WRITING SYLLABUS 1150 02 1st Yr Writing/Rhetoric with an Environmental Focus

WRTG 1150-036(17917)

1st Yr Writing/Rhetoric (Seminar)

20 MoWeFr 1:00PM - 1:50PM

ECCR 137

Jan 10, 2011-Apr 29, 2011

Dr. David WilliamsDavid.williams@colorado.edu720-308-0915

Office hoursMW 3:00-4:30, 304 Woodbury, and by appointment

Course Description

This is a course about reading, writing, thinking critically, and being able to come up with creative solutions and ideas. You will be asked to examine worldviews and perspectives, possibly outside of your own, and to assess reasons for belief. The overall thematic focus of this particular course is on Man & Nature: where we’ve come from and where we are going on this earth. With that in mind, we will touch on human evolution, the nature of the brain, and our relationship to the environment. We will examine differences between myth and science. We will also take a look at various theories of ethics—asking questions about what motivates human behavior. You will be reading a wide section of texts, as well as peer papers, helping others revise, while also revising your own work. I see writing as a progression, and there will be ample opportunity for revisions as you think through and reexamine your work.

The syllabus is always subject to changes, as I assign various new readings or special events become available.

Texts

Knowing Words: A Guidebook to First-Year Writing and Rhetoric.

Rosenwasser, David and Jill Stephen. Writing Analytically.

Writing Assignments and Grading Criteria

The kinds of writing I will ask you to do include informal in-class writings, short reflective and response pieces, formal essays, and a research project.

Auto-ethnography (3 pages). A narrative essay in which you draw from personal experience to reflect on a question, idea, or concept.

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Rhetorical analysis of an argument . (4 pages). An essay in which you analyze an article, editorial, or website to understand the rhetorical strategies the author uses to persuade his or her audience.

Critical analysis of text/image. (4 pages).

Media Project. For this project, you will work as a team with three or four other people in class. You will be designing a print and media campaign about an environmental topic. You will create print media, a billboard sign, and a video to get a message across, using well-thought-out rhetorical devices. Each team member must also turn in the following: a rhetorical analysis detailing why various rhetorical strategies were utilized on the project (2 pages) as well as an accompanying essay (3 pages) that tells of your own personal experience working on this topic.

Research paper (8 pages). An essay in which you pose a research question, place the question in context, investigate and cite relevant sources of information, and draw conclusions from the data you've gathered.

PORTFOLIO. Buy a portfolio folder to keep all of the papers you write and all of the papers I hand back to you, and back up all of your papers on a disc. Something will get lost, inevitably, in the course of the semester, so it’s important to keep back-up copies. The portfolio itself will be used in assessing the final grades.

Assignments will count as follows:

Rhetorical analysis: 15%Critical analysis: 15%Media Project: 25%Research Paper: 25%Short reflection/response pieces, quizzes, and participation, including contributions to class discussion & workshops: 20%.

Grading

A 92 -100 B+ 88-89 C+ 78-79 D+ 68-69 F 59--

A- 90-91 B 82-87 C 72-77 D 62-67

B- 80-81 C- 70-71 D- 60-61

“A” level work reflects excellence in all areas. An “A” suggests that work is not only thought provoking and structurally polished, but that assignments are completed with a high level of stylistic and critical independence. “A” level work presents the reader with fresh and independent thinking, logical organization, and excellent control over mechanics and style.

“B” level work is very good, well above average. This work explores difficult questions in a way that is creative, critical and thought provoking. “B” level work is critically and organizationally sound, is stylistically competent, and contains few errors.

“C” level work indicates that assignments are completed

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adequately, meeting minimum requirements. This grade indicates that the work is functional at a college level and that all aspects of the assignment have been addressed. However, the work may be hindered by a lack of sufficient critical inquiry, organizational clarity, and control over mechanics and style. “D” level work is substandard at the college-level. It is usually completed in haste and reflects little thought or attention to detail. A “D” indicates that major portions of the assignment are completed poorly.

“F” level work is incomplete or inadequate. An “F” will also be given if plagiarism has occurred.

University Policies

Honor CodeAll studen1s 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. I will report all incidents of academic misconduct to the Honor Code Council. 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/policieslhonor.html http://www.coloraao.edu'academics/honorcode

"A" level work reflects excellence in all areas. An "A" suggests that work is not only thought provoking and structurally polished, but that assignments are completed with a high level of stylistic and critical independence.

Attendance PolicyThis class will be discussion-based, which means that attendance is mandatory. You allowed three absences-no questions asked. For every unexcused absence after that, your final mark will drop by 1/3 of a grade. E.g.: If you have four unexcused absences, and your final grade is a B, it will drop to a B minus; five absences, to a C plus; six absences, to a C. If you have more than SIX unexcused absences (i.e. miss more than two weeks of class), you will automatically fail the class. In cases of illness, emergencies, or religious holidays, please let me know, so that your absence can be excused. Also, please do not be late. If you are repeatedly late, it will affect your final grade. Finally, nonattendance of this course does not guarantee that you will be administratively dropped.

