Rhetoric 105, or The Principles of Composition
148 Henry Administration Building
Spring 2012, Section B1
MWF 9:00–9:50am
Instructor: Elizabeth Tavares
Office Location: 240 English Building
Contact: tavares1@illinois.edu
Office Hours: Thursdays 12:00–2:00pm
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“As imagination bodies forth
The forms of things unknown, the poet’s pen
Turns them to shapes, and gives to airy nothing
A local habitation, and a name.”
— from William Shakespeare’s A Midsummer Night’s Dream
As this quote suggests, the work of poets is not dissimilar to the meaning-making purposes of any writer.
Just as an astrophysicist explicates the behavior of the cosmos, so must any writer interpret and explain a
given subject. The intent of this course is to provide you with just these fundamental rhetorical and
compositional skills, which you will continue to hone according to your chosen field during your time
here at the university. To achieve this, you will be asked to generate texts in a variety of environments,
for sundry purposes, and using varied methods. Organization will be key to your success. To promote
that success, our course is divided into four units, which are intended to elaborate upon one another. In
the first unit, we will practice qualitative researching techniques, refresh your interrogative skills, and
experiment with collaborative writing. In the second, we will establish methods for refining an argument
and develop rich questions through primary source research. Integrating secondary sources, unit three
introduces strategies for pre-writing, revision, and documentation. In the last unit, we will reflect on the
writing and research process while workshopping and refining your arguments. As our professional and
personal lives take place in an increasingly digital environment, so too does our written word become the
primary way in which we represent ourselves. Thence, this course aims not only to acquaint you with the
university’s resources and acclimate you to college-level writing, but it also hopes to engender criticalthinking and -writing skills applicable across the disciplines.
Resources ———————————————————————————————————
All of the tools you will need for this course have some kind of electronic presence. This digital
infrastructure, aside from constituting an eco-friendly classroom, provides opportunities to develop your
technological literacy. This consists of the class texts—for which you can purchase access cards at the
Illini Union Bookstore—and the course website:
➻ Writing @ the University of Illinois (W@UI): http://etext.illinois.edu
➻ Writer’s Help Handbook: http://writershelp.bedfordstmartins.com
➻ Illinois Compass: http://compass.illinois.edu
There are several other services with which you should become immediately familiar. The Writer’s
Workshop provides free scheduled or walk-in tutorials at any stage of the writing process, whether you
are struggling to commit to a topic, need help with a pesky thesis statement, or have more technical
issues. We also have one of the best library systems in the country with a specific library catering to
undergraduates’ needs. Also, if you have any learning and/or accessibility needs, please come speak to
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me so we can get you acquainted with the opportunities offered by Disability Resources and Educational
Services (DRES).
➻ The Writer’s Workshop: http://www.cws.illinois.edu/workshop
➻ Undergraduate Library: http://www.library.illinois.edu/ugl
➻ Disability Resources and Educational Services: http://www.disability.illinois.edu
Policies ————————————————————————————————————
There are a few basic rules to play by this semester: namely, as in any course, you get out of it what you
put in. Our classroom environment should be a space where everyone feels they can participate and
succeed. We can fulfill this by respecting one another in what we do and say. While this includes smaller
courtesies, like turning off or muting cell phones, it also includes the larger responsibility of refraining
from using language or actions that show disrespect towards race, religion, ethnicity, sexuality, ability,
beliefs, or ideas.
While evaluation occurs in a number of ways, keep in mind that this is a writing-intensive course where
participation and adherence to deadlines is crucial. If something presents a conflict for you, we can
potentially negotiate alternatives, but this is ultimately the prerogative of the instructor. Every
assignment is always due at the beginning of the class session. Except in the event of documented illness
or emergency, papers submitted during and after class or to my mailbox during the hour are considered
late and lose one full letter grade per day.
➻ Assignment Breakdown:
5% First Essay (Group Observation)
10% Second Essay (Statistical Rhetorics)
20% Primary Sources Essay
20% Secondary Source Essay
25% Synthesis Essay (20% essay, 5% presentation)
20% Participation (assignments, discussions, group work, etc.)
Attendance is directly necessary to your success. Logistically, any student absent for two weeks (six
meetings) will be unable to receive an A in the course, and three weeks (nine meetings) will result in
failure of the course. Excused absences include religious holidays, letter-supported athletic events, or
serious illness with documentation. Anyone more than five minutes late will be marked as absent from
that day of class. If you are absent or tardy, you alone are responsible for catching up on the
announcements and discussion you missed; quizzes and other in-class assessments cannot be made-up
for unexcused absences.
