English 151

Writing: Rhetoric as Argument

Contact and Class Information

Instructor: Arden Eli Hill Section: 50

Office: Andrews 340 Time: 12:30-1:20 MWF
Phone: 540-204-3922 Place: Andrews 027
Email: [email protected] Office Hours: Thurs 10:30-1:30
*email is the best way to contact me and by appointment

By passing this course, you will fulfill ACE Learning Outcome 1: “Write texts, in various forms,
with an identified purpose, that respond to particular audience needs, incorporate research or
existing forms of knowledge, and use applicable documentation and appropriate conventions of
form and structure.” Your written work will be evaluated by the instructor based on the criteria
described below. Also at the end of the term you may be asked to submit samples of your work
for use in assessing our general education program. This assessment activity would not affect
your course grade.

About this Class

Readings: You are expected to keep up with readings and encouraged to read actively by taking
notes, highlighting, or underlining.

Readings from Everything’s an Argument will help us build a common vocabulary and history.
This will be the backbone for discussions where we will flesh out concepts, address confusion,
and begin to apply what we’ve learned to both examining the arguments of others and crafting
original arguments.

Reading assignments from 50 Essays provide us with the chance to put theory into practice in
regards to established writers and socially relevant texts. These readings are often quite personal
and invite us to put our own voices into the room.

Discussions: Talking with each other can splash water on “dry” readings. In discussions, a
multitude of perspectives and interpretations may be voiced. Please treat everyone in class with
respect and use language that does not attack the character of an individual or the integrity of a
cultural group. Keeping up with reading is crucial to being an active participant. If you do not
like speaking in front of the entire class, there are opportunities to participate in discussion
during your small group work.

I try to ask “fact” questions, “in depth” questions, and “how does the reading connect to you”
questions. Participation can include asking your own questions that contribute to the discussion
and suggesting relevant directions for discussions to flow.

Taking notes when we are discussing elements of writing will help you greatly during your own
writing process.
Peer Feedback: In this class you all serve as a community of writers for each other. You’ll need
to share your own work and give specific feedback which helps raise the quality of your peers’
works without disempowering or disrespecting them. Giving vague feedback on a peer’s paper,
even if it’s a complement, is disrespect. For example “I liked your paper” falls flat. A more
useful comment would include what you liked. The more specific the better.

Homework: It does exist. Homework should be emailed to me in the body of an email before
the start of class to receive full credit. Late work receives partial credit at my discretion.

Writing Prompts: These five to ten minute in-class exercises serve a variety of functions from
preparing you for upcoming readings/discussions to providing me with a chance to see what
elements of the class are proving to be the most salient. This lets me adjust the assignments to
some degree. If you do not have time to finish a prompt in class you are welcome to complete it
at home. Writing prompts, like homework, should be emailed to me in the body of an email
before the start of the next class to receive full credit.

In-Class Group Work: Often I will assign questions from EA or 50 Essays during class. You
will work in small groups and then we will discuss you answers, ideas, and questions as a class.
All students in the group should sign the group work before it is turned in at the end of class.

Quizzes: You can expect a quiz on each of the 50 Essays readings. There may also be pop
quizzes on EA readings if students are not keeping up. If you miss a quiz (are absent on the day
the reading is due) you may email me a one page response (12 point font, double-spaced, please
attach as a file) to earn the quiz points. A response goes beyond summary by connecting what
you have read to previous readings, outside information, or your experiences.

General Statement: Through readings, discussions, giving and receiving peer feedback, and
other work both at home and in the classroom, this course is designed to strengthen your ability
to critically assess arguments and compose them. A key element in comprehending and
composing is the ability to understand (not necessarily agree with) outside perspectives.
Whether the outside perspective supports your own or is needed to present a balanced view, it is
valuable to be able to clearly articulate the points of view of others and have a sense of why
those other hold such views. I hope this class has a positive impact on you as a writer, a thinker,
and a person and that you leave class with an increased ability to advocate for yourselves and to
evaluate the statements others make.

Getting the most out of class: Regular attendance, keeping up with work and readings, getting
to know your classmates, and finding a way to connect with the subject. A paper on a subject
you enjoy writing about will be much easier to write (and more enjoyable for me to read.) Your
interests, values, and academic majors can inform your choice of topics. Writing projects are set
up to allow you to meet course requirements in individually crafted and creative ways.
Required Texts and Materials:

Everything’s an Argument Edition 5 (EA)

50 Essays: a Portable Anthology (50 Essays)
This Syllabus you are holding
Some handouts to be given out when pertinent
Paper, pens, and organizing materials like binder and folders.
Paper to take notes on
Access to a printer
Access to the internet
An email account capable of receiving emails sent through Blackboard.

