WRTG 1150: First-Year Writing and Rhetoric

Spring 2013

WRTG 1150-075 Tues/Thurs 8:00-9:15HUMN 245

WRTG 1150-080 Tues/Thurs 9:30-10:45KTCH 235

Terri Cusick ENVD 1B50

ffice hours: 12:30-2:30 Fridays, or by appointment

Course Description

Welcome! This course is an introduction to college-level academic writing designed to acclimate you to the kinds of scholarly work that take place at a research university like CU. The course emphasizes thinking, reading and writing critically. While our primary emphasis will be on reading and practicing academic writing, we’ll also read and write texts that come from other cultural arenas—politics, news media, and pop culture. We’ll examine the power of language as it functions in all of these various arenas with the goal of understanding how good writers make effective choices whether they’re writing a lab report, a blog entry, a literary analysis, or even a text message. How well you write is not only a reflection of who you are, but it may often be the only way in which many people get to know you, given the increasingly digital nature of our social world.

Course Goals (from Knowing Words, 2012)

There are five goals that shape this course. Our work this semester is designed to help you:

  • Develop rhetorical knowledge, making informed choices as you adapt your writing to the needs of your readers, to a specific context and situation, and for a particular purpose.What is the relationship between the text, writer, audience, and context, and how do these relationships shape the writer’s choices?
  • Refine and reflect on your writing process, engaging in substantial revision as you give and receive feedback from your peers and from the instructor. Use a variety of strategies throughout the stages of writing—researching, drafting, revising, editing, and proofreading—to help refine your writing process. Class time will be devoted to group workshops in which you will read and critique each other’s work. The benefits of this approach are two-fold: as a writer, you receive a range of responses to your work and, as a reader, you learn from reading and critiquing your peers’ writing.
  • Develop information literacy,making critical choices as you identify a specific research need, locate and evaluate information and sources, and draw connections among your own and other’s ideas in your writing. Learn about research technologies available here at CU through a library seminar. More importantly, we’ll discuss how to evaluate a source for accuracy, relevance, credibility, reliability and bias by examining the source’s rhetoric and rhetorical situation.
  • Construct effective and ethical arguments, using appropriate reasons and evidence to support your position while responding to multiple viewpoints. Learn to analyze others’ arguments and construct an argument about a topicof interest to you. As part of your argument, consider and respectfully respond to counterarguments.
  • Understand and apply language conventions rhetorically, including proper grammar, syntax, and punctuation. Because this is an academic course, you’ll be expected to use a writing style and tone that is considered appropriate for a general academic audience. Think carefully about how to adapt your writing for the rhetorical situation at hand.

Required Texts/Materials

  • DeBella, Diane, et al., eds. Knowing Words. Boulder, CO: Program for Writing and Rhetoric, 2012.
  • Ballenger, Bruce. The Curious Researcher. 7th ed. Boston: Pearson, 2012.
  • Hacker, Diana, Bernhardt, S., Sommers, N. Writer’s Help: A Bedford/St. Martin’s Online Handbook.
  • To purchase, go to and click on “purchase access”, which is located in the right column.
  • For more detailed instructions on gaining access, see
  • Additional reading assignments. These will be posted on D2L.
  • Copies of your work when needed for class discussion

Note: Please print double-sided when possible to reduce the amount of paper you use.

  • A stapler!
  • CU email account that you check regularly

Assignments: You will be asked to do informal in-class writings, short reflective and response pieces, formal essays, and a research project. These are the major writing assignments you’ll be completing:

  • Personal essay: A narrative essay in which you draw from personal experience to reflect on a question, idea, or concept.
  • Rhetorical analysis: An essay in which you analyze an editorial to understand the rhetorical strategies the author uses to persuade his or her audience.
  • Persuasive essay: An essay in which you argue for a particular position or point of view, using evidence and reasoning to support your assertions.
  • Research essay: An essay in which you pose a research question, place the question in context, investigate it, cite relevant sources of information, and draw conclusions from the data gathered.
  • Library Tutorials (RIOT): You are required to complete the Research Instruction Online Tutorials. For more information on the tutorials, see Chapter 3 in Knowing Words.

