Course Schedule for RHE 306

Course Schedule for RHE 306 (Unique ID# 40855)

Below is the course schedule. The schedule is flexible and may change with reasonable notice. Please contact me by email or phone as soon as possible if you need to miss a class.

See the printable course schedule and the Word version (courtesy of Jacob Wiederanders).

Date

Topic and Activities

Today's Readings

Assignments & Exercises

January 19-30

See notes from Robert Brown's class meetings.

February 2

Multiple Audiences

In class: The "Dean Scream", remixes, and official Dean site. The presidential match guide.

For next time: Rough draft of Project 1

February 4

Peer Reviews

Evaluative criteria

Rhetorical terms

Turn in: Rough draft of Project 1

In class: In groups, critically review each others' drafts. Look in particular for the parts of the argument. Use the evaluative criteria and rhetorical terms handouts to guide your reviews.

February 6

Audiences

Writing @CSU: Audience

In class: Based on the reading, discuss (a) the audience of the ad you're analyzing and (b) the audience of the paper you're writing.

February 9

Reviewing and Revising

Reviewing and Revising Your Argument

Quality Paper: Criteria

In class: Discuss rough drafts.

February 11

Editing and Proofreading

Editing and Proofreading Strategies

Is Your Paper Ready to be Turned In?

In class: Discuss strategies for revising and proofreading. In groups, discuss comments and review ways to improve papers.

For next time: Turn in Project 1.

February 13

Fallacies

Project 2 description

Reading 2 in course packet

Rhetorical Fallacies

Turn in: Project 1 final draft

In class: Examine arguments in Daily Texan, find fallacies.

For next time: Select an editorial or column in the Daily Texan to rebut. Bring notes on how you might rebut it, particularly in terms of examining fallacies.

February 16

Rebuttals

Reading 3 in course packet

Copyeditor's marks (for understanding comments on Project 1).

An Introduction to Rebuttals

In class: In groups, select a letter to the editor or a column and construct a rebuttal outline.

For next time: Based on the in-class work, develop the outline of Project 2.

February 18

Writing Situations and Rebuttals

Overview: Understanding Writing Situations

In class: In groups, examine the outlines for Project 2. Discuss strengths and weaknesses of the arguments, particularly taking into account the audience(s) you're trying to reach and the "conversation" in which you've engaged.

For next time: Based on the reading, take notes on the purpose of your paper. Flesh out the outline.

February 20

Purpose

Introduction: Purpose

In class: Discuss your purpose for writing this rebuttal. Besides a grade in the class, that is. Are you trying to inform, explain, persuade, problem-solve, mediate, etc.? Discuss how answering this question will help to shape your rebuttal.

For next time: Based on the reading on focus, evaluate the focus of your paper. Are you trying to argue too much? Are you beeing too nit-picky? Take notes on your latest draft.

February 23

Focus

Introduction: Focus

Project 2 worksheet

In class: Bring your column and the draft of your rebuttal. Evaluate each others' focus.

For next time: Based on the reading, examine the organization of the original column/editorial and of your paper(s). Put a name to each text's organization. Note any organizational problems -- if you can't neatly categorize the organization pattern, it might mean that the paper is not well organized.

February 25

Organization

Introduction: Organization

In class: Critique the organization of the original piece. Critique each others' organization. Identify improvements.

For next time: Based on class discussion, improve the organization of your paper.

February 27

Peer Review

Introduction: Peer Review

Turn in: Rough draft of Project 2
In class: Peer-review rough drafts.

March 1

Genre

In class:. Discuss genre (from lecture). Apply genre analysis to columns and rebuttals.

March 3

Using Sources

Using Outside Sources in your Writing
APA: "A Quick Guide to APA Documentation"

MLA Examples: "MLA Documentation Examples"

MLA Format: "MLA Documentation Format"

Quotations: "Using and Framing Direct Quotations"

In class: Examine use of sources. Discuss how sources might improve arguments in certain genres.

