Course Syllabus

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ENC1102. Course Section 0049: Composition II

Department of Writing and Rhetoric, College of Arts and Humanities

 Credit Hours: 3

Instructor Information 

Course Description

Building on the key concepts of writing and rhetoric emphasized in ENC 1101, ENC 1102 further strengthens students’ understanding of the work that writing and research do in the world. The primary and secondary research at the heart of ENC 1102’s semester-long inquiry projects invites students to identify, analyze, and contribute effectively to the complex, real-world rhetorical situations that animate their academic, professional, civic, and personal lives. Through a sequence of writing and research tasks, students learn to continually revisit earlier ideas, refine emergent findings and questions, and trace the development of ideas and arguments across multiple sources and genres. In addition to generating new knowledge, the research process also occasions opportunities for students to interrogate and revise their own conceptions of writing and research.

ENC 1102 immerses students in the work of:

  • Using concepts from writing and rhetoric to identify and analyze complex, real-world rhetorical situations that animate academic, professional, civic, and personal life.
  • Considering the technologies and research methods (both primary and secondary) that mediate writing, research, and the construction of knowledge.
  • Conducting appropriate primary and secondary research to understand the rhetorical situations that are the focus of inquiry and to situate that inquiry in scholarly conversations.
  • Evaluating, analyzing, and responding to arguments that constitute complex real-world exigencies.
  • Engaging with writing as a process that develops over time through peer and teacher feedback and multiple revisions.
  • Employing revising and editing practices to produce texts that intervene effectively in a variety of rhetorical situations.
  • Assembling a portfolio that showcases both writing processes and products from a variety of genres and that demonstrates writing development throughout the semester.

Student Learning Outcomes

The four learning outcomes listed below guide what students actually do in ENC 1102. These outcomes represent the knowledge and abilities you should expect to acquire throughout the semester.

Outcome 1: Students will be able to analyze and synthesize complex texts in ways that demonstrate an understanding of the situated and intertextual nature of writing and research.

Possible pathways for demonstrating this outcome include:

  • The writer using complex texts in strategic, focused ways to both enter into and respond to ongoing inquiry. This might include summarizing, citing, applying, challenging, re-contextualizing, and/or synthesizing relevant background texts.
  • The writing is intertextual, meaning that a “conversation” between texts and ideas is created in support of the writer’s goals.
  • The writer assessing the inquiry and writing choices of other writers to inform their own inquiry and writing decisions.
  • The writer responsibly using community-appropriate conventions for citation (e.g. MLA or APA).

Outcome 2: Students will engage in a recursive, inquiry-based writing and research process that is meaningful for a specific community.

Possible pathways for demonstrating this outcome include:

  • The writer developing and framing a research question or problem that matters to a specific community.
  • The writer researching, developing, and employing community-appropriate research and analytical methods.
  • The writer working flexibly and iteratively with primary and secondary research, including designing, adapting, and where necessary revising research questions and methods given emergent discoveries.
  • The writer using and synthesizing multiple kinds of evidence gathered from various sources and genres (e.g. library research, interviews, surveys, observations, textual analysis, cultural artifacts) in order to support writing goals.
  • The writer demonstrating substantial and successful revision by creating successive drafts that show global improvement and/or respond to substantive issues raised by instructor and peer feedback.

Outcome 3: Students will be able to interpret their research findings in order to produce arguments that matter to specific communities by addressing real-world exigencies.

Possible pathways for demonstrating this outcome include:

  • The writer producing at least one argument that involves analysis, which is the close scrutiny and examination of evidence, assumptions, and counterarguments in support of a larger set of ideas.
  • The writer persuasively articulating the stakes of at least one argument (why what is being argued matters).
  • The writer demonstrating a clear understanding of their audience and why their argument matters to that audience, with various aspects of the writing (mode of inquiry, content, structure, appeals, tone, sentences, and word choice) being addressed and strategically oriented to that audience.

Outcome 4: Students will examine their own conceptions of writing and research in response to their inquiry, reading, and writing throughout the course.

