Writing Course Review Form (1/12)
I. General Education Review – Writing Course
Dept/Program
English/Composition
Course # (i.e.
WRIT 201
Subject
WRIT 201)
Course Title
College Writing II: Advanced Composition
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Date
Instructor
Amy Ratto Parks
Amy Ratto Parks
September
17, 2012
Phone / Email
243-2133
Amy.rattoparks@mso.umt.edu
Program Chair
Kate Ryan
Dean
Chris Comer
III. Type of request
RENew
X
One-time Only
Change
Remove
Reason for new course, change or deletion
IV Overview of the Course Purpose/ Description: Provide an introduction to the subject
matter and course content.
Advanced Composition extends the rhetorical knowledges; critical thinking, reading, research
and writing processes; and conventions students study in first-year composition into more
sophisticated degrees of study, focusing in particular on inquiry-based writing and composing
written arguments in academic and civic contexts. Students study the essay genre in its
traditional and contemporary forms. They engage in information literacy learning to find,
evaluate and use sources in increasingly sophisticated ways.
Much of the students’ work will involve different kinds of collaboration, including small group
workshops and discussions that will take place in class, in conference, and in electronic forums.
Because writing development is an important process that takes place over time and across
different writing situations, all WRIT 201 classes use portfolio evaluation as the primary means
to assess course performance.
V Learning Outcomes: Explain how each of the following learning outcomes will be
achieved.
Student learning outcomes :
Use writing to learn and synthesize new
concepts
Formulate and express written opinions and
ideas that are developed, logical, and
organized
Compose written documents that are
appropriate for a given audience, purpose and
context
Revise written work based on constructive
comments from the instructor
Specific formal and informal writing
assignment such as fastwriting, reader
responses, and rhetorical discussions require
the students to integrate information from
readings, research, and discussion with the
concepts and ideas from class. Informal
writing, in particular, is used to help the
students critically consider their response to
information before applying it to new writing
situations.
All of the formal writing assignments are
designed to challenge the students to write
essays which respond appropriately to the
given rhetorical situation. They learn to ask
vital questions about their subjects, research
and write to explore answers, and then write a
revised draft which communicates their
message to the audience. Development and
organization are important to all major
assignments.
The study of rhetoric requires that students
become aware of their writing context each
time they sit down to compose. Therefore, all
major assignments address genre, purpose, and
context in some way.
Because WRIT 201 uses portfolio grading, all
work is considered to be in progress until it is
turned in the final portfolio. This means that
major papers will be revised at least one time
based on instructor comments, but all minor
assignments are open for revision as well. In
addition, most daily assignments lead the
students toward their major papers, so they
receive feedback on their thinking throughout
the planning stages.
Find, evaluate, and use information
effectively and ethically (see
http://www.lib.umt.edu/informationliteracy/)
Begin to use discipline-specific writing
conventions
Demonstrate appropriate English language
usage
VI. Writing Course Requirements
Enrollment is capped at 25 students.
If not, list maximum course enrollment.
Explain how outcomes will be adequately met
for this number of students. Justify the
request for variance.
What instructional methods will be used to
teach students to write for specific audiences,
purposes, and genres?
Students spend at least one class period
receiving instruction in the library related to
finding and evaluating sources. This work
builds on WRIT 101 and extends over the
course of the semester into conversations
about accessing, evaluating resources, and
using them effectively. Exercises before and
after that class period emphasize the
differences in searches between Google and
database information; they come to see that the
access they enjoy as students is far richer than
what they have access to without their student
ID (and this conversation extends in to unequal
access rights to information). They spend time
exploring and scrutinizing bias in their
searches, in their research, and in their own
writing.
Students are encouraged (but not required) to
choose research questions that allow them to
practice discipline-specific conventions. In
research-based assignments they are
encouraged to practice the citation style most
commonly used in their discipline.
We teach grammar in two ways: We
emphasize rhetorical grammar, or teaching
grammar and punctuation in the context of
teaching students how to make decisions about
style, genre, and context. Second, we facilitate
grammar learning through an emphasis on
global errors, or those errors that affect
meaning (rather than those local errors that
distract readers but do not significantly impact
meaning).
Yes.
The study of audience, purpose and genre is so
integral to the study of rhetoric that students
are literally required to examine the context of
their reading and writing in every single class
period. Each of their formal essays requires
them to engage in distinct genres and feedback
for revision addresses these exact concepts.
Which written assignments will include
revision in response to instructor’s feedback?
The first three formal essays are revised based
on highly structured peer and instructor
feedback. The final two formal essays receive
peer feedback only.
