Writing 122: English Composition—Argumentation

Instructor: David BockovenWinter 2011

(541) 543-3429 or (541) 683-7891CRN 36600

e-mail:u 9:30-10:50 in NSH-108

Office: SC-103 (541-917-4548)Th 9:30-10:50 in IA-201B

Hours: Tu/Th8-9:20

Course Objectives

Writing 122 emphasizes the logical means of supporting claims in argumentative essays, thesis statements and reasoning. In addition, the course continues and extends the emphasis of Writing 121: the development of essays appropriate for a college-level audience and critical thinking. In this class, “argument” refers to a thoughtful process of inquiry, negotiation, and persuasion, rather than combative, confrontational discourse. Class readings are divided between argument as a topic in and of itself (“textbooky” reading) and a series of 4thematic topics (language, education, democracy, and food). The latter reading is available through our class Moodle website. Class operates by the model of active learning—exercising one's critical reading skills and asking independent questions. Class format is primarily group discussion and group workshops.

Requirements

Texts: Perspectives on Argument, 6th ed., Wood.

Readings available for download through Moodle

Also strongly recommended: portable dictionary and grammar handbook

Major Assignments, Point Value and Percentage of Total Final Grade:

 20% Essay #1 (4-6 pages) 100 points

 20% Essay #2 (4-6 pages) 100 points

 20% Essay #3 (4-6 pages) 100 points

 15% Take-Home Final Exam 75 points

 15% Homework / In-class Work 75 points

 10% Participation 50 points (5 points a week)

500 Total Points Possible

Prerequisite: Writing 121 English Composition or equivalent

Policies and Procedures

Attendance and Class Format: The format of the class is primarily discussion, rather than lecture; therefore, much of what goes on in class cannot be made up. More than four absences will likely cause you to fail the class because you will have missed in-class activities and essential material difficult to catch up with. Solid preparation work on your part by reading and being prepared to discuss assigned essays from the textbook and on Moodle will ensure livelier discussions and a more productive use of class time. The exception to this rule is illness. If you are seriously ill, especially with flu symptoms, please do not come to class.

Papers: Essays are due at the beginning of class on the assigned day. Late papers will not be accepted if turned in more than a week after original due date. Papers should be typed, double-spaced, carefully proofread, and include your name, date, class name, essay description, and my name. Save all work you do for this class. Subsequent versions of essays submitted should include previous versions turned in along with my comments and peer reviews. Revisions are almost always appreciated and encouraged, but they should be completed no later than two weeks after being returned. Papers may be e-mailed to me as an attachment between classes. I can only download attachments in the following formats: *.doc, *.docx, *.rtf, or *.pdf (not *.wps format).

Grading Criteria: When I read student essays, I look for a number of qualities including unity of purpose, specificity of detail, and coherence of progression. Essays are given a holistic letter grade based on five criteria: argument, critical reading, organization, audience, and sentence-level writing. “Argument” includes how effectively the paper presents a thesis and supports it through relevant examples. Students can demonstrate their critical reading skills by how they use details from sources to offer a fresh perspective on the topic that goes beyond a bland summary. The paper’s organization into paragraphs should follow from the paper’s main purpose (form follows function). Good papers are often an implicit dialogue between an author and reader—a good writer will anticipate how a potential audience will relate to the paper. Students should write in complete sentences that avoid grammatical errors (especially comma splices!), awkward phrasings, and mistakes in punctuation, but beyond that students should cultivate a personal writing style with an interesting variety of sentence and phrase structures.

College Resources: Computer Lab in Albany (Forum 204) and Learning Resource Center (WH-222); Writing Centerin Learning Resource Center in WH-200; On-Line Writing Lab (OWL) From initial ideas to final drafts, the LBCC Writing Center can help you take your writing to the next level. Please feel free to drop in during our regular hours (Monday-Friday, 9:00 - 4:00) to work one-on-one with one of our supportive Writing Assistants. In addition to your draft, please bring your assignment and any questions you have. You may also submit your writing online at lbcc.writingcenteronline.net where you will receive a personalized response within 1-2 business days. For more information, visit us online at

Accommodation: Students who may need accommodations due to documented disabilities, who have medical information which the instructor should know, or who need special arrangements in an emergency, should speak with the instructor during the first week of class. If you have not accessed services and think you may need them, please contact Disability Services, 917-4789.

Etiquette and Nondiscrimination: One of the goals of this course is to construct a "discourse community," a space in which students feel comfortable expressing their ideas openly. This means that during class discussions and small group work some basic rules of etiquette should be followed. No personal attacks will be tolerated. Also, avoid talking while someone else is speaking or frequent use of cell phones/pagers. The LBCC community is enriched by diversity. Everyone has the right to think, learn, and work together in an environment of respect, tolerance, and goodwill. We will work toward creating a community without prejudice, intimidation, or discrimination. (related to Board Policy #1015). LBCC prohibits unlawful discrimination based on race, color, religion, ethnicity, use of native language, national origin, sex, sexual orientation, marital status, disability, veteran status, age, or any other status protected under applicable federal, state, or local laws.

