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This 1900 offering will focus on new and emerging technologies that are reshaping human
relations: from the now ubiquitous smartphone and increasingly popular wearables like the
Fitbit to the potentially all-encompassing Internet of Things. New modes of communication
provide equally new ways of mediating the human experience . Connecting with and moving
others, a chiefly rhetorical task, frequently proves challenging. Through sustained writing
and rewriting, students will think and argue their way through these challenges by utilizing
the very communication technologies the course is critically engaging.

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SNOilT COMii90Sl"QONS Visualizing Information for
Explores research sources and invents from them Advocacy.
for various purposes, audiences, and contexts.
Infinite Detail by Tim Maughan
These assignments allow you to begin drafting for
the major project. It is much more important that All other readings online .
you use these short assignments to develop the
ideas and writing that will play into the later, • FFICE:. HOUilS
longer assignments. You will also practice with MW 10:00-12:00
different composition technolgies through these
compositions. Each short composition must \ & by appointment

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employ a new, different medium, and that
medium can and should impact how and what , Ill: A : 4.0
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you compose. ",
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Continues a venerable rhetorical practice of (
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asking students to argue on both sides (or


multiple sides) of a given case. By so doing, you r 2 :
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are better able to understand an argument from
all sides. In place of a traditional research paper, n: B- : 2.7
in which one usually argues one thesis and

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supp 'ort ·} with research sources, you will adopt
at le o theses-if not more-and support
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both of them with sources . You might do this by C : 2.0


composing multiple essays, or even a single essay ;,,
that simply lays out the competing arguments . ,, C- 1.7

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Marks the intervention stage of the rhetorical
project. In this assignment, you adopt a position , F : 0.0
and argue for it to a particular audience and in a
particular situation. In this docum f nt, you
describe a purpose, an auq_ie ~ e(s), and a OUTCOME:.S
particular context or situation. This assignment
Write and design persuasive
does not perform so much as offer a blueprint for
messages for specific purposes,

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a rhetorical performance .
audiences, and contexts.
MUL. TINIIO::::tAL. ii9ilOJE.<T ( Analyze messages and
Performs the intervention outlined in the statement arguments using a sophisticated
of purpose. You do this in some medium, whether rhelorical vocabulary.
visual, aural, digital, or some combination Summarize, paraphrase, and
thereof. The choice depends on the purpose,
quote appropriate research
audience, and context you are addressing . To
explain and justify the choices, you also write a
sources accurately and fairly .
"Process Paper," which essentially offers an Evaluate their own compositions
analysis and defense of what you've done for and rhetorical choices.
your multimedia project.

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argue to the instructor as to why you've
succeeded in the course. You'll do
this by analyzing your own composition
according to the outcomes of
the course.
' Image: Screen capture from
"Love" by Lana Del Rey
ACA:IE:.MI IC I NTE:.C ill TY
Academic integrity is honest, truthful and responsible conduct in all academic endeavors. The mission
of Saint Louis University is "the pursuit of truth for the greater glory of God and for the service of
humanity." Accordingly, all acts of falsehood demean and compromise the corporate endeavors of
teaching, research, health care, and community service via which SLU embodies its mission. The
University strives to prepare students for lives of personal and professional integrity, and therefore
regards all breaches of academic integrity as matters of serious concern. Additionally, each SLU
College, School, and Center has adopted its own academic integrity policies, available on their
respective websites. All SLU students are expected to know and abide by these policies, which detail
definitions of violations, processes for reporting violations, sanctions, and appeals. Please direct
questions about any facet of academic integrity to your faculty, the chair of the department of your
academic program, or the Dean/Director of the College, School or Center in which your program is
housed. Specific College of Arts and Sciences Academic Honesty Policies and Procedures may be
found at: https://www.slu.edu/ arts-and-sciences/ student-resources/ academic-honesty. php .

TITL.E:. IX STATE:.MIE:.NT
Saint Louis University and its faculty are committed to supporting our students and seeking an
environment that is free of bias, discrimination, and harassment. If you have encountered any form of
sexual misconduct (e.g. sexual assault, sexual harassment, stalking, domestic or dating violence), we
encourage you to report this to the University. If you speak with a faculty member about an incident
of misconduct, that faculty member must notify SLU's Title IX coordinator, Anna R. Kratky and share
the basic fact of your experience with her. The Title IX coordinator will then be available to assist you
in understanding all of your options and in connecting you with all possible resources on and off
campus. If you wish to speak with a confidential source, you may contact the counselors at the
University Counseling Center at 314.977.TALK . To view SLU's sexual misconduct policy and for
resources, please visit the following web address: https://www.slu.edu/about/safety/
sexua 1-assau It-resources. ph p .

STU:IE:.NT SUCCE:.SS CE:.NTE:.il


In recognition that people learn in a variety of ways and that learning is influenced by multiple
factors (e.g., prior experience, study skills, learning disability), resources to support student success
are available on campus. The Student Success Center, a one-stop shop, which assists students with
academic and career related services, is located in the Busch Student Center (Suite, 331) and the
School of Nursing (Suite, 114). Students who think they might benefit from these resources can find
out more about: Course-level support (e.g., faculty member, departmental resources, etc.) by asking
your course instructor. University-level support (e.g., tutoring services, university writing services,
disability services, academic coaching, career services, and/or facets of curriculum planning) by
visiting the Student Success Center or by going to www.slu .edu/success .

ATTE:.N:IANCE:.
Regular attendance is expected, and is fundamental to your success in this class. We will be working
constantly with your writing, so your presence is quite important. Because it is so important for your
success in the course, the Writing Program has instituted a program-wide attendance and tardiness
policy. You may have three unexcused absences over the course of the semester. Starting with your
fourth absence, your final course average will be lowered by 3 points for each new absence. So, if
you have five unexcused absences, you lose 6 points from your final average. In that case, if your
average were an 84, it would then become a 78.

:!aASIC NE:.E:.:IS SE:.CUillTY


Students in personal or academic distress and/or who may be specifically experiencing challenges
such as securing food or difficulty navigating campus resources, and who believe this may affect
their performance in the course, are encouraged to contact the Dean of Students Office
(deanofstudents@slu.edu or 314. 977. 9378 ) for support. Furthermore, please notify the instructor if
you are comfortable in doing so, as this will enable them to assist you with finding the resources you
may need.

:IISA:IIL.ITY SE:.ilVICE:.S
Students with a documented disability who wish to request academic accommodations are
encouraged to contact Disability Services to discuss accommodation requests and eligibility
requirements. Please contact Disability Services, located within the Student Success Center, at
disability _services@slu.edu or 314. 977.3484 to schedule an appointment. Confidentiality will be
observed in all inquiries. Once approved, information about academic accommodations will be
shared with course instructors via email from Disability Services and viewed within Banner via the
instructor's course roster.

ASSE:.SSMIE:.NT E. SUMl:IISSlctN ctF WctilK


The Saint Louis University Department of English is committed to excellent and innovative educational
practices. In order to maintain quality academic offerings and to conform to relevant accreditation
requirements, we regularly assess our courses and programs for evidence of student learning
outcomes achievement. For this purpose, we keep on file representative examples of student work
from all courses and programs such as: assignments, papers, exams, multimedia presentations,
portfolios, and results from student surveys, focus groups, and reflective exercises. Thus, copies of
your work for this course-including exams, presentations, submitted papers or other
assignments-may be kept on file for institutional research, assessment and accreditation purposes. All
samples of student work will be anonymized before they are used in assessment exercises. If you
prefer that the Department of English does not keep your work on file, you need to communicate your
decision in writing to your instructor.

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