Syllabus for ENC1102-15Spring 0014

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Course Syllabus

COURSE SYLLABUS ENC 1102 Sec 0014

Department of Writing and Rhetoric
College of Arts and Humanities, University of Central Florida

Instructor:

Clayton Benjamin

Term:

Spring 2015

Office:

Colborn Hall Room 302e

Class Meeting Days:

MWF

Phone:

TBA

Class Meeting Hours:

1:30 - 2:20pm

E-Mail:

claytonbenjamin@knights.ucf.edu

Class Location:

VAB 107

Website:

Canvas/Webcourses

Office Hours:

M & W: 11:15 to 1PM

*Note Syllabus is subject to change at Instructors discretion, all assignments are subject to change.

1. Welcome!
Welcome to ENC 1102! Were going to have a great semester.

2. University Course Catalog Description

ENC 1102 CAH-WRITE RHET 3(3,0)
Composition II: PR: ENC 1101 with a grade of "C-" or better. Focus on extensive research in analytic and argumentative writing based on a variety of readings from the
humanities. Emphasis on developing critical thinking and diversity of perspective. The "NC" grading policy applies to this course.

3. Course Overview
This course will introduce you to typical university writing practices, including an emphasis on developing a genuine line of inquiry, researching that line of inquiry through
secondary and primary sources, and inventing an original research question. In addition, ENC 1102 fulfills half of the first-year composition requirement. You will be assigned
multiple reading assignments to explore what it means to be a writer, who is permitted to write, what are genres and discourse communities, and how genres and discourse
communities affect how you write. You will practice writing to develop, refine, and communicate ideas in academic and social contexts. You should expect to write formally
and informally; produce drafts; read and respond to each others drafts; and revise, edit, and proofread.
The topics covered in this course include but are not limited to: introduction to academic genres of reading and writing; critical reading and analysis of writing for rhetorical
principles of audience, purpose, and argumentative strategies; emphasis on performing research with electronic and print library; and writing in digital formats.
In-class activities will include freewriting, discussions of reading and writing, peer review workshops, and various other group-work. This class is expected to be a safe
environment and I encourage active participation through discussion and thoughtful reflection. This classroom is a space for you to explore your thoughts and opinions and a
space for respecting all contributions from other students.
Furthermore, I am a student too. I realize that writing can be a hard and grueling process, but I hope to offer you great insight into writing (Ive been a college student for 10+
years trust me, because of my experience, I will provide you with excellent feedback). I realize that I may not have all the answers, but I will do my best to answer all
questions and concerns in a timely manner. I also encourage you to make the most of my office hours. Additionally, it is my belief that I will be an excellent resource to
encourage you not only to write for this classroom, but for exploring writing outside the classroom. You should not be surprised if I request a meeting between us to discuss
your writing, your interests, and possible avenues/events/internships outside the classroom that I believe may be pertinent to your interests. I look forward to getting to know
all of you, and guiding you during your first semester of college-academic writing.

4. Course Objectives
1. Students will engage in a research process that is meaningful, dynamic, and appropriate for a specific community.
2. Students will demonstrate an understanding of the intertextual nature of writing and research through reading, analyzing, and synthesizing complex texts.
3. Students will produce purposeful arguments in appropriate genres that matter to specific communities.
4. Students will develop flexible strategies for planning, revising, editing, and evaluating their writing for specific communities.

5. Course Accessibility Statement

It is my goal that this class be an accessible and welcoming experience for all students, including those with disabilities that may impact learning in this class. If anyone
believes the design of this course poses barriers to effectively participating and/or demonstrating learning in this course, please meet with me (with or without a Student
Disability Services (SDS) accommodation letter) to discuss reasonable options or adjustments. During our discussion, I may suggest the possibility/necessity of your
contacting SDS (Ferrell Commons 185; 407-823-2371; sds@ucf.edu) to talk about academic accommodations. You are welcome to talk to me at any point in the semester
about course design concerns, but it is always best if we can talk at least one week prior to the need for any modifications.

