Rhetoric 1302 – 51

Fall 2006

Thom Mackenzie
University of Texas at Dallas
School of Arts & Humanities

MW 5:30 p.m. – 6:45 p.m.

JO 4.306

Office Hours:
Wednesday 7:00 – 8:00 p.m. & by appointment
Office: JO 4.118

Phone: 972-883-2018
Ask to leave a written message
Email: Thom@Lifewalk.net

UTD Rhetoric Website: http://lingua.utdallas.edu/rhetoric

Contains links to course syllabus, reference & research resources

NOTE: The syllabus is subject to change at the discretion of the instructor.

Course Description
This course presents an integrated approach to writing, reading, and critical thinking that
develops the grammatical, logical, and rhetorical skills necessary for university writing.
Student Learning Objectives consist of organizational and essayistic composition
techniques, college level linguistic style, revision and rewriting practice, and the ability to
conduct research. Students will maintain an electronic portfolio and submit paper copies of
completed assignments.

Student Learning Outcomes

Students will write and revise minimum of three (3) major argumentative essays in addition
to responses, thematic exercises, and other assignments. Students will often be required to
discuss their writing in open peer-review sessions conducted during class meetings.

Required Texts & Supplies

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.
Student Portfolio
Student work will be collected in a portfolio throughout the semester. The portfolio will be
kept as a hard copy notebook. Observations and argumentative essays will comprise a large
part of the evaluation in the course. The portfolio is your most important argument in the
course as it shows the sum evidence of your learning, including your own observations and
analysis of your learning. In groups you will discuss readings and conduct peer critiques.
Because learning to read critically and write responsively entails mastery of a process, your
work will undergo extensive revisions in response to peer readings and collaboration as well
as conferencing with the instructor.

Attendance Policy
Because participation is vital to successful completion of Rhetoric 1302, you should attend
every class. Much of the work is done collaboratively in class and thus cannot be made up.
Alternative assignments are generally not given, nor can the instructor “re-teach” missed
classes for individual students. If you miss any class for any reason, you remain responsible
for class expectations, requirements, and/or changes. If you miss more than six classes
your grade will be lowered one full letter grade and/or you may be encouraged to drop
the class. Two tardies will count as one absence. Chronic tardiness and coming to class late
is unacceptable. Likewise, 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 will be considered the same as an absence – as your attention is
elsewhere. Turn off cell phones, pagers, and other electronic devices during class.

Office Hours
I observe office hours after class on Wednesdays or by appointment. Do not wait until the
last minute to seek help. If you need to contact me outside of class, it is best to
communicate with me by email rather than the general office phone.

UNIVERSITY POLICY AND REQUIREMENTS

Academic Integrity
The faculty expects a high level of responsibility and academic honesty from its students. 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 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. Presenting your own work from another class as work originally conducted for this
class is a further example of plagiarism.

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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). Class writing will be submitted to Turnitin.com, which searches the web for
possible plagiarism and is over 90% effective.

See the Undergraduate Catalog for information about the consequences of Scholastic Dishonesty, or
view the policy here: http://www.utdallas.edu/judicialaffairs/

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, Richardson, Texas 75083-0688

Visit the office of Disability Services in Student Union (1.610) or call at 972.883.2098 to obtain
proper paperwork for this class. It is the student's responsibility to notify me of the need for
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.

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.

Email Policy
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. Students may go to the following URL to establish or maintain their official U.T. Dallas
computer account: http://netid.utdallas.edu/

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.

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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.

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.

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.

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. Details on deadlines and procedures for dropping can be found at:
http://www.utdallas.edu/student/registrar/lookup/dropadd.html

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GRADING POLICY AND ASSIGNMENTS
This class 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 – thus the reason for
a portfolio. At midterm and semester’s end you will submit a matrix of what grades you
should earn for each assignment and write an argument stating how what you have learned
and completed supports the grade you should earn. In other words, you will directly apply
what you learn in this course by arguing for your own grade. Please note that each
component of the course impacts a student’s grade: attendance, participation, promptness,
level of writing, use of effective arguments, creativity, collaboration, sound rhetorical skills,
and the competent use of technology—all of these things and more contribute to an
outstanding portfolio.

