Introduction

to Writing and Rhetoric

ENGH 380-001 | Spring 2018 | 3 Credit Hours
Enterprise Hall 275 | TR: 12:00-1:15 PM

Instructor: John Walter

Office: Enterprise Hall 321
Office Hours: Mondays/Thursdays, 1:30-2:30 PM & by appointment
Email: jwalte17@gmu.edu

Table of Contents
Table of Contents ................................................................................................................................................. 1
Course Overview .................................................................................................................................................. 1
Goals and Learning Outcomes ......................................................................................................................... 2
Texts and Materials ............................................................................................................................................ 2
Requirements and Grading .............................................................................................................................. 3
Communication .................................................................................................................................................... 5
Course Policies ..................................................................................................................................................... 6
Seeking Help with the Course .......................................................................................................................... 9
Important Campus Resources ....................................................................................................................... 11
Important Dates and Schedule Overview .................................................................................................. 12

Course Overview
Catalog Description
Introduces students to the field of writing studies, with a focus on definitions of writing and rhetoric
and research methods applied to the study of writing from the perspective of multiple disciplines.
Provides an overview of both historical and contemporary approaches to studying writing as object,
process, practice, and occupation. May not be repeated for credit.

Course Description
English 380 provides an introduction to theories and strategies relevant to advanced study in
rhetoric and writing. The course provides a foundation in the history and principles of written
rhetoric, argumentation, genre theory, academic and workplace writing, new media theory, and
project development. Students will be introduced to some of the key figures and principles in
rhetoric and writing studies, from the ideas of Greek, Medieval, and Renaissance scholars through
19th-century rhetorical theory to contemporary concerns about feminist, multicultural, and
multimedia rhetoric. Students will link theories directly to practice through a series of writing
projects, working both independently and collaboratively.

ENGH 380-001 | Spring 2018 | Syllabus 1

Prerequisites
None, but ENGL 302/ENGH 302 is recommended.

Method of Instruction
Each class will include some time devoted to one or more of the following four activities:
• Discussion of readings
• In-class presentations
• In-class writing assignments
• Project work (which may include production, progress reports, team meetings, peer-review,
etc.)

Goals and Learning Outcomes

Course Goals
Through this course, you will gain an understanding of rhetorical history and theory, including
• key concepts in ancient and contemporary rhetorics.
• changes in approaches to rhetoric across historical time periods.
• cultural influences on rhetorical practice.
• contemporary applications of critical rhetorical theories.

You will also develop strategies for completing an advanced writing project, including strategies
for
• analyzing a complex rhetorical situation.
• choosing appropriate genres, approaches, and media.
• planning and completing an independent writing project.
• drafting, revising, mediating, editing, and publishing/sharing a writing project.

Discovery of Scholarship (Students as Scholars) Learning Outcome

This course is designated a “Discovery of Scholarship” course, which provides an introduction to
the scholarship of the varied fields that constitute “Writing Studies.” The learning outcomes for all
Discovery of Scholarship courses are that:
• Students will understand how knowledge is generated and disseminated through scholarship,
and the importance of scholarship to society.

Texts and Materials

Required Readings
Various readings will be available via Course Reserves and our course Blackboard site.

Bring to Class
For each class, please bring the following:
• Assigned readings. Please bring the readings assigned for the week, either as electronic
documents or as hardcopy.

ENGH 380-001 | Spring 2018 | Syllabus 2

 • Writing material. Please bring paper and a pen or pencil with you to class. You may find
having a laptop or tablet useful, but they won’t be required.

Course Blackboard Use

You can access our course Blackboard site from your myMason Portal. At our course Blackboard
site you can find a copy of this syllabus, detailed schedules, assignment guidelines and submission
tools, instructional materials, and our weekly reflection journals. For help logging into our course
Blackboard site, please see GMU’s Blackboard help pages for students.