6. The Gordon Rule

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ENC 1101 and ENC 1102 are subject to the state-mandated Gordon Rule. UCF currently interprets this legislation as requiring students to write at least four, formal graded
writing assignments in a Gordon Rule designated class. Students must earn a grade of a C- or higher to receive course credit.

7. Course Credits
3 credits

8. Required Texts and Materials

Google Drive Account (use your Knights email to create - see tutorial for creating Account in Webcourses)
Access to a computer with an up-to-date web browser
Supplementary (Optional) Texts and Materials
Check course website for additional readings assigned throughout the semester (These are required!)

9. Basis for Final Grade

You will notice that in this class, most assignments are almost weighted equally. I suggest that you pay attention to each assignment, and not be in the habit of missing
assignments. Late assignments will be penalized. Any assignment more than seven days late will result in a zero for that assignment.
Assessment

Percent of Final Grade

Online Discussions & In-class Exercises/Quizzes (including

Citi Training)

15.00%

2 Literacy Maps

10.00%

Reading Journals & Rhetorical Analysis Worksheets

15.00%

Annotated Bibliography, Intertextual Map & Lit Review

15.00%

Final Research Project & Presentation

15.00%

Portfolio (Revisions of all major papers & Final Reflection)

30.00%
100%

Grading Scale:
Grading Scale (%)
94-100

90-93

A-

87-89

B+

84-86

80-83

B-

77-79

C+

74-76

70-73

C-

67-69

D+*

64-66

D*

60-63

D-*

0 - 59

F
NC

**** Note: You may receive a D-, D, or D+ on assignments, but a final grade below a C- will not be given for the overall course.
The NC grade is reserved for the student who completes all work in the course, but does not meet university standards to pass the course. It is awarded solely at the
discretion of your instructor.

9.1. Major Assignments

*Note: all major assignments will be drafted in electronic format, and you will be responsible for sharing your document with me, the instructor .

9.1.1. Participation, Online Discussions & In-class Exercises (15%)

Participation: Participating in class is integral to learning and succeeding in this course. Class sessions are meant as an exploratory space to expand your knowledge and
critical readings of the assigned texts. This can only happen through discussion! You are expected to speak up, if you do not, you will be randomly selected at some point
during the semester. Activities that make up your participation grade include, but are not limited to: small and large group discussions, brief in and out of class informal
writings, online discussions, peer review activities, and coming prepared by having read assigned texts. I will do my best to create a comfortable space that encourages
discussion. I like to move during class, be prepared to move too: desks are not the only choice.

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Discussions: This class is meant to prepare you for academic writing and to also begin investigating the multiple texts you come across everyday. Part of critical thinking is
the ability to extend your voice, opinions, and constructive thoughts to members of the class. You will complete this requirement by doing weekly discussion postings.
Postings will typically be one to two paragraphs, and they should typically take to 1 hour to complete. Discussion postings are due Friday at 11:59am and are worth 10
points each (5 points for your post and 5 points for at least one constructive response). I also highly encourage you to post online videos, pictures, and video recordings.
However, keep in mind that this is an extension of the writing classroom and you are expected to behave with respect and constructive criticism. Keep your responses
professional, courteous, and constructive.
Citi Training: The University of Central Florida requires that any students/faculty who are (or who are likely to) conduct any type of interviews/surveys outside of a classroom
take an online training course. This course can be completed in parts and can take as little as a couple hours to complete (if youre REALLY motivated). I am requiring ALL
students to complete Institutional Review Board (IRB) training. You will be working with people in the community, so expect to go out survey and interview people. If it is a
challenge for you to communicate with people outside the classroom, this may not be the correct course for you. Citi Training must be completed by Friday, January 30th
2015.

9.1.2. Literacy Maps

In this course you will be responsible for using Google Maps. You will create 2 different maps:
1. A personal literacy map that pinpoints specific literacy sponsors and critically questions the values, goals, and ideologies you learned from those particular literacy
sponsors.
2. A community mapping project. For this project, you will be put into groups to map certain literacy sponsors/services in the Orlando area. Think about this as a community
resource map that will help people in the community discover literacy sponsors and resources they may not know about. Some literacy sponsors which groups may
choose to map: Museums, Libraries, Human Services (DMVs, homeless shelters, hospitals, etc), Schools, Arts Organizations, Media Resources (news stations,
newspapers, etc), Legal Services (courts, law offices, etc), Transportation (bus stops and terminals, and transportation offices), and Parks and Recreation. If your group
decides to map a different type of literacy sponsor, please consult the instructor for approval. The literacy sponsor you decide to map will work into your final research
project. You will formulate a research question based around that particular literacy sponsor. You will want to do your best to align the group you join to your interests.

