RHE 309S: Anthologics (Fall 2008)

hawaii flower bouquet

The term "anthology" derives from the Greek word "anthologia" which means to gather or collect flowers. The term has been extended to describe literary or artistic collections, so we now think of an anthology as a collection of works (poems, stories, artwork, songs) brought together into one place.

book cover of norton anthology of poetry

This course will practice what I'll call "anthologics" - a method of bringing together a conversation of various texts, arguments, and voices and then entering into that conversation. Upon choosing a particular topic, students will spend the semester compiling their anthology and writing the preface and/or introduction to that text. This anthology will be a way of presenting readers with a "conversation" about a particular topic. The main goal of the anthologic method is to understand that we are always entering ongoing conversations and that it behooves us to understand those conversations before participating.

album cover of The Beatles Anthology

Reading and writing assignments in this course will all build toward students' anthology assignment. Students will complete short writing assignments that summarize and analyze texts they'd like to anthologize and longer writing assignments that will make up the introductory text they are writing. Since we are designing a book, we will also discuss design issues. To this end, we'll ask questions such as: What will the anthology look like? How will it be organized? Who is the audience? What publisher might be interested in putting out such an anthology?

Image Credit: ["Hawaii Flower Bouquet" by R.J. Malfalfa]

Policy Statement

Unique Number: 45190
Instructor: Jim Brown
Meeting Place: FAC 10
Time: T/Th 9:30-11am
Office Hours: M/Th 11:00am-12:30pm at Cafe Medici, or by appointment
Website: http://instructors.cwrl.utexas.edu/jbrown/309s_fall08

The following required texts are available at the University Co-op or at Amazon.com :
Having Your Say-Charney, Neuwirth, Kaufer, Geisler
Writing With Style, 2nd Ed.-Trimble

Additional Requirements
- Access to a computer and printer
- An e-mail account that you check daily

Your main project for this course will be to compile an anthology of readings on a topic of your choosing. Most of our assignments will build toward this final project. Your coursework will include:

Reading Quizzes
Anthology Analysis/Exhibition
Topic proposal
Anthological Map
8 Summary-Analysis papers (1 page each)
Book Cover/Jacket Design
Book Proposal (2 submissions)
Anthology Preface (2 submissions)

Reading Quizzes
To ensure that you're keeping up with and comprehending our reading, there will be unannounced quizzes. If we have a reading assignment, please come to class assuming there will be a quiz.

You are required to attend class daily, arrive on time, do assigned reading and writing, and participate in all in-class work. Five (5) absences will result in failure of the course. Arriving late to class will count as .5 abences. A student is considered late when arriving after the sign-up sheet has gone around the room. Please notify me beforehand of your participation in official athletic events or observance of religious holidays; these are the only excused absences. Save absences for when you are sick or have a personal emergency. If you find that an unavoidable problem prevents you from attending class or from arriving on time, please discuss the problem with me.

The grade breakdown for this class is as follows:

Attendance: 10%
Quizzes: %15
Anthology Analysis/Exhibition: 5%
Topic Proposal: 5%
Anthological Map: 5%
Summary-Analysis Papers: 20%
Book Proposal (2 submissions): 10%
Book Jacket Design: 10%
Anthology Preface (2 submissions): 20%

A note about multiple submissions:
Certain assignments in class will be submitted twice. If you earn an 'A' on the first submission, you do not have to turn in a second submission. Any grade other than an 'A' will require a second submission.

Late Assignments and Drafts
All assignments, including drafts, must be turned in on the due date at the beginning of the class period. You will turn in papers electronically via the Teacher Folder. You are responsible for turning in assignments regardless of whether you attend class on the due date. I do not accept late work.

Format of Final Papers
All papers must be typewritten. Unless you are told otherwise, your papers should be in MLA format (see Having Your Say for details on MLA format).

Technology Policy
We will use technology frequently in this class. Although I am assuming that you have some basic knowledge of computers, such as how to use the keyboard and mouse, and how to use the web and check e-mail, most things will be explained in class. If you don’t understand what we are doing, please ask for help. If you are familiar with the technology we are using, please be patient and lend a helping hand to your classmates.

Course Website and Email
You should check your email daily. Class announcements and assignments may be distributed through email. The course website will also have important information about assignments and policies, please visit this site regularly. The course site should be a helpful tool for you, so feel free to make suggestions about anything you feel should be included.

Computer Use and Availability
Because this is a CWRL class, you have access to an open computer lab in PAR 102.

