Phase 2 Sequence
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
Select and refine question-at-issue on which to focus argument
Review and apply rhetorical concepts to focusing argument topic, including
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;
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.