PLANS, TRANS, & FANS
COURSE TITLE
CRN SECTION NUMBER
SEMESTER
CLASS MEETING DAYS, TIMES, & LOCATION
INSTRUCTOR’S NAME
EMAIL
OFFICE HOURS & LOCATION
G(W) Introduction to Rhetoric & Narrative
Section
Fall 2014
K. Lauridsen
University and department PLANS
COURSE DESCRIPTION
ENC 1143: Introduction to Rhetoric and Narrative 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.
ENC 1143 – Rhetoric & Narrative
Student Learning Outcomes of ENC at UNF
Following the model of reflective judgment, ENC 1143 seeks to achieve the general educational aims by
introducing students to the practice of reading and writing in the academy. To this end, ENC1143 asks
students to achieve a benchmark level of success in each of four areas, and does so by asking various
questions:
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 1143 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 1143 is a required prerequisite for all General Education writing courses at 2000-level or above.
After completing ENC1143, 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.
COURSE PLANS
COURSE DESIGN
ENC1143: Introduction to Rhetoric and Narrative is divided into three
content modules. Within each module, you will read several scholarly texts
that focus on narrative and storytelling; 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 take a grammar diagnostic, leading to a personalized learning
plan for the semester, and a final exam on writing terms and concepts covered in the 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.
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ENC 1143 – Rhetoric & Narrative
Required Course Materials (available at the UNF bookstore)
1. Plans, Trans, Fans. Southlake, Texas: Fountainhead
Press, 2014.
2. McGraw-Hill Connect Composition Plus.
Composition handbook, Writing Matters, and
Connect software program.1
3. The UNF Guide to Writing
Suggested Course Materials
1. Dropbox account for documents storage
2. USB/flash drive for local documents storage
3. Pocket stapler
McGraw-Hill Connect 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).
NB:
If you have already completed Connect for a previous ENC course, you must
nonetheless complete this component again to earn the corresponding 10% of
your course grade.
You must complete your Connect PLP by the end of Module 2 (10 October 2014
at 11:59pm). Be sure to plan your time accordingly. You will earn whatever
percentage you complete: e.g. if you complete 100%, you will earn 100/100
points; if you complete 78%, you will earn 78/100 points.
1
If you have already purchased a Connect subscription for a previous course, your license should still be
valid/current, so you do not need to purchase a new subscription.
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 1143 – Rhetoric & Narrative
TRANS-FERENCE OF OWNERSHIP
STUDENT RESPONSIBILITIES
During the course of this semester, you must:
1. Buy all required textbooks and course materials.
2. Read and understand the entire syllabus during the first week of class.
3. Complete ALL three assigned modules:
a. Character:
3 reading notes, 2 summaries, 1 project
b. Narrative/Plagiarism: 3 reading notes, 2 summaries, 1 project
c. Plagiarism/Narrative: 3 reading notes, 2 summaries, 1 project
4. Complete Connect Diagnostic (program that comes with Writing Matters) in first week.
5. Follow and complete Connect Personalized Learning Plan for style and grammar by 10 October
2014.
6. Complete final exam.
7. Read and review all course and university policies, including the UNF Student Handbook, the
UNF Academic Integrity Code, and the UNF explanation on cheating. Violations of the code or
instances of cheating will result in automatic failure of assignment and possibly the course. All
instances of plagiarism are recorded and reported to the Department of English chair.
COURSE SUGGESTIONS
1. Input my name and contact information into your address book.
a. Email: Send emails to k.lauridsen@unf.edu
b. Phone: email me your phone number and a day and time you would like me to call you; I
do not have a personal phone number to offer you.
c. Campus Office: attend my posted hours (see page 1). Do NOT leave a message on the
Department of English office phone, as I cannot receive messages in this way.
2. Input ITS (technology services) information into your address book (help@unf.edu or 904-6204357). I cannot answer technical issue questions or inquiries.
3. Set reminders for due dates on your smart device (e.g. iPhone, Droid), email calendar, etc.
4. Communicate with respect and courtesy to both your instructor and peers in emails and online
posts. See email policy in Course Policies section below.
