102 sequence 1 calendar 1
W01/20 Course introduction; syllabus; defining rhetoric; grammar review handout / passive voice handout;
¶-ing; discuss unity and cohesion + known-new contract
(¶-ing examples handout/group work)
means of argumentation (Ethos, pathos, logos); the sentence (Weaver handout); [composition exercises: response ¶s to Weaver
+ one other rhetor]*
*(email: section # and assignment name in subject field)
HW : Internet research [show example]:
During this sequence, you will make arguments about smoking. Once you write your paper, how will you cite your sources 1) from the Internet? 2) from an academic journal? 3) from a book? 4) from a news paper?
Remember that your sources must be cited both in the paper itself (“in text citation”) and on a works-cited page.
So, there are two ways to cite every source.
Give instructions in a sound paragraph on how to cite everything. Also, show examples for your future reference. About 1 page—typed, of course.
Bring printed copy to class for M.
Read: UNM’s policy on the smoking ban, found through UNM’s website http://www.unm.edu/~ubppm/ubppmanual/p2250.htm
or my webpage, unm.edu/~bibnida. Come to class M prepared to discuss the statement in light of what we covered in class today. Identify examples of ethos , pathos and logos , plus unity , cohesion , etc.; you will have to rely on your GTW for help. Use its index to research the necessary terms and concepts from today’s discussion.
Print for class: in addition to the Smoking Ban Statement, print ‘assertion is not argumentation’ and ‘Assertion/refutation 4-steps handout’ from my webpage.
M01/25 CAPS visit
Review: discuss citations (peer review paragraphs) [prep peer rev]*;
Discuss quotations;
Rhetoric, Invention; means of argumentation (evidence + figures handout)*; assertion ≠ argumentation*; assertion/refutation 4-steps handout
Discuss UNM Smoking Ban Statement in light of the above [do they concede to the args of opponents?];
Discuss research subject: What arguments are possible for each side of the

102 sequence 1 calendar
UNM smoking ban-debate? [write assertions + args on board; begin debate]
[Divide class into teams, then have teams designate research committees to begin research W at ZIM.]
HW : Write 10 assertions; 5 pro, 5 con the issue. Then consider what kind of a source you will have to rely on to argue each of the assertions. E.g., if one of your pro assertions pertains to the health benefits of the UNM smoking ban, then where will you find solid evidence that smoking is bad for your health?
Be sure to come to the library armed with questions (2 or 3) for our librarian.
You will think of these automatically as you compose your homework. The librarian will probably know everything about library research!
W01/27 Library Orientation. Everyone meet in Zimmerman, Zimmerman Library, room B30 (the computer classroom in the basement), at the beginning of class that evening.
After librarian’s initial presentation, debate teams will begin research for the first debate on M. Teams should decide on a principal assertion to defend exhaustively, and consider every possible way in which your opponents can refute your arguments. Then prepare for your opponent’s arguments. Consider every way in which they can defend their position on the UNM Smoking Ban, and be ready to refute them.
NB: Your committees will have to continue their research and writing-out of assertions, refutations and arguments for homework. To score well on the debates, show that you are over prepared.
Print and bring to class: both “smoking ban” papers on my webpage.
M02/01 Debate: Everyone take notes closely. [remind of HW!]
Arguments are presented in a mature manner, each speaker taking her/his turn to speak. Take notes until I call ‘break’, then you will have the opportunity to confer with your team before returning to the debate to address the assertions and refutations already made.
Continue to take notes for your homework. [(20+)]
Break up into groups to discuss the HW. (You don’t have to work with team members, but you may.) Come to a consensus on each of the questions you must address for the HW assignment, and help one another to consider how to best argue the assertions you will make about the in-class debate. I am always available for conferencing during these in-class exercises. [(15+)]
Discuss student essays on Smoking Ban. [Peer review(unity cohesion, ¶-ing, thesis, map, intro-conclusion) / grading rubrics]*
[(30)]
2

102 sequence 1 calendar 3
HW: Response paper: in unified and cohesive paragraphs, remind me what assertions were made by your team. What refutations (rebuttals) were offered by your opponents? Which arguments, in your opinion, were the strongest?
Which arguments were weakest? Why? (Note that in this assignment you are both analyzing and evaluating , respectively.) Length: at least three ¶s. NB: you are making an assertion, so you must use means of argumentation to support it.
Email to me by class time W, and bring two copies printed out for in-class peer-review.
W02/03 Back to the library :
We will spend the class period in ZIM (meet me in the lobby for roll call) researching with our committees for the next debate. Consider all arguments made thus far; which were most persuasive? Which refutations of your arguments were most successful? You will have to address these refutations of your arguments in the next debate. So, distribute the labor , and research like you are getting a grade for how successful these debates are—b/c you are!
NB: If you get bored and don’t know what to do, something may be wrong. 75 minutes of research is a small amount of time for refining arguments and addressing refutations. So talk to me if you feel stalled in your work. I’m available the entire period and am here to help you. (That said, please don’t ask to leave early.)
HW : You will want to confer with your group (by meeting and via email, etc.) before our next class to make sure everyone is organized for the next debate.
(You may divide your team into smaller committees to make this simpler.) Be prepared to address all assertions and refutations made so far in this debate.
Also, since you are relying on one another as a team, if there is a team member who does not participate, please notify me of the problem. If someone is unwilling to contribute and exert her/himself, the sequence grade will reflect this.
Read:
“They say, I say_transitions” from my webpage. This is a very profitable but long reading. Budget your time wisely, and come to class prepared to discuss and work based on your reading.
Also print from my webpage ‘Seq 1 thesis examples’ document, and bring to class M. (You may try to read this, but it won’t make sense until we talk about it!)
M02/08 Discussion/ Review: Organization [intro, concession, argumentation, conclusion]*, “They say, I say” [*] [(15)], Seq 1 thesis examples

102 sequence 1 calendar 4
In-class debate [(20+)]
In a group of your choosing, use your notes to analyze and evaluate the debate: which arguments were stronger, or weaker? Which team had the more persuasive case? Even in your discussions every response to these questions is an assertion, so give reasons for every answer.
Then consider the HW, and help your group members decide how they might support their assertions for their paper. Where will they find sources for their arguments? If you heard an argument during the debates and you need the source, as your team members, or the opposing team, for the info you need. I expect there to be some walking about and conferring with one another during this time. [(20+)]
Peer review previous HW from 02/01: give two partners your work for review on ¶-ing and argumentation. [*] [(15)]
HW : 1 st
4 ¶s of Final WA for seq 1(i.e., Intro ¶, Concessio ¶(s), 1 st
Argumentation ¶(s)); remember soundness of ¶-ing and transitions
W02/10
Peer review 1 st
4 ¶s of essay [prepare review]*
Discussion of the thesis and organization.
Conferencing
HW: Final paper, 4 pages, complete for PR and Conferencing.
M02/15 PR and Conferencing of final Seq 1 Writing Assingnment
HW: Final paper due W , via email and in person
W02/17 Turn in Seq 1 final WA; start Seq 2