Proulx 1 Emily Proulx Dr. Kevin Roozen

ENC 5705

20 April 2015

Teacher Packet

This packet includes a class observation analysis and syllabus analysis for two

ENC 1102 professors at the University of Central Florida (labeled Professor A and

Professor B). For the purpose of organization, the class observation analysis and the

syllabus analysis for Professor A is first and then the analyses for Professor B follows.

The rest of the course materials are added as appendices, which are referenced throughout

the analyses. This decision was made to aid in the navigation of this packet, since there is

a lot of supplementary material. I have also provided an informal table of contents below,

since I know the analyses are the primary reading material for this assignment.

Professor A classroom observation analysis: pages 2-4

Professor A syllabus analysis: pages 5-7

Professor B classroom observation analysis: pages 8-9

Professor B syllabus analysis: pages 10-12

Proulx 2 Emily Proulx

Dr. Kevin Roozen

ENC 5705

20 April 2015

Professor A Classroom Observation

This report focuses on an observation of Professor As ENC 1102 classroom

during a lesson, which teaches students how to do a textual analysis. The students came

into class silently and sat at long tables that were bolted into the floor. When the clock hit

1:30 Professor A tells the students to get off of their cellular devices by joking that

Tinder can wait and the students put their phones away. After this, he tells the class I

promise today youll learn something valuable and class begins. This report will

describe the ways that Professor A managed the classroom during both group work and

full class discussion to keep the students on task.

Before this class, students were required to read a chapter from their textbook,

Content Analysis: What Texts Talk about. Professor A spent the first 10 minutes of

class going over key terms from this article and fielding questions on the content. Two

students near the front of the class seemed the most engaged, while other students toward

the back were distracted on their laptops. Professor A did not engage with or discipline

the students that seemed distracted and also did not ask students who were not

participating if they had any specific questions; instead he moved onto the next activity.

Professor A then passed out a worksheet1, which asked the students to do the

activities that the chapter just described. They were told to get into groups of 3 or 4 at 1 Found in Appendix B

Proulx 3 their tables and textually analyze a horoscope article that Professor A provided for them.

Once the students were sitting in groups, Professor A brought the class back together for

another class discussion. He explained the activity and fielded any questions about the

worksheet. The class then created categories for coding the horoscopes together before

Professor A asked them to work in groups on categorizing what they find in the articles.

During the class discussion, three students at the front participated most frequentlyat

one point Professor A had to ask them to stop answering all of the questions. The girls at

the back of the class were still on their laptops and the other students did not engage with

the class discussion.

During group work, Professor A began by sitting in the front of the classroom.

After a couple of minutes, however, he walked to the back of the class where the group of

girls were on their laptops. He sat with these students for 10 minutes walking them

through what they missed during class discussion. The girls that were previously on their

laptops put them away while he was talking to them, and continued to work on the

activity after he left. From there, he moved to another group of students in the middle of

the room who also did not participate in the group discussion. He spent about 10 minutes

with this group and then asked the class to come back together to discuss their findings.

This time more students in the class were active in class discussions. One girl in the back

of class opened her laptop again, but the rest of her group extensively discussed their

findings from the horoscope article. The other group Professor A spent time with was

also more engaged this time, as well. In fact, this group was the first to connect this

activity with their own research project.

Proulx 4 This observation showed me how important it can be to individually engage with

students during both group work and class discussion. Even though Professor A had told

the students that this classs work would be useful for their projects, students did not

seem engaged right away. Rather, it was when Professor A worked one-on-one with

groups that they seemed interested in the activity and were able to draw connections to

their own research. This information will be useful as I teach my own students because it

provides ways other than disciplinary measures to prompt students to engage with the

course material.

Proulx 5 Emily Proulx

Dr. Kevin Roozen

ENC 5705

20 April 2015

Professor A Syllabus Analysis

Professor As honest but firm tone in his syllabus2 sets the tone for the

interactions students will have in his classroom. His syllabus includes contact information

and course policies, along with a detailed explanation of the expectations he holds for the

class and what the class can expect from him. Specifically, the section titled Course

Expectations section of his interested me the most. This analysis focuses on the way this

section of the syllabus begins the relationship between Professor A and the students, as

students often read this course material before their first meeting.

The section for course expectations seems particularly important to Professor A,

as it takes up 3 pages of his syllabus. He speaks directly to the students using the

pronouns you and I. He also breaks down any preconceived notions students might

have about online and mediated courses by saying This course will be challenging. The

bullet pointed list that follows allows students to easily see what they can expect from

their online professor, such as grade reports, grades posted on Webcourses, but also what

they shouldnt expect. Professor A uses informal and honest language to discuss the fact

that he will not be available every day at any hour. I found his He loves his family

section to be a great way for students to understand that he is also a person that has a life

of his own. Students often forget that their professors have other obligations in their life,

2 Found in Appendix A

Proulx 6 and it is useful to remind them of this fact. This clear policy also helps protect Professor

A against students complaining either formally or informally about his lack of response at

times outside of business hours, as stated in the syllabus.

After he outlines what students can expect from him, he writes an explanation of

what he expects from the students. This section is again in a bulleted list, so that students

can easily read the material. There are only three expectations that Professor A outlines

for his students: having the right priorities, collaborative learning, and write to engage.

He then spends about a paragraph per expectation fleshing out these ideas. The students

are asked to be open to new ideas,

Additionally, he bolds certain aspects of the description of his expectations

(1) Be curious. (2) Be teach-able, for example. Since this is page 11 of the syllabus,

students are able to tell by then that Professor A bolds important statements. This pattern

continues over into his assignment sheets, as evidenced by his annotated bibliography

assignment3 I collected. This in conjunction with the bullet pointed list makes the

syllabus readable, even though it is 13 pages long. Students may still be overwhelmed by

the syllabus, but Professor A has had to balance readability with all of the important

information students need from this course material.

In my own course material, I plan on utilizing the honest and explicit tone that

Professor A has in his syllabus. It is important for students to understand what they can

expect from the course, and also what I expect from them. By outlining this in the

beginning of the semester, both the student and myself are protected from future

misunderstandings. This will allow us to have a conversation very early on about where

3 See Appendix C

Proulx 7 to go for questions and when I will be available to assist them in their process. The hope

here would be to create course materials that reflect my own voice and identity with the

students, so that they match the classroom experience.

Proulx 8 Emily Proulx

Dr. Kevin Roozen

ENC 5705

20 April 2015

Professor B Classroom Observation

During my observation of Professor Bs ENC 1102 classroom, I first noticed how

she began the class. The students came into class and immediately sat down at seats

positioned in rows facing the front board. Professor B turned on the projector screen and

opened the course schedule to the current week. She began joking around with students

and they seemed comfortable with her humor. This paper will focus on Professor Bs

classroom management strategies, specifically the ones employed as her students

completed an In-Class Documentation Exercise.4

The class that I observed was interesting because it was a class dedicated to

incorporating secondary research and citations into their assignments. Professor B joked

that the students did not know how to properly cite or include secondary sources into

their papers, even though she knows she taught many of them how to do this in ENC

1101. From there, she passed out a 5-page packet titled Using Quotations and

Paraphrases in Your Text MLA Style and pulled up an online version on the projector

screen. She spent 25 minutes of class time reading over the packet and practicing

exercises with the students. She also fielded questions from the students and answered

these questions with examples on the handout. While she was lecturing the class, a

student in the front seemed tired. She frequently walked up to the student and asked him

4 Found in Appendix H

Proulx 9 if she was boring him. While this strategy may make some students upset, this student

laughed and seemed comfortable with it. She did this again to another student that did not

seem to be paying attention during her lecture, and from then on all of the students were

attentive and engaged with the lecture.

After reading over the packet with the students for 25 minutes, she announced that

they would spend the remainder of the class working on a quiz. This quiz was not for a

grade, but rather for 15 extra credit points on their next assignment--the literature review.

The stakes were also raised because their grade from now on would rely largely on their

ability to correct incorporate and cite sources. Professor B announced earlier that

previously she was not marking off on these lower concerns, but after this lesson the

students would need to be able to properly use MLA quotations and paraphrases.

