UNIVERSITY OF COLORADO
WRTG 3020: WRITING ABOUT THEATRE AND DRAMA
SYLLABUS: FALL 2010
Instructor:
Suzanne Hudson
suzanne.hudson@colorado.edu
Office:
Temporary Building #1, Room 3
Office Hours: MWF 11-11:50, or by appointment
303-735-2861
Biography:
I have been teaching composition at the University of Colorado since 1990. I have
also taught composition, literature, playwriting, and theatre arts at Front Range
Community College, Regis University, and Metropolitan State College of Denver.
I earned my Master's degree in Literature and Language from CU in 1989. I have
published three composition textbooks: The Art of Writing about Art, Thinking
and Writing in the Humanities, and Writing about Theatre and Drama, now in its
second edition. I am currently under contract to write a core composition
textbook, What’s Your Point?, for Prentice-Hall. I love teaching, writing, and
attending the theatre and hope to pass some of that enthusiasm on to you, as well
as to enjoy the energy you bring to class.
Course
Description:
This course focuses on the acquisition and use of rhetorical strategies for
understanding, analyzing and arguing about theatre and drama. To heighten
students’ sense of theatrical literacy, the course emphasizes reading and reflecting
on the publications of highly regarded writers on theatre and drama as a prelude to
the production of your own analyses and arguments, which will evolve through a
process of invention, drafting, and thoughtful revision. Thematically, this
semester’s course is devoted to the philosophy of existentialism as dramatized in
Samuel Beckett’s Waiting for Godot and José Rivera’s Marisol. WRTG 3020
fulfills the upper-division writing requirement for the College of Arts and
Sciences, but more importantly, it aims to heighten students’ critical thinking,
reading, and writing skills crucial to success in college and in their lives and
careers after college.
Course
Objectives
1.
Extend rhetorical knowledge:
To accomplish this goal, students will study texts and handouts from rhetoric and
discourse studies, including my own textbook. Students will develop sophisticated
strategies for the critical analysis of theatre and drama and heighten the
effectiveness of the communication of their own theories and arguments in the
discipline of theatrical and dramatic criticism.
2.
Extend experience in writing processes:
Using multiple drafts, students will generate ideas, revise, and edit their own
work, and offer constructive criticism of their classmates’ work. Students will use
a variety of technologies, including CU-Learn, internet and electronic database
WRTG 3020: Writing about Theatre and Drama
Syllabus: Fall 2010
Page 2
research, email, and laptop participation in lectures and peer reviews. Students
will evaluate sources for accuracy, relevance, credibility, reliability, and bias.
3.
Extend mastery of writing conventions:
Students will distinguish among various modes of discourse and the attendant
conventions of each mode in the discipline of theatrical and dramatic criticism.
They will exhibit the ability to use the specialized vocabulary of theatre and
drama as they format and document their sources appropriately. Final products
will exhibit mastery of style, syntax, grammar, punctuation, and spelling.
4.
Demonstrate comprehension of content knowledge at the advanced level:
Effective communication strategies will include the ability to communicate with
specific audiences—academic audiences for two major assignments, lay
audiences for a third major assignment—and for varying rhetorical purposes, such
as to inform, entertain, and persuade.
5.
Competency in critical thinking:
Students will not only acquire information but also use it to corroborate their own
ideas, applying various methods of inductive and deductive reasoning, logic, and
critical theories. They will identify and assess stated and unstated assumptions
and quality of evidence and reasoning of professional writers as well as of their
classmates. In their own writing, students will critically compare different points
of view, formulate questions and reasoned judgments and discuss, both to defend
and to criticize, alternative points of view.
6.
Competency in reading
Students will read essays by Aristotle, Walter Kerr, Arthur Miller, Harold
Clurman, Robert Brustein, and Martin Esslin among other well established art
critics and philosophers. In demonstrating comprehension of written material,
students will identify various modes of discourse (narration, description, analysis,
and argument), as well as summarize, paraphrase, analyze, and critique their
ideas.
Textbooks:
Writing about Theatre and Drama, by Suzanne Hudson
Having been written by the instructor of this course, precisely for this course,
this text reflects the concepts, methods, and practices that I advocate for
heightening students’ critical thinking, reading, and writing skills, not only in
the discipline of theatrical criticism, but in any discipline that requires these
skills. Designed to equip you with an understanding of the processes of
structure and development that will help you communicate your own unique
perceptions, this book offers a systematic approach to critical analysis and
argument. This book also contains sections in finding, using, and documenting
sources as well as a grammar and mechanics handbook.
