Rhetoric 1302 – 019,
1302- 022
Spring 2003
University of Texas at Dallas
School of Arts & Humanities
DAYS/TIME : TR 12:30 p.m. - 1:45 p.m., 2:00 p.m.
– 3:15 p.m
LOCATION :
JO 4.122
Office: JO 4.118
Office Hours : Thursday 4:00 p.m. – 6:00 p.m.
Phone: 972-883-2018
Email: ritaboudard5@msn.com
UTD Rhetoric Website: http://lingua.utdallas.edu/rhetoric
Contains links to course syllabus, reference and
research resources, LRO, and LinguaMoo
Learning Record Online (LRO): http://lro.cwrl.utexas.edu
Course
Description
This
course focuses on critical thinking by using an integrated approach to writing
that teaches various rhetorical strategies for reading and constructing
arguments, both written and visual. You will learn to read texts critically
according to key components in argumentative discourse (i.e., claims, grounds,
explicit and implicit assumptions, fallacies, etc.) and to recognize the
different purposes of argument (i.e., to inquire, to convince, to persuade, to
negotiate). You will write and revise three to four papers based on issues and
controversies raised in the various texts read during the semester. The
assignments will give you extensive practice in reading critically and writing
according to the rhetorical conventions of an argumentative essay.
Student
work will be collected in an electronic portfolio called the “Learning
Record Online” (LRO) throughout the semester. Use of online technology
will enhance the level of feedback you receive, as well as give you experience
in the kinds of collaborative work that many organizations use routinely.
Online interaction and argumentative writing will comprise a large part of the
evaluation in the course. Other assignments will include interviews,
observations, and notes, all of which will be entered into your LRO. The LRO
portfolio is your most important argument in the course as it shows the sum
evidence of your learning, including your own observations and analysis of your
learning. You will belong to a “work group” for various
collaborative activities (i.e., discussion of readings, peer critiques), and
you will participate in mid-term and semester-end moderation readings of your
LRO portfolio for feedback from your peers. Because learning to read critically
and write responsively entails mastery of a process, your work will undergo
extensive revisions in response to peer readings and collaboration as well as conferencing
with your instructor.
The
Aims of Argument: A Rhetoric and Reader by Timothy Crusius and Carolyn Channell, fourth edition (not the
“brief” edition), 2002.
The
New Century Handbook by Christine
Hult and Thomas Huckin, brief edition, 2001.
Also
bring a floppy disk (PC-formatted if you use a PC, Mac-formatted if you use a
Mac). The Rhetoric classroom uses Macintosh computers that can read either
format. Most documents will be produced in Microsoft Word. Whether you use MS
Word outside of the classroom or not, it is best to save your files as rich
text format (RTF) to insure
compatibility between the word processing program you use and the one in your
classroom.
Because
participation is vital to successful completion of Rhetoric 1302, you should
attend every class. If you must be absent, check with your classmates or with
me for any work you missed that can be made up. Much of the work is done
collaboratively in class. Alternative assignments are generally not given, nor
can the instructor “re-teach” missed classes for individual
students. If you miss more than three classes, your grade will be negatively
affected and/or you may be encouraged to drop the class. Two tardies will count as one absence. Chronic
tardiness is unacceptable, as are coming to class unprepared, doing work that
is not for this course during class, sleeping in class, or using the computers
or other personal electronic devices for personal messaging, research, or
entertainment. Please turn off cellular/mobile phones, pagers, and other
personal electronic devices during class.
Please
note my regular office hours above. You also can arrange to see me at other
times that are mutually convenient. Office hours belong to you just as much as
our class time. Don’t hesitate to take advantage of my availability and
the help I am ready to offer. If you need to contact me outside of classtime or
office hours, it is best to communicate with me by email ritaboudard5@msn.com
rather than the office phone.
