RHETORIC 1302.

021
FALL 2006
TR 9:30-10:45 am (JO 4.306)
The University of Texas at Dallas
School of Arts & Humanities
Instructor: Shari Childers, M.A.
Phone: 972.883.2035, only useful during my office hours
Electonic: mail: fondant@utdallas.edu IM: f0ndant (note: that is a zero)
Office: JO 4.114
Office Hours: R 10:45-11:45 am, and by appointment
Link to homepage for this course: http://enlightenment.motime.com/

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 an
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.
PORTFOLIO: Student work will be collected in an online portfolio by the student throughout the
semester. The online portfolio will be a student blog, created and maintained individually. Use of the
portfolio system will enhance the level of feedback you receive, as well as give you experience in a
current technology and in the kinds of collaborative work that many organizations use routinely.
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 saved for inclusion in
your portfolio. 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 engage in
various collaborative activities (i.e., discussion of readings, peer critiques. 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 in addition to conferences with your instructor.
TEXTBOOKS:
Everything’s an Argument by Andrea Lunsford, John Ruszkiewicz, and Keith Walters, 3rd ed.
MLA Handbook for Writers of Research Papers, most recent edition (Recommended)
INFORMATION TRANSFER TOOLS:
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. You may also choose to use flash drives, if these are more convenient for you. In
either event, please be aware that YOU are responsible for knowing the technology you choose, and
YOU are responsible for due dates whether your technology cooperates or not. I recommend a test ru
on a day that nothing is due.
My recommendation, on the basis of personal experience and previous student success, is that you set
up a reliable, web-based email account (hotmail or yahoo, etc.) and use it as a disk. In this way, you can
send attachments to yourself that you will be able to access from the campus. You can verify that the
attachment came through before you come to class. No hardware, no hassles.
GRADING:
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 that it is your
responsibility to maintain. 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 portfolio. 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—all of these
things and more contribute to an outstanding portfolio.
Your online portfolio, in its final form, will include all of your work for this course, including five major
components: (1) Observations; (2) Opportunities; (3) Grammar; (4) Major essays; (5) Portfolio
requirements—parts A, B, C, evaluating your own development.
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 sti
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.
: 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.
: 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)
LATE PAPERS:
All work is due at the beginning of the designated class period. You do have, however, one “free-late” unit for
use only on a major assignment that is good for 24 hours of no penalty. In all other instances, late papers will
not be accepted.
DROP/WITHDRAWAL POLICY:
Please talk with me if you decide to withdraw form the course, as help may be available. However, if you are
unable to complete this course, it is YOUR responsibility to formally drop or withdraw from the course. Failure
to do so will result in your receiving a performance grade, usually an "F". The last date to withdraw from this
course with a "WP/WF" is Thursday, 16 March 2006.
The drop policy has changed—for an in-depth look at the new policy, please view it online at
http://www.utdallas.edu/student/class/current/newpolicywpwf.htm
ATTENDANCE:
Attendance is very important! It is crucial for you to attend class regularly and participate in class activities
since this course is designed to help you become more aware of yourself as a writer, reader, and learner through
communicating with others. I strongly encourage you to attend all classes and be punctual each class period.
If absent, you should consult with a classmate regarding material missed, but DO NOT expect make- up work
or deadline extensions unless you were prevented from attending by circumstances beyond your control. If
attendance becomes a problem, you should discuss the situation with me as soon as possible. Do not wait until
after the fact and then expect a sympathetic ear. The College offers non-traditional options for many courses,
e.g. telecourse or internet instruction. The drop date is 16 March 2006.
Alternative assignments are generally 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. I will do the same.
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/

RELIGIOUS HOLIDAYS:
Students who will be absent from class for the observance of a religious holiday must notify the instructor in
advance.

