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Professor: Werry
Office: SH114C
Office Hrs: Tues11.00-1.00 & by appointment

Email:
Phone: 619 594 3668
Class: T/Th 9.30-10.45, LSS-244

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- “Rhetoric refers to the study and uses of written, spoken and visual language. It investigates how language is used to organize and maintain social groups, construct meanings and identities, coordinate behavior, persuade, position, perform, produce change, mediate power, and create knowledge.” (Werry)
- “Argument is the essence of education…[and] central to democratic culture”(Lasch)
- “Universities are houses of argument.” (Norgaard)
- “I can win an argument on any topic, against any opponent. People know this, and steer clear of me at parties. Often, as a sign of their great respect, they don't even invite me.” Dave Barry
COURSE DESCRIPTION
RWS200 teaches students to a) evaluate the strengths and weaknesses of arguments, b) discover ways of “joining the conversation,” and c) reflect on and analyze their own reading and writing strategies.This course is designed to prepare you for the writing and critical thinking you will do at SDSU and as you move into professional and civic life. Our readings will consider several controversial issues, including debates around the causes of addiction, the rhetoric of demagogues, and the rise of/problems with fake news, but our focus is less about the content of the issues than it is about the way arguments and perspectives are constructed for particular contexts. That is, our discussions and assignments will help you learn to unpack the variety of rhetorical approaches and strategies writers use to contribute to "the conversation" surrounding these subjects. The real work of the course is strengthening your ability to analyze, evaluate, and produce arguments. You will learn to make purposeful decisions about your use of sources, rhetorical appeals, and overall compositional structure to develop clear, informed, and persuasive arguments for particular readers, purposes, and contexts.

Texts & materials

  1. Course reader (online – see class wiki,
  2. Handouts and supplementary readings available on the course wiki or provided in class
  3. Parfitt, Matthew. Writing in Response. 2nd ed., Macmillan Education, 2016.

Useful resources

  1. The Purdue Online Writing Lab (OWL):
  2. SDSU Writing Center, located in the library dome, LLA-1103 (next to the Circulation Desk).

For hours and more information visit Appointments can be made online.

REQUIREMENTSEssays: You will write fourmajor essays of five to eight pages in length for this course. Most papers will require at least one rough draft, and/or conferencing (meeting) with me.

Portfolio: You will compose a number of informal, shorter texts - blog posts, homework, in-class writing, reflections, reading responses, and peer reviews. Altogether, this is your “portfolio.” Most of this work will help you draft the 4 major papers. I will review the work over the course of the semester. Some of it should be printed and brought to class so we can work on it. This work should always be published on your blog. You will thus a) do a lot of writing in this class, b) need to keep track of your portfolio work. The portfolio will count for 15% of the course grade.

Blog Posts:Homework, readings responses, reflections, etc., should be posted to your blog. You can easily set up a blog at the popular blogging site If you already have a blog that uses a different platform, you can use that.
Presentations: You will occasionally be asked to give a brief presentation in class, either individually or as part of a group.

Participation: Participation is important to your final grade. Much of the course involves in-class discussion and as such, depends on you to regularly contribute your insights. The participation grade includes homework, preparatory reading, attendance, effort invested in class discussion and presentations, and peer review.Since this is a discussion-based class, it is vital that you listen and speak respectfully to others at all times. I encourage you to express your opinions, of course – they will help inspire good discussions.Your participation in class, peer review and at scheduled conferencesis important and counts for 10% of your grade.

AssignmentS / % / Due
Assignment 1 / 20 / February 16
Assignment 2 / 20 / March 14
Assignment 3 / 15 / April 04
Assignment 4 / 20 / May 05
Portfolio (blog posts, homework, peer review, reflections) / 15
Participation / 10
Total / 100%

Grade

/

%

A / 93-100%
A- / 90-92
B+ / 87-89%
B / 83-86%
B- / 80-82%
C+ / 77-79%
C / 73-76%
C- / 70-72%
D+ / 67-69%
D / 60-66%
F / Below 60%

RWS 200 AssignmentsASSIGNMENT 1: Articulating and Evaluating How an Argument Persuades a Specific Audience Building on RWS 100, this assignment asks you to articulate the argument of Johann Hari’s “The Likely Cause of Addiction Has Been Discovered, and It Is Not What You Think” and to analyze and describe its elements. Next, it asks you to discern elements of context embedded in the argument—the clues that suggest what the argument is responding to, both in the sense of what has been written before it and in the sense that it is written for an audience in a particular time and place—and to evaluate how effectively the argument persuades this audience within this specific context.