*If you have a laptop and would like to bring it to class, you are welcome to use it during writing
prompts and group work. Laptops are not to be open during class discussions.

Three Major Projects (a brief introduction)

(1) A Second Glance 5-6 pages (Due Wednesday February 9th)

In this project you will advocate on behalf of a topic you are passionate about. Papers can be
thesis driven for example “Farm values provide a backbone for Nebraskan Culture” or
exploratory “Pimp Culture and Urban Black Women.” Readings, discussions, and homework
will help you generate ideas and then narrow your focus. Peer editing plays a large role.
Major project 1 may be resubmitted following a conference with me.

(2) Rhetorical Analysis 5-6 pages (Due Friday March 18th)

You will use readings and discussions to discover how writer’s craft arguments. Guided
exercises in class will provide an opportunity for you to evaluate and engage with arguments.
You will exchange work in class and provide feedback for your peers.
Major project 2 may be resubmitted following a conference with me

(3) The Multi-Genre Approach to Creating an Argument 13-15 pages (Due Friday April 29th)

This is the final project for class and an opportunity for you to apply the knowledge you have
gained from previous assignments as well as experiment with new and nontraditional forms such
as ads, songs, YouTube videos, and poetry. Due to time constraints there will be no opportunity
to revise this project.

Helpful hints: Start projects early. Even just jotting down a list of ideas can be helpful. Put
thought into picking your topics. Run ideas past classmates, friends, and/or family. The more
work you bring to class, the more feedback you can get.
Grading system

Writing Project 1=200pts

Writing Project 2=200pts
Writing Project 3=300pts
Classroom participation=100pts
Homework and in class written work=200pts

For our mutual sanity, I give you your WP grades out of 100. I weight them appropriately when
doing the final grade math. At any time you may email me for your current grade. I do not post
grades on BB until the end of the semester.

Academic Integrity

The UNL Undergraduate Bulletin defines the act of plagiarism as: “presenting the work of
another as one’s own (i.e., without proper acknowledgement of the source) and submitted
examinations, theses, reports, speeches, drawings, laboratory notes, or other academic work in
whole or in part as one’s own when such work has been prepared by another person or copied
from another person” (391-392). I take plagiarism very seriously, as does the department and the
University.

If you are struggling with an assignment, rather than risk failure and/or other disciplinary action,
come see me. The key is communication. I am open to granting an extension or incomplete
provided you have a solid reason.

Formatting

12 point font, double spaced, 1 inch margins (unless the genre requires alternate formatting.)
You will be using MLA format to document sources in your writing projects. There is a guide to
MLA documentation in the back of Everything’s an Argument (Chapter 20 pg 566-598.) It is
better to incorrectly cite sources than to fail to cite.

When turning in work please include your name, my name, the course title, and the date. Also
please number pages and staple or paperclip them together. You may print double sided or on
recycled paper.

Remember to title assignments as a title is part of what makes a good first impression on a reader
and, while spell check is a good start, it will not catch all of your mistakes.

Attendance Policy

Much of this class will be very social: discussion, group work, writing prompts and even getting
to know your peers as much of writing is directly or indirectly personal. If you aren’t here you
can’t participate. You also can’t demonstrate that you have done the reading as much of the
verification I ask for is in the form of classroom participation rather than written homework (this
does not mean there will be no written homework.)

Of course there are always circumstances beyond our control and so you are allowed to miss two
classes without penalty. You are still responsible for turning in the work that is due and it is your
responsibility to ask me if there were any handouts and to borrow notes from a friend. If you
need extra help with a topic you missed you can arrange to meet with me (I have snacks in my
office.)

After your third absence, your participation grade will go down significantly for each subsequent
absence. If you miss six classes you will have failed the course as stated by English
Department’s policy.

Coming to class on time is crucial as we have a lot to do and fifty minutes to do it in. Excessive
tardiness or leaving class early will count as one absence. NOTE: Missing a writing project
conference also counts as an absence!

General Class Expectations

Eating in class: I believe that hunger makes it difficult to learn so, by all means, if you need to
pull out that sandwich do. Please remember to clean up after yourself and chew quietly. I will
keep snacks in the back of the class. Let me know if you have food allergies/dietary restrictions.

