Portfolio grading rubric

This is the rubric I will be using to grade your portfolio (and your class grade as well). It's fairly simple, to make things easier on me. I just edited it as I realized I left out the point spread for B+ :).

J Moody

Final Exams

10:30 Class - Tuesday 4/27 at 10:00

12:00 Class - Thursday 4/29 at 10:00

PLEASE note - according to the schedule both finals are at 10:00. We will be writing a reflection paper for inclusion in your portfolio - you will get the prompt at the final.

Please sign up for conferences next week

I had originally thought to just have you come in, but it would be easier if you would sign up for a time. Please go to this wiki page and click the Edit button on the top right corner, then enter your name next to the time you'd like to come in. It's ok if someone is already coming in at that time - I can see more than one person at a time (although more than two is a little much!). Don't forget to save the page when you're done. I'll send this out as an e-mail as well.

WIKI sign up sheet

Please note that I changed the due date on the core 4 assignment to reflect that it is due at your conference, rather than in class or on the blog (since we're not having class)

J Moody

Some in-class assignments for your portfolio

I finally have that list together...

For the writing that I posted on the blog, by the way, that's not included - you can just go through the blog and check those off. These are just the things that I recorded in my notebook that may not be on the blog (and if any of these made it onto the blog and are duplicates of stuff that is already on the blog, just ignore that).

Of course, all 4 core assignments should be in there, plus the drafts, plus in class writings, plus everything that's on your blogs. Most of the later writing that we did in-class ended up on the blogs, but a lot of the early stuff did not, so that's what most of these are, from the beginning of class. I won't take a ton of points off for missing these, but missing the core writings and drafts does count a lot, because that is the majority of your grade.

• Writing about how did the computer change your writing?
• What kind of cell phone do you have?
• Bolter quiz/writing (I can't remember whether this was a quiz or just a directed writing assignment)
• Johnson quiz (writing on what is the purpose of chapter, using at least one quote to illustrate)
• Rhetorical analysis of DeVoss (I think this is on your blog)
• For one of your articles, identify the research method used and tell us why you think it was used (this may be on your blog)
• Steinkueher - what is a discourse community (I think this is on your blog too)
• Your Cornell notes for Wysocki and Johnson Eilola (this is not on your blog, I don't think)
• Any peer reviews that you got for any of the core drafts
• From 4/1 - reflection on research done to date
• And what we're doing today - I think that's it.

J Moody

In class activities for Today (Thursday, 4/15)

First, please take the ENC 1102 Survey. This will help the composition department direct our activities for the coming year. Next, I would like some help designing my course for Fall 2010. And I appreciate your feedback and assistance. Because our student evaluations (which you should be taking, by the way) aren't particularly targeted nor helpful in actually designing actual activities, I am asking for specific feedback about the course activities. This should be put into your portfolio and please be honest - I won't see it till I look at your portfolios, and it won't affect your grade in any way - this is strictly for my personal development. Do this on paper, by the way, and just stick it in with your stuff to be bound when you take in your portfolios.

If you want to gripe about the content of the class or me as a teacher, that is ok (I have a pretty thick skin), but not particularly helpful to those who come after you (and besides, there is always ratemyprofessor.com for that). Here are some areas I'm particularly interested in getting feedback on (you don't have to answer all of these - you can pick one that interests you to concentrate on or that you found particularly troublesome):

1. What activities did you get the most benefit from in this course, in terms of improving your writing process? The least? Which core assignment do you think was the most beneficial in helping you learn to research more like a future scholar? The least?

2. Which texts did you find particularly helpful in developing your own topic, or in learning to think about digital literacy? How did the in-class discussions help you understand these texts? Or do I need to do more during the in-class dicussions to help guide you through these texts? If so, what do you think would be helpful? What have you done in other classes that has helped you understand difficult texts, perhaps, that we could incorporate in here?

3. What aspect of my teaching was most helpful or troublesome? Did I give adequate feedback or direction? Was I available to help you outside of class, or did you feel that I was not particularly helpful, for example? Did you feel that when I commented on your papers, you were able to take what I commented on and turn that into a useable direction for your draft?

