WRTG 3020: Special Topics
“Mountain People, Mountain Places”
Instructor: Dr. Tracy Ferrell
Sections: 012, 017
Time: MWF 10, 11
Location: DUAN G1B27
Website:
www.colorado.edu/pwr/courses/ferrell
Office: GRDV C185
Office Hours: MW 2-3 (or by appt)
Office Phone: 303-492-3515
e-mail: tracy.ferrell@colorado.edu
Required Texts:
At the bookstore:
Touching the Void, Joe Simpson
On e-reserve:
selections from Stone Palaces, Geof Childs
“The Landscapes Within Us,” Bernard Amy
“Northwest Passage,” David James Duncan
“Sound of Mountain Water,” Wallace Stegner
“Seven Arrows,” Hyemeyohsts Storm
“The Story of My Life,” Helen Keller
“The Church of My Choice,” Ed Douglas
“Altiplano: Where Bolivia Meets the Sky,” Alma Guillermoprieto
“Let the Buyer Beware,” Edwin Tucker
selection from Along the Inca Road, Karin Muller
selections from Eiger Dreams, Jon Krakauer
selection from The Snow Leopard, Peter Mathiesson
selection from Aims of Argument, Timothy Crusius and Carolyn Channell
“Environmental Threats, Mitigation Strategies and High-mountain Areas,” Robert T. Watson
and Wilfried Haberli
“A River Ran Through It,” Bryan Walsh and Austin Ramzy
“Mountaintop Removal Mining,” Congressional Digest
“It’s Not Easy Skiing Green,” Linda Burbank
Suggested Texts:
Andrea Lunsford, EasyWriter or another writing reference book
A dictionary
Course Description:
Writing 3020 satisfies upper-division core requirements in the College of Arts & Sciences by
extending student rhetorical knowledge and writing skills, engaging theoretical perspectives
and addressing specialized disciplinary communities. This course is meant to build upon the
knowledge you gained in WRTG 1150 and will help you to improve your writing by introducing
you to more complex analytical reading skills as well as a variety of rhetorical strategies.
Readings and in-class discussions are meant to arouse curiosity and allow for the practice of
critical thinking and analysis. You will further your understanding of rhetorical concepts
through the reading and analysis of various discourses related to the study of mountain
geographies and cultures. We will begin by exploring our own individual relationship with
landscape, particularly mountain landscapes. You will then demonstrate your understanding of
the genre and discourse of nature writing by producing your own landscape essay. We will
then look at societies whose myths and spirituality have been shaped by the great mountains
around them—the Tibetans and the South American Incans. You will develop sophisticated
strategies for the analysis of anthropological discourses surrounding these cultures,
culminating in an analytic essay. We will continue by exploring the genres of travel and
adventure writing about the mountains and conclude by researching and analyzing the human
impact on the mountain environment, whether through mineral extraction, recreation or other
high impact activities. Finally, you will be able to choose a particular aspect of the mountains
or mountain culture to research and explore in-depth in order to create your final course
project. Through this final essay, you will be able to demonstrate your ability to write for a
particular audience with an understanding of the discourses surrounding your chosen area of
research.
Course Objectives and CCHE Criteria:
This upper division seminar is part of the state-wide “Guaranteed Transfer” pathway of
courses. Thus, this course meets the Colorado Commission on Higher Education goals for an
Advanced Writing course in the following areas:
Rhetorical Knowledge: Because this class focuses on the topic of mountain places and
cultures, readings and discussions will be located within various discourse communities,
including geography, anthropology, sociology and literature. We will explore texts from key
journals within these disciplines, as well as selections from books within the genres of travel
and adventure writing and nature writing. We will also read from books such as Aims of
Argument by Timothy Crusius and Carolyn Channel and use websites such as Diana Hacker’s
Writing Guidelines in order to better form an understanding of the principals of rhetoric in
general in order to be able to employ that knowledge within these more specific
disciplines/discourses.
