Course Syllabus

Summer B 2023

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

 

ENC 1102-BW60

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

Note: Attendance is not taken in this course as a W modality is asynchronous.

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.

ENC 1102 Course Description

See https://writingandrhetoric.cah.ucf.edu/first-year-writing/enc1102/Links to an external site.

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.

 

Required Materials/Resources

• The Easy Writer - UCF HandbookBy Andrea A. Lunsford Seventh Edition, 2020 APA Update ISBN-13: 978-1-319-37782-3
• Articles accessed through links to Writing Spaces or the UCF Library
• Access to the internet—seems obvious, but it needs to be continuous

 

ENC 1102: 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 with intention on feedback from readers when drafting, revising, and editing.

ENC 1102 Learning Outcomes

The four learning outcomes listed below guide what students actually do in ENC 1102. These outcomes represent the knowledge and abilities students 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.

 

Grading Scale for Individual Assignments

"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%

 

Grading Scale for Full Course Grade 

"A" 100%-94%

"A-" 93%-90%

"B+" 89%-87%

"B" 86%-84%

"B-" 83%-80%

"C+" 79%-77%

"C" 76%-74%

"C-" 73%-70%

"F" 69%-0%

More 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) 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.  
• 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.

 

Composition Program and Department of Writing and Rhetoric Commitments

***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."

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. 

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.

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. 

However, I have built into each assignment a padding of 3 days, which works like this:

There are due dates, and those dates are when I expect you to turn in the assignment for full points. Then there are "Available Until" dates, which indicate that the assignment is not yet locked; however, there is a 5 percent penalty for each day it is late that is automatically calculated when I grade your paper. Whatever grade I give you, the system removes accordingly. That is programmed into the system.

I have built padding into assignments to allow students the freedom to have access to turning their work in after the due date when life gets in the way without needing any excuses. However, anything happening in your life that will affect you beyond the three days must be communicated before the due date or as it happens and not, say, a week later.

I'm holding a giant ruler; I am a reasonable person (see: empathetic human being) who has boundaries like anyone but also understands that a) we are still in a pandemic and b) there are some things that are obviously more important than my class. Contact me and let me know, as that is a case by case basis.

Important note: If you believe that your circumstances will complicate your entire semester, it's best to look at alternative options. If you miss multiple assignments and expect to turn them in weeks later without any agreement prior to the due date, I cannot accept that. Yes, I have had students attempt to turn in all of their work toward the end of the semester as they panic over their F and, while I HATE saying no....I have to.

Gordon Rule 

ENC 1101 and ENC 1102 follow the state-mandated “Gordon Rule.” You must earn at least a C- or higher to fulfill the university and state requirements. All course assignments are evaluated and will be included in the final course grade. To be eligible to pass this class, you must complete 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. To pass this course, you must complete (at minimum) 4 of 7 of the following options. Reminder: ALL assignments are evaluated and will be included in the final course grade. 

The Gordon Rule Assignments, along with their weighting, for this course will be:

Assignment Weighting

Low-stakes Assignments—15%, Responses, etc

Peer Review: 5%

Research Proposal--5%

Annotated Bib:--15% Peer Review and Final

Final Research Paper—20 %

Rest are unweighted, individual assignments

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. 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.

 

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: 

1, Revise the draft in a new Microsoft Word document (or PDF).

1. 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.
2. Name the file for this draft something like "Gonzales_MA1_Revision 1" so it's obvious what it is.
3. 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
4. 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.

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.

But the Department of Writing and Rhetoric (DWR) has this to say:

**DWR's Policy on Academic Honesty & 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” designation, which denotes academic dishonesty on one’s transcript. Please see the UCF Golden Rule or The Faculty for Teaching and Learning (FCTL) resources on plagiarism for further information.

The Department of Writing and Rhetoric (DWR) 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 on-line, to manuscripts, and to the work of other student writers.”

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.

Statement Regarding Research on Human Subjects

This course will focus on scholarly inquiry about your topics of research]. All students will be required to produce a scholarly project based in inquiry you will develop 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.

 

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 

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. 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.

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

 

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 first year writing students called Stylus: A Journal of First Year Writing. You may find the student work published in this journal helpful during our exploration of writing this semester. Also, you 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 Composition Program and the Department of Writing and Rhetoric and held every spring, Knights Write Showcase celebrates excellence in first year students' writing at UCF. As a student in ENC 1101/1102, you are invited to submit work to this annual Showcase. Select students will present their writing and research to an audience of teachers, students, and community members. Attendees will have the opportunity to view poster presentations displaying students’ writing research projects, attend panel presentations, and celebrate award-winning student work. Our annual Hitt Prize is awarded each year at the Knights Write Showcase of First Year Composition. 

COVID Community Statement 

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

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.