And by appointment

COURSE NUMBER/TITLE: ENG 106: Argumentative and Research Writing

CREDITS: 3 SECTION #15

TIME AND LOCATION: MW, 2:30 – 3:55, A204

CATALOG DESCRIPTION: A course introducing students to the principles of college research, with emphasis on analytical reading of research material, focused use of sources, and the methodology of citation and documentation. This course will focus primarily on the translation of critical reading and critical thinking into critical writing by reinforcing and expanding upon the rhetorical modes, the foundational mechanics, and the composition skills taught in the Expository Writing Course as well as the critical-thinking, critical-reading and library skills introduced in the First-Year Seminar. In this class, students refine their awareness of the resources of language and of the stages in the writing process. The course aims to make students proficient in standard edited English and to prepare them further for the writing they will do in college and in their careers.

Prerequisite: ENG 105 Expository Writing

GENERAL EDUCATION PROGRAM OUTCOMES FOR ENG 106:

Knowledge Acquisition: Students will evaluate information for relevance (KA3) and for quality (KA4)

Effective Communication: Students will use standard conventions in all learning contexts to express self clearly in writing (EC4)

Critical Thinking: Students will analyze arguments and supporting evidence (CT6) and develop logical, well-supported conclusions. (CT4)

COMPOSITION OUTCOMES FOR ENG 106:

This course in argumentation and research writing will:

1. reinforce and expand upon the rhetorical modes, the foundational mechanics and the composition skills taught in the Expository Writing course;

reinforce and expand upon the critical-thinking, the critical-reading and the library skills that were introduced in the First-Year Seminar;
require students to read and think critically about selected issues from a variety of disciplines and then write well-developed and thoughtful argument-driven papers on those topics;
require that students select and research topics and then for each write a longer college-level research paper that employs summaries, paraphrasing and the use of direct quotes from professional sources; and
explain the MLA and APA publication styles of documentation and citation and require that students apply these styles.

OBJECTIVES FOR ENG 106:

Students will:

Ø become more aware of the spectrum of sources available to them, particularly those in their discipline;

Ø experience a range of research techniques;

Ø gain an enhanced understanding of how to gather information from a variety of resources, including technological ones;

Øgain individual experience in interacting with the works of other writers from a variety of disciplines, and in incorporating the results of research into their own writing, with proper use of documentation and citation methods;

Ø gain an understanding of the appropriate ways to incorporate the results of research into one's own writing, with proper use of documentation and citation methods;

Ø develop an increased ability in the foundational mechanics of all writing: grammar, spelling, punctuation, sentence structure, and paragraph development;

Ø emerge with an increased ability to construct compelling written arguments with a clear sense of audience and purpose and to discern the shortcomings of weak arguments.

TEACHING STRATEGIES:

1. Lecture

2. Discussion

3. Small-group workshops

4. Conferences

5. Writing assignments and exercises

6. Quizzes, exercises, impromptu responses to readings

7. Online responses and reflections

TOPICAL OUTLINE:

n Readings and other activities culminating in an argument paper utilizing research and MLA or APA format for documentation on a topic in education

n Readings and other activities culminating in an argument paper utilizing research and MLA or APA format for documentation on a topic involving issues of fair use and “ownership”

n Readings and other activities culminating in an argument paper utilizing research and MLA or APA format for documentation on a topic involving the

environment and consumption patterns

n Readings and other activities culminating in an argument paper utilizing research and MLA or APA format for documentation on a topic involving relationships or body image.

BASIS AND METHODS OF GRADING:

Ø Four papers emphasizing argument, research, and documentation.

Paper # 1 = an argument of 3-4 pages (typed, double-spaced) utilizing at least 2 high-value sources. Value: 10 points

Paper # 2 = an argument of 3-4 pages utilizing at least 3 high-value sources. Value: 15 points

Paper # 3 = an argument of 4-6 pages utilizing at least 4 high-value sources. Value: 20 points

Paper # 4 = an argument of 6-8 pages utilizing six or more high-value sources. Value: 25 points

Please upload your papers into your student folder on Marian Online

Ø Two shorter ungraded exploratory, reflective essays on issues related to the readings, and a summary of an article. These papers will be pass/fail, and students will receive 10 points for “fulfillment of expectations”; extra-credit points possible for essays “exceeding expectations”

Ø Online responses, reflections in response to the readings and discussions; occasional quizzes on the readings, participation, engagement: 20%

Attendance Policy:

Each student is expected to attend class regularly and to contribute to

class discussion. Since the class meets only two times per week, more than two absences would be considered excessive. Three or more unexcused absences will lead to a reduction of the grade, at the rate of one-half of a letter grade per absence. (As important as participation is, absences alone will not cause the grade to be lowered by more than two letter grades.)

