First-Year Writing and RhetoricWRTG 1150, Section 103

Spring 2013

Instructor: Christopher David RosalesE-mail: christopher.rosales@colorado.edu Office: STAD266D (Easiest to enter through Gate 11)Office Hours: Wednesdays/ 4:30 – 5:30 & Tuesdays/ 2:15 – 3:15, or by appointment. Class Meeting Time: Tuesdays/Thursdays 3:30pm Room: HLMS 104

Required Texts:Knowing Words: A Guide to First-Year Writing and Rhetoric (Fall/Spring 2012-2013)In addition to the text, you are expected to print out a considerable number of handouts, in addition to your own essays, over the course of the semester. Please be prepared to absorb the printing costs as you would the cost of additional text books.

Course Description: Welcome to First-Year Writing and Rhetoric, a course designed to introduce you to college-level academic writing. This course emphasizes thinking, reading and writing critically—that is, thinking, reading and writing that does not merely understand what a text says, but understands how it says it. We will study how we can use reading and writing to explore ideas and to inform readers, with special analytical attention to basic rhetorical concerns such as audience, purpose, structure, and argument. Class work will include reading the work of established writers, studying the craft and process of writing, group discussion, and considerable writing. These activities are used to emphasize the power of language to inform readers and explore ideas. We will also steadily ask what the writer’s responsibilities are. It is important to note that any themes that develop in, or form the shape of, this course, are avenues for discussion of writing, rather than the other way around. Expect to write a lot. Please understand that your role in the class is both as student and peer – you will be asked to read and comment on your classmates’ writing frequently. This required workshopping is designed to help you be aware of your audience, to help you articulate your ideas about writing, and to gain self-awareness of yourself as a writer.

Course delivery: The teaching and learning will take place through workshop, peer review,Conferences. In addition, the Writing Center is available should you find you need further assistance. Most of your progress will be assessed based on a comparison of your final drafts and your initial drafts, as well as your incorporation of the techniques learned from the readings into the revisions of those drafts. The best writers are also voracious and critically astute readers. On the most basic level, reading literature helps us to recognize what good literature is as well as how good writing works. Furthermore, reading also inspires writing in that it continually keeps language moving through the brain. We will spend time closely reading texts, discussing the techniques these writers use (and how we can use them in our own writing), and how reading and writing inform each other. All reading is required. Because this course hinges upon participation, assigned readings must be completed before the class they are to be discussed. Arriving to class

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prepared for discussion will result in a higher grade for the course. Please bring the texts for the day to class. (You may do this using an electronic device I have approved ahead of time.)

Technology: In this course, you will be called upon to check D2L and your CU email regularly. I cannot emphasize enough how often these resources need to be used to stay up to date with the materials needed for the classroom activities. Again, there is not text, so interaction with these resources is paramount.

Information Literacy: You will be expected to complete the RIOT modules as wells as attend a Library Research Seminar during a regular class session. The RIOT tutorial’s main objective is to enhance your information literacy. In addition RIOT aims to:

1. Present research as an intellectual process connected to learning and inquiry2. Anchor Information Literacy concepts in the first-year writing curriculum and student

assignments3. Provide a conceptual overview of the research process (Modules 1-4) as well as CU tool-

based instruction (Module 5)

Course ObjectivesThere are six main learning objectives for WRTG 1150 (See Knowing Words Chapter 1 for more information about the course description and goals.). The aim of the course is to help you:

1. To develop rhetorical knowledge, analyzing and making informed choices about purposes, audiences, and context as you read and compose texts. Whether it’s an academic article, a blog, or newspaper editorial, all writing is responsive to a particular situation written from a particular perspective (the author’s), for a particular purpose (or purposes), and using particular composing strategies. As a reader and a writer, you’ll use rhetorical knowledge for interpreting other people’s writing as well as for composing your own work.2. To analyze texts in a variety of genres, understanding how content, style, structure, and format vary across a range of reading and writing situations.You’ll study the strategies through which writers explore their subjects and express meaning by responding to a variety of texts, thus interacting with the text as a reader who shares responsibility with the author for a text’s meanings and implications.

3. To refine and reflect on your writing process, using multiple strategies to generate ideas, drafts, revise, and edit your writing across a variety of genres. You’ll write frequently, generating writing on the variety of subjects for different purposes and from different perspectives. You’ll also have frequent opportunities to workshop writing in progress with your peers and to confirm with your instructor on individual conferences. You may also be asked to write short reflective pieces about your writing and about your process and progress, breakthroughs and setbacks. The reflective pieces will help make your learning more visible to you.

