SYLLABUS
SPRING 2015
Dr. Alexandra Hidalgo, Assistant Professor
Department of Writing, Rhetoric, and American Cultures
Office: 265 Bessey Hall
Office Hours: Mondays 3-4pm and by appointment
Dr. Alexandra Hidalgo, Assistant Professor
Department of Writing, Rhetoric, and American Cultures
Office: 265 Bessey Hall
Office Hours: Mondays 3-4pm and by appointment
COURSE GOALS AND OUTCOMES
This course is an introduction to rhetorical theory for professional writing students. In this course you will learn to:
1. Define and analyze classical rhetorical concepts
2. Utilize rhetorical concepts in order to enrich your creative process as you develop texts in various media (alphabetic writing, podcasts, and websites).
3. Consider how different cultures engage with, interpret, and practice rhetoric differently
4. Take the needs and expectations of your particular audience into account as you develop texts in various media.
The course is designed to help you gain a theoretical understanding of rhetorical concepts and how they vary across cultures, as well as to teach you to apply them to the kinds of texts you may be asked to produce during your academic and professional lives. Besides introducing you to rhetorical theory, my aim is to help you learn to use rhetorical concepts in order to improve your ability to communicate and persuade across cultures.
1. Define and analyze classical rhetorical concepts
2. Utilize rhetorical concepts in order to enrich your creative process as you develop texts in various media (alphabetic writing, podcasts, and websites).
3. Consider how different cultures engage with, interpret, and practice rhetoric differently
4. Take the needs and expectations of your particular audience into account as you develop texts in various media.
The course is designed to help you gain a theoretical understanding of rhetorical concepts and how they vary across cultures, as well as to teach you to apply them to the kinds of texts you may be asked to produce during your academic and professional lives. Besides introducing you to rhetorical theory, my aim is to help you learn to use rhetorical concepts in order to improve your ability to communicate and persuade across cultures.
REQUIRED TEXTS
Ancient Rhetoric for Contemporary Students, Fifth Edition, by Sharon Crowley and Debra Hawhee. Published by Longman, 2012.
The Argument Culture: Moving from Debate to Dialogue by Deborah Tannen. Published by Ballantine Books, 1999.
Our course website has links to additional online readings. There are also a number of readings in PDF format that can be found at desire2learn.
The Argument Culture: Moving from Debate to Dialogue by Deborah Tannen. Published by Ballantine Books, 1999.
Our course website has links to additional online readings. There are also a number of readings in PDF format that can be found at desire2learn.
ASSIGNMENTS
Reading Responses (20%)
You will write two 3-4 page (900-1,200 words) responses where you compare two readings, selecting one issue/concept/idea brought up by each reading and analyze how each text deals with it. I have divided the semester into two sections (see grading section below) and you will write a response for two readings of your choosing within each section. You may turn in your response at any time during the section, but make sure to turn it in by the deadline or it will be considered late.
Podcast (35%)
In groups of five students, you will make a 4-6 minute podcast geared to a particular audience (college, high school, or middle school students) where you explain how a particular culture (nationality, ethnicity, gender, sexuality, social class, profession, fandom community, etc.) interprets and utilizes a rhetorical concept we have studied in class (ethos, kairos, rhetorical situation, etc.). The podcast will include narration, interviews with members of that particular culture, and a soundtrack. You will need to cite sources we have read in class, as well as outside sources. We will learn how to use Audacity in order to record and edit your podcasts.
Website (35%)
Remaining in your same five-student groups, you will make a website where you expand on the research you did in your podcast project (the podcast will be posted on the site). You will work with the same concept and audience you used for the podcast, but this time you will compare how two cultures (the culture from the podcast assignment and an additional culture) engage with and apply this concept. You will need to cite sources we have read in class, as well as outside sources, and you will interview three members of each culture you’re working with. Besides delivering an account of the two cultures’ interpretation and use of the concept, you will provide two cultural artifacts in the form of writing, images, video, music, or speech and analyze how the concept is used by each of the two cultures in the cultural artifact you selected. We will learn how to modify Weebly templates in order to make your websites.
You will write two 3-4 page (900-1,200 words) responses where you compare two readings, selecting one issue/concept/idea brought up by each reading and analyze how each text deals with it. I have divided the semester into two sections (see grading section below) and you will write a response for two readings of your choosing within each section. You may turn in your response at any time during the section, but make sure to turn it in by the deadline or it will be considered late.
Podcast (35%)
In groups of five students, you will make a 4-6 minute podcast geared to a particular audience (college, high school, or middle school students) where you explain how a particular culture (nationality, ethnicity, gender, sexuality, social class, profession, fandom community, etc.) interprets and utilizes a rhetorical concept we have studied in class (ethos, kairos, rhetorical situation, etc.). The podcast will include narration, interviews with members of that particular culture, and a soundtrack. You will need to cite sources we have read in class, as well as outside sources. We will learn how to use Audacity in order to record and edit your podcasts.
Website (35%)
Remaining in your same five-student groups, you will make a website where you expand on the research you did in your podcast project (the podcast will be posted on the site). You will work with the same concept and audience you used for the podcast, but this time you will compare how two cultures (the culture from the podcast assignment and an additional culture) engage with and apply this concept. You will need to cite sources we have read in class, as well as outside sources, and you will interview three members of each culture you’re working with. Besides delivering an account of the two cultures’ interpretation and use of the concept, you will provide two cultural artifacts in the form of writing, images, video, music, or speech and analyze how the concept is used by each of the two cultures in the cultural artifact you selected. We will learn how to modify Weebly templates in order to make your websites.
READING ASSIGNMENTS
For almost every class period I will assign readings. You will not succeed in this course if you don’t keep up with the readings.
