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WRIT 114: Intensive Blugold Seminar in Critical Reading and Writing (5 credits), Fall 2013 Section 002: Lived Local Histories of Wisconsin

“4 boys sitting on grass fishing at Better Fishing Rodeo,” 1954 © Chippewa Valley Museum, available through L. E. Phillips Memorial Public Library

Instructor: Professor Michael J. Faris Email:

Office: Office Phone: Office Hours:

Schedule: Mon. 12:00-12:50 • Hibbard 307 Tue. 12:00-12:50 • Hibbard 318 Wed. 11:00-12:50 • Hibbard 307 Thurs. 12:00-12:50 • Hibbard 318 Course Texts: Watson, Shevaun, ed. The Blugold Guide. 3rd ed. Boston: Pearson, 2013. Print. Rental. Various readings and other texts available on Desire2Learn.

Hibbard 412 715.836.2161 Mon., Tues., & Thurs. 11:00-11:50 & by appt.

Course Description: Welcome to the Blugold Seminar in Critical Reading and Writing. This course is designed to ground first-year students in the reading, writing, and rhetorical demands necessary for success in college and beyond. This class teaches students to be both critical readers of complex texts and critical writers of effective texts. The key to critical reading and writing is rhetorical knowledge. Rhetoric is foundational for this course because it allows you, on the one hand, to understand how other people’s texts affect readers and attempt persuasion, and on the other, to compose effective and purposeful texts yourself. Rhetorical knowledge prepares you to participate in and respond to nearly any conceivable writing situation, whether it be another college course, certain professional demands, or personal needs. At its most basic—but most profound—level, writing is about making choices, and this course teaches you how to identify other writers’ choices and how to make your own across a variety of writing situations. Course Theme (Lived Local Histories of Wisconsin): This section of the Blugold Seminar will explore Lived Local Histories of Wisconsin by reading and writing about historical moments and events in lived, local situations. We will start the course by exploring how various scholars and popular historians have approached cultural and social history—that is, history about how people lived, rather than Big History about laws, wars, and politicians—in Eau Claire and the rest of Wisconsin. We will explore how history informs and shapes our views of ourselves and our present as Wiscsonites (or residents of Wisconsin) and students at UWEC. Later in the term, we will make use of the McIntyre Library’s Special Collections and Archives to conduct primary research about historical events and lives in Wisconsin as we develop our own research projects and collectively create a digital magazine about local histories. Topics for reading and writing include, but aren’t limited to, student organizations at UWEC; disease, death, and poverty in 1890s Black River Falls; prostitution in Eau Claire; the impact of gas station on community life; and 20th century gender norms and expectations on campus. General Policy Statement: Students are responsible for all materials, syllabus changes, and information presented in class. Absence is not an excuse for ignorance. Students are expected to check their UWEC email and Desire2Learn daily for announcements, assignments, etc. Students are also expected to notify the instructor prior to class if they will be absent. Computer Lab Policy: We are fortunate to have class in a computer lab, which will afford us a variety of opportunities, including in-class writing, electronic peer review, saving paper, collaborative problem solving with technology, and more. However, please attend to how the layout of the room and presence of computer screens might affect your engagement and interaction. Computers should be used for coursework only. -1-

