First-Year Composition Program SPRING 2023 1

RWS 1301: Rhetoric and Composition II

CRN: 22373 THUR 1:30-2:50 PM
Instructor Information
Name: Javier Cortez
Email: [email protected]
Office Hours: My office hours are a combination of in-person and online via Zoom. There is a recurring link on
our Blackboard page that you can use for my Zoom office hours. If you cannot meet during those times, in
person or online, do not hesitate to reach out through email!
In-Person Hours: Thursdays 12:00 to 1:00 pm
In-Person Location: University Writing Center (UTEP Library Room 227).
Zoom Hours: By Appointment
Zoom Location: Anywhere with Wi-Fi!
Program Overview

At UTEP, the First-Year Composition (FYC) program in the English department offers two first-year courses
that are typically taken as a sequence, RWS 1301—Rhetoric and Composition 1 and RWS 1302—Rhetoric and
Composition 2. These courses are intended to help students develop and reflect upon their rhetorical and writing
knowledge including awareness of social and racial justice, and the implications of their language choices when
they write, based on the understanding that language is never neutral. Therefore, we teach writing as a complex
activity through which students are given guidance and often collaborate. Drawing on the rich scholarship of
Rhetoric and Writing Studies, we have designed our courses to help students address the challenges of 21st
century composing. In these courses, students are empowered to determine the most effective strategies,
arrangements, and media to use in different rhetorical contexts.

The FYC program reminds students that the primary purpose of these classes are the learning and practice of
writing. The Conference on College Composition and Communication together with the Council of Writing
Program Administrators state:

Writing classes teach writing: Principally, writing classes foreground writing itself as a complex,
distributed activity premised upon sociality and community formation, processes and materials,
flexibility, and ethical communication. Writing classes may involve participants in purposeful
interpersonal interactions (discussions and conversations), writing-related activities (peer review,
studying features in model texts), and interpreting texts (making meaning individually or together with
others); however, the activity of writing itself continues to be central to what a writing class sponsors.
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CCCC and CWPA Joint Statement in Response to the COVID-19 Pandemic

RWS 1301 & 1302 Learning Outcomes

1) Students will reflect on and critically analyze their own language experiences.
2) Students will synthesize information about racial and ethnic biases and other social justice issues and
confront these issues in their writing.
3) Students will demonstrate engagement with multiple media sources through their projects, including,
but not limited to, digital resources.
4) Students will identify relevant research sources and opportunities from their lived experiences, their
campus interactions, and their engagement within their communities.
5) Students will apply knowledge from local communities to research broader social issues demonstrating
their critical awareness.

At the end of these FYC courses, students will be able to:

Critical thinking and reading

• Think, read, and write analytically and reflectively
• Address specific, immediate rhetorical situations and their effects on individuals and communities
• Read a diverse range of texts and apply these texts to different audiences, contexts, and situations.

Composing practices
• Read and compose in several genres to understand how genre conversations shape and are shaped by
readers’ and writers’ practices and purposes
• Develop composing processes appropriate to writing style, audience, and assignment
• Use composing processes and tools as a means to discover and reconsider ideas, generate writing, and
make meaning
• Engage with a community of writers who dialogue across texts, argue, and build on each other’s work
• Develop writing projects through multiple drafts by learning flexible strategies for reading, drafting,
reviewing, collaborating, revising, rewriting, rereading, and editing
• Give, receive, and act on productive feedback from peers and instructors to work in progress
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Research
• Learn to formulate research questions, methods for research, and analyze and synthesize material
• Develop 21st century technological literacies and modalities needed for researching and composing
• Locate and evaluate primary and secondary materials, such as: journal articles and essays, books,
scholarly and professionally established and maintained databases and archives, and informal electronic
networks and internet sources.
• Learn writing strategies for integrating source material into your own prose (quoted, paraphrased, and
summarized material)
• Apply research to various genres and cite sources in American Psychological Association Style (APA) or
Modern Language Association Style (MLA)

Assessment
• Use reflective learning strategies to self-assess and understand one’s processes and products
• Collaborate
• Integrate and act on critical feedback from peers and instructors
• Understand and examine critically the reasons behind writing conventions in fields and disciplines

Rhetoric & Composition 1 (RWS 1302) Course Description

Rhetoric & Composition 2 (RWS 1302) aims to develop further students’ rhetorical and critical thinking skills
in order to facilitate effective written communication in educational, professional, and social contexts. Effective
communication is based on awareness of and appreciation for diverse language practices as well as knowledge
specific to subject matter, genre, rhetorical strategy, racial and social justice, and writing processes.

