‘‘‘‘‘‘‘‘‘‘‘‘‘‘‘‘ Rhetorical Studies

English 450 Section 1, MWF 7:45-8:45 A.M. Summer 2007

 Karen C. Holt, Ph.D.  180 Rigby Hall  496.1161 [email protected]   Office hours 10 A.M. daily and by appointment 

Course Description Rhetorical Studies is a specialized writing course Job Application Portfolio designed to (1) expose English majors and minors to Students will create documents associated with job the theories and applications of the writing and applications: two résumés, each for a different job, reading processes and (2) to enhance critical thinking two cover letters, list of references, and skills. This course will assist students to use recommendation request letter. (100 points) effectively the tools of reading, writing, and thinking in their personal, academic, professional, and civic Rhetorical Analysis lives. Students will write an analysis of a formal argument such as King’s “Letter from Birmingham Jail” or  Course Objectives Thoreau’s “Civil Disobedience.” The analysis will The objectives for English 450 include: address the author’s use of Aristotelian argumentation  Introduce the theoretical foundations of the and logos, pathos, and ethos. (100 points) reading process. Reading/Writing Biography  Introduce the theoretical foundations of the Students will explore the reading process through writing process. synthesis of reading and rhetorical theories. With application of rhetorical theories to individual reading  Integrate literary theory with reading and writing or writing development, and a chosen English theories. emphasis, students will write an educational  Synthesize various theories and apply them biography. Paper may address the topic of “Why I successfully to individual reading and writing Read” or “Why I Write.” (50 points) processes.  Stress the connections between reading, writing, Rhetorical Triangle and critical thinking. Students will explain their position on the rhetorical  Identify and strengthen personal reading, writing, triangle to a non-English major, BYU-Idaho student. and learning strategies. (50 points)

 Texts Magazine Writing Portfolio (525 points) Required Students will create a magazine through a student Ramage, John D., John C. Bean, and June Johnson. editorial board that will issue a call for articles, peer Writing Arguments: A Rhetoric with Readings review the articles, and design/layout the articles for (4th ed.).New York: Pearson Longman, 2007. class publication. The magazine portfolio will Recommended include: Gibaldi, Joseph. MLA Handbook for Writers of Research Papers (6th ed.). New York: Modern  Audience Analysis. Students will submit a Language Association, 2003. rhetorical analysis of a popular magazine. (25 points)  Major Assignments  Proposal. Every editorial board will submit This is a course of writing and reading about how a proposal to request funding for a new people read and write. The course includes the magazine. Documents could include a following major assignments: division of editorial duties, target audience

