intro to writing / u.v.u.

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section 05
time:
monday, wednesday and friday 8 – 8:50
location: LA 203

section 24
time: 
 monday, wednesday and friday 9 – 9:50
location: FL 516

section 28
time:
monday, wednesday and friday 10 – 10:50
location: CB 414


description: Per the Utah Valley University catalog, English 1010 teaches rhetorical knowledge and skills, focusing on critical reading, writing, and thinking. English 1010 introduces writing for specific academic audiences and situations. English 1010 emphasizes writing as a process through multiple drafts and revisions. The course may include major essay assignments, writing and collaboration, research writing, journals, and portfolios.

outcomes: Upon successful completion of English 1010, students should be able to: Demonstrate rhetorical awareness of audience, purpose, context, and genre in written and oral forums (papers and class discussion). / Demonstrate critical reading, writing, and thinking skills, learning to inquire into issues and problems, explore and interrogate multiple perspectives, negotiate meanings across a diverse array of positions, and problematize oversimplifications. / Demonstrate use of process as an integral component of college-level writing. / Demonstrate knowledge of conventions of academic writing and research. / Craft well-reasoned written and oral arguments derived from personal and public inquiry. / Demonstrate the ability to complicate problematic, clichéd notions of interpretation and articulation.


instructor: zach t power
email: zpower@uvu.edu
office times: by appointment
office location: CB 403


print reading:
Everyone’s an Author, 2nd Edition / ISBN: 9780393265293 / buy this book 

digital reading:
medium.com / consider this a textbook and sign up for the monthly membership
structure, sign and play by jacque derrida
a sign in space by italo calvino
top ten best movie trailers by watchmojo
waluigi, boar vessel, x [meme review] by pewdiepie
the authoritarian populism of incredibles 2 by richard brody
the world of wrestling by roland barthes
the typography of stranger things by sarah gless
the good, racist people by ta-nehisi coates
i have a dream by martin luther king jr.
why i am teaching a course called "wasting time on the internet" by kenneth goldsmith
why were confederate monuments built? by miles park
the philosophy of bill murray by wisecrack
joyas voladoras by brian doyle
leap by brian doyle
notes of a native son by james baldwin
consider the lobster by david foster wallace
a walk in the pink moccasins by carol lynn pearson
a plea for captain john brown by henry david throreau
resistance to civil government by henry david throreau
let justice roll down by martin luther king jr.
white debt by eula biss
the case for reparations by ta-nehisi coates
objectified by ...

reading: i recognize that reading for a class is difficult, so let me tell you my thoughts on why i encourage you to do the reading before each class (and why i ultimately assign these readings). they are there to help prepare you for the discussions. if you don’t do the reading, then the conversations in class won’t benefit you in the same way, or at the very least you won’t have an example or text to draw from or base our theoretical discussions on.  


grading: it’s simple, if you do all the work well, then you will get an A. if you don’t do the work, then I will find some other appropriate grade to give you. to be a tad more specific, if you can write a paper that is genre-appropriate, genuinely interesting, and properly professional, then you’ll get a good grade. i also grade based on your current abilities. it's my job to teach you (that's what i am being paid to do), and if you aren't learning (i.e. improving) then i am not doing my job. i will grade you based on what will cause you to improve yourself. also, i sort of despise people who care more about their grades than they do their learning (although i understand how our school system encourages this kind of mentality). you will get a better grade in my class if you focus on learning and improving your writing skills. that's what you are paying for, and it is rather odd that i have to train people to get what they are paying for. also, if you feel that you were given an unfair grade, then you are always welcome to challenge the grade in an academic manner (or explain yourself, or tell me why you believe that i gave the wrong grade). to be clear, i give you the option of doing this in order to enter into an academic conversation with me, not as a means to allow for fighting or responding with ire. also, i don't give comments on drafts unless you ask me specific questions. 

grades: if you ask me what your grade is, i will just point you to canvas where all your grades are. if there are grades missing, then i haven't graded them, and i can't tell you what your grade is on assignments i haven't graded. my assignments all add up to a thousand points, nothing is weighted, there are no curve balls, so i've made the math simple for you. 


attendance: my policy is this: i don't care. when you signed up for college, you paid for it. and if you want to be absent from class, then that is on you to waste (or spend) your money how you like (i haven't done the math, but you might want to figure out (based on tuition and a multitude of other things you are paying for (rent, food, etc.)) what exactly you are paying for each class period and how much you are losing each time you decide to skip class). at any rate, i also believe in natural consequences. if you miss class, you will miss the crucial information and discussions that really can't be replicated. you can use electronics as much as you need in the class, but if you use them so much that you aren't paying attention, then you are functionally absent, and all the things i have said above about being absent applies in this case as well.

makeup: i inevitably have students ask me how they can makeup work, either because they've planned something else or because they didn't expect something else to happen. if you have a university excused absence, then i will help you catch up. if you just miss class, i will not hold private lessons for you to personally catch up. again, you are paying for my expertise at a specifically scheduled time that we all mutually signed up for. i hope you will understand early that my classes are not lectures that can just be read or understood at your leisure (by some powerpoint or another). i don't teach like that, so if you miss class you miss something that can't be replicated. 

etiquette: don't be a jerk. also, i don't care if you use electronics (but see attendance for more on use of electronics in class).

communication: you can communicate with me via canvas or email. i will try to respond within 48 hours. you will receive all the comments i make on your assignments through canvas. if you email me with private questions, i will assume that your email is private enough to answer and to be in line with any student federal privacy regulations (such as ferpa). if this is not the case, please let me know so i can respect you and your privacy, and so we can find a secure means of communication. 


style: since all of your final assignments will be turned in on medium, i want to mention that you should adopt the style, the documentation and the citation practices of the platform. in all other ways, you should default to the chicago manual of style. in other words, please whatever you do, don’t make your assignments on medium look like assignments for a class. don't title them "best piece of writing" or "rhetorical analysis". those are bad titles in any place, and people won't read your articles if you title them like that (and don't worry about me knowing which assignment is which. if you turn them in on canvas in the right way, then i will know exactly which assignment it is). 

medium: medium (or medium.com) is the platform that you will be using to turn in your final drafts and your out-of-class medium posts and comments. at the beginning of the semester you will create an account (if you don't already have one). also, i have so many students ask (for whatever reason) how i will know if they have done the posts and comments assignment. don’t worry about me finding you, if you follow me on medium i will be able to find your posts and comments. go ahead and take some time to become familiar with this platform, read some pieces, enjoy: "welcome to medium"

canvas: canvas (or uvu.instructure.com) is the platform that you will be using to turn in your writing process drafts and freewrites. you should already have an account created for you by the university. you can send me messages on this platform, and you can turn in assignments under the assignments section.

method: i have many students ask me questions that are on the syllabus. if you ask a question that can be answered by reading the syllabus, then i will likely refer you here. here is a note on how to use this syllabus: i would recommend using the search function on your given device, each device is different, but every mainstream browser has the function built in (e.g. on mac you can press cmd + f, or in safari for ios you can tap the share sheet and scroll over to the "find on page" option). 


