WRD 111: Composition and Communication II
Instructor: Mohammad Ghaffarian
Email: mohammad.gh@uky.edu
“It is the mark of an educated mind to be able to entertain a thought without accepting it.” ― Aristotle, Metaphysics
This class continues your work from WRD 110. Now that you are familiar with research methods, you will explore the art of argumentation. We will focus on learning how to write compelling arguments ourselves, as well as how to analyze, evaluate, and engage with arguments made by others. We will interrogate a range of perspectives through a range of different genres, and we will enter into these discussions ourselves. By exploring others’ arguments and understanding how they are made, you will sharpen your argumentation skills while improving your general oral and written communication skills. I will provide a few key readings which we will return to repeatedly throughout the course, but you will be required—on your own and in groups—to broaden and deepen your understanding through vigorous and continued research as you explore your corner of the issue. This term we will be exploring the world of food. Whether your interests are culinary, gastronomical, nutritional, social/cultural, agricultural, or they are from some other perspective, you will work with your group to identify, understand, and finally to enter a food-related discourse through careful and considered argumentation. Your topic may even be inflected by issues of class, race, gender, or education.
OVERVIEW AND GOALS
Composition and Communication II centers on critical inquiry and argument through the modes of writing and speech. In this course, students will explore issues of public concern using rhetorical analysis, will engage in deliberation over those issues, and will ultimately propose solutions based on well-developed arguments. Students will sharpen their ability to conduct research; compose and communicate in written, oral, and visual media; and work effectively in groups. A significant component of the class will consist of learning to use digital resources. Over the course of the semester, class members can expect to work independently, with a partner, and in a small group to investigate, share findings, and compose and deliver presentations.
STUDENT LEARNING OUTCOMES
By the end of the semester, students will be able to:
-Revise their written and oral presentations, in collaboration with peers, instructor, librarians, and pertinent members of the public. Critique the work of peers and professionals.
-Refine their speaking, writing, and visual communication skills, focusing on matters of construction, design, and delivery style.
-Employ advanced strategies for developing ideas and analyzing arguments, with greater emphasis on addressing and mediating issues of public interest, and with evidence of critical thinking in both the conception and the development of the thesis.
-Conduct significant research on a subject, using the resources of the UK Libraries
-Compose in writing and deliver orally with visuals (in a face-to-face or digital environment) at least one major project grounded in scholarly research in a manner that is appropriate and effective for the audience, purpose, and occasion.
Required Materials: The following materials are available at the UK bookstore (note: these are the same texts that were required for WRD 110):
-Town Branch Writing Collection
-Engaged Citizen reader
-Additional readings posted on Canvas as either links or as .PDF (Read before class, bring with you to class on an e-reader that is NOT a cellphone or print them)
As of fall 2016, all sections of WRD 110, 111, and 112 use our homegrown textbook, the Town Branch Writing Collection (http://store.van-griner.com/content/town-branch-writing-collection) edited by the Director of Composition Jim Ridolfo, and our student reader, The Engaged Citizen (http://store.vangriner.com/content/engaged-citizen). Any proceeds from either book go back directly to the department to support its mission.
Course Policies
On-Time Attendance and Participation
University Senate Rules state that students who accumulate unexcused absences equal to 20% of class contact hours can be asked to withdraw from the course. If you have unexcused absences equal to 20% of class contact hours, you cannot receive credit for the course and will receive a grade of E if you do not withdraw. For a course meeting two times a week, 20% is six classes. That means you will receive an E in this course upon the sixth unexcused absence if you do not withdraw. In order to have your absence excused, you must provide official documentation within one week of returning to class. If you have a combination of excused and unexcused absences equal to 20% of class contact hours, your instructor may also encourage you to withdraw. Please see University Senate Rules http://www.uky.edu/StudentAffairs/Code/part2.html for an explanation of excused absences. Please note: Only a doctor’s note from a doctor’s visit during the time you were ill and missed class will excuse an absence on account of illness. This excludes doctor’s notes that excuse multiple, extended, non-concurrent absences. Students may also be excused for university-sponsored events and religious observances, please inform me in advance if this will apply to you. Students who are fifteen (15) minutes late on a TH schedule will be marked absent for the day. This does not mean it is acceptable to be repeatedly late, class begins at the time noted on this syllabus. Five (5) late arrivals less than fifteen (15) minutes in length will result in an unexcused absence. These absences will become unexcused absences, weighing against your total number of unexcused absences, if you cannot provide proper documentation. If you are absent, you are responsible for viewing the PowerPoint for the day(s) you missed as well as any readings for that day and for the following class. If a quiz occurs, you can only make it up if you have a valid, documented excuse for your tardiness. It is your responsibility to contact the instructor about making up quizzes.
