RWS 305W: Writing in Various Settings
Instructor Rhonne Goodman
San Diego State University
Fall 2012
1
RWS 305W: Writing in Various Settings
Table of Contents
Topic
Page
Instructor Information
3
Catalog Description
3
Required and Recommended Materials
3
Course Objectives and Requirements
3
Attendance
3
Cell Phones
3
Late Work
3
Plagiarism
4
Point Adjustments
4
Electronic Submission
4
Performance Evaluation
4
Special Needs
4
Important Numbers
4
Discussion Boards
5
Mini Assignments
6
Public Community Project # 1
7
Academic Community Project # 2
8
Career Community Project # 3
9
Family Community Project #4
10
Student Learning Outcomes
11 – 12
Calendar
13 – 14
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RWS 305W: Writing in Various Settings
Instructor:
Office Hours:
Office Mailbox:
E-mail Address:
Rhonne Goodman
AH 3183, MTW 8:00-8:45, and by appointment
DRWS Office – AH 3138
rgoodman23@hotmail.com
“How do I know what I think until I see what I say?” E.M.Forster
Catalog Description: “Composing effective texts for a wide range of situations in and
out of the community. Learning to adjust textual elements for specific purposes,
audiences, and settings. Enhances critical reading and writing skills by exploring how
content contributes to meaning and effectiveness” SDSU catalog. In addition, you will
become familiar with library research and standard MLA format.
Required Textbooks:
Goodman, Rhonne. RWS 305W Reader, San Diego: Montezuma Publishing, 2012. Print.
Highly Recommended Materials:
 Raimes, Ann. Pocket Keys for Writers, 4th ed. United States: Wadsworth,
2013.
 Access to a computer since all papers that are turned in must be typed.
 Paper and pen for in class writings.
Course Objectives and Requirements: During the course of the semester we will be
reading selections from my RWS 305W Reader and you will be asked to write multiple
essays. We will be using MLA format for many papers using Pocket Keys for Writers.
All turned in assignments must be typed and in the correct format using no larger than a
12-point font. This syllabus is a great way to measure since it is formatted in the largest
print that will be acceptable, Times New Roman. You will also be expected to compose
reading responses, proposals, professional emails, homework assignments and outside
research, as well as participate in writing workshops, and other writing assignments.
Attendance: Attendance is important since many of these activities are graded in-class
assignments and cannot be made up. Participation points are approximately 5% of the
final grade. Point deductions after three scheduled class hours missed. (Classes meeting
3x week-3 absences, 2x week-2 absences, 1x week-1 absence)
Cell Phones/food: Please turn off cell phones. Leaving to answer your phone or in class
texting will result in you being marked absent with point deduction and no readmittance
for the day. No food/eating in class.
Late Work: I do not accept late work unless under extreme circumstances. I am human
but I have also been around. I will always take work early. Please plan ahead. All
assignments are due at the beginning of class. Papers brought in late or at the end of class
are not accepted.
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Plagiarism: According to the American Heritage Dictionary, the definition of plagiarizes
is as follows: “To steal and use (the ideas or writings of another) as one’s own.” This is
a serious offense and can result in not only a failing grade, but also investigatory activity
by the college that could result in expulsion. Warning: I do occasionally run papers
through a program designed to spot plagiarism. Please do not be tempted.
Point Adjustments: Although I can appreciate the frustration of missing a final grade by
one or two points, before you contact me, please look at a few things first. Did you miss
turning in a small (5 pts) assignment that would have made the difference? Did you see
that you didn't get full points on those assignments and not bother to find out how to get
more points? Earned grades are just that, earned. I do not revisit things because you are 2
points shy of the next grade, or didn't do them. I take grading very seriously. Please do
not contact me about any grade changes. I do not “round up” blackboard grades.
Rhetoric and Writing requires a clear 75% as passing for this class. A 74.9% is not
passing, be careful. You need 338 points for a passing grade of 75%.
Points
Project # 1
Project # 2
Project # 3
Project # 4
Discussion Board 5 @ 10 pts. each
Mini Assignments 5@ 5pts. each
Participation
Final
Total
= 125 (25 &100 pts.)
= 50
= 125 (50, 50, & 25pts.)
= 25
= 50
= 25
= 25
= 25
450+
(+ additional points may be assigned)
95-100=A, 90-94.9=A-, 87-89.9=B+, 84-86.9=B, 80-83.9=B-, 77-79.9=C+, 75-76.9=C
Special Needs: Students with disabilities who may need Academic accommodations
should discuss options with their Professor during the first two weeks of class.
