WRTG 1150
Moran
WRTG 1150, Section 054
3:00-4:15
Spring 2009
DUAN G1B27
First Year Writing and Rhetoric,
Instructor: Cindy Moran, M.A.
Office: ENVD 1B30C
Office hours: Monday and Wednesday 1:30-3:00
Mailbox: ENVD Basement, in main office of the Program for Writing and Rhetoric
office phone: 303-735-4663
email: cindy.moran@colorado.edu
Course Overview and Objectives
Welcome to First Year Writing and Rhetoric, your introduction to college level writing and research. This course is designed
to reach all incoming students, and will help you to participate in both academic discussions and larger civic debates. The course
focuses on making the process of arguing well a process of improving one's own thinking. By putting one's ideas to the test of openminded consideration and thus accepting the possibility that one's own mind may be changed in the process. The course opens by
helping you to read critically—as part of the process of inquiry. We will offer you strategies for recognizing and evaluating the
arguments you encounter, and for understanding how those arguments take place in ongoing academic and public conversations.
Throughout, the course places a premium on thinking critically and revising thoughtfully.
Course Goals: The major goals for WRTG 1150 are for students to:
 Deepen critical reading skills and understand how audience and purpose affect a piece’s meaning (reading rhetorically).
 Sharpen interpretive skills and further develop analytical tools for discussing complex arguments.
 Develop academic research skills through the ability to retrieve, evaluate and properly cite the myriad sources college level
research demands.
 Write clear and concise essays and apply knowledge of grammar, syntax, punctuation and spelling.
 Use appropriate technology to communicate with class through workshops and presentations.
 Use workshops to sharpen analytical and editorial skills and to aid classmates in their writing process.
 Revise one’s own work thoughtfully with an eye to refining ideas and argument and thesis.
Required Texts:
• Graff and Birkenstein, “They Say/I Say”: The Moves that Matter in Academic Writing, 2006.
• Lunsford, Andrea Easy Writer 3rd Edition.
• Program for Writing and Rhetoric, Knowing Words, Fall 2008/Spring 2009.
• Other readings and course materials may be provided in the form of handouts or by electronic means (E-Reserves through Norlin
Library)
Optional/Recommended Texts:
• A college-level dictionary of your choice.
Note: Always bring the assigned reading to class. If it is a textbook, bring the textbook. If it is an electronic
reading, you must bring in a print-out of the assigned reading. Students always do a better job of understanding and
retaining a reading if they read it in paper form and with a pen in hand to take notes. It also improves class
discussion when we all have the reading and our notes in front of us. It will negatively affect your participation
grade if you have a pattern of “forgetting” to bring the reading to class.
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Attendance: Regular attendance and active participation throughout the semester are crucial to this seminar/writing
workshop. Students who miss more than three classes can expect their final grade to be lowered by one fraction of a letter (i.e. A to
A-) for each absence after the third; note that this is cumulative. More than six absences will result in an IW, IF, or F for the course.
This course adheres to the administrative drop policy; any student who misses two classes within the first two weeks of the
semester will be administratively dropped.
All absences “count” with the following exceptions: death of an immediate family member, religious observation, or serious medical
illness or accident. In the case of illness, accident or death of an immediate family member, I require documentation from an
appropriate official as well as the specific dates that were affected. In the case of a religious observation, I require notice 2 weeks in
advance. Absences due to normal illnesses, sporting events or practice, work requirements, study groups,
skiing/snowboarding, other class requirements etc. are not excused and therefore “count” toward the allotted three freebie
absences. Excepting the reasons for excused absences outlined above, you may not miss a class in which we are doing peer
workshops of drafts. If you are not present for peer workshops, the final grade of the assignment will be dropped by one letter grade.
If you are absent on a workshop day for one of the excused reasons, contact me as soon as possible to make reasonable
accommodations.
Tardiness and Leaving Early:
Class starts at the announced time; tardiness is not acceptable (two late arrivals count as one absence; this is also cumulative). I will
take attendance at the beginning of class and if you come in after I have taken attendance, you will need to check with me to make
sure you are marked as present.
