engl 300 syllabus (sp14)

7/27/2019 Engl 300 Syllabus (SP14)

1/6

English 300: Foundations in Rhetoric and Writing Spring 2014

Foundations in

Rhetoric and WritingEnglish 300 lSpring 2014Nathaniel A. Rivers [email protected] Site: sophistmonster.tumblr.comOffice Hours: TTH, 1:00-2:00

We can now view in better perspective the world of writing inwhich we live, see better what this world really is, and what

functionally literate human beings really arethat is, beings whosethought processes do not grow out of simply natural powers but out

of these powers as structured, directly or indirectly, by the technologyof writing. Without writing, the literate mind would not and

could not think as it does, not only when engaged in writing buteven when it is composing its thoughts in oral form.

-Walter Ong, S.J., Writing as a Technology ThatRestructures Thought

Writing is part and parcel of nearly every humanendeavor, and many human endeavors owe theirexistence and essence to writing. As Walter Ong, S.J.,suggests, no matter the course of ones lifepersonallyand professionallywriting is one of the primary wayswe navigate that lifes contours and complexities. Byvirtue of this virtue, English 300traces the roll ofwriting through a variety of societal endeavors. Likewise,this course introduces students to the field of rhetoricand writing through a sustained engagement with its

practices andprinciples. Students

produce a variety ofdocuments (across avariety of genres) interms of and in thecontext of keytheoreticalunderstandings of thatwork: rhetoricaltheory, ethics,information design,and decisionarchitecture. As future(professional)communicators,students will becontinually requiredto analyze (that is,theorize) audiences,

activities, organizations, and contexts. Successful writingpractice is always predicated on a prior theoreticalunderstanding or framework.

In addition to addressing the theory/practice keybinary, the course is organized around two keymetaphors: writing is mappingandwriting is decisionarchitecture. Briefly defined, mappingis the purposefulselection, arrangement, and presentation of informationin a usable, primarily visual format for a specificaudience. It is an active and creative process, and notmerely the passive conveyance of data. Decision

architectureis the rhetorical (understood bothsymbolically and materially) structuring of environmentsto promote or prescribe certain actions, decisions, orbehaviors. These guiding metaphors influence everystage of the course, sometimes directly, sometimesindirectly. In this course and in the writing track at largewriting is not merely the transmission or translation ofdata or information for an uninformed audience. Rather,it is the generative act of creating, maintaining, andreshaping professional and other social environments,which in turn structure and guide the thinking andbehavior of others (actions with inherently ethical

implications).With this in mind, the course asks the following

questions: what is writing?, what do writers do?, and whadoes writing do?Throughout the semester, studentsengage readings and one another, complete a variety ofin-class exercises, and produce a range of documents inexploring (both theoretically and in practice) the work ofprofessional writing. All work in the course stresses theimportance of primary research, document design,effective writing, and audience awarenessconsiderations that will shape the professional lives of

students.

Course TextsLearning From Strangers: The Art and Method ofQualitative Interview Studies by Robert S. Weiss.

$15.40 Paperback at Amazon$10.99 Kindle Edition

Additional readings are either linked atsophistmonster.tumblr.com or shared via Dropbox.

Course Projects

Re-Writing @SLUTo familiarize themselves with the scene of writing atSaint Louis University, students are asked to researchand report on a crucial or visible piece of text at SLU.This text can be written, spoken, photographed, or film.Students will then re-write (re-vise or re-imagine) thistext in some way. In addition to the re-written text,students compose two memos: one describing theoriginal text and one documenting the re-written,focusing on the whyand howof that process.

Mapping, a key metaphor for writingin this course, is an active andcreative process, and not merely thepassive conveyance of data.


2/6

English 300: Foundations in Rhetoric and Writing Spring 2014 2

Mapping ProjectFully exploring the course themes of decisionarchitecture and mapping, this project asks students tomap a campus space or issue @SLU. Mapping heremeans the purposeful selection, arrangement, andpresentation of information in a usable format for aspecific audience. This project positions the creative andconstructive work of writing as important and necessary.

Mapping here is not to be understood as the passivemirroring of reality, but the active creation of meaningand knowledge. In concert with a primary theme of thiscourse, mapping of this sort productively combinestheory and practice in requiring students to frame anddefine both their audience and their object in specificways (theorize) in planning and composing their map(practice). Maps can be static (e.g., infographics) ordynamic (e.g., audio tours). Additionally, this projectstresses document design and primary research in theform of observations, interviews, and perhaps surveys, aswell as secondary research.

