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RWS 100 Section 71: The Rhetoric of Written Argument
Fall 2012
MWF 11:00 - 11:50
Montezuma Classroom North 106
Instructor: Ingrid Jayne
Office: AH 3178
Office Hours: Wed. 2:00 - 3:00 or by appt.
Email: ijayne@mail.sdsu.edu
RWS Office Number: 619-594-6515
Office Mailbox: In AH 3138
Required Materials:
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Bullock, Richard and Francine Weinberg. The Little Seagull Handbook. New York: W.W. Norton and Company,
2011.
Graff, Gerald and Cathy Birkenstein. They Say, I Say: The Moves that Matter in Academic Writing. 2nd Edition.
New York: W.W. Norton and Company, 2010.
RWS 100 Course Reader (printed by SDSU bookstore)
Notebook, paper, pens, pencils, highlighters
Supplemental readings from Blackboard
Course Description and General Education Capacities:
What are the most effective forms of communication? How can we evaluate and construct written arguments to
communicate our thoughts and opinions in the most effective way possible? This semester, we will collectively engage in
using our critical thinking skills to employ the art of rhetoric in writing. With emphasis on argument, these skills apply to all
areas of academic study and professional fields. The theme of our texts and discussions will be “Social Justice and
Environmental Integrity.”
Our "Learning Outcomes" reflect the goals and capacities of the General Education Program. RWS 100 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 100 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:
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craft well-reasoned arguments for specific audiences;
analyze a variety of texts commonly encountered in the academic setting;
situate discourse within social, generic, cultural, and historic contexts; and
assess the relative strengths of arguments and supporting evidence.
Student learning outcomes for RWS 100 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.”
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Learning Outcomes:
The following points describe outcomes to work on throughout the course, to be attained over the fifteen weeks. Students
will be able to:
1) Describe elements of an argument—claims, methods of development, kinds of evidence, persuasive appeals;
annotate the work that is done by each section of a written argument;
2) Use all aspects of the writing process—including prewriting, drafting, revising, editing, and proofreading;
3) Choose effective structures for their writing, acknowledging that different purposes, contexts, and audiences
call for different structures; understand the relationship between a text’s ideas and its structure;
4) Identify devices an author has used to create cohesion or to carry the reader through the text; use
metadiscourse to signal the project of the paper, and guide a reader from one idea to the next in their writing;
5) Effectively select material from written arguments, contextualize it, and comment on it in their writing;
6) Determine when and where a source was published, who wrote it, and whether it was reprinted or edited;
understand that texts are written in and respond to particular contexts, communities or cultures; examine the
vocabulary choices a writer makes and how they are related to context, community or culture, audience or
purpose;
7) Respond in writing to ideas drawn from various cultures and disciplines, using the activity of writing to clarify
and improve their understanding of an argument;
8) Analyze and assess the relative strengths of arguments and supporting evidence;
9) Analyze and assess arguments made by visual texts; incorporate visual images into their documents;
10) Craft well reasoned arguments for specific audiences;
11) Edit their writing for the grammar and usage conventions appropriate to each writing situation;
12) Assign significance to the arguments that they read;
13) Reflect on how they wrote their papers, and revise arguments and findings based on critical reflection.
Assignment Types:
Readings: Throughout the semester, we will be reading, analyzing, and discussing selections from the Course Reader as
well as additional texts distributed in class or available online. Assigned reading must be completed before class.
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Bring the Course Reader and other required reading to class.
You are responsible to read each essay carefully so that you are prepared to participate in class discussions
based on the reading.
Writing assignments will be based on the readings assigned.
Writing Journals/Discussion Boards/Quizzes/Homework: For journals, you will be asked key questions throughout
the semester to reflect on topics to aid in the writing process. Most entries will be written at the beginning of class and
turned in to the instructor for credit (5 points each). Discussion board questions will be posted on BB, and you are
responsible to respond to them by the due date set by the instructor (5 points each). We will periodically encounter
announced and unannounced quizzes throughout the semester to check for comprehension of the reading and terms
and/or concepts discussed in class (10 points each). Assignments include homework, such as writing and bringing in
rough drafts and/or sections of the rough draft to workshop in class (2 points each). If you fail to complete any of these
requirements, you will not get credit; however, I will allow you to make up one assignment or discussion board but not
journal entries or quizzes. Journal entries, discussion board responses, quizzes and assignments will be worth 20% of
your grade.
Writing: You will complete four main projects over the course of the semester. You may be required to develop one or
more drafts for each major project. Each project is designed to help you develop specific rhetorical skills:
 Project One: you will describe and analyze an author’s argument, claims, project, support, and rhetorical strategies.
 Project Two: you will be able to construct an account of an author’s project and argument and carry out small,
focused research tasks to find information that helps qualify, illustrate, extend, challenge, or complicate that argument;
use appropriate reference materials, including a dictionary, in order to clarify their understanding of an argument.
 Project Three: you will construct an account of authors’ projects and arguments and explain rhetorical strategies that
these authors—and by extension other writers—use to engage readers in thinking about their arguments.
