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Discourse I: Reasoning and Values/ University of Missouri at Kansas City
Professor M.W. Schaefer
Office Manheim 103A
schaefermw@umkc.edu
Office Hours: Tuesdays and Thursdays 7:00 AM to 8:00 AM and by appt.
3 Credit Hours
Course Description:
Students will learn to produce, perform, and analyze college-level, oral and written texts; and they will learn
how written and oral performances function together within discourse communities built on shared values
and “commonsense” ways of reasoning. The course introduces students to critical discourse analysis and
critical language awareness as strategies for analyzing their own discursive positions, as well as the shared
assumptions, conventions, styles, genres, and organizational structures that construct specific discourse
communities. This course is associated with anchor courses Surfing the Media Matrix and it prepares students
for Discourse II: Culture and Diversity.
Required Texts:
* The Art of Public Speaking by Stephen Lucas, McGraw Hill Publishing Company, latest edition
*The St. Martin’s Guide To Writing, Bedford –St Martin’s, by Axelrod and Cooper, 10th edition
Core Assessment Statement
Discourse 100: Though there are different sections and instructors of Discourse 100, certain
general expectations apply to every course: Discourse 100 students are required to draft, develop and
complete a minimum of 20 pages of finished writing (5000 words), including at least two essays.
Students are also required to draft, develop and present at least two speeches with a combined
minimum total of ten minutes. Major assignments will engage in direct critical analysis of academic
sources with an emphasis on Human Values and Ethical Reasoning. This work will be presented in a
final summative portfolio at the end of the term. Constructive feedback and opportunities for
comprehensive revision will be provided throughout. All formal work, written and spoken, will be
graded using a rubric that applies the SLO's for Communications Skills.
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Student Learning Outcomes:
Students will demonstrate an ability to:
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Explore and analyze their own and others values through the use of multiple strategies that
engage different sources and perspectives in written and oral discourse.
Identify and analyze how cultural context and assumptions play a role in the analysis and
production of discourse.
Understand basic rhetorical concepts (audience, purpose, genre, convention, logos, ethos,
pathos, logical fallacies, structure, etc.) and apply such concepts to the interpretation,
analysis, and production of written and oral discourse.
Develop an introductory understanding of critical discourse analysis and critical language
awareness.
Use written and oral discourse to develop and present meaningful and interesting ideas that
show the students’ voice, a willingness to take intellectual risks, and an attempt to enter an
academic conversation.
Create academic discourse through a basic process that includes editing, proofreading, and
revising multiple drafts.
Interpret their own and others’ work and reflect on their own development as producers of
discourse.
Construct basic research strategies, use appropriate research resources, learn to identify
scholarly sources, and evaluate and cite those information sources.
Develop an introductory understanding of citation and an ability to appropriately cite
sources using a consistent professional style (MLA, APA, Chicago, etc.).
Identify and address personal impediments to discourse production, including speech
anxiety and writer’s block.
Conferences:
You are expected to meet with me on your scheduled conference days and times.
When class conferences are in session and you are not scheduled to meet with me, you are expected
to continue working on your drafted writing essays, outlines, and formal class presentations outside
of class.
Assignments:
Essays: You will write two 1500 word essays, word processed in MLA format. Essays MUST be
submitted on the scheduled due date or you will be penalized a full letter grade, and any late essay
MUST be submitted no later than the next class meeting for any credit at all.
Speeches: You will present to the class two 8 minute formal speech presentations. Each speech
requires you to submit a full-content speech preparation outline, word processed with three formal
oral citations. Each outline MUST be full-content with a specific purpose statement, central idea,
identifiable introduction that gets your audiences’ attention, shows the topical relationship to your
audience establishes credibility, and provides a clear purpose statement Your speeches must have a
clear identifiable pattern of organization with labeled transitions to provide unity and coherence.
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Lastly, the presentation needs a clear conclusion that effectively reinforces the central idea using a
crescendo or dissolve delivery approach.
Peer Evaluations: You will do collaborative peer evaluations for your two essays and you will be
expected to participate in the speech peer evaluation process as well. You will receive points for all
peer evaluations. There are typically no make-ups for missed peer evaluations since it is a fluid and
active class process.
Writing Portfolio Papers - Each paper MUST be word processed and should be 2-3 pages in
content. There will be ten stories you will read in the St. Martin’s textbook and write a 2-3 page
analysis of the author’s writing style. You will read thematically-centered essays to analyze and
discuss.
Assignments:
Essays: Two 750 word essays (three pages of content) MLA Format word processed
Speeches: Two 7 minute presentations with full-content outline word processed
Collaborative peer reviews. for two speeches & two essays 10pts each
Writing Portfolio, Ten St Martin’s Analysis Writings (10 pts.)
