Rhetoric 1302 – 007/010

Spring 2006

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

MWF 11:00 a.m. – 11:50 a.m.

MWF 12:00 p.m. – 12:50 p.m.
JO 4.122

Office Hours:
Wednesday 1:30 – 3:00 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 focuses on critical thinking by using an integrated approach to writing that
teaches various rhetorical strategies for reading and constructing arguments, both written
and visual. You will learn to read texts critically according to key components in
argumentative discourse (i.e., claims, grounds, explicit and implicit assumptions, fallacies,
etc.) and to recognize the different purposes of argument. You will write and revise three to
four papers based on issues and controversies raised in the various texts read during the
semester. The assignments will give you extensive practice in reading critically and writing
according to the rhetorical conventions of an argumentative essay.

Student Portfolio
Student work will be collected in a portfolio throughout the semester. The portfolio will be
kept as a hard copy notebook and as an online blog. Online interaction and argumentative
writing will comprise a large part of the evaluation in the course. Other assignments will
include interviews, observations, and notes, all of which will be entered into your portfolio.
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.
Required Texts & Supplies

Everything’s an Argument by Andrea Lunsford, John Ruszkiewicz, & Keith Walters, 3 rd ed.
Quick Access Reference for Writers by Lynn Troyka, 4 th ed. – RECOMMENDED

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 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.

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

Office Hours
Please note my regular office hours above. You also can arrange to see me at other times
that are mutually convenient. Office hours belong to you just as much as our class time.
Don’t hesitate to take advantage of my availability and the help I am ready to offer. Do not
wait until the last minute to seek help. If you need to contact me outside of class time or
office hours, it is best to communicate with me by email rather than the office phone.

Email Policy
IMPORTANT NOTICE TO UTD STUDENTS: As of August 1, 2004, all email
correspondence with students will be sent ONLY to the student's U.T. Dallas email
address. U.T. Dallas provides each student with a free email account that is to be used in
all communication with university personnel. 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. The Department of Information Resources at U.T. Dallas provides
a method for students to forward email from other accounts to their U.T. Dallas address
and have their U.T. Dallas mail sent on to other accounts. Students may go to the following
URL to establish or maintain their official U.T. Dallas computer account:
http://netid.utdallas.edu/

Plagiarism Policy

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.

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Plagiarism is a serious offense. The possible consequences range from failing the
assignment to failing the course, or worse. Each incident of plagiarism at UTD must be
reported to the administration. If you are not sure how to properly cite a quoted or
paraphrased source, or if you need help with the format of a citation, check with the New
Century Handbook. Although you can (and, in fact, should) seek help and advice from
friends, classmates, tutors, and others, be sure that your written work is your own.

See the Undergraduate Catalog for information about the consequences of Scholastic
Dishonesty, or view the policy here (which is also a link on the Rhetoric Program website):

http://www.utdallas.edu/student/slife/dishonesty.html.

Americans with Disabilities Act (ADA)

UTD provides "reasonable accommodations" to students with disabilities, so as not to
discriminate on the basis of that disability. Information regarding specific diagnostic criteria
and policies for obtaining academic accommodations can be found at
www.utdallas.edu/student/slife/hcsvc.html. Visit the office of Disability Services in Student
Union (1.610) or call at 972.883.2098 to obtain proper paperwork for this class.

Grading Policy
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 – this is the reason
for maintaining the portfolio. At the midterm and the end of the semester you will submit a
matrix of what grades you should earn on each assignment and a detailed argument
summarizing your learning and the grade the evidence of your work supports. In other
words, you will directly apply what you learn in this course by arguing for your own grade.
However, each component of the course is vital to a quality body of work: your attendance,
participation, promptness, level of writing, use of effective arguments, creativity,
collaboration, sound rhetorical skills, competent use of technology—all of these things and
more contribute to an outstanding portfolio.

Grades for this course will be weighted as follows:

Essay 1 15% Essay 2 20% Essay 3 25%

Paragraphs 25% Work Group 10% Confidence Log 5%

Students must secure 150 participation points in order to earn an “A” in the course.

This grading scheme emphasizes improvement as a thinker and writer throughout the
semester. Each essay consists of two components – the draft and the completed
submission. The draft will constitute 20% of the overall grade for the essay. The draft is
not expected to be polished, but should include, at a minimum, a skeleton outline, headings
for each paragraph that correspond with the outline, and the thesis in bold. Except for
Essay 3, the student may resubmit any one essay. The revised grade will be weighted as
follows: draft 20% + essay 40% + revised essay 40%.

