RWS 100: The Rhetoric of Written Argument
Fall 2012 Course Syllabus
Instructor: Brendt Progar
Email: bprogar@cox.net
Meeting Time: Tuesday and Thursday 12:30-1:45
Classroom: NE 173
Office Hours: 11:00 – 12:00 Tuesday, or by appointment on Thursday, room AH 3178
Office Mailbox: in RWS main office, room AH 3138
- “Rhetoric refers to the study and uses of written, spoken and visual language. It investigates how
language is used to organize and maintain social groups, construct meanings and identities, coordinate
behavior, persuade, position, perform, produce change, mediate power, and create knowledge” (Werry).
- “Argument is the essence of education…[and] central to democratic culture” (Lasch).
- “Universities are houses of argument” (Norgaard).
- “Argument literacy is the key to higher education” (Graff).
-“ In short, rhetoric is a mode of altering reality, not by the direct application of energy to objects, but by
the creation of discourse which changes reality through the mediation of thought and action” (Bitzer).
What is the Story of this Course?
You will practice interpreting, analyzing, evaluating, and producing written argument, as argument is
central to academic literacy, critical thinking, professional settings, and civic life. You will learn to write
and revise papers in which you effectively address complex arguments, responsibly use source materials,
and make sound decisions about audience, context, structure, and purpose.
Why is Rhetoric Relevant?
The study of rhetoric ultimately seeks to understand and control how we communicate our experiences,
form relationships, and persuade. While our realities are experiential, the understanding and
communication of experience is mediated through an imperfect symbol system (language) that, by nature,
directs our attention towards certain aspects of reality while directing attention away from others. Sonja
K. Foss, Karen K. Foss, and Robert Trapp synthesize Kenneth Burke’s concept of language as a
“terministic screen,” stating that the “terms of vocabulary we use as a result of our occupations constitute
a kind of screen that directs our attention to particular aspects of reality rather than others. A person
trained in medicine, for example, will see life from a medical point of view or through a terministic screen
of medicine. Such terminologies, then, by directing the attention differently, lead to different kinds of
qualities of observation.” Since the language that we use to understand and communicate our realities
functions as a lens through which we understand our experiences, language both selects and deflects the
reality that we experience, to a certain degree. Granted, we still experience our life, but we focus on
certain aspects rather than others as a result of our attitudes, professions, and terminologies (language
use).
TEXTS AND MATERIALS:
1. Werry, Chris. RWS 100 Course Reader: The Rhetoric of Written Argument. San Diego, CA:
Montezuma Publishing. 2012. Print
2. Graff, Gerald and Cathy Birkenstein. They Say/I Say. 2nd ed. New York: W.W. Norton & Co.
2010. Print.
3. Bullock, Richard and Francine Weinberg. The Little Seagull Handbook. New York: W.W. Norton
& Co. 2011. Print.
ADDITIONAL USEFULL RESOURCES:
Purdue Owl MLA Formatting and Style Guide: http://owl.english.purdue.edu/owl/resource/747/01/
REQUIREMENTS:
ESSAYS: You will write three formal essays of four to six pages in length for this course, plus a final
project (to be worked out in discussion with me). Each student is required to submit one rough draft and
set up one conference with me for each essay. Essays and rough drafts must be turned in to me both via
hardcopy and email on their due date. If you are absent, these assignments must be left in my inbox on
their due date before class starts; my inbox is in the RWS office, which is in room AH 3138.
PORTFOLIO/SHORT ASSIGNMENTS: You will compose a number of less formal, shorter texts:
homework, ad analysis, reading analysis, and essay jigsaws. The number of these assignments will range
from twelve to twenty short pieces of writing (1-3 pages in length, worth 1-3 points per assignment).
Please note that your grade is not dependent upon your assignment’s length; instead, your grade is
dependent upon the assignment’s content. These short assignments must adhere to essay guidelines,
which means that your assignments will exhibit complete sentences that form coherent and sensible
paragraphs. While your assignments must adhere to essay guidelines, they will not be held to the level of
expectation that your major essays will meet. These assignments are an excellent opportunity to practice
essay guidelines, writing, and grammar, and I will occasionally provide alternative sentence and grammar
suggestions to you through these assignments. Consider this portion of the class as your experimental
writing division. Altogether, this is your “portfolio.” Most of this work will help you prepare for and
draft the three major papers. On occasion, students will be asked to turn in this portfolio so I can review
your progress.
