Rhetoric 1302 – Argumentative Essay – Section 025

Fall 2006, TR, 12:30 p.m.—1:45 p.m., JO4.122

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 Instructor Office Telephone Email Office Hours
D. Ward JO 4.118 972-883-2018 dlw011400@utdallas.edu Thurs.11:30-12:30*
*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 compose using effective technical requirements for written
exposition, 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 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 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

Note: Bring a storage device to class. Flash drives are recommended. MACs are formatted
to read PC or MAC formatted devices, so use the type of device that suites your computer.

Personal Communication Devices

Turn off all cell phones, pagers, and other personal communication devices before
the start of class.
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 must be typed, double-spaced in 12pt Times New Roman font, one-inch
margins, stapled, page numbers done MLA style, with name, date, and course number typed
in the header. Hard copies of all assignments are required. Final drafts of essays must be
submitted to Turnitin.com.

Course Calendar
All assignments (reading and written) 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.

Assigned essays are from Parts Three and Four of AA unless noted otherwise.

Thurs 8/17:
In-class: Intro to course; Diagnostic essay.

Assignments: Read AA Ch. 1 and AWR Ch. 4 ; Register for AWR and AA companion
websites (the AWR website includes an e-book); Send email to me by Tues. 8/22.

Tues 8/22:
In-class: Intro to Portfolio; Discussion of AA Ch. 1 and AWR Ch. 4.

Assignments: Record an observation in your Portfolio; Read AA Ch. 2 and Stephen Zunes,
“Ten Things to Know about the Middle East” (326).

Thurs 8/24:
In-class: Discussion of AA Ch 2 and AWR Ch. 4, Stephen Zunes essay, and AWR electronic
resources. Annotate arguments.

Assignments: Record an observation in your Portfolio; Read AA Ch. 3 and Mark Edmundson,
“On the Uses of Liberal Education: As Lite Entertainment for Bored College Students” (721)
and Earl Shorris, “On the Uses of Liberal Education: As a Weapon in the Hands of the Restless
Poor” (733).

Tues 8/29:
In-class: Discuss AA Ch. 3 and Education, Culture, and Class: Edmundson and Shorris; Class
Toulmin analysis.

Assignments: Complete Portfolio parts A.1 and A.2 due Thurs 8/31; Read AA Essays
Cassandra L. Langer, “What is Feminism?” (570) and Joan Williams, “Reconstructive Feminism”
(593).

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Thurs 8/31:
In-class: DUE: Learning Assessment and Interview; Discuss Feminism: Langer and
Williams essays.

Assignments: Record an observation in your Portfolio; Read AA Ch. 6 and Francis Fukuyama
and Gregory Stock, “The Clone Wars” (679).

Tues 9/5:
In-class: Discussion of AA Ch. 6 and Bioethics: Fukuyama and Stock.

Assignments: Record an observation in your Portfolio; Read from AA Overview of Section 4:

Getting Married (531-532), Laura Kipnis, “Against Love” (544), Jane Smiley, “Why Marriage”
(551), Anne Roiphe “Am I the Oldest Living Monogamist?” (556), and Joan Konner “Grown-
Up Love” (558); Essay #1 assigned (Inquiry Argument), Choose a topic by Thurs 9/7.

Thurs 9/7:
In-class: Work on part 1 of Essay #1. Discussion of readings on Getting Married: Kipnis,
Smiley, Roiphe, and Konner.

Assignments: Complete Library Self-Guided Tour and Handout due Tues 9/12 and work
on Part 1 of Essay #1 due Tues 9/12; Read AA Ch. 5 and AWR Ch.s 18, 21, and 23. Regard
these as reference chapters. Knowledge and understanding of the principles therein will be
demonstrated in assignments (see next week’s assignment).

Tues 9/12:
In-class: Due: Part 1 of Essay #1 and Library Tour Handouts; Library Information Session.
Turn in Handouts; meet at McDermott library.

Assignments: Record an observation in your Portfolio; Read AWR Ch. 23; Bring six articles
(three from each side of the issue) to class with your annotations based on the “Questions for
Inquiry.”

Thurs 9/14:
In-class: Due: Six annotated articles; Dialogue for Inquiry. Discussion of AA Ch. 5, AWR
Chs. 18, 21 and 23. Plagiarism discussion (bring AWR Handbook).

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 Essay #1, due Tues. 9/19. Bring two
copies to class.

Tues 9/19:
In-class: First draft of Essay #1 due today. Bring two hard copies to class. Peer reviews.

