Rhetoric 1302 – Argumentative Essay – Section 09

Spring 2008, MW, 2:30-3:45 JO4.306

NOTE: All matters associated with this course are subject to change at the instructor's
discretion. Any changes will be communicated to students.

Instructor Contact Information

Course Office Telephone Email Office Hours
Instructor
Sharmistha JO 972-883- sxb057000@utdallas.edu Wednesday 1:30 to
Basu 4.118 2018 2:30
Other office hours may be arranged.

Course Description
Rhetoric 1302 will prepare you for college-level writing while helping you develop your
critical thinking skills. Rhetoric is the study of persuasion, not only in writing and speech,
but also through visual and other means. In this class, you will develop skills to analyze
the way rhetoric, in its various forms, targets audiences. By paying attention to the
strategies that good writers and speakers use to persuade their particular audiences, you
will learn to reason better and to persuade others in your own writing, both through
specific techniques and rhetorical appeals, and through the increased sensitivity to
audience, purpose, and occasion that is at the heart of the study of rhetoric. For Rhetoric
1302, you will read and reread texts and write multi-draft essays. Practically speaking,
you will learn skills that you can use in your future coursework regardless of your major.

Student Learning Objectives

• Students will be able to write in different ways for different audiences;
• Students will be able to write effectively using appropriate organization,
mechanics, and style;
• Students will be able to construct effective written arguments; and
• Students will be able to gather, incorporate, and interpret source material in their
writing.

Specific Assessments
1. Students will write a minimum of three (3) major argumentative essays in
addition to responses, thematic exercises, and other assignments, each focusing on
different theses and/or subjects and each written for different rhetorical purposes.
2. Students will write extended arguments as well as shorter responses, observations,
and critical evaluations, each utilizing effective organization, mechanics, and
thesis development.
3. Students will read and discuss selected examples of effective written
communication with an emphasis on determining how and why effectiveness is
achieved by the original authors. Additionally, students will share their writing in
 open peer-review sessions conducted during class meetings or outside of class in
selected electronic contexts.
4. Students will document their claims and statements with credible source material
obtained through a combination of online and hands on research using appropriate
and approved materials. The inclusion of such research in student writing(s) will
be cited and documented using correct and complete styles approved by the
Modern Language Association.

Criterion for Success

1. For each assigned essay, 75% of students are able to compose an error free,
cogent, and logical written exploration of the given thesis and subject. Each essay
will demonstrate knowledge of proper use of an introduction, a body, and a
conclusion in constructing an effective essay. Each essay will present a cogent
thesis, which in turn is supported by concrete evidence, documented as necessary.
Each essay will show the author's attention to her audience, and the
communication wants and needs of that audience. Successful students will also
demonstrate the ability to adapt their writing yet still satisfy the above criterion
when writing for multiple and different audiences, or for different rhetorical
purposes.
2. For each assigned writing, and generally throughout all course-related writings,
75% of students are able to demonstrate knowledge and effective utilization of
techniques like organization, mechanics, and thesis developments. Each writing
will demonstrate effective strategies for organizing the thesis and supporting
details, of leading the reader through a cogent, ordered series of thoughts
supporting the thesis, and for summarizing that thesis and supporting details at the
conclusion. Additionally, such writing will demonstrate and knowledge of and
concern for the correct utilization of the mechanics of effective writing such as
grammar, spelling, etc.
3. For each assigned writing, 75% of students will demonstrate their awareness of an
audience for their work beyond themselves. Furthermore, their audience
awareness will demonstrate analysis of that audience to determine audience
subject knowledge, need for information, and projected or hoped for outcome
from acquisition of said knowledge. In short, students will demonstrate
understanding of the actions or outcomes resulting from their writing as directed
to a specific audience for a specific purpose.
4. For each assigned writing, and specifically for those requiring research, 75% of
students will demonstrate an ability to conduct research, both online and in library
contexts, for the purpose of identifying and utilizing appropriate and credible
source material meant to support their claims and/or theses. Students will
demonstrate knowledge of the level of detail and credibility necessary to support
their claims, and their ability to find such material through active research.

