RHET 1302.

013 – Spring 2010

T Th -- 10:00 – 11:15

Thomas A. Mackenzie, PhD

Office Number: JO 4.114
Office Hours: T Th 11:15 to 11:45
E-mail: Thom@Lifewalk.net

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

Course Description
Rhetoric 1302 will prepare you for college-level writing while helping you develop your critical
thinking skills. Rhetoric is the study of persuasion, not only in writing and speech, but also through
visual and other means. 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 Rhetoric 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; and
• Students will be able to gather, incorporate, and interpret source material in their writing.

Required Textbooks
Rosenwasser, David & Stephen Jill. Writing Analytically. 5th Edition. Thomsom/Wadsworth, 2009.

Rhetoric Program, UT-Dallas. Writing and Reasoning Across Disciplines: A Reader for RHET 1302.
McGraw-Hill Learning Solutions, 2009.

Course Grade Matrix

Assignments 1st Final

Weight Version Version Total
Project 1: Didactic Life Narrative 10% 35 65 100
Project 2: Rhetorical Analysis 15% 50 100 150
Project 3: Academic Essay 25% 100 150 250
Blog Project/Academic Research & Proposal 20% 200
Portfolio 10% 100
APQ: Assignments/Presentations/Quizzes 10% 100
Attendance & Participation (3.3 points/day) 10% 100
1000
Total 100% points
Spring 2010 Assignments and Academic Calendar

Tue, Jan 12 Introduction to the Course

**Diagnostic Essay** Assign 1/19 Presentation
Thu, Jan 14 Analysis and the Communication Triangle
Bring USB
Writing Analytically, Chapters 1-2 (Skim)
Course Reader, “Happiness is a Warm Planet” by Thomas Gale Moore
In Class: What is Moore’s Claim? Does it hold? Develop an analysis of his claim.
Tue, Jan 19 Staking a Claim
APQ1: Plagiarism Presentation from Writing Analytically, 256-57. Hook, Book and Took.
Also See: http://www.utdallas.edu/library/help/PlagiarismTutorial/Plagiarism.htm
Read “The Trail to Yesterday,” “One Morning in Oklahoma,” & “Riding the Badlands”
Thu, Jan 21 Methods for Analysis
Assess
Life Writing Analytically, Chapter 3
Narrative Read “An Essay on Criticism” by Alexander Pope at Gutenberg. org Pope’s
Proposal Due Read Intro to Pope: -- http://www.victorianweb.org/previctorian/pope/eoc.html
In Class: Paraphrase 2 stanza’s of Pope’s poem.
Tue, Jan 26 Analyzing Arguments Writing Analytically, Chapters 5-6
In Class: Rewrite “Ideas vs Opinions,” p 26 of Writing Analytically Blog
Claim Flyer Blog Debate: (Online debate w/ peer about Douthat’s essay
Due while evaluating its structure)
Thu, Jan 28 Finding, Citing, and Integrating Sources
Writing Analytically, Chapter 16
In Class: Find & cite 5 suitable research and visual sources Blog
APQ2: Group Fallacy Exercises
Tue, Feb 2 Style and Form
Life Narrative Writing Analytically, Chapter 17-19 (Review)
Draft Due In Class: Peer Review
Thu, Feb 4 Conferences – Life Narrative with Draft
and Monthly Group Blog Evaluation and Submission
Tue Feb 9 APQ3: Revise Sentences and “Personal Happiness”
Thu, Feb 11 Interpreting Text
Writing Analytically, Chapter 4 Blog
“Mother Tongue” Exercise P j t
Tue, Feb 16 Blog Project
Life Read “Prisons” by Jason Byasse, Read essay for Blog Project assignment
Narrative Discuss Essay 2
Due
Thu, Feb 18 Evidence
Writing Analytically, Chapter 7-8,
Read “Letter from a Birmingham Jail,” Reader, page 255-266
APQ4: In class Outline King’s Chain of Evidence
Tue, Feb 23 Thesis Statements
Writing Analytically, Chapter 9 and 12 Blog
Read Student Essay, “Fixing Feminism”
Thu, Feb 25 Organizing the Paper
Analysis Writing Analytically, Chapter 10
Proposal Read Student Essay, “Bury My Heart at Wounded Knee”
Due
Tue, Mar 2 Introductions and Conclusions
Blog
Portfolio Writing Analytically, Chapter 11
Due APQ5: Quiz over Chapters 4, 7-12

