ENG 1120: Sustainability and the Nature of Argument
Fall 2012
Dr. Brendan J. Balint
Office: Haley Center 8016
Office hours: TR 12:30-1:45 and virtual office hours via Skype by appointment
Email: bjb0009@auburn.edu
Climate change; food security; peak oil; GMO foods; food miles; carbon footprints; “green”anything… The mere mention of these evokes responses ranging from grave concern to
skepticism to indifference. In the second decade of the 21st century, these have become the
watchwords of socio-political, economic, and environmental positions, and no matter what an
individual’s response, it is inevitably a response based on a particular set of arguments to which
the individual has given her assent. How do arguments function in shaping a worldview? What
strikes us as compelling argumentation? How can we determine an argument’s validity? Its
failure?
Taking sustainability as a theme for our composition course, we set out to investigate the
construction of arguments. We will analyze arguments – others’ and our own – and learn to
identify what works, what doesn’t, and why. We will practice clear, effective, ethical methods of
argumentation and research to develop, evaluate, revise, and support our own positions using the
broad field of sustainability as a structuring apparatus. In addition to the environmental topics,
we will delve into such fields as economics, politics, psychology, and sociology, exploring the
interdependency of these fields in contemporary thought, particularly with regard to
sustainability. Students will decide on a broad topic early in the semester, and that topic will
provide a structure for all writing and research, culminating in the final research project of 10-12
pages.
The course will require students to think about a specific topic in local and global contexts; to
that end, part of the research agenda will include a local component:
Initial project ideas will evolve from students’ investigation of local issues, beginning with a
required visit to the Auburn University Arboretum for a self-guided tour, supplemented by at
least two interviews, at some point in the semester, with faculty or staff members in the
university community or local government officials, business owners, student leaders, etc.
By the end of the semester, students should:
-Have a clear understanding of the fundamental concepts of argument
-Be able to recognize, understand, and be able to utilize a variety of rhetorical strategies
-Understand rhetorical terms and definitions
-Grasp the basic concepts involved in the broad field of sustainability
-Be able to discern valuable sources of information
-Understand the research process and its role in the writing process
Required texts:
The Craft of Research, ed. Wayne Booth et. al.
Style: Lessons in Clarity and Grace, 10th Ed. Williams and Colomb
The Post Carbon Reader, ed. Richard Heinberg and Daniel Lerch.
A good college-level dictionary
Required materials:
Dedicated folder for the course
Requirements:
Four Essays:
Essay 1 (15%): 2-3 page exploratory essay
Essay 2 (20%): 3-4 page comparative analysis
Essay 3 (25%): 4-6 page synthesis
Essay 4 (30%): 10-12 page term paper
Final Exam (10%): TBA
Grade distribution:
A: 90+ B: 80-89 C: 70-79 D: 60-69 F: <60
Specifics:
Essay 1 will ask students to develop a field of inquiry related to the broad topic of sustainability.
This assignment will take the form of a 2-3 page consideration of a few related issues, the
problems that may be derived from this consideration, and the potential means of addressing
these problems. Students should use this opportunity to delimit and define a research program
with a set of starting-point questions and propose a way forward.
Essay 2 will consist of a 3-4 page comparative analysis of two to three arguments within the field
of inquiry defined in essay 1. Students will not only compare and contrast the arguments, but
also analyze the structure and effectiveness of the arguments, considering the nature of evidence,
rhetorical strategies, and logical coherence. Two to three sources – from scholarly journals,
newspapers, magazines, books, or interviews – will be necessary.
Essay 3 will follow up on the analysis developed in Essay 2. Students will engage several more
sources, extending the range of inquiry, and synthesize the arguments with the goal of defining a
clear argument for the final project. In synthesizing arguments, students will bring together
sources dealing with topics beyond the scope of those used in Essay 2. For instance, if a student
is writing on climate change, sources on economics or food or transportation or politics may be
brought to bear on the issue here.
Essay 4 will develop the argument introduced at the conclusion of Essay 3. Research from a
variety of sources will be used, and the argument will proceed from all prior work.
Additional credit:
Students may earn supplementary points for the final grade by writing a 2-3 page summary and
analysis of any books or films listed on the Sustainability Office website. These discretionary
assignments will be graded in the same fashion as essays, and will add between 1 and 5 points
each.
I will collect and comment on rough drafts of Essays 1 and 3. We will meet individually for
required conferences in the second full week of courses. I do encourage you to schedule
meetings with me several times this semester to discuss assignments in more detail.
Essays will be graded incrementally, based on the final product as well as the work-in-progress,
revision, etc., so you must have all of your work with you at every class meeting. Failure to do
so will result in your being marked absent. See the Attendance Policy below.
Assignment submission:
Formal essay assignments will be submitted through Turnitin.com.
Assignments submitted late will be subject to grade penalty of 10% per day (24 hours) after the
deadline. All other work will be submitted in class.
*In the hours leading up to deadlines, computer labs are often full, computers crash, materials are
lost, etc. I urge you to complete assignments at least a day before the deadline…
All submissions, except those done in class, must be typed, double-spaced with 1-inch margins
in 12pt. Times New Roman font in black ink. Anything not conforming to this will not be
accepted. You will have a chance to fix the problems, but the submission will then be late and
penalized at least 10%.
