COURSE TITLE
CRN SECTION NUMBER
SEMESTER
CLASS MEETING DAYS, TIMES, & LOCATION
INSTRUCTOR’S NAME
EMAIL
OFFICE HOURS & LOCATION
G(W) Introduction to Rhetoric & Writing
Fall 2015
COURSE DESCRIPTION
ENC 1101: Introduction to Rhetoric and Writing is part of UNF’s General Education Program, which is
based on a model of reflective judgment. In this model, each General Education course addresses
discipline-specific versions of meta-level questions—that is, questions about questions—concerning some
topic or issue. What one asks about global warming, for example, depends on what perspective one
adopts. The knowledge about global warming that is available in different disciplines—biology,
meteorology, economics, political science, and ethics, among others—is the result of posing and
answering different kinds of questions.
The General Education Program asks you to examine the differences among the kinds of questions that it
is possible to ask, to pay attention to what constitutes an important and well-formed question in any
particular field of study, and to understand how the way a question is formulated limits the answers it is
possible to arrive at. The General Education Program at UNF, then, asks you to ask yourself, “How,
when, and with what consequences do different disciplines ask different kinds of questions? Why do they
ask certain questions rather than others? Are there questions that are off limits? What kind of information
is necessary in order to answer the question at hand?” In sum, the General Education Program asks you to
reflect on the very way you yourself formulate questions.
After completing the General Education writing courses at UNF, student will:
1. Demonstrate skills that prepare them to ask meta-level questions of texts and tasks that they
may encounter in their disciplinary coursework but also ask these types of questions of all
texts.
2. Demonstrate skills that prepare them for discipline-specific writing and research tasks.
3. Demonstrate skills that prepare them to cooperate on writing and presentations tasks that they
may encounter in their coursework, careers, and community lives.
Florida State Mandated Student Learning Outcomes for General Education
This course works to achieve the goals outlined in the Student Outcomes for General Education. General
Education goals include (i) thinking critically, (ii) solving problems, and (iii) expressing oneself.
Student Learning Outcomes of ENC 1101 at UNF
Following the model of reflective judgment, ENC 1101 seeks to achieve the general educational aims by
introducing students to the practice of reading and writing in the academy. To this end, ENC1101 asks
students to achieve a benchmark level of success in each of four areas, and does so by asking various
questions:
ENC 1101 – Rhetoric & Writing
1. What are concepts related to rhetoric and writing? Specifically, what is the rhetorical
situation? What is rhetorical analysis? What questions can you ask in order to discover the
extent of intellectual mastery of any concept?
2. What is meant by “style” related in composition? What are the markers of syntactical fluency,
diction, and tone? How can you talk to yourself in order to improve your fluency, diction, and
tone?
3. What is meant by “mechanics” of composition? How can you talk to yourself in order to
recognize and then correct such “mechanical” errors?
4. What is revision? How can you talk to yourself in order to improve your ability to revise your
work and the work of others?
These questions are important to be able to answer in order to write certain kinds of college papers—but
not all kinds. Thus, ENC 1101 will ask you to begin to understand how different kinds of writing involve
mastery of different ways of writing. Why? Because different kinds of writing have different
communicative purposes, different criteria for success, and often require different ways of organizing and
sequencing the presentation of information, different vocabularies, different decisions about what to
include and what to exclude, and different degrees of freedom to be creative.
In other words, different kinds of writing involve posing and answering different kinds of questions, and
this fact has implications for what it means to write well. The meta-question—”What are those
implications?”—will be a guiding theme in this course.
ENC 1101 is a required prerequisite for all General Education writing courses at 2000-level or above.
After completing ENC1101, students will
1. Demonstrate knowledge of basic writing and rhetorical terms and concepts.
2. Demonstrate practices and techniques that produce stylistically clear prose.
3. Demonstrate knowledge of self- and peer-editing and revision skills.
Required Course Materials (available at the UNF bookstore)
1. #heavymeta (9781680360363)
2. Writing Matters (packaged with Connect code) (9781259224935)
3. The UNF Guide to Writing (9781680360356)
Course Description/Syllabus Disclaimer: While the course syllabus is as accurate as possible, information in the course
description and syllabus may be changed as necessary by the instructor to suit the educational needs of the students enrolled in
this course.
