WRTG 1150-085: First-Year Writing and Rhetoric
Fall 2011, T-TH 12:30-1:45, DUAN G1B27
Claire Chase
ENVD 1B62C
303-735-6594
claire.chase@colorado.edu
Office hours:
Thursday, 10am-12pm
and by appointment
Course Description and Objectives
This course will hone your capacities for critical and analytical thinking and for creative expression
by engaging you directly and reflectively in acts of reading and writing. Drawing from your
experience, knowledge, curiosity, beliefs, opinions, imagination, and research, you will investigate
topics of personal interest and social importance. You will read, interpret, and respond to texts that
other writers, including your classmates, have written, lending your own perspective and ideas to the
rhetorical practices that give shape and meaning to our collective cultural experience.
The aim of this course is to help you:
 write with fluency; to acquire a practical and reflective understanding of the writing
process
Throughout the 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 classtime will be devoted to small-group 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 knowledge, making informed choices as you adapt your writing to the
needs of your audience, to a specific context and situation, and for a particular purpose
We’ll begin with writing exercises and assignments that connect your personal experiences and
beliefs to the broader culture in which we live and shape meaning. We’ll then move to analyses
of the rhetorical situation in a variety of texts and visual media—that is, we’ll ask questions
about the relationships between the text, writer, audience, and context, and we’ll discuss how
these relationships shaped the writer’s choices. You’ll apply this rhetorical knowledge by
writing in different genres and in consideration of different audiences, adapting the voice, tone,
format and structure of your writing to meet the needs of your audience. We’ll also discuss the
ethical use of rhetoric—if rhetoric is a form of power, what are our ethical responsibilities as
writers?

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 and media that come from a variety of sources (both scholarly and popular,
for example.) You’ll be asked to read critically: to recognize the rhetorical strategies an author
has chosen—both in format and content—that invite the audience to interpret the text in a
particular way. We’ll also discuss how the same text may be interpreted in different ways.

develop strategies of research that will enable you to become an active investigator of
your culture
You’ll learn about research methods and technologies (on-line databases, electronic books and
journals, bibliographic software, etc.) through an online tutorial and library seminar. You’ll
learn how to formulate questions about your topic that will guide you research process, and we
will discuss how to evaluate a source for accuracy, relevance, credibility, reliability and bias by
examining the source’s rhetoric and rhetorical situation. 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. (See Knowing Words Chapter 4 for
more information on information literacy.)