Working bibliography:
Students will maintain a working bibliography throughout the semester, recording the proper
citation information and brief description of all sources consulted in the course of research.
Every week, students will upload this citation information to our Canvas page, creating in the
process a vast compilation of sources for the entire class.
Attendance:
The English Department policy is as follows: three unexcused absences will result in a grade of
FA for the course. Three instances of tardiness will be counted as one unexcused absence.
Sample excuses with documentation: illness, injury, family emergency, car accident, etc.
*Leaving for vacation early or returning late is not a valid excuse, even if your parents or
guardians book your ticket without your knowledge. You are still responsible for your
attendance. Tell your parents or guardians now.
Miscellany:
Email: I will respond to all email queries within 24 hours. If I don’t, it means I haven’t received
your message. In that case, send it again.
Decorum: Classroom behavior is to be polite, professional, and courteous at all times.
All electronic devices are to be turned off (not simply “silenced”) and stowed upon entering
the classroom. If I see or hear your phone – ringing or vibrating – you will be marked
absent. If I see or hear your phone three times, you will fail the course.
Academic Integrity:
Cheating of any kind will not be tolerated.
Plagiarism has become a perennial problem, and I take it very seriously because it is not only
theft; it is a betrayal of the fundamental value of intellectual activity. All breaches of academic
integrity will be reported to the Provost, no exceptions. Sanctions range from failure of the
course with a notation of the offense on your transcript – at minimum – to expulsion from the
university. Make good decisions!
The full university policy is here:
https://sites.auburn.edu/admin/universitypolicies/Policies/AcademicHonestyCode.pdf
Auburn University Oath of Honor:
“In accordance with those virtues of Honesty and Truthfulness set forth in the Auburn Creed, I,
as a student and fellow member of the Auburn family, do hereby pledge that all work is my own,
achieved through personal merit and without any unauthorized aid. In the promotion of integrity,
and for the betterment of Auburn, I give honor to this, my oath and obligation.”
Students who need accommodations are asked to electronically submit their approved
accommodations through AU Access and to make an individual appointment with the instructor
during the first week of classes – or as soon as possible if accommodations are needed
immediately. If you have not established accommodations through the Office of Accessibility,
but need accommodations, make an appointment with the Office of Accessibility, 1228 Haley
Center, 844-2096 (V/TT).
Note: Students are responsible for all reading on the day it is listed. Students are also responsible
for checking email and Canvas for schedule changes or other alterations to the syllabus or
assignment schedule.
Calendar:
PCR = Post Carbon Reader
CofR = Craft of Research
S:LCG = Style: Lessons in Clarity and Grace
8/16
Course introduction: Constructing a Worldview; writing diagnostic.
8/21
8/23
PCR ch. 2; CofR 1&2; S:LCG pp. 1-26
S:LCG pp. 27-45; CofR 3&4; in-class writing; topic decisions
8/28 conferences
8/30 conferences
FRI, 9/1 Essay 1 drafts to me via email
9/4
9/6
S:LCG pp. 46-65 CofR 5&6; Essay 1 workshop – have substantial draft in class with
copies for group members.
Library visit; PCR ch. 9; Essay 1 due
9/11
9/13
CofR 7&8; S:LCG pp. 66-81
BBC Earth: Climate Wars I; CofR 9&10
9/18
9/20
Topic development workshop; S:LCG pp. 82-98
CofR 11; Essay 2 workshop – have copies for group members
9/25
9/27
PCR 13; CofR 12&13
Essay 2 due; S:LCG pp. 99-117
10/2
10/4
CofR 14; S:LCG pp. 118-139
Library visit; PCR 21
10/9 CofR ch. 16&17; S:LCG pp 140-161
10/11 Essay 3 workshop – copies for group members and 1 copy for me
10/16 Revision workshop
10/18 Essay 3 due; S:LCG pp. 163-177
10/23 Workshop; S:LCG pp. 178-189
10/25 S:LCG pp. 191-208
10/30 MLA workshop
11/1 In-class writing; style workshop
11/6
11/8
Essay 4 workshop – copies for group members
in-class writing and revision
11/13 Revision workshop
11/15 Essay 4 draft due; MLA workshop
11/20 Essay 4 workshop
11/22 Essay 4 Due
11/27 TBA
11/29 TBA
Essay grades are assigned according to the following criteria.
1) INTRODUCTION & THESIS
a) Does your essay have an intriguing title?
b) Does your introduction give a clear sense of why you are writing this particular paper? Does it
express
to your reader why he or she should be reading it?
c) Does the introduction lead gracefully into the thesis and engage the reader's interest? For
example, good essays might begin in one of the following ways (though some of these are not
suitable for literary analysis):
~ an intriguing question
~ a definition to dispute, illustrate, or supplement
~ a provocative story or quotation
~ a startling statistic or unsettling description
~ a paradox or seeming contradiction
d) Does the essay have a solid thesis statement?
e) Does the introduction provide a sense of the argument’s structure?
