Welcome to Rhetoric and Composition 120, the second course in USF’s first-year college writing sequence! In this class you will further develop practices of critical reading and academic writing introduced in RHET 110 by writing essays of greater length in response to readings and discussions of greater complexity. You will gain further practice in developing ideas for your writing, drafting and revising, editing and proofreading, academic research, and scholarly documentation. You will do so by engaging in writing projects that require you to respond to a variety of challenging texts from a range of traditions, historical periods, and fields of study.
Texts:
Austin, Reading the World, 3rd edition (Norton)
Clines and Cobb, Research Writing Simplified, 8th edition (Pearson/Longman)
Strunk and White, The Elements of Style, 4th edition (Pearson)
Obtain these texts as soon as possible if you have not already (making sure to get correct editions). Supplementary texts and resources will be added on Canvas (look under “Pages” for “Supplementary Resources”).
Course Description: With a firm basis in the elements of rhetoric, critical reading, written argumentation, and library research established in RC 110, students in RC 120 learn to compose more ambitious arguments responding to and incorporating sources of greater number, length, complexity, and variety. In order to meet the demands of advanced academic discourse, students also (a) develop skills in critical analysis of challenging non-fiction prose texts from a range of disciplinary perspectives and subjects, with a particular focus on the linguistic and rhetorical strategies employed in these texts, and (b) conduct extensive library research in the process of planning and composing sophisticated academic papers. Students will also gain practice editing for stylistic fluency in accordance with conventions of advanced academic prose. Finally, students develop greater independence in formulating strategies for revision and expansion of written arguments.
Learning Outcomes:
Over the course of the term, you will develop capability in the following areas:
1) Critical analysis of academic discourse: Students critically analyze linguistic and rhetorical strategies used in long and complex texts from a variety of genres, subjects, and fields. [met primarily in essays #1 and #2, and in reading responses]
2) Integrating multiple academic sources: Students incorporate multiple texts of length and complexity within a unified argumentative essay, addressing connections and differences among them. [met primarily in essays #2 and #3]
3) Academic research: Students develop sophisticated research questions and compose substantial arguments in response to those questions, incorporating extensive independent library research and demonstrating mastery of standard academic documentation modes. [met in essay #3 and annotated bibliography]
4) Style: Students edit their own prose to achieve a clear and mature writing style in keeping with the conventions of academic and/or professional discourse. [met in all three major essays and in in-class exercises focusing on style issues]
5) Revision: Students develop their own revision strategies for extending and enriching early drafts and for producing polished advanced academic writing. [met in all three major essays]
Work for the Course:
Reading: This course requires writing in response to often challenging texts from varying historical periods, cultural traditions, and fields of inquiry. In order to write substantive essays, you will need to read and think about these texts carefully. These texts are not easy reading. Therefore, we will spend a fair amount of time in class preparing for your essays by discussing assigned texts. Your goals will be to understand the arguments made in the texts, evaluate those arguments, and often form arguments of your own in turn. In addition to class discussions, short informal writing assignments will aid you in understanding and responding to assigned readings (see “reading responses” below).
Writing: This course requires two kinds of writing assignments: formal and informal. Formal assignments include three major essays. Essay #1 (5+pages) requires a critical response to one or two texts read and discussed in class. Essay #2 (6+pages) similarly requires a critical response, though you will need to address arguments in two or more texts. Essay #3 (9+pages) requires a research-based argument that addresses issues raised in class reading and discussion and that incorporates at least seven sources. For essay #3, you will compose a brief annotated bibliography. Instructions for the essay and annotated bibliography assignments will be posted on Canvas, where you will also submit completed versions of them.
There are two kinds of informal writing assignments. First, you will complete eight (8) reading responses, in which you will respond to questions regarding assigned readings from our main textbook (Austin’s Reading the World). These questions will help you develop your understanding of the texts and begin framing responses to them (thereby laying groundwork for formal essays). Questions for these responses will be posted on Canvas (under “Assignments/Reading Responses”), where you will also submit your completed assignments. Also, roughly fifteen (15) unannounced in-class exercises will be required over the course of the term. These will serve a range of purposes, including but not limited to thesis generation, editing and proofreading exercises, responses to sample essays, and practice in documenting sources.
Course Policies:
E-mail and Canvas Access: Please be sure to check your USF e-mail account and our Canvas page regularly. I will frequently send messages (e. g., assignment reminders, notices of schedule changes, etc.) to the class via Canvas e-mail. Be sure you are able to access the course’s Canvas site, which will allow you to obtain crucial course documents (all reading response prompts, essay assignments, useful web links, etc.).
