Rhetoric 1302 – section 006

Fall 2005

INSTRUCTOR: Faz Hadjebian

University of Texas at Dallas
School of Arts & Humanities

DAYS/TIME MWF, 10 a.m. – 10:50 a.m.

LOCATION JO 4.306

Office: JO 4.118

Office Hours: Friday 9 a.m. – 10 a.m., and by appointment

Phone: 972-883-2018

Email: faz.hadjebian@student.utdallas.edu

UTD Rhetoric Website: http://lingua.utdallas.edu/rhetoric

Contains links to course syllabus, reference and research resources, LRO, and Lingua Moo

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

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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

Everything’s an Argument by Andrea Lunsford, John Ruszkiewicz, and Keith Walters, 3rd ed.
Quick Access Reference for Writers by Lynn Troyka, 4th ed.

Also bring a floppy disk (PC-formatted if you use a PC, Mac- formatted if you use a Mac) or
CD/RW. The Rhe toric 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.

The following is subject to change at the discretion of the instructor.

Attendance Policy

Because participation is vital to successful completion of Rhetoric 1302, you should attend
every class. If you must be absent, check with your classmates or with me for any work you
missed that can be made up. Much of the work is done collaboratively in class. 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.

Drop Policy

Note: An grade of “incomplete” (the grade “X”) simply can not be had.

See here for details on deadlines and procedures for dropping:

http://www.utdallas.edu/student/registrar/lookup/dropadd.html

Office Hours

Please note my regular office hours above. You also can arrange to see me at other times that
are mutually convenient. Office hours belong to you just as much as our class time. Don’t
hesitate to take advantage of my availability and the help I am ready to offer. If you need to
contact me outside of class time or office hours, it is best to communicate with me by email
rather than the office phone.

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Email Policy

IMPORTAN T 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 maintain 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/

Grading Policy

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 electronic 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.

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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)

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’ve 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 fr iends,
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.

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Major Assignments

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).
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.
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).
First draft due: November 9
Second draft due: November 16
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.

Syllabus Itinerary (subject to change at instructor’s discretion)

[Assignments are due by the next class period unless noted otherwise]
[Assignments from Everything’s an Argument textbook will be denoted by EA; assignments
from Quick Access Handbook will be denoted by QA]

Fri 8/19: In-class: Intro to course and Rhetoric program website; Register for QA e-book
online and EA companion website
Assignments : Read EA Ch 1 and QA Chapters 1-3; Using your student account, send me an
email by 8 p.m. Sunday, 8/21.

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Mon 8/22: In-class: Intro to LRO; Discussion of EA Ch 1 and QA Chapters 1-3
Assignments : Record an observation in your LRO; Read Chapters 2-3 in EA; Complete
LRO parts A.1 and A.2 by 9/1

Wed 8/24: In-class: Discussion of EA Chapters 2-3 and demo of QA electronic resources
Assignments : Read EA Ch 4 and bring a magazine to class on 8/27 (see Response #2 on p
76)

Fri 8/26: In-class: Discuss EA Ch 4; Small group rhetorical analysis of emotional appeal in
magazine ads
Assignments : Record an observation in your LRO. Read: EA Ch 5; We Should Relinquish
Some Liberty in Exchange for Security, EA page 540; Privacy, Civil rights infringements
Multiply after Sept. 11, EA page 543.

Mon 8/29: Discuss EA Ch 5 and We Should Relinquish Some Liberty in Exchange for
Security, EA page 540; Privacy, Civil rights infringements Multiply after Sept. 11, EA page
543.
Assignments : Record an observation in your LRO; Read EA Chapters 6-7

Wed 8/31: In-class: DUE: LRO parts A.1 and A.2; Discuss EA Chapters 6-7
Assignments : Read EA Ch 8 and A Patriotic Left, EA page 846.

Fri 9/2: In-class: Discuss EA Ch 8; Class Toulmin analysis of the character/facts & reasons
argument essay, A Patriotic Left, EA page 846.
Assignments : Record an observation in your LRO; Read: Arguments of definition, EA Ch 9;
Between The Sexes, EA page 781; A Little Matter of Faith, EA page 784; A Hindu
Renaissance, EA page 789.
Essay #1 assigned (Definition/Evaluation Argument)

Mon 9/5: LABOR DAY HOLIDAY

Wed 9/7: In-class: Discussion of EA Ch 9 and Arguments of definition, EA Ch 9; Between

The Sexes, EA page 781; A Little Matter of Faith, EA page 784; A Hindu Renaissance, EA
page 789.

