English 015: Rhetoric and Composition (Spring 2014) Course Description If rhetoric can be defined as the art of observing

in any given situation the available means of persuasion, then English 015 is a course centered around intensively analyzing and creating purposeful arguments, both visual and written always in terms of traditional rhetorical principles. You may think you are not familiar with rhetorical practice and terminology, but the odds are that you bring a good deal of rhetorical skill to this class: you already know how to gauge the way you perceive and produce language according to the speaker, the intended audience, and the purpose. You may not always gauge perfectly, your perception may not always be accurate, and your production may not always be successfulbut you often think to interpret and choose language in ways that are appropriate to the rhetorical situation. You already know how to use language to make knowledge. The goal of English 15, then, is to help you build on what you already know how to do as you become a stronger, more confident, and more resourceful reader and writer. You will become more attuned to your goals as a writer, more aware of the on-going conversations surrounding the topic, and more resourceful in terms of the appropriate delivery of your information, the rhetorical appeals at your disposal, and the needs and expectations of your audience. In other words, I hope you will come to write with skill, conviction, sophistication, and grace if not immediately, then soon. In the process, youll learn how to read a variety of texts both written and visual -- more critically as well. Required Materials ANGEL (cms.psu.edu) for assignments and readings Penn Statements: Abbreviated as PS Other texts as applicable (to be provided electronically or in class) Class Assignments and Grade Percentages Essay 1: Rhetorical Analysis Essay 2: Visual Analysis Essay 3: (Re)Definition Essay 4: Causal Analysis Essay 5: Discursive Bibliography for Causal Analysis Essay 6: Proposal Attendance Reading Quizzes1 15% 15% 15% 15% 10% 15% 10% 5% 100%

Criteria for Evaluation One of the key questions to be asked of any assignment is simply, Does it work? That is, will this assignment most likely have the intended effect on the reader being addressed in the world outside the classroom? Hopefully the answer to this question will consistently be yes.
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Participation is defined as the timely completion of all class activities: e.g., discussions, ANGEL postings and discussions, impromptu writings, grammar exercises, reading quizzes, etc.

That said, I will, of course, recognize the difference between a competent performance (C) and good and excellent performance (B and A). A competent performance is one that stands a reasonable chance of succeeding; and an excellent performance is one that seems assured of not only succeeding, but also of winning praise. Both course and assignment specific criteria will apply. N.B. Effort is important to success, but it is the outcome of the effort that is ultimately evaluated. Additionally, in a writing course (as is often the case in the real world), ideas count for much but ideas expressed through poor grammar or sentence writing (or carelessness for that matter) can take a good or excellent idea and turn it into a competent (or less) argument. Consequently, professional expression (correct use of grammatical concepts) will play a role in the evaluation process. We will periodically spend class time focusing on and practicing different rhetorical and stylistic concepts that should prove useful to your ongoing development as a writer. The Program in Writing and Rhetoric Grading Standards These grading standards establish four major criteria for evaluation at each grade level: purpose, reasoning and content, organization, and expression. Obviously, every piece of argument we construct will not fit neatly into one grade category; it may, for instance, have some characteristics of B and some of C. The final grade it earns will depend upon the rhetorical choices made in composing the argument -that is, is the essay of a genre that requires a stronger sense of organization (rather than expression) in order to make an excellent argument, etc.
A Fulfills the assignment in a fresh and mature manner. Demonstrates expertise in terms of establishing the writers stance, attention to audience, purpose for writing, and sensitivity to context. The writer demonstrates expertise in employing ethos, logos, and pathos. Topic itself is clearly defined, focused, and supported. A Clear thesis is supported with specific (and appropriate) evidence, examples, and details. Any outside sources of information are used carefully and cited appropriately. The valid reasoning within the essay B The assignment has been followed and fulfilled. The essay establishes the writers stance and demonstrates a clear sense of audience, purpose, and context. C The assignment has been followed, and the essay demonstrates a measure of response to the rhetorical situation, in so far as the essay demonstrates some sense of audience and purpose. D The essay attempts to follow the assignment, but demonstrates little expertise in terms of the writers stance, audience, purpose, and context. The essay might over/under-estimate the audiences prior knowledge, assumptions, or beliefs. The essay may not have any thesis statement, or, at best, a flawed one. Obvious evidence may be missing, and irrelevant evidence may be present. The evidence is inadequately interpreted and rests on an insufficient understanding of the rhetorical situation.

