Spring 2024

Penn State Abington

ENGLISH 015: RHETORIC & COMPOSITION
Schedule Number: 30266
Section: 016
Class Days & Times: Tuesdays & Thursdays (T/R) 12:05 – 1:20
Classroom: Sutherland 307

Instructor: Dr. Justin M. De Senso

Office Hours: Tues / Thurs 11:00 – 12:00 PM + by appt. (in-person & web)
Office: TBD
Phone: Message me on Canvas & we can get on the phone/Zoom if necessary!
Email: jxd367@psu.edu (please use Canvas email for quickest responses!)

COURSE DESCRIPTION & OUTCOMES

Welcome to English 015, a class where you will learn foundational skills in writing and multi-sided inquiry that will
sharpen your ability to read, evaluate, understand, and—surprise—write arguments. English 015 will prepare you to
write more effectively in your personal, professional (including academic), and public life. In this course you will
advance your rhetorical literacy by reading texts from different perspectives and writing with an attention to
purpose, audience, and style

Through class instruction, assignments, discussions, readings, and activities, we will achieve the following English
15 learning outcomes:

1. Students will develop rhetorical knowledge.

2. Students will develop critical thinking skills.
3. Students will develop their composing processes and engage with resources that support those processes.
4. Students will develop knowledge of communication conventions in multiple genres for different discourse
communities.

REQUIRED COURSE MATERIALS

I will provide all materials.

MY PERSONAL TEACHING PHILOSOPHY

Above all, I am committed to you as a student, learner, human being, and member of our classroom’s intellectual
community. This means that I will do my best to ensure that my methods, assignments, assessments, and class
activities are meeting and exceeding the course aims and objectives. With a sensitivity to classroom needs and
students’ interests, I use diverse learning modules while adhering to psychologist K. Anders Ericsson’s “10,000-
Hour Rule” of practice, practice, and even more practice (Gladwell, 288-89). I also maintain a high level of rigor in
thinking, reading, and writing—all to the ends of getting a full sense of the rhetorical, cultural, social, and political
texts and contexts we strive to understand (Freire, xxxiii). If you feel lost, confused, or frustrated with my teaching
or the class at any time during the semester, tell me. Never forget that I am here for you. I have your back. Period.

De Senso, English 15, Section 016 1 Spring 2024

 COURSE POLICIES

Class Participation & Conduct: Class attendance, a good attitude, and positive class participation are essential for
success in this course. Students are expected to be courteous and alert during face-to-face and online discussions
and other class activities, whether the instructor or another student is speaking. Credit for class participation
requires good citizenship: attentiveness; thoughtful and thorough preparation, including coming to class with text
and needed papers; cooperation; appropriate verbal responses; regular contribution to exercise reviews and
discussions; willingness to work in groups; meaningful, helpful, considerate comments to rough drafts; and respect
for others. If you are disruptive or disrespectful online or face-to-face, you will be asked to leave, and more serious
measures may be pursued. In sum, attendance and online presence alone are not enough to ensure achieving
maximum participation points.

Students should come to class prepared to work. All arrangements for printing papers, appointments with advisors,
etc., need to happen before or after class time. Unless an emergency arises, all students are expected to stay for the
entire class. All electronics should be turned off or set on silent and zipped in book bags—out of sight and out of
hands—so that texting and message-checking do not occur during class.

Please treat me and the other students with consideration and respect. The best learning takes place in
environments free of hostility, contempt, or ridicule. To encourage participation, I tend to call on students without
warning to comment on our reading assignments, so please be prepared each day.

Academic Honesty: Penn State defines academic integrity as the pursuit of scholarly activity in an open, honest
and responsible manner. All students should act with personal integrity, respect other students’ dignity, rights and
property, and help create and maintain an environment in which all can succeed through the fruits of their efforts
(Faculty Senate Policy 49-20).

