1

Rhetoric 1302 – Argumentative Essay – Section 502

Fall 2006, MW, 7:00 – 8:15, JO4.306

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

Instructor Contact Information

Instructor Office Telephone Email Office Hours
Thomas JO 214-341- tbd013000@utdallas.edu Wednesday 6:00
Douglas 4.118 6711 or -7:00 and by
tdouglasutd@yahoo.com appointment
Other office hours may be arranged.

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.

Student Learning Objectives

1. Students will be able to practice and apply different approaches to and modes of written
exposition as appropriate to a variety of theses and subjects.
2. Students will be able to compose using effective technical requirements for written
exposition, including organization, mechanics, and thesis development.
3. Students will develop sensitivity to written language by being able to employ and apply
effective and appropriate rhetorical devices directed at a defined audience.
4. Students will able to demonstrate an ability to conduct research, apply source material,
discuss general information, and apply logical process when writing.

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

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
ISBN 978-0-07-325938-3

The class blog site is

http://douglas1302fall06.motime.com/

Student Learning Outcomes

Students will write one Rhetorical Analysis and three argumentative essays. The first two
argumentative essays will be formal written arguments, and the third will entail the creation of a
Visual Rhetoric argument. In addition, all students are required to create a blog site for use in
class. We will also read and respond to short readings in class and conduct other daily activities
such as thematic exercises and other assignments.
Students will often be required to discuss their writing in open peer-review sessions conducted
during class meetings.

Assignments and Academic Calendar

 2

REMINDER: 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. “Readings TBA” usually refers to the essays and articles from Part Three and Part Four of
AA. As the semester proceeds, we will discuss as a class what articles and essays to include in
our readings for discussion.

MON 8/21: In-class: Introduction to course and motime blog site. Set up blog and register for AWR
and AA companion websites (the AWR website includes an e-book.)
Assignments: Read AA Ch. 1 and AWR Ch. 4; Send me an e-mail introducing yourself by Tuesday
8/22. Read Plato’s Allegory of the Cave and write a one page “reflection” due on Wednesday 8/23.

WED 8/23: In-class: Turn in Plato paper. Discussion over the nature of language, writing, and
rhetoric. We will also read and discuss a short excerpt from Plato’s Phaedrus. Discussion of AA Ch
1 and AWR Ch. 4
Assignments: Record your first observation on your blog. Read chapter 2 in AA.

MON 8/28: In-class: Discussion of AA Ch 2. Open discussion and analysis of two short op-ed pieces
from the newspaper. If we have time, we will also have a demonstration of AWR electronic
resources.
Assignments: Read AA Ch. 3; pay close attention to the Toulmin Method. Choose an article, essay
or op-ed piece that you would like to analyze rhetorically and bring it in to class on Wednesday for
class discussion.

WED 8/30: In-class: In-class practice of a Rhetorical Analysis during our discussions of the articles
brought in to class. Discussion of Chapter 3.
Assignments: Record your second observation in your blog. Write your Rhetorical Analysis and turn
in the first draft on Wednesday 9/6.

Last day to drop without a “W” is Friday, September 1.

MON 9/4: LABOR DAY!

WED 9/6: In-class: Turn in the first draft of your Rhetorical Analyses. Class discussion about the
upcoming research papers, formatting, MLA, and the library.
Assignments: Record you third observation on your blog. Read AA Ch. 5. Your first major paper will
be an argument to inquire. Decide on a topic of your first argument and be prepared to let me know
on Monday.

MON 9/11: In-class: I will hand back the first draft of the Rhetorical Analysis and have individual
meetings with each student to discuss their writing and the first major essay.
Assignments: The final draft of your Rhetorical Analysis is due on Wednesday 9/13. Read AA Ch. 5
and be prepared for our meeting in the library this coming Wednesday.

WED 9/13: In-class: Turn in your Rhetorical Analyses to me when you see me at the library. We will
meet with a Research Librarian to discuss the proper way to conduct college level research.
Assignments: Record observation #4 in your blog. Complete Grammar exercises in AA online.
Read Chapter 6 and have your first draft prepared for peer review on Wednesday 9/20. Assigned
readings TBA.
 3

MON 9/18: In-class: Discussion of grammar, readings, the topics for the first argument, AA Ch. 6,
and general discussion of MLA, sources and research. If we have the time, we will have a
demonstration of Catalyst electronic resources for Research
Assignments: First draft due on Wednesday. Work on your paper.

