Rhetoric 1302 – Argumentative Essay – Section 017

Spring 2007, Tuesday, Thursday 10:00-11:15, 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 Office Telephone Email Office
Instructor Hours
Faz JO 972-883- fxh037000@utdallas.edu Tue. a.m.
Hadjebian 4.118 2018 9:00-
10:00
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 work 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 write in different ways for different

audiences.
2. Students will be able to write effectively using appropriate
organization, mechanics, and style.
3. Students will be able to construct effective written arguments.
4. Students will be able to gather, incorporate, and interpret source
material in their writing.

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

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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

Tue 1/9: In-class: Intro to course and Rhetoric program website;

Register for Turnitin.com, AWR, and AA companion websites (the AWR
website includes an e-book).
Assignments: Read AA Ch. 1 and AWR Ch. 4; Send email to me by 7:00
p.m. 1/10.

Thu 1/11: In-class: Discussion of AA Ch 1 and AWR Ch. 4.

Assignments: Record an observation in your Portfolio (students will
save a copy of all writing assignments in an electronic folder and
submit a hard copy to me); Read Ch. 2 in AA; Read AWR Ch. 23.

Tue 1/16: In-class: Discussion of AA Ch 2, AWR Ch. 23, and demo of

AWR electronic resources.
Assignments: Read AA Ch. 4 and bring a magazine to class on 1/18.

Thu 1/18: 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 the General
Introduction: Three Years Later, Section 1: Background Information,
Representations of Terror in the Legitimation of War, and Why terrorism--
AA pages 309-325.

Tue 1/23: In-class: DUE: Portfolio parts A.1 and A.2; Discuss
previous session’s assigned reading.
Assignments: Record an observation in your Portfolio. Read AA Ch. 3.
Read Ten Things to know about the Middle East, and Bin Laden Allies
Want Islamic Unity—AA pages 326-339.

Thu 1/25: In-class: Discuss AA Ch. 3; Class Toulmin analysis of

previous session’s articles.
Assignments: Record an observation in your Portfolio; Read AA Ch. 6.
Read The World Made More Dangerous as Terrorism Spreads, Analysis of
Terrorist Weapons and the Liberal State Response, and Section 2: views
of Terrorism—AA pages 339-350.

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Essay #1 assigned (Inquiry Argument—for the topic, see For
Inquiry on AA page 377. AA pages 360-375 can substitute 2 of the
4 required library researched sources)

Tue 1/30: In-class: Discussion of AA Ch. 6 and assigned articles.

Assignments: Read AA Ch. 5 (Assessing and using Sources,
Documenting Sources). This chapter is assigned as a reference chapter
the topics in which students are held responsible for understanding and
putting into practice. Read Understanding Research, AWR pages 207-212.

Thu 2/1:

***We will meet at the library for a librarian-conducted

interactive coverage of the electronic resources***

Assignments: Record an observation in your Portfolio; Read The Clash of

Civilizations?, The Clash of Ignorance, and The Enemy Is Not Islam: It Is
Nihilism—AA pages 350-360.

Tue 2/6: In-class: Discussion of AA Ch.5 and previous session’s

assigned articles. Class discussion of grammar, format, mechanics,
evidence, fallacies, and plagiarism discussion (bring AWR Handbook)
Assignments: Record an observation in your Portfolio; Read AWR
Handbook on MLA format and how to cite and create a works cited page;
Read AWR pages 269-273. Consult AA pages 201-215, then, work on
draft of Essay #1, due 2/8. Bring hard copy of essay #1 to class for
peer review on 2/8.

Thu 2/8: In-class: First draft of Essay #1 due today. Peer reviews:
Exchange paper with another student and respond to peer review
questionnaire (will be provided).
Assignments: Record an observation in your Portfolio; Work on Essay
#1 peer review revision suggestions

Tue 2/13: In-class: Teacher conference and in-class writing on Essay

#1.
Assignments: Continue work on essay # 1.

Thu 2/15: In-class: Final draft of Essay #1 due; Samples will be

provided by instructor for in-class Visual Exercises.
Assignments: Record an observation in your Portfolio; Read Ch. 4 and
bring some images you intend to use in your Visual Rhetoric assignment,
Essay #2.