Writing 114: Blugold Seminar, Fall 2013, cont. Course Goals: All Blugold Seminars are organized around the same goals. These learning outcomes will be used in part to assess your progress this term and your success in the course. Rhetorical Knowledge Students will be able to: • Understand and use the concepts of purpose, audience and rhetorical situation in their writing; • Understand and apply key rhetorical terms, including rhetorical situation, rhetor, exigence, audience, purpose, constraints, kairos, identification, situated ethos, invented ethos, pathos, logos, and visual rhetoric in their writing; • Demonstrate rhetorical awareness pertaining to the conventions of Academic English by using appropriate tone, style, format and structure in their writing. Inquiry & Research Students will be able to: • Demonstrate information literacy skills by finding and evaluating a variety of source materials; • Demonstrate critical reading skills by summarizing, paraphrasing, analyzing, and synthesizing information from a variety of source materials in their writing; • Formulate viable research questions, hypotheses, and conclusions; • Understand the extent and nature of the sources needed to meet rhetorical goals within a specific writing situation; • Learn how to participate ethically and responsibly in the inquiry and research process. Writing Craft Students will be able to: • Assess accurately the strengths and weaknesses of their own writing, and develop individual plans for revision and improvement; • Understand and enact revision as substantive change; • Identify and address “higher-order concerns” in their writing and others’; • Identify and address “lower-order concerns” in their writing and others’. Digital Literacy Students will be able to: • Use a variety of technology tools to collaborate, compose, and revise; • Use a variety of digital and multimedia sources critically; • Understand that images, sounds, and animations—in addition to words—constitute the building blocks of 21st century communication. Course Web Materials: In this course, we will be using the following web materials: Desire2Learn: The syllabus and other course materials (assignment sheets, handouts, etc.) will be available here. All papers will be submitted in dropboxes on our course site as well. ( Blugold Insider: We will submit our final electronic portfolios here at the end of the term. (available through UWEC homepage) Course Blog and Website: Later in the term, we will use a course blog to help us chronicle, share, and discuss our research and then create a final “magazine” style online presence for our final projects for the course. ( Classroom Civility: You are expected to act professionally and with civility in the classroom. Behaviors that are disruptive to learning will not be tolerated and could result in individual conferences or meeting with the Dean of Students or Department Chair. It is important to maintain an academic and work environment free of discrimination, including harassment. I encourage you to “be present” and listen respectively and actively to me and to each other, to be charitable in your interpretations of others’ comments and readings, and to be open to exploring different possibilities or perspectives for an issue.


Writing 114: Blugold Seminar, Fall 2013, cont. Course Requirements and Grading: You will compose five major writing projects for this course, not including various other in- and out-of-class writing assignments. Each major project is the culminating work for each segment of the course, and several will be linked together so that the work that you do for one project builds the foundation for the next. All assignments listed below must be completed in order to pass the course. Additionally, you must submit your final electronic portfolio in order to pass this course (see below). Major projects will be graded on an A-F grading scale. Assignment sheets will be available on Desire2Learn. All assignments should be submitted as digital copies on Desire2Learn, and printed copies will be collected in class. You need to earn a grade of “C” or higher in this course in order to fulfill your English Competency requirement for graduation. A grade of “C-“ or below will necessitate retaking the course. Segment One: Reading the Conversations • 15% • Rhetorical Summaries (Initial Drafts) • 5% • Rhetorical Summaries (Revisions) • 10% Segment Two: Understanding Perspective • 15% • Rhetorical Analysis • 15% Segment Three: Cultivating Complexity • 25% • Exploratory Blogging • 10% • Exploratory Essay • 15% Segment Four: Joining the Conversation • 20% • Final Project with Rationale • 20% Segment Four: Joining the Conversation • 15% • Drafts of Performance Assessment Throughout Term • 5% • Final Performance Assessment Essay • 10% Participation • 10%

“Barstow Street with street cars looking south from Samuelson’s building,” 1900/1910 © Chippewa Valley Museum, available through L. E. Phillips Memorial Public Library

Final Portfolio: In order to successfully complete this course, you will be required to submit a final portfolio at the end of the semester. If you do not submit your electronic portfolio on time, you will automatically fail this course. The portfolio will include the following: • Rhetorical Summaries (Revisions) • Rhetorical Analysis Paper • Exploratory Essay • Final Project with Rationale • Final Performance Assessment Essay Participation: Your class participation grade encompasses three important parts of the course: 1) in-class participation in daily activities; 2) collaboration with your peers; and 3) conferences with me outside of class. You will frequently collaborate with your classmates by reading and responding to their drafts. Each major writing project will require peer feedback organized around review questions pertinent to the assignment. Participation grades will be penalized for students who fail to take the task of peer review seriously. Late Policy: In this course, you must turn in your work on time. All projects are due at the beginning of class on the dates indicated on the syllabus. Assignments turned in late will be penalized one letter grade for each day of the course late unless you have made other arrangements with me in advance. Revision Policy: You will be provided the opportunity to revise projects for Segments One, Two, and Three after they are graded. Revisions must be substantial revisions from the graded work and include a brief memo about your revisions. Superficisial revisions will not be accepted. Revised papers will earn a new grade to replace the original grade on the project. More details will be available later. -3-