9.1.3. Reading Journals and Rhetorical Analysis Worksheets (15%)

One of the most valuable skills you will learn in this course is how to listen and read in academic and professional discourses. I realize that reading academic writing/journals
can be tedious, boring, etc. However, if you push yourselves with the strategies I provide in this course, reading these types of articles/texts will become much easier and
even enjoyable. Therefore, for each assigned reading you complete in this course, you will be expected to print out a copy of the article, notate the article (writing in the
margins, highlighting, etc.) and to also complete a Reading Rhetorical Worksheet for that reading. For this reason, you should purchase a 1.5 or 2 three-ring binder to
collect your articles in and to present as your reading journal. During each class period, at random, a random amount of students will be selected to submit their reading
journal to the instructor. The instructor will then grade those journals and return them the following class period. Should you be chosen to turn in your journal, you must
submit it during that class period. This means that you must stay up-to-date on the readings and on assembling the journal. It also means you must bring it to each in-person
class, because it may randomly be selected to be turned in throughout the semester. If you fail to have your reading journal with you when selected, or you know that you
have not completed it the week you are selected, you may pass once (1 time only). This is your one and only pass! Every other time you are required to submit the journal,
you will submit your journal or you will receive zero credit on this assignment for the entire semester. If your journal is selected and you are not in class that day, you will
automatically receive zero credit for that submission.
Reading journals should be arranged by week with divider tabs. You will want to order these sequentially. Keep Week 1 at the front of the journal with each sequential week
filed after it.
In addition to notating and highlighting the articles, you will also be required to complete a Rhetorical Rhetorical Worksheet per each article. This worksheet is hosted in digital
format on Canvas. You will be responsible for submitting a digital copy to the instructor through the assignments in Canvas before each class period, and you will also print a
copy for your reading journal. You must complete this worksheet and electronically turn it in before class.

9.1.4. Annotated Bibliography, Intertextual Map & Lit Review (15%)

In this course you will be responsible for finding a line of inquiry and researching that line through scholarly sources. In your groups, you and your team members will find a
total of 20 academic sources that address your particular research interest. You will then split these sources amongst the group members to read and annotate according to
MLA format. Additionally, you will visually represent the connections of the texts you read in a form of a Prezi Intertexuality Map. Lastly, you will use that annotated
bibliography to create an academic literature review.

9.1.5. Research Project & Presentation (15%)

The last project we will work on in this course will be a research project. Throughout, the semester, your research team will work together to answer a research question
about your chosen community literacy. It should include a summary of your groups findings and situate your findings in conversation with other academics who have
researched that particular community and their literacy practices. Lastly, your group will report about your research process and your findings to the class.

9.1.6. Portfolio (30%)

A final portfolio hosted on WordPress.com will be submitted at the end of the course. In this portfolio you must include:
1. Major Assignment Rewrites

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2. Major Assignment Reflections

3. Literacy Maps
4. Final Reflection/Portfolio Cover Letter What are the three biggest take-aways from this course, and how will they help you in future writing assignments? How has the
course helped to improve your writing? How have you met the objectives/goals of the course?
In addition to each resubmitted piece, you must also include a statement reflecting on changes you made to the piece and why you made those changes. Additionally, your
final portfolio design must reflect visual rhetorical principles discussed throughout the semester. Please expect to learn the basics of writing in HTML in this course.

10. Grade Dissemination

All grades will be hosted through Canvas. You should expect to do all formal writing assignments in Google Docs and submit them electronically through Canvas. You will
electronically receive feedback on all assignments in the Google Doc and in Canvas.

