Beruflich Dokumente
Kultur Dokumente
Fall 2005
Instructor: King
University of Texas at Dallas
School of Arts & Humanities
Office: JO 4.114
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 papers based on issues and controversies
raised in the various texts read during the semester. The assignments will give you practice in
reading critically and writing according to the rhetorical conventions of an argumentative essay.
Student work will be collected in an electronic portfolio called the “Learning Record Online”
(LRO) throughout the semester. Use of online technology will enhance the leve l of feedback you
receive, as well as give you experience in the kinds of collaborative work that many
organizations use routinely. 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 LRO. The LRO 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. You will belong to a “work group” for various
collaborative activities (i.e., discussion of readings, peer critiques), and you will participate in
mid-term and semester-end moderation readings of your LRO portfolio for feedback from your
peers. 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 your instructor.
Everything’s an Argument by Andrea Lunsford, John Ruszkiewicz, and Keith Walters, 3rd ed.
Quick Access Reference for Writers by Lynn Troyka, 4th ed.
Elements of Style by Strunk Jr. and White
Also bring a floppy disk (PC-formatted if you use a PC, Mac- formatted if you use a Mac). The
Rhetoric classroom uses Macintosh computers that can read either format. Most documents will
be produced in Microsoft Word. Whether you use MS Word outside of the classroom or not, it is
best to save your files as rich text format (RTF) to insure compatibility between the word
processing program you use and the one in your classroom.
Disability Policy
Any student requiring attention due to a disability is responsible to file it with the Disabilities
Office. The person to contact is Ms. Kerry Tate (972) 883-2098.
Attendance Policy
Because participation is vital to successful completion of Rhetoric 1302, you should attend every
class. If you must be absent, check with your classmates or with me for any work you missed
that can be made up. Much of the work is done collaboratively in class. Alternative assignments
are generally not given, nor can the instructor “re-teach” missed classes for individual students.
If you miss more than three classes, your grade will be negatively affected and/or you may
be encouraged to drop the class. Two tardies will count as one absence. Chronic tardiness is
unacceptable, as are coming to class unprepared, 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.
Drop Policy
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. 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.
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Email Policy
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. Your work will be collected in an
electronic portfolio called the Learning Record Online (LRO). Your assignments will not receive
individual grades, but will receive individual attention from your classmates and me. Your mid-
term and final grades will be based on your portfolio of written observations and your work
samples, including collaborative work and your three major essays, as well as completion of each
component of your LRO. In the final step to completing your LRO, you will argue for your
grade by summarizing your learning and estimating the grade that the evidence of your learning
supports. In other words, you will directly apply what you learn in this course, argumentative
writing, by arguing for your own grade. However, each component of the LRO is vital to a
quality body of work: your attendance, participation, promptness, level of writing. effective
arguments, creativity, collaboration, sound rhetorical skills, competent use of technology—all of
these things and more contribute to an outstanding portfolio.
Your goal is to demonstrate your development toward mastery of five course strands (rhetoric,
research, technology, collaboration, and critical thinking) and development across five
dimensions of learning (confidence and independence, skills and strategies, knowledge and
understanding, use of prior and emerging experience, and reflectiveness). These goals will be
discussed throughout the course. Keep in mind that although we do give + and – grades at UTD,
the general criteria for grading your Learning Record is still based on the A-F scale.
The following grade criteria describe very general indicators that both you and your
instructor may take into consideration when assessing your work and progress in the course.
Your estimation of your mid-term and final grades should be more detailed and specific and
may include a ‘+’ or ‘–‘ if your work tilts above or below the central grade for which you
argue. But the final interpretation and assessment of your grade remains the
responsibility of your teacher.
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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.
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.
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. Copying or purchasing a paper from any source is plagiarism.
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
and/or with your teacher. 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.
Major Assignments
First Essay: An essay that presents a definition and/or evaluation argument using the
principles and criteria in Everything’s an Argument (Chapter 9 or 10).
