RWS 100: The Rhetoric of Written Argument
Spring 2013 Course Syllabus
Instructor: Professor Sarah Curiel
Email: curiels@rohan.sdsu.edu
Class meets: in NE-173 on Tuesdays and Thursdays, 12:30-1:45PM
Office hours: at Starbucks Coffee in East Commons, Tuesdays and Thursdays, 2:00-3:00pm
(or by appointment)
Office Mailbox: in RWS main office -- AH3138
Required texts:
Werry, Chris. RWS 100 Course Reader. San Diego, CA: Montezuma Publishing. 2013.
Graff, Gerald and Cathy Birkenstein. They Say/I Say. New York: W.W. Norton & Co.,
2006.
3. Bullock, Richard and Francine Weinberg. The Little Seagull Handbook. New York: W.W.
Norton & Co. 2011.
4. Additional materials will be posted on Blackboard: https://blackboard.sdsu.edu/
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* Please bring the course reader and appropriate books to every class. Should one of the texts not
be needed, you will be informed in advance.
Course Description
What are the most effective forms of communication? How can we evaluate and construct
written arguments to communicate our thoughts and opinions in the most effective way possible?
This semester, we will practice interpreting, analyzing, evaluating and producing a written
argument, as argument is central to academic literacy, critical thinking, professional and civic
life. 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. These skills apply to all areas of academic study and professional fields.
General Education Capacities/Goals & RWS Learning Outcomes
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
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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:
1. craft well-reasoned arguments for specific audiences;
2. analyze a variety of texts commonly encountered in the academic setting;
3. situate discourse within social, generic, cultural, and historic contexts; and
4. assess the relative strengths of arguments and supporting evidence.
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.”
Course Objectives
Throughout the semester, you will engage in reading and writing assignments and discussions,
which will encourage mastery of the following learning outcomes. In addition to the three
learning outcomes specific to the three assignments, by the completion of this course you should
be able to:
1. Describe elements of an argument—claims, methods of development, kinds of evidence,
persuasive appeals—and to 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 your 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 a paper, and guide a reader from one idea
to the next;
5. Effectively select material from written arguments, contextualize it, and comment on it in
your 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 your 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 your
documents;
10. Craft well reasoned arguments for specific audiences;
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11. Edit your writing for the grammar and usage conventions appropriate to each writing
situation;
12. Assign significance to the arguments that they read; and
13. Reflect on how you wrote papers, and revise arguments and findings based on critical
reflection.
Assignment Types
Our three main writing assignments will require you to apply these skills to thought-provoking
texts. You will both analyze the arguments present in the course texts as well as those of your
peers. You will be challenged to continually form, edit, and express your own arguments in an
effective manner. The goals of the three main writing assignments are for you to practice and
demonstrate the ability to:
1. Describe and analyze an author’s argument, claims, project, support and rhetorical
strategies;
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
your understanding of an argument; and,
3. 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 argument.
REQUIREMENTS
Essays: You will be required to write 3 essays for this course. The first will be 4-5 pages in
length and the second 7-8 pages, while the third will have several options. Each essay will
require at least one rough draft. All pre-writing, rough drafts, and final drafts are due in-class on
the date specified. Specific criteria for each essay will be given along with the prompt.
Weekly Reading Response: Each week, you will be required to compose a 1-page response to
the week's assigned readings. This response will be a place for you to express your thoughts
about what you read: tell me what stood out to you, what you found interesting, what you agreed
or disagreed with, etc. On weeks that we do little or no reading, I may assign you a question or
prompt to address instead. You will be asked to turn in this journal on the Tuesday of each
week, at the end of class. Each response must be typed (see also "Format of Written Work") and
is worth 3 points. PLEASE KEEP THESE, as they may be useful for your Final.
Class Blog: Once per unit (or three times during the semester) you will be required to post on the
class blog on Blackboard. For each post, please select a quote from any reading we worked with
during the unit and respond to it directly, identifying why you feel it was an important
component if the essay or text. How would the text have been impacted if the quote were
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omitted? These posts should contain more analysis than your weekly responses. Please also
comment on one of your classmates posts once per unit, giving them quality feedback on their
analysis. Your posts should be 150-200 words long and are worth 5 points each. See class
schedule for specific due dates.
Workshops/Conferences: One or more drafts will be required for each writing assignment. The
week before your essays are due, you will spend class in a “workshop” with your peers, both
gaining and giving feedback on your drafts. You will complete feedback forms in peer review,
which can be used as tools for revising your final draft. In addition, every student will meet with
me for a 10 minute, one-on-one conference during this time.
Final: You will be required to compose a final, reflective essay in which you will look back on
your growth over the course of the semester. The final essay will be 1-2 pages in length, and
must be turned in to my mailbox no later than 12:30PM on Thursday, May 16th. More details
will be provided with the prompt.
Participation: You are expected to participate actively in class. Although this does not mean
speaking up and contributing valuable insight during every class session, it does mean arriving
on time and being prepared, paying attention, and being involved.
POLICIES
ATTENDANCE: There is no substitute for attending class. This is a discussion-oriented course
and your attendance is mandatory. 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
regularly. Students are allowed no more than 3 absences during the semester. Missing more
than 3 classes will result in a minimum of 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.
