RWS 200- Rhetoric of Written Arguments in Context, Spring 2014 Syllabus
Instructor: Kimberly Humes
Course Meetings: T/TH 10:30-11:45 am, Room N-102
Office Hours: T. 12:00-1:00 pm, Th. 4:15-5:00, or by appointment
Email: khumes@mail.sdsu.edu
Course goals:
o This course is aimed at extending your preparation for the demands
of university-level writing. Our work will largely focus on writing
analytically about academic texts. We will be writing summaries,
peer evaluations, a comparison/contrast essay, reader responses,
essays that apply theories to examples, in-class essays and a
documented argumentative essay. Through exposure to these
different forms of writing you will become more familiar with the
conventions of university writing.
o We will do research and a debate to help prepare your later essays.
You will do peer reviews of essays so you can become better critics
of your writing and that of others. We will work throughout the
semester to revise and improve your essays. All essays and takehome assignments are to be typed.
o We will have class discussions to help you comprehend the
assigned readings and develop your own ideas for papers, along
with developing your oral discussion skills, skills that will be enhanced
by the debate.
Ultimately, my goal for this course is to help you not only improve your
critical reading and writing skills, but also inspire in you an appreciation for
the writing process as a whole. My intention is to foster an environment
that is both challenging as well as engaging, allowing you to explore
ideas that you are passionate about.
Expected student learning outcomes
By the end of the course you will be expected to be able to:
1. Analyze an argument and identify the elements that the argument is
responding to, including contexts and audience.
2. Examine the use of language in relation to the expected audience.
3. Understand and incorporate all elements of the writing process,
including prewriting, free writing, revising, editing and proofreading.
4. Understand key terms, definitions, concepts and statements of
problems or issues as established in readings.
5. Work with multiple sources in a paper, deciding what to include and
exclude, to create an effective and efficient structure.
6. Edit your own papers effectively so they are free of errors of grammar,
syntax and vocabulary and thereby written on a university level.
o You are expected to show up for class on time and prepared,
having done the assigned reading, and ready to participate in
class discussions and activities. Cell phones must be shut off upon
entering the classroom. Anyone who answers a cell phone in class
and walks out the door to talk is encouraged to stay out for the
remainder of the class session. Texting in class will not be tolerated.
Students who have more than two unexcused absences can be
dropped from the class by the instructor and might consider leaving
on their own, as they will be extremely far behind on coursework.
o Please pay attention and respect the instructor and your peers by
listening when others are talking, and maintain a level of respect
worthy of the course.
o Any incident of plagiarism will result in the instructor taking the class
to university officials for further action and the student getting no
points on the assignment. The instructor takes instances of
plagiarism extremely seriously and will not hesitate to deal with them
appropriately. For further questions regarding plagiarism, refer to
the SDSU General Catalog or the university website.
o There are 100 points designated for participation (including discussions,
quizzes, and whatever else we might have going on for that day) as well
as knowledge of the readings, so Be advised that you must come to
each session prepared and having done the reading. Expect pop
quizzes on the readings. Consider the due dates for assignments to
be “hard” deadlines. Assignments are considered late if they are
not turned in as hard copies on the date they are due, and will only
be accepted up to one class session later for reduced credit.
Texts
o NextText by Anne Kress and Suellyn Winkle
o Keys for Writers by Ann Raines
o Feed by M.T. Anderson
Grading
o Two peer review papers – 50 points each (students choose which two to
submit for grading)
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Summary – 100 points
Reader response – 100 points
Debate preparation and participation – 100 points
Documented argumentative essay – (4-5 pages, double-spaced) 200
points
In-class essays – 100 points
Comparison/contrast essay – (3-4 pages double-spaced) 100 points
Ad response essay - 100 points
Participation in class discussions/pop quizzes – 100 points
All writing must be complete and grammatically sound to receive a
passing grade. To pass this class the student must earn a C, which means
accumulating 725 points throughout the semester.
For most majors a C- means the student must repeat this, and any other,
writing class.
The rest of the grading is as follows.
926-1000 – A
900-925 – A876-899 – B+
826-875 – B
800-825 - B776-799 – C+
726-775 – C
Schedule (Tentative)
WEEK 1: 1/23– Class introduction, review syllabus
WEEK 2:
1/28- Read Feed pp. 1-28; read Keys for Writers, pp. 3-50;
1/30- Read NextText, Callahan, pp. 19-26, Nathan, pp. 27-34; Heyman, pp.
35-39, Stephens, pp. 40-45
WEEK 3:
2/4- Draft of Summary due for peer review -- bring three typed copies
2/6- Read Feed pp. 29-50; read Keys for Writers, pp. 51-96
Week 4:
2/11- Read NextText, Gibson, pp. 46-50, Tenner, pp. 51-55; read Keys for
Writers, pp.97-160
2/13- Summary due for grading, with peer review sheets;
Read Feed pp. 51-72; read NextText, Gladwell, pp. 60-84
WEEK 5:
2/18- Read NextText, pp. 86-88, Butler, pp. 89-93, Coontz, pp. 94-102, Rose,
pp.103-109
2/20- Draft of reader response essay due for peer review (three copies)
WEEK 6:
2/25- Read Feed pp.73-108;
2/27- Reader response essay due, with peer review sheets; read; read
NextText, Flanagan, pp. 115-120, Kuttner, pp. 121-127, Dominus, pp.
128-134
WEEK 7:
3/4- Read Feed pp. 109-165; read NextText, Gates pp. 135-140, Schuyler
pp. 141-149, and pp. 150-151
3/6- In-class essay, bring blue book
WEEK 8:
3/11-Read NextText, pp. 154-155, Reichl 156-158, Carver, pp. 159-166; read
Keys for Writers, pp. 349-380
3/13- Draft of comparison/contrast essay due for peer review (three
copies)
WEEK 9:
3/18- Read Feed pp. 166-203; read NextText, pp. 310-311, Hammerslough,
pp.313-320; Greenfield, pp. 321-323, Wallis, pp. 324-328; read Keys
for Writers, pp. 381-425
3/20- Comparison-contrast essay due, with peer review sheets
WEEK 10:
3/25– Read Feed pp. 204-244; read NextText, pp. 329-330, Walker 331-335,
Hein, pp. 344-351
3/27- Draft of essay applying a theory to an advertisement due for peer
review (three copies)
WEEK 11:
4/1 & 4/3 No School- Spring Break
WEEK 12:
4/8- Read NextText, Denizet-Lewis, pp. 364-375, Lasn, pp 376-382, Horowitz,
pp. 383-386, pp. 387-391; form debate groups
4/10-Ad essay due, with peer review sheets; Read Feed pp. 245-275
WEEK 13:
4/15- Prepare for debates
4/17- Prepare for debates
WEEK 14:
4/22– Research debates done in class
4/24– Research debates done in class
WEEK 15:
4/29- Read Feed pp. 276-300 (Finish the novel ); read Keys for Writers pp.
426-458
5/1– Draft of argumentative essay due for peer review (with three copies)
WEEK 16:
5/6- Read Oscar, pp. 301-end; Keys for Writers, pp. 459-506
5/8- Read NextText, Bedbury pp. 392-401; - Argumentative essay due, with
peer review sheets
WEEK 17:
5/13- In-class essay final