|Imitation Analysis Notebook||Twice||25%|
|Analysis Paper 1||10/03||15%|
|Analysis Paper 2||12/10||30%|
These are intended as overviews of the general goals of each assignment. Longer hand-outs will be provided along with discussion of the assignments during class.
Imitation / Analysis Notebook
Throughout the course, you will be asked to produce short imitation and short analyses of the readings we do for class. Twice in the semester, the notebooks will be collected and graded.
For the imitation, you may write about whatever subject matter you choose, though you are required (and will be evaluated on ability to) write imitating the style of the piece we are working with.
For the analysis piece, we will have discussed some concept relating to the theory of rhetorical style in the previous lesson. Evaluate the author’s use of that concept, citing specific examples, and discuss how this concept benefits their overall rhetorical purpose in writing.
Every time the schedule mentions “Analyze” or “Imitate”, you are to produce an imitation or analysis entry in your notebook. For the semester, you will produce:
- 10 Imitations
- 9 Analyses
On the following texts:
- Shelly or Borges
- Dyson or Burrington
- Darwin or More
- Steffan (only analyze either Lovecraft or Steffan)
- A.I. Editorial 1
- A.I. Editorial 2
To test your knowledge of both sentence modification and rhetorical figures, a take-home exam will be distributed at the end of class two days before the due date (listed above). You will be required to return the completed exam to my office by the end of what would be the next class period (there will be no class on the due date). If you are finished with the exam early, you may slip your completed exam under my office door.
This exam is open note and is designed to test your abilities to identify and describe characters and actions, complex sentence modifications, tropes, and schemes.
If you miss class on the day the exam is distributed, a copy will be posted to eCampus, but you are responsible for printing your own copy.
Analysis Paper 1
Pick a text we have not discussed in class. In 4 pages, describe the overall feel of the text. This can be both how you feel about the text but, more importantly, how the author wants you to feel as you read. The challenge of this portion of the assignment is twofold: one, how do we describe a feeling without attempting to reproduce it ourselves? two, how do we use evidence from the text to support our claims about this feeling?
Having described the feeling, explain why that feeling matters by considering the context in which the text was produced. This portion of the assignment will more than likely require outside research into the author’s biography, the political environment in which it was written, and the general culture of the times at which it was produced.
- More Detailed Assignment Sheet
- Working List of Possible Sources
- Sign in with your TAMU account to access
Analysis Paper 2
Revising and expanding your first paper, you can now more accurately leverage the skills you have acquired in this class to describe the mood of the piece. This paper will be 8 to 10 pages in length and will include additional elements beyond the first.
In addition to the revision of the first argument, spend some time getting into detail about the stylistic devices the writing uses to present it’s point. This detailed discussion is not intended to be a laundry list of tropes, schemes, and sentence structure; rather, I expect you to tie this argument to a larger meditation on the constraints, strategies, motivations, and cultural contexts that shape the writing in question.
These are the policies that govern our class. You are responsible for knowing the information on this page before contacting me regarding policy questions.
Student Visiting Hours
At the times listed in the sidebar throughout this site, I am in my office and it is your time to come talk to me about anything related (or unrelated) to class. This time is yours, I am not (supposed to be) doing anything else; you will not be interrupting me. If you have questions about class or have other questions I might be able to answer, please drop by.
Email Office Hours
I am available to answer email from 9:00am until 5:00pm Monday through Friday. Emails arriving outside of that time will be answered at my earliest convenience, but do not count on a quick answer to emails sent late at night or on the weekends.
If my door is closed and it is not during office hours, please do not knock. I open my door when I’m available to chat outside of office hours, but close my door if I am working and cannot be disturbed.
Per university policy, I cannot discuss grades via email. Please visit my office hours if you would like to discuss your grade on an assignment.
- A 90-100
- B 80-89
- C 70-79
- D 60-69
- F 59 or less
These points will be weighted according to the point breakdown described on the Assignments page, which will determine your overall final grade.
Attendance in class is mandatory and is necessary for you to get what you need out of this course. You may have 2 unexcused absences. Every absence after 2 will result in a 5 point deduction from your attendance grade. I must have documentation (doctor’s notes, schedule for sports, etc) for excused absences. Please talk to me in advance if you have any extenuating circumstances.