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Classroom Policies:
Attendance/Participation: Absences. Although students are expected to attend every meeting of the semester, two
absences from class sessions are allowed during the semester. Hopefully, you will not need to miss class meetings, but
some events are unavoidable or unexpected and may require your presence elsewhere. The instructor does not
differentiate absences for personal reasons (oversleeping, automobile uncooperativeness, no clean clothes, etc.) from
those related to illness unless it is illness that requires hospitalization. Also, I would encourage you to not make
appointments with doctors, dentists, and insurance agents during class meeting times. Now, after two absences are
reached, each additional absence will diminish a student’s overall final grade by 1.5%. Arriving Late. In addition, please
arrive to class on time, which starts promptly on the hour. Students who arrive fewer than five minutes late will be
considered tardy; each tardy constitutes one-half absence. Students more than five minutes late will be considered
absent. Participation/Group Work. Our class will be largely discussion based, and I expect you to be willing to contribute
your ideas and questions regularly. Frequently, I will also separate students into small groups for discussion and
collaborative learning activities. I expect that you will always be respectful of your fellow students and that you will inform
me if you feel that there is a problem with your group dynamic. Note: At least once this semester, students will conference
with the instructor during class time or during office hours.
Late Assignments: I expect all assignments to be turned in at the beginning of class on the date it is due and will not
accept late work. If you have an extenuating circumstance, discuss it with me before the assignment is due and perhaps
we can work something out. Late work may result in one letter grade reduction. If you need to miss class on a day an
assignment is due, you may turn in an assignment early to my mailbox, but please do not email it to me.
Revision of a Writing Project: Students may choose to re-write ONE essay after receiving a grade for the assignment.
You may revise any paper for which you receive a grade lower than a C. Essay re-writes are usually due one week after I
hand back your graded essays. The grade given on the re-write will be averaged with the grade given on the previous
draft. You must initiate the re-write process by contacting me to determine what area(s) you need to address and an
appropriate date to submit your revised essay.
Blackboard: We will be using Blackboard for various assignments and announcements throughout the semester. Please
check Blackboard regularly, at least 2 times a week, preferably before each class meeting. You will be asked to
post responses on discussion boards and communicate with each other through Blackboard, so please take the time to
become familiar with it. These postings will count as part of your homework grade.
Classroom Conduct: The best classroom experience comes from students respecting each other and the instructor. This
includes everything from coming to class on time, refraining from private conversations during class, sleeping during
lectures, to not texting or using other electronic devices to check email, Facebook, etc. during a lecture. Please silence
your cell phones when you come to class, and if you find it necessary to text or make a call, go outside. Because
we will be interacting in group discussion often, the use of laptops will also be distracting. Since I see no need to use
laptops in this class, students who would like to use them are encouraged to discuss the specific need with me in
advance. Also, you are encouraged to join in class discussions, but refrain from using obscene or offensive language and
interrupting others.
Workshops: You will be working in groups with other students during class activities as well as in editing workshops. In
the workshops, you will need to bring two to three copies, one to turn in for credit, and one or two to share with your
peers. Your effort and contribution to these collaborative efforts will be taken into account as part of your assignment
grades and individual participation throughout the semester.
Cheating and Plagiarism: Cheating shall be defined as the act of obtaining or attempting to obtain credit for academic
work by the use of dishonest, deceptive, or fraudulent means. Plagiarism shall be defined as the act of incorporating
ideas, words, or specific substance of another, whether purchased, borrowed, or otherwise obtained, and submitting the
same to the University as one's own work to fulfill academic requirements without giving credit to the appropriate source.
In your writing you must give credit through quotation marks, footnotes, and complete citations if you use someone else’s
ideas or works. The minimum consequence for cheating and/or plagiarism in this course is a score of zero on the
assignment. More significant consequences, including reporting the cheating and/or plagiarism to the appropriate
University offices, may be imposed. Needless to say, the best policy is to always turn in only your own work. If you have
questions concerning plagiarism and citing sources, please visit: http://www-rohan.sdsu.edu/dept/senate/
policy/pfacademics.html. SDSU’s library also has an excellent tutorial on how to avoid plagiarism.
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Course Assistance Services:
Office Hours: If you have any questions, worries, or problems, feel free to contact me. My office hours are in place
because I want to give you many opportunities to succeed in this class. Do not hesitate to email, call, or set up a
conference so I can get your questions answered. If my office hours do not match up with your schedule, email me to set
up an appointment. I will try and respond to emails as quickly as possible.
Students with Disabilities: Every attempt will be made to offer reasonable accommodations for students with disabilities
in this course. Students with disabilities who may need accommodations in this class are encouraged to notify the
instructor privately and to contact Student Disability Services (SDS) as soon as possible. All discussion of disabilities will
take place privately to protect student confidentiality. SDS staff are available in the Capulli Center in Suite 3101 or by
phone at (619) 594-6473 (voice) or (619) 594-2929 (TTD/TTY).
