WRTG 1150: First-Year Writing and Rhetoric
Melissa Tedrowe, Ph.D., Instructor
CU-Boulder, Spring 2012
TR 11-12:15 LIBBY 140 | TR 12:30-1:45 LIBBY 103
Office
ENVD 1B62A
Cell Phone
608.347.2810
Office Hours
W 10:30-12:30
& gladly by appt
Office Phone (only on W)
303.735.5258
Mailbox
ENVD basement
(PWR main office)
Email
melissa.tedrowe@colorado.edu
Required Materials
 Knowing Words (Fall-Spring 2011-12)
 The Curious Researcher (Ballenger, 7th ed.)
 Additional readings posted on D2L site or
E-reserves, as specified
 Copies of your work as requested for in-class
workshops
 A two-pocket folder for turning in your essays
and for saving your work
 A notebook for daily freewrites and impromptu
writing exercises
Course Description
This course is designed to help you improve your writing skills and prepare you for writing assignments and
situations you may encounter in college and beyond. In this class you can expect to write, write often, write
again, and then write some more – in a variety of genres and for a variety of audiences and purposes. Drawing
from your personal experience, knowledge, curiosity, beliefs, opinions, imagination, and research, you will
investigate topics that hold personal interest and social importance to you and are also relevant to a broader
audience. I encourage you use writing to explore, speculate, experiment, and, most of all, to learn. I hope that
this course will help you build confidence in yourselves as capable, conscientious writers, thinkers, and students,
and will help you understand the importance of adding your own voice to the world of voices that give shape
and meaning to our collective cultural experience.
Goals and Objectives
The aim of the course is to help you:

Write with fluency; to acquire a practical and reflective understanding of the writing process
Writing is a process. It takes time, effort, and lots and lots of revision. This 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 workshopping each other’s writing. A regular part of class time will be devoted to inclass 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 sensitivity, learning to make informed choices as you adapt your writing to the
needs of your audience, to a specific context and situation, and for a particular purpose
You will learn to analyze 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 shape the writer’s choices. 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.

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 (scholarly and popular, for example) and from a
variety of media (print-based text, websites, a variety of new media sources, among others). We will
read texts for meaning, and also read them as writers. We will analyze texts to recognize the rhetorical
strategies an author has chosen that invite the audience to interpret and respond to the text in a
particular way.

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, for example). More importantly, we’ll discuss how to evaluate a source for accuracy, relevance,
credibility, reliability and bias. These skills are crucial for developing information literacy. In other words,
as part of this course, you’ll learn how to seek, evaluate, use, design and share information for a variety
of purposes.

Cultivate a digital literacy and develop strategies for analyzing and composing multimedia pieces
Being “literate” these days means much more than being able to read and write printed text. According
to Elizabeth Daley, executive director of the USC Institute for Multimedia Literacy, “to be truly literate in
the 21st century, one must study multimedia as a language and learn to both read and write in its various
forms.” We will analyze and compose pieces in a variety of media, working in conjunction with CU’s
Atlas Media Lab, a campus-wide resource for students engaged in digital media production.

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. This course will help you cultivate
your own voice as a writer and learn to write with fluency and style.
These course goals express the PWR’s commitment to preparing you for the kinds of writing you will perform in
your other classes, and also for writing you will do beyond the classroom. 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, language conventions, and digital literacy so that you can write effectively for a
variety of audiences in a variety of situations—both inside and outside the classroom.
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Assignment Descriptions
I will give you a detailed assignment sheet at the beginning of each project, but for now, here’s a brief outline of
the major assignments you will complete this semester:

