ENGL 151: Rhetoric as Argument
Spring Semester 2010
Section 035
TR: 11:00PM - 12:15PM, Andrews Hall 030
------------------------------------------------------------------------------------------------------ Spring Semester 2010
Section 035
TR: 11:00PM - 12:15PM, Andrews Hall 030
Instructor: Joshua Ware | Email: unlengl@gmail.com |
Phone:Unavailable | |
Office: 302 Andrews Hall | Hours: 1:00AM-3:00PM, T |
Course Description:
In English 151, we will focus on the writing process and how it can be employed to generate, develop, and strengthen both rhetoric and argument. To this extent, we will examine closely the manner in which compositions are designed and produced, with specific attention attributed to the recursive nature of writing (i.e. re-conceptualizing, rewriting, revising, and editing our work). Conceiving of writing in such a dynamic fashion demands that we consider more thoroughly our purpose, audience, context, medium, and strategies of arrangement; therefore, these key terms and their practical deployment will play an important role in how we both conceptualize and actualize our writing.
Aristotle once defined rhetoric as “the faculty of observing in any given case the available means of persuasion”; while, no doubt, this basic understanding of rhetoric remains accurate even today, the contemporary context of rhetoric and its engagement with both writing and argument has altered a great deal since the fourth century BCE. As such, we will attribute a significant portion of this semester to investigating how we can most appropriately navigate today’s contexts, particularly with how writing, rhetoric, and argument manifest themselves within the digital era in the form of both visual and hybrid texts. Accomplishing this goal will require that we analyze, interpret, design, and produce texts that are dependent on visual elements and effectively utilize contemporary technologies, in this case blogs. Attention to these matters should help us realize the manifold and relevant means by which writing engages and affects communities positively.
Course Goals:
The following enumerated points list the course goals of ENGL 151, as established by the University of Nebraska-Lincoln's Department of English and Composition Program:
1) Students will gain extended practice with composing processes (including invention, revision, and final editing). Students will write at least 3 sustained finished arguments (the equivalent of 25 typed, doubled-spaced pages) in addition to a series of shorter writing assignments that lead (directly or indirectly) to the finished pieces.
2) Students will gain experience with revision strategies designed to help them explore various lines of argument.
3) Students will explore multiple strategies for constructively responding to peer's writing. Particular attention will be paid to extending students' capacities for engaging in dialogue about each other's writing in which they apply their learning about argument and such rhetorical concepts as audience, purpose, context, etc.
4) Students will gain practice analyzing published texts in terms of the lines of argument they deploy--how writers use evidence to build an argument--and to examine the expressed and implied purposes of published arguments.
5) Students will gain experience with conducting primary and secondary research as a means of developing and clarifying their stance toward their topic and/or acquiring a richer understanding of the context and potential purposes for the argument they are developing. As a part of researching their argument, students will identify and follow relevant stylistic conventions with regard to citation and formatting.
6) Students will have guided opportunities to inquire into and reflect on the development of their writing and learning.
7) Students will learn to edit and proofread their writing, paying attention to purpose, audience, and cultural context.
Texts and Supplies:
Wysocki, Anne Frances and Dennis A. Lynch. Compose, Design, Advocate: A rhetoric for integrating written, visual, and oral communication. New York, NY: Pearson-Longman, 2007.
The above book will be your primary text for this course and may be purchased at the university bookstore. If you can find the book online for a less expensive price, you may purchase it there as well, but keep in mind that you are responsible for all reading assignments during the first two weeks of class and shipping delays associated with online ordering will not serve as an excuse for not completing the required assignments.
I will supplement the primary text with a series of essays, articles, and chapters from alternate sources. These documents will be located on Blackboard as pdf files, and thus will require access to a computer with Adobe Reader. Most personal computers contain Adobe Reader as a standard, preloaded application; if for some reason your computer does not, you can download it free of charge at http://get.adobe.com/reader/otherversions/
Additionally, each of should purchase a writer's handbook that contains an updated version of the current MLA citation standards. As there are a plethora of such handbooks available, and some of you may already own one, I will leave the selection of what text you choose up to you. The most thorough and complete guide, and the one I would personally suggest, is cited below:
Modern Language Association. MLA Handbook for Writers of Research Papers. 7th ed. New York, NY: Modern Language Association of America, 2009.
