RWS 200
San Diego State University
Spring 2013
Mrs. Hedda Fish
AH 3183
heddafish@gmail.com
Office hours: MWF 8:00-8:45 a.m.
RHETORIC OF WRITTEN ARGUMENT IN CONTEXT
Texts: Rottenberg, Elements of Argument, 10th ed.
Raimes, Pocket Keys for Writers, 4th ed., w/MLA Update
Additional materials: A good dictionary for home use; a paperback dictionary for
class use
A stapler (with staples) for home use
Access to a computer and word processing program
Prerequisite:
Successful completion of RWS 100, RWS 101, AS 120, CCS11B,
LING 100, or the equivalent at another institution.
Course Description: RWS 200 is an interdisciplinary course in academic reading and
writing that emphasizes authors’ use of sources to understand and explicate material,
particularly arguments in contexts and techniques of persuasion. We will evaluate the
criteria for a strong, valid argument. And you will apply what you learn from your text
and classroom discussions to your own practice of argumentation. Finally, you will
appreciate how an understanding of argumentation is essential to your experiences in the
“wider world.”
Course Objectives: By the time you have completed this course, you should be able to
do the following:
1. Narrow a topic for essay purposes
2. Write a clear and supportable thesis sentence
3. Support a thesis sentence
4. Use primary and secondary sources
5. Take notes expeditiously, discriminately, and accurately
6. Write a summary, paraphrase, analysis, and synthesis
7. Respond critically to reading material
8. Understand and use claims, supports, and warrants
9. Examine both sides of an argument
10. Use documentation accurately
11. Present an effective oral argument
12. Develop a knowledge of research techniques
13. Reason logically, looking carefully at language
14. Outline
15. Revise effectively
16. Write with detail, effective sentence style, and clarity
17. Prepare an acceptable manuscript
18. Feel confident about your research ability and your writing
200 Syllabus
2
General Education Capacities/Goals & RWS Learning Outcomes
Our 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: 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 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 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 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.”
Course Requirements:
1. Texts, Readings, and Responses. Your basic text contains stimulating essays with
different viewpoints on current issues. Over the semester, you are expected to read all
assigned essays (and more, as an option) to help you become an informed, critically
thinking, objective college student who is interested in vital topics that affect your life.
Annotate all readings to help you to focus, understand, and analyze all text assignments.
The Raimes text will help you write and document accurately and effectively about those
issues. It is a book you will probably use throughout college, so learn to use it well in
this course.
2. Essays. For this course, you will write three papers, each paper based on a topic
covered in your text but each paper with different requirements, as indicated on the
assignment sheet. We will also discuss writing and revising strategies for each essay.
But keep in mind that the word revision literally means “seeing again” -- therefore,
rethinking and reworking your paper, not simply adding a comma or respelling a word.
Revision is essential to effective writing. Each typed draft will receive peer analysis to
help you produce the best possible product. See prompts in this syllabus for each essay.
Each submitted essay must be typed and stapled on top of its draft and workshop
critiques.
200 Syllabus
Though there are no make-ups for these assignments, you may use your final revision
option to replace a missing paper; however, if you choose to do so, you may not revise
another essay. Because your final essay requires a number of outside sources, more
development, and more writing techniques learned than for the previous papers, it will be
worth two papers.
3. Snippets. These comprise current articles not in your text. Submit a current article -neatly clipped from a recognized, widely circulated magazine or newspaper or reprinted
from the Internet -- stapled below a typed statement of your source and date. On the
same page as that statement, include a brief, double-spaced commentary (not summary)
on the topic of the article – perhaps how it relates to you. You will be graded as much
for your choice of topic and source as for your commentary.
Model: Source (not entire website address):}
Date published:
} Double-space
Your commentary:
}
4. CSW Responses: As indicated on the Assignment Sheet, “outline” one of the essays
that discusses the next debate topic. In complete sentences, in your own words, state the
author’s claim, support, and warrant. Also, in an effectively worded thesis, state your
own claim on the issue. Follow the basic format in your text (though feel free to include
more than one line of support.) See pp. 23-27 in Rottenberg. Handwritten responses
will receive no credit.
Model: Author: Title: “…”
}
Claim:
} Double-space
Support:
} between
Warrant:
} entries
My claim:
}
5. Oral or written quizzes. These will be administered to encourage you to keep up with
the reading assignments in our text.
