Writing 1100: First-Year Writing & Rhetoric
(Section 008)
The University of Colorado at Boulder
Spring 2013
MW 3:00-4:15pm
Location: Club 10
Instructor:Nils Michals
Instructor email:
Office:1338 Grandview (TB88) C1B70
Office hours:Mon., 11:00am-12:45pm, Wed., 11:00am-12:15pm, & By Appointment
Office phone number: 303.492.8634
Mailbox: ENVD basement (in the main PWR office)
Course Overview
Welcome!Thiscourseisanintroductiontocollege-levelacademicwritingdesignedtoacclimateyou tothekindsofscholarlyworkthattakeplaceataresearchuniversitylikeCU.Thecourseemphasizesthinking,readingandwritingcritically—thatis,thinking,readingandwritingthatdoesmorethanabsorbthecontentofatextbutalsocarefullystudiesthestructureandrhetoricofa text,aswellastheculturalvalues that shape it. Whileour primaryemphasiswill beon readingandpracticingacademicwriting,we’llalsoreadandwritetextsthatcomefromotherculturalarenas—politics,newsmedia,art,andpop culture. Specifically, we’ll examine consumer culture from a number of different perspectives (history, class, gender, age, politics), and then we’ll analyze how consumer culture intersects with biology and the choices we make about our bodies (plastic surgery, neuroenhancers, steroids, tattoos, psychotropics, plastination). We’llexaminethepoweroflanguageasitfunctionsinallofthesevariousarenaswiththegoalof understandinghowstrongwritersmakeeffectivechoiceswhetherthey’rewritingareport,ablog, a literaryanalysis, or—yes—evenatweet.
The goal of this class is not to make you squeeze your writing into the academic “box” of what it should or should not be. Rather, I hope it is the opposite. My goal to guide you in understanding the world around you in new ways through critical thinking, discussion, and the analysis of a wide range of texts. Then, we’ll work to shape your ideas (and your proper use of the ideas of others) into interesting, understandable, and appropriate forms.
CourseGoals
Therearesixgoals that shape thiscourse. Our work thissemester isdesignedtohelpyou:
- developrhetoricalknowledge,analyzing and making informed choices about purposes, audiences, and context as you read and compose texts.
We’llbeginbyanalyzingtherhetoricalsituationinavarietyoftexts—thatis,we’llaskquestions abouttherelationshipsbetweenthetext,writer,audience,andcontext,andwe’lldiscusshow theserelationshipsshapedthewriter’schoices.Thenyou’llapplythisrhetoricalknowledgeby writingindifferentgenresandfordifferentaudiences,adaptingthevoice,tone,formatand structureofyourwritingtomeettheneedsofyouraudience.We’llalsodiscusstheethicaluse ofrhetoric—ifrhetoricisaformofpower,whatareourethicalresponsibilitiesaswriters?
- analyze texts in a variety of genres,understanding how content, style, structure, and format vary across a range of reading and writing situations.
We’llexploretextsthatcomefromavarietyofsources(bothscholarlyandpopular,for example)andfromavarietyofmedia(traditionalprint,image, film,websites,etc.). You’llbeaskedto readcritically:torecognizetherhetoricalstrategiesanauthorhaschosen—bothinformatand content—thatinvitetheaudiencetointerpretthetextinaparticularway.We’llalsodiscuss howthesametextmaybeinterpretedindifferentways.
- refineandreflect onyourwritingprocess,using multiple strategies to generate ideas, draft, revise, and edit your writing across a variety of genres.
This class emphasizes the step-by-step, day-by-day process of writing, as well as the benefits of a writing community in which everyone plays a vital role. Since the class pays particular attention to the idea of writing as a process, the papers will involve stages (prewriting, researching, drafting, peer review, revision), and you will be expected to participate in these stages from beginning to end.Oneofthemostimportantstrategiesthatyou’llpracticeisworkshoppingeachother’swriting.Aregularpartofclasstimewillbedevotedtosmall-andlarge-groupworkshopsinwhichyouwillreadandcritiqueeachother’swork.Thebenefitsofthisworkshopapproacharetwo-fold:asawriter,youreceivearangeofresponsestoyourworkand,asa reader, you learn fromreadingandcritiquingyourpeers’writing. You will also have occasional conferences with me to discuss your writing.
