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WR 102 Writing and Rhetoric II (Spring 2011)

Instructor: Bob Duggan

Course Blog: USPWR102.blogspot.com
E-mail: rdjr5667@hotmail.com
Phone: 215-880-9531 (cell phone, please leave message)
Office Hours: By arrangement
Time: Tu/Th 9:30-10:50 Location: Glasser 303

I. Course Description & Objectives (Learning Outcomes)

Writing and Rhetoric II is designed to build on skills gained from 101 and help students
develop sophisticated, situation-sensitive writing and research strategies. Students make
arguments in formal and informal settings on interdisciplinary topics. Special attention is
given to evidence discovery, claim support, argument response, and their applications to
academic debate, public decision making, and written argument. A substantial amount of
writing is required. This meets the general education skills disciplinary requirement for
written communication.

PASS: Purpose, Audience, Structure and Style

In this class you will learn an “aims-based” approach to writing. Instead of writing a
“one size fits all” five-paragraph essay or practicing specific strategies for writing, you
will learn to write for a specific purpose to address a defined audience. This is the way
writing occurs in the “real world”; whether you write a proposal to seek a grant for a
research project, an application letter for a job, an employee evaluation or a business
plan, all of these things have specific purposes directed at defined, real-life audiences.
Each time you write, you should be able to address the following questions:

1. What is my purpose? Why am I writing this?

2. Who is my audience? Why should they care?
3. What form should the document take in order to accomplish its purpose?
4. What kind of language should I use to get my audience to listen?

Learning Outcomes (What you should be able to do by the end of the course):

1. Rhetorical Knowledge: Write well-constructed sentences, paragraphs, and essays

that demonstrate an awareness of purpose, audience, style, and format as well as
sentence-to-sentence comprehension. Plan, draft and revise an argument
containing a central claim, supporting claims, evidence, and discussion.
2. Critical Thinking, Reading and Writing: Accurately summarizing, paraphrasing
and quoting source texts and commenting thoughtfully on their meaning.
Critically analyze and refute an argument.
3. Writing Processes: Develop flexible strategies for generating content, revising,
editing and proofreading involving multiple drafting and reflecting.
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4. Knowledge of Conventions: Write in several forms of research-based persuasive

writing directed at a defined audience. Accurately integrate and document
sources using the APA documentation system.
5. Composing in Electronic Environments: Use electronic environments for
drafting, reviewing, revising, editing, and sharing texts and portfolios.

II. Texts

Rhetoric:
Ramage, J. D., Bean, J.C., & Johnson, J. (2010). Writing Arguments. 8th ed. New York:
Pearson Longman.

III. Major Assignments

At a glance
ASSIGNMENT POINTS PERCENTAGE
Attendance and Participation 100 10%
Critical Thinking, Reading and Responding 200 20%
Argument Analysis: 100 points (10%)
Refutation: 100 points (10%)
Elements of Argument 200 20%
Short Argument or Editorial: 100 points (10%)
Visual Argument and Memo: 100 points (10%)
Research-Based Argument 400 40%
Proposal and Outline: 150 points (15%)
Long Researched Argument: 250 points (25%)
Final Project 100 10%
Portfolio: 50 points (5%)
Reflection essay: 50 points (5%)
TOTAL 1000 100%

Final grades will be based on the following percentage allocation:

Grade Percentage Grade Percentage Grade Percentage

Range Range Range
A 93-100% B- 80-83% D+ 67-69%
A- 90-92% C+ 77-79% D 63-66%
B+ 87-89% C 73-76% D- 60-62%
B 83-86% C- 70-72% F 0-59%

Attendance & Participation (Including quizzes and exercises) (10 points=10%):

Active participation in class discussion, group work, presentations, and any other class
activities is expected. This grade is calculated based on (1) coming to class with work
prepared; (2) actively and willingly participating in individual and group activities; and
(3) attendance. Since many assignments are completed as in-class workshops, these
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assignments cannot be made up, even if the absence is excused. See “Attendance” below
for further information about this policy.

Excessive and habitual tardiness will be counted the same as an absence. Once roll is
taken you are considered tardy.

