University Writing, Composition, and Rhetoric

WRTG 1150: Fall 2012 University Writing, Composition, and Rhetoric MWF 9-9:50am KTCH 120

Professor Seth Tucker, PhD. Email: [email protected] Phone: (303) 868-3873 Office: ENVD 1B27C Office Hours: MWF 10-11:30am and by appt.

COURSE OBJECTIVES: Welcome! This course is an introduction to college-level academic writing. The course emphasizes thinking, reading, and writing critically—that is, thinking, reading and writing that does more than absorb the content of a text but also carefully studies the following: • Significant points and arguments in a text and various interpretations of the same text. • Structure and rhetoric of a text (we will define the term “rhetoric” during the course of the semester). • Ideologies, assumptions, and beliefs underlying a text.

As stated in Knowing Words, the aim of the course is to help you: • Write with fluency; to acquire a practical and reflective understanding of the writing process. Throughout the semester, you’ll use a variety of strategies throughout the stages of writing—researching, drafting, revising, editing, and proofreading—to help you refine your own writing process. One of the most important strategies that you’ll practice is work-shopping each other’s writing. A regular part of class-time will be devoted to small- and large-group workshops in which you will read and critique each other’s work. The benefits of this workshop approach are two-fold: as a writer, you receive a range of responses to your work and, as a reader, you learn from reading and critiquing your peers’ writing.

• Develop rhetorical knowledge, making informed choices as you adapt your writing to the needs of your audience, to a specific context and situation, and for a particular purpose. We’ll begin by analyzing the rhetorical situation in a variety of texts—that is, we’ll ask questions about the relationships between the text, writer, audience, and context, and we’ll discuss how these relationships shaped the writer’s choices. Then you’ll apply this rhetorical knowledge by writing in different genres and for different audiences, adapting the voice, tone, format and structure of your writing to meet the needs of your audience. We’ll also discuss the ethical use of rhetoric—if rhetoric is a form of power, what are our ethical responsibilities as writers? • Become a proficient reader, approaching texts with a writer’s awareness of craft and a critic’s ability to interpret and respond to a text’s meaning and effects. We’ll explore texts that come from a variety of sources (both scholarly and popular, for example) and from a variety of media (traditional print, film, websites, etc.). You’ll be asked to read critically: to recognize the rhetorical strategies an author has chosen—both in format and content—that invite the audience to interpret the text in a particular way. We’ll also discuss how the same text may be interpreted in different ways.

• Develop strategies of research that will enable you to become an active investigator of your culture. You’ll learn about research technologies available here at CU (on-line databases, electronic books and journals, bibliographic software, etc.) through a library seminar. More importantly, we’ll discuss how to evaluate a source for accuracy, relevance, credibility, reliability and bias by examining the source’s rhetoric and rhetorical situation.

• Understand and apply conventions of standard linguistic usage, including proper grammar, syntax, punctuation, and spelling as you compose, revise, and edit your writing across a range of rhetorical tasks and genres. Yes, grammar counts…but what counts as “good” grammar changes in different rhetorical situations. Because this is an academic course, in most of your major assignments you’ll be expected to use a writing style and tone that is considered appropriate for a general academic audience. However, as part of the course you’ll also write in other genres and for other audiences, so you’ll need to think carefully about how to adapt your writing for the rhetorical situation at hand.

CLASS POLICIES AND ETIQUETTE: • Group work is vital to this class and the only way group work is effective is if all members of the group participate. It is important that you be present on days of peer critiquing, not only for your benefit, but also because your group members are counting on your input. This activity plays a major role in your participation grade. Each instance of being unprepared for group work will count as an absence.

• Please be punctual. This class starts on time. Late arrivals disrupt the class and are inconsiderate. Two late arrivals count as an absence.

• Cell phones, iPods, and other such devices are both disruptive to the class and inconsiderate. Therefore, these gadgets must be turned off before class. DO NOT LET ME CATCH YOU TEXTING, ETC! I will count you absent for that class, and you will not be warned.

• Late assignments will not be accepted. This is to encourage you to keep up with class assignments and to allow me to return work back to you in a timely manner. • Your hard work is a reflection on yourself. Plagiarism and/or academic dishonesty will result in failing this course. DON’T TEST MY SERIOUSNESS ON THIS POINT. Think of it—you have already won the worldwide lottery just by living in the US, and doubly fortunate to be going to school here! Don’t mess that up with a silly thing like cheating.

