RHET 1302: 011, Rhetoric LeeAnn Derdeyn, Instructor Email: lxd091000@utdallas.

edu
Course Syllabus Office Number: JO 4.120
Fall 2010 Office Hours: W 2:00 - 3:00
TR 10:00 – 11:15 TH 1:00 – 2:00
Class location: JO 4.122 Office Phone: (972) 883-2050
NOTE: All matters associated with this course are subject to change at the instructor's discretion. Any
and all changes will be communicated to students in writing.

Course Description
RHET 1302 will prepare you for college-level writing while helping you develop your critical thinking
skills. Rhetoric is the study and practice of how people communicate messages, not only in writing and
speech, but also through visual and digital mediums. In this class, you will develop skills to analyze the
way rhetoric, in its various forms, addresses audiences. By paying attention to the strategies that good
writers and speakers use to persuade their particular audiences, you will learn to reason better and to
persuade others in your own writing, both through rhetorical appeals and through analysis of audience,
purpose, and exigency that is at the heart of the study of rhetoric. For RHET 1302, you will read and
reread texts and write multi-draft essays. Practically speaking, you will learn skills that you can use in
your future course work regardless of your major.

Student Learning Objectives

Students will be able to write in different ways for different audiences.
Students will be able to write effectively using appropriate organization, mechanics, and style.
Students will be able to construct effective written arguments.
Students will be able to gather, incorporate, and interpret source material in their writing.

Required Texts
Rosenwasser, David and Stephen, Jill. Writing Analytically with Readings. Thomson/Wadsworth, 2008.

Recommended: Students, if they own such devices, are encouraged (not required) to bring laptop
computers to class.

E-Learning: Assignments and grades will be posted to www.elearning.utdallas.edu

Blog Address: www.WriteRight011.blogspot.com

Fall 2010 Assignments and Academic Calendar

Tue, Jan 11 Introduction to the Course
**Diagnostic Essay**
Course syllabus and class expectations
Discuss Blog: www.WriteRight011.blogspot.com & Assign Blog Leaders
Discuss the basics of writing: organization, development (transitional words
and phrases, paragraph structure), style issues

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Thu, Jan 13 The Process of Critical Analysis
Writing Analytically, Ch 1 & 16, Gambino: “Demolition,” p 471-482
Blog using skills from Ch 1 to answer #6, p. 483.
Tue, Jan 18 The Process of Critical Analysis (cont’d)
Writing Analytically, Ch 2 & Ch 17, Elliott: “Interview,” p 517-547
Journal using skills from Ch 2 to analyze Interview.
Thu, Jan 20 The Process of Critical Reading
Writing Analytically, Ch 3-4 & Plagiarism Tutorial at
[http://www.utdallas.edu/library/help/PlagiarismTutorial/Plagiarism.htm]
Blog every Thu for entire semester on week’s readings & class discussions
Tue, Jan 25 Using Evidence
Writing Analytically, Ch 5 & 19, Barick, “On Political Labels” et al, p 673-93
Journal using skills from Chs 3-5 to analyze reading.
Thu, Jan 27 Introduce Essay #1 Assignment: Christian Wiman’s ‚The Limit‛
Writing Analytically, Chs 6-7 & Wiman’s “The Limit” on E-Learning
Blog using chapter skills to analyze reading
Tue, Feb 1 Finding, Citing, and Integrating Sources
Class meets in Library for Orientation & Research Overview
Writing Analytically, Ch 13
Journal using skills from Chs 6 & 7 to analyze reading.
Thu, Feb 3 Thesis Statements & Style and Form
Writing Analytically, Ch 10
Tue, Feb 8 Style and Form (cont’d)/Peer Review
Writing Analytically, Ch 9 & 15, Rosen “Our Cell Phones, Ourselves,” &
Goldberger “Disconnected Urbanism,” p 389-407.
Journal using skills from Chs 9, 10, 11 to analyze readings.
Bring 1 copy of Draft to exchange for Peer Review
Thu, Feb 10 Organization and Development
Writing Analytically, Ch 11
Return Completed Peer Reviews. Peer Review form on E-Learning.
Turn in Journals
Tue Feb 15 In-Class Workshop/Conferences – Essay #1
Reminder: Turnitin.com & Writing Lab
Writing Analytically, Chapter 8
Journals returned, no journal due this date.
Thu, Feb 17 In-Class Workshop/Conferences – Essay #1

