Galina Siarheichyk, Ph.D.
COMMUNICATING VERISIMILITUDE: THE POWER OF RHETORIC
MWF 1.00 PM - 1:50 PM
ROOM: CLUB 4
FIRST-YEAR WRITING AND RHETORIC
Instructor: Galina Siarheichyk, Ph.D.
Office: ENVD 1B50G
Hours: MW 4.00 PM - 4.50 PM or by
appointment
WRTG 1150, SECTION 029, 030, 800
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Galina Siarheichyk, Ph.D.
Description
Human civilizations thrive on words. These words consist of highly organized rows of
symbols, tied together by cultural, historical, economic, political and religious formulas.
In the same way that objects can be studied in their smallest atomic components, human
civilizations can be dissected, understood and interacted with by means of studying the
formulas of verbal expression. In this course you will learn to engage in such modes of
human communication as composition, reading and
“Let rhetoric be defined as
speaking, in order to analyze and implement the formulas of
an ability, in each
successful, clear and eloquent communication in your own
particular case, to see the
verbal expressions. In this process, we will rely on the
available means of
persuasion.”
fundamentals of the science of rhetoric, so as to perceive the
– Aristotle, On Rhetoric
architecture behind composition and understanding of a
written text; so as to evaluate the hierarchies and boundaries
with a critical eye for logical fallacies; and so as to adopt the strategies of erudite,
persuasive argumentation.
"I am God!
I am nothing, I'm play, I am freedom, I am
life.
I am the boundary, I am the peak."
In this course we will read and discuss the
classic texts (short stories) from the icons of the
world literature and muse on images that create
– Alexander Nikolayevich Scriabin
the rhetoric of various cultures. We will rely on
texts coming from a range of fields: literature,
science, politics, rhetoric, linguistics, photography and film. In preparation for your
research projects we will discuss a variety of primary and secondary texts, as well as
incorporate and expand your digital literacy and use of technology in class.
Course Objectives:
The key focus of this course will be on the writing itself, both your own and that of your
classmates. You will be engaging in the art of composition frequently, in the form of both
short in-class free-writes and elaborate composing and editing of your own work as well
as that of your colleagues. The essays you write will be thesis-driven, reflective and
analytical, aiming for dynamic use of language, semantic precision and daring integration
of your personal commitment and understanding of your civic responsibilities. You will
chose your own topics for two of the four essays, something that truly sparks your
curiosity or sense of justice. In the process we will explore a variety of rhetorical
techniques to read, understand and write critically.
What therefore is truth? A mobile army of
metaphors and metonymies,
antropomorphisms: in short a sum of human
relations which became poetically and
rhetorically intensified, metamorphosed,
adorned, and after long usage seem to a nation
fixed, canonic, and binding; truths are illusions
of which one has forgotten that they are
illusions; worn-out metaphors which have
become powerless to affect our senses; coins
which have their obverse effaced and now are
no longer of account as coins, but merely as
metal.
– F. Nietzsche, “On truth and Falsity in their
Ultramoral Sense”
To best facilitate our exploration of various
modes of written expression and further your
personal growth as successful writers, class
will often change styles of interaction (from
small-groups, to individual to joint effort
arrangements) and rhythm. Your progress in
class will be directly proportionate to your
effort, and will be evaluated in these terms.
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Galina Siarheichyk, Ph.D.
Ultimately, in this class you will acquire tools of critical importance to help you navigate
the work you will do at the academia in a more efficient and personally rewarding way.
You will be able to engage with various fields of study by means of competent, eloquent
and persuasive dialogue.
Maximizing Your Success
WRTG 1150 is designed to prepare you for and maximize your success in the academic
writing you will do at the university. Taught as a rigorous writing workshop using
advanced reading materials and writing techniques, the course emphasizes critical
reading, analytical and argumentative writing, and writing for multiple contexts.
This course is labor-intensive and will demand extraordinary commitment and discipline
in all areas of the required work: reading, researching, composing and revising (a
minimum of 4 hours per day outside of classroom). Mastery of advanced reading
techniques, proper use of proofreading and editing, willingness to openly discuss your
work in a circle of your peers will be crucial to maximizing your time and effort during
this rigorous class.