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assignments: all of the major assignments are required: summary and review, rhetorical analysis, discourse community analysis, stasis interrogation, and a final portfolio and reflection. if you don’t complete them, then the department requires me to automatically fail you; just a heads up.

deadlines: there's no such thing as a late assignment in this class. in other words, there are no deadlines and you can turn assignments in whenever you like. on the other hand, there is such a thing as assignments stacking up so much that you never recover and ultimately fail the class because you've left yourself with too much to chew and too little time to swallow or digest (let alone write). and since there are no deadlines, there are, i suppose, no lifelines either (you can turn in an assignment early (though why get ahead of the lectures unless you plan on implementing what you learn after the fact (in which case i personally wouldn't do it early)). i have a schedule with suggested deadlines. if you stick to those suggested deadlines, then you will do great. if you don't, then i don't know what you will do. but again, the core assignments must be completed or i have to fail you. 

submissions: there are three ways to submit assignments: by message on canvas, by the assignment section on canvas, and by medium. you will submit your daily in-class freewrites as a message on canvas (on the side menu click inbox and then create a new message, or in the app you can tap on your inbox and create a new message). you will submit the drafts of the major assignments under the assignment section on canvas. you will submit the final drafts of all the major assignments by posting them to medium and then submitting them to the assignment section on canvas. you will submit all of your daily out-of-class medium posts and comments on medium. if you submit any assignments in the wrong way, then they are not considered "turned-in". if i happen to notice it is turned in the wrong way, then i will do my best to point you in the right direction, but ultimately it is up to you to read and follow the directions here on the syllabus. 

the assignments i will be grading you on are as follows:

in-class freewrites / a few minutes minimum / play / 50 points / messaged on canvas / at the beginning of class you will write non-stop for a few minutes. if you are late to class, you should still do a freewrite when you walk in the door, so your mind is cleared and present. the only rule that i have with these is that you put the subject of the canvas message as "freewrite" or "free write". please put this as the subject so i don't confuse these freewrites with any of the other messages you send to me on canvas. i also use these as an attendance record (because even though i don't care, the university does). 

out-of-class posts and comments on medium / 250 words minimum / 100 points / posted on medium / before each class you should write two things on medium: one original post, and one comment on a medium article you find yourself. the posts should be a minimum of 250 words each, and the comments should be a minimum of 100 words each. the posts you write should dialogue (or discourse) with ideas at large. you can interpret dialogue and discourse as loosely as you like. the comments should also be aware of how it discourses with the author or ideas. by the end of the semester you should have as many posts and comments as we have days of class together (see the schedule for that number). again, there is no such thing as late work, but i advise against letting these stack up. 

best writing / one piece / starting pointing / 100 points / submitted on canvas / in the first week of class, i need you to send me the best piece of writing you have (the operative word here being "have") so far in your life. if you "have" nothing, then you need to write something  as best as you can and then accept that it is the best writing that you have. it can be any kind of writing and of any length, so long as it is your best piece of writing. also, this is a diagnostic piece of writing that i use to know what you're best is in order to help you become better than your best. i suppose you could cheat yourself by sending me something of lesser quality, but why would you want to cut your education short like that?

freewrite draft / one page / writing process / 20 points each unit (100 total) / submitted on canvas / these are very loose ideas written down. i don't care what they look like, how they are formatted, whether they are coherent, or really much of anything other than as evidence that you are actively thinking about your paper or project ahead of time. they should be at least a full page of text. they should be typed. 

rough draft / more than half the assignment minimum word count / writing process / 20 points each unit (100 total) / submitted on canvas / this should be about half finished. that can be half the word count or half the polish or half of anything, but it should have a steady amount of work done.

formal draft / above the assignment minimum word count / writing process / 20 points each unit (100 total) / submitted on canvas / this means it has all the parts but maybe not the polish. it should be mostly done, almost done, but not fully done. this is used for the peer-reviews that we will do in class, so it should be ready for people to look at, with the understanding that it is not finished. 

final draft / above the assignment minimum / writing process / 100 points each unit / posted on medium and then submitted on canvas / when your draft is finished, post it to medium and then submit it on canvas. at this point you should consider the essay finished (although i don't think anything could ever be finished (just ask walt whitman about his leaves of grass)). the details of the four major final drafts you will turn in are outline below:

summary and review essay / 750 words minimum / the first thing i want you to do for this assignment is select a "text" worth summarizing and reviewing. you can interpret "text" as loosely or closely as you choose. in other words, i want you to pick your own text to summarize and review for this assignment. In this unit, you will incorporate critical reading and response strategies into your writing repertoire. By wrestling with complex ideas presented in a "text", by analyzing specialized language, by pulling out details, and by mapping an argument, you will fully engage with a "text" and discover how reading critically and carefully can help you to more fully understand any text. Further, engaging deeply with a text, will help you to understand how to construct your own complex arguments and to avoid simplistic solutions. Such skills will be especially useful when writing researched argumentative essays in this and other college classes. make sure that you analyze one thing in depth, instead of doing a multiplicity of surface analyses. you should try to balance the amount of summary and review you do. i don’t want to see a whole paper of summary and then one sentence of summary that basically says “it was good.”
details / For this essay, you need to carefully read and understand a specific text of your choosing. Don’t worry if at first the text seems difficult or overwhelming. You and your peers will read, analyze, reread, and discuss your respective texts multiple times. Keep in mind the characteristics of successful reviews that are described in your textbook (see page 302 in Everyone’s an Author): Relevant information about the text / Criteria for the evaluation / A well-supported evaluation / Attention to the audience’s needs and expectations / An authoritative tone / Awareness of the ethics of reviewing / etc. You will write a review of the article by summarizing and analyzing a text. Remember that your purpose here is not to agree or disagree with the author. Rather, your purpose is to use careful reading strategies to understand what the article is trying to convey to the audience.To help you begin, consider how you would describe the plot of a movie when you really liked it and want to convince all of your friends to go see it immediately. How does the style and tone of your description change if you hated the movie? Use these strategies when responding to your article for this assignment. 
style / The style and format of this assignment will vary depending on your audience, but it is meant to show your reader that you fully understand the content of a text. Feel free to play with the tone of your essay; make your response fun to read by going beyond a regurgitation of the article. Consider how you want the reader to feel about the article. For example, if you want to motivate the reader to read the text, you will probably use language that is more positive and playful than if you wanted your reader to avoid the text. 
audience / Consider your audience carefully: Are you writing this review to your parents? Instructor? Younger sibling? Perhaps, you want to write it for high school students who have yet to learn critical reading strategies. How will your tone change if you want to teach a reader to understand the text more fully? Whomever you choose as your audience, remember that your goal is to produce an interesting review of a text. 
tips / Create a map of the ideas presented in the text; this map could be a literal map, a spider graph, an outline, or any other visual representation of the text. Don’t be afraid to have fun with this part of the assignment. Go ahead: use color or graphics. / Trace the logic used by the author(s) to reach a conclusion (e.g. evidence, data, opinions, stories, or even descriptions). / Discuss the article with various people (inside and outside the university). Pay attention to the details you choose to share depending on your audience. / Read the text multiple times and mark it with your questions and comments. Underline key passages or places where you’re most intrigued or confused. / Look up words that you’re unfamiliar with or have never read before. Once you grasp the full meaning of the word, try using it in a sentence with a friend or in a written message to someone. / Take advantage of moments when you feel frustrated with the text; these are great opportunities to make fun of writing and its complexities. Remember that not all writing is good writing—even if it’s published. 
textbook / “Two Thumbs Up,” pp. 297-339 / Review roadmap and sample reviews, pp. 325-330

