RWS 305W - 305W - WRITING IN DIFFERENT SETTINGS
Spring 2015
Instructor: Adriana Groza
Office: SH 120C
Office Hrs: TTH 11:00-12:00 and W 3:00-3:50 and by appt.
E-mail: agroza@mail.sdsu.edu
Required Texts and Materials:
Readings will be provided electronically. It is your responsibility to download and print them for class
discussions.
Access to a reliable computer and printer
Prerequisites for the Course
Satisfies Graduation Writing Assessment Requirement for students who have completed 60
units; completed Writing Proficiency Assessment with a score of 8 or higher (or earned a C or
higher in RWS 280, 281, or LING 281 if score on WPA was 7 or lower); and completed General
Education requirements in Composition and Critical Thinking. (Proof of completion of
prerequisites required: Test scores or verification of exemption; copy of transcript.)
Course Description
RWS 305W is an intermediate writing course designed to facilitate students’ success with reading,
writing, and critical thinking tasks. The course develops the skills of analysis, synthesis, and
evaluation. It challenges students to read and write texts of various genres and to reflect on the
complex relationships embedded in a rhetorical situation.
More specifically, the course will begin with an argument analysis exercise meant to give students
models of good writing. It, then, will emphasize four very different kinds of writing: a) the argument
essay, intended to help students take a coherent position on an issue of controversy; the object is to
make rigorous, coherent, and convincing arguments and to understand the rhetorical choices inherent
to sound argumentation; b) a power point representation of an argument; the object is to prepare
students for real job assignments; c) the career portfolio, including a job announcement, a professional
resume for that job, and a cover letter; the object is for students to prepare a practical and functional
writing sample that they can use after graduation; d) a compare-and-contrast essay, to develop a skill
which is essential in both academic and personal writing; the object is to formulate categories as the
basis for meaningful comparison.
In all of these assignments, the course seeks to help students become familiar with the basic
conventions of academic discourse and to master essential writing skills. Students will be encouraged
to reflect on their rhetorical choices and evaluate the effectiveness of their own writing styles.
This particular section of RWS 305W will use official texts (President Obama’s speech), academic
arguments written by rigorous scholars, for example Joseph Stiglitz and Daniel Kahneman - both
Nobel prize winners, as well as a few more literary texts drawn from the Dracula literature. There are
various fictional stories concerning Dracula and other vampires, and there is the actual person (Vlad
Tepes) on whom many of these stories are based. Our goal is not literary analysis or historical
investigation, but instead to use these readings as a launching point for discussions about how texts of
different genres use rhetorical strategies to debate social themes that transcend time and specific
cultures.
My teaching philosophy for this course is based on the belief that reading, writing, and critical
thinking are integrated and mutually dependent processes, in other words, that good writing comes
from good reading and lively discussions.
Classroom Participation:
Students are expected to read the assigned selections and bring a printed copy to class so that they can
participate fully in class discussions and activities. 10 % of the final grade will be assigned for participation
to discussions as follows: Never heard this person’s voice (50 points/F); Spoke only when addressed (65
points/D range); Made rare comment about assigned topics (75 points/C range); Spoke often but not always
on the topic (85 points/B range); Spoke all the time and contributed interesting insights (90-100 points/A
range). We will treat each other with respect and courtesy.
Essay Assignments and Homework:
Papers should contain mature discussions presenting critical, original judgments. Writing not
demonstrating college-level writing and thinking will fail.
Essays and other assigned work must be typed (they will not be accepted if not typed). All your
assignments are expected to show your best writing, grammar, and mechanics (appropriate
punctuation, capital letters, etc.). All essays should be edited and proofread, and, therefore, should
contain a minimum of elementary errors. A paper submitted with an excess of elementary errors will
be returned to you as incomplete and penalized.
All assignments should be submitted on time. I will not accept essays and other homework through
email. If you cannot turn in your work in person, please arrange to deliver it to my mailbox.
Late assignments will be penalized at a half letter grade deduction for each day late.
Regarding missed work: It is an absentees’ duty find out what they missed. Make sure you have
contact emails/numbers from colleagues.
Blackboard:
I will use the Blackboard site as a communication device for all of us. The schedule of assignments, all
prompts and detailed instructions for your assignments, useful handouts, and other miscellaneous
information will be posted on the site, and you are expected to check it regularly.
Academic Dishonesty
On all work submitted for credit by students at the university, the following pledge is implied: "On my
honor, I have neither given nor received unauthorized aid in doing this assignment."
Academic dishonesty - plagiarism—is not tolerated. Plagiarism is presenting someone else’s words,
phrases, ideas, or concepts as if they were your own. In your writing you must always give credit
through quotation marks, footnotes, and complete citations if you use some else’s words or ideas. If
you use material from a printed source with citation or you copy another student’s work, you will fail
the assignment and most likely fail the entire course. The incident will also go on record with the
Associate Dean of Students of your college, and you could face academic probation, suspension, or
even expulsion. See the SDSU General Catalogue for the complete University Policy on plagiarism.
