english 1301 argumentative essay

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ENGL 1301 - Comp 1 - Argumentative/Persuasive Research

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Do you need to write a persuasive or argumentative paper on a controversial topic?   Then this is the guide for you!

An argumentative paper is more than just taking a stand on a particular issue.   You need to carefully choose a topic , be aware of the general background information on the topic, the different viewpoints on the issue and be able to support your stance with quality information.   This guide will show you how to do all these things.

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English 1301 & 1302: Home

Introduction to english rhet & comp.

English 1301 and 1302 are courses based in rhetoric and composition to teach you foundational skills in research, source assessment, rhetoric (for making good arguments or recognizing bad ones), and writing. This guide will walk you through the various skills and tips you might need for either of these classes. For more individualized assistance, contact your English librarian, or schedule an appointment with the Research Mavs .

Subject Guide

English 1301

ENGL 1301 focuses on helping on understand the rhetorical moves of any argument. The goal of the course is to be able to explain the different parts of someone's rhetoric. In order to do this, you will learn rhetorical moves and strategies-- but most importantly, you will learn: Ethos, Pathos, and Logos.

The Assignments

The assignments in this class are very prescriptive, in order to help familiarize you with the different parts of an argument. You will either be provided sample information to access via Reading Clusters, or your professor might ask you to come up with your own examples. In each of these assignments, you will be asked to identify things like: central claims, conflicts, speakers, and the ethos, pathos, and logos of the argument or example. For full instructions on all assignments, see your professor or class' canvas page.

Discourse Community Analysis (DCA):

• This assignments asks you to identify what a discourse community is, and one that you are apart of. Consider things like clubs, gaming groups, film or literature communities, committees, or panels that you might be apart of. Aesthetic/Interest groups can also be considered a discourse community (car scene, cottagecore, steampunk, "kawaii style," etc). You will then prove your own place in the discourse community by providing evidence of your own knowledge of expectations within the community, via the rhetorical triangle, and how this relates back to the communities' ideals.

Rhetorical Analysis Essay (RAE):

• In this assignment, you will be provided with a published article. You will pretend you are the editor for the paper, and are telling the lead publisher if the article should or shouldn't be published in that specific paper. You will base this claim on: relevancy to audience, how well the author of the article provided evidence based on the rhetorical triangle, and if they addressed a naysayer properly or not. This is your opportunity to show your understanding of the efficacy of arguments.

Synthesis Essay:

• In this assignment, you might be provided with new reading clusters, or you might use your old one, depending on the professor's instructions. This essay is an argument essay, where you are given the opportunity to finally respond  to these arguments, instead of just describing them. You will address all parts of the argument, including: their rhetorical strategies, ability to appeal to audience, facts and stats they provide, and if they addressed a naysayer. Throughout the paper, you will also be asserting your own ideas about the topic, comparing the research with other outside sources, and bringing in your own argument to the discussion. This paper is mean to be a culmination and demonstration of the argument assessment skills you have learned.

The Rhetorical Triangle

What is an argument?

English 1301 focuses on asking you to learn how arguments are created, the parts of them, and be able to articulate how the argument has been formed. All of your papers add up to being able to create your own argument

• If you ever are having a hard time articulating what is or isn't an argument, look closely at the language used. Facts will always be based in statistics, studies, and sometimes things like observations. But as soon as the language used gives a reason surrounding those facts, it is an argument .

How do I find a way to "enter into an argument?"

• Look for places that your own experiences, research, or ideas could create another way to understand something.
• look for places where you can provide a new way to "interpret," "understand," or "perceive" the argument.
• disagree with a claim
• agree with a claim, but for a different reason
• disagree and agree at the same time for various reasons
• The "reasons" are where you would bring in your own evidence to support your claim.
• advance the conversation, or turn it in a new direction. DON'T just reiterate-- ANALYZE

How do I back it up?

To Back up your arguments-- you will use your reasons (Logos/Facts/Proofs)

• come up with supporting reasons from a text
• quotes, paraphrasing, stats
• come up with "warrants"
• make a reader think/re-interpret meaning

What else can I use?