Attendance: Since much of our learning this semester will take place in classroom discussions and exercises, attendance is essential. Of course, situations arise that may make attending a particular day difficult or impossible. Therefore, you may miss up to four (4) class periods (equal to two weeks of class) with no penalty to your grade. In-class work missed due to such absences may NOT be made up. Each such unexcused absence beyond the fourth will result in the loss of one third of a letter from your final course grade. Exception: When representing the University of San Francisco in intercollegiate competition (e.g., athletics, debate), students shall be excused from classes on the hours or days such competition takes them away from classes. However, such students shall be responsible for advising their professors regarding anticipated absences and for arranging to complete course work for classes, laboratories, and/or examinations missed. A limited number of absences due to medical reasons or personal emergencies may also be excused. Absence due to religious observation will also be excused. Also, please be on time to class. Three instances of tardiness will count as one absence.
Academic Integrity: As a Jesuit institution committed to cura personalis–the care and education of the whole person–USF has an obligation to embody and foster the values of honesty and integrity. USF upholds the standards of honesty and integrity from all members of the academic community. All students are expected to know and adhere to the University’s Honor Code. You can find the full text of the code online at www.usfca.edu/fogcutter. As it particularly pertains to the Program in Rhetoric and Composition, the policy covers:
• Plagiarism—intentionally or unintentionally representing the words or ideas of another person as your own; failure to properly cite references; manufacturing references
• Working with another person when independent work is required
• Submission of the same paper in more than one course without the specific permission of each instructor
• Submitting a paper written by another person or obtained from the internet.
The penalties for violation of the policy may include a failing grade on the assignment, a failing grade in the course, and/or a referral to the Dean and the Committee on Student Academic Honesty. In addition, a letter will be sent to the Associate Dean for Student Academic Services; the letter will remain in your file for two years after you graduate, after which you may petition for its removal.
Students with Disabilities:
f you are a student with a disability or disabling condition, or if you think you may have a disability, please contact USF Student Disability Services (SDS) at 415 422-2613 within the first week of class, or immediately upon onset of disability, to speak with a disability specialist. If you are determined eligible for reasonable accommodations, please meet with your disability specialist so they can arrange to have your accommodation letter sent to me, and we will discuss your needs for this course. For more information, please visit: http://www.usfca.edu/sds
The Writing/Speaking Center and other resources: The Writing Center is located in 215 Cowell Hall. Their appointment number is 422-6713. A Writing Center Consultant is also available for drop-in hours in the library from 1-4 pm, Monday through Thursday. Writing Center Consultants are there to give you feedback on any part of the writing process from generating ideas to organizing to editing. Writing Center Consultants will help you with drafts-in-progress. The best time to use the Writing Center is well before the final draft is due. There is also a Speaking Center (limited hours at the present time) for assistance with oral presentations in any class, including Public Speaking and Oral Skills. The center is located in Malloy 106. Various workshops in reading and writing are available to assist students with academic writing, reading, and speaking: See the schedule of classes for times and days for RHET 100, 101, 105, 107. Various student success workshops are offered by CASA.
Confidentiality, Mandatory Reporting, and Sexual Assault
As an instructor, one of my responsibilities is to help create a safe learning environment on our campus. I also have a mandatory reporting responsibility related to my role as a faculty member. I am required to share information regarding sexual misconduct or information about a crime that may have occurred on USFs campus with the University. Here are other resources:
• To report any sexual misconduct, students may visit Anna Bartkowski (UC 5th floor) or see many other options by visiting our website: www.usfca.edu/student_life/safer
• Students may speak to someone confidentially, or report a sexual assault confidentially by contacting Counseling and Psychological Services at 415-422-6352.
• To find out more about reporting a sexual assault at USF, visit USFs Callisto website at: www.usfca.callistocampus.org.
• For an off-campus resource, contact San Francisco Women Against Rape (SFWAR) (415) 647-7273 (www.sfwar.org).
Evaluation and Grading:
Evaluating Major Essays and Informal Writing. The three major essays will each be graded according to the five following criteria:
• Clear articulation of and focus on an arguable and insightful claim/thesis about the texts, ideas, and issues discussed in the essay;
• Thorough development and support of the essay’s claim/thesis with sufficient, relevant, and well integrated evidence from appropriate sources (e. g., class texts, library and internet research, and perhaps observations and experiences);
• Acknowledgement of and response to questions or perspectives that challenge or complicate the main claim/thesis of the essay;
• Clear and logical organization of the main argument or analysis conducted in the essay, including effective use of transitions between main points and establishment of paragraph focus using clear topic sentences;
• Careful editing for grammatical correctness, minimal mechanical errors, clarity and academic maturity of style, and proper documentation of sources.
