University of Texas at Dallas
School of Arts & Humanities
Rhetoric 1302
Spring 2003
Section 006 M W F 10:00-11:50
Location: JO 4.306
Office: JO 4.118 Office Hours: Wed 12:00-1:00
Home Phone: 214-772-9608
My web site: www.utdallas.edu/~pjb011000
My web site contains links for many resources, the LRO, Lingua Moo, the course syllabus for download and many handouts for the course. You should become very familiar with it.
The UTD Rhetoric Website is at:
http://lingua.utdallas.edu/rhetoric
It contains links references and research resources, the LRO, and LinguaMoo.
The Learning Record Online (LRO) web site is at:
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.
Learning Record Online
Student work will be collected in an electronic portfolio called the ÒLearning Record OnlineÓ 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 Òwork groupÓ 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.
The Rhetoric classroom uses Macintosh computers running OS X. You should bring a CD-RW. 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 Òre-teachÓ 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. DonÕt hesitate to take advantage of my availability and the help I am ready to offer. If you need to contact me outside of class time or office hours, it is best to communicate with me by email 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 your classmates and me. 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, and competent use of technologyÑall of these things and more contribute to an outstanding portfolio.
Your goal is to demonstrate your development toward mastery of five course strands and development across five dimensions of learning listed below. These goals will be discussed throughout the course.
The Five Course Strands:
Rhetoric - Rhetoric, where we will explore the uses of rhetoric in constructing place, activity, persona, and audience, in addition to arguing to inquire, convince, persuade, and negotiate/mediate. This strand also encompasses style, grammar, punctuation, and format conventions.
Information and Technology -- Information and technology, where we will explore recently developed technologies for research, composing, and communication.
Research -- Research, where we will use a wide variety of conventional and online search strategies to gather information about a topic.
Collaboration -- Collaboration, where we will gain experience working with others to achieve a common goal.
Critical Thinking -- Critical thinking is the analysis of any attempt at persuasion, based on an evaluation of the form and content of that attempt. Thinking critically is a strategy for determining how to persuade others, and whether to be persuaded ourselves. To these ends, we will pay particular attention to cultural and individual assumptions, to evidence and other types of support, to arguments and fallacies, and to rhetoric and language.
The five dimensions of Learning:
Within the Learning Record process, you, the student, are actively searching for, and documenting, positive evidence of your development across the five dimensions. These five dimensions cannot be "separated out" and treated individually; they are dynamically interwoven and interdependent, and learners should expect to make progress across each. Following is a detailed description of the five dimensions of learning:
Confidence and Independence -- Confidence and independence in our own reading, writing, and thinking abilities. We see growth and development when learners' confidence and independence become coordinated with their actual abilities and skills, content knowledge, use of experience, and reflectiveness about their own learning. It is not a simple case of Òmore (confidence and independence) is better.Ó The overconfident student who has relied on faulty or underdeveloped skills and strategies learns to ask for help when facing an obstacle; the shy student begins to trust her own abilities and begins to work alone at times, or to insist on presenting her own point of view in discussion. In both cases, students develop along the dimension of confidence and independence.
Skills and Strategies -- Specific skills and strategies involved in composing and communicating effectively, from concept to organization to polishing grammar and correctness, and including technological skills for computer communication. Skills and strategies represent the "know-how" aspect of learning. When we speak of ÒperformanceÓ or Òmastery,Ó we generally mean that learners have developed skills and strategies to function successfully in certain situations.
Knowledge and Understanding -- Knowledge and understanding refers to the "content" knowledge gained about new technologies, rhetoric, research methods, the topics we write about, the methods of organizing and presenting our ideas to others, and so on. Knowledge and understanding is the most familiar dimension, focusing on the Òknow-whatÓ aspect of learning. What is ÒpersonaÓ in rhetoric? Where can I find reliable information on a particular topic? What is a Òhome pageÓ on the World Wide Web? These are typical content questions.
Use of Prior and Emerging Experience --The use of prior and emerging experience involves the ability to draw on our own experience and connect it to our work. A crucial but often unrecognized dimension of learning is the ability to make use of prior experience as well as emerging experience in new situations. It is necessary to observe learners over a period of time while they engage in a variety of activities in order to account for the development of this important capability, which is at the heart of creative thinking and its application. In predetermined learning situations we cannot discover just how a learner's prior experience might be brought to bear to help scaffold new understandings, or how ongoing experience shapes the content knowledge or skills and strategies the learner is developing.
Critical Reflection -- Reflection refers to our developing awareness of our own learning process, as well as more analytical approaches to reading, writing, and communication. When we speak of reflection as a crucial component of learning, we are not using the term in its commonsense meaning of reverie or abstract introspection. We are referring to the development of the learner's ability to step back and consider a situation critically and analytically, with growing insight into his or her own learning processes, a kind of metacognition. Learners need to develop this capability in order to use what they are learning in other contexts, to recognize the limitations or obstacles confronting them in a given situation, to take advantage of their prior knowledge and experience, and to strengthen their own performance.
