WRTG-1250-007
Advanced 1st Yr Writing
MWF
01:00 PM - 01:50 PM
HLMS1263
WRITING SYLLABUS 1250--007
David Williams, PhD
David.williams@colorado.edu
720-308-0915
Housing Movein
See the Housing website
Chancellor’s
Convocation
Aug. 23, 11 a.m. (Fri.)
First Day of
Classes
Labor Day
(campus
closed)
Aug. 26 (Mon.)
Tuition Due
Fall
Convocation
Family
Weekend
Fall Break
Sept. 4 (Wed.)
Oct. 4 (Fri.)
Thanksgiving
(campus
closed)
Nov. 28-29 (Thurs.-Fri.)
Last Day of
Classes
Dec. 13 (Fri.)
Final Exams
Commencement
Dec. 14-19 (Sat.-Thurs.)
Dec. 20 (Fri.)
Sept. 2 (Mon.)
Oct. 3-6 (Thurs.-Sun.)
Nov. 25-27 (Mon.-Wed.)
REQUIRED TEXTS/CDS—Readings will be woven into the class throughout the
semesters.
Knowing Words
Writer’s Help
Course Description
This is a course about reading, writing, thinking critically, and being able to come up with creative
solutions and ideas. You will be asked to examine worldviews and perspectives, possibly outside
of your own, and to assess reasons for belief. The overall thematic focus of this particular course
is on Man & Nature: where we’ve come from and where we are going on this earth. With that in
mind, we will touch on human evolution, the nature of the brain, and our relationship to the
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environment. We will examine differences between myth and science. We will also take a look at
various theories of ethics—asking questions about what motivates human behavior. You will be
reading a wide section of texts, as well as peer papers, helping others revise, while also revising
your own work. I see writing as a progression, and there will be ample opportunity for revisions
as you think through and reexamine your work.
The syllabus is always subject to changes, as I assign various new readings or special events
become available.
Texts—Readings will be distributed via D2L upon occasion. No formal text.
Writing Assignments and Grading Criteria
The kinds of writing I will ask you to do include informal in-class writings, short reflective and
response pieces, formal essays, and a research project.
PERSONAL ESSAY—Creative Non-Fiction. A narrative essay in which you draw from personal
experience to reflect on a question, idea, or concept.
RHETORICAL ANALYSIS. An essay in which you analyze an article, editorial, or website to
understand the rhetorical strategies the author or authors used to persuade his or her audience.
CRITICAL ANALYSIS. For this, you must take sides on a philosophical debate and present a case,
while at the same time deciphering the opposing side’s positions.
VIDEO PROJECT. For this project, you create a public service video of about 3 minutes in length on
an environmental topic.
RESEARCH PAPER. This will be tied directly into what you do for your video: an essay in which
you pose a research question, place the question in context, investigate and cite relevant sources
of information, and draw conclusions from the data you've gathered, which becomes the Thesis.
The thesis, when you do the final draft, becomes the driving force of the paper in which you are
posing an argument and proving it to your reader.
Assignments will count as follows:
Origin Paper:
5%
Personal Paper
10%
Rhetorical analysis:
10%
Critical analysis:
15%
Video Project:
25%
Research Paper:
25%
Environmental Presentation: 10%
Short reflection/response pieces, quizzes, and participation, including contributions to class
discussion & workshops: 5%.
AFTER TAKING THIS COURSE, YOU SHOULD:
-have a better background regarding the nature of science and the eco-system.
-know how to write do critical research and write a research paper.
-know something about rhetorical analysis.
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-be able to see below the surface and recognize brain biases.
-be able to find more effective ways of writing.
-be able to construct a video.
“A” level work reflects excellence in all areas. An “A” suggests that work is not only thought provoking and
structurally polished, but that assignments are completed with a high level of stylistic and critical independence. “A”
level work presents the reader with fresh and independent thinking, logical organization, and excellent control over
mechanics and style.
“B” level work is very good, well above average. This work explores difficult questions in a way that is creative,
critical and thought provoking. “B” level work is
critically and organizationally sound, is
stylistically competent, and contains few errors.
“C” level work indicates that assignments are
completed adequately, meeting minimum
requirements. This grade indicates that the
work is functional at a college level and that all
aspects of the assignment have been addressed.
However, the work may be hindered by a lack of
sufficient critical inquiry, organizational clarity,
and control over mechanics and style.
