Section 007 and 010 Instructor: James T. Enelow
Rhetoric 1302
Rhetoric 1302 Section 502 Instructor: James T. Enelow
Rhetoric 1302 Section 504 5:30—6:45 p.m.
Monday/Wednesday 7:00—8:15 p.m.
Room: JO 4.124
Jenelow@utdallas.edu Office: JO 4.118
Jenelow1@mail.earthlink.net Phone: (972) 883-2018
(For Emergencies only) My phone has voice mail
The Dojo of Rhetoric URL for Rhetoric Program: http://lingua.utdallas.edu/rhetoric/ Office Hours: T/TH 9:30 a.m.-11 a.m. MWF 3-3:50 p.m. and by appointment
Required TextsCourse Description
California: Mayfield Publishing, 2002.
Hult, Christine A, and Thomas A. Huckin. The New Century Handbook: Brief Edition.
Boston: Allyn and Bacon, 2001..
*A formatted Diskette.
COURSE DESCRIPTION
Rhetoric 1302 focuses on the use of critical thinking. It takes an integrated
approach to writing by teaching various rhetorical strategies for reading arguments
in the humanities, social sciences, and sciences, and for constructing your
own argumentative essays in response. You will learn to read texts critically
according to key components in argumentative discourse. Throughout the semester,
several methods are used to help students learn. Reading essays, class discussions,
research, peer writing groups, conferences with other classmates, journal writing,
summaries, and conferences with the instructor all count towards your grade.
You will write and revise 3 papers based on issues raised in various readings
during the semester and participate in a group to create one “Web project.”
The class will also use the LinguaMOO for writing and in-class discussion groups.
You will also begin to use the LRO (Learning Record Online) a new method of
teaching and grading that allows you to gauge your participation and skill level
in the class. Assignments will give you extensive practice in reading critically
and writing according to various rhetorical conventions.
You will submit all work electronically and on paper. You will belong to a work
group whose members will read and comment on all other member's drafts. You
will learn to do extensive revision through collaboration with peers and through
conferences with me during the semester.
Office Hours
I have regular office hours every week. You can also arrange to see me at other
times that are convenient. This time belongs to you just as much as the time
I give you in class. Don't hesitate to take advantage of the help I can offer.
My office phone number and two e-mail addresses are listed at the top of the
syllabus. I check my e-mail regularly. My home e-mail is strictly for emergencies.
Grades
Your grade for this class is based on the written work you do in direct response
to the readings. Everything you do counts toward your grade. When you turn in
your final versions of each "essay project," you will turn in all
the notes, drafts, summaries, and peer critiques that helped you write it. In
addition, you may be asked to provide printouts of secondary sources you use
in research.
Grading for this course is done through the use of the Learning Record Online
(LRO) a special "Pilot" project testing a method of grading that may
be new to you. Students will not receive letter or number grades on individual
assignments. Instead, the instructor will provide written comments and suggestions
for further revision.
Most written work (excluding
quizzes) may be revised as often as the student wishes up to two class periods
prior to final submission of the Learning Record Online (LRO) at the end of
the semester. In the LRO the student will petition for the grade that he/she
feels he/she deserves based on supporting evidence.
Use of the (LRO) brings the student both added freedom and added responsibility,
It provides the student with the freedom to revise and to submit any related
work as evidence of learning whether it is done in class or not. Since learning
is often accomplished through unsuccessful experimentation, students also will
receive credit for all efforts made in completing the work required, even those
efforts that are less than stellar. At the same time, however, use of the LRO
puts the responsibility for maintaining, evaluating and arguing for his/her
progress on the student.
Students will evaluate themselves based on five Course Strands (rhetorical skills, research skills, critical thinking, utilization of technology; and collaboration) and five Dimensions of Learning (confidence and independence, skills and strategies, knowledge and understanding, the use of prior emerging experience, and reflection.) as applied to each of the Course Strands. Course grades will be negotiated in the LRO at midterm and again at the end of the course. Final grades will be based on the standard 12-point scale in place at UTD (A+, A, A-, B+ B, B-, etc.) I will honor all reasonable grade claims supported by the observations and evidence provided in the LRO.
