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WRTG 1150: First-Year Writing and Rhetoric, Spring 2009
Section 15, MWF 9-9:50 AM, KOBL 300
Section 21, MWF 10-10:50, ECCR 139
Instructor: Peter Remien
Mailbox: ENVD 1B62
Office: ENVD 1B30A
Email: remien@colorado.edu
Office Phone: 5-5165
Office Hours: MW 11:00-12:30
Course Goals and Description
Welcome to Writing 1150! As stated in Knowing Words, this course is designed to help you to
gain the skills necessary: 1) to write with fluency; to acquire a practical and reflective
understanding of the writing process, 2) to gain the rhetorical sensitivity necessary to make
informed choices as you adapt your writing to the needs of different contexts and situations, 3) to
become a more proficient reader of a variety of texts, 4) to develop effective strategies of
research that will enable you to become an active investigator of your culture, and 5) to
understand and apply the conventions of standard linguistic usage, including proper grammar,
syntax, and punctuation, as you compose, revise, and edit your writing.
With these goals in mind, this course will require you to complete four major writing
assignments—a personal narrative (3-4 pages), a literary/rhetorical analysis (4-5 pages), an
annotated bibliography (6-8 sources), and a research paper (6-8 pages)—along with a number
of “low-stakes” writing and reading assignments. Since writing is a recursive process (a nonlinear process that involves writing, revising, and rewriting) this course will require you to reflect
upon and revise your own writing, and to assume an active role in commenting upon the work of
your classmates. A substantial part of your final grade will depend upon a writing portfolio—
which should include drafts, prewriting exercises, revisions, and final versions of all of your
writing assignments—that you will turn at the beginning of the final exam period. In order to
develop an expansive sense of rhetorical awareness, this course will also require you to read a
broad spectrum of texts ranging from ancient philosophical dialogues to contemporary websites.
As this description suggests, this course will require a lot of time and effort, but it will also be a
valuable and intellectually stimulating experience. Not only will this course help you to develop
skills that will aid you throughout your college career and beyond, but it will allow you to do so
with a considerable amount of autonomy. As we shall see, writing effectively requires you to
master linguistic convention, but it also affords opportunities for self-exploration, enables
cultural insight, and helps you better to express your own individual backgrounds, experiences,
and beliefs.
Since this course will require you to workshop the writing of your classmates, it is essential that
you treat each other with courtesy and respect. I realize that submitting your writing to the
scrutiny of your peers can be difficult, but it is also an important part of your development as a
writer. It is my hope that this course will foster a positive and open environment in which you
can help each other improve as writers.
Required Texts
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Erik Ellis and Lonni Pearce, eds. Knowing Words. Plymouth, MI: Hayden McNeil, 2009.
Don Delillo. White Noise. New York: Penguin Books, 1986.
A writing manual of your choice (i.e. Hodges’ Harbrace Handbook, The MLA Handbook,
etc.) [recommended]
Other readings posed on Course Reserves on the CU library website
(http://ucblibraries.colorado.edu) and on CULearn
Grades
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Personal Narrative
Rhetorical Analysis Essay
Annotated Bibliography
Research Essay
Journal
Portfolio and Reflective Essay
Attendance and Participation
20%
20%
10%
25%
5%
10%
10%
Writing Journal
Your writing journal will consist of eight “low stakes” (that is, upgraded) writings of 1-2 typed,
double-spaced pages each. Low stakes writing allows you to practice your writing within an
academic context without the pressures of evaluation—this will prove especially useful to those
of you who are “eekers” (well discuss this term later). At the end of the semester I will grade
your journal based on satisfactory completion of all of the entries. I will collect your journal
twice during the semester, once toward the middle of the semester and once at the end.
Portfolio
The writing portfolio will allow me to view your progression as a writer throughout the semester.
A strong portfolio will include multiple drafts of the four major writing assignments, including
drafts with my comments or the comments of your peers. The portfolio is your chance to show
me how much work you put into this class as well as how far you have progressed as a writer.
