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Spring 2019
Dr. Rusty Bartels, he/him/his
Course Website:
Office: H.B. Crouse Hall 208
Office Hours: Monday & Friday 1:00 – 3:00 pm and by appointment

Section #010 Section #020 Section #040 Section #063

MWF 8:25 – 9:20 MWF 9:30 – 10:25 MWF 10:35 – 11:30 MWF 11:40 – 12:35
H.B. Crouse 213A Hall of Languages H.B. Crouse 213B H.B. Crouse 213B

Course Description
In WRT 205, students develop an extended inquiry project that integrates materials from varied
sources and includes writing in multiple genres. Students compose, revise, and reflect on their
writing with the support of their teacher and peers. Through applied practice and ongoing
reflection, students learn to distinguish academic contexts; develop positions in relation to
research, purposes, and settings; and attribute sources according to genre and situated
convention. Polished compositions might assume a variety of forms including but not limited to
presentations, reviews, proposals, essayistic arguments, and multimedia and Web-based
projects. Students also use digital technologies to network, compose, and/or critique and
disseminate their work. The course will use a portfolio to aid in learning and assessment.

Area of Inquiry: Writing, Ethics, & Civic Discourse

WRT 205 courses in “Writing, Ethics and Civic Discourses” will focus on developing an
understanding of writing at the intersection of publics, language use, and ethics. Discussions of
research methods and methodologies and sustained inquiry across various genres and contexts
will help students effectively position themselves as critical learners, readers, and
writers. Students will be able to engage in critical inquiry, analysis, and research as situated
processes, conduct and evaluate primary and secondary research on civic discourses across
genres, and ethically participate in civic discourse as a form of rhetorical action and social

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Learning Outcomes
• Research Writing as Situated Process

Students will recognize and act upon the ways methods, processes, and contexts
shape research and writing.

• Researching and Evaluating Sources Rhetorically

Students will develop reading strategies for invention, rhetorical engagement with
sources, and critical dialogue.

• Research Writing Within and Across Genres

Students will recognize the role genre plays in determining research forms and

• Reflecting on Ethical and Rhetorical Choices

Students will analyze and reflect on how rhetoric and issues of ethics (e.g., respect
for and representation of research, engagement across differences of perspective,
etc.) affect research across a range of situations within and beyond the classroom.

Course Readings
All course readings will be available on the course website (
under “Course Readings.” You are expected to have a copy of the reading due for each class
period with you for that class, whether printed out or on a device. I encourage everyone to
actively annotate your readings, even (especially) if you are using a device.

Attendance and Participation

Writing studios are courses in language learning, and language is learned in communities;
therefore, it is essential that you attend class and participate. Absences and lack of preparation
for class will affect your classmates work as well as your own. The work you do in class, the
work you do to prepare for each class, is as important as any polished assignment you turn in
for a grade.

• If you miss class you must email me and let me know as soon as possible. As long as you
communicate with me, your absence is excused.

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• If you miss more than one class in a row (e.g. because you are sick) you must email me
about EACH CLASS DAY you are absent.
• Any missed classes without communication will count as an unexcused absence.
• If I believe that you are chronically missing class, with or without communication, I will
issue an Orange Success Flag and reach out to you.
• Participation can take many forms – from freewrites, to partner conversations, to large
group discussions. You are not evaluated on how “well” you participate. If there is a way
that I am managing class that you feel is hindering your participation, please do let me
know – my goal is to have a classroom that everyone feels is accessible to them.

At the end of the day, if you have any concerns, questions, or doubts, please get in touch with
me whether its via email, before/after class, in office hours, or through the anonymous form on
the course website. I can’t help you or change a situation if you don’t reach out in some way. So
please: communicate.

I recognize that it is not uncommon for students to have personal, mental health, and/or
medical crises during the school year. If you find yourself in this kind of position, please reach
out to me as soon as possible to let me know that something is up – with as much or as little
information as you wish to share – and that it’s interfering with your ability to complete your
work and/or participate in class. My goal is to help you succeed in the course on your own
terms – sometimes that might mean a withdrawal or incomplete; sometimes it might mean an
extension; sometimes it might mean one-on-one conversations. Whatever it is, I can’t help or
accommodate if I’m not made aware of the situation.