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 1143 – Rhetoric & Narrative
TRANS-LATION:
Grade Distribution
You will complete the following list of assignments for the specified possible points.
Web Survey
20 points
Connect PLP
100 points
Homework Assignments
(varied)
10 points each
50 points
In-class Participation
(deduction only)
100
Rhetorical Reading Notes
Two Summaries
Project 1
Module 1
20 points each
50 points each
3 for 60 points
2 for 100 points
1 for 100 points
Module 2
Rhetorical Reading Notes
Two Summaries
Project 2
20 points each
50 points each
3 for 60 points
2 for 100 points
1 for 100 points
Module 3
Rhetorical Reading Notes
Two Summaries
Project 3
20 points each
50 points each
Final
3 for 60 points
2 for 120 points
1 for 100 points
100 points
Total Points Possible: 1150 points
Your final grade is cumulative:
A 940-1000 B+ 870-899.9
A- 900-929.9 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.
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 1143 – Rhetoric & Narrative
You must also complete and submit all work to pass this course. If you fail to submit any
written work (RRN, summary, project paper), your final course grade will be a D
regardless of final score
ASSESSMENT
Assessment in ENC1143 consists of three elements:
1. Diagnostics: An initial diagnostic test: administered through Connect, which results in an
Individualized Learning Plan for each student.
2. Individualized Learning Plan: generated by the initial diagnostic test in Connect.
a. Each learning plan consists of exercises, videos and quizzes to help students improve in
the areas identified in their initial diagnostic.
b. Evaluation of Individualized Learning Plan Completion: Completion of the
Individualized Learning Plan is worth 100 points or 10% of the course grade. Each
student will earn a point score out of 100 points, equal to the percentage of the individual
Learning Plan he or she has completed by the final exam date.
3. Final Exam: An objective final exam on the writing terms and concepts for ENC1143 (listed
below) is worth 100 points or 10% of course grade.
(Grade) TRANS-PARENCY
Writing Terms and Concepts for Sections of ENC1143 Spring 2014
At the end of the semester, all students in ENC 1143 complete an objective final exam covering the terms
below. The final exam is worth 100 points or 10% of the course grade.
Writing Terms and Concepts
Active voice
Apostrophe
Clarity
Coherence/cohesion
Comma splice/run-on
Grammatical object
Grammatical subject
Independent clause/dependent clause
Nominalization
Parallel structure
Passive voice
Sentence fragment
Verb
Course-Specific Terms and Concepts
Freytag’s Structure
Genre/Medium
Metaphor/metonym(y)
Participatory Culture
Plagiarism/Imitation
Plot/Story
Reflective Judgment
Rhetoric
Storytelling
Text
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
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 1143 – Rhetoric & Narrative
and how the assessment of your writing using the rubrics relates to the grade you earn. The Self-Talk
Rubrics are available in Appendix D.
COURSE POLICIES
First-Day Attendance
Students are required to attend the first class meeting of courses for which they registered. Registered
students not attending the first day of the term may be dropped from the course at the discretion of the
instructor.
Attendance
Students are expected to attend every class meeting, scheduled conference, and online activity to satisfy
all academic objectives outlined by the instructor. Any absence will negatively affect a student’s
performance in class. In addition, absences of 20% of class meetings (9 class meetings) or more will
result in a grade of F. Absences by students who are affiliated with university-authorized activities will be
considered on a case-by-case basis.
For our course, absences will affect you in the following ways:



Every student has 3 absences that may be used at their discretion. You can, but are not required,
to notify me as to the reason for these absences. No documentation will be required and no
penalty will result from these absences.
o HOWEVER – NO absence can alter a deadline for coursework or projects. Students are
responsible for turning in assignments on time, whether they are in class or not.
o Also, students MAY NOT make up any graded assignments given in class when they are
absent – specifically, they will not receive credit for participation in peer review of
writing or for quizzes given in class.
