3020-025: Topics in Writing-The New York Times
Fall, 2012
Instructor: Ms. Jami Frush
Section: 3020-025
Time: Mon, Wed, Fri 1:00-1:50pm
Location: HLMS 104
Office: ENVD 1B30C
Office Hours: M, W 10:30-11:30 and by apt
Office Phone: 303.735.4663
e-mail: jami.frush@colorado.edu
Course Description
Welcome to Writing 3020-The New York Times Texts. As America’s “newspaper of record,” The Times
is influential in stimulating and shaping public discourse on current events. We will be studying the
reporting and responding as engage citizens. You have made and excellent choice-This is an intense but
fun class, and you will learn a great deal about writing, about news and current events and about news
writing and reporting in only 16 short weeks. Whatever your academic writing experience has been, you
will find yourself looking at writing and reading in many new ways. Keep your mind open, work hard,
and you won’t be disappointed. What follows is a guide to this class, and is designed to help you figure
out what you expect from the class, and what is required of you. Remember you can always email me or
talk to me if you have questions.
Course Goals
Writing and Rhetoric Objectives: Colorado Commission on Higher Education
WRTG 3020 satisfies upper-division core requirements in carious CU-Boulder school and colleges
because it extends rhetorical knowledge and writing skills in ways that draw on theoretical perspectives
and address specialized disciplinary and civic communities. WRTG 3020 meets the CCHE criteria for an
Advanced Writing Course (GT-C03) in the Colorado system of higher education.
Throughout the semester, you will develop increasingly sophisticated strategies for communicating with
particular audiences and for the particular purpose of each writing project. We will gain familiarity with
formal and popular writing genre and with the methods of presenting information to a broad, educated
public. We will raise and address counterarguments effectively. Using our disciplinary expertise and
apply it to issues in ethics and media with focus on the New York Times. We will become masters in the
art of rhetoric and argument.
Required Texts/Materials
 This class will have not required textbook, but access to several other kinds of texts is required. We
will read a version of the New York Times (NYT) daily and other publications occasionally, so you
need to have a (NYT) online account. Also, we will read and discuss the Sunday New York Times on
paper every week, so you will need to buy or have it delivered every Sunday and bring it to class.
Other readings will be assigned throughout the semester and are available online or I will provide
paper copies. Also recommended is a writing handbook.
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Reading assignments on CU-Learn.
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WORD or WORD-compatible software for submitting major assignments digitally
Notebook for homework responses and in-class writing
Copies of your work when needed for class discussion
Note: Please print double-sided when possible to reduce the amount of paper you use.
CU email account that you check regularly
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Your engaged, imaginative mind and presence
Major Assignments
 Exploration Reflections: Over the course of the semester, you will write at least five short
exploration reflections in which you describe the process you used in writing each assignment.
These short observations will help you determine who you are as a writer and how you approach
assignments. These reflections may be related to other assignments you are working on for this
course, such as the Auto-ethnography or the Persuasive/Argument Essay. 1 page each
 Letter to the Editor: This will require you to seek out and read the NYT regularly to locate an
article you wish to respond to. Using specific genre conventions and The NYT letters, you will
direct your letter to the educated, professional, sophisticated Times readership. The skills of
crafting a compact, highly concise piece of writing is transferrable to writing in all disciplines and
professions. 1-2 pages
 Summary/Response: This assignment will require you to deconstruct the steps of an argument as
related to the media in order to recreate it in miniature. This summary will ground you in a
theoretical framework on which to base and analytic essay. The skill of summary writing is
useful in graduate studies as well as in business, law, education and social sciences. 1-2 pages
 Argument/Critique of a Columnist: This assignment will give you the opportunity to lead the
class through a close reading of a columnist’s argument in order to uncover its rhetorical
strategies and possibly argumentative fallacies. Studying an individual columnist’s writing will
help you expand your existing repertoire of syntactical choices, lexicon, voice, tone, use of
research, and rhetorical strategies. 4-6 pages
 Rhetorical Visual Literacy Paper: This assignment is designed to help you read political
cartoons, advertisements, or billboards as a form of literacy. The goals of this assignment hopes
to accomplish is transferable to our personal and professional lives, as we are inundated with
images all the time. Being conscious readers and rhetoricians arms we as citizens and
participants. 4-6 pages
 Historical Context and Analysis Paper: This essay will have you take a look into yourself and
our society. We will be marking history from our date of birth to our last birthday. We will then
examine a similar type of article. As rhetoricians, what has changed in its graphics, tone, topics,
has the lens moved inward or outward over the course of your lifespan? This skill works to place
us in the world and try to recognize shifts in society and its values. 4-6 pages
 Portfolio and Presentation: You will compile your assignments into a portfolio and present your
work over the semester as a package to the class. If you choose, you can create a separate text for
the presentation working with power point or create a video documentary of your work
throughout the semester. 2-3 pages
 Participation and short writing: Come to class prepared to work and to contribute to class.
