Sample Rhetoric and Academic Writing Syllabus and Selected Projects List

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Sample FYW Syllabus Rhet/Acad. Writ.

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<ul><li><p> COURSEGOALS Demonstratepracticalknowledgeoftheconceptofrhetorical</p><p>situation,throughtheabilitiesbothtoanalyzeandtowriteeffectivelyindifferentkindsofsituations.</p><p> Demonstrateproficiencywithbasicelementsofrhetoricalanalysis(suchaslogos,ethos,andpathos)inarangeoftexts,andtheapplicationofthatfacilityinourownwriting.</p><p> Demonstratetheabilitytoproducewritingthateffectivelyprovidesevidenceandreasoningforassertions,foraudiencesofeducatedreaders.</p><p> Demonstratetheabilitytoincorporateandattributeordocumentsourcematerialinrhetoricallyeffectiveways.</p><p> Demonstratetheabilitytousefeedbacktoreviseourownwritingandtheabilitytoprovideusefulfeedbacktoothers.</p><p> Demonstratetheabilitytoeditandproofreadourwriting.</p><p>WRIT1122:RhetoricandAcademicWriting(Sturm210)Sturm435 M/W2:003:50DanielSinger,UniversityofDenver OfficeHours:67T/34TH,AspenHalldsinger3@du.edu</p><p>Thiscoursewillaskquestionsabout therelationshipbetweenthewayswe thinkaboutWritingand theWriterand thewayswewrite,read,andbehaveasbothwritersandreadersoftexts.provideopportunitiestowritefordifferentpurposesandaudiences,withanemphasisonlearninghowtoanalyzeandrespondtorhetoricalsituationsintheacademicuniverse;improvingcriticalthinking,reading,andwritingskills;understandingandutilizingvariouswritingprocesses;andgainingadeeperknowledgeofdiscourseconventions.</p><p> WRIT1122teachesstrategiesthatarevitalinwritingforwelleducatedreaders,primarilyinsituationsthatrequireyoutopresentandjustifypositions.Thecourseteachesrhetoricalanalysisandpractices,theeffectiveuseofreadingsandsourcematerials,andtechniquesforgenerating,revising,andeditingtextsproducedtomeetspecificsituations.WRIT1122providessustainedpracticeinwriting,withsystematicinstructorfeedback,thatresultsinatleastfourfinishedandpolishedpapers,totalingsome2025pagesbyquartersend.Studentswilladditionallycompleteseveralinformalordraftingexercises.</p></li><li><p>RequiredTexts:Articles,essays,videos,andothertextsonBlackboard.Also:</p><p> AndrewBennett,AuthorRoutledge,2005ISBN:0415281644http://www.amazon.com/gp/product/0415281644/ref=olp_product_details?ie=UTF8&amp;me=&amp;seller=(shouldbeavailablefor$15to$20)</p><p> SusanMiller,TrustinTexts:ADifferentHistoryofRhetoricSouthernIllinoisUniversityPress,2007ISBN:0809327880http://www.amazon.com/TrustTextsDifferentHistoryRhetoric/dp/0809327880(shouldbeavailablefor$25to$30)</p><p>RecommendedText:</p><p> SeanBurke,AuthorshipEdinburghUniversityPress,1995ISBN:0748606181http://www.amazon.com/gp/product/0748606181/ref=olp_product_details?ie=UTF8&amp;me=&amp;seller=(shouldbeavailablefor$23to$25)</p><p>Assignments:Threepapersandafinalportfolio.Agrouppresentationandweeklycollaborativeworkshops.Dailyresearch,readings,writings,andresponses.StudentEngagementandParticipation:Thewritingprogramexpectsstudentstobeactiveandengagedlearners,includingthroughcollaboration,practicingacommitmenttothematerial,theirownwritingprocesses,andtotheirpeers.Inawritingclassengagementisvisibleinanumberofways,includingparticipationinclassroom</p><p>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.