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ENC 1101 – Rhetoric & Writing
Connect1 Registration Options
1. Use the Access Code included with your Writing Matters handbook.
2. Purchase online from McGraw-Hill (click Blackboard Orientation Quiz and you are directed
to Connect Registration).
3. Free-trial: Limited but you will be able to submit first assignments until you can purchase
(free-trial option on Connect Registration page—see above). The free-trial option will not
cover the entire course (only 21 days).
STUDENT RESPONSIBILITIES
First Week
1. Buy all required textbooks and course materials.
2. Input instructor name and contact information into your address book.
3. Input ITS (technology services) information into your address book (help@unf.edu or 904-6204357). I cannot/will not answer technical issue questions or inquiries.
4. Read and understand the entire syllabus.
5. Set reminders for due dates on your smart device (e.g. iPhone, Droid), email calendar, etc.
6. Read and review all course and university policies, including the UNF Student Handbook, the
UNF Academic Integrity Code, and the UNF explanation on cheating. If a student(s) violates the
code or cheats in this course, that student(s) will automatically fail the specific assignment and
possibly the course. I am required to record and report all instances of plagiarism to the
Department of English Chair.
During the Semester
1. Review course terms and concepts on Assessment page (below).
2. Communicate with respect and courtesy to both your instructor and peers in emails and
online posts. See email policy in Course Policies section below.
3. Complete ALL assigned module work:
a. Discourse:
2 reading notes, 2 summaries, 1 project
b. Metadiscourse:
2 reading notes, 2 summaries, 1 project
c. Meta-metadiscourse:
2 reading notes, 2 summaries, 1 project
4. Complete Connect work (approximately 10-20 hours of work).
5. Check your email and the course announcements daily for important updates, reminders, and
advice/suggestions.
1
If you have already completed Connect for a previous ENC course, you must nonetheless complete this component again to
earn the corresponding percentage of your course grade.
Course Description/Syllabus Disclaimer: While the course syllabus is as accurate as possible, information in the course
description and syllabus may be changed as necessary by the instructor to suit the educational needs of the students enrolled in
this course.
3
ENC 1101 – Rhetoric & Writing
INSTRUCTOR RESPONSIBILITIES
In the same way that you are responsible for your contributions to the course, I am responsible to you in
the following ways:
[Varies by instructor]
Course Description/Syllabus Disclaimer: While the course syllabus is as accurate as possible, information in the course
description and syllabus may be changed as necessary by the instructor to suit the educational needs of the students enrolled in
this course.
4
ENC 1101 – Rhetoric & Writing
COURSE DESIGN
ENC1101: Introduction to Rhetoric and Writing is divided into three content modules and one assessment
module. Within each module, you will read several scholarly and popular texts related to critical reading
and writing; these articles form the basis for each module’s final project. Writing assignments in each
module include rhetorical reading notes (RRN), summaries, and the module’s final project itself. Each
writing assignment will be assessed with UNF Writes Self-Talk Rubrics. Students will also complete
grammar and style exercises within Connect during the first two modules.
Grade Distribution [May Vary by Instructor]
Introduction Survey
Connect PLP
20 points
50 points each
2 for 100 points
Module 1
Rhetorical Reading Notes
Two Summaries
Project 1
30 points each
50 points each
2 for 60 points
2 for 100 points
1 for 100 points
Module 2
Rhetorical Reading Notes
Two Summaries
Project 2
30 points each
50 points each
2 for 60 points
2 for 100 points
1 for 100 points
Module 3
Rhetorical Reading Notes
Two Summaries
Project 3
30 points each
50 points each
Final
2 for 60 points
2 for 100 points
1 for 100 points
100 points
Total Points Possible: 1000 points
A 940-1000 B+ 870-899.9
A- 900-939.9 B 840-869.9
B- 800-839.9
C+ 770-799.9
C 700-769.9
D 600-699.9
59% and below, cheating, or plagiarism on any assignment, F for the assignment and
a possible F for the course. The Writing Program Director and the Chair of the
Department of English will be informed of all cases of plagiarism.
NB:
You must earn a C in this course if it is to fulfill the Gordon Rule.
You must also complete and submit all writing work to pass this course.
Course Description/Syllabus Disclaimer: While the course syllabus is as accurate as possible, information in the course
description and syllabus may be changed as necessary by the instructor to suit the educational needs of the students enrolled in
this course.