WED 9/20: In-class: Peer review. Bring in two copies of the first draft of your first argument, and be
prepared to read two papers by your peers and accept criticism on your own work.
th
Assignments: Record your 5 observation on your blog. Take into account the suggestions by your
peers and revise your paper for turn-in on Monday 9/25. Read the handout on fallacies. Readings
TBA.

WP or WF withdrawal period begins on Thursday, September 21.

MON 9/25: In-class: Turn in second draft of first argument. Discussion of readings, logical fallacies,
grammar, sentence structure, and style.
Assignments: Post ten fallacies on your blog site. Your next major paper will be an argument to
convince, persuade, or mediate. During the next several weeks, we will be discussing chapters 7, 8
and 9. Be prepared to discuss the ideas laid out in AA during the next several weeks.

WED 9/27: In-class: Individual meetings. I will return your first papers with my suggestions and
critique.
th
Assignments: Record your 6 observation. Finish Essay #1 and have a good college level essay
and argument ready for turn in on Monday 10/2. Be prepared to discuss some of the readings and
chapter 7 on Monday.

MON 10/2: In-class: Turn in final draft of Essay #1. Group discussion of fallacies, the readings and
discussion of chapter 7 in AA.
Assignments: Read Chapter 8 in AA. Pay close attention to Martin Luther King’s Letter from the
Birmingham Jail.

WED 10/4: In-class: Discuss King’s rhetoric, rhetorical tropes, and Chapter 8 in AA.
Assignments: Record Observation #7. Read Chapter 9 in AA. Readings TBA.

MON 10/9: In-class: Discussion of readings, Chapter 9, and the midterm grade argument.
Assignments: On Wednesday 10/11, your midterm grade argument is due. Do not post this
argument on your blog. Send me this argument in a private e-mail. Send me this argument by class-
time on Wednesday. You also need to begin thinking about your next argument. This second major
essay will be an argument to convince, persuade, or mediate. Be prepared to discuss your topics on
Wednesday 10/11. Readings TBA.

WED 10/11: In-class: Recap discussion of chapters 7 thru 9 and group discussion about midterm
grades, the readings, and topics for your second major argument.
th
Assignments: Record your 8 Observation in your blog. Work on your paper, and bring in two
copies of your argument on Monday.

MON 10/16: In-class: Peer Review. Bring in two copies of your second argument, and be prepared to
read two papers by your peers and accept criticism on your own work.
Assignments: Work on revision of Essay #2 based on peer review suggestions, and turn in by
Wednesday 10/18. Readings TBA

The last day to drop/withdrawal with a WP or WF is Thursday, 10/19.

 4

WED 10/18: In-class: Turn in the second draft of your argument today. General discussion of topics
TBA. Where have we been so far and where are we now going? Are you going to be with us till the
end?.... The last day to drop/withdrawal with a WP or WF is Thursday 10/19.
Assignments: Record an observation on your blog. Readings TBA.

MON 10/23: In-class: I will return your papers with my suggestions and criticism, and we will discuss
your writing in individual Teacher-student conferences. You will have until Monday 10/30 to revise
and return this essay.
Assignments: We need to begin thinking about our Visual Rhetoric project. Read Chapter 4 in AA.

WED 10/25: In-class: Discussion of Visual Rhetoric and AA Ch. 4.

Assignments: Record an Observation on your blog. Work on your final draft of Essay #2.

MON 10/30: In-class: Final draft on essay #2 due. I expect this to be a professional college level
research essay. We will continue discussing the Visual Rhetoric project.
Assignments: Read the provided Roland Barthes argument “The Rhetoric of an Image.” Think of a
website where you can find good examples of visual rhetoric. Provide a link to this site on your blog.

WED 11/1: In-class: Discussion of Barthes and some of the websites provided by students.
Assignments: Record an Observation on your blog. Read the provided excerpts from Marshall
McLuhan and from Scott McCloud’s The Vocabulary of Comics. Begin thinking about your Visual
Rhetoric projects, and be prepared to discuss them in class on Monday.

