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Syllabus: Argumentation, Critical
q Instructor: Barbara Mueller
q Course: English 103, Fall 2006, TTh 9:30-11:00 BC 47
q Office: Liberal Arts L (LA L)
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Phone: 560-860-2451 (ex2821)
q
E-mail: bmueller@cerritos.edu
q
Office
Hours: MW 11:00-12:00, T 12:30-1:30
Information about the Course
Required Text and Materials:
Wood, Nancy: Perspectives
on Argument. 5th ed.
Course Description
This is a course which provides you with an opportunity to apply argument theory, critical thinking, and writing skills to a variety of current issues. And you will have the opportunity to not only become familiar with what other writers think about issues, but you will also have the opportunity to read, analyze, and write extensively about this chosen issue.
Goals:
To read, analyze, understand, and write argumentative essays
To understand various rhetorical terms and principles
To apply the principles of rhetorical purpose and audience to various writing situations—including professional, civic, and academic situations
To understand and be attentive to the conventions of written discourse that govern format, usage, and style in various rhetorical situations
To produce writing that carefully synthesizes and assimilates the views of other writers, with appropriate citation
To support a claim (thesis) and substantial material
To paraphrase and summarize accurately the ideas of others and use these ideas
To either support or refute a claim
To use library and Internet sources
To substantially revise writing in response to the critiques of others
Policies:
q Papers are due in class the day that they are listed as being due in the syllabus. Late papers are stringently discouraged. If, however, a paper is turned in after the time that it is due, a full letter grade will be deducted from that paper and must be turned in no later than the one week due date. In case a student is unable to come to class, papers placed in my Liberal Arts mailbox before class the day they are due will not be considered late. The final researched essay will not be accepted late.
q Attendance: Students are expected to attend class and to complete all assignments. You are responsible for providing evidence to substantiate “authorized absences.” If you know in advance that you will miss a class, you are responsible for informing me ahead of time. More than five unexcused absences will result in a deduction of 10 points on your final course grade. Also, if you are more than an hour late for class, you will be considered absent.
q Academic Dishonesty Policy: If you are suspected of scholastic dishonesty, you may face disciplinary action that could result in failure in the course. Forms of academic dishonesty include collusion—lending your work to another person to submit as his or her own: fabrication—deliberately creating false information on a works cited page, and plagiarism—the presentation of another person’s work as your own whether you mean to or not.
q Students Needing Support Service: If you need accommodations in this class related to a disability, please make an appointment with me as soon as possible. Tutoring services are available to students in LAP and the online writing lab (owl).
q Classroom Behavior Policy: Disruptive classroom behavior, defined as anything that would interfere with “an instructor’s ability to conduct the class” or “the ability of other students to profit from the instructional program,” is explicitly prohibited. That includes bring food and drinks to class, other than bottled water, and cell phones.
q Revising Policy: Students are strongly encouraged to revise Essays 1 and resubmit and may improve by one letter grade provided there is substantial revision and addition to content. All drafts must be included with assignments. Final copies to be graded are placed on top.
q Evaluation: Your final grade will be based on written work as well as your participation in class activities. You must complete all assigned papers to pass the class. We will use MLA (Modern Language Association) documentation and formatting in this class.
Assignment Description
1. Essay 1—Issue Proposal and Analysis of editorial on a related issue. See pages 26-27: Writing a proposal. Follow directions to write an issue proposal, provide initial information about an issue, and show how to test to see if it is arguable (2 pages double spaced). Analyze an editorial (3 pages) on this issue using “For You the Reader” helps on pages 462-466. Introduce your source with a frame sentence such as the following: In “Use the Body’s ‘Repair Kit’” (Time . 1 May 2000. 60) Christopher Reeve argues that we must pursue research on embryonic stem cells. Include the editorial or a copy with your final draft. Remember, I cannot grade your essay without a copy of the editorial. Total paper length should be at least 5 pages and indicate that you are picking up some of the terms of argument. Use MLA format used on the student paper on page 368-378. Suggestions for finding editorials: Try townhall.com for editorials and also the ocregister.com does not charge for archived editorials. Behind the reference librarian’s desk is a series called Editorials on File. Look in the index for an editorial on a topic that interests you.