5
ENC 1101 – Rhetoric & Writing
Writing Terms and Concepts for Sections of ENC 1101 Fall 2015
Below are two sets of terms and concepts with which may you be familiar to varying degrees. As you
work through the course’s readings and projects, you will become more familiar with each, and upon
completing this course, you should be able to recognize, understand, and employ these terms and
concepts.
Writing Terms and Concepts
Active voice
Apostrophe
Causal subject/verb
Clarity
Coherence/cohesion
Comma splice/run-on
Grammatical subject/verb
Independent clause/dependent clause
Nominalization
Parallel structure
Passive voice
Sentence fragment
Course-Specific Terms and Concepts
Autoethnography/ethnography
Big data/metadata
Datagogy
Discourse & discourse community
Discourse analysis
Documentation
Exigence
Interpellation
Metadiscourse
Metaphor/metonym(y)
Multimodal(ity)
Reflective Judgment
Rhetor
Writing Assessment: UNF Self-Talk Rubrics
The writing that you produce as a student in the General Education writing courses at the University of
North Florida will be assessed using trait-specific rubrics. These rubrics operationally define the features
or “traits” of academic writing in levels of increasing sophistication. They allow you, with practice, to
evaluate drafts of your own writing or drafts your peers have produced and identify what level of
sophistication the work has achieved with respect to the traits. I will explain the language of the rubrics
and how the assessment of your writing using the rubrics relates to the grade you earn. The Self-Talk
Rubrics are available in the companion appendix document for this syllabus.
Information Literacy Requirement
Library: Students in all ENC1101 sections are introduced to the library and to practice in finding and
evaluating databases resources. A library instruction session for your class is scheduled once during the
term. If you miss the library orientation, you must attend an orientation with another ENC1101 class.
Course Description/Syllabus Disclaimer: While the course syllabus is as accurate as possible, information in the course
description and syllabus may be changed as necessary by the instructor to suit the educational needs of the students enrolled in
this course.
6
ENC 1101 – Rhetoric & Writing
COMMON COURSE POLICIES
To support the best learning and teaching conditions, the Writing Program has adopted a minimal number
of policies that govern all of its General Education Writing courses. Individual faculty members may
revise these policies for tone, style, and degree of explanation, and some policies provide a range of
supported options. Any revisions shall appear on the syllabus for a particular section of the class.
However, all modifications shall be consistent with the policies below. Alternatively, a syllabus may
simply inform students that “General Education writing course policies pertain to this class” and direct
students to the Department of English webpage. (http://www.unf.edu/coas/english/)
Attendance
First-day Attendance
UNF requires that all students attend the first class meeting for any course in which they are
registered. If a student fails to attend this first class meeting, that student may be dropped from
the course. For distance-learning courses, all students must log into Blackboard and evidence
their participation within the first five days of the course—by the end of add/drop—or they may
be dropped from the course for failure to satisfy the university’s first-day attendance policy.
General Education Writing Courses
When enrolled in a General Education Writing course, students are expected to attend every class
meeting, scheduled conference, and online activity to satisfy all course objectives. Absences
negatively affect class performance. The General Education Writing course policy requires that
all students attend at least 80% of class meetings; if a student misses 20% or more of
scheduled classes/conferences, that student will receive an F for the course. This attendance
policy will stand regardless of the quality of the student’s work.
Note: Absences by students who are affiliated with university-authorized activities will
be considered on a case-by-case basis.
Late Assignments
Assignments are due when they are due. Late work will be accepted only at the discretion of the
instructor, and work based on in-class participation cannot be made up. The Writing Program
supports the following range of options concerning late work: (1) lowered grade, (2) delayed
instructor evaluation or response, (3) no credit.
Civility and Tolerance
The Writing Program affirms the UNF Student Conduct Code: “The Student Conduct Code is
designed to promote responsible behavior for all students consistent with the welfare of the UNF
community.”
1. Because writing courses rely on interaction, civility and tolerance are vital to foster productive
classroom and learning environments. Instructors will act to reduce behaviors that may
compromise such environments. These actions may range from informal conversations, to
formal communications, to requested action by the Division of Student Affairs, or in the case of
extreme classroom disruption, to contact with the University Police for assistance.
Course Description/Syllabus Disclaimer: While the course syllabus is as accurate as possible, information in the course
description and syllabus may be changed as necessary by the instructor to suit the educational needs of the students enrolled in
this course.
