WRTG 1150: First-Year Writing and Rhetoric
Spring 2008
Sec 010: MWF 10:00-10:50 ECON 16
Office Hours: MW 11:00-12:50
Prof. Kupetz
ENVD 1B50A, Ext. 5-4674
kupetz@colorado.edu
Put several […] voices together, with each voicing its own special assertion, let
them act upon one another in co-operative competition, and you get a
dialectic that, properly developed, can lead to views transcending the
limitations of each.
Kenneth Burke, "Rhetoric-Old and New"
Purpose
Whether you have written argumentative essays for college admission, zealously magic-markered a
protest poster for a march or rally, or attempted to charm your parents into letting you break curfew or
borrow the car, you were responding to a rhetorical situation—and your success or failure at persuading
your audience was directly related to the amount of rhetorical awareness you had. Writing 1150: Firstyear Writing and Rhetoric is a course designed to be an introduction to the rhetorical practices most
common in college-level academic writing. You will develop your rhetorical awareness by reading
critically, writing extensively, and revising exhaustively, thus empowering you to approach your academic
career and professional life as one who is capable of recognizing and employing “the available means of
persuasion” for your own ethical ends.
Required Texts
Hacker, Diana. Rule’s for Writers. New York: Bedford/St. Martin's, 5th or 6th Editions. (RW)
Program for Writing and Rhetoric. Knowing Words: A Guide to First-Year Writing and Rhetoric. Boston:
Pearson Custom Publishing, 2006. (KW)
Useful Links
The Owl at Purdue. 1 Jan 2007. Purdue University. 27 Aug 2007. <http://owl.english.purdue.edu/owl/>.
A Writer’s Reference Companion Site. 1 Aug 2007. Bedford/St. Martin’s. 27 Aug 2007.
<http://bcs.bedfordstmartins.com/writersref6e>.
Rules for Writers Companion Site. 3 Jan 2008. Bedford/St. Martin’s. 2 Jan 2008.
<http://bcs.bedfordstmartins.com/rules6e/Player/pages/Main.aspx>.
Grading Requirements*
Attendance & Participation
Blog Entries
Essay #1
Essay #2
Annotated Bibliography
Research Essay
Argumentative Essay
Presentation
15%
10%
15%
15%
5%
20%
15%
5%
*Failure to complete ANY grading requirement constitutes failure for the course.
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Schedule
Date
Daily Plan; Work Due.
Jan 14
M
Introduction to the Course;
Syllabus;
Active Reading.
Chapters 1-3 (KW1-23);
“Appendix A—PWR Course Policies” (KW 133-137);
“The Writing Process: 1-3” (RW).
Modes of Writing Discussion;
“The Writing Process: 4” (RW).
Martin Luther King, Jr. Day (No Class).
Jan 16
W
Jan 18
F
Jan 21
M
Jan 23
W
Jan 25
F
Due: Paragraph Assignment (CU Learn).
Hacker Diagnostic Test.
Jan 28
M
Meet in DUAN G116.
Birkerts, Sven. “States of Reading” (CU Learn, e-Reserve). BLOG
Jan 30
W
Tyson, Lois. “Affective Stylistics” (CU Learn, e-Reserve). BLOG
Feb 1
F
“The Basics: 61-64,” (RW).
Feb 4
M
Williams, Raymond. Selections from Culture and Society (CU Learn). BLOG
Feb 6
W
Kavanagh, James H. “Ideology” (CU Learn). BLOG
Feb 8
F
Arnold, Matthew. From Culture and Anarchy (CU Learn). BLOG
Feb 11
M
Workshop: Essay #1
Feb 13
W
Workshop: Essay #1 Revision
Feb 15
F
Essay #1 Due (Hardcopy in Class)
Feb 18
M
Marx, Karl and Frederick Engels. From The German Ideology (CU Learn). BLOG
Feb 20
W
Gramsci, Antonio. From The Prison Notebooks (CU Learn). BLOG
Feb 22
F
Benjamin, Walter. “The Author as Producer” (CU Learn). BLOG
Feb 25
M
Latterell, Catherine. “Identity,” “Community” (CU Learn, e-Reserve).
