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Writing and Political Rhetoric

WRIT 1122: Academic Writing
Section 43, Winter 2011
Monday and Wednesday, 2pm-3:50pm
Centennial Halls CORE

Instructor: Jeff Ludwig
Office: Penrose Library 352 | Phone: (303) 871-7835
Hours: Mon & Wed–4-6 and by email appointment
Email: jludwig5@du.edu | Blackboard: http://blackboard.du.edu
Course Description: Does “Obamamania” exist? What motivates local politics?
How do we write our political selves persuasively? The central focus of this
section of WRIT 1122 will be reading, examining, and writing about how
political arguments are constructed for different situations. Politics on national
and local levels, then, will be a lens we’ll use to start writing for the course, but
you will also learn about and use basic principles of rhetoric and written
argumentation. In addition to extensive work in analyzing, writing, and
workshopping political arguments you’ll create, students will create a self-
selected portfolio of their own work for evaluation.
Course Goals: In WRIT 1122, students will
• Demonstrate practical knowledge of the concept “rhetorical situation,”
through the ability both to analyze and to write effectively in different
kinds of situations.
• Demonstrate proficiency with basic elements of rhetorical analysis (such
as logos, ethos, and pathos) in a range of texts, and the application of
that facility in their own writing.
• Demonstrate the ability to produce writing that effectively provides
evidence and reasoning for assertions, for audiences of educated
readers.
• Demonstrate the ability effectively to incorporate written sources into
their own writing and to document those materials.
• Demonstrate the ability to use feedback to revise their own writing and
the ability to provide useful feedback to others.
• Demonstrate the ability to edit and proofread their writing.
For more on these course goals, visit: http://www.du.edu/writing/1122.htm
Required Materials:
• Lundsford, Ruszkiewicz, and Walters. Everything’s an Argument. 4th
Edition. Boston: Bedford St. Martin’s Press, 2007. ISBN: 0-312-44749-3
• Articles on [http://blackboard.du.edu], see “Readings.” You MUST HAVE
ACCESS to this space, and I suggest printing articles for ease of reading.
• Money on your Pioneer Card and a laptop to bring to class everyday
• Generic pocket folder or manila folder for turning in assignment materials
• A 1” 3-ring binder for your final portfolio
Course Work: Arguing well and writing well takes a lot of practice. As a general
rule, we’ll spend part of our class day discussing readings assigned and any

Advisory Grades: All Formal Assignments will receive an Advisory Grade. but are required to complete your final portfolio. in multiple drafts. or working in small groups. Finally. depending on genre) Proposal for Political Change: Portfolio Revision Assignment (5-6 pages) Final Rhetorical Analysis (2-3 pages) You will receive more detailed assignment sequences as the quarter moves along. style. 1) Formal Assignments: Overall the class will take the shape of four different units or projects. Specific requirements and criteria for individual assignments will vary. These units are: Editorial Series (6-8 pages total) Feature Article (5-6 pages) Writing for a Political Identity (Group Project) (5-6 pages. Finally. The writing may involve responding to a prompt. and only those that have received an Advisory Grade. completing an exercise. Each of these formal assignments will be workshopped with your peers and/or me. and the second half of class writing. each covering different forms of political rhetoric and writing for various purposes. because a good writing is the end result of many revisions. content and development. Advisory Grades do not count toward your final grade. and more than that when you’re working on a paper project. If you have a question about my comments or a grade. you can expect to revise each of regularly and with guidance from me and your classmates. organization. drafting or revising an essay. You can also expect to spend some time every day writing at home. and will be revised and polished before evaluation. The final portfolio will consist of selections of your writing for the course. brainstorming or revising. • 1 assignment that received an Advisory Grade during the quarter. and contexts. audiences. or a “what-you-would-have-if-this-were-graded-now” grade according to course and assignment goals. keep digital copies of each assignment. which will count in determining your overall grade for the portfolio • An introductory essay that analyzes the writing included in the portfolio . The writing in this portfolio will be evaluated holistically according to the overall course goals to determine your grade. 2) Final Portfolio: A significant portion of your grade for the course will be determined by the final portfolio you turn in at the end of the quarter (See Grading Distribution). be sure to talk to me. and will include: • 2 of the 3 major assignments completed for the course that will undergo significant global revision at the end of the quarter.informal writings due. but in all cases my evaluation of your writing will consider overall appropriateness to the rhetorical situation. and mechanics.