Grading

To complete this course successfully, you must attend class and scheduled conferences, complete assignments on time, and participate in class activities and discussions. In addition to final drafts, you are required to produce drafts for each major assignment. We will do peer editing of these drafts in class or have individual conferences. You will be graded not simply on the final paper you turn in, but on the quality of the entire writing process, including the feedback you provide your peers and your incorporation of comments to your drafts.

Personal essay(3-4 pages)15%

Rhetorical analysis (3-4 pages)15%

Persuasive essay (5-6 pages)25%

Research project (8-10 pages)35%

*includes proposal, annotated bibliography, presentation, and research essay

Homework/participation10%

NOTE: Submit all assignments to the D2L dropbox. In addition, I will request hard copies of longer assignments. If I request a hard copy, please be sure to do both – provide me a hard copy and submit an electronic copy.

Grading Scale
“A” work is not only thought provoking and structurally polished, but assignments are completed with a high level of critical and fresh thinking, logical organization, and excellent mechanics and style.
“B” work is well above average; it explores difficult questions in creative, critical and thought provoking way. It is critically and organizationally sound, stylistically competent, and contains few errors.

“C” work is adequate and meets minimum requirements. The work is functional at a college level and all aspects of the assignment have been addressed. However, it may lack sufficient critical inquiry, organizational clarity, and control over mechanics and style.
“D” work is substandard at the college-level. It is usually completed in haste and reflects little thought or attention to detail. A “D” indicates that major portions of the assignment are completed poorly.
“F” level work is incomplete or inadequate. An “F” will also be given if plagiarism has occurred.

Standard grading scale:

A: 93-100, A-: 90-92, B+: 87-89, B: 83-86, B-: 80-82, C+: 77-79, C: 73-76, C-: 70-72, D+: 67-69,

D: 63-66, D-: 60-62, F: 59 --

Attendance

Because of the workshop-seminar format of the course and small class-size, your attendance and active participation are essential. You can miss up to three class meetings without affecting your final grade. For each class absence beyond those three, your final grade will drop one increment, i.e. if you earn a B+ for the course but miss four classes, your final grade will be a B. If you are absent, it is your responsibility to contact a classmate for the information you missed. If a draft of an essay is due on a day you are absent, the assignment should be submitted to D2L on time. There are no excused absences, so use these wisely.

Late Assignments

Papers, drafts, and homework will be turned in at the time they are due. Unless you have spoken with me beforehand to arrange for an extension, late final drafts will receive a loss of a letter grade for each day it is overdue. Computer problems are not an acceptable excuse for a late assignment. If you cannot meet the deadline because of something unavoidable, contact me as soon as possible.

Writing Center

All students are invited to bring their writing to the Writing Center in Norlin Library for feedback and advice. Students are welcome to bring writing from any discipline at any stage of the writing process. Fifty-minute consultations with experienced writing consultants are available by appointment at no charge to CU students. Because the Writing Center is a very popular campus resource, please plan to make reservations at least one week in advance. Reservations can be made through the Writing Center website or in person. Find more information at:

University Policies(* University of Colorado - Boulder recommended syllabus statement)

Disabilities*

If you qualify for accommodations because of a disability, please submit to me a letter from Disability Services in a timely manner so that your needs may be addressed. Disability Services determines accommodations based on documented disabilities (303-492-8671, Willard 322, If you have a temporary medical condition or injury, see the guidelines at

Classroom Behavior*

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, culture, religion, politics, sexual orientation, gender, 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 at

Religious Observances*

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, I ask that you contact me at least one week ahead of the date(s) that you will be absent so that we can discuss any assignments/class material that you will miss. See full details at

