Rhetoric 1302 – Argumentative Essay – Section 18

Spring 2007,TTH, 11:30am—12:45pm, JO4.122

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

Instructor Contact Information

Course Instructor Office Telephone Email Office Hours
Lauren Dixon JO 4.120 972-883-2050 Lcd062000@utdallas.edu TTH, 10:30-11:30a.m.
Lauren.dixon@gmail.com
Other office hours may be arranged by appointment.

Course Description

How can we characterize a very specific American experience of difference and

deviation? What constitutes madness as we see it? Is it an action? A way of thinking?
How do we negotiate these ideas and how do we decide what is right or wrong? This
course will examine American institutions (such as academia and the pharmaceutical
industry), and current events so that students may understand and establish criteria for
difference, madness, and deviation in their own culture(s). In the writing component of
this course, students will create work that scrutinizes different elements contributing to
the examination and exploration of the abnormal, as constituted by society.

Additionally, this 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 write in different ways for different audiences.

2. Students will be able to write effectively using appropriate organization,
mechanics, and style.
3. Students will be able to construct effective written arguments.
4. Students will be able to gather, incorporate, and interpret source material in their
writing.

Required Textbooks

The Aims of Argument: A Rhetoric and Reader

by Timothy Crusius and Carolyn Channell
Fifth Edition. McGraw-Hill, 2006 – ISBN 0-07-321761-1

A Writer's Resources: A Handbook for Writing and Research

by Elaine P. Maimon, Janice H. Peritz, and Kathleen Blake Yancey
Second Edition. McGraw-Hill, 2007 – ISBN 978-0-07-325938-3
E-reserve readings:
· Selections from Madness: A Brief History by Roy Porter
· Selections from Rampage: The Social Roots of School Shootings by Katherine S.
Newman
· “A Perfect Day for Bananafish” – J.D. Salinger (15pp)

Screenings:
· Bowling for Columbine

Assignments and Academic Calendar

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.

Unit I:
Developing a Zeitgeist: The Knowledge Factory

Tue. 1/9: In-class: Intro to course and Rhetoric program website; Register for Turnitin.com
and Live Journal
Assignments: Read AA Ch. 1 and AWR Ch. 4; Send email (letter of introduction) to me by
Thurs, 1/11, 10 a.m.

Thurs. 1/11: In-class: Discussion of AA Ch. 1 and AWR Ch. 4; Sign up for presentation dates
Assignments: Read Ch. 2 in AA; Portfolio Response: Record an analysis and summary of
any article of your choosing; Prepare Discussion Questions

Tue. 1/16: In-class: Discussion of Ch. 2 in AA; Discussion of article summaries

Assignments: Read Levine and Cureton (pp. 710-19) and Edmundson (pp.721-32) in AA;
Portfolio Response

Thurs. 1/18: In-class: Student presentation(s); Discussion of Levine and Cureton (pp. 710-
19) and Edmundson (pp.721-32) in AA
Assignments: Read AA Ch. 3 and Shorris (pp. 733-45) and Tagg (pp. 746-56) in AA; Prepare
Discussion Questions and Portfolio Response

Tue. 1/23: In-class: Student presentation(s); Discussion of AA Ch. 3 and Class Toulmin
analysis of Shorris (pp. 733-45) and Tagg (pp. 746-56)
Assignments: Read Darling-Hammond (779-785), Steele (786-798), and Williams (799-
809); Portfolio Response and Discussion Questions

Thurs. 1/25: In-class: Student presentation(s); Discussion of Darling-Hammond (779-785),

Steele (786-798), and Williams (799-809)
Essay #1 assigned
Assignments: Read AA Ch. 5; Prepare Topic Proposal
Tue. 1/30: In-class: Library Information Session; Topic Justification/Proposal due
Assignments: Write first complete draft of Essay #1 – due on Tue. 2/6

Thurs. 2/1: In-class: In-class writing; Class discussion of grammar, format, mechanics,
evidence, fallacies, and plagiarism discussion (bring AWR Handbook); Electronic sources
continued.
Assignments: Record an observation in your Portfolio; Read AWR Handbook on MLA
format and how to cite and create a works cited page; Work on draft of Essay #1, due 2/6

Tue. 2/6: In-class: First draft of Essay #1 due in Portfolio; Peer Review
Assignments: Work on Essay #1 peer review suggestions

Thurs. 2/8: In-class: Teacher conference and in-class writing on Essay #1

Assignments: Continue work on Essay #1

Tue. 2/13: In-class: Final Draft of Essay #1 due; final submission due to turnitin.com;
Assignments: Read AA Ch. 4 and bring a magazine to class on 2/13

Unit II:
The New Century – Pharmaceutical Band-Aids

Thurs. 2/15: In-class: Examine student images and discuss AA Ch. 4; Essay 2 Assigned
Assignments: Read AA Elliott (699-704) and Porter (200-214; handout on WebCT);
Portfolio Response and discussion questions
Tue. 2/20: In-class: Student presentation(s); Discussion of Elliott and Porter; Using visual
technology and making arguments; Introduction to MS Word and online visual resources;
Assignments: Read “Perfect Day for Bananafish” (handout on WebCT); Portfolio Response
and discussion questions
Thurs. 2/22: In-class: Student presentation(s); Discussion of “Perfect Day for Bananafish”
Assignments: Write topic justification for Essay #2; Choose images for Essay #2 and bring
to class on 2/22; [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].

