RHET 1302.

002 Spring 2011

RHET 1302.002 Rhetoric: Critical Analysis

Course Syllabus Lawrence Terlizzese

Spring 2011 Email: ljt091020@utdallas.edu
Section 002 Office Number: JO 4.118
MWF 10:30-11:20am Office Hours: Monday 11:30 -12:30 p.m.
Class location: JO:4.122 Office Phone: (972) 883-2018

NOTE: All matters associated with this course are subject to change at the instructor's
discretion. Any and all changes will be communicated to students in writing.

Course Description
RHET 1302 is a college-level writing course designed to help students expand their critical
thinking skills and analysis. Rhetoric studies how people communicate through writing, speech,
images and digital media. You will develop analytical skills by examining different audiences.
You will learn to reason better and to persuade others in your own writing by analyzing the
strategies that good writers and speakers use to persuade their audiences, both through
rhetorical appeals and through analysis of audience, purpose, and need. You will read key texts
necessary to develop your thinking abilities and you will write multiple essays to hone your
persuasive skills. You will analyze scholarly essays, advertisements, movies and engage in peer
review sessions. The skills you learn from this course will help you in the rest of your academic
career and transfer to any job requirement that involves writing.
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Student Learning Objectives
Students will be able to write in different ways for different audiences.
Students will be able to write effectively using appropriate organization, mechanics, and
style.
Students will be able to construct effective written arguments.
Students will be able to gather, incorporate, and interpret source material in their
writing.

Required Texts
Rosenwasser, David and Stephen, Jill. Writing Analytically with Readings. Thomson/Wadsworth,
2008.

Recommended: Students, if they own such devices, are encouraged to bring laptop computers
to class for writing only, no surfing, emailing or the like and absolutely no cell phones. You
may be asked to look something up on your lap top or classroom computers. I will strictly

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monitor computer use. Anyone found using computers in class for anything other than writing
assignments will suffer a 3 point grade reduction penalty. This includes texting on cell phones.

Spring 2011 Assignments and Academic Calendar

Mon, Jan 10 Introduction to the Course

**Diagnostic Essay** How does technology change the way we live?
Course syllabus and class expectations
Discuss the basics of writing: organization, development (transitional words
and phrases, paragraph structure), style issues
Wed, Jan 12 The Process of Critical Analysis
Writing Analytically, Show don’t tell Chapter 1
Class Activity: Paraphrase the first paragraph in the Power Point is Evil
article page 451. This activity will be done in class. Students will read the
first paragraph from the stated article and render it their own words. This
will be a 15 minute activity that will teach students how to take other
writings and put it in their own wording.
Fri, Jan 14 The Process of Critical Analysis
Writing Analytically, Show don’t tell Chapter 1 (cont’d)
Mon, Jan 17 No Class MLK Holiday
Wed, Jan 19 The Process of Critical Analysis
Writing Analytically, Chapters 2-3
Begin Blog project (ongoing throughout the semester)
Fri, Jan 21 The Process of Critical Analysis (cont’d)
Writing Analytically, Chapters 2-3
Mon, Jan 24 The Process of Critical Reading
Writing Analytically, Chapter 4
Blog Project
Wed, Jan 26 The Process of Critical Reading
Writing Analytically, Chapter 4 (cont’d)

Fri, Jan 28 The Process of Critical Reading

Writing Analytically, Chapter 4 (cont’d)
Mon, Jan 31 Using Evidence
Writing Analytically, Chapters 5
Introduce Essay #1 Assignment “The Naked Crowd,” 408-419
Wed, Feb 2 Using Evidence
Writing Analytically, Chapters 5 (cont’d)
Fri, Feb 4 Using Evidence
Writing Analytically, Chapters 5 (cont’d)

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Mon, Feb 7 Finding, Citing, and Integrating Sources

Writing Analytically, Chapter 13 (pages 323-343)
Plagiarism Tutorial at
[http://www.utdallas.edu/library/help/PlagiarismTutorial/Plagiarism.htm]
Wed, Feb 9 Finding, Citing, and Integrating Sources
Writing Analytically, Chapter 13 (pages 323-343) (cont’d)
Fri, Feb 11 Thesis Statements
Writing Analytically, Chapters 6-7
Mon, Feb 14 Thesis Statements
Writing Analytically, Chapters 6-7 (cont’d)
Wed, Feb 16 Style and Form
Writing Analytically, Chapter 10
Fri, Feb 18 Style and Form
Writing Analytically, Chapter 10 (cont’d)
Mon, Feb 21 Style and Form (cont’d)
Writing Analytically, Chapter 11
Wed, Feb 23 In-Class Workshop/Peer Revision/Conferences – Essay #1
Fri, Feb 25 In-Class Workshop/Peer Revision/Conferences – Essay #1
Mon, Feb 28 Organization and Development
Writing Analytically, Chapter 9
DUE: Essay #1 Final Draft

