ENGL 101B F22 Karki

University of Waterloo Department of English Language and Literature

ENGL 101B Introduction to Rhetorical Studies

Fall 2022 Classroom EV3-3412

Tuesdays and Thursdays, 11:30AM-12:50 PM

Instructor Information:‌

Instructor: Chitra Kumar Karki (he/him/his) Office: PAS 2217

Office Hours: Thursdays: 1PM–2PM or by appointment E-mail: ckkarki@uwaterloo.ca‌

Land Acknowledgement

I acknowledge that I work and teach on the traditional territory of the Attawandaron (Neutral), Anishinaabeg, and Haudenosaunee peoples. The University of Waterloo is situated on the Haldimand Tract, land promised and given to Six Nations, which includes six miles on each side of the Grand River.

Course Description: Introduction to Rhetoric

Throughout the semester, we will focus on some fundamental aspects of rhetoric, rhetorical analysis, and discourse Analysis (with specific attention to discourse community mapping and analysis). We will begin with some basic introductory discussions with some fundamental questions that surrounds what rhetoric is and what it does as it is used. We will do some important readings and move through contemporary thoughts and perspectives. The assigned readings would include rhetoricians who are important figures in the field of rhetoric. As we move on, it will come to our notice that the thinkers have tried to deal with some of the complex questions in many ways possible, sometimes in contrasting manners, and have made unique historical contributions.

Since antiquity, answers to the question ‘what is rhetoric’ have never been uniform and coherent. Wayne C. Booth finds that folks interested in rhetoric around the world have been confronted with “[c]ontrasting definitions of rhetoric, both as the art of discourse and as a study of its resources and consequences. . .” Aristotle would relate rhetoric to persuasive art or technique and define it as available means of persuasion. Since antiquity, with all ups and downs or with all discourses surrounding it, rhetoric has still been one of the major areas of studies for so many teachers and students across the world. Today, rhetoric is not studied and considered as just as a unitary field of study or discipline, but in its plural forms—rhetorics (Booth). When we browse through many definitions of rhetoric, one thing stands clearly out—that rhetoric deals with fundamental aspects of human interactions and communications, verbal or written or symbolic/semiotic where language comes into play in whatever way possible. Over the course of the term, we will try to understand and critically reflect on the idea of plurality of rhetoric; ways or strategies that we can draw from the diverse resources on rhetoric, and thereby develop our own set of skills (rhetorical strategies or tools) to look at the world of human interactions and/or communications (written or verbal/non-verbal {pardon me if anything is missing

here). Doing so is presumably a very important rhetorical practice because it helps us understand various dimensions, arguments, beliefs, and practices that relate to rhetoric globally.

Learning objectives & Philosophies

One of the objectives of ENGL-101B is to help students understand some basic ideas in Rhetoric such as rhetorical perspectives, discourse analysis, rhetorical strategies, tools/ techniques so that they can develop their critical thinking skills for effective communication in various academic, professional, and social contexts. The effective communication is based on our awareness of rhetorical strategies that we can build or have, and critical understanding of discourse communities where people engage in producing and disseminating knowledge related to specific subject matter, genre, rhetorical strategy, and so forth.

ENGL-101 B is designed to prepare you for independently looking at interactions and communications critically and rhetorically. Through the given assignments, you will learn how to write to explore, to inform, to analyze, and to convince or problem solve. This course offers you a curriculum that empowers you to determine the most effective rhetorical strategies, arrangements, and media to use in different rhetorical contexts. Even though the assignments follow grading, majority of you might agree that there are no definite measures to gauge the real success of any individual because everyone is uniquely equipped with ways, they approach the world where they live. That said the assignments provided here are meant for enhancing our ways to participate and contribute to rhetorical interactions and communications.

English 101B is designed to provide you with a set of writing skills needed for academic purposes. Throughout the term, we will focus on two major assignments: Rhetorical Analysis and Discourse Community Mapping and its presentation in the class. In addition, you will have other mini assignments: reading responses due in each class, short group presentations on their chosen assigned readings, peer review workshop, and so forth. Overall, everything you do in the class will be considered as your contribution. With all that, we will learn to read and write rhetorically, critically, and creatively. Writing is also about making different choices. Together we will learn what choices other writers make and what choices and styles we can use in our own writing. Discussions and group activities pertaining to the course will characterize the way we learn to read and write. You will get to have a lot of opportunities for revision and editing assignment drafts before final submission. As learning is a collaborative action for meaning making, you are expected to constructively participate in discussions. As all of us know, collaborative action results from our own independent thinking and action, your individual opinions, experiences and creative actions will be highly expected and valued.

Let’s do things creatively, critically, and responsibly!!!!!

