E-mail:
EdmundsL@fiu.edu
Phone: 305-237-0346
Syllabi: ENC 1102
Group sites:
ENC 1101 – Instructor L. Edmunds
Semester dates: June 28 – Aug. 12
Holidays: July 4
Final Exam: Aug. 9
Reference Number/Section
Instructor e mail: EdmundsL@fiu.edu
Class web site: http://groups.yahoo.com/group/ENC1101SummerBEdmunds
Texts:
The Everyday Writer
Allyn and Bacon Guide to Writing 4th Edition
Supplies:
Computer disk
4 File folders or pocket folders
Color pens - NOT RED – for peer feedback (green, pink, purple, etc.)
Overview of all Graded assignments: 200 points total
20 points: 3 In Class Essays @ 500 words each
100 points: 3 Out of Class essays
20 points: Skill practice exercises
20 points: Peer feedback
20 points: Revised Portfolio
20
points: Final exam
Rules/Policies
Homework and Essays: I collect and return all assigned homework. It counts. Late homework is not accepted.
Turning in Your Assignments: Out-of-class assignments (formal essays) must be typed (double spaced and 12 point font) and turned in by the due date
Attendance: Attendance is mandatory, and I will take roll each class meeting.
In a 6 week, four day a week class, 2 absences is the limit. Every absence thereafter may result in a one point deduction from your final grade.
Textbooks: Bring Allyn and Bacon text on Mondays and Tuesdays. Bring Everyday Writer on Thursdays.
Paper format: Out-of-class essays must be typed. Use 12 point font and double space. Use MLA format for name and page number placement, margins, etc. You must state: title, audience and thesis at the top of all out of class essays.
Write in-class essays using blue books, which may be purchased at the campus bookstore, using only blue or black ink. You may single or double space in-class essays, as you choose. Observe the margins.
Revising Essays: Revising out-of-class essays after a grade has been assigned is allowed only on a failing essay. If you wish to revise an out-of-class essay, discuss the matter with me. The subject matter of the revision must be the same as the subject matter of the original. You must provide documentation that you have met with a tutor in the Learning Center on a revision.
Plagiarism: Intentional plagiarism occurs when someone submits work done by someone else, or submits work, part of all of which is taken from a printed or internet source, with no documentation of the source. Unintentional plagiarism occurs when students are not sure of when or how to acknowledge sources. See me if you have questions. The most serious consequence of plagiarism at the university level can be suspension or expulsion.
Late Essays: I will not accept any work later than 24 hours after the due date. If your paper is not turned in on the assigned day at the start of class, you will be penalized one full letter grade.
After 24 hours, the grade assigned will be an F.
ALL WORK MUST BE COMPLETED ON TIME. I do not allow students to turn in work 2, 3, 4 weeks late. I do not allow students turn in an entire semester’s worth of work in week 6. In dire emergencies – death in family, hospitalization, or incarceration - you may appeal in writing for a 48-hour extension on one paper per semester, but as a rule, I do not accept late work, and application of this special exception is totally up to the instructor.
Peer Review Format: We will meet in groups of 4 during class every Wednesday to give feedback on various essays. You will be required to answer specific questions for the members of your group. You will be required to submit the peer review sheets with your completed essay. You will receive a participation grade for your peer review contributions.
Weather Situations: In the event of a Hurricane or Tropical Storm or other weather-related schedule changes, Monitor radio, TV, and the class web page for information on FIU open/closed status, or call (305) FIU-HELP.
***Revised Portfolio: You must revise Out of Class A, Out of Class B, and one In Class essay for a final portfolio, due Monday, Aug. 8.***
_________________________________________________________
Use this space to take down the name, email and/or phone number of several classmates you can call on for help, questions, talking through assignments:
Classmate #1:
Classmate #2:
Classmate #3:
FIU Goals and Outcomes for ENC 1101
Course Description: ENC 1101 is the first in FIU's two-course writing
sequence. The course teaches students to produce thoughtful texts that respond
appropriately to various rhetorical contexts and that achieve various rhetorical
purposes (such as to inform, to reflect, to persuade, and to explore). Students
will also learn about adapting a document’s structure and prose style to help
them achieve their purpose and meet their audience’s needs. Since effective
texts are often the result of careful, critical thinking and multiple revisions,
students will take their assignments through a full writing process that
includes prewriting and multiple revisions.
ENC 1101 also focuses on
critical, active reading, especially students' readings of and responses to
their peers’ writing. Toward the end of the course, students will be introduced
to researched writing and begin to learn how to access information, evaluate
sources, and incorporate others’ ideas responsibly and purposefully into their
text. (In ENC 1102, students will hone their researched writing skills.)