Absences:
You are allowed 2 absences. For absences in excess, you will lose points.
If you feel you have a “very unusual” circumstance, please talk to me!
Lateness:
Lateness to class is disruptive and disrespectful to other students and the instructor. To discourage
this, I will subtract half a point from your final grade for systematic lateness.
Grading Policies:
Following is a passage from the San Diego State University Policy File (2000) regarding grading.
“In order that the assignment of grades truly reflects the student’s achievement in courses, the
integrity of the academic program, and the integrity of departments or schools and instructors, grades
shall genuinely distinguish between high and low levels of achievement....Instructors shall use all
grades from A through F to distinguish among levels of academic accomplishment. The grade for
average undergraduate achievement shall be C.”
Grading Formula:
Undergraduate grades shall be A outstanding achievement; B praise-worthy performance; C
satisfactory performance—the most common undergraduate grade; D minimally passing; and F
failing.
A: an outstanding assignment addresses the questions fully and explores the issues
thoughtfully. It shows substantial depth, fullness, and complexity of thought. The response
demonstrates clear, focused, unified, and coherent organization and is fully developed and detailed.
The essay evidences superior control of diction, syntactic variety, and transition but may have a few
minor flaws.
B: a praise-worthy assignment clearly addresses the questions and explores the issues. It
shows some depth and complexity of though and is effectively organized. The strong essay is well
developed, with supporting detail. It demonstrates control of diction, syntactic variety, and transition,
though it may have a few flaws.
C: a satisfactory assignment adequately addresses the questions and explores the issues. It
shows some clarity of thought but may lack complexity. A competent essay is organized and
adequately developed, with some detail. This response demonstrates competent writing, though it
will have flaws.
D: a minimally passing assignment may distort or neglect parts of the question. It may be
simplistic or stereotyped in thought. It may demonstrate problems in organization. It may use
generalizations without supporting detail or detail without generalizations; details may be
undeveloped. The weak response shows a pattern of error in language, syntax, and/ or mechanics.
F: a failing assignment demonstrates serious problems in one or more of the areas specified
by the weak response (D). It may fail in its attempt to discuss the topic, or may be deliberately offtopic. A response in this category is incompletely developed and mechanically inept.
Civic Argument Essay – 15 %
Power-Point Presentation – 10%
Career Portfolio - Job Announcement, Resume, and Cover Letter – 20 %
Contrast and Compare Essay – 10 %
Quizzes and Homework – 35 %
Participation to Class Discussions – 10 %
Students with Special Needs
Students with special needs who may need academic accommodations should discuss options with me
the first two weeks of class. It is the student’s responsibility to make the necessary arrangements with
the Disabled Student Services at (619) 594-6473. To avoid any delay students should contact Student
Disability Services as soon as possible. Please note that accommodations are not retroactive, and that
instructors or professors cannot provide accommodations based upon disability until they have
received an accommodation letter from Student Disability Services.
Policy on Absence For Religious Observance and University Events
By the end of the second week of classes, students should notify the instructors or professors of
affected courses of planned absences for religious observance.
Student Learning Goals
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:
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:
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:
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:
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:
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.
COURSE SCHEDULE
SECTION 1 - ANALYZING ARGUMENTS
1/22 Introduction: Argument is everywhere; practice your reading skills to recognize arguments in
different settings.
Critical Reading: The Blame Game – Critical Reading vs. Study Reading
1/27 Teaching Concept: The Structure of the Argument (Toulmin Model)
Class Discussion: What makes a good argument?
Writing Workshop: Exercises to help understand the model.
Homework for the next class: Write three examples of arguments using the Toulmin model. (5%)
1/29 Teaching Concept: Visual Arguments.
Class Discussion: Watch the presentation and evaluate its efficiency.
Homework for the next class: Formulate an opinion about inequality in America today. (No more
than one page, double-spaced)
Reading for the next class: Obama’s Speech (excerpt)
2/3 Teaching Concept: Oral Arguments
Group Work: Analyze the assigned text and evaluate it based on the efficiency of the
rhetorical strategies used.
Class Discussion: Share your position as it appears in your homework.
Reading for the next class: “Of the 1%, by the 1%, for the 1% “ by Joseph Stiglitz
2/5 Teaching Concept: Making Opposite Arguments - Accepting or Rejecting Data vs. Interpreting
them Differently
Class Discussion: Apply the Toulmin model to analyze the reading and
claim, supports, and warrants.
identify the primary
Reading for the next class: “Income Inequality? No problem.”
2/10 Teaching Concept: Practicing Argument Making - Responding to a Claim
Writing Workshop: In groups of two, draft responses to a chosen claim. Share these with
colleagues.