rhetorical analysis / 1250 words minimum / Though popular usage of the term rhetoric may imply empty speech, “hot air,” or unethical, political spin, classically, rhetoric is “the art of persuasion,” and knowing in any given situation “the available means of persuasion.” Rhetoric can also be thought of as a means of organizing discourse with regard to the social and cultural contexts. Authors must consider who makes up an audience, how to arrange ideas, what tone should be used to present ideas, and how the credibility of a writer will affect the reception of the work. In this assignment, you will turn your rhetorical lens to a deeper analysis of a specific “text.” In doing so, you will not only develop a better understanding of the complexity involved in composing effective texts, you will also likely encounter strategies that you can later apply in your own persuasive writing.
details / The purpose of this assignment is to better understand how rhetorical situations affect the ways authors craft their arguments. You will analyze the ways in which an author has considered the audience, purpose, stance, context, and medium/design. As you analyze your text, consider how the author utilizes the rhetorical concepts we discussed in class: 1 - audience / Who is the intended audience? How are members of this audience like and unlike you? What does the author want the audience to think or do? Did the author think the audience would be interested? How much does this audience know about the topic? Are there any audiences that might care but who aren’t addressed by the author? 2 - purpose: What is the author’s reason for writing? What is the aim or goal behind a claim or thesis statement? 3 - stance: What is the author’s attitude toward the topic? What is the author’s relationship to the topic and audience? How does the author convey his/her stance through tone? How do you think the author’s stance and tone were received by the intended audience? 4 - context: Does the author recognize any other perspectives? Are there any constraints on the author or the writing? 5 - genre: How does the genre affect the tone? Are there specific design features expected in the genre? Does the genre require a certain organization? Why is the author using that genre? 6 - medium and design: Did the author get to choose the medium? How does the medium of the text determine what the author could or could not do? Does the medium favor certain conventions? Does the author include visuals, sounds, extra-textual materials?
style / Your final essay should include a clearly stated, cohesive argument with a strong thesis statement and clear and thoughtful reasoning. In support of your argument, your paper should use appropriate evidence, including in-text citations when necessary. Your paper should also show an accurate and fair analysis of the text.
audience / Your primary audiences will be your fellow classmates and professor. However, you should also imagine a more general audience that has little to no experience with the text you’ve selected, but has a personal investment or interest in the rhetorical effectiveness of the text at hand.
tips / As you write, consider the following questions; however, do not feel you have to answer all of the questions in your essay: Who wrote the text? Is it an individual or an organization? / When and where did the author write it? / Where is the text published or visible? / Who reads or sees this text most? And, who is the intended audience? / Does the author quote others in the text? Why? / Does s/he use nonstandard English?  Is jargon or slang used? / What is its purpose (to educate, alienate, entertain)? / How effective is this text in achieving that purpose, for its intended audience? / How effective do you find this text, as its reader, in achieving its purpose? / How does the layout of the document affect audience perception? / How does the author represent others in this text? / What information is included and excluded in the text?
textbook / “Thinking Rhetorically,” pp. 5-17 / “Rhetorical Situations,” pp. 18-24 / “Reading Rhetorically,” pp. 25-39

discourse community analysis essay / 750 words minimum / According to James Paul Gee, discourse is “not just what you say or even just how you say it.” Discourse is also about you and the members of a community that you communicate with on a daily basis. In some circumstances, you may be new to a discourse community, and you have to learn the necessary literacies to successfully get your message across. For this assignment, you will write an essay about a time when you successfully joined a rhetorical discourse community. To do this, you will write personal experiences and anecdotes on how you were able to learn the language and reasoning (logos) specific to the community, navigate the values and emotions (pathos) of this community, and build your credibility as a community member or leader (ethos). In other words, you are tracing your movement from an outsider to an insider. As you’ve learned from the introduction in Everyone’s an Author, we’ve all taken various paths to achieve the goal of attending university. Such a path has enabled you to join the academic discourse community; other communities you may already belong to include a sports team, church, club, (physical or online) organization, and workplace. For this assignment, use the rhetorical principles we’ve discussed as a class and encountered in our reading to analyze a particular discourse community.
details / Using your previous homework as a starting place (freewrites, comments, reading), write a personal narrative that explores a particular discourse community. Your goal is to analyze an event through description and a focus on the specific elements that define a discourse community. In synthesizing and analyzing particular discourse communities, you should pay close attention to the ways in which ethos, logos, and pathos allow members of a specific community to communicate (see pages 11-12 in Everyone’s an Author). While research for this assignment is less formally required, you may consider including quoted material from the reading we do for this class or the outside reading you complete for your essay. You may also use quotes from texts produced within the discourse community as well as your own personal reflection of the community.
style / In its final form, your essay should be creative and imaginative (see pages 13-14 in Everyone’s an Author). You should use descriptive language and include a clearly stated, cohesive argument. Your essay should also include a strong thesis statement, clear and thoughtful reasoning, and appropriate evidence to support your claims, while also offering an accurate and fair analysis of the discourse community. As always, include appropriate in-text citations, if necessary. Keep in mind that you want to show that you understand the complexity of the discourse community
audience / The audience for this paper will be to the medium community. Approach this paper in a way that helps your readers get to know you better; therefore, you may write in a more informal style that is distinctly your own—just make sure that you’re communicating clearly.
tips / Choose a discourse community that you’re very familiar with and comfortable discussing with your peers / Choose a discourse community that you’ve actively joined, rather than one into which you were born / Consider the tensions and limitations of the rhetoric utilized in the discourse community. For example, do some members demand or disapprove of certain language use? / When writing about a specific event or tradition, don’t forget to show rather than just tell. Use sensory (visual, auditory, olfactory, tactile, kinesthetic) cues to describe details about the community.

