PROGRAM FOR WRITING AND RHETORIC
WRTG 3020 Section 063 (TAM course)
Advanced Composition: Writing on Real and Virtual Society
TR: 8:00 - 9:15 a.m., ATLS 104
Instructor: Dr. Anne Bliss
Office: ENVD 1B27D (Enter the NW ground floor of ENVD, proceed down the stairs and straight ahead to the
PWR offices; enter the lobby on your left; turn right down the hall from the lobby. My office is at the south
end, in the 1B27 office suites.)
Office Hours: 1:00- 3:00 p.m. Tuesdays and Thursdays, and by appointment
Telephone/Voice Mail: 303-492-4478; Fax: 303-492-7877
Email: anne.bliss@colorado.edu
Course Objectives:
Welcome to WRTG 3020, Writing about Real and Virtual Society, which offers you many opportunities to explore
the contact zones between technologies and society. Additionally, this course provides communication projects involving
written, oral and visual presentations to help you fine tune your writing and rhetorical skills and demonstrate your expertise
in your chosen fields. The course will be conducted as an intensive communicative workshop using both face-to-face and
virtual interaction as we study the history, developments and relevance of technology, arts, and media within the
convergence of electronic technologies and communication within society, both real and virtual. The course also emphasizes
non-textual, textual, and visual rhetoric in both non-electronic and electronic formats. Requirements include reading various
theoretical, applicable and other relevant texts, as well as writing and orally delivering summaries, critiques, analyses, and
arguments about the interrelationships between communication, writing, rhetoric, technologies and society. This course
satisfies requirements for the upper division core curriculum writing requirement as well as for the Technology, Arts and
Media (TAM) Certificate.
Required Texts:
Teich, Albert H., Ed. 2006. Technology & the Future. Boston: Bedford/St. Martin’s. * 10th Edition/used.
Odell, Lee and Katz, Susan M. 2010. TEXT WILL BE PROVIDED FOR THE TERM BY THE INSTRUCTOR.
Recommended References:
A good dictionary, e.g. Webster’s Collegiate Dictionary; Elements of Style (Wm. Strunk and E.B. White); a
thesaurus , e.g., Roget’s Thesaurus; a reference to the Internet, e.g., ONLINE! (Andrew Harnack and Eugene
Kleppinger, 2000, St. Martin’s Press).
Web-based references (Please see the Website list at the end of this syllabus.)
Other Materials:
Access (out of class) to computer with Internet connection and Microsoft Word
Pen/Flash drive or CD (RW)—to port your text, materials (or plan to send email attachments to yourself for backup
as well as filing in CU Learn)
Additional Information:
The primary text for the course will be your communication, including written, oral and visual assignments, and that
of your classmates. You will be expected to provide copies of your assignments prepared for computer viewing and
discussion, with occasional hard copy or other formats; assignments will be submitted to the course CU Learn forum by the
specified deadline. The class will work together as a team to improve each assignment through discussion of rhetorical
aspects of the text, constructive criticism and oral or written commentary as assigned, F2F and online. In addition, some
assignments will be done in teams, and others may be conducted through e-mail and other Internet or distance protocols.
Attendance is obligatory. If you must miss class, obtain from a classmate the information or assignment given
during the session. If you must miss class when you have an assignment or revision due, please send it to class with a fellow
student, submit it to the appropriate CU Learn forum, or make sure you give it to me prior to the class. Late assignments
most likely will not be accepted, but I will probably enjoy hearing your excuse anyway.
Excessive absences (i.e., more than three) will negatively affect your term grade at the rate of 1/3 grade per absence
after three; likewise tardiness. More than six absences will result in an “F” for the course; in the case of illness, discuss your
options with me.
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Dr. Anne Bliss
Disabilities: If you qualify for accommodations because you have 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 (303-492-8671, Willard 322, www.colorado.edu/disabilityservices).
Language Distinctions: If you speak English as your second or subsequent language, please notify me of your home
language and any real or potential difficulties you may have in listening, speaking, reading, or writing in English.