**You can accrue two (2) unexcused absences on a TH schedule. schedule before your grade is directly impacted. For each absence beyond those two (2). Your final course grade will be reduced by 2% for each unexcused absence thereafter**
Because discussion is an integral part of this course, you must be on time, prepared for class, and offer productive comments and questions based on the assigned readings and lesson topics. Preparation involves not only reading but also making notes about the reading so that you are prepared to discuss issues in depth. I reserve the right to add quizzes to the syllabus if too many members seem unprepared.
One final note: this is not a class you can frequently miss and expect to pass. This is not a course that you can come to unprepared and expect to pass. Participation means much more than simply attending and raising your hand once in a while. It means taking an active part in your learning and engaging with the material in an inquisitive and thoughtful manner.
Late Assignments
The assignments for this course, including speeches, essays, and informal assignments are due on the dates indicated in the schedule below or as indicated in class. Late assignments that are not a major project (which means given due date in the course calendar, and excluding homework assigned in class) will not be accepted; I do not accept minor assignments late without a valid excuse. Major projects that are submitted past the deadline will be penalized one letter grade (10%) per day. After 3 days past the due date (including weekends), they are not accepted for credit. All assignments must be posted on Canvas (unless otherwise noted), which applies a date/time stamp to them. Assignments must be posted before the deadline to be marked as “on time,” so I strongly recommend you do not wait until the last three minutes before something is due. If you are absent on a day when an assignment is due, your speech is scheduled, or an exam is given, you will be allowed to hand in or make-up that works only if the absence is officially excused. Peer review assignments/cycles are different, however. Because you and your classmates depend on each other for feedback, and because these assignments can be done anywhere there is a computer and the internet, only true emergencies will excuse you for missing them (in other words, even if you miss a class with a valid excuse, that same excuse may not excuse you from completing your peer review task cycle—staying in good, proactive communication with me is the best strategy). Note: If you are even an hour late with the assignment you will lose 10% for being a day late. As such, if you are late, I advise you to take the full day to work on the assignment so that you turn in the best possible assignment before the penalty is assessed. Grade Questions
Due to federal privacy policy (FERPA), no grades will be discussed over email. This is the policy of the Division of Writing, Rhetoric, and Digital Media Studies. I am always happy to discuss your grades with you, from individual projects to your final semester grade, but you will need to make an appointment to speak with me in person, or you must visit during office hours.
Plagiarism
Part II of Student Rights and Responsibilities states that all academic work‚ written or otherwise‚ submitted by students to their instructors or other academic supervisors‚ is expected to be the result of their own thought‚ research‚ or self–expression. See section 6.3.1; online at http://www.uky.edu/StudentAffairs/Code/Section%20VI.pdf
In cases where students feel unsure about a question of plagiarism involving their work‚ they are obliged to consult their instructors on the matter before submission. When students submit work purporting to be their own‚ but which in any way borrows ideas‚ organization‚ wording or anything else from another source without appropriate acknowledgment of the fact‚ the students are guilty of plagiarism. Note: the minimum penalty for plagiarism is a zero on the assignment.
Plagiarism includes reproducing someone else’s work‚ whether it be a published article‚ a chapter of a book‚ a paper from a friend or some file‚ or another source, including the Internet. Plagiarism also includes the practice of employing or allowing another person to alter or revise the work which a student submits as his/her own‚ whoever that other person may be. Plagiarism also includes using someone else’s work during an oral presentation without properly citing that work in the form of an oral footnote.