Scholastic Honesty
Turning in work that is not your own, or any other form of scholastic dishonesty, will result in a major course penalty, possibly failure of the course. A report of the incident will also be made to the Office of the Dean of Students. The consultants at the Undergraduate Writing Center (FAC 211, 471-6222) are trained to help you with the proper use of sources.

We will be covering the use of sources in class. In general, I will ask you to provide me with hard copies of all sources you use. If you have any questions about how you are using sources on a particular assignment, see me before you turn it in.

Students With Disabilities
The University of Texas at Austin provides upon request appropriate academic adjustments for qualified students with disabilities. For more information, contact the Office of the Dean of Students at 471-6259, 471-4641 TDD.


Syllabus and Introductions
Burke's Parlor

Brewster and Broughton: Last Night a DJ Saved My Life, "Introduction" (4-18)
Gibson- God’s Little Toys: Confessions of a Cut & Paste Artist
Introduction to Rhetorical Tradition (1-16)

Exhibition Handout Due
Anthology Exhibition

Exhibition Synopsis Due
Charney- What It Takes to Have Your Say (1-12)
Charney- Critical Reading: Exploring a Point of View (13-14)
Charney- Spans: Building the Segments of an Argument (15-30)
Charney- Chivers (129-134)

Charney- Stases: Taking Standpoints Along the Path (31-65)
Charney- Re-read Chivers

Charney- Supporting Claims: Apealing to Logos, Ethos, Pathos (66-86)
Charney- Junctions: Responding to Alternative Paths (87-108)
Charney- Essay by Easterbrook (134-140)

Trimble- How to Write a Critical Analysis (94-98)
Charney- Critical Reading Process (395-403)

S-A #1 due
Charney- Style (109-126)
Practice on critical reading/analysis

Topic Proposals Due
Charney- EXPLORING AN ISSUE (197-198)
Charney- Entry Points (199-212)

S-A #2 Due
Charney- Surveying the Terrain (213-237)
Charney- Exploring by Responding (238-256)

Charney- Exploring and Constructing a Problem (257-275)
Charney- Exploring and Constructing Solutions (276-289)

S-A #3 Due
Charney- Mapping a Conversation (290-310)
Charney- Having Your Say (311-312)
Charney- Having Your Say on an Author's Argument (313-324)

Watch The October 7 Obama-McCain Debate and take notes (be ready to discuss)

S-A #4 Due
Charney- Having Your Say by Responding to an Author's Argument (325-336)
Charney- Having Your Say on the State of the Debate (337-356)

S-A #5
Charney- Having Your Say on the Problem (357-372)
Charney- Having Your Say on the Solution (373-392)

Book Proposal-First Submission Due
Charney- Collaborative Evaluation and Revision (423-429)
Trimble- Superstitions (82-93)
In class-Workshop Book Proposals

S-A #6 Due
In class-Workshop Book Proposals

Anthological Map Due
Charney- A Repertoire of Writing Processes (404-415)
Charney- Rhetorical Planning (416-422)

Book Proposal-Second Submission Due
Trimble- Thinking Well (3-12)
Trimble- Getting Launched (13-24)
Trimble- Diction (53-63)

S-A #7 Due
Election Week-Discuss Presidential election

Election Week-Discuss Presidential election

Preface Draft Due
Trimble- Middles (32-48)
Trimble- Revising (99)
Trimble- Proofreading (100)

First Submission of Preface Due
Trimble- Readability (64-81)
Workshop Prefaces

Trimble- Openers (25-31)
Trimble- Closers (49-52)
Workshop Prefaces

Learning InDesign

InDesign Workshop

No Class

Second Submission of Preface Due
Final Project Due (Table of contents, Preface (including Works Cited page in MLA format),Book Jacket (in PDF format)
Course Evaluations


Below are links to descriptions of our upcoming assignments.

Anthological Exhibition

Due Dates
Exhibition Handout: 9/4
Exhibition Report: 9/9

For our first assignment, you will choose an anthology to present as part of a classroom Anthologic Exhibition. The anthology you choose can be in any form (it does not have to be a book, though it can be). The exhibition will be similar to the setup of a museum or a convention. Each student will set up at a table and will be ready to answer questions about the anthology they have chosen. In addition to presenting your own anthology, you will also act as an attendee to our exhibition. You will visit other students to learn about the anthologies they have chosen and write a 250-word synopsis of the exhibition.

