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COURSEGOALS
Demonstratepracticalknowledgeoftheconceptofrhetorical
situation,throughtheabilitiesbothtoanalyzeandtowriteeffectivelyindifferentkindsofsituations.
Demonstrateproficiencywithbasicelementsofrhetoricalanalysis(suchaslogos,ethos,andpathos)inarangeoftexts,andtheapplicationofthatfacilityinourownwriting.
Demonstratetheabilitytoproducewritingthateffectivelyprovidesevidenceandreasoningforassertions,foraudiencesofeducatedreaders.
Demonstratetheabilitytoincorporateandattributeordocumentsourcematerialinrhetoricallyeffectiveways.
Demonstratetheabilitytousefeedbacktoreviseourownwritingandtheabilitytoprovideusefulfeedbacktoothers.
Demonstratetheabilitytoeditandproofreadourwriting.
WRIT1122:RhetoricandAcademicWriting(Sturm210)Sturm435
M/W2:003:50DanielSinger,UniversityofDenver
OfficeHours:67T/34TH,[email protected]
Thiscoursewillaskquestionsabout therelationshipbetweenthewayswe
thinkaboutWritingand theWriterand
thewayswewrite,read,andbehaveasbothwritersandreadersoftexts.provideopportunitiestowritefordifferentpurposesandaudiences,withanemphasisonlearninghowtoanalyzeandrespondtorhetoricalsituationsintheacademicuniverse;improvingcriticalthinking,reading,andwritingskills;understandingandutilizingvariouswritingprocesses;andgainingadeeperknowledgeofdiscourseconventions.
WRIT1122teachesstrategiesthatarevitalinwritingforwelleducatedreaders,primarilyinsituationsthatrequireyoutopresentandjustifypositions.Thecourseteachesrhetoricalanalysisandpractices,theeffectiveuseofreadingsandsourcematerials,andtechniquesforgenerating,revising,andeditingtextsproducedtomeetspecificsituations.WRIT1122providessustainedpracticeinwriting,withsystematicinstructorfeedback,thatresultsinatleastfourfinishedandpolishedpapers,totalingsome2025pagesbyquartersend.Studentswilladditionallycompleteseveralinformalordraftingexercises.
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RequiredTexts:Articles,essays,videos,andothertextsonBlackboard.Also:
AndrewBennett,AuthorRoutledge,2005ISBN:0415281644http://www.amazon.com/gp/product/0415281644/ref=olp_product_details?ie=UTF8&me=&seller=(shouldbeavailablefor$15to$20)
SusanMiller,TrustinTexts:ADifferentHistoryofRhetoricSouthernIllinoisUniversityPress,2007ISBN:0809327880http://www.amazon.com/TrustTextsDifferentHistoryRhetoric/dp/0809327880(shouldbeavailablefor$25to$30)
RecommendedText:
SeanBurke,AuthorshipEdinburghUniversityPress,1995ISBN:0748606181http://www.amazon.com/gp/product/0748606181/ref=olp_product_details?ie=UTF8&me=&seller=(shouldbeavailablefor$23to$25)
Assignments:Threepapersandafinalportfolio.Agrouppresentationandweeklycollaborativeworkshops.Dailyresearch,readings,writings,andresponses.StudentEngagementandParticipation:Thewritingprogramexpectsstudentstobeactiveandengagedlearners,includingthroughcollaboration,practicingacommitmenttothematerial,theirownwritingprocesses,andtotheirpeers.Inawritingclassengagementisvisibleinanumberofways,includingparticipationinclassroom
discussion,onlinediscussions,andotherconferencesanddiscussionsoutsidetheclassroom,peerreviewfeedback,groupprojectcontributions,andgeneraleffortstoimprovenotonlyone'sownlearningbutthelearningoftheentireclass.GRADING:YouwillultimatelyhaveonlyFOURGRADESforthis
course. A C means your work generally meets thestandards at the
average level; a B means the work isgenerally above average; an A
means it is generallyexceptional.
