RHET 1302.

501 Spring 2008

RHET 1302: Rhetoric

Spring 2008, Section 501, MW 5:30 - 6:45

Claude Pruitt Office Number: JO 4.118

E-mail: CWPruitt@UTDallas.edu Office Phone: (972) 883-2018
Office Hours: W 4:15 - 5:15

NOTE: If you need to contact me outside of class or office hours, use email. I will respond within 24
hours to email. Do not leave messages on the office phone outside of my posted office hours.

Course Description
Rhetoric 1302 will prepare you for college-level writing while helping to develop your critical thinking
skills. Rhetoric is the study of persuasion, in writing and speech and through visual and other means. In this
class, you will develop skills to analyze how rhetoric, in its various forms, targets audiences. By paying
attention to the strategies that good writers and speakers use to persuade their particular audiences, you will
learn to reason better and to persuade others in your own writing, both through specific techniques and
rhetorical appeals, and through the increased sensitivity to audience, purpose, and occasion that is at the
heart of the study of rhetoric. For Rhetoric 1302, you will read and reread texts and write multi-draft
essays. Practically speaking, you will learn skills that you can use in your future coursework regardless of
your major.

Student Learning Objectives

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

Required Textbooks
Crusius, Timothy W. and Carolyn E. Channell. The Aims of Argument: A Text and Reader. Fifth Edition.
New York: McGraw-Hill, 2006. [ISBN: 0-07-321761-1]

Maimon, Elaine P., Janice H. Peritz, and Kathleen Blake Yancey. A Writer’s Resource: A Handbook for
Writing and Research. Second Edition. New York: McGraw-Hill, 2007. [ISBN: 978-0-07-325938-3]

Note:
A Writer’s Resource provides an online student resource called Catalyst. You can access the Catalyst
system for UTD at http://www.mhhe.com/utd. Use the generic pass code that appears on this page to
access the resource.

Spring 2008 Assignments and Academic Calendar

Assignments from The Aims of Argument will be denoted by AA; Assignments from A Writer's Resource
will be denoted by AWR.

Mon, Jan 7 Introduction to the Course

Course syllabus and class expectations
Diagnostic writing sample
Wed, Jan 9 Reading and Understanding Arguments
Read: AA, Chapters 1 - 2 and AWR, Chapter (Section) 4 and Handout 1, Voltaire “Account of a
Controversial Dispute in China”
Response Paper 1 due.
Mon, Jan 14 Toulmin Method for Argumentation
Read: AA, Chapter 3 and “What is Feminism?” by Cassandra L. Langer (AA, pages 570-580)

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 RHET 1302.501 Spring 2008

Wed, Jan 16 Visual Argumentation

Read: AA, Chapter 4
Response Paper 2 due.
Mon, Jan 21 MLK Day – NO CLASS
Wed, Jan 23 Arguing to Inquire
Read: AA, Chapter 6
Response Paper 3 due
Mon, Jan 28 How Visual Rhetoric works
Read: Photo essay, page 309 and “Representations of Terror in the Legitimation of War,”
pages 316-320 from AA.
Wed, Jan 30 Assessing and Using Sources, MLA Format
Read: AA, Chapter 5 and AWR, Chapter 6
Response Paper 4 due.
Mon, Feb 4 Library tour and orientation
Meet at the Reference Desk on the second floor of McDermott Library
Wed, Feb 6 Peer Review/In Class Workshop
First draft of Essay #1 due today
Mon, Feb 11 In Class Workshop
Work on Essay #1
Wed, Feb 13 Arguing to Mediate
Essay #1 final draft due
Read: AA, Chapter 9
Mon, Feb 18 Arguing to Mediate
Read: “On the Uses of Liberal Education: As Lite Entertainment for Bored College Students”
by Mark Edmundson (AA 721-733) and “On the Uses of Liberal Education: As a Weapon in
the Hands of the Restless Poor.” by Earl Shorris (AA 733-745).
Wed, Feb 20 Arguing to Mediate
Read: “All for the Good: Why Genetic Engineering Must Soldier On” by James Watson (AA
pages 665-668) and “In Defense of Nature, Human and Non-human” by Francis Fukuyama
(AA pages 668-671).
Mon, Feb 25 In Class Workshop
First draft of Essay #2 due
Peer review
Wed, Feb 27 In Class Workshop
Work on Essay #2
Mon, Mar 3 In Class Workshop
Work on Essay #2
Wed, Mar 5 Essay # 2 Wrap Up and Prospectus Workshop
Final draft of Essay #2 due
Fri, Mar 7 **LAST DAY TO DROP WITH WP/WF**
Mon, Mar 10
SPRING BREAK, March 10-15
Wed, Mar 12
Mon, Mar 17 Arguing to Convince
Read: AA, Chapter 7 and Essay #3 assignment
Wed, Mar 19 Arguing to Convince or Persuade
In class workshop focusing on Prospectus
Mon, Mar 24 Arguing to Convince or Persuade
Introduce Annotated Bibliography assignment
Wed, Mar 26 In Class Workshop: Annotated Bibliography
Workshop Annotated Bibliographies in class