Plan to be in class the full 75 minute session; do not schedule other activities that will require you to leave early; this includes leaving
early for other academic responsibilities (study groups, review sessions, exams etc.) Two early departures count as one absence; this is
cumulative, as well.
Assignments/Workshops A regular and required assignment is that you read assigned textbook chapters, all assigned readings and
papers to be discussed in advance of the class period. You must come to class ready to comment on the text and/or the work of your
colleagues. Peer Review of drafts submitted by your classmates will be a regular feature of this seminar. Work shopping peer papers
properly is a large part of the participation grade. When weaknesses are identified in a classmate's paper, you must propose possible
remedies. In addition to a number of short assignments and activities, you will develop two major project-based essays or documents
in this class. (Assignment sheets will explain activities, assignments, and projects in more detail.) These essays will require
considerable thought and attention. Frequent revisions will be necessary. You will be expected to work on these documents
throughout the semester, even on days when your draft may not come up for discussion. Be sure to save all drafts, and to save your
work (including various drafts) on computer files. All drafts and all homework must be typed and stapled or it will not be accepted.
Electronic Journal: In addition to the formal writing assignments, you will practice writing and refining your skills through regular
journal writing. This writing is less formal, and it will be more of a “response” writing; you will be writing in response to class
readings, class discussions, and your own research topic/project later in the semester. You will write a minimum of two journal
entries per week. There are required, and I will read them, though they will not be evaluated. To facilitate this electronic journaling,
we will be using an online Academic Social Networking Site called Studeous.com. I will be giving more information about
Studeous.com, and you will be receiving an email invitation to join our class page.
Late Assignments: Assignments are due at the beginning of class on the due date listed on the syllabus. (If we need to refer to the
assignment during class time, I will ask you to hold on to it for the duration of the class activity). Late assignments will not be
accepted (excepting the excused absence reasons as outlined in the absences section of this syllabus). You may email me assignments
prior to the start of class time, but you are also required to bring me a print out at the earliest possible point (emailed assignments will
not be graded unless I also receive a paper copy). Extensions to due dates will be considered on a case by case basis and require
sufficient notice and adequate rational.
Drafts: For your three major essays, you will be writing rough drafts for review by your classmates and by me. While they are not
graded, these drafts are integral to your success in this class. They must be passed in and passed in on time. Failure to submit all
required rough drafts, will lead to a deduction on the grade of the final essay. No Final Draft will be accepted for grading without
going through the workshop process. ("First draft" final versions are unacceptable and will receive an F.) You must attach all workshopped drafts to the final copy that you turn in to me.
Participation: Participation includes a variety of things, including but not limited to providing quality written and oral feedback
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during peer reviews and workshops; asking intelligent and relevant questions during discussions and following presentations; acting
professionally and in the manner of a colleague (meaning participating in a reflective and critical way, but in a manner that shows
respect for others); and participating fully in all in-class exercises. Note that one of the primary goals for this course is to teach you
about audience awareness and appropriate modes of discourse. Your primary audiences for this class are your peers and the teacher.
Demonstrating rhetorical awareness and savvy in relation to these audiences is essential. Make no mistake, I can talk for 75 minutes.
However, that does not best serve you or your education, and although I can have my amusing moments, we can avoid this by creating
an ongoing dialogue.
Classroom Behavior: To succeed in this class and demonstrate earnestness about your learning experience, DO: arrive on time with
the assigned readings read and all required assignments completed for that day, participate in class with thoughtful commentary, listen
to your classmates, be awake and alert, think. DON’T: chatter away with classmates, personally slander or verbally attack a classmate,
fiddle with your cell phone, listen to your ipod, pack your bags up and sigh impatiently when there are five minutes remaining in class.
In short, this is a learning environment—you are to write and think and contribute to our classroom community. Behavior that gives
the impression that class is the annoying event in between parties, skiing/snowboarding, etc., is unseemly and unwelcome in our
classroom.