MON 11/6: In-class: Discussion of McLuhan, McCloud and group discussions of our Visual Rhetoric
projects.
Assignments: Peer Review of our Visual Rhetoric projects are due this Wednesday. Create a work
of art that is both visually stimulating and rhetorically brilliant.

WED 11/8: In-class: Peer Review of your Visual Rhetoric projects.

Assignments: Write and observation in your blog. Continue working on Visual Rhetoric project and
be prepared for our meeting on Monday 11/13.

MON 11/13: In-class: Individual meetings with instructor to speak about your final Visual Rhetoric
project.
Assignments: Work on your Visual Rhetoric project.

WED 11/15: In-class: Visual Rhetoric presentations.

Assignments: Chose your favorite presentation of the day and write a brief observation in your blog.

MON 11/20: In-class: Visual Rhetoric presentations.

Assignments: Chose your favorite presentation of the day and write a brief observation in your blog.

WED 11/22: In-class: Visual Rhetoric presentations.

Assignments: Chose your favorite presentation of the day and write a brief observation in your blog.

MON 11/27: LAST DAY OF CLASS! We will wrap up the class and finish all Visual Rhetoric
presentations if needed.
Assignments: Chose your favorite presentation of the day and write a brief observation in your blog.
th
Write your final grade argument and send it to me by November 30 .
 5

There is no meeting on the “finals” test date for this class.

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) and 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.

A: Represents outstanding participation in all course activities (including attendance and

promptness); all assigned work completed on time, with very high quality in all work produced for
the course. Evidence of significant and sustained development across the five dimensions of
learning and five course strands.

B: Represents excellent participation in all course activities (including attendance and

promptness); all assigned work completed on time, with consistently high quality in course work.
Evidence of marked and above average development across the five dimensions of learning and
five course strands.

C: Represents good (but average) participation in all course activities; all assigned work
completed, with generally good quality overall in course work. Evidence of some development
across the five dimensions of learning and five course strands.

D: Represents uneven participation in course activities; some gaps in assigned work completed,
with inconsistent quality in course work. Evidence of development across the five dimensions of
learning and five course strands is partial or unclear.

F: Represents minimal participation in course activities; serious gaps in assigned work

completed, or very low quality in course work. Evidence of development is not available.

Course and Instructor Policies

Attendance and Participation

Both regular and active attendance and participation are required for the successful completion of
this course. If you miss any class for any reason, you remain responsible for class expectations,
requirements, and/or changes. Alternative assignments are generally not given, nor will missed
classes be "re-taught" for absent students. After three absences, your final course grade can be
 6

negatively affected and/or you may be encouraged to drop the course. Chronic tardiness is
unacceptable and will also negatively affect your final grade.

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

Rhetorical Analysis of short article.

First draft due: 9/06/06

Final draft due: 9/13/06

Argumentative Essay #1
An essay that presents an inquiry argument using the principles and criteria in The Aims of
Argument (Chapter 6). Essay should be 5-6 double-spaced pages using MLA format for Works Cited.

First draft due: 9/20/06

Second draft due: 9/25/06
Final draft due: 10/02/06

Argumentative Essay #2
An essay that presents a convincing or persuasive argument using the principles and criteria in
The Aims of Argument (Chapter 7 or 8). Or, you could present a mediation argument using the
ideas and principles laid out in chapter 9 of AA. This essay should be 5-6 double-spaced pages
and should use MLA format for all works cited.

First draft due: 10/16/06

Second draft due: 10/18/06
Final draft due: 10/30/06

Argumentative Essay #3: (Visual Project)

This can be an integrated textual and visual essay, or an exclusively visual presentation that
examines and analyzes the argument of a visual image (or images) using the criteria in Chapter 4 of
The Aims of Argument. You must present your work to the class as a whole. Your image(s) may
come from any source you might choose. This project can be a PowerPoint presentation, QuickTime
movie, a personal work of art, or any other form of visual rhetoric approved by the instructor. Use
your imagination and creativity, and pursue an idea in a medium that really sparks your interest. All
images must be cited properly using MLA format.

First draft due: 11/08/06

Second draft due: 11/13/06
Final draft due: 11/15/06

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.

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.
 7

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 their 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).

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.

All work will be checked through turnitin.com.

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 individuals 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

 8

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, as the instructor, 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.

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.
 9

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.