UNIV 1301 FALL, 2015 SYLLABUS
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Course Information
Course name & section CRN: University Seminar, CRN 11356
Class meeting time: 8:30 am – 9:20 am MWF
Class meeting place: Bell Hall 130A
Percentage online (if applicable) 49% or less
Contact Information
Name & title: Owen Williamson, MA, Lecturer
Office number/building: 211E Education Bldg.
Office hours: To be announced in class.
Office phone number: 915-747-7625
Email/text message address: omwilliamson@utep.edu
Contact information for your Peer Leader: To be announced in class.
Contact information for your Librarian: To be announced in class.
Contact information for the Advisor assigned to your class: To be announced
in class.
Class website: http://utminers.utep.edu/univ
Space to include contact information for fellow classmate(s)
Name, phone and e-mail of two classmates (preferably fellow Writing Group members):
1. ___________________________________________________________
2. _____________________________________________________________________
Course Description: Seminar in Critical Inquiry
 Learning objectives (what students will know or be able to do at the end of
the semester):
Goal 1. Students will begin to understand their roles, opportunities and
responsibilities that impact their success within the context of the University.
Goal 2. Students will learn about and practice essential academic skills in order to
strengthen performance in the University setting.
Goal 3. To help students build a network of faculty, staff and peers in order to
create a supportive and positive learning experience / environment.
Goal 4. Students will begin to assess and better understand their own interests,
abilities, and values in order to more efficiently pursue their academic, career
and life goals.
Goal 5. Students will become involved in UTEP activities and utilize
campus resources.
 Teaching Philosophy: University 1301 is a 3-credit hour course created to
help you make a successful start at UTEP. This course will strengthen your
academic skills and will help with your transition to university life. You will
receive considerable support in the course. Your section will be taught by an
instructional team consisting of an instructor, student peer leader, and
university librarian. In addition, you will work closely with others, forming
friendships with classmates. The goals, instructional team and class size all
combine to make University 1301 a course designed for your college success.
 METHOD OF INSTRUCTION: Seminar (web enhanced). Classroom sessions
will consist primarily of 1. Exposition, explanation, discussion and practice of
weekly argumentative themes, including discussions and a presentation to the
class; and 2. Opportunities to respond in writing or orally to assigned
readings. In class sessions a variety of instructional techniques may be used.
These may include but are not limited to: lecture, discussion, multimedia,
cooperative/collaborative learning, labs and demonstrations, projects and
presentations, speeches, declamations, conferencing, and out of classroom
learning experiences. Methodologies will be selected to best fit class needs.
You will normally be expected to dedicate about 3 hours outside of class to
homework for every hour spent in class (that is, about nine hours a week
outside class). This includes no more than 75 pages of reading a week, plus a
regular weekly written argument assignment, podcast listener reports, and
other writing and research tasks, online assignments and surveys. If you ever
find that you regularly need to spend more than nine hours a week outside of
class on this course please advise your Instructor immediately.
 You are responsible for taking notes during each class session (including
lectures, discussions and other class activities). You may do this either
electronically or on paper, but you must have your notes available for
inspection by the instructor during any regular class session or conference. If
you are ever absent from class you are responsible for obtaining notes for that
session.
 Materials
 Required readings/texts
 Borders (Current edition)
Progymnasmata,
ISBN10:
ISBN-13: 978-1589830615. This book is available
online free of charge to UTEP students through the UTEP library.
 Suggested readings: None
 You must maintain a working cell phone number capable of receiving text
messages, or an active UTEP e-mail address. You must advise instructor
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immediately of any changes in your e-mail address, phone number, text
address and/or cell phone provider. If you miss more than three consecutive
class sessions and during that time you also fail to respond to texts to your
phone or e-mails sent to your UTEP e-mail address you will be considered as
having abandoned (quit) the class and may be dropped from the course for
lack of effort without further notice.
 Email account & other instructional technologies: This course will use UTEP
e-mail and text messaging as preferred communication methods. For normal
out-of-class communication or questions please write or text to
omwilliamson@utep.edu .
 If you specifically do not wish to receive class-related text messages please
advise me so I can use your UTEP e-mail address as your primary contact
point instead.
 Grading Method & Scale: Ongoing student progress in this course is evaluated
based on class participation, homework, in-class quizzes, and in-class written
responses. Letter or number grades may not be provided for all assigned daily work.
