Writing and Rhetoric

Jane Brady’s Section 93 Syllabus 9:30-10:45 TTh 1121 JKB

Email: [email protected] 422-3073
Office: 3184 JFSB Office Hours: Th 11-12

WRTG 150 is designed to introduce you to college-level writing, reading, and research, with an
emphasis on argumentation and textual analysis. Throughout the course you will create 24-31
pages of polished writing and approximately 80% of your grade will be based on writing. The
personal essay, critical analysis, research paper, argumentative essay, and service presentation
should all increase your confidence and prepare you for writing projects which you will undertake
in the future. You will be expected to learn how to:
1. Use rhetoric responsibly to compose arguments in a variety of genres for
specific audiences and purposes.
2. Critically read different types of texts. Critical reading includes:
a. Analyzing how a text functions in a specific situation or community;
b. Analyzing the nuances of language (diction, figures of speech, tone, etc.);
c. Identifying and evaluating the elements of an argument.
3. Write coherent and unified texts (effective introductions, clear thesis, supporting
details, transitions, and strong conclusions) using a flexible and effective writing
process, including prewriting, drafting, revising, and editing.
4. Use style—diction, figurative language, tone, grammar, punctuation, spelling,
mechanics—genre, conventions, and document design correctly and for
rhetorical effect.
5. Navigate the library to locate primary and secondary sources, evaluate the
appropriateness and credibility of those sources, and effectively incorporate and
accurately document outside sources in a research paper.

As you’ll see in the grading break down, preparation for and participation in class is crucial to
your success and to the progress of our learning community. We will be inspired and motivated by
the ideas we all come up with in class. Hopefully this work will stretch you, and make you a
stronger scholar. I expect you to:
1. Be in class every day unless you have an emergency or are very ill
2. Be on time with reading and writing assignments completed and
3. Be ready to offer spoken and written ideas in class every day, even if you’re not
sure you’re “right.”
Attendance: You are accountable for what we cover in class, regardless of your attendance. If
you need to miss class, please ask a friend to fill you in on the material you missed.

Required Texts:
Mindful Writing, 4th Edition, (MW) by Brian Jackson
The Restored Gospel and Applied Christianity 2018 (DOM) by the Christian Values Center
Method of Evaluation:
Research Paper (7-8 pp.) 150
Personal Essay (6-8 pp.) 100
Final (4-6 pp.) 100
Writing Journal 100
Critical Analysis (3-4 pp.) 100
Research /Service Proposal (3-4 pp.) 75
Presentation on Service Learning 75
Argument Essay (3 pp.) 50
Unannounced Quizzes 50
Library Homework 40
RAGS (2-3 pp.) 30

Formal Writing:
1. All papers should be double-spaced, in MLA format, with standard one-inch margins, and
standard fonts. All papers except the research paper are submitted on Learning Suite.
2. Please clean up grammatical and technical errors before you hand in your drafts. The Writing
Center is an excellent resource for grammar and other writing issues.
3. Papers must be handed in at the time they are due. Late papers will be accepted at 10%
off for each calendar day they are late (ten minutes late is the first day late), and not accepted
at all after five days.
4. Make backup copies of your work and plan ahead because computer glitches have a way of
happening at the worst possible times. I can see exactly when the assignment has been submitted
on Learning Suite. At conferences I need to work with hard copies.

Writing Journal: Pick a notebook you find endearing, charming, practical, or fun. It will be your
companion this term. Decorate or doodle on it if you like. The notebook must be of real paper—
no laptops—and it needs to come with you to every class as you never know when I’ll ask you to
write something interesting in it. Your journal should be a place where you can write informally
and explore ideas, but it should also be thoughtful and reflective of solid effort on your part. I
won’t grade on organization, grammar, etc., but I will look for your engagement with the prompt
and bold exploration of ideas. One of the purposes of it is to record your ideas and reactions after
each time you complete a day of service. In this debriefing I want you to always be looking ahead
towards your paper and asking yourself questions such as, “Did a something take place today that
I might be able to incorporate in my paper?” “Have I observed any problem areas which I think
can be improved?” “Can I ask the supervisors for their advice on problems and solutions?” We
will conference on the grading of the journal at semester’s end. You will need to assign yourself a
number grade out of 50 at each grading and defend your point of view with a main point,
examples, and evidence that support your claim. The weekly assignments are listed on the
Sundays of your calendar. They may need further explanation in class and can be completed any
time that week.

Your journal should: 1. contain the assignment name. 2. be the equivalent of at least one typed
page (unless otherwise specified as in the case of lists). 3. not be self-conscious—try to write
what comes to your mind spontaneously and not to worry about “good” or “bad” writing or ideas.
This is practice time and exploration time and as such, judgment should be withheld.

Quizzes: I will give about five quizzes throughout the semester. These are unannounced and
missed quizzes cannot be made up. Much of the reason for this is to provide a motivation for
being in class each period. If you have a legitimate reason for missing class, please contact me
before you are absent and we can work something out. If you do not contact me until after, it will
be too late. Sometimes the quizzes will be on the readings due for the day. Other times they will
be an assignment I give in class.