Possible pathways for demonstrating this outcome include:

  • The writer employing acquired vocabulary for discussing the roles that writing and research play in a given community.
  • The writer considering the technologies and research methods that mediate writing, research, and the construction of knowledge.
  • The writer using acquired vocabulary for discussing their writing and research practices, including reflecting on their own writing situations using terms such as genre, discourse conventions, and rhetorical situation.
  • The writer demonstrating a meta-awareness of their growth as a writer and researcher over time by reflecting on their writing and research practices and products and making claims about their learning.

Required Materials/Resources

Text Books 

  • The Easy Writer - UCF Handbook By Andrea A. Lunsford Seventh Edition, 2020 APA Update
    ISBN-13: 978-1-319-37782-3
  • Writing about Writing: A College Reader By Elizabeth Wardle and Doug Downs
    Fourth Edition
    ISBN-13: 978-1-319-19586-1
  • Other readings you will need for this course will be provided to you in Webcourses.
  • A computer, preferably a laptop for in-class participation and reliable internet connection 
  • GoogleDrive account, Microsoft Office (available through UCF)

Course Components 

In this course you will complete four major assignments, and several smaller assignments that will help you build up to the completion of the larger ones. By the end of the course, you will have compiled a comprehensive ePortfolio cataloging your writing process and learning throughout the semester. 

Major Assignments

  • Annotated Bibliography
  • Formal Research Proposal and Plan
  • Scholarly Article
  • Final Portfolio with Cover Letter

Minor Assignments

  • Initial Proposal
  • CITI Training
  • Peer Reviews and Reflections (4)
  • Reading Responses (8)
  • Stylus Study
  • Synthesis Matrix
  • Wireframe Plan of Portfolio
  • Conference Memos (2)

Exams

According to UCF policy, all courses should have a final examination or assessment. For this class, the submission of your final ePortfolio will count as your final assessment. The Final Exam session for this course is Monday, May 3, 2021 1:00 PM – 3:50 PM.

Extra Credit

Extra credit opportunities may arise over the course of the semester, however, they will be counted towards participation only. 

Conferences

I will hold individual writing video conferences with students twice throughout the semester. These will be scheduled in advance via a GoogleDocs sign-up sheet and are utilized to aid students in developing specific assignments throughout the course. 

COVID-19 Policies

University-Wide Face Covering Policy for Common Spaces and Face-to-Face Classes

To protect members of our community, everyone is required to wear a facial covering inside all common spaces including classrooms (https://policies.ucf.edu/documents/PolicyEmergencyCOVIDReturnPolicy.pdf. Students who choose not to wear facial coverings will be asked to leave the classroom by the instructor. If they refuse to leave the classroom or put on a facial covering, they may be considered disruptive (please see the Golden Rule for student behavior expectations). Faculty have the right to cancel class if the safety and well-being of class members are in jeopardy. Students will be responsible for the material that would have been covered in class as provided by the instructor.

Notifications in Case of Changes to Course Modality

Depending on the course of the pandemic during the semester, the university may make changes to the way classes are offered. If that happens, please look for announcements or messages in Webcourses@UCF or Knights email about changes specific to this course.

COVID-19 and Illness Notification

Students who believe they may have a COVID-19 diagnosis should contact UCF Student Health Services (407-823-2509) so proper contact tracing procedures can take place.

Students should not come to campus if they are ill, are experiencing any symptoms of COVID-19, have tested positive for COVID, or if anyone living in their residence has tested positive or is sick with COVID-19 symptoms. CDC guidance for COVID-19 symptoms is located here: (https://www.cdc.gov/coronavirus/2019-ncov/symptoms-testing/symptoms.html)

Students should contact their instructor(s) as soon as possible if they miss class for any illness reason to discuss reasonable adjustments that might need to be made. When possible, students should contact their instructor(s) before missing class.

In Case of Faculty Illness

If the instructor falls ill during the semester, there may be changes to this course, including having a backup instructor take over the course. Please look for announcements or mail in Webcourses@UCF or Knights email for any alterations to this course.

Course Accessibility and Disability COVID-19 Supplemental Statement

Accommodations may need to be added or adjusted should this course shift from an on-campus to a remote format. Students with disabilities should speak with their instructor and should contact sas@ucf.edu to discuss specific accommodations for this or other courses.

Mode of Course 

P-Mode (Face-to-Face) with BlendFlex:

This course will incorporate the BlendFlex model. This means that the face-to-face classroom sessions will take place on the days and times noted on the class schedule, but will also be recorded for remote student participation. The idea is to provide all students with continued access to learning experiences.