The Grading Matrix for this course will be weighted as follows:

Essay 1 15% Essay 2 20% Essay 3 25%

Observations 25% Work Group 10% Confidence Log 5%

This grading scheme emphasizes improvement as a thinker and writer. Each essay consists
of two components – the draft and the completed submission. Note that poor attendance
and participation will negatively impact your overall course grade.

Draft Version
* 20% of Grade * Skeleton Outline * Thesis statement in bold
* Headings for each Paragraph – That Matches the Outline

Final Version
* 80% of Grade * Essay Coversheet * Peer Review
* 3-4 Quality References * Logical organization and polished writing.

The draft will constitute 20% of the overall essay grade. The draft, though not polished,
should include an outline, headings for each paragraph that correspond with the outline, and
the thesis in bold. Essay 1 or 2 may be resubmitted. The revised evaluation will be
weighted as follows: draft 20% + essay 40% + revised essay 40%.

Grades for individual assignments represent the instructor’s evaluation of the research,
prose, and content of the submission. In general, grades are assigned according to the
following standard:

Clear, error-free writing reinforces the thesis with polished prose and well placed figures of speech in an
A “A” paper. The conclusion can be read as a continuation of the introduction, without reading the body
of the text. Well-documented evidence and statements bolster a strong thesis. Counter-arguments are
addressed and refuted. This essay stands out and nails the assignment.

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B “B” writing addresses the assignment and is a solid paper that has simply fallen short in one of two key
areas. Perhaps the prose is clear, error-free and reinforces the thesis, but lacks polish. Or the content
is not well organized or researched. Essays that fail in both areas drop out of this category. Also either
the counter-argument and refutation are adequate, but not outstanding OR the introduction and
conclusion are clear but may not mirror one another.
C A functional paper earns the grade of “C.” The prose is understandable and largely free of errors – but
not entirely. The writing exhibits good essayistic form and organization, yet calls for improvement. In
general a “C” paper resembles a “B” paper that did not undergo a solid revision. Or the paper
represents strong “B” work or better that does not address the assignment.
D/F These essays stand out for what they lack. Poor syntax inhibits the reader from understanding the flow
of the writing. The content is loosely organized and lacks adequate research. Or the paper totally
misses the assignment. Submissions that resemble an unedited draft fall into this category.

Final assessment of your grade remains the responsibility of the instructor.

Assignments
NO LATE ASSIGNMENTS WILL BE ACCEPTED EXCEPT IN EXTREME EMERGENCY.

I. Observations:
Throughout the semester students will develop writing skills by creating paragraphs and
short reaction papers. The writing process will help organize and develop your thoughts.
Once your written thoughts are focused, then rewrite and revise the observation until a clear,
insightful and polished prose stands out. Replace and delete passive verbs. Observations
will be stored on a blog, as an email attachment, or on a memory stick that will be
accessible during any class period. Some Observations are submitted on set dates but
will be revised throughout the semester. Your final portfolio will feature the five revised
Observations that represent your best writing.

II. Essays
Three 5 to 7 page essays will highlight how you have processed course material. The final
essay should represent your most comprehensive and skilled writing. Three quality sources
are required for each essay, not including Internet sources.

III. Confidence Log

Online log of statements recording lessons learned and projects completed. Complete one
or more entries per week.

IV. Work Group

Each student will participate in a work group. Groups are encouraged to conduct joint
research and will serve as peer editors for group members. Each group will present their
topic to the class (Handouts required). Each group will conduct both collective research and
individual research. These topics will form the basis for Essays two and three.

*Topics will be selected on a first come, first-served basis.

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Subjects for Group Presentation:
1. Overview and evaluate a critically acclaimed modern movie. Compare with a film on
American Film Institute’s Top 100 list. What’s it all about and why this movie? What
do audiences like about it? Why should it be included on an updated Top 100 list?

2. Structure a mock NFL draft and fantasy league. Report on outcomes, evaluate
personnel, and argue which “team” or players will do the best in December.

3. Select a cause in which students can make a difference. Promote it to the class.
Develop briefs and a UTD PR campaign. Evaluate the effectiveness of the
organization and impact of volunteers.

4. Present a cross-cultural, cross-generational analysis of modern child rearing

techniques. Illustrate how these techniques differ from methods used previously.
Evaluate and recommend improvements.

5. Evaluate and access the situation of beings on a fictional planet of intellectually

superior pacifists assailed by Earth. Determine your form of government, the gravity
of the situation, and the appropriate response.

