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Assignment Guide for ENC 1101

Everything you need to succeed!

Lake-Sumter State College

Jacklyn Pierce

Pierce, ENC 1101 Guide 1

Mission: This reference guide will serve as your roadmap through ENC 1101: College Composition. In it, you will find detailed descriptions of all the formal writing assignments, grading rubrics, and partial sample papers (the sample papers will be available in separate files so that all formatting and documentation can be seen). In short, it contains everything you need to succeed in this class!

Table of Contents Foundations for ENC 1101 ............................................................................................................................ 2

Student Learning Outcomes for ENC 1101 ............................................................................................... 2

Course Outcome Alignment .................................................................................................................. 2

Grade Breakdown & Alignment ................................................................................................................ 2

Unit 1: Reading & Writing for College ........................................................................................................... 3

Lectures: .................................................................................................................................................... 3

Reading Assignments: ............................................................................................................................... 3

Writing Assignments: ................................................................................................................................ 4

Unit 2: Building Effective Papers: Essay Etiquette & Modes of Development ............................................. 4

Lecture: Essay Etiquette ............................................................................................................................ 4

Reading Assignments: ............................................................................................................................... 5

Writing Assignments: ................................................................................................................................ 5

Unit 3: The Major Research Paper ................................................................................................................ 7

Lecture: ..................................................................................................................................................... 7

Reading Assignment:................................................................................................................................. 7

Writing Assignment: ................................................................................................................................. 7

Rubrics: ......................................................................................................................................................... 8

Writing Rubrics: ........................................................................................................................................ 8


Foundations for ENC 1101

Student Learning Outcomes for ENC 1101 Student Learning Outcomes (or SLOs) are defined as those items that students will take with them upon

completion of this course.

1. To demonstrate analytical thinking skills by assessing and evaluating writing samples.

2. To demonstrate the ability to research an academic subject, synthesize the material, and

construct an essay employing an accepted academic documentation system.

3. To effectively choose a subject, employ an appropriate organizational scheme and write an

essay which illustrates college-level language and communication skills.

4. To effectively identify, discuss, and restate knowledge of various modes of development.

5. To recognize the importance of planning and creating projects in a timely manner to meet both

a list of criteria and a deadline.

Course Outcome Alignment

Every activity, assignment, unit, or learning module in ENC 1101 will “map” to one or more of the SLOs

for the course. This alignment is designated by “codes” shown along with the assignments. “SLO 1”

would indicate that a particular assignment links to “To demonstrate analytical thinking skills by

assessing and evaluating writing samples.”

Grade Breakdown & Alignment Category Description (see details in Blackboard) Worth

Connect Students access the Norton INQUIZITIVE system via BB. Each student will

complete a Personalized Learning Plan that will take approximately 12 hours

over the course of the semester. Students should start no later than Week 2

or 3 and plan on spending at least an hour or two per week in Connect, so

that they finish well before the deadline. No matter what the scores on the

Connect system, successful and timely completion of these assignments will

earn the student a perfect grade on this element of the course. ALIGNMENT

CODES: SLO 1, SLO 4, SLO 5.

100

Personal Narrative 3 page literacy narrative. The student will choose a story from his or her own

life that reveals a lesson about reading and/or writing and the impact of

literacy on the person. No research required for this assignment, but the

paper will be submitted in formal MLA format. ALIGNMENT CODES: SLO 3,

SLO 4, SLO 5.

100

Initial Annotated

Bibliography

Students will gather and assess the value of 20 distinct resources for this

assignment. The types of resources required are covered in the Writing Guide

for ENC 1101 on Blackboard. The Annotated Bibliography will measure

students' ability to locate and document resources. Additionally, the an-

notations will allow students to show what they have learned about

Information Literacy and the credibility of resources. ALIGNMENT CODES:

SLO 1, SLO 2, SLO 5.

100


Category Description (see details in Blackboard) Worth

Mode Paper I Using one of the Writing Modes from the first set of Modes (Process Analysis,

Examples), each student will prepare a 3-page minimum research paper

developed using a standard Mode of Development. This paper will use at

least 3 academically sound secondary sources and will adhere to MLA

guidelines for format and documentation. ALIGNMENT CODES: SLO 2, SLO 3,

SLO 4, SLO 5.