Presenter responsibilities
Each presenter will create a one-page handout for the anthology they have chosen that addresses some of the following questions and issues:

* Do you have to argue that what you've chosen is an anthology, or is this readily apparent? What makes your choice an anthology?

* Who is the editor/compiler? What is his or her background? What qualifies them to compile this anthology?

* Who are the authors? What is their background? What qualifies them to contribute to this anthology?

* Who is the publisher? What kinds of other works does this company publish? How does the work you've chosen compare to these other works?

* Who is the audience for the work you've chosen?

* What is its purpose?

* Are there other anthologies that are similar to this one? If so, how does the text you've chosen differentiate itself?

* How is the work organized? Does it have different sections? Why is it organized this way?

* What can you say about the design of the work (the packaging, the cover, etc.)? How does it fit with the goals and arguments of the text?

Remember that your handout is an argument, and that design of the document is part of the assignment. Be sure to make your document readable and useful to the other attendees. Decide whether it needs bullet points, whether it should include images, or any other design decision that seem pertinent. There are 22 students in the class. Be sure to bring enough copies of your handout for everyone.

Attendee responsibilities
As an attendee, you are responsible for visiting as many other students as possible and collecting information about the various anthologies being presented. The information you collect will be used to write a 250-word synopsis of the exhibition. Boiling your findings down to 250 words will not be easy, so you'll have to be concise and choose your words carefully. That report should consider the following questions and issues:

* What traits did all of the anthologies share?

* How were some of the anthologies different from the others?

* What is the role of the compiler/editor of an anthology?

* What kind of explicit and implicit arguments did the anthologies make?

Grading Criteria
This assignment accounts for 5% of your final grade. When grading this assignment, I will be evaluating the following:

* Is the handout you've designed easy to read and understand? Does it give exhibition attendees a good sense of what the text is about and how the text works?

* Does your synopsis synthesize the different anthologies in a useful way, and have you carefully considered a number of the possible similarities and differences amongst the various texts?

* How thoroughly have you addressed the questions and issues suggested for each of the two parts of the assignment? (You do not have to address every question listed here, but you do need to be thorough.)

* Are your documents written effectively and coherently, with very few grammatical errors?

* Were both parts of the assignment turned in on time? (Reminder: I do not accept late work.)

Summary Analysis Papers

Due Dates: See course schedule for S-A due dates

As you collect possible texts for your anthology throughout the semester, you will be composing 1-page summary-analysis (s-a) papers. These papers will be extremely useful when you write the preface to your book. In fact, some of the work you do in these papers might be copy-pasted directly into your preface (though, your preface will certainly have to be much more than a copy/paste job).

Your papers will be no more than one page, single-spaced and will have one-inch margins. Please include your name in the upper left-hand corner. One page gives you about 500 words to both summarize and analyze a text (this is not a lot of words). About 300-350 of those words will summarize your chosen text and about 150-200 of those words will be a rhetorical analysis of the text. Keep the following things in mind as you write your s-a papers:

Summarizing a text is not as easy as it sounds, especially when space is limited. The summary section of s-a papers should very concisely and carefully provide a summary of the text. This will require you to set aside your own thoughts and opinions about the piece while you provide a summary of what the author is saying. Because you are limited to 300-350 words, you won't be able to mention every single point the author makes. Your job is to decide what's important and to provide a reader with a clear, readable, fair summary of the text. Such a summary may require you to quote the article, but remember that you'll have to find a balance between quoting the author and putting things in your own words.

If the summary section focuses on "what" is said in your chosen text, the analysis section focuses on "how" things are said. This is not a section in which you give your opinion about the content of the text you've chosen. Instead, your job is to analyze how the argument of the text works. In this section, you should use the rhetorical tools we have discussed in class to dissect and analyze the argument (identifying spans and stases, examing various appeals, understanding how the argument characterizes opposing positions, etc.) Remember to reference chapter 18 in Having Your Say (which will give you some ideas about how to read critically) and chapter 9 in Writing With Style (which will give you some ideas about how to write your s-a papers).

Grading Criteria

The eight summary-analysis Papers will account for 20% of your grade. When grading s-a papers, I will be evaluating the following:

* Have you provided a copy of your source? This is required.

* Is your paper formatted correctly (one page, single-spaced, 500 words max, name in upper-left-hand corner)?

* Have you chosen an appropriate text? Could this text be re-printed as part of an anthology? Does it belong in a book?

* Does your summary fairly represent the argument made by the author?

