‘One day when I was twenty-three or twenty-four this sentence seemed to form in my head, without my willing it, much as sentences form when we are half-asleep, ‘Hammer your thoughts into unity’. For days I could think of nothing else and for years I tested all I did by that sentence [...]” William Butler Yeats (Nobel Prize, 1923; cited in Frank Tuohy, Yeats, 1976, p.51 )

MAKE SURE TO "REFRESH" YOUR SCREEN EACH TIME YOU VISIT THIS PAGE TO GET THE LATEST VERSION

The importance of READING in this course.

Even more important in terms of your future success than reading literature carefully is the ability to read directions carefully and follow them fully and faithfully. Employers regard that as a key asset, and of course see weakness in this area as a serious liability. You can not expect an employer to hold your hand throughout an assignment the way you may have expected your parents or elementary school teachers to do so. Now that you are in college you must make the transition clearly stated in the traditional address to Freshmen at Amherst College. On the other hand, if, after reading the directions carefully, you still have questions, you are encouraged to ask questions in class, email the instructor, or come to see him in his office hours.

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PROJECTS

 

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requirements:

Project One.

1. ARGUMENTATION. The primary genre or mode of the project is argumentation in a debate context. Your goal is to persuade your audience, in this case the Regents who are trying to decide what kind of Master Plan U.T. should adopt for future architecture, sculpture, etc. In other words, this your goal will be to compose a speech or speeches that will communicate to the audience a specific, particular point of view on the debate question and, especially in the case of the architecture debate, persuade them to adopt a course of action, such as adopting a new Master Plan for the campus.

2. The PROJECT consists of at least 1400 words.

 

3. The project must be concise, and have correct spelling and punctuation, consistent tense usage, logical transitions between sentences, and above all, the best word and best punctuation in the best place (see below). We may use MLA parenthetical documentation or footnotes using the format indicated in the section on the University of Chicago Style Manual in Faigley's handbook. Grades are based not only on content but also on number of errors and infelicities in writing style. The smart thing is to try to write technically perfect papers.

5. Specificity and Details are particularly important. To get an A you will need to show that you are good at argumentation and persuasion.

6. The number of words is to be specified at the end of the project, after the final sentence (use “word count” under “tools” in Microsoft Word). The minimum for a project is 1400 words; for a revision (Project 1B )it is 350 additional words. Quotations from others and citations of references are not to be included in your word count.

7. You must include at least two quotations  from your sources. Extra points will be given for incorporating additional quotes from relevant readings in our packet or elsewhere (with identification of author and title and page numbers).

8. You must include pictures in this assignment. This requirement is usually met by inserting electronic files of pictures or photographs into your text (see “Insert” in Word or Dreamweaver). The purpose of the pictures is for you to become acquainted with the integration of verbal and visual rhetoric that has become common these days and to gain some practical experience in preparing a multimedia brochure or web site.

         a.) Using Photoshop* or a similar program, reduce the size of the pictures of to the best size for your project . *This program is available in our classroom and in Parlin 102 for your use.

       b.) Insert pictures in text where they belong, not in a gallery or in footnotes at the end. Make sure to identify or title all pictures

        c.) Pictures can be taken from the internet if you supply the URL for each internet picture in a footnote either in notes or in a List of Illustrations at the end.

       d.) For pictures from print media, you will need to digitize them (make them into a computer file) with a scanner.  If you are going to use them on the web 72 dpi is sufficient. There are scanner stations in the Student Microcomputer Facility, FAC 212, and in the Rhetoric multimedia lab: PAR 102

9. Finally, make sure you proofread the essay carefully for every kind of error, including typos.

10. Get help if need be: for more specific help feel free to email me, or call me on the phone to make an appointment to meet in my office. Alternatively, take advantage of the services you have paid for in the Undergraduate Writing Center and Jester Learning Center.

  11A. Convert your projects into web  (htm) files. If you have not written your project in a web-site-creation program such as Dreamweaver or Front Page you will need to convert your files into web, that is, "htm" or "html" files. Most students use Microsoft Word for word processing so we will use that as our example. After you have written your project and inserted the pictures, find the “Save as Web file” option in Word. (If your word processing program does not have this option, see the instructor.) Use the “Save as Web file” option. Make sure your file ends in "htm" or "html," not "mht" or "doc" or "wps." (You can not just type "htm" at the end of the file name because that alone won't make the file accessible to the web.)

