Rhetoric 1302 – Argumentative Essay – Section 014 and 017

Fall 2006 MWF, 1:00-1:30 / 1:30-3:00, JO4.124

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

Instructor Contact Information

Instructor: Jeff Pettineo
Office: JO 4.120
Phone: 972-883-2020
e-mail: jfp051000@utdallas.edu
Office Hours: Wednesday, 3:00 pm-5:00 pm
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 paper.

Student Learning Objectives

1. Students will be able to practice and apply different approaches to and modes of written exposition
as appropriate to a variety of theses and subjects.
2. Students will be able to write using effective technical requirements, including organization,
mechanics, and thesis development.
3. Students will develop sensitivity to written language by being able to employ and apply effective
and appropriate rhetorical devices directed at a defined audience.
4. Students will be able to demonstrate an ability to conduct research, apply source material, discuss
general information, and apply logical process when 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

Assignments and Academic Calendar

All assignments are due by the next class period unless noted otherwise.
Assignments from The Aims of Argument textbook will be denoted by AA; Assignments from A
Writer's Resource will be denoted by AWR

Fri 8/18: In-class: Course introduction and overview; Register for AWR and AA companion websites (the
AWR website includes an e-book)
Assignments: Read AA Ch 1 and AWR Ch. 4;

Mon 8/21: In-class: Intro to Portfolio; Discussion of AA Ch. 1 and AWR Ch. 4
Assignments: Record a response in your Portfolio; Read Ch. 2 in AA

Wed 8/23 In-class: Discussion of AA Ch. 2 and demo of AWR electronic resources
Assignments: Read AA Ch. 4 (pp. 60-86) and bring a magazine to class on 8/25 (see Response #2 on p. 76)

Fri 8/25: In-class: Discuss AA Ch 4; Small group rhetorical analysis of emotional appeal in magazine ads

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Assignments: Read Schopenhauer Essays and Bacon, “Of Studies” – Record a Reflection in your Portfolio
due Monday

Mon 8/28: Discuss Schopenhauer/Bacon Essays

Assignments: Response due; Read AA Ch. 3

Wed 8/30: In-class: Discuss AA Chs. 3

Assignments: “What Should Undergraduates Learn” & The Logic of Real Arguments, Ch.2 (handouts)

Fri 9/1: In-class: Discuss AA Ch 3; Class Toulmin analysis of “Collegiate Life: An Obituary”
Assignments: Read AA Ch. 6; Essay #1 assigned

Mon 9/4: LABOR DAY HOLIDAY

Wed 9/6: In-class: Discussion of AA Ch. 6.

Assignments: Read AA Ch. 5 (Assessing and using Sources, Documenting Sources)

Fri 9/8: 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
Assignments: Record a response in your Portfolio; Read Ch. 15 essays – 707, 720, 721, 733

Mon 9/11: In-class: Discussion of assigned readings

Assignments: Record a response in your Portfolio

Wed 9/13: Library Tour Day

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

Fri 9/15: In-class: Class discussion of grammar, format, mechanics, evidence, fallacies, and plagiarism
discussion (bring AWR Handbook)
Assignment: Draft of Essay #1, Due Monday

Mon 9/18: In-class: First draft of Essay #1 due today. Peer reviews. Assignments: Record a response
in your Portfolio; Work on essay #1 peer review revision suggestions

Wed 9/20: In-class: Teacher conference and in-class writing on Essay #1.
Assignments: Continue work on Essay # 1

Fri 9/22: In-class: Teacher conference and in-class work on Essay #1 revisions
Assignments: Continue work on Essay #1; Bring Visual Exercises CD to class Monday

Mon 9/25: Final draft of Essay #1 due; In-class: Work in Visual Exercises application in class
Assignments: Record a response in your Portfolio; Research image(s) to use for Essay #2 and bring some to
class

Wed 9/27: 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

Fri 9/29: In-class: Discuss United Benetton and Adbusters.org images

Assignments: Record a response in your Portfolio; decide on image(s) for your Essay #2 and bring to class
on Monday [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].
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Mon 10/2: In-class: Using the technology
Assignments: Record a response in your Portfolio; Work on format and media decisions for Essay #2

Wed 10/4: In-class: Media Workshop

Assignments: Start sketching main visual project components and argument analysis

Fri 10/6: In-class: Moderation readings.

Assignments: Record a response about moderation readings in your Portfolio; Continue work on Essay #2

Mon 10/9: In-class: Individual work on Essay #2 in class

Assignments: Complete first draft of Essay #2 due; Bring hard copy of first draft to class

Wed 10/11: In-class: First draft of Visual argument due; Peer reviews in class
Assignments: Work on revision of Essay #2 based on peer review suggestions

Fri 10/13: WILL BE OUT OF TOWN – In-class: “The Measure of a Man” Star Trek Episode: What are the
Rhetorical Strategies/Arguments of parties involved?
Assignments: Read Lincoln’s “House Divided” speech and “Lyceum Address” (N.B: You can find these online
as public domain). Record a response to Lincoln readings in your portfolio.