*****
Required Texts:
Erik Ellis and Lonni Pearce, Knowing Words: A Guide to First-Year Writing and
Rhetoric, Fall/Spring 2009-2010. Sixth edition. Boulder: University of Colorado
at Boulder, 2010.
ESL - section only:
Lunsford, Andrea A., John J. Ruszkiewicz, and Keith Walters. Everything's an
Argument: With Readings.4th edition, Boston: Bedford/St. Martin's, 2007.
All Sections:
Further readings will be assigned in the form of online readings, e-mail and web
postings, and occasional handouts. For some of the online readings see:
http://uclibraries.colorado.edu/pwr/ and
http://professionals.collegeboard.com/profdownload/words-have-no-borders2009-cb-writing-comm.pdf
Resources For Writing Conventions:
The Purdue University OWL (on-line writing lab): http://owl.english.purdue.edu/owl
The Colorado State University Writing Center: http://writing.colostate.edu
The Oregon State Resource Center: http://cw;pregonstate.edu/Webresourcespage.html
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Galina Siarheichyk, Ph.D.
Recommended Texts On Rhetoric And Composition:
Aristoteles, and George A. Kennedy. Aristotle on Rhetoric: A Theory of Civic
Discourse. Oxford: Oxford University Press, 1991.
Austin, J. L. How to Do Things with Words. The William James lectures, 1955.
Cambridge: Harvard University Press, 1962.
Hauser, Gerard A. Introduction to Rhetorical Theory. Cambridge
[Cambridgeshire]: Harper & Row, 1986.
College level dictionary and thesaurus; for example: Dk Dictionary Thesaurus.
Paw Prints, 2008.
Lunsford, Andrea A., John J. Ruszkiewicz, and Keith Walters. Everything's an
Argument: With Readings.4th edition, Boston: Bedford/St. Martin's, 2007.
Raimes, Ann. Keys for Writers. Houghton Mifflin College Div, 2006.
Spilka, Rachel. Digital Literacy for Technical Communication: 21st Century
Theory and Practice. New York: Routledge, 2010.
For suggestions on further personal literacy reading in the world’s classics, see:
Burt, Daniel S. The Novel 100: A Ranking of the Greatest Novels of All Time.
New York: Facts on File, 2004.
Charters, Ann. The Story and Its Writer: An Introduction to Short Fiction. Boston,
Mass: Bedford/St. Martins, 2006.
Writing Process and Workshop Format
1. A large portion of the course will take place in a collaborative revision through
the re-working of multiple drafts incorporating the suggestions of others; peer
review, where you will be asked to critique the work of others; and evaluation of
sources, through the information literacy component of the course.
Your own writing will be the principal text; we will all work together as a team to
improve each paper. We will adopt the attitude that each paper can be improved,
and give constructive criticism to everyone. Your job will be to provide oral and
written commentary on other students’ papers when assigned to do so.
Commentaries will be evaluated and counted in to your final grade for each
paper as part of the final paper portfolio that you will be asked to submit along
with the final draft of your prose.
2. You will also write short in-class compositions on various subjects, in order to
brainstorm your views on a given topic, solicit ideas from your peers, and shape
your strategy for building your own essays. These short writing samples should
also be included in your final essay portfolio with each of the essays.
3. Occasionally you will be asked to write quizzes without prior warning on the
subject of readings assigned and/or the definitions and application of various
rhetorical concepts. Quiz grades will account for 5% of your final grade.
4. All writing will be done in both digital and printed format. Your final portfolios
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Galina Siarheichyk, Ph.D.
will have to be submitted in printed (hard) copies, as well as partially (only the
final draft of your essay) in an electronic format to a specified website and/or email. All drafts are due when assigned. One grade point will be deducted from a
late submission at a rate of each class time after the assigned due date. No
exceptions will be made for late submissions, unless special circumstances are
demonstrated and appropriately documented.
Innovative Technology and Writing Conventions
In this course we will employ printed texts, digital texts, the Internet, film,
podcasts and other media. It is crucial to have full access to a computer (a laptop
for workshops). Having these online resources at your fingertips will allow you to
access the distinct writing formats for each assignment.