11. Course Policies:

11.1. Course Policies: Grades
Late Work Policy: All assignments are due before class starts. There are no make-ups for in-person and online discussions, peer reviews, reading journals, or other various
assignments. Formal writing assignments turned in late will be assessed a penalty: a third-letter grade per each day it is late. Major assignments will not be accepted if
overdue by more than seven days (aka if due in-person one week, you must submit it before the following week's class). You may not make up discussion postings. Be sure
to post your discussions the day they are due.

Extra Credit Policy: I will offer one extra-credit opportunity for this course. Extra-credit is not point based, but, if you are stuck between a full letter grade and a + or -, you will
be awarded the higher of the two. Check the Extra Credit folder on Canvas to discover how to complete the extra credit.
Rewrite Policy: Rewrites are not optional; they are required on all drafts. You will write in Google Docs which will keep all versions of your rewrites, and you will be
responsible for submitting a final e-portfolio consisting of your final rewrites for all major projects.

11.2. Course Policies: Technology and Media

Email: I check email at least once in the morning and once in the afternoon. I will do my best to respond to all email inquiries within a 12-hour turn around. However, there are
times when this may not be possible. There is no guarantee that an email will be answered before the next class period. If you have a pressing issue, I suggest coming to my
office hours. Please email me through Canvas. My Knights email inbox receives many messages every day and it is likely I will overlook your email if you email my Knights
account.
Webcourses: Webcourses will be used to host all course content. However, all writing will be done in digital formats. All formal writing assignments will be written in Google
Docs.
Google Docs: You are required to create a Google account to connect your work with this course. Therefore, create a Google account using your Knights email address.
Browser: Please use the most up-to-date version of Firefox or Google Chrome. If you do not have access to either browser, Internet Explorer should work. You will need a
browser that supports Google Docs.
Cell Phones: Use of cellphones is strictly prohibited unless instructed to use them. If I see you playing with or checking your cellphone in class or if I hear your phone ring or
vibrate you will be asked to leave the class for that day.
Tablets/Laptops: Tablets and laptops are permitted in this class and I recommend bringing them to each class period if you have one available to you. We will be working in
Google Docs and Google Maps frequently, as well as accessing the library electronically. We will also use Prezi and Wordpress. Please bring your tablet/laptop to class if
possible. However, if I notice you are distracted you will be asked to put them away. Additionally, if you are asked to repeatedly to put them away, I will take away your
privilege for bringing them to class.

11.3. Course Policies: Student Expectations

Study Hours: In college it is a standard requirement to study 2 to 3 hours outside the classroom per each credit you are enrolled. This is a 3 credit advanced composition
course. Therefore, you should plan to study 2 to 3 hours/week per each credit. Please budget 9 hours into your weekly schedule to work on this course in order to be
successful. You will be required to submit a research plan towards the end of the first month that shows me the dates and times you plan to complete work toward your final
project. It is advised that you purchase a planner to help organize your time.
Classroom Participation: I expect you to come to class prepared and with a positive attitude. I try to keep class engaging and fun. However, the course can only be interesting
if you make it interesting. Think critically about the work I assign you. Why might have I assigned you a particular article to read? How can you make the work interesting to
your own experiences and interests and to your own life? What lessons are to be learned from the work? It is my hope as we journey through the course that you remain
engaged and focused. If ever you feel like you are not getting what you need out of the course, or if you find yourself struggling, please come to my office hours so I can
explain more thoroughly the concepts of the course. I understand that for many of you this will be the first time you completed academic primary and secondary academic
research (including conducting interviews and surveys and reading academic journal articles).
Group Participation: This course relies heavily on teamwork and cooperation throughout the semester. Early on in the semester, you will sign up for groups of four or five
based on your research interests and will be asked to accomplish various tasks in a group effort. Since your final grade is partly composed of grades on various team
projects, teamwork skills are essential for this class. If you are having difficulties with working in groups, please feel free to discuss this with me and whether this course is
ideal for you.