Requirements and Grading

Grade Breakdown
Assignment Percentage of Important Dates
Grade/Points
Discussion Posts 15% (150 points) • Due: Weekly, starting Week 2.
Rhetorical Concept Research 20% (200 points) • Proposal due: Feb. 6
Report • Report due: Feb. 22
Tracing the Projection of 25% (250 points) • Proposal due: March 27
Knowledge Project • Project due: April 24
Mapping Writing/Rhetoric 15% (150 points) • Assignment and Presentation
Project and Presentation due: May 10 (scheduled final)
Historical Rhetorician 5% (50 points) • Choose figure and Presentation
Presentation Sign up: Feb. 1
• Presentations: Feb. 8 – March 8
(Weeks 3-7)
Modern and Contemporary 5% (50 points) • Choose figure and Presentation
Rhetorician Presentation Sign up: Feb. 1
• Presentations; March 20
Collaborative Writing Studies 5% (50 points) • Sign up: Feb. 15
Field Presentation • Group in-class planning meeting:
March 6
• Presentations: March 27 – May 1
(Weeks 10-15)
Course Reflection Memo 10% (100 points) • Memo due: May 10

Grading Scale
In this class, the following numerical equivalents for grades are used: A+ 100-97.5% | A 97.4-93% |
A- 92.9-90% | B+ 89.9-87.5% | B 87.4-83% | B- 82.9-80% | C+ 79.9-77.5% | C 77.4-73% | C-
72.9-70% | D 69.9-60% | F below 60%

Project Grading Standards

Projects—Rhetorical Concept Research Report, Tracing the Projection of Knowledge Project,
Mapping Writing/Rhetoric Project and Presentation, Course Reflection Memo—will be graded by

ENGH 380-001 | Spring 2018 | Syllabus 3

the following standards. Please see the Discussion Post, Rhetorician Presentations, and
Collaborative Writing Studies Field Presentation assignment guidelines for their grading standards.

A “C” level grade (70-79%)

Denotes competent college-level writing and achievement. The writer responds to the specified
rhetorical situation: he or she meets, to some degree, all the assignment requirements, and employs
some key strategies for communicating his/her ideas to his/her targeted audience. The essay has a
central focus, presents some support, and moves from point to point in an orderly fashion;
sentence-level errors do not significantly prevent comprehension. Essays that do not meet these
criteria will not earn a “C.”

A “B” level grade (80-89%)

Highlights a strong example of college writing and thinking. In addition to meeting the “C” level
requirements, the writer of such an essay goes further in some way(s): he or she demonstrates some
insight into the “gray areas” of the topic, provides original or very thorough support that is tightly
woven into the overall argument, and/or creates prose that reads smoothly at both the sentence and
paragraph levels. The essay has few sentence-level errors and/or may demonstrate a lively voice or
style.

An “A” level grade (90-100%)

Marks an essay that engages the reader in a provocative conversation. Even more than in a “B” essay,
the writer anticipates and responds to possible reader questions, uses a wide range of supporting
evidence, structures arguments and analyses to create a fluid reading experience, provides
unexpected insights, and/or uses language with care and facility.

“D” and “F” level projects

Do not meet the basic expectations of the assignment.

Projects and Assignments

Discussion Posts
During Weeks 2-6 and 10-15, you will be assigned to a group and expected to use Blackboard’s
discussion forums to post three times each week (11 weeks x 3 = 33 posts in total). The first post of
the week is due on Tuesdays before class (12:00 PM), the second is due on Thursdays before class,
and the third post of the week is due on Saturdays by 11:00 PM. I will drop the five (5) lowest
discussion post scores, allowing you to miss up to 5 of the 33 posts without penalty.
Late discussion posts will be accepted up to one week late and take a -2 point penalty. After
one week, discussion posts will receive a score of zero (0).

Rhetorical Concept Research Report

For this assignment you will research and report on a rhetorical concept, describing the concept,
explaining its significance, and tracing its historical development. The Rhetorical Concept Research
Reports should be 4-6 double-spaced pages. For more information, please see the Rhetorical
Concept Research Report.