stasis interrogation essay / 1250 words minimum / In classical terms, the word “stasis” (or stases) literally means a “slowing down” or a standstill. Similarly, in rhetoric, we use stasis to point to an issue that is controversial and needs a decision before the argument can move forward. Stasis theory, therefore, can be used to identify and work through impasses in an argument. As our textbook explains, stasis theory is “a simple system for identifying the crux of an argument—what’s at stake in it” (387). And, we do this by asking four specific questions in sequence: What are the facts? / How can the issue be defined? / How much does it matter and why? / What actions should be taken as a result?
details / For this essay, you will attempt to understand the complexity of an issue by using stasis theory to interrogate a single article found in the textbook. The goal is to discover the various points at which you could enter the conversation. After analyzing your primary text, you will then offer a supported argument on one of the many points of contention you discover through the stasis analysis, using a secondary source (found in your textbook or through the UVU Library Databases, or on medium). Unlike a rhetorical analysis or genre/medium analysis, this essay will focus mostly on the content of the argument rather than how the argument is made. 
First, pick an essay in the back of your textbook (starting from page 817) that you find interesting, or pick one from medium. For a better reference, you may use the categorized menus on the inside back cover of the textbook to find an article that fits a specific genre or theme that piques your interest. 
Then, after reading through your essay several times, use the following stasis questions to develop a rich analysis that both summarizes the issue and posits various alternative perspectives (As you work through each stasis category, consider each question in developing your paragraphs; however, not every question needs to be directly addressed): 1 - What are the facts? What happened, according to the article, to make this a debatable issue? / What caused this issue to manifest or what factors existed in order to bring this issue to our attention? / Do these “facts” stack up, in your opinion, or could some of them be questioned by others? Which ones and why? / Do others have a differing opinion about what exactly happened to cause this issue to surface? Make sure to explain your answers. 2 - How can the issue be defined? How does the article define the issue? / Are there certain terms, parts, or categories that help define this issue for the author(s)? / What are they and how are they defined? / Do these definitions help or hurt your understanding of the issue? / Would you define the issue or parts of the issue differently? / If so, what terms, conditions, or criteria would you use to redefine this issue? Make sure to explain your answers. 3 - How much does the issue matter and why? How serious is the issue according to the author? / Are there any moral or ethical consequences related to this issue? / Does the author propose immediate action be taken, or does the issue revolve around an understanding of the issue? / What are the consequences if we don’t act? / How serious are these consequences? Do you agree with the importance or seriousness of this issue? Do you feel there are any additional or missing moral or ethical implications? Make sure to explain your answers. 4 - What actions should be taken as a result? What is currently being done to affect the issue? / What does the author feel is working or not working about this current action? / Does the author argue for a specific change in action or policy? / What does the author feel we or others should do? / How might others disagree with these proposed actions? / Do you agree with the author’s proposed actions? If so, would you change any aspect of how or what needs to be done? / If you don’t agree with the actions, what alternative actions could we take?
And finally, pick one of the stasis questions methods that that most fully interrogates the author’s position, and using a secondary source (either from the back of the book or online using the Library Databases) write a short, but well-supported argument for your own perspective. Make sure that your argument has a claim and at least one reason to support it. Use your secondary source as evidence for your argument.
style / The format for this essay will follow the above instructions, looking first at the stasis questions regarding your textbook or medium essay, and then making an argument using your secondary article. In terms of style and tone, you will want to keep in mind what our textbook states: “[An] appropriate writing style is one in which your language and the way that you arrange it suits your topic, your purpose, your stance, and your audience” (642). 
audience / Imagine your audience are those most affected or most likely to be interested in this issue. This means that you will have to take into account your rhetorical situation, your stance on the issue, what stasis question you’re addressing, and what concerns your audience might have with the issue. 
textbook / “What’s at Stake,” pp. 387-389 / “Appropriateness and Correctness,” pp. 642-643

final portfolio and reflection / 500 words minimum / your final writing portfolio and reflection should include a few things: first, your medium username.; second, a 500 word reflection; third, the title of your best essay; and, fourth, the titles of your five best medium posts. you will print this out and give it to me in person; it’s the only paper that you give me in the class. you must come to the final and turn in this physical piece of paper on the day of the final. i won't accept them early, and i won't accept them from a person who is not you. i will grade your entire medium account, so you should add all the writings you want me to see there on your medium account, and you should format and design them to be in tip-top shape. we will discuss document design principles during this section. those lessons should assist you in preparing your final portfolio. reviewing and designing your documents will also give you an opportunity to review your work and thus what you have learned throughout the semester. the reflection you write should be concerned with reviewing your writing process throughout the semester. in addition to assessing your strengths and weaknesses as a writer, your statement should also address your future goals as a writer. Additionally, the portfolio statement, or reflection letter or essay, is an opportunity to recall your triumphs and struggles, your writing process and finished projects, and your overall learning gains in the course. Reflecting on what you’ve accomplished can help you retain the lessons you’ve learned and prepare the way for improvement in your future writing projects.
details / Use the prompts on page 796 in Everyone’s an Author that ask you to review your work for strengths and weaknesses; analyze your writing process and strategies; reflect on your work as an author, and to define future writing goals and plans for improvement.
style / Whether in a letter or essay genre, paper or electronic delivery, you should think of this as a persuasive task, telling readers what you’ve learned. Using your portfolio materials as supportive evidence, explain what your work says about you as a student and writer? Help your instructor understand why you included the materials you did and what this says about your work in this course. So, for example, if you claim to have improved your organization, you can point to your improved paragraphs, transitions, or how you moved sections around to increase clarity or remove redundancies. Keep in mind that this is not an evaluation of the class or instructor (you’ll get a chance to do this in the course evaluations); rather, it is an evaluation of what you have learned about writing, what you have accomplished in the semester, and about your ability to set your own writing goals and assess your own written work.
audience / As a capstone project for the course, the portfolio will be read with great interest by your instructor to assess and grade, and may even be used to measure how effectively the course objectives have been achieved. Because it is a reflective genre, you, the author, may be the most important audience for the portfolio, as choosing your best work and assessing your own writing is a critical practice that helps to solidify learning gains. As it turns out, for this assignment you and your instructor share similar audience needs: You want to write an honest and penetrating exploration of your composing process and products, while having a compelling story of specific gains earned through your struggles and victories—pretty much what your instructor wants to read.
tips / Remember that the statement is yet another opportunity to showcase your writing ability for your instructor, so do it care and thoroughness. / Map out your progress in the course visually. Which elements seem to dominate your visual representation? / List the comments from peers and the instructor that you see. Are there suggestions that came up more frequently? What did you do to improve on the skill being mentioned? / Enjoy the process! Remember that the portfolio is meant to help you see how you’ve improved as a writer and critical thinker. 
textbook / “Assembling a Portfolio,” pp. 793-801


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schedule: the schedule is rather simple: you have reading and responding assignments due before class each day, and you have a sequence of topics and subjects that will help you work toward completing the major assignments. 