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Extensions: Extensions on homework will be granted only in extreme circumstances (aka death of an immediate family member and mental/physical health emergencies). If
you need an extension, you will be required to submit documentation to me in advance of the date assignments are due. You will then be responsible for completing an
assignment extension contract that we will both sign. If you miss the completion date on your contract you will receive zero credit for the assignment(s) you miss.
Attendance Policy: Attendance is mandatory! You will be responsible for peer reviewing other student's work in the class. Should you miss more than two peer reviews, you
will be penalized by one full letter grade. Additionally, discussions are the primary source of information innovation in this course. The combination of these practices will
determine your participation grade.
Professionalism Policy: Per university policy and classroom etiquette; mobile phones, iPods, etc. must be silenced during all classroom and lab lectures. Those not heeding
this rule will be asked to leave the classroom/lab immediately so as to not disrupt the learning environment. Please arrive on time for all class meetings. Students who
habitually disturb the class by talking, arriving late, etc., and have been warned may suffer a reduction in their final class grade.
Academic Ethics Policy: UCF faculty support the UCF Creed. Integrity - practicing and defending academic and personal honesty - is the first tenet of the UCF Creed. This is
in part a reflection of the second tenet, Scholarship: - I will cherish and honor learning as a fundamental purpose of membership in the UCF community. - Course
assignments and tests are designed to have educational value; the process of preparing for and completing these exercises will help improve your skills and knowledge.
Material presented to satisfy course requirements is therefore expected to be the result of your own original scholarly efforts.
Plagiarism and cheating - presenting anothers ideas, arguments, words or images as your own, using unauthorized material, or giving or accepting unauthorized help on
assignments or tests - contradict the educational value of these exercises. Students who attempt to obtain unearned academic credentials that do not reflect their skills and
knowledge can also undermine the value of the UCF degrees earned by their more honest peers.
Academic Integrity Policy: UCF faculty members have a responsibility for your education and the value of a UCF degree, and so seek to prevent unethical behavior and when
necessary respond to infringements of academic integrity. Penalties can include a failing grade in an assignment or in the course, suspension or expulsion from the university,
and/or a "Z Designation" on a student's official transcript indicating academic dishonesty, where the final grade for this course will be preceded by the letter Z. For more
information about the Z Designation, see http://z.ucf.edu/ (http://z.ucf.edu/) .
For more information about UCF's Rules of Conduct, see http://www.osc.sdes.ucf.edu/ (http://www.osc.sdes.ucf.edu/) .
Sexual Harassment Policy:The University of Central Florida values diversity in the campus community. Accordingly, discrimination on the basis of race, sex, national origin,
religion, age, disability, marital status, parental status, veteran's status, sexual orientation, or genetic information is prohibited.
Sexual harassment, a form of sex discrimination, is defined as unwelcome sexual advances, requests for sexual favors, or verbal or physical conduct of a sexual nature
when:
Submission to such conduct is made either explicitly or implicitly a term or condition of an individual's employment or enrollment;
Submission to or rejection of such conduct by an individual is used as the basis for employment or enrollment decisions affecting such individual; or
Such conduct has the purpose or effect of substantially interfering with an individual's work performance or enrollment, or creating an intimidating, hostile, or offensive
working or academic environment.
Sexual harassment is strictly prohibited. Occurrences will be dealt with in accordance with the guidelines above and university rules. Employees, students, or applicants for
employment or admission may obtain further information on this policy, including grievance procedures, from the Equity Coordinator. The Director of the Office of Equal
Opportunity and Affirmative Action Programs is the campus Equity Coordinator responsible for concerns in all areas of discrimination. The office is located on the main
campus, in Millican Hall 330, Orlando, FL 32816-0030. The phone number is 407-UCF-1EEO. Policies and guidelines are available online athttp://www.eeo.ucf.edu
(http://www.eeo.ucf.edu/) .

University Writing Center: The University Writing Center (UWC) is a free resource for UCF undergraduates and graduates. At the UWC, a trained writing consultant will work
individually with you on anything you're writing (in or out of class), at any point in the writing process from brainstorming to editing. Appointments are recommended, but not
required. For more information or to make an appointment, visit the UWC website at http://www.uwc.ucf.edu, stop by MOD 608, or call 407.823.2197.
Research Statement: Work performed in this course may be used for instructor research. This research will follow all IRB standards and names of student work will be
removed before added to any studies.

