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Contents
Page
Syllabus
Unit 1
Unit 5
Unit 5 Activity
Timed Writing Assignment Sheet
2
9
13
15
16
Name
Office:
location
Email:
Office Hours:
Course Description
ENC 1101, the first of FIU's two-course writing sequence, introduces students to the writing,
reading, and critical thinking skills required for college writing. Course materials and writing
projects introduce rhetorical concepts and invite students to consider themselves as writers inside
and outside the classroom. Students will read and analyze professional nonfiction texts to
understand how experienced writers develop and present ideas through writing. They will
complete four major writing projects for a variety of audiences and purposes.
General Course Outcomes
Students will be able to:
Respond in writing to various rhetorical purposes and address the needs of various
audiences;
Develop their ideas through a recursive process of writing, revision, and editing;
Display appropriate format, structure and stylistic choices to meet audience needs and to
satisfy their rhetorical purpose;
Develop an effective thesis and support it with reasons and evidence;
Interact with complex texts, explore alternative perspectives, and articulate and support
their own perspective in response;
Incorporate sourced materials into their own work through effective use of quotation,
summary, paraphrase and citation using MLA or other appropriate style manual;
Ramage, John, John Bean and June Johnson. The Allyn & Bacon Guide to Writing:
Customized for Florida International University, 6th New York: Pearson Custom
Publishing, 2013. Customized for Florida International University.
Lunsford, Andrea. The Everyday Writer: Fourth Edition. Boston: Bedford/St. Martins,
Customized for Florida International University.
Be sure to bring your Allyn & Bacon textbook with you to class.
Overview of Graded Course Work
Attendance: Attendance is expected and excessive absences affect your grade. Starting the first
day of class I will be taking attendance every class period. Please understand this is not a
course where others can "fill you in. Your participation in class discussions is essential to
both your own learning and the quality of the course we will be creating together.
Since any composition course is necessarily an active - learning environment, more than five
absences are grounds for failure. Students who enter after I have taken attendance (or leave
early) will be considered tardy. Three tardies is equivalent to one absence.
During the time class is scheduled, you are expected to be present in the classroom in body and
mind. This is more than just attendance, but active participation in the classroom. This requires
an avoidance of all distractions. It should go without saying that sleeping, texting, and web
browsing during classtime is unacceptable.
Class Participation: Tasks, such as in-class assignments, homework, conferences, and quizzes
are counted separately as participation assignments and will be assigned regularly in order to
keep the process of composing each writing project manageable. These assignments have strict
due dates and cannot be made up, even for absences. I will drop three low grades from the
Participation Assignments score for every student, which can help accommodate those who have
missed something. Remember that completing your work is your responsibility.
Peer Review: The single most important participation activity will be your work with other
students writing. I believe strongly that good writers grow from being good readers. To that end,
we will peer review all major papers this semester. I expect your peer review work to be
thoughtful, thorough, and meaningful. I will offer further guidance on peer review in class.
You will only receive full credit for peer review if you submit your own complete draft to review
as well as appropriately and helpfully respond to all papers assigned to you for the peer review.
Drafts are required for Peer Review and Conference days, and will be part of your Participation
Assignments grade. On days drafts are checked, make sure to bring a printed copy of your
essay. Handwritten drafts are unacceptable and will not be counted for a grade. Electronic drafts
on a laptop also will not be counted. Only typed, printed drafts will receive a grade.
Writing Projects: The core of this course will be four major writing projects, each will have
a separate assignment sheet and will require a process approach to writingyou will work
on each project through multiple drafts, reviews, revisions, and editing sessions before
turning it in to me for a final grade. Each project will be turned in with all work leading up to
the final draft included in a two-pocket folder. All essays are to follow MLA, be typed in Times
New Roman (12 point), and be double-spaced. We will discuss each writing project extensively
in class.
Paper Submission: Students will submit essays through Turnitin.com. This software program
helps you better understand how to incorporate others words and ideas into your own writing.
Students should be aware that papers submitted to Turnitin.com will reside on the companys
database for their use in future plagiarism detection.
Revision: You will be given the chance to revise a single writing project this semester. If the
revision shows substantial improvement, you will earn a higher grade, which will replace your
earlier grade. The essay must be revised and turned in no later than exam week.
