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RHET 1311 Syllabus

Instructor: Ms. Janelle Cofey

Office: SUB 101
Office Hours: MWF 3:00pm- 4:00pm
Office Phone: 870-575-0000
E-mail: jmcofey@ualr.edu

Course Description
Prerequisite: A minimum ACT English score of 19, a minimum SAT I verbal score of 450, RHET
0310, or RHET 0321. Practice in writing, with an emphasis on personal, expressive writing, as
well as transactional writing. Students will focus on organizing and revising ideas and writing
well organized, thoroughly developed papers that achieve the writers purpose, meet the readers
needs, and develop the writers voice. Final course grades are A, B, C, or NC. Students must
complete this course with a grade of C or greater to take RHET 1312. Three (3) credit hours.

Required Text/Readings
PDF handouts/readings will be available on Monday of each week through Blackboard. They
should be downloaded and saved to your Google Drive.
NOTE: Please see assignments for more information

WPA Course Outcomes

Rhetorical Knowledge
Rhetorical knowledge is the ability to analyze contexts and audiences and then to act on that
analysis in comprehending and creating texts. Rhetorical knowledge is the basis of composing.
Writers develop rhetorical knowledge by negotiating purpose, audience, context, and
conventions as they compose a variety of texts for different situations.
By the end of first-year composition, students should
Learn and use key rhetorical concepts through analyzing and composing a variety of texts
Gain experience reading and composing in several genres to understand how genre conventions
shape and are shaped by readers and writers practices and purposes
Develop facility in responding to a variety of situations and contexts calling for purposeful shifts
in voice, tone, level of formality, design, medium, and/or structure
Understand and use a variety of technologies to address a range of audiences
Match the capacities of different environments (e.g., print and electronic) to varying rhetorical
situations

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Critical Thinking, Reading, and Composing

Critical thinking is the ability to analyze, synthesize, interpret, and evaluate ideas, information,
situations, and texts. When writers think critically about the materials they usewhether print
texts, photographs, data sets, videos, or other materialsthey separate assertion from evidence,
evaluate sources and evidence, recognize and evaluate underlying assumptions, read across texts
for connections and patterns, identify and evaluate chains of reasoning, and compose
appropriately qualified and developed claims and generalizations. These practices are
foundational for advanced academic writing.
By the end of first-year composition, students should
Use composing and reading for inquiry, learning, critical thinking, and communicating in various
rhetorical contexts
Read a diverse range of texts, attending especially to relationships between assertion and
evidence, to patterns of organization, to the interplay between verbal and nonverbal elements,
and to how these features function for different audiences and situations
Locate and evaluate (for credibility, sufficiency, accuracy, timeliness, bias and so on) primary
and secondary research materials, including journal articles and essays, books, scholarly and
professionally established and maintained databases or archives, and informal electronic
networks and internet sources
Use strategiessuch as interpretation, synthesis, response, critique, and design/redesignto
compose texts that integrate the writer's ideas with those from appropriate sources
Faculty in all programs and departments can build on this preparation by helping students learn
The kinds of critical thinking important in their disciplines
The kinds of questions, problems, and evidence that define their disciplines
Strategies for reading a range of texts in their fields

Processes
Writers use multiple strategies, or composing processes,to conceptualize, develop, and finalize
projects. Composing processes are seldom linear: a writer may research a topic before drafting,
then conduct additional research while revising or after consulting a colleague. Composing
processes are also flexible: successful writers can adapt their composing processes to different
contexts and occasions.
By the end of first-year composition, students should
Develop a writing project through multiple drafts
Develop flexible strategies for reading, drafting, reviewing, collaborating, revising, rewriting,
rereading, and editing
Use composing processes and tools as a means to discover and reconsider ideas
Experience the collaborative and social aspects of writing processes
Learn to give and to act on productive feedback to works in progress

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Adapt composing processes for a variety of technologies and modalities
Reflect on the development of composing practices and how those practices influence their work
Faculty in all programs and departments can build on this preparation by helping students learn
To employ the methods and technologies commonly used for research and communication within
their fields
To develop projects using the characteristic processes of their fields
To review work-in-progress for the purpose of developing ideas before surface-level editing
To participate effectively in collaborative processes typical of their field
Knowledge of Conventions
Conventions are the formal rules and informal guidelines that define genres, and in so doing,
shape readers and writers perceptions of correctness or appropriateness.
By the end of first-year composition, students should
Develop knowledge of linguistic structures, including grammar, punctuation, and spelling,
through practice in composing and revising
Understand why genre conventions for structure, paragraphing, tone, and mechanics vary
Gain experience negotiating variations in genre conventions
Learn common formats and/or design features for different kinds of texts
Explore the concepts of intellectual property (such as fair use and copyright) that motivate
documentation conventions
Practice applying citation conventions systematically in their own work
Faculty in all programs and departments can build on this preparation by helping students learn
The reasons behind conventions of usage, specialized vocabulary, format, and citation systems in
their fields or disciplines
Strategies for controlling conventions in their fields or disciplines
Factors that influence the ways work is designed, documented, and disseminated in their fields
Ways to make informed decisions about intellectual property issues connected to common genres
and modalities in their fields.

Assignments
Readings/Discussion Posts/Blogs: Students, you are required to read and respond to class
readings and handouts. Readings and handouts needed for the weeks activities and discussions
will be given each Monday as outlined in the assignment calendar. Please type and save your
discussion posts and blogs using Microsoft Word or/and Google Docs. You will need them for
your final portfolio.

