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CLASSICAL ARGUMENT

Giselda Aguiar [email protected] Calabretta [email protected] Handwerger [email protected] O’Donnell [email protected] Carly Steele [email protected]

ENC 1101: Writing and Rhetoric ISyllabus

Florida International University

Instructor: Semester: Section: Time/Room: Office Hours:Office and Tel: Email:

IntroductionThe ability to write well is one of the most important skills you will acquire at FIU.

Whatever your academic major or career path may be, writing will be an integral part of your life. ENC 1101 will provide you with a set of tools to improve your writing and to help you write rhetorically. Learning to write rhetorically is, in essence, learning how to communicate effectively. But there is more to writing than just getting your message across. This course will help you practice writing as a process of discovery.

This course will also emphasize intelligent reading. You will be reading the work of your peers and critically assessing it to help them revise. By looking at the work of your classmates and contributing your own writing, you will be taking part in the academic conversation.

Course ObjectivesBy the end of the course, you will be able to:

Generate relevant and timely writing topics that are appropriate for your chosen audience and the assignment;

Develop your ideas through an effective and recursive process of writing, revision, and editing;

Indicate your ability to write in various genres, including peer review, pre-writing, narrative, thesis-driven essays, and researched writing;

Respond to various rhetorical purposes and address the needs of various audiences; Display genre-appropriate format, structure and stylistic choices, understanding

differences in open and closed form prose; Develop an effective thesis and support it with reasons and evidence; Exhibit appropriate diction, punctuation, and spelling; Produce documents that incorporate primary and secondary resources which are

documented using MLA format; Develop a rhetorical vocabulary for talking about writing.

Course Materials Lunsford, Andrea A. The Everyday Writer with Exercises. 4th ed. Boston: Bedford/St.

Martin, 2010. Print. Customized for Florida International University.o Companion Website:

http://bcs.bedfordstmartins.com/everydaywriter4e/default.asp#t_11472____ Ramage, John D., John C. Bean, and June Johnson. The Allyn and Bacon Guide to

Writing . 4th ed. New York: Learning Solutions, 2010. Print. Customized for Florida International University.

o Companion Website: http://www.pearsoncustom.com/fl/fiu_english/

http://bcs.bedfordstmartins.com/everydaywriter4e/default.asp#t_11472____

http://www.pearsoncustom.com/fl/fiu_english/



Technological ComponentsThis course requires basic computer skills. If you have any doubts about your abilities in these areas, please speak to me right away. We will use Moodle for our online work. To log in to Moodle:

Go to http://ecampus.fiu.edu Click the Moodle Login button User ID and password

o User ID = Your My Accounts user IDo Password = Your My Accounts password

For login help, call 305-348-2284. If you need to look up your My Accounts user ID or reset your My Accounts password,

go to http://myaccounts.fiu.edu and follow the instructions.

We will also use Turnitin.com for peer-editing, grading, and plagiarism checking.

If at any point during the semester, you become confused about assignments, and how and when they should be done, please contact me immediately.

Writing ProjectsThere will be three major writing projects this semester. Each project will go through several stages: pre-writing, drafting, revision (i.e., peer review, self-revisions, and draft conferences) and editing. At the end of each assignment you will turn in a portfolio that will include all invention work, drafts, notes, and peer reviews involved in the creation of the final product. Your final grade for each project will reflect all your process work. I will allow you to revise one graded essay, due the last day of class. If the revision shows significant improvement, you will receive a higher grade, which will replace the original grade. We will discuss revision throughout the semester.Format: All assignments must be typed, double-spaced in Times New Roman 12-point font, and use MLA format.

GradingYou must receive a “C” grade or higher to pass ENC 1101. Grading weights are shown below.

Writing Project 1—Literacy Narrative 15% Writing Project 2—Informative Essay 20% Writing Project 3—Argument Essay 25% Timed Writing Project 10% Participation/Homework Assignments 30%

100%

about:blank

http://ecampus.fiu.edu/

PlagiarismFIU defines PLAGIARISM as "the deliberate use and appropriation of another's work without any indication of the source and the representation of such work as the student's own." This means that "any student who fails to give credit for ideas, expressions or materials taken from another source, including internet sources, is guilty of plagiarism", and "[a]ny student helping another to plagiarize may be found guilty of academic misconduct", a serious offence punishable by expulsion.

It is your responsibility to review FIU’s plagiarism policy and to make yourself aware of the disciplinary sanctions resulting from academic misconduct. I expect you to become familiar with and abide by FIU's Code of Academic Integrity: http://www2.fiu.edu/~oabp/misconductweb/1acmisconductproc.htm

As your acknowledgment of understanding of these policies, please print out and sign the “Student Acknowledgement of Syllabus and Academic Integrity Pledge” at the end of this syllabus, and return it to me by the end of the week.

Late Writing Project SubmissionsAll assignments are due at the beginning of class on the due date. The letter grade will be reduced ½ grade for every day the writing project is late, and the reduced grade will carry over to revisions. For example, if you turn in an A paper a day late, it will be reduced to a B+, and cannot be revised to an A. If you turn in the paper on the due date, but after class has ended, it will be considered a day late. If you do not hand in all three major writing projects, you will fail the course.

Reading and ParticipationI expect you to complete the assigned readings for each class. Coming to class having read the material will allow you to participate in class discussions and group work. The readings are directly connected to the pre-writing and drafting process of the writing projects, so your writing will be strengthened by critically thinking about the rhetoric discussed in the text. If something you read is unclear, ask and we can discuss it in class. In addition, you will earn points for participation based on your contribution to discussion.

HomeworkWriting is a process, and I will guide you through the writing of each essay by working with you every step of the way. If you complete all the homework, you will most likely do well in the class. If you do not complete the homework, you will not do well, and you may fail the course. Late homework is not accepted, and missed class work cannot be made up.

AttendanceAttendance is crucial, and will be a significant part of your participation grade. More than five absences will put you in danger of failing the course. Coming late to class twice is equal to one absence.

