RHET 1311-991/992 SYLLABUS

First-Year Composition I CRN 60708/60709 (AsyncOnline)

Fall 2017 Department of Rhetoric & Writing
Dept. of Rhetoric & Writing SUA 100, Phone 501-569-3160

Rhetoric is the art of ruling the

minds of men. Plato

Course Department University

Info./Policies Info./Policies Info./Policies

Instructor: Ms. Sarah Moore

Email: sxmoore2@ualr.edu
Consultations: Online or by appointment
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Assignments in this course will

Course Info. & Policies include reading, daily
composition, multimedia projects
(also known as major projects), reflections, an online portfolio, and other items that
contribute to proficiency in first-year composition according to the WPA outcomes. All
facets of our work are required in order to pass this course. If you fail to participate in
any single area, you will receive a final grade of no credit for this course.
Major projects include
A literacy narrativedue 09/24/2017. This project asks you to consider your personal
literacy journey. You will write the story of how you came to be literate and develop a
timeline of literacy events involved in that process.
Argument presentationdue 10/29/2017. This
REQUIRED TEXT: is a non-essay composition in which you will
examine a local argument then craft a
presentation (with script) of your solution to
the issue with the goal of persuading your
Writing Spaces Vol. I audience to agreement and action. You will
also seek to have your argument published
and by crafting a letter to the editor of a
relevant publication.
A researched academic essaydue
Writing Spaces Vol. II 12/03/2017. This project asks you to research
a question or an issue within your chosen
Available for free download at career field and, utilizing academic sources,
http://writingspaces.org
respond to the question or issue in the genre
of a researched essay.

Grading, Weights, and Evaluation Policies

60% from major composition projects.
There will be four projects, together comprising 60% of your
course grade. Each project will be developed over two or
more weeks, overlapping with other work. Grading Scale
15% from participation, practice, and process. A = 90-100%
Practice is essential, as this is a hands-on writing workshop. B = 80-89%
Furthermore, writing is a process, so throughout the
C = 70-79%
semester, youll show documentation of that process, not
only in relation to our larger projects, but also with weekly NC = 69% or below
writing assignments correlated with our textbook materials.
25% from your online portfolio and final reflection.
Over the course of the term, youll develop an online portfolio,
adding a final reflection at the end of term.
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Revision. There is no extra credit work within this course, but there
is a one-time revision option for the first two projects. Revision is
More an essential part of the writing process, and every writer can
Course typically make improvements. Revision is also especially
helpful if you are dissatisfied with the grade earned for your
Details
composition submission. To participate in the revision
opportunity, within one week of receiving feedback and the
project score (again, this applies to projects 1 and 2 only) you
may submit a revision of your final draft of the project along with a
letter explaining what you revised and why. Thorough and significant revisions provide
you with the possibility of raising your grade on the project by one letter grade. Youre
not completely done until you feel youve done your very best, so always ask yourself
what that is, and dont be content until youve achieved it. Aim high and do your very
best. Be sure to contact me if you need further clarification or are concerned about
your grades for any reason. My goal is to empower you to meet your course aspirations.

Attendance. This is an asynchronous online class. This means we will not meet together
at a designated time, but youre responsible for checking Blackboard oftenat least
several times per week or, ideally, daily. Youre also responsible for reading all materials,
participating in discussions, taking quizzes when required, and posting all assignments
when due. Attendance consists of Blackboard login, participation in all assignments,
and discussion postings. Should an emergency arise, message or email, and inform me
as soon as possible. (Blackboard messaging should be used to transmit correspond-
dence if at all possible.) If youre having a problem, please let me know on the front
end, and Ill try to work with you to resolve it. My goal is that you become
accomplished in rhetoric and composition, and as much as is reasonably possible, I
want to enable that. If you miss a week of class with no notification, it will be assumed
you are no longer attending this course, and you may be asked to drop this class.
Late Policy. Late submission of major project assignments will be dropped one letter
grade for each day they are late. However, no points will be given for any other types
of late work (e.g., daily homework, process and participation work, etc.).
Assignment Formatting. All document file submissions must be submitted in the file type
specified in individual assignment guidelines. If you post a file type other than that
requested or in a location other than as assigned, I will ask you to re-post and will not
assess your work until submitted correctly with all late penalties in effect. For all PDF and
Word file submissions, a cover sheet is required.
Technological Expectations. In order to take an online course at UALR, you must have
proper hardware and software according to the UALR website located at
http://ualr.edu/blackboard/welcome/system-requirements/. Be sure to read this
information and have your equipment in working order. Also take time to read browser
requirements at http://ualr.edu/blackboard/welcome/browser-compatibility/.
Personal computer failure is frustrating, but the late work policy will be implemented
even in such an event. I strongly urge you to back up everything you produce to an
external drive or cloud. Also have an alternate plan in the event your equipment or
Internet access fails. Keep in mind that last minute problems occur when functioning in
last minute situations.
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This class is offered through the Department

