Course Syllabus

ENC 1102.0151: Composition II

Department of Writing and Rhetoric, College of Arts and Humanities

Course Syllabus


Instructor:	Nicholas Colecio	Term:	Spring 2022
Office Location:	TCH 171 D	Class Meeting Days:	M, W
Office Hours:	M, W, F 11:30-12:30	Class Meeting Time:	4:30-5:45
Credit Hours:	3	Class Location:	CB1 O119
Email:	Nicholas.Colecio@ucf.edu	Course Modality:	P

Course Description

For many of you this may be one of your first semesters on campus and in-person. Similarly, this is only my second semester teaching as a lecturer. So, let’s do our best to get through this together. There will be some difficulties along the way, but it will all be okay.

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.

Our work this semester will revolve around conducting research into writing, how it works, and how it is used by groups of people to get things done. This is, of course, a broad set of topics, so our work will begin by thinking about specific research areas and questions that are interesting and relevant to you. Through both your research and your writing, you will get practical experience in conducting research, studying, and writing in different genres, and collaboration, both with peers and the authors you will read.

While this is, at its heart, a class about research, you might find that the nature of the research you will be doing in this course is different from some of the research you have done before. Instead of treating research merely as a means to an end (i.e., you need to find evidence and “facts” to support your argument), we will treat research as a process of genuine inquiry, meaning you will ask and try to find answers to difficult questions that have not been answered yet. In pursuing these questions, you will actually create new knowledge, which can be quite exciting. We will also consider the ways in which ideas and language circulate and develop in order to figure out how you might actually use and publish the research you have conducted.

To get a fuller idea of the sort of writing and research we will be doing, check out some of the ENC 1102 articles that have been published previously in Stylus: A Journal of First-Year Writing. These are from different classes so you will see some variance in subject and approach, but these articles should give you a sense of where we will be heading this semester with your research projects. Just make sure you are looking at pieces from ENC 1102—when you scroll over their titles, a pop-up box will tell you in which course it was produced, and that info will also be indicated underneath the author's name on the first page.

For this semester, we will be using two main textbooks to help guide your learning. Our main textbook will be the 4th edition of Writing about Writing . The title of the book sums up the focus of both the ENC 1101 and 1102 curricula, as our focus is on reading and writing about writing itself. The argument here is that if you want to become a more effective writer, you must study writing and how people use writing out in the real world.

Our second required textbook will be the seventh edition of Easy Writer: A Handbook for the First-Year Writing Program at the University of Central Florida . You will be assigned various passages from this book across the semester to help you complete your homework and major papers, but you can also use this as a writing tool as you progress throughout the course. The table of contents at the beginning of the book can help you find sections dedicated to a variety of common writing concerns, including formatting, creating citations, introducing quotes, and learning about grammar (which will not be actively taught in the class).

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.

Ultimately, in this class, I will ask you to not only write, but to write about writing. This means that writing is not only what you are doing, but it is also the object of study. Everyone has their own ideas about writing. You have probably got your own ideas about writing, reading, and research that you have developed over the years, and they are probably different than mine. They might even be different from your peers in this class. That is fine, and, I would argue, that’s part of what makes our work in a class like this pretty interesting. We will make sure we have plenty of time to discuss the assumptions you are making, too, so think of the following as just the beginning of a semester-length conversation through which we all can, hopefully, learn some useful things about writing, reading, and research.

Composition Program Contact

This class is offered through the First Year Writing Program in the Department of Writing and Rhetoric. If you have any concerns, please see the instructor about these concerns as soon as possible. For any questions or concerns, please contact writingandrhetoric@ucf.edu. You may also contact the Composition Director: Angela Rounsaville, angela.rounsaville@ucf.edu if you require additional discussion after having worked with your instructor.

Prerequisite: Students should have completed ENC 1101 with a grade of C- or better or have passed an equivalent course or AP exam before taking ENC 1102.

Student Learning Outcomes: Sociocultural Construct for Research Writing

Generating Inquiry: Students will be able to generate and explore genuine lines of inquiry related to writing, language, literacy, and/or rhetoric.

