Rhetoric 1302 – Argumentative Essay – Section 003

Fall 2006, MWF, 9-9:50 JO4.306

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
J.P. Fassler JO 4.306 972-883-2018 jpf015000@utdallas.edu Monday 10-11
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.

Specific Assessments
1. Students will write a minimum of three (3) major argumentative essays in addition
to responses, thematic exercises, and other assignments, each focusing on
different theses and/or subjects and each written for different rhetorical purposes.
2. Students will write extended arguments as well as shorter responses,
observations, and critical evaluations, each utilizing effective organization,
mechanics, and thesis development.
3. Students will read and discuss selected examples of effective written
communication with an emphasis on determining how and why effectiveness is
achieved by the original authors. Additionally, students will share their writing in
open peer-review sessions conducted during class meetings or outside of class in
selected electronic contexts.
4. Students will document their claims and statements with credible source material
obtained through a combination of online and hands on research using appropriate
and approved materials. The inclusion of such research in student writing(s) will
be cited and documented using correct and complete styles approved by the
Modern Language Association.

Criterion for Success

1. For each assigned essay, 75% of students are able to compose an error free,
cogent, and logical written exploration of the given thesis and subject. Each essay
will demonstrate knowledge of proper use of an introduction, a body, and a
 conclusion in constructing an effective essay. Each essay will present a cogent
thesis, which in turn is supported by concrete evidence, documented as necessary.
Each essay will show the author's attention to her audience, and the
communication wants and needs of that audience. Successful students will also
demonstrate the ability to adapt their writing yet still satisfy the above criterion
when writing for multiple and different audiences, or for different rhetorical
purposes.
2. For each assigned writing, and generally throughout all course-related writings,
75% of students are able to demonstrate knowledge and effective utilization of
techniques like organization, mechanics, and thesis developments. Each writing
will demonstrate effective strategies for organizing the thesis and supporting
details, of leading the reader through a cogent, ordered series of thoughts
supporting the thesis, and for summarizing that thesis and supporting details at
the conclusion. Additionally, such writing will demonstrate and knowledge of and
concern for the correct utilization of the mechanics of effective writing such as
grammar, spelling, etc.
3. For each assigned writing, 75% of students will demonstrate their awareness of an
audience for their work beyond themselves. Furthermore, their audience
awareness will demonstrate analysis of that audience to determine audience
subject knowledge, need for information, and projected or hoped for outcome from
acquisition of said knowledge. In short, students will demonstrate understanding
of the actions or outcomes resulting from their writing as directed to a specific
audience for a specific purpose.
4. For each assigned writing, and specifically for those requiring research, 75% of
students will demonstrate an ability to conduct research, both online and in library
contexts, for the purpose of identifying and utilizing appropriate and credible
source material meant to support their claims and/or theses. Students will
demonstrate a knowledge of the level of detail and credibility necessary to support
their claims, and their ability to find such material through active research.

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

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 and AWR Ch. 4; Send email to me by Monday 8/21

Mon 8/21: In-class: Intro to Portfolio; Discussion of AA Ch. 1 and AWR Ch. 4

Assignments: Record an observation in your Portfolio; Read Ch. 2 in AA

Wed 8/23 In-class: Discussion of AA Ch. 2 and demo of AWR electronic resources

Assignments: Read AA Ch. 4 (pp. 60-86) and bring a magazine to class on Friday 8/25
(see Response #2 on p. 76)

Fri 8/25: In-class: Discuss AA Ch 4; Small group rhetorical analysis of emotional appeal in
magazine ads

Assignments: Record an observation in your Portfolio; Read Is Class an Identity? by

Richard Ohmann (AA 763-765) and White Poverty: The Politics of Invisibility by Bell Hooks.

Mon 8/28: Discuss Is Class an Identity? by Richard Ohmann (AA 763-765) and White
Poverty: The Politics of Invisibility by Bell Hooks (AA 772-777).

Assignments: Record an observation in your Portfolio; Read AA Ch. 3

Wed 8/30: In-class: Discuss AA Chs. 3

Assignments: Read Capital Punishment: Society’s Self-Defense by Amber Young (AA 54-
58).

