Rhetoric 1302 – Argumentative Essay – Section 011

Fall 2006, MWF, 12:00-12:50, JO4.4.124

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

Instructor Contact Information

Course Office Telephone Email Office
Instructor Hours
Stacey JO 972-883- sad011500@utdallas.edu M,W
Donald 4.114 2035 9:45-
10:45
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 Resource: 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

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 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

Mon 8/21: In-class: Intro to Portfolio; Discussion of AA Ch. 1

Assignments: Read Ch. 2 Reading an Argument in AA and AWR Ch. 4

(p. 21-37).

Wed 8/23 In-class: Discussion of AA Ch. 2 and AWR Ch. 4. Demo of

AWR electronic resources.

Assignments: Read AA Ch. 3 Toulmin Method, “I Want a Wife” by Judy

Syfers and “A First Amendment Junkie” by Susan Jacobs (essays are
available through WebCT or on reserve in the library).

Fri 8/25: In-class: Discuss AA Ch. 3, “I Want a Wife” and “A First

Amendment Junkie”

Assignments: Read “Everybody’s Threatened by Homophobia” by Jeffrey

Nickel and “Homophobic? Reread your Bible” by Peter Gomes (both are
found in the reader section of AA) Written response due next time.

Mon 8/28: Discuss Nickel and Gomes.

Written response due.

Assignments: Read AA Ch. 6

Wed 8/30: In-class: Discuss AA Ch. 6. Discuss assignment sheet for
essay #1.

Assignments: Read “What is Feminism?” by Cassandra L. Langer (found

in the reader section of AA).

Fri 9/1: In-class: Discuss “What is Feminism?” by Cassandra L. Langer

Assignments: Read “Masculine/Feminine” by Prudence Macintosh

(available through WebCT or on reserve in the library).

Mon 9/4: LABOR DAY HOLIDAY

Wed 9/6: In-class: Discussion of “Masculine/Feminine” by Prudence

Macintosh.

Assignments: Read AA Ch. 5.

Rough draft of essay #1 due next class.

Fri 9/8: In-class: Discussion of AA Ch. 5 and general discussion of

sources.
Rough draft of essay #1 due.

Assignments: Look back over Ch. 5 in AA.

Mon 9/11: In-class: Continued discussion of Ch. 5 in AA on research.

Students log in to AWR online (Catalyst 2.0). Demo of Catalyst electronic
resources.

Assignments: Prepare for peer review. Bring 4 typed, double-spaced,

stapled copies of your rough draft of essay #1 to class.

Wed 9/13: Peer review of essay #1.

Assignments: Continue work on essay#1.

Fri 9/15: In-class: Library Tour. Meet in the library.

Assignment: Read section 6 on MLA in AWR.

Final draft of essay#1 due next time.
Mon 9/18: In-class: Discussion of MLA and plagiarism. Bring AWR to
class.
Final draft of essay #1 due (don’t forget to upload to
turnitin.com).

Assignments: Read Ch. 4 of AA (p. 60-86). Bring an example of visual

rhetoric to class and be prepared to discuss it.

Wed 9/20: In-class: Discussion of Ch. 4 of AA and of student examples

of visual rhetoric.

Assignments: Review grammar in section 9 of AWR.

Fri 9/22: In-class: Discussion of film as visual rhetoric.

Assignments: Read excerpts from Jane Austen’s Emma and “Emma

Becomes Clueless” by Suzanne Ferriss (found on WebCT or on reserve in
the library).

Mon 9/25: Discussion of film as visual rhetoric in terms of film adaptation.

Discussion of readings from Emma, “Emma Becomes Clueless” and view
film clips.

Assignments: Read p. 318-327 in Everything’s an Argument on using

visual aids in argument (available on WebCT or on reserve in the library).

Wed 9/27: In-class: Discuss readings from Everything’s an Argument.

Examine images in United Benetton ads
(http://www.benetton.com/html/whatwesay/campaigns/photogallery.sht
ml) and Adbusters.org (http://adbusters.org/home/) website.

Assignments: Read Ch. 7 from AA

Fri 9/29: In-class: Discussion of Ch. 7 from AA

Assignments: Look back over Ch. 7 from AA.

Mon 10/2: In-class: Continued discussion of Ch. 7 from AA.

Assignments: Read “Male Trouble: A Crisis in Representation” by Abigail

Solomon-Godeau (available through WebCT or on reserve in the library).
Proposals for essay #2 due next time.
Wed 10/4: In-class: Discussion of “Male Trouble: A Crisis in
Representation” by Abigail Solomon-Godeau.
Proposals for essay #2 due.

Assignments: Work on rough draft of essay #2.

Fri 10/6: In-class: Work on essay #2 individually in class.

Assignments: Read “Reconstructive Feminism” by Naomi Wolf (found in

reader section of AA).

Mon 10/9: In-class: Discussion of “Reconstructive Feminism” by Joan

Williams.

Assignments: Read “The Beauty Myth” by Naomi Wolf (found in the

reader section of AA).
Rough draft of essay #2 due next time.

Wed 10/11: In-class: Discussion of “The Beauty Myth” by Naomi Wolf..

Rough draft of essay #2 due.

Assignments: Prepare for peer review.