7
ENC 1101 – Rhetoric & Writing
2. By definition, education depends on encountering new ideas and information. Some of these
new ideas may conflict with an individual’s existing knowledge or perspective. The Writing
Program expects students to engage such materials thoughtfully, in ways that reflect the values
and mission of the University of North Florida.
3. Students shall refrain from any activity that disrespects the classroom environment and learning
conditions for others.
4. Students should use professional email etiquette in communications with faculty and peers.
[See Purdue Owl for more information.]
Students with Disabilities
Students with disabilities who seek reasonable accommodations in the classroom or other aspects
of performing their coursework must first register with the UNF Disability Resource Center
(DRC) located in Building 57, Room 1500. DRC staff members work with students to obtain
required documentation of disability and to identify appropriate accommodations as required by
applicable disability laws including the Americans with Disabilities Act (ADA). After receiving
all necessary documentation, the DRC staff determines whether a student qualifies for services
with the DRC and if so, the accommodations the student will be provided. DRC staff then
prepares a letter for the student to provide faculty advising them of approved accommodations.
For further information, contact the DRC by phone (904) 620-2769, email (drc@unf.edu), or visit
the DRC website.
Violation of Academic Integrity
The University of North Florida’s Academic Integrity Code “expects all members of the
academic community to respect the principle of academic freedom and to behave with academic
integrity.” Each student is responsible for reading and understanding this policy.
Violations of the Academic Integrity include, among others:
 Cheating: Using or attempting to use unauthorized materials in any academic
exercise.
 Fabrication: Alteration or invention of any information, including citations, in an
academic exercise.
 Multiple submissions: submitting substantial portions of the same academic work
(including oral reports) more than once without authorization.
 Plagiarism: Presenting 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 online, to manuscripts, and to the work of other
student writers.
[See Student Handbook for the complete listing of academic integrity violations.]
Students who violate the academic integrity code will receive an F on the specific assignment and
may receive an F for the course. The instructor will inform the Chair of the English Department of
violations of academic integrity.
Course Description/Syllabus Disclaimer: While the course syllabus is as accurate as possible, information in the course
description and syllabus may be changed as necessary by the instructor to suit the educational needs of the students enrolled in
this course.
8
ENC 1101 – Rhetoric & Writing
USEFUL STUDENT RESOURCES
Many students experience stress while adjusting to college. The services below are available free
to students. Contacts for each office follows—their staffs include trained, caring professionals
who have experience helping students deal with specific academic, security, psychological, and
emotional issues.
The Writing Center
Building 3 / Room 1201
ACE (Academic Center for Excellence) – Academic Advising and Tutoring
Founder’s Hall, 2/1200, (904) 620-1012
The UNF Counseling Center
Founder’s Hall, 2/2300, (904) 620-2602
UNF Campus Police
Building 41, on UNF Drive across the street from the Information Booth
Non-Emergency Number: (904) 620-2800
Note: Police officers are available 24 hours a day to provide safety escorts to any member
of the University Community. To request an escort, contact the UPD at 620-2800.
The Women’s Center (and Victim Advocacy Program)
Founder’s Hall, 2/2100, (904) 620-2528, womenctr@unf.edu
Military and Veterans Resource Center
Building 57, Suite 270, (904) 620-5131, mvrc@unf.edu
FERPA Policies
The Family Education Rights and Privacy Act (FERPA) guarantees students and their parents
certain rights. In relation to those rights, our course policies include the following:
1. Your instructor cannot discuss your grades with you via email.
2. Your instructor cannot discuss your grades and/or progress with your parents or any third party
unless you have signed a waiver of your FERPA rights with One Stop. Your instructor will
require proof that the waiver has been signed before I discuss your grades or standing in the
class with your parents.
3. If you fail the course and you are on financial aid, your instructor is legally required to report
your attendance record to the financial aid department.
Course Description/Syllabus Disclaimer: While the course syllabus is as accurate as possible, information in the course
description and syllabus may be changed as necessary by the instructor to suit the educational needs of the students enrolled in
this course.