drafting. 3) Process Assignments: Process assignments serve your writing of major assignments at different stages (invention. All other Process Assignments will be posted under the Course Schedule on Blackboard. Regular process assignments include: • Writer’s Memo (1 single-spaced page): At the end of each major assignment. how you used ethos. Your memo could also discuss how your draft might be revised to make it more effective. and use examples from your writing to explain your rhetorical decisions. √ + (“Excellent”). how you revised to make these moves successful. including: Rough drafts and graded drafts. made in to make your arguments or analysis effective for your readers. to make your draft effective. Expect to turn in process assignments on due dates outlined in the Course Schedule and/or with your finished project. and on days you decide. Often informal assignments will be assigned in-class and cannot be made up. peer responses received by peers and given to others. • Teacher Conferences: Twice during the quarter. 5) Readings: Assigned readings will facilitate discussion and model the kinds of rhetorical moves made in academic and public forums. rhetorically. as the author. You might explain: How you structured your argument. In your memo. you upload three essays written in this class to you portfolio community at http//:portfolio. rhetorical analysis from each paper. but mostly to facilitate discussion of readings and other topics of rhetorical worth. It is not only expected . • Peer response (1 double-spaced page. supported main points or warrants. or logos in the service of your argument. or how you composed your essay to target an audience. and comments from the instructor * The writing program has also asked that.edu. at the end of the quarter. • All supplementary documents that led up to the final. write a short analysis of the rhetorical moves you. polished pieces. √ . 4) In-Class Writing: Informal writing assignments will be used for various purposes.du. You’re explaining what you did. for multiple people): For each major assignment you will be asked to spend some class time receiving written feedback from your peers and offering written feedback to those peers. you will be asked to conference with me on a draft you’re working on or a draft you plan to submit for your final portfolio. Process Assignments will be given a √ (“Good”).(“Needs work”). pay particular attention to why you made the rhetorical moves you did. Informal assignments will be graded similarly to Process Assignments. revision. Submit drafted paper with a Cover Sheet to me at least 48 hours before the conference. reflection). pathos. and will sometimes be done in class. or 0 (Not completed or turned in).

2. Students who miss class are personally responsible for learning about any . Any absence will affect the student’s performance. Cover Sheets: Before every scheduled peer workshop or teacher conference. Use size twelve fonts.org for further information. you will also be expected to access readings electronically on Blackboard. Consult any handbook for general guidelines. under “Readings. The upper.that you come to class having read. Skip one line and place your title in the center of the first page. and when you turn in major assignments. 7.mla. Excessive absences (20% of class meetings or more) will affect your grade and may cause you to fail the course. and online activity. and http://www. We will read extensively from Everything’s an Argument. Briefly explain the following: Purpose: Possible Audience: Look for this as you read: Three things I need your help with: Policies Attendance: Because interaction with other students and the professor is a vital part of learning to write. right margin. but that you understand how essential these readings are as you write and revise your own work. consider dropping and re-enrolling in a quarter during which they can devote the required effort. attach a Cover Sheet. 6. All writing must be double-spaced on a computer. scheduled conference.” Grading Distribution: Final Porfolio: 60% Process Assignments: 20% Student Engagement: 20% Writing Guidelines: 1. and 1” from the left and right margins. In this case. margins will be 1” from the top and bottom of the page. 3. Section # Jeff Ludwig Assignment and Draft # Due date 5. No hand-written papers will be accepted. We also follow MLA for citation format. Following the Modern Language Association. 4. pages should be numbered in the upper. and multiple absences (except those affiliated with official university events) will have a negative effect on learning and the student’s grade. I expect students to attend every class meeting. however. Starting on the second page. left-hand corner of the first page should look as such: Your name WRIT 1122.

