Course Syllabus

Fall 2021

This class is offered through the Department of Writing and Rhetoric. For any questions or concerns, please contact writingandrhetoric@ucf.edu

ENC 1101-OW61

Instructor: Dr. J.T. Taylor

Office Hours: Mon 3-5, Wed 3-5--also. by appointment. Note: All office hours are via Zoom or Skype.

Office Location: My House 

E-Mail: jennifer.taylor@ucf.edu

Credit Hours: 3.0

Modality: W

A little thought on the work of writing:

People on the outside think there’s something magical about writing, that you go up in the attic at midnight and cast the bones and come down in the morning with a story, but it isn’t like that. You sit in back of the typewriter and you work, and that’s all there is to it. - Harlan Ellison

Department of Writing and Rhetoric Commitment

We at the Department of Writing and Rhetoric are committed to valuing the lived experiences, embodied knowledges, and scholarship produced by people of color and Indigenous peoples; queer, trans, and disabled people; immigrants and refugees, and other targeted identities who have historically been excluded from sites of knowledge production; denied access to wealth, resources and power; and forced to negotiate multiple interlocking forms of structural and institutional oppression and violence. This commitment emerges from and reflects our shared vision for a just and equitable world that actively affirms and values the humanity of every individual and group. It is this vision that informs our pedagogical principles.

Course Requirements:

Obviously, regular access to a computer and the Internet for course access, but also for Slack participation.
Writing About Writing by Downs & Wardle, 4th edition (paperback or e-book--your choice) AND Easy Writer: A Handbook for the First Year Writing Program at the University of Central Florida by Andrea Lunsford. UCF Edition (only available from the UCF Bookstore)
A thumbdrive or backup drive to save your drafts and papers (you don't want to lose them to a computer crash)
If you have a smartphone, I highly suggest downloading both the Canvas and the Slack app for optimal accommodation and mobility
Effort and Mutual Respect

First Day Inclusive Access

This course utilizes the First Day Inclusive Access textbook program, which provides you with discounted digital copies of your books. In this course, First Day applies only to Writing about Writing: A College Reader By Elizabeth Wardle and Doug Downs. Through the course Materials button available in Webcourses@UCF, and you can opt-in there to get access to your textbook. Every student will have the opportunity to Opt-In to their First Day™ content. If you choose to Opt-Out, you will be given the option to purchase the same content at the national retail price. In addition to negotiating huge discounts, the bookstore coordinates with the publishers to deliver materials through First Day™, so they are available the first day of class.

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Course Introduction

ENC 1101 develops students’ knowledge of what writing is and how it functions in the world. By examining writing as an object of study, the ENC 1101 curriculum invites students to understand their writing as situated within academic, professional, civic, and personal contexts and to develop their identities and abilities as writers across these settings. The reading and writing tasks featured in ENC 1101—such as analyses of writing processes and practices, patterns of literacy sponsorship, and conceptions of writing—provide the frameworks students will use to explore the writing they do throughout their lives, how it is accomplished, and the various roles and functions it serves. In addition to helping students interrogate and expand their understanding of writing and writers, these frameworks will allow students to continually adapt their writing-related knowledge and abilities to the new writing situations they’ll encounter throughout college and beyond.

ENC 1101 immerses students in the work of:

Understanding writing as a continual process of making meaning.
Applying concepts from writing studies to recognize the richly literate lives they lead and the wealth of writing-related knowledge they already possess.
Deepening and expanding their ideas about writing and the work it does in the world.
Navigating the complex texts emerging from the scholarship on writing, rhetoric, and language.
Analyzing their identities as writers and the processes, practices, and technologies they use for writing in their academic, professional, civic, and personal lives.
Participating in writing as a social activity through reading, collaboration, peer review, and other forms of feedback.
Assembling a portfolio that showcases both writing processes and products from a variety of genres and that demonstrates writing development throughout the semester.

Course Learning Outcomes

The four learning outcomes listed below guide what students actually do in ENC 1101. These outcomes represent the knowledge and abilities students should expect to acquire throughout the semester.

Outcome 1: Students will be able to read and use scholarly texts to support their writing goals.

Possible pathways for demonstrating this outcome include:

The writer demonstrating an understanding of key readings by using terms, concepts, and arguments from scholarly texts correctly.
The writer referencing scholarly texts in strategic ways to support writing goals. This might include summarizing, paraphrasing, or quoting.
The writer applying concepts from scholarly texts in order to consider, analyze, and learn more about their own experiences and examples.
The writer reflecting on useful strategies for reading difficult texts.
The writer identifying and explaining the rhetorical moves common to academic, scholarly texts (e.g. creation of a research space, references to prior research, explanation of methodology).

Outcome 2: Students will be able to describe and analyze writing processes in order to flexibly adapt them to support their goals.

