The early emphasis in the sample syllabi on critical reading and thinking reflects the need to assess your students' analytical skills before they begin writing arguments. We suggest that significant amounts of time be devoted to finding and stating theses, to learning how to establish the rhetorical context of an argument, and to annotating texts. (Even well-prepared students are not necessarily active readers.) Please see "Classroom Materials" for further suggestions. As mentioned above, it also seems to be true that, while COCC300 students analyze and synthesize essays during discussions better than their counterparts in COCC150, they aren't necessarily prepared to write strong summaries, syntheses, or responses. Getting them to accurately represent and synthesize other people's arguments in writing is a necessary prerequisite for writing arguments effectively, so don't grudge the time spent here.