Name____________________________________________ Phone/email
Important numbers _____________________________________
Campus Police – (619) 594-1991
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For the Discussion Board, worth up to 10 points, you will be graded as follows:
A) An “A” post will be a thoughtful comment on the question posed. It will stay on topic
and respond thoroughly to the question citing the reading when applicable. The “A” student will
also take time to constructively comment/critique on 1 of their peers’ work/ideas in a tactful
manner, and even provide further ideas/questions for exploration. 10 pts.
B) A “B” post is a good post, but it is not excellent. The student makes thoughtful
comments, responds to 1 other post, but may have trouble in clearly putting thoughts in an
organized, easy to understand manner. A “B” student may veer off topic slightly. Spelling or
grammar issues can keep a “B” post from becoming an “A.” 8 pts.
C) A “C” post is average. The student responded either briefly to the question, did not
respond completely to the question, was not able to apply textual analysis to the response, did not
create a thread or respond to other posts, or there were grammar/syntax issues that impeded the
understanding of the post. 7 pts.
D) The “D” post would be earned by a student who attempts a post, or simply reacts to it,
but fails to clearly respond to the topic posed or does not respond to his peers’ comments. 6 pts.
F) A student who earns an “F” failed to post to the discussion board, merely “reacted” to
the topic at hand, and/or was rude/disrespectful to their peers, no original thread and/or response
to other posts. 0-5 pts.
Postings must be 75 – 100 words (a short paragraph) and not stray off topic. Repetitive responses
(where a student says the same thing as a response) will not be considered for grades.
There are five Discussion Boards worth up to 10 pts. each (50 points total).
______________________________________________________________________________
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Mini Writing Assignments:
Each assignment is worth 5 points
1. Email a Professor
Email about a class connected discussion, problem, or solution using a business letter
format. Hard copy must be turned in by due date. Criteria: clearly addresses audience and
purpose, and use of appropriate tone.* Due date: ______
*Note: If the Subject area of your email states Mini Exercise 1, I will not reply.
2. Letter of Complaint (minimum of one page in length)
Write a letter to a real company complaining about a faulty or low quality product.
Criteria: clearly addresses audience and purpose, and use of appropriate tone. Two (2)
bonus points if you mail it and they respond to your letter. Points must be collected by the
last day of class to be accepted. Due date: ______
3. Written Recommendation for a colleague (minimum of one page in length)
Criteria: clearly addresses audience and purpose, and use of appropriate tone.
Due date: ______
4. Editorial or Opinion piece (minimum of one page in length)
Find a situation that causes you to react. Write an editorial or opinion piece and send it
into a newspaper. Criteria: clearly addresses audience and purpose, and use of appropriate
tone. 2 bonus points if you mail it and the newspaper acknowledges it or it is printed.
Points must be collected by the last day of class to be accepted. Due date: ______
5. Instructions for completing a project (minimum of one page in length)
Keep all steps in order, using a Process paper format. Write clearly and concisely so that
someone who has never accomplished this task will be successful. Criteria: clearly
addresses audience and purpose, and use of appropriate tone. Due date: ______
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RWS 305W Academic Project 1: Memoir – Peer Letter (125 pts. total)
This assignment will be graded as a “mini” portfolio consisting of (A) a memoir and (B) a letter.
The criteria for evaluation are listed below.
Purpose of the Assignment: To give you the experience of how writers must shift the "same"
material in order to shape it to fit a new rhetorical situation.
______________________________________________________________________________
Component A – Due _________: (25 pts.)
Write a 3 - 3 ½ page memoir (MLA double spaced) to share with your fellow classmates. Do not
write anything that you do not want known. Use the information on truthfulness and authority that
has been discussed.
Criteria for Evaluation:
•
Does your memoir narrate an event that had strong personal meaning for you?
•
Is it coherent and cohesive?
•
Is your memoir interesting, with vivid descriptive passages and sharp details?
______________________________________________________________________________
Component B – Due _________: (100 pts.)
Write a 2-3 page letter to Patricia Hampl, business format, single spaced, responding to her article
about writing a memoir. How does your experience writing your own memoir
validate/question/challenge her claims in "Memory and Imagination"? As you write this letter,
you will discuss your own experience as an author of a memoir and cite passages from your
memoir as evidence for your claims. When you write the letter, consider carefully what Hampl
says about the difference between the narrative self and the reflective self in relation to your own
project.