- developinformation 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 how to formulate a research question and how to explore what is already known about the issue. Additionally, you’ll learn aboutresearchtechnologiesavailablehereatCU(on‐linedatabases,electronic booksandjournals,bibliographicsoftware,etc.)throughalibraryseminar.Moreimportantly, we’lldiscusshowtoevaluateasourceforaccuracy,relevance,credibility,reliabilityandbiasby examiningthesource’srhetoricandrhetoricalsituation.Theseskillsarecrucialfordeveloping informationliteracy.Inotherwords,aspartofthiscourse,you’lllearnhowtoseek,evaluate, use,designandshareinformationforavarietyofpurposes.(SeeKnowingWordsChapter3for moreinformationoninformationliteracy.)
- construct effective and ethical arguments, using appropriate reasons and evidence to support your positions while responding to multiple points of view.
An argument is like a conversation, and you will learn how to enter this conversation by informing yourself about and understanding the views of others, and then formulating your own opinions. You will support those opinions with clear and credible evidence, considering also the ethics of how you present your argument.
- understandandapply language conventionsrhetorically,includinggrammar, spelling,punctuation, and format.
Yes,grammarcounts, butwhatcountsas“good”grammarchangesindifferentrhetorical situations.Becausethisisanacademiccourse,inmostofyourmajorassignmentsyou’llbe expectedtouseawritingstyleandtonethatisconsideredappropriateforageneralacademic audience.However,aspartofthecourseyou’llalsowriteinothergenresandforother audiences,soyou’llneedtothinkcarefullyabouthowtoadaptyourwritingfortherhetorical situationathand.Inotherwords,thiswritingclassisnotjustaboutwhat yourwritingteacherhereatCUthinksisimportant; it’saboutdeepeningyourskillsinrhetorical knowledge,writingprocesses,andlanguageconventionssothatyoucanwriteeffectivelyforavarietyof audiencesinavarietyofsituations—bothinsideandoutsidetheclassroom.
These six goals express the PWR’s commitment to preparing you for the other 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.
(SeeKnowingWordsChapters1and2formoreinformationaboutthecoursedescriptionandgoals.)
Required Materials
- Knowing Words, Fall/Spring 2012-2013
- Course Reader via Desire2Learn (Print out or access via laptop)
- A reliable Internet connection with access to the following:
- Desire2Learn ( which we will use regularly for this course
- Writer’s Help (
- The CU library, including RIOT
- A notebook for homework responses and in-class writing
- A CU email account to be checked regularly
MajorAssignments
In addition to many smaller reading, writing, and response assignments, you will be expected to complete the following assignments. Completion of all the major assignments are required in order to pass the class. More specific information regarding the assignments will be provided, generally two weeks in advance of the scheduled due date.
- Personal Reflection: The focus of this essay is to examine your complicated relationship to products, advertising, and our consumer culture. This complicated relationship may even include much larger frameworks and concepts, such as Capitalism, free market economic theory, the American Dream, etc. In this essay you’ll be encouraged to use personal experience, narration, and description to connect to some of the authors we’ll be reading. Author summary and analysis will also be an integral component of the Personal Reflection essay.
•RhetoricalAnalysis:Thefocusofthisessayisananalysisnotjust ofwhatatextissaying,buthow thetextispresented As part of this essay, you’ll actually work in groups to create your very own advertisement for a product.Intheessay,you’llanalyzeyour own adanddiscusssomeoftherhetoricalstrategiesyousee at work.You’llalsobeaskedtodiscussyourinterpretationofthetext’spurposes,audiences,andethicalimplications.Inaddition,youmaydiscussanyfallaciesof argumentthatyoudetect. As part of this essay, you may also consider how your ad compares to others in the same field, or perhaps how it fits into the larger discussion of advertising and consumer culture.
•CulturalFission Essay:Thisessayisyouropportunitytoinvestigatean issuethatisofinteresttoyou. Thepurposeofthisessayisnotnecessarily to explicitly “takeastand” ontheissue; itis,instead,tocarefullyinvestigateavarietyofsourcesinordertodevelopa deepunderstandingoftheissue.In order to encourage new and fresh connections, you’ll pick from three lists (corporations/brands, groups of people, contexts) to create your essay. In this essayyouwillneedtoexaminenotonlythefacts,but alsotheassumptions,beliefs,andvaluesthatmotivatepeopletothinkinparticularwaysabout theissue.Somequestionsthatwillhelpyouarethesamekindsofquestionsthatweask intheRhetoricalAnalysisessay.
•Argumentative ResearchProject:AnnotatedBibliography:Inpreparationforyour research project, you’llwriteanannotatedbibliographyinwhichyouwill useMLAguidelinestoproperlyciteyour sources.Inyourannotations,you’lldiscusswhat each source says and how effective/useful it is.
