WRTG 1150: First-Year Writing and Rhetoric
Spring 2011
Instructor: Nancie Hudson
Section 008 Mon, Wed, & Fri 9:00-9:50 a.m.
Section 018 Mon, Wed, & Fri 10:00-10:50 a.m.
Location: Duane Physics (DUAN) G1B39
Office: Environmental Design Bldg (ENVD) 1B27G
Office Hours: Friday 12 to 2:00 p.m. (& by appt)
Office Phone: 303-735-4674
e-mail: nancie.hudson@colorado.edu
(this is the best way to reach me)
Course Description
Welcome! This course is an introduction to college-level academic writing which emphasizes thinking, reading
and writing critically. The purpose of this course is to help you:

Become a better writer by acquiring a practical and reflective understanding of the writing process
You’ll use a variety of strategies throughout the stages of writing – brainstorming, freewriting, researching,
outlining, drafting, revising, editing, and proofreading – to help you refine your own writing process. You
will “workshop” each other’s writing by reading and critiquing each other’s drafts.

Become a critical reader and be able to interpret textual meaning
We’ll explore texts that come from a variety of scholarly and popular sources. You’ll be asked to read
critically to recognize the rhetorical strategies an author has chosen which invite the audience to interpret the
text in a particular way.

Develop research strategies that will enable you to investigate your interests
You’ll learn about research technologies available here at CU such as online databases and journal articles,
you’ll take online library tutorials, and you’ll attend a library seminar. We’ll also discuss how to evaluate
secondary research sources, conduct primary research, and write a research essay.

Adapt your writing to an audience, in a specific context and situation, for a particular purpose
We’ll learn about rhetoric, analyze a variety of texts, and discuss how the relationships between text, writer,
audience, and context shape the writer’s choices. You’ll write for different audiences, adapting the content,
style, format and tone of your writing to meet the needs of each audience.

Use language effectively and use proper grammar, spelling and punctuation as you compose,
revise, edit, and proofread your writing.
Required Text and Materials






Knowing Words, 2010 – 2011, Seventh Edition, DeBella, Klinger, McBrearty, Pearce, and Sinkinson, eds.
The Curious Writer, 2011, Third Edition, by Bruce Ballenger
Other readings as assigned and posted on CULearn
Notebook paper for in-class writing
College dictionary of your choice
Folder for portfolio
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Grading
To be successful in this course, you must attend classes & conferences, read assignments before class, complete
homework on time, and participate in classroom activities and discussions. Please keep copies of all of your
assignments, and if you have a question about your grade, please ask me about it. Your grade for this course will
be calculated as follows:
Grading Scale:
Attendance & Participation
In-class Assignments
Written Homework Assignments
First & Second Drafts
Quizzes
Personal Narrative Essay
Rhetorical Analysis Essay
Persuasive (Argument) Essay
RIOT Tutorials & Library Seminar
Research Essay
Research Presentation
Portfolio
Total Possible Points
A
AB+
B
920 – 1000
900 – 919
880 – 899
820 – 879
BC+
C
C-
100 points
100 points
50 points
50 points
100 points
100 points
100 points
100 points
50 points
100 points
50 points
100 points
1000 points
800 – 819
780 – 799
720 – 779
700 – 719
D+
D
DF
680 – 699
620 – 679
600 – 619
599 or less
“A” level work reflects excellence in all areas. An “A” paper has a clear, thought-provoking central idea that is
supported by well-researched information and reflects critical inquiry. All major aspects of the assignment were
completed correctly. The content is logically organized, and the writer’s word choice is appropriate for the
audience and purpose. The text is polished; it includes transitions that make sentences and paragraphs flow, and it
contains few errors in grammar, spelling, and punctuation.
“B” level work is very good, well above average. This work reflects critical inquiry with research which supports
the writer’s central idea, and all major aspects of the assignment were completed correctly. The “B” paper is
organizationally sound, explains information and ideas clearly and appropriately to its audience, and may include
some errors in grammar, spelling, and punctuation.