Please view the 3-minute BlendFlex Delivery Model UCF Student Guide video for an overview.

  • Students should inform the instructor as soon as possible if they will not be able to attend in-person classroom sessions.
  • If the instructor cannot attend class on campus, students will be informed as early as possible, and classes will be held remotely if possible.

Should this course shift to remote-only instruction, the university has provided several resources to assist students with learning: https://digitallearning.ucf.edu/newsroom/keeplearning/

Live and Recorded Lectures: This course will include synchronous (“real time”) sessions that will also be available as a recorded session for later review in Webcourses@UCF. Students who are unable to attend on-campus sessions are expected to review these available sessions and complete the required participation activity within 24 hours. Students who are unable to actively participate in on-campus or remote learning should contact their instructor to explain their situation and establish a plan for success. If this class must go fully remote, only online synchronous meeting times will be announced via Webcourses@UCF and should appear on the Webcourses@UCF calendar.

Class recordings/streaming will only be available to students registered for this class. These recordings are the intellectual property of the faculty and they may not be shared or reproduced without the explicit, written consent of the faculty member. Further, students may not share these sessions with those not in the class or upload them to any other online environment. Doing so would be a breach of the Code of Student Conduct, and, in some cases, a violation of the Federal Education Rights and Privacy Act (FERPA).

Technology Access – This course might need to shift to remote or fully online instruction based on medical guidance. This course also could be fully online and this could require access to additional technology. If students do not have proper access to technology, including a computer and reliable Wi-Fi, please let the instructor know as soon as possible. Information about technology lending can be found at https://it.ucf.edu/techcommons/ and https://library.ucf.edu/libtech.

Resources:

https://www.ucf.edu/coronavirus/

Things to Know About Zoom:

  • You must sign in to my Zoom session using your UCF NID and password.
  • The Zoom sessions are recorded.
  • Improper classroom behavior is not tolerated within Zoom sessions and may result in a referral to the Office of Student Conduct.
  • You can contact Webcourses@UCF Support at https://cdl.ucf.edu/support/webcourses/ if you have any technical issues accessing Zoom.

Class Policies 

Technology requirements and expectations 

  • All communication for this course should take place through your university email address (@knights.ucf.edu) or through Webcourses
  • All assignments will be submitted via Webcourses@UCF in the appropriate Assignment page. Individual assignment submission types will vary and are indicated in the individual Assignment page. All written works should be polished and MLA format. Scoring rubrics for each assignment are also located on the assignment page. 
  • This is a rigorous writing based course in a Blend-Flex format, students should have regular access to the internet and plan on logging into the course daily and attending scheduled class sessions either in person or via synchronous Zoom streaming. 
  • As noted, it is required that you have an active GoogleDrive account as well as Microsoft Word. We will be using both extensively in this course. Google Drive is freely available and Office 365 is available through UCF. 

Classroom and Online Etiquette

Behavior is expected to be respectful, courteous, and focused on creating a welcoming and productive learning environment for all students. Although the course is primarily in person, there are some general common-sense guidelines for synchronous-video or Zoom conferences. Due to the University COVID-19 mask policy, I ask that you do not consume ANY food or drink in the classroom. During Zoom calls, please mute yourself when you are not speaking to avoid background noise. Cell Phones should not be used during live class discussions out of courtesy (unless they are used as a tool directly related to class activities). Please refrain from using inappropriate or distracting digital backgrounds on Zoom. Disregarding these procedures may result in being asked to leave the meeting and or the classroom. All email and chat correspondence should be professional in tone and content. 

Course Accessibility Statement

The University of Central Florida is committed to providing access and inclusion for all persons with disabilities. This syllabus is available in alternate formats upon request. Students with disabilities who need specific access in this course, such as accommodations, should contact the professor as soon as possible to discuss various access options. Students should also connect with Student Accessibility Services (Ferrell Commons, 7F, Room 185, sas@ucf.edu, phone (407) 823-2371). Through Student Accessibility Services, a Course Accessibility Letter may be created and sent to professors, which informs faculty of potential access and accommodations that might be reasonable.