• represent objections fairly
• make concessions
• answer unanswered questions
• improves ethos: shows reader that you can respectfully present conflicting information
• improves logos: helps to strengthen your argument by showing that you are willing to be honest with reader
• improves pathos: presents a certain level of vulnerability to your reader that improves both their understanding and relationship with what they are reading

English 1302

ENGL 1302 focuses on teaching you research and writing skills. There are three main assignments to the class: The Issue Proposal , the Annotated Bibliography, and the Mapping the Issue Paper. These assignments build off one another, and are designed to teach you the steps in the research life cycle.

Issue Proposal

For the issue proposal, you will be asked to identify a topic, concept, or argument that can be explored. Your goal is to be able to identify various points of view, the history, and the outlook for this topic. Pick something that interests you, but also something that you can find sources on! Once you have picked your topic, it will be time to embark on your research.

Annotated Bibliography

After you've decided on your topic, presented the proposal to your professor, and have had it approved, your next job will be to research sources that you might use for your annotated bibliography. Your annotated bib entries have specific requirements (see your assignment instructions), but finding articles that will help you to complete your Mapping the Issue paper will save you time, and help to build your experience of research in the course.

Keep in mind, you will need to finds sources that speak to:

• 3 different points of view (for, against, and some secret 3rd opinion-- you get to decide)
• the history of your topic
• the key voices in your topic
• the outlook/direction of the conversation surrounding your topic

There are a few databases that can help you find these things. Recommended databases for this course are:

Academic Search Complete

• part of the ebsco host family of databases, lots of different subjects covered, easy to navigate
• front page navigation similar to more traditional research methods

Tip: follow this guide on using Boolean Operators to help curate your keyword search on Academic Search Complete

CQ Researcher

• great for finding historical information, timelines, and for "full reports" will have a pro/con section
• webpage layouts change frequently, page navigation can take some focus
• all articles are peer reviewed by experts in the field
• frequently updated information

Points of View Reference Center

• part of ebsco host family of databases
• similar to CQ Researcher, gives overview information on topic
• has pro/con section

Mapping the Issue

For this assignment, the work you've previously done in your issue proposal and annotated bibliography will have helped you gather information and sources to inform your mapping the issue paper.

For this assignment, you will need to:

- give a historical timeline of your topic

- present 3 positions of controversy/opinion surrounding your topic, but still remain neutral of your own opinion in your writing

-----> think about how a good news station will present all sides of an event or topic: with historical information to help contextualize the arguments, and then the arguments being made themselves from the various groups-- without inserting their own opinion or creating conjecture with how it is presented. This is essentially what you are doing in this paper!

For each source you present, you will have to:

- identify the source's central calims

- identify reasons of support for those claims

- identify warrants implicit in each argument

- identify evidence used to support those reasons and warrants.

Then, you will have to compare the sources to each other, their reasons, their arguments, etc. For more information on your assignment, see your syllabus, or schedule a meeting with your professor.

WHAT IS A "WARRANT" ?

- a "warrant" is an underlying belief that connects a reason and a claim.

- These are like "upgrades" to an argument. When an audience might need extra background, context, or information to understand *why* someone is making the argument that they are presenting-- that is when they might incorporate "warrants" to strengthen their rhetoric.

- You might think of it as a conclusion or statistic drawn from a claim, where the evidence presented would then back up the claim and the warrant that supported it.

Resources for understanding claims, warrants, and evidence:

The Art of Academic Writing

Lumen Learning: Writing & Research in the Disciplines

Rsearched Position Paper

In this paper, you finally have the opportunity to organize all of the information, opinions, articles, and sources you have found on your topic-- into a well supported argument paper. You get to choose the audience and publication venue for you paper. Choose wisely! You want to be able to appeal to your chosen audience well, and knowing their ideals, understandings, and expectations of where information sources are coming from will all take part in how you write your paper.

Your annotated bibliography and mapping the issue should have prepared you with the sources, opinions, and information necessary to craft a stellar argument-- but if you are still struggling with your topic, or finding sources-- reach out to your subject librarian or schedule an appointment with the Research Mavs . If you need more individualized help with writing, consider reaching out to the Writing Center .