While many of the MLA's guidelines can be found online, access to a hard copy of their complete guidelines is an invaluable resource college students. No doubt, you will find the text helpful thoughout the extent of your career as a university student.
As you will see in the "Assignment Descriptions" section, a portion of your grade will be allocated to "Weekly Blog Posts"; in fact, most of the written assignments for class will require you to post in a blog format (we will create, format, and discuss blogs during the second week of class). While owning a computer is not required, regular computer access will be. If you do not have your own computer, the following link will provide you with locations and times of computer labs on campus: http://www.itg.unl.edu/labs/labs.php
Finally, I ask that everyone purchase a composition notebook. You will use these notebooks as in-class writing journals.
Assignment Descriptions:
This course requires you two invent, draft, and revise 3 major assignments. Each major assignment must be completed in full, or you will receive an F in the course. In addition to your major assignments, you will write weekly blog posts and complete an in-class journal. Below is a list a the specific writing assignments, the respective point totals attributed to each, and their due date (NOTE: Late assignments will not be accepted. If you think there may be an issue with a project's due date, please speak with me well in advance (i.e. no less than 2 weeks before the posted due date)):
1) Writing Project (WP) 1: Analyzing Photography. DUE: 03/07/10. 20 points.
2) WP 2: Analyzing Comics. DUE: 04/04/10. 20 points.
3) WP 3: Analyzing Visual Art-Objects. DUE: 05/02/10. 20 points.
4) Weekly Blog Posts. DUE: Assigned and graded weekly. 20 points (comprised of 20 individual posts valued at 1 point at piece).
5) In-class Journal. DUE: Assigned daily and graded on 03/04/10 and 04/27/10. 20 points.
2) WP 2: Analyzing Comics. DUE: 04/04/10. 20 points.
3) WP 3: Analyzing Visual Art-Objects. DUE: 05/02/10. 20 points.
4) Weekly Blog Posts. DUE: Assigned and graded weekly. 20 points (comprised of 20 individual posts valued at 1 point at piece).
5) In-class Journal. DUE: Assigned daily and graded on 03/04/10 and 04/27/10. 20 points.
I will provide specific guidelines for each assignment a few weeks before they are due. All information regarding these assignments will be discussed in class and will be subsequently posted online. You can expect these projects to be roughly 6-7 pages in length.
Grading Scale:
| A = 100-93 | A- = 92-90 | B+ = 89-87 | B = 86-84 | B- = 83-80 | C+ = 79-77 |
| C = 76-74 | C- = 73-70 | D+ = 69-67 | D = 66-64 | D- = 63-60 | F = 59-0 |
I will respond to all major writing assignments with an extended narrative that explains what I believe to be the strengths and weaknesses of the work. While the assignment guidelines and peer-review questions I provide for each project will articulate particular aspects regarding both the required content and form, the following list contains general elements for how I will grade. An "A" project will demonstrate the following traits:
1) The project exhibits abundant evidence of critical, careful thought and analysis and/or insight.
2) The introduction immediately captures the attention and interest of the audience.
3) By the end of the introduction (whether a paragraph of pages long), the audience has a good idea what the essay will be about.
4) The central idea is clearly expressed to the audience.
5) The central idea is creative and fresh, not trivial or so well-worn as to be uninteresting to the audience.
6) The central idea is well developed and clarity of purpose is exhibited throughout the essay.
7) There are smooth, logical transitions between paragraphs and ideas.
8) Each paragraph has a clear relation to the main idea.
9) Major points are well developed—supported & illustrated with evidence and examples.
10) Evidence and examples are vivid and specific, while the focus remains tight.
11) Essay is logically organized.
12) Vocabulary is sophisticated and correct, as are sentences, which vary in structure and length.
13) Writer’s tone is clear, consistent, and appropriate for intended audience.
14) Mechanical errors are rare.
15) The conclusion does more than simply end the paper.
16) Research, if required, is correctly presented and documented.
2) The introduction immediately captures the attention and interest of the audience.
3) By the end of the introduction (whether a paragraph of pages long), the audience has a good idea what the essay will be about.
4) The central idea is clearly expressed to the audience.
5) The central idea is creative and fresh, not trivial or so well-worn as to be uninteresting to the audience.
6) The central idea is well developed and clarity of purpose is exhibited throughout the essay.
7) There are smooth, logical transitions between paragraphs and ideas.
8) Each paragraph has a clear relation to the main idea.