Writing 114: Blugold Seminar, Fall 2013, cont. Conferences: See me when you have questions about an assignment, when you would like to try out some ideas before a project is due, or when you have questions about a comment. You should also see me to get help with particular writing problems, to resolve differences about grades, or to suggest ways to improve the course. Please feel free to utilize my office hours or to set up an appointment at any time throughout the course. As part of your participation grade, five conferences with me will be required throughout the semester (one per segment and one for the final performance assessment essay). You should plan on meeting with me at least once during each segment of the course. Some of these will be scheduled (and a class period cancelled); others may require you scheduling an appointment with me. Attendance: You are expected to attend class every day and to have your work with you. Regular attendance is required, because course instruction depends on your active participation. Three absences will probably not affect your performance too much (unless you miss a rough draft session—a major problem); but try to limit it to that. Instructors at UWEC are required to take attendance each class period. You are allowed three unexcused absences without penalty. Additional absences could affect your participation grade, including earning an F for your participation grade if warranted. If you plan on missing a class, please email me beforehand. If you need to miss more than three consecutive class periods due to illness, injury, or another emergency, please contact the Dean of Students office at or 715.836.5626. Please consult the University’s policy on attendance at Center for Writing Excellence: The Center for Writing Excellence provides peer tutoring sessions for students in all disciplines for all sorts of writing situations. Information on setting up appointments and other aspects of the CWE can be found at I encourage you to make an appointment or to drop-in at the CWE to work with a peer tutor at any point in your writing process, whether you are brainstorming and just beginning drafting, working from a very rough draft, or have a polished draft that you want feedback on. Accessibility and Accommodations: Any student who has a disability or is in need of any classroom accommodation should contact the Services for Students with Disabilities Office, located in Old Library 2136, or call 715-836-4542. This office will treat any issue with complete confidentiality and will help put any necessary forms of assistance into place. If you anticipate needing any type of accommodation in this course or have questions about physical access, please speak with me as well. Academic Integrity: The University of Wisconsin-Eau Claire and I understand academic integrity as the pursuit of scholarly activity in an open, honest, and respectable manner. All students should act with personal integrity; respect other students’ dignity, rights and property; and help create and maintain an environment in which all can succeed through the fruits of their efforts. Academic misconduct will not be tolerated in this course. Academic misconduct includes, but is not limited to, cheating, plagiarizing, fabricating information or citations, facilitating acts of academic dishonesty by others, having unauthorized possession of examinations, submitting work of another person or work previously used without informing the instructor, or tampering with the academic work of other students. Students who are found to be dishonest will receive academic sanctions and will be reported to the Dean of Students office for academic sanctions and possible further disciplinary sanction. More information is available at In this course, will be discussing how to ethically work with others’ ideas and language. It is important to note that talking over your ideas and getting comments on your writing from friends are NOT plagiarism. Taking someone else’s published or unpublished words and calling them your own IS plagiarism. Individual Technology in the Classroom: I understand that many of you will approach classroom content and discussion in a variety of ways. For many of you, this may include using mobile devices or laptops for taking notes, conducting on-the-fly research during discussion, and accessing readings. If you choose to use a mobile device or computer during class, monitor your own activity to make sure that the device is not a distraction and that it is enhancing your learning experiences. Make sure your phone is on silent (and if you have a laptop, that the sound is off). If I suspect that you are using a lab computer, a laptop, or another device for activities not related to the course or discussion at hand, I will ask for you to turn off the device or leave the class for that day. -4-

