Florida State University
College Composition
ENC 1101 Teaching Materials
Within these pages, you will find our library of sample teaching materials for the four strands of ENC 1101. Within each strand, you will find syllabi, weekly plans, assignment sheets, sample student work, and asssessment materials.
This section of 1101 will have students focus on rhetorical and writing situations that will introduce them to college-level writing. The projects will focus on developing students' own understanding of writing and composing, both with traditional texts and with digital mediums. This class will emphasize the notion of transfer throughout and develop unique ways to recognize and apply students' new acquired writing knowledge in varying contexts. This course aims to help students think about the different writing situations they will encounter, focusing on rhetorical strategies, such as audience, genre, and message. As we develop key terms, processes, and genres together as a class, students will be able to complete the following: 1) Write and recursively revise their own theory of writing; 2) Produce messages for (at least) two different audiences across three genres (this project will focus on a topic of their choice); 3) Design an e-Portfolio that is multi-functional (this portfolio should serve not as an ENC 1101 showcase but as an incoming college-student professional profile); 4) Write a course reflection that incorporates their revised theory of writing.
This strand of ENC 1101 is designed to help students develop their writerly identities and explore composing in a variety of media. To facilitate these goals, this course is comprised of three main projects that culminate in a final electronic portfolio. Each of these projects will help students to define and articulate their goals for writing, outline how they will achieve those goals, and practice applying those goals to their writing. Because this course focuses on students' identities and goals, one of the functions of this course is to familiarize them with metacognition and reflection, two strategies that will help students to think critically about their own writing processes and the ways in which their self-perceptions might influence their writing. Finally, this course works toward the outcomes of ENC 2135 by inviting students to practice composing in multiple media and genres.
This strand of ENC 1101 has students explore their experiences with composition, their interests, and their local contexts. Students will write and revise three different essays, each one relating to place and the compositions that circulate within them. Project 1 asks students to explore and articulate how they got to FSU and ENC 1101, working in small scenes, snippets, and descriptions, using detail to show how these pieces come together to tell something important about yourself and how you ended up here. Project 2 has students analyze a community on or around campus, map out the activities surrounding the group through the compositions that they use and circulate, and then to discuss why it is important to them and to campus. Project 3 has students identify a gap or a need in their community from Project 2, and to create a composition that fits within that community. Students then assemble the projects into an e-Portfolio that works to coherently show their development as students and community members.
This course aims to help students improve their writing skills in all areas: discovering what they have to say, organizing their thoughts for a variety of audiences, and improving fluency and rhetorical sophistication. Students will write and revise three papers, devise their own purposes and structures for those papers, work directly with the audience of their peers to practice critical reading and response, and learn many new writing techniques. In this course, instructors challenge each student to question, interact with, and analyze the major issues that are pervasive in our society through a multiplicity of written genres. The written word is sort of a super power—let’s use it for good! By the end of this course, students should not only have thought about and written on a variety of important issues but also should have a deep understanding of the ways in which they can use writing across genres to critically engage an audience on these topics