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ENGL 1301 (English Composition I) Prof. K. Garcia

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This guide is designed to support students taking  Professor Krystal Prebosnyak's ENGL 1301  course, and it specifically focuses on the course's Film-analysis assignment and Argumentative-essay assignments, which both require research sources. Use the menu on this page to browse this guide. Look for boxes labeled "Your Assignments" to find specific information about the  Film-analysis  and Persuasive-essay   assignments on each page .  Contact the librarian shown on this page if you have questions about this guide.

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Cynthia Soll Research Librarian MCC Learning Commons [email protected] 254-299-8343

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ENGLISH 1301 - Mothershed: Persuasive Essay

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Persuasive Essay

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Persuasive Essay Assignment Requirements and Information

The three sources on the Works Cited page at the essay's end must be from Panola's electronic database called "Gale In Context: Opposing Viewpoints." This database is full of position papers and contains more information than you could ever need, read, or use. 

If you have difficulty logging into the databases, please email  [email protected] . The first available librarian will help you. Instructors do not have access to students' library credentials.

The Persuasive Essay 

You are going to write an essay in which you take a position, for or against, a specific topic.  This type of writing hopes to convince its readers to believe or do something.

Persuasive writing utilizes logic and reason to show that one idea is more legitimate than another idea. It attempts to persuade a reader to adopt a certain point of view, or to take a particular action.  The argument must always use sound reasoning and solid evidence by stating facts, giving logical reasons, using examples, and/or quoting experts.

Follow these steps:

1)     Choose your position; decide which side of an issue or problem you are on.  Identify the solution you will offer.  Know the purpose of the paper.

2)     Analyze your audience.  Decide if they are apt to agree, disagree, or stand neutral.

3)     Research your topic to find specific and convincing evidence.  Often it is necessary to go beyond your own knowledge and experience.  Find out what the experts believe and say.  ( You should conduct your research within Gale. )  Students: there is no need to reinvent the wheel.  If you will first use Gale's Opposing Viewpoints to read up on the issue in which you are interested, the paper will almost write itself.  (Plus, this assignment  requires  the sources to be from Gale.)

NOTE:  The topics of gun control, abortion, and all topics related to Social Justice are off limits.   Students seldom do well on these subjects because their essays are merely long rants of personal opinion instead of scholarly research of the facts. 

The final, polished paper should be in proper MLA format, 800 words minimum, double-spaced, standard font with one-inch margins.  Cite your sources, at least three, on the Works Cited page at the end.  See the Sample MLA paper posted in Announcements. 

Finally, on this essay (just like Essay #1), you will be given one revision opportunity.

Panola Databases with pro/con features

Search Catalog

Search M.P. Baker Library Collection

To search the online catalog for print and electronic books, type the subject into the search box and click the "Search" button.  The result list will provide the call number and location of the item(s) found. If the item is an electronic resource, the URL for the item will also be provided.

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Email us at [email protected]

Call us at 903-693-2052

Or click the "ASK PC!" green box at the top of this column!

• Persuasive Essay Outline Free template from Bid4Papers.com

Brainstorm Keywords to help get you STARTED

Brainstorming keywords is an important part of the research process. As you begin to look at your search results take note of any new keywords that are relevant and incorporate those into your next search. 

Think about using BROADER terms to get more results, and NARROWER terms to retrieve fewer results. 

Possible keywords to get you started are listed below. 

• viewpoint*                       
• controversy*
• perspective*

If you were researching gun laws for example, you might search ( Gun Laws  AND  Gun Crime Rates* )

         TIPS  on Structuring your Persuasive/Argumentative Essay (Click the photo)

Helpful Weblinks

• ProCon.org Presents the pros and cons of controversial issues. Great for brainstorming keywords **Free Resource**
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M. P. Baker Library

English 1301 - Falcon, Susan: Argumentative essay

Information has value, understanding plagiarism.

