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RHET 1302, Spring 2007

Rhetoric 1302 – Argumentative Essay – Section 12990


Spring 2007, TR, 5:30-6:45pm, JO4.306

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

Instructor Contact Information


Course Office Telephone Email Office
Instructor Hours
Bowman JO 972-883- singingyoutoshipwreck@hotmail.com R
4.120 2020 4:30-
5:30
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
livejournal.com.

Student Learning Objectives

1. Students will be able to write in different ways for different


audiences.
2. Students will be able to write effectively using appropriate
organization, mechanics, and style.
3. Students will be able to construct effective written arguments.
4. Students will be able to gather, incorporate, and interpret source
material in their 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

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RHET 1302, Spring 2007

Note: Additional assigned articles on the schedule will be provided by


the instructor.

Grading Policy
Assignment Percentages for Spring 2007

Essay 1, Inquiry Argument 15%


Essay 2, Analysis of Visual Image/Visual Rhetoric Essay 20%
Essay 3, Convincing or Motivating Argument 25%
Portfolio (Rough Drafts and Final Drafts) 20%
Homework/Short Assignments/Observations/Presentations 10%
Attendance and Participation 10%
Total 100%

You will receive individual grades for your final drafts of the three
major essay assignments and for the portfolio. However, 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, and sound rhetorical
skills.

Evidence supporting your claim(s) must be drawn from your portfolio


and should specifically demonstrate mastery of rhetoric, research,
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.

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.

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RHET 1302, Spring 2007

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 will be 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
Essay #1:An essay that presents a convincing or motivating
argument using the principles and criteria in The Aims of Argument
(Chapter 7 or 8). You will present an argument of your choice,
preferably one that integrates the themes presented in the lecture

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RHET 1302, Spring 2007

material and reading assignments. You will use at least three different
research sources in this paper, cited correctly using MLA format
throughout the document and on a Works Cited pages. This paper
should be thoughtful and well-rounded, integrating opposing
viewpoints and addressing them. Paper length should be between 4-5
pages, double-spaced in 12 point font.

First draft due: 2/6


Final draft due: 2/13

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. You will use the lecture material and reading assignments to
fully analyze a visual artifact (i.e. a photo, advertisement, still frame
from a movie, work of art). Three major features should be apparent
throughout your work:

1. Rich Text – The image you choose should invite discussion. In


other words, choose an image containing multiple elements for
analysis.
2. Theoretical Approach – Your paper needs to include a
theoretical perspective, either one presented in class or one of
your own choosing. Theory should be used as an overarching
angle of attack in the analysis of your image.
3. Social Context – You must place your image in its proper socio-
historical context, as well as speculate on its potential reception
through time. You should not view your image as an
autonomous object, existing in a vacuum. Assuming the role of
amateur anthropologist, approach your image as an artifact, a
remnant of the larger culture surrounding and producing it.

This project should be 5-6 double-spaced pages and should cite all
sources using MLA format for online sources.

First draft due: 2/22


Final draft due: 2/27

Essay #3: An essay that presents a mediation argument using the


principles and criteria in The Aims of Argument. This essay should be
6-7 double-spaced pages and should use MLA format for all works
cited. This paper will showcase your overall competency by utilizing
the strategies presented in the text, working intimately with complex

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RHET 1302, Spring 2007

theory, and employing advanced research techniques. You will choose


a basic question regarding human behavior and describe two opposing
theoretical explanations found through your research: one favoring
nature and one nurture. You will then attempt to mediate/negotiate
between the two theories, integrating the ideas into a new theory,
either one you create or one you discover. Each theory requires either
one primary research source or three secondary sources, and MLA
citations are expected throughout. More detailed instructions of this
assignment can be found under Divine Instructions in Carthage on
Lingua MOO.

Brief for essay due: 4/5


First draft due: 4/10
Second draft due: 4/12
Final draft due: 4/17

A.1/A.2: You will interview someone who has known you long enough
to adequately assess your skills in reading, writing, and critical
thinking. Then, you will submit a few paragraphs of reflection
regarding the accuracy of the comments of your interviewee and your
own personal assessment of your skills.

Parts A.1 and A.2 are due: 1/23

B.1/B.2: At mid-term and the end of the semester, you will present a
detailed self-evaluation with regard to your own development in the
five course strands (rhetoric, research, technology, collaboration, and
critical thinking) and across the five dimensions of learning (confidence
and independence, skills and strategies, knowledge and
understanding, use of prior and emerging experience, and
reflectiveness).