6. Debates: These are designed to help the class understand an issue; to help you, as the
debater, understand the principles and methods of argumentation; and to help you prepare
your subsequent paper. Choose a topic from the “Multiple Viewpoints” section, p. 497.
Whether you are a debater or a member of the listening audience, come prepared on the
day of the debate. Points will be deducted for late arrivals. Debating helps students
become better thinkers, therefore better writers. (See pp. 478-490 in text.) You are also
expected to submit a careful, constructive evaluation of each debate in which you do not
participate.
7. Final exam: This will consist of an optional revision of the first or second essay or a
make-up of one missing 100-point paper. You will apply all that you have learned about
critical thinking, contexts, sources, and effective writing for the best possible research
essay. (See #2, pp. 2-3 of Syllabus.) If you choose to revise, you must staple your
original, graded essay below your revision. No revision will be accepted without the
original paper.
3
200 Syllabus
8. Other make-ups: There are none for snippets, reading responses, quizzes, debates, or
debate critiques. See me, however, regarding documented, mandatory absences for extracurricular SDSU activities.
9. Deadlines. A major component of being a college student is accepting responsibility
and commitment. Since I have listed all assignments and due dates for the semester,
there is no legitimate excuse for a late paper -- no matter how creative the reason.
Remember that if you wait until the last minute to begin a paper, you really may become
ill -- it won’t be just an excuse -- and will be unable to write it. The only acceptable
excuses are medical documentation or mandatory university-related activities listed on a
pre-approved itinerary.
All work must be submitted no later than five minutes after class begins. Late
assignments -- on the due date only - will receive point deductions. However, feel free
to draft and review any assignment with me in advance of its due date.
10. Attendance. This is simply expected. Absence often indicates attitude, which will
be reflected in your grade. Avoid a “casual absence” as you may actually be sick and
need an absence day later. Previously planned trips, parking problems, heavy traffic,
doctors’ appointments, or airport arrivals are no excuses for absence.
Since class discussion is essential to this class, your oral participation will be significant.
There is also no reason to call or gmail me simply to tell me you won’t be in class or that
you weren’t there, and you will always know the focus of the discussion that day by
looking at the class assignment sheet. Please do not bring me a note from your mother!
11. Punctuality. This is also expected. Tardiness indicates attitude and is usually
disruptive. If you have trouble parking, arrive earlier. Also, if you arrive late, you cannot
make up an assignment or quiz.
12. Conferences. Though I encourage you to consult with me either before or after
writing a paper or both, on the dates designated on the Assignment Sheet, I will close the
class down for several optional conferences, especially regarding revisions and make-ups.
13. An Essential Requirement. In the university setting, in which students and faculty
value original work and freedom of expression, plagiarism is a most serious offense that
may be punished severely. It is not uncommon for a plagiarist to receive a failing grade
in the course. Therefore, in order to pass this course, you must complete a self-directed,
30-minute plagiarism tutorial, which includes a quiz. (See Assignment Sheet.) Print the
score of your quiz, and submit it to me as proof of completion. The website address is
<http://infotutor.sdsu.edu/plagiarism/> Late proof of your score will receive point
deductions.
14. Headings and Documentation. Follow MLA format in Raimes.
4
200 Syllabus
5
Course Concerns
Behavior: This should never be a problem in a college class. It is simply assumed that
you will not be disruptive, not do work for another class, not allow a cellular phone to go
off in class, not engage in text messaging, not listen to an iPod, not use a laptop, and not
pack up or leave before the class ends. Behavior also means you will bring all your
necessary books and “equipment” and that you are ready to begin when class begins.
Behavior also means that you will exercise appropriate demeanor at all times.
Failure to comply with any behavior policies may mean temporary dismissal from class.
Other Accommodations: If you require accommodations for a learning disability, please
provide me with documentation during the first few weeks of class. If you feel you
qualify for this special assistance but have no documentation, see Disabled Student
Services.
Mutual Responsibility: I see education as the proverbial two-way street. As your
instructor, I will work hard to teach you to reason and write effectively. But I expect you
to work as hard by reading assignments carefully and producing your best possible work.
