RWS 200: The Rhetoric of Written Argument in Context
Section, Spring Semester 2018
Class Meets:
Location:
Instructor:
Email:@mail.sdsu.edu
Office: SH116
Phone: (619) 594-2015
Office Hrs: Thursday 0000 or by appointment
Course Description:
Building on RWS 100, this course intends to further enhance your academic reading and writing skills, with an additional focus on the rhetoric of the written argument in context. You will continue to analyze and evaluate each argument we encounter over the course of the semester, and also consider how an argument may be tailored for various audiences and situations. More specifically, this section of RWS 200will be a collaborative experience as we explore the various rhetorical effects and strategies of our texts throughout the semester. Not surprisingly, each of us brings a different perspective to the conversation, and I expect these varied perspectives to further enrich our scholarly discussions. This course is meant to develop your reading, thinking, and writing skills. As this course specifically focuses on interpreting, analyzing, evaluating, and producing written argument in context, you will become familiar with effective methods of argumentation by both reading texts and producing papers of your own over the course of the semester. This is meant to encourage you to use key rhetorical concepts as a mode of inquiry and invention as you develop reading and writing proficiency in academic disciplines and other contexts.
RWS 200 Learning Outcomes
Our Learning Outcomes reflect the goals and capacities of the General Education Program. The following four outcomes describe the four major writing projects or “assignment types” for the course. You will be able to:
Analyze a variety of print and digital texts to articulate relationships between an argument’s elements and the contexts within which the argument was created.
Evaluate both print and digital arguments through a process of critical inquiry, examining the arguments in their original contexts and in the context of other arguments in order to discover relationships between texts.
Locate, evaluate, and synthesize material from sources related to a public discussion in order to generate and support arguments.
Contribute an informed argument to an ongoing public discussion by identifying and assessing the rhetorical context for an issue.
Compose a variety of texts, including elements of digital and/or non-print text, through a multi-stage recursive process.
Employ conventions of academic writing in rhetorically purposeful ways.
The following points describe outcomes to work on throughout the semester:
- Analyze and evaluate an author’s argument, claim, project, and assumptions, as well as the rhetorical strategies used to construct the text. Explain how those strategies contribute to the author’s appeals to ethos, pathos, and logos. Evaluate the extent to which those appeals persuade the intended audience and consider how those strategies are based on key assumptions the author makes about that audience.
- Use concepts and arguments from one text as a lens or context for understanding, evaluating, and writing about another.
- Using a group of texts, identify the contexts within which an argument was made—historical, social, intellectual, generic, political, technological context, etc. Explain ways in which that context shaped the argument.
- Examine an ongoing public discussion (which may have been addressed in the previous paper) through a group of texts. Describe the texts’ arguments and position yourself in relation to them in order to make an argument that enables you to “join the conversation.”
Required Class Items/ Texts:
- A notebook—for class notes and in-class writings. You will need to keep this throughout the semester and label all entries clearly as well as date them.
- Course Reader (author) Available in the Bookstore
- Class syllabus (good to reference/check class calendar)
Helpful Resources:
- The Purdue Online Writing Lab (OWL)
- SDSU Writing Center, located in LLA 1103 in the Love Library (Appointments available at the Writing Center Online). The Writing Center is a free resource where you can find support for the writing assigned for this course. Tutors can help you with your assignments at any stage of the writing process--from brainstorming topics to revision of in-process drafts. You can expect your session to be collaborative: consider your tutor a writing coach who can offer insight into the specific project you are working on, as well as strategies to help you develop your writing skills overall.
Assignments and Grading:
Evaluation:
Participation
(Includes Quick Writes)15%
Peer Reviews 10%
Project 115%
Project 220%
Project 320%
Project 420%
Total Points Possible = 1000pts
935 - 1000 = A
900 - 934 = A-
865 - 899 = B+
835 – 864 = B
800 – 834 = B-
765 – 799 = C+
735 – 764 = C
700 – 734 = C-
665 – 699 = D+
635 – 664 = D
600 – 634 = D-
Below 600 = F
Participation (100pts):
1)Attendance: As this is a discussion and workshop-based course, it is vital that you contribute to the positive and constructive learning environment. To do this, attendance is necessary. However, I understand that things come up. If for some reason you cannot attend class, please send me an email beforehand explaining your circumstances.
PLEASE NOTE: Our class only meets twice a week, and we will begin each day promptly. Thus, showing up to class more than 10 minutes late will be marked as an absence. If you are absent, you are still responsible for the work done in class, including anything that is due. Please exchange emails or phone numbers with a fellow student to make this easier.