Final Exam (Timed Writing): Your fourth writing project will be a timed exam during the final
exam period of this course. The exam will be designed to help test your ability to write
extemporaneously. It will be based on course readings and we will spend class time preparing
you for this kind of writing. I will discuss the timed writing exam in class before giving it. If you
have any questions about this exam please see me. Please bring an exam (blue/green) book to the
final exam period.
Getting Help
The Center for Excellence in Writing
During any stage of the writing process, the writing consultants at the writing center are available
to help you set clear goals, bring focus to your ideas, and encourage creative and critical
thinking. At Modesto A. Maidique Campus, the Center can be found on the first floor of the
Library (GL-120).
Communication: Dont hesitate to visit me during office hours for additional help or just stop by
to say hello. If you plan to revise your essay for a better grade, its a good idea to meet with me
sometime before the last week of classes (dont put it off!) to get extra help.
Grading
All major writing assignments must be completed in order to pass. All work must be
original for this class. You must earn a grade of C or higher to pass ENC 1101. A C- or lower
will result in having to repeat ENC 1101.
Grading Scale:
A94100
A-9093
**If at any point in the semester you have any questions or concerns about your grade or your
standing in the class, please come see me. Addressing your questions and concerns is part of my
job. If after speaking with me you still have concerns, you may also contact Dr. Kimberly
Harrison (harrisok@fiu.edu), Director of FIU's Writing and Rhetoric Program or Associate
Director Michael Creeden (creedenm@fiu.edu).
Changes to the Syllabus
The instructor reserves the right to make changes to this syllabus. This syllabus is for
informational purposes only and may be changed at the discretion of the instructor in order to
provide a more effective learning experience for students; students are responsible for all
announced changes. A new syllabus will be e-mailed to each student.
Date ________________
PLAGIARISM POLICY
Introduction
This Code of Academic Integrity was adopted by the Student Government Association on
November 28, 2001 and reflects the values articulated in the Student Code of Standards. Florida
International University is a community dedicated to generating and imparting knowledge
through excellent teaching and research, the rigorous and respectful exchange of ideas, and
community service. All students should respect the right of others to have an equitable
opportunity to learn and honestly to demonstrate the quality of their learning. Therefore, all
students are expected to adhere to a standard of academic conduct, which demonstrates respect
for themselves, their fellow students, and the educational mission of Florida International
University.
Pledge
As a student of this university:
All students are deemed by the University to understand that if they are found responsible for
academic misconduct, they will be subject to the Academic Misconduct procedures and
sanctions, as outlined in the Student Handbook.
Date ________________
Class 2: Wednesday
Class Goals:
Students will be able to define rhetoric
Assignments Due:
Signed syllabus contract
Filled out index card
Letter to the instructor
Chapter 1, Allyn & Bacon
In-Class Activities:
What did you learn from Chapter 1? Timed writing response.
Why is rhetoric important? Discuss using personal experiences.
LESSON PLAN
In-class writing response to the reading. What did you learn from Chapter 1?
Class discussion on the following questions:
What is rhetoric?
Why is rhetoric important? How have students employed it in the past? How has it affected
their everyday lives?
Class 3: Friday
Class Goals:
Students will be able to locate writing within the Open Form to Closed Form writing
spectrum
In-Class Activities:
Discussion
Thinking Personally About Closed and Open Forms
Homework Assignments:
Read Allyn & Bacon, Chapter 2 & 3
LESSON PLAN
Class discussion on the conventions of closed and open form, based on their previous
readings. Write student comments on the board.
Keeping the previous class discussion in mind, ask students to perform the activity described
on Page 11 of Allyn & Bacon in the Thinking Personally About Closed and Open Forms
box under the subheading of Individual Task. Students are to think back to a piece of
writing theyve done in the past (essay, blog post, e-mail, article, poem, short story, etc.) and
write a brief description of it. They are then to consider where that particular piece of writing
falls on the Open Form to Closed Form spectrum.
Break students up into groups and have them share their individual examples with each other.
Each student will explain their piece of writing to the group and their reasoning for situating
it where they did on the Open Form to Closed Form spectrum.
Class discussion asking groups to volunteer examples from their discussions of writing on
the Open Form to Closed Form spectrum, with an eye towards finding at least one example
of student writing which falls on every point of the spectrum (Top-down thesis-based prose,
delayed-thesis prose, thesis-seeking prose, and theme-based narrative).
