Pennsylvania State University



Instructor: Prof. Bubash Office: 224 S Allen St., Room 108Contact: ckb5081@psu.edu Office Hours: MWF 9:00 – 10:00am English 30: Honors Rhetoric & Composition Green RhetoricCourse DescriptionNo longer just a color, the word green has come to denote a philosophy, ideology, and social movement regarding concerns for the preservation of the natural world. Threats to the environment have never been greater, inspiring a surgence of discourses that reconsider the place of the human in nature. Less concerned with the environmental phenomena themselves, this course explores the rhetorical nature of environmental communication: both the ways in which environmental problems are constructed, interpreted, discussed, and analyzed, and more generally, how human communication maintains a strong role in shaping how we perceive and interact with the natural world. This course aims to teach students new possibilities for joining ongoing and urgent conversations about environmental problems, as well as how to more effectively voice their own concerns or influence solutions to these pressing issues. Readings for the course attempt to be representative of the discourses that have dominated environmental debates. While considering initial concerns with pollution, deforestation, population growth, and depletion of natural resources, the readings will also address emerging supplemental issues—such as sustainable architecture, food and energy supply, animal rights, species extinction, toxic wastes, and genetic engineering. By the conclusion of the course, students will have gained a solid understanding of the complex ways in which perceptions of the environment are produced and consumed, leading to effective and confident writers, conscious readers, and environmentally-informed citizens. As an honors course in rhetoric and composition, students will be required to keep up with the intensive reading list and respond weekly by way of online discussion forums. They will also be asked to conduct research regularly and facilitate in-class discussions on environmentally-centered articles of their own choosing. The five major assignments for the course will include: 1) a rhetorical analysis 2) an annotated bibliography 3) an informational brochure 4) a persuasive research paper and 5) a final, reflective essay. Required TextsMike Palmquist, Joining the Conversation: A Guide for Writers, 2nd edition. Bedford/St. Martin’s, 2014. ISBN: 1457653168Christian Weisser, Sustainability: A Bedford Spotlight Reader. Bedford/St. Martin’s, 2014.ISBN: 1457634317Penn Statements, Spring 2015 edition.ConferencesSchedule office hours with me when you have questions about an assignment, when you would like to try out some ideas before a assignment is due, or when you have questions about a comment you have received on a past paper. You should also see me to get help with particular writing problems or to discuss grades. Grades will not be discussed over e-mail. Furthermore, it is inappropriate to send me rough drafts to look over via email or to contact me the night before a paper is due with last minute questions.AttendanceYou are expected to attend class every day and to have your assignments and textbooks with you. Regular attendance is required because course instruction depends on your active participation. Excused absences are appropriate, of course, but beyond that, let me repeat English department policy: A student whose absences are excessive “may run the risk of receiving a lower grade or a failing grade,” whether some of those absences are considered “excused” or not. If you miss class, it is your responsibility to get assignments, complete any work, and submit any due assignments.It is particularly important for you to attend—and be prepared to participate in—in-class workshops on drafts of your documents. The more you have written before peer-review sessions, the more you will benefit from them. Although your drafts need not be “polished,” in general they should be complete enough for you to receive substantial help from your peers. Under no circumstances will I accept a “final” version of a document unless I have seen rough drafts. Unfortunately, peer-review exchanges cannot be made up if missed.ExpectationsIn this course, I will hold you to the professional standards that prevail in the “real world” outside of academia. For example, of the requirements listed below, your employer will take some completely for granted, such as promptness, neat appearance, and correct mechanics. Promptness. In this course, as in the working world, you must turn in your work on time. All projects are due at the beginning of class on the dates indicated on the syllabus. Assignments turned in late will be penalized one letter grade for each day late unless you have made other arrangements with me in advance.Appearance. All work should be neatly prepared on a computer, using margins and spacing and design techniques that are conventional for the genre. Whether it is an email, memo, or persuasive research paper, your communication should exhibit complete and appropriate format. All writing for