Critical Thinking, Reading and Responding: (200=20%):

Before you can write a complex argument, you first need to develop astute critical
reading skills. For this unit you will learn to read arguments critically, analyze their
components, evaluate the quality of their arguments, and write a refutation of an
argument with which you disagree. You will write two short, multiple-drafted papers for
this unit, each worth 100 points. The first will be an analysis of an argument in which
you evaluate its effectiveness but do not refute it; the second will be a refutation of an
argument with which you disagree.

Part I: Argument Analysis (100 points). Before you can effectively refute an argument,
you have to understand it. This means that you have to (1) analyze it—break it down to
its component parts—and (2) evaluate it—determine the strengths and weaknesses of the
whole. For this assignment you will select a substantive essay, book chapter, web site, or
other public argument through your own research and write a 3-4 page analysis of an
argument accomplishing both of these tasks. The article you analyze must be approved by
your instructor. Think of your rhetorical analysis as a way to shine a spotlight on
important aspects of the selected argument and make the argument understandable and
interesting for your readers. Your paper should include the following:

1. introduction containing basic context about the article, such as title, author
information, journal or book information where applicable, target audience,
purpose, and any other relevant information if/when available (e.g., the event or
issue the article responds to, if the article is part of a controversy or of a series,
critical reception, etc.);
2. a summary of the article which identifies the article’s main claims and evidence;
3. an analysis and of the article’s argument(s) using the elements of rhetorical theory
discussed in class. You may choose to answer some of the “Questions for
Rhetorical Analysis” on page 149-150 to identify the article’s most salient
features;
4. an evaluation of the article’s argument(s), based on the effectiveness of the
evidence presented in support of the argument and on the article’s overall
effectiveness in persuading the target audience;
5. a conclusion that wraps up your analysis and comments on the significance of the
argument, if appropriate.

To develop and support your own points, you will need to include textual evidence in the
form of examples or short quotations from the argument. Use APA documentation to cite
points and quotations in your essays and in a References list at the end.
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Length requirements: ~750 (3 pages, double spaced, 1-inch margins, font and size: Times
New Roman 12; sources cited in APA style).

Part II: Refutation (100 points). Your second short paper should be a refutation of a
substantive argument. A refutation is not a mere statement of the points with which you
disagree with the source argument, but a carefully constructed argument in its own right
that analyzes the target audience, formulates a purpose, and constructs the essay using a
structure and style that is more likely to be persuasive than offensive to the audience.
This requires that you carefully analyze the target audience in order to most effectively
accomplish your purpose, as you will address the same target audience as the argument
you are refuting.

At the discretion of your instructor this may be based on your Argument Analysis
assignment. However, your refutation must be substantially different from the previous
assignment in that it focuses on those parts of argument that you thoroughly disagree with
and elaborates your own argument in response to If it is an expansion, it should be
approximately 50% longer than the Argument Analysis and represent a substantive
revision. It should not, in other words, simply be the first paper with the refutation
“tacked on.”

Your paper should include:

1. introduction detailing the context of the argument you are refuting (basic context
about the article, such as title, author information, journal or book information
where applicable, target audience, purpose, and any other relevant information
if/when available (e.g., the event or issue the article responds to, if the article is
part of a controversy or of a series, critical reception, etc.);
2. a summary of the argument;
3. your main counter-claim supported by reasons and grounds, refuting point-by-
point the chosen argument (note that you may offer rebuttals for the argument’s
claims, reasons, grounds, warrants, or backing);
4. a conclusion that wraps up your analysis and comments on the significance of the
argument and/or anticipates future discussion of the issue.

Length requirements: ~750 words (3 pages, double spaced, 1-inch margins, font and size:
Times New Roman 12; sources cited in APA style).

Elements of Argument (200 points=20%)

For this unit, you will create two short arguments on a topic vetted by the course
instructor.

Part I. Editorial (100 points). An editorial is a piece of writing that expresses an opinion
about a current event or issue. The purpose of an editorial is to persuade a particular
audience (example: persuading young people that voting is important so they should go
out and vote; persuading democrats that President Obama should cut a deal with
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Republicans on extending the tax breaks; persuading urban Americans that eating meat is
unethical, so they should all become vegetarians; etc.).