The first document in your portfolio should be a 1-2 page essay that critically reflects upon your
experience in this class as well as your progression as a writer.
Course Policies
Attendance Policy
Since in-class writing assignments, workshops, and discussion are fundamental components of
this class, attendance and participation are mandatory. Each student is allowed three absences
before his or her grade is adversely affected. After a student’s third absence his or her grade will
drop one mark for each additional absence (i.e. an A will become an A-, an A- will become a B+,
and so on). While I typically will not differentiate between excused and unexcused absences, I
will of course make exceptions for extenuating circumstances.
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Late Papers
Papers are due at the beginning of class on their assigned due dates. Handing in a paper late will
adversely affect that paper’s grade.
Plagiarism
Don’t! Penalties for plagiarism range from an F on an assignment to an F in the course to
suspension from the university. Plagiarism is the act of taking another person’s ideas in writing
and passing them off for your own. Student papers should document all sources using MLA style
in-text citations and a “Works Cited” page. Plagiarism also includes copying work from other
students and taking papers from the internet. For more information consult the following
websites:
http://www.colorado.edu/policies/classbehavior
http://www.colorado.edu/academics/honorcode
Resources
Library Resources
The website for the information literacy component of First-Year Writing and Rhetoric is
http://ucblibraries.colorado.edu/pwr/. Through this page, you can access RIOT, the online
research tutorial and accompanying quizzes that you are responsible for completing.
***You will not be able to access CU library resources remotely (with your personal computer
or off-campus) unless you link it to the CU network. In order to do so, go to
http://ucblibraries.colorado.edu/research/remote.htm and follow the directions.
The Writing Center
Another good resource for assistance is the Writing Center
(www.colorado.edu/pwr/writingcenter.html). Every Writing Center consultant has experience
teaching writing at the college-level and working one-on-one with students to help each student
improve his/her writing based on individual student goals and needs.
The Writing Center is located in Norlin Library, Room E-156.
Hours of operation
Mon-Thurs: 10am-7pm
Fri : 10am-1pm
Sun: 4pm-7pm
Appointments-You can schedule one hour consultations on the Writing Center website at
www.colorado.edu/pwr/writingcenter.html
You MUST register for a free account in order to make an appointment. Appointments MUST be
made in advance. However, cancellations do occur. In such cases, “drop-in” students may be
able to meet with a consultant. I highly recommend making your appointment well in advance of
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when your draft is due to 1) insure that you get an appointment and 2) give yourself ample time
to revise your draft after your appointment and before it is due.
You can go to the writing center at every stage of the writing process. Even if you haven’t started
writing yet, but you have some ideas, the writing center will help you to create a plan for putting
those ideas down on paper. When you go to the Writing Center, go prepared! Always bring your
assignment sheet, any class handouts, any peer or teacher feedback on your drafts, and any other
related materials. The more context you give the writing consultant, the more appropriate
assistance he or she can give you!
Students with disabilities
If you qualify for accommodations because of a disability, please submit a letter to me 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, or www.Colorado.EDU/disabilityservices .
Religious holidays
Campus policy 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, email me in advance at remien@colorado.edu to make
arrangements. See www.colorado.edu/policies/fac_relig.html .
Classroom behavior
Students and faculty each have responsibility for maintaining an appropriate learning
environment. Students who fail to adhere to behavioral standards may be subject to discipline.
Faculty have the professional responsibility to treat students with understanding, dignity and
respect, to guide classroom discussion, and to set reasonable limits on the manner in which
students express opinions. Professional courtesy and sensitivity are especially important with
respect to differences of race, culture, religion, politics, sexual orientation, gender, and
nationalities. See www.colorado.edu/policies/classbehavior.html and
www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code.
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. I will
report all incidents of academic misconduct to the Honor Code Council. Students who are found
to be in violation of the academic integrity policy will be subject to both academic and nonacademic sanctions (including but not limited to university probation, suspension, or expulsion).