Tracing the Projection of Knowledge Project

For this assignment you will choose one specific scholarly article and analyze how that text functions
within its particular activity system, reporting on the purpose of the text, its genre, its citation

ENGH 380-001 | Spring 2018 | Syllabus 4

practices, and its place in the scholarly conversation. For more information, please see the Tracing
the Production of Knowledge Project assignment guidelines.

Mapping Writing/Rhetoric Project and Presentation

For this assignment you will create a physical or digital synthesis map drawing from our readings,
class discussions, and assignments. For more information, please see the Mapping Writing/Rhetoric
Project and Presentation.

Historical Rhetorician Presentation

For this presentation, you will research and present on an historical (pre-20th Century) person
important to the history of rhetoric. Five-minute in-class presentations will be accompanied by a
one-page handout. For more information, please see the Historical Rhetorician Presentation
assignment guidelines.

Modern and Contemporary Rhetorical Presentation

For this presentation, you will research and present on a modern or contemporary (pre-20th
Century) person important to contemporary rhetoric and composition/writing studies. Five-minute
in-class presentations will be accompanied by a one-page handout. For more information, please see
the Modern and Contemporary Rhetorical Presentation assignment guidelines.

Collaborative Writing Studies Field Presentation

During Weeks 10-15 we will examine how a number of fields study writing. Each group will provide
a short presentation contextualizing their chosen field and will help lead discussion of the readings
related to that field. The fields we’ll examine include anthropology, art and design, book history,
business, composition studies, cognitive studies, economics, history, law, psychology, and technical
communication. For more information, please see the Collaborative Writing Studies Field
Presentation assignment guidelines.

Course Reflection Memo

At the end of the semester you’ll write a 2-3-page memo in which you reflect upon course and the
work you have done this term. For more information, please see the Course Reflection Memo
assignment guidelines.

Communication
Contacting Your Instructor
During Office Hours
During my on-campus office hours, the best way to contact me is to drop by my office in Enterprise
Hall 321. While I will periodically check email during this time, there is no guarantee that I will
receive or be able to respond to an email during my office hours.

Outside of Office Hours

The best way to contact me outside of office hours is by email using your MasonLive email account.
(Note: For privacy reasons I will only send class-related email to official GMU email addresses.)
Please give me a full 48 hours to respond. If after 48 hours you have not heard from me, assume
that I did not receive your message and feel free to send a follow up message.

ENGH 380-001 | Spring 2018 | Syllabus 5

 Class-related emails should be considered a form of professional communication. Please use an
appropriate, informative subject heading, a professional salutation or greeting, and sign off with your
first and last name. If you are looking for me to provide you with specific information or are asking
me to perform a specific task for you, please state that upfront. You can offer an explanation or
context in the following paragraph(s).
By appointment, I am available outside my regularly scheduled office hours, either to meet on
campus or to meet via Skype or Google Hangouts.

Asking General Questions about the Course and Assignments

Our Blackboard Discussion Board has specific forums for questions about the course and
assignments. These forums include:
• The General Questions forum where you can ask general questions about the course—
policies, procedures, homework assignment clarification, and the like.
• The Assignments forum with threads for each of the following projects:
o The Rhetorical Concept Research Report thread where you can ask questions and
discuss issues related to the Rhetorical Concept Research Report.
o The Tracing the Projection of Knowledge Project thread where you can ask
questions and discuss issues related to the Tracing the Production of Knowledge
Project.
o The Mapping Writing/Rhetoric Project and Presentation thread where you can ask
questions and discuss issues related to Mapping Writing/Rhetoric Project and
Presentation assignment.
o The Rhetorician Presentation thread where you can ask questions and discuss issues
related to the Historical and Modern and Contemporary Historian presentations.
o The Collaborative Writing Studies Field Presentation thread where you can ask
questions and discuss issues related to the Collaborative Writing Studies Field
Presentation presentations.
We also have a forum named The Hub, which is available for informal conversations, organizing
study partners and groups, and sharing resources.

Course Policies
Appropriate Use Policy
Digital technologies such as laptops, tablets, and smart phones can both enhance and distract from
our classroom experience. During class, I ask that you use them as appropriately, focusing on our
task at hand. At times, I may ask you to put such devices away. Please silence phones, and please
don’t take a phone call during class. If you are expecting an emergency phone call, please let me
know before hand, sit near the door, and take the call outside the classroom.