CLASSROOM BEHAVIOR:
Look to your student guide for an outline of proper student conduct. Of course physical or verbal violence
toward another student or the instructor is never acceptable. If you have a problem with anything in the
classroom (including me) please bring it out into the open, either in class or privately with me. Please treat each
other and your classroom environment with respect.
FOOD AND DRINK POLICY:
Only WATER will be allowed into the classroom. No food, beverages of any (other) kind, tobacco products, or
drugs are allowed in the classroom. Please finish your food before arriving in class. I will do the same.

ADA STATEMENT:
It is the policy of The University of Texas at Dallas to provide reasonable accommodations for qualified
individuals who are students with disabilities. This College will adhere to all applicable Federal, State and local
laws, regulations and guidelines with respect to providing reasonable accommodations as required to afford
equal educational opportunity. It is the student's responsibility to contact the faculty member and/or the Service
for Students with Disabilities at 883-6104 in a timely manner to arrange for appropriate accommodations.

COURSE OUTLINE:

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.
First draft due: February 9
Final draft due: February 16

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 and archived
on the WWW or it may be 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: March 16
Final draft due: March 23

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: April 11
Final draft due: April 20

Portfolio-Blog 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 b
posted online by the date due.
Personal Evaluation (2 parts) due: January 24
Mid-term Self-Evaluation due: March 2
Final Self-Evaluation due: April 20

Remember: all drafts and final drafts must be posted online 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.
 GRADING STANDARDS FOR COURSES IN RHETORIC
To unify grading and to conform to nationally accepted standards, the faculty subscribe to the following guidelines for
letter grades.

I. Excellent / Superior (A-B)

Note: Although "A" and "B" papers possess many of the same features, the style, originality and level of excellence of the
"A" paper are exceptional.
Preparation: The student adapts his thinking to the form and requirements of the assignment, and develops his paper
through preliminary outlines and drafts.
Contents: The paper contains a significant and central idea clearly defined and supported with concrete, substantial, and
consistently relevant detail. The superior paper displays freshness and originality of perception; it moves through its
supporting ideas clearly and logically.
Development: The paper engages attention and interest at the beginning, progresses by ordered and necessary stages, and
ends with a conclusion that supports the essay's main idea without being repetitive and/or simplistic. Development is
economical, original, well proportioned, and emphatic; paragraphs are coherent, unified and properly developed;
transitions between main ideas are effective and logical.
Sentence Structure: Sentences are unified, coherent, forceful, and varied to promote a lively and interesting rhythm.
Diction: The language is distinctive, fresh, economical, and precise.
Grammar and Punctuation: Correct grammar, punctuation, spelling, and mechanics reflect clear and effective thinking.
Appearance: The student has carefully proofread and correctly documented the paper. The student will type outof-class
papers using standard 10- or 12-font size on standard white paper using one-inch margins and double spacing
throughout (no triple spacing between paragraphs).

II. Average (C)

The "C" paper is clear, competent, and controlled, but its style and originality are undistinguished. Preparation: The paper
contains evidence of at least one preliminary draft. The topic and content are clearly and competently adapted to the
assignment.
Content: The central idea is apparent but too general, too familiar, or too limited. It is supported with concrete detail,
though that detail may be occasionally repetitious, irrelevant, or sketchy.
Development: The plan of the paper is recognizable, but not developed or not consistently fulfilled. The essay might be
disproportionately developed or exhibit an inappropriate emphasis. Transitions are clear but too abrupt, mechanical,
or monotonous. The paragraphs are unified, coherent, and usually well developed.
Sentence Structure: The sentences are competent, but many lack force, variation in structure, or effective rhythm.
Diction: The language is appropriate to the paper's purpose, subject, and audience; it is not overly formal, abstract, or
colloquial.
Grammar and Punctuation: Deviations from standard grammar, punctuation, spelling, or mechanics damage the paper's
clarity and effectiveness.
Appearance: The "C" paper conforms to the guidelines established for the superior paper.

