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NOTE: All matters associated with this course are subject to change at the instructor's
discretion. Any changes will be communicated to students.
Course Description
The course presents an integrated approach to writing, reading, and critical thinking by
developing the grammatical, logical, and rhetorical skills necessary for university writing.
All classes work in a computerized learning environment. Students are taught basic
computer literacy and submit all work electronically and on paper.
Specific Assessments
1. Students will write a minimum of three (3) major argumentative essays in
addition to responses, thematic exercises, and other assignments, each focusing on
different theses and/or subjects and each written for different rhetorical purposes.
2. Students will write extended arguments as well as shorter responses, observations,
and critical evaluations, each utilizing effective organization, mechanics, and
thesis development.
3. Students will read and discuss selected examples of effective written
communication with an emphasis on determining how and why effectiveness is
achieved by the original authors. Additionally, students will share their writing in
open peer-review sessions conducted during class meetings or outside of class in
selected electronic contexts.
4. Students will document their claims and statements with credible source material
obtained through a combination of online and hands on research using appropriate
and approved materials. The inclusion of such research in student writing(s) will
be cited and documented using correct and complete styles approved by the
Modern Language Association.
Criterion for Success
1. For each assigned essay, 75% of students are able to compose an error free,
cogent, and logical written exploration of the given thesis and subject. Each essay
will demonstrate knowledge of proper use of an introduction, a body, and a
conclusion in constructing an effective essay. Each essay will present a cogent
thesis, which in turn is supported by concrete evidence, documented as necessary.
Each essay will show the author's attention to her audience, and the
communication wants and needs of that audience. Successful students will also
demonstrate the ability to adapt their writing yet still satisfy the above criterion
when writing for multiple and different audiences, or for different rhetorical
purposes.
2. For each assigned writing, and generally throughout all course-related writings,
75% of students are able to demonstrate knowledge and effective utilization of
techniques like organization, mechanics, and thesis developments. Each writing
will demonstrate effective strategies for organizing the thesis and supporting
details, of leading the reader through a cogent, ordered series of thoughts
supporting the thesis, and for summarizing that thesis and supporting details at the
conclusion. Additionally, such writing will demonstrate and knowledge of and
concern for the correct utilization of the mechanics of effective writing such as
grammar, spelling, etc.
3. For each assigned writing, 75% of students will demonstrate their awareness of an
audience for their work beyond themselves. Furthermore, their audience
awareness will demonstrate analysis of that audience to determine audience
subject knowledge, need for information, and projected or hoped for outcome
from acquisition of said knowledge. In short, students will demonstrate
understanding of the actions or outcomes resulting from their writing as directed
to a specific audience for a specific purpose.
4. For each assigned writing, and specifically for those requiring research, 75% of
students will demonstrate an ability to conduct research, both online and in library
contexts, for the purpose of identifying and utilizing appropriate and credible
source material meant to support their claims and/or theses. Students will
demonstrate a knowledge of the level of detail and credibility necessary to support
their claims, and their ability to find such material through active research.
Required Textbooks
The Aims of Argument: A Rhetoric and Reader
by Timothy Crusius and Carolyn Channell
Fifth Edition. McGraw-Hill, 2006
ISBN 0-07-321761-1
All assignments are due by the next class period unless noted otherwise. Assignments
from The Aims of Argument textbook will be denoted by AA; Assignments from A
Writer's Resource will be denoted by AWR
Fri 8/25: Argument Style Paper due; Presentation of Argument Style Paper in Class
Mon 8/28: In-class: Discussion of some important terms in argument theory; Issue proposal
Assignments: Read AWR Handbook on MLA format and how to cite and create a works
cited page
Fri 9/15: In-class: Class discussion of MLA Format (bring AWR Handbook)
Mon 9/18: In-class: First draft of Essay #1 due for Peer reviews [students exchange their
paper with another student and respond to peer review questionnaire to be provided]
Wed 9/27: In-class: The Toulmin Argument; In class essay on Toulmin Argument
Mon 10/23: In-class: Discussion of Common Errors in Essay# 1-Required for Essay# 3
Wed 11/22: In-class: Final draft of Essay #3 due ; student evaluations of course
Assignments:
Grading Policy
Your course work, and demonstrable acquisition and utilization of competencies in
written communication will be assessed holistically over the course of the semester. Your
projects will not receive individual grades, but will receive individual attention from the
course instructor and your classmates. Midterm and final grades will be based on a
portfolio of written observations, assigned essays, and other activities, as well as your
attendance and participation. At both midterm and end of the semester you will present a
written argument for what you feel your grade should be based or your specific
assessment of the quality of your learning, especially with regard to your attendance,
participation, promptness, level of writing, effective use of argumentation, creativity,
collaboration, sound rhetorical skills, and competent use of technology.
Evidence supporting your claim(s) must be drawn from your portfolio and should
specifically demonstrate mastery of five course strands (rhetoric, research, technology,
collaboration, and critical thinking)you're your development across five dimensions of
learning (confidence and independence, skills and strategies, knowledge and
understanding, use of prior and emerging experience, and reflectiveness).
The final interpretation and assessment of your grade(s), however, remains the
responsibility of the course instructor.
The following grade criteria describe very general indicators for assessing your work and
progress in the course.
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.
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. Please turn off cellular/mobile
phones, pagers, and other personal electronic devices during class.
Major Assignments
Essay #1
An essay that presents an inquiry argument using the principles and criteria in The Aims of
Argument (Chapter 6). Essay should be 4-5 double-spaced pages using MLA format for
Works Cited.
Essay #2
An integrated textual and visual essay that examines and analyzes the argument of a visual
image (or images) using the criteria in Chapter 4 of The Aims of Argument. Your image may
come from the visuals in The Aims of 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.
Essay #3
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 and should use MLA format for all works cited.
Late Work
All drafts, including final, must be submitted when and as required in order to
successfully complete this course. Late assignments will suffer grade deductions, or may
not be accepted.
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).
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.
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.
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.
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.