Class Cancellation/inclement Weather Policy

We’ll do our best to stay on track and engaged in the research and writing process even if our
scheduled class sessions are disrupted. If the university is closed for weather or other emergencies,
please check your Mason email and Blackboard for instructions and schedule modifications. You
will likely be asked to complete an online class or activities that will help us stay on track.

ENGH 380-001 | Spring 2018 | Syllabus 6

If the weather is bad, check the GMU website and look for a scrolling banner announcing delays or
closings. You can also sign up for Mason Alert to have university closures and other critical
information e-mailed or texted to you.

Statement on Plagiarism
Plagiarism means using words, opinions, or factual information from another source without giving
that source credit. Writers give credit through the use of accepted documentation styles, such as
parenthetical citation, footnotes, or endnotes; a simple listing of books, articles, and websites is not
sufficient.
This class will include direct instruction in strategies for handling sources as part of our
curriculum. However, students in composition classes must also take responsibility for
understanding and practicing the basic principles listed below.
To avoid plagiarism, meet the expectations of a US Academic Audience, give their readers a
chance to investigate the issue further, and make credible arguments, writers must
• put quotation marks around, and give an in-text citation for, any sentences or distinctive
phrases (even very short, 2- or 3-word phrases) that writers copy directly from any outside
source: a book, textbook, article, website, newspaper, song, baseball card, interview,
encyclopedia, CD, YouTube video, movie, etc.
• completely rewrite—not just switch out a few words—any information they find in a
separate source and wish to summarize or paraphrase for their readers, and also give an in-
text citation for that paraphrased information
• give an in-text citation for any facts, statistics, or opinions which the writers learned from
outside sources (or which they just happen to know) and which are not considered
“common knowledge” in the target audience (this may require new research to locate a
credible outside source to cite)
• give a new in-text citation for each element of information—that is, do not rely on a single
citation at the end of a paragraph, because that is not usually sufficient to inform a reader
clearly of how much of the paragraph comes from an outside source.
Writers must also include a Works Cited or References list at the end of their essay, providing
full bibliographic information for every source cited in their essay.
While different disciplines may have slightly different citation styles, and different instructors
may emphasize different levels of citation for different assignments, writers should always begin
with these conservative practices unless they are expressly told otherwise. If student writers ever
have questions about a citation practice, they should ask their instructor!
Following the Mason Honor Code, I will report any suspected instances of plagiarism to the
Mason Honor Committee. All judgments about plagiarism are made after careful review by the
Honor Committee, which may issue penalties ranging from grade-deductions to course failure to
expulsion from GMU

Conduct in Class Spaces

While you are free—even encouraged—to disagree with me or other students, your comments
should be intellectual rather than personal, and conversational rather than confrontational. Our class
space is an environment in which we can learn from each other, where topics are open for careful
consideration, and where what each of us brings to the classroom is respected. That said, I will not
tolerate mean, closed-minded, or discriminatory language or actions of any kind. Please respect the
diversity and opinions of your classmates and adhere to the letter and spirit of GMU’s non-
discrimination policy in all classroom proceedings:

ENGH 380-001 | Spring 2018 | Syllabus 7

 GMU Nondiscrimination Policy: GMU is committed to providing equal opportunity and an
educational and work environment free from any discrimination on the basis of race, color, religion,
national origin, sex, disability, veteran status, sexual orientation, or age. GMU shall adhere to all
applicable state and federal equal opportunity/affirmative action statutes and regulations.

File Management and Data Backup

As part of managing your files well, you should keep backups of your electronic data separate from
your computer’s hard drive and portable storage devises. Hard drives crash, computers get ripped
off, laptop power cords fail, USB drives get lost (or even eaten by dogs). Despite including such
policies in syllabi for well more than a decade, I have had students lose their only copies of a project
for each of the reasons listed above (and by other means as well). So, please, keep backup copies of
your work so this does not happen to you.
As part of a larger file management and data backup system, I strongly advise obtaining and
using a cloud storage service such as Google Drive or DropBox, particularly one that automates the
backup processing, keeping files both on your computer and in the cloud.