Fri 9/1: In-class: Discuss AA Ch 3; Class Toulmin analysis of Capital Punishment: Society’s
Self-Defense by Amber Young (AA 54-58).

Assignments: Record an observation in your Portfolio; Read AA Ch. 6; Essay #1

assigned

Mon 9/4: LABOR DAY HOLIDAY

Wed 9/6: In-class: Discussion of AA Ch. 6.

Assignments: Read AA Ch. 5 (Assessing and using Sources, Documenting Sources)

Fri 9/8: In-class: Discussion of AA Ch. 5 and general discussion of sources; students log in
to AWR online (Catalyst 2.0); Demo of Catalyst electronic resources for Research

Assignments: Record an observation in your Portfolio; Read Mission No Longer Impossible

– Or is it? by Suzanne Fields (AA 589-590), Cartoon by Gary Trudeau (AA 611),
Reconstructive Feminism by Joan Williams (AA 593-606).

Mon 9/11: In-class: Discussion of Mission No Longer Impossible – Or is it? by Suzanne

Fields (AA 589-590), Cartoon by Gary Trudeau (AA 611), Reconstructive Feminism by Joan
Williams (AA 593-606).

Assignments: Record an observation in your Portfolio; Read Why Terrorism? By Philip

Jenkins (AA 320-325).

Wed 9/13: Tentative library tour date.

Assignments: Read AWR Handbook on MLA format and how to cite and create a works
cited page

Fri 9/15: In-class: Class discussion of grammar, format, mechanics, evidence, fallacies,
and plagiarism discussion (bring AWR Handbook)

Assignment: Record an observation in your Portfolio; Work on draft of Essay #1, due
Monday 9/18

Mon 9/18: In-class: First draft of Essay #1 due today. Peer reviews [students
exchange their paper with another student and respond to peer review
questionnaire to be provided]

Assignments: Record an observation in your Portfolio; Work on essay #1 peer review

revision suggestions

Wed 9/20: In-class: Teacher conference and in-class writing on Essay #1.

Assignments: Continue work on Essay # 1

Fri 9/22: In-class: Teacher conference and in-class work on Essay #1 revisions

Assignments: Continue work on Essay #1; Bring Visual Exercises CD to class Monday

Mon 9/25: Final draft of Essay #1 due; In-class: Work in Visual Exercises application in
class

Assignments: Record an observation in your Portfolio; Research image(s) to use for Essay
#2 and bring some to class
Wed 9/27: In-class: Small group discussions of images and analysis of arguments in
images

Assignments: Examine images in United Benetton ads

(http://www.benetton.com/html/whatwesay/campaigns/photogallery.shtml) and
Adbusters.org (http://adbusters.org/home/) website and note various arguments

Fri 9/29: In-class: Discuss United Benetton and Adbusters.org images

Assignments: Record an observation in your Portfolio; decide on image(s) for your Essay
#2 and bring to class on Monday [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].

Mon 10/2: In-class: Using the technology [Introduction to using MS Word, html, Power
Point or other tools]

Assignments: Record an observation in your Portfolio; Work on format and media

decisions for Essay #2

Wed 10/4: In-class: [media workshop]

Assignments: Start sketching main visual project components and argument analysis

Fri 10/6: In-class: Moderation readings.

Assignments: Record an Observation about moderation readings in your Portfolio;

Continue work on Essay #2

Mon 10/9: In-class: Individual work on Essay #2 in class

Assignments: Complete first draft of Essay #2 due Wednesday 10/11; Bring hard
copy of first draft to class on ***

Wed 10/11: In-class: First draft of Visual argument due; Peer reviews in class

Assignments: Work on revision of Essay #2 based on peer review suggestions

Fri 10/13: In-class: Teacher-student conferences on Essay #2

Assignments: Complete final draft of Essay #2 due Wednesday 10/18

Mon 10/16: In-class: In class work on Essay #2

Assignments: Record an Observation in your Portfolio

Read: Topical web readings to be announced.
Wed 10/18: In-class: Final draft of Essay #2 due; Discussion of web readings

Assignments: Find information on a conspiracy theory or urban legend on the web and
prepare to discuss it in class.
**Thursday, October 19 is the last day to drop with a WP/WF.**

Fri 10/20: In-class: Continued discussion of online reading

Assignments: Record an Observation in your Portfolio; Read AA Ch. 7 and The Clash of
Civilizations? by Samuel P. Huntington (AA 350-355), The Clash of Ignorance by Edward W.
Said (AA 355-358) and Ten Things to Know about the Middle East by Stephanie Zunes (AA
326-333).