•Argumentative ResearchEssay:Cultural Analysis:Aspartofyourresearch project,you’llwrite an analytical research essay in which you explore, analyze, and present a specific argumentative claim regarding a cultural phenomenon. In this essay, you’ll provide an overview/background of the topic at hand, synthesize various points of view on the topic, and incorporate effective argumentative strategies, including analysis and various persuasive appeals such as logos, pathos, and ethos. Finally, you’ll hone your information literacy, research, and MLA skills through the useof at minimum five sources from library databases.
•LibraryTutorials(RIOT):As one of the first parts of your Research Project, you will berequiredtocompletethe ResearchInstruction OnlineTutorials created by the CU library.Thesetutorialsprepareyoutoresearchyourtopic efficiently and effectively.Formoreinformationonthetutorials,seeChapter3inKnowingWords.
***NOTE:I encourage you toKEEPEVERYTHING!Whether digitalorhardcopy,gradedorungraded,keepallofyourworkoverthecourseofthissemester, including any written feedback you receive from me.***
Grading
Tocompletethiscoursesuccessfully,youmustattendclassandscheduledconferences,complete assignmentsontime,andparticipateinclassactivitiesanddiscussions.Ifyouhaveaquestionabout yourgrade,pleaseaskmeaboutit.Pleaseremember:evenifyoufeelthat youhavedonepoorlyonan assignment,turnitinanyway.Ifyouturntheassignmentin,youwillatleastreceivesomepointsthat counttowardyourfinalgrade.Otherwise,youwillnotreceiveanypointsfortheassignment. Something is always better than a zero.That being said, if any element of what you turn in is plagiarized (someone else’s work represented as your own, i.e. not cited), you will receive an F for that assignment, and I will be forced to consider taking further disciplinary action. Always.
Keep in mind that it is your responsibility to keep track of your own grade. Ask me about it whenever you would like, and I will be happy to let you know where your grade is at that moment.I will not usually seek you out to tell you how things are going; as responsible adults, you will be expected to be in charge of your own situation.
Yourgradeforthecoursewillbedeterminedaccordingtothefollowingscale:
Grading scale
The following scale will be used to determine your final grade in this course:
A…..100-94%
A-.…93.9-90%
B+…89.9-87%
B…..86.9-83%
B-….82.9-80%
C+…79.9-77%
C…..76.9-73%
C-….72.9-70%
D+…69.9-67%
D…..66.9-63%
D-….62.9-60%
F…...59.9-0%
Class Attendance & Participation
This class hinges on discussion and interaction with your peers, both in the context of reading and writing. This class will move forward as a community. In my classes, there are no “dumb” questions and you are encouraged to critically argue positions provided you can offer proof and persuasive argumentation to back it up. So, you are going to need help, and not just from me, but from your peers. Each of us approaches writing with our own experiences, thought patterns, passions and neuroses, so it is essential that everyone speak up in class. But just as important, you are going to need each other to lean on; thus, you need to be here to help provide criticism and make your classmates better readers, thinkers and writers. In light of this, more than three (3) absences in this class will affect a student’s grade.
Keep in mind that coming to class may not always mean that you have attended class. If I see you texting, talking on a cell phone, or using your laptop for extracurricular purposes, you will be marked absent for that class.
In-class writing assignments/responses will also be factored into your overall class attendance and participation grade.
Finally, as part of the 4 unit credit for WRTG 1100, you are required to meet in small groups with me. These groups will commence the 2nd or 3rd week of the semester and will continue until semester’s end. More information will be forthcoming regarding times and locations. Participation and attendance at these weekly group meetings will also be factored into your final grade.
Late Assignments
Late assignments are, well, late. Unless you have spoken with me beforehand to arrange for an extension, I will subtract a half letter grade from the total grade for each day the paper is late. I will not grant extensions just for any reason, but if you absolutely cannot meet the deadline because of something unavoidable, contact me as soon as possible so we can discuss the situation. Computer problems are not an acceptable excuse for a late assignment; with the variety of resources on campus, you should have ample opportunity to complete your work on time, including printing it out.
Writing Center
If you want additional help with your writing, the Writing Center in Norlin Library is a great place to go to talk about ideas, improve your thesis or essay organization, or just generally work on your writing skills. Check the Writing Center website for more information about hours and services, or request an appointment online at:
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 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 with my commentary
NOTE: You cannot revise assignments that were originally turned in late.