➻ Grading Scale:
B+ (89–87)
C+ (79–77) D+ (69–67) F (59–0)
A (100–93) B (86–83)
C (76–73)
D (66–63)
A- (92–90)
B- (82–80)
C- (72–70) D- (62–60)
Regarding plagiarism, the University of Illinois has high standards of academic integrity set out in Article
1, Part 4 of the University Student Code, which I uphold. All written coursework in this course is
expected to be your own, with all words and/or ideas from other sources fairly attributed. To use
phrases and/or ideas from any other source as if they were your own constitutes plagiarism. Submitting
your own work for more than one course without permission of both instructors can also constitute
plagiarism. The University Student Code sets out possible consequences of plagiarism in coursework,
ranging from failure on the assignment to suspension or dismissal from the University. The Code
specifies that ignorance of these standards is not an excuse. All students in this class should familiarize
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themselves with the Code at www.admin.uiuc.edu/policy/code, with our library’s guidelines at
www.library.illinois.edu/learn/research/academicintegrity.html and with the chapter on plagiarism in
the Writer’s Help Handbook. Documentation should follow current MLA, CMS or APA form; guides are
available at the Undergrad Library reference desk or at http://owl.english.purdue.edu/owl/section/2/.
If you have questions about fair use or documentation, please do not hesitate to consult me.
Technology is a major component of our classroom—online and in the real world. However, the
availability of netbooks, laptops, and tablets can be a blessing and a curse. You are welcome to use these
in the classroom, but I reserve the right to see your screen at any time. Cell phones, on the other hand,
are not allowed in the classroom; this will help keep both you and I focused. Similarly, the best way to
get in touch with me is through email or to visit my office hours. I keep regular business hours (9am–
5pm), and you can expect to receive a response within twenty-four hours. If you own a laptop or netbook
and feel comfortable, do bring them to class.
Some Expectations ————————————————————————————————
The priority of this class is to set the groundwork for you to develop college-level writing strategies and
critical-thinking habits of mind. Considering that writing is both a process and a skill, the grades in this
class reflect your execution of assignment goals as well as your demonstrating development in your
writing.
➻ “A” Paper (Superior): This paper is written above the minimum standards outlined for the
assignment and displays originality, imagination, and vitality. The principal characteristics of the
paper are its thoughtfully exigent questions, rich content, and thorough analysis. Specific points
are logically ordered, well developed, and unified around a clear central claim, which is apparent
early in the paper. It is, of course, free of mechanical errors: e.g., spelling, grammar, syntax, etc.
The paper also has stylistic finesse: the title and the opening are relevant and engaging; the
transitions seamlessly link one thought with another; the tone enhances the purpose of the paper.
The quality, quantity, clarity, and density of the information delivered is such that the reader
feels significantly enlightened, sentence after sentence, paragraph after paragraph. Overall, this
paper, because of its careful organization and development, imparts coherence and clarity.
➻ “B” Paper (Satisfactory): This paper is significantly more than competent and demonstrates work
well done. It has positive value that goes beyond the avoidance of error, but one or more qualities
are insufficiently addressed or executed. Besides being almost free of mechanical errors, it
delivers substantial information—that is, substantial in both quantity and in relevance. It may
develop an idea fully and accurately but lack elements of originality. It may have all the qualities
of an “A” paper but suffer in terms of consistent organization, depth of critical analysis, richness
of detail, quantity of information, topical unity, or occasional obscurity. Stylistically, the opening
paragraph draws in the reader; the closing paragraph is both conclusive and thematically related
to the opening. The transitions between paragraphs are, for the most part, smooth, the syntax
varied. In general, this paper offers substantial information with few distractions.
➻ “C” Paper (Adequate): This paper is generally competent but lacks intellectual rigor. It meets the
assignment’s expectations, has some mechanical errors, and is somewhat organized and
developed. However, the central claims of the paper display a lack of originality. Central
research questions may lack exigency, or supporting arguments may be fundamentally based on
unsubstantial generalities or simply not fully developed. Other impediments may include a weak
opening paragraph, a perfunctory conclusion, strained transitions, redundancy, or imprecision.
➻ “D” Paper (Unsatisfactory): This paper does not address the assignment, though not to such a
degree that it exhibits complete disregard. It may contain little or no original content, it may
simply restate arbitrarily selected material from the sources, or it may lack coherent organization.
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It does, however, have some saving graces: a spark of innovation, some mastery of technical skills.
