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Expository Writing: Argument
(ENG 300C.H3)
Spring 2015
Professor:
Course Location:
Time:
Office hours:
Office:
E-mail:
Dr. Sherry Steward
Sullivan House
Monday, 6:45 p.m. to 9:15 p.m.
Monday 5:45 p.m. to 6:45 p.m. and by appointment
Orlando Hall, Room 212
ssteward@rollins.edu
Course description
This is a course in writing formal and informal arguments. In addition to reading, analyzing, and
writing various types of arguments, you will discuss theories of argumentation and
argumentative strategies, study logical structure and effective uses of evidence in arguments,
and consider the role of audience and rhetorical appeals to persuade an audience. Prerequisite:
ENG 140 or equivalent.
Course objectives





understand the structure of argument
understand how audience and rhetorical appeals work
think and read critically
understand logic and reasoning
use evidence effectively
Required textbooks

Practical Argument: A Text and Anthology by Laurie G. Kirszner and Stephen R. Mandell,
Second Edition ©2013. ISBN-10: 1457622378, ISBN-13: 978-1457622373; $64.99 (new)
Optional textbooks

A Writer’s Reference by Diana Hacker and Nancy Sommers, Seventh Edition ©2010.
ISBN-10: 0312601433, ISBN-13: 978-0312601430; $74.99 (new)
Course policies
E-mail is the official mode of communication when we are not in class, or when we are not
meeting face-to-face. Please make sure you check your Rollins e-mail account often (including
your SPAM folder). It is always a good idea to check your email before you come to class. My
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e-mail address is ssteward@rollins.edu. I do receive e-mail from this account on my cell, so I
should be able to provide a prompt response. If you want to schedule a phone conference with
me, please send me an e-mail indicating your date and time preference and a number where I
can reach you.
Communications. We all know what happens when we start playing with our phones, laptops,
and tablets. I don’t like competing for airtime, so please make sure you only use these devices
in class when completing class activities.
Syllabus Revisions. This syllabus provides a guide through the course; please bring it with you
to class each day. Should we need to revise our schedule or reshape some class work, you will
receive a dated notification of revisions, which you must staple to your syllabus.
Attendance & Punctuality. Because this is a participatory workshop class, attendance is
essential. You will be deducted points for all absences; however, your final grade will drop by
one letter grade after the third absence. Therefore, it is wise to avoid missing class unless a real
emergency occurs. If you must miss, send due work in with a classmate; before the next class
meeting, get someone’s notes, and then see me before or after class to learn what you missed
and how to prepare for the next session. Please arrive to class on time. Arriving late is
disruptive, and you will not know what we are doing in class before you arrive or after you
leave. Keep in mind that arriving late and leaving early will count against you. Arriving late or
leaving early twice will count as one absence.
Completion of work. To pass this course, you must complete all of the assignments in a timely
fashion as well as receive a passing grade on each of the major assignments.
Reading. You have to keep up with the reading to learn from this course. If during any class
period it becomes clear to me that you have not done the reading, I will mark you absent and
suggest you leave and return only when you have caught up. If this happens more than once,
your overall grade will suffer tremendously.
Late papers (the four essays). It is extremely tiring and time-consuming for me to keep up with
those students who do not turn papers in on time. Therefore, I do not accept late papers under
any circumstances unless you have made arrangements with me in advance. (Yes, this is for
real.) If I agree to accept a late paper, you will be penalized one letter grade for each day it is
late. After a day or so, it will no longer matter.
Late or missed assignments. Missed or late assignments will receive a zero. You must have your
textbook by the first day of classes. Please plan ahead so that you can meet all deadlines.
Last Date to Withdraw Without Academic Penalty – Friday, March 20, 2015.
Makeup test and quiz policy. We do not have exams in this course; however, reading quizzes
are given in the first 5 or so minutes of class. These cannot be made up, so please show up on
time.
Course grades. Please keep in mind that once the semester is over all course grades are final.