WRTG 3020: Writing about Theatre and Drama
Syllabus: Fall 2010
Page 3
Writing about Theatre and Drama also contains a one-act play, Trifles, by
Susan Glaspell, that tells the story of two women who use their own inferior
social and cultural standing to subvert the will of the patriarchy. One of the
papers written for this class will be an argument about the women’s ethics.
Waiting for Godot by Samuel Beckett
Waiting for Godot is regarded as the seminal example of a theatrical style for
which critic Martin Esslin coined the phrase, “theatre of the absurd.” Two
characters, Vladimir and Estragon, wait endlessly for someone named Godot
to come, although they’re not sure who or what Godot is or what will happen
when he comes. It’s what they do while waiting that captures the audience’s
attention and imagination. Critic Eric Bentley calls the play, “the quintessence
of existentialism”—we exist; what more can we know?
Marisol by José Rivera
Marisol is set in New York City at a time of apocalypse. A young woman,
Marisol, has been abandoned by her guardian angel, who has joined the
rebellion against God. Marisol must take care of herself, since there is no one
else to protect her. Like Godot, the play dramatizes the human condition of
aloneness in an indifferent universe.
*Please bring Writing about Theatre and Drama to class every day.
Attendance:
Students will earn points toward a final grade for attendance, punctuality, and
participation. The evaluation policy is constructed to accommodate the occasional
absence, as it is understood that even the most dedicated student cannot always be
in attendance. Students are not required to call or email me if they will be absent,
or to present me with excuses, as none are needed. I assume that if the student is
absent, it is for a good reason. The student must also be aware, however, that
frequent absences, no matter how valid the reason, will negatively affect his or
her grade.
Participation: It should go without saying that students must not use their cell phones or any
other electronic equipment during class. Even laptops are discouraged unless you
can convince me that you cannot take reasonably good notes in class without one.
Students should not read newspapers or do work for other classes during our class
time together. In short, plan to devote your attention and energy to our class and
to nothing else, please.
Submitting
Assignments should be submitted in hard copy during class time. If the student
Assignments: cannot be in class when an assignment is due, he or she should make
arrangements for the assignment to arrive in hard copy, on time, nonetheless. I do
not accept emailed assignments unless the student has asked and received
WRTG 3020: Writing about Theatre and Drama
Syllabus: Fall 2010
Page 4
permission to submit an assignment in this manner. Permission will be granted
only under extraordinary circumstances.
Late
I accept late assignments; however, any reading response or homework
Submissions: assignment that is late will earn no more than half credit. Essay grades will be
lowered by 10% of the maximum possible points for every class day they are late.
Essays:
Each essay will be written expressly for this class and will be roughly three to five
pages in length. Each essay must have undergone at least two peer reviews to
receive full credit. An essay that has undergone only one peer review will lose
10% of the maximum points. Any paper that has undergone zero peer
reviews will receive zero points. Peer reviews must be conducted in class by
students' classmates. Peer reviews cannot be “made up.”
Peer Reviews: Peer reviews are an essential part of this class. As writers, we rely on each other’s
feedback. For this reason, active participation throughout the semester in peer
reviews is crucial to your success in this class. Students must bring the required
number of copies to class, or they will be considered unprepared for the peer
review, may not be allowed to participate, and will not receive credit for the peer
review that day. Note that peer review days are worth 8 points (as opposed to 3
points on non-peer review days). Please set aside $25-$30 for copies for this class.
Special
Students must attend one performance of Marisol, produced by the CU Theatre
Assignment: and Dance Department, showing November 11-14. Attendance at the following
week’s performances is not an acceptable alternative, nor is viewing a recorded
performance of the play.
Evaluation:
Final grades will be calculated as follows:
Attendance (1), punctuality (1), and participation (1):
3 pts. x 44 days (3 free points!)
Peer reviews: 5 pts. x 18 peer reviews
Homework assignments: 20 pts. x 5 assignments
1st paper
2nd paper
3rd paper
TOTAL POSSIBLE POINTS
A = 900-1,000 pts.
B = 800-899 pts.
C = 700-799 pts.
D = 600-699 pts.
F = below 600 pts.
135 pts.
90 pts.
100 pts.
220 pts.
225 pts.
230 pts.
1,000 pts.
WRTG 3020: Writing about Theatre and Drama
Syllabus: Fall 2010
Page 5
Grading Criteria for Papers
A:
This is a paper that is exceptional in form and content: original, substantive, insightful,
well-organized, clear, graceful, error-free. It is written in the assigned mode of discourse,
and information gleaned from sources is properly documented.
