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Historian Lynn Hunt argues that that the practice of literacy i.e., of composing and interpreting written, visual, or aural texts is not only uniquely human; it is how we learn to be human. In this class, we will examine literacy from a variety of angles as expressed in art, as a local social practice, and as a global political phenomenon both to consider how reading, writing, and viewing define our common humanity and to become more accomplished readers, writers, and researchers ourselves. Much of our time will be spent discussing readings and viewings together as a class, but the majority of our time will be devoted to four writing projects: Essay 1: Writing Humanity: For this project, youll test Lynn Hunts thesis that literacy teaches us how to be human by interpreting a cultural artifact. Essay 2: Writing into History: This project asks you to explore the significance of an episode from your own life or the life of someone close to you by placing it in historical context. Essay 3: Writing the City: For this project, youll write an ethnographic study of an urban space. Essay 4: Reflections on Writing: This project asks you to consolidate what you have learned this term about writing, reading, and research by reflecting upon your own work.

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Copies of (or links to) all other readings and viewings will be posted on Blackboard or on our course blog: http://humanswrite2014.blogspot.com/. Your own texts are also a central element of this class so please bring your laptop to every class meeting.

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Goals In WRIT 1133, students practice academic research of various kinds; rhetorical strategies for different academic and civic audiences and purposes; and critical reading and analytic skills. By the end, students are expected to demonstrate, through their writing, a practical knowledge of multiple academic research traditions, the rhetorical/conventional differences among them, and the rhetorical differences between writing for academic audiences and writing for popular audiences. Students are also expected to demonstrate proficiency in finding, evaluating, synthesizing, critiquing, and documenting published sources in ways appropriate to given rhetorical situations. Students will receive sustained practice in writing, with systematic instructor feedback, resulting in at least 20 pages of revised and polished writing, in multiple assignments, as well as numerous additional exercises, in projects requiring library-based research as well as other types. Class-time and homework Some of our time will be spent discussing assigned readings and viewings, but most of our time will be spent drafting and revising various pieces of writing, as well as providing feedback on each others work. You can also expect to spend approximately four hours each week working at home, perhaps more. Finally, because a quality piece of writing results from many revisions, you will write each of your papers in stages and revise, with guidance from me and your classmates. Conferences Each of you will meet with me individually for two required conferences, where well discuss strategies for revising your work. Ill send around a sign-up sheet the week before the conferences take place. These conferences are required and youll receive a grade for the preparation you do beforehand. Each conference is worth 25 points toward your final grade. Apart from the required conferences, Im also available to meet in my office (Anderson Academic Commons 380U) between 1:00 p.m. and 6:00 p.m. on Wednesdays and between 4:00 p.m. and 6:00 p.m. on Thursdays. The best way to make an appointment to meet with me is to schedule it online. Please go to http://www.meetme.so/Tiedemann and follow the instructions.

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Participation For each class meeting, you will receive up to five points toward your final grade: up to 2 for the writing assignment you complete at home up to three for your participation in class discussion. All ! Homework: All writing assignments are to be posted on Google Drive and shared with me by the start of class on the day they are due. A student will receive 2 points for posting a complete and manifestly thoughtful draft of their response to the assignment. (By manifestly thoughtful I mean clear, coherent, and on topic.) S/he will receive 1 point for posting a draft that is either incomplete and/or sloppily composed. A student will receive no points should s/he fail to post and share his or her assignment when it is due. ! Class discussion: A student will receive 3 points for the day when s/he makes more than one meaningful contribution to that days discussion. (By a meaningful contribution I mean a contribution thats thoughtful and fully elaborated, thus moving the conversation forward and contributing to our collective understanding of the topic under discussion). S/he will receive 2 points when s/he contributes only once or when his/her contributions arent fully formed. S/he will receive one point if she attends class without speaking up. A student will receive no points if s/he fails to attend class, if s/he distracts his or her classmates, or if s/he wastes valuable class time checking email, facebook, etc. Attendance As the above indicates, there are no excused absences from class. If you miss class, you will not receive credit for class discussion for that day (though you can still receive credit for the days homework by posting it on time). Late Work Assignments are due when they are due. Drafts that come in late will not receive written feedback from me; to receive feedback on a late draft, you will need to make an appointment to see me during office hours.

Civility and Tolerance

The Writing Program affirms DUs Code of Student Conduct (http://www.du.edu/ccs/code.html), which in part expects students to recognize the strength of personal differences while respecting institutional values. Because writing courses rely heavily on interactions between all members of the class, students and faculty must act in a manner respectful of different positions and perspectives. A student who behaves in an uncivil or intolerant manner will be asked to stop and/or formally reprimanded and/or subject to action by the Office of Citizenship and Community Standards. Becoming educated requires encountering new ideas and information, some of which may conflict with an individuals existing knowledge or perspectives. I expect students to engage such materials thoughtfully, in ways that reflect the values and mission of the University of Denver. Plagiarism The Writing Program follows the Council of Writing Program Administrators policy Defining and Avoiding Plagiarism, which states, In an instructional setting, plagiarism occurs when a writer deliberately uses someone elses language, ideas, or other original (not common-knowledge) material without acknowledging its source (http://wpacouncil.org/node/9). DUs Honor Code also maintains that all members of the University must responsibly use the work of others. Students who have plagiarized a project will receive an F on that project, and the professor will inform the Director of Writing and the Office of Community and Citizenship Standards, which may take further action. Any documented acts of plagiarism after the first may be subject to more severe actions. Accommodations for Students with Disabilities The Writing Program will provide reasonable accommodations to every student who has a disability that has been documented by The University of Denver Disability Services Program (http://www.du.edu/studentlife/disability/ or 303.871.2455). Email I usually respond to email within a day or two during the week; I check email less often on weekends.

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Ill give you suggestions for revision and a provisional grade on each fully drafted essay. Those grades will rise, fall, or stay the same depending upon how effectively you revise it. All final drafts of all six revised exercises are due to me via Google Docs by noon on Friday, June 6. In addition to the grades you receive for your essays, you will also receive a grade for your final reflective essay, for class participation, for the work you do to prepare for required conferences with me, and for your responses to classmates work. Heres the breakdown: Essay 1: Essay 2: Essay 3: Reflective essay: Class participation: 5 points per class x Conference prep: 20 points per conference x Peer responses; 20 points per response x TOTAL A AB+ B BC+ C CD+ D DF 930-1000 900-929 870-899 830-869 800-829 770-799 730-769 700-729 670-699 630-669 600-629 0599 200 points 200 points 250 points 150 points 20 = 100 points 2 = 40 points 3 = 60 points 1000 points

And heres the scale Ill use to calculate your final grade for the course:

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T March 25 R March 27 T April 1 R April 3 T April 8 R April 10 T April 15 R April 17 T April 22 R April 24 T April 29 R May 1 T May 6 R May 8 T May 13 R May 15 T May 20 R May 22 T May 27 T May 29 Introduction Applying a concept and generating a thesis. Supporting and developing a thesis through analysis. Making an argument flow. Telling a true story. Full draft of Essay 1 due on Google Drive. Putting a story in context. Unfolding a storys theme. Revising for grammar and mechanics. Conferences. Full draft of Essay 2 due on Google Drive. Conferences. Creating a conversation. Generating a question. Conducting an interview. Observation and participation. Writing an ethnography. Writing an ethnography. Conferences. Full draft of Essay 3 due on Google Drive. Conferences. Reflecting. Reflecting.

Final drafts of all essays due on Google Docs by noon on Friday, June 6.