Feb 27
W
Sacks, Oliver. “Water Babies” (CU Learn, e-Reserve);
Rodriguez, Richard. “Blaxicans” (CU Learn, e-Reserve). BLOG
Feb 29
F
“Grammar: 19-28” (RW).
Mar 3
M
Individual Conferences
Mar 5
W
Individual Conferences
Visual Argument PowerPoint (CU Learn);
“Visual Argument Photographs” (CU Learn).
Due: RIOT #1 & RIOT #2.
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Mar 7
F
Workshop: Essay #2.
Mar 10
M
Due: RIOT #3 & RIOT #4.
The Research Paper.
Mar 12
W
Due: Essay #2 (CU Learn).
“Clarity: 8-18” (RW).
Mar 14
F
Due: Ballenger, Bruce. “The First Week” (Available via CU Learn, Due In Class).
Library Orientation
Mar 17
M
Research Lab
Mar 19
W
Mar 21
F
Writing an Annotated Bibliography;
“Writing MLA Papers: Documenting Sources” (RW).
Workshop: Annotated Bibliography.
Bring three sources (at least one you have completely read) to class.
Spring Break
Mar 24-28
Mar 31
M
Workshop: Complete Annotated Bibliography (Bring copies to class).
Apr 2
W
Individual Conferences.
Apr 4
F
Individual Conferences.
Apr 7
M
Due: Final Annotated Bibliography (CU Learn).
Workshop: Research Essay Drafts.
Apr 9
W
Small Group Conferences
Apr 11
F
Small Group Conferences
Apr 14
M
Argument
Apr 16
W
Apr 18
F
Due: Final Research Paper
Argument Proposals;
On Presentations.
Workshop: Argument Introduction Paragraph and Outline (Bring to Class).
Apr 21
M
Workshop: Argument Draft.
Apr 23
W
Workshop: Argument Draft.
Apr 25
F
Presentations.
Apr 28
M
Due: Argument Final (CU Learn).
Presentations.
Apr 30
W
Presentations.
May 2
F
Wrap Up
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WRITING
Blog Assignment: For each substantive reading assignment, you are required to post a commentary on
the CU Learn Course Blog by class time on the date assigned. Readings that require blog entries are
marked with BLOG. For more information, please consult the Blog Assignment Handout (also posted on CU
Learn).
The Essays: In this course, you will two short essays (500-750 words) as well as two longer, researchbased essays (1250 & 1000 words respectively). Each essay you write, regardless of word count, will
undergo a guided process of invention, organization, drafting, revision, and final preparation. For short
essays, you will choose specific topics based upon general prompts derived from the reading that we will
complete in class. If you reference in-class readings in your sudden essays, you must cite your sources
(See Hacker).
Research Paper: You will write a 1,250-word informative research paper that explores a self-selected
topic. Your purpose is to inform the reader about a particular issue and to present multiple viewpoints on
the issue in an objective manner. To accomplish this, you will write a proposal, conduct academic
research, prepare an annotated bibliography, and compose a series of drafts that culminate in your final
product.
Argumentative-Research Paper: You will write a 1,000-word argumentative-research paper that uses
your research paper as a foundation. Using the central issue in your research paper, you will write a
paper that argues a particular point of view in order to achieve a particular purpose (to make the reader
think differently, to make the reader take action, etc.).
Miscellaneous Writing Assignments: Any additional, brief writing assignments will be evaluated as
homework and counted toward the Attendance & Participation grade.
General Document Guidelines: Assignments are due either in class or posted on CU Learn as Word
documents (as indicated on the syllabus) on the assigned dates at the assigned times. No late papers.