</p><p>ReadingPosts&amp;Responses: 10%</p><p>DailyAssignments,Workshops,Discussions,andDebates: 10%</p><p>Projects: 60%</p><p> FinalPortfolio: 20%LateWork:Thereisnone.Assignmentsareduewhentheyaredue.Barringdeathorapocalypse,lateworkcannotnotbeaccepted,andworkbasedoninclassparticipationcannotbemadeup.Shouldyouturninlateworkforcommentaryalone,Iwillattempttorespondinatimelyfashion,butlateworkwilltypicallyreceiveonlypassingattention.Absences:Becauseinteractionwithotherstudentsandtheprofessorisavitalpartoflearningtowrite,theWritingProgramexpectsstudentstoattendeveryclassmeeting,scheduledconference,andonlineactivity.Anyabsencewillaffectthestudentsperformanceandmultipleabsences(exceptthoseaffiliatedwithofficialuniversity</p></li><li><p>events)arelikelytohaveadramaticnegativeeffectonbothlearningandthestudentsgrade.Intheeventofexcessiveabsences(20%ofclassmeetingsormore),studentsshouldconsiderdroppingthecourseandreenrollinginaquarterduringwhichtheycandevotetherequiredeffort.Ifaninstructordeterminesthatexcessiveabsenceshavepreventedastudentfrommeetingthegoalsofthecourse,thestudentmayfail.Studentswhomissclassarepersonallyresponsibleforlearningaboutanymissedmaterialorassignments,eitherfromclassmatesorfromthecoursewebsite.(SeealsoLatework.)Putsimply,missingoneclasswonthurtyoumissingmorethanthreeclasseswillsignificantlyimpactyourgrade.</p><p>AccommodationsforStudentswithDisabilities:TheWritingProgramwillprovidereasonableaccommodationstoeverystudentwhohasadisabilitythathasbeendocumentedbyTheUniversityofDenverDisabilityServicesProgram:www.du.edu/disability/dsp.</p><p>CivilityandTolerance:1.TheWritingProgramaffirmsDUsCodeofStudentConduct(http://www.du.edu/studentlife/ccs/),whichinpartexpectsstudentstorecognizethestrengthofpersonaldifferenceswhilerespectinginstitutionalvalues.Becausewritingcoursesrelyheavilyoninteractionsamongindividuals,studentsandteachersmustactinamannerrespectfulofdifferentpositionsandperspectives.Whilecivilityandtolerancearevitalinandofthemselves,workingproductivelywithothers,furthermoreisanimportantrhetoricalskill.ThereforetheWritingProgramwillacttoreducebehaviorsthatmaycompromise</p><p>productivelearningenvironments.Theseactionsmayrangefrominformalconversations,toformalcommunications,torequestactionbytheOfficeofCitizenshipandCommunityStandards.2.Bydefinition,allofeducationdependsonencounteringnewideasandinformation.Someofthesemayconflictwithindividualsexistingknowledgeorperspectives.TheWritingProgramexpectsstudentstoengagesuchmaterialsthoughtfully,inwaysthatreflectthevaluesandmissionoftheUniversityofDenver.3.Studentsmustrespecttheclassroomenvironment.Inclass,allcellphonesandelectronicdevicesshallbeturnedoff.Unlessspecificallydirectedbytheinstructor,studentsshallrefrainfromsendingemailandinstantmessages,orfromengaginginotheractivities(readingnoncoursematerials,engaginginprivateconversationsandsoon)thatdisrespecttheclassroomenvironmentandlearningconditionsforothers.</p><p>Plagiarism:TheWritingProgramfollowstheCouncilofWritingProgramAdministratorspolicyDefiningandAvoidingPlagiarism,whichstates,Inaninstructionalsetting,plagiarismoccurswhenawriterdeliberatelyusessomeoneelseslanguage,ideas,orotheroriginal(notcommonknowledge)materialwithoutacknowledgingitssource(http://wpacouncil.org/node/9).DUsHonorCodealsomaintainsthatallmembersoftheUniversitymustresponsiblyusetheworkofothers.StudentswhohaveplagiarizedaprojectwillreceiveanFonthatproject,andtheinstructorwillinformtheDirectorofWritingandtheOfficeofCommunityandCitizenshipStandards,whichmaytakefurtheraction.Anydocumentedactsofplagiarismafterthefirstmaybesubjecttomoresevereactions.