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Professor: Caleigh Cornell
Class Meets: M 4:00-6:40
Meeting Place: SH 221
Email: ccornell@mail.sdsu.edu
Office: SH 110B
Office Hours: MWF 9:00-9:50 am
AMIND 120: Rhetoric in American Indian Context
Fall 2015 Syllabus
Course # 32044
Course Description:
Welcome to AMIND 120! In this course, we will practice interpreting, analyzing, evaluating and producing
written argument, and critically thinking about various topics from the American Indian context and
perspective. 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.
We will be practicing these fundamentals of writing and rhetoric by discussing, analyzing, and reinterpreting
the rhetoric surrounding American Indians. In American rhetoric, Native Americans have been host to a
variety of cultural presumptions and stereotypes that are generally inaccurate, contradictory, and lack
understanding of differing worldviews. This course will not only investigate and interrogate the nature of
these representations, but will also focus on texts produced by American Indians themselves in order to
reinterpret the world around us.
Required Texts
You may be relieved to find out that we have no required textbook for this class because all of our course
readings and materials will be made available on our class Blackboard site. However, all of the readings for
this class should be printed out and brought to class each day, so be sure to put funds aside in order to print
reading materials for our class each day.
AMIND 120 Student Learning Outcomes
Our Learning Outcomes Reflect the Goals and Capacities of the General Education Program. AMIND 120 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, AMIND 120 establishes intellectual
frameworks and analytical tools that help students explore, construct, critique, and integrate sophisticated
texts.
These goals focus on helping students:
1)
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.
At the end of the course, students will be able to:
1. Describe and analyze an author’s argument, claims, project, support and rhetorical strategies.
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2. 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.
3. Analyze and evaluate an author’s project and argument and explain rhetorical strategies that this
author—and by extension other writers—uses to engage readers in thinking about her argument.
4. Assess the relative strengths and weaknesses of multiple assigned texts, including discussion of
rhetorical strategies, supporting evidence, audience, and text structure.
Outcomes across the semester--Students will be able to:
5. 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;
6. analyze and assess the relative strengths of arguments and supporting evidence
7. use all aspects of the writing process--including prewriting, drafting, revising, editing, and
proofreading;
8. 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;
9. identify devices an author has used to create cohesion or to carry the reader through the text; use
metadiscourse to signal the project of a paper, and guide a reader from one idea to the next in their
writing;
10. effectively select material from written arguments, contextualize it, and comment on it in their
writing;
11. 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;
12. craft well-reasoned arguments for specific audiences
13. 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;
14. analyze and assess arguments made by visual texts; incorporate visual images into their documents;
15. edit their writing for the grammar and usage conventions appropriate to each writing situation;
16. assign significance to the arguments that they read;
17. reflect on how they wrote their papers, and revise arguments and findings based on critical
reflection.
Assignments:
*All prompts, rubrics, and directions for assignments will be posted on Blackboard.
ESSAYS: You will write 4 formal essays of four to eight pages in length for this course. All papers will
require a phased process which includes conferencing (meeting) with me followed by an in-class
peer review. The conferences and peer review sessions are designed to benefit you and your grade.
Rubrics, directions, and expectations for each paper will be posted on Blackboard and discussed in
detail during class.
PEER REVIEW: Because writing is a process, you will participate in activities before and after your
papers that will help improve your writing skills. Peer review will give you the opportunity to receive
feedback from your peers on your work before you turn it in for a grade. You will also receive points
for participating and giving feedback to your classmates during our 4 peer review workshops.
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READING DISCUSSION BLOG: Each week, we will be reading and discussing a variety of texts. In
order to get you thinking and discussing the ideas from the texts before and after class, you will
write discussion blog posts of about 150-200 words (at least one solid paragraph) that directly deal
with one or more of the texts from that week. You may think of these blog posts as your “journal”
where you can ask questions, grapple with ideas, share related material, or just share your thoughts
and opinions. Just remember to be respectful and careful in your postings. Two posts are required
for each of the 7 weeks specified (14 total): 1 personal journal post, and 1 post in response to a
peer. You must write 1 personal post and 1 response post in order to receive full credit for that
week. The weekly reflection blogs will be available on Mondays at 12:00 am until Fridays at 11:59
pm.
