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Course Syllabus Spring 2014
Rhetoric and Writing Studies 200: Situational Rhetoric
Instructor: Professor Chelsie Meredith
Class Location: EBA 442
Class Time: 12:30-1:45
E-mail: CMEREDITH@mail.sdsu.edu
Office Location: Storm Hall 116
Office Hours: T&Th 11-12 & by Appt
Course Description:
This course extends RWS 100 and intends to build on the reading, writing, and critical thinking
skills previously developed. Though we will once again be analyzing and producing written
arguments, this time we will be doing so with a stronger emphasis on evaluating their
effectiveness and considering the larger context in which they reside. Every argument is part of
an ongoing conversation and the recognition and consideration of this context is the key to
thorough understanding. You will learn to write and revise papers in which you address complex
arguments effectively, use source materials responsibly, and make sound decisions about
audience, context, structure, and purpose. The skills you will develop are central to success in
academic, professional, and civic life, regardless of what field you intend to enter.
Texts and Materials:
1. Peterson, Linda H., ed. The Norton Reader. 13th ed. New York London: W.W. Norton &,
2012. Print.
2. Bullock, Richard, and Francine Weinberg. The Little Seagull Handbook. New York:
W.W. Norton &, 2011. Print.
3. Notebook
Learning Outcomes:
Our “Learning Outcomes” reflect the goals and capacities of the General Education Program.
RWS is one of several courses in the area of general education defined as “Communications and
Critical Thinking.” Focusing particularly on argument, this course emphasizes four essential
general education capacities:
1. Construct an account of an argument and identify elements of context embedded in it,
the clues that show what the argument is responding to--both in the sense of what has
come before it and in the sense that it is written for an audience in a particular time
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and place; examine a writer’s language in relation to audience, context and
community
2. Follow avenues of investigation that are opened by noticing elements of context;
research those elements and show how one's understanding of the argument is
developed, changed, or evolved by looking into its context
3. given the common concerns of two or more arguments, discuss how the claims of
these arguments modify, complicate or qualify one another;
4. given the common concerns of two or more arguments, discuss how the claims of
these arguments modify, complicate or qualify one another;
This course advances general education by assisting students to understand the general function
of rhetoric via numerous types of texts. It then asks students to think about rhetoric within the
context of the real world, rather than the specific Writing and Rhetoric Department. Lastly, this
class gives students the tools they need to establish an intellectual framework and develop the
analytical resources so that students may explore, construct, critique, and integrate difficult texts.
Course Objectives:
1. Building on the work done in RWS 100, students 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—claims, methods of development,
kinds of evidence, persuasive appeals; translate an argument into their 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 multiples sources in a paper, deciding what to include and what to
exclude, choosing an effective structure, and creating significant relationships among
sources
6. Analyze and assess arguments made by visual texts; incorporate visual images into
their documents
7. Craft a cohesive paper, and use effective metadiscourse to articulate the project of the
paper and guide a reader through it
8. Describe their own papers and reflect on how they wrote them; differentiate between
the content of their texts and the language and rhetorical strategies they employ
9. Assign significance to the arguments they read
10. Revise their own work effectively, re-reading previous work and re-envisioning it in
the light of reflection, feedback, further reading and new sources of information
11. Edit their writing for the grammar and usage conventions appropriate to the project.
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Course Rules & Regulations:
1. Classroom Etiquette: Many of the readings done in class contain subjective material that
may or may not go against a student’s personal belief. While all opinions are allows to be
shared, they shall not be discriminated against, nor delivered in an offensive manner. Be
respectful to yourself, your professor, and your peers.
2. Absences: Students should attend each class period in order to fully grasp all concepts
and receive the highest participation grade possible. However, life happens. Students are
allowed two unexcused absences. Each additional absence lowers the student’s final
grade by 5 points per missed class. With that said, if any student should encounter
special circumstances they should speak to me regarding this issue and an agreement may
be worked out.
3. Late Arrivals: Each class session is only 75 minutes long, and the class has lots to cover
in that short space of time. Be on time.
4. Preparation: You should have done all reading and any assigned homework before the
start of each class. An absence from the previous class does not constitute as an excuse
for not having done the homework or properly preparing for class. Not being prepared for
class (i.e. neglecting to bring in a draft on peer review day) is the equivalent of being
absent.
5. Due Dates: All assignments are due at the beginning of class on the assigned day. Late
work will not be accepted.
6. Blackboard & E-mail: Students should check their e-mail daily as important and pertinent
information can be delivered at any time and not checking one’s e-mail does not
constitute a viable excuse. Blackboard should also be consulted on a daily basis. All
assignments should be completed prior to class.
7. Electronic Devices: Laptops shall be permitted; however, spending time on websites that
are not appropriate for class (Facebook, Twitter, etc.) will mean the loss of computer
privileges for the class for the remainder of the semester. Phones shall not be used in
class. They should be silent, and stowed away. If you are found using a cell-phone once,
you will be asked to turn it off and stow it away. If you are found using a cell-phone
twice, you will be asked to leave the class and lose that day’s participation points.