Professor B walked around the classroom while students were working fielding

questions and looking at students as they worked. She would not however give answers

or hints to the answers to the packets. The most interesting aspect of this class was how

focused the students were on the task. I did not observe a single student on their cell

phone or doing work other than the assignment. They all seemed on task the entire 25

minutes, persistently working on finishing the assignment.

Professor B admitted that part of the reason the students were so focused was the

allure of extra credit points on their next assignment. I think their focus extends beyond

this though. The rapport that Professor B had built with her students showed that they

truly respected her and enjoyed taking her class. I believe that extra credit did play a role

in their focus, but also that they did the task because that is what she asked them to do.

Proulx 10 Emily Proulx

Dr. Kevin Roozen

ENC 5705

20 April 2015

Professor B Syllabus Analysis

Professor B provided me with a variety of course materials for her ENC 1102

class. I was able to collect her syllabus5, assignment sheets6, course calendar7, and the

overview8 of the research project the class is focused around. A particular element of

Professor Bs syllabus that attracted my attention was the addition of various colors

throughout the assignment sheets and the course schedule. These colors coordinated with

specific activities, for example when each major assignment was due that same color was

used to highlight the due date.

Professor B provides the students with a 13-page document that outlines every

assignment for the class. At the beginning of this document, she writes FYI: Yellow

Headings Denote New Assignments and Please be sure to read the ENTIRE

assignment (some bleed on to a second page). This is important because the color coding

systems success relies on the students noticing the colors and responding to them.

Students are able to tell throughout Professor Bs course materials that yellow most likely

indicates a new assignment. The green highlight is not described as explicitly as the

yellow, however it is obvious that green indicates information that is critical to the

understanding of the assignment prompts. I was able to determine this purpose as I 5 Found in Appendix D 6 Found in Appendix E 7 Found in Appendix F 8 Found in Appendix G

Proulx 11 looked through the assignment materials and noticed other sections that were highlighted

in green: WARNING: Resist only responding to part of a prompt. It is then followed with

another important element of the grading of the assignment: Make sure you CITE where

its required. This color changes, so that the students can see that there are two important

pieces of information in this same section. In addition, Professor B includes an example

in her warning section: For example, in the second bullet, students sometimes stop after

noting the central claim. Further down other colors, such as a light blue are implemented

for sections such as Special Note.

Some aspects of this color coding system are carried over into the semester

schedule. Major assignment due dates are highlighted in yellow, extra credit is

highlighted in green, and reading responses are highlighted in other colors when they are

due on the same day as another assignment. An example of this is on February 3rd the

first interpretive summary is due, as well as reading response #3. Professor B highlighted

both of these assignments in different colors, so that students can tell that two things are

due.

During a conversation prior to the classroom observation, I was able to ask

Professor B about this decision. She told me that she adds the colors so that the students

pay attention to important aspects of the assignment sheets and the course schedule. This

is particularly effective when students attempt to tell her that they didnt know something

was due. Since her syllabus and assignment sheets are quite lengthy, the colors draw the

students attention to aspects that she wants to make sure that they understand. She said

this is also useful when students miss the class when she goes over what is due the

following class or when she goes over assignment requirements.

Proulx 12 The color coding system that Professor B has in place made me think about how

to attract my students attention in my own course materials. By highlighting specific

parts of the assignment, she is teaching students how to read very long course assignment

sheets. The addition of systems like this help bring students attention to parts of the

assignment that they may have otherwise over looked.

Proulx 13

Appendix A: Professor A Syllabus

Course Syllabus

Syllabus

Course Outline: F2 F Thursday

Instructor Contact

Instructor Professor A

Office CNH 305 F

Office Hours Office Hours 10:00am-11:45am & 3-4pm T and TH Phone Phone Number E-mail Paul.Martin@ucf.edu

Course Information

Course Name ENC 1102 Course ID & Section M Credit Hours 3 Semester/Year Spring/2015

Location

Section M06 Meeting Day: Thursday Meeting Time: 1:30-2:45pm Location: CB1 Room # 301 Section M08 Meeting Day: Thursday Meeting Time: 12:00-1:15pm Location: CB1 Room # 303

Course Description

In this course, you will learn how to conduct academic research and enter an academic conversation of your choosing that leads to an extensive research project. You will be learning a variety of methods to conduct college-level research, including primary research (interviews, surveys, and field observations) and secondary researchthe traditional library research. You will learn how to critically evaluate sources for rhetorical situation while examining and applying your own perspective to those sources. You will be expected to locate, read, and write about many different scholarly sources on a variety of writing studies topics, and you will be expected to develop a critical way of thinking when interpreting texts and information in this course. This course will require the student to stay on top of assignments and research deadlines for the class to work best. Failing to be in class with drafts, articles, texts, or notes on the

Proulx 14 assigned day will severely affect the course and your grade in the course. A majority of our discussions and workshops will stem from the sources, ideas, and questions you bring to class during your research process. This course will demand a lot from you and from me; success will depend on our mutual and individual efforts. We will write this course together; our direction and focus will emerge from our reading and writing assignments, your drafts, and our class discussions.

Please remember that the purpose of a college education is not to promote mediocrity but to awaken the drive, determination, and talent locked within students. A college education is not meant to be easy; it is meant to be meaningful. Dont ever forget that a degree is merely a piece of paper that cant think, speak, or act for you. Eventually, it will be up to you to stand up and stand out. Take advantage of education so education does not take advantage of you.

Mediated Course Description

Mediated courses are obviously different from face to face courses, but it is important to understand that just because we only meet once a week (or half the time) we still cover all of the same material that this course covers in a face to face 16 week course. Mediated courses require writing discussion posts and responses on a regular basis, and they require students to respond to other students' responses and posts. In some sense, mediated courses require a great deal of attention and effort, so please make sure you understand what you've signed up for with a mediated course. Half of the work load for the course has been shifted to activities that will need to be completed online.

Course Objectives

Students will learn how to conduct academic and other valuable forms of research

Students will learn how to engage in academic conversations

Students will learn how to further develop writing knowledge and skills for a variety of disciplinary writing

Students will learn how to further develop their critical reading and critical thinking skills

Students will learn how to rhetorically analyze and evaluate media and scholarly texts.

Students will learn how to locate valuable research questions to engage

Student will learn how to use writing to report on their research

Required Text

From Inquiry to Academic Writing by Stuart Greene and April Lidinsky (without the reader) Selected Articles are located through UCF's Webcourses, UCF's database or a provided link. See course

outline for selected article titles. Supplemental Texts

Suggested Handbook: Lunsford, Andrea. The Everyday Writer. 4th ed. Bedford/St. MartinText two...

Course Requirements

Proulx 15 Research Proposal: 15%

Intertextual Explication: 5%

Annotated Bibliography: 20%

Final Project: 25%

Participation: 10%

Discussion Posts and Responses: 25%

Missed Assignments/Make-Ups/Extra Credit

I do not accept late assignments, and there are no make-up assignments. You must turn in annotations, homework, assignments, drafts, and/or papers to me before class begins to earn full credit or you must post your discussion response to the correct discussion forum by the correct due dat and time. Post to the discussion forum on time is paramount. You will not earn credit for posts that are pst deadline. Unless specified, I do not accept assignments via e-mail. In some cases I will accept work via e-mail, but I will make that known to the class in advance. I do not accept technology excuses: My computer crashed, My printer broke or ran out of ink, etc. Save your work as you go and make backups.

You will earn one absence if you are late two times. No exceptions. This means that if you are not in your seat ready to participate when I start class, you are late.

Evaluation and Grading

Add your evaluation and grading policies here. You may also choose to keep a table below that best fits your grading scale.

Letter Grade Points A 93 100 points A- 90 92 points B+ 87 89 points B 83 86 points B- 80 82 points C+ 77 79 points C 73 76 points C- 70 72 points D+ 67 69 points D 63 66 points D- 60 62 points F 59 and below

NC (Must retake the course, but grade does not figure into GPA.) NC: The NC grade is reserved for the student who completes all work in the course, but does not meet university standards to pass the course. It is awarded solely at the discretion of your instructor.