Dishonesty of any kind will not be tolerated in this course. Dishonesty includes, but is not limited to, cheating,
plagiarizing, fabricating information or citations, facilitating acts of academic dishonesty by others, having
unauthorized possession of examinations, submitting work of another person or work previously used without
informing the instructor, or tampering with the academic work of other students. Students who are found to be
dishonest will receive academic sanctions and will be reported to the University’s Judicial Affairs office for possible
further disciplinary sanction.

All plagiarized assignments will receive zero points toward your final course grade. In some cases of plagiarism, I will follow the
Pennsylvania State University academic dishonesty procedures: the student will be notified of the infraction; he/she
will discuss with me (the instructor) the specifics of the plagiarized document; and he/she will be given an
opportunity to accept or contest the violation – if a judgment of plagiarism is warranted. One verified infraction = “F”
for the course.

University-Wide Attendance Policy1: Students who will miss a class in accordance with Senate Policy 42-27,
should, where appropriate, present a class absence form to the faculty member as soon as possible and, except in
unavoidable situations, at least one week in advance of a planned absence. In the case of illness, students are not
required to secure the signature of medical personnel.

Students should be provided with a reasonable opportunity to make up missed work. Ordinarily, it is
inappropriate to substitute for the missed assignment the weighting of a semester's work that does not
include the missed assignment. Completion of all assignments assures the greatest chance for students to
develop heightened understanding and content mastery that is unavailable through the weighting process.
The opportunity to complete all assignments supports the university's desire to enable students to make
responsible situational decisions without endangering their academic work.

1 Taken from PSU Senate Policy: 42-27: Class Attendance (http://www.psu.edu/oue/aappm/E-11.html)

De Senso, English 15, Section 016 2 Spring 2024
My Attendance Policy: In tandem with the above University-wide policies, here’s my personal policy on
class attendance:

3 or fewer unexcused absences = no final grade penalty

4 unexcused absences = half-letter penalty on your final grade (e.g., A = A-; B- = C+)
5 unexcused absences = full-letter penalty on your final grade (e.g., A = B; C = D)
6-7 unexcused absences = two-letter penalty on your final grade (e.g., A = C; C = F)
8 or more unexcused absences = ineligible to pass the course

Punctuality: Please do not come late to class; arriving late disrupts the entire class. At the beginning of each class, I
will take attendance. If you miss your name being called, you will be considered late. If you are more than 10
minutes late, you will be marked absent. If you leave early, you will be marked absent. Being tardy two times will
equal one absence. Missing any scheduled student-teacher conference or library day will result in an absence as
well.

Submission of Assignments: All assignments must be in 12 pt. font, double-spaced, have 1-inch margins, and in
MLA format with a works cited page. More than likely, I will only accept electronic copies of your essays on
CANVAS to maximize efficiency and accessibility (plus my handwriting, to be honest, stinks).

Late Work: Projects and assignments are due on the dates and times specified. Late assignments will receive a full letter
grade penalty for each business day (M-F) past the due date. To stay on top of your assignments, anticipate intellectual
detours and challenges vis-à-vis planning, drafting, and conferring with me with any and all questions and concerns.
For online blog posts, I will not accept late work. No exceptions. It is your responsibility to complete the online
portion of the class in a timely manner. Period.

Make-up Work: If you miss class, you may make up the following assignments for credit: quizzes and exams.
Please note that it is your responsibility to find out what you missed. Finally, you may only make up missed work up to one (1)
week past the original assignment date.

Extra-credit Work: If there is a local film, performance, or related event that may fit well with our course
objectives, questions, or readings, I will send out an email that details my expectations for an extra-credit
assignment.

CANVAS: Please check our CANVAS site for updates, discussions, supporting documents, and class readings.
Check it regularly. Also, please use your PSU email account and check it daily.