ReadingPosts&Responses: 10%
DailyAssignments,Workshops,Discussions,andDebates: 10%
Projects: 60%
FinalPortfolio:
20%LateWork:Thereisnone.Assignmentsareduewhentheyaredue.Barringdeathorapocalypse,lateworkcannotnotbeaccepted,andworkbasedoninclassparticipationcannotbemadeup.Shouldyouturninlateworkforcommentaryalone,Iwillattempttorespondinatimelyfashion,butlateworkwilltypicallyreceiveonlypassingattention.Absences:Becauseinteractionwithotherstudentsandtheprofessorisavitalpartoflearningtowrite,theWritingProgramexpectsstudentstoattendeveryclassmeeting,scheduledconference,andonlineactivity.Anyabsencewillaffectthestudentsperformanceandmultipleabsences(exceptthoseaffiliatedwithofficialuniversity
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events)arelikelytohaveadramaticnegativeeffectonbothlearningandthestudentsgrade.Intheeventofexcessiveabsences(20%ofclassmeetingsormore),studentsshouldconsiderdroppingthecourseandreenrollinginaquarterduringwhichtheycandevotetherequiredeffort.Ifaninstructordeterminesthatexcessiveabsenceshavepreventedastudentfrommeetingthegoalsofthecourse,thestudentmayfail.Studentswhomissclassarepersonallyresponsibleforlearningaboutanymissedmaterialorassignments,eitherfromclassmatesorfromthecoursewebsite.(SeealsoLatework.)Putsimply,missingoneclasswonthurtyoumissingmorethanthreeclasseswillsignificantlyimpactyourgrade.
AccommodationsforStudentswithDisabilities:TheWritingProgramwillprovidereasonableaccommodationstoeverystudentwhohasadisabilitythathasbeendocumentedbyTheUniversityofDenverDisabilityServicesProgram:www.du.edu/disability/dsp.
CivilityandTolerance:1.TheWritingProgramaffirmsDUsCodeofStudentConduct(http://www.du.edu/studentlife/ccs/),whichinpartexpectsstudentstorecognizethestrengthofpersonaldifferenceswhilerespectinginstitutionalvalues.Becausewritingcoursesrelyheavilyoninteractionsamongindividuals,studentsandteachersmustactinamannerrespectfulofdifferentpositionsandperspectives.Whilecivilityandtolerancearevitalinandofthemselves,workingproductivelywithothers,furthermoreisanimportantrhetoricalskill.ThereforetheWritingProgramwillacttoreducebehaviorsthatmaycompromise
productivelearningenvironments.Theseactionsmayrangefrominformalconversations,toformalcommunications,torequestactionbytheOfficeofCitizenshipandCommunityStandards.2.Bydefinition,allofeducationdependsonencounteringnewideasandinformation.Someofthesemayconflictwithindividualsexistingknowledgeorperspectives.TheWritingProgramexpectsstudentstoengagesuchmaterialsthoughtfully,inwaysthatreflectthevaluesandmissionoftheUniversityofDenver.3.Studentsmustrespecttheclassroomenvironment.Inclass,allcellphonesandelectronicdevicesshallbeturnedoff.Unlessspecificallydirectedbytheinstructor,studentsshallrefrainfromsendingemailandinstantmessages,orfromengaginginotheractivities(readingnoncoursematerials,engaginginprivateconversationsandsoon)thatdisrespecttheclassroomenvironmentandlearningconditionsforothers.
Plagiarism:TheWritingProgramfollowstheCouncilofWritingProgramAdministratorspolicyDefiningandAvoidingPlagiarism,whichstates,Inaninstructionalsetting,plagiarismoccurswhenawriterdeliberatelyusessomeoneelseslanguage,ideas,orotheroriginal(notcommonknowledge)materialwithoutacknowledgingitssource(http://wpacouncil.org/node/9).DUsHonorCodealsomaintainsthatallmembersoftheUniversitymustresponsiblyusetheworkofothers.StudentswhohaveplagiarizedaprojectwillreceiveanFonthatproject,andtheinstructorwillinformtheDirectorofWritingandtheOfficeofCommunityandCitizenshipStandards,whichmaytakefurtheraction.Anydocumentedactsofplagiarismafterthefirstmaybesubjecttomoresevereactions.
