ENC 2300 Fall 2010 Syllabus

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					                 Lake-Sumter Community College Course Syllabus
Course / Prefix Number ENC 2300   Course Title:
                                                            Composition: Argumentation
CRN:                     10461            Credit:           3              Term:      Fall 2010
Course Catalog           This course builds upon the expository skills acquired in the composition sequence, but foc
Description:             on argumentation with emphasis placed on logical development of ideas. In addition to wri
                         exposition, the course includes a substantive unit on oral skills and oral communication. On
                         more papers require significant research, and at least one oral presentation will be required.

Instructor:              Holly Larson                                            larsonh@lscc.edu
                                                            Contact Information: 352-536-2197
                         Office Location: Bldg. 2           Office Hours:        Mon and Wed: 9:30-10; 3:30
                                          Room 235                               Tues: 2-6

                         All students are required to use LakerMail for official college e-mail
                         See the college webpage for instructions on activating LakerMail.
Prerequisites:           C or higher in ENC 1102
Textbook and Other       Gary Lanye Hatch Arguing in Communities, Third Edition
Course Materials:
Technology and Online    Internet access for Laker Mail and library research
Computer Access
Course Objectives:       Students will write persuasive arguments in two college-level research papers; in
                         addition, they will devise strategies and deliver logical and cogent arguments for a
                         group debate and a speech assignment.
Student Learning             select topics which can be argued convincingly in a
Outcomes (SLOs)              short essay
Assessed in this Course:     write an essay with a clear argumentative purpose
                             formulate a thesis statement which reflects that
                             purpose
                             write unified prose in which supporting material is relevant to the assertion m
                                by the thesis statement
                             select supporting details which reflect the ability to distinguish between gen
                                and concrete evidence
                             organize the main ideas and supporting details in a pattern appropriate to the
                             write coherently, employing appropriate transitions and repeating key terms
                                which are consistent with the organization and purpose of their essays
                             support arguments with facts, examples, analogies, inductive and deductive
                                reasoning, and the testimony of experts
                              anticipate opposing arguments and either concede or
                              refute them
                              recognize fallacies in what they read and avoid them
                              in their own writing
                              recognize emotional appeals in reading and employ them properly in their o
                              develop oral communication skills through a variety of communication
                               assignments, one of which will be a major presentation
                              use effective word choice, including correct denotative and connotative wor
                               which support the persuasive goal; avoidance of slang, jargon, clichés, and
                               pretentious expressions; avoidance of wordiness
                              use conventional sentence structure, including correct placement of modifier
                               appropriate coordination and subordination of sentence elements; appropriat
                               parallelism; avoidance of fragments, commas splices, and fused sentences
                              use effective sentence structure, including use of a variety of structures;
                               avoidance of unnecessary use of passive construction; avoidance of awkwar

Academic Integrity:     The successful functioning of the academic community demands honesty, which is
                        basis of respect for both ideas and persons. In the academic community, there is an
                        ongoing assumption of academic integrity at all levels. There is the expectation that
                        work will be independently thoughtful and responsible as to its sources of informati
                        and inspiration. Honesty is an appropriate consideration in other ways as well, inclu
                        but not limited to the responsible use of library resources, responsible conduct in
                        examinations, and the responsible use of the Internet. (See college catalog for comp
Important Information   Any student with a documented disability who requires assistance or academic
for Students with       accommodations should contact the Office for Students with Disabilities immediate
Disabilities:           discuss eligibility. The Office for Students with Disabilities (OSD) is located on the
                        Leesburg Campus, but arrangements can be made to meet with a student on any cam
                        An appointment can be made by calling 352-365-3574 and specific information abo
                        the OSD and potential services can be found at www.lscc.edu, then go to “Quick Li
                        and click on Disability Services.
Privacy Policy          The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 C
(FERPA):                Part99) is a Federal law that protects the privacy of a student’s education records. I
                        order for your information to be released, a form must be signed and in your records
                        located in the Admissions/Registrar’s Office.
Attendance /            Attendance will be taken at each class meeting. Students are allowed four free absen
Withdrawal Policies:    If they exceed four absences, they will be penalized by three points from their final
                        grade every time they are absent. If they exceed more than eight absences, they will
                        withdrawn from the class. In addition, if students miss roll for attendance, they will
                        marked absent.
Withdrawal Deadline:    November 11th
Methods of Evaluation: Two essays 40%
                       MLA Quiz / Advertisement Activity 10%
                       Group Debate 25%
                       Speech 25%

