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ENC 1101: English Composition I Section 2084 (online)
Fall 2011
Instructor: Sara Smith
Email: ssmith2@uwf.edu
Office: 50/238A
Office Hours: by appointment only
Basic Tenets of the Composition Program
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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: Composition I develops students’ academic and information literacies. Students
engage in a semester-long research project based on the course theme. Types of writing may include
summary, critical response, rhetorical analysis of arguments in academic genres, annotated
bibliography, and the literature review. All students must produce an academically-argued research
paper.
STUDENT LEARNING OUTCOMES: By the end of Composition I, students should be able to
I. Produce a researched argument that demonstrates knowledge of the following aspects of academic
discourse:
A. The elements of argument laid out in Stephen Toulmin’s theory of informal logic:
1. Claim, overall argument, thesis
2. Data/evidence/grounds/reasons/subclaims
3. Warrants
4. Backing for the warrant
5. Refutations/rebuttals
6. Qualifiers
7. Conclusions
B. The common rhetorical characteristics of academic writing:
1. The demonstrative voice
2. Assumed peer audiences
3. Academic purposes
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4. Context of project
5. Literature review
6. Problematization of the current conversation
7. Theoretical and/or methodological framework
8. Presentation of the argument using Toulmin informal logic
9. Draw conclusions
10. Uses transitional language that makes explicit the paper’s logical structure
C. Rhetorical skills common in academic writing
1. Define key terms/concepts
2. Summarize
3. Paraphrase
4. Quote, only where appropriate
5. Intertextual analysis
6. Internal Citation
7. Bibliography
D. Write quality prose that demonstrates knowledge of the following:
1. Complex sentence structure where required
2. Varied sentences structure for emphasis and clarity
3. Command over the syntactic logic of the sentence
4. Parallel construction where required
5. Reliance on active voice, active verbs, and agentive subjects
6. Knowledge of when to use passive voice
7. Coherent paragraphs that have clear purposes
8. Correct use of vocabulary
9. Words, phrases, and sentences that indicate transitional logic
10. No errors in grammar and mechanics
II. Critically read university level texts by demonstrating knowledge of the following:
A. Disciplines are socially constructed knowledge systems organized according to different sets of
assumptions about how knowledge is produced in the humanities, social sciences, and “hard” sciences.
B. Scholars disagree in their interpretation of data
III. Use library databases to locate sources appropriate for an academic research project
IV. Demonstrate personal integrity by
A. Taking responsibility for one’s work
B. Apply the principles of ethical academic writing assumed in citation systems
C. Avoid academic plagiarism
Course Theme: We Are What We Eat: The Rhetoric of Food
“Though much has been done to obscure this simple fact, how and what we eat determines to a great extent the
use we make of the world—and what is to become of it.”—Michael Pollan
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“Eating with the fullest pleasure-pleasure, that is, that does not depend on ignorance-is perhaps the profoundest
enactment of our connection with the world.”—Wendell Berry
Farmer and philosopher Wendell Berry asserts that “eating is an agricultural act.” This class will
explore what Berry means by this statement and how eating is very much a political act, often
fraught with ethical and ecological dilemmas. We will examine some harsh realities of today’s
“industrialized” food and the growing backlash against it, a movement that includes the push
for “organic,” “whole,” and “slow” foods. We will concentrate on several books and films that
delve into these issues. The first will be Eric Schlosser’s highly influential Fast Food Nation.
Then, we will examine Michael Pollan’s The Omnivore’s Dilemma, a chronicle of Pollan’s journey
to discover the origins of four different meals. We will also view the documentary Food, Inc.,
which touches on a variety of currently circulating food controversies. Towards the second half
of the semester, students will concentrate on a particular “food issue” of their choice and
complete an academic project inquiring into this issue.
*NOTE* As a whole, this class will not presume that there is any one “right” way to eat or
“correct” diet to follow; however, much of the course content will assume that informed and
responsible eating is not only good for individual health, but also beneficial to the healthy
functioning of the entire world. Remember that when I assign a particular reading, I am not
trying to force you to adopt that author’s position. I am asking you to read and thoughtfully
consider the various texts we will engage, maintaining both an open mind and a critical
perspective. These qualities are key components of skillful argumentation and responsible
citizenship.
REQUIRED MATERIALS
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(Note:
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Wood, Nancy. The Essentials of Argument. 2nd edition. 2008.