Tue. 2/27: In-class: Peer Review of images and topic proposal; Individual work on visual
projects in class
Assignments: Record an Observation about peer review in your Portfolio; Complete first
draft of Essay #2 by 3/13; Bring two hard copies of first draft to class on 3/13

Thurs. 3/1: In-class: Individual work on visual projects in class

Assignments: Complete first draft of Essay #2
NO CLASS 3/5-3/9 – SPRING BREAK HOLIDAY
Tue. 3/13: In-class: First complete draft of Visual argument due; Peer reviews in class;
draft due to turnitin.com
Assignments: Work on revision of Essay #2 based on peer review suggestions

Thur. 3/15: In-class: Teacher-student conferences on Essay #2; In-class work on visual
projects
Assignments: Revise essay for final due date (3/20); Visit
http://www.newsoftheweird.com/ and http://www.rawstory.com, as well as the forums
contained within the site, and prepare for web-related discussion.

Tue. 3/20: Final draft of Essay #2 due; Discussion

Assignments: Read AA Ch. 7, Johnson (AA 365-369), Chomsky (AA 398-402), and Ortiz (AA
409-411); Portfolio Response and prepare for student- led discussion day

Wed. 3/21**Last day to withdraw with WP/WF**

Unit III:
“American madness” – School shootings, Narcissism, and the “American Way”

Thurs. 3/22: In-class: Student- led Discussion of AA Ch. 7, Johnson (AA 365-369), Chomsky
(AA 398-402), and Ortiz (AA 409-411)
Assignments: Read “Explaining Rampage School Shootings” (WebCT Newman; pp. 47-73);
Portfolio Response

Tue. 3/27: In-class: Student presentation(s); Discussion of Newman article

Assignments: Read AA Ch. 8; “The Stranglehold of Adolescent Culture” (WebCT Newman;
pp. 126-154); and “Why Kids Don’t Tell” (WebCT Newman; pp. 155-176); Portfolio
Response

Thurs. 3/29: In-class: Student Presentation(s); Continued discussion of Newman articles

Assignments: Portfolio Response

Tue. 4/3: In-class: Student Presentation(s); Screening of Bowling for Columbine

Essay #3 Assigned
Assignments: Write a topic justification about your chosen idea; provide a brief outline and
list of sources you will include in this essay

Thurs. 4/5: In-class: Screening continued; Topic justification and brief due; discussion of
chosen topics
Assignments: Work on draft of Essay #3

Tue. 4/10: In-class: First draft due in class; Peer Reviews; draft submission due to
turnitin.com
Assignments: Revise essay per peer review suggestions; Read AWR sections 38, 40, 41, 43,
and 45
Thurs. 4/12: In-class: Discussion of revision techniques and elevating style (bring AWR); In-
class writing on project
Assignments: Continue revising essay; Prepare for conference with instructor

Tue. 4/17: In-class: Conference with instructor on Essay #3; Second completed draft due
at conference
Assignments: Record an observation in your Portfolio; Work on revisions of Essay #3

Thurs. 4/19: In-class: Final draft of Essay #3 due in Portfolio; Peer Review. LAST DAY
OF CLASS.

Grading Policy

Your course work, and demonstrable acquisition and utilization of competencies in

written communication will be assessed according to the following criteria over the
course of the semester. Midterm and final grades will be based on a portfolio of written
observations, assigned essays, your presentation, and other activities, as well as your
attendance and participation.

Grading Criteria:
Assignment Percentages for Spring 2007

Essay 1, Inquiry Argument 15%

Essay 2, Analysis of Visual Image/Visual Rhetoric Essay 20%
Essay 3, Convincing or Motivating Argument 25%
Portfolio (Rough Drafts and Final Drafts) 20%
Homework/Short Assignments/Observations/Presentations 10%
Attendance and Participation 10%
Total 100%

You will receive individual grades for your final drafts of the three major essay
assignments and for the portfolio. Additionally, 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 rhetoric, research, technology, collaboration, and
critical thinking and 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. Please see the detailed chart that accompanies this syllabus for
further information regarding specific grading standards.

