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ENGLISH 2000
FALL 2009; TUREAUD 108
Section 9: TuTh 9:10-10:30
Section 3: TuTh 10:40-12:00
Professor: Dr. Rollins
Office: 212-J Allen Hall
Office Hours: TuTh 1:30-3:30
and by appointment
Email: brollins@lsu.edu
Telephone: 225.578.2982
Course Description
English 2000 is a class on research and argumentation, and it is designed to help make you an effective writer,
a careful reader, and a critical thinker. To this end, you’ll spend the semester learning elements of Classical
rhetorical theory (along with how this theory applies to modern discourse), analyzing written and visual texts,
and developing and articulating your own argumentative claims. Through drafting and revision, you will
construct reasoned, well-supported written arguments on a variety of academic, professional, and public
topics that you explore with your classmates and me. This course will also prepare you to enter public debate
about important civic and social issues by training you to read critically; do research and document source
materials correctly; and develop a clean, effective writing style. At the end of the semester, you’ll participate in
LSU’s University Writing Program assessment, in which you’ll demonstrate how well you’ve accomplished
these goals.
Required Materials
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Bauknight & Rollins. Present Tense: Contemporary Themes for Writers. Cengage, 2010.
Kirszner & Mandell. The Concise Wadsworth Handbook, 2nd Edition. Cengage, 2008.
A CD, jump drive, or storage space (like Tiger Bytes II) on which you will save copies of your work.
Access to a reliable printer. I’ll post readings and links to readings on Moodle, and you must print these
readings and bring them to class on the days they are assigned. You’ll also have to hand in printed
copies of your written assignments.
Assignments and Grading
Over the course of the semester you will work on four major arguments (rhetorical analysis,
definition/evaluation, cause and effect, and policy) that will be revised, polished, and collected in your writing
portfolio. This means that we’ll spend a lot of time expanding, revising, and polishing work that you generate
throughout the semester. You also will be graded on short analysis papers, peer critiques, and the University
Writing Program’s assessment. Here are the details:
1. Writing Portfolio (80%)
I’ll hand out an assignment sheet for each of the major projects you have to complete this semester.
These sheets will provide information on the rhetorical situation for each assignment, the minimum
length and content requirements, and due dates.
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Argument 1: Rhetorical Analysis, 1200-1500 words (10%)
Argument 2: Definitional/Evaluative Argument, 1200-1500 words (10%)
Collaborative Annotated Bibliography, one draft only (20%)*
Argument 3: Causal Argument, 1200-1500 words (20%)*
Argument 4: Policy Argument, 1500-1800 words (20%)*
* Your causal and policy arguments will be part of a larger research project that begins with a
collaborative annotated bibliography.
These papers are due throughout the semester (see the schedule and “Due Dates for Major
Assignments”). After you turn them in, your classmates and/or I will offer you comments for revision.
You’ll use these comments to revise and expand the work that you turn in at the end of the semester.
I’ll grade your final drafts, but please save hard copies of your first drafts with my comments.
(Note that the collaborative annotated bibliography cannot be revised and that late drafts are subject to
penalties).
2. Peer Critiques, Short Writing Assignments, and In-Class Writing (10%):
 Throughout the semester, you’ll write short papers that pertain to our reading, writing, and
research. The emphasis of these papers will be on your ability to reflect on and respond to your
classmates’ (and your own) written work, and to rhetorically analyze written, verbal, and visual
arguments.
3. University Writing Program Assessment (10%):
 All students enrolled in English 2000 are required to participate in the University Writing
Program’s assessment. During the last week of classes, you’ll have time off to draft and submit an
argument that will demonstrate how well you have accomplished the goals of the class. We’ll
discuss the details well in advance of the due date.
I grade on a 10 point scale: 100-90=A, 89-80=B, 79-70=C, 69-60=D, 59-0=F. Please come see me at any
time if you are uncertain of where you stand in the class. I will be happy to provide you with a breakdown of
your grades and to answer any of your questions.