Multiple ways of writing: Students will be able to purposefully integrate multimodality, multiple languages, and/or multiliteracies into writing products to support their goals.

Information Literacy: Students will be able to evaluate and act on criteria for relevance, credibility, and ethics when gathering, analyzing, and presenting primary and secondary source materials.

Research Genre Production: Students will be able to produce writing that demonstrates their ability to navigate choices and constraints in a variety of public and/or academic research genres that matter to specific communities.

Contributing Knowledge: Students will be able to draw conclusions based on analysis and interpretation of primary evidence and place that work in conversation with other source materials.

Revision: Students will be able to negotiate differences in and act on with intention feedback from readers when drafting, revising, and editing their writing.

Course Activities

Nearly all of our course activities will be building up to our four major assignments: the research proposal, annotated bibliography, the research paper, and the e-portfolio. Every minor assignment we do will be informing our journey toward the completion of those four assignments.

Minor Assignments

The minor assignments in this course make up 30% of your final grade. These assignments consist of our in-class activities, online discussions, and the portfolio check-ins. Your in-class participation grade will not be fully reliant on your participation during class discussions, as I know many students are uncomfortable contributing in those situations. Therefore, your in-class participation will be the sum of many different in-class activities such as reading checks, quick writings, discussions, and general class participation.

The breakdown of these minor assignments is as follows:

· In-class participation: 15%

· E-portfolio reflections: 10%

· Miscellaneous Online Assignments: 5%

Major Assignments

The major assignments in this course make up 70% of your final grade.

· Research Proposal: 10%

o The Research Proposal is used by scholars to introduce and justify a need to study a particular problem or idea. The goal here is to gather approval and support for your study before you begin collecting data and searching for answers to your research questions.

· Annotated Bibliography: 15%

o The Annotated Bibliography is a research tool that scholars use to organize and keep track of the sources that they have collected. This genre includes a list of citations for the sources collected, each followed by a brief "annotation" that summarizes the source and justifies the relevancy of it.

· Research Paper: 20%

o The Research Paper is a genre that allows for scholars to present their findings from their primary research and make claims that answer very specific research questions.

· E-portfolio: 25%

o The E-portfolio is a collection of selected documents used to showcase your skills with writing

Grade Breakdown-1.png

Important Dates

· Add/Drop/Swap Deadline: Friday, January 14^th, 2022

· Martin Luther King Jr. Day: Monday, January 17^th, 2022

· Spring Break: March 6^th– March 13^th, 2022

· Withdrawal Deadline: Friday, March 25^th, 2022

· Final Exam: Monday, May 2, 2022 4:00 PM – 6:50 PM

Final Exam

We do not have a final exam in this course. However, according to UCF policy, all courses should have a final examination or assessment and should meet during their designated final exam period. Because of this, we will meet during our designated final exam period, and we will discuss and present our E-portfolios during that time.

Communication Procedures

When corresponding with me, please contact me either through the Webcourses or through my UCF email: Nicholas.Colecio@ucf.edu.

Assessment and Grading Procedures

Submission Protocols:

All assignments must be submitted through Webcourses and need to be uploaded in .doc or .docx formatting. I will not accept any other file format in this course.

Downloading Microsoft Office

For this course, you must have Microsoft Office downloaded directly onto your computer. All assignments must be uploaded in Word Document format. Microsoft Online, Pages, and Google Docs will not be accepted for any submission this semester.

All UCF students get Microsoft Office for free by following these steps:

Visit the Microsoft Office Student website and type in your UCF Knights email address.
Once you have created your account, visit your Office 365 Home Page and select "Install Office" in the top right corner.
From the dropdown menu, select "Other Install Options."
Here, verify that you are downloading the correct version for either a Mac or a PC, and select "Install."
Follow all on-screen prompts.

Gordon Rule and Grading Scale:

This course will use a plus/minus 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%

NC/Incomplete Grades:

No Credit can be assigned at the instructor’s discretion on a case-by-case basis to replace the use of D+, D and D- in students’ final course grade (60-69) in certain cases. Certain cases are defined as students who have completed all the work of the course and have put forth a strong effort but did not earn a passing grade in relation to the course learning outcomes. An NC does not impact GPA, but it does require retaking the course.

