Chs. 1,2,3 . . . in the beginning

In the beginning . . . there was Comp. I.

Much of these opening 3 chapters are devoted to rehashing many of the salient ideas from Comp. I, ad how these ideas are going to apply to the art of argument. When we look at Ch. 1 we see that arguments are more complex than a simple pro/con debate, that they are not a quarrel or a fight - instead a "dialectical discussion" (comp. I term). the argument requires justifications of its claims. this is the idea that saying something doesn't make it so - we, as humans, need proofs. Someone can say, in a State of the Union Address for instance, that the Union is strong, but if we don't receive justification/proof/example then we readers become suspicious. There is also the issue of whether truth or victory should be the ultimate goal of the argument.

Chs. 2 & 3 deal with reading and writing arguments respectively. By reading arguments we allow ourselves to see the components that make an argument successful. We get the opportunity to read as a Believer and a doubter, both with and against the grain (comp I term), thus honing our abilities to think critically. Ultimately it is important to read arguments so as to get a feel for what works and what doesn't - we must allow ourselves to analyze arguments and then use those ideas/strategies and apply them to our own writing

In order to do the thing one must experience the thing, in this case reading other arguments will help us when it comes to our own writing. And this writing is what the vast majority of th rest of your text will deal with: the writing of argument. Obviously we are going to worship at the altar of the "Multiple Drafts." The process of revision is where we discover exactly what we want to say and the best way to do it. The use of exploratory writing to discover ideas and deepen thinking is an important aspect of the planning process. Which brings us to planning. Planning for your essays is the only way to go. Planning more than you need also is a good way to go.

finally we reach the Classical Argument - this is an argument that is high on structure, low on surprise and possibly tension. It can be used as something that. It is like the five-paragraph essay, in that it is extremely well-organized, but, like the Paragraph/essay - there is very little surprise.

Course schedule

ENGL 1304 – Tentative Schedule

This schedule will evolve as the class progresses. Changes will be announced both on my blog and on WebCT. Full instructions for the items on this list, including page numbers will be posted as they become available. Unless otherwise noted, all blog assignments and discussion questions will be assigned on Monday and due by Sunday. All readings unless noted will be from Writing Arguments. Other readings will be provided in handout form/online at my blog and on WebCT.


WEEK

1.14

Reading:
Chapter 1 Argument: an introduction


discussion online
Blog Assignment: Getting Started on Blogger


1.21

Reading:
Chapter 2, 3
“A Modest Proposal,” by Jonathan Swift

discussion online
Blog essay: Summary/analysis of Swift


1.28

Reading:
Chapter 4,6 (anatomy of an Argument, logical fallacies, evidence)
additional virtual handouts

discussion online
Blog Essay: Microtheme or Classical Argument (pp.124-125)


2.4

Reading:
Chapter 5
additional handouts

discussion online
Blog assignment: Toulmin model


2.11

Reading:
Chapters 7,8
“Against School,” by John Gatto

discussion online
Blog assignment: Against . . . (pp. 160)


2.18

Reading:
Chapter 10, 12 (refer also to Chs. 16, 17)


discussion online
Blog essay: Logical Fallacies in our worlds
(Paper#1 [Causal argument] assigned (4-6 pgs.))


2.25

Workshop/Peer work-up Paper #1


3.3

Revision/conferencing Paper1
Blog assignment: Process writing/self-analysis (Paper 1)
PAPER 1 DUE – 3/9




3.10

Reading:
Chapter 11
additional handouts

discussion online
Blog Essay: The Trouble with Truth in Memoir


MARCH 17-21 [SPRING BREAK – NO CLASS]



3.24

Reading:
Chapter 14
additional handouts

discussion online
Blog essay: “Argument & Persuasion”



3.31

Reading:
Chapter 16, Appendix 1
additional handouts

discussion online
Blog essay: Evaluation of a Print Source and an Online Source


4.7

Reading:
Chapter 15 (continue to refer to Chs. 16, 17)

discussion online
Blog essay: Letter to the Editor
(Major Paper#2 assigned – 5-7pgs)



4.14

online Workshop/peer work-up Paper #2



4.21

Revision/virtual conferencing Paper#2
Blog essay: Semester wrap-up
PAPER#2 DUE 4/28

Comp II - Spring 08

This course will focus on Argument and Rhetoric. Aristotle defined rhetoric "the faculty of observing in any given case the available means of persuasion." This definition seems to privelage the multiplicities/possibilities when it comes to persuasion. There is not one way to make an argument - in fact there are many.

In order to better ourselves as both writers and thinkers, we will engage with the complexities that surround the process of the written argument: claims, audiences, appeals, etc. and we will continue with the philosophies the groundwork of which were laid in Comp. I - specifically that writing is a process, that it is muscular (that is, something that improves through use and practice), that we will use the drafting process to discover and explore, and especially that complexity and the search will help us to become better critical writers and thinkers.

Over the course of the semester, you will enage each other on the discussion boards, you will write numerous mini-essays (which you will submit on the blog you start) that will help explore the ideas and terms you come across during the course, and you will also write 2 substantial (4-8 pgs.) research-driven papers.

For the first few weeks of the semester, many of you will be focused on trying to figure how to use webct, how to post your work on blogger, and how best to communicate with one another. In the spirit of less-confusion, I’m posting the course schedule to this page. Here you will find your reading assignments for the semester. Each week, I’ll also give you a reading assignment. To complete this assignment, you'll to go to the webct discussion boards and answer questions in relation to the reading. The discussion boards are meant as a forum to help you comprehend the reading and any issues or writing strategies discussed therein. I want to encourage you to not only respond to the questions I pose to you, but also to the posts of your peers.

Once you have posted to the boards, you should complete your weekly blog assignment, which will be due every Sunday. When writing your blog assignment, I expect each blog post to function like a mini-essay, complete with introduction, conclusion, etc. If it helps, you can imagine that the reader of your blog is a member of our course and is therefore familiar with your topic. As such, your tone should be informal--conversational, even. I'm not testing you on grammar and punctuation (though I do assume a working knowledge of these things)--actually, the way I'll be grading these blog assignments is on a pass/fail basis. Either they're complete or they're not; either you respond to the question, or you don't. When you are ready to submit your assignment to me for evaluation, just copy and paste a link to your blog in the space provided on the assignment submission page.

The biggest thing to remember is that though the course moves quickly, if you keep at it and keep up with the work, you'll be alright. always feel free to contact me @ jjoelthomas@netscape.net if you have any questions or concerns. I am looking forward to working with all of you this semester.

Welcome aboard,

Jamie Thomas