</p></li><li><p>Date GeneralTopic Readings(Completebeforeclass)</p><p>MajorWritingDue</p><p>1/4 Welcome;Definitions;Topicality;Rhetoric&amp;CriticalAnalysis</p><p>Borges,BorgesandIHesse,WritingBeyondWritingCourses</p><p>1/9 WhatisWriting?WhatisReading?WhatisRhetoric?</p><p>Miller,TrustinTexts:ADifferentHistoryofRhetoricMiller,ChangingtheSubject:Authorship,WritingandtheReader</p><p>ReadingPost&amp;Response1</p><p>1/11 WhatistheWriter?WhatistheReader?WhatistheText?</p><p>Foucault,WhatisanAuthor?Barthes,TheDeathoftheAuthor</p><p>Project1Due</p><p>1/16 NOCLASS(MLKDAY)</p><p>1/18 WhatisaRhetoricalSituation?DiscourseCommunity?</p><p>Bitzer,TheRhetoricalSituationBennett,Author(IntroandChapter1)</p><p>1/23 WhatisaSource?WhatisaGenius?WhatisaTradition?WhatisaGenre?</p><p>Eliot,TraditionandtheIndividualTalentBennett,Author(Chapter3)</p><p>ProjectProposal</p><p>1/25 WhatisInvention?</p><p>Burke,fromAGrammarofMotivesMuckelbauer,fromTheFutureofInvention</p><p>1/30 WhatisanArgument?WhatisLogos?</p><p>Toulmin,fromTheUsesofArgument</p><p>2/1 WhatisEthos? Miller,TrustinTexts:ADifferentHistoryofRhetoric</p><p>Project2Due</p></li><li><p>2/6 WhatistheAuthorsPowerandAuthority?</p><p>Bennett,Author(Chapter2)Nesbit,WhatWasanAuthorBenjamin,TheAuthorasProducer</p><p>ProjectProposal</p><p>2/8 WhatisaMan/WomanAuthor? Cixous,CastrationorDecaptiation?Jardine,FeministTracks</p><p>ReadingPost&amp;Response2</p><p>2/13 WhatisPathos? Miller,TrustinTexts:ADifferentHistoryofRhetoric</p><p>2/15 WhatisCollaboration?WhatisMultipleAuthorship?</p><p>Bennett,Author(Chapter5) Project3Due</p><p>2/20 WhatisaSurface? Miller,TrustinTexts:ADifferentHistoryofRhetoric</p><p>ProjectProposal</p><p>2/22 WhatistheText?WhatisaSpeakerAuthor?</p><p>Miller,TrustinTexts:ADifferentHistoryofRhetoric</p><p>ReadingPost&amp;Response3</p><p>2/27 WhatisFit?WhatisaConclusion?</p><p>Miller,TrustinTexts:ADifferentHistoryofRhetoric</p><p>2/29 Presentationsand/orSpeeches ReadingsAssignedbyGroups</p><p>Project4Due</p><p>3/5 Presentationsand/orSpeeches ReadingsAssignedbyGroups</p><p>3/7 FinalPortfolio ReviewPreviousReadings</p><p>ReadingPost&amp;Response4</p><p>3/12 WrapUp ReviewPreviousReadings PortfolioEssayDraft</p><p>FINALEXAMDATE:3/14</p><p>FinalPortfolioDue</p></li><li><p>PROJECT I, WRIT 1122, WINTER 2012 </p><p>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: </p><p>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 </p></li><li><p>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 &amp; Depth: </p><p> 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 </p><p> Audience: </p><p>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 </p><p> Logic &amp; Research: </p><p> 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. </p></li><li><p>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 &amp; Depth: </p><p> 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 </p><p> Audience: </p><p>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 </p><p> Logic &amp; Research: </p><p> 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. </p></li><li><p>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 &amp; Depth: </p><p> 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 </p><p> Audience: </p><p>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 </p><p> Logic &amp; Research: </p><p> 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 </p></li><li><p>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 </p><p> Transfer and Management of the Rhetorical Situation: </p><p> 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 comp...</p></li></ul>