WRTG 1250, section 009, Fall 2008
Office Hours: TR 11:00-12:15 and by appt.
Advanced First-Year Writing and Rhetoric
Office: ENVD 1B27A; 303-735-5258
Instructor: Dr. Christine Macdonald
Mailbox: PWR main office, ENVD basement
Messages: call me during office hours; outside of office hours the best way to reach me is by email:
Christine.Macdonald@colorado.edu
Required Texts
Knowing Words: A Guide to First-Year Writing and Rhetoric
Handouts and articles on CULearn: https://culearn.colorado.edu
A blank spiral notebook, or other system that enables you to keep and organize your in-class writings
(You will need to include some of your in-class writing assignments in your final portfolio)
Photocopies of your and your classmates' papers (these will be substantial; see below)
A grammar and style book; recommended: The Everyday Writer, Andrea A. Lunsford, ed.
A CU email account that you check regularly
Copies of drafts of your papers are REQUIRED and should be considered as part of the textbook costs for
the course.
Objective
The objective of this course is to introduce you to the rhetorical skills that inform analytical and
persuasive writing. As part of learning to use different writing strategies, we will read a variety of
materials and analyze the authors' motives, arguments, biases and intended audiences. You will learn to
shape your essays by first expressing an analytical or argumentative purpose, and then presenting facts,
observations, inferences and ideas in support of that expressed purpose. Although issues of grammar and
syntax may be addressed in class, students with major deficiencies in these areas should see me about
where to get additional help outside of class. The course emphasizes thoughtful revision of written
assignments.
This version of the freshman writing course covers the same skills as WRTG 1150 (such as
research methods in the library tutorials). However, the course is geared to a higher level; I assume that
students who have selected WRTG 1250 are highly motivated, enthusiastic writers who are eager to
devise their own writing projects within the guidelines for the course. While I have designed several
assignments to help you hone your writing skills, the responsibility for selection of a topic for the two
major essays for the course rests with the student.
Course Format and Participation
The first section of the course focuses on critical reading skills in conjunction with short written
exercises. Most of our class time in the latter part of the course will be spent in workshop sessions,
analyzing and discussing your major essays. The goal of the workshop method is threefold: to teach you
how to analyze and critique the work of others; to provide feedback in order for you to improve your
essays; and to give you models for how to assess your writing after you leave this class. Coming to class
prepared, with all the reading done and with written and oral comments for other student papers, is a
substantial part of your grade (see below).
Workshops
The workshop sessions will focus on the strengths and weaknesses of drafts of your papers. The
workshop format assumes that we learn from each other. I require that you carefully consider and
critically appraise the work of your peers; in return, you will receive the benefit of your classmates'
assessment of your work, along with my comments. Your critiques of other papers should try to identify
flaws in logic, organization and expression and make suggestions for improvement; it also is helpful (and
nice) to identify points that are persuasive and clearly expressed. Your written comments should include
suggestions for how the writer might improve the shortcomings identified in the paper. The focus always
will be on the writing, not the writer. It can be difficult to accept criticism of your writing, but by
listening to and considering such critiques, you will become a better writer.
Revision is an essential part of the writing process. I expect that you will make substantive
changes to each draft of your major papers.
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Assignments
The course requires several short assignments and two major papers. You will be required to
write multiple drafts of the major papers. When you submit the final draft for a grade, you will need to
turn in the previous drafts that have my comments on them. All papers must go through the draft and
revision process to receive a grade. If you do not turn in drafts, you will receive a zero for the
assignment. Please make a special effort to turn in drafts of your paper on the date scheduled, even if
you are sick. It is almost impossible to workshop a paper if your classmates have not received it ahead of
time. For all workshopped assignments: incomplete drafts, or an insufficient number of drafts handed
out to your peers in class, will lower the final grade of the assignment by one-third for each instance (Ato B+, for example). Late drafts will be marked down two-thirds for each class date that they are missing
(A- to B, for example).