Writing 114: Blugold Seminar, Fall 2013, cont. Email: Email is probably the easiest way to contact me. However, etiquette and courtesy in correspondence is important—that is, be rhetorical and think about your audience. Because email is quick and easy, people often do not take the time to formulate emails that will effectively communicate what is desired. When emailing me, please include a subject header with helpful information, an opening, and a closing (i.e., your name). This will help me know who has written me and what it is about. It is also helpful to email me from the same email address all term (preferably your UWEC email address, but others will do, as long as it is from a stable system like Gmail and you have a professional username). Please expect a reasonable turnaround time for replies. In turn, I will expect you to check your email daily (during the week). Schedule Policies: Please note the following policies: • The schedule is subject to change in response to our progress throughout the course. Individual dates later in the term are not as flushed out so that we can have flexibility when it comes to our individual and collective needs as the term progresses. More specific schedules for later Segments will be provided later in the term. • Assignments and reading are due in class on date noted. Readings will be available on Desire2Learn. • Directions for completing assignments will be on Desire2Learn. Please remember the following dates: • September 9: Last day to register or add full-semester courses without instructor approval • September 16: Last day to drop full-semester courses with no record. Last day to register for or add full-semester fall courses without dean’s approval. • November 11: Last day to withdraw from individual full-semester classes. Schedule Segment One: Reading the Conversations Week 1: Tuesday, September 3 Introductions Overview Syllabus Introduce Rhetorical Summaries assignment Wednesday, September 4 Read “The Blugold Seminar: First-Year Writing Program Information” in Blugold Guide (xi-xix) Read Chapter 1: “Critical Reading” in Blugold Guide Read William Cronon, “Why the Past Matters” (D2L) Rhetorical Summary of Cronon due Visit from Center for Writing Excellence Thursday, September 5 Read Chapter 2: “Summary” in Blugold Guide Read Michael Lesy, Introduction, Part 1, and Conclusion from Wisconsin Death Trip (D2L) Rhetorical Summary of Lesy due Week 2: Monday, September 9 Read Chapter 3: “Paraphrase” in Blugold Guide Read Chapter 4: “Quotation” in Blugold Guide Read David Wood, Introduction and “Centennial Summer” from Wisconsin Life Trip (D2L) Rhetorical Summary of Wood due

“Edward Wray Family,” 1915 © Chippewa Valley Museum, available through L. E. Phillips Memorial Public Library


Writing 114: Blugold Seminar, Fall 2013, cont. Tuesday, September 10 Read Chapter 5: “Inventing the University” in Blugold Guide Rhetorical Summary of Bartholomae due

Segment Three: Cultivating Complexity

Wednesday, September 11 Visit Library Special Collections and Archives Meet in Library Instruction Lab, room L1033

Monday, October 21 Final Drafts of Rhetorical Analysis due Segment Two Self Assessment due Read Chapter 19: “Cultivating Complexity” in Blugold Guide Read Chapter 20: “Rhetorical Research” in Blugold Guide

Thursday, September 12 Read Bonnie Ripp-Shucha, “‘This Naughty, Naughty City’: Prostitution in Eau Claire from the Frontier to the Progressive Era” (D2L) Rhetorical Summary of Ripp-Shucha due Week 3: Monday, September 16 Read Jim Draeger and Mark Speltz, excerpt from Fill ‘er Up: The Glory Days of Wisconsin Gas Stations (D2L) Rhetorical Summary of Draeger and Speltz due Tuesday, September 17 Read Edward Janus, excerpt from Creating Dairyland: How Caring for Cows Saved Our Soil, Created Our Landscape, Brough Propserity to Our State, and Still Shapes Our Way of Life in Wisconsin (D2L) Rhetorical Summary of Janus due Wednesday, September 18 Conferences Thursday, September 19 Peer Review revisions of Summaries Segment Two: Understanding Perspective Week 4: Monday, September 23 Final Drafts of Rhetorical Summaries due Segment One Self Assessment due Read Chapter 6: “An Overview of Rhetoric” in Blugold Guide Introduce Rhetorical Analysis

Week 8:

Tuesday, October 22 Read Chapter 21: “Exploratory Essays” in Blugold Guide Introduce Blogging assignment and Exploratory Essay Wednesday, October 23 Visit Library Special Collections and Archives Meet in Library Instruction Lab, room L1033 Thursday, October 24 Information Literacy and Library session Segment Four: Joining the Conversation Week 12: Monday, November 18 Final Drafts of Exploratory Essay due Segment Three Self Assessment due Read Chapter 22: “Designing a Project” in Blugold Guide Introduce Final Project Week 15: Monday, December 9 Final Drafts of Final Project due Thursday, December 12 Final Drafts of Self-Assessment Essay due


Syllabus for WRIT 114 UWEC Fall 2013  
Syllabus for WRIT 114 UWEC Fall 2013