ASSIGNMENT 2: Using One Text as a “Lens” on Another

In Patricia Roberts Miller’s short text (“Characteristics of Demagoguery”) and her longer article (“Democracy, Demagoguery, and Critical Rhetoric”) she outlines “standards for good public discourse” that support democratic decision making and reasoned debate. She contrasts this with forms of persuasion that are flawed, manipulative, appeal to fear or popular prejudice, and close down debate. In short, she presents a set of criteria for evaluating arguments. In this assignment, you will use concepts and arguments from a frame or “lens” text—specifically, Patricia Roberts Miller’s writings—to analyze and evaluate a text of your instructor and your own choosing.

ASSIGNMENT 3: Analyzing the Context in Which a Set of Arguments are Made

In the recent presidential elections a huge number of news stories were generated outside mainstream media, circulated via platforms such as Facebook, and criticized for being deceptive and untrue. “Fake news” spread more quickly during the last three months of the election than “regular” news from traditional outlets. Some scholars, and some political figures, have argued that this represents a serious new threat to our democracy, while others argue the issue is overblown. An important debate is emerging over how “fake news” should be defined, how much of a problem it is, what causes it, what its effects are, and what solutions (if any) ought to be implemented. In this assignment you will map major points of similarity, difference, contrast and connection between texts that address these questions. You will consider how major positions advanced in these texts relate to each other, and you will evaluate claims representative of these positions.

ASSIGNMENT 4: Advancing an Argument in the Contemporary Context

In this assignment you will draw on your current life as the context from which to understand and evaluate some of the texts explored in assignment 3. You will draw on select texts to construct a context that allows you to “enter the conversation” and advance your own claims. As in assignment 3, the topic will be fake news and its implications.

COURSE POLICIESAttendance: There is no substitute for attending class. Since this is a discussion-oriented course, your attendance is crucial, and key to doing the portfolio work. Regular attendance will greatly elevate your chances of performing well. Simply showing up for class, however, will not be enough. I expect the class to be the site of lively intellectual activity, discussion, debate and critical, respectful exchange.If you are absent you are still responsible for knowing what was covered in class, what the homework is, and when it is due. I suggest you exchange phone numbers and/or emails with at least two of your classmates. In addition, check Blackboard and the course wiki regularly.

Essays: All essays are due as a hard copy in class on the date specified. All essays must be typed and adhere to MLA format and must be stapled. Late assignments will not be accepted. For documented extenuating circumstances, late work may be accepted up to one week following the printed deadline.

Wiki & Electronic Texts: I will sometimes ask you to access the wiki to view or print materials to bring to class. Please check the wiki regularly.

Electronics: Your active participation is required in this course. Unless we are using our devices as part of the lesson, please don’t use cell phones, laptops, etc. If you are in class listening to music or texting, I will mark you absent.

Plagiarism: All work in this course must be original. Plagiarism will result in serious consequences ranging from grade reduction to failure in the class to expulsion from the college. For more information on the university cheating and plagiarism policy, please visit: policy/pfacademics.html. SDSU’s library also has an excellent tutorial on how to avoid plagiarism.

Respect: Since this is a discussion-based class, it is vital that you listen and speak respectfully to others at all times. I encourage you to express your opinions, of course – they will help inspire good discussions.
Problems: If you run into problems or emergencies, talk to me as soon as possible
Office hours: I encourage all students to attend office hours, especially if you have any questions or concerns about reading, writing, rhetoric, or the structure or requirements of the course. Office hours are Mondays 1.00– 2.00, or by appointment.

Disabled students: If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact Student Disability Services at (619) 594-6473. To avoid any delay in the receipt of your accommodations, you should contact Student Disability Services as soon as possible. Please note that accommodations are not retroactive, and that accommodations based upon disability cannot be provided until you have presented your instructor with an accommodation letter from Student Disability Services. SDS staff are available in the Capulli Center in Suite 3101 or by phone at (619) 594-6473 (voice) or (619) 594-2929 (TTD/TTY).

Counseling: There are many events and situations that put additional stress on being a student. SDSU has an excellent center for Counseling & Psychological Services that is open to students Monday through Friday from 8am-4:30pm. To set up an initial consultation, call (619) 594-5220. For immediate or emergency help, you are welcome to use San Diego’s free 24-hour counseling access line at (800) 479-3339. C&PS on campus also has a “Center for Well-Being” with multiple stations for relaxation if you are feeling stressed during the semester. C&PS is located in the Capulli Center, Room 4401.

Student-athletes: You have demanding, dynamic schedules. As an instructor, I am committed to helping you succeed in the course. To do so, regular and effective communication is needed. While exceptions will not be made for attendance, assignment deadlines, or exams, I’m happy to work with all student-athletes in conjunction with Student-Athlete Support Services (SASS) to help you excel in this course. For more information on SASS’ academic advising and tutoring services, please call (619) 594-4743.

