Wrtg 1150: First Year Writing and Rhetoric
Instructor: Jennifer Fueston
Sections: 036
Class Time: MWF 1 – 1:50
Location: VAC1B90
Office: ENVD 1B30B
Office Hours: MWF 12-1 p.m. or by appointment
Office Phone: 303-735-4673
Email: jennifer.fueston@colorado.edu
Course Goals and Aims:
Wrtg 1150: First Year Writing and Rhetoric is a rhetorically informed introduction to college writing. The course
focuses on critical analysis, argument, inquiry, and information literacy. Wrtg 1150 is taught as a writing workshop;
the course places a premium on invention, drafting and thoughtful revision. As an academic writing course designed
to prepare students to write for a variety of purposes and disciplines, the course encourages students to see writing
as a process of:
1. Learning the language and concepts of rhetoric and understanding how to use them to analyze texts
critically
2. Understanding the conversations going on within academic and social contexts, and learning how to
thoughtfully participate in those conversations through recognized genres of research writing which
utilize information literacy skills
3. Shaping these academic and social conversation(s) through persuasive and argumentative writing that is
shaped to meet the expectations of its readers and discourse community
As explained in Knowing Words pg 15 - 17, the aims of the course are to:
 refine and reflect on your writing process, engaging in substantial revision as you give and receive feedback
from your peers and from the instructor

develop rhetorical awareness, making informed choices as you adapt your writing to the needs of your
readers, to a specific context and situation, and for a particular purpose

become a critical 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

develop strategies of research using a variety of research tools that will enable you to read and evaluate the
work of others and then integrate your research into your own writing in a thoughtful and ethical manner

understand and apply conventions of standard language use, including proper grammar, syntax, and
punctuation, as you compose, revise, and edit your writing across a range of rhetorical tasks and genres.
These five course goals express the Program for Writing and Rhetoric’s commitment to preparing you for the other
kinds of reading and writing you will perform in your other classes. They also fulfill the course criteria given to all
state institutions by the Colorado Commission on Higher Education, the governmental body that contributes to the
policies for college education in Colorado. In other words, this writing class is not just about what your writing
teacher here at CU thinks is important. It’s about deepening your skills in rhetorical knowledge, writing processes,
and language conventions so that you can write effectively for a variety of audiences in a variety of situations—
both inside and outside the classroom.
(See Knowing Words Chapter 1 for more information about the course description and goals.)
Required Texts:
Knowing Words (the PWR’s self-published writing handbook)
“They Say, I Say”: The Moves that Matter in Academic Writing with Readings
(Graff, Birkenstein & Durst, 2008, 1st edition)
Supplemental texts as assigned through the class website (http://learn.colorado.edu)
A writing handbook of your choice
Required Tools:
Regular access to online class information, materials and discussion boards at Desire2Learn
(https://learn.colorado.edu) For assistance navigating the D2L site, you can access online
tutorials at the following link: http://oit.colorado.edu/support-training/ittraining/students/tutorials
Regular email communication via your CU email address. Please make a habit of checking
your CU email daily.
Online resources for writing and grammar conventions:
The Purdue University OWL (on-line writing lab): http://owl.english.purdue.edu/owl
The Colorado State University Writing Center: http://writing.colostate.edu
The Oregon State Resource Center: http://cwl.oregonstate.edu/Webresourcespage.html
The CU Boulder 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. Check the Writing
Center website for more information about hours and services, or request an appointment online at:
http://www.colorado.edu/pwr/writingcenter.html
Attendance Policy:
You are permitted three absences during the semester. The fourth time you are absent, I will begin to deduct points
from your final grade for the course – for each day of absence, your final grade will be penalized by two percentage
points (for example, if your final grade is a 90% ONE absence would result in an 88%, a second absence would be 86%,
etc). The reasoning for this is that if you are absent more than three times, you will not be able to contribute
meaningfully during peer workshops and discussions, which are primary methods of instruction in this course.