Wed,, Mar 2 Organization and Development

Writing Analytically, Chapter 9 (cont’d)
Fri, Mar 4 Organization and Development
Writing Analytically, Chapter 9 (cont’d)
Reminder: Turnitin.com
Mon, Mar 7 Introductions and Conclusions
Writing Analytically, Chapter 8
Wed, Mar 9 Introduce Essay #2 Assignment: Describe a favorite scene from a movie
Toulmin Method of Argumentation
Blog Project
Fri, Mar 11 Analyzing the Visual
Writing Analytically, Chapter 17
“Looking at Photographs,” 517-547
Class Activity: Students will bring a chosen visual example to class either an
advertisement or a still frame from a movie to class and examine it in detail by
asking questions such as what does it mean, what do the colors represent, the
background, foreground, what prominent metaphors are used, what are the
cultural references, what is repeated and how many layers of meaning are
identifiable? Students will write one paragraph summarizing their
observations.
Mon, Mar 14 No Class Spring Break

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Wed, Mar 16 No Class Spring Break

Fri, Mar 18 No Class Spring Break
Mon, Mar 21 Analyzing the Visual (cont’d)
Writing Analytically, Chapter 17
“In Plato’s Cave,” 551-562
Wed, Mar 23 Analyzing the Visual (cont’d)
Writing Analytically, Chapter 20
“The Unreal thing,” 752-758
Fri, Mar 25 Analyzing the Visual (cont’d)
Writing Analytically, Chapter 20
Who Killed King Kong,” 794-796
Class Activity: After reading the above article and discussing it in class
students will write one paragraph in class on what King Kong represents as
a movie archetype. This exercise will help students identify archetypes in
American culture and understand their role in media as representations of
important cultural ideas and movements.
Mon, Mar 28 In-Class Workshop/Peer Revision/Conferences – Essay #2
Reminder: Turnitin.com
Wed, Mar 30 In-Class Workshop/Peer Revision/Conferences – Essay #2
Reminder: Turnitin.com
Fri, Apr 1 DUE: Essay #2 Final Draft
Introduce Essay #3 Assignment: Define your academic major
Writing Analytically, Chapters 12 and 13 Abstract (pp 343-347 only)
Mon, Apr 4 Reading Written Arguments
“Our Cell Phones Ourselves,” 389-403
”Disconnected Urbanism,” 405-406
Class discussion:
Technological Addiction
Extra Credit Assignment
Wed, Apr 6 Reading Written Arguments (cont’d)
Class discussion:
Technological Addiction (cont’d)
Fri, Apr 8 Chapter 15, Manners, Communication, and Technology
“Blogging in the Global Lunchroom,” 421-423
Blog Project
Mon, Apr 11 Reading Analytically
Chapter 18
“On Being White, Female, and Born in Bensonhurst,” 630-638
Class discussion:
Place is Destiny

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Wed,, Apr 13 Reading Analytically

Chapter 19
Class discussion:
“Politics and the English Language,” 694-703
NewSpeak vs. OldSpeak
Fri, Apr 15 DUE: Proposal/Abstract for Essay #3
Reading Analytically (cont’d)
Chapter 16
“Demolition Zones,” 471-482
Class Discussion:
The City vs. Nature
Mon, Apr 18 Reading Analytically (cont’d)
Chapter 16
“Fortress Los Angeles,” 506-512
Class Discussion:
Life in the City
Wed, Apr 20 Reading Analytically (cont’d)
In class writing assignment
Fri, Apr 22 In-Class Workshop/Conferences/Peer Revision – Essay #3
Mon, Apr 25 In-Class Workshop/Conferences/Peer Revision – Essay #3
Wed, Apr 27 DUE: Essay #3 Final Draft
Blog Project
Writing Assignment:
How has your writing improved over the course of the semester?
Fri, Apr 29 In-Class Workshop
Revising the Portfolio
Mon, May 2 Portfolio and Self Reflection Essay due
Course Wrap-Up

Grading

Blog Project 20%

Essay #1: Rhetorical Analysis 10%
Essay #2: Visual Literacy 15%
Essay #3: Academic Research Essay & Abstract 25%
(Proposal = 5% of total 25%)
Portfolio 10%

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Homework/Peer Review/Other Assignments 10%

Participation 10%
Total 100%
(I will make use of the +/- system in grading as stipulated by The University of Texas at Dallas
Undergraduate Catalogue, 2010-2012.)