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All students are required to write a minimum 200 word discussion to the readings/handouts that
are assigned on Monday by Wednesday at 11:59pm as an attachment in the discussion post
section of Blackboard.Students must also respond to three other students discussion posts. Blog
topics are provided on Friday at 8am and must be completed by Sunday at 11:59pm. Blog topic
responses will address how well students understand course objectives.
Quizzes: You will have a total of five (5) short quizzes worth 10 points each for a total of 50
points. Quizzes open Thursday at 8:00am. and must be completed by Saturday at 11:59pm.
Tests: Mid-term and Final Examinations are outlined on the assignment calendar. Testing format
(multiple choice, essay or combination) will be based on participation and comprehension of
readings, handouts and/or other given online materials. Class participation in discussion boards
and demonstration of full understanding of given material is vital. If the class participates fully in
responding to each others discussions based on the give rubric, the test may be a simple multiple
choice test.
Papers/Essays: Five (5) essays/papers will be assigned. Essays and essay drafts should be saved
in both Microsoft Word and Google Docs.
Electronic Portfolio: Students will maintain an electronic portfolio using Google Docs. The
portfolio should contain essay drafts, final essays, discussion responses and blogs.

Assignment Point System

Readings and Handout Discussions
Blogs
Quizzes
Test (2)
Mid-term
Final
Papers/Essays (5)
Essay 1
Essay 2
Essay 3
Essay 4
Essay 5
Electronic Portfolio
Readings/Handouts Discussions
Blogs
Essay Drafts
Final Essays
TOTAL POINTS AVAILABLE

100 pts
50 pts
50 pts
100 pts total
50 pts
50 pts
100 pts total
20 pts
20 pts
20 pts
20 pts
20 pts
100 pts total
25 pts
25 pts
25 pts
25 pts
500 pts

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NOTE: Detailed rubrics and instructions will be provided prior to assignment(s) in order for
students to maximize their ability and chances of receiving all possible points. The point system
is designed to make it a necessary requirement for you to fulfill most of your assignment
responsibilities in order to complete the final portfolio.

Grading Scale
500 Point Scale
A
93-100%
465-500
A90-92%
450-464
B+
88-89%
440-449
B
83-87%
415-439
B80-82%
400-414
C+
78-79%
390-399
C
73-77%
365-389
C70-72%
350-364
D+
68-69%
340-349
D
63-67%
315-339
D60-62%
300-314
F
0-59%
001-299
NOTE: UALR requires a minimum letter grade of C to receive credit for 1000 level courses. Any grade below C is
considered NC or NO CREDIT. The grading scale is designed to help you keep track of your grades in accordance
to the points you accumulate.

Class Policies
A. Participation: Part of your success in college and in online courses is determined
by your prompt and regular class participation. Log-on at least three times per week. You
must participate fully in discussions and blogs. You are responsible for any missed
discussions and blog posts. I am available to discuss your circumstance for missed
assignments and will decide under which you may or may not make up that assignment.
B. Grade Concerns: Grade concerns should be raised with me as soon as possible. I am willing to
discuss any grade concerns except those that compare one students work with anothers
(example: My friend did this and she got an A, but I did the same thing, and I only got a B). I
am always willing to discuss a students paper as it relates to the assignment and the grading
standards.
C. Technology: Online classes require forms of technology. You must have a reliable internet
connection and be able to logon to Blackboard multiple times a week. Microsoft Word, Adobe
Acrobat and Google Docs will be used for your assignments and electronic portfolio. Please let
me know if you face any technological challenges.

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D. On-line Interacting and Behavior: Inappropriate online behavior is not tolerated. Appropriate
academic conduct in online courses include but is not limited to the following:
1.
2.
3.
4.

Use of proper grammar and mechanics.

Signing your name to all email messages.
Providing descriptive but concise subject lines.
Respecting student responses and being mindful of embarrassing or threatening language.
Online communication that fails to meet these standards of conduct will be removed
from the course. Repeated misconduct may result in being blocked from online
discussions, receiving a grade penalty, or being dismissed from the course. Students who
are especially unaccommodating to online etiquette may also be reported to the Dean of
Students for disciplinary action in accordance with university policy.

E. Academic Dishonesty: All students are expected to engage in all academic pursuits in a manner
that is above reproach. Students are expected to maintain complete honesty and integrity in the
academic experiences. Any student found guilty of dishonesty in any phase of academic work
will be subject to disciplinary action. I may initiate disciplinary proceedings against a student
accused of any form of academic dishonesty including, but not limited to, cheating on an
examination or other academic work which is to be submitted, plagiarism, collusion and the
abuse of resource materials.
F. Weather Policy: The UALR website, UALR email, the Universitys main telephone number
(501-569-3000), and the campus emergency alert system are the official means of
communicating all information concerning weather-related closing. Local television and radio
stations will also be notified. Weather and road conditions vary from place to place. Employees
and students are expected to exercise good judgment regarding the safety of travel when road
conditions are affected by the weather. This course is offered during the spring semester, when
ice and snow may be a factor in the early weeks. For this blended course, the instructor will hold
class regardless of whether the physical campus is closed or not, provided electricity is
operational for the campus Blackboard server and the instructor's home computer.
G. Disability Policy: It is the policy of UALR to accommodate students with
disabilities, pursuant to Federal and State law. Students who feel they may need
accommodations for their disability should contact this instructor during office hours.
The chair of the
Department offering this course is also available to assist with accommodations.
Students with disabilities are encouraged to contact the Office of Disability Support
Services, which is located in the DSC 103, 569-3143.