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Rhetoric 1302

Spring 2007

Thom Mackenzie
University of Texas at Dallas
School of Arts & Humanities

Section 16 TR 10:00 – 11:15 a.m.


Section 19 TR 11:30 – 12:45 p.m.
JO 4.124

Office Hours:
Tuesday 12:30 – 1:30 p.m. & by appointment
Office: JO 4.118

Phone: 972-883-2018
Ask to leave a written message
Email: Thom@Lifewalk.net

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


Contains links to course syllabus, reference & research resources

NOTE: The syllabus is subject to change at the discretion of the instructor.

Course Description
This course presents an integrated approach to writing, reading, and critical thinking that
develops the grammatical, logical, and rhetorical skills necessary for university writing.
Student Learning Objectives consist of organizational and essayistic composition
techniques, college level linguistic style, revision and rewriting practice, and the ability to
conduct research. Students will maintain an electronic portfolio and submit paper copies of
completed assignments.

Student Learning Outcomes


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

Required Texts & Supplies


The Aims of Argument: A Rhetoric and Reader, by Timothy Crusius and Carolyn
Channell. Fifth Edition. McGraw-Hill, 2006. ISBN 0-07-321761-1

A Writer's Resources: A Handbook for Writing and Research, by Elaine P. Maimon,


Janice H. Peritz, and Kathleen Blake Yancey. Second Edition. McGraw-Hill, 2007.
Student Portfolio
Student work will be collected in a portfolio throughout the semester. The portfolio will be
kept as a hard copy notebook. Observations and argumentative essays will comprise a large
part of the evaluation in the course. 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. In groups you will discuss readings and conduct 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 as well
as conferencing with the instructor.

Attendance Policy
Because participation is vital to successful completion of Rhetoric 1302, you should attend
every class. Much of the work is done collaboratively in class and thus cannot be made up.
Alternative assignments are generally not given, nor can the instructor “re-teach” missed
classes for individual students. If you miss any class for any reason, you remain responsible
for class expectations, requirements, and/or changes. If you miss more than six classes
your grade will be lowered one full letter grade and/or you may be encouraged to drop
the class. Two tardies will count as one absence. Chronic tardiness and coming to class late
is unacceptable. Likewise, 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 will be considered the same as an absence – as your attention is
elsewhere. Turn off cell phones, pagers, and other electronic devices during class.

Office Hours
I observe office hours after class on Tuesdays or by appointment. Do not wait until the last
minute to seek help. If you need to contact me outside of class, it is best to communicate
with me by email rather than the general office phone.

UNIVERSITY POLICY AND REQUIREMENTS


Academic Integrity
The faculty expects a high level of responsibility and academic honesty from its students. 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 is the representation of another person’s work as your own, whether you mean to or not.
For example, copying or paraphrasing passages from another writer’s work without acknowledging
that you’ve done so is plagiarism. Allowing another writer to write any part of your essay is
plagiarism. Presenting your own work from another class as work originally conducted for this
class is a further example of plagiarism.

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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). Class writing will be submitted to Turnitin.com, which searches the web for
possible plagiarism and is over 90% effective.

See the Undergraduate Catalog for information about the consequences of Scholastic Dishonesty, or
view the policy here: http://www.utdallas.edu/judicialaffairs/

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, Richardson, Texas 75083-0688

Visit the office of Disability Services in Student Union (1.610) or call at 972.883.2098 to obtain
proper paperwork for this class. It is the student's responsibility to notify me of the need for
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.

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.

Email Policy
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. Students may go to the following URL to establish or maintain their official U.T. Dallas
computer account: http://netid.utdallas.edu/

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.

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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.

Student Grievance Procedures


Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of
the university's Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of
academic responsibility, it is the obligation of the student first to make a serious effort to resolve the
matter with the instructor, supervisor, administrator, or committee with whom the grievance originates
(hereafter called “the respondent”). Individual faculty members retain primary responsibility for
assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must
be submitted in writing to the respondent with a copy of the respondent's School Dean. If the matter
is not resolved by the written response provided by the respondent, the student may submit a written
appeal to the School Dean. If the grievance is not resolved by the School Dean's decision, the
student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the
deal will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals
Panel is final. The results of the academic appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of Students,
where staff members are available to assist students in interpreting the rules and regulations.

