline. By signing this form I agree to comply with the policies listed and accept the outline for this class.

Student signature _____________________________________Panther ID: _____________________

Date ________________

PLAGIARISM POLICY Introduction This Code of Academic Integrity was adopted by the Student Government Association on November 28, 2001 and reflects the values articulated in the Student Code of Standards. Florida International University is a community dedicated to generating and imparting knowledge through excellent teaching and research, the rigorous and respectful exchange of ideas, and community service. All students should respect the right of others to have an equitable opportunity to learn and honestly to demonstrate the quality of their learning. Therefore, all students are expected to adhere to a standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the educational mission of Florida International University.

Pledge As a student of this university: I will be honest in my academic endeavors. I will not represent someone elses work as my own. I will not cheat, nor will I aid in anothers cheating.

All students are deemed by the University to understand that if they are found responsible for academic misconduct, they will be subject to the Academic Misconduct procedures and sanctions, as outlined in the Student Handbook.

Student Signature _____________________________________Panther ID: _____________________

Date ________________