What is ENC 1102?
The course focuses on "agency" as a theme because effective writing is a form of power. To have an impact on their readers and positively influence the world, writers need to be able to cogently discuss complicated matters, advocate necessary changes, negotiate differences, and construct proposals for change. In academic contexts, writers gain agency by understanding the elements of effective argument and negotiation. Writers gain agency by understanding the needs and concerns of their audiences and by following the conventions for conducting inquiry and citing sources.
Agency in this sense also indicates knowledge of available resources and the acquired ability to find, analyze, and integrate these resources into our communication tasks. In academic contexts, agency is not always political or personal--though it can be. For example, in the sciences or social sciences, writers can gain agency by writing a convincing argument about a chemical, biological, physical process. Writers can gain agency in the humanities by helping disputing parties negotiate conflicting interpretations of something.
To help students gain agency as academic authors, the major projects in 1102 emphasize analyzing arguments from a rhetorical perspective (Project 1), developing arguments and negotiating differences (Project 2), and using writing to effect change (Project 3). Below is a summary of major course activities:
Agency in this sense also indicates knowledge of available resources and the acquired ability to find, analyze, and integrate these resources into our communication tasks. In academic contexts, agency is not always political or personal--though it can be. For example, in the sciences or social sciences, writers can gain agency by writing a convincing argument about a chemical, biological, physical process. Writers can gain agency in the humanities by helping disputing parties negotiate conflicting interpretations of something.
To help students gain agency as academic authors, the major projects in 1102 emphasize analyzing arguments from a rhetorical perspective (Project 1), developing arguments and negotiating differences (Project 2), and using writing to effect change (Project 3). Below is a summary of major course activities:
- Students write three major projects. Students will write a reflective response after each writing project that summarizes their writing process as well as the relative argument, persuasion, and rhetorical principles they have learned.
- Students participate in at least two peer review activities/writing project, which will provide them with the opportunity to provide constructive feedback in response to their fellow classmates’ writing.
- Students complete homework,discussion board posts, and class work that support their success with each of the three major projects.
- Students will conference weekly with their instructor (and peer groups) during the semester.
"Collaborative Model"... What the ?!?
You will be put into groups and work with group members throughout the semester.
The division of time for such a model incorporates approximately one-hour/week of class time and one and one-half hours/week of individual and group conferences. Group conferences may also include instructional time.
On Mondays, we meet as a class in CHE 302 as a class. This will be just like a traditional class-- instructor lectures, class discussions, etc.
On Wednesdays and Fridays, you will meet exclusively with your group members for about 30 minutes/day. Location TBA.
The division of time for such a model incorporates approximately one-hour/week of class time and one and one-half hours/week of individual and group conferences. Group conferences may also include instructional time.
On Mondays, we meet as a class in CHE 302 as a class. This will be just like a traditional class-- instructor lectures, class discussions, etc.
On Wednesdays and Fridays, you will meet exclusively with your group members for about 30 minutes/day. Location TBA.
What are required texts?
You must purchase three resources:
- Textbook (in print): Cassie, Childs, Ed. Rhetoric Matters Second Edition. NY: Bedford/St. Martin’s, 2012.
- Code to online help book: Hacker, Diana, Stephen Bernhardt, and Nancy Sommers, eds. Writer’s Help. NY: Bedford/St. Martin’s, 2011.
- Access to MyReviewers, available at fyc.usf.edu
How often do I have to show up for class?
I'll take attendance via a daily writing exercise. Bottom line: come to class. We need you there for discussion. You need to be there to do well.
Here is the FYC policy:
After two absences (any class, individual, or small group conference)—EXCUSED OR NOT—one-third of a letter grade will be taken off your final grade. (For three absences. A “B” becomes a “B-”; for four, the “B” becomes a “C+”).
In the event of an emergency, you will be awarded one excused absence that won't affect your grade if you have official documentation. See me if you have questions about what constitutes as official documentation.
Here is the FYC policy:
After two absences (any class, individual, or small group conference)—EXCUSED OR NOT—one-third of a letter grade will be taken off your final grade. (For three absences. A “B” becomes a “B-”; for four, the “B” becomes a “C+”).
In the event of an emergency, you will be awarded one excused absence that won't affect your grade if you have official documentation. See me if you have questions about what constitutes as official documentation.
Do I have to use technology?
Yes. We will use web resources frequently, but don't fear! None of them require a deep understanding of computer technologies, but they all require fairly frequent access to a computer and the Internet.
- You will have a weebly login for this site, where most information will be distributed. Minor (homework and classwork) assignments will be turned in here.
- Your grades will be calculated on Blackboard.
- Major assignments (Projects 1-3) will be submitted, graded, and peer reviewed on My Reviewers.