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ENC 1102: Composition II, Situated Inquiry of Writing and Rhetoric

Department of Writing and Rhetoric

College of Arts and Humanities
University of Central Florida

Course Syllabus
ENC 1102 ∙ 3 credit hours

Class Meets
Tuesdays (T) and Thursdays (R)
Section 0126: 4:30PM-5:45PM
BHC0129

Instructor: Professor Rachel Molko

Email: Rachel.molko@ucf.edu (Messaging me through Webcourses is also fine)
Department Phone: 407-823-2295
*This is the DWR main office phone number. I do not have an office phone, so if you
need to contact me, please do so by email.
Office Location: Colbourn Hall 304B
Office Hours: Wednesday 1:00PM-4:00PM or by appointment
Prerequisite: Students should have completed ENC 1101 or have passed an AP exam before
taking ENC 1102.

Course Description

What roles and functions do writing and rhetoric play within a community? This will be the
central question that guides our investigations this semester. Since you now find yourself in a
particularly large community (the institution known as the University of Central Florida) that
relies heavily on literacy and language, this question has some immediate relevance to you. But
writing and rhetoric are not limited to academic communities, and, as we’ll see, it is something
that is used by all communities.

Throughout the semester, we’ll be considering questions such as the following:

● What kinds of writing and rhetoric do particular communities use? How does writing and
rhetoric shape a community’s activities and allow it to pursue its goals?
● How and why have communities created the kinds of texts and talk they use? How do
individuals learn to write and use these written and spoken genres?
● How can learning about how the literate activities used by specific communities help you
as you move further into your academic, professional, and civic lives?
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Our work will build out of the scholarly discipline of Writing and Composition Studies. As the
name implies, instead of writing being something we simply do in this course, we’ll be treating it
as an object of study worthy of analysis. As such, this course will provide you with an
understanding of some of the key “threshold concepts” for understanding writing, including:
● Writing performance is informed by prior literacy experiences and exposure.
● Writing is dependent on reader's, situation, and use (or purpose).
● Writing mediates activity.
● Writing is knowledge-making
● Texts relate and draw upon other texts.

Course Learning Goals

● Using concepts from writing and rhetoric to identify and analyze complex, real-world
rhetorical situations that animate academic, professional, civic, and personal life.
● Considering the technologies and research methods (both primary and secondary) that
mediate writing, research, and the construction of knowledge.
● Conducting appropriate primary and secondary research to understand the rhetorical
situations that are the focus of inquiry and to situate that inquiry in scholarly
conversations.
● Evaluating, analyzing, and responding to arguments that constitute complex real-world
exigencies.
● Engaging with writing as a process that develops over time through peer and teacher
feedback and multiple revisions.
● Employing revising and editing practices to produce texts that intervene effectively in a
variety of rhetorical situations.
● Assembling a portfolio that showcases both writing processes and products from a variety
of genres and that demonstrates writing development throughout the semester.

Required Texts

UCF Writes: A Handbook for Writing at the University of Central Florida. Atlanta, GA:
Fountainhead Press.

Wardle, Elizabeth, and Doug Downs. Writing about Writing: A College Reader. New York:
Bedford / St. Martin’s, 2014.

Other readings posted on Webcourses.

Note: You will be required to have these texts from Week 1 of this semester. Other editions of
these texts may be missing readings or have different page numbers. I will have a copy of each
text in my office the first week of class. You may come to my office and see if your edition
matches up with the required text for class. Regardless you will be required to bring all necessary
reading materials to class on the day they are assigned for discussion. **Participating is fun
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when you’re familiar with the material, maximize your time in this class by contributing to
discussion and expanding your learning.

Important Dates

● Thursday, January 11th: Last day to drop classes and request full refund; Swap deadline
on MyUCF.
● Friday, January 12th: Faculty confirm academic activity (our syllabus quiz); Add
deadline on MyUCF
● Monday, January 15th: Dr. Martin Luther King Jr. Day
● Monday, March 12th -Saturday, March 17th: Spring Break
● Wednesday, March 21st: Grade forgiveness deadline; Withdrawal deadline
● Tuesday, April 24th: Study Day
● Final Exam date:
o Section 0126: Thursday, April 26, 2018 from 4:00 PM – 6:50 PM
● Monday, May 7th: Grades available on MyUCF

Grading

This course will use a plus/minus grading scale. Please note that you must earn a grade of C- or
better to pass this course. There will be no “D” grades offered for this course.

● A 94-100 ● C+ 77-79.99
● A- 90-93.99 ● C 74-76.99
● B+ 87-89.99 ● C- 70-73.99
● B 84-86.99 ● F 0-69.99
● B- 80-83.99

NC/ Incomplete Grades The NC (No Credit) can be given only at the teacher’s discretion to
students who complete all assignments for this course with a good faith effort, but whose final
work in the course does not meet program standards for a grade of “C-.” However, there will be
no “incomplete” grades.