Rules for Written Work
Here are a few other important policies concerning written assignments and grading:
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Formatting: All work completed outside of class must be word-processed and double spaced
using 12-point Times New Roman typeface (or a similar font), 1-inch margin at the top and
bottom of the page, and 1.25-inch margins on the right and left. I do not accept handwritten
assignments. Place the following information in the upper left-hand corner of the first page of
each paper (no title pages, please):
Your name
English 2000, Section xx
The date
Assignment and draft number
Word Count
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Art Vandalay
English 2000, Section 3 (or 9)
September 19, 2009
Rhetorical Analysis, Draft 1
1257 Words
Late work: All written assignments are due at the beginning of class. If you arrive to class late
on the day an assignment is due, your work will be considered late and subject to a late penalty. I
will penalize late assignments (including first drafts of essays) one letter grade per day (including
weekends) until the assignments are in my hands.
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First drafts: If you don’t hand in a first draft of an essay, you will get a zero for that essay, which
could amount to failure of the course.
Emailed assignments: I will not routinely accept emailed assignments unless I ask for them.
You are responsible for handing in printed copies of all of your assignments on time.
Revision
Revision—the ability to critically assess and rethink your work—is one of the most important skills you’ll
develop this semester. For each of the major assignments in this class, you will first turn in a typed draft on
which you will receive feedback from me and/or from one or more of your classmates. You will use the
feedback to revise this paper and turn in a final draft. For your major arguments, I will count the grade of
your final, revised draft, although you should save the hard copies of your first drafts with peer
and/or professor comments. Please note that the annotated bibliography, the peer critiques, and the short
writing assignments cannot be revised. Note: Make sure you save electronic copies of all your drafts in
at least two places to make your revisions easier.
Attendance and Tardiness
Because we will be working together to improve your writing and to critique your work in progress, I expect
you to come to class prepared to work and to participate. If you miss a class, you are responsible for learning
material we cover and for submitting assignments due on that day. If you know ahead of time that you’re
going to be absent, you should submit your assignments early. If something unexpected occurs (such as an
illness or a family emergency), you should contact me via email as soon as possible. If you miss class when an
assignment is due and I don’t hear from you, I will penalize your work for being late.
Academic Honesty
You are bound by the University’s policies on academic honesty, which bar you from presenting another
person’s work or ideas as your own, allowing someone to write an assignment or part of an assignment for
you, completing an assignment for someone else, or failing to properly acknowledge source materials. If I
catch you cheating, I’ll forward your case to the Dean of Students. The minimal punishment for
students found guilty of cheating is an F in the course.
Office Hours, Email, and Moodle
 Office Hours: Please feel free to drop by during my office hours or to make an appointment for
other times if you have questions about the class.
 Email: I’ll use the email list on Moodle to send class announcements so make sure you check
your LSU account daily. My email—brollins@lsu.edu—is the best way to contact me outside of
class.
 Moodle: The Moodle website for our class is available through PAWS. I’ll post all of our class
documents here so you can download whatever you need at your convenience.
Cell Phones and Texting
Please turn off your cell phones and other personal electronic devices before class begins. If I catch you
texting, web surfing, or doing some other work not related to our class, I will ask you to leave, and
you will not get credit for any of the day’s assignments.
Services and Resources
The LSU Writing Center offers free, individual tutoring for all LSU students. The Center is located in B-18
Coates Hall and can be reached by phone at 578-4439.
The University and I are dedicated to making reasonable accommodations for students with documented
disabilities. If you have any special needs, you should notify the Office of Disability Services (111A Johnston
Hall, 578-5919) and me by the end of the first week of class.