You may also utilize the course website and other course materials made available
by the library to evaluate sources and apply genre conventions from structural to
discourse analysis. We will apply stylistic and syntactic analysis throughout the
course. However, if spotted web-surfing, chatting, face-booking or otherwise
uninvolved in the class activity, the student will be asked to leave the
classroom and the class will be marked as missed.
A major feature of this course is our collaboration with the University Libraries,
which is designed to help you acquire skills in critical information literacy.
Library assignments and web-based readings developed together with the
University Libraries will be an integral feature of our work. Library on-line
quizzes (RIOT) will account for 5% of your final grade. Please explore the
website of the University Libraries to fully familiarize yourself with the content of
the server and available search options at:
http://ucblibraries.colorado.edu/pwr/
If you should have difficulty logging in, please e-mail
pwrhelp@colorado.edu with your name, indentikey username, and section
number.
COURSE POLICIES
1. Attendance:
Regular attendance is vital for your progress in Russian and success in this class. You are
allowed to miss three classes during the whole semester without a medical excuse.
Each absence beyond those three will result in a one-increment drop of your final grade
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Galina Siarheichyk, Ph.D.
(For example, if you earn B+ for the course but miss five classes, your grade will be B-).
More than six will result in an F for the course.
Absence on medical grounds must be documented. There will be NO make-ups of
missed tests, quizzes or other assignments, unless special circumstances are
demonstrated and documented. All homework corrections are due two weeks before
the last day of classes on Monday, November 29.
Constant late appearance to class will not be tolerated. Two late appearances will
count as a class missed.
All deadlines are final. No exceptions will be made unless special circumstances are
demonstrated in advance.
2. Assignments:
All homework assignments must be completed PRIOR to meeting in class.
Unprepared students will be asked to leave the class, or will have such a class
counted as missed, unless special circumstances are documented.
Required essays:
Reflective writing (1-3 pages) DUE
Textual Analysis (3-5 pages) – Asking “What” questions, discuss the significance
of the content of a film, text, or a podcast DUE
Rhetorical Analysis of an argument (3-5 pages) – Asking “How” questions,
analyze the structure of the argument and its form of delivery. DUE
Cultural Analysis (4-6 pages) - Asking “Why” questions, present a critical
analysis of cultural practices and their verbal expression DUE
Research Project (7-10 pages) – an essay in which you present a research
question, contextualize it in the field and in the existing scientific/public/social
dialogue around it, investigate and cite relevant sources and argue for a particular
position/point of view, drawing conclusions from the data you accrued. DUE
Assignments will count as follows:
Textual Analysis (Short Assignment) – 15%
Rhetorical Analysis (SA) – 15%
Cultural Analysis – 20%
Research Project – 30%
Short reflection in-class compositions, blog entires, class participation,
including contributions to class discussion and workshops: 10%
Quizzes (Library/in-class) – 10%
All papers must be typed, double-spaced. The only time you will need to print your work
is when a final draft of it is due. All peer-reviews and drafts must be included in the
printed out final portfolio and submitted together at the time of submitting your final
drafts. Spelling and grammatical errors are unacceptable; see the recommended texts
above if you have this problem.
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Galina Siarheichyk, Ph.D.
3. Timing:
We will write a total of four essays and work on each (peer-review workshop) paper once
a week. Detailed plan of class homework and workshop date will be announced a week in
advance. Please not that your paper is due to be distributed in advance of the discussion
on your paper. In addition, you will be required to give an oral and written commentary
on another student’s paper once a week in your blog forum. Oral and written participation
constitute 30% of your final grade. It is recommended to revise your paper nightly,
though the submission is on the due date. I will not accept final papers that have not been
reviewed at least five times in class. The “first draft” final versions are unacceptable and
will not receive a grade.
4. Plagiarism:
Plagiarism is a crime and will result in an F for the course, as well as possible
disciplinary action by the University. Always be sure to give credit for the words or ideas
from another source and do not hand in work which is not your own.
5. Grading Scale:
A 92-100
A- 90-91
B+ 88-89
B 82-87
B- 80-81
C+ 78-79
C 72-77
C- 70-71
D+ 68-69
D 62-67
D- 60-61
F 59
Standards for grading
A
Exceptional in form, content and style. No mechanical errors. Presents original
and relevant ideas to a clearly identified audience. Demonstrates the student’s expertise.
