Reading: 3-14, 16-24, Parts 1, 2, and 3 of Aristotle's Rhetoric Book 1, Parts V and VII of Cicero's De Inventione Book 1, and the overview of OWl Visual Rhetoric Resources.

You can find notes on the readings from the textbook in the Supplemental Folders folder in Blackboard, titled "Week 1 Notes from Inventing Arguments." This .pdf is intended to help those who do not yet have the textbook and is not intended as an alternative to acquiring access to the textbook.

Recommended viewing: Argument Clinic, by Monty Python. We will watch this in class.

Mon:  Introduction to the course.  Review of key parts of syllabus.  Be sure to read the entire syllabus by Wednesday and bring in any questions you have.

Wed: Discussion of rhetoric, introduction to rhetorical analysis, and review of Rhetorical Analysis essay. Discussion of the readings linked above, in the context of rhetorical moves and analysis.

Fri: Discussion of classical rhetoric, introduction to visual rhetoric, and review of Annotated Bibliography Assignment. We will also review documenting sources for your first essay.

By the end of class you will need to have located an advertisement from a publication in your major that you may be interested in using for your Rhetorical Analysis essay.

Two examples of "A" Annotated Bibliographies may be found on the course's main 301 page.

Reading: 103-111, 119-132, with emphasis on 131-132, Quintilian's Institutio Oratoria Book II Chapters 14 and 15, and ‘Getting better is scary’: Women veterans with PTSD.

Review: OWL Resources on Argumentative Essays, OWL on Annotated Bibliographies

Mon: Martin Luther King Jr. Day Holiday, no class.

Homework: By 11:59 p.m. respond to the following questions in paragraph form. A minimum of half a page is required. Your answers must be submitted to the Homework folder 1. January 16 drop box.

These questions are adapted from the questions on page 131 in your textbook and are intended to help you brainstorm for your first essay and consider key questions to ask and answer in your analysis.

• For the example you intend to write about for your first essay, who do you believe the target audience is? Why?  
• Is there more than one possible audience?  Why?  What do you believe the purpose of the document is? What indicates this? 
• What is the main claim?  How is it supported? 
• Are the claim and support effective?  Why or why not? 

Wed: Discussion and exercises on rhetorical analysis, visual rhetoric, and rhetorical situations. Be prepared to discuss how the images in the PTSD article make and support arguments.

Homework: By 11:59 p.m. respond to the following questions in paragraph form. A minimum of half a page is required. Your answers must be submitted to the Homework folder 2. January 18 drop box.

For the example you intend to write about for your first essay

• Which main rhetorical moves do you think the author(s) are making?
• Do they address opposition? If so, how? If they address opposition, is it effective? Why or why not?
• If you had to make a final point about the example, what would it be and why?

Fri: Discussion of the article linked above. Review AFOSP handout by the start of class in preparation for determining peer evaluation questions for the Rhetorical Analysis essay.

Please bring a hand-written or typed working introduction, or access to one that a classmate can read. You will be given time in class to review classmates' introductions, in the context of these questions:

Targeted workshop, 10 min, on introductions.  Pass off to a classmate.  After your initial reading, what does the intro do well?  By the end of the intro do you understand:  who their audience is?  What the purpose of the analysis is?  What the example is and context (where, when, by whom, etc)?  Is anything left unsaid that should be said?  Do they provide a clear map for the rest of the analysis?   What could be improved on?  How?

Also, citations workshop. Review the sections on MLA and APA in your textbook before class, and bring your textbooks.

Reading: 66-72, OWL Resources on Ethos, Pathos, Logos, Quintilian's Institutio Oratoria Book V Chapter 13, and "At first I thought… but I don’t know for sure": The Use of First Person Pronouns in the Academic Writing of Novices".

Mon: Library Session: Databases and Presearching. We will be meeting in the library for a review of library resources. This is a good time to bring questions about finding credible sources for your current and future essays.

The location is Terrell Library Room 105. This is on the main floor and to the right of the main entrance.

By 11:59 p.m. respond to the following questions, in paragraph form; at least half a page is required for full credit. Submit your answers to the Homework 3. January 23 drop box in Blackboard.