Cell Phones in class: Cell phones must be off or on vibrate and stowed. If you text in class, you
are not invisible: your participation grade will suffer. If there is a specific reason why you need
to engage with your phone (such as you are a parent or have a relative in the hospital) please let
me know in advance.

Assumptions: A diverse world produces a diverse classroom and it is not always instantly
apparent who has had what experiences. You might be seated next to someone who is a first
generation college student, an incest survivor, or not of the racial background you might guess.
You will be reading about what is important to people and writing about what is important to
you. Your experiences and world views may or may not be in the majority. They may shift or
become more solid as class progresses. You do not have to agree with each other but you do
need to be kind to each other.

Student Resources

The Writing Center

Provides an excellent FREE resource for this class and any other classes you may be enrolled in.
The WC is staffed with trained consultants who will meet with students one on one to discuss
and respond to your writing. WC consultants are not proofreaders or editors, but instead,
experienced writing guides who can work with students at any stage in the writing process from
brainstorming and drafting to global and sentence level revision.
Located in Andrews 151 phone 472-8803 www.unl.edu/writing (stop by or call to make an
appointment)

Counseling and Psychological Service (CAPS)

Houses psychologists, social workers, counselors, and psychiatrists who provide a wide range of
psychological and behavioral health services including short term (the first three sessions are
free) as well as long term counseling.
Located in the University Health Center: 1500 U St.; 472-5000 (25000 campus phone)

Services for Students with Disabilities

Supports students with disabilities through individualized counseling and assistance.
Also serves students with temporary disabilities such as a broken arm.
Located in 132 Canfield Administration Building; 472-3787 (23787 campus phone)

(Access Policy)
Students with disabilities are encouraged to contact the instructor for a confidential discussion of
their individual needs for academic accommodation. It is the policy of the University of
Lincoln-Nebraska to provide flexible and individual accommodations for students with
documented disabilities that may affect their ability to fully participate in course activities or
meet course requirements. To receive accommodation services, students must be registered with
the Services for Students with Disabilities (SSD) office.

If you are not registered, feel free to speak with me about how the class can be more accessible.

Office of Academic Support and Intercultural Services

Provides programs and assistance to all students, but places special emphasis on supporting
students of color.
Located in 1505 S. St. (The Jackie Goughan Multicultural Center); 472-5500 (25500 campus
phone)

Office of the Vice Chancellor for Student Affairs

Assists students in communication with instructors when a crisis makes it difficult or impossible
for the students to do so for themselves.
Located in 106 Canfield Administration Building; 472-3755 (23755 campus phone)

Victim Advocate
Counsels and refers students of all genders who are survivors of sexual assault and domestic
abuse, or partners or friends of a survivor.
Located in the women’s center and off campus; 472-0203 (20203 campus phone)
 THE SYLLABUS*

*This syllabus that you hold in your hands abruptly ends after the fifth week but this does not
mean our class is over. I will pass out a longer version of the syllabus in the following weeks.
I’m taking the time to get a feel for what is and is not working in class.

Week 1

Wednesday January 12
Introductions and syllabus

Friday January 14
Reading Due: EA 3-21 First half of Chapter 1

Week 2

Monday January 17 (no school)

Wednesday January 19
Reading Due: EA 22-35 Second half of Chapter 1 and EA 38-50 Pathos

Friday January 21
Reading Due: EA 52-67 Ethos
Homework Due: Bring in an object that is important to you. Be prepared to present it to the
class (one caveat: no photographs)

Week 3

Monday January 24
Reading Due: EA 69- 73 Logos

Wednesday January 26
Reading Due: EA 133-146 Academic Arguments and 150-163 Sample Essay

Friday January 28
Reading Due: 50 Essays 1-10 Introduction 11-14 Sherman Alexi’s “Learning to Read”
sign up for conferences

Week 4

Monday January 31
Reading Due: 50 Essays pg 281-290 Malcolm X’s “Learning to Read”

Wednesday February 2
Homework Due: Rough draft for WP1 due. We will work on this in small groups so please
have enough copies for your group.

Friday February 4
Class cancelled for conferences (held in my office. Please CALL if you need to reschedule)

Week 5

Monday February 7
Reading Due: 50 Essays 298-301 Bharti Mukherjee “Two ways to belong in America”
Reading Due: EA 413-439 Style and Presentation in Arguments

Wednesday February 9 WP1 Due

Reading Due: 50 Essays 43-54 Gloria Anzaldua “How to Tame a Wild Tongue”

Friday February 11
Reading Due: 50 Essays 326-349 Richard Rodriguez “Aria Memoir of a Bilingual Childhood”