WRTG 1150 Spring 2010 Syllabus

WRTG 1150 Spring 2010 Syllabus Course Name: First-Year Composition

Course Prefix, Number and Section: WRTG-1150-032

Credit Hours/Contact Hours: 3

Semester and Year: Spring 2010

Class Meeting Times and Location: Mon/Wed/Fri 1:00-1:50 DUAN G1B25

Instructor’s Name: Neal McConomy

Contact Information: [email protected] (Best Option) 303-492-7280 (x2-7280)

Office Hours/Location: Mondays from 4:30 to 6:00 and by appointment/ STDM 266 E

Required Textbooks/Materials:

1) Lunsford, Andrea A. and John J. Ruskiewicz. Everything’s and Argument. Bedford/ St. Martin: Boston, 2007.

Everything’s an Argument forms the basis for this course. It covers aspects of writing and rhetoric germane to 1150. Readings from this book will align with assigned work and class discussions. The information provided in this text will help the class critically analyze assignments.

2) Program for Writing and Rhetoric, CU-Boulder. Knowing Words: A Guide to First Year Writing and Rhetoric, Fall/Spring 2008-2009. Plymouth, MI: Hayden-McNeil.

This book contains course objectives and information similar to the Lunsford/Ruskiewicz text. The course objectives help spur discussion about how the class can better achieve the goals assigned. The similar information is phrased in a different manner that should help further the comprehension of Everything’s an Argument. This text also provides sample essays similar to those assigned as homework. Reading these essays allows for critical discussion of what makes a standout essay in a particular format.

3) 3) Various Handouts Provided by the Instructor

These handouts help to complete assignments, provide topics for class discussion, and/or better inform topics from the above two texts. All handouts will come with WRTG 1150 Syllabus with Professor McConomy 2

proper citation information, and the professor will post electronic versions of the handouts to culearn.

Recommended Texts/Materials . Access to a quality dictionary (Webster, Oxford, or another of your choice) . Microsoft Word (preferred) or similar word processing software (ALL formal homework and essays must be typed using double spaced, standard 12 pt. font) . Portable computer storage media (e.g. diskettes, flash drive) . Folder or 3-Ring Binder for storing ALL homework and handouts . Notebook or loose-leaf paper, and pens . Portable Stapler (All submitted work more than one page long must be stapled)

CCHE and Transferability Information:

Colorado Commission on Higher Education This course is designed to meet criteria established by the Colorado Commission on Higher Education for all “Communication General Education ‘Guaranteed Transfer Courses’” as offered at four-year colleges and universities throughout the state. These courses are designed to “teach writing in a specific discipline” by requiring students to:  “extend rhetorical knowledge”  “extend experience in writing processes”  “extend mastery of writing conventions”  “demonstrate comprehension of content knowledge at the advanced level” (par. 3) Course Description This course examines theories and practices of academic, civic, and professional writing. Readings, discussion, and assignments introduce students to professional and academic writing conventions. Writing projects are process oriented with emphasis on planning, drafting, and revision. Collaboration, peer review, and presentations are key features of the class. Peer reviews address audience awareness and usability issues. Students will write a reflective narrative about their attitudes toward writing in an attempt to establish personal goals for this course. As well, students will research topics of their choice and attempt to call their audiences to action. Finally, students will assess their efficacy in this course through a final narrative style essay. In addition tot hese major assignments, students will complete a variety of shorter writing assignments that assist in achieving the goals determined by CCHE. Document design, grammar, and style are continuous themes throughout the semester. Overall, this class is student-driven and discussion- based. All 21 peers (the professor included) must come to class prepared to discuss, disagree, and investigate in order for each class period to be successful.