9
APPENDIX A: PROJECTS
Project 1: Multimodal Discourse Analysis
Value
Length
Deadline(s)
100 points (10% of overall course grade)
approximately 1,000-1,500 words
Objectives
to expand how you understand the limits of what a text can be
to reflect on how you understand the act of reading
to inventory a discourse object’s features
to identify how a text reflects the discourse community from which it originates
to create a multimodal discourse
Assessment
Thesis, Logical Coherence, Evidence, Mechanics, Plain Style
Key Terms
Discourse, discourse analysis, multimodal(ity), discourse community, rhetor
Context
When we consider “text” we tend to prioritize the written word at the cost of the
non-linguistic elements that often enable us to “read” or understand a text. In this
assignment, you will expand your viewing lens to encounter complementary and
supplementary textual elements in order to analyze how those elements reflect and effect
a creator’s (rhetorical) purposes.
Assignment
In this assignment, students will analyze a multimodal object—whether gesture, speech,
image/film, writing, music—within a specific discourse community in order to tease out
how the constituent elements and rhetorical choices connect or reflect that specific
discourse community’s identity or identifying marks (?)
To those ends, students will create two documents: (i) an inventory of that text’s nonlinguistic features and (ii) a claim-driven paper in which students connect these features
to rhetorical choices and consequences in light of the specific discourse community.
Formatting
Your paper should reflect formatting consistent with current MLA standards, to
Include: 12-pt Times New Roman font, double spaced content, appropriate title and
document heading/page marking.
Citation
In the event that you draw on any outside source, you must be sure to document
your sourcing with MLA documentation guidelines. If you are unsure of any of these
guidelines, be sure to refer to your Writing Matters handbook’s section on MLA for
illustrated examples.
Submission
You will submit your rough drafts and final drafts through the same submission link
inside Module 1 by clicking on the link for “Draft and upload Project 1 rough draft” or
“Project 1 subsequent/final draft.”
Project 2: Metadiscourse
Value
Length
Deadline(s)
100 points (10% of overall course grade)
approximately 1,000-1,500 words
Objectives
to identify the genealogical nature of discourse
to use rhetorical terms and concepts to describe existing literature
Assessment
Thesis, Logical Coherence, Evidence, Mechanics, Plain Style
Key Terms
Metadiscourse, exigence, interpellation, and documentation
Context
In academic writing, and in general, documents work in concert with one another
(i.e., conversation/dialogue) in such a way that no text can stand alone or be read without
the information from another text. This assignment will call on students to place two texts
into conversation in order to explicate how (academic) discourse takes place across time
and documents.
Assignment
In this assignment, students will choose an academic text that contains a
bibliography in order to identify a theme among the sourced materials and work
backwards to reconstruct the exigence of that conversation.
With this purpose in mind, students will create a claim-based paper in which they
define by way of argument the circumstances that permitted or enabled their chosen
conversation to take place and substantiate their claim(s) by calling on evidence from the
source documents and some minimal web research.
Formatting
Your paper should reflect formatting consistent with current MLA standards, to
Include: 12-pt Times New Roman font, double spaced content, appropriate title and
document heading/page marking.
Citation
In the event that you draw on any outside source, you must be sure to document
your sourcing with MLA documentation guidelines. If you are unsure of any of these
guidelines, be sure to refer to your Writing Matters handbook’s section on MLA for
illustrated examples.
Submission
You will submit your rough drafts and final drafts through the same submission link
inside Module 2 by clicking on the link for “Draft and upload Project 2 rough draft” or
“Project 2 subsequent/final draft.”
Project 3: Personal Identity Construction
Value
Length
Deadline(s)
100 points (10% of overall course grade)
approximately 1,000-1,500 words
Objectives
to identify non-obvious modes of being read by others
to increase the lens that one uses to see how others may see oneself (?)
Assessment
Thesis, Logical Coherence, Evidence, Mechanics, Plain Style, Quant*/Rhetorical
Analysis
Key Terms
Big data, metadata, autoethnography, and annotation
Context
As much as we want to believe that we make ourselves available to the world and
shape how the world sees us, we may also want to examine how much of ourselves the
world sees without our realizing.
Assignment
In this project, students aim to explicate their personal identity construction by analyzing
how they participate in digital discourse communities (e.g., IG, web 2.0). That is: they
will focus on how they participate in the digital universe and mark themselves with easily
missed markers: frequency of interaction, timing of interactions, lengths of interactions,
identities of co-interactors, elements of anonymity, etc. With this focus then, students can
begin to enlarge how they see the framework that others may (seem to) have more
immediate access to and in having this access consider how they can shape others’
perceptions of themselves.