Thanks for your help, and please remember that the purpose of this exercise is to help the students I'm teaching next semester :). There is no minimum or maximum length for this, and it is not a required assignment.

J Moody

For Thursday, April 7

Read Lunsford (the blue book) Chapters 7 & 8, and make sure to bring your book with you.

Remember also that Core 3 is due that day - you will need to turn in a hard copy in MLA format, and copy and paste the annotation for each source onto that source in Diigo (you can edit the source in diigo and paste the annotation into the description).

Chapter 7&8 Test

Core 4 Assignment

Core 4 Supplemental Materials

For next Tuesday, please read chapters 9 and 10 in Lunsford.

For those of you who are writing about plagiarism

I found a great book for you to check out:
Composition and Copyright: Perspectives on teaching text-making and fair use Chapter 4 (starts on page 81). Not all of the pages are available online, so would need to check it out or take notes on it from the library. He talks about Lessig's creative commons act (important to talk about if you're dealing with plagiarism as an opposing view, by the way - look him up!).

What's due and when

Thursday, 4/1: Peer review of Core 3 (in class) - bring in draft of introduction, one annotation.

Tuesday, 4/6: Core 2 rewrite due for full credit

Thursday 4/8: Core 3 due

Tuesday 4/13: CARS introduction due on blog

Readings for Thursday, April 1 (not due till 4/13)

Read the following, about using the CARS outline:

Swales' Three Move Model for Introductions

Think about how you could use this in the introduction to your argument paper to establish your "niche." Write a quick outline (less than one page) sketching your own topic using this outline. This is due on 4/13).

Thursday March 25 Class

Is cancelled. I have to do a focus group that day and will need class time to do it.

Core 3 Annotated Bibliography - MLA Style Due April 8

What is an annotated bibliography? An annotated bibliography is simply a list of sources (a bibliography) for your project, and it should contain the following for five sources (the three you collected for core three and two additional sources):

• An introduction to the bibliography that focuses your bibliography in the context of your topic.
• A short descriptive and evaluative summary (annotation) of each source on your list.

The short (roughly half-page) introduction to your annotated bibliography explains the purpose and focus of the bibliography - who would be interested in it, and what your criteria are for inclusion and exclusion of sources. In other words, why did you decide to include certain sources and exclude others?

Example of an introduction

The roughly 100-200 word annotation (summary) for each source summarizes and evaluates the source and details its relation to the bibliography's 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 your 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, if any 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 as necessary. When necessary, include direct quotations or summary to strengthen your summary. If you directly quote or even paraphrase, remember to include the page number(s) 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, if that link is not easily obvious to me. For example, "This article is of relevance to my research project in its definitions of motivation and incentives and its findings about specific incentive programs."
• You should evaluate the claims and credibility of the author as necessary. 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 interpretation. For example, "Jones argues that Pizza Hut's BookIt program is the only successful reading incentive program. However, his claim is suspect because he is a shareholder in Pizza Hut stock."

How should you format this annotated bib? Create a word document (hard copy). On the word document, format an MLA citation just like it would appear on a works cited page, then follow that with the annotation (no separate page for each entry - just divide them with the citation). MLA format dictates that the entire bibliography should be double spaced. Do not put an additional space between entries. Use a hanging indent after the first line of the citation, like this:

Goldscheider, Frances Kobrin, Linda J. Waite, and Christina Wistberger. "Nonfamily living and the Erosion of Traditional Family Orientation Among Young Adults." American Sociological Review 51 (1986): 541-554. 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…

Plagiarism Workshop

First, what is plagiarism? UCF defines plagiarism as the intentional or accidental misrepresentation of someone else's work,ideas, or words as your own.

In your groups, consider the following scenarios. Rate these scenarios on a scale of 0-5, where 0=not plagiarism at all, and 5=probably IS plagiarism. You should also discuss and answer the question -does this situation have a high potential to BECOME plagiarism? Why or why not?

Also discuss the reasoning behind your decision - is this situation fair? Is it justifiable? Are there perhaps some instances where the University atmosphere CONTRIBUTES to plagiarism?