C.1/C.2: At mid-term and the end of the semester, you will argue for
the grade you believe you deserve based on the completeness of your
portfolio. Refer to the grading scale above for the requirements for
earning each letter grade. You will also provide an honest assessment
of the class in terms of the instructor, the course material, and the
activities. This assessment will not in any way affect your grade, so
honesty would be in your best interests.

Parts B.1 and C.1 are due: 3/1


Parts B.2 and C.2 are due: 4/19

Late Work

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RHET 1302, Spring 2007

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.

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.

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RHET 1302, Spring 2007

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.

Withdrawal from Class


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 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.

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RHET 1302, Spring 2007

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

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RHET 1302, Spring 2007

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.

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

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RHET 1302, Spring 2007

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.

Assignments and Academic Calendar


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

Tue 1/9: In-class: Intro to course and Rhetoric program website;


Register for AWR and AA companion websites (the AWR website includes
an e-book).

Assignments: Read AA Ch. 1 and AWR Ch. 4; set up blog by 1/11.

Thu 1/11: In-class: Intro to course and livejournal.com; Discussion of


AA Ch 1 and AWR Ch. 4.

Assignments: Record a general observation on your blog. Find Martin


Luther King Jr’s Letter from Birmingham Jail on google.com. Read AA Ch.
3 and apply the Toulmin method to the letter. Record this analysis on
your blog. A1 and A2 due 1/23.

Tue 1/16: In-class: Group work on Toulmin and MLK’s Letter, Discussion
of AA Ch 2 and demo of AWR electronic resources.

Assignments: Read Peach’s “Types of Feminism” and Lorber’s “Night to


His Day,” provided by instructor. Record an observation on your blog
containing a brief summary of the main arguments of the articles and
your response to them. Read AA Ch. 4.

Thu 1/18: In-class: Lecture on feminism, Discuss AA Ch. 4.

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RHET 1302, Spring 2007

Assignments: Read Stone’s “Empire Strikes Back” and record an


observation on your blog containing a brief summary of the main
arguments of the article and your response.

Tue 1/23: In-class: DUE: Portfolio parts A.1 and A.2; Mock panel on
gender theory to illustrate arguing to inquire.

Assignments: Record a general observation on your blog, Read Ch. 2 in


AA.

Thu 1/25: In-class: Lecture on sexuality studies, Discuss AA Ch. 2.

Assignments: Record a general observation on your blog. Read AA Ch. 5


(Assessing and using Sources, Documenting Sources) and AA Ch. 6.
Essay #1 assigned.

Tue 1/30: In-class: Lecture on ideology, hegemony, and class,


Discussion of AA Ch. 6

Assignments: Record a general observation on your blog, Decide on


your essay topic, create a rhetorical prospectus/outline, and paste into
your blog.

Thu 2/1: In-class: Discussion of AA Ch. 5 and general discussion of


sources; Students log in to AWR online (Catalyst 2.0); Demo of Catalyst
electronic resources for Research, Class presentations of paper topics
and prospectuses.

Assignments: Read bell hook’s “The Oppositional Gaze” and record an


observation on your blog containing a brief summary of the main
arguments of the article and your response. Write first draft of first essay,
due 2/6.

Tue 2/6: In-class: Class discussion of grammar, format, mechanics,


evidence, fallacies, and plagiarism discussion (bring AWR Handbook),
First draft of essay #1 due today. Teacher/student conferences, in-
class writing, and peer reviews.

Assignments: Read AWR Handbook on MLA format and how to cite and
create a works cited page.

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RHET 1302, Spring 2007

Thu 2/8: Lecture on communication theory and historiography.


Teacher/student conferences, in-class writing, and peer reviews.

Assignments: Read Laura Mulvey’s “Visual Pleasure in Narrative


Cinema” and record an observation on your blog containing a brief
summary of the main arguments of the article and your response. Finish
final draft of Essay #1 by 2/13.

Tue 2/13: In-class: Final draft of Essay #1 due today. Group work on
persuasive arguments in popular music.

Assignments: Record a general observation on your blog. Watch a


movie from the assigned list found under Divine Instructions in Carthage
on Lingua MOO. Take notes on points from the film that resonate with the
theories presented so far in class for discussion by Tues 2/15.

Thu 2/15: In-class: Online chat on ideological arguments in film.