Inclusive Learning Statement 

No two people learn exactly the same way. If you find that the materials are difficult for you to absorb, don’t assume right away that you don’t understand the material! Perhaps you prefer to process information through speaking or listening, but all I am providing are written handouts, making it difficult for you to process. If there are aspects of the design, instruction, and/or experiences within this course that result in barriers to your inclusion or accurate assessment of achievement, please notify me as soon as possible.

Disabilities are visible and invisible, documented and undocumented: I do not distinguish between these designations. If you have a disability, or think you may have a disability, I encourage you to speak with me as soon as you can about your learning needs and how I can best accommodate them, and/or contact Student Accessibility Services (SAS).

I do not require documentation for accessibility in my classroom. If you have learning needs from me that I'm not meeting, come tell me! You may contact SAS without notifying me if you wish; you may also speak with me without contacting SAS at all.

Attendance/Participation

COVID-19

I am committed to being flexible in order to support all students in our class as we navigate life and learning amid a pandemic. I will prioritize your humanity, physical and mental health, and well-being  while also trying to provide a worthy learning environment. Collectively, I hope we are able to build a community that maintains social connections and academic engagement, yet recognizes that personal accommodations may be necessary to foster that environment. 

 

Attendance

This course will invite you to collaborate and talk through ideas about writing and language use. Contributing to these conversations will be an important part of the learning process for this class. 

Additionally, attending class meetings will be an integral part of the learning process, and where many of these conversations will take place. Because of this, having relatively consistent access to online resources will be needed for this course. If internet or computer access is a concern for you, I encourage you to speak with me. If attendance is a concern for you, I encourage you to contact me.

I expect you to attend this course’s designated class periods. To accommodate students who cannot attend in person, class sessions will combine in-person and remote synchronous lessons through zoom (see the calendar for dates and times). Class sessions (in person and remote synchronous) will include participation tasks that will count towards your participation grade. If you are unable to attend either of these, you will have 24 hours to review the day’s video recording and submit any required process work and a short reflection on covered course material. If you are unable to attend due to illness or other serious circumstances, please contact me as soon as possible.

 

Missed/Late Assignments 

I do not accept late work for minor assignments under any circumstances outside of documented medical or other excused documented circumstances. Since submitting a major assignment past its due date may result in delayed feedback, which will impact how you submit other assignments, late major assignments that are submitted up to 72hrs past their deadline, without communication from the student, will be graded with a reduction of 10% off the assignment grade per day, or portion thereof, late. 

Once this timeframe has passed, the major assignment will receive a score of zero. Please note that my late assignment submission policy for major assignments DOES NOT apply to the final e-portfolio. Because final e-portfolios are due during the final examination week and I need to submit final course grades in a timely manner, late submissions of final e-portfolios will not be accepted. 

Because this is a Gordon Rule class, all major assignments must be submitted by the final exam period in order to fulfill the Gordon Rule requirements of this course. Please note: even if you miss the deadline for a graded assignment, you must still submit a draft of this assignment to pass this Gordon Rule class. If you do not submit a final draft of each major assignment by the final exam period, you will automatically fail the course

Make-up Work Policy

Students who represent the university in an authorized event or activity (for example, student-athletes) and who are unable to meet a course deadline due to a conflict with that event must provide the instructor with documentation in advance to arrange a make-up. No penalty will be applied if the student gives advance notice and communicates with the instructor following UCF policy. In the case of an authorized university activity, it is your responsibility to show me a signed copy of the Program Verification Form for which you will be absent, prior to the class in which the absence occurs or due date you need extended. 

Students must also notify their instructor in advance if they intend to miss an assignment or class for a religious observance. For more information, see the related UCF policy.

 

Grade Policies 

This course will use a portfolio grading system. The ENC 1101 Course Portfolio will serve as proof of your learning process and experience throughout the course. 