To receive a grade of “A,” essays must be very strong or exceptional in all five areas, going beyond the basic expectations of the assignment in depth and rigor. “B” papers will be strong in most areas, perhaps exceptional in two or three and with lapses in one or two others. Papers receiving a grade of “C” will be roughly adequate in most or all areas, perhaps showing signs of haste or lack of focus. “D” papers will perform poorly in several or all areas, showing evidence of some effort but not meeting the basic requirements of the assignment. Grades of “F” will be assigned to papers that clearly fail to meet most or all criteria or to address the essential task of the assignment. An “F” will also be assigned when a paper is determined to be plagiarized and when a paper is not turned in. Letter grades will correspond to a traditional four-point scale (see below).
Reading responses and in-class exercises will be graded on a two-point system based on effort and completeness. A grade of two points will be assigned for reports that show a strong attempt to understand and respond to assigned reading and for exercises that fully address the task assigned. A grade of one point will be assigned for those that exhibit less effort or for reading reports completed late. (Note: In-class writings may not be made up except in the case of excused absence). A grade of zero will be assigned if the exercise is not completed. The total numerical scores for all responses and for all ices will be converted to proportional four-point scores and assigned the corresponding letter grades (see letter grade four-point scale below).
Computing Final Grades: Each student’s final letter grade will be computed according to the following percentage breakdown:
Essay #1 25%
Essay #2 25%
Essay #3 30%
Annotated Bibliography (for essay #3) 10%
Reading Responses 5%
In-Class Exercises 5%
Final grades will be based on the following four-point scale:
A=4.0, A-=3.75, B+=3.25, B=3.0, B-=2.75, C+=2.25, C=2.0, C-=1.75, D+=1.25, D=1.0, D-=0.75, F=0.0
Late Work: Formal essay assignments (including the annotated bibliography) turned in after official due dates will lose one third of a letter grade for each day that they are late. Late reading responses will receive half credit (see above). In-class exercises may not be made up, except in the case of excused absences (see “Attendance” above).
Extensions: Each student will be granted a one-day (one weekday) extension to be used for a draft or final version of a major essay assignment at any point in the semester each time he or she volunteers to share an essay with the class when instructor requests volunteers to share sample work.
Assignment Schedule:
Below is a schedule of class sessions, including all reading and major writing assignments. Note that reading must be completed before the class period for which it is assigned (e. g., you should come to class on Thursday, January 28 having read Mo Tzu, Boethius, and Shikibu, with reading response #1 completed). Reading assignments are indicated by abbreviated title and page numbers. Readings from Austin’s Reading the World are indicated by “RW,” those from Strunk and White’s Elements of Style by “ES,” and those from Clines and Cobb’s Research Writing Simplified by “RWS.” This schedule is subject to revision by the instructor at any time during the semester. (Note: Assigned textbook readings may contain questions or exercises. You do NOT need to complete these, though you may feel free to read them. We may refer to or discuss some in class, but they need NOT be completed with the assigned reading.)
Students are expected to spend a minimum of 2 hours outside of class in study and preparation of assignments for each hour in class. In a 4 unit class, assignments have been created with the expectation that students will engage in approximately 8 hours of out-of-class work per week; in a 2 unit class, students should expect to spend approximately 4 hours per week outside of class in study and preparation.
1/26 T Introductions; overview of course structure and policies; introductory reading and writing exercise; read Plato handout (from Republic, Book X).
1/28 Th Begin reading and discussion for essay #1 assignment (Topic: Arts, Value, and Society); read Mo Tzu, “Against Music” (RW 236-41), Boethius, “from Of Music” (RW 242-47) and Shikibu, “On the Art of the Novel” (RW 248-52); reading response #1 due. [Friday 1/29 is the last day to add classes]
2/2 T Continue reading and discussion for essay #1 assignment; read Tolstoy, “from What Is Art?” (RW
265-70), Burke, “from The Sublime and the Beautiful” (RW 256-61), and Scarry, “from On Beauty and
Being Just” (RW 279-85); reading response #2 due; essay #1 assignment posted.
2/4 Th Develop content for essay #1 draft; drafting theses and summaries; read Austin on summary,
thesis development, and introductions (RW 617, 628-41). Developing textual and other support for
essay #1; developing body paragraphs; bring RW to class.
2/9 T Review and develop drafts of essays; bring drafts of essay #1 in progress to class for work session; draft of essay #1 due by midnight on Canvas.