GrievancesIf at any point in the semester you have any questions or concerns about your grade or your standing in the class, please come see me. Addressing your questions and concerns is part of my job. If you have further questions, you may also contact Dr. Kimberly Harrison ([email protected]), Director of FIU's Writing and Rhetoric Program.

mailto:[email protected]

http://www2.fiu.edu/~oabp/misconductweb/1acmisconductproc.htm



STUDENT ACKNOWLEDGEMENT OF SYLLABUSAND ACADEMIC INTEGRITY PLEDGE

I [print name], ________________________________________________, have read and understood the terms of this syllabus, and agree to follow the policies and rules established herein.In addition, I hereby pledge to follow FIU's Code of Academic Integrity as outlined below:

CODE OF ACADEMIC INTEGRITYThis Code of Academic Integrity was adopted by the Student Government Association on November 28, 2001 and reflects the values articulated in the Student Code of Standards. Florida International University is a community dedicated to generating and imparting knowledge through excellent teaching and research, the rigorous and respectful exchange of ideas, and community service. All students should respect the right of others to have an equitable opportunity to learn and honestly to demonstrate the quality of their learning. Therefore, all students are expected to adhere to a standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the educational mission of Florida International University.

PLEDGEAs a student of this university:

I will be honest in my academic endeavors.I will not represent someone else’s work as my own.I will not cheat, nor will I aid in another’s cheating.

All students are deemed by the University to understand that if they are found responsible for academic misconduct, they will be subject to the Academic Misconduct procedures and sanctions, as outlined in the Student Handbook.

__________________________________________________________________Student Signature Date

Classical Argument Unit Unit Goals

Florida International UniversityENC 1101: Writing and Rhetoric I

Unit Goals:

By the end of the unit, students should be able to:

1. Generate an arguable and timely topic that poses a PSI question.

2. Write a thesis-driven classical argument essay.

3. Create a focused argument that includes reasons supported by evidence, incorporates

opposing views, and addresses underlying assumptions.

4. Research, incorporate, and document secondary sources.

5. Make appropriate rhetorical appeals (logos, ethos, pathos) to a skeptical or neutral

audience.

6. Arrange ideas in a logical and purposeful order that is easy for the reader to navigate.

7. Produce a final draft that shows an understanding of argument as an evidence-seeking

process and a product of persuasion, as well as an indication of revision and attention to

conferences and peer reviews.

8. Correctly use diction, punctuation, and spelling for a college-level audience.

Essay 3: Classical ArgumentAssignment Sheet


Topic:For your final essay, you will write a researched classical argument on a debatable issue in a community to which you belong. A classical argument, as defined in the text, takes a stand on an issue, offers reasons and evidence in support of the writer’s point, and summarizes and addresses alternative views to the issue at hand.

Argument:The goal of academic argument is not to debate pros and cons, rehash old arguments, or to ridicule those who disagree with you. Instead, academic argument combines evidence-seeking and persuasion. Academic argument considers all available information and views, realizing that the truth may lie somewhere between two established positions or within a third undiscovered position.

Process:In this essay, you will use everything you have learned this semester: invention, research pre-writing and drafting, peer editing, and revision. Your argument should do at least one of the following:

1. Change the current opinion of an audience that holds a different view.2. Persuade an uninformed audience to adopt your view.

You should construct a persuasive argument using the three basic rhetorical appeals. Your introduction should get your audience’s attention (appealing to pathos), provide background that identifies the conversation you are joining, and clearly state the claim you intend to support. The body of your argument should appeal to logos by presenting reasons and evidence in support of your position, as well as appeal to ethos by using language appropriate to your audience. You may also appeal to pathos by appealing to the values and beliefs of your audience.

Research:You must back up your argument with researched evidence to establish your credibility. You should begin the research and writing process with a clear research question, and should use critical thinking to create a convincing view based on this research and your experiences. At the end of your essay, include a works cited page which provides at least 5 sources. You may use up to 3 internet sources, excluding sources like Wikipedia or Encarta.

Essay Format:Your essay should be 5-6 pages (or 2,000 words, whichever comes first), typed in 12-point Times New Roman, double-spaced, and include a Works Cited page that uses MLA formatting and citation guidelines.

Summary of Grading Criteria:1. Does the writing revolve around a single, arguable claim (thesis)?

a. Does that claim answer a PSI question?

b. Does the writing acknowledge and refute potential counterclaims/objections?

2. Is the central claim argued by a line of reasoning?

a. Does that reasoning exhibit a clear, logical organization?

b. Is the reasoning aware of and appropriate to its audience and writing genre?

c. Does the reasoning make appeals to ethos, pathos, and logos to persuade its audience?

d. Is it free of logical fallacies?

3. Does the writing support its reasoning with secondary research?

a. Do the sources abide by the STAR criteria?

b. Are the sources cited according to MLA conventions?

4. Is a Writer’s Memo included that documents the revision history and your latest

concerns of the draft?

Grading Criteria:

Thesis Statement & Introduction Paragraph 20 points 20%

Development 15 points 15%

Organization 15 points 15%

Counterargument 15 points 15%

Research 15 points 15%

Professionalism 10 points 10%

Writing Process 10 points 10%

TOTAL 100 points 100%

Classical Argument UnitWriter’s Memo


Part 1: Writer Profile: (Feel free to leave questions blank if you are uncomfortable sharing the information—this profile is simply designed to help your instructor(s) tailor feedback to each individual writer’s needs and experience, in accordance with FIU’s Title V grant.)

Name:

First Language: Second Language: Third Language:

How long have you been writing in English?

How would you rate your own skills when it comes to writing in English? (ex: Excellent/Good/Average/Poor)

Which kind of prose are you stronger or more comfortable writing? (ex: open-form/closed-form/both)

What writing skills do you want to work on in this course?

What writing skills do you want to work on in this essay?

Are there any specific kinds of feedback you would like from the instructor on this essay?

Part 2: Writing or Revision Strategies:Write a paragraph (150-250 words) talking about the strategy you used in composing or revising this draft. Talk about why you made the rhetorical choices you did, and how they affect your credibility (ethos) and ability to reach an audience (pathos). You may discuss organization, choice of examples/research, word choices, concepts learned from the chapters that help when writing in this specific genre, etc. If this is a revision, what issues did you attempt to improve on, and how? What do you think you did successfully in this draft? What do you still have doubts about? If you had had more time, what else would you have done to make this draft better?