The curriculum consists of these 5 modules:

1. Community Engagement Proposal: Students will explore issues and concerns in their communities
(home, place of worship, civic, work, school) and will identify a problem connected with the community
that they wish to study. Students will explain how their own interests, goals, and values align with the
organization or agency’s mission. This paper will take the form of a proposal or memo.
2. Community Genre Analysis: Students will identify two distinct texts in different genres (written, visual,
and/or oral) created by their organization or related to their selected issue. Students will write an
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explanatory genre analysis of the two texts and how they operate rhetorically. Students will engage in
peer review activities during the writing process.
3. Local Fieldwork: Students will identify a social, political, or ethical issue related to their local
community or partnering agency. As part of this assignment, students will generate research questions
pertaining to the topic and their inquiry. Local research may include field observations, consulting local
and primary sources, collecting surveys, and conducting interviews.
4. Broader Community Study: The broader community study will build upon students’ local research,
extending it into a broader inquiry. Students have the option to change their focus. This project will
incorporate secondary research in order to examine the societal impact of their chosen issue. This
includes developing a larger list of sources and creating an evaluative annotated bibliography.
5. Multimodal Community Product/Tool: Students will create a multimodal product or tool based on the
needs of their community partner, organization, or a topic they are exploring. This can be an individual
or group assignment to be completed with classmates focused on a similar topic. The goal of this project
is to synthesize the research and writing students have done and present it to their classmates and/or
chosen community.

Required Texts & Materials

Lunsford, A., Brody, M., Ede, L., Moss, B.J., Papper, C.C., Walters, K. (2021).
First-Year Composition Program SPRING 2023 5

Everyone’s an Author, 3rd. Norton Publishing.

ISBN: 978-0-393-88568-2

Available at the UTEP Bookstore.

UTEP First-Year Composition Handbook, Fall 2022 edition

An e-book available through the UTEP Bookstore.

Additional required readings may also be posted on Blackboard.

Course Assignments and Grading

Grade Distribution (Students can earn a total of 1000 points for the course):
1000-900 = A 899-800 = B 799 -700 = C 699- 600 = D 599 or below = F

MODULE 1 Community Engagement Proposal (150 points)

MODULE2 Community Genre Analysis (150 points)
MODULE 3 Local Fieldwork (150 points)
MODULE 4 Broader Community Study (150 points)
MODULE 5 Multimodal Community Product/Tool (150 points)
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*The Final 250 points will be assessed and given at the end of the semester.

POINTS/PERCENTAGE BREAKDOWN BY ASSIGNMENT/ASSESSMENT

150 Points: EAA Discussion Board Posts – 15%
350 Points: Major Assignments (5 in total) – 35%
200 Points: Attendance– 20%
300 Points: Labor Assessment – 30%
Grading
As shown above, one can earn up to 150 points in each learning module, which will be split between your process
journals, discussion board posts, and one major assignment in each module. Before the due date of most of the
major assignments, we will spend some time revising a draft of that major assignment, which is meant to
encourage the recursive nature of the writing process. If you don’t know what recursive means, that is ok! We
will discuss the notion of repetition in depth throughout the semester!

As far as what I’m going to be evaluating in each of your submissions, I’m going to primarily be looking at the
content of your writing, rather than how much you write. I want your submissions to be substantial, well thought
out, and engaging with the prompt or purpose of the assignment. I’m going to forgo “word count” requirements
because I would prefer that you write in a way that seems fulfilling to yourself (and the assignment), rather than
to meet an arbitrary number of words. That said, the writing in this course should convey effort and be
reflective of the time you spent on completing it. Do not take a lack of a word count requirement as a means
of submitting incomplete work.