In addition to short writing assignments, students will write a minimum of four
major assignments that go through a full writing process and that are between
800 and 1,800 words in length. To prepare them to take essay exams and
standardized tests, approximately two to three class periods will be devoted to
teaching and practicing strategies for timed writing.
Course Outcomes:
By the end of the course students will produce documents that do the following:
· Indicate their ability to write in various genres including peer review, prewriting, rhetorical analysis, narrative, thesis-driven essays, and researched writing;
· Respond to various rhetorical purposes and address the needs of various audiences;
· Display genre-appropriate format and structure and stylistic choices, understanding differences in open and closed form prose;
· Develop an effective thesis and support it with reasons and evidence;
· Exhibit appropriate syntax, grammar, and punctuation, and spelling; and
· Show their ability to choose effective sources for their rhetorical context and to document and incorporate sources according to academic conventions.
Through their formal and informal assignments, students will show their ability to develop and adapt an effective writing process for their context. Specifically, they will be able to do the following:
· Generate relevant and timely paper topics that are appropriate for their chosen audience and the assignment;
· Use prewriting activities to develop their ideas;
· Use (and understand) research as a way to explore and develop ideas;
· Revise their essays in response to reader feedback and understand the differences between revision and editing; and
· Write effectively under pressure, understanding strategies for responding to timed-writings, a common form of university discourse.
Also, students will learn strategies for critical reading and for writing collaboratively. Their learning will be evidenced, particularly, by their ability to do the following:
· Produce thoughtful peer reviews of their classmates’ work;
· Critically annotate and analyze their readings (often professional essays and other professional documents);
· Complete collaborative writing assignments (formal or informal) and to reflect on their collaborative writing process.
Classroom Practice: Students will often write in the classroom, completing brief in-class reflective writings, collaborative assignments, and peer reviews. A writing class is what we call an “active learning” classroom because students cannot learn to write simply by listening to their instructor lecture about writing. Therefore, in class, students will be asked to be an active participant. Instructors will create meaningful contexts for writing, helping students understand the reasons for a writing assignment, its goals and grading criteria.
Students will frequently need to consult their Everyday Writer handbook and the writing program’s online resources as they begin to recognize their strengths and weaknesses in grammar and usage. Their class may be web supported to enhance and extend classroom discussion and activity. To meet the university's information literacy requirements, students will attend an Introduction to Research session, the first of a three-part sequence offered through the library.
Texts: The Allyn & Bacon Guide to Writing, FIU version for ENC 1101 and The Everyday Writer are required texts for this course.
Skill Practice Exercises: (20 points)
Intros and Conclusions: July 5
Similes and Metaphors: July 18
Melted-together words: July 25
Audience and Purpose: July 11
Thesis statements: July 6
In Class Essays: (20 points total)
1) Diagnostic June 28: Topics announced at start of class
2) Reading Response July 20: Respond to any model essay in Allyn and Bacon, Ch. 7
3) Reading Response July 27: Examine an advertisement, following guidelines from Allyn and Bacon, Ch. 11
Final Exam: Aug. 9 (20 points)
In class essay. 500 words
Choose any “Brief Writing Project” from Allyn and Bacon that we did not use on another assignment.
Out of Class Essays:
All Out of Class essays must be typed.
See page 675 in Allyn and Bacon to see the correct format for papers – name placement, page numbers, etc.
All Out of Class essays must be submitted in a folder with draft, peer review sheets, final draft, etc.
Out of Class A – Observation due July 13 (25 points)
Follow the instruction for “Writing Project” from pages 101 – 102 from The Allyn and Bacon Guide to Writing. Do all THREE parts. First, write a positive observation of 125 – 175 words. Second, write a negative observation of 125 – 175 words. Third, write a self reflection on what you learned, 300 – 400 words. Write in first person.
Out of Class B – Narration due July 24 (25 points)
Tell a story from your life where you learned a lesson about life, about yourself, about the world. First draft must be 700 – 800 words. Final draft must be reduced to 500 – 600 words. You must use first person. You must use an implied thesis. Follow instructions from page 169 in Allyn and Bacon. Write in first person.
Out of Class C – Research due Aug. 3 (50 points)
The project will involve a number of tasks. We will work on this project the entire 6 weeks of class.
You will write a research project of 1000 words which uses MLA in-text documentation and a formal Works Cited page.
You will be required to submit a formal, typed outline.
You will also be required to write two Abstracts of source articles used in your research.
Final paper: 1000 - 1500 words
Abstracts: 2 @ 500 words each
2 sources minimum
You will have some element of the research project due every single Thursday – project proposal, outline, abstracts, draft, etc.