Assignments: Take diagnostic tests in AWR online; Record an observation in your

Portfolio; Read AWR Ch. 7, Work on Essay #1 based on the suggestions of your peer.

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Thurs 9/21:
In-class: Due: diagnostic tests in AWR online. Discussion of AWR Ch.7; Grammar and
revision techniques. Prepare for conferences.

Assignments: Record an observation in your Portfolio. Continue work on essay # 1; Complete

assigned AWR exercises due Tues 9/26.

Tues 9/26:
In-class: Due: AWR exercises. Teacher conferences; work on revisions of Essay #1

Assignments: Work on Final draft of Essay #1 due Thurs 9/28

Thurs 9/28:
In-class: Final draft of Essay #1 due; Examine visual arguments

Assignments: Record an observation in your Portfolio; Read AA Ch. 4 and readings to be

assigned (3 essays listed on Assigned Reading handout); bring 2-3 images from UTD’s website,
catalogs, etc (see AA page 89) to class on Tues 10/3

Tues 10/3:
In-class: Discussion of AA Ch. 4 and assigned readings; Bring images that promote UTD to
class for group work.

Assignments: Complete Portfolio B.1 and C.1 due Thurs 10/5; Read/view visual
arguments/cartoons from Assigned Reading handout; Essay #2 assigned, due Thurs 10/19.

Thurs 10/5:
In-class: Due: Part 1 (first half) of Portfolio and Midterm Self-evaluation; Discuss
Portfolio/Self-evaluation; Discussion of Assigned Readings; Visual rhetoric exercises; topics for
Essay #2.

Assignments: Record an Observation in your Portfolio; Work on Essay #2; Gather images for
your Essay #2 and bring 3-5 images to class on Tuesday, 10/10 [BE SURE TO NOTE EXACT
SOURCE OF IMAGES using MLA style]; Read AWR Chs. 13 &14.

Tues 10/10:
In-class: Discussion of AWR Chs. 13 & 14; Individual work on visual arguments in class.

Assignments: Record an Observation in your Portfolio; Complete first draft of Essay #2 due
Thurs 10/12; Bring two hard copies of first draft to class.

Thurs 10/12:
In-class: First draft of Visual argument due—bring two hard copies; Peer reviews in class;
sign up for presentations.

Assignments: Work on revision of Essay #2 based on peer review suggestions and begin
formatting presentations due Thurs 10/19.

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Tues 10/17:
In-class: Teacher-student conferences on Essay #2; Continue work on visual projects and
presentations

Assignments: Record an observation in your Portfolio; Complete final draft of Essay #2 and 5
minute presentation due Thurs 10/19.

Thurs 10/19: Note: ***Last day to withdraw with WP/WF***

In-class: Final draft of Essay #2 due; Presentations

Assignments: Record an Observation in your Portfolio; Read AA Ch. 7 and bell hooks, “White
Poverty: The Politics of Invisibility” (772) and Alice Walker, “Only Justice Can Stop a Curse”
from In Search of Our Mother’s Gardens (338-342, Electronic Reserves)

Tues 10/24:
In-class: Discussion of Ch. 7 and hooks and Walker essays; Discuss Essay #3 (Convincing
or Motivating Essay due Tues 11/21)

Assignments: Record an Observation in your Portfolio; Start thinking about your approach to
final paper; Read AA Ch. 8 and Dianna Ortiz, “Mr. President, Stop the Torture!” (409),
Readings from handouts; Essay #3 Assigned, due Tues 11/21

Thurs 10/26:
In-class: Discussion of AA Ch. 8 and Ortiz and Assigned Readings, Writing activity

Assignments: Prepare a brief for Essay #3 due Tues 10/31; Read AWR Chapters and do
Exercises (to be assigned on handout)

Tues 10/31:
In-class: Brief for Essay # 3 due. Bring AWR; Discussion of reading and exercises from
AWR (as assigned, a handout will be given).

Assignments: Record an Observation in your Portfolio. Continue working on AWR exercises,

to be completed by Thurs 11/2.

Thurs 11/2:
In-class: Teacher conference on briefs.

Assignments: Work on first draft of Essay #3 due Thurs 11/9.

Tues 11/7:
In-class: Writing in class on first draft of Essay #3.

Assignments: Continue working on first draft; bring two hard copies of first draft to class on
Thurs 11/9.

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Thurs 11/9:
In-class: First draft of Essay #3 due, bring two hard copies to class; Peer reviews of first
draft of Essay #3

Assignments: Record an observation in your Portfolio; Continue working on Essay #3 using

peer feedback; Second draft due Tues 11/14 (one hard copy); Read AWR Selections from
Tabs 9-11 and exercises in AWR online from Editing section.