B
A good, interesting paper. The student demonstrates control of the form and uses
analytical or argumentative style as required by the assignment.
C
An adequate paper which has a form, but which may contain weaknesses. A
descriptive paper would fall into this category.
D
Contains deficiencies in form, content, or mechanics.
F
Incoherent, lacking form, or NOT turned in when DUE.
6. Conferences
During the course of the semester, we will meet for two 20-minute individual conferences
to discuss your writing. In these personal sessions I hope to best assist you as writers.
You can help me be a of better service to you, if you think of questions and concerns
ahead of time about your piece or your writing in general.
7. Writing Center
Additional free help with your writing can be obtained at the Writing Center in Norlin
Library. For similar help with your research questions, please refer to the consultant
Librarians at Norlin Library Research Center.
8. Classroom Order
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Galina Siarheichyk, Ph.D.
Respectful and focused environment is most efficient for this class. Please avoid any
forms of distracting or disrespectful behavior, clothing (including hats, elaborate religious
attires), unauthorized equipment usage (cell phones must be OFF), unauthorized
conversations, early departures/late arrivals and value everyone’s right to feel
comfortable in a public educational space.
University Policies:
Students with specific physical or learning disabilities and require special accommodations)
should discuss the options with me during the first two weeks of class. 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 www.Colorado.EDU/disabilityservices)
I will make every effort to reasonable and fairly deal with all students who, because of religious
obligations, have conflicts with scheduled exams, assignments or required attendance. Please
notify me of anticipated conflicts as early in the semester as possible so that there is adequate
time to make necessary arrangements. Full details regarding campus policy can be found at
CU-Boulder students is at http://www.interfaithcalendar.org/
Proper classroom behavior is a required by the Honor Code of the University of Colorado, (for
details see policy at http://www.colorado.edu/policies/classbehavior.html) failure to comply
will inevitably cause unfavorable discipline procedures.
The University of Colorado at Boulder policy on Discrimination and Harassment
(http://www.colorado.edu/policies/discrimination.html, the University of Colorado policy on
Sexual Harassment and the University of Colorado policy on Amorous Relationships applies 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 and the campus resources available to assist individuals regarding
discrimination or
harassment can be obtained at http://www.colorado.edu/odh
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 (including but not limited to university
probation, suspension, or expulsion). Other information on the
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Galina Siarheichyk, Ph.D.
Honor Code can be found at http://www.colorado.edu/policies/honor.html and at
http://www.colorado.edu/academics/honorcode/
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Galina Siarheichyk, Ph.D.
SCHEDULE
NOTE ON ABBREVIATIONS:
COM = commentary (initiate a discussion/submit written
commentary)
Para = paragraph
REV = revision
SA = short assignment/ESSAY
WS = workshop
M AUG 23
Introduction to course requirements and
goals. Class websites, syllabus, timeline.
Short sample composition. Reading and
interpreting an article(Hand-out). Chapter 1
in Knowing Words, discussion of goals at
PWR. Write a short reflective essay about
yourself as a writer, see p.12 in KNOWING
WORDS for more helpful questions.
W AUG 25
Reflective essay DUE.
Reading: Chapter 2 from Knowing Words; and
“The Oil We Eat” from Harper’s;
Visual argument: Penn and Teller’s “Bottled
Water” clip on Youtube. Web links are
provided on the course website:
http://web.me.com/galileus/WRTG1150/Welcome.
html
In-class: Rhetorical focus 1 – Critical
reading/reading techniques; discussion;
F AUG 27
Reading: chapter 3 from Knowing Words;
“Interlude” by William
Kittredge(Handout/scan);
Compose: short vignette composition about a
memorable family event;
In class: Discussion of readings and
compositions; Composition techniques;
Review of technology resources on-line;
ESSAY #1 (due Wed SEPT 8th) Write a textual Analysis of a
selected piece.
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Galina Siarheichyk, Ph.D.
M AUG 30
Reading: Chapter 4 from Knowing Words; “Dead
Men’s Path” by Chinua Achebe (Handout/scan);
Writing Assignment: draft a reflective essay
(SA#1) and bring the draft to class;
Using NovaMind software, a mind-map for your
first essay to help the reviewers understand
your work better.
In-class: Reading a vignette - WS; Crafting
a reflective essay: eliminating bulky and
filler-words.