Additionally, I won’t be evaluating your grammar or “academic language.” I’m mainly concerned with how well
you can express your ideas and thoughts through your writing in whichever way you’re most comfortable doing.
That said, I will provide grammatical tips, suggestions, and corrections if necessary, but these will be purely
constructive and are not meant to count against your grade. You will not be rewarded or penalized for your
grammatical and syntactical proficiency or lack thereof; this is not a grammar course. Upon grading
many of your assignments, I will try to provide an end comment that consists of feedback in response to your
written work. If you would like to discuss your grades, you are welcome to visit during my office hours to do just
that. Lastly, be prepared to revise and submit multiple drafts of work in this class.
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Assignment Breakdown
Everyone’s An Author Discussion Board Posts
A discussion board post on Everyone’s An Author is due every Thursday, along with an assigned chapter from the
book. You must complete the reading and submit your initial discussion board post by Thursday at 11:59 pm. Each
weekly EAA discussion board is only open from Monday at 10 am to Sunday at 11:59 pm. You will not have
the ability to submit a post outside of that window of time. The rationale for this pocket of time is to force
you to engage with your classmates and discuss the readings. A quick response to your classmates’ days after
the fact or 20 minutes before class is a pointless exercise that we will not be practicing in this class. With that,
make sure you set time aside to engage with your classmates in that time span. Furthermore, I expect effort. Be
expansive, ask questions, think critically, and challenge your classmates (in a respectful manner).

Major Assignments
During the course, you will complete five major assignments/projects, each of which will be worth the same
number of points in relation to your overall grade. I’ve chosen this method of grading to enforce the importance
of each assignment you will complete throughout the course, making sure that one project isn’t worth more than
another. More importantly, I want to eliminate any notion that this class has a hierarchy of assignments, which
implies that some tasks are more important than others. Everything we do in class is essential.

Attendance
This section is expanded further down the syllabus in my Participation Policy and FYC Class attendance Policy
sections. Although attendance and participation only make up for 15 percent of your grade, attending and
participating in class are crucial to passing.

Labor Assessment & Non-Graded Assignments

Over this semester, I will assign in-class writing and homework that will not be graded. Most of this work will be
used as a scaffolding for major assignments, while the rest will pertain to in-class activities related to assigned
readings. As stated, these assignments will not be graded; it's simply your choice to do them. That said, when
your labor is assessed at the end of the semester, guess what will factor into that 200-point allotment? You
guessed right, those non-graded assignments. To be clear, your Labor Assessment is a comprehensive
examination of your effort throughout the semester. I will consider everything you have done in the class and not
just non-graded assignments.

“What is a Labor Assessment and how does it work?”

Labor simply translates to effort. If you put forth a continuous and concerted effort throughout this semester,
you will earn the 200 points allocated to the Labor Assessment. In RWS 1301, you will find an emphasis put on
process-oriented writing that embraces the recursive nature of writing, i.e., multiple drafting and submissions.
First-Year Composition Program SPRING 2023 8

That said, as college students and adults, you have the freedom to put forth as much effort as you want or don't
want. If you look at the grading breakdown on the previous page, you will find that the Labor Assessment
accounts for 20 percent of your grade. So, in theory, if you complete every assignment and meet the required
attendance policy, at the very least, you will get a B. That said, if you make no effort to engage past the bare
minimum of discussion board posts, class discussions, and multiple drafting, you will earn zero points on your
labor assessment. So, the choice is yours: meet the course requirements and possibly GET a B or put forth a
continuous and concerted effort, and you will EARN an A.
“How does it differ from attendance?”
Attending class does not equate to effort. You are required to come to class and participate. That is not
negotiable if you want to succeed in this class. Further down the syllabus, an attendance policy will outline
the parameters of tardiness, excused and unexcused absences, and how they will affect your standing in this
course.

Course Delivery
In spring 2022, RWS 1302 will be held primarily face-to-face on campus. There are a few sections that are
designated as online. Those classes may meet synchronously or asynchronously through Blackboard. Whether
face-to-face, online, or hybrid, the course is designed to engage students through discussions with your
classmates and instructor using Blackboard (Bb). In order to succeed in the course, you will need to have
regular use of the internet and a stable connection regardless of whether your class meets face-to-face, hybrid,
or fully online. Although you can use the Blackboard App on your phone, it is highly recommended that you
compose your work for class, and perform class activities, via a computer. If you don’t have a computer or
reliable internet at home, the university can help you with resources: Technology Support - UTEP. Please speak
with your instructor immediately if you will need assistance. We want you to have the opportunity to succeed in
class without concern about access. There are also computers available for you to use in the library on campus.