Other Personal Issues: If I need to know anything else about you that may affect your performance in this course, please let
me know; I can’t read your mind, yet....
Campus policy regarding religious observances: Faculty should 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, I will adhere to these policies and ask that you inform me ahead of time when you must miss class for religious
reasons so that I may accommodate your needs and make arrangements for assignments. Please see the full details of this
campus policy at http://www.colorado.edu/policies/fac_relig.html.
Be aware of the campus "Classroom Behavior" policy: Check http://www.colorado.edu/policies/classbehavior.html as well as
faculty rights and responsibilities listed at http://www.colorado.edu/FacultyStaff/faculty-booklet.html#Part_1. These
documents describe examples of unacceptable classroom behavior and provide information on such circumstances should they
arise.
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.
Discrimination and Harassment: 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.
Student 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.
NOTES:
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Colorado Commission on Higher Education (CCHE) Articulation/Guaranteed Transfer
Program:
The CCHE has recently established a program whereby core curriculum courses at CU-Boulder have guaranteed transferability
within various state institutions of higher education, e.g., you may transfer this WRTG 3020 to the University of Colorado at
Denver or Colorado Springs for upper division writing credit. This course meets the theoretical perspectives and specialized
disciplinary requirements for writing and rhetoric CCHE requires for the “Advanced Writing Course” (GT-CO3).
Rhetorical Knowledge: This course holds a rhetorical perspective based in the framework of technology and computermediated communication, media studies, and art within the context of social foundations, including ethics, power, equity and
other bases for functioning societies. In addition to a firm foundation in classical rhetoric (e.g., Aristotelian Rhetoric), the
course includes the following aspects of rhetoric and communication:
 We read and analyze key texts and other materials from David Burns, Mike Palmquist, Neil Postman, Cynthia Selfe,
and others whose theories relate to human use of electronic technologies, the influence of those technologies on
humans, and the ways in which humans use technologies for communication.
 We focus on a wide variety of texts included in Albert Teich’s Technology and the Future, a reader that focuses on
the intersections between many technologies and society, including communicating about them and with them.
 We study rhetorical modes of description, analysis, argument and other forms of engagement, as well as informative
texts on writing and persuasion in several texts by the authors above, as well as in the work of Kenneth Burke, Robert
J. Connors, Peter Elbow, Andrea Lunsford and others.
 We utilize the wealth of materials found on four nationally and internationally recognized academic websites (in
addition to others as needed). The URLs for these websites may be found at the end of this syllabus.
o The Purdue University OWL (online writing lab)
o The Colorado State University Writing Center (online writing information)
o Silva Rhetoricae (classical rhetoric)
o American Rhetoric (public directory of primarily oral rhetoric).
Writing Process: The course offers many opportunities to fully grasp the relationship between writer/creator and audience
(reader, listener, user) by:
 focusing on project development through peer review and self-analysis/reflection on the process of writing text or
creating a persuasive visual object or program;
 reflecting and revising to truly communicate with one’s audience, in both real and virtual encounters, and in writing,
oral presentations, and visual display;
 incorporating non-electronic and electronic technologies into your communicative projects, e.g., hard copy, original
display, video, multimedia including voice and other software media, e.g., PowerPoint ;
 viewing this course as a practicum in your respective studies, in addition to a course that assists with advanced literacy
and media literacy skills in order to communicate effectively with your audience.
Convention: All writing and other assignments and projects for this course will utilize key genres of academic and professional
communication, including mass media presentations, i.e., what is added or removed for a general, public audience of the
generally considered 6th-8th grade reading level or individuals who do not possess specialized knowledge for professional or
academic use. The course will provide opportunities for each student to learn to use genres specific to his or her major field,
e.g., business documents, online formats of various types, etc., and to learn to transfer content and presentation from one genre
to another suitable for specific audiences.
Effective Application: Every part of this course has broad applications to society, to the context in which societies
communicate, and to ways they use non-electronic and electronic technologies.