For next time: Turn in Project 2

March 5

Opinion Columns and Cause/Effect Arguments

Project 3 description

Review Cause/Effect Arguments.

Turn in: Project 2
In class: Examine opinion columns that make cause/effect arguments. Identify the types of arguments they use and the genre of the opinion column. Discuss how you might use these lessons to construct your own argument.
For next time: Write half a page on the topic and the basic argument that you want to advance. Identify the structure of your cause/effect argument (see the Project 3 description).

March 8

Organizing and Honing Cause-Effect Arguments

Arguments about Causes: In a Nutshell

Composition Patterns: Cause and Effect

In class: Form workgroups. These 3-4 person groups will be support groups for developing Project 3. Exchange contact information (your choice: email, phone, IM) and make plans to meet and work on projects after spring break.

In class: In your workgroups, examine the half page you wrote for this class. Discuss each group member's topic and argument, focusing on the basic cause-effect claim and the counterarguments others could make -- that is, what could have possibly caused an existing effect or what sorts of effects a proposed change might cause.

For next time: Identify one opinion column that makes a strong, convincing cause-effect argument. Bring it to class and be prepared to discuss it with your group in terms of how it makes its argument to its particular audience.

March 10

How the Pros Do It

The cause-effect column you bring in

In class: In your group, discuss the cause-effect column you brought in. How does it make its causal argument to its particular audience? What are its strengths? What are its weaknesses? Using your (now) extensive knowledge of argumentation, identify the thesis, evidence, strengths, and weaknesses of each column. Then discuss how these columns can provide guidance for writing your own cause-effect argument.

For next time: Based on the half page you've written, identify the sorts of sources you'll need to use. You may use these sources to provide evidence, to appeal to someone's authority, or to characterize arguments with which you agree or disagree.

March 12

Internet Research

In class: Now that you've identified the types of sources you'll need, use a web browser to search for appropriate sources. Remember to look for authoritative sources -- articles published by known authorities on respected news sites (CNN.com, nytimes.com, etc.) rather than conspiracy theories posted by an unknown person on geocities.com, for instance.

March 15

Spring Break

March 17

Spring Break

March 19

Spring Break

March 22

Crafting Your Cause-Effect Argument

Bring: A typewritten first draft in which you outline your argument and the evidence you'll use.
In class: Now that you have critiqued others' cause-effect arguments, it's time to lay yours on the line. Be prepared to discuss your argument in terms of its structure (see the Project 3 assignment sheet), its evidence, and the strengths of the causal links you've discussed.

For next time: Email me and your workgroup with the titles of the sources you plan to use. Include web addresses if possible.

March 24

Workgroups Meet.
On this day, workgroups will meet and examine each others' arguments. I will be at CCCC but will keep in touch via email.

In class: Bring the sources you're using for the paper and discuss whether they offer the authority and specificity you need to help sustain your argument.
For next time: Drawing on your workgroup's comments, refine your draft and bring typed copies for all members of your workgroup.

March 26

Workgroups Meet.
On this day, workgroups will meet and critique each others' arguments. I will be at CCCC but will keep in touch via email.

In class: Based on each others' drafts, write a one-paragraph critique of the other group members' arguments, focusing on how strong their cause-effect links are.

For next time: Email your one-paragraph critiques to me.

For next time: Read and analyze the readings on the thimerosal debate. How does each essay argue for or against the cause/effect link? How do they handle dialogue, both among themselves and in their appeals to medical authorities?

March 29

Case Study: The Thimerosal Debate

OpinionJournal: The Politics of Autism

"Statement By Safe Minds on 'The Politics Of Autism'"

National Autism Association Grassroots Center: Call to Action

"Autism and Vaccines"

In class: Be prepared to discuss the thimerosal case, both in the large group and in workgroups.

For next time: Select one of the papers from your workgroup. All members should identify and bring articles and essays that belong to the dialogue that paper joins. Be prepared to discuss the dialogue and how the paper relates to these other essays.

March 31

Case Studies: Your Workgroup's Cases

Appropriate sources for this paper.