REQUIRED TEXT:

Robert K. Miller and Robert P. Yagelski, The Informed Argument. 8^th edition. Wadsworth. ISBN: 978-1-4282-6230-0

Classroom and Campus Expectations

Students are encouraged to maximize their learning experience at Marian University. Ideal learning takes place in an environment where trust, mutual respect and active engagement are valued and observed by all participants.

Students at Marian University are expected to conduct themselves in a manner appropriate to a professional setting. Students are expected to be respectful of the learning environment established by the instructor. No student has the right to be disruptive, disrespectful or uncivil in their conduct – including language – in any setting at Marian University, including online, Facebook, and other web-based venues.

A student who the instructor believes is acting inappropriately in the classroom may be asked to leave the class for a session or longer, or may be administratively withdrawn by University officials.

The Academic Honesty Statement

The rules and procedures dealing with academic honesty set forth in the Marian University Academic Bulletin will be followed in this class. Students are expected to have familiarized themselves with these rules and procedures. This applies to cheating, plagiarism and intentional misrepresentation of the truth. If a paper is prepared by a student for this class, it is expected that the paper will be the student’s own work and that any use of the work of another in a student’s paper be properly quoted and cited.

Statement Regarding Persons with Disabilities

Marian University will provide reasonable accommodations to qualified people with disabilities. If you feel you need accommodations to fully participate in this class, please contact Lisa Olig, Coordinator of Disability Services and Academic Support, at 920-923-8951.

ENG 106

Dr. Jerry Burns

Spring 2011

Code:

Blue = readings

Maroon = focus on principles of argument

Green = Writing-related aspects

Orange = research-related aspects

Purple = assignments

I. Week 1-4: January 19-February 9

A. Reading-oriented Elements, Activities:

- Readings on issue/ topic # 1:

Selected readings in “Education,” Chapter 11, p. 414-509 aimed at stimulating discussion, examining arguments, and fostering ideas for students’ own papers:

Essays including Rick Livingston, “The Humanities for Cocktail Parties and Beyond,” p. 417-420; Gregory Cizek, “Unintended Consequences of High-Stakes Testing,” p. 475-483; Bertell Ollman, “Why So Many Exams?” p. 486-492; Peter Elbow, “Getting Along without Grades,” 493-507; Patricia Williams, “Tests, Tracking, and Derailment,” p. 499-502; Bill Coplin, “Lost in the Life of the Mind,” p. 471-474; Mano Singham, “Moving Away from the Authoritarian Classroom,” p. 443-455; Lewis Thomas, “The Art of Teaching Science,” p. 462-467

Supplementary readings in “Education” folder on Marian Online, including William Zinsser’s “Educational Pressures”

Dr. Martin Luther King’s “Letter from a Birmingham Jail” (p. 576-587) as an example of an argument employing rhetorical modes and devices

Reading of Chapter 7: “Documenting Your Sources,” p. 178-203

- Emphasis on critical reading, identifying thesis-support framework, etc.

B. Argumentation-Oriented Elements, Activities:

- The fundamentals of argumentation: Chapters 1 and 2, “The Purposes of Argument” and “The Contexts of Argument,” p. 1-32

- Reminder of the value of rhetorical modes as resources in argument

- The connection between argument and critical thinking?

- Indication, clarification re: what constitutes SUPPORT

C. Research-related Elements, Activities:

- Distinguishing between high-, low-value sources

- Explanation of fundamentals of MLA/APA:

o relationship between in-text citations and works-cited or references pages

o fundamentals re: what goes in the parentheses

o indication of what needs to be documented

- Fundamentals of paraphrasing

- Explanation of plagiarism and the various degrees of plagiarism

- Tips on utilizing, incorporating quotes (to be cont.)

D: Writing-Related Elements, Activities:

- Reminder of the value of the rhetorical modes: definition, comparison-contrast, classification, etc.

- Discussion of characteristics of “good”/”bad” topics

- Brainstorming, identification of do-able topics for paper # 1

- Drafting/redrafting/revision

- Stylistic concerns:

o Uses of quotation marks

o Introducing quotes using commas, colons, etc.