Required Text: Lundberg O. Christian & William M. Keith. The Essential guide to Rhetoric (2nd Edition). Bedford/St. Martins, 2018

Readings Available on LEARN/ Class

Excerpts and extra readings will be made available either in class or on LEARN.

Course Goals and Learning Outcomes

This course is designed to help you:

• To think critically and communicate effectively

• To learn and practice a variety of strategies for inventing, drafting, and editing texts

• To learn to read critically

• To learn to write rhetorically

• To give and receive useful feedback on writing for the purposes of revision

• To learn and practice communicating to a variety of academic audiences

Standards of Written Work

This is a university level introductory course on rhetoric, so it is generally expected that you be familiar with some basic mechanics of writing. However, it is important to keep in mind that there is no universal standard (grammatical or linguistic) to assess and evaluate any written work to be super excellent or under length. Being able to rhetorically articulate what needs to be communicated in whatever way possible matters the most. Let’s keep in mind that this does not mean you need to be able to cite or talk about obscure grammar or usage rules; this just means that you are comfortable putting together sentences using any varieties of English. If you need extra help with these mechanics regarding these matters, you are most welcome to talk to me or take help in whatever way possible. Come to my office by making an appointment or do visit the university’s writing centre.

Mental Health: Human beings need support systems. I encourage you to seek out mental health support if you need it. The university has a variety of on-campus services and support systems you can use, and there are also off-campus options. The faculty of arts has a page with links, phone numbers, and a bunch more information right here: https://uwaterloo.ca/arts/get-mental-health-support-when-you-need-it.

Classroom Etiquette

Civility: No student should ever be teased, or made to feel small, embarrassed, self-conscious, or unsafe. Since workshopping, discussion and feedback are such important elements of the class, we will discuss how to give critical feedback in a way that’s productive and helpful. We’ll also discuss how to receive critical feedback because sometimes very helpful, very useful feedback is hard to accept, even though doing so will make you a better writer and help you grow.

Accommodation for Students with Disabilities

Every student with a permanent or temporary disability has the right to UW’s AccessAbility Services, located on the first floor of the Needles Hall 1132. The AccessAbility Services office, collaborates with all academic departments to arrange appropriate accommodations for students with disabilities without compromising the academic integrity of the curriculum. If you require academic accommodations to lessen the impact of your disability, please register with the AS office at the beginning of each academic term. This is true for every class you take at this university. Please visit https://uwaterloo.ca/accessability-services for more information on how to do this. If you feel anxiety about participation or speaking in public, please speak with me and we can discuss accommodations that work well. (You’re not alone.) These usually involve alternative forms of participation, and/or weekly goals to increase your participation.

DEI (Diversity, Equity and Inclusion) and Anti-racism statement:

This class will wholeheartedly respect diverse backgrounds and perspectives of all the students. Diversity, equity, and inclusion are part of pedagogical philosophy and practices in the class where diversity and different perspectives will be viewed as huge learning resource. Any discriminatory and racist expressions/behaviours will not have any place in the class. Please visit Office of Equity, Diversity, Inclusion & Anti-racism for related and required policy, plan and education on equity, diversity, inclusion, and antiracism. Thanks for taking a listen to this statement for this class.

Please Bring With You...

Hard Copies of Rough Drafts: When I ask you to bring rough copies of your work to class, I mean print off hard copies and bring them with you. Several times this term you’ll need to both upload rough drafts to LEARN and print off four hard copies for in-class workshopping.

Cheap Notebook: Bring a cheap notebook with you. Loose-leaf paper is fine, if that’s your thing. Pens and Pencils: Bring pens and pencils with you.

Note: You must bring pens and paper with you to every class. Although I’m allowing you to bring your laptops, you will also be doing some writing in traditional way. Depending on the situation, there are cognitive benefits to doing so, and you’ll learn about them.

Short Presentation: 5%

It is your thing--no rigid grading and commentary. You will have a Five-minute presentation at the start of each class beginning second week. You will register your name in a sign-up sheet to be provided in the first meeting. It will be considered completion grade once you speak for five minutes about your life learning or anything you feel like important for classroom-community. However, you will not talk about something that hurts other people’s feelings and their presence.

Weekly Reading Responses (5): 20%

Write five Reading responses (minimum 250 words) to any of the readings assigned to be discussed in classroom meetings over the span of the term. For each response, please clearly state two reasons why it(reading) is important and what two things you appreciate about the reading.

Comparative Essay: 15%

In this assignment, you will choose any two assigned readings and compare them. While writing comparative essay, you will not just find out similarities and/or differences and present in a summarized form. More importantly you will critically reflect on them and see how those similarities and differences highlight the rhetorical importance of your chosen texts. In other words, you will develop your own argument about the readings through those similarities and differences with available textual evidence. Doing so will help you maintain interconnection throughout your essay. This assignment will be graded based on your ability to articulate significant points of comparison, your claim, and supporting textual evidence.

