Professional Documents
Culture Documents
Spring 2006
Email: bcd013000@utdallas.edu
The following course syllabus is subject to change at the discretion of the Instructor
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.
Specific Assessments
1. Students will write a minimum of three (3) major argumentative essays in
addition to responses, thematic exercises, and other assignments, each focusing on
different theses and/or subjects and each written for different rhetorical purposes.
2. Students will write extended arguments as well as shorter responses, observations,
and critical evaluations, each utilizing effective organization, mechanics, and
thesis development.
3. Students will read and discuss selected examples of effective written
communication with an emphasis on determining how and why effectiveness is
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achieved by the original authors. Additionally, students will share their writing in
open peer-review sessions conducted during class meetings or outside of class in
selected electronic contexts.
4. Students will document their claims and statements with credible source material
obtained through a combination of online and hands on research using appropriate
and approved materials. The inclusion of such research in student writing(s) will
be cited and documented using correct and complete styles approved by the
Modern Language Association.
Required Textbooks
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The Aims of Argument: A Rhetoric and Reader
by Timothy Crusius and Carolyn Channell
Fifth Edition. McGraw-Hill, 2006
ISBN 0-07-321761-1
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)
Mon 8/21: In-class: Intro to Portfolio; Discussion of AA Ch. 1 and AWR Ch. 4
Wed 8/23 In-class: Discussion of AA Ch. 2 and demo of AWR electronic resources
Fri 8/18: In-class: Course introduction and overview; Register for AWR and AA companion
websites (the AWR website includes an e-book)
Mon 8/21: In-class: Intro to Portfolio; Discussion of AA Ch. 1 and AWR Ch. 4
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 *** (see
Response #2 on p. 76)
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Fri 8/25: In-class: Discuss AA Ch 4; Small group rhetorical analysis of emotional appeal in
magazine ads
Fri 9/1: In-class: Discuss AA Ch 3; Class Toulmin analysis of [the argument essay from AA
reader]
Assignments: Read AA Ch. 5 (Assessing and using Sources, Documenting Sources) [Ch. 5
can be assigned as reference chapters and students held responsible for understanding and
putting into practice the principles therein]
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 an observation in your Portfolio; Read [3-5 essays from one of the
clusters in the reader section of AA]
Wed 9/13: [Possible library tour day or further discussion of readings from 9/12…you
decide]
Assignments: Read AWR Handbook on MLA format and how to cite and create a works
cited page
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Fri 9/15: In-class: Class discussion of grammar, format, mechanics, evidence, fallacies, and
plagiarism discussion (bring AWR Handbook)
Assignment: Record an observation in your Portfolio; Work on draft of Essay #1, due ***
Mon 9/18: In-class: First draft of Essay #1 due today. Peer reviews [students exchange
their paper with another student and respond to peer review questionnaire to be
provided]
Wed 9/20: In-class: Teacher conference and in-class writing 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 [you decide what sections of the CD you want them to explore]
Assignments: Record an observation 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: Record an observation 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].
Mon 10/2: In-class: Using the technology [Introduction to using MS Word and images or
Catalyst]
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Assignments: Record an observation in your Portfolio; Work on format and media decisions
for Essay #2
Assignments: Start sketching main visual project components and argument analysis
Assignments: Complete first draft of Essay #2 due ***; Bring hard copy of first draft to
class on ***
Wed 10/11: In-class: First draft of Visual argument due; Peer reviews in class
Wed 10/18: In-class: Final draft of Essay #2 due; Discussion of assigned online readings
Assignments: [you decide]
**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 an Observation in your Portfolio; Read AA Ch. 7 and [3-5 essays from
clusters in the reader section of AA]
Mon 10/23: In-class: Discussion of AA Ch. 7 and assigned readings; Discuss Essay #3
project, due ***
Assignments: Record an Observation in your Portfolio; Start thinking about your topic for
Essay #3
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Wed 10/25: In-class: Continued discussion of AA Ch. 7 and assigned readings
Assignments: [Read some sections of AWR, or require students to do some exercises on the
AWR website]
Assignments: Record an Observation in your Portfolio; Read AA Ch. 8 and [3-5 essays from
clusters in the reader section of AA]
Assignments: Record an Observation 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: Continue working on first draft; Bring hard copy of first draft to class on ***
Wed 11/8: In-class: First draft of Essay #3 due in Portfolio; Peer reviews of first draft of
Essay #3
Mon 11/13: In-class: Discussion of revision techniques and elevating style (bring AWR
Handbook); In-class writing 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
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Assignments: prepare for conference with instructor
Wed 11/22: In-class: Final draft of Essay #3 due in Portfolio; student evaluations of course
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.