Your editorial must include:

1. A lead paragraph detailing your opinion about a local issue or problem. The
problem or issue defined should be very tightly focused and local in nature, not
global. Avoid complex multifaceted issues like global warming, legalization of
marijuana, terrorism, abortion, stem cell research, and so on. Instead, focus on a
local problem or issue such as whether or not a proposed federal prison should be
built in your home town. The issue should be real and identified through your
own research from reputable media sources.
2. Several paragraphs discussing your opinion about the problem in detail. You
should break the issue down into specific parts and argue each part carefully
thorough the presentation of evidence. All evidence obtained through research
should be cited in APA style.
3. A concluding paragraph or two explaining your position on the issue and what
action should be taken, if any.
4. Your editorial should conform to the purpose, audience, structure and style of
editorials published in quality newspapers such as the New York Times or
Washington Post. Do not confuse the quality, length, and rigor of your editorial
with a mere letter to the editor.

Length requirements: 600-800 words (2-3 pages, double spaced, 1-inch margins, font and
size: Times New Roman 12; sources cited in APA style).

II. Visual Argument (100 points). This assignment requires you to construct a visual
argument supporting the claim of your editorial. The assignment has two parts:

1. A visual argument in the form of a poster or op-ad (“opinion advertisement”)

presenting your central claim to the campus or a specified community (e.g., your
neighborhood, your home town, Philadelphia students, middle schools in South
Philly, local government, etc). You must include both visual elements (photos,
drawings, etc.) and text that support the claim at the core of your editorial
argument. The poster may be either digital or paper-based, depending on your
level of comfort with digital media. Use what you have learned about arguments
so far, your research, and your creativity to create this poster.
2. A one-page memo in which you describe the audience and the stylistic choices for
your poster (roughly 200-250 words). The memo is a rhetorical analysis of the
poster’s argumentative power. In this memo, you must convince the instructor
that you have constructed an effective visual argument given the target audience,
articulated purpose, kairos, ethos, logos, and pathos. The memo must describe:

a. your target audience;

b. the physical setup of your poster
i. technical specifications such as size, colors, paper finish;
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ii. where your audience will see the poster—specific buildings, doors,
classrooms, bus stops, dorms, neighborhoods, etc.; printed in the
newspaper or magazine; or broadcast online, by email or on
specific websites;
c. the rationale for choosing the image(s), text, and color scheme, and overall
design of your poster;
d. the challenges you had in creating this poster;
e. the feature(s) you employed that you think are particularly effective in
accomplishing your purpose;
f. your sources for images and text.

Research-Based Argument (400 points=40%)

This paper project is broken into two sections, each of which will receive a grade. The
total points received will result in the overall grade for the project.

Part I: Proposal (150 points). You will write a brief paper proposing your topic and
outlining your main claim for the final argument paper. The proposal is a persuasive
paper that must demonstrate to the instructor that you have considered your topic
seriously, that you have a legitimate claim and plan for your argument, that you have
done preliminary research, and that you thoroughly understand your audience’s
background, needs, and biases. Your paper must include the following:

1. background about your topic, including a clear explanation of your purpose,

clearly stating the type of claim required (forensic, deliberative, or epideictic)
along with the claim itself.
2. an analysis of your target audience, including
a. the relevance of your argument to your audience;
b. the common ground you share with the audience;
c. the potential audience bias(es) you might have to overcome (i.e., how
likely you are to meet resistance for your argument), including strategies
for overcoming them
d. the intended effect you want to have on the audience (e.g., “By reading
this paper, the target audience will be persuaded to vote to institute a soda
tax in Philadelphia” or “stop using or diminish their use of certain artificial
sweeteners,” or “agree that The Rolling Stones is the best rock band of all
times”);
3. a brief outline detailing
a. your major claim with reasons, grounds, and warrants
b. at least three supporting claims with reasons and grounds
c. at least one possible rebuttal to your claim
d. your response to the rebuttal and (potential) qualifier of your initial claim.
4. a bibliography of at least five sources correctly cited in APA style.

Length requirements: ~1000 words (4 pages, double spaced, 1-inch margins, font and
size: Times New Roman 12; sources cited in APA style).
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Part II: Final Draft of Long Researched Argument Paper (250 points). Using the
proposal and outline developed in Part I, write a tightly focused research-based argument
paper. In this essay, you should demonstrate your ability to present specific claims and
back them up with adequate data. You should also demonstrate your ability to target a
specific audience (as outlined in your proposal) and anticipating and refuting possible
counterarguments. Your essay should contain at least six correctly-cited sources.