Possible pathways for demonstrating this outcome include:

The writer using acquired vocabulary to talk about writing processes, including terms like incubation, recursiveness, invention, and revision.
The writer describing and evaluating their own writing processes.
The writer investigating and evaluating the writing process of at least one other individual.
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.
The writer reflecting on their writing processes over time to making claims about learning.

Outcome 3: Students will learn how to adapt to different writing contexts they need to address.

Possible pathways for demonstrating this outcome include:

The writer using acquired vocabulary to discuss writing contexts, including terms like rhetorical situation, discourse community, exigence, and lexis.
The writer analyzing at least one writing context.
The writer employing style, tone, conventions, and technologies appropriate to the demands of at least one particular genre and situation.
The writer articulating and assessing the effects of their writing choices on their audiences.
The writer making claims about their ability to adapt to specific writing contexts by reflecting on their own writing products.

Outcome 4: Students will consider how social, rhetorical, and technological contexts shape writing conceptions, processes, rules, and learning.

Possible pathways for demonstrating this outcome include:

The writer employing acquired vocabulary to discuss how language mediates a community’s actions and people's identities, including terms like genre, authority, and literacy.
The writer identifying and analyzing at least one specific genre and how it is shaped by the particular social and rhetorical context in which it operates.
The writer analyzing the constructedness of writing conceptions and rules in light of the varying social and rhetorical contexts of academic, professional, civic, and/or personal writing situations.
The writer evaluating their own conceptions of writing in light of learning in the course.

Requirements:

Obviously, regular access to a computer and the Internet
Writing About Writing by Downs & Wardle, 4th edition (paperback or e-book--your choice) AND Easy Writer: A Handbook for the First Year Writing Program at the University of Central Florida by Andrea Lunsford. UCF Edition (only available from the UCF Bookstore)
A thumbdrive or backup drive to save your drafts and papers (you don't want to lose them to a computer crash)
Effort and Mutual Respect

That's all.

Assignment Types and their weight:

3 Major Papers and ePortfolio, 100 points each= 400 points: (70%)

1. Literacy Narrative Paper

This assignment requires you to ultimately answer the question: “HOW have your PAST literacy experiences impacted your PRESENT reading and writing values, beliefs, attitudes, and practices?”

2. Rhetorical Analysis Paper

For this paper, you will look at a piece of written discourse that you've produced recently and evaluate how effective your use of rhetorical strategies were. The goal here is to look at the relationship between rhetorical strategies and rhetorical situations.

3. Community Practices and Their Genres Paper

For your final Major Paper, you'll write an IMRaD research paper that investigates the genres your chosen community of practice uses to accomplish their goals. If you're looking at this and thinking "OH NO, WHAT IS THAT"....don't worry, you'll know by then and it's a bit much to describe here. If you look, you have 3 full units by the time to write this. BREATHE.

4. Final Portfolio: 100 Points

An ePortfolio showcases your work and makes an argument about how you’ve met the ENC 1101 course outcomes. Throughout the semester, you’ll complete reflections, peer reviews, Major Papers, Reading Responses, Process Works, and several in-class activities. All of this work has value, but you’ll have to decide which pieces support the argument your ePortfolio is trying to make.

Process Assignments (130 points-25%)

1. 12 Reading Responses, 5 points each = 60 points

These are just what they sound like--you are given texts to read and you will write relatively short responses based on clear instructions in the assignment box. DO REMEMBER, because it's easy to let it slip: they may be 5 points each, but together they are a large part of your grade. Also, you are required to complete enough assignments to fulfill Gordon Rule requirements.

2. 8 Other "Process Works" Assignments, 5 pts each= 40 Points

See the assignments marked "PW" in the subject line to explore that concept.

3. ePortfolio processes including a link submission and peer review: 30 Points

Participation (10 pts, 5%)

This is participation that is NOT a discussion post--mostly Slack engagements. Small amount of points, but an incentive to share ideas in am easy-access, portable fashion.

GRADING SCALE

"A" 100%-94%

"A-" 93%-90%

"B+" 89%-87%

"B" 86%-84%

"B-" 83%-80%

"C+" 79%-77%

"C" 76%-74%

"C-" 73%-70%

"D+" 69%-67%

"D" 66%-64%

"D-" 63%-60%

"F" 59%-0%

University Grading Policies

“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.

Know Your Rights: The Family Educational Rights and Privacy Act (FERPA)

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.

Class Policies

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

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. Failure to attend class regularly is likely to make is difficult to complete writing assignments according to course, program, and state standards. In-class work will be given periodically and cannot be made up without an excused absence.

Late work

If you are concerned about not submitting an assignment on time, I encourage you to contact me. Late work may be considered in some instances if you have been in contact with me in advance to discuss an alternative due date. As a whole, I reserve the right to accept or not accept late work based on each specific set of circumstances and the work in question, as well as the right to set rules and limits in unique circumstances.

