CO 130, Spring 2021 – Miller – 1 CO 130 Academic Writin

CO 130, Spring 2021 – Miller – 1
CO 130 Academic Writing: Syllabus
Section 001 | MWF 9:00-9:50 | Behavioral Science Building 103
Instructor: Kiley Miller
[email protected] |Eddy 337
Office Hours: Virtually via MS Teams, Tuesdays
9:00am-12:00pm and by appointment
Course Description
In CO130, you will practice processes appropriate for college
reading and writing by identifying rhetorical
contexts and exploring various strategies to respond according
to the situation. To effectively communicate
in academic contexts, you will learn to identify the rhetorical
situation, revise your purpose for writing,
practice writing in a variety of genres, and read and research
various topics and texts. Since the process of
reading and writing is just as important as the final written
product, these skills will be honed through series

of in- and out-of-class activities, drafts, workshops, and other
development tools. These tasks work toward
the habit of writing daily and improving collaboration to
emphasize the concepts of writing as a process,
and of academic writing as a collaborative endeavor that
requires actively engaging with the texts of others.
The Colorado Commission on Higher Education has approved
CO130 for inclusion in the Guaranteed
Transfer (GT) Pathways program in the [GT-1] category. For
transferring students, successful completion
with a minimum C‒ grade guarantees transfer and application of
credit in this GT Pathways category. For
more information on the GT Pathways program, go to this
website.
CO130 addresses the Following Competency and Content
Criteria, as approved by the State of
Colorado.
WRITTEN COMMUNICATION COMPETENCY—CRITERIA
FOR WRITTEN COMMUNICATION:
Competency in written communication is a student’s ability to
write and express ideas across a variety of
genres and styles. Written communication abilities develop over
time through layered, interactive, and

continual processes and experiences across the curriculum.
Student Learning Outcomes (SLOs):
Students should be able to:
1. Employ Rhetorical Knowledge
a. Exhibit a thorough understanding of audience, purpose,
genre, and context that is
responsive to the situation.
2. Develop Content
a. Create and develop ideas within the context of the situation
and the assigned task(s).
3. Apply Genre and Disciplinary Conventions
a. Apply formal and informal conventions of writing, including
organization, content,
presentation, formatting, and stylistic choices, in particular
forms and/or fields.
4. Use Sources and Evidence
a. Critically read, evaluate, apply, and synthesize evidence
and/or sources in support of
a claim.
b. Follow an appropriate documentation system.

5. Control Syntax and Mechanics
mailto:[email protected]
http://highered.colorado.gov/academics/transfers/gtpathways/cu
rriculum.html
a. Demonstrate proficiency with conventions, including
spellings, grammar, mechanics, and
word choice appropriate to the writing task.
CO1 Content Criteria:
1. Develop Rhetorical Knowledge
a. Focus on rhetorical situation, audience, and purpose.
b. Read, annotate, and analyze texts in at least one genre of
academic discourse.
c. Use voice, tone, format, and structure appropriately.
d. Write and read texts written in at least one genre for an
academic discourse community.
e. Learn reflective strategies.
2. Develop Experience in Writing
a. Learn recursive strategies for generating ideas, revising,
editing, and proofreading.

b. Learn to critique one’s own work and the work of others.
3. Develop Critical and Creative Thinking
a. Identify context.
b. Present a position.
c. Establish a conclusion indicated by the context that expresses
a personal interpretation.
4. Use Sources and Evidence
a. Select appropriate evidence.
b. Consider the relevance of evidence.
5. Develop Application of Composing Conventions
a. Apply genre conventions, including structure, paragraphing,
tone, mechanics, syntax, and
style.
b. Use appropriate vocabulary, format, and documentation.
This curriculum is also designed to help us reach three broader
educational goals:
• Engage as active members of the CSU community