4. To develop information literacy, making critical choices as you identify a specific research

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need, locate and evaluate information sources, and draw connections among your own and others’ ideas and your writing.You’ll learn how to formulate and pose a question, problem, or issue for research; how to explore what is already known about your subject; how to choose an appropriate method or strategy for your own research; how to analyze data and determine the credibility and validity of your sources; and how best to convey both the information and your own discoveries through writing intended to inform and persuade other readers.

5. To construct effective and ethical arguments, using appropriate reasons and evidence to support your positions while responding to multiple points of view.An argument involves joining the conversation. As part of your writing class, you’ll both analyze others’ arguments and construct an argument about a topic of interest to you. You will join the conversation about your topic by gathering research to help you develop an informed opinion you can support with clear reasons and credible evidence. As part of your argument, you’ll also consider and respectfully respond to counterarguments.

6. To understand and apply language conventions rhetorically, including grammar, spelling, punctuation, and format.Yes grammar counts… but what counts as “good” grammar changes in different rhetorical situations. Because this is an academic course, and most of your major assignments you’ll be expected to use a writing style and tone that is considered appropriate for a general academic audience. However, as part of the course you’ll also write in other genres and for other audiences, so you’ll need to think carefully about how to adapt your writing for the rhetorical situation at hand.

These six course goals express the PWR’s commitment to preparing you for the other kinds of reading and writing you will perform in your other classes. They also fulfill the course criteria given to all state institutions by the Colorado Commission on Higher Education, the governmental body that contributes to the policies for college education in Colorado. In other words, this writing class is not just about what your writing teacher here at CU thinks is important. It’s about deepening your skills in rhetorical knowledge, writing processes, and language conventions so that you can write effectively for a variety of audiences in a variety of situations—both inside and outside the classroom.

Paper formatLearning how to format your papers and assignments and to pay attention to how they appear is an important component of improving your academic writing. Every assignment will be word processed, in Times New Roman font, 12 pt., and will follow these rules:

Put the following information in the upper left-hand corner: your name, the date, the assignment name, my name, and the title of your paper (if there is one).

Double-space, unless you’re specifically instructed not to. Make sure there is a page number on every page in the top right corner (except the 1st

page) You may print double-sided. Staple all multiple-paged assignments.

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You will lose points if you do not follow this format.

Policies

Quizzes: Quizzes may be given at any time, usually unannounced. Quizzes may cover the day’s assigned reading (including any vocabulary found therein) and anything covered in previous class discussions.

Attendance and Class Participation: This class will depend on your voice; attendance at each class meeting is required. This follows from a desire to make this class a cooperative learning experience, and a true creative community. You will be called upon to enter discussion, contribute your ideas, share your writing, and otherwise join in class activities. Furthermore, participation includes full attention and courtesy to whomever is speaking. Learning results from being present (and actively engaging when you are present). Finally, in order to reinforce this participatory community, you may not use cellphones in class.

After three unexcused absences, each additional one will lower your final grade by a half letter-grade (five percent). The only excused absences are those due to sudden illnesses, observed religious holidays, and family emergencies, in which cases I will need written documentation. The written documentation will allow you to turn in the homework for the day(s) that you missed. Three tardies will result in an unexcused absence. If you sleep in class, text message in class, or are found using facebook or chatting on your laptop in class, you will be counted as absent.

Students and faculty each have an obligation to help maintain an appropriate learning environment. Students who fail to adhere to such behavioral standards may be subject to discipline. Faculty have the professional responsibility to treat all students with understanding, dignity, and respect, to guide classroom discussion, and to set reasonable limits on the manner in which they and their students express opinions. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, culture, religion, politics, sexual orientation, gender variance, and nationalities. Class rosters are provided to the instructor with the student's legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records. See policies athttp://www.colorado.edu/policies/classbehavior.html and athttp://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code

Grading Scale for Participation:A always prepared for class; participates without being called on; response to other students’ thinking and writing reveals insight and close reading; comments are clear, succinct, and helpful.