Each student must participate in a Writing Group to produce a major semester-long
research-based project on a theme chosen by your group from a list of available
subjects or a self-selected theme as approved by the Instructor. There will also be a
comprehensive final exam covering the goals, vocabulary and competencies
presented in the Borders textbook.
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Grades on major graded assignments will be A, (90-100%), B (80-89%), C
(70-79%), D (60-69%) and F (59 or less). No “plus” or “minus” grades will
be issued.
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In order to pass, students must complete all required major elements of the
course as listed below. Any student failing to submit the Weekly Argument
Assignments, two Campus Event Reports, a Student Organization Report, ten
podcast reports, the Semester Dialogue Project (including presentation), and
class notes, or failing to sit for the Final Exam will automatically receive a
grade of "F" for the course. Any student who will not be able to attend the
Final Exam at the scheduled date and time may request to take the exam
early. Unless arranged in advance no exams will be offered after the
scheduled final examination time.
Grades will be based on the following components:
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Weekly Argument Exercises (“Gymnastics of the Mind”) 10%
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Public Speaking (Dialogue Presentation) 5%
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Campus Event Reports (2) 5% each
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Report on a Student Organization 10%
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Ten Podcast Listener Reports 10%
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Final Writing Group Dialogue Report: 10%
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UNIV 1301 Survey. 5%
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Daily in-class work and participation (not all daily in-class
assignments or opportunities for participation will be graded for
points): 15%
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Class notes 15%
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Final Exam: 10%
Total: 100%
To earn a passing grade (“A,” “B,” or “C”) students must have completed all
major assignments, paragraphs, essays and notes and achieved an average of
70% (70 points) or better for the course. No extra credit is offered in this course.
 Course Rules, Instructor Policies and Class Requirements
o Participation: Students are expected to actively participate in class.
Sleeping, nodding off or appearing to sleep in class, refusing to
appropriately respond to the Instructor, unauthorized texting or other
unauthorized use of personal electronic devices in class, or other acts that
show a clear attitude of contempt toward the class, the Instructor,
classmates or visitors will be penalized by points off the student’s
participation grade. This should be extremely rare. In the worst case a
student can be dropped from the class for lack of effort or for refusal to
participate.
o Dropping out of contact: If you have not attended class, contacted me or
posted any new assignments for more than seven calendar days, and if I
attempt to contact you by e-mail or text during that time and you do not
respond or I find your phone number of record or e-mail is deactivated or
my messages to you “bounce,” I will automatically assume that you have
abandoned the class. In this case, at my sole option you may be dropped
from the class for lack of effort without further notice, or else you may fail
the course.
o Homework: All homework is due at 8:30 am on the due date. Any work
posted or turned in after 8:30 am will be counted as late and subject to late
penalties of one letter-grade reduction per calendar day late. If appropriate
and unless otherwise specified in the assignment instructions, any
homework may be done either individually or together with other members
of your Writing Group, at your option. For assignments done in your Writing
Group please upload or turn in only one group copy of the assignment, with
the name of each group member who actually participated in a group
assignment clearly indicated.
o Other daily responsibilities: All students are expected to check their text
message inbox (if participating in the class text-message service) and their
UTEP e-mail account daily for messages from the instructor.
o Projects: Each student will participate in a final research-based Dialogue
Project, including a group Dialogue Presentation to the class. No class
member will be allowed to “go it alone” on this project unless all other
members of their assigned Writing Group have dropped the course or refuse
to participate, or if there is an agreed accommodation for a diagnosed
disability. Students who refuse to participate in their Writing Group or to
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respond to others in their Group may, at the Instructor’s option, be dropped
from the course for lack of effort and refusal to participate, or may fail the
course.
Tests/exams: The only formal examination in this course is the Final
Exam.
Papers and other writing assignments: Major written assignments in
this class include those listed above under “grading.” All written assignments
done outside of the classroom must be completed and printed or submitted
by computer. Handwritten assignments done outside the classroom will not
be accepted. Assignments turned in on paper when instructions
require online submission will not be graded, nor will assignments
turned in incorrectly online (to the wrong dropbox, in an
unreadable non-standard format, or in corrupted form). Students
are expected to keep copies (digital or hardcopy) of all work
turned in for this course, as well as proofs (screen shots or copies
of confirmation screens) verifying that major assignments were
correctly turned in online
Oral reports: Oral reports (public speaking activities) in this class will
include the final Writing Group presentation. All oral reports may be done
either live in front of the class, or in prepared, prerecorded video or audio
form presented to the class, at the student’s or the Writing Group's option.
