ENC

1145-009:
Writing about Writing Transfer through Reflection, Assemblage & Remix
Erin Workman (ew13c@my.fsu.edu)
Office: WMS 217A
Office Hours: Tuesday 2:45-3:45, Thursday 11:00-12:00, and by appointment
Spring 2015 TTH 12:15-1:45 / WMS 310

First Year Composition Mission
Florida State University teaches writing as a recursive and frequently collaborative process
of invention, drafting, and revising. Writing is both personal and social, and students should
learn how to write for a variety of purposes and audiences. Since writing is a process of
making meaning as well as communicating, First-Year Composition teachers respond to the
content of students writing as well as to surface errors. Students should expect frequent
written and oral response on the content of their writing from both teachers and peers.
Students are expected to be active participants in the classroom community. Learning from
each other and from their teachers, students are invited to give thoughtful, reasoned
responses to both assigned readings and the compositions of their peers. With an emphasis
on in-class discussions and workshops, First-Year Composition courses facilitate critical
understandings between reading and composing.
If you would like further information regarding FSUs First-Year Composition Program, feel
free to contact the program director, Dr. Deborah Coxwell-Teague (dteague@fsu.edu).
Required Texts

PDFs which you will need to access from our Google Drive Archive
Videos, podcasts, and webtexts linked from Tumblr
teachingfortransfer.tumblr.com
McGraw-Hill Handbook 2014 FSU ed by Maimon, Peritz, and Yancey
Class zine (Distributed during week one)

Course Goals
This course aims to help you develop an understanding of writing and its relationships
with key terms well spend the semester reading about, writing with, and discussing. Using
these key terms, you will write and recursively revise your own theory of writing, reflecting
on what writing is and what it enables you to do within particular contexts. You will also:

collaboratively compose one multi-genre and multi-media project,

compose one research project,
create a final multi-genre and multi-media project,
write sustained exploratory journals and reflections,
compose a reflection-in-presentation,

and design an ePortfolio.

Course Outcomes
You will engage in daily writing activities, discussions, reflection, and collaboration
designed to realize the following outcomes:

Read and write in multiple genres and across several media using appropriate
technologies
Explore and analyze, in composing and in reading, a variety of genres and rhetorical
situations
Understand that writing is a process that uses different genres and technologies,
communicating through different media to various audiences
Understand the collaborative and social aspects of writing processes
Recognize and practice key terms when engaged in writing situations in and beyond
this course
Demonstrate ability to define and write with an understanding of key terms
discussed in the course
Develop and visualize a theory of writing

Writing Requirements
All of the formal written assignments below, including all drafts for each, must be turned
in to pass the course:

Four Major Assignments: one major collaborative multi-genre and multi-media

project, one research project, one individual multi-genre and multi-media project,
and reflection-in-presentation assignment, including multiple drafts and revisions
for each assignment
ePortfolio
12 exploratory writing journals hosted on Tumblr
2 individual conferences with instructor (to be scheduled)
ePortfolio analysis and criteria
Thoughtful, active, and responsible engagement in class discussion, whether face-to-
face or online; preparation for class; and in-class informal writing and mapping.

In-class Writing
Regular, in-class work will focus on writing as a way of making meaning of texts and their
modalities, of writing as a means of understanding our thought processes, and of writing as
a way to invent, expand, organize, and present ideas. In-class writing will also be used as a
planning tool for collaborative projects and research, incorporating an inquiry-based
approach into research topic development. Reflections, collaborative writing, key term
mapping, and other in-class work will help students think through their assignments and
writing processes, as well as the rhetorical issues which bear consideration in the

development of written compositions. Students will also write responses to selected