VII. Writing Assignments: Please describe course assignments. Students should be required
to individually compose at least 16 pages of writing for assessment. At least 50% of the course
grade should be based on students’ performance on writing assignments. Clear expression,
quality, and accuracy of content are considered an integral part of the grade on any writing
assignment.
Formal Graded Assignments
 Completed Final Portfolio: Students
select artifacts from their course
work, plus revised versions of their
major assignments in a portfolio
which represents their coursework
and which is work 65% of their grade.
Students’ final portfolios include at
least 20 pages of writing (not
including invention artifacts and
drafts).
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Formal Essay #1 Listen First, Then
Speak: Writing a Rhetorical
Analysis (3-5 pgs); genre is formal
academic analysis of an essay.
Formal Essay #2 Arguing to an
Audience: Responding to Fast Food
Nation (7-9 pg argument + 2-3 pg
rhetorical discussion); genre is formal
research-based argument, directed to
an audience specific by professor to
meet an appropriate level of challenge
for each student.
Formal Essay #3 Arguing with Voice
and Arrangement: Writing the MultiGenre Essay (1000-2500 words, +2-3
pg rhetorical discussion); genre is a
multi-modal, multi-voiced argument
in which students engage their own
strategies for visual rhetoric.
Formal Essay #4 Radical Revision
(length is genre appropriate). Students

must revise paper #2 by changing the
audience and purpose, but keeping the
subject and message the same.
Formal Essay #5 Portfolio
Introduction (3-5 pages). Genre is
critically reflective response to course
themes and their own writing
processes over the semester.

Informal Ungraded Assignments
Students compose informal writing
assignments nearly every class period. In
class writing includes invention work,
fastwriting, collaborative research, and highly
structured peer review. These texts receive
comments to encourage thinking not grades.
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form. 
For assistance on syllabus preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
The syllabus must include the following:
1. Writing outcomes
2. Information literacy expectations
3. Detailed requirements for all writing assignments or append writing assignment instructions
Paste syllabus here.
Supporting Documents for WRIT 201 Review:
In this attachment, please find the following sample course documents:
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Guidelines for Teaching WRIT 201 at UM
A sample WRIT 201 syllabus.
Holistic rubrics for grading participation and portfolios.
Plagiarism policy.
Individual assignment descriptions and requirements for 5 major papers and the
portfolio.
WRIT 201 College Writing II
*prerequisite C or better in 101 or direct placement into WRIT 201
Instructor: Amy Ratto Parks
Office: LA 212
Phone: 243-2133
Office Hours: Tues 12:45-2:45, Thurs 12:45-1:45 or by appointment
Email: amy.ratto-parks@mso.umt.edu
Course Website: https://sites.google.com/site/writ201/
------------------------
[Rhetoric is] “The study of how people use language and symbols to realize human goals and carry
out human activities… ultimately a practical study offering people great control over their symbolic
activity.” Charles Bazerman (Shaping Written Knowledge. 1988. 6)
“The aim of ancient rhetorics was to distribute the power that resides in language among all of their
students. This power is available to anyone who is willing to study the principles of rhetoric.” S.
Crowly and D. Hawhee, Ancient Rhetorics for Contemporary Students
“In short, rhetoric is a mode of altering reality, not by the direct application of energy to objects, but
by the creation of discourse which changes reality through mediation of thought and action.” Lloyd
Bitzer (“The Rhetorical Situation” 1968)
Course Description
“When Americans hear the word “rhetoric” they tend to think of politicians’ attempts to deceive them […]
as though words had no connection to action. […](Crowly). During the course of this class you will learn
that exactly the opposite is true: words are action and the more control you have over them, the power they
can give you. Our study this semester will focus on the way traditional rhetorical concepts are still powerful
in contemporary American culture; you will have the opportunity to study arguments as a reader and enact
those practices as a writer.
Much of your work in this class will involve different kinds of collaboration, including small group
workshops and discussions that will take place in class. Because writing development is an important
process that takes place over time an across different writing situations, all WRIT 201 classes use portfolio
evaluation as a primary means of evaluation. By the end of the semester you should be able to accurately
and subtly assess a given rhetorical situation and make effective rhetorical choices based your assessment.
You should be able to engage in information literacy to assess and synthesize information, evaluate sources
and appropriately integrate research into your writing. And finally, you should be able to write a graceful,
convincing, beautifully written argument.
Required Course Texts:
 everything’s an argument Lunsford, Ruskiewicz, Walters
 Fast Food Nation, Eric Schlosser
 We will also access electronic materials. At times you may be required to print those materials;
please budget the printing costs as part of your course costs.
