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COLUMBIA / COLLEGE / CHICAGO
CHICAGO'S VISUAL, PERFORMING, MEDIA COMMUNICATION ARTS COLLEGE
Writing & Rhetoric I
Fall 2012
52-1151-21
33 E. Congress, Room 502
Mondays and Wednesdays 3:30pm – 4:50pm
Instructor: Irina Cline
Office: Office 527 Congress
Office hours: Wednesdays 1pm – 2pm and by appointment
Phone #: 312-369-8125, please leave a message
E-mail: icline@colum.edu
Course Description
Facebook.com, the iPhone, and … a pen are common everyday technologies. At times,
we are so used to technology that we do not even think about its influence on our lives.
But what is the philosophy behind different technological achievements? How does
technology shape our society? Writing & Rhetoric I invites you to explore different
issues concerned with technological development, its impact on the modern day world
and the future.
The first course in the two-course composition sequence addresses techniques for idea
generation, planning, drafting, revising, editing, and proofreading. The emphasis of the
coursework is placed on expressive and persuasive writing and reading skills, allowing
students practice in writing and reading for and about the self and others. In this student-
centered rather than lecture driven course, students are expected to share intellectual
responsibility with both the class and the instructor.
Course Goals and Objectives
By the end of Writing and Rhetoric I, students will:
• Make rhetorical choices appropriate for their audience and purpose for writing;
• Respond critically to a wide range of texts, images, and other media;
• Identify and discuss subjects they find personally and professionally meaningful,
using writing to ask questions and express ideas;
• Consider the visual design of texts and make thoughtful, effective choices.
Course Texts
McQuade, Donald.McQuade, Christine.Seeing & Writing 4. Boston : Bedford/St.
Martin's, 2010. (SW)

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Anson, Chris M., and Robert A. Schwegler. The Longman Handbook for Writers and
Readers. 3rd
ed. New York: Longman, 2003. (LH)
Required Materials
A notebook for class notes; a folder for portfolio submission; access to computer and
printer
Course Requirements
Writing Projects
There will be five writing projects: a personal essay, a review, a proposal, an
argumentative essay, and a cover letter. For each writing project, you will complete a
preliminary draft (TWO COPIES!) for peer and instructor review, and then a final
draft for the instructor review and comment. Peer-review sessions are an important part
of the class. To work on drafts in peer groups, you must submit copies of your drafts on
the scheduled submission dates in order to participate in and receive credit for the
workshop. ALWAYS KEEP ALL DRAFTS OF EVERY PAPER.
Spontaneous Writing
Some of the classes will include a short exercise, spontaneous writing. You will have 5-
10 minutes to answer a prompt, which reflects the topic of the class. The prompts do not
require any research or specific knowledge. The purpose of this exercise is to write as
much as possible in a short period of time. Spontaneous writing will help when you start
working on your projects because it builds a connection between thinking and writing.
Homework
All writing assignments should be printed out, typed and double spaced.
On some days, you will be required to complete a Question of the Day exercise. You
have to prepare one discussion question concerned with the readings or images and write
a brief (350 words) answer to it.
Presentation/Debate
As a part of preparation for an argumentative essay, there will be a class devoted to a
group presentation. There will be some class time to prepare for the presentation.
Vocabulary Enrichment
Strong vocabulary is very important for college success. During class sessions, we will
discuss college-level vocabulary from the assigned readings. The discussed words should
go in your notebooks for your reference and preparation for a quiz. There will be an
occasional quiz where students have to provide definitions of the words and write short
sentences using new vocabulary.
Portfolio Review
At the end of the course, students will have to submit a portfolio. Portfolios will be
collected during the final week of classes and must include the following (all materials
should be submitted in a folder):

