RHETORIC 1302.014, 1302.

017
FALL 2005
MWF 1 -1:50 pm, 2 -2:50 pm (JO 4.114)
The University of Texas at Dallas
School of Arts & Humanities
Instructor: Shari Childers, M.A.
Phone: 972.883.2018, only useful during my office hours
E- mail: fondant@utdallas.edu
Office: JO 4.118
Office Hours: M and W 12:15-1 pm, and by appointment
Relevant web sites: UTD Rhetoric Website: http://lingua.utdallas.edu/rhetoric
Contains links to course syllabus, reference and research resources, LRO, and Lingua Moo
Link to homepage for this course: http://lingua.utdallas.edu:7000/33900
Learning Record Online (LRO): http://lro.cwrl.utexas.edu
COURSE DESCRIPTION: This course focuses on critical thinking by using an integrated approach to writing
that teaches various rhetorical strategies for reading and constructing arguments, both written and visual. You will
learn to read texts critically according to key components in argumentative discourse (i.e., claims, grounds, explicit
and implicit assumptions, fallacies, etc.) and to recognize the different purposes of argument. You will write and
revise three to four papers based on issues and controversies raised in the various texts read during the semester.
The assignments will give you extensive practice in reading critically and writing according to the rhetorical
conventions of an argumentative essay.
LEARNING RECORD ONLINE: Student work will be collected in an electronic portfolio called the “Learning
Record Online” (LRO) throughout the semester. Use of online technology will enhance the level of feedback you
receive, as well as give you experience in the kinds of collaborative work that many organizations use routinely.
Online interaction and argumentative writing will comprise a large part of the evaluation in the course. Other
assignments will include interviews, observations, and notes, all of which will be entered into your LRO. The LRO
portfolio is your most important argument in the course as it shows the sum evidence of your learning, including
your own observations and analysis of your learning. You will belong to a “work group” for various collaborative
activities (i.e., discussion of readings, peer critiques), and you will participate in mid-term and semester-end
moderation readings of your LRO portfolio for feedback from your peers. Because learning to read critically and
write responsively entails mastery of a process, your work will undergo extensive revisions in response to peer
readings and collaboration as well as conferencing with your instructor.
TEXTBOOKS:
Everything’s an Argument by Andrea Lunsford, John Ruszkiewicz, and Keith Walters, 3rd ed.
Quick Access Reference for Writers by Lynn Troyka, 4th ed.
INFORMATION TRANSFER TOOLS:
Also bring a floppy disk (PC-formatted if you use a PC, Mac- formatted if you use a Mac). The Rhetoric classroom
uses Macintosh computers that can read either format. Most documents will be produced in Microsoft Word.
Whether you use MS Word outside of the classroom or not, it is best to save your files as rich text format (RTF) to
insure compatibility between the word processing program yo u use and the one in your classroom. You may also
choose to use flash drives, if these are more convenient for you. In either event, please be aware that YOU are
responsible for knowing the technology you choose, and YOU are responsible for due dates whether you
technology cooperates or not. I recommend a test run on a day that nothing is due.
My recommendation, on the basis of personal experience and previous student success, is that you set up a reliable,
web-based email account (hotmail or yahoo, etc.) and use it as a disk. In this way, you can send attachments to
yourself that you will be able to access from the campus. You can verify that the attachment came through before
you come to class. No hardware, no hassles.
GRADING:
This class offers you an approach to learning that may be different from your past experiences. Because the course
is concerned with your development as a critical reader and writer, the grading strategy will track and monitor that
development. Your work will be collected in an ele ctronic portfolio called the Learning Record Online (LRO).
Your assignments will not receive individual grades, but will receive individual attention from your classmates and
me. Your mid-term and final grades will be based on your portfolio of written observations and your work samples,
including collaborative work and your three major essays, as well as completion of each component of your LRO.
In the final step to completing your LRO, you will argue for your grade by summarizing your learning and
estimating the grade that the evidence of your learning supports. In other words, you will directly apply what you
learn in this course, argumentative writing, by arguing for your own grade. However, each component of the LRO
is vital to a quality body of work: your attendance, participation, promptness, level of writing. effective arguments,
creativity, collaboration, sound rhetorical skills, competent use of technology—all of these things and more
contribute to an outstanding portfolio.
Your goal is to demonstrate your development toward mastery of five course strands (rhetoric, research,
technology, collaboration, and critical thinking) and development across five dimensions of learning (confidence
and independence, skills and strategies, knowledge and understanding, use of prior and emerging experience, and
reflectiveness). These goals will be discussed throughout the course. Keep in mind that although we do give + and –
grades at UTD, the general criteria for grading your Learning Record is still based on the A-F scale.
The following grade criteria describe very general indicators that both you and your instructor may take into
consideration when assessing your work and progress in the course. Your estimation of your mid-term and final
grades should be more detailed and specific and may include a ‘+’ or ‘–‘ if your work tilts above or below the
central grade for which you argue. But the final interpretation and assessment of your grade remains the
responsibility of your teacher.
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.