Assignment

Percentage of Grade

Annotated Bibliography*

10%

Formal Proposal*

15%

Scholarly Article*

20%

Final ePortfolio*

and Cover Letter

25%

Minor Assignments

20%

Participation

10%

Total

100%

 

 

 

 

Letter Grade

Points

A

94 – 100 points

A-

90 – 93 points

B+

87 – 89 points

B

84 – 86 points

B-

80 – 83 points

C+

77 – 79 points

C

74 – 76 points

C-

70 – 73 points

F

69 and below

University Grading Policies 

  • The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, sets forth requirements designed to protect the privacy of student educational records. As such, grades cannot be shared with others (including parents), sent and/or discussed via email. If you have a grade concern at any point during the semester, please make an appointment during office hours so we can talk.
  • “Incomplete” (IC) grades are not given in ENC 1101 or 1102 courses under any circumstances.
  • A grade of “D” may be earned for individual assignments but is not an option for a final course grade in ENC 1101 or 1102. Any grade below a C- in ENC 1101 or ENC 1102 will result in a “F” as a final grade. 
  • No Credit (NC) grades can be assigned at the instructor’s discretion only if a student has completed all of their coursework on time and regularly attends class. This grade is reserved for extenuating cases in which the student, despite all the completed course work, is still not able to write at a level appropriate for ENC 1102.
  • UCF does not assign A+ grades as final grades.
  • If a student is in violation of the university academic conduct code for any reason I will inform the student and report the infraction. Depending on the nature of the issue, the student may remain in the course, but may receive a “Z” preceding the letter grade they earn in the course. Example: ZA, ZB, etc.

Gordon Rule 

ENC 1101 and ENC 1102 are subject to the state-mandated “Gordon Rule.” You must earn at least a C- or higher in order to fulfill the university and state GEP requirements. Over the course of the semester, you will write at least four major writing assignments. Each assignment that fulfills the Gordon Rule is described in the "Major Assignments" section of this syllabus. You must turn in all of these major writing assignments to pass.

The details of the Gordon Rule requirements are as follows:

Four College-Level Writing Assignments, One Assignment that Students Revise Based on Substantive Teacher/Grader Feedback, One Assignment that Involves Multiple Pages of Substantial Writing, Four Writing Assignments Total At Least 60% of Course Grade.

 The Gordon Rule Assignments for this course will be: 

  • Annotated Bibliography
  • Formal Research Proposal and Plan
  • Scholarly Article 
  • Final ePortfolio and Cover Letter

Gordon-Rule Revision Process

In the first-year writing program, writing is seen as a recursive process that prompts revision. As part of my commitment to encouraging revision as part of students' writing process, students will engage in a mandatory three draft process for their Formal Proposal Assignment. Students will submit a Rough Draft for Peer Review, a "done" draft on the date indicated on the Course Schedule for formative feedback, and a Final revised draft based on that feedback and for which they will be assigned a final score. 

I will allow students to re-submit the Annotated Bibliography as well for increased credit if done so within one week of assignment grades being returned. Students should notify me that they are re-submitting and should accompany their new submission with an explanation of their revisions. For the Scholarly Article, the draft submitted prior to Conference 2 will be considered the "Done" Draft that receives formative feedback, and therefore the grade assigned at the due date for the Final Draft is non-negotiable. 

When you re-submit your revised drafts: 

  1. Revise the draft in a new Microsoft Word document (or PDF).
  2. Use the comment feature in Microsoft Word (or similar—Google Docs, for instance, allows you to do this for free) to highlight and explain your revisions. These comments don't need to be lengthy. This will just make sure I can see what you've changed and why. You might also mark areas of concern. You can read about using the comment feature in Microsoft Word on this page.
  3. Name the file for this draft something like "Gonzales_MA1_Revision 1" so it's obvious what it is.
  4. Return to the assignment page and click "Re-Submit Assignment" to turn in the revised draft for scoring. 

Note: Ensure that your revisions are clearly indicated and aligned with the feedback you have received. I should not need to hunt down your changes--show me clearly where you have implemented feedback and convince me that you deserve a higher score.

Academic Integrity 

Students should familiarize themselves with UCF’s Rules of Conduct at https://scai.sdes.ucf.edu/student-rules-of-conduct.