F (Most students fail because of poor attendance or incomplete assignments).

Anything below a C will result in a failing grade (F). There are no Ds in this course.

Proulx 16 As of Fall 2014, all faculty are required to document students academic activity at the beginning of each course. In order to document that you began this course, please complete the "Reading Games Discussion Post" academic activity by the end of the first week of classes or as soon as possible after adding the course, but no later than January 16th. Failure to do so may result in a delay in the disbursement of your financial aid. Attendance Policy

Attendance is crucial in this course, however, things happen. If you miss more than 25% of your classes, you will be in danger of earning a failing grade. Keep in mind that missing class will result in missing assignments, which will inevitably result in 0s. Dont miss class.

Collaborative Learning

Group learning is an important part of this class that prepares you for the professional world. We will have facebook group work that will require you to post and share ideas and resources with other students researching similar topics and questions.

College Writing Courses

Outside of class, be prepared to read, research, write, discuss, and collaborate up to 12 hours per week. There is a considerable amount of reading in this course that must be accounted for outside of class.

Please Note

ENC 1102 is subject to the Gordon Rule, a Florida law requiring students to write a minimum of 6,000 words of evaluated writing. Students must earn a grade of C or better to receive credit for the course. Essays will be graded using a departmentally prescribed rubric, judging writing according to content, diction, sentence structure, research, and grammar. Assignments which fulfill Gordon Rule are indicated above with an asterisk. Each has the following characteristics:

1) The writing will have a central idea or thesis.

2) It will provide adequate support for that idea.

3) It will be organized clearly and logically.

4) It will show awareness of the conventions of standard written English.

5) It will be formatted and presented in an appropriate way.

University Writing Center

The University Writing Center (UWC) is a free resource for UCF undergraduate and graduate students. The UWC's most popular service is the individualized writing consultation: a trained writing consultant will spend thirty minutes with you reviewing your work and making recommendations for revision. The consultant will work with you for an hour if your paper is longer than seven pages or if you are writing a paper with a group. (Under these circumstances, all group members should attend the session.) You can bring your work to the UWC at any point in the process--even if you have not yet started writing. Your consultation will be most helpful if you take the time to:

prepare: identify specific issues on which you want feedback

participate: actively discuss your paper with the consultant

reflect: decide which of the possibilities raised during the consultation are helpful to you

act: revise your paper

Proulx 17 The UWC will help with writing in any subject, including out-of-class writing such as job application letters. The UWC will also help you organize oral presentations. After each consultation, you will receive a Record of Consultation (RoC) form that summarizes what was discussed. It is best to make an appointment; however, the UWC does accept walk-ins. You may use the UWC computers to work on your writing without an appointment; available software includes Microsoft Office 2000, and specialized software (Editor, Writer's Helper, Minklink, Inspiration) for brainstorming, organizing, problem-solving, proofreading, and editing. The UWC does not write, proofread, or grade papers. For more information or to make an appointment, visit the UWC website at http://www.uwc.ucf.edu, stop by MOD 608, or call 407-823-2197.

Academic Honesty

Plagiarism and cheating of any kind on an examination, quiz, or assignment will result at least in an "F" for that assignment (and may, depending on the severity of the case, lead to an "F" for the entire course) and may be subject to appropriate referral to the Office of Student Conduct for further action. See the UCF Golden Rule for further information. I will assume for this course that you will adhere to the academic creed of this University and will maintain the highest standards of academic integrity. In other words, don't cheat by giving answers to others or taking them from anyone else. I will also adhere to the highest standards of academic integrity, so please do not ask me to change (or expect me to change) your grade illegitimately or to bend or break rules for one person that will not apply to everyone.

Disability Statement

The University of Central Florida is committed to providing reasonable accommodations for all persons with disabilities. This syllabus is available in alternate formats upon request. Students with disabilities who need accommodations in this course must contact the professor at the beginning of the semester to discuss needed accommodations. No accommodations will be provided until the student has met with the professor to request accommodations. Students who need accommodations must be registered with Student Disability Services, Ferrell Commons, 7F, Room 185, phone (407) 823-2371, TTY/TDD only phone (407) 823-2116, before requesting accommodations from the professor.

Copyright

This course may contain copyright protected materials such as audio or video clips, images, text materials, etc. These items are being used with regard to the Fair Use doctrine in order to enhance the learning environment. Please do not copy, duplicate, download or distribute these items. The use of these materials is strictly reserved for this online classroom environment and your use only. All copyright materials are credited to the copyright holder.

Third-Party Software and FERPA

During this course you might have the opportunity to use public online services and/or software applications sometimes called third-party software such as a blog or wiki. While some of these could be required assignments, you need not make any personally identifying information on a public site. Do not post or provide any private information about yourself or your classmates. Where appropriate you may use a pseudonym or nickname. Some written assignments posted publicly may require personal reflection/comments, but the assignments will not require you to disclose any personally identity-sensitive information. If you have any concerns about this, please contact your instructor.

Some MLA Format Requirements

-All assignments must be typed and adhere to the following or they will not be accepted:

-Stapled at the top, left hand corner

Proulx 18 -No cover page

-1 inch margins all around the paper

-Left Justifed

-Assignments are double-spaced

-Assignments must be in Times New Roman font style

-Assignments must be in #12 font size

-Black ink

-MLA heading on top left hand of the page

-Last name and page on top right side of every page inch from top of page

-Annotations do not need an MLA heading, but they must follow all other applicable rules

Protocols

Course Expectations

As you should know by now, this is an online course. I dont view online courses as an Easy A for students, or as a quick and easy teaching assignment for myself. In fact, I put just as much time into my online courses (if not more) than I do my face-to-face courses. This course will be challenging. And it is my hope that it can be challenging in a good way, and that well all leave the semester exchanging virtual high-fives.

But its been my experience that a students enjoyment of (and ability to succeed in) an online course can be traced back to his/her expectations. If you think this class will be an Easy A, and will require no work, thenwell, youll have a disappointing semester. But if you want to learn, and you want to grow, and you want to be challenged, the skys the limit. So Ive outlined a few expectations that I have for my students, and a few expectations that you can have for me. If youre frustrated or confused at any point in the semester, first take a deep breath and refer back to these expectations.

What can you expect of your Online Professor?

Grade Reports for each major assignment. Each major assignment is graded according to a rubric, and youll receive a report identifying your specific strengths and weaknesses for all major assignments (except the final assignment, which is graded after Final Exam week).

Grades posted into your "My Grades" throughout the semester (and as up-to-date as possible before the withdrawal deadline). I dont haphazardly post grades at random; I try to be efficient in my grade posting, so that I dont over-work or confuse myself, and so that I dont overwhelm you with new grades constantly.

I do not comment on every single discussion post. By the end of the semester, there will be thousandsperhaps tens of thousandsand if I tried to type out full responses to every discussion post, Id never get any sleep. So I dont force myself to constantly type out Good job or Nice post or I agree over and over and over again. Instead, Ill leave a few comments here and there, and Ill post weekly announcements (see below), andas I mentioned aboveI write out grade reports for major assignments.

Announcement as needed. Every week, or as needed, Ill write up an announcement which gives a run-

Proulx 19 down of class progress, identifying strengths and weaknesses in the work that Im reading, and offering examples of exemplary student work. Along with your grade reports, this should provide you with ample feedback on your assignments.

He loves his family. Wait, why did I type that? Well, first of all, because its true. And second, because I dont work I-hate-my-family hours. So you wont catch me at the office at 9 PM, or on Sunday night. I dedicate my nights and weekends to my family, and while Ive had some students who have grown angry with me for failing to respond to 2 AM emails. I hope the majority of you feel comfortable with the expectation that I work during business hours.

What do I expect of Online Students?

The Right Priorities: You will get the most out of this course if you approach our discussions and assignments with the following qualities: (1) Be curious. (2) Be teach-able. No matter your personal style or interests, always be curious, and always ask how a reading/ assignment can help you grow or how it can help you sharpen your talents; and always be teachable, and display a willingness to learn, rather than a resistance to material you find difficult.