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, tone, and knowledge of linguistic conventions that are
considered appropriate for a general academic audience. However, you’ll also write in less
formal genres and for an audience of your peers so that you’ll learn how to adapt your writing
to the rhetorical situation at hand.
These five course goals express the PWR’s commitment to preparing you for the kinds of reading and
writing you will perform in your other classes and in your life beyond the University. 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, and language
conventions so that you can write effectively for a variety of audiences in a variety of situations—
both inside and outside the classroom.
I’ve structured this course on the principle that the best way to learn to write well is to write often—
to engage frequently and intensively in the arts of composition. You will generate about five pages of
writing each week, practicing strategies of inquiry and invention that will help you discover what you
think about a subject and, at times, uncover new questions and avenues for investigation. You will
have multiple opportunities to revise so that you learn how to organize and refine your ideas clearly
and persuasively for your reader. Most often, class will be conducted as a writing workshop: you
will share your writing with a small group of writers, giving and receiving feedback on work in
progress. Sometimes our class will function as a seminar: you will contribute your insights and
questions to a community of other writers and readers who will not always see the same things you
do or share your point of view.
My goal for this class is to provide you with ways of reading and writing that will bring out your best
work and enable you to become a more reflective, active, and effective participant in the intellectual
life of CU and the complex world we share. Through your own acts of reading, writing, analysis,
argument, and inquiry, you will learn the ways that knowledge is made, beliefs are formed, values are
sustained and, most importantly perhaps, that your writing can make a difference.
Texts
Our texts include Knowing Words: A Guidebook to First-Year Writing and Rhetoric and reading
material that I will distribute during class meetings or place on our DESIRE2LEARN class website.
Assignments and Grading
The kinds of writing I will ask you to do include informal in-class writings; short reflection/response
pieces; and three major essays, the last of which will be a research project that brings your previous
work and learning into focus and to fruition.
Final grades will be assigned as follows:
Auto-ethnography: 15%
Persuasive essay/argument: 20%
Research project (includes proposal, paper, & presentation): 35%
Short reflection/response pieces/in-class assignments: 15%
Participation, including contributions to class discussion and workshops: 15%
Grading Scale
A 92 -100
B+ 88-89
C+ 78-79
D+ 68-69
F 59 --
A- 90-91
B 82-87
C 72-77
D 62-67
B- 80-81
C- 70-71
D- 60-61
“A” level work reflects excellence in all areas. An “A” suggests that work is not only thought provoking and
structurally polished, but that assignments are completed with a high level of stylistic and critical sophistication.
“A” level work presents the reader with fresh and independent thinking, logical organization, and excellent
control over mechanics and style.
“B” level work is very good, well above average. This work explores difficult questions in a way that is creative,
critical and thought provoking. “B” level work is critically and organizationally sound, is stylistically competent,
and contains few errors.
“C” level work indicates that assignments are completed adequately, meeting minimum requirements. This
grade indicates that the work is functional at a college level and that all aspects of the assignment have been
addressed. However, the work may be hindered by a lack of sufficient critical inquiry, organizational clarity, and
control over mechanics and style.
“D” level work is substandard at the college-level. It is usually completed in haste and reflects little thought or
attention to detail. A “D” indicates that major portions of the assignment are completed poorly.
“F” level work is incomplete or inadequate. An “F” will also be given if plagiarism has occurred.
Attendance Policy
Because of the workshop/seminar format of the course and small class size, your attendance and
active participation are essential. You can miss up to three class meetings without affecting your
final grade. For each class absence beyond those three, your final grade will drop one increment.
(For example if you earn a B+ for the course but miss five classes, your final grade will be a B-.) If you
must miss a class, please try to let me know ahead of time by sending me an email or leaving a
message on my voice mail: 303-735-6594.
Conferences
During the course of the semester, we will meet for at least two individual, 20-minute conferences in
my office to work on your drafts. I sincerely want to know how I can best help you as a writer, how I
can help you achieve what is most important to you as a writer. You can help me be a better reader
of your work if you prepare questions and concerns about a piece of writing ahead of our conference.
Writing (and Research) Center
If you’d like advice about your writing at any stage of the writing process, the Writing Center in
Norlin Library E111 is a great place to go. Free to all CU students, you can meet with a consultant to
help you brainstorm and develop topic ideas, organize an essay, and work on matters of craft, syntax,
grammar, and style. Check out the Writing Center website for more information about hours and
services or to request an appointment online at: http://www.colorado.edu/pwr/writingcenter.html.
The Program for Writing and Rhetoric and Norlin Library also host a walk-in research center
devoted exclusively to First-year Writing and Rhetoric students. If you need help researching a topic,
drop in the Writing Center on Monday through Thursday between 2:00-5:00 (no appointment
necessary.) You’ll find a research consultant eager to help.
University Policies
Plagiarism
Plagiarism is defined as the use of another’s ideas or words without appropriate acknowledgment.
Examples of plagiarism include failing to use quotation marks when directly quoting from a source;
failing to document distinctive ideas from a source; fabricating or inventing a source; turning in
someone else’s work as your own; and copying information from electronic sources. In this course, if
you hand in a piece of writing that is plagiarized in full or in part, you will receive a failing grade on
that assignment and the F will be factored into your final course grade.
The 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, academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of
academic misconduct shall be reported to the Honor Code Council (honor@colorado.edu; 303-7252273). 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 and at
http://www.colorado.edu/academics/honorcode/.
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).
Religious Observances
Campus policy regarding religious observances requires that faculty make every effort to deal
reasonably and fairly with all students who, because of religious obligations, have conflicts with
scheduled exams, assignments, or required attendance. In this class, I ask that you contact me at least
one week ahead of the date(s) that you will be absent so that we can discuss any assignments/class
material that you will miss.
Classroom Behavior
Students and faculty each have responsibility for maintaining an appropriate learning environment.
Those who fail to adhere to such behavioral standards may be subject to discipline. Professional
courtesy and sensitivity are especially important with respect to individuals and topics dealing with
differences of race, culture, religion, politics, sexual orientation, gender, 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.
Discrimination and Harassment
The University of Colorado at Boulder policy on Discrimination and Harassment, the University of
Colorado policy on Sexual Harassment and the University of Colorado policy on Amorous
Relationships apply 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 303-4925550. Information about the ODH, the above referenced policies and the campus resources available
to assist individuals regarding discrimination or harassment, can be obtained at
http://www.colorado.edu/odh.
Daily Schedule
*Please note that this calendar is subject to change.
Note: You will need to check your DESIRE2LEARN account on a regular basis for announcements and
updates to the class schedule.
Date
Week 2
Tuesday: 8/30
Thursday: 9/1
Topics for Discussion
Readings and Assignments
(please complete before the next class)
Welcome and introduction to the course.


Read Knowing Words chapters 1 and 2.
Write a 1-page letter to me. What would you like
me to know about you as a person, as a student,
and as a writer?
Letter due
Course overview. Why writing and rhetoric?

Write your own “vignette,” a small scene or story
from your life that captures a larger truth about
our culture. (Aim for 2 pages, at most, doublespaced. Bring two copies to class on Tues., 9/6)

Construct a personal/cultural timeline


Read pages 65-83 in Knowing Words.
Draft auto-ethnography, aiming for 5 doublespaced pages. Bring two copies of your draft to
class on Tuesday, 9/13.

