Course Syllabus RHET 1302 Fall 2011 Section 002 MWF 9-9:50 JO. 3.

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RHET 1302 - Fall 2011 - Myrick Robin Myrick myrick@utdallas.edu or 512-743-2160 (cell) Office Hours: Wednesday 10-11am and by appointment JO 3.702

Please note: This syllabus is subject to change at the instructor's discretion and based on our progress in covering the course content. Any alterations to the schedule or polices detailed below will be communicated to students in writing. Course Description Rhetoric is the study and practice of how people communicate messages, not only in writing and speech, but also through visual and digital mediums. 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 audience, you will develop better reasoning skills, and learn to persuade others in your own writing through rhetorical appeals. You will also learn to analyze audience, purpose, and exigency, which is at the heart of the study of rhetoric. For this class you will read and reread texts and write multi-draft essays, focusing on information and technique that you can use in future course work regardless of your major. Simply put, RHET 1302 will prepare you for college-level writing while helping you develop your critical thinking skills. 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. Students will be able to gather, incorporate, and interpret source material in their writing. Textbook, Resources, and Technology Required: Writing Analytically with Readings, second edition (2011) David Rosenwasser and Jill Stephen

I also advise (but do not require) that you pick up a good basic reference text such as A Writers Reference by Diana Hacker and Nancy Somers (seventh edition, 2010). I recommend that book because its user friendly and comes with a helpful online supplement, but you can choose whatever best suits your needs. If you regularly struggle with grammar, punctuation, MLA format or citations when writing a paper, consider this option. Please bring Writing Analytically each time we meet, along with a pen and paper/notebook. We will read and write during class quite a bit this semester, so you will likely use all of those items on most days. Outside of class, computer/Internet/email access is critical, as is Microsoft Word (the preferred word processing program of our time). If you dont have MS Word on your personal computer, youll find it installed on all UTD Computer Lab desktops. Any email correspondence I send out will go to your UTD account, so check it regularly. This is University policy, and you are also required to use your UTD email account in corresponding with me. In addition, we will use e-Learning to keep up with specific elements of the class online (such as assignment handouts, deadlines, and the Blog Project). Grading Blog Project Essay #1: Rhetorical Analysis Essay #2: Visual Analysis Essay #3: Academic Research Essay (Proposal 5%, Final paper 25%) Final Portfolio Peer Reviews and Chapter Quizzes Participation Total 5% 15% 20% 30% 10% 10% 10% 100% 1

