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RWS200: Rhetoric of Written Argument in Context

  1. Use rhetorical “lenses” to interpret, analyze and evaluate arguments. �
  2. You will write often and receive feedback from your instructor, peers, and A.I. writing “coaches.” �
  3. Students will occasionally introduce texts and give brief, informal presentations. �

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Why Focus on Argument?

  • Argument and academic literacy, critical thinking, and civic life

�- Lasch: “argument is the essence of education, and central to democratic culture”;��- Norgaard: Universities are “houses of argument.” ���Preparation for professional life.

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  • Argument literacy matters in business, law, academia, professional life�
  • LSAT, GMAT, and GRE – major gateways to professional life.�
  • Consider the LSAT…

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SAMPLE LSAT QUESTION

  • FIND THE MAIN CLAIM�Pediatrician: “Some parents have decided not to have their children receive the MMR vaccine because they fear that it may cause autism. They cite a study that found a possible link between the vaccine and the disease. However, two other much larger studies have found no link between the MMR vaccine and autism. These parents have, therefore, willfully put their own children and many others at risk of catching measles, mumps, and rubella, while failing to do anything to prevent their children from becoming autistic.” Which most accurately expresses the main claim of the pediatrician’s argument?��(A) Parents should not pay attention to medical studies because they can’t understand them; instead, they should get advice from their pediatricians.��(B) The study that found a link between autism and the MMR vaccine was unsound because the doctor who conducted it was being paid by a group of trial lawyers who wanted him to find a connection so they could carry out a lawsuit.��(C) Public health needs require that parents have their kids vaccinated regardless of their fears about the procedure.��(D) Parents’ refusal to have their kids take the vaccine is both medically unjustified and dangerous, because the vaccine has known disease-preventing benefits and refusing it will have no effect on whether their kids become autistic.��(E) Despite the results of the two large studies, there is still some possibility that the MMR vaccine might cause autism.

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ANALYTICAL WRITING TASKS

  • Present Your Views on an Issue (45 minutes, choice of 2 topics)
  • Analyze an Argument (30 minutes)
  • Each essay is scored on a 0-6 scale using holistic scoring
    • Two scores for each essay
  • GRE Website presents directions, actual topics, scoring guide, and sample essays for both the Issue and Argument tasks (www.gre.org/gentest.html)

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How Class is Organized

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  • Writing intensive. Discussion and participation central.�
  • About 2/3rd of classes we discuss and analyze texts. �About 1/3rd = writing workshops (experiment with AI, work on writing projects, and A.I. reflection journal).�
  • Google Folders/Docs = write everything, hand things in, receive feedback. (No PDFs.)

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How Class is Organized

  • Everything is on the wiki. Texts, assignments, textbook, handouts. $12 for MEF.
  • Check wiki and email regularly (not Canvas)
  • Contract grading.
  • Writing for FLEX, journal of first year writing. Past 200 students published there.

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CONTRACT GRADING RUBRIC

Conditions for a B

  • Complete approx. 80% discussion board posts/homework at a “satisfactory” level.
  • Complete all major papers, and the AI reflection journal, demonstrating effort and adherence to guidelines.
  • Attend and participate in most class activities, including presentations and group work.

�Conditions for an A

  • Complete 90% of homework and discussion board posts at an “exemplary” level.
  • Attend and participate in most class activities, including presentations and group work.
  • Complete the major papers and AI reflection journal, demonstrating preparation, effort, and consistently strong writing.
  • Attend conferences to discuss your writing.

�Note: if you do not submit work that meets the conditions for a B you can achieve a lower grade. Rubric in syllabus.

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Course Work

  • Discussion Board posts (150)
  • AI Reflection Journal (150)
  • Four main papers (650)
  • Participation (50)�

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IMPORTANT DUE DATES 

Sept 18 & 23 Assignment 1 Part 1�Sept 30 Assignment 1 Part 2 & A.I. Reflection Part 1 ��Oct 14 Assignment 2��Nov 11 Assignment 3 & A.I. Reflection Part 2 ��Dec 09 and 11 Student Presentations (Brief & Informal)��Dec 13 Assignment 4 & A.I. Reflection Final

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Writing With/About Generative A.I.

Analyze arguments about A.I. Productive, critical, ethical engagement�

Experiment (“Ever tried. Ever failed. No matter. Try again. Fail better.”) ��Integrate A.I. tools into writing and research processes�

Documentation and reflection = central (A.I. Reflection Journal)

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Roster & Introductions

  1. Go to wiki https://rws200.pbworks.com/ �Click “Roster Sign in here,” write name �
  2. Go to wiki, click on Links & Handouts, then click Introductions and in-class activities and answer 4 questions in Google Doc.�
  3. Write in Google Doc, then get into groups of 4-5, and share your answers with your group. �
  4. Introduce yourself to class.�
  5. Homework for 08/28

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