Plan to do the necessary work to succeed on your assignments during the semester and before
all deadlines rather than relying on special or supplementary assignments to improve your
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grade. Again, no opportunities for special or supplementary work will be provided during or
after the semester.
Assignments and requirements
The course assignments are shown below.
Assignment
Weekly writing assignments (40, 5 points each)
Reading quizzes (10, 10 points each)
Peer review drafts (4, 25 points each)
Peer review memos (4, 25 points each)
Essays (4)
 Visual argument (100 points)
 Rhetorical analysis (100 points)
 Evaluation (100 points)
 Ethical argument (200 points)
Totals
Percentage
20%
10%
10%
10%
50%
Points
200
100
100
100
500
100%
1000
Do all assignments before class begins unless otherwise instructed. The success of this class
hinges on participation from each individual. Everyone will be asked to participate in
collaborative activities in small groups as a class (peer review workshops, group writing
assignments, readings). Everyone is expected to participate in class discussion.
Weekly assignments. You will be asked to complete weekly homework assignments. Most of
these are short writing assignments. These assignments will prepare you for the next essay and
will help foster class discussion. These must be done and turned in at the beginning of class.
You cannot submit them later that evening or the next day.
Reading quizzes. It’s painful to lead a class discussion when it’s clear that the audience has not read the
material. Reading quizzes will be given as soon as class begins. The quizzes are short, and last about 5 or
6 minutes. Make sure you’re on time, or you will miss the quiz. Reading quizzes cannot be made up.
This is a workshop course. Please make sure you bring two copies of your draft to each
workshop. You will provide one copy to your partner or group for peer review. I will review the
second copy and provide feedback before the end of class. Please make sure you make copies
before class. I will not give you time to make copies after class begins. You will also be
penalized if you fail to bring draft copies of your work to class when we have workshops. You
cannot submit drafts later that evening or the next day by e-mail.
You will write a peer review memo at the conclusion of each peer review. You will receive the
directions for the memo in advance of the peer review. If you miss the peer review, you cannot
complete this assignment.
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Grades for this course will be based, in part, on four papers (essays). You will receive each
assignment several weeks before it is due.
All work will follow the paper format guidelines. Work must be typed, set in 12-point Times
New Roman or 11-point Arial, double-spaced with 1-inch margins on all sides, and formatted
according to MLA conventions. This policy applies to all assigned work except for in-class
writings.
Grading Scale
This course uses a point system for grades.
Course grade
A
AB+
B
BC+
C
CD+
D
DF
Point ranges
940-1000
900-939
870-899
840-869
800-839
770-799
740-769
700-739
670-699
640-669
600-639
0-599
Minimum Points Required
Minimum 940 points for an A
Minimum 840 points for a B
Minimum 740 points for a C
Minimum 640 points for a D
Grading criteria
Grade A is reserved for work that is exceptional in quality, for work showing keen insight,
understanding, and initiative. (Note: No A+ grades). Grade B is given for work that is
consistently superior, for work showing interest, effort, and/or originality. Grade C is a
respectable grade that reflects consistent daily preparation and completion in a satisfactory
manner of all work required in the course. A minimum “C” average (2.00) is required for
graduation. Grade D is below the average necessary for meeting graduation requirements and
ordinarily is not accepted for transfer by other institutions. A grade of a “D-” is the lowest
passing grade. Grade F is failing.
College policies
The Honor Pledge and Reaffirmation
Membership in the student body of Rollins College carries with it an obligation, and requires a
commitment, to act with honor in all things. The student commitment to uphold the values of
honor - honesty, trust, respect, fairness, and responsibility - particularly manifests itself in two
public aspects of student life. First, as part of the admission process to the College, students
agree to commit themselves to the Honor Code. Then, as part of the matriculation process
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during Orientation, students sign a more detailed pledge to uphold the Honor Code and to
conduct themselves honorably in all their activities, both academic and social, as a Rollins
student. A student signature on the following pledge is a binding commitment by the student
that lasts for his or her entire tenure at Rollins College:
The development of the virtues of Honor and Integrity are integral to a Rollins College
education and to membership in the Rollins College community. Therefore, I, a student of
Rollins College, pledge to show my commitment to these virtues by abstaining from any lying,
cheating, or plagiarism in my academic endeavors and by behaving responsibly, respectfully
and honorably in my social life and in my relationships with others. This pledge is reinforced
every time a student submits work for academic credit as his/her own. Students shall add to the
paper, quiz, test, lab report, etc., the handwritten signed statement:
“On my honor, I have not given, nor received, nor witnessed any unauthorized assistance
on this work.”