UTD Grading scale (http://www.utdallas.edu/student/catalog/undergrad02/progress.html#Grading%20Scale)

LATE PAPERS:
All work is due at the beginning of the designated class period. You do have, however, one “free-late” unit for
use only on a major assignment that is good for 24 hours of no penalty. In all other instances, late papers will
not be accepted.
DROP/WITHDRAWAL POLICY:
Please talk with me if you decide to withdraw form the course, as help may be available. However, if you are
unable to complete this course, it is YOUR responsibility to formally drop or withdraw from the course. Failure
to do so will result in your receiving a performance grade, usually an "F". The last date to withdraw from this
course with a "WP/WF" is Thursday, 10 October 2005.
The drop policy has changed—for an in-depth look at the new policy, please view it online at
http://www.utdallas.edu/student/class/current/newpolicywpwf.htm
ATTENDANCE:
Attendance is very important! It is crucial for you to attend class regularly and participate in class activities
since this course is designed to help you become more aware of yourself as a writer, reader, and learner through
communicating with others. I strongly encourage you to attend all classes and be punctual each class period.
If absent, you should consult with a classmate regarding material missed, but DO NOT expect make- up work
or deadline extensions unless you were prevented from attending by circumstances beyond your control. If
attendance becomes a problem, you should discuss the situation with me as soon as possible. Do not wait until
after the fact and then expect a sympathetic ear. The College offers non-traditional options for many courses,
e.g. telecourse or internet instruction. The drop date is 10 October 2005.
Alternative assignments are generally not given, nor can the instructor “re-teach” missed classes for individual
students. If you miss more than three classes, your grade will be negatively affected and/or you may be
encouraged to drop the class. Two tardies will count as one absence. Chronic tardiness is unacceptable, as are
coming to class unprepared, 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.
EMAIL POLICY: IMPORTANT NOTICE TO UTD STUDENTS:
As of August 1, 2004, all email correspondence with students will be sent ONLY to the student's U.T. Dallas
email address. U.T. Dallas provides each student with a free email account that is to be used in all
communication with university personnel. This allows the university to ma intain a high degree of confidence in
the identity of all individuals corresponding and the security of the transmitted information. The Department of
Information Resources at U.T. Dallas provides a method for students to forward email from other accounts to
their U.T. Dallas address and have their U.T. Dallas mail sent on to other accounts. Students may go to the
following URL to establish or maintain their official U.T. Dallas computer account: http://netid.utdallas.edu/

RELIGIOUS HOLIDAYS:
Students who will be absent from class for the observance of a religious holiday must notify the instructor in
advance.

CLASSROOM BEHAVIOR:
Look to your student guide for an outline of proper student conduct. Of course physical or verbal violence
toward another student or the instructor is never acceptable. If you have a problem with anything in the
classroom (including me) please bring it out into the open, either in class or privately with me. Please treat each
other and your classroom environment with respect.
FOOD AND DRINK POLICY:
Only WATER will be allowed into the classroom. No food, beverages of any (other) kind, tobacco products, or
drugs are allowed in the classroom. Please finish your food before arriving in class. I will do the same.

ADA STATEMENT:
It is the policy of The University of Texas at Dallas to provide reasonable accommodations for qualified
individuals who are students with disabilities. This College will adhere to all applicable Federal, State and local
laws, regulations and guidelines with respect to providing reasonable accommodations as required to afford
equal educational opportunity. It is the student's responsibility to contact the faculty member and/or the Services
for Students with Disabilities at 883-6104 in a timely manner to arrange for appropriate accommodations.