B:
This is a clearly written, well-developed, interesting paper that shows above-average
thought and writing craft. There are no major flaws but too many minor ones to merit an
A.
C:
This is a readable, reasonably well-organized paper that supports a focused thesis
satisfactorily. It may have unresolved problems in presentation and distracting
grammatical errors and stylistic flaws. It is a mixture of strengths and weaknesses, a
paper that fulfills the basic requirements of the assignment, but says little of interest.
D:
This paper is seriously deficient in content, form, style or mechanics. It may be
disorganized, illogical, confusing, unfocused, or contain pervasive errors that impair
readability.
F:
This paper is incoherent, inappropriate, or has not undergone at least two peer reviews.
Plagiarism: A plagiarized paper will earn the plagiarizer an F for the entire course.
Note: The grading standards for this course are relatively high, but students will have every
opportunity to succeed. Available to students are comprehensive instruction, both in class and
from the textbook, as well as constant feedback on their progress from their instructor and their
peers. I also encourage students to meet privately with me in my office for individual instruction.
Furthermore, students may avail themselves of the professional assistance available through the
Writing Center, administered and staffed by the Program for Writing and Rhetoric. The Writing
Center, a place where you can discuss ideas as well as receive help in grammar and mechanics, is
free to CU students. For information about hours and to make an appointment, go to:
http://www.colorado.edu/pwr/writingcenter.html.
Disabilities: If you qualify for accommodations because of a disability, please submit to me a
letter from Disability Services in a timely manner so that your needs may be addressed.
Disability services determines accommodations based on documented disabilities (303)-4928671, Willard 322, www.colorado.edu/disabilityservices).
Religious Observances: Campus policy regarding religious observances requires that faculty
make every effort to reasonably and fairly deal with all students who, because of religious
obligations, have conflicts with scheduled exams, assignments or required attendance. Please let
me know of your needs in a timely manner so that I may accommodate them. See full details at
http://www.colorado.edu/policies/fac_relig.html
WRTG 3020: Writing about Theatre and Drama
Syllabus: Fall 2010
Page 6
Behavior: Students and faculty each have responsibility for maintaining an appropriate
learning environment. Students who fail to adhere to such behavioral standards may be subject to
discipline. Faculty have the professional responsibility to treat all students with understanding,
dignity and respect, to guide classroom discussion and to set reasonable limits on the manner in
which they and their students express opinions. Professional courtesy and sensitivity are
especially important with respect to individuals and topics dealing with differences of race,
culture, religion, politics, sexual orientation, gender variance, and nationalities. Class rosters are
provided to the instructor with the student's legal name. I will gladly honor your request to
address you by an alternate name or gender pronoun. Please advise me of this preference early in
the semester so that I may make appropriate changes to my records. See polices at
http://www.colorado.edu/policies/classbehavior.html and at
http://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, 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 Honor Code can be found at
http://www.colorado.edu/policies/honor.html and at
http://www.colorado.edu/academics/honorcode/
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 303492-5550. 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
WRTG 3020: Writing about Theatre and Drama
Syllabus: Fall 2010
Page 7
CALENDAR: FALL 2010
Date
Activity
M 8/23
Welcome. Course overview.
W 8/25
Modes of discourse.
Assignment for 8/27:
Read xiii-xiv, Introduction, and chapter 1, WTD.
F 8/27
Background for Waiting for Godot.
Assignments for 8/30:
Read Waiting for Godot.
Complete Reading Response #1.
M 8/30
Reading Response #1 is due.
Discuss Waiting for Godot.
Assignments for 9/1:
Read chapters 2 and 3 of WTD.
W 9/1
Discuss writing analytically.
F 9/3
Generate topics for Waiting for Godot essay.
Assignment for 9/8:
Write the first paragraph of your analytical paper on
Waiting for Godot. Make 5 copies.
M 9/6
Labor Day.
W 9/8
Peer review 1st paragraphs.
Assignment for 9/10:
Prepare comments on assigned drafts, using first 6 bullet points on page
53 of WTD under "Readers Giving Criterion-Based Feedback."
F 9/10
Peer review 1st paragraphs.
M 9/13
Discuss progress on analytical introductory paragraphs.
Assignment for 9/15:
Revise 1st paragraphs. Make 5 copies.
W 9/15
Peer review revised 1st paragraphs.
F 9/17
Lesson: Body Paragraphs.
WRTG 3020: Writing about Theatre and Drama
Syllabus: Fall 2010
Page 8
Get your tickets for Marisol!