A
Represents outstanding participation in all course activities; all assigned
work completed, with very high quality in all work produced for the course.
Evidence shows significant development across the five dimensions of learning
and the five course strands.
B
Represents excellent participation in all course activities; all assigned work
completed, with consistently high quality in course work. Evidence shows marked
development across the five dimensions of learning and the five course strands.
C
Represents good participation in all course activities; all assigned work completed,
with generally good quality overall in course work. Evidence shows some development
across the five dimensions of learning and the five course strands.
D
Represents uneven participation in course activities; some gaps in assigned
work completed, with inconsistent quality in course work. Evidence shows development
across the five dimensions of learning and the 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.
Students are expected to attend class on time. If you must be absent, it is your responsibility to check with your classmates or the professor to catch up on any work missed. Because of the limited time allocated to each period, class will begin promptly on the hour. If you miss too many classes, you may be asked to drop the class. After three absences your grade goes down one letter grade. You are paying for the class and it is wise to attend. Students who miss over three class periods cannot receive an "A."
Because the course relies on teacher/student communication, frequent absences hinder the student /teacher progress. Because of the amount of conferencing and peer critique sessions, as well as the amount of reading and in class writing it is mandatory that students not exceed the three absence rule. I am aware of the occasional acts of God such as rain, tornadoes or the death of a family member. The chance of these occurring on the day a paper is due is unlikely, yet the possible. I will require an excuse for most illnesses. I will accept late papers only if you have spoken to me in advance of the class by at least an hour. Chronic lateness to class, coming to class unprepared, doing work for other courses during class, checking email during the discussions, and bringing cellular phones or beepers to class are unacceptable. Come to class on time and ready to work. If you miss a class and I assign homework for the next class period, then you are responsible for the assignment or that grade is a zero.
Most students feel that they are not saying anything original. The key to this course will be writing as honestly and carefully as possible. The stories of your life cannot be duplicated. A Samurai would never do anything dishonorable. Plagiarism is thehighest form of dishonor. Plagiarism is the presentation of another person's work as your own, whether you mean to or not. Copying or paraphrasing passages from another writer's work or a web-site without acknowledging that you have done so is plagiarism.
Allowing another writer to write any part of your essay is plagiarism. If you do your work carefully and speak about your emotions and experiences honestly then you will not have a reason to plagiarize. The use of factual evidence (sources and quotes) is geared toward backing your opinion. I will provide a day where we will study quotations and how to paraphrase and cite.We will also discuss the school's Plagiarism Policy.
It is important to remember that you must learn to cite properly. Leaving off a number, name, or quotation marks is still plagiarism.
If you are careful, plagiarism is easy to avoid. As a teacher it is my job to guide you but I cannot guide you if do not ask for help. It is wise to seek the advice of friends, classmates, and tutors as well. For further information review Appendix A in Aims of Argument and pages 81-86 in Easy Access.
Learning Resource Center
Should you require extra help with your writing skills, the Learning Resource Center is located in room MC 3.318 of the McDermott Library. This service is free to all university students. The phone number is 883-6707. The hours of operation vary, so you will have to call for an appointment (and it is not a good idea to wait until the last minute). The tutors will not write your papers for you, but they can assist you in improving your skills in grammar and organization of ideas.
The topic of the first paper is "Marriage and the Family" from your Aims of Argument textbook. You must explore the topic in coherent sentences and paragraphs. My goal is to provide instructor/student conferences so you can learn your strengths and weaknesses and be prepared to improve on them in future essays. You must write this essay confidently. We will have our first peer critique in class to teach you to watch carefully for things in other's work as well as your own. The paper must be written in a twelve-point font and formatted to look like the paper on page 110-116 in your Easy Access Handbook or pages 270-279 of The Aims of Argument. (Word processed and double-spaced) As part of the early feedback process you are required to meet with me to learn revision guidelines and habits. The paper's minimum length should be four pages. Conferences are mandatory and will count twenty percent of your grade for the paper.