Group assignments: See “Projects” above. When appropriate, any outof-class assignment may be done collectively with your Writing
Group if desired, unless otherwise specified in the assignment
instructions.
Other: Each student will be required to turn in a total of ten listener reports
on his or her choice of certain University-related podcasts. A list of podcasts
that are acceptable for this assignment is available on the course website.
Programs and podcasts not listed are not acceptable and will not be graded.
 Required Policy Information
 Conferences
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Students are expected to meet with their UNIV 1301 instructor to
discuss their transition to UTEP. Student-instructor conferences might be
held during class hours or at times other than the class period. Your
instructor may count a missed conference as an absence.
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Attendance / Lateness Policy: In this course you are required to attend all
classes, except:
o In the case of approved absences for university-sponsored activities; or
o As an agreed accommodation for a diagnosed disability; or
o For required jury duty (proof will be required); or
o In the case of emergencies, here defined as immediate threats to life,
property or health (including contagious illness) (proof may be required);
or
o In the case of unexpected events that interrupt public access to the
university.
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If you miss a class for any reason, excused or unexcused, including for a public,
family or personal emergency, illness, transportation or traffic problems, or other
situation beyond your control, you are still responsible for turning in all work
scheduled for the class sessions that you missed. You will be held accountable
for all the material covered in every class, either through attendance or through
make up work and sharing notes, not just tests or written exercises. If you do
not make up missed work in a timely manner you may lose all credit for that
work plus you may incur late penalties.
Attendance will be taken at every class by means of a sign-in sheet. It is your
responsibility to sign in. If the sign-in sheet is not passed around to you or if
you arrive late it is still your responsibility to find the sign-in sheet and to sign in
before leaving the classroom. If you do not sign in you will be counted as
absent.
You are expected to keep a record of the dates and causes of all your
absences and tardy days in this class in your regular class notebook.
Routine medical and dental appointments and scheduled non-emergency therapy
or treatment, legal matters, required court appearances, work hours or
interviews are not excused absences, and should be scheduled outside of class
time if at all possible.
In this MWF class, a student is allowed five unexcused absences. When a student
has compiled a total of six unexcused absences in this class he/she may be
dropped from or fail the course at the instructor’s discretion. The only exception
to this rule is in the case of agreed accommodations for a diagnosed student
disability, or public emergencies that interrupt access to the University. The
governing principle here is that regardless of reason or intent, if you were not
here you did not learn.
There is currently no option in this course for online or remote “attendance.”
This class requires face-to-face attendance.
Withdrawal: If you just quit attending classes that does not constitute
official withdrawal. Do not assume you will be automatically dropped if
you stop attending. Please see your advisor or the proper University office if
you wish to withdraw from this class. If you simply stop attending the course, as
long as you are still enrolled you will be counted as absent and will be graded
based on work completed up to your last attendance as well as on work missed
during your absence. If you simply stop attending classes this could result in a
final course grade of “WF” (withdrew failing) which is the effective equivalent of
an “F.”
My default assumption will always be that you have freely chosen to
attend this section of this particular class, and that you wish to pass
with the best grade possible. If this is not the case (e.g., if you have been
forced, required or sentenced to attend UTEP or this particular course against
your will, or if for some reason of your own you actually wish to fail the course),
please have the courtesy to advise me.
Tardiness and the "Ten Minute Rule"
If the instructor is more than ten minutes late for class without notice, explanation
or prior arrangement you may leave without being counted absent. (Note: During
the course of the semester one class session may be conducted by the Peer Leader
in the Instructor's absence.) If you arrive more than ten minutes late for class, fail to
sign in, or leave class early before being dismissed you may be counted as absent.
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Policy for late work: Assignments submitted after 8:30 am on the due
date will be penalized one letter grade for every day late starting with the due
date. To earn a passing grade (“A,” “B,” or “C”) students must have completed
all major assignments, paragraphs, and essays, even if they are too late to pass
or get points. If a major assignment is over three calendar days late the student
faces failure for this assignment. However, in order to pass the course students
must still complete all major assignments in good faith under the principle,
"Better late than never." Failure to complete and submit a major
assignment will result in failure in the course.