ENC 1101 and ENC 1102 follow the state-mandated “Gordon Rule.” You must earn at least a C- or higher to fulfill this university and state requirements. While all course assignments will be evaluated and included in the final course grade, to be eligible to pass this class, you must complete the following: a minimum of 4 written assignments worth least 60% of the final grade; engage in substantial, developed writing of at least one multi-page writing assignment; and revise at least one assignment in response to substantive teacher feedback.

The following listed options satisfy Gordon Rule requirements. Reminder: ALL assignments are evaluated and will be included in the final course grade. To pass this course per the Gordon Rule, you must complete (at minimum) 4 of 7 of the following options: research proposal, annotated bibliography, research paper, ePortfolio, 4 e-portfolio reflections, 4 in-class writings, or 8 reading responses.

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.

Late Submissions:

I am rather lenient when it comes to late work. However, because of the format of this class, all of our assignments will build off of one another, so waiting too long to submit an assignment will be extremely detrimental to your progress in the class. Considering all of this, I will allow minor assignments to be submitted late within a 48-hour period. You will receive five points off of your assignment during this period. For major assignments, I ask you to communicate with me before the deadline if you do not think you will finish the major assignment on time. Then, we can work out an individualized timeline for the major assignment submission. Please note that the deadlines for major assignments cannot overlap since they build off of one another.

Make-up Exams and Assignments:

Per university policy, students are allowed to turn in make-up work (or an equivalent, alternate assignment) for university-sponsored events, religious observances, or legal obligations (such as jury duty). In these instances, students are also excused from class without penalty.

The Undergraduate Catalog states, “Reasons for acceptable absences may include illness, serious family emergencies, special curricular requirements (e.g., judging trips, field trips, professional conferences), military obligations, severe weather conditions, and religious holidays.”

I ask that you try your best to inform me of these reasons ahead of time so we can work together to make accommodations.

Attendance/Participation:

I do not take attendance or mark you late in this class. However, if you are absent, you will likely miss assignments done that class session which will negatively impact your grade. In-class assignments are the easiest grades in this class, so it is in your best interest to try to come to class all semester. I do not offer make-ups for these in class assignments (with the exceptions being noted in the section directly above).

Assignment Revision

I do not provide extra credit assignments in this class. However, all major assignments can – and should – be revised and resubmitted. Since this is a Gordon Rule course, revision is expected throughout the class. 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:

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 at this page.

3. Name the file for this draft something like "Gonzales_MA1_Revision 1" so it's obvious what it is.

4. 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.

5. 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.

6. Return to the assignment page and click "Re-Submit Assignment" to turn in the link to the revised post.

After submitting your revised assignment, you will likely earn a higher grade. Revisions of final drafts will be due one week after you receive my comments and the grade on your final draft.

Research Involving Human Subjects

This course will focus on scholarly inquiry about reading, writing, and literacy. All students will be required to produce a scholarly project on one of the focus topics. This inquiry may include (but does not have to include) surveys or interviews of human subjects, so therefore all students will be required to complete CITI training for the protection of human subjects during scholarly inquiry. Projects for this course will entail very minimal risk to participants, and any projects that involve vulnerable populations (e.g. children under 18) or ask research subjects about illegal activities (e.g. underage drinking or illegal drug use) will be disallowed in this course.

Early Alert Progress Reports

This class will participate in myKnight STAR (MKS) progress reports. Progress reports are designed to promote student success by connecting students to advising and academic resources in a timely manner when students are struggling in a course. If I notice that you are experiencing difficulties in the course (e.g., low assignment scores, absences, missing assignments, lack of comprehension, etc.), I may submit a progress report and you will receive an email indicating that I have entered feedback. I encourage you to meet with me and your academic advisor to ensure that you are receiving all available resources to aid in your success.

UCF’s Financial Aid and Accountability Requirement:

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 the “first week academic activity” during 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.