1. You and a roommate have ENC 1102 papers due at around the same time. In order to save time and have more fun doing research, you choose similar topics and research together. You will certainly write your own papers, but you use the same articles and books.

2. You have a paper due in Technical Writing that is supposed to be a proposal. You are also taking a speech class where you have to write a proposal. You decide to write the paper and the speech on the same topic to save time since you are taking 6 classes.

3. You are taking your first online class, and the teacher's assignments are very vague. For this assignment, you really aren't sure what he wants, but you do know that you are supposed to post something on the discussion board and answer some questions from the module. You look at the discussion board and see that some other students have already posted their assignment, so you look at their postings to get an idea of what they answered in response to the question and feel much better. Now you know what you have to do!

4. Same scenario as number 3 above, but this time you look at their postings, and use one of the assignments as a template. You change their answers and post your response, but then you get an e-mail from the teacher accusing you of plagiarizing the assignment. How could she do this? Your answers weren't the same as the other student's!

5. You are creating a powerpoint for a class presentation and are browsing around the Internet looking for graphics. You find a picture that is just perfect for your powerpoint, so you copy it into your presentation. When you view the other students' presentations, everyone else has done this as well. Your teacher gives you an A for your presenation. Did you plagiarize?

For the next part of this assignment, I want you to look up on the UCF Office of Student Conduct website (http://www.osc.sdes.ucf.edu/) what the penalties for plagiarism at UCF can be. Discuss them in your group - do you think that they are fair? Too harsh? Not harsh enough?

For homework, please read the University Writing Center's handout on plagiarism at http://uwc.cah.ucf.edu/handouts/Avoiding_Plagiarism.pdf.

Important change to Core 2 Due date

In class I announced this change, but this will make it official. I am changing the due date for Core 2 to Tuesday, March 23, 2010.

Core 2 Due Thursday (now Tuesday 3/23)

Wow, that snuck up on me! Here is a link to Core 2 just in case you lost your assignment.

Today in class we will be doing conferences, just because there really is no good way to do a peer review on this type of Core paper. I will see you in class, and I hope you had a good spring break!

Oh, and I had told you that I wanted your paper due on your blog, but I changed my mine (ok, so I get to do that from time to time). This is mostly because of my schedule next week - I decided since I have to move around a lot it would be easier for me to cart around a few papers at a time than my laptop.

So this is how I want you to turn in your paper:

MLA format (this means double spaced, with your name, ENC 1102 and the section number, the date, Core 2 Research Plan as the title centered on the page, and the pages numbered - please see Purdue OWL MLA Paper Format for more information). Stapled, and NOT in a folder. For your sources, I want them cited in-text, and a works cited page as well, but I also want them tagged in diigo and shared with the class group.

Information about the CITI training

If you are going to do any research that involves human subjects, you are required to take the CITI training. Here is a link to that website:

CITI Training Website

Make sure that you print off a copy of the certificate that you get at the end and bring me a copy. You must also submit all study materials (survey questions, interview questions, etc.) to me before you conduct any research.
JM

For Thursday, March 4

Come up with a research question on your topic, and e-mail this question, along with your responses to the following questions, by Thursday:

1) Is the question researchable? How?

2) What type of information will I need to gather to answer this question?

3) Is the scope of this question reasonable?

Include the following two questions in your e-mail, and I will answer them:

4) Is my question too broad, too narrow, or ok?

5) Given the answers to questions 1, 2, and 3, what do I need to do to develop this question further?

For help with coming up with a research question, read Lunsford (the Handbook, not Everything's an Argument) page 151-152) on writing research questions.
Read Carr's Is Google Making us Stupid?

Select two articles that relate to your Core 2 topic and bookmark them to Diigo. In the paragraph description (when you bookmark an article Diigo gives you a place to put a description), tell us why these sources effectively support the writer's claim. Share these articles with the class research group by selecting Edit and then Share to a Group.
/jm

Information about formulating research questions

This is where I got the information for the exercise we did in class today. While it's specific to behavioral science, the information can be applied to most any discipline, and there's a LOT of information about research on this site.