Furthermore, any student who misses 9 classes will not be allowed to pass the course. Missing 9 classes is
equivalent to missing 3 weeks, or 20% of the total semester, and you cannot be considered to have successfully met
the goals of the course if you are gone that often. If you choose to miss this many class periods, I will inform you that
you cannot pass the class and should stop attending. Be aware of your college’s deadlines for dropping and
withdrawal.
Of course, there are always exceptions to the absence policy. If you have a valid reason for being absent for more
than three class periods, contact me and we can discuss the situation. If you are absent, you should contact a
classmate for the information and assignments you missed. I do not allow work to be turned in late except in cases
of significant extenuating circumstance (health, family emergency, personal crisis, injury). Again, please talk with me
if you are having difficulty meeting deadlines for any reason.
Conferences:
One effective method of feedback that I find valuable is holding individual conferences on your papers in progress.
A conference will be 10 – 20 minutes long, at which time you should be prepared with a copy of your most up-to-date
draft of a paper in progress and questions you would like to discuss with me in person. The schedule of daily
assignments on the syllabus will indicate when conferences will be held.
Grading and Major Assignments:
Complete guidelines and expectations for these essays and projects will be given out at the beginning of each unit
and posted online at the class site http://learn.colorado.edu. Grading and evaluation of papers will also be discussed
in detail prior to each deadline. The following are short descriptions of all assignments which will make up your
grade in the course:
Percentage Value
20%
Assignment Description
Rhetorical Analysis Essay (draft due Feb 10, final due Feb 20)
A rhetorical analysis will draw attention to the ways in which a text is constructed to have an
effect upon its audience. This will mean examining the ways that text uses APPEAL strategies,
linguistic devices, as well as how it is designed or composed (visually or through written
structure). By drawing our attention to these elements, the rhetorical analysis will help the
reader come to a fuller understanding of the text than at first glance or reading.
30%
1)
Research Portfolio, including the following components:
1) Research Proposal: A 1 – 2 page explanation of your chosen topic and initial research
(draft due March 2nd, final due March 23rd)
2)
2) Annotated Bibliography: A collection of 8 – 10 sources of information (articles, books,
etc) about your topic and thorough summary and evaluation of those texts (1/2 of
bibliography due March 7th, full bibliography March 23rd)
3)
3) Brief Literature Review: A 2 – 3 page summary of your research findings in which you
clearly explain the different positions within this topic and briefly present your opinion
on the topic in response to the research (draft due March 19th, final due March 23rd)
25%
Persuasive Texts #1 and #2
1) Persuasive text 1’s purpose is to help shape the conversation on the issue you
researched in Unit 2 by writing towards a specific audience who might be affected by
that issue; to persuade your audience to agree with or act on your viewpoints; or to use
the research you did in unit 2 to creatively explore that issue through a genre your
audience is familiar with (draft due April 20th, final due April 27th)
2) Persuasive Text 2 is not an “essay” because it will require you to create an authentic
document or visual text that could be publishable in a variety of ways. You will reshape
the information in your first essay to be presented through another medium, such as a
pamphlet, informative blog, website, advertisement, short commercial, YouTube film,
etc. During class, we will examine different types of persuasive texts you might use as a
model for your own. (draft due April 27th, final due May 4th)
25%
Collected homework assignments, and daily participation and preparedness (250 total points)
Self-Analysis Reflection (10 points)
Analysis of Political Language (10)
Analysis of Visual Rhetoric (10)
Unit 1 Reading Quiz (50)
Library RIOT modules on information literacy (50)
Publication and Audience Analysis (45)
Daily participation points (45 points = 1 point per class day)
Bringing complete drafts to workshop (30 points = 5 points per draft for all major project drafts)
Total = 100%
Short written assignments and required readings are listed in the following schedule, as well as posted to the online
calendar on the D2L site.
CU Boulder Grading Scale
A
AB+
B
BC+
92 – 100%
90 – 91 %
88 – 89 %
82 – 87 %
80 – 81%
78 – 79%
C
CD+
D
DF
72 – 77 %
70 – 71 %
68 – 69 %
62 – 67 %
60 – 61%
59% and below
Spring 2012 Daily Schedule: First Year Writing and Rhetoric
(please note: dates and activities are tentative and subject to revision as determined by instructor)
Date
Week 1
Topics and Activities
Homework for next class
Begin Unit 1: “Learning the Language”
CCHE topics: Rhetorical Knowledge and Writing processes
Wed, Jan 18
•Intro to the course and course tools
•Short Writing Assignment:
Self-Analysis(10 homework points)
– write 1- 2 pages about some text (book, song,
film, advertisement, etc) that had a strong
effect on your thoughts, behavior or beliefs.