readings as a way of reflecting on the various key terms we will explore.
Conferences and Workshops
Student conferences will be used to help develop research topics and methodology and to
organize research and determine composing strategies. Students will keep progress
journals on their research projects and will bring these to conferences and class meetings.
Throughout the semester, students will become familiar with collaborating as a rhetorical
tool, much as they might experience in different academic disciplines or in workplace
situations. Students will collaboratively research and compose the first project and, in later
workshops, work together to brainstorm topics, address issues in research, obtain feed-
back to develop rhetorically sound strategies, and work on their composing and design
processes. Our class will operate on a studio model, meaning that students will enhance
their technological literacies by experimenting with digital technologies and working with
others who might be more familiar with the technologies.
Journals
Exploratory journals written in class or as homework assignments will deal with a reading
assignment or class discussion topic. All journals must be posted to students Tumblrs by
their deadline (schedule to follow). Journals should demonstrate the depth of students
critical thinking process; they might tell stories or use images, audio or video to illustrate
ideas; construct critiques or synthesize ideas; and/or explore tensions that are not easily
resolved. Other approaches are possible. Journals will be read by others and shared in class
regularly; in fact all class writing is considered public writing, so students should be sure to
consider topics and content that they are comfortable sharing with others.
Drafts, Revisions, and Final Projects
Students are responsible for uploading drafts and final copies to Google Drive on days
workshop is scheduled and final drafts are due. This aspect of class preparedness is part of
overall class participation. As students have access to a number of computer labs around
campus, or own computers, technological setbacks/difficulties will not be accepted as an
excuse for missed deadlines.
Course Grading
Evaluation of work in this course is based not only on the products of students composing
but also on the processes in which they engage. Student work will receive detailed
responses in the form of descriptive comments on drafts, suggestions to guide revision
work, individual conferences focused on particular aspects of composing, opportunities to
collaboratively generate ideas and receive feedback in class, and extensive evaluative
responses on final submissions.

Active participation in class discussion, journals, conferences, workshops, and

preparedness for class all factor into the final course grade and will be an integral part of
the work for each of the four major assignments and final ePortfolio.

10% Tumblr posts, drafts, short assignments

10% Participation, including class discussion and Tumblr responses
10% Contributions to collaborative criteria
70% ePortfolio

Earning an A for the course requires:

completion of all Tumblr posts and comments, drafts, short assignments, mapping
assignments, reflections, and major assignments by their due dates
substantial revision between drafts
thoughtful participation in and contribution to class, peer groups, conferences, and
discussion board posts
meeting all ePortfolio criteria

Late Work:
As noted above, you must submit all work by the due date to earn an A for the course.
Drafts need to be completed by the due date in order for you to receive feedback, both from
your peers and me, so that you can progress to the next draft. Thus, you will not earn credit
for late drafts. Tumblr posts that are completed one day late are eligible for half-credit.
After one day, you cannot earn credit for late Tumblr posts.
Portfolio Evaluation
You will turn in drafts of all projects on assigned dates, and you will receive feedback both
from your peers and from me, but you will not receive final grades on assignments.
Your ePortfolio will be completed at the end of the semester, and you will earn a grade for
your ePortfolio. This type of evaluation gives you the opportunity to revise your
assignments until you submit your ePortfolio at the end of the semester, and it also
provides you with the opportunity to be assessed on your best work.
During the second half of the semester, we will devote time to rhetorically viewing,
analyzing, and discussing ePortfolios and professional websites. Through this work, we will
collaboratively design criteria by which you will invent material for your ePortfolio, design
your ePortfolio, and populate your ePortfolio with content. This criteria will be used
throughout all stages of the composing process: invention, drafting, peer review/workshop,
revision, and assessing.
Attendance
This course adheres to the First-Year Composition policy which states that an excess of
four absences is grounds for failure. Students should always indicate, ahead of time
when possible, if a missed class is anticipated so that they can stay abreast of class work

and assignments. Save the four allowable absences for illness or emergencies that will
happen unexpectedly. Students who are late to class/leave class early more than two
times will be charged an absence. Not showing up for a scheduled conference, which takes
the place of two class meetings, counts as two absences as well. Part of the overall course
grade is based on contribution to class discussions and in-class writing, which requires
participation and, therefore, attendance at all classes.
First-Year Composition Course Drop Policy
This course is NOT eligible to be dropped in accordance with the Drop Policy adopted by
the Faculty Senate in Spring 2004. The Undergraduate Studies Dean will not consider drop
requests for a First-Year Composition course unless there are extraordinary and
extenuating circumstances utterly beyond the students control (e.g. death of EXIT a parent
or sibling, illness requiring hospitalization, etc.). The Faculty Senate specifically eliminated
First-Year Composition courses from the University Drop Policy because of the overriding
requirement that First-Year Composition be completed during students initial enrollment
at FSU.
Civility
Neither disruptive language nor inappropriate behavior will be tolerated in this class.
Disruptive language includes, but is not limited to, violent and/or belligerent and/or
insulting remarks, including sexist, racist, ableist, ageist, homophobic or anti-ethnic slurs,
bigotry, and disparaging commentary, either spoken or written (offensive slang included).
Disruptive behavior also includes talking while the instructor or another member of the
class is speaking or engaged in relevant conversation. This classroom functions on the
premise of respect, and students will be asked to leave the classroom for any behavior that
violates this premise.
Electronic Devices
Given the nature of our course, forbidding the use of electronic devices is not only
unreasonable, its impossible. However, electronic devices should only be used in ways that
are conducive to the work of the course (i.e. posting assignments to Tumblr, consulting
pdfs, electronic drafts, etc.). Use of electronic devices for non-course activities will
result in a zero participation grade for the day.
Plagiarism
Plagiarism is grounds for suspension from the university as well as for failure in this
course. It will not be tolerated. Any instance of plagiarism must be reported to the Director
of First-Year Writing and the Director of Undergraduate Studies. Plagiarism is a counter-
productive, non-writing behavior that is unacceptable in a course intended to aid the
growth of individual writers.