day one / august 20 / intro to class
due / book purchased / syllabus read /
class / freewrite / introduce people / discuss syllabus / explain platforms / where are you now with writing? / what are your desires for writing / what do you hate about writing? / what are your fears with writing and this class? / the importance of a spirit of inquiry / what is your question to life? / writing as inevitably subjective / writing as expression / breaking the rules of writing / what is a "perfect" paper / can you write a paper to everyone / is there a completely "wrong" paper / is there a perfect way to read a paper / is there a wrong way to read a paper / are there wrong or perfect styles / are there perfect or wrong rules in writing / 

day two / august 22 / intro to writing
due / everybody's an author introduction read / structure, sign and play by jacque derrida read / medium account created / medium post written / medium comment written / best thing you've ever written posted and then submitted /
class / freewrite / language and literacy / what exactly is language or what isn't language / are you literate? / IRL vs. AFK / language as representative / language as sign / ideal vs. real / the death of the author / idea spectrum from abstract to specific / ideas as metaphysical / language as access / eidolon and image / all words are images / literacy and phenomenology / hermeneutics and the complications of interpretations / can you undo your literacy / literacy is not knowing all the words, its knowing how to know all the words / what is reading if there is no understanding, and what is understanding / witches curse by tom friedman /

day three / august 24 / summary and review / writing
due / everyone's an author chapter 7 read /  / a sign in space by italo calvino read /  medium post written / medium comment written / freewrite draft assignment description read / summary and review assignment description read /
class / freewrite / introduce summary and review assignment / creativity / what is the act of creation? / what is the act of writing? / what is expression / how do you express an idea / post-literate society / academese / instructors have falsely taken the “i” out of writing / writing process / is there a “perfect” way to write / is there a “perfect” paper / writing as creating your own rules /

day four / august 27 / summary and review / writing
due / everybody's an author chapter 8 read / top ten best movie trailers by watchmojo watched / medium post written / medium comment written / summary and review subject picked / summary and review freewrite draft submitted /
class / freewrite / what is a summary / how do you summarize something? / encyclopedias / language as summary of object / summary and context / summary and audience / is anything said not a summary / summary as attempt to identify essences / within the totality of the thing, what have you selected as descriptive of the thing and why / how long would it take you to tell me about twenty years of your life (at the very least, twenty years, right), or what do you want summarized about you at your funeral / peer discussion: talk about how you want to be eulogized / what can and what does summary do to a thing / summary as as form of expression, or summary as funneling the world / summary as inevitably opinionated / language has built into the quality of summary (all language summarizes (e.g. the word “dog” is a summary of dogs and dogness)) / moby dick and a totality on whales (i.e. the failure to write a totality ends with summary as the result instead) / totality as the only way to not summarize / summary as inevitable because totality is impossible / do you trust all summaries / when do you trust a summary, when don’t you / summary as a form of representation / what are the dangers of summary (oversimplifying, etc.) / summary as a form of conflict (people fighting over how to summarize a thing) / if you removed one word from an essay, does it then become a summary / are excerpts of a thing a summary / summary as a performed perspective of a text / doctors giving you a diagnosis as a summary (he wouldn’t take you to medical school so you can understand your diagnosis) / summary as reducing something down to “what it is” or down to its “most agreeable terms” /

day five / august 29 / summary and review / writing
due / everybody's an author chapter 9 read /  the authoritarian populism of incredibles 2 by richard brody read / medium post written / medium comment written / rough draft assignment description read / 
class / no class

day six / august 31 / summary and review / writing
due /  everyone's an author chapter 15 read / waluigi, boar vessel, x [meme review] by pewdiepie / medium post written / medium comment written / summary and review rough draft submitted / 
class / freewrite / what is a review / how do you review something / movie reviews / theater reviews / tech reviews / review as critique (formalism, feminism, psychoanalysis, marxism, new historicism) / reviewing as assisting others in making a decision / review as setting it in a framework and evaluating it / meta-reviews: reviewers reviewing reviewers (e.g. pewdipie reacting to youtubers reacting to content) / review as obviously subjective / review as evaluation / review and axiology / review as how i feel about what is / re-viewing as re-creating the experience / what is the “view” part of “review” / review as looking at the whole / review (or evaluative) frameworks: moral, ecological, quality, entertaining, art.

no class / september 3

day seven / september 5 / summary and review / writing
due / everyone's an author chapter 25 read / leap by brian doyle read / medium post written / medium comment written / formal draft assignment description read / 
class / freewrite / style / what is a writing style / what are the functions of style / fashion / style and experimentation / how does one “find” style / style as method of expression / william strunk jr.’s elements of style / writing style vs. style guides / style and aesthetics / style is between the lines and is the lines / what are the benefits and detriments of stylistic conformity / style and expectations / style and personal identity / style and communal identity / when writing you should identify the style of the audience you are addressing / style helps us build relationships / bill cunningham: fashion duality / fashion / good fashions are attempts to simultaneously conform and disrupt traditional style / hemmingway’s lack of dialogue tags / discussion: turn to a partner and describe your writing style as it is and as you want it to be / does style determine context or does context determine style / style and phenomenology / style and history / style and tradition /

day eight / september 7 / summary and review / writing
due / everyone's an author chapter 29 read / the good, racist people by ta-nehisi coates / medium post written / medium comment written / summary and review formal draft submitted /  
class / freewrite / axiology / how do we value things / what is value / how do we identify if something truly has value / value and need / value and desire / meta-value or valuing our values / value systems: good vs. evil (morality), good vs. bad (quality), positive vs. negative (trajectory), like vs. different (similarity), thrive vs. stagnation (fecundity), merit vs. worthless (venerability), aesthetic vs. ascetic (enjoyability), power vs. humility (controlability), fate vs. choice (?), meaningful vs. pointless (?), etc. / how do we arrive at values / belief vs. values / reciprocating values / things you want vs. things that matter / are all values of the same strength / what gives a value strength / what would you die for / what would you live for / do we all value then same thing (no (then what do we do in a world that doesn’t share all the same values)) / value and evaluating / value and reviewing / expressing values / actions concede values / writing choices concede the writer’s values / negotiating value / value as changing based on context / value as changing based on experience / is value essential to the person / do you choose your values / nature vs. nurture / do you have complete control over your values / do you have control over what is valuable / how do you identify someone else’s values (ethos) / values are shared / values are learned / value as given to a thing or idea / how do you give value to a thing or idea / what is the value system in a given text or context /

day nine / september 10 / summary and review / writing
due / everyone's an author chapter 31 read / medium post written / medium comment written / final draft assignment description submitted / 
class / freewrite / discuss paper with peers / 

day ten / september 12 / summary and review / writing
due / everybody's an author chapter 32 read / medium post written / medium comment written / summary and review final draft posted on medium and submitted / 
class / freewrite / writing process / genre / genre as putting in a box / how do you break a genre / genre as comparative / does everything have a genre it belongs to / can everything be categorized / innovating new genres / things that are a category unto themselves / the fallacy of genre and the incomparability of things / taxonomies (can a scientist really fully categorize this vast, complex, beautiful world of ours) / why are genres useful / genre allows for clearer evaluation and comparison / genre and association / genre and category, kind, type / genre vs. style / what happens when a piece of writing is categorized in a way that the author doesn’t agree with / what happens when a thing is mis-categorized / “its apples to oranges” / discussion: turn to a partner and talk about your favorite genres in books, movies and music / how do we classify or how do we make decisions on what genre something belongs to / characteristics allow us to classify / genre as the classification of art / platonic image and genre (bird-ness, reptile-ness, chair-ness) / one and three chairs by joseph kosuth / genre as standard / the ethics of categorization and the problems of stereotyping (racism, agism, genderism, etc.) / genre and assumptions / genre as being constantly negotiated and fought over / genre and sub-genre / is it possible to avoid categorizing / genre and symbol (symbol as representative of the whole) /