After the 3rd absence, each subsequent absence will result in the deduction of ½ Letter Grade
from the student’s Final Course Grade. For example, a student with 4 absences whose Final
Course Grade calculation is a B+ would instead receive a B. If the same student accumulated 5
absences, they would receive a C+.
Students who plan to make use of university-authorized absences must notify me in advance and
agree upon specific terms for assignments and/or course content. Failure to do so may adversely
affect your grades on individual assignments and/or on your final course grade.
Turning In Assignments
(1) All Notes and Summary Assignments MUST be
 Typed. Hand-written Assignments will NOT be accepted and will automatically be assigned an F
 Submitted in class on the day they are due.
 Formatted according to the instructions on the Assignment Sheet.
(2) All Projects should be submitted via Blackboard. Visual components of Projects should be submitted
in .jpg document. Alternately, you may submit a valid http link to your image.
Late Work
Assignments are due when they are due. Late work NOT BE ACCEPTED. Likewise, work based on inclass participation cannot be made up.
The Department of English supports this policy.
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 1143 – Rhetoric & Narrative
Email
In the event that you need to contact me outside of class, email is preferable. I will respond to email
messages within 1 business day (M-F excluding recognized University Holidays). I may check email over
the weekend or in the evening, but you should not count on it.
In the event of a dire HEALTH emergency (i.e. one that involves hospitalization) that may require you to
miss multiple classes, you may call the English department. Do NOT contact the department about
assignment deadlines.
TRANS-LATING (SELF INTEREST INTO CIVILITY)
UNIVERSITY POLICIES
Civility and Tolerance
The Department of English 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 heavily on the interaction of individual in both small and large
groups, students and faculty must act in a manner respectful of different positions and
perspectives. Civility and tolerance in this situation are clearly 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.
2. By definition, all of education depends on encountering new ideas and information. Some of
these may conflict with individual’s existing knowledge or perspectives. The Department of
English expects students to engage such materials thoughtfully, in ways that reflect the values and
mission of the University of North Florida.
3. Students must respect the classroom environment. In class, all cell phones and personal electronic
devices shall be turned off. 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: Cheating, Fabrication, Multiple Submissions, and Plagiarism
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 1143 – Rhetoric & Narrative
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” (Biology
Graduate Program Student Handbook). It is the student’s responsibility to read and understand this
policy.
Violations of the Academic Integrity include among others:
 Cheating: Intentionally using or attempting to use unauthorized materials in any academic
exercise.
 Fabrication: Intentional alteration of 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: Intentionally 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 on-line, to manuscripts, and to the work of other student writers.
[See Student Handbook for the complete listing of academic integrity violations.]
Students who have violated academic integrity 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.
TRANS-LATING SELF-AWARENESS TO ACTION
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.
ACE (Academic Center for Excellence)
Academic Advising and (non-writing) Tutoring
Founder’s Hall, 2/1200, (904) 620-1012
The UNF Counseling Center
Founder’s Hall, 2/2300, (904) 620-2602
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
ENC 1143 – Rhetoric & Narrative
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
Please Note: FERPA Policies: 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. I cannot discuss your grades with you via email.
2. I 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. I 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, I am 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.
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ENC 1143 – Rhetoric & Narrative
PLANNING TO BE A GREAT WRITER
THE WRITING CENTER
Location:
Telephone:
URL:
Building 3 / Room 1201
(904) 620–5394
http://www.unf.edu/coas/english/wc.aspx
ABOUT
The Writing Center helps students develop their writing skills and supports faculty to integrate writing
instruction into their courses and course planning. Our Writing Center staff works with students one-onone to craft individualized strategies to strengthen their writing and encourage (better/stronger) writing
practices. Our writing staff also works with university faculty, academic programs, and colleges to offer
tailored writing instruction and workshops. To ensure that we are able to offer these kinds of services at
the highest levels, the Writing Center staff also conducts research and produces scholarship.