Student-Athletes: Student-athletes have very demanding, dynamic schedules which place additional hardship on
excelling in both arenas. If you are a student athlete with away games scheduled during the semester, let me know by the
end of the first week of class, and present me with a copy of your team travel schedule. We will then make appropriate
scheduling arrangements. In order to help you succeed in this class, regular and effective communication is needed.
While no exceptions will be made for attendance, assignment deadlines, or exams, I would be happy to work with all
student-athletes in conjunction with Student-Athlete Support Services (SASS) to help you excel in this course.
Grading Policies:
Assignment:
Points / Percentage of Overall Grade
Project #1 (includes rough draft, workshop, & final draft) 100 points / 20%
Project #2 (includes rough draft, workshop, & final draft) 100 points / 20%
Project #3 (includes rough draft, workshop, & final draft) 100 points / 20%
Final In-Class Writing
50 points / 10%
Writing Journal/Homework/Quizzes
100 points / 20%
Attendance/Participation/Conference
50 points / 10%
500 points / 100%
Grading Rubric:
Letter Grade
A
AB+
B
BC+
Percentile
93-100%
90-93%
87-90%
83-87%
80-83%
77-80%
Letter Grade
C
CD+
D
DF
Percentile
73-77%
70-73%
67-70%
63-67%
60-63%
0-60%
Major Project Dates:
PROJECT
Project 1
Project 2
Project 3
Final
Rough Draft Due Date
Oct. 1
Nov. 5
Dec. 5
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Final Draft Due Date
Oct. 5
Nov. 9
Dec. 12
Dec. 12
Changes to the Course Syllabus: All assignments, percentages, and due dates are subject to change at the instructor’s
discretion. I intend to follow the schedule as outlined below. However, the course syllabus is subject to change in the
event of extenuating circumstances as deemed by me. Any changes will be announced during class, and a revised
version of the course syllabus may be posted on Blackboard.
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RWS 100 Fall Schedule 2012
Please note that the following schedule is approximate, as dates and topics may shift as the semester
continues. Please refer to Blackboard under "Assignments" for current information regarding your
assignment due dates. With the exception of Food Inc., all readings are expected to be completed outside of
class before the first class discussion date.
Week 1
Mon, Aug. 27: Syllabus
HW: Get textbooks before next class.
Wed, Aug. 29: What is Rhetoric?
HW: Read in Course Reader pp. 5 - 7.
Fri, Aug. 31: Key Terms and Concepts
HW: They Say I Say pp 1 - 13. Discussion Board Response "Entering a Conversation."
Week 2
Mon, Sep. 3: NO CLASS (Labor Day)
Wed, Sep. 5: Pre-Reading Strategies
Fri, Sep. 7: Reading Strategies
Week 3
Mon, Sep. 10: Introduction to Project 1
[Note: Sep. 10 is the last day to drop classes]
Wed, Sep. 12: Begin discussion of Mandelbaum [Note: Sep. 12 is the last day to add classes]
Fri, Sep. 14: Mandelbaum
Week 4
Mon, Sep. 17: Mandelbaum
Wed, Sep. 19: Mandelbaum
Fri, Sep. 21: Mandelbaum
Week 5
Mon, Sep. 24: Mandelbaum
Wed, Sep. 26: Mandelbaum
Fri, Sep. 28: Conferencing (no class)
Week 6
Mon, Oct. 1: Project 1 Rough Draft Due; Workshop (bring 3 copies to class)
Wed, Oct. 3: Edit/Revision of Rough Draft
Fri, Oct. 5: Project 1 Due; Introduction to Project 2
Week 7
Mon, Oct. 08: Begin discussion of Pinker
Wed, Oct. 10: Pinker
Fri, Oct. 10: Pinker
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Week 8
Mon, Oct. 15: Pinker
Wed, Oct. 17: Pinker
Fri, Oct. 19: Pinker
Week 9
Mon, Oct. 22: Pinker
Wed, Oct. 24: Pinker
Fri, Oct. 26: Pinker
Week 10
Mon, Oct. 29: Library Orientation to Researching
Wed, Oct. 31: Pinker
Fri, Nov. 2: Pinker
Week 11
Mon, Nov. 05: Project 2 Rough Draft Due; Workshop (bring 3 copies)
Wed, Nov. 07: Flex Day: ____________________________________
Fri, Nov. 09: Project 2 Due; Introduction to Project 3
Week 12
Mon, Nov. 12: NO CLASS (Veteran’s Day)
Wed, Nov. 14: Food, Inc.
Fri, Nov. 16: Food, Inc.
Week 13
Mon, Nov. 19: Food Inc.
Wed, Nov. 21: Food Inc.
Fri, Nov. 23: NO CLASS (Thanksgiving)
Week 14
Mon, Nov. 26: Food Inc.
Wed, Nov. 28: Food Inc.
Fri, Nov. 30: Food Inc.
Week 15
Mon, Dec. 03: Food Inc.
Wed. Dec. 05: Project 3 Rough Draft Due; Workshop (Bring 3 copies)
Fri, Dec. 07: Final Wrap Up
Final Exam
Wed, Dec. 12 from 10:30 – 12:30; Project 3 Due.