In class: In workgroups, describe the dialogue and discuss how the selected paper fits into it. Look for ways to strengthen ties to the dialogue.

For next time: Select the other papers from your workgroup. Bring articles and essays that belong to their dialogues. Be prepared to discuss the dialogues and how the papers relate to these other essays.

April 2

Case Studies: Your Workgroup's Cases

Appropriate sources for these papers.

In class: In workgroups, describe the dialogues and discuss how the selected papers fit into it. Look for ways to strengthen ties to the dialogues.

For next time: Turn in draft of Project 3.

April 5

Testing Your Argument

Turn in: Rough draft of Project 3

In class: Peer-review rough drafts, particularly examining the cause-effect links and the argument structure.

April 7

Editing and Proofreading

Editing and Proofreading Strategies

Is Your Paper Ready to be Turned In?

In class: Discuss strategies for revising and proofreading. In groups, discuss comments and review ways to improve papers.

April 9

Strengths and Weaknesses

In class: Receive marked rough drafts and discuss with group. Formulate strategies for improving.

For next time: Address comments on rough draft, either by taking detailed notes toward a revision or by actually revising the paper.

April 12

Finishing Up

Turn in: Copy of revision notes or revisions.

In groups: Go over revision notes or revisions. Evaluate direction of revisions.

For next time: Turn in Project 3

April 14

Evaluative Arguments

Project 4 description

Writing Academic Evaluations

Turn in: Project 3
In class: Look at evaluative arguments: product reviews, media campaigns, summary reports for school districts, and environmental evaluations. Identify the criteria used to make the evaluations.

For next time: Do some research on policies in the Austin area. Come up with a short list of 3-4 possible policies to evaluate.

April 16

Criteria for Evaluative Arguments

In class: Discuss the possible policies and what criteria could be used to evaluate them. Match criteria to potential audiences.

For next time: Select one policy. Identify an audience who would be interested in an evaluation of the policy, then list 3-5 possible criteria and types of evidence (i.e., ways to measure or describe the criteria).

April 19

Matching Audiences, Criteria, and Evidence

Turn in: List of criteria and evidence.

In class: Discuss the policy, audience, criteria, and evidence types you have identified. Do these align? That is, can you show that this audience is interested in evaluating this policy according to these criteria, and that these evidence types are suitable for doing so?

In groups: For each project, determine whether these elements are aligned and work to bring them into alignment.

For next time: Determine what evaluative arguments, if any, have been made on this subject. How will you distinguish your argument from theirs?

April 21

Refining Criteria and Evidence

In class: Discuss your criteria and evidence. Do the criteria need to be narrowed in order to be useful? (For instance, "effectiveness" is not a useful criterion because it's usually not clear what makes something effective. "Frequency of use" is a clearer criterion.) Upon what evidence can you draw as you evaluate the policy according to the criteria?

For next time: Bring an outline of your argument. Cover the parts of the evaluative argument. In particular, write a paragraph on each of the criteria so that we can understand what you mean by them.

April 23

Parts of an Evaluation

Parts of an Evaluation

Turn in: Outline

In groups: Examine the argument for weaknesses, keeping the audience in mind.

For next time: Based on the outline, develop the sections on criteria and evidence.

April 26

Developing a Comparison

Comparison and Contrast

In class: Based on what you've written on criteria and evidence, develop a comparison/contrast.

For next time: Refine your comparison/contrast and, based on that, write a strong evaluative thesis.

April 28

The Thesis of an Evaluative Argument

In groups: Discuss your thesis and demonstrate how it relates to the comparison/contrast. Critique others' theses.

For next time: Turn in Project 4 draft.

April 30

Workshopping the Draft

Turn in: Project 4 rough draft

May 3

Strengths and Weaknesses

In class: Receive marked rough drafts and discuss with group. Formulate strategies for improving.

For next time: Address comments on rough draft, either by taking detailed notes toward a revision or by actually revising the paper.

May 5

Finishing Up

In groups: Go over revision notes or revisions. Evaluate direction of revisions.