FOR STUDENTS
Comprised of faculty, graduate students, and undergraduate students, our Writing Center staff offers a
variety of services and expertise. Whether you’re putting together a research paper, drafting a lab report,
building a presentation, or compiling your résumé, our Writing Center staff will meet with you to walk
through your drafts and ideas. Beyond one-on-one tutoring, the Writing Center also offers periodic
writing workshops on topics ranging from mechanical accuracy to coherence and cohesion.
What Our Writing Center Staff Won’t Do
 Edit your paper for you
 Proofread your entire document
 Tell you what to write
 Estimate your writing’s prospective score
FOR FACULTY
The Department of English Writing Center supports faculty instruction in several ways. Our staff can visit
classes to offer a specific writing workshop or series of writing workshops. They can also work directly
with faculty to add writing instruction or writing instruction support for any assignment. More broadly,
our Writing Center staff are able to meet with academic program representatives or groups of faculty to
draft and workshop assessment procedures.
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 1143 – Rhetoric & Narrative
HOW TO MAKE AN APPOINTMENT AT THE WRITING CENTER
The Writing Center uses an online calendar service that students, faculty, and staff can access through
their MyWings. You can find directions for how to use this service by visiting the Writing Center’s
website.
WE ARE HUGE FANS OF THE WRITING CENTER!
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.
12
ENC 1143 – Rhetoric & Narrative
“how to annoy any fandom”
What makes us “fans”? What constitutes “fandom”? … is it
maniacal, obsessive behavior related to media (TV, music,
books … or only a deep engagement with the story or
characters in a narrative?
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.
13
APPENDIX A
Project Descriptions
Project 1 : [Creating a Reader Avatar]
Value
Length
Objective:
100 points (10% of final course grade)
1000-1500 words
To create a reader avatar representative of yourself as a reader and compose a written
justification for each aspect of your visual choices.
For your first project, you will characterize yourself as a reader in both language (essay) and image
(avatar). As you consider your prior experiences with reading, our course readings, and our discussions in
class, you will determine the most specific, detailed way you can describe yourself as a reader. This
description should include the ways you approach reading, the multiple ways you negotiate the reading
process, and the ways you participate in various reading communities.
Avatar: On the website www.pixton.com you will create an avatar that best represents you as a reader.
Your avatar should be a visual metaphor that corresponds with the attributes described in your writing.
Writing: In 1000-1500 words (Typed, double-spaced, 12-pt Times New Roman) you will explain the
choices you have made for your avatar. Make sure your choices reflect your key attributes as a reader,
focusing on three key areas: 1) approach to reading; 2) process of reading; and 3) participation in reading
communities. Remember to use descriptive language and give examples of each claim.
Note: This assignment requires you to be self-reflective. However, as a member of various reading
communities, you naturally create representations of yourself as a reader. Therefore, through your essay
and your avatar, you will project a version of yourself as a reader to an audience of your peers.
Assessment Rubrics:
Document Coherence, Evidence, Mechanics, Style
A1
Project 2: [Storybombing an Existing Narrative]
(a.k.a. Playing with Plagiarism)
Value
Length
Texts:
Objectives:
100 points (10% of final course grade)
1000-1500 words
Will vary
Insert you Avatar into an existing narrative of your choice (TV, movie, comic book,
novel, etc.), thereby “rewriting” the narrative. Explain your choices and consider their
potential ramifications to the narrative.
In order to consider further the varying perspectives we have considered on plagiarism, point of view, and
the manipulation of narrative, this project gives you the opportunity to both “play” with plagiarism and
create a form of fan fiction.
Visual: Using your avatar from the previous project, you should create a comic strip (also on
www.pixton.com) that represents a scene from one of your favorite texts, which can include television
shows, movies, comic books, novels, short stories, or any other form of narrative you can imagine. (This
comic strip must be a minimum of 4 panes in length.) You must insert your avatar into this narrative and
alter the scene accordingly. Essentially, how might this scene be different if you suddenly appeared in it?
You can appear and behave in whatever manner you choose.