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First draft due: September 19
Final draft due: September 26
Second Essay: Two visual arguments that are constructed from images with or without the use
of words using the criteria in Chapter 14 of Everything’s an Argument. These two visual
arguments are to argument against one another. You are also to write an essay analyzing how
the arguments function. This project may be created and archived in Lingua MOO or the WWW,
or it may be a traditional Word document that simply displays the image(s). Your image may
come from the visuals in Everything’s an Argument, other publications, Internet, or other media.
First draft due: October 12
Final draft due: October 19
Third Essay: A longer essay (8-10 pages) that presents a causal and/or proposal argument
using the principles and criteria in Everything’s an Argument (Chapter 11 or 12).
First draft due: November 9
Second draft due: November 16
Final draft due: November 23
Learning Record Online: This is an online resource for managing and documenting the work
and learning you do in this class. Various assignments will be due throughout the semester, and
all observations, drafts, and essays must be included in the LRO on the date due.
Parts A.1 and A.2 are due: August 31
Parts B.1 and C.1 are due: October 7
Parts B.2 and C.2 are due: November 28
Remember: all drafts and final drafts must be recorded online in your LRO and turned in
to me in hard copy (using MLA format and citation and including a Works Cited page) on
the dates they are due.
Syllabus Itinerary
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
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Assignments : Read EA Ch 4-5 and bring a magazine to class on 8/27 (see Response #2 on p 76)
Fri 8/26: In-class: Discuss EA Chs 4-5; Small group rhetorical analysis of emotional appeal in
magazine ads
Assignments : Record an observation in your LRO; Read EA Chs 6-7
Wed 8/31: In-class: DUE: DUE: LRO parts A.1 and A.2; Discuss EA Ch 8; Class Toulmin
analysis of “Why Fear Natio nal ID Cards?” (556-557)
Assignments : Read EA Ch 9 and “Divinity and Pornography” (519)
Fri 9/9: In-class: Discussion of EA Ch 10 and “One Picture is Worth a Thousand Diets (EA 466)
Assignments : Record an observation in your LRO; Read “It’s All in the Mix: A Plastic Surgery
Reality Show (EA 480), Why Shouldn’t the Epidermally Challenged Get Help?” and “Men
Should Have Better Things to Do” (EA 483), “Turning Boys into Girls” (EA 486), “Sitcom Dads
Rarely Know Best, Study of TV La ments” (EA 506)
Mon 9/12: In-class: Discussion of “It’s All in the Mix: A Plastic Surgery Reality Show (EA
480), Why Shouldn’t the Epidermally Challenged Get Help?” and “Men Should Have Better
Things to Do” (EA 483), “Turning Boys into Girls” (EA 486), “Sitcom Dads Rarely Know Best,
Study of TV Laments” (EA 506)
Assignments : Record an observation in your LRO;
Wed 9/14: Continue discussion of “It’s All in the Mix: A Plastic Surgery Reality Show (EA 480),
Why Shouldn’t the Epidermally Challenged Get Help?” and “Men Should Have Better Things to
Do” (EA 483), “Turning Boys into Girls” (EA 486), “Sitcom Dads Rarely Know Best, Study of
TV Laments” (EA 506)
Assignments : Read QA Handbook on MLA format and how to cite and create a works cited
page; read student samples of LRO Parts B.1 (Analysis) and C.1 (Evaluation) in LRO website;
Read EA Chs 18-20
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Fri 9/16: In-class: Class discussion of LRO parts B.1 and C.1; Grammar, format, mechanics,
evidence, fallacies, and plagiarism discussion (bring QA Handbook)
Assignment: Record an observation in your LRO; Work on draft of essay #1, due 9/19
Mon 9/19: In-class: First draft of essay #1 due today. Peer reviews.
Assignments : Record an observation in your LRO; Work on essay #1 peer review revision
suggestions
Wed 9/21: In-class: Teacher conference and in-class writing on essay #1.
