English 8174: 20

th
& 21
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Century Rhetoric

Fall 2014

Holmes / ENGL 8174 / 1

Course: English 8174 / Mon. 9:00-11:30 AM / CLSO 406 or 25PP 2325

Course Websites: http://eng8174fall14.wordpress.com/ (syllabus, schedule, assignments) &
Desire 2 Learn (D2L) http://d2l.gsu.edu (course readings, assignment
submissions)

Instructor: Dr. Ashley J. Holmes / 25 Park Place, Room 2430 / aholmes@gsu.edu
In-Person
Office Hours: By appointment only. Email or see me after class.
Virtual
Office Hours: Tuesdays 9:30 11:30 AM
During my virtual office hours, I will be logged-in to my GSU email
account to respond quickly to emails. I will also be available via Google +
for chatting (through instant messaging) and/or video hangout. You can
either schedule a video/chat appointment or you can invite/email me at
holmes.ashley@gmail.com.

Please note that the course syllabus provides a general plan for the course; deviations may be
necessary.

Course Description & Objectives
English 8174 invites students to engage with some of the prominent conversations, issues, and
debates within rhetorical studies in the 20
th
and 21
st
centuries. A primary goal of the course is to
familiarize you with foundational scholars and concepts that have been central to the study of
rhetoric since the mid-20
th
century. However, equally important to the goals of the course is for
you to gain an understanding of current conversations in rhetoric; thus, the readings have been
selected to illustrate contemporary applications of these foundational theories and assignments
are intended to give you the opportunity to join recent and ongoing scholarly debates. Through
course assignments and experiences, students will do the following:
Read critically and analyze a variety of essays and articles in modern and contemporary
rhetoric,
Identify and discuss influences and applications of rhetorical theory in culture, language,
literary theory, popular culture, and education,
Write responses to course readings that summarize, synthesize, and engage with the
scholars arguments,
Read and study model book reviews in preparation for writing a review of a recently
published book in rhetorical studies,
Conduct outside research and prepare a proposal for research,
Work collaboratively in research groups to provide feedback on draft writing throughout
the course, and
Write and revise an academic essay concerning issues of contemporary rhetoric theory
and/or practice.



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Digital Access & Recommended Texts
There is not a required textbook for this course; all required readings will be available online
through D2L, thus you will need consistent access to a computer outside of class. It is my
expectation that you will bring print or electronic copies of the required readings to class for our
discussions.

While I am not requiring a textbook for the course, there are a number of edited collections in
20
th
& 21
st
Century Rhetoric that you may find helpful to consult or purchase. Below is a list of
recommended texts; these are entirely optional for purchase.

Bizzell, Patricia, and Bruce Herzberg, eds. The Rhetorical Tradition: Readings from Classical
Times to the Present. Bedford/St. Martins, 2000. Print.
Foss, Sonja K., Karen A. Foss, and Robert Trapp, eds. Contemporary Perspectives on Rhetoric.
3
rd
ed. Long Grove: Waveland Press, 2002. Print.
Foss, Sonja K., Karen A. Foss, and Robert Trapp, eds. Readings in Contemporary Rhetoric.
Long Grove: Waveland Press, 2002. Print.
Lucaites, John Louis, Celeste Michelle Conditt, and Sally Caudill, eds. Contemporary Rhetorical
Theory: A Reader. New York: The Guilford Press, 1999. Print.
Lunsford, Andrea A., Kirt H. Wilson, and Rosa A. Eberly, eds. The SAGE Handbook of
Rhetorical Studies. SAGE, 2008. Print.
Ott, Brian L., and Greg Dickinson, eds. The Routledge Reader in Rhetorical Criticism. New
York: Routledge, 2013. Print.

Course Assignments

Reading Responses: 10%

Over the course of the semester, you will choose 3 class sessions for which you will write
a 250 500 word reading response. The purpose of this response is for you to 1) both
summarize and synthesize the main arguments of the readings for that class session, and
2) engage with the readings by offering your own responses to and questions about the
authors main arguments. You may choose any 3 class sessions whose topic interests you
and/or schedule suits you. Submit your reading responses to the D2L dropbox (you will
see separate folders for each of 3 responses) prior to the start of class on the date of
readings youve selected. Late submissions (after the class session for the selected date)
will not be accepted.