Criteria for Evaluation:
•
Does your letter demonstrate that you have understood (not necessarily agreed with)
Hampl’s ideas?
•
Have you utilized your memoir in a way so that appropriate details are presented for this
new writing situation?
•
Is the language of your letter clear (i.e. easily accessible to the readers), concrete, and
appropriate to your purpose (i.e., responding to the author’s claims about memoir)?
•
Do you avoid clichés and stilted sentence structures and phrasing?
•
Are your grammar problems few enough and insignificant enough that they don’t get in
the way of understanding? For instance, is your letter presented in complete sentences? Are
subject-verb, pronoun, and verb tense agreement errors rare? Are spelling errors infrequent?
Key 305W outcomes met with this assignment:
Understand the concept of rhetorical situations: the relationship among writer-audience-subjectcontext. Apply critical reading strategies to a variety of publicly and individually produced texts.
Work with demanding readings and learn to interpret, incorporate, and evaluate these readings
Use writing as a way to learn—to think about, question, and communicate ideas. Develop
successful, flexible strategies for generating, revising, and editing texts. Understand the
collaborative and social aspects of the writing process. Critique your own and others’ texts.
Show initiative in problem solving situations.
Thank you to Professor Carl FieldenRWS
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305W Public Project 2: Community Advocacy Proposal – 50 pts.
After reading and writing about several persuasive texts which appeal to specific
audiences for different purposes, including King’s “I Have a Dream,” Lincoln’s
“Gettysburg Address,” and Kennedy’s “Inaugural Address,” you will write the following
paper which addresses community problems, solutions, and a call to action.
Directions:
For this assignment, as a group (each member taking one section only), write a problemsolution-call to action proposal for an issue that concerns you in the community today
and that you would be willing to take action to help change. Your audience is the mayor
of San Diego or a similar, appropriate audience, who can help implement your solutions
for the dilemma you are describing. 1) Be sure to describe details for readers unfamiliar
with this topic, explaining precise aspects of the problem such as the extent, causes, and
its effects. 2) After describing in depth with specific details and examples, offer welldefined solutions to help solve this problem such as activities the government,
communities, and individuals can do today and in the future to begin to end this situation.
Make your content, organization, and language use more powerful and persuasive by
adding in concrete evidence after doing library research of specific news stories about
individuals affected by or identified with this situation, and adding in oppositional points
from those who do not believe action is required, feel your action is inappropriate, or who
do not believe this problem can be solved in the immediate future. 3) You must have a
call to action that your group will be involved in.
Requirements:
This assignment requires 3+ typed pages in standard proposal format (single spaced),
with 12 point Times New Roman font. Be sure to use academic essay form with a clear
introduction and thesis, body support, and conclusion with strong call to action. You will
also need 2 quotes/paraphrases from recent, published, well-known current periodicals
(no more than 6 months to 1 year old) such as the San Diego Union-Tribune, Newsweek,
the Los Angeles Times, etc. These sources should be used to add concrete evidence to
your description of the problem and/or solutions, such as facts, statistics, anecdotal
examples, expert testimony, etc.). Make all quotes and paraphrases brief and integrate
them with your ideas for smooth discussion and balance, using MLA format. Add an
enclosure as a courtesy, citing your references. This will be in the format of a
separate/additional Works Cited page (all group members are responsible) at the end of
your paper which includes the two sources that are cited in your paper (2 current
periodicals). (Note: this paper will be electronically checked for plagiarism, be careful, and
cite correctly)
Key 305W outcomes met with this assignment:
Show initiative in problem solving situations. Work with demanding readings and learn to
interpret, incorporate, and evaluate these readings
Use writing as a way to learn—to think about, question, and communicate ideas. Develop
successful, flexible strategies for generating, revising, and editing texts. Understand the
collaborative and social aspects of the writing process. Critique your own and others’ texts.
Thank you to Professor Marvelyn Buckey.
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RWS 305W Career Project 3: Portfolio – Three Components – 125 pts.
Component A: Future Career Report (50 pts.). This report could be viewed as preliminary research for
your future job search. This is an analysis report format, not question and answer (no bullet points).
