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RWS 200 Section 45: The Rhetoric of Written Argument
Spring 2013
T/TH 11:00 - 12:15
Adams Humanity 3150
Instructor: Ingrid Jayne
Office: AH 3178
Office Hours: by appt.
Email: iseymour001@hotmail.com
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.
RWS 200 Course Reader (printed by CalCopy next to KB Books)
Notebook, paper, pens, pencils, highlighters
Supplemental readings, assignments from Blackboard
Course Description
This course in academic writing and reading emphasizes the rhetorical analysis of arguments in context. Context comes
from the Latin word contextus: con-'together' + textere- 'to weave,' means woven together. Building on RWS 100, this
course asks students to continue the work of articulating what argument a text is making and describing elements of the
argument in conjunction with the contexts of those arguments and to discover what they are responding to, both in the
sense of what has come before them and in the sense that they are written for an audience in a particular place and time.
Over the course of fifteen weeks, we will read a variety of texts and view visual arguments from both contemporary and
past time periods. The theme of this class will center on issues that are recurring. These will include issues on gender,
racial inequality, gun control, and our educational system. Our goal in this class is to analyze these arguments in order to
get a better sense of the context that surrounds them and how they are still applicable and impact our lives.
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
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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 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.”
Assignment Types: the following four outcomes describe the four main writing projects or "assignment types" for the
course. Students will be able to:
1. Construct an account of an argument and identify elements of context embedded in it, the clues that show what
the argument is responding to--both in the sense of what has come before it and in the sense that it is written for
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an audience in a particular time and place; examine a writer’s language in relation to audience, context and
community;
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;
3. given the common concerns of two or more arguments, discuss how the claims of these arguments modify,
complicate or qualify one another;
4. consider their contemporary, current life as the context within which they are reading the arguments assigned in
the class; position themselves in relation to these arguments and additional ones they have researched in order to
make an argument; draw on available key terms, concepts or frameworks of analysis to help shape the argument.
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. Building on the work done in RWS 100, 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 multiples sources in a paper, deciding what to include and what to exclude, choosing an effective
structure, and creating significant relationships among sources;
10. analyze and assess arguments made by visual texts; incorporate visual images into their documents;
11. craft a cohesive paper, and use effective metadiscourse to articulate the project of the paper and guide a reader
through it;
12. 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;
13. assign significance to the arguments they read;
14. 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;
15. edit their writing for the grammar and usage conventions appropriate to the project.
Classroom Policies:
Attendance/Participation: Attendance: Please be on time! I start the class promptly on the hour. Students who arrive
fewer than five minutes late will be considered tardy; each tardy may affect participation points. Students more than five
minutes late will be considered absent and no participation points will be awarded that day. Throughout the semester, we
will be doing much collaborative work where you will gain participation points. If you miss class, those points will be lost
with no opportunity to make it up. The best way to ensure you get the maximum points possible is to attend every class. If
you are absent, I do not differentiate absences for personal reasons (oversleeping, automobile uncooperativeness, no
clean clothes, etc.) from those related to illness (common cold, nausea), 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. 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. We will be discussing debatable topics that may be sensitive to some students; therefore,
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.
Conferences: You are required to conference with me at least once during the semester about your papers. However,
you are encouraged to conference with me for all your writing assignments. Failure to conference with me will result in a
loss of all your participation points.
Assignments: Readings: Throughout the semester, I expect you to actively read the assigned text before you come to
class and have it annotated with your notes so you will be able to participate in class discussions. Homework and
Writing Projects: I expect you to complete your assignments and essays on time and turn them in the day they are due. I
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 unless
specified by me in advance; otherwise, your emailed work will not count.
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Revision of a Writing Project: Students may choose to re-write ONE essay of the first two writing projects after
receiving a grade for the assignment. Essay re-writes are due April 23. 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 before you submit your revised essay.