Book Review: 20% (3 to 5 pages, plus cover sheet)

Writing book reviews is an excellent way to practice your abilities to summarize overall
arguments and contextualize them within the broader field of rhetoric and composition.
They also represent an excellent opportunity for publication, especially if you are
reviewing a recently published book. Your first assignment for the course will be to
review a book in rhetorical studies published within the last 5 years (preferably within the
last 3 years). On the course website (under assignments), I have provided a suggested list
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of books, though you should feel free to propose books not on the list that meet the above
criteria. Below is a summary of the major due dates for this assignment:
You will select your book within the first week of class and submit your choice
for approval by me in person or via email no later than Sept. 1
st
.
On Sept. 8
th
, you will provide a brief oral presentation of your selected book and
bring a model book review to work with in-class. We will also form research
groups. (See calendar for more details on these assignments).
On Sept. 15
th
, you will post a draft of your review to the D2L dropbox.
On Sept. 19
th
(Fri.), you will post responses to your research group members
drafts in D2L (the same dropbox where you submitted your draft).
On Sept. 22
nd
, we will discuss select drafts in class.
On Sept. 29
th
, you will submit the final draft of your book review (3 to 5 pages) to
the D2L dropbox with a cover sheet that does the following:
1) lists the bibliographic information for the review you selected as a model,
followed by a paragraph explaining why you selected that model and how you
used it as a point of reference for assessing what you hoped to accomplish in
your own review,
2) provides a 2 to 3 sentence abstract summarizing your review, and
3) includes a paragraph that identifies a target journal for publication and
explains why you believe your review would be publishable in that journal.
Feel free to include excerpts from CFPs or other content from the journal that
helped in your selection.

Research Proposal: 20% (5 to 7 pages)

In preparation for the academic essay, you will submit a 5 to 7 page proposal for your
research. Your proposal should define the type of research you plan to conduct (e.g.,
rhetorical analysis of a text/object/artifact, theoretical or pedagogical application,
comparative, etc.), situate your work within 20
th
and 21
st
century rhetoric, and suggest the
ways in which your research offers a contribution to the field. You should offer a
preliminary hypothesis (which should develop into your main argument for the academic
essay) and a timeline/plan for your research in the coming weeks. Be sure to include a
bibliography of at least 8 sources you have already or plan to consult for your research.
Because this assignment requires you to establish general claims that you will develop
over time and project a list of readings related to your area of research, it intends to give
you practice in skills you will need for your thesis or dissertation prospectus, as well as
your comprehensive exams.
On Mon., Oct. 20
th
, a draft of your research proposal is due as an upload to the
D2L dropbox before the start of class.
Responses to peer draft proposals due (in the same D2L dropbox you submitted
the draft proposal) by Fri., Oct. 24
th
.
Mon., Oct. 27
th
, final draft of research proposal due as an upload to D2L dropbox
prior to the start of your conference sign-up time. Instead of class that day, you
will join me for a conference in my office (25 Park Place, Room 2430), where we
will discuss your research proposal and plans.
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Academic Essay 50% (15 to 22 pages, plus cover sheet)

Your final project in this course will be an academic essay of 15-22 pages that offers your
argument, analysis, and/or theoretical or pedagogical application of an issue related to
contemporary rhetoric.
Mon., Dec. 1
st
: Draft of academic essay due to D2L dropbox before the start of
class.
Mon, Dec. 8
th
: Read all peer drafts in advance of class. Present work-in-progress
draft. Discuss all peer drafts in class. (See assignment details on calendar.)
Mon., Dec. 15
th
: Academic essay due as an upload to D2L dropbox no later than
5:00 PM. With the final draft, include a cover sheet that addresses the following:
1) A one-paragraph abstract of your essay,
2) A citation of the specific journal you would submit the essay to and a rationale
for choosing that journal,
3) The major strengths of this draft of your essay,
4) With more time for another round of revision, the aspects of the essay you
would work to improve, more fully develop, and/or re-think.

Course Policies

Attendance Policy & Expectations for Participation
Daily attendance and participation are essential to your success in this course, and I expect you
to attend all class sessions, be on time, and arrive prepared having completed required readings. I
will take attendance daily at the start of class. However, in the event that you cannot make it to
class, please be sure you understand the course attendance policy as follows: If a student misses
more than 2 classes (2 weeks), he or she may risk failing the course. The midpoint for the
semester is October 14
th
. Students wishing to withdraw should do so before this date in order to
receive a grade of W for the course.