Fri 10/13: In-class: Peer review of essay #2. Bring 4 typed, double-
spaced, stapled copies of essay #2.

Mon 10/16: Conferences regarding essay #2.

Assignments: Prepare for conference.

Wed 10/18: In-class: Conferences regarding essay #2.

Assignments: Read AWR Ch. 13 (p. 158-161) and Ch. 10 (p. 121-129).
**Thursday, October 19 is the last day to drop with a WP/WF.**

Fri 10/20: In-class: Discuss Ch. 10 and 13 of AWR.

Assignments: Read AWR Ch. 11 (p. 130-136). Final draft of essay #2

due next time.
Mon 10/23: In-class: Discussion of AWR Ch. 11 and handout.
Final draft of essay #2 due (don’t forget to upload to
turnitin.com).

Assignments: Prepare for visual rhetoric presentation.

Wed 10/25: In-class: Presentation of visual rhetoric project.

Assignments: Prepare for visual rhetoric presentation.

Fri 10/27: In-class: Presentation of visual rhetoric projects. Hand out

assignment sheet for essay #3.

Assignments: Read AA Ch. 8 and think about topics for essay #3.

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

Assignments: Choose possible topics for Essay #3

Wed 11/1: In-class: Continued discussion of AA Ch. 8 and small group

discussions of paper topics.

Assignments: Read “Primavera” by Carmen Carrion and “The Rash” by

Sue Pace (both are available on WebCT or on reserve in the library).
Proposal due for essay #3 next time.

Fri 11/3: In-class: Discussion of “Primavera” and “The Rash”

Proposal due for essay #3

Assignments: Breathe!

Mon 11/6: In-class: Continued discussion of “Primavera” and “The Rash”

Assignments: Continue work on essay #3. Meet in library next time.

Wed 11/8: In-class: Meet in library for consults on proposals and

research time. MANDATORY.

Assignments: Read Annie Proulx’s “Brokeback Mountain” (available on

WebCT or on reserve in the library).

Fri 11/10: In-class: Discussion of “Brokeback Mountain”

Assignments: Continue working on Essay #3.
Rough draft of essay #3 due next time.

Mon 11/13: In-class: Continued discussion of “Brokeback Mountain”

Rough draft of essay #3 due.

Assignments: Prepare for peer review.

Wed 11/15: In-class: Peer review of essay #3. Bring 4 typed, double-
spaced, stapled copies to class.

Assignments: Start getting portfolio together.

Fri 11/17: In-class: Work on portfolios in class

Assignments: Prepare for conference with instructor.

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

Assignments: Complete final draft of Essay #3

Wed 11/22: In-class: Conferences with instructor and student

evaluations of course.

Assignments: Continue work on Portfolio and essay #3.

Fri 11/24: Thanksgiving Holiday

Mon 11/27: LAST DAY OF CLASSES!

In-class writing.
Final draft of essay #3 due (don’t forget to upload to
turnitin.com)
Portfolio due

Attendance and Participation

Both regular and active attendance and participation are required for
the successful completion of Rhetoric 1302. 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. Two tardies will
count as one absence. Chronic tardiness is unacceptable and will also
negatively affect your final grade. Students are expected to arrive for
class on time, prepared, with materials in hand and assignments
completed.

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.

Grading Policy
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. Accordingly, two of the three
essays you write will be processual, or multi-draft. 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 in-class writing exercises, assigned
essays, and other activities, as well as your attendance and
participation. In the final step to completing your portfolio, 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 the course, argumentative
writing, by arguing for your own grade. However, each component of
the portfolio is vital to a quality body of work, 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) as
well as 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. Letter grades will only
be assigned at midterms and final grades.

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.

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.

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.

Plagiarism Policy
Plagiarism is the representation of another person's work as your own,
whether intentional 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. To this end, all final papers that are submitted in
hard copy must ALSO be uploaded by the student to an account
created by the student to turnitin.com. To create your account, follow
these steps:
1. Go to turnitin.com
2. Create an account (you must provide an email address)
3. Enroll in Rhet 1302.011 (class id is 1561788 and the password is
Rhetoric)
4. Upload final drafts of all papers

Each instance of plagiarism should be reported to the university Office

of Judicial Affairs. Possible consequences range from failing the
assignment to failing the course, or worse. See the Undergraduate
Catalog for information about the consequences of Scholastic
Dishonesty, or view the policy here:
http://www.utdallas.edu/student/slife/dishonesty.html

Disability Accommodations
Students needing academic accommodations for a disability must
contact Ms. Kerry Tate, Coordinator, 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.

Personal Communication Device Policy

Turn off all cell phones, pagers, and other personal communication
devices before the start of class. Do not use them during class.

Major Assignments
Please note that ALL papers must be submitted in MLA format.
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.

First draft due:9/8

Final draft due: 9/18

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.

Proposal due: 10/4

First draft due: 10/11
Final draft due: 10/23

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.

Proposal due: 11/3

First draft due: 11/13
Final draft due: 11/27

NOTE: All drafts, including final, must be submitted when and as

required in order to successfully complete this course. All assignments
must be turned in to the instructor in hard copy as well as uploaded to
turnitin.com prior to class time on the day the paper is due. I do not
accept papers via email. Late assignments will suffer grade
deductions, or may not be accepted.

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.

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.