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EL 102:
LANGUAGE and RHETORIC
General Syllabus
I. COURSE DESCRIPTION
The "Mission Statement" of Saint Vincent College declares that the programs of the college should encourage
your "intellectual gifts, professional aptitudes, and personal aspirations." Because the development of writing
skills is essential to your intellectual, professional, and personal growth, Language and Rhetoric plays an integral role
in Saint Vincent College's mission.
Language and Rhetoric introduces you to the kinds of writing tasks and skills that college courses require. By writing
four papers, reading selected essays, keeping a journal, and learning and practicing various problem-solving strategies, you
will develop the writing, reading, and thinking skills that will aid you in college and in the years that follow.
A Textual Basis
Your personal experience and interests will contribute to your paper topics and supporting details; however, you will
also read, analyze, and discuss texts by other writers. These texts will be primarily, but not exclusively, short, nonfiction
essays. Writing assignments may require that you draw inspiration from, critique, evaluate, synthesize, contrast, and rebut
assigned texts.
A Process Approach
You will pursue the task of writing as a process in which your essay drafts and prewriting will be revised several times
and carefully edited under the supervision of instructor and tutors, and with groups of other students in your class. An
intentionally small class size will enable your instructor to address your individual needs.
Revision is an arduous yet essential stage of the writing process. Few writers sit before a blank page and fill it words
that flow with little effort from left to right, line below line. The most experienced writers cross out sentences, delete
whole paragraphs, and sometimes begin anew. Without this process of revising for the reader's needs and questions, an essay
will not succeed in informing, convincing, or moving the audience. This course will show you how to revise effectively and
give you ample opportunity to do so.
A Computer-Based Mode of Writing and Learning
The revision process can be greatly facilitated by computers, special computer programs, and networks. Thus, the computer-networked
classroom (Placid Hall 424, "The Writing Center") lies at the heart of this course’s methodology. Besides
enabling and enhancing writing and revision, the lab makes available a wide array of instructional materials, including interactive
software; creates opportunities for interaction and collaboration; and enables more individualized attention.
II. COURSE OBJECTIVES
Along with its own goals, this course pursues many of the stated objectives of the English Department and of the Saint
Vincent College Core Curriculum.
A. Course Goals: Students who successfully complete this course should be able to do the following:
1. Solve basic writing problems--generating ideas, formulating a thesis, organizing ideas, drafting, using quotations,
editing, and proofreading--and thereby gain greater control over their own writing processes;
2. Compose short- to moderate-length essays that follow a variety of discourse forms, such as narrative, comparison /
contrast, critical summary, and argument;
3. Understand and successfully practice certain rhetorical and logical principles, such as audience adaptation and critical
thinking;
4. Evaluate the quality of written work, including their own;
5. Write clearer and more correct sentences;
6. Cultivate a distinctive voice and viable point of view;
7. Read with greater proficiency;
8. Integrate outside sources into their own writing and document these sources responsibly and properly.
B. English Departmental Goals—students should be able to do the following:
1. Become familiar with and be able to use traditional rhetorical modes;
2. Discern and appreciate different forms and styles of writing, and to be able to use them in their own writing;
3. Learn to read critically
4. Explicate primary texts
5. Participate in class discussion, and to synthesize and reflect
C. Saint Vincent College Core Goals--students should be able to do the following:
1. Form habits of ordered inquiry, logical thinking, and critical analysis
2. Develop effective communication skills
3. Develop skills in reading, writing, and literature
II. TEXTS:
Dodds, Jack. A Ready Reference and Handbook: Writing, Revising, Editing.
A Primis anthology of prose nonfiction readings specially designed for your section.
These required textbooks are essential resources that have been designed and chosen to aid you in Language and Rhetoric
and other courses that assign written work. You are responsible for reading, understanding, and applying material that is
assigned to the class or to you individually. In addition to the hard copy texts listed above, you will have access to on-line
tutorial software.
III. GENERAL COURSE REQUIREMENTS
The three basic requirements discussed below apply to all sections of Language and Rhetoric. However, other requirements,
such as tests, quizzes, and conferencing may be added.
A. Four Essays
Students must write four essays of moderate length. These four essays will carry most of the weight in the determination
of your final grade, but the process of reaching an essay in its final form may be considered. Most of the required essays
will be expository essays--academic essays that examine topics not necessarily related to personal experience and that address
a designated audience--and arguments. These kinds of essays are the dominant requirement because they engage you in the types
of writing and thinking tasks that are most relevant to a successful liberal arts education.
B. Journal
In addition to essay writing, you must maintain a journal of supplementary writing. This journal requirement may entail
personal, creative, or critical writing.
C. Composition Portfolio
You must keep much of your written work in a portfolio that will be evaluated separately at the semester’s end.
This portfolio performs several functions: it allows you to track your progress as a writer; it allows you to change older
pieces of writing as your skills and opinions evolve; it allows you to practice the specific kind of writing demanded by your
major; finally, once the course is over, the portfolio may be a source of models and ideas for other classes. In general,
portfolios will consist of final copies of essays (with preliminary drafts and or other preparatory material), journals, and,
perhaps, writing completed in other courses.