Writing Process: The course will allow you to understand writing from the audience
perspective by focusing on the peer review of work in progress. Thus, you will discover how
revision is central to the writing process. Each paper will go through a minimum of two
revisions and we will all work together as a class to provide constructive criticism to help each
writer with his/her writing process. Your job will therefore be to provide oral and written
commentary on other students' papers when assigned to do so. In addition, you will
sometimes be asked to evaluate other students’ input into the workshop process.
Writing Conventions: The papers you will write for this course will call upon key genres of
academic writing as well as writing for specific and general audiences. In the process you will
learn about genre conventions appropriate to your field and/or to your audience, and about
how to draw on specialized vocabularies in ways that still make your work accessible to
secondary audiences.
Effective Communication Strategies: Many of the assignments in the course are geared to
real-world audiences—including members of your discipline or profession, stakeholders on
campus and the community, and the community at large. You will become familiar with writing
in a disciplinary or specialized rhetorical situation, even as you make your work accessible to
secondary, more general audience
Technology:
My WRTG 3020 course draws extensively on a wide variety of technology. You will be
expected to use the course website daily for finding readings and interactive web assignments.
We will be using various forms of technology in the classroom including video clips and
websites as a basis for work in the analysis of visual rhetorics. Finally, you will be using
databases and search engines as a basis for research in your chosen area.
Writing Help: In addition to coming and seeing me during my office hours, there are various
resources available on campus to help you with your writing or research. The Writing Center
schedules individual consultations in Norlin E111. You can schedule an appointment at
http://www.colorado.edu/pwr/writingcenter.html.
Course Requirements:
1) Short Papers: These papers will be 2-3 pages in length and will be due in the first half of
the semester. Short papers will help you to practice the skills of description, analysis,
synthesis, etc., while preparing you for the longer paper. Each paper will ask you to focus on a
specific reading or readings or to look at a specific topic and to approach it in a particular way.
2) Responses: Responses are shorter writing assignments that are not graded as strictly as
the longer essays. These papers allow you to get your thoughts down on paper and to
practice skills that you will need for the more formal writing assignments. Responses should be
one page, typed and double spaced.
3) Participation: Clear thinking is imperative to clear writing. To this end, you are expected to
come to class having read and completed all assignments and ready to share your thoughts in
a class discussion. Such discussions allow you to clarify your own opinions and arguments
when faced with opposition. Of course, you cannot participate if you are not in class. Thus, if
you miss more than three classes during the semester, your grade will be lowered by up to one
letter grade for each subsequent absence. Extenuating circumstances will require written
documentation. I also expect you to be on time for class, since arriving late disrupts the entire
class. Because of this, 5 tardies will count as 1 unexcused absence.
4) Final paper: The course will culminate with a final essay of 8-10 pages. This paper should
demonstrate good research skills and should present a clear and cohesive thesis that is
supported by this research. 10% of the final essay grade will be the preparatory stages of the
paper (topic lists, thesis, drafts, etc.) You are also encouraged to see me in my office for
advice on revisions or changes before the final due date.
Revising Graded Assignments
At the end of the semester, if you would like to resubmit one of your short papers, you may
revise your work and turn in a Revision Portfolio for reevaluation. The new grade will
completely replace your original grade on that paper. If you resubmit work you must:




Choose one of the short papers and revise your work. (You are welcome to schedule
an appointment with me to discuss some strategies for revision.)
Attach the original graded version and drafts of the assignment so that I can better
evaluate your revisions.
Write a one-page reflective statement describing your revisions.
Submit your Revision Portfolio on the last day of class
Grading:
Writing exercises will earn a check plus, check or check minus. All papers will be graded
according to the rubric that can be found on the website. The final grade will be broken down
as follows:
Short papers
Responses
Participation
Final Paper
20% ea. = 40%
10%
15%
35%
Late Work:
For each paper, you will be responsible for writing two rough drafts, which are due on the date
noted. Late rough drafts will not be accepted. If you have an excused absence on the day
that a rough draft is due, you are responsible for having the draft workshopped by other
students in the class or by the writing center. Final paper drafts need to be turned in with all
drafts. I will accept papers up to one day late for one grade lower. The final project will not be
accepted late, since I have to do grades immediately. Other assignments such as writing
exercises and research assignments will not be accepted late unless you have an excused
absence.