1. Teresa Thonney's essay about the use of first-person pronouns highlights a concept that may be contradictory to what you have been taught: expert writers use first-person pronouns regularly. Select a specific idea from the essay that seems significant and use it to analyze an example from an essay you wrote in high school or college. Were you using first-person pronouns in the way Thonney describes as common for students? As an expert? How might you change how your use first-person pronouns based on what Thonney concludes?

2. How does the PTSD article from last week use pronouns? Choose two examples and analyze their use.

3. Who are the audiences for the PTSD and Thonney's articles? What rhetorical elements indicate this?

Wed: Discussion of "metatext" and responding to others' arguments. Introduction to the Classical model of argument and review of Classical Argument essay guidelines.

Homework: By 11:59 p.m. respond to the following questions, in paragraph form; at least half a page is required for full credit. Submit your answers to the Homework 4. January 25 drop box in Blackboard.

1. Quintilian's Book V Chapter 13 addresses several fundamental considerations of refutation. Do the articles we have read so far use mass or detailed refutation? Why? In what main manner do the articles refute their opposition? Are the articles guilty of ignoring opposition or nitpicking every detail? Lastly, which of Quintilian's discussed means of ordering the refutation do the articles appear to use? Or do they appear to use a different means of ordering?

2. How do the ideas from Thonney's essay and from Quintilian's chapter connect?

Fri: Rhetorical Analysis rough draft peer evaluation. Directions: By the start of class upload a .doc or .docx copy of your rough draft to your group's topic thread in the Rhetorical Analysis Peer Evaluation discussion board in Blackboard. You must post a comment in the text box in order for your submission to be accepted.

Select two of your peers' drafts and respond to the questions in the document below by downloading their draft and responding with the Review function in MS Word. Once you are done, save their draft as a .pdf and upload it in a reply to their post. You may copy your main response to the text field. You must hit reply at the bottom of the screen (you may need to scroll down) in order to complete your review.

In order to receive credit for peer evaluation you must complete reviewing two drafts in your group's topic thread by the start of class on Monday, January 30. It is strongly recommended you check the number of responses to each group member more than once, in case one person only has one response. DO NOT provide a third response when one person has fewer than two responses.

You may use the AML lab in Avery Hall or the classroom.

Who do you review in your group?

Four person groups:

Poster 1, read 2 and 3
Poster 2, read 3 and 4
Poster 3, read 1 and 4
Poster 4, read 1 and 2

Five person groups:

Poster 1, read 2 and 5
Poster 2, read 1 and 3
Poster 3, read 1 and 4
Poster 4, read 3 and 5
Poster 5, read 2 and 4

Eng301-01 Peer Evaluation Questions

Eng301-02 Peer Evaluation Questions

Reading: OWL Resources on Evaluating Sources, 82-89, 96-101, and Chap. I. The Rights and Involved Duties of Mankind Considered by Mary Wollstonecraft.

Mon: Continued discussion of the Classical Argument. Discussion of values and assumptions. Bring a copy of your Rhetorical Analysis essay that can be cut up.

Wed: Rhetorical Analysis due to the Rhetorical Analysis drop box in the Essays folder in Blackboard. Discussion of Wollstonecraft.

By 11:59 p.m. respond to the following questions, in paragraph form; at least half a page is required for full credit. Submit your answers to the Homework 5 February 1 drop box in Blackboard.

1. Mary Wollstonecraft begins her book with a chapter on rights and duties.  Identify her main argument and at least one supporting claim she uses.  How does she support the supporting claim?  Analyze at least one example.
2. Which obvious values and assumptions does she make in this chapter?  Identify at least one obvious value and one obvious assumption and analyze how they are used.

Fri: Continued discussion the readings. Please bring a working draft of your Classical Argument introduction.

* The in-class writing for today is not due until Monday, in order to allow you to use your responses as you work on your Classical Argument essay.

By 11:59 p.m. respond to the following questions, in paragraph form; at least half a page is required for full credit. Submit your answers to the Homework 6 February 3 drop box in Blackboard.

1. Which values and assumptions are not obvious but nevertheless being made?  Identify at least one example value and one example assumption that are not obvious and analyze how they are being used.
2. How does Wollstonecraft use personal pronouns?  To assert created or expert knowledge?  To acknowledge lack of knowledge or understanding?  Analyze an example of her usage and explain how it functions in her argument.

