Learning Outcomes for FIU ENC 1101 Unit 3:

“The product of this module should require students to

synthesize the major concepts of the course and create a text
that showcases this understanding and their ability to
contribute to complex discussion about writing, rhetoric, and
learning.
In this module, students will integrate course content by
making and extending connections among provided texts,
ideas, and/or concepts. They will apply course knowledge,
engaging in and adding to the conversation about writing,
rhetoric, and learning. Through the process and product of this
module, students will make their own rhetorical choices to
create an original text that illustrates main ideas of the course
and/or sources in both form and content”

Week One:
Weekly Class Outcomes:​​ Exhibit knowledge on genres, disciplines, and the rhetorical
principles utilized in communicating within fields of study.

Homework from Previous week: ​Read Chapter 7 in ​Becoming a College Writer​- With your
discipline (and the genres that you will write in for this discipline) in mind answer pg. 90’s
questions on setting yourself up for analyzing specific genres.

Monday:
Class Outcomes:​​ Introduce the assignment sheet for the “Joining the Conversation” unit. Begin
to talk about genre conventions.

Activity:​​ In class, students will be given the assignment sheet and it will be reviewed. We will
do an exercise where students will free write about what genres they think their field of study
would write in (ex. Lab reports, analytical essay, poems, etc.), which will open into group
discussion about what the different genre conventions are. Take 15 minutes in a group (3-4)
and discuss the questions you answered for homework. Start off by telling your group what your
major or discipline is and discuss your answers. Do you have any similarities or differences?
Students will share with the class in a whole class discussion their findings.

Homework: ​Review the assignment sheet. Come to class with questions. Read Ch. 6.1 from
Becoming a College Writer​-Write a paragraph about how your essay can benefit from using
outside resources to support your prior knowledge.

Wednesday:
Class Outcomes: ​Review Genre Conventions. Begin to think about and work on how they will
start their first draft due for conference next week.

Activity: ​Brief discussion in class to answer any remaining questions from the assignment
sheet. Collect homework assignment for completion grade. (15 min) Free-write in class: What
interests you about your field of study? What challenges does your field face when
communicating to other disciplines or the general public? If you do not know the challenges or
goals of your field, where can you find out/who can you ask? Get into groups of 3-4 and discuss
what you wrote during the free-write. Did you have any similarities or differences with any of
your groupmates? What are your classmates’ fields of study?Did your classmates have any
helpful suggestions as to how you could find information about your discipline? Class discussion
will develop from these group discussions (each group will be called on to summarize what
occurred during their discussions).

Homework: ​Research your discipline or major and find out what forms of rhetoric are used to
communicate information. For help identifying your genre, review ​Becoming a College Writer
Chapter 7.2 (pg.91-102)’s “Top 10 College writing assignments by genre”. Sign up for a
conference time that will take place on Friday (we will not meet in class this day, but you are
required to attend a 15 minute conference).

Friday:
Class Outcomes:​​ Review what we know about target audiences to communicate and use
different forms of rhetoric in relation to our discipline (with the unit assignment in mind).

Activity: ​15 minute free-write- How would you explain to a classmate how your discipline or
major uses rhetoric? Would you phrase your answer the same way if you were addressing your
professor or your mom? What are the differences if any? Whole class discussion on the
answers written. Another free-write at the end of class for 5 minutes- What do you want your
audience to know about how your major or discipline communicates to each other and to those
outside of the discipline?

Homework: ​Read ​Becoming a College Writer ​Chapter 8.1 and 8.2, For Monday turn in a very
rough draft of your unit individual essay. Try to write at least 500 words. Make sure to have an
identifiable thesis statement or main idea. Be sure to have access to an electronic or physical
copy of your draft for class on Monday.

Week Two:
Weekly Course Outcomes: ​Develop an effective thesis and support it with reasons and
evidence; Develop their ideas through a recursive process of writing, revision, and editing.

Monday:
Class Outcomes: ​Practice revision strategies for the very rough draft.
Activity: ​Mini thesis workshop guided by instructor at the beginning of class, after
mini-workshop, take out a electronic or physical copy of your very rough draft. Today we will be
doing a series of peer-reviews. Pick a partner and swap your essay. Identify and comment on
how effective or easily identifiable their thesis statement or main idea is. Repeat with different
partners.

Homework: ​Read ​Becoming a College Writer​ Chapter 15.2. ​ ​With your peer-review and
Chapter 15.2 in mind edit your draft so far to resolve potential issues.

Wednesday:
Class Outcomes: ​Practice focusing on key parts of their draft, and to ensure they are given
time to benefit from in-class peer-review and self review techniques.