Collaborative Learning: This course will require you to participate in class discussions and workshops, to interact with other students, and to form groups and complete assignments with others. It is an expectation of this course that you will learn from other students, that other students will learn from you, and that you might even learn new things about your own writing. I understand that this can be frightening or even frustrating, but college is a learning laboratory where you should be constantly challenged (even when you dont immediately see the benefit of those challenges)Trust me when I say that the real world requires a great deal of collaboration in the work environment. Use this as a learning opportunity.

Write to engage. Always. No matter the assignment, remember that youve got at least one reader: me. And just as Ive broken apart information in this syllabus, and in each module, for better readability and reader engagement, make sure that you are writing with an audience in mind. Nobody likes to read an information dump on their page (sorry if that creates a disgusting visual). Read back over your work before postingif you find yourself tuning out, or skimming, or getting bored, then chances are that Ithe readerwill experience the same reaction.

Course Policies

Plagiarism: Plagiarism is the theft of ideas and words. Plagiarism in this course (or any other course) will not be tolerated, and will result in failure and a review by the Office of Student Conduct. See http://www.goldenrule.sdes.ucf.edu / for further details. New Work: This course will only consider new work. This is not a place to re-submit work that you wrote in a previous course, nor is it the place to force work that youve been assigned from other ventures (the campus newspaper, for instance). While I hope that you all achieve success outside of this class, assignments in this course must be originally written for this course. Missed Assignments: I do not allow you to make up activities, and I do not allow late assignments. I expect that assignments are turned in on the due date. No make-ups or late grades. Emergencies tend to strike on due dates (thats my conclusion, at least, after hearing so many emergency stories over the years), but I treat all missed assignments the same (a 0), so make sure to have a plan in case of a an emergency. Treat this course the same as a job. If you notify me ahead of time, we can make arrangements and I can be flexible. Life happens. I know it. But there's a big difference between "I've got to leave town this weekend for a funeral" and "I had to leave town this past weekend for a funeral." One of those two comments gets you fired; the other gets you condolences and flexibility.

Proulx 20 UCF Disability Statement : (From Student Disability Services): UCF is committed to providing reasonable accommodations for all persons with disabilities. This syllabus is available in alternate formats upon request. If you have a disability and need accommodations in this course, you must contact me within the first week of the semester to discuss necessary accommodations. You must be registered with Student Disability Services, Student Resource Center Room 132 (phone: 407-823-2371; TDD only phone 407-823-2116) before requesting accommodations from me. Email Policy - Three Before Me: If you have questions about due dates and schedules, first check the online resources you have available to you (in other words, I shouldn't have to answer questions that I've already answered). If an assignment is still unclear to you, check with your peers in the Ask a Peer forum. I work carefully to put together assignments and modules in such a way that they are clear. However, time restraints and other technological issues make it impossible for me to make everything as precise as I would like. So if things are still unclear or confusing, refer back to my announcements. I try to anticipate possible questions and address those as the module progresses, and sometimes I notice an error or a problem, and I make that correction by posting an "announcement." After you have fulfilled the "Three Before Me" process, then you may send me an email, and I will clarify as best I can. And if more than two people show confusion, I'll post a general announcement to clear things up. Formatting - Online postings should be spell-checked, with spaces between paragraphs. Uploaded manuscripts must be typed, double-spaced, in Times New Roman (12 pt) black font. Documents should be saved as .doc, .docx, or .rtf. Document should be saved as "LAST NAME_assignment title." In the professional world, improperly formatted work is thrown away, unread. In this course, if you turn in a manuscript that does not follow manuscript format exactly, the grade will suffer significantly. Formatting is non-negotiable. Right now, this might sound mean or harsh, but the first time you have to read a single-spaced Comic Sans red-font assignment from a fellow student, you'll understand my position. Just create a template file entitled Manuscript Format, and use it for every writing assignment for the rest of your life. Email: If you fail to sign an email, or if your grammar is atrocious, dont expect a reply. Hate Speech: Hate Speech (slurs or derogatory remarks geared at any ethnicity, religion, or sexual orientation) will not be tolerated during discussion. Use of Hate Speech will be cause for immediate failure on an assignment, or dismissal from class. Note: there is a distinction between hate speech in discussion, and crude language in an assignment. I dont expect you to censor your interview subjects, or your characters, etc. But I do expect that you remain professional. Viruses - A virus can spell disaster. Your use of a reputable anti-virus program is a requirement for participation in this course (good ones include McAfee or Norton). Also, back up your files: "My hard drive crashed." "My modem doesnt work." "My printer is out of ink." These are todays equivalents of "My dog ate my homework." And these events really do occur and they are really inconvenient when they do. However, these are not valid excuses for failing to get your work in on time. Basic Net Protocol Be courteous and considerate in emails and postings. Being honest and expressing yourself freely is very important but being considerate of others online is just as important as in the classroom. Make every effort to be clear. Online communication lacks the nonverbal cues that fill in much of the meaning in face-to-face communication. Do not use all caps. This makes the message very hard to read and is considered "shouting." Check spelling, grammar, and punctuation (you may want to compose in a word processor, then cut and paste the message into the discussion or e-mail). Break up large blocks of text into paragraphs and use a space between paragraphs.

Proulx 21 Never assume that your e-mail can be read by no one except yourself; others may be able to read or access your mail. Never send or keep anything that you would not mind seeing on the evening news. If you want to send a personal message to the instructor or to another student, use e-mail rather than the discussions (see above E-mail Protocols). Do not use postings such as "I agree," "I dont know either," "Who cares," or "ditto." They do not add to the discussion, take up space on the Discussions, and will not be counted for assignment credit. Course Resources For specific problems in any of the areas below or for further information go to the corresponding link for assistance. UCF Home Page will help find UCF resources UCF Service Desk You can also call the Service Desk at 407-823-5117. Learning Online This site provides information on study skills for distance learners, the library and the writing center. Buying a new computer or upgrading your current equipment http://www.cstore.ucf.edu/ Hardware/Software Requirements If your equipment problems prevent you from using e-mail from home, there are many computer labs on campus and virtually every public library offers Internet access. University Writing Center: The University Writing Center (UWC) is a free resource for UCF undergraduates. At the UWC, trained writing consultants can assist you in any part of the writing process, from developing ideas and working out a rough draft, to editing and revising. Appointments are recommended, but not required. For more information or to make an appointment, visit the UWC Web site http://www.uwc.ucf.edu.

Proulx 22 Appendix B: Professor A In class Activity

Proulx 23 Appendix C: Professor A Example Assignment Sheet

Proulx 24

Appendix D: Professor B Syllabus

Research is the process of going up alleys to see if they are blind. Marston Bates (1906-1974), American Zoologist

ENC1102. 105: TU/TH 12:00 p.m. 1:15 p.m. Visual Arts Building, Room 217 Spring 2015 Instructor: Office: Office Hours:

Professor B CNH 301A Tu & Th, 1:30 p.m. 2:45 p.m., 4:30 p.m. 5:00 p.m.; And by appointment

Phone: E-mail: Campus Mailbox:

407-823-0349 adele@ucf.edu ask @ CNH301

Course Description

Welcome to English Composition I! This course is about researching in the subject of writing about writing and rhetoric with an emphasis on effective communication and critical thinking. Writing topics are based on selected readings and on your experiences and observations and research. 3 Credit Hours. TEXTS: . Readings in databases and posted on Webcourses

(plan on spending $15 - $20 for printing articles/handouts; you must bring printed materials to class on the day they are assigned)

Lunsford, Everyday Writer, 5th edition MATERIALS: loose-leaf notebook paper Open mind and willingness to learn computer/printer/Internet access 24/7 blue/black ink pen MSWord, or equivalent Stapler OBJECTIVES: to further develop critical reading and thinking skills to further engage in writing as a deliberate, recursive process to further understand the connection between rhetorical choices and an audience

to understand research as genuine inquiry to practice locating and evaluating documentary and human resources to study the conversational and knowledge-creating nature of researched

writing

PREREQUISITE: Successful completion of ENC 1101 with a grade of C- or better

POLICIES and PROTOCOLS Attendance and deportment: All absences are unexcused. Every absence after two (2) may negatively

affect your grade. Be sure that you are on my watch list after two nonappearances in class. Absences in excess of 25% of class meetings may result in automatic failure because you are not here to acquire needed information to write a decent paper. Please show respect for your classmates and our work by being on time for class. Note that two late appearances equal one absence.