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. Details on deadlines and procedures for dropping can be found at:
http://www.utdallas.edu/student/registrar/lookup/dropadd.html

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GRADING POLICY AND ASSIGNMENTS
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. At midterm and
semester’s end you will submit An organized portfolio of all work completed with a matrix of
your grade for each assignment. This portfolio and matrix will be accompanied by an
argument stating how what you have learned and completed supports the grade you should
earn. In other words, you will directly apply what you learn in this course by arguing for your
own grade. Please note that each component of the course impacts a student’s grade:
attendance, participation, promptness, level of writing, use of effective arguments, creativity,
collaboration, sound rhetorical skills, and the competent use of technology—all of these
things and more contribute to an outstanding portfolio. Final interpretation and assessment
of your grade(s) remain the responsibility of the instructor.

The Grades for this course will be weighted as follows:

Essay 1 -- 15% Portfolio -- 15%


Essay 2 -- 20% Observations & Homework – 15%
Essay 3 -- 25% Attendance and Participation -- 10%

This grading scheme emphasizes improvement as a thinker and writer. Each essay consists
of two components – the draft and the completed submission. Note that poor attendance
and participation will negatively impact your overall course grade.

Draft Version (Consists of):


* Skeleton Outline * Thesis statement in bold
* Headings for each Paragraph – That Matches the Outline
* 20% of Overall Essay Grade

Final Version (Consists of):


* Essay Coversheet * Peer Review
* 3-4 Quality References * Logical organization and polished writing.

The draft will constitute 20% of the overall essay grade. The draft, though not polished,
should include an outline, headings for each paragraph that correspond with the outline, and
the thesis in bold. Essay 1 or 2 may be resubmitted by MARCH 27th. The revised
evaluation will be weighted as follows: draft 20% + essay 40% + revised essay 40%.

Grades for individual assignments represent the instructor’s evaluation of the research,
prose, and content of the submission. In general, grades are assigned according to the
following standard:

Clear, error-free writing reinforces the thesis with polished prose and well-placed figures of speech in an
A “A” paper. The conclusion can be read as a continuation of the introduction, without reading the body
of the text. Well-documented evidence and statements bolster a strong thesis. Counter-arguments are
addressed and refuted. This essay stands out and nails the assignment. All homework completed on
time, with consistently high quality work, evidence of consistent and sustained development as a writer.

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B “B” writing addresses the assignment and is a solid paper that has fallen short in one of 4 key areas.
Perhaps the prose is clear, error-free and reinforces the thesis, but lacks polish. Or the content
is not well organized or researched. Essays that fail in both areas drop out of this category. Also either
the counter-argument and refutation are adequate, but not outstanding OR the introduction and
conclusion are clear but may not mirror one another. All homework completed on time, with consistently
high quality work, evidence of consistent, and evidence of above average development as a writer.
C A functional paper earns the grade of “C.” The prose is understandable and largely free of errors – but
not entirely. The writing exhibits good essayistic form and organization, yet calls for improvement. Or
the argumentation may be weak. In general a “C” paper resembles a “B” paper that did not undergo a
solid revision. Or the paper represents strong “B” work or better but does not address the assignment.
Majority of homework completed on time of consistent quality work. Demonstrates minimal improve-
ment as a writer.
D/F These essays stand out for what they lack. Poor syntax inhibits the reader from understanding the flow
of the writing. The content is loosely organized and lacks adequate research. Or the paper totally
misses the assignment. Submissions that resemble an unedited draft fall into this category. Represents
uneven participation in course assignments, some gaps in assigned work completed, or inconsistent
quality of course work.
Final assessment of your grade remains the responsibility of the instructor.

Assignments
NO late assignments will be accepted except in extreme emergency.
I. Observations:
Throughout the semester students will develop writing skills by creating paragraphs and
short reaction papers. The writing process will help organize and develop your thoughts.
Once your written thoughts are focused, then rewrite and revise the observation until a clear,
insightful and polished prose stands out. Observations must be accessible electronically
during all class periods: i.e., blog, email attachment, or on a memory device. Some
Observations are submitted on set dates but will be revised throughout the semester. Your
final portfolio will highlight the five revised Observations that represent your best writing.

II. Homework
Throughout the semester students will be expected to complete assigned readings,
homework exercises, and group presentations.

III. Essays
Three essays will demonstrate your skills and improvement as a writer. Essay #3 should
represent your most comprehensive and skilled writing. Three quality sources are
required for each essay, not including Internet sources.