Your paper must include the following:

1. An introduction containing relevant background information, statement of the

problem, and claim;
2. An extended argument featuring supporting claims, reasons, grounds, and (as
needed) warrants, backing, and qualifiers.
3. A rebuttal of at least one contrary view;
4. A final paragraph or section summing up the argument’s main conclusions or
recommendations;
5. Appropriate and detailed citation of evidence from sources demonstrating mastery
of quotation, paraphrase, and summary;
6. Correct citation in APA style;
7. References page in APA style;
8. Cover page and abstract in APA style.

Length requirements: 1500-2000 words (6-8 pages, double spaced, 1-inch margins, font
and size: Times New Roman 12; sources cited in APA style).

Portfolio and Final Reflection (100 points=10%)

All documents created for this class (drafts of formal assignments, reading responses,
online discussion forum work, reflections, etc.) will be assembled in a digital portfolio
via Google Sites for USP.
1. Go to http://start.online.usp.edu.
2. Log in with your USP user name (NOT full USP email) and password.
3. Click on “Sites.”
4. Click on “Create a new site.”
5. When prompted to “Choose a template to use” click on “Browse the gallery for
more.”
6. In the “Select a Site Template” window, click on “online.usp.edu.”
7. Select the “WR 102 Portfolio Template” template.
8. Click “Select.”
9. Enter a name for your site in the following format: “WR 102 Portfolio Your Name.”
10. Click on “More Options.”
11. Under “Collaborate with,” check the button marked “Only people I specify can view
this site.”
12. Click on “Create Site.”
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Once the site is created, make sure you share the site with your instructor as a
collaborator:
1. Click on More actions>Manage Site>Site Settings|Sharing.
2. Select “as a collaborator.”
3. Type the name of the instructor (Google Docs will automatically recognize the
name and supply the email address).
4. Click on “Invite these people.”

You may also invite your peer review group to view your site in a similar fashion.
Further instructions on customizing your site are contained in the online template.

Once you have uploaded your documents, review them and develop a reflective essay of
your overall performance of this class based on the documents you created. Your
reflection will begin with a thesis statement referring to your overall performance in the
class and each subsequent paragraph will address some specific element of your portfolio.
You are expected to discuss formal assignments, reading responses, revisions,
conferences with the instructor, participation and attendance, and growth or lack thereof.
When making reference to the works in the portfolio, you are expected to use
parenthetical references and quotations or paraphrases and list the documents cited in
APA. You will upload the reflection essay (and the drafts) in Google Sites as well.

This project is broken into two discreet sections, each of which will receive a grade. The
total points received will result in the overall grade for the project.

Part I: Portfolio (50 points). Your portfolio must be arranged and uploaded in Google
Docs as instructed, and must meet all criteria as described in Section IV, “Requirements
for Projects” below. Portfolios lacking the required drafts or other materials and poorly
organized will be severely discounted.

Part II: Reflection (50 points). Your reflection should be written in the form of a
thesis-based essay in which you demonstrate what you learned in each of the assignments
you have written this semester. You are expected to discuss in detail your
accomplishments in each assignment, and cite them as evidence. Additionally, you
should reflect on at least one area where improvement is still needed at the end of the
semester, and discuss how you plan to address that need next semester. This assignment
requires that you submit (upload) a discovery draft, a completed first draft, and a revised
final draft.

IV. Requirements for Paper Projects

All major writing assignments (the three “paper projects” outlined above) must meet the
following criteria. Papers submitted that do not meet the following criteria will not be
accepted and will receive a grade of “0”.
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 Late Papers: Papers must be turned in at class time on the date they are due; late
papers are accepted only at the discretion of the instructor. Any late submission of
paper project components lose a letter grade for each class day late.

 In-Class Workshops: You may be required to bring drafts of your work to writing
workshops several times during the course of the semester at the discretion of your
instructor. All writing brought to class for submission or for workshops must be
typed. The only exception is writing done in class as a part of a workshop activity.
Bring enough copies of your drafts to share with your peers on days you work in
groups. Failure to bring the required drafts to workshops will result in an
absence being recorded for that day.

 Formatting: Any written assignments should be word-processed (typed), double-

spaced and use Times New Roman, font size 12, and standard 1” margins.

