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DEPARTMENT OF RHETORIC AND WRITING STUDIES
RWS 305W—WRITING IN VARIOUS SETTINGS
FALL 2012
Instructor: Candace Boeck
Email: cboeck@mail.sdsu.edu
Class Time, Location: MWF 10-10:50 a.m., AH 3137
Office: AH 3108 Phone: (619) 594-0821 DRWS Mailbox: AH 3138
Office Hours: MW 1:00-1:50 p.m. and by appointment
Required Texts and Supplies
 Trimbur, John. The Call to Write. BRIEF 5th ed. USA: Wadsworth, 2011.
 Raimes, Ann. Keys for Writers with Exercises. 6th Custom ed. USA: Cengage,
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2011.
 College level dictionary and thesaurus
 Other supplies as needed—paper for notes and in-class writings, stapler, flash drive, etc.
Rhetoric and Writing Studies 305W
RWS 305W focuses on critical reading, writing, and thinking tasks that build on the skills
learned in prior RWS courses. This course invites the student to consider how the rhetorical
situation--writer, subject, and reader--affects the construction and meaning of a text. Therefore,
this class will include writing assignments with various rhetorical stances that will focus on how
the dynamic interaction of reader, writer, and subject changes within the varied reading and
writing contexts. Students will also be asked to reflect on and evaluate the effectiveness of their
own writing.
The following learning objectives describe in greater detail the goals and content of this course:
STUDENT LEARNING GOALS FOR RWS 305W
In RWS 305W students learn to respond not just to academic tasks but a wider variety of genres
and settings that require diverse research methods and writing styles. The course also asks
students to reflect on and evaluate the effectiveness of their own writing style(s) within rhetorical
contexts.
Rhetorical Knowledge
RWS 305W will help students identify, analyze, and respond in writing to various
rhetorical situations. Students will learn how to
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Identify individual discourse communities and find and analyze their characteristic texts, evaluate
their credibility and principles, and apply relevant aspects of their information to other contexts and
arguments
Analyze the details of a wide variety of writing situations (textual elements such as tone, evidence,
organizational patterns, diction, even visuals) according to the author’s purpose as well as the
audience’s needs and tastes
Respond effectively in writing to issues and arguments raised in a variety of disciplinary, popular, and
professional texts and/or contexts
Produce effective arguments from a variety of disciplinary, popular, and professional contexts
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Critical Thinking and Reading Strategies
RWS 305W will provide students with strategies to understand the function of reading and
writing in cultural, academic, and professional communities. Students will learn how to
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Actively read texts using a variety of reading strategies such as annotation, visual organizers,
questioning, and discussion
Identify how a writer uses rhetorical strategies in various genres of writing
Interpret, analyze, and evaluate demanding texts
Apply critical thinking skills and reading strategies to evaluate their own writing and the writing of
fellow students
Reflect on their own progress as a working writer in relation to critical thinking and reading strategies
Writing Processes
RWS 305W will strengthen students’ awareness of and abilities to use writing processes
effectively. Students will learn how to
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Develop flexible strategies for creating, revising, and editing texts
Critique their own and others’ texts
Write with an awareness of audience and purpose
Knowledge of Conventions
RWS 305W will provide students with strategies to identify, analyze, and apply the writing
conventions of different discourse communities and to write effectively within those
communities. Students will learn to
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Identify how discourse communities employ particular strategies for conveying, researching,
evaluating, and presenting information
Analyze and choose the appropriate conventions for a range of audience expectations
Integrate a variety of appropriate sources into their writings in a way that accurately reflects the
writer’s meaning and purpose
Document sources appropriately
Sustain reasonable correctness in grammar and mechanics to perform well in a variety of writing
contexts and professional settings
Attitudes, Values, and Preparation for Life Beyond the University
RWS 305W reflects the values of a liberal arts education, namely, to
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Work collaboratively and cooperatively to achieve defined goals
Respect the diverse points of view that characterize our multi-cultural classroom community
Critically analyze a variety of texts produced for public and individual readers
Participate confidently in public discussion on issues of importance to the workplace and the
community
Address issues in writing.
Definitions
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Discourse Community: “A site or social group defined by special kinds of speech and writing, the
boundaries and character of which are determined by the communicative practices as well as the
social sentiments, shared norms, and cultural values of the members” (Encyclopedia of Rhetoric and
Composition: Communication from Ancient Times to the Information Age 194).
Genre: “A type of spoken or written discourse, recognized as conventional by members of an
intellectual community, that draws together certain substantive and stylistic features in response to a
recurrent rhetorical situation” (Encyclopedia of Rhetoric and Composition: Communication from
Ancient Times to the Information Age 279).