For this course, your financial aid academic activity will not affect your final grade, but you must complete it for documentation purposes. The assignment is titled “Syllabus Quiz” and can be found on Webcourses.

Course Schedule

WaW = Writing about Writing

EW = Easy Writer

Week 1 (1/10 - 1/16)

Day	Daily Focus and In-Class Activities	Homework and Activities to Complete prior to Next Class
Monday, 1/10	Class Introduction Syllabus Review
Wednesday, 1/12	What is Writing Studies? Discuss Required Texts Icebreaker Activity	Academic Activity Assignment due Friday, 1/14 by 11:59 PM
Friday, 1/14 Add/ drop/ swap deadline at 11:59 pm Academic Engagement Activity due	Discuss and Outline Four Major Assignments

Week 2 (1/17 - 1/23)

Day	Daily Focus and In-Class Activities	Homework and Activities to Complete prior to Next Class
Monday, 1/17 *No classes: MLK Day		"Readers, Writers, and Texts," WaW p. 30-33 "Participating in Conversational Inquiry About Writing," WaW p. 54-56 (stop at "Formulating a Research Question")
Wednesday, 1/19	Reading Response Post Add/Drop/Swap Syllabus Review Conversational Inquiry Discussion	E-Portfolio reflection #1 due Friday 1/21 at 11:59 PM
Friday, 1/21	Introduce Citation Methods and the Importance of Citation	Citation Practice Assignment 1 due by Monday (Bring to Class)

Week 3 (1/24 - 1/30)

Day	Daily Focus and In-Class Activities	Homework and Activities to Complete prior to Next Class
Monday, 1/24	Citation Practice Review Introduce E-portfolio	"Genres and How Writers and Readers Depend on Them," WaW p. 34-40 "Writing in a Variety of Diciplines and Genres," EW p. 61-66; 9a-9e
Wednesday, 1/26	Discussion of Genre Theory	"Formulating a Research Question," WaW p. 56-61 "2a Exploring a topic" and "2b Developing a working thesis," EW p. 9-10 "11 Conducting Research" until "11b Beginning the Research Process," EW p. 82-84 Process Work #1 due Friday 1/28 at 11:59 PM
Friday, 1/28	Reading Response Introduce Research Question and Research Proposal Discuss CITI Training

Week 4 (1/31 - 2/6)

Day	Daily Focus and In-Class Activities	Homework and Activities to Complete prior to Next Class
Monday, 1/30	Discussion of Primary and Secondary Sources	"Research Writing and Literacy at UCF," EW p. R-2-R-19 (the yellow section in the middle of the book - Section A, B, and C only)
Wednesday, 2/2	Reading Response Discussion of Primary Research Methods Discuss Working Folder for E-portfolio	"Seeking Answers by Gathering Data," and "Conducting Research Ethically, "WaW p. 63-69 (skip "Guiding Principles for Data Analysis") E-portfolio reflection #2 due F riday 2/4 at 11:59 PM
Friday, 2/4	Research Proposal Check-in	Work on Research Proposal Rough Draft Research Proposal Rough Draft due Monday 2/7 at 11:59 PM

Week 5 (2/7 - 2/13)

Day	Daily Focus and In-Class Activities	Homework and Activities to Complete prior to Next Class
Monday, 2/7	Research Proposal Peer Review	Read "How to Write Meaningful Peer Response Praise" by Ron DePeter Process Work #2 due W ednesday 2/9 by 11:59 PM
Wednesday, 2/9	Revising vs Editing
Friday, 2/11	Reading Response Review of MLA and APA Discussion of Textual Support (Quotes, Paraphrases, Summaries)	Final Research Proposal Due Monday 2/14 by 11:59 PM

Week 6 (2/14 - 2/20)

Day	Daily Focus and In-Class Activities	Homework and Activities to Complete prior to Next Class
Monday, 2/14	Group Discussion of Annotation Practice 2 Introduce Annotated Bibliography	Annotation Practice Due Wednesday 2/16 by 11:59 PM
Wednesday, 2/16	Introduce Library Database Introduce Library Research Modules	Process Work #3 due Friday 2/18 by 11:59 PM
Friday, 2/18	Introduce Citation Chain Assignment	Library Research Modules due Monday 2/21 by 11:59 PM