Describe what this text was and what your
belief or opinion was BEFORE encountering it.
Explain how the text persuaded you to change.
What made it persuasive or effective in
challenging your perspective?
•Read Knowing Words chp. 1 & 2
•Read the syllabus
•Log in and set up profile on class
site at http://learn.colorado.edu
•Bring two typed, printed copies
of your self-analysis paper
Fri, Jan 20
•Discuss self-analysis assignment. What do we
expect of different genres?
•Workshop self-analysis paper with peers, discuss
good workshop practices
•Revise your self-analysis based on
feedback from peers
•Read chp 4 of Knowing Words
Week 2
CCHE topic: Rhetorical Knowledge
Mon, Jan 23
•DUE: Revised version of self-analysis short
assignment, turn in to DROPBOX on
learn.colorado.edu
•Introduce Unit 1 assignments
•discuss chp 4 of Knowing Words – What is rhetoric?
How do writers get our attention?
•Read They Say, I Say chp. 2 & 3
•Read “Amnesty” letter (online at
class site under “Content”) and
make notes on how this letter uses
persuasive appeals
Wed, Jan 25
• Discuss types of persuasive texts and how to
engage them critically
• Practice skills of summary writing
• Read They Say, I Say, p. 410 - 419,
“The Last Superpower?” by Fareed
Zakaria and answer questions #1 &
#4, p419-420
Fri, Jan 27
•Discuss Zakaria essay and summary skills
•Review concepts of Ethos and Logos in texts
•Introduce concepts of logical fallacy
• Short Writing Assignment: Political Language
Analysis (10 homework points)
- Read They Say, I Say p. 360- 376 “A More
Perfect Union” by Barack Obama and write a
1 page political language analysis of appeals
Obama uses in his speech
• Read “Political Language” and
“Pep Talk” online at class site
“Content”
• Complete Short Writing
Assignment
Week 3
CCHE topic: Rhetorical Knowledge
Mon, Jan 30
•Discuss political texts and political language
•Analyzing visual rhetoric in political texts
•Revise political language analysis
of “A More Perfect Union” based
on class discussion
• Read “Cause” and “Election”
online at class site “Content”
Wed, Feb 1
•DUE: Revised version of political language analysis
short assignment, turn in to Dropbox on
learn.colorado.edu
•Discuss differences in political language and
propaganda
•Read “Advertising” and “30
Second Spot Pitch” online at class
site “Content”
• Read They Say, I Say pg. 182-197
“Your Trusted Friends” by Eric
Schlosser. Answer questions #1 &
#3 p199
Fri, Feb 3
•Discuss how commercial texts appeal to readers
•Practice analysis of visual rhetoric in
advertisements
•Short Writing Assignment: Visual Rhetoric Analysis
(10 homework points)
- Choose one image discussed in class and
write 1 page analyzing its appeals
•Complete Short Writing
Assignment
•Review all the persuasive texts
we’ve looked at. All are posted on
the class site or in textbook.