Proulx 25 E-mail dos and donts: DO type ENC1102 (no quotes, but section number would be nice) in the

subject line. DO sign your first and last name. DONT email assignments without prior consent of the instructor. I wont accept them. Seriously. DONT email excuses or ask for a run-down after missing class.

**Please note also that if you want me to look over a paper, you must bring it to my office and tell me specifically what the problem is. Just look it over or please edit/proofread this is not good enough, and certainly not through e-mail (plus, Im not your editor/proofreader). Come in with a plan and youll get help!

Missed Assignments: Obtain daily assignments and class notes from other students in the class. Missed

handouts are available before or after class, or through email. Missed quizzes or in-class assignments may not be made-up.

Late Assignments: Assignments are due at the beginning of the assigned class period. Assignments turned

in as much as a day late will be penalized 10%; two days late equals 20%. Weekends also count. In the event you are absent from class, turn the assignment in my gray mailbox in Colbourn Hall (ask in 301 for location)before class starts on the due datefor credit, and immediately send me an email to let me know its there. If I dont get that email, penalties stop when I find the work. Assignments more than one week late will receive an F. All essays must be submitted to earn a grade of C- or better in this course. Do not place anything next to my office door; thats not my mailbox.

Electronic Devices: While fun and useful, cell phones and other electronic devices should be turned off

and stowed (this means in purse, pocket, backpack, etc.). Open laptop computers are not allowed in this class without consent. If you are given consent, it can be revoked if youre caught doing non-classroom activities. Should you feel the need to record (audio, videos, or pictures) lectures in lieu of note taking, you will need my written permission before doing so and you will also need to supply me with copies of all your recordings. No exceptions. Excessive texting (more than 2 warnings from me) may result in you being reported to the Office of Student Conduct.

What the Instructor Expects:

Its always nice to know what to expect from your teachers, so here is your opportunity. To succeed, you need to allot an adequate amount of time to this class; ideally, 7-10 hours a week outside of class. During this time is when weekly readings, homework assignments, and draft revisions take place. I expect all reading assignments to be completed before class starts, read material brought to class, all assignments to be turned in at the beginning of class, and active participation while in class. Additionally, word count/page count must be achieved on your assignments because students who partially fulfill the requirements receive a partial grade (basically, less 10% for every 10% of missed word count; page count is determined by percentage missingone page of a four page assignment is a 25% deduction). Couple my suppositions with UCFs rules for conduct, and Im good to go.

Pet Peeves: By nature, Im a fair and reasonable person. I do, however, have a few pet peeves that I feel should be

brought to your attentionand, really, its always a good idea to be aware of the pet peeves of your teachers. I have three that are of direct importance to you.

PARTICIPATION: While this portion of your grade is only worth a small percentage, its

value is markedly higher. I expect and appreciate active and useful participation in class discussions. Many of the concepts we will be exploring are complex, and feeding off of others ideas is how knowledge is built. Students who prefer to sit in the back and quietly absorb the material run a high risk of missing the point on topics that are necessary to grasp before writing any type of successful papers.

Proulx 26 EXTRA CREDIT: Opportunities for extra credit may or may not be offered during the

semester. Since any extra credit is only offered at my discretion, I will warn you now that if I feel unduly nagged about this issue OR if I have to nag students about putting away cell phones, it simply wont happen.

COMMENTS & BEHAVIOR: As you may have surmised by this point, college is NOT like high school. You are expected to act and treat others according to the professional, adult environment in which you now find yourself. Having fun is one thing; disrupting class with immature comments and useless interjections, however, is disrespectful to me and those of your classmates. You should be aware that I am especially sensitive about being prodded to let class out early AND when students want me to ignore the conditions of the syllabus (late assignments, texting, etc.). Lets just not go there.

Athletes & Others on University Business: If you are in any athletic program or are routinely called away

on University business, please note that assignments must be turned in on or before the due date. If you are leaving town, make arrangements so I receive your work on time while you are away. Electronic submission arrangements (for very special occasions) must be made in advance or I will not accept your work.

Bad Words: This is a course about language, writing, construction, and meaning. Therefore, you are

forewarned that there may be materials and/or discussions you encounter that contain words, phrases, and concepts which may make you uncomfortable and may even offend some. Please be aware that no one is trying to insult or attack you, but rather we are working together for understanding in the ways language and writing is used.

Academic Honesty: All work must be original by the student. In situations where students feel the need to

plagiarize (undocumented use of anothers words or ideas), they often do so because they fear trying out their own ideas, they may not have left themselves adequate time to complete the assignment, or they just dont know how to document a source. That being noted, plagiarism is grounds for failure in this course and possible disciplinary action by the University. Like you, I also have access to the Internet and concrete, proven methods for verifying the use of sources. The consequences are simply not worth the risk. Papers I suspect are plagiarized may be submitted to turnitin.com for verification of authorship. If you have questions about documenting a source, please consult The Everyday Writer. See me or the Writing Center if the handbook is not offering enough guidance.

Disability accommodation: Students who need accommodations must be registered with Student

Disability Services (Student Resource Center, Rm. 132, ph. 407-823-2371, TTY/TDD only phone 407-823-2116) before requesting accommodations from the instructor.

Helpful Resources:

The University Writing Center (UWC) is a free resource for UCF undergraduates and graduates. At the UWC, a trained writing consultant will work with you individually on anything youre writing (be it for a class assignment or not), at any point in the writing process from brainstorming to revising. Appointment are highly recommended, but not required. For more information or to make an appointment, visit the UWC website at http://www.uwc.ucf.edu, stop by 105 Colbourn Hall (first floor), or call 407-823-2197.

The UCF Library Use the Handbook (seriously)

Grades: The major essays are worth 50% of your grade. The15% for Participation includes attendance,

your contributions to class discussions, homework assignments, Reading Responses, and all in-class work, including quizzes; see the Assignments file for prompts and instructions. The final exam paper for this class is worth 35%, and includes a completed portfolio of your work (with revisions) for the semester.

Proulx 27 ****In-class quizzes are given on an as needed basis****

Please note that grades are weighted. I may or may not give you a progress report throughout the semester. Do NOT rely on those reports as being set in stone or base the amount of effort you need to put in on them. Also, do not e-mail me after the semester and ask why? Instead, lay out all your coursework, do the math, and if it still makes no sense, then make an appointment with me. Be aware that once grades are posted, thats it. So if you need a certain grade for scholarship money, etc., work hard and overachieve throughout the semester to ensure you get that grade. Note, too, that NCs are a rare occurrence because students must attend all classes and turn in all assignments in order to even be considered.

Grade Distribution: Grading Scale: Grade Point Scale: 50% 15% 35%

Essays 1-5* Participation/ All HW Final / Portfolio*

A A- B+ B B- C+ C C- NC F

= = = = = = = = = =

94 100 90 93 87 89 83 86 80 82 77 79 73 76 70 72 ---------- 0 69

A A- B+ B B- C+ C C- F

= = = = = = = = =

4.00 3.75 3.25 3.00 2.75 2.25 2.00 1.75 0.00

*Note: This course is a Gordon Rule course. It contains a minimum of 6000 words of evaluated writing as required by

the Department of Writing and Rhetoric. Assignments which fulfill the Gordon Rule are indicated with an asterisk. Each has the following characteristics: 1. The writing will have a clearly defined central idea or thesis 2. It will provide adequate support for that idea 3. It will be organized clearly and logically 4. It will show awareness of the conventions of standard written English 5. It will be formatted or presented in an appropriate way. Students must earn a grade of C- or better to receive course credit.

***Note: This syllabus is subject to revision*** As of Fall 2014, all faculty members are required to document students' academic activity at the beginning of each course. In order to document that you began this course, please complete the following academic activity by the end of the first week of classes, or as soon as possible after adding the course, but no later than January 16. Failure to do so will result in a delay in the disbursement of your financial aid. For this class, that assignment is a Survey Assignment on Canvas (Webcourses). Please do it by January 16.