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.Links to an external site.

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 your 3 major papers and your ePortfolio (see above).

Revision Expectations

In the first-year writing program, writing is seen as a recursive and social process that emphasizes revision. Revision is a major component of the ENC 1101/1102 course portfolio. Because of this, all major assignments will go through a process of drafting, review, and revision.

When revising after my or your peer's review, please observe the following:

Revise the draft in a new Microsoft Word document (or PDF).
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 at this page.
Name the file for this draft something like "Gonzales_MA1_Revision 1" so it's obvious what it is.
Upload the new draft to an appropriate page in your ePortfolio. Do not remove the other drafts, as your ePortfolio allows you to show progress.
Write a new reflection on your revision in the space provided on your ePortfolio page. This might be 150-250 words long and should explain your current thinking about your draft as well as any questions you would like answered. Do not just say, "I don't have any questions." The goal here is to identify where you would like feedback. Your reflection might be longer or shorter depending on how extensive your comments within the draft are.
Return to the assignment page and click "Re-Submit Assignment" to turn in the link to the revised post.

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

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.
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.
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.
Falsifying or misrepresenting the student’s own academic work.
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.
Multiple Submissions: Submitting the same academic work for credit more than once without the express written permission of the instructor.
Helping another violate academic behavior standards.
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.

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:

Title IX – EO/AA - http://www.eeo.ucf.edu/ & askanadvocate@ucf.edu

Disability Accommodation – Student Accessibility Services - http://sas.sdes.ucf.edu/ & sas@ucf.edu

Diversity and Inclusion Training and Events – www.diversity.ucf.eduLinks to an external site.

Student Bias Grievances – Just Knights response team - http://jkrt.sdes.ucf.edu/Links to an external site.

UCF Compliance and Ethics Office - http://compliance.ucf.edu/ & complianceandethics@ucf.edu

Ombuds Office - http://www.ombuds.ucf.eduLinks to an external site.

The Faculty Center also has some helpful information on accessibility in course design: http://fctl.ucf.edu/TeachingAndLearningResources/Accessibility/Links to an external site.

***** FROM DR. TAYLOR: If you need accessibility tools or if you need me to address an accessibility issues you are having, I am fully aware that I am human and I may have blindspots--tell me and let me address your needs instead of assuming there are no options but to "just deal." Nope, we don't do that in these parts.*******

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. It will be titled "Academic Engagement Activity."

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

Our course may be online, but this is still relevant for any time to go to campus.

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.htmlLinks to an external site..
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-locationsLinks to an external site..
To stay informed about emergency situations, students can sign up to receive UCF text alerts by going to https://my.ucf.eduLinks to an external site.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 (Links to an external site.)

Writing Resources

Technology requirements and expectations

All communication for this course should take place through your university email address (@knights.ucf.edu) or through Webcourses
How they will be expected to use Webcourses
Special tools or programs they will need

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 that are noted. Canvas rejects all other file types, including "Pages." Everything you upload MUST BE IN TIMES NEW ROMAN, 12-POINT FONT, DOUBLE-SPACED, AND WILL HAVE 1-INCH MARGINS.

NOTE: It is your responsibility to ensure you follow this guideline as you will be asked to *convert and resubmit* if your paper is not in proper form.

University Writing Center Information

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

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.

Composition Program and Department of Writing and Rhetoric Commitments

***Language Diversity as the Norm***

I cannot stress this enough:

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.

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.

COVID Community Statement

Please wear masks in this class for the protection of yourselves and those around you who may be at higher risk from COVID complications.

My Extra Course Policies:

Check Webcourses and Your Knights E-mail As Often As You Can

It is crucial that you don't ignore them or decide not to read the whole thing. Yes, they are sometimes long and you might be thinking tl;dr, but I'm pretty serious about this. I don't send out emails just to say “hey, what's up”. I send them out because I have a sincere desire to help you.

Course Videos and “Pods”

These are made throughout the course by myself this semester based on need. I use all tools to create spaces for communication and videos are one way for me to talk to you all where you can review as many time as you like. I'm a human being and I have a personality you will love or hate, but videos are there to bring life to my otherwise textual existence in your minds.

Videos and Pods (audio files) are really great ways to touch upon issues particular to your class or just information I can observe you need. Pods tend to be about 30 minutes, some are less.

If you experience difficulty hearing, please file with the ADA for disabilities rights. Once you file there, you’re protected, they send me a message. If not: send me your needs to replace things like videos, which I usually turn the CC on, or Pods—with a list of who needs transcripts, it is easier

Bad words and Controversial Ideas

Look, this is college, not high school. You're going to read bad words, whatever “bad” really means in that context, and you need to handle it like the adult you are. If something offends you, how about calmly stating why? There's meaning to be found when we are offended by a word or any other expression of ideas. In your life, you're going to be faced with this and this class is no different.