Whenever you use outside sources or information‚ you must carefully acknowledge exactly what‚ where and how you have employed them. If the words of someone else are used‚ you must put quotation marks around the passage in question and add an appropriate indication of its origin. Plagiarism also includes making simple changes while leaving the organization‚ content and phrasing intact. However‚ nothing in these rules shall apply to those ideas which are so generally and freely circulated as to be a part of the public domain.
You may discuss assignments among yourselves or with me or a tutor‚ but when the actual work is done‚ it must be done by you alone unless the assignment has been designed to be conducted with a partner or small group of classmates. All work submitted must be new, original work; you may not submit work you have produced for another purpose or class, including a previous CIS or WRD 110 course.
Class Conduct
An integral part of going to college is engaging in lively classroom discussion. My aim for this course is to enable everyone to participate in a dynamic environment while learning to engage with ideas that you might not have considered in your own thought processes. However, the only way we will come to appreciate the pleasure that can come from increasing our knowledge about ourselves and the goals of the course is to conduct ourselves in a respectful manner, both toward yourself and others. In general, I am asking you to do the following:
-come to class prepared (do all reading and come prepared to discuss it; do all homework) and take pride in the work you do
-offer support and encouragement to your classmates
-listen to others carefully before offering your opinion
-talk to me outside of class if anything that happens during class bothers you.
In order to maintain a productive work environment, I expect you to only use your cellphone for class-related reasons and refrain from sleeping, reading irrelevant materials, talking once the class is in session unless asked to do so, and entering the classroom late or leaving early without permission. Engaging in such activities will have an adverse effect on your participation grade and, eventually, your final grade.
I do not expect students to take notes in class and all PowerPoints used in class will be posted to Canvas. I do, however, expect all students to take detailed notes of any reading assigned and bring them to class. Handwritten notes are expected to be about one (1) page for every five (5) pages of reading and typed notes are expected to be half (1/2) a page for every five (5) pages of reading. If students numbering approximately ten percent (10%) of the class are not taking adequate notes, a quiz will be added to the next class. These quizzes will be open note.
Students who engage in behavior so disruptive that it is impossible to conduct class may be directed to leave for the remainder of the class period. See the UKY’s Code of Student Conduct for further information on prohibited conduct: http://www.uky.edu/StudentAffairs/Code/part1.html
Technology Use in Class
As long as you use your laptops, iPads, and eReaders to reference class readings or take notes, I’m fine with everyone using technology in class. However, if I see someone staring into their screen, clearly disengaged
from class discussion or activities, then they will lose participation points for the day. I will not warn you.
If technology use becomes an issue—meaning that it undermines our class discussions or work—then I reserve the right to ask everyone to bring in hard copies of the readings each day and to keep their electronics put away for the duration of the class.
If I see you texting, you’ll lose participation points for the day. If this becomes a trend, you’ll receive a tardy for the day, which means you’ll receive an unexcused absence for the day. Don’t text in class.
Writing Center / Media Depot
The Writing Center, Room B108B in The Hub of the W. T. Young Library (basement), is available to help you with your writing. It is open 9 AM-9 PM Monday-Thursday, 9 AM-3 PM Friday, and 7 PM-10 PM Sunday. It is strongly advised to make an appointment in advance: go to uky.mywconline.com to sign on as a new client (select “First visit? Click here to register”) or to log in and schedule an appointment. More information about the Writing Center is available at http://wrd.as.uky.edu/writing-center. You can also contact the Director of the Writing Center, Judy Prats, at judithgprats@uky.edu.
Don’t forget to visit the Media Depot as well, especially when we start transitioning to our digital projects. The depot is located in the Hub (basement) of the Young Library. They have a plethora of technological equipment to help with composing and producing digital projects. Be sure to visit their website for more information: http://www.uky.edu/ukit/mediadepot. You can also give them a call at (859) 323-1105.
Class Accessibility and Student Capabilities
My primary goal is your success in this course. I will do everything in my power to achieve that goal, so I expect you to do the same. Please don’t hesitate to talk to me about ways in which we can make this class more accessible to yourself and everyone.
