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ENC 1102-46: Composition II, Situated Inquiry of Writing and Rhetoric
Course Credits: 3 credit hours
Instructor: Brandy Dieterle
Term: Spring 2015
Course Meets: 1:30-2:45pm Tu/Th in BA1-115
Office: CNH 306-C
Office Hours: Tu 9:15-11:45am or by appt.
E-Mail: brandy.dieterle@ucf.edu
Prerequisite: Students should have completed ENC 1101 or have passed an AP exam
before taking ENC 1102.
Course Description:
What roles and functions do writing and rhetoric play within a community? This will be
the central question that guides all of our investigations this semester. Since you now
find yourself in a particularly large community (the institution known as the University of
Central Florida) that relies heavily on literacy and language, this question has some
immediate relevance to you. But writing and rhetoric are not limited to academic
communities, and, as we’ll see, it is something that is used by all communities.
Throughout the semester, we’ll be specifically considering questions such as the
following:
 What does it mean to be a member of a discourse community?
 What kinds of writing and rhetoric do particular communities use? How does
writing and rhetoric shape the community’s activities and allow it to pursue its
goals?
 How and why have communities created the kinds of texts and talk they use?
How do individuals learn to write and use these written and spoken genres?
 How can learning about how specific communities use writing and rhetoric help
you as you move further into your academic, professional, and civic lives?
Our work will build out of the scholarly discipline of Writing Studies. As the name implies,
instead of writing being something we simply do in this course, we’ll be treating it as an
object of study that is itself worthy of scrutiny and analysis. As such, this course will
provide you with a firm understanding of key threshold concepts for understanding
writing, including
 how writing speaks to situations and contexts
 how writing mediates activity
 how texts relate to other texts
The tasks and activities you will encounter in this course emphasize the development of
declarative and procedural knowledge of these threshold concepts along with sustained
drafting and revision, attention to transferrable writing practices and knowledge, and
authentic purposes for inquiry and literate action.
Note: This course will focus on scholarly inquiry about literacy, writing, and multiple
modes of communication (also described as multimodality). All students will be required
to produce a scholarly project on one of the focus topics to help students understand the
ways writing works outside of the university environment. This inquiry may include (but
does not have to include) surveys or interviews of human subjects, and therefore, all
students will be required to complete CITI training for the protection of human subjects
during scholarly inquiry. Projects for this course will entail very minimal risk to
participants, and any projects that involve vulnerable populations (e.g. children under 18)
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or ask research subjects about illegal activities (e.g. underage drinking or illegal drug
use) will be disallowed in this course.
Course Learning Goals:
 Enhance students’ awareness of the dynamic relationship between the stated
threshold concepts.
 Strengthen students’ abilities to engage in a meaningful, dynamic, and inquirybased research process.
 Develop students’ abilities to read, analyze, and synthesize complex texts and
incorporate multiple kinds of evidence purposefully in order to generate and
support their writing.
 Students’ abilities to produce complex, analytic, persuasive arguments that
matter in academic contexts.
 Enrich students’ use of flexible strategies for revising, editing, and proofreading
writing.
Required Texts:
Greene, Stuart, and April Lidinsky. From Inquiry to Academic Argument. Second edition.
New York: Bedford / St. Martin’s, 2012.
Lunsford, Andrea. The Everyday Writer. 5th ed. Boston: Bedford/St. Martin’s, 2013.
Wardle, Elizabeth, and Doug Downs. Writing about Writing: A College Reader. 2nd ed.
New York: Bedford / St. Martin’s, 2014.
Course Sequences
The major projects for this course are divided into 4 sequences and will culminate in a
final portfolio sequence. The following provides an overview of the sequences that we
will be working on this semester. Assignment prompts will be handed out in class. We
will discuss all prompts in depth.
**IT IS A MUST THAT YOU KEEP ALL OF THE MATERIAL THAT YOU WRITE FOR
THIS COURSE. YOUR PORTFOLIO WILL RECEIVE AN INCOMPELTE WITHOUT IT**
Unit 1: Selecting a Discourse Community
For Unit 1, students will select an online community for their situated inquiry project. The
readings students will encounter will assist them in developing ideas related to the
specific community they would like to research and what questions about writing and
rhetoric in that community they might like to pursue.
Unit 1 helps acquaint students with the threshold concept of how writing speaks to
situations and contexts as well as helping them to understand the situatedness of
inquiry.
Proposal
Students will use the assigned readings and class discussions surrounding discourse
communities to offer an initial description of the online community they have chosen and
justify the value of studying their chosen community.
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Unit 2: Situated Inquiry of a Discourse Community
In Unit 2, students conduct primary research (their own collection of samples of the
community’s texts, interviews with community members, ethnographic observations,
etc.) and secondary research (reading scholarly articles about the community and its
uses of writing and rhetoric) on the community’s use of writing and rhetoric, with an eye
toward identifying a focal research question about writing and rhetoric that will motivate
further research. Students’ research questions need to be related to the Threshold
Concepts emphasized in the course. Research questions might focus on the
community’s use of particular genres, intertextual relationships, or rhetorical moves.