Classical Argument UnitGrading Rubric


AUTHOR: REVIEWER:

Thesis Statement & Introduction Paragraph (20 points)

VERY EFFECTIVE PARTIALLY EFFECTIVE NEEDS SUBSTANTIAL WORK-Topic is an arguable and timely community issue

-Thesis incorporates supporting points and opposing views, and provides an excellent overview of the rest of the essay

-Thesis answers the PSI question, and is clear and consistent throughout the essay

-Introduction is effective at grabbing the reader’s attention, introducing the community issue, and providing necessary background information20…19…18…17… 16…15…14…13… 12…11…10….…6….…1VERY EFFECTIVE PARTIALLY EFFECTIVE NEEDS SUBSTANTIAL WORK-Ideas are clearly focused and fully developed

-Each point fully supports the thesis with reasons supported by appropriate evidence

-The writer uses appropriate rhetorical appeals to address a skeptical or neutral audience15…14…13… 12…11…10…9… 8…7…6…5…4…3…2...1

Development (15 points)

Organization (15 points)

VERY EFFECTIVE PARTIALLY EFFECTIVE NEEDS SUBSTANTIAL WORK-Ideas are arranged in a logical and purposeful order that is easy for reader to navigate

-Paragraph structure and transitions are clear and appropriate

15…14…13… 12…11…10…9… 8…7…6…5…4…3…2…1

Counterargument (15 points)

VERY EFFECTIVE PARTIALLY EFFECTIVE NEEDS SUBSTANTIAL WORK-The writer addresses opposing views objectively

-The writer articulates underlying assumptions15…14….13 12….11…10….9 8…7…6…5….4….3….2…..1

Research (15 points)

VERY EFFECTIVE PARTIALLY EFFECTIVE NEEDS SUBSTANTIAL WORK-Essay shows evidence of research of argument topic

-Information from at least 5 sources is incorporated smoothly into essay through direct quotation, paraphrase, or summary

-All secondary sources are properly documented with signal phrases or attributive tags

-MLA format has been followed

-Works Cited page has at least 5 sources, and is included at the end of essay15….14……13 12…..11…. 10…9… 8…7…6…5…4…3…2…1

Writer’s Professionalism (10 points)

VERY EFFECTIVE PARTIALLY EFFECTIVE NEEDS SUBSTANTIAL WORK-Choices in diction are effective and appropriate for an academic audience

-Very few, if any, spelling, punctuation, and grammatical errors

-Each sentence can be understood upon first reading, yet sentence structure is complex and varied throughout essay10…….9 8……7…..6… 5……4……3…..2…...1

Writing Process (10 points)

VERY EFFECTIVE PARTIALLY EFFECTIVE NEEDS SUBSTANTIAL WORK-The writer has included a writer’s memo with each draft which shows thoughtful reflection on writing and revision strategies

-Writer shows evidence of having considered peer review and instructor comments for each draft, and incorporated suggestions when appropriate10…….9 8……7…..6… 5……4……3…..2…...1

_________ = TOTAL SCORE

GRADING SCALE:

A 93-100 A- 90-92 B+ 87-89 B 83-86 B- 80-82 C+ 77-79C 73-76 C- 70-72 D+ 67-69 D 63-66 D- 60-62 F 59 and below

OVERALL COMMENTS:

Classical Argument Unit ScheduleInstructor’s Daily Lesson PlansFlorida International University

ENC 1101: Writing and Rhetoric I

Unit Goals:By the end of the unit, students should be able to:

1. Generate an arguable and timely topic that poses a PSI question.2. Write a thesis-driven classical argument essay.3. Create a focused argument that includes reasons supported by evidence, incorporates

opposing views, and addresses underlying assumptions.4. Research, incorporate, and document secondary sources.5. Make appropriate rhetorical appeals (logos, ethos, pathos) to a skeptical or neutral

audience.6. Arrange ideas in a logical and purposeful order that is easy for the reader to navigate.7. Produce a final draft that shows an understanding of argument as an evidence-seeking

process and a product of persuasion, as well as an indication of revision and attention to conferences and peer reviews.


Weekly Goals: Week 1 – Introduction to Classical Argument Week 2 – Research Week 3 – Qualifications/Concessions in a Claim Week 4 – Draft and Revise

Forms Found on Course’s Moodle Site: Student’s Classical Argument Essay Unit Plan Assignment Sheet for Classical Argument Essay Writer’s Memo Grading Rubric for Classical Argument Essay Activity Sheets

KEYS:EI: Bean, John C. Engaging Ideas. 2nd ed. San Francisco: Jossey-Bass, 2011. Print.

St.M: Glenn, Cheryl, and Melissa A. Goldthwaite. The St. Martin's Guide to Teaching Writing. 6th ed. Boston: Bedford/St. Martin, 2008. Print.

EW: Lunsford, Andrea A. The Everyday Writer with Exercises. 4th ed. Boston: Bedford/St. Martin, 2010. Print.

TLH: Lunsford, Andrea A., Alyssa O'Brien, and Lisa Dresdner. Teaching with Lunsford Handbooks. Boston: Bedford/St. Martin, 2012. Print.

A&B: Ramage, John D., John C. Bean, and June Johnson. The Allyn and Bacon Guide to Writing. 4th ed. New York: Learning Solutions, 2010. Print.

Week 1: Introduction to Classical ArgumentMonday – Introducing Classical Argument

Learning Objectives:1. Introduce purpose of classical argument essay.2. Understand argument assignment sheet.3. Discuss arguable and timely issues.4. Begin brainstorming for topics.

Homework Due:1. Read A&B, chapter 8, “Writing a Classical Argument” (no essays).1

Readings for Teachers:1. Review St.M, chapter 6, “Teaching Invention.”2. “Argument” in Part II in TLH (83-93).

Classwork:1. Discuss purpose and value of classical argument as evidence-seeking/process and

persuasion/product. [10 min.]2. Introduce and discuss assignment sheet; introduce the framework of a classical

argument. [15 min.]3. Discuss arguable issues and introduce PSI Question. [10 min.]4. Activity: “Identifying Arguable Issues” (A&B 211). [10 min.]

a. Ask students to list 5 communities to which they belong.b. Have them list a question/problem/issue for at least 3 of those 5 communities.c. Ask a couple of students to share examples.

5. Review homework due next class. [5 min.]

1 Teachers must read all readings students are assigned, in addition to any “Readings for Teachers.”

Week 1: Introduction to Classical ArgumentWednesday – Classical Argument Structure

Learning Objectives:1. Understand structure of classical argument.2. Understand how arguments persuade through rhetorical appeals (logos, ethos,

pathos).

Homework Due:1. Review A&B, chapter 3, “Thinking Rhetorically about How Messages Persuade.”2. Review “Appealing to Ethos and Pathos” (A&B 223-25).3. Read “Paintball: Promoter of Violence or Healthy Fun?” (A&B 234-37).4. Post current research topic and question(s) to the “Classical Argument Topics” online

forum.5. Respond to at least two of your peers’ ideas with useful suggestions to help them

choose a topic and create a strong research question.