 Documentation: They should follow APA style unless otherwise authorized by

instructor. Failure to cite sources in APA or another approved style will result
in a “0” for that assignment.

 Development Drafts: All students are required to submit drafts in various stages of
development as indicated by your instructor. Bring two copies to the workshop—one
to work with in groups and the second to submit to your professor. These will receive
minimal marking and will be returned.

● Portfolios: Essays must be submitted in a digital portfolio in Google Docs, with all
development drafts and planning materials. You are expected to submit at least
three drafts per essay: An initial “discovery” draft, a first draft, and a final
draft. If essays are revised, the portfolio must include all previous documents, the
revision plan, a first revised draft and a final revised draft.

 Rewrite for the Final Portfolio: You are allowed to rewrite any single component
of Paper Project #1 or 2 once beyond the final grade. Revision requests must be
made in writing to the instructor in the form of a written proposed revision plan.
Additionally, all revisions require at least one documented session in the Writing
Center. All students who receive a grade of C or lower are required to revise either
Paper Project #1 or 2. Revision plans must be discussed with and approved by the
instructor.

V. Conferences

During the semester you may be required to meet with your professor for a writing
conference at least once, as instructed. Instructors will inform students what they must
bring to the conference. Attendance at this conference is required and figures into your
attendance/participation grade. Failure to attend your designated conference time will
result in two unexcused absences.
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VI. In-Class Writing Assessments

You will be required to write an in-class assessment essay twice during the semester: the
first time at midterm and the second time at the end of the semester. These assessments
are not letter-graded but are a required element of the course. These examinations will be
used to determine your skill level at two distinct points and to refer you to academic
support services as deemed necessary by your instructor in consultation with the Writing
Programs leadership team. Although these assignments are ungraded, students whose
performance indicates a need for some extra help will attend Writing Program Seminars
for assistance.

VII. Writing Programs Seminars

If you feel you need additional help to succeed in this class, you may voluntarily join a
seminar at any time. Seminars are a positive experience for most students, generally
resulting in a significant improvement in the final grade.

At the beginning of the semester, you will take an essay assessment. The purpose of this
diagnostic is to determine if you are correctly placed in WR 102 or if you may need
additional assistance in order to be successful in this class. Your instructor will inform
you if you are referred to a Writing Programs Seminar operated by the Writing Center. If
you are assigned to a group, you must participate in your seminar group several times
during the semester. You may be referred to a seminar at any point in the semester based
either on the three situated assessments, your weekly reading responses, or your paper
projects.

Seminar assignments will be made by the third week of the semester. Each group
consists of five to six students each plus a group facilitator. You will meet with your
seminar group at least three times during the semester to work on each of the three major
writing assignments for this course. You must bring drafts of your work in progress to
the seminar sessions. Failure to come prepared to your seminar session will result in a
“0” for the associated assignment.

When seminar groups are assigned, you will have the opportunity to select a group that
meets at a time that fits your schedule. Once you are assigned to a group the schedule
cannot be changed.

VIII. The Writing Center

The Writing Center (http://www.usciences.edu/writing/) exists to help you with your

writing assignments. You are strongly advised to take advantage of this free service. To
make an appointment, call 215-596-8909 or email writingcenter@usp.edu. You may
also drop in to see a consultant (though it is wiser to make an appointment in advance).
The Writing Center is now located in Alumni Hall 4216-6 on Woodland Ave.
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IX. Attendance

USP Writing Programs enforces the following attendance policy:

 For classes that meet three days a week, three unexcused absences are permitted each
semester; for classes that meet two days a week, two unexcused absences are
permitted each semester.
 Absences for scholastic activities, prolonged illness, and catastrophic family
emergencies are excused. However, such absences will only be excused with the
proper documentation. A letter from the responsible party (professor, physician, etc.)
must be submitted, and must contain contact information so the excused absence can
be verified.
 Each absence beyond those allowed will result in a reduction of the final grade by 1/3
(for classes meeting 3 days per week) or ½ (for classes meeting 2 days per week).
Example: A grade of B- will be reduced to C+ with four unexcused absences for a
class meeting three days per week.
 Even in the case of unexcused absences, credit for in-class workshops cannot be made
up.
 Excessive or habitual tardiness will be treated as an absence for each occurrence.
You are considered tardy if you arrive to class after the instructor has taken roll.
While occasional tardiness happens to everyone, habitual tardiness interrupts the class
and is disrespectful to both the instructor and your fellow students.