Also, I am your teacher -- not your parent or advisor. If you are experiencing academic
difficulty in this class, I will try to assist you. However, I will not initiate a consultation;
that is your job. Keep in mind, though, that you must meet deadlines, fulfill
requirements, and adhere to attendance policies. To be fair to all students in the class, I
do not appreciate requests for exceptions to the class policies.
Grades:
These are based on the following point allocations:
Essays
Peer Analysis Workshops
Snippets
CSW Responses
Quizzes
Debate
Debate Critiques
(including 1 substitution)
2 @ 100 points each
1 @ 200 points
3 @ 20 points each
4 @ 25 points each
8 @ 20 points each
5 @ 20 points each
1 @ 100 points
8 @ 10 points
200
200
60
100
160
100
100
80
Grading Scale: Though I will use the following point system to determine grades, I will
examine “borderline” grades individually in terms of effort, attitude, improvement, and
participation. My grading scale does not reflect the plus/minus system, which I do use,
because I reserve the right to raise or lower a grade according to the above criteria.
900 -1000 pts.
800 - 899 pts.
600 - 799 pts.
500 - 599 pts.
- 499 pts.
A
B
C
D
F
200 Syllabus
6
PROMPTS
Paper #1
Choosing a topic from one essay covered in the chapters discussed or covered by any
debates presented, write a 2-3 page essay, articulating the author’s claim and showing
how context is a determining factor. To accomplish this analysis, consider the following
elements of context: audience, language, organization, and setting.
In your analysis, employ terms we have been discussing – namely claim, support, and
warrant. And document the essay, both parenthetically and in Work Cited. Prior to
writing your paper, construct a clear, well-structured outline. Follow the suggested
outline format. Submit outline with final paper.
And proofread!
Learning Outcomes:
1. Discern elements of context embedded in arguments, the clues that show what the
argument is responding to – both in the sense of what has come before it and the sense
that it is written for an audience in a particular time and place; examine a writer’s
language in relation to audience, context, and community; and
2. follow avenues of investigation that are opened by noticing elements of context;
research those elements and show how one’s understanding of the argument is developed,
changed, or evolved by looking into its context.
Paper #2
Choosing a topic from any essays covered since submission of your first paper or in the
debates presented since that paper, write a 2-3 page essay, comparing two essays written
about the same topic. Use either a unit method or a “ping-pong” method, as reviewed in
class. If two such essays are available in your own text, use those. If not, go beyond
your text for one essay only.. The essays need not be in opposition. Discuss points of
similarity, conflict, challenge, or agreement. Also, compare authors’ illustrations.
Structure your own paper with a claim about and clear evidence from each essay. Again,
outline carefully, this time with an outline that lends itself to comparison. Use and
document only two essays in your paper. Prior to writing your paper, construct a clear,
well-structured outline. Follow the outline format in your Rottenberg text, P. 82. Submit
outline with final paper. Submit outline with final paper.
And proofread!
Learning Outcomes:
3. Given the common concerns of two or more arguments, discuss how the claims of
these arguments modify, complicate, or qualify one another.
200 Syllabus
7
Final Paper
Choose any essay in the “Classic Arguments” section of your text (pp. 757+) or any
essay assigned since Paper #2. Write a 3-4 page essay taking a position on the issue
covered, with strong consideration given to your current environment and contexts. In
other words, relate the issue to your own world or life today. Focus on the author’s
argument and/or strategies used to support the claim of the essay. Also, use a minimum
of two or a maximum of three current outside sources. (Though you may use another
essay in your text, it cannot be considered an outside source.) Do not use Wikipedia or
reference sources. You may, however, consider one qualified primary source as one of
your outside sources. Document all essays used for attribution. In your own claim, be
sure to incorporate the author and title of the text essay chosen. And, naturally, use
specific examples or illustrations – both from your own experience and from your
sources to support your own claim. Prior to writing your paper, compose a clear outline
according to the prompt given here before you begin your essay. Submit outline with
final paper.
And proofread carefully before you submit your paper.
Learning Outcomes:
4. Consider your contemporary, current life as the context within which you are reading
a group of arguments; position yourself in relation to ongoing research and discussion in
order to make an argument, drawing on available key terms, concepts, or frameworks of
analysis to help shape the argument.