You will have read assigned reading, completed written or other assignments and have papers or
drafts printed out or otherwise prepared for class. If you are not prepared for class, you won’t get
participation point for that day. If you are ready and actively present in our group, the points are
yours. Make sure all of your materials are printed out before class to receive full credit on
participation. ½ page -1 page each and 10 total
Grading
To complete this course successfully, you must attend class and scheduled conferences, complete
assignments on time, and participate in class activities and discussions. For major essay assignments, you
must turn in all drafts before I will grade the final version of your essay. If you have a question about your
grade, please ask me about it. Please remember: even if you feel you have done poorly on an assignment,
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turn it in anyway! If you turn the assignment in, you will at least receive some points that count toward
your final grade. Otherwise, you will not receive any points for the assignment. Note: A word to the
wise—keep copies of all of your assignments! Although I don’t often lose things, it can happen. If you
have a copy, we’ll both be happier in the rare event that I misplace your paper.
Attendance
You may miss class three times throughout the semester without penalty. After your 3 “freebee”
absences, 10 points will be deducted from your participation grade for each absence after. If you miss
more than 6 times in the semester you will fail the class. Plan on getting sick and save your absences for
emergencies. Sometimes life gets in the way of our learning. If you feel you have an extenuating
circumstance which requires you to miss more than the allotted amount, see me. We will discuss options
and a solution. If I decided that your case warrants leeway, we will come up with a plan and it will
ultimately be signed in writing by both of us. If you are absent, you cannot make up in-class work for the
class period you missed. Contact a classmate for the information and assignments you missed. Being late
to class three times will constitute an absence. I consider someone late if they enter our classroom after I
have taken roll.
Late Assignments
Late assignments are, well, late. Unless you have spoken with me beforehand to arrange for an extension,
I will subtract 10% from the total grade for each day the paper is late. A paper is considered “late” after I
have collected them in class. If you absolutely cannot meet the deadline because of something
unavoidable, contact me as soon as possible, so we can discuss the situation. Computer problems are not
an acceptable excuse for a late assignment—with the variety of resources on campus, you should have
ample opportunity to complete your work on time. All papers should be turned into D2L AND handed to
me in class hard-copy. I will use the earliest submission (digital or hard copy as your timestamp).
Therefore, if you have to miss class on the day a paper is due, submit your paper on-line and on-time. It
will not be counted late. Please drop a hard copy in my box or bring it to the next class period.
Revising Graded Assignments
At the end of the semester, if you would like to resubmit one of your major (graded) assignments, you
may revise one assignment and turn in a Revision Portfolio for reevaluation. If you resubmit work you
must:
 Choose one of the major assignments 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 by the last day of class.
 All work needs to be turned in by the end of the last day of class. This includes electronic
submissions and uploads.
NOTE: You cannot revise assignments that were originally turned in late. Nothing can be turned in after
the last class.
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Your grade for the course will be determined according to the following scale:
Letter to the Editor
Summary/Response Paper
Rhetorical Visual Literacy Paper
Historical Context and Analysis Paper
Argument/ Columnist Critique Paper
Final Portfolio (including letter of reflection)/presentation
Short Writings/Class Participation
Reaction to Writing (5)
TOTAL
A= 900-1000 points; B = 800-899 points; C = 700-799; D = 600-699
100
125
125
125
125
150
150
100
Total Points: 1000
(See the PWR Assessment Criteria for a more detailed description of the grading guidelines.)
Formatting and Document Design: Learning how to format your papers and assignments and to pay
attention to how they appear is an important component of improving your academic and professional
writing. Every assignment will be word process and will follow the rules of either MLA or APA.
Writing Center
All students are invited to bring their writing to the Writing Center in Norlin Library for feedback and
advice. Students are welcome to bring writing from any discipline at any stage of the writing
process. Fifty-minute consultations with experienced writing consultants are available by appointment at
no charge to CU students. Because the Writing Center is a very popular campus resource, please plan to
make reservations at least one week in advance. Reservations can be made through the Writing Center
website or in person. Find more information at: http://www.colorado.edu/pwr/writingcenter.html
Formatting and Document Design: Learning how to format your papers and assignments and to pay
attention to how they appear is an important component of improving your academic and professional
writing. Every assignment will be word process and will follow the rules of either MLA or APA.
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 can be addressed. Disability Services determines
accommodations based on documented disabilities. Contact: 303-492-8671, Center for Community N200,
and http://www.colorado.edu/disabilityservices. If you have a temporary medical condition or injury, see
the guidelines at http://www.colorado.edu/disabilityservices/go.cgi?select=temporary.html.
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.
See full details at http://www.colorado.edu/policies/fac_relig.html.
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
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sensitivity are especially important with respect to individuals and topics dealing with differences of race,
color, culture, religion, creed, politics, veteran's status, sexual orientation, gender, gender identity and
gender expression, age, disability, 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. See policies at http://www.colorado.edu/policies/classbehavior.html and at
http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code.
Discrimination and Harassment*
The University of Colorado at Boulder Discrimination and Harassment Policy and Procedures, the
University of Colorado Sexual Harassment Policy and Procedures, and the University of Colorado
Conflict of Interest in Cases of Amorous Relationships policy apply to all students, staff, and
faculty. Any student, staff, or faculty member who believes s/he has been the subject of sexual
harassment or discrimination or harassment based upon race, color, national origin, sex, age, disability,
creed, religion, sexual orientation, or veteran status should contact the Office of Discrimination and
Harassment (ODH) at 303-492-2127 or the Office of Student Conduct (OSC) at 303-492-5550.