 We learn rhetoric and writing techniques that direct assignments toward real audiences: our colleagues in class,
broader audiences in specific fields, and general audiences.
 We learn to transfer and adapt our writing, speaking and rhetoric for multiple audiences and public reception.
 We think critically as well as communicate effectively about our topics in order to apply our knowledge about the
contact zones between technology and society.
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Dr. Anne Bliss


We consider ethics, power, class and other social issues that affect or are affected by technology.
We learn to apply our leaning in this course to the vast applications it has in the world today.
WRTG 3020 - TAM Course Requirements:
This course requires reading and analyzing short essays, websites, and media text as well as writing short assignments
analyzing specific issues. In addition, the course requires three larger projects using analysis and argument. Students will
critique each other’s papers, give oral presentations, participate in class discussions (F2F and online), and complete small group
projects. Review of grammar, diction, vocabulary, and style issues will be undertaken as appropriate. Students will also
research and write about topics in non-textual, textual, and visual rhetoric, as well as rhetoric in non-electronic and electronic
formats. Individuals and teams will lead discussions about readings and participate in online discussions related to class.
We will attempt to work on each person’s writing project at least once a week, and drafts are to be distributed, online
or in hard copy as assigned, in advance of discussion. Class participants are required to present a critique or lead discussion
about another student’s writing at least once a week; the critique may be oral or written as assigned. Online critiques will be
written within the course CU Learn forums, using the reviewing tools in Microsoft Word. Even though you only submit essays
for grading on the due dates, daily writing and revision improves thinking, reflection and text. To receive a grade, submitted
assignments must be reviewed in class or online while they are “in progress”—i.e., a “first draft” final version of a written or
other assignment will receive a failing grade.
Grading Rubrics and Standards:
These standards apply to essays as well as to other written assignments. Grades for oral presentations and visual
presentations are based on content, clarity, form, delivery, and persuasiveness, and generally follow the standards below.
A
Exceptional in form, content, and style: original, substantive, insightful, highly persuasive, well organized and written
in a clear, graceful, error-free style. An “A” essay teaches the reader.
B
A good, interesting paper demonstrating control of rhetoric and structure, plus above average thought and writing craft.
The paper may have no major flaws that compromise its effectiveness or readability.
C
An adequate paper that has an organizational structure, but one that may contain weaknesses. The paper will fulfill the
basic requirements of the assignment but say little of genuine importance, and it may border on the persuasive but not
thoroughly convince the reader.
D
Contains deficiencies in form, content, or mechanics and is not persuasive.
F
Incoherent, lacks serious thought/organizational structure, contains many surface errors, plagiarized, or not submitted
when due.
Spelling, typographical, and grammatical errors are an insult to the reader and are unacceptable. These kinds of errors, plus
oral or visual flaws, if not corrected by final submission of assignments, will affect negatively grades on those assignments.
Assignments in process receive participation credit but not grades.
Term grades will be based on performance in several areas; approximate percentages are as follows:
40%
General assignments: participation in F2F class and online, discussion, oral and written critiques, group
work, and short assignments
Oral presentations (team, individual)
60%
Projects (Rhetoric of Text; Visual Rhetoric; Electronic/Computer Rhetoric)
Cheating and Plagiarism:
Submitting another person’s work as your own or failing to credit the ideas or work of others included in your
written or oral presentations will result in an automatic “F” for the assignment. Other ramifications according to the Honor
Code will also result (www.colorado.edu/academics/honorcode). Document your sources accurately in citations and a
reference list according to standard APA, MLA, or format applicable to your field; this is especially important for the use of
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Dr. Anne Bliss
Web-based materials. Your writing handbook explains the correct format and provides models for citation. You are
responsible for using correct format; choose the format used in your major field and do not switch back and forth between
style systems. Plagiarism is a form of cheating, and it is illegal.
Written text may be submitted to turnitin.com, a plagiarism checking service, which you may use to check your
papers, as well. Also study the CU copyright information: www.colorado.edu/copyright; obey the law.