Interview ReportIn order to explore the work of writers and to learn ofcareer opportunities in the field, this project asksstudents to first locate a professional writer, secure aninterview, prepare a set of interview questions, anddevelop an interviewing strategy. Students then conductthe interview and write-up a formal document reportingtheir findings. Students engage readings on the practice

of interviewing, learning the principles of successful andethical primary research. While in several ways thisassignment stands apart from the others, the sameunderlying theoretical framework is at work. In theplanning stages, students create the interview as anarchitecture, a technology, for guiding and shaping theresponses of their subject. In the report document (andin the subsequent presentation) students then map out

the findings of their interview, selecting, arranging, andpresenting the information for several differentaudiences.

Course GradesArts & Sciences Grading Scale

A 4.0 B 3.0 C 2.0 F 1A- 3.7 B- 2.7 C- 1.7B+ 3.3 C+ 2.3 D 1

100% Class Participation1

You are authors in this class. That means you areexpected to learn about and follow the social and culturalconventions of professional academic behavior, which Iwill help you learn during the semester. Because thisclass focuses a great deal on professional developmentand writing/authoring, my grading schema reflects thatprofessionalism. Assigning letter or number gradesdoes notimprove your learning, just as telling an authorthat the journal rejects his/her work for publicationwithout any explanation as to whydoesnt makehim/her a better writer in the profession. I have designedand mapped this class so you can achieve the learning

outcomes and excellence by providing structuringassignments that enhance your critical and creativethinking, and by offering a lotof informal and formalfeedback on your in-progress work.

FeedbackFeedback often comes in the form of informal in-classdiscussions about your assignments and individual orgroup conferences. For instance, when I and your peersoffer critiques of your draft projects, we assume that youwill implement those revision suggestions into yourdrafts. When you dont, you should have a very goodreason in relation to the purpose of the text for not doingso. Otherwise, when I am reviewing your projects, Ishould be able to see your progress on the text from thetime it was workshopped as well as from informal, in-class feedback or conferences with me. I hope that thisgrading system will allow you the freedom and flexibilityto take risks in your assignments while also providing

1Grading scheme borrowed from Cheryl Ball at Illinois State University.


3/6


time for you to re-envision and revise those drafts intomore usable, sophisticated, and polished texts by the endof the term.

Participation?! Attendance: You are required to attend every class

session unless the schedule specifically indicatesthat class is canceled that day. There are no suchthings as excused vs. unexcused absencesifyoure not here, I dont much care why. If yourabsence is caused by a funeral or similarextenuating circumstances, I will take that intoconsideration when I consider your grade. If youmiss more than one class, consider your grade injeopardy. If you miss a workshop, youll be doublyin jeopardy. Also, attendance at out-of-classconferences with me is considered the same asclass time. If you miss a conference, you will becounted absent.

! Timeliness: If you show up late or leave early ordisappear (or fall asleep) for 15 minutes in themiddle of class, it will affect your participation.Timeliness also refers to the time-sensitive natureof completing assignments and turning inequipment on time. Late work is completelyunacceptable, and I will not give you feedback onit. If you do not have a major assignment ready intime for our workshop days, it isyour responsibilityto get feedback from your classmates outside ofclass upon (or before) your return. If you returnborrowed equipment late, consider yourparticipation grade in jeopardy. If you fail toreturn borrowed equipment at all (like, you lose itor break it beyond repair), you are responsible forreplacing the equipment with the same kind, and Iwill hold your final grade submission until it hasbeen replaced.

! Readiness: Readiness is different from timelinessin that it relates specifically to being prepared bythe start-time of the class period (and any outside-of-class work that we negotiate to do). Allhomework must be completed beforeclass starts.For instance, printing of assignments or uploading

of files after the class period has begun will resultin a delay of class, which will negatively impactyour grade. This bullet also refers to workshopparticipation and group work participation in thatif you do not have a draft ready on workshop day,you are unprepared to provide feedback to yourworkshop peers, or you are unwilling/unable toperform the responsibilities of your group work,your grade will suffer.