Course Syllabus

RHET 1302 - Fall 2011 - Myrick

(I will make use of the +/- system in grading as stipulated by The UTD Undergraduate Catalogue 2010-2012) Course Policies Attendance and Punctuality When you are absent or late, regardless of the reason, its up to you to get your assignments and make up any work missed. See me or contact your classmates, but try not to fall behind. Deadlines and paper due dates are especially important, as they will not be extended due to the fact that youre not here. Get caught up as soon as possible to avoid further issues as our work progresses. Regular and punctual attendance is also a requirement for passing the course. Each student is allowed four unexcused absences for the semester, no questions asked. Save and use them wisely, especially if you know you will be out certain days for trips or other events. See me with extenuating circumstances (meaning serious illness or injury, major family emergency, youre a student athlete with an away game, etc.), and understand that a doctors note or other documentation is required if youre asking for an excused absence that does not count against the semester total. I will be more than happy to work with you on what constitutes acceptable documentation for your particular circumstance. I take roll at every class meeting in the form of a sign-up sheet, which I use to document your presence or absence for future reference, as well as your punctuality. It is your responsibility to be on time to class and to sign in each day. No one else is allowed to sign in for you. Also try to avoid habitual lateness and/or leaving class too early. Once in awhile is forgivable, doing it regularly is not, and I start counting the time against your overall attendance if it becomes excessive (20 minutes late = absence, 30 minutes = full absence). If you do get a warning that your late entrances or early exits have become egregious, or that your missed classes have started to add up, take it seriously. Each unexcused absence in excess of four will lower your final letter grade for the course to the next level on the +/- scale. For example, if your final grade for the course after all assignment points are calculated is a B, your fifth unexcused absence will lower it to a B-, and your sixth will lower it to a C+. If your final grade after all points are calculated is a C, your fifth unexcused absence lowers it to a C-, and your sixth lowers it to a D. Students with seven or more unexcused absences (who have not provided the documentation required to have one or more of those absences excused) will receive a grade of F for the course. Life is complicated and things can go a bit haywire at times during a long semester, but dont risk a serious dent in your grade over an attendance issue if you can help it. Your GPA will thank you later. Class Participation Everyone starts out with an A in this aspect of the course, but the following things can put a dent in that grade: Poor attendance and/or consistent late arrivals/early exits Rarely speaking in class, participating in discussions, or asking questions Multitasking during lecture or discussion (texting, sleeping, chatting, doing homework for other classes, etc.) Disruptive or disrespectful behavior (directed at your classmates or at me) Lack of preparation (blowing off readings or homework, not bringing the book or other materials when required, and missing drafts or peer reviews) Lack of effort (a pattern of not reading/following written assignment guidelines, submitting short/poorly formatted/typoriddled papers, or failing to keep up with coursework when days are missed) That said, the genius part of the participation grade is that it isnt so hard to turn it around. If I mention that you need to work on one of these things please give it a shot. The number of points you can receive in this area may not loom large as a whole, but Ive often seen it make a difference for students on the bubble grade-wise at the end of the semester. Deadlines and Late Work Its very easy to wreck your grade, in any course, by regularly missing deadlines. My expectations are high in this regard, so please commit the following information to memory: graded assignments submitted after the end of class (10am) on their due date are late, whether you are handing them in hard copy, uploading them to Turnitin.com, or posting to the blog. If you find yourself in a late situation at some point during the semester, these are your options: 2

Course Syllabus

RHET 1302 - Fall 2011 - Myrick

A late paper (meaning the final version) may be submitted for another two class meetings after it is due, but it will suffer a significant point deduction. All final papers in this course are due on Mondays, so that means if you submit by Wednesdays class you lose 10 points, and by Fridays class you lose 20 points. Final papers not submitted by the end of class on Friday receive a zero. Late drafts, peer reviews, and homework may be submitted at the next class meeting following the original due date for half credit. After that we move on, and again, the assignment grade will be zero. Chapter quizzes are one-shot deals (youre either in class to take it or youre not), as is the Portfolio. You must deliver that by 5pm on the due date to receive credit for the assignment. Please see me with questions about this policy at any time, especially if you are unclear on the process or consequences involved. As with absences, extenuating circumstances such as documented illness, family emergency, student athlete away game, etc. will be considered on a case-by-case basis. General tales of woe concerning printing problems, faulty alarm clocks, homework-eating computers and so forth do not fall into that category (though I do sympathize). Academic Honesty This should go without saying, but please do your own work. Plagiarism presenting the words, ideas, or creations of another person or entity as your own without giving proper credit is not acceptable and can have very serious consequences in your academic career. Direct or close paraphrasing of another persons writing can also fall into that category, so be very careful in how you use and cite outside sources. Come to me with questions any time, or raise them as we go in class, but take responsibility for your actions when working on your papers and be aware of official University policy on the subject, per the link at the end of this syllabus. Penalties for confirmed incidents of plagiarism at UTD can include anything from losing credit for an assignment to failing a course (or worse). Just dont do it. Communication Please feel free to contact me via email or phone as needed between classes, and give me a reasonable amount of time to get your message and respond. I check email every day so 24 hours or less is the norm, but if your issue is complex or timesensitive, my cell (listed at the top of this syllabus) is the quickest way to reach me. Each student is required to meet with me once during the semester, and a great time is during the second half after I review the research paper drafts. But I am always available to work with you and/or answer questions during office hours each week, and I can be pretty flexible with appointments if you have a schedule conflict. Your Attention Please! I respect your time, and understand the commitments and circumstances that compete for your attention as a college student, but your phone, laptop, and all web-enabled devices should be silent and put away during class. There may be times that we use them in service of web research related to the days topic or assignment, but otherwise you should not be messaging, checking email, etc. when were working. Technology is addictive, I know, which is why we have to curb access to these tempting distractions at times. Room and Equipment Use Tampering with or destroying any of the computers, printers, modems, or wiring in the classroom is a violation of University policy and will result in disciplinary action by the Dean of Students office. Hacking a door code and/or entering a classroom without the instructors permission constitutes criminal trespass, and 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 this behavior. 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) will suffer similar consequences. Please review the University Policies at http://go.utdallas.edu/syllabus-policies. 3