For next time: Turn in Project 4

May 7

Post-Mortem and Teacher Evaluations

Turn in: Project 4

Date

Topic and Activities

Today's Readings

Assignment

Date	Topic and Activities	Today's Readings	Assignments & Exercises
January 19-30	See notes from Robert Brown's class meetings.
February 2	Multiple Audiences		In class: The "Dean Scream", remixes, and official Dean site. The presidential match guide. For next time: Rough draft of Project 1
February 4	Peer Reviews	Evaluative criteria Rhetorical terms	Turn in: Rough draft of Project 1 In class: In groups, critically review each others' drafts. Look in particular for the parts of the argument. Use the evaluative criteria and rhetorical terms handouts to guide your reviews.
February 6	Audiences	Writing @CSU: Audience	In class: Based on the reading, discuss (a) the audience of the ad you're analyzing and (b) the audience of the paper you're writing.
February 9	Reviewing and Revising	Reviewing and Revising Your Argument Quality Paper: Criteria	In class: Discuss rough drafts.
February 11	Editing and Proofreading	Editing and Proofreading Strategies Is Your Paper Ready to be Turned In?	In class: Discuss strategies for revising and proofreading. In groups, discuss comments and review ways to improve papers. For next time: Turn in Project 1.
February 13	Fallacies	Project 2 description Reading 2 in course packet Rhetorical Fallacies	Turn in: Project 1 final draft In class: Examine arguments in Daily Texan, find fallacies. For next time: Select an editorial or column in the Daily Texan to rebut. Bring notes on how you might rebut it, particularly in terms of examining fallacies.
February 16	Rebuttals	Reading 3 in course packet Copyeditor's marks (for understanding comments on Project 1). An Introduction to Rebuttals	In class: In groups, select a letter to the editor or a column and construct a rebuttal outline. For next time: Based on the in-class work, develop the outline of Project 2.
February 18	Writing Situations and Rebuttals	Overview: Understanding Writing Situations	In class: In groups, examine the outlines for Project 2. Discuss strengths and weaknesses of the arguments, particularly taking into account the audience(s) you're trying to reach and the "conversation" in which you've engaged. For next time: Based on the reading, take notes on the purpose of your paper. Flesh out the outline.
February 20	Purpose	Introduction: Purpose	In class: Discuss your purpose for writing this rebuttal. Besides a grade in the class, that is. Are you trying to inform, explain, persuade, problem-solve, mediate, etc.? Discuss how answering this question will help to shape your rebuttal. For next time: Based on the reading on focus, evaluate the focus of your paper. Are you trying to argue too much? Are you beeing too nit-picky? Take notes on your latest draft.
February 23	Focus	Introduction: Focus Project 2 worksheet	In class: Bring your column and the draft of your rebuttal. Evaluate each others' focus. For next time: Based on the reading, examine the organization of the original column/editorial and of your paper(s). Put a name to each text's organization. Note any organizational problems -- if you can't neatly categorize the organization pattern, it might mean that the paper is not well organized.
February 25	Organization	Introduction: Organization	In class: Critique the organization of the original piece. Critique each others' organization. Identify improvements. For next time: Based on class discussion, improve the organization of your paper.
February 27	Peer Review	Introduction: Peer Review	Turn in: Rough draft of Project 2 In class: Peer-review rough drafts.
March 1	Genre		In class:. Discuss genre (from lecture). Apply genre analysis to columns and rebuttals.
March 3	Using Sources	Using Outside Sources in your Writing APA: "A Quick Guide to APA Documentation" MLA Examples: "MLA Documentation Examples" MLA Format: "MLA Documentation Format" Quotations: "Using and Framing Direct Quotations"	In class: Examine use of sources. Discuss how sources might improve arguments in certain genres. For next time: Turn in Project 2
March 5	Opinion Columns and Cause/Effect Arguments	Project 3 description Review Cause/Effect Arguments.	Turn in: Project 2 In class: Examine opinion columns that make cause/effect arguments. Identify the types of arguments they use and the genre of the opinion column. Discuss how you might use these lessons to construct your own argument. For next time: Write half a page on the topic and the basic argument that you want to advance. Identify the structure of your cause/effect argument (see the Project 3 description).