Assignments : Read EA Ch 10 and Chapters 21-22 (Assessing and using Sources,

Documenting Sources). Chapters 21-22 are to be used as reference chapters; students are
responsible for understanding and putting into practice the principles therein.

Fri 9/9: In-class: Discussion of EA Ch 10 and general discussion of sources; students log in
to QA online; Demo of QA Research Navigator and Documentation electronic resources;

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Assignments : Record an observation in your LRO; Read: “People of Size” Gather to
Promote Fat Acceptance, EA page 462; Globalization of Beauty Makes Slimes Trendy, EA
page 474; The Culture of Thin Bites Fiji, EA page 477. Search readings for evaluation
arguments.

Mon 9/12: In-class: Discussion of evaluation arguments in “People of Size” Gather to

Promote Fat Acceptance, EA page 462; Globalization of Beauty Makes Slimes Trendy, EA
page 474; and The Culture of Thin Bites Fiji, EA page 477.
Assignments : Record an observation in your LRO; [optional readings from EA]

Class decision: Possible library tour day on 9/14 or further discussion of readings from 9/13.

Wed 9/14: ______________________________________

Assignments : Read QA Handbook on MLA format and how to cite and create a works cited
page (Pages 180+); read student samples of LRO Parts B.1 (Analysis) and C.1 (Evaluation)
in LRO website; Read EA Chs 18-20. Note: these chapters will be used as reference
chapters; students are held responsible for understanding and putting into practice the
principles therein.

Fri 9/16: In-class: Class discussion of LRO parts B.1 and C.1; Grammar, format, mechanics,
evidence, fallacies, and plagiarism discussion (bring QA Handbook)
Assignment : Record an observation in your LRO; Work on draft of essay #1, due 9/20

Mon 9/19: In-class: First draft of essay #1 due today. Peer reviews . In-class exchange of
paper with another student; answer review questions (will be provided).
Assignments : Record an observation in your LRO; Work on essay #1 peer review revision
suggestions

Wed 9/21: In-class: Teacher conference and in-class writing on essay #1.
Assignments : Continue work on essay # 1

Fri 9/23: In-class: Teacher conference and in-class work on essay #1 revisions.
Assignments : Continue work on essay # 1; Read EA Ch 15; bring Visual Exercises CD to
class Monday

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Mon 9/26: Final draft of Essay #1 due ; In-class: Discussion of EA Ch 15; work in Visual
Exercises application in class. Instructor will make decisions on which sections of the CD are
to be explored.
Assignments : Record an observation in your LRO; Research image(s) to use for Visual
Rhetoric Essay #2 and bring some to class.

Wed 9/28: In-class: Small group discussions of images and analysis of arguments in images.
Assignments : 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

Fri 9/30: In-class: Discuss United Benetton and Adbusters.org images

Assignments : Record an observation in your LRO; decide on image(s) for your essay #2 and
bring to class on Monday [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; see EA p 408-409].

Mon 10/3: In-class: Using the technology: Introduction to Lingua MOO, or using MS Word
and images, or Demo- ing Mike Markel’s Web design tutorial, linked from the EA websitel.
Assignments : Record an observation in your LRO; Work on format and media decisions for
visual project

Wed 10/5: In-class: MOO workshop, create rooms and objects for visual project, or, other
media workshop.
Assignments : Complete parts B.1 and C.1 of LRO due Fri, 10/8; start sketching main
visual project components and argument analysis

Fri 10/7: In-class: Parts B.1 and C.1 of LRO due today. Moderation readings.
Assignments : Record an Observation about moderation readings in your LRO; continue
work on visual project

Mon 10/10: In-class: Individual work on visual projects in class

Assignments : Complete first draft of Visual argument project due Wednesday, 10/13;
bring hard copy of first draft to class on 10/13

Wed 10/12: In-class: First draft of Visual argument due ; peer reviews in class
Assignments : Work on revision of visual argument analysis paper based on peer review
suggestions

Fri 10/14: In-class: Teacher-student conferences on visual argument essay

Assignments : Complete final draft of Visual argument essay due Wednesday, 10/20

Mon 10/17: In-class: In class work on visual projects

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Assignments : Record an Observation in your LRO; Read EA Ch 16; go to
http://globeofblogs.com/ and search for “election” in the upper right corner of the page.
Choose and read a fairly lengthy article from the many web forums related to the election.