Two exams in Lucas book (50 min. time limit) open book
200 pts.
200 pts.
100 pts.
100 pts
100 pts.
Grade Distribution: Total = 700 Points
630-700 = A, 560-629 = B, 490-559 = C, 420-489 = D, under 419 = F
STUDENT RESPONSIBILITIES:
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Arrive on time to class and please TURN-OFF all cell phones and attend all classes.
Please do not use cell phones when class is in session – it can be disruptive to others.
Put away all items such as personal electronics, papers, etc. when class is in session.
If you are ill and will miss classes, notify your instructor and be prepared to document it.
Be in class without fail especially on days when you are expected to speak, participate, etc.
Turn all of your course work in on-time to avoid receiving a lower or incomplete grade.
As questions and participate, and show courtesy and respect for others.
It is your responsibility to put your name on the daily attendance record.
Please attend all classes and be on time to each class. Three unpunctual classes = 1 absence
Any late papers or speeches will be due the next class with a grade deduction.
IMPORTANT-To prepare for every class READ the assignments in advance.
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Grading Rationale for Essays and All Writing Assignments
The “A” paper demonstrates:
 Outstanding achievement of all assignment requirements
 A clear and purposeful thesis that evokes thought and interest in the reader
 A variety of lively, convincing and fully integrated supporting materials
 An organization that is appropriate to the development of complex thinking
 A direct appeal to the characteristics of the intended audience
 An engaging style with highly effective diction and sentence skills and perfect mechanics.
The “B” paper demonstrates:
 Highly satisfactory achievement of assignment requirements
 A clear and purposeful thesis which reflects insight
 Significant and varied evidence used in the development of ideas
 Clearly connected points of development logically ordered
 Recognition of the desired audience with appropriate vocabulary and contextualization
 Concrete language and expression of thought
 Effective variety and specificity in diction and sentence style; very few errors.
The “C” paper demonstrates:
 Adequate achievement of assignment requirements
 Appropriate and identifiable thesis
 Clear supported points of development
 Purposeful organization
 Awareness of a specific audience
 Clear and accurate use of language with minimal repetition and ambiguity
 Writing style and mechanics are generally correct with some errors.
The “D” paper demonstrates:
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Marginal achievement or weak grasp of assignment requirements
Flaws in one major area: central thesis, organization, paragraph development and sentence
structure. Flaws in logic, development or support of assertions. Grammar, spelling and
mechanical errors and the paper meets the 1500 wor requirement excluding title and works
cited page
The writing style and mechanics, though passable, require considerable improvement
The “F” paper demonstrates:
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Unsatisfactory achievement of assignment requirements
Two or more serious flaws: lack of overall point, extreme brevity, failure to follow the
assignment or plagiarism
The writing style and mechanics contain seven or more major mechanical errors.
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Grading Criteria and Rubric for all Writing Assignments and Essays
A point will be assess for each error listed below. Carefully proofread your papers before you
submit them as there are generally no resubmissions.
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Paper submitted on-time
Misspelled words, wrong words, typographical errors
Lack of subject-verb agreement
Run-on sentences
Lack of antecedent-pronoun agreement
All mechanics, capitalization, and grammar
Comma errors
Faulty quotations, brackets, semicolons, colons, dashes, slashes, etc.
Appropriate documentation of source citations, correct bibliography, MLA format
Proper word order, articles, and prepositions
Vague or obscure pronoun reference
Lack of effective description or explanation in sentence or paragraph
Clear well-thought out introduction
Clear well-thought out conclusion
Clear thesis statement
Clear coherent and unified paragraph development
Weak paragraphs that may lack proper supporting documentation
Quantity and quality of supporting material, evidence, expert testimony, statistics, etc.
The paper is typed with a cover page, in-text citations, works-cited page
The paper meets the assignment guidelines and the format, spacing, title page, pagination,
citations, etc. are properly presented
21. The topic lacks critical thought on the subject presented
Assignment of grades for essays:
1. A perfect paper with no errors = 100
2. A paper containing no more than two errors of the above = 95
3. A paper containing no more than three errors = 90
4. A paper containing no more than four errors = 85
5. A paper containing no more than five errs =80
6. A paper contacting no more than six errors =75
7. A paper contacting no more than seven errors =70
8. A paper containing 8ight to ten errors = 65
9. A paper with twelve errors =60
10. More than thirteen errors = F
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Reaction paper Guidelines for the St. Martin’s Essay Review papers
You will evaluate ten essays in the St. Martin’s textbook this semester. These are smaller reading and
writing opportunities which is a part of your writer’s portfolio due ate the end of the semester. Some
of the assigned readings are models of the kind of formal essays you will be writing in class this
semester. I have listed the questions below to answer in essay format when writing you reaction
papers. All papers must be proofread and typed before submission on the due date.