Material submitted electronically should contain the pledge; submission implies signing the
pledge.
Disability Services Statement
Rollins College is committed to equal access and does not discriminate unlawfully against
persons with disabilities in its policies, procedures, programs or employment processes. The
College recognizes its obligations under the Rehabilitation Act of 1973 and the Americans with
Disabilities Act of 1990 to provide an environment that does not discriminate against persons
with disabilities.
If you are a person with a disability on this campus, or who will be visiting this campus, and
anticipate needing any type of academic/medical accommodations in order to participate in
your classes or a campus activity, please make timely arrangements by disclosing this disability
need in writing to the Disability Services Office at (Box 2772) Mills Building, 1000 Holt Ave.,
Winter Park, FL, 32789.
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Course schedule
Week/Date
Week 1/
January 12
In-Class Discussions
Meet and greet activity
Introduction to the course
Syllabus review
Writing assessment
A review of Kirszner
Introduction to argument
Week 2/
January 19
MLK HOLIDAY – NO CLASS
Week 3/
January 26
Reading Quiz #1
Discussion: The Four Pillars of Argument;
Thinking and Reading Critically; Readings
Readings/Assignments Due at the Beginning of Class
Please have your textbooks with you in class.
Kirszner: An Introduction to Argument, pp. 3-17;
Chapter 1 Readings:
The Four Pillars of Argument, p. 19
At Issue, p. 19
The Elements of Argument, p. 20
Rodney K. Smith, Yes, a College Education Is Worth the Costs, p. 29
Marty Nemko, We Send Too Many Students to College, p. 32
Jennie Le, What Does It Mean to Be a College Grad?, p. 36
Dale Stephens, College Is a Waste of Time, p. 38
Census.gov, Education Impacts Work-Life Earnings Five Times More Than Other Demographic
Factors, Census Bureau Reports, p. 44
Wall Street Journal, Is a College Education Worth the Money?, p. 47
Chapter 2 Readings:
Thinking and Reading Critically, p. 53
Reading Critically, p. 55
Becoming an Active Reader, p. 56
WRITINGS:
Kirszner: Ex. 1.6, p. 49; Ex. 1.7, p. 50; Ex. 2.1, p. 57
Week 4/
February 2
Reading Quiz #2
Discussion : Visual Arguments, Essay 1
Read all of Chapter 3
Chapter 1 Readings:
Look Again at Visuals on College Education
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Week/Date
In-Class Discussions
Readings/Assignments Due at the Beginning of Class
Census.gov, Education Impacts Work-Life Earnings Five Times More Than Other Demographic
Factors, Census Bureau Reports, p. 44
Wall Street Journal, Is a College Degree Worth the Money?, p. 47
WRITINGS:
Ex. 3.2, p. 83; Ex. 3.4, p. 84; Ex. 3.5, p. 87
Week 5/
February 9
Reading Quiz #3
Discussion: MLA; Planning, Drafting, and
Revising an Argumentative Essay
Essay 1 Workshop and Peer Review
Read all of Chapter 7
Chapter 10 Readings:
Documenting Sources: MLA, p. 329
MLA Paper Guidelines, p. 342