In order to satisfy the general transfer requirements of the CCHE, this course will emphasize critical thinking and reading as well as effective written and spoken communication. The following references how these skills are addressed in the course:

Critical Thinking: Students will problem solve throughout the semester. Finding answers to questions such as, “How does perspective influence writing?” and “What WRTG 1150 Syllabus with Professor McConomy 3

are some ways to persuasively combine ethos, logos, and pathos?” prepare students for the professional sphere wherein they will often need to “teach themselves” through active questioning and reflection. Furthermore, students will compare and contrast information from various sources on the same topic. This provides students the opportunity to acquire, evaluate, analyze, synthesize, and apply information to class projects, such as the research paper. Activities, such as the ones described, aim to teach students to use questions and discovery to continue their learning experience far beyond the halls of college, both into and throughout their professional and personal lives.

Reading Competency: Through in-class discussion and written assignments, students will improve their ability to read competently by acquiring, evaluating, analyzing, synthesizing, communicating, and applying the information they read during the semester. Students will read various forms of writing throughout the semester. During the research portion of the semester, students are encouraged to read broadly in one specific topic related to social issues of their choosing. The research should include investigation into both scholarly and popular sources. Class discussions during the research portion of this course will focus on finding, analyzing, synthesizing and research materials as well as integrating source materials into one’s own essay. At other points in the semester, students will read different styles of writing (informative, persuasive, technical, observational, evaluative, etc.) and critically evaluate the similar and distinct characteristics of each style, working to make them proficient in both the reading and writing of each style.

Writing Competency: Clearly in a writing course, students will work to improve their written communication. Students will acquire information from both primary and secondary sources through class distributed materials as well as individual research. Each class period will involve a small grammar, syntax, and/or punctuation lesson to improve students’ abilities to adhere to Standard English conventions. Peer review sessions, individual conferences with the instructor, and revision all help students improve their ability to evaluate and analyze written material’s effectiveness and synthesize the comments made through such evaluation and analysis into an improved draft of the document. Each major assignment is designed to have students view written communication as a process-based activity, involving pre-writing, drafting, evaluation, revision, and submission.

The above information regarding competencies all works to outline how this class adheres to the CCHE’s requirements for lower division writing courses. In addition to “extend[ing] experience in writing processes” and “extend[ing] mastery of writing conventions” (both clearly outlined above), this course works to improve students’ general rhetorical knowledge. The course reading material comes from authors experienced in the fields of rhetorical studies. Furthermore, interdisciplinary material helps extend students’ understandings of rhetorical concepts germane WRTG 1150 Syllabus with Professor McConomy 4 to fields outside of composition and rhetoric as well as displays the distinct nature of discourse within specific disciplinary communities such as rhetoric and composition, sociology, economics, and history. Students will then compare and contrast this distinct nature of discourse within these communities to observe the situational variation of writing stylistics within various formats, spheres, and audiences.

Course Overview: WRTG 1150 will challenge your verbal and written communication skills to prepare you for the rigors of collegiate and professional writing. We will develop these skills over the course of the semester through class discussions, reading assignments, academic research, and plenty of writing. In addition to standard academic technologies such as email, we will investigate new technologies that aid our goal of becoming proficient with the collegiate library and academic research. The goal of this course is to improve your ability to approach and explore issues in an informed, academic manner that fosters open, critical discussion. You will learn modes of rhetorical analysis and argumentative writing to sharpen your critical inquiry skills. We will also spend time in the library developing effective research and citation strategies—one of the most useful skills for your academic career. Written assignments in this class will require you to write in a variety of formats about diverse topics directed at various audiences. This will best prepare you to meet future interdisciplinary challenges of writing in various academic fields. Participation in discussions and workshops is vital to your grade and success in this course. In this course, we will spend a large amount of time building skills in information literacy. To do this, we will read, analyze, evaluate, discuss, and critique a number of writings from a number of sources. As well, each student will produce a researched call to action essay with proper academic citations and extensive research. In addition, some smaller assignments will require outside research beyond the information contained within the course texts and handouts. All of these activities are intended to improve students’ abilities to ask appropriate questions and find reliable answers.