Readings for Teachers:1. Review “Argument” in Part II in TLH (83-93) – all sections regarding appeals.2. Read EI, chapter 10, “Using Small Groups to Coach Thinking and Teaching

Disciplinary Argument.”

Classwork:1. Discuss structure of classical argument, using “Paintball” essay as an example. [15

min.]a. Thesisb. Supporting evidencec. Opposing viewsd. Conclusion

2. Discuss rhetorical appeals in effective classical arguments; appealing to a skeptical or neutral audience. [10 min.]

3. Activity: “Reading Emotional, Ethical, and Logical Appeals 2” (TLH 86-87) [20 min.]a. Break class into three groups and assign one appeal to each group.b. Ask each group to identify at least one passage in “Paintball” essay that uses their

assigned appeal and to comment on the function and efficacy.4. Review homework due next class. [5 min.]

Week 1: Introduction to Classical ArgumentFriday – Introduction and Thesis

Learning Objectives:1. Understand how to create an effective introduction to a classical argument essay.2. Discuss importance of creating a thesis-driven classical argument essay.

Homework Due:1. Review “A Strong Thesis Statement Surprises Readers with Something New or

Challenging” (A&B 42-49).2. Read A&B, chapter 18, “Composing and Revising Closed-Form Prose.”3. Draft of thesis statement.

Readings for Teachers:1. St.M, chapter 7, “Teaching Arrangement and Form.”2. “Thesis” in Part II in TLH (69-73).

Classwork:1. Discuss structure of effective introduction for classical argument essay. [15 min.]

a. Appeal to skeptical or neutral audience.b. What not to do: “Funnel Introduction.”c. Opening attention-grabber.d. Explanation of the question to be investigated.e. Background information.f. Preview of the whole (thesis/purpose statement).

2. Discuss how to shift from PSI question to working thesis. [10 min.]a. Remind students this is a working thesis because research may affect their claim.

3. Discuss components of thesis. [10 min.]a. Surprising reversal language.b. Supporting points and particulars.

i. Forecasting with detailed thesis (A&B 596).4. Activity: “Formulating a Working Thesis” (TLH 88). [10 min.]

a. Break students into pairs to test each other’s thesis statement for purpose, audience, position, and support.i. How can these statements be improved and more detailed?

ii. What information does the student need to strengthen thesis? This might generate ideas for research.


Week 2: ResearchMonday – Finding Academic Sources

Learning Objectives:1. Gain a familiarity with the use of databases and eJournals for research.2. Learn to find useful secondary sources for an essay.

Homework Due: 1. Review A&B, chapter 20, “Asking Questions, Finding Sources.”2. Complete PSI question and initial claim.

Readings for Teachers:1. “Research” in Part II in TLH (95-121).

Classwork:1. Library Session – class will meet in library.2. Librarian: Introduce library resources, emphasizing the rhetorical purpose of the

criteria (enhances credibility of supporting data, and, thus, the writing’s appeal to ethos). [25 min.]

3. Individual library research. Instructor should be available for assistance. [25 min.]

Week 2: ResearchWednesday – Evaluating and Citing Sources

Learning Objectives:1. Evaluate secondary sources using the STAR criteria.2. Understand how to incorporate sources into essay.3. Plan for follow-up research.

Homework Due:1. Review A&B, “Evaluating Evidence: The STAR Criteria” (217-18).2. Review A&B, chapter 21, “Evaluating Sources.”3. Read A&B, chapter 22, “Incorporating Sources Into Your Own Writing.”

Classwork:1. Review STAR criteria [5 min.]2. Activity: “Reading and Interpreting Sources” (TLH 105-8; reproduced below). Have a

handout for each student with the questions and project onto screen. Have copies of the articles for each student. [25 min.]a. Ask students to read the two passages about the War of 1812, the first from an

American encyclopedia and the second from a Canadian history book. Have students read each one carefully, with a critical eye, and then answer the following interpretive questions, noting any differences in the two accounts: [10 min.]i. What motivated the War Hawks?

ii. Who attacked whom at the beginning of the Battle of Tippecanoe?iii. What did the War of 1812 mean in British, American, and Canadian history?iv. Why did the Treaty of Ghent end up restoring the prewar boundaries?

b. Then ask students to answer these questions about both passages: [15 min.]i. What is the perspective, tone, and argument of each passage?

ii. How does each passage make clear its point of view?iii. Can you find at least one example in each passage that seems to show how the

author’s point of view accounts for or affects the interpretation of events?iv. Why do you think each passage takes the view it does?v. How would you, as a researcher, evaluate and use these sources?

1. Review “Skill 28: Know When and How to Use Summary, Paraphrase, Quotation, and Attributive Tags” (A&B 689-98), particularly “Strategies” chart (690) and evaluation chart (694). [7 min.]a. Summarizeb. Paraphrasec. Quotationd. Attributive Tags

2. Review MLA citation format. [7 min.]a. In-textb. Works Cited page


Week 2: ResearchFriday – Incorporating Research to Support Against Counterarguments

Learning Objectives:1. Learn how to incorporate research into a paper.2. Consider the use of supporting evidence to thwart counterarguments.

Homework Due:1. Review A&B, Appendix, “A Guide to Avoiding Plagiarism.”2. Review A&B, “The Myth of Violence in the Old West” and “Skill 27: Keep Your

Focus on Your Own Argument” (685-9).3. Prepare summaries for at least two potential secondary sources. To be handed in.4. Complete and bring “Classical Argument Schema” worksheet.

Classwork:1. Review purpose of quotation and paraphrase in classical argument. What are the

rhetorical advantages/disadvantages of each? [7 min.]2. Discuss how properly incorporated secondary sources can strengthen argument.

Emphasize that an arguable issue should have opposing views, but that incorporating objective evidence can strengthen your refutation. [7 min.]

3. Activity: Classical Argument Schema. [30 min.]a. Prior to class, line walls with posters, one per student.b. Individual [10 min.]: With a marker, the student must transfer his/her planning

schema onto a poster – clearly indicating his/her claim and reasoning – making sure to leave room for potential written feedback.

c. Group [20 min.]: Students approach at least four classmates’ posters with a critical eye, leaving short comments. Questions to consider:i. How might the poster’s claim be refuted?

ii. What kinds of supporting research will be necessary to convince you of its claim?

iii. Is the research question something you understand and find interesting?iv. Does the poster recognize counterclaims that the reader might make?v. Are there any counterclaims the poster fails to consider?

