Writing@CSU

Teaching Guides

Teaching CO300 Writing Arguments

Introduction

Background on the Course

CO300 as a University Core Course

Short Description of the Course

Course Objectives

General Overview

Alternative Approaches and Assignments

(Possible) Differences between COCC150 and CO300

What CO300 Students Are Like

And You Thought...

Beginning with Critical Reading

Opportunities for Innovation

Portfolio Grading as an Option

Teaching in the computer classroom

Finally. . .

Classroom materials

Audience awareness and rhetorical contexts

Critical thinking and reading

Focusing and narrowing topics

Mid-course, group, and supplemental evaluations

More detailed explanation of Rogerian argument and Toulmin analysis

Policy statements and syllabi

Portfolio explanations, checklists, and postscripts

Presenting evidence and organizing arguments/counter-arguments

Research and documentation

Revision

Writing assignment sheets

Assignments for portfolio 1

Assignments for portfolio 2

Assignments for portfolio 3

Workshopping and workshop sheets

On workshopping generally

Workshop sheets for portfolio 1

Workshop sheets for portfolio 2

Workshop sheets for portfolio 3

Workshop sheets for general purposes

Sample materials grouped by instructor

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Writing@CSU Home Page | Teaching Guides | COCC300

Summary - Short Workshop

This workshop sheet is really just a reminder for you. You already know the parts of a summary and what you are looking for, so please feel free to comment on things you notice but which are not asked for on the sheet. To begin, please ask the writer to list his or her main concerns.

Writer's questions:

Reader's responses:

Focus

  1. Look for author and title. What suggestions do you have?
  2. Is thesis clearly and accurately stated? How could it be improved?

Development

  1. What main points has the writer left out?
  2. Where do you see too much detail?
  3. Look at the quotes. Are they pertinent? Are they believably accurate?

Coherence

  1. How could the writer make the summary flow better? Is it wordy? Too sparse?

Voice

  1. Look at the writer's objectivity. Are the author tags clearly placed? Does the writer's subjectivity creep in even though there are author tags?

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