The Research Assistant

Developing a research question

Article is up for Thursday

I'll just go ahead and post the link here:

Wysocki and Johnson-Eilola

For anyone that I scared off from the reading, by the way, it's not that HARD - it's just a bit disjointed :).

And I have a question for you for Thursday:

Why do you think it is that I always refer to articles by the author's last name rather than by the title of the article (unless we have more than one article by the same author)? I have a reason, I promise :)

And now, on multimedia: NPR on the digital divide, specifically how the African American community is attempting to deal with this issue.

Since I think a lot of you are probably having trouble

Coming up with a topic, I wanted to ask you some questions that might help.

What is a writing-related problem? What kinds of problems do we have with digital literacy? Are computers creating any issues with writing?

For example - think about what it's really like to write in college. Does the 5 paragraph essay really work here when you're asked to create a composition on a blog? What kinds of skills do you REALLY need in order to be able to write in college? Both writing and computer skills?

My point with this post is that things are different now, and what we did before doesn't really work all that well. So I'm challenging you, through your research and your writing, to help me find out what really DOES work for you in college. Through your choice of topics, let's explore what writing is like in college in the digital age.

/jm

For Tuesday, Feb. 23

In this class, you will be interviewing each other to determine what ideas you have for your topic for Core 2. So when you come to class, make sure you have the following:

1) An idea for a topic (so that you will have something to talk about!). You don't have to have this idea fully developed, but you should have a general idea for a research idea as for how you would go about researching this topic.

2) A set of 5 questions (at least) for your partner that addresses what their topic is and how they will research it. They don't have to have concrete answers to your questions, but they should at least know how to find out the answers.

I will see you then - hopefully I'll be over this cold by then!

Homework for Thursday, 2/18

Read the excerpt from Sherry Turkle's Life on the Screen (below on the readings list). Find one online community (this can be a blog or a discussion board) that you might be interested in observing - it can be related to a topic that interests you.

Start thinking about your topic area for Core 2 - on Thursday we will be talking about discourse communities and beginning to discuss research questions.
/JM

Edit: For the Turkle reading, I couldn't find the book! So instead, I found this article:

Cognition and Learning in Massively Multiplayer Online Games by Constance A. Steinjehler. Read pages 1-6 for background, then 14-23.

/JM

Sometime between now and Friday (2/19)

I'd like you to take the Library's Information Literacy Module on Creating a Search Strategy, located at :

Information Literacy Modules

It takes about 30 minutes to complete, and you will need to get an 80% or better on this. You will need your NID and NID password to login so that I will receive the grades. This will help you learn to develop an effective search strategy so that when you search for articles, you'll find more and better ones!

If you don't pass with an 80%, by the way, you won't fail the course :).
JM

Peer Review for Tuesday, 2/8

Here is the form for the Peer Review. Please print this out and bring it to class with you.

Also, here is a copy of the Grading Rubric that I reference on the peer review - you don't have to print it.

For Tuesday, February 9

Bring in a draft of your Core I. I would prefer that this be a hard copy, as it is easier to do a peer review. This draft should begin to incorporate sources (the readings from class are a good place to start!) and be as complete as possible. Remember, if you don't have a draft, you will be unable to participate and will receive an absence for the day.

Please also print out a copy of the peer review form (on the post above) and bring it with you. I'll try to bring a few copies but I'm not sure I can get to the printer before class.

JM

Homework for Thursday, February 4, 2010

Find at least 1 scholarly article (using Google scholar) that deals with audience awareness. You may work in small groups if that is helpful - bring in one article per group in that case. Write a 1 paragraph summary for the article that tells me what the author(s) claim is. Use specific examples from the text to support your summary.

Please bring your computers if possible, because in class we will be working with the UCF Library database.

A draft of your Core I assignment is due on February 9 in class. We will be doing a peer review of the Core I assignment in class.