Plagiarism is included among the violations defined in the Academic Honor Code, section
b), paragraph 2, as follows: Regarding academic assignments, violations of the Academic
Honor Code shall include representing anothers work or any part thereof, be it published
or unpublished, as ones own. A plagiarism education assignment that further explains this
issue will be administered in all first-year writing courses during the second week of class.
Each student will be responsible for completing the assignment and asking questions
regarding any parts they do not fully understand.
Reading/Writing Center (RWC)
What is the RWC?
Part of the English Department, the RWC serves Florida State University students at all
levels and from all majors. Think of the RWC as an idea laboratory: it is a place to develop
and communicate your ideas!
Who uses the RWC?
In short: everyone! The RWCs clients include a cross-section of the campus: first-year
students writing for composition class, upper-level students writing term papers, seniors
composing letters of applications for jobs and graduate schools, graduate students working
on theses and dissertations, multilingual students mastering English, and a variety of
others.
Where is the RWC located?
As of Fall Semester 2012, the RWC currently has four locations: the newly remodeled
Williams 222 location, the gleaming Johnston Ground location, the happening Strozier
Library location, and the up-and-coming Dirac Library location. For students who are
distance learners, online tutoring is available. Contact Dr. Wells at jwells2@fsu.edu for
information.
What are the hours?
Hours vary by location. Check the online schedule for availability.
Who works there?
The tutors in the RWC are graduate students in English with training and experience in
teaching writing, and undergraduate students who have completed a 3-credit English
elective course in tutoring writing and who have been apprentice tutors in the RWC.
What happens in a RWC session?
Many things! You can come with a prompt and talk about your ideas with someone who
will be an active listener and ask questions to help you figure out what you think. You can
come with a few ideas jotted down, and you can talk through your organization with a
tutor. Once you have written parts of a draft or a whole draft, you can see if you

communicated your ideas clearly by having a tutor be your practice audience. They will
listen as a reader, and explain to you what they are thinking as a reader. If they hear what
you intended to communicate, hooray! If not, you have an opportunity to revise before you
give your work to your actual audience. The tutors will even help you learn editing and
proofreading strategies so you can independently communicate your ideas clearly.
How do I make an appointment?
The best way is by using our online scheduling website: http://fsu.mywconline.com
Instructions for making an appointment can be found here:
http://wr.english.fsu.edu/Reading-Writing-Center/How-to-Make-an-Appointment While
we will accept walk-ins if a tutor is available, it is usually best to book ahead.
How much tutoring help can I have?
All FSU students can have 1.5 hours of tutoring a week FOR FREE! This includes all
locations, i.e., NOT 1.5 hours in Williams, 1.5 hours in Strozier, etc. Students who opt to
register for ENC 1905, REA 1905, or ENG 5998 may have more time depending on the
number of credits they choose to take. Appointments are limited to 60 minutes/day.
The Digital Studio
What is the Digital Studio?
The Digital Studio provides support to students working individually or in groups on a
variety of digital projects, such as designing a website, developing an electronic portfolio
for a class, creating a blog, selecting images for a visual essay, adding voiceover to a
presentation, or writing a script for a podcast. The DS has both Macs and PCs, and some of
the cool software available in the DS includes Photoshop, InDesign, Windows Movie Maker,
iMovie, and more!
Who uses the DS?
Any FSU students who want to complete digital class assignments (e.g., for FYC or WEPO)
or to improve overall capabilities in digital communication. Students also use the DS to
make Prezis, business cards, flyers for their own student organizations, and more!
Where is the DS?
There are two DS locations: Williams 222 and Johnston Ground.
What happens in a DS session?
Like the RWC, think of the DS as an idea lab, only it is a place to explore ideas in digital texts
and to learn new technologies to communicate ideas in those mediums.
How do I make an appointment?