Writing: Next, write a brief summary of the scene, including the way your insertion into it changes the
narrative arc. Next, explain the choices you made. Your discussion of these narrative choices should reveal
your own reading of the characters, action, and themes of the text. Additionally, you should reflect the
potential ramifications (costs) of your choices. Have you changed the genre?
Assessment:
Summary, Document Coherence, Evidence, Mechanics, Style, Rhetorical Awareness
A2
Project 3 [Marketing a New TV Series]
Value
Length
Texts
Objectives:
100 points (10% of final course grade)
1000-1500 words
Will vary
Create a pitch and marketing strategy for a new television show.
For your final project, you will consider the question of how television producers design the kind of
programing that viewers find addicting. How are fans created? In this project, you will compose a “pitch
package” for a new television show along with a series of marketing considerations that demonstrate the
writers’ and producer’s expectations of the audience of the show. Every aspect of this project should
demonstrate your understanding of discourse communities, narrative style, genre, character, etc.
Pitch Packet: This portion of the project follows a preset format (included below) that focuses on the
narrative aspects of the show. What current shows can you compare it to?
You will follow the format available here: http://eyesondeck.typepad.com/scriptfaze/2009/03/how-tocreate-a-tv-pitch-package.html
Marketing Considerations: Answer the following questions, and then write (roughly) a page that explains
how and why the specific elements of your show will appeal to your target demographic.
Visual representation of the show?
What day of the week and time slot should it be in?
What network should it be on?
What types of products could be advertised around the show?
What is your demographic? (Age range, sex/orientation, education level, income level)
Assessment:
Thesis, Document Coherence, Evidence, Mechanics, Style
A2
APPENDIX B
Rhetorical Reading Notes
Article Title: _______________________________
PART I
1.
2.
3.
4.
5.
Rhetorical Situation (Number your answers and answer each question.)
MAIN IDEA
a. State the main idea in one sentence (for example, James Porter argues . . .).
b. State the object of study (what is the text “about”).
AUTHOR
a. Who is the author and what is her profession or background?
b. Where was the text published? (Chapter of print book? Article in journal? Online text?)
c. What is the date of publication?
STRUCTURE
a. Identify the main sections of the text’s argument or structure.
b. Identify the citation style format, if present. (MLA, APA, Chicago, etc.)
c. Identify any narratives (stories) and state their purpose. 2
d. Identify any metaphors (not similes) and state their purpose.
ARGUMENT
a. What kind of argument is presented by the main idea? (Conjecture? Definition? Cause and Effect?
Quality? Procedure?)
b. Specify the conjecture, the definition, the cause and effect, the quality, OR the procedure
c. What evidence is presented? Be specific. Cite major references given for the major claim(s).
d. Identify the audience and the purpose, as stated (or implied) by the author.
e. Say why the evidence is appropriate for the audience and purpose.
INVESTIGATION
a. Identify three words whose definition you didn’t know and provide the definitions you found for
each word
PART II
1.
2.
3.
(You must write 300 or more words here, excluding quotes.)
CENTER OF ARGUMENT
Quote one or two lines of text that you feel is the center of the argument (punctuate and cite as direct
quotation in MLA Style, with a signal phrase) and say why those lines are the center.
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?
QUESTION
Ask one “good” question related to the text. (A “good” question is one that is not obvious, one that involves
some “cost and benefit.”)
Part I - Rhetorical Situation
Answers to Part I are 70% or more
correct
Answers to Part I are less than 70%
correct and/or
Rubric: Reading Notes
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.
2
Rating
Pass
Fail
You must answer both the narratives and metaphors question in the affirmative; no text is without either feature. If you submit a set of RRN that
suggests that “this text does not have any metaphors” or “I could not find any narratives,” your RRN will receive a score of 0 and you will be
tasked to revise the notes if time permits.
B1
APPENDIX C
Summaries
Write a summary of the assigned text in no more than 250 words.
1. In one separate paragraph, summarize the text.
a. Use at least 6 sentences.
b. Do not exceed 250 words.