GMU Email
Students must activate their MasonLive email account and check it regularly. For privacy reasons, all
class-related emails will be sent only to students’ official GMU email addresses.

Late Work
Each assignment has a specific deadline, and any assignment submitted after that deadline is late. (If
the assignment is due on March 10 at 11:30 PM Eastern Time, then any assignment submitted after
11:30 PM on March 11 is late.) The penalty for late assignments varies depending upon the kind of
assignment.
• Projects (Rhetorical Concept Research Report, Tracing the Projection of Knowledge
Project) will be penalized -2.5% for each calendar day that they are late. Late-work penalties
cannot be changed through revision. You may use your Life Happens Pass or a One-day Crisis
Pass to avoid late penalties.
• Discussion posts submitted up to one week after their due date will be penalized 2 points
(out of a total of 10 point). Weekly reflection posts submitted more than one week after
their due date will not be accepted. Do note that I drop the five (5) lowest Discussion Post
scores before averaging your Discussion Post grade, so in effect you can submit or miss up
to five (5) Discussion Posts without penalty. A One-day Crisis pass may be used to avoid late
penalties.
• Mapping Writing/Rhetoric Projects may be submitted one day late with a One-day Crisis
Pass or up to two days late with Life Happens Pass. As the Mapping Writing/Rhetoric
Presentations cannot be made up, a missed presentation will result in a -25% penalty to the
Mapping Writing/Rhetoric Projects and Presentations grade.
• Course Reflection Memos will be penalized -2.5% for each calendar day. You may use
your Life Happens Pass or a One-day Crisis Pass to avoid late penalties.
All work must be submitted by 11:30 PM, May 12.

Life Happens Pass

You may submit one project up to five calendar days late without penalty by claiming the Life
Happens Pass. (If a project is due 11:30 PM on March 10, it must be submitted by 11:30 PM on
March 15). To claim the Life Happens Pass, you must state in writing across the top of the first page

ENGH 380-001 | Spring 2018 | Syllabus 8

of the project that you are using your pass, and you must submit the assignment within the five
calendar days. Because all work must be submitted by 11:30 PM, May 12, you cannot use a Life
Happens Pass to submit work after the May 12 deadline.

One-day Crisis Passes

You have three (3) One-day Crisis Passes, which you may use however you wish to submit any
assignments one day late without penalty.

Combining Passes
You may also use a one-day crisis in conjunction with a Life Happens Pass or another one-day crisis
pass. So, for instance, you could use your Life Happens Pass plus all three One-day Crisis Passes to
submit one project up to 8 days late without penalty.
Because all work must be submitted by 11:30 PM, May 12, you cannot combine passes to submit
work after the May 12 deadline.

Revision Policy
Rhetorical Concept Research Reports and Tracing the Production of Knowledge Projects that
receive a grade of A- or lower (92.9% or below) may be revised for higher grade. To revise one of
these assignments you need to schedule a revision conference with me within two (2) weeks of
receiving feedback on the assignment. During the revision conference we will agree upon a revision
due date. All revisions must demonstrate substantial change to the focus, support, approach, and/or
organization of the project in addition to comprehensive error correction, or they will be returned
with no grade change.

Students with Disabilities

Students with documented disabilities are legally entitled to request certain accommodations.
Accommodations must be made through the Office of Disability Services at 993-2474.

Submitting Class Work

Assignments are due at the time specified by the due date, and should be submitted via the method
specified (usually via Blackboard), including following any formatting guidelines described in the
assignment.

Syllabus Change Policy

This syllabus is subject to change. All changes will be announced in Blackboard and via email. The
syllabus available in Blackboard will always be the most up-to-date version of the syllabus, and it will
be the one we use to resolve any questions or issues.