Purpose

Reasoning and Content

Topic is fairly well defined, focused, and supported. Thesis statement is adequate (but could be sharpened), especially for the quality of supporting evidence the writer has used. The reasoning and support are thorough and more than adequate. The writer

The topic is defined only generally; the thesis statement is also general. The supporting evidence, gathered honestly and used responsibly, is, nevertheless, often obvious and easily accessible. The writer demonstrates little awareness of the

demonstrates good judgment and an awareness of the topics complexities.

demonstrates a thoughtful awareness of complexity and other points of view.

topics complexity Usually exhibits minor inconsistencies in development, organization, and reasoning. The organization is fairly clear. The reader could outline the presentation, despite the occasional lack of topic sentences. Paragraphs have adequate development and are divided appropriately. Transitions may be mechanical, but foster coherence.

Or it may rely too heavily on evidence from published sources without adding original analysis. Organization is simply deficient: introduction s or conclusions are not clearly marked or functional; paragraphs are neither coherently developed nor arranged; topic sentences are consistently missing, murky, or inappropriate; transitions are missing or flawed.

Organization

Expression

The organization chronological, spatial, or emphaticis appropriate for the purpose and subject of the essay. The introduction establishes a context, purpose, and audience for writing and contains a focused thesis statement. The paragraphs are controlled by (explicit or implicit) topic sentences; they are well developed; and they progress logically. The conclusion moves beyond a mere restatement of the introduction. The prose is clear, readable, and sometimes memorable. It contains few surface errors, none of which seriously undermines the overall effectiveness of the paper for educated readers. It demonstrates fluency in stylistic flourishes (subordination, variation of sentence and paragraph lengths, interesting vocabulary).

Effective introduction and conclusion. The order of information is logical, and the reader can follow it because of well-chosen transitions and (explicit or implicit) topic sentences. Paragraph divisions are logical, and the paragraphs use enough specific detail to satisfy the reader.

The prose expression is clear and readable. Sentence structure is appropriate for educated readers, including the appropriate use of subordination, emphasis, varied sentences, and modifiers. Few sentence-level errors (comma splices, fragments, or fused sentences) appear. Vocabulary is precise and appropriate; punctuation, usage, and spelling conform to conventions.

The expression is competent. Sentence structure is relatively simple, relying on simple and compound sentences. The paper is generally free of sentence-level errors; word choice is correct though limited. The essay contains errors in spelling, usage, and punctuation.

May have numerous and consistent errors in spelling, usage, and punctuation that reveal unfamiliarity with the conventions of standardized American English discussed in class (or a lack of careful proofreading).

Course Policies 1. Paper Format and Submission Protocol: Final drafts of formal papers should be typed in 12-point Times New Roman font, printed in black ink, and double-spaced, with one-inch margins. Place your

name, my name, the course name, the date, and Final Draft, in the upper left corner of the first page. Number all pages and don't forget to title your essay -- the title should go beyond the obvious (in other words, do avoid Essay One etc.) and should be interesting -- possibly even intriguing. Remember that the title is the first impression of your argument. When you save your essays, save them in any of the following formats: .doc/.docx (Word format) or .rtf (Rich Text Format). Some essays will also have one or more stylistic/grammatical foci which we will discuss and model in class. Each final draft will be expected to apply these stylistic exercises and flourishes. Please refer to the assignment description sheets for the specific areas we will focus on for each draft as well as the minimum number of applications expected to be present in each draft. You are required to submit papers on time unless you have made arrangements with me in advance (i.e., at least one class session before the assignment is due). I reserve the right to decline requests. All assignments should be turned in in their entirety; assignments not turned in in their entirety will not earn excellent marks. Any assignments turned in late (not cleared with me) will not earn excellent marks. Any assignments turned in a week or more late will automatically receive an F. You also need to complete all of the assignments and submit all of the requested drafts, etc. What this means is that if you receive Excellent Marks for the first four assignments and decide not to turn in the last two assignments even though you may have a passing grade you may receive an F for the course. One final note on deadlines and submissions: unless you have received my permission to send me an assignment through email dont. Any unapproved email submissions will not be viewed as timely unless otherwise indicated, you must upload your assignments electronically in the appropriate format (see below). Essays should be submitted via ANGEL (cms.psu.edu) and need to be time-stamped by the stated time/date in order to be viewed as timely.

