Course Memo

This ENG 181 course will use an integrated argumentative approach to teach introductory level collegiate writing, thesis driven research, and the interrogation and elucidation of textual artifacts. The semester will begin by investigating the argument and its components—claim, warrant, and analysis—as the basic unit of academic papers using early-semester, through a series of in-class writing assignments. These assignments ask students to respond to various politically driven media surrounding war in Iraq and then respond to and reflect on how both the examples of media and the students’ own subjective response papers are centered around arguments that possess this same basic structure. These reflection papers provide the scaffolding for the first major paper in the class, which will ask students to identify the claim, warrant, and analysis in a 2003 article arguing against the invasion of Iraq, justify their identifications, and reflect upon the rhetorical success of the article’s argument. The next stage of the class will use in-class workshops and writing to investigate methods for responding to an argument using the matrix provided by the claim, warrant, analysis view of an argument to decenter its advocacy and provide alternative solutions and interpretations by reviewing a number of articles from different international news sources related to the execution of the war in Iraq. This section will culminate in the production of a paper responding an article selected by the student. This paper will identify three clams the article makes, the analytical warrants to support these claims, and suggest three arguments that could potentially decenter the advocacy of chosen article.

Next, students will use the skills developed in the previous weeks to interrogate a diverse range texts—poetry, fiction, memoir, policy analysis, music, and film— from, Iraqi, Palestinian, American, and British authors that reflect upon the forced intersection of Western and Middle Eastern languages, cultures, peoples, and politics brought about by these recent wars. Students will assess the claims each of these texts makes, the different kinds of warrants each uses to reinforce their claims’ advocacy, and the rhetorical strategies unique to each of these mediums—as well as those that appear across all the genres. During this segment of the class students will be asked to compose several argument analysis of texts we have read, followed by reflection papers on their processes for identifying and isolating these arguments and their analytic warrants in various types of texts.

This course will culminate revelation that a thesis driven research paper merely proposes a claim, utilizes pieces of relevant evidence to provide the analytic warrants for that claim, and generates advocacy and rhetorical strength by providing analysis adequately linking the claim with its supporting evidence. Following this outline, the students will generate an annotated bibliography for their term papers and then write said paper with the requirement that they go through two drafts and revisions prior to turning in the final assignment.

Next, students will use the skills developed in the previous weeks to interrogate a diverse range texts—poetry, fiction, memoir, policy analysis, music, and film— from Afghani, Iraqi, American, and British authors that reflect upon the forced intersection of Western and Middle Eastern languages, cultures, peoples, and politics brought about by these recent wars. Students will assess the claims each of these texts makes, the different kinds of warrants each uses to reinforce their claims’ advocacy, and the rhetorical strategies unique to each of these mediums—as well as those that appear across all the genres. During this segment of the class students will be asked to compose several argument analysis of texts we have read, followed by reflection papers on their processes for identifying and isolating these arguments and their analytic warrants in various types of texts.

This course will culminate revelation that a thesis driven research paper merely proposes a claim, utilizes pieces of relevant evidence to provide the analytic warrants for that claim, and generates advocacy and rhetorical strength by providing analysis adequately linking the claim with its supporting evidence. Following this outline, the students will generate an annotated bibliography for their term papers and then write said paper with the requirement that they go through two drafts and revisions prior to turning in the final assignment.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s