COURSE OUTLINE:

First Essay: An essay that presents a definition or evaluation argument using the principles and criteria in
Everything’s an Argument (Chapter 9 or 10). Essay sho uld be 4-5 double-spaced pages using MLA format for
Works Cited.
First draft due: September 19
Final draft due: September 26

Second Essay: An integrated textual and visual essay that examines and analyzes the argument of a visual image
(or images) using the criteria in Chapter 14 of Everything’s an Argument. This essay may be created and archived in
Lingua MOO or the WWW, or it may be a traditional Word document that simply displays the image(s) in the body
of your essay. Your image may come from the visuals in Everything’s an Argument, other publications, Internet, or
other media. This project should be 5-6 double-spaced pages and should cite all sources using MLA format for
online sources.
First draft due: October 12
Final draft due: October 19

Third Essay: An essay that presents a causal or proposal argument using the principles and criteria in
Everything’s an Argument (Chapter11 or 12). This essay should be 6-7 double-spaced pages and should use MLA
format for all works cited.
First draft due: Novembe r 9
Final draft due: November 23

Learning Record Online: This is an online resource for managing and documenting the work and learning you do
in this class. Various assignments will be due throughout the semester, and all observations, drafts, and essays must
be included in the LRO on the date due.
Parts A.1 and A.2 are due: August 31
Parts B.1 and C.1 are due: October 7
Parts B.2 and C.2 are due: November 28

Remember: all drafts and final drafts must be recorded online in your LRO and turned in to me in hard
copy (using MLA format and citation and including a Works Cited page) on the dates they are due.
 GRADING STANDARDS FOR COURSES IN RHETORIC
To unify grading and to conform to nationally accepted standards, the faculty subscribe to the following guide lines for
letter grades.

I. Excellent / Superior (A-B)

Note: Although "A" and "B" papers possess many of the same features, the style, originality and level of excellence of the
"A" paper are exceptional.
Preparation: The student adapts his thinking to the form and requirements of the assignment, and develops his paper
through preliminary outlines and drafts.
Contents: The paper contains a significant and central idea clearly defined and supported with concrete, substantial, and
consistently relevant detail. The superior paper displays freshness and originality of perception; it moves through its
supporting ideas clearly and logically.
Development: The paper engages attention and interest at the beginning, progresses by ordered and necessary stages, and
ends with a conclusion that supports the essay's main idea without being repetitive and/or simplistic. Development is
economical, original, well proportioned, and emphatic; paragraphs are coherent, unified and properly developed;
transitions between main ideas are effective and logical.
Sentence Structure: Sentences are unified, coherent, forceful, and varied to promote a lively and interesting rhythm.
Diction: The language is distinctive, fresh, economical, and precise.
Grammar and Punctuation: Correct grammar, punctuation, spelling, and mechanics reflect clear and effective thinking.
Appearance: The student has carefully proofread and correctly documented the paper. The student will type outof-class
papers using standard 10- or 12-font size on standard white paper using one-inch margins and double spacing
throughout (no triple spacing between paragraphs).
II. Average (C)
The "C" paper is clear, competent, and controlled, but its style and originality are undistinguished. Preparation: The paper
contains evidence of at least one preliminary draft. The topic and content are clearly and competently adapted to the
assignment.
Content: The central idea is apparent but too general, too familiar, or too limited. It is supported with concrete detail,
though that detail may be occasionally repetitious, irrelevant, or sketchy.
Development: The plan of the paper is recognizable, but not developed or not consistently fulfilled. The essay might be
disproportionately developed or exhibit an inappropriate emphasis. Transitions are clear but too abrupt, mechanical,
or monotonous. The paragraphs are unified, coherent, and usually well developed.
Sentence Structure: The sentences are competent, but many lack force, variation in structure, or effective rhythm.
Diction: The language is appropriate to the paper's purpose, subject, and audience; it is not overly formal, abstract, or
colloquial.
Grammar and Punctuation: Deviations from standard grammar, punctuation, spelling, or mechanics damage the paper's
clarity and effectiveness.
Appearance: The "C" paper conforms to the guidelines established for the superior paper.
III. Unsatisfactory (D-F)
Though "D" and "F" papers may share the same faults (such as inadequate development or absence of a discernible
thesis), the "F" paper exhibits an obvious breakdown in style and structure.
Preparation: The student's ideas do not relate to the specific assignment, and there is little evidence of a preliminary draft.
Content: The central idea is missing, confused, superficial, or unsupported by concrete and relevant detail. Content is
obvious, contradictory, or aimless.
Development: The essay lacks clear and orderly stages and fails to emphasize and support the central idea. Paragraphs are
typographical rather than structural; transitions between paragraphs are missing, unclear, ineffective or rudimentary.
Sentence Structure: Sentences are incoherent, incomplete, fused, monotonous, rudimentary, or redundant.
Diction: The level of language is inappropriate to the subject.
Grammar and Punctuation: Frequent mistakes in grammar, spelling, and punctuation obscure the writer's ideas.
Appearance: An illegible presentation is always a liability.
Plagiarism: CCCCD faculty do not tolerate plagiarism. A paper containing plagiarism will earn a zero.
 SCHOLASTIC DISHONESTY AND PLAGIARISM