OVERVIEW OF TERM ASSIGNMENTS (WRTG 3020 – TAM, Dr. Anne Bliss)
GENERAL ASSIGNMENTS (40%)
Participation/Short Assignments (30%)
Discussant/Referee on Drafts (multiple, ongoing)
Summary and Discussion of Readings
Web site evaluations
Online and F2F participation
Other Short Assignments (non-text rhetoric essay; other assignments, both be oral and written)
Oral Presentations (10%)
Oral Presentations (team, individual)
PROJECTS (60%)
Rhetoric of Text (team project) (10%)
Visual Rhetoric (individual project) (20%)
Technology Project, including presentation (individual project) (30%)
UNIT 1:
Introduction to Description, Analysis, Rhetoric/Persuasion, Organization, and other Writing Issues
Reading/Discussion (continued throughout units 2, 3 and 4)
Team Evaluation Project:
Topic: Early non-text technologies related to social issues/concerns
Web Research and Analysis Techniques
Format: Short essay (1000 words maximum) using description and analysis, citations as needed
UNIT 2:
Team Description/Analysis Project: RHETORIC OF TEXT
Topic: Rhetoric of text focusing on (the use of) “middle electronic technologies”: radio, television, etc. The
website, www.turnoffyourtv.com offers a directory of articles suitable for this project; or choose your own text
related to the “middle” technologies, defined as more than 30 years old, excluding computer technology.
Format: Short essay (1200 words maximum for text) using description and analysis; may be a refutation.
UNIT 3:
Individual Analysis Project: VISUAL RHETORIC
Topic: Visual imagery/visual communication and rhetoric about technology and political issues
Format: Essay (1500 words maximum for text) using description and analysis
Audience: Specific and appropriate
Format: Essay format, a short project report, or other appropriate formats such as a formal business letter
Publishable (hard copy plus online: web page, other; preferably with hypertext links)
Short oral presentation of the project
UNIT 4:
Individual Argument Project: Technology Project/Communication/ Society/Future Trends
Topic: Technology Project: Develop a new technology, analyze an existing technology for change, or eliminate a
technology *A specific project assignment and grading rubric will be distributed approximately October 1.
Audience: Specific and appropriate
Format: An appropriate genre for a project report appropriate to the issue and assignment parameters: long
essay form; research paper; project report including cover sheet, table of contents, letter of transmittal,
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Dr. Anne Bliss
executive summary, appropriate graphics, etc.; OR alternate formats such as web pages, videos, photographic
installation online/gallery, multimedia (approved by the instructor); 1500 words maximum for text.
Publishable (hard copy plus online: web page, other; preferably with hypertext links; may be written in
hypertext or linear text; TAM students, and others, may propose electronic projects/video/film/etc.
Oral Presentation: Present final project with electronic support (Power Point, video, web page, etc.)
WRTG 3020: TAM
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Tentative Class Schedule
UNIT 1: Focus on rhetorical mode of description, how and why description aids or causes problems in analysis, focus and
bias; uses readings, focus on Kenneth Burke’s “Pentad” for analysis of websites; includes collaboration, focus on early
technologies and their uses in persuasion, writing description
August
25
Course introduction
Introduction to the computer lab
HW:
Write: “Why is technology important to society?” (250 words max., memo format, one hard copy due 08/27)
Read: Occasions essays for discussion in next class: “Mindless Machines” by Ben Tarr, “The Research
and Development of the High Altitude Sleeping System: HASS” by Aaron Shupp, and “Twenty Dollars for a Light
Bulb” by John LaTourette—also be sure to read “Form and the Essay” about rhetorical structure. The essays are
available online: www.colorado.edu/pwr/occasions.