Hult, Christine A. and Thomas N. Huckin. The New Century: Pocket Guide for Writers. 3rd edition.
2020.
the two above texts are bundled as UWF custom package if purchased from the UWF bookstore)
Schlosser, Eric. Fast Food Nation: The Dark Side of the All-American Meal. New York: Harper
Perennial, 2005.
Pollan, Michael. The Omnivore’s Dilemma: A Natural History of Four Meals. New York: Penguin,
2006.
Ability to rent, borrow, or buy the film Food, Inc.(directed by Robert Kenner)
Any other readings for this course will be available free for download through this class’s
eLearning site under the “Content” tab.
Special Technology
This course is completely online. You must have consistent access to the Internet. In this online
course, you will log in about twice each week to complete the work and to meet deadlines. If
you took this class in the traditional way, you would drive to campus twice a week. This course
requires about the same amount of time as a conventional classroom course, but you are not
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required to meet face-to-face or even to be online at a specific time. The online course site is
our meeting place, where you will access your assignments, take part in a "conversation"
through the online discussion forum, and submit your assignments to a student "dropbox."
There are deadlines each week: most of the deadlines are Mondays and Fridays by 11:00 p.m.,
but you can always submit assignments earlier!
MAJOR ASSIGNMENTS AND WEIGHT OF EACH
Discussion Forum Postings: 10%
Almost every week, I will post a prompt on the discussion forum (located on our eLearning site). To
receive full credit for these posts, you must respond to each prompt thoughtfully and occasionally
comment on other students’ remarks—the goal is to simulate a lively discussion that might take place in
a classroom. Near the end of the semester, you will be graded holistically on the quality and quantity of
your participation in the discussions. I will provide due dates for these posts, but if for some reason you
can’t post on time, you may still post late for partial credit.
Short Essays: 10%
You will write two short essays (details will be provided later)
Response Papers: 30%
You will write three papers of approximately 500 words each in response to a question I will give you
about an assigned text.
Annotated Bibliography 20%
Several weeks before your academic argument is due, you will turn in an annotated bibliography of at
least five research sources you will use in your academic argument.
Researched Argument Paper: 30%
Your researched argument will be a 6–8 page paper in which you articulate a claim regarding a food
issue. I will give you a list of possible topics later.
Notes about Succeeding in this Course
I am ready to help you to succeed in this Internet class. Please keep these things in mind:
 All composition courses at UWF are time-consuming. If this course met in a conventional classroom,
we would meet three hours per week (and, of course, you would devote time to getting to class on
campus and additional time outside of class for readings and writing assignments). Plan to devote
considerable time to completing the requirements of the course. The time you must invest in this
online course is equal to the time required to succeed in a face-to-face course.
 Check your email daily on weekdays. Set yourself a schedule—check the course site early in the
week to view the week’s work.
 Keep in touch with me. Ask questions when you need help or feel overwhelmed. I can’t help you if I
don’t know you are having a problem!
 PRINT paper copies of important information and instructions! Just as in a traditionally taught class,
you should keep a copy of the syllabus and the assignments in a looseleaf notebook.
 For additional information about support services, or if you are having problems accessing or using
the eLearning system, please check with the UWF Internet Help Desk, which provides support seven
days a week at 850 474 2075 or helpdesk@uwf.edu .
Submitting Written Assignments/Papers
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As a rule, papers will be uploaded using the Dropbox, the link to which may be found on the
eLearning toolbar.
 IMPORTANT: Please save and upload all written assignments as .doc, .docx, .rtf, or .wps files.
I cannot grade assignments or provide feedback in if you submit an assignment that is not in one of the
formats specified.
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It is the student’s responsibility to ensure that all paper submissions are successfully uploaded on
time into the Dropbox. Should there be an issue with the eLearning system, the alternate or backup method of submission is to send me an email attachment followed by upload to the appropriate
Dropbox folder when available. Double checking the relevant Dropbox folder after upload to ensure
submission is strongly encouraged. Again, double checking the relevant Dropbox folder after upload
to ensure submission is strongly encouraged.