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
Personal Narrative: An essay about a particular experience in your life that is significant to you in some
way.
Rhetorical Analysis: A series of short answers to questions about the rhetorical strategies of a text.
Inquiry Project: A multi-part research project in which you investigate a question about a topic of your
choice. You will submit: 1) a Proposal in which you demonstrate that you have explored your topic
enough to know that it will generate ample information and that it is researchable and your questions
answerable; 2) an Exploratory Essay, in which you demonstrate an understanding of your initial question
and of multiple perspectives on your topic; and 3) a Call to Action Piece, which can be a text-based piece
or a multimodal composition (video, podcast, poster, brochure, among other options) that persuades a
specific audience to take action on an issue related to your research project.
Homework
In addition to the assignments named above, you will frequently have short written HW assignments, including
responses to readings and to writing prompts. These HW assignments will not be given a letter grade, but you will
get credit for doing them. Homework includes bringing drafts of your work with you to class on workshop days.
I am willing to accept, and respond to, late HW assignments, but you will not receive credit for them.
Assignment Due Dates and Percent of Grade
Assignment
Date Due (subject to
change)
% of Final Grade
Personal Narrative (4-6 pages)
2/16
20%
Rhetorical Analysis (short answers)
3/1
10%
Inquiry Project:
 Proposal (1 page single-spaced)
 Exploratory Essay (8-10 pages)
 Call to Action (500 word abstract plus 810 minute presentation)
3/15
4/19
weeks of 4/24 and 5/1
10%
25%
15%
In-class participation
ongoing
10%
Homework (including RIOT Tutorials +
mandatory conference w/me)
ongoing
10%
Evaluation and Assessment
I will provide a grading rubric (which we will work with extensively in class) before each assignment is due.
Because every writing situation is unique with respect to purpose and audience, each rubric you receive will
provide specific grading criteria designed to match the specific writing project.
Optional Additional Revision
You may choose to revise any ONE of your essays one additional time after you receive your graded essay back
from me. You have until the last day of the semester, May 4, to submit your revised essay to me. Along with
your revision, you must also write a one-page-or-so letter explaining what you revised and why your revisions
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improve the essay. I will read your letter and re-read your essay; if I decide your revisions raise the grade of the
essay, I will replace your original grade with the new higher grade.
Communication Between Classes: D2L and Email
I’ll be posting updates, readings, homework instructions, writing assignments, and more on our course D2L
page. You can access it at https://learn.colorado.edu/ You are expected to check this page regularly and in
advance of each class meeting.
I’ll also be sending reminders and communications over email. Please check your colorado.edu email regularly
(daily is ideal, especially during the week).
One-to-one Meeting with Melissa
Although I’m happy to meet with you more often, you are required to schedule one half-hour meeting with me
this semester to discuss some aspect of your writing. It’s your responsibility to decide when such a meeting
would be most useful to you and what you’d like to discuss. It may make the most sense for you to bring in a
draft of a paper you’re working on for this class; however, you’re welcome to bring in other writing or simply
talk with me about your writing goals in general.
General Document Guidelines
Unless otherwise noted in class, hard copies of all written assignments are due at the beginning of class on the
assigned dates. All written assignments (with the exception of short homework assignments) should be typed,
double-spaced, and include page numbers (which can be at the top or bottom of the page). Use a standard font
(i.e., Times New Roman, Arial, Verdana, Calibri), 12-point type, and standard (1-inch) margins. I encourage you
to print double-sided to save paper. Please paperclip or staple the pages together.
Include a properly formatted header in the upper left-hand corner (your name, course number, my name, the
assignment, the draft number, and the date).
Example of a header:
Aida Hanon
WRTG 1150/Tedrowe
Personal Narrative, Final Draft
February 16, 2012
Course Policies
Attendance
Participation and preparation are crucial to your success as a writer and to the success of this class. You will be
an active part of the learning process – not just your own, but your classmates’ as well. If you are absent, it is
your responsibility to find out what you missed from a classmate.
 If you have more than 4 absences your grade will drop one half a grade for each subsequent absence
(from B- to C+, for example).
 If you have more than 8 absences total, you will fail the course.
Be aware that there is no difference between an excused and unexcused absence (so, missing a class because
you are sick counts the same as missing a class to go skiing) . In the case of extreme circumstances (e.g., serious
ongoing illness, death of immediate family member), contact me ASAP so that we can find a way for you to keep
up with the work of the course.
Finally, I expect you to arrive to class on time. Three late arrivals (more than 5 minutes after the start of class)
count as one absence.
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Participation
In this class we work as a community of writers seeking to understand one another's perspectives and explore
new ideas. Participation includes, among other things, providing quality written and oral feedback during
workshops; thoughtfully completing all in-class writing activities and being willing to share some of them with
the class; actively and intelligently participating in class discussions and activities; and acting professionally and
respectfully when interacting with me and your classmates. You are expected to come to class prepared, with
readings completed and drafts of your work printed out on days when drafts are due. Printing problems are not
valid excuses!
Technology in the Classroom
Unless otherwise directed, all laptops, cell phones, and other portable devices must be turned off during class
meetings.
Late Papers
If circumstances arise that prevent you from submitting a paper on time, contact me before the due date; I will
take your situation into consideration, and we will discuss an extension, as appropriate. If you receive no formal
extension from me, I will deduct a half letter grade for each class day a paper is late.
Portfolio: Save Drafts of Your Work
Make sure you save all your work from your writing all semester. When you turn in your final draft for each
writing project, you will also submit all pre-writing activities and rough drafts you have written for that essay in a
portfolio. I will look over your work for each paper, and factor that in when determining final grades.
Resources for Writing and Research
The Writing Center
This is a fantastic resource to get additional help with your writing. Consultants provide excellent advice at all
stages of the writing process. Services are free to all CU-Boulder students.



