Syllabi

Students who have earned a grade of “C” or higher in Writing 121, or an equivalent college freshman composition course, are best prepared to succeed in Writing 122. Writing 122 students should enter the course with the following writing skills: (a) college-level writing ability using the essay form, and (b) stylistic competency using the conventions of standard written English (grammar, usage, punctuation, and mechanics). Students who find they need to review certain writing skills are encouraged to seek help outside class from the instructor during her office hours, from the Writing Lab, and/or from any Handbook available for purchase in the bookstore.

Course Outcomes:

Outcome 1. Demonstrate the ability to use a variety of analytical and argumentative essay patterns.

Outcome 2. Demonstrate the ability to use several quotations from either published sources or interviews, which are (1) integrated into the student’s own writing (at both the paragraph and the sentence level), and (2) correctly documented according to some currently accepted practice.

Outcome 3: Demonstrate the ability to adopt a persona or tone that serves one’s persuasive purposes in written argument, and to identify and anticipate audience considerations (e.g. readers’ knowledge, assumptions, beliefs/values, attitudes, needs) in the selection of evidence and presentation of the writer’s argument.

Outcome 4: Demonstrate the ability to locate magazine and newspaper articles in the library and electronically via the Internet.

Outcome 5: Summarize published arguments and analyze components of written arguments, such as claim, support (including the distinction between observation and inference, fact and opinion), warrants, assumptions, logic, rebuttals, credibility, psychological appeals, connotation, tone, slanted language, irony).

Outcome 6: Use writing to provide a peer with alternative viewpoints and suggestions for revising and editing.

Outcome 7: Adopt a writing process to incorporate the special concerns of arguments such as analyzing opposing viewpoints, synthesizing personal opinions with written sources, thesis formation, organization, drafting, revising, editing and proofreading.

Outcome 8: Analyze and evaluate one’s own argument, identifying strengths, weaknesses and potential biases, assumptions--and suggest some means of improving his or her argumentative practice.

· In class work & homework (including peer & self evaluations, prewritings, etc): -------20%

Part I assignments will all be on the same topic for every student. These assignments will be shorter, practice writing assignments covering three genres of argument writing. You will have the option of revising either the first Exploratory or the first Argument essay after it’s graded IF it was handed in on time. For Part II, you will choose your own topic (with some restrictions), and the assignments will be longer. You will not have rewrite options for the Part II assignments; however, we will spend class time doing work-shopping and peer reviewing.

o Annotated Bibliography #1---------------------------------------------- 10%

· Part II: Researching, Reading, Analyzing and Writing Arguments: You Choose Your Topic

o Annotated Bibliography #2---------------------------------------------- 15%

o Essay #3: Exploratory, Classic, Refutation or Problem/Solution essay------- 20%

All of the above assignments are connected to each other; thus keeping up with the assignments is very important.

· The drafts and final essays must be double-spaced and word processed with 1 inch margins on all sides. Please use 12 point font. Essays that contain plagiarized material will receive an “F” and no rewrite option. [See Plagiarism Statement below.]

· Late essays will be penalized at least 1 letter grad for each week it is late.

· You must successfully complete all the assignments identified in Parts I and II listed above in order to pass the course.

· Late homework assignments may be accepted depending on the assignment, though they will receive a letter grade penalty.

· Missing in class work cannot be made up; however, I will drop two missing or low graded assignments. If you must miss a class, I often post the handouts/overheads of the class in Blackboard after class is over. Make sure you look at those IF you must miss class.

·        The following Grading Scale will be used in this course:
A+ 98-100 Outstanding performance [Note: this grade is not recognized by the college]
A    94-97    Exceptional
A-   90-93     Superior
B+ 87-89    Excellent
B    83-86    Very good
B-   80-82    Good
C+ 77-79    Better than satisfactory
C    70-76    Satisfactory
D    65-69    Passing [Note that you must earn a C or above for Writing classes at COCC]
F    0-64     Not passing

Proper citations and documentation of any sources that you quote, paraphrase, and/or summarize in your writing are required whenever you borrow the words, facts, and/or ideas of others. In general, putting others’ ideas into your own words still means you are borrowing, and to avoid plagiarism, the source must be cited and documented, both (a)at the point in your essay where there borrowing occurs (parenthetical citations for most academic documentation systems), and (b) in a list of all sources cited given at the end of your essay. Plagiarism—intended or not—is considered a serious academic violation of intellectual property rights, and may earn your written assignment an automatic “F.”

Any student with a documented disability (physical, learning, psychological, vision, hearing) who needs to arrange reasonable accommodations must inform the College and Stacey as soon as possible. If you require any assistance related to a disability, contact the Disability Services Office located in Boyle Education Center: call (541) 383-7583 or email DisabilityServices@cocc.edu .

Central Oregon Community College is an affirmative action, equal opportunity institution.

Please see me at the beginning of the quarter if you have any questions about the course requirements. Also, if you have any questions during the course of the quarter, please see me during office hours or by appointment.