All assignments are due in hard copy in class. Late work is accepted but will result in a lowered
grade for the assignment (see above). Late Worksheets will be accepted for half-credit only if they are
turned in by the class period following the original due date. Plan ahead: computer or printing problems
do not excuse late work. Emailed assignments will not be accepted for full credit. Repeated late work will
lower your final grade for the course, regardless of the total of your individual assignment grades.
Attendance Policy
If you don’t attend class, you won’t get much from the course; thus, I have an attendance policy: each
absence after 3 ABSENCES will drop your class participation score. If you miss 6 classes, you will earn
a zero for class participation. For each absence after 6, students can expect their grade to drop further by
one third (B- to C+ for example). Students missing 9 classes or more may fail the class. I do not
distinguish between "excused" and "unexcused" absences, so take care not to use up your three "penaltyfree" absences early in the semester. Two late arrivals and/or two early departures count as one
absence; text messaging in class counts as an absence. If you are absent, you are responsible for finding
out what you missed before the next class. Extenuating circumstances, such as a documented extended
illness (hospitalization), will be assessed on a case-by-case basis.
Please be considerate and turn off cell phones before class begins.
Campus Policies
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 (including but not limited to failure of the course) and nonacademic sanctions (including but not limited to university probation, suspension, or expulsion). Papers
may be submitted to Turn-it-in.com. 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/
If you qualify for accommodations because of a disability , please provide a letter from Disability Services
(DS) and discuss specific needs with me, preferably during the first two weeks of class. DS determines
accommodations (303-492-8671, Willard 322, www.colorado.edu/disabilityservices).
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. In this class, if a religious observance conflicts with your ability to
attend class, please notify me two weeks in advance and make arrangements to make up the work.
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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. Class rosters are
provided to the instructor with the student's legal name. I will gladly honor your request to address you by
an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I
may make appropriate changes to my records. See policies at
http://www.colorado.edu/policies/classbehavior.html and at
http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code
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
A final note: please communicate. If a situation arises that interferes with your ability to do the
work for this class, please tell me about it, write me a note, or talk to me after class. I would rather learn
about problems, concerns, or suggestions during the course when I have a chance to change things, than on
a course evaluation, when it is too late to remedy things for you.
Writing Exercises (2)
Library Tutorials (4)
Worksheets
Research Proposal
Annotated Bibliography
Literature Review
Persuasive Essay
Class participation (includes oral and written
responses to peers’ papers)
Portfolio Synthesis
10%
10%
5%
5%
5%
20%
30%
10%
5%
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Schedule
The due dates for assignments are subject to change. Short assignments may be added.
Readings and assignments are to be completed for the date listed.
Aug. 26
Introduction to course
Hand out Worksheet #1
Aug. 28
Turn in course questionnaire (on CULearn), read entire syllabus on CULearn
Bring your in-class writing notebook to class
Read “The New SAT” in Knowing Words, pp. 99-104; Worksheet #1 due
Bring Knowing Words to class
Check your access to course materials on CULearn: https://culearn.colorado.edu
Sept. 2
Worksheet #2 due ("brainstorm lists")
Read Knowing Words, pp. 4-6, please bring this text to class (hereafter referred to as KW)
Sept. 4
Writing Exercise #1 due **to get full credit, bring 4 copies to class (typed, double-spaced)
Read pp. 7-15 and 23-31 in KW
In class: workshop paragraphs from Writing Exercise #1
Sept. 9
Read the "The Importance of Getting Curious," pp. 25-34, posted under
“Readings” on CULearn