Unit 2 helps acquaint students with the threshold concepts of how writing speaks to
situations and contexts and how writing mediates activity.
Annotated Bibliography
Students produce an annotated bibliography that discusses four key texts or artifacts
from their primary research on the community and four selected relevant secondary
sources.
Unit 3: Focused Data Analysis
Students will select a few key pieces of data they’ve collected during their primary
research and conduct a focused, small-scale analysis. Students will write up the results
of their situated inquiry project, incorporating both primary and secondary research.
Unit 3 helps further students’ understanding of how writing mediates activity, how writing
speaks to situations and contexts, and how texts relate to and draw upon other texts.
Analysis
Informed by their primary and secondary research, students craft a document that
accomplishes the following:
 Introduces a scholarly audience to the community and the writing- or rhetoricrelated question or issue that the student has identified
 Contributes to scholarly conversations about the question or issue
 Provides a detailed analysis of the writing- or rhetoric-related question or issue
using data collected through the student’s primary research
 Proposes some ways to move the conversation about the question or issue
forward
Unit 4: Presentation
To an audience of their peers, students offer brief (five to six minutes) presentations that
address how their situated inquiry project helped to enrich their understanding of one of
the key Threshold Concepts emphasized in this class.
Unit 5 furthers students’ understanding of the key threshold concept at the heart of their
presentation.
Final Portfolio
At the end of the semester, students will turn in a final e-portfolio and a final course
reflection. The portfolio must include all of the writing done throughout the semester as
well as substantially revised drafts of students’ major assignments.
**Note about keeping up
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Because these assignments operate sequentially, you will need to turn each in on a
timely basis to benefit from, and contribute to, the cumulative process. The lessons
learnt from the first sequence will be embedded in and thus practiced again in the next.
Therefore, it is not possible to “make up” class discussion, in-class writings,
presentations, group work, or other in-class activities as they will all deal will some
aspect of a sequence. Additionally, there are no excused absences except for those
permitted by the university that are identified in the university's attendance policy. For
further details, visit this website: http://catalog.ucf.edu/policies/academic-regulations
As a matter of policy, late work will receive a 25% deduction each day that it is late. After
two days (48 hours) past the assignment deadline, late assignments will not be accepted
for credit in this course nor will it be commented on except in EXTREME circumstance.
However, ALL assignments must be turned in as a prerequisite to submitting the final
drafts of each major assignment and ALL assignments must be submitted in order to
pass the course.
Policies and Assessment Criteria
Attendance:
I expect you to attend class, because a writing course is not a correspondence course.
To do well in this class you are expected to be prepared, come to class on time, and
participate, which will go towards the engagement points for the day. Attendance is
taken at each meeting. Every absence after three may negatively affect your grade. If
you miss, you are responsible for checking with a classmate about what you missed.
Technology:
You are required to bring a laptop, tablet, or similar device to each class meeting. This is
a writing class, and you will be doing writing in class. Take note that cell phones are not
permitted to be used in lieu of a laptop or tablet. The screens are too small to be very
conducive for our class work. However, misuse of these devices and cell phones will not
be tolerated. If you are observed using the technology aside from when instructed, you
will lose engagement points for the day.
Financial Aid Accountability 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 discussion post titled "Google Site URL" by the end of the first week of
classes or as soon as possible after adding the course, but no later than January 16th.
Failure to do so may result in a delay in the disbursement of your financial aid.
Gordon Rule:
ENC 1102 is a Gordon Rule course. You must earn at least a C- or higher in order to
fulfill the university and state GEP requirements. Over the course of the semester, you
will write at least four major writing assignments. Each assignment that fulfills the
Gordon Rule is indicated with an asterisk in the assignment section.
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Grading Scale and Points Breakdown
Percentages
Points (out of 1,000)
A 93-100
A- 90-92.9
Engagement 200
B+ 87-89.9
Unit Tasks 600
B 83-86.9
Proposal 150
B- 80-82.9
Annotated Bib 175
C+ 77-79.9
Analysis 200
C 73-76.9
Presentation 75
C- 70-72.9
Portfolio 200
F BELOW 70
NC
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D’s can be given for assignments, but D’s cannot be given for a course grade in
ENC 1102
The grade of NC (no credit) can be assigned at the teacher’s discretion only if the
student completed all the course work on time and attended class regularly but
was unable to write at a level appropriate for ENC 1102.
ETHICS & ACADEMIC DISHONESTY
Plagiarism: The Department of Writing & Rhetoric has adopted the definition of
plagiarism from the Council of Writing Program Administrators (WPA): “In an
instructional setting, plagiarism occurs when a writer deliberately uses someone else’s
language, ideas, or other original (not common-knowledge) material without
acknowledging its source. This definition applies to texts published in print or on-line, to
manuscripts, and to the work of other student writers.”