Weekly Course Schedule
Subject to Change!! Check Blackboard/Your COCC e-mail for any changes

Week #1	Topic	Assignments Due on the date to the far left of the row
Tues Jan 8	Ø Introduction to the course and each other Ø Overview of Blackboard (and getting the reading for homework due on Thursday) Ø Using your COCC e-mail Ø In class freewriting and discussion: Grades	Today is the first day of class, so there is nothing due. However, look at the box below to see what is due on Thursday, Jan 10BEFORE class starts. After class, please go purchase the textbook and course packet from the Bookstore (or you can print the coursepacket from Blackboard). NOTE: a copy of our textbook is on reserve at the Circulation Desk of the library if you cannot purchase it immediately.
Thursday Jan 10	Ø Review: annotating as you read a “source”; outlining the thesis and main ideas; writing an objective summary and a subjective response. Ø Overview: the “Annotated Bibliography” and review of MLA/APA citation systems. Ø Discussion of the articles’ arguments and strategies.	Ø Instructions for Thursday’s homework: You will print, read and annotate in the margins the following article: o “Grade Inflation: It’s Time to Face Facts” by Harvey C. Mansfield o “Do the Math: Don’t Worry About Grade Inflation” by Jordan Ellenberg Ø You will need to get into Blackboard and print out the article assigned for today. Read it, and identify the author’s thesis and main supporting ideas. BRING the articles to class, please. Ø Read the Course Packet pp. 2-9. Always BRING the course packet to each class.
Week #2	Topic	Assignments Due
Tues Jan 15	Ø Review summaries and bibliographic citations. Ø Discuss the articles and begin comparing and categorizing the arguments.	Ø Read the book pp. 54-69 (on the following topics: creating a bibliography, note taking, summarizing, annotated bibliographies). Ø NOTE: a copy of our textbook is on reserve at the Circulation Desk of the library if you cannot purchase it immediately. We will not read the textbook in order: I’ve selected KEY pages for you to read at appropriate parts of the term. You are welcome, however, to read the entire chapters for even more detailed information. Ideally, you will come to class with questions about the readings. Ø Skim book pp.226-240 on Documenting sources using MLA style. Skim book pp.253-265 for Documenting sources using APA style. Ø Go into Blackboard, print out, read, annotate and write brief paragraph summaries of the following articles—bring the articles to class: o “The Dangerous Myth of Grade Inflation” by Alfie Kohn o “Grades and Money” by Steven Vogel
Thurs Jan 17	Ø Review summary/citation and the article’s arguments. Add to our analysis chart. Ø Discuss putting it all together for the complete Annotated Bibliography due Tuesday. Ø Discuss the Exploratory Essay #1 o How to identify the connections between the arguments o How to write the essay/outline	Ø Go into Blackboard, print out, read, annotate and write brief paragraph summaries of the following articles. Include a bibliographic citation. Bring the articles to class: o “Zen and the Art of Grade Motivation” by Liz Mandrell o “Childhood Pay for Grades” o “A Young Person’s Guide to the Grading System” by Jerry Farber Ø Read Course Packet pp. 12-15 on Essay #1
Week #3	Topic	Assignments Due
Tues, Jan 22	Ø Review outlines of Exploratory Essay Ø Discuss Rhetorical Context and start drafting in class Ø Discuss concluding claim Ø Practice integrating sources. Ø Review elements of developing an essay (thesis, transitions, focused and developed paragraphs, integrating sources, introduction and conclusion strategies)	Ø Completed 6-source annotated bibliography due, typed. Ø Outline for Essay 1 are due today Ø Read book pp. 1-15 on Recognizing Arguments Ø Read the book pp.29-32 on Rhetorical analysis Ø Read the book pp.81-85, 89-92 on Essay #1, The Exploratory Argument Ø Read the course packet pp.16-26 on using sources
Thurs, Jan 24	Ø Peer Evaluation and Work-shopping the Exploratory Essay #1 Ø More on integrating and citing sources within an essay	Ø Typed draft Exploratory Essay 1 due for peer evaluation and work shopping Ø Bring the course packet to class: read pp.28-31
Week #4	Topic	Assignments Due
Tuesday Jan 29	Ø Discuss the Argument Essay #1 Ø In class discussion of argument strategies and avoiding logical fallacies (ethos, pathos and logos)	Ø Typed final Exploratory Essay 1 due today with draft/peer review attached. NOTE: you will have a rewrite option either for Essay 1 OR for Essay 2 only if they are handed in on time Ø Make sure you e-mail a copy of your final paper.
Thurs, Jan 31	Ø In class writing (Claim development practice) Ø More on ethos, pathos and logos. Ø Discuss/practice outlining Essay 2	Ø Read Course packet pp. 32-41 on Essay #2, the Argument Essay, and outlining essay 2 Ø Read book pp.144-154 on types of proofs and pp.162-170 on organizing the essay
Week #5	Topic	Assignments Due