Other Course Materials
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notebook for in-class writing
a folder for misc. class materials/handouts
a folder or binder for your final portfolio
General Class Expectations:
All reading assignments will be completed by the assigned date.
All writing assignments must be turned in on time.
All homework must be typed.
Attend class.
Actively, vocally, and appropriately participate in class discussions.
Any individual assignments (including requests for conferences) will be completed by the
assigned date
WRIT 201 Required Elements
I encourage you to talk with me at any time to better understand my comments or to discuss your overall
progress and success in the class.
Grading -- you must earn a C- in this class to be awarded credit
Participation (includes mid-term response)
Final Portfolio
35%
65%
**you must turn in your portfolio and complete all major papers by their deadlines in order to receive
credit for this course.**
Grading Policy: Students enrolled in WRIT 201 are graded by the traditional letter grade A, B, C, D, F or
are given NC for no credit. The NC grade does not affect grade point average. It is reserved for students
who have worked unusually hard, attended class regularly and completed all assignments but whose skills
are not at a passing level at the end of the semester.
Major Assignments
Expect to write five papers and make major revisions over the course of the semester, in addition to other
short writing assignments in and out of class. I will give you a detailed assignment sheet as we begin each
of these major assignments.
You will have the chance to develop all of your major projects through a process of inquiry and drafting.
You’ll compose papers in and out of class, alone and with your small group. All inquiry projects must be
completed for you to pass the course. I will respond to these projects with written comments focused on
suggestions for revision, but I will also mark them using a check system to help you know where you stand
on a specific project.
Major Inquiry Projects:
Formal Essay #1 Listen First, Then Speak: Writing a Rhetorical Analysis, September 27th
Formal Essay #2 Happy People Everywhere!!!: Analyzing Visual Rhetoric, October 18th
Formal Essay #3 Digging Through Layers: Researching The Good Life November 27th
-------------------Formal Essay #4 Pocket Guide to a Good Life
Formal Essay #5 Portfolio Introduction
Completed Final Portfolio
* all three of these are due in the portfolio on December 6th *
Attendance
If you miss the first two classes, you will need to drop the course on Cyberbear and enroll in another
semester. This is university policy and the reasoning behind it is that important groundwork for the
semester is put in place in the first few class meetings. Students without that foundational framework are
better served by taking the course when they can give it the attention it deserves.
More than two absences from a TR class will compromise your grade. 5 or more absences from a TR class
will result in a failing grade. Here’s the breakdown.
3rd absence: final grade drops one letter grade
4th absence: final grade drops one letter grade
5th absence: final grade is an F
Here’s the reasoning behind the attendance policy. Without attending class, you cannot perform your role
as a student involved in learning, planning, inventing, drafting; discussing reading and writing; learning and
practicing rhetorical moves and concepts; or collaborating with your instructor and classmates. Required
University events will be excused if you provide appropriate documentation. Personal situations inevitably
arise that make it impossible for you to make it to class. Remember, however, that’s why a few absences
are allowed; please reserve those for emergencies.
If you must miss class, you are responsible for obtaining any handouts or assignments for the class. Make
sure you talk with me in advance if you are worried about meeting a deadline or missing a class.
Participation. Participation includes coming to class prepared and on time, taking part in class discussions,
asking questions, contributing your knowledge and insights in whatever form is appropriate, and striving to
make all your contributions excellent. It also includes doing the required reading and writing for each class.
Note: Please come to class on time. Lateness will hurt your grade because it is an unnecessary interruption
and because latecomers are likely to miss valuable information. Please see Participation Grade Descriptors
for more information.
Late Work.
Your work needs to be typed, printed, and in class with you to be considered "on time".
 Late or handwritten homework does not receive credit.
 Emailed assignments are considered late.
 Late formal essays are unacceptable. They will receive no revision comments from me.
 If you miss class, the homework is due the next class period.
 You are always welcome to complete assignments early if you will be missing class.
Academic Conduct. You must abide by the rules for academic conduct described in the Student Conduct
Code. If you have any questions about when and how to avoid academic dishonesty, particularly
plagiarism, please review the Conduct Code and talk with your instructor. The Council of Writing Program
Administrators describes plagiarism as follows: “plagiarism occurs when a writer deliberately uses
someone else’s language, ideas or other original (not common-knowledge) material without acknowledging
its source.” Academic honesty is highly valued in the University community and acts of plagiarism will not
be tolerated.
