ENC 1102 ENGLISH COMPOSITION II
Spring 2012
Section 5420: Online
Instructor: Justin King
jwk9argo@gmail.com
Office: Elluminate
Office Hours:
Schedule is flexible
Email to schedule appt.
Syllabus
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Basic Tenets of the Composition Program
Democracy is best sustained by an educated and informed public versed in the practices
of critical perception and expression.
University students need preparation not just for their academic careers, but also for
dealing with the world at large, beyond the campus. This preparation should include the
teaching of those practices of critical perception and expression that will enable them to
become contributing members not only of the academy but also of the democratic public.
Composition courses teach not just writing, but also critical reading, evaluation, and
synthesis of information and ideas.
Students learn best to write in real genres by practicing those real genres, as opposed to
artificial genres manufactured exclusively for the writing classroom.
All good writing, academic or public, is based on sound research.
COURSE DESCRIPTION: ENC1102 continues the work on rhetoric and composition begun
in ENC1101, but with an emphasis on writing in public genres rather than academic ones.
Prerequisite: ENC1101 English Composition I
STUDENT LEARNING OUTCOMES: The Composition II course shifts from writing for
academic purposes (writing the academic research paper) to writing for public purposes. By the
end of the course, Composition II students should:
 Demonstrate understanding of different rhetorical strategies that are used in differing
public genres;
 Identify and practice ways to participate in civic discourse and activism;
 Recognize the limitations on, opportunities for, and discipline-related approaches to civic
engagement in American and global venues;
 Build reading and writing skills established in ENC1101 Composition I, but now aimed
at the production of writing projects in public genres appropriate to particular writing
situations and the democratic tradition;
 Build on research skills developed in ENC1101 Composition I by using the university
library and library’s website, specifically to
o find electronic and print research material and what kind of material they can find
at each site;
o use electronic course reserves;
o access books and journals in the stacks;
o retrieve full texts of journal articles and books;
o browse and find non-academic journals;
o locate background and explanatory material using encyclopedia, dictionary, and
reference databases;
o use appropriate search engines to gain knowledge of the conversations that
circulate around topical events and issues; judge the appropriateness and authority
of the sources for the type of genre in which an author is writing.
Parameters of Online Course: Online courses as many of you already know are quite different
from the traditional classroom setting. Online courses require that students be self-motivated;
online classes also require students to acquire a great deal of knowledge on their own and
manage time effectively. This course is also a condense course and is writing and reading
intensive, which means that students will have to produce a great deal of work in a short period
of time. It is very important that you keep up with the course readings and stay on top of all
assignments.
COURSE THEME: “Campaign Politics in the Year of Election”
This English Composition class will challenge students to engage in a public dialogue about
2012 presidential campaign politics. Students will study the language of politics across a
spectrum of media and then will be asked to profile major candidates, take positions on national
issues raised, and to keep a political news blog (among other things). Presidential campaigns are
particularly prolific periods for analyzing rhetorical strategy and for gaining helpful insight into
contemporary arguments about some of America’s most pressing social issues.
REQUIRED MATERIALS
 The UWF custom edition of Writing Today, by Richard Johnson-Sheehan and Charles
Paine, required for all ENC1102 students. Must have access code.
 Readings I have posted on the UWF Library’s electronic reserves. Go to library.uwf.edu
and type “King” into the search box for Course Reserves. Make sure the “instructor” tab
is selected. Then click on the URL corresponding to the appropriate reading assignment.
On days when readings have been assigned, you will need to print them off and bring
them to class in order to participate in class discussions.
 An active UWF student Gmail account
 At least 200 pages of printing allowance available through Argonet or a printer, ink, and
paper sufficient to print off all required materials and assignments. UWF affords
incoming freshmen 100 pages of printing, but this amount is intended to get you through
the registration process, not to cover all your printing needs for classes. Your supplies for
every class should include printing allowances.