Week 4
CCHE topic: Writing Process
Mon, Feb 6
•Discuss visual rhetoric and appeal techniques
•Review Rhetorical Analysis assignment for Unit 1
•Read “Regan’s Bear Parable”
Knowing Words p 159-163 as an
example of a student rhetorical
analysis paper
•Revise your visual analysis paper
based on class discussion
Wed, Feb 8
•DUE: Revised version of visual rhetoric analysis
short assignment, turn in to Dropbox on
learn.colorado.edu
•Discuss “Regan’s Bear Parable” student example
•Discuss how to select a fruitful text for analysis
•Write Draft #1 of Rhetorical
Analysis paper (see full assignment
description in handout) 3 – 4
pages, for Friday
Fri, Feb 10
DUE: Draft #1 of Rhetorical Analysis, typed, printed
out, to turn in to instructor (5 homework points)
•Discuss how to structure essays, outlining
•Revise draft 1 as needed
• Study for Unit 1 Reading Quiz
Week 5
CCHE topics: Writing Process and Language Conventions
Mon, Feb 13
•Unit 1 Reading Quiz – review content from all
handouts thus far and Knowing Words chp. 1, 2, 4
(50 homework points)
•Revise draft 1 to bring for
workshop next class
Wed, Feb 15
•DUE: 2 copies of revised draft, bring to class,
printed, for workshop
•Peer Workshop of Rhetorical Analysis
• Revise draft 2 as needed
Fri, Feb 17
•Discuss grammar and language convention issues
•Review purpose & audience concerns, evaluation
rubric for Rhetorical Analysis essay
•Finalize Rhetorical Analysis Essay
Week 6
Begin Unit 2: “Listening to the Conversation”
CCHE topics: Content Knowledge and Genre Conventions
Mon, Feb 20
DUE: Final Draft of Rhetorical Analysis Essay, turn in
to Dropbox by class time
• Discuss “The Academic Parlor” metaphor of
research
•Introduce RIOT info literacy assignment (50
homework points) and Unit 2 Research Portfolio
process
•Read They Say, I Say Introduction
and chapter 1
• Complete RIOT module #1
“Think”
(To access:
http://ucblibraries.colorado.edu/
Instruction/d2lstudentguide.pdf)
Wed, Feb 22
•Forming research questions
• Choosing topics for academic research
•Review They Say, I Say chp. 2 & 3
• Complete RIOT module #2 “Find”
Fri, Feb 24
•Understanding the genre of a research proposal
•Research Proposal assignment (see handout)
• Complete RIOT modules 3 & 4
“Evaluate” and “Cite”
Week 7
CCHE topics: Rhetorical Knowledge and Writing Process
Mon, Feb 27
• Attend Library Research Seminar
(Norlin room E303)
**Go directly to library for session**
•Complete RIOT module 5 “Tools”
• Find 2 possible sources for your
research topic
Wed, Feb 29
•Understanding the genre of an Annotated
Bibliography
•Annotated Bibliography Assignment (see handout)
•Work on draft #1 of Research
Proposal
•Begin using research tools to
gather sources for research
portfolio
Fri, Mar 2
DUE: Draft of Research Proposal, printed, to turn in
to instructor (5 homework points)
•Revise research proposal as
needed
•Continue gathering sources for
annotated bibliography
•Peer workshop on draft of research proposal
•Week 8
CCHE topics: Content Knowledge and Writing Process
Mon, Mar 5
•Evaluating and Analyzing sources
•Continue gathering and
evaluating sources for annotated
bibliography
Wed, Mar 7
DUE: ½ of Annotated Bibliography (4-5 sources,
summarized and evaluated), printed, to turn in to
instructor (5 homework points)
•Continue gathering and
evaluating sources for annotated
bibliography
•Peer workshop on annotated bibliography
Fri, Mar 9
•Identifying different positions and approaches in
an academic debate
•Understanding the genre of a Literature Review
•Literature Review assignment (see handout)
Week 9
CCHE topics: Genre Conventions and Writing Process
Mon, Mar 12
• Genre expectations of a Literature Review
• Write a 1 – 2 page summary of
your research findings thus far
•Read They Say, I Say chp. 4 & 5
and revise your summary to include
your response or position about
your topic. 2 – 3 pages total.