Seeking Help with the Course

From Your Instructor
I enjoy the opportunity to work with you, so please think of me as your first resource for help. Let
me know if you have questions or concerns, need help with an assignment, want to work together at
any point in your writing process, or need an early or additional review of your work. If you can’t
make office hours, we can schedule an appointment. That said, don’t overlook the importance of
personal responsibility and pre-planning. If you’re struggling with something, ask for help right away.

ENGH 380-001 | Spring 2018 | Syllabus 9

This class doesn’t lend itself to procrastination or last minute work and, like most of your professors,
I’m not available in the middle of the night, and you can’t rely on me being available right before an
assignment is due.

From Your Peers

One of the reasons I’ve created the question forums in Blackboard—the general forum, the forums
for each of the major projects, and the Hub—is so that you can work with and help each other. Use
these forums not just to ask questions but also to help your classmates. If you see a question to
which you know the answer or if you have a suggestion that might prove helpful, please respond.
Likewise, if you have a question, do check the forums to see if someone else has already asked it.
While I expect you to do your own work, I encourage you to work with each other. Working
together can include learning about different potential resources and telling each other about them
and how to use them, forming a study group to talk through research and writing problems, or even
acting as proof-readers of each others’ work. The one caveat here is that each of you needs to do
your own work. For instance, while teaching each other how to use various resources is fine, writing
up a description of a resource that everyone submits as their own work is not; likewise, while
offering revision feedback and proofreading a classmate’s essay is strongly encouraged—even
required—making those revisions and changes for them is not appropriate.

From the University Writing Center

writingcenter.gmu.edu | (703) 993-1200 | Robinson A114
The Writing Center is one of the best resources you will find on campus. The center has an
outstanding website that offers a wealth of online resources for student writers. You can schedule a
50‐minute appointment with a trained tutor to help with any phase of the writing process. You can
obtain assistance with papers by visiting the online writing center. Go online, call, or drop in to
make an appointment.

ESL Opt-In Program

The Writing Center’s ESL Opt-In program offers additional support for multilingual and
international students to work one-on-one once or twice a week with the same tutor over the course
of the semester. For more information, please visit the Writing Center’s ESL Writing Support page.

From the Library

library.gmu.edu | multiple locations
In addition to a wealth of printed resources, the library hosts around 150 electronic journals.
GMU is also a member of the Washington Research Library Consortium (WRLC), which means you
have hassle‐free access to the library resources of eight area universities! Please take some time to
explore the library’s offerings; you may also instant message the library with any questions. The
library’s website offers tutorials and research resources and databases that we’ll use throughout the
semester.

ENGH 380-001 | Spring 2018 | Syllabus 10

Important Campus Resources
Counseling and Psychological Services
caps.gmu.edu | (703) 993-2380 | SUB 1, suite 3129
Counseling and Psychological Services (CAPS) provides a wide range of services to faculty, staff
and students. Services are provided by a staff of professional counseling and clinical psychologists
and professional counselors. The Center provides individual counseling, group counseling,
workshops and outreach programs—experiences to enhance a student’s academic performance. To
make an appointment, please call (703) 993-2380.

Office of Disability Services

ds.gmu.edu | (703) 993-2474
Students with documented disabilities are legally entitled to request certain accommodations.
Accommodations must be made through the Office of Disability Services at 993-2474.

Office of Diversity, Inclusion and Multicultural Education

odime.gmu.edu | (703) 993-2700
The Office of Diversity Programs and Services supports our diverse student and faculty
population. The office is committed to the success of all members of the Mason community.
Throughout the year, it sponsors a variety of programs for students and faculty. It works specifically
with African Heritage, Hispanic/Latino, Asian/Pacific American, American Indian, and Lesbian,
Gay, Bisexual, Transgender, and Questioning populations.

Office for Academic Integrity

oai.gmu.edu | (703) 993-6209
The mission of the Office for Academic Integrity (OAI) is to promote and support academic
integrity throughout the university community by educating its members, fostering an environment
where students can be recognized for high levels of integrity, creating opportunities for leadership
and personal growth, and upholding the university honor code through a student-based honor
committee.