The portfolio will be evaluated using “contract grading.” If you complete all portfolio work and it meets
the specified criteria, you will receive an “A” for this component of the class (if you do all the work, but
only 80% of it meets the criteria, you’ll receive a “B”). If you do 80% of portfolio work, and it all meets
the specified criteria, you will receive a B. And so it goes. This means that a) you will do a lot of writing
in this class, b) you need to make sure you keep track of your portfolio work, as I’ll ask you to hand it in
periodically (I suggest you use a notebook with a 2-pocket folder for loose material) and c) if you work
hard you can receive a good grade on this portion of the assessment (20% of the course grade).
***Essay jigsaws are the only short assignments that will be turned in to me via email, in addition to
submission in hardcopy. The reason for this is that electronic copy allows me to more easily comment on
your paper and guide you through the writing process.
CLASS PARTICIPATION: You are expected to participate. Active participators will arrive on time and
be prepared, pay attention, and get involved in class activities. We will engage in both small group and
large class discussion activities, as well as peer review, workshops, and conferencing. Your participation
in class, in peer review, and at scheduled conferences is important and 10% of your grade. For each
office meeting/conference you attend, that is 2 points of participation (6 total). I will occasionally pass
around roll sheets at random, and each sign-in will account for 1 point of participation for a total of 4
points of participation throughout the course. If you are unlucky enough to miss a class on the day I take
roll, you can meet me in my office to discuss your assignments to make up for that loss.
QUIZZES: On occasion you’ll do short quizzes to check you’ve read the texts closely and understand
key concepts. The quizzes will be unannounced, and they will apply to the portfolio portion of the class.
If you read the texts closely and pay attention in class, the quizzes will be very easy.
IF YOU ARE ABSENT you are still responsible for knowing what was covered in class, what the
homework is, and when it is due. I suggest you exchange phone numbers and/or emails with at least two
of your classmates.
ASSIGNMENTS
Assignment 1: Constructing an Account
Assignment 2: Gathering Information and Managing Sources
Assignment 3: Explaining Rhetorical Strategies
Final Project (Lens/Creative project/Presentation)
Portfolio work
Participation
Total
%
20
20
20
10
20
10
100%
DUE DATES:
Paper #1 Thursday, Oct 04
Paper #2 Tuesday, Nov 06
Paper #3 Thursday, Dec 06
Final Project last day of class
MAJOR ASSIGNMENTS:
1) Describe and analyze an author’s argument, claims, project, support, and rhetorical strategies
(Mandelbaum).
2) Construct an account of an author’s project and argument, and carry out small focused research
tasks to find information that helps clarify, illustrate, extend, or complicate that argument; use
appropriate reference materials, including a dictionary, in order to clarify their understanding of
an argument (Pinker).
3) Construct an account of one or more 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. (KENNER, FOOD INC.)
POLICIES & PROCEDURES
RESPECT: Above all, respect is what I value most, and you will probably tire of hearing the word. The
best classroom experience results from a classroom in which the students and the teacher display the
utmost respect for each other. This includes everything from coming to class on time and refraining from
private conversations while others are speaking, to texting during a lecture. Please silence your cell
phones when you come to class, and if it is absolutely necessary for you to text or make a call, go outside
of the classroom. Because we will be interacting in group discussion often, the use of laptops will also be
distracting. Students that would like to use laptops are encouraged to discuss the specific need with me in
advance. You are absolutely encouraged to join in class discussions, but please refrain from using
obscene or offensive language and interrupting others. Much of the effectiveness of this class will hinge
on your ability to join class conversation, and I absolutely want you to express your opinions with the
caveat that they are not hateful or racist – they will help inspire good discussions.
E-MAIL: Please use your resources first (blackboard, the syllabus), but feel free to e-mail me anytime
with any questions you have. I will respond as quickly as possible. However, I may not respond as
quickly on nights and weekends. All essays and essay jigsaws are required to be turned in to me via
email.
ATTENDENCE/PARTICIPATION: There is no substitute for attending class. Since this is a
discussion-oriented course, your attendance is crucial. Regular attendance will greatly elevate your
chances of performing well. Simply showing up for class, however, will not be enough. I expect the
class to be the site of lively intellectual activity, discussion, debate, and critical respectful exchange.