According to Section 1, “Academic Misconduct,” students are prohibited from engaging in

  1. Unauthorized assistance: Using or attempting to use unauthorized materials, information or study aids in any academic exercise unless specifically authorized by the instructor of record. The unauthorized possession of examination or course-related material also constitutes cheating.
  2. Communication to another through written, visual, electronic, or oral means: The presentation of material which has not been studied or learned, but rather was obtained through someone else’s efforts and used as part of an examination, course assignment, or project.
  3. Commercial Use of Academic Material: Selling of course material to another person, student, and/or uploading course material to a third-party vendor without authorization or without the express written permission of the university and the instructor. Course materials include but are not limited to class notes, Instructor’s PowerPoints, course syllabi, tests, quizzes, labs, instruction sheets, homework, study guides, handouts, etc.
  4. Falsifying or misrepresenting the student’s own academic work.
  5. Plagiarism: Using or appropriating another’s work without any indication of the source, thereby attempting to convey the impression that such work is the student’s own.
  6. Multiple Submissions: Submitting the same academic work for credit more than once without the express written permission of the instructor.
  7. Helping another violate academic behavior standards.
  8. Soliciting assistance with academic coursework and/or degree requirements.

Responses to Academic Dishonesty, Plagiarism, or Cheating

Students should also familiarize themselves with the procedures for academic misconduct in UCF’s student handbook, The Golden Rule: https://goldenrule.sdes.ucf.edu. UCF faculty members have a responsibility for students’ education and the value of a UCF degree, and so seek to prevent unethical behavior and respond to academic misconduct when necessary. Penalties for violating rules, policies, and instructions within this course can range from a zero on the exercise to an “F” letter grade in the course. In addition, an Academic Misconduct report could be filed with the Office of Student Conduct, which could lead to disciplinary warning, disciplinary probation, or deferred suspension or separation from the University through suspension, dismissal, or expulsion with the addition of a “Z” designation on one’s transcript.

Being found in violation of academic conduct standards could result in a student having to disclose such behavior on a graduate school application, being removed from a leadership position within a student organization, the recipient of scholarships, participation in University activities such as study abroad, internships, etc.

Let’s avoid all of this by demonstrating values of honesty, trust, and integrity. No grade is worth compromising your integrity and moving your moral compass. Stay true to doing the right thing: take the zero, not a shortcut.

Plagiarism

The Department of Writing and Rhetoric has adopted the definition of plagiarism from the Council of Writing Program Administrators (WPA):

In an instructional setting, plagiarism occurs when a writer deliberately uses someone’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.

Misuse of sources: The WPA and the DWR distinguish plagiarism from the misuse of sources. “A student who attempts (even if clumsily) to identify and credit his or her source, but who misuses a specific citation format or incorrectly uses quotation marks or other forms of identifying material taken from other sources has not plagiarized. Instead, such a student should be considered to have failed to cite and document sources appropriately.”

Consequences of academic dishonesty: DWR takes plagiarism and other forms of academic dishonesty seriously and responds in accordance with UCF policy. Plagiarizing or cheating—or assisting another student who plagiarizes or cheats—may result in a failing grade on an assignment or for the entire course; a report to the Office of Student Conduct; and/or a “Z” grade, which denotes academic dishonesty on your transcript.

 

Syllabus Amendment

This syllabus is subject to amendment and modification at any time upon notification. Most alterations will affect the Course Schedule, so be mindful of updated due dates or altered reading schedules.

University Policies

Diversity, Inclusion, and Title IX 

One way to promote a safe and caring classroom community is to encourage each student’s unique voice, perspective, and presence. The following diversity statement gives professors language for explaining how students’ contributions will be valued:

The University of Central Florida considers the diversity of its students, faculty, and staff to be a strength and critical to its educational mission. UCF expects every member of the university community to contribute to an inclusive and respectful culture for all in its classrooms, work environments, and at campus events. Dimensions of diversity can include sex, race, age, national origin, ethnicity, gender identity and expression, intellectual and physical ability, sexual orientation, income, faith and non-faith perspectives, socio-economic class, political ideology, education, primary language, family status, military experience, cognitive style, and communication style. The individual intersection of these experiences and characteristics must be valued in our community.

Title IX prohibits sex discrimination, including sexual misconduct, sexual violence, sexual harassment, and retaliation. If you or someone you know has been harassed or assaulted, you can find resources available to support the victim, including confidential resources and information concerning reporting options at www.shield.ucf.edu and http://cares.sdes.ucf.edu.

If there are aspects of the design, instruction, and/or experiences within this course that result in barriers to your inclusion or accurate assessment of achievement, please notify the instructor as soon as possible and/or contact Student Accessibility Services.

