 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Rhetoric 1302
Section 026
Spring 2003
Sigrid Koepke
University of Texas at Dallas
School of Arts & Humanities
This Syllabus is merely a "plan" that can and will change anytime if and when class or news evetns require an adjustment.
I will continuously update the "IDEA" page of our webside. However, it is YOUR responsibilty to check that page for changes.
|
|
|
|
DAYS/TIME/LOCATION: |
|
|
| TR 12:30-1:45 JO 4.3 |
|
|
OFFICE/OFFICE HOURS/CONTACT:
I will hold regular OFFICE HOURS ON-LINE (Details will be announced). In addition, you can schedule PERSONAL MEETINGS with me via E-MAIL or by TALKING TO ME after class.
Due to insufficient PHONE LINES in the RHETORIC OFFICE (JO 4.118) your best way to CONTACT me is via E-MAIL ([email protected]).
UTD RHETORIC WEBSITE: http://lingua.utdallas.edu/rhetoric
Contains links to course syllabus, reference and research resources, LRO, and LinguaMoo
Learning Record Online (LRO): http://lro.cwrl.utexas.edu |
|
|
|
Holzwege (the website for THIS section): http://geocities.com/rhet1302sk/index |
|
|
|
 |
|
|
|
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 (i.e., to inquire, to convince, to persuade, to negotiate).� 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 of 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. |
|
|
|
Required Texts &; Supplies |
|
|
| The Aims of Argument: A Rhetoric and Reader by Timothy Crusius and Carolyn Channell, fourth edition (not the "brief" edition), 2002. |
|
|
| The New Century Handbook by Christine Hult and Thomas Huckin, brief edition, 2001. |
|
|
| 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 you use and the one in your classroom. |
|
|
| Attendance Policy |
|
|
|
Because participation is vital to successful completion of Rhetoric 1302, you should attend every class.� If you must be absent, then check with me for any work missed that can be made up.� However, much of the work is done collaboratively in class.� Alternative assignments are generally not given, nor can I "re-teach" missed classes for individual students. If you miss three classes, your grade will be negatively affected and/or you may be encouraged to drop the class.� Two tardy arrivals will count as one absence (due to the location of the computer labs, the classrooms will be closed during class sessions--if you find the door closed, you are tardy!)� 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 devises for personal messaging, research, or entertainment.� Please turn off cellular/mobile phones, pagers, and other personal electronic devices during class. |
|
|
| Office Hours |
|
|
| Please note that I will hold regular office hours on-line on Wednesdays from 9 to 10 PM.� In addition, you can schedule (via e-mail or after class) either on-line meetings or person to person meetings, and you may approach me anytime you see me in the MOO or on messenger--I will try to make myself available as much as possible. |
|
|
| Until you become comfortable using LinguaMOO, you can use yahoo messenger to engage in "chats" regarding your questions and concerns (the name is the same as the e-mail address for this class: "rhet1302sk"). While all rhetoric teachers can make use of the rhetoric office and the phone in that office, both are shared by 20 teachers--there is NO guarantee that a message left on that phone will reach me!� Please make use of the internet for contact. |
|
|
| Grading Policy |
|
|
| The 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 assignments, therefore, will not receive individual grades, but they will receive individual attention from me and your classmates.� Your mid-term and final grades will be based on your written observations and your work samples, including collaborative work and your three major essays, as well as completion of your LRO.� In the final step to complete 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, and competent use of technology--all of these things and more contribute to an outstanding portfolio. |
|
|
| Your goal is to demonstrate your development towards 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 or emerging experience, and reflectivness).� 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. |
|
|
| Grades, then, will reflect the following accomplishments: |
|
|
| A��������� Represents outstanding participation in all course activities; all assigned work completed, with very high quality in all work produced for the course.� Evidence of significant development across the five dimensions of learning and five course strands. |
|
|
| B��������� Represents excellent participation in all course activities; all assigned work completed with consistently high quality in course work.� Evidence of marked development across the dimensions of �learning and five course strands. |
|
|
| C��������� Represents good 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. |
|
|
|
Plagiarism Policy |
|
|
| Plagiarism is the representation of another person's work as your own, whether you mean to or not. For example, copying or paraphrasing passages from another writer's work without acknowledging that you have done so is plagiarism. Allowing another writer to write any part of your essay is plagiarism. Copying or purchasing a paper from any source is plagiarism. |