27
Discussion:
HW:
Rhetorical Form and Function; Occasions essays
Introduction to online reviewing tools
Website evaluation (team): Choose a website about non-electronic technologies; evaluate according
to the posted criteria taken from Kenneth Burke (www.rhetorica.net/burke.html; OR
http://writing.syr.edu/~cageyer/dawgnotes/archives/2007/02/kenneth_burke_p.html)
Read Marx, 3; Pool, 13 (all readings from TEICH unless otherwise designated)
Read: Assignment description for Non-electronic Technologies Project in CU Learn, website review” forum
Website review (250 words maximum); post in CU Learn “website review” forum before next class)
September
1
Discussion:
HW:
Marx, Pool ________________________
Early technologies; Non-text Rhetoric Projects (team)
Read Tenner 22; Weinberg, 27
Non-electronic Technologies Project (NETP); post URL and introduction/description before next class
3
Discussion:
Tenner, Weinberg___________________________
Workshop:
Review/critique
HW:
Read Berry, 35; Florman, 41
Complete project (Full rough drafts posted by midnight 9/7, 1000 words maximum)
8
Discussion:
Berry, Florman_________________________
Workshop (review/critique)
HW:
Read Winner, 50
Revise projects following review (Due by midnight 9/11; 1000 words maximum)
10
Discussion
Winner____________________________
Workshop (review/critique)
HW:
Revise projects following review (Due by midnight 9/11; 1000 words maximum)
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Dr. Anne Bliss
UNIT 2: The Rhetoric of Text unit builds on the rhetorical mode of description to support analysis and persuasion; uses
readings, focus on Kenneth Burke’s “Pentad” for analysis, Postman’s theories on rhetoric of early technologies and
information/media literacy; includes collaboration and reflection
15
Introduction to Rhetoric of Text Project on “middle technologies”
Workshop
HW:
Teams choose middle technologies (3), be able to explain your choices to colleagues on 9/17
17
Workshop/Discussion
HW:
Read Cornish, 80
Middle technologies project: Deadline: post initial description and thesis/list of support online before
midnight 9/21.
22
Discussion:
Cornish________________________________
Video: “Revising Prose” by Richard Lanham
HW:
Read McDermott, 103; Read Postman “Informing Ourselves to Death”
(www.frostbytes.com/~jimf/informing.html)
Write: Begin team Text Projects; post topic, short description before midnight 9/23: Consider: Why is text
important in persuading readers? What aspects of the text, as technology, affect readers’ perceptions? Is text
necessary? Choose an example of online or hard copy text to analyze for its rhetorical purpose and
usefulness in persuasion; bring text on 09/24. Maximum finished text length 1200 words; final team project due at
midnight 10/9.
24
Discussion:
Workshop:
Read:
29
McDermott, Postman________________________________
(Review team projects; using Word reviewing tools, “find” and “find and replace”. Refer to
http://writing.colostate.edu or the Purdue OWL if you need additional assistance with the text; refer
to Silva Rhetoricae for added information on rhetoric and positioning your analysis)
Kurzweil 144
Team project: Post thesis paragraph, background information/description before next class
Discussion:
Kurzweil____________________________
Proofreading tools
Workshop:
Review projects
HW:
Read Joy 115; Brown and Duguid 138
Team projects, revise and extend to rough draft; post online before 10/1.
Post critique no later than midnight 10/03.
October
1
Team critique of online postings (essays); written critique by midnight 10/3
Begin Research Project on Visual Rhetoric (Work in library, online, public images.)
Writing: Revise team projects after critiques are posted and submit online before midnight 10/05.
*Revise projects after critiques and post to forum before class on 10/06.
6
Discussion:
Joy; Brown and Duguid
Workshop:
Peer Review of Writing Projects
HW:
Read: Lovins and Lovins, 169
Revise/finish full drafts of team projects; post for grading, Due online by midnight 10/9.
8
Discussion:
Lovins and Lovins_________________________________
Workshop:
Peer Review of Writing Projects
HW:
Read: The 911 Commission, 186
Finish team projects; Due online by midnight 10/9
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Dr. Anne Bliss
UNIT 3: Visual Rhetoric builds on description and analysis of text to focus on aspects of design and delivery (text and
graphic size, color, location, animation, etc.) that influence or persuade a viewing or using audience to behave in a certain
way; uses the work of David Burns, Mike Palmquist, Cynthia Selfe, and essays in Technology & the Future to demonstrate
and analyze visual rhetoric. We will screen two of David Burn’s works when most applicable during this unit.