See www.colorado.edu/policies/honor.html and http://www.colorado.edu/academics/honorcode/.
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Discrimination and sexual 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 member, 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 at 303-492-2127 or the Office
of Judicial Affairs at 303-492-5550. For information and campus resources see
www.colorado.edu/odh.
Provisional Course Outline
WEEK 1
Jan. 12
CW: Introduction to course and goals; freewrite on course
expectations; icebreaker
Jan. 14
CW: Diagnostic Essay
HW: Read your syllabus and come to class with questions.
Read materials on annotating texts.
Read and annotate bell hooks’ essay “The Me-Me Class.”
Jan. 16
CW: The writing process: prewriting, drafting, revision, editing. Introduce
the five-paragraph essay.
HW: Write a journal entry that addresses the questions: What is the
writing process like for you? What are you goals and expectations for this
course?
WEEK 2
Jan. 19
Martin Luther King Day—no class
Jan. 21
CW: Hand out personal essay assignment sheet, and discuss sample
essays in small groups. Which example essay do you think would receive
the highest grade and why? What are the strengths and weaknesses of each
example?
HW: Read Knowing Words p. 35-53, sample personal narrative topics.
Jan. 23
CW: Discuss David Sedaris’ personal narrative “Us and Them.” What
techniques does Sedaris use to create an effective narrative? What is the
central theme of his story?
HW: Read David Sedaris’ “Us and Them”
Write a journal entry responding in some way to Sedaris’ story.
WEEK 3
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Jan. 26
CW: Prewriting “Cubing Activity” to help generate and organize ideas;
discuss topics as a class; possible mini-grammar lesson if we have time.
HW: Read Knowing Words p. 23-31.
Jan. 28
CW: Discuss description as a narrative technique; in-class descriptive
writing exercise; read and discuss literary examples.
HW: Read description handout.
Jan. 30
CW: Discuss dialogue as a narrative technique; in-class comma exercise.
HW: Read dialogue handout.
WEEK 4
Feb. 2
CW: Discuss literary techniques and rhetorical effects in literature and
pop-culture: what kinds of arguments (if any) do these texts make? Read
poems—William Shakespeare’s Hamlet (a selection), Emily Dickinson’s
“A Narrow Fellow in the Grass,” and Langston Hughes’ “A Dream
Deferred”—aloud in class and freewrite on the different effects that they
produce.
HW: Read and annotate Gerald Graff’s “Disliking Books at an Early
Age.” What is Graff’s central argument?
Feb. 4
CW: Peer-review workshop
HW: Write a full-length draft of your personal narrative, and bring three
copies to class, one for me and three for your group members.
Feb. 6
CW: Peer-review workshop—argument and cohesion; mini-lesson on
making parenthetical statements.
HW: Bring two more copies of your essay to class.
WEEK 5
Feb. 9
CW: Discuss sample grading rubrics. What is useful about using rubrics
for grading and what are their limitations? Sign up for conferences.
HW: Read Stanley Fish’s New York Times article “Will the Humanities
Save Us?”: http://fish.blogs.nytimes.com/2008/01/06/will-the-humanitiessave-us/?scp=4&sq=stanley%20fish&st=cse.
Write a journal entry summarizing and responding to Fish’s argument. Do
you agree with what Fish says? What kind’s of evidence does Fish use?
Feb. 11
CW: Conferences
Feb. 13
CW: Conferences
WEEK 6
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Feb. 16
CW: Introduction to rhetorical analysis—genre, author, purpose,
audience, ethos, pathos, and logos; discuss use these terms to create
readings of newspaper advertisements that I will supply.
HW: Read Everything’s An Argument, 38-42.
DUE: Final Draft of Personal Narrative
Feb. 18
CW: Discuss classical rhetoric: Aristotle (384-322 B.C.E.) and Plato (ca.
427-ca. 347 B.C.E.); the instability of language: “President Bush says that
the troops are going to Afghanistan.”
