Writing is Argument Unit. All writing is argument. Components of a Letter to the Editor. Engagement with audience. Writing for a purpose: getting published, expressing a different opinion, setting the record straight, persuading opinion, rallying supporters, recommending a policy change or action.
TUE SEP 02—Classwork only
THU SEP 04—Classwork only
Letter to the Editor Unit. Bases for objection. Original must be sufficient, relevant, logical, reasonable, clear, complete, persuasive. Insufficiency is answered with evidence; irrelevance with redirection; illogicality with better logic . . . .
TUE SEP 09—Letter to the Editor Homework due
THU SEP 11—Rough Draft LTE due
Letter to the Editor Unit. Revision strategies. Deep structural revisions for clarity, organization, and development of themes. Grammar and punctuation revisions following every structural revision. Establish standing and credentials. Avoid unnecessary claims. Quote only the essentials. In-class evaluation and global rewriting exercises.
TUE SEP 16—A01: LTE due
THU SEP 18—Classwork only
Editorial Unit. Close reading strategies. Texts build upon other texts and converse. Recognize and evaluate the process of responsiveness to other authors. Evaluate the rhetorical techniques used to accomplish various goals for various audiences. Minimum grammar requirements to avoid failure. In-class exercises in local revision and text evaluation.
TUE SEP 23—A02: LTE Rewrite due
THU SEP 25—Classwork only
Editorial Unit. Writing for meaningfulness: sentences that mean something, mean nothing. Eliminating vagueness. Revising to add claims to purposeless sentences.
TUE SEP 30—Editorial Exercise due
THU OCT 02—Classwork only
Op-Ed Unit. Writing for meaningfulness: sentences that mean something, mean nothing. Eliminating vagueness. Revising to add claims to purposeless sentences.
TUE OCT 07—A03: Editorial due
THU OCT 09—Classwork only
Op-Ed Unit. Responsible writing is fair and accurate. Practice in composing both fair and unfair summaries. Deciding when and how much to quote, when and how to summarize for clarity and effectiveness.
TUE OCT 14—A04: Editorial Rewrite due
THU OCT 16—Classwork only
Research and Citation Unit. Finding and evaluating sources most appropriate for argument. Citation skills and mechanics. Gathering linked sources. Works cited technique.
TUE OCT 21—A05: Op-Ed due
THU OCT 23—Classwork only
Argument Development Unit. Writing is synthesis of our opinion with others. Developing the voice appropriate to the argument. Incorporating sources into arguments. Converting rhetorical questions to strong clear claims.
TUE OCT 28—A06: Op-Ed Rewrite due
THU OCT 30—Classwork only.
Critical Engagement Unit. Rebuttal is argument. Effectively incorporating refutation as positive proof of our own claims. Recognizing and practicing methods of refutation appropriate to different types of author failure.
TUE NOV 04—Election Day, No Classes.
THU NOV 06—Classwork only
Critical Engagement Unit. Authors in broad agreement nonetheless write differently to engage audiences for different purposes. Examining a range of opinion on a single topic by numerous authors with different goals.
TUE NOV 11—A07: Annotated Bibliography for the Throwdown
THU NOV 13— A08: Summaries and Purposes for the Throwdown
Self-Reflective Unit. Self reflection is argument. Crafting the ideal “argument” that a student has met the written, specific goals for a course. Rhetorical approaches to achieve maximum effectiveness.
TUE NOV 18—A09: Critical Engagement Essay due (complete with inclusive My Take section)
THU NOV 20—Classwork only
Portfolio Unit. Final polish exercises.
TUE NOV 25—A10: Reflective Statement due
THU NOV 27—No Class. Thanksgiving Day.
Portfolio Unit. Final polish exercises.
TUE DEC 02—A11: Critical Engagement Rewrite due
THU DEC 04—Portfolio due
TUE DEC 09—Last Class Day. Oral Presentations.
THU DEC 11—Finals Week Grade Conferences for all 20 Students
TUE DEC 16—Finals Week Grade Conferences Cancelled if accomplished on THU DEC 11