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What is the thesis?
Identify the writing strategies the author uses and provide specific examples.
Provide specific examples of the writer’s supporting details and evaluate them.
How can you relate the essay to your life’s experiences? Give examples.
What did you like or not like about this essay? Why? Explain your response in detail.
Criteria For Evaluating Speeches and Preparation Outlines
The average speech (grade C) should meet the following criteria:
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Conform to the type of speech and subject assigned.
Be ready for the presentation on the assigned date.
Include a full-content preparation outline with a documented bibliography.
Have a clear specific purpose, and central idea.
Have an identifiable introduction and conclusion with all speech elements.
Show reasonable directness and competence in speech delivery.
Be free of errors in grammar, punctuation and word usage.
A speech should never be read word for word (PRACTICE) no compromising eye-contact.
The above average speech (grade B) must meet the preceding criteria and also:
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Deal with a creative and innovative, challenging topic that has been fully researched.
Display a clear pattern of organization of main points and supporting details.
Support main points with evidence that meets the tests of accuracy, relevance & objectivity.
Exhibit proficient use of connective transitions. No non-words, “Uhs”, Ur’s” etc.
Sufficiently meets the designated time guideline within a 1 min. time fame.
Cite all sources orally and include sources in outline and bibliography
If you use visual aids use them correctly according to the guidelines in the speech textbook
The superior speech (grade A) should meet ALL of the preceding criteria and also:
1. Superior delivery would constitute knowing the speech so the speaker could deliver the full
introduction and conclusion with their eyes totally up looking at the audience not breaking
eye-contact to establish effective initial and terminal credibility.
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2. The speaker displays excellent vocal variety and puts action and animation into their physical
speech delivery process.
3. The speech contains elements of vividness and special interest in the use of language. For
example, the speaker uses colorful metaphors, similes, and stylistic devices like alliteration,
suspension, reiteration, etc.
4. The speech is entirely delivered in a fluent, polished manner that strengthens the impact of
the speaker’s message.
The below average speech grade or a speech not presented or does not have a complete outline
would be a (D or F grade).
All presentations must be presented on the scheduled due date. A full letter grade will be deducted if
you do not present your speech on time. Your make-up should be presented at the next scheduled
class meeting. You will need to bring your phone to class to tape ALL presentations. Your speech
outline will be due when you speak.
Resources & Policy Statements
Academic Calendar: Students are encouraged to review important add, drop or withdraw dates:
http://www.umkc.edu/registrar/acal.asp
Academic Honesty: The Board of Curators of the University of Missouri recognizes that academic
honesty is essential for the intellectual life of the University. Faculty members have a special obligation to
expect high standards of academic honesty in all student work. Students have a special obligation to
adhere to such standards. Academic dishonesty, including cheating, plagiarism or sabotage, is adjudicated
through the University of Missouri Student Conduct Code and Rules of Procedures in Student Conduct
Matters.
(Academic units may have additional student codes of behavior to be referenced, i.e. Honor Codes.)
Academic Inquiry, Course Discussion and Privacy: (Choose one of the following to include in the
syllabus-- Faculty allowing recording or Faculty not allowing recording.)
Faculty allowing recording - University of Missouri System Executive Order No. 38 lays out
principles regarding the sanctity of classroom discussions at the university. The policy is
described fully in Section 200.015 of the Collected Rules and Regulations. In this class, students
may make audio or video recordings of course activity unless specifically prohibited by the
faculty member. However, the redistribution of any audio or video recordings of statements or
comments from the course to individuals who are not students in the course is prohibited without
the express permission of the faculty member and of any students who are recorded, including
those recordings prepared by an instructor. Students found to have violated this policy are subject
to discipline in accordance with provisions of Section 200.020 of the Collected Rules and
Regulations of the University of Missouri pertaining to student conduct matters.
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Attendance Policy: Students are expected to attend and participate in classes. Advance notice of
attendance policies of academic units and individual instructors should be given, and such notice should
be in writing. Students should notify instructors of excused absences in advance, where possible. Students
who have an excused absence are expected to make arrangements with instructors for alternative or makeup work. Such arrangements should be made in advance of the absence, where possible. Instructors
should accommodate excused absences to the extent that an accommodation can be made that does not
unreasonably interfere with the learning objectives of the course or unduly burden the instructor.
Attendance policies shall be applied in a non-discriminatory manner.