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- A clean copy of a revised draft of two writing projects representing the student’s best
work. One of these should be an argumentative essay, whereas the other should be an
essay of the student's choice
- All prior drafts of these essays
- A cover letter describing the assignments and the student’s writing process
Grading
Participation, Attitude, and Respect Shown for Peers 300 points
Attendance 200 points
Writing Project 1: Personal essay 100 points
Writing Project 2: Review 200 points
Writing Project 3: Proposal 200 points
Writing Project 4: Argumentative essay 250 points
Writing Project 5: Cover Letter and Portfolio 100 points
Homework 150 points
Group Presentation 50 points
Quiz 50 points
Total- 1,600 points
Scale
95-100 A 87-89 B+ 77-79 C+ 67-69 D+ 0-59 F
90-94 A- 84-86 B 74-76 C 64-66 D
80-83 B- 70-73 C- 60-63 D-
Protocol and Policies
Attendance: Students are expected to attend every class, to be on time, and to be
respectful of all members of the class at all times. The First-year writing program
Attendance Policy must be followed. It reads:
More than four absences in classes that meet twice a week will
affect your grade and can result in failure.
You will be dropped one letter grade for each absence beyond four. Excused
absences count the very same as unexcused absences. Absentees are responsible for all
assigned readings and all class notes. Introduce yourself to someone in the class and
exchange phone numbers so that you have someone to contact in the event that you must
be absent. If you must miss a class, you are responsible for making up all work due and
assigned on that day. In the event you are to be absent or late, make arrangements to
collect materials and assignments. Do not wait until the next class session. It is your
responsibility to come to me and pick up materials before the next class. Due dates never
change just because you missed a class.
*Three late arrivals count as one absence.
Late Work
No late work will be accepted. I cannot stress this enough. If you’re going to be absent
on the day a paper is due, you must find a way to get it to me during class time.
Classroom Behavior

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Always be on time, be respectful, and be attentive. Do not talk when other people are
talking. Do not leave class early or arrive late; it distracts the rest of us and wastes time. I
should not have to say this, but, never sleep during class. Please turn off your cell phones
before coming into the classroom. And do not bring or eat food in class. It’s a good idea
to take notes on what we say in class so that you have a written record of the ideas we
develop together. I expect the class to be a community of active learners. Take a look at
the most attentive, responsible student here and strive to match his or her level of active
knowledge-seeking and thoughtful participation (because that person sets the standard
and, likely, earns an A).
Please allow me at least 24 hours to respond to your email during the work week, and up
to 48 hours if you send a e-mail on Saturday or Sunday.
Writing Center
The Writing Center, located in The Learning Center at 618 S. Michigan Ave., is an
excellent resource. You are welcome to attend tutoring sessions in the WC where you can
work on whatever specific writing assignments are currently on our syllabus. You can
talk to their front desk staff to set up weekly appointments or drop in at the top of the
hour, anytime throughout the weeks and on Saturday.
http://www.colum.edu/Academics/Learning_Studio/Writing_Center/
Services for Students with Disabilities Statement
Columbia College Chicago seeks to maintain a supportive academic environment for
students with disabilities. Students who self-identify as having a disability should present
their documentation to the Services for Students with Disabilities (SSD) office. After the
documentation has been reviewed by the SSD office, a Columbia College
accommodation letter will be provided to the student. Students are encouraged to present
their Columbia accommodation letters to each instructor at the beginning of the semester
so that accommodations can be arranged in a timely manner by the College, the
department, or the faculty member, as appropriate. Accommodations will begin at the
time the letter is presented. Students with disabilities who do not have accommodation
letters should visit the office of Services for Students with Disabilities, Room 304, 623 S.
Wabash. T: 312.369.8296. www.colum.edu/ssd
Academic Integrity
Students at Columbia enjoy significant freedom of artistic expression and are encouraged
to stretch their scholarly and artistic boundaries. However, Columbia prohibits all forms
of academic dishonesty. Academic dishonesty is understood as the appropriation and
representation of another's work as one's own, whether such appropriation includes all or
part of the other's work or whether it consists of all or part of what is represented as one's
own work (plagiarism). Appropriate citation prevents this form of dishonesty. In addition,
academic dishonesty includes cheating in any form, the falsification of academic
documents, or the falsification of works or references for use in class or other academic
circumstances. When such dishonesty is discovered, the consequences to the student can
be severe.
Weekly Schedule (subject to change and adjustment)