These actions may range from informal conversations. to requested action by the Office of Citizenship and Community Standards. 3.” which states. While civility and tolerance are vital in and of themselves. In-class work and class participation cannot be made up. or other original (not common-knowledge) material without acknowledging its source” (http://wpacouncil.du. all of education depends on encountering new ideas and information. all cell phones and electronic devices shall be turned off. delayed response. including participation in classroom discussion.html). 2.org/node/9). In class. expect: a lowered grade. Unless specifically directed by the instructor. The Writing Program will act to reduce behaviors that may compromise productive learning environments. online . Students must respect the classroom environment. The Writing Program affirms DU’s Code of Student Conduct (http://www. Students who have plagiarized a project will receive an F on that project or portfolio. By definition. students shall refrain from sending email and instant messages. who may take further action. or from engaging in other activities (reading non-course materials. The Writing Program expects students to engage such materials thoughtfully.edu/ccs/code. Student Engagement: The Writing Program expects students to be active and engaged learners in collaborating. ideas. “In an instructional setting. and often only if you have communicated with me in advance of any possibly delayed work. either from classmates or from the course website. and to their peers. which “expects students to recognize the strength of personal differences while respecting institutional values. in ways that reflect the values and mission of the University of Denver. plagiarism occurs when a writer deliberately uses someone else’s language. Plagiarism: The Writing Program follows the Council of Writing Program Administrators policy “Defining and Avoiding Plagiarism. In a writing class engagement is visible in a number of ways. Any documented acts of plagiarism after the first may be subject to more severe actions. to formal communications. their own writing processes. committing to the material. engaging in private conversations and so on) that disrespect the classroom environment and learning conditions for others. and the instructor will inform the Director of Writing and the Office of Community and Citizenship Standards. students and teachers must act in a manner respectful of different positions and perspectives. (See the Course Schedule. DU’s Honor Code also maintains that all members of the University must responsibly use the work of others.missed material or assignments. Some of these may conflict with individual’s existing knowledge or perspectives. Civility in the Classroom: 1. working productively with others is an important rhetorical skill. Late Work: Assignments are due when they are due. If you turn in a late assignment.) Late work will be accepted only at my discretion. or no credit.” Because writing courses rely heavily on interactions among individuals.

help with drafts. or ideas you’d like to talk about. ADA Statement: DU complies with the Americans with Disabilities Act of 1990. Conferences/Office Hours: I will do everything that I can to help you succeed in this course. online comments. I will evaluate student engagement as follows: “Average” engagement means that the student seems prepared. and empathetic engagement with the material and his or her peers and instructor demonstrate superior and active learning. and other conferences and discussions outside the classroom. Make sure you are saving copies of projects as multiple drafts (using the "Save As") option.discussions. suggestions. often adding additional insights to a class or online discussion. All essays will be returned after they have been evaluated. “Weak” engagement means that the student comes to class. group project contributions. Students who take steps outside of the classroom space to build a better learning environment demonstrate superior engagement. guidance. keep additional copies and a back-up disk in safe places. Technological Responsibilities: You are responsible for maintaining copies of drafted essays. Occasionally. This engagement may manifest in consistently good comments that bring productive perspectives to in class discussion. and all in-class exercises. etc.du. talking or texting on a cell phone. reading a paper. but does not seem prepared or his or her presence detracts from the quality of class experience. My office hours are a chance for you to meet with me for individual discussion. judicious. concerns. participation in discussion. If you schedule a conference. I will also make myself available for conferences for each paper. This disengagement may take the form of sleeping. you may be expected to demonstrate a portfolio of your work. “Superior” engagement means that the student is always prepared. and it is your responsibility to keep paper and/or electronic copies for this class. I fully expect you to attend or notify me well in advance if you can’t be there. and efforts to improve one's own learning and that of the class. The student’s presence is productive. please contact the Disabilities Service Program (DSP) at: http://www. and feedback on writing seem to encourage and support others in the class. he or she is prepared and engaged. the student consistently and deliberately disengages from classroom activities and discussion. lost. or it may be insightful and extensive commentary in peer review. Even if the student generally remains silent. peer review. or he or she is engaged with the work occasionally but infrequently.edu/disability . If you have a documented disability. although he or she sometimes needs to be prompted to participate. or destroyed. or surfing the Internet while others discuss or work. or doing additional work on group projects. In future classes. Feel free to schedule a conference or just drop by if you have any questions. providing extensive feedback to writing. In whatever fashion. Consistent. Generally. as well as peer responses you've both given and received. essays are stolen. so keep the writing you do for this class organized.

rich16. I will notify the class expediently and appropriately. It is best to schedule an appointment.edu/services/index. http://www. to narrow down a research topic and find the best sources for your writing.edu to register yourself for this class. Penrose Library: Penrose Library offers access to many online databases and thousands of articles for research and scholarship. .du. and for process assignments. journals.871.htm Blackboard: We will use frequently the Blackboard for class discussions.cfm. Final Note: I reserve the right to modify this syllabus at any time if it benefits the students of this class.du. for group projects. and can help with any stage of the writing process.com/du. or visit a Reference Librarian.7456 or by using the online scheduling system at https://www. Use the library’s databases. Visit http://library.Resources DU’s Writing and Research Center: Any DU student may make an appointment for a consultation by calling 303.du. Consultations last 45 minutes. Visit http://blackboard.edu/writing/student. The library also maintains a sizeable collection of print books. and government documents.