Blog Project 20% 200

Essay #1 10% 100
Essay #2 15% 150
Academic Research Essay & Abstract 25% 250
Portfolio 10% 100
Assignments/Presentations/Homework 10% 100
Participation 10% 100
Total 100% 1000 pts

150 point totals for Visual Rhetoric:

141-150 = A
135-140 = A-
130-134 = B+
125-129 = B
120-124 = B-
115-119 = C+
110-114 = C
105-109 = C-
90-104 = D
Below 90 = F

250 point total for Academic Essay:

231-250 = A
225-230 = A-
218-224 = B+
208-217 = B
200-207 = B-
193-199 = C+
183-192 = C
175-182 = C-
150-174 = D
Below 150 = F

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Assignment Descriptions
(Note: You must submit all major assignments to Turnitin.com by the due date.)

Essay #1: Rhetorical Analysis

Due Date: Mon, Feb, 28th
Length: 750-1000 words (not including Works Cited) in MLA format, 12-point font
Source limit: One (1) source minimum
You must include a “Works Cited” page and use correct MLA format for in-text (parenthetical)
citations.

This assignment will involve analysis and critique of a short essay. All students will examine
the same essay “The Naked Crowd,” 408-420. Students will examine the writing techniques in
constructing the essay. Students will identify the thesis of the article and explain how the writer
uses evidence to supports his claim. In addition students will present their own opinion on any
of the given issues raised by the article such as the right to privacy or corporate surveillance and
defend that view. The purpose of this assignment is to think and write critically about a text.
The skills you use in this exercise also apply to the images or media you analyze for your Media
Critique essay and the research you use in your Academic Research paper. To begin your
analysis, look at the different rhetorical choices evaluated in the first three chapters of our text,
and other writing strategies we have discussed in class, such as the writer’s backing of a claim,
use of evidence, logic, address of counterarguments, organizational strategies, style, humor,
and/or tone. Always proofread your essay.

Essay #2: Media Critique/Visual Rhetoric

Due Date: Fri, Apr 1
Length: 1000-1250 words (not including Works Cited) in MLA format, 12-point font
Source limit: Two (2) sources minimum
You must include a “Works Cited” page and use correct MLA format for in-text (parenthetical)
citations.

The Media Critique assignment requires you to select a piece of media (e.g., film,
advertisement) to analyze in one of the ways outlined below. This assignment requires that you
choose a film, TV show, advertisement or some other visual media related piece that captures a
cultural metaphor and illustrates it visually. Students are encouraged to pick a favorite film or
show they are comfortable with and do not mind analyzing in detail. Students will not analyze
the entire piece. They must choose one part of the film that illustrates the cultural metaphor,
archetype, myth or idea they are analyzing. The scene analysis should represent the meaning of
the film in miniature. The best scene to choose will contain all elements of the movie in short.
The paper will contain an introduction with a thesis statement followed by a brief plot
summary not longer than a paragraph, then a shot by shot analysis describing the scene and its
relations to a prominent metaphor.

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You do not have the space to fully elaborate on the cultural mythic elements of the entire film if
you decide to work with a larger piece; you must pick one or two sequences (defined below) to
analyze. This essay should be completed in a formal tone. Imagine that you are writing this
essay to be included in a major magazine or an academic publication. You must include a
minimum of two sources in your essay, so ensure there are sources discussing your media
selection. The final draft of this essay should be free of technical errors. Also, keep in mind that
some media selections may not be suitable for this assignment. For instance, a romantic comedy
may not work with Option I, but may work well for option II. If you are unsure whether your
choice will work for the Media Critique, ask your instructor.

Topics may take the form of (but are not limited to) the options listed below:

Option I: Identify how artistic elements of the media text support or subvert the cultural myth.
Artistic elements are defined here as color, character development, setting, sound, and editing.

Option II: Identify a media text in which you have noticed quite a bit of product placement,
and then identify how the cultural myths of the piece or the product itself alter the meaning of
the piece or the perception of the product.

The following are a few terms that will help you critique a visual text:
Frame: What is encompassed by the shot? Other objects can also act as “frames,” such as
mirrors, windows, and doors.
Shot: Each movement of the camera within a scene.
Scene: An action (created by a series of shots) that takes place in one place at one time.
Sequence: A series of scenes that are interwoven and lead to a development in the plot of a film.

Essay #3: Academic Research Essay

Length: 1500-2000 words (not including Works Cited) in MLA format, 12-point font, double-
spaced
Due: Wed, Apr 27th
Source limit: Three (3) scholarly and two (2) popular sources (5 sources total)
You must include a “Works Cited” page and use correct MLA format for in-text (parenthetical)
citations.