TOPIC PRESENTATION AND ACTIVITY: This assignment will give you the opportunity to
informally present/teach one of the topics and/or readings from the class with a partner, and
then lead a class activity dealing with the subject matter from the reading. You may teach your
classmates the reading material and lead the class activity however you'd like; this is meant to
be a creative exercise that will help you and your classmates learn the material in a more
meaningful (and fun) way. The reading presentation and activity should be between 10-15
minutes. More directions and grading criteria will be provided later.
FINAL REFLECTION ESSAY: At the end of the semester, you will submit a formal reflection via
Blackboard. The Reflection Essay will be due by the final day of the semester, Friday, December 11,
by 11:59 pm. Your reflections should be 3-4 typed pages, double-spaced. In your writing, you will
consider your writing process and performance on the papers you submitted. You may also consider
your critical thinking skills and the topics we discussed over the course. What was challenging to
you? What strategies were helpful? What are your strengths? In what ways did you improve? What
areas do you hope to improve in your future writing? What strategies will you use again or avoid?
This is an opportunity for you to reflect on your writing process and your growth as a writer and
critical thinker. More details will be provided later.
CLASS PARTICIPATION& ATTENDANCE: There is no substitute for attending class. Since this is a
discussion-oriented and hands-on course, attendance is crucial for your success. Regular attendance
will greatly increase your chances of performing well, and excessive absences will be detrimental to
your grade. Not only are you expected to be present, you are also expected to participate. Active
participators will arrive prepared, pay attention, and get involved in class activities. Your presence
and participation is important to our class and it counts towards your overall grade.
ASSIGNMENT POINTS BREAKDOWN:
4 Essays (100 points each)
4 Peer Reviews (25 points each)
7 Weekly Reading Discussion Blog Posts (14 total posts)
Topic Presentation and Activity
Final Reflection
Attendance/Participation
________________________________________________
Total
1000 Points
*Point total subject to change as needed.
400 Points
100 Points
280 Points
100 Points
100 Points
20 Points
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A
AB+
B
BC+
Letter Grade Breakdown:
93-100%
90-92%
87-89%
84-86%
80-83%
77-79%
C
CD+
D
DF
73-76%
70-72%
67-69%
63-66%
60-62%
0-59%
Course Policies:
ABSENCES: If you are absent, you are still responsible for knowing what was covered in class and when
assignments are due. I highly recommend that you exchange phone numbers and/or emails with at least
two of your classmates. In addition, check Blackboard, your email, and refer to the class schedule
frequently. You are allowed only 3 absences. Each absence after the second will result in a 3 point
deduction to your participation and attendance points. For serious cases or for university excused
absences, please speak with me immediately and provide prior notice. Also, tardiness will not be
acceptable. Three tardies will count as one absence and excessive tardiness will not be tolerated.
LATE WORK: Regarding smaller assignments, conferences, peer reviews, quizzes, or in-class writings, I
will not accept late or make-up work. As for our four major papers, we will have plenty of time in class
to work on our papers before the final draft is due, so papers should not be turned in late. One full letter
grade will be deducted for each of the first two class sessions that a major paper is turned in late. If you
fail to turn in a final draft after two class sessions, I will no longer accept it, and you will receive an ‘F’ on
the assignment. For documented extenuating and emergency circumstances, please speak with me
beforehand.
READINGS: The essays and articles that we will be reading in this course are central to your writing
assignments. Because your writing assignments will require you to analyze what we've read, it is
imperative that you not only READ all of the texts, but also bring them with you to class every day. Most
of the readings will come directly from our textbook, but others may be on our class Blackboard site and
will need to be printed before class. Some of the subject matter may be challenging to read, so it is also
important that you practice active reading strategies by underlining and annotating the texts; this will
ensure that you are prepared to discuss the readings and will have places marked when you are ready to
write your papers.