Reading: 32-57, Logical Fallacies from OWL, and view The Fallacies Project.

Mon: Review of ways to support arguments, and fallacies of argument.

Please bring one supporting paragraph and one paragraph from your rebuttal for a workshop. Print copies are preferred because you will pass them to classmates.

Wed: Rhetorical Analysis draft feedback posted. Writing and Reflection on sources and synthesis. Bring or have access to two sources from your Classical Argument essay for a targeted workshop. Please also have a print copy (one-sided) that can be cut up, or access to a digital copy that can be reorganized, for an organization workshop.

Brief writing: 

1. What information will your reader need to know when you reference this source in your essay?  Why?
2. How is this source credible for your argument? 
3. How is this source relevant to your argument?

Fri: Classical Argument peer evaluation. See your class's link below or the top of the Content page in Blackboard for peer evaluation questions.

Peer Evaluation Directions: Upload your draft to the appropriate group thread in Blackboard by the start of class. Responses to two of your group's drafts must be submitted by the start of class on Monday to receive credit.

Reading: 73-80, 379-402, Quintilian's Institutio Oratoria Book V Chapter 14, and Part 4 of Aristotle's Rhetoric Book 1.

Mon: Before Class: Brainstorm about possible topics for your third essay and be ready to discuss and/or write about the topics you may be interested in.

During Class: Introduction to the Rogerian Argument and review of Rogerian Argument essay. Be prepared to take notes. Initial discussion and exercises on the Rogerian Argument.

Wed: Classical Argument due by 12 p.m. to the appropriate drop box in the Essays folder in Blackboard. Discussion of research in arguments, and Quintilian's chapter.

By 11:59 p.m. respond to the following questions, in paragraph form; at least half a page is required for full credit. Submit your answers to the Homework 7 February 15 drop box in Blackboard.

1. In your view, how can arguers use primary research? Secondary research?
2. When might primary research be more useful in arguments than secondary? When might secondary research be more useful? Why?
3. How might they be applied to arguments with other types of support?
4. What kind(s) of primary research could I do to support my understanding of others' views and/or to support my claims in the Rogerian Argument essay?
5. What kind(s) of secondary research will I need to do to support my understanding of others' views and to support my claims in the Rogerian Argument essay?

Discussion Notes on Primary and Secondary Research Questions:

In research, it is okay (and even good) to feel uncomfortable. 

Primary research questions
The question(s) you seek to answer to form your argument
Secondary research questions
The questions you ask to find the answers to your primary questions
What kinds of research do I need to do to find the answers to my questions?
What kind?  Who?  How do I prep?  What kinds of questions?  How do I evaluate the answers?  How will I use the answers?

Topic brainstorming:
How can I go beyond a standard for/against argument in my Rogerian Argument essay?

Fri: Aristotle and examination of integrating sources in rhetorical communication. Be prepared to discuss your views and experiences with integrating and evaluating sources.

Rogerian Argument brainstorming workshop. Bring in ideas, a source you may want to respond to, and an understanding of who your opposition is.

Reading: 402-427

Mon: President's Day holiday, no class.

Homework: By 11:59 p.m. respond to the following questions, in paragraph form; at least half a page is required for full credit. Submit your answers to the Homework 8 February 20 drop box in Blackboard.

1. Who will you respond to for the Rogerian Argument essay? Why?
2. Which magazine would therefore be the most appropriate if you were to publish this? Why?
3. What do you know about what has already been said about the topic for your Rogerian Argument essay?
4. What do you know about the views of people who disagree with you or your approach to the topic?
5. What main question(s) will you try to answer in this essay to frame and determine your argument and support? How and why?

Wed: Classical Argument feedback posted. Library Session: Government and Tertiary Sources. We will be meeting in the library (location to be determined) for a review of government and tertiary sources that may be used in support of arguments.

The location is Terrell Library Room 105. This is the same room we were in for our first library session.

Fri: Peer evaluation of the Rogerian Argument. Peer Evaluation questions will be posted with each group's topic thread.

Attendance may be required if participation in previous peer evaluations has not been satisfactory.

As before, upload your draft to the appropriate group thread in Blackboard by the start of class. Responses to two of your group's drafts must be submitted by the start of class on Monday to receive credit.