Grading:
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 personÕs work as your own, whether you mean to or not. For example, copying or paraphrasing passages from another writerÕs work without acknowledging that youÕve 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 Project: 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 12
Final draft due: February 19
Second Project: 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 7
Final draft due: March 17
Third Project: An essay to resolve a conflict by addressing the needs of opposing sides. Using readings from Chapter 10 ÒCasebook on 9/11Ó 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 due: April 4
First draft due: April 9
Final draft due: April 16
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 24
Midterm Essay (Parts B.1 and C.1) is due: March 5
Final Essay (Parts B.2 and C.2) is due: April 28
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) by the dates they are due.
Syllabus Itinerary (subject to change)
[Assignments are due by the next class period unless noted otherwise]
Mon 1/13: In-class: Intro to course and Rhetoric program website
Assignments: Read Aims Chs 1-2; Send email to me by Friday, Jan 17
Wed 1/15: 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 1/24
Fri 1/17: In-class: Discussion of Ch 3 on Toulmin method and New Century Handbook and its resources
Assignments: Do Toulmin analysis of Amber YoungÕs ÒCapital PunishmentÓ (p 63);
Mon 1/20: MARTIN LUTHER KING DAY HOLIDAY
Wed 1/22: In-class: Groups workshop on Toulmin diagrams of YoungÕs essay
Assignments: Record an observation on this exercise in your LRO; Read Aims Ch 6 and Introduction to Ch 16, ÒRace and Class: Examining Social InequalityÓ, Bruce RobertÕs photograph, and KapuscinskiÕs ÒSecond Thoughts about AmericaÕs Racial ParadiseÓ (Aims 840-849)
Fri 1/24: In-class: DUE: LRO parts A.1 and A.2; Discussion of Aims Ch 6, RobertÕs photograph, and Kapuscinski essay.
Assignments: Record an observation in your LRO; Read LindÕs ÒThe Beige and the BlackÓ and Abigail and Stephan ThernstromÕs ÒBlack Progress: How Far WeÕve Come-And How Far We Have to GoÓ (Aims 850-62)
Mon 1/27: In-class: Groups workshop on Questions for Discussion following Lind and Thernstrom essays.
Assignments: Record an observation in your LRO; Read Ramey photograph, Darling-HammondÕs ÒUnequal Opportunity: Race and Education,Ó and Shelby SteeleÕs ÒThe Recoloring of Campus LifeÓ (Aims 863-883)
Wed 1/29: 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
Fri 1/31: In-class: Discussion of Aims Ch 7
Assignments: Read Aims Ch 8 on Arguing to Persuade, especially a close reading of Martin Luther KingÕs ÒLetter from Birmingham JailÓ
Mon 2/3: In-class: Discussion of Aims Ch 8 and KingÕs ÒLetterÓ
Assignments: Read Aims Ch 5 on Writing Research-based Arguments; 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 2/5
Wed 2/5: In-class: Wrap-up discussion of Ch 8 and 16; Discussion of specific forms of appeal, constructing your audience, and creating briefs
Assignments: Record an observation in your LRO; create a brief for your essay to convince/persuade (see Aims p 220-242) and bring to class on 2/10
Fri 2/7: Library Tour
Assignments: Record an observation in your LRO; Read New Century Handbook on MLA format and how to cite and create a works cited page; read student samples of LRO Parts B.1 (Analysis) and C.1 (Evaluation) in LRO;
Mon 2/10: In-class: Paired discussions of briefs; Class discussion of LRO parts B.1 and C.1; Grammar, format, and mechanics discussion (bring New Century Handbook)
Assignment: Work on draft of essay #1, due 2/12
Wed 2/12: In-class: First draft of essay Project #1 due today. Peer reviews.
Assignments: Record an observation in your LRO
Fri 2/14: In-class: Teacher conference and in-class writing.
Assignments: Continue work on essay # 1
Mon 2/17: In-class: Teacher conference and writing on essay #1 revisions
Assignments: Read pp 69-86 of Ch 4 in Aims ÒReading and Writing about Visual ArgumentsÓ
Wed 2/19: Final draft of Essay Project #1 due; In-class: Discussion of Aims Ch 4 pp 69-86
Assignments: Complete reading Ch 4 in Aims, pp 86-105; 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
Fri 2/21: In-class: Discuss your editorial cartoon and explain its argumentative tactics
Assignments: Research on image to use for Visual Rhetoric Essay #2; Look over photos in Aims, Casebook on 9/11 (pp 347-353) and be prepared to discuss photos as persuasion using emotional appeal (review Aims pp 252, 276-278).