FORMAT OF WRITTEN WORK: All essays are due as a hard copy in class on the date
specified. All essays must be typed (Times New Roman, 12-point font, 1” margins) and stapled.
Please adhere to MLA format when citing and for all bibliographic information. Essay prewriting and drafts will not be graded; however, evidence of pre-writing and at least one rough
draft is required to receive a grade on the final essay. Please attach your draft to your final essay.
Late assignments will not be accepted. For emergency cases, late work may be accepted up to
one week following the printed deadline and will be subjected to a grade penalty.
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 rewrites may be submitted up to one week after I hand back your graded essays.
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BLACKBOARD: Students should go to https://blackboard.sdsu.edu to access all important
information required of this class, such as youtube videos, class assignments, readings, and this
syllabus. I will inform you in advance the times you will need to go to the website to complete
assignments.
ELECTRONICS: Your active participation is required in this course. Please turn off your cell
phones, iPods, and 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 the instructor in
advance.
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 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://wwwrohan.sdsu.edu/dept/senate/ 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. Discriminatory remarks will not be tolerated. I encourage you
to express your opinions, of course – they will often inspire good discussions.
COURSE ASSISTANCE SERVICES
OFFICE HOURS: I encourage all students to attend office hours, but especially if you have any
questions or concerns about reading, writing, the course or college in general. If you need
assistance but cannot make it to office hours, please email me and we can try to schedule an
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appointment. Please bring all of your pre-writing, drafts, and final drafts of your essays with
comments to office hours. It will assist me in answering any questions you may have on the
assignments.
COURSE TUTORING: I welcome all students to attend office hours with questions on writing
or the RWS 100 course. If you would like additional assistance and encouragement, SDSU has
an excellent staff of tutors to assist students in all courses. Students who need assistance with
course concepts or writing assignments in English or ESL are encouraged to contact the
department of Rhetoric and Writing Studies at (619) 594-6515 for more information on drop-in
tutoring hours.
DISABLED STUDENTS: 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).
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. C&PS is located in the Capulli
Center, Room 4401.
STUDENT-ATHLETES: Student-athletes have very demanding, dynamic schedules which
place additional hardship on excelling in both arenas. As an instructor, I am committed to
helping you succeed in the course. To do so, 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 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, call (619) 594-4743.
GRADES
Paper #1
Paper #2
Paper #3
Reading Responses/Blog Posts
Attendance/Participation
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20%
25%
30%
10%
10%
Final
5%
GRADING RUBRIC
Letter Grade
A
B
C
D
F
Percentile
90-100%
80-89%
70-79%
60-69%
< 60%
COURSE OUTLINE AND READING SCHEDULE
Please note that the following schedule is approximate, as dates and topics may shift as the
semester continues. Refer to Blackboard for current information regarding your assignment due
dates. With the exception of Food Inc., all readings are expected to be completed outside of class
by the reading’s discussion date.
Week 0
Jan. 17: Intro to course, discuss syllabus, key terms & concepts (PACES)
Week 1
Jan. 22: Intro to course, discuss syllabus, key terms & concepts (PACES)
Jan. 24: Applying PACES to visual/written arguments
Week 2
Jan. 29: Identifying and applying argument,
[Note: Last day to drop classes is Jan. 31st at 11:59pm]
Jan. 31: Identifying and applying argument, short texts
Week 3
Feb. 5: Introduction to Paper #1, begin discussion of Gladwell
Feb. 7: Gladwell
Week 4
Feb. 12: Paper #1 Rough Draft due (bring 2 copies), peer-editing workshop and
conferencing
Feb. 14: Peer-editing workshop and conferencing
Week 5
Feb. 19: Paper #1 due in class, rhetorically analyzing short texts
Feb. 21: Rhetorically analyzing short texts
Blog Post #1 Due
Week 6
Feb. 26: Begin discussion of Pinker
Feb. 28: Pinker, introduction to 2nd paper
Week 7
Mar. 5: Pinker
Mar. 7: Library Orientation to Researching
Week 8
Mar. 12: Short text, TBD
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Mar. 14: Short text, TBD
Week 9
Mar. 19: Paper #2 Rough Draft due (bring 2 copies), peer-editing workshop and
conferencing
Mar. 21: Peer-editing workshop and conferencing
Week 10
Mar. 26: Paper #2 due in class, begin discussion of Food, Inc.,
rhetorical strategies
Mar. 28: Introduction to 3rd paper
Blog Post #2 Due
*Spring Break!* no class April 2nd or April 4th
Week 11
April 9: Food, Inc. part 1
April 11: Food, Inc. part 2
Week 12
April 16: How to identify and analyze strategies, short texts TBD
April 18: Writing about strategies, short text TBD
Week 13
April 23: Food, Inc., short text TBD
April 25: Food, Inc., short text TBD
Week 14
April 30: Paper #3 Rough Draft due (bring 2 copies), peer-editing workshop and
conferencing
May 2: Peer-editing workshop and conferencing
Week 15
May 7: Paper #3 Due, introduce prompt for Final
May 9: Reflecting back, wrap up
Blog Post #3 Due
Final Exam
Thursday, May 16th at 12:30PM: Final essay is due in my office box (RWS
main office: AH3138). You may turn these in early if you wish.
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