• Engage as active and interested learners
• Develop student understanding of your position as a world
citizen responding to significant global
challenges.
CSU Principles of Community
As part of the CSU community, our course will depend upon
and revolve around the CSU Principles of
Community, provided below. Assignments, readings, and
discussions take place with these principles in mind
in order to strengthen our relationships with each other in the
classroom, as well as the broader Fort Collins
community.
• Inclusion: We create and nurture inclusive environments and
welcome, value and affirm all members
of our community, including their various identities, skills,
ideas, talents and contributions.
• Integrity: We are accountable for our actions and will act
ethically and honestly in all our
interactions.
• Respect: We honor the inherent dignity of all people within an
environment where we are
committed to freedom of expression, critical discourse, and the

advancement of knowledge.
• Service: We are responsible, individually and collectively, to
give of our time, talents, and resources
to promote the well-being of each other and the development of
our local, regional, and global
communities.
• Social Justice: We have the right to be treated and the
responsibility to treat others with fairness
and equity, the duty to challenge prejudice, and to uphold the
laws, policies and procedures that
promote justice in all respects.
In keeping with CSU’s mission and with its history in mind as
we move forward this semester, this
course recognizes the Land Grant Acknowledgement:
Colorado State University acknowledges, with respect, that the
land we are on today is the traditional and
ancestral homelands of the Arapaho, Cheyenne, and Ute Nations
and peoples. This was also a site of trade,
gathering, and healing for numerous other Native tribes. We

recognize the Indigenous peoples as original
stewards of this land and all the relatives within it. As these
words of acknowledgment are spoken and
heard, the ties Nations have to their traditional homelands are
renewed and reaffirmed.
CSU is founded as a land-grant institution, and we accept that
our mission must encompass access to
education and inclusion. And, significantly, that our founding
came at a dire cost to Native Nations and
peoples whose land this University was built upon. This
acknowledgment is the education and inclusion we
must practice in recognizing our institutional history,
responsibility, and commitment.
COURSE INFORMATION
To be successful in CO 130, review the general course
information below and ensure that you have all the
necessary materials needed to be prepared for the semester.
Materials Needed
• Access to the CO 130 Canvas Course page, accessible her e
• Access to a reliable printer and/or a PaperCut account for
printing readings, research, and drafts
o Students enrolled in composition have free printing credits in

Liberal Arts buildings,
including the Eddy and Clark computer labs
• 1-inch binder for handouts, readings, and assignments
• Composition notebook for process work
• Textbooks: You may choose to purchase either the print or
electronic copies. Please report any
challenges or delays in acquiring textbooks so the instructor can
provide temporary access to
necessary materials.
o Focus on Writing: What College Students Want to Know, First
Edition, by Laurie McMillan,
ISBN 9781554813889
Overview of Major Assignments
This class includes five major assignments that are strategically
arranged to build on former assessments
and knowledge gained, with process work and workshops being
essential to succeeding in these final drafts.
Each essay is assessed using a unique rubric, which will be
distributed prior to collecting the assignment,
and will follow the hierarchy of rhetorical concerns: purpose
and audience, followed by focus, then

development and organization, and finally style and
conventions.
Assignment Worth Due Date
P1: Literacy Narrative 15% Monday, February 8 (Week 4)
P2: Academic Summary & Response 20% Friday, March 5
(Week 7)
P3: Multimodal Argument
25% Friday, April 23 (Week 13)
http://canvas.colostate.edu/
P4: Course Reflection and Revisions 15% Monday, May 10
(Week 16)
Process Work 25% Daily homework and in-class assignments
*Any changes to the value or due date of assignments will be
announced in class and posted to Canvas.
The instructor reserves the right to make changes based on the
needs of the class. Please note that poor
attendance may affect the grade you receive.

All assignments will be typed according to MLA 8 formatting
and guidelines, including 12-point, Times
New Roman font, double-spaced, 1-inch margins, numbered
pages, and submitted to Canvas or handed
in during class, as assigned.
Grading Scale
Plus/minus grading will be used for this course. The College of
Liberal Arts does not allow for C- or D+
grades. Grades are assigned as follows. Given the extra credit
offered periodically throughout the semester,
final grades are not rounded (e.g. an 89.99 earns a letter grade
of B+):
A+ 96.6+ A- 90.0+ B 83.3+ C+ 76.6+ D 60.0+
A 93.3+ B+ 86.6+ B- 80.0+ C 70.0+ F Below 60
It is my commitment to you to respond individually to the work
you submit in this class and to return your
work in a timely manner. Process work will be returned within
one week, and projects will be returned within
two weeks. If, however, due to unforeseeable circumstances, the
grading of your work takes longer than the
times I have listed here, I will keep you informed of my
progress and make every effort to return your work