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B generally prepared for class; occasionally participates without being called on; response to other students’ thinking and writing demonstrates mastery of the course goals; comments are generally clear and helpful. C sometimes prepared for class; only participates when called on; mastery of the course goals generally evident, but responses to other students’ thinking and writing, although somewhat helpful, demonstrate a less than thorough rhetorical awareness or reading of the paper.D inadequately prepared or never participates unless called on; response to other students’ thinking and writing demonstrates a superficial or inaccurate reading, at best; comments demonstrate a failure to master the course goals.F disruptive to class (talking inappropriately, continual tardiness, etc.); unprepared when called on; unable or unwilling to participate in class discussions.

Office hours: I have scheduled regular office hours when you may visit me, and am also available by appointment. This is the most effective way for me to give you individual attention and get to know you better. You are required to meet with me at least once during the semester.

Discussion Questions: For every major reading assignment you will be expected to bring to class two questions, printed, about the reading for the day These should be of the levels two and three variety (using Costa’s levels).

Other Homework: Occasionally, I may give the class additional assignments that will count toward your participation grade. They will usually require only a short amount of time to complete.

Writing: This course will cover three types of writing: personal/reflective, analytical, and researched argument. You will submit three complete essays, and several smaller assignments that will total no less than 25-30 revised pages for the semester. Submissions should be accompanied by a one-page writer’s letter discussing the creation and development of the piece. In this letter, you can analyze your own work, discuss the effects you intended to create, how you approached it, difficulties you encountered, strategies you used, etc. You might think of it as a cross between a self-critique and a journal written on your own work. On the due date of a submission, you must arrive at the beginning of class with the appropriate number of copies of your work ready to be distributed to your workshop group. E-mailed work is not acceptable.

Written critiques: For each essay that the students in your group submit, you are required to write an assessment. Give your general impressions of the work: What was it like to read? How does the author apply the techniques we have studied in class to his or her work? You may also make suggestions for revision. For each round of critiques, I’ll give you specific things I’m looking for you to comment on as well. Please also make some comments directly on the manuscript and return this to the author. Your critique of each essay must be at least a half page. You must bring two copies of your evaluation to class—one for your peer and one for me.

Revisions: For each essay, there will be a unique revision assignment due a week after the original version. These are different from what we normally think of as revision. Rather than making the essay as good as it can be, each of these revision assignments will focus on one

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particular aspect of writing. In fact, these revisions may end up being worse essays, overall, than the originals—but they should ingrain core writing concepts in the process that will make future writing and revision more effective. These revisions will count for twenty-five percent of each essay’s grade.

Proofreading: For all assignments, one spelling, grammar, or punctuation error per page will be forgiven. After this, each one will drop the essay grade by one percent.

Grading: Your returned assignments will be clearly marked with a letter grade or numeric percentage that corresponds to one of the following:

A = Excellent (90-100%)B = Above Average (80-89%)C = Average (70-79%)D = Below Average (60-69%)F = Failing (0-59%)

Your final grade will be based on the following: Participation…………………..………………………………...8% Quizzes ………………………..…………………………..…..13% Written critiques …………………………………………..…....9% Personal narrative essay……………………………………….20% Textual analysis essay…………………………………………20% Research project………………………………………….……30%

Grading Criteria for the EssaysNo or Limited Proficiency

Some Proficiency Proficiency High Proficiency

Rhetorical Awareness (writer’s ability to understand and respond to rhetorical situation)

The purpose of the paper is unclear. The paper shows no awareness of audience.There is no clear relationship among purpose, audience and writer’s choice of genre.

The purpose of the paper is often unclear. The paper shows little awareness of audience. The relationship among purpose, audience, and genre is present but weak.

The purpose of the paper is generally clear. The paper demonstrates an awareness of audience. The relationship among purpose, audience, and genre is appropriate.

The paper has a strong and clear purpose.There is a clear sense of audience. The relationship among purpose, audience, and genre is highly effective.

Controlling Idea (explicit or implicit), Thesis, Central Claim, Stance, Dominant Impression, Theme,

Writer presents no clear controlling idea. Writer gives no direction to the paper.

Controlling idea is vague or broad. Writer’s controlling idea is not consistently clear throughout the paper.

Controlling idea is inquiry driven and presents a fairly clear position. For the most part, writer’s controlling

Controlling idea is inquiry driven and clear and specific. It may be sophisticated, original, and insightful. Writer’s controlling idea

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Unifying Purpose idea is clear and developed throughout the paper.

is developed with originality and insight throughout the paper.

Reasoning, Evidence, Support, Proof (facts, details, examples, and research as appropriate)

The paper makes weak or indefensible claims, faulty assumptions, or errors of fact.