“C” level work indicates that the assignment was completed adequately. The paper meets minimum requirements
for undergraduate college-level writing. Although major aspects of the assignment were completed correctly, the
work may lack sufficient critical inquiry, organization and clarity, the word choice may not meet the needs of the
audience and purpose, and the text may include numerous errors in grammar, spelling, and punctuation.
“D” level work is substandard at the college level. It is usually completed in haste and reflects little thought or
attention to detail. A “D” indicates that major portions of the assignment were completed poorly or incorrectly.
“F” level work is incomplete or inadequate. An “F” will also be given if plagiarism has occurred.
Grading Codes:
Instead of marking every error on your papers, I will write codes in the margins to alert you to specific types of
errors, so you can find and correct the errors and learn how to edit your own work. The grading codes will be:
SP = Spelling
P = Punctuation
G = Grammar
ROS = Run-on Sentences
SF = Sentence Fragments
PG = Page Numbers Missing
C = Capitalization
T = Title Missing
F = Format Errors
R = References List
IC = Incorrect Citations
PL = Plagiarism
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Attendance
This course is a workshop, so your attendance is required in order to succeed. If you have problems
waking up in the morning, get a second alarm clock that rings so loud neither you nor your neighbors can sleep
through the alarm. If you miss a class and you show me a written excuse, such as a doctor’s note, your absence
will be excused, but you will not be able to make up work for the class you missed, and you will lose points for
attendance, participation, and the in-class exercise you missed. Contact a classmate for notes that you missed.
Participation
Participation is this class is vital, because our classroom activities will include group work, workshops and class
discussion. YOU must participate in this class to make the class more dynamic and interesting, because the class
consists of only 20 students. Also, research shows that engaging in dialogue about a topic enhances learning!
Participation includes engaging in class discussion and group work, giving constructive feedback when you read
other writers’ papers during workshops, and attending conferences.
Conferences
During the semester, I will meet with you individually in my office in the PWR Department to discuss your
writing. If you are unable to attend a conference appointment, please email me beforehand to reschedule.
Classroom Etiquette
1. Please be on time for class. Arriving late in a small class disrupts the class in progress, and if
you arrive after attendance has been taken, you will have been marked absent.
2. While in class, keep your cell phones and anything else that beeps or rings turned off.
3. Texting, surfing the web, writing e-mails, and listening to I-Pods are not allowed during class.
4. The classroom is a public place; please show consideration of others’ ideas and opinions.
5. Do not pack up your materials until class is dismissed.
Classroom Behavior
Courtesy, sensitivity and respect are important to all individuals and when discussing topics dealing with race,
culture, religion, politics, sexual orientation, gender, gender variance, and nationalities. 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. (Go to http://www.colorado.edu/policies/classbehavior.html
and http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code for details.)
Turning in Papers
I do not accept papers by email. Keep extra ink cartridges and paper on hand, so you will always be able to
print your paper before class. It is your responsibility to print your paper at home or in a computer lab.
Late papers will be graded 10 points lower for every day the paper is late unless you have spoken with me
beforehand to arrange for an extension. I will not grant extensions for any reason, but if you cannot meet the
deadline because of something unavoidable, contact me as soon as possible so we can discuss the situation. If
you cannot turn your paper in during class, deliver it to my mailbox in the PWR Office in ENVD 1B60.
Computer problems are not an acceptable excuse for a late paper. The first thing you should do after
you finish every writing project is email it to yourself as an attachment, so you will still be able to print it
and turn it in on time, even if your computer crashes, is lost or is stolen.
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Plagiarism
Turning in another person’s paper, using the same paper for two different classes, cutting and pasting
from the Internet without citing the information as a direct quotation, failing to include in-text citations
for material which came from research sources, and using phrases or sentences which closely resemble
the work of the original author are serious acts of plagiarism. I will investigate your work using the Internet,
and if you commit plagiarism, I will know. Final papers which include plagiarism will receive an F grade.
Writing Center
If you want additional help with your writing, the Writing Center in Norlin Library is a great place to go to talk
about ideas, improve your thesis or essay organization, or refine your writing skills. Check the Writing Center
website for more information about hours and services, or request an appointment online at:
http://www.colorado.edu/pwr/writingcenter.html. Toward the end of the semester, there is a waiting list.