Office of the University Registrar

registrar.gmu.edu | (703) 993-2441
Contact the registrar for information about student records and transcripts; registration,
including adding or dropping the course; the Schedule of Classes or University Catalog; academic
policies and degrees; student eligibility for NCAA athletic participation; Veteran’s educational
benefits; and tuition status.

Student Support and Advocacy Center

ssac.gmu.edu | (703) 993-3686 | SUB 1, Suite 3200
The SSAC believes that students are most successful when they are healthy and happy and we
strive to help students find that balance for themselves. SSAC staff offer students one-on-one
support, interactive programming and on and off campus resources. Some of the topic areas we
address are healthy relationships, stress management, nutrition, sexual assault, dating/domestic
violence, stalking, drug and alcohol use and sexual health.
24-hour Sexual and Intimate Partner Violence Crisis Line: 703-380-1434

ENGH 380-001 | Spring 2018 | Syllabus 11

Important Dates and Schedule Overview
Important Dates
While the full academic calendar and final exam schedule is available through the registrar’s website,
some key dates to remember are:
• Last Day to Add Classes: January 29
• You are responsible for verifying your enrollment in the class and making any necessary
schedule adjustments through Patriot Web by this date.
• Last Day to Drop Classes with 33% Tuition Penalty: February 12
• Final Drop Deadline (with 67% Tuition Penalty): February 23
• Selective Withdrawal Period: February 26-March 30

Weekly Schedule at a Glance

Week Topic Important Dates
Week 1 (Tues., Jan. 23 & Introduction to the Course
Thurs., Jan. 25)
Week 2 (Tues., Jan. 30 & What Is Writing? What Is • Feb 1: Historical
Thurs., Feb. 1) Rhetoric? Rhetorical Figure
Presentation signup
• Feb. 1: Modern and
Contemporary Rhetorical
Figure Presentation
signup
Week 3 (Tues., Feb. 6 & Historical Rhetoric • Feb. 6: Rhetorical
Thurs., Feb. 8) Concept Research
Report Proposal due

Week 4 (Tues., Feb. 13 & Historical Rhetoric • Feb. 15: Collaborative

Thurs., Feb. 15) Writing Studies Field
Presentation signup

Week 5 (Tues., Feb. 20 & Historical Rhetoric • Feb. 22: Rhetorical

Thurs., Feb. 22) Concept Research
Report due

Week 6 (Tues., Feb. 27 & Modern and Contemporary

Thurs., March 1) Rhetoric

Week 7 (Tues., March 6 & TBA and Group Discipline • March 6: Collaborative
Thurs., March 8) Presentation Preparation Writing Studies Field
Presentation group in-
class planning meeting

Week 8: Spring Break (Tues.,

March 13, & Thurs., March

ENGH 380-001 | Spring 2018 | Syllabus 12

15)

Week 9 (Tues., March 20 & Presentations and Texts and • March 20: Modern and
Thurs., March 22) Networks Contemporary
Rhetorician
Presentations

Week 10 (Tues., March 27 & Psychology and Cognitive • March 27: Tracing the
Thurs., March 29) Studies (including Projection of
neurorhetoric, cognitive Knowledge Proposal
linguistics, cognitive rhetoric, due
and cognitive poetics)

Week 11 (Tues., April 3 & Anthropology and Art and

Thurs., April 5) Design

Week 12 (Tues., April 10 & Economics, Business, and Law

Thurs., April 12)

Week 13 (Tues., April 17 & History and Book History
Thurs., April 19)

Week 14 (Tues., April 24 & Technical Communication • April 24: Tracing the
Thurs., April 26) Projection of
Knowledge assignment
due

Week 15 (Tues., May 1 & Composition Studies

Thurs., May 3)

Finals Week (Thurs., May 10, Mapping Writing/Rhetoric • May 10: Mapping
10:30 am – 1:15 pm) Presentations Writing/Rhetoric Project
and Presentation due
• May 10: Course
Reflection Memo due

ENGH 380-001 | Spring 2018 | Syllabus 13