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Tue 2/20: In-class: Discussion of Ch. 4 and examination of images in
United Benetton ads website
( http://www.benetton.com/html/whatwesay/campaigns/photogallery.sht
ml) and Adbusters.org http://adbusters.org/home/) and note various
arguments. Small group discussions of images and analysis of arguments
in images.
Assignments: Record an observation in your Portfolio; Read AWR pages
231-238. Make final decision on Essay #2 topic and images--bring to
class on 2/22 [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].

Thu 2/22: In-class: Using the technology. Introduction to using MS

Word and images or Catalyst.
Assignments: Record an observation in your Portfolio; Work on format
and media decisions for visual project

Tue 2/27: In-class: Moderation readings.

Assignments: Record an Observation in your Portfolio; Start sketching
main visual project components and argument analysis.

Thu 3/1: In-class: Individual work on visual projects.

Assignments: Record an Observation about moderation readings in your
Portfolio; Complete first draft of Essay #2; Bring hard copy of first draft
to class on 3/13.

***Optional: B1/C1 due*** (For details, see Grading Policy section)

Tue 3/5 – 10 SPRING BREAK (No classes)

Tue 3/13: In-class: First draft of Visual argument due; Peer

reviews in class.
Assignments: Work on revisions of Essay #2 based on peer review
suggestions.

Thu 3/15: Teacher-student conferences on Essay #2; In class: work on

visual projects.
Assignments: Record an observation in your Portfolio; Complete final
draft of Essay #2 due 3/20; Read, and if you like, participate in the
arguments in the following blog:
http://www.ephilosopher.com/phpBB_14-action-viewtopic-topic-1202-
start-15.html

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Tue 3/20: In-class: Final draft of Essay #2 due; Discussion.
Assignments: Record an Observation in your Portfolio; Read AA Ch. 7.
Read What is Feminism, Mission No Longer Impossible, and Web of Love:
Lust, Romance, and Attachment—AA pages 570-578, 589-590, and 425-
437 respectively.

**Wednesday, March 21 is the last day to drop with a WP/WF**

Thu 3/22: In-class: Discussion of AA Ch. 7 and previous session’s

assigned readings; Discuss Essay #3 (Convincing or Motivating
Essay final draft due 4/19)

Essay #3 assigned (for this paper’s topic, see AA page

377. AA pages 360-375 can substitute 2 of the 5
required library-researched sources)

Assignments: Record an Observation in your Portfolio; Read AWR pages

130-136 and review “Sample Student Argument” on AWR pages 137-142.

Tue 3/27: In-class: Bring AWR; Discussion of assignments from AWR.

Assignments: Record an Observation in your Portfolio; Read AA Ch. 8

and Is Class an Identity, The Beige and the Black, and Unequal
Opportunity: Race and Education—AA pages 763-765, 767-770, and 779-
785, respectively.

Thu 3/29: In-class: Discussion of AA Ch. 8 and previous session’s

assigned articles. DVD footage of Dr. MLK’s I Have a Dream Speech.
Assignments: Record an Observation.

Tue 4/3: In-class: Teacher conference on paper topic. Writing in class

on first draft of Essay #3.
Assignments: Work on first draft of Essay #3 due 4/10.
Continue working on first draft.

Thu 4/5: In-class: Writing in class on first draft of Essay #3.

Assignments: Continue working on first draft of Essay #3; bring hard
copy of first draft of Essay #3 to class on 4/10.

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Tue 4/10: In-class: First draft of Essay #3 due; Peer reviews of first
draft of Essay #3.
Assignments: Record an observation; Continue work on Essay #3 using
peer feedback. Prepare for conference with instructor.

Thu 4/12: 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.

Tue 4/17: In-class: Conference with instructor on Essay #3.

Assignments: Record an observation in your Portfolio; Work on revisions

of Essay #3.

Thu 4/19: Final draft of Essay #3 due. LAST DAY OF CLASS.