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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” paper. The conclusion can be read as a continuation of the introduction, without reading
A the body of the text. Well documented factual evidence and statements bolster a strong thesis.
Counter-arguments are addressed and refuted. This essay stands out and nails the assignment.
“B” writing addresses the assignment and is a solid paper that has simply fallen short in one of two
B 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.
A functional paper earns the grade of “C.” The prose is understandable and largely free of errors
C but not entirely. The writing exhibits good essayistic form and organization, yet calls for
improvement. 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 that does not address the assignment.
These essays stand out for what they lack. Poor syntax inhibits the reader from understanding the
D/F 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.

Final assessment of your grade remains the responsibility of the instructor.

Incompletes will NOT be granted.

Assignments
NO LATE ASSIGNMENTS WILL BE ACCEPTED EXCEPT IN EXTREME EMERGENCY.

I. Paragraphs:
Paragraphs submitted should represent your best writing. The writing process will help
organize and develop your thoughts. Once your written thoughts are focused, then rewrite
and revise the paragraph until a clear, insightful and polished prose stands out. Replace
and delete passive verbs. Paragraphs are submitted at set dates but will be revised
throughout the semester. The final grade for each paragraph will not be recorded until
three weeks past the original submission date or the last day of the course.

II. Essays
Three 6 to 8 page essays will highlight how you have processed course material. The final
essay should represent your most comprehensive and skilled writing. Four quality sources
are required for each essay, not including Internet sources.

III. Confidence Log

Online log of statements recording lessons learned and projects completed. One sentence
long. Complete one or more entries per week.

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IV. Work Group
Each student wi ll participate in a work group. Groups are encouraged to conduct joint
research and will serve as peer editors for group members. Each group will produce a 15-
minute multi-media presentation with handouts. [Topics will be selected on a first come,
first-served basis.]

Subjects for Group Presentation:

1. Overview and analysis of the movie, A Rebel without a Cause. Presentation should
include interviews from those who experienced the movie and the death of James
Dean. Allow people to illustrate how they did or did not identify with the character
and/or the actor.

2. Present a cross-cultural analysis of your group’s tour of soup kitchens, drug

rehabilitation centers, and/or after school programs for at-risk youth in the urban
core of Dallas in relationship to Marvin Olasky’s The Tragedy of American
Compassion. Video recording recommended.

3. Present a cross-cultural, cross-generational analysis of your group’s interpretation of

how Dr. Spock influenced child rearing. Point out how his techniques differed from
methods used previously and since. Interview those who have experienced some
aspect of Dr. Spock’s approach.

4. Present a cross-cultural, cross-generational analysis of baby boomers and how that

generation differs from your own. Interview members of both generations and
compare and contrast how they differ and/or reflect their generational stereotype.

5. Present a new perspective on the Apollo space program and the first manned
mission to the moon. This program was deemed vital to American interests during
the Cold War. What programs are similarly important today? How should your
generation respond?

* NOTE: Presentation should focus on your cross-cultural experience, not the

facilities or the event. Get to know 2-3 people and allow them to be your guide.

V. Class participation and attendance:

Students are encouraged to participate in discussions over the course readings.
Occasional in-class exercises and writing contribute to the overall grade.
NOTICES:
A total of 160 participation points are the minimal requirement for “A” work.
0-3 points per day for participation in class [126 = perfect score]
0-10 points for each exercise in class

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

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Major Assignments

First Essay: An integrated autobiographical and visual essay or illustrated story using the
criteria in Chapter 15 of Everything’s an Argument. Express how your parent’s, as product’s
of their culture, shaped your learning. Compare their approach with how you best learn
with details of actual learning examples. Include a statement of the academic skills you
must now master as a responsible adult. Headings will set off each paragraph. Images will
be labeled in text boxes and properly cited. Your images may come from the visuals in any
available publication, the Internet, or other media.
First draft due: Feb 10 Final version due: Feb 22

Second Essay: An essay that presents a definition or evaluation argument about some
aspect of subject covered in your group presentation. Utilize the group’s research as a
starting point, however, each student of the group should focus on a different point in this
essay. Use the methods, principles, and criteria in EA (Chapter 9 or 10).
First draft due: 3/22 Final version due: 3/31

