ENC 1101: Writing and Rhetoric I
Fall 2017
Instructor: Jacquelyn Johnston
Class Hours: MWF 9:00AM - 9:50AM
Office Hours: TBA
E-mail: jajohnst@fiu.edu
Email is the best way to reach me; usually expect a reply within 24 hours.
Introduction
Welcome to ENC 1101: Writing and Rhetoric I, the first of FIU’s two-part writing sequence. Since much of your work here at FIU and beyond will likely involve writing and communication, it’s logical that one of your first classes here should be a writing class. Learning to write well, much like learning to speak another language, happens gradually and requires lots and lots of practice. Also, just as we speak differently with different people in different situations, we often write differently depending on what is asked of us. These are all rhetorical decisions. In ENC 1101, you’ll slow down and really think critically about what you write, how you write, and to whom you’re writing. You’ll look at lots of other writers too, and through this process of analysis, practice, and reflection, you’ll learn more about rhetoric—the art of effective communication.
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Course Goals:
By the end of the course, you will be able to produce documents that do the following:
• Respond in writing to various rhetorical purposes and address the needs of various audiences;
• Develop their ideas through a recursive process of writing, revision, and editing;
• Display appropriate format, structure and stylistic choices to meet audience needs and to satisfy their rhetorical purpose;
• Develop an effective thesis and support it with reasons and evidence;
• Interact with complex texts, explore alternative perspectives, and articulate and support their own perspective in response;
• Incorporate sourced materials into their 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.
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Course Materials
Required Texts:
-Ramage, John, John Bean and June Johnson. The Allyn and Bacon Guide to Writing. New York: Pearson, 2013. Customized for Florida International University. ISBN: 9781269453141.
-Lunsford, Andrea. The Everyday Writer. Boston: Bedford/St. Martin’s, 2013. Customized for Florida International University. ISBN: 9781457673221.
Required Online Components:
-Blackboard - We will be using Blackboard for online discussions and the sharing of various course information such as assignment sheets and weekly schedules. Complete login instructions are available at ecampus.fiu.edu. For help, visit http://ecampus.fiu.edu/student_help.php.
-Turnitin.com - Turnitin.com will be used through Blackboard to submit both major essays and smaller homework assignments. Through Turnitin.com, you can view and print my comments and grades on your work. Turnitin.com also monitors submitted assignments for plagiarism.
-Email: It is your responsibility to check your FIU email at least once between every class session.
Other Resources:
-FIU’s Center for Excellence in Writing (writingcenter.fiu.edu) - The CEW provides students with free, one-on-one feedback sessions for any writing assignment.
-Google Drive (drive.google.com) – Google Drive (formerly Google Docs) provides free online document storage and word processing.
-FIU Department of English Website (writing.fiu.edu) - Our department website has a variety of resources to help you become familiar with your rights and responsibilities as an FIU student.
Other Materials:
-A large, college-ruled composition notebook for journal entries and other in-class writing. Please bring your journals to every class session.
-A two-pocket folder for submitting your final revision portfolio (optional).
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Policies
Participation: Your written and spoken contributions to this class are essential, both for your own improvement as a writer and critical thinker and for the class as a whole. Much of our time in class will consist of large- and small-group discussions as well as in-class writing assignments, and while each class session will have specific goals or outcomes, it’s really up to you to determine the mood of the class. By offering your own insights, opinions, and questions, you’ll make the class discussion more fun and interesting for everyone. In order to make good contributions, however, you’ll need to come to class prepared. This means completing reading and writing assignments prior to class so that you can participate fully in the discussion. I will occasionally give unannounced quizzes to gauge your preparedness.
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Class Discussion:
In order to encourage engagement in class discussions, the use of electronic devices such as phones, laptops, tablets, or anything beginning with i is prohibited unless otherwise noted.
Showing up to class on time and attending regularly will earn you a 75% participation grade. Anything above that will require more effort on your part. You can improve your participation grade by: contributing regularly to class discussion with informed opinions and questions, participating actively during group work, staying alert and engaged throughout class. You can damage your participation grade by: showing up late to class, missing class frequently, talking while others are talking, using your laptop, tablet or phone for non-class-related tasks, sleeping.
Attendance:
The work we do in class will be directly connected to homework and major writing assignments. As such, attendance—including arriving on time—is crucial, and will be a significant part of your participation grade. If you arrive more than five minutes past the starting time of class, you will be considered late. If you arrive more than 15 minutes late, you will be considered absent. Per English Department policy, you must attend 80% of face-to-face meetings in order to pass this class. This means that missing six or more classes is grounds for failing the course.
Grading:
To pass ENC 1101, you must receive a final grade of C or higher, and you must submit a satisfactory draft of all of the major essay assignments. Your final grade consists of the following components:
- Unit 1: Textual Rhetorical Analysis 15%
- Unit 2: Visual Rhetorical Analysis 15%
- Unit 3: Analyzing and Synthesizing Ideas 25%
- Unit 4: Timed Writing 10%
- Homework/Online/In-class Work 20%
- Participation/Attendance 15%
You must submit a satisfactory draft of all three major essays in order to pass this course.
Revisions:
At the end of the semester, I will allow you to revise the first two essays of the course. If the revision shows significant improvement, you will receive a higher grade, which will replace the original grade. In order to submit a revision, you must first submit a draft and receive a grade and comments. Deductions for lateness carry over to revised grades.
Late Work: No late homework assignments will be accepted without permission from the instructor prior to the assignment deadline. Late final drafts lose three points per day late.