Assignments: Record a general observation on your blog. Decide on


your image for Essay #2 and bring it with your paper prospectus to class
on Thu 9/28.[If you are linking to the image elsewhere on the Internet,
BE SURE TO NOTE EXACT SOURCE OF IMAGE and OBTAIN PERMISSION
TO LINK TO IT IF IT IS NOT ON A PUBLIC SITE].

Tue 2/20: In-class: Presentation of images for Essay #2, Small group
discussions of images and analysis of arguments in images.

Assignments: Record a general observation on your blog. Begin work


on first draft of Essay #2, due 2/22.

Thu 2/22: In-class: First draft of Essay #2 due. Teacher/student


conferences, in-class writing, and peer reviews.

Assignments: Record a general observation on your blog. Finish Essay


#2, due 2/27.

Tue 2/27: In-class: Teacher/student conferences, in-class writing, and


peer reviews.

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RHET 1302, Spring 2007

Assignments: Read Mook’s “A Brief History of Motivational Concepts”


and record an observation on your blog containing a brief summary of the
main arguments of the article and your response. Begin work on
B1/C1, due Tues 3/1.

Tue 3/1: Lecture on motivational psychology. Final draft of Essay #2


due on your blog.

Assignments: Research the list of psychoanalytic terms given in class.


Record definitions in your blog. B1/C1 due in your blog.

March 5 – 10: SPRING BREAK (No classes)

Tue 3/13: In-class: Lecture on psychoanalysis.

Assignments: Research Erik Erikson, Jean Piaget, and John Bowlby’s


stage theories on the Internet. Record an observation on your blog
stating what rhetorical questions you think these theorists were
attempting to answer and your own response. Record notes on your blog
on each theorist by Tues 3/15.

Thu 3/15: In-class: Group work on stage theories.

Assignments: Record a general observation on your blog. Read AA Ch.


7.

Tue 3/20: In-class: Discussion of AA Ch. 9, Discuss Essay #3.

Assignments: Read David Buss’ “The Evolution of Happiness” and record


an observation on your blog containing a brief summary of the main
arguments of the article and your response. Start thinking about your
final paper topic.

**Wednesday, March 21 is the last day to drop with a WP/WF.**

Thu 3/22: In-class: Lecture on evolutionary psychology, Darwin, and


natural selection.

Assignments: Research creation narratives from different religions:


Islam, Christianity, Buddhism, Hinduism, Shinto. Research creation

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RHET 1302, Spring 2007

according to the Big Bang theory and evolution. Record an observation on


your blog analyzing your findings. Read AA Ch. 8.

Tue 3/27: In-class: Lecture on sexual selection, Discussion of AA Ch. 8.

Assignments: Read Joseph Campbell’s “The Impact of Science on Myth”


and “The Emergence of Mankind.” Record an observation on your blog
containing a brief summary of the main rhetorical arguments of the
article and your response.

Thu 3/29: In-class: Lecture on depth psychology and Jungian


archetypes.

Assignments: Record a general observation on your blog. Research the


list of comparative religion terms given in class. Record definitions in an
observation on your blog.

Tue 4/3: In-class: Lecture on comparative religion.

Assignments: Decide on paper topic for Essay #3. Create


outline/prospectus for Paper #3 for class on 4/5.

Thu 4/5: In-class: This American Life program on testosterone. Class


presentations of prospectuses for Essay #3.

Assignments: Record a general observation on your blog. Outline the


two (or more) theories you’ll use in your paper. Begin working on first
draft of Essay #3, due 4/10.

Tue 4/10: In-class: First draft of Essay #3 due in Portfolio; Online


chat analyzing rhetorical theories on competition.

Assignments: Record a general observation on your blog. Work on


second draft of Essay #3, due 4/12.

Thu 4/12: Second draft of Essay #3 due today. Discussion of revision


techniques and elevating style (bring AWR Handbook); Teacher/student
conferences, in-class writing, and peer reviews.

Assignments: Record a general observation on your blog. Work on


revisions of Essay #3, due 4/17.

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RHET 1302, Spring 2007

Tue 4/17: In-class: Final draft of Essay #3 due in blog. Final touches
on Essay #3. Teacher/student conferences, in-class writing, and peer
reviews.

Assignments: Record a general observation on your blog. B2/C2 due


4/19.

Thu 4/19: In-class: B2/C2 due today. Surprise movie day! LAST DAY
OF CLASS.

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