- Course Number:
- WR 122
- Transcript Title:
- Argumentative Writing
- Aug 16, 2022
- Aug 16, 2022
- Total Credits:
- Lecture Hours:
- Lecture / Lab Hours:
- Lab Hours:
- Satisfies Cultural Literacy requirement:
- Satisfies General Education requirement:
- Grading Options
- A-F, P/NP, Audit
- Default Grading Options
- Repeats available for credit:
Continues the focus of WR 121 on academic writing as a means of inquiry with added emphasis on persuasion and argument supported by external research. Uses critical reading, discussion and the writing process to explore ideas, develop cultural awareness and formulate original positions. Emphasizes development of writing and critical thinking through logical reasoning, rhetorical control, independent research and information literacy. Prerequisite: WR 121. Audit available.
Upon completion of WR122 with a “C” or higher,students will be able to:
- Identify and evaluate an author’s purpose, perspective, use of rhetorical strategies, reasoning and arguments.
- Articulate their own position on complex topics with multiple points of view, contributing to the academic conversation through writing and discussion.
- Write for a variety of clearly defined purposes, audiences and contexts - persuasive essays that demonstrate a logical development of ideas and incorporate reasonable, credible evidence in support of a thesis.
- Locate, evaluate and use information effectively and ethically to develop an informed position and encourage intellectual curiosity.
Suggested Outcome Assessment Strategies
Active discussion of assigned readings; occasional quizzes over the readings; demonstration of research and proper documentation (MLA) skills; writing of researched, properly documented essays.
Course Activities and Design
The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.
Outcome #1: Identify and evaluate, from a variety of sources, an author’s purpose, perspective, use of rhetorical strategies, reasoning and arguments.
- Close reading
- Parts of an argument
- Types of appeals: Ethos, Pathos, Logos
- Different argumentative strategies, such as Aristotelian, Toulmin, Rogerian
- Inductive and deductive reasoning
- Argumentative fallacies
Outcome #2: Articulate their own position on complex topics with multiple points of view, contributing to the academic conversation through writing and discussion.
- Summary of diverse points of view on complex topic
- Thesis development/clarity of position
- Presentation of ideas according using academic standards
Outcome #3: Write for a variety of clearly defined purposes, audiences and contexts, persuasive essays that demonstrate a logical development of ideas and incorporate reasonable, credible evidence in support of a thesis.
- See Outcome #1. Apply content learned from reading professional and student model essays to one’s own writing.
- All stages of the writing process:
- Generating ideas (may include brainstorm, free-write, research, interview, survey, etc.)
- Organizing ideas (Argumentative strategies, outlines (formal and informal), etc.)
- Drafting the essay
- Editing and Revising (including critiquing peer essays, analyzing comments, formulating a global revision plan and editing)
Outcome #4: Locate, evaluate and use information effectively and ethically to develop an informed position and encourage intellectual curiosity.
- Use of CGCC library resource: books, journals, databases, videos
- Identification and use of scholarly sources
- Citing sources via MLA or APA style
Suggested Texts and Materials
Materials may include a variety of articles, essays, info-graphs and other sources representing a wide range of purposes, strategies and arguments from diverse authors on significant, meaningful, and (often) contemporary issues. These sources may be drawn from scholarly journals, reputable news sources, textbooks, podcasts, other media, and OER resources. Grammar handbooks - print or online/OER may be useful.
No specific texts are required. Our department recommends using OER materials whenever possible. There are many, with more being produced all the time. Two places to locate OER materials include oercommons.org and openoregon.org.