ENC 1102 Course Unit Plan

Instructor(s):​​ Amanda Estevez (aeste043@fiu.edu)

Jason Katz (jasokatz@gmail.com)
Robert Gryder (rgryder666@gmail.com)

Class meeting days/time:​​ Mondays, Wednesdays, and Fridays at TBD

UNIT Schedule OVERVIEW

Unit 2: Collecting and Communicating Information Responsibly

Weeks 5 – 10 (9/23/19 - 10/27/19)

Supports Learning Objectives:
· Interpret and evaluate how information is produced and consumed in
specific contexts, including networked environments
· Develop critical knowledge of primary and secondary research methods
· Compose rhetorically effective media for different audiences
· Develop and use effective invention, composing, and revision processes
· Deepen reflective and metacognitive thinking strategies
· Use intellectual property responsibly

Projects and Tasks:

● Source Evaluation Blogs (weekly homework assignments)
● Video Proposal (major project)

Weekly Schedule BY UNIT

Unit 2: Collecting and Communicating Information Responsibly

Weeks 5 – 10 (9/23/19 - 10/27/19) Major Project: Video Proposal

In this unit, you will learn to understand and apply responsible research methods and explore
available genres in which you may communicate your own research. Throughout this unit, you
will gather, evaluate, and interrogate sources, analyzing their genres, audiences and purposes.
You will examine the ways in which sources and researchers function in specific networked
environments.

Week 1
9/23 – 9/29
Forecasting Unit 2 | Learning to Locate and Use Intellectual Property Responsibly

Monday

Class Goals/Learning Objectives:

· Introduce video proposal assignment sheet and overview of the goals for this unit.
· View example Video Proposals (both effective and ineffective) and analyze them
rhetorically for visual imagery and audiovisual strategies.
· Discuss the techniques of creating a video proposal (Adobe Spark, PowerPoint,
iMovie).

Readings:
· The Video Proposal Assignment Sheet. (Homework due this day will be a list of
questions they might have about it.)

In-Class Activities/Plan:
· The students will be assigned sections of the Video Proposal Assignment Sheet in
Think-Pair-Share format (think individually, pair up to discuss how they might summarize
their section, share their section with the class).
· Whole Class Discussion: What about the Video Proposal examples seemed the
most effective? Which ones clearly expressed and communicated their purpose? Which
ones did not? Why? Did they address their audience effectively? How did these example
video proposals use ethos, pathos, and logos to enhance their use of imagery? How did
they use these rhetorical appeals verbally?
· Review the different methods of creating the Video Proposal with them (watch
Adobe Spark tutorial).

Homework (Due Wednesday):

· Pose your research question. State the argument you will be investigating, explain
why it is important/significant, and how it affects the community you have been writing
about. The question that you pose should be one that you find interesting. It should be a
question that you don’t already have an answer to. Your research question should: be
clearly defined, appropriate in scope, and feasible to research using the resources you
have at hand. 250-300 words.

Wednesday

Class Goals/Learning Objectives:

· Practice using intellectual property responsibly.
· Practice creating citations.
· Define plagiarism.

Readings:
· Becoming A College Writer,​ Chapter 24
· Plagiarism PDF

In-Class Activities/Plan:
· Kahoot activity to review understanding of the readings on plagiarism.
· Mini Lecture: How to define plagiarism and avoid it. How to create/use citations in
MLA format and structure a works cited page.
· Using the​ ​Purdue OWL​ page on citations, show students how to crate a citation in
MLA format.
· Group Share: Summarize the key takeaways from the lecture. Give students three
sources and have them practice making citations in MLA format. Then, have them structure
it as a Works Cited page.

Homework (Due Friday):

· Look at the notes taken in your group during Wednesday’s class. Compare and
contrast it to the information in the video​ ​Using Citations Effectively by Shmoop​. Upload
your notes to Canvas for a low-stakes writing assignment. 250-300 words.
 Friday

Class Goals/Learning Objectives:

· Learn to locate and collect relevant information for a Video Proposal.
· Practice Boolean search techniques.
· Create a works cited page geared toward their own topics that uses intellectual
property responsibly.

Readings:
· Boolean Searches PDF

In-Class Activities/Plan:
· Library research day. Have student meet in a computer lab (or bring a laptop to
class), and have a librarian come teach students how to locate and use databases.
· Have students practice searching for sources relevant to their topic.