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• Cornell University - Info and Activity on Recognizing & Avoiding Plagiarism "Integrity entails a firm adherence to a set of values, and the values most essential to an academic community are grounded on the concept of honesty with respect to the intellectual efforts of oneself and others."
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Judith Cusimano

English 1301 (ENGL 1301)

St. Pius Dual Credit 1301

Syllabus for English 1301

Prerequisite : A satisfactory assessment score

Course Description : A course focused on improving students’ writing and critical reading.  The major focus is writing essays for a variety of purposes.

Textbooks :

The Arlington Reader

The New McGraw Hill Handbook

Materials :

A good portable dictionary

A two pocket file folder for organizing essays, drafts, and short writing assignments

Home computer

Methodology : This course is a writing workshop during which rough drafts, peer editing, writing conferences, and class discussions will occur.

Scholastic Dishonesty : According to the Student Handbook for the Houston Community College system, scholastic dishonesty includes

plagiarism—using another person’s words, information, or ideas in your written work without complete documentation

collusion—“unauthorized collaboration”

cheating—copying from someone else’s paper

Possible consequences for scholastic dishonesty as stated in the Student Handbook : “Possible punishments for academic dishonesty may include a grade of 0 or F for the particular assignment, failure in the course, and/or recommendation  . . . for dismissal from the college system” (35).

Grading Standards

A   90-100   See writing grading rubric.

B   80-89         “                 “

C   70-79         “                “

F    Below 70  “                “

Measurements

5000+ words of writing

5 out-of-class essays—Summer Reading Assignments 10%

 Essay One with rough draft  10%

                                     Essay Two with rough draft  15%

                                     Essay Three with rough draft 15%

                                     Essay Four with rough draft 15 %

                                     Midterm Essay (in-class) 10%

                                     Final Essay (in-class) 10%

                                     Writings on readings  15%

ADA Statement

Any student with a documented disability (e.g. physical, medical, developmental, visual, auditory, psychiatric) who needs to arrange reasonable accommodations must contact the Disability Support Services (DSS/ADA Counselor at the beginning of each semester.  Faculty members are authorized to provide only the accommodations requested by the DSS Office.  Dr. Roman Alvarez is Northeast College’s DSS / ADA Counselor.  His telephone number is (713) 718-8420.

Class Procedures

• Any student who misses more than 12.5% of the class will be dropped from the role.
• All assignments are due on the date given.  Absence does not absolve a student from being prepared and turning in work.
• Twenty points will be deducted from the essay grade for each day of the week late.
• Attendance will be taken before each class.
• All rules of the school must be followed.
• Rough drafts count as part of the essay grades.  They must be turned in with the final copy or points will be taken off.
• The ADA statement is in effect.
• Writing group days will focus on writing only and communicating about writing.
•  A college presence is expected.

By the time students have completed English 1301, they will be able to:

• Demonstrate knowledge of writing as process.
• Apply basic principles of critical thinking in analyzing reading selections, developing expository essays, and writing argumentative essays.
• Analyze elements such as purpose, audience, tone, style, strategy in essays and/or literature by professional writers.
• Write essays in appropriate academic writing style using varied rhetorical strategies.
• Synthesize concepts from and use references to assigned readings in their own academic writing.

Semester Work

Thursday—Paragraphs on The Arlington Reader essays are due.  Discussion about How to Read Literature . . . .; Short story given out to be read for tomorrow.  Students must know at least 16 major topics of discussion from How to Read Literature Like a Professor .

Friday— Write in-class paragraphs on 16 topics connected to story.  Finished product is due on Monday—bring three typed copies to class .  Each paragraph must have quotation support and MLA documentation.

In-class revision in peer groups of paragraphs on 16 topics.  Students will choose their five best paragraphs to be examined by peers.  Peers will make suggestions about the topic sentences, concrete details, sentence structure, mechanics, and grammar.  Revisions are due Wednesday for a grade.  Attach all original drafts and other drafts to the back of the 5 paragraphs to be graded.

Tuesday:  The class expectations, guidelines, structure, areas of study, grading procedures, peer editing, midterm and final essays will be discussed.