Claims and evidence are inadequately evaluated for logic, relevance to thesis, accuracy, or credibility.

The paper fails to thoroughly evaluate logic, accuracy or credibility of facts, evidence, assumptions, or claims. Controlling idea is weakly supported or unpersuasive.

The paper offers some sound reasoning in support of the controlling idea and some persuasive supporting evidence.

Assumptions are not always made explicit or are not critically examined.

The paper demonstrates sound reasoning, factual accuracy, thoroughly examined assumptions, and personal insight in clear support of controlling idea or claims. Ideas are originally and convincingly developed and supported with concrete evidence.

Structure/ Organization

Sequencing of ideas, transitions, and paragraphs is confusing and haphazard.Introduction does not achieve a clear presentation of topic or principal ideas.Conclusion is missing or incomplete.

Topic sentences, transitions, and paragraphs remain undeveloped and limited in logical sequencing. Introduction is limited in its focus upon topic and/or principal ideas. Conclusion is present but does not satisfactorily achieve a culmination of principal ideas.

Topic sentences, transitions, and paragraphs achieve a logical sequencing of ideas, claims, and evidence. Introduction presents topic and principal ideas with clarity.Conclusion provides an appropriate culmination of principal ideas.

Topic sentences, transitions, and paragraphs advance a complex series of ideas, claims, and evidence.Introduction captures reader’s attention in a thoughtful presentation of topic and principal ideas.Conclusion achieves an imaginative and satisfying culmination of principal ideas.

Style Tone is inappropriate for the assignment and audience. Sentence structure lacks variety. Word choice is inappropriate. Style hinders comprehension of meaning.

Tone is often inconsistent and/or inappropriate.Sentences are rudimentary with little to no variety in sentence structure.Word choice is limited and repetitive; some words are used incorrectly; clichés often used.The connection between style and comprehension of meaning is limited.

Tone is generally appropriate and consistent. Sentences are varied and demonstrate some complexity. Word choice is adequate and somewhat varied. Style contributes to comprehension of meaning.

Tone is mature, appropriate and consistent. Sentences are well-constructed, effective, varied and complex. Word choice is appropriate, exact and includes advanced vocabulary. Style illuminates meaning.

Conventions (spelling, grammar, usage, citation of sources)

Errors are severe and appear throughout the paper, overriding communication.Sources are not cited or are cited and/or integrated improperly.

Errors are repeated throughout the paper and sometimes impede communication.Patterns of flaws may be present. Sources are cited improperly or sporadically and are integrated with limited effectiveness.

Errors are few and do not seriously impede communication.Sources are generally cited correctly and integrated effectively.

Writing is essentially error free. Sources are cited correctly and integrated skillfully.

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COSTA’S LEVELS OF QUESTIONINGTaken from sandiegostc.org

Level One: DefiningLevel one questions focus on gathering and recalling information.

Describing Identifying Listing Naming Observing Reciting Scanning

What is the definition of “lunar eclipse?” (definition)How can we express the equation 2x(4-5y)=3y=26 in three ways? (list)Which states seceded from the Union to form the Confederacy? (identification)How does “The Road Not Taken” (Frost) begin? (recitation)

Level Two: AnalyzingLevel two questions focus on making sense of gathered information.

Comparing Contrasting Grouping Inferring Sequencing Synthesizing

In Native Son how does Bigger Thomas’ violence against his gang members reveal a deeply rooted insecurity and fear of people? (analysis)In “The Bet” (Chekhov), how do the lawyer and the banker differ in their attitudes toward capital punishment? (contrast)How does the term “manifest destiny” capture the essence of western expansion in the United States? (synthesis)If the moon is full Aug 17, July 18, and June 19, when will it be full in April? (inference)

Level Three: Applying a PrincipleLevel three questions focus on applying and evaluating information.

Evaluating Speculating Imagining Judging Predicting Hypothesizing

Using the principle of communicative property, how can we find out he number of apple trees in an orchard having 15 rows, 5 trees each? (application)Which of the characters in Great Expectations suffered the most? (judgement)

Other:

(1) If you qualify for accommodations because of a disability, please submit to your professor a letter from Disability Services in a timely manner (for exam accommodations provide your letter at least one week prior to the exam) so that your needs can be addressed. Disability Services determines accommodations based on documented disabilities. Contact Disability Services at 303-492-8671 or by e-mail at dsinfo@colorado.edu.