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A: Represents outstanding participation in all course activities (including attendance and
promptness); all assigned work completed on time, with very high quality in all work
produced for the course. Evidence of significant and sustained development across the
five dimensions of learning and five course strands.
C: Represents good (but average) participation in all course activities; all assigned work
completed, with generally good quality overall in course work. Evidence of some
development across the five dimensions of learning and five course strands.
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 using MLA format for
Works Cited.
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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 and should cite all sources using MLA
format for online sources.
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 and should use MLA format for all works cited.
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.
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).
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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.
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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.
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.
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.
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
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(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.
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Attendance Policy
Regular attendance is required. Your grade may be lowered down to a letter grade of F (Fail)
for poor attendance. This is University Policy. You are permitted three [3] absences only. If
you miss more than three classes, your grade will be negatively affected. You may be
encouraged to drop the class with more than three [3] absences. Participation is vital to
successful completion of Rhetoric 1302. If you miss a class, it is your responsibility to get
assignments, class notes and course changes from fellow classmates. The professor reserves
the right to change the course syllabus as deemed necessary. Class work such as quizzes,
group presentation and collaboration, class discussion, daily observation into LRO cannot be
made up. Attend every class! Much of the work is done collaboratively in class.
Alternative assignments will not be given for absences. The professor will not “re-teach”
missed classes for individual students. Two instances of tardiness will count as one
absence. Chronic tardiness will receive the same penalty as three [3] or more absences.
Coming to class unprepared, doing work that is not for this course during class, sleeping in
class, or using the computers or other personal electronic devices for personal messaging,
research, or entertainment is unacceptable. Turn off cellular or mobile phones, pagers, and
other personal electronic devices during class.
Drop Policy
See here for details on deadlines and procedures for dropping:
http://www.utdallas.edu/student/class/current/newpolicywpwf.htm
http://www.utdallas.edu/student/registrar/lookup/dropadd.html
The last day to withdraw from a course without a letter grade of W or WP or WF is Census
Day September 21, 2006. Students are responsible for withdrawing from academic courses.
Holidays: Monday, September 4, 2005 Labor Day Friday, Friday, November 25, 2005.
Thanksgiving Day is Thursday, November 24, 2005. Last Day of Class is Monday,
November 28, 2005.
Office Hours
Please note the professor’s office hours listed above. You can also schedule appointments to
meet with the professor at times other than the professor’s listed office hours. Office hours
are yours! Take advantage of them. Do not hesitate to benefit from your professor’s
accessibility and availability to be of assistance to your academic development. It is best to
contact the professor by email rather than the office phone.
Email Policy
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IMPORTANT NOTICE TO UTD STUDENTS: As of August 1, 2004, all email
correspondence with students will be sent ONLY to the student's U.T. Dallas email address.
U.T. Dallas provides each student with a free email account that is to be used in all
communication with university personnel. This allows the university to maintain a high
degree of confidence in the identity of all individuals corresponding and the security of the
transmitted information. The Department of Information Resources at U.T. Dallas provides a
method for students to forward email from other accounts to their U.T. Dallas address and
have their U.T. Dallas mail sent on to other accounts. Students may go to the following URL
to establish or maintain their official U.T. Dallas computer account: http://netid.utdallas.edu/
Grading Policy
This course offers you an approach to learning that may be different from your past
experiences because the course is concerned with your development as a critical reader and
writer. The grading strategy will track and monitor that development. Your work will be
collected in an electronic portfolio called the Learning Record Online (LRO). Your
assignments will not receive individual grades but will receive individual attention from your
classmates and professor. Your mid-term and final grades will be based on your portfolio of
written observations and assigned coursework, including collaborative work and your three
major essays, as well as completion of each component of your LRO. In the final step to
completing your LRO, you will argue for your grade by summarizing your learning and
estimating the grade that the evidence of your learning supports. In other words, you will
directly apply what you learn in this course, argumentative writing, by arguing for your own
grade. However, each component of the LRO is vital to a quality body of work. Your
attendance, participation, promptness, level of writing, effective arguments, creativity,
collaboration, sound rhetorical skills, competent use of technology will contribute to an
outstanding portfolio.