PROJECTS AND REQUIREMENTS*
Assignment:
Quizzes
Discussion/Participation
Writing Today Lessons
Candidate Profile
Editorial
Research/Annotated Bib
Political News Blog
Position Paper
Value:
10
10
10
10
15
10
15
20
Quizzes: You will be required to complete weekly quizzes which will cover the reading and any
lectures for the week. The quizzes will be comprehensive and timed. It is imperative that you
complete the reading before taking the quiz as you will not have enough time to look up answers.
You should take careful notes and review them before the quiz. You will also be required to
install lockdown browser on your computer.
Discussion: Each week, I will post discussion questions regarding the reading and the topic for
the week. Discussion posts should be thorough and lengthy. You should also read all discussion
posts from your peers and respond as often as possible. I will likely set length requirements for
each of these posts.
Writing Today Lessons (My Comp Lab): You will be required to complete a grammar
diagnostic test the first week of class. I have also set up a number of lessons you will be required
to complete. You need a book which has an access code. If you buy a used copy, you may
purchase an access code through the library. It is important that you complete each lesson before
taking the quizzes for each assignment as the grade you receive will be factored into your final
grade. You may not retake the quizzes.
Candidate Profile: You will be required to profile one of the major presidential candidates from
this year’s Presidential race. This project will require research.
Editorial: In the editorial piece, you will want to express your opinion about a particular
political topic that is currently a hot topic or under scrutiny. Some examples include but are not
limited to the following: Republican party and the woman’s vote, Class warfare, President
Obama’s healthcare plan, etc. While many editorials are not supported by research, good ones
are. You will want to research the topic and provide your reader with well-informed opinion.
Political News Blog: You will be required to create a blog through Google accessible through
your student Gmail account. Your blog will achieve the public project requirement of Comp II.
You will be required to create a blog and write two weekly entries for the entirety of the
semester. In your blog, you will analyze the presentation of particular media coverage of the
political race. Each entry will be between 350 and 550 words. The goal in each entry will be to
*
Each of the assignments listed will have its own prompt. Provided here is just a brief overview of each assignment.
analyze rhetoric, identify fallacies, and comment upon the general representations/topics choices
of politics in the media.
Annotated Bibliography: Over the course of the semester, you’ll want to be thinking about
some ideas for you position paper as you will be required to produce a research annotated
bibliography for you final project. It will consist of at least 5 sources . Each annotation will need
to be 1 page in length (single-spaced).
Position Paper: Your position paper should accomplish two main objectives: 1) Explain both
sides of a particular issue or controversy we have addressed this semester, or one I have
approved. 2) Clearly establishes and argues for one side over the other. Focus on one issue.
This paper should have a clear thesis and well-developed paragraphs that all support the thesis.
Think back to Composition I when you had to consider rebuttals and counterarguments. This
paper is not a commentary or a review and should therefore reflect a more formal writing style
inherent to the genre. Some issues you might consider for this paper are capital punishment, gay
rights, media sensationalism/paparazzi journalism, human rights, globalization, nationalism,
discrimination. You may address any issue raised in class or in class readings. Try to be as
specific as possible. For example, if you choose gay rights, narrow your topic down to something
like gay marriage or hate crime legislation.
GRADING
See attached rubric for grading criteria.
Grading Scale:
100-point scale
A (100-93)
A- (92-90)
C+ (79-78)
C (77-73)
B+ (89-88)
C- (72-70)
B (87-83)
D+ (69-68)
B- (82-80)
D (67-60)
Special Technology
You must know how to use the university’s online learning program, variously called E-learning,
D2L, or Desire2Learn, and have an email account.
For some reading assignments, you will need to know how to access the e-learning system, the
Internet, and the library’s Electronic Reserve services.
COMPOSITION PROGRAM POLICIES: The following policies have been adopted by the
composition program. Some of the policies have been derived from the University’s
requirements and/or the English and Foreign Languages Department’s standards.
Gordon Rule: ENC 1102 is a Gordon Rule course. Students must therefore write at least 6,000
words for the 3-hour course to satisfy the department requirement.