Late Work
Course assignments are due at the specified time on the date stated. If you foresee not being able
to submit an assignment on time because of extenuating circumstances, please talk to me in
advance to inquire about an extension. If you submit late, without an approved extension, your
grade drops one third of a letter grade per calendar day, which includes days that we do not meet
for class. I would much rather you submit an assignment late than not at all, so please contact me
if you are having a difficult time submitting an assignment; we can typically work out an
arrangement.

Submission Policies
You may be asked to submit your work in print or electronic forms, either in-class or at a date
and time out of class. Please follow all stated instructions for how, when, and where to submit
your assignments for this course.

Grading Scale
A+ 97 - 100%, A 93 - 96%, A- 90 - 92%, B+ 87 - 89%, B 83 - 86%, B- 80 - 82%,
C+ 77 - 79%, C 73 - 76%, C- 70 - 72%, D+ 67 - 69%, D 63 - 66%, D- 60 - 62%, F 59% - 0%
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Academic Honesty
As members of the academic community, students are expected to recognize and uphold
standards of intellectual and academic integrity. The university assumes as a basic and minimum
standard of conduct in academic matters that students be honest and that they submit for credit
only the products of their own efforts. According to GSUs handbook, dishonorable conduct
includes plagiarism, cheating, unauthorized collaboration, falsification, and multiple submissions
of your academic work. For specific examples and definitions of each of these forms of conduct,
please see the Policy on Academic Honesty, section 409 in the Faculty Handbook:
http://www2.gsu.edu/~wwwfhb/fhb.html.

Course Assessment
Your constructive assessment of this course plays an indispensable role in shaping education at
Georgia State. Upon completing the course, please take time to fill out the online course
evaluation.

Accommodations
I am happy to accommodate any student who has a documented disability registered with GSUs
Office of Disability Services. If this applies to you, please plan to make an appointment with me
during the first weeks of the semester so we can make a plan for the best way to accommodate
your needs. Students who wish to request accommodation for a disability may do so by
registering with the Office of Disability Services. Students may only be accommodated upon
issuance by the Office of Disability Services of a signed Accommodation Plan and are
responsible for providing a copy of that plan to instructors of all classes in which
accommodations are sought.

Campus Resources

The Writing Studio
http://www.writingstudio.gsu.edu/
The purpose of the Writing Studio is to enhance the writing instruction that happens in academic
classrooms, by providing undergraduate and graduate students with an experienced reader who
engages them in conversation about their writing assignments and ideas, and familiarizes them
with audience expectations and academic genre conventions. We focus on the rhetorical aspects
of texts, and provide one-on-one, student-centered teaching that corresponds to each writers
composing process, especially invention and revising. We do not provide editing or proofreading
services. We aim to create better writers, not perfect papers, so we address works-in-
progress in tutorials, and not finished texts.

Counseling & Mind-Body Health Resources
404-413-1640, http://counselingcenter.gsu.edu/
Life in graduate school can get complicated. Students sometimes feel overwhelmed, experience
anxiety or depression, and struggle with relationships or family responsibilities. GSUs
Counseling & Testing Center offers counseling, crisis, and mind-body health resources to help
students cope with difficult emotions and life stressors.


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Course Schedule

This course schedule is subject to changes. Please check the calendar on the course website for
the most up-to-date version of the schedule of readings, assignments, and due dates. Also check
the news feature on D2L for announcements of changes.

Mon., Aug. 25

Introduce syllabus and major assignments.

Sign-up for book review selections or email selection by Mon., Sept. 1
st
.

Rhetorical Situation (27 pages)

Bitzer, Lloyd F. The Rhetorical Situation. Philosophy and Rhetoric 1 (1968): 1-14. Rpt.
in Contemporary Rhetorical Theory. Ed. John Louis Lucaites, Celeste Michelle Condit,
and Sally Caudill. New York: Guilford Press, 1999. Print. 217-25.

Vatz, Richard E. The Myth of the Rhetorical Situation. Philosophy and Rhetoric 6
(1973): 154-57. Rpt. in Contemporary Rhetorical Theory. Ed. John Louis Lucaites,
Celeste Michelle Condit, and Sally Caudill. New York: Guilford Press, 1999. Print. 226-
31.

Biesecker, Barbara. Rethinking the Rhetorical Situation from within the Thematic of
Differnce. Philosophy and Rhetoric 22 (1989): 110-30. Rpt. in Contemporary
Rhetorical Theory. Ed. John Louis Lucaites, Celeste Michelle Condit, and Sally Caudill.
New York: Guilford Press, 1999. Print. 232-46.