Word count for entire project: draft, Abstracts, Outline (2500 words)
There are three different topic options to choose from for this research project. Each option covers a different rhetorical format covered in the Allyn and Bacon test - making an evaluation, proposing a solution, writing to persuade, MLA research format. Much of this can be written in first or third person.
Research Deadlines:
Research Proposal: July 6
Informal Outline and free writing: July 13
Abstracts: July 20
Formal draft: July 27
Research Project Topics:
You must choose one of these three topics for your paper.
Option A: Proposing a Solution
Research the issue of steroids in baseball and present a solution to one of the big questions, for example, “Should records such Barry Bonds’ home run record be amended or erased, if he is proven to have accomplished these feats while using illegal steroids?” or “How should MLB enforce testing for illegal substances?”
Stay narrow in focus and only try to answer one specific question. This issue is way too large and complex to try to tackle the whole problem of baseball and steroids (or drugs in sports in general), so narrow it down to just studying one small part of the equation.
Choose a specific audience – baseball owners, fans, players, baseball writers (who are the Hall of Fame voters), etc.
Option B – Writing a Classical Argument
Imagine it is already the year 2008. You will be faced with choosing a candidate to support in the Presidential election.
Pick any current political figure, gather information on that person, and develop a strong argument in support of this person’s election to the office of president.
Use a thesis which outlines the criteria for this choice and tries to persuade a very specific audience to vote for this candidate.
Option C – Analyzing Research and field data
Imagine you are about to purchase an expensive item – car, laptop computer, MP3 player, big screen TV, etc. Gather research on two different models or brands, such as Dell vs. HP laptop. You may use manufacturer’s info, reviews, articles, interviews, etc.
Review and evaluate the information on the two products, weighing them in relation to specific criteria.
Your eventual thesis would state which product you would prefer and the criteria for your evaluation.
ENC 1930 – Instructor L. Edmunds
Summer B 2006
Semester dates: June 28 – Aug. 12
Holidays: July 4
Final Exam: Written in class on Aug. 9
Reference Number/Section
Instructor e mail: EdmundsL@fiu.edu
Class web site:
http://groups.yahoo.com/group/ENC1930SummerBEdmunds
Texts:
The Everyday Writer
Culture and Context by W. David Hall
Supplies:
Computer disk
4 File folders or pocket folders
Color pens - NOT RED – for peer feedback (green, pink, purple, etc.)
Overview of all Graded assignments: 200 points total
20 points: 10 Journals @ 300 words each
20 points 3 In Class Essays @ 500 - 650 words each
100 points: 3 Out of Class essays (word count varies)
20 points: Grammar quizzes/exercises weekly
10 points: Skill practice exercises weekly
30 points: Peer feedback
Rules/Policies
Homework and Essays: I collect and return all assigned homework. It counts. Late homework is not accepted.
Turning in Your Assignments: Out-of-class assignments (formal essays) must be typed (double spaced and 12 point font) and turned in by the due date. Follow example from page 403 in Everyday Writer for paper format – name placement, page numbers, margins, etc. Submit your paper, rough drafts, and peer review sheets in a folder.
Attendance: Attendance is mandatory, and I will take roll each class meeting.
In a four-day a week, 6 week class, you are permitted two (2) absences without penalty. Every absence thereafter will result in a one point deduction from your final grade.
Textbooks: Bring Culture and Context to class every day.
Paper format: Out-of-class essays must be typed. Use 12 point font and double space. Use MLA format for name and page number placement, margins, etc. You must state: title, audience and thesis at the top of all out of class essays.
Write in-class essays using blue books - which may be purchased at the campus bookstore - using only blue or black ink. You may single or double space in-class essays, as you choose. Observe the margins.
Revising Essays: Revising out-of-class essays after a grade has been assigned is allowed only on a failing essay. If you wish to revise an out-of-class essay, discuss the matter with me. The subject matter of the revision must be the same as the subject matter of the original. You must provide documentation that you have met with a tutor in the Writing Works on a revision.
Plagiarism: Intentional plagiarism occurs when someone submits work done by someone else, or submits work, part of all of which is taken from a printed or internet source, with no documentation of the source. Unintentional plagiarism occurs when students are not sure of when or how to acknowledge sources. See me if you have questions. The most serious consequence of plagiarism at the college level in my class may be failure and expulsion.
Late Essays: I will not accept any work later than 24 hours after the due date. If your paper is not turned in on the assigned day at the start of class, you will be penalized one full letter grade.
After 24 hours, the grade assigned will be an F.
All work must be completed on time!!!! I do not allow students to turn in work 2, 3, 4 weeks late. I do not allow students turn in an entire semester’s worth of work in week 16. In dire emergencies – death in family, hospitalization, and incarceration - you may appeal in writing for a 48-hour extension on one paper per semester, but as a rule, I do not accept late work, and application of this special exception is totally up to the instructor.