All final drafts of the Observations, Essays, and group presentation must be turned
in to me in hard copy. Use MLA format and include a Works Cited page.

First Essay: An essay that presents an inquiry argument using the principles and criteria in
The Aims of Argument (Chapter 6). The essay should be 5 double-spaced pages using MLA
format for Works Cited and include a completed Essay Coversheet.

First draft due: 2/8 Final version due: 2/15


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The First Essay will examine the future of Texas in the year 2010. Inquire in detail about a
specific issue selected from the web site www.Texas2010.com

Second Essay: An integrated textual and visual essay that incorporates visual image(s) to
propel the argument using the criteria in Chapter 4 of The Aims of Argument. This project
should be 5-6 double-spaced pages, should cite all sources using MLA format for online
sources, and include a completed Essay Coversheet. Essays will follow one of the two
formats below in regards to the issues related to Texas2010.

1. Select a cause in which students can make a difference. Promote it to the class.
Develop sound arguments in support of your cause and a UTD PR campaign.
Evaluate the effectiveness of the organization and impact of volunteers.

2. Develop a multimedia children’s story that tackles a modern dilemma or difficult issue.
Why did the group select that topic? Why did your character respond as she or he
did? How would those in your family and culture respond to the story?

First draft due: 3/13 Final version due: 3/20

Third Essay:
Develop an essay that presents a convincing or motivating argument using the principles
and criteria in The Aims of Argument (Chapter 7 or 8). This essay should be 6-7 double-
spaced pages, should use MLA format for all works cited, and include an Essay Coversheet.

This paper should demonstrate your development as a writer. Topics will be developed
during class in coordination with the Texas2010 project.

Outline Due: 4/5 First draft due: 4/10 Final version due: 4/19

IV. Portfolio
In Part I of the Portfolio, students will highlight the writing of their five best Observations and
best essay. A written argument will feature excepts from these observations and
demonstrate what grade you have earned in the course. In Part II all homework,
observations, outlines and essays (all versions) will be presented with a grade matrix in an
organized portfolio on the dates due.

Midterm Argument Due – February 22nd


Final Argument Due – 4/19

Syllabus Itinerary (subject to change)


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

All assignments are due by the next class period unless noted otherwise. Assignments from
The Aims of Argument textbook denoted by AA; assignments from A Writer's Resource
denoted by AWR. *Though only the first page of an assigned essay is listed, the entire
essay is to be read.

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TUE 1/9: In-class: Observation #1 As a letter to the instructor, talk about your experience
with rhetoric and writing. Assignments: Read AA Ch. 1 & AWR Ch. 4; Email Instructor.

THUR 1/11: In-class: Discuss AA Ch. 1 and AWR Ch. 4. Assignment: Observation 1:
Write a 1-2 page autobiography of who you are using the wheel illustration. Write for a
professional audience. Due on 1/18.

TUE 1/16: In-class: Discuss AA Ch 2 and discuss Texas2010 project. Assignment: Read
AA Ch. 4 Read Essays on 720 & 762. Present an image or illustration related to
Texas2010 – use AA Ch 2 and rhetorical analysis worksheet.

THUR 1/18: In-class: Discuss AA Ch. 4; Small group rhetorical analysis of emotional and
values appeals in images. Assignment: Observation 2: Write an argument for one of the
points of the Texas2010 project. DUE: 1/23

TUE 1/23: DUE: Obersation 2. In-class: Peer review of OBS 2 and then write a counter
argument for the OBS you reviewed. Assignment: Read AA Ch 3 and Essay 234+ and
write Observation 3 that summarizes Toulmin analysis with examples of how it can be used
successfully for class essays.

THUR 1/25: In-class: Select Writing Topic for 1st Essay. Discuss AA Ch. 3; Class Toulmin
analysis of Essay 234+ Assignments: Observation 4: Rewrite a notable paragraph word
for word then revise that paragraph in your own words.; Read AA Ch. 6 and Essay 779+

Essay #1 assigned (Inquiry Argument)

TUE 1/30: In-class: Discussion of AA Ch. 6 & assigned essay 779+. Library Research.
Assignments: Read Essays 778 & 786. Find 10 suitable peer review sources for your
research assignment. Complete an annotated bibliography of 3 of the sources. DUE: 2/6

THUR 2/1: In-class: OWL. Discuss AA Ch. 5. Observation 5: Write an opening paragraph
for your 1st Essay. Assignments:

TUE 2/6: In-class: Peer review sources & inspect citation. Class discussion of grammar,
format, mechanics, evidence, fallacies, and plagiarism discussion (bring AWR Handbook).
Assignments: Observation 6: rewrite Observation 5 using 3 new figures of speech in
parenthesis. Use AWR Handbook on MLA format and how to cite and create a works cited
page; Work on draft of Essay 1.