the course should be printed clearly, including draft work, unless otherwise noted.Grammar, Spelling, Proofreading. At work, even a single error in spelling, grammar, or proofreading can jeopardize the effectiveness of some communications. Grading will reflect the great seriousness with which these matters are frequently viewed in the working world. Please see me during office hours if you would like special assistance with any of these skills.Back-up Copies. Always back-up your electronic files and always prepare two legible copies of each major assignment. I will grade one copy and hand it back; the other copy will be for your own safe keeping and permanent records. Sometimes I will request a copy of one of your documents so that I can use it as a sample, to illustrate effective and problematic responses to assignments. Unless I completely obliterate any marks that might identify it as yours, I will never use your work in class without your permission.Revisions. You will receive feedback on your writing at various stages of the writing process. You should try to apply my comments to improve not only the particular assignment you are working on at the time, but also your strategies for writing in general.Adherence. As in a work environment, you will be expected to navigate this course relatively independently. The syllabus and assignment sheets created for this course function as instructions for how to participate in and successfully complete the course. With this in mind, I encourage you to take diligent notes in class and read important course documents—including class emails—closely. If you have a question about the course or an assignment, try to find the answer in these resources first before contacting me.In addition to the requirements outlined above, you are expected to work until the class period has ended; to complete all reading assignments on time; to help your classmates learn by your responses to their writing; to choose projects that require significant research and analysis; to spend at least six hours per week out of class for writing and class preparation; and to be courteous and considerate. A NOTE ON TECHNOLOGY If you have your cell phone out during class, or if you are using your laptop for purposes unrelated to classroom learning, you will be marked absent for the day. These sorts of distractions will not be tolerated in the classroom. GradesAll major assignments must be completed in order to pass this course. Instructions for each assignment will be explained in a detailed handout. Your final grade will be determined by the grades you receive on written and in-class assignments, according to the following weighting.You will also be graded based on the frequency and quality of your class participation, and the consistency of your attendance.Rhetorical Analysis, 15%Annotated Bibliography, 10%Informational Brochure, 15%Persuasive Research Paper, 20%Reflective Essay, 10%Discussion Posts, 10%Quizzes, 5%Class Participation (draft workshops, attendance, in-class assignments), 15%When grading each of your assignments, I will recognize the difference between a competent performance (a “C”) and good and excellent performances (“B” and “A”). A competent performance is one that stands a chance of succeeding; an excellent performance is one that seems assured not only of success but also of winning praise:A: Superior. The work is of near professional quality. The document meets or exceeds all the objectives of the assignment. The content is mature, thorough, and well-suited for the audience; the style is clear, accurate, and forceful; the information is well-organized and designed so that it is accessible and attractive; the mechanics and grammar are correct.B: Good. The document meets the objectives of the assignment, but it needs improvement in style, or it contains easily correctable errors in grammar, format, or content, or its content is superficial.C: Competent. The document needs significant improvement in concept, details, development, organization, grammar, or format. It may be formally correct but superficial in content.D. Marginally acceptable. The document meets some of the objectives but ignores others; the content is inadequately developed; or it contains numerous or major errors.F: Unacceptable. The document does not have enough information, does something other than the assignment required, or it contains major errors or excessive errors.Academic Dishonesty (Plagiarism)Penn State defines academic integrity as the pursuit of scholarly activity in an open, honest and responsible manner. All students should act with personal integrity, respect other students’ dignity, rights and property, and help create and maintain an environment in which all can succeed through the fruits of their efforts (Faculty Senate Policy 49-20). Dishonesty of any kind will not be tolerated in this course. Dishonesty includes, but is not limited to, cheating, plagiarizing, fabricating information or citations, facilitating acts of academic dishonesty by others, having unauthorized possession of examinations, submitting work of another person or work previously