If you have a temporary medical condition or injury, see Temporary Injuries under Quick Links at Disability Services website (http://disabilityservices.colorado.edu/) and discuss your needs with your professor.

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(2) 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, you will notify me within two weeks of the class period you intend to miss. See full details at http://www.colorado.edu/policies/fac_relig.html

(3) Faculty and students should be aware of the campus ‘Classroom Behavior’ policy athttp://www.colorado.edu/policies/classbehavior.html as well as faculty rights and responsibilities listed at http://www.colorado.edu/FacultyGovernance/policies/Professional_Rights_and_Duties.pdf

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. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, color, culture, religion, creed, politics, veteran’s status, sexual orientation, gender, gender identity and gender expression, age, disability, and nationalities. Class rosters are provided to the instructor with the student's legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records.

(4) The University of Colorado Boulder (CU-Boulder) is committed to maintaining a positive learning, working, and living environment. The University of Colorado does not discriminate on the basis of race, color, national origin, sex, age, disability, creed, religion, sexual orientation, or veteran status in admission and access to, and treatment and employment in, its educational programs and activities. (Regent Law, Article 10, amended 11/8/2001). CU-Boulder will not tolerate acts of discrimination or harassment based upon Protected Classes or related retaliation against or by any employee or student. For purposes of this CU-Boulder policy, "Protected Classes" refers to race, color, national origin, sex, pregnancy, age, disability, creed, religion, sexual orientation, gender identity, gender expression, or veteran status. Individuals who believe they have been discriminated against should contact the Office of Discrimination and Harassment (ODH) at 303-492-2127 or the Office of Student Conduct (OSC) 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://hr.colorado.edu/dh/

(5) 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; 303-735-2273). 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 athttp://www.colorado.edu/policies/honor.html and at http://honorcode.colorado.edu

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Schedule

Unit One: Personal Narrative

January

M14th/T15thIntroduction to course and each other; overview of syllabus. Genre Expectations: Sportswriting

vs. Literature.

W16th/R17th“How to Write a Joke”, Jerry Seinfeld. Concrete/Significant Detail. Discussion Questions Due.

Annie Dillard: “An American Childhood”. Luis Rodriguez: “Always Running”. Often these stories are a combination of two stories in one. An inner story, and an outer one. Begin Draft of Part One of Personal Narrative Assignment.

M21st /T22ndMLK Holiday

W23rd/R24thThe Figurative Language Well. Establishing Tone and Theme in “Always Running” and “An

American Childhood”. Read Updike, “Hub Fans Bid Kid Adieu”, recording all instances of figurative language. (Bring Draft of Part One).

M28th/T29thPhilip Lopate Reading. Junot Diaz, “The Sun, the Moon, the Stars.” (In-Class: Discussion

Question: How do these personal narratives explore a dramatic arc? What are the potential dramatic arcs in your narratives? What is a dramatic arc in non-fiction? Is there a difference between narrative-arc in fiction and narrative arc in non-fiction? Bring draft of Part One.

W30th/R31stPeer critiques.

February

M4th/T5th

Peer Critiques.W6th/R7thFrom D2L:

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“Net Worth” (if not yet covered) & “Lopate: Self as Character” and “The Sun, the Moon, The Stars” (If not yet covered).

Ira Glass on Storytelling Part One.

M11th/T12thFrom D2L: “Net Worth.” “Aaron Sorkin”. Gardner, “The Sentence” Francine Prose, “Sentences/Paragraphs”. In Class: Pirameda Method/Blowout Method Exercise.Draft of Personal Narrative Due.

W13th/R14thFrom D2L: “Bits & Pieces”.In Class: Revisions Checklist Handout.Penultimate Draft of Personal Narrative Due. Begin small group workshops of Personal

Narrative (3x6.)

M18th/T19thSmall group workshops of Personal Narrative.From D2L:“Thesis and Rhetoric”

W20th/R21stSmall group workshops of Personal Narrative. Due in Class:Five questions and answers you would put in a test on Rhetorical Strategies. Your test questions

might include reference to the following: the three audience appeals, logical fallacies, anticipating and addressing potential counter arguments, using and organizing evidence, acknowledging limitations, structure, the contexts for understanding that are constructed, the use of comparison and contrast, etc.