1 analysis for the proposed magazine, and read their favorite lines from the article. A one-page schedule of deadlines. (100 points) outline of the lesson plan is due at the time of the  Call for Articles. (25 points) presentation. (20 points)  Research Paper. Editorial boards will collaborate on researching and writing the centerpiece article for their magazine. (100 Senior Thesis/Reflective Report points) Students will write an evaluative report of their  Visual Rhetoric Portfolio. Students will English 450 learning experience by integrating analyze and demonstrate principles of visual multiple rhetorical genres such as personal narrative, rhetoric through creating and demonstrating argumentation, research, and reflection. (100 points) the layout, design, and advertising for their magazine. (50 points)  Participation & Contributions  Submitted Articles. Students will answer Participation in classroom discussion and learning the call for articles, and may submit to the activities will be qualitatively recorded at the end of magazines in E450. An A grade requires 2-3 each class. Points earned will range from one to three successful submissions and 1500+ words, a points. B grade requires 1-2 submissions and 1000+ 1 point = student makes a comment or asks a words, a C grade requires 1-2 submissions question (as long as not distracting); one and 750+ words, no successful submissions point no matter the number of comments earns a D. Students who submit no articles 2 points = student contributes a really good piece of receive an F. (100 points) analysis or asks a question that makes us  Magazine. (100 points) think in a new way  Group Grade. (25 points) 3 points = student offers an excellent analysis and synthesizes information to reach a Critical Reading Artifacts conclusion that was well put together; To demonstrate daily preparation and accountability, comment demonstrates excellent students will create an artifact of their choice for preparation; timing of comment each day’s assigned reading, and bring it to class: contributes to the discussion map, Cornell notes, outline, journal entry, summary, At the end of the semester the number of days etc. As part of the Artifact assignment, students will participation was recorded will be averaged by the be assigned to generate two accurate, well-written number of points possible. A student’s goal should be summaries of professional readings. Three students a semester average of 1.5-2.0 points. (50-75 points will each write and post on Blackboard a summary possible) for a day’s assigned reading by 5 P.M. the day before the reading appears on the syllabus. The three  Attendance Requirements summaries become the basis for class discussion and The student has the responsibility to attend class and evaluation. The first sentence of a good summary to be prepared for class. The only excused identifies: (1) the author, (2) the author’s credentials, A @ absences in which work may be accepted prior to (3) the author’s purpose, (4) the title of the work, and missing class would be for college-approved (5) the author’s thesis. Artifacts provide the notes for activities signed by the appropriate advisor or teacher. a Review of Literature in the final Senior Thesis. An excuse for a college-approved activity allows (100 points) students to submit work BEFORE the absence, but I make no distinction between an “excused” and Rhetorical Theory Learning Activity “unexcused” absence. Students may have two class Students will teach to the class the rhetorical theory absences without a grade penalty. With each from one of the essays they summarize. The absence after two a 1% deduction is taken from the summary posted by the Learning Activity final grade (four tardies equal one absence). Students Presenter(s) should list three discussion questions at are responsible for saving absence leave to the bottom of the summary. The lesson should accommodate unexpected illness or personal/family include a brief author’s background—including leave. If a student misses class, it is a courtesy to where the author fits on the rhetorical triangle— contact the teacher via phone or e-mail, and the identification of the topic and thesis, and a summary student’s responsibility to contact another student in of the key points. The lesson is an opportunity to the class for make-up material. demonstrate oral rhetorical skills, and the design should involve the class in a writing exercise that applies the theory to practice. Students should plan to 2  Grading and Evaluation  Academic Honesty Final grades are based on the total percentage of ABYU-Idaho students should seek to be totally honest points earned: in all their dealings. They should complete their own work and be evaluated for that work. They should A = 94% B- = 81% D+ = 68% avoid academic dishonesty and misconduct in all its A- = 91% C+ = 78% D = 65% forms, including but not limited to plagiarism, fabrication or falsification, cheating, and other B+ = 88% C = 74% D- = 62% academic misconduct@ (BYU-Idaho Catalog 2005- B = 84% C- = 70% F = 60% 2006, 51). In this class, minor offenses will result in an >F= on the exam or assignment. It may also be necessary to repeat the work and still receive a  Email reduced grade for the course. Major offenses Students must have access to BYU-Idaho email. If involving premeditated cheating will result in an students prefer other email servers, students should >F= for the course and action by the Dean of arrange with their carriers to forward their campus Students Office, such as probation or dismissal from email directly to them. school.

 Writing Conferences  Caveat Most student questions and writing concerns are The teacher reserves the right to make changes in handled in the classroom through class or individual course content and policy at any time during the discussion. Students may schedule an appointment semester or term. with the teacher or with the Teacher Assistant for more extended conferencing. Rarely will the teacher  Syllabus or TA read an entire document during a conference All due dates are bolded and the last name of the but rather will assist the student in identifying the author of essays to be summarized are bolded. writing frustration and in developing options to solve Chapters in Writing Arguments: A Rhetoric with the communication problems. Students are Readings by Ramage, Bean, and Johnson are listed as encouraged but not required to conference with the Ramage; articles on Blackboard are alphabetical in TA before submitting a final draft. the Reading List by the author’s last name. Students who wish to conference with the teacher about a graded paper must meet the following two  Grievance Policy conditions (there are no rewrite options to improve a Elder David A. Bednar taught in the October 2006 graded assignment): General Conference, “Believing that another person offended us is fundamentally false. To be offended is 1. Wait 24 hours before making an appointment a choice we make.” In accordance with instruction with the teacher. given by the Lord in D&C 42:88, if you believe you 2. Come to the appointment with a list of rhetorical have a legitimate grievance against a teacher, or about strategies to improve the paper. The teacher will any aspect of a course, you are advised to follow the discuss those options with the student. official procedure outlined in the BYU-I Student Academic Grievance Policy, which states that “the  Special Limitations student should initially address the grievance to the faculty member involved.” To do otherwise is In compliance with applicable disability law, uncharitable and departs from the Honor Code, which qualified students with a disability may be entitled to enjoins us all to observe, where possible, campus >reasonable accommodation.= It is the student=s policies and procedures. Consequently, please visit responsibility to disclose to the teacher any special with me before addressing concerns to a higher need they may have before the end of the first week authority. I believe you will find me reasonable, of class. In order for students to qualify for accommodating, and appreciative. >reasonable accommodation= they must contact Dr. Richard Taylor in McKay 158. He will give qualified students a letter to submit to teachers.