In terms of email replies, I reserve the right to wait 48 business hours (M - F) before responding to your emails. If
you are emailing me at 3:00 AM and want to ask about an assignment, do not expect me to immediately respond.
In terms of email etiquette, I may not respond to your emails if they are written like text messages. In other words,
when you contact me via email, address me with a courteous greeting and end the email in similar fashion. For
instance, you may begin your emails with something like “Dear Professor De Senso” and end them with
“Sincerely,” “Truly,” Kind regards,” or similar phrases. These are the little things that will make all the difference as
you progress in your professional lives.

Revisions: If you turn in work that does not represent your best effort, you may revise it for a better grade if and
only if you highlight the actual changes on the new draft. Most times, the revision grade will be an average of the
grade the original assignment received and the grade the revised assignment receives. For grade improvement,
revisions must be substantial (i.e. address all instructor comments, plus make additional improvements). You have
three weeks to turn in revisions after you receive the graded copy in Canvas. No revisions will be accepted after
three calendar weeks.

De Senso, English 15, Section 016 3 Spring 2024

 ASSIGNMENTS & GRADING

Assignment Breakdown

Four Formal Out-of-Class Essays w/ Revisions 500 Points (final essay counts double)
Mid-Term In-Class Essay Exam (Week 9). 200 Points
In-class Work & Participation 250 Points
Oral Presentation 100 Points

Total 1050

Tentative Paper Topics:

Paper 1: Person or Place DUE: THURSDAY JAN 25

Paper 2: Rhetorical Analysis DUE: THURSDAY FEB 15
Paper 3: Trolls & Fallacies DUE: TUESDAY MARCH 19
Paper 4: Documented Rebuttal DUE: THURSDAY APRIL 11

Final Grade Point Values

A 940-1000 A- 900-939 B+ 899-875

B 840-874 B- 800-839 C+ 799-775

C 774-700 D 699-650 F 649 and below

A Note on Final Course Grades: You can only receive a passing (C or higher) grade for the course if you
complete all seven of the major assignments: Four formal essays and one essay exam as well as the Oral
Presentation. Remember that this class privileges the process of writing and refining your ideas along the way. So if you
don’t give your ideas the time and attention, your thinking and writing will suffer—and therefore your grade!

Paper Grading Criteria: Each assignment will have different grading criteria. This means that I will hand out
individual grading rubrics and/or instructions on how you will be assessed for each paper. Please note, however,
that I will always evaluate your papers on the following: FOCUS, DEVELOPMENT, CLARITY,
INTENT, DESIGN, and STYLE. And, finally, here’s a general yet incomplete explanation of the difference
between an A and F grade:

The “A” paper:

1. The “A” paper has an excellent sense of the rhetorical situation. Its aim is clear and consistent throughout the
paper. It attends to the needs of its audience, reflected in attempts throughout to fit the subject and its
presentation either to a selected set of readers or to a general audience. The topic itself is sufficiently narrowed
and clearly defined.
2. The content is appropriately developed for the assignment and rhetorical situation. The supporting details or
evidence are convincingly presented. The reasoning is valid and shows an awareness of the complexities of the
subject. If secondary sources are used, they are appropriately selected and cited.
3. The organization demonstrates a clear plan throughout. The introduction establishes the writer’s credibility and
the conclusion effectively completes the essay. Paragraphs are coherent, well developed, appropriately divided
and clearly related to other parts of the essay.
4. The expression is very clear, accessible, and concrete. It displays ease with idiom and a broad range of diction. It
shows facility and a great variety of sentence options and the punctuation and subordinate structures that these
De Senso, English 15, Section 016 4 Spring 2024
 require. It has few errors, none of which seriously undermines the effectiveness of the paper for an educated
reader.

The “B” paper:

1. The “B” paper has a good sense of the rhetorical situation. It shows sensitivity to audience and an awareness of
purpose. Its topic has been clearly defined.
2. The content is well developed and the reasoning usually valid and convincing. Evidence and supporting details
are adequate for the audience and purpose.
3. The organization is clear and easy to follow. The introduction and conclusion are effective, and transitions within
and between paragraphs are clearly signaled.
4. The expression is competent but seldom felicitous. The paper has few errors, especially serious sentence errors.
Sentences show some variety in length, structure, and complexity. Diction is precise and fairly varied.
Punctuation, grammar, and spelling conform to the conventions of edited American English.