Third Essay: An essay that presents a causal or proposal argument using the principles
and criteria in Everything’s an Argument (Chapter 11 or 12). This paper should exhibit your
development as a writer and may contain research from the previous essays. You have
two options: After experimenting with a time capsule, (1) you are stuck in the 1960’s.
Define the community you are a part of and in a town meeting propose how to change
society in order to avoid a single future “unknown” pitfall. Or (2), you are stuck in 1981 with
the high school class of 1982. Explain the class 2 events or sociological patterns of the
past twenty years and how they shape their present society (casual).
First draft due: April 12 Final version due: April 24

Blog Portfolio: Various assignments will be due throughout the semester, and all
observations, drafts, and essays must be included in the portfolio on the date due.
All written assignments, including Confidence Log & Midterm argument – March 1
All written assignments, revisions, Confidence Log & Midterm argument – April 24

Syllabus Itinerary (subject to change)

Assignments are due by the next class period unless noted otherwise.
Assignments from Everything’s an Argument textbook will be denoted by EA; assignments
from Quick Access Handbook will be denoted by QA

Mon 1/9: In-class: Self-introduction. Assignments: Read EA Ch 1 & QA Chs 1-3.

Wed 1/11: In-class: Discuss EA Ch 1 and QA Chs 1-3. Assignment: Read, “Rhetoric –
What It Is: Why Needed,” by Jacques Barzun. Library online reserve.

Fri 1/13: In-class: Discuss Barzun article. Assignment: Paragraph #1 – As a letter to

the instructor, state what grade you aim to earn in this class. Include the steps you
propose to take to ensure that your writing improves and you achieve the course
requirements. Complete Paragraph #3, Academic Interview, by 1/25

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Wed 1/18 In-class: Handwriting literature & blog set-up. Assignment: Read EA Chs 2-3

Fri 1/20: In-class: Discuss EA Chs 2-3. Assignments: Read EA Ch 14. Paragraph #2 --
write a paragraph to a producer arguing for a modernized version of the TV series Gilligan’s
Island, Gunsmoke, or Sanford and Son for the Fall 2006 season.

Mon 1/23: In-class: Group Work – rewrite one Paragraph #2 using the figures of speech
listed under #2 on page 299. Highlight each figure of speech used and then state the type
of speech in parenthesis: The Professor sounded alert, but looked like death warmed over
(simile). Assignment: Paragraph #3 – Interview a parent about some cultural or social
event that impacted their childhood and about some toy, movie, event or person that
influenced your learning as a child. Write an expanded paragraph discussing the academic
linkages or disconnects you experienced with your parent’s generation. Include information
gleaned from the interview. Attach a transcript of the interview

Wed 1/25: In-class: Paragraph #3 DUE; Modernize a significant paragraph from “Letter
from Birmingham Jail,” pp. 71-85 in Pocket Reader (10x). Assignment: Read EA Ch 7 & 8.

Wed 1/25: Last day to drop without a W.

Fri 1/27: In-class: Group Work – Complete a rhetorical analysis of King’s letter using the
list on page 42-43. Assignment: Paragraph #4 – define and illustrate Toulmin logic with
examples that apply to your Essay #1 topic.

Mon 1/30: In-class: QA diagnostic. Assignment: Read EA Ch 9 &10. Turn in diagnostic.

Wed 2/1: In-class: Discuss definition & evaluation arguments. Develop proposal for Essay
#1 (10x). Assignments: Paragraph #5 – write a four paragraph discussion of definition
and evaluative arguments.

Fri 2/3: In-class: Develop outline for Essay #1. Assignments: Read EA Ch 15. Take
virtual library tour.

Mon 2/6: In-class: Possible library tour day or switch the discussion with another date.
Assignments: Review QA on MLA format and how to cite and create a works cited page;
Find three sources of research for Essay #1 using online databases. Bring citations to
class with brief abstract.

Wed 2/8: In-class: Group Work – Copy the speech, “I Have a Dream,” by M.L. King Jr. into
a document and insert 5-10 appropriate illustrations and images to enhance the speech.
Use descriptive headings for the images. Use EA page 312 to evaluate. Assignments:
Work on essay #1. Update blog.

http://www.americanrhetoric.com/speeches/Ihaveadream.htm

Fri 2/10: Draft of Essay #1 DUE. In-class: Grammar, format, mechanics, evidence,
fallacies, and plagiarism discussion (bring QA Handbook).