Student Rule 7 covers the cases in which absences will be excused and in which late work will be tolerated. The following conditions will be excused:
- Participation in an activity appearing on the university authorized activity list. (see List of Authorized and Sponsored Activities)
- Death or major illness in a student’s immediate family. Immediate family may include: mother, father, sister, brother, grandparents, spouse, child, spouse’s child, spouse’s parents, spouse’s grandparents, stepmother, step-father, step-sister, step-brother, step-grandparents, grandchild, step-grandchild, legal guardian, and others as deemed appropriate by faculty member or student’s academic Dean or designee.
- Illness of a dependent family member.
- Participation in legal proceedings or administrative procedures that require a student’s presence.
- Religious holy day. (See Appendix IV.)
- Injury or Illness that is too severe or contagious for the student to attend class.
- Required participation in military duties.
- Mandatory admission interviews for professional or graduate school which cannot be rescheduled.
- Mandatory participation as a student-athlete in NCAA-sanctioned competition.
- In accordance with Title IX of the Educational Amendments of 1972, Texas A&M University shall treat pregnancy (childbirth, false pregnancy, termination of pregnancy and recovery therefrom) and related conditions as a justification for an excused absence for so long a period of time as is deemed medically necessary by the student’s physician. Requests for excused absence related to pregnancy should be directed to the instructor; questions about Title IX should be directed to the University Title IX Coordinator.
Note About Excused Absences
In the event of a chronic illness or other sudden condition that will result in significant time away from class, please inform me of the situation before you return to class, so that we can work out how to handle the situation before it becomes an issue.
Under Student Rule 7.4, I am under “under no obligation to provide an opportunity for the student to make up work missed because of an unexcused absence.” However, I do accept late work and will take off 5 points for every day late. A paper that would have received an 85% that was 3 days late will receive a 70%.
Additionally, if you are falling behind on a project and feel that you are not going to finish on time, email me 24 hours before the assignment is due to request an extension. In this email, propose how many additional days you will need to finish the assignment. Requests for extension that do not contain this information will not be honored.
In the 21st century, it is unreasonable to accept “my computer died” as an excuse for late work. If you are working on assignments on a computer, please back up your work offsite. Sites such as Dropbox and Google Drive provide space for storing copies of your work; even a USB drive can be enough. I have recently started using BackBlaze and found it to be a great and inexpensive online, automated backup. Save multiple times throughout each work session to both your backup and your computer’s copy. In this class, I hold you accountable for making sure your technology is working correctly.
Title IX and Statement on Limits to Confidentiality
Texas A&M University and the College of Liberal Arts are committed to fostering a learning environment that is safe and productive for all. University policies and federal and state laws provide guidance for achieving such an environment. Although class materials are generally considered confidential pursuant to student record policies and laws, University employees – including instructors – cannot maintain confidentiality when it conflicts with their responsibility to report certain issues that jeopardize the health and safety of our community. As the instructor, I must report (per Texas A&M System Regulation 08.01.01) the following information to other University offices if you share it with me, even if you do not want the disclosed information to be shared:
- Allegations of sexual assault, sexual discrimination, or sexual harassment when they involve TAMU students, faculty, or staff, or third parties visiting campus.
These reports may trigger contact from a campus official who will want to talk with you about the incident that you have shared. In many cases, it will be your decision whether or not you wish to speak with that individual. If you would like to talk about these events in a more confidential setting, you are encouraged to make an appointment with the Student Counseling Service.
Students and faculty can report concerning, non-emergency behavior at http://tellsomebody.tamu.edu.
Aggie Honor Code. “An Aggie does not lie, cheat, or steal, or tolerate those who do.” It is the student’s responsibility to know the Aggie Honor Code and to understand what constitutes scholastic dishonesty and to avoid it all costs. Anything (particularly plagiarism and cheating on quizzes or projects) that appears to be a violation of the Aggie Honor Code will be reported to the appropriate authorities. For additional information please visit: http://aggiehonor.tamu.edu/.