Mon., Sept. 1

Labor Day Holiday: No class.

If you havent already, email (aholmes@gsu.edu) me with your selection for the book
review.

Mon., Sept. 8

Be ready to discuss which book youve selected to review, why you selected it, and how
you see it fitting with your research interests. Note: you do not have to have read the
entire book by this date, simply know enough to tell us what it is generally about.

Find, read, and bring a copy to class of a book review that you might be able to use as a
model for your review, preferably from a journal that you might target for your own
reviews potential publication. Be ready to discuss and work with this review in class
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Form research groups.

Rhetorical Studies and the Stories We Tell (67 pages)

Royster, Jacqueline Jones, and Gesa E. Kirsch. Our Own Stories of Professional
Identity and Documenting a Need for Change in Rhetorical Studies. Feminist
Rhetorical Practices: New Directions in Rhetoric, Composition, and Literacy Ltudies.
Carbondale: Southern Illinois University Press, 2012. Print. 3-28. (25 pages)

Ianetta, Melissa, and James Fredal. Surveying the Stories We Tell: English,
Communication, and the Rhetoric of Our Surveys of Rhetoric. Rhetoric Review 25.2
(2006): 185203. (18 pages)

Burkean Parlor. Rhetoric Review 7.1 (Autumn 1988): 194213. (section on Vitanza
removed) (21 pages)

Enoch, Jessica. Review of Archives of Instruction. Composition Studies. 34.1 (2006):
123-126. Web. http://www.uc.edu/content/dam/uc/journals/composition-
studies/docs/bookreviews/34-1/enoch.pdf.

Mon., Sept. 15

Draft of book review due to D2L dropbox before the start of class. Respond to the drafts
of peers in your research group by Fri., Sept. 19
th
.

Burke, Drama, and Identification (56 pages)

Burke, Kenneth. Excerpt from A Rhetoric of Motives. The Rhetorical Tradition: Readings
from Classical Times to the Present. Ed. Patricia Bizzell and Bruce Herzberg.
Bedford/St. Martins, 2000. Print. 1324-1340.

Burke, Kenneth. Dramatism. Readings in Contemporary Rhetoric. Ed. Karen A. Foss,
Sonja K. Foss, and Robert Trapp. Long Grove: Waveland Press, 2002. Print. 160-170.

Ratcliffe, Krista. Identifying Places of Rhetorical Listening: Identification,
Disidentification, and Non-Identification. Rhetorical Listening: Identification, Gender,
and Whiteness. Carbondale, IL: Southern Illinois UP, 2006. Print. 47-77.

Mon., Sept. 22

Discuss select book review drafts.

(continued on next page)


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Wingspread, Perelman & Olbrechts-Tyteca, and Corbett (58 pages)

Perelman, Chaim, and Lucie Olbrechts-Tyteca. Excerpt from The New Rhetoric. The
Rhetorical Tradition: Readings from Classical Times to the Present. Ed. Patricia Bizzell
and Bruce Herzberg. Bedford/St. Martins, 2000. Print. 1375-78.

Perelman, Chaim. The New Rhetoric. The Prospect of Rhetoric. Report of the National
Development Project, Sponsored by Speech Communication Association. Ed. Lloyd
Bitzer and Edwin Black. Englewood Cliffs: Prentice Hall, 1971. Print. 115-122.

Condit, Celeste Michelle. Chaim Perelmans Prolegomenon to a New Rhetoric: How
Should We Feel? A Response to Chaim Perelmans The New Rhetoric. Reengaging
the Prospects of Rhetoric: Current Conversations and Contemporary Challenges. Ed.
Mark J. Porrovecchio. New York: Routledge, 2010. 96-111. Print.

Corbett, Edward P. J. Rhetoric in Search of a Past, Present, and Future. The Prospect of
Rhetoric. Report of the National Development Project, Sponsored by Speech
Communication Association. Ed. Lloyd Bitzer and Edwin Black. Englewood Cliffs:
Prentice Hall, 1971. Print. 166-78.

Myers, Nancy. Relocating Knowledge: The Textual Authority of Classical Rhetoric for
the Modern Student. The Locations of Composition. Ed. Christopher J. Keller and
Christian R. Weisser. New York: State U of New York P, 2007. Print. 229-50.

Mon., Sept. 29

Final draft of book review (with required cover sheet) due: upload to D2L dropbox before
the start of class.