2. Review homework due for next class. [5 min.]

Week 3: Qualifications/Concessions in a ClaimMonday – In-Class Peer Review

Learning Objectives:1. Peer review with specific questions in mind.

Homework Due:1. Bring 3 copies of draft; must be at least 2-3 pages long.

Readings for Teachers:1. Review St.M, “Example 7.2: Peer-Response Questions for the First Draft of a Four-

Part Essay” (184).2. EI, chapter 10, “Using Small Groups to Coach Thinking and Teach Disciplinary

Argument.”

Classwork:1. Peer Review. [45 min.]

a. In groups of 3, students should use questions in St.M, “Example 7.2” (184; reproduced below) to review their peers’ essays. Give students a handout with the questions, and project the questions onto screen.

Introduction: Do the first four sentences attract my interest? Is the subject clearly defined in the introduction? Is the introduction too long? Does the introduction seem to be aimed at a specific audience? What is that

audience? Do I want to know more, to keep reading? Why or why not?

Statement of Fact: Does this section clearly explain the nature of the problem or situation? Is there anything not told that I need to know? Does the problem or situation continue to interest me?

Confirmation: Is the argumentation convincing? Does the order of presentation seem reasonable? Has any obvious argument been left out? Has the opposing position been competently refuted?

Conclusion: Has the case been summarized well? Do I feel well-disposed toward the writer? Why or why not? Does the ending seem graceful?


Classical Argument UnitWeek 3: Peer Review QuestionsFlorida International University


Introduction: Do the first four sentences attract my interest? Is the subject clearly defined in the introduction? Is the introduction too long? Does the introduction seem to be aimed at a specific audience? What is that audience? Do I want to know more, to keep reading? Why or why not?

Statement of Fact: Does this section clearly explain the nature of the problem or situation? Is there anything not told that I need to know? Does the problem or situation continue to interest me?

Confirmation: Is the argumentation convincing? Does the order of presentation seem reasonable? Has any obvious argument been left out? Has the opposing position been competently refuted?

Conclusion: Has the case been summarized well? Do I feel well-disposed toward the writer? Why or why not? Does the ending seem graceful?

Week 3: Qualifications/Concessions in a ClaimWednesday – Counterarguments

Learning Objectives:1. Know how to introduce and refute/concede to oppositional views.2. Review and see in practice angle of vision and rhetorical appeals in an argumentative

format; be aware of how people go about convincing audience of biases.

Homework Due:1. Read “Why Uranium Is the New Green” (A&B 238-41).2. Read “No to Nukes” (243-46).3. Read “The Case for (Gay) Marriage” (249-54).4. Answer questions at the end of all three readings. To be handed in.

Classwork:1. Discuss homework:

a. “Why Uranium Is the New Green” and “No to Nukes” [15 min.]i. How did the two papers address oppositional views?

ii. Describe the angle of vision/biases.iii. What are they leaving out of their arguments?iv. What evidence are they using to support their claims?v. How effective were the evidence used and refutations made? Would you have

done something differently with the evidence and/or the refutations?b. “The Case for (Gay) Marriage” [15 min.]

i. How did paper introduce oppositional views?ii. Were they refuted or conceded to?

iii. If you were the writer, how would you have gone about introducing oppositional views and refuting them?

2. Activity: Watch video of closing arguments and discuss. [15 min.]a. Give a short synopsis of the episode/movie.b. Watch video, “Law and Order: Season 8: Castoff: Closing Arguments”

(approximate 3:30), found here: http://www.youtube.com/watch?v=uvackRgeDwg.2

i. What is the angle of vision of the defense attorney and the prosecutor?ii. How are logos, ethos, and pathos used in this clip?

iii. How do the two lawyers address the other’s claims?iv. How effective were the arguments made? What worked, what didn’t? Which

lawyer convinced you?2. Review homework due next class. [5 min.]

2 This is one example of a clip that can be used for this activity. Closing arguments of another T.V. show or a movie can be used instead.

http://www.youtube.com/watch?v=uvackRgeDwg


Week 3: Qualifications/Concessions in a ClaimFriday – Fallacies and Unstated Assumptions

Learning Objectives:1. Know what are fallacies and unstated assumptions and how to avoid them.2. Find unstated assumptions and counterclaims in peers’ papers.

Homework Due:1. Full drafts with Writer’s Memo due.3

a. Bring three copies of essay.b. Submit through Turnitin.

2. Review A&B, “A Brief Primer on Informal Fallacies” (225-27) and “Articulating Unstated Assumptions” (213-15).

Classwork:1. Discuss informal fallacies and unstated assumptions. [10 min.]2. Activities:

a. “Identifying Unstated Assumptions” (A&B 214-15), in which students must identify the unstated assumptions in five claims with reasons. [10 min.]

b. Mini-peer review. In pairs, look for unstated assumptions and counterclaims in each other’s paper. [25 min.]

2. Have students sign up for conference time. [5 min.]

3 If you wish to have students submit a hard-copy, have them, in addition, submit their papers through Turnitin to check for plagiarism.

Week 4: Draft and ReviseMonday – Individual Conferences

Learning Objectives:1. Individual conferences.2. Have a clear idea of how to revise.

Homework Due:1. Read A&B, chapter 18, “Composing and Revising Closed-Form Prose.”2. Bring a hard-copy of your draft to conference. 3. Have questions and concerns about your paper ready to discuss.

Readings for Teachers:1. St.M, chapter 5, “Evaluating Student Essays.”2. EI, chapter 15, section 7, “Make One-on-One Writing Conferences as Efficient as

Possible” (304-12).

Classwork:1. No Class – Individual Conferences.

Week 4: Draft and ReviseWednesday – In-Class Peer Review: Final Polish

Learning Objectives:1. Students should know the strengths and weaknesses of their papers and have a

distinct direction for final revision.2. Understand how to critique fellow students’ work in a helpful and articulate way. Be

comfortable with and proficient in the peer review process.

Homework Due:1. Read A&B, chapter 17, “Writing as a Problem-Solving Process.”2. Read EW, chapter 9, section 9b, “Get responses from peers” (91-96).3. Bring 3 copies of draft.

Readings for Teachers:1. “Peer Review and Revision” in Part II in TLH (123-37).2. St.M, “Peer-Response Groups” (69-73).3. Essay: “Helping Peer Writing Groups Succeed” (St.M 343-351).4. EI, chapter 15, section 5, “Have Students Conduct Peer Reviews of Drafts” (295-98).

