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: Location: Avery Hall Bundy. Read Introduction to Rhetoric and Argument, Rhetorical Anaylsis, and Why Rhetoric? Aristotle Lives. 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: Read Parts 1, 2, and 3 of Aristotle's Rhetoric Book 1, and the overview of Purdue OWL: Visual Rhetoric Resources. Skim English Verb Tenses. Discussion of classical rhetoric, introduction to visual rhetoric, and review of Annotated Bibliography Assignment. We will review Purdue OWL: Annotated Bibliographies in class and documenting sources for your first essay.

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

By the end of class you will need to have chosen an artifact to analyze for your first essay. You can find links to digital copies of the print artifacts and other artifacts for the MASC's collection at WSU Student Unrest of the '60s and '70s

You can find a standard way to document the digital archive materials at Purdue Owl: Digital Archive Materials.

Another good resource for documenting digital archive materials which discusses MLA and APA is Marquette University's Guide to Citing Archival Sources.

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

Wed: 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.

Fri: Read all of the links in Purdue Owl: Analyzing Visual Documents, Purdue OWL: Resources on Ethos, Pathos, Logos, and Purdue Owl: Rhetorical Situations. Read A Rhetoric of Literate Action Chapter 1.

Mon: Read Quintilian's Institutio Oratoria Book II Chapters 14 and 15, and ‘Getting better is scary’: Women veterans with PTSD. Discussion of the readings.

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. We will review the most common elements of MLA and APA in-text citations and Works Cited/Reference pages. Quick overviews can be found in MLA and APA Citing Basics, and Sources and Argument (created for Eng301 by the instructor).

Wed: Read A Rhetoric of Literate Action Chapters 2 and 3, and Quintilian's Institutio Oratoria Book V Chapter 13 Discussion of "metatext" and responding to others' arguments. Introduction to the Classical model of argument and review of Classical Argument essay guidelines.

You can find a summary of key concepts in Eng301: The Classical Argument, which is also in the Power Points and Supplemental Readings folder in Blackboard.

Bring a copy of your Rhetorical Analysis essay that can be cut up (scissors optional).

Fri: Rhetorical Analysis rough draft peer evaluation. Instructions:  By the start of class, post a .doc or .docx copy of your rough draft in reply to the group topic thread created by the instructor in the Rhetorical Analysis Peer Evaluation Discussion section in Blackboard. You must post a comment in the text box in order for your submission to be accepted.

For example, if you are in group 1, click on the Group 1 topic thread, then click reply to post your draft. 

If you cannot post your draft by the start of class on Friday, email the instructor.  DO NOT post your draft after the start of class on Friday.  It will throw everyone who posts on time into confusion.  

Below is who you should read, based on the order in which drafts are posted. You can mouse over the right hand corner of each person's post to find the date and time they posted their drafts. Do not read essays posted after the start of class unless you have been told by the instructor to do so.

Using the form linked at the bottom of these instructions in the instructor’s group topic thread, or in the Schedule for today (linked below these instructions), respond to two people in accordance with the order people posted their drafts by replying to their posts. 

For example, if you posted first and four others posted their drafts on time, look for the second and fifth posters and provide feedback by replying to their posts.

You are only responsible for responding to people who post their drafts by the start of class on Friday.

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.  You are welcome to include in your post any questions you would like your peers to respond to.      

Who do you review?  In order of who posts (and you can see the date and time for each post):

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

Peer Evaluation Form

Mon: Library session: Finding Conversations. Read Purdue OWL: Resources on Evaluating Sources and Purdue Owl: Resources on Argumentative Essays to help prepare for the session.

Wed: Revised Rhetorical Analysis draft due to the Rhetorical Analysis drop box in the Essays folder in Blackboard.

Read A Rhetoric of Literate Action Chapters 4 and 5 and the first eight paragraphs of Chap. I. The Rights and Involved Duties of Mankind Considered by Mary Wollstonecraft. Discussion of Wollstonecraft.

Fri: Read paragraphs 9-20 of Chap. I. The Rights and Involved Duties of Mankind Considered. Bring a working draft of your Classical Argument introduction. Print copies are preferred because you will pass them to classmates.

Mon: Read paragraphs 21-30 of Chap. 1 and A Rhetoric of Literate Action Chapters 10 and 11. 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: Read Purdue Owl: Logical Fallacies. We will watch The Fallacies Project in class.