with feedback as soon as I can.
Additional Grading Information
• No incompletes will be given for this course.
• You may use one extension on one assignment. The
assignment will be due at the beginning of the
next class period and no more than 72-hours after the original
due date. To use your extension, you
must email me the day before an assignment is due. Requests
made on the due date will not be
honored.
• All grades are final. Lobbying for grade changes will not be
tolerated, and I will not respond to emails
requesting revisions or changes to grades. The time to ask
clarifying questions or justify your
rhetorical choices is during the writing process and before the
final deadline, while receiving
commentary from your peers and instructor.
CLASSROOM POLICIES AND STUDENT
RESPONSIBILITIES
CO130, section 001, is an in-person class. The instructor should
be notified immediately for any COVID-
related absences, according to the COVID Attendance and
Contingency Plan, linked in Canvas. Otherwise,

normal attendance expectations will apply.
Echo360 will NOT be used to record every lecture by default
but is available with advance notice and in the
case of absences. If you suspect that you may not be present in
the physical classroom for a significant
number of classes this semester (more than 3), you may
consider if an in-person class is the best fit and
switch to a hybrid or online format.
By remaining in the course, the student agrees to the above and
following policies, in addition to the
addendum created during classes, as agreed upon by the class:
Attendance
Success in this class depends upon your regular attendance.
Being on time for class demonstrates the
expected level of respect for the instructor, your fellow
classmates, and the educational process. Students
who miss a class will be expected to get notes, assignments, and
other information from fellow classmates

and/or Canvas. Absence does not excuse you from turning in an
assignment. Online submissions are often
available, so process work and major assignments should be
submitted on time, regardless of attendance.
You may be asked to resubmit all process work with the hard
copy of your final draft so that I may review
your progress if necessary. Therefore you must keep track of all
returned assignments, which should be kept
in your binder.
Cumulative absences will negatively impact your grade in
process work and will be detrimental to your final
project grades since class material builds sequentially and helps
construct effective final projects. Missed
classwork may not be made up, and no late process work will be
accepted. If you know about extenuating
circumstances in advance, make arrangements to discuss
potential accommodations. Please communicate
any emergencies to me as early as possible; bring any
University sanctioned formal excuse letters (including
any religious accommodations, form available here) at the
beginning of the semester.
You are allowed three absences throughout the semester with
the understanding that they will be used for

illness or other unavoidable circumstances. You are expected to
submit any work due on days you are absent.
More than three absences will result in a conference with the
instructor to discuss an attendance plan for the
remainder of the course; failing to schedule this meeting and/or
additional absences may result in a grading
penalty. Tardies are equal to 1/3 of an absence (3 tardies = 1
absence) and are included in your total
absences. It is crucial that you communicate with the instructor
regarding attendance, both as it pertains to
your grade and performance in the course and as a show of
respect.
Classroom Conduct
Civility and respect are the lifeblood of this class. Please
respect your peers and your professor through your
civility in class. Respect the opinions of other students and the
authors we read (even if you don’t agree).
There may be in-class discussions that broach sensitive or
controversial issues, and it is absolutely necessary
that civility and respect be employed at all times. I reserve the
right to dismiss any students who choose to
disrupt class, for which that student will be counted absent.
Disruptions include, but are not limited to

lacking respect and/or civility during class discussion, engaging
in distracting behavior and/or conversation
with neighbors, sleeping, etc.
Assignment Submission
Process work is due online as specified 30 minutes prior to the
start of class, unless otherwise noted. Late
work is accepted for up to 90% credit if submitted within 24-
hours of the due date. After 24-hours, late work
will automatically result in a zero. At the end of the semester,
the two lowest grades in Process Work will be
dropped, effectively allowing you to miss two assignments (or
up to 20 points) without penalty. Workshop
grades will not be altered.
Final assignments are due electronically at the beginning of
class AND are to be uploaded to Canvas, unless
otherwise stated. Late assignments will be accepted up to 48-
hours after the due date. Grades will be
reduced by ten percent, or one full letter-grade, every 24-hours
(e.g. a paper that earns an 87% would
receive a 77% up to 24-hours after the deadline, then a 67% up
to 48-hours following the deadline, then a
0% after 48-hours).