“D” level work is substandard at the collegelevel. It is usually completed in haste and
reflects little thought or attention to detail. A
“D” indicates that major portions of the
assignment are completed poorly.
“F” level work is incomplete or inadequate. An
“F” will also be given if plagiarism has occurred.
University Policies
Honor Code
All studen1s 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 non-academic sanctions (including but not limited to university probation, suspension, or expulsion).
Additional information may be found at http://www.colorado.edu/policieslhonor.html
http://www.coloraao.edu'academics/honorcode
"A" level work reflects excellence in all areas. An "A" suggests that work is not only thought provoking and
structurally polished, but that assignments are completed with a high level of stylistic and critical independence.
Attendance Policy
This class will be discussion-based, which means that attendance is mandatory. You allowed three absences-no
questions asked. For every unexcused absence after that, your final mark will drop by 1/3 of a grade. E.g.: If you have
four unexcused absences, and your final grade is a B, it will drop to a B minus; five absences, to a C plus; six absences,
to a C. If you have more than SIX unexcused absences (i.e. miss more than two weeks of class), you will automatically
fail the class. In cases of illness, emergencies, or religious holidays, please let me know, so that your absence can be
excused. Also, please do not be late. If you are repeatedly late, it will affect your final grade. Finally, nonattendance of
this course does not guarantee that you will be administratively dropped.
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Participation
Because this class is discussion-based, you are expected to come to every class having finished the reading and
prepared to participate. Specifically, you should come to each class with at least two comments, questions, issues, or
highlighted passages that you wish to bring up for discussion. I will begin each class by randomly calling on students
to share what they've prepared, as a basis for facilitating discussion. Remember, these are essentially free marks. All
you have to do is do the reading, show up, and talk. Also please brine your texts to every class.
Weekly Responses
Once a week, you are expected to post 1-2 paragraphs of your response to the reading online, and the entire class is
expected to check the blackboard before class. More details will be given on this, once enrolment is finalized.
Students with disabilities
If you qualify for accommodations, 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/EDL/disabilityservices.
Classroom behavior
Students and faculty each have a 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
www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code.
CALENDAR
WEEK ONE—
Monday, August 26
Essay in-class.
We will watch the video on THE HUMAN STORY at http://youtu.be/YeVC3Q5E-kU.
Wednesday, August 28
Friday, Jan. 14. WHO ARE WE AS HUMAN BEINGS? Write a list of 5 things you believe to be true.
Before coming to class, have read “Types of Origin Myths,” by Robert Carneiro:
http://library.thinkquest.org/C005854/text/types.htm.
Friday, August 30
REACTION PAPER—
We will workshop these in class: Write a one-page (no more than one page), double-spaced essay
on your view about myth and science—answering these questions—“What makes science
“science,” and how is it different from myth? Do we need both or not?” This should be entirely in
your own words. Bring in a copy for everyone in class.
GOAL AND RUBRIC: the goal of this assignment is to understand the nature of science and how it
differs from other forms of human inquiry. You should be able to sort through the important
elements of the argument, summarize the argument briefly, and give your own opinion on the
issues of science and myth.
WEEK TWO—
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Monday, September 2, Labor Day, NO CLASS
Wednesday, September 4
Rite of Passage—
Connotations and Close Reading. We will read Hemingway’s “Hills Like White Elephants” in class.
Showing instead of Telling, and use of concrete language. RITE OF PASSAGES IN VARIOUS
CULTURES.
Friday, September 6
WHY DOES THE BRAIN LIKE STORIES? ELEMENTS OF CREATING A STORY—what makes a story?
should we write about? What good are stories? What makes stories work? “All autobiography is
fiction.”
REACTION PAPER 2—
Over the weekend, read the following, and bring in a 1-page reaction paper for Monday, Sept. 6th:
Read “Your Brain on Fiction” at http://www.nytimes.com/2012/03/18/opinion/sunday/theneuroscience-of-your-brain-on-fiction.html?pagewanted=all.
Read/watch “What Your Brain Draws From Art” at http://www.cnn.com/2012/09/15/health/art-brainmind/index.html.
WEEK THREE—
WE WILL BEGIN THE ENVIRONMENTAL REPORTS AND CONTINE WITH
ONE OR TWO A DAY.