Classroom Conduct
I expect all students to be respectful to each other and to the instructor. This means, among
other things, paying attention to the person speaking, not engaging in side conversations, and
contributing positively to the classroom environment. As part of promoting a respectful
atmosphere, I ask that all cell phones be either turned off or on silent and that students refrain
from texting and messaging (including on your computers). I understand that sometimes
emergencies come up, so if you do need to take a call, please quietly step outside of the

For students who are also parents, please refer to the family friendly syllabus guidelines as laid
out here: They
are more extensive than I have space for in the syllabus, but I want you to know that you are
supported in this space.

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Grades & Assignments
Your grade for the course will be determined by successful completion of the following
assignments. All graded work must be original (no plagiarism!) and submitted in order to pass
the course.

To share anything on Google Drive with me, please send it to the following email address:

Strategic Reflection 15%
Planning Research:
• Research Proposal 15%
Conducting Research:
• Primary Research Results 10%
• Annotated Bibliography 10%
Synthesizing Research:
• Essay Synthesis 10%
• Non-essay Synthesis 10%
Final Portfolio & Course Reflection 10%
Short Responses (x4) 15%
Studio, Workshop, & Peer Review Attendance (days noted on course 5%
calendar with **)
*all assignment details can be found in the assignment packet. Any updates and revisions will
be posted to the course website and to Blackboard. Please check the course website frequently
for updates and FAQs.

To submit your assignments you will do so via Google Drive. If you wish to keep your school
work in a separate account, every SUID comes with a google log-in. To log-in to google, use your
SUID email EXCEPT add a g, so that the ending looks like this: (review my google
drive contact information above an example). All assignments are due at the beginning of class
on the day indicated.

By the second day of class (Wednesday, January 16th), please create a folder in google drive
that is shared with me, and with editing permissions at the level of “suggesting.” This is where
you will be uploading your assignment submissions for the semester. In that folder, please
upload a file that includes your representation of “a sloth.” Consider this your first assignment,
and part of your “participation” grade.

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All assignments are graded using letter grades.

For the purposes of grade calculations, the following letters to percentages apply:

A+ = 100 A = 95 A- = 91 B+ = 88 B = 84.5 B- = 81 C+ = 78
C = 74.5 C- = 71 D+ = 68 D = 64.5 D- = 61 F = 50
* missing assignments will be given a 0

I use the following table to calculate your grades at the end of the semester:

A = 93 – 100 A- = 90 – 92 B+ = 87 – 89 B = 83 – 86 B - = 80 – 82
C+ = 77 – 79 C = 73 – 76 C- = 70 – 72 D = 60 – 69 F = 0 – 59
* I do round up final grades to the nearest whole number at my discretion.

For any assignments that contain multiple parts (and many will), if a part is missing, the
assignment will automatically be deducted one letter grade for each missing portion. For
example, if you fail to turn in a reflection with your assignment, and the composition itself
deserves a B+, you will receive a C+ for the assignment as a whole.

Late Policy
• All assignments are expected to be turned in and completed by the time and date as set
out in the syllabus.
• If you need an extension – ask! I am happy to grant extensions as long as you ask for
one, but I will only grant one extension per assignment.
• If you submit an assignment late without asking for an extension, it will be late.
• If you requested an extension and submitted your assignment after your revised
deadline, it will be late.
• The late penalty is as follows:
o All late work will lose 1 letter grade, regardless of how late it is.
o Late work may be submitted up until the last day of class before finals week.
o Late work may receive less detailed feedback.

E-mail Policy
I do my best to respond to emails within 24 hours Monday-Friday. If it has been more than 24
hours and you have not gotten a response from me, please send me a follow up email.

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I strive to create a classroom environment and course materials that are accessible to a
diversity of access needs. I acknowledge that this is a learning process for me and so I am
always adjusting and adapting what I do. If the class is not meeting your access needs in any
way, please let me know! I have tried to incorporate many of my students’ past access needs
into the course for everyone to benefit from, but I do know that there still some ways that I
might fall short, or you may need more individualized access (e.g. hard copies of class slides,
etc.). If this applies to you, please reach out to me and let me know! I don’t care if you have an
official ODS accommodation or not – please be in communication with me so that we can work
together to ensure your success in the course.

If you believe that you need academic adjustments (accommodations) for a disability, please
contact the Office of Disability Services (ODS), visit the ODS website
(, located in Room 309 of 804 University Avenue, or call
(315) 443-4498 or TDD: (315) 443-1371 for an appointment to discuss your needs and the
process for requesting academic adjustments. ODS is responsible for coordinating disability-
related academic adjustments and will issue students with documented Disabilities
Accommodation Authorization Letters, as appropriate. Since academic adjustments may
require early planning and generally are not provided retroactively, please contact ODS as soon
as possible.