Discrimination and Harassment*

The University of Colorado at Boulder policy on Discrimination and Harassment, the University of Colorado policy on Sexual Harassment and the University of Colorado policy on Amorous Relationships apply to all students, staff and faculty. Any student, staff or faculty member who believes s/he has been the subject of discrimination or harassment based upon race, color, national origin, sex, age, disability, creed, religion, sexual orientation, or veteran status should contact the Office of Discrimination and Harassment (ODH) at 303-492-2127 or the Office of Judicial Affairs 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

The Honor Code*

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 (; 303-725-2273). 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 at

Daily Schedule (subject to change)

Week 1
Jan 15

  • Introduction to WRTG 1150
  • Pre-writing activities – brainstorming, freewriting, listing
  • Homework:
  • Read Fox and Liipfert essays in Knowing Words. Answer the questions that are posted under the content tab in D2L. Submit it to the dropbox on D2L.
  • Read the syllabus. Bring questions to next class.

Jan 17

  • “Interlude” by William Kittredge; the craft of writing
  • Introduce Personal Essay assignment
  • Introduce rhetorical situation
  • Homework:
  • Read Knowing Words, Chapter 1 & 2
  • Read Memoir, Norton Field Guide (saved under “content” tab in D2L)
  • Complete personal essay, planning questions (document under “content” tab in D2L). Submit completed worksheet in the dropbox on D2Lby 5:00pm Sunday, Jan 20th.

Week 2

Jan 22

  • Develop rhetorical knowledge
  • Knowing Words, Chapter 6: Workshops and Revision
  • “See How It Destroys Us”, Luis Alvarado (student essay)
  • Homework:
  • Draft #1, Personal essay. Bring 2 hard copies to class! Also, submit a copy on D2L.
  • Read “The Writer’s Workshop”, which is on D2L under “content” tab.
  • Read p. 55-56 in Knowing Words

Jan 24

  • Peer review of draft #1 in class
  • Discuss revision strategies.
  • Homework:
  • Draft #2 Personal essay. Submit to D2L onSunday, Jan 27 by 11:59pm.
  • Monday HW: Read 4 essays that peers emailed on Sunday night. Come prepared to workshop on Tuesday. (Participation in whole class reviews critical to participation grade)
  • Write endnotes for two of the four essays. Bring one copy to give to the students. Also, submit a copy to D2L for homework.
  • ***If you would like feedback from me on this draft, bring a hard copy to class on Jan 29th

Week 3

Jan 29

  • Full class workshop. If you gave me hard copy, draft #2 will be in my mailbox in ENVD 1B50 by 3:00pm on Friday.
  • Style & tone: Sentence revision
  • Trimming the fat
  • Homework:
  • Read “Shaping Sentences” and “Show, don’t tell”. (Both documents are saved on D2L)
  • Read Knowing Words, Chapter 4. P 27-38.

Jan 31

  • Rhetorical situation: writer, audience, message, purpose, strategies
  • Rhetorical appeals: ethos, logos, pathos
  • BP advertisement
  • Homework:
  • Final draft, personal essay. Turn in first drafts with peer feedbackwith one hard copy of final draft. Also, submit copy of final draft to D2L.
  • Read “Protecting Freedom of Expression” (2 essays) – saved on D2L.

Week 4

Feb 5

  • Introduce rhetorical analysis assignment
  • Rhetorical analysis: Protecting Freedom of Expression at Harvard
  • Editorial: War and brutalized consciences. Leonard Pitts, Jr.
  • Homework:
  • Read “Teen Pregnancy in Hollywood”, Knowing Words (p 91). Answer the questions about essay (saved in D2L), and submit to dropbox on D2L.
  • Find two editorials for the rhetorical analysis. Bring in one hard copy of the editorials to class on Thursday.

Feb 7

  • Editorial: A Jewish Case for Mel Gibson
  • Small groups: Present editorials and discuss the rhetorical situation and strength of argument. Select one editorial for the group to analyze.
  • Homework:
  • Rhetorical analysis worksheet. Bring one hard copy of completed worksheet to class on Tuesday. Also, submit to D2L for homework.
  • Read Knowing Words, Chapter 4, pp. 38-42.

