English 110.201
Blugold Seminar in Critical Reading and Writing
Nursing: How Do We Know What’s Best for Patients?
Fall 2011
University of Wisconsin-Eau Claire
Department of English
Instructor: Ruth Cronje
725 Hibbard Hall
715-836-5384
cronjerj@uwec.edu
Office Hours: 12:30 – 1:30 pm T, Th
9:00 – 10:00 am W
and by appointment
Required Texts
 RENTAL: Blugold Guide
 PURCHASE: Writing Matters, Rebecca Moore Howard (ISBN: 0-07-319139-6)
 PURCHASE: Critical Care, Theresa Brown (ISBN: 978-0-06-179154-3)
 Handouts, pdfs, etc. available in our course section on the Blugold Seminar website (see
syllabus schedule for specific titles and reading dates)
Required Materials
 stapler
 highlighters in different colors
 large binder clips
 several packages of printer paper
Course Description
Welcome to the Blugold Seminar in Critical Reading and Writing. This course is designed to ground
you in the reading, writing, and rhetorical demands necessary for success in college and beyond.
This class teaches you to be both a critical reader of complex texts and a critical writer of effective
texts. The key to critical reading and writing is rhetorical knowledge. Rhetoric is foundational for
this course because it allows you, on the one hand, to understand how other people’s texts affect
readers and attempt persuasion, and on the other, to compose effective and purposeful texts
yourself. Rhetorical knowledge prepares you to participate in and respond to nearly any
conceivable writing situation, whether it be another college course, certain professional demands,
or personal needs. At its most basic—but most profound—level, writing is about making choices,
and this course teaches you how to identify other writers’ choices and how to make your own
across a variety of writing situations.
Each section of the Blugold Seminar focuses on a different theme, topic, or question. This particular
section of the Blugold Seminar is part of a multi-semester, multi-disciplinary general education
(GE) course bundle to integrate courses you’ll need as a pre-Nursing major. The theme integrating
these courses is to help you negotiate dilemmas you’ll encounter as a nurse and to consider ways to
determine what is the best way to treat your patients. In addition to this section of the Blugold
Seminar, you’ll be enrolled in Nurs 105 this semester as part of this bundle. In the spring, you’ll
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enroll in Biol 214 and Chem 150 as part of the bundle. In Fall 2012, you’ll enroll in Nurs 205 and
Psy 230. The instructors of all of these courses are working together to help you have an integrated
learning experience in this Nursing bundle.
University Learning Outcomes
ENGL 110 is a course required by the University, and as such, it coheres with the goals of an Eau
Claire education, which include:
 Respect for diversity among people;
 Knowledge of human cultures and the natural world;
 Creative and critical thinking;
 Effective communication;
 Individual and social responsibility.
You can link to the full explanation of these goals at:
http://www.uwec.edu/assess/goals/goalsBac.htm
Watch: http://desi.uwec.edu/arts_and_Sciences/promo-08_19_11/2011-08-19_AS_promo_720p1024k.asx
Course Goals
All Blugold Seminars are organized around the same goals. These learning outcomes will be used in
part to assess your progress this term and your success in the course.
Rhetorical Knowledge
Students will be able to:
 understand and use the concepts of purpose, audience and rhetorical situation in their writing;
 understand and apply key rhetorical terms, including rhetor, exigence, kairos, identification,
extrinsic proof, intrinsic proof, situated ethos, invented ethos, pathos, logos, and enthymeme in
their writing;
 demonstrate rhetorical awareness pertaining to the conventions of Academic English by using
appropriate tone, style, format, and structure in their writing.
Inquiry & Research
Students will be able to:
 demonstrate information literacy skills by finding and evaluating a variety of source materials;
 demonstrate critical reading skills by summarizing, paraphrasing, analyzing, and synthesizing
information from a variety of source materials in their writing;
 formulate viable research questions, hypotheses, and conclusions;
 understand the extent and nature of the sources needed to meet rhetorical goals within a
specific writing situation;
 learn how to participate ethically and responsibly in the inquiry and research process.