Students with Disabilities
Qualified students with disabilities will receive appropriate accommodations in this course. Please speak
with me privately after class or in my office. Please be prepared to provide a letter from your DSS
Coordinator.
Participation in University Assessment
This course requires an electronic submission of an assignment stripped of your personal information to be
used for educational research and assessment of the writing program. Your papers will be stored in a
database. This assessment in no way affects either your grade or your progression at the university.
-------------------------WRIT 201 Outcomes
Rhetorical Knowledge
By the end of advanced composition, students should be able to:
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Understand the relationship of rhetoric and writing to participation in academic and civic
discourses.
Understand the art of argumentation and have the ability to join academic, disciplinary, and civic
conversations as a writer and reader.
Write in multiple academic genres with an awareness of how genres shape and are shaped by
reading and writing situations and disciplinary contexts.
Consciousness of and fluency with rhetorical decision-making as an important part of composing
texts.
Critical Thinking, Reading, Research, and Writing Processes
By the end of advanced composition, students should be able to:
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Practice argumentation as a means of critical thinking: “ask pertinent questions, recognize and
define problems, identify the arguments on all sides of an issue, search for and use relevant data,
and arrive in the end at carefully reasoned judgments” (Bok 109-110)
Understand and use rhetorical reading, analysis, and criticism as means to interpret and compose
texts.
Critically and rhetorically reflect on reading, research, and writing practices.
Engage in information literacy to find, evaluate, and use sources in increasingly savvy and
sophisticated ways and participate in conversations about information ethics.
Appreciate the challenges of living with diversity and communicating effectively across
differences.
Use a variety of technologies to facilitate research, writing, communication, and document design.
Enact collaborative and social aspects of learning with ease.
Knowledge of Conventions
By the end of advanced composition, students should be able to:
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Understand the logic of genre conventions and documentation systems.
Understand style – ornament, appropriateness, clearness, and correctness – as a rhetorical decision
located in the inter-relationship among readers, writers, and texts in specific genres and contexts.
--------------------------------Daily Short Assignments. You will comments from me, but no grade on informal writing submissions.
Short assignments play an important part in your overall participation grade.
Major Inquiry Projects. To give you a sense of the check system I’ll be using, please refer to the
following descriptors.
Check: A project with a check generally meets its rhetorical goals in terms of purpose, genre, and
writing situation without need for extensive revision. Written comments will elaborate on strengths,
weaknesses, and strategies for focused revision.
Check minus: A project with a check minus meets the basic requirements, but would benefit from
significant revision and a stronger understanding of rhetorical decision-making. Written comments will
elaborate on strengths, weaknesses, and strategies for revision.
Unsatisfactory: A project with a U does not meet basic standards, and requires extensive development
and attention. An unsatisfactory submission may be incomplete or inappropriate to the assignment.
Such a submission may receive a request to rewrite within a week in order to receive teacher
comments.
Portfolio Grade Descriptors for WRIT 201
A Superior portfolios will demonstrate initiative and rhetorical sophistication that go beyond the
requirements. A portfolio at this level is composed of well-edited texts representing different writing
situations and genres that consistently show a clear, connected sense of audience, purpose and
development. The writer is able to analyze his or her own writing, reflect on it, and revise accordingly. The
portfolio takes risks that work.
B Strong portfolios meet their rhetorical goals in terms of purpose, genre, and writing situation without
need for further major revisions of purpose, evidence, audience, or style/ mechanics. The writer is able to
reflect on his or her own writing and make some choices about revision. The writer takes risks, although
they may not all be successful.
C Consistent portfolios meet the basic requirements, yet the writing would benefit from further revisions of
purpose, evidence, audience, or writing style/mechanics (or some combination) and a stronger
understanding of rhetorical decision-making involved in different writing situations and genres. The writer
composes across tasks at varying levels of success with some superficial revision. The writer has taken
some risks in writing and exhibits some style.
D Weak portfolios do not fully meet the basic evaluative standards. Most texts are brief and
underdeveloped. These texts show a composing process that is not yet elaborated or reflective of rhetorical
understanding related to composing in different genres and for a range of writing situations. Texts generally
require extensive revisions to purpose, development, audience, and/ or style and mechanics.
F Unacceptable portfolios exhibit pervasive problems with purpose, development, audience, or style/
mechanics that interfere with meaning and readers’ understanding. Unacceptable portfolios are often
incomplete. A portfolio will also earn an F if it does not represent the writer’s original work.
Participation Grade Descriptors for WRIT 201
A Superior participation shows initiative and excellence in written and verbal work. The student helps to
create more effective discussions and workshops through his/her verbal, electronic, and written
contributions. Reading and writing assignments are always completed on time and with attention to detail.