To these ends, students will create two documents: (i) an annotated inventory of their
interactions and (ii) a claim-driven paper in which they will identify information about
themselves that is plainly available to others (i.e., from the inventory) but when read
comprehensively provides the students with an opportunity to see themselves (analysis
and evaluation). This paper, then, calls on students to articulate at least one observation
about themselves that is new or perhaps surprising to themselves.
Formatting
Your paper should reflect formatting consistent with current MLA standards, to
Include: 12-pt Times New Roman font, double spaced content, appropriate title and
document heading/page marking.
Citation
In the event that you draw on any outside source, you must be sure to document
your sourcing with MLA documentation guidelines. If you are unsure of any of these
guidelines, be sure to refer to your Writing Matters handbook’s section on MLA for
illustrated examples.
Submission
You will submit your rough drafts and final drafts through the same submission link
inside Module 1 by clicking on the link for “Draft and upload Project 1 rough draft” or
“Project 1 subsequent/final draft.”
APPENDIX B: SUMMARIES
Write a summary of the assigned text in no more than 250 words.
1. In one separate paragraph, summarize the text.
a. Use no fewer than six (6) sentences.
b. Do not exceed 250 words.
2. Proofread your writing to eliminate grammatical and mechanical errors.
3. Use MLA document and citation format (e.g., double space, 1” margins, 12-pt Times New
Roman font, and a Works Cited page that corresponds to in-text citations)
Your summary will be evaluated using four UNF Writes Rubrics:
1. Mechanical Accuracy
2. Evidence
3. Style
4. Measurable Mastery of a Summary
Evaluation Summary: Each Summary is worth 50 points
45-50.00 pts.
A
40-44.99 pts.
B
35-39.99 pts.
C
30-34.99 pts.
D
0-29.99 pts.
F
NB:
If your summary exceeds 250 words, it will receive a 0.
If your summary is briefer than 6 sentences, it will receive a 0.
If your summary exceeds one paragraph in length, it will receive a 0.
If your summary does not meet MLA format requirements, it will receive a 0.
APPENDIX C: RHETORICAL READING NOTES
Article Title:
PART I: Rhetorical Situation
1. CONTEXT (will require brief research)
a. Who is the author/what is the author’s profession/background?
b. In which source text was the reading originally published/printed/produced?
c. What is the original date of publication?
d. What is the text’s citation style (if present) and how do you know that?
e. Identify one theme within the document’s citations, footnotes/endnotes, bibliography, or
works cited, marginalia, annotations, etc.
2. STRUCTURE
a. Identify how and where the author(s) employs obvious (e.g., headings, subheadings, lists,
labels, bullets, etc.) or subtle structural cues (e.g., subject transitions)
b. Identify the types of evidence that the author uses (e.g., literature, oral history, raw data,
etc.)
c. Identify the author’s method of gathering or collecting that evidence and provide some
examples of that evidence.
d. Identify any narratives (stories, anecdotes) and state their purpose.
3. PURPOSE
a. What is the purpose of the work (e.g., argument, narrative, commentary, etc.) and how
does the author identify that purpose?
b. Identify and explain the original intended audience as stated (or implied) by the author:
i. Identify the pronouns that the author uses and identify to whom the pronouns
refer (i.e., who is who and to whom?).
ii. Identify four words or phrases that you used to identify the audience.
c. Identify three words or phrases (not “the,” “a/an,” prepositions) that are repeated
throughout the text and explain how they relate to the text’s main idea.
4. MAIN IDEA
a. State the topic (noun):
b. State the main idea in one sentence (must include an active verb):
PART II
(You must write 300 or more words here, excluding quotes.)
1. CENTER OF TEXT
Quote one or two lines that are central to your understanding of the text (punctuate and cite as
direct quotation in MLA Style, with a signal phrase) and explain why those lines are central.
2. YOUR REACTION TO THE TEXT
With what do you associate the text? What is your emotional reaction to the text? Why do you
think you react as you do?
3. #HASHTAG
Create a social media hashtag for this text that directly relates to the text’s main idea.
Rubric: Reading Notes
Part I - Rhetorical Situation
Responses to Part I are 70% or more
complete and thoughtfully answered
Responses to Part I are less than 70%
complete and/or lack thoughtfulness.
Part II - Reader Response
Writer completes all sections and writes a minimum of 300
words (excluding quotes) in Part II responses.
Writer fails to complete all sections and/or writes less than
300 words.
Rating
Credit
No Credit