Monday, September 9
Bring in Reaction papers
PERSONAL PAPER
Begin writing the first paragraph of your 3-page (typed-double spaced) story about a time in your
life where something happened that helped define you as a person that captures a larger truth,
where you went through a Rite of Passage of some sort. Bring a copy of the first paragraph to
class,: make copies for everyone in class.
Wednesday, September 11
PERSONAL PAPER WORKSHOP IN SMALL GROUPS. Bring in the first page.
Friday, September 13
PERSONAL PAPER WORKSHOP IN SMALL GROUPS. Bring in the second and third pages.
WEEK FOUR—
Monday, September 16
TELL ORAL SYNOPSIS OF PERSONAL STORY
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RHETORIC— WE WILL WATCH THIS VIDEO IN CLASS
to get an idea of how rhetoric is used: http://www.colbertnation.com/the-colbert-reportvideos/394777/august-16-2011/colbert-super-pac---frank-luntz-commits-to-the-pac.
Rhetoric is the ancient art of persuasion, and of course it is something that we all do every day,
with virtually every utterance and gesture we make, for we are continually trying to convince
others of our position. The symbols we use to communicate have numerous connotations tied
into culture, emotion, belief-systems, concepts of self, etc. This is why symbols are so powerful—
they conjure up more than the mere denotation (the thing itself). The Art of Rhetoric is the
attempt to define how symbols operate in the minds of others so that a speaker can manipulate
language or images to create a desired effect in another’s mind. This goes back to the ancient
Greeks, of course. Sophists were teachers of rhetoric who made their living by educating others
on methods of public speaking. Plato detested the Sophists because they were relativists. They
would teach anyone of any political or moral persuasion how to make a case, so long as they got
paid. They did not worry about the consequence of a “truth” in an abstract sense. For example,
they could teach one how to argue for the existence of the gods, or for the fact that all the gods are
merely made up and have no basis in fact. Plato was concerned with eternal ideas or Forms that
were fixed and permanent, rising above the world of particulars. Regardless of Plato’s
dissatisfaction, every writer or speaker uses words in order to promote his or her ideas (as did
Plato himself), and the way we use symbols matters. In the end, we are all, as neuroscientist
Antonio Damasio says, “feeling machined that think, not thinking machines that feel,” and are
therefore all easily moved by emotion, which is one of the principal rhetorical devices (pathos).
But as we will see when we examine Damasio’s work in neuroscience, without emotion we would
be unable to think rationally or make decisions.
We will next watch a documentary tracing the DNA of humans across the planet, showing where
we come from: Journey of Man.
Wednesday, September 18
RHETORIC— WE WILL WATCH THIS VIDEO IN CLASS
to get an idea of how rhetoric is used: http://www.colbertnation.com/the-colbert-reportvideos/394777/august-16-2011/colbert-super-pac---frank-luntz-commits-to-the-pac.
Rhetoric is the ancient art of persuasion, and of course it is something that we all do every day,
with virtually every utterance and gesture we make, for we are continually trying to convince
others of our position. The symbols we use to communicate have numerous connotations tied
into culture, emotion, belief-systems, concepts of self, etc. This is why symbols are so powerful—
they conjure up more than the mere denotation (the thing itself). The Art of Rhetoric is the
attempt to define how symbols operate in the minds of others so that a speaker can manipulate
language or images to create a desired effect in another’s mind. This goes back to the ancient
Greeks, of course. Sophists were teachers of rhetoric who made their living by educating others
on methods of public speaking. Plato detested the Sophists because they were relativists. They
would teach anyone of any political or moral persuasion how to make a case, so long as they got
paid. They did not worry about the consequence of a “truth” in an abstract sense. For example,
they could teach one how to argue for the existence of the gods, or for the fact that all the gods are
merely made up and have no basis in fact. Plato was concerned with eternal ideas or Forms that
were fixed and permanent, rising above the world of particulars. Regardless of Plato’s
dissatisfaction, every writer or speaker uses words in order to promote his or her ideas (as did
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Plato himself), and the way we use symbols matters. In the end, we are all, as neuroscientist
Antonio Damasio says, “feeling machined that think, not thinking machines that feel,” and are
therefore all easily moved by emotion, which is one of the principal rhetorical devices (pathos).
But as we will see when we examine Damasio’s work in neuroscience, without emotion we would
be unable to think rationally or make decisions.