Writing Craft
Students will be able to:
 assess accurately the strengths and weaknesses of their own writing, and develop individual
plans for revision and improvement;
 understand and enact revision as substantive change;
 identify and address “higher-order concerns” in their writing and others’;
 identify and address “lower-order concerns” in their writing and others’.
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Digital Literacy
Students will be able to:
 use a variety of technology tools to collaborate, compose and revise;
 use a variety of digital and multimedia sources critically;
 understand that images, sounds and animations—in addition to words—constitute the building
blocks of 21st century communication.
Section-specific Goal(s)
What do you want your students to learn in terms of your section theme or other course content?
 understand the difference between evidence (data) and claims (interpretation/conclusions);
 explore standards of evidence that currently prevail in the healthcare professions and in the
sciences
Course Requirements
Papers/projects
You will compose four major writing projects for this course, as well as various other in- and out-ofclass writing assignments. Each major paper is the culminating project for each segment of the
course, and theses major projects will be linked together so that the work that you do for one paper
builds the foundation for the next.
Segment One: “Reading the Conversations” (20 points)
You will submit a compilation of four revised, rhetorically informed summaries of key readings. You’ll
star the one you want me to grade, which must include elements of a strong response.
Segment Two: “Understanding Perspective” (35 points)
You will select your own source (article, website, etc.) pertaining to best patient care and write a 5-6
page rhetorical analysis of it, framing your analysis with any two or all of the following rhetorical
principles: kairos, exigency, ethos (situated or invented), identification, or enthymeme.
Segment Three: “Cultivating Complexity” (50 points)
Along with your senior team leader, you’ll receive a research topic on best patient care and find
several good sources on it to write about. You’ll produce a critical literature review that synthesizes
the main ideas, including evidence, from sources you find and that addresses an audience, purpose, and
context you specify in your writer’s memo.
Segment Four: “Joining the Conversation” (75 points)
This will be your opportunity to propose action regarding some aspect of best patient care. Your
argument for this proposed action must be supported by appropriate and reliable evidence. This
project must integrate rhetorically appropriate information sources to optimize your ethos and the
persuasive force of the project. We expect a balanced treatment of all sides of the issue. This project
can be a traditional written paper, a multimedia project, or some combination; you’ll choose the
genre, the audience(s), and the medium for your work! You’ll also submit a writer’s memo in which
you outline your rhetorical decision-making; your success in achieving the rhetorical objectives you
articulate in this writer’s memo will form the basis of your grade for this project.
Fishbowl reflections and class participation (20 points)
You will be expected to respond carefully and thoroughly to the fishbowl prewriting questions and
prompts provided by other members of the class. You’ll also be expected to provide questions and
prompts for your classmates one week before your team is scheduled to give their fishbowl.
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ePortfolios
A basic requirement for this course is the submission of an electronic portfolio of your written work
for this class. Failure to submit all of these items to your ePortfolio will result in failing the
course. Your ePortfolio must include the following items:
 Cover letter in which you explain what you have submitted and how each artifact demonstrates
your growing understanding of rhetorical principles and appropriate rhetorical practice
 Four major papers/project
 Initial diagnostic writing
 Initial self evaluation
 Final diagnostic writing
 Final self evaluation
You will submit all of these items at the end of the semester. It is important that you keep an
electronic copy of all of these writing projects so that they’ll be available to upload to the
ePortfolio system at the end of the semester.
Grading
You need to earn a grade of “C” or higher in this course in order to fulfill your English Competency
requirement for graduation. A grade of “C-“ or below will necessitate retaking the course.
The final grade you receive for the course will correspond to this point spread:
Grade breakdown:
188-200 points = A
182-187 points = A176-181 points = B+
168-175 points = B
162-167 points = B156-161 points = C+
148-155 points = C
142-147 points = C136-141 points = D+
128-135 points = D
121-127 points = D≤ 120 points = F
Course Policies
An absence will only be excused if it is cleared by the Dean of Students office. This office must be
contacted if a medical or personal crisis necessitates extended absences from class (more than 3
consecutive class periods). The Dean of Students office is located in 240 Schofield Hall. You may
email them at deanofstudents@uwec.edu or call 715-836-5626. Please see the University’s policy
available online at http://www.uwec.edu/dos/Students/absences.htm
Academic Integrity
Plagiarism, cheating, or any other form of academic misconduct will not be tolerated under any
circumstances. It is your responsibility to familiarize yourself with the University’s policy on
academic dishonesty and related disciplinary procedures. Ignorance is no excuse for any violations.