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Mon, Mar 31 Arguing to Convince/Persuade

Read: AA Chapter 16
Wed, Apr 2 In Class Workshop: Annotated Bibliography
Prospectus due
Mon, Apr 7 Grammar and Mechanics Review
Review grammar, mechanics, and style issues based upon AWR, Chapters 9-12
Wed, Apr 9 In Class Workshop
Annotated Bibliography due
Mon, Apr 14 In Class Workshop
Work on Essay #3
Wed, Apr 16 In Class Workshop
Draft of Essay #3 Due
Peer review
Mon, Apr 21 In Class Workshop
Work on Essay #3
Wed, Apr 23 In Class Workshop
Work on Essay #3
Mon, Apr 28 Course Wrap-Up
Last Day of Class
Essay #3 Due

Assignments and Percentages

Essay 1, Visual Rhetoric (Draft and Final) 20%
Essay 2, Arguing to Mediate (Draft and Final) 20%
Prospectus 5%
Annotated Bibliography 5%
Essay 3, Arguing to Convince/Persuade (Draft and Final) 25%
Response Papers, 4 total 10%
Homework/Short Assignments/Presentations/Quizzes 5%
Attendance and Participation 10%
Total 100%

Major Assignments
Response Papers
Response papers are 300-500 word, focused arguments about a particular reading. Write response papers as
economically as possible, establish your point from the first sentence, and support your claims with specific
references to the subject text.

Successful strategies might include:

· Focus on a particular problem you see in the essay.
· Focus on an issue/point/claim you would like to defend, counter, or elaborate upon further.
· Understand the text as being “in dialogue” with another piece we have read, and write a mini-
essay on how you think the essays “speak” to each other.

Response Paper 1 Due: January 9

Response Paper 2 Due: January 16
Response Paper 3 Due: January 23
Response Paper 4 Due: January 30

Essay #1: Visual Rhetoric

First draft due: February 6
Final draft due: February 13
Length: 750 - 1000 words, 11 or 12 point font, double-spaced MLA format required
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Visual Rhetoric emphasizes the way images make meaning. Visual rhetoric is related to semiotics, or the
study of sign-making in culture. For the interested student, follow this link:
http://www.aber.ac.uk/media/Documents/S4B/sem0a.html to a detailed introduction to semiotics.

You have two options for this essay:

Option 1: The photo essay with supporting text. First, create a photo essay, then write an essay
contextualizing the photo essay and offering both explanation and analysis of its meaning. You may use
your own photography, select pictures from sources, or combine your own photography with images
acquired elsewhere. In any case, the images must focus upon a social issue. I encourage you to integrate
images into the body of the essay, and you should provide a copy of the finished photo essay. Although the
images are an integral part of your essay, your grade will be based on the quality of your writing, not on the
quality of you images.

Option 2: Analysis of an image-based secondary text. You will analyze the rhetorical content of a film, an
episode of a television program, photo essay, or other image-based secondary text. The paper should
identify features of the target text that communicate a message to the audience. Analyze those features
(e.g., statements the characters make, visual images used) and how these features convey an argument.
Remember that your essay must make a claim; simply summarizing the plot of the film or television
episode is not acceptable. Prior approval of the subject text is required.

Essay #2: Arguing to Mediate

First draft due: February 25
Final draft due: March 5
Length: 1500 words, 11 or 12 point font, double-spaced

In Aims of Argument, Crusius and Channell assert that “mediation requires the mediator to rise above a
dispute, including his or her own preferences, to see what is reasonable and right in conflicting positions.
The mediator’s best asset is wisdom” (268). When arguing to mediate, the writer must understand both
positions on a given issue. He or she should first paraphrase and summarize both arguments, identifying the
central claim or thesis of both sides and the premises used to support their respective arguments. Then, the
writer identifies the areas of agreement and disagreement and focuses upon differences over facts, interests,
values, and interpretations. Finally, the writer offers a solution after finding common ground between the
two opposing points of view.

For this essay assignment, you will choose two essays from authors who take completely different positions
on a given issue (e.g., human cloning, immigration). You will then write an essay that mediates between
the two positions, offering a common ground and solution by the end of your paper.

You may use essays from the Aims of Argument or other essays. Prior approval of subject texts is required.

Prospectus
Due: April 2
Length: 500-750 words, 11 or 12 point font, double-spaced

You must write a 500 to 750 word prospectus outlining your last assignment -- the argument to convince or
persuade. In this prospectus, you must tell the reader the nature of your topic, why the topic is important,
how you are going address the subject, and what source material you will bring to your argument. Within
this prospectus, you will outline your claim(s), reason(s), and evidence following the guidelines discussed
in the Toulmin method.

