Professional Documents
Culture Documents
At the University of Central Florida, an ENC 1101 course taught by Professor Pierson
three times a week. On Monday, Wednesday, and Friday from 8:30am-9:20am meets to develop
students knowledge of what writing is and how it functions in the world. This class, made up of
approximately 25 first year students, examines writing as the object of study in the way we write,
how we write, and what contributes to our writing. We do this through the use of the UCF
Writes: A Handbook for Writing at the University of Central Florida, and Writing about
Writing: A College Reader 3rd Edition textbook, along with class lectures as tools in our
learning process while learning in a classroom lecture setting. We are able to later demonstrate
what weve learned in this ENC 1101 course by using our class units to compose an essay. The
course is broken down into four major papers, each one covering a unit weve learned in class
the four papers are: an Autoethnography, a Process Description and Analysis, Including Revision
piece, Rhetorical Analysis Paper, and finally a Genre Analysis and Application piece. In each
unit, we are assigned a small group in which we draft our essay, have it peer reviewed and finally
submitted for a final draft. In our third small group PowerPoints were presented by our assigned
and Narrative. Leading us into our third essay, the rhetorical analysis paper, where I am to look
at the class PowerPoint and analyze it using one of the previously listed kind of rhetoric which
my own personal group did not present. In this paper, Ive decided to discuss the class
The ENC 1101 PowerPoint is a class PowerPoint created by Professor Pierson basically
Irizarry 2
outlining our day by day activities in this English course. The PowerPoint works as a timeline
for the ENC 1101 course, it starts on our first day of class and continues on to the current day.
Each slide goes over what we will be discussing in class that day, as well as questions to go over
the reading assigned the previous class and any upcoming assignments. The PowerPoints
exigence is that it addresses the syllabus, key terms in the course, critical thinking questions for
the articles we read, and breaks down our essays with what content is to be expected, how it
should be laid out and expected format. For example, on August 28th, in small groups we were
asked to Come up with an example from your lives (at least one of you) for each of the four
characteristics of writing from Fridays reading. Use the notes you took on the writing and in
class for guidance. Be prepared to share in Large Group Discussion (Slide 14). With the rhetor
being Professor Pierson, along with Writing Studies scholars that we study, and the people who
write the criteria for the ENC 1101 course. The audience for the ENC 1101 Class PowerPoint is
the students enrolled in this course, along with any peer reviewing scholars or the English
department faculty Constraints that the PowerPoint may have is the restriction of understanding
the language used throughout the slide. This may be limited vocabulary to only a ENC student or
peers in the English community. Terms that we learn in the course such as, literacy sponsors,
warrants/threshold concepts or Discourse can limit an outsider understanding about what we are
currently discussing in class because these are terms that they might not have learned in an
average high school English course. The PowerPoint is basically a narrative of the class telling
the story of our ENC 1101 course, starting with our initial day in class that will continue until
our final day. In a way, you can look at the class narrative as a Rhetorical Ecology which can be
understood as the overall context in which a rhetorical interaction (or set of interactions) take
place (Downs pp. 467 WAW). If you look at it in the sense that the class is the rhetorical
Irizarry 3
interaction and the class PowerPoint overall context in which it takes place because the
PowerPoint is the story of the class. Everything that is learned, taught or discussed in this ENC
1101 course can be found with the PowerPoint, and although our writings may all differ as a
class in the context of what we are writing the subject or topic in which we are writing about
Section 3: Methods
In our group, we researched our rhetoric through peer reviewed journals and scholar articles.
Each individual in the group independently looked up their own article that in some way related
to the rhetoric of our group. In looking up the articles we looked for ways it defined the rhetoric
our group was studying along with examples of how that rhetoric was used. We then worked
together as group to put together a presentation to the class explaining our rhetoric. We were
instructed to make a PowerPoint or a trifold board to later show the class with our findings, along
with a handout one for each individual in the class to have their own. In understanding how
Rhetorical Ecology can be found inside the class PowerPoint I broke up each part of the
presentation the original group that had presented this rhetoric. The group began with the
definition of Rhetorical Ecology, they continued in explaining how NASA and their official
website could be considered a Rhetorical Ecology. Just as the class PowerPoint and students of
this ENC 1101 course can be too. The analytics that were founded, or in other words goals of a
Rhetorical Ecology were clearly defined in their presentation and easy to connect it back to the
class PowerPoint.
interconnecting and almost inseparable elements that all shape the rhetorical interaction and
Irizarry 4
meaning that emerges from them (Downs, pp. 466). With Professor Piersons ENC 1101 class
acting as the network and the class PowerPoint being the place where the numerous connections
with in the class are made through shared lessons and assignments you are able to relate the three
goals of Rhetorical Ecology to the class PowerPoint. The goals of Rhetorical Ecology are, to be
able to examine a paper or web page as a whole and see how specific components influence the
entire paper, how texts change over time, and to identify different connections within a
community. You can see the PowerPoint changes over time because the slides get less and less
detailed as time progresses because us, the students of the ENC 1101 class, are learning the
context and need less details in assignments. Weve come to learn the way of the class and what
Professor Pierson expects from us requiring needing less detail in instructions and what is to be
expected from journals we have to write for the class from our assigned readings. In our essays,
we write about our writing process and what influences our writing as well as the people and
things that contribute to the way we write. Through our different backgrounds, writing styles,
and experiences you can see in our writing different connections that are within our community
even though we all connect back to the ENC 1101 course. And finally, if you look at the
PowerPoint as a paper in its entirety the way it outlines the requirements for an essay. For
example, it can qualify as specific components that influence the entire way the essay is
written. Telling you how it should be formatted, how long it should be, what should be included,
how many sources are need, as well as what kind of sources you need. The PowerPoint gives the
class something to be able to go back to and look over its an outline of the full course as well as a
rubric for what the course entails. It works as the center home page for the whole class
everything that will be discussed or taught in the class goes full back to the PowerPoint it can
relate to everything that will take place and be done within this ENC 1101 course.