Week 5

Feb 12

  • Peer workshops – bring a hard copy of completed rhetorical analysis worksheet!
  • Student sample, rhetorical analysis
  • Homework:
  • Start drafting rhetorical analysis with partner. Two students = one draft.
  • Read Writing Correctly is Not Necessarily Writing Well. Saved on D2L under content.

Feb 14

  • Logical fallacies
  • Homework:
  • Draft #1, rhetorical analysisSubmit to D2L on Sunday, Feb 17by 11:59pm. Collaboration of two students = one paper.
  • Monday HW: Read 2 editorials and rhetorical analyses that peers emailed on Sunday night. Come prepared to workshop on Tuesday. (Participation in whole class reviews critical to participation grade)
  • Write endnotes for both essays. Bring one copy to give to the students. Also, submit a copy to D2L for homework.

Week 6

Feb 19

  • Whole class workshops of rhetorical analysis
  • Introduce persuasive essay assignment
  • Homework:
  • Make a list of 10 potential topics for the persuasive essay. Bring a hard copy of this list to class on Thursday.

Feb 21

  • Purpose of argument: taking a stance on an issue
  • The Language of War is Killing, Khalid Sheikh Mohammed
  • Read sample essay and discuss.
  • Homework:
  • Final draft, rhetorical analysis. Please bring one hard copy to class and submit one copy to D2L.
  • Read Knowing Words, Chapter 5
  • Complete persuasive essay planning worksheet. Submit to D2L.

Week 7

Feb 26 Bring Knowing Words book to class!

  • Why is citation important?
  • Introduce ProQuest, and CQ Researcher
  • Harry Potter and Christianity, Knowing Words
  • Homework:
  • Start drafting persuasive essay.
  • Read The Norton Field Guide to Writing, Chapter 9. (Saved on D2L.)

Feb 28

  • Incorporating outside sources.
  • GRE analytic essay section
  • Homework:
  • Draft #1, persuasive essay. Submit to D2L on Sunday, March 3 by 11:59pm. Email your group members the draft also!
  • Monday HW: Read essays that peers emailed on Sunday night.
  • Write endnotes for each essay. Bring one copy to give to the students. Also, submit a copy to D2L for homework.

Week 8

Mar 5

  • Peer workshops, persuasive essay.
  • Introduction to writing the research paper.
  • Homework:
  • Read The Curious Researcher, Introduction, pages 1-12

Mar 7

  • Finding and posing a researchable question
  • Brainstorming topics: List ten things you’ve always wanted to know more about. Choose two topics on your list and freewrite.
  • Homework:
  • Draft #2 Persuasive essay. Submit to D2L on Sunday, March 10by 11:59pm. (Late papers will be docked one grade.)
  • Monday HW: Read 2 student essays that I email to you on Monday. Complete a review worksheet for one of the essays.
  • Read The Curious Researcher, Chapter 1 pages 23-31

Week 9(Set up conference time for feedback on persuasive essay)

Mar 12

  • Full class workshops, draft #2 persuasive essay
  • Introduce RIOT tutorials.
  • Homework:
  • One or two topic ideas for research paper.
  • Begin RIOT tutorials – modules 1-5 must be completed by Tuesday, Mar 19th.

Mar 14

  • Develop research questions
  • Introduce research proposals
  • Homework:
  • Final draft, persuasive essay. Turn in first draft with peer comments along with one hard copy of final draft. Also, Submit to D2L.
  • Read The Curious Researcher, Chapter 1 pages 33-40, 45-49

Week 10

Mar 19(Bring laptops to class!)

  • Introduce library resources
  • Discuss proposals – is the question “researchable”?
  • Developing working knowledge
  • Homework:
  • Start developing working knowledge!

Mar 21

  • Norlin Library seminar
  • Homework:
  • Read The Curious Researcher, Chapter 2, pages 51-67
  • Research proposal due by Friday, Mar 22 at 11:59pm. Submit to D2L

Week 11 (Spring break – No classes!)

Mar 25- Mar 29Start researching! Keep thinking and talking about your topic!