The “C” paper:

1. The “C” paper has an adequate sense of the rhetorical situation. Its purpose is clear, and it focuses on a central
idea. The topic may be unoriginal, but the assignment has been followed, if not fulfilled.
2. The content is adequately developed. The major points are supported and the paragraphs are appropriately
divided, with enough specific detail to make the ideas clear. The reasoning is valid.
3. The organization is clear and easy to follow. The introduction and conclusion are adequate; transitions are
mechanical but appropriate. Paragraphs may not be in their best order.
4. The expression is generally correct, although it shows little competence with sentence variety in length, structure,
and emphasis. The paper is generally free of major sentence and grammar errors and indicates mastery of most
conventions of edited American English.

The “D” paper:

1. The “D” paper has a limited sense of the rhetorical situation. Its purpose may not be clear. Its topic may not be
interesting to or appropriate for its audience, and it may make few accommodations to its audience.
2. The content is inadequately developed. The evidence is insufficient and supporting details or examples are absent
or irrelevant. The reasoning may be flawed.
3. Organization is deficient. Introductions or conclusions are not clearly marked or functional. Paragraphs are not
coherently developed or linked to each other. The arrangement of material within paragraphs may be confusing.
4. Expression demonstrates an awareness of a very limited range of stylistic options. It is marked by numerous
errors in grammar, spelling, and punctuation. The syntax or diction is flawed in places so that comprehension is
difficult.
The “F” paper:
1. The F” paper has no real sense of the rhetorical situation. There is no clear purpose evident in the paper or no
central point. It is not accommodating to any audience.
2. The content is insufficiently developed and does not go beyond the obvious. The reasoning is seriously flawed.
3. The organization is very difficult to follow. Sentences may not be appropriately grouped into paragraphs, or
paragraphs may not be arranged logically. Transitions are not present or are inappropriate.
4. The number and seriousness of errors—in grammar, spelling, punctuation, diction, syntax—obstruct
comprehension.

De Senso, English 15, Section 016 5 Spring 2024

 UNIVERSITY RESOURCES, ACCOMODATIONS & POLICIES

Center for Student Achievement: The Center for Student Achievement, located in 315 Sutherland, offers Free
Tutoring, Writing Consultations, and Success Coaching to all students. Scheduling appointments in advance is
strongly recommended and can be made through Starfish. Additional subject tutoring is offered through our online
tutoring platform, Brainfuse, which can be accessed by visiting abington.psu.edu/achievement. The CSA also offers
workshops that strengthen students' abilities to study, write, manage time, make decisions, and achieve goals. To
reach us, please email achieve-ab@psu.edu or stop by 315 Sutherland for assistance!

PSU Abington Library: http://www.libraries.psu.edu/psul/abington.html

Academic Integrity: Please be honest with all of your work. Dishonesty of any kind will not be tolerated in this
course. Dishonesty includes, but is not limited to, cheating, plagiarizing, fabricating information or citations,
facilitating acts of academic dishonesty by others, having unauthorized possession of examinations, submitting work
of another person or work previously used without informing the instructor, tampering with the academic work of
other students, or having other people or artificial intelligence platforms produce any of your writing for you. If you
have questions about whether or not a collaboration with someone else is ethical or whether you should give credit
to a source in your work, you may clarify it with me. In general, though, I recommend that you always write all of
your own work and revise and edit it yourself without having anyone else write or input revisions for you. This
doesn’t mean that you can’t talk to others about your writing, but make sure that they’re not doing any of your
writing for you. For instance, you may talk to writing tutors in the Center for Student Achievement or other
students in peer review sessions in class, but these collaborators shouldn’t be writing your work for you. They
should only be talking with you about questions you have and revisions you might have. And, of course, please
remember that Chat GPT and related AI writing generators/services, are for idea-generation only. Use of Chat
GPT-generated writing is strictly prohibited and will result in Academic Integrity violations.