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.
Writing Center: The Writing Center is an incredibly valuable resource that I strongly encourage each of you to utilize. Your writing
will be better for it. The service is free but you do need to make an appointment. Information is available at
http://www.colorado.edu/pwr/writingcenter.html. During these appointments, you will meet one on one with a writing tutor who can
help you at any stage of the writing process (brainstorming, drafting, revising) or with any writing issue (organization, thesis/claim,
style, grammar, clarity, citations, research, and argument and evidence).
Library Collaboration: First Year Writing and Rhetoric has an important collaboration with University Libraries to provide
instruction on information literacy. A handout with details will be distributed later in the semester. One key component to this
collaboration is an online tutorial and quizzes. You will need your Identikey username and password to login. The tutorial can be
found here http://ucblibraries.colorado.edu/pwr/tutorial/home.htm. Also, refer to Knowing Words page 20.
CULearn: This course utilizes CULearn to house the syllabi, assignments and other handouts. Our main online course management
tool is Studeous.com.
Email: University policy requires you to check your Colorado.edu email account regularly and frequently. I send emails to the class
frequently so, “I didn’t get the email” is not a valid reason for not knowing what is going on.
Students with 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. Contact: 303-492-8671, Willard 322, and http://www.Colorado.EDU/disabilityservices
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 303-492-5550. 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: We will discuss plagiarism in some depth in the upcoming weeks, but take time to familiarize yourself with the Student
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; 303-725-2273). 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
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(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/. Plagiarism is unacceptable and will result in an “F” in the course, and your case
reported to the honor council.
ESL Students: If you speak English as a second language, you should contact me before the third class meeting so that I can better
assist you in the course, advise you about special ESL courses, and/or refer you to appropriate services on campus.
Calculation of Grades—
Your final grade will be determined as follows:
5%
10%
5%
25%
5%
15%
5%
10%
10%
10%
Summary
Rhetorical Analysis
RIOT Tutorial Quizzes (online library quizzes)
Research Essay
Annotated Bibliography OR Literature Review
Persuasive Essay for a Civic Audience
Presentation
Journal
Class participation and behavior; efforts during workshops; reading quizzes, in-class assignments
Self Reflective Essay with Final Portfolio
NOTE: This class will not have a final exam.
Classmate Contacts
Use the space below to exchange information with two of your classmates. Use this contact information to find out what you miss if
you are absent.
Name:
Email:
Phone:
Name:
Email:
Phone:
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First Year Writing and Rhetoric Reading and Assignment Schedule
This schedule may be changed to best fit the class' needs.
RIOT Library Tutorial and Quizzes are at http://ucblibraries.colorado.edu/pwr/tutorial/home.htm
FOUNDATIONS
Week One
M Jan 12
W Jan 14
Week Two
M Jan 19
W Jan 21
Week Three
M Jan 26
W Jan 28
Week Four
M Feb 2
W Feb 4
Class Introduction, Syllabus and Policies, Class Expectations
On Writing and Rhetoric—Defining and Exploring
Syllabus Quiz
In-class Diagnostic Essay
READ: “Shitty First Drafts” by Anne Lammot (handout)
READ: Knowing Words, 1-8 AND 149-159.
READ: They Say: “Entering Class Discussions” 133-135, “Introduction” 1-14
DUE: They Say, question #2 page 14 (all homework must be typed)
DUE: Read the syllabus and compose one question for me (regarding policies, assignments etc).
Martin Luther King Jr. Holiday—University Closed
READ: “Higher Ed. Inc.” by James Twitchell (E-Reserve)
READ: They Say, Chapter One 17-27; Look at the exercises at the end of the chapter; we will do them in class.
READ: Knowing Words, 9-15.