100

Mode Paper II Using one of the Writing Modes from the second set of Modes

(Comparison/Contrast, Classification, or Definition), each student will prepare

a 3-page minimum research paper developed using a standard Mode of

Development. This paper will use at least 3 academically sound secondary

sources and will adhere to MLA guidelines for format and documentation.

ALIGNMENT CODES: SLO 2, SLO 3, SLO 4, SLO 5.

100

Mode Paper III Using one of the Writing Modes from the final set of Modes (Cause & Effect,

Argument), each student will prepare a 3-page minimum research paper

developed using a standard Mode of Development. This paper will use at

least 3 academically sound secondary sources and will adhere to MLA

guidelines for format and documentation. ALIGNMENT CODES: SLO 2, SLO 3,

SLO 4, SLO 5.

100

Major Research

Paper with Final

Annotated

Bibliography

Using the resources from the Annotated Bibliography as a starting point,

students will write a 6-page minimum research paper that shows their ability

to find and document reliable sources for academic research papers.

ALIGNMENT CODES: SLO 1, SLO 2, SLO 3, SLO 4, SLO 5.

300

Final Exam The final exam will be a comprehensive exam completed on Blackboard

during final exam week. It is due based on the Exam Schedule posted on the

LSSC Calendar page for Finals Week. ALIGNMENT CODES: SLO 1, SLO 4.

100

Total Points Possible 1000

Unit 1: Reading & Writing for College

Lectures: • The Writing Process

• Critical Reading & Thinking

• Conducting College Level Research

Reading Assignments: • Back to the Lake chapters 1-5

• Seagull RESEARCH section, including Documentation

• Back to the Lake chapter 6-7 on Narration & Description


Writing Assignments: 1) Personal Narrative (including description where needed) about past experiences with writing.

Where have you succeeded? Where have you failed? What aspects and kinds of writing do you engage in on a daily basis? How is writing for school similar and different from personal writing?

2) Annotated Bibliography. Using research skills developed in the handbook and class discussions, create an annotated bibliography in which you locate and analyze the worth of 20 sources on one of the following topics:

a. Obesity, divorce, marriage, fertility, a particular genre of music, a well-known political figure, the use of standardized testing in education, addiction to a specific substance, a psychological disorder, a particular war or military conflict, a particular technology, a particular law or constitutional amendment, a well-known civil rights leader (past or present), legalization of a specific drug, texting while driving, privacy laws in the internet age, a famous serial killer, or a particular disease.

b. Of these 20 sources, the following types of sources MUST be represented: i. Books (print, at least 1)

ii. Books (electronic but via LSSC or other library, not through Google. At least 1) iii. Work from an anthology (can be print or e-book. At least 1). iv. Articles from “popular” magazines or newspapers for general readership (at

least 1) v. Articles from “academic” or “peer-reviewed” journals for a more specialized

readership (at least 1) vi. Reference works (such as encyclopedia or textbooks. At least 1)

vii. One related article from Wikipedia (note, no more than 1 article from Wikipedia can be included)

viii. Websites (limit of 3 total) 1. Need to involve at least three of the following types of websites: .com,

.gov, .org, and .edu. ix. Optional: if relevant, you can include informational films, television programs,

or radio programs accessed via the internet or the library databases. This might include broadcast interviews with experts or people involved (for example, President Obama is often interviewed on even entertaining programs, and individuals who suffer from addictions or psychological problems are often featured on talk shows, news programs, or television shows like Intervention or Hoarding: Buried Alive)

Unit 2: Building Effective Papers: Essay Etiquette & Modes of

Development

Lecture: Essay Etiquette • Introduction/conclusion techniques

• Thesis statements, topic sentences, and other techniques to aid in COHERENCE

• Paragraph length & number: intro/conclusion vs. body; traditional 5-paragraph essay & how to expand that model for longer projects