Tentative Schedule of Important Dates

Proulx 28 The following is a list of important dates to remember for ENC 1102. For University-wide dates (add / drop/withdrawal, etc.) ALWAYS double-check with the Academic Calendar online (that will always be the correct date if I have a typo). Minor assignments are not included (see the schedule). Any changes in due dates will be announced in class. Please obtain a phone number and/or email address from at least one other classmate. In the event changes are announced on a day you are absent, you will need to find out whats going on. I have created and a tentative reading/assignment schedule for the entire semester that is available on Webcourses. Please download it onto your desktop along with the assignments because the excuse the internet was down is equivalent to the dog ate my paper in this day and age (which by default means its unacceptable).

January 15 (Thursday): Drop/Swap ends at 11:59 pm

Friday 16 (Friday): Add deadline at 11:59 pm

Interpretive Summary 1 Due: February 3

Interpretive Summary 2 Due: February 10

Official Research Proposal Due: March 3

Annotated Bibliography Due: March 5

No UCF Classes: Spring Break: March 9 March 14

March 24 (Tuesday): Withdrawal Deadline (11:59 p.m.)

Literature Review Due: March 24

Final Research Paper Due: April 16

April 27 (Monday): Last Day of Regular Classes

No UCF Classes: Tuesday: April 28: Study Day

Final: 1102.105 Thursday, April 30, 10:00 AM 12:50 PM Portfolios Due

Grades posted on MyUCF: Monday, May 11

Proulx 29 Appendix E: Professor B Assignment Sheets

ENC1102, Spring 2015 Richardson

Assignments (Other assignments may be added. It is your responsibility to note and submit any additional assignments

on time, which will be announced in class or via Webcourses and/or e-mail) Please be sure to read the ENTIRE assignment (some bleed on to a second page)

FYI: Yellow Headings Denote New Assignments

About Reading Responses

Throughout the semester, though mostly at the beginning, you will be instructed to respond in written form to various readings. Use this guide to maximize your understanding of the material and to ensure you get the credit you deserve for these assignments. STEP ONE: ALWAYS review the response first so you know what to pay attention to when the

reading. This, however, does NOT mean disregard everything else. Ideally, you should absorb the article as a whole, but knowing you have a response to write, you are given clues regarding what to think about before you write it.

STEP TWO: Annotate the article (we will discuss this in class). Use a pen, pencil, highlighter, tape, ketchup, eye linerwhatever you need to note certain phrases and passages that stand out to you. Make sure you write WHY you highlighted something next to it. This includes information relevant to the reading prompts AND anything you find particularly important for any reason. Really, if it made you stop and think or gave you an A-Ha moment, make note of it. Ill also let you know that sometimes you may not know why something stood out at the time. Go ahead and mark those areas too and bring them up in class.

STEP THREE: Spend some time thinking about your response. It is VERY obvious when students read

at the last minute and jot down whatever is in their heads. Resist the urge to behave so. STEP FOUR: Type your response as if it were an essay (use your college voice to write). Use MLA

format, 12-point TNR font and double-space it. Put under the date: Reading Response # ____. If you have more than one page, staple it. (Seriously, staple the pages together.) Each response should be somewhere between 150 to 400 words. Writing less is showing that you didnt really engage with the material. Writing more is showing off. Each Response is worth 5 points; MLA is counted in this grade. (Note: In all RRs, you get a free pass; try MLA an even if you get it wrong, no points are deducted. Missing in-text or WC entry = -1; not trying in-text citing and WC entry = -2. These are deducted after content grade).

Reading Response Prompts (there are 5) RR#1 (Greene):

Proulx 30 How does Greene portray research writing? How does his portrayal differ from the way you have thought about research writing before? RR#2 (Kleine): How does what Kleine is talking about line up with your own experiences? What would change about how you do research if you did what Kleine talks about? RR#3 (Dundar-Odom): What surprised you most about data collection? Why? What ideas has this given you for your own project? RR#4 (Lunsford, Ch 17; Bullock, Ch 11; 2 sample Annotated Bibs on Webcourses): Have you ever done an annotated bib before? How might an annotated bib help you with your own project? Do you foresee ever doing one on your own without being assigned to do so? Why or why not? RR#5 (Bergmann): What part of this book chapter did you find most useful? Whyhow do you think it will help you with your own Lit Review? _____ IRB Homework (CITI Collaborative Institutional Training Initiative) Due Date: Thursday, January 29, 2015 Value: up to 25 points The University of Central Florida requires that any students/faculty who are (or who are likely to) conduct any type of interviews/surveys outside of a classroom take an online training course. This course can be completed in parts and can take as little as a couple hours to complete (if youre REALLY motivated). You may not end up dealing with people for your project; however, I am requiring ALL students to complete IRB training in the event someone changes his/her mind partway through the semester. If the training is done, you can suddenly decide to survey/interview people. If not, youre pretty much up a creek. You will have to register as a new user. Click the Home tab to find that page. Your task is to successfully complete the online training (the Group 2: Social / Behavioral Research Investigators and Key Personnel one AND the Social/Behavioral Responsible Conduct of Research). When you are finished, PRINT the completion report and turn it in for credit. Note that you must score a total of 75% or higher on each quiz. These are my requirementsdo NOT turn in the completion report with less than this achievement. Additionally, make sure you do not do the Refresher course unless you can prove you already did the initial course; you will have to start all over if this happens. Pay attention to details. Late penalties do apply after the due date. Training involves reading and completing 23 or so separate quizzes. The link is provided below. Link: https://www.citiprogram.org

Paper 1: First Interpretive Summary/Stylus Analysis

2-3 pages DS (absolutely no more than 3)

What do you do? From Stylus, Write a summary of B. Moe` Corbetts article, Rhetorical Treasure Hunting. Link to Stylus: http://writingandrhetoric.cah.ucf.edu/stylus/

Proulx 31 How do you write the summary? Your purpose is to present a hypothesis of what the article was about. This hypothesis is your interpretation. Your task is to tell me your interpretation and support that argument with evidence (numerous examples and quotations) from the text. In general, there are many possible interpretations of any article, depending on what you choose to focus on. A given article might be about how new writers revise, and from another perspective about the best way to teach revision, and from another perspective about the reason new writers dont revise more. Your job is not to try to cover every possible perspective, but instead to focus on whichever perspective the article seems to you to most emphasize. There may be more than one interpretation, but there are more and less plausible interpretations. Following are the questions to answer for your summary:

What got said? That is, on the surface of it, what was the subject matter of the article and what, briefly, did the writer say about it? This is a matter of description, of trying to paint a very compact picture of the article for readers. Compactly describe the whole article.

What is the writers argument? Trace out the central claim, the support for that claim, and most importantly, any warrants (unstated assumptions) that readers must agree with to be persuaded by the argument. How does the author support her claims (what can you pull from the text?cite it)?

What is the writers motivation? One of the main tasks for an interpretive summary is to try to get at not just what the author says but why she says ither purpose in writing the article to begin with. Explain what you think the writers motivation is AND what in text led you to believe that (cite it). (The answer is not for a grade.)

Analyze the research. Based on the topic, identify what worked well AND what didnt work well on the quality of research done. Make sure you explain why for each. Also consider HOW the research was presented to readers. What worked and what didnt work and why? This is clearly a matter of you making a claim and backing it up.

Reflect. If you were given this topic to research, explain what you would have done differently and why.