We will next watch a documentary tracing the DNA of humans across the planet, showing where
we come from: Journey of Man.
Friday, September 18
THE HUMAN BRAIN—how it evolved.
Film on Brain, with neuroscientist Antonio Damasio.
We will watch the first 15 minutes of the PBS show The Secret Life of the Brain: Episode
4:http://www.youtube.com/watch?v=T_-2IAHvfxE and “When Emotions Make Better Decisions,” a
thttp://www.youtube.com/watch?v=1wup_K2WN0I.
We will watch the 3 minute philosophy video on Descartes-http://www.youtube.com/watch?v=BHihkRwisbE
Over the weekend, read the following, and write a 1-paragraph reaction paper to bring in on
Monday.
Read “Free Will,” at http://www.nature.com/news/2011/110831/full/477023a.html#B1.
Read “Who’s in Charge Inside Your Head?” at
http://www.nytimes.com/2012/10/07/opinion/sunday/whos-in-charge-inside-yourhead.html?_r=1&smid=fb-share.
Read “Did Your Brain Make You Do It?” at
http://www.nytimes.com/2012/07/29/opinion/sunday/neuroscience-and-moral-responsibility.html.
Read “The brain . . . . “ at http://www.guardian.co.uk/science/2012/apr/29/neuroscience-davideagleman-raymond-tallis.
Have read chapter 10 of The Trickster Brain.
Read/watch “Brain Biases” at http://www.brainshortcuts.blogspot.com/.
Read “How Memory is altered” at
http://www.schneier.com/blog/archives/2012/06/the_unreliabili.html.
Read “Remembering Things Changes the Memory of Those Things?” at
http://boingboing.net/2010/05/03/remembering-things-c.html.
WEEK FIVE—
Monday, September 23
Biases— We will watch/listen to “Confirmation Bias . . . . “ at
http://www.youtube.com/watch?v=e-TXeQwla84&feature=related.
We will watch “Prejudice” at http://www.huffingtonpost.com/2012/01/10/prejudice-in-thebrain_n_1195880.html.
We will watch “When Eyes Deceive” at http://www.youtube.com/watch?v=rSzPn9rsPcY.
Wednesday, September 25
Mirror Cells and Human Interactions. We will watch the following video “V.S.
Ramachandran --The Tell-Tale Brain: A Neuroscientist's Quest for What Makes Us Human” at
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http://www.youtube.com/watch?v=hiIVtROrtbk&feature=related
Friday, September 27
Classical Rhetorical Strategies From Ancient Greece—Pathos, Logos,
Ethos, Enthymeme,
Appeals from authority, expertise, social status; appeals to the emotions, sympathy; identification;
appeals of logic, reasoning, evidence.
Is the author credible? Does he/she have authority, experience to speak on issue?
Who is the author's target audience? How would you characterize this audience? What kinds of
strategies does the author use to appeal to this audience?
What is the author's central claim or thesis? How does he or she support this thesis? What
evidence, reasoning, or data does the author use in support of his or her claim?
RHETORICAL ANALYSIS. Discerning an author's purpose or motive (Who is saying what to
whom and Why?) Discerning an author's strategies: How does the author make his or her point?
Bring in an advertisement from a magazine or television that uses “green” in some
fashion.
WEEK SIX—
Monday, September 30
Guest speaker on using graphic design, for Media Project.
Wednesday, October 2
Writing Assignment ANALYSIS PAPER—Analyzing an advertisement—
Bring in a 2-page analysis of
the advertisement you want
to dissect. We will workshop
these in class. Make 5 copies.
Friday, October 4
ANALYSIS PAPER
WEEK SEVEN—
Monday, October 7
State of Nature-Wednesday, October 9
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MEDIA PROJECT WORKSHOP. Defining what is at stake/deciding upon a topic. We will also
watch a short film, Plastic Bag, and look at other eco videos, analyzing how they succeed or not.
Wednesday, October 9
Analyzing Eco Videos.
WEEK EIGHT—
Monday, October 14
Guest Speaker on making films.
Wednesday, October 16
Friday, Feb. 18. ETHICS. A review of ethics, from Aristotle (Virtue), to Consequentialist, to
Deontological, to Environmental Ethics. to Darwinian Ethics. Why do we desire to act “good?”