Such a paper may receive this grade if the ideas are strong, but the degree of mechanical error
renders it nearly unreadable.
➻ “F” Paper (Unacceptable): This paper does not fulfill the assignment whatsoever, or treats the
subject at such a superficial level to render the argument without merit. Its theme may lack
discernible organization, and the prose lacks clarity. Mechanical errors are frequent. In short, the
ideas, organization, and level of critical thinking fall far short of acceptable college writing.
Formatting does matter. While you may choose to prepare your papers using any of the major citation
styles available in the Writer’s Help online handbook, all college-level written documents follow general
guidelines across the disciplines:
➻ Type you paper on a computer and print it out on standard, white, 8.5 x 11-inch paper. Set the
margins of your document to 1 inch on all sides. (Note: the default margins in Microsoft Word
are 1.5 inches, so make sure to change this.)
➻ Using the Times New Roman font at 12 points, double-space the text of your paper. Indent the
first line of paragraphs ½ inch from the left margin; use the Tab key rather than pushing the
Space Bar five times. Keep in mind that all paragraphs should comprise at least 6–10 sentences.
➻ Create a header that numbers all pages consecutively in the upper right-hand corner, one half
inch from the top and flush with the right margin. You may omit the number on your first page
of a document.
➻ Use italics throughout your essay for the titles of longer works and, only when absolutely
necessary (which should be sparingly), providing emphasis. When using acronyms, spell out the
first iteration and then abbreviate thereafter. For example, the first time write out University of
Illinois at Urbana-Champaign but afterwards simply use UIUC.
Most assignments for this course will be short enough to not require a separate title page. If you do need
to include a title page, it will be indicated on the assignment sheet. Here are some tips for formatting the
first page of your paper when you are not using a title page:
➻ In the upper left-hand corner of the first page, list your name, your instructor’s name, the course,
and the date. Again, be sure to use double-spaced text.
➻ Double-space again and center the title. Do not underline, italicize, or place your title in
quotation marks; write the title in Title Case (standard capitalization), not in all capitals.
➻ Use quotation marks and/or italics when referring to other works in your title, just as you would
in your text: e.g., The Harry Potter Stories and French Arthurian Romance. Double-space
between the title and the first line of text.
➻ Create a header in the upper right-hand corner that includes your last name, followed by a space
with a page number; number all pages consecutively with Arabic numerals (1, 2, 3, 4, etc.) ½
inch from the top and flush with the right margin. For example:
Harry J. Potter
Ms. Tavares
Charms 105
31 July 1980
The Hermeneutics of Spell Writing
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Schedule
Think of this schedule as a road map to the course. It has two important features you should keep in
mind. Firstly, all readings and assignments should be completed by the date to which they are attached
(that is, the day listed immediately to the left). This means you need to be looking ahead to make sure
you do not lose any points simply for lateness. Note that most dorms have printers, there is a computer
lab in the basement of the English building, and another in Illini Union, so all you need do is plan
ahead. Secondly, when an assignment is due, you must always submit the finished documents both
online to our class Compass website as well as a hard copy to me at the start of class—always. I do this to
generate a digital timestamp so you don’t lose credit for an assignment in case Murphy’s Law comes
knocking. However, you cannot get those participation points (or learning for that matter) back if you
miss class, so as Shakespeare implores us, “make use of time, let not advantage slip.”
Introductory ——————————————————————————————————
18 January | Wednesday
Introductions to the course, class texts, class website, resources, and one
another.
20 January | Friday
Read “Chapter 1: Introduction” in W@UI.
Write a 2–3 page essay responding to the Diagnostic Prompt in chapter
one of W@UI. Submit to the corresponding assignment on the course
Compass website, and also bring a paper copy to class.
Unit 1: Writing from Observations ——————————————————————————
23 January | Monday
Read “Chapter 2: Noticing and Observation” in W@UI.
Compose a 1–2 page reflection answering the questions in the W@UI
exercise. Submit this Observation Prompt to the Compass and bring a
hard copy with you to class.
25 January | Wednesday
Read “Chapter 3: Coming to Questions” in W@UI.
27 January | Friday
Class cancelled—instructor attending an academic conference.
Post to Compass a copy of your observation field notes for your peers to
comment upon.
30 January | Monday
DUE draft version of the First Essay (Group Observation) due
today. Remember that each group member needs to submit this to Compass
as well as bring a paper copy to class.
1 February | Wednesday
Read “Chapter 5: Collaboration and Peer Review” in W@UI.
3 February | Friday
Read the “Introduction” and “Composing and Writing” sections in the
Writer’s Help Handbook.