day eleven / september 14 / rhetorical analysis / reading
due / everybody's an author chapter 1 read / medium post written / medium comment written / rhetorical analysis assignment description read / 
class / freewrite / introduce rhetorical analysis / rhetoric / what is rhetoric / what is rhetoric / is a wave rhetorical? / rhetoric is trying to control how people interpret things / what do you analyze in your personal life / analysis as not reducing, not stereotyping, not assuming / rhetorical analysis as rhetor’s relationship with audience / rhetorical analysis as not summary, not engaging with the opinion / rhetoric as persuasion of the mind / rhetoric as not biological, not physical coercion / what are you persuaded by? / why are you persuaded / what are you dissuaded by / why are you dissuaded / the great wave off kanagawa is a wave rhetorical / what would be the perfect piece of rhetoric, and is it possible, or how close can you get / how many people can you convince (quantity) / how much could you convince even one person (quality) / does the rhetor’s intention matter / rhetoric as the collapsing the other into the self, or rhetoric as implosive (collapsing the me and the you into an us / rhetoric and sincerity (authenticity), or can you act rhetorically and sincerely at the same time / rhetoric and audience / rhetoric as appealing to things already inside others / rhetoric as providing to audience more pertinent details / logos, ethos, pathos, kairos / rhetoric is -how- a thing is / if rhetoric is phenomenological, then rhetoric is an appeal to the imagination / rhetorical literacy includes your ability to identify what persuades you / rhetoric and persuasion / rhetoric and influence /

day twelve / september 17 / rhetorical analysis / reading
due / everybody's an author chapter 2 read / medium post written / medium comment written / rhetorical analysis freewrite draft submitted / 
class / freewrite / analysis / what is analysis / analysis as understanding, as looking, as dividing, as connecting, as inquiry to the “truth” underneath the thing, as the joy of discovery, as observing, as interpreting, as critique, as perspective, as taking things beyond themselves / analysis by juxtaposition and/or association / analysis as re-imagining / why do we analyze / analysis as pulling apart / analysis as isolating details / analysis as translating the world into thought / analysis as examination / analysis as naming things (naming things lifts them into abstraction) / analysis and “over-analysis” (why not push the limits of analysis) / how do we increase out ability to analyze (e.g. name things in their wholeness and parts) / what is a “poor” analysis / discussion: what do you analyze and why / self-analysis / smelling a flower as a form of analysis / analysis as attempt at empathy / analysis as experiencing a thing / analysis as taking place through the senses (physical and rhetorical senses) / analysis as asking questions of something / analysis and interrogation / pentad / analysis and context / analysis and scope / analysis assumes there is more / analysis and industry analysts / analysis as a loosening / analysis by gathering data vs. analysis by interrogating data / analysis is the active interpretation of data that i have gathered / analysis and hermeneutics /

day thirteen / september 19 / rhetorical analysis / reading
due / everybody's an author chapter 3 read / why i'm teaching a course called "wasting time on the internet" by kenneth goldsmith read / medium post written / medium comment written /
class / freewrite / logos / what is logic and what is logical / how to persuade with logic / logic as reasoning, and reasoning as various / what are the various approaches or structures in a logical sense / logos as assumption, as sequence and order, as ... / premises and syllogisms / one plus two equals four (numbers as epistemai, operations as reasoning) / fallacy can be in the epistemai or the reasoning / does everything has logos / is a sunset logical / numbers as a language (with the same complications as all language) / how 1.9 = 2 / "alternative facts" / logic and tautology / how do we render logos in writing / what is a "fact" / logical structures / taking things and making information out of it / is a sunset logical / logos and reasoning / how do we “make sense” of things or make them into sense / “if, then” statement are logical functions of language (same as mathematical functions) / language equations (is is =, and is +, of is x, etc.) / logic and programming / logic and assumptions / the problems with logic: first, we translate the world into thinkable terms; second, we create relationships between these terms / how has logic changed over time / what are the “variables” of language /

day fourteen / september 21 / rhetorical analysis / reading
due / everybody's an author chapter 4 read / medium post written / medium comment written / rhetorical analysis rough draft submitted / 
class / freewrite / discuss paper with peers (thus a discussion on how to engage with other writing: content editing, copy editing, proofreading) /

day fifteen / september 24 / rhetorical analysis / reading
due / everybody's an author chapter 5 read / "the philosophy of bill murray" by wisecrack watched / medium post written / medium comment written /
class / freewrite / pathos / pathos as emotional persuasion / emotional truths / humor or jokes as pathos / volksgeist and zeitgeist / laughing as evidence of emotional persuasion (or pathos) / pathos as appealing to emotions already existing in audience / tone as attitude toward audience / stance as attitude toward subject / tone vs. stance / emotion as expression / what is emotion / sympathy / empathy / pathetic /

day sixteen / september 26 / rhetorical analysis / reading
due / everybody's an author chapter 6 read / i have a dream by martin luther king jr. read / good racist people by ta-nehisis coates read / medium post written / medium comment written / rhetorical analysis formal draft submitted /  
class / freewrite / ethos / the "i" / ethos as representative (image) of ethics / what values does an ethos represent / "dad makes fun of his son for looking like marilyn manson" / ethos as character or personality / what are the persuasive elements of an ethos / ethos as appeal to values within an audience / ethos as awareness that you are being perceived / ethos as fashion or style / ethos and credibility / how to render ethos in writing / style as a vehicle for values / ethos as author / ethos and authenticity / ethos doesn't occur in isolation / ethos as social appeal / ethos as negotiation between the "i" and the "we" / change your ethos lesson content by listening to poets read their own poems. what is the ethos of allen ginsberg vs. t.s. eliot vs. charles bukowski, etc. / others to listen to / ocean vuong / anne sexton / steve roggenbuck / mark baumer

day seventeen /september 28 / NO CLASS / rhetorical analysis / reading
due / why were confederate monuments built? by miles parks read / medium post written / medium comment written / 
class / freewrite / kairos / kairos as persuasion by awareness / kairos as appeal to place and time / people as things of time and place / kairos and appropriateness / kairos and situation / place as multifaceted / walk around campus and inspect the kairos of given contexts /

day eighteen / october 1 / rhetorical analysis / reading
due / song of my self by walt whitman read / medium post written / medium comment written / rhetorical analysis final draft posted on medium and submitted /
class / freewrite / interpretation / how does a rhetorician respond to interpretation and reading /