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
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
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 and 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 and at
* University of Colorado recommended syllabus statement
Mon., 1/14Introductions & Expectations
Wed., 1/16“Collateral” Damage: Advertising, Consumerism, & Its Effects on Culture
Reading:Knowing Words, Chp. 1 (1-10)
Writing:Personal Introduction (Ungraded, 1-2 pages, typed, MLA Format)
Online:Log-on to D2L and set up your profile
Mon., 1/21No Class / Martin Luther King, Jr. Day
Wed., 1/23
Reading:Reader, “The Powerful Theory of Conspicuous Consumption”, Robert Atwan
Reader, “Burdens of the Modern Beast”, Linton Weeks
Reader, from Epic of America, John Truslow Adams
Mon., 1/28
Reading:Reader, “‘Two Ways a Woman Can Get Hurt’: Advertising and Violence”, Jean Kilbourne
Knowing Words, Chp. 2 (11-18)
Wed., 1/30
Reading:Reader, “Today’s Class Brought to You By…”, Allen Kanner
Writer’s Help, “Academic Writing”(Entire Section)
In-Class:Killing Us Softly 4, Online Lecture, Jean Kilbourne
Mon., 2/4
Reading:Reader, “Kid Kustomers”, Eric Schlosser
RIOT:Module 1 / D2L
Wed., 2/6
Reading:Reader, from Multicultural Barbie and the Merchandising of Difference, Ann duCille
Knowing Words, Chp. 6 (55-64)
Writer’s Help, “Composing and Revising: Writing Planning; Drafting; Revising”
Writing:Personal Reflection Essay Draft Due (2-3 pages, typed, 3 copies)
Mon., 2/11
Reading:Reader, “The Price of Cheap Goods”, Jim Hightower
Reader, “Slaves for Fashion”, Barbara Ehrenreich
Writer’s Help, “Composing and Revising: Writing Paragraphs; Designing Documents”
Writing:Personal Reflection Essay Final Due (3 pages, typed, MLA Format, Upload to D2L Dropbox)
Wed., 2/13
Reading:Reader, “Letter from a Chinese Factory Worker”, Anonymous
Reader, “Hiding in Plain Sight”, Heather Rogers
Reader, “On Dumpster Diving”, Lars Eighner
RIOT:Module 2 / D2L
Mon., 2/18The Subconscious Body: Consumer Culture and The Human Body
Reading:Reader, “Love My Neighbors, Hate Myself: The Vicissitudes of Affect in Cosmetic Surgery”, Virginia Blum
Knowing Words, “Makeover Feminism”, Olivia Kahlo (109-116)
Wed., 2/20
Reading:Knowing Words, Chp. 4 (27-44)
Writer’s Help, “Style: Parallelism; Needed Words; Awkward Modifiers; Dangling Modifiers”
RIOT:Module 3 / D2L
Mon., 2/25
Reading:Reader, “How Dumb Can We Get?”, Susan Jacoby
Wed., 2/27
Reading:Reader, “Brain Gain: The Underground World of ‘Neuroenhancing’ Drugs”, Margaret Talbot
Writer’s Help, “Style: Shifts; Mixed Constructions; Sentence Emphasis; Sentence Variety”
Mon., 3/4
Reading:Reader, “Psychotropic Drug Use: Between Healing and Enhancing the Mind”, Toine Pieters and Stephen Snelders
Writer’s Help, “Punctuation: The Comma; Unnecessary Commas; The Semicolon; The Colon”
Photo:Group Advertising Image Due (One Color Copy)
Wed., 3/6
Reading:Reader, “Getting Huge, Getting Ripped: A Qualitative Exploration of Recreational Steroid Use”, Matthew Petrocelli
Writing:Advertising Rhetorical Analysis Essay Draft Due (2-3 pages, typed, 3 copies)
RIOT:Module 4 / D2L
Mon., 3/11
In-Class:Bigger, Stronger, Faster, Documentary, Chris Bell
Reading:Writer’s Help, “Punctuation: The Apostrophe”
Writing:Advertising Rhetorical Analysis Essay Final Due w/Group Ad (4-5 pages, typed, MLA Format, Upload to D2L Dropbox)
Wed., 3/13
In-Class:Bigger, Stronger, Faster, Documentary, Chris Bell
Mon., 3/18
Reading:Reader, “Remanufacturing Athletes”, Ellen Goodman
Knowing Words, Chp. 3 (19-26)
Writer’s Help, “MLA Papers”(Entire Section)
Wed., 3/20
Reading:Reader, “Designer Babies: The Problem with Genetic Engineering”, Michael Sandel