Cell Phones/Computers: Remember to turn off your cell phone when you enter the
classroom. Because ringing cell phones are extremely disruptive to the entire class, you will
receive an F for participation for the day if your phone rings in class. You may use your
computer to take notes in class. If I find that you are using your computer for non-class related
activities, you will receive an F for the day and will lose your computer privileges.
University Policies
Students with 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).
Plagiarism: We will discuss plagiarism in depth in class before any paper assignments are
due. Any student found to have intentionally plagiarized work for this course will receive an F
on that assignment with a possibility of further sanctions based on the severity of the infraction.
Students found to be breaking the honor code in any way (cheating, lying, plagiarizing, etc.)
will be reported to the Honor Code Council and may be subject to both academic and nonacademic sanctions. For further information, please consult the CU Honor Code at:
http://www.colorado.edu/academics/honorcode/studentinfo/index.htm
Sexual Harassment: The University of Colorado Policy on Sexual Harassment applies to all
students, staff and faculty. Sexual harassment is unwelcome sexual attention. It can involve
intimidation, threats, coercion, or promises or create an environment
that is hostile or offensive. Harassment may occur between members of the same
or opposite gender and between any combination of members in the campus
community: students, faculty, staff, and administrators. Harassment can occur
anywhere on campus, including the classroom, the workplace, or a residence
hall. Any student, staff or faculty member who believes s/he has been sexually
harassed should contact the Office of Sexual Harassment (OSH) at 303-492-2127
or the Office of Judicial Affairs at 303-492-5550. Information about the OSH
and the campus resources available to assist individuals who believe they have
been sexually harassed can be obtained at:
http://www.colorado.edu/odh/resources.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. In this class, I expect to be notified in the first two weeks of the semester
if you will be missing class due to a religious observance so that we can make arrangements
for any work missed.
Classroom Behavior: Students and faculty each have 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.
See policies at:
http://www.colorado.edu/policies/classbehavior.html
Tentative Schedule:
*underlined assignments will be collected
*assignments with “Due” in bold count toward the final paper
Dates
Readings and Classwork
Week1
23 August
25 August
Introduction
27 August
Week 2
30 August
1 September
3 September
Week 3
6 September
8 September
10 September
Personal Relations with
Landscape
Genre/Audience readings:
Geof Childs reading
Amy, “The Landscapes Within Us”
Paper workshop—focus on selecting
appropriate audience and tone
Further genre study and discussion
of tone:
Duncan, “Northwest Passage”
Paper workshop—further reflection
on tone, theme and conventions
Assignments
Response #1: (nature
writing/reflection) Write some
reflections on a place or
places that have importance
to you
First draft Essay #1 due:
Expand upon your first
response about a place that
is important to you in an
essay of 2-3 pages.
Describe the place well and
explain its significance. In
addition, make sure that your
essay has a “point”. Bring
one copy of your draft to
class.
See website for full
assignment guidelines.
Second draft Essay #1 due:
bring 3 copies of your draft to
class
Conventions of nature writing:
Stegner, “Sound of Mountain Water”
Storm and Keller paragraphs
Descriptive writing exercises
NO CLASS—Labor Day!
Start word lists
Grammar review
Field trip to mountains
Practice conventions and extend
understanding of landscape writings
Response #2: (practice in
genre conventions)
Go and sit in a “natural”
place. Write a description in
which you focus on just one
of your senses
Due: Essay #1 final draft
(turn in a portfolio that
includes all drafts and
preliminary work)
Week 4
13 September
15 September
Societies and Spirituality
Introduction to anthropological
discourses:
Read Douglas, “The Church of My
Choice”
selection from The Snow Leopard
Analysis of visual discourses:
Watch Cry of the Snow Lion in class
17 September
Watch Cry of the Snow Lion in class
Week 5
20 September
Finish watching Cry of the Snow
Lion
22 September
Tibetan speaker
24 September
Anthropological rhetorics and
discourse:
Read “Altiplano: Where Bolivia
Meets the Sky”
Take a break!
