Rhetoric 1302 – 024

Fall 2005

University of Texas at Dallas

School of Arts & Humanities

DAYS/TIME TR 11.00 a.m. – 1.30 p.m.

LOCATION JO 4.306

Office: JO 1.114

Office Hours: Thursday 12.30 p.m. – 1.30 p.m.

Phone: 972-883-2035

Email: rxb019100

UTD Rhetoric Website: http://lingua.utdallas.edu/rhetoric

Contains links to course syllabus, reference and research resources, and LRO.

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. 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 “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.

Required Texts & Supplies

Everything’s an Argument by Andrea Lunsford, John Ruszkiewicz, and Keith Walters, 3rd ed.
Quick Access Reference for Writers by Lynn Troyka, 4th ed.

Also bring a floppy disk (PC-formatted if you use a PC, Mac- formatted if you use a Mac) or
CD/RW. 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.

The following is subject to change at the discretion of the instructor.

Attendance Policy

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 “re-teach” missed cla sses 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.

Drop Policy

See here for details on deadlines and procedures for dropping:

http://www.utdallas.edu/student/registrar/lookup/dropadd.html

Office Hours

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 rather than the
office phone.

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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 to their U.T. Dallas address and have their U.T. Dallas mail sent on to
other accounts. Students may go to the following URL to establish or maintain their official U.T.
Dallas computer account: http://netid.utdallas.edu/

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 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, 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.

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

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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/undergr ad02/progress.html#Grading%20Scale

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 yo u’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.

Major Assignments

First Essay: An essay that presents a definition or evaluation argument using the principles and
criteria in Everything’s an Argument (Chapter 9 or 10). Essay should be 4-5 double-spaced pages
using MLA format for Works Cited.

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First draft due: September 20
Final draft due: September 27

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 14 of Everything’s an Argument. This
essay may be created in a traditional Word document that simply displays the image(s) in the
body of your essay. Your image may come from the visuals in Everything’s an 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.
First draft due: October 13
Final draft due: October 20

Third Essay: An essay that presents a causal or proposal argument using the principles and
criteria in Everything’s an Argument (Chapter11 or 12). This essay should be 6-7 double-spaced
pages and should use MLA format for all works cited.
First draft due: November 10
Final draft due: November 22

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: September 1
Parts B.1 and C.1 are due: October 6
Parts B.2 and C.2 are due : November 22

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]
[Assignments from Everything’s an Argument textbook will be denoted by EA; assignments
from Quick Access Handbook will be denoted by QA]
All essay assignments will be provided in class.

Thu 8/18: In-class: Intro to course and Rhetoric program website; Register for QA e-book online
and EA companion website
Assignments : Read EA Ch 1 and QA Chs 1-3.

Tue 8/23: In-class: Intro to LRO; Discussion of EA Ch 1 and QA Chs 1-3

Assignments : Record an observation in your LRO; Read Chs 2-3 in EA; Complete LRO parts
A.1 and A.2 by 9/2

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Thu 8/25: In-class: Discussion of EA Chs 2-3.
Assignments: Read EA Chs 4-5 and essays from EA reader that are arguments based on
emotions and/or values; bring a magazine to class on 8/31 (see Response #2 on p 76)

Tue 8/30: In-class: Discuss EA Chs 4-5; Small group rhetorical analysis of emotional and values
appeals in magazine ads
Assignments : Record an observation in your LRO; Read EA Chs 6-7

Thu 9/1: In-class: DUE: LRO parts A.1 and A.2; Discuss EA Chs 6-7
Assignments : Record an observation in your LRO; Read EA Ch 8 and essays from EA reader
that is an argument based on character or facts & reasons.

Tue 9/6: In-class: Discuss EA Ch 8; Class Toulmin analysis of the character/facts argument
essay from EA reader.
Assignments : Record an observation in your LRO; Read EA Ch 9 Essay #1 assigned
(Definition/Evaluation Argument)

Thu 9/8: In-class: Discussion of EA Ch 9 and assigned readings from EA.

Assignments : Read EA Ch 10 and Chs 21-22 assigned as reference chapters and students held
responsible for understanding and putting into practice the principles therein.