Classwork:1. Go over patterns seen in drafts. [10 min.]2. Go over grading criteria and peer review criteria. [5 min.]3. Activity: Mini-peer review. In groups of 2-3 students, review each other’s papers

using the questions below. These are the grading questions on the assignment sheet. Give them to students as a handout. Project onto screen. [30 min.]a. Does the writing revolve around a single, arguable claim (thesis)?

i. Does that claim answer a PSI question?ii. Does the writing acknowledge and refute potential counterclaims/objections?

b. Is the central claim argued by a line of reasoning?i. Does that reasoning exhibit a clear, logical organization?

ii. Is the reasoning aware of and appropriate to its audience and writing genre?iii. Does the reasoning make appeals to ethos, pathos, and logos to persuade its

audience?iv. Is it free of logical fallacies?

a. Does the writing support its reasoning with secondary research?i. Do the sources abide by the STAR criteria?

ii. Are the sources cited according to MLA conventions?a. Can each sentence be understood the first time it is read?

i. Are there any spelling, punctuation and/or grammatical mistakes? Mark all of them on the paper.

5. Answer any lingering questions. [10 min.]

Classical Argument UnitWeek 4: Peer Review QuestionsFlorida International University


1. Does the writing revolve around a single, arguable claim (thesis)?

a. Does that claim answer a PSI question?

b. Does the writing acknowledge and refute potential counterclaims/objections?

2. Is the central claim argued by a line of reasoning?

a. Does that reasoning exhibit a clear, logical organization?

b. Is the reasoning aware of and appropriate to its audience and writing genre?

c. Does the reasoning make appeals to ethos, pathos, and logos to persuade its audience?

d. Is it free of logical fallacies?

3. Does the writing support its reasoning with secondary research?

a. Do the sources abide by the STAR criteria?

b. Are the sources cited according to MLA conventions?

Grading Criteria:

Thesis Statement & Introduction Paragraph 20 points 20%

Development 15 points 15%

Organization 15 points 15%

Counterargument 15 points 15%

Research 15 points 15%

Professionalism 10 points 10%

Writing Process 10 points 10%

TOTAL 100 points 100%

Week 4: Draft and ReviseFriday – Reflections

Learning Objectives:1. Understand what worked and what didn’t in the writing process and in the final

product. 2. Gain an understanding of why reflection is important and how it can improve one’s

writing.3. Understand how to apply this knowledge to future writing projects.4. The instructor should use the reflection papers as feedback for the efficacy of the

process.

Homework Due:1. Final drafts with Writer’s Memo due.

a. Submit through Turnitin.

Classwork:1. Activity: Students write their reflections in class on the argument unit. [15 min.]

Questions they should address in their reflection:a. During this argument unit, what in-class activities, including peer review, did you

find useful? Not useful?b. What readings were most helpful? Why?c. Which strategies were the most or least productive in writing your paper?d. What did you learn from writing this paper that you will apply to future papers?e. How can these skills be applied to the real world outside of ENC 1101?f. Optional: Any additional questions or other feedback about the unit?

2. Discuss reflective paper as a class. [25 min.]3. Briefly introduce timed writing unit. [5 min.]4. Review homework due next class [5 min.]

Classical Argument Unit ScheduleStudent’s Unit Plan


Unit Goals:By the end of the unit, students should be able to:

1. Generate an arguable and timely topic that poses a PSI question.2. Write a thesis-driven classical argument essay.3. Create a focused argument that includes reasons supported by evidence, incorporates

opposing views, and addresses underlying assumptions.4. Research, incorporate, and document secondary sources.5. Make appropriate rhetorical appeals (logos, ethos, pathos) to a skeptical or neutral

audience.6. Arrange ideas in a logical and purposeful order that is easy for the reader to navigate.7. Produce a final draft that shows an understanding of argument as an evidence-seeking

process and a product of persuasion, as well as an indication of revision and attention to conferences and peer reviews.



Forms Found on Course’s Moodle Site: Student’s Classical Argument Essay Unit Plan Assignment Sheet for Classical Argument Essay Writer’s Memo Grading Rubric for Classical Argument Essay Activity Sheets

KEYS:EW: Lunsford, Andrea A. The Everyday Writer with Exercises. 4th ed. Boston: Bedford/St.

Martin, 2010. Print.A&B: Ramage, John D., John C. Bean, and June Johnson. The Allyn and Bacon Guide to

Writing. 4th ed. New York: Learning Solutions, 2010. Print.


Learning Objectives: Introduce purpose of classical argument essay. Understand argument assignment sheet. Discuss arguable and timely issues. Begin brainstorming for topics.

Class preparation:To Read:

1. A&B, chapter 8, “Writing a Classical Argument” (no essays).

Wednesday – Classical Argument StructureLearning Objectives: Understand structure of classical argument. Understand how arguments persuade through rhetorical appeals (logos, ethos, pathos).


1. Review A&B, chapter 3, “Thinking Rhetorically about How Messages Persuade.”

2. Review “Appealing to Ethos and Pathos” (A&B 223-25).3. “Paintball: Promoter of Violence or Healthy Fun?” (A&B 234-37).

To Write:4

1. Post current research topic and question(s) to the “Classical Argument Topics” online forum.

2. Respond to at least two of your peers’ ideas with useful suggestions to help them choose a topic and create a strong research question.

Friday – Introduction and ThesisLearning Objectives: How to create an effective introduction. Discuss importance of creating a thesis-driven classical argument essay.


1. Review “A Strong Thesis Statement Surprises Readers with Something New or Challenging” (A&B 42-49).

2. A&B, chapter 18, “Composing and Revising Closed-Form Prose.”

To Write:1. Draft of thesis statement.

Week 2: Research

4 Assume all written homework is to be collected in class the day it is due, unless otherwise stated.

Monday – Finding Academic SourcesLibrary Session – class will meet in library.

Learning Objectives: Gain a familiarity with the use of databases and eJournals for research. Learn to find useful secondary sources for an essay.


1. Review A&B, chapter 20, “Asking Questions, Finding Sources.”

To Write:1. Complete PSI question and initial claim.

Wednesday – Evaluating and Citing SourcesLearning Objectives: Evaluate secondary sources using the STAR criteria. Understand how to incorporate sources into essay. Plan for follow-up research.


1. Review A&B, “Evaluating Evidence: The STAR Criteria” (217-18).2. Review A&B, chapter 21, “Evaluating Sources.”3. A&B, chapter 22, “Incorporating Sources Into Your Own Writing.”

Friday – Incorporating Research to Support Against CounterargumentsLearning Objectives: Learn how to incorporate research into a paper. Consider the use of supporting evidence in thwarting counterarguments.


