ENC1101


 * ENC1101: Introduction to Composition **

This course is designed to develop skills in critical thinking, the writing process, and for composing in different rhetorical situations. This course contributes to satisfying Florida State Board of Education Administrative Rule 6A-10.030, College-Level Communication and Computational Skills (formerly known as the Gordon Rule).

//This course also helps develop the general education outcomes of (1) critical/creative thinking; (2) communication; (3) cultural literacy; and (4) information and technical literacy.//
 * CREDIT HOURS:** 3 Semester Hours


 * DEGREE:** A. A. (Core) and A. S.


 * CONTACT HOURS:** 45 Hours Lecture

Learning
 * INSTRUCTIONAL METHOD:** Lecture/Discussion/Conferences/Workshops/Collaborative Learning/Distance

The student will be able to:
 * STUDENT LEARNING OUTCOMES:** //(General Education Outcomes)//
 * 1) Demonstrate critical thinking and reading skills. //(1, 2)//
 * 2) Apply an understanding of the elements of writing processes to various genres. //(1, 2, 4)//
 * 3) Use strategies for composing in different rhetorical situations. //(1, 2, 3)//
 * COURSE OUTLINE:**
 * 1) Critical Thinking and Reading
 * 2) Explaining conventions common to academic prose.
 * 3) Analyzing texts for central ideas, reliability, accuracy, and supporting details.
 * 4) Evaluating one’s own and others’ writing for strength of central idea, organization, purpose, genre, aesthetic value, and the conventions of standard edited American English.
 * 5) Describing rhetorical situations that underlie texts
 * 6) Writing Process and Genre
 * 7) Recognizing the elements of a writing process (i.e. plan, draft, revise and edit) and applying an individualized writing process that incorporates flexible strategies based on genre and context.
 * 8) Revising one’s own writing substantially for complexity, clarity, organization, purpose, genre, aesthetic value, and the conventions of standard edited American English.
 * 9) Understanding the collaborative and social aspects of the writing process, including incorporating feedback from instructors, tutors and/or peers.
 * 10) Demonstrating basic digital literacy.
 * 11) Rhetorical Situations
 * 12) Recognizing how rhetorical situations shape reading and writing.
 * 13) Writing for different purposes, audiences and contexts while integrating one’s own ideas with those of others (i.e. summary, paraphrase, and direct quote).
 * 14) Articulating and assessing the effects of one’s writing choices.
 * 15) Using formats and structures, including citation styles, appropriate to rhetorical situations.

In this **College-Level Communication Skills** course, students must demonstrate their ability to produce “college-level writing through multiple assignments.”
 * 1) Students will complete at least four different, formal writing tasks in this course, totaling at least 5000 words (about twenty pages) of formal writing.
 * 2) All formal written work must be at least adequate “college-level writing” as defined by the college. If written work is determined to be unsatisfactory, less-than adequate as “college-level writing,” the student cannot receive a satisfactory grade of C or above, regardless of other work in the course.
 * 3) Students who have difficulty with writing tasks are encouraged to use the DSC-UCF Writing Center.
 * **// ACADEMIC APPROVAL: //** ||
 * Dr. Evan Rivers, Department Chair, School of Humanities and Communication

Associate Vice President Susan Pate, College of Arts and Sciences ||
 * ** REVISED: 2/14 ** ||

Resources
Syllabus Template

The Norton Field Guide to Writing with Readings (ISBN: 978-0-393-26437-1) -- W. W. Norton Ordering and Information Website

For Norton's .PDF supplement on MLA Style, 8th edition, visit the Falcon Online Master Course for ENC1101: class.daytonastate.edu --> My Home --> Master Courses --> ENC1101-MC --> Content --> Resources --> Norton Field Guide to Writing. 