  11B. Converted projects  are to be uploaded to a web site. If you do not have your own web site, you can use your Blackboard Content System or webspace account. See   Putting Pages on the Web  Using Webspace in your anthology (they should apply fairly well to the Blackbaord system also, as it was created by the same people). If you can't find a way to upload folders, follow the instructions written by Brooks Antweil:

1.  Go to the Blackboard Content System or to http://webspace.utexas.edu and log in to your personal page.

2.  To make it easier, I made a separate folder called E 603 just for my project.

3.  "Share" the folder that will contain your project (instructions in the course packet).

4.  Now go into the new folder.  Click the "Upload" or "Add Item" button in the tool bar.  Find the file (not the folder) that your project is saved under.  This will most likely be in your "My Documents" folder in Windows.  the one you're looking for is "(filename).htm", so if your file is called "project1", the file you want is called "project1.htm".  This should upload the written part of the project, but not the pictures. 

5.  When you saved the project in .htm format, Word also created a folder with the same name as your project to hold the multimedia files (read "pictures").  The default name of this folder is "(filename)_files"  or (as in the previous example) "project1_files".  In the same directory as your "project1.htm" file in webspace, create a folder with the same name as the one that Word created for you.  You have to do this because Internet Explorer will not let you upload the entire folder.  To do this, click "New Directory" in the webspace toolbar and type in the exact name of the folder that word created.  Make sure that all spaces and underscores are there, and all words are spelled correctly, because the name of this folder is going to be "sensitive."

6.  After you have created a "project1_files" (just an example) folder, click on this folder to open it.  NOW, you can upload all of the files that are in the folder Word created.  Make sure to upload every file that is in your Word folder.  In other words, click the "Upload" button in the toolbar, and then upload each individual file from the "project1_files" directory on your computer.

 

Once you have uploaded your project you need to make sure all files related to the project have their permissions set to "share" on Webspace. Then you need to make sure they all work together properly by accessing them on a different computer and checking the results. If you use a PC check your webspace file on an internet-accessed Mac or vice versa. This is the only effective way to make sure your site is working properly.

12. To post projects, for others to see and comment on, go to Blackboard (courses.utexas.edu) and choose our course. Choose Discussion Board and then Project One. Then if the project is in Second Life inform  the reader where it is and how to get Notes sent to you. Or post the Content System URL or the webspace URL of your project in proper HTML format so that the respondent need only click on or select your project title and the project pops up without the respondent being required to type in your whole URL into a separate window. In other words, type in actual HTML code like this:

<a href="http://www.cwrl.utexas.edu/~bump/E603B/index.html">Return to Course Page</a> 

Of course, you will subtitute the correct webpace URL for "www.cwrl.utexas.edu/~bump/E603B/index.html" and your own project name for "Return to Course Page."

 

13. (a) When it is time to hand in the “hard” copy of your project, make all the changes in your text and your website suggested by your peers that seem useful to you. Then make all the changes necessary to make them fit the requirements specified above: not only those concerning word count, pictures, citations from books, and quotations, but especially those concerning word choice, documentation, punctuation and proofreading. Remember that revising is discovery learning, especially when you HAMMER YOUR THOUGHTS INTO UNITY.

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       Concerning word choice and all the "minor" details, learn from Hemingway's experience:

Paris Review: How much rewriting do you do?

• Hemingway: It depends. I rewrote the ending to A Farewell To Arms, the last page of it, thirty-nine times before I was satisfied.

  Paris Review: Was there some technical problem there? What was it that stumped you?

  Hemingway: Getting the words right

      "Getting the words right" applies to every word, including even the little prepositions that accompany verbs. Concerning the latter, consider, for example, the phrase "My curiosity triumphed in convincing me": the best preposition would be "by" rather than "in." In the past you would know this automatically because of the amount of reading you had done, but now, apparently because many of even the best students don't read as much, you might have to look it up. Where would you look it up? In the kind of dictionary that gives detailed definitions and examples, such as the Oxford English Dictionary. If you were to look up the verb "triumph" you would see that using the preposition "in" is usually reserved for objects as in Shakespeare's "Which triumph in that skie of his delight" and "triumphing in their faces." When you refer to an action such as "convincing," the most appropriate preposition is "by," as in Scott's "triumphed by anticipation over their surrender." When you use the "wrong" preposition the knowledgeable reader is halted in his or her reading and the effectiveness of your writing is weakened.

