Working with English 104 Students

Chris Kreiser, Arianne Thigpen, Sarah Spring, and Patricia Welsh Droz

Writing ProgramsDepartment of English | Texas A&M University

The Writing Programs Office administers the core curriculum writing courses taught by graduate assistants (GATs) and lecturers. They include English 104, 203, 210, 241,and 301 .

The office handles all matters pertaining to the courses (e.g., textbook selection, plagiarism, instruction, grade appeals, and classroom situations).

Many of UWC clients will be enrolled in English 104, Rhetoric and Composition. This presentation discusses the objectives, terms, and assignments in the course. Some teachers may change the material and prompts; however, all will teach to the objectives of the Writing Programs Office offered in this presentation.

Definitions• Rhetoric—the art of speaking or writing effectively; or,

the means by which authors draw upon shared knowledge to communicate with their audiences.

• Composition—in this case, is an arrangement of written words, a piece of writing.

The AssignmentsMajor writing assignments (Writing Projects) includefour documented papers, each a minimum of 1,000 to 1,500 words in length.

They may vary, depending on the instructor.

Course Objectives

Students in ENGL 104 will learn:• How to approach writing as

“inquiry” by expanding their research process and skills

• How writers consider purpose, audience analysis, voice and tone in various genres and rhetorical situations

• How the conventions of written discourse govern format, usage, and style in various rhetorical situations and genres

• How audience and culture shape discourse

Major English 104 Assignments

• WP1--Rhetorical analysis of an argument• WP2-- Annotated bibliography• WP3-- Taking a position on a textual claim• WP4-- Developing an extended argument by

researching and arguing a position• Critical Response Journal or Argument Analysis Journal

Rhetorical Analysis of an Argument. • Find one article to rhetorically analyze

• Explain how the parts of the article fit together, mentioning content, voice, tone, organization and formatting.

• Evaluate how the author conducts and develops an argument, considering claims, evidence, and rhetorical appeals, i.e. using the terminology of Toulmin's rhetorical analysis and Aristotelian appeals.

• Determine whether or not the article is a well-argued, fair presentation of one side of an issue.

Annotated Bibliography• Select an issue of interest from the teacher-selected

text, e.g. Freakonomics. • Integrate 3-4 academic sources, evaluating the

effectiveness of arguments, synthesizing various positions, and identifying issues associated with the topic.

• Follow specific guidelines for structure of bibliography: an introduction that demonstrates why student’s research is cohesive; a body comprised of citations and their accompanying annotations (each 200-250 words)

• Annotations should: 1) describe the rhetorical situation, 2), summarize the source, and 3) evaluate the source

Taking a Position on a Claim• Argue their position on a debatable

topic in the teacher-selected text • Integrate at least 4 academic

sources• Demonstrate that they have

learned the conventions of written academic discourse practiced in the previous writing assignments

• Show that they can conduct scholarly research to support their position

Developing an Extended Argument

The aims of this assignment are to help students• incorporate quotations into their texts• cite sources correctly• exhibit their ability to argue• demonstrate their ability to read critically• synthesize, analyze, or interpret academic sources• argue a perspective on an issue and support it with research• Recognize and respond to opponents’ arguments and

attempts to discredit or disprove his or her stance. • place the thesis at the beginning of the essay.

Critical Response Journal

1. Rhetorical analysis of the text2. Motivations of the text and how it is being used in the classroom and

world3. Analyze the claims, subclaims, and evidence of one chapter of elected

text 4. Analyze the structure of a different chapter and provide evidence. 5. Using a third chapter, analyze any grounds and fallacies that are present. 6. Develop a response to 4 arguments posed in the text. Student may

reflect on how their approach to the text has changed over the semester.

Each entry needs to be at least 2 pages in length, MLA format, and include a works cited page.

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Argument Analysis Journal

• 6 responses, either to: – assigned readings– sources the student has identified for Writing

Projects– to class discussion– or to visual rhetoric

• Each response needs to be at least 250 words, MLA format, and include a works cited page.

Researching and Arguing a Position

A Review of the Major Rhetorical Models Taught to 104 Students

Delayed Thesis/Rogerian argument

Delayed thesis is the placement of a thesis at the end of the argument. It is a type of Rogerian argument.

Rogerian argument begins with empathic listening to all sides. It persuades by establishing common ground between the different sides, promoting a win-win instead of a win-lose situation.

Aristotle’s TermsEthosAn argument that relies on the authority of the speaker. If state governors argue that a new interstate road will benefit their constituents, they are more credible than the owner of the concrete plant that hopes to benefit financially.

PathosAn argument based on evoked emotion or sympathy in an audience. The mother of a soldier recently deployed to Iraq argues for the necessity of the war. Her credibility is high because her commitment could mean the loss of her son.

LogosAn argument that predominantly uses logic. Facts, physical evidence, statistics, and definitions often form the basis of logical arguments.

Remember: strong arguments often make all these appeals.

Toulmin Argument Components• Claim—a statement of belief (thesis, proposition,

conclusion, and main point)• Grounds (Reason or Support)—evidence needed to

make the claim convincing• Warrant—the assumed connection between

the claim and the evidence • Backing—support for the warrant• Rebuttal—what is wrong, invalid or unacceptable

about an argument; what opponents might argue• Qualifiers—language that demonstrates the probability of the argument: some, maybe, often

An example of the Toulmin methodClaim: Texas A&M is the best school

Reason: Because we have the most traditions.

Warrant: The quality of a school is related to the quantity of traditions.

The warrant is often unstated, but it is also where the most debate occurs.

Is A&M the best school simply because we have the most traditions? The answer could generate quite a few debates.

Review

Claim – thesisSupport – dataWarrant – assumptionsBacking – data for assumptionsRebuttal – counter-argumentsQualifiers – probabilities

A Few Final Suggestions• Instructors may collect multiple drafts for each writing

project. To avoid any possibility concerning co-authoring or plagiarism, consultants should not write on these drafts.

• While grammar is important, English 104 prioritizes argument. To best work with English 104 students, consultants should be familiar with the argument structures discussed earlier.