• This classroom is a safe haven for all ideas. Respect not only me as your professor but also your peers. We are all unique individuals entitled to our own opinions and beliefs, however, any comments, jokes, or remarks that denigrate the worth of an individual’s physical/mental ability, body size, religion, race, creed, ethnic background, sexual preference, or gender are inappropriate and will not be tolerated. Students and faculty each have responsibility for maintaining an appropriate learning environment. Those who fail to adhere to such behavioral standards may be subject to discipline. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, culture, religion, politics, sexual orientation, gender, gender variance, and nationalities.

TEXTS: • Knowing Words: A Guide to First-Year Writing and Rhetoric, Eighth Ed. • Writer’s Help Online—this is a St. Bedford Grammar/Writing Handbook (free for you because I am awesome)  Cat’s Cradle. Kurt Vonnegut. ISBN: 978-0-385-333481 (make sure you get the right book!)  Assorted readings provided throughout the course, available via D2L.

REQUIREMENTS: You are REQUIRED to turn in a paper copy with all drafts, and upload the paper to Dropbox on D2L, on the day the papers is due, and to Bedford/St. Martin’s Writer’s Help Online (provides grammar and writing help), and D2L (for course information and requirements). It is a requirement of this class that you attend class, take notes, and check D2L before every class and often during the week.

You are required to annotate and read the assigned texts before the lectures, take notes, and discuss the content in class. You will be responsible for bringing those texts to class each week, and for responding in a variety of written formats. Participation is essential. Your critical analysis of lecture topics and assigned readings are vital to this seminar as is your overall contribution to the intellectual community of WRTG 1150. I expect you to have a notebook for this class, one that you have out for every class! You Will Use Your Big Brains in Class, and You Will Use Those Big Brains to Speak Intelligently About Deep Philosophical/Rhetorical/Literary Stuff in Class. Or, you can listen to me drone on and on. Because I totally will.

GRADING AND COURSE REQUIREMENTS: A total of 1000 points may be earned. Below you will find brief explanations of the requirements.

Assignment Poin Description ts Focused Autobiography 140 700-1000 word “memoir.” (You are allowed to revise either (Creative Paper #1) points paper #1 or #2, and the average of the two grades will be your grade for that paper). Response to a Debate 200 1000-1250 word summary and analysis of arguments found (Persuasion Paper #2) points in a current debate. (You are allowed to revise either paper #1 or #2, and the average of the two grades will be your grade for that paper). Negotiation and 270 1500-2000 word essay in which you educate and evaluate Mediation (310 pts total) points various viewpoints on a given issue and draw from each to (Research Paper #3) form a solution. No revision available for final paper. (20 Outline/Proposal 20 pts points for Outline/Proposal, 20 points for Annotated Annotated Bibliography 20 pts Bibliography). Integrating Rhetorical 75 Students will choose three to five rhetorical strategies (5min Strategies Presentation points minimum) from my handout, and facilitate a presentation and Folio for the class. Creativity is rewarded. Each student will also be required to turn in a folio of found and invented examples of 15 rhetorical strategies later in the semester. Reading In-Class 50 Students will take turns selecting a newspaper, magazine or Presentation (groups) points journal article concerning at least one of the relationships between a chosen topic, and facilitate a ten minute presentation. In their presentations, students will be required to correlate the specific issues discussed in the article to the issues reviewed in required reading, and to generate discussion concerning these issues among their classmates. A copy of all materials must be provided to the instructor. Weekly Journals (10) 100 These short journal assignments (10 out of 16 weeks) will points challenge creative and critical thinking, develop class discussions and your research interests, and are due electronically on D2L before class. Participation 50 The rare student who earns the full points in this category points will: show a consistently high level of engagement in class discussions, read and comprehend the readings prior to class, bring copies of the readings to class so that textual references may be made, have perfect or near-perfect attendance, and prepare thoroughly for discussions and activities through additional research/reading as needed. Peer Review Workshops 75 All three formal writing assignments will be peer reviewed points before the final draft is due. A complete and thoughtful draft of the assignment is required in order to participate in these peer review sessions. There are no make-up options for this assignment; meet your deadlines, bring in the required number of copies, and participate for credit. You may earn credit by offering feedback to peers and offering a well-formed, complete draft for your peers to comment upon. These sessions will involve writing some suggestions and notes on your peer’s drafts, but will also consist of intelligent, detailed discussions about each draft we workshop.