March 8	Organizing and Honing Cause-Effect Arguments	Arguments about Causes: In a Nutshell Composition Patterns: Cause and Effect	In class: Form workgroups. These 3-4 person groups will be support groups for developing Project 3. Exchange contact information (your choice: email, phone, IM) and make plans to meet and work on projects after spring break. In class: In your workgroups, examine the half page you wrote for this class. Discuss each group member's topic and argument, focusing on the basic cause-effect claim and the counterarguments others could make -- that is, what could have possibly caused an existing effect or what sorts of effects a proposed change might cause. For next time: Identify one opinion column that makes a strong, convincing cause-effect argument. Bring it to class and be prepared to discuss it with your group in terms of how it makes its argument to its particular audience.
March 10	How the Pros Do It	The cause-effect column you bring in	In class: In your group, discuss the cause-effect column you brought in. How does it make its causal argument to its particular audience? What are its strengths? What are its weaknesses? Using your (now) extensive knowledge of argumentation, identify the thesis, evidence, strengths, and weaknesses of each column. Then discuss how these columns can provide guidance for writing your own cause-effect argument. For next time: Based on the half page you've written, identify the sorts of sources you'll need to use. You may use these sources to provide evidence, to appeal to someone's authority, or to characterize arguments with which you agree or disagree.
March 12	Internet Research		In class: Now that you've identified the types of sources you'll need, use a web browser to search for appropriate sources. Remember to look for authoritative sources -- articles published by known authorities on respected news sites (CNN.com, nytimes.com, etc.) rather than conspiracy theories posted by an unknown person on geocities.com, for instance.
March 15	*Spring Break*
March 17	*Spring Break*
March 19	*Spring Break*
March 22	Crafting Your Cause-Effect Argument		Bring: A typewritten first draft in which you outline your argument and the evidence you'll use. In class: Now that you have critiqued others' cause-effect arguments, it's time to lay yours on the line. Be prepared to discuss your argument in terms of its structure (see the Project 3 assignment sheet), its evidence, and the strengths of the causal links you've discussed. For next time: Email me and your workgroup with the titles of the sources you plan to use. Include web addresses if possible.
March 24	Workgroups Meet. On this day, workgroups will meet and examine each others' arguments. I will be at CCCC but will keep in touch via email.		In class: Bring the sources you're using for the paper and discuss whether they offer the authority and specificity you need to help sustain your argument. For next time: Drawing on your workgroup's comments, refine your draft and bring typed copies for all members of your workgroup.
March 26	Workgroups Meet. On this day, workgroups will meet and critique each others' arguments. I will be at CCCC but will keep in touch via email.		In class: Based on each others' drafts, write a one-paragraph critique of the other group members' arguments, focusing on how strong their cause-effect links are. For next time: Email your one-paragraph critiques to me. For next time: Read and analyze the readings on the thimerosal debate. How does each essay argue for or against the cause/effect link? How do they handle dialogue, both among themselves and in their appeals to medical authorities?
March 29	Case Study: The Thimerosal Debate	OpinionJournal: The Politics of Autism "Statement By Safe Minds on 'The Politics Of Autism'" National Autism Association Grassroots Center: Call to Action "Autism and Vaccines"	In class: Be prepared to discuss the thimerosal case, both in the large group and in workgroups. For next time: Select one of the papers from your workgroup. All members should identify and bring articles and essays that belong to the dialogue that paper joins. Be prepared to discuss the dialogue and how the paper relates to these other essays.
March 31	Case Studies: Your Workgroup's Cases	Appropriate sources for this paper.	In class: In workgroups, describe the dialogue and discuss how the selected paper fits into it. Look for ways to strengthen ties to the dialogue. For next time: Select the other papers from your workgroup. Bring articles and essays that belong to their dialogues. Be prepared to discuss the dialogues and how the papers relate to these other essays.