2. Proofread your writing to eliminate grammatical and mechanical errors.
3. Use MLA citation format.
Your summary will be evaluated using four UNF Writes Rubrics (Appendix D):
1. Paragraph Coherence
2. Grammar/Mechanics
3. Style
4. Measurable Demonstration of a Summary
Evaluation Summary: Each Summary is worth 50 points
45-50.0 pts.
A
40-44.9 pts.
B
35-39.9 pts.
C
30-34.9 pts.
D
25-29.9 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.
C1
APPENDIX D
UNF Writes Rubrics
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. Note: I will assess
each of your papers using rubrics specific to an assignment. If you would like more feedback, you are
responsible for contacting me for additional commentary.
Self-Talk Rubric 1: Thesis (or Central Idea)
Descriptive Rating Numerical Rating
Essay fulfills all the requirements of Rating 5 and achieves a
Artist/
level of artistic mastery that may be marked by an innovative,
6
Professional
authentic, and provocative thesis.
Essay contains an analytic statement that is clear; that elaborates
on multiple implications; that identifies non-obvious
Expert
5
(surprising, counter-intuitive) complexities of meaning and
implications; and that does so at a sophisticated level.
Essay contains an analytic statement that is clear and that
Skilled
4
elaborates on two or more implications.
Craftsperson
Essay contains an analytic statement that is clear and that only
Craftsperson
3
elaborates on one implication.
Essay contains an analytic statement that is clear but that does
Apprentice
2
not elaborate on implications.
Craftsperson
Essay contains a minimal statement that summarizes rather than
Novice
1
analyzes or interprets.
Material is
Essay does not provide a clear thesis.
incomplete or
0
unacceptable
D1
Self-Talk Rubric 2: Document Coherence
Trait
Descriptive Rating Numerical Rating
All the requirements of Rating 5 for all ideas are fulfilled and
further the writing achieves a level of artistic mastery that
Artist/
6
may be marked by innovative, authentic, and provocative
Professional
structure.
Almost all ideas are logically developed and directly linked to
an analytical thesis that identifies non-obvious (surprising,
counter-intuitive) complexities of meaning and implications.
Almost all ideas are connected at the sentence and paragraph
Expert
5
levels with appropriate use of transitional words and phrases.
Almost all paragraphs are clearly focused on the
development of the thesis.
Almost all ideas are logically developed and directly linked to
an analytical thesis.
Almost all ideas are connected at the sentence and paragraph
Skilled
4
levels with appropriate use of transitional words and phrases.
Craftsperson
Almost all paragraphs are clearly focused on the development
of the thesis.
Most ideas are logically developed and directly linked to an
analytical thesis.
Most ideas are connected at the sentence and paragraph levels
Craftsperson
3
with appropriate use of transitional words and phrases.
Most paragraphs are clearly focused on the development of the
thesis.
Some ideas are logically connected and linked to an analytical
thesis.
Transitional words and phrases at the sentence and paragraph
Apprentice
2
levels are used inconsistently.
Craftsperson
Some paragraphs are clearly focused on development of the
thesis.
A few ideas are logically connected, but they are not linked to a
thesis.
Novice
1
Paragraphs lack focus, organization, and transitions.
Material is
The ideas are not logically connected; lack of transitions
Unacceptable or
0
hinders understanding.
Incomplete
D2
Self-Talk Rubric 3: Evidence
Trait
Descriptive Rating Numerical Rating
Student fulfills all the requirements of Rating 5 and further
Artist/
achieves a level of artistic mastery that may be marked by
6
Professional
innovative, authentic, and provocative use of evidence.
Student incorporates and analyzes a range of evidence that is
significant, sufficient, and appropriate for the rhetorical
situation; student also incorporates and analyzes some
Expert
5
evidence that seems to contradict the overall purpose, claim,
argument or rhetorical situation and components.
Student incorporates and analyzes much evidence that is
Skilled
significant, sufficient, and appropriate for the rhetorical
4
Craftsperson
situation.
Student incorporates and analyzes some evidence that is
significant, sufficient, and appropriate for the rhetorical
Craftsperson
3
situation.
