Rhetoric 1302 – Argumentative Essay – Section 021

Fall 2006, TR, 9:30-10:45, JO 4.306

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 Instructor Office Telephone Email Office Hours
Heather Wood JO 4.118 972-883-2018 woodh@utdallas.edu Tuesday
11-12
Other office hours may be arranged.

Course Description
The course presents an integrated approach to writing, reading, and critical thinking by
developing the grammatical, logical, and rhetorical skills necessary for university writing. All
classes meet in a computerized learning environment. Students are taught basic computer
literacy and submit all work electronically and on paper.

Student Learning Objectives

1. Students will be able to practice and apply different modes of written exposition as
appropriate to a variety of theses and subjects.
2. Students will be able to compose using effective technical requirements for written
exposition, including organization, mechanics, and thesis development.
3. Students will develop sensitivity to written language by being able to employ and
apply effective and appropriate rhetorical devices directed at a defined audience.
4. Students will able to demonstrate an ability to conduct research, apply source
material, discuss general information, and apply logical processing when writing.

Student Learning Outcomes

Students will write a minimum of three (3) major argumentative essays in addition to
responses, thematic exercises, and other assignments. Students will often be required to
discuss their writing in open peer-review sessions conducted during class meetings.

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 Resource: 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 denoted by AA; assignments from A Writer's Resource
denoted by AWR.

Thu 8/17: In-class: Intro to course and Rhetoric program website; Register for AWR and AA
companion websites (the AWR website includes an e-book.); Student Writing Sample
Assignments: Read AA Ch. 1 and AWR Ch. 4
Tue 8/22: In-class: Discussion of AA Ch. 1 and AWR Ch. 4
Assignments: Record an observation in your Portfolio; Read Ch. 2 in AA
Thu 8/24: In-class: Discussion of AA Ch. 2 and demo of AWR electronic resources
Assignments: Read AA Ch. 4 and bring a magazine to class on 8/29; (see Response #2 on p. 76)

Tue 8/29: In-class: Discuss AA Ch. 4; Small group rhetorical analysis of emotional and values
appeals in magazine ads
Assignments: Record an observation in your Portfolio; Read “Representations of Terror…” p. 316
& “Ten Things to Know…” p.326
Thu 8/31: In-class: DUE: Portfolio Observations; Discuss “Representations of Terror…” p. 316 &
“Ten Things to Know…” p.326
Assignments: Record an observation in your Portfolio; Read AA Ch. 3 and “Bin Laden Allies…” p.
333 & “Israel Through the Years” p. 338

Tue 9/5: In-class: Discuss AA Ch. 3; Toulmin analysis of “Ten Things to Know…” p.326
Assignments: Record an observation in your Portfolio; Read AA Ch. 6, “The Clash of Ignorance”
p. 355 & “The Enemy is not Islam” p. 358
Essay #1 assigned (Inquiry Argument)
Thu 9/7: In-class: Discussion of AA Ch. 9; Discussion of “The Clash of Ignorance” p. 355 & “The
Enemy is not Islam” p. 358
Assignments: Read AA Ch. 5 (Assessing and Using Sources, Documenting Sources)

Tue 9/12: In-class: Discussion of AA Ch. 5 and general discussion of sources; Students log in to
AWR online (Catalyst 2.0); Demo of Catalyst electronic resources for Research
Assignments: Record an observation in your Portfolio; Read “Terrorism as a Gender War” p. 369,
“Blowback” p. 365, “The Al Qaeda Threat…” p. 379, & “The Velvet Hegemon…” p. 389.
Thu 9/14: In-class: Discussion of “Terrorism as a Gender War” p. 369, “Blowback” p. 365, “The
Al Qaeda Threat…” p. 379, & “The Velvet Hegemon…” p. 389. Class discussion of grammar,
format, mechanics, evidence, fallacies, and plagiarism (bring AWR Handbook)
Assignments: Record an observation in your Portfolio; Read AWR Handbook on MLA format and
how to create a works cited page; Work on draft of Essay #1, due 9/19

Tue 9/19: In-class: First draft of Essay #1 due today in Portfolio. Peer reviews
Assignments: Record an observation in your Portfolio; Work on Essay #1 peer review revision
suggestions
Thu 9/21: In-class: Teacher conference and in-class writing on Essay #1
Assignments: Continue work on Essay # 1

Tue 9/26: In-class: Final draft of Essay #1 due

Assignments: Record an observation in your Portfolio; Research image(s) to use for Visual
Rhetoric Essay #2 and bring some to class
Thu 9/28: In-class: Examine images in United Benetton ads
(http://www.benetton.com/html/whatwesay/campaigns/photogallery.shtml) and Adbusters.org
(http://adbusters.org/home/) website and note various arguments; Small group discussions of
images and analysis of arguments in images
Assignments: Record an observation in your Portfolio; Decide on image(s) for Essay #2 and
bring to class on Tuesday, 10/3 [If you are linking to the image elsewhere on the Internet, BE
SURE TO NOTE EXACT SOURCE OF IMAGE and OBTAIN PERMISSION TO LINK TO IT IF IT IS NOT
ON A PUBLIC SITE].