April 2	Case Studies: Your Workgroup's Cases	Appropriate sources for these papers.	In class: In workgroups, describe the dialogues and discuss how the selected papers fit into it. Look for ways to strengthen ties to the dialogues. For next time: Turn in draft of Project 3.
April 5	Testing Your Argument		Turn in: Rough draft of Project 3 In class: Peer-review rough drafts, particularly examining the cause-effect links and the argument structure.
April 7	Editing and Proofreading	Editing and Proofreading Strategies Is Your Paper Ready to be Turned In?	In class: Discuss strategies for revising and proofreading. In groups, discuss comments and review ways to improve papers.
April 9	Strengths and Weaknesses		In class: Receive marked rough drafts and discuss with group. Formulate strategies for improving. For next time: Address comments on rough draft, either by taking detailed notes toward a revision or by actually revising the paper.
April 12	Finishing Up		Turn in: Copy of revision notes or revisions. In groups: Go over revision notes or revisions. Evaluate direction of revisions. For next time: Turn in Project 3
April 14	Evaluative Arguments	Project 4 description Writing Academic Evaluations	Turn in: Project 3 In class: Look at evaluative arguments: product reviews, media campaigns, summary reports for school districts, and environmental evaluations. Identify the criteria used to make the evaluations. For next time: Do some research on policies in the Austin area. Come up with a short list of 3-4 possible policies to evaluate.
April 16	Criteria for Evaluative Arguments		In class: Discuss the possible policies and what criteria could be used to evaluate them. Match criteria to potential audiences. For next time: Select one policy. Identify an audience who would be interested in an evaluation of the policy, then list 3-5 possible criteria and types of evidence (i.e., ways to measure or describe the criteria).
April 19	Matching Audiences, Criteria, and Evidence		Turn in: List of criteria and evidence. In class: Discuss the policy, audience, criteria, and evidence types you have identified. Do these align? That is, can you show that this audience is interested in evaluating this policy according to these criteria, and that these evidence types are suitable for doing so? In groups: For each project, determine whether these elements are aligned and work to bring them into alignment. For next time: Determine what evaluative arguments, if any, have been made on this subject. How will you distinguish your argument from theirs?
April 21	Refining Criteria and Evidence		In class: Discuss your criteria and evidence. Do the criteria need to be narrowed in order to be useful? (For instance, "effectiveness" is not a useful criterion because it's usually not clear what makes something effective. "Frequency of use" is a clearer criterion.) Upon what evidence can you draw as you evaluate the policy according to the criteria? For next time: Bring an outline of your argument. Cover the parts of the evaluative argument. In particular, write a paragraph on each of the criteria so that we can understand what you mean by them.
April 23	Parts of an Evaluation	Parts of an Evaluation	Turn in: Outline In groups: Examine the argument for weaknesses, keeping the audience in mind. For next time: Based on the outline, develop the sections on criteria and evidence.
April 26	Developing a Comparison	Comparison and Contrast	In class: Based on what you've written on criteria and evidence, develop a comparison/contrast. For next time: Refine your comparison/contrast and, based on that, write a strong evaluative thesis.
April 28	The Thesis of an Evaluative Argument		In groups: Discuss your thesis and demonstrate how it relates to the comparison/contrast. Critique others' theses. For next time: Turn in Project 4 draft.
April 30	Workshopping the Draft		Turn in: Project 4 rough draft
May 3	Strengths and Weaknesses		In class: Receive marked rough drafts and discuss with group. Formulate strategies for improving. For next time: Address comments on rough draft, either by taking detailed notes toward a revision or by actually revising the paper.
May 5	Finishing Up		In groups: Go over revision notes or revisions. Evaluate direction of revisions. For next time: Turn in Project 4
May 7	Post-Mortem and Teacher Evaluations		Turn in: Project 4
Date	Topic and Activities	Today's Readings	Assignment

RHE 306 (Unique ID# 40855)