Rhetorical Analysis draft feedback posted. Writing and Reflection on sources and synthesis. Bring or have access to one source from your Classical Argument essay for a targeted workshop.

Also bring a print copy (one-sided) of your Classical Argument draft that can be cut up for an organization workshop (scissors optional).

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 the link below or the top of the Content page in Blackboard for the peer evaluation form.

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.

Classical Argument Peer Evaluation Form.

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.

Read The Rogerian Argument and A Modest Proposal.

During Class: Introduction to the Rogerian Argument and review of Rogerian Argument essay. Be prepared to take notes. Discussion and writing on the Rogerian Argument and Swift.

Wed: Revised Classical Argument draft due by 12 p.m. to the appropriate drop box in the Essays folder in Blackboard.

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 previous library sessions.

Fri: Read part 4 of Aristotle's Rhetoric Book 1, Quintilian's Institutio Oratoria Book V Chapter 14, and all of the links in Purdue Owl: Evaluating Sources. Discussion of research in arguments, and discussion of Quintilian.

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?

Mon: President's Day holiday, no class.

Read A Rhetoric of Literate Action Chapters 6 and 7 and complete the following questions by 12 p.m. Tuesday, to the Weeks 1-8 Drop Box in Blackboard. Paragraph-length responses are required.

1. In Chapter 6 Bazerman describes academic writing as false actions, then goes on to describe writing as an evolving process. What can these ideas teach us about the reality of argument and writing?

2. Chapter 7 focuses on writing strategies, including kairos, context, and connecting our writing clearly to a situation. How do these concepts apply to your Classical argument paper?

Wed: Classical Argument feedback posted. Read Communication: Its Blocking and Its Facilitation. Bring a copy of your Rogerian Argument essay that can be cut up (scissors optional).

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.

Rogerian Argument Peer Evaluation Form

Mon: Read Statement from Eight Alabama Clergymen. Discussion of the statement and organization workshop. Bring a copy of your Rogerian Argument essay that can be looked at and marked up by others.

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

Wed: Revised Rogerian Argument draft due. Read pages 1-4 of Letter from Birmingham Jail.

Continued discussion of the readings. Three Annotated Bibliography entries due by the start of class to the In-Class Activities Weeks 1-8 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: Read pages 5-9 of Letter from Birmingham Jail. 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. 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.

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.

Read: New Directions in Contrastive Rhetoric (you will need your WSU login to access this article).

Wed: Annotated Bibliography 1 due by 12 p.m. to Blackboard. Per the guidelines, the six annotations must be for sources used in your Classical and Rogerian Argument essays.

Rogerian Argument feedback posted. Proposal notes posted. Read Subversive Complicity (you will need your WSU login to access this article). Discussion of the readings.

Fri: Review and draft reflection. Discussion of definition arguments in the context of the articles.

Spring Break, no class.

Mon: Read Michel de Montaigne's Chapter IX: Of Liars (you will need to go click on the link and search for "Chapter IX"). Also skim Purdue OWL: Resources on Research. Discussion of how to compose definition arguments, and discussion of de Montaigne, in the context of definitions.

Wed: Read Twain's On the Decay of the Art of Lying. 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: Read the first ten paragraphs of Chap. VIII. Morality Undermined by Sexual Notions of the Importance of a Good Reputation. Discussion of arguing cause, value, and Chap. VIII.

Mon: Read paragraphs 11 to 20 of Chap. VIII.

Wed: Read paragraphs 21-33 of Chap. VIII. Researched Argument workshop. Bring a print copy of your essay for an organization workshop, one sided (scissors optional).

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.

Researched Argument Peer Evaluation Form

Mon: Review of Writing Portfolio Guidelines.

Wed: Revised Researched Argument draft due by 12 p.m. Read Parts 6 and 7 of Aristotle's Rhetoric Book 1. Discussion of arguing crisis, arguing the past, and Aristotle.

Fri: Last day to withdraw. Continued discussion of arguing crisis, arguing the past, and Aristotle.

Mon and Wed: Conferences. Times to be determined. Location: Avery 202N English Department Conference Room (to the left of the English Department front desk).

Fri: 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.

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 and marked up by classmates. Read Sample Writing Portfolios 1, 2, and 3 in the Sample Portfolios folder in Blackboard.

Read A Rhetoric of Literate Action Chapter 12.

Wed: Annotated Bibliography 2 due for a grade by 12 p.m. Per the guidelines, your annotations should be for six sources from your Researched Argument Essay.

Cover letter workshop. By the end of class 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.