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Mon 2/13: In-class: Peer reviews: exchange your paper with another student and respond
to peer review questionnaire. Assignment: Paragraph # 6 – Sit at one location on
campus. Take three deep breaths and describe the scene. Do not use proper nouns
(names of buildings, etc) or directions. A classmate should be able to read your description
and identify the location.

Wed 2/15: In-class: Set-up assignments for Group Presentation. Peer review of
Paragraph #6 (10x). Assignments: Include visual rhetoric and media in essay #1; follow
peer review suggestions for revision.

Fri 2/17: In-class: Work on Essay #1 – submit improved Intro and Conclusion (10x)
Assignment: Read “Boomer Century,” American Heritage, October 2005.

Mon 2/20: In-class: Conduct research & interviews for Group Presentations.

Wed 2/22: Final draft of Essay #1 due. In-class: Paragraph #7 -- Rewrite any previous
paragraph, except #2, using three different figures of speech from Ch 14. (10x)

Fri 2/24: In-class: Begin Paragraph #8 – Argument for midterm grade. Assignment:
Work on group presentation

Mon 2/27: In-class: Paragraph #8 due – paper copy

Wed 3/1: In-class: Group Presentations. Assignments: Develop proposal for Essay #2

Fri 3/3: In-class: Proposal for Essay #2 Due. Group Presentations.

Your midterm argument should exhibit knowledge of how to make a successful argument (see
guide on pages 190-194 in EA) and include a meaningful claim 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 4 of the paragraphs, 3) an evaluation of your progress with Toulmin logic, 4) a
statement of improvements you hope to make in the 2nd half of the semester, 5) a statement
regarding your participation and attendance in class and the presentation of your Portfolio, and

Mon 3/13: In-class: Group Work: Present the primary components of EA Chaps 9 & 10.
Assignments: Work on Essay #2

Wed 3/15: In-class: Peer review & brainstorming on Essay #2 (10x).

Fri 3/17: In-class: Complete outline of Essay #2 (10x).

Mon 3/20: In-class: Work on Essay #2

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Wed 3/22: In-class: Paper copy of draft of Essay #2 due; Discussion of EA Ch 16 on
Arguments in Electronic Environments. Assignments: Paragraph #8 -- Compare
arguments from Thomas Sowell or Linda Chavez with Jesse Peterson or Bill Maher.
http://www.townhall.com/columnists/thomassowell/archive.shtml
http://www.townhall.com/columnists/lindachavez/archive.shtml
and
http://www.bondinfo.org/media/articles/jlp/jlp.htm
http://www.safesearching.com/billmaher/print/
or www.billmaher.com

Thur 3/23: Last Day to Drop WP or WF

Fri 3/24: In-class: Work on Essay #2 – Intro and Conclusion.

Mon 3/27: In-class: Work on Essay #2 – Refine language and beads.

Wed 3/29: In-class: Discussion of EA Ch 11.

Fri 3/31: Final version of Essay #2 due. In-class: Discuss Paper #3 project (Causal or
Proposal). Assignment: Read EA Ch 11 and 2 essays of causal arguments from EA.

Mon 4/3: In-class: Discussion of EA Ch 12. Brainstorm for Essay #3. Assignments:
Read EA Ch 12 and 3 proposal essays from EA. [p 525, 654, 660]

Wed 4/5: In-class: Proposal for Essay #3 due in class. Assignments: Begin draft #3.

Fri 4/7: In-class: Teacher conference on paper topics. Conduct online library.
Assignments: Work on first draft of essay #3 due Wed 4/12.

Mon 4/10: In-class: Writing in class on first draft of essay #3

Assignments: Continue working on first draft; bring hard copy of first draft to class.

Wed 4/12: In-class: First draft of essay #3 due; Peer reviews of first draft of essay #3.

Fri 4/14: In-class: Work on Essay #3 – Intro and Conclusion.

Mon 4/17: In-class: Rewrite Paragraph #7 as Paragraph #9 (10x).

Assignments: Finalize blog and course revisions. Begin Paragraph #10 – Final Argument.

Wed 4/19: In-class: Work on Essay #2 – Refine language and beads.

Fri 4/21: In-class: Course evaluation. In class conference on assignments.

Mon 4/24: In-class: Final draft of essay #3 due. Work on Paragraph #10.

Wed 4/24: Paragraph #10 posted on blog with final portfolio.

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