Assignments : Continue work on essay # 1
Fri 9/23: In-class: Teacher conference and in-class work on essay #1 revisions
Assignments : Continue work on essay # 1; Read EA Ch 15
Wed 9/28: In-class: Small group discussions of images and analysis of arguments in images
Assignments : Examine images in United Benetton ads
(http://www.benetton.com/html/whatwesay/campaigns/photogallery.shtml) and Adbusters.org
(http://adbusters.org/home/) website and note various arguments
Mon 10/3: In-class: Review the images and discuss them in/with the class
Assignments : Work on format and media decisions for visual project
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Wed 10/12: In-class: First draft of Visual argument due ; peer reviews in class
Assignments : Work on revision of visual argument analysis paper based on peer review
suggestions
Fri 10/21: In-class: Discussion of “Globalization of Beauty Makes Slimness Trendy” (EA 474),
“Other People’s Secrets” (EA 528), and “Mother-Daughter Dance” (EA 531)
Assignments : Record an Observation in your LRO; Read “$50,000 Offered to Tall, Smart Egg
Donor” (EA 649), “An Ad for Smart Eggs Spawns Ethics Uproar” (EA 651), “Should Physician-
Assisted Suicide Be Legalized? Yes!” (EA 654), and “Hospice, Not Hemlock” (EA 660)
Mon 10/24: In-class: Continue discussion of 10/21 assignments if necessary and “$50,000
Offered to Tall, Smart Egg Donor” (EA 649), “An Ad for Smart Eggs Spawns Ethics Uproar”
(EA 651), “Should Physician-Assisted Suicide Be Legalized? Yes!” (EA 654), and “Hospice, Not
Hemlock” (EA 660); Discuss Paper #3 project (Causal or Proposal Essay due Nov 23)
Assignments : Record an Observation in your LRO; start thinking about your final paper topic;
Read “The Homeland Security State: How Far Should We Go?” (EA 546)
Wed 10/26: In-class: Continued discussion of assignments on 10/21, 10/24, “The Homeland
Security State…” and compare how each is argued
Assignments : Read EA Ch 12 and “Why Fear National ID Cards?” (EA 556)
Fri 10/28: In-class: Discussion of EA Ch 12 and “Why Fear National ID Cards?” (EA 556)
Assignments : Record an Observation in your LRO; Read “Why Liberty Suffers in Wartime”
(EA 535), “We Should Relinquish Some Liberty in Exchange for Security” (EA 540), and
“Privacy, Civil Rights Infringements Mutiply after Sept. 11” (EA 543)
Mon 10/31: In-class: Discussion of “Why Liberty Suffers in Wartime” (EA 535), “We Should
Relinquish Some Liberty in Exchange for Security” (EA 540), and “Privacy, Civil Rights
Infringements Mutiply after Sept. 11” (EA 543)
Assignments : Record an Observation in your LRO; choose possible topics for Causal/Proposal
argument for Paper #3
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Wed 11/2: In-class: Continue discussion of “Why Liberty Suffers in Wartime” (EA 535), “We
Should Relinquish Some Liberty in Exchange for Security” (EA 540), and “Privacy, Civil Rights
Infringements Mutiply after Sept. 11” (EA 543); small group discussions of paper topics
Assignments : Refine paper topic and begin work on first draft
Wed 11/9: In-class: First draft of essay #3 due in LRO; Peer reviews of first draft of essay #3
Assignments : Continue working on essay #3 using peer feedback
Mon 11/14: In-class: Discussion of EA Ch 14; discussion of revision techniques and elevating
style (bring QA Handbook); In-class writing on essay #3
Assignments : Continue work on essay #3
Wed 11/16: In-class: In-class writing on essay #3; Second draft of essay #3 due in LRO by
end of class period
Assignments : prepare for conference with instructor
Wed 11/23: In-class: Final draft of essay #3 due in LRO; student evaluations of course
Assignments : Complete LRO parts B.2 and C.2 due Monday 11/29