Student Disability Resources: Penn State welcomes students with disabilities into the University's educational
programs. At Penn State Abington, services for students with documented disabilities are provided through the
Office of Student Disability Resources, 223 Sutherland Bldg., 215- 881-7962). To receive consideration for
reasonable accommodations, ADA law requires the student themselves to self-disclose the need for
accommodations. This can be done through SDR's online questionnaire: equity.psu.edu/sdr/applying- for-
services/intro or by emailing AbingtonSDR@psu.edu. SDR will then follow up with information regarding next
steps to determine eligibility: submitting diagnostic documentation and participating in an intake interview.
SDR will provide the student with an accommodation letter for the semester if the student meets eligibility
requirements. It is the student's responsibility to share their letter and discuss accommodations with instructors as
early in their courses as possible. Instructors are not required to provide accommodations until the letter is
presented and discussed. Students must follow this process for each semester they wish to receive accommodations.
Please visit abington.psu.edu/disability- services and equity.psu.edu/sdr for comprehensive information. Please
email AbingtonSDR@psu.edu with questions or to schedule an appointment.

De Senso, English 15, Section 016 6 Spring 2024

Student Information on Available Counseling & Psychological Services (CAPS): Many students at Penn State
face personal challenges or have psychological needs that may interfere with their academic progress, social
development, or emotional wellbeing. If you encounter personal problems of any kind on or off campus, please
reach out for help. The university offers a variety of confidential services to help you through difficult times,
including individual and group counseling, crisis intervention, consultations, online chats, and mental health
screenings. These services are provided by staff who welcome all students and embrace a philosophy respectful of
clients’ cultural and religious backgrounds, and sensitive to differences in race, ability, gender identity and sexual
orientation. Remote campus counseling and psychological services are available. Comprehensive information can be
found at https://www.abington.psu.edu/counseling-psychological-services. Please contact our campus psychologist
Dr. Karen Gould, 103 Cloverly Bldg., 215-881-7577, ksg17@psu.edu, with additional questions.

Office of Global Programs: provides academic support, visa advising, engagement and leadership opportunities to
all international students. International students that need support should contact our office by email ab-
globalprograms@psu.edu or call us at 215-881-7477. All students should contact Office of Global Programs for
study abroad opportunities as well as how to make a trip fit in your academic plan and scholarships to pay for your
trip. Applications are due one year ahead, please contact our office for more information by email ab-
globalprograms@psu.edu or call us at 215-881-7477.

Reporting Educational Equity Concerns through the Report Bias site: Penn State takes great pride to foster a
diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment
due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual
orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias
webpage (http://equity.psu.edu/reportbias/).

Sexual Harassment Policy: The university’s code of conduct states that all students should act with personal
integrity, respect other students’ dignity, rights, and property, and help create and maintain an environment in which
all can succeed through the fruits of their efforts. Violations of this principle can result in a range of sanctions, from
a warning to expulsion. Note that Title IX makes it clear that violence and harassment based on sex and gender is a
civil rights offense subject to the same kinds of accountability and the same kinds of support applied to offenses
against other protected categories such as race, national origin, etc. Sexual harassment of faculty, staff or students is
prohibited and will not be tolerated. It is the policy of the University to maintain an academic and work
environment free of sexual harassment. Sexual harassment violates the dignity of individuals and impedes the
realization of the University’s educational mission. The University is committed to preventing and eliminating sexual
harassment of faculty, staff, and students through education and by encouraging faculty, staff, and students to
report any concerns or complaints about sexual harassment. Prompt corrective measures will be taken to stop
sexual harassment whenever and wherever it occurs. See Policy AD-85 - Sexual Harassment.