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Date GeneralTopic Readings(Completebeforeclass)
MajorWritingDue
1/4
Welcome;Definitions;Topicality;Rhetoric&CriticalAnalysis
Borges,BorgesandIHesse,WritingBeyondWritingCourses
1/9 WhatisWriting?WhatisReading?WhatisRhetoric?
Miller,TrustinTexts:ADifferentHistoryofRhetoricMiller,ChangingtheSubject:Authorship,WritingandtheReader
ReadingPost&Response1
1/11 WhatistheWriter?WhatistheReader?WhatistheText?
Foucault,WhatisanAuthor?Barthes,TheDeathoftheAuthor
Project1Due
1/16 NOCLASS(MLKDAY)
1/18 WhatisaRhetoricalSituation?DiscourseCommunity?
Bitzer,TheRhetoricalSituationBennett,Author(IntroandChapter1)
1/23
WhatisaSource?WhatisaGenius?WhatisaTradition?WhatisaGenre?
Eliot,TraditionandtheIndividualTalentBennett,Author(Chapter3)
ProjectProposal
1/25 WhatisInvention?
Burke,fromAGrammarofMotivesMuckelbauer,fromTheFutureofInvention
1/30 WhatisanArgument?WhatisLogos?
Toulmin,fromTheUsesofArgument
2/1 WhatisEthos?
Miller,TrustinTexts:ADifferentHistoryofRhetoric
Project2Due
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2/6 WhatistheAuthorsPowerandAuthority?
Bennett,Author(Chapter2)Nesbit,WhatWasanAuthorBenjamin,TheAuthorasProducer
ProjectProposal
2/8 WhatisaMan/WomanAuthor?
Cixous,CastrationorDecaptiation?Jardine,FeministTracks
ReadingPost&Response2
2/13 WhatisPathos?
Miller,TrustinTexts:ADifferentHistoryofRhetoric
2/15 WhatisCollaboration?WhatisMultipleAuthorship?
Bennett,Author(Chapter5) Project3Due
2/20 WhatisaSurface?
Miller,TrustinTexts:ADifferentHistoryofRhetoric
ProjectProposal
2/22 WhatistheText?WhatisaSpeakerAuthor?
Miller,TrustinTexts:ADifferentHistoryofRhetoric
ReadingPost&Response3
2/27 WhatisFit?WhatisaConclusion?
Miller,TrustinTexts:ADifferentHistoryofRhetoric
2/29 Presentationsand/orSpeeches ReadingsAssignedbyGroups
Project4Due
3/5 Presentationsand/orSpeeches ReadingsAssignedbyGroups
3/7 FinalPortfolio ReviewPreviousReadings
ReadingPost&Response4
3/12 WrapUp ReviewPreviousReadings PortfolioEssayDraft
FINALEXAMDATE:3/14
FinalPortfolioDue
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PROJECT I, WRIT 1122, WINTER 2012
Please write an essay, directed to a particular audience, in
which you develop and prove a sophisticated argument about Writing
and/or Writers, however loosely you choose to conceive of those
terms. This first project is LARGELY DIAGNOSTICthat is, Im mostly
looking for you to get your feet wet here. We (both you, as a
developing writer, and I, as someone aiming to help you develop as
a writer) will use this document primarily as a starting point to
begin working on making complex, rhetorically aware arguments to
specific discourse communities later in the term. As such, grading
will be largely based on how completely and conscientiously you
present your argument. So, pay attention to:
1. The clarity and completeness of your argument 2. Your
intended audience 3. The care with which you develop and define
your terms, given your audience
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PROJECT II, WRIT 1122, WINTER 2012 Please write an essay,
directed to a particular academic discourse community, in which you
develop and prove a sophisticated argument using writing, writer,
rhetoric, discourse, text, or some variation of one of these terms
as EITHER your context or focus. Argument & Depth:
1It is not clear what one argument your paper is really pursuing
3Your paper pursues one big argument about one big topic 53+ your
paper pursues that argument in depth in each section, rather than
merely developing topical breadth from paragraph to paragraph
Audience:
1Your paper isnt clearly intended to be read by a particular
academic discourse community 3Your paper is directed to a
particular discourse community, as generally apparent in your
introduction, conclusion, and treatment of sources 53+ your paper
clearly addresses a particular discourse communitys knowledge about
your topic and develops your argument clearly in the context of
what that discourse community has already said about it
Logic & Research:
1Your papers argument is not clearly logical and/or is generally
not based in coherent use of sources (from class readings or
otherwise) to develop and prove that logic 3Your papers argument is
clearly logical and is generally based in coherent use of sources
(from class readings or otherwise) to develop and prove that logic
53+ your argument is presented as being highly logical, based in
very thorough research (from class readings or otherwise), and
appears to be logically irrefutable.