* Have you used quotations from the author when necessary and used your own words to summarize where appropriate?

* Have you devoted the appropriate amount of space to the two sections of the paper? Remember that the word counts I provide are just guides (not strict word limits), but also remember that both summary and analysis have to be adequately addressed in the paper.

* Does your analysis apply the tools and concepts we've talked about in class?

* Is your paper written effectively and coherently with very few grammatical errors?

* Was the paper turned in on time? (Reminder: I do not accept late work.)

Topic Proposal

Due Date: 9/25

Your topic proposal will be 250 words (roughly one page, double spaced) and will give me snapshot of where your project stands at the moment. While your goals and ideas for the anthology will most likely shift throughout the semester, by the time you submit your topic proposal you should be thinking about the general shape of your book. Your topic proposal should address some of the following questions:

* What is your research question? What question are you asking and (maybe) trying to answer?
* What is the anthology about? Are there similar texts? How will yours be different?
* Who is the audience for your anthology?
* What are the goals of your anthology?
* What kinds of writings will be included? Essays? Scholarly articles? A collection of both?
* How might you be organizing the text? Will it have different sections?
* How will you be using the tools and concepts we have talked about in class?

Grading Criteria

The topic proposal accounts for 5% of your grade. When grading topic proposals, I will be evaluating the following:

* Is your paper formatted correctly (one page, double-spaced, name in upper-left-hand corner, title centered)?
* Have you provided evidence that you've begun to do research?
* Have you provided evidence that you are beginning to progress on the project?
* Does your proposal explain how you will use the tools and concepts we've talked about in class?
* Is your paper written effectively and coherently with very few grammatical errors?
* Was the paper turned in on time? (Reminder: I do not accept late work.)

Anthological Map

Due Date: 10/28

After reading the discussion of "Mapping a Conversation" in Having Your Say and after having done some research on your topic, you should have a good sense for how to organize and map the different positions within the topic you have chosen. In this assignment, you will create a visual map of your topic and some of the positions within it. How you organize and design the map is up to you, but you should address the following questions and concerns:

* What are the various arguments people make about my topic?

* How do these arguments overlap? How are they the same?

* How do these arguments clash? How are they different?

* What are the "spans" of the different arguments?

* What stasis points are in play for my anthology? (Are there arguments about definitions? Are there evaluate arguments? Can these stasis points be used to map your topic?

Grading Criteria
This assignment accounts for 5% of your grade. When grading this assignment, I will be evaluating the following:

*Is your map detailed? Have you provided a range of positions and shown that your topic is complicated enough to sustain an anthology project?

* Is your map easy to read and understand? Does it give us a good sense of how the different arguments you have read clash/overlap?

* Does the map show evidence that you have been researching your topic?

* Have you applied the tools and concepts we have talked about in class?

* Was your map turned in on time? (Reminder: I do not accept late work.)

Book Proposal

Due Dates
First Submission: 10/21
Second Submission: 10/30

The book you are compiling will have a particular purpose and will be for a particular kind of audience. For these reasons, you will have to seek out the appropriate publisher for your book and pitch your book to that publisher. Your proposal will take the form of a letter to the publisher that you think is the best fit for your book. Your book proposal will be about 1,000 words (roughty two pages, single-spaced) and should include the following:

* Your name (remember, you are the editor) and the name of your book
* An explanation of why you've chosen this publisher
* A discussion of why your book is an exciting and unique contribution to an ongoing conversation.
* Names of the authors who will be contributing to your anthology and an explanation of why you chose them
* A description of the book's content and its purpose
* An explanation about what is new or different about it
* Your intended audience for the book (i.e., who's going to buy it?)

Grading Criteria
The book proposal accounts for 10% of your grade. When grading this assignment, I will be evaluating the following:

* Is your book proposal formatted correctly? Does it look like a letter?
* Have you explained why a publisher should be excited about or interested in this project?
* Have you provided evidence that you've researched book publishers?
* Have you clearly articulated the audience and purpose of your anthology?
* Have you properly gauged your audience for this book proposal? Have you shaped your message for that audience?
* Is your proposal written effectively and coherently with very few grammatical errors?
* Was the paper turned in on time? (Reminder: I do not accept late work.)