Grading Scale:          90-100 = A
                        80-89 = B
                        70-79 = C
                        65-69 = D
                        64 and below = F
Course Calendar:        LSCC requires 6000 words of writing in each composition course. All quizzes and
                        essays must be completed by the published deadline. This is a Gordon Rule class an
                        students not completing ALL written assignments will fail the course.

Classroom Rules and     All cell phones and laptops must be turned off and put away.
Policies:               Important Dates:
                        Add ends: Aug. 25th
                        Drop ends (last day for full refund): Aug. 30th
                        Graduation application deadline: Oct. 8th
                        Withdrawal deadline: Nov. 11th

Violence Statement:     Lake-Sumter Community College has a policy of zero tolerance for violence as stat
                        College Board Rule 2.17. Appropriate disciplinary action will be taken in accordan
                        with Board Rule 2.17.
Syllabus Disclaimer:    Information contained in this syllabus is, to the best knowledge of this instructor,
                        considered correct and complete when distributed to the student. The instructor
                        reserves the right, acting within policies and procedures of Lake-Sumter Communit
                        College, to make necessary changes in course content or instructional techniques
                        without prior notice or obligation to the student.

Group Debate: Each student will receive an individual grade. His/her grade will be
            evaluated by the following criteria:
                             Three scholarly sources
                             Two additional unrestricted sources
                             Detailed outline
                             Notes
                             Three formulated questions
                             Delivery of one’s argument
                             Ability to effectively answer questions
                             Time management
                             Works Cited
            Begin your work as early as possible at the beginning of the term. I
            anticipate it will take you several hours to prepare adequately. On the day
            of the debate, you can only use four small index cards or one sheet of
          paper to record statistics, quotes, and hard-core data that you want to refer
          to. What this means is that you are expected to memorize every point to
          your argument. The reason for this is that you must demonstrate “verbal
          acrobatic” ease. You need to convey to the audience that you have
          internalized all the data you looked at closely and have spent days
          reflecting upon its strength, examining any weaknesses and loopholes. In
          a debate, it is not only the cogent points you make that establish your
          argument; it is your body language, intonation, eye contact, and rhetorical
          ease that sell your argument. This is why you must have all your points
          memorize so you can deliver them with ease and confidence.

Speech:   You will choose any topic you find engaging that you have not yet
          explored in your first paper this semester, take a position, and address it to
          an audience that has been and may still be currently hostile to your
          position. For example, let’s say you believe that the drinking age should
          be lowered to 18 years of age. Your audience is made up of members of
          MADD (Mothers Against Drunk Driving). This group takes a clear
          position that drinking should constantly and vigorously be discouraged
          from teens drinking. They do not welcome lowering the drinking age.
          How would you address this group? Most likely you will not persuade
          most of them. That is not your goal; rather, it is to create a common
          ground with your audience so they can begin to trust you and view you are
          a “quasi” ally or at least a sympathizer. This means that before you
          establish your position, you must build a bridge (rhetorically, that is) to
          connect to your audience. Once this is achieved, you then deliver and lay
          out your argument. You must use pathos, ethos, and logos to do this.
          Remember, you do not and SHOULD NOT argue the opposing viewpoints
          in your speech. Your speech must be between 2-3 pages; it cannot be
          longer than this. It will be anywhere between 3-5 minutes. You can
          read from your speech; however, you must make eye contact. (Note: You
          are not allowed to use powerpoint. You can only use powerpoint if you
          want to show a visual image; all written text visuals are prohibited.) This
          is critical, so you will be expected to memorize certain parts of your
          speech so you can easefully look at and connect to your audience