The Writing Center

Experienced writing consultants at the Writing Center (101 HB Crouse Hall, on the Quad) can
teach you how to succeed on individual assignments and ultimately become a better writer.
They’re prepared to work one-on-one with you at any stage of your process and with any kind
of writing you’re attempting while attending SU. Whether you need help understanding an
assignment, brainstorming ideas, revising subsequent drafts, or developing editing strategies,
face-to-face and online appointments are available for 25- or 50-minute sessions throughout
the semester and can be reserved up to seven days in advance via their online scheduling
program, WCOnline. In addition, drop-in appointments are welcome Monday through Thursday
from 10:00 a.m. to 2:00 p.m. and brief concerns or questions can be emailed to consultants via
the eWC. For more information on hours, location and services, please visit
This is a free resource to all students and highly recommended for every assignment you work
on in this class.

Academic Integrity Policy

Syracuse University’s Academic Integrity Policy reflects the high value that we, as a university
community, place on honesty in academic work. The policy defines our expectations for

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academic honesty and holds students accountable for the integrity of all work they submit.
Students should understand that it is their responsibility to learn about course-specific
expectations, as well as about university-wide academic integrity expectations. The policy
governs appropriate citation and use of sources, the integrity of work submitted in exams and
assignments, and the veracity of signatures on attendance sheets and other verification of
participation in class activities. The policy also prohibits students from submitting the same
work in more than one class without receiving written authorization in advance from both
instructors. Under the policy, students found in violation are subject to grade sanctions
determined by the course instructor and non-grade sanctions determined by the School or
College where the course is offered as described in the Violation and Sanction Classification
Rubric. SU students are required to read an online summary of the University’s academic
integrity expectations and provide an electronic signature agreeing to abide by them twice a
year during pre-term check-in on MySlice.

Student Writing
Your work will be used for educational purposes during the current semester. For example, you
may be asked to share your work with a peer, the class, or with me during classroom activities
or for homework. Your work may also be used in program assessment. Your registration and
continued enrollment constitute your permission. When used in assessment or other
educational purposes your work will always be rendered anonymous (all names will be

Religious Observance
SU’s religious observances policy, found at , recognizes the diversity of faiths
represented among the campus community and protects the rights of students, faculty, and
staff to observe religious holy days according to their tradition. Under the policy, students are
provided an opportunity to make up any examination, study, or work requirements that may be
missed due to a religious observance provided they notify their instructors before the end of
the second week of classes. For fall and spring semesters, an online notification process is
available through MySlice/Student Services/Enrollment/My Religious Observances from the
first day of class until the end of the second week of class.

Orange Success
This class will participate in Orange SUccess, which promotes student success through
coordination and communication among students, instructors, advisors, and campus support
service departments. If I observe that you are experiencing difficulties in the course

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(attendance concerns, low test scores or participation, in danger of failing, etc.), I may send an
email to your email account through the Orange SUccess system. My message will tell
you about my concerns and ask you to meet with me or an academic advisor. Your advisor
and/or I will work with you to create success strategies to address any difficulties you are
having. In addition, if I observe that you are doing well in my course, you may also receive
“kudos” from me acknowledging your efforts.

Orange SUccess may involve taking advantage of various campus support services, such as
academic tutoring or advising. If I recommend that you use campus support services, I or your
advisor will redirect you to that support office so they will be better prepared to assist you.
Orange SUccess provides essential notices by email and/or text. Please check your
account frequently and respond quickly if you receive an email from Orange SUccess.

Note that independent testing has shown that Orange SUccess is now compliant with
international accessibility standards (WCAG 2.0). Please see the Orange SUccess website for
additional details: We appreciate your
ongoing dedication and support to our students and their academic success at Syracuse
University. Please contact us with any questions or concerns at

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Monday Wednesday Friday
Week 1 Introductions Identity, Positionality, & Strategic Contemplation
Jan. 14 Intersectionality –
Reading: none Understanding who & Reading: Royster & Kirsch
where we are

Reading: ACS “Identity”;

Crenshaw “The Urgency
of Intersectionality”

Create Google Drive

folder & give access to
Week 2 NO CLASS - HOLIDAY Power & Privilege **Studio Strategic
Jan. 21 Reflection**
Reading: Liu “Why
Ordinary People Need to Reading: none
Understand Power”;
Rothman “The Origins of