Homework (Due Monday):

· Submit a tentative works cited page with three sources gathered from the databases
to Canvas. Must be in MLA format, as practiced in class.
· Source Evaluation Blog for Week 1 (see separate assignment sheet for details).

Week 2
9/30 – 10/6
Evaluating Source Credibility | Strong Responses, Summaries, and Paraphrasing | Double
Entry Notes
 Monday

Class Goals/Learning Objectives:

· Develop knowledge of primary and secondary research.
· Learn how to analyze sources using the CRAAP and BEAM method.

Readings:
· Becoming a College Writer,​ Chapter 12

In-Class Activities/Plan:
· Free write reflection/recap of what they learned about gathering sources during the
library research day.
· Watch the​ ​Lesson 12 Essential Video​.
· Mini Lecture on​ ​BEAM​ ​and​ ​CRAAP​ m
​ ethod for collecting sources.
· Group Activity: Create a Venn Diagram of the two methods.
· Whole Class Activity: Project a source up on the board. As a class, use the CRAAP
and/or BEAM method to analyze and evaluate the source.

Homework (Due Wednesday):

· Students will analyze their sources from the tentative works cited page activity using
the CRAAP and/or BEAM methods of evaluating a source. 450-500 words.
 Wednesday

Class Goals/Learning Objectives:

· Differentiate between strong responses, summaries, and paraphrasing.
· Practicing paraphrasing, summarizing, and writing a strong response for a source.

Readings:
· ​ ​Summary/Strong Response Format
· ​ ​Paraphrasing, Summarizing, and Quoting (Monash University)
· ​ ​How We Cite

In-Class Activities/Plan:
· Minute Write: Consider the terms strong response, summary, and paraphrasing. How
would you define each?
· Whole Class Discussion: What is a summary? When do we use one? What is the
difference between paraphrasing and summarizing? When might we use paraphrasing in
our writing? What is a strong response? How might we use a strong response to evaluate a
source? How might we use it to strengthen our writing?
· Group Activity: Provide a source for students to analyze. Have them practice
composing paraphrasing, summarizing, and writing a strong response for the source.
· Writing Reflection Activity: How might learning about these three techniques for
analyzing a source help you become a better writer? How might you apply these three
techniques outside of a writing class? Consider, for instance, how these techniques might
help you in your field of study, or in your other classes. How might it help you with your
writing projects this term?

Homework (Due Friday):

· Post your reflection from Wednesday’s class to Canvas as a low stakes writing
activity.
 Friday

Class Goals/Learning Objectives:

· Review how to effectively compose strong responses.
· Practice creating double entry research notes.

Readings:
· PDF on double entry research notes from ​Guide to Writing​.

In-Class Activities/Plan:
· Mini Lecture: Overview of what double entry notes are, and how to use them to
effectively engage with a possible research source. Explain how to compose a strong
response.
· Show a model of what double entry research notes should look like.
· Project a source on the screen, and have the whole class participate in composing
double entry research notes for that source.

Homework (Due Monday):

· Compose and submit double entry notes for at least two of the sources being used
in your Video Proposals as a low-stakes writing assignment. 300 words for each note set.
· Source Evaluation Blog for Week 2 (see separate assignment sheet for details).

Week 3
10/7 – 10/13
Identifying Claim and Audience | Tailoring Rhetorical Appeals and Media to an Audience |
Practicing Outlining Techniques
 Monday

Class Goals/Learning Objectives:

· Compose a tentative claim for the Video Proposal.
· Identify the potential audience(s) you will be addressing.

Readings:
· ​ ​Audience
· ​ ​Argument/Claim

In-Class Activities/Plan:
· Minute Write: Identify the claim you will be making in your Video Proposal. Identify two
different imagined audiences for this claim as well. Why did you pick these audiences?
Propose different strategies can you use to effectively convince this audience?
· Class Discussion: How do we identify an audience when composing a piece of
writing? How can we use the rhetorical appeals to persuade an audience? Is every
audience persuaded by the same use of appeals? How might we tailor our use of appeals
for each audience?
· Project a source or two and have students identify the audience that each author
might be addressing.

Homework (Due Wednesday):

· Write to describe your imagined audience, the rhetorical appeals you intend to use
to persuade them, and why it is that these rhetorical appeals will be effective for your
imagined audience. 400-500 words.
· Respond to at least one classmate’s Blog Post. 100-150 words.
 Wednesday

Class Goals/Learning Objectives:

· Discuss the use of ethos, pathos, and logos when addressing different audiences.
· Learn to create rhetorically effective media for different audiences.
· Learn how to use graphics ethically.

