Professor: Dr. Laura Hoopes
Office: AH 3178 or College Square Starbucks
Office Hours: M 10-10:50 AM and by appt.
Email: lhoopes@pomona.edu (use to request appt.)
Phone: 619 594 2015 or 909 228 8055
Class Meets: MWF 11-11:50 room: CSQ 202
- “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)
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 and civic life. You will learn to write and revise
papers in which you address complex arguments effectively, use source materials responsibly and make
sound decisions about audience, context, structure, and purpose.
TEXTS AND MATERIALS:
1) RWS 100 Course Reader. Listed under “Rhetoric & Writing Studies” or “Chris Werry,” available at
SDSU bookstore.
2) Graff, Gerald and Cathy Birkenstein. They Say/I Say: The Moves That Matter in Academic Writing
(2nd edition) W.W. Norton & Co., 2012.
3) Bullock, Richard, and Francine Weinberg, The Little Seagull Handbook. Norton 2012.
4) Additional short readings as assigned in class
5) Recommended – a double or single-subject, spiral-bound notebook with a 2-pocket folder to
store portfolio work.
REQUIREMENTS
ESSAYS: You will write three formal essays of four to eight pages in length for this course. Most papers
will require rough draft to be workshopped, and/or conferencing (meeting) with me. Submit to Turn-itin electronically as well as to me in hard copy. Required to have pages numbered, be typed in 12 point
font, be stapled. On the day in question, the paper is due AT THE START OF CLASS unless otherwise
instructed.
1
PORTFOLIO: You will compose a number of less formal, shorter texts - homework, in-class writing,
reflections, and peer review and 10 short 1-2 page pieces of writing. Altogether, this is your “portfolio.”
Most of this work will help you draft the 3 major papers. The portfolio will be evaluated using “contract
grading.” If you complete all portfolio work (10 short pieces of writing, reading responses, reflections,
posts, etc.) 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 (8 short pieces of writing, reading responses, posts, etc.) and it all meets the criteria, you’ll 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.)
QUIZZES: There will be some short quizzes to check you’ve read the texts closely and understand key
concepts. If you read the texts closely and pay attention in class the quizzes will be very easy – ‘money
for nuthin,’ to quote the Dire Straits song.
POSTS & PRESENTATIONS: You will occasionally be asked to post to Blackboard and/or class wiki. You
may also be asked to give a brief presentation in class, either individually or as part of a group.
CLASS PARTICIPATION: You are expected to participate. Active participators will arrive 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,
peer review & at scheduled conferences is important and counts for 10% of your grade.
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
three of your classmates. In addition, check the course Blackboard and wiki regularly. I cannot meet
with you individually to present the material a second time for each person absent, so find friends who
take good notes. Of course, if you have questions once you’ve obtained notes, you may visit my office
hours or email me with questions.
ASSIGNMENTS
Assignment 1: Constructing an Account (convincing reasoning)
Assignment 2: Gathering Information and Managing Sources so that they
appear in dialog with each other
Assignment 3: Explaining Rhetorical Strategies and Using Them
Effectively in Your Writing
%
Quizzes
5
20
10
100%
Portfolio work (collected and graded twice during the semester)
Participation (includes attendance, contributions)
Total
2
15
30
20
Major Paper DUE DATES
Paper #1 Wednesday, Oct 03
Paper #2 Wednesday, Nov 07
Paper #3 Friday, Dec 07
MAJOR ASSIGNMENTS with Short Learning Goals
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, and use to construct dialog between sources, information that helps clarify,
illustrate, extend or complicate that argument; use appropriate reference materials, including a
dictionary, in order to clarify 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
ATTENDANCE: There is no substitute for attending class. Since this is a discussion-oriented course, your
attendance is crucial, and key to doing the portfolio work. Regular attendance will greatly elevate your
chances of performing well. Simply showing up for class, however, will not be enough. I expect you to
contribute regularly to lively intellectual activity, discussion, debate and critical, respectful exchange.
ESSAYS: All essays are due as a hard copy in class on the date specified as well as having been
submitted elextronically to Turn-it-in through Blackboard. All essays must be typed, pages numbered,
stapled, and adhere to MLA format. Late assignments will not be accepted. For documented
extenuating circumstances, late work may be accepted up to one week following the printed deadline.
COURSE TUTORING, ESL, & WRITING HELP: RWS tutors are available to help you with your writing.
Tutors are located in AH 3104. Contact the department of Rhetoric and Writing Studies at (619) 5946515 for more info on drop-in tutoring hours. Some help is available for ESL writers (if you need
significant ESL help, you can transfer to LING 100, which specializes in this). I’m 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.
BLACKBOARD: I will sometimes ask you to access Blackboard to review or print out materials to bring to
class, or use the discussion board.
ELECTRONICS: Your active participation is required in this course. As such, our classroom will be a “cellfree zone.” Please turn off your cell phones, iPods, and similar electronic equipment when you come to
class. Because we will be interacting in group discussion often, the use of laptops will also be distracting.
Students who would like to use laptops are encouraged to discuss the specific need with the instructor
in advance. If you are in class listening to music or texting, I will mark you absent.
PLAGIARISM: All work in this course must be original. Plagiarism will result in serious consequences
ranging from grade reduction to failure in the class to expulsion from the college. For more information
3
on the university cheating and plagiarism policy, 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.