Week 7 (2/21 - 2/27)

Day	Daily Focus and In-Class Activities	Homework and Activities to Complete prior to Next Class
Monday, 2/21	What is Intertextuality? Schedule Annotated Bibliography Conferences	Citation Chain Due Wednesday 2/23 by 11:59 PM
Wednesday, 2/23	Literature Review Practice	Process Work #4 due Friday 2/25 by 11:59 PM
Friday, 2/25	More Literature Review and Annotated Bibliography Practice Synthesis Thinking Map	Annotated Bibliography Rough Draft Due by Sunday, 2/27 at 11:59 PM Process Work #5 due Monday 2/28 by 11:59 PM

Week 8 (2/28 - 3/6)

Day	Daily Focus and In-Class Activities	Homework and Activities to Complete prior to Next Class
Monday, 2/28	Annotated Bibliography Peer Review
Wednesday, 3/2	Introduce Primary Data Report	Final Annotated Bibliography Assignment Due Friday 3/4 by 11:59 PM Primary Data Report due Friday 3/4 by 11:59 PM
Friday, 3/4	Writing an IMRAD Research Paper Signing up for Primary Research Conferences	"Analyzing Your Data" p. 66-67 and "Guiding Principles for Data Analysis" p. 68 WaW "Tracing Patterns in Primary Research Data" in EW p. R15-18 (in the yellow-tabbed section)

Spring Break 3/6 - 3/13

Week 9 (3/14 - 3/20)

Day	Daily Focus and In-Class Activities	Homework and Activities to Complete prior to Next Class
Monday, 3/14	Reading Response Data Analysis	“Building Arguments," EW p. 48-54
Wednesday, 3/16	Building Evidence-Based Claims Practice	Complete Evaluation of Professor and Course prior to class on Friday 3/18
Friday, 3/18	Primary Data Conferences Student Evaluations of Professor and Course

Week 10 (3/21 - 3/27)

Day	Daily Focus and In-Class Activities	Homework and Activities to Complete prior to Next Class
Monday, 3/21	Coding Reflection Class Discussion
Wednesday, 3/23	Creating Claims: Answering your Research Questions	E-portfolio Reflection #3 due Friday 3/25 by 11:59 PM
Friday, 3/25 *Withdrawal deadline at 11:59 pm	Generating Claims Class Discussion	Process Work #6 due Monday 3/28 by 11:59 PM

Week 11 (3/28 - 4/3)

Day	Daily Focus and In-Class Activities	Homework and Activities to Complete prior to Next Class
Monday, 3/28	Exploring the Genre of Research Papers
Wednesday, 3/30	Formatting your Research Paper Introduce Research Paper Outline	Research Paper Outline due Friday 4/1 by 11:59 PM
Friday, 4/1	Guided Outline

Week 12 (4/4 - 4/10)

Day	Daily Focus and In-Class Activities	Homework and Activities to Complete prior to Next Class
Monday, 4/4	Example Research Papers In-Class Time to Work on Research Paper Rough Draft
Wednesday, 4/6	Questions for Research Paper Rough Draft	Research Paper Rough Draft due Friday 4/8 by 11:59 PM
Friday, 4/8	Peer Review of Research Paper Rough Draft	E-portfolio Reflection #4 due Monday 4/11 by 11:59 PM

Week 13 (4/11 - 4/17)

Day	Daily Focus and In-Class Activities	Homework and Activities to Complete prior to Next Class
Monday, 4/11	E-Portfolio Goals and Reminders
Wednesday, 4/13	Introducing Outcomes-Based Cover Letter	Research Paper Final Draft due Friday 4/15 by 11:59 PM
Friday, 4/15	Understanding Course Outcomes Discussion	Process Work #7 due Monday 4/18 by 11:59 PM

Week 14 (4/18 - 4/24)

