WRTG 1150: First-Year Writing and Rhetoric (Ellis) 6

WRTG 1150.047 First-Year Writing and Rhetoric

Syllabus, Fall 2008 Erik Ellis, Ph.D.

Meeting Times Room Office Hours MWF 2:00-2:50 p.m. ATLAS 104 11:00-noon MWF and by appointment

Office E-mail Office Telephone ENVD 1B50F [email protected] (303) 735-3058 (see map on last page) E-mail is the best way to reach me. Course Blog VoiceThread Media Lab http://wrtg3020.wordpress.com/ www.voicethread.com ATLAS 301 (303) 492-8804

Course Description

elcome. This course is a rhetorically informed introduction to college writing. It focuses on critical analysis, argument, inquiry, and information literacy. Taught as a writing workshop, it places a premium Won invention, drafting, and thoughtful revision. Although we will closely read and carefully analyze a variety of professional and student essays, your own compositions will be the main focus of the course.

The major essays you’ll write in this course, as well as the collaborative multimedia project you’ll work on with classmates, will develop out of progressions. A progression—a term coined by Pat C. Hoy II, who directs the Expository Writing Program at New York University—is a series of closely interrelated reading, writing, and thinking exercises that culminates in a rhetorically sophisticated, idea-driven essay (or multimedia essay). The progressions for this course will ask you to think deeply and critically about places and images that are significant in your life. Each progression will constitute an inquiry—a search for meaning as you reevaluate and adapt your initial ideas in light of new questions, new evidence, new reflections, and new contexts.

Our focus on inquiry exemplifies the genre of the essay. As Cristina Kirklighter notes in Traversing the Democratic Borders of the Essay, “Instead of working toward definitive conclusions, as in an article, the essay’s spontaneity allows the writer to wander, to make connections in unusual places, to emphasize discoveries instead of conclusions” (6).1 Phillip Lopate has observed that the genre historically had “a notoriously flexible and adaptable form” (xxxvii).2 Other scholars have similarly called the essay—not just the so-called personal essay—“reflective and exploratory and essentially personal” (Anderson ix),3 “essentially a peripatetic or ambulatory form” (Good 4),4 “an extraordinarily free form” (Pebworth 22),5 and “kineticism incarnate” (Heilker 169).6 This kind of flexibility and freedom, you will quickly discover, is somewhat of an illusion. The essay, in fact, is not a free-for-all genre that permits solipsistic rambling. Careful attention to one’s rhetorical situation—including purpose, audience, and context—will be critical throughout this course. Your writing will, nevertheless, give meaning to rhetoric and composition scholar Paul Heilker’s insight “that students’ identities are the most important texts they will ever read and write; that the exploring, composing, and expressing of their selves is the most important act of interpretation and writing they will ever undertake; and that the essay is a far better vehicle for this work than exposition” (200).7

1 Kirklighter, Cristina. Traversing the Democratic Borders of the Essay. Albany: State U of New York P, 2002.

2 Lopate, Philip. The Art of the Personal Essay: An Anthology from the Classical Era to the Present. New York: Anchor Books, 1994. 3 Anderson, Chris, ed. Literary Nonfiction: Theory, Criticism, Pedagogy. Carbondale: Southern Illinois UP, 1989. 4 Good, Graham. The Observing Self: Rediscovering the Essay. London: Routledge, 1988. 5 Pebworth, Ted-Larry. “Not Being, But Passing: Defining the Early English Essay.” Studies in the Literary Imagination 10 (Fall 1997): 17-27.

6 Heilker, Paul. The Essay: Theory and Pedagogy for an Active Form. Urbana: NCTE, 1994. WRTG 1150: First-Year Writing and Rhetoric (Ellis) 2 Learning with Technology We’ll use a lot of technology in this class. For example, we have a course blog instead of a CULearn page. We’ll also make extensive use of an innovative online service called VoiceThread (www.voicethread.com), which enables users to create, share, and comment on “online media albums” that contain images, documents, and/or videos. Not only that, but you’ll also collaborate with classmates to create an original multimedia essay.

Lots of Support Sound intimidating? Don’t worry. You don’t need any previous technical skills to succeed in this course. In fact, many of the best multimedia projects in previous classes have come from students who initially knew nothing about creating or editing multimedia. You’ll learn about and practice using all the software necessary to make movies (e.g., Apple’s iMovie) during class, you’ll check out a digital camcorder to shoot original footage, and you’ll even have many opportunities to work on your project in class—in the campus Media Lab (ATLAS 301). Dave Underwood and Tim Riggs in the Media Lab are very friendly and look forward to helping you with technical and even artistic advice.