2)In-class Quick-Writes and Rhetorical Analysis: These will be done in class on a variety of short readings that I will be supply or in relationship to our Unit Texts. These will not always be collected but be prepared to discuss your writing with your peers. Keep the Quick Writes in your Journals as they will be periodically collected and graded (usually right before an essay is due).
3)Homework/Discussion: This will mainly consist of the assigned readings. To be fully engaged in the course, you must be familiar with the texts that we are working with and prepared to discuss them at length. Please read each text prior to class and bring it with you. This is part of your participation grade.
Projects: There will be four major assignments that you will write throughout the session. The papers will range from 4-8 pages (1-inch margins, 12pt font, double-spaced, and in MLA format). Each essay will require one rough draft for us to workshop and revise. Hard copies are REQUIRED for first and final drafts.
- Assignment Sequence:
- Project 1:
- Project 2:
- Project 3:
- Project 4:
Peer Review Workshops (100pts): Before each final draft is due, we will work through constructive peer evaluation of each paper. In each Peer Review Workshop, you will exchange first drafts with one person in class. There are four projects; likewise, we will have four peer reviews.
Each workshop is worth 25 possible points. These points depend entirely on your participation. In order to receive full credit, you will give thoughtful and productive feedback to your peer. You will also bring full drafts of your paper so that your partner has a physical form of your text to work with during the workshop. Hard copies are required for all Peer Review Workshops.
Course Policies:
Late Work:All work should be turned in on its appropriate due date. In-class assignments are just that, in class.Overall, late work will not be accepted except under extraordinary circumstances.
Blackboard:We will be using Blackboard throughout the semester. Please check it regularly. I will post most if not all the course materials there.
Respect:I expect our class to consist of lively discussions and productive workshops. With this in mind, we are working together to create a safe social space. I encourage you to both speak and listen openly and respectfully.
Cell Phones:Please keep your cell phones on silent and put away. Any use of a cell phone for any reason (unless expressly cleared by me) will not be tolerated.
Office Hours:As posted above, my office hours will be held after class on Tuesdays and Thursdays from 12:30pm-1:30pm in Storm Hall 116. Please feel free to stop by my office hours if you have any questions or concerns, or make an appointment with me. No really, I hold office hours for you and I encourage you to talk with me if you need help or have questions or concerns related to class.
Plagiarism:As I am sure you have heard before, work done in the class should be original. If you are unsure if you are plagiarizing, SDSU’s library has an excellent tutorial on how to avoid plagiarism. Additionally, when citing someone else’s work, be sure to do it correctly, giving credit where credit is due. There are serious consequences for plagiarism, ranging from grade reduction, failure, or even expulsion from San Diego State University, and I am required by the University’s policy to report any instances of plagiarism. To learn more about plagiarism please visit:
Student Disability Services:In this course, every attempt will be made to offer reasonable accommodations for students with disabilities. Students with disabilities who may need accommodations are recommended to notify me privately. 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. To avoid any delayin 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 accommodationletter from Student Disability Services.Your cooperation is appreciated.
Student-Athletes:I understand that student-athletes have demanding schedules. As your instructor, I want to help you do well in this course. You will not be exempt from course work, peer reviews, or participation; however, I am more than happy to work with potentially conflicting schedules in conjunction with Student-Athlete Support Services (SASS). For more information on SASS’ academic advising and tutoring services, please call (619) 594-4743.
Important SDSU Student Resources:
Academic Advising Center: (619) 594-6668
Counseling and Psychological Services:(619) 594-5220
Student Disability Services: (619) 594-6473
Student Health Services:(619) 594-5281
Public Safety:(619) 594-1991
Public Safety Escorts:(619) 594-6659
Unit 1 Schedule
PLEASE NOTE: Refer to this as a course outline. Some dates are subject to change; that being said, please take your time reading over the due dates. Additionally, I will assign supplemental readings and activities that are not visible on this schedule.
Week 1 Intro to Rhetoric in Context
Jan.
Week 2 Unit 1:
Jan. What is Rhetoric?Appeals, PACES, and more. Text distributed and previewed
Jan. Due: Reading
Week 3Unit 1:
Jan. Assumptions, Game? Due: Outline
Feb. How to build an essay, Rhetorical Structure, Citations Due: Thesis Paragraph
Week 4Workshopping
Feb.Due:Full First Draft (3 copies) for Peer Review Workshop,
Feb. Class Canceled for Conferences (required)
Week 5
Feb.Essay prompt 2 distributed, the rhetorical situation Due: Essay 1 Final Draft