Unit Two: Analysis/Evaluation

The goals of Assignment 2 follow:

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a.) categorize the “genre” of a piece and find at least two other examples of this genre.b.) write a paper analyzing the piece and its participation in a genre, looking at the rhetorical

strategies at work and making an argument for it as an exemplary piece of said genre, detailing how it fulfills genre expectations, how it achieves desired effects, etc..

c.) This will be an argumentative essay detailing why one piece is exemplary in the genre, and why at least two of them fail at their desired effects.

d.) Genres may include: Profile, Column, Blog, Documentary/Narrative Essay, Academic Essay. 6-10 pgs.

M25th/T26thOn D2L: Chapter 4 of Knowing Words, “Other Men’s Flowers”. In Class: Rhetorical Situation.Rhetoric in Review: Advertising. Final Draft of Personal Narrative Due w/ original drafts, Revision Checklists/Peer Critiques, and

Author’s Letter.

W27th/R28thFrom D2L: “Evaluation” (Ch. 6 pg. 281-284 Reading Critically/Writing Well) & “Play, Not Compete”.

“The Long Ride”. In Class: Essay— Rhetorical Analysis of “The Long Ride”.Test on Rhetorical Strategies

March

M4th/T5thFrom D2L: Lance Armstrong in The Onion. Krsyl, “Satire: The Craft.” In Class: “The Daily Show” & Arnold Palmer and “the Arnold Palmer”. Take-home assignment: Write your own satire.

W6th/R7thFrom D2L: “El Unico Matador.” “Argument worksheet.”Homework Due: Bring to class a definition of “Sport”, as well as an encyclopedia entry for an activity that you do

not consider a “Sport”. For instance: Chess, Cooking, or Dance. In Class: “Arnold’s Blue-Print”. “Pumping Iron”.In class essay. What qualifies as sport and what deserves “sports-coverage”? What are fringe

sports and what are fringe activities in sport? Make an argument for your non-sport as sport.

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M11th/T12thIn Class: “Rhetorical Stratiegies at Work” Handout.Satire assignment due. Share. Begin “Bigger, Stronger, Faster.

W13th/R14thIn Class: Bigger, Stronger, Faster. Research Proposal Brainstorm.

M18th/T19thIn Class:Bigger, Stronger, Faster.In-Class Essay: “Rhetorical Strategies at Work.”

Unit Three – Writing in Genre

The goals of Assignment 3 follow (please find further details at the end of this schedule): a.)Write an exemplary piece in one of the the aformentioned genres analyzed/evaluated in

Assignment 2. b.)This time, you are to provide three successful examples of the genre, along with an artists

letter of 1-2 pages as to how these examples were used as models. c.) In addition, you are to use at least one Primary Source and three Secondary Sources

(wikipedia does not count). d.)7 pgs. minimum.

W20th/R21stResearch Proposal Due/Consultations

M25th – F29thSPRING BREAK

April

M1st/T2nd – Consultations.Section 051—Brian Algiere, Andrew Capek, Cody Fritz, Erick Ghent, David Hatch.Section 093— Jack Barrow, Kevin Beer, Nicholas Canham, Graham Geppert, Daniel Hiller.Section 103 – Luke Campbell, Mitchell Carter, Matthew Coz, Dillon Cromwell, Adele Espy.

W3rd/R4th – Consultations.Section 051 – Jake Johnson, Zachary Lelwica, Zachary Levin, Mechelle Little, Luke Medla

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Section 093 – Nick Holbrook, Ryan Koenigsberg, William Lewis, Taylor Meyer, Natalie PeikoffSection 103 – William Gaines, Joseph Greco, Jason Hofmann, Kiel Hogan, Serena Howe.

M8th/T9thSection 051 – Aaron Mellen, Kate Mikesell, Ryan Moffat, Traci Muth, Mackenzie Nichols, Sai

Xong.Section 093 – Anna Rose, Jessie Sacks, Jonas Smead, Joshua Stewart, Benjamin Te Selle, Daniel

Tolley, Morgan YoxallSection 103 – Blakelee Huddleston, Greycody John, Marti Lippert, Sydney Sharek

W10th/R11thSmall group workshops. 3x6. Section 103 – Stephanie Sjoroos, Shambhavi Srivastava, Cassidy Wagner, Darin Weltsch

M15th/T16thSmall group workshops.

W17th/R18thSmall group workshops.