Course Requirements: This course will be composed of three major essays, peer essay reviews, 9-10 formal homework assignments, assigned readings with pre-class discussion questions, in-class participation, and in-class quizzes (if necessary). All of your work will involve reading and writing. Please be prepared to type a majority of your writing. I prefer typed submission of all work. Handwritten essays and homework WILL NOT be accepted.

Class Policies and Procedures: Late Work: I am not inclined to accept late work. It is best that I grade all assignments together and turning in late work can force a pile-up of assignments on the student. It is in your best interest to meet all deadlines. I rarely accept late work, if ever, and determine the legitimacy of requests on a case-by-case basis. I must be notified of your request before the day of submission. Any work turned in late, no matter the quality, will not receive full credit. Your work will be docked for every class period that passes between a due date and your submission. Late pre-class discussion questions will not be accepted. WRTG 1150 Syllabus with Professor McConomy 5

Make-up Work: The policy on make-up work differs very little from late work. I will determine what constitutes a reasonable excuse. Usually, medical emergencies, funerals, and severe illness are the only situations that necessitate make-up work. Please note hangovers, food poisoning, and migraines are not severe illnesses. Unlike late work, make-up work will receive full credit when submitted on the new due-date set by the instructor. Also, documentation will often be required with the submission of late work in order to receive full credit.

Attendance: WRTG 1150 is a community of learners. Students are expected to assume responsibility for learning by attending all class sessions, participating in class discussions, and completing all assignments. When an absence is unavoidable, students may choose to notify the instructor of the situation. However, students are responsible for obtaining materials missed on that day from a class peer. Repeated absences will lower your semester grade. Because I do not excuse absences, students receive three free days. For each class session missed over three, students will be docked 100 points. If you miss more than 6 classes, it will become impossible to receive a “C” or better.

Classroom Conduct: Our classroom environment will be based on a discussion format. It is important to attend class and put forth your perspective on issues discussed. For this environment to be productive and effective, everyone must treat one another with respect. This includes avoiding disparaging remarks and valuing all honest contributions to class discussion. I reserve the right, only when necessary for behavioral reasons, to request any student leave the room. Inappropriate, lewd, and/or aggressive behavior will not be tolerated. If one repeatedly arrives late, his/her participation grade will suffer at my discretion. Exceptionally late arrivals (over 15 min.) will count as ½ an absence. Also, please turn all cell-phones and other communicative devices off, or to a silent/vibrate function while in the classroom. In addition, please make all reasonable efforts to arrive to class on-time.

Grading Scale:

This course is composed of 1000 possible points

900-1000 A 800-899 B 700-799 C 600-699 D

Anything below 600 points, no matter how close, will receive a failing grade for the course.

Point distribution:

This course is composed of three levels of graded work: low, medium, and high

LOW ASSIGNMENTS: WRTG 1150 Syllabus with Professor McConomy 6

Participation: 150 Total Points (15% of total grade)

Pre-class Questions 100 points This activity promotes critical reading and thinking by focusing participants’ thoughts about the readings and preparing everyone for a focused, productive class discussion. Each student must submit 10 of these assignments over the course of the semester.

Class Participation 50 points Class discussion at-large works to clear-up confusion, keep everyone on the same page, and develop a student-centered learning environment. A student who leaves room for others to speak; offers critical, insightful, and relevant commentary; and comes prepared to answer class discussion questions will receive 50 points toward his/her final grade.

MEDIUM ASSIGNMENTS: 15 Homework Assignments: 280 Total Points (25% of total grade)

War Reading Assignment 25 points This assignment will employ your ability to critically analyze the importance of perspective in any detailed evaluation of a work. By reading articles on the War in Iraq from various perspectives (US soldiers, US government offices, US news media, local Iraqis, and international media) you will craft a well-thought response detailing how perspective influences an author’s writing, and how an understanding of this can help a reader to read more critically.

