Rhetoric 1302 – Argumentative Essay – Section 503

Fall 2006, TR, 5:30-6:45 p.m. JO4.306

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
Lauren Dixon JO 4.120 972-883-2020 Lcd062000@utdallas.edu TR, 1:00 – 2:00 p.m.

Other office hours may be arranged by appointment.

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 practice and apply different approaches to and 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 process when 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 Resources: 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 to this syllabus will be communicated in writing 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.); Register for Turnitin.com
Assignments: Read AA Ch. 1 and AWR Ch. 4 (pp. 21-37); Send email to me by Monday,
8/21, 10 a.m.

Tue 8/22: In-class: Intro to Portfolio; 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 Tuesday, 8/29

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 Levine and Cureton (pp. 710-
19) and Edmundson (pp.721-32) in AA

Thu 8/31: In-class: DUE: Portfolio check; Discuss Levine and Cureton (pp. 710-19) and
Edmundson (pp.721-32)
Assignments: Record an observation in your Portfolio; Read AA Ch. 3 and Shorris (pp. 733-
45) and Tagg (pp. 746-56) in
AA

Tue 9/5: In-class: Discuss AA Ch. 3; Class Toulmin analysis of Shorris (pp. 733-45) and
Tagg (pp. 746-56)
Assignments: Record an observation in your Portfolio; Read AA Ch. 6 and Ohmann (763-
66), hooks (772-77), and Williams (799-809) in AA
Essay #1 assigned (Inquiry Argument)

Thu 9/7: In-class: Discussion of AA Ch. 6 and Ohmann (763-66), hooks (772-77), and
Williams (799-809)
Assignments: Read AA Ch. 5 (Assessing and using Sources, Documenting Sources)

Tue 9/12: In-class: Library Information Session; Utilizing sources as discussed in AA Ch. 5;
Assignments: Record an observation in your Portfolio; Read Stock (pp. 672-78), Pinker
(689-95), and Elliott (699-705) in AA

Thu 9/14: In-class: Discussion of Stock (pp. 672-78), Pinker (689-95), and Elliott (699-705);
Class discussion of grammar, format, mechanics, evidence, fallacies, and plagiarism
discussion (bring AWR Handbook); Electronic sources continued: Students log in to AWR
online (Catalyst 2.0); Demo of Catalyst electronic resources for Research
Assignments: Record an observation in your Portfolio; Read AWR Handbook on MLA
format and how to cite and 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
Essay #2 assigned (Visual Rhetoric Essay)

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 your Essay
#2 and bring to class on Tuesday, 10/5 [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 visual technology; Introduction to MS Word and online visual
resources
Assignments: Record an observation in your Portfolio; Work on format and media decisions
for visual project

Thu 10/5: In-class: Peer Review.

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 about peer review in your Portfolio; Complete first
draft of Essay #2 by 10/12; Bring hard copy of first draft to class on 10/12

Thu 10/12: In-class: First draft of Visual argument 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
Assignments: Record an observation in your Portfolio; Complete final draft of Essay #2 due
10/19; Visit http://www.rawstory.com, as well as the forums contained within the site, and
prepare for web-related discussion.

Thu 10/19: In-class: Final draft of Essay #2 due; Discussion

**Last day to withdraw with WP/WF**
Assignments: Record an Observation in your Portfolio; Read AA Ch. 7 and Nickel (pp. 631-
34), Hamill (pp. 635-40), Gomes (pp. 642-45), and Alter (646-49) in AA

Tue 10/24: In-class: Discussion of AA Ch. 7 and Nickel (pp. 631-34), Hamill (pp. 635-40),
Gomes (pp. 642-45), and Alter (646-49); Discuss Essay #3
Assignments: Record an Observation in your Portfolio; Start thinking about your final paper
topic; Read AWR, sections 38 (pp. 403-7), 40 (pp. 410-12), 41 (pp. 412-16), 43 (pp. 420-25),
and 45 (pp. 429-32)
Assign Essay #3 (Convincing or Motivating Essay due 11/21)

Thu 10/26: In-class: Bring AWR; Discussion of AWR sections 38, 40, 41, 43, and 45
Assignments: Record an Observation in your Portfolio; Read AA Ch. 8 and Zunes (pp. 326-
33), Johnson (365-69), Daalder and Lindsay (pp. 391-98), Chomsky (pp. 398-402), and Koh
(pp. 405-9) in AA

Tue 10/31: In-class: Discussion of AA Ch. 8 and Zunes (pp. 326-33), Johnson (365-69),
Daalder and Lindsay (pp. 391-98), Chomsky (pp. 398-402), and Koh (pp. 405-9)
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 in Portfolio

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 in Portfolio; 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; Second completed draft due
at conference
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; Peer Review. 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 both midterm and end of the semester you will present a
written argument for what you feel your grade should be based or 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) 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.

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.

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
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.

Brief for essay due: 11/2

First draft due: 11/9
Second draft due: 11/16
Final draft due: 11/21

Turnitin.com
All initial and final drafts of essays will be submitted to www.turnitin.com, but you will
also be required to submit a hard copy to your instructor when the essay is due. On the
due date, all essays must be submitted to www.turnitin.com by the time you arrive to
class. Failure to submit your work to the database will negatively impact your
grade.
Portfolio
An online portfolio is required as part of your collaborative work in this course. While
you will essentially sign up for a “blog,” you are encouraged to keep the portfolio clear of
non-related class work. You will also be asked to submit all drafts (including notes,
outlines, briefs, and peer review commentary) of your work in a folder on the dates your
final drafts are due.

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.