Apple for Multimedia Please note that you’ll make your multimedia project using Apple computers. You’ll save your project to your portable hard drive, which you will be able to connect to any Mac (on or off campus) with a Firewire port and the right version of iLife software. This drive will enable you to work on your DVD with flexible hours. Just hook it up to a Mac and edit your project using iMovie, iDVD, etc. If you need technical help as you work on your project, please call or schedule a time to stop by the Media Lab. Their number is 303-492-8804.

Rationale for Learning and Teaching with Technology Why use a course blog and VoiceThread? Why create a multimedia project in a writing class? Because innovative scholars in the discipline of rhetoric and composition argue persuasively that to ignore the significant role of technology in our culture means that “we run the risk of making composition studies increasingly irrelevant to students engaging in contemporary practices of communicating” (Selfe 272). 8 According to Elizabeth Daley, executive director of the USC Institute for Multimedia Literacy, “those who are truly literate in the twenty-first century will be those who learn to both read and write the multimedia language of the screen” (34, emphasis added).9 Multimedia essays are compositions as much as traditional essays are, and they require an equal amount of careful attention to rhetoric—the art of persuasion. I hope you’ll view our uses of technology in this class with an open mind. Students generally end up valuing the course blog, VoiceThread, and the challenging but ultimately rewarding multimedia project.

7 Heilker, Paul. “Twenty Years In: An Essay in Two Parts.” College Composition and Communication 58.2 (2006): 182-212.

8 Selfe, Cynthia L. “Students Who Teach Us: A Case Study of a New Media Text Designer.” Writing New Media: Theory and Applications for Expanding the Teaching of Composition. Ed. Anne Francis Wysocki, Johndan Johnson-Eilola, Cynthia L. Selfe. Logan: Utah State UP, 2004. 43-66. 9 Daley, Elizabeth. “Expanding the Concept of Literacy.” EDUCAUSE 38.2 (March/April 2003): 33-40. WRTG 1150: First-Year Writing and Rhetoric (Ellis) 3 Course Requirements

Progression #1……………………….….25% Progression #2……………………….….25% Progression #3……………………….….20% Homework………………………..………5% Library Tutorials………………………….5% Reflective Blog Journal…..………...…...10% VoiceThread Portfolio……………….….10%

Progression #1: Exploring an Idea Through Place This assignment challenges you to write a compelling essay that explores an original, provocative, and complex idea in an interesting way. First you’ll select a place or space that you find meaningful and that inspires you to think deeply. Next, in the first two writing exercises of this progression, you’ll reflect on your place and your experiences there. These initial reflections will yield an idea worth pursuing. The next three writing exercises will help you develop your idea into a persuasive essay that uses stories from personal experience, as well as various written texts—including scholarly sources—as evidence.

Progression #2: Collaborative Multimedia Project: Ideas in Conversation You and a group of classmates will collaborate to create a compelling, rhetorically sophisticated multimedia “conversation” surrounding your group members’ ideas—the ones you explored in Progression #1. Through several writing exercises, as well as the creation of a collaborative storyboard with voiceover, you will translate your thinking from the page to the screen. Your group will create an entirely original DVD (no YouTube videos, scenes from movies, popular songs, etc.) that engages viewers in an intelligent conversation of ideas.

Progression #3: Memory and Visual Imagination: Developing an Idea Through Images and Stories Like Progression #1, this assignment challenges you to write a compelling essay that explores an original, provocative, and complex idea in an interesting way. This time, however, your thinking will revolve around an art object that leaves a lasting impression on you. You’ll analyze the art object, reflect on the source of its significance, and develop a complex, original idea that draws upon a variety sources—including scholarly sources—as evidence.

Reflective Blog Journal As you go through each progression, you’ll keep a journal on our course blog that captures your thinking about the evolution of your ideas, your writing process, your strengths and weaknesses as a writer, and other matters related to the course. The daily schedule on this syllabus lists all journal assignments, and you’ll find specific prompts for each journal entry on the assignment sheet for each progression. Your journal will help you create your VoiceThread Portfolio at the end of the course.

VoiceThread Portfolio At the end of the semester, you’ll compile an online portfolio (using www.voicethread.com) that showcases your writing and that demonstrates sincere reflection about your strengths and weaknesses as a writer, your writing process, the genre of the essay, multimedia literacy, and other relevant matters. Your portfolio will include a memo to future multimedia collaborators. WRTG 1150: First-Year Writing and Rhetoric (Ellis) 4 Required Materials

• Accounts on WordPress.com and VoiceThread.com (using your CU e-mail) • One blank DVD and one blank mini-DV tape (not cheapest Sony, please—can cause problems) • Copies of your work-in-progress as needed for class workshops • Your CU e-mail for sending and receiving class-related e-mail • Access to Microsoft Word for e-mail attachments (save as .doc or .rtf, not .docx or WordPerfect)

Texts Knowing Words: A Guide to First-Year Writing and Rhetoric. 5th ed. (Fall 2008-Spring 2009). Ed. Erik Ellis and Lonni Pearce. Plymouth (Mich.): Hayden-McNeil, 2009.