In workshop or conferences, suggestions to group members are tactful, thorough, specific, and often
provide other student writers with a new perspective or insight.
B Strong participation demonstrates active engagement in written and verbal work. The student plays an
active role in the classroom but does not always add new insight to the discussion at hand. Reading and
writing assignments are always completed on time and with attention to detail. In workshop or conferences,
suggestions to group members are tactful, specific, and helpful.
C Satisfactory participation demonstrates consistent, satisfactory written and verbal work. Overall, the
student is prepared for class, completes assigned readings and writings, and contributes to small group
workshops and large class discussions. Reading and writing assignments are completed on time. In
workshop or conferences, suggestions to group members are tactful and prompt, but could benefit from
more attentive reading and/or specific detail when giving comments.
D Weak participation demonstrates inconsistent written and verbal work. The student may be late to class,
unprepared for class, and may contribute infrequently or unproductively to classroom discussions or small
group workshops. Reading and writing assignments are not turned in or are insufficient. In workshops or
conferences, suggestions to group members may be missing, disrespectful, or far too brief and general to be
of help.
F Unacceptable participation shows ineffectual written and verbal work. The student may be excessively
late to class, regularly unprepared, and not able to contribute to classroom discussions or small group
workshops. This student may be disruptive in class. Reading and writing assignments are regularly not
turned in or are insufficient. In workshops or conferences, the student has a pattern of missing, being
completely unprepared, or being disruptive.
Plagiarism Policy
Amy Ratto Parks
If I suspect that something a student has written has been plagiarized, in full or in part, intentionally or
unintentionally, I take the following actions:
-
I alert the student of areas of the text that are suspicious
the student receives no credit on the paper, pending failure, and it is up to him/her to prove
that he/she turned in original work
each student is asked to provide me with hard copies of the research she/he used in writing the
paper
if the student cannot provide documentation of her/his research, the student will fail the paper
*these measures are also put into action when a paper is poorly cited. When a student brings his/her
research to me I use the time to talk with them about citation and make sure that they understand how and
when to cite in the future.
In the case that the student is unable to provide evidence of his/her original work, or in the case that I have
evidence that the student has intentionally plagiarized his/her work:
- the student will automatically fail the given assignment
- the student may fail the course unless, at my discretion, I offer alternative assignments and/or
conditions
- I may pursue a plagiarism citation unless, at my discretion, I offer alternative assignments
and/or conditions
- the student may receive alternate assignments, etc. to avoid failure. In this instance, all
conditions must be met. I need to see evidence of excellent work and effort, and work must be
completed on time.
- all other previously established conditions in the class (i.e. attendance, participation,
homework grades, etc.) still stand and can still cause a student to fail the course
- in the case of blatant or egregious offenses, I will not negotiate against course failure and will
pursue a University Citation of Plagiarism
Paper #1 Listen First, Then Speak: Writing a Rhetorical Analysis
Workshop: Tuesday, September 25th
Final Draft Due: Thursday, September 27th
Length: 3-5 pages (does not include cover sheet)
During this first unit we have spent time carefully reading, then analyzing a variety of arguments in terms
of their rhetorical strategies. By now, it should be clear that when you are asked to do a "rhetorical
analysis" of a text, you are being asked to apply your critical reading skills to break down the "whole" of
the text into the sum of its "parts." You try to determine what the writer is trying to achieve, and what
writing strategies he/she is using to try to achieve it.
Reading critically means more than just being moved, affected, informed, influenced, and persuaded by a
piece of writing. Reading critically also means analyzing and understanding how the work has achieved its
effect. For the first paper in this class you will write a 3-5 page rhetorical analysis of the introduction to the
Hedonism Handbook, by Michael Flocker.
*Flocker’s text is available in the “assignments” tab on the class website.*
It’s important to consider how your opinion plays into this paper. You are making an argument with this
analysis, and the argument answers this question: Is Michael Flocker successful as a rhetoritian in this
essay? Why or why not? Your thesis statement should make a specific assertion about the success of the
essay (“it was successful” is not at all specific…). The body of your paper should be packed full with
evidence (observations about specific strategies) and discussion about how/why the strategies work in the
given rhetorical situation.
Your paper should:
- demonstrate a clear understanding of the intentions of the essay
- be well-organized and clearly presented
- have a strong thesis statement that appears early in your paper (remember, you are making an
argument in this paper).