Additional Learning Outcomes applying to all assignments:
5. Building on the work done in RWS 100, RWS 200 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;
6. understand and incorporate all aspects of the writing process – including prewriting,
drafting, revising, editing, and proofreading;
7. articulate what key terms, definitions, concepts, statements of a problem or issue are
established by a text;
8. 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;
9. work with multiple sources in a paper, deciding what to include and what to exclude,
choosing an effective structure, and creating significant relationships among sources;
10. craft a cohesive paper and use effective metadiscourse to guide a reader through it;
11. 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;
12. 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;
13. edit their writing for the grammar and usage conventions appropriate to the project.
RWS 200
8
ASSIGNMENT SHEET
DATE
DAY ACTIVITY
ASSIGNMENT
1/18
F
Intro to class
Buy textbooks.
1/21
M
Holiday (MLK Day)
1/23
W
Diagnostic exercise
1/25
F
Introduction to class members
1/28
M
Discussion of planning and
writing an argument paper
1/30
W
Discussion of debates
Groups meet to choose
debate topics and partners.
1/31
Th
Last day to drop classes
2/1
F
Discussion of snippets
Snippet #1 due
2/4
M
Complete online tutorial.
Review of CSWs, oral
presentation, and MLK
Bring proof of online
plagiarism quiz score.
Read Pp. 478-487; 492-495.
2/6
W
Debate planning
for all debates
CSW #1 due: to any essay on the
forthcoming debate topic
(Follow models on Pp. 25-27.)
Bring debate notes.
2/8
F
Debate #1
If you are in the first debate group,
come prepared. If you are not, be
prepared to critique by having read
the essays on the topic.
2/11
M
Reading and listening
critically; discussion of
readings assigned
and first paper
Read Pp. 35-59.
Bring two pens.
Read and skim Pp. 393-427.
Read Pp. 497-498; look over
“Multiple Viewpoint” topics.
Skim essays for topics of your
choice.
Discussion of argumentation Read Pp. 3-18.
200 Assignment Sheet
9
2/13
W
Debate or paper planning
for all debaters
Review of Paper #1 and
Outline Format
Bring debate or paper notes.
CSW #2 due: to any essay on
forthcoming debate topic
2/15
F
Debate #2
If you are in the second debate
group, come prepared. If you are not, be
prepared to critique by having read
the essays on the topic.
2/18
M
Workshop for Paper #1
Bring a typed, double-spaced rough
draft of your first paper. Be on time,
as we will group into peer editing
groups immediately.
2/20
W
TBA
Paper #1 due (See Prompt, P. 6.)
2/22
F
Claims of fact, value,
and policy
Read Pp. 76-93 (MLA style only)
CSW #3 due: to any essay on the
forthcoming debate topic
2/25
M
Debate #3
If you are in the third debate group, come
prepared. If you are not, be prepared to
critique by having read the essays on the
topic.
2/27
W
Discussion of snippets
Snippet #2 due
3/1
F
Defining
Review of comparison
outlines
Read Pp. 131-57; 158-66.
3/4
M
Debate or paper planning
and discussion of second
paper
Language and thought
Bring debate or paper notes.
CSW #4 due: to any essay on the
forthcoming debate topic
Read Pp. 339-365.
3/6
W
Debate #4
If you are in the fourth debate group,
come prepared. If you are not, be
prepared to critique by having read
the essays on the topic.
3/8
F
Workshop for Paper #2
Bring a typed, double-spaced rough draft
of your second paper. Be on time.
RWS 200 Assignment Sheet
10
3/11
M
Continued analysis of
readings
Read Pp. 374-75; 377-85.
3/13
W
About sentence style
Paper #2 due. (See Prompt, P.6.)
3/15
F
Discussion of claims
Read Pp. 178-88.
3/18
M
Discussion of Paper #3
Review choices for final paper.
3/20
W
Debate or paper planning
CSW #5 due: to any essay on the
forthcoming debate topic
Bring debate or paper notes.
3/22
F
Debate #5
If you are in the fifth debate group, come
prepared. If you are not, be prepared to
critique by having read the essays on the
topic.
3/25
M
Discussion of support
Analysis of readings
Read Pp. 202-223.
3/26
T
Last day to officially withdraw from all classes
3/27
W
Discussion of snippets
3/29
F
Optional conferences regarding Paper #3 (in my office)
4/1-4/5
M-F
Spring break
4/8
M
Debate or paper
planning and discussion
of third paper
Continued analysis
of readings
Bring debate or paper notes.