Course Syllabus

RHET 1302 - Fall 2011 - Myrick

Academic Calendar and Assignments Each chapter of Writing Analytically will be covered in class on the date you find it listed below. Please read and be ready to discuss the assigned content from the text on that day, and be advised that seven unannounced chapter quizzes will occur at intervals throughout the semester, usually during the first ten minutes of class. While you will not be quizzed on any of the other reading/viewing assignments found in this schedule, you should always be prepared to summarize and analyze their content as part of our daily discussion. WEEK 1 W 8/24 F 8/26 WEEK 2 M 8/29 W 8/31 F 9/2 WEEK 3 M 9/5 W 9/7 F 9/9 WEEK 4 M 9/12 W 9/14 F 9/16 WEEK 5 M 9/19 W 9/21 F 9/23 WEEK 6 M 9/26 W 9/28 F 9/30 TUNE UP and INTRODUCTIONS Course Intro Syllabus review/Q&A Diagnostic Essay (assigned and discussed) Writing for an audience DUE: Diagnostic Essay THE WRITING PROCESS / CRITICAL ANALYSIS Writing Analytically, Chapter 1 Writing Analytically, Chapter 2 Writing Analytically, Chapter 3 Blog Project intro CRITICAL ANALYSIS, CONTINUED Labor day holiday (no class) Writing Analytically, Chapter 3 (cont.) Blog Project startup Writing Analytically, Chapter 4 USING EVIDENCE / FINDING, INTEGRATING and CITING SOURCES / PLAGIARISM Writing Analytically, Chapter 8 Writing Analytically, Chapter 14 Writing Analytically, Chapter 14 (cont.) See Plagiarism Tutorial at http://www.utdallas.edu/library/help/PlagiarismTutorial/Plagiarism.htm WRITING ABOUT READING / RHETORICAL ANALYSIS Writing Analytically, Chapter 5 Writing Analytically, Chapter 5 (cont.) PAPER ASSIGNED: Rhetorical Analysis (overview and discussion) READING ANALYTICALLY / INTERPRETATION Writing Analytically, Chapters 20 and 21 (three essays: Disconnected Urbanism, Demolition Zones, and Fortress Los Angeles) Writing Analytically, Chapters 20 and 21 (cont.) Writing Analytically, Chapter 6 4

Course Syllabus WEEK 7 M 10/3 W 10/5 F 10/7 WEEK 8 M 10/10 W 10/12 F 10/14 WEEK 9 M 10/17 W 10/19 F 10/21 WEEK 10 M 10/24 W 10/26 F 10/28 TUE 11/1 WEEK 11 M 10/31 THESIS STATEMENTS / PEER REVIEW WORKSHOP Writing Analytically, Chapter 11 Writing Analytically, Chapter 12

