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Course Policy Information for First Day of Class!

Lauren Fusilier

on 23 August 2010

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Transcript of 1102

Enc 1102: Section 09 Relationships of Communication:
Genre, Audience, and Multiculturalism First-Year Writing courses at FSU teach 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, FYW 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 teacher and peers. Classes rely heavily on a workshop format. Instruction emphasizes the connection between writing, reading, and critical thinking; students should give thoughtful, reasoned responses to the readings. Both reading and writing are the subjects of class discussions and workshops, and students are expected to be active participants of the classroom community. Learning from each other will be a large part of the classroom experience.
If you would like further information regarding the First-Year Composition Program, feel free to contact the program director, Dr. Deborah Coxwell Teague (dteague@english.fsu.edu). WPA Outcomes: The council of Writing Program Administrators describe what they expect to find at the end of first-year composition classes. These outcomes are types of results, not specific standards that are expected to be achieved. They provide the basis for your writing abilities to improve and diversify along disciplinary and professional lines. 1. Rhetorical Knowledge: •Focus on a purpose
•Respond to the needs of different audiences
•Respond appropriately to different kinds of rhetorical situations
•Use conventions of format and structure appropriate to the rhetorical situation
•Adopt appropriate voice, tone, and level of formality
•Understand how genres shape reading and writing
•Write in several genres •Use writing and reading for inquiry, learning, thinking, and communicating
•Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources
•Integrate their own ideas with those of others
•Understand the relationships among language, knowledge, and power 3. Processes: •Be aware that it usually takes multiple drafts to create and complete a successful text
•Develop flexible strategies for generating, revising, editing, and proof-reading
•Understand writing as an open process that permits writers to use later invention and re-thinking to revise their work
•Understand the collaborative and social aspects of writing processes
•Learn to critique their own and others' works
•Learn to balance the advantages of relying on others with the responsibility of doing their part
•Use a variety of technologies to address a range of audiences •Learn common formats for different kinds of texts
•Develop knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics
•Practice appropriate means of documenting their work
•Control such surface features as syntax, grammar, punctuation, and spelling. 5. Composing in Electronic Environments: •Use electronic environments for drafting, reviewing, revising, editing, and sharing texts
•Locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases; other official databases (e.g., federal government databases); and informal electronic networks and internet sources
•Understand and exploit the differences in the rhetorical strategies and in the affordances available for both print and electronic composing processes and texts 4. Knowledge of Conventions: 2. Critical Thinking, Reading, and Writing: First Year Composition Mission Statement: Course Outcomes: These are the specific outcomes that we will focus on specifically in this class. Through engaging in daily writing activities, readings, discussions, reflections and collaboration with classmates, you will will realize the following outcomes: 1. Read and write in multiple genres, across different kinds of media, and for different audiences 2. Learn to recognize and properly respond to different rhetorical situations 3. Understand that composing is a process that uses different genres and communicates through different medias for various audiences 4. Recognize and practice key terms when engaged in writing situations in and beyeond this course 5. Develop and understand your own personal process of writing Course Goals: The primary purposes of ENC 1102 are to encourage life-long critical writing and reading, to explore writing for a variety of audiences and purposes, to improve writing abilities, and to learn to see oneself as an active writer and reader, in order to be a more responsible citizen in the academic setting of the university.

This course aims to help you improve your writing skills in all areas: discovering what you have to say, organizing your thoughts for a variety of audiences, and improving fluency and rhetorical sophistication. You will write and revise three papers, write sustained exploratory journals, devise your own purposes and structures for the papers, work directly with the audience of your peers to practice critical reading and response, and learn new writing techniques.