day nineteen / october 3 / discourse community analysis / discoursing
due / everybody's an author chapter 19 read / medium post written / medium comment written / discourse community analysis assignment description read /
class / freewrite / introduce discourse community assignment / what is discourse / how do we enter into discourse / discuss: what topics do you tend to talk about (i.e. what discourses do you care about) / why have conversations (why post on instagram (why speak)) / discourse as conversation / discuss: what if you lost the ability to have any kind or sort of conversation / discourses we enjoy vs. ones we don’t / why do we avoid certain conversations / colleges within a university as discourse communities / why do we care what is said about a thing / what does discourse do to a thing / discourse a party /

day twenty / october 5 / discourse community analysis / discoursing
due / everybody's an author chapter 10 read / medium post written / medium comment written / discourse community analysis freewrite draft submitted / 
class / freewrite / community / what is a community / how are communities formed / hunter s. thompson and the hell’s angels / david foster wallace and consider the lobster / leaders in communities vs. participants in communities / what is the spirit of a community / what are access points into a community / what is the center and what is marginalized in a community / mansplaining or —splaining / how do you “look,” “see,” “experience” a community / what is the atmosphere of a community at any given moment / individual’s impact on community vs. community’s impact on individual / sub-communities / hybrid communities / what is the “glue” of a community / discuss: what communities are you apart of / communities and assimilation / hybrid communities / discuss: how do you make new friends / what are the purposes of community / how do you leave a community / the reason we care how people describe our communities is because how we describe our communities is how we describe ourselves / community and identity / what functions do communities serve / how are communities formed / what gives a community impetus / why analyze a community (why write a discourse community analysis) / community and the self (the godfather: when you mess with my family, you mess with me) / community analysis as fostering cross-community empathy / lasting communities vs. ephemeral communities / how does the center of a community move, and what are the implications of that movement /

day twenty-one / october 8 / discourse community analysis / discoursing
due / everybody's an author chapter 12 read / medium post written / medium comment written /
class / freewrite / workshop day /

day twenty-two / october 10 / discourse community analysis / discoursing
due / everybody's an author chapter 20 read / medium post written / medium comment written / discourse community analysis rough draft submitted / 
class / freewrite / audience / known vs. unknown audiences / how do you choose a target audience / imagining audience as an act of empathy / discuss: pick an audience and imagine it / audience as absent (and yet how do we write to them) / why think about audience / what happens to a paper that doesn’t take audience into consideration / audience and topic / audience and context / trying to predict an audience’s reaction when writing / how do you successfully imagine an audience / topic oriented vs. audience oriented / imagining an audience can bring clarity to your writing / who is your ideal audience / how does an audience change your writing, and should it change your writing / can you actually determine your audience / commenting on others’ medium posts: what’s it like to be an audience member / actual audience (who actually reads it) vs. intended audience (who you hoped would read it) / how will you know who will read your writing / audience anticipation / if you don’t know who will actually read your writing, then how can you act rhetorically / finding your audience vs. your audience finding you / do you ever really “know” who you are speaking with, or do you always have to imagine them and their reaction / sub-audiences: audiences within audiences / how to attract a specific audience / orator vs. audience / what are your audience ambitions (who would you love to have read your work and love it) / imagining audience and writing cover letters for job applications / actual vs. intended vs. imagined vs. ideal audiences / if an essay fell in a forest, would it be persuasive /

day twenty-three / october 12 / discourse community analysis / discoursing
due / everybody's an author chapter 24 read / medium post written / medium comment written / 
class / freewrite / discuss paper with peers and instructor

day twenty-four / october 15 /  discourse community analysis / discoursing
due / everybody's an author chapter 26 read / medium post written / medium comment written / discourse community analysis formal draft submitted / 
class / freewrite / genre / genre as forms of a given discourse community /

day twenty-five / october 17 / discourse community analysis / discoursing
due / everybody's an author chapter 30 read / medium post written / medium comment written / 
class / freewrite / engaging / how to engage in a discourse community /

no class / october 19

day twenty-six / october 22 / discourse community analysis / discoursing
due / medium post written / medium comment written / discourse community analysis final draft posted to medium and submitted / 
class / freewrite / criticism /

day twenty-seven / october 24 / stasis interrogation / interrogating
due / everybody's an author chapter 17 read / medium post written / medium comment written / stasis interrogation assignment description read
class / freewrite / introduce stasis interrogation assignment / stasis / what do we mean by stasis / ways to preserve or freeze an issue / the four types of stasis interrogation: conjectural, definitional, qualitative, translative /

day twenty-eight / october 26 / stasis interrogating
due / everybody's an author chapter 18 read / medium post written / medium comment written / stasis interrogation freewrite draft submitted /
class / freewrite / interrogation / what is meant by interrogation

day twenty-nine / october 29 / stasis interrogation / interrogating
due / everybody's an author chapter 11 read / medium post written / medium comment written /
class / freewrite / conjectural / detail / support / pentad / ontology

day thirty / october 31 / stasis interrogation / interrogating
due / everybody's an author chapter 13 read / medium post written / medium comment written / stasis interrogation rough draft submitted / 
class / freewrite / definitional / definition and redefinition / semantics

day thirty-one / november 2 / stasis interrogation / interrogating
due / everybody's an author chapter 14 read / medium post written / medium comment written /
class / freewrite / workshop with peers and instructor /

day thirty-two / november 5 / stasis interrogation / interrogating
due / everybody's an author chapter 22 read / medium post written / medium comment written / stasis interrogation formal draft submitted / 
class / freewrite / qualitative / qualitative stasis / inspection /

day thirty-three / november 7 / stasis interrogation / interrogating
due / everybody's an author chapter 16 read / medium post written / medium comment written /
class / freewrite / translative / jurisdiction / consequences / implications / therefore what? / praxeology / the study of action and application /

day thirty-four / november 9 / stasis interrogation / interrogating
due / medium post written / medium comment written / stasis interrogation final draft posted to medium and submitted / 
class / freewrite /  workshop with peers and instructor /

day thirty-five / november 12 / writing portfolio / designing
due / everybody's an author chapter 33 read / medium post written / medium comment written / final portfolio and reflection assignment description read
class / freewrite / introduce writing portfolio assignment /

day thirty-six / november 14 / writing portfolio / designing
due / everybody's an author chapter 34 read / medium post written / medium comment written / final portfolio and reflection freewrite draft submitted /
class / freewrite / design

day thirty-seven / november 16 / writing portfolio / designing
due / everybody's an author chapter 35 read / medium post written / medium comment written /
class / freewrite / workshop

no class / thanksgiving break / november 19 – 24

day thirty-eight / november 26 / writing portfolio / designing
due / everybody's an author chapter 36 read / medium post written / medium comment written / final portfolio and reflection rough draft submitted / 
class / freewrite / discuss paper with instructor / substrates

day thirty-nine / november 28 / writing portfolio / designing
due / everybody's an author chapter 37 read / medium post written / medium comment written /
class / freewrite / technology

day forty / november 30 / writing portfolio / designing
due / medium post written / medium comment written / final portfolio and reflection formal draft submitted /
class / freewrite / discuss paper with peers / workshop

day forty-one / december 3 / writing portfolio / designing
due / medium post written / medium comment written /
class / freewrite / student readings

day forty-two / december 5 / writing portfolio / designing
due / medium post written / medium comment written / final portfolio and reflection final draft posted to medium and submitted /
class / freewrite / student readings

day forty-three / final / section 05, 10 december, 7–8:50 / section 24, 12 december, 9–10:50 / section 28, 10 december, 9–10:50
due / final portfolio
class / charcuterie and impromptu writing final


key terms:

  • writing

  • audience

  • title

  • argument

  • context

  • paragraph

  • clarity

  • continuity

  • tone

  • style

  • logic

  • narrative

  • organization

  • persuasion

  • thesis

  • structure

  • opinion

  • explanation

  • evaluation

  • summary

  • analysis

  • genre

  • order

  • introduction

  • conclusion

  • editorial

  • issue

  • problem

  • specificity

  • grammar

  • syntax

  • punctuation

  • counter-argument

  • meaning

  • irony

  • focus

  • bias

  • prepositions

  • articles

  • verbs

  • nouns

  • concrete

  • abstract

  • reference

  • terms

  • premise

  • syllogism

  • claims

  • evidence

  • expectations

  • em dash

  • en dash

  • dash

  • hyphen

  • research

  • investigation

  • interpretation

  • topic

  • perspective

  • information

  • judgement

  • questions

  • appeal

  • emotion

  • ethos

  • pathos

  • logos

  • kairos

  • metaphor

  • diction

  • reason

  • support

  • voice

  • expression

  • text

  • subtext

  • context

  • metatext

  • placement

  • timing

  • protasis

  • apodosis

  • generalization

  • hyperbole

  • stereotype

  • foil

  • independent clause

  • dependent clause

  • conjunction

  • phrase

  • dialogue

  • construct

  • transitions

  • framing

  • contradiction (contra-diction)

  • non-sequitur

  • assumptions

  • solution

  • citation

  • quotation

  • symbolism

  • arrangement

  • concept

  • personality

  • perspective

  • parralellism

  • consistency

  • usage

  • redundancy

  • literality

  • figurality

  • comparison

  • sequence

  • statements

  • idiom

  • pun

  • description

  • detail

  • pronouns

  • referrants

  • discovery

  • emphasis

  • objective

  • subjective

  • colloquialisms

  • sentence

  • situation

  • juxtaposition

  • source

  • circumstance

  • position

  • contrast

  • pacing

  • fallacies

  • straw-man

  • rhetoric

  • cliche

  • method

  • criticism

  • media

  • cognition

  • reading

  • literacy

  • evaluate

  • ethics

  • language

  • drafting

  • revision

  • editing

  • credibility

  • document

  • outline

  • community

  • public

  • discourse

  • participation

  • invention

  • exclusion

  • conflict

  • composition

  • reflection

  • provocation

  • awareness

  • patterns

  • process

  • mechanics

  • review

  • collaboration

  • understanding

  • comprehension

  • exigency

  • analogy

  • testimony

  • libraries

  • archive

  • meta-literacy

  • rhetor

  • scope

  • authority

  • technique

  • body

  • observation

  • impact

  • author

  • speaker

  • fact

  • implication

  • imagination

  • intention

  • content

  • form

  • utility

  • definition

  • effect

  • affect

  • sense

  • mode

  • subject

  • tension

  • attachment

  • reaction


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class content: being in college (being human) means you will have to deal with some heavy/tough stuff. if any objectionable content is presented in class you are welcome (even encouraged) to express yourself. that all said, I will be as conscious and respectful as I can.


words required by u.v.u.:

Plagiarism
Plagiarism may be intentional or unintentional. Unintentional plagiarism, or incidental use of another's ideas or words without proper attribution, arises from a lack of understanding of the rules of citation and quotation. One commits intentional plagiarism (academic fraud) when one does any one of the following:

  1. represents as one's own the work or knowledge of another person, regardless of the form in which that work or knowledge had originally appeared (e.g. in the form of a book, article, essay, lecture, web site, speech, photograph, chart, graphic, or any other form)

  2. incorporates into one's work the words or ideas of another person without clear attribution that appears at the point the words or ideas have been incorporated, to an extent substantial enough that the origin of the words or ideas has been misrepresented

  3. fails to acknowledge clearly the partial or full authorship of someone else when submitting work

  4. consistently fails to cite or quote textual resources properly, despite the instructor's attempts at educational intervention.

A person who knowingly allows his or her work to be copied, or submitted by another student as course work without the work's proper authorship clearly identified, is an accomplice to plagiarism, and the sanctions outlined below, as relevant, will be applied to this person as well. If evidence shows that intentional plagiarism, as defined above, has occurred, the following sanctions shall be imposed: 

  1. The academic work shall receive a failing grade

  2. The student will fail the course, or may elect to drop the course if the last day to drop a course has not yet passed, provided that the instructor's syllabus for the course conveys that intentional plagiarism will result in a failing course grade

  3. A written summary of the infraction of this policy, with copies of the relevant evidence, shall be submitted to the Office of the Dean of Student Services to document a violation of the Student Code of Utah Valley University, as outlined in "Student Rights and Responsibilities". This documentation shall also be provided to the student, and constitutes both a warning and a reprimand to the student as described in Section M, "Sanctions," of "Student Rights and Responsibilities" (Article IV, Section M in the print version).

For more information and tips on avoiding plagiarism, please visit: http://www.uvu.edu/english/student-resources/policies-procedures.html

Statement of Accessibility: If you have any disability which may impair your ability to successfully complete this course, please contact the Accessibility Services Department (LC 312; 863-8747; www.uvu.edu/asd/). Academic Accommodations are granted for all students who have qualified, documented disabilities. Services are coordinated with the student and instructor by the Accessibility Services Department. Students who need accommodations because of a disability may contact the UVU Accessibility Services Department (ASD), located on the Orem Campus in LC 312. To schedule an appointment or to speak with a counselor, call the ASD office at 801-863-8747. Deaf/Hard of Hearing individuals, email nicole.hemmingsen@uvu.edu or text 385-208-2677.

Waitlist and Add Policy: It is against the policy of Utah Valley University for students who are not registered and enrolled in a class to attend it. Students who are on a class waitlist, even if they are the first on the list, are not enrolled. There is absolutely no guarantee any students on the waitlist will be enrolled. Students on a waitlist must wait for an email notifications that allow registration and enrollment in the course. All adds and enrollments into a course off a waitlist are through the online system. Instructors cannot add students. Department administrative staff and academic advisors cannot add students.

Writing Lab: www.uvu.edu/writingcenter
The UVU Writing Center provides a space where students of all disciplines may further their understanding of writing principles and enhance their writing skills. This is primarily achieved through one-on-one tutorials focused on specific writing assignments and tailored to the individual student's needs.

First Year Experience Information: www.uvu.edu/firstyear

Multicultural Student Services: http://www.uvu.edu/multicultural

LGTBQ Student Services: http://www.uvu.edu/multicultural/lgbt

Veteran’s Center: https://www.uvu.edu/veterans/


disclaimer: this syllabus is subject to change.