RHET 1302 - Fall 2011 - Myrick

DRAFT DUE: Rhetorical Analysis (hard copy to me + upload to Turnitin.com) Peer Review Workshop (instructions, considerations, and paper assignments) PEER REVIEWS / INTRODUCTIONS and CONCLUSIONS Writing Analytically, Chapter 16 Peer Review Workshop (cont.) PEER REVIEWS DUE: Rhetorical Analysis Post-critique postmortem (results, revelations, and rewrites) Library Research Tutorial meet in McDermott lobby PAPERS IN and OUT / ANALYZING ARGUMENTS IN YOUR WRITING FINAL PAPER DUE: Rhetorical Analysis (hard copy to me + upload to Turnitin.com) PAPER ASSIGNED: Visual Analysis (overview and discussion) Writing Analytically, Chapter 7 Writing Analytically, Chapter 9 ANALYZING THE VISUAL / ORGANIZING THE ESSAY (10 on 1) Writing Analytically, Chapter 24 (two essays: Learning to See and Listening to Khakis) Writing Analytically, Chapter 10 Writing Analytically, Chapter 10 (cont.) Visual rhetoric archives LAST DAY TO DROP WITH A GRADE OF WP/WF** PEER REVIEW WORKSHOP DRAFT DUE: Visual Analysis (hard copy to me + upload to Turnitin.com) Peer Review Workshop (instructions, considerations, and paper assignments) Visual rhetoric archives (cont.) Peer Review Workshop (cont.) PEER REVIEWS DUE: Visual Analysis Post-critique postmortem (results, revelations, and rewrites) PAPERS IN and OUT / RESEARCH / STYLE and WORD CHOICE FINAL PAPER DUE: Visual Analysis (hard copy to me + upload to Turnitin.com) PAPER ASSIGNED: Academic Research Essay (overview and discussion) Writing Analytically, Chapter 13 Proposal workshop Writing Analytically, Chapter 17 PROPOSAL DUE: Academic Research Essay

W 11/2 F 11/4 WEEK 12 M 11/7 W 11/9 F 11/11

Course Syllabus WEEK 13 M 11/14 W 11/16 F 11/18 WEEK 14 M 11/21 W 11/23 > 11/24-26 < WEEK 15 M 11/28 STYLE and SENTENCE STRUCTURE / ORGANIZATION Writing Analytically, Chapter 18 Writing Analytically, Chapter 15

RHET 1302 - Fall 2011 - Myrick

DRAFT DUE: Academic Research Essay (hard copy to me + upload to Turnitin.com) Peer Review Workshop (instructions, considerations, and paper assignments) PEER REVIEW WORKSHOP / GRAMMAR and PUNCTUATION Writing Analytically, Chapter 19 Peer Review Workshop (cont.) PEER REVIEWS DUE: Academic Research Essay Post-critique postmortem (results, revelations, and rewrites) Thanksgiving holiday (no classes) PORTFOLIO WORKSHOP / READING ANALYTICALLY FINAL PAPER DUE: Academic Research Essay (hard copy to me + upload to Turnitin.com) Bonus Points assignment announced (optional) Portfolio Workshop + Q & A Writing Analytically, Chapter 22 (essays TBA) Portfolio Workshop (cont.) Writing Analytically, Chapter 23 (essays TBA) WRAP IT UP! PORTFOLIO DUE (required) BONUS POINTS ASSIGNMENT DUE (optional) Final thoughts and course evaluations

W 11/30 F 12/2 WEEK 16 12/5

There will be no final exam for this section of RHET 1302.