X. Plagiarism

The USP Student Conduct Policy defines plagiarism as “the presentation, whether
intentional or unintentional, of the words or ideas of a source as if they are the student’s
own words or ideas. This definition applies to unpublished and published material.
Examples include, but are not limited to, presenting in a written report a direct quote
without quotations and an appropriate reference, paraphrasing without providing an
appropriate reference, copying the writings (sentence, paragraph or an entire work) or
graphic materials of a fellow student or another source and not giving credit to the author,
reusing one’s own work developed for another purpose.”

Students who plagiarize will be referred to Ross Radish, the Assistant Dean of Student
Affairs, for violation of the student conduct code. Details of the policy, and the
associated penalties, can be found at:

http://www.usp.edu/studentaffairs/studenthandbook/2006-
07/01_general_information_and_university_policies.html#divi_of_stud_affa

Information on plagiarism can be found in the Student Handbook (pg. 205, Appendix A).
It is your responsibility to read and become familiar with both the student conduct policy
and how to avoid plagiarism as outlined in the Handbook.

XI. Accommodations for Students with Disabilities

The USP Disability Support Services Policy reads as follows:
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“University of the Sciences in Philadelphia recognizes that a diverse campus community

is essential to enriching intellectual exchanges and enhancing cultural understanding, and
as such, values equality of opportunity, mutual respect, and diversity. USP, therefore, is
committed to providing reasonable accommodations to all members of the University
community who have documented disabilities.”
If you are a student who may have a disability and would like to request
accommodations, please contact the Assistant Dean of Students at 215-596-8950. Please
Note: Accommodations will not be made without a letter from the Assistant Dean of
Students.

Class Schedule (additional readings will be announced throughout the semester)

1/18 Introduction to Course; What Is an Argument?

1/20 Read Ramage Ch 1 (Intro; 1-23) and Cunningham article (PDF on blog)
1/25 Read Ramage Ch 2 (Argument as Inquiry; 24-52) and Fleer article (PDF on blog)
1/27 Read Ramage Ch 3 (Core of an Argument; 60-72)
2/1 Read Ramage Ch 4 (Logical Structure of Arguments; 73-87)
2/3 Read Ramage Ch 8 (Analyzing Arguments Rhetorically; 145-164)
2/8 Discovery Draft Critical Thinking, Reading & Responding DUE
2/10 First Draft Critical Thinking, Reading & Responding DUE
2/15 FINAL Critical Thinking, Reading & Responding (~6 pages; 200 pts) DUE
2/17 Read Ramage Ch 6 (Moving Your Audience; 109-123)
2/22 Read Ramage Ch 7 (Responding to Objections and Alternative Views; 124-144)
2/24 Read Ramage Ch 9 (Analyzing Visual Arguments; 165-198)
3/1 Discovery Draft Elements of Argument DUE
3/3 First Draft Elements of Argument DUE
3/8 SPRING RECESS
3/10 SPRING RECESS
3/15 FINAL Elements of Argument (~4-5 pages; 200 pts) DUE
3/17 Read Ramage Chs 16 & 17 (Research and Sources; 343-400)
3/22 Sources continued; Read Ramage Ch 10 (Intro to Types of Claims; 200-209)
3/24 Read Ramage Ch 11 (Definitional Arguments; 210-236)
3/29 Read Ramage Ch 12 (Causal Arguments; 237-263)
3/31 Read Ramage Ch 13 (Resemblance Arguments; 264-283)
4/5 Read Ramage Ch 14 (Evaluation and Ethical Arguments; 284-309)
4/7 Read Ramage Ch 15 (Proposal Arguments; 310-342)
4/12 Proposal Arguments continued
4/14 Discovery Draft Research-Based Argument DUE
4/19 First Draft Research-Based Argument DUE
4/21 FINAL Research-Based Argument (~10-12 pages; 400 pts) DUE
4/26 Writing Abstracts
4/28 Final Class

5/2 Portfolio and Final Reflection (100 pts) DUE (i.e., uploaded by 11:59 pm)