Annotated Bibliography
Due: April 9
Length: Eight (8) entries minimum, MLA format for annotated bibliographies, 100 to 125 word entries

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 RHET 1302.501 Spring 2008

You will write an annotated bibliography of at least eight (8) scholarly (e.g., Journal of the American
Medical Association) and popular sources (e.g., Popular Science). These sources must constitute
“academic” work, or the sources must at least come from credible sources. You may use online sources, but
you should make absolutely certain these sources are both authentic and credible. **Do not use Wikipedia
or Sparknotes.** These source materials may also be texts that you are using in this class, or texts within
your own field of interest (i.e., from your major field of study).

Your annotations should provide a brief summary of the source and an evaluation of its effectiveness. The
annotations should identify the author’s thesis or claim. In evaluating the source conduct a source text
preview as discussed in class; based on this preview, ask yourself if the author proves his or her claim?
Does he or she overlook any important issues? Will this source prove useful in your research effort? Refer
to the following sample annotation to write and format yours:

Waite, Linda J., Frances Kobrin Goldscheider, and Christina Witsberger. "Nonfamily Living and
the Erosion of Traditional Family Orientations Among Young Adults." American
Sociological Review 51 (1986): 541-554.

The authors, researchers at the Rand Corporation and Brown University, use data from the National
Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by
young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in
traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were
fewer in studies of young males. Increasing the time away from parents before marrying increased
individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by
Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily
living.

(Cornell University Library, http://www.library.cornell.edu/olinuris/ref/research/skill28.htm)

Essay #3: Arguing to Convince or Persuade

First draft due: April 16
Final draft due: April 28
Length: 1500 to 2000 words, 11 or 12 point font, double-spaced
Source limit: Three (3) scholarly and two (2) popular sources (5 sources total)

You must write a 1500 to 2000 word argument following the guidelines in chapters 7 and 8 of The Aims of
Argument. You must construct a sophisticated and cogent argument to either convince (to change a belief
or attitude), or persuade (to call upon the audience to take action). We will discuss these types argument
during class.

Course and Instructor Policies

Written Work and late submissions

All of your written assignments--daily classroom exercises, response papers, and essay drafts--will be
submitted via email on the due date. All drafts, including final, must be submitted when and as required in
order to successfully complete this course. Late work is not normally accepted; if you must be late for an
assignment, ask for permission for late submission. If permission is granted, understand that it will result
in a substantial (minimally one letter) grade reduction on the late submission.

Format requirements
Writing assignments (except daily classroom exercises) must conform to MLA style guidelines: typed,
double spaced in 12-point font (I prefer Times New Roman), no cover page, assignment block
identification, running head with name and page number, in-text citations with “works cited” on a separate
page. Works cited is not included in the word count. Failure to comply with submission requirements will
result in grade reduction.

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 RHET 1302.501 Spring 2008

Attendance Policy
Because each class period will consist of a mixture of lecture, discussion, group work and writing, your
thoughtful, attentive, and active participation is essential (and will form a portion of your grade.) If you
sleep, engage in non-class-related activities, or interfere with your classmates' ability to learn you will be
counted absent for that day. Be on time - class will start promptly, and tardiness on two days will count as
one absence. Leaving early will count as an absence.

Attendance is absolutely crucial to your success in Rhetoric 1302. I encourage you to attend every class
meeting; otherwise, you will miss a great deal of information and material you need to succeed in this
course. There are no excused absences (emergencies will be considered on a case by case basis). Each
student is allowed three (3) missed classes, no questions asked. Save them for when you really need them.
Each additional absence will cause 4% to be deducted from your final letter grade for the semester.

Punctuality
Persistent tardiness to class is disrespectful to both your instructor and your peers. Continually arriving late
to class will affect your participation grade in the course.

Class Participation
Your success in this course is a function of your level of engagement. I am interested in the quality of your
remarks rather than the quantity. Please use your analysis of the readings, your response papers, and prior
research and/or study when responding orally in class, and please be prepared to back up any points you
make.

Participation in this course does not include doing work that is not for this course during class, sleeping in
class, or using the computers or other personal electronic devices for personal messaging, research, or
entertainment.

Personal Communication Devices

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

Room and Equipment Use

Tampering with or destroying any of the computers, printers, modems, or wiring in the classroom is strictly
prohibited. Violations will result in disciplinary action by the Dean of Students’ office.

“Hacking” a door code and entering a classroom without the instructor’s permission constitutes criminal
trespass. The Director of Rhetoric and Writing will pursue action through the Dean of Students Office
and/or the UTD Police Department against any student who engages in such activity. The Director of
Rhetoric and Writing will also pursue action against students who are caught attempting to enter a room
without permission (i.e., entering possible number combinations in an attempt to open a classroom door).

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 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).

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 RHET 1302.501 Spring 2008

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.
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be communicated to students in writing.
 RHET 1302.501 Spring 2008

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.

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