See http://www.uwec.edu/dos/Codes/ch14procedure.htm for this information.
Accommodation
Any student who has a disability or is in need of any classroom accommodation should as soon as
possible contact the Services for Students with Disabilities Office, located in Old Library 2136, or
call 715-836-4542. This office will treat any issue with complete confidentiality and will help put
any necessary forms of assistance into place. You can feel free to speak with me as well. I want to
do everything in my power to help you succeed in this class and at UW-Eau Claire.
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Late Work
Due dates for your assignments are listed on the schedule in this syllabus. If you submit your work
late without pre-arranging an extension of your deadline with me, any or all of the following may
happen:
 your work will not be graded and returned in a timely fashion (which may interfere with your
ability to use my feedback to guide subsequent revisions);
 your work may receive very few comments;
 you may receive only partial or no credit.
The best policy is to discuss with me in advance any deadline extension you might require.
Classroom civility
As members of this class, we are members of a larger learning community where excellence is
achieved through civility. Our actions affect everyone in our community. Courtesy is reciprocated
and extends beyond our local setting, whether in future jobs, classes, or communities. Civility is not
learned individually, it is practiced as a community.
Privacy
UWEC policy combined with provisions of the Family Educational Rights and Privacy Act (FERPA)
indicates that students have a right to see their records and that you cannot release any
information about them to a third party without written permission from the student that clearly
spells out what type of information may be released
Additional important dates to remember
Mon, Sep 19
Last day to drop classes with no record
Mon, Nov 14 Last day to withdraw from Fall course(s) with “W” grade
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Meeting Schedule
BG = Blugold Guide
WM = Writing Matters
DATE
T 9/6
W 9/7
Th 9/8
T 9/13
W 9/14
Th 9/15
T 9/20
TOPIC
Introduction to the course, the
bundle, and the university
 Introduction to the course
website
 Sign up for library session
 Set up H: drive portfolio
folders
Diagnostic writing
What is academic writing?
Participating in the conversation
 What is academic writing ppt
Introduction to the Summary
Portfolio assignment
Critical Reading: Definitions and
tips
 Analyze
 Interpret
 Synthesize
 Critique
Annotating
Library session “pre-reqs” and
research prep (information cycle,
background information)
Quoting, Paraphrasing, and
Summarizing
--what is patchwriting?
Quoting, Paraphrasing,
Summarizing, cont’d
DUE/READ
READ: “Studies Explore Whether…” (BG pp. 33-38)
READ “What is Academic Writing?” (BG pp. 18-21)
READ
 “Critical Reading” (BG pp. 1-17)
 “Reading Responsibly” (WM, pp. 7-13, 91-92)
 One Nurse, One Patient
 In Praise of Nurses
 Physician Heel Thyself
READ
 WM, pp. 131-135
READ (in Summary Readings folder):
 healthcare_discrepancies.pdf (pp. 1-13)
 Bezruchka.pdf
 Robinson.pdf
 WHO report on female genital mutilation
http://www.who.int/mediacentre/factsheets/fs24
1/en/#
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W 9/21
Th 9/22
T 9/27
W 9/28
Th 9/29
T 10/4
Summary writing practice
 Assessing the strengths and
weaknesses of your own
writing and planning revision
Introduction to Rhetoric
 Distinguishing characteristics
of rhetorical discourse;
 Social functions of rhetoric
Folgers Christmas commercial:
http://www.youtube.com/watc
h?v=zZnqBL6iYjA
Herrick concepts, cont’d
Introduction to the Rhetorical
Analysis assignment