If this is a Title IX issue, please contact Penn State Abington’s Title IX Resource Person for more Information:
Gina D’Amato-Kaufman, Director of Student Affairs, 106 Sutherland Bldg., gxd22@psu.edu, (215) 881-7391
Mary Ellen Glick, Case Manager, 102b Lares Bldg. mpg5645@psu.edu 215-881-7353

Additional resources:
• On Campus Counseling Services, 215-881-7577
• PSU Sexual Assault & Relationship Violence Hotline, 800-560-1637
• Victim Services of Montgomery County, 888-521-0983

National Hotlines
• National Domestic Violence Hotline: 800-799-7233
• National Sexual Assault (RAINN) Hotline: 800-656-4673
• Penn State Sexual Assault & Relationship Violence: 800-560-1637 or 866-714-7177 (TTY)
De Senso, English 15, Section 016 7 Spring 2024
Police & Legal Information
• Police Emergency – 911
• Penn State Abington Campus Police: 215-881-7575, 106 Rydal Bldg.
• Abington Township Police: 215-885-4450, 1166 Old York Rd, Abington, PA 19001

Mandated Reporting Statement: Penn State’s policies require me, as a faculty member, to share information
about incidents of sex-based discrimination and harassment (discrimination, harassment, sexual harassment, sexual
misconduct, dating violence, domestic violence, stalking, and retaliation) with Penn State’s Title IX coordinator or
deputy coordinators, regardless of whether the incidents are stated to me in person or shared by students as part of
their coursework. For more information regarding the University's policies and procedures for responding to
reports of sexual or gender-based harassment or misconduct, please visit http://titleix.psu.edu. Additionally, I am
required to make a report on any reasonable suspicion of child abuse in accordance with the Pennsylvania Child
Protective Services Law.

Non-Discrimination Statement: The Pennsylvania State University is committed to equal access to programs,
facilities, admission and employment for all persons. It is the policy of the University to maintain an environment
free of harassment and free of discrimination against any person because of age, race, color, ancestry, national
origin, religion, creed, service in the uniformed services (as defined in state and federal law), veteran status, sex,
sexual orientation, marital or family status, pregnancy, pregnancy-related conditions, physical or mental disability,
gender, perceived gender, gender identity, genetic information or political ideas. Discriminatory conduct and
harassment, as well as sexual misconduct and relationship violence, violates the dignity of individuals, impedes the
realization of the University’s educational mission, and will not be tolerated

Direct all inquiries regarding the nondiscrimination policy to:

Affirmative Action Office
The Pennsylvania State University
328 Boucke Building
University Park, PA 16802-5901
Email: aao@psu.edu
Tel: (814) 863-0471

Diversity Statement I consider this classroom to be a place where you will be treated with respect. All members of
this class are expected to contribute to a respectful, welcoming, and inclusive environment for every other member
of the class. Penn State is “committed to creating an educational environment which is free from intolerance
directed toward individuals or groups and strives to create and maintain an environment that fosters respect for
others” as stated in Policy AD29 Statement on Intolerance.