 Policy for missed tests: The only formal “test” in this course is the Final
Exam. Students who miss the Final Exam will receive a grade of "F" for the
course. Any student who will not be able to attend the Final Exam at the
scheduled date and time may arrange to take the exam early. Unless
specially arranged in advance no examination will be offered after the
scheduled date and time.
 Policy for extra credit: No extra credit is available in this course.
 Copyright Statement: Some of the materials in this course are copyrighted.
Violation of US copyright law can result in civil damages up to $100.000 for
each work copied. Copying of textbooks is not “fair use” under the Copyright
Act. The “fair use doctrine” only permits non-commercial copying of part (in
general, not more than 10%) of a copyrighted work. Do not bring a copied
textbook to this class. Your cooperation is expected.
 1.3 Student Conduct: [From the Handbook of Operating Procedures: Student
Affairs]: Each student is responsible for notice of and compliance with the
provisions of the Regents Rules and Regulations, which are available for
inspection electronically at http://www.utsystem.edu/bor/rules/homepage.htm
 1.3.1 Scholastic Dishonesty: [From the Handbook of Operating Procedures:
Student Affairs]
It is the official policy of the University that all suspected cases or acts of
alleged scholastic dishonesty must be referred to the Dean of Students for
investigation and appropriate disposition. It is contrary to University policy for
a faculty member to assign a disciplinary grade such as an "F" or zero to an
assignment, test, examination, or other course work as a sanction for
admitted or suspected scholastic dishonesty in lieu of normally charging the
student through the Dean of Students. Similarly, students are prohibited from
proposing and/or entering into an arrangement with a faculty member to
receive a grade of "F" or any reduced grade in lieu of being charged with
scholastic dishonesty. Any student who commits an act of scholastic
dishonesty is subject to discipline. Scholastic dishonesty includes, but is not
limited to cheating, plagiarism, collusion, the submission for credit of any
work or materials that are attributable in whole or in part to another person,
taking an examination for another person, any act designed to give unfair
advantage to a student or the attempt to commit such acts.
 1.3.12 Plagiarism: [From the Handbook of Operating Procedures: Student
Affairs]
"Plagiarism" means the appropriation, buying, receiving as a gift, or obtaining
by any means another's work and the unacknowledged submission or
incorporation of it in one's own academic work offered for credit, or using
work in a paper or assignment for which the student had received credit in
another course without direct permission of all involved instructors.
Instructor's note: In this course, hand-copying another student's inclass notes for days when one is absent, tardy or unable to take
proper notes is NOT considered plagiarism or cheating. However,
these instances should be rare and limited to unavoidable absences.
 Students with Disabilities Policy: If you have or suspect you have a disability
(temporary or permanent) and need an accommodation you should contact
CASS at 747-5148 or at cass@utep.edu, or go to Room 106 Union East
Building.
 Syllabus Change Policy:
Except for changes that substantially affect the evaluation (grading)
statement, this syllabus is a guide for the course and policies, schedules and
assignments are subject to change with advance notice.
Weekly schedule of homework assignments:
Week 1:
August 24-28, 2015
Monday, Aug. 24
1. Contact members of your Writing Group, decide on a SUBJECT for the
semester.
2. Get Borders book if you don't have it already. Read Borders Introduction: The
art of attending college.
3. Do Welcome Survey.
Wednesday, Aug. 26
1. Read "Team Up! What makes writing groups work," by Rachel Randall. Be
ready to respond in class.
Friday, August 28
1. Print out and learn "Three Big Rules" for college writing.
2. View "Rhetoric" slide show.
3. Read High-Risk Behaviors. Print out. Be ready to respond next week.
4. Do Welcome Survey if you have not done so already.
5. Do first Podcast Report.
Week 2: Aug. 31-Sept. 4, 2015
Monday, Aug. 31:
1. Read Borders chapter 1, Getting to Know Your University.
2. Briefly respond to "Risky Behaviors." Discuss two or three of your own
personal behaviors (listed there or not) that pose the most risk for your college
success, and what you will be doing to avoid these behaviors and the risks
involved. Upload your response directly to the UNIV 1301 Dropbox by next
Monday before class. Assignment title: Risky Personal Behaviors. Answers will
remain confidential.
3. Read "One type of motivation may be key to success," by John Bohannon. Be
ready to respond in class.