The university’s official statement regarding students with disabilities to be included on all syllabi is as follows: “If you are registered with the Disability Resource Center (DRC) and require special accommodations to complete the work for this course, you must produce a letter from the DRC that details what you need before I can grant you these accommodations. Special accommodations cannot be granted retroactively. This is a non-negotiable class policy. Please contact the DRC at 257-2754 if you have questions about your eligibility for special accommodations.”
Email Policy It is important to learn email etiquette as you advance throughout your academic career and careers outside academia. In order to help you practice and continue to learn this skill, you will be expected to demonstrate appropriate email etiquette in class. Use proper email etiquette (informative subject heading, proper greeting, a professional body using punctuation and standard grammar, and a signature) and include the content directed by the instructions.
The University of Kentucky does not allow teachers to discuss grades with students over email. I also prefer that you not try to ask me questions about your grade before or after class. That is the time usually when we are both trying to set up for the day or prepare for our next scheduled item. So, if you have any questions about what your grade is, you should check Canvas. If you would like to discuss your grade, I am happy to set an appointment to meet with you.
Inclement Weather
In the event of treacherous storms or wild snowfalls, class may be canceled. Make sure that you receive alerts through both Canvas, and through the university alert system. If you need help getting these set up, please see me and I will direct you to the appropriate person.
Grade Policy
**Only students who have completed all components of the major assignments are eligible for a passing grade in this course. This means that you cannot “take a zero” on any major assignment.**
Grading Scale and Assignment Breakdown:
A 100%—89.5%, B 89.4%—79.5%, C 79.4%—69.5%, D 69.4%—59.5%, E </= 59.4%
Article Summary 10% Rhetorical Analysis Essay 15% Group Annotated Bibliography 15% Group Speech 20% (Outline: 5%, Speech: 15%) Group Video & Evals 15% (Video: 10%, Group Evals: 5%) Peer review 15% Participation (incl. quizzes, homework, etc.) 10%
PROJECT DESCRIPTIONS
1) Article summary
For this project, you need to locate an article (from a reputable publication—not just a “website” or blog) that makes an argument about your group’s chosen topic/controversy. Be sure to consult an article that is argumentative—NOT a newspaper synopsis or the like. Next, you will compose a 1250-word essay that summarizes the author’s argument. Your goal will be to demonstrate your ability to carefully summarize, paraphrase, and quote from a secondary source in a way that faithfully represents it. Your summary should organically integrate all three types of citations into a coherent essay. Remember, you are not making a new argument of your own! Rather, you are clearly and ethically representing someone else’s argument. Think of this assignment as your opportunity to guide your audience through someone else’s logic. Although this assignment can be completed by only consulting one source, you can feel free to bring in additional sources, too, as long as they serve to help elucidate the argument in your object text.
Requirements: 1250 word essay. The essay must be written using MLA format (proper header, page numbers, Times New Roman 12 pt. font, double spaced, 1 inch margins all around, properly composed Works Cited page).
Recommended Reading: Chapters 4, 8, and 11 in Town Branch Fourth Edition. Remember that while clarity and accuracy matter the most, keeping your reader engaged and writing in an easy-to-read and entertaining way still counts for a lot. Just make sure that the latter two always take a back seat to the former two.
2) Rhetorical analysis
For this project, you will rhetorically analyze a document produced by a stakeholder in your group’s controversy. First, your goal is to demonstrate your expertise in analyzing the rhetorical situation surrounding a text. Second, your goal is to demonstrate your ability to make an argument about the rhetorical strategies used by an author to create a text. In other words, why did your stakeholder design their document in this particular way?
In the course of your essay, you must demonstrate your knowledge of rhetorical analysis: 1. your argument needs to be thesis-driven; 2. consider audience, author, and message; 3. discuss appeals based on ethos, pathos, logos, and kairos without using those words (jargon—see class notes on this); 4. and organize your argument by making meaningful connections between features, effects, and purposes. 5. Finally, you should also highlight logical fallacies that appear in your chosen text.