2. Attendance: You must consistently attend class to pass this course. English 015 is a writing and discussion workshop, thus the only way to be certain you have a clear understanding of each assignment is to be in class. Every class period we may work in small groups, peer edit assignments, and discuss readings in terms of their relevance to the assignments. In summary: attend every class session, bring the course materials to every class session, be prepared to participate and to work willingly with your peers. O.K. people sometimes get sick and emergencies occur. In such cases, attending class is unlikely or impossible. For this course, you are allowed one absence before your grade is affected2. However, please note that I do not distinguish between excused and unexcused absences3, so do not bring me notes from your mother. Hopefully none of us will fall seriously ill, etc., but if you do contract a major illness or

University policy (Policies and Rules, 42-27) states that a student whose absences are excessive may run the risk

of receiving a lower grade or a failing grade, regardless of his or her performance in the class. 3 This is not to say that everything falls under this umbrella. Certain religious holidays, national holidays, mandatory academic competitions or athletic events, for example, would not count against your attendance should you notify me ahead of time and, when appropriate, provide documentation if requested. For more information regarding Penn States Attendance Policy, please see: http://www.psu.edu/dept/ufs/policies/42-00.html#42-27.

have some other significant problem which interferes with your attendance, please notify me as soon as possible, and we will discuss it. Being excessively late4 for class also counts as an absence. Attendance will be calculated as follows: 0-2 absences: A; 3 absences: B; 4 absences: C; 5-6 absences: D; 7-more absences: F. Missing 7 or more classes may also be grounds for course failure.

What to do should you miss class: Do use your best judgment and do get the notes from a classmate. Do contact me and let me know that I should expect to see you soon (This is a professional responsibility as well as a courtesy.). Dont contact me asking me for the days notes, or asking whether you have missed anything important. Please refer to How to Email a Professor (ANGEL) for an example of what I mean here. Do make arrangements to make up any missed work, quizzes, etc. -- being absent does not release you from the days requirements. 3. Classroom Civility: I expect you to be open and honest with me and your classmates but I also expect you to treat each other, and each others writing and ideas, in a respectful, courteous, and collegial manner, even (and especially) when you consider yourself disagreeing with the ideas of another. This is a skill that will serve you well for the rest of your life. Use the classroom as a place to hone it. 4. Plagiarism: Dont do it. Discussing your ideas with professors, classmates, or me is not considered plagiarism. Taking someone elses published or unpublished words (or failing to cite them properly) is considered plagiarism. Plagiarism is universally frowned upon in America, and it has severe consequences within University culture. In other words, if you plagiarize you may either fail the assignment or even fail the course. So, if you have questions or doubts see me or refer to an MLA or APA style/citation manual (depending upon what class you are attending). A more in-depth explanation of some common means of plagiarism is presented on our ANGEL course page. Resources Penn State Learning (pennstatelearning.psu.edu), offers free tutoring for all Penn State Students, and has several locations (including an online option). If you go, you should take with you the assignment sheet, your working draft, and your questions. The Centers staff will not proofread/edit your writing, but they will help you improve your own work -- especially if you go to an appointment with something specific you wish to work on (e.g., a stylistic flourish we covered in class, appropriately citing sources, etc.). You may find out the Centers hours or set up an appointment by calling 865-9243. N.B. If you miss a draft workshop, you must schedule an appointment with Penn State Learning in order to get credit for missing the in-class workshop. Accommodations The Pennsylvania State University encourages qualified persons with disabilities to participate in its programs and activities. If you anticipate needing any type of accommodation in this course or if you have questions about physical access, please tell me as soon as possible.

For our class, "excessively late" is defined as more than fifteen minutes late. Additionally, please note that a pattern of lateness (e.g., more than 5 days of being 10 minutes late) will also be classified as an instance of being "excessively late."