Writing@CSU

Teaching Guides

Teaching CO300 Writing Arguments

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

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

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

Plan 3 (Holtcamp)

Uses Cooper, Sheila and Rosemary Patton. Ergo: Thinking Critically and Writing Logically. New York: Harper, 1993.
Portfolio 1 - (8 weeks); 35% of semester grade; no less than 12 polished pages in 2 to 3 papers drawn from summaries, responses, synthesis/responses, and pro/con (all of which have been taken to workshop stage)
Paper 1- (4 weeks); 20 % of semester grade; 1 paper, either inductive/deductive or Rogerian
Paper 2 - (2 weeks); 20 % of semester grade; 1 paper that student designs based on his or her purpose and audience

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