1. Review A&B, Appendix, “A Guide to Avoiding Plagiarism.”2. Review A&B, “The Myth of Violence in the Old West” and “Skill 27: Keep

Your Focus on Your Own Argument” (685-9).

To Write:1. Prepare summaries for at least two potential secondary sources.2. Complete and bring “Classical Argument Schema” worksheet.


Learning Objectives: Peer review with specific questions in mind.

Class preparation:Bring 3 copies of draft; must be at least 2-3 pages long.

Wednesday – CounterargumentsLearning Objectives: Know how to introduce and refute/concede to oppositional views. Review and see in practice angle of vision and rhetorical appeals in an argumentative

format; be aware of how people go about convincing audience of biases.


1. “Why Uranium Is the New Green” (A&B 238)2. “No to Nukes” (243)3. “The Case for (Gay) Marriage” (249-54).

To Write:1. Answer questions at the end of all three readings.

Friday – Fallacies and Unstated AssumptionsLearning Objectives: Know what are fallacies and unstated assumptions and how to avoid them. Find unstated assumptions and counterclaims in peers’ papers.

Class preparation:Full drafts with Writer’s Memo due.

Bring three copies. Submit through Turnitin.

To Read: 1. Review A&B, “A Brief Primer on Informal Fallacies” (225-27) and “Articulating

Unstated Assumptions” (213-15).


No Class – Individual Conferences.Learning Objectives: Individual conferences. Have a clear idea of how to revise.

Class preparation:Bring a hard-copy of your draft to conference. To Read:

1. A&B, chapter 18, “Composing and Revising Closed-Form Prose.”

To Write:1. Have questions and concerns about your paper ready to discuss.

Wednesday – In-Class Peer Review: Final PolishLearning Objectives: Know the strengths and weaknesses of your paper and have a distinct direction for final

revision. Understand how to critique your fellow students’ work in a helpful and articulate way.

Become comfortable with and proficient in the peer review process.

Class preparation:Bring 3 copies of draft.To Read:

1. A&B, chapter 17, “Writing as a Problem-Solving Process.”2. EW, chapter 9, section 9b, “Get responses from peers” (91-96).

Friday – ReflectionsLearning Objectives: Understand what worked and what didn’t in the writing process and in the final

product. Gain an understanding of why reflection is important and how it can improve your

writing. Understand how to apply this knowledge to future writing projects.

Class preparation:Final drafts with Writer’s Memo due.

Submit through Turnitin.

Classical Argument UnitClassroom Activities



KEYS:EI: Bean, John C. Engaging Ideas. 2nd ed. San Francisco: Jossey-Bass, 2011. Print.St.M: Glenn, Cheryl, and Melissa A. Goldthwaite. The St. Martin's Guide to Teaching Writing.

6th ed. Boston: Bedford/St. Martin, 2008. Print.EW: Lunsford, Andrea A. The Everyday Writer with Exercises. 4th ed. Boston: Bedford/St.

Martin, 2010. Print.TLH: Lunsford, Andrea A., Alyssa O'Brien, and Lisa Dresdner. Teaching with Lunsford

Handbooks. Boston: Bedford/St. Martin, 2012. Print.A&B: Ramage, John D., John C. Bean, and June Johnson. The Allyn and Bacon Guide to

Writing. 4th ed. New York: Learning Solutions, 2010. Print.


1. “Identifying Arguable Issues” (A&B 211). [10 min.]a. Ask students to list 5 communities to which they belong.b. Have them list a question/problem/issue for at least 3 of those 5 communities.c. Ask a couple students to share examples.

Wednesday – Classical Argument Structure1. “Reading Emotional, Ethical, and Logical Appeals 2” (TLH 86-87) [20 min.]

a. Break class into three groups and assign one appeal to each group.b. Ask each group to identify at least one passage in “Paintball” essay that uses their

assigned appeal and to comment on the function and efficacy.

Friday – Introduction and Thesis1. “Formulating a Working Thesis” (TLH 88). [10 min.]

a. Break students into pairs to test each other’s thesis statement for purpose, audience, position, and support.

i. How can these statements be improved and more detailed?ii. What information does the student need to strengthen thesis? This might

generate ideas for research.

Week 2: ResearchMonday – Finding Academic Sources

1. Library Session – class will meet in library.

Wednesday – Evaluating and Citing Sources1. “Reading and Interpreting Sources” (TLH 105-8; reproduced below). Have a handout for

each student with the questions and project onto screen. Have copies of the articles for each student. [25 min.]a. Ask students to read the two passages about the War of 1812, the first from an

American encyclopedia and the second from a Canadian history book. Have students read each one carefully, with a critical eye, and then answer the following interpretive questions, noting any differences in the two accounts: [10 min.]

i. What motivated the War Hawks?ii. Who attacked whom at the beginning of the Battle of Tippecanoe?

iii. What did the War of 1812 mean in British, American, and Canadian history?iv. Why did the Treaty of Ghent end up restoring the prewar boundaries?

b. Then ask students to answer these questions about both passages: [15 min.]i. What is the perspective, tone, and argument of each passage?

ii. How does each passage make clear its point of view?iii. Can you find at least one example in each passage that seems to show how the

author’s point of view accounts for or affects the interpretation of events?iv. Why do you think each passage takes the view it does?v. How would you, as a researcher, evaluate and use these sources?

Friday – Incorporating Research to Support Against Counterarguments1. Classical Argument Schema. [30 min.]

a. Prior to class, line walls with posters, one per student.b. Individual [10 min.]: With a marker, the student must transfer his/her planning

schema onto a poster – clearly indicating his/her claim and reasoning – making sure to leave room for potential written feedback.

c. Group [20 min.]: Students approach at least four classmates’ posters with a critical eye, leaving short comments. Questions to consider:

i. How might the poster’s claim be refuted?ii. What kinds of supporting research will be necessary to convince you of its

claim?iii. Is the research question something you understand and find interesting?iv. Does the poster recognize counterclaims that the reader might make?v. Are there any counterclaims the poster fails to consider?


1. Peer Review. [45 min.]a. In groups of 3, students should use questions in St.M, Example 7.2 (184; reproduced

below) to review their peers’ essays. Have a handout for each student with the questions and project onto screen.

Introduction: Do the first four sentences attract my interest? Is the subject clearly defined in the introduction? Is the introduction too long? Does the introduction seem to be aimed at a specific audience? What is that

audience? Do I want to know more, to keep reading? Why or why not?