Mon 2/24: In-class: Discuss photos in 9/11 Casebook; discuss copyright policies on the use of images
Assignments: Record an observation in your LRO; decide on image for your essay #2 and bring it to class on Mon, 10/7 [BE SURE TO NOTE EXACT SOURCE OF IMAGE]
Wed 2/26: 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)
Fri 2/28: In-class: MOO workshop on creating rooms and objects to support visual rhetoric analysis
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
Assignments: Complete Midterm Essay (parts B.1 and C.1 of LRO) due on Wed, 3/5
Mon 3/3: In-class: Using Lingua MOO for research and collaboration (create note objects; link to images; set up recorders in your rooms, etc.); Creating LRO work sample for MOO visual argument rooms
Wed 3/5: In-class: Midterm Essay (parts B.1 and C.1 of LRO) due today. Moderation readings. Midterm Essay must be added to your LRO prior to the start of class. Anyone who has not completed B.2 C.2 cannot participate in Moderation Readings.
Assignments: Record an Observation about moderation readings in your LRO;
Fri 3/7: In-class: First draft of Visual argument MOO rooms due; Class tour of MOO rooms and peer critiques of rooms
Assignments: Work on revisions of MOO rooms based on feedback recorded during class tour
Mon 3/10-Sat 3/15: SPRING BREAK
Mon 3/17: In-class: Final draft of Visual argument MOO rooms due (create work sample and link to your MOO rooms in your LRO);
Assignments: Read Ch 9 ÒResolving Conflict: Arguing to Negotiate and MediateÓ
Wed 3/19: In-class: Discussion of Ch 9 (293-320)
Assignments: Record an Observation in your LRO; 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 3/24
Fri 3/21: In-class: Discussion of Ch 9 (320-339)
Assignments: Read Part 1 of Aims Ch 10 (pp 345-361, Getting Oriented and Recalling the Attack)
Mon 3/24: In-class: Discussion of Part I of Aims Ch 10
Assignments: Groups meet at Lingua MOO to record discussion as you each recall the attack from your own experience of it; create Work Sample that links to the MOO log by Wednesday, 10/30; Read first half of Part II of Aims Ch 10 (361-393)
Wed 3/26: In-class: Discuss Aims Ch 10 pp 361-393
Assignments: Read last half of Part II of Aims Ch 10 (393-422)
Fri 3/28: In-class: Group MOO discussion due in LRO; Discussion of Aims Ch 10 pp 393-422
Assignments: Record an Observation in your LRO; Read first half of Part III of Aims Ch 10 (pp 423-448)
Mon 3/31: 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
Wed 4/2: In-class: Discussion of Aims Ch 10 pp 448-465
Assignments: Record an Observation in your LRO; Write a brief for your Essay Project #3 and enter it as a Work Sample in your LRO by Friday, 4/4
Fri 4/4: In-class: Brief for Essay #3 due in LRO; Review Ch 9 on Arguing to Mediate or Negotiate; Review Ch 5 on researching arguments and evaluating sources
Assignments: Work on first draft of Essay Project #3 due Wed 4/9 in LRO (visual component is allowed, but not required)
Mon 4/7: In-class: Writing in class on first draft of Essay Project #3
Assignments: Continue working on first draft; bring hard copy of first draft to class on Wed 4/11
Wed 4/9: In-class: First draft of Essay Project #3 due in LRO; Peer reviews of first draft of essay #3
Assignments: Continue working on essay #3 using peer feedback
Fri 4/11: In-class writing of revisions of draft of Essay Project #3
Assignments: Continue working on Essay Project #3
Mon 4/14: In-class: Discussion of revision techniques and elevating style (bring New Century Handbook); In-class writing on essay #3
Assignments: Continue work on Essay Project #3
Wed 4/16: In-class: Final draft of essay #3 due in LRO;
Assignments: begin reviewing elements of the LRO in preparation of writing Final Essay
Fri 4/18: In-class: Continue reviewing LRO for Final
Assignments: Prepare brief and begin writing first draft of Final Essay
Mon 4/21: In-class: Continue reviewing LRO for Final
Assignments: Continue work on draft of Final Essay
Wed 4/23: Peer Review of drafts of Final Essay
Fri 4/25: In-class: Continue Peer Review of Final Essays
Assignments: Complete Final Essay and add to Parts B.2 and C.2 of LRO. ImportantÑthe Final Essay is due Monday 4/28 prior to start of class
Mon 4/28: LRO parts B.2 and C.2 due today. Final Moderation readings.
No one will be able to participate in Final Moderations if his or her Final Essay has not been added to Part B.2 C.2 of LRO