Rhetoric 1302 – sections 001, 004
Spring 2002
University of Texas at Dallas
School of Arts & Humanities
*MWF [section 001 9 a.m. – 9:50 a.m., section 004 10 a.m. – 10:50 a.m.]
*JO 4.122
Office: JO 4.118
*Office Hours: M 12-1, W 12-1
Phone: 972-883-2018
*Email: aimee-brown@sbcglobal.net
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.
Supplemental Handouts
Suggested Texts and Supplies
Any collegiate dictionary (however www.dictionary.com is a good website)
Also bring a CD-R Recordable CD (PC-formatted if you use a PC, Mac-formatted if you use a Mac). The Rhetoric classroom uses Macintosh OS X 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 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 class time or office hours, it is best to communicate with me by email (aimee-brown@sbcglobal.net) 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 12
Final draft due: February 19
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 7
Final draft due: March 17
Third Essay: An essay to resolve a conflict by addressing the needs of opposing sides. Using readings from Chapter 12 “Feminism: Evaluating the Effects of Gender Roles” 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 4
First draft due: April 9
Final draft due: April 25
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
Parts B.1 and C.1 are due: March 5
Parts B.2 and C.2 are 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) on the dates they are due.
Note from the Instructor:
As we go through this semester together, I want you to understand the use of argumentative tactics in rhetoric and how to use them yourself. This will be a very intense, time-demanding process, but one I hope you will enjoy and one that can be personally rewarding for you not only in this class but also in other classes where rhetoric skills are one of the requirements for turned in pages.
I want you to think of this intense-demanding process in rhetoric as a job. When you get sick for a job or have to miss work for extreme circumstances, you get in contact with someone and find out what you need to do to make up your work. This goes the same for class. If something happens to you, an email or a phone call will suffice, and the work that needs to be done or made up is your responsibility. Your deadlines are laid out for you, so there is not reason why you can’t get your work done. If you do just enough work to get by, like in any job, you will keep your job but you might not get promotions or raises. If you do just enough work to get by, you will more than likely pass the class, but this does not mean you will be rewarded or promoted to higher grades. So, your effort in this class and your progress in this class, like any job, depends on you.
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 this evening
Wed 1/15: In-class: Intro to LRO and keeping a notebook; Discussion of Aims Chs 1-2, Discussion on editorial writing
Assignments: Record an observation in your LRO; Read Ch 3 in Aims; Familiarize yourself with The New Century Handbook; bring sample editorials to class 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, analyze editorials and research behind informed opinions
Assignments: Do Toulmin analysis of Amber Young’s “Capital Punishment” (p 63), write an informed editorial to the editor and record as a work sample in your LRO
Mon 1/20: MARTIN LUTHER KING, JR. HOLIDAY
Wed 1/22: In-class: Groups workshop on Toulmin diagrams of Young’s essay, write sample editorial in class, discuss how methods of editorial writing can be used in essays to persuade/convince
Assignments: Record an observation on this exercise in your LRO; Read Aims Ch 6 and Introduction to Ch 14, “The News and Ethics: Reading Journalism Today”, Mike Twohy’s cartoon (p 772), and Jim Squires’ “The Impossibility of Fairness” (Aims 767-770)
Fri 1/24: In-class: DUE: LRO parts A.1 and A.2; Discussion of Aims Ch 6, Twohy’s cartoon, and Squires’ essay, discussion on how these essays use editorial principles.