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Week 1
09/05 Introduction to the course. Revision of the syllabus.
Homework (HW): - Review the Syllabus and prepare questions
- Read “Composition Toolkit” (SW 16-23), “My Laptop” (SW
44), “Reading a Photograph” (SW 741-742)
- Photograph analysis (SW 45)
- Question of the Day.
Week 2
09/10 The key rhetorical concepts of the course. Description of the Writing Project #1.
HW: - Read the assignment for the Writing Project# 1, prepare questions
- Read “Reading an Essay” (SW 738), “Your Assignment” graphic attachment
in the beginning of the book (SW), “This Just In; I’m Twittering” (SW 270-
271), “Drafting” (SW 12-13)
- Question of the Day
09/12 The concept of Genre. Planning the Writing Project#1. Group work: brainstorming.
HW: - Write the First Draft of the Writing Project #1. Bring 2 (TWO)
hard copies to class
- Read “On Photography” (304-307)
Week 3
09/17 The First Draft of the Writing Project #1 is due in the beginning of the class. 2
(TWO) COPIES
Peer review.
HW: - Continue revising the essay
- Read “Paragraphs: Focusing, Linking, and Developing” (LH 97-
117), “Revising” (SW 14), “The Photograph” (SW 252-253)
- Question of the Day
09/19 Grammar Workshop.
HW: - Complete the Final Draft of the Writing Project#1. Bring a hard copy to
class. Your final draft should demonstrate changes and improvements from the
previous version.
- Read “Reading an Advertisement” (SW 739)
- Advertisement analysis (SW 54-58)
Week 4
09/24 The Final Draft of the Writing Project #1 is due in the beginning of the class.
Introduction of the Writing Project#2. Group work. Vocabulary Enrichment.
HW: - Read “Slowed-Down Reading” (SW 71), “The Judgment of Thamus” by
Neil Postman (online)
- Question of the Day
09/26 Chaplin’s Modern Times. Group work.
HW: - Write a paragraph that addresses the article/image you chose to review.
What made you choose this article/image? Do you agree or disagree with the
author? Why?
- Find two reviews online or in print. Bring them to class.
- Read “Tone” (SW 188), “Projecting Genre Introduction” (SW 317-319)
- Photograph analysis (SW 320-321)

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Week 5
10/01 Group discussion of the reviews.
HW: - Start drafting your review
- Read “Defining a Main Idea or Thesis” (LH 45-49), “Developing a Thesis”
(LH 756-760), “Purpose” (SW 359), “The Veil” (SW 343-349)
- Write a working thesis of your review
10/03 Thesis statement. Thesis in review. Revision of working thesis statements.
HW: - Write the First Draft of the Writing Project #2. Bring 2 (TWO) hard
copies to class
- Read “Audience” (SW 439), “Never Just Pictures” (SW 367-372)
Week 6
10/8 The First Draft of the Writing Project #2 is due in the beginning of the class. 2
(TWO) COPIES
Audience. Peer- review session: thesis statement and audience of the review.
Vocabulary Enrichment.
HW: -Revise the draft of the Writing Project #2
- Advertisement analysis (SW 354-357, 373)
- Question of the Day
10/10 Gallery visit
HW: - Complete the Final Draft of the Writing Project#2. Bring a hard copy to class
- Read “Examining Difference Introduction” (SW 391-396)
Week 7
10/15 The Final Draft of the Writing Project #2 is due in the beginning of the class.
Gallery visit discussion. Introduction of the Writing Project #3.
HW: - Read “Structure” (SW 277), “Be Different!” (SW 409-413), “Reading an
Image” (SW 736-738)
- Analysis of images (428-433)
- Question of the day
10/17 Analysis of commercials. Group work: technology and Columbia College students.
HW: - Writing: Choose a technology from the list you developed in class and write
one paragraph why it is important to address this particular technology in the
proposal? Why did you choose this one opposed to other technologies? How
does it influence the students, positively and negatively? Write 2 pages
- Read “This is How We Lost to the White Man” (SW 447-461)
Week 8
10/22 Peer-review. Vocabulary Enrichment
HW: - Read “Adjectives and Adverbs” (LH 282-289), “Parallelism” (LH 387-400),
“Coordination and Subordination” (LH 400-414), “Confronting Class
Introduction” (SW 491-492)
- Analysis of images (493-497)
- Start drafting your Writing Project #3
10/24 Grammar workshop
HW: - Complete the First Draft of the Writing project #3. Bring 2 (TWO) hard
copies to class
- Read “The Dispossessed” (SW 529-535)
Week 9