Tue 9/13: In-class: Discussion of EA Ch 10 and general discussion of sources; students log in to
QA online; Demo of QA Research Navigator and Documentation electronic resources
Assignments : Record an observation in your LRO;

Thu 9/15: In-class: Class discussion of LRO parts B.1 and C.1; Grammar, format, mechanics,
evidence, fallacies, and plagiarism discussion (bring QA Handbook)
Assignments : Record an observation in your LRO; Read QA 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 website; Read EA Chs 18-20 (assigned as reference chapters and
students held responsible for understanding and putting into practice the principles therein).
Work on draft of essay #1, due 9/21

Tue 9/20: In-class: First draft of essay #1 due today in LRO. Peer reviews.
Assignments : Record an observation in your LRO; Work on essay #1 peer review revision
suggestions

Thu 9/22: In-class: Teacher conference and in-class writing on essay #1.
Assignments : Continue work on essay # 1; Read EA Ch 15.

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Tue 9/27: In-class: Final draft of Essay #1 due ; Discussion of EA Ch 15.
Assignments : Record an observation in your LRO; Research image(s) to use for Visual Rhetoric
Essay #2 and bring some to class

Thu 9/29: In-class: Small group discussions of images and analysis of arguments in images.
Assignments : Record an observation in your LRO; decide on image(s) for your essay #2 and
bring to class on Tuesday, 10/5 [If you are linking to the image elsewhere on the Internet, BE
SURE TO NOTE EXACT SOURCE OF IMAGE and OBTAIN PERMISSION TO LINK TO IT
IF IT IS NOT ON A PUBLIC SITE; see EA p 408-409].

Tue 10/4: In-class: UTD Library tour. Meet in front of the circulation desk at 10.50 a.m.
Assignments : Record an observation related to library tour in your LRO; Work on format and
media decisions for visual project; Complete parts B.1 and C.1 of LRO due Thu, 10/7

Thu 10/6: In-class: Parts B.1 and C.1 of LRO due today. Moderation readings.
Assignments : Record an Observation in your LRO; start sketching main visual project
components and argument analysis

Tue 10/11: Individual work on visual projects in class

Assignments : Record an Observation about moderation readings in your LRO; Complete first
draft of Visual argument project due Thursday, 10/14; bring hard copy of first draft to class
on 10/14

Thu 10/13: In-class: First draft of Visual argument due ; peer reviews in class
Assignments : Work on revision of visual argument analysis paper based on peer review
suggestions

Tue 10/18: In-class: Teacher-student conferences on visual argument essay; In class work on
visual projects.
Assignments : Record an observation in your LRO; Complete final draft of Visual argument
essay due Thursday, 10/21; Read EA Ch.

Thu 10/20: In-class: Final draft of Visual argument due; Discussion of EA Ch 16.
Assignments : Record an Observation in your LRO; create LRO Work. Read EA Ch 11.

Tue 10/25: In-class: Discussion of EA Ch 11; Discuss Paper #3 project (Causal or Proposal
Essay due Nov 23)
Assignments : Record an Observation in your LRO; start thinking about your final paper topic

Thu 10/27: In-class: Bring QA; discussion on third paper.

Assignments : Record an Observation in your LRO; Read EA Ch 12

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Tue 11/1: In-class: Discussion of EA Ch 1
Assignments : Record an Observation in your LRO; choose possible topics for Causal/Proposal
argument for Paper #3

Thu 11/3: In-class: Teacher conference on paper topics

Assignments : Work on first draft of essay #3 due Thu 11/11 in LRO

Tue 11/8: 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 Thu
11/11

Thu 11/10: In-class: First draft of essay #3 due in LRO; Peer reviews of first draft of essay #3
Assignments : Record an observation in your LRO; Continue working on essay #3 using peer
feedback; Read EA Ch 14

Tue 11/15: In-class: Discussion of EA Ch 14; discussion of revision techniques and elevating
style (bring QA Handbook); In-class writing on essay #3
Assignments : Continue work on essay #3; prepare for conference with instructor

Thu 11/17: In-class: Conference with instructor on essay #3

Assignments : Record an observation in your LRO; Work on revisions of essay #3

Tue 11/22: In-class: Final draft of essay #3 due in LRO; LRO parts B.2 and C.2 due today.
Moderation readings. LAST DAY OF CLASS.

Thu 11/24: Thanksgiving Holiday