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RWS 100: The Rhetoric of Written Argument
Spring 2013
MWF 10:00-10:50 am
Montezuma Classrooms South (Portables) Room 104
Instructor: Kelli Magargal
Office: AH 3178
Office Hours: M/W 11am-12pm
Email: kmagargal@mail.sdsu.edu
RWS Office Number: 619-594-6515
Office Mailbox: In AH 3138
Required Materials:
 Bullock, Richard and Francine Weinberg. The Little Seagull Handbook. New
York: W.W. Norton and Company, 2011.
 Graff, Gerald and Cathy Birkenstein. They Say, I Say: The Moves that Matter in
Academic Writing. 2nd Edition. New York: W.W. Norton and Company, 2010.
 Course Reader
 A Three-Ring Binder for Writing Journal/Homework Assignments
 Supplemental readings from Blackboard
Course Description, General Education Capacities/Goals, and RWS Learning
Outcomes
“Rhetoric may be defined as the faculty of observing in any given case the available
means of persuasion.” Aristotle, Rhetoric
Our Learning Outcomes reflect the goals and capacities of the General Education
Program. RWS 100 is one of several courses in the area of general education defined
as “Communication and Critical Thinking.” Focusing particularly on argument, this
course emphasizes four essential general education capacities: the ability to 1)
construct, analyze and communicate argument, 2) contextualize phenomena, 3)
negotiate differences, and 4) apply theoretical models to the real world. This course
advances general education by helping students understand the general function of
writing, speaking, visual texts, and thinking within the context of the university at large,
rather than within specific disciplines. In addition to featuring the basic rules and
conventions governing composition and presentation, RWS 100 establishes intellectual
frameworks and analytical tools that help students explore, construct, critique, and
integrate sophisticated texts.
Within this framework of four general capacities, the course realizes four closely related
subsidiary goals. These goals focus on helping students:
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2)
3)
4)
craft well-reasoned arguments for specific audiences;
analyze a variety of texts commonly encountered in the academic setting;
situate discourse within social, generic, cultural, and historic contexts; and
assess the relative strengths of arguments and supporting evidence.
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Our student learning outcomes for RWS 100 are closely aligned with these goals and
capacities, and reflect the program’s overall objective of helping students attain
“essential skills that underlie all university education.”
Learning Outcomes for RWS 100
The following points describe outcomes to work on throughout the course, to be
attained over the fifteen weeks. Students will be able to:
1) Describe elements of an argument—claims, methods of development, kinds
of evidence, persuasive appeals; annotate the work that is done by each
section of a written argument;
2) Use all aspects of the writing process—including prewriting, drafting, revising,
editing, and proofreading;
3) Choose effective structures for their writing, acknowledging that different
purposes, contexts and audiences call for different structures; understand the
relationship between a text’s ideas and its structure;
4) Identify devices an author has used to create cohesion or to carry the reader
through the text; use metadiscourse to signal the project of the paper, and
guide a reader from one idea to the next in their writing;
5) Effectively select material from written arguments, contextualize it, and
comment on it in their writing;
6) Determine when and where a source was published, who wrote it and
whether it was reprinted or edited; understand that texts are written in and
respond to particular contexts, communities or cultures; examine the
vocabulary choices a writer makes and how they are related to context,
community or culture, audience or purpose;
7) Respond in writing to ideas drawn from various cultures and disciplines, using
the activity of writing to clarify and improve their understanding of an
argument;
8) Analyze and assess the relative strengths of arguments and supporting
evidence;
9) Analyze and assess arguments made by visual texts; incorporate visual
images into their documents;
10) Craft well reasoned arguments for specific audiences;
11) Edit their writing for the grammar and usage conventions appropriate to each
writing situation;
12) Assign significance to the arguments that they read;
13) Reflect on how they wrote their papers, and revise arguments and findings
based on critical reflection.