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10/29 The First Draft of the Writing Project #3 is due in the beginning of the class. 2
(TWO) COPIES
Thesis and structure workshop
HW: - Make corrections in your draft
- Read “Language Choice” (LH 146-155), “Farmer in Chief” (SW 597-614)
- Question of the Day
10/31 Language Choice. Peer review.
HW: - Complete the Final Draft of the Writing Project #3. Bring a hard copy to
class
– Analyze images and read statistics (SW 30-41)
Week 10
11/5 The Final Draft of the Writing Project #3 is due the beginning of the class
Introduction to the Writing project #4. Vocabulary Enrichment.
HW: - Write: You have completed three of the five writing projects by now: how
has your experience in ENGL 160 been so far? How has your writing
improved? What elements do you feel you still need to work on? What
activities/lectures/readings have been most beneficial in your eyes? (2 pages
double spaced)
-Read “Watching TV Makes You Smarter” (SW 627-638)
11/7 Argumentative essay. Analysis of the argument
HW: - Read “Argument: Recognizing an Issue and Taking a Stand” (LH 748-759),
“Chapter Six” (SW 712-735)
- Using in class writing, compose 2 pages, explaining your stand in the issue of
technology further and choosing examples to support this stand. Think about the
texts you are going to use to support your claim. Bring 2 (TWO) hard copies to
class.
Week 11
11/12 Peer workshop: Beginning the task. Sign up for the presentation
HW: -Revise your material and start writing the First Draft of the Writing Project
#4
- Write down the working thesis of your Writing Project #4 and bring what
you have so far to class
- Read “Point of View” (SW 649), “Passing Likeness” (SW 561-577)
- Question of the Day
11/14 Thesis workshop. Class time to prepare for the presentation
HW: Complete the First Draft of the Writing Project # 4. Bring 2 (TWO) hard
copies to class
- Read “Reading a Painting” (SW 740-741)
- Analyze a painting and images (SW 516, 526-527)
Week 12
11/19 The First Draft of the Writing Project # 4 is due in the beginning of the class.
2 (TWO) COPIES
Peer review. Vocabulary Enrichment. Class time to prepare for the presentation
HW: - Further edit your Writing Project # 4 and bring a hard copy to class
- Prepare materials for the presentation
- Read “The Twentieth-Century University is Obsolete” (SW 644-647)

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- Question of a Day
11/21 Peer-review: thesis development. Class time to prepare for the presentation.
HW: - Prepare materials for the presentation
- Edit your essay
- Read “Imagining Homelands” (SW 204-213)
Week 13
11/26 Presentation
HW: - Write down (1 page double spaced) what materials and ideas from the
presentation are relevant to your project and why
- Integrate them into your working draft
- Bring a revised copy of your paper to class
- Get started on the Final Draft of your argumentative essay
- Read “Wordiness” (LH 442-454), “Avoiding Sexists and Discriminatory
Language” (LH 454-463)
11/28 Grammar workshop
HW: - Complete the Final Draft pf the Writing Project # 4 and bring a hard
copy to class
Week 14
12/3 The Final Draft of the Writing Project # 4 is due in the beginning of the class
Discussion of the portfolio. Cover letter as a genre. Introduction of the Writing
Project #5
HW: - Get started on your portfolio and cover letter
12/5 MLA format: Purdue OWL session. Vocabulary Enrichment
HW: - Complete the First draft of the Cover Letter. Bring 2 (TWO) hard copies
to class
- Continue working on your portfolio
Week15
12/10 The First Draft of the Writing Project #5 is due in the beginning of the class.
2 (TWO) COPIES
Cover letter workshop and discussion of your portfolios
HW: -Revise your essays for the portfolio.
-Submit the Final Draft of the Writing Project #5 and bring a hard copy
to class
12/12 The Final Draft of the Writing Project #5 and the Complete Portfolio are due
in the beginning of the class