Invention (65 pages)

Wallace, Karl R. Topoi and the Problem of Invention. Quarterly Journal of Speech
58.4 (1972): 387-95.

Crowley, Sharon. The Evolution of Invention in Current-Traditional Rhetoric. Rhetoric
Review 3.2 (1985): 146-62.

Liu, Yameng. Invention and Inventiveness: A Postmodern Redaction. Perspectives on
Invention. Ed. Janet M. Atwill and Jancie M. Lauer. Tennessee Studies in Literature. Vol.
39. Knoxville: U of Tennessee P, 2002. 53-63. Print.

Phelps, Louise Wetherbee. Institutional Invention: (How) Is It Possible? Perspectives
on Rhetorical Invention. Ed. Janet M. Atwill and Jancie M. Lauer. Tennessee Studies in
Literature. Vol. 39. Knoxville: U of Tennessee P, 2002. 64-95. Print.


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Mon., Oct. 6

Genre (71 pages)

Miller, Carolyn R. Genre as Social Action. The Quarterly Journal of Speech 70 (1984):
151-67. Rpt. in Landmark Essays on Contemporary Rhetoric. Ed. Thomas B. Farrell.
Mahwah: Lawrence Erlbaum, 1998. Print. 123-42.

Reiff, Mary Jo, and Anis S. Bawarshi. Rhetorical Genre Studies. Genre: An
Introduction to History, Theory, Research, and Pedagogy. The WAC Clearinghouse,
2010. Web. 78-104.
http://wac.colostate.edu/books/bawarshi_reiff/chapter6.pdf

Devitt, Amy J., Anis Bawarshi, and Mary Jo Reiff. Materiality and Genre in the Study
of Discourse Communities. College English 65.5 (2003): 541-58.

Par, Anthony. Genre and Identity: Individuals, Institutions, and Ideology. The
Rhetoric and Ideology of Genre. Ed. Richard Coe, Lorelei Lingard, and Tatiana
Teslenko. Cresskill: Hampton Press, 2002. 5771.

Mon., Oct. 13

Midpoint: Oct. 14
Students wishing to withdraw with a W should do so prior to Oct. 14
th
.

Sign-up for conferences to be held on Oct. 27
th
.

Rhetoric & Ideology (84 pages)

McGee, Michael Calvin. The Ideograph: A Link Between Rhetoric and Ideology. The
Quarterly Journal of Speech 66 (1980): 1-16. Rpt. in Landmark Essays on Contemporary
Rhetoric. Ed. Thomas B. Farrell. Mahwah: Lawrence Erlbaum, 1998. Print. 85-102.

Berlin, James A. Social-Epistemic Rhetoric, Ideology, and English Studies. Rhetorics,
Poetics, and Cultures: Refiguring College English Studies. Urbana: NCTE, 1996. 77-94.
Print.

Olson, Gary A. Ideological Critique in Rhetoric and Composition. Rhetoric and
Composition as Intellectual Work. Ed. Gary A. Olson. Carbondale: Southern Illinois UP,
2002. 81-90. Print.

Althusser, Louis. Ideology and Ideological State Apparatuses: Notes Towards an
Investigation. Lenin and Philosophy and Other Essays. Trans. Ben Brewster. New York:
Monthly Review Press, 2001. Print. 85-126.

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Mon., Oct. 20

Draft of research proposal due as an upload to the D2L dropbox before the start of class.
Responses to peer draft proposals due by Fri., Oct. 24
th
.

Publics & Public Rhetorics (90 pages)

Habermas, Jrgen. Excerpt from The Structural Transformation of the Public Sphere: An
Inquiry into a Category of Bourgeois Society. Trans. Thomas Burger with Frederick
Lawrence. Cambridge: MIT Press, 1989. Print. 31-43.

Fraser, Nancy. Rethinking the Public Sphere: A Contribution to the Critique of Actually
Existing Democracy. Social Text 25/26 (1990): 56-80.

Hauser, Gerard A. Civil Society and the Principle of the Public Sphere. Philosophy and
Rhetoric 31.1 (1998): 19-40.

Cintron, Ralph. Gangs and Their Walls. Angels Town: Chero Ways, Gang Life, and
Rhetorics of the Everyday. Boston: Beacon Press, 1997. Print. 163-96.

Mon., Oct. 27

Conferences in my office: 25 Park Place, Room 2430.

Final draft of research proposal due as an upload to D2L dropbox prior to the start of
your scheduled conference time.