of Rhetoric and Writing at the University of
Arkansas at Little Rock. If you have any
questions or concerns, please contact Dr.
Brian Ray, Director of Composition at
bcray@ualr.edu.
The UALR Dept. of Rhetoric & Writing has
adopted the following goals from the
Council of Writing Program Administrators.
Course objectives are also aligned with the well as transactional writing.
UALR General Education Core Curriculum
and Core Competencies. The program
conducts assessments of student portfolios
every semester to ensure we are following
the following guidelines. By the end of the
course, students should be able to:
A. Demonstrate basic rhetorical ability by
completing texts for at least 3 different
rhetorical situations, with each one
written appropriately for that context.
(E.g., personal essay, literacy narrative,
exploratory source-based paper.)
Department Info.
Catalog listing. Prerequisite:
Minimum ACT English score of 19,
minimum SAT I verbal score of
450, or a grade of C or higher in
RHET 0310 or RHET 0320. Practice
in writing, with an emphasis on
personal, expressive writing, as
Students will focus on organizing
and revising ideas and writing
well organized, thoroughly
developed papers that achieve
the writers purpose, meet the
readers needs, and develop the
writers voice. Final course
grades are A, B, C, or NC.
Students must complete this
course with a grade of C or
greater to take RHET 1312. Three
credit hours.

B. Demonstrate awareness of basic

proofreading and editing skills by completing finished drafts that follow appropriate
conventions of grammar punctuation, usage, and spelling.

C. Revise and reflect on all major projects [at least 3] effectively, based on instructor
feedback, peer review, and self-assessment. (E.g., evidence of improvement on
global & local issues plus a substantial reflection essay.)

D. Produce at least one final draft that effectively integrates electronic and print
sources into the writer's own text and documents them effectively. (E.g., exploratory
paper that uses primary and secondary sources located through library databases
to pose and answer a question.)

E. Effectively use different software programs and applications to compose and revise
documents in different modes and mediums. (E.g., an e-portfolio site or blog with
working links that is eye-friendly, readable, and navigable.)

F. Demonstrate awareness of multiple genres by producing at least one effective text

in a professional, public, and non-essay genre. (E.g., portfolio contains a press
release, an opinion-editorial essay, and a design for a billboard ad or PSA.)
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The goals listed above are a direct response to the WPA statement outcomes, as
follows:
Rhetorical Knowledge: Rhetorical knowledge is the ability to analyze contexts and
audiences and then to act on that analysis in comprehending and creating
texts. Rhetorical knowledge is the basis of composing. Writers develop rhetorical
knowledge by negotiating purpose, audience, context, and conventions as they
compose a variety of texts for different situations.
Critical Reading, Thinking, and Composing: Critical thinking is the ability to analyze,
synthesize, interpret, and evaluate ideas, information, situations, and texts. When
writers think critically about the materials they usewhether print texts, photographs,
data sets, videos, or other materialsthey separate assertion from evidence,
evaluate sources and evidence, recognize and evaluate underlying assumptions,
read across texts for connections and patterns, identify and evaluate chains of
reasoning, and compose appropriately qualified and developed claims and
generalizations. These practices are foundational for advanced academic writing.
Processes: Writers use multiple strategies, or composing processes, to conceptualize,
develop, and finalize projects. Composing processes are seldom linear: a writer
may research a topic before drafting, then conduct additional research while
revising or after consulting a colleague. Composing processes are also flexible:
successful writers can adapt their composing processes to different contexts and
occasions.

Knowledge of Conventions: Conventions are the formal rules and informal guidelines
that define genres, and in so doing, shape readers and writers perceptions of
correctness or appropriateness. Most obviously, conventions govern such things as
mechanics, usage, spelling, and citation practices. But they also influence content,
style, organization, graphics, and document design.