HW: Read Everything’s An Argument, 102-22.
Read and annotate the selection from Plato’s Phaedrus. What is Socrates
arguing about writing and why? Come in with questions and comments
about this dialogue.
Feb. 20
CW: Discuss rhetoric in popular culture; watch and analyze film clips.
HW: Write a brief rhetorical analysis of a film of your choice for your
journal entry. Be ready to present this to the class!
Read Greg Smith’s “It’s Just A Movie”:
http://www2.gsu.edu/~jougms/Justamovie.htm
WEEK 7
Feb. 23
CW: DeLillo’s White Noise explores (or perhaps parodies) a number of
aspects of modern (or, as a cultural theorist would say, postmodern)
society. Although the novel was first published in 1984—before many of
you were born—I would argue that a number of the novel’s central themes
are proleptic (look it up!) of a number of the primary concerns of
contemporary American society. Our task for the next several class
periods will be to identify and discuss these themes along with the various
stylistic choices that DeLillo uses to create these themes. Discuss the term
“theme.”
HW: Read and annotate Don DeLillo’s White Noise, chapters 1-10
Come to class with your own definition of the word “theme.” I would like
you to draw upon your own sense of the word as well as doing a little
research. Good sources include the Oxford English Dictionary (OED),
which is available online at the library, any literary handbook, and
wikipedia. (What are the pros and cons of using wikipedia as a source?)
Feb. 25
CW: Discuss White Noise: what do you make of the fact that Jack
Gladney is founder of the field of “Hitler studies?” Why does DeLillo add
the detail that he does not speak German? What does Jack’s friend Murray
do at College-on-the-Hill? What is Jack’s family life like? What is the
tone of the novel so far—scary, foreboding, funny, dull?
HW: Read and annotate Don DeLillo’s White Noise, chapters 11-20
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Feb. 27
CW: Discuss White Noise; go over “action verbs” handout.
HW: Read and annotate Don DeLillo’s White Noise, chapter 21
Write a journal entry that identifies and analyzes a theme in White Noise
that you find interesting/socially relevant. What techniques of DeLillo use
to create this theme? Why do you suppose he included it in his novel?
WEEK 8
Mar. 2
CW: Introduce and discuss rhetorical analysis essay assignment. Continue
discussion of White Noise. Discuss “ideology.”
HW: Read and annotate Don DeLillo’s White Noise, chapters 22-30.
Come to class with a definition of “ideology.” This definition should
Combine your own knowledge of how the term works with information
from outside sources (See our discussion of the term “theme.”)
Mar. 4
CW: Discuss White Noise—list and review themes discussed; brainstorm
possible paper topics.
HW: Read and annotate Don DeLillo’s White Noise, chapters 31-35.
Mar. 6
CW: Discuss White Noise, rhetorical analysis paper.
HW: Read and annotate Don DeLillo’s White Noise, chapters 36-40
WEEK 9
Mar. 9
CW: Discuss sample essays as a class. What is good about each example?
What could be improved upon? Discuss “evolving thesis statements.”
HW: Read Knowing Words p. 49-55, sample analysis essays.
Write a journal entry
Mar. 11
CW: Discuss language and power. What arguments are these essays
making about the power of language? (Think back to our discussion of
ideology.) What is colonialism? What is patriarchy?
HW: Read and annotate Mary Louise Pratt’s “Arts of the Contact Zone”
Mar. 13
CW: Peer-review workshops: creating effective paragraphs.
HW: Come to class with three copies of a draft of your rhetorical analysis
essay to share with your classmates.
WEEK 10
Mar. 16
CW: Peer-review workshops: editing; sign up for conferences.
HW: Come to class with two copies of your rhetorical analysis essay: one
for me and one to workshop in pairs.
Mar. 18
CW: Conferences
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Mar. 20
CW: Conferences
WEEK 11
Mar. 23
Spring Break—no class
Mar. 25
Spring Break—no class
Mar. 27
Spring Break—no class
WEEK 12
Mar. 30
CW: Introduction to the annotated bibliography and research paper
assignments. What makes a good topic? Brainstorm possible topics.