          In addition to your speech you will write and deliver, you must also
          prepare another 2-3 paged paper playing “devil’s advocate.” In order to
          create a solid common ground (and begin a DIALOGUE for that is what
          this entire class is about!), you must be hyperaware of the skeptical
          audience and constantly be prepared for what the audience member might
          say and think. To be adequately prepared for your ideologically opposing
          community, you must write a 2-3 paged paper playing the role of the
          opposing community. Pretend you are one of the audience members: how
          would you as this new audience member receive your premise you are
          arguing in your speech? To clarify: let’s take the example above where
              you are arguing about lowering the drinking age speaking to members of
              MADD. Let’s reverse it where you are now a member of MADD. How
              would you respond to the premise that the drinking age should be
              lowered? What arguments would you make? What data would you use to
              give weight to your argument? Knowing how your opposing community
              thinks and feels will give you plenty of insight in writing your speech and
              creating that common ground.

Gordon Rule/Cultural Diversity: This course meets the Gordon Rule (6,000 words of
             composition) and Cultural Diversity requirements toward graduation.

Essay = MLA Format:
       1. Typed/Word Processed in 12 pt. font (Times New Roman)
       2. Double-spaced with one (1) inch margins for sides, top, and bottom.
       3. Contain a heading on the first page (NO COVER SHEETS).
       4. Contain headers on ALL pages including the works cited page.


Date    Class Focus                              Class Activity

8/24    Introduction                             Elizabeth Edwards confronts Ann
        Civic Discourse                          Coulter
                                                 Jon Steward on Crossfire
8/26-   Community and Context (chap. 1)
8/31         Defining community
             Language and community
             Kairos
             Life cycle of rhetorical
             Preparing for the skeptic
9/2-    Analyzing and Evaluating Ethos           Readings pg. 86-98
9/7     (chap. 2)                                Michael Moore’s Bowling for
             Overview (pg. 14-15)               Columbine
             Creating ethos                     (IMPORTANT: Start preparing for
             Considering Columbine              group debate – choose topic and team
                                                 and begin research)

9/9-    Analyzing and Evaluating Pathos          Documentary The Persuasion
9/14    (chap. 3)
             Overview (pg. 15)
             Creating pathos
             Pathos in advertisement
9/16-   Analyzing and Evaluating Logos         Exercises from Logic in Everyday Life
9/21    (chap. 4)                              (pg. 196-198)
             Overview (pg. 15-16)             Monty Python and logical fallacies
             Creating Logos                   ADVERTISEMENT ACTIVITY
             Fallacies                        DUE

        MLA Review                             MLA QUIZ
9/23-   GROUP DEBATES                          GROUP DEBATES
10/5    Sept. 23rd is an open day for teams    ESSAY #1 (first draft): 4-6 pages
        to practice                            with five scholarly sources due on
        (attendance is required)               Oct. 5th

10/7-   Popular Culture and Identity           bell hooks on popular culture
10/12                                          Gail Dines on pornography

10/14- Popular Culture and Identity            Sacha Cohen’s Borat and Bruno
10/19      Arguing about what we value        Ali G on feminism
              (chap. 10)                       Dean Obeidallah and Ahmed Ahmed on
           Humor as a political tool          terrorism
                                               Margaret Cho on homosexuality
10/21- Arguing Claims about Language           ESSAY #1 (final draft) due on Oct.
10/26 (chap. 9)                                26th
           Defining Troublesome Terms:        John Cloud’s “Never Too Buff” (pg.
              masculinity                      594)
                                               Masculinity in Disney Films
                                               Tough Guise: Violence, Media, and the
                                               Crisis of Masculinity

10/28- Arguing Claims about Language           What is torture?
11/2   (chap. 9)                               What is terrorism?
            Arguing about What Words          Battle of Algiers
            Defining Troublesome Terms

11/4-  Arguing Claims about Action (chap.      Iron Jawed Angels
11/9   11)
            Individual and Collective
11/11- Deliver speech to an ideologically      ORAL PRESENTATIONS
12/2   opposing audience;                      ESSAY #2 (6-8 pages with five
       Must hand in your 2-3 paged speech,     scholarly sources) due on Dec. 12th
       2 paged paper playing the role of the
community you opposed, 3 strategic
questions, works cited page, and a
detailed description of your chosen

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