UWF WRITING LAB http://uwf.edu/writelab/
The Writing Lab is located in building 51 and provides a variety of services, such as tutoring, handouts,
and a grammar hotline. I encourage you to visit the Lab for assistance often, as records show that
students who get help at the Lab usually improve their quality of writing/grades much more quickly than
students who never set foot in the Lab. To make an appointment, you can call 474-2129 or 474-
2029. Students who are not local may inquire about the Lab’s online paper reading service.
Grading Scale: 100-point scale
A (100-93)
A- (92-90)
B+ (89-88)
B (87-83)
B- (82-80)
C+ (79-78)
C (77-73)
C- (72-70)
D+ (69-68)
D (67-60)
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.
Prerequisites
Students whose placement scores are in one of the following categories should enroll in
ENC 0002C College Prep Writing, provided by Pensacola Junior College:
-ACT English Usage score below 17
-or SAT-Verbal score below 440
-CPT sentence skills score below 83
Students scoring in these ranges should pass ENC 0002C before enrolling in ENC 1101 English
Composition I.
Gordon Rule: ENC 1101 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
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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.
Your instructor’s note on plagiarism: Most instructors these days, including me, are plagiarism-savvy. I
immediately Google any paper I suspect of plagiarism, and if that does not yield results, I have faculty
access to highly sensitive plagiarism detecting software such as Turnitin.com. My colleagues and I
frequently work together to track down plagiarists and get them out of the university system.
Plagiarism is the theft of someone else’s intellectual property; it is a grave offense and a great insult to
your instructors and to the students who work hard and actually want to learn. If you are not willing to
do the work it takes to succeed, perhaps you should think twice about pursuing a college degree.
Late Paper Policy:
Late papers will lose ten points for each day they are late, including weekends.
Assistance for Students with Special Needs
The University of West Florida is committed to non-discrimination against students with disabilities. To
facilitate equal learning opportunities and access to facilities, the university will comply with all
provisions of the Americans with Disabilities Act. The university will provide, upon request, reasonable
accommodations or modifications to policies, practices, or procedures as long as doing so does not
fundamentally alter academic programs or impose undue burden on the institution. Arranging
accommodations should be a collaborative effort between students, faculty, and the Disabled Students
Office. Although students may request specific accommodations, the university may choose to provide
other, different accommodations of equal effectiveness. To ensure that students receive reasonable
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accommodations, they should register with the Disabled Students Services Office and let me know as
soon as possible what accommodations are necessary.
AWARD FOR FIRST-YEAR ACADEMIC WRITING ACHIEVEMENT: The Composition Program offers the
First-Year Academic Writing Achievement Award for the best final researched argument paper in
Composition I classes. Each student's final researched academic argument paper has the opportunity to
be nominated for this award. At the end of the semester, your instructor may nominate one student
whose final paper exemplifies exceptional academic writing. The winner of the award will receive a cash
prize, and the winning paper will be published on the English Department's homepage. One honorable
mention will also receive a cash prize, and that paper also will be published on the English Department's
homepage. All nominated students will receive certificates of nomination. For further information,
consult with your instructor or visit the link on the English Department's homepage.
Self-Check: Is Online Learning Right for Me?
Will this online course fit with your circumstances, your abilities, and your work habits?
Will online learning fit well with the ways that you use technology?
While online classes give you much greater flexibility in getting your assignments done,
you must take the responsibility to pace yourself so that you have the time you need to
complete the reading and writing exercises—even when there are no pop quizzes or
fear of in-class questions to keep you up to speed.
Students who enjoy and succeed in this online class are those who
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are organized and practice good time-management skills
are motivated to complete the class this semester
are looking forward to learning new computer skills--or are already confident in
their computer skills
have few problems understanding what they read (In this course, you'll read
emails, textbook chapters, course lesson pages, and discussion messages.)
Self-Check: Is This Online Course Right for Me?
Questions: Check a, b, or c for each of the following questions. Check the letter of the
description that most nearly fits your situation. (At the end of the self-check, you can
score yourself.)
1. I am interested in taking this class online this semester mostly because
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a. I enjoy working with computers and on the web.
b. I am curious about online learning and want to compare online courses to
"regular" courses.
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c. I just couldn't fit a regular class into my busy schedule.