III. Unsatisfactory (D-F)

Though "D" and "F" papers may share the same faults (such as inadequate development or absence of a discernible
thesis), the "F" paper exhibits an obvious breakdown in style and structure.
Preparation: The student's ideas do not relate to the specific assignment, and there is little evidence of a preliminary draft.
Content: The central idea is missing, confused, superficial, or unsupported by concrete and relevant detail. Content is
obvious, contradictory, or aimless.
Development: The essay lacks clear and orderly stages and fails to emphasize and support the central idea. Paragraphs are
typographical rather than structural; transitions between paragraphs are missing, unclear, ineffective or rudimentary.
Sentence Structure: Sentences are incoherent, incomplete, fused, monotonous, rudimentary, or redundant.
Diction: The level of language is inappropriate to the subject.
Grammar and Punctuation: Frequent mistakes in grammar, spelling, and punctuation obscure the writer's ideas.
Appearance: An illegible presentation is always a liability.
Plagiarism: CCCCD faculty do not tolerate plagiarism. A paper containing plagiarism will earn a zero.
 SCHOLASTIC DISHONESTY AND PLAGIARISM

Scholastic dishonesty and plagiarism and their consequences are covered in the Undergraduate Catalog. In addition, the polic
can be viewed here (http://www.utdallas.edu/student/slife/dishonesty.html.) or linked to from the Rhetoric Program
website. Every student should read that information, but I would like for you to know more about plagiarism whether you are
beginning the study of the research process and the pitfalls of proper documentation or whether you are preparing a critical
essay for a literary studies course.

Plagiarism has disrupted and destroyed political careers as recently as the 2002 firing of some New York Times staff. It has
cost professional writers thousands and, in some cases, millions of dollars in court awards or settlements resulting from
lengthy lawsuits. In some businesses, plagiarism can result in a loss of respect or can be the grounds for dismissal. In
college courses, plagiarism's penalties can range from failure on a particular assignment to failure in a course to expulsion
from college. PLAGIARISM IS A SERIOUS MORAL OFFENSE.

According to the MLA Style Manual, the origin of the word plagiarism is the Latin for "kidnapper"; thus, a plagiarist
kidnaps another writer's sentences, words, ideas, or organization and presents the material as his own. When the plagiarist
uses his stolen material, he may do so knowing that the work is not his own. This is the most blatant form of plagiarism.
MANY CASES OF PLAGIARISM, HOWEVER, ARE THE RESULT OF CARELESS DOCUMENTATION OR
FAULTY NOTETAKING. Students who plagiarize are incompetent and/or are committing a crime. Be aware of your
own time constraints: running out of time does not justify this behavior. Unfortunately, the reader who finds the error, not
knowing the writer's intent, can only assume the plagiarism is intentional. Intentional or not, plagiarism in any paper will
still carry serious penalties. You can avoid plagiarizing if you remember that when you quote, use quotation marks; when
you paraphrase, use only your own words. IN EITHER CASE, YOU MUST DOCUMENT. Proper paraphrasing does not
mean changing a few words here and there, nor does it mean omitting a few sentences or scrambling their order. For a
more complete explanation of proper paraphrasing, see your textbook.

Many students overreact when they learn what plagiarism means. They either assume that they should not use any sources
(thus avoiding the problem entirely), or they assume they should document every word they have written. Both reactions
are in error, for good writing involves the synthesis of your own ideas with the ideas of others. Documentation serves the
purpose of clearly indicating which ideas are yours and which are those of other writers. If you are in doubt about that
dividing line, ask your instructor or the writing center tutors for guidance.

Plagiarism, because it is a form of theft, burglary, kidnapping, or dishonesty that interferes with the goals of education,
must carry severe penalties. My policy is that an assignment containing plagiarized material receives an automatic "F."

********** PLEASE SIGN BELOW, DETACH, AND TURN IN TO INSTRUCTOR **********

I have read the above brief explanation of plagiarism. I understand what it is and am aware of the consequences if I should
be guilty of it either intentionally or unintentionally.

_________________ ____________________________________________________
DATE SIGNATURE

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ENGLISH Course/Section NAME (PRINT)