|
|
| Plagiarism is a serious offense. The possible consequences range from failing the assignment to failing the course, or worse. Each incident of plagiarism at UTD must be reported to the administration. If you are not sure how to properly cite a quoted or paraphrased source, or if you need help with the format of a citation, check with the New Century Handbook and/or with your teacher. Although you can (and, in fact, should) seek help and advice from friends, classmates, tutors, and others, be sure that your written work is your own. |
|
|
| See the Undergraduate Catalog for information about the consequences of Scholastic Dishonesty, or view the policy here (which is also a link on the Rhetoric Program website): |
|
|
| http://www.utdallas.edu/student/slife/dishonesty.html. |
|
|
| Major Assignments |
|
|
| First Essay: An essay to convince or persuade on the topic of race and class. Using the assigned readings in Aims and your own research, make an argument using multiple reasons supported by evidence to convince your audience to accept your argument or to persuade your audience to perform a specific action based on the principles of your argument. |
|
|
| First draft due: February 13 |
|
|
| Final draft due: February 20 |
|
|
| Second Essay: An integrated textual and visual essay that examines and analyzes the argument of a visual image in terms of its rhetorical elements: composition, presentation, intended audience, and effect. This essay will be created and archived in Lingua MOO. Your image may come from the visuals in Aims, other publications, Internet, or other media. |
|
|
| First draft due: March 6 |
|
|
|
Final draft due: March 20 |
|
|
| Third Essay: An essay to resolve a conflict by addressing the needs of opposing sides. Using readings from Chapter 10 "Casebook on 9/11" in Aims and your own research, make an argument that mediates and offers a possibility for consensus that can move the opposing views to new ground. |
|
|
|
Brief for essay due: April 3 |
|
|
| First draft due: April 10 |
|
|
| Second draft due: April 17 |
|
|
| Final draft due: April 24 |
|
|
| 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: January 23 |
|
|
| Parts B.1 and C.1 are due: March 6 |
|
|
| Parts B.2 and C.2 are due: April 24 |
|
|
| Remember: all drafts and final works must be recorded online in your LRO and specifically created rooms within LinguaMOO (using MLA format and citation and including a Works Cited page) on the dates they are due. |
|
|
|
 |
|
|
|
Syllabus Itinerary
(subject to change) |
|
|
|
[Assignments are due by the next class period unless noted otherwise] |
|
|
|
Tue 1/14: In-class: Intro to course and Rhetoric program website |
|
|
|
Assignments: Read Aims Chs 1-2; Send email to me |
|
|
| Thu 1/16: In-class: Intro to LRO and keeping a notebook; Discussion of Aims Chs 1-2 |
|
|
|
Assignments: Record an observation in your LRO; Read Ch 3 in Aims; Familiarize yourself with The New Century Handbook; Complete LRO parts A.1 and A.2 |
|
|
| Tue 1/21: In-class: Discussion of Ch 3 on Toulmin method and New Century Handbook and its resources; Small Groups Toulmin analysis of Amber Young's "Capital Punishment" (p 63) |
|
|
| Assignments: Record an observation on this exercise in your LRO; Read Aims Ch 6 and Introduction to Ch 16, "Race and Class: Examining Social Inequality", Bruce Robert's photograph, and Ryszard Kapuscinski's "Second Thoughts about America?s Racial Paradise" (Aims 840-849) |
|
|
| Thu 1/23: In-class: DUE: LRO parts A.1 and A.2; Discussion of Aims Ch 6, Robert's photograph, and Kapuscinski's essay. |
|
|
| Assignments: Record an observation in your LRO; Read Michael Lind's "The Beige and the Black" and Abigail and Stephan Thernstrom's "Black Progress: How Far We've Come-And How Far We Have to Go" (Aims 850-62) |
|
|
| Tue 1/28: In-class: General class and Small Groups discussions of Questions for Discussion following Lind and Thernstrom essays. |
|
|
| Assignments: Record an observation in your LRO; Read Ramey photograph, Darling-Hammond's "Unequal Opportunity: Race and Education," and Shelby Steele's "The Recoloring of Campus Life" (Aims 863-883) |
|
|
| Thu 1/30: In-class: Discussion of Ramey photograph, Darling-Hammond, and Steele essays. |
|
|
| Assignments: Record an observation in your LRO; Read Aims Ch 7 on Arguing to Convince |
|
|
| Tue 2/4: In-class: Discussion of Aims Ch 7 |
|
|
|
Assignments: Read Aims Ch 8 on Arguing to Persuade, especially a close reading of Martin Luther King's "Letter from Birmingham Jail" |
|
|
| Thu 2/6: In-class: Discussion of Ch 8 and King's "Letter"; Discussion of specific forms of appeal, constructing your audience, and creating briefs |
|
|
| Assignments: Record an observation in your LRO; Decide on your essay topic and create a working rhetorical prospectus in your Notebook (see Aims p 21) and paste into your LRO as work sample by 9/19; Create a brief for your essay to convince/persuade (see Aims p 220-242) and bring to class on 9/19. |
|
|
| Tue 2/11: In-class: Paired discussions of briefs; Class discussion of grammar, format, and mechanics (bring New Century Handbook) |
|
|