13
Discussion:
HW:
The 911 Commission___________________________________
Introduction to visual rhetoric essay (Individual Project)
Choose at least three examples of images related to a political issue that you believe convey an idea or
persuade the viewer to act or not to act in a certain way; bring hard copy images to class on 10/15 or prepare
to show other public images (e.g., billboards, graffiti, etc.) with photos, online images, etc.
15
Workshop:
Visual Rhetoric Project (Focus on Political Issues)
HW:
Read: Martin, 174
Write: Introduction for Visual Rhetoric Project: Why does a visual image affect communication? Why does
visual communication affect society; or, conversely, why does society affect visual communication? Consider
photography, film, video, and especially the impact of television or monitor screens and the uses made of
them. (Maximum length: 1500 words for the entire project/essay exclusive of title page and reference
documentation; project due date: 11/4, midnight posting)
20
Discuss:
Martin_________________________________
Workshop:
Review Projects
HW:
Read: Weinberg, 209
Revise/extend projects after review; post revisions online following discussion, before the next class.
22
Discussion:
Weinberg_______________________________
Workshop:
Review Projects
HW:
Read: Bush, 218; Murray, 222
Revise/extend projects after review; post revisions online before the next class
27
Discussion:
Bush, Murray__________________________
Workshop:
Review Projects
HW:
Revision/extension; post full rough draft online by midnight before next class
29
Workshop:
Review Projects (full drafts)
HW:
Read Karl and Trenberth, 235
Revision/Polish for peer review (group #1, bring four hard copies to class on 11/1)
November
1
Discussion:
Karl and Trenberth___________________________________
Workshop:
Peer Review (full drafts); (group #2 bring four hard copies to class on 11/3)
HW:
Read Abraham, 244
3
Discussion:
Workshop:
HW:
Abraham
Peer Review (full drafts); DUE: Visual Rhetoric Projects posted in the class forum
before midnight 11/4
Read Ceruzzi, 253
UNIT 4: Electronic Rhetoric builds upon all of the rhetorical and communicative knowledge acquired to date in the class in
order to fully analyze the impact of electronic technologies on society, and society’s impact on those technologies; uses
description and analysis as the foundations for fully developed arguments; employs the readings in Teich’s Technology &
the Future, readings and themes/theories from previously studied rhetoricians, and also emphasizes key writing and
communication techniques as discussed by Connors, Elbow, Lunsford and others (consult websites at the end of the
syllabus).
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Dr. Anne Bliss
5
Discussion:
Ceruzzi, __________________________________
Workshop: Technology ~ Rhetoric/Communication/ Society/ (final project)
Write: Introduction to Final Project
****Focus rhetorical aspects of electronic technologies: analyze/argue an issue concerning technology and
any aspect of society. You may choose to develop a technology, analyze a technology and recommend a change or
solution to a problem, or to eliminate a technology that is somehow detrimental to society. You are welcome to
consider areas that are related to your major or to your special interests. (Final project: 1500 words maximum;
minimum of three different types of resources, e.g., Web, book, journal, newspaper, etc.) Your final document may be
written as a hypertext document, a web page, and may contain original graphics, etc. Propose a genre or format if you
wish to use a format other than a standard CU Learn document submission, and obtain my approval for your project.