Tues, Feb 5	Ø Essay 1 will be returned today. We’ll review integrating sources today in preparation for Essay 2. You have the option to revise EITHER essay 1 or 2 if both were submitted on time. Ø Review essay writing strategies and integrating sources.	Ø Detailed outline and introduction to the Argument essay #2 is due today, typed Ø Read the book pp.241-252 for a sample argument essay with sources. Ø Read book pp.171-175 on integrating sources.
Thurs, Feb 7	Ø Peer review and work shopping today Ø Discuss topic choices for Essay 3 Ø In class Issue Proposal Assignment	Ø Typed draft argument essay #2 due for in class work-shopping and peer review. Ø Read book pp.15-23 on Engaging with Issues for arguments and pp.287-289 for topic ideas Ø Read the coursepacket pp. 42 for more topic ideas and pp.43-47 on Essay 3
Week #6	Topic	Assignments Due
Tues, Feb 12	NOTE CHANGE FOR THIS WEEK: Ø 12:45PM CLASS WILL MEET IN PIONEER 112 TODAY AND THURSDAY Ø 3:15PM CLASS WILL MEET IN PIONEER 200D TODAY AND THURSDAY Ø Overview of computer/library research today Ø Using Blackboard to “share” research.	Ø Typed final argument essay 2 due with draft and peer review attached. Make sure you also email me a copy of your final paper. Remember that if you submit this on time, you will have the option of revising either Essay 1 or 2 for a better grade. Ø Issue Proposal due today Ø Read book pp.32-54 on Researching Ø Read course packet pp. 48-53 on the second Annotated bibliography assignment and Library Research Overview.
Thurs, Feb 14	NOTE CHANGE FOR THIS WEEK: Ø 12:45PM CLASS WILL MEET IN PIONEER 112 TODAY AND THURSDAY Ø 3:15PM CLASS WILL MEET IN PIONEER 200D TODAY AND THURSDAY Ø Continuing work on research for the next essay assignment Ø Post research to Blackboard. Ø Sign up for conferences on Feb. 19^th	Ø Last class day spent researching. Make sure you find at least 6 sources representing different positions on the issue. After today’s class, you should continue researching on your own.
Week #7	Topic	Assignments Due
Tues, Feb 19	Ø Essay #2 returned at your conference. Discuss optional rewrite. Bring all of your research for Essay 3 to your conference. Ø You should be reading your research, taking notes and working on your Annotated Bibliography this week.	Conferences in Deschutes 6 today all day. If you did not sign up for a time last Thursday, you can see the sign up list on my door.
Thurs, Feb 21	Ø Review of citations and the Annotated Bibliography. Ø Discuss and practice charting your research to determine your focus for Essay 3	Ø Bring in the bibliographic citations of at least 6 sources that you think you will use for your Essay #3 even if you haven’t read all of them carefully yet.
Week #8	Topic	Assignments Due
Tues, Feb 26	Ø In class writing assignment to determine your argument pattern/purpose. Ø Peer Review draft Annotated Bibliography	Ø Draft Annotated Bibliography #2 due for peer review
Thurs, Feb 28	Ø Discuss rhetorical context for argument essay.	Ø Final Annotated Bibliography #2 due
Week #9	Topic	Assignments Due
Tuesday Mar 4	Ø Peer Review rhetorical contexts and in class drafting of outlines for Essay 3 Ø Discuss audience analysis for Thursday	Ø Rhetorical Context for your Argument essay due, typed. Ø Bring in all of your research Ø Read book pp.120-132 on Types of Claims Ø Read Course packet pp. 54-55 on outlining Ø Optional revision of Essay 1 or 2 due today with graded version attached.
Thursday Mar 6	Ø Discuss oral reports and the “visual” argument as well as the summary due Tuesday. Ø Audience analysis in class work today	Ø Formal outlines due today Ø Read Course Packet p.56 on audience analysis.
Week #10	Topic	Assignments Due
Tuesday Mar 11	Ø Oral Reports today with a visual.	Ø Typed summary of your essay due today: claim and main arguments noted.
Thursday Mar 13	Ø Work shopping Essay 3: the Researched Argument essay Ø Discuss the final and the self evaluation assignment	Ø Typed Complete Draft of Researched Argument Essay due today for in class work-shopping and peer review. Ø Read Course Packet pp. 57-58 on self evaluation
Week #11	Topic	Assignments Due
Final Exam	12:45 section: Fri, Mar 21^st, 10:15-12:15 3:15 section: Mon, Mar 17, 10:15-12:15	Bring the following to the final exam: Ø Your final paper, Essay #3, with marked draft and peer evaluation included in a pocket folder. Please also email me a copy of your final paper. Ø Your self evaluation Ø Bring paper and pen for the final “quiz”

	Wood, Nancy. Essentials of Argument. Pearson Prentice Hall, 2006.
	Donohue’s Fall 2007 WR 122 Course Pack (available in Blackboard or via email request for free or from the bookstore for a fee)

Week #1

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Week #8

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Ø In class writing assignment to determine your argument pattern/purpose.

Ø Peer Review draft Annotated Bibliography

Ø Discuss rhetorical context for argument essay.

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Tuesday

Mar 4

Thursday Mar 6

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Tuesday Mar 11

Thursday

Mar 13

Week #11

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12:45 section: Fri, Mar 21st, 10:15-12:15

3:15 section: Mon, Mar 17, 10:15-12:15

Bring the following to the final exam:

Tuesday
Mar 11

12:45 section: Fri, Mar 21^st, 10:15-12:15