Ensure your UTEP e-mail account is working and that you have access to the Web and a stable web browser. If
you encounter technical difficulties beyond your scope of troubleshooting, please contact the Help Desk as they
are trained specifically in assisting with technological needs of students.

Students can prepare by taking the Blackboard Student Orientation

(https://www.utep.edu/extendeduniversity/cid/student-resources/blackboard-orientation.html

Submitting Work: All work will be submitted through the Bb course shell for this class. Since Bb comment and
grade function works best with Microsoft Word, please submit all assignments in Microsoft Word following APA
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or MLA format unless directed otherwise. Be sure to name each submitted assignment with your name and the
title of the assignment.

Late Work Policy: Late work is not accepted in this class without due notice. If you feel that there is a
possibility you will not be able to submit your work on time, let me know! I'm flexible and reasonable, but you
need to advocate for yourself, ideally before the fact and not after. Obviously, life happens, and some
emergencies do not allow being proactive about missing class and late work. That said, please do not conflate
actual emergencies with poor time management on your part. If you are honest and proactive, we won't have a
problem this semester. Again, I am flexible and reasonable.

Participation Policy: Your participation is measured by three key components.

1. Your attendance: more specifically, showing up on time for class. If you are constantly late, your
attendance and participation grade will fairly reflect that. Show up on time and be ready to work. Your
attendance and participation will be factored into your end-of-semester Labor Assessment.
2. Your preparedness: RWS 1301 is a reading and writing-intensive course that is easy to succeed in if you
do the necessary work outside of class. Make sure you read your assigned readings before class and not
20 minutes before class.
3. Your engagement: Class discussions are an essential component of this class. You are expected to
engage in fruitful conversation with your classmates, whether in groups or full class discussions.

Classroom Etiquette: Debate, critical inquiry, and intellectual diversity are essential elements to higher
education and a process of learning. There is the potential during this course for controversial and sensitive
topics to be discussed during small group or whole class interaction (whether face-to-face or online), and to
surface through discussion board postings. You are expected to demonstrate respect and courtesy for your
peers and instructor when they express differing arguments, viewpoints, and/or experiences. Sexist, racist,
homophobic, or other hateful speech will not be permitted. Angry displays, whether in writing, online postings, or
in class discussions will be handled as disruptions to the wellbeing of the class and responded to as negative
participation.
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University and Program Policies

FYC Class Attendance Policy: According to UTEP’s Curriculum and Classroom Policies:
The student is expected to attend all classes and laboratory sessions. It is the responsibility of the student to
inform each instructor of extended absences. When, in the judgment of the instructor, a student has been absent
to such a degree as to impair his or her status relative to credit for the course, the instructor can drop the
student from the class with a grade of W before the course-drop deadline or with a grade of F after the course-
drop deadline.

Please consult UTEP’s Curriculum and Classroom Policies for more information regarding Excused Absences for
University-Recognized Activities, Absence for Religious Holy Days, and Military Leave.
Attendance is mandatory for all freshman-level courses. Students are expected to attend all class meetings and
to participate in discussions and workshops. In addition, the First-Year Composition Program has developed the
following policies that should be adhered to strictly by all instructors:

For Face-to-Face Classes: Students are entitled to a single week of unexplained absences without penalty (for
example, 3 classes missed in a three-times-a-week class, 2 classes missed in twice-a-week class, 1 class missed
in a once-a-week class).

After 2 total weeks of absence (not necessarily consecutive classes) the student’s grade is lowered by a full
letter (A becomes B, etc.).

After 3 total weeks of absence (not necessarily consecutive), the student is automatically dropped from class.

Missing a scheduled conference with the instructor constitutes an absence.

For Hybrid Classes: The attendance policy for hybrid courses aligns with the structure for face-to-face
courses with each missed weekly class meeting constituting absence from a week of class.

