Rhetoric
1302-014 Spring 2003
Instructor:
Tom Ferstle
Mon,
Wed, Friday 1:00-1:50PM
Office
JO 4.118 Phone: 972-883-2018 E-mail: tferstle@aol.com
Office
Hours: Mon & Wed 2:00-3:00PM, and by appointment
URL for Rhetoric Website: http://lingua.utdallas.edu/rhetoric/
Required Texts
Crusius, Timothy W.
and Carolyn E. Channel. The Aims of Argument Fourth Edition. California:
Mayfield, 2002.
Hult, Christine A.
And Thomas N. Huckin. The New Century Handbook. Boston, Allyn-Bacon,
1999.
Course
Description
This
course focuses on critical thinking. It takes an integrated approach to writing
by teaching you various rhetorical strategies for reading arguments in the
humanities, social sciences, and for constructing your own argumentative essays
in response. You will learn to read texts critically according to key
components in argumentative discourse (claims, reason, evidence, explicit and
implicit assumptions, fallacies, etc…). Throughout the course several methods
are used to help you learn: notebook observations, reading essays, class
discussions, summaries, peer work groups, and conferencing with instructors.
You will write three papers and do one project based on issues and
controversies raised in the various texts we read and ideas we discuss. The
assignments will give you practice in reading critically and writing according
to the rhetorical conventions of and argumentative essay. You will submit work
electronically by using the LRO (Learning Record Online).
Attendance
Attendance
is mandatory. Your participation is necessary not only for your grade but also
for your personal progress. Notify the instructor prior to conflicts. Over
three unexcused absences will result in a grade reduction per absence.
Tardiness counts as half an absence.
Grading
Grades are given only at the midterm and end
of the semester. Grades are based upon the five dimensions of learning
(confidence and independence, skills and strategies, knowledge and
understanding, the use of prior and emerging experience, and reflectiveness),
and developmental progress in the course strand areas; rhetoric, information
and technology, research, collaboration, and critical thinking, all of which
are as described on the LRO. Grades are determined upon progress and
development based on sound evidence in the learning record. Details of what
constitutes each letter grade are as follows, as found on the LRO:
You must complete all assigned work to earn
credit for this course.
Your Learning Record will provide a much richer and clearer picture of your learning, but we
do need to provide the University with a grade. What do grades represent in
this class?
|
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 the 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 the 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 the 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 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
Plagiarism
is the presentation of another person’s work as your own, whether you intend it
or not. Copying or paraphrasing another person’s work without documenting that
you’ve done so is plagiarism. Plagiarism is a serious offense but is easy to
avoid. Simply acknowledge, or cite, the source of any words, phrases or ideas
that you use. While the MLA style of documentation is typical in this class,
you may use another as long as you are consistent.
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: 2/14
Final draft due: 2/24
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: 3/7
Final draft due: 3/17
Third Essay: An essay to
resolve a conflict by addressing the needs of opposing sides. Using readings
from a Casebook in Aims of your own choice 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: 4/4
First draft due: 4/14
Second draft due: 4/18
Final draft due: 4/28
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: 1/27
Parts B.1 and C.1 are due: 3/7
Parts B.2 and C.2 are due: 4/28
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.
Syllabus Itinerary (subject to change)
[Assignments
are due by the next class period unless noted otherwise]
Mon 1/13: Intro to course and
Rhetoric program website
Assignments: Read Aims
Chs 1-2; Send email to me by Wednesday 1/15,
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 1/27
Fri 1/17: In-class:
Discussion of Ch 3 on Toulmin method and New Century Handbook and its
resources
Assignments: Read Chapter 15,
introduction and first essay; Collegiate Life
Mon 1/20: Martin Luther
King Day-NO CLASS
Wed 1/22: In-class:
Discussion of introduction to Liberal Education Case book
Assignments: Read Aims
Ch 6 and the next two essays in Ch. 15 by Edmundson and Shorris
Fri 1/24: In-class:
DUE: LRO parts A.1 and A.2; Discussion of Aims Ch 15 essays and
the photograph on page 804
Assignments: Record an
observation in your LRO; Read Ch. 15 essay by Tagg; Write a short essay to
inquire into the themes, if any, of the class assessment questionnaire normally
distributed at the end of the course, that resonate with the ideas expressed in
the essays in Ch. 15 you’ve read. Enter
the essay as a work sample in the LRO.
Typical length should be 500-1000 words.
Mon 1/27 In-class:
Groups workshop on Questions for Discussion following Ch. 15 essays.
Assignments: Record an
observation in your LRO; Read Bernstein photograph (p. 804),
Wed 1/29: In-class:
Discussion of Bernstein photograph and the assessment criteria and the
questions raised by the assignment.
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 Kings
Letter from Birmingham Jail
Mon 2/3: In-class:
Discussion of Aims Ch 8 and Kings 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 2/5
Wed 2/5: In-class:
Wrap-up discussion of Ch 8 and 15; 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 2/7
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 2/14
Wed 2/12: In-class:
Teacher conference and in-class writing.
Assignments: Continue work on
essay # 1
Fri 2/14: In-class:
First draft of essay #1 due today. Peer reviews.
Assignments: Record an
observation in your LRO
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: 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 Final draft of
Essay #1 due; 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 parts B.1 and C.1 of LRO due Friday, 3/7
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: Moderation
readings.
Assignments: Record an
Observation about moderation readings in your LRO;
Fri 3/7: Parts B.1 and
C.1 of LRO due today. 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
Spring Break-March 10-14 NO CLASS
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 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
3/21
Fri 3/21: In-class:
Discussion of Ch 9 (320-339)
Assignments: Casebook Study
Mon 3/24: In-class:
Discussion of Part I of Casebook Study
Assignments: Groups meet at
Lingua MOO to record discussion of class Casebook, create Work Sample that
links to the MOO log by Wednesday, 3/26; Read from Casebook
Wed 3/26: In-class:
Discuss Aims Casebook
Assignments: Read last half
of Casebook
Fri 3/28: In-class:
Group MOO discussion due in LRO; Discussion of Casebook
Assignments: Record an Observation
in your LRO; Read Casebook
Mon 3/31 In-class:
Discussion of Aims Casebook
Assignments: Read last half
of Aims 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 #3 and enter it as a Work
Sample in your LRO by Friday, 4/4
Fri 4/4: In-class:
9/11 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
Mon 4/7: 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 Mon 4/14 in LRO (visual component is allowed, but not
required)
Wed 4/9: 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 Friday 4/11
Fri 4/11: In-class:
Peer reviews of first draft of essay #3
Assignments: Continue working
on essay #3 using peer feedback
Mon 4/14: First draft of
essay #3 due in LRO; In-class writing of revisions of first draft of
essay #3
Assignments: Continue working
on essay #3
Wed 4/16: In-class:
Discussion of revision techniques and elevating style (bring New Century
Handbook); In-class writing on essay #3
Assignments: Continue work on
essay #3
Fri 4/18: In-class:
Second draft of essay #3 due in LRO; in class writing.
Assignments: prepare for
conference with instructor
Mon 4/21: In-class:
Conference with instructor
Assignments: Work on
revisions of 2nd draft of essay #3
Wed 4/23: In-class:
Conference with instructor
Assignments: Complete final
draft of essay #3 in LRO for4 /28
Fri 4/25: In-class:
student evaluations of course
Assignments: Complete LRO
parts B.2 and C.2 due Monday 4/28
Mon 4/28 Final draft of
essay #3 due in LRO LRO; parts B.2 and C.2 due today. Moderation readings.
(possible
continuation of moderation readings in lieu of final exam; date tba)