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ENGLISH 2000 SCHEDULE
THROUGH FALL BREAK
The following schedule lists reading and writing assignments on the days they are due. The schedule does
not list in-class writing, which will take place regularly throughout the semester. Note: (1) I may adjust
assignments, readings, or due dates, depending on the needs of the class. Any changes will be announced in
advance to give you adequate time to adjust your planning. (2) Detailed instructions for short writing
assignments and paper assignments will be distributed in class before each assignment is due.
Key:
PT=Present Tense
Moodle=Posted on Moodle
SWA=Short Writing Assignment
WH: The Concise Wadsworth Handbook
***Bring the appropriate books and readings to class every day***
WEEK 1
T 8/25: Introductions, policies and procedures. I’ll answer your questions about the syllabus, and we’ll begin
talking about the central idea of the course: argument. We’ll also get started on SWA 1.
Th 8/27: You’ll have another chance to ask me questions about our course syllabus. We’ll define and discuss
the idea of argument as we’ll be using it in this class (in part by returning to classical rhetorical theory), and
we’ll discuss your first SWA.
Reading: PT: 4-22 (Including On the Peace, “Is Persuasion Dead?”, and “Opening My Eyes to
Argument”); WH: 11-16.
Due: SWA 1: Write a short essay (600-900 words, typed) in response to Pg. 20, Question #8 in PT.
WEEK 2
T 9/1: Introduction to Classical rhetorical theory and the rhetorical situation. We’ll talk about reading
rhetorically and put together a “reading profile.” We’ll go over the assignment sheet for SWA 2.
Reading: PT: 23-43 (Including Rhetoric, “Ugly, The American,” and Encomium of Helen)
Th 9/3: Introduction to Classical Rhetorical Theory with a focus on Gorgias’ Encomium.
Reading: Re-Read Encomium of Helen carefully, PT: 39-42
Due: SWA 2: Reading the Encomium of Helen (Because this is an in-depth assignment crucial to
the rest of the work of the course, this will count as three SWAs).
WEEK 3:
T 9/8: Practice in summary and response and introduction to rhetorical analysis. We’ll go over the
assignment sheet for SWA 3.
Reading: PT: 45-60 (Read all sample essays and annotations)
Th 9/10: Rhetorical analysis in depth, focus on ethos and pathos. I’ll hand out the assignment sheet for your
first major argument (Note: This will be the hardest major argument of the semester, so we’ll spend plenty of
time working up to it).
Reading: PT: Dorfman’s “Are We Really So Fearful” 101 & Jacoby’s “The Dumbing of America”
135-137.
Due: SWA 3: Summary and Response Exercise (Moodle).
WEEK 4:
T 9/15: Rhetorical analysis in depth, focus on logos.
Reading: PT: Johnson’s “Watching TV Makes You Smarter” 284-292; WH: 17-31.
Th 9/17: We’ll talk about some strategies for reviewing written work and have in-class peer review.
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Reading: WH: 41-45 (Beginning with “Participating in Peer Review”)
Due: Major Argument 1: Rhetorical Analysis of Hirschorn, Morford, or Ford
**Bring two printed copies of your paper, one for me and one for your peer reviewer**
WEEK 5:
T 9/22: Introduction to stasis theory. We’ll bring Classical rhetoric to bear on modern-day argumentation.
We’ll go over the assignment sheet for SWA 4.
Reading: PT: 61-80
Th 9/24: Intro to definitional arguments. Definition as argument and the power of naming things.
Reading: PT: 81-93 (Including the essays by Vedantam & Silberman)
Due: SWA 4: Definition
WEEK 6
T 9/29: From definition to evaluation. Definition + qualitative criteria = evaluation (or, for the less
mathematically inclined, the rhetorical art of assigning value). We’ll go over the assignment sheet for your
second major argument.
Reading: PT: 93-100 (Including the A.O. Scott essay); Gordon & Sahagun’s “Gen Y Ego Trip Takes
a Bad Turn” 166-168; Ludwig’s “Look@Me” 168-173.
Th 10/1: No classes, Fall Break