Examples of different texts you can analyze include: op-eds, advertisements, social media campaigns (a series of posts on Twitter, Facebook, Instagram, etc.), documents posted on your stakeholder’s website(s), blog posts, Youtube videos and pages. Make sure that you select a text that is produced by your stakeholder!
Requirements: 1750-word essay making a rhetorical analysis of an essay of your choice in your topic area. The essay must be written in accordance with MLA formatting (proper header, page numbers, Times New Roman 12 pt. font, double spaced, 1-inch margins all around, properly composed Works Cited page). The proposal and the essay must be submitted on Canvas.
Recommended Reading: To successfully complete this assignment, you will have to be very familiar with the terms and concepts in chapters 1, 2, 6, and 7 of Town Branch Fourth Edition (including chapter 13 if you’re analyzing a visual argument). You may also consider spending time searching the OWL @ Purdue for help constructing your RA, but remember that I want you to break down and apply “ethos, pathos, logos, and kairos” instead of using them directly.
3) Group Annotated Bibliography
An annotated bibliography is meant to help you organize and assess sources. An “AB” consists of two major parts: Correct full citation and the annotation itself. For this annotated bibliography, you will be using a “summarize, analyze, evaluate” format for the annotations to demonstrate that you understand the difference between these three necessary elements.
Summary: just describe the main argument present in the text, not anything about your analysis/opinion of it. Analysis: your critical assessment of the argument: strengths and weaknesses, biases and methods, level of credibility regarding both the content and the author(s). This section makes an analysis of the work on its own. Evaluation: Finally, evaluate how this source “speaks to” the other sources in your AB. Think of the “evaluation” sections like the one in which you evaluate the place your source has in the larger discourse. Different from the analysis section, the evaluation section draws on your summary and analysis to help assess how the source adds to, complicates, confuses, advances, deepens, or otherwise contributes to the larger discourse on your topic.
Requirements: For this AB, you must have three (3) unique sources done by each group member, and of those three, at least one of them must be a scholarly/peer-reviewed source, and one of them must be journalistic. We will discuss this in more detail in class, but in short you will need all the following for each entry: A) Correct and complete MLA citation, B) ~2-3 sentence summary “paragraph,” C) ~4-6 sentence analysis “paragraph,” and D) ~4-6 sentence evaluative “paragraph.” Each annotation must be a minimum of 250 words.
Recommended Reading: Chapters 9 & 10 in Town Branch Fourth Edition in addition to the Norton MLA 8 Guide (PDF) posted on Canvas.
4) Group Multimedia Pitch/Speech
For the final class project, you and your group will compose a dynamic multimedia presentation targeting a fitting audience the group chooses. Your goal will be to inspire them to make an intervention into your controversy. In other words, you must have a clear call to action for your audience.
To successfully persuade your audience to take action, your group will compose a group speech in which each member of your group conveys part of your overall argument. To help drive your point home you will fluidly integrate a 60-second video into the presentation at some point. In the drafting stage of your speech, your group will select a persuasive speech structure (Monroe’s motivated sequence, problem-cause-solution, problem-solution, comparative advantage, etc.) A full-length rough draft of this video will be due in class on 27 March for peer review and guided workshopping. (Yes, this means you will have to create, accept feedback on, and revise/edit/re-create this video— maybe multiple times.)
Requirements: 500-word speech proposal written by the group, delineating the organizational structure you plan on using, the argument you plan on making, the ideal audience, and the content & purpose of your video. This proposal is due before the rest of the required parts of this assignment. A full-sentence outline covering the entirety of your group’s speech must be submitted as a single, integrated document. Each person’s contribution/portion must be at least 250 words (consider adding detail to the outline including tone, notes on pauses, standing position or movement, etc). This outline will clearly highlight the introduction, body, conclusion, the transitions between speakers, and the transitions from video to speaker, and/or vise versa. Both the proposal and outline will be written according to MLA format, including a Works Cited page. All documents will be turned in on Canvas according to the above dates/times. Finally, embedded in your outline you should have a descriptive script of your video at the point in the outline when your video will play. There is no word-count requirement because different approaches will necessitate more or less wordage, but you will need to be descriptive about what is going on throughout—sounds, tone, images, words, etc.