- show an understanding of the elements of the rhetorical situation
- show an understanding of how the rhetorical situation affected the essay
- identify various rhetorical strategies in the essay
- address the effect of the strategies on the finished essay
- be gracefully and smoothly written – free of grammatical and spelling errors
*Your paper should not simply walk paragraph by paragraph through the essay.*
------------------------------------------------------------------------In order to be eligible for full credit, the following should be stapled* together neatly when you turn it on
Thursday, September 27th
- prewriting or annotated copy of the essay
- first draft with workshop notes
- a workshop worksheet
- a clean, revised draft
- a cover sheet (on top) with a short reflection that considers some/any of the following:
o your overall experience in the unit, your understanding of rhetorical analysis, your
writing process, etc.
*PS – really, staple your papers or I won’t take them.
Arguing to an Audience: Responding to Fast Food Nation
Workshop: Thursday, March 29th
Final Draft Due: Tuesday, April 10th
Length: 7-9 pages, not including works cited page
Rhetorical Discussion: 2-3 pages due also on 4/10
In the first unit of this class we spent our time focusing on the rhetorical strategies of various authors. In
this unit you will have the chance to implement some of strategies we discussed. For your second paper you
will respond to a topic of inquiry of your choice based on an argument made by Eric Schlosser in his book
Fast Food Nation. This paper is your chance to explore one of his assertions in more depth. You might
choose something you had never considered before, just as you might choose an argument of his that
seemed elementary or unfair. Throughout the unit we will be walking through various stages of the writing
process together, and your participation in each of those stages will help ensure the quality of the final
product.
Research will be one element of this project, but the thinking and rhetorical strategies in your arguments
should be your primary concern. For this project you will be writing an argument about a subject of your
choice to a personally assigned audience (assigned by me). I am most interested in the way you tailor your
strategies to your assigned audience. I am looking for: 1) a clear sense of audience awareness, 2) flexibility
in your voice, arrangement, development and mechanics, and 3) your awareness of your own writing
choices.
In its final form, your project should include the following:
- a clearly stated, cohesive argument
- appropriately chosen rhetorical strategies designed specifically for your chosen
audience
- adequate evidence and reasoning to defend your argument
- evidence that you understand the full complexity of your subject/question of inquiry
- appropriately cited research and quotations (in a chosen, consistent style: MLA, APA, etc.)
- a minimum of three credible resources
Fast Food Nation Project Required Elements:
All of the following should be neatly organized and bound with a binder clip or placed in a paper folder:
- in-class fastwrites (you need _____ )
- list of 6 possible topics with my comments
- detailed inquiry with my comments
- audience discussion exercise from previous assignment (_____
- workshop draft with comments
- workshop comment sheet and rhetorical discussion from reader
- clean revised paper
- rhetorical discussion (see attached assignment)
- cover sheet that includes: the unit title (see above), your name, your section
(over)
Detailed Inquiry
This will be handed out separately.
Rhetorical Discussion (2-3 pages) *due also on 4/10*
Please address the following questions in your 2-3 page rhetorical discussion:
1.
2.
3.
4.
What is your SWAMP? How did it guide your writing choices (VAMD? PLE? Exordium?
Kairos?). Be as specific as you can. (THIS FIRST RESPONSE SHOULD TAKE UP APPROX. 1
½ PAGES – this is the bulk of your discussion.)
How did you view your audience situation?
Discuss your research choices. You may comment either on the credibility of your sources, the
way you used your research strategically, or the way your arrangement and development of
information was intentional.
What else would you like me to know before I read your essay?
In this paper I will be looking for the following:
- thoughtful detail about the project process
- in-depth awareness of your rhetorical choices
- awareness of rhetorical terms and strategies
- clear language free of grammatical and spelling problems
- solid organization
- a comfortable, honest voice
WRIT 201 Assignment #3: Writing the Multi-Genre Essay
Project Schedule
Draft Workshop: Tuesday, April 24th
Revised Draft Due: Thursday, April 26th
Length: 1,000 -1,500 words total
* your arrangement of the word-count is up to you, and should be something you address in your
rhetorical discussion
Rhetorical Discussion: 2-3 pages
Description
In Fast Food Nation, “Cosmetic Clips”, and “Consider the Lobster”, our authors were asking big questions
about their subjects and sought to expose something unknown to the general consumer. For paper #3, you
will do the same thing for your chosen subject. The subject of this project will be a food or beverage you
purchase regularly. You will examine and study the packaging, location(s) of purchase, cost, and cultural
identity (or lack thereof) for this product. Essentially, if your product is the “Cheyenne Mountain” from the
introduction of Fast Food Nation, what is going on underground? (What industry is it a part of? What does
that mean? What ingredients are in it? What are they? Search them out – what is the big picture of your
small grocery item?)
