Benjamin Syllabus ENC1101 15Spring 0014

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Jump to TodayCourse 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: [email protected] 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

Students will engage in a research process that is meaningful, dynamic, and appropriate for a specific community.1.

Students will demonstrate an understanding of the intertextual nature of writing and research through reading, analyzing, and synthesizing complex texts.2.

Students will produce purposeful arguments in appropriate genres that matter to specific communities.3.

Students will develop flexible strategies for planning, revising, editing, and evaluating their writing for specific communities.4.

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; [email protected]) 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

bus for ENC1102-15Spring 0014 https://webcourses.ucf.edu/courses/1080017/assignment

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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 A

90-93 A-

87-89 B+

84-86 B

80-83 B-

77-79 C+

74-76 C

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:

A personal literacy map that pinpoints specific li teracy sponsors and critically questions the values, goals, and ideologies you learned from those particular literacy

sponsors.

1.

A community mapping project. For this project, you will be put into groups to map certain l iteracy 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.

2.

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 portfol io you must include:

Major Assignment Rewrites1.


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Major Assignment Reflections2.

Literacy Maps3.

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?

4.

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 willelectronically 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 finalproject. 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

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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 isin 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 at http://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 [email protected] 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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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

/assignments/3692508)

due by

11:59am

Wed Jan 21, 2015 ENC 1102 Entrance Survey (https://webcourses.ucf.edu/courses/1080017/assignments/3706043) due by 11:59pm

Fri Jan 23, 2015 Week 2 Discussion: Literacy & Privil ege (https://webcourses.ucf.edu/courses/1080017/assignments

/3711779)

due by

11:59am

Fri Jan 30, 2015 Knight's Write Showcase Assignment (https://webcourses.ucf.edu/courses/1080017/assignments

/3719614)

due by

1:30pm

Mon Feb 2, 2015

Week 3 Discussion: How do you th ink race, class, gender, and sexual orientation in tersect withLiteracy and Power (https://webcourses.ucf.edu/courses/1080017/assignments/3706009)

due by

11:59am

Wed Feb 4, 2015 Personal Literacy Map (https://webcourses.ucf.edu/courses/1080017/assignments/3722125) due by 11:59am

Sun Feb 8, 2015 Week 4 Discussion: Gender Literacy and Performativit y (https://webcourses.ucf.edu/courses/1080017


due by

11:59am

Sun Feb 15, 2015 Week 5 Discussi on: Texts as Conversations (https://webcourses.ucf.edu/courses/1080017


due by

11:59am

Sun Feb 22, 2015 Week 6 Discussion : Genre Analysis (https://webcourses.ucf.edu/courses/1080017/assignments

/3745754)

due by

11:59am

Fri Feb 27, 2015 Group Community L iteracy 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

Sun Mar 1, 2015 Week 7 Discussion: Grou p Mapping Project Reflection (https://webcourses.ucf.edu/courses/1080017


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


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

Classes Begin Monday, January 12, 2015

Late Registration

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

/registration)

Monday, January 12, 2015 -

Friday, January 16, 2015 11:59 PM

Last Day to Drop and Request Full Refund Thursday, January 15, 2015 11:59 PM

Drop/Swap Deadline on myUCF

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


/registration)

Thursday, January 15, 2015 11:59 PM

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


/registration)

Friday, January 16, 2015 11:59 PM

Spring Break

(Campus offices still open)

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

/no-classes)

Monday, March 09, 2015 -

Saturday, March 14, 2015

15. Course Schedule


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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

1102-15Spring 0014 https://webcourses.ucf.edu/courses

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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 Criti cal 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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Portfolio & Portfolio Reflection Instructions

Portfolio CoverLetter

Final Wordpress Portfolio May 5 100 pts

Wordpress Portfolio How-tos

Create a Wordpress Portfol io

Creating Pages in Wordpress Portfolio

Embed Google Doc in Wordpress

Add Prezi to WordPr ess Port fol io


Documents

Benjamin Syllabus ENC1101 15Spring 0014