Course Requirements
1. Attendance— Consistent attendance is necessary for your academic success. Your active
participation is crucial for you and your classmates to meet the course objectives. Lack of
participation due to inattention or absence will negatively impact your course participation
grade. If you have more than FIVE absences for any reason, your participation grade will
drop to 0. There is no distinction between excused/unexcused absences. Three tardies (Ten
or more minutes late or leaving more than ten minutes early) count as one absence. Missing
twenty or more minutes of class time will count as an absence. If you fail to bring four
copies of your writing project for a peer editing workshop, you will be marked absent.
2. Timely completion of all reading and writing projects—All writing assignments
completed outside of class must be typed and turned in on the due date at the beginning of
class. Various computer labs are available to you on campus to complete your assignments.
Late writing projects will result in a drop of one grade for each day they are late. Late
reading responses will not be accepted.
3. Writing Workshops—Four writing projects will be critiqued in a peer editing workshop.
You will need to bring four copies of your draft on the day of the workshop. Peer editing
guides will assist you in critiquing each others’ drafts.
Grading Policies
Class Participation ………………………..80 (10%)
Reading Responses (2) (40 ea.)…………....80 (10%)
Writing Projects (4) (130 ea.)……… ..… 520 (65%)
Final Exam…………………………….... 120 (15%)
Total Points
800 (100%)
Grading Scale for RWS 305W
4.0 A (100-94%)
3.7 A- ( 90-93%)
3.3 B+ ( 87-89%)
3.0 B ( 84-86%)
2.7 B- ( 80-83%)
2.3 C+ ( 77-79%)
2.0
1.7
1.3
1.0
0.7
0.0
C
CD+
D
DF
(74-76%)
(70-73%)
(67-69%)
(64-66%)
(60-63%)
(59- 0%)
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Points for RWS 305W
4.0 A (752-800)
3.7 A- (720-751)
3.3 B+ (696-719)
3.0 B (672-695)
2.7 B- (640-671)
2.3 C+ (616-639)
2.0
1.7
1.3
1.0
0.7
0.0
C (592-615)
C- (560-591)
D+ (536-559)
D (512-535)
D- (480-511)
F (479 – 0 )
Course Policies
1. Essay Format—All essays should be typed MLA or APA style. See Keys for Writers for
detailed instruction. Use a 12 point font, Times New Roman font type or other standard print
font. On workshop days, bring four copies of your draft.
2. Reading Responses—Two reading responses will be assigned during the semester. They
will be collected at the beginning of class and will be evaluated for completeness and
editing--see the assignment schedule for due dates. Reading responses must be typed.
Handwritten reading responses will not be accepted. Late reading responses will not be
accepted.
3. Plagiarism—Evidence of plagiarism will result in an F grade for the course, NO
EXCEPTIONS. In addition, I will report all instances of plagiarism to Center for Student
Rights and Responsibilities, which uses various disciplinary measures, including expulsion
from the University. I use diverse means to document plagiarism, including websites
(Turnitin, Google). If you plagiarize, you will be caught—do not risk your educational
future. To avoid plagiarism, do your own work and cite sources—see Keys for Writers for
instructions on MLA or APA documentation.
4. Essay Note—I may copy or share your papers (anonymously) with the class to perhaps
illustrate a well-written essay or as an example of a text needing revision, so please avoid
subjects you would not feel comfortable sharing with your classmates.
5. Classroom Behavior—Be courteous to the instructor and your classmates by refraining from
side conversations or other disruptive behaviors during class. If talking becomes a problem,
you will be asked to continue your conversation outside and will be marked absent. No
work from other courses may be completed during class time. Turn off all cell phones and
any other electronic communication devices before you enter the classroom. It is my
responsibility to maintain a classroom atmosphere conducive to learning—if you are unable
to comply, you will be asked to leave.
6. Classroom Preparedness—Written assignments are due at the beginning of the class, typed
and stapled. You will not be able to print out in the lab your previously assigned
homework before, during, or after class. Bring your textbooks to class every day to
facilitate your class participation.
7. Time Commitment—This course has been designed to provide a rewarding learning
experience. I have carefully devised reading and writing assignments, assuming that you
will spend from two to three hours for each classroom hour on work outside of class. Your
commitment to this time requirement is essential for your success in this course.
8. Computer Lab Information—No food or drinks are to be consumed or placed near the
computers. All such items must be left on the center tables. Computers must be used for
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classroom activities; therefore, do not check your favorite websites, send email, or perform
other computer functions not related to the course. Always back up your work and save it in
at least 2 locations, such as a flash drive and emailing it to yourself.
RWS 305W COURSE SCHEDULE AND ASSIGNMENT DUE DATES
WEEK ONE
Mon. 08/27—Introduction and review of syllabus.
