Course Descriptions
Landmarks in Rhetorical Theory
This course was a survey of the major conceptual innovations in the history of rhetorical theory. In particular, we investigated the conceptions of rhetoric prevalent in antiquity and how they inform contemporary perspectives on rhetoric. In order to carry this off, we conceptualized rhetoric as an attempt to answer the following question: what is the relationship between what is true and what is good? This course satisfied the history, theory and research requirement for the minor.
Style and Rhetorical Grammar
“Be concise. Don’t split infinitives. Write with flow. Don’t end a sentence with a preposition. Avoid the passive voice. Never use “I” in academic writing.” Everyone has these maxims about writing and grammar. This course interrogated those maxims, and provided systematic ways to draft, revise, and polish prose based on the needs and demands of the audience. More specifically, students considered matters of sentence structure and sentence rhythm, cohesion and concision, as well as voice and point of view. Through a series of shorter and longer writing assignments, in-class exercises and activities, and course readings, students honed their writing and grammar skills, all with the goal of writing with improved clarity and grace. This course satisfied the Applied Writing requirement for the minor
Theories of Writing
This course introduced a number of theories of writing, providing an overview of complex issues and research into the state and status of writing and writers. It took up such questions as these: What is writing? Where did it come from? How did it develop- and did it do so the same or differently in other cultures? How do writers develop- and what accounts for differences? What are different types of writing, different situations for writing, different tools and practices- and how to these interconnect? What does it mean to study writing? How have major figures theorized writing, and what tensions emerge among their theories? What are relationships among thought, speech, and writing- and among image, film/video, and sound? How do such theories change our notions of what texts are and what texts do? Students learned how various theorists, historians, and researchers answer these questions, and they applied that knowledge to their own projects. This course satisfied the Introduction to Theories of Writing requirement for the minor.
Newswriting and Reporting
In today's media age, news reporters and writers need two basic things: Practical, on-the-job skills and critical thinking skills. Students learned and developed hands-on skills by reporting and writing stories on national issues of importance, by covering local DU meetings, and by interviewing people and professionals at DU and beyond. Students were pushed to develop and expand reporting and writing skills for a variety of media formats, including print, broadcast, online and public relations media — and students do that by writing, a lot, both in and out of class. Students were also encouraged to expand your reporting and writing skills by reading as much good reporting and writing as possible. That means following all types of news sources through a variety of touchpoints: mobile apps, standalone websites, and even the printed page (magazine, newspaper, etc). This course satisfied the Applied Writing requirement for the minor.
Capstone: Writing Design and Circulation
The primary goal of this capstone course for the Minor in Writing Practices was to create and present a professional electronic/web-based portfolio synthesizing university writing experiences. The portfolio showcases and offers reflective insight into a student’s writings, demonstrating the writer’s ability to navigate diverse rhetorical situations. Students learned theories and practices for selecting, arranging, and circulating/publishing written work, culmination in a required portfolio that synthesizes their university writing experiences. In addition to practicing principles of editing and design, students produce a substantive revision of a previous piece of their own writing and composed a theory of writing that synthesized analyses of their practices with published scholarship and research. The course covered design considerations and strategies and offers studio time for peer and instructor feedback. It culminated with a public showcase.