IV. ADDITIONAL POLICIES AND SUPPORT SERVICES
A. The Six Principles of Good Writing
The Six Principles of Good Writing, established and approved Saint Vincent teachers, is a set of standards that apply
to any piece of writing. These principles play an important role in the teaching of Language and Rhetoric and in the evaluation
of your written work. The Six Principles include the following:
1. PURPOSE: The thesis and direction of the writing are clear, and the writing is addressed to a well-defined audience
2. SUPPORT: All generalizations and conclusions are justified by logically presented evidence
3. INSIGHT: The writer has found creative ways to integrate, synthesize, and interpret challenging ideas
4. ORGANIZATION: Ideas and support are developed one at a time systematically and logically
5. COHERENCE: Conceptual links are provided between individual elements of the writing
6. CLARITY: Diction and syntax are precise; the writer has considered the reader’s understanding
In Language and Rhetoric you will become familiar with how these principles combine to yield effective essays and journal
entries. In your other courses, you should apply these principles as you write lab reports, abstracts, proposals, memos and
letters, research papers, journals, in-class essays, case studies, and whatever other kind of writing a specific field may
require.
B. Computer Use
The Writing Center is equipped with Windows-based PCs that are connected to the campus network. From the Writing Center,
you may access your campus network folder or, if you have a PC in your room and have made the needed settings, access your
hard drive.
The Writing Center will be open on evenings and weekends during posted hours, and will be staffed by a tutor (see below).
Please heed the college's policy concerning the misuse of the computers and network owned by the college. This policy,
taken from the Student Handbook, follows:
Any deliberate misuse of computers or computer networks at the college that results in damage to the computer systems,
loss of data, theft of private information, disruption of normal use of the computer systems, and similar actions may lead
to disciplinary action. Activities that entail clear misuse of computer facilities include stealing of passwords, spreading
computer viruses, breaking into college accounts, deleting software installed on college computers, deliberately causing the
computer to crash, the transmission or making of threatening or obscene material, and the pirating of software. Punishment
is at the discretion of the Dean of Students and will be based on the seriousness of the individual case
C. Tutoring
Tutors for the Language and Rhetoric course keep regular hours in the Writing Center. For specific dates and times during
which tutors are available, please check the schedule that will be posted outside The Writing Center during the first few
weeks of the semester. One of these tutors has been assigned to your section of the course and will have an intimate knowledge
of your section’s distinctive requirements, activities, and assignments. Though you should see your section's designated
tutor for specific questions concerning your class, any available Language and Rhetoric tutor can answer general questions
and assist you with your papers. lease note that Language and Rhetoric tutors are not computer technicians; rather, their
competence lies in helping students navigate their way through the writing process.
D. Features of Graded Papers
An "A" paper, an excellent response to an assignment, represents a fairly original insight into a non-trivial
issue. Its thesis is clear and powerfully stated, and the body of the essay cohesively develops this thesis. It is carefully
reasoned, with claims convincingly supported with data and evidence that are intelligently selected and vividly presented.
It has no errors in grammar, mechanics, or spelling. Sentences are clear, concise, cohesive, emphatic, and varied in length
and structure. The paper reveals a clear sense of audience and purpose, and its tone is appropriate to the writing situation.
Introductory paragraphs capture the reader's attention, and concluding paragraphs give a satisfying sense of ending. Transitions
are clear and smooth.
An "A-" paper, a very good response to an assignment, is similar to the "A" paper in many respects,
except that it may be less insightful, less error-free, or less exciting in terms of style and evidence.
A "B+" paper, a good response to the assignment, may have failed to ascend to the "A" level because
of several minor mechanical errors or flaws in logic, inadequate development of some points, or a less well defined sense
of audience.
A "B" paper possesses most of the features of an "A" paper, but these may be executed with a lesser
degree of quality. It is focused on a clearly stated thesis and adheres to this thesis throughout, but the issue selected
may not be sufficiently engaging or problematic, and the response may lack insight or originality. Claims may be adequately
supported, but supporting evidence may lack color and persuasiveness. It is technically sound, having only a few errors in
punctuation and spelling. The audience and purpose may not be as clearly defined as in the case of an "A" paper.
A "B-" paper, a better than adequate response to assignment, is similar to a "B" paper in many respects,
but it may depart from its thesis at some points or may have one or several inadequately unified and developed paragraphs.
Sentences tend to lack clarity, conciseness, and variety, introductions and conclusions may be less effective, or the tone
may be inappropriate to the situation.
A "C+" paper may be similar to the "B-" paper in several respects except that may exhibit some sentence
termination and agreement errors.
A "C" paper is an adequate response. Besides exhibiting several grammatical errors, it lacks unity, sufficient
support, and coherence. The organization may lack a clear hierarchical structure, and this will be reflected in individual
paragraphs. Issues of audience and purpose are not dealt with adequately. Sentences are not fluent.
A C- paper is a less than adequate response. Though similar to the C paper, it is distinguished by the higher degree
of grammatical error or by the randomness of the organization.
A "D" paper is an unsatisfactory response. It does not represent an adequate understanding of the task at hand,
and it does not exhibit a control over the principles of good writing or the conventions of standard written English.
An "F" paper fails to meet the most basic requirements of the assignment.
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