Campus Safety: Inclement weather, mass notification, and emergency response guide:
http://www.umkc.edu/umkcalert/
Counseling and Health Services Available at UMKC: UMKC students may experience many
challenges in their lives while attending college – stress, depression, suicidality, trauma, relationship
issues, health concerns, etc. As your professor I care about your success and well-being, and want to
make you aware of some helpful resources on campus. The UMKC Counseling Center
(www.umkc.edu/counselingcenter), located at 4825 Troost in Room 206, offers a wide range of
supportive services to students. Appointments can be made by calling 816.235.1635. UMKC Student
Health and Wellness (http://info.umkc.edu/studenthealth/), located at 4825 Troost in Room 115, offers a
full range of health care and promotion services. Appointments can be scheduled online or by calling
816.235.6133. The MindBody Connection (www.umkc.edu/mindbody) is located in the Atterbury
Student Success Center in Room 112 and offers a variety of stress-reduction services.
Disability Support Services: To obtain disability related accommodations and/or auxiliary aids, students
with disabilities must contact the Office of Services for Students with Disabilities (OSSD) as soon as
possible. To contact OSSD, call (816) 235-5696. Once verified, OSSD will notify the course instructor
and outline the accommodation and/or auxiliary aids to be provided. For more information go to:
http://www.umkc.edu/disability/
English Proficiency Statement: Students who encounter difficulty in their courses because of the
English proficiency of their instructors should speak directly with their instructors. If additional assistance
is needed, students may contact the UMKC Help Line at 816-235-2222 for assistance.
Grade Appeal Policy: Students are responsible for meeting the standards of academic performance
established for each course in which they are enrolled. The establishment of the criteria for grades and the
evaluation of student academic performance are the responsibilities of the instructor.
The University grade appeal procedure is available only for the review of allegedly capricious grading
and not for review of the instructor's evaluation of the student's academic performance. Capricious
grading, as that term is used here, comprises any of the following:
• The assignment of a grade to a particular student on some basis other than the performance in the
course;
• The assignment of a grade to a particular student according to more exacting or demanding standards
than were applied to other students in the course; (Note: Additional or different grading criteria may be
applied to graduate students enrolled for graduate credit in 300- and 400-level courses.)
• The assignment of a grade by a substantial departure from the instructor's previously announced
standards.
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Discrimination Grievance Procedures for Students: Discrimination Grievance Procedures for Students
can be found here:
http://www.umsystem.edu/ums/rules/collected_rules/grievance/ch390/grievance_390.010
Statement of Human Rights: The Board of Curators and UMKC are committed to the policy of equal
opportunity, regardless of race, color, religion, sex, sexual orientation, national origin, age, disability and
status as a Vietnam era veteran. Commitment to the policy is mentored by the Division of Diversity,
Access & Equity, but it is the responsibility of the entire university community to provide equal
opportunity through relevant practices, initiatives and programs.
Title IX: Under the University of Missouri’s Title IX policy, discrimination, violence and harassment
based on sex, gender, and gender identity are subject to the same kinds of accountability and support
applied to offenses based on other protected characteristics such as race, color, ethnic or national origin,
sexual orientation, religion, age, ancestry, disability, military status, and veteran status. If you or someone
you know has been harassed or assaulted, you can find the appropriate resources by visiting UMKC’s
Title IX Office webpage (http://info.umkc.edu/title9/) or contacting UMKC’s Title IX Coordinator,
Mikah K. Thompson (816.235.6910 or thompsonmikah@umkc.edu). Additionally, you can file a
complaint using UMKC’s online discrimination complaint form, which is located at
http://info.umkc.edu/title9/reporting/report-online/.
While most UMKC employees are required to report any known or suspected violation of Title IX, students
may seek confidential guidance from the following campus locations:
UMKC Counseling Service
UMKC Counseling Service
Volker Campus
4825 Troost Ave, Suite 206
Kansas City, MO 64110
Health Sciences Campus
Health Sciences Building 1418
2464 Charlotte
Kansas City, MO 64108
Phone – (816) 235-1635
Phone – (816) 235-1635
Student Health and Wellness
4825 Troost Ave., Suite 115
Kansas City, MO 64110
Phone - (816) 235-6133
(open Tuesdays, 1-5pm)
UMKC Connect: Important information is available to undergraduate students in UMKC Connect
accessed through Blackboard. Throughout the term, students may receive emails regarding course grades
or academic performance. Students are expected to address information posted in a timely fashion. This
information may be shared with the student’s Success Network made up his or her academic advisor(s) and
other campus resources so that UMKC may fully support the student’s success.