Problems with technology and/or failure to attach a document
are no excuse for missing a due date; you
should allow time for computer malfunctions (poor internet
connection, long printer lines, etc.). Save your
work in multiple places (cloud storage, USB, etc.), email it to
yourself, or find an alternative way to alleviate
the stress of computer failure.
http://www.studentaffairs.colostate.edu/religious-holidays
Extensions may be granted on a case by case basis if a
reasonable issue is communicated clearly prior to
the due date of the assignment.
Reading and Writing
This course is labor intensive. You will read every day; you will
write every day, even when major projects are
not due. Expect to spend two hours outside of class time for
every hour spent in class, for a total of six
hours per week. Homework will be assigned every class period
and due the following period.
Writing Center
The Writing Center is located in Eddy 23. It is a free service

that provides feedback for all writers at all stages
of the writing process. It is a chance to receive feedback from
student tutors who are familiar with CO130 and
have a wealth of experience and advice. I highly recommend
their services for all writers. For Spring 2021, all
consultations will take place virtually, and both synchronous
and asynchronous review are available.
Make appointments at the Writing Center website below or
submit your assignments online for review. Visit
the Writing Center's website here.
Workshop Policy
On workshops days, you are expected to have a complete rough
draft, with a start-middle-end. Process
points will be awarded based on the completed state of the
draft, attention in class, and on the comments
you offer. Any absence on a workshop day will result in a loss
of substantial points for lack of participation
as the process of providing commentary is as important as
receiving commentary.
Please communicate any extenuating circumstances that would
result in absence from workshop.
Accommodations may be provided on a case-by-case basis.
Plagiarism and Academic Honesty

This course will adhere to the Academic Integrity Policy of the
Colorado State University General Catalog
and the Student Conduct Code. Any instance of plagiarism will
result in a reduced or failing grade of the
assignment, failure of the course, and/or removal of the
Repeat/Delete option for the course.
Ignorance is not an excuse for “accidental” plagiarism. The
following are examples of plagiarism (though
this list is not exhaustive):
• Submitting someone else’s work as your own, including
purchased material;
• Using someone else’s ideas, language, or structure and not
properly attributing them;
• Submitting an assignment completed for another class
• Using a phrase (whether quotation or paraphrase) without
acknowledging its source;
• Using a source without citing it correctly;
• “Padding” a bibliography by making up sources or citing a
source you didn’t use in your
research.
CO130 follows the Academic Integrity Policy of the General
Catalog and the Student Code of Conduct.
Colorado State University and other institutions of higher

education take plagiarism offenses very seriously.
In accordance with the Academic Integrity Policy, if you submit
work that contains plagiarism, you may
receive a reduced grade for the work, a failing grade in the
course, and/or the Repeat/Delete option for the
course may be removed. In cases of suspected academic
dishonesty, all instructors at CSU are required to
forward documentary evidence to the Office of Conflict
Resolution and Student Conduct Services.
It is very important that you understand how to avoid plagiarism
and CO130 should help you with this. In
this class you will learn how to maintain academic integrity in
your research and writing processes.
Specifically, you will develop techniques for correctly quoting
and paraphrasing, citing sources, and
attributing your work.
https://writingcenter.colostate.edu/
https://writingcenter.colostate.edu/
To encourage academic honesty in all assignments, each project

will require that you include an Honor
Pledge stating: I have not given, received, or used any
unauthorized assistance. Process work may also be
demonstrated as evidence of your draft development over the
course of the assignment. This is a great way
for you to demonstrate that your work is your own and can act
as “insurance” so you are expected to keep all
process work throughout the semester.
If you have any further concerns, please discuss these with me
during office hours, send me an email, or visit
the Writing Center.
Additional Information
Accommodations
Any student eligible for academic adjustments because of a
learning disability or medical condition should
contact the Student Disability Center (SDC) at (970)491-6385
for development of appropriate
accommodations. All Canvas and course materials meet
university expectations for accessibility, however, if
you find materials that do not meet your needs, please
communicate directly with the instructor.