Misuse of sources: The WPA (and the Department of Writing & Rhetoric) distinguish
plagiarism from misuse of sources: “A student who attempts (even if clumsily) to identify
and credit his or her source, but who misuses a specific citation format or incorrectly
uses quotation marks or other forms of identifying material taken from other sources, has
not plagiarized. Instead, such a student should be considered to have failed to cite and
document sources appropriately.”
Consequences of academic dishonesty: Writing & Rhetoric takes plagiarism and
other forms of academic dishonesty seriously and responds in accordance with UCF
policy. Plagiarizing or cheating—or assisting another student who plagiarizes or
cheats—may result in a failing grade on an assignment or for the entire course; a report
to the Office of Student Conduct; and/or a “Z” grade, which denotes academic
dishonesty on your transcript.
DISABILITY ACCOMODATION
The University of Central Florida is committed to providing reasonable accommodations
for all persons with disabilities. Students with disabilities who need accommodations in
this course must contact the professor at the beginning of the semester to discuss
needed accommodations. No accommodations will be provided until the student has met
with the professor to request accommodations. Students who need accommodations
must be registered with Student Disability Services, Student Resource Center Room
132, phone (407) 823-2371, TTY/TDD only phone (407) 823-2116, before requesting
accommodations from the professor.
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IMPORTANT DATES
Spring Add Deadline: Friday, January 16
Spring Withdraw deadline: Tuesday, March 24
No Class: Martin Luther King Jr. Day, Monday, January 19
Spring Break, March 9-14
Study Day, Tuesday, April 28
Due dates for final drafts of all major assignments (subject to change depending
upon class progress):
Proposal: Tuesday, February 3
Annotated Bib: Thursday, February 19
Analysis: Thursday, April 9
Presentations: April 16-23
Final Portfolio: Monday, April 27 by 11:59pm
Final Exam: Tuesday, May 5 1pm-3:50
PUBLICATION OPPORTUNITY
The Department of Writing and Rhetoric publishes a journal for outstanding writing
produced by Composition students called Stylus. You may find the student work
published in this journal helpful during our exploration of writing this semester. Also, you
should consider submitting your own work for publication. Students published in Stylus
become eligible for the President John C. Prize for Excellence in First-Year Writing, a
$450 book scholarship awarded annually. To submit your work, simply email your essay
to me and I’ll send it to the editors. To see previous issues and learn more information,
visit the Stylus website at http://writingandrhetoric.cah.ucf.edu/stylus/
CAMPUS RESOURCES
The Writing Center: The University Writing Center is a free resource for all UCF
students.
At the UWC, a qualified writing consultant will work individually with students on anything
they'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, stop by 105 Colbourn Hall, or call 407823-2197.
UNIVERSITY POLICIES
Title IX makes it clear that violence and harassment based on sex that interferes with
educational opportunities is an offense subject to the same penalties as offenses based
on other protected categories such as race, national origin, etc. If you or someone you
know has been harassed or assaulted, you can find resources available to support the
victim, including confidential resources, and information concerning reporting options at
shield.ucf.edu. Perpetrators are subject to expulsion or termination and may also be
subject to criminal penalties.
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Outcomes Statement 1102
1. To demonstrate an awareness of the dynamic relationship between rhetorical
situation, discourse community, genre, and inquiry.
 The writer demonstrates acquired vocabulary for reflecting on their own writing
processes and writing situations (including genre, discourse conventions,
rhetorical situation)
 The writer articulates and assesses their inquiry choices and the inquiry choices
of others.
 The writing has a clear understanding of its audience, and various aspects of the
writing (mode of inquiry, content, structure, appeals, tone, sentences, and word
choice) address and are strategically pitched to that audience.
 The writer demonstrates an awareness that genres are not idiosyncratic, but
responses to a community’s inquiry processes and discourse conventions.
2. To engage in a meaningful, dynamic, and inquiry-based research process
 Writer demonstrates an ability to work flexibly and iteratively with primary and
secondary research.
 Writing demonstrates an understanding of how to frame and pose a research
question or problem
 The writer is able to utilize multiple kinds of evidence gathered from various
sources (primary and secondary – for example, library research, interviews,
questionnaires, observations, cultural artifacts) in order to support writing
goals.
3. To read, analyze, and synthesize complex texts and incorporate multiple kinds
of evidence purposefully in order to generate and support writing.
 Course texts are used in strategic, focused ways to both enter into and
respond to on-going inquiry.
 The writing is intertextual, meaning that a “conversation” between texts and
ideas is created in support of the writer’s goals.
 The writing demonstrates responsible use of the MLA (or other appropriate)
system of documenting sources.
4. To produce complex, analytic, persuasive arguments that matter in academic
contexts.
 The argument is appropriately complex, based in a claim that emerges from and
explores a line of inquiry.
 The stakes of the argument, why what is being argued matters, are articulated
and persuasive.
 The argument involves analysis, which is the close scrutiny and examination of
evidence and assumptions in support of a larger set of ideas.
 The argument is persuasive, taking into consideration counterclaims and multiple
points of view as it generates its own perspective and position.
 The argument utilizes a clear organizational strategy and effective transitions that
develop its line of inquiry.