Eng301 Peer Evaluation Questions

Reading: Statement from Eight Alabama Clergymen, Letter from Birmingham Jail (this is an annotated version), and Statement to Freedom Riders Rally (King Jr., 1961; please note the .pdf includes two drafts of this document).

Mon: Discussion of Letter from Birmingham Jail and organization workshop. To ensure everyone remembers to bring something: bring a print copy, one-sided, of a working draft of your third essay. Scissors are optional.

Proposal Guidelines reviewed. Discussion of the readings, in the context of claims, support, and responses to others' views.

Wed: Rogerian Argument essay due. Continued discussion of the readings. Four or more Annotated Bibliography entries due by the start of class to the drop box in Blackboard. No grade will be given the entries--this is intended to give you an opportunity to learn if you are on the right track with your entries.

Fri: Continued discussion of the readings and proposal workshop. By the end of class please respond to the following questions; at least half a page is required (a page if you handwrite your response and have large writing).

1. Describe your understanding of the differences between the Rogerian and Classical Argument.  Which seemed more difficult to use?  Why?

2. Which do you think may be the most effective for organizing your final essay?  Why?  Are there any rhetorical moves or parts from the other organizational model that might be useful? 

3. What do you believe your primary research question will be for your final essay?  Why? 

4. We will be peer evaluating the research essay in three weeks.  Conferences will be held a week and a half later.  What is your plan for researching your topic and writing the final essay?  Please give more than general comments (i.e. more than saying, “I plan to go to the library in the next week”). 

5. Finally, what would an outline of your proposal look like?  This may be bulleted.

The goal for these questions is to help formulate what you  will write in your proposal, and your responses may be used as part of your proposal.

Reading:New Directions in Contrastive Rhetoric and Subversive Complicity (you will need your WSU login to access these essays).

Mon: Proposal due by the start of class to the Proposal drop box in the Essays folder in Blackboard. The Researched Argument Essay will be reviewed along with the writing portfolio rubric.

Wed: Rogerian Argument feedback posted. Proposal notes posted. Discussion of the readings.

Fri: Review and draft reflection.

By 11:59 p.m. respond to the following questions, in paragraph form; at least half a page is required for full credit. Submit your answers to the Homework 9 March 10 drop box in Blackboard.

1. At this point in the semester you have written three essays. What did you learn in writing the Rhetorical Analysis and Classical Argument essays that helped you write the Rogerian Argument essay? How did what you learned help?

2. What did you learn in writing the Rogerian Argument essay that will help in revising your first two essays? How will what you learned help?

3. Describe your strengths at this point. Have you developed any new strengths since the semester began? If so, what? How might you continue developing those strengths?

4. Are there issues from your first two essays that you feel you have become better at addressing in your Rogerian Argument essay? If so, what? How have you improved in these areas?

5. Looking ahead to the researched argument essay, what strengths do you bring to writing the proposal and the essay?

6. What specifically can you continue to work on to improve your writing as you write the proposal and final essay? How will you work on them?

Spring break, no class.

Arguing Definitions. Reading: 135-137, Twain's On the Decay of the Art of Lying), and Michel de Montaigne's Chapter IX: Of Liars (you will need to go click on the link and search for "Chapter IX"). Also skim OWL Resources on Research

Mon: Discussion of how to compose definition arguments, and beginning of discussion of Twain and de Montaigne, in the context of definitions. We will be looking in particular at the authors' spoken and unspoken definition arguments.

Wed: Continued examination of definition arguments. Rubric and draft reflection workshop.

By the start of class, please respond to the following, in paragraph form:

Examine your current progress on your researched argument essay in the context of each of the first three categories of the Writing Portfolio Rubric (Rhetorical Awareness, Purpose and Content, and Ethical Use of Sources). What are you doing well, so far, in addressing the requirements for each category? What do you need to continue working on?

Fri: Researched Argument Essay peer evaluation. There is no class for this day. As before, upload your draft to the appropriate group thread in Blackboard no later than the end of class. Responses to two of your group's drafts must be submitted by the start of class on Monday in order for you to receive credit.