Blackboard: We will be using Blackboard for various assignments and announcements throughout the semester. You
are required to check Blackboard regularly, at least 2 times a week, preferably before each class meeting. You will
be asked to print certain documents, check for your homework schedule, and communicate with each other through
Blackboard, so please take the time to become familiar with it.
Classroom Conduct: Respect, respect, respect. 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. If you violate our time by doing these activities just mentioned, I will ask you leave the class for that day
and no participation points will be awarded. Furthermore, 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 will
have to present to me a 4-page argumentative essay to state your case and attempt to win me over with your articulate
reasons. If I deem your argument solid and have agreed to allow you to use a laptop, you will be given specific
instructions where you may sit that will cause the least distraction to your fellow students. Also, as you are encouraged to
join in class discussions, please 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 one copy. 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.
Course Assistance Services:
Office Hours: If you have any questions, worries, or problems, feel free to contact me. Even though my office hours are
by appointment only, I strongly encourage you to make an appointment with me because I want to give you many
opportunities to succeed in this class. Do not hesitate to talk to me before or after class or via email to set up a conference
so I can get your questions answered. 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.
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Grading Policies:
Assignment:
Project #1
Project #2
Project #3
Creative Final Presentation
Assignments (Homework)
Attendance/Participation/Conference
Points / Percentage of Overall Grade
100 points / 20%
100 points / 20%
100 points / 20%
50 points / 10%
75 points / 15%
75 points / 15%
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
Revision of
WP1 / WP2
Final
Presentations
Rough Draft Due Date
Feb. 19
Mar. 19
Apr. 18
Final Draft Due Date
Feb. 26
Mar. 26
Apr. 25
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Apr. 23
-
May 2, 7, & 14
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 above and 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 200 Fall Schedule 2013
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. All
readings are expected to be completed outside of class before the first class discussion date.
week 1
Thurs, Jan. 17: Syllabus, introductions
Tues, Jan. 22: Intro to Rhetoric & Context
week 2
Thurs, Jan. 24: Reading Strategies
Tues, Jan. 29: Bennet and Salam
week 3
Thurs, Jan. 31: Intro to Writing Project 1 [Jan 31: Last day to drop classes]
Tues, Feb. 5: Kennedy and Obama
[Feb 4: Last day to officially withdraw or add classes]
week 4
Thurs, Feb. 7: Kennedy and Obama
Tues, Feb. 12: Kennedy and Obama
week 5
Thurs, Feb. 14: Library Visit
Tues, Feb. 19: WP1 Rough Draft Due
week 6
Thurs, Feb. 21: Wrapping up WP1
Tues, Feb. 26: WP1 Final Draft Due. Intro to Writing Project 2
week 7
Thurs, Feb. 28: Toobin and Friedman
Tues, Mar. 5: Pavela and Fox
week 8
Thurs, Mar. 7: Annotated Bibs & Gun Control
Tues, Mar. 12: Gun Control
week 9
Thurs, Mar. 14: Grammar/writing issues
Tues, Mar. 19: WP2 Rough Draft Due
week 10
Thurs, Mar. 21: No class! Conferences
Tues, Mar. 26: WP2 Final Draft Due. Intro to Writing Project 3
week 11
Thurs, Mar. 28: Gatto and Rodriguez
Tues, Apr. 9: Kozol and Anyon
week 12
Thurs, Apr. 11: Education & Synthesis
Tues, Apr. 16: Education & Synthesis
week 13
Thurs, Apr. 18: WP3 Rough Draft Due
Tues, Apr. 23: Revisions of WP1/2 Due. Intro to Final Project
week 14
Thurs, Apr. 25: WP3 Final Draft Due. Graff
Tues, Apr. 30: Final wrap up
week 15
Thurs, May 2: Oral Presentations
Tues, May 7: Oral Presentations
Final Exam:
Tues, May 14 (10:30 - 12:30): Oral Presentations
[1 - 5 April: Spring Break]