3 Monday Wednesday Friday April 16 April 18 April 20 Syllabus and course Bring current résumé to class. Classical argument. expectations. Review Job Villanueava, “Inglés in the Portfolio guidelines with Introduce UNIT I: Colleges” AND Halloran, cover letters. HISTORY OF “Rhetoric in the American RHETORIC College Curriculum: The Decline of Public Discourse.” April 23 April 25 April 27 Job Portfolio DUE. Ramage Chp1. “Argument: History of Rhetoric DUE. UNIT II: LOGOS/ An Introduction” and Chp. 2 Ramage Chp. 4 “The Core of SUBJECT. What do I “Reading Arguments” 3-44. an Argument” 67, and Chp. 5 want to say? Choose a classical argument “The Logical Structure of from list on Blackboard to Arguments” 78. Corbett, “Introduction to analyze. Classical Rhetoric for the Modern Student.” Choose a classical argument from list on Blackboard to analyze. April 30 May 2 May 4 Read Ramage Chp. 6 “Using Ramage Chp. 7 “Moving Bring 24-hour reading Evidence Effectively” Your Audience: Ethos, inventory to class for (logos) 942 AND Martin Pathos, and Kairos” 112, Goodman Chp 1 AND Luther King “Letter from a and Chp. 8 “Accomodating Winterowd, “The Rhetorical Birmingham Jail” on Your Audience” 121. Bring Transaction of Reading.” Blackboard. a hard copy of your argument to class. Be prepared to report the argument format of your classical argument; by today you should have an outline of the argument. May 7 May 9 May 11 Ede and Lunsford, Rose, “The Language of Classical Argument Analysis “Audience Exclusion: Writing Instruction DUE. UNIT III: PATHOS/ Addressed/Audience at the University” AND READER/AUDIENCE. Invoked: The Role of Goodman Chp. 4. How do I want to say it? Audience in Composition Bring a copy of a popular Theory” AND magazine to class AND your Ong, “The Writer’s Book of Mormon. In-class Audience is always a audience analysis due at end of Fiction.” class.

4 May 14 May 16 May 18 Moffett, “I, You, It” AND Elbow, “How to Get Power North, “The Making of Britton, “Shaping at the Through Voice.” Knowledge” AND Point of Utterance.” Narrate your educational Bartholomae, “Inventing the biography for 15 minutes: University.” “Why I Read” OR “Why I Write.”

May 21 May 23 May 25 “Why I Read” OR “Why I Berlin, “Contemporary Scudder “Learning to See” on Write” paper DUE. Composition: The Major Blackboard AND Introduction to research. Pedagogical Theories.” Berthoff, “A Curious Triangle Magazine workshop. Fulkerson, “Four and the Double-Entry Notebook Philosophies of Research workshop. Composition.” May 28 May 30 June 1 MEMORIAL DAY UNIT IV: ETHOS/ “My Position on the HOLIDAY WRITER. Rhetorical Triangle” DUE. Berthoff, “The Intelligent Research workshop. Eye and the Thinking Hand” AND Ramage Appendix One 275-79.

June 4 June 6 June 8 Bednar “A Reservoir of Magazine workshop to draft Magazine Proposal DUE, Living Water.” Proposal. Read Ramage Chp. posted on Blackboard wiki Bring all artifacts to class. 9 “Conducting Visual page by 5 pm. Writing workshop for Lit Arguments” 137 AND Picture Brother Allen, guest lecturer, Review of Rhetorical This by Molly Bang, (library will speak on the role of the Theory. reserve). Take BB Quiz. editor. Research workshop, In class write Informal call for articles. June 11 June 13 June 15 Research workshop. Editorial Research draft DUE. Peer Revised research paper DUE boards meet on their own to Review—bring copies of all at start of class. work on research. sources to class. Magazine workshop. First Call for Articles DUE on Blackboard wiki page. June 18 June 20 June 22 Meet in Smith 268. Meet in Smith 268. Meet in Smith 268. Magazine workshop. Magazine workshop. Visual Rhetoric presentations. Second Call for Articles. Last day to take BB quiz on Bang book. June 25 June 27 June 29 Meet in Smith 268. Meet in Smith 268. Meet in Smith 268.

5 Magazine workshop. Magazine workshop. Magazine peer review. Bring hard copy of all articles for editing.

July 2 July 4 July 6 Magazine workshop. HOLIDAY Magazine DUE. As a group answer 4 ques: What 3 things did you learn? What would you do diff? What is your favorite ad? Favorite page? July 9 July 11 July 13 Senior Thesis writing Last day of class. READING DAY workshop Senior Thesis DUE. Poster NO CLASS Session preparation. workshop Monday July 16 Test Day 7:00-9:00 a.m. Poster Session to present Chapter V Reflective Conclusion. Each student will have four minutes to share the visual from their reflective conclusion. Have fun! “Play” with rhetoric. Your presentation must share from your Reflective Conclusion a clear connection to at least three theorists, as well as demonstrate strong oral rhetorical skills. Doughnut image, triangle with no voice (cut off top) and cape, video, pot, illustrated journal, sing a song, etc.

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