9) Major points are well developed—supported & illustrated with evidence and examples.
10) Evidence and examples are vivid and specific, while the focus remains tight.
11) Essay is logically organized.
12) Vocabulary is sophisticated and correct, as are sentences, which vary in structure and length.
13) Writer’s tone is clear, consistent, and appropriate for intended audience.
14) Mechanical errors are rare.
15) The conclusion does more than simply end the paper.
16) Research, if required, is correctly presented and documented.
Attendance:
The Department of English (and me, as your instructor) expects students registered for English classes to attend all scheduled class meetings and to have a reasonable excuse for any absence. Moreover, in writing classes, much of the important brainstorming and revision work takes place in the classroom. While a small portion of class will be dedicated to lectures, the majority of time will involve intense, usually collaborative, class participation and workshops. Therefore, you are permitted to miss up to 5 class periods with no effect to your final grade. After 5 absences (i.e. once you miss 6 classes), you will receive an F for the course. I will take attendance daily, so if you must miss class time, use your allotted days wisely. It is your responsibility to find out what you missed and be prepared for the next class. Regular tardiness will also effect your class performance and distract the class in progress; as such, chronic tardiness will effect your grade.
Withdrawals and Incompletes:
UNL's withdrawal policy is as follows:
"If you wish to withdraw from all courses for which you are registered during the current term, you must either drop all classes using transaction code 9 on the NRoll system, or write or call the Registration Office, Service Counter 107 Canfield Administration Building, Lincoln, NE 68588-0416 (phone 402-472-3635, Monday - Friday, 8:00 a.m.-5:00 p.m. CST) by the end of the 12th week of the semester. Any withdrawals after the 12th week of the semester must be for extraordinary circumstances and will be granted only by petition through the student's college dean's office. A 'withdrawal' means that you are no longer enrolled for courses for the term at the University of Nebraska-Lincoln.
If you wish to withdraw from one or more courses while remaining enrolled in other courses at UNL, you must follow the Drop and Add process described in detail in the Schedule of Classes. Tuition and fees will be assessed according to the schedule below.
The effective date of your withdrawal (or drop), which determines your tuition and grade liabilities, is the date the Application for Withdrawal Form (or Drop and Add Form) is filed with the Registration Office, or the date on which you complete a telephone drop or withdrawal transaction on NRoll. (Consult the appropriate Schedule of Classes for detailed information on grade liabilities.) When you drop a class or withdraw from all classes for the fall or spring semester, you will be charged for tuition and fees according to the following schedule":
First six class days of the semester:
$35.00 (includes $10 fee) (01/19/10)
Remainder of 2nd week of classes:
25% of total tuition and fees (01/22/10)
3rd week of classes:
50% of total tuition and fees (01/29/10)
4th week of classes:
75% of total tuition and fees (02/05/10)
After 4th week of classes:
100% of total tuition and fees (04/09/10)
$35.00 (includes $10 fee) (01/19/10)
Remainder of 2nd week of classes:
25% of total tuition and fees (01/22/10)
3rd week of classes:
50% of total tuition and fees (01/29/10)
4th week of classes:
75% of total tuition and fees (02/05/10)
After 4th week of classes:
100% of total tuition and fees (04/09/10)
UNL's incomplete policy is as follows:
"An instructor uses the grade of an 'I' (incomplete) at the end of a term to designate incomplete work in a course. It should be used only when the student was unable to complete the requirements of the course because of illness, military service, hardship, or death in the immediate family. A grade of 'I' should be given only if the student has substantially completed the major requirements of the course.
You should not re-register for an incomplete course during the time frame established by the instructor for the removal of an Incomplete. If you re-register for a course in which you are removing a grade of 'I', you will be assessed tuition.
Arrangements to remove an Incomplete (grade of 'I') should be made with the instructor who taught the course.
If an instructor leaves the University prior to the date set for the completion of a course, the chair of the academic department of the course will assume the role of the instructor.
To remove a grade of 'I', the instructor must submit a 'Change of Student Record Form' to Registration and Records, 107 Canfield Administration Building South. The instructor cannot change a grade of "I" to a grade of 'W'.
Note: At the undergraduate level when an 'I' is given and no 'I-Form' is filed, the 'I' will lapse into the grade of 'F' after one calendar year."