2. Essay 2—Issues Concerning Technology Summary/Response. (See Section II (pages 508-547) in your reader for selections. Your writing assignment is to practice reading skills detailed for you in chapter 3 as you summarize and respond to three of the readings in Section II of the reader in your text.. Select three essays in your reader under one of the questions on the topic of Issues Concerning Technology or select one from each question. Write an introduction that first includes what you know, assume and imagine about this issue. Introduce reading #1 with a fluent frame sentence naming title and author. Summarize key ideas and identify by name key elements of argument such as claim statement, kinds of supports, who the author is and what writer’s bias is (warrants). Respond to those ideas (look closely at what the text writers have to say on the issue to make sure your assessment is accurate and use critical thinking prompts on page 88). Move on to reading #2, etc. Write a conclusion paragraph in which you indicate what discovery you made about the issue as a result of your exploratory research. What else did you learn from websites, videos, newsreports? I am looking for insights and original thinking in this part. If you were to write your own position paper on this topic, what would your claim statement be? (5-7 pages with MLA Works Cited included).
3.Essay 3—Exploratory Research and Toulmin
Analysis (of 3 essays form the reader) on one of the following topics from the
reader:
Annotated bibliography of at least 10
sources that the student plans to use in developing Essay 4
(see pages 328-331). If you are
using Internet sources, they all must have been previously published—Ebsco Host,
ProQuest, and Infotrac are excellent sources.
Also you must check CQ Researcher—Congressional Quarterly Researcher.
4. Essay 4. Researched Toulmin Argument Develop and support a claim through the use of argument strategies and research. Your topic should relate to the group work and text readings you did in Essay 3 and use the sources you collected in your annotated works cited. (See helps on pages listed on xxv—Researched Position Paper. 333-349) Essay length 7-10 pages and include a works cited. We will try to do PowerPoint Presentations for Essay 4 as equipment allows.
5. Essay 5--Using Rogerian Argument to
Think and Write About Section VII:
Issues Concerning War and Peace.
See Rogerian argument in Chapter 9.
Research your topic for a current context as well as convincing evidence
and significant subclaims in a book
length work. Book selections must not be
older than 5 years and must be approved by your instructor. Each student will have a different book
selection. Use Chapter 3 hints to survey
your book. Either use your book length
work as a counterargument or as supporting evidence for your own position in a
Rogerian argument essay. Essay length
5-7 pages and include a works cited. See
pages 251, 257, 261, —students will participate in a symposium and present
research on the topic of Issues Concerning War and Peace. Come prepared to read a passage from your
primary source to indicate writer’s innovative thinking and style of writing.
6. Essay 6—Final
Essay—Directions to follow.
Grading will be on
a 100 point scale: 90-100=A,
80-89=B, 70-79=C, 55-69=D, Below 55=F.
|
Keep track of your Grades |
Assignment |
Percentage |
|
|
Essay 1 Issue Proposal /Editorial Analysis (5 pages) Essay 2 Summary/Response Technology (5-7 pages) Essay 3 Analysis/Response of selections from reader (5-7 pages) Essay 4 Researched Toulmin Position Essay (7-10 pages) Essay 5 Rogerian Argument on War and Peace (5-7 pages) Essay 6 In Class Essays Quizzes/Response Journals Class/Group participation |
10 10 10 15 15 10 15 10 5 |
Classmates: Name Phone No EMail
Day-by-Day Class Schedule:
Day 1—8/15 Introduction to the class; syllabus
Day 2--8/17 Bring textbook. Preview textbook. Identify three issues that interest you. Write inclass essay on your initial ideas
about argument and three issues that
interest you. Assign Essay 1. Read
Day 3--8/22 Quiz on Ch 1 (quizzes consist of a couple of questions to write on related to the chapter, if you have looked over the chapter, you will find they are fairly easy, and will be given the first 10 minutes of class) If you arrive late you will not be allowed to take the quiz. Read Ch 2.
Day 4—8/24 Go to the library for orientation and
location of an editorial on your issue for Essay 1. For your quiz on Ch 2 write one page on your
argument style using the checklists in Ch 2—need not be typed. Hand these in at the beginning of class. Read
Ch 3.
Day 5—8/29 Quiz
on Ch 3. Assign Essay 2. Read
Ch 4. Due: Essay 1.( Include copy of editorial/all
drafts)
Day 6—8/31 Begin your readings and work on Essay 2 (Section II: Issues Concerning Modern Technology ) Ch 3 cont. Return Essay 1—You will have one week to resubmit for one grade higher
Day 7—9/5 Read ch 4. Form groups for Section IV readings and discussion
Day 8—9/7 Quiz on Ch 4. Your writing process--the exploratory paper. Presentations of readings.