12. UCF Cares

During your UCF career, you may experience challenges including struggles with academics, finances, or your personal well-being. UCF has a multitude of resources
available to all students. Please visit UCFCares.com

(http://ucfcares.com/) if you are seeking resources and support, or if you are worried about a friend or classmate. Free

services and information are included for a variety of student concerns, including but not limited to alcohol use, bias incidents, mental health concerns, and financial
challenges. You can also e-mailucfcares@ucf.eduwith questions or for additional assistance. You can reach a UCF Cares staff member between 8 a.m. and 5 p.m. by calling
407-823-5607. If you are in immediate distress, please call Counseling and Psychological Services to speak directly with a counselor 24/7 at 407-823-2811, or please call
911.

13. Financial Aid Requirement

As of Fall 2014, all faculty 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 syllabus quiz by the end of the first week of classes or as soon as possible after adding the course, but no later than August 27th. Failure to do so may result in
a delay in the disbursement of your financial aid.

14. Important Dates

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Classes Begin

Monday, January 12, 2015

Late Registration
registration (http://calendar.ucf.edu/2015/spring
/registration)

Last Day to Drop and Request Full Refund

Monday, January 12, 2015 Friday, January 16, 2015 11:59 PM

Thursday, January 15, 2015 11:59 PM

Drop/Swap Deadline on myUCF

(https://my.ucf.edu/)

registration (http://calendar.ucf.edu/2015/spring

Thursday, January 15, 2015 11:59 PM

/registration)

Add Deadline on myUCF (http://my.ucf.edu/)

registration (http://calendar.ucf.edu/2015/spring

Friday, January 16, 2015 11:59 PM

/registration)

Spring Break
(Campus offices still open)

Monday, March 09, 2015 -

no-classes (http://calendar.ucf.edu/2015/spring

Saturday, March 14, 2015

/no-classes)

15. Course Schedule

Date

Details

Fri Jan 16, 2015

Syllabus Quiz (https://webcourses.ucf.edu/courses/1080017/assignments/3692369)

due by
11:59am

Week 1 Discussion: What Do You Think Literacy Is? (https://webcourses.ucf.edu/courses/1080017

due by
11:59am

/assignments/3692508)
Wed Jan 21, 2015

ENC 1102 Entrance Survey (https://webcourses.ucf.edu/courses/1080017/assignments/3706043)

Fri Jan 23, 2015

Week 2 Discussion: Literacy & Privilege (https://webcourses.ucf.edu/courses/1080017/assignments

due by 11:59pm
due by
11:59am

/3711779)
Fri Jan 30, 2015

Knight's Write Showcase Assignment (https://webcourses.ucf.edu/courses/1080017/assignments

due by

/3719614)
Mon Feb 2, 2015

1:30pm

Week 3 Discussion: How do you think race, class, gender, and sexual orientation intersect with

due by

Literacy and Power (https://webcourses.ucf.edu/courses/1080017/assignments/3706009)

11:59am

Wed Feb 4, 2015

Personal Literacy Map (https://webcourses.ucf.edu/courses/1080017/assignments/3722125)

Sun Feb 8, 2015

Week 4 Discussion: Gender Literacy and Performativity (https://webcourses.ucf.edu/courses/1080017

/assignments/3706010)

Sun Feb 15, 2015

Week 5 Discussion: Texts as Conversations (https://webcourses.ucf.edu/courses/1080017

/assignments/3740782)

Sun Feb 22, 2015

Week 6 Discussion: Genre Analysis (https://webcourses.ucf.edu/courses/1080017/assignments

/3745754)

Fri Feb 27, 2015

Sun Mar 1, 2015

due by 11:59am
due by
11:59am
due by
11:59am
due by
11:59am

Group Community Literacy Map (https://webcourses.ucf.edu/courses/1080017/assignments/3705929)

due by 11:59am

Personal Literacy Map Part 2 (https://webcourses.ucf.edu/courses/1080017/assignments/3745755)

due by 11:59am

Week 7 Discussion: Group Mapping Project Reflection (https://webcourses.ucf.edu/courses/1080017