Penn State Principles: The Pennsylvania State University is a community dedicated to personal and academic
excellence. The Penn State Principles were developed to embody the values that we hope our students, faculty, staff,
administration, and alumni possess. At the same time, the University is strongly committed to freedom of
expression. Consequently, these Principles do not constitute University policy and are not intended to interfere in
any way with an individual’s academic or personal freedoms. We hope, however, that individuals will voluntarily
endorse these common principles, thereby contributing to the traditions and scholarly heritage left by those who
preceded them, and will thus leave Penn State a better place for those who follow.
• I will respect the dignity of all individuals within the Penn State community. The University is
committed to creating and maintaining an educational environment that respects the right of all individuals to
participate fully in the community. Actions motivated by hate, prejudice, or intolerance violate this principle. I will
not engage in any behaviors that compromise or demean the dignity of individuals or groups, including
intimidation, stalking, harassment, discrimination, taunting, ridiculing, insulting, or acts of violence. I will
demonstrate respect for others by striving to learn from differences between people, ideas, and opinions and by
De Senso, English 15, Section 016 8 Spring 2024
 avoiding behaviors that inhibit the ability of other community members to feel safe or welcome as they pursue their
academic goals.
• I will practice academic integrity. Academic integrity is a basic guiding principle for all academic activity
at Penn State University, allowing the pursuit of scholarly activity in an open, honest, and responsible manner. In
accordance with the University Code of Conduct, I will practice integrity in regard to all academic assignments. I
will not engage in or tolerate acts of falsification, misrepresentation or deception because such acts of dishonesty
violate the fundamental ethical principles of the University community and compromise the worth of work
completed by others.
• I will demonstrate social and personal responsibility. The University is a community that promotes
learning; any behaviors that are inconsistent with that goal are unacceptable. Irresponsible behaviors, including
alcohol or drug abuse and the use of violence against people or members of the community. I will exercise personal
responsibility for my actions and I will make sure that my actions do not interfere with the academic and social
environment of the University. I will maintain a high standard of behavior by adhering to the Code of Conduct and
respecting the rights of others.
• I will be responsible for my own academic progress and agree to comply with all University
policies. The University allows students to identify and achieve their academic goals by providing the information
needed to plan the chosen program of study and the necessary educational opportunities, but students assume final
responsibility for course scheduling, program planning, and the successful completion of graduation requirements. I
will be responsible for seeking the academic and career information needed to meet my educational goals by
becoming knowledgeable about the relevant policies, procedures, and rules of the University and academic program,
by consulting and meeting with my adviser, and by successfully completing all of the requirements for graduation.

Penn State Values

Integrity: We act with integrity and honesty in accordance with the highest academic, professional, and ethical
standards.
Respect: We respect and honor the dignity of each person, embrace civil discourse, and foster a diverse and
inclusive community.
Responsibility: We act responsibly, and we are accountable for our decisions, actions, and their consequences.
Discovery: We seek and create new knowledge and understanding, and foster creativity and innovation, for the
benefit of our communities, society, and the environment.
Excellence: We strive for excellence in all our endeavors as individuals, an institution, and a leader in higher
education.
Community: We work together for the betterment of our University, the communities we serve, and the world.

TENTATIVE COURSE SCHEDULE

Please find the first five weeks of our course schedule below. Note that since I am a believer in the dynamic
classroom, this schedule—including reading materials, due dates, and assignments—may change. If it does, I will
post the newest version on our CANVAS page. It is your responsibility, of course, to keep up with the latest
version. For the most part, however, we will try our best to follow this schedule and stick to it.

Date In Class Reading/Video/Audio Due Writing Due

WEEK 1 Review Syllabus & Writing

T 1/9 Expectations
Linguistic Diversity
Reading materials
Theory of Writing
De Senso, English 15, Section 016 9 Spring 2024
 What is Rhetoric?

R 1/11 Ice Breaker

WEEK 2 Discuss Lamott “Shitty First Drafts” & “Perfectionism” by Canvas Quiz #1:
T 1/16 Anne Lamott (on CANVAS) Lamott
Paper 1 Assigned

R 1/18 Discuss Pinker Steven Pinker (on CANVAS)

WEEK 3 Pinker, cont’d. Paper 1 Pinker Canvas Quiz #2:

T 1/23 discussion Pinker

R 1/25 Finish Pinker Lamott, Pinker P1 DRAFT –

Paper 1 discussion BRING TO
CLASS
Paper 2 Assigned

PAPER 1 DUE
FRIDAY

NO WEEK 3
CANVAS POST

WEEK 4 1-ON-1 CONFERENCES Canvas Quiz #3

NO CLASS DUE FRI FEB 2

WEEK 5 Start Paper 2 Readings/videos TBD

T 2/6 Rhetoric
Rhetorical Situations
Rhetorical Appeals

R 2/8 Paper 2 discussion Reading/videos TBD

***I will roll out the rest of the schedule based on our collective needs.

De Senso, English 15, Section 016 10 Spring 2024