RHET 1302, Section 013, Mackenzie 2

Thu, Mar 4 Using Sources, MLA Format (Review)
Rhetorical APQ6: Peer Review
Analysis Review: Ways to Rebut Evidence.pdf
Draft Due Bring two printed copies of Draft to class
Tue, Mar 9 Conferences – Life Narrative with Draft Blog
Monthly Group Blog Evaluation and Submission

Thu, Mar 11 Portfolio and Blog Presentations

Reader, “In Search of our Mother’s Gardens,” and “Of Our Spiritual Strivings”
March 15-20 Spring Break – Last Day to Drop WP/WF 3/15

Tue, Mar 23 Reading Written Arguments

Reader, “It Was a Dark and Stormy Night” and “How to Tame a Wild Tongue.”

Thu, Mar 25 Arguing in the Disciplines

Rhetorical Reminder: Turnitin.com Develop Criteria for Best
Analysis Due In Class: Work on Blog Assignment
Tue, Mar 30 Analyzing Sources & Discuss Academic Essay
Best Movies of
Writing Analytically, Chapter 14
Read Student Essay, “Is Graffiti Art Or Vandalism?”
Thu, Apr 1 Using Research
Academic Research Academic Topic and submit an annotated bibliography of 2 suitable sources
Proposal for your academic essay. Verify proper MLA formatting with peer group.
Due
Tue, Apr 6 Reading Analytically
Writing Analytically, Chapter 13
APQ7 due APQ7: Submit an additional 2 annotated bibliographies of suitable sources for your
at beginning academic essay. In Class Work: Develop Academic Essay Prospectus. See
of Class Prospectus.doc
Thu, Apr 8 Reading Analytically
Based on your
Academic Read Student Essay “Revirgination”
Prospectus
Academic Essay,
Due
Tue, Apr 13 Reading Analytically
“How it Feels to be Colored Me,” Zora Neal Hurston
“Millennials Need to Get Real about Work World”
Thu, Apr 15 Peer Review -- APQ8
Academic
Draft Due
Tue, Apr 20 Writing through Editing
Blog
Academic APQ9: Introductions & Conclusions/Peer Revision of Narrative Essay
Project
Version 1
Due
Thu, Apr 22 Blog Presentations & Submission
Narrative OnScreen Presentation of Blog Project and Final Submission
Rewrite Due
Tue, Apr 27 Writing through Editing
Portfolio APQ10: Review and Mirroring Rewrites
Due
Thu, Apr 29 Course Wrap-Up
Thu, May 6 Reminder: Turnitin.com
Final Essay
Due

RHET 1302, Section 013, Mackenzie 3

 Major Assignments
Attendance, Assignments and Presentations
Preparedness and engagement in the discussion factors heavily in each student’s daily participation
grade. In addition to the writing assignments listed below and the daily participation grade, the
course grade consists of graded assignments, presentations, and quizzes [APQ’s], each worth 10
points toward your final grade. Students who do not attend class on the day of the assignment
will not earn points for the assignment. As noted earlier, attendance counts.

Blog Project
This course requires directed blog entries based on stated assignments. Entries should
be 100-250 words and are represented by the icon in Figure 1.
The four Blog Project entries will be developed as a group focused on a social concern. Figu
Within your group’s topic focus on ways students and young people can make a difference.
Provide Hyperlinks to student based organizations that are addressing the topic. Incorporate
graphics. Get responses from experts in the field. Build your entries on sound research and then
inspire a generation to get involved. Try to get your group blog recognized.

Select a topic/issue of interest from the following: human trafficking, making alternative fuels
viable in the US, taxing sugar drinks to prevent diabetes, the current state of feminism, and one
Republican idea that President Obama would be politically wise to implement. A minimum of 3
students must choose a topic for it to be a viable option!

Think of blog entries as something you would be willing to present 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 speak.” The blog is graded writing as a whole. Continually revise and
improve your entries. Improvement over time in your ability and willingness to express ideas in
controlled, focused blog entries factor into your overall blog grade.

Essay 1: Didactic Life Narrative

Version 1 Due: February 2nd Final Version Due: February 16th
Length: 500 – 750 words (Works Cited not included) 12-point font
Sources: Minimum of 2 Outside Sources Required

For this assignment, narrate some personal experience that communicates a life lesson to a
particular community. Identify the communities you are a part of. Then determine a possible
message you would like to communicate to that community. Then, instead of directly stating that
lesson or message, tell a personal story that leads the audience to the same conclusion. You
never specifically state your intended message, but the audience should be able to deduce it. Use
the models from Native American storytellers, such as “Riding the Badlands,” as examples.