/jm

Link to blogs for Section 105 (12:00-1:15)

Hugo Azevedo http://moodyaboutenglish.blogspot.com/

Alex Buser http://theilliteratetruth.blogspot.com/

Tyler Kingsley http://kingsley1102.blogspot.com/

Lauren Leasure http://l-leasure.blogspot.com/

Dany Son http://hello-dany.blogspot.com/

Lauren Kanzler http://laurenkanzler.blogspot.com/

Alex Schael http://schaal1990.blogspot.com/

Alycia Deitke http://lishownsss.blogspot.com/

Austin Bucher http://abucherblog.blogspot.com

Kim Scottaline http://kimscottaline.blogspot.com/

Liam Perry http://liquidliam.blogspot.com

Justyn Cole http://jcole6.blogspot.com/

Ryan Card http://ryancard1102.blogspot.com

Nicole Lacek http://nicolelacek.blogspot.com/

Michael Felix http://mfelixenc1102.blogspot.com/

Mike Burnett http://michaelburnettenc1102.blogspot.com/

Brandon Whelan http://brandonwhelan.blogspot.com

AJ Schuyler http://aj1102.blogspot.com/

Gina Thompson http://ginat90.blogspot.com/

Brittany Ehremann http://brittsaidwhatt.blogspot.com/

Kelsey Kramer kelseyleighh.blogspot.com

Yomali Morales http://yomalisays.blogspot.com

Kari Klein http://kariklein24.blogspot.com/

Link to blogs Section 112 (10:30-11:50 class)

Trisha Piercy http://trishwish.blogspot.com

Chelsea Melville http://chelsm09.blogspot.com/

Kelsey Saur http://kelseysauer.blogspot.com/

Kaycee Johnson http://kayceejohnson.blogspot.com/

Nick Thompson http://nthomson13.blogspot.com/

Ashley Hayes http://ashleyhenc1102.blogspot.com/

Lizzy Cole http://lizzycole.blogspot.com/

Erik Prieto http://erikcp.blogspot.com/

Madison Taylor http://madison1102.blogspot.com/

Zoe Goldman http://zoegoldman.blogspot.com/

Molly Smith http://enc1102smith.blogspot.com

Ashley Essex http://aceessex.blogspot.com/

Corrina Parra http://cpg120.blogspot.com/

Lauren Smoley http://lsmoley.blogspot.com/

John Gibsion http://johngibison.blogspot.com/

Joel Hall http://jhall08.blogspot.com/

James Jacome http://enc1102james.blogspot.com/

Anna Jones http://annajones-enc1102.blogspot.com/

Rachel Nohrr http://rachelnohrrsblog.blogspot.com/

Erica Johnson http://erica1290.blogspot.com/

Garrett Johnson http://gjohnson34.blogspot.com/

Kelsey Divita www.kelseyenc1102.blogspot.com

Croix Provence http://www.blogger.com/profile/15887052757901263671

Ashley Roberts http://ashleyroberts13.blogspot.com/

Bradford McKeon http://bradfordmckeon.blogspot.com/

Homework for Friday, 1/29, and Tuesday, 2/2

• Part I of Core I due on your blog by 5:00 pm Friday.
• Part II of Core I due on your blog by the start of class on Tuesday, February 2, 2010.
• Read DeVoss (on blog). In class, we will be analyzing DeVoss for rhetorical structure and appeals.

By the way, here is a copy of the Core I assignment just in case you didn't get it or lost it.

Because I've had some questions about how Part I and Part II are different, I added some clarification to the assignment:

In Part I, you are using mostly just your own observations about yourself to reflect on your experiences with technology and where you think you are strongest and where you need to improve. In Part II, you need to actually do some research (whether that is web, talking to someone in your field, or other???) to find out what kind of technology your future career or college major will require. Then in Part II you will reflect on what you will need to do to prepare for this. It takes the more mechanical part that you talk about in I and directs it towards a specific audience (your future employers and professors).

I speculated that in Part I, you would focus more on fun technologies, so Part II is an attempt to aim you more towards the work-oriented technologies that you will be using in class and business.

Homework for Thursday, January 28

Read Selber (in the Outside Reading section). I gave you some hints, but this is a very important article for understanding digital literacy, so read the whole article carefully - you will probably want to take notes.

Read Lunsford Chapter 5, paying particular attention to examples of ethos, pathos, and logos. What are they?