This project is a study of visual rhetoric, genre, and voice. With this assignment your main challenge is to
talk about the same subject in a variety of ways, using a variety of voices. I am most interested in the
flexibility of your voice here, but of course, am always alert to your choices in development, mechanics,
and arrangement. There is a lot of room for creativity here, but you are not required to “be creative”.
The Multi-Genre Research Paper must:
 be about a food you purchase regularly.
 demonstrate a clear sense of purpose.
 include five (5) different genres of your choosing. You may not choose creative genres (poetry,
lyrics, or fiction); that is for a different class.
 engage a visual element that interacts rhetorically with your essay (read chapter 14 for ideas). It
cannot just be something inserted there to fulfill a requirement; it needs a purpose.
How you arrange your genres is entirely up to you. You may blend them all into one essay or you may
separate them. The key is to have a controlling idea that makes your rhetorical choices hold together.
In its final form, your essay should:
 demonstrate earnest, thoughtful inquiry into your subject
 include at least five different genres
 show strong, flexible writing that varies in style and voice between genres
 have a clear organizational structure (this does not mean that the project has to move in a linear
fashion, but it does need to have it’s own sense of organization)
 show evidence of rhetorical awareness
 include at least three (3) outside sources
 use MLA style for works cited page; in-text citation style should be genre appropriate. (BOTTOM
LINE: it must be clear if you are engaging someone else’s ideas, observations, or research.)
 be grammatically controlled sentences
(continued next page)
Multi-Genre Essay Required Elements:
- committed subject assignment from 4/12 with my notes
- workshop draft with comments
- workshop comment sheet
- clean revised project
- rhetorical discussion (see assignment below)
- a cover sheet that rhetorically participates in your project
Rhetorical Discussion – also due, April 26th
Please address the following questions in your 2-3 page rhetorical discussion:
5. What is your SWAMP? How did it guide your choice of genre, voice, and arrangement. Which
genres did you choose? Why? (THIS FIRST RESPONSE SHOULD TAKE UP APPROX. 1 ½
PAGES – this is the bulk of your discussion.)
6. Discuss your research choices. How did your rhetorical situation guide your research?
7. Explain how you see your visual element interacting rhetorically with your project.
8. What else would you like me to know before I read your essay?
In this paper I will be looking for the following:
- thoughtful detail about the project process
- in-depth awareness of your rhetorical choices
- awareness of rhetorical terms and strategies
- clear language free of grammatical and spelling problems
- solid organization
- a comfortable, honest voice
Paper #4 Radical Revision
“Stay committed to your decisions, but stay flexible in your approach.” – Tom Robbins
Workshop Draft Due: Tuesday, December 6th
Revised Due: Thursday, December 8th, in the portfolio
Length: genre specific, rhetorically appropriate
Cover sheet should include:
1) Concise SWAMP for original draft
2) Concise SWAMP for radically revised version
Description
For this final assignment, you need to radically revise either paper #2 or #3. In order to do this, you will
need to consider your subject and message and then decide how you can make that same argument in a
different genre to a different audience.
Rules of the game:
All of the old directions go out the window but,
You must keep the same: writer, subject, and message
You must change: the genre, voice, purpose, and audience
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In essence, this is like your final exam. In this essay you get to show me the extent of your
rhetorical astuteness and flexibility.
You don’t get a chance to revise this based on my comments, but you are welcome to talk with be
beforehand about the direction of your revision.
I will assume that all of the writing choices I see are intentional.
I am looking for you to take risks with this piece, but I expect that those risks will be rhetorically
appropriate and genre specific.
Paper #4 Portfolio Introduction
Workshop Draft Due: Tuesday, May 1st
Revised Due: Friday, May 4th, in your portfolio
Length: 3-5 pages
General Description
This, your fourth major paper, is an introduction to your portfolio. The subject of this essay is your experience
in WRIT 201. You will frame your essay by responding to one of the quotes from the syllabus. Your
introduction should create a conversation between one of the four quotes below and your writing experiences
in this class.
Your paper should not be an evaluation of the class (you will have another chance to offer an official
evaluation of the course, the texts, and me). More than anything else, I am looking for evidence that you are
aware of yourself and your actions as a writer.
