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Syllabus - 1102H - Honors Composition 2

Syllabus - 1102H - Honors Composition 2

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This is the master syllabus for two sections of Honors Composition at UCF during Spring 2013.
This is the master syllabus for two sections of Honors Composition at UCF during Spring 2013.

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COMPOSITION 2

Course: ENC 1102H – 0202 Credit Hours: 3 Section: 10655 / 10642 Semester: Spring 2013 Time: MWF 9:30 - 10:20 or MWF 11:30 – 12:20 Location: BHC 127 unless otherwise planned Instructor: Dr. Stacey Pigg Email: stacey.pigg@ucf.edu Office: Colbourn 307D Office Hours: MW 1-3 PM and by appointment

Course Description
With the experience most of us have writing for coursework and personal life (i.e., texting, Facebook), writing can become so routine that it’s almost invisible. While this is perfectly natural, these habits can also lead to unsuccessful writing in situations that demand craft and attention. The goal of this course is to give you strategies for and practice in slowing down and paying attention to using writing critically and consciously to make and communicate knowledge. Specifically, the tools, strategies, and practices of this course are focused on inquiry, or the act of investigation that leads to making new knowledge. Where this course differs from some other 1102 courses at UCF is in our focus on the role social technologies can play in both helping and hindering your ability to achieve the course objectives. Let’s face it: social networking, texting, online search engines, and Wikipedia are not going away, and many of you may use these technologies in your writing process and hope no one notices (but we do). In this class, we’ll make technologies front and center to discuss problems like how to stay focused and avoid distractions while writing as well as to brainstorm how to use social technologies like Twitter, Diigo, Google, and—believe it or not—even Wikipedia to make you a better researcher and writer.

Course Goals
• • • • •

Develop a focused area of interest that can
support a semester-long inquiry project Curate or select a collection of texts worthy of attention that is related to your interest area Read and summarize the argument of complex texts related to an interest area Evaluate the argument of complex texts related to an area of inquiry Analyze the social context (i.e., how discourse community, audience, or situational expectations shape the conventions) of complex texts related to an area of inquiry Synthesize the arguments of multiple complex texts in order to invent your own new ideas Participate in conversations surrounding an area of inquiry by, first, sharing curation, responses, and syntheses and, second, by inventing a new text that responds to a rhetorical situation invoked by this area of inquiry And, finally, enact research as a process by conceiving of the above objectives as an interconnected and recursive knowledge making process rather than isolated or incremental activities

• •

Required Texts
Rheingold, Howard. Net Smart: How to Thrive Online. Cambridge: The MIT Press, 2012. Available in the UCF bookstore. Lowe, Charles, and Pavel Zemliansky, eds. Writing Spaces: Readings on Writing, Volume 2. Available at http://writingspaces.org/volume2

Required Assignments

1
Personal Learning Network Research Blog
Use online resources to identify important organizations and individuals who can help you learn about your chosen interest area.

2
Curate a research blog that includes a collection of important voices from your PLN and your responses to them.

3
Academic Synthesis
Synthesize source material you’ve been reading in order to forward an argument directed toward a chosen academic audience.
20% of grade

4
Contribute to the area of inquiry you’ve been exploring by responding to a rhetorical situation of your choice.

5
revised as semester portfolio

20% of grade

20% of grade

20% of grade

Research Blog

Reflect on your inquiry over the semester by revising your research blog to function as a course portfolio that outlines your learning and engagement.

Final Project

20% of grade

*NOTE: Participation and Professionalism are factored into each individual assignment grade, rather than as a separate component of grade.