Accommodations:
Students with disabilities are encouraged to contact the instructor for a confidential discussion of their individual needs for academic accommodation. It is the policy of the University of Nebraska-Lincoln to provide flexible and individualized accommodation to students with documented disabilities that may affect their ability to fully participate in course activities or to meet course requirements. To receive accommodation services, students must be registered with Services for Students with Disabilities (SSD) office, 132 Canfield Administration, 472-3787 voice or TTY.
Writing Center:
The University of Nebraska-Lincoln Writing Center can provide you with meaningful support as you write for this class, other classes, or for nonacademic purposes including creative writing, cover letters and resumes, applications for graduate school, and a wide range of other forms and genres. Knowledgeable peer consultants are available to talk to you as you plan, draft, and revise your writing. Please check the Writing Center website (www.unl.edu/writing), or stop by the main center in 115 Andrews Hall, for locations, hours, and information about scheduling 25- or 50-minute consultations. If you enjoy talking about writing and discussing a wide range of ideas, contact Frankie Condon at fcondon2@unl.edu about becoming a peer consultant. Freshmen and sophomore are encouraged to apply.
ACE Learning Outcome:
By passing this course, you will fulfill ACE Learning Outcome 1: "Write texts, in various forms, with an identifiable purpose, that responds to particular audience needs, incorporate research or existing research, and use applicable documentation and appropriate conventions of form and structure." Your written work will be evaluated by the instructor based on criteria described below. Also, at the end of the term, you may be asked to submit samples of your work for the purpose of assessing our general education program. This assessment activity would not affect your course grade.
Plagiarism:
You must do your own original work in this course and appropriately identify that portion of your work which is collaborative with others, or borrowed form others, or which is your own work from other contexts. Whenever you quote passages or use ideas from others, you are legally and ethically obliged to acknowledge that use, following appropriate conventions for documenting sources. If you have doubts about whether or not you are using your own or others’ writing ethically and legally, ask me. Follow this primary principle: Be up front and honest about what you are doing and about what you have contributed to a project. If I suspect plagiarism, I will discuss the incident privately with the student before issuing any penalties. Penalties for plagiarism will depend on the nature of the assignment.
UNL's plagiarism policy is as follows:
"In cases where an instructor finds that a student has committed any act of academic dishonesty, the instructor may in the excercise of his or her professional judgment impose an academic sanction as severe as giving the student a failing grade in the course. Before imposing an academic sanction the instructor shall first attempt to discuss the matter with the student. If deemed necessary by either the instructor or the student, the matter may be brought to the attention of the students' major adviser, the instructor's department chairperson or head, or the dean of the college in which the student is enrolled. When an academic santion is imposed which causes a student to receive a lowered course grade, the instructor shall make a report in writing of the facts of the case and the academic imposed against the student to the instructor's department chairperson or head and to the Judicial Officer. The Student shall be provided with a copy of the report. Further, the instructor may recommend the institution of disciplinary proceedings against the students for violation of this Code, if the instructor in the excercise of his or her professional judgment believes that such action is warranted."
The enumerated list below more fully describes what constitutes plagiarism:
1) Word-for-word copying of another person’s ideas or words.
2) The mosaic (the interspersing of one’s own words here and there while, in essence, copying another’s work).
3) The paraphrase (the rewriting of another’s work, yet still using their fundamental idea or theory).
4) Fabrication (inventing or counterfeiting sources).
5) Submission of another’s work as one’s own.
6) Neglecting quotation marks on material that is otherwise acknowledged.
2) The mosaic (the interspersing of one’s own words here and there while, in essence, copying another’s work).
3) The paraphrase (the rewriting of another’s work, yet still using their fundamental idea or theory).
4) Fabrication (inventing or counterfeiting sources).
5) Submission of another’s work as one’s own.
6) Neglecting quotation marks on material that is otherwise acknowledged.
Acknowledgment is not necessary when the material used is common knowledge.
Code of Conduct:
All members of the course must commit to creating a place of study where everyone is treated with respect and courtesy. Everyone must share in the commitment to protect the integrity, rights, and personal safety of each member of the classroom & virtual community. This includes helpful, yet courteous, discussion of individual and group writing projects. Additionally, make sure cell phones, pagers, and any other similar electronic instruments are turned off when in class. These devices are not conducive to a learning environment and will be treated as such.