Worksheet #3 due ("brainstorming II"); the worksheet is posted on CULearn
Sept. 11
Revision of Writing Exercise #1 due; turn in revision with first draft
Worksheet #4 due (Inquiry/Research topic)
Read "Internal Revision" by Murray, on CULearn; print and bring to class
Sept. 16
Read "Finding Pretty" by Fox, pp. 49-53 in KW; bring KW to class
Worksheet #5 due
Read excerpt on summaries from Writing Analytically (class handout)
Read KW, 17-21, on Information Literacy
Read sample research proposal in KW, pp. 83-84
**Check your access to RIOT tutorial before next class; see Sept. 18 for url
(See p. 158 in KW regarding remote access)
Sept. 18
RIOT Module Quiz #1 due, see: http://ucblibraries.colorado.edu/pwr/tutorial/home.htm
Note: for multiple choice questions in the module, select all the answers that apply, before
clicking that you are done with the question
Worksheet #6 due (Analytical Summary) **bring 4 copies to class
Workshop Worksheet #6
Sept. 23
Research Proposal Due; bring KW to class
Sept. 25
RIOT Module Quiz #2 due (parts A, B & C); Optional Revision of Worksheet #6 due
Read "Plagiarism and the Logic of Citation" on CULearn
Sept. 30
Library tour; meet inside the east entrance; RIOT Quizzes #3 and #4 due
**By now you should have found a scholarly book, a scholarly article, and a popular
source for the annotated bibliography
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Oct. 2
Writing Exercise #2 due (Synthesis paragraph)—bring 1 copy today, 3 to next class
Library seminar, meet in the library, room to be announced
Note: the Annotated Bibliography assignment should be mostly complete at this point;
if you are having trouble finding articles, bring specific questions to the Library Seminar
Oct. 7
Draft of Annotated Bibliography due (# copies TBA)
Workshop WE #2 (synthesis)—please bring 3 copies to class
Discuss Literature Review sections
Oct. 9
Revision of WE #2 due (synthesis)
Worksheet # 7 due (on sample Lit Review)
Literature Review sections due
Oct. 14
Final Draft Annotated Bibliography Due
Literature Review, first draft due (# of copies TBA) Note: I have put together an
assignment sheet (on CULearn) that specifies what the first draft of the Literature Review
should include; be sure to follow the guidelines so it won’t be marked incomplete
Oct. 16
Workshop first draft Literature Review; peer responses due
Be sure to bring a copy of your own lit review to class for some in-class writing
Oct. 21
Literature Review workshop continued; peer responses due
Oct. 23
Read "Makeover Feminism” pp. 75-81 in KW
Read Norgaard, "Engaging Counterarguments" on CULearn
Worksheet #8 due
Discuss Persuasive Essay strategies
Oct. 28
Persuasive Essay Outline and Introduction due (# copies TBA)
Note: I have put together an assignment sheet (on CULearn) that specifies what the first
draft of the Persuasive Paper should include; be sure to follow the guidelines so it won’t
be marked incomplete
Workshop in class
*Bring Knowing Words to class
Oct. 30
Persuasive Essay Discussion Point Due (# copies TBA)
Nov. 4
Workshop persuasive discussion point; peer responses due
Be sure to bring a copy of your own discussion pt. to class for some in-class writing
Nov. 6
Workshop persuasive discussion point; peer responses due
Nov. 11
New Persuasive Discussion Point Due (# copies TBA)
Workshop discussion points in class
Full draft Literature Review due (group A)
Nov. 13
Workshop full drafts of Literature Review (group A); peer responses due
Full draft Literature Review due (group B)
In-class reflection: Literature Review
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Nov. 18
Workshop full drafts of Literature Review (group B); peer responses due
Nov. 20
Full draft Persuasive Essay due (group X)
Read pp. 121-123 in KW; discuss final synthesis for portfolio
Happy Thanksgiving
Dec. 2
Workshop full draft Persuasive Essay, group X; peer responses due
Full draft Persuasive Essay due (group Y)
Dec. 4
Workshop full draft Persuasive Essay, group Y; peer responses due
Full draft Persuasive Essay due (group Z)
Dec. 91
Workshop full draft Persuasive Essay, group Z; peer responses due
Dec. 11
Catch up day; final questions
Dec. 12
Portfolio due in my box in ENVD by noon
See me about conflicts with final exams; I am willing to work with you.
**Remember to include the previous benchmarked drafts of the Literature Review and
Persuasive Essay that have my comments on them.
Have a wonderful semester break!
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