Summer 2006

Christopher Lee Manes

University of Texas at Dallas
School of Arts & Humanities

Rhetoric 1302-082 TR
Class Room: JO 4.306
Office: JO 4.114

Office Hours: Thursday 8:00-8:50 AM & Wednesday by appointment only

Phone: 972-883-2035 (Leave written message only)
Email: c_manes@hotmail.com & milazzo.pitaris@student.utdallas.edu
UTD Rhetoric Website: http://lingua.utdallas.edu/rhetoric
Contains links to course syllabus, reference and research resources

Course Description
The course presents an integrated approach to writing, reading, and critical thinking by
developing the grammatical, logical, and rhetorical skills necessary for university writing.
All classes work in a computerized learning environment. Students are taught basic
computer literacy and submit all work electronically and on paper.

Course Requirements
Students will be expected to complete three essays, one final project, and other, weekly
writing assignments. Your final project does not have to be an essay, but it should consist
of an analytical component, where students explain and support their arguments. Students
may choose to do a fourth essay, but for your final project you will be encouraged to
choose other mediums (using, for instance, language, music, visual art, etc.), which
allows you to best communicate your opinions on the subject chosen. In all cases,
students should choose topics that relate to material within the textbook or class
discussion. Remember, read ahead, organize your thoughts, and be creative. Choose
topics that are of interest to you.

Student Learning Objectives

1. Students will be able to practice and apply different approaches to and modes of
written exposition as appropriate to a variety of theses and subjects.
2. Students will be able to write using effective technical requirements, including
organization, mechanics, and thesis development.
3. Students will develop sensitivity to written language by being able to employ and
apply effective and appropriate rhetorical devices directed at a defined audience.
4. Students will be able to demonstrate an ability to conduct research, apply source
material, discuss general information, and apply logical process when 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 a knowledge of the level of detail and credibility necessary to support
their claims, and their ability to find such material through active research.

Late papers and projects will not be accepted. Broad topics to consider are found in
chapters 23-28. Subject matters and course content will cover a gamut of issues
concerning race, politics, gender, image and reality, homosexuality, advertising,
literature, and film. I encourage you to explore other essays in the book, for additional
issues you may want to address in a project. Your essays and final project should deal
with four different topics. DO NOT REPEAT TOPICS. Choose a topic of real interest to
you!!

Student work will be collected in a portfolio throughout the semester. The 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 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.
You are required to keep backup copies of your work either by electronic means or in
print. Your portfolio should consist of your final drafts and may contain previous
revisions to show your learning development.

Required Text
Lunsford, Andrea A., John J. Ruszkiewicz, and Keith Walters. Everything’s an
Argument with Readings. Third Edition. Boston: Bedford/St. Martin’s, 2004.
Recommended Text
Troyka, Lynn Quitman. Quick Access: Reference for Writers. 4th ed. Upper Saddle
River: Pearson/Prentice Hall, 2004.

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. http://www.utdallas.edu/ir/microsoft/software.html

Attendance Policy
Attendance is mandatory and vital to class progress and individual improvement in the
subject of rhetoric and reasoning. More than one absence is considered excessive and
may result in a lowered grade. If you must miss a class, please consult both your
classmates and the instructor in order to see that you are up-to-date in all of your
assignments. In-class assignments cannot be made up, and late papers or projects are not
accepted. 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. Class participation and preparedness is required.

Drop Policy
See here for details on deadlines and procedures for dropping:
http://www.utdallas.edu/student/class/current/newpolicywpwf.htm (Please check website
for any deadline changes or for more information.) If you drop my class, please do it
formally with the university.

Plagiarism Policy
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 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 and
creative 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.

Grading Policy
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 a portfolio. 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 and final project, as well as
completion of weekly assignments. In the final step to completing your portfolio, 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 portfolio 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 and 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 portfolio is still based on the A-F scale. The following grade criteria
describe very general indicators that both you and your instructor may take into
consideration when assessing your work and progress in the course. Your estimation of
your mid-term and final grades should be more detailed and specific and may include a +
or - if your work tilts above or below the central grade for which you argue. But the final
interpretation and assessment of your grade remains the responsibility of your teacher.

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.

UTD Grading scale

(http://www.utdallas.edu/student/catalog/undergrad02/progress.html#Grading%20Scale)

Email Policy: Important Notice to UTD Students

As of August 1, 2004, all email correspondence with students will be sent only to the
student’s U.T. Dallas email address. U. T. Dallas provides each student with a free email
account that is to be used in all communication with university personnel. This allows the
university to maintain a high degree of confidence in the identity of all individuals
corresponding and the security of the transmitted information. The Department of
Information Resources at U. T. Dallas provides a method for students to forward email
from other accounts.