Your goal is to demonstrate your development toward mastery of five course strands
(rhetoric, research, technology, collaboration, and critical thinking) and development across
five dimensions of learning (confidence and independence, skills and strategies, knowledge
and understanding, use of prior and emerging experience, and reflective-ness). These goals
will be discussed throughout the course. Keep in mind that although we do give plus [+] and
minus [–] grades at UTD, the general criteria for grading your Learning Record Online
(LRO) is still based on the A-F grading scale.
The following grading criteria describe very general indicators that both you and your
professor may take into consideration when assessing your work and progress in the
course. Your estimation of your mid-term and final grades should be more detailed and
specific and may include a plus [+] or minus [–] if your work tilts above or below the
central grade for which you argue.
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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.
In order to take advantage of the services offered by the office of disability services
students must register with the disability office and immediately notify their Instructor.
Students needing academic accommodations for a disability must contact the Office of
Disability Services (972-883-2098), to verify the disability and establish eligibility for
accommodations. Students with disabilities are responsible to make their disabilities
known and to meet all course expectations, including attendance, participation,
performance, and work standards. Full range of help and services for students physically
and otherwise handicapped; Contact: Ms. Kerry Tate, 972-883-2098
More information online: http://www.utdallas.edu/student/slife/hcsvc.html
Please do not wait until your academic progress is adversely affected before alerting the
proper authorities of your individual situation as this may not improve or alter the
situation. Communication is the key.
Plagiarism Policy
Plagiarism is the representation of another person’s work as your own, whether you mean to
or not. For example, copying or paraphrasing passages from another writer’s work without
acknowledging that you’ve done so is plagiarism. Allowing another writer to write any part
of your essay is plagiarism. Copying or purchasing a paper from any source is plagiarism.
Plagiarism is a serious offense. The possible consequences range from failing the assignment
to failing the course, or possible expulsion from the university. Each incident of plagiarism at
The University of Texas at Dallas is reported to the university’s administration. If you are not
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sure how to properly cite a quote or paraphrase a source, make an appointment with your for
clarification.
If you need help with the format of a citation, check with the New Century Handbook or visit
the Penn State University website for more understanding on plagiarism.
[www.courses.psu.edu/engl] on the Index page select [engl_cjg6] once there, click on
University Plagiarism Policy.
Although you can seek help and advice from friends, classmates, tutors, and others, always
make sure that your written work is your own.
Consult the Undergraduate Catalog for information about the consequences of Scholastic
Dishonesty, or view the policy here (which is also a link on the Rhetoric Program website) at
http://www.utdallas.edu/student/slife/dishonesty.html.
Below are basic definitions and examples of plagiarism extracted from the
Penn State University’s website list above.
“Plagiarize
Verb transitive:
1. To use and pass off as one’s own (the ideas or writings of another).
2. To appropriate for use as one’s own passages or ideas from (another)
Verb intransitive:
1. To put forth as original to oneself the ideas or words of another.
(from The American Heritage Dictionary)
Plagiarism can range from submitting someone’s work as your own to using long pieces of
text or unique phrasings without acknowledging the original source. Plagiarism could also
include submitting someone else’s program or spreadsheet with minor alterations.”
Major Assignments
First Essay: An essay that presents a Definition or Evaluation Argument using the
principles and criteria in Everything’s an Argument with Readings [Chapters 9 or 10]. Essay
should be a minimum of five and a half (5 1/2) double-spaced pages using MLA format for
Works Cited. Ten (10) minutes class presentation of work.
First draft due: Monday – September 12, 2005
Final draft due: Wednesday – September 21, 2005
Second Essay: An integrated Textual and Visual Essay that examines and analyzes the
argument of a visual image or images using the criteria in [Chapter 14] of Everything’s an
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Argument with Readings. This project should be a minimum of six and a half (6 1/2) double-
spaced pages and should cite all sources using MLA format for online sources. Fifteen (15)
minutes class presentation of work.
First draft due: Monday – October 10, 2005
Final draft due: Wednesday – October 19, 2005
Third Essay: An essay that presents a Causal or Proposal Argument using the principles
and criteria in Everything’s an Argument with Readings (Chapters 11 or 12). This essay
should be a minimum of seven and a half (7 1/2 ) double-spaced pages and should use MLA
format for all works cited. Fifteen (15) minutes class presentation of work.
First draft due: Monday - November 14, 2005
Final draft due: Wednesday - November 23, 2005
Learning Record Online: This is an online resource for managing and documenting the
work and learning you do in this class. Various assignments will be due throughout the
semester, and all observations, assignments, essay drafts, and final essay draft must be
included in the LRO on the date due.
