PL482/EN482: Elements of Successful Argument

Supplemental Course Information

Academic Learning Activities Required Outside of Scheduled Class Time: (Instructor Add or Delete 5-week hybrid/F2f classes only)

Course Meeting Times/Place

Term: [instructor add]
Location: [Instructor add Online/Campus]
Start Date: [instructor add]
End Date: [instructor add]
Time: [instructor Add]
Type: [Online, Face to Face, Blended, Hybrid]

Instructor Information

Name of instructor: [instructor add]
Office Location: [instructor add]
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Regis.edu email: [instructor add]

Course Descripion:

This course presents the techniques of written rhetoric and oral debate focusing on advanced critical thinking and persuasive skills.

Prerequisite Courses:

None. However, this is an intense, non-self-paced course that requires a significant amount of reading, writing, and reflection. This course assumes that the student is familiar with the mechanics of formal writing.

Course Outcomes

Upon completion of this course, learners should be able to:

  1. Think actively and independently.
  2. Support opinions with evidence and reasons.
  3. Discuss ideas in an organized manner.
  4. Analyze argument for rhetorical tools.
  5. Construct a detailed and effective argumentative essay.

Course Materials:

Required Texts:

Rottenburg, A. T. & Winchell, D. H. (2018). Elements of argument: A text and reader (12th ed.). Boston, MA: Bedford/St. Martin's. ISBN: 978-1-319-05672-8.

Required Resources:

None

Optional Materials:

The Purdue Online Writing Lab (OWL) for information about composition strategies, grammar, punctuation rules, and APA formatting and citation styles..

While the OWL is free to access as a reference resource, please note the Fair Use Policy regarding restrictions for using the OWL.

Strunk, William & E. B. White (soft cover or paperback). The lements of style. Needham Heights, MA: Longman Pearson.

 

Course Assignments and Activities

Week/Topic Readings Graded Assignment or Assessments and Associated Points
1
Arguments and Problem Solving		 Textbook:
  • Chapter 1 “Approaches to Argument”
  • Chapter 4
  • “Writing Argument Analysis”
  • Chapter 9 “Definition: Clarifying Key Terms”
Please read, or at least scan, the included written examples to enhance your understanding of material covered.		 Introductions (Not graded) Discussion/Participation (10%)
  1. Defining a Problem and Solving a Problem
Define “Argument”
2
Analysis of Argument		 Textbook:
  1. Chapter 2 “Critical Reading of Written Arguments”
  2. Chapter 6 “Claims”
  3. Chapter 7 “Support”
Please read the included written examples to enhance your understanding of material covered.		 Discussion/Participation (20%)
  1. Argue for Your Solution
  2. Analyzing Argument (Not graded)
  3. Critical Evaluation of Debate
  4. Critical Evaluation of Debate Authors
Your Own Side of Debate
3
Ethical Evaluation, Analogical and Causal Reasoning		 Textbook:
  • Chapter 8 “Assumptions”
  • Chapter 11 “Logic: Understanding Reasoning”
Please read the included written examples to enhance your understanding of material covered.		 Discussion/Participation (20%)
  1. Ethical Analysis
  2. Arguments from Analogy
Causal Arguments
4
Fallacies and Drafting Long Arguments		 Textbook:
  1. Chapter 10 “Language: Using Words with Care”
  2. Chapter 12 “Planning and Research”
  3. Chapter 13 “Drafting, Revising, and Presenting Arguments”
  4. Chapter 14 “Documenting Sources”
Please read the included written examples to enhance your understanding of material covered.		 Discussion/Participation (5%)
  1. Fallacies
  2. Article Analysis
Peer Review of First Draft First Draft (20%)
5
Final Argument and Visual Argument		 Textbook: Chapter 3 “Critical Reading of Multimodal Arguments” Discussion/Participation (5%)
  1. Visual Argument
Peer Review of Second Draft Final Draft (20%)
100%

NOTE TO LEARNERS: On occasion, the course faculty may, at his or her discretion, alter the Learning Activities shown in this Syllabus. The alteration of Learning Activities may not, in any way, change the Learner Outcomes or the grading scale for this course as contained in this syllabus. Examples of circumstances that could justify alterations in Learning Activities could include number of learners in the course; compelling current events; special faculty experience or expertise; or unanticipated disruptions to class session schedule.

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