2. I would call myself someone who
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a. often gets class assignments done ahead of time
b. needs a little reminding to get class assignments done on time
c. puts all class assignments off until the night before and sometimes misses
deadlines
3. Considering my school and personal schedule, the amount of time I have to work in
this online course is
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a. the same as for a regular class on campus
b. maybe a little less than for a regular class on campus
c. much less than for a regular class on campus
4. When I am asked to use a computer function that is new to me, I
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a. look forward to learning a new skill
b. feel a little apprehensive sometimes, but try it anyway
c. feel "put off" and slowly approach the task
5. Taking this online course sounds good to me because I
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a. can schedule my study times in a flexible way
b. can put off some studying until a later time, such as at night
c. don't have enough time to devote to a regular class on campus this semester
6. When class assignments get really hard for me, I tend to
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a. stick with them until I get them solved
b. come back to them until I get unstuck
c. get frustrated and stop working on the assignment
7. When I need to email the instructor or another student about a class assignment, I
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a. will be quite comfortable in emailing others in the online classroom
b. will be somewhat hesitant, but I will succeed in writing emails or Discussions
messages
c. will be hesitant to email someone if I have not first seen them face-to-face in a
personal setting
8. I would describe my access to a computer in the following way:
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a. I have easy, reliable access to a good computer.
b. My computer access is fairly good, and if something happens, then I am willing
to use the UWF open-access Labs to complete the course work.
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c. My access to a good computer is limited, and I cannot go to campus to use
the open-access Labs.
Scoring: Add up your score by giving yourself
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3 points for each "a" answer,
2 points for each "b" answer, and
subtract 1 point for each "c" answer.
Results of your scoring: If you scored
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18 or more, this online course seems to be a good "fit" for your needs, habits,
and abilities.
between 12 and 17, an online course may work well for you, but you may need to
make a few adjustments in your study habits and ways of learning new
technologies.
11 or less, an online course may not be the best alternative for you at this time;
talk to your advisor about fitting the course into your degree plan.
*This questionnaire is adapted from a self-check developed by Walters State Community College.
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Class Schedule
(I may make changes to this schedule to suit the needs of this class. If I make changes, I will notify you)
Week 1 /Aug. 22-26
Essentials of Argument Chapter 1
Schlosser, Fast Food Nation Introduction (1-10)
Discussion post due Friday, Aug. 26, 11 p.m.
Week 2 /Aug 29-Sept. 2 Complete the Library’s plagiarism tutorial and email me your quiz results!
http://library.uwf.edu/Research/OnlineTutorials/Plagiarism/
FFN Chapters 1-4 (13-107)
Discussion post due Friday, Sept. 2, 11 p.m.
Week 3 /Sept. 5-9
Short Essay Due (details TBA)
FFN Chapters 5-8 (111-190)
Discussion post due Friday, Sept. 9, 11 p.m.
Week 4 /Sept. 12-16
Essentials of Argument Chapter 2
FFN Chapters 9-10 (193-252)
Discussion post due Friday, Sept. 16, 11 p.m.
Week 5 /Sept. 19-23
Essentials of Argument Chapter 5
FFN Epilogue & Afterword (255-288)
Week 6 /Sept. 26-30
Fast Food Nation analysis due Monday, Sept. 26
Essentials of Argument Chapters 6&7
Pollan, The Omnivore’s Dilemma Introduction (1-11)
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Week 7 /Oct. 3-7
OD Chapters 1-3 (15-64)
Discussion post due Friday, Oct. 7
Week 8 /Oct. 10-14
OD Chapters 4-7 (65-119)
Discussion post due Friday, Oct. 14
Week 9 /Oct. 17-21
OD Chapters 8-14 (123-273)
Discussion post due Friday, Oct. 21
Week 10 /Oct. 24-28
Short Essay Due (details TBA)
OD Chapters 15-20 (277-411)
Essentials of Argument Chapter 3
Week 11 /Oct.31-Nov. 4Omnivore’s Dilemma analysis due Monday, Oct. 31
Essentials of Argument Chapter 10
Complete Library orientation quiz and email me your results:
http://library.uwf.edu/Research/OnlineTutorials/BasicLibraryOrientation/
Week 12 /Nov. 7-11
Project Proposal due Monday, Nov. 7
View film, Food. Inc.
Week 13 /Nov. 14-18
Food, Inc. analysis due Monday, Nov. 14, 11 p.m.
Work on annotated bibliography
Week 14 /Nov. 21-25
Annotated Bibliography due Monday, Nov. 21, 11 p.m.
Work on Research papers; Thanksgiving Holiday
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Week 15 /Nov. 28-Dec. 2
Week 16/ Dec. 5
Work on papers
Final Researched Position Papers due Monday, Dec. 5, 11 p.m.