For more information on diversity and inclusion, Title IX, accessibility, or UCF’s complaint processes contact:

Financial Aid Accountability Statement

All instructors/faculty are required to document students’ academic activity at the beginning of each course. In order to document that you began this course, please complete this activity by the end of the first week of classes or as soon as possible after adding the course. Failure to do so may result in a delay in the disbursement of your financial aid. 

In order to ensure your financial aid, all students will need to complete an Academic Engagement Activity. This will be a preliminary assignment that must be completed the first Friday of the school year. For this course it is a short Syllabus Quiz.  

Deployed Active Duty Military Students Statement

Students who are deployed active duty military and/or National Guard personnel and require accommodation should contact their instructors as soon as possible after the semester begins and/or after they receive notification of deployment to make related arrangements.

Campus Safety Statement 

Emergencies on campus are rare, but if one should arise during class, everyone needs to work together. Students should be aware of their surroundings and familiar with some basic safety and security concepts.

  • In case of an emergency, dial 911 for assistance.
  • Every UCF classroom contains an emergency procedure guide posted on a wall near the door. Students should make a note of the guide’s physical location and review the online version at http://emergency.ucf.edu/emergency_guide.html.
  • Students should know the evacuation routes from each of their classrooms and have a plan for finding safety in case of an emergency.
  • If there is a medical emergency during class, students may need to access a first-aid kit or AED (Automated External Defibrillator). To learn where those are located, see https://ehs.ucf.edu/automated-external-defibrillator-aed-locations.
  • To stay informed about emergency situations, students can sign up to receive UCF text alerts by going to https://my.ucf.edu and logging in. Click on “Student Self Service” located on the left side of the screen in the toolbar, scroll down to the blue “Personal Information” heading on the Student Center screen, click on “UCF Alert”, fill out the information, including e-mail address, cell phone number, and cell phone provider, click “Apply” to save the changes, and then click “OK.”
  • Students with special needs related to emergency situations should speak with their instructors outside of class.
  • To learn about how to manage an active-shooter situation on campus or elsewhere, consider viewing this video You CAN Survive an Active Shooter

Writing Resources 

Document Formats and Expectations 

All work for this course should follow the MLA 8th edition Style Guide. We will cover the basics in class, and there are also several resource pages explaining the format available in Modules under “Additional Resources.” 

Assignment Submission Guidelines

You will be submitting everything for this course through Webcourses. I will take URL submissions through GoogleDocs, file submissions such as .PDF, and .DOCX, as well as media submissions/recordings for some assignments. 

University Writing Center Information

The University Writing Center provides valuable support for student writers at UCF, including those in ENC 1101 and 1102. You should include information about the UWC on your syllabus:

University Writing Center, Trevor Colbourn Hall 109

Satellite Locations: Main Library, Rosen Library, Online

407-823-2197    http://uwc.cah.ucf.edu

 

The University Writing Center (UWC) offers writing support to students from first-year to graduate in every discipline. Tutors provide help at every stage of the writing process, including understanding assignments, researching, drafting, revising, incorporating sources, and learning to proofread and edit. The UWC’s purpose is not merely to fix or edit papers, but to teach writing strategies that can be applied to any writing situation. Consultations are available for individuals and small groups. You may schedule a 45-minute appointment by clicking the Success Resources tab on Webcourses, calling the UWC at 407-823-2197, or through the UWC.

 

The UWC seeks graduate and undergraduate tutors from all majors. To learn more about becoming a writing tutor, please contact us.

Stylus: A Journal of First-Year Writing Information

The Department of Writing and Rhetoric publishes a journal for outstanding writing produced by composition students called Stylus. You may find the student work published in this journal helpful during our exploration of writing this semester. Also, you should consider submitting your own work for publication. Students published in Stylus become eligible for the President John C. Hitt Prize for Excellence in First-Year Writing, a $500 book scholarship awarded annually. To submit your work, simply email your essay to me as a Microsoft Word-friendly attachment and I’ll send it to the editors. To see previous issues and learn more information, visit the Stylus website.

Knights Write Showcase 

Hosted by the Department of Writing and Rhetoric and held every spring, Knights Write is a showcase that celebrates excellence in student writing at UCF. Attendees will have the opportunity to view poster presentations displaying students’ writing research projects, attend panel presentations discussing a variety of student projects and community collaborations, and applaud award recipients during a recognition ceremony. The presentations and awards will recognize students not only in writing-related fields but also across a range of disciplines within and beyond UCF. 