Class 4: Monday
Class Goals:
Students will be able to identify purpose, genre, and audience in rhetoric
Introduce the three rhetorical appeals
In-Class Activities:
Writing exercise. What do you usually write and who typically reads your writing?
Group work: think about real world examples in which one has to think about
purpose, genre, and audience outside of writing.
Introduction of rhetorical appeals
Homework Assignments:
Find two pieces of writing on the same topic but from different points of view, such
as newspaper editorials or online articles, and bring them to class.
LESSON PLAN
Brief in-class writing assignment asking students What do you usually write and who
typically reads your writing?
Review of purpose and the six rhetorical aims of writing as described on Page 17 of Allyn &
Bacon.
Begin class discussion by asking students to refer to their in-class writing and ask themselves
if their style of writing falls into any of the previously mentioned rhetorical aims at the start
of the class, and then call on a student whose purpose is to express. Ask student whos
called upon to describe their writing and explain why they believe their writing has that
rhetorical aim.
Class 5: Wednesday
Class Goals:
Students will be able to demonstrate an understanding of Angle of Vision
Revisit the three rhetorical appeals
In-Class Activities:
Discussion
Group work on rhetorical appeals
Homework Assignments:
Review pages 25 - 37
LESSON PLAN
Display three images on the projector and break students into six groups. Assign each image
to two groups and ask each group to discuss their assigned image and attempt to determine
which rhetorical appeal is being employed and write down their reasoning (For example, one
image could be the well-known Uncle Sam recruiting poster. Students could potentially
argue that that poster is attempting to elicit patriotic feelings to achieve its goals, thus its an
appeal to pathos).
Call on each group and ask them to explain from their notes what rhetorical appeal their
group settled on for their assigned image.
Class 6: Friday
Class Goals:
Discuss Wallowing in Complexity
In-Class Activities:
Writing exercise
LESSON PLAN
Brief lecture on the difference between writing on a topic versus writing on a question or
problem.
Free-writing exercise asking the class to write about problems or questions they have and
which theyd be interested in seeing answered.
Ask students to volunteer the questions or problems they came up with in their free writing
for class discussion.
Class 1: Monday
Class Goals:
To practice a timed-writing essay
Analyzing exam questions
Assignments Due:
Read: Chapter 23, Essay Examinations, pp. 595-602
Bring your textbook to class!
In-Class:
Practice timed-writing exam
Sharing experiences
LESSON PLAN
See activity on page 15
Class 2: Wednesday
Class Goals:
Producing an A Response
Assignments Due:
Read: Chapter 23, Essay Examinations, pp. 603-607
Review: Chapters 1-4. Use the index, pp. iii-v, to refresh your memory of the key
rhetorical concepts you have learned in this course. Look at each Concept heading. If
you arent sure what that concept is referring to, use the corresponding page number to
look it up.
In-Class:
Practice timed-writing exam (prompt based on assigned readings)
Share results
Class 3: Friday
Class Goals:
Reflect on your writing process
Assignments Due:
Read:
From The A&B Guide to Writing, pp.423-430:
o Skill 16.1, Follow the experts practice of using multiple drafts
o Skill 16.2, Revise globally as well as locally
o Skill 16.3, Develop ten expert habits to improve your writing processes
II.
NB for the instructor: In the end, explain how to effectively select points from the diagram to
create an effective outline.
Remember: in timed writing you do not need to go for the strongest points or the points you most
believe in, you go for the point you can effectively develop under time constraints.
P.S. The next step: nutshelling your argument working on a thesis statement.
Review p. 446 in A&B.
Do it at home using the mind map we created in class.
Next class brief peer-review of arguments.
Demonstrate the ability to analyze and respond to timed writing prompts 20 points
Show a clear thesis statement 10 points
Contain a clearly organized argument with one main idea 20 points
Show evidence of support and analysis 15 points
Demonstrate knowledge of the aspects of writing and rhetoric that you have learned
throughout the semester 15 points
Conclude in a way that ties your argument together and restates your thesis statement
10 points
Use clear syntax, be written legibly and proofread as well as possible given time
restraints 10 points
The exam:
You will have two hours to complete your final exam. You should bring with you a blue book
and a pen.
This is an exam. Any use of cell phones, tablets, or textbooks is not allowed, as is talking to
other students. If you have a question, raise your hand.