Day 9—9/12 Due:
Rough Draft Essay 2 for peer editing.
Rewrites of Essay 1 due.
Day 10—9/14 Chapter 5 exercises. Assign Essay 3. Due: Essay 2. Read Ch 5.
Day 11—9/19 Quiz Ch 5. Due: Oral reports: Bring cartoon, letter to editor, or advertisement to class to analyze according to Toulmin model. Read Ch 6.
Day 12—9/21 Bring Scantron for test over Ch 6 kinds of
claims and elements of argument.
Chapter exercises. Group
discussions of assigned readings. Invention activity. Claim questions and claim for position paper. Read
Ch 7.
Day 13—9/26 I
will be going to a conference. Use this
time to begin research for Essay 4 and your Annotated Works Cited as well as
your Internet research for findings for conclusion of Essay 3.
Day 14—9/28 Quiz
Ch 7. Chapter exercises. Invention activity. Add proofs to position paper. Due: rewrites of Essay 2.
Day 15—10/3 Read Ch 8. Day 15—3/1 Due: Rough Draft of Essay 3 for peer critique. Annotated works cited due.
Day 16—10/5 Due:
Essay 3. Assign Essay 4 that
requires research in the library.
Identify issue—use either your Essay 3 topic or Essay 2 thesis on
Freedom of Speech.
Day 17—10/10 Chapter 8 cont. Library Research for Essay 4. Claim approval for Essay 4/Outline strategy
Day 18—10/12 InClass
essay—Bring your Text. Be on time.
Day 19—10/17 Group work Issues Concerning War and Peace VII. Logical Fallacies Ch 8
Day 20—10/19 Bring Scantron for test over Logical Fallacies—Chapter 8
Day 21—10/24 Due: Rough Draft of Essay 4. Due
title and author of book length work for Essay 5
Day 22—10/26 Due Essay 4. Assign Essay 5. Group work on readings in the text on Section
VII: Issues Concerning War and
Peace. Read Ch 11.
Day 23—10/31 Quiz Ch 11. Presentation and discussion of essays in Section VII
Day 24—11/2 Group work on classical readings in the text as preparation for Essay 6.
Day 25—11/7 Group presentations of classical readings—designing the rubric for Essay 6
Day 26—11/9 Essay 6— designing the rubric
Day 27—11/14 Due: Rough Draft of Essay 5. Essay 6 classical argument imitation
Day 28—11/16 Due: Essay 5. Symposium Presentations on argument in a book length work related to War and Peace—Bring your booklength work and prepare a passage to read aloud
Day 29—11/21 Visual and oral argument Chapter 13 Martin Luther King video “I Have a Dream” Read “Letter from Birmingham Jail”
Day 30—11/23 Thanksgiving
Day 31— 11/27 Inclass essay. Bring your book. Do not be late
Day 32— 11/29 Applying
Argument Theory to Literature—readings in the text for final essay
Day 33—12/5 Due: Rough Draft of Essay 6. Applying
Argument Theory to Literature
Day 34—12/7 Due:
Essay 6. Be prepared for
presentations with visuals and readings
Day 35— TTh
class will have the final on Dec. 12 from 12-2
(see class schedule) Final
in-class essay–BringText
First Day
Information:
Name:
________________________________________________________
Student
ID:_____________________________________________________
Working
Telephone#:____________________________________________
Email:
________________________________________________________
Your major:
___________________________________________________
Tell why you are
taking this course: _________________________________________________________
______________________________________________________________________________________
Tell the instructor
something she should know about you:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
The following questions were recently asked
of registered voters. Write in your own
responses:
- Do you feel that for the country things
are going pretty much in the right direction, or would you say they have
gotten off track?
- What are some things you feel are going
well for most Americans?
- What are some things you feel are not
going well for most Americans?
- Do you feel that for you and your family
things are going pretty much in the right direction, or would you say they
have gotten pretty much off track?
- What are some things you feel are going
well for you and your family?
- What are some things you feel are not
going well for you and your family?
- What is the most important issue or
problem candidates for the presidency should address?
- Do you feel politicians are addressing
this issue or problem?
- What are some other issues that concern
you?
- Where do you feel solutions to these problems will come from?
 Index | Business Education Division | Cerritos College
Web Author: Barbara Mueller
(bmueller@cerritos.edu ) |