6. Develop a multimedia children’s story that tackles a modern dilemma or difficult issue.
Why did the group select that topic? Why did your character respond as she or he
did? How would those in your family and culture respond to the story?

All final drafts of the Observations, Essays, and group presentation must be turned in to me
in hard copy. Use MLA format and include a Works Cited page.

Major Assignments
First Essay: An essay that presents an inquiry argument using the principles and criteria in
The Aims of Argument (Chapter 6). The essay should be 5 double-spaced pages using MLA
format for Works Cited and include a completed Essay Coversheet.

First draft due: 9/25 Final version due: 10/2

The essay will examine a lesson, belief or practice of your parent(s) or guardian and how it
impacts your life. Explore how this “conditioner” influenced your life. Include information on
how this influence developed in your family (source), its strengths and weaknesses for today
(is it considered “authentic”), and how it fits with your worldview.

Second Essay: An integrated textual and visual essay that incorporates visual image(s) to
propel the argument using the criteria in Chapter 4 of The Aims of Argument. This project
should be 5-6 double-spaced pages, should cite all sources using MLA format for online
sources, and include a completed Essay Coversheet.

Utilize the group’s research as a starting point; however, each student of the group should
focus on a different point in this essay.
First draft due: 10/18 Final version due: 10/25

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Third Essay:
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,
should use MLA format for all works cited, and include an Essay Coversheet.

This paper, responding to your group project, should demonstrate your development as a
writer. The essays of each member of the group will explore a different angle or
interpretation to the project.
Outline Due: 11/13 First draft due: 11/15 Final version due: 11/27

Portfolio: Various assignments will be due throughout the semester, and all required
observations and essays must be included in an organized portfolio on the date due.

All written assignments, including Confidence Log & Midterm argument – Oct 4
All written assignments, revisions, Confidence Log & Final argument – Nov 27

Syllabus Itinerary (subject to change)

NOTE: All matters associated with this course are subject to change at the instructor's
discretion. Any changes will be communicated 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. *Though only the first page of an assigned essay is listed, the entire
essay is to be read.

Mon 8/21: In-class: Intro. Assignments: Read AA Ch. 1 & AWR Ch. 4; Email Instructor.

Wed 8/23: In-class: Discuss AA Ch. 1 and AWR Ch. 4. Assignment: Read, “Rhetoric –
What It Is: Why Needed,” by Jacques Barzun. Library online reserve. Observation #1 -- As
a letter to the instructor, talk about your experience with rhetoric & writing. What are your
strengths and weaknesses?

MON 8/28: In-class: Establish groups. Discuss AA Ch 2 and demonstrate AWR electronic
resources. Assignment: Read AA Ch. 4 Present a colorful or dramatic magazine ad on
8/30. Group will select an online commercial to present on 9/6 with visual analysis – use AA
Ch 2 and rhetorical analysis worksheet. Read Essays on 720 & 762.

Wed 8/30: In-class: Discuss AA Ch. 4; Small group rhetorical analysis of emotional and
values appeals in magazine ads. Assignment: Observation 2: Write a 1-2 page
autobiography of who you are using the wheel illustration. Write for a professional audience.
Hand in on 9/11.

WED 9/6: In-class: DUE: Commercial Presentations. Discuss essays listed above.
Assignment: Read AA Ch 3 and Essay 234+ and write Observation 3 that summarizes
Toulmin analysis with examples of how it can be used successfully for class essays.

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MON 9/11: In-class: DUE: Observation 2. Discuss AA Ch. 3; Class Toulmin analysis of
Essay 234+ Assignments: Observation 4: Rewrite a paragraph word for word then rewrite
that paragraph in your own words.; Read AA Ch. 6 and Essay 779+

Essay #1 assigned (Inquiry Argument)

WED 9/13: In-class: Discussion of AA Ch. 6 & assigned essay 779+. Review AA Ch 5.

MON 9/18: In-class: Discuss AA Ch. 5; Log into AWR online (Catalyst 2.0); Demo of
Catalyst electronic resources for Research. Assignments: Observation 5 on thesis
statements; Read Essays 778 & 786.

WED 9/20: In-class: Discussion of above essays; Class discussion of grammar, format,
mechanics, evidence, fallacies, and plagiarism discussion (bring AWR Handbook).
Assignments: Observation 6 rewrite an earlier observation using 5 new figures of speech
in parenthesis. Read AWR Handbook on MLA format and how to cite and create a works
cited page; Work on draft of Essay 1.

