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Phase 2 Sequence
- Review writing-as-conversation metaphor, emphasizing "forming opinions" stage, and Phase 1 readings, and apply to further inquiry into "what should we do about climate change?"
- Develop and refine questions for further inquiry.
- Explore disciplinary perspectives on questions-at-issue.
- Narrow list of questions-at-issue for collaborative inquiry.
- Form collaborative inquiry groups.
- Explore initial responses to questions-at-issue and influences on those responses.
- Develop research plans.
- Learn research strategies--
- Posing research questions,
- Developing search terms,
- Keeping a research log,
- Accessing and choosing library resources,
- Searching library and web resources,
- Evaluating and selecting sources.
- Compose annotated bibliographies to report inquiry--
- Citing sources in MLA style,
- Annotating sources: summarizing and evaluating.
- Compose a Critical Introduction to the annotated bibliography that explains inquiry results.
- Consult with instructor during inquiry and writing processes.
- Present inquiry findings to class via Writing Studio publication of annotated bibliographies.
- Submit bibliographies and introductions for assessment.
- Review third stage of writing-as-conversation: entering the conversation.
- Analyze differences in rhetorical situation for explaining and arguing.
- Select and refine question-at-issue on which to focus argument
- Review and apply rhetorical concepts to focusing argument topic, including
- audience,
- purpose,
- occasion and exigence.
- Conference with students over Argument Proposals to guide further research and composition of Academic Arguments.
- Learn and apply key concepts of argumentation, including
- claims, reasons, evidence;
- understanding and responding to opposing viewpoints and alternative perspectives;
- appeals;
- structuring for effectiveness.
- Review MLA style in-text documentation and works cited.
- Compose arguments and receive peer response.
- Revise arguments to best address rhetorical situation.
- Submit final Academic Arguments for assessment.
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