Revise auto-ethnography with peer and
instructor comments--and day’s discussion--in
mind. Bring two copies to class on Thursday,
9/15.
•
Make final revisions and edit auto-ethnography.
Due Tuesday, 9/20.
In-class reading: “Interlude” by William Kittredge.
Week 3
Tuesday: 9/6
Workshop vignettes.
Rhetorical invention; description and narration as
modes of inquiry.
Thursday: 9/8
Writing as craft. What does good writing look like?
What does good writing do?
Introduction to auto-ethnography
Week 4
Tuesday: 9/13
Class discussion: Assessing the personal essays
Knowing Words; likes and dislikes.
Workshop drafts of auto-ethnography. Descriptive
responding.
Thursday: 9/15
Workshop: rhetorical analysis of revised drafts.
Class discussion of auto-ethnography as mode of
inquiry
Week 5
Tuesday: 9/20
Auto-ethnography due.
Rhetorical analysis of visual media -- photograph
and political cartoon.
•

Read Knowing Words pages 159-173.
Craft a rhetorical analysis of one of the three
essays in Knowing Words. Or, seek a photograph
or political cartoon you prefer to analyze and
craft a rhetorical analysis. Aim for 2-3 doublespaced pages. [Collected]
Posing a problem or issue for argument.
X, but on the other hand, Y.
X states that Y. My view, however, is Z.

Read Knowing Words pages 127-157. Write
one-paragraph summary of each essay.
What issue does the writer address? What is the
writer’s position on the issue, his or her central
claim? What are the writer’s primary warrants
(or reasons) for taking this position?
Class discussion of three essays in Knowing Words.
Strategies of argument

Select an issue that you have a strong opinion
about. Write 1-2 pages in which you summarize
the issue (Why is it an issue? What is at stake
and for whom?) and state your position on the
matter.
Workshop: What issue are you preparing to argue
about? What position are you taking?

Gather your reasons and supporting evidence
and add to your summary of the issue and the
position you’re taking.
Thursday: 10/6
Reasoning and evidence.

Draft an essay in which you take a stand on a
position and support your position with
reasoning and evidence. Aim for 5-7 pages.
Bring two copies to class on Tuesday, 10/11.
Week 8
Tuesday: 10/11
Embracing contraries

Revise your essay so that it includes at least one
claim, with supporting reasoning/evidence that
complicates or counters a claim you’ve made.

Revise your essay for publication. How would
you present your argument to an audience that
includes readers both friendly and unfriendly to
your central point and claims? Due Tuesday,
10/18.

List ten things you’ve always wanted to know
more about. Choose two topics on your list and
ask five questions for each.
Complete library tutorial 1.
Conferences Wed. 21, Thurs. 22, Fri. 23
Thursday: 9/22
Week 6
Tuesday: 9/27
Thursday: 9/29
Week 7
Tuesday: 10/4
Workshop: rhetorical analysis of a text,
photograph, or political cartoon.

Small group workshop: playing devil’s advocate.
You say X, I say Y.
Thursday: 10/13
Answering the opposition
Using words, phrases, voice, tone and style to
strengthen your argument.
Week 9
Tuesday: 10/18
Persuasive essay due.
Inquiry as the wheel of higher education at a
research university

Thursday: 10/20
Small group workshop: Sharing what you want to
know more about.
Formulating a research question.
Week 10
Tuesday: 10/25
Thursday: 10/27


Research proposal due.
Research methods (1): What do you need to do to
find out answers to your question?

Research methods (2): Placing your study in
context.

Prepare a proposal that includes your research
question(s), methodology, and an annotated
bibliography of 3 sources relevant to your topic.
Information literacy seminar in Norlin Library.
 We will meet in our classroom and walk
together to the seminar.
 Bring a copy of your research proposal
and your Buff Card. Be prepared to check
out or print library materials.

Read pages 95-114 in Knowing Words. Prepare
annotated bibliography of additional source
material.
Getting the most from your data and sources
Evidence, reasoning, and argument revisited

Begin drafting research essay, using and
embedding sources.
Citing sources in your paper

Conferences Nov. 9th, 10th, and 11th

Continue drafting research essay, aiming for a
complete draft.
Bring two copies to class on Thursday, 11/10
Small group workshop: summative feedback.


The annotated bibliography.
Week 11
Tuesday: 11/1
Thursday: 11/3
Week 12
Tuesday: 11/8
Thursday: 11/10

Week 13
Tuesday: 11/15
Draft a proposal for a research topic. What do
you want to research and why?
Complete library tutorials 2 and 3.
Revise research proposal to include research
method(s). Complete library tutorial 4.
Bring laptops to class on Thursday, 10/27, as
well as print out of your proposal.
Complete and polish draft; compose the Works
Cited page.
Bring two copies to class on Tuesday, 11/15
Workshop: critical analysis.

Revise researched essay based on peer analysis.
Due Thursday, 11/17.
Thursday: 11/17
Research paper due.
Preparing for presentations.

Presentations begin Tuesday, 11/29
Week 14
Tuesday: 11/22
Thursday: 11/27
Week 15
Tuesday: 11/29
Thursday: 12/1
Week 16
Tuesday: 12/6
Thursday: 12/8
Fall Break & Thanksgiving
No Class
Happy Thanksgiving!
Presentations
Presentations
Presentations
Presentations & Celebration