Anthology Preface and Table of Contents

Due Dates
First Submission: 11/13
Second Submission: 12/2 (submitted as part of Final Project)

Throughout the semester you have been researching a topic, collecting summaries of possible chapters in your anthology, and considering the purpose and audience of your anthology. Now is your chance to pull it all together by composing the preface to your anthology. Your preface should be 2000-2500 words long, and you will also hand in a 'Table of Contents' for your book. The preface will serve to introduce readers to your text, map out all of the various arguments your text includes, explain how these arguments clash or overlap, and explain the purpose of the book. As you write the preface, think about the issues we have considered all semester long:

* Who is the audience?

* What is the purpose?

* Why did you choose to include the pieces that appear in the book?

* Who are the authors and what qualifies them to speak on this issue?

* What are the various overlaps and collisions that happen between the various texts you have brought together in this anthology?

* How are you having your say? (On the state of the debate? The solution? See chapters 13-17 in Charney)

* How is the book organized? Why?

* What other books are similar to your anthology? How is your anthology different?

Grading Criteria
You will turn in your preface and a table of contents. This assignment accounts for 20% of your final grade. When grading this assignment, I will be evaluating the following:

* Is your paper formatted correctly? (MLA format: one-inch margins, double spaced, citing any texts not included in your anthology on a 'Works Cited' page.)

* Have you appealed to the audience of your text?

* Have you explained the purpose of the text?

* Have you explained how these arguments work clash and/or overlap?

* Does the preface show evidence that you've thoroughly researched the topic?

* Have you chosen appropriate pieces for your anthology?

* Is your proposal written effectively and coherently with very few grammatical errors?

* Was the paper turned in on time? (Reminder: I do not accept late work.)

Book Jacket Design

Due Dates: 12/4 (submitted as part of Final Project)

While many publishers would hire a graphic designer to design the book jacket of an anthology, you will be acting as a part-time graphic designer for your text. You will design front and back covers and inside flaps for your book using Adobe InDesign. Remember that arguments are not only made with words - they are made through pictures and through design as well. Some people will make their decision about whether or not to read your book based on the jacket design. As you design your jacket consider the following things:

*What image or images do you want to include?

*What fonts should you use?

*What colors should you use?

*What "blurbs" should be included and who should write them? (You can make these up.)

*What content should be on the inside flaps?

*How much summary should be included on the back cover or on the inside flaps?

Grading Criteria
The book jacket design accounts for 10% of your grade. When grading this assignment, I will be evaluating the following:

* Is your book jacket formatted correctly? Does it look like the cover of a book?
* Does the jacket design reflect serious thought? Have you carefully considered how you're using image and text?
* Have you done research to determine the best people to "blurb" your book?
* Does the jacket design provide different kinds of information (different genres of writing) that gives the reader a sense of what the book is about?
* Have you properly gauged your audience? Have you shaped your message for that audience?
* Is the text on the inside flaps and/or back cover written effectively and coherently with very few grammatical errors?
* Was the assignment turned in on time? (Reminder: I do not accept late work.)


Weekly reading quizzes for RHE 309S.

Please email your quiz responses to: jimbrown[at]mail[dot]utexas[dot]edu

Quiz: 10/16

Chapters 16 and 17 are about having your say on the problem and the solution. These are possible approaches for the preface you will write as your final project. In no more than three sentences, make one of two arguments about your topic: 1) Make an argument in which you "have your say" about the problem; 2) Make an argument in which you "have your say" about the solution.

Quiz: 10/14

1) According to the text, what is the difference between analyzing an argument and responding to an argument?

2) Chapter 15 ("Having your say on the state of the debate") explains how to map out different "camps" or "groups of allies" as you research a topic or controversy. Briefly name and explain at least two "groups of allies" that you are discovering in your own research.

Quiz: 10/9

In no more than three sentences, provide a brief analysis of one of the argument's from Tuesday night's presidential debate. You may analyze an argument made by one of the candidates, or you may analyze a disagreement between the two candidates.

Quiz: 9/30

In no more than two sentences, explain Rogerian argument.

Quiz: 9/23

List the three styles discussed in chapter 6 of Charney, then give one characteristic of each.

Quiz: 9/16

1) Watch these two videos and discuss their appeals to ethos, pathos, and/or logos. You do not have to identify all three (there may not be evidence of all three kinds of appeals). It is not enough to just identify the appeals. You must make an argument (by using evidence) for your claim that a certain kind of appeal is being used:

2) Summarize Easterbrook's argument in 1-2 sentences.

Quiz: 10/30

1) What does Trimble mean by unconscious writing?

2) What does Trimble mean by vigorous verbs?

3) What is a zero draft?