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PROJECT III, WRIT 1122, WINTER 2012 Please write an essay,
directed to a particular academic discourse community, in which you
develop a complex relationship between TWO of the following three
terms: Ethos, Authority, and Power. Argument & Depth:
1It is not clear what one argument your paper is really pursuing
3Your paper pursues one big argument about one big topic 53+ your
paper pursues that argument in depth in each section, rather than
merely developing topical breadth from paragraph to paragraph
Audience:
1Your paper isnt clearly intended to be read by a particular
academic discourse community 3Your paper is directed to a
particular discourse community, as generally apparent in your
introduction, conclusion, and treatment of sources 53+ your paper
clearly addresses a particular discourse communitys knowledge about
your topic and developed your argument clearly in the context of
what that discourse community has already said about it
Logic & Research:
1Your papers argument is not clearly logical and/or is generally
not based in coherent use of sources (from class readings or
otherwise) to develop and prove that logic 3Your papers argument is
clearly logical and is generally based in coherent use of sources
(from class readings or otherwise) to develop and prove that logic
53+ your argument is presented as being highly logical, based in
very thorough research (from class readings or otherwise), and
appears to be logically irrefutable.
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PROJECT IV, WRIT 1122, WINTER 2012 Please prepare a significant
presentation that takes up a major argument or issue raised by
Miller in Trust In Texts. Argument & Depth:
1It is not clear what one argument your presentation is really
pursuing 3Your presentation pursues one big argument about one big
topic 53+ your presentation pursues that argument in depth in each
section, rather than merely developing topical breadth from
paragraph to paragraph
Audience:
1Your presentation isnt clearly intended to be read by a
particular academic discourse community 3Your presentation is
directed to a particular discourse community, as generally apparent
in your introduction, conclusion, and treatment of sources 53+ your
presentation clearly addresses a particular discourse communitys
knowledge about your topic and developed your argument clearly in
the context of what that discourse community has already said about
it
Logic & Research:
1Your presentations argument is not clearly logical and/or is
generally not based in coherent use of sources (from class readings
or otherwise) to develop and prove that logic 3Your presentations
argument is clearly logical and is generally based in coherent use
of sources (from class readings or otherwise) to develop and prove
that logic
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53+ your argument is presented as being highly logical, based in
very thorough research (from class readings or otherwise), and
appears to be logically irrefutable
Transfer and Management of the Rhetorical Situation:
1Your presentation and your group members answers to questions
about your choices regarding writer, reader, text, etc. do not
demonstrate reasonable transfer of writing knowledge/skills from
previous rhetorical situations to this one 3Your presentation and
your group members answers to questions about your choices
regarding writer, reader, text, etc. ultimately demonstrate
reasonable transfer of writing knowledge/skills from previous
rhetorical situations to this one 53+ your presentation and your
group members answers to questions about your choices regarding
writer, reader, text, etc. reveal a highly sophisticated set of
choices about the nature of your presentation, directly based on a
comprehensive and generally successful analysis of the whole
complex of the rhetorical situation at hand
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FINAL PORTFOLIO, WRIT 1122, FALL 2011 DUE VIA EMAIL
([email protected]) BY 11:59 ON THURSDAY, MARCH 15
The Writing Program faculty assess WRIT 1122 by reading selected
student writings at the end of the course. To help this effort and
to demonstrate your writing accomplishments, please create a
portfolio that contains three selected writings and an introductory
essay about those selected writings. An Introductory Essay, the
central argument of which is:
How each of the three writings youve selected and included in
your portfolio demonstrate your ability to produce effective texts
for SPECIFIC RHETORICAL SITUATIONS, and
How the pairing of what youve selected for inclusion in your
portfolio
demonstrates your ability TO TRANSFER writing skills and
knowledge from one rhetorical situation to another.