Disabilities
If you qualify for accommodations because of 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).
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 303-4922127 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.
Religious Observances
Campus policy regarding religious observances requires that faculty 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 ask that you contact me at least one week ahead of the date(s) that you will be
absent so that we can discuss any assignments/class material that you will miss.
The 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/.
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Course Calendar*
*******************************************************************************************************
Day and Date
Topics and In-class Activities
Assignments for Next Class
*******************************************************************************************************
Week 1
Mon., Jan. 10
Course Overview & Syllabus
Buy Books, Read Syllabus & Read KW Ch. 1
Wed., Jan. 12
The Writing Process & Freewriting
Read “Writing in College” (link on CULearn)
Fri., Jan 14
Writing the College Essay, Sign up
Read TCW Ch. 1 p. 3-32, Take Self-evaluation
For Conferences, & Freewriting
Survey & Write 1-page Response to Survey,
Read TCW p. 79-104 (writing personal essay)
Week 2
Mon., Jan. 17
HOLIDAY – NO CLASSES
Wed., Jan. 19
Writing the Personal Narrative Essay
Read KW Ch. 6 & TCW p. 545-586 (revising)
Fri., Jan. 21
Revising, Editing & Workshops,
Read “Finding Pretty” essay in KW p. 65-68,
& Mountain Climb Editing Exercise
and Write Personal Narrative Essay
Week 3
Mon., Jan. 24
Quiz #1 & Personal Essay Workshop
Revise Personal Narrative Essay
Wed., Jan. 26
Conferences
Read KW Ch. 4 p. 23-32 (rhetorical analysis)
Read TCW Ch. 2 p. 41-63 (reading process)
Fri., Jan 28
Conferences
Personal Narrative Essay Due Monday, 1/31
Week 4
Mon., Jan. 31
Rhetoric, Rhetorical Analysis,
LBJ Daisy Ad & Reagan Bear Ad (2 min.) on
Visual & Textual Analysis,
YouTube.com, Read “Reagan’s Bear Parable”
& Reflection Writing Exercise
in KW p. 131-134 & Write 1-page Response
Wed., Feb. 2
Political Rhetoric & Group Analysis
Read “Bush Letter to Hussein” (on CULearn)
of Obama’s Victory Night Speech
Choose Speech for Rhetorical Analysis Essay
Fri., Feb. 4
Brainstorming & Outlining,
Write Rhetorical Analysis Essay due 2/11
Sign up for Conferences &
Read TCW p. 485-494 (citing sources) and
Writing for an Audience Exercise
either MLA p. 496-522 or APA p. 522-541
Week 5
Mon., Feb. 7
Citing Sources in MLA/APA Style,
Read “How to Evaluate the Quality of a
Quoting versus Paraphrasing,
Website” (on CULearn),
Avoiding Plagiarism &
Read KW Ch. 2 (critical inquiry) and
Citing Sources Exercises
Read TCW Ch. 11 p. 449-470 (research)
Wed., Feb. 9
Critical Inquiry, Information Literacy,
Read 3 Websites (links on CULearn) and
& Information Literacy Challenge
Write 1-paragraph Evaluation for Each
Fri., Feb. 11
Quiz #2 &
Rhetorical Analysis Essay Due Mon., 2/14
Rhetorical Analysis Essay Workshop
Read KW Ch. 5 (argument) and
Read “Harry Potter & Christianity” in KW
Week 6
Mon., Feb. 14
Argument, Fallacies of Argument,
Read TCW Ch. 7 p. 241-252 (argument) &
& Reflection Writing Exercise
Read “Teen Pregnancy in Hollywood” in KW
Wed., Feb. 16
Writing the Persuasive Essay,
Read “Violence at Columbine: Why?” in KW,
“The Faceless Teacher,” &
Read “Cry, Wolf” & “A Shattered Sky” (on
Analyzing an Argument Exercise
CULearn), Write 1-page Response, and
Choose & Research Persuasive Essay Topic
Fri., Feb. 18
About RIOT & Library Seminar &
Read “How to Read a Journal Article” (on
Freewriting on Persuasive Essay Topic CULearn) and Write Persuasive Essay
Week 7
Read TCW p. 391-396, 400-421 (writing
Mon., Feb. 21
Persuasive Essay Workshop
the research essay) & Revise Persuasive Essay
Wed., Feb. 23
Conferences
Take RIOT Online Tutorials (all 5 parts)
Fri., Feb. 25
Conferences
Read TCW p. 474-482 (interviews & surveys)
Persuasive Essay Due Mon., Feb. 28
*Readings and assignments are subject to change.