Assignments: Record an observation in your LRO; Read Jack Fuller’s “What is News?” and Michael Schudson’s “In All Fairness” (Aims 752-766), write an editorial responding to one of these essays and record as a work sample in your LRO
Mon 1/27: In-class: Groups workshop on Questions for Discussion following Fuller and Schudson essays, perform research for topics dealing with news and ethics
Assignments: Record an observation in your LRO; Read W. Lance Bennett’s “Escaping the News Prison: How People See beyond the Walls” and James Fallows’ essay ““Public Journalism”: An Attempt to Connect the Media with the Public (Aims 773-789), find 2 news stories and corresponding photos, be ready to discuss them in class
Wed 1/29: In-class: Discussion of Bennet and Fallow essays, discuss how news stories and news photographs follow or don’t follow codes of ethics
Assignments: Record an observation in your LRO; Read Aims Ch 7 on Arguing to Convince, research current topics based on news codes and ethics, find an editorial, be ready to discuss it in class
Fri 1/31: In-class: Discussion of Aims Ch 7, discuss how editorials work to convince or persuade
Assignments: Read Aims Ch 8 on Arguing to Persuade, especially a close reading of Martin Luther King’s “Letter from Birmingham Jail”, write an editorial to convince or persuade based on your research and turn in as a work sample in your LRO
Mon 2/3: In-class: Discussion of Aims Ch 8 and King’s “Letter”
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 2/7, turn your prospectus into a small editorial to the newspaper and record as a work sample in your LRO
Wed 2/5: In-class: Wrap-up discussion of Ch 8 and 14; Discussion of specific forms of appeal, constructing your audience, and creating briefs
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
Fri 2/7: In-class: Class discussion of LRO parts B.1 (Analysis) and C.1 (Evaluation) in LRO; Grammar, format, and mechanics discussion
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
Mon 2/10: In-class: Paired discussions of briefs
Assignment: Work on draft of essay #1, due 2/12, bring hard copy to class
Wed 2/12: In-class: First draft of essay #1 due today. Peer reviews.
Assignments: Record an observation in your LRO, prepare for your conference
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 “Reading and Writing about Visual Arguments”
Wed 2/19: Final draft of Essay #1 due; In-class: Discussion of Aims Ch 4 pp 69-86, discuss what elements visual argument uses to make a visually editorial argument
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 (editorial) tactics
Assignments: Research on image to use for Visual Rhetoric Essay #2; Research different photos, advertisements, etc. you are interested in discussing as visual rhetoris and be prepared to discuss photos as persuasion using emotional appeal (review Aims pp 252, 276-278)
Mon 2/24: In-class: Discuss researched photos; 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
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
Assignments: Complete parts B.1 and C.1 of LRO due Mon, 3/5
Wed 3/5: In-class: Parts B.1 and C.1 of LRO due today. 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: SPRING BREAK
Wed 3/12: SPRING BREAK
Fri 3/14: 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 “Resolving Conflict: Arguing to Negotiate and Mediate”
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 3/21
Fri 3/21: In-class: Discussion of Ch 9 (320-339)
Assignments: Read first part of Chapter 12: Feminism: Evaluating the Effects of Gender Roles to pg. 655
Mon 3/24: In-class: Discussion of first part of Aims Chapter 12
Assignments: Groups meet at Lingua MOO to record discussion as you each talk about your own experiences dealing with gender roles; create Work Sample that links to the MOO log by Wednesday, 10/26; Read Aims Ch 12 (655-680)
Wed 3/26: In-class: Discuss Aims Ch 12 pp 655-680
Assignments: Read last part of Aims Ch 12 (681-705)
Fri 3/28: In-class: Discussion of Aims Ch 12 pp 681-705
Assignments: Choose topic from Chapter 12 Casebook and create a working rhetorical prospectus for your mediatory essay #3 in your Notebook
Mon 3/31: In-class: Follow-up Discussion of Aims Ch 12
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 Friday, 4/4
Wed 4/2: In-class: Gender Roles Roleplay in Lingua MOO
Assignments: Create LRO Work Sample that links to the MOO roleplay log in which you participated; finish Brief for essay #3 due in LRO on 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 #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 #3
Assignments: Continue working on first draft; bring hard copy of first draft to class on Wed 4/9
Wed 4/9: In-class: First draft of essay #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 first draft of essay #3
Assignments: Continue working on essay #3
Mon 4/14: In-class: Conference with instructor
Assignments: Prepare for conference with instructor
Wed 4/16: In-class: Conference with instructor
Assignments: Continue work on essay #3
Fri 4/18: In-class: Conference with instructor
Assignments: Work on revisions of 1st draft of essay #3
Mon 4/21: In-class: in-class writing on revisions for final draft
Wed 4/23: In-class: in-class writing on revisions for final draft
Assignments: Complete final draft of essay #3 in LRO for 4/25
Fri 4/25: In-class: Final draft of essay #3 due in LRO; student evaluations of course
Assignments: Complete LRO parts B.2 and C.2 due Monday 4/28
Mon 4/28: LRO parts B.2 and C.2 due today. Moderation readings.
(possible continuation of moderation readings in lieu of final exam; date tba)