Department of Rhetoric & Writing
Department of Rhetoric & Writing

RHE 315 • Intro To Visual Rhetoric

43307 • THAIN, LAURA E
Meets TTH 200pm-330pm FAC 7
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Since the early decades of the nineteenth century, when advances in printing, paper manufacture, and engraving made cheap, mass-produced images broadly available, Western culture has been characterized as a visual culture. During the twentieth century visual technologies proliferated, especially in new electronic forms. In the last decade the World Wide Web has made it possible for individuals to publish multimedia texts that formerly required entire production departments and studios.

In spite of the proliferation of images in our culture and the ease of producing and publishing them, they remain a neglected area of study within the humanities. In the first half of the course, students will examine the modern history of visual culture. In the second half, they will focus more particularly on the combination of text, images, and other graphics, both in print and in multimedia formats. They will explore a range of scholarship that extends from the rise of illustrated newspapers and new image technologies in the nineteenth century to digital imaging and the multimedia Web.

RHE 360M • Rhet/Writ For Teachers Of Eng

43370 • Buckley, Tom
Meets TTH 800am-930am PAR 304
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Designed for students planning a career teaching English, this course will introduce you to scholarship in composition that informs the teaching of writing today. Theories will be examined in terms of their assumptions about the nature of language and learning. Among the topics we'll discuss are the writing process; the rhetorical situation; the relationship between language and identity; the place of grammar and usage; curriculum for basic and developmental writers; collaborative learning; and creating and evaluating assignments.

Although this isn't a methods course, it will have a practical orientation: we'll discuss the implications of each approach for designing courses and for evaluating writing. In addition to reading about writing, you'll write about writing. You'll compose a number of writing assignments, each to be revised after receiving written critiques both from me and from your peers. You'll also write critiques of your peers' work as a way to sharpen your own analytical abilities and to develop the ability to offer writers detailed, pointed, tactful advice. Additionally, you'll keep a reading journal; do writing, style, and grading exercises; and investigate a contemporary educational debate on the issue of your choice. A mid-term exam will allow you to demonstrate your understanding of the information studied.

This class is not for the timid or narrow-minded. Participation is a must as we try to hash out in a conversational setting important questions about contemporary education.

RHE 366 • Internship In Rhetoric & Writ

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This course provides an academic foundation and practical support for upper-division students working in DRW-approved internships.

It is designed to help students 1) recognize how rhetoric is applied in the workplace environments, and 2) apply their training and skills in rhetoric and writing professionally.

To meet these objectives, students will participate in a variety of activities: assigned readings, class discussions (in class and online), journal reflections on their workplace experience, university-sponsored workshops about job searching and workplace protocol, and in-class workshops and peer critique sessions designed to further develop their writing skills.

Students will produce 20 pages of writing (which may include Discussion Board assignments and journal entries at an instructor’s discretion) by the end of the semester. Because the amount of on-the-job writing students do will vary per internship, students will consult with the instructor at the beginning of the semester to determine the types of writing they will produce.

This course is offered on a pass/fail basis. It does not count toward the rhetoric major.

It may be repeated once for credit when the internships vary.


Consent of supervising instructor must be obtained. Upper-division standing and twelve semester hours of work in Rhetoric & Writing are required.


A course packet

Others TBA

RHE 368C • Writing Center Internship

43380 • Ruszkiewicz, John J
Meets MW 1100am-1230pm PAR 104
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RHE 368C is a course designed to prepare undergraduates to serve as peer tutors in the Undergraduate Writing Center (UWC). During the first part of the term, students will study issues related to writing center theory and practice. They will analyze the goals and practices of writing centers, examine elements of contemporary rhetorical and composition theory (including the writing process), survey typical course syllabi and assignments, and review basics of grammar, mechanics, and usage. Later in the term, they will work under supervision for six hours a week as a consultant in the Undergraduate Writing Center.

Course Requirements

Coursework includes a variety of writing assignments (including a literacy biography and an argument), quizzes on grammar and mechanics, observations of UWC tutoring sessions, participation in mock UWC tutorials, midterm and final self evaluations, and supervised tutoring in the UWC itself. Students will download all written assignments to the Blackboard course site or course where classmates may read and comment on them. Instructor's permission is required for registration in RHE 368C.

Grading Policy

Literacy Biography: 5%

Argument: 20%

Midterm self-assessment: 15%

Grammar quizzes: 20%

UWC Observation reports: 15%

Mock Tutorial report: 5%

Class participation and attendance: 5%

Final self-assessment: 15%


Gillespie and Lerner, The Allyn and Bacon Guide to Peer Tutoring / 2nd edition

Ruszkiewicz, Friend, Hairston, The Scott, Foresman Handbook for Writers, 8th edition

RHE 368E • Grammar: Writ/Editors/Tchrs

43385 • Henkel, Jacqueline M
Meets TTH 1230pm-200pm GAR 0.120
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Students in Grammar for Writers, Editors, and Teachers will study the grammar or structure of written English; assess grammatical issues, handbooks, and controversies; and apply grammatical knowledge in composing, rewriting, and editing exercises.  They should expect to learn traditional grammatical vocabulary and also to critique it; to learn about different approaches and attitudes toward “correctness”; to look carefully at the structure of written English; and to edit effectively.

This course is meant for students who:

- want to become more conscious and confident about their own sentence-level editing choices.

- want to know which “rules” to follow and which not.  (If the New York Times can split infinitives, why can’t you?)

 -want to develop grammatical knowledge and conquer “grammar anxiety.” 

- will need to teach grammatical lessons but are unsure of their own knowledge.

(Note:  Students need not begin the course knowing grammatical terminology.)

Assignments and Grading

Minimum requirements are:  1) satisfactory performance both on unannounced and announced quizzes or problems; 2) satisfactory work on writing exercises (1 paragraph-1 page each); 3) satisfactory text analyses (1-2 pages each); 4) effective peer review and workshop participation in class; 5) discussion informed by familiarity with the required readings; and 6) regular attendance. Note that these are minimum requirements.

Grades are based on quizzes and problems (30%); writing exercises (30%); text analyses (10%); peer review, discussion, and workshop performance (30%).  Attendance and courteous classroom behavior are considered essential, and unsatisfactory marks in these areas are deducted from the final average.

Final course grades are assigned relative to the overall performance of the class; in other words, scores are "curved" rather than absolute.  Final grades include "plus" or "minus" grades.  Final class scores may be rounded up or down, according to students' class participation and performance on minor and ungraded assignments.

A grade of C will indicate work that meets all the basic course requirements; A's and B's are honors grades, designating work of some distinction.  Grades are based only on work assigned to everyone in the class; no extra credit work can be accepted.

Required Texts and Course Readings

Kolln, Martha J., and Loretta Gray.  Rhetorical Grammar: Grammatical Choices, Rhetorical Effects, 7th ed., 2012.

Scharton Maurice.  Things Your Grammar Never Told You:  A Pocket Handbook, 2nd ed., Longman, 2001.

David Crystal, The Fight for English: How Language Pundits Ate, Shot, and Left, Oxford UP, 2008.