DUE: Final Draft of Rhetorical Analysis
Apr. 1
CW: Discuss “Toulmin arguments”: claim, reason, warrant (a “what,” a
“why,” and a “so what”), and writing good thesis statements; read some
sample thesis statements.
HW: Read Everything’s An Argument p. 139-70.
Apr. 3
CW: Do various grammar exercises; discuss possible research paper
topics as a class.
HW: Write a journal entry discussing your experience in Writing 1150 so
Far.
WEEK 13
Apr. 6
CW: Discuss MLA and APA citation. Why do we cite sources? What are
the advantages to doing so? Go over handout on citation styles. Go over
“The Pragmatics of Citations” handout.
HW: Read Knowing Words p. 17-21
Take RIOT (Research Instruction Online Tutorials) quizzes 1-2. (Give
yourself at least 30-40 minutes for this.)
RIOT home: http://ucblibraries.colorado.edu/pwr/tutorial/home.htm.
Apr. 8
CW: Discuss examples of annotated bibliographies. What is an annotated
bibliography designed to do? What constitutes a good source? Discuss
different kinds of sources.
HW: Read Knowing Words p. 126-28.
Take RIOT quizzes 3-4. (Give yourself at least 30-40 minutes for this.)
Write a journal entry that describes a topic that you would like to use for
your argumentative research essay. Since this is a substantial project that
will require extensive library research, it is important that you choose a
topic that interests you. (After all, the word “study” comes from the Latin
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word studere for “to be eager.”) Why are you choosing this topic for your
research paper? What interests you about it?
Apr. 10
CW: Library tutorial CLASS MEETS IN NORLIN E303.
HW: Come to this tutorial with a topic and at least five “search terms”
that you can use to begin your research.
WEEK 14
Apr. 13
CW: Discuss sample argumentative research essays. How is this genre
different from our first two papers? How is it similar? Discuss differences
in tone in different academic and professional fields.
HW: Read Knowing Words p. 89-109
Apr. 15
CW: Discuss topics as a class. What are the pros and cons of choosing
controversial topics? Are there really two sides to every argument? Why
should you incorporate oppositional arguments into your paper? Imagine
that an intelligent, well-educated person doesn’t fully agree with your
argument. What might he or she think about it?
HW: Write a journal entry describing a (hypo)thesis for your
argumentative essay. What pieces of evidence do you have to support this
thesis? What pieces of evidence do you have that contradict it?
Apr. 17
CW: “Take your sources out for coffee” activity; individual Q and A
about your research projects.
HW: Come to class with at least three sources for your research paper.
WEEK 15
Apr. 20
CW: Continue “Take your sources out for coffee;” individual Q and A
session; brief punctuation and grammar activity.
HW: Come to class with an additional two sources for your annotated
bibliography and research paper.
Apr. 22
CW: Group work for argumentative research paper: exchange theses and
come up with at least three potential problems with your partner’s
argument. These problems can include holes in logic, pieces of
oppositional information, or conflicting opinions. Take FCQs!
DUE: Annotated Bibliography
Apr. 24
CW: Peer-review workshop.
HW: Write a partial (or complete) draft of your research essay and bring
four copies to class with you.
WEEK 16
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Apr. 27
CW: Discuss writing portfolio and reflective essay; freewrite: did we as a
class accomplish the goals stated on the syllabus? Did you accomplish
what you wished to accomplish in this course? Sign up for conferences.
HW: Read Knowing Words p. 139-148.
Apr. 29
CW: Conferences
May 1
CW: Conferences
FINAL EXAM PERIOD
Section 15
Section 21
Monday, May 4, 7:30 PM
Wednesday, May 6, 7:30 PM
DUE: 1) final version for argumentative research essay, 2) your
writing journal, 3) and your writing portfolio complete with reflective
essay.