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RWS 200: The Rhetoric of Written Argument in Context
San Diego State University, Fall 2013
Section 30, MWF 9:00-9:50, MCN 106
Instructor:
Office:
E-mail:
Office Hours:
Professor Sean Cissel
Adams Humanities 3162
cissel@hotmail.com
Monday and Wednesday, 8:00 – 8:50 and 10:00 – 10:50, and by appointment
Description of the Course
RWS 200 builds on the argument analysis skills taught in RWS 100, with a greater focus on the context of
arguments: their historical and cultural settings, their relationships to other arguments, and their relationships to
current times. We will learn how to recover and reconstruct the cultural contexts surrounding specific texts and the
“conversations” in which pieces of discourse participate. Your own writing will join an ongoing conversation by
considering context and creating texts within rhetorical situations.
General Education Capacities/Goals & RWS Learning Outcomes
Learning outcomes reflect the goals and capacities of the General Education Program. RWS 200 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: 1) ability to construct, analyze,
and communicate arguments; 2) ability to contextualize phenomena; 3) ability to negotiate differences; and 4) ability
to 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 200 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
1.
craft well-reasoned arguments for specific audiences
2.
analyze a variety of texts commonly encountered in the academic setting
3.
situate a discourse within social, generic, cultural, and historical contexts
4.
assess the relative strengths of arguments and supporting evidence.
Our student learning outcomes for RWS 200 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.”
Outcomes across the semester: the following points describe outcomes to work on throughout the semester, to be
attained over the 15 weeks. Students will be able to:
5.
6.
7.
8.
9.
10.
11.
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;
understand and incorporate all aspects of the writing process--including prewriting, drafting, revising,
editing, and proofreading;
articulate what key terms, definitions, concepts, statements of a problem or issue are established by a
text;
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;
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;
analyze and assess arguments made by visual texts; incorporate visual images into their documents;
craft a cohesive paper, and use effective metadiscourse to articulate the project of the paper and guide a
reader through it;
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12.
13.
14.
15.
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;
assign significance to the arguments they read;
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;
edit their writing for the grammar and usage conventions appropriate to the project.
Required Textbooks
Lewis, Michael. Boomerang. New York: W.W. Norton, 2011.
Barofsky, Neil. Bailout. New York: Free Press, 2012.
Assignments
20%
Essay 1: Rhetorical Analysis
20%
Essay 2: Multiple Arguments in Context
15%
Annotated Bibliography/Thesis/Outlines for Essay 3
25%
Essay 3: Research Paper
10%
Quizzes (lowest two will be dropped)
10%
Participation/Shorter assignments
Grading Scale
A
93-100%
A90-92
B+
87-89%
B
83-86%
B80-82%
C+
77-79%
C
73-76%
C70-72%
D+
67-69%
D
60-66%
F
Below 60%
Written assignments are due at the beginning of class on the dates listed on the syllabus. I do not accept
assignments via email, and I will not accept late copies of Essay 3. For assignments other than Essay 3, I will
subtract twenty points for every class date that an assignment is late. I will only accept assignments on class
dates; in other words, if an assignment is due on Wednesday, and you put it in my mailbox on Thursday, I will not
accept it until Friday anyway, so you might as well just give it to me on Friday at class.
Make sure you save your work frequently while composing it and after you finish, both to the computer’s hard drive
and to a disk. SDSU computer labs, especially, can easily erase your work if you do not save it to a disk. Sending a
copy of your work to your own email address as an attachment is also a good idea; doing so saves your work in
cyberspace. Make sure the computer and printer you use are in proper operating condition to avoid any last-minute
disasters like crashed systems, infected flash drives, broken or out-of-ink printers, et cetera. Computer problems
and the like do not excuse late or incomplete assignments.
Grading Rubric
I will give you a handout concerning the rules for writing in this class. Keep it; use it; bond with it.