Readings:
· Becoming a College Writer​, Chapter 9

In-Class Activities/Plan:
· Whole Class Activity: Project two websites on the same issue (i.e. gun control,
recycling, etc.) and lead a discussion with the class to answer the following questions:
o ​How do these websites use multimodal arguments (combinations of images, video,
audio, and text) to make their case/claim? What do you see as the rhetorical advantages of
using photographs, schematic drawings, graphics, etc? What rhetorical effect do you think
the web page designers were hoping to achieve for each of the sites?
o ​How do these web pages use logos, ethos, and pathos to sway readers toward their
point of view?
http://www.windustry.org/about

http://en.friends-against-wind.org/

· Group Activity: Show students one or two different video proposals (from previous
students) and have them analyze it to discuss the effectiveness of their rhetorical appeals.
Discuss how each student chose to identify and address their selected audience. Then,
have students look at examples of graphics. Review, as a class, how these uses were
ethical or unethical to demonstrate the proper use in their own video proposals.
· Visit from digital writing studio / review Adobe Spark tutorial.
· Multimodal Day Activity: Have students begin to search for rhetorically effective
images and media that can be used for their Video Proposal.

Homework (Due Friday):

· Continue to search for images/video clips that can be used to construct your Video
Proposals. Submit a document with the links to the video clips, or with the images
complied, that will be used in the Video Proposal. Include a brief (one to two sentence)
explanation about why you selected each image/clip. What makes that image/clip
rhetorically effective? Do this for 6-8 of your images/clips.
 Friday

Class Goals/Learning Objectives:

· Compose an outline using one of the outlining techniques discussed in class.
· Practice using attributive tags in verbal presentations of information.

Readings:
· ​ ​Outlines (the UNC Writing Center)
· ​ ​Outlining by Shmoop

In-Class Activities/Plan:
· Mini Lecture: Different outlining techniques that might help students visualize their
ideas, plan a script for their Video Proposals, and later forecast the outline of their
persuasive essays (the different outlining techniques will be added here at a later date).
· Individual Activity: Using one of the outlining techniques discussed in class, create
an outline of all the things you need to incorporate into your Video Proposal to make it
effective.
· Class Discussion: What is an attributive tag? When speaking, how do we “cite” our
sources? What are some of the ways we might reference a text/resource when presenting
information verbally?
· Group Activity: Give each group two different sets of resources. Have them use
attributive tags to briefly present their information to the rest of the class.

Homework (Due Monday):

· Partial Draft​​ of Video Proposal (A script/outline, or compose first 1 minute and 30
seconds of the video).
· Source Evaluation Blog for Week 3 (see separate assignment sheet for details).
· Sign up for required Student Conferences next Thursday and Friday.

Week 4
10/14 – 10/20
Addressing Counterclaims | Understanding & Practicing Peer Reviewing Techniques |
Student Conferences
 Monday

Class Goals/Learning Objectives:

· Develop an understanding of effective and responsible peer reviewing techniques.

Readings:
· ​ ​Conducting Peer Reviews

In-Class Activities/Plan:
· Whole Class Discussion: What is peer review? What type of feedback would you
consider effective? What type of feedback would you consider unhelpful?
· Watch the video​ ​No One Writes Alone
· Group Activity: Look at the following resource for a model of peer review guiding
questions.​ ​Temple University Peer Review Questions​. Then, compose a list of guiding
questions that can be used for the in-class peer review of the Video Proposals next class.
· Whole Class Google Doc Activity: Ask each group to share the guiding questions
they created. Post this list to Canvas for students to consult while doing in-class peer
review during Wednesday’s class.

Homework (Due Wednesday):

· Review the Google Doc of guiding questions. Make sure you have a copy of it
(either electronic or hard copy) in class on Wednesday to consult during the peer reviews.
· Respond to at least one classmate’s Blog Post. 100-150 words.
· Sign up for Student Conferences on Thursday or Friday.
 Wednesday

Class Goals/Learning Objectives:

· Practice peer review techniques in class.
· Emphasize the idea of writing as a process.

Readings:
· Review the Google Doc of Peer Review guiding questions.