On Thursday we will be completing Part I of the Assignment in class. Instead of doing the survey, we will instead be talking about how technologically savvy you THINK you are :). For now, since we don't have the technology quiz you are developing done, we'll have to go on our instincts.

/JM

Homework for Tuesday

1. Set up your blog in Blogger, and send me the URL. I will create a post with each classes' blogs so that we can see what we're doing :).
2. Do the assignment below and post it to your blog.
3. Read Chapter 6 in Lunsford (Everything's an Argument), and read the excerpt from Johnson's Interface Culture that's posted below (in Outside Readings).

Assignment to be posted on your blog:

Using the article that you found in Google Scholar, write a one to two paragraph analysis of the text, exploring the rhetorical context of the article. Don't just tell me whether the intent of the article is to inform, to convince, to explore, to help, etc., tell me something about the article, about the author's main argument, and about the rhetorical context of the article. Use specific examples from Chapter 1 in Lunsford to support your reflection, and make sure to cover the questions "Who is arguing? What purpose is the writer trying to achieve? To whom are they directing their argument?"

This assignment will be worth 20 points, and will be due Tuesday before the start of class.

Your first Assignment (I talked about this in Class on 1/14)

Find an article related to literacy or digital literacy that interests you using a Google search. You can use the first prompt under the Diigo blog post as a guide.

Create a Diigo account and post this article to Diigo so that you have a trail of your research, and bring a copy of the article with you to class on Tuesday.

Also read the second article on the blog, Brandt's Sponsors of Literacy, and bring a copy of it with you on Tuesday. I'll see you then!

JM

Oh, and if you have any questions about the assignments, you can post them as comments under here, and that way your classmates can benefit from my answers as well :).

Link to syllabus

Rather than print out the syllabus, I'm uploading it here:

ENC 1102 Syllabus

Create your own Reading List on Diigo

http://www.diigo.com

As a supplement to the scholarly articles, Diigo is an online research engine where students can search for texts that interest them about each unit's objective. These additional readings should spawn further debate or provide clarification of concepts that we cover in the unit. The following are steps to get you started using Diigo:

1. First, do a general web search for texts that focus on some of the concepts in the chapter. Choose the one that is most interesting to you. Post the article to Diigo with a short summary and evaluation. This text may be a video, cartoon, newspaper article, book, etc.

2. Now search Google Scholar (available through the drop down box in the Google Search Engine) or texts that focus on some of the concepts in the Chapter. Choose one that is most interesting to you. Post it to Diigo with a short summary and evaluation.

3. Finally, go the UCF library website and find a database that you think relates to the topics discussed in this unit. Chose an article that is most interesting to you (students who have had me before, you can NOT use CQ Researcher!). Post this article with a short summary and evaluation. Also write a brief comparison between the kinds of sources you found in a general web search, the kinds of sources you found with the Google Scholar search, and the kinds of sources you found using the library database.

Outside Readings for ENC 1102

Wysocki and Johnson-Eilola, from Passions, Pedagogies, and 21st Century Technologies.

DeVoss reading. This is Chapter 7 from the book "Literate Lives in the Information Age," which is available as an e-book from the UCF library. You will need to login to the library, then do a search on the front page catalog for the title. You will see the title, then an e-book link that says "click here for full text from NetLibrary." Click on the e-book link, then click on chapter 7 and read that.

I also scanned it here: Devoss.

Selber, Chapter 1 from Multiliteracies for a Digital Age. Pay particular attention to the sections on "A Portrait of the Ideal Multiliterate Student" and the table and description of the conceptual landscape of the computer multiliteracies program.


Johnson, Steven, from Interface Culture. There are two files - the first one is the whole of Chapter 1 - Bitmapping. The second file is just pages 28 and 29, because they didn't scan correctly the first time.


Bolter, Jay David. Introduction from Writing Space.


Malcom X. Learning to Read. From Autobiography of Malcom X. 1966.

Brandt, Deborah. Sponsors of Literacy. College Composition and Communication. 49.2 (1998): 165-185.


Lutz. William. Weasel Words.