• AUDIENCE AWARENESS: tone, content, and language

• Revising for UNITY, COHERENCE, and DEVELOPMENT

• Proofreading & Assistance


Reading Assignments: • There will be three sets of readings from Back to the Lake on various writing modes:

o Chapters 8-9, Process Analysis & Examples o Chapters 10-12, Compare/Contrast, Classification, & Definition o Chapters 13-14, Cause/Effect & Argument

Writing Assignments: 1) Mode Paper I: 3-4 page paper using either PROCESS ANALYSIS or EXAMPLES as the primary

writing mode. Students should choose a topic they already have some knowledge of but for which there is room to include information from a minimum of three reputable research resources. MLA format and documentation practice one goal of this paper. It should be due and graded prior to the withdrawal deadline or midterm point of the semester. Students will be allowed to choose any topic (within reason) that is appropriate to the mode, but the following “pre-approved” topic areas will be suggested:

a. Example i. Athletes or other celebrities who are good role models.

ii. Celebrities who are bad role models for a specific reason. iii. Great musicians in a particular genre. iv. Influential political figures. v. Reality TV figures who have influenced our culture.

vi. Technological advances that define modern life. vii. Explore addiction or another psychological disorder through the use of case

studies (can be people you know or research) viii. Explore the concept of leadership through examples (could be from business or

political world). ix. Janis Joplin once sang, “Freedom is just another word for nothing left to lose,”

but it is important to remember some of the freedoms we enjoy in the US.

x. The word “charity” is sometimes used in a derogatory sense, but there are a number of charitable organizations that stand out as having a positive impact in our society.

b. Process Analysis i. How to live a healthy lifestyle.

ii. How to be successful as a student. iii. How to play a particular sport. iv. How to do something (could be a particular hobby or interest of the student.

Should be something relatively complex and not overly simple—no “how to make a peanut butter and jelly sandwich” papers).

v. How a President is elected in the US. 2) Mode Paper II: 3-4 page paper using either COMPARISON/CONTRAST, CLASSIFICATION, or

DEFINITION as the primary writing mode. Students should choose a topic they already have some knowledge of but for which there is room to include information from a minimum of three reputable research resources. MLA format and documentation practice one goal of this paper. It should be due and graded prior to the withdrawal deadline or midterm point of the semester. Students will be allowed to choose any topic (within reason) that is appropriate to the mode, but the following “pre-approved” topic areas will be suggested:


a. Comparison & Contrast i. Compare and contrast two musical groups or artists of similar style.

ii. Compare and contrast two movies of the same genre. iii. Compare and contrast two theme parks. iv. Compare and contrast two universities you might want to attend. v. Compare and contrast the current major political parties in the US. NOTE: this is

NOT an argumentative paper. Tone should remain neutral. vi. Compare and contrast two athletes from the same professional sport.

vii. Compare and contrast two television shows of the same genre. viii. Compare and contrast two companies of similar type.

ix. Compare and contrast the iPhone and Android platforms. x. Compare and contrast two gaming systems or web-based games/activities

(Facebook vs. Twitter, for example). b. Classification

i. Define and explore the various categories of higher education available to students.

ii. Explore the various types of reality shows currently on television. iii. Explore the various types of comedians in our culture. iv. Define and explore the different types of animals that people keep as pets. v. People and their varying degrees of comfort with technology.

c. Definition i. Racism

ii. Freedom iii. Tolerance iv. Parenthood v. Learning

vi. Self-Respect vii. Success

viii. Citizenship ix. Integrity x. Optimism (or Pessimism)

3) Mode Paper III: 3-4 page paper using either CAUSE/EFFECT or ARGUMENT as the primary writing mode. Students should choose a topic they already have some knowledge of but for which there is room to include information from a minimum of three reputable research resources. MLA format and documentation practice one goal of this paper. It should be due and graded prior to the withdrawal deadline or midterm point of the semester. Students will be allowed to choose any topic (within reason) that is appropriate to the mode, but the following “pre-approved” topic areas will be suggested:

a. Cause & Effect i. Causes of obesity.

ii. Effects of obesity. iii. Causes of divorce. iv. Effects of divorce. v. Effects of a specific addiction on individual and family.

