ENC 1102 — Composition II
Section C002 · College of Arts and Humanities · Department of Writing and Rhetoric
Course Information
| Term | Summer 2026 |
| Meeting Days | Monday & Wednesday |
| Meeting Time | 2:00 PM – 3:50 PM |
| Location | CB1 O107 |
| Modality | In-Person |
| Credit Hours | 3 |
Instructor
Glenn S. Ritchey III
Office: TCH 171A, Department of Writing and Rhetoric
Office Hours: 4:00 PM – 5:00 PM
Contact: Canvas Webcourses (not UCF email)
Course Description
Focus on extensive research in analytical and argumentative writing based on a variety of readings from the humanities. Emphasis on developing critical thinking and diversity of perspective.
Prerequisite: ENC 1101 with a grade of C or better.
General Education Program
ENC 1102 is part of UCF’s General Education Program (GEP), which provides a cohesive learning experience across five key areas — equipping students with analytic and expressive skills, critical thinking, and a foundation for lifelong learning.
Student Learning Outcomes
By the end of the semester, students will be able to:
- Generating Inquiry. Generate and explore genuine lines of inquiry related to writing, language, literacy, and/or rhetoric.
- Multiple Ways of Writing. Purposefully integrate multimodality, multiple languages, and/or multiliteracies into writing products to support their goals.
- Information Literacy. Evaluate and act on criteria for relevance, credibility, and ethics when gathering, analyzing, and presenting primary and secondary source materials.
- Research Genre Production. Produce writing that demonstrates the ability to navigate choices and constraints in a variety of public and/or academic research genres that matter to specific communities.
- Contributing Knowledge. Draw conclusions based on analysis and interpretation of primary evidence and place that work in conversation with other source materials.
- Revision. Negotiate differences in and act with intention on feedback from readers when drafting, revising, and editing writing.
Required Course Materials
All materials are free and available online.
Bad Ideas About Writing
eds. Cheryl E. Ball & Drew M. Loewe · West Virginia University Libraries, 2017
PDF · Podcast
Stylus (UCF DWR’s undergraduate research journal)
cah.ucf.edu/writingrhetoric/stylus
Writing Spaces: Readings on Writing
writingspaces.org
Grading
| Category | Weight |
|---|---|
| Major Assignments | 60% |
| Participation | 15% |
| Professionalism | 15% |
| Drafting & Peer Review | 10% |
Major Assignments (60%)
| Assignment | Weight |
|---|---|
| MA1: Research Proposal | 10% |
| MA2: Annotated Bibliography | 15% |
| MA3: Research Paper + Multimodal Presentation | 15% |
| MA4: ePortfolio | 20% |
Participation (15%)
| Weight | |
|---|---|
| Group Activities | 5% |
| Reading Summaries | 10% |
Professionalism (15%)
| Weight | |
|---|---|
| Attendance | 15% |
| Professional Communication | 5% |
Note: All students begin the semester with full credit in both categories.
Drafting & Peer Review (10%)
| Weight | |
|---|---|
| Drafting | 5% |
| Peer Review | 5% |
Major Writing Assignments
Research Proposal
An academic research proposal addressing a topic, providing a literature review, research questions and aims, a description of design and methods, and a conclusion.
Annotated Bibliography
As you prepare for your research essay, you will read and annotate a minimum of 8 scholarly sources (cited in MLA) that provide a framework for your topic. Each annotation summarizes, evaluates, and explains how the source connects to your research. The reading summaries are designed to help you practice for this assignment.
Research Essay + Multimodal Presentation
An 8–10 page research essay that develops a clear and original argument, uses credible evidence, and places sources in conversation with your own insights. Alongside the essay, you will create a multimodal presentation (~7 minutes) using images, video, audio, charts, and/or design.
ePortfolio
A purposeful digital collection curating and showcasing your major writing assignments and other course activities. The site is a metacognitive reflection on your learning and should demonstrate your understanding and achievement of the course learning outcomes.
Participation & Weekly Assignments
Reading Summaries
Eight written summaries that help you develop your annotated bibliography. Using the provided template, you will identify the author’s argument, pull key quotes with MLA citations, and reflect on how the reading connects to course concepts. Choose strategically based on which readings are most useful for your major assignments.
ePortfolio Check-Ins
Periodic assessments of your progress on MA4. Upload screenshots or links showing portfolio development alongside brief reflections. The ePortfolio is a semester-long project — check-ins prevent end-of-semester scrambling.