     "Getting the words right" also applies to punctuation, as we know from our excerpt from Eats, Shoots, and Leaves. Footnote numbers, for example, should not be put in parentheses, should be set above the line, and follow any punctuation marks except a dash. Citations and footnote placement are to follow the U. of Chicago rules (see the course anthology). There is no need for a bibliography if full information is provided in the notes.

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(13 b)Then, when you have polished the project to the best of your ability, made it as "perfect" as possible, save it as a web file as you did  before and upload it to replace the old file on webspace. (If you neither added nor subtracted pictures you should have to repeat the uploading of the picture files only if you change the file name of the project.)

(13c.)Returning to your latest version of your word processing file (the one that matches exactly the text that is on the website) print out it out with pictures, double spaced, with wide margins and page numbers; and with the word count and the U.R.L. (address) of the website at the end.

(13d.) Place this document in a pocket folder with your NAME ON THE OUTSIDE.

 

14. ALSO IN THIS FOLDER, include

[1] All the suggestions for revision of your project by your peers in Second Life or on the Discussion Board, highlighting the suggestions you incorporated in your essay. You do this NOT by printing out each suggestion separately but by copying and pasting them into a single Word document.

[2] ALSO IN THIS FOLDER, in the same format, include all the suggestions you made to other students. This is the only way you will get credit for them. You do this NOT by printing out each suggestion separately but by copying and pasting them into a single Word document.

(3) REMEMBER, all documents are to be in A POCKET FOLDER WITH YOUR NAME ON THE OUTSIDE.

 

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GRADING

Holistic Grading

Visual-Verbal Rhetoric Grading Rubrics for Projects

	4: Exceptional	3: Good	2: Minimally acceptable	1:  Unacceptable
Visual Rhetoric 20%	Visual meaning is veryclear to the audience when first looking at the product.  The titles and captions are graphically effective and convey the meaning of the images.  The sequencing of images is appropriate.  The composition of images is creative.  The representation and narrative in images brings the images to life.  Visual metaphors, icons, and symbols are used appropriately.  The aspects of representation and resemblance, analogies, etc. are argued with logic and persuasiveness.  The relation of visual arguments to immediate visual context, immediate verbal context, and visual culture is very clear.	Visual meaning is somewhat clear to the audience when first looking at the product.  The titles and captions are somewhat graphically effective and adequately convey the meaning of the images.  The sequencing of images is appropriate.  The composition of images is somewhat creative.  The representation and narrative in images brings the images to life.   Visual metaphors, icons, and symbols are used appropriately.  The aspects of representation and resemblance, analogies, etc. are argued but lack some logic and persuasiveness.  The relation of visual arguments to immediate visual context, immediate verbal context, and visual culture is somewhat clear.	Visual meaning is somewhat unclear to the audience when first looking at the product. The titles and captions are present but not completely effective and somewhat convey the meaning of the images.  The sequencing of images is somewhat appropriate although some seem out of order.  The composition of images is lacks in creativity.  The representation and narrative in images does not bring the images to life.  Visual metaphors, icons, and symbols are used somewhat appropriately.  The aspects of representation and resemblance, analogies, etc. are argued with but lack logic and persuasiveness.  The relation of visual arguments to immediate visual context, immediate verbal context, and visual culture is somewhat clear.	Visual meaning is very unclear to the audience when first looking at the product.  The titles and captions are not present or do not convey the meaning of the images.  The sequencing of images is inappropriate.  The composition of images is not creative.  The representation and narrative in images does not bring the images to life.  Visual metaphors, icons, and symbols are not used appropriately.  The aspects of representation and resemblance, analogies, etc. are not argued with logic and persuasiveness.  The relation of visual arguments to immediate visual context, immediate verbal context, and visual culture is not clear.
Verbal Rhetoric 50%	Specific language is always used. Provides an introduction that grasps reader’s attention and forecasts major points. Clear articulation of thesis or argument. Paragraphs are consistently well developed, with a clear topic sentence and appropriate number of sentences that provide examples and develop points. Frequent or consistent use of examples and evidence; example or evidence appears whenever the reader asks, “For instance?” Conclusion summarizes the points made but also goes beyond summary of what was written in the body of the essay. Smooth transition between points in essay; strong flow. Effective variation of sentence length and type. Every paragraph works to support the thesis; “linked” paragraphs.	Specific language is almost always used. Provides an introduction that somewhat grasps reader’s attention and forecasts major points. Somewhat clear articulation of thesis or argument. Paragraphs are well developed, with a topic sentence and appropriate number of sentences that provide examples and develop points. Somewhat consistent use of examples and evidence; example or evidence appears whenever the reader asks, “For instance?” Conclusion summarizes the points made. Somewhat smooth transition between points in essay; good flow. Somewhat effective variation of sentence length and type. Most paragraphs works to support the thesis; “linked” paragraphs.	Specific language is sometimes used. Provides an introduction but does not grasps reader’s attention or forecasts major points. Thesis or argument is not clear. Paragraphs are minimally well developed, with a vague topic sentence and inappropriate number of sentences that do not provide examples and do not develop points. Inconsistent use of examples and evidence. Conclusion summarizes some of the points made.  Not very smooth transition between points in essay; little flow. Variation of sentence length and type limited. Some paragraphs works to support the thesis; Not all paragraphs are “linked”.	Specific language is rarely used if at all. Provides a limited or no introduction. Thesis or argument is not clear. Paragraphs are not well developed, with a vague or missing topic sentence and inappropriate number of sentences that do not provide examples and do not develop points. No or little use of examples and evidence, Conclusion does not summarize the points made.  Ineffective transition between points in essay; almost no flow. No variation of sentence length and type. No or few paragraphs works to support the thesis; No paragraphs are “linked”.
Integration of Visual and Verbal Rhetoric 30%	Visual and verbal components are completely blended and augment each other.  Visual and verbal pieces are tightly unified and no additional pieces are necessary. Verbal and visual pieces are not redundant.	Visual and verbal components are well blended. Visual and verbal pieces are unified but in some places more verbal or visual information is necessary, or verbal or visual information is redundant.	Visual and verbal components are minimally blended. Some visual and verbal pieces are unified but in more than half the product, more verbal or visual information is necessary, or verbal or visual information is redundant.	Visual and verbal components are not blended well. Visual and verbal pieces are not unified and in most of the product, more verbal or visual information is necessary, or verbal or visual information is redundant.