Assessment 15 points This assignment serves as a barometer of where each writer is at the start of the semester and defines what the instructor sees as his major concerns for the writer’s writing.

TAO (x3) 10 points/each These assignments highlight the importance of prewriting in the writing process. The writer will create a Thesis, Abstract, and Outline for each essay to assist in writing a first draft.

Call to Action Proposal 20 points This assignment showcases the need to develop a comprehensive, yet fluid, plan and purpose for major assignments involving academic research/citation. This proposal will require each student to complete preliminary research and defend his/her choice of topic for the major research essay pf the semester based on this research.

Ethos Logos Pathos 25 points This assignment encourages the rhetorical analysis of different persuasive techniques employed by advertisers and the efficacy of such techniques. In WRTG 1150 Syllabus with Professor McConomy 7

evaluating persuasive techniques, students gain a greater understanding of how to effectively persuade others.

Peer Reviews (x6) 90 points total Peer Reviews encourage writers to compare and contrast their own work to that of other writers in the section. Also, this assignment sharpens one’s ability to reflect upon and improve a piece of writing in terms of the guidelines for the piece. The activity inspires group participation and student-centered learning.

Error Process Review (x2) 15 points/each EPRs create an opportunity for focused reflection on a graded essay. In this assignment, writers reflect on the comments made by the instructor, analyze why certain aspects of the composition are problematic, and devise strategies to avoid these problems in the future.

HIGH ASSIGNMENTS:

3 Assignments: 600 Total Points (60% of total grade)

Narrative 100 Points In this essay, writers analyze their feelings about writing in reference to an event or events in their life and communicate their attitude toward the writing process. This leads to a synthesis of what writing means to each writer.

Call to Action 350 Points For this essay, writers utilize academic conventions of research, citation, persuasion, and argument to convince a specific audience to take a specific action. Writers establish a target audience and employ rhetorical concepts to accomplish their goal of calling the audience to action.

Argument 150 Points The final essay combines the personal aspect of the narrative and the persuasive aspect of the call to action. Here, writers reflect on their previous essays and assignments to argue for what grade they feel they should receive in the course. The final product should demonstrate an understanding of organization, logical persuasion, implementation of rhetorical devices, reflection on the writing process as on-going and cumulative, as well as a firm grasp on standard English grammar, diction, and syntax.

Tentative Schedule, Topical Outline, and Homework:

Day 1 (1/11)- Introductions, Syllabus, Assessment Homework: Research and Reflect on Critical Thinking Read Chapter 5 in Lunsford

Day 2 (1/13)- Discussion of Critical Thinking and Rhetorical Analysis WRTG 1150 Syllabus with Professor McConomy 8

Homework: Read Chapter 9 in Lunsford

Day 3 (1/15)- Discuss Evaluation, TAOs, and Narrative Essay Homework: Read Chapter 1 in Lunsford

Day 4 (1/18)- MLK Day No Class Draft TAO for Narrative Essay

Day 5 (1/20)- Discuss Argument and Analysis Narrative TAO due Homework: Read Knowing Words Draft Narrative Essay

Day 6 (1/22)- Discuss Readings Homework: Read Knowing Words Finish Narrative Draft

Day 7 (1/25)- Start Narrative Peer Review Homework: Comment on Peers’ essays Read Chapter 2 in Lunsford

Day 8 (1/27)- Exchange Peer Comments Homework: Read Chapters 2 and 3 in Lunsford Revise Narrative Drafts

Day 9 (1/29)- Discuss Ethos and Logos as well as Go-over ELP Assignment Sheet Homework: Read Chapter 4 in Lunsford Finish Narrative Revisions Start ELP Assignment

Day 10 (2/1)- Discuss Pathos and ELP Assignment Narrative Essay due Homework: Read Chapter 6 in Lunsford Continue ELP Assignment