/assignments/3706027)

due by
11:59pm

Fri Mar 6, 2015

Group Works Cited List (https://webcourses.ucf.edu/courses/1080017/assignments/3705935)

due by 11:59pm

Sun Mar 15, 2015

First 4 Research RRW's (https://webcourses.ucf.edu/courses/1080017/assignments/3762701)

due by 11:59pm

Fri Mar 20, 2015

Week 10 Discussion: Synthesize What You've Read (https://webcourses.ucf.edu/courses/1080017

/assignments/3706033)

due by
11:59pm

Sun Mar 22, 2015

Second 4 Research RRW's (https://webcourses.ucf.edu/courses/1080017/assignments/3762702)

due by 11:59pm

Wed Mar 25, 2015

Intertextuality Map (https://webcourses.ucf.edu/courses/1080017/assignments/3705938)

due by 11:59pm

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Date

Details

Fri Mar 27, 2015

Annotated Bibliography (https://webcourses.ucf.edu/courses/1080017/assignments/3705937)

Sun Mar 29, 2015

Citi Training (https://webcourses.ucf.edu/courses/1080017/assignments/3706005)

due by 11:59pm
due by
11:59pm

Week 11 Discussion: Preliminary Research Question (https://webcourses.ucf.edu/courses/1080017

/assignments/3706034)
Sun Apr 5, 2015

Week 12 Discussion: Thinking about methodology (https://webcourses.ucf.edu/courses/1080017

/assignments/3706035)

due by
11:59pm
due by
11:59pm

Mon Apr 6, 2015

Lit Review (https://webcourses.ucf.edu/courses/1080017/assignments/3762700)

due by 11:59pm

Fri Apr 10, 2015

Methodology and Tools (https://webcourses.ucf.edu/courses/1080017/assignments/3705945)

due by 11:59pm

Research Proposal (https://webcourses.ucf.edu/courses/1080017/assignments/3705940)

due by 11:59pm

Sun Apr 19, 2015

Field Notes/Surveys/Questionaires (https://webcourses.ucf.edu/courses/1080017/assignments

/3705948)

Fri Apr 24, 2015

ENC 1102 Exit Survey (https://webcourses.ucf.edu/courses/1080017/assignments/3706044)

Mon Apr 27, 2015

Research Report (https://webcourses.ucf.edu/courses/1080017/assignments/3705953)

Mon May 4, 2015

Poster Presentation (https://webcourses.ucf.edu/courses/1080017/assignments/3705957)

Tue May 5, 2015

Final Wordpress Portfolio (https://webcourses.ucf.edu/courses/1080017/assignments/3705963)

due by
11:59pm
due by 11:59am
due by 1:30pm
due by 1pm
due by 11:59pm

Journal Check 1 (https://webcourses.ucf.edu/courses/1080017/assignments/3705932)

Journal Check 2 (https://webcourses.ucf.edu/courses/1080017/assignments/3705933)
Roll Call Attendance (https://webcourses.ucf.edu/courses/1080017/assignments/3692697)

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View Progress

Module

Using Course Technologies

Learning Online Resources
UCF Online Learning Support
UCF Service Desk
Learning Canvas
Canvas Student Quickstart Guide
Full Canvas Student Guide
Questions About Canvas
Using Google Docs
Create A Google Account With Knights Email
Collaborating in Google Docs
Google Docs Video Tutorials
Google Docs Written Help
Google Drive Help
Sync Your Google Docs Account With Canvas
Questions About Google Docs

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Week 1: What Is Literacy?

Monday
syllabus.pdf
NewInLiteracy_Street.pdf
Wednesday
RhetoricalReadingWorksheet_SP_015.pdf
literacy_ideologies_cadiero-kaplan.pdf
Friday
Ivy Leagues meritocracy lie - How Harvard and Yale cook the books for the 1 percent.pdf
Syllabus Quiz

Jan 16 10 pts

Week 1 Discussion: What Do You Think Literacy Is?