Mon 10/16: Discussion/rhetorical analysis of Star Trek, “The Measure of a Man”

Assignments: Record a response in your Portfolio / Read Quiz Show Essays

Wed 10/18: In-class: Final draft of Essay #2 due; Finish and Discuss Lincoln Readings
Assignments: Work on essays In-class: In class work on Essay #2

**Thursday, October 19 is the last day to drop with a WP/WF.**

Fri 10/20: In-class: Continued discussion of online reading

Assignments: Record a response in your Portfolio; Read AA Ch. 7 and Ch. 15, essays p. 746, 316, 320, 333,
338

Mon 10/23: In-class: Discussion of AA Ch. 7 and assigned readings; Discuss Essay #3 project, due
11/15 Assignments: Record a response in your Portfolio; Start thinking about your topic for Essay #3

Wed 10/25: In-class: Continued discussion of AA Ch. 7 and assigned readings

Assignments: AWR, Section 2, FR 17-32

Fri 10/27: In-class: Bring AWR; discussion of assignments from Handbook

Assignments: Read AA Ch. 8 and Shakespeare, Hamlet Act I Scene 3 (Who makes the better argument --
Laertes or Polonius? Use this as your response) Essays pp. 339, 342, 347, 348;

Mon 10/30: In-class: Discussion of AA Ch. 8 and assigned readings

Assignments: Record a response in your Portfolio; Choose possible topics for Essay #3

Wed 11/1: In-class: Continued discussion of AA Ch. 8 and assigned readings; Small group discussions of
paper topics
Assignments: Refine paper topic and begin work on first draft
Fri 11/3: In-class: Teacher conference on paper topics
Assignments: Work on first draft of Essay #3 due 11/18 in Portfolio

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Mon 11/6: In-class: Writing in class on first draft of Essay #3
Assignments: Continue working on first draft; Bring hard copy of first draft to class on 11/18

Wed 11/8: In-class: First draft of Essay #3 due in Portfolio; Peer reviews of first draft of Essay #3
Assignments: Continue working on Essay #3 using peer feedback

Fri 11/10: In-class: Work on revisions of first draft of Essay #3

Assignments: Continue working on Essay #3

Mon 11/13: In-class: Discussion of revision techniques and elevating style (bring AWR Handbook); In-class
writing on Essay #3
Assignments: Continue work on Essay #3

Wed 11/15: In-class: In-class writing on Essay #3; Second draft of Essay #3 due in Portfolio by end of
class period
Assignments: prepare for conference with instructor

Fri 11/17: In-class: Conference with instructor

Assignments: Work on revisions of 2nd draft of Essay #3

Mon 11/20: In-class: Conference with instructor

Assignments: Complete final draft of Essay #3 in Portfolio for 11/22
Wed 11/22: In-class: Final draft of Essay #3 due in Portfolio; student evaluations of course
Fri 11/24: Thanksgiving Holiday

Mon 11/27: LAST DAY OF CLASSES – Conferences / Evaluations / Course Review and Wrap-Up

Grading Policy
Your course work, and demonstrable acquisition and utilization of competencies in written communication
will be assessed holistically over the course of the semester. Your projects will not receive individual
grades, but will receive individual attention from the course instructor and your classmates. Midterm and
final grades will be based on a portfolio of written observations, assigned essays, and other activities, as
well as your attendance and participation. 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, sound rhetorical skills, and competent use of
technology.

Evidence supporting your claim(s) must be drawn from your portfolio and should specifically demonstrate
mastery of five course strands (rhetoric, research, technology, collaboration, and critical thinking)you're
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.

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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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 an inquiry argument using the principles and criteria in The Aims of Argument
(Chapter 6). Essay should be 4-5 double-spaced pages (1000-1250 words) using MLA format for Works Cited.

First draft due: 9/18

Final draft due: 9/25

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. This project should be 5-6 double-spaced
pages (1250-1500 words) and should cite all sources using MLA format for online sources.

First draft due: 10/9

Final draft due: 10/18

Essay #3
An essay that presents a convincing or motivating argument using the principles and criteria in The
Aims of Argument (Chapter 7 or 8). This essay should be 6-7 double-spaced pages (1500-1750) and
should use MLA format for all works cited.

Brief for essay due: 10/27

First draft due: 11/8
Second draft due: 11/15
Final draft due: 11/22

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Late Work
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.

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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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
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
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.