The best way is by using our online scheduling website: http://fsu.mywconline.com The
DS does accept walk-ins, but the DS gets booked by large groups and is very busy at the end
of the semester, so it is best to plan ahead.
How much tutoring can I have?
You can use the DS as much as youd like!
ADA
Students with disabilities needing academic accommodations should in the first week of
class 1) register with and provide documentation to the Student Disability Resource Center
(SDRC) and 2) bring a letter to the instructor from SDRC indicating the need for academic
accommodations. This and all other class materials are available in alternative format upon
request.
Overview of Major Assignments
Assignment
Collaborative
Source-Based
Project
(1500 2100
words)

Description
A source-based multi-
genre and multi-media
project, in which
students go beyond
summarizing to
analyze/make
connections between
the concepts of genre,
audience and rhetorical
situation, and begin to
develop a theory of
writing.

Inquiry-based Essay A multi-part project in

(2400 3000
which students analyze
words)
information from
sources they have
researched and
intentionally explore
the role of genres and
modalities in presenting
and circulating
research, and to
consider the audiences
for their topics.
Composition in
A multi-genre and
Three Genres and
multi-media project in
Two Media
which students create a
(2400 3000
composition that

Purpose
To have students
begin to theorize
about key terms and
writing, to have
students engage in
and reflect on
collaborative
writing, to
deliberately model
inquiry or
exploration of
writing concepts,
and to begin to
understand and
practice reflection.
To have students
engage in inquiry-
based research
while practicing
their understanding
of 9 of the key
terms.

Key Terms
Genre
Audience
Rhetorical Situation
Reflection

To have students
put their
understanding of
the key terms into

Context
Discourse Community

Purpose
Knowledge
Circulation



words)

Reflection-in-
Presentation
(1800 2400
words)

ePortfolio

strategically identifies
three different genres
and two different media
to communicate to a
targeted audience about
the research topic
explored in the second
major assignment.
The reflection-in-
presentation asks
students to identify key
terms they believe are
most import-ant to their
composing practices
and processes and to
theorize about that
choice: in other words,
students will finalize
their theory of
composing, using their
own made knowledge
about com-posing and
reflection as both
theory and practice.
The ePortfolio requires
students to
select, arrange and
present their work for
online circulation and to
reflectively
consider website
design.

practice, and to
specifically develop
a composition that
considers various
contexts for
composing.
To write the final
iteration of their
theory of writing, to
consider theory
about learning
(HPL), and to reflect
on the concepts and
knowledge made
throughout the
course.






To have students
consider the
affordances of
media, to develop
technological
literacies, and to
consider design in
arranging their
work for online
audiences.

Knowledge
Reflection
(reiterated specifically
in this unit)

Genre
Audience
Rhetorical Situation
Reflection
Purpose
Circulation
Knowledge
Context
Discourse Community

Schedule of Classes
*Subject to Change, at which time I will notify you and provide a new schedule*
Week
1

Date
1-8

1-13

1-15

1-20

1-22
4

1-27

1-29

2-3

2-5

Homework
---

Agenda
*Course introduction &
overview of major
assignments
*Set up Tumblrs & writing
experiences reflection
*Student Introductions
Reading Due: DFW video, Billy *Create first maps
Collins, and MH Intro (p. 1-13) *Class discussion of assigned

texts & Journal 1

*Intro to Assignment 1 &
Writing Due: Journal #1
Group Assignments
Reading Due: Anzalda, Kerry *Class discussion of assigned
Dirk, & MH Ch. 18 (234-240) texts & Journal 2

*Plagiarism Exercises
Writing Due: Journal #2
Reading Due: MH Ch. 2a (p.
*Class activity with genre and
24-28) & Bitzer
rhetorical situation

*Reflection on activity
Writing Due: Journal #3
*Group work for A#1
Writing Due: Response to
*Class discussion of rhetorical
Journal #3 Question & Draft 1 situation and genre
of Annotated Bibliography
*Annotated Bib. Workshop
Reading Due: MH Ch. 1 (p. 17- *Key Terms Scavenger Hunt
24)


Writing Due: revised
Annotated Bib
Reading Due: Yancey & MH
* Class discussion of assigned
Ch. 2b-e (p. 29-46)
texts & Journal 4