Reading Quizzes (10%)
Your quizzes will be worth one point each. You will start the semester with 10 points. If you don’t miss any quizzes, you will have 10 points at the end. If you miss half a quiz, you’ll have 9.5 points, if you miss a whole quiz, you will have 9 points, and so on. I will quiz you pretty much every time we have a reading/viewing/listening assignment, and if you have done the assignment (and paid attention), you will be able to answer. The quizzes’ role is to give you an incentive to engage with the texts we discuss in class, since without understanding the assigned texts, you will not profit from this course.
Reading Quizzes (10%)
Your quizzes will be worth one point each. You will start the semester with 10 points. If you don’t miss any quizzes, you will have 10 points at the end. If you miss half a quiz, you’ll have 9.5 points, if you miss a whole quiz, you will have 9 points, and so on. I will quiz you pretty much every time we have a reading/viewing/listening assignment, and if you have done the assignment (and paid attention), you will be able to answer. The quizzes’ role is to give you an incentive to engage with the texts we discuss in class, since without understanding the assigned texts, you will not profit from this course.
ATTENDANCE
Students will be expected to show up for every class and pay attention, but I realize that illnesses and other complications do occur. Therefore, you may miss three classes without penalty. After that, two percentage points will be deducted for every class session you miss. If you miss more than six classes, whether your absences are excused or not, you will receive a failing grade. For extended absences due to medical or family emergencies, you should consult me upon return, if not sooner. A student who attends class but is not participating or paying attention may be counted as absent. Tardiness disrupts the class and everyone’s learning experience, so every tardy equals half an absence. The same applies to anyone who leaves class early. Bonus points will be awarded to students who miss fewer than their allotted three absences and who participate responsibly in class. You will receive on extra credit percentage point per each class you attend beyond your allotted three absences, i.e. if you miss no classes and have no tardies, you will earn three percentage points.
LATE WORK
For work that is late, I will deduct a letter grade per day that the work is delayed, so that an A will become an A/B on the first day and so on.
GROUP WORK
For each production stage of the podcast and website assignments, every group member is assigned particular responsibilities. If you fail to meet your responsibilities, you will be kicked out of your group and have two options: complete the assignment on your own or lose the credit for that particular assignment.
GRADING
Your final grade is made up of 100 points. Here is the breakdown:
Quizzes
Quizzes
Value: 10 points
Due date: Throughout the semester
Reading Responses
Reading Response 1
Value: 10 points
Due date: Any time between 1/15 and 3/6 (by midnight)
Reading Response 2
Value: 10 points
Due date: Any time between 3/24 and 4/22(by midnight)
Podcast
Podcast Proposal 1
Value: 2 points
Due date: 2/10
Podcast Proposal 2
Value: 2 points
Due date: 2/17
Podcast
Value: 25 points
Due date: Draft 1 (3/26), Draft 2 (3/31) and final version (4/3)
Podcast Reflection
Value: 6 points
Due date: 4/3
Website
Website Proposal 1
Value: 2 points
Due date: 4/2
Website Proposal 2
Value: 2 points
Due date: 4/7
Website
Value: 25 points
Due date: Draft 1 (4/28), Draft 2 (4/30) and final version (5/2)
Website Reflection
Value: 6 points
Due date: 5/2
Quizzes
Quizzes
Value: 10 points
Due date: Throughout the semester
Reading Responses
Reading Response 1
Value: 10 points
Due date: Any time between 1/15 and 3/6 (by midnight)
Reading Response 2
Value: 10 points
Due date: Any time between 3/24 and 4/22(by midnight)
Podcast
Podcast Proposal 1
Value: 2 points
Due date: 2/10
Podcast Proposal 2
Value: 2 points
Due date: 2/17
Podcast
Value: 25 points
Due date: Draft 1 (3/26), Draft 2 (3/31) and final version (4/3)
Podcast Reflection
Value: 6 points
Due date: 4/3
Website
Website Proposal 1
Value: 2 points
Due date: 4/2
Website Proposal 2
Value: 2 points
Due date: 4/7
Website
Value: 25 points
Due date: Draft 1 (4/28), Draft 2 (4/30) and final version (5/2)
Website Reflection
Value: 6 points
Due date: 5/2
SERVICES AND RESOURCES
MSU Writing Center: 432-3610. 300 Bessey Hall. The MSU Writing Center is the primary writing resource on campus. You’ll also find satellite centers in several campus locations including the main library.
MSU ESL Lab: 353-0800. 714 Wells Hall. The ESL Lab assists international students with writing in a second language.
MSU Learning Resource Center: 202 Bessey Hall. This center offers individualized assistance to help students develop successful learning strategies and study habits.
MSU Libraries
Purdue OWL: Purdue’s Online Writing Lab provides information about writing, such as how to use MLA and how to plan and structure your texts.
MSU ESL Lab: 353-0800. 714 Wells Hall. The ESL Lab assists international students with writing in a second language.
MSU Learning Resource Center: 202 Bessey Hall. This center offers individualized assistance to help students develop successful learning strategies and study habits.
MSU Libraries
Purdue OWL: Purdue’s Online Writing Lab provides information about writing, such as how to use MLA and how to plan and structure your texts.
AMERICANS WITH DISABILITIES ACT
In order to receive any accommodation for any disability, students must first register with the Resource Center for Persons with Disabilities (RCPD). The RCPD will request appropriate documentation and make a determination regarding the nature of the accommodation to which a students is entitled. The RCPD will then give the student a “visa” that specifies the kind of accommodation that may be provided. It is then the responsibility of the student seeking accommodation to present the visa to his/her instructor.