CRITICAL THINKING: Critical thinking is an integral part of this class. One of the characteristics I hope
you already have, or plan to develop, is an open mind and an interest in a wide range of subjects. I’m
hoping that during this semester, you attempt to relax even your most rigid opinions / ideals. We may
be looking at controversial topics, and I want you to make an effort to ask tough questions and apply
your best thought, rather than quickly dismissing something. What makes for a good college student
and an interesting, productive class discussion is a willingness to grapple with complex issues.
COURSE TUTORING, ESL, & WRITING HELP: Whether you're struggling in your courses or you just want
to maintain straight A's, take advantage of the free tutoring services available on campus. RWS tutors are
available to help you with your writing, and they are located in Love Library. Contact the department of
Rhetoric and Writing Studies at (619) 594-6515 for more information on drop-in tutoring hours. Help is also
available for ESL writers; if you need significant ESL help, you can transfer to LING 100 which specializes in
meeting these needs. I’m committed to helping you develop and improve as a writer, and I’ll be glad to help
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you. If you have questions or would like additional assistance with class concepts or projects, please drop in
during my office hours or make an appointment.
STUDENTS WITH DISABILITIES: Statement from Student Disability Services--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. Your cooperation is appreciated.
STUDENT-ATHLETES: Student-athletes have demanding schedules. As an instructor, I am dedicated 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.
BLACKBOARD & TURN IT IN: Since most of your readings, course documents/helpful materials, and blogs will
be done through Blackboard, internet access is mandatory for this course. I also post important
announcements or email the class through Blackboard, so be sure to have a current email updated through
the SDSU WebPortal. All of our major essays will be turned in on Blackboard via Turn It In as well. To access
our course Blackboard page, please visit, blackboard.sdsu.edu then click on our course name. Here you will
find everything necessary for our class.
ELECTRONICS: Your active participation and discussion is required in this course. As such, our classroom
will be electronics-free. Please turn off your phones, iPods, and any other electronic equipment when
you come to class. Because we will be interacting in group discussion often, the use of laptops will also
be distracting. Students who would like to use laptops are encouraged to discuss the specific need with
me in advance. If you are in class texting or using any other technology, I will mark you as 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, or even to expulsion from the university.
RESPECT: I want you all to feel safe and respected in this classroom. I expect you to give respect to
others' ideas. 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 speak up and express your opinions and life experiences, of
course, as they will help inspire thought-provoking class discussions.
OFFICE HOURS: I encourage and welcome all students to attend office hours. I would like to have the
opportunity to get to know each and every student, and I want you to know I'm here to help you in any
way I can. Office hours for this class are Mondays, Wednesdays, and Fridays from 9:00-9:50 am in SH110B, and also by appointment.
Tentative Schedule:
*Schedule subject to change at instructor's discretion
Week 1
M (8/24): Introduction to Course
AMIND 120 Short Overview
In-Class Writing and Student Introductions
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Week 2
Rhetoric of Early
Representations
M (8/31): Brief US History and Rhetoric Surrounding American Indians
The Development of 2 Contradictory Stereotypes
"The Ignoble Savage" and Early Colonization
"The Noble Savage" and American Expansion
Discuss Rhetorical Terms & Strategies
Sign up for presentations
Introduce Paper 1
*Read "Of Plymouth Plantation"
*Read excerpts of "Diary of King Phillip's War"
*Read Washington Irving's "The Traits of Indian Character"
*Read Thomas Jefferson's "Notes on the State of Virginia"
Weekly Reading Blog Posts due by Friday at 11:59 pm
Week 3
M (9/7): Holiday! No class!
Week 4
M (9/14): Stereotypes through different eras (ads/film)
Mascots Discussion
Continue Discussing/Prepare for Paper 1
Presentations
*Read "Ending the Era of Harmful 'Indian' Mascots"
*Read "Pride or Prejudice?"