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6 February | Monday
DUE First Essay (Group Observation)—final version submitted to
Compass and in-class.
Unit 2: Writing from Primary Sources —————————————————————————
8 February | Wednesday
Read “Chapter 6: Primary Sources” in W@UI.
10 February | Friday
Read “Chapter 7: Reading and Meaning Making” in W@UI. While
reading, practice your annotation skills in one of two ways: copy, paste,
and print the chapter out and mark this sheet, or use the eText note-taking
interface.
13 February | Monday
Read “Chapter 10: Multimodal Composing” in W@UI.
15 February | Wednesday
Read “Chapter 8: Summary and Abstracts” in W@UI.
In preparation for the Second (Time Capsule) Essay, summarize your
object in a short paragraph that focuses on sensory details, not its uses—
make the familiar strange.
17 February | Friday
DUE Second Essay (Statistical Rhetorics)—draft version
submitted to Compass and in class.
20 February | Monday
Find a primary source related to your emerging research questions and
compose a précis of this source to bring to class.
22 February | Wednesday
DUE Second Essay (Statistical Rhetorics)—final version
submitted to Compass and in class.
24 February | Friday
Locate a second primary source relevant to your research question and
compose a summary of the source, to be submitted along with a digital
copy of the source if possible.
27 February | Monday
Read “Chapter 9: Rhetorical Principles and Argument Structure” in
W@UI.
29 February | Wednesday
Continue gathering primary sources and begin drafting the Primary
Sources Essay.
2 March | Friday
DUE Primary Sources Essay—draft version submitted to Compass
and in class.
Unit 3: Writing from Secondary Sources —————————————————————————
5 March | Monday
Read “Chapter 11: Secondary Source Integration” and “Chapter 12:
Citation and Documentation” in W@UI.
7 March | Wednesday
Student conferences—no class meeting will be held.
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9 March | Friday
Student conferences—no class meeting will be held.
12 March | Monday
Meet in the Undergraduate Library room 291 for class today.
DUE Primary Sources Essay—final version submitted to Compass
and in class.
14 March | Wednesday
Submit the Wikipedia Research Path Assignment, which you will
also present in class today.
16 March | Friday
Read “Chapter 13: Writing Across Campus” in W@UI.
19–23 March
Spring Break—a university holiday, classes are not in session.
26 March | Monday
Read “Chapter 4: Revision and the Writing Process” in W@UI.
28 March | Wednesday
DUE Secondary Sources Essay—first draft version submitted to
Compass and in class.
30 March | Friday
Complete all three exercises in Chapter 11 under the heading “Research
and Writing Exercises.”
Create a reverse outline of the current version of your Secondary Sources
Essay and bring it to discuss.
2 April | Monday
Review the “Basic Grammar” section in Writer’s Help and play with some
of the mini-quizzes. Bring to class three to five grammar, mechanics, or
punctuation questions or problems.
4 April | Wednesday
DUE Secondary Sources Essay—second draft version submitted
to Compass and in class.
Unit 4: Synthesis and Reflection ———————————————————————————
6 April | Friday
Class cancelled—instructor attending an academic conference.
Read “Chapter 13: Reflection and Impact” in W@UI.
9 April | Monday
DUE Secondary Sources Essay—final version submitted to Compass
and in class.
11 April | Wednesday
Submit the 1–2 page proposal for your Synthesis Essay.
13 April | Friday
Create an Annotated Bibliography for your Synthesis Essay, submitted
to Compass and in class.
16 April | Monday
DUE Synthesis Essay—partial draft version submitted to Compass
and in class.
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18 April | Wednesday
Complete the online peer-review activities and responses, prepare for your
presentation next week, and continue revising the final Synthesis paper.
20 April | Friday
DUE Synthesis Essay—full draft version submitted to Compass and
in class. If you are having trouble, want to brainstorm, or even just have a
brief question, make sure to stop by my office hours.
23 April | Monday
Prepare for your presentation, and continue revising the final Synthesis
paper.
25 April | Wednesday
Synthesis Project Presentations.
27 April | Friday
Synthesis Project Presentations.
30 April | Monday
Synthesis Project Presentations.
2 May | Wednesday
DUE Synthesis Essay—final version submitted to Compass and in
class. If you have any outstanding work, note that everything for the course
needs to be submitted by today’s class meeting.
DISCLAIMER ➻ As the instructor, I reserve the right to modify the policies,
assignments, and any other contents of this syllabus at any point in the semester. I will
communicate all changes in writing and in class with sufficient notice.
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