The readings listed below, which you’ll need to annotate and respond to critically, will be provided as handouts and via our course blog and VoiceThread:

Aciman, Andre. “Counterintuition.” False Papers. New York: Farrar, Straus: 2000. —. “Shadow Cities.” The Best American Essays 1998. Ed. Cynthia Ozick. New York: Houghton Mifflin, 1998. 9-18. Atwan, Robert. “Foreword.” The Best American Essays 1998. New York: Houghton Mifflin, 1998. xi-xiii. Daley, Elizabeth. “Expanding the Concept of Literacy.” EDUCAUSE 38.2 (March/April 2003): 33-40. Fisher, Marshall Jon. “Memoria ex Machina.” The Best American Essays 2003. Ed. Ann Fadiman. New York: Houghton Mifflin, 2003. 61-66. Frazier, Ian. “A Lovely Sort of Lower Purpose.” The Best American Essays 1999. Ed. Edward Hoagland. New York: Houghton Mifflin, 1999. 99-104. Gordon, Mary. “Still Life.” The Best American Essays 1999. Ed. Edward Hoagland. New York: Houghton Mifflin, 1999. 111-122. Graham, Lawrence Otis. “Invisible Man.” The Best American Essays 1993. Ed. Joseph Epstein. New York: Houghton Mifflin, 1993. 114-30. Heilker, Paul. The Essay: Theory and Pedagogy for an Active Form. Urbana: NCTE, 1994. Hoy, Pat C. II. “The Disarming Seduction of Stories.” Writing on the Edge 12.1 (2001): 41-48. Masello, David. “My Friend Lodovico.” The Best American Essays 2005. New York: Houghton Mifflin, 2005. 135- 38.

NOTE: You’ll need to print all readings (and turn them in with annotations). Sample student essays and various required online videos are not listed above. More readings may be added, in addition to those listed on the syllabus.

* You must complete all major assignments in order to receive credit for the course. * Information on this syllabus is subject to change with advance notice. WRTG 1150: First-Year Writing and Rhetoric (Ellis) 5 Course Policies

Grading

Late Assignments: Late assignments (major assignments) will be penalized one letter-grade level for each day late. For example, if an assignment is due on Monday and you turn it in on Wednesday, an A- assignment will become a B. You won’t receive credit for smaller assignments that are late—e.g., writing exercises and reading responses.

Reading/Video Responses on VoiceThread.com: To receive credit, post your responses before class. You’ll see a prompt for each VoiceThread by clicking on Erik’s avatar (image) at the start of each VoiceThread. Be sure to follow directions. In general, to receive full credit, your responses must be more like thoughtful paragraphs than quick, short, knee-jerk reactions.

Extra Credit: Because VoiceThread.com supports audio and webcam comments, you’ll receive extra credit for adding either type of comment on a consistent basis (as opposed to traditional text comments). Audio comments in particular will help create a richer, deeper multimedia experience for all of us. In the past, students have initially hesitated to contribute audio comments, but gradually more and more students add them, and they become very “normal.” (Most of us don’t like the sound of our own voices, but many people prefer to listen to audio comments rather than read a lot of text comments.) No Microphone on Your Computer? No Problem.

Just because you don’t own an external USB mic or don’t have access to a personal computer with a microphone doesn’t mean that you need to feel alienated or disempowered on VoiceThread. You can always record audio comments in one of the state-of-the-art edit bays in the Media Lab in ATLAS 301. Please call Dave or Tim (very friendly guys) at 303-492-8804 ahead of time to make sure that an edit bay will be available when you need it. Mention that you’re in Erik Ellis’s class.

Annotations: In order to receive full credit, your annotations must include highlighting/underlining of important words, sentences, and passages and a substantial number of comments and observations in the margins. At least some of the marginal comments must express your reaction to the text, not just summarize it. Annotations will be due at your small-group workshop.

Note: Assignments are due at the beginning of class.

Grading Scale:

A 95-100 B+ 87-89 C+ 77-79 D+ 67-69 A- 90-94 B 83-86 C 73-76 D 63-66 B- 80-82 C- 70-72 D- 60-62

F 0-59

Attendance

Absences: It is crucial that you attend regularly and arrive prepared to participate in class. In general, I will not distinguish between excused and unexcused absences. In the case of the unexpected (e.g., a death in the family or a serious illness), please contact me as soon as possible. If you miss more than three class, for any reason, I may lower your final grade one level for each additional absence (e.g., B to B-). If you are absent six or more classes, you will fail the course. If you miss a class because of illness, it counts toward the three classes you’re “allowed” to miss without penalty, so use your “free” absences wisely. Also, keep in mind that when you miss class, you might miss work that you can’t make up. If you do miss class, please refer to the syllabus, contact a classmate, or see me during office hours to find out what you missed. Try to avoid scheduling doctor’s appointments during class.

