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,AspenHalldsinger3@du.edu

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.

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

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.

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

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

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

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.

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.

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

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

FINAL PORTFOLIO, WRIT 1122, FALL 2011 DUE VIA EMAIL (dsinger85@gmail.com) 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.

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 dsinger85@gmail.com no later than 11:59 ON THURSDAY, MARCH 15:

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

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