ENC 1101 - Syllabus Instructor Pamela Andrews Office Office Hours TBD TBD E-mail pandrews@knights.ucf.

edu

Text: Downs, Doug and Elizabeth Wardle. Writing about Writing. Bedford/St Martins, 2011. Lunsford, Andrea. The Everyday Writer. 4th ed. Boston: Bedford/St. Martins, 2009.Description: Class Description: This class welcomes students into a community of academic discourse wherein they learn skills of analysis and synthesis through deconstructing various genres. Goals: Students will understand writing as a recursive process and gain confidence in their own writing practices Students will recognize genre and its relationship to audience, conduct, and form. Students will learn to write with authority. Course Units Unit 1: The Writing Process. We will begin by looking at writing as a recursive process that requires stages of planning, drafting, revising, incubating, etc. During the first five weeks of class, we will be reading about other scholars writing processes. Students will be asked to keep a journal in which you reflect on the reading for each class period. We will also perform think-aloud protocol to gather data about the students writing processes. The last week of this unit, we will conduct peer review workshops on a draft of the Writing Process Analysis paper. At the end of this unit, students will produce a 5-6 page analysis of their own writing process. Mini-Assignments: 1-2 page analysis of a peers writing process using data gathered during the think-aloud protocol activity.
Page 1

1-2 page Letter of feedback on the students review of a peers draft, addressed to the writer Journal entries describing the students response to the reading for that day

Unit 2: Understanding Genre. This unit moves from the writer to the text by looking at the rhetorical situation involved in a writing task. Over the next five weeks, students will bring in examples of different genres to deconstruct within the class. Students will engage in mock debates to demonstrate their ability to look at different perspectives of a topic and discover the means to persuading their peers. Students will be asked to complete a genre analysis of one article from their intended discipline before completing a longer analysis of three different genres within their discipline on a given topic. A peer review workshop will also take place during the last week of the unit for drafts of the Genre Analysis Assignment. Mini-Assignments 1-2 page genre analysis of an article from their discipline 1-2 page Letter of feedback on the students review of a peers draft, addressed to the writer Journal entries describing the students response to the reading for that day

Unit 3: Discourse Community Analysis. During the final five weeks of class, students will apply their knowledge of analysis to observing a discourse community to understand how knowledge can be constructed and used within a community. Students will interview a peer regarding their own discourse community and write a 1-2 page analysis of the discourse community. Students will then submit a draft of interview questions for their proposed discourse community of study before embarking upon a larger analysis of the community. A peer review workshop will take place the last week of this unit for drafts of the Discourse Community Analysis. Mini Assignments 1-2 page analysis of a peers discourse community 1-2 page Letter of feedback on the students review of a peers draft, addressed to the writer

Page 2

Journal entries describing the students response to the reading for that day

Major Assignments: Unit 1Writing Process Analysis (25 points): Write a 5-6 page research paper with an Introduction, Methods, Results, and Discussion section in which you use thinkaloud protocol or a coding system of your own invention similar to Sandra Perl to analyze your own writing process. You should analyze the steps of your writing process and evaluate if any changes should be made, or how it may change when writing for different tasks. Unit 2Genre Analysis (25 points): Write a 5-6 page essay analyzing three articles on a given topic related to your intended major. Analysis should identify the rhetorical context of each article, and compare how the stakeholders and its purpose help define a genres structure. Unit 3Discourse Community Analysis (25 points): Observe a discourse community on campus that you are not part of, and discuss it in light of John Swales six characteristics of a discourse community. The essay should be 6-8 pages long and contain some documentation of the community, whether a brochure, newsletter, or even an interview with a community member.

Grade Distribution: ASSIGNMENT Daily Journal Entries Peer Review Letters Unit 1: Writing Process Unit 2: Genre Analysis Unit 3: Discourse Community Analysis Final Portfolio TOTAL POINTS 200 25 25 25 25 100 400

Page 3