Required Textbooks
The Aims of Argument: A Rhetoric and Reader
by Timothy Crusius and Carolyn Channell
Fifth Edition. McGraw-Hill, 2006
ISBN 0-07-321761-1

A Writer's Resources: A Handbook for Writing and Research

by Elaine P. Maimon, Janice H. Peritz, and Kathleen Blake Yancey
Second Edition. McGraw-Hill, 2007
ISBN 978-0-07-325938-3

Assignments and Academic Calendar

NOTE: All matters associated with this course are subject to change at the instructor's
discretion. Any changes will be communicated to students.

All assignments are due by the next class period unless noted otherwise. Assignments
from The Aims of Argument textbook will be denoted by AA; Assignments from A
Writer's Resource will be denoted by AWR

Note: Discussion of assigned chapters will alternate with oral/written quizzes

Chapter number will be announced in class

Note: You will also have to do OBSERVATIONS /THINK PIECES based on your
readings. Observations are required.

Mon 1/7: In-class: Intro to Course; Meet and Greet

Wed 1/9 In-class: Argument Style

Assignments: Argument Style Paper

Mon 1/14 : LABOR DAY HOLIDAY

Wed 1/16 : Argument Style Paper due; Presentation of Argument Style Paper in Class

Discussion of some important terms in argument theory; Issue proposal

Assignments: Read assigned chapters; Record an Observation

Mon 1/21: UNIVERSITY CLOSED FOR MARTIN LUTHER KING DAY

Wed 1/23: Discuss assigned chapters

Assignments: Read assigned chapters: Record an observation; Essay #1 assigned based on

AA Chapter “Arguing to Mediate”

Mon 1/28: Discussion of assigned chapters; Rhetorical Situation

Wed 1/30: Rhetorical Situation Activity

Assignments: Rhetorical Situation Exercise. Bring magazines to Class

Mon 2/4: Rhetorical Situation Assignment Due. Group Activity with Magazines

Wed 2/6: Writing a Prospectus

Assignments: Read AWR Handbook on MLA format and how to cite and create a works
cited page

Mon 2/11: Introduce Prospectus Assignment in class; due dates will be announced in class.

Assignment: Work on draft of Essay #1

Wed 2/13: First draft of Essay #1 due for Peer reviews [students exchange their paper with
another student and respond to peer review questionnaire to be provided]

Assignments: Work on essay #1 peer review revision suggestions

Mon 2/18: Fielding Questions on Essay# 1/First draft due

Assignments: Continue work on Essay # 1

Wed 2/20: In-class essay

Assignments: Continue work on Essay #1

Mon 2/25: Final draft of Essay #1 due

Wed 2/27: The Toulmin Argument; In class essay on Toulmin Argument

Assignments: Write Toulmin Paper

Mon 3/3: Discussion of Essay# 2; Toulmin Paper Due

Assignments: Read assigned chapters: Record an observation

Wed 3/5: Discussion of assigned chapters

SPRING BREAK: MARCH 10-15, 2008

Mon 3/17: Rogerian Argument

Assignments: Rogerian Paper Writing

Wed 3/19: In-Class Writing

Assignments: Write Rogerian Paper

Mon 3/24: Rogerian Paper Due

Assignments: Think about Possible Topic for Visual Project

Wed 3/26: Discussion of Topics chosen for Visual Project;

Assignments: Work on draft of Essay# 2

Mon 3/31: Final Draft of Essay# 2 Due

Wed 4/2: Introduce Annotated Bibliography in class. Essay # 3 based on AA Chapter

“Arguing to Convince”

Mon 4/7: Annotated Bibliography assignment in class

Wed 4/9: Fielding questions for Final Project

Mon 4/14: First draft of Essay #3 for Peer reviews

Assignments: Continue working on Essay #3 using peer feedback

Wed 4/16: Paper Presentations

Assignments: Continue working on Essay #3

Mon 4/21: Paper Presentations

Wed 4/23: Paper Presentations

Mon 4/28: Final Draft of Essay# 3 Due , Presentations and Student Evaluations

Grading Policy
Your course work, and demonstrable acquisition and utilization of competencies in
written communication will be assessed holistically over the course of the semester. Your
projects will not receive individual grades, but will receive individual attention from the
course instructor and your classmates. Midterm and final grades will be based on a
portfolio of written observations, assigned essays, and other activities, as well as your
attendance and participation. At both midterm and end of the semester you will present a
written argument for what you feel your grade should be based or your specific
assessment of the quality of your learning, especially with regard to your attendance,
participation, promptness, level of writing, effective use of argumentation, creativity,
collaboration, sound rhetorical skills, and competent use of technology.