Lateness and Leaving Early: Three late arrivals = one absence. If you arrive late, check with me after class to make sure I have marked you as late, not absent. Otherwise you may be responsible for the absence(s). If you are extremely late to class (or asleep, not paying attention, etc.), or if you leave class early, you’ll be counted absent. WRTG 1150: First-Year Writing and Rhetoric (Ellis) 6 Honor Code (including plagiarism)

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/ Disabilities Accommodations 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

If conflicts arise between class meetings, assignment deadlines, or examinations and holidays or celebrations observed by your religion, please notify me during the first two weeks of the semester so that we can arrange suitable accommodations. Please see the CU-Boulder campus policy at http://www.colorado.edu/policies/fac_religion.html.

Classroom Behavior

Students and faculty each have responsibility for maintaining an appropriate learning environment. Students who fail to adhere to such behavioral standards may be subject to discipline. Faculty have the professional responsibility to treat all students with understanding, dignity and respect, to guide classroom discussion and to set reasonable limits on the manner in which they and their students express opinions. 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. Class rosters are provided to the instructor with the student's legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records. See polices at

http://www.colorado.edu/policies/classbehavior.html and at http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code

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 WRTG 1150: First-Year Writing and Rhetoric (Ellis) 7 English 1150 Tentative

Monday Class DailyWednesday Schedule Friday Aug. 25 Aug. 27 Aug. 29 • Freewrite: “What is an essay?” • Meet in EDUC 334. • Meet in EDUC 334. • Discuss responses. • Learn about VoiceThread—register using • Address any questions/problems related to • Read and discuss Atwan. CU e-mail address at www.voicethread.com, blog and VoiceThread. • Review syllabus. etc. • Discuss Heilker and Ken Robinson. • Add avatars to “Identities” in “My Account” • Learn about Progression #1. Homework: (first download from blog). • E-mail photo of yourself to • Practice commenting on VoiceThread Homework: [email protected] by Tuesday at 5 (Taylor Mali video; Shining parody). • Read and annotate Hoy’s “Disarming p.m. Erik will create customized avatars that • Learn about course blog—sign up using your Seduction of Stories,” Frazier’s “A Lovely Sort you can add to VoiceThread in class CU e-mail address at www.wordpress.com. of Lower Purpose,” and Graham’s “Invisible Wednesday so that your choice of images • Introduce yourself by posting to blog. Man.” will appear next to your VoiceThread Guidelines for Blog Intro.:  Please note that in “Disarming comments.  Include your first and last names in Seduction,” the second paragraph at the title of your post. Use the first the top of page 42 (“Language shows • Remember to meet in EDUC 334 on name that you go by (nickname, itself plain . . .”) is a continuation of Wednesday. Please be on time. etc.). the student quotation from the • Read chapters one and two in Knowing  List your: previous paragraph. It should be Words. o Major formatted as part of the block o Where you’re from quotation. o Favorite place in the world • Comment on Hoy, Frazier, and Graham on o Hobbies and interests VoiceThread.  Include at least one link that reveals • Bring annotated essays to class. something about who you are or what your interests are. • Discuss psychic distance presentation.

Homework: • If necessary, finish Blog Intro. • Prepare for psychic distance presentation. • Read classmates’ introductions on blog. Comment informally on two classmates’ blog postings (add at least a short paragraph). • Read and annotate Heilker (available on course blog). • Comment on Heilker and 20-minute Ken Robinson video on VoiceThread.com. Respond to the specific prompt you see when you click on Erik’s image in each VoiceThread. • Bring annotated essay to class. • Remember to meet in EDUC 334 on Friday. Please be on time.• Read, annotate, and write reading response to Limerick. Sep. 1 Sept. 3 Sep. 5 LABOR DAY—NO CLASS • Discuss readings. • Discuss readings. • Discuss summary vs. scene and significant • Read Veronica White’s descriptive writing. detail. • Brainstorm places to write about. • Recruit volunteer to share writing exercises Homework: for this progression (via blog, by 7 a.m. on day • Read and annotate Aciman’s they’re due). “Counterintuition” and “Shadow Cities.” • Comment on both of Aciman’s essays on Homework: VoiceThread. • Read and annotate Hott, Krieger, and Blau. • Psychic distance presentations (three). • Comment on Hott, Krieger, and Blau on VoiceThread. Homework: • Write Exercise #1: Description of Place. Bring • If necessary, prepare for psychic distance three copies to class. presentation. • Write post for your Reflective Blog Journal • Fill out Food Choices Survey. (see prompt on assignment sheet). • Bring Knowing Words to class Monday. WRTG 1150: First-Year Writing and Rhetoric (Ellis) 8