* Group work on Remediation
Writing Due: Journal #4
Writing Due: Complete A#1
*Group Project Sharing
*Reflection on A#1
*Second Mapping Activity
*Intro to Assignment 2
Reading Due: Brown and
* Class discussion of assigned
Duguid (Ch. 5 & 6) &
texts & Journal 5
Everything is a Remix
*Partner work with Research

Topic Brainstorm
Writing Due: Journal #5 &

Research Topic Brainstorm

2-10

2-12

2-17

2-19

2-24

2-26

3-3

3-5

Reading Due: Driscoll &

sample student texts

Writing Due: Research
Question Brainstorm &
Writing Genre 1
Reading Due: MH 13 & 14 (p.
188-213), and Johnson video

Writing Due: Final Research
Question
Reading and Posting Due:
Reid, Wikipedia entry on
"Circulation," M-H Handbook
Ch. 16 (p. 221-230), & Journal
#6

Writing Due: Research
Proposal & progress journal
Reading and Posting Due:
Reid, Wikipedia entry on
"Circulation," M-H Handbook
Ch. 16 (p. 221-230), & Journal
#6

Writing Due: Research
Proposal & progress journal
Reading Due: MH Ch. 19 (p.
240-258) & Part 4 (P. 266-
317)

Writing Due: Writing Genre 3
Research progress report
Reading Due: Sample student
essays

Writing Due: Draft 1 of A#2
Reading Due: rhetorically
view website/s


Writing Due: Draft 2 of A#2
& works cited page
Writing Due: Draft 3 of A#2
& Journal #7

*Class discussion of assigned

texts & methods outlined by
Driscoll
*Class activity with Research
questions
*Class discussion of assigned
texts
*Class activity with research
question
*Individual work on proposal
Class Canceled: Individual
Conferences

Class Canceled: Individual

Conferences

*Class discussion of assigned

texts & Journal 6

*Class activity with peer

review and revision
techniques
*Peer review of D1A2
*Discussion of sample
website/s
*Class activity with works
cited page
*Self-review and peer review
of D2A2
*Class activity with draft 3
and proofreading techniques

3-7
10

3-17

3-19

11

3-24

3-26

12

3-31

4-2

13

4-7

4-9

Writing Due: Final Draft of

A#2 & Writing Genre #4
Reading Due: rhetorically
view website/s, and McLuhan
Medium is the Message

Writing Due: Journal #8 &
Genre and Media Exploration
Reading Due: photo essay,
hooks interview, & Swales
essay

Writing Due: Journal 9, &
Short Assignment 1
Reading Due: Lessig, Gladwell,
& sample website

Writing due: Journal #10, &
analysis of website
Reading Due: Self-
Publishers documentary, &
Piepmeier (Ch. 2)

Writing Due: Journal 11 &
Short Assignment 2
Reading Due: Shipka

Writing Due: Short
Assignment 3 & Conference
Prep
Reading Due: MH Ch. 5 (p. 86-
96) and Ch. 11 (p. 155-170) &
sample website/s

Writing Due: analysis of
website/s & comments on at
least 2 other analyses
Reading Due: sample
website/s

Writing Due: Update on
project, draft SOGC &
ePortfolio criteria
Writing Due: Assignment 3

* Intro to Assignment #3
No classSpring Break!
*Discussion of sample
website/s
*Class discussion of assigned
texts & Journal 8
*Class activity with Genre and
Media Exploration
Online work in place of
class meeting
*Tumblr discussion of
assigned texts & Journal 9
*Peer work with short
assignment 1
*Third mapping activity &
reflection
*Discussion of website
analysis
*Class discussion of assigned
texts and sample zines
*Class work with Short
Assignment 2
Class Canceled: Individual
Conferences

Class Canceled: Individual

Conferences

*Project work
*Class discussion of criteria
*Intro to ePort assignment
and platforms
*Presentations

14

4-14
4-16

15

4-21
4-23

16

4-28

(all four parts) & Short

Assignment 4
Writing Due: ePort work
(choose platform, basic
design)
Reading Due: HPL Ch 2 & 3,
and Bergmann & Zepernick

Writing Due: Journal 12,
revised criteria, and draft RiP
Writing Due: second draft RiP
& Complete ePortfolio

*Presentations
*Intro to Reflection-in-
Presentation
Online work in place of
class meeting
*Class discussion of assigned
texts and Journal 12
*Peer review RiP
*Trying out revised criteria
*Peer review of D2RiP

Writing Due: current draft RiP *Project work day on ePort
& Complete ePortfolio
Last Day of Classes!
ePortfolios Due!
No Class!