In this assignment, write an essay that examines an issue of importance within your academic
discipline. Write on whatever filed you major in and expect to work in ten years from now.
What contribution do you expect to make to this field and how do you see yourself
accomplishing your career goals. You will be graded on your ability to present an informed,
effective argument that demonstrates your understanding of the subject, displays your research
into its issues, effectively uses source material (in summary, paraphrase, and cogent
quotations), and reaches logical, substantiated conclusions based on well organized and
subordinated claims.

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At least three of these sources must be cited in the first and final drafts of your Academic Essay.
Your drafts are expected to contain a cogent, well-formed argument based on that preliminary
work and to be presented in the MLA style, which is a required, graded element of this
assignment.

Blog Project
Length: 100-250 words
Due Date: one per week beginning Week 2

At least once a week, you will post to a blog designated for your particular RHET 1302 section.
Your blog entries should offer a thoughtful response to course readings and/or class
discussions.

Use your blog freely within the bounds of good sense. Think of blog entries as something you
would be willing to say in class (or have someone read aloud in class). Entries should conform
to a good sense of propriety and classroom etiquette.

Keep in mind that these are writing exercises, so avoid “txt msg spk”. Furthermore, abbreviated
responses or simply saying, “I agree”, in answering a classmate will not suffice. Although
individual entries are not graded, the blog is graded writing as a whole. I will be looking for
improvement over time in your ability and willingness to express ideas in controlled, focused
blog entries.

Course Portfolio (E-Portfolio)

Due Date: Mon. May 2nd

The course portfolio is a complete collection of the work you have done during the semester. It
is an opportunity for you to assess your progress as a writer, and evaluate those areas in which
you still need work.

The complete portfolio will include the following:

1. Reflection Essay: A 750-1,000 word reflection essay examining your work. It should
highlight problems you faced, how you feel you improved, and areas in which you are
still unclear or feel you need more help. The essay should address these questions for
each of the essays you submitted during the semester and for the blog project, as well as
providing an overview of the work you did during the semester as a whole.

2. Completed Blog Project

3. Copies of both drafts of your:

◦ Rhetorical Analysis/Community Writing Essay

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◦ Media Critique Essay

◦ Academic Essay

Keep in mind that this essay serves as a guide to help me evaluate your portfolio. It is your
chance to direct my attention to what you have done best, as well as explain weaknesses in your
pieces, demonstrating an awareness of how you might improve. This is not an argument for me
to positively evaluate you. Rather, it is an opportunity to reflect on the individual assignments
as well as your work as a whole.

Some things the reflection essay might address include:

• Important revisions you made in the process of writing a paper
• Patterns you seem to have in your writing
• Differences between drafts
• Challenges with specific assignments
• What you learned
• What is still confusing?
• How you look at writing differently than when the semester began
• How has your writing changed?
• How your writing process has changed

Course Policies
Attendance
Because each class period consists of a mixture of class discussion, group work and freewriting,
your thoughtful, attentive, and active participation is essential (and will form a portion of your
grade). If you sleep, engage in non-class-related activities, or interfere with your classmates'
ability to learn you will be counted absent for that day. Be on time - class starts promptly.
Leaving early will count as an absence.

Each student is allowed three (3) missed classes, no questions asked. Save them for when you
really need them. Each additional absence above the noted three will cause 4% to be deducted
off your final grade for the semester. You are responsible for your attendance. You must make
sure you sign the roll sheet and/or notify me if you arrive late and after I have taken roll.

Punctuality
Persistent tardiness to class is disrespectful to both your instructor and your peers. Continually
arriving late to class will affect your participation grade in the course. Three tardies will result
in one unexcused absence for the course; I will consider you absent if you arrive more than 20
minutes late to class.

Class Participation
Your success in this course is a function of your level of engagement. I am interested in the
quality of your remarks rather than the quantity. Please use your analysis of the readings, your

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blog posts, and prior research and/or study when responding orally in class, and please be
prepared to back up any points you make.

Participation in this course does not include doing work unrelated to this course during class,
sleeping in class, or using the computers or other personal electronic devices for personal
messaging, research, or entertainment.

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 such devices during class.

Room and Equipment Use

Tampering with or destroying any of the computers, printers, modems, or wiring in the
classroom is strictly prohibited. Violations will result in disciplinary action by the Dean of
Students’ office.

Hacking a door code and entering a classroom without the instructor’s permission constitutes
criminal trespass. The Director of Rhetoric and Writing will pursue action through the Dean of
Students’ Office and/or the UTD Police Department against any student who engages in such
behavior. The Director of Rhetoric and Writing will also pursue action against students who are
caught attempting to enter a room without permission (i.e., entering possible number
combinations in an attempt to open a classroom door).

For University Policies and Procedures follow the following link:

http://go.utdallas.edu/syllabus-policies

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