Library Instruction:
This semester you will come to the library three times for library instruction while you are
working on a research project. Your library instructor will show you how to navigate the library
itself, how to utilize databases, and how to conduct academic research. As you learn about the
library you will find the following resources helpful:
 The first is the Y Search website which houses tutorials about all parts of the research
process. Either I or your Library instructor will tell you which videos to watch and which
homework assignments to complete from this website: https://ysearch.lib.byu.edu/
 The second is the research starter guide which links to helpful databases and other
resources dealing with topic developing and narrowing, library research, and even citation
help: http://guides.lib.byu.edu/wrtg150
 The third is the library website itself. The HBLL has a very user-friendly search interface
where you can search for articles, books, videos, and more. You can also use the library
website to chat with a library representative, and get answers to FAQs: https://lib.byu.edu/
 The fourth is the RWC: Research and Writing Center located on the main floor of the
library (3322 HBLL). The RWC is a wonderful resource to help you at any point in the
research process. No appointment is necessary; just drop in while the center is open.
Service Learning: Service is such a crucial part of becoming educated that many Writing 150
classes have incorporated service into their classes. For ours, you need to choose a service project
to which you are willing to devote a minimum of fifteen hours over the course of the semester.
After you have completed this, you will write a research paper which grows out of your service
experience. You will be asked to explore a significant problem currently faced in our community
(cultural, local, national, or international) and to offer a specific and meaningful solution to that
problem. In addition to using library research to support your thesis, you may want to incorporate
some of your personal service experiences. You may collaborate with other students in completing
the service requirement and in executing your presentation. This project is significant and you
need to get started immediately. It will relate to one third of your total grade including the
proposal, research paper, and presentation. Make your decision right away so that you can begin.
Start by visiting The Center for Service and Learning (422-8686) in 2330 WSC. This is a
clearinghouse for service opportunities https://yserve.byu.edu/.

Presentations: At the end of the semester each individual or group will be responsible for
presenting to the class the results of their service learning project. I expect these to be lively,
interesting, interactive, and informative. Consider using visual aids and plan on engaging the class
as a whole. Past presentations have included showing the class a human brain and which parts are
affected by Parkinson’s Disease; decorating gingerbread houses while watching a groups’
experience building for Habitat for Humanity; feeding the class typical rest home food (Fig
Newtons and prune juice) and handicapping all of us with cotton in ears, blurry glasses and
crutched hands; giving us a spelling test in French so we could feel how illiterate people feel. One
group who did Adaptive Aquatics for their service even did their presentation in their swimming
suits—but I don’t recommend this!
General Education Learning Outcomes:
KNOWLEDGE AND SKILL DEVELOPMENT •Demonstrate foundational knowledge and skills
in the methods of investigating, expressing, and evaluating concepts in the Humanities. Details of
the core concepts are listed in the foundation documents for the various general education
requirements.
CULTURAL AWARENESS •Describe important ideas in their own cultural traditions as well as in
the traditions of others and from the various perspectives of the General Education disciplines.
Evaluate global and local issues and their impact on the individual, family, community, society, and
physical environment.
SOUND THINKING AND PROBLEM SOLVING •Apply sound and original thinking to solve
real-life problems. Collaborate effectively to solve problems and create ideas for the common
good as a leader and as a participant. Examine and evaluate the strengths and weaknesses of their
own ideas and arguments, as well as those of others, withholding judgment until they have
gathered sufficient information and considered relevant implications.
LIFE-LONG LEARNING •Continue learning throughout their lives. Actively apply their learning
to contribute to the common good of society in solving family, professional, religious, and social
problems.

Preventing Sexual Misconduct: As required by Title IX of the Education Amendments of 1972,

the university prohibits sex discrimination against any participant in its education programs or
activities. Title IX also prohibits sexual harassment—including sexual violence—committed by or
against students, university employees, and visitors to campus. As outlined in university policy,
sexual harassment, dating violence, domestic violence, sexual assault, and stalking are considered
forms of “Sexual Misconduct” prohibited by the university. University policy requires any
university employee in a teaching, managerial, or supervisory role to report incidents of Sexual
Misconduct that come to their attention through various forms including face-to-face
conversation, a written class assignment or paper, class discussion, email, text, or social media
post. If you encounter Sexual Misconduct, please contact the Title IX Coordinator at
[email protected] or 801-422-2130 or Ethics Point at https://titleix.byu.edu/report-concern
or 1-888-238-1062 (24-hours). Additional information about Title IX and resources available to
you can be found at titleix.byu.edu.

STUDENTS WITH DISABILITIES: BYU is committed to providing a working and learning

atmosphere which accommodates qualified persons with disabilities. If you have any disability
which may impair your ability to complete this course successfully, please contact the Services for
Students with Disabilities (SSD) Office at 422-5895. Reasonable academic accommodations are
reviewed for all students who have qualified documented disabilities, and services are coordinated
with the student and instructor by the SSD Office. If you feel you have been unlawfully
discriminated against on the basis of disability, you should contact the Equal Employment Office
at 422-5895, D-282 ASB.