None of us should use our words to do ad hominem attacks or to purposefully insult someone. I don't do that in my life, either, because my philosophy is that every person I ever talk to has something to teach me.

This may come as a shock, but you may teach me something this semester. I'm open to it. I evolve.

***You have the right to say what you think provided it does not impede on the wellbeing of others in this space. I am a staunch supporter of free speech in that I do not believe the government should be allowed to arrest you for things you say, but I also do not believe you are free from the consequences of what you say. I do not tolerate hate speech or bigotry or generally disrespecting the lives and identities of others.***

Expect Tech Issues

Use the technology to your advantage—you can post or upload from anywhere in the world as long as you have access to a computer and the Internet. Computer crashes and similar mishaps indicate that you are doing last-minute preparation and that's not a good idea. I don't find those kinds of things to be good excuses for this reason.

Recognize that we are dealing with technology and, if you are sitting there trying to upload your paper at 11:50 pm to get it in by the skin of your teeth and the software glitches or there's some other problem. I set deadlines because I, too, have some technical issues and need the time to grade your work before you turn in the next assignment.

However, I recognize that things happen that are not your fault. Assignment links or a video might glitch and you can't access it. Email me or notify me in Slack immediately so I can call support and get the issue fixed. If you don't email me before the due date about this, I can't fix it in time for you. I have been known in the past to extend deadlines if something happens that is my fault. I'm magnanimous.

Special Considerations

I'm reasonable. I'm not just a grammar nazi looking to crack your knuckles over every little thing. So, if something is happening in your life that affects your ability to perform in this class.... it's on you to tell me, but I promise to listen. I can't read your minds—and things happen. As they say, “life is what happens while you were making plans.”

What I don't want you to do is suffer in silence and struggle your way through because a family member died, you've fallen ill whether it's COVID or something else (I'm prone to this, by the way, so I get it), or the demands of your job or family are getting in the way of your research and writing. That's no bueno.

Online Courses

Online courses require a great deal of self-motivation and discipline. Since we do not meet face to face, I am not constantly reminding you of what is due and when, and I am not responsible for making sure that you complete your assignments on time. It is up to you to pay close attention to what is due and to pace yourself accordingly in this course.

This is just part of the system when you take courses online. You sometimes have to bob and weave your way through and pay close attention. Also, being in an online course doesn't mean you have to just silently work on your own and move on. You can do that if you truly want to, but that's your choice. Understand that we don't have to sacrifice communication in an online course. That's part of the reason we have a Twitter account.

Sending Me Drafts

If you're struggling with a paper, an option is to let me know and ask if you can send me a draft to critique. Understand: just because I've looked at your paper ahead of time does not guarantee you an A. When I give feedback, I'm serious, but it's not always absolutely comprehensive. Remember that I'm likely looking at several drafts from many students and I'm doing my best to give feedback. If you don't get an A, know that if you hadn't contacted me, your grade may have been lower.

In order for me to provide this feedback, however, you must give me 2 days to review it and then build in enough time to address any comments I make.

Talk to me

Like the section above, I’m encouraging you and empowering you to take action with regards to your own education. Are you having trouble with a subject? Do you not understand an assignment? Do you just have ideas that you’d like to bounce off me or discuss at length? That's what my email is for.

Know this: I am a professor who bases her interaction with her students on a very hands-on, approachable and engaging process. I welcome communication when it’s genuinely inquisitive.

Copyright Statement

This course may contain copyright protected materials such as audio or video clips, images, text materials, etc. These items are being used with regard to the Fair Use doctrine in order to enhance the learning environment. Please do not copy, duplicate, download or distribute these items. The use of these materials is strictly reserved for this online classroom environment and your use only. All copyright materials are credited to the copyright holder.

Important Fall 2021 Calendar Dates

Classes begin: Monday, August 23, 2021
Drop/Swap Deadline: Friday, August 27, 2021, 11:59 PM
Add Deadline: Friday, August 27, 2021
Withdrawal Deadline: Friday, October 29, 2021
Classes End: Friday, Dec. 3, 2021
Final Exam Period: Monday Dec. 6- Saturday Dec. 11, 2021
Grades Available on myUCF: Wednesday, Dec. 15, 2021
Veterans Day (no class): Monday, Sept. 6, 2021
Labor Day (no class): Thursday, Nov. 11, 2021

Thanksgiving Break (no classes): Thursday, Nov. 25-Saturday, Nov. 27
Final Exam Day

Course Schedule:

This space will fill during week one. For the meantime, everything is available under "assignments" on the navigation bar to the left. "Modules" includes all activities, "assignments" is everything that is graded.