Wednesday:  Five graded paragraphs on story and How to Read Literature . . . are due.

Thursday-Friday--Discussion of the Writing Process—what makes good writing, types and purposes of writing—persuasive, expository, comparison and contrast, analysis, application, narration, description.  Explain narrative writing as discussed on pages 22-23 of The Arlington Reader .  Discuss the purpose of grammar and mechanics and the way that grammar and mechanics will be integrated into the class—discussion of students’ background in grammar: strengths and deficiencies.

Grammar—diagnostic of where students are with grammar.; review in class: types of sentences, punctuation, run-ons, fragments, comma splices, use, pronoun referent and agreement.  Assignment for Tuesday is to write a one page paper about what you do in school on Monday.  It should be a narrative paragraph—what happens with description and a good topic sentence. No more than one page; write paragraphs and do not list.

Reading Focus: Identities: Who are we?

                            History: Interpreting and Reinterpreting the past (Griffin)

Reading assignment—AR: “Being Country” by Bobby Ann Mason p.136 

McGraw-Hill—pp. 20-38 (grammar background)due Wednesday.

On Tuesday review paragraphs in writing groups.  Discuss the organization, the sentence structures, the narrative story told.  Make positive suggestions for improvement.  Revisions of paragraphs due Thursday.

On Wednesday, Discuss Mason—write a 1 paragraph summary of the essay—purpose and style.  Share the information in class.  What makes this piece a narrative? Choose favorite sentences of description and explain why.   

Assign AR “Jibarra” by Esmeralda Santiago p. 129 and “The Veil of Self-Consciousness” by W.E.B. Du Bois p. 127

McGraw-Hill pp. 42-46; 56-61; 87-91; 94-95 for Friday.

On Thursday the revision of school narrative is due.   Go over the descriptive essay, pages 19-20 in The Arlington Reader ; stress the difference between showing and telling. On Thursday give a quiz on the McGraw-Hill reading pages 20-38.  Review answers.

Friday—Write a narrative paragraph (20 minutes) on “Jibarra.”  Peer edit.  Discuss the topic sentence and the delivery of information.  Read “”The Way to Rainy Mountain” by N. Scott Momaday on page 145 for Monday.

Write a list of descriptive phrases with page numbers from “The Way to Rainy Mountain.” Share comments about what makes these phrases descriptive.  Turn this list into a descriptive paragraph on the essay for tomorrow.

Peer editing of descriptive paragraph on Momaday essay: 20 minutes.  Large group discussion of people’s papers using the Elmo.

Discuss Du Bois’ techniques for communicating—analyze sentence structure, organization, description.  Assign AR “Shooting an Elephant” by George Orwell on page 378.

McGraw-Hill pp. 212-216 for Wednesday.

Describe Orwell’s audience, voice, organization, theme, paragraphing, sentence structure.

Assign Essay Topic One : the college remembered event essay.

Writing workshop—Consult pages 33-76 in McGraw-Hill as reference. 

Go through the following process: brainstorming the event, framing the exact 30 second event, applying to one of the topics, devising the lesson learned, organizing the essay.

Create the thesis; develop the event with description by showing rather than telling; organize the paper into three or more parts.  Introductory paragraph and event due Monday.  Rough Draft is due on Tuesday.

Use Elmo to review introductory paragraph of college essay. Use Elmo for checking.  Map body paragraphs—writing group discussion with peer editing suggestions.  Rough Draft One due Tuesday—3 copies.

Rough draft of Essay One due —writing group discussion with peer editing suggestions regarding thesis, organization, topic sentences, transitions, etc.  See writing rubric.

Read AR “The Creative Mind” by Nancy C. Andreasen pp. 262-63

McGraw-Hill pp.76-103 for Thursday.

On Wednesday have writing conferences with instructor / review the draft with students.  Second rough draft due on next Monday—bring enough copies for your writing group.

On Thursday discuss Andreasen essay.  Read “From the School Days of an Indian Girl” by Zitkala-Sa on page 292 for Friday and be ready to discuss strengths of the writing.   Second rough draft due Monday.