HW:
Read: Lessig, 282
Select topic; write a one page proposal for your project (one hard copy, due on 11/10)
Your final project will be due, posted by midnight on 12/4
10
Discussion:
Lessig, 282
Workshop
Projects (proposals)
HW:
Read Kapor, 293; Andrea Lunsford (Andrea Lunsford on Aristotelian and Rogerian Argument:
www.jstor.org/sici?sici=0010-096X(197905)30%3A2<146%3AAVRAAR>2.0.CO%3B2-H&cookieSet=1)
12
Discussion:
HW:
Kapor and Lunsford ____________________________
Analysis and Argument
Read: Zuboff, 304
Revise/extend project following discussion of your project
17
Discussion:
Workshop:
HW:
Zuboff__________________________
Review Projects
Read Rochlin, 312 and Shostak,
Revise/extend project following discussion of your writing
19
Discussion:
Rochlin, Shostak_________________________
Workshop:
Review Projects
HW:
Read:
Revise/extend projects; full rough drafts posted by midnight 11/20 for comments
Comment thoughtfully and thoroughly on the three full drafts following your essay in the forum before the
next class, using the Word reviewing tools—be thorough and critical (discuss what’s fine and not so fine)
24-27
No Class: Fall Break ~ Thanksgiving Holiday
REVIEW oral rhetoric, and think about your oral presentation. Refer to the selected oral presentations on
www.americanrhetoric.com.
Bring 4 hard copies of final rough drafts to class on 12/1 or 12/43as assigned.
December
1
Workshop:
Peer Group Review Projects (full drafts)
3
Workshop:
Peer Group Review Projects (full drafts)
HW:
Presentation of final project on 12/8 or 12/10
Projects DUE, posted in the appropriate forum before midnight 12/4
8
Oral Presentations of final projects with electronic projection (PowerPoint or other)
10
Oral Presentations, Reflections
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Dr. Anne Bliss
NOTES:
USEFUL WEB SITES; Miscellaneous:
www.americanrhetoric.com (Oral and other rhetorical content; may be very useful with multimedia)
www.bigbrother.net/~mugwump/Postman/ (The official website directory for Neil Postman’s writings.)
www.cla.purdue.edu/dblakesley/visual (Dr. David Blakesley’s former course site; offers links to useful materials)
www.colorado.edu/copyright (Guide to the copyright law, special student website with copy-free/non-copyrighted
resources; obey the copyright law.)
www.colorado.edu/PWR (Program for Writing and Rhetoric: writing lab schedule, other writing assistance)
www.colorado.edu/pwr/occasions (Student essays, information about rhetoric and essays)
www.colorado.edu/pwr/writingtips (Directory of 30 useful 1-2 screen length writing tips)
www.colorado.edu/SASC (Student Academic Services Center: lists available tutorial help, classes, other)
english.ttu.edu/KAIROS/6.1/reviews/loftin/selfe.htm (Cynthia Selfe on Computers, Literacy, Rhetoric)
www.fcc.gov (Federal Communications Commission)
www.rhetorica.net/burke.html; OR http://writing.syr.edu/~cageyer/dawgnotes/archives/2007/02/kenneth_burke_p.html
(Kenneth Burke’s “pentad” in either website )
www.loc (Library of Congress)
http://owl.english.purdue. edu (Excellent online writing materials for multiple writing projects, includes exercises,
handouts, etc.)
www.rhetoric.byu.edu (“Silva Rhetoricae :classical rhetoric, logic, and other useful information about rhetoric)
www.turnoffyourtv.com (Directory of links to articles about television)
www.ucblibraries.colorado.edu (Access to all CU-Boulder electronic library services, including databases, reference
department, etc.)
http://works.bepress.com/peter_elbow (Peter Elbow’s essays on voice, vernacular language, etc.)
http://writing.colostate.edu (Excellent online writing lab; not so complete as Purdue’s OWL, but very useful)
WRTG 3020-TAM, “Real and Virtual Society" 10
Dr. Anne Bliss
***To make an appointment with a writing lab tutor: send an email message to wrtghelp@colorado.edu or refer to
http://www.colorado.pwr/writingcenter.html. Request the date and time you prefer; please present a few optional
appointment times. Information regarding the schedule for the drop-in lab in Norlin Library is available on the PWR
website.
NOTES:
WRTG 3020-TAM, “Real and Virtual Society" 11
Dr. Anne Bliss