What is the purpose of this assignment? There are a couple. First, I want you to start to dive in to some writing-related conversation, which is especially useful if you did not have a WaW Comp 1 class. Second, I want to see you practice careful rhetorical reading strategies and demonstrate that you can rhetorically interpret a scholarly text and summarize it clearly for others. Envision your audience(s) for this summary as your classmates and your instructor. WARNING: Resist only responding to part of a prompt. For example, in the second bullet, students sometimes stop after noting the central claim. This results in an incomplete section as an explanation of how the author supported her claims also needs addressed. Other issues involve students ignoring warrants. Make sure you CITE where its required. DUE: Tuesday, February 3, 2015 Value: up to 20 points

Library Research Strategies Module (On Webcourses) and Responses Due Date: Thursday, February 5, 2015 Value: up to 25 points

Proulx 32 This project is broken up into 3 parts. Part 1: In lieu of meeting at the library, Im having you complete the Library Research Strategies modules on Webcourses (it should take an hour or so). At the end is a 10-point quiz. Please complete it as its worth nearly half your grade. I will get the grade your earned on this off Webcourses, so dont worry about turning something in for this part. Part 2: Another 10 points involves trying out the databases on your own and responding to the prompts in the next paragraph. Please type your responses. Use 12-point, Times New Roman font, and one-inch margins. You may single space this, but use common sense when separating the information. Good organization is factored into your grade. Word of warning: Resist answering these prompts with one not well thought out sentence. A good amount of thought and effort put in here will make the rest of the semester go much easier for you. Look up a minimum of 5 scholarly, peer-reviewed essays that have to do with a topic or topics youre interested in researching this semester. List them all as MLA citations. Pick 2 you find most useful or interesting. For each of the 2, list the title and author(s) and a supply a brief explanation of (1) what you found interesting about the articles content, (2) what ideas it gave you for your own project/research, and (3) what questions it left you wondering about on the topic. (FYI: these questions could become your project.) Part 3: Lastly, compile a list of problems you encountered and/or questions that came up for you while trying to do this initial research. Answering some of these questions/concerns WILL be our class discussion on the due date listed above. This section is worth up to 5 points of the overall grade for this assignment, so dont ignore this part. Use 12-point, Times New Roman font, and one-inch margins. You may single space this, but use common sense when separating the information. Headers might be useful because good organization is factored into your grade. This should NOT all be one paragraph

Preliminary Research Plan (will go into participation grade)

Preliminary plan: Write (type) a 1- to 2-page planning document that outlines the following:

Your research question(s) (with 2 small paragraphs, one describing how you arrived at that question, and another convincing me why your research is needed/useful/important)

What research do you think will help you find answers that question(s) (including possible methodology and readings you have found so farsupply a number of readings youve located)

How you will go about doing that research (specific procedures and details that demonstrate that youve considered the feasibility of the research you wish to do and that you can do it).

A copy of some potential survey and/or interview questions, only if youre research requires such.

Clearly, this assignment requires you to put some thought into what your project may potentially be about. Now is the time to do so. Please come by for office hours if you need to bounce ideas off someone whos been there.

Some Helpful Advice

Proulx 33 Some topics have been researched ad naseum or are inappropriate and therefore will not be allowed as topics for our class. The following are completely off limits:

! Music and effects on writing

! Disney Princesses

! Books to Film

! Anything involving illegal activities

! Anything involving minors (people 17 or younger)

! Anything involving disabilities

! Note as well that the project for this class is easiest when you use mostly scholarly articles and book chapters. Using ENTIRE books will be a hardship on you and is not recommended

Use 12-point, Times New Roman font, and one-inch margins. Double-spacing is a requirement. Please separate the sections in way that makes sense. Good organization is factored into your grade. Plan 1 (Preliminary) DUE: Tuesday, February 10, 2015

Value: Up to 20 Points

Paper 2: Second Interpretive Summary 2-3 pages DS (absolutely no more than 3)

What do you do? Choose one scholarly article on a writing-related topic in which you are interested and write an interpretive summary of that article. Appropriate articles will be found in edited collections (i.e., books with essays by various authors) and journals in the field of Composition and Rhetoric, such as Journals

College Composition and Communication College English Composition Studies (Freshman English News) Journal of Advanced Composition

Research in the Teaching of English Teaching English in the Two-Year College The Writing Instructor Written Communication

How do you begin? After our library instruction project, you will have mad skills to delve into the databases yourself. Find academic articles that discuss/debate your topic. After examining several articles, you will then decide which one you want to summarize for this assignment. Dont throw away the other citations, however, since you may want them for your annotated bibliography assignment. Do NOT use a newspaper article. How do you write the summary? Your purpose is to present a hypothesis of what the article was about. This hypothesis is your interpretation. Your task is to tell us your interpretation and support that argument with evidence (numerous examples and quotations) from the text. In general, there are many possible interpretations of any article, depending on what you choose to focus on. A given article might be about how new writers revise, and from another perspective about the best way to teach revision, and from another perspective about the reason new writers dont revise more. Your job is not to try to cover every possible perspective, but instead to focus on whichever perspective the article seems to you to most emphasize. There may be more than one interpretation, but there are more and less plausible interpretations.

Proulx 34 Following are the questions to answer for your summary:

What got said? That is, on the surface of it, what was the subject matter of the article and what, briefly, did the writer say about it? This is a matter of description, of trying to paint a very compact picture of the article for readers. Compactly describe the whole article.

What is the writers argument? Trace out the central claim, the support for that claim, and most importantly, any warrants (unstated assumptions) that readers must agree with to be persuaded by the argument. How does the author support his or her claims (what can you pull from the text?cite it)?

What is the writers motivation? One of the main tasks for an interpretive summary is to try to get at not just what the author says but why he or she says ithis or her purpose in writing the article to begin with. Explain what you think the writers motivation is AND what in text led you to believe that (cite it).

Analyze the research. Based on the topic, identify what worked well AND what didnt work well on the quality of research done. Make sure you explain why for each. Also consider HOW the research was presented to readers. What worked and what didnt work and why? This is clearly a matter of you making a claim and backing it up.

Reflect. If you were given this topic to research, explain what you would have done differently and why.

Make Sure you respond to ALL parts of ALL the prompts. What is the purpose of this assignment? There are several. First, I want you to start searching for appropriate scholarly sources and finding your way around the UCF library. Second, I want you to start to dive in to some writing-related conversation that interests you. Third, I want to see you practice careful rhetorical reading strategies and demonstrate that you can rhetorically interpret a scholarly text and summarize it clearly for others. Envision your audience(s) for this summary as your classmates and your instructor. DUE: Tuesday, February 10, 2015Supply a copy of the article WITH your Interpretive Summary; I will not accept articles unless they are turned in with the assignmentand NO links for me to get it (worth 10 pts) Value: up to 40 points

Create a Research Schedule Due Date: Thursday, February 26, 2015 Value: Up to 30 points This assignment requires you to put some thought into your required to-dos for the next two-ish months. Good research comes from good planning. To help you succeed, you need to create a realistic calendar planning out what youd like to have done by when. This not only includes projects for this class (specifically, your project), but your other classes as well (those on a more general level). Heres what to do: Lay out all of your syllabi (for all classes) and note when homework/projects are due for each class for the rest of the semester. Id suggest only going up until the due date of your final project for this class. You will need to mark these dates on a printable calendar (see below on where to get free calendar templates). If you have a job or do volunteer work, you should also schedule out the average amount of hours you spend there a week. Add in any holidays, parties (birthdays and otherwise), and any other dates where you know that you know no work will be done by you on those days (some people, for example, might block out some or all of spring break week). Now you need to put some serious thought into your project. What exactly do you need to have done by when? How will you plan out your time so youre not doing all these smaller projects at the last minute? Some tasks to consider filling in on your calendar are:

All 1102 due dates from now up to the final paper (required)

Proulx 35 Break up EACH large project into smaller parts. For example, you have an annotated bibliography

project. How many days will you spend looking for articles? How many will you spend reading and annotating? How much time of each of those days? One hour? Two? Five? How much time will you spend creating the final product? Proofreading?

Do the same for the Lit Review What kind of primary data are you using? Do you need to do observations? Surveys? Interviews?

When will you have questions done by AND when will you have alpha and beta tests done? You need start AND end dates on all this. When will you begin officially collecting? When is your cut-off date? Are you using textual data instead, or with? What kind? How involved will it be for you to collect it? Where will you go to get it? When? How much of each day will you put into this part?

You should write as you go. On the days of or days after youre doing some type of collection, when and how much time will you donate to writing about AND analyzing your findings?

Have you considered AND woven in contingency time? This is extra allotted time for if something doesnt go as planned (FYI: something ALWAYS goes off into the ditch).

