Rhetoric 1302 – Argumentative Essay – Section 014 Spring 2009, TR, 10:00-11:15 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 Office Telephone Instructor Sharmistha JO 972-883Basu 4.118 2018 Other office hours may be arranged.


Office Hours

Sxb057000@utdallas.edu Thursday 9-10 am/By Appointment

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, targets 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 specific techniques and rhetorical appeals, and through the increased sensitivity to audience, purpose, and occasion 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 coursework 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. 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 Note: Discussion of assigned chapters will alternate with oral/written quizzes Chapter number will be announced in class Note: You will also have to do OBSERVATIONS /THINK PIECES based on your readings. Observations are required.

T 1/13: In-class: Intro to Course; Meet and Greet R 1/15 In-class: Diagnostic Essay Presentation T 1/20: Argument Style Paper R 1/22 : Argument Style Paper due; Presentation of Argument Style Paper in Class Discussion of some important terms in argument theory; Issue proposal Assignments: Read assigned chapters; Record an Observation T 1/27: Discuss assigned chapters. Assignments: Read assigned chapters; Record an Observation R 1/29: Discuss assigned chapters Assignments: Read assigned chapters: Record an observation; Essay #1 assigned based on

AA Chapter “Arguing to Mediate”

T 2/3: Discussion of assigned chapters; Rhetorical Situation R 2/5: Rhetorical Situation Activity. Assignments: Rhetorical Situation Exercise. Bring magazines to Class

T 2/10: Rhetorical Situation Assignment Due. Group Activity with Magazines R 2/12: Writing a Prospectus Assignments: Read AWR Handbook on MLA format and how to cite and create a works cited page T 2/17: Introduce Prospectus Assignment in class; due dates will be announced in class. Assignment: Work on draft of Essay #1

R 2/19: First draft of Essay #1 due for Peer reviews [students exchange their paper with another student and respond to peer review questionnaire to be provided] Assignments: Work on essay #1 peer review revision suggestions T 2/24: Fielding Questions on Essay# 1/First draft due Assignments: Continue work on Essay # 1 R 2/26: In-class essay Assignments: Continue work on Essay #1

T 3/3 : Final draft of Essay #1 due R 3/5: The Toulmin Argument; In class essay on Toulmin Argument Assignments: Write Toulmin Paper T 3/10: Discussion of Essay# 2; Toulmin Paper Due Assignments: Read assigned chapters: Record an observation R 3/12: Discussion of assigned chapters


T 3/24: Rogerian Argument Assignments: Rogerian Paper Writing R 3/26: In-Class Writing Assignments: Write Rogerian Paper T 3/31: Rogerian Paper Due Assignments: Think about Possible Topic for Visual Project R 4/2: Discussion of Topics chosen for Visual Project; Assignments: Work on draft of Essay# 2

T 4/7: Final Draft of Essay# 2 Due R 4/9: Introduce Annotated Bibliography in class. Essay # 3 based on AA Chapter “Arguing to Convince” T 4/14: First draft of Essay #3 for Peer reviews Assignments: Continue working on Essay #3 using peer feedback R 4/16: In Class Writing Assignments: Continue working on Essay #3 T 4/21: In Class Writing R 4/23: Paper Presentations T 4/28: Paper Presentations R: 4/30: Final Draft of Essay# 3 Due, T 5/4: Presentations and Student Evaluations

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 argument to mediate 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.

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.

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 doublespaced pages and should use MLA format for all works cited.

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, 972/8836391). 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.