An A essay contains a completely developed thesis or point of view and supports it throughout; is well organized
and coherently developed; clearly explains or illustrates key ideas; demonstrates variety in sentence structure;
clearly displays facility in the use of language; uses outside sources critically and insightfully; and is nearly free
from errors in mechanics and grammar. In short, an A essay makes the reader say, “Dang! That’s really good stuff!
Far superior to the writer’s peers.”
A B essay contains a well-developed thesis or point of view and generally supports it throughout; is generally well
organized and coherently developed; explains or illustrates key ideas; demonstrates some variety in sentence
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structure; displays facility in the use of language; uses outside sources critically and insightfully for the most part;
and is generally free from errors in mechanics or grammar. A B essay makes the reader say, “Hey, that’s pretty darn
good. I thoroughly enjoyed reading it; it’s clearly better than the average essay.”
A C essay contains an adequate thesis or point of view and generally supports it; shows some organization and
development; explains or illustrates some of the key ideas; demonstrates some facility in the use of language;
incorporates sources, but allows sources to dominate and/or restrict flow; and may display errors in mechanics or
grammar, but not a consistent pattern of such errors. A C essay makes the reader say, “Not bad at all. It’s written
by an intelligent student who put some work into it, but it doesn’t rise above the average level of his or her peers.”
A D essay contains an underdeveloped thesis or point of view that is poorly supported; is inadequately organized or
developed; inadequately explains or illustrates key ideas; uses sources but poorly deploys them; contains a pattern or
accumulation of errors in mechanics or grammar; and has limited or inappropriate word choices. A D essay makes
the reader say, “Well, this is not particularly appealing. This is not up to the level set forth by this student’s peers.
Needs greater effort.”
An F essay has no thesis or clear point of view, a circular thesis or point of view, or a completely unsupported thesis
or point of view; is poorly organized or unorganized with very little development; has little or no relevant detail; has
no sources or uses sources uncritically; and has serious errors in mechanics and/or grammar. An F essay makes the
reader say, “I have serious doubts about this student’s level of interest and about the effort he or she put forth. This
is just not adequate.”
Essay Format: Please adhere to MLA style (see the website
<http://owl.english.purdue.edu/handouts/research/r_mla.html> for a fairly thorough discussion of MLA style)
throughout your essays, including cosmetic concerns (i.e., what your essay looks like). Please purchase a small box
of paper clips at the beginning of the semester, if you do not have any already.
Unacceptable Essay Topics: You will choose your own topic for Essay 3. Certain topics are unacceptable to use
for essay topics because they are overly simplistic and, frankly, played out. These topics include: arguments for or
against abortion, capital punishment, gay marriage, legalization of marijuana, stem cells, and euthanasia. Please
review this list of topics before you decide what to write about for this essay.
Grammar and Punctuation Errors: This is not a class on grammar or punctuation, but grammar and punctuation
are necessary elements of written language. In your four essays, I will put a checkmark at the end of any line in
which a grammatical or stylistic error occurs and deduct one point for each error:
√c
= a misused, unnecessary, or missing comma.
√p
= a misused, unnecessary, or missing punctuation error besides a comma.
√g
= a grammatical error.
√pv
= a passive voice verb construction.
√e
= an empty expression, such as those that use “there” or “it” without a clear antecedent.
Two checkmarks at the end of a line means two errors, three checkmarks means three errors, and so on. You may
correct each error within a week of me returning the exam to you and bring it back to me on the check-marked copy
to regain points, with the exception of Essay Three, where you can regain none of the points. Again, you must
correct your errors on the check-marked copy, or they will not count.
Someone correcting these errors for you is an honor code violation and will be treated as such. Someone helping
you correct these errors and/or using a handbook is okay.
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Spelling, Proofreading, and Essay Format Errors: Any time you misspell a word, commit a proofreading or
typographical error (for example, omitting a word or writing a word twice in a row), or use incorrect essay format
(for example, incorrect spacing, font, or page numbers), I will deduct one point that you cannot get back. I will,
however, “spot” you three of these errors on the first essay. If you spend sufficient time on your essay and revise it,
you should not make any of these errors.
