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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Authors & Contributors

Mid-Course Evaluation

  1. What is the most useful critical thinking, reading, or writing tool you have learned about so far this term? What is the least useful? Why?
  2. What reading(s) have been most interesting? Least interesting? Why?
  3. What concept or idea that we have talked about in class has seemed most confusing or difficult to understand?
  4. What might make the peer-review workshops more helpful for you?
  5. How have you taken advantage of your teacher's comments on work-in-progress drafts? What might make these comments more helpful for you?
  6. Where do you feel you need to spend more time in the second half of the term--critical reading, writing, or thinking? What kinds of activities will help you feel more confident in this area?