The program recommends that the student contact the instructor to discuss the attendance policy and how it
applies in cases in which it is not possible to attend a weekly class meeting, while continuing to maintain robust
participation in class activities. [see also online courses]

For Online Classes: In an online class, attendance is measured by participation in class activities. The
attendance policy for online courses aligns with the structure for face-to-face courses, with each missed week
of class activities constituting absence from a week of class.
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The instructor can measure participation through various pathways, such as completion of scaffolded
activities and discussion posts, and responding to other students’ posts and feedback. We also recommend
measuring course activity by using the Course Reports feature on Blackboard, particularly the Course Activity
Overview.

When it becomes evident that it is not possible to participate in class, the program recommends that the student
contact the instructor to discuss the attendance policy and how it applies, before resuming robust participation
in class activities.

Drop Policy: If you cannot complete this course for whatever reason, please contact your instructor. Your
instructor can help you with the drop process and you can contact the Registrar’s Office. If you do not drop, you
are at risk of being dropped by the instructor and possibly receiving an “F” for the course.

Academic Integrity: The University of Texas at El Paso prides itself on its standards of academic excellence. In
the classroom and in all other academic activities, students are expected to uphold the highest standards of
academic integrity. Academic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the
submission for credit of any work or materials that are attributable in whole or in part to another person, taking
an examination for another person, and any act designed to give unfair advantage to a student or the attempt to
commit such acts. Instructors are required to report the suspected academic dishonesty to the Office of
Student Affairs. Visit the Office of Student Conduct and Conflict Resolution page for more information on
Academic integrity.

Accommodations: UTEP is committed to providing reasonable accommodations and auxiliary services to

students, staff, faculty, job applicants, applicants for admissions, and other beneficiaries of University programs,
services and activities with documented disabilities in order to provide them with equal opportunities to
participate in programs, services, and activities in compliance with sections 503 and 504 of the Rehabilitation
Act of 1973, as amended, and the Americans with Disabilities Act (ADA) of 1990 and the Americans with
Disabilities Act Amendments Act (ADAAA) of 2008. Reasonable accommodations will be made unless it is
determined that doing so would cause undue hardship on the University. Students requesting an accommodation
based on a disability must register with the UTEP Center for Accommodations and Support Services (CASS).
Students are encouraged to visit CASS in room 106, Union East Building or contact them at 747-5148 or
[email protected].

University Writing Center: UTEP’s University Writing Center (UWC) offers free writing tutoring assistance for
all UTEP students. The tutors are undergraduate and graduate students who can help with all parts of a writing
assignment, including prewriting, organizing, revising, and editing. They can also help to understand any writing
assignment and help work on comprehending difficult textbook material. Go to University Writing Center - UTEP
to make an appointment with a writing center consultant.
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Military Students: If you are a military student (veteran, dependent, active) please visit the Military Student
Success Center. I also recognize the complexities of being a student veteran. If you are a student veteran, please
inform me if you need special accommodations. Drill schedules, calls to active duty, complications with GI Bill
disbursement, and other unforeseen military and veteran-related developments can complicate your academic
life. If you make me aware of a complication, I will do everything I can to assist you or put you in contact with
university staff who are trained to assist you.

Course Support Resources

Title IX 915-747-8358 Institutional Compliance

Dean of Students 915-747-5648 Dean of Students
UTEP Health & Wellness Center 915-747-5624 https://www.utep.edu/chs/shc/
[email protected]
UTEP Police Department 915-747-5611 https://www.utep.edu/police/
[email protected]
Counseling and Psychological 915-747-5302 https://www.utep.edu/student-
Services affairs/counsel/
[email protected]

Academic Calendar Spring 2023

Jan 17th Spring classes begin
Jan 17th-20th Late Registration (Fees are incurred)
Feb 1st Spring Census Day
Note: This is the last day to register for classes. Payments are due by 5:00 pm.
Mar 13th-17th Spring Break
Mar 30th Spring Drop/Withdrawal Deadline
Note: Student-initiated drops are permitted after this date, but the student is not
guaranteed a grade of W. The faculty member of record will issue a grade of either W or
F.
Mar 31st Cesar Chavez Holiday - No classes
Apr 7th Spring Study Day
May 4th Spring – Last day of classes
May 5th Dead day
May 8-12th Spring Final Exams