4. Read "Grad Student Faces Jail..."
5. Do Welcome Survey if you have not done so already.
Wednesday, Sept. 2
1. Read “Degree Plans.”
2. Do Welcome Survey if you have not done so already.
3. Read http://www.eurekalert.org/pub_releases/2015-01/uoef-dsp012615.php
and consider how a story persuades.
4. Do Activity 1.2. This activity counts for points. Due next Wednesday. (Turn in
a print-out).
Friday, Sept. 4:
1. Read "...Start with better storytellers," "...This story is proof," and "Come up
with a good story..." Be ready to respond to these articles next week in class.
2. Weekly Argument Assignment #1: Fictional/made-up story. Read Kennedy
(click for link), 96-97 and 136-139. Compose a brief fictional (made-up) narrative
like those in Kennedy (about the same length) related to your group's subject.
For additional ideas, see
http://rhetoric.byu.edu/Pedagogy/Progymnasmata/Narration.htm . Turn in via
Dropbox.
Week 3: Sept. 8-11, 201
Monday, Sept. 7.
Labor Day. No homework.
Wednesday, Sept. 9
1. Read Kennedy (click for link), 97-99 and 139-141.
2. Read Borders Chapter 2: The Differences between High School and College.
(pps. 24-49).
3. Read article: "Want a higher GPA in college? Join a gym," by Gleason &
Pivarnik. Be ready to respond.
4. Do Activity 1.3 on pages 17-18 of the Borders book. Bring to class next
Monday.
5. Respond in two short paragraphs to Camlle Gamboa's article on student
characteristics and graduation odds. Answer: How do your own personal and
family characteristics correspond to those mentioned in the article? Estimate your
own odds of completing this course with a passing grade, and of graduating in 4
years, and explain why. Be specific, not general. Upload this this via the UNIV
1301 Dropbox. (Assignment title: Graduation Odds.)
Friday, Sept. 11
1. Do Borders activity 2.3. [Academic success strategies] (Borders, Page 25).
2. Do Podcast Report.
3. Weekly Argument Assignment 2: Story. Write a true short story that supports
your standpoint from your own personal experience. (Alternatively, if you can
think of nothing at all that is relevant from your own personal experience, re-tell
in your own words some other well-known true story that supports your
standpoint, either from literature, the news, holy scripture or common
knowledge.) Finally, briefly explain how it is that this story directly supports your
standpoint. Turn in via Dropbox.
4. Read "Active Shooter." Be ready to respond.
Week 4--Sept. 14-18, 2015
Monday, Sept. 14
. Read Kennedy (click for link), 99-101.
2. Read Borders chapter 3: Preparing to learn. (pps. 50-69).
3. Read NY Times article on college dropouts (if not read already).
4. Read Morale Boosters, respond in two short paragraphs discussing what sort
of morale boosters (listed here or not) you, personally find most effective, and
why. Turn in your response on paper at the beginning of Wednesday's class. All
responses are confidential.
Wednesday, Sept. 16
1.Do Study Environment Analysis, at
http://www.ucc.vt.edu/academic_support_students/study_skills_information/stu
dy_environment_analysis/index.html . Print out results and bring next Monday.
2. Do Student Time Calculator. Print out results. Turn in printout on Friday.
3. Check-up on the health of your Writing Group: Turn in brief written report at
beginning of class on Friday.
Friday, Sept. 18
1. Read "Free Speech on Campus." Be ready to respond.
2. Weekly Argument Assignment #3: Expanding on a story, saying or quote.
Read Kennedy (click for link), 99-101. Then choose another saying, quote or
scripture verse (not the same one you used last week), and carefully following
the instructions at
http://rhetoric.byu.edu/Pedagogy/Progymnasmata/Proverb.htm , expand on it to
argue for your standpoint. Turn in via Dropbox.
Podcast Report.
Week 5: Sept. 21-25, 2015
Monday, Sept. 21:
1.Read Kennedy (click for link), 100-103.
2.Read Borders Chapter 4: Making the Grade. (pps. 70-105).
3. Upload to the Dropbox a BRIEF (one paragraph) reflection on your Time
Management Calculator results. Particularly if your time management shows in
the "Danger" zone or negative, discuss exactly how you plan to manage, keep
up your health and happiness, and still learn and keep up with what your
professors demand in your courses at UTEP at the same time. Be specific--do
not simply state "I will do it somehow," "I'll keep a positive attitude," or similar
empty general statements. This is due in dropbox by the beginning of class on
Friday, Sept. 25, 8:30 a.m. and counts for points. All responses are confidential.