Student incorporates evidence, but evidence is limited
(significant, sufficient, appropriate) for the rhetorical
Apprentice
2
situation or limited in analysis.
Student incorporates a single source of evidence and/or
Novice
1
evidence lacks analysis.
Material is
Student incorporates no evidence.
Unacceptable or
0
Incomplete
Self-Talk Rubric 4: Mechanics (Grammar, Syntax, Punctuation, Spelling)
Descriptive Rating Numerical Rating
Writing is error free and further achieves a level of artistic
Artist/
mastery that may be marked by innovative, authentic, and
6
Professional
provocative style.
Writing contains 0 errors and entails masterful syntax, diction,
Expert
5
and tone.
Writing contains 0-1 errors (i.e. deviations from Edited
Skilled
4
Standard Written English [see below]) on any one page.
Craftsperson
Writing contains 2 errors on any one page.
Craftsperson
3
Apprentice
Writing contains 3 errors on any one page.
2
Craftsperson
Writing contains 4 errors on any one page.
Novice
1
Material is
Writing contains 5 or more errors on any one page.
Unacceptable or
0
Incomplete
D3
Edited Standard Written English (ESWE): List of Departures3
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Each sentence fragment
Each run-on sentence or comma splice
Each misuse of semicolon
Each error in verb form or tense (shifts in verb tenses)
Each error in subject/verb agreement
Each error in pronoun agreement or pronoun form
Each mistake in spelling (a typo counts as a misspelling)
Each mistake in capitalization
Each mistake using homophones (e.g., their, they’re)
Each sentence lacking proper sentence sense (words omitted, scrambled, or incomprehensible)
Self-Talk Rubric 5: Measurable Demonstration of the Ability to Summarize
Descriptive Rating Numerical Rating
Student fulfills all the requirements for Level 5 plus the following
additional one:
(12) Achieves a level of artistic mastery marked by innovative,
authentic, and provocative thinking.
Student fulfills all the requirements for Level 4 plus the following
additional one:
(11) Demonstrates complex understanding of central idea
Student fulfills all the requirements for Level 3 plus the following
additional ones:
(9) Connects key/main points to the source text’s central idea
(10) Includes important examples
Student fulfills all the requirements for Level 2 plus the following
additional ones:
(7) Includes and differentiates between major and minor points
(8) Uses third-person point of view and present tense
Student fulfills all the requirements for Level 1 plus the following
additional ones:
(4) Identifies at least one major point that supports the central
idea
(5) Discusses and/or inventories rhetorical elements
(6) Uses primarily his/her own words; quotes sparingly and
appropriately
Student fulfills all of the following requirements:
(1) Offers a restatement of the source text’s central idea
(2) Identifies a context for the reading:
(i) author and title (ii) intended audience or occasion
(3) Excludes his/her opinions and conclusions
Student misunderstands the concept of summary, has submitted
incomplete work, or has substantively failed to respond to the
assignment.
3
Adapted from Woolverd, B E. & Anderson, V.J. (1998).
D4
Artist/
Professional
6
Expert
5
Skilled
Craftsperson
4
Craftsperson
3
Apprentice
Craftsperson
2
Novice
1
Material is
Unacceptable or
Incomplete
0
Rubric: Plain English Style: Sentences, Diction, Tone
Trait
Writing achieves level 5 but reaches a level of artistic
mastery that may be marked by innovative, authentic,
and provocative style that is appropriate for the topic and
audience.
Writing exhibits masterful syntax, diction, tone that are
appropriate for the topic and audience.
Plain language for employees/colleagues.
Sentences are clear, varied, complex language, employed
for effect.
Diction is precise and appropriate to the rhetorical
situation.
Tone is mature, consistent, appropriate for topic and
audience.
Language consistently adheres to standards of Plain
Language such as using active verbs, avoiding
nominalizations, avoiding expletives and/or empty
modifiers, and avoiding jargon.
Sentences are clear and show some variety & complexity.
Diction is appropriate to the rhetorical situation.
Tone is appropriate for topic and audience.