Grading Distribution

**Process work listed under “Point Value” is subject to change. These are here to give you
an idea of how to your points are assigned.

Assignment Point Value

Financial Aid Activity 15
Task 1 Annotated Bibliography Identification of Writing Studies Concept: 10
MLA Bibliographical Citations List: 20
Complete first draft: 50
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Task 1 Second Draft 100

Task 2 Project Proposal Choice of Discourse Community: 5
Discourse Community Bibliography: 20
Research Questions: 15
Complete first draft: 50
Task 2 Second Draft 100
Task 3 Conducting Primary Research and Research Instruments: 25
Collecting Data Results: 25
Application of Framework: 50
Task 4 Researched Write Up-First Half 75
Task 4 Researched Write Up-Second Half 50
Peer review 80 (20 each)
Final Portfolio with reflection letter 100
Final Presentation 50
In-class activities (quizzes, quick-writes, group 100
work)
Library module 25
CITI Training 40
Reading annotations 50 (5 points each)
Conferences 50 (25 each)
Total 1,105

Portfolio Grading:

The major projects for this course are divided into 5 steps and will culminate in a final portfolio
task. Assignment prompts will be handed out in class. We will discuss all prompts in depth.
Note: Task sheets will not be the only guidelines for each assignment. It is important that
you come to class to hear any extraneous considerations for each assignment that may
come up from questions by your classmates, or last minute additions that we negotiate together
as a class. I will do my best to alert you should any changes or additions be decided, but
ultimately, it is your responsibility to be here to take note of potential changes. Due dates for first
and second drafts of all major assignments can be found on assignment sheets and the course
calendar.

At the end of the semester, you will turn in a final portfolio and a final course reflection. The
portfolio must include all of the writing done throughout the semester as well as substantially
revised portfolio drafts of your research assignments. This portfolio grading method is used
because this class emphasizes teaching writing as a process.

Because assignments operate sequentially, you will need to turn each in on a timely basis to
benefit from, and contribute to, the cumulative process. The lessons learned from the first
sequence will be embedded in and thus practiced again in the next. As a matter of policy, all
assignments must be turned in as a prerequisite to submitting the final drafts of each major
assignment.
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Remember – It is your responsibility to keep all writing that you do in and out of this class. Keep
every stage of your drafts, keep the drafts your peers and I have commented on, and keep
electronically backed up versions of your writing as these may inform your written reflections. It
is not a project that can be completed the last week of class.

Course Policies

Attendance & Participation

To do well in this class you are expected to be prepared, come to class on time, and participate.
Attendance is taken at each meeting. Every absence after three may negatively affect your grade.
The reason for this is because we will be doing in-class assignments most days that will be
counted toward your “in-class activities” points (see the grading distribution). Additionally, you
will be required to bring your assigned textbooks to class everyday. Please refer to your class
schedule in order to anticipate which books you will need each day.

● Your attendance at all class meetings is essential for you (and your classmates’) learning,
as this class relies on group work and whole-class discussion, as well as in-class writings
and assignments.
o Thus, any participation points that are missed because of an absence cannot be
made up.
● Being absent during a peer review day will detract from your peer review grade,
you can only earn 50% of your peer review grade if you do not participate in class.
● If you do miss class, you are responsible for finding out what you missed from one or
more of your classmates. I would also encourage you to visit me in my office hours to
discuss any course concepts or lessons that you missed or need clarification on.
● Showing up late to class can also result in missing class activities or assignments that
inform your participation grade.
● Equally importantly, walking in late can be disruptive and inconsiderate to the rest of the
class and myself, so be on time, if not early.

NOTE: I reserve the right to dismiss any student(s) who do not maintain respectful decorum
throughout the duration of the semester. Course concepts invite discussions around potentially
controversial topics, and it is important for the classroom to remain a safe, inclusive, and
respectful space. If you have any concerns or do not feel capable to making this agreement,
please come see me.

Assignment Submission & Late Work

● All major assignments and discussion posts must be submitted digitally using our
Webcourses Assignments or Discussion tool.
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● Process works and reading responses will be counted as half credit if turned in up to 24
hours after the assignment deadline. Anything turned in after the 24 hour mark will not be
accepted for credit.
● I will deduct 10% off every day late on any Major assignments up to 5 days late. After 5
days the assignment will no longer be accepted.
● If you are experiencing special circumstances and would like to request an extension for
completing a major assignment, speak with me before the due date so we can discuss
options. I reserve the right to accept late work with or without penalty as the
circumstances warrant (because life happens).