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.
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,
aid of academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of
academic misconduct shall be reported to the Honor Code Council (honor@colorado.edu; 303-735-2273).
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/.
Electronics: Because the various electronic gadgets that most of us regularly use can be very distracting,
please leave your cell phones, pagers, laptops, and other devices with flashing images and disruptive
noises stowed in your bag and turned off from the moment class begins until it ends. We are a small class
and little actions like will be noticed by many and thus could derail the flow of class activities.
See policies at http://www.colorado.edu/policies/classbehavior.html and at
http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code
Academic Honesty and CU’s 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,
abetting others’ academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents
of academic misconduct shall be reported to the Honor Code Council (honor@colorado.edu; 303/7352273). 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/.
The policy for cheating and plagiarism in this course: If I discover that you have plagiarized any part
of a paper, you will receive an F for that paper. If 50 percent or more of a paper is plagiarized (e.g., an
essay downloaded from the Web or if somebody else writes half or more of your paper for you, for pay or
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for free), you will flunk the course. I use online plagiarism search engines to detect cheating, and I will
report all cheaters, whether they flunk the course or not, to CU’s Honor Code Council. We will discuss
cheating and plagiarism in class. If you miss any of these discussions, please see me.
A short list of resources:
CULearn Web site, https://culearn.colorado.edu/webct/
RIOT tutorial, https://libnet.colorado.edu/pwr/tutorial/index.htm
The Purdue Owl, http://owl.english.purdue.edu/owl/resource/679/01/
University of Colorado at Boulder’s libraries, http://ucblibraries.colorado.edu/
Diana Hacker, A Writer’s Reference (2006)
Media website-Fair and Accuracy in Reporting (FAIR) www.fair.org
Weekly/Daily Schedule
Week 1
Mon, Aug 27
Introduction to the class. In-Class Writing Sample. NYT Group dissection
Wed, Aug 29
DUE: Read syllabus. Come with a question. NYT Group cont.
Fri, Aug 31
Intro Letter to the Editor Assignment.
Week 2
Mon, Sept 3
University Holiday *No Classes* Labor Day
Wed, Sept 5
DUE: Read the Sunday paper. Bring it to class on Mon. Come with a question of inquiry.
Discuss genre and audience
Page 1 and visual text. Discuss The NYT as an entity
Fri, Sept 7
DUE: Engage the on-line version of the Times.
Discuss genre and audience
Page 1 and visual text. Discuss the business of the NYT
Week 3
Mon, Sept 10
DUE: Bring NYT Sunday to Class. Frame and define Editorial content
In class writing with an editorial slant.
Wed, Sept 12
DUE: Workshop. Bring 3 copies of your Letter to the Editor Draft
Fri, Sept 14
DUE: Letter to the Editor
Intro Summary and Response Paper
Week 4
Sept 17
Argument. Evidence. Discuss columns. Read 2-3 reviews (book, art, film)
examine language, purpose, audience and rhetorical aspects.
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Week 5
DUE: Wed-Workshop. Bring 3 copies of your draft.
Sept 24
Fri-Summary/Response Due. Intro Rhetorical Visual Literacy paper
Week 6
Skills and strategies for rhetorical inquiry.
Oct 1
Week 7
Discussion of inquiry. Methods of inquiry. Narrowing focus through writing.
Oct 8
Week 8
Oct 15
DUE: Workshop. Bring 3 copies of your draft.
DUE: Rhetorical Visual Literacy Paper
Week 9
Research refresher-focused research and analysis using databases and archive sources.
Oct 22
Week 10
citing multi-media sources in your multi-media project
Oct 29
Week 11
DUE: Wed-Workshop. Bring 3 copies of your draft.
Nov 5
Fri-Historical Context Paper Due.
Week 12
Creating multi-media projects. Guest speaker.
Nov 12
Thanksgiving Break- No Classes held the week of Nov 19-23.
Week 13
Thesis practice and workshop. Quoting, paraphrasing and summarizing.
Nov 26
Week 14
DUE: Wed-Workshop. Bring 3 copies of you draft.
Dec 3
DUE: Fri-Columnist Critique/Analysis Paper
Week 15
Mon, Dec 10
DUE: Presentations
Q&A Presentations over portfolio
Semester recap and closure
Wed, Dec 12
DUE: Presentations
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Q&A Presentations over portfolio
Semester recap and closure
Fri, Dec 14
DUE: Presentations
Q&A Presentations over portfolio
Semester recap and closure
Any and All papers turned in by end of class
Week 16
(Finals Week Monday, Dec 17th –Friday, December 21st)
DUE: Q&A Presentations. Bring your final “Letter to the Instructor”
Portfolios and papers returned
* There will be more readings TBA.
*This daily schedule can and most likely will change as the semester gets rolling. I’ll republish on D2L
and make all appropriate announcements in class.
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