Wednesday, Sept. 23
1. Read Research: An Example.
2. Print out, annotate "Forty Winks" (Imagine you are preparing for a test on the
article!).
http://sciencecareers.sciencemag.org/career_development/previous_issues/articl
es/2006_07_28/forty_winks_science_and_sleep/ Bring annotated printout
Friday. (Counts for points!)
Friday, Sept. 25
1. View meme with quote from Bertolt Brecht, and meme with quote from
Pericles, and be ready to respond in class.
2. Weekly Argument Assignment #4: Refutation. First, read
http://rhetoric.byu.edu/Pedagogy/Progymnasmata/Refutation.htm. Then briefly
identify a real major argument against your standpoint, and carefully indicate
who in the real world believes in, proposes or supports this argument (Name
names! Don't just say, "My opposition," or "People who don't believe in my
standpoint."). Then, using at least two of the techniques described on the above
page, powerfully and decisively refute your opposition's major argument.
Podcast Report.
Week 6: Sept. 28-Oct. 2, 2015
Monday, Sept. 28
1. Read "Academically Adrift," by Scott Jaschik, and be ready to respond in class.
2. Read Borders chapter 5: Academic Resources. (pps. 106-121).
3.Weekly Argument Assignment #5: Read Kennedy (click for link), 103-105.
Then read http://rhetoric.byu.edu/Pedagogy/Progymnasmata/Confirmation.htm
and carefully using the techniques on that page, write a strong, three or four
paragraph confirmation of your group standpoint.
4. Event Report 1 due in Dropbox by Wednesday before class.
Wednesday, Sept. 30
1. Midterm Writing Group research report: Option A: Using your research
sources (must be at least 6 different online sources), first write up a background
information report on the issue your Writing Group is researching, including
relevant facts and background. Option B: Alternatively, you can write up a report
of the same length on all the major arguments being used in the real world for
and against your chosen standpoint, with specific information on exactly who is
proposing each major argument (Name names!). List all your sources in APA
format (not just http addresses!). Preferably, follow the APA format as given by
Purdue OWL.
Turn this in on paper on Friday at the beginning of class. (The names of all
group members who participated must be on the report. This will serve as your
midterm exam).
Friday, Oct. 2
1. Optional: Take the Psych Central Online Depression Screening Test on your
own.
3. Weekly Argument Assignment 5: Read Kennedy (click for link), 103-105. Then
read http://rhetoric.byu.edu/Pedagogy/Progymnasmata/Confirmation.htm .
Finally, in two or three good paragraphs, use two or three of the techniques
discussed on that page to briefly confirm (argue IN FAVOR of) your standpoint.
Turn this in via dropbox.
4. Podcast Report.
Week 7—Oct. 5-9, 2015
Mon., Oct. 5
1. Read Kennedy (click for link), 105-108.
2. Read Borders Chapter 6: Avoiding Hazards Along the Way. (pps 122-145).
3. Complete Life Event Scale. Turn in (hardcopy) at beginning of next Monday's
class.
Wed., Oct. 7
1. Explore each of the following links: UTEP films, art exhibits, music events,
museum, theater productions.
2. Read "Links between sleep duration and depression." Be ready to respond.
3. Reread "Master List of Fallacies," and be ready to discuss which ones are the
most dangerous today.
4. Event report 1 due by March 6 at 8:30 am.
Friday, Oct. 9
1. Weekly Argument Assignment #6: Commonplace. Read Kennedy (click for
link), 105-108. Read
http://rhetoric.byu.edu/Pedagogy/Progymnasmata/Commonplace.htm , and then
write two paragraphs exposing a common public problem that will be fixed if
your reader accepts your standpoint, and how it will be fixed.
2. Do Worksheet 1 for your subject and standpoint. This can be done as a group
or individually (your choice). Submit this in hardcopy on Monday at beginning of
class.
3. Podcast Report.
Week 8--Oct. 12-16, 2015
Monday, Oct. 12
1. Read Kennedy (click for link), 108-111.
2. Read Borders Chapter 7: Healthy Student Living. (pps. 146-171).
3. Read "Improving Academic Performance with Physical Fitness" and be ready
to respond in class.