Student Code of Conduct
The Student Code of Conduct sets forth the rules, regulations, and expected behavior of students
enrolled at the University of West Florida. Violations of any rules, regulations, or behavioral
expectations may result in a charge of violating the Student Code of Conduct. Students are
responsible for reading the Student Code of Conduct and conducting themselves accordingly.
The current Student Code of Conduct can be found in your Student Handbook.
Statement on Plagiarism
I do not tolerate plagiarism. You are responsible for knowing the university’s policy on
plagiarism and abiding by that policy. The UWF policy on plagiarism can be found at the
following URL: http://uwf.edu/cas/aasr/Plagiarism.doc.
The UWF Student Handbook defines plagiarism as “the act of representing the ideas,
words, creations, or work of another as one’s own.” Students who plagiarize are guilty of
the crime of stealing someone else’s intellectual property. This crime combines theft with
fraud, and the penalty is correspondingly severe: failure for the assignment and, in some
cases, for the entire course. An instructor may also recommend that the student be
suspended from the university.
I use plagiarism detection software to help me enforce this policy. For further information
regarding academic misconduct, refer to the Student Handbook.
Late Paper Policy: Papers are due at the beginning of class. Late papers will not receive a
passing grade. If extenuating circumstances prevent your turning in a paper. Prior notification
and approval are required. There is no reason you shouldn’t be able to inform me of a problem.
In such cases, an adequate excuse as outlined by the University catalogue.
Assistance for Students with Special Needs
The Student Disability Resource Center SDRC at the University of West Florida supports an
inclusive learning environment for all students. If there are aspects of the instruction or design of
this course that hinder your full participation, such as time limited exams, inaccessible web
content, or the use of non-captioned videos and podcasts, please notify the instructor or the
SDRC as soon as possible. You may contact the SDRC office by e-mail at sdrc@uwf.edu or by
phone at (850) 474-2387. Appropriate academic accommodations will be determined based on
the documented needs of the individual.
A NOTE ON COURSE READINGS AND OTHER MATERIALS
Some of the assigned reading for this course may present you with material that opposes your
beliefs and values, and you may find some of the material offensive. Bear in mind that I am not
advocating, nor am I asking you to approve of, adopt, believe, or embrace any of the points of
view found in the material we will study in this class. However, it is important, first, to
understand that SOME writers use such material to make their points, and second, to consider
ways in which these choices strengthen or weaken their points. Finally, remembering Don
Corleone’s injunction to his son to “keep your friends close and your enemies closer” (The
Godfather), understand that one of the reasons you are in college is to expand your knowledge,
whether of things known and approved of or otherwise. By remaining in this class, you consent
to being exposed to the assigned materials. Alternative readings or assignments will NOT be
offered.
Email Communication
I will occasionally communicate with students via UWF email. I will not use alternative email
addresses as this is often results in confusion and disorganization. I expect you to check your
email regularly before you come to class and print any necessary documents for your use in
class.
You should maintain a professional tone when communicating with professors both in person
and via email. Assume the tone is formal until the instructor suggests otherwise. Use the
following as a guide when emailing your professors:
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Address the instructor with the proper title (Dr., Mr., or Mrs.) unless he or she offers an
alternative.
Identify yourself clearly and end emails with your full name. Often, it is not easy to
identify a student only from the email address, especially if you happen to be using an
email account other than your university account.
If you have a question, ask it directly and as clearly as you can.
Provide the instructor with some context for the question or comment. Why do you have
this question? What prompted the comment?
Understand that instructors are often busy (many have 100 students per semester), so if
you request office time outside the posted office hours, provide at least 3 different blocks
of time that you are available to meet.
Often instructors get dozens of emails from publishers, administrators, students, and
SPAM. A clear subject such as “student in your ENC 1101 class has a question” will help
an instructor understand that the email sent to him or her is important.