Schedule

Please note that the following schedule is approximate. Dates and topics may shift as the semester continues.

Week/dates / Schedule
Week 1
Th 01/19 / Syllabus; overview of the course. Introductions
Key Terms: read pgs. 1-7 in course reader (CR), and in Parfitt.
Week 2
T 01/24
Th 01/26 / Situating texts (the rhetorical situation); rhetorical analysis
and close reading. Applying PACES to short texts.
Charting a text; building an argument map. Intro to first paper;
see video of Hari discuss first half of his text
Week 3
T 01/31
Th 02/02 / Discussion of Hari; charting and analyzing Hari; identifying claims, evidence and strategies. Evaluation of argument. Drafting introduction
Week 4
T 02/07
Th02/09 / Drafting paperbody paragraphs. Evaluating claims and evidence
Rough draft of paper 1 due (bring 3 copies to class); peer workshop
Conferencing (meet with professor)
Week 5
T 02/14
Th 02/16 / Conferencing (meet with professor)
Final paper 1 due. Introduction to unit 2 and “lens” assignment
Discuss Roberts-Miller on the rhetoric of demagoguery
Week 6
T 02/21
Th 02/23 / Discussion and charting continued. Using one text as a lens on another; evaluating texts. Analyzing target texts (Wallace and/or selected text)
Week 7
T 02/28
Th 03/02 / Drafting introduction and body paragraphs; template phrases; building your analysis and persuading your audience
Week 8
T 03/07
Th 03/09 / Drafts due; Peer review(bring 3 copies of draft)
Conferencing
Week 9
T 03/14
Th 03/16 / Final paper 2 due.
Introduction to unit 3: fake news and critical digital literacy
Discussion of short fake news texts and videos
Finding an “angle” on the issue to guide synthesis
Week 10
T 03/21
Th 03/23 /
Working with multiple sources
Synthesizing texts and mapping relationships
How to draft an annotated bibliography and prospectus
Group/paired presentations on the angle selected.
Week 11
T 03/28
Th 03/20 / SPRING BREAK
Week 12
T 04/04
Th 04/06 / Annotated bibliography and prospectus due
Introduction to unit 4. Going from synthesis to contribution; situating your argument. Researching your argument and building a case
Week 13
T 04/11
Th 04/13 / Further discussion of fake news texts
Building your claims, finding support and creating a space for your contribution; entering the conversation
Week 14
T 04/18
Th 04/20 / Handling rebuttals and evaluation
Drafting the introduction and body paragraphs
Refining and strengthening your argument
Week 15
T 04/25
Th 04/27 / Rough Draft Due (bring 3 copies to class); peer review
Conferences
Conferences
Week 16
T05/02
Th 05/04 / Student presentations
Last Class
W 05/08 / FINAL PAPER DUE

RWS200 Learning Outcomes

The following four outcomes describe the four major writing projects or “assignment types” for the course. You will be able to:

  1. Discern elements of context embedded in arguments, the clues that show what the argument is responding to – both in the sense of what has come before it and the sense that it is written for an audience in a particular time and place; examine a writer’s language in relation to audience, context, and community;
  2. Use concepts and arguments from one text as a context for understanding and writing about another;
  3. Given the common concerns of two or more arguments, discuss how the claims of these arguments modify, complicate, or qualify one another; consider how positions advanced in these texts relate to each other and evaluate the persuasiveness of these positions.
  4. Consider your contemporary life as the context within which you are reading a group of arguments; position yourself in relation to ongoing research and discussion in order to make an argument and “join the conversation.” Evaluate source texts so as to create a space for an original contribution.

The following points describe outcomes to work on throughout the semester:

  1. Building on the work done in RWS 100, you will be able to articulate what argument a text is making, describe the work that is done by each section of the argument, describe elements of the argument such as claims, methods of development, kinds of evidence, persuasive appeals, translate an argument into your own words;
  2. Understand and incorporate all aspects of the writing process – including prewriting, drafting, revising, editing, and proofreading;
  3. Articulate what key terms, definitions, concepts, statements of a problem or issue are established by a text;
  4. Investigate and articulate how an argument is positioned – based on certain kinds of assumptions, located in a way of thinking and representing issues from a point of view;
  5. Work with multiple sources in a paper, deciding what to include and what to exclude, choosing an effective structure, and creating significant relationships among sources;
  6. Craft a cohesive paper, and use effective metadiscourse to guide a reader through it;
  7. Describe your own papers and reflect on how you wrote them; differentiate between the content of your texts and the language and rhetorical strategies you employ;
  8. Revise your own work effectively, re-reading previous work and re-envisioning it in the light of reflection, feedback, further reading, and new sources of information;
  9. Edit your writing for the grammar and usage conventions appropriate to the project.

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