READ: Easy Writer, 1-10
READ: They Say, Chapter Two 28-38
DUE: They Say: Exercise #1 They Say, page 38 (in class, we will brainstorm possible topics)
READ: “People Like Us” by David Brooks (E-Reserves)
DUE: Summary of “People Like Us”
READ: Easy Writer, 58-86 (attend to your weaknesses, skim through your strengths)
READ: They Say, Chapter Three
READ: Easy Writer p 88-100
READ: “What’s Wrong with Cinderella” by Orenstein (E-Reserves)
READ: Lunchbox Hegemony by Cook (E-Reserve)
READ: They Say Chapter Four
READ: “Language of Advertising” by O’Neill (E-Reserve)
READ: “You are What you Grow” Michael Pollan (E-Reserve)
READ: “Regulating Racist Speech on Campus” by Lawrence (E-Reserves)
READ: “Muzzling Free Speech” by Silvergate (E-Reserves)
DUE: Rhetorical Analysis
The Researched Essay
Week Five
M Feb 9
W Feb 11
Assign Research Essay and Annotated Bibliography
READ: Ballenger, Curious Researcher, (E-Reserves)
READ: Knowing Words, pages 17-21
DUE: RIOT Module #1
“Interesting” Topic Exercise, Topic Exploration In-Class Exercise, begin
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DUE: RIOT Module #2A, 2B and 2C
READ: Knowing Words page 63-81 (Sample Student Essays)
Week Six
M Feb 15
W Feb 18
Week Seven
M Feb 23
W Feb 25
Week Eight
M March 2
W March 4
Week Nine
M March 9
W March 11
Research Preparation, Keywords, etc.
READ: Easy Writer 168-176
DUE: Topic Exploration
DUE: Topic Proposal
Library Seminar—meet in Norlin E303
DUE: Research Preparation Worksheet
DUE: Keywords
Research Day: Follow Up—meet in Norlin N310B
Bring in paper copies of your sources—as many as you have
Exercise—How to Read Scholarly Sources
READ: Easy Writer, 176-194
READ: They Say, Chapter 5
READ: Knowing Words, 126-128
Work on Citations in Class. You may bring in a laptop, if you wish
READ: Easy Writer 196-231
DUE: Annotated Bibliography Draft #1 (bring in 4 copies)
READ They Say Chapter 7
Bring in Two different introductions to your Research Essay and a working thesis (typed) (3 copies)
In Class—Thesis Revision and Refinement
READ: Knowing Words, 83-87
READ: They Say, Chapter 9
READ: Knowing Words, 23-31
Research Essay Draft #1 DUE: Small Group Workshop (3-4 copies)
READ: They Say, Chapter 8
DUE: Final Draft Annotated Bibliography
READ: They Say, Chapter 6
Week Ten
M March 16
W March 18
READ: They Say, Chapter 10
Research Essay Draft #2 DUE: Small Group Workshop (3-4 copies)
Week Eleven
M March 23
W March 25
Spring Break
Spring Break
Week Twelve
M March 30
W April 1
Review Requirements for Research Essay; last chance for questions.
Read: Knowing Words, Select one of the three Persuasive Essays on pages 83-100
Assign Persuasive Argument for a Civic Audience Essay
Read: Knowing Words 128-137
Due: Final Draft Research Essay
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Week Thirteen
M April 6
Brainstorm Persuasive Issues; begin drafting persuasive essay.
W April 8
Workshop Persuasive Essay Draft #1 (4 copies)
DUE: First Draft Persuasive Essay for Civic Essay
Week Fourteen
M April 13
Assign Presentations and Sign-up for Presentations
Workshop Thesis
DUE: Intro and Thesis (4 copies)
W April 15
Workshop—Peers Only (3 copies); this draft must be more developed than draft #1
Week Fifteen
M April 20
W April 22
Week Sixteen
M April 27
W April 29
Assign Self-Reflective Essay and Portfolio
Work on Portfolios
DUE: Final Draft Persuasive Essay for Civic Audiences
Presentations
Work on Portfolios and Self Reflective Essays
Presentations
Presentations
Final Portfolios are due on Friday May 1st at 4:00 p.m. in my mailbox in the PWR lobby—basement of ENVD.
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