I expect each student to show respect for diversity of opinions expressed during discussions and
in draft workshops.
Talk to me. I cannot help solve problems that I don’t know about.
“A” Work
Because understanding grades can be a difficult, complex, and painful process, the following is a
description that explains the characteristics associated with “A” work. It is important to keep in
mind that you are not your grades, and that grades reflect both effort and achievement, not effort
alone. Periodically throughout the semester, compare your performance with this profile and
strive to meet its goals. As your professor, it is my goal to guide you to excel to your highest
potential.
Attendance: Students who produce “A” work have perfect (and prompt) attendance. Their
commitment to the class resembles that of the professor.
Reading: Students who produce “A” work are prepared for every class. They always complete
the assigned reading and take careful notes, jotting down points they wish to raise in class
discussion in their notebooks and in the margins of their texts. They show painstaking attention
to detail. They recognize that “difficult reading” really means “unfamiliar reading” and they
make every effort to increase their familiarity with the reading’s tone, vocabulary, concepts, and
style.
Writing: Students who produce “A” writing carefully plan their essays and/or do pre-writing
exercises. They re-read the class texts and highlight relevant ideas or quotations. They produce
rough drafts of their papers and always revise and rewrite before turning the paper into the
professor. They learn from past mistakes by carefully going over the problems of previous
essays and by getting feedback from the professor. If they get stuck, they come to the professor,
well in advance of the paper deadline, to discuss their ideas and get started with her help. If a
student who is striving to become an “A” student needs help with grammar or organization, s/he
seeks help at the writing center. “A” students know that “A” writing doesn’t come ready-made,
that writing is a labor of love that involves disciplined exercise and a constant commitment to
self-improvement.
Participation: Students who produce “A” work contribute to the class with passion and insight.
They know that excellent participation requires a balance between listening and talking. They
ask interesting questions and make thoughtful comments.
Retention: Students who produce “A” work connect past learning with present. Throughout the
semester, they relate what they learn in the class with the knowledge, insight, wisdom, and
passion that they bring with them into the class.
Curiosity: Students who produce “A” work show an interest in the class and in the subject.
They go to the library of their own volition! Possessed of an intrinsic love of learning, they
research and read up on what they don’t know. They find all academic topics captivating.
Attitude: Students who produce “A” work have a winning attitude. They have both the selfdiscipline and determination necessary for success. They show initiative and take responsibility
for their education by claiming—not receiving—knowledge.
Talent: Talent is earned and rehearsed. Students who produce “A” work have developed special
skills and qualities. It may be unusual creativity, confidence, insight, enthusiasm, organizational
skills, commitment or a combination thereof. These talents are evident to the professor and to
other students in the class.
Scoring Rubric for Final Project: ENC1102 English Composition II
A
Organizational Character of the Project
[Organizational guidelines provided by the
instructor, depending on the genre of the
project]
Weight
Points
Proficiency in Public Genres
Student demonstrates strength in attending
to conventions such as tone, organization,
format, and content of public genre
materials such as the following:
Article
Flyer/Brochure
Letter
Media release
Media production (ex: wiki,
website, powerpoint presentation)
Memorandum
Opinion/viewpoint
Poster/bookmark
Proposal
Report
Resume or CV
Weight
Points
B
Paper is strong in
most organizational
aspects, but is also
weak in one or two
aspects of
organization
C
Paper attends to
most of the aspects
of organization, but
shows few strengths
D
Paper attends to
few of the aspects
of organization
F
Paper does not
attend to
organizational
principles of
academic writing
Student is strong in
most conventions of
these genres but is
also weak in one or
two aspects
Student attends to
most of the public
genres’ aspects but
shows few strengths
Student attends to
few of the
conventions of
public genres
Student does not
attend to the
conventions of
public genres
Knowledge of Public Persuasion
Strategies
When composing arguments in public
genres, students should:
 Identify and use the persuasive
strategies appropriate for the genre;
 Incorporate research in keeping with
the citation convention of the genre;
 Write for specific audiences;
 Attend to the ethics of
representation.