Tue 10/3: In-class: Using the technology

Assignments: Record an observation in your Portfolio; Work on format and media decisions for
visual project
Thu 10/5: In-class: Discussion of readings and Visual Rhetoric Project
Assignments: Record an Observation in your Portfolio; Start sketching main visual project
components and argument analysis

Tue 10/10: Individual work on visual projects in class

Assignments: Record an Observation in your Portfolio; Complete first draft of Essay #2; Bring
hard copy of first draft to class on 10/12
Thu 10/12: In-class: First draft of Visual Rhetoric Essay #2 due; Peer reviews in class
Assignments: Work on revision of Essay #2 based on peer review suggestions

Tue 10/17: In-class: Teacher-student conferences on Essay #2; In class work on visual projects,
Blog Exploration
Assignments: Record an observation in your Portfolio; Complete final draft of Essay #2 due
10/19
Thu 10/19: In-class: Final draft of Essay #2 due
**Last day to withdraw with WP/WF**
Assignments: Record an Observation in your Portfolio; Read AA Ch. 7; Read “Web of Love” p.
425, “The Medieval Contribution to Love” p. 446, “Who Wants to Marry a Soul Mate?” p. 497,
“The Perfect Union” p. 505, and “The Beauty Myth” p. 612

Tue 10/24: In-class: Discussion of AA Ch. 7; Discussion of “Web of Love” p. 425, “The Medieval
Contribution to Love” p. 446, “Who Wants to Marry a Soul Mate?” p. 497, “The Perfect Union” p.
505, and “The Beauty Myth” p. 612; Discuss Essay #3 (Convincing or Motivating Essay, first
draft due 11/9)
Assignments: Record an Observation in your Portfolio; Start thinking about your final paper
topic; AWR Citation and Works Cited format review
Thu 10/26: In-class: Bring AWR; Discussion of AWR Citation and Works Cited format
Assignments: Record an Observation in your Portfolio; Read AA Ch. 8; Read “Dinner and a
Movie” p. 510, Cartoon p. 581, “A Day without Feminism” p. 583, “The Tyranny of Happiness” p.
699, “On the Uses of Liberal Education…” p. 733, and “Is Class an Identity” p. 763.

Tue 10/31: In-class: Discussion of AA Ch. 8 ; Discussion of “Dinner and a Movie” p. 510, Cartoon
p. 581, “A Day without Feminism” p. 583, “The Tyranny of Happiness” p. 699, “On the Uses of
Liberal Education…” p. 733, and “Is Class an Identity” p. 763
Assignments: Record an Observation in your Portfolio; Choose possible topics for Essay #3
Thu 11/2: In-class: Teacher conference on paper topics
Assignments: Work on first draft of Essay #3 due 11/9

Tue 11/7: 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 11/9
Thu 11/9: In-class: First draft of Essay #3 due; Peer reviews of first draft of Essay #3
Assignments: Record an observation in your Portfolio; Continue working on Essay #3 using peer
feedback

Tue 11/14: In-class: Discussion of revision techniques and elevating style (bring AWR
Handbook); In-class writing on Essay #3
Assignments: Continue work on Essay #3; Prepare for conference with instructor
Thu 11/16: In-class: Conference with instructor on Essay #3
Assignments: Record an observation in your Portfolio; Work on revisions of Essay #3

Tue 11/21: In-class: Final draft of Essay #3 due in Portfolio; LAST DAY OF CLASS.
Thu 11/23: Thanksgiving Holiday
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 the end of the semester you will present a written argument for what you feel
your grade should be based on 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) as well as 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.

Please do not do work that is not for this course during class. Also, please do not sleep in
class, or use 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 inquiry argument 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.
First draft due: 9/19
Final draft due: 9/26

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.
First draft due: 10/12
Final draft due: 10/19

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 double-spaced
pages and should use MLA format for all works cited.
First draft due: 11/9
Final draft due: 11/21

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, 972/883-6391).

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.
Syllabus Agreement
I have read the syllabus for Rhetoric 1302 and understand the policies herein. I agree to
comply with these regulations for the Fall Semester, 2006. I realize that failure to comply with
these policies will result in a reduced grade for the course.

Signature: _____________ Date: ____________