ATTENDANCE: A substantial part of your grade relies upon consistent class attendance and participation in seminar. Attendance will be taken every meeting time, and if you do not have the texts for the class, you will be considered absent. The WRTG 1150 course policy allows students to miss four class hours without automatic penalty (though missing classes for any reason is discouraged and guarantees my feelings will be hurt). Your final grade will be lowered by one full letter grade for every absence after the allotment. Simply filling a seat in this course is not considered “attendance”; if you aren’t prepared for class discussion (you don’t bring the reading material, you are texting while others are speaking (for shame!), you aren’t prepared to take notes, etc.) you will be marked absent. As classes will be full of insightful discussions, enlightening workshops and edifying instruction (believe it, baby!), it is crucial that you attend all class sessions. In-class activities have been designed to boost your understanding of the readings, sharpen your writing and editing skills, and offer you the essential tools to succeed in this class. I expect the class to be the site of lively intellectual activity, which is not the sound of one voice (mine), but rather your voices as you challenge your own beliefs, encounter new ideas, question our texts, welcome new points of view, and— always—contribute respectfully and thoughtfully. Regular participation during class will positively affect our collective classroom experience (and raise your final grade). Failing to contribute your unique voice will strip the class of its diversity.

REVISIONS: Revision is the key to successful, thoughtful writing, and is the most likely way to receive an excellent grade in the course. A successful revision is one that goes beyond peers’ and the instructor’s comments by making significant changes that are the results of your own careful re-reading of your writing. YOU MAY REVISE ONE ESSAY THIS SEMESTER, selected from essay #1 or essay #2 (essay #3 is not revisable). Revisions are due on the day I establish after the initial paper is turned in-- you will not be allowed to turn them in late. Revisions must be turned in with the original graded essay, including my grading rubric grid, and a cover letter outlining the changes that have been made to the essay. In essence, the cover letter is bidding for my time and describing why your paper is worth re-reading and evaluating again. The revision grade is the average of the grades, and you can only revise it once, so make it count. I highly recommend that you meet with me and visit the Writing Center as a precursor to your revision. PLAGIARISM: Plagiarism is: “Copying or adopting the scientific, literary, musical, or artistic composition or work of another and producing or publishing it as one’s own original composition or work. To be liable for ‘plagiarism’ it is not necessary to exactly duplicate another’s work: it is sufficient if unfair use of such work is made by lifting of substantial portion thereof.” You may NOT recycle papers from other classes into work from this class--i.e. remember that paper your wrote in AP English? Turning it in as a new paper to my class will be considered academic fraud, and will be treated as plagiarism... Any student caught cheating or plagiarizing will fail this course. Don’t do it people!

THE 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, aid of 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 sanctions from the faculty member and non-academic sanctions (including but not limited to university probation, suspension, or expulsion). Other information on the Honor Code can be found at http://www.colorado.edu/policies/honor.html and at http://www.colorado.edu/academics/honorcode/.

WRITING CENTER: If you want additional help with your writing, the Writing Center in Norlin Library is a great place to go to talk about ideas, improve your thesis or essay organization, or just generally work on your writing skills. All students are invited to bring their writing to the Writing Center for feedback and advice. Students are welcome to bring writing from any discipline at any stage of the writing process. Fifty-minute consultations with experienced writing consultants are available by appointment at no charge to CU students. Because the Writing Center is a very popular campus resource, please plan to make reservations at least one week in advance. Reservations can be made through the Writing Center website or in person. § Improve your planning, logic, and organization § Refine your clarity, style, citation, and grammar § Prevent procrastination and writing anxiety Find more information at: http://www.colorado.edu/pwr/writingcenter.html ESL resources: http://www.colorado.edu/oie/isss/esl.html

DISCRIMINATION AND 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.

DISABILITIES: If you qualify for accommodations because of a disability, please submit to me a letter from Disability Services in a timely manner so that your needs may be addressed. Disability Services determines accommodations based on documented disabilities (303-492-8671, Willard 322, www.colorado.edu/disabilityservices).

RELIGIOUS OBSERVANCES: Campus policy regarding religious observances 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, I ask that you contact me at least one week ahead of the date(s) that you will be absent so that we can discuss any assignments/class material that you will miss. Just so you know, I do celebrate Festivus. Hopefully you aren’t too young to get that joke, and if you are, please YouTube Seinfeld.

MISCELLANEOUS: Call my cell phone number at your own risk--if you can email me your question, that would be an infinitely better solution than to call me at home, on my cell, to ask me non-emergency questions. Use good judgment--is it something you can figure out on your own? Is it available on D2L? Ask yourself: does it justify interrupting my esteemed professor, as he sits down to watch Jersey Shore with an overflowing heap of delicious chicken wings?