Mon 10/23: In-class: Discussion of AA Ch. 7 and The Clash of Civilizations? by Samuel P.
Huntington (AA 350-355), The Clash of Ignorance by Edward W. Said (AA 355-358) and
Ten Things to Know about the Middle East by Stephanie Zunes (AA 326-333); Discuss
Essay #3 project, due 11/8

Assignments: Record an Observation in your Portfolio; Start thinking about your topic for
Essay #3

Wed 10/25: In-class: Continued discussion of AA Ch. 7 and The Clash of Civilizations? by
Samuel P. Huntington (AA 350-355), The Clash of Ignorance by Edward W. Said (AA 355-
358) and Ten Things to Know about the Middle East by Stephanie Zunes (AA 326-333)

Assignments: Readings from A Writer’s Resource to be determined according to observed

student needs.

Fri 10/27: In-class: Bring AWR; discussion of assignments from Handbook

Assignments: Record an Observation in your Portfolio; Read AA Ch. 8 and The Velvet
Hegemon: How Soft Power Can Help Defeat Terrorism by Joseph S. Nye (AA 389-391), The
Bush Revolution by Ivo H. Daalder and James M. Lindsay (AA 391-398) and One Man’s
World by Noam Chomsky (AA 398-402).

Mon 10/30: In-class: Discussion of AA Ch. 8 and The Velvet Hegemon: How Soft Power
Can Help Defeat Terrorism by Joseph S. Nye (AA 389-391), The Bush Revolution by Ivo H.
Daalder and James M. Lindsay (AA 391-398) and One Man’s World by Noam Chomsky (AA
398-402).

Assignments: Record an Observation in your Portfolio; Choose possible topics for Essay
#3 and write a brief

Wed 11/1: In-class: Continued discussion of AA Ch. 8 and assigned readings; briefs on
paper topics due
Assignments: Refine paper topic and begin work on first draft

Fri 11/3: In-class: Teacher conference on paper topics

Assignments: Work on first draft of Essay #3 due 11/8 in Portfolio

Mon 11/6: In-class: Writing in class on first draft of Essay #3

Assignments: Continue working on first draft; Bring hard copy of first draft to class on
11/8

Wed 11/8: In-class: First draft of Essay #3 due in Portfolio; Peer reviews of first draft
of Essay #3

Assignments: Continue working on Essay #3 using peer feedback

Fri 11/10: In-class: Work on revisions of first draft of Essay #3

Assignments: Continue working on Essay #3

Mon 11/13: In-class: Discussion of revision techniques and elevating style (bring AWR
Handbook); In-class writing on Essay #3

Assignments: Continue work on Essay #3

Wed 11/15: In-class: In-class writing on Essay #3; Second draft of Essay #3 due in
Portfolio by end of class period

Assignments: prepare for conference with instructor

Fri 11/17: In-class: Conference with instructor

Assignments: Work on revisions of 2nd draft of Essay #3

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

Assignments: Complete final draft of Essay #3 in Portfolio for 11/22

Wed 11/22: In-class: Final draft of Essay #3 due in Portfolio; student evaluations of
course

Fri 11/24: Thanksgiving Holiday

Mon 11/27: LAST DAY OF CLASSES! Discuss elevation of style, prosody.

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).

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
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
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: 9/18

Final draft due: 9/25

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.

First draft due: 10/11

Final draft due: 10/18

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 for essay due: 11/1

First draft due: 11/8
Second draft due: 11/115
Final draft due: 11/22

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
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.