Day	Daily Focus and In-Class Activities	Homework and Activities to Complete prior to Next Class
Monday, 4/18	E-Portfolio Work Continued	E-portfolio Reflection #5 due W ednesday 4/20 by 11:59 PM
Wednesday, 4/20	In-Class Time to Work on Revisions
Friday, 4/22	Selecting a Platform for E-Portfolios C.R.A.P. Principles of Effective Design	Submit E-portfolio progress Monday 4/25 by 11:59 PM

Week 15 (4/25) / Finals Week (4/27 - 5/3)

Day	Daily Focus and In-Class Activities	Homework and Activities to Complete prior to Next Class
Monday, 4/25 *Last day of regular class	Peer Review of Outcomes-Based Cover Letter
Final Exam Period (4/27 - 5/3) Monday, May 2, 2022 4:00 PM – 6:50 PM	Final E-Portfolio Due day of Final Exam
Grades due in myUCF (5/6 by noon)

Plagiarism & Academic Dishonesty

Plagiarism:

The Department of Writing & 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 else’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 Department of Writing & Rhetoric) distinguish plagiarism from 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:

The Department of Writing & Rhetoric takes plagiarism and other forms of academic dishonesty seriously and responds in accordance with UCF policy. Plagiarism and other forms of cheating—or assisting another student who plagiarizes or cheats—will 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.

Self-Plagiarizing:

Plagiarizing can also occur when reusing material that you wrote for another class or situation. Since most of our work builds upon itself, it is perfectly fine to reuse and edit materials that you used earlier in the semester. However, using material from outside of this ENC1102 class in any of your submissions will result in a failing grade on the assignment.

Academic Integrity

Students should familiarize themselves with UCF’s Rules of Conduct at Office Of Student 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.

Resources & Additional Policies

Accessibility and Title IX:

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, political beliefs, 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

No two people learn exactly the same way. If you find that the materials are difficult for you to absorb, do not immediately assume that you do not 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 am 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.

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 and/or contact Student Accessibility Services.

Statement of Commitment to Diversity and Inclusion:

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.

Student Accessibility Services:

The University of Central Florida is committed to being a fully accessible campus and inclusive environment for people with disabilities. UCF 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, political beliefs, cognitive style, and communication style. The individual intersection of these experiences and characteristics must be valued in our community.

Student Accessibility Services (SAS) accomplishes this through the following means:

· Acknowledging disability as an aspect of human diversity;

· Cultivating awareness of the environment’s disabling barriers;

· Collaborating on and proactively facilitating accessible environments and experiences;

· Educating faculty and staff to create and maintain access in their spheres of influence;

· Shifting to an inclusive-minded attitude;

· Supplementing with reasonable accommodations as a last resort measure to ensure access.

SAS provides reasonable accommodations for all persons with disabilities. Students with disabilities who need accommodations must be registered with Student Accessibility Services, Ferrell Commons 7F room 185, phone (407) 823-2371, TTY/TDD only phone (407) 823-2116, or students can complete the request

Campus Safety Statement

Emergencies on campus are rare, but if one should arise in our class, everyone needs to work together. Students should be aware of the 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. Please make a note of the guide’s physical location and consider reviewing 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, we may need to access a first aid kit or AED (Automated External Defibrillator). To learn where those items are located in this building, see http://www.ehs.ucf.edu/AEDlocations-UCF (click on link from menu on left).

· To stay informed about emergency situations, sign up to receive UCF text alerts by going to my.ucf.edu and logging in. Click on "Student Self Service" located on the left side of the screen in the tool bar, scroll down to the blue "Personal Information" heading on your Student Center screen, click on "UCF Alert," fill out the information, including your 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

Deployed Active-Duty Military Students

A deployed active-duty military student who feels the need for a special accommodation due to that unique status should contact their instructor to discuss the circumstances.

Academic Resources

University Writing Center:

Main Location: Trevor Colbourn Hall 109, UCF Main Campus

Satellite Locations: Main Library, Rosen Library, Online

Phone: 407-823-2197

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 website.

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

Stylus Submissions:

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 at http://writingandrhetoric.cah.ucf.edu/stylus/