TITLE IX Reporting and Student Resources
CSU’s Student Sexual Harassment and Violence policy,
following national guidance from the Office of Civil
Rights, requires that faculty follow CSU policy as a “mandatory
reporter” of any personal disclosure of sexual
harassment, abuse, and/or violence related experiences or
incidents shared with the faculty member in
person, via email, and/or in classroom papers or homework
exercises. These disclosures include but are not
limited to reports of personal relational abuse,
relational/domestic violence, and stalking. While faculty are
often able to help students locate appropriate channels of
assistance on campus (e.g., see the CSU Health
Network link below), disclosure by the student to the faculty
member requires that the faculty member
inform appropriate CSU channels to help ensure that the
student’s safety and welfare is being addressed,
even if the student requests that the disclosure not be shared.
Any student who may be the victim of sexual
harassment, sexual misconduct, relationship violence, stalking
or retaliation is encouraged to report to CSU
through one or more of the following resources:
• Emergency Response 911
• Deputy Title IX Coordinator/Office of Support and Safety

Assessment (970) 491-1350
• Colorado State University Police Department (non-emergency)
(970) 491-6425
• For counseling support and assistance, please see the CSU
Health Network, which includes a
variety of counseling services: Find information at CSU Health
Network
• The Sexual Assault Victim Assistance Team is a confidential
student resource that does not have a
reporting requirement and that can be of great help to students
who have experienced sexual
assault. Find information at the Women and Gender Advocacy
Center.
COVID-19 University and Course Policies
All students are required to follow public health guidelines in
any university space, and are encouraged to
continue these practices when off-campus(es). Students also are
required to report any COVID-19 symptoms
to the university immediately, as well as if they have potentially
been exposed or have tested positive at a
non-CSU testing location. If you suspect you have symptoms,
please fill out the COVID Reporter
(https://covid.colostate.edu/reporter/). If you have COVID
symptoms or know or believe you have been

exposed, it is important for the health of yourself and others
that you complete the online COVID Reporter.
Do not ask your instructor to report for you; if you report to
your instructor that you will not attend class due
to symptoms or a potential exposure, you are required to also
submit those concerns through the COVID
Reporter. If you do not have access to the internet to fill out the
online COVID-19 Reporter, please call
(970)491-4600.
If you report symptoms or a positive test, your report is
submitted to CSU’s Public Health Office. You will
https://disabilitycenter.colostate.edu/
https://health.colostate.edu/
https://wgac.colostate.edu/
receive immediate, initial instructions on what to do and then
you will also be contacted by phone by a public
health official. Based on your specific circumstances, the public
health official may:
• choose to recommend that you be tested and help arrange for a
test
• conduct contact tracing

• initiate any necessary public health requirements or
recommendations and notify you if you need to
take any steps
If you report a potential exposure, the public health official will
help you determine if you are at risk of
contracting COVID.
For the latest information about the University’s COVID
resources and information, please visit the CSU
COVID-19 site (https://covidrecovery.colostate.edu/).
Additionally, the instructor has provided additional policies and
plans regarding COVID-19 in a separate page
in Canvas.
Policy and Schedule Changes
Changes to these policies will be made if it is in the best
interest of the whole class; announcements will
be delivered in writing in advance of their taking effect.
By remaining in this class, you acknowledge agreement to the
policies stated above and demonstrate your
willingness to make a commitment to the class and your writing.
As your instructor, I also make a