MON 9/25: In-class: First draft of Essay 1 due today. Peer review. Assignment:
Observation 7: Summarize the edits made in the peer review and what you need to do to
improve your essay. Work on Essay 1 peer review revision suggestions

WED 9/27: In-class: Teacher conference & in-class writing. Assignment: Work on essay 1

MON 10/2: In-class: Final draft of Essay 1 due; Groups work on Visual Exercises for their
project. Assignments: Observation 8: Midterm argument and Portfolio.

Your midterm argument should exhibit knowledge of how to make a successful

argument (see Best Practices on page 256 AA) and include a meaningful claim of what
midterm grade you have earned to date in the course. Your support and backing should
include the following: 1) a statement of your development as a writer in this course, 2)
examples of writing lessons gained via at least 2 observations, 3) a statement of your
progress with Toulmin logic, 4) a statement of improvements you hope to make in the
2nd half of the semester, 5) a statement regarding your participation and attendance in
class and the presentation of your Portfolio, and 6) a matrix chart of your observations
i d ith th th i t t tf h d th d d f h

WED 10/4: DUE: MIDTERM ARGUMENT. In-class: Examine images in United Benetton
ads (http://www.benetton.com/html/whatwesay/campaigns/photogallery.shtml) and
Adbusters.org (http://adbusters.org/home/); Small group analysis of arguments in images
Assignments: Observation 9: Discuss the image you will use for Essay 2 and what the
image conveys. [If you use an image on the Internet, BE SURE TO NOTE SOURCE OF
IMAGE and OBTAIN PERMISSION TO USE IF IT IS NOT ON A PUBLIC SITE].

MON 10/9: In-class: Group Presentations. Assignments: Work on Essay 2.

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WED 10/11: In-class: Group Presentations. Assignments: Begin draft of Essay 2.
Observation 10: Rewrite 1-2 paragraphs from King’s speech using visual rhetoric.
http://www.americanrhetoric.com/speeches/Ihaveadream.htm

MON 10/16: DUE: Observation 10. In-class: Work on Essay 2. Assignment: Complete
first draft of Essay #2; Bring hard copy to class 10/18.

WED 10/18: DUE: First draft of Essay 2; Peer reviews in class. Assignment: Work on
revision of Essay #2 based on peer review suggestions, especially Intro and Conclusion.

**Last day to withdraw with WP/WF**

MON 10/23: In-class: Conferences on Essay 2. Essay 2 due Oct 25th, but can be turned in
on Monday 10/30 without penalty – though class instruction will move ahead.

WED 10/25: DUE: Final draft of Essay #2. In-class: Discuss AA Ch 7 and Essay 3.
Assignments: Observation 11: Write about a scary scene, image or idea. Use descriptive
language to convince the reader there is reason to be afraid. Read AA Ch. 7 and Essays
497, 517 & 532,

MON 10/30: DUE: Observation 11. In-class: Discuss AA Ch. 7 and Essays. Assignment:
Observation 12: Brainstorm ideas for Essay 3. AWR Exercises & revise sentences.

WED 11/1: In-class: Go over exercises from AWR. Assignment: Read AA Ch. 8 and
Essays 665, 668 & 672.

MON 11/6: In-class: Review AA Ch. 8. In class Observation 13: Compare & contrast the
merits of using a motivating or convincing argument for your essay. Assignment: Develop
outline for Essay 3.

WED 11/8: In-class: Peer review of outlines + Student-Teacher conference on paper topics.
Assignment: Work on first draft of Essay 3

MON 11/13: DUE: Essay 3 OUTLINE. In-class: Review requirements for Final Portfolio
argument and grade matrix. Assignment: Work on first draft.

WED 11/15: DUE: First draft of Essay 3; In-class: Peer reviews of first draft of Essay 3
Assignment: Select and revise 5 observations for your Portfolio. Prepare grade matrix.

MON 11/20: DUE: List of Portfolio Observations. In-class: Revision techniques and
elevating style (bring AWR Handbook). Refine language and beads for Essay 3.
Assignments: Continue work on Essay 3; Schedule optional conference with instructor

WED 11/23: In-class: Incorporate Confidence Log into final argument. Revise portfolio.

MON 11/27: DUE: Final draft of Essay 3 with Completed Portfolio & FINAL Argument.

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