ENC101
Composition I
Fall 2011
Professor Angela F. Godwin
Office Location: ENC125
Phone (727) 821-1000
Hours: M, W, F / 1pm – 3pm
afgodwin@mail.usf.edu
& by appointment
Welcome to Composition 101! In this space, you will learn to think critically, develop and write
about your ideas, revise your ideas and create worthwhile compositional pieces that will add to
your understanding of higher concepts and improve your college-level writing.
In this class you have to opportunity to learn the specific guidelines established by the WPA
(Writing Program Administrators) and adopted by the University of South Florida St. Petersburg
with intentions of preparing students to meet freshman level writing guidelines.
Over the course of 16 weeks you will be expected to:

Work in Electronic Environments
o Engage in the electronic research and composing processes common in their fields
o Disseminate texts in both print and electronic forms in their fields

Learn the Proper Usage of Grammar
o The conventions of usage, specialized vocabulary, format, and documentation in
their fields
o Strategies through which better control of conventions can be achieved

Discover Rhetorical Knowledge
o The main features of writing in their fields
o The main uses of writing in their fields
o The expectations of readers in their fields

Think, Read & Write Critically
o The uses of writing as a critical thinking method
o The interactions among critical thinking, critical reading, and writing
o The relationships among language, knowledge, and power in their fields
In this class you will be expected to produce 6,000 words of text as recommended by…..
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ENC101
Composition I
Fall 2011
Required Texts:
Roen, Duane, Gregory R. Glau and Barry M. Maid. The McGraw-Hill Guide: Writing for college,
writing for life. 2nd ed. New York: The McGraw-Hill Companies, 2009.
Seyler, Dorothy U. Read, Reason, Write. 8th ed. New York: The McGraw-Hill companies, 2008.
What I expect from you:
Be responsible for your own learning – What you get out of this class is directly-related and
equal to the effort you put into it. If you intend to graduate from an institution of higher learning
with a college degree, then it would be in your best interest to make your priority to get as much
of this class as you are able.
Be present and on time at all class meetings, for the entire meeting – Arriving on time is
important as this class will begin and end on time, barring no unforeseen circumstances. In
addition, arriving late presents the opportunity to “warm up.” The avoidance of any class prework leads to the inevitable irresponsibility towards one’s own learning.
Tardy arrival is arriving 5 minutes past the start of class. 1 tardy arrival is understandable, 2
tardy arrivals are the limit, and 3 tardy arrivals are excessive. In the event of excessive tardy
arrivals, end of grading period point loss may occur.
Excused vs. Unexcused Absence
We will cover new material at most classes, so missing even one could result in missing
out on your own educational experience. If you are aware of an impending absence
please let me know by e-mailing me with as much advance notice as possible.
Understandably, emergencies arise. In the event of a personal emergency, I will attempt
to work with students who present proper documentation as a result of encountering
unexpected difficulties.
Arrive prepared with cell-phones off and personal laptops present only when instructed –
This class is arranged so that a variety of learning methods occur over the semester. During
some sessions, having access to a laptop will improve your learning outcomes, at other times, it
may present a distraction that will impede learning. Cellphones almost always present a
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ENC101
Composition I
Fall 2011
distraction; therefore, while they will be allowed in class, they must not ring nor vibrate and
therefore should be turned off. Failure to comply with this request may result in end of grading
period point loss.
What you can expect from me:
An Attentive Instructor – I will use each encounter as an opportunity to prepare you for the
compositional work you hope to accomplish in the future.
Adequate availability – My office hours are displayed at the beginning of this document. You
may stop in during that time or make an appointment. The easiest method to initiate
communication is via e-mail.
WEEK ONE

Peer introductions – have students introduce each other

Syllabus review – go over average week and big project(s)

Class Wiki or Google Site review (students will add content when assigned)

Informal in-class writing – “Do you like writing? If so, why. If not, why?” – Post to class
website under your profile.
Assigned reading –
MCGRAW-HILL GUIDE: Chapter 1 - Writing Goals and Objectives for College and for
Life(p.1-14)
READ, REASON, WRITE: Chapter 1 - Writers and Their Sources (p.1-29)
Homework–
MCGRAW-HILL GUIDE: Pick one question from page 7/ Write 250 words for your
response/e-mail responses to me no later than 6pm Sunday.
READ, REASON, WRITE: Sign up online for one of the Active Reading articles (listed
below)/Answer four of the questions that follow/ Print & bring hard copy to class/Come
prepared to discuss responses next week.
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ENC101
Composition I
Fall 2011
Active Reading Articles
o In Praise of a Snail’s Pace by Ellen Goodman
o Political Ads and the Voters They Attract by Richard Morin
o The Geek Shall Inherit the Earth by Lev Grossman
o Century of Freedom by Robert J. Samuelson
o Their Hearts and Minds? By David Rieff
WEEK TWO – LAPTOPS PERMITTED

Informal in-class writing – “Think of something you dislike and write about it as though
you love it.” (eduguide.org) – Post to class website under your profile.

Discussion about rhetoric

Active Reading Article discussion
Assigned reading –
MCGRAW-HILL GUIDE: Chapter 2 – Reading Critically for College and for Life (p.15-32)
READ, REASON, WRITE: Chapter 2 – Responding Critically to Sources (p. 33-69)
Homework–
MCGRAW-HILL GUIDE: Review “Reading Web Sites” on p. 25/Pick a website about a
subject you are potentially interested in writing about for a final project/ e-mail your
responses to questions me no later than 6pm Sunday.
READ, REASON, WRITE: Review “Examining the Context of a Source” on p. 34/See
Exercise 3 on p. 36/Sign up online for one environmental Web Site (from www.envirolink
or www.tnc.org – There are several websites to choose from. Please do not pick
duplicate sites! /Answer the four questions (a-d) that follow/ Print & bring hard copy to
class/Come prepared to discuss responses next week.
BEGIN THINKING: Start thinking of ideas for a persuasive paper as a final class paper.
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ENC101
Composition I
Fall 2011
WEEK THREE – LAPTOPS PERMITTED

Informal in-class writing – “Write about something you like as though you don’t care one
way or another about it.” (eduguide.org) – Post to class website under your profile.

Discussion about rhetoric– (McGrawp.20) Ethos, Pathos, Logos

Active Reading Article discussion
Assigned reading –
MCGRAW-HILL GUIDE: Chapter 4 - Writing to Share Experience (p. 46-89)
READ, REASON, WRITE: Chapter 4 Writing Effective Arguments (p. 96-124)
Homework–
MCGRAW-HILL GUIDE: Sign up online for one of the Learning from Narratives articles
(listed below)/Answer the questions under “Rhetorical Knowledge: The Writer’s
Situation and Rhetoric”/ Print & bring hard copy to class/Come prepared to discuss
responses next week.
Learning from Narratives (beginning on p. 57)
o Se Habla Español by Tanya Barrientos
o Facing Poverty with a Rich Girl’s Habits by Suki Kim
o On Becoming a Writer by Russell Baker
READ, REASON, WRITE: Review “Move from Topic to Claim to Possible Support” (p.101106)/
Use the information to Draft an actual claim that you intend to use for your final class
project – this DOES NOT have to be set in stone! However, this assignment IS intended to
help you to begin working on your final class project. / Print & bring hard copy to
class/Come prepared to discuss responses next week
FUTURE ASSIGNMENTS WILL INCLUDE: LIBRARY SEMINAR/DEVELOPING A DRAFT FOR
THE FINAL PROJECT/PEER REVIEWING SELECTED PARAGRAPHS/MOST TROUBLESOME
ASPECTS OF GRAMMAR /REWRITING
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