This
class offers you an approach to learning that may be different from your past
experiences. Because the course is concerned with your development as a
critical reader and writer, the grading strategy will track and monitor that
development. Your work will be collected in an electronic portfolio called the
Learning Record Online (LRO). Your assignments will not receive individual
grades, but will receive individual attention from me and your classmates. Your
mid-term and final grades will be based on your portfolio of written
observations and your work samples, including collaborative work and your three
major essays, as well as completion of each component of your LRO. In the final
step to completing your LRO, you will argue for your grade by summarizing your learning and estimating the
grade that the evidence of your learning supports. In other words, you will
directly apply what you learn in this course, argumentative writing, by arguing
for your own grade. However, each component of the LRO is vital to a quality
body of work: your attendance, participation, promptness, level of writing.
effective arguments, creativity, collaboration, sound rhetorical skills,
competent use of technology—all of these things and more contribute to an
outstanding portfolio.
Your
goal is to demonstrate your development toward mastery of five course strands
(rhetoric, research, technology, collaboration, and critical thinking) and
development across five dimensions of learning (confidence and independence,
skills and strategies, knowledge and understanding, use of prior and emerging
experience, and reflectiveness). These goals will be discussed throughout the
course. Keep in mind that although we do give + and – grades at UTD, the
general criteria for grading your Learning Record is still based on the A-F
scale.
Grades,
then, will reflect the following accomplishments:
A Represents outstanding participation in all course
activities; all assigned work completed, with very
high quality in all work produced for the course. Evidence of significant development across the five
dimensions of learning and five course strands.
B Represents
excellent participation in all course activities; all assigned work completed,
with consistently high quality in course work. Evidence of marked development
across the five dimensions of learning and five course strands.
C Represents
good participation in all course activities; all assigned work completed, with
generally good quality overall in course work. Evidence of some development
across the five dimensions of learning and five course strands.
D Represents
uneven participation in course activities; some gaps in assigned work
completed, with inconsistent quality in course work. Evidence of development
across the five dimensions of learning and five course strands is partial or
unclear.
F Represents
minimal participation in course activities; serious gaps in assigned work
completed, or very low quality in course work. Evidence of development is not
available.
Plagiarism
is the representation of another person’s work as your own, whether you
mean to or not. For example, copying or paraphrasing passages from another
writer’s work without acknowledging that you’ve done so is
plagiarism. Allowing another writer to write any part of your essay is
plagiarism. Copying or purchasing a paper from any source is plagiarism.
Plagiarism
is a serious offense. The possible consequences range from failing the
assignment to failing the course, or worse. Each incident of plagiarism at UTD
must be reported to the administration. If you are not sure how to properly
cite a quoted or paraphrased source, or if you need help with the format of a
citation, check with the New Century Handbook and/or with your teacher.
Although you can (and, in fact, should) seek help and advice from friends,
classmates, tutors, and others, be sure that your written work is your own.
See
the Undergraduate Catalog for information about the consequences of Scholastic
Dishonesty, or view the policy here (which is also a link on the Rhetoric
Program website):
http://www.utdallas.edu/student/slife/dishonesty.html.
First
Essay: An essay to convince or
persuade on the topic of race and class. Using the assigned readings in Aims and your own research, make an argument using
multiple reasons supported by evidence to convince your audience to accept your
argument or to persuade your audience to perform a specific action based on the
principles of your argument.
First
draft due: February 18
Final
draft due: February 25
Second
Essay: An integrated textual and
visual essay that examines and analyzes the argument of a visual image in terms
of its rhetorical elements: composition, presentation, intended audience, and
effect. This essay will be created and archived in Lingua MOO. Your image may
come from the visuals in Aims,
other publications, Internet, or other media.
First
draft due: March 13
Final
draft due: March 20
Third
Essay: An essay to resolve a
conflict by addressing the needs of opposing sides. Using readings from Chapter
10 “Casebook on 9/11” in Aims and your own research, make an argument that mediates and offers a
possibility for consensus that can move the opposing views to new ground.
Brief
for essay due: April 3
First
draft due: April 8
Second
draft due: April 15
Final
draft due: April 22
Learning Record Online: This is an online resource for
managing and documenting the work and learning you do in this class. Various
assignments will be due throughout the semester, and all observations, drafts,
and essays must be included in the LRO on the date due.
Parts
A.1 and A.2 are due: January 23
Parts
B.1 and C.1 are due: February 27
Parts
B.2 and C.2 are due: April 22
Remember:
all drafts and final drafts must be recorded online in your LRO and turned in
to me in hard copy (using MLA format and citation and including a Works Cited
page) on the dates they are due.