W SEPT 1
Reading: “My First Goose” by Isaac Babel;
Writing: review your draft of the essay and
bring to class for WS;
In class: WS; Discussion of the reading;
Read your essays out loud; SA#1 - WS;
F SEPT 2
WS: SA#1; Read your essays out loud in
groups of three; assemble portfolios for
SA#1;
M SEPT 6
NO class – Labor Day Holiday
W SEPT 8
Reading: “Happy Endings” by Margaret Atwood;
SA#1 DUE (submit electronically AND bring a
printed out version to class in a full
portfolio with commentaries/revisions and
drafts).
In class: Quiz on the key Rhetoric concepts
from chapter 3 of the “Knowing Words”;
Rhetorical focus 2: Critical Reading.
Discussion of the assigned reading, using
techniques offered in previously distributed
hand-out on critical reading;
ESSAY #1 WS; Brainstorm of MIND_MAPS for
film project;
F SEPT 10
Conferences
M SEPT 13
Reading: chapter 5 from Knowing Words,
pp.63-88 (read one of each kind – analysis
and inquiry essays by students);
“This Way for the Gas, Ladies and Gentlemen”
by Tadeusz Borowski;
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Galina Siarheichyk, Ph.D.
In class: Quiz on vocabulary definitions
from a chapter on “Speed Reading”;
Discussion of readings;
W SEPT 15
Reading: “The School” by Donald Barthelme;
Rhetorical Focus 2: Critical Reading
Continued;
In-class: understanding the content;
outlining arguments, examples; identifying
the audience/style and tone;
LIBRARY QUIZ#1 DUE.
F SEPT 17
Reading: “The Declaration of Independence”
Chapter 6 from Knowing Words;
In class: Discussion of Readings using
critical reading techniques;
Rhetorical focus 3: Analytical Writing
continued; Mind mapping for the rhetorical
analysis Essay #2.
RHETORICAL ANALYSIS ESSAY SA#2 (Monday October 4th): write
an analysis of one of the selected primary texts or
articles; see assignment details on the course website.
M SEPT 20
Reading:“The Distance to the Moon” by Italo
Calvino;Hand-out/scan on Rhetorical
Analysis;
Writing: Draft the rhetorical analysis Essay
#2; bring to class for WS;
W SEPT 22
Reading: “The Lady with the Pet Dog” and
“Technique in Writing the Short Story” by
Anton Chekhov; Hand-out/scan on Rhetorical
Analysis;
Revise ANALYSIS ESSAY SA#2 and bring to
class for WS;
In class: Rhetorical analysis
practice/examples; WS;
LIBRARY QUIZ #2 DUE.
F SEPT 24
Reading: “Hands”, and “Form, Not Plot in the
Short Story,” by Sherwood Anderson;
Bring a revised SA#2 to class for WS;
In class: Discussion of readings;
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Galina Siarheichyk, Ph.D.
Learning to signal in the text– ACTION VERBS
game/study; WS;
M SEPT 27
Reading: “A Very Old Man
Wings” by Gabriel Garcia
on Rhetorical Analysis;
In class: WS; Rhetorical
Annotated Bibliography;
Read out loud individual
assignments;
with Enormous
Marquez; Hand-out
focus 4: writing an
parts; partner
W SEPT 29
LIBRARY QUIZ #3 DUE.
Rhetorical Focus 5: Writing an Inquiry
Essay;
In class: Discussion of readings;
Brainstorming Interview ideas/results;
F OCT 1
Conferences
M OCT 4
ESSAY #2 DUE.
Reading: “A Hunger Artist” by Franz Kafka;
Rhetorical Focus 6: Writing an Inquiry
Essay;
In-class: Critical Inquiry techniques;
discussion of readings; Sample inquiry
questions- small group WS;
W OCT 6
F OCT 9
LIBRARY QUIZ #4 DUE.
Reading: “House Opposite” by R.K. Narayan,
and pp.69-77 – examples of analytical
writing in Knowing Words;
Writing: compose a brief vignette of
analytical writing that contextualizes an
important event in your culture; bring to
class. Find an IMAGE to illustrate your
argument;
In-class: Rhetorical focus 7: understanding
visual argument; discussion of readings;
Reading: “The Tell-Tale Heart” by Edgar
Allan Poe;
COMPLETE any 5 exercises:
http://owl.english.purdue.edu/exercises/
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Galina Siarheichyk, Ph.D.