Introduction to Critical Literature
Synthesis Assignment
Formulating a viable research
question for rhetorical analysis
assignment
Finding a source text to analyze
Introduction to ancient rhetoric
Enduring issues in rhetorical
theory and practice:
conversations about knowledge,
belief, and virtue
Th 10/6
Aristotle on rhetoric
 Ethos (situated and invented)
 Pathos
 Logos (enthymeme)
Post-grading exercise: Higherorder and lower-order concerns
Textual and Contextual analysis
T 10/11
More on ethos
W
10/12
No Class: Practice Fishbowl in
Nurs 105
W 10/5
READ:
 Herrick Overview of Rhetoric (BG pp. 39-69)
 FDA approves emergency contraceptive
EXPLORE:
http://www.plannedparenthood.org/healthtopics/emergency-contraception-morning-afterpill-4363.asp
READ:
 Ancients on Rhetoric (BG pp. 78-83)
 Gorgias, Encomium of Helen (BG pp. 84-87)
 Plato—From Gorgias (BG pp. 93-98)
 The Way of Rhetoric (BG pp. 70-78)
DUE: Summary Portfolio
READ:
 Aristotle—from Rhetoric (BG pp. 99-101)
 Critical Care
READ: “Rhetorical analysis: Understanding how
texts persuade readers” (BG pp. 102-128)
READ “Ethical Proof Arguments from
Character.pdf”
BRING Critical Care
READ: extremist_patient.pdf
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Th
10/13
T 10/18
Voice and Distance: Rhetorical
style
Rhetorical Situation
W
10/19
Th
10/20
No Class Meeting: Fishbowl
prewriting
Revisiting summary: Synthesis
T 10/25
Coherence
W
10/26
No Class Meeting: Fishbowl
prewriting (First Fishbowl in
NURS 105)
Concision
Th
10/27
T 11/1
W 11/2
Th 11/3
Rhetorical analysis paper
workday: Identifying needs for
revision
No Class Meeting: Fishbowl
prewriting
What is “evidence-based
practice”?
Rhetorical sources of authority in
healthcare practice
T 11/8
W 11/9
What makes evidence “scientific”?
No Class Meeting: Fishbowl
prewriting
Th
11/10
Claims and evidence: observation
versus interpretation
Rhetorical purposes of scientific
articles: editorials, literature
reviews, and original research
reports
READ “Voice and Rhetorical Distance.pdf”
BRING Critical Care
READ
 “Kairos and the Rhetorical Situation.pdf”
 Nurses are Mad as Hell
http://www.examiner.com/healthy-trends-inminneapolis/minnesota-nurses-are-mad-as-helltoo
BROWSE
 White House Release on Healthcare Reform:
 http://www.whitehouse.gov/healthreform/my
ths-and-facts
DUE: Upload responses to Nurs 105 D2L site by
10:50 am
READ:
 Okie.pdf
 Brodie.pdf
BRING: At least four paragraphs of rhetorical
analysis paper
DUE: Upload responses to Nurs 105 D2L site by
10:50 am
BRING: At least four paragraphs of rhetorical
analysis paper
BRING: Your rhetorical analysis paper DRAFT
DUE: Upload responses to Nurs 105 D2L site by
10:50 am
READ:
 Future of Nursing 2010 Report Brief
 Nurses’ role.docx
 What is nursing science.pdf?
 Evidence-Based Medicine: Making it Better
DUE: Rhetorical analysis paper
DUE: Upload responses to Nurs 105 D2L site by
10:50 am
READ: bedsores.pdf
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T 11/15
W
11/16
Th
11/17
T 11/22
W
11/23
Th
11/24
T 11/29
W
11/30
Th 12/1
T 12/6
W 12/7
Th 12/8
T 12/13
W
12/14
Th
12/15
Library Research Day for Lit
Synthesis
No Class Meeting: Fishbowl
prewriting
Library Research Day for Lit
Synthesis
Critical appraisal of scientific
information: MLOR grid
Synthesizing evidence
BRING articles you’ve found pertaining to your
topic to class
THANKSGIVING – NO CLASS
Patient Care Action Plan:
determining rhetorical situation
In class action plan workday
DUE: Critical Literature Synthesis assignment
Team Meetings
Team Meetings
Final Action Plan Workday – no
class
Team Meetings
Team Meetings
Final writing diagnostic exam
STUDY DAY – NO CLASS
DUE:
 e-Portfolio materials
 Patient Care Action Plan assignment
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