4. Read 1. "Lack of Sleep in Teens," 2. "Waking up tired;" 3. "Consistent bed
time and wake time linked to healthier weight" and 4. "Missing sleep may hurt
your memory," (all short articles!) and be ready to respond in class.
Wednesday, Oct. 14 :
1. Read and learn: How to write an introduction and a conclusion.
2. Read and respond to Mary Demuth's "Don't be a diva." Discuss how Demuth's
points apply to your own student experience. Submit your response via the UNIV
1301 Dropbox as a "regular daily homework assignment" before 8:30 am on
Friday (Counts for points).
3. Read: How to calculate your GPA and then calculate your own midterm GPA.
Have this calculation ready on paper for class (do not turn this in!).
4. Five Podcast Reports due online by Friday, Oct. 16 before class.
Friday, Oct 16
1. Work on Final Project.
2.
Weekly Argument Assignment #7: Praise. Read Kennedy (click for link),
108-111.Then, carefully following the instructions at
http://rhetoric.byu.edu/Pedagogy/Progymnasmata/Encomium.htm , praise some
well-known public figure closely identified with your standpoint.
Week 9--Oct. 19-23, 2015
Monday, Oct. 19
1. Choose any one of your professors, investigate her/him in depth on the Net,
interview him/her if desired, and report on her/him in writing and in class. Your
written results are due by next Wednesday, Oct. 28, on paper. Save a copy of
your report to read in class later. This will count for points, and may be done
with your Writing Group or alone.
Wednesday, Oct. 21
1. Complete and print out the Career Planning worksheet. Answer each item as
briefly as possible, with "yes," "no," "n/a," or with the information requested,
usually one sentence or less per question. Turn in paper next Monday. (This will
count for points, so please complete carefully! Do not leave any items blank! If
you have to look up any items on line or ask someone in your major department
(e.g., for information on major organizations or annual conferences in your
major or career area), do so.)
2. Read "A Caring Professor May Be Key in How a Graduate Thrives," by Scott
Carlson. Be ready to respond in class. (Link might not work off campus!)
3. Work in your group on the Final Collective Project (paper and presentation):
Complete Opposing Source Analysis 1 on one opposition source used by your
group for your Final Project.
Friday, Oct. 23
1. Read Borders Chapter 8: Career Planning. (pps. 166-183)
2. Weekly Argument Assignment #8: Condemnation (Vituperation; Invective).
Read Kennedy (click for link), 111-113 and
http://rhetoric.byu.edu/Pedagogy/Progymnasmata/Vituperation.htm . Then
carefully 1.) identify and 2.) strongly condemn the real motives behind one of
the main group(s) or public figure(s) who are currently opposing, blocking or
fighting against your viewpoint. Briefly quote their online statements or writings
and then and show why they are wrong and not to be believed, because their
motives are negative, questionable, or not shared by your audience. However,
be careful not to slander, libel or discriminate against any living individual or
group. [NOTE: This assignment should be included in the backbone of your final
report!]
Podcast Report.
Week 10—Oct. 26-30, 2015
Monday, Oct. 26
1. Read Borders Chapter 9: Money Matters for the UTEP Student. (pps 190-209).
2. Carefully read Gosling and Noordam's "Giving a Great Presentation."
Important note: This says it is for PhD's, but it is actually for anyone from high
school on up!
3. Work in your Writing Group on the Final Collective Project (paper and
presentation). Complete Source Analysis 2 for another opposing source used for
project. Due online by 8:30 Wednesday, before Wednesday's class.
Weekly Argument Assignment #9: Comparison. Read Kennedy (click for
link), 113-115.Then read
http://rhetoric.byu.edu/Pedagogy/Progymnasmata/Comparison.htm. Directions
for Argument (I suggest you do this assignment in your Writing Group):

Compare your standpoint to a specific different standpoint on the same
issue, praising one and condemning the other. Be certain not to treat
them separately, but together, in parallel fashion. After composing an
introduction, carefully follow these steps:

Describe, side-by-side, the origin of each standpoint:

Who first thought up or expressed this sort of standpoint?

Who usually supports this standpoint right now? (Do not say
"everyone.") What is their economic or social status likely to be?
What background do they generally come from?