Sep. 8 Sep. 10 Sep. 12 • Exercise #1 due. • Exercise #2 due. • Exercise #3 due. • Discuss readings. • Workshop Exercise #2 (volunteer’s first). • Workshop Exercise #3 (volunteer’s first). • Go over chapter four in Knowing Words. • Workshop Exercise #1 (volunteer’s first). Homework: Homework: • Form workshop groups based on choice of • Write Exercise #3: Reflection on Possible • Write Exercise #4: Summary and New, Idea- place. Ideas. Bring three copies to class. Related Scene. Bring three copies to class. • Write post for your Reflective Blog Journal • Write post for your Reflective Blog Journal Homework: (see prompt on assignment sheet). (see prompt on assignment sheet). • Write Exercise #2: Summary and Dramatic • Discuss Pollan. Scene. Bring three copies to class. • Update idea map. • Write post for your Reflective Blog Homework: • Discuss Pollan and Schlosser. Journal (see prompt on assignment • Read and annotate Pollan, 109-119 (“The • Watch clips from Supersize Me and Toxic sheet).• Draw idea map; bring to class for Meal: Fast Food”) and Schlosser, 1-10 Sludge Is Good for You. rest of unit. (“Introduction”) and 202-207 (excerpt from • Discuss film clips. “What’s in the Meat”). Homework: • Write reading responses—one for Pollan, Homework: • Read and annotate Pollan, 65-84 (“The one for Schlosser; bring annotations to class. • Skim Pollan, 134-184 (“Big Organic”). Feedlot: Making Meat”) and 100-108 (“The • Write reading response; no annotations Consumer: A Republic of Fat”). required. • Write one reading response; bring annotations to class. Sep. 15 Sep. 17 Sep. 19 • Exercise #4 due. • Exercise #5 due. • Workshop ideas for structure/organization. • Workshop Exercise #4 (volunteer’s first). • Workshop Exercise #5 (volunteer’s first). Homework: Homework: Homework: • Write draft of essay. Bring three copies to • Write Essay #5: Letter with New Textual • Brainstorm structure/organization of your class. Evidence. Bring three copies to class. essay.• Discuss readings. • Write post for your Reflective Blog Journal • Write post for your Reflective Blog • Discuss readings. (see prompt on assignment sheet). Journal (see prompt on assignment sheet).• • Update idea map. • Volunteer: E-mail draft to Discuss Pollan. • Discuss President’s Teaching and Learning [email protected] by 5 p.m. Saturday. Collaborative research project. • Everyone: Comment on VoiceThread draft Homework: (volunteer from another section of course).• • Read and annotate Pollan, 262-273 (“The Homework: Update idea map. Meal: Grass-Fed”) and 298-303 • Read and annotate Pollan’s “An Animal’s (“America’s National Eating Disorder”). Place” and John Robbins’s “Getting Enough Homework: • Write reading responses; bring annotations Protein.” • Write two-page, single-spaced letter to a to class. • Write reading responses; bring annotations to friend. Feel free to use material and ideas from class. your freewriting, reading responses, and idea map. Bring three copies to class. Sep. 22 Sep. 24 Sep. 26 • Workshop drafts (volunteer’s first). • Small-group workshops. No regular class • Small-group workshops. No regular class unless you’re signed up for a workshop today. unless you’re signed up for a workshop today. Homework: • Save all critique forms to turn in with final • Save all critique forms to turn in with final • E-mail draft to small-group workshop draft. draft. members by 5:00 p.m. the day before your • Annotations due. • Annotations due. scheduled workshop. • Write critiques for workshop members. Homework: Homework: • Bring copies of classmates’ drafts—and • E-mail draft to small-group workshop • E-mail draft to small-group workshop yours—to small-group workshop. • members by 5:00 p.m. the day before your members by 5:00 p.m. the day before your Brainstorming Table due. scheduled workshop. scheduled workshop. • Write critiques for workshop members. • Write critiques for workshop members. • Bring copies of classmates’ drafts—and • Bring copies of classmates’ drafts—and yours yours—to small-group workshop. * Meet in —to small-group workshop. ______.