A: Represents excellent 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 good 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 average/adequate 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 and poor participation in course activities; some gaps in assigned
work completed, with inconsistent quality in course work. Evidence of development
across the five dimensions of learning and five course strands is partial or unclear.

F: Represents minimal participation in course activities; serious gaps in assigned work

completed, or very low quality in course work. Evidence of development is not available.

Course and Instructor Policies

Attendance and Participation

Both regular and active attendance and participation are required for the successful
completion of this course. If you miss any class for any reason, you remain responsible
for class expectations, requirements, and/or changes. Late homework is not accepted.
Alternative assignments are generally not given, nor will missed classes be "re-taught"
for absent students. After three absences your final course grade will be negatively
affected and/or you may be encouraged to drop the course. Chronic tardiness is
unacceptable and will also negatively affect your final grade.

Participation IN THIS COURSE does not include doing work that is not for this course
during class, sleeping in class, or using the computers or other personal electronic devices
for personal messaging, research, or entertainment. Please turn off cellular/mobile
phones, pagers, and other personal electronic devices during class.

Major Assignments

Essay #1 – Inquiry Argument

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: 2/6

Final draft due: 2/13

Essay #2 – Visual Argument

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.

First draft due: 3/13

Final draft due: 3/20

Essay #3 – Motivating Argument

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.

Brief for essay due: 4/5

First draft due: 4/10
Second draft due: 4/17
Final draft due: 4/19

Student Presentation

Students will find stories/articles/current events that have been deemed “strange” or
“abnormal” within the context of our current discussion and will present on some aspect
of this issue. Your findings should coordinate with our readings and viewings. Your
presentation should be 5-10 minutes in length, with possible discussion to follow
afterward. Students will be asked to present their findings at different points in the term,
and you will sign- up to present your topic on a specific day.

Assignment requirements: Please provide a one-page handout delineating the issue at

hand, what you think is important in the telling of the event, what about the event itself
piqued your interest, as well as any background information relevant to your presentation.
You may also provide a series of questions for your classmates to consider as you present
this topic. When giving your presentation, however, do not read directly from the
handout—the presentation is designed for you to show you have synthesized information
from our readings and class discussion and can discuss an idea critically.
Ultimately, you should look for something about which you will write a paper at some
point in the term. Consider the readings we have done thus far and consider any
similarities between your own topic and our class discussions.

Turnitin.com

All initial and final drafts of essays will be submitted to www.turnitin.com, but you will
also be required to submit a hard copy to your instructor when the essay is due. On the
due date, all essays must be submitted to www.turnitin.com by the time you arrive to
class. Failure to submit your work to the database will negatively impact your
grade.

Class ID: 1726690

Password: badbanana

Portfolio

An online portfolio is required as part of your collaborative work in this course. While
you will essentially sign up for a “blog” on Live Journal, you are encouraged to keep the
portfolio clear of non-related class work. You will also be asked to submit all drafts
(including notes, outlines, briefs, and peer review commentary) of your work in a folder
on the dates your final drafts are due.

Late Work
All drafts, including final, must be submitted when and as required in order to
successfully complete this course. Late assignments will suffer grade deductions, or may
not be accepted.

Personal Communication Devices

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

Student Conduct and Discipline

The University of Texas System and The University of Texas at Dallas have rules and
regulations for the orderly and efficient conduct of their business. It is the responsibility
of each student and each student organization to be knowledgeable about the rules and
regulations which govern student conduct and activities. General information on student
conduct and discipline is contained in the UTD publication, A to Z Guide, which is
provided to all registered students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the
Rules and Regulations, Board of Regents, The University of Texas System, Part 1,
Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the
university's Handbook of Operating Procedures. Copies of these rules and regulations are
available to students in the Office of the Dean of Students, where staff members are
available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-
6391).

A student at the university neither loses the rights nor escapes the responsibilities of
citizenship. He or she is expected to obey federal, state, and local laws as well as the
Regents' Rules, university regulations, and administrative rules. Students are subject to
discipline for violating the standards of conduct whether such conduct takes place on or
off campus, or whether civil or criminal penalties are also imposed for such conduct.

Academic Integrity
The faculty expects from its students a high level of responsibility and academic honesty.
Because the value of an academic degree depends upon the absolute integrity of the work
done by the student for that degree, it is imperative that a student demonstrates 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 with 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.
Syllabus Addendum

Please sign and detach the following from your syllabus, and hand it in to your

instructor.

I have read the syllabus for Rhetoric 1302, Section 18, and I understand
them. I agree to comply with the policies for the Spring Semester, 2007. I
realize that failure to comply with these policies will result in a reduced
grade for the course.

Signature: ____________________ Date: ____________