Privacy and Writing. Public Nature of the

University Classroom: Please consider all writing for this class
to be "public. Part of becoming an effective
Policies writer is learning to appreciate the ideas and
UALR endorses the policies feedback of others; in this course, our purpose is to
at right and below, and by come together as a writing community.
Remember that all students will be expected to
continuing as a member of
share writing with others. Avoid writing about
this course you
topics that you wish to keep private or that you
acknowledge your feel so strongly about you are unwilling to listen to
agreement with and the perspectives of others. Additionally, the
adherence to these feedback that is provided is intended to help
policies. improve your writing; be open to the suggestions
about your writing.
Classroom Community: The rules and regulations
of University of Arkansas at Little Rock student handbook will be followed in our
classroom. Students are entitled to receive instruction free from interference by other
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members of the class. An instructor may eject or withdraw a student from a course
when the students behavior disrupts the educational process.
Academic Integrity Statement. University regulations regarding academic dishonesty, as
set forth in the UALR student handbook and other university documents and
publications, will be strictly enforced in this class. Any student who submits work that
he/she did not produce for the given assignment will be assigned a grade of zero points
(F) for the assignment in question and may possibly fail the class. In accordance with
Section VI: Statement of Student Behavior, under the code of student rights,
responsibilities, and behavior, the university defines academic dishonesty under the
classifications of cheating, plagiarism, collusion, and duplicity. Cheating and blatant
plagiarism in this class can result in disciplinary sanction.
Weather Policy. The UALR website, UALR email, the Universitys main telephone number
(501.569.3000), and the campus emergency alert system are the official means of
communicating all information concerning weather-related closing. Local television
and radio stations will also be notified. Weather and road conditions vary from place to
place. Employees and students are expected to exercise good judgment regarding
safety of travel when road conditions are affected by weather.

University Writing Center (UWC). The

University Writing Center offers writing
assistance to any UALR student. Help with
word processing is also available if needed.
University
If you are a two-finger typist or you need
keyboarding practice, the UWC has typing-
Resources
Your success in this class is important
tutor programs that can help you.
to the University. UALR resources are
Appointments are not necessary, and
listed at left and below for your
services are free to registered UALR students.
convenience.
Services are available five days a week;
hours of service vary by semester. The UWC is
located in SUB 116. For more information, call
569-8343 or stop by for a visit.
Students with Disabilities. It is the policy and practice of the University of Arkansas at
Little Rock to create inclusive learning environments consistent with federal and state
law. If you have a documented disability (or need to have a disability documented),
and need an accommodation, please contact me privately as soon as possible, so
that we can discuss with the Disability Resource Center (DRC) how to meet your
specific needs and the requirements of the course. The DRC offers resources and
coordinates reasonable accommodations for students with disabilities. Reasonable
accommodations are established through an interactive process among you, your
instructor(s) and the DRC. Thus, if you have a disability, please contact me and/or the
DRC, at 501-569-3143 (V/TTY) or 501-683-7629 (VP). For more information, please visit the
DRC website at www.ualr.edu/disability.
Web Accessibility Statement. It is the policy and practice of UALR to make all web
information accessible to students with disabilities. If you, as a student with a disability,
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have difficulty accessing any part of the electronic course materials for this class,
please notify me immediately.
Campus Resources.
University Writing Centerprovides support to writers throughout the writing process:
http://ualr.edu/writingcenter/
Counseling Servicesprovides confidential mental health and career counseling services
for all UALR students: http://ualr.edu/personalcounseling/
Health Servicesprovides non-emergency medical care to all UALR students:
http://ualr.edu/health/
Technology Support is offered at both the campus level along with outside services. UALR
offers support for students: http://ualr.edu/itservices/ along with Blackboard help:
http://ualr.edu/blackboard/
Ottenheimer Libraryoffers ask a librarian and research support: http://ualr.edu/library/

August 16: First day of Fall 2017 classes

September 4: Labor Day Holiday (University closed) Important
October 12 by 5pm: Last day to drop individual class
(without refund) University

November 22-26: Thanksgiving Break Dates
December 1 by 5 pm: Last day to withdraw from all courses (in addition to our
(without refund) course calendar)
December 4: Last day of Fall 2017 classes
December 5: Consultation Day
December 5-8: Final exam is open. See final exam schedule
for all courses at http://ualr.edu/records/final-exams/

The first measure of your commitment to our

Getting Started course starts right now. If youve read this far in
our syllabus, congratulations! Please send me a
message within Blackboard to signify
acknowledgment of your agreement with our syllabus as our course contract. In your
message, tell me that you read the complete syllabus, and send any comments or
questions you may have about our online course. I hope and expect that we will have
a very good semester together. If you choose to stay in this class, your presence will
indicate your understanding and commitment of the expectations for our course.

How to contact me:

1. Blackboard messaging (just shoot me a message within our Bb classroomthis is my
PREFERRED method of contact, and I check messages often!)
2. Email me at sxmoore2@ualr.edu if you feel you need to send double notifications (in
an emergency situation)
3. Leave a message for call back at Dept. of Rhetoric & Writing Office Telephone: 501-
569-3160
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Fall 2017 Course Schedule

