• to develop analytical and critical strategies for reading complex texts with varied sources of information, multiple perspectives, and complicated arguments

• to identify and analyze the structure of analysis and arguments in a variety of texts and media, identifying authors’ claims, evidence, appeals, organization, and style, and evaluating their persuasive effect

• to consider the rhetorical situation for any given piece of writing, including audience, purpose, and context

• to conduct research by finding and evaluating print and electronic sources, generating information and ideas from research, and synthesizing them with respect to the topic and ideas of the writer

• to write effectively in multiple analytical and argumentative genres, generating a clearly defined topic and purpose/thesis, organizing and developing complex content and reasoning, and using standard text conventions for academic writing

• to use a flexible writing process that includes generating ideas, writing, revising, providing/responding to feedback in multiple drafts, and editing text and tone for multiple audiences

• to make productive use of a varied set of technologies for research and writing

• Regular Internet access, either at home or through a lab or a library, and logging in to Blackboard at least twice weekly.
• You will need a two-pocket folder to keep your papers in and to construct your portfolio.
• You should have access to Adobe Acrobat Reader in order to read electronic texts. This program is available for free download at http://www.adobe.com/products/acrobat/readstep2.html.

• Paper # 1 -- Analysis paper (research-based)    3 pages
  • Analysis of the rhetorical situation of a text or speech.
• Paper # 2 -- Argument paper 1 (research-based)   3 pages
  • Using one of our texts as a touchstone, construct an argument in response to it, either amplifying its points, refuting it, or constructing a sensitive and sensible combination of the two.
• Paper # 3 – Review paper (research-based) 5 pages
  • Choosing one of the electronic readings we have done you will research and write a summary and review of the entire work from which it was taken. 
• Paper # 4 -- Argument paper 2 (research-based)   10 pages
  • What is argument? How is it applicable to the process of education, of civic duty? What forms does it take? How does it matter to your future?
• Class Participation (see description below)
• Presentation
  • You will do a 15 minute presentation based on either your work for Paper #3 or Paper #4. 
• Portfolio:As you accumulate drafts, papers, and peer reviews you will organize them in your 2-pocket folder.  Any rewrites that you choose to do will also be maintained in this folder. Each time you turn in your paper, you will do so in the folder and the folder will contain all of your previous work and any revisions to previous work. At the end of the semester, a substantial portion of your grade will be determined by the final results of your portfolio including revisions, drafts, peer reviews, corrections, and the completion of the error chart.  You will receive additional instruction on this on the third day of class.

• Class participation will include being present for activities, turning in assignments on time, participating in presentations, and providing constructive criticism and relevant, insightful commentary.  It also includes engaging the material fully, asking questions, and classroom decorum.  Classroom decorum (or rule):  if you are speaking in class, what you say must be heard by ALL EARS IN THE ROOM.  Speak up when you are contributing to class discussion and realize that you are not just talking to your instructor. In many ways it is your classmates who are going to teach you the most, so make connections and respect each other.  Respect includes allowing others to speak if you are someone who tends to dominate conversations.  Striving for balance in classroom participation takes work, human kindness, and respect.
• expectations for papers: Papers should be typed in 12 pt. font, double spaced, numbered, with the first page formatted as you see it in The SF Writer on page 335. No title pages for MLA formatted papers. Papers should be formatted with a staple and turned in with your portfolio.
• late papers/ drafts/ revisions: A draft of the paper is due in advance of the final copy for peer review purposes and the draft date is a firm deadline.  You will receive a grade for your peer review effort, so in order to be prepared for the activity you must have a copy of your paper as complete as you can make it on your own.   It should approximate the length, argument, and content of a final paper, with the understanding that a draft of a paper is not going to be as polished as a final copy and that major revisions may take place between drafts and final copies. All papers will need to show their full paper trail and if they are turned in late, a letter grade will be subtracted. Two weeks after the deadline late papers will not be accepted. If a paper is drafted on time and the final draft turned in on time, a student may then revise the paper once after it is graded to be considered for a higher mark. Late papers can not be revised.
• making up work: Work that is done during class time and in groups can not be made up. Any quizzes given during class can not be made up.
• weight given to each graded component in the course requirements:
  • Class Participation – 10%
  • Papers (#1 = 10%; #2 = 15%; #3 = 20% #4 = 25%) – 70%
  • Presentation 10%
  • Portfolio -- 10%

