Vocabulary Workshop Level D Unit 10-12 Review Answers

[Curtis Cassel]

Ifa student is looking for the answers to the vocabulary booklevel D review for units 10 through 12 they will not see them onthe internet. Teachers have not provided any information on answersthrough this method.

Attendance:Regular attendance is important to your success in this class.There are engagement points given out daily for doing work in class(this participation comes in the form of in-class activities andwriting, pop quizzes, and discussions) and these points cannot bemade up. Failure to attend class regularly is likely to result inyour inability to complete writing assignments according to courseand program standards. To encourage you to attend class, having morethan 4 absences may result in a failing participation grade for thecourse (this is 10% of your overall course grade). Once you havemissed more than 1/3 of the class sessions, you may be in danger offailing the course and could be encouraged to drop the class andtake it again another semester. Note that two late appearances willcount as absence.

MissedAssignments: It is YOUR responsibility to obtain dailyassignments, class notes, and handouts when you miss class. Getassignments and notes from other students in the class. Missedhandouts are available before or after class. Missed quizzes may notbe made up.

SubmittingAssignments: ALL assignments must be submitted throughwebcourses to receive credit unless otherwise specified. Readingresponses can be copy and pasted into the assignment submission box.Attach all drafts as Microsoft Word-friendly file types (.doc,.docx,or .rtf all work). Remember that all assignments are due at thestart of class time.

UniversityWriting Center: The University Writing Center (UWC) is afree resource for UCF undergraduates and graduates. At the UWC, atrained writing consultant will work individually with you onanything you're writing (in or out of class), at any point in thewriting process from brainstorming to editing. Appointments arerecommended, but not required. For more information or to make anappointment, visit the UWC website at

Theseare daily written responses to readings. Look at the schedule forreadings and prompts. All reading responses should be at least400-500 words and refer specifically to the text. I willdrop the lowest score. See below for directions on writing these.

Completedrafts of major essays for workshop. Not having a draft (orhaving a partial one) means you can't fully participate andbenefit from the workshop. Points are awarded based on level ofcompletion.

Duringthe semester you will receive daily writing points for turning inyour work and I will give you feedback to help you revise. Theeportfolio is the majority of your grade, and to do well on ityou are expected to revise the three major projects as neededover the course of the semester. At the end of the semester allof your work (and a rhetorical reflection) will go into theeportfolio, which is your opportunity to demonstrate your bestwork. Keepeverythingbecause it all goes into the eportfolio,INCLUDINGMULTIPLE VERSIONS OF THE SAME DOCUMENT.This includes rough drafts and process work, reading responses,revision memos, UWC receipts, etc. NOTE:YOUR EPORTFOLIO MUST INCLUDE FINAL, REVISED COPIES OF EVERY MAJORPROJECT AND THE RHETORICAL REFLECTION IN ORDER TO PASS.Further ePortfolio andrhetorical reflection guidelines will be discussed and given outin class.

ENC1101 is a Gordon Rule course. You must earn at least a C- in orderto fulfill university and state Gordon Rule and GEP requirements.Over the course of the semester you will write at least 6000 wordsof evaluated writing, as mandated by UCF and the Department ofEnglish. Assignments that fulfill the Gordon Rule are indicated withan asterisk (above) as mandated by UCF policy. Each has thefollowing characteristics:

Also,I can't emphasize enough the importance of asking questions, eitherin class, before or after, over email, in office hours, or byappointment. This class isn't easy, but I do want all of you tosucceed, both here and beyond, so ask questions, seek clarification,and get feedback on your writing. I won't know if you do notunderstand something unless you ask the question.

OneMinute Papers: We'll end every class with a brief, anonymouswriting during which I'll ask you to give me feedback about theclass. This is your chance to make comments or ask questions thatotherwise might make you uncomfortable, and it's my chance to figureout how I can best adjust the course for your needs. These areanonymous, but keep comments mature: asking for less work or to getout early will only make me grumpy.