Course Syllabus Major Assignments

RHET 1302 - Fall 2011 - Myrick

Essay #1: Rhetorical Analysis Length: 750-1000 words (not including Works Cited) in MLA format, 11 or 12-point font Source limit: One (1) source minimum You must include a Works Cited page and use correct MLA format for in-text (parenthetical) citations. For this assignment, you will 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 a text. The skills you use in this exercise also apply to the image you analyze for your visual analysis essay and the research you use in your Academic Argument essay. In this paper, analyze an essay selected by your instructor from the reader or another essay you select with the approval of your instructor. 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 writers 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 argument/thesis about the essay, using evidence and insight to support your claim. The essay should include a Works Cited page. Be sure to proofread your essay for technical errors. Essay #2: Visual Analysis Length: 1000-1250 words (not including Works Cited) in MLA format, 11 or 12-point font Source limit: Two (2) sources minimum You must include a Works Cited page and use correct MLA format for in-text (parenthetical) citations. The Visual Analysis assignment challenges you to select an example of visual rhetoric and analyze its features to determine how it persuades an audience. In working with something visual, you will apply the techniques and strategies you have read about in Chapters 2-4 and 6 of Writing Analytically with Readings. The visual analysis requires you make the five analytical moves we have previously discussed: Suspend judgment (understand before you judge). Define significant parts and how they are related. Look for patterns of repetition and contrast and for anomalies (aka The Method). Make the implicit explicit (convert to direct statement meanings that are only suggestedmake details speak). Keep reformulating questions and explanations (what other details seem significant? what else might they mean?). (Rossenwasser and Stephen 53) Just like a written text, a visual communicates meaning on a deeper level beyond merely the literal. Your essay will illuminate this meaning, helping your audience understand your interpretation of the image. Essay #3: Academic Research Essay Length: 1500-2000 words (not including Works Cited) in MLA format, 11- or 12-point font, double-spaced Source limit: Three (3) scholarly and two (2) popular sources (5 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 issue of importance 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 7

Course Syllabus

RHET 1302 - Fall 2011 - Myrick

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. At least five sources (three scholarly and two popular) must cited in the final draft. 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. Blog Project Length: at least 250 words Minimum five (5) due during the semester At five (5) different times this semester, you will post to a blog designated for your particular RHET 1302 section. Your blog entries should offer a thoughtful response to course readings and/or class discussions. Use your blog freely within the bounds of good sense. Think of blog entries as something you would be willing to say in class (or have someone read aloud 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 spk. Furthermore, abbreviated responses or simply saying, I agree, in answering a classmate will not suffice. Although individual entries are not graded, the blog is graded writing as a whole. You should improve over time in your ability and willingness to express ideas in controlled, focused blog entries. Course Portfolio The course portfolio is a complete collection of the work you have done 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. The complete portfolio will include the following: 1. Reflection Essay: A 750-1,000 word reflection essay examining your work. It should highlight problems you faced, how you feel you improved, and areas in which you are still unclear or feel you need more help. The essay should address these questions for each of the essays you submitted during the semester and for the blog project, as well as providing an overview of the work you did during the semester as a whole. Completed Blog Project Copies of both drafts of your: Rhetorical Analysis Visual Analysis Academic Research Essay

2. 3.

Keep in mind that this essay serves as a guide to help evaluate your portfolio. It is your chance to direct 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 a positively evaluation. Rather, it is an opportunity to reflect on the individual assignments as well as your work as a whole. Some things the reflection essay 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 What is still confusing? How you look at writing differently than when the semester began How has your writing changed? How your writing process has changed

Course Syllabus

RHET 1302 - Fall 2011 - Myrick

I have read the policies for RHET 1302.002 and understood them. I agree to comply with the policies for the Fall 2011 semester. I realize that failure to comply with these policies will result in a reduced grade in the course. Signature: ___________________________________________________________ Name (print): ________________________________________________________ UTD e-mail address: ___________________________________________________________________________________ Date: ________________________

The use of students work during Rhetoric class allows instructors to demonstrate writing concepts with examples specifically tailored for this course. Use of a sample paper or an excerpt from a paper benefits students by allowing them to evaluate the strengths and weaknesses in others writing and to apply the knowledge gained to their own work. If you agree to allow your instructor to share your writing samples with future UTD students, your name and other identifying information will be removed from any writing samples saved or used. Your work will be treated respectfully by instructors, who also expect that students demonstrate such respect. Please note that the use of your writing samples in other courses is voluntary, however all students are expected to participate in peer review as part of their graded work in this course. If you agree to share your work for future class demonstrations and exercises, please sign the following statement: I allow my instructor to use samples of my writing for demonstration during peer reviews in this class as well as for other sections of Rhetoric. I may revoke my permission by letting my instructor know I no longer wish my work to be shared. Signature: ____________________________________________________ Name (print): __________________________________________________ Date: ________________________