Department of Writing and Rhetoric Statements of Commitment  

Statement on Inclusivity

Every student in this class, regardless of background, sex, gender, race, ethnicity, class, political affiliation, physical or mental ability or any identity category, is a valued and equal member of the group. We all bring different experiences to this class and no one experience has more value or import than another. In fact, it is our different experiences that will enrich the course content. I encourage every student to share their own experiences as they are relevant to the course, but I also stress that no student is ever presumed to speak for anything or anyone more than their own experience or point of view. Furthermore, in this classroom, you have the right to determine your own identity. You have the right to be called by whatever name you wish, and for that name to be pronounced correctly. You have the right to be referred to by whatever pronoun you identify. You have the right to adjust those things at any point. If there are aspects of the instruction of this course that result in barriers to your inclusion or a sense of alienation from the course content, please contact me privately without fear of reprisal. If you feel uncomfortable contacting me, please contact Student Development and Enrollment Services.

In class discussions, please feel free to discuss openly, seriously and passionately. I will not, however, tolerate disruptive or insulting remarks, gender or racial slurs, or other forms of bullying, intimidation or hate speech. Publication of the remarks or questions or work of any classmate - in any form, written or recorded - without clear consent will be regarded as a violation of the UCF Rules of Conduct and treated as such. I expect you to act with respect for this space, this subject, our process and each other.

Language Diversity as the Norm 

The Composition Program at UCF believes that writers need to understand that language variation is the norm and not the exception in all situations and writing activities. Thus, the goal for writers is not a singular standardization, but how to build upon their existing proficiencies to negotiate language in use in real rhetorical and material situations. As a result, in ENC 1011 and 1102, we teach linguistic meta-awareness as opposed to acontextual standardized and rigid approaches to language use, as an integral part of engaging in all ill-structured writing problems. I understand variation as an outcome of all living and lived languages rather than as so-called “error.” Students may bring variation to their writing as (1) part of language learning; (2) resistance to dominant language use and racialized language hierarchies; (3) purposeful use of a range of languages and dialects; and/or (4) creative play with language. 

Additionally, language scholars since the 1970's have discussed and argued for embracing language varieties in the writing classroom. Because of all their hard work, I would like to copy and paste the official Students Right to Their Own Language  statement here:

We affirm the students' right to their own patterns and varieties of language -- the dialects of their nurture or whatever dialects in which they find their own identity and style. Language scholars long ago denied that the myth of a standard American dialect has any validity. The claim that any one dialect is unacceptable amounts to an attempt of one social group to exert its dominance over another. Such a claim leads to false advice for speakers and writers, and immoral advice for humans. A nation proud of its diverse heritage and its cultural and racial variety will preserve its heritage of dialects. 

Course Schedule

Important Spring 2021 Calendar Dates 

  • Classes begin: Monday, January 11th, 2021
  • Drop/Swap Deadline: Friday, January 15th, 2021, 11:59 PM
  • Add Deadline: Friday, January 15th, 2021
  • Withdrawal Deadline: Friday, March 26th, 2021
  • Classes End: Monday, April 26th, 2021
  • Study day: Tuesday, April 27th, 2021
  • Final Exam Period: Wednesday, April 28th-Tuesday, May 4th, 2021
  • Final Exam Session: Monday, May 3, 2021 1:00 PM – 3:50 PM
  •  Grades Available on myUCF: Sunday, May 9th, 2021
  • Spring Break (no classes): Sunday, April 11th-Sunday, April 18th 2021
  • Martin Luther King Jr. Day (no classes): Monday, January 18th, 2021

Complaints 

If you have any concerns about the course or your instructor, please see the instructor about these concerns as soon as possible. If you are not comfortable talking with the instructor or not satisfied with the response that you receive, you may contact the following First Year Writing staff in the Department of Writing and Rhetoric: Composition Coordinator, Lissa Pompos-Mansfield, melissa.pompos.edu or Composition Director Angela Rounsaville, angela.rounsaville@ucf.edu. If, after speaking with Director of the First Year Writing Program, you are still not satisfied with the response you receive, you may contact the Writing and Rhetoric Department Chair, Sherry Roberton, sherry.robertson@ucf.edu. 

Course Summary:

Course Summary
Date Details Due