NOTEIn the essay, make sure to:
Briefly explain the assignment for each piece, if there was one
(after all, most of your readers wont be familiar with your
course);
Explain how you went about completing each
assignment (that is, talk about your process in writing each of
the two pieces);
Three writings that demonstrate your ability to produce
effective texts for specific rhetorical situations and that
collectively demonstrate transfer.
Two of these pieces should be MAJOR REVISIONS of papers written
for this class.
One of these pieces should be a piece written THIS QUARTER but
not for this
class.
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Submitting Your Final Portfolio Before you submit:
Does each piece have a CORRECTLY FORMATTED AND COMPLETE WORKS
CITED PAGE?
Is each piece CORRECTLY FORMATTED according
to MLA standards?
Is each piece ABSOLUTELY FREE OF TYPOS, GRAMMATICAL ERRORS, AND
PUNCTUATION ERRORS?
1. CUT AND PASTE all three papers into ONE file.
First should be your Introductory Essay, followed by the other
pieces, in
the order that makes sense to you.
2. NAME this file in the following manner: Last Name_Winter
12_1122
EMAIL this file to [email protected] no later than 11:59 ON
THURSDAY, MARCH 15:
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Grading Argument & Depth:
1Your portfolio does not demonstrate the ability to pursue one
big argument about one big topic 3Your portfolio demonstrates the
ability to pursue one big argument about one big topic 53+ your
portfolio demonstrates the ability to pursue an argument in depth
in each section, rather than merely developing topical breadth from
paragraph to paragraph
Audience:
1Your portfolio does not clearly demonstrates the ability to
write to a particular academic discourse community 3Your portfolio
demonstrates the ability to write to a particular discourse
community, as generally apparent in your introduction, conclusion,
and treatment of sources 53+ your portfolio demonstrates the
ability to clearly address a particular discourse communitys
knowledge about your topic and develops your argument clearly in
the context of what that discourse community has already said about
it
Logic & Research:
1Your portfolio does not clearly demonstrate the ability to
develop a logical argument, based in the coherent use of sources
(from class readings or otherwise) to develop and prove that logic
3Your portfolio clearly demonstrates the ability to develop a
logical argument, based in the coherent use of sources (from class
readings or otherwise) to develop and prove that logic 53+ your
portfolio clearly demonstrates the ability to present arguments as
being highly logical, based in very thorough research (from class
readings or otherwise), that appear to be logically irrefutable
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Transfer and Management of the Rhetorical Situation:
1Your portfolio does not demonstrate the ability to analyze
rhetorical situations and to make effective choices regarding
writer, reader, text, etc. based on that analysis and does not
demonstrate reasonable transfer of writing knowledge/skills from
previous rhetorical situations to this one 3Your portfolio clearly
demonstrates the ability to analyze rhetorical situations and to
make effective choices regarding writer, reader, text, etc. based
on that analysis and ultimately demonstrates reasonable transfer of
writing knowledge/skills from previous rhetorical situations to
this one 53+ your portfolios introductory essays discussion of your
choices regarding writer, reader, text, etc. reveal a highly
sophisticated set of choices about the nature of your portfolio as
a whole, directly based on a comprehensive and generally successful
analysis of the whole complex of the rhetorical situation at
hand
DU Writ 1122--W12--2-4 (1).pdfDU--WRIT1122, S12 (2-4)--Writing
and the AuthorWinter Reading and Assignment Schedule.pdf
1122 (Winter, 2011) Projects List