(Subject to change as necessity dictates)
Week 0 | Orientation week August 16-20
Getting started:
o Orientation information and navigating our course
o Am I in the right classroom?
o The Syllabus
Lesson information: What is rhetoric? And the WPA outcomes
Composition response: Letter to Moore
Discussions: Introductions
Online portfolio information: Setting up your website
Week 1| August 21-27:
Reading topic: Navigating genres & storytelling
Composition response: Who I am
Reflection: Your revision experience
Discussions: Reader values
Resources: Description
Portfolio: Adding pages
Week 2 | August 28-September 3:
Reading topic: More about genres
Composition response: Murder! activity
Reflection: What should we be doing as writers?
Discussions: WPA outcomesrhetorical knowledge
Resources: Punctuation / Wheres the library?
Portfolio: Assigning permissions
Week 3 | September 5-10:
Sep. 4: Labor Day Holiday
Reading topic: Academic writing
Composition response: Rough and first drafts of project 1 literacy narrative
Reflection on rhetoric
Discussions: WPA outcomescritical thinking, reading, and writing
Resources: Intros & conclusions / Primary and secondary sources
Portfolio: Upload bio to an about me page / permissions check
Week 4 | September 11-17:
Reading topic: Rhetorical analysis
Composition response: Peer feedback for lit narratives
Reflection: Rough vs. first drafts and what is substantial revision?
Discussions: WPA outcomesprocesses
Resources: Writing middles / 1 of 5 puncutation rules / academic vs. popular
sources
Project: Continue developing literacy narrative timeline (multimedia)
Week 5 | September 18-24:
Reading topic: Reflective writing and revision
Composition response: Final draft of project 1 literacy narrative and timeline
Reflection: Project 1 reflective cover letter
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Discussions: WPA outcomesconventions

Resources: 2 of 5 punctuation rules / why and when to cite
Portfolio: Upload of literacy narrative drafts, timeline, and reflection
Week 6 | September 25-October 1:
Reading topic: Introduction to argument / Ethical uses of sources
Composition response: Mapping an argument
Reflection: Ethical uses of sources
Discussions: Real-world rhetoricidentify and contact a mentor
Resources: 3 of 5 punctuation rules / what are academic styles?
Week 7 | October 2-8:
Reading topic: Antithetical writing
Composition response: Antithetical exercise
Reflection on argument
Discussions: Real-world rhetoricwriting practices within the workplace setting
Resources: 4 of 5 punctuation rules / citation review
Project: Choose a presentation topic for project 2 / project 1 literacy narrative
revision option is open
Week 8 | October 9-15:
Oct. 12: last day to drop individual class
Reading topic: Googlepedia
Composition response: Rough and 1st drafts of script for project 2 presentation &
letter to the editor
Reflection: Opinions on design
Discussions: Real-world rhetoricissues in the workplace/field
Resources: 5 of 5 punctuation rules / evaluating sources for credibility
Week 9 | October 16-22:
Reading topic: Design
Composition response: Analysis of a presentation
Reflection: Self-assessment
Discussions: Real-world rhetoricresearch communication in the field & set up
second mentor
Project:
o Peer feedback for presentation scripts and letters to the editor
o Continue work on presentation design/development in chosen medium
Resources: Non-designers design practice / What is peer review in academic
journals?
Week 10 | October 23-29:
Reading topic: Critical thinking in academic writing
Composition response: DasBenders critical thinking strategies
Reflection: Project 2 reflective cover letter
Discussions: Real-world rhetoricwriting practices within the workplace setting
Resources: Focus on sentence revision / locating good information
Project: Final draft of project 2 presentation and letter to editor
Portfolio: Upload presentation project and reflective letter
Week 11 | October 30-November 5:
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Reading topics: Reading games

Composition response:
o Journal article outline
o Synthesis exercise
o Annotated bibliographies
Reflection: Presentation modalities
Discussions: Real-world rhetoricissues in the workplace/field
Resources: Conciseness, diction, fluency / Keeping up with research
Week 12 | November 6-12:
Reading topic: Finding my way into a writing assignment
Composition response: Exploratory essay for researched essay topic and
researched essay topic proposal
Reflection: None this week
Discussions: Real-world rhetoricresearch communication in the field
Resources: Parallelism and more about sentence revision
Portfolio: Project 2 presentation/letter to ed. revision option is open
Week 13 | November 13-19:
Reading topic: Annoying ways people use sources
Composition response: Rough and 1st drafts of researched essay
Reflection: Compose an overview for your entire portfolio
Discussions: None
Resources: Quotes
Portfolio: Add your reflective overview to your portfolio home page
Week 14 | November 20-21 (NOTE: This is a 2-day week):
Project: Project 3 researched essay peer review
November 22-26: Thanksgiving Break
Week 15 | November 27-December 3:
Reading topic: Principles of effective web design
Composition response: Final draft of project 3 researched essay
Reflection: Project 3 researched essay reflective cover letter
Portfolio:
o Upload all drafts of researched essay and reflective cover letter
o Finalize and proofread entire portfolio
Prepare for final composition: Review of the reflective journal
Week 16 | December 4-8:
December 4: Consultation Day
December 4: Last day to withdraw from all classes
December 5-8: Final essay