Week 6
27 September
Analysis of visual rhetorics:
Watch The Devil’s Miner
Take a break!
29 September
Watch The Devil’s Miner
1 October
Travel and Adventure
Further analysis of travel/adventure
genre:
Read “Let the Buyer Beware” and “A
Journey into the Spirit World”
Response #4: (Further visual
rhetoric analysis) Write a
response to the film in which
you focus on the persuasive
nature of the film. In what
ways is the movie successful
in persuading you of its
point? In what ways could it
be better?
Response #5: (practice
genre conventions)
Write a remembrance of one
of your own travel
experiences in the
mountains. Be prepared to
Response #3: (Analysis of
visual rhetoric) Write a
response to the film. This
should be in the form of a
review/summary with your
own opinion/analysis
included. Challenge yourself
by trying to include at least 12 of your favorite words.
Bring questions to class
share it in class.
Week 7
4 October
Read Krakauer selection
Read Touching the Void, Ch. 1-5
6 October
Read Touching The Void, Ch.6-10
8 October
Workshop in class
Week 8
11 October
13 October
Read Touching the Void, Ch.11-end
15 October
Workshop in class
Week 9
18 October
Start video of Touching the Void—
comparison of visual and written
rhetoric
Finish video in class and discuss
20 October
Read Aims of Argument
Discussion of types of argument in
class
22 October
Mountain Environments
Read “Environmental Threats . . .”
(scientific discourse)
Read “A River Ran Through It”
(popular discourse)
Week 10
25 October
27 October
Read “Mountaintop Removal Mining”
(content background)
Read “It’s Not Easy Skiing Green”
(content background)
Start video “180 Degrees South”
(visual rhetorics)
Be prepared to discuss the
reading
Reading quiz
Reading quiz
First draft of Essay #2 due:
Choose an issue affecting
mountain places or peoples.
Write a 2-3 page analysis of
this issue and persuade the
audience of a possible
solution. Bring 3 copies to
class. See website for full
assignment guidelines.
Reading quiz
Find a short letter to the
editor or editorial in a
newspaper that
demonstrates good or bad
argumentation. Bring it to
class and be ready to
discuss it.
Second draft of Essay #2
due: bring 3 copies of your
draft to class
Final draft of Essay #2 due:
(turn in a portfolio that
includes all drafts and
preliminary work)
Due: Topic Assignment (on
web)
29 October
Continue video
Week 11
1 November
Finish video and discuss
3 November
Grammar/Punctuation review in
class
The Final Essay
Finding Sources -- Library workshop
Citation workshop
5 November
Week 12
8 November
10 November
Organization workshop
12 November
Discussion of introductions
Week 13
15 November
Intro. workshops
Troubleshooting
17 November
Workshop in class
19 November
Discussion of conclusions and
Conclusion workshop
More troubleshooting
Week 14
22-26 November
Fall Break
Week 15
30 November
1 December
Full class workshopping
3 December
Full class workshopping
Week 16
6 December
8 December
Full class workshopping
10 December
Last day of class--celebrate
Extra Credit: write a 1-2 page
analysis of the video as
visual rhetoric
Due: Final essay topic
question
Due: Research proposal (on
web)
Due: 7 possible sources for
your essay (no more than 2
can be websites)
Due: Annotated bibliography
Bring an introduction from a
piece of writing that you like
Due: Rough outline of final
paper
Due: 2 possible
introductions to your final
essay
Due: First draft of final essay
See website for full
assignment guidelines.
Bring a sample conclusion
that you like to class
Due: Bring your own
conclusion to your paper
Happy Thanksgiving!
Full class workshopping
Full class workshopping
Due: Final paper portfolio
with all drafts
Due: Re-write portfolio
(optional)