Essay 2: Rhetorical Analysis Essay

Draft Due March 14 Final Version Due March 25th
Length: 800-1000 words (not including Works Cited) in MLA format, 12-point font

For this assignment, 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
texts. The skills you use in this exercise also apply to the images or media you use in your
Academic Argument essay. In this paper, analyze one of listed essays:

RHET 1302, Section 013, Mackenzie 4

“Box Seat,” by Jean Toomer, “Boomer Century,” by Joshua Zeitz, “I Choose, My Choice,” by Sandra
Tsing Loh, “When Evil is Cool,” by Roger Shattuck, “Soul-Catcher” by Louis Owens, “The Library Card,”
by Richard Wright, or the film To End All Wars.

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 article you choose 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 these pieces are composed by published,
respected writers who have quality to their 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 own 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.

Essay 3: Academic Essay

Draft Due: 15 April Version 1 Due: 20 April Final Version Due: 6 May

Length: 1500-2000 words (not including Works Cited) in MLA format, 12-point font, double-spaced
Source Requirement: Four (4) scholarly and two (2) popular sources (6 sources total). You must
include a “Works Cited” page and use correct MLA format for in-text (parenthetical) citations.

In this assignment, write an essay that examines an ethical issue or major concern 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. This is not
merely a research paper, but your argument on issue or concern.

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

Course Portfolio
Due Date: April 27

The course portfolio is a collection of the work completed 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.
To make a B or better on the portfolio grade requires of a major revision of the Narrative Essay.
This revision must consist of more than “correcting” things marked by the grader. Along with the
final copies of assignments, include a reflection letter examining your work. It should highlight
problems you faced, how you feel you improved, areas in which you are still unclear or feel you

RHET 1302, Section 013, Mackenzie 5

need more help. Keep in mind that this letter 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.

The complete portfolio is comprised of the following:

• Blog project • Rhetorical Analysis Essay
• Narrative Essay & Revision • Academic Essay
• Reflection letter • Peer Reviews

Some things the letter 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
• How you look at writing differently than when the semester began
• How has your writing changed
• How your writing process has changed

Course and Instructor Policies

Attendance Policy
Because each class period will consist of a mixture of lecture, 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 will start
promptly. Leaving early will count as an absence.

Attendance is absolutely crucial to your success in Rhetoric 1302. I encourage you to come to
every class meeting; otherwise, you will miss a great deal of information and material you need to
succeed in this course. Therefore, there are no excused absences (emergencies will be considered
on a case by case basis). 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 letter grade for the semester.

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 weekly
responses (“Think Pieces”), 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,
sleeping in class, or using the computers or other personal electronic devices for personal
messaging, research, or entertainment.

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 (3) tardies will result
in one (1) unexcused absence for the course; I will consider you absent if you arrive more than 20
minutes late to class.

RHET 1302, Section 013, Mackenzie 6

Late W ork
All draft & final essays 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.

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).

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.

Academ ic I ntegrity
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.

RHET 1302, Section 013, Mackenzie 7

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.

RHET 1302, Section 013, Mackenzie 8

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.

RHET 1302, Section 013, Mackenzie 9

Name: _________________________________ Email:________________________

Name & City of High School: _______________________________________________

UTD Major: ________________________ Last Grade in English:
______________

Write a brief essay discussing the most life-defining aspects of your academic, social,
physical, and/or spiritual self.

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Writing Samples:
The use of students’ work during Rhetoric class allows instructors to
Syllabus Compliance: demonstrate writing concepts with examples specifically tailored for this
I have read the syllabus for course. Use of a sample paper or an excerpt from a paper benefits students
Rhetoric 1302 and by allowing them to evaluate the strengths and weaknesses in others’ writing
understand the policies and to apply what’s learned to their own work. If you agree to allow your
therein. I agree to comply instructor to share your writing samples, your name and other identifying
with the policies for the information will be removed from writing samples. Your work will be treated
Spring 2010 semester. I respectfully by instructors, who also expect that students demonstrate such
realize that failure to respect. This agreement is not applicable to peer reviews in which all
comply with these policies students are expected to participate. If you agree to share your work for class
will result in a reduced demonstration and exercises, please sign the following statement:
grade the course.

RHET 1302, Section 013, Mackenzie 10

 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 in writing that I no longer wish my work to be
shared.

Signature: Signature:

RHET 1302, Section 013, Mackenzie 11