Wed. 08/29— Writing Sample.
Fri. 08/31— Groups. Reading due—Skim MLA/APA in Raimes sections 3 and 4.
WEEK TWO
Mon. 09/03—Labor Day Holiday—No class.
Wed. 09/05—Reading due—Raimes pg. 3-36 “The Writing Process.”
Fri. 09/07— Reading due—Trimbur “What is Writing? Analyzing Literacy Events”
pg. 3-23. Write—Reading Response due: Answer “For Critical Inquiry”
questions 1-3 pg. 23-24.
WEEK THREE
Mon. 09/10— Reading due—Trimbur “Understanding the Rhetorical Situation” pg.
25-47.
Wed. 09/12—Reading due—Trimbur “Persuasion and Responsibility: Analyzing
Arguments” pg. 49-65. Bring an item that illustrates an element of a visual
or verbal argument—an ad? a book cover? a sign? product packaging?
Fri. 09/14— Reading due-- Trimbur “Persuasion and Responsibility: Analyzing
Arguments” pg. 66-86.
WEEK FOUR
Mon. 09/17— Begin Argument Writing Project.
Wed. 09/19—Continue Argument Writing Project.
Fri. 09/21— Reading due-- Trimbur “Memoirs” pg. 129-148.
WEEK FIVE
Mon. 09/24— Reading due-- Trimbur “Memoirs” pg. 149-159.
Wed. 09/26—Writing Due-Peer Editing Workshop for Argument Project. Bring 4
copies of your draft.
Fri. 09/28— Class Review of Argument Project.
WEEK SIX
Mon. 10/01— Grammar review—Pronouns. Reading due-- Raimes pg. 435-446.
Wed. 10/03— Memoir and history.
Fri. 10/05— Reading due--print out and read “Memory and Imagination” by Patricia
Hampl which is posted to Blackboard under Course Documents.
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WEEK SEVEN
Mon. 10/08— Writing Due--Argument Project Revision. Begin Memoir Project.
Wed. 10/10— Grammar Review—Commas. Reading due-- Raimes pg. 462-470.
Fri. 10/12— Strategies for Revision—Murray.
WEEK EIGHT
Mon. 10/15—Slanted and Selective Writing.
Wed. 10/17—Writing due—Memoir Draft, 4 copies. Peer Editing Workshop on
Memoir Project.
Fri. 10/19— Class Memoir Project review.
WEEK NINE
Mon. 10/22— Reading due-- Raimes “The Five C’s of Style” pg. 351-380.
Wed. 10/24— Grammar Review—Sentence Structure. Reading due-- Raimes
pg. 392-405.
Fri. 10/26 —Writing due—Memoir Project Revision. Introduction to Proposals.
WEEK TEN
Mon. 10/29— Reading due-- Trimbur “Proposals: Formulating and Solving Problems”
pg. 314-32. Write--Reading Response due: Answer “For Critical
Inquiry” questions pg. 329.
Wed. 10/31— Begin Proposal Project.
Fri. 11/02—Continue Proposal Project.
WEEK ELEVEN
Mon. 11/05—Reading due-- Raimes “Searching for Sources” and “How to Evaluate
Sources” pg. 110-133.
Wed. 11/07— Writing concisely—Zinsser.
Fri. 11/09—Writing due—Proposal Draft, 4 copies. Peer Editing Workshop on
Proposal.
WEEK TWELVE
Mon. 11/12— Veteran’s Day Holiday—no class.
Wed. 11/14— Class Review of Proposal Project.
Fri. 11/16— Reading due-- Raimes “Resumes and Letters of Application”
pg. 329-335.
WEEK THIRTEEN
Mon. 11/19— Writing due--Proposal Project Revision. Discuss career handout.
Wed. 11/21— Optional Writing Conferences
Fri. 11/23—Thanksgiving Day Holiday—no class.
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WEEK FOURTEEN
Mon. 11/26— Begin Career Preparation Project.
Wed. 11/28— Reading due-- Trimbur “Visual Design” pg. 531-553.Continue Career
Preparation Project.
Fri. 11/30— Grammar Review—Subject-verb Agreement. Reading due—
Raimes pg.425-435.
WEEK FIFTEEN
Mon. 12/03— Writing due—4 copies of the Career Preparation Project Draft
for a peer editing workshop.
Wed. 12/05—Class Career Preparation Project Review.
Fri. 12/07—Final Exam Preparation.
FINAL EXAM and CAREER PREPARATION PROJECT DUE DATE
10:00 class—Monday, December 10 10:30-12:30
12:00 class—Monday, December 10 1:00-3:00