Peer Review Sessions: You will meet every Wednesday to work in groups during class time to give feedback to each other on your written assignments. There will be specific questions for you to respond to, and you will give your responses to the author.
Weather and other emergencies: Because it is Summer in South Florida, there may be Hurricanes or Tropical Storms or other weather-related events which cause the university to shut down. Monitor the television, radio, and class web page for updates in the event of watches and warnings. You can also call 305-FIU-HELP for updated information from the university.
___________________________________________________________________
Use this space to gather the name and e mail or phone number of several classmates to call on for help, questions, etc.
Classmate #1:
Classmate #2:
Classmate #3:
FIU Goals and Outcomes for ENC 1930
Course Description: In ENC 1930, students are introduced to the basic expectations of university-level writing. They write in multiple genres and for a variety of purposes and audiences. Instruction in critical reading is an important part of the course. In the context of the writing process, attention is paid to grammar/mechanics, sentence structure, and paragraph development. Students write at least 6,000 words, completing a minimum of four major writing assignments (of which at least three go through the complete writing process, from invention to multiple drafts) and at least one in-class writing assignment. Assignments should range in length from 800--1000 words.
Course Outcomes:
· Write essays of 800--1000 words that address the chosen topic, support a central idea with evidence, and target a specific audience.
· Begin developing the ability to adapt conventions such as format, structure, and tone for the chosen genre and rhetorical context.
· Produce focused and logically organized paragraphs and essays.
· Produce writing that demonstrates basic proficiency in standard edited English. Meaning should not be obscured by mechanical or grammatical errors.
· Understand that writing is a flexible process involving multiple drafts
· Show evidence of the ability to respond critically to written texts, including those of their peers.
· Begin gaining a rhetorical vocabulary for talking about writing.
Classroom Practice: The ENC 1930 classroom is structured as a writing workshop. Students write regularly in response to both formal and informal assignments. For major essays, they receive peer and instructor feedback to help facilitate revisions. In class, they often engage in collaborative writing activities. Grammar and mechanics are taught in the context of a writing assignment and not simply with abstract exercises or worksheets.
Texts: The Everyday Writer, with the optional "Comments" software, is a required text for this course. In addition, instructors will choose one of the following texts:
· Hall, David W. Culture and Context: A Basic Writing Guide with Readings.
· Lannon, John. The Writing Process: A Concise Rhetoric, Reader, and Handbook
· Mangelsdorf, Kate and Evelyn Posey. Choices: A Basic Writing Guide with Readings
Out of Class Essays:
Compare/Contrast: 800 - 1000 words; argument thesis July 6
Compare any two similar reality television shows. You will state specific criteria for your comparison. Your thesis must state your criteria and your preference. Use specific and concrete examples in your body paragraphs to illustrate and support your evaluation. State a very specific audience. You will write in first person.
(See Chapter 8 for information and examples.)
Narration: 700 words; implied thesis July 20
Tell a story from your life where you learned a lesson about yourself or life or the word. Be very specific and concrete. Write in first person. We’ll revise the second draft of the paper to 500- 600 words. (See Chapter 4 for more info and examples.)
Profile: 800 words; implied thesis Aug. 3
We will read “How Weiland Got Sober” by Greg Kot (p. 383). You will also bring in other examples of a profile essay from magazines, newspapers, and the internet. You will interview a person you admire or someone who has struggled or achieved something you respect and write a story about that person, modeling after Kot’s example. You will use direct quotes, paraphrasing, comments by the person, comments by others about the person, etc. You will state a specific audience and a clear purpose.
In Class Essays:
A) Respond to Reading 23 or 24 from Chapter 19. You may use the questions at the end of the essay to help direct your response. July 13
B) Respond to Reading 25 or 26 from Chapter 20. July 27
C) Final Exam: Respond to Reading 21, 22, 10, or 15. Try to refer to more than one of the Readings in your essay. Aug. 9
Journals: 10 at 300 words each
Due every Tuesday, starting July 4
Week 2: a) Respond to Reading 1 or 2; b) describe your car or bedroom
Week 3: a) Respond to Reading 5 or 6; b) Write a poem of 12 lines or more
Week 4: a) Respond to Reading 8 or 9; b) Define the role of husband or wife in the family, household, marriage
Week 5: a) Respond to Reading 10 or 15; b) Agree or disagree “America needs illegal immigrants”
Week 6: a) Respond to Reading 27, 28, 29 or 30; b) Discuss your favorite childhood movie
Skill Practice Exercises
Intros and Conclusions – July 5
Audience and Purpose – July 12
Thesis statements – July 13
Similes and metaphors – July 18
Melted-together Words – July 25