2) ORGANIZATION & SUPPORT
a) Are the paragraphs arranged logically and effectively (e.g. time, space, weakest to strongest
point,
etc.)?
b) Have you used effective transitions to smooth changes in ideas or paragraphs?
c) Does each body paragraph contain a clear topic sentence to provide an overall summary of the
paragraph? Or is the paragraph clearly organized such that the reader can infer the implied main
idea
despite the absence of a clearly stated topic sentence?
d) Are the topic sentences supported by highly specific and relevant details? Have all irrelevant
details been deleted?
e) Do you stay with your subject long enough to convince your reader that you have thought
carefully
about it and yet avoid rambling? Are you thorough yet concise? Do you develop your ideas
enough that
your argument can be followed, and that your reader will grant you authority for what you say?
Do you
make your argument in terms that are as specific as possible?
f) Does the conclusion ease out of the topic gracefully, leaving the reader to reflect on the
subject? Do you sum up the argument and main points without using the same words you did in
the
introduction or body? Some of the same methods used to introduce your essay will work to
conclude it.
3) STYLE & VOCABULARY
a) Have you selected precise and vivid verbs over weak and overly general words and chosen
specific,
concrete nouns over vague ones? Have you avoided these broad, unexciting, non-descriptive
terms: good, bad, nice, pretty, ugly, beautiful, great, very, really, basically, aspect, factor,
situation, thing?1
b) Have you avoided the passive voice and created a more vigorous impression through the
active voice?
c) Have you remembered to include variety in the length/construction of your sentences? Or all
they
all short and choppy? Do too many overly long passages slow the reader down and make the
writing difficult to follow? Do they all follow the same dull pattern of subject/verb, subject/verb?
Could you combine sentences or try varying the sentence patterns?
d) Have you avoided first person (I, me, we, us, my, mine, our, ours) and second person (you,
your,
yours) and stuck to the more accepted and formal third person (he, she, it, they, one)?
4) MECHANICS
Does the essay contain grammar, spelling, or punctuation errors, distracting the
reader from ideas? For example:
a) Fragments (incomplete sentences or thoughts)
b) Run-ons (two complete thoughts with no punctuation or connecting words between them)
c) Comma splices (two complete thoughts with only a comma separating them)
d) Subject-verb agreement errors or other verb use errors
e) Garbled sentences (not exactly fragments or run-ons, but strange, indecipherable combinations
of subjects, verbs, & other words that just don't make sense together)
f) Punctuation errors (other than comma splices), including misused or missing commas, colons,
semicolons, apostrophes, quotation marks, hyphens, etc.)
g) Misused words (or homophones – its, it’s; their, they’re, there…) OR Spelling errors
h) Capitalization/title demarcation (underlining, quotation marks) errors
5) INSIGHT AND ORIGINALITY:
a)
b)
c)
d)
Does the thesis reveal careful critical thought, going beyond common or simplistic responses?
Do the body paragraphs illustrate sustained critical focus and incisive analysis?
Is supporting evidence analyzed carefully and rigorously?
Are opposing viewpoints accounted for, and not simply dismissed?
Below is a partial list of potentially useful web and film resources, to be supplemented regularly
on our Canvas page. I urge you to check for updates regularly as some of these sources may
prove invaluable in your own research. Each student will supplement this list with at least five
reputable sources (books, journal articles, films, etc.) discovered in the research process.
Web sources:
Journal of Renewable and Sustainable Energy
http://jrse.aip.org/
New York Times articles on sustainable living:
http://topics.nytimes.com/topics/reference/timestopics/subjects/s/sustainable_living/index.html
Environmental Protection Agency pages on sustainability:
http://www.epa.gov/sustainability/basicinfo.htm
Auburn University Office of Sustainability:
http://www.auburn.edu/projects/sustainability/website/index.php
Auburn University Sustainability Policy:
https://sites.auburn.edu/admin/universitypolicies/Policies/SustainabilityPolicy.pdf
Bill McKibben’s climate change initiative website:
http://350.org/
Books:
AU Office of Sustainability Resources:
http://www.auburn.edu/projects/sustainability/website/staff_faculty_resources/books.php
Film:
AU Office of Sustainability Resources:
http://www.auburn.edu/projects/sustainability/website/staff_faculty_resources/movies.php
Addicted to Plastic documentary:
http://www.youtube.com/watch?v=ZggaMcmkguw&feature=related
Escape from Suburbia: Beyond the American Dream. Written and directed by Gregory Greene.
Available at RBD Library.
The Last Mountain – documentary on Appalachian mountaintop mining.
Guide to Turnitin.com
1. Using any internet browser, access www.turnitin.com.
2. Near the top right corner of the page, click on “Create Account.”
3. Toward the bottom of the next page, under “Create a new account,” click the “Student” tab.
4. Fill in the Class ID, Class Enrollment Password, and your personal information to create an
account.
Class ID:_______________ Class Enrollment Password:_______________
5. Remember your personal password for future use of the site.
All of your essays for the semester must be submitted through Turnitin.com. Within two weeks
of your submission, you may return to the website to see my comments on your essay. If you
then have questions or concerns, please contact me to schedule a meeting, or simply stop by
during office hours.