RESPECT: Since this is a discussion-based class, it is vital that you listen and speak respectfully to others
at all times. I encourage you to express your opinions, of course – they will help inspire good discussions.
PROBLEMS: If you run into problems or emergencies, talk to me as soon as possible
HELP/SERVICES
OFFICE HOURS: I encourage all students to talk with me during my office hour in Starbucks, especially if
you have any questions or concerns about reading, writing, rhetoric, or the structure or requirements of
the course. Office hour is M 10.00 – 10:50, or by appointment. I am on campus MWF and email is the
way to request an appointment.
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 the instructor privately and to contact Student Disability Services (SDS) as soon
as possible. 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).
COUNSELING: There are many events and situations that put additional stress on being a student.
SDSU has an excellent center for Counseling & Psychological Services that is open to students Monday
through Friday from 8am-4:30pm. To set up an initial consultation, call (619) 594-5220. For immediate
or emergency help, you are welcome to use San Diego’s free 24-hour counseling access line at (800)
479-3339. C&PS on campus also has a “Center for Well-Being” with multiple stations for relaxation if
you are feeling stressed during the semester. C&PS is located in the Capulli Center, Room 4401.
STUDENT-ATHLETES: Student-athletes have demanding, dynamic schedules. As an instructor, I am
committed to helping you succeed in the course. To do so, regular and effective communication is
needed. While exceptions will not be made for attendance, assignment deadlines, or exams, I’m 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’ academic advising and tutoring services, please
call (619) 594-4743.
COURSE OUTLINE AND READING SCHEDULE
The following schedule is approximate, as dates and topics may shift as the semester continues. Check
Blackboard and/or the wiki for current information on due dates.
Week 1
Aug. 27: Syllabus; What is Rhetoric? Short in-class essay.
Aug 29: Key Terms and Concepts applied to Op Eds on Medical Marijuana
Aug 31: Practice in using key terms with short pieces in the reader; Short in-class essay.
Week 2
Sept. 3: Pre-reading strategies applied to short pieces in reader
Sept 5: Reading strategies and questions
Sept. 7: Introduction to the first project
Week 3
Sept. 10: Begin discussion of Mandelbaum [Note: Sept. 12 is the last day to drop classes]
Sept 12: Mandelbaum
Sept. 14: Mandelbaum Quiz/discussion
[Note: Sept. 14 is the last day to add classes]
Week 4
Sept. 17: Mandelbaum
4
Sept 19: Mandelbaum
Sept. 21: Mandelbaum outline workshop [You will conference for 15 minutes with me in office hours or
in class next week regarding your revised outline].
Taday, bring Portfolio to class for first grading.
Week 5
Sept. 24: Mandelbaum./ Conferencing
Sept 25: Conferencing
Sept. 28: Conferencing
Week 6
Oct. 1: Paper #1 Rough Draft Due; Workshop (bring 3 copies to class)
Oct. 3: Paper #1 Revision Due;
Oct 5; Introduction to the second project; short in-class writing.
Week 7
Oct. 08: In class group exercise on source interactions. Assignments to groups.
Oct 10: Pinker: An alternative view of Pinker
Oct. 12: Pinker. group reports. Assignments for Monday.
Week 8
Oct. 15: Pinker. Claims and Evidence.
Oct 17: Pinker
Oct. 19: Pinker. Quiz/discussion.
Week 9
Oct. 22: Pinker
Oct 24: Pinker
Oct. 26: Pinker 2 page paper on another source due in class.
Week 10
Oct. 29: Pinker
Oct 31: Pinker
Nov. 02: Pinker
Week 11
Nov. 5: Paper #2 Rough Draft Due; Workshop (bring original plus 3 copies to class)
Nov 7: Paper Revision #2 Due; Introduction to the third project.
Nov. 09: NO CLASS (Veteran’s Day)
Week 12
Nov. 12: Food Inc.
Nov 14: Food Inc. Bring portfolio to class for second grading.
Nov. 16: NO CLASS. View videos and work on 2 page paper on counter argument as assigned.
Week 13
Nov. 19: Food Inc. Short paper on counter argument due.
Nov 21: Food Inc
Nov. 23: NO CLASS (Thanksgiving)
Week 14
[OPTIONAL conferencing for 15 minutes with me outside of class regarding your rough draft; use office
hour or request another MWFappointment via email]
Nov. 26: Food Inc.
Nov. 28: Food Inc.
Nov 30: Food Inc quiz/discussion
Week 15
Dec. 03: Paper #3 Rough Draft Due; Workshop (bring 3 copies to class)
Dec 05: Food Inc. final thoughts.
Dec 07 Paper #3 due. Discussion.
Final Exam
Scheduled Weds, Dec 12, 10:30-12:30. There is no final examination given in this course. Have a
wornderful break!
5
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;
6
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 cultures; examine the vocabulary choices a writer makes and how they are related to context,
community or culture, audience or purpose;
11. 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;
12. analyze and assess the relative strengths of arguments and supporting evidence
13. analyze and assess arguments made by visual texts; incorporate visual images into their
documents;
14. craft well reasoned arguments for specific audiences
15. edit their writing for the grammar and usage conventions appropriate to each writing situation;
16. assign significance to the arguments that they read;
17. reflect on how they wrote their papers, and revise arguments and findings based on critical
reflection.
7