Jan 16 10 pts

Gee_Chapter1.pdf

Week 2: Socially Constructed Meanings and Ideologies

Monday: No Class MLK
Wednesday
brandt_sponsors_of_litearcy.pdf
ENC 1102 Entrance Survey

Jan 21 0 pts

Friday
Week 2 Discussion: Literacy & Privilege

Jan 23 10 pts

Week 3: Intersections: Race/Class/Gender & Literacy

Monday
Knight's Write Showcase Assignment

Jan 30 20 pts

KWS2015ShortAgenda.pdf
Wednesday: No Class, Attend a Knights Write Showcase Panel
Read Before Class On Friday
Defining Intersectionality

(http://en.wikipedia.org/wiki/Intersectionality)

Friday
Read Before Class Monday
Standpoint Theory

(http://en.wikipedia.org/wiki/Standpoint_theory)

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Feb 2 10 pts

Personal Literacy Map

Feb 4 100 pts

Week 4: Literacy Disparity Research - Women, Science, & Technology Case Study
Monday
Topics For Class Discussion
Readings for Wednesday
Science facultys subtle gender biases favor.pdf
Evidence That Gendered Wording in Job Advertisements Exists and.pdf
Wednesday
teaching-feminist-technology.pdf
Friday
Week 4 Discussion: Gender Literacy and Performativity

Feb 8 10 pts

Week 5: Researching Through A Critical Lens

Monday
Topics For Class Discussion Week 5
Academic_Converstation_Greene.pdf
Wednesday
Porter-Intertextuality-and-Discourse-Community.pdf
Friday
Week 5 Discussion: Texts as Conversations

Feb 15 10 pts

Week 6: Intertexts & Genres

Monday
Rip! A Remix Manifesto!
Wednesday
This Week's Topics
Materiality and genre in the study of discourse communities.pdf
Friday
Week 6 Discussion: Genre Analysis
Th G

f Chi O

Feb 22 10 pts

df

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Tuesday Night Is HamBingo Night a Glimpse of the Drag Queen Culture.pdf

Week 7: Genre Analysis And Rhetoric

Due Wednesday Before Class
Rhetorical Treasure Hunting - Geocaching and the Usage of Multiple Literacies.pdf
Due Friday
Personal Literacy Map Part 2

Feb 27 100 pts

Group Community Literacy Map

Feb 27 100 pts

Read for Monday

Gee_CriticalLiteracy.pdf
Week 7 Discussion: Group Mapping Project Reflection

Mar 1 10 pts

Week 8: Using Critical Literacy as a Research Lens & Secondary Sources

Group Works Cited List

Mar 6 100 pts

Week 10:
Week 10: Navigating the Conversation/Filling the Gap
First 4 Research RRW's

Mar 15 50 pts

Second 4 Research RRW's

Mar 22 50 pts

Week 10 Discussion: Synthesize What You've Read

Mar 20 10 pts

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Week 11
Due Wednesday
Intertextuality Map

Mar 25 50 pts

Due Friday
What is An Annotated Bibliography
Annotated Bibliography

Mar 27 50 pts

Due Sunday
Citi Training

Mar 29 50 pts

Week 11 Discussion: Preliminary Research Question

Mar 29 10 pts

Week 12
Conference Sign up
Lit Review

Apr 6 100 pts

Week 12 Discussion: Thinking about methodology

Apr 5 10 pts

Week 13
HowtoWriteaProposalTemplate (1).pdf
Research Proposal

Apr 10 50 pts

Methodology and Tools

Apr 10 25 pts

Week 14: Primary Research

Field Notes/Surveys/Questionaires

Apr 19 50 pts

Analyzing Qualitative and Quantitative Data

OWL Purdue - Analyzing Primary Data

(https://owl.english.purdue.edu/owl/resource/559/09/)

Week 15: Portfolio Instructions & Final Research Proposal

ENC 1102 Exit Survey

Apr 24 0 pts

PI_OpenData_042115.pdf
Research Report

Apr 27 100 pts

Peer Review Outline For Research Paper

Portfolio Instructions

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Portfolio & Portfolio Reflection Instructions

Portfolio CoverLetter
Final Wordpress Portfolio

May 5 100 pts

Wordpress Portfolio How-tos

Create a Wordpress Portfolio
Creating Pages in Wordpress Portfolio
Embed Google Doc in Wordpress
Add Prezi to WordPress Portfolio

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