My suggestions are only the basics; you should have more and more personalized info beyond what I listed.

Free Calendar Templates To create the calendar, either fill out a dated table or google free calendar template. There are lots you can use. I happen to use this: http://www.wincalendar.com/word-calendar-templates.htm You are not required to use the free windows template; use what works best for you. Print out your filled-out calendars for a grade by the due date at the top of the assignment. Make sure all writing is legible. I suggest creating this along the way, adding and deleting as needed until its turned in.

Paper 3: Annotated Bibliography Using MLA Style An annotated bibliography is simply a list of sources (a bibliography) for your project. It should contain:

a focusing introduction to the bibliography and a short descriptive and evaluative summary (annotation) of each source on the list.

The short (roughly one to two pages) introduction to the annotated bib explains the purpose and focus of the bibliography (its not about your research projectyoure explaining the FOCUS of the conversation), who would be interested in it, and what your criteria are for inclusion and exclusion of sources. Make sure you discuss content as well as other relevant reasons here. (This is worth 20% of your grade, so dont forget to write and intro.) The roughly 100-200 word annotation (summary) following each source summarizes & evaluates the source and details its relation to the bibliographys topic, and thus its usefulness to your research. How should you write each entry? Use as few words as possible to provide as much information about each source as is relevant for your research project:

First, explain the type of source you are annotating, the topic of the piece, and the qualifications of the author. For example, In this scholarly journal article, John Jones, a researcher at Johns Hopkins University, evaluates approaches to reading incentives.

Then describe research methods and summarize the main claims of the piece. For example, Jones

surveyed 400 high school students and concluded that A and B types of incentives are not as useful as C types of incentives. You can include as much or as little detail about the findings/claims as will be relevant and helpful to you for your own paper. When necessary, include direct quotations or summaries to strengthen your summary. If you directly quote or even paraphrase, you should include the page number(s)

Proulx 36 for that information.

You do not need to include information that is of no possible relevance to your own research.

You should make clear how this source is relevant to your own research. For example, This article is of

relevance to my research project in its definitions of motivation and incentives and in its findings about specific incentive programs.

You should evaluate the claims and credibility of the author and/or research. To do this, look at the data,

methods, claims, relation of author to topic, etc., and determine if any flaws or bias exists. For example, if the author seems to be biased or if you think her interpretation of her data is flawed, you can comment on that in your annotation. For example, Jones argues that Pizza Huts Book It program is the only successful reading incentive program. However, his claim is suspect because he is a shareholder in Pizza Hut stock. OR Joness data may be flawed because he completely ignored the D types of incentives.

How is an annotated bib arranged and formatted? Arrange the bib alphabetically, beginning each entry (source) with an MLA citation (just like it would appear on a Works Cited page) and following that with its annotation. MLA format dictates that the entire bibliography should be double spaced. Do not put an extra space between entries. Use a hanging indent after first line of citation. For example:

Goldscheider, Frances Kobrin, Linda J. Waite, and Christina Witsberger. "Nonfamily Living and the

Erosion of Traditional Family Orientations Among Young Adults." American Sociological Review

51 (1986): 541-554. JSTOR. Web. 12 Feb. 2014.

The authors, researchers at the Rand Corporation and Brown University, use data from the

National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that

nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving

them away from their belief in traditional sex roles. They find their hypothesis strongly supported

in young females, while the effects were fewer in studies of young males. In contrast, an earlier

study by Williams, cited below, shows no significant gender differences in sex role attitudes as a

result of nonfamily living. This is relevant to my research because their claims support my stance

that values of young adults are eroding. One potential flaw in the data may be the unequal

distribution of surveys among races.

*Importantly, your annotated bibliography must have varied prose. Do not write a document in where every entry uses the same type of wording (like have the same phrase start each entry. Thats icky.). Your sources MUST be credible to your project. See this site for more information about how to format annotated bibliographies in correct MLA style: http://owl.english.purdue.edu/owl/resource/614/03/

How many sources are required? I cannot give you a specific source requirement. You are each examining different conversations, each with varying numbers of participants. What I want is for you to use this as an opportunity to get into a conversation and see what has been said. I will note, though, that seven sources is probably underachievement and is an automatic C- gradeand thats with the rest of document being perfect (unless you

Proulx 37 are researching a brand new topic, of course. And even then, one would think you could find at least a couple more that have some small connection to at least part of your project); 25 is probably overachievement. Remember that your research project is an attempt to join a conversation. The annotated bib is an overview of that conversation. Too few sources, and you probably havent explored the conversation. Too many, and you will never get to what you have to say! What is the purpose? The primary purpose of the annotated bib is to get you reading the ongoing conversation about the research area that interests you. But as you do that, you need a way to stay organized, so the secondary purpose of the annotated bib is to serve as a research aid. You will not find a better way to organize and keep track of your reading. With large, multiple-source projects, youll always fight some level of confusion about who said that? or where did I read that? Annotated bibs give you a birds-eye view of who said what on what topics. Due Dates and Other Information: Remember, this entire document must be presented in MLA style. Word users: please remove that annoying gap in between paragraphs. Use 12-point, Times New Roman font, and one-inch margins. Double-spacing is a requirement. Supply the actual page number any specific cited or paraphrased info comes from. Resist newspaper articlesthey are usually reporting on the research others did instead of doing their own, so go to their sources. This means no Reuters, AP, or obvious articles. When in doubt, come see me and well hash it out together. Rough Drafts for Peer Review DUE: See schedule for various parts Final Draft DUE: Thursday, March 5, 2015 Value: Up to 50 points.

_______________________________________________________________

Official Research Proposal (will go into participation grade)

Proposal (the final or revised plan): Now that youve explored some articles and hashed out some ideas, you can decide the specifics of your topic and weed out projects that are already talked about a lot. You should plan on testing out your hypothesis as well. Once done, write a 2- to 3-page (minimum; it can be longer) planning document that outlines the following (use bullets OR headings in your proposal so as not to miss anything):

Your newest and final version of research question(s) and the methods youve tried out so far (how many surveys and/or interviews have you doneif needed? What kinds of textual pieces do you have, if using any?) What are some preliminary results? Do NOT discuss secondary data here.

What do you hope to learn by investigating this topic? Whats your current hypothesis? Who are the people and groups who would be interested in your topic and why would it matter to them? What articles have you found so far that relate to this topic (what other people know) and how useful are

they to you? List the article titles. Then, in 4-6 sentences, explain the gist of the conversation. How do you plan on analyzing all your primary data? A revised copy of your survey and/or interview questions, only if youre using any. If youre doing any

observations, supply a list of the activities youre looking at.

Proulx 38 MLA counts

SPECIAL NOTE: You must get this plan approved by me in writing to continue any further. This is often one of the toughest assignmentsIF youve put little to no thought or effort into your project. Most of your grade for the semester hinges on your topic and plans for researching it, so waiting until the last minute to attend to this will adversely affect your grade. Resist the urge. You should strike a more confident tone here, as though you are convincing me to permit your study to continue. In fact, that is the essence of a proposal. Make your study important in the eyes of your audienceme! Proposal DUE: On or Any Time Before Tuesday, March 3, 2015 Value: up to 30 Points

__________________________________________________________________________________________

__

Paper 4: Review of Literature (3-4 pages, Double-spaced) Rough Draft for Peer Review DUE: Tuesday, March 24, 2015 Final Draft DUE: Thursday, March 26, 2015 Value : Up to 50 points

What is a Review of the Literature? Imagine yourself having come from a meeting in which a complex debate took place. You want to tell a group of friends about the meeting, and to do so you need to describe the conversation. You will explain the important ideas that got covered, who made various points, and why they made them. When youre finished, your friends will have a good sense of how the conversation went, and theyll feel able to jump into the same discussion and make their own points. This is exactly what reviews of literature do. They appear, in one form or another, in virtually every academic article, recounting what has already been said in the conversation as well as what has been left out of the conversation, so that readers can understand where the writer is going to jump in. Lit reviews describe what is considered known and unknown about a given issue. They synthesize the arguments that have already taken place,