Also, the following is a helpful resource for describing kinds and severity of plagiarism. Note this graphic is not from A&M, where rules may differ: http://thevisualcommunicationguy.com/wp-content/uploads/2014/09/Infographic_Did-I-Plagiarize1.jpg
Students Needing Support Service
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, currently located in the Disability Services building at the Student Services at White Creek complex on west campus or call 979-845- 1637. For additional information, visit http://disability.tamu.edu.
University Writing Center
The University Writing Center (UWC), located in 214 Evans Library and 205 West Campus Library, offers one-on-one consultations to writers preparing documents, slides, or oral presentations. UWC consultations are highly recommended but are not required. Help is available for all of the steps of the writing and speechwriting process including assistance with brainstorming ideas, narrowing the topic, creating outlines or drafts, and presenting a speech to an audience. UWC consultants can help you practice your speech with a real audience or develop visual presentation aids like slides and handouts. Consultants can also help you improve your proofreading and editing skills. If you visit the UWC, take a copy of your assignment, a hard copy of your draft or any notes you may have, as well as any material you need help with. To find out more about UWC services or to schedule an appointment, call 458-1455, visit the web page at http://writingcenter.tamu.edu/, or stop by in person.
It is my intent that students from all diverse backgrounds and perspectives be well-served by this course, that students’ learning needs be addressed both in and out of class, and that the diversity that students bring to this class be viewed as a resource, strength, and benefit. It is my intent to present materials and activities that are respectful of diversity: gender, sexual orientation, disability, age, religion, socioeconomic status, ethnicity, race, culture, perspective, and other background characteristics. I encourage your suggestions about how to improve the value of diversity in this course.
Methodological readings will come from the following text, which is available as an eBook from the library:
- Performing Prose: The Study and Practice of Style in Composition. Chris Holcomb and Jimmie Killingsworth. Southern Illinois University Press. ISBN: 9780809329533
- One bound notebook (spiral or composition book) to be used for imitation and evaluation exercises.
- All other readings are linked from the syllabus or online on Blackboard. It is required you print the readings that are not from Performing Prose, as we will be working with them in class. Find a printing arrangement now. Do your reading with the printed copy and make sure that you have a printed copy with you in class on the day we read it.
Unit 1 – Approaching Style
Week 1 – Introduction
- Overview of Style / Rhetoric
- No Class Because Football
Week 2 – Values and Valuation
- Introducing First Analysis Assignment
- PP 1&2
- Analyze Shelley or Borges
- Bring Notebook To Class
Week 3 – Levels of Style
- PP 3&5
- Analyze Dyson or Burrington
Week 4 – Analyzing Feeling
- PP 4
- Analyze Darwin or More
- First Notebook Check
Week 5 – Case Study
- H.P. Lovecraft, “Nyarlathotep”
Unit 2 – Sentence Analysis
Week 6 – Basic Sentence Analysis
- Rough Draft, Bring Copy of Whatever You Have
- Analyze Lovecraft or Steffan
- Basic Sentence Analysis 1
- Paper 1 Due at 11:59PM
Week 7 – More Sentence Analysis
- Basic Sentence Analysis 2
- “Artificial Intelligence isn’t the scary future. It’s the amazing present”
- Basic Sentence Analysis 3
Week 8 – Sentence Modification
- Sentence Modification 1
- Rhetorical Style Ch 8 (PDF online)
- Analyze A.I. Reading
- No Class, Instructor Traveling
Week 9 – More Sentence Modification
- Sentence Modification 2
- “The Real Threat of Artificial Intelligence”
- Sentence Modification 3
Week 10 – Sentence Construction
- Sentence Construction 1
- PP 9
- Rhetorical Style Ch 9 (PDF online)
- Analyze A.I. Reading
- Sentence Construction 2
- Bill Joy, “Why The Future Doesn’t Need Us”
Unit 3 – Tropes & Schemes
Week 11 – Tropes
- PP 6
- Joanna Russ, “When it Changed”
Week 12 – Scheme
- PP 7
Week 13 – Exam
- Exam Review
- Paper 2 Overview
- Take-home Exam Distributed
- No Class
- Take-home Exam Due by 3:35 to LAAH 417
Week 14 – Turkey
- Paper 2
Week 15 – Finishing Up
- Paper 2 Workshop
- Second Notebook Check
- Paper 2 Due 12/10 at 11:59PM
- No Class, Reading Day