Describe, side-by-side how each opposing standpoint has
contributed to or interfered with:

education and knowledge

wealth and economic growth

laws, justice and truth

well-being and human happiness

Compare side-by-side each standpoint's results in the real
world:

Who would be happiest if this standpoint would succeed,
and who would be unhappy, upset or angry?

How this standpoint might help or hurt people's health,
bodies or fitness

Who might get richer or gain more power, influence or
fame if this standpoint would succeed, and who would lose power,
influence, fame or riches?

Write a brief conclusion telling what specific action you want your
audience (other students at UTEP) to take about this issue in the
real world (not just to agree with you!)
Wednesday, Oct. 28
1. Turn in Professor Investigation report.
2. Read Kennedy (click for link), 113-115.
3. Work in your Writing Group on the Final Project (paper and presentation):
Complete Source Analysis 3 for a third opposing source used for project. All
three Opposing Source Analysis reports due online by 8:30 am Friday.
4. Podcast Report
Friday, October 30
None
Week 11--Nov. 2-6, 2015
Monday, Nov. 2
1. Read Kennedy (click for link), 115-117 and 213-217.
2. Read Borders chapter 10: Campus Resources. (pps 210-215).
3. Review Online Library tutorials at: http://libguides.utep.edu/research .
Wednesday, Nov. 4
1. Read "Simple Tips to Fend off Freak-outs," by Tom Robinette.
2. Optional: Read "The Hidden Tricks of Powerful Persuasion", by David Robson.
Friday, Nov. 6
1. Fix your Final Dialogue Report based on your Peer Review results.
 Weekly Argument Assignment #10: Name-dropping (borrowing the ethos
of someone famous). Read Kennedy (click for link), 115-117 and 213-217 and
http://rhetoric.byu.edu/Pedagogy/Progymnasmata/Impersonation.htm. Then,
find on line an actual statement or quote by someone famous (living or dead)
that strongly supports your standpoint. Give the URL address of the source.
Finally, in two paragraphs, explain, arguing primarily from ethos, why your
reader should follow what this famous person said or wrote about the subject
you are arguing. (Or, alternatively, you may also find an opposing statement by
someone with a really negative ethos, and then argue that your reader should
not follow what this hated or despised person said or wrote.)
Week 12--November 9-13, 2015
Monday, Nov. 9
1. Read Kennedy (click for link), 117-120.
2.Read Borders Glossary
3. NOTE: You should have the rough draft of your Final Group Project completed
by this week! Get it checked over and begin final draft.
4. REMINDER: TEN good Podcast Reports due in Dropbox by Dec. 1, 8:30 am
Wednesday, Nov. 11
1. Respond briefly to each question on "Value clarification: more than sex, drugs
and rock and roll!" This counts for points as "daily work." Turn this in on paper
on Monday.
2. Weekly Argument Assignment #11: Read Kennedy (click for link), 117-120
and http://rhetoric.byu.edu/Pedagogy/Progymnasmata/Description.htm . How to
persuade by describing something in detail. Then, separately describe 1.) the
bad effects of not following your standpoint, and 2.) the potential good effects if
your standpoint were put into effect.
Friday, Nov. 13
None
Week 13--Nov. 16-20, 2015
Monday, Nov.16
1. Read Kennedy (click for link), 124-127.
2. Read "Doing Good is Good for You." Be ready to respond.
3. Read "Teen Night Owls," by Yasmin Anwar. Be ready to respond.
Wed., Nov. 18
1. Work on final paper.
2. Read "Sleep Deprivation May Increase Susceptibility to False Memories." Be
ready to respond in class.
Friday, Nov. 20
1. Read http://www.bakadesuyo.com/2011/04/how-to-quickly-and-easiy-feelhappier-and-mor/ and be ready to respond in class.
2. Study the Final Exam Study Guide.
Week 14—Nov. 23-25, 2015
Monday, Nov. 23
1. Reread "Lack of sleep in teens" and "Consistent bed time and wake time
linked to healthier weight." Be ready to respond.
2. Final Dialogue Paper due (printed) Wednesday, 8:30 am at the beginning of
class.
Wednesday, Nov. 25
1. Study the Final Exam Study Guide.
2. Ten podcast reports, Organization Report and Second Event Report due in
Dropbox by beginning of class. These assignments close at that time.
Week 15--Nov. 30-Dec. 2, 2015
1. Study the Final Exam Study Guide.