used without informing the instructor, or tampering with the academic work of other students. Students who are found to be dishonest will receive academic sanctions and will be reported to the University’s Judicial Affairs office for possible further disciplinary sanction.Talking over your ideas and getting comments on your writing from friends are NOT plagiarism. Taking someone else’s published or unpublished words and calling them your own IS plagiarism. When plagiarism amounts to an attempt to deceive, it has dire consequences, as spelled out in the English department regulations.AccessibilityThe Pennsylvania State University encourages qualified people with disabilities to participate in its programs and activities and is committed to the policy that all people shall have equal access to programs, facilities, and admissions without regard to personal characteristics not related to ability, performance, or qualifications as determined by University policy or by state or federal authorities. If you anticipate needing any type of accommodation in this course or have questions about physical access, please tell me as soon as possible.Course ScheduleUnit 1: Writing to AnalyzeDATETOPICDUEJanuary 13Course IntroductionIn-class activitiesJanuary 15Writing as ConversationIn JTC, read pgs. 4-26. January 20SustainabilityIn PS, read pgs. 7-12 and 21-23. In Weisser, read pgs. 2-7, 20-21, 101-114 and 126-129.Post to the discussion board.January 22The Rhetorical SituationIn JTC, read pgs. 249-260, 413-417, 387-393, and 28-32.January 27SustainabilityIn PS, read pgs. 23-27 and 173-175.In Weisser, read pgs. 78-88, 115-119, and 138-143.Post to the discussion board.January 29Evaluating Student WritingIn JTC, read pgs. 88-93 and 520-540.Introductions dueFebruary 3Peer ReviewRough draft of Rhetorical Analysis dueUnit 2: Reading to WriteDATETOPICDUEFebruary 5Introduction to theAnnotated BibliographyFinal draft of Rhetorical Analysis dueFebruary 10Locating Conversations(meet in the library, W140 Pattee, an instruction room located on the first floor of Pattee Library within the Knowledge Commons)In JTC, read pgs. 32-48 and 436-452. Write a memo evaluating Wikipedia as a source of information by looking up a subject that you are knowledgeable about. How complete is the coverage of information? How timely is it? Based on this example, what do you believe are the strengths and weaknesses of Wikipedia? Why might some professors be skeptical about the use of Wikipedia as a source cited in an academic paper?February 12Reading CriticallyIn JTC, read pgs. 50-80. Topic for Annotated Bibliography dueFebruary 17SustainabilityIn PS, read pgs. 112-117.In Weisser, read pgs. 130-137 and 213-217.Post to the discussion board.February 19Working with SourcesIn JTC, read pgs. 615-632 and 762-772. Refer to pgs. 649-670 for citing sources.February 24Peer ReviewRough draft of Annotated Bibliography dueUnit 3: Writing to InformDATETOPICDUEFebruary 26Introduction to Informational BrochureIn JTC, read pgs. 641-645.Final draft of Annotated Bibliography dueMarch 3Design PrinciplesIn JTC, read pgs. 159-164, 191-208, and 541-556.Bring in an example of an informational brochure.March 5SustainabilityIn PS, read pgs. 106-109.In Weisser, read pgs. 92-100, 302-308, and 312-323.Post to the discussion board.March 10SPRING BREAK NO CLASSMarch 12SPRING BREAKNO CLASSMarch 17Organizational StrategiesIn JTC, read pgs. 505-516 and 353-356.On pg. 354, the textbook offers a template for defining an issue as clearly and accurately as possible. Fill out this template by answering the questions that most relate to the environmental issue you are exploring for this project and the purpose/audience of your brochure.March 19SustainabilityIn PS, read pgs. 110-112.In Weisser, read pgs. 243-254 and 330-336.Post to the discussion board.March 24Peer ReviewIn JTC, read pgs. 697-713. Rough draft of Informational Brochure dueUnit 4: Writing to Convince or Persuade DATETOPICDUEMarch 26Introduction to the Persuasive Research PaperFinal draft of Informational Brochure dueMarch 31Argumentative ClaimsIn JTC, read pgs. 377-382 and 398-420.Project timeline dueApril 2SustainabilityIn PS, read pgs. 68-70 and 77-80. In Weisser, read pgs. 49-56, 70-77, and 144-150.Post to the discussion board.April 7Framing an ArgumentIn JTC, read pgs. 420-428, 610-615, and 634-640.April 9SustainabilityIn PS, read pgs. 87-93 and 128-133.In Weisser, read pgs. 223-230, 195-198, and 341.Post to the discussion board.April 14Peer ReviewIn JTC, read pgs. 737-739 and 755-760.Rough draft of Persuasive Research Paper dueUnit 5: Writing to ReflectDATETOPICDUEApril 16Introduction to the Reflection EssayFinal draft of Persuasive Research Paper dueApril 21SustainabilityIn Weisser, read pgs. 22-36, 57-60, and 347-355.Post to the discussion board.April 23Adopting a Critical LensIn JTC, read pgs. 102-104, 133, and 137-149.April 28Film ReflectionIn JTC, read pgs. 694-697, 721-726, and 764-766.April 30Peer ReviewRough draft of the Reflective Essay dueMay 3Final draft of the Reflective Essay due electronically by midnight ................
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