! Thoughtfulness: Thoughtfulness translates tocritical awareness and participation in all mannersof class activities. This may include activities suchas having useful, productive questions ordiscussion items based on homework (readings,assignments, or peer-review work), collegial workcompleted with your group mates, or thoughtfulwork demonstrated in the major assignments

themselves. In addition (a note for those of youwho like to talk a lot), thoughtfulness means thatif you constantly need to share in class, but yoursharing is largely off-topic, disruptive, orunhelpful, your participation may be moredistracting than useful. I will probably talk to youabout this before your grade suffers.

If you have questions at any timeabout your gradepotential, please make an appointment with me. If Ibelieve that you are on a trajectory toward a C, D, or F, Iwill let you know by mid-term. If youre participating inthe basics of the class, then youre probably passing and

should only be concerned with your individual goals forearning a B or A, described in more detail below.

Everyone in this class starts with a B/C. How youparticipate changes that grade higher or lower. Studentsearn As (see below), Bs (for mediocre participation inclass, usually related to group work), a few Cs (usuallyrelated to multiple absences), and Fs (for failure to turnin a large number of assignments or skipping outaltogether).

Earning an AThe grade of A is reserved for excellent work. Excellentwork does not equate with showing up every day,participating once in a while, and turning in completeddrafts on time. Those are the average requirements ofany class setting, and average equates to a C in thisacademic setting. Here are some ways to earn an A:

! Produce excellent assignments. What constitutesexcellence? Doing more than simply completingthe terms of the assignment. An excellentassignment may meet any number of qualities,depending on its purpose and genre. Well spendmuch time analyzing possible qualities for your

work, which means youll be creating evaluationcriteria for your own work. If your texts live up toyour own criteria, its likely your work will beexcellent.

! Participate excellently in class. Excellence in classparticipation means not simply speakingfrequently, but all of the ways I mention in theclass participation section above. As someexamples, you should contribute in an active andgenerous way to the work of the class as a whole


4/6


by asking questions, offering interpretations,politely challenging your classmates, graciouslyaccepting challenges in return, and being aproductive group member.

! Be an excellent citizen-scholar. Specifically, beable to demonstrate to me (through discussions,group work, assignment drafts) that you (a)understand and can reflect on the content of this

class and show progress toward that knowledge inyour final portfolio; (b) reason logically, critically,creatively, independently and consensually, and areable to address issues in a broad and constantlyshifting context; (c) recognize different ways ofthinking, creating, expressing, and communicatingthrough a variety of media; (d) understanddiversity in value systems and cultures in aninterdependent world; and (e) develop a capacityfor self-assessment and transferable learning.

Productive Participation! have a collegial attitude! bring your materials to class every day! ask for help well in advance of a deadline! accept responsibility for late or incomplete

assignments! ask your classmates for missed content if you are

absent! be attentive in class so that I avoid needless

repetition! provide me assignments on time and in the

assigned medium! ask your classmates (or Google) for help during

open-lab sessions, then! if stumped, raising your hand, calling me, and

waiting patiently for help! use email, appointments, or some other agreed-

upon conferencing medium for private orinvolved questions

! understand that strategic (and sometimesmaximum) effort results in excellent work

Course GoalsWriting in Context

Analyze cultures, social contexts, and audiences todetermine how they shape the various purposes andforms of writing, such as persuasion, organizationalcommunication, and public discourse, with an emphasison:

! writing for a range of defined audiences andstakeholders

! negotiating the ethical dimensions of rhetoricalaction

Project Management! understanding, developing, and deploying

various strategies for planning, researching,drafting, revising, and editing documents bothindividually and collaboratively

! selecting and using appropriate styles andtechnologies that effectively and ethicallyaddress contexts and audiences

!building ethosthrough voice, evidence,documentation and accountability

Document DesignMake rhetorical design decisions about documents (andother compositions), including:

! understanding and adapting to genreconventions and audience expectations

! understanding and implementing designprinciples of format and layout

! interpreting and arguing with design! drafting, researching, testing, and revising visual

designs and information architecture

TeamworkLearn and apply strategies for successful teamwork andcollaboration, such as:

! working online with colleagues! determining roles and responsibilities! managing team conflicts constructively! responding constructively to peers' work! soliciting and using peer feedback effectively! achieving team goals

ResearchUnderstand and use various research methods andsources to produce quality documents, including:

! analyzing historical and contemporary contexts! locating, evaluating, and using print and online

information selectively for particular audiencesand purposes

! triangulating sources of evidenceTechnology

Use and evaluate rhetorical technologies such asemailing, instant messaging, image editing, audioediting, video editing, presentation design and delivery,HTML editing, Web browsing, content management,and desktop publishing technologies.