Peer Review
Required for every major assignment. Your instructor will pair you with classmates and provide direction for conducting mutually beneficial peer review. You will receive credit for completing it.
Grading Scale
| Grade | Range |
|---|---|
| A | 94–100% |
| A− | 90–93% |
| B+ | 87–89% |
| B | 84–86% |
| B− | 80–83% |
| C+ | 77–79% |
| C | 74–76% |
| C− | 70–73% |
| D+ | 67–69% |
| D | 64–66% |
| D− | 61–63% |
| F | 0–60% |
Communication
How to reach me: Canvas Webcourses only — not UCF email. I receive a notification to my email when you message me through Canvas, so nothing gets lost.
Response time: Within 48 hours; I do not respond on weekends. For time-sensitive questions, bring them to class or office hours.
Written communication template:
Hi [or Dear] Professor Ritchey,
[Your message]
All best,
[Your Name]
Policies
Submission
All assignments are submitted through WebCourses. Exception: Free-Writes are done by hand and submitted to me in class (the WebCourses entry delivers the prompt and records the grade).
Late Work
Contact me in advance if you are concerned about a deadline. Late work may be accepted in some cases if you have discussed an alternative date with me beforehand. In most cases, late work will not be accepted except in extenuating, documented circumstances. Assignments build on each other — falling behind creates compounding difficulty.
Attendance
You have 3 no-questions-asked absences. Use them wisely.
- Email me if you will miss class — ideally 12 hours in advance, minimum 3 hours.
- For emergencies, email as soon as possible.
- Beyond 3 absences, your Professionalism grade is affected.
Authorized University Events
Students representing UCF at an authorized event who cannot meet a course deadline must provide documentation in advance. No penalty will be applied with advance notice and communication per UCF Policy 4-401.
Religious Observances
Students who need to observe a religious holy day must notify me as soon as practicable. Reasonable time will be given to complete any missed work. See UCF Regulation 5-020.
Makeup Work
No makeup work or extra credit is offered beyond what is already assigned and outlined in the Late Work policy.
Artificial Intelligence Policy
I work extensively with generative AI as part of my PhD program and believe there is a productive way to use it. I allow specific guided instances of AI usage as part of our in-class work and will sign off on specific documented uses.
We will sign an AI Usage Contract together at the beginning of the semester. The contract outlines proper procedures and use cases. Breaching the contract carries a minimum penalty of 15% off the final grade for the assignment in question.
At the end of the day: this class is about recognizing that you are a writer. If the workload across your courses feels overwhelming, reach out to me. I am more forgiving of a late submission than of an AI policy violation.
Full AI policy: AI Policy — Summer 2026
University Policies
Academic Integrity
Students are expected to follow UCF’s Code of Conduct. Academic misconduct includes plagiarism, unauthorized assistance, falsifying academic work, and unauthorized AI use. Penalties range from a zero on an assignment to an “F” in the course, and may include an Academic Misconduct report.
Disability Access & Accommodations
UCF is committed to providing equal access to students with disabilities. Contact Student Accessibility Services (Ferrell Commons 185 · sas@ucf.edu · 407-823-2371) to request accommodations. Professors implement accommodations upon receiving a Course Accessibility Letter from SAS.
Title IX
Title IX prohibits sex discrimination, including sexual misconduct, harassment, and retaliation. Resources and reporting options: Let’s Be Clear and UCF Cares.
Campus Safety
In an emergency, dial 911. Know your classroom’s Emergency Procedure Guide. Active threat protocol: Avoid, Deny, Defend.
Financial Aid
All students must document academic activity by the end of the first week of classes to avoid delays in financial aid disbursement.
Class Schedule
| Week | Dates | Topic |
|---|---|---|
| 1 | May 13–15 | Introductions and Defining Research |
| 2 | May 18–22 | Library Research |
| 3 | May 25–29 | Abstracts & Style Guides |
| 4 | June 1–5 | Paper Structure & Methods |
| 5 | June 8–12 | Annotated Bibliographies & References |
| 6 | June 15–19 | Mid-Term Conferences |
| 7 | June 22–26 | Literature Reviews |
| 8 | June 29 – July 3 | Results & Discussions |
| 9 | July 6–10 | Conclusions, Introductions, and Abstracts: Putting it all Together |
| 10 | July 13–17 | ePortfolio Workshops |
| 11 | July 20–24 | Presenting Research |
| 12 | July 27–31 | Final Reflections |