5) Review/feedback/revision in Google docs (15%)
You will use Peer review to develop and hone your feedback and revision skills. Each week designated “Peer review Week” on the left-hand side of the syllabus calendar you will engage in a guided feedback and revision cycle. You will read your group members’ writing and provide substantive feedback in the “describe—evaluate—suggest” format. Pay attention in Canvas regarding the nature of the write— review—revision plan—resubmit cycle; some cycles will receive full points just for on-time completion of all parts of the cycle, and some cycles will be graded on the quality of the feedback given, the quality of the revision plan, and the quality of the revision itself—or sometimes a combination of these elements.
6) Participation (10%)
I take participation very seriously. You will be graded on your general participation twice during the semester. These grades make up a substantial part of this category. Simply being physically present in class does not count as participation. To receive an “A” for in-class participation, you’ll need to make sure you do the following every class: ● bring your books and notes ● ask and answer questions ● avoid texting and web surfing (including Facebook, Instagram, Snapchat, Twitter, and any other social media) ● pay attention ● participate in all activities
In addition, the grades for small in-class activities, homework, reading quizzes, and the like will be grouped in with your participation grade.
Class-assigned homework will be part of your participation grade. Furthermore, homework will be assigned in class based on what I assess the class’s changing needs are. As such, completion of these homework assignments assumes your attendance and attention. If homework is missed for an unexcused absence, then it cannot be made up. If your absence is excused, then it is incumbent upon you to meet with me immediately upon your return to discuss the terms for making up the homework. This will generally mean make-up homework will be due the next class period.
A note on the value of your work: The Department of Writing, Rhetoric, and Digital Studies invites students and instructors of WRD classes to nominate student work for WRD’s Excellence in Composition Awards. These awards recognize outstanding written and digital compositions produced for WRD classes. Winners of the Excellence in Composition Awards may receive a cash prize, the possibility of publication online or in print, and recognition at the annual WRD Awards ceremony.
Being recognized for Excellence in Composition demonstrates dedication to scholarship, critical and creative thinking. Beyond a cash prize and possible publication, students can use this experience to show employers, graduate programs, and intern programs their engagement in their community and their own learning.
Each semester, a link to the nomination form will be sent out by the WRD Department asking for submissions. The deadline for nominations falls in the beginning of February of the following year.
Last Words I am happy to aid any who would like help or clarification in this class. If you have a question, it is likely that others do too. Learn to ask questions in class about assignments or topics when the timing is appropriate so that others may benefit from the answer(s). If we are working on something unrelated as a class, please wait until a more appropriate moment. There is usually time at the beginning of class for questions. If not, please feel free to set up an appointment or come by my office hours if you have questions. A large part of success in college is learning to advocate for yourself. Office hours are the time I set aside solely for your benefit. It is vitally important that you come to see me if you have questions, concerns, or need extra help. There is really only one rule: make sure your question cannot first be answered by the syllabus. However, no syllabus can anticipate every question, nor can it address the different educational strengths and weaknesses each student brings to class. I recommend every student visit office hours at least once during the first week or two of the course, and then at least two more times during the semester—at minimum. Consider specific questions or topics you would like to address beforehand, and please feel welcome; I want to see you during office hours—this time is set aside for you! Quick questions with a simple yes/no answer may be handled through e-mail, but most questions require a back-and-forth conversation, so office hours are integral to a successful and dynamic semester. If you cannot make the hours listed at the top of the syllabus, please e-mail me to schedule a meeting or a Skype conference. Skype is free, and it can be accessed on any computer with a camera & microphone, as well as on any smartphone.
****One final note: This syllabus is a contract for our class. By being enrolled in this class, you acknowledge that you have read the syllabus in its entirety, and you agree to follow all course policies. You also acknowledge that you understand the contents of the syllabus. If you have any questions regarding the syllabus, it is your responsibility to email me or speak with me in person in order to clarify anything that is unclear to you.****