THUR 2/8: In-class: Complete outline of Essay 1 for review and approval of instructor in
class. Assignment: Work on essay 1.

TUES 2/13: In-class: First draft of Essay 1 due today. Peer review. Assignment:
Observation 7: Summarize the edits made in the peer review and what you need to do to
improve your essay. Work on Essay 1 peer review revision suggestions.

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THUR 2/15: Final draft of Essay 1 due; In-class: Explain Portfolio. Find four contrasting
images of the Last Supper and describe the setting, appeal, emotion, and message of each
image. Assignments: Observation 8: Midterm argument and Portfolio.

Your midterm argument should attest that you know how to make a successful argument
(see Best Practices on page 256 AA) and include a meaningful claim statement of what
midterm grade you have earned to date in the course. Your support and backing should
include the following: 1) a statement of your development as a writer in this course, 2)
examples of writing lessons gained via at least 2 observations, 3) a statement of your
progress with Toulmin logic, 4) a statement of improvements you hope to make in the 2nd
h lf f th t 5) t t t di ti i ti d tt d i l

TUE 2/20: DUE: MIDTERM ARGUMENT. In-class: Small group work on Observation 9:
Insert and properly cite a minimum of six images, six headings, and one chart/table in Letter
from a Birmingham Jail.

THUR 2/22: In-class: MLK Group Presentations. Assignments: Work on Essay 2.

TUE 2/27: DUE: Outline of Essay 2: Bring electronic & paper versions. In-class: Complete
outline in class with instructor review. Assignments: Work on Essay 2; Observation 10:
Rewrite the introduction and closing of Essay 1 using keywords, beads, and mirrored
language.

THUR 3/1: DUE: Observation 10. In-class: Work on Essay 2. Assignment: Complete first
draft of Essay #2; Bring hard copy to class 3/13.

TUE 3/13: DUE: First draft of Essay 2; Peer reviews in class. Assignment: Work on
revision of Essay #2 based on peer review suggestions, especially Intro and Conclusion.

THUR 3/15: In-class: Peer review Intro’s and Conclusions. Conferences on Essay 2

TUE 3/20: DUE: Final draft of Essay #2. In-class: Discuss AA Ch 7 and Essay 3.
Assignments: Observation 11: Complete rewrite OBS 2 in light of your 2nd essay. Read
AA Ch. 7 and Essays 497, 517 & 532,

THUR 3/22: DUE: Observation 11. In-class: Friendly class argument over OBS #11.
Pumpkin MP3. Assignment: Observation 12: Describe a process or event for your essay
topic without making assumptions of the audience.

TUE 3/27: In-class: AWR Exercises & revise sentences. Assignment: Read AA Ch. 8 and
Essays 665, 668 & 672.

THUR 3/29: In-class: Review AA Ch. 8. In class Observation 13: Compare & contrast the
merits of using a motivating or convincing argument for your essay. Assignment: Develop
outline for Essay 3. Select and revise 5 observations for your Portfolio.

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TUE 4/3: In-class: Peer review of outlines + Student-Teacher conference on paper topics.
Assignment: Work on first draft of Essay 3

THUR 4/5: DUE: Essay 3 OUTLINE. In-class: Review requirements for Final Portfolio
argument and grade matrix. Assignment: Work on first draft.

TUE 4/10: DUE: First draft of Essay 3; In-class: Peer reviews of first draft of Essay 3
Assignment: Select and revise 5 observations for your Portfolio. Prepare grade matrix.

THUR 4/12: In-class: Revision techniques and elevating style (bring AWR Handbook).
Refine language and beads for Essay 3. Assignments: Continue work on Essay 3;
Schedule optional conference with instructor

TUE 4/17: In-class: conference with instructor. Revise portfolio.

THUR 4/19: DUE: Final draft of Essay 3 with Completed Portfolio & FINAL Argument.

Rhetoric 1302 -- Mackenzie, Page 10 of 10

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