In the second essay you are required to take a position and defend it from a reflective viewpoint. Conferences for this paper are mandatory and count ten percent of your grade. The topic for the paper will be on the subject of feminism from the back of your book. In the peer critique workshop, other readers will have questions and suggestions for your work. Your revision should show attention to these responses. I expect these papers to show some understanding of the reader-as-audience. Part of your participation grade will be based on your feedback to your peers. The paper must be written in a twelve-point font and formatted to look like the paper on page 110-116 in your Easy Access Handbook or pages 270-279 of The Aims of Argument. (Word-processed and double-spaced).
The Essay to Persuade has three components. You must produce an audience analysis as well as a detailed position statement before beginning the essay. I will grade this paper with a critical eye, so you should be vigilant to proof reading and editing your own work. The persuasive essay relies on your ability to use emotional appeals and examples from your life. Instructor/student critiques must be requested. The paper must be written in a twelve-point font and formatted to look like the paper on page 110-116 in your Easy Access Handbook or pages 270-279 of The Aims of Argument. You must have 6 sources, including two sources other than your book. (Word-processed, double-spaced and no more than two on-line sources).
The Essay for Negotiation and Mediation should be a paper approximately ten pages long. Everything you have learned up to this point comes into play. You must choose your own topic and present a working bibliography of at least eight sources. The sources must be balanced between electric and print. You will be closely monitored for your ability to edit and proofread your writing. There will be no conferences. At this point you will be expected to weave quotes and create effects using aspects of metaphor and other tools. The paper must be written in a twelve-point font and formatted to look like the paper on page 110-116 in your Easy Access Handbook or pages 270-279 of The Aims of Argument. You must have 6 sources, including two other than your book. (Word-processed and double-spaced).
In order to bridge the gap between literacy and electronic literacy, the final project will be a group web project. The site the group designs will explore an issue as arguing to inquire. Different people in your group will take sides and add personal reflection to various sections on the site. The paper the group produces will be a collaborative project and will incorporate the aspects of visual rhetoric, discourse and evidence. The paper must have at least 6 sources and two of these sources should be electronic sources. You are required to provide one area on the page for the works cited. I will explain the basic framework of a site that you can modify as you wish. (The conventions of grammar and use of style are still maintained despite the electronic medium.)
Course Schedule
Week
1
Tuesday
4 September
Reading Assignment: Chapter 3 (23-36)
Keep Checking for the LRO Password.
Aims Chapter 3 23-36
Prepare for Inclass discussion
LRO Observation in class.
Get a magazine AD
7. Send me an email if you haven't
3 paragraphs in email on: What grade do you want? What do you most want to learn about. What are you willing to do for the grade.
Thursday 6
Tuesday 11
Thursday 13
Tuesday 18
Thursday 20
Tuesday 25
First Draft Essay 1 due. Friday 14 January
Week 2
Wednesday 19
Friday 21
Week 3 Monday 24
Wednesday 26
Friday 28
Week 3
Monday 31
February Wednesday 2
Failure to Attend will result in a loss of 20 pts. from the grade of the first paper.
Friday 4
Wednesday 9
Friday 11
Monday 14
Wednesday 16
Friday 18
Week 7
Monday 21
I will be available for guidance and discussion, but the majority of class time is for you to work on your claim and paper and to think about your Audience
Wednesday 23
Friday 25
Week 8
Monday 28
March Wednesday 1
Friday 3
Week 9 Spring Break Holiday March 6-12
Week 10
Monday 13
Wednesday 15
Friday 17
Monday 20
Wednesday 22
Friday 24
Week 11
Monday 27
Wednesday 29
Week 11
April
Monday 3
Final Paper #2(Due)
Wednesday 5
Friday 7
Week 14
Monday 10
Wednesday 12
In-class work on Web Project
Friday 14
Free Day (With Expectation that Class will work on paper or Project).
Monday 17
Wednesday 19
Week 16
Monday 24
Friday 28
Week 17
May
Monday 1
*All dates are subject to change at the discretion of the instructor.