Class Schedule:
What follows is a tentative listing for class period this semester. Please prepare accordingly, but aware that the details of the schedule are subject to change, based upon how the semester proceeds. It should be noted that the course begins rather reading-intensive and then tapers off as the semester continues on, so do not feel overwhelmed if the course is front-loaded with extra reading (It will not remain that way for the entire semester!). There are many concepts that need to be covered early on so that we can best conceive, design, and produce our major writing projects.
January 12: Syallbus and Introductions. Purchase textbook and composition notebook at university bookstore. Homework: read Compose, Design, Advocate (CDA) introduction and chapter 1, pages 2-31.
January 14: Discuss CDA introduction and chapter 1, in-class writing, and follow-up questions about syllabus, etc. Homework: read CDA chapter 2, pages 33-41, and chapter 3, pages 57-77.
January 19: Meet in computer lab. Create individual blogs, first post, and in-class writing. Discuss CDA and relate principles to the blogging genre. Homework: read CDA chapter 2, pages 42-47, chapter 4, pages 79-96 and complete second blog post.
January 21: Meet in computer lab. Integrating images, videos, and hyperlinks into blog post; in-class writing; and discuss CDA and its relation to blogging. Homework: read CDA chapter 7, pages 181-212 and complete third blog post.
January 26: Discuss CDA chapter 7, in-class writing, and follow-up questions (i.e.trouble-shooting) about blog creation, posting, and relation to CDA. Homework: complete fourth blog post.
January 28: Discuss CDA chapter 7 and in-class writing. Homework: read CDA chapter 9, pages 263-284 and complete fifth blog post.
February 02: Discuss relations between chapters 7 and 9 in CDA and in-class writing. Homework: read CDA chapter 9, pages 285-304 and complete sixth blog post.
February 04: Discuss CDA chapter 9 and in-class writing. Homework: read CDA chapter 11, pages 347-379 and complete seventh blog post.
February 09: Discuss relations between chapters 9 and 11 in CDA and in-class writing. Homework: complete eighth blog post.
February 11: Discuss WP1 guidelines and CDA chapter 11. Homework: read CDA chapter 2, 48-49, 52-54, chapter 4, pages 97-98, chapter 9, pages 305-313, and complete ninth blog post.
February 16: Continue discussing CDA chapter 11 and its relation to WP1 as well as sections on production. Homework: complete tenth blog post and brainstorm WP1 subject matter.
February 18: Discuss CDA chapters 9 and 11 and its relation to WP1.; in-class writing Homework: complete eleventh blog post.
February 23: Discuss CDA chapters 9 and 11 and its relation to WP1; in-class writing. Homework: complete twelfth blog post
February 25: Homework: read CDA chapter 2, pages 50-51, chapter 4, pages 99-103, and chapter 7, pages 213-222
March 02: Peer-review for WP1.
March 04: Peer-review for WP1. In-class Journal DUE. Homework: read CDA chapter 15.
March 06: WP1 DUE (Non-class day).
March 09: Discuss WP2 guidelines and CDA chapter 15. Homework: complete thirteenth blog post.
March 11: Discuss CDA chapters 9 and 15 and its relation to WP2; in-class writing. Homework: complete fourteenth blog post. Discuss CDA chapters 9 and 15 and its relation to WP2; in-class writing.Homework: complete fifteenth blog post.
March 16: SPRING BREAK (No Class)
March 18: SPRING BREAK (No Class)
March 23: CONFERENCE WEEK: individual meetings to be scheduled. Homework: complete sixteenth blog post
March 25: CONFERENCE WEEK: individual meetings to be scheduled. Homework: complete sixteenth blog post
March 30: Peer-review for WP2.
April 01: Peer-review for WP2. Homework: read chapter from TBA.
April 04: WP2 DUE. (Non-class day)
April 06: Discuss chapter from TBA textbook and in-class writing. Homework: complete seventeenth blog post.
April 08: Meet at Sheldon Art Museum for tour, brainstorming, and list of possible art-objects for writing project. Homework: complete eighteenth blog post.
April 13: Discuss chapter from TBA textbook, in-class writing, and art-object assignments. Homework: complete nineteenth blog post.
April 15: Meet at Sheldon Art Museum for continued analysis and in-class writing. Homework: complete twentieth blog post.
April 20: Discus chapter from TBA textbook and its relation to selected art-objects and in-class writing.
April 27: Peer-review for WP3. In-class Journal DUE.
April 29: Peer-review for WP3 (Last day of class).
May 02: WP3 DUE (Non-class day).
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