Bring in second rough draft and share with writing group.  Students should monitor

vocabulary, sentence structure, story line for narration, description and make suggestions for improvement.  Final draft is due Wednesday with all rough drafts attached. 

Review McGraw Hill pp.512-532.  Read in class: AR “Life in the Lap of Luxury as Ecosystems Collapse” by William E. Rees pp.678-682 and outline basic ideas for Tuesday. .  Go over outlines of ideas on Rees.  Relate ideas to summary.

On Wednesday the final draft of the college essay is due with rough drafts .  Discuss the positives and negatives of the process and revision.  Review the concept of comparison and contrast, discussing how a similarity must be found to discuss contrasts.  Begin reading in AR “Serving in Florida” by Barbara Ehrenreich p.243;

“Resurrection” by Frederick Douglass p.452 and finish for Thursday.

Review verbs 536-574 in McGraw-Hill.  Compare and contrast Ehrenreich and Douglass

Discuss similarities and differences in the two works.  For Friday read AR “Where I Lived and What I lived For” by Henry David Thoreau, p.157.

Compare and contrast all three essays on Friday.

In writing groups compose a thesis that could compare and contrast Ehrenreich with Douglass.  Discuss Thoreau’s essay and include ideas found in all three essays.

Tuesday-Wednesday--In writing groups compose an introductory paragraph that could compare and contrast all three essays. Find at least three ideas found in all of them and construct topic sentences to address them.  Look for concrete details in the essays to prove your points and document them using MLA style.  Use Elmo to view results.

Discuss findings.  Read McGraw-Hill pp. 217-220.

Read AR “Why Are There So Many Single Americans?” by Kate Zernike p. 233; “The Elusive Altar” by David Brooks p. 236; “The Legacy of Divorce” by Judith Wallerstein p. 238; “Warfare is Only an Invention Not a Necessity” by Margaret Mead p. 682; “Disarmament” by Pope John XXIII p. 691, and “Inner Peace and Human Rights” by The Dalai Lama p. 697 for Wednesday.

Midterm exam review for Midterm on Monday-Tuesday: narrative, descriptive, comparison / contrast essays.

Midterm Exam in class—Monday-Tuesday

On Wednesday complete a bullet point listing—5 items—of the most important information gained from each essay. Assign Essay Topic Two.  Rough Draft One of Essay Two is due next Monday: thesis and main ideas are due on Friday.

Go over the lists and begin to form a thesis and topic sentences focusing on the points.

Discuss formation of comparison / contrast essay: thesis, topic sentences, MLA documentation.

Writing groups discussion of progress on above topics.; writing conferences with instructor.  Review of thesis and main ideas on Elmo.

Rough Draft One of Essay Two is due.   Writing groups to discuss drafts—always bring at least three copies to share.  Draft Two is due Wednesday.

Review pp. 629-652 McGraw-Hill, shifts and modifiers

Writing conference with instructor

On Wednesday, Rough Draft Two of Essay Two due —writing groups and revision

Final Draft is due next Monday.  Read for Friday “No Name Woman” by Maxine Hong Kingston on page 420 and “A Modest Proposal” by Jonathan Swift on page 469.

Review McGraw-Hill pp.689-706; review sentence patterns and practice writing all types of sentences.  Write a paragraph using 10 types of sentence patterns.

On Friday, discuss Kingston’s theme, main ideas, description.  Hand out Essay Topic Three , an analysis of either Kingston’s or Swift’s theme and details and how successfully she or he imparts her or his wisdom to the readers.

Final Draft of Essay Two is due .  Discuss Swift’s theme, main ideas, description.

Tuesday   Review pp. 629-652 McGraw-Hill, shifts and modifiers.

Wednesday   Thesis of Essay Three and main points are due ; discuss in large group and then send to writing groups for editing and revision. Rough Draft One is due on Monday.  Use Elmo to check ideas.

On Thursday Writing conferences with the instructor about Essay Three..- Read shirley Heath’s essay “Literate Traditions” on page 280 for Friday.

Friday--Review McGraw-Hill pp.689-706  Discuss essay.