Formatting: All work, unless otherwise noted, should be typed, double-spaced, in 12-point Times New Roman font with black type. Pages must be numbered and should have standard one-inch margins on all sides. Major essays should adhere to MLA format, which we will discuss in greater detail.
Plagiarism: Since the goal of this course is to gain experience writing and thinking critically, plagiarizing someone else’s writing, ideas, or work (presenting it as your own) defeats our purpose. While we will discuss plagiarism in class, it is your responsibility to familiarize yourself with FIU’s strict disciplinary policies regarding plagiarism, which are available at policies.fiu.edu.
It is your responsibility to monitor your grades via Blackboard. I do not give progress reports. If you are curious about your standing in this class, please speak with me. Addressing your questions and concerns is part of my job. In the unlikely event that we can't resolve an issue, you can contact Kimberly Harrison, director of writing programs, or Robert Saba, associate director.
Zero Tolerance
In an academic setting, it is important to not say anything without first thinking critically about what you want to say exactly means. This means that I will not tolerate unnecessary inflammatory language. We are not only creating a safe space for students to engage, we are creating a place for academic and intelligent conversation. Please take this into consideration when entering my classroom.
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Disability Information
The Disability Resource Center collaborates with students, faculty, staff, and community members to create diverse learning environments that are usable, equitable, inclusive and sustainable. The DRC provides FIU students with disabilities the necessary support to successfully complete their education and participate in activities available to all students. If you have a diagnosed disability and plan to utilize academic accommodations, please contact the Center at 305-348-3532 or visit them at the Graham Center GC 190.
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 to honestly 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 the University. 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.
Need Help?
Your instructor is your best resource! Please come to me with any problems or questions, because I want to help you succeed in my class. However, you may find that the class time we have isn’t always enough to ask me questions and get individual feedback on your work. Don’t forget that I am available for you outside of our regular class time, too, as I have office hours and would be willing to even schedule something outside those hours if the listed hours do not work for you. Here are some frequent obstacles students face, and what programs and services FIU provides to assist.
I’m having trouble with a writing assignment. I can’t get started, organize my ideas, develop this beyond the first two pages, etc. Center for Excellence in Writing (more casually called the Writing Center). http://writingcenter.fiu.edu 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. I may, at any point in the semester, recommend you visit the writing center. However, I do actively encourage all students to take advantage of this great resource. Even the most confident writers can benefit from the help our writing center provides. The CEW can be found on the first floor of the Library (GL120).
I’m having trouble reading these academic articles. I am finding it difficult to study effectively. My high school study strategies aren’t working in college. University Learning Center: http://undergrad.fiu.edu/cas/learning-center/ The Learning Center is also found in GL120, and also has peer tutors available to help you. The Learning Center is the place to go if you want assistance focused on reading or study skills.
I’m really stressed out and it’s affecting my classwork or my life. I’m having personal problems that are interfering with school. Counseling Services: http://counselingservices.fiu.edu If you find your academic performance (or just your daily life) is hindered because of anxiety, stress, depression, relationship issues, or other personal struggles, FIU offers Counseling and Psychological Services (CAPS) to help you. CAPS consists of licensed psychologists, licensed clinical social workers, and trainees with expertise in dealing with student concerns and development. Registered students are eligible to utilize these services and participate in the programs.
I have a diagnosed disability and need accommodations in order to do my best. Disability Resource Center. http://drc.fiu.edu Any student with a diagnosed disability has access to special accommodations through the DRC. You must register with the DRC in order to receive such accommodations.
*Syllabus is subject to change at the discretion of the professor.
Weekly Schedule
Week 1:
August 26-30 Introduction to ENC1101 Discussion of the writing process
Week 2:
September 2-6 (No class September 2) Introduction to concepts of rhetoric: rhetorical situation and rhetorical appeals. Introduce Summary and Strong Response assignment
Week 3:
September 9-13 Understand angle of vision
Develop critical reading and note-taking habits. Recognize the rhetorical strategies and stylistic choices made by experienced communicators
Week 4:
September 16-20 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
Week 5:
September 23-27 Analyze how well an author uses rhetorical appeals in order to reach the particular audience, genre, and purpose Individual student conferences: come to a thesis and discuss ideas about structure Write an effective closed form argument (strong, rhetorically sound thesis, effective introduction, supporting points) defending your strong response Purposefully incorporate textual examples into your own writing
Week 6:
September 30 – October 4 – Summary & Strong Response Essays Due Evaluate style, focusing on smooth transitions between ideas/paragraphs and clear, professional prose. Conduct editing based on common writing errors and use of citation Introduce Literacy Narrative, focusing on the difference between open and closed form writing
Week 7:
October 7-11 Use invention strategies to come up with ideas for the Literacy Narrative Evaluate the rhetorical appeals in model Literacy Narratives Compose a plot sketch, and transition to a full narrative story, avoiding the “and-then” chronology
Week 8:
October 14-18 Compose drafts with strong reflection and strong ethos Revise drafts for an appropriate style and voice, using concrete and revelatory language to make writing less abstract
Week 9:
October 21-25 – Literacy Narrative Due Get a reader's perspective through peer review, seeing how other students have addressed this assignment Determine personal goals for the final revisions Review and reflect on the writing process for the Literacy Narrative essay
Week 10:
October 28 – November 1 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:
November 4-8 – (November 4 – last day to drop with DR grade) 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 11-15 (No class November 11) 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 18-22 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
Week 14:
November 25-29 (No class November 29) – Synthesizing Ideas Essay Due Individual student conferences Get 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:
December 2-6 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
Week 16:
Finals Week Timed Writing Essay, December 9