Peer Evaluation Questions:

Eng301-01 Peer Evaluation Questions

Eng301-02 Peer Evaluation Questions

Reading: 177-178, 217-219, and Chap. VIII. Morality Undermined by Sexual Notions of the Importance of a Good Reputation by Mary Wollstonecraft. Skim 201-216.

Mon: Discussion of arguing cause, value, and Chap. VIII.

Wed: Researched Argument due by 12 p.m. Continued discussion of Chap. VIII.

Homework: By 11:59 p.m. respond to the following questions, in paragraph form; at least half a page is required for full credit. Submit your answers to the Homework 10 March 29 drop box in Blackboard.

1. We have worked with many rhetorical concepts and moves this semester.  Now we put them into application.  Identify an example of each of the following in Chapter VIII and explain how the example is used:

Ethos
Pathos
Logos
Qualifier
Concession
Rebuttal

2. Identify a specific rhetorical move from Wollstonecraft that you can apply to your own writing.  What is it and how will it help improve your writing?

Fri: Researched Argument workshop. * Bring a print copy, one sided (scissors optional) or have access to a working draft of your essay that can be edited. *

Reading: Crisis 250-259, and Writing Portfolio Guidelines.

Bring or have access to a copy of your researched argument essay that can be discussed with others.

Mon: Discussion of arguing crisis.

Wed and Thurs: Conferences. Times to be determined.

Fri: Review of Writing Portfolio Guidelines.

Reading: 296-297 and Part 7 of Aristotle's Rhetoric Book 1

Mon: Writing Portfolio workshop. By the end of class please respond to the following questions, with at least one paragraph for each question. Any and all parts of your responses may be used in your writing portfolio cover letter. The goal in responding to these questions is to begin thinking about the papers you will include in your writing portfolio in terms of how they satisfy the expectations from the rubric and the portfolio guidelines.

1. Examine the Writing Portfolio Rubric. Referencing several criteria from the five main categories, what are the main strengths for your research paper at this point? What are the main issues, in light of the rubric? How specifically can you address those issues between now and when your writing portfolio is due for a grade?

2. You will be asked to choose two of essays 1-3 to include in your writing portfolio. Again referencing the Writing Portfolio Rubric, what are your main strengths in essays 1-3? What are the main issues?

3. If you had to pick two of the three essays today to include, what would they be, why, and how might they showcase your strengths and your development as a writer and rhetorician this semester?

These questions are intended to provide a foundation for your writing portfolio cover letter and may be used as part of the cover letter.

Please upload your responses to the In-Class Writing Weeks 9-16 drop box in Blackboard.

Wed: Workshop. Bring two essays you may be interested in submitting for your writing portfolio. Beginning discussion of arguing crisis, arguing the past, and Aristotle.

Fri: Continued discussion of arguing crisis, arguing the past, and Aristotle.

Reading: Read 338-339. Skim 317-337 and 360-375.

Also, review the cover letters and research papers for Sample Writing Portfolio 1, 2, and 3 (Sample Portfolios and Bibliographies folder in Blackboard)

OWL on Annotated Bibliographies (as a reminder)

Mon: Researched Argument Essay in-class workshop. Bring a revised copy of your essay that can be read by classmates.

Wed: Annotated Bibliography due for a grade. By 11:59 p.m. please respond in paragraph form to the following questions.

Last week you were asked to reflect on the two essays you want to include with your researched argument essay in your writing portfolio. This week we put all three in context.

1. In paragraph form, examine the three essays you intend to include in your writing portfolio. Identify two strengths you feel they all share, and explain why you feel they share these strengths.

2. In paragraph form, examine the three essays you intend to include in your writing portfolio. Identify an issue/weakness you feel they all share, and explain how you are working to improve these for the writing portfolio.

3. Examine your conclusion/call to action in your researched argument essay and play the role of a critic. What would you say to the "author" in response to the conclusion/call to action?

Your answers may be used as part of your cover letter. To receive full credit for this final homework assignment you must submit at least half a page of writing.

Fri: Writing Portfolio Cover Letter Peer Evaluation. Respond to the following questions for your group by the start of class on Monday:

Cover Letter Peer Evaluation Questions

Mon and Wed: Review of key concepts and guidelines.

Fri: Writing Portfolios due by 12 p.m. by upload to the appropriate drop box in the Graded Assignments folder in Blackboard.

No class.