M22nd/T23rdPresentations. (SEE BELOW FOR MORE DETAILS)Section 051—Brian Algiere, Andrew Capek, Cody Fritz, Erick Ghent, David Hatch.Section 093— Jack Barrow, Kevin Beer, Nicholas Canham, Graham Geppert, Daniel Hiller.Section 103 – Luke Campbell, Mitchell Carter, Matthew Coz, Dillon Cromwell, Adele Espy.

W24th/R25thPresentations. Section 051 – Jake Johnson, Zachary Lelwica, Zachary Levin, Mechelle Little, Luke MedlaSection 093 – Nick Holbrook, Ryan Koenigsberg, William Lewis, Taylor Meyer, Natalie PeikoffSection 103 – William Gaines, Joseph Greco, Jason Hofmann, Kiel Hogan, Serena Howe.

M29th/T30thPresentations. Section 051 – Aaron Mellen, Kate Mikesell, Ryan Moffat, Traci Muth, Mackenzie Nichols, Sai

Xong.Section 093 – Anna Rose, Jessie Sacks, Jonas Smead, Joshua Stewart, Benjamin Te Selle, Daniel

Tolley, Morgan YoxallSection 103 – Blakelee Huddleston, Greycody John, Marti Lippert, Sydney Sharek

May

W1st/R2ndLast Day of Class – Final Paper Due

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Rhetorical/Genre-Analysis Essay

For this essay, you will choose two approved readings within a genre of your choosing (from the list in the syllabus) and write a rhetorical genre analysis/evaluation of it. The focus of this essay is not what the text is saying, but how the text is saying it. Essentially, you will be looking at the choices the writer made in order to communicate effectively. What is the writer doing with language to effect your engagement with the subject? Your essay will demonstrate your understanding of rhetorical strategies and your ability to use evidence and analysis to support your points.

You need not choose a persuasive piece. The elements of rhetoric are used in any piece of writing, not just those that have a specific argument. (And any piece of writing, even one not making an argument, wants something from the reader.) But whatever piece you choose, you will need to determine and state what the primary goal (or intended effect) of the piece is in order to discuss how the writer achieves that goal.

Some of the things you might consider in your analysis are: the three audience appeals, logical fallacies (hopefully there aren’t any—and there is no need to mention them if there aren’t), how the piece is crafted for a particular audience (and what it expects from that audience), how it anticipates and addresses potential counter arguments (if it does), how it uses and organizes evidence, how it acknowledges its limitations or qualifies itself in other ways, how it is structured, the contexts for understanding that it constructs, the use of comparison and contrast, etc. Your essay should do more than catalogue the ways the piece uses these elements; rather, explain how these categories of rhetorical analysis affect each other—for example, how does the intended audience affect the strategies and appeals used in the text? (Do they work together or against each other—and how so?) It is up to you to choose as the subject matter for your essay what you interpret to be the most significant, stimulating, and useful examples of rhetorical strategies that you see in the text.

As you discuss specific strategies (and explain how they are being used in the piece) be sure to include specific quotes and details from the piece to demonstrate your ideas and support your analysis. You will probably need to summarize parts of the piece under discussion to give context for your analysis, but the primary emphasis of your essay should be analysis—that is, your explanation of how the piece works.

As you’re writing and revising, think carefully about content, organization, style, and mechanics. See the Revision Checklist on D2L for suggestions on revising your work. And remember that the Writing Center can help you on any weekday at any stage in the writing process.

Some advice to keep in mind: Do not use the word “interest” (or derivations thereof). Telling your readers something is “interesting” shirks your responsibilities as a writer. Instead, create interest in your readers by showing us what makes the thing interesting.

Finally: There should be something that unifies your essay besides the fact that you are looking at a single text in a genre. This might be your interpretation of the text, and you’re showing all the rhetorical strategies used by the writer to lead the reader to this interpretation. This might be a particular effect achieved by the writer, and you show all the rhetorical strategies used to pull it off. This might be one particular rhetorical strategy that you want to examine in-depth and reveal how other rhetorical strategies in the piece effect the one you are focusing on. Etc.

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Research proposal

Write one page or more about the following:

Start the proposal with the question you intend to drive your investigation. What is it you want to answer? This question will probably change as you begin the research, but it is what will get you started. Why start with a question? If you start with an answer, you will be in danger of proof texting—just looking for evidence to prove what you already believe. If you start with a question, you will convince your reader as you convince yourself. You will go in unexpected directions. You will not be tempted to be intellectually dishonest.

Explain why you are interested in pursuing this question. Why is it important?

Whose points of view will you need to discover and understand?

