Writing for College: Improving Rhetoric, Processes, and Language Conventions, Lecture notes of Creative writing

Download Writing for College: Improving Rhetoric, Processes, and Language Conventions and more Lecture notes Creative writing in PDF only on Docsity! WRTG 1150: First-Year Writing and Rhetoric Spring 2015 The only real alternative to war is rhetoric. - Wayne Booth Instructor: Tara Walker Email: tara.g.walker@colorado.edu Office: ENVD 1B50-E Office Hours: Mondays, 4-6 PM or by appointment. Section Time Location 1150 – 049 M, W, F: 2:00 - 2:50 PM ECST 1B21 1150 - 056 M, W, F: 3:00 - 3:50 PM ECST 1B21 Course Description Welcome! This course is designed to help you improve your writing skills and prepare you for writing assignments and situations you may encounter in college and beyond. In this class you can expect to write, write often, write again, and then write some more – in a variety of genres and for a variety of audiences and purposes. Drawing from your personal experience, knowledge, curiosity, beliefs, opinions, imagination, and research, you will investigate topics that hold personal interest and social importance to you and are also relevant to a broader audience. We’ll examine the power of language as it functions in 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—yes—even a text message. Course Goals There are six goals that shape this course. Our work this semester is designed to help you:  develop rhetorical knowledge, analyzing and making informed choices about purposes, audiences, and context as you read and compose texts. We’ll begin by analyzing the rhetorical situation in a variety of texts—that is, we’ll ask questions about the relationships among the text, writer, audience, and context, and we’ll discuss how these relationships shaped the writer’s choices. Then you’ll apply this rhetorical knowledge by writing in different genres and for different audiences, adapting the voice, tone, format and structure of your writing to meet the needs of your audience. We’ll also discuss the ethical use of rhetoric—if rhetoric is a form of power, what are our ethical responsibilities as writers?  analyze texts in a variety of genres, understanding how content, style, structure and format vary across a range of reading and writing situations. We’ll look at how the concept of “genre” can help us as readers and writers better interpret the implicit and explicit expectations for how a text should be composed/interpreted—why does an academic essay look/sound different than an editorial in the New York Times? Why is that we can quickly identify whether a movie is a horror film or a comedy (or sometimes both)? You’ll be asked to read critically: to recognize the rhetorical strategies an author has chosen—both in format and content—that invite the audience to interpret the text in a particular way. We’ll also discuss how the same text may be interpreted in different ways and how some of the most effective and persuasive texts are ones that subvert what we expect from a particular genre.  refine and reflect on your writing process, using multiple strategies to generate ideas, draft, revise, and edit your writing across a variety of genres. Throughout the semester, you’ll use a variety of strategies throughout the stages of writing— researching, drafting, revising, editing, and proofreading—to help you refine your own writing process. One of the most important strategies that you’ll practice is workshopping each other’s writing. A regular part of class time will be devoted to small- and large-group workshops in which you will read and critique each other’s work. The benefits of this workshop 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 others' ideas in your writing. You’ll learn about research technologies available here at CU (on-line databases, electronic books and journals, bibliographic software, etc.) 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. These skills are crucial for developing information literacy. In other words, as part of this course, you’ll learn how to seek, evaluate, use, design and share information for a variety of purposes. (See Knowing Words Chapter 3 for more information on information literacy.)  construct effective and ethical arguments, using appropriate reasons and evidence to support your positions while responding to multiple points of view. One of the primary ways that we as human beings attempt to influence our world is to make arguments that will convince others to adopt or at least consider our point of view. Whether you’re writing a formal argument for a class or discussing your views on the recent election with friends, understanding the components of effective and ethical arguments will help you present your ideas in a way that invites your audience—whether or not they agree—to listen and then enter the conversation.  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, in 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 goals express the PWR’s commitment to preparing you for the 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. (See Knowing Words Chapters 1 and 2 for more information about the course description and goals.) Required Texts/Materials and Tools  Knowing Words. 