In class: Discussion of Readings;
Brainstorming Annotated Bibliography Essay;
Work-Groups on FILM;
ESSAY# 3 due Monday, October 25 – Write as annotated
bibliography of at least 5 sources relevant to your
argument to accompany your essay;
M OCT 11
Draft out Cultural Analysis Essay #3; bring
to class for WS;
Reading: “The Necklace” by Guy de
Maupassant; and “How I stumbled upon
Maupassant” by Kate Chopin Scanned materials
on structuring argument;
In class: Discussion of Readings; WS/REV;
W OCT 13
LIBRARY QUIZ #6 DUE.
Reading: “Creative Writing 101” by Raymond
Carver; Scanned materials on style in
Argument;
Writing: bring in revised version of your
essay fro WS;
In class: Discussion of Readings;
WS/REV/COM;
F OCT 15
Conferences
M OCT 18
Reading: “International Writers and Their
Novels” by Carlos Fuentes;
Writing: bring in revised version of your
essay fro WS;
In class: Discussion of Readings;
WS/REV/COM; Rhetorical focus 6: Using Visual
Arguments;
presentations;
W OCT 20
Reading: “The Flash of Fireflies” by Nadine
Gordimer;
Writing: bring in revised version of your
essay fro WS/ FIND and image to illustrate
your argument;
In class: Experiment with Google images for
the arguments; Discussion of Argument and
Visual Rhetoric;
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Galina Siarheichyk, Ph.D.
F OCT
22
SCRIPT Essay #4 draft SEND VIA CU-LEARN;
Prepare FILM for screening in class
First Film Screenings;
M OCT 25
ESSAY# 3 DUE.
W OCT 27
LIBRARY SEMINAR TBA
F OCT 29
Reading: “Agonies of Inspiration” by
Nathaniel Hawthorne; scanned materials on
writing a research paper;
In-class: Practice exercises to find
appropriate sources for a research paper;
Brainstorming ideas and structure of the
Essay #4;
M NOV 1
Reading: “The Scapegoat in Omelas” by Ursula
K. Le Guin; Materials on writing a research
paper;
Writing: Draft out Research Essay #4 and
bring to class for WS;
In-class: Discussion of readings;
argumentation techniques exercises; WS;
ESSAY# 4 DUE on Wednesday, November 17th – Write as
annotated bibliography of 7-10 sources relevant to your
argument to accompany your essay in your portfolio;
W NOV 3
Interactive Theater/TBA
F NOV 5
Reading: “The Writer’s Goal” by Guy de
Maupassant; TBA;
Writing: bring the revised version of your
draft to class for WS;
In-class: Discussion of readings; WS/REV;
M NOV 8
Reading: “The Making of a Writer” by Joyce
Carol Oates; TBA
Writing: bring the revised version of your
draft to class for WS;
In-class: Discussion of readings; WS/REV;
Reading: “Reading Fiction” by Richard
Wright; TBA
W NOV 10
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Galina Siarheichyk, Ph.D.
Writing: bring the revised version of your
draft to class for WS;
In-class: Discussion of readings; WS/REV;
F NOV 12
Conferences
M NOV 15
Reading: “Writing About Short Stories”
(scanned); TBA
Writing: bring the revised version of your
draft to class for WS;
In-class: Discussion of readings; WS/REV;
ESSAY #4 DUE
In class: writing a STRENGTHS-BASED RESUME
W NOV 17
F NOV 19
Lecture on STRENGTHS-BASED RESUME by a
representative from Career Services Center
NOV 22-28
Campus closed for Fall Break and
Thanksgiving
M NOV 29
W DEC 1
All final corrections are DUE;
Reading: TBA
In-class: Debates workshop/public speaking
techniques;
Reading: TBA
F DEC 3
Conferences
M DEC 6
Reading: TBA
W DEC 8
Guest Lecture by a published fiction writer
James Denny Townsend
F DEC 10
Last Day of class
Reading: TBA
In-class: discussion; final remarks.
Memento Audere Semper –Remember To Be Always Daring
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