Activity:​​ Class discussion of what are key principles of ​Becoming a College Writer​ 15.2. For 5
minutes, as an individual, review your draft for the main points you make about rhetorical
devices. Swap essays with a partner: review each other’s drafts for clarity of their major or
discipline, identify if they talk about what rhetorical techniques that are used.

Homework: ​Prepare for your conference. Bring your peer-review and most recent copy of your
rough draft.

Friday:
Class Outcomes: ​Conference with students to see how they feel about their draft, address any
issues that are showing up in the first draft. Make sure they understand what is required of them
for part one of this assignment.

Activity:​​ Conference with students for 15 minutes individually to make sure they are on track for
their final draft to be due in the third week.

Homework:​​ Work on your draft. Answer the question “How do each of my paragraphs relate to
and connect with the other paragraphs in my composition?” (​Becoming a College Writer​ pg.301)

Week Three:

Weekly Class Outcomes:​​ Round out a full draft, polish by proof-reading and fixing final
revisions, and submit. Begin working on Part 2.

Monday:
Class Outcomes:​​ Present the lesson 10 planning concept. This is chapter is gateway into
process the other lessons about process. Students will begin the planning process by editing
their calendars. Show them how planning will help them with time management. Answer any
questions.
Activity:​​ Lecture (no longer than 10 mins) on chapter 10. Allow for questions for (no longer than
10 mins). Group activity: Now that you have an idea of how planning works, work with your
group to come up with a plan to write your ​next​​ draft (25-30 mins). The plan must include: A
writer’s journal,a calendar with due dates for each step of the writing process, and a due date to
receive feedback on the draft.

Homework:​​ Read Chapter 10. Planning, and watch the corresponding video. Continue working
on draft. Submit group plans to Canvas by 12 am Wednesday.

Wednesday:
Class Outcomes: ​Students will present their group assignments for chapter 10. Get students
to begin thinking strategically about assignments by looking at their calendar and forming a plan
for future assignments.
Activity: ​Group activity: Present plans from monday + class critique (30-40 mins). Answer
questions (10 mins).
Homework: ​Submit draft by 12 am Friday.

Friday:
Class Outcomes: ​Give students experience in presenting their work. Get everyone into groups
for week four.
Activity: ​Group activity. Present your essays + Class critique (30 mins). Organise groups for
week four + sign up for conferences 10-15 minutes. Answer questions.
Homework: ​Start working with your presentation groups. Read Lesson 11 on Brainstorming,
and watch the corresponding video.

Week Four:

Weekly Class Outcomes:​​ Continue group work. Learn how to Brainstorm ideas for upcoming
project. Conference. Learn Organization to produce a presentation Outline.

Monday:
Class Outcomes:​​ Students will know by the end of class how to initiate early process of
creating a multimedia presentation, how to make working in a group scenario as rewarding as
possible.
Activity:​​ Lecture on Brainstorming and creation of ideas (early writing/creation process).
Free-Writing, Idea Maps, T- Charts, Note-Taking, Discussions, Heuristic Questions (15
minutes). Individual Work: Brainstorm for the next 10 minutes. See from how many different
angles you can approach your group members’ several genres/rhetorical contexts, and what
arrives naturally to your mind to say about theirs in relation to your own disciplinary perspective.
Next, spend 5 minutes picking the best ideas and creating a Cluster or Idea Map around them.
(15 minutes) Class discussion on how to leverage good relationships and a calm learning
environment and blend them seamlessly into effortless idea-creation: relaxation, being on the
same page, and the right brainstorming exercise will make your creative sessions the most
productive. How were the ideas you generated affected by the timed pressure? Will you try the
same exercise in a more relaxed environment for homework? (20 minutes).
Homework:​​ In several Free-writing sessions, develop the ideas you started on in class. Submit
to Canvas for a completion grade. Finish your initial draft of your Project Proposal for review on
Wednesday and submit before class for a completion grade.