ParticipationBecause this class is discussion-based, you are expected to come to every class having finished the reading and prepared to participate. Specifically, you should come to each class with at least two comments, questions, issues, or highlighted passages that you wish to bring up for discussion. I will begin each class by randomly calling on students to share what they've prepared, as a basis for facilitating discussion. Remember, these are essentially free marks. All you have to do is do the reading, show up, and talk. Also please brine your texts to every class.

Weekly ResponsesOnce a week, you are expected to post 1-2 paragraphs of your response to the reading online, and the entire class is expected to check the blackboard before class. More details will be given on this, once enrolment is finalized.

Students with disabilitiesIf you qualify for accommodations, 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 www.Colorado/EDL/disabilityservices.

Classroom behaviorStudents and faculty each have a 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 www.colorado.edu/policies/classbehavior.html www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code.

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CALENDAR

WEEK ONEMonday, Jan 10. INTRODUCTION. Name Essay in-class.

Wednesday, Jan. 12. WHO ARE WE AS HUMAN BEINGS? Bring in a list of 12 things you believe to be true. WORLDVIEWS, HISTORY, PRE-HISTORY, WRITING.. Read Knowing Words, chapters 1 and 2.

Friday, Jan. 14. MYTH & SCIENCE. Have read these articles:http://www.italiantechnicaltranslations.com/begin.html and “Types of Origin Myths,” by Robert Carneiro: http://library.thinkquest.org/C005854/text/types.htm. Bring in a one-paragraph reaction paper, typed—double-spaced. Have read Writing Analytically chapter 1.

WEEK TWOMonday, Jan. 17. Film: Who Are We?

Wednesday, Jan. 19. Rite of Passage—Autoethnography. Connotations and Close Reading. We will read Hemingway’s “Hills Like White Elephants” in class. Showing instead of Telling, and use of concrete language. Have read Writing Analytically chapter 2.

Friday, Jan. 21. Begin writing a two-page (typed-double spaced) story about a time in your life where something happened that helped define you as a person that captures a larger truth.

WEEK THREEMonday, Jan. 24. Small group workshop: BRING IN FIRST DRAFT OF AUTO-ETHNOGRAPHY—4 pages. “All autobiography is fiction.” Assignment: Revise auto-ethnography. Rhetoric as perception and interpretation. Crafting the auto-ethnography, making it sing.

Wednesday, Jan. 26. Film: The Journey of Man: the DNA story written in our genes.

Friday, Jan. 28. Discussion of film and the human story of migration. Have read Writing Analytically chapter 3. THE HUMAN BRAIN—is this who we are? Confirmation Bias. Interpreting stories—what do they mean? Film on Brain, with neuroscientist Antonio Damasio.

WEEK FOURMonday, Jan. 31. FINAL DRAFT OF AUTO-ETHNOGRAPHY DUE. RHETORICAL ANALYSIS AND IDENTITY: ETHOS, PATHOS, LOGOS, ENTHYMEME, AND MORE. Have read Writing Analytically chapters 4 & 5. We will begin to examine rhetorical strategies in print and media.

Appeals from authority, expertise, social status; appeals to the emotions, sympathy; identification; appeals of logic, reasoning, evidence.

Is the author credible? Does he/she have authority, experience to speak on issue?

Who is the author's target audience? How would you characterize this audience? What kinds of strategies does the author use to appeal to this audience?

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What is the author's central claim or thesis? How does he or she support this thesis? What evidence, reasoning, or data does the author use in support of his or her claim?

Wednesday, Feb. 2. RHETORICAL ANALYSIS. Discerning an author's purpose or motive (Who is saying what to whom and Why?) Discerning an author's strategies: How does the author make his or her point? Bring in an advertisement from a magazine that uses “green” in some fashion. Have read Writing Analytically chapters 6 & 7.

Friday, Feb. 4. Guest speaker on using graphic design, for Media Project.

WEEK FIVEMonday, Feb. 7. SUMMARY. Summarize a text/artifact (in this case an advertisement or essay) in one paragraph, for a peer who hasn’t read it. Exchange summaries for peer feedback. Now, pose ten questions to the author of the text about a claim she or he is making. Begin writing a rhetorical analysis of the text.

Wednesday, Feb. 9. BRING IN FIRST DRAFT OF RHETORICAL ANALYSIS FOR PEER REVIEW. Small group workshop: rhetorical analysis of an argument Writer, audience, message, purpose, strategies Assignment: revise draft of rhetorical analysis.

Friday, Feb. 11. Film: Judgment Day, from PBS. Have read Writing Analytically chapters 7 & 8.

WEEK SIXMonday, Feb. 14. Film: Judgment Day, from PBS: critical discussion and rhetorical analysis.

Wednesday, Feb. 16. MEDIA PROJECT WORKSHOP. Defining what is at stake/deciding upon a topic. We will also watch a short film, Plastic Bag.

