English 488* (can be taken for graduate credit) Special Topic: Advanced Argumentation Spring 2008 Section 01: T TH 12:30 – 1:45 Room: PSY 230 LAB 206 Dr. Sarah J. Arroyo Email: [email protected] Office: MHB 409 Phone: (562) 985-8517 Office Hours: T TH 10:30 – noon; 2:00 – 2:30 (and by appointment) Course Description: In this course, we will examine classical, modern, and postmodern theories of argumentation and apply these theories to specific academic and non-academic texts. We will also practice these theories by both analyzing and producing persuasive texts. These texts will take a variety of forms, combing the textual, visual, and aural; however, we will focus, at the end of the semester, on argument and persuasion in digital culture. We will study the role argumentation plays in networked culture. The goals of the course will be to improve you writing of arguments and to complicate your understanding of the role argumentation plays in both our academic and non-academic lives. Required Texts: • Clauss, Patrick. i claim: visualizing argument (CD-Rom) • Graff, Gerald and Cathy Birkenstein. They Say, I Say: Moves That Matter in Academic Writing • Johnson, Steven. Everything Bad is Good for You: How Today’s Popular Culture is Actually Making Us Smarter • Various articles in e-reserve (PW: aristotle) and websites/videos listed on Beachboard under “course documents”  Attendance: Attendance is mandatory. This is a seminar-style course; thus, the class in itself would not function without your participation. Therefore, if you miss more than four classes, I will lower your course grade by a letter grade. In other words, you cannot get an “A” with five absences. If you are absent more than 6 times, I may ask you to drop the course. Chronic lateness is unacceptable, as is coming to class unprepared or unread. I will not grant incomplete grades unless circumstances are extremely dire. On another note, this is both an upper-division and a graduate course; therefore, you are either already in or will soon hold professional roles that require you to show up on time, be as prepared as possible, and be ready to join in professional conversations. This course is no different.  Course Objectives: At the end of the semester, you should be able to: 1. Articulate facets of argumentation theory from classical, modern, and postmodern theorists; 2. Identify and make use of common rhetorical principles while presenting, composing, and interpreting texts in several different media: oral, print, and electronic; 3. Compose within the culture of digital argumentation by creating video or multimedia texts; 4. Differentiate among ways meaning is produced in digital culture; 5. Apply advanced research strategies for academic work in English, including collection, integration and citation of research; 6. Analyze arguments and discern rhetorical strategies used to persuade; 7. Design relevant web-based and multimedia material.  Course Requirements: The fundamental requirement for this course is that you come well prepared to actively participate in every class. Careful reading of the assigned texts, substantial class and beachboard participation, and satisfactory completion of all assignments are required to pass the course. Many of our readings are online, and the material must be read/viewed BEFORE class starts. Since we meet in a computer classroom, we will spend class time producing work both individually and in small groups. These tasks contribute to your understanding of the material and are required. I ask that you remain open to all possibilities not normally available in text-only courses or situations.Dr. Arroyo Engl 488 Page 2  Technology Requirements: The technological nature of this class requires a basic amount of computer literacy such as using email, word processing programs, and navigating your way around a computer's directories and files. Very early in the semester, you should be able to do the following: • Access Beachboard, post to the discussion board, and upload files to both the discussion board and the digital dropbox • Use search engines and navigate the web proficiently. • Find time every week to access the CSULB network to prepare and upload files outside of class. • Maintain back-up copies of all assignments on your flash drive, digital dropbox storage, or in email attachments you send to yourself.  Grade Distribution: Exploratory Paper 10% Researched Position Paper (7 – 10 pages) 20% Reading Presentation 5% Short Rhetorical Analysis (text or video) 5% Rhetorical Analysis Essay 15% Digital Argument 15% BB Posts on Readings (10 minimum) 20% Participation (in class and online) and in class work 10%  Brief Explanation of Assignments: Exploratory Paper: This exercise helps you discover varying positions taken on the issue you are investigating for your position paper. You will succinctly summarize at least three differing points of view, delineating the arguments in each and showing, specifically, how those points of view differ from one another and from your emerging position. Researched Position Paper: This project will take the form of a traditional argumentative essay. It will practice the theories we study from classical rhetoric and will take on an issue raised by our readings and discussions. The exploratory paper will prepare you for the position paper by requiring you to find varying positions on the issue at hand. The position paper will be 7 – 10 pages, MLA Style, with at least 8 sources. You will see that, in order to accurately prepare your argument, you must be able to articulate several positions that have been taken in the past, so locating relevant sources is crucial. Presentation: Each of you will prepare one presentation in response to the readings. Your presentation can take a variety of forms: a traditional presentation with visuals and/or handouts; a mini-lesson as if you are teaching us; a creative performance, etc. The topic will evolve from our readings in class, but should ALWAYS include and example of an argument you find that demonstrates the concepts at hand. Your presentation should add to what we all have read: not merely summarize what we’ve read. Additionally, I am not interested in simply a compilation of material you located on the web. We can all access this information on our own, so