Wednesday:
Class Outcomes: ​After spending additional time working on presentations and conferencing
with instructors, students should be cleared of most doubts and be working as a cohesive whole
towards a common end.
Activity: ​Meet and conference with each group (50 minutes). To be discussed are the current
stage of the dialogue between different rhetorical genres. How have your conversations
produced areas of agreement or disagreement? How will you (or have you already) use(d) this
to your advantage in generating a viable topic for presentation? What steps will you take moving
forward? Also, assess the current dynamic between all group members. In the meantime, other
groups will work on their presentation and exchange ideas about each other’s topics and essays
from Part I. Open a discussion group on Canvas in which each group must plan out their goals
for the rest of the week, and any questions they might still have that the instructors will address
in email responses.
Homework: ​read ch.13 from ​Becoming A College Writer​ text on Organizing. Submit a 200 word
response on which method you use the most as of this writing. Continue working on your
presentations after today’s conferences

Friday:
Class Outcomes: ​Students will have a better idea of how to organize their ideas into a
presentable final product. Introduce “Outlines” and give groups in-class time to work on their
own. They will also have a better grasp on “synthesis” as it is applied to Part 2 of their
assignment.
Activity: ​Lecture on homework-readings on Organization. Discussing formal, variable, nodal,
linear, sloping patterns. Examples of good presentations from prior semesters or assignments.
Feedback from Part 1 (graded by now) to help with thinking. (15 minutes). Get in your
presentation groups: using what we just discussed, draw up a rough outline of every step you
will take in your presentation. How much time will you dedicate to summary? Analysis?
Synthesis? (15 minutes). Minute write on what it means to produce a “synthesis”: and
subsequent class discussion. How do we produce opinions from multiple sources?
Question-centered discussion forcing student to ask about what they do or do not understand,
involving their peers along the way. (20 minutes)
Homework:​​ Continue work on group outline. Read Chapters 22+ 23 from (Sentences and
Grammar). Submit a 200 word response on the strengths you have and weaknesses you feel
you could improve on in terms of grammatical or sentence-level errors.

Week Five:

Monday
Class Outcomes: ​Review the use of grammar, punctuation, and syntax in different kinds of
writing for preparation of the final group presentation.
Activity: ​Free write on situations where grammar can be subjective (10 mins). Lecture on
diagramming sentences (10 mins). Practice diagramming sentences in groups and ways that
diagramming sentences could help with grammar in rhetoric (15 mins) and then present to the
class findings (10 mins).
Homework: ​Turn in final group outline, Read Becoming a College Writer Lesson 9 Media pg.
120

Wednesday
Class Outcomes: ​Discuss the use of media in rhetoric
Activity: ​Lecture on the use of media in rhetoric (10 mins) Free write on effective and ineffective
uses of media in rhetoric (10 mins). In groups of three to four students discuss the most and
least effective use of media in rhetoric (10 mins) and present their findings to the class (15
mins).
Homework:​​ Read Becoming a College Writer Lesson 17 Publishing pg. 233

Friday
Class Outcomes: ​Discuss potential problems and possible solutions for group work.
Understand way student writing can be published.
Activity: ​Free write on ways student writing can be published (10 mins). Get in groups and
come up with top 3 issues that arise in group projects and possible solutions for each (20 mins).
Each group will present their findings in a 5 min presentation (20 mins).
Homework: ​Reread Becoming a College Writer Lesson 8 Discipline pg. 105

Week Six:

Monday
Class Outcomes: ​Present final group project demonstrating knowledge of course content and
showing connections made between idea, concepts, and course material and the chosen texts.
Students not presenting will practice peer reviewing their peers presentation and identifying the
key course learning outcome in the presentations.
Activity: ​Two to three groups will present their final presentation during which time the rest of
the class will fill out guided presentation forms identifying key concepts in the the group
presentations they observe. (15-20 mins per group presentation)
Homework: ​Finish working on group project and complete guided presentation forms.

Wednesday
Class Outcomes: ​Present final group project demonstrating knowledge of course content and
showing connections made between idea, concepts, and course material and the chosen texts.
Students not presenting will practice peer reviewing their peers presentation and identifying the
key course learning outcome in the presentations.
Activity: ​Two to three groups will present their final presentation during which time the rest of
the class will fill out guided presentation forms identifying key concepts in the the group
presentations they observe. (15-20 mins per group presentation)
Homework: ​Finish working on group project and complete guided presentation forms. Read
Becoming a College Writer Part Three Lesson 18 Reflecting pg. 250

Friday
Class Outcomes: ​Present final group project demonstrating knowledge of course content and
showing connections made between idea, concepts, and course material and the chosen texts.
Students not presenting will practice peer reviewing their peers presentation and identifying the
key course learning outcome in the presentation. Reflect on the course throughout the semester
identifying key learning outcomes gleaned through this course.
Activity: ​Two to three groups will present their final presentation during which time the rest of
the class will fill out guided presentation forms identifying key concepts in the the group
presentations they observe. (15-20 mins per group presentation)
Homework: ​Finish final reflection memo, turn in any outstanding assignments, and enjoy break!