In-Class Activities/Plan:
· Group Activity: In-class peer review rotations of the Video Proposal First Draft. Have
students pick a partner to do peer review with. Once time is up, they switch to another
partner. Repeat this so that each student gets to have three separate peer review note sets
from their classmates. The instructor will go around mediating the different peer review
sessions, offering advice.
· Whole Class Discussion: What is the importance of the peer reviewing we did in
class today? Is the feedback you received today helpful towards your goal of revising your
Video Proposals? Discuss with students the importance of feedback and how it helps us
revise our work. This will help them understand writing as a process.
· Give a brief explanation of instructor expectations for the Video Proposal
conferences.

Homework (Due Friday):

· Revise your Video Proposals to create a ​Conference Draft​​ (for instructor review on
Thursday and Friday during student conferences). The Conference draft of the Video
Proposal should be the full length of your Video Proposal (2 ½ to 3 ½ minutes in length).
Also, write down any questions you might have for the conference, and bring your revision
notes from the peer review.
· Last chance to sign up for Student Conferences.
 Friday
(No Class Today, Only Conferences)

Class Goals/Learning Objectives:

· Evaluate Conference Draft of Video Proposal in a one-on-one, 15 minute meeting
with student to discuss improvements made since the first draft, comments made by peers,
and some corrections to consider for the final draft.

Readings:
· None.

In-Class Activities/Plan:
· Conduct Student Conferences
· Create a plan for revision. Use the Video Proposal assignment sheet and rubric to
point out the strengths and weaknesses of the Video Proposal thus far.

Homework (Due Monday):

· Continue revising Video Proposals.
· Source Evaluation Blog for Week 4 (see separate assignment sheet for details).

Week 5
10/21 – 10/27
Understanding Revision | Recaps and Reflection
 Monday

Class Goals/Learning Objectives:

· Demonstrate the difference between proofreading, editing, and revision.
· Develop effective revision processes.
· Conduct final peer review of the Video Proposal.

Readings:
· ​ ​The Difference Between Proofreading, Editing, and Revising
· Revising Drafts

In-Class Activities/Plan:
· ​ he Difference Between Proofreading, Editing, and Revising
Mini Lecture:​ T
· Whole Class Activity: Putting up a Google Doc with three columns labeled:
Proofreading, Editing, and Revising. Have students summarize key factors they learned
from the mini lecture which help them identify the differences of each category.
· Mini-Lecture: Go over the process of​ ​Revising Drafts​.
· Partner Activity: Have students sit with a partner to peer review each other’s
Conference Draft of the Video Proposal. Devote the last 8-10 minutes of class on this.

Homework (Due Wednesday):

· Continue revising Video Proposal to create your Final Draft.
 Wednesday

Class Goals/Learning Objectives:

· Confirm student understanding of Unit 2 lessons.
· Review components that will help students transition into Unit 3 (i.e. topic/claim
invention; collecting/locating sources; strong responses to sources; addressing
counterclaims; audience; outlining).

Readings:​
· Review all the readings from this unit.

In-Class Activities/Plan:
· Minute Write Activity: Ask students to reflect on the Video Proposal project. What
aspect of creating the Video Proposal was the most difficult? Consider all the research/work
that went into it. You may also talk about any difficulties you had with the technical aspects
of it. What should have been done differently?
· Group Activity: Work on creating presentations.
o ​In groups of 3-4 students, assign each group a major concept/skill from the unit:
topic/claim invention; collecting/locating sources; strong responses to sources; addressing
counterclaims; audience; outlining.
o ​Have students demonstrate their understanding of the concepts by working on a brief
presentation that summarizes the most essential elements of that skill. As they create their
presentation, have them consider:
§ How would they summarize the most essential elements of that lesson to a student who
missed that class?
§ What about each of these lessons might be helpful to remember when working on other
writing projects?
o ​These presentations should effectively serve as a major takeaways outline of all the
skills they have learned in this unit in order to become better writers.

Homework Due:
· Finish revising your Video Proposals.
 Friday

Class Goals/Learning Objectives:

· Confirm student understanding of Unit 2 lessons.
· Review components that will help students transition into Unit 3 (i.e. topic/claim
invention; collecting/locating sources; strong responses to sources; addressing
counterclaims; audience; outlining).

Readings:
· Review all the readings from this unit.

In-Class Activities/Plan:
· Mini presentations of each group’s concept/skill.
· Free Write Activity: Ask students to reflect on the concepts covered during Unit 2. How
have the skills covered in this unit helped them to become better writers? What did they
learn about themselves as writers, or about writing in general, by composing this video
proposal? What did researching and writing about this subject teach them? Did they
change their mind or come to see something differently as a result of composing this work?

Homework (Due Sunday @ Midnight):

· Final draft of the Video Proposal Due.