Rhetorical Analysis (30%)

In this assignment, you will choose a text of your own and write a 4-6-page rhetorical analysis essay by utilizing 3-4 major rhetorical concepts you have learnt in the course. Selected rhetorical text can be anything including audio-visual, literary/non-literary piece, public lecture, song, event or things of public interest or awareness and so forth. But the text should be of workable size as to meet the required length and nature of the assignment. Rhetorical analysis means that you as a rhetor seek to determine how a text rhetorically intends to persuade its target audience/readers/viewers/consumers. You can elect to develop the essay containing three main sections: Rhetorical introduction of the text, evaluation of rhetorical situation, concepts, tools, or techniques being used to see how the presence of rhetoric serves to fulfil a purpose in the text, and conclusion. A better analysis essay not only praises or denounces the text, but it does offer a balanced critical viewpoint.

Grade Breakdown:

Choose a text: 5%

Peer Review Workshop Contribution: 5% Rough Draft (completed draft please): 10% Revised submission(final): 10%

What you need to do:

Choose a text and submit to the Text Submission Dropbox by the due date indicated on the Course Schedule for approval. While submitting your text for approval, attach a short memo stating your reason for the choice.

Submit a rough draft to the Rough Draft Dropbox that offers a rhetorical analysis of the selected text with the help of aspects/elements/tools of rhetoric being present in the text by the due date indicated on the Course Schedule. Revise the rough draft after receiving feedback from your peers.

Submit the revised draft along with the rough draft to the Rhetorical Analysis Assignment Dropbox by the due date indicated on the Course Schedule.

Format: MLA documentation style; double spacing throughout; Times New Roman; font size 12. All submissions must be in .DOC or .DOCX format. No PDF submissions.

Discourse Community Mapping and Presentation: 20%

Discourse Community mapping and Presentation: In this assignment you will be engaged in finding out your discourse community to which you think you belong. You will draft a mapping following the criteria as recommended by Swales and present the map in class:

Grade Breakdown:

Inventing Discourse Community, Researching and Drafting: 10% Presentation and Final draft submission: 10%

Attendance and Participation: 10%

We will be in a classroom community throughout the term. Since classroom presence has significant weight, it is expected that you actively participate. You can constructively and actively, and sometimes, silently participate by sharing views, getting engaged in group discussions, idea discussions, peer reviewing and so forth. It is also possible that some of us do not want to verbally participate, but there are multiple ways that you can make your presence felt and worthwhile. You can remain absent for TWO days which will not impact on your grade (shoot me an email or let me know personally that you have that requirement). Medical and culture-based absences are exempt. Attendance will be taken in each class.

Schedule

Late Work

Let me know in advance (for non-medical; non-emergency situations) if you are/will be running late in handing in your assignments. We will go from there.

Electronic Device Policy

No cell phones. Turn them completely off, please, as one of the first things you do when you step into class. This doesn’t mean “turn on vibrate.” It means turn the phone off. Having a phone on or texting in class puts you in danger of losing a lot of participation marks. It’s also embarrassing and awkward when I need to say something. I will allow laptops, but here, too, you can lose participation marks if you’re not using yours for work.

Attendance Policy

You must attend all classes. Attendance will be taken at all class sessions. Students who miss more than two classes are in danger of a failing participation grade. Always bring your course book to both lectures and workshops.

Academic Integrity

In order to maintain a culture of academic integrity, members of the University of Waterloo are expected to promote honesty, trust, fairness, respect and responsibility.

Discipline: A student is expected to know what constitutes academic integrity, to avoid committing academic offences, and to take responsibility for his/her actions. A student who is unsure whether an action constitutes an offence, or who needs help in learning how to avoid offences (e.g., plagiarism, cheating) or about “rules” for group work/collaboration should seek guidance from the course professor, academic advisor, or the Undergraduate Associate Dean. When misconduct has been found to have occurred, disciplinary penalties will be imposed under Policy 71 – Student Discipline. For information on categories of offenses and types of penalties, students should refer to Policy 71 - Student Discipline.

Grievance: A student who believes that a decision affecting some aspect of his/her university life has been unfair or unreasonable may have grounds for initiating a grievance. Read Policy 70 - Student Petitions and Grievances, Section 4.

Appeals: A student may appeal the finding and/or penalty in a decision made under Policy 70 - Student Petitions and Grievances (other than regarding a petition) or Policy 71 - Student Discipline if a ground for an appeal can be established. Read Policy 72 - Student Appeals. Other sources of information for students

Academic integrity (Arts) Academic Integrity Office (uWaterloo)