Wed 10/19: In-class: Final draft of Visual argument due; Discussion of EA Ch 16 on

Arguments in Electronic Environments and assigned online readings.
Assignments : Research via online sources (web logs, etc. Please include source address in
your LRO listing) and record in your LRO a rough meaning of two of the following terms
(describing a minimum of two well known examples of such): colonialism, fascism, sexism,
racism, , genocide, anti-Semitism, Holocaust.
Fri 10/21: In-class: Continued discussion of online research tools and readings to be held
online at Lingua MOO [some of you may choose to conduct one of the MOO Roleplays this
day]
Assignments : Record an Observation in your LRO; create LRO Work Sample link to MOO
transcript of online discussion from today; Read EA Ch 11 and Men Seeking Cosmetic
Surgery: Two Women Give Their Views, EA page 483; Turning Boys into Girls, EA page
486; Stripped of More than My Clothes, EA page525.

Mon 10/24: In-class: Discussion of EA Ch 11 and assigned readings ; Discuss Paper #3

project (Causal or Proposal Essay due Nov 24)
Assignments : Record an Observation in your LRO; start thinking about your final paper
topic

Wed 10/26: In-class: Continued discussion of EA Ch 11 and assigned readings

Assignments : Read sections 22, 25, and 26 of the QA Handbook.

Fri 10/28: In-class: Bring QA; discussion of assignments from Handbook

Assignments : Record an Observation in your LRO; Read EA Ch 12 and Two
Advertisements Soliciting Egg Donars, EA page 647; $50,000 Offered to Tall, Smart Egg
Donor, EA page 649; An Ad for Smart Eggs Spawns Ethics Uproar, EA page 651.

Mon 10/31: In-class: Discussion of EA Ch 12 and assigned readings

Assignments : Record an Observation in your LRO; choose possible topics for
Causal/Proposal argument for Paper #3

Wed 11/2: In-class: Continued discussion of EA Ch 12 and assigned readings; small group
discussions of paper topics
Assignments : Refine paper topic and begin work on first draft

Fri 11/4: In-class: Teacher conference on paper topics

Assignments : Work on first draft of essay #3 due Wed 11/10 in LRO

Mon 11/7: In-class: Writing in class on first draft of essay #3

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Assignments : Continue working on first draft; bring hard copy of first draft to class on Wed
11/10

Wed 11/9: In-class: First draft of essay #3 due in LRO; Peer reviews of first draft of essay
#3
Assignments : Continue working on essay #3 using peer feedback

Fri 11/11: In-class: Work on revisions of first draft of essay #3

Assignments : Continue working on essay #3; Read EA Ch 14

Mon 11/14: In-class: Discussion of EA Ch 14; discussion of revision techniques and

elevating style (bring QA Handbook); In-class writing on essay #3
Assignments : Continue work on essay #3

Wed 11/16: In-class: In-class writing on essay #3; Second draft of essay #3 due in LRO by
end of class period
Assignments : prepare for conference with instructor

Fri 11/18: In-class: Conference with instructor

Assignments : Work on revisions of 2nd draft of essay #3

Mon 11/21: In-class: Conference with instructor

Assignments : Complete final draft of essay #3 in LRO for 11/24

Wed 11/23: In-class: Final draft of essay #3 due in LRO; student evaluations of course
Assignments : Complete LRO parts B.2 and C.2 due Monday 11/29

Fri 11/25: Thanksgiving Holiday

Mon 11/28: LRO parts B.2 and C.2 due today. Moderation readings.

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Notice to Students with Disabilities:

Kerry Tate and the Office of Disability Services (ODS) have extended services
to students who are challenged. Students who might be eligible for special
assistance must register with the Office of Disability Services. Students with disabilities
are responsible to make their disabilities known to appropriate personnel, and to meet all
course expectations, including attendance, participation, performance, and work
standards. Please make sure the faculty member in whose class you are enrolled
is notified officially of your participation in the service. Please immediately email or call
ODS using the following information:

If you have any questions or concerns you may contact ktate@utdallas.edu. All
correspondence is confidential.

University ADA Compliance Officer:

vivianr@utdallas.edu or call 972-883-2128

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Student Declaration:

Rhetoric 1302-006
Fall 2005

I was given a copy of the syllabus associated with this course, Rhetoric 1302. Course
details, as well as expectations and requirements, were explained to me and I was given
the opportunity to ask questions and seek clarification. I accept the course structure and
policies as explained but understand that the dynamic nature of teaching and learning
may require changes as the course progresses. Furthermore, I accept my responsibilities
associated with this course and agree to the process(es) for assessing and determining my
final grade.

Date:

Print name:

Signed:

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