Location: Norlin 111 (first floor of Norlin, near the east entrance)
Spring 2012 Hours: not posted yet; check website
Website: http://www.colorado.edu/pwr/writingcenter.html
You need to make an appointment before you go. They get booked early, so sign up for your appointment well
ahead of time. For more information, email wrtghelp@colorado.edu. Also, see the Writing Center home page:
www.colorado.edu/pwr/writingcenter.html.
The Research Center
This is another fantastic free resource. The research consultants can help you with any of your research needs.
You don’t need to make an appointment – just show up.



Location: Same room as Writing Center (Norlin E111)
Spring 2012 Hours: Monday-Thursday 2:00-5:00 pm
Website: http://ucblibraries.colorado.edu/pwr/index.htm
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CU Policies
Disability 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 can be addressed. Disability Services determines accommodations based on
documented disabilities. Contact: 303-492-8671, Center for Community N200, and
http://www.colorado.edu/disabilityservices. If you have a temporary medical condition or injury, see guidelines
at http://www.colorado.edu/disabilityservices/go.cgi?select=temporary.html
Religious Observances
Campus policy regarding religious observances requires that faculty make every effort to reasonably and fairly
deal with all students who, because of religious obligations, have conflicts with scheduled exams, assignments or
required attendance. Please e-mail me or visit me in office hours to notify me of such a situation at least 2
weeks before the event. Details: <http://www.colorado.edu/policies/fac_relig.html>.
Classroom Behavior
Students and faculty each have responsibility for maintaining an appropriate learning environment. Students
who fail to adhere to 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 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
(<http://www.colorado.edu/policies/discrimination.html>), the University of Colorado policy on Sexual
Harassment and the University of Colorado policy on Amorous Relationships applies 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 and the campus resources available to assist
individuals regarding discrimination or harassment can be obtained at <http://www.colorado.edu/odh>.
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. 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> &
<http://www.colorado.edu/academics/honorcode>.
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Working Schedule
Please note that this schedule is skeletal. I’m giving you the main due dates and an overview of what we’ll
be talking about each day; fuller unit-by-unit descriptions, as well as homework, readings, and related course
material, will be posted on our D2L site as we move through the semester.
Getting Started
Week 1
T 1/17 Introductions to the class, each other.
R 1/19 Introduce personal narrative assignment.
Personal Narrative
Week 2
T 1/24 Best practices for writing groups. PN topic brainstorming.
R 1/26 PN Workshop day #1. 2-3 page start due.
Week 3
T 1/31 Developing our class rubric for the PN. Analysis of three PNs in KW.
R 2/2 Full draft of PN due. Workshop #2. Introduce radical revision assignment.
Week 4
T 2/7 Conferences.
R 2/9 Radical revision draft due. Workshop #3. The craft of writing.
End Personal Narrative / Begin Rhetorical Analysis
Week 5
T 2/14 PN workshop day—last one!
R 2/16 PN due. What is Rhetoric and why do we care?
Week 6
T/21 The Rhetorical Triangle and Logical Fallacies.
R 2/23 Reading Rhetoric: Print Text.
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Week 7
T 2/28 Reading Rhetoric: Visual Text.
R 3/1 Rhetorical Analysis Portfolio Due.
The Inquiry Project
Week 8
T 3/6 What is Research? First Steps: Getting Curious.
R 3/8 Introduce RIOT Tutorials.
Week 9
T 3/13 Thinking like a researcher and joining the community.
R 3/15 Library Seminar. Meet in Norlin #E303.
Week 10
T 3/20 Research Proposal Due. Workshop.
R 3/22 Class Cancelled – Melissa at conference.
SPRING BREAK
Week 11
T 4/3 Revisiting your question and moving ahead. Active notetaking.
R 4/5 Reading like a researcher. Summarizing and synthesizing information.
Week 12
T 4/10 Annotated bibliography and updated research proposal due. Workshop.
R 4/12 “What do I do with all this information?” Organizing what you know.
Week 13
T 4/17 Conferences with me.
4/19 Revision strategies for longer papers. Research and Rhetoric.
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Week 14
T 4/24 Exploratory essay due. Effective presentation strategies.
R 4/26 “Call to Action” presentations, day one.
Week 15
T 5/1 “Call to Action” presentations, day two.
R 5/3 Closure. In-class final reflection.
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