Weight
Points
Quality of Prose
Prose is strong in:
 Complex sentence structure where
required
 Varied sentence structure for
emphasis and clarity
 Command over the logical syntax of
the sentence
 Parallel construction where required
 Reliance on active voice, active
verbs, and agentive subjects
 Knowledge of when to use passive
voice
 Coherent paragraphs that have clear,
unified purposes
 Correct use of vocabulary
 Words, phrases, and sentences that
indicate transitional logic
A smooth and pleasant read!
Weight
Points
Student’s work
demonstrates strong
understanding of
genre, audience, and
attribution, but is
also weak in one or
two aspects
Student’s work
demonstrates some
understanding of the
elements of public
persuasion, but
demonstrates few
strengths
Student attends to
few of the
elements of public
persuasion
Student attends
infrequently if at
all to the
requirements of
public persuasion
Prose is mainly
strong, and contains
no egregious
departures. A
mostly smooth and
pleasant read.
Prose has a few
strengths but
contains one or two
egregious departures
that strains the
reader’s
comprehension
Prose has little
strength and
contains more than
two egregious
departures that
often strains the
reader’s
comprehension
Prose is often
incomprehen-sible
or requires
multiple readings
due to lack of
clarity
Quality of Grammar and Mechanics
Writing demonstrates superior competence
in grammar and mechanics: it uses
intelligent and literate vocabulary,
demonstrates mastery of mechanics and
grammar, and illustrates an ability to
punctuate rhetorically, using punctuation for
effect and clarity. There are, overall, few, if
any, errors and absolutely no interferences
to thought. Paper shows evidence of careful
planning, writing, and editing.
Weight
Weight
Points
Demonstrates aboveaverage competence
in grammar and
mechanics: clear
control; there may
be a few errors, but
they are not serious
enough to diminish
the overall quality of
the writing.
Generally, shows a
judicious choice of
words. Style is
generally literate but
occasionally faulty
in sentence structure.
Shows evidence of
some proofreading.
Suggests
competence in
grammar and
mechanics: may
depend largely on
the cliché and lapse
frequently into
inappropriate slang,
jargon, and
colloquialisms.
Vocabulary reveals
lack of range; paper
has a minimal but
workable vocabulary
keeping the writing
fairly undistinguished.
Some degree of
accuracy, but errors
suggest uncertainty
and need for
improvement.
Includes errors
which even a
cursory proofreading
would have
eliminated.
Suggests some
incompetence in
grammar and
mechanics: lacks
formal control and
shows no evidence
of proofreading.
Tends to "play it
safe," using words,
the writer
ordinarily speaks
or can spell.
Reveals inability
to distinguish
between periods,
commas, and
semicolons. Tends
to misspell, misuse
words, mispunctuate, overpunctuate and
under- punctuate.
"Plays it safe"
syntactically,
avoiding sentence
elements that
invite error (ex:
introductory
modifiers,
embedding,
coordination,
subordination).
Demonstrates
incompetence
in grammar
and mechanics:
errors totally
supplant the
message. Overreliance on
improper
spoken forms.
Mistakes reveal
definite
deficiency in
mastering
standard written
English; slipshod
syntax; irregular
and incorrect
usage; wretched
spelling; fragments, run-on
sentences, and
comma splices
abound; poor
sense of
paragraph and
sentence
structure.
Quality of Research
Student presents sound research in an
exceptional way and succeeds in presenting
this research through his/her project.
Weight
Points
Student attempts to
present sound
research in an
exceptional way, but
does not quite
succeed in working
through the
complication of
his/her project.
Student presents the
research in ways
already suggested by
various authors and
does succeed in
working through this
limited project.
Student presents
the research in
ways already
suggested by
various authors,
but does not
completely
succeed in
working through
this conceptually
limited project.
Student does not
present his/her
research in any
meaningful way or
does not succeed
with much success
on the project
presented.