Plagiarism: This college punishes incidents of academic dishonesty. Plagiarism is subject to disciplinary action as described in Student Rights and Responsibilities. All work submitted in this course must be your own and be written exclusively for this course. Students may only seek assistance in writing their papers from authorized sources (me, members of class peer review group, or university-approved tutorial service). The use of sources (ideas, quotations, paraphrases) must be properly documented. See me if you have any questions about your use of sources.

Tentative Schedule

(Please complete readings and writing assignments before coming to class; unless otherwise noted, page numbers refer to textbook Perspectives on Argument)

Date / Textbook Reading / Basis for In-Class Discussion / Writing Assignment
1/04 / Week One: Introductions
Syllabus; Handout based on Chapter One “A Perspective on Argument” / Week One: Language
1/06 / Identify Arguable Issues / Tannen, “The Argument Culture” (Moodle) / Exercise B, p. 23
1/11 / Week Two: Argument Styles/Writing Process
Chapter Two “Argument Style” (33-50); “American Value Systems” (174-179) / Week Two: Language
Hatsumi, “A Simple ‘Hai’ Won’t Do” (70-71)
1/13 / Chapters Four “Reading, Thinking, and Writing About Issues” (98-124) and Thirteen “The Research Paper” (408-423, 432-438, 446-455) / Shen, “Classroom and the Wider Culture” (Moodle) / In-Class Writing #1
Date / Textbook Reading / Basis for In-Class Discussion / Writing Assignment
1/18 / Week Three: Toulmin Model of Argument
Chap. Five “Essential Parts of an Argument” (150-167) / Week Three: Language
Jamieson, “The English-Only Movement” and Mujica, "Why the U.S. Needs an Official Language" (Moodle)
1/20 / Pinker, “What the F***?” (Moodle) / Essay #1.1 (4-6 pages)—peer review in class
1/25 / Week Four: Claim Types
Chap. Six “Types of Claims” (180-200) / Week Four: Education
Sizer, "What High School Is" (Moodle)
1/27 / Chap. Six, cont. (200-210) / Jacobs, "Credentialing vs. Educating" (Moodle) / In-Class Writing #2
2/01 / Week Five: Proof Types
Chap. Seven “”Types of Proof” (219-245) / Week Five: Education
Shorris, "On the Uses of a Liberal Education" (Moodle) / Essay #1.2 (4-6 pages)
2/03 / Chap. Seven, cont. (247-257) / Percy, "The Loss of the Creature" (Moodle) / Essay #2.1 (4-6 pages)—peer review in class)
2/08 / Week Six: Fallacies
Chapter Eight “Fallacies and Ethical Argument” (258-267) / Week Six: Democracy
Sen, “Democracy and Its Global Roots” (Moodle)
2/10 / "How to Detect Propaganda" (Moodle) / In-Class Writing #3; Examples of Fallacies Due
2/15 / Week Seven: Argument Analysis
MLK’s Letter—Chap. Ten Appendix (343-361) / Week Seven: Democracy
Barber, "Jihad vs. McWorld" and "More Democracy, More Revolution" / Essay #2.2 (4-6 pages)
2/17 / Guinier, "Second Proms and Second Primaries" (Moodle)
Date / Textbook Reading / Basis for In-Class Discussion / Writing Assignment
2/22 / Week Eight: Visual Argument
Chap. Nine “Visual Argument” (280-303) / Week Eight: Food
Debate: Are You Responsible for Your Own Weight? (Moodle) / In-Class Writing #4
2/24 / Fraser, "Why I Stopped Being a Vegetarian" and Singer, "A Vegetarian Philosophy" (Moodle) / Essay #3.1 (4-6 pages)—peer review in class
3/01 / Week Nine: Argument and Literature
Chapter Fourteen “Argument and Literature” (482-498) / Week Nine: Food
Schlosser, Introduction to Fast Food Nation (Moodle)
3/03 / In-Class Writing #5
3/08 / Week Ten: Argument and Literature
In-Class Film Viewing TBD / Week Ten: Film
Reading TBD (depending on film chosen by class)
3/10 / Film TBD / Essay #3.2 (4-6 pages)
3/14-3/16 / Finals Week: Take-Home Final Exam
Open Conferences during time exam would have been held, Tues. 9:30-11:20 am / Take-Home Final Exam due 3/16 by 5 p.m.

Turn in all final revisions as an e-mail attachment by 5 p.m., Mar.16th (Wednesday).

Course documents are available on Moodle WebsiteWR122_DB_1

Suppose you and I have an argument. Suppose you win and I lose. Does that mean you’re really right and I’m wrong? Suppose I win and you lose. Does that mean I’m really right and you’re wrong? Is one of us right and the other wrong? Are we both right and both wrong? If we can’t figure it out ourselves, others must be totally in the dark, so who could we get to settle it? We could get someone who agrees with you, but if they agree with you how could they decide who’s right and wrong? We could get someone who agrees with me, but if they agree with me how could they decide? We could get someone who disagrees with both of us, but if they disagree with both of us how could they decide? We could get someone who agrees with both of us, but if they agree with both of us how could they decide? Not I nor you nor anyone else can know who is right and who wrong. So what do we do? Wait for someone else to come along who can decide? —Zhuangzi, Selection from Chapter Two

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