8. Cheating, Plagiarism, and TurnItIn.com: All students will abide by the definition of
Plagiarism & Cheating set forth by the University. Any form of plagiarism will be
reported to the university—this is not my policy, but that of the university. To help deter
plagiarism from occurring, students should utilize turnitin.com. If any student does not
feel comfortable using this site (because it will add your papers to a large database) they
should state this in writing to me before the second week of class is over.
9. Disability Services: Students who need accommodation of their disabilities should
contact my privately, to discuss specific accommodations for which they have received
authorization. If you need accommodation due to a disability, you must register with SDS
at 619-594-6473.
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10. Absences for University Events (Sports): If you are an athlete, I understand that you have
a very busy and demanding schedule. I would be happy, along with SDSU’s Student
Athlete Support center to help you navigate your busy schedule, but please remember that
absences for University Events does not act as a waiver for assignments both inside and
outside of the class. You must still complete these assignments. Also, please notify me
ahead of time before any absences so that we can work to accommodate you.
11. Changes to Course Syllabus: A syllabus is merely a class guideline and can be altered at
any time. This goes double for the course schedule.
Course Requirements:
1. Writing Projects: Each of the four major writing assignments pertains to the first four
major Course Objectives. These assignments work to illustrate and implement the
Writing Process: pre-writing, research, thesis development, outlining, composition,
revision, and proofreading. These assignments should be turned in on time, and should
follow MLA guidelines for format and style.
2. Extra Credit: For each essay, I will mark the first 10 grammatically incorrect sentences
that catch my attention. You are allowed to identify the mistakes and make corrections
for .5 points per mistake. This entitles you to an additional 5 points per essay. These
corrections will be due the class period after the papers have been handed back, no later.
This is not a requirement, but an optional assignment.
3. Re-Writes: Students may choose to re-write ONE essay after receiving a grade lower than
a C+. Essay re-writes may be submitted up to two weeks 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. I will not remind you. This is not a
requirement, but an optional assignment.
4. Workshops: One or more drafts will be required for each writing assignment. You will
“workshop” one of these drafts with your peers, both giving and receiving feedback. You
will complete feedback forms in peer review and be evaluated based on evidence of
engagement in the activity.
5. Conferences: You will be required to meet with me outside of class for at least two
writing assignments. To get full credit, you should bring in a rough draft as well as
questions, comments, or concerns. These conferences are your chance to receive
individual attention based on your writing strengths and weaknesses.
6. Homework: Homework is used as preparation for class discussion. It should be
completed and ready to hand in on its due date. Failure to turn in a homework assignment
on time or missing a class means failure of that homework assignment.
7. Participation & Attendance: Our class is largely discussion based whether as an entire
class or in small groups. Students should actively participate in these assignments (which
can lead to homework in order to meet the course schedule) to receive credit for the day.
Students who miss more than two classes will lose 5 points per missed class from their
final grade.
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Course Assignments:
Writing Project #1: Construct an account and analyze a text’s argument, evidence, and rhetorical
strategies. See handout.
Writing Project #3: Explain rhetorical strategies used in a specific text in order to show how they
advance the text’s central arguments. See handout.
Writing Project #2: Gather information relevant to a specific text & make logical connections
between this text and the outside sources. See handout.
Final Project: Will be explained at a later date.
Grading:
Grading is based on numerous factors: does the assignment achieve all aspects of the prompt?
Does the paper do so in a logical manner? Is the paper constructed with good grammar and
mechanics? Does it fail to perform any important tasks (i.e. does it have a thesis statement,
introduction, conclusion, etc.).
Grades are broken down as follows:
A—an excellent essay. All aspects of the prompt are not just covered, but done so in a thoughtful
and meaningful manner. The student clearly shows mastery of the text and assignment at hand.
The paper is well written, and has few grammatical issues.
B—a good essay. All aspects of the prompt are covered and paper begins to achieve a higher
level of understanding with the prompt. Paper’s writing is beginning to be of sound quality if not
graceful. A few grammatical issues.
C—a satisfactory, if average performance (the average grade given in college). This essay fulfills
all requirements of the prompt, but does not do any more, nor is the writing elegant or graceful.
Some grammatical issues.
D—minimally passing. The paper is poorly written, and the student clearly struggles with the
prompt or reading for the assignment. Many grammatical issues.
F—the student has failed to complete the assignment as dictated by the prompt. It is seriously
flawed and shows a lack of understanding with the assignment and/or the reading. This essay is
perhaps unable to be understood due to grammatical flaws.
Writing Project 1
Writing Project 2
Writing Project 3
Writing Project 4
Conferences
Homework
Participation
& Attendance
15%
15%
15%
15%
10% or 5% per conference
10%
20%