Assignment: Short
Response 1 DUE
Week 3 News, Media, & How we **Workshop Strategic Listening & Silence
Jan. 28 Understand the World Reflection**
Reading: Glenn &
Reading: Media Bias Reading: none Ratcliffe
Chart; Media Bias Chart –
Founder’s Statement
(and explore the page in
Week 4 **Peer Review Strategic Writing & Revision Introduce Major
Feb. 4 Reflection** Research Project;
Reading: Bazerman Research Questions
Reading: none
Reading: none

Assignment: Strategic
Reflection DUE

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Week 5 Primary Research & Scholarly & Secondary **Studio & Workshop for
Feb. 11 Research Methodologies Research – The Literature Project Proposal**

Reading: Driscoll Reading: McClure Reading: none

Week 6 Research Ethics Research Questions; NO CLASS -
Feb. 18 **Peer Review CONFERENCES
Reading: Rosenberg & Proposal**
Howes Reading: none
Reading: none
Assignment: Short Assignment: Research
Response 2 DUE Proposal DUE
Week 7 NO CLASS - NO CLASS - Research in Social Media
Reading: Adkins
Reading: none Reading: none
Week 8 Knowledge Production & **Studio for Conducting Reflecting on Primary
Mar. 4 the Politics of Citation Research** Research

Reading: Ahmed Reading: none Reading: Zeffiro

Assignment: Short
Response 3 DUE
Mar. 11
Week 9 **Workshop for Annotated Bibliographies **Studio for Conducting
Mar. 18 Conducting Research** Research**
Reading: WAC Guide;
Reading: none Cornell Guide Reading: none

Assignment: Conducting
Research – Part A DUE
Week 10 The Research Process – Research in Action: Begin Synthesizing
Mar. 25 Checking in Gastropod Research Conversations

Reading: Adichie Reading: Gastropod Reading: none

“Souring on Sweet”
Assignment: Conducting
Research – Part B DUE

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Week 11 Civility, Discourse, & Exploring Accessibility in **Studio Synthesizing
Apr. 1 Power Web Design Research A**

Reading: Lemberg Reading: W3C; 3Pillar; Reading: none


Assignment: Short
Response 4 DUE
Week 12 The Composition **Peer Review **Studio Synthesizing
Apr. 8 Process: The Emergent Synthesizing Research Research B**
Text A**
Reading: none
Reading: Bazerman, Ch12 Reading: none
Assignment: Synthesizing
Research A DUE
Week 13 The Composition **Peer Review Final Portfolio
Apr. 15 Process: Media, Synthesizing Research Introduction & Discussion
Distraction, & B**
Collaboration Reading: none
Reading: none
Reading: Portanova Assignment: Synthesizing
Research B DUE
Week 14 **Studio Final **Workshop Final **Peer Review Final
Apr. 22 Portfolio** Portfolio** Portfolio**

Reading: none Reading: none Reading: none

Week 15 Last Class: Attend for No Classes FINAL PORTFOLIO DUE
Apr. 29 Extra-Credit (applies to FRIDAY, MAY 3RD AT
**Studio** attendance) 11:59PM

Reading: none

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Defining some Terms

• Studio:
o During Studio days you will be doing work in class, so bring whatever materials
and devices you will find helpful to make progress on the assignment at hand.
o I will be floating around and checking in with everyone at least once, if not twice.
o Think of it as a hybrid between study hall and open office hours.
o We will begin and end studio days with a freewrites that will ask you to think
about your plan of action for that assignment.
o Headphones are ok.

• Workshop:
o Like studios, workshops will begin and end with a freewrite giving you time to
think about where you are at in your process for a particular assignment.
o The heart of workshop is a sort of musical chairs of answering questions with a
different partner each time.
o During this time your partner will be taking notes for you as you respond to the
question prompts, so that you can focus on brainstorming and articulating your
responses and less so on remembering them.
o I compose the question prompts in an effort to provide a check-point of where
you should be at this point in the process; and if you are not quite there, to give
you an opportunity to brainstorm how you will get there.

• Peer Review:
o Peer review days are exactly like they sound – you and your peers will review
each other’s work before the assignment due date.
o Peer reviews will happen in two rounds, giving you an opportunity to get two
different sets of feedback.
o I know there will be a difference in quality of feedback that everyone receives,
and that’s ok! Research shows that part of the benefit of peer review is less
receiving the feedback than giving the feedback. Basically, by giving feedback to
others you further develop your abilities to critique your own work.
o Headphones are ok.

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