Sep. 29 Oct. 1 Oct. 3 • Small-group workshops. No regular class • Essay #1 due in thin folder with all critique • Meet in EDUC 334. unless you’re signed up for a workshop forms you received (including Erik’s, along • Presentation by guest speaker Dave today. with draft Erik commented on). Underwood: Storyboards and the Language of • Save all critique forms to turn in with final • Learn about Progression #2: Collaborative Film. draft. Multimedia Project: Ideas in Conversation. • Annotations due. • Form groups based on ideas. Homework: WRTG 1150: First-Year Writing and Rhetoric (Ellis) 9 • Read essays by your group members. • Brainstorm ideas for collaborative multimedia Homework: • If time, brainstorm ideas for collaborative project, based on your idea and your group • Finish essay. Bring three copies. Put in project. members’ ideas. thin folder with all critique forms you • Write post for your Reflective Blog Journal received (including Erik’s, along with draft Homework: (see prompt on assignment sheet). Erik commented on). • Read (but don’t annotate) Daley. • Print, read, and write critiques for • Write post for your Reflective Blog • Comment on Daley on VoiceThread. Journal (see prompt on assignment sheet). • Brainstorm ideas for collaborative three drafts for whole-class * Meet in Media Lab. multimedia project, based on your idea and workshops Wednesday. (Drafts for • Discuss and conduct online research. your group members’ ideas. whole-class workshops are due the • Comment on three sample multimedia • Print, read, and write critiques for three projects on VoiceThread. day before at noon—e-mail draft to drafts for whole-class workshops • Write post for your Reflective Blog Journal [email protected].) Wednesday. (Drafts for whole-class (see prompt on assignment sheet). • Write your own draft to prepare workshops are due the day before at noon— • Remember to meet in EDUC 334. Please be e-mail draft to [email protected].) on time, as we’ll have a guest speaker. for your whole-class workshop or • Write your own draft to prepare for your small-group workshop. whole-class workshop or small-group Homework: workshop. • Print, read, and write critiques for • Print, read, and write critiques for three three drafts for whole-class drafts for whole-class workshops Wednesday. workshops Wednesday. (Drafts for (Drafts for whole-class workshops are due the day before at noon—e-mail draft to whole-class workshops are due the [email protected].) day before at noon—e-mail draft to • Write your own draft to prepare for your [email protected].) whole-class workshop or small-group workshop.• Whole-class workshops. • Write your own draft to prepare for your whole-class workshop or Homework: small-group workshop. • Print, read, and write critiques for three drafts for whole-class workshops Wednesday. (Drafts for whole-class workshops are due the day before at noon—e-mail draft to [email protected].) • Write your own draft to prepare for your whole-class workshop or small-group workshop. Oct. 6 Oct. 8 Oct. 10 • Work on storyboard/voiceover with your • Work on storyboard/voiceover with your • Workshop storyboards/voiceovers. group. group. • Begin to check out camcorders. • Sign up for camcorder reservation. Homework: Homework: • Revise storyboard/voiceover. Homework: • Create final draft of storyboard/voiceover. • Write post for your Reflective Blog • Write/draw draft of storyboard complete Make a photocopy to submit to Erik on Journal (see prompt on assignment sheet). with voiceover. Photocopy and bring three Monday. Also bring copies for everyone in your copies to class. group. • Write post for your Reflective Blog Journal • Write post for your Reflective Blog Journal (see prompt on assignment sheet).• Whole- (see prompt on assignment sheet). class workshops. • Remember to meet in EDUC 334. Be on time.• Whole-class workshops. Oct. 13 Oct. 15 Oct. 17 Meet in EDUC 334. Meet in EDUC 334. • Meet in Media Lab (ATLAS 301). • Storyboard/voiceover due. • Quickly discuss Owen. • Recover voiceover. • Guest speaker: Tim Riggs gives iMovie • Practice iMovie and GarageBand. • Continue to check out camcorders. demo. • Receive Erik’s comments on • Continue to check out camcorders. storyboard/voiceover. Homework: • Continue to check out camcorders. • Keep filming and taking photos, if necessary. Homework: • Write post for your Reflective Blog Journal • Remember to meet in EDUC 334.Small- Homework: (see prompt on assignment sheet). group workshops. No regular class (unless • Remember to meet in ATLAS 301. Be on you’re signed up for a workshop today). time. • Write post for your Reflective Blog Journal Homework: (see prompt on assignment sheet). • If necessary, distribute, read, and critique • Revise voiceover if necessary and bring final essays by members of your workshop copy to class Friday. WRTG 1150: First-Year Writing and Rhetoric (Ellis) 10 group. • Remember to meet in ATLAS 301 and be on • Read (don’t annotate) Owen’s “The time. Soundtrack of Your Life.” • Comment on Owen’s “The Soundtrack of Homework: Your Life” on VoiceThread. • If necessary, distribute, read, and critique • Write post for your Reflective Blog essays by members of your workshop group.• Journal (see prompt on assignment sheet). Essay #1 due with all critique forms, idea map, and your previous draft(s) with Erik’s comments, in a thin folder (no binders, please). • Introduction to Multimedia DVD. • Watch sample DVDs. • Form DVD groups.