Syllabus
Itinerary (subject to change)
[Assignments
are due by the next class period unless noted otherwise]
Tue. 1/14: In-class: Intro to course and Rhetoric program website, collect email
addresses
Assignments: Obtain books and course materials; Read Aims Chs 1-2
Thur. 1/16 : In-class: Intro to LRO and keeping a notebook; Discussion of Aims Chs 1-2
Assignments: Record an observation in your LRO; Read Ch 3 in Aims;
Familiarize yourself with The New Century Handbook; Complete LRO parts A.1 and A.2 by 1/23
Tue. 1/21: In-class: Discussion of Ch 3 on Toulmin method and New Century Handbook and its resources; Small Groups Toulmin
analysis of Amber Young’s “Capital Punishment” (p 63)
Assignments: Record an observation on this exercise in your LRO; Read Aims Ch 6 and Introduction to Ch 16,
“Race and Class: Examining Social Inequality”, Bruce Robert’s
photograph, and Ryszard Kapuscinski’s “Second Thoughts about
America’s Racial Paradise” (Aims 840-849)
Thur. 1/23: In-class: DUE: LRO parts A.1 and A.2; Discussion of Aims Ch 6, Robert’s photograph, and Kapuscinski essay.
Assignments: Record an observation in your LRO; Read Michael Lind’s
“The Beige and the Black” and Abigail and Stephan
Thernstrom’s “Black Progress: How Far We’ve Come-And How Far
We Have to Go” (Aims 850-62)
Tue. 1/28: In-class: General class and Small Groups discussions of Questions for
Discussion following Lind and Thernstrom essays.
Assignments: Record an observation in your LRO; Read Ramey photograph,
Darling-Hammond’s “Unequal Opportunity: Race and Education,”
and Shelby Steele’s “The Recoloring of Campus Life” (Aims 863-883)
Thur. 1/30: In-class: Discussion of Ramey photograph, Darling-Hammond, and Steele
essays.
Assignments: Record an observation in your LRO; Read Aims Ch 7 on Arguing to Convince
Tue. 2/4: In-class: Discussion of Aims Ch 7
Assignments: Read Aims Ch 8 on Arguing to Persuade, especially a close
reading of Martin Luther King’s “Letter from Birmingham Jail”
Thur. 2/6: In-class: Discussion of Ch 8 and King’s “Letter”;
Discussion of specific forms of appeal, constructing your audience, and
creating briefs
Assignments: Record an observation in your LRO; Decide on your essay topic
and create a working rhetorical prospectus in your Notebook (see Aims p 21) and paste into your LRO as work
sample by 9/19; Create a brief for your essay to convince/persuade (see Aims p 220-242) and bring to class on 9/19.
Tue. 2/11: In-class: Paired discussions of briefs; Class discussion of grammar,
format, and mechanics (bring New Century Handbook)
Assignments: Record an observation in your LRO; Read Aims Ch 5 on Writing
Research-based Arguments; Read New Century Handbook on MLA format and how to cite and create
a works cited page; Write first draft of essay #1 and enter in LRO.
Thur. 2/13: In-class: Teacher conference and writing on essay #1 revisions. Peer
reviews.
Assignments: Record an observation in your LRO; Continue work on essay # 1
Tue. 2/18: In-class: First draft of essay #1 due today in LRP. Teacher conference and
writing on essay #1 revisions
Assignments: Read Ch 4 in Aims “Reading and Writing about Visual Arguments”; Complete
final draft of essay # 1,due 2/25
Thur. 2/20: In-class: Discussion of Aims Ch 4
Assignments: Do Following Through #2 in Aims, p 79 and enter your notes as a work
sample in LRO, plus be prepared to discuss your cartoon with the class; Record
an observation in your LRO.
Tue. 2/25: Final draft of Essay #1 due. In-class: Discuss your editorial cartoon and
explain its argumentative tactics; Class discussion of photos in Aims Ch 10, 9/11 Casebook; discuss copyright
policies on the use of images
Assignments: Do research on image to use for Visual Rhetoric Essay #2; Decide
on image for your essay #2 and bring it to class on Thur. 2/27 [BE SURE TO NOTE
EXACT SOURCE OF IMAGE].