*Read "'Wall Street Journal' Column Claims Mascots Honor.."
*Read "Rally Around the Warrior"
*Read "Students Petition SDSU to Drop Aztecs Name"
Weekly Reading Blog Posts due by Friday at 11:59 pm
M (9/21): In-Class Peer Review/In-Class Conferencing
*2 copies of rough draft due
M (9/28): Paper 1 and Peer Review Packet Due
Discuss American Indian Removal and Resistance
Rhetoric of Removal and Resistance to Removal
Presentations
Introduce Essay #2
*Read "Manifest Destiny"
*Read Andrew Jackson's Inaugural Address
*Read "Indian Removal"
*Read "Andrew Jackson's Second Annual Message of 1830"
*Read "Memorial of the Ladies of Steubenville, Ohio (1830)"
*Read George Harkins's "Letter to American People (1832)"
Weekly Reading Blog Posts due by Friday at 11:59 pm
M (10/5): Effects of Early Removal and Westward Expansion
Cherokee Removal Resistance
Rhetoric of Removal The Trail of Tears and Personal Accounts
Effects (Past and Present)
Presentations
Outlining/Preparing for Essay #2
*Read "Westward Expansion: Impact on American Indians
*Read Chief John Ross's Letter "To the Senate and House.."
*Read Andrew Jackson's "Letter to the Cherokee Tribe.."
Rhetoric of Modern
Representations
Week 5
Week 6
Rhetoric of Removal
and Resistance
Week 7
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*Read Eliza Whitmire's and Elizabeth Watt's Accounts
*Read Lt. L.B. Webster's and Pvt. John G Burnett's Accounts
Weekly Reading Blog Posts due by Friday at 11:59 pm
Week 8
Week 9
Rhetoric of Social
Change
Week 10
Week 11
Week 12
Week 13
Rhetoric of Modern
Storytelling
Week 14
Week 15
Week 16
M (10/12): In-Class Conferencing and In-Class Peer Review
*Bring in 2 copies of Draft
M (10/19): Paper 2 and Peer Review Packet Due
Discuss American Indian Movement
Watch and discuss parts of the film, A Good Day to Die
*Read "A Brief History of AIM"
*No weekly blog posts due
M (10/26): Occupation of Alcatraz 1969
Occupation of Wounded Knee II 1973
Presentations
Introduce Essay #3 Prompt
*Read "History of Alcatraz"
*Read "1969 Occupation of Alcatraz and Alcatraz Proclamation"
*Read "Native History: AIM Occupation of Wounded Knee"
*Read "Occupy Wounded Knee: A 71 Day Siege.."
Weekly Reading Blog Posts due by Friday at 11:59 pm
M (11/2): Wounded Knee II Immediate Aftermath
Begin watching and discussing Incident at Oglala
Presentations
Preparing/Outlining for Essay #3
*Read "Leonard Peltier and the Indian Struggle for Freedom"
*Read "Rhetorical Exclusion: The Government's Case Against.."
Weekly Reading Blog Posts due by Friday at 11:59 pm
M (11/9): In-Class Conferencing and In-Class Peer Review
*Bring 2 Copies of Draft
M (11/16): Paper 3 and Peer Review Packet Due
Watch and analyze parts of film, Smoke Signals
Discuss Essay #4 Prompt
M (11/23): Preparation for Essay 4/Outlining
Modern-day Storytelling as Means of Survival and Pride
Presentations
*Read Sherman Alexie's "This is What it Means to Say..."
*Read N Scott Momaday's "The Man Made of Words"
*Read Simon Ortiz's "Indigenous Continuance"
Last Weekly Reading Blog Posts due by Friday at 11:59 pm
M (11/30): In-Class Conferencing and In-Class Peer Review
*2 copies of draft due
M (12/7):Essay #4 and Peer Review Packets Due
Discuss Final Reflection Essay Requirements
Conclusions!
*Final Reflection Due on Blackboard by Friday at 11:59 pm
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