ESSAYS: All essays are due on their due date, unless previously arrange, and you must both send me
your essay via email and bring a hardcopy (printout) to class. If you miss class on the day an essay is due,
you must email me the essay on the due date, and submit a hard copy of your essay to my inbox before
class starts; my mailbox is located in the RWS office (AH 3138). All essays must be typed, adhere to
MLA format (12 point font, double space, times new roman, proper heading), and be stapled. You will
find more information on MLA in The Little Seagull Handbook and at The Purdue Owl Online Writing
Lab (http://owl.english.purdue.edu/owl/resource/747/01/) web page. Essay jigsaws and drafts will not be
graded as a final draft, but will receive points for completion. Late assignments will not be accepted.
For emergency cases, late work may be accepted up to one week following the printed deadline and will
be subjected to a grade penalty.
RE-WRITES: Students may choose to re-write ONE essay after receiving a grade for the assignment.
Essay re-writes may be submitted after the third essay is due. When you turn your re-write in to me, you
must include your original graded essay along with the revision, and both must be stapled together. 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. I will not remind you.
ELECTRONICS: Your active participation is required in this course. Please turn off your cell phones,
iPods, and other electronic equipment when you come to class. Because we will be interacting in group
discussion often, the use of laptops will also be distracting.
PLAGARISM: All work in this course must be original; academic integrity is expected at all times.
Plagiarism in any class will result in serious consequences that include grade reduction, failure in the
class, or expulsion from school. For more information on our university’s cheating and plagiarism policy,
please visit: http://infotutor.sdsu.edu/plagiarism/index.cfm?p=graphic. SDSU’s library has an excellent
tutorial on how to avoid plagiarism.
FINAL: Our final project will be determined later during the semester by me through class collaboration.
COURSE ASSISTANCE SERVICES
OFFICE HOURS: I encourage all students to attend office hours (by appointment), but especially if you
have any questions or concerns about reading, writing, the course, or college in general. Please make an
appointment with me in advance via e-mail. Please bring all of your pre-writing, drafts and the final
drafts of your essays with comments to office hours if appropriate to the purpose of the meeting. It will
assist me in answering any questions you may have on the assignments.
COURSE TUTORING: Some help is available for ESL writers (if you need significant ESL help, you
can transfer to LING 100, which specializes in this). I am committed to helping you develop as a writer.
If you have questions or would like additional assistance with class concepts or projects, please drop in at
any time during my office hours or make an appointment to speak with me. If you would like additional
assistance and encouragement, SDSU has an excellent staff of tutors to assist students in all courses.
Students who need assistance with course concepts or writing assignments in English or ESL are
encouraged to contact the department of Rhetoric and Writing Studies at (619) 594-6515 for more
information on drop-in tutoring hours. Drop in tutoring is located on the first floor of the Library Love
Dome, adjacent to the library reference/check-out desk.
DISABLED STUDENTS: 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 me 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 and dynamic schedules that place
additional hardship on excelling in both arenas. As an instructor, I am committed to helping you succeed
in the course. To do so, regular and effective communication is needed. While no exceptions will be
made for assignment deadlines, 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. For more information on
SASS’s academic advising and tutoring services, call (619) 594-4743.
RWS 100 Student Learning Outcomes
General Education Capacities/Goals & RWS Learning Outcomes
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
1)
2)
3)
4)
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.
Our 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.”
Assignment Types: the following four outcomes describe the four main writing projects or "assignment
types" for the course. Students will be able to:
1. describe and analyze an author’s argument, claims, project, support and rhetorical strategies.
2. construct an account of an author’s project and argument and carry out small, focused research
tasks to find information that helps clarify, illustrate, extend or complicate that argument; use
appropriate reference materials, including a dictionary, in order to clarify their understanding of
an argument;
3. construct an account of two or more 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;
4. Construct an account of two authors’ projects and arguments in order to use concepts from one
argument as a framework for understanding and writing about another.
Outcomes across the semester: the following points describe outcomes to work on throughout the
semester, to be attained over the 15 weeks. Students will be able to:
5. 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;
6. use all aspects of the writing process--including prewriting, drafting, revising, editing, and
proofreading;
7. 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;
8. identify devices an author has used to create cohesion or to carry the reader through the text; use
metadiscourse to signal the project of a paper, and guide a reader from one idea to the next in
their writing;
9. effectively select material from written arguments, contextualize it, and comment on it in their
writing;
10. 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
11.
12.
13.
14.
15.
16.