Tue Feb 22 DUE: Essay #1 Final Paper

Introduce Essay #2 Assignment: Visual Rhetoric
Introductions and Conclusions
Writing Analytically, Ch 17, Berger, “Images of Women in European Art,” p
577-601.
Journal using skills from multiple chapters to answer #2, p. 600

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Thu, Feb 24 Toulmin Method of Argumentation/Bring Visual for approval
Writing Analytically, Ch 17, Lopez, “Learning to See,” p. 565 – 576 & Sontag, “In
Plato’s Cave,” p. 551 – 564
Tue Mar 1 Analyzing the Visual/ Peer Review
Bring one copy of Draft for Peer Review
Journal using multiple skills to compare the Lopez & Sontag essays
Thu, Mar 3 Analyzing the Visual
Writing Analytically, Ch 16, Gopnik, “Times Regained, ” p. 484 – 492
Return Draft of Peer Review
Tue Mar 8 In-Class Workshop/Conferences – Essay #2
Reminder: Turn It In and Writing Lab
Grammar and Mechanics Review
Writing Analytically, Ch 14 & Writing Analytically, Ch 20, Gopnik, “The Unreal
Thing” & “American Electric,” p. 752 – 771
Journal on common errors from Ch 14 you recognize in your writing
Thu, Mar 10 In-Class Workshop/Conferences – Essay #2
Blog using multiple skills to compare the style of Gopnik across 3 essays.
Reminder: Turn It In and Writing Lab
Mar 14-18 Spring Break
Mon Mar 14 **Last day to drop with a WP/WF**
Tue, Mar 22 DUE: Essay #2 Final Paper
Reading Written Argument
Writing Analytically, Ch 15, Rosen “The Naked Crowd,” p 408–20, Nunberg,
“Blogging,” p. 421-4, Visser, “Ritual,” p 425–40, Franzen, “Imperial
Bedroom,” 441–50, Tufte, “PowerPoint is Evil,” 451–3
Journal: compare 3 or more of these essays
Thu, Mar 24 Introduce Essay #3 Assignment
Writing Analytically, Chapters 12
Tue, Mar 29 Library Day: Meet in Library to finalize topic & sources for Essay #3
Reading Analytically
Writing Analytically, Ch 16, Kunstler, “The Public Realm and the Common
Good,” p 459–70, and Davis, “Fortress Los Angeles,” 506-14
Journal on issues of places and spaces
Thu, Mar 31 DUE: Proposal/Abstract and Works Cited for Essay #3
Reading Analytically (cont)
Turn in Journals.
Blog: Find a recent article about local or national public domain issues in the
metroplex and draw comparisons with Ch 16 readings
Tue, Apr 5 Reading Analytically (cont)/Peer Review
Writing Analytically, Ch 18, Salins, “Assimilation,” 607-12, Rodriguez, “Fear of
Losing a Culture,” 613-5, Gates, “In the Kitchen,” 616-621, Reed, “My
Neighborhood,” 622-629, Torgovnick, “On Being White, Female,” 630-40
Journals returned. No journals due this date.
Bring copy of draft for Peer Review

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 Thu, Apr 7 Reading Analytically (continued)
Writing Analytically, Ch 18, Wilson “Sticks and Stones,” p 663-9
Return Peer Reviews
Tue, Apr 12 In-Class Workshop/Conferences – Essay #3
Reminder: Turn It In and Writing Lab
Thu, April 14 In-Class Workshop/Conferences – Essay #3
Tue, Apr 19 DUE: Essay #3 Final Paper
Writing Analytically, Ch 19, Borick, “On Political Labels,” 673-86, and Four
Editorials, 687-693
Journal on 4 or more of the readings from April 5-19.
Thu, Apr 21 In-Class Workshop/Conferences
Revising the Portfolio: Bring drafts of Reflection Essays & final questions
Tue, April 26 Library Day to scan Portfolios
Workshop/Conferences Cont. as needed
Revising the Portfolio: Bring drafts of Reflection Essays & final questions
Thu, April 28 DUE: Portfolio
Course Wrap-Up, (student course evaluations, final remarks)

Note: Midterm grades are due Friday, March 5th (normally by 10:00 a.m. – exact time may vary). Final
grades are due no later than Wednesday, May 18th.