Mon., Nov. 3

Agency & Kairos (80 pages)

Herndl, Carl G., and Adela C. Licona. Shifting Agency: Agency, Kairos, and the
Possibilities of Social Action. Communicative Practices in Workplaces and the
Profession. Ed. Mark Zachary and Charlotte Thralls. Amityville: Baywood, 2007. Print.
133-53.

Riedner, Rachel, and Kevin Mahoney. Articulating Action in a Neoliberal World.
Democracies to Come: Rhetorical Action, Neoliberalism, and Communities of
Resistance. Lanham: Lexington Books, 2008. Print. 17-38.

Reynolds, Nedra. Interrupting Our Way to Agency: Feminist Cultural Studies and
Composition. Feminism and Composition Studies: In Other Words. Ed. Susan C. Jarratt
and Lynn Worsham. Rpt. In The Norton Book of Composition Studies. Ed. Susan Miller.
New York: Norton, 2009. Print. 897-907.
(continued on next page)
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Cooper, Marilyn M. Rhetorical Agency as Emergent and Enacted. CCC 62.3 (2011):
420-49.

Mon., Nov. 10

Re-Reading Histories of Rhetoric (71 pages)

Agnew, Lois, Laurie Gries, Zosha Stuckey, Vicki Tolar Burton, Jay Dolmage, Jessica
Enoch, Ronald L. Jackson II, LuMing Zao, Malea Powell, Arthur E. Walzer, Ralph
Cintron, and Victor Vitanza. Octalog III: The Politics of Historiography in 2010.
Rhetoric Review 30.2 (2011): 109-134.

Jarratt, Susan. The First Sophists: History and Historiography. Rereading the Sophists:
Classical Rhetoric Refigrured. Carbondale: Southern Illinois UP, 1998. Print. 1-29.

Glenn, Cheryl. Mapping the Silences, or Remapping Rhetorical Territory. Rhetoric
Retold: Regendering the Tradition from Antiquity through the Renaissance. Carbondale:
Southern Illinois UP, 1997. Print. 1-17.

Mon., Nov. 17

Feminist Rhetorics (98 pages)

Royster, Jacqueline Jones. A View from a Bridge: Afrafeminist Ideologies and Rhetorical
Studies. Traces of a Stream: Literacy and Social Change Among African American
Women. Pittsburgh: U of Pittsburgh P, 2000. 251-85.

Mountford, Roxanne. On Gender and Rhetorical Space. Rhetoric Society Quaterly 31.1
(2001): 41-71.

Dickson, Barbara. Reading Maternity Materially: The Case of Demi Moore. Rhetorical
Bodies. Ed. Jack Selzer and Sharon Crowley. Madison, U of Wisconsin P, 1999. Print.
297-313.

Stenberg, Shari J. The Rhetorical Tradition Through a Feminist Lens: Locating Women.
Composition Studies Through a Feminist Lens. Anderson, SC: Parlor Press, 2013. Print.
19-37.

Mon., Nov. 24

Thanksgiving Holiday: No class Nov. 24-28.




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Mon., Dec. 1

Draft of academic essay due to D2L dropbox before the start of class.

The Relationships Among Rhetoric, Composition, and Pedagogy (47 pages)

Glenn, Cheryl, and Martn Carcasson. Rhetoric as Pedagogy. The Sage Handbook of
Rhetorical Studies. Ed. Andrea Lunsford. Los Angeles: Sage, 2009. Print. 285292.

Horner, Bruce, and MinZhan Lu. Rhetoric and (?) Composition. The Sage Handbook
of Rhetorical Studies. Ed. Andrea Lunsford. Los Angeles: Sage, 2009. Print. 293315.

Fleming, David. Rhetoric and Argumentation. A Guide to Composition Studies. 2
nd
ed.
Ed. Gary Tate, Amy Rupiper Taggart, Kurt Schick, and H. Brooke Hesller. New York:
Oxford UP, 2013. Print. 248-65.

Mon., Dec. 8

Last day of class.

Read all peer drafts of academic essay and be ready to discuss strengths and areas for
improvement. Bring print or electronic copies of all peer drafts.

Presentations of work-in-progress draft. Prepare questions for areas on which youd like
specific feedback. Be ready for full-class discussion of your draft.

Mon., Dec. 15

The final draft of your academic essay (with required cover page) is due as an upload to
D2L dropbox no later than 5:00 PM, Mon., Dec. 15
th
. You are welcome to begin
submitting your final essay as early as Tues., Dec. 9
th
.