Wed, Mar 14
•Individual conferences on Research Portfolio
(including Proposal, Bibliography and Literature
Review – 5 homework points for lit review draft)
•Bring all revised, current versions
of your proposal, bibliography and
literature review to conference
Fri, Mar 16
•Individual conferences on Research Portfolio
(including Proposal, Bibliography and Literature
Review)
•Bring all revised, current versions
of your proposal, bibliography and
literature review to conference
Week 10
CCHE topics: Language Conventions and Writing Process
Mon, Mar 19
•Peer Workshop on Literature Review
• Revise Literature Review based
on peer and instructor feedback
Wed, Mar 21
•Revising for grammar and language conventions
•Reviewing grading rubric for Research Portfolio
•Revise all components of
Research Portfolio
Fri, Mar 23
DUE: Complete Research Portfolio, to Dropbox, by
midnight March 23rd
•Wrap-Up of Unit 2, final revision strategies
Mar 26 – 30th
Week 11
Mon, Apr 2
Wed, Apr 4
Spring Break
Begin Unit 3: “Shaping the Conversation”
CCHE topics: Rhetorical Knowledge and Genre Conventions
•Introduce Unit 3 Assignments
•Read Knowing Words student
•Building on research for persuasive texts
essays “Cultural Chameleon”,
“Harry Potter…” and “Corporate
Political Power”
•Identifying an audience for your persuasive text
•Research some publications or
•Discuss student essays
community organizations that
•Introduce Publication and Audience assignment
address your topic/issue
(see handout)
Fri, Apr 6
•Shaping your persuasive text as a specific genre by
analyzing the publication context
Week 12
CCHE topics: Content Knowledge and Genre Conventions
Mon, Apr 9
DUE: Publication and Audience Analysis, to the
Dropbox, by class time (45 homework points)
•Types of claims in persuasive writing
•Publication and Audience Analysis
draft
•Read They Say, I Say chp 6,
complete exercise #1, p. 86
•Begin drafting your persuasive
text 1 by creating a claim and listing
reasons for that claim
Wed, Apr 11
•Building an argument that considers its opposition
•Principles to using research sources in persuasive
writing
•Read They Say, I Say chp 7,
complete exercise #2, p. 97
•Expand your draft to include a list
of possible “counter arguments”
to your claim
Fri, Apr 13
•Shaping your text’s style and voice
•Discuss creative techniques for breaking out of the
academic genre in essay writing
•Revisiting Ethos, Pathos and Logos
• Read They Say, I Say chp 9 & 10,
complete exercise #2, p 122
•Write an introduction to your
persuasive text 1 using techniques
Week 13
CCHE topics: Rhetorical Knowledge
Mon, Apr 16
•Guest Lecture: Dave Underwood
•Composing tools for visual rhetoric and persuasive
text #2
Wed, Apr 18
•Creating structure in persuasive text 1
•Translating persuasive text 1 into a visual argument
•Read They Say, I Say chp 8, do
exercise # 2, p. 114
•Read They Say, I Say p 211-230, do
exercises #1 and #2
•Complete draft (5 pages) of
Persuasive Text 1 for class Friday
Fri, Apr 20
•DUE: Rough Draft of Persuasive Text 1, printed, to
turn in to instructor (5 homework points)
•Revise Persuasive Text 1 based on
feedback from peer workshop
•Peer workshop on Persuasive Text 1
Week 14
CCHE topic: Writing Process
Mon, Apr 23
•Individual Conferences on Persuasive Texts #1 &
#2. Come with most current, revised version of text 1
and your plans for text 2
Wed, Apr 25
•Complete course FCQs
•Reviewing/Creating grading rubric for text 1
•Final revision strategies for grammar and language
conventions in persuasive text 1
Fri, Apr 27
•DUE: Final draft of Persuasive Text 1, to dropbox
•Peer workshop on persuasive text 2 (5 homework
points for text 2 draft)
Week 15
CCHE topics: Writing Process and Rhetorical Knowledge
Mon, Apr 30
•Review guidelines for final presentations
•Sign up for presentation slot Wed or Fri
•Create rubric for evaluating text 2 as a class
Wed, May 2
•Final Presentations of Persuasive Text 2
(5 minutes MAX per student)
Fri, May 4
•Continue Final Presentations
•Revise based on feedback from
instructor
•Put together draft of persuasive
text 2
•Work on persuasive text 2
•Finalize persuasive text 1
•Finalize persuasive text 2 and
create 5 minute presentation for
class
•All remaining papers and texts
due by end of class time today
Notice of CU Boulder Campus Policies
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.
Classroom Behavior
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. See policies 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.
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 (honor@colorado.edu; 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 nonacademic 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/