Language minimally adheres to standards of Plain
Language such as using active verbs, avoiding
nominalizations, avoiding expletives and/or empty
modifiers, and avoiding jargon.
Writing exhibits minor problems in sentences, diction, or
tone. For example:
Sentences may lack variety and/or are simplistic. Diction
may be immature; relies on clichés.
Tone may show inconsistencies and/or lack
appropriateness for audience and topic. Language does
not adhere to standards of Plain Language such as using
active verbs, avoiding nominalizations, avoiding
expletives and/or empty modifiers, and avoiding jargon.
Writing exhibits one major problem in syntax, diction, or
tone. For example, oral rather than written language
patterns predominate and/or superficial and stereotypical
language
Writing exhibits more than one major problem in syntax,
diction, and tone.
Descriptive Rating
Numerical Rating
Artist/Professional
6
Expert
5
Skilled
Craftsperson
4
Craftsperson
3
Apprentice
Craftsperson
2
Novice
Material is
Unacceptable or
Incomplete
1
0
Some Plain Language Style Tips:
Use: active verbs; clear Subjects; pronouns like I, you, and we; present tense verbs; transitional words and
phrases
Avoid: nominalizations; hidden verbs; verb doubling; unnecessary language
D5
Rhetorical Awareness
Descriptive Rating Numerical Rating
Essay fulfills all the requirements of Rating 5 and achieves a
level of artistic mastery that may be marked by an innovative,
authentic, and provocative approach to the rhetorical situation.
Author demonstrates a complex awareness of the rhetorical
situation by: (i) identifying a context that reveals non-obvious
(surprising, counter-intuitive) complexities of meaning at a
sophisticated level; (ii) providing a clear statement of purpose
that elaborates on multiple implications; (iii) identifying
multiple rhetorical choices; (iv) identifying transformations
(Project 2) or inventions (Project 3) of rhetorical situation; (v)
justifying multiple rhetorical choices by employing multiple
course-specific terms relevant to rhetorical situation; and (vi)
identifying appropriate text-specific evidence
Author demonstrates a complex awareness of the rhetorical
situation by: (i) identifying an appropriate context; (ii)
providing a clear statement of purpose that elaborates on
several implications; (iii) identifying several key rhetorical
choices; (iv) identifying transformations (Project 2) or
inventions (Project 3) of rhetorical situation; (v) justifying
several rhetorical choices by employing at least two or more
course-specific terms relevant to rhetorical situation; and (vi)
identifying sufficient text specific evidence.
Author demonstrates an awareness of the rhetorical situation by:
(i) identifying an appropriate context; (ii) providing a clear
statement of purpose; (iii) identifying key rhetorical choices;
(iv) identifying transformations (Project 2) or inventions
(Project 3) of rhetorical situation; (v) justifying rhetorical
choices by employing at least one or more course-specific
terms relevant to rhetorical situation; identifies adequate textspecific evidence.
Author demonstrates a basic awareness of the rhetorical situation
by: (i) identifying an appropriate context; (ii) providing a clear
statement of purpose; (iii) identifying key rhetorical choices;
(iv) identifying transformations (Project 2) or inventions
(Project 3) of rhetorical situation,
But may not:
justify rhetorical choices by employing course-specific terms
relevant to rhetorical situation; correctly identify coursespecific terms; identify adequate text-specific evidence.
Author demonstrates a basic awareness of the rhetorical situation
by: (i) identifying an appropriate context and (ii) providing a
clear statement of purpose;
But may not:
identify key rhetorical choices; identify transformations
(Project 2) or inventions (Project 3) of rhetorical situation;
justify rhetorical choices by employing course-specific terms
relevant to rhetorical situation; correctly identify coursespecific terms; identify adequate text-specific evidence
Artist/
Professional
6
Expert
5
Skilled
Craftsperson
4
Craftsperson
3
Apprentice
Craftsperson
2
Novice
1
Essay does not demonstrate any awareness of rhetorical
situation.
Material is
incomplete or
unacceptable
0