STEP 1. With your career path in mind, locate three companies that you might realistically envision
yourself working for. See what you can learn about the company by seeing how it represents itself on the
Internet. For example, a graphics design firm will likely have an entirely different look and feel to its
website than a law firm would. What kind of information is included on the website? Provide a brief
summary of what kind of corporate image each company seems to be portraying. (Note: If you plan on
starting your own business, you might want to use this assignment to check out your competition!)
STEP 2. Narrow your search to two out of the three companies based upon your preliminary evaluation.
For each company, attempt to find out about:
1. The current financial viability of the company;
2. The position of the company in the greater marketplace;
3. The potential for the company’s growth, given its position in the marketplace;
4. The corporate culture (formal, informal, casual Friday?);
5. The non-profit organizations supported by the company;
6. The professional groups or organizations that company employees belong to;
7. The benefits package (401K, health insurance, profit sharing) for employees.
STEP 3. Now, narrow your search down to one of the two companies and answer the following questions.
1. What is the president’s or CEO’s name?
2. How many people does the company employ?
3. How much do people in this field get paid?
4. How many employment openings are expected in the next year? Five years?
5. What special skills, knowledge, and experience are you expected to have?
6. What might you expect as far as promotion and career enhancement in this company? (Women—pay
particular attention here!)
7. What are other important factors you deem necessary to your search (Is the company planning on
moving its location? What about commute time, traffic, etc.)?
STEP 4. Put all of the above information into a short report (4-5 pages, MLA double spaced). Remember,
this is an analysis that ends with an evaluation.
Component B: Resume/Cover Letter (50 pts.). Turn your attention to the present time and place. Even if
you are currently working, find a different, specific (better?) position in the local San Diego area for which
you are qualified. Prepare a resume and cover letter (business letter format) targeting the specific job you
have chosen.
Component C: Think about Your Future (25 pts.). Complete a brief (1 ½ -2 pages, MLA double spaced)
paper discussing what you might need to do (aside from completing your undergraduate degree) to move
from where you are now to where you eventually want to be. What volunteer work, internships, campus
activities, etc. could you undertake to make yourself more attractive to a future employer of your choice?
Will you need to go to graduate school? If so, where?
Key 305W outcomes met with this assignment:
Work with demanding readings and learn to interpret, incorporate, and evaluate these readings
Use writing as a way to learn—to think about, question, and communicate ideas. Develop successful,
flexible strategies for generating, revising, and editing texts. Understand the collaborative and social
aspects of the writing process.
Thank you to Professor Sip.
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RWS 305W Family Project 4: Ad Critique – Elect. Sub. (25 pts.)
1. After reading two outside articles, use their theories to support/contrast your own.
Find a commercial that supports your position. This means that although you
personally might not agree that advertising has any effect at all on society, you as a
writer need to write as though your ad is basically a manual on what is normal and
right in society. What is your ad teaching us about what we are to value, how we
should behave, and who matters? What is the worldview?
2. The first step in your essay is describing your ad in as much detail as possible. Who
are the characters? What kind of physical attributes do they possess? What group(s)
do they represent? Are we supposed to be sympathetic to them? Should we admire
them? Want to be who they are? Note: You’ll need far more detail than you think.
You can’t say too much. Use your finest observational and creative writing skills
here. Do not exceed 1/3 of the paper in length.
3. After writing a lengthy, thorough description, take into account the following
questions. Some might not be relevant to your particular ad:
 Examine the world view promoted by this advertisement. Although in your heart you
might believe that the ad is “just funny,” or “just an ad,” as a writer take on the
assumption that this ad is disseminating a philosophical and political way of life.
What is it? What are the implications if society buys into it? What will our culture
look like if we espouse what we are seeing? How does it reflect family, marriage,
relationships, friendship, discipline, education, work ethic, industry, patriotism,
nationalism, geo-politics…? Total page length for this paper is 3-3 ½ pages plus a
Works Cited page. (Note: this paper will be electronically checked for plagiarism,
be careful, and cite correctly)
Thank you to Professor Renner.
Key 305W outcomes met with this assignment:
Respond effectively in writing to issues and arguments raised in a variety of disciplinary,
popular, and professional texts and/or contexts. Work with demanding readings and learn
to interpret, incorporate, and evaluate these readings.Use writing as a way to learn—to
think about, question, and communicate ideas. Develop successful, flexible strategies for
generating, revising, and editing texts. Understand the collaborative and social aspects of
the writing process.
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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
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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
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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

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).
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