Scholastic dishonesty and plagiarism and their consequences are covered in the Undergraduate Catalog. In addition, the policy
can be viewed here ( http://www.utdallas.edu/student/slife/dishonesty.html.) or linked to from the Rhetoric Program
website. Every student should read that information, but I would like for you to know more about plagiarism whether you are
beginning the study of the research process and the pitfalls of proper documentation or whether you are preparing a critical
essay for a literary studies course.

Plagiarism has disrupted and destroyed political careers as recently as the 2002 firing of some New York Times staff. It has
cost professional writers thousands and, in some cases, millions of dollars in court awards or settlements resulting from
lengthy lawsuits. In some businesses, plagiarism can result in a loss of respect or can be the grounds for dismissal. In
college courses, plagiarism's penalties can range from failure on a particular assignment to failure in a course to expulsion
from college. PLAGIARISM IS A SERIOUS MORAL OFFENSE.

According to the MLA Style Manual, the origin of the word plagiarism is the Latin for "kidnapper"; thus, a plagiarist
kidnaps another writer's sentences, words, ideas, or organization and presents the material as his own. When the plagiarist
uses his stolen material, he may do so knowing that the work is not his own. This is the most blatant form of plagiarism.
MANY CASES OF PLAGIARISM, HOWEVER, ARE THE RESULT OF CARELESS DOCUMENTATION OR
FAULTY NOTETAKING. Students who plagiarize are incompetent and/or are committing a crime. Be aware of your
own time constraints: running out of time does not justify this behavior. Unfortunately, the reader who finds the error, not
knowing the writer's intent, can only assume the plagiarism is intentional. Intentional or not, plagiarism in any paper will
still carry serious penalties. You can avoid plagiarizing if you remember that when you quote, use quotation marks; when
you paraphrase, use only your own words. IN EITHER CASE, YOU MUST DOCUMENT. Proper paraphrasing does not
mean changing a few words here and there, nor does it mean omitting a few sentences or scrambling their order. For a
more complete explanation of proper paraphrasing, see your textbook.

Many students overreact when they learn what plagiarism means. They either assume that they should not use any sources
(thus avoiding the problem entirely), or they assume they should document every word they have written. Both reactions
are in error, for good writing involves the synthesis of your own ideas with the ideas of others. Documentation serves the
purpose of clearly indicating which ideas are yours and which are those of other writers. If you are in doubt about that
dividing line, ask your instructor or the writing center tutors for guidance.

Plagiarism, because it is a form of theft, burglary, kidnapping, or dishonesty that interferes with the goals of education,
must carry severe penalties. My policy is that an assignment containing plagiarized material receives an automatic "F."

********** PLEASE SIGN BELOW, DETACH, AND TURN IN TO INSTRUCTOR **********

I have read the above brief explanation of plagiarism. I understand what it is and am aware of the consequences if I should
be guilty of it either intentionally or unintentionally.

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DATE SIGNATURE

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ENGLISH Course/Section NAME (PRINT)