vi. What causes a person to become a serial killer? vii. Causes & effects of distracted driving.

viii. How has 9/11 changed travel in the US? ix. Effects of procrastination.


x. Causes & effects of cheating (could be defined a number of ways including sports, education, or marital fidelity).

b. Argument (Note: the following topics will NOT be accepted—abortion, gun control, marijuana legalization, death penalty, or assisted suicide)

i. Banning cell phone use &/or texting while driving. ii. Lowering the drinking age in the US to 18.

iii. Use of standardized testing in education. iv. Employers and checking potential employees’ social media presence before

hiring. v. Should college athlete’s get paid?

vi. Is grade inflation a problem in schools? vii. Participation in extra-curricular activities should be mandatory in schools.

viii. To encourage healthy eating, higher taxes should be imposed on soft drinks and junk food.

ix. Should the NSA be able to freely conduct domestic surveillance on US citizens? x. Should the racial/ethnic makeup of a police force be similar to that of the

citizens in the community it serves?

Unit 3: The Major Research Paper

Lecture: • Review of MLA format & documentation

Reading Assignment: • Back to the Lake Chapter 15

Writing Assignment: Using the Annotated Bibliography created in Unit 1 as a starting point, write a 6-8 page research paper using MLA format and documentation. Additional sources can be utilized. Students should choose an appropriate dominant mode of development from those we have covered, or modes may be combined (as discussed in Chapter 13 of Back to the Lake). Along with the final version of the paper, students must submit the following:

• Final version of Annotated Bibliography with any new sources added. Note: this should be submitted separately in the same assignment location as the original Annotated Bibliography. The file containing the final version of the Research Paper should include a Works Cited page (no annotations needed).

• Research notes (can be handwritten or electronic).

• At least one typed draft that is clearly revised prior to the final (students who type papers and make changes as they go are asked to periodically choose “Save As” and rename the next draft so that I can see that changes were made)

Topics & Modes: A Helpful Guide (note: any of the topics could be mixed-mode papers in the final version, but the following list may help students see what could be the available dominant modes for their major papers):


Topic

Exam

ple

Pro

cess

A

nal

ysis

Co

mp

aris

on

Co

ntr

ast

Cla

ssif

icat

ion

Def

init

ion

Cau

se &

Eff

ect

Oth

er

Arg

um

ent

Focu

s

Obesity X X X X X

Divorce X X X X X

Marriage X X X X X X X

Fertility X X X X X X

Music X X X X X X

Political Figure X X X X

Education & Tests X X X X X X X

Addiction X X X X X X X

War X X X X X X

Technology X X X X X X X

Law or Amendment X X X X X X

Civil Rights Leader X X X X X

Drug Legalization X X X X

Texting X X X X

Privacy X X X

Serial Killer X X X X X X X

Disease X X X X X X X

Rubrics: Each major assignment is graded using a pre-determined rubric. It is a good idea to look at the rubric in

BB before finalizing your assignments so that you can see the categories on which your assignment will

be judged. There are different rubrics for Presentations, Research Papers, and Non-Research Papers, so

you want to look at the rubrics attached to the actual assignments in Blackboard for clarity. Below,

however, you will see some of the major factors in grading the major assignments.

Writing Rubrics: • General format (Is it plain double spaced throughout? Is the header and first page information

in keeping with MLA guidelines? Are the margins and fonts correct?)

• Grammar and punctuation

• Follows the assignment (Is the paper long enough? Does it match with the criteria for the

assignment in terms of focus and content?)

• Unity and coherence (Does the paper stick to the point? Is the paper easy to read and follow?)

• Organization (Does the paper contain a clear thesis? Do topic sentences and transitions

effectively guide the reader through the paper?)

• For papers involving research:

o Are the sources valid and credible?


o Do the number of sources meet the assignment criteria?

o Is the works cited page correct by current MLA standards?

o Do the internal citations match the Works Cited page?

o Is the material gathered from resources properly attributed to the sources through

overt introductions/mentions of sources?

o Are all parenthetical citations present and correct in format/content?