WRITINGS:
Ex. 7.15, p. 266
Essay 1 draft; Peer Review Memo (in class)
Week 6/
February 16
ESSAY #1 DUE
Reading Quiz #4
Discussion: Writing a Rhetorical Analysis;
Essay 2 Discussion
Read all of Chapter 4
Chapter 28 Readings:
Classic Arguments: Readings, p. 755
Thomas Jefferson, The Declaration of Independence, p. 770
Elizabeth Cady Stanton, Declaration of Sentiments and Resolutions, p. 775
Martin Luther King, Letter From Birmingham Jail, p. 799
WRITINGS:
Ex. 4.1, p. 106
Week 7/
February 23
Week 8/
March 2
ENG 300C.H3
Spring 2015
Reading Quiz #5
Discussion: Evaluating Sources,
Plagiarism
Essay 2 Workshop and Peer Review
Read all of Chapter 8 and Chapter 11
WRITINGS:
Ex. 8.1, p. 283; Ex. 8.5, p. 299; Ex. 11.1, p. 356; Ex. 11.3, p. 361; Ex. 4, p. 392
Essay 2 draft; Peer Review Memo (in class)
SPRING BREAK – NO CLASS
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Week/Date
Week 9/
March 9
Week 10/
March 16
In-Class Discussions
Readings/Assignments Due at the Beginning of Class
ESSAY #2 DUE
Reading Quiz #6
Discussion: Rogerian, Toulmin, and Oral
Arguments; What is an Evaluation
Argument?; Essay 3
Read all of Chapter 6 and Chapter 14
Reading Quiz #7
Discussion: Understanding Logic
Essay 3 Workshop and Peer Review
Read all of Chapter 5
WRITINGS:
Ex. 6.2, p. 189; Ex. 6.3, p. 195; Ex. 14.1, p. 484; Ex. 14.2, p. 485; Ex. 14.3, p. 486; Ex. 14.4, p.
486
Chapter 28 Readings:
Jonathan Swift, A Modest Proposal, p. 763
WRITINGS:
Ex. 5.1, p. 121; Ex. 5.2, p. 121, Ex. 5.3, p. 122; Ex. 5.4, p. 122; Ex. 5.6, p. 130; Ex. 5.7, p. 131;
Ex. 5.10, p. 148
Essay 3 draft; Peer Review Memo (in class)
Week 11/
March 23
Week 12/
March 30
Week 13/
April 6
Week 14/
April 13
ENG 300C.H3
Spring 2015
ESSAY #3 DUE
Reading Quiz #8
Discussion: Summarizing, Paraphrasing,
Quoting, and Synthesizing Sources
Read all of Chapter 9
Reading Quiz #9
Discussion: Strategies for Argument,
Visuals
Read all of Chapter 12 and Chapter 13
Reading Quiz #10
Discussion: Strategies for Argument Continued
Read all of Chapter 15 and Chapter 16
Reading Quiz #11
Discussion: Combining Argumentative
Strategies, Ethical Arguments, Essay 4
Read all of Chapter 17
WRITINGS:
Ex. 9.1, p. 315; Ex. 9.2, p. 318; Ex. 9.3, p. 318; Ex. 9.4, p. 320; Ex. 9.5, p. 320
WRITINGS:
Ex. 12.1, p. 400; Ex. 12.3, p. 401; Ex. 13.1, p. 440; Ex. 13.2, p. 442; Ex. 13.3, p. 444
WRITINGS:
Ex. 15.5, p. 526; Ex. 16.1,p. 561
Combining Argumentative Strategies, p. 629
Anthony Prieto, Get the Lead out of Hunting, p. 630
Peter B. Bach and Robert Kocher, Why Medical School Should Be Free, p. 632
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Week/Date
In-Class Discussions
Readings/Assignments Due at the Beginning of Class
WRITINGS:
Ex. 17.1, p. 596; Ex. 17.2, p. 597; Ex. 17.6 p. 605
Week 15/
April 20
MLA review
Essay 4 peer review
Essay 3 draft; Peer Review Memo (in class)
Week 16/
April 27
ESSAY #4 DUE
Revised Essay 4
May 4
ENG 300C.H3
Spring 2015
All revised papers due
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