Thur. 2/27: In-class: Introduction to Lingua MOO (integrated and interactive visual
and textual argument)
Assignments: Set your preferences and describe your character at Lingua MOO
(link to your own photo if you want); read student samples of LRO Parts B.1
(Analysis) and C.1 (Evaluation) in LRO.
Tue. 3/4: In-class: MOO workshop on creating rooms and objects to support visual
rhetoric analysis; Class discussion of LRO parts B.1 and C and creating LRO
work sample for MOO visual argument rooms
Assignments: Describe your room(s) at Lingua MOO and experiment with using
your room(s) and objects to analyze your chosen image; Record an Observation in
your LRO; Complete parts B.1 and C.1 of LRO due Thur. 3/6
Thur. 3/6: In-class: Parts B.1 and C.1 of LRO due today. Moderation readings.
Assignments: Record an Observation about moderation readings in your LRO;
Complete first draft of Visual Argument MOO Essay #2 by 10/17 (create recorders
for each room, drop them in the room, and turn them on).
Spring Break, no classes all week.
Tue. 3/18: In-class: First draft of Visual argument MOO rooms due; Class tour of MOO rooms and peer
critiques of rooms
Assignments: Read Aims Ch 9 “Resolving Conflict: Arguing to Negotiate and
Mediate”
Thur. 3/20: In-class: Final draft of Visual argument MOO rooms due (make sure LRO
link to MOO rooms is complete and accurate, and create additional LRO work
sample that links to MOO logs of peer critiques); In class discussion of Aims Ch 9
Assignments: Complete Follow Through #1 at top of p 319 in Aims by writing a short 1-page response and
enter it as a Work Sample in your LRO by 3/13; Read Part 1 of Aims Ch 10 (pp 345-361, Getting Oriented and
Recalling the Attack)
Tue. 3/25: In-class: Discussion of Part I of Aims Ch 10; Small groups meet at Lingua MOO
to record discussion as you each recall the attack from your own experience of
it
Assignments: Create LRO Work Sample that links to the MOO log by 3/27; Read
Part II of Aims Ch 10
(361-422)
Thur. 3/27: In-class: Discuss Aims Part II of Ch 10 pp 361-422
Assignments: Record an Observation in your LRO; Read first half of Part III
of Aims Ch 10 (pp
423-448)
Tue. 4/1: In-class: Discussion of Aims Ch 10 pp 423-448
Assignments: Read last half of Aims Part III of Ch 10 (pp 448-465); Choose topic from 9/11
Casebook and create a working rhetorical prospectus for your mediatory essay #3
in your Notebook
Thur. 4/3: In-class: Discussion of Aims Ch 10 pp 448-465
Assignments: Record an Observation in your LRO; Write a brief for your
essay #3 and enter it as a Work Sample in your LRO by Tue. 4/8
Tue. 4/8: In-class: Brief for Essay #3 due in LRO; 9/11 Roleplay in Lingua MOO (create LRO
Work Sample that links to the MOO roleplay log in which you participated)
Assignments: Review Ch 9 on Arguing to Mediate or Negotiate; Review Ch 5 on
researching arguments and evaluating sources; Work on first draft of essay
#3 due Tue. 4/8 in LRO
(visual component is allowed, but not required)
Thur. 4/10: In-class: Writing in class on first draft of essay #3
Assignments: Continue working on first draft; bring hard copy of first draft
to class on Thu 11/14
Tue. 4/15: In-class: Second draft of essay #3 due in LRO; Discussion of revision techniques and
elevating style (bring New Century Handbook); Peer reviews of first drafts
Assignments: Continue working on essay #3
Thur. 4/17: In-class: Conference with instructor; revision on
essay #3. In-class writing.
Assignments: Continue working on essay #3
Tue. 4/22: In-class: Conference with instructor; student evaluations of course
Assignments: Complete final draft of essay #3 in LRO and Complete LRO parts B.2 and C.2 all
due by Thur. 4/24
Thur. 4/24: Last day
of class. Attendance is required and expected. In-class: Final draft of essay #3 due in LRO;
LRO parts B.2 and C.2 due today.