M 9/20
Lesson: Quotations.
Assignment for 9/22:
Complete quotations homework.
W 9/22
Quotations homework is due.
Discuss quotations homework in class.
F 9/24
Discuss readings.
Assignment for 9/27:
Write a half-draft of your analytical paper on Waiting for Godot.
Reminder: Anyone who does not submit work for peer review
may not be allowed to participate in the peer review.
M 9/27
Peer review: half-drafts.
Assignment for 9/29:
Prepare comments on assigned drafts, using the checklist on page 105
of WTD.
W 9/29
Peer review: half-drafts.
F 10/1
Discuss progress of Waiting for Godot essays.
Assignment for 10/4:
Write a full draft of your analytical paper on Waiting for Godot.
Make 5 copies.
M 10/4
Peer review: full drafts.
Assignments for 10/6:
Prepare comments on assigned drafts, using the checklist on page 105
of WTD.
W 10/6
Peer review: full drafts.
F 10/8
Instructor feedback on full drafts of essay on Waiting for Godot.
Assignments for 10/11:
Prepare Waiting for Godot essay for submission.
Read chapter 4 in WTD.
M 10/11
Waiting for Godot essay is due.
Discuss argument.
Assignments for 10/13:
Review Trifles, by Susan Glaspell, in WTD
WRTG 3020: Writing about Theatre and Drama
Syllabus: Fall 2010
Page 9
Complete reading response #2
W 10/13
Reading Response #2 is due.
Discuss Trifles.
F 10/15
Bring your laptops to class. Research lesson.
M 10/18
Lesson in MLA Documentation.
Assignment for 10/20:
Read pages 197-208 in WTD.
Complete MLA homework assignment, pp. 208-09 in WTD.
W 10/20
MLA Documentation homework is due.
Discuss form for argument writing, 1st paragraphs.
F 10/22
Discuss Trifles arguments.
Assignment for 10/25:
Write 1st paragraph of argument essay on Trifles. Make 5 copies.
M 10/25
Peer Review: 1st paragraph of argument essay.
Assignment for 10/27:
Prepare comments for assigned paragraphs, using the first 5
items of the checklist on page 142 of WTD.
W 10/27
Peer Review: 1st paragraph of argument essay.
F 10/29
Discuss progress on 1st paragraph of argument essay.
Assignment for 11/1:
Write half-draft of argument essay. Make 5 copies.
Get your tickets for Marisol!
M 11/1
Peer Review: Half-draft of argument essay.
Assignment for 11/3:
Prepare comments on assigned drafts, using the checklist on page 142 of
WTD.
W 11/3
Peer Review: Half-draft of argument essay.
F 11/5
Discuss progress of Trifles essays.
Assignment for 11/8:
Write full draft of argument essay. Make 5 copies.
WRTG 3020: Writing about Theatre and Drama
Syllabus: Fall 2010
Page 10
M 11/8
Peer review: Full draft of argument essay.
Assignment for 11/10:
Prepare comments on assigned drafts using checklist on page 142 of WTD.
W 11/10
Peer review: Full draft of argument essay.
See Marisol November 11, 12, 13, or 14.
Read pp. 152-154 in WTD before you go!
F 11/12
Discuss progress of Trifles essays.
Discuss review writing/note taking.
Assignment for 11/15:
Prepare Trifles paper for submission.
M 11/15
Trifles argument essay is due.
Assignments for 11/17:
Read chapter 5 of WTD.
Complete Reading Response #3.
W 11/17
Reading Response #3 is due.
Discuss review writing.
F 11/19
Discuss writing theme paragraph.
Assignment for 11/29:
Write theme paragraph for critical review. Make 5 copies.
11/22-26
Thanksgiving Break
M 11/29
Peer review theme paragraphs
W 12/1
Discuss body paragraphs, introductions and conclusions for critical review.
Assignment for 12/3:
Write two body paragraphs for critical review. Make 5 copies.
F 12/3
Peer Review: Body paragraphs for critical review.
Assignment for 12/6:
Write introduction and conclusion for critical review. Make 5 copies.
M 12/6
Peer review: Introductions and conclusions for critical review.
Assignment for 12/8:
Write full draft of critical review. Make 5 copies.
W 12/8
Peer review: Full draft of critical review.
WRTG 3020: Writing about Theatre and Drama
Syllabus: Fall 2010
Page 11
F 12/10
Instructor feedback on critical reviews.
Closing ceremonies.
W 12/15
Critical review is due. Congratulations!