Students with Disabilities should make sure they are registered with the university.
Please contact Kerry Tate, Coordinator Disability Services at 972.883.2098. It is the
student’s responsibility to notify the instructor and make sure all paper work is properly
completed.

Absolutely No Food or Drinks in classrooms.

______________________________________________________________________
Major Assignments
First Essay: An essay that presents an evaluation or definition argument using the
principles and criteria in Everything’s an Argument (Chapters 9 & 10). Essays should be
a minimum of 4 full pages.
First Completed Draft: 15 June 2006
Final Draft for first essay: To be turned in on the last day of class with your portfolio and
final project

Second Essay: An integrated textual and visual essay that examines and analyzes the
argument of a visual image (or images) using the criteria in chapter 15 of Everything’s an
Argument. Your image may come from the visuals in Everything’s an Argument, other
publications, Internet, or other media. Essays should be a minimum of 5 full pages.
First Completed Draft: 29 June 2006
Final Completed Draft Due: To be turned in on the last day of class with your portfolio
and final project

Third Essay: This essay must present a casual or proposal argument using the principles
and criteria in Everything’s an Argument (Chapters 11-12). Essays should be a minimum
of 6 full pages.
First Completed Draft: 11 July 2006 (in class)
Final Draft: To be turned in on the last day of class with your portfolio and final project

Final Project: Your final project does not have to be an essay, but it should consist of an
analytical component, where you explain and support your arguments. Students may
choose to do a fourth essay, but, for your final project, you will be encouraged to choose
other mediums (using, for instance, creative writing, music, visual art, Photoshop, etc.).
You should have your final project proposed in writing no later than 27 June 2006.
Final Project should be turned in with your portfolio of essays (final drafts only) on the
last day of class, 18 July 2006.

Midterm: TBA
Final: 18 July 2006

Assigned Observations must be completed by the date(s) given on the syllabus or in class
as assigned. Observations can be your opinion, but they should demonstrate an educated
thesis and reason(s). Lengths may vary for each observation, but the writing needs to
communicate your thoughts in an organized, articulate, and well-edited manner. Your
argument needs to be complete and well supported and explained. I reserve the right to
add observations as needed to further class discussion and development.
Course Itinerary subject to change as instructor deems necessary. Notice of Changes to
Syllabus will be given to the class either in writing or verbally. If you miss a class, please
get notes from your peers. It is your responsibility to keep up with assignments and
changes to the syllabus. Day to day readings will be announced in class, so it is important
you take notes for yourself and your peers.

Week One through Week Two 30 May 2006-8 June 2006

Course Introduction & Chapters 1-3. Chapters 9 & 10, with sample essays of
evaluation and definition
Census Day 6 June 2006

Week Three through Week Four 13 June through 22 June 2006

Chapters 3, 18, 21. Chapters 14 & 15, with handouts and assigned readings.
First Completed Draft for Essay 1 Due 15 June 2006

Week Five through Week Six 27 June 2006 through 6 July 2006
Chapters 11 & 12, with sample essays
No School on 4 July 2006
First Completed Draft for Essay 2 Due 29 June 2006
Final Project Proposal Due 27 June 2006

Week Seven Through Week Eight

11 July 2006 through 18 July 2006
First Completed Draft for Third Essay Due 11 July 2006
Final Projects and Portfolios Due 18 July 2006

The following is a tentative listing for course readings. Readings should be read before
the date they appear here, since we will discuss them in class on these dates. I reserve the
right to add or change readings as the class progresses or needs.

30 May 2006 T Lecture on chapters 1-3 (Overture); Intro to evaluating sources (ch.21)

1 June 2006 R Chapters 9-10; Assigned essay readings on pages 167 & 197

6 June 2006 T Readings from pages 480-90; 794-805

8 June 2006 R “Letter from Birmingham Prison” MLK; in class writing on first paper

13 June 2006 T Selected readings from “Stereotypes in Media and Pop Culture” p.494;
in class exercise and writing

15 June 2006 R First completed Draft of First Essay (Bring two copies to class)
Class Assignment & Peer Critique

20 June 2006 T Poetry handouts and articles on film and visual rhetoric TBA; Ch. 14-15
22 June 2006 R Chapters 14 & 15 Conclusions and in-class writing and assignments for
Essay 2

27 June 2006 T TBA (Ch. 22); Final Project Proposals due today

29 June 2006 R First completed rough draft of essay 2 (Bring 2 copies to class) Class
Assignment and Peer Critique

4 July 2006 T HOLIDAY No School!

6 July 2006 R Chapters 11 & 12; Assigned sample readings TBA

11 July 2006 T First Completed Draft for Essay 3 due today! Bring two copies to class!

13 July 2006 R Course Wrap Up!

18 July 2006 T Portfolios and Final Projects are due in class! Attendance is mandatory!

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.