Reading for the next class: “The Engine of Capitalism” excerpt from Thinking, Fast and Slow by
Daniel Kahneman (255 - 265)
Homework for the next class: Engage with two claims from the assigned readings (four-step
response). (5%)
2/12 Teaching Concept: Predictions as Hypothetical Scenarios
Class Discussion: Can we forecast the future? Compare and evaluate the assigned readings.
2/17 Teaching Concept: Outlining
Class Discussion: What is the best way to start writing an argument?
Homework for the next class: Outline an argument presenting your position on inequality in
America today. (10%)
Reading for the next class: Interview with the Vampire by Anne Rice (excerpt)
SECTION 2 – WRITING ARGUMENTS AS CIVIC PARTICIPATION
Civic Argument Essay (Due 3/17, 15 %) – In groups of two, craft an argument about some
contemporary social problem derived from our readings or discussions that you consider
important for our community. Imagine this as an article for our local paper, The Union
Tribune, or the Daily Aztec.
2/19 Teaching Concept: Genre
Class Discussion: Analyze the reading and compare rhetorical strategies for
academic writing.
creative vs.
Reading for the next class: “The Better Half” by Melanie Tem
2/24 Teaching Concept: Types of Evidence
Class Discussion: Analyze the reading and compare development strategies in
academic writing.
creative and
Reading for the next class: “The House at Evening” by Frances Garfield
2/26 Teaching Concept: Genre and Current Issues
Class Discussion: Analyze the readings and use them as sources of inspiration to find an issue
you care about.
Writing Workshop: Beginnings and Endings
Homework for the next class: Choose the topic you are going to develop in your civic argument and
explain why it is relevant.
3/3 Teaching Concept: Developing the Introductory Paragraph
Class Discussion: Present your issues.
Writing Workshop: Start work on your essay.
3/5 Teaching Concept: Types of Audiences
Class Discussion: How to draft a convincing argument for a specific audience?
Group Activity: Adapt a text for different audiences.
3/10 Teaching Concept: The Rebuttal
Group Activity: In groups, reverse your positions and try to make an
to the one in you paper.
argument opposed
3/12 Teaching Concept: Logical Fallacies
Writing Workshop: Finalize your papers.
SECTION 3 – WRITING AS A TOOL IN DIRECT INTERACTION
Power-Point Presentation of your Civic Argument Essay. (10%)
3/17 Teaching Concept: How to Design a Power–Point Presentation
Group Work: Work on your projects.
3/19 Power-Point Presentation I (First 10 students alphabetically)
Present your arguments and answer questions from peers.
3/24 Power-Point Presentation II (Students 11-20 alphabetically)
3/26 Power-Point Presentation III (Students 21-30 alphabetically
Spring recess
SECTION 4 – PRACTICAL WRITING FOR THE JOB MARKET
The Career Portfolio - Write a resume and a cover letter to apply for a position you would be
interested in and qualified for. (Due 4/23; 20 %)
4/7 Teaching Concept: Necessary Skills to Bring to the Job Market
Critical Reading: “Vampire” by Richard Christian
Group Activity: Identify your adaptive and transferable skills, and define your ideal job skills, knowledge, people, environment, etc.
Reading for the next class: “Three Jobs of the Future” by Robert B. Reich
4/9 Teaching Concept: How to search for a job.
Writing Workshop: Fill in the resume worksheet.
Homework for the next class: Search for a job that you would want to apply for now or in future.
4/14 Teaching Concept: The Career Portfolio
Class Discussion: What do resumes and cover letters do?
4/16 Writing Workshop: Work on your career portfolios.
4/21 Teaching Concept: How to Prepare for an Interview
Group Work: Pretend you are invited to an interview; one student will be interviewed while
other will be employers.
Reading for the next class: 1. In Search of Dracula (excerpt) by Raymond McNally and Radu
Florescu; 2. Beyond The Grave, The Many Faces of Dracula by Radu R. Florescu and Raymond T.
McNally; 3. Romanian History - Vlad Tepes Draculea.
SECTION 5 – WRITING AS PREPARATIONS FOR LIFE’S CHOICES
Contrast and Compare Essay (10 %)(date TBA)
4/23 Teaching Concept: The Necessity to Use Categories for Comparison
Group Activity: Compare something.
Class Discussion: Compare/contrast introductory scenes from classic vampire movies.
(Nosferatu directed by F. W. Murnau (’22); Dracula with Bela Lugosi, directed by Tod Browning
(’31); Nosferatu with Klaus Kinski, directed by Werner Herzog (‘79) ; Dracula with Frank Langella,
directed by John Badham (’79); Dracula with Gary Oldman, directed by Francis Coppola (’92).
4/28 Teaching Concept: Models of Contrast and Comparison
Writing Workshop: Design the outline for your comparison paper and discuss your
categories with your colleagues.
Reading for the next class: “Grant and Lee: A Study in Contrasts” by Bruce Catton
4/30 Teaching Concept: Structure as a main tool for comparison.
Writing Workshop: Develop your notes.
5/5 -7 Writing Workshop: Finalize your papers.