| Assignments: Record an observation in your LRO; Read Aims Ch 5 on Writing Research-based Arguments; Read New Century Handbook on MLA format and how to cite and create a works cited page; Write first draft of essay #1 and enter in LRO, and bring copy to next class. |
|
|
| Thu 2/13: In-class: First draft of essay #1 due today. Peer reviews. |
|
| Assignments: Record an observation in your LRO; Continue work on essay # 1 |
|
|
| Tue 2/18: In-class: Teacher conference and writing on essay #1 revisions |
|
|
| Assignments: Read Ch 4 in Aims "Reading and Writing about Visual Arguments"; Complete final draft of essay #1 |
|
|
| Thu 2/20: Final draft of Essay #1 due; In-class: Discussion of Aims Ch 4 |
|
|
| Assignments: Do "Following Through #2" in Aims, p 79 and enter your notes as a work sample in LRO, plus be prepared to discuss your cartoon with the class; Record an observation in your LRO. |
|
|
| Tue 2/25: In-class: Discuss your editorial cartoon and explain its argumentative tactics; Class discussion of photos in Aims Ch 10, 9/11 Casebook; discuss copyright policies on the use of images |
|
|
| Assignments: Do research on image to use for Visual Rhetoric Essay #2; Decide on image for your essay #2 and bring it to class [BE SURE TO NOTE EXACT SOURCE OF IMAGE]. |
|
|
| Thu 2/27 : In-class: Introduction to Lingua MOO (integrated and interactive visual and textual argument) |
|
|
| Assignments: Set your preferences and describe your character at Lingua MOO (link to your own photo if you want); read student samples of LRO Parts B.1 (Analysis) and C.1 (Evaluation) in LRO; |
|
|
| Tue 3/4: In-class: MOO workshop on creating rooms and objects to support visual rhetoric analysis; Class discussion of LRO parts B.1 and C and creating LRO work sample for MOO visual argument rooms |
|
| Assignments: Describe your room(s) at Lingua MOO and experiment with using your room(s) and objects to analyze your chosen image; Record an Observation in your LRO; Complete parts B.1 and C.1 of LRO |
|
|
| Thu 3/6: In-class: Parts B.1 and C.1 of LRO due today. Moderation readings. |
|
|
| Assignments: Record an Observation about moderation readings in your LRO; Complete first draft of Visual Argument MOO Essay #2 (create recorders for each room, drop them in the room, and turn them on). |
|
|
|
Tue 3/10 and Thu 3/13 SPRING BREAK |
|
|
| Tue 3/18: In-class: First draft of Visual argument MOO rooms due; Class tour of MOO rooms and peer critiques of rooms |
|
|
| Assignments: Read Aims Ch 9 "Resolving Conflict: Arguing to Negotiate and Mediate" |
|
|
| Thu 3/20: In-class: Final draft of Visual argument MOO rooms due (make sure LRO link to MOO rooms is complete and accurate, and create additional LRO work sample that links to MOO logs of peer critiques);In class discussion of Aims Ch 9 |
|
|
| Assignments: Complete "Follow Through #1" at top of p 319 in Aims by writing a short 1-page response and enter it as a Work Sample in your LRO; Read Part 1 of Aims Ch 10 (pp 345-361, Getting Oriented and Recalling the Attack) |
|
|
| Tue 3/25: In-class: Discussion of Part I of Aims Ch 10; Small groups meet at Lingua MOO to record discussion as you each recall the attack from your own experience of it |
|
|
| Assignments: Create LRO Work Sample that links to the MOO log by Tuesday, 10/29; Read Part II of Aims Ch 10 (361-422) |
|
|
| Thu 3/27: In-class: Discuss Aims Part II of Ch 10 pp 361-422 |
|
|
| Assignments: Record an Observation in your LRO; Read first half of Part III of Aims Ch 10 (pp 423-448) |
|
|
|
Tue 4/1: In-class: Discussion of Aims Ch 10 pp 423-448 |
|
|
| Assignments: Read last half of Aims Part III of Ch 10 (pp 448-465); Choose topic from 9/11 Casebook and create a working rhetorical prospectus for your mediatory essay #3 in your Notebook |
|
|
| Thu 4/3: In-class: Discussion of Aims Ch 10 pp 448-465 |
|
|
| Assignments: Record an Observation in your LRO; Write a brief for your essay #3 and enter it as a Work Sample in your LRO |
|
|
|
Tue 4/8: In-class: Brief for Essay #3 due in LRO; 9/11 Roleplay in Lingua MOO (create LRO Work Sample that links to the MOO roleplay log in which you participated) |
|
|
|
Assignments: Review Ch 9 on Arguing to Mediate or Negotiate; Review Ch 5 on researching arguments and evaluating sources; Work on first draft of essay #3 due Thu 11/14 in LRO (visual component is allowed, but not required) |
|
|
| Thu 4/ 10: In-class: Writing in class on first draft of essay #3 |
|
|
| Assignments: Continue working on first draft; bring hard copy of first draft to class on Thu 11/14 |
|
|
| Tue 4/15: In-class: First draft of essay #3 due in LRO; Discussion of revision techniques and elevating style (bring New Century Handbook); Peer reviews of first drafts |
|
|
| Assignments: Continue working on essay #3 |
|
|
| Thu 4/17: In-class: Second draft of essay #3 due in LRO; In class writing. |
|
|
| Assignments: Continue working on essay #3 |
|
|
| Tue 4/21: In-class: Conference with instructor; student evaluations of course |
|
|
| Assignments: Complete final draft of essay #3 in LRO and Complete LRO parts B.2 and C.2 all due Tue 11/26 |
|
|
| Thu 4/24: In-class: Final draft of essay #3 due in LRO; LRO parts B.2 and C.2 due today. Moderation readings. |
|