Friday, Feb. 18. ETHICS. A review of ethics, from Aristotle (Virtue), to Consequentialist, to Deontological, to Environmental Ethics. to Darwinian Ethics. Why do we desire to act “good?” ALTRUISM. SOCRATES: “Is conduct right because the gods command it, or do the gods command it because it is right?

WEEK SEVENMonday, Feb. 21. FINAL DRAFT OF RHETORICAL ANALYSIS DUE (be sure to include your first draft and comments of classmates from peer review). Write short plays on ethical dilemmas and individual choices.

Wednesday, Feb. 23. CRITICAL ANALYSIS. Have read Writing Analytically chapters 9 & 10. PRESERVATION vs. CONSERVATION. Film: Lobos, from PBS. Take notes, so you can begin drafting a critical paper that deals with the debate between Conservation and Preservation.

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Friday, Feb. 25. Discussion of Preservation and Conservation. Agency, ethics, and responsibility; craft; syntax and style as matters of rhetoric. Answering the opposition. Moving beyond "Everyone's entitled to their opinion." The craft of composition revisited. Using words, phrases, voice, tone and style to strengthen your argument.

WEEK EIGHTMonday, Feb.28. PERSUASIVE WRITING. Taking a stance on an issue. What constitutes an issue? MEDIA PROJECT WORKSHOP. As a group, draft a statement in which you take a stand on a position and support your position with reasoning and evidence. Have read Writing Analytically chapters 11 & 12.

Wednesday, March 9. Embracing contraries. Answering the oppositionMoving beyond “Everyone’s entitled to their opinion”Using words, phrases, voice, tone and style to strengthen your argumentAssignment: Revise your essay for publication. How would you present your argument to an audience that includes readers both friendly and unfriendly to your central point and claims? Playing devil’s advocate. You say X, I say Y.Representing opposing viewpoints. Have read Writing Analytically chapters 13 & 14.Assignment: Rethink your statement for Media Project, so that it includes at least one claim with supporting reasoning/evidence that complicates or counters a claim you’ve made.

Friday, March 11. CRITICAL ANALYSIS, “PRESERVATION VS. CONSERVATION,” FIRST DRAFT DUE FOR PEER REVIEW.

WEEK NINEMonday, March 14. MEDIA PROJECT WORKSHOP. Designing a campaign.

Wednesday, October 20. RESEARCH PAPER. Inquiry as the wheel of higher education. Thesis development. Complete library tutorials 1 and 2. Readings to be assigned.

Friday, October 22. Environmental Topics. We will look at the film The 11th Hour, examining it critically, and rhetorically. CRITICAL ANALYSIS PAPER DUE (be sure to include your first draft and comments of classmates from peer review).

WEEK TENMonday, March 14. Film and discussion. MEDIA PROJECT.

Wednesday, March 16. Find a Research Subject. Find and pose a researchable question that deals with the State of the World: Wildlife, Population, Deforestation, Global Warming, Habitat Destruction, Food Production, etc. Have read Writing Analytically chapters 15 & 16. Assignment: List ten things you’ve always wanted to know more about that have to do with topics related to environmental issues. Choose two topics on your list and ask five questions for each.

Friday, March 18. Guest speaker on creating effective films.

WEEK ELEVENWednesday, March 30. HAND IN RESEARCH PROPOSAL with thesis idea.Research methods (1): Data collection. What counts as data?

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Research methods (2): What has already been said about your topic? Placing your study in contextAssignment: Prepare a proposal that includes your research questions(s) and methods for your library seminar instructor. Begin drafting research essay. Have read Writing Analytically chapters 17 & 18.

Wednesday, March 30. Library seminar (Norlin Library)We will meet in our classroom and walk together to the seminar.

Friday, April 1. MEDIA PROJECT WORKSHOP.

WEEK TWELVEMonday, April 4. MLA STYLE. Citing sources in the body of your essayTuning your sources to your argument and voice. Have read Writing Analytically chapter 19.Composing the Works Cited page.

Wednesday, April 6. Bring in 2-3 pages, first draft of your Research paper. Small group workshop: a peer assessment of your work in progress.

Friday, April 8. MEDIA PROJECT WORKSHOP.

WEEK THIRTEENMonday, April 11. MEDIA PROJECT WORKSHOP. At this time, you can also meet with me to talk about concerns you are having with the Research Paper.

Wednesday, April 13. MEDIA PROJECT WORKSHOP. At this time, you can also meet with me to talk about concerns you are having with the Research Paper.

Friday, April 15. SUSTAINABILITY. “STORY OF STUFF.”

SPRING BREAK MARCH 21-25.

WEEK FIFTEENMonday, April 18. MEDIA PRESENTATIONS.Wednesday, April 20. MEDIA PRESENTATIONS.Friday, April 22. MEDIA PRESENTATIONS.

WEEK SIXTEENMonday, April 25. Eco video shorts.Wednesday, April 27. Eco video shorts.

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Friday, April 29. RESEARCH PAPER DUE. LAST DAY OF CLASSES. VIDEOS and FUN! FINAL EXAMS WEEK

Cartoonsby David Williams

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