Make-up Work/Missed Assignments

There will not be any make-up work assigned in this course. You will find that there is plenty of
work to be done for you to earn points throughout the semester, even if you slip up briefly.
Additionally, there is no excuse for missing the entirety of a major assignment. If you miss the
opportunity to turn your first draft in for credit, you will be able to turn in a revised second draft
to me on the specified due dates (see course calendar).

Conferences

In order to best assess your individual needs, I am asking that you meet with me during a
scheduled appointment twice this semester. There will be time in class where everyone will sign
up for a time that best works for them. These meetings are optional, but highly encouraged. If
you let me know at least 24-hours ahead of time that you will not be attending our conference,
you will not be penalized. If you attend your scheduled conference, you will receive 25 points. If
you stand me up, you will receive a zero. Conferences will replace one week of class meetings
(see course calendar).

Technology Use In Class

● Laptops can be useful in class for taking notes and conducting research, but they can also
serve as distractions. I highly discourage the use of laptops and tablets being used during
class time. Please take this time to use pen and paper in order to best retain the
information discussed and well as minimizing any potential distractions to yourself
and/or others.
o Please let me know if there is a reason you need a computer or tablet during class.
● Cell phones should be on silent and put away during class. If you are expecting an
important/emergency phone call and need to have your phone available, talk to me about
it before class begins, as always.

Internet Usage and Email Requirements

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● It is likely that I send important messages about changes to the syllabus or course
announcements through both email and Webcourses messaging tools. It is recommended
that you change your Webcourses settings to send you email alerts when announcements
are made.
● All students at UCF are required to obtain a Knight's Email account (knightsmail.ucf.edu)
and check it regularly for official university communications. As an instructor, I am
required to communicate with you via this email address (not a personal one like a Gmail
account).
● Always use professional, respectful language in your emails.
● If you do not own a computer, there are computers accessible to you in all of UCF's
computer labs and libraries.

University Policies

Financial Aid Requirement:

As of Fall 2014, all faculty members are required to document students' academic activity at the
beginning of each course. In order to document that you began this course, please complete the
initial First Week Activity Syllabus Quiz on Webcourses by Friday, January 12th. Failure to do
so will result in a delay in the disbursement of your financial aid.

Gordon Rule

This is a Gordon Rule course, which requires you to write 4 major assignments & receive a C- or
higher to pass. You must turn in all major writing assignments to pass the course.

Diversity and Inclusion

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.
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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 achievement, please feel free to reach out.

Plagiarism vs. Misuse of sources

The Department of Writing & Rhetoric has adopted the definition of plagiarism from the
Council of Writing Program Administrators (WPA): “In an instructional setting, plagiarism
occurs when a writer deliberately uses someone else’s language, ideas, or other original (not
common-knowledge) material without acknowledging its source. This definition applies to texts
published in print or online, to manuscripts, and to the work of other student writers.”

The WPA (and the Department of Writing & Rhetoric) distinguish plagiarism from misuse of
sources: “A student who attempts (even if clumsily) to identify and credit his or her source, but
who misuses a specific citation format or incorrectly uses quotation marks or other forms of
identifying material taken from other sources, has not plagiarized. Instead, such a student should
be considered to have failed to cite and document sources appropriately.”

Consequences of academic dishonesty

The Department of Writing & Rhetoric takes plagiarism and other forms of academic dishonesty
seriously and responds in accordance with UCF policy. 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” grade, which denotes
academic dishonesty on your transcript.

Resources
Student Accessibility Services
UCF is committed to providing reasonable accommodations for all persons with disabilities.
Students with disabilities who need accommodations in this course must contact the professor at
the beginning of the semester to discuss needed accommodations. Students who need
accommodations must also be registered with Student Disability Services. Students can call
Student Accessibility Services at 407-823-2371, or visit their office at Ferrell Commons Room
185, Monday - Friday, 8 a.m. - 5 p.m.

UCF University Writing Center

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Main Center Location: CNH 105

Satellite Locations: Main Library, Rosen Library, and Online
Phone: 407-823-2197 ∙ Website: http://uwc.cah.ucf.edu/
The University Writing Center (UWC) offers writing support to UCF students from first-year to
graduate in every discipline. Trained peer consultants 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 papers or to
make better writers, but to teach writers strategies to navigate complex situations for writing,
both in and outside the University.

Stylus Submissions
The Department of Writing and Rhetoric publishes a journal for outstanding writing produced by
composition students called Stylus. You may find the student work published in this journal
helpful during our exploration of writing this semester. Also, you should consider submitting
your own work for publication.
Students published in Stylus become eligible for the President John C. Prize for Excellence in
First-Year Writing, a $500 book scholarship awarded annually. To submit your work, simply
email your essay to me as a Microsoft Word-friendly attachment and I’ll send it to the editors. To
see previous issues and learn more information, visit the Stylus website at
http://writingandrhetoric.cah.ucf.edu/stylus