This essay has three major purposes: 1) to demonstrate your understanding of the major theoretical
concepts we covered this semester, 2) to explain the selections you made for your portfolio, and 3) to
demonstrate your awareness of the rhetorical situation and your own writing choices. But it is more than a
simple walk through of the course through your eyes; it - combined with your portfolio - is an argument for what you
learned this semester. The contents of this introduction function as a thesis statement, while your portfolio
functions as the evidence of that assertion.
In this essay I am specifically looking for you to review and evaluate your own growth as a
writer/rhetor. Comments such as “I really learned a lot” or “I grew a lot as a writer” will only work if they are
followed by specific evidence. In general (and as with all of your writing) you should aim for eliminating vague
language.
Quotes to Reference
1.
2.
3.
4.
[Rhetoric is] “The study of how people use language and symbols to realize human goals and carry
out human activities… ultimately a practical study offering people great control over their symbolic
activity.” Charles Bazerman (Shaping Written Knowledge. 1988.
“The aim of ancient rhetorics was to distribute the power that resides in language among all of their
students. This power is available to anyone who is willing to study the principles of rhetoric.” S.
Crowly and D. Hawhee, Ancient Rhetorics for Contemporary Students
“In short, rhetoric is a mode of altering reality, not by the direct application of energy to objects, but
by the creation of discourse which changes reality through mediation of thought and action.” Lloyd
Bitzer (“The Rhetorical Situation” 1968)
“When Americans hear the word “rhetoric” they tend to think of politicians’ attempts to deceive
them […] as though words had no connection to action. […]”(Crowly). During the course of this
class you will learn that exactly the opposite is true: words are action and the more control you have
over them, the more power they can give you.
General Invention Prompts
 Explain choices you’ve made, from revision to particular works, to grounds for inclusion, to
organization.
 Discuss each major piece of writing you’ve included, mentioning the strengths of each.
 Outline the process of composing or revising one or more entries.
 Examine your struggles as a rhetorician and writer and reader and show how you’ve worked to
overcome them.
 Discuss the role collaboration played in your composing process.
 Reflect on what you’ve learned about course concepts.
 Discuss the rhetorical knowledge you’ve learned in the class and point to instances in portfolio entries
where you’re exploring/applying it and ways you can imagine using it in the future.
 Discuss what you learned within the context of particular assignments and across assignments.
Portfolio Assignment
(a.k.a arguing on your own behalf)
Due: Friday, May 4th at NOON in my office (LA 212). Don’t be late.
Description
Your WRIT 201 portfolio represents your work over the semester. The documents should give
evidence of your growth as a reader, researcher, and writer. These documents are the fruit of a
semester-long reflective intellectual journey. Your portfolio also marks your progress as a student:
your ability to meet course goals and requirements; the development of your critical thinking skills;
the strengthening of your commitment to research, notetaking, drafting, revising, editing—all parts
of the writing process. This is a significant body of work.
Your working folder is your collection of everything you’ve done this semester; this final portfolio
offers you a more focused, organized opportunity to present the body of work you’ve collected,
revised, and reflected upon over the semester.
“For portfolio assessment your purpose if fairly clear: You need to convince your reader and/or
evaluator that your portfolio represents your best work for this course, that you have succeeded in
becoming a reflective learner, and that you have demonstrated writing abilities that fit with the
highest standards of the course.”
from Portfolio Keeping, A Guide for Students, by Nedra Reynolds and Rich Rice
Required Elements:
Table of Contents
Paper #4: Portfolio Introduction
Clean copies of all formal inquiry papers, with my original typed comments attached.
*if you choose to revise one of these you need to:
 include the original draft I commented on
 offer a brief discussion of your revisions between drafts
4-6 drafting artifacts
4-6 invention artifacts
Formatting
Required elements should be:
typed (fastwrites do not need to be typed)
clearly labeled
organized
compiled neatly in a binder.
No plastic sleeves.
No extra large binders when a small one will work.
You do not need to buy a brand new folder, but your name and section should be clearly labeled on
the front.
Evaluation
The following are the questions I will use to evaluate your portfolio:
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Can the student engage in inquiry as a means of learning?
Can the student tailor argumentative strategies with an awareness of how audience
shapes reading and writing?
Can the student demonstrate an ability to understand rhetorical strategy from the
perspective of the reader and the writer?
Can the student understand and engage the collaborative and social aspects of learning?
Can the student give and receive feedback on written texts?
Can the student appreciate the challenges of communicating effectively across
differences?
Has the student developed a flexible writing process?
Can the student conduct and appropriately cite research?
Does the student engage in the entire writing process?
Can the student practice conventions for different genres, including documentation and
control features like punctuation, grammar, syntax, and spelling?
Does the student include required portfolio elements in a neat, organized fashion?