John Tiedemann writ 1133:

Writing & Research

Zoom Study Hall: Winter 2023
Tues.: 11:00 a.m.–12:30 p.m. MW 2:00–3:50 p.m.
Thurs: .: 6:00–7:30 p.m. Sturm 258
Contact me via Canvas messenger.

• writ 1133: Human Rights / Humans Write

 THE CLASS
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 historical social practice,
and as a global urban 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, you’ll test Lynn Hunt’s 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 Digital City: For this project, you’ll write an ethnographic study of a local 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.

TEXTS
All readings, viewings, etc., will be posted on Canvas.

Your own texts are also a central element of this class — so please bring your laptop to every class
meeting.
 GOALS AND FORMAT
• 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 and the rhetorical differences between writing for specialized
academic audiences and for broader public ones. 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, 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 other’s
work. You can also expect to spend approximately 4–8 hours each week working outside of class.
Finally, because a quality piece of writing results from many revisions, you will write each of your papers
in stages and revise them with guidance from me and your classmates.
• Conferences and study halls
Each of you will meet with me individually for two required and graded conferences: once during
Week 6 and once during Week 10.
I’ll be holding optional Zoom study halls on Tuesdays from 11:00 a.m. to 12:30 p.m. and on Thursdays
from 6:00-7:30 p.m. Come by to talk about writing and rhetoric, or to get feedback on your work, or
just to hang out quietly and write — I’ll be doing the same!
 POLICIES
• Participation
For each class meeting, you will receive up to 10 points toward your final grade: up to 5 for the writing
assignment due that day, and up to 5 for your participation in class discussion and/or quizzes.
Ø Homework: All writing assignments are to be submitted on Canvas by the start of class on the day
they are due. A student will receive 10 points for submitting a complete and manifestly thoughtful
draft of their response to the assignment. (By “manifestly thoughtful” I mean clear, coherent, and
on topic.) They’ll receive 5 points for submitting a draft that is either incomplete and/or sloppily
composed. A student will receive no points should they neglect to submit their assignment when it
is due.
Ø In-class participation: You’ll participate in class in all sorts of ways: sometimes by talking with your
classmates and me about texts and ideas; sometimes by responding to your classmates’ writing;
sometimes by drafting and revising writing of your own. Students who take part in class activities
thoughtfully, helpfully, and energetically will receive 10 points each class, A student will receive no
points if they fail to attend class, if they distract their classmates, or if they waste valuable class time
by checking email, Facebook, etc., or otherwise disengaging.
• 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 preparing by
posting homework on time).
• Late Work
Assignments are due when they are due. Assignments that come in late, that aren’t shared correctly,
or that are incorrectly labeled will not receive credit or feedback from me.
• Contacting me
Drop in to Zoom Study Hall — I’ll be happy to see you! Alternately, you can message me on Canvas. I
usually respond to Canvas messages within a day or two, less often on weekends.
• Civility and Tolerance
The Writing Program affirms DU’s 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 repri-
manded 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 individual’s 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 Avoid-
ing Plagiarism,” which states, “In an instructional setting, plagiarism occurs when a writer deliberately
uses someone else’s language, ideas, or other original (not common-knowledge) material without
acknowledging its source” (http://wpacouncil.org/node/9). DU’s 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).
• Technology in the classroom
Obviously, you’ll need your laptop for class, whether online or in person. But you are only to use it to
work — so no surfing the web, no email, no social media, etc. You are also not permitted to record
class in any way. And, before class starts, you are to turn off your phone, put it away, and leave it there.
I won’t be reminding students to observe these rules. If a student breaks them, I’ll simply deduct their
participation points for the day. If a student breaks them repeatedly, we’ll need to discuss whether
they are better off taking the class at a later date.
 GRADES
I’ll give you feedback and a provisional grade on each fully drafted essay. Those grades will rise, fall,
or stay the same depending upon how effectively you revise. All final drafts of all essays are due to
me on Canvas by noon on Wednesday, March 16. In addition to the grades that you receive for your
essays, you will also receive a grade for class participation and for the work you do to prepare for
your conferences with me. Here’s the breakdown:

Essay 1: 150 points

Essay 2: 150 points
Essay 3: 150 points
Reflective essay: 200 points
Class participation: 10 points per class x 15 = 150 points
Conference prep: 100 points per conference x 2 = 200 points
TOTAL 1000 points
Here’s the scale I’ll use to calculate your final grade for the course:
A 930-1000
A- 900-929
B+ 870-899
B 830-869
B- 800-829
C+ 770-799
C 730-769
C- 700-729
D+ 670-699
D 630-669
D- 600-629
F 0–599
 CALENDAR
W Jan. 4 Introduction
M Jan. 9 Applying a concept and generating a thesis: Lynn Hunt, Inventing Human
Rights.
W Jan. 11 Supporting and developing a thesis through analysis.
M Jan. 16 CLASS CANCELED FOR MLK DAY
W Jan. 18 Making an argument flow
M Jan. 23 • Full draft of Essay 1 due.
Telling a true story: Taylor Branch, At Canaan’s Edge, “Memphis.”
W Jan. 25 Putting a story in context: selected student writing.
M Jan. 30 Conducting library research.
W Feb. 1 Incorporating library research
M Feb. 6–10 • Full draft of Essay 2 due.
Conferences.
M Feb. 13 Creating a conversation: Lewis Mumford, “What Is a City?” and Sharon Zukin,
“Whose Culture? Whose City?”
W Feb. 15 Generating a question. (Mumford and Zukin, cont’d.)
M Feb. 20 Conducting an interview.
W Feb. 22 Observation and participation.
M Feb. 27 Writing an ethnography: selected student writing.
M Mar. 1 Reflecting on your work.
M March 6–10 • Full draft of Essay 3 due.
Conferences.
*M March 13 Reflecting and revising.
Final drafts of all essays due on Canvas by noon on Saturday, March 18.