Genre, Research, & Context
Section 35, Tues/Thurs 3:35-4:50 in WMS 217
Office hours: M 5:30-6:30 and Thurs 2:30-3:30
Mrs. Amy Cicchino email@example.com
Course Description: ENC 2135: Research, Genre, and Context includes reading, research, drafting, and writing of texts in a variety of genres for a total of at least 6,000 polished words, as well as journal writing.
The second of two required composition courses here at FSU, ENC 2135 stresses the importance of critical reading, writing, and thinking skills as well as the importance of using writing as a recursive process involving invention, drafting, collaboration, revision, rereading, and editing to clearly and effectively communicate ideas for specific purposes, occasions, and audiences – the same skills emphasized in ENC 1101. On the surface, ENC 1101 and ENC 2135 have quite a few similarities: the process approach for both courses devotes more time to invention and revision activities than to general discussions or lectures; weekly in-class writing and peer group work are essential; students’ own texts are given more attention and more closely responded to than professional texts; attention to mechanics occurs in the contexts of student papers and in an appropriate sequence in writing processes; collaborative writing and response is encouraged; self-reflective writing in process memos and self-evaluations are part of each paper sequence; two individual conferences are required. On a theoretical level, both courses are based on the goals of a problem-posing education which asks students to move toward critical awareness of different kinds of texts and their role as composers and members of academic and nonacademic communities. It is important to note that ENC 2135 will put more pressure on students to develop an understanding of genres and writing situations, recognize writing situations as being unique to audience and purpose, and respond to writing situations using multiple modes of communication that integrate multimodal strategies.
The course is composed of three major assignments, each one focusing on helping students develop critical thinking skills and compose in a genre appropriate for a specific context.
The Analysis Paper: The first unit asks that students write an analytical essay (minimum of 1,500 polished words) in which they begin to develop the strategies they will need to rhetorically analyze and use different genres.
The Research-Based Digital Composition: The second unit asks students to analyze and research, and compose a research-based digital composition (minimum of 2,500 polished words) that includes no fewer than ten sources, seven of which must be academic, scholarly, and/or peer-reviewed sources. Students will complete minor assignments which will guide them through the research process (these minor assignments will provide an addition 1,000 polished words to the count). Students will also complete a Statement of Goals and Choices (SoGC).
The Multi-Genre Campaign: The third unit asks students to use their research and knowledge and choose a particular message to circulate to a chosen audience across three genres.
In addition, students are asked to write a Statement of Goals and Choices (at least 1,000 polished words) that explains the rhetorical choices they made in each genre and how they see those choices as rhetorically effective for their context and audience, as well as a final reflection that explores what they learned about genre and rhetorical situation and how the project added to, challenged, or complicated their theories and practices of composing.
Other Grading Components:
Twitter: Twitter will be used in the class as an informal space for class-wide communications. Students will be required to create an academic Twitter handle (if they have one from a previous class, that is fine, but they should not be using their personal Twitter account) and tweet 10 times a week using the course hashtag, #FSU2135 – Tweets are due by end of day Sunday each week. In addition, students will each “live tweet” a class to provide support for absent (or absent-minded) students. Besides supporting classroom-based conversation, using Twitter will give us a genre with which to discuss distribution and circulation practices as well as a way to form a discourse community. Tweets that occur during class activities will count towards the student’s weekly requirement.Because Twitter similarly acts as an alternate pathway for classroom communication, it is expected that students check their Twitter accounts daily. You should also check your email daily.
Blogs: Students will complete blogs on Blackboard (Bb) over the course of the class. Students must complete the blog activity AND comment on two of their peers’ posts to be eligible for full credit. Blogs will be given half credit if they are no more than 24 hours late contingent on the student notifying the teacher that their late blog has been posted. Blogs will support a conversation about the writing process as well as help students develop (over time) a personal theory of composing.
Short Assignments: Short assignments include proposals, annotated bibliographies, project maps, and interview transcripts. These assignments are meant to support students in developing a thoughtful final product and are an integral part of the writing process. The instructor has no obligation to recognize or give feedback on late short assignments.
Participation: Participation in the course will be recognized through students’ interacting with one another during peer reviews, participating in class activities that help students understand major course concepts, and in their ability to offer information on course readings in the form of class discussion or quizzes. Students who are absent the days of these activities will not earn participation points. While students have the ability to miss 3 courses before they are at risk of failing, students who miss class miss out on important information.
Basic Vocabulary Sheet
Grade Calculations and Major Assignments:
Electronic Portfolio: 70%
Short Assignments: 10%
Final Grades: A (94-100) A (93-90)
B+ (87-89) B (83-86) B- (82-80)
C+ (77-79) C (76-73) C- (72-70)
D+ (67-69) D (66-63) D (62-60) F (0-59)
College-level Writing Requirement: To demonstrate college-level writing competency as required by the State of Florida, the student must earn a “C-” (2.0) or higher in the course, and earn at least a “C-” average on the required writing assignments. If the student does not earn a “C-” average or better on the required writing assignments, the student will not earn an overall grade of “C-” or better in the course, no matter how well the student performs in the remaining portion of the course.