--Whatdoes Williams argue here? How does he support that argument(i.e. what sort of evidence and/or reasoning does he use?)?Which parts of this argument do you agree or disagree with? Why?Draw from your own experiences to support what you want to say.

--Whois Williams writing to here (hint: look to the citation thatappears under his author photo on the first page of thearticle)? How do you think that shaped what and how he wrotethis article? How might the article be different if it wereaddressed to another audience, like, say, first-year writingstudents?

--Briefly,summarize what you found in your research intorhetoric/rhetorical analysis/rhetorical knowledge. How do thesesources add to what you already know? Are there any points ofconflict? What questions remain? Bring these articles to class,too, and be ready to talk about them.

--Then,consider how these elements of the rhetorical situation willshape your text. How will you approach these audiences? Whatkind of tone or language might you need to use? Are there anygenre conventions you should follow? What does your text need todo, and how will you do it?

--Describethe difference between the rules that blockers in Rose's studywere following and those that non-blockers were following. Whatleads to this difference: a particular view of writing orthemselves as writers? The type of rule? The way the rule'sapplied?

--Johnsnotes that people joining a new discourse community can rebelagainst some of its conventions and in doing so actually changethe discourse community. Explain what this means and try tothink of some examples of when this has happened, either fromhistory or your own personal experiences.

--Whatseems to be Mirabelli's research question and where does hestate it? What kind of data did Mirabelli collect to analyze thediner discourse community? What seem to be his primary findings,and what does he do with these findings? What arguments do theyallow him to make?

--Wardlequotes Hasu and Engestrm, well-known activity theory scholars,as saying that conflict and breakdown can actually be positive,helping to reshape how a community does things in ways that aremore productive (650). However, the conflicts between Alan andhis work community did not have positive results. Why do youthink this is? How could his conflicts have been handled so thatthey did result in positive change?

--WhenWardle was drafting this article, several readers objected toher claim that people like Alan are used as tools, not seen ascommunity members. What do you think? What's the difference? Canyou think of some other examples where the line betweencommunity member and tool is blurred?

--Then,consider how these elements of the rhetorical situation willshape your text. How will you approach these audiences? Whatkind of tone or language might you need to use? Are there anygenre conventions you should follow? What does your text need todo, and how will you do it? Refer to the sample texts youfound and bring them with you to class.

This is a 16-week call to learning. Students who participate fully in the course will engage in asubstantial, lifelong learning experience. In college, students areresponsible for their own learning. Guidance and support towardlifelong success is bountiful at UCF, but you must seek it out andfollow-through on it. Two keys to success in this course areDiscipline and Responsibility.

In ENC1101, students read researchfindings from Writing Studies intended to help them gain bothprocedural and declarative knowledge about writing that they cangeneralize ("transfer") to later writing situations.Course topics include:

As students study each of thesetopics, they engage in writing-to-learn activities to help themunderstand and apply the various concepts; they also compose andrevise extended texts employing those concepts at the end of eachunit.

Each Major Paper is worth 20% of thecourse grade. Every Major Paper may be revised to improve thegrade, if all of the conditions for doing so are met, according tothe policy for Major Paper Revisions. If a Major Paper Revision issubmitted, then the final grade for the paper will be calculated astwo-thirds of the Major Paper Revision grade and one-third of thegrade for the initial submission. (Note: Final grades will not belower than the grade received for the initial submission.)

Students are eligible to submit arevision of any Major Paper for an improved grade by meeting all ofthe following requirements: submit the Major Paper Draft on time;participate in the Major Paper Peer Review and provide the peerreview assessment on time; sign-up for a one-on-one conference andmeet with the instructor during the time period allotted for theparticular assignment; submit the revision reflection sheet providedduring the meeting with the instructor.

Purpose: To use a concept of discourse communities to analyze real-lifesituations; to more deeply understand the applicable value of theDiscourse Community Concept; to learn how the Discourse Communityconcept can be employed as a framework for negotiating or navigatingthrough conflicts and contradictions that arise when groups ofindividuals need to work together.

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