None. It is your responsibility to be aware of these dates. Additionally, all written assignments are to be
typed or word-processed, double-spaced, and single-sided with one-inch margins and page numbers. The
first page should include the word count in the header. Paperclip or staple the pages together. Do not use
title pages; they are wasteful, ugly, and not required in MLA format. Do not use fancy fonts (Arial,
Helvetica, Verdana, and Calibri are standard) or inflated font size (12 pt is the norm, but 10 pt is also
acceptable). Do not use increased margins; do not two-and-a-half or triple space—the assignments are
based upon word count, so this does not solve any problems.
N.B. When submitting assignments electronically, you must follow the naming convention (if any) on the
assignment. For example, you may be instructed to save your document as “yourname_essay1_final.doc.”
PRESENTATIONS
Argumentative Research Presentation: At the end of the semester, you will prepare and present a fiveminute presentation based on your argumentative-research paper. Your presentation will focus on your
argument and include any necessary background information or supporting evidence to bolster your claim
for a general audience.
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ATTENDANCE & PARTICIPATION
Attendance: Your regular attendance is expected. Accruing more than three absences will result in
failure of the Attendance requirement; accruing more than six absences will result in failure for the
course. Each absence on a workshop day will count as two absences in the grade book. It is your
responsibility to contact me about work you might have missed during any absence, excused or
unexcused.
Active Participation: The course relies upon discussion to make meaning. Your role is to come to class
prepared, having read the text(s) completely and completed all assignments (including assignments that
might not appear on the syllabus but have been disseminated in class), and then engage in daily, active
participation. You are expected to speak; you cannot earn an “A” without in-class participation.
Peer Review: Peer review is an indispensable aid to the development of critical thinking and reading, as
well as your editing and writing skills. By thoroughly examining another’s work, a writer further develops
and hones his or her craft. We will conduct workshops of various styles and formats, which I will outline
for you as we prepare to conduct them, and you are responsible for knowing the specific criteria for any
given day’s workshop, as well as mechanical/logistical issues (i.e. how many copies of your essay you need
to distribute and when, etc.
N. B.: If we use CU Learn or CU email to post essay drafts for individual download instead of distributing
hard copies of each draft in class, it is your responsibility to print out all papers (single-sided, doublespaced), mark them thoroughly (see handout on Proofreading), and have them available for use during
workshops. (It should go without saying that if you show up with drafts sans written comments, you will
be docked in your A&P grade). Print. The. Drafts. Mark. Them. Up.
Classroom Decorum: Students and faculty each have responsibility for maintaining an appropriate
learning environment. 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. In addition, please set all mobile phones to OFF, not Vibrate. If
I see you use a cell phone for any reason during class, you will be marked as absent for that day. I
reserve the right to put an end to any distracting food or beverage consumption. If you must ask a courserelated question to a colleague, please do so as quietly and unobtrusively as possible. Further rules on
decorum may be added as warranted.
PLAGIARISM & ACADEMIC DISHONESTY
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 and those students who are found to be in
violation of the academic integrity policy will be subject to both academic sanctions from the faculty
member involved and non-academic sanctions given by the Honor Code Council (including but not limited
to university probation, suspension, or expulsion).
In this course, any instance of academic dishonesty (including but not limited to plagiarism) will result
in an F for the course and referral to the Honor Code Committee.
Please refer to www.colorado.edu/honorcode to view the specific guidelines. If you have any questions
related to this policy, please contact the Honor Code Council at honor@colorado.edu.
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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. In this class, please inform me of all conflicts at least one week in
advance so we can make reasonable accommodations. See full details at
<http://www.colorado.edu/policies/fac_relig.html>.
ACCOMMODATIONS FOR STUDENTS WITH LEARNING DIFFERENCES
If you qualify for accommodations because of a disability please submit a letter to me from Disability
Services in a timely manner (during the first three weeks of the semester, except for unusual
circumstances) so that your needs may be addressed. Disability Services determines accommodations
based on documented disabilities (303-492-8671, Willard 322, www.colorado.edu/disabilityservices).
FLEXIBILITY
Your professor reserves the right to amend this syllabus during the semester and apprise you of such
changes in a timely manner.
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