Professional Documents
Culture Documents
1) Formal Assignments: Overall the class will take the shape of four different
units or projects, each covering different forms of political rhetoric and writing
for various purposes, audiences, and contexts. Each of these formal
assignments will be workshopped with your peers and/or me, and will be
revised and polished before evaluation. These units are:
You will receive more detailed assignment sequences as the quarter moves
along. Specific requirements and criteria for individual assignments will vary,
but in all cases my evaluation of your writing will consider overall
appropriateness to the rhetorical situation, content and development,
organization, style, and mechanics.
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). The final portfolio will consist of selections of your
writing for the course, and only those that have received an Advisory
Grade. The writing in this portfolio will be evaluated holistically according to
the overall course goals to determine your grade, 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.
• 1 assignment that received an Advisory Grade during the quarter, which
will count in determining your overall grade for the portfolio
• An introductory essay that analyzes the writing included in the
portfolio
• All supplementary documents that led up to the final, polished pieces,
including: Rough drafts and graded drafts, peer responses received by
peers and given to others, rhetorical analysis from each paper, and
comments from the instructor
* The writing program has also asked that, at the end of the quarter, you
upload three essays written in this class to you portfolio community at
http//:portfolio.du.edu.
5) Readings: Assigned readings will facilitate discussion and model the kinds of
rhetorical moves made in academic and public forums. It is not only expected
that you come to class having read, but that you understand how essential
these readings are as you write and revise your own work. We will read
extensively from Everything’s an Argument, however, you will also be expected
to access readings electronically on Blackboard, under “Readings.”
Grading Distribution:
Final Porfolio: 60%
Process Assignments: 20%
Student Engagement: 20%
Writing Guidelines:
1. All writing must be double-spaced on a computer. No hand-written
papers will be accepted.
2. Following the Modern Language Association, margins will be 1” from the
top and bottom of the page, and 1” from the left and right
margins. Use size twelve fonts.
3. Starting on the second page, pages should be numbered in the upper,
right margin.
4. The upper, left-hand corner of the first page should look as such:
Your name
WRIT 1122, Section #
Jeff Ludwig
Assignment and Draft #
Due date
5. Skip one line and place your title in the center of the first page.
6. We also follow MLA for citation format. Consult any handbook for general
guidelines, and http://www.mla.org for further information.
7. Cover Sheets: Before every scheduled peer workshop or teacher
conference, and when you turn in major assignments, attach a Cover
Sheet. 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, I expect students to attend every class meeting,
scheduled conference, and online activity. Any absence will affect the student’s
performance, and multiple absences (except those affiliated with official
university events) will have a negative effect on learning and the student’s
grade. Excessive absences (20% of class meetings or more) will affect your
grade and may cause you to fail the course. In this case, consider dropping
and re-enrolling in a quarter during which they can devote the required effort.
Students who miss class are personally responsible for learning about any
missed material or assignments, either from classmates or from the course
website.
Late Work: Assignments are due when they are due. (See the Course
Schedule.) Late work will be accepted only at my discretion, and often only if
you have communicated with me in advance of any possibly delayed work. If
you turn in a late assignment, expect: a lowered grade, delayed response, or
no credit. In-class work and class participation cannot be made up.
Civility in the Classroom: 1. The Writing Program affirms DU’s Code of Student
Conduct (http://www.du.edu/ccs/code.html), which “expects students to
recognize the strength of personal differences while respecting institutional
values.” Because writing courses rely heavily on interactions among
individuals, students and teachers must act in a manner respectful of different
positions and perspectives. While civility and tolerance are vital in and of
themselves, working productively with others is an important rhetorical skill.
The Writing Program will act to reduce behaviors that may compromise
productive learning environments. These actions may range from informal
conversations, to formal communications, to requested action by the Office of
Citizenship and Community Standards. 2. By definition, all of education
depends on encountering new ideas and information. Some of these may
conflict with individual’s existing knowledge or perspectives. The Writing
Program expects students to engage such materials thoughtfully, in ways that
reflect the values and mission of the University of Denver. 3. Students must
respect the classroom environment. In class, all cell phones and electronic
devices shall be turned off. Unless specifically directed by the instructor,
students shall refrain from sending email and instant messages, or from
engaging in other activities (reading non-course materials, engaging in private
conversations and so on) that disrespect the classroom environment and
learning conditions for others.
ADA Statement: DU complies with the Americans with Disabilities Act of 1990. If
you have a documented disability, please contact the Disabilities Service
Program (DSP) at: http://www.du.edu/disability
Resources
DU’s Writing and Research Center: Any DU student may make an appointment
for a consultation by calling 303.871.7456 or by using the online scheduling
system at https://www.rich16.com/du. It is best to schedule an appointment.
Consultations last 45 minutes, and can help with any stage of the writing
process. http://www.du.edu/writing/student.htm
Blackboard: We will use frequently the Blackboard for class discussions, for
group projects, and for process assignments. Visit http://blackboard.du.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. Use the library’s databases,
or visit a Reference Librarian, to narrow down a research topic and find the
best sources for your writing. The library also maintains a sizeable collection of
print books, journals, and government documents. Visit
http://library.du.edu/services/index.cfm.
Final Note: I reserve the right to modify this syllabus at any time if it benefits
the students of this class. I will notify the class expediently and appropriately.