Evidence supporting your claim(s) must be drawn from your portfolio and should
specifically demonstrate mastery of five course strands (rhetoric, research, technology,
collaboration, and critical thinking)you're your development across five dimensions of
learning (confidence and independence, skills and strategies, knowledge and
understanding, use of prior and emerging experience, and reflectiveness).

The final interpretation and assessment of your grade(s), however, remains the
responsibility of the course instructor.

The following grade criteria describe very general indicators for assessing your work and
progress in the course.

A: Represents outstanding participation in all course activities (including attendance and

promptness); all assigned work completed on time, with very high quality in all work
produced for the course. Evidence of significant and sustained development across the
five dimensions of learning and five course strands.

B: Represents excellent participation in all course activities (including attendance and

promptness); all assigned work completed on time, with consistently high quality in
course work. Evidence of marked and above average development across the five
dimensions of learning and five course strands.

C: Represents good (but average) 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.

Course and Instructor Policies

Attendance and Participation

Both regular and active attendance and participation are required for the successful
completion of this course. If you miss any class for any reason, you remain responsible
for class expectations, requirements, and/or changes. Alternative assignments are
generally not given, nor will missed classes be "re-taught" for absent students. After three
absences your final course grade will be negatively affected and/or you may be
encouraged to drop the course. Chronic tardiness is unacceptable and will also negatively
affect your final grade.

Participation IN THIS COURSE does not include 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.

Major Assignments
Essay #1
An essay that presents an argument to mediate using the principles and criteria in The Aims
of Argument (Chapter 6). Essay should be 4-5 double-spaced pages using MLA format for
Works Cited.

Essay #2
An integrated textual and visual essay that examines and analyzes the argument of a visual
image (or images) using the criteria in Chapter 4 of The Aims of Argument. Your image may
come from the visuals in The Aims of Argument, other publications, Internet, or other media.
This project should be 5-6 double-spaced pages and should cite all sources using MLA
format for online sources.

Essay #3
An essay that presents a convincing or motivating argument using the principles and
criteria in The Aims of Argument (Chapter 7 or 8). This essay should be 6-7 double-
spaced pages and should use MLA format for all works cited.
Late Work
All drafts, including final, must be submitted when and as required in order to
successfully complete this course. Late assignments will suffer grade deductions, or may
not be accepted.

Personal Communication Devices

Turn off all cell phones, pagers, and other personal communication devices before the
start of class. Do not use them during class.

Student Conduct and Discipline

The University of Texas System and The University of Texas at Dallas have rules and
regulations for the orderly and efficient conduct of their business. It is the responsibility
of each student and each student organization to be knowledgeable about the rules and
regulations which govern student conduct and activities. General information on student
conduct and discipline is contained in the UTD publication, A to Z Guide, which is
provided to all registered students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the
Rules and Regulations, Board of Regents, The University of Texas System, Part 1,
Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the
university's Handbook of Operating Procedures. Copies of these rules and regulations are
available to students in the Office of the Dean of Students, where staff members are
available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-
6391).

A student at the university neither loses the rights nor escapes the responsibilities of
citizenship. He or she is expected to obey federal, state, and local laws as well as the
Regents' Rules, university regulations, and administrative rules. Students are subject to
discipline for violating the standards of conduct whether such conduct takes place on or
off campus, or whether civil or criminal penalties are also imposed for such conduct.