ALTRUISM. SOCRATES: “Is conduct right because the gods command it, or do the gods command it
because it is right?
Friday, October 18
I will assign a reading for you. CRITICAL ANALYSIS, Film: Lobos, from PBS.
Take notes, so you can begin drafting a critical paper that deals with the debate between
Conservation and Preservation.
Discussion of Preservation and Conservation. Agency, ethics, and responsibility; craft; syntax and
style as matters of rhetoric.
Answering the opposition. Moving beyond "Everyone's entitled to their opinion." The craft of
composition revisited. Using words, phrases, voice, tone and style to strengthen your argument.
PERSUASIVE WRITING. Taking a stance on an issue. What constitutes an issue? MEDIA PROJECT
WORKSHOP. As a group, draft a statement in which you take a stand on a position and support
your position with reasoning and evidence.
Embracing contraries. Answering the opposition
Moving beyond “Everyone’s entitled to their opinion”
Using words, phrases, voice, tone and style to strengthen your argument
Assignment: Revise your essay for publication. How would you present your argument to an
audience that includes readers both friendly and unfriendly to your central point and claims?
Playing devil’s advocate. You say X, I say Y.
Representing opposing viewpoints. Have read Writing Analytically chapters 13 & 14.
Assignment: Rethink your statement for Media Project, so that it includes at least one claim with
supporting reasoning/evidence that complicates or counters a claim you’ve made.
CRITICAL ANALYSIS, “PRESERVATION VS. CONSERVATION,” FIRST DRAFT DUE FOR PEER REVIEW
on Monday.
PREPARATION FOR LIBRARY EVENT
WEEK NINE—
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Monday, October 21
Critical Analysis Workshop
Wednesday, October 21
ENVIRONMENTAL TOPICS DECIDED UPON AFTER LOOKING AT A RANGE OF ENVIRONMENTAL
PROBLEMS. Find a Research Subject. Find and pose a researchable question that deals with
the State of the World: Wildlife, Population, Deforestation, Global Warming, Habitat Destruction,
Food Production, etc. Have read Writing Analytically chapters 15 & 16. Assignment: List ten
things you’ve always wanted to know more about that have to do with topics related to
environmental issues. Choose two topics on your list and ask five questions for each.
Friday, October 21
Sustainability.
WEEK TEN
Monday, October 28
RESEARCH PAPER: HOW TO WRITE ONE
Wednesday, October 30
RESEARCH PAPER
Friday, November 1
RESEARCH PAPER
WEEK ELEVEN—
Monday, November 4
RESEARCH PAPER
HAND IN RESEARCH PROPOSAL with thesis idea.
Research methods (1): Data collection. What counts as data?
Research methods (2): What has already been said about your topic? Placing your study in
context. Assignment: Prepare a proposal that includes your research questions(s) and methods
for your library seminar instructor. Begin drafting research essay.
MLA STYLE. Citing sources in the body of your essay
Tuning your sources to your argument and voice.
Wednesday, November 6
WORKSHOP FIRST PAGE OF RESEARCH PAPER. MAKE 5 COPIES.
Friday, November 8
Oral Reports on you research project—just give a 10 minute synopsis to the class.
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WEEK TWELVE—
Monday, November 11
Oral Reports on you research project—just give a 10 minute synopsis to the class.
Wednesday, November 13
We will watch the following documentaries: “The Ecological Footprint”:
http://www.epa.vic.gov.au/ecologicalfootprint/about/documentarydvd.asp as well as
http://youtu.be/4BbkQiQyaYc on population.
Friday, November 15
Watch the following documentary: “Mind Over Money”:
http://www.pbs.org/wgbh/nova/body/mind-over-money.html
WEEK THIRTEEN
Monday, November 18
Discussion of films.
Wednesday, November 20
Solutions for the Planet.
Friday, November 22
Workshop Final Draft of Research Paper
WEEK FOURTEEN—THANKSGIVING BREAK, NOVEMBER 25-27
WEEK FIFTEEN—
Monday, December 2
Oral Presentations about your Research Paper—10 minutes.
Wednesday, December 4
Oral Presentations about your Research Paper—10 minutes.
Friday, December 6
Video fine-tuning.
WEEK SIXTEEN—
Monday, December 9
View Your Videos
Wednesday, December 11
View Your Videos
Friday, December 13
View Your Videos
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Cartoons
Cartoons by David Williams