Week Eleven

For Monday: Rough draft of Essay Three: Writing workshop; bring at least three copies.  Rough Draft Two is due on Wednesday.

Tuesday    Instructor conferences on Essay Three

Writing focus: definition and argument

Reading focus: Education, Ethics and Social Class

Read AR “Aria: A Memoir of a Bilingual Childhood” by Richard Rodriguez  p. 298; “The Human Cost of an Illiterate Society” by Jonathan Kozol p.273; “Meditation” by John Donne p.590; “The Economics of authorship: Online Paper Mills, Student Writers and First year-Composition” by Kelly Ritter on page 615; “The Singer Solution to World Poverty” by peter Singer page 601 for Tuesday.

Tuesday   Review pronouns McGraw-Hill pp.575-596.  Discuss essays.

Wednesday  Writing workshop of Rough Draft Two of Essay Three: Final Draft is due next Tuesday.

Thursday-Friday   Review argument and definition on pages 17-19 of The Arlington Reader.   Pick out arguments in each essay in-class.  Discuss the construction of the arguments.

Week Twelve

Monday   Write main points of each argument of above selections in bullet points.  Discuss.

For Read AR “Steal This MP3 File: What is Theft?” by G. Anthony Gorry p.622; “Blaming the Family for Economic Decline” by Stephanie Coontz  p.228.

Tuesday   Final Draft of Essay Three is Due.   In writing groups decide the three most important arguments of each essay of the last two essays.  Be ready to report the findings on Wednesday.  Use Elmo to verify.

Wednesday   Discuss group findings.  Explain how the argument was developed. 

Thursday   Assign Essay Topic Four.  Rough Draft One of Essay four is due next Tuesday .

Develop the thesis in class.  Gather evidence.  Read 183-211 in McGraw-Hill on argumentation.

Week Thirteen

Monday   Work on argumentation in class.  Rough Draft One of Essay Three is due tomorrow.

Rough Draft One of Essay Four is due . Draft Two is due next Monday .  Writing group peer review of rough draft one. 

Wednesday  Writing conferences with instructor  For Thursday read “Designer Genes” by Bill McKibben on page 500.

Thursday  Review the arguments McKibben makes.

Friday    Identifying Editing Errors in McGraw-Hill p.862

Week Fourteen

Rough Draft Two of Essay Four due.    Writing workshop final Draft is due on Monday.

Writing conferencing with instructor-Tuesday-Wednesday   Final Draft due Monday

Read AR “Listening” by Eudora Welty p. 33 and “Mother Tongue” by Amy Tan p.38.

Discuss the authors’ revelation of personal selves in several paragraphs.  Be prepared to share on Friday.

Sharing of paragraphs   Final Draft of Essay Four is due on Monday .

Week Fifteen

Final Draft of Essay Four due    Oral publication of essays

Tuesday—Wednesday   Read aloud in class “Up Close, In Touch” by Georgina Kleege p.65 and “The Allegory of the Cave” by Plato on page 319.

Note any phrases, word choices, etc. that give insight into the writer as a person.

Thursday   Discuss the argumentation in both essays.

Friday   Discuss all writings: word choice, narration, description, definition.  Cite examples using MLA documentation.  Be ready to write about these on Monday.

Week Sixteen

Monday   Write about which essay was most effective.

Tuesday   How can reading author’s works improve your writing?

Week Seventeen

Monday-Tuesday   Review different forms of essay writing: analysis, argument, personal essay, definition, comparison / contrast, description, exposition.  Go over purpose, format, process, construction—Final essay review.

Wednesday- Thursday   Bring in all final drafts of essays and examine all aspects of the essays.  Decide how each essay could have been improved.  Choose one to bring for writing group on Friday and bring in enough copies.

Friday   In groups discuss the one essay that could have been best improved and share with writing group.  Final essay topic assigned.

Week Eighteen

Monday—Friday   Write final essay in class.  Rough drafts one and two are due Wednesday and Thursday and the final essay is due Friday.

Have an enjoyable Christmas vacation and see you in English 1302 in the spring semester.

Course Information