Grading

Blog Project & Journals 20%

Essay #1: Rhetorical Analysis 10%
Essay #2: Visual Rhetoric 15%
Essay #3: Academic Research Essay & Proposal 25%
(Abstract/ Works Cited = 5% of total 25%)
Portfolio 10%
Homework: Peer Reviews, Drafts, & Other assignments 10%
Participation 10%
Total 100%

(I will make use of the +/- system in grading as stipulated by The University of Texas at Dallas
Undergraduate Catalogue, 2010-2012.)

Assignment Descriptions
All 1st Drafts of the three essays require a visit to the UTD writing lab & proof of visit & corrections
AFTER the Thursday Peer Reviews & PRIOR to bringing your 1st Draft to me for conferences. Failure to
do so will result in a grade reduction. Writing Lab Information http://www.utdallas.edu/ossa/
Do not wait until the last minute for appts. In fact, schedule them now!
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All 1st Drafts also require submission to TurnItIn.com & proof prior to submission to me for
conferences. You may submit more than once without penalty, as the point is to make sure you are not
accidentally plagiarizing as I’m sure none of you would intentionally do so.

Essays will be exchanged for Peer Review prior to Writing Lab appt. or conferences. Bring 1 copy of your
draft the day peer review is due. The Peer Review Assessment form will be available on E-Learning.
You should write your name on the Assessment as well as the name of the student whose work you are
reviewing. The Peer Review Assessment you receive should be turned in with your final draft.

Essay #1: Rhetorical Analysis: Christian Wiman, ‚The Limit‛

Due Date: Tue, Feb 22
Length: 750-1000 words (not including Works Cited) in MLA format, 11 or 12-point font
Source requirement: One (1) source minimum
You must include a “Works Cited” page and use correct MLA format for in-text (parenthetical) citations.

For this assignment, you will write an analysis of the rhetorical strategies and techniques used by a
writer in constructing a short essay. The purpose of this assignment is to think and write critically about
a text. The skills you use in this exercise will also apply to the images or media you analyze for your
Visual Rhetoric essay and the research you use in your Academic Argument essay.

To begin your analysis, look at the different rhetorical choices evaluated in the first three chapters of our
text, and other writing strategies we have discussed in class, such as the writer’s backing of a claim, use
of evidence, logic (or logical fallacies), address of counterarguments, organizational strategies, style,
humor, and/or tone. Choose an approach and be selective: you cannot cover all of these elements in a
single paper. You must have a thesis about the essay and elements of its rhetoric. You might, for
example, write a thesis that addresses a single important technique of the writer, a few of the central
strategies used by the writer to structure the article, or the effectiveness or ineffectiveness of the essay in
achieving its purpose for a particular audience, using selected criteria. It is fine to have a nuanced thesis
that does not conclude the essay is entirely good or entirely bad. Remember that this piece is composed
by a published, respected writer who has quality to his writing; at the same time, you may find gaps in
the writing, disagree with the logic or approach, or find significant concerns that are not addressed by
the piece. While you may include a very brief summary of what the writer says, summary should only
be a small portion of your essay, and you should concentrate on developing your argument/thesis about
the essay, using evidence and insight to support your claim. The essay should include a Work or Works
Cited page. Be sure to proofread your essay for technical errors, use Turn It In, and the Writing Lab.

Essay #2: Visual Rhetoric

Due Date: Tue, Mar 22
Length: 1000-1250 words (not including Works Cited) in MLA format, 12-point font
Source requirement: Two (2) sources minimum
You must include a “Works Cited” page and use correct MLA format for in-text (parenthetical) citations.

The Visual Rhetoric assignment asks you to select a piece of media (e.g., print advertisement, magazine
cover, a political, editorial, or otherwise informative single or strip cartoon, or a work of visual art) to
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analyze in one of the ways outlined below. Each option encourages you to discuss how your media piece
represents or reflects a cultural mythic element, a complex idea, archetype, or symbol that contains
cultural meaning and relevance for its time. In this essay, you must identify and describe the cultural
mythic element in the piece that you have chosen, write a thesis statement that hypothesizes on how the
cultural mythic element is used (in product promotion, defining a message, or reaching an audience),
and then support this thesis using examples from the media piece.

