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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Supplemental Evaluation for COCC300 - 2

  1. What did you like best about the class? What were its strengths?
  2. Is there anything you found extraordinarily difficult or troublesome about the class? Explain.
  3. Describe the most important and/or valuable thing that you learned from the class (about writing; arguments; mass media; gender; yourself; life; whatever).
  4. Was I a helpful facilitator in your learning process? Why or why not?
  5. Did you have any fun? (I hope so. You've been a fantastic class, and you certainly have made this semester fun and exciting for me. Have a great summer break.)

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