• Attendance 

• Adding and dropping the course: The last day to add the course is September 15^th. You can manage your enrollment in the course, including dropping or withdrawal, through your Pipeline account (http://pipeline.wayne.edu).
• Withdrawals: Students who request withdrawals beginning with the 5th week of the term will now receive one of these notations:

• Incompletes: the mark of “I” stands for “Incomplete.” It is given when a student has not completed all of the course work necessary to fulfill the course requirements, and when there is, in the judgment of the instructor, a reasonable probability that the student can complete the course successfully without again attending regular class sessions. The responsibility for completing all course work rests entirely with the student. The mark of “I” is inappropriate if, in the instructor's judgment, it will be necessary for the student to attend subsequent sessions of the course regularly. Should regular attendance become necessary, the student must re-register for the class. Incompletes will revert to a failing grade after one calendar year for both Undergraduates and Graduate Students.  That means that work must be completed within one calendar year - there will be no extensions. The mark of “I” will be changed to a grade only when the student completes the course work as arranged with the instructor or, if the instructor has left the University, with the Chairperson of the department or Program Director. The mark of “I” which is not converted to a letter grade within one calendar year from the time it was received will be changed to an “F.”

• Plagiarism policy: First, we will go over pages 514-27 of Everything’s an Argument for our third class meeting after the introductory session (see the schedule of meetings). You will have a good understanding of plagiarism and a chance to ask questions about it. I reprint here what is said about penalties for plagiarism and academic ethics from the Undergraduate Bulletin of Wayne State:

• Computer use during class: You may bring laptops to class or use computers in the classroom only at times designated for that use.

• Cell Phones:Set cell phones to vibrate or off completely, and if you must take an emergency call, exit the classroom first.

• Email: When writing to classmates or an instructor on email, always be sure to sign your email with your first and last name.  Your email address does not always indicate who you are—especially if it shows only your Wayne State Access ID. Use the Blackboard email system for class business only.

Date	Reading Assignment due	Coursework due
T Sept. 2	None	Go over syllabus, introductions
Th Sept. 4	From Omnivore’s Dilemma by Michael Pollan.
T Sept.9	Everything’s an Argument, pp. 514-27, discussion of plagiarism, statements of the department and the university; reading from Metaphors We Live By by George Lakoff
Th Sept.11	Everything’s an Argument, pp. 3-44.
T Sept. 16	Reading from The Zookeeper’s Wife by Diane Ackerman	Peer Review #1
Th Sept. 18	Everything’s an Argument, pp. 45-77.	Paper # 1 due
T Sept.23	Reading “The Dawn of Freedom,” from The Souls of Black Folk by W. E. B. Du Bois; Everything’s an Argument, pp. 78-101.
Th Sept.25	Everything’s an Argument pp. 102-136.
T Sept. 30	Reading “Are You a Connector,” from The Tipping Point, by Malcolm Gladwell;
Th Oct. 2	Everything’s an Argument pp.139-173.
T Oct. 7	Everything’s an Argument pp.174-194.	Peer Review #2
Th Oct.9	Everything’s an Argument pp.195-216.	Paper #2 due
T Oct.14	Reading from Musicophilia, by Oliver Sacks; Everything’s an Argument pp.217-249.
Th Oct.16	Everything’s an Argument pp.250-284.
T Oct.21	Reading from In Defense of Food, by Michael Pollan; Everything’s an Argument pp.285-326
Th Oct.23	Everything’s an Argument pp.327-366.
T Oct. 28	“Politics and the English Language,” by George Orwell; Everything’s an Argument pp.369-410.
Th Oct.30	Everything’s an Argument pp. 411-440.
T Nov. 4	Everything’s an Argument pp.441-466.	Peer Review #3
Th Nov. 6	Everything’s an Argument pp.469-490.	Paper #3 due
T Nov.11	Reading from Don’t Think of an Elephant, by George Lakoff; Everything’s an Argument pp.491-511.
Th Nov.13	Student presentations
T Nov.18	“Troublemakers,” by Malcolm Gladwell
Th Nov. 20	Student presentations
T Nov. 25	No Class-- Scheduled as a Thursday	Scheduled as a Thursday
Th Nov. 27	Student Presentations	Peer Review #4
T Dec.2	Student Presentations	Paper #4 due
Th Dec.4	Student Presentations
T Dec.9	Return of 4th paper; go over Portfolios; student presentations
Th Dec.11	No Class
T Dec.16	No Class
Th Dec. 18		Portfolios are due no later than this date