This essay should be completed in a formal tone. Imagine that you are writing this essay to be included
in a major magazine or an academic publication. You must include a minimum of two sources in your
essay, so ensure there are sources discussing your media selection, type of media, or a pertinent
reference that supports your thesis. As in the previous essay, the final draft of this essay should be free of
technical errors. Also, keep in mind that some media selections may not be suitable for this assignment.
For instance, a free-form sculpture may not work. If you are unsure whether your choice will work for
the Visual Rhetoric, ask your instructor.

Don’t forget to include your visuals and appropriately cite the sources for all images used.
Your text must meet MLA format requirements for source identification, should include in-text citations
and a Works Cited page. However, the page layout may vary as you can choose to use the appearance of
text and images on the page as part of your visual argument.

Topics may take the form of (but are not limited to) the options listed below:

Option I: Identify how artistic elements of the media text support or subvert the cultural myth. Artistic
elements are defined here as color, character development, setting, sound, composition and editing.
Don’t forget to consider what elements might be intentionally missing or subliminal.

Option II: Identify a media text in which you have noticed quite a bit of product placement, and then
identify how the cultural myths of the piece or the product itself alter the meaning of the piece or the
perception of the product.

The following are a few terms that will help you critique a visual text:
Frame: What is encompassed by the shot? Other objects can also act as “frames,” such as mirrors,
windows, doors, persons, color blocks, empty spaces, etc.
Scene: An action that takes place in one place at one time; the moment of the visual media; what is
included, what is excluded, and what is implied.
Sequence: A series of scenes in the cartoon that are interwoven and lead to a development of message.

Essay #3: Academic Research Essay

Length: 1500-2000 words (not including Works Cited) in MLA format, 12-point font, double-spaced
Due: Tue Apr 19
Source requirement: three (3) scholarly and two (2) popular sources (5 sources total) minimum
You must include a “Works Cited” page and use correct MLA format for in-text (parenthetical) citations.
Your topic must be approved by me, no later than ‘Library Day,’ Tue Mar 29.

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In this assignment, write an essay that examines an issue of importance within your academic discipline.
You will be graded on your ability to present an informed, effective argument that demonstrates your
understanding of the subject, displays your research into its issues, effectively uses source material (in
summary, paraphrase, and cogent quotations), and reaches logical, substantiated conclusions based on
well-organized and subordinated claims, as well as rhetorically effective analysis and writing learned
throughout the course.

All sources must be cited in the first and final drafts of your Academic Essay. Your drafts are expected to
contain a cogent, well-formed argument based on preliminary work and to be presented in the MLA
style, which is a required, graded element of this assignment.

Blog Project
Length: 150-250 words
Due Date: one per week

At least once a week, you will post to a blog designated for your particular RHET 1302 section. Your blog
entries should offer a thoughtful response to course readings and/or class discussions. Each student will
be assigned as Blog Leader once during the semester. Your responsibilities as Blog Leader will include
completing all Tuesday readings by Saturday at 5 p.m. and beginning that week’s discussions with your
thoughtful, considered remarks.

Use your blog freely within the bounds of good sense. Think of blog entries as something you would be
willing to say in class (or have someone read aloud in class). Entries should conform to a good sense of
propriety and classroom etiquette.

Keep in mind that these are writing exercises, so avoid “txt msg spk”. Furthermore, abbreviated
responses or simply saying, “I agree”, in answering a classmate will not suffice. Although individual
entries are not graded, the blog is graded writing as a whole. I will be looking for improvement over
time in your ability and willingness to express ideas in controlled, focused blog entries.

Freewrite Journal
Length: 15 minutes without stopping
Due Date: Each Tuesday based on syllabus

This journal is part of your final grade and portfolio and should follow good writing procedures, as the
blogs’ guidelines above. Journal entries should be legible, so that they can be read without difficulty or
guesswork on my part.

Course Portfolio (E-Portfolio)

Due Date: Thu Apr 28

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The course portfolio is a complete collection of the work you have done during the semester. It is an
opportunity for you to assess your progress as a writer, and evaluate those areas in which you still need
work.

The complete portfolio will include the following:

1. Reflection Essay: A 750-1,000 word reflection essay examining your work. It should highlight
problems you faced, how you feel you improved, and areas in which you are still unclear or feel
you need more help. The essay should address these questions for each of the essays you
submitted during the semester and for the blog project, as well as providing an overview of the
work you did during the semester as a whole.