CSW #6 due: to any essay on the
forthcoming debate topic
Read Pp. 231-237; 262-265.
4/10
W
Debate #6
If you are in the sixth debate group,
come prepared. If you are not, be
prepared to critique by having read
the essays on the topic.
4/12
F
Workshop for Paper #3
Bring a typed, double-spaced draft of
your third paper. Be on time.
4/15
M
Classroom conferences regarding final paper
Snippet #3 due
RWS 200 Assignment Sheet
11
4/17
W
Discussion of warrants
Read Pp. 279-286; 309-319.
4/19
F
Discussion of logic
Paper #3 due (See Prompt, P. 7.)
4/22
M
Further discussion of
logic
Bring a magazine.
CSW #7 due: to any essay on the
forthcoming debate topic
If you are in the seventh debate
Group, bring debate notes.
4/24
W
Debate #7
If you are in the seventh debate group,
come prepared. If you are not, be
prepared to critique by having read
the essays on the topic.
4/26
F
Final discussion of snippets Snippet #4 due
Final writing considerations
4/29
M
Revision suggestions
CSW #8 due: to any essay on the
forthcoming debate topic
5/1
W
Debate #8
If you are in the eighth debate group,
come prepared. If you are not, be
prepared to critique by having read
the essays on the topic.
CSW #8 due: to any essay on the debate
topic
5/3
F
Optional conferences
(in my office) during
our regular class time
Bring with you any questions regarding
any revisions or makeups you are
submitting
5/6
M
5/8
W
Optional revision or
makeup due
Some final words
(in our classroom)
HAVE A GREAT SUMMER!
12
Items to remember before debate:
1.
Work with your partner to avoid repetition of points.
2.
Run through case before class to avoid going over the time limit.
3.
Prepare your case to establish your point clearly at the beginning of your
presentation.
4.
Put notes (not a full script) on cards.
5.
Bring a pencil or pen and blank cards with you to the front of the room for taking
notes on your opponents’ presentation.
DEBATE STRUCTURE
1st affirmative
case
2nd negative
cross-examination
1st negative
case
1st affirmative
cross-examination
2nd affirmative
case
1st negative
cross-examination
2nd negative
case
2nd affirmative
cross-examination
1st negative
rebuttal (closing)
1st affirmative
rebuttal (closing)
2nd negative
rebuttal (closing)
2nd affirmative
rebuttal (closing)
Time limits:
constructive speech (case)
6 minutes
cross-examination
3 minutes
rebuttal
1 minute
GRADING SCALE FOR ESSAYS
13
Below is my criterion for your grades. However, each paper adds a writing technique that we
have covered in class since the last paper. Since the techniques then add a criterion to each paper,
you must add on those techniques to each category below. For example, the narrative essay added
strong consideration of sentence style.
90-100 : A- to A+
A superior paper, with a thinking voice
-Clearly focused in response to topic
-Fluent prose
-Well-organized and developed
-Supports with specific and appropriate detail illustrating main points
-Uses topic sentences, transitions, varied sentence structure, active voice,
appropriate diction
80-89: B- to B+
A good paper, not as impressive as A
-Responds to topic
-Develops ideas logically with appropriate details
-Varies sentence structure but may lack style
-Uses appropriate diction but erratic tone
-May be too terse or too wordy
-Uses sound grammar
70-79: C- to C+
An adequate paper, but not distinguished
-Covers topic but repeats and does not explore ideas
-Names but does not develop appropriate examples
-Controls sentence and paragraph structure but is weak in transitions
-Uses appropriate diction, but also clichés
-Has an overall but perfunctory plan
-Has lapses in logic
-Has occasional errors in grammar, punctuation, and/or spelling
50-59: D- to D+
An inadequate paper
-May respond to topic but repeats points or includes extraneous detail
-Fails to develop appropriate examples
-Lacks specific support for assertions and generalizations
-Has problems with logic
-Uses non-standard English, as well as grammatical and other mechanical
errors
-50: F
A poor paper
-Does not respond to topic
-Has an accumulation of errors
-Loses control of paragraphs, sentences, tone
-Lacks coherence
-Uses unidiomatic language
-Is underdeveloped
Note: Any of these characteristics, depending on its prevalence in the paper, may result in its
respective grade.