commitment to this class and my students and am here to help
you with your writing and critical thinking.
https://covidrecovery.colostate.edu/
NAME:
Reading Notes
1. In your opinion, what is the most important thing that you
learned in chapter 4?
The main thing I've learnt in this chapter is about self-
awareness. It is the foundation of authenticity. Having self-
awareness leads to self-acceptance and eventually self-
actualization that enables you to fulfill your greatest potential.
As time moves on, we constantly evolve and test ourselves in
the world. self-awareness influences our evolution and how we
adopt to our environment. We require to be true to ourselves
and follow our true north. Self-awareness is the building block
of our uniqueness and authenticity hence referred to as the
center of our compass which is to as the true north. Without
self-awareness, it is easy to lose focus and become caught up in
following external symbols of success and celebrities just like
Arianna Huffington. This makes it impossible to become the
person you've always wanted to be. Acquiring self-awareness
begins with fully understanding your life story and framing all
your crucibles. Perfection is not a goal in regards to authentic
leadership but a process that requires introspection, support and
feedback. Many people fear rejection when they display their
vulnerabilities and weaknesses as they acknowledge their
mistakes. Despite our efforts to deny our weaknesses, thoughts
and questions continuously nag us when we feel most
vulnerable. It is important to develop self-awareness and
acceptance as well as adopting honest feedbacks and
mindfulness.

2. Try to summarize this main idea with one word (or one
expression/phase). Your answer should notbe the book title True
North, developing as an authentic leader, authentic leadership,
or the chapter title self-awareness.
the entire chapter can be summarized into the main idea of
authenticity or self-actualization.
3. What are the important sentences in chapter 4 that can
represent your above idea? You can copy from the chapter and
paste them here. Remember to put a page number at the end of
the sentence.
Self-awareness is the foundation of authenticity, and thus it is
at the center of your compass.
A foundation of self-awareness leads to self-acceptance and
ultimately self-actualization so that you can fulfill your greatest
potential.
Gaining self-awareness begins with understanding your life
storyand framing your crucibles
CO130 Project 4: Course Reflection
15% of Course Grade. 2-3 pages following MLA 8 format and
conventions.
Due Wednesday, May 12.
Project Overview
A great deal of your time at university will be spent thinking;

thinking about what
people have said, what you have read, what you yourself are
thinking and how
your thinking has changed. It is generally believed that the
thinking process
involves two aspects: reflective thinking and critical thinking.
They are not separate
processes; rather, they are closely connected. The purpose of
reflection is often to
make connections, building on your prior knowledge, whether it
is formal (e.g.
education) or informal (e.g. gained through experience).
Reflective writing helps you develop and clarify these
connections, between what you already know and what you are
learning, between theory and practice, or
between what you are doing and how and why you do it.
Reflective writing encourages you to consider and
comment on your learning experiences—not only WHAT you've
learned, but HOW you learned it. In other words,
to clarify what you are learning. This project focuses on
integrating new knowledge with previous knowledge,
identify the questions you have, and what you have yet to learn
by thinking back on mistakes and successes in
this course. Ultimately, these practices can help you become an

active and aware learner in college, and a
reflective practitioner once you graduate and begin your
professional life.
Project Objectives
● Create and develop ideas within the context of the situation
and the assigned task(s).
● Critically read, evaluate, apply, and synthesize evidence
and/or sources in support of a claim.
● Engage as an active and interested learner
Audience
For this assignment, your primary audience will be yourself,
your instructor, and your classmates.
Details and Requirements
This assignment will draw from past projects, homework, notes,
and lectures to construct a reflection of the
semester. This assignment will include an introduction and
conclusion, as well as 2-3 body paragraphs following
TREAC structure, focusing on different course objectives from
the syllabus, following MLA 8.
Format

1. Your tone and “voice” should be appropriate for an academic
audience. Your writing should be carefully
proofread and grammatically correct.
2. The final draft of this assignment will be due electronically
to Canvas by class time on Friday, Dec. 13.
3. On the final draft, you must also write and (electronically)
sign the CSU honor pledge: “I have not given,
received or used any unauthorized assistance.”
Key Dates
Wed.-Fri.,
May 5-7
Workshop: Brainstorming Discussion
Wed. May. 12 Final draft of essay due. Submit your final essay
on Canvas. Keep all process work.

CO 130, Spring 2021 – Miller – 1 CO 130 Academic Writin

CO 130, Spring 2021 – Miller – 1 CO 130 Academic Writin

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