Tues 11/14:
In-class: Due: Second draft of Essay #3, bring one hard copy to class, Discussion of AWR
readings and exercises, revision techniques and elevating style (bring AWR Handbook); In-class
writing on Essay #3.

Assignments: Continue work on Essay #3; Prepare for conference with instructor.

Thurs 11/16:
In-class: Conference with instructor on Essay #3.

Assignments: Record an observation in your Portfolio; Work on revisions of Essay #3;

Complete Portfolio parts B.2 and C.2 due Tues 11/21; Portfolio due 11/21.

Tues 11/21: LAST DAY OF CLASS.

In-class: Final Self-evaluation due and Completed Portfolio due; Final draft of Essay #3
due in Portfolio. (Bring SASEs with sufficient postage and of a large enough size if you want
the Portfolios mailed to you.) View film clip(s) and discuss rhetoric of movies.

Thurs 11/23: Thanksgiving Holiday.

Grading Policy
Your course work, and demonstrable acquisition and utilization of competencies in written
communication will be assessed holistically over the course of the semester. Your projects
will not receive individual grades, but will receive individual attention from the course
instructor and your classmates. Midterm and final grades will be based on a portfolio of
written observations, assigned essays, and other activities, as well as your attendance and
participation. At both midterm and end of the semester you will present a written argument
for what you feel your grade should be based or your specific assessment of the quality of
your learning, especially with regard to your attendance, participation, promptness, level of
writing, effective use of argumentation, creativity, collaboration, sound rhetorical skills, and
competent use of technology.

Evidence supporting your claim(s) must be drawn from your portfolio and should
specifically demonstrate mastery of five course strands (rhetoric, research, technology,
collaboration, and critical thinking)you're your development across five dimensions of
learning (confidence and independence, skills and strategies, knowledge and understanding,
use of prior and emerging experience, and reflectiveness).

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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.

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.

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. Alternative assignments are 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—they are
disruptive and disrespectful to your instructor and your classmates.

Major Assignments
All assignments must be typed, double-spaced in 12pt Times New Roman font, one-inch
margins, stapled, page numbers done MLA style, with name, date, and course number typed
in the header. Hard copies of all assignments are required.

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All drafts should be turned in as hard copies and included in Portfolios.
Additionally, final drafts of essays are to be turned in to Turnitin.com.

Late Work
The late work policy for this course is no late work. All assignments must be turned in at
the beginning of class on the due date. All drafts, including final, must be submitted when
and as required in order to successfully complete this course. Late assignments will not be
accepted. Only in extenuating circumstances can it be prearranged with the instructor to turn
in late work, and only at the instructor’s discretion and with written evidence of
circumstance from student.

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.

Part 1 due: Tues 9/12

First draft due: Tues 9/19 (two hard copies)
Final draft due: Thurs 9/28 (due in hard copy, Portfolio, and Turnitin.com)

Essay #2
An integrated textual and visual essay that examines and analyzes the argument(s) of visual images
using the criteria in Chapter 4 of The Aims of Argument. Your images 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. Note: 5-
minute presentations will be required.

First draft due: Thurs 10/12 (two hard copies)

Final draft and presentation due: Thurs 10/19 (due in hard copy, Portfolio, and
Turnitin.com)

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.

Brief due: Tues 10/31

First draft due: Thurs 11/9 (two hard copies)
Second draft due: Tues 11/14 (one hard copy)
Final draft due: Tues 11/21 (due in hard copy, Portfolio, and Turnitin.com)

Portfolio and Observations

Observations
Daily observations are done in class as well as for homework. They will be checked
randomly, and daily observations not done at time of random check will not be counted.

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Portfolio
A collection of daily observations done as homework (a list of prompts will be handed out in
class), in-class writing activities, all essays including prewriting and all drafts with peer
reviews, comments, and instructor’s comments, self-evaluation forms, Self-evaluation essays,
and any other work done for this class.
The portfolio can be in paper format, collected in a three-ring binder, or it can be a
hypertext portfolio done electronically—but students must have technological skills to do so
(be sure to get approval from instructor for non-paper portfolios).
The portfolio is your evidence in self-evaluation and final argument for your grade.

Observations due: daily (most days, in and outside of class)

Learning Assessment and Interview due: Thurs 8/31
Part 1 (first half) of Portfolio and Midterm Self-evaluation due: Thurs 10/5
Final Self-evaluation due and Completed Portfolio due: Tues 11/21

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 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.

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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). 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.

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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

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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.

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