2/11 Th Workshop: Discussion of writing samples and revision strategies; read Austin on revision (RW 702-5). [Friday 2/12 is the census date—last day to drop class with tuition refund and without “W” on transcript.]
2/16 T Drafts of essay #1 returned; editing and proofreading review; bring RWS and ES to class.
2/18 Th Continue editing and proofreading; bring ES and at least two pages of draft of essay #1 in progress to class.
2/23 T Begin reading and discussion for essay #2 assignment (Topic: Human Nature and Human Society); read Mencius, “Man’s Nature is Good” (RW 78-83) and Hsun Tzu, “Man’s Nature is Evil” (RW 84-93); reading response #3 due.
2/25 Th Continue reading and discussion for essay #2 assignment; read Hobbes, “from Leviathan” (RW 94-99) and Locke, “Of Ideas” (RW 100-103); reading response #4 due.
Final version of essay #1 due Friday, 2/26 on Canvas.
3/1 T Continue reading and discussion for essay #2 assignment; read de Pizan, “from The Treasure of the City of Ladies” (RW 397-404) and Machiavelli, “from The Prince” (RW 405-13); reading response #5 due.
3/3 Th Continue reading and discussion for essay #2 assignment; read Benedict, “The Individual and the Pattern of Culture” (RW 112-22) and Mead, “Warfare: An Invention – Not a Biological Necessity” (RW 500-507); reading response #6 due.
3/8 T Continue reading and discussion for essay #2 assignment; read Carr, “A Thing Like Me” (RW 123-133); reading response #7 due; essay #2 assignment posted. Develop ideas for essay #2 draft; read Austin on synthesizing ideas (RW 668-680).
3/10 Th Developing content for essay #2; bring RW to class; work on draft of essay #2.
3/11 Friday Essay #2 draft due by midnight on Canvas.
3/14 to 3/18 – Spring Break (no class)
3/22 T Workshop: Discussion of writing samples and revision strategies.
3/24 Th Draft of essay #2 returned; stylistic editing; bring ES to class.
3/29 T Continue stylistic editing; bring ES. Revision workshop; bring draft of essay #2 and RW to class.
Select topic groups for next unit.
3/31 Th Begin reading and discussion for essay #3 assignment; group A (Topic: Environment and Ethics)
attends and reads Carson, “The Obligation to Endure” (RW 328-335) and Maathai, “Foresters without Diplomas” (RW 363-73); reading response #8a due for group A; groups B and C do not attend.
4/5 T Continue reading and discussion for essay #3 assignment; group B (Topic: Economics, Equality, and Justice) attends and reads Po-Chu-I, “The Flower Market” (RW 545-47), Gandhi, “Economic and Moral Progress” (RW 560-67), and Weil, “Equality” (RW 571-74); reading response #8b due for group B; groups A and C do not attend.
Wednesday, 4/6: Final version of essay #2 due on Canvas by midnight.
4/7 Th Continue reading and discussion for essay #3 assignment; group C (topic: War, Conflict, and Justice) attends and reads Aquinas, “from Summa Theologica” (RW 484-87), Tutu, “Nuremberg or National Amnesia: A Third Way” (RW 450-59), and Karman, “Nobel Lecture” (RW 524-32); reading response #8c due for group C; groups A and B do not attend.
4/12 T Whole class meets again; generating ideas for essay #3; bring RW to class; essay #3 assignment
posted.
4/14 Th Library research session; class meets in library electronic classroom; last day to drop classes.
4/19 T Review end-of-text documentation; bring RWS to class. Identifying and reading scholarly sources; bring one scholarly source to class.
4/21 Th Annotated bibliography for essay #3 due; in-text documentation and academic honesty review; read Clines and Cobb on plagiarism (RWS 20-23). Planning and drafting essay #3; bring sources and notes to class.
4/26 T Draft of essay #3 due.
4/28 Th Discussion of revision strategies and writing samples.
5/3 T Drafts of essay #3 returned; stylistic editing; bring ES to class.
5/5 Th Revision jumpstart; bring copy of essay #3 in progress to class.
5/10 T Second academic honesty review; bring RWS to class
5/12 Th Documentation check for essay #3; bring at least two pages of essay #3 in progress, draft of works cited/references list, and RWS to class; last day of class.
Final version of essay #3 due Thursday, May 19.
Are you looking for a similar paper or any other quality academic essay? Then look no further. Our research paper writing service is what you require. Our team of experienced writers is on standby to deliver to you an original paper as per your specified instructions with zero plagiarism guaranteed. This is the perfect way you can prepare your own unique academic paper and score the grades you deserve.
Use the order calculator below and get started! Contact our live support team for any assistance or inquiry.
[order_calculator]