Through the writing exercises, readings, discussions, and paper assignments in this class, you will learn how to: 1. write a personal essay
2. write a formal research paper
3. write a magazine article
4. recognize your writing process and learn to approach writing in a way that is advantageous to your own personal process needs
5. recognize different kinds of genre and audiences and present information in a way that is suitable to both
6. research-find, interpret, and incorporate sources into your writing
7. communicate through various multimodal forms Instructor Expectations: Many students dread research papers-I can't promise that you will leave this class loving to write papers, but I can say that you will leave feeling more confident about your writing and about approaching similar future assignments. once you take some of the mystery away, writing is a straightforward process that can be enjoyable, and I'll help you figure out how to make it so. what I ask of you is this: that you come to this class with an open mind, ready to learn from and communicate with both me and your classmates. together, we can figure out ways to make this experience rewarding and helpful, because writing is an integral form of communication, and it is something that will be useful for the rest of your life. participation is worth 10 percent of your grade and it is something you have to earn-if you don't volunteer for discussions, I will call on you, so it's easier to speak up on your own. you can't help each other learn if you don't speak in class. so speak up, let's discuss things, and let's make the best of 1102! Civility Clause: I will tolerate neither disruptive language nor disruptive behavior. Disruptive language includes, but is not limited to, violent and/or belligerent and/or insulting remarks, including sexist, racist, homophobic or anti-ethnic slurs, bigotry, and disparaging commentary, either spoken or written (offensive slang is included in this category). While I get that you have a right to your own opinions, inflammatory language founded in ignorance or hate is unacceptable and will be dealt with immediately-As in, I will kick you out of class.
disruptive behavior includes the use of cell phones, laptops or any other form of electronic communication during the class session. It also includes whispering or talking when another class member is speaking or engaged in relevant conversation.
This classroom functions on the premise of respect, and you will be asked to leave the classroom if you violate any part of this statement on civility. If you have questions or concerns about this, please contact me as soon as possible. Attendance: First-year writing policy states that three or more absences in a summer session class is grounds for failure, regardless of class performance when you do attend class. The reason for this is that process writing requires constant peer feedback and subsequent revision, which you cannot do if you do not attend faithfully. You should always inform me, ahead of time when possible, about why you miss class-it's much easier to be flexible about rescheduling work when you inform me ahead of time. Save your absences for when you get sick (and you will) or for family emergencies.
Both participation in activities and respect for others are key to the success of this class as a whole. Coming to class late limits your ability to do either of these. For the purpose of attendance, class begins when we start talking. If you come to class after I've begun it, you are tardy. Three instances of tardiness will count as one absence. If you come to class more than thirty minutes late, you will be counted absent for the day. If you leave class thirty minutes early, without first clearing it with me, you will be counted absent 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...at all. Any instance of plagiarism must be reported to the director of first-year writing and the director of undergraduate studies. Plagiarism is a counterproductive, 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 another's work or any part thereof, be it published or unpublished, as one's own."
A plagiarism 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. Required Materials: Beyond Words: Cultural Texts for Reading and Writing by Ruskiewicz, Anderson, Friend (Pearson, 2009) The New McGraw-Hill Handbook by Maimon, Peritz, & Yancy (McGraw-Hill, 2009) The Curious Researcher by Bruce Ballenger (Pearson, 2009) -a folder to hand in your portfolio at the end of the semester
-a notebook for freewrite journals
-you are also responsible for bringing in 3 copies of drafts to class for workshops-if you don't have a printer, you may have to pay for copies Reading/Writing Center: The reading/writing center offers one-on-one help for students with their writing, whether they need help with a writing problem, understanding what their teacher wants, or just want to do better on their writing assignments. The center is staffed by teaching assistants who are trained in writing and teaching. Make an appointment by calling ahead (644-6495) or stopping in (WMS 222C).
A satellite RWC locations at Strozier Library provides tutoring to students where they congregate most often, and where writing and research can co-develop. This location includes more evening hours to align with student needs. Late-night tutoring is also offered at this location during peak times in the semester when students are up late writing mid-term or final papers.
The strozier location serves only walk-in appointments on a first-come, first-served basis, but students can sign up in advance the same day they want an appointment at the tutoring area. Hours vary by semester, but are updated both on the rwc website and the strozier library website at the start of each semester. the center is a great asset-please take advantage of it. 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 class, creating a blog, selecting images for a visual essay, adding voiceover to a presentation, or writing a script for a podcast. Tutors who staff the digital studio can help students brainstorm essay ideas, provide feedback on the content and design of a digital project, or facilitate collaboration for group projects and presentations.
Students can use the digital studio to work on their own to complete class assignments or to improve overall capabilities in digital communication without a tutoring appointment if a work station is available. However, tutor availability and workspace are limited so appointments are recommended.
To make an appointment, email: fsudigitalstudio@gmail.com or visit the digital studio in Williams 222-b.
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