2. Completed Blog Project (your individual blogs printed out)

3. Completed Freewrite Journal Project

4. Copies of both drafts of your:

◦ Rhetorical Analysis Essay
◦ Visual Analysis Essay
◦ Academic Research Essay

(Keep in mind that the Reflection Essay serves as a guide to help me evaluate your portfolio. It is your
chance to direct my attention to what you have done best, as well as explain weaknesses in your pieces,
demonstrating an awareness of how you might improve. This is not an argument for me to positively
evaluate you. Rather, it is an opportunity to reflect on the individual assignments as well as your work
as a whole.

Some things the reflection essay might address include:

• Important revisions you made in the process of writing a paper
• Patterns you seem to have in your writing
• Differences between drafts
• Challenges with specific assignments
• What you learned
• What still is unclear or confusing
• How you look at writing differently than when the semester began
• How your writing has changed
• How your writing process has changed

Course Policies
Attendance
Because each class period consists of a mixture of class discussion, group work and freewriting, your
thoughtful, attentive, and active participation is essential (and will form a portion of your grade). If you
sleep, engage in non-class-related activities, or interfere with your classmates' ability to learn, you will be
counted absent for that day. Be on time - class starts promptly. Arriving late or leaving early will count
as an absence.
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Each student is allowed three (3) missed classes, no questions asked. Save them for when you really need
them. Each additional absence above the noted three will cause 4% to be deducted off your final grade
for the semester. More than 5 absences will require you to drop this class or receive a failing grade. You
are responsible for your attendance.

Punctuality
Persistent tardiness to class is disrespectful to both your instructor and your peers. Continually arriving
late to class will affect your participation grade in the course. Three tardies will result in one unexcused
absence for the course; I will consider you absent if you arrive after I have taken class roll.

Class Participation
Your success in this course is a function of your level of engagement. I am interested in the quality of
your remarks rather than the quantity. Please use your analysis of the readings, your blog posts, and
prior research and/or study when responding orally in class, and please be prepared to back up any
points you make.

Participation in this course does not include doing work unrelated to this course during class,
completing homework during class time, sleeping in class, or using computers or other personal
electronic devices for personal messaging, research, or entertainment.

Late Work
All drafts, including final, must be submitted when and as required in order to successfully complete
this course. Late assignments will not be accepted. If you are absent on a Due Date, you should turn it in
early. Do not be sick or “sick” on major assignment days.

Personal Communication Devices

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

Room and Equipment Use

Tampering with or destroying any of the computers, printers, modems, or wiring in the classroom is
strictly prohibited. Violations will result in disciplinary action by the Dean of Students’ office.

Hacking a door code and entering a classroom without the instructor’s permission constitutes criminal
trespass. The Director of Rhetoric and Writing will pursue action through the Dean of Students’ Office
and/or the UTD Police Department against any student who engages in such behavior. The Director of
Rhetoric and Writing will also pursue action against students who are caught attempting to enter a room
without permission (i.e., entering possible number combinations in an attempt to open a classroom
door).

University Policies
Standard University policies can be found at this web location: http://go.utdallas.edu/syllabus-policies
You are responsible for accessing and understanding them.
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I have read the policies for RHET 1302.028 and understand them. I agree to comply with the policies for
the Spring 2011 semester. I realize that failure to comply with these policies will result in a reduced
grade for the course.

Signature: ______________________ Date: ________________________

Name (print): __________________________

UTD e-mail address: __________________________

The use of students’ work during Rhetoric class allows instructors to demonstrate writing concepts with
examples specifically tailored for this course. Use of a sample paper or an excerpt from a paper benefits
students by allowing them to evaluate the strengths and weaknesses in others’ writing and to apply
what’s learned to their own work. If you agree to allow your instructor to share your writing samples,
your name and other identifying information will be removed from writing samples. Your work will be
treated respectfully by instructors, who also expect that students demonstrate such respect. All students
are expected to participate in peer review. If you agree to share your work for class demonstration and
exercises, please sign the following statement:

I allow my instructor to use samples of my writing for demonstration during this class and for other
sections of Rhetoric. I may revoke my permission by letting my instructor know I no longer wish my
work to be shared.

Signature: ______________________ Date: ________________________

Name (print): __________________________

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