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Course Calendar*
*******************************************************************************************************
Day and Date
Topics and In-class Activities
Assignments for Next Class
*******************************************************************************************************
Week 8
Mon., Feb. 28
Research Essay Guidelines,
Choose Research Topic & Question for
Interviews & Surveys,
Research Essay & begin “Planning
Freewrite on Research Question
the Research Project” Worksheet
Wed., Mar. 2
Norlin Library Seminar
Continue Secondary Research,
Meet in Room E303 (2nd level)
Finish Worksheet, & Type one-page
& Bring Worksheet
Research Progress Report (using worksheet)
Fri., Mar. 4
Research Progress Reports
Finish Secondary Research (8-10 sources)
& Developing a Working Thesis
Read TCW p. 623-630 (writing the AB)
Read “Violence & Education” AB in KW
Week 9
Mon., Mar. 7
Annotated Bibliography (AB)
Plan & Begin Primary Research
& AB Worksheet using 1 Source
(interviews or survey)
Wed., Mar. 9
Paraphrasing & Quoting Sources
Write 3 Paraphrased Sentences with Citations,
in MLA or APA Style Exercises,
Write 3 Quotations: Full, Partial & 40+
& Sign up for Conferences
words, & Outline Research Paper
Fri., Mar. 11
Quiz #3 & Bloom’s Taxonomy
Read TCW p. 617-621 (literature reviews),
Research Analysis Exercise
Write Works Cited/Ref. List Due Mon., 3/14
Week 10
Mon., Mar. 14
Literature Reviews &
Read TCW p. 631-638 (essay exams)
Editing & Proofreading Challenge
Write Literature Review for Research Essay
Wed., Mar. 16
How to Write Essay Exams
Continue Working on Primary Research
& OWL Exercises
(interviews or survey), Finish by Mon., 3/28
Fri., Mar. 18
Work Day
Work on Literature Review Due Mon., 3/28
Week 11
SPRING BREAK – NO CLASSES
Week 12
Analyze Primary Research (interviews/survey)
Mon., Mar. 28
Literature Review Workshop
Write Methods & Results for Research Essay
Wed., Mar. 30
Conferences
Write Discussion Section of Research Essay
Fri., April 1
Conferences
Write Introduction & Conclusion of Research
Essay, & Finish 1st Draft Due Mon., 4/4
Week 13
Revise Research Essay (major changes) &
Mon., April 4
Research Essay 1st Draft Workshop
Read TCW p. 609-614 (writing portfolios)
Wed., April 6
Research Presentation Guidelines
Think About Ideas for Presentation
& Sign up for Presentations
Read TCW p. 614-616 (reflection essay)
Fri., April 8
Writing Portfolios, Reflection Essays
& Freewriting for Reflection
Research Essay 2nd Draft due Mon. 4/11
Week 14
Mon., April 11
Research Essay 2nd Draft Workshop
Edit Research Essay (minor changes)
Wed., April 13
Writing for Publication &
Write Letter to the Editor of a Publication
Proofreading Methods & Checklist
Revise an Essay for Portfolio (optional)
Fri., April 15
Work Day
Final Research Essay Due Mon., April 25
Week 15
Proofread Research Essay &
Mon., April 18
Quiz #4 & Reflection Writing Exercise Write Reflection Essay for Portfolio
Wed., April 20
“Football” Game Show with Prizes!
Create Research Presentation & Outline
Fri., April 22
Course Feedback Survey & FCQs
Rehearse & Time Research Presentation
Week 16
Mon., April 25
Research Presentations
Proofread Reflection Essay for Portfolio
Wed., April 27
Research Presentations
Proofread Portfolio Due Fri., April 29
Fri., April 29
Research Presentations
Portfolio Due
*Readings and assignments are subject to change.
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