***Optional: B2/C2 due*** (For details, see Grading Policy)

Grading Policy

Assignment Percentages for Spring 2007

Essay 1, Inquiry Argument 15%

Essay 2, Analysis of Visual Image/Visual Rhetoric Essay 20%
Essay 3, Convincing or Motivating Argument 25%
Portfolio (Rough Drafts and Final Drafts) 20%
Homework/Short Assignments/Observations/Presentations 10%
Attendance and Participation 10%
Total 100%

You will receive individual grades for your final drafts of the three
major essay assignments and for the portfolio. However, at both
midterm and end of the semester you will present a written argument
(B1/C1, B2/C2, see handout) 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, and sound rhetorical skills.

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

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thinking) and 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.

Grade calculation methodology based on 1000 points:

Essay #1:

Use of the library’s resources in creating a working bibliography = 5.

Annotated bibliography (4 sources (should also identify the
audience(s))) = 10.
Outline = 10
Addressing peer and instruction reviews = 10
MLA = 10
Overall coherence = 10

Well developed introduction (theme, exigency) and research question

(issue) [In this case, since these are to some extent already provided,
the student will interpret the passage and restate it] = 5.
Description of the student’s initial stance on the issue = 5.
Effective incorporation of researched sources covering the issue = 5
Clearly stating student’s own interpretation of the excerpts used = 40.
Student’s continued awareness of the Essay’s audience(s) = 10.
Effective use of rhetorical devices (as covered) in treating each article
content and developing the research = 20.
Conclusion highlighting the main points and aim of the research before
disclosure of the student’s final evaluation = 10

Essay #2

Effective use of images (with the option of using sound and/or text
within the images themselves. Students will write a two page essay
explaining their project) in expressing an argument as done with
written text. The student will present this project in class (4 minutes
min., 5 minutes max.)

Project proposal (see handout) = 20

Effective visual composition = 20

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Clarity of the appeal--whether logical, emotional, ethical, or any
combination) = 50
Clarity of who the intended audience is = 10
Clarity of what the goal or purpose sought is = 20
Overall use of rhetorical elements, creativity, and effectiveness (see
handout) = 20
Presentation = 30
Two page essay = 30

Essay #3

Use of the library’s resources in creating a working bibliography = 10.

Annotated bibliography (5 sources (should also identify the
audience(s))) = 20.
Outline = 20
Addressing peer and instruction reviews = 15
Punctuation and grammar = 15
MLA = 10
Overall coherence = 10

Well developed introduction (theme, exigency) and thesis statement =

20.
Effective in-text citation of researched sources covering the issue = 20
Clearly stating student’s own interpretation of the excerpts used = 50.
Student’s continued awareness of the Essay’s audience(s) = 10.
Effective use of rhetorical devices in treating each article content and
developing the argument = 30.
Conclusion highlighting the main points and aim of the argument
before disclosure of the student’s final clear-cut conclusion = 20

_______________________________________________________

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,

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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.

Participation IN THIS COURSE does not include 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.

Major Assignments (Before submitting written work, insure it

has been subjected to vigorous Editing and Proofreading—see
AA Appendix.)

A.1 and A.2 (please see handout on A1/A2 Interview and Reflection
writing)
Due: 1/23

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B1 and C1 (For details, see Grading Policy)
Due: 3/1

B2 and C2 (For details, see Grading Policy)

Due 4/19

Essay #1
An essay that presents an inquiry argument using the principles and
criteria in The Aims of Argument (Chapter 6). Essay should utilize a
minimum of 4 peer reviewed articles, be 4-5 double-spaced pages, and
abide by MLA format for Works Cited.

First draft due: 2/8

Final draft due: 2/15

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 includes a 2 page (double spaced) explanation of the project and
should cite all sources using MLA format.

First draft due: 3/13

Final draft due: 3/20

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: 4/10

Final draft due: 4/19

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. All short writing
assignments (observations, homework, etc.) must be submitted on
time and in hard copy form. Late (if unexcused), or e-mailed
assignments will not be accepted.

Personal Communication Devices

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Turn off all cell phones, pagers, and other personal communication or
entertainment 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

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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

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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 dean 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

13
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.

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Student Declaration

Rhetoric 1302-017
Spring 2007

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 the process
that will be employed in assessing and determining my final grade.

Date:

Print name:

Signature:

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