Introduction to the Course and Course Syllabus

Introduction to Assignment I: Bibliographical Documentation and Annotation

Homework for 9-8:

• Select a tentative topic for research. Ultimately, you need to select a topic that will be yours throughout this course, so choose carefully. You will be given time to find sources on your topic during Library Day. Here are two web-pages that may help you to find a topic of interest to you:
  • Controversial Issues: Listed in alphabetical order, each with links.
  • ProCon.org: Pros and Cons of Controversial Issues, categorized with links.
• With your MLA Handbook in hand, attend to the audio-visual Introduction to MLA Documentation prepared by UM Libraries.
• Read 1.1–1.7.6 in your MLA Handbook.

Library Day

• Meeting in McKeldin Library, Room 6103. Please arrive before the session begins.

Homework for 9-13:

• Research your chosen topic, finding the sources needed to complete this assignment (see Sect. 2 of Assignment I). As you research and select sources, keep in mind Assignment II.
• Begin listing your sources using the MLA rules of bibliographical documentation.
• Bring at least one source—one that you are certain that you will use—with you to the next class session. In addition, bring your MLA Handbook.

Annotation.

• Objective: Satisfactorily complete at least one bibliographical entry and annotation. Example.

Homework for 9-15:

• Complete Assignment I (Rough Draft).
• Bring the following with you to the Rough Draft Workshop:
  • Two copies of your Rough Draft.
  • A copy of each of your sources, including full bibliographical data.
  • Your MLA Handbook.

Rough Draft Workshop: Assignment I.

• Part I (requiring silence; no talking):
  • In groups of three, exchange Rough Drafts.
  • Referring to the author's sources and your MLA Handbook, confirm the correctness of the bibliographical documentation.
  • Review the annotations, making note of any and all possible errors of grammar, spelling, or perspective.
• Part II (requiring an exchange of communication):
  • In an organized, timely, and respectful manner, share your comments, observations, and suggestions within your peer-critiquing group.
  • Return critiqued Rough Drafts to their respective authors. Return sources.

Homework for 9-20:

• Making judicious use of the peer criticism and suggestions that you've received, revise your draft.
• Place your critiqued Rough Drafts, a photocopy of the article that you retrieved from the periodical stacks (with call number), and your Final Draft into a 9x12 clasp envelope. Print your name clearly above the clasp. (You will use this envelope to turn in all of your assignments in this course.)

Due: Assignment I (Final Draft).

Introduction to Assignment II: Defining the Issues

Homework for 9-22:

• Read EWR 133-35, 187-89, and complete exercises on 190-92.

Stases of Argumentation.

Discuss answers to EWR 190-92.

Exigence.

Group analysis and class discussion of Sample Essay, using Questions for Discussion.

Individual critiquing and class discussion of a Defining the Issues Student Essay.

Homework for 10-4:

• Complete Assignment II (Rough Draft).
• Bring the following with you to the Rough Draft Workshop:
  • Two copies of your Rough Draft.
  • Your MLA Handbook.
• Read EWR 26-7.

Rough Draft Workshop: Assignment II

• Part I (requiring silence; no talking):
  • In groups of three, exchange Rough Drafts.
  • Critique peer Rough Drafts for Thesis, Topic Sentences (Issue Statements), Position Statements, Exigence, and overall effectiveness.
  • Note all possible errors of grammar, spelling, or style.
• Part II (requiring an exchange of communication):
  • In an organized, timely, and respectful manner, share your comments, observations, and suggestions within your peer-critiquing group.
  • Return critiqued Rough Drafts to their respective authors.

Homework for 10-6:

• Making judicious use of the peer criticism and suggestions that you've received, revise your draft.
• Place your critiqued Rough Drafts and your Final Draft into a 9x12 clasp envelope. If you haven't already done so, print your name clearly above the clasp.

Due: Assignment II.

Introduction to Assignment III: Rhetorical Analysis of an Argument

Homework for 10-11:

• Select an article from your Defining the Issues paper for rhetorical analysis.
• Read EWR 85-101.

Rhetorical analysis of an author's intended audience.

• Article for rhetorical analysis: "A Warning to Idealistic Students," by Henry Makow.

Homework for 10-13:

• Complete your rhetorical analysis of the intended audience to whom your chosen article is directed.

Rhetorical analysis of ethos and evaluation of ethos in comparison with an author's intended audience.

• Article for rhetorical analysis: "A Warning to Idealistic Students," by Henry Makow.

Homework for 10-18:

• Complete your rhetorical analysis of ethos; then, evaluate the ethos in terms of its effectiveness in consideration of the article's intended audience.

Rhetorical analysis of pathos and evaluation of pathos in comparison with an author's intended audience.

• Article for rhetorical analysis: "A Warning to Idealistic Students," by Henry Makow.

Homework for 10-20:

• Complete your rhetorical analysis of pathos; then, evaluate the pathos in terms of its effectiveness in consideration of the article's intended audience.
• Read EWR 14-17.

Rhetorical analysis of logos and evaluation of logos in comparison with an author's intended audience.

• Article for rhetorical analysis: "A Warning to Idealistic Students," by Henry Makow.

Thesis and Essay Structure.

Homework for 10-25:

• Complete your rhetorical analysis of logos; then, evaluate the logos in terms of its effectiveness in consideration of the article's intended audience.
• Complete Assignment III (Rough Draft).
• Bring the following with you to the Rough Draft Workshop:
  • One unmarked copy of the article that you have analyzed.
  • One copy of your Rough Draft.
  • Your MLA Handbook.

Rough Draft Workshop: Assignment III.

• Part I (requiring silence; no talking):
  • In groups of two, exchange Rough Drafts and clean copies of articles.
  • Begin by carefully reading the article analyzed by your partner, making note of your observations of rhetorical analysis.
  • Then critique your partner's Rough Draft, evaluating its thesis, structure, and thoroughness and effectiveness of argumentation.
  • Make note of all possible errors of grammar, spelling, and style.
• Part II (requiring an exchange of communication):
  • In an organized, timely, and respectful manner, share your comments, observations, and suggestions within your peer-critiquing partner.
  • Return critiqued Rough Drafts and articles.

Homework for 10-27:

• Making judicious use of the peer criticism and suggestions that you've received, revise your draft.
• Place your critiqued Rough Draft, a copy of your article, and your Final Draft into your clasp envelope.

Due: Assignment III (Final Draft).

Introduction to Assignment IV: Audience Analysis and Audience-Directed Argumentation, Part I

Homework for 11-1:

• Read EWR 20-5.

Choosing an audience, and writing an analysis of your audience.

Homework for 11-3:

• Read EWR 213-16.

The Parts of a Full Argument.

Homework for 11-8:

• Read EWR 217-20.

Responding to Opposing Views.

Homework for 11-10:

• Read EWR 230-32.

Exercises in Rhetorical Grammar (EWR 232-44).

Due: Assignment IV.

Introduction to Assignment V: Rhetorical Analysis and Evaluation of IV

TBA

TBA

Due: Assignment V.

Introduction to Assignments VI and VII: Audience Analysis and Audience-Directed Argumentation, Part II & Writer's Apology

Discussion about and Scheduling of Oral Presentations

TBA

Presentations

Presentations

Due: Assignments VI and VII.