Homework: • Fill out Brainstorming Table (see Word file on CULearn—please type your responses). • Brainstorm ideas for DVD, including possible video footage, photos, art, music, etc. that might be useful. If necessary, be prepared to ask parents or others to send you relevant materials such as photos or videos.

Oct. 20 Oct. 22 Oct. 24 • Meet in Media Lab (ATLAS 301). • Meet in Media Lab (ATLAS 301). • Meet in Media Lab (ATLAS 301). • Return all camcorders. • Work on DVD. • Work on DVD. • Work on DVD. Homework: Homework: Homework: • Work on DVD. • Work on DVD. Have draft ready to post to • Work on DVD. • Write post for your Reflective Blog Journal VoiceThread by end of class Monday. • Write post for your Reflective Blog (see prompt on assignment sheet). • Write post for your Reflective Blog Journal Journal (see prompt on assignment sheet). (see prompt on assignment sheet).• Brainstorm ideas for psychic distance presentation; bring potential examples to class. • Read, annotate, and write reading response to Limerick.• Meet in EDUC 334. • Draft of Brainstorming Table due. • Copyright overview with guest speaker Deb Keyek-Franssen. • Workshop Brainstorming Tables. • Discuss voiceovers and how to edit essay for voiceover (readable in less than 5 minutes).

Homework: • Revise Brainstorming Table. • Edit Essay #1 for voiceover—make sure you can read it at a comfortable pace in less than five minutes. (Save the edited version using a different title, so you never lose your original essay in case you need other parts later.) • Create draft of storyboard for your DVD (including voiceover). Bring one copy to class. Oct. 27 Oct. 29 Oct. 31 • Meet in Media Lab (ATLAS 301). • Meet in Media Lab (ATLAS 301). • Meet in Media Lab (ATLAS 301). • Work on DVD. • Discuss VoiceThread responses to your • Revise DVD. • Save iMovie file to your folder. Clearly group’s draft. Decide how to revise. label the latest version, because Erik will • Work on DVD. Homework: upload it to VoiceThread. • Revise DVD. Homework: • Write post for your Reflective Blog Journal Homework: • Revise DVD. (see prompt on assignment sheet). • Comment on multimedia drafts on • Write post for your Reflective Blog Journal WRTG 1150: First-Year Writing and Rhetoric (Ellis) 11 VoiceThread. (see prompt on assignment sheet). • Work on DVD: take/scan photos, shoot/import • Write post for your Reflective Blog • Psychic distance presentations (two). video, sound effects, edit, etc. Journal (see prompt on assignment sheet). • Food Choices Survey due. • Work on DVD. • Discuss Essay #1: Reflective Analysis of Homework: Personal Food Choices. • Have five-minute rough draft of DVD ready • Discuss survey results. for indiv. critiques tomorrow. If draft is longer than five minutes, decide which five minutes Homework: you want others to critique. • Read and annotate Pollan, 1-31 (“Our National Eating Disorder” and “The Plant: Corn’s Conquest.”) • Write one reading response; bring annotations to class.* Meet in ______. • Voiceover due. • Storyboard due. • Intro. to video editing using iMovie—guest speakers Dave Underwood and Tim Riggs from ITS Media Lab. • iMovie practice.

Homework: • Work on DVD—record voiceover, take/scan photos, shoot/import video, add sound effects, etc. * Meet in Media Lab. • Work on DVD: 1) Record your voiceover, if you haven’t already. 2) In remaining time, take/scan photos, shoot/import video, add sound effects, edit, etc.

Homework: • Work on DVD: take/scan photos, shoot/import video, add sound effects, edit, etc. Nov. 3 Nov. 5 Nov. 7 • Meet in Media Lab (ATLAS 301). • Meet in EDUC 334. • Discuss readings. • Last day in Media Lab. • DVD due. • Finish DVD. • Watch DVDs. Homework: • Learn about Progression #3. • Read and annotate Wilson, Wetter, and Miller. Homework: • Comment on Wilson, Wetter, and Miller on • Finish and burn DVD. Turn in with DVD Homework: VoiceThread. self-critique. • Read and annotate Gordon, Masello, and • Write post for your Reflective Blog Journal • Remember to meet in EDUC 334. Be on Fisher. (see prompt on assignment sheet). time. • Comment on Gordon, Masello, and Fisher on VoiceThread. • Write post for your Reflective Blog Journal (see prompt on assignment sheet).