Academic Integrity
The faculty expects from its students a high level of responsibility and academic honesty.
Because the value of an academic degree depends upon the absolute integrity of the work
done by the student for that degree, it is imperative that a student demonstrate a high
standard of individual honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related
to applications for enrollment or the award of a degree, and/or the submission as one's
own work or material that is not one's own. As a general rule, scholastic dishonesty
involves one of the following acts: cheating, plagiarism, collusion and/or falsifying
academic records. Students suspected of academic dishonesty are subject to disciplinary
proceedings.
Plagiarism, especially from the web, from portions of papers for other classes, and from
any other source is unacceptable and will be dealt with under the university's policy on
plagiarism (see general catalog for details). This course will use the resources of
turnitin.com, which searches the web for possible plagiarism and is over 90% effective.

Email Use
The University of Texas at Dallas recognizes the value and efficiency of communication
between faculty/staff and students through electronic mail. At the same time, email raises
some issues concerning security and the identity of each individual in an email exchange.
The university encourages all official student email correspondence be sent only to a
student's U.T. Dallas email address and that faculty and staff consider email from
students official only if it originates from a UTD student account. This allows the
university to maintain a high degree of confidence in the identity of all individual
corresponding and the security of the transmitted information. UTD furnishes each
student with a free email account that is to be used in all communication with university
personnel. The Department of Information Resources at U.T. Dallas provides a method
for students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level
courses. These dates and times are published in that semester's course catalog.
Administration procedures must be followed. It is the student's responsibility to handle
withdrawal requirements from any class. In other words, I cannot drop or withdraw any
student. You must do the proper paperwork to ensure that you will not receive a final
grade of "F" in a course if you choose not to attend the class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and
Activities, of the university's Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other

fulfillments of academic responsibility, it is the obligation of the student first to make a
serious effort to resolve the matter with the instructor, supervisor, administrator, or
committee with whom the grievance originates (hereafter called “the respondent”).
Individual faculty members retain primary responsibility for assigning grades and
evaluations. If the matter cannot be resolved at that level, the grievance must be
submitted in writing to the respondent with a copy of the respondent's School Dean. If the
matter is not resolved by the written response provided by the respondent, the student
may submit a written appeal to the School Dean. If the grievance is not resolved by the
School Dean's decision, the student may make a written appeal to the Dean of Graduate
or Undergraduate Education, and the deal will appoint and convene an Academic
Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the
academic appeals process will be distributed to all involved parties.
Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably
missed at the semester's end and only if 70% of the course work has been completed. An
incomplete grade must be resolved within eight (8) weeks from the first day of the
subsequent long semester. If the required work to complete the course and to remove the
incomplete grade is not submitted by the specified deadline, the incomplete grade is
changed automatically to a grade of F.

Disability Services
The goal of Disability Services is to provide students with disabilities educational
opportunities equal to those of their non-disabled peers. Disability Services is located in
room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to
6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30
p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable
adjustments necessary to eliminate discrimination on the basis of disability. For example,
it may be necessary to remove classroom prohibitions against tape recorders or animals
(in the case of dog guides) for students who are blind. Occasionally an assignment
requirement may be substituted (for example, a research paper versus an oral presentation
for a student who is hearing impaired). Classes enrolled students with mobility
impairments may have to be rescheduled in accessible facilities. The college or university
may need to provide special services such as registration, note-taking, or mobility
assistance.

It is the student's responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty
members to verify that the student has a disability and needs accommodations.
Individuals requiring special accommodation should contact the professor after class or
during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required
activities for the travel to and observance of a religious holy day for a religion whose
places of worship are exempt from property tax under Section 11.20, Tax Code, Texas
Code Annotated.
The student is encouraged to notify the instructor or activity sponsor as soon as possible
regarding the absence, preferably in advance of the assignment. The student, so excused,
will be allowed to take the exam or complete the assignment within a reasonable time
after the absence: a period equal to the length of the absence, up to a maximum of one
week. A student who notifies the instructor and completes any missed exam or
assignment may not be penalized for the absence. A student who fails to complete the
exam or assignment within the prescribed period may receive a failing grade for that
exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose
of observing a religious holy day] or if there is similar disagreement about whether the
student has been given a reasonable time to complete any missed assignments or
examinations, either the student or the instructor may request a ruling from the chief
executive officer of the institution, or his or her designee. The chief executive officer or
designee must take into account the legislative intent of TEC 51.911(b), and the student
and instructor will abide by the decision of the chief executive officer or designee.