5/6


Core Course PoliciesTechnology Expectations

! ability to interact with the course website andother websites

! access to word processing, visual design,podcasting, and web design software

! a suitable email account checked regularly forcourse-related business

!a Flash drive or other means to backupcoursework

Routine work with technology is a component of thiscourse. Students need not be technological experts tosucceed in this course, but digital technology interactionis integral and computer problems are not valid excuses forincomplete work. Practice the core principle of digital datawork: redundant backup. Digital technology will fail; beprepared for that eventuality.

Personal Technology Devices

Students may use laptops, cell phones, and other digitaldevices during class, provided that they do not disruptother students learning. This is not a trick. This course issituated in an increasingly connected multimediaenvironment. Each student is responsible for his or herown engagement with class meetings, and thus his or herresultant success or failure.

Availability of Online MaterialBecause of the nature of the course, some materialposted to the course website may be publicly accessiblethrough the Web. (A students grades and personal

information will not be shared publicly.) Additionally,any material posted to the course website may be usedanonymously for teaching or published researchpurposes. For these reasons, students are encouraged toselect usernames that are different from their real names.

SLU Statement of Academic IntegrityThe University is a community of learning, whoseeffectiveness requires an environment of mutual trustand integrity, such as would be expected at a Jesuit,Catholic institution. As members of this community,students, faculty, and staff members share theresponsibility to maintain this environment. Academicdishonesty violates it. Although not all forms ofacademic dishonesty can be listed here, it can be said ingeneral that soliciting, receiving, or providing anyunauthorized assistance in the completion of any worksubmitted toward academic credit is dishonest. It notonly violates the mutual trust necessary between facultyand students but also undermines the validity of theUniversitys evaluation of students and takes unfairadvantage of fellow students. Further, it is the

responsibility of any student who observes suchdishonest conduct to call it to the attention of a facultymember or administrator.Student ConductThis courses code of student conduct is informed bySaint Louis Universitys own code of student conduct,best encapsulated by the following statement:

All members of the University community areexpected to contribute to the development andsustainability of community through word andaction. Our community is characterized by respectfor the dignity of others, honesty, and the pursuit oftruth.

Insults, slurs, or attacks of any kind are not allowed inthis class (this includes f2f meetings and on the coursesite). Any student who engages in this type of behaviorin the classroom will be permanently removed from theclass. This code of conduct is equally important to

maintain during group meetings outside of class. Inorder to have an effective teaching and learningenvironment we must practice both respect andtolerance, without question. The remainder of theuniversitys code of student conduct can be found athttp://www.slu.edu/x24293.xml.

English as a Second LanguageHelp is available at the ESL Resource Center, wheretutors are specialized to work with second-languageconcerns. They work with any international student,

undergraduate or graduate, who wishes to seekassistance. In one-on-one consultations and workshops,our ESL writing coaches provide feedback and offerstrategies to improve your writing at every stage, frombrainstorming for ideas to polishing final drafts. We alsooffer workshops and individual assistance in otherlanguage-related areas, including TOEFL test-takingstrategies, multi-media projects, grammar, research, andconversation skills. For more information, to make orcancel an appointment contact Christian Rayner at314-977-3052or visithttp://www.slu.edu/x49411.xml.

Students with Special NeedsIn recognition that people learn in a variety of ways andthat learning is influenced by multiple factors (e.g., priorexperience, study skills, learning disability), resources tosupport student success are available on campus.Students who think they might benefit from theseresources can find out more about:


6/6


! Course-level support (e.g., faculty member,departmental resources, etc.) by asking thecourse instructor.

! University-level support (e.g., tutoring/writingservices, Disability Services) by visiting theStudent Success Center (BSC 331) or by goingtowww.slu.edu/success.

Students who believe that, due to a disability, they couldbenefit from academic accommodations are encouragedto contact Disability Services at314-977-8885or visitthe Student Success Center. Confidentiality will beobserved in all inquiries.

Course instructors support student accommodationrequests when an approved letter from DisabilityServices has been received and when students discuss

these accommodations with the instructor after receiptof the approved letter.

engl 300 syllabus (sp14)

Documents