Assignment Types:
Readings – Throughout the semester, we will be reading, analyzing, and discussing
selections from the Course Reader as well as additional texts distributed in class or
available online. Assigned reading must be completed before class.
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Bring the Course Reader and other required reading to class.
You are responsible to read each essay carefully so that you are prepared to
participate in class discussions based on the reading.
Writing assignments will be based on the readings assigned.
Writing – You will complete four main projects over the course of the semester. You
may be required to develop one or more drafts for each major project. Each project is
designed to help you develop specific rhetorical skills:
 In Project One, you will describe and analyze an author’s argument, claims, project,
support and rhetorical strategies and construct an account of one or more authors’
projects and arguments and explain rhetorical strategies that these authors—and by
extension other writers—use to engage readers in thinking about their arguments.
 In Project Two, you will construct an account of an author’s project and argument
and carry out small, focused research tasks to find information that helps clarify,
illustrate, extend or complicate that argument; use appropriate reference materials,
including a dictionary, in order to clarify their understanding of an argument.
 In Project Three, you will construct an account of two authors’ projects and
arguments in order to use concepts from one argument as a framework for
understanding and writing about another.
Classroom Policies:
Attendance/Participation: There is no substitute for attending class. This is a
discussion-oriented course and your attendance is mandatory. Students are allowed no
more than 3 absences during the semester. Missing more than 3 classes will result in
a reduction in the class attendance/participation grade. I will mark down excessive
tardiness (arriving more than 10 minutes late to class) on my attendance sheet. Please
note: two tardies are equivalent to one absence. Participation does not mean you
need to make a meaningful contribution to class discussion every class session, but it
does mean that you do need to make an effort to join the conversation, pay attention,
and contribute ideas in group work.
Writing Journal: You will be required to keep a writing journal throughout the course.
This journal will contain entries where you will respond to and analyze the material we
read and discuss this semester. Most entries will be written in-class, with some writing
to be done as homework. If you miss a class, it is your responsibility to catch up on any
missed journal assignments (check with a peer if needed). You will be asked to turn in
this journal page by page on certain due dates (which is why it is in a 3-ring binder) and
then at the final. Your entire journal will be worth 15% of your grade.
Late Assignments: I expect all assignments to be turned in on time and will not accept
late work. If you have an extenuating circumstance, you are welcome to discuss it with
me before the assignment is due and perhaps we can work something out. If you need
to miss class on a day an assignment is due, you may turn in an assignment early to my
mailbox, but please do not email it to me.
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Re-Writes: Students may choose to re-write ONE essay after receiving a grade for the
assignment. You may revise any paper for which you receive a grade lower than a C.
Essay re-writes may be submitted up to one week after I hand back your graded
essays. The grade given on the re-write will be averaged with the grade given on the
previous draft. You must initiate the re-write process by contacting me. Each paper will
consist of a first and final draft.
Blackboard: We will be using Blackboard for various assignments and announcements
throughout the semester. Please check Blackboard regularly, at least 2 times a
week. You will be asked to upload assignments, post on discussion boards, and
communicate with each other through Blackboard, so please take the time to become
familiar with it. These postings and assignments will count as part of your homework
grade.
Classroom Conduct: The best classroom experience comes from students respecting
each other and the instructor. This includes everything from coming to class on time,
refraining from private conversations during class, to not texting during a lecture. Please
silence your cell phones when you come to class, and if you find it necessary to
text or make a call, go outside. Because we will be interacting in-group discussion
often, the use of laptops will also be distracting. Students that would like to use laptops
are encouraged to discuss the specific need with me in advance. You are encouraged
to join in class discussions, but refrain from using obscene or offensive language and
interrupting others.
Workshops: You will be working in groups with other students during class activities as
well as in editing workshops. In the workshops, you will need to bring at least three
copies, one to turn in for credit, and two to share with your peers. Your effort and
contribution to these collaborative efforts will be taken into account as part of your
assignment grades and individual participation throughout the semester.