Parts A.1 and A.2 are due: Wednesday – September 28, 2005
Parts B.1 and C.1 are due: Wednesday - October 26, 2005
Parts B.2 and C.2 are due: Monday – November 28, 2005
Remember that all essay drafts, final essay drafts and assigned course work must be recorded
in your Learning Record Online (LRO). All assigned course work, essay drafts and final
essays must also be turned in to the Instructor in a traditional hard copy paper form
(using MLA format and citation that includes a separate Works Cited page) on the dates due.
Name
Course and Section
Instructor’s name
Date
Paper Topics
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to this Essay Paper. Additional sources for this research paper should come from UTD Library
Materials such as books, journals and periodicals. No internet source is acceptable for
this assignment. A minimum of four (4) academic sources is required for this paper.
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Thursday Semester Begins
8/18
F 8/19 General Introduction
Get student net id and e-mail at the HELP DESK in JO 3.536
Student Net ID and E-mail are necessary to access the LRO website
and LRO program required for this course
Essay #1 assigned (Definition/Evaluation Argument)
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W 9/7 Record Observation of EA chapter 10 in LRO.
Discussion of readings.
HW: Read QA Handbook on MLA format and how to cite and create
a works cited page.
F 9/9 LIBRARY DAY: Using the technology: Guest Speaker: Library Tour
and Training.
HW: Work on first draft
M 9/12 Presentation
First Draft of Essay # 1 due in class and in LRO.
Peer Revision.
Essay # 2 assigned: Textual and Visual Essay.
HW: work on Essay
W 9/14 Presentation
HW: Make revisions to Draft of Essay #1 based on Peer Review and
Instructor’s suggestions. Work on first paper
F 9/16 Presentation
HW: Read student samples of LRO Parts B.1 (Analysis)
and C.1 (Evaluation) in the LRO website to prepare for
Parts B1 and C1 assignment. Work on first paper. Revise paper.
M 9/19 Presentation
HW: Complete work on first draft of Essay # 1 due 9/21/05.
Examine the images in United Benetton ads listed below.
http://www.benetton.com website and note various arguments.
W 9/21 Presentation
Final draft of Essay #1 due in class and in LRO
Discussion of Benetton Ads.
HW: Read EA pages 760-773 from Cao and Lo.
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F 9/23 Record Observation of assigned readings in LRO
Discussion of readings
HW: Read Chapters 21-22: Assessing and Using Sources,
Documenting Sources.
M 10/10 Presentation
First draft of Visual Essay# 2 due.
Peer Review
HW: work on Essay # 2
W 10/12 Presentation
Peer Review
Essay #3 assigned (Causal or Proposal Essay).
HW: work on Essay # 2
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F 10/14 Presentation
HW: Revision of Essay # 2
M 10/17 Presentation
HW: work on Essay # 2
Complete final draft of Visual Essay #2 due 10/19/05.
W 10/19 Presentation
Final draft of Visual Essay # 2 due in class and in LRO
HW: Read PH pages 27-39 from Frank and Ashen.
W 10/26 Parts B.1 and C.1 of LRO due in class and in LRO
Record Observation of EA chapter 16 in LRO
Discussion of readings
HW: Read PH pages 54-59 from Carson and also
Read EA Ch 18-20 on arguments in electronic environments.
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F 11/4 Record Observation of assigned reading in LRO
Discussion of readings.
HW: Read EA pages 811-815 from King and also Read EA Chapter 12.
M 11/14 Presentation
First draft of Causal or Proposal Essay #3 due in class and in LRO
Peer Review
HW: Continue work on Final Semester Essay
W 11/16 Presentation
Peer Review
HW: Work on Essay # 3 due Wednesday, November 23, 2005.
F 11/17 Presentation
Peer Review
HW: work on final Essay Paper.
M 11/21 Presentation
Revision of final semester Essay
HW: Complete work on final Essay Paper.
W 11/23 Presentation
Final draft of Essay #3 due in class and in LRO
HW: Bring a magazine to class on November 28, 2005 and also
Read Response #2 on page 76 in EA.
HW: Complete LRO parts B.2 and C.2 due Monday, November 28, 2005
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F 11/25 THANKSGIVING HOLIDAY
Quote
“The degrading of men by men is as old as mankind and the invention of no one race or
people. Ever have men striven to conceive of their victims as different from the victors,
endlessly different, in soul and blood, strength and cunning, race and lineage. It has been left,
however, to Europe and to modern days to discover the eternal world-wide mark of
meanness, - color!” So after all there is nothing really in theory that color means inferiority,
it is merely a convenient assumption. But assumptions, attitudes are variable, things which
may be changed.
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