 

TIME MANAGEMENT

Late penalties. Because the secret of good writing is allowing time to read and revise: DO NOT PROCRASTINATE.

                  a. For posting late on webspace and the Discussion Board: -10 pts. for each day (not each class day) that the project is late.

                  b. For turning in hard copies to me late: -10 pts. for each class day late.

                  *Printer and other computer problems are not acceptable excuses (= my dog ate my home work). EXPECT unanticipated problems; you need to do your work in advance so that you can deal with such problems before the deadline.

HOW YOUR PROJECT WILL BE GRADED:

Quote included +2, well integrated +3 or more; up to +20 points total for quotations

Pictures on the website: with labels, +2 each, IF also referred to in the text +3 each; up to + 10 points total for pictures (beyond the required picture)

audio well integrated +10 or more; video well integrated +20 or more

-- "Good" in margin = +3 or more

Major errors first project: -3, minor errors -2, infelicities –1. Same errors repeated in revision of first project  –7, -4, -3; in subsequent formal writing  –9, -5, -4; in revision of subsequent formal writing –11, -7, -5. This system is employed to strongly encourage you to master time management, a secret of rewriting.

  If you are deliberately making mistakes to make speech or writing more authentic you must follow each mistake with "sic" or I will assume the mistake is yours rather than the speaker's.

  When you quote within a quote remember to use italics or single quotation marks to set off the actual quotation from the rest of the words ascribed to the speaker.

No word count –10

Inaccurate word count –25

Word count inflated by counting quotations or references: -5 to -20, depending on the amount of the inflation.

Less than 1400 words: 1300 words or so –10; 1200 words or so –15 etc. Obviously, the more words you write the greater the risk of error. Thus some may be tempted to write as little as possible and thereby expect a better grade than those who wrote more. Hence the penalty must be fairly heavy because we don’t want to penalize those who do the assignment and reward those who do not.

No working URL - 5

1 or more pictures not working on site: -5

No captions on pictures: -2 per picture

No source information for pictures: -2 per picture

No student suggestions to you - 10

Wrong format for student suggestions to others -5

Wrong format for student suggestions to you -5

Student suggestions to you that you used not highlighted. (At least one must be highlighted.) -5

No page numbers -5

Not double spaced -5

No folder -10

No name legible on the folder -5

 Numbers and letters in the margin refer to the charts on the back covers of Faigley, except for

-- the symbol of the inverted V, which stands for “transition needed between these sentences” (more coherence, more unity needed)

N.B.:  Faigley, of course, insists on American, not British, punctuation.

 

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