What genres and academic disciplines would best address your question?

What do you think you will need to learn about to answer your question?

What secondary questions do you have to start your exploration?

What audience do you think will be interested in knowing the answer to your question? Legislators? Scholars? The general reader? (Etc.)

What potential problems do you foresee with this question?

Do you have any backup subjects if you decided to abandon this one? If so, list them.

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Assignment 3 – Researched “Piece” in GenreDUE W1st/R2nd

For this paper, you must pose a question that can only be answered by doing research. Your topic is up to you, though you must narrow your scope enough that you can adequately deal with it in seven pages, and the piece must be in the genre analyzed/evaluated for Assignment 2. Your paper will take the form of an argument—i.e., you will use your research to prove that the answer you came to for your question is right. In your first paragraph, you should pose the question that you intend to answer and your thesis (the answer). Underline your thesis.

Incorporate your research into the paper. Quote it and analyze or evaluate it. You must use at least one primary source (i.e. an Interview). You must cite at least six sources in the body of the paper, and at least half of them must be print-based. Use it to explain scholarly positions on the issue, for evidence that supports your argument, to cite a counter argument, etc. In other words, use it when it is appropriate and will strengthen your paper. But remember that this is not a mere survey of what other people have said. You are writing this paper because you have something to contribute to the discussion; the research is there in order to back you up. In other words, you should go somewhere new with your subject rather than just piecing together what others have said. (That is one reason it’s important to narrow your focus.)

Address at least one counter-argument.

You must cite the sources in your writing and include a works cited page. Use MLA style. This is not because that is the style you will necessarily use in other classes; rather, it is meant to give you practice in using a documentation style. Here are some resources for MLA citation:

Pages 221-36 of Knowing Words.http://owl.english.purdue.edu/owl/resource/747/07/http://www2.liu.edu/cwis/cwp/library/workshop/citmla.htm

Length: Seven pages, minimum.

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Presentation

After turning in your research paper, you will give a 7- to 10-minute presentation based on it. There is a lot of leeway in how you do this, but the main goal is that it increases the class’s understanding of your topic and convinces them of your thesis.

You can read your presentation if you want to, but you will probably communicate more effectively if you talk from an outline. One helpful strategy is to write out everything you want to say in full sentences, then reduce those sentences to sentence fragments. These fragments will remind you of what you want to say in the moment, but will force you to talk through your points extemporaneously rather than reading them vebatim. If you want to use Powerpoint, that’s fine (but please let me know in advance). If you want to use a hand-out or write on the chalkboard, that’s also fine. Or you may simply talk. You will do it from the front of the classroom, but whether you sit or stand is up to you.

Whatever strategy of presenting you decide on, this is key: practice at home before delivering your presentation to the class. If you can find friends to listen to you, that can be helpful—but even talking through it without anyone there is useful. Not only will you give a better presentation in class, but the practice will allow you to time your talk and make sure it goes at least 7 minutes and not more than 10. (Please keep in mind that almost everyone talks faster when addressing a group than they do alone or with a few friends. So you might want to make your prepared talk a little longer than 7-10 minutes.)

You will probably not have time to tell us everything you know about your topic (you will figure out just how much you can share during your practice time). Figure out what is most important or interesting and how much time you want to devote to each aspect of your topic that you bring up. The presentation shouldn’t just be you reading your paper to us. You will need to recraft your material to think about a) your audience and b) the medium of delivery (speech). (In this sense, it is yet another exercise in rhetoric.) You might end up using tactics that didn’t find a way into your paper—such as storytelling or showing graphs/pictures.

You must fill 10 minutes, though your talk need not go past the minimum of 7. If you finish before the seven minutes are over, we will use that time for questions. If there are a lot of questions, you may use an extra minute or two to field them. You can either ask the class questions or leave it open for them to querry you. Either way, come prepared with questions to ask the class in case they don’t have many for you. Some types of questions you might ask the class include:

--Was anyone who originally disagreed with my thesis convinced by my evidence and reasoning? If so, why? (Or you could challenge people to disagree with you!)

--What other directions do you think it would be interesting to explore in this topic?(These are very generic recommendations. Your topic will suggest more specific questions.)

Everyone in the class is expected to ask or answer a question at least once outside their own presentation. You can use this opportunity to satisfy your curiosity by asking for elaboration on a point or fact the presenter brought up. Or you could use it to clear up confusion if the presenter made a point you didn’t completely understand. Etc.