17.
cultures; examine the vocabulary choices a writer makes and how they are related to context,
community or culture, audience or purpose;
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;
analyze and assess the relative strengths of arguments and supporting evidence
analyze and assess arguments made by visual texts; incorporate visual images into their
documents;
craft well reasoned arguments for specific audiences
edit their writing for the grammar and usage conventions appropriate to each writing situation;
assign significance to the arguments that they read;
reflect on how they wrote their papers, and revise arguments and findings based on critical
reflection.
ASSIGNMENT SCHEDULE: UNIT 1
Note that the assignments and readings are required to be completed for their specified dates.
Scheduled assignments and class discussion in this section, with the exception of the major
assignment due dates, are subject to change, depending upon the needs of the class.
For the short assignments, two to three pages of double spaced material is the expected length.
You may single space if you want, and if you do, your short assignments should be up to two
pages in length. Essay Portions should be as long as the paragraph discussion dictates.
Aug 30:
Reading DUE: They Say/I say pp. 1-15, and 141-144. RWS 100 Course Reader
pp. 2-9.
Discussion: Key terms and concepts.
WEEK 2
Sept 4:
Reading: They Say/I Say pp. 19-41. RWS 100 Course Reader pp. 10-14 and 7378.
Discussion: Reading assignment and PACES. An explanation of ethos, pathos,
and logos will be given. We will read through an article and discuss
Sept 6:
Reading: They Say/I Say: pp. 42-51. RWS 100 Course Reader pp. 33-34, 19-24,
73-78 review, and 79-80.
Assignment DUE: Select an ad of any kind, and discuss its argument and any
claims, strategies, and evidence that support the argument (1-2 pages). Make sure
to include where you found the ad and attach the ad to your assignment, whether
it is a printout from an online source or a page in a magazine. Do not simply
announce that you found the ad in a magazine, be specific about where the ad was
located (i.e. website name, magazine name). No overly offensive ads will be
accepted; these ads will be shared in class, so be prepared discuss your rhetorical
discovery. When selecting these ads, keep in mind that your class is your
audience. We will form groups and discuss the rhetoric of the ads in each group.
Remember, visual rhetoric is as powerful as linguistic rhetoric, and it has similar
effects. Incorporate visual analysis into your argument.
Discussion: Rifkin’s PACES within “A Change of Heart About Animals.” In
class PACES within arguments and ads. Ethos, Pathos, Logos.
WEEK 3
Sept 11:
Reading: RWS 100 Course Reader pp. 37-38, and 40-50.
Assignment DUE: 2-3 page double spaced analysis of Bleich’s “California’s
Higher Education Debacle.” Discuss the authors PACES. In addition, include a
short discussion about how the strategies function with or facilitate the main
rhetorical appeals: ethos (character), pathos (emotion), or logos (logic).
Discussion: Be prepared to discuss your analysis. We will review reading
strategies, and continue to discuss PACES and rhetorical appeals; an
understanding of reading strategies, PACES, and rhetorical appeals is crucial to
your success in this class. Chart first half of Mandelbaum in groups, if time
permits, continue reading and charting the rest of the text.
Sept 13:
Reading: RWS 100 Course Reader pp. 50-59. “Sample Paper” on blackboard.
Assignment DUE: Discuss Mandelbaum’s PACES in a 2-3 page written
assignment. Furthermore, discuss how his sub claims relate to his main argument
(i.e. how Mandelbaum supports his argument with claims), and be prepared to
discuss these topics in class.
Discussion: We will review Mandelbaum’s argument and discuss his strategies,
which will help to clarify your understanding of argumentative approaches.
Review the essay sample and discuss the moves in class.
WEEK 4
Sept 18:
Assignment DUE: Essay Portion, Introduction or Body Paragraph. You will
turn this assignment in to me via email, and bring a hard copy to class for peer
review.
Discussion: Mandelbaum
Sept 20:
Assignment DUE: Essay Portion, Introduction or Body Paragraph, so long as
you are not submitting the same paragraph from the previous assignment. You
will turn this assignment in to me via email, and bring a hard copy to class for
peer review.
Discussion: Mandelbaum
WEEK 5
Sept 25:
Assignment DUE: Essay 1 Rough Draft Due. You will turn this assignment in
to me via email, and bring a hard copy to class for peer review.
Assignment: Each student must set up a conference with me to review their draft.
Appointments will range from this date to October 2nd, and they will be set up
during class.
Discussion: Mandelbaum
Sept 27:
**NO CLASS** Adhere to conference schedule instead.
WEEK 6
Oct 2:
**NO CLASS** Adhere to conference schedule instead.
Oct 4:
Assignment DUE: Paper #1.
Discussion: Unit 2