Day 11 (2/3)- Discuss ELP Assignment and Chapter 6 Homework: Read Chapter 10 in Lunsford Start RIOT Tutorial Brainstorm CTA topics Complete ELP Assignment

Day 12 (2/5)- Discuss Casual Arguments and CTA Topic Selection ELP Assignment and CTA Topics List due Homework: Read Chapter 12 in Lunsford Finish RIOT Tutorial WRTG 1150 Syllabus with Professor McConomy 9

Day 13 (2/8)- Discuss CTA Topics, Chapter 12, and Questions for Library Day Homework: Start CTA Proposal

Day 14 (2/10)- Library Day Homework: Finish CTA Proposal

Day 15 (2/12)- Return Narrative Essays Discuss Organization and Structure, Library Day, and EPRs CTA Proposal due Homework: Continue CTA Research Complete Narrative Essay EPR Read Chapter 19 in Lunsford

Day 16 (2/15)- Peer/Instructor Conferences and discussion of Chapter 19 Homework: Read Chapter 7 in Lunsford Write CTA TAO

Day 17 (2/17)- Discuss Facts and Persuasion CTA TAO due Homework: Read Chapter 8 in Lunsford

Day 18 (2/19)- Discuss Ch. 8 and Calls to Action as well as Conference on CTA TAOs Homework: Read Chapter 20 in Lunsford Begin Drafting CTA Essay

Day 19 (2/22)- Discuss MLA/APA Citation Homework: Continue Draft of CTA Essay Read Chapters 13 and 14 in Lunsford

Day 20 (2/24)- Discuss Visuals and Humor in Arguments Homework: Finish Call to Action draft

Day 21 (2/26)- Begin Peer Review of Call to Action Essays Homework: Review Peers’ Call to Action Papers

Day 22 (3/1)- Finish Peer Review of Call to Action Essays Homework: Read Chapters 16 and 18 in Lunsford Start CTA Revisions

Day 23 (3/3)- Discuss Readings and Trouble Shoot CTA Essay Revision Homework: Read Chapter 17 in Lunsford Finish CTA Revisions

Day 24 (3/5)- Discuss Logical Fallacies and Sign-Up for Conferences on CTAs CTA Drafts due to Professor WRTG 1150 Syllabus with Professor McConomy 10

Homework: Read Chapter 11 in Lunsford Revise CTA Essay

Day 25 (3/8)- No Class (CTA Conferences) Day 26 (3/10)- No Class (CTA Conferences) Day 27 (3/12)- No Class (CTA Conferences)

Day 28 (3/15)- Discuss Chapter 11, War Reading Assignment and CTA Revisions Homework: Finalize CTAs for Submission Read War Reading Handouts

Day 29 (3/17)- Discuss War Readings Assignment and First Two Essays CTA Final Drafts due Homework: Write War Readings Reflection

Day 30 (3/19)- Reflect on First Two Essays and War Reading Assignment War Readings Assignment due Homework: Read Course Objectives in Knowing Words Enjoy Your Break

Day 31 (3/22)- No Class (Spring Break) Day 32 (3/24)- No Class (Spring Break) Day 33 (3/26)- No Class (Spring Break)

Day 34 (3/29)- Discuss Rest of Semester and Final Argument Essay Homework: Write Argument Essay TAO

Day 35 (3/31)- Discuss Questions Regarding Final Argument Essay Final Argument TAO due

Day 36 (4/2)- Return CTA Essays and Conference on Final Argument TAOs Homework: Write CTA EPR Start Drafting Final Argument Essay

Day 37 (4/5)- Discuss Rhetorical Devices CTA EPR due Homework: Continue Drafting Final Essay

Day 38 (4/7)- Discuss Rhetorical Devices and Progress on Final Essays Homework: Finish Final Essay Draft

Day 39 (4/9)- Begin Peer Reviews of Final Essay Homework: Comment on Peers’ Final Essays

Day 40 (4/12)- Finish Peer Reviews Homework: Finalize Final Essays WRTG 1150 Syllabus with Professor McConomy 11

