Sample Rhetoric and Academic Writing Syllabus and Selected Projects List

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Sample FYW Syllabus Rhet/Acad. Writ.

Text of Sample Rhetoric and Academic Writing Syllabus and Selected Projects List

  • 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