E. Assignments:

- Ungraded reflection paper on educational issue: due February 3

- Paper # 1: argumentative paper on topic/issue # 1—education: 3-4 typed pages (double-spaced), utilizing at least two “high-value” sources and your best efforts at documentation using MLA or APA: due week #4

F. Supplementary Resources:

See Marian Library’s rubric for “Informational Literacy” on Marian Online (hereafter MO)

II. Week 5-8: February 14– March 9

A. Reading-oriented Elements, Activities:

o Readings on issue/ topic # 2: “Ownership” and Fair Use — Chapter 8, p. 205-271, including the following essays:

Ralph Caplan, “What’s Yours? (Ownership of Intellectual Property),” p. 214-216; David Gibson, “Copyright Crusaders,” p. 217-220; Lipson and Reindl, “The Responsible Plagiarist,” p. 221-229; Janis Ian, “Free Downloads Play Sweet Music,” p. 233-237; James Surowiecki, “Hello, Cleveland,” p. 241-243; Tom Lowry, “Ringtones: Music to Mogul’s Ears,” p. 238-240; Tom McCourt, “ Collecting Music in the Digital Realm,” p. 244-248; Rebecca Tuhus-Dubrow, “Rethinking Rent,” p. 258-262; David Boaz, “Defining an Ownership Society,” p. 263-266; “The End of the Ownership Society,” p. 267-271

Essays in the Supplemental Readings and External Links folders on Marian Online

B. Argumentation-oriented Elements, Activities:

- Emphasis on analysis

- distinguishing between Toulmin, Rogerian, Aristotelian approaches to argumentation

C. Research-related Elements, Activities:

- Further clarification of paraphrasing

- Tips on utilizing, incorporating quoted material (revisited)
- Avoiding plagiarism

- “Second-pass,” clarification of MLA, APA documentation methods

- Emphasis on effective use of attributors/speakers tags

- Block-quote format (if not touched upon earlier)

D. Writing-Related Elements, Activities:

- Identification of topics for paper # 2

- Drafting/redrafting/revision

- Summarizing, paraphrasing of elements in a potentially useful article from a periodical

- Stylistic/grammatical concerns:

Specialized punctuation in incorporating sources:

Brackets ([sic], emphasized added, etc.), ellipsis dots, quotes within quotes

Punctuation for titles of different kinds of sources (italics for books, periodicals, etc.)

E. Assignments:

- Second ungraded reflection paper on an issue related to ownership/fair use

- Graded Paper # 2: argumentative paper on the topic of ownership and fair use: 3-4 typed pages (double-spaced), utilizing at least three “high-value” sources and MLA or APA documentation format

III. Week 9-11: March 21-April 8

A. Reading-oriented Elements, Activities:

- Readings on issue/ topic # 3: The Environment and Consumption Patterns—Selected essays in Chapter 13—p. 632-712—and on Marian On-Line—and “The Media for Argument,” Chapter 3, p. 35-69

- engaging in analysis and synthesis

B. Argumentation-oriented Elements, Activities:

- Fallacies of argument

C. Research-related Elements, Activities:

- utilizing, incorporating interviews, surveys as “primary research”

- documentation details for interviews, surveys

- interpreting data, statistics

D. Writing-Related Elements, Activities:

- emphasis on ANALYSIS, SYNTHESIS

- Stylistic concerns:

o Sentence variety

- Identification of topics for graded paper # 3

E. Assignments

- Third ungraded reflection paper on environment/consumption patterns

- Paper # 3: argumentative paper on topic/issue # 3 (Environment, consumption patterns): 5 to 6 pages, utilizing at least 4 “high-value” sources, and demonstrating proficiency in the use of APA or MLA documentation format: final draft due

IV. Week 12-15: April 11-May 4

A. Reading-oriented Elements, Activities:

o Readings on issue/ topic # 4: Relationships; Body Image

B. Argumentation-oriented Elements, Activities:

- TBA

C. Research-related Elements, Activities:

- Identification of topics for paper # 4

D. Writing-Related Elements, Activities:

- Emphasis on EVALUATION

E. Assignments: Graded paper # 4 due at end of semester: A paper from 6 to 8 pages utilizing at least 6 high-value sources and demonstrating mastery of either MLA or APA documentation format. The paper can be on a topic discussed in unit # 4 or it can be an expansion/revision of one of your earlier papers.