Attendance: The expectation is that all students will be present and engaged in every class meeting. Quizzes cannot
be made up except in cases of pre-excused, university-related absences. Absences for peer workshops will result in
significant loss of participation points.
Electronics/Classroom Etiquette: Please do not use electronic devices in class.
Communication with Me: Email and office hours are the best means through which to get in touch with me. From
time to time, I will need to email you regarding the class. Check your email at least twice a day. You are
responsible for keeping your email account active and making sure your inbox is not full. I will only deal with the
email address on file with SDSU Blackboard. If you need to contact me, please try to email me before five o’clock
if you want a response that day.
Academic Dishonesty: Everything you will do this semester must adhere to the SDSU Honor Code. Err on the side
of asking questions, especially concerning proper citation and quotation, before submitting work of which you are
unsure.
Turning in an essay you’ve written in the past or for another class this semester, even if you revise it, is a form of
plagiarism.
Other forms of academic dishonesty include the following:
Collusion – lending your work to another person to submit it as his or her own;
Fabrication – deliberately creating false information on a works cited or reference page;
Plagiarism – the presentation of another person’s work as your own.
I am well aware that several thousand websites offer (for sale or otherwise) downloadable essays for students to use
to cheat. Please resist the urge to cheat for a number of reasons: 1) You are paying good money to learn here; 2)
You have a conscience; 3) I will find out about it, take your offense seriously, and pursue it with the Honor Council
doggedly; 4) The late penalty is not that bad, really; and 5) I have internet access and have not, as far as I know, had
large portions of my brain removed with a soldering iron.
Access: If you have a disability (physical or learning) that you think may affect your performance in this class,
please see me during the first week of the term so we can discuss whatever accommodations may be necessary to
assure your access to all classroom activities. Student-athletes should also see me during the first week of class
regarding any time that they will have to miss for school-sponsored activities.
Tentative Reading Schedule
All readings and assignments must be completed by the beginning of class on the day they are due. This schedule is
tentative and therefore subject to change.
Week 1
8/26: Course introduction, syllabus.
8/28: Re-introduction to rhetoric.
8/30: One-page response paper due by the beginning of class.
Week 2
9/2: No class. Labor Day.
9/4: Lewis Preface, Chapter 1.
9/6: Lewis Chapter 2.
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Week 3
9/9:
9/11:
9/13: Lewis Chapter 3.
Week 4
9/16: Lewis Chapter 4.
9/18:
9/20: Lewis Chapter 5, Afterword.
Week 5
9/23: To be announced.
9/25: To be announced..
9/27: To be announced.
Week 6
9/30: Peer workshop.
10/2: Peer workshop.
10/4: Essay 1 due.
Week 7
10/7: Barofsky Foreword, Chapter 1.
10/9: Barofsky Chapter 2.
10/11: Barofsky Chapter 3.
Week 8
10/14: Barofsky Chapters 4 and 5.
10/16: Barofsky Chapter 6.
10/18: Barofsky Chapter 7.
Week 9
10/21: Barofsky Chapters 8 and 9.
10/23: Barofsky Chapter 10.
10/25: Barofsky Chapter 11.
Week 10
10/28: Barofsky Chapter 12 and Afterword.
10/30: To be announced.
11/1: To be announced.
Week 11
11/4: Conferences. No regular class meeting.
11/6: Conferences. No regular class meeting.
11/8: Conferences. No regular class meeting.
Week 12
11/11: No class. Veterans Day.
11/13: Peer workshop.
11/15: Essay 2 due.
Week 13
11/18: To be announced.
11/20: To be announced.
11/22: Topic of Essay 3 due.
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Week 14
11/25: Thesis and Preliminary Outline of Essay 3 due.
11/27: Annotated Bibliography and Detailed Outline of Essay 3 due.
11/29: No class. Thanksgiving Break.
Week 15
12/2: Conferences. No regular class meeting.
12/4: Conferences. No regular class meeting.
12/6: Conferences. No regular class meeting.
Week 16
12/9: Peer workshop.
12/11: Essay 3 due.
No final exam.