Nov. 10 Nov. 12 Nov. 14 • Discuss readings. • Workshop Exercise #1 (volunteer’s first). • Location TBA for Library Seminar. • Recruit volunteer to share writing exercises for this progression (via blog, by 7 Homework: Homework: a.m. on day they’re due). • Complete online library tutorials by class • Write Exercise #2. Bring three copies. tomorrow. • Read and annotate “Happily Horrified” Homework: • Write post for your Reflective Blog Journal (pp.63-73) in Knowing Words. • Write Exercise #1. Bring three copies. (see prompt on assignment sheet). • Comment on “Happily Horrified” on • Read chapter three of Knowing Words. VoiceThread. • Complete online library tutorials before Homework: • Write post for your Reflective Blog Journal this Friday’s class. The tutorials are • Finish final draft of Essay #2.Bring to class (see prompt on assignment sheet). available here: with all critique forms and your previous draft http://ucblibraries.colorado.edu/pwr/index.htm with Erik’s comments, in thin folder (no • Meet in EDUC 334. • Write post for your Reflective Blog binders, please) • Essay #2 due with all critique forms and your Journal (see prompt on assignment sheet). • Meet in EDUC 334 Friday. previous draft with Erik’s comments, in a thin WRTG 1150: First-Year Writing and Rhetoric (Ellis) 12 • Update idea map. folder (no binders, please). • Discuss President’s Teaching and • Intro. to Presentation of Essay #2. • Watch and critique highlights from 2007 Learning Collaborative research MacWorld keynote. project. Homework: Homework: • Read and annotate Pollan’s “An • Read “Writing and Giving Presentations.” Animal’s Place” and John Robbins’s “Getting Enough Protein.” • Write reading responses; bring annotations to class.

Nov. 17 Nov. 19 Nov. 21 • Workshop Exercise #2 (volunteer’s first). • Workshop Exercise #3 (volunteer’s first). • Workshop drafts (volunteer’s first). • Discuss VoiceThread Portfolio. Homework: Homework: • Write Exercise #3. Bring three copies. Homework: • Revise draft based on comments from your • Write post for your Reflective Blog • Write draft. Bring three copies. workshop. Journal (see prompt on assignment sheet). • Volunteer: E-mail draft to • E-mail draft to small-group workshop [email protected] by 5 p.m. members by 5:00 p.m. the day before your Thursday. scheduled workshop. • Everyone: Comment on VoiceThread draft • Write critiques for workshop members. (volunteer from another section of course). • Bring copies of classmates’ drafts—and yours • Write post for your Reflective Blog Journal —to small-group workshop. • Brainstorming (see prompt on assignment sheet). Table due.

Nov. 24 Nov. 26 Nov. 28

Fall Break—no class. Fall Break—no class. Fall Break—no class.

Dec. 1 Dec. 3 Dec. 5 • Small-group workshops. No regular class • Small-group workshops. No regular class • Small-group workshops. No regular class unless you’re signed up for a workshop unless you’re signed up for a workshop today. unless you’re signed up for a workshop today. today. • Save all critique forms to turn in with final • Save all critique forms to turn in with final • Save all critique forms to turn in with final draft. draft. draft. • Annotations due. • Annotations due. • Annotations due. Homework: Homework: Homework: • E-mail draft to small-group workshop • Finish essay. Put in thin folder with all • E-mail draft to small-group workshop members by 5:00 p.m. the day before your critique forms you received (including Erik’s, members by 5:00 p.m. the day before your scheduled workshop. along with draft Erik commented on). scheduled workshop. • Write critiques for workshop members. • Have draft of VoiceThread Portfolio ready to • Write critiques for workshop members. • Bring copies of classmates’ drafts—and workshop on Monday. • Bring copies of classmates’ drafts—and yours—to small-group workshop. * Work on VoiceThread Portfolio. yours—to small-group workshop. * Work on VoiceThread Portfolio.• • Read reflective essay on pp.139-141 in * Work on VoiceThread Portfolio.• Brainstorming Table due. Knowing Words.• Brainstorming Table due. Brainstorming Table due. • Brainstorming Table due. • Meet in EDUC 334. • Meet in EDUC 334.

Dec. 8 Dec. 10 Dec. 12 • Meet in EDUC 334. • VoiceThread Portfolio and Reflective Blog • Meet in EDUC 334. • Essay #2 due in thin folder with all Journal due. • Last day of class. critique forms you received (including • TBA. Erik’s, along with draft Erik commented Homework: on). • TBA. • FCQs. • Remember to meet in EDUC 334. Be on • Workshop VoiceThread Portfolios. time.

Homework: • Print, read, and write critiques for drafts for whole-class workshops Wednesday. (Drafts for whole-class workshops are due WRTG 1150: First-Year Writing and Rhetoric (Ellis) 13 the day before at noon—e-mail draft to [email protected].) • Finish VoiceThread Portfolio. • Print Reflective Blog Journal.