Course Policies
• I get really excited about research. Geeky excited. Try to pick an area of inquiry that will allow you to do the same and about which you are genuinely able to learn more. If you have a conviction about a particular topic that’s so strong you’d never be willing to change it, that’s probably not a great area for research; you’ve already made your mind up about it! Choose an inquiry area you can use writing to learn and make new knowledge about, since that’s the point of the class. This course requires active participation. We’ll be working together, discussing individual research including sources we’ve found, ideas we’re developing, and concepts from rhetoric and writing theory that can help us dig more deeply and invent more creatively. Because much coursework will happen in discussions and workshops, your engaged attendance will be required for the success of the course, your learning, and your grade. I often use e-mail to communicate information about the class. You are responsible for checking your Knights email account regularly. When you have questions, please email me at my UCF account rather than contacting me through Canvas or another course technology. I check it often. We will use social technologies extensively in this course. Please be aware that you are never required to use your full name or identity in any online social software (i.e., Twitter, Diigo) that we use for class. Also, don’t worry if you do not consider yourself “a techie.” I will always happily walk you through the use of any technology or software application I ask you to use for the course. Feel free to bring your laptop, tablet or mobile phone to class, but please use it mindfully. Your work in this class is public. Please don’t write things you wish to remain private. The first three required assignments of the course can be revised for a higher grade. Revision work can happen any time, but will be graded with your final exam portfolio. Keep all drafts of your writing. All work should be typed for the class, and you should make a plan now for version control, so that you can record how your writing changes over time. If an assignment is lost or missing, you must provide another copy no matter whose fault it is (so keep back ups of everything!). I will not accept late assignments for credit unless you discuss problems with me in advance. Absences beyond three will severely affect your ability to argue for your sustained engagement in the course (as explained in assignment 5 above). Your final exam in this course is a presentation and portfolio, which you will present during the exam period.

• • • •

• • •

Grading Scale
A 94-100 A- 90-93 B+ 87-89 B 84-86 B- 80-83 C+ 75-79 C 74-76 C- 70-73 F or NC Below 70
Each required assignment will be graded using the scale at the left, and the average of those scores (each weighed evenly) will determine your final course grade. As described in the course policies, the first three assignments can be revised for a higher grade in the course portfolio. No incompletes are given in ENC 1101 or 1102 courses. The grade of D may be awarded for individual assignments but not for a final grade in this course. The grade of NC (no credit) can be assigned at the teacher’s discretion only if the student completed all course work on time and attended class regularly but was unable to write at a level appropriate for ENC 1102.

Resources and Other Information
ACCOMODATIONS 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. To receive accommodations, students must be registered with Student Disability Services, Student Resource Center Room 132, phone (407) 823-2371, TTY/TDD only phone (407) 823- 2116. If you need advice or assistance, please feel free to contact me. ACADEMIC HONESTY You are responsible for handling sources ethically and honestly by acknowledging the author and source of directly borrowed ideas and language in your writing. We will spend time in class working with these issues. If you feel confused about whether you are properly citing any item or whether you should cite, please ask me. All work that you submit for this class must be your own unless I have approved a collaborative assignment, and it must be written exclusively for this course. Intentional cheating on an assignment may result in an “F” for the assignment or the entire course. Plagiarism and cheating also subjects a student to referral to the Office of Student Conduct for further action. See the UCF Golden Rule for further information (http://www.goldenrule.sdes.ucf.edu/). UNIVERSITY WRITING CENTER The University Writing Center is an important resource for writers at all stages of the process. I have been a consultant for several different writing centers in the past, and when I was a student, I visited them often to share ideas with peers. See http://uwc.ucf.edu/ for more details. STYLUS: The Department of Writing and Rhetoric publishes a journal called Stylus for outstanding writing produced by Composition students. You may find the student work published in this journal helpful as you complete assignments this semester, and you can think of eventual publication in Stylus as a personal goal for your writing this semester. Students published in Stylus become eligible for the President John C. Hitt Prize for Excellence in First-Year Writing, a $450 book scholarship awarded annually. To submit your work, simply email your essay to me at the end of the semester as a Microsoft Word-friendly attachment and let me know that you are interested. To see previous issues and learn more information, visit the Stylus website at http://writingandrhetoric.cah.ucf.edu/stylus.

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