Plagiarism: All work in this course must be original; academic integrity is expected at all
times. Plagiarism in any class will result in serious consequences ranging from grade
reduction to failure in the class to expulsion from the college. The university catalog
describes plagiarism as follows:
Plagiarism is formal work publicly misrepresented as original; it is any activity
wherein one person knowingly, directly, and for lucre, status, recognition, or any
public gain resorts to the published or unpublished work of another in order to
represent it as one’s own. Work shall be deemed plagiarism: (1) when prior work
of another has been demonstrated as the accessible source; (2) when
substantial or material parts of the source have been literally or evasively
appropriated (substance denoting quantity; matter denoting qualitative format or
style); and (3) when the work lacks sufficient or unequivocal citation so as to
indicate or imply that the work was neither a copy nor an imitation. This definition
comprises oral, written, and crafted pieces. In short, if one purports to present an
original piece but copies ideas word for word or by paraphrase, those ideas
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should be duly noted. (from SDSU General Catalog 2009-2010. San Diego State
University, 2009: 455)
For more information on the university cheating and plagiarism policy, please visit:
http://www-rohan.sdsu.edu/dept/senate/ policy/pfacademics.html. SDSU’s library also
has an excellent tutorial on how to avoid plagiarism.
Course Assistance Services:
Office Hours: If you have any questions, worries, or problems, feel free to contact me.
My office hours are in place because I want to give you many opportunities to succeed
in this class. Do not hesitate to email, call, or set up a conference so I can get your
questions answered. If my office hours do not match up with your schedule, email me to
set up an appointment. I will try and respond to emails as quickly as possible.
Students with Disabilities: Every attempt will be made to offer reasonable
accommodations for students with disabilities in this course. Students with disabilities
who may need accommodations in this class are encouraged to notify the instructor
privately and to contact Student Disability Services (SDS) as soon as possible. All
discussion of disabilities will take place privately to protect student confidentiality. 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).
Student-Athletes: Student-athletes have very demanding, dynamic schedules which
place additional hardship on excelling in both arenas. If you are a student athlete with
away games scheduled during the semester, let me know by the end of the first week of
class, and present me with a copy of your team travel schedule. We will then make
appropriate scheduling arrangements. In order to help you succeed in this class, regular
and effective communication is needed. While no exceptions will be made for
attendance, assignment deadlines, or exams, I would be happy to work with all studentathletes in conjunction with Student-Athlete Support Services (SASS) to help you excel
in this course.
Grading Policies:
Assignment:
Points / Percentage of Overall Grade
Project #1 (includes rough draft, workshop, & final draft)
100 points / 20%
Project #2 (includes rough draft, workshop, & final draft)
100 points / 20%
Project #3 (includes rough draft, workshop, & final draft)
100 points / 20%
Final In-Class Writing
50 points / 10%
Writing Journal/Portfolio
75 points / 15%
Attendance/Participation
75 points / 15%
500 points / 100%
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Grading Rubric:
Letter Grade
A
AB+
B
BC+
Percentile
93-100%
90-93%
87-90%
83-87%
80-83%
77-80%
Letter Grade
C
CD+
D
DF
Percentile
73-77%
70-73%
67-70%
63-67%
60-63%
0-60%
Schedules: Since the smaller assignments and weekly class schedules are subject to
change based on how the class is progressing, I will give you the schedule a project at
a time. I will use Blackboard for announcements about homework and due dates as well
in order to keep everyone updated.
Major Project Dates:
PROJECT
Project 1
Project 2
Project 3
Project 4
Main Text Due Date
Jan. 30
March 22
Apr 12
TBD
Rough Draft Due Date
Feb 22
Mar 29
Apr 26
TBD
Final Draft Due Date
March 1
Apr 1
May 8
May 11 10:30-12:30
** All assignments, percentages, and due dates are subject to change at the instructor’s
discretion.**