CO300 as a University Core Course
(Possible) Differences between COCC150 and CO300
Portfolio Grading as an Option
Audience awareness and rhetorical contexts
Mid-course, group, and supplemental evaluations
More detailed explanation of Rogerian argument and Toulmin analysis
Portfolio explanations, checklists, and postscripts
Presenting evidence and organizing arguments/counter-arguments
Workshopping and workshop sheets
Sample materials grouped by instructor
DAILY: Define "arguing to convince." Use information from the text as well as personal examples.
Teacher follow up: Elicit definitions based on their reading of chapter 6 in Aims. Be sure to ask for questions about the material (though it seems so straightforward). Remind students to keep working back and forth between their arguments and the book to follow the workable process advice in Aims. What kinds of arguments have we read so far--Stossel, Lame Deer/Erdoes, Postrel, Hynes, Collard?