2014-2015 edition. This is the Program for Writing and Rhetoric’s custom text. It introduces you to the course goals/objectives and key rhetorical concepts and also provides samples of student writing. If the bookstore is out, check the bookstore on the Hill. Classwork: Participation, Preparation, Workshopping In this class we work as a community of writers seeking to understand one another's perspectives and explore new ideas. Participation includes, among other things, providing quality written and oral feedback during workshops; thoughtfully completing all in-class writing activities and being willing to share some of them with the class; actively and intelligently participating in class discussions and activities; and acting professionally and respectfully when interacting with me and your classmates. You are expected to come to class prepared, with readings completed and drafts of your work printed out on days when drafts are due. Printing problems are not valid excuses – especially since there are very few times you will be required to print at all! Late Assignments If circumstances arise that prevent you from submitting a paper on time, contact me before the due date and I will take your situation into consideration, and I may decide to offer you an extension. Otherwise, the policy for late work is as follows: Rough drafts: It is extremely important to get your rough drafts in on time. Not having your rough draft slows down your writing process and it’s also very inconvenient for the peer review process. The first peer review will be done in class, so two printed copies of your rough draft are due in class on that day, as indicated by the schedule. You will have ample notice of peer review days, so there is really no excuse for not bringing your printed copies. If you do not have copies of your draft on the day that peer reviews are happening in class, your draft will not be reviewed by a peer, and you will be unable to get credit for reviewing another student’s paper. Additionally, you will lose participation points for that day. However, although you will be unable to make up peer reviews or participation points, you can still hand in your rough draft via the drop box on D2L. If you turn it in by midnight, it will not be considered late. Your grade for the assignment will go down by a half grade level, (A to A-,for example,) for every day the draft is late. No emailed rough drafts will be accepted. A similar policy will be in effect for the next three papers when we do peer review via Google docs. I will explain that process in class. Final papers: All final papers should be uploaded to the appropriate drop box by midnight the day they are due. You do NOT have to bring a printed copy to class with you. Like the rough drafts, one half level grade will be deducted for every day late, and no emailed papers will be accepted. Journals: There will be two journal checks during the semester, where I will verify that you’ve completed all your journal entries. All journal entries must be completed and in your notebook on the day I do the check and no journal entries will be accepted late. Blog Posts: You will have plenty of advance notice regarding deadlines for blog posts. No late blog posts will be accepted. Cell Phones, Laptops, Tablets, etc. Although cell phones tend to rule our lives now, I request that you not use your phone for any reason in class, unless I specifically indicate that it’s okay to do so. If you choose to use your phone in class, you’ll be given a polite warning. Then, any additional time you use your phone in class, you’ll be asked to put it away and will lose participation points for that day. While we all love our electronic gadgets, they are extremely distracting - both for you and the people around you. We are a small class and because of this, your actions will be noticed by many—and thus they could derail the flow of class activities. There will be times in class when we’ll do research or other activities that require your laptop, and I will indicate when that’s the case. However, in general, please observe the same rules for these devices as you do for cell phones. Revising Graded Assignments At the end of the semester, if you would like to resubmit one of your major (graded) assignments, you may revise one assignment and turn in a Revision Portfolio for reevaluation. If you resubmit work you must:  Choose one of the major assignments and revise your work. (You are welcome to schedule an appointment with me to discuss some strategies for revision.)  Attach the original graded version and drafts of the assignment so that I can better evaluate your revisions.  Write a one-page reflective statement describing your revisions.  Submit your Revision Portfolio by the last day of class. NOTE: You cannot revise assignments that were originally turned in late. Resources for Writing and Research The Writing Center This is a fantastic resource to get additional help with your writing. Consultants provide excellent advice at all stages of the writing process. Services are free to all CU-Boulder students.  Location: Norlin 111 (first floor of Norlin, near the east entrance)  Hours: M-Th 10 a.m.-7 p.m.; F 10 a.m.-1 p.m. You need to make an appointment before you go. They get booked early, so sign up for your appointment well ahead of time. For more information, email wrtghelp@colorado.edu. Also, see the Writing Center home page: www.colorado.edu/pwr/writingcenter.html. CU Policies Disabilities* If you qualify for accommodations because of a disability, please submit to me 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 Medical Conditions: Injuries, Surgeries, and Illnesses guidelines under Quick Links at Disability Services website and discuss your needs with your professor. 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 www.colorado.edu/policies/fac_relig.html. 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, 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. See policies at http://www.colorado.edu/policies/classbehavior.html and at www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code. Discrimination and Harassment* 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://www.colorado.edu/odh . 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 (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 at http://www.colorado.edu/policies/honor.html and at http://www.colorado.edu/academics/honorcode/.