Statement of Fact: Does this section clearly explain the nature of the problem or situation? Is there anything not told that I need to know? Does the problem or situation continue to interest me?Confirmation: Is the argumentation convincing? Does the order of presentation seem reasonable? Has any obvious argument been left out? Has the opposing position been competently refuted?Conclusion: Has the case been summarized well? Do I feel well-disposed toward the writer? Why or why not? Does the ending seem graceful?

Wednesday – Counterarguments1. Watch video of closing arguments and discuss. [15 min.]

a. Give a short synopsis of the episode/movie.b. Watch video, “Law and Order: Season 8: Castoff: Closing Arguments” (approximate

3:30), found here: http://www.youtube.com/watch?v=uvackRgeDwg.5

i. What is the angle of vision of the defense attorney and the prosecutor?ii. How are logos, ethos, and pathos used in this clip?

iii. How do the two lawyers address the other’s claims?iv. How effective were the arguments made? What worked, what didn’t? Which

lawyer convinced you?

Friday – Fallacies and Unstated Assumptions1. “Identifying Unstated Assumptions” (A&B 214-15), in which students must identify the

unstated assumptions in five claims with reasons. [10 min.]2. Mini-peer review. In pairs, look for unstated assumptions and counterclaims in each

other’s paper. [25 min.]

5 This is one example of a clip that can be used for this activity. Closing arguments of another T.V. show or a movie can be used instead.



1. No Class – Individual Conferences.

Wednesday – In-Class Peer Review: Final Polish1. Mini-peer review. In groups of 2-3 students, review each other’s papers using the

questions below. [30 min.]a. Does the writing revolve around a single, arguable claim (thesis)?

i. Does that claim answer a PSI question?ii. Does the writing acknowledge and refute potential counterclaims/objections?

b. Is the central claim argued by a line of reasoning?i. Does that reasoning exhibit a clear, logical organization?

ii. Is the reasoning aware of and appropriate to its audience and writing genre?iii. Does the reasoning make appeals to ethos, pathos, and logos to persuade its

audience?iv. Is it free of logical fallacies?

a. Does the writing support its reasoning with secondary research?i. Do the sources abide by the STAR criteria?ii. Are the sources cited according to MLA conventions?

a. Can each sentence be understood the first time it is read?i. Are there any spelling, punctuation and/or grammatical mistakes? Mark all of

them on the paper.

Friday – Reflections1. Students write their reflections in class on the argument unit. [15 min.]

Questions they should address in their reflection:a. During this argument unit, what in-class activities, including peer review, did you

find useful? Not useful?b. What readings were most helpful? Why?c. Which strategies were the most or least productive in writing your paper?d. What did you learn from writing this paper that you will apply to future papers?e. How can these skills be applied to the real world outside of ENC 1101?f. Optional: Any additional questions or other feedback about the unit?

Classical Argument UnitSuggested Readings for Instructors and Students


KEYS:EI: Bean, John C. Engaging Ideas. 2nd ed. San Francisco: Jossey-Bass, 2011. Print.

St.M: Glenn, Cheryl, and Melissa A. Goldthwaite. The St. Martin's Guide to Teaching Writing. 6th ed. Boston: Bedford/St. Martin, 2008. Print.

EW: Lunsford, Andrea A. The Everyday Writer with Exercises. 4th ed. Boston: Bedford/St. Martin, 2010. Print.

TLH: Lunsford, Andrea A., Alyssa O'Brien, and Lisa Dresdner. Teaching with Lunsford Handbooks. Boston: Bedford/St. Martin, 2012. Print.

A&B: Ramage, John D., John C. Bean, and June Johnson. The Allyn and Bacon Guide to Writing. 4th ed. New York: Learning Solutions, 2010. Print.

Readings for Students:

A&B, chapter 8, “Writing a Classical Argument” (no essays). Review A&B, chapter 3, “Thinking Rhetorically about How Messages Persuade.” Review “Appealing to Ethos and Pathos” (A&B 223-25). Essay: “Paintball: Promoter of Violence or Healthy Fun?” (A&B 234-37). Review “A Strong Thesis Statement Surprises Readers with Something New or

Challenging” (A&B 42-49). A&B, chapter 18, “Composing and Revising Closed-Form Prose.” Review A&B, chapter 20, “Asking Questions, Finding Sources.” Review A&B, “Evaluating Evidence: The STAR Criteria” (217-18). Review A&B, chapter 21, “Evaluating Sources.” A&B, chapter 22, “Incorporating Sources Into Your Own Writing.” Review A&B, Appendix, “A Guide to Avoiding Plagiarism.” Review A&B, “The Myth of Violence in the Old West” and “Skill 27: Keep Your Focus

on Your Own Argument” (685-9). Essays: “Why Uranium Is the New Green” (A&B 238-41), “No to Nukes” (243-46), and

“The Case for (Gay) Marriage” (249-54). Review A&B, “A Brief Primer on Informal Fallacies” (225-27) and “Articulating

Unstated Assumptions” (213-15). A&B, chapter 18, “Composing and Revising Closed-Form Prose.” A&B, chapter 17, “Writing as a Problem-Solving Process.” EW, chapter 9, section 9b, “Get responses from peers” (91-96). A&B, chapter 17, “Writing as a Problem-Solving Process.”

Readings for Teachers: 6 Review St.M, chapter 6, “Teaching Invention.” “Argument” in Part II in TLH (83-93). Review “Argument” in Part II in TLH (83-93) – all sections regarding appeals. EI, chapter 10, “Using Small Groups to Coach Thinking and Teaching Disciplinary

Argument.” St.M, chapter 7, “Teaching Arrangement and Form.” “Thesis” in Part II in TLH (69-73). “Research” in Part II in TLH (95-121). Review St.M, “Example 7.2: Peer-Response Questions for the First Draft of a Four-Part

Essay” (184). EI, chapter 10, “Using Small Groups to Coach Thinking and Teach Disciplinary

Argument.” St.M, chapter 5, “Evaluating Student Essays.” EI, chapter 15, section 7, “Make One-on-One Writing Conferences as Efficient as

Possible” (304-12). “Peer Review and Revision” in Part II in TLH (123-37). St.M, “Peer-Response Groups” (69-73). Essay: “Helping Peer Writing Groups Succeed” (St.M 343-351). EI, chapter 15, section 5, “Have Students Conduct Peer Reviews of Drafts” (295-98).

6 Teachers must read all readings assigned to students, in addition to any “Readings for Teachers.”

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