Day 41 (4/14)- Submit Final Essays, Discuss Semester, Sign-Up for Exit Interviews

Day 42 (4/16)- (Day Reserved for Catch-Up and Student Directed Discussion)

Day 43 (4/19)- (Days Reserved for Catch-Up and Student Directed Discussion)

Day 47 (4/28)- No Class (Exit Interviews by Appointment) Day 46 (4/26)- No Class (Exit Interviews by Appointment) Day 48 (4/30)- No Class (Exit Interviews by Appointment)

Disclaimer: This syllabus and schedule are not written in stone. I reserve the right to change this schedule as necessary. Also, I encourage you, as engaged students, to suggest helpful modifications of which I may be unaware.

Plagiarism: Using someone else's words, ideas, or images without acknowledging the source is academic fraud. If you are caught intentionally plagiarizing, you will receive zero points for the assignment and a one-grade reduction in your overall grade. A second offense will result in an automatic “F” for the entire course ─ NO EXCEPTIONS. You may NOT use material created by your friends, classmates, family members, or colleagues and call it your own — even if they give you their permission. Likewise, essays you copy, download, or purchase from the Internet or any other source are examples of plagiarism.

Tutoring: Free help is available for all students at the Writing Center, which is now located in room N111 of the Norlin Library. I will provide information about the writing center as the semester progresses. Also, the online resource OWL (Online Writing Lab) from Purdue University is an incredible tool for all writers.

Students with disabilities: If you qualify for accommodations because of a disability, please submit a letter to me from Disability Services in a timely manner so that your needs may be addressed. Disability Services determines accommodations based on documented disabilities. Contact: 303-492-8671, Willard 322, or http://www.Colorado.EDU/disabilityservices.

Religious Holidays: Campus policy requires that faculty make every effort to deal reasonably and fairly with all students who, because of religious obligations, have conflicts with scheduled exams, assignments or required attendance. In this class, you must notify me in advance of the holiday in writing to WRTG 1150 Syllabus with Professor McConomy 12 request an excused absence. Any work due that day must be turned in on or before the due date unless I stipulate otherwise. See policy details at http://www.colorado.edu/policies/fac_relig.html

Classroom behavior: Students and faculty each have responsibility for maintaining an appropriate learning environment. Students who fail to adhere to behavioral standards may be subject to discipline. Faculty have the professional responsibility to treat students with understanding, dignity and respect, to guide classroom discussion, and to set reasonable limits on the manner in which students express opinions. Professional courtesy and sensitivity are especially important with respect to differences of race, culture, religion, politics, sexual orientation, gender, and nationalities. See policies at http://www.colorado.edu/policies/classbehavior.html and http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code

Honor Code: All students of the University of Colorado at Boulder are responsible for knowing and adhering to the academic integrity policy of this institution. Violations of this policy may include cheating, plagiarism, academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct shall be reported to the Honor Code Council ([email protected]; 303-725-2273). Students who are found to be in violation of the academic integrity policy will be subject to both academic and non-academic sanctions (including but not limited to university probation, suspension, or expulsion). Additional information may be found at http://www.colorado.edu/policies/honor.html and http://www.colorado.edu/academics/honorcode/ .

Sexual Harassment: The University of Colorado at Boulder policy on Discrimination and Harassment, the University of Colorado policy on Sexual Harassment and the University of Colorado policy on Amorous Relationships apply to all students, staff and faculty. Any student, staff or faculty member who believes s/he has been the subject of discrimination or harassment based upon race, color, national origin, sex, age, disability, religion, sexual orientation, or veteran status should contact the Office of Discrimination and Harassment (ODH) at 303-492-2127 or the Office of Judicial Affairs at 303-492-5550. Information about the ODH, the above referenced policies and the campus resources available to assist individuals regarding discrimination or harassment can be obtained at http://www.colorado.edu/odh