College of Arts & Sciences Course Policies & Resources
Please refer to the following web page and the linked resources for critical information regarding course
policies and resources. You are expected to abide by all the rules and regulations regarding student
conduct referenced in these pages.
http://cas.umkc.edu/CPR/
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Projected Course Outline – UMKC Discourse 100 Class – Professor M. W. Schaefer
8/21
Discuss course syllabus and introduction to discourse 100
8/23
Lecture and Discuss Essay One
8/28
Essay one draft due and work and complete two peer reviews
8/30
Complete two more peer reviews for essay one
9/4
Essay one due and four peer evaluations and begin essay two
9/6
Conferences meet with letter A’s today only
9/11
Conferences meet with letter B’s today only
9/13
Conferences meet with letter C’s today only
9/18
Conferences meet with letter D’s today only
9/20
Complete two peer reviews for essay two
9/25
Essay Two, Peer Reviews & Ten St. Martin’s Analysis Papers are Due Begin Info. Speech
9/27
Conferences meet with letter C’s today only
10/2
Conferences meet with letter B’s today only
10/4
Conferences meet with letter D’s today only
10/9
Conferences meet with letter A’s today only
10/11 Lecture and discussion over chapters 1, 2, and 3
10/16 Lecture and discussion over chapters 5, 6 and 7 in Lucas textbook
10/18
Lecture and discussion, Lucas text chapters 8, 9, 10, 11, 16 and 17
10/23 Exam One open book chapters 1, 2, 3, 5, 6 open book 50 min. time limit
10/25
Informative Speeches – A’s present
10/30
Informative Speeches - B’s present
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11/1
Informative Speeches – C’s Present
11/6
Informative Speeches – D’s Present
11/18
Exam two chapters 6, 7, 8, 9, 10, 11 – open book 50 minute time limit
11/13
Persuasive Speeches – C’s present
11/15
Persuasive Speeches – B’s Present
11/19 to 11/26
***** Thanksgiving Break –No Classes*******
11/27
Persuasive Speeches – A’s Present
11/29
Persuasive Speeches - D’s Present – Last day of classes
12/4
Last Class and Formal Grade Assessment
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aretenwriting assignments in the St. Martin’s textbook listed below. Read each story carefully and
answer the questions in this syllabus in essay format. Each paper should be typed, double-spaced
and 2-3 pages in length. Each reaction paper is worth 10 points for a total of 100 points.
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Richard Estrada, It’s Time to Ban Head-First Tackles and Blocks, page255
Amitai Etzioni, Working at McDonald’s, page260
Daniel J. Solove, Why Privacy Matters Even If You Have “Nothing to Hide”, page 266
William Akana, Scott Pilgram vs..the World: A Hell of a Ride, page 357
Steve Boxer, LA Noire review, page 368
Malcolm Gladwell, What College Rankings Really Tell Us, page 368
Christine Rosen, The Myth of Multitasking, page 374
Jermy Bernard, Lost Innocence, page178
Betsy Samson, Does Mother Know Best?, page 183
Melissa Mae, Laying Claim to Higher Morality, page 189
Here are some additional resource readings in the St. Martin’s textbook that you should
read:
Review the handbook inside of the text on MLA Documentation:
Citing Sources in the text, page 710
How to Create a Works Cited, page 714
Acknowledging Sources and Avoiding Plagiarism, page 698
Using Information to Support Your Claims, page 700
Evaluating Sources and Choosing Reliable Sources, pages 690-696
Searching Library Resources, page 674
Asserting a Thesis, Giving Reasons and Support, Responding to Objections and Logical fallacies
pages 608 to pages 620
Writing Strategies: Cueing Your Reader, Paragraphing, Cohesive Devices, Transitions, Headings,
pages 546-558. Also Narrating, Describing, Defining, and Classifying, pages 561-599
Analyzing Stories, page 457
Working with Others on Your individual Writing Projects, page 777
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Peer evaluation Criteria—two-page analysis
1. What is the thesis of the essay? Restate the main point in your
own words. What examples can you provide to making that
point?
2. Did the writer provide effective supporting examples for the
essay? If so, how would you evaluate those examples?
3. What writing strategies did the writer use for this essay? If no
strategies were used, what would you recommend for the writer
to do?
4. Critically evaluate each of the writer’s paragraphs. Did the writer
provide a clear topic sentence for each paragraph? If so, what
were those topic sentences for every paragraph?
5. Did the writer provide clear transitions between each paragraph?
If so, what were those transitions? Did they provide unity and
coherence?
6. What suggestions do you have for this writer to enhance the
meaning and clarity of the essay?
7. Give the writer specific suggestions to improve this essay.