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  • Supplemental Readings
    1 Unit 2 Discourse Analysis Unit 2 Source Evaluation Unit 2 Position Paper Unit 3 Teaching Materials Detailed Syllabi Worksheets Workshops Daily Prompts Supplemental Readings Portfolio Considerations Print Friendly Page Supplemental Readings As you come across readings that might work with our term topic education please give me a copy of the reading I ll collect a paper file and add the bibliographic information to the list below Alvarez Lizette Partisan Differences in Senate Threaten Education Bill The New York Times Sunday May 7 2000 p A18 Barra Allen Amateur Athletes Are Worth Millions to NCAA The Wall Street Journal Monday March 29 1999 p A26 Fields Suzanne Technology and Classic Ideas Warring Over Soul of Education Arizona Republic March 24 2000 Forstmann Ted Break Up the Education Monopoly The Wall Street Journal Thursday September 9 1999 p A26 Karl Jonathan The Great Campus Celebrity Contest The Wall Street Journal Friday September 10 1999 p W13 Prose Francine I Know Why the Caged Bird Cannot Read Harper s Magazine September 1999 76 84 Taylor D 1998 Beginning to Read and the Spin Doctors of Science The Political Campaign to Change America s Mind about How Children Learn to Read Urbana

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  • Portfolio Considerations
    Harper Christina Holtcamp and Kate Kiefer You might also see Randy Fetzer s discussion in Steve Reid s office of Laura Thomas portfolio system as it was used in CO300 during the Spring 1995 term Kate also has an article on using portfolios to enhance revision as well as a variety of bibliographies on portfolio evaluation It is important to explain your portfolio system clearly and give your students something tangible to refer to Most instructors put a brief description of the submission requirements in their policy statements Nevertheless come submission time you will probably be barraged with questions about what the portfolio should include Some instructors reduce the questioning by providing students with checklists that let them know exactly what the portfolio should contain and ask the students to submit the checklist checked off with their portfolio Even though students in CO130 will be doing a reflective piece at the end of the course Essay 6 postscripts can be especially fruitful when using portfolios Students have usually had a large amount of time to draft workshop and revise each piece they submit and usually have a pretty good idea of what the pieces do well and what they still

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  • Print-Friendly Page
    are similar to and different from those expressed in the essay Develop that similarity and or difference using concrete examples from your personal experience Think about the level of detail your audience will need When you have a draft you re happy with try to put it away for a day or two to get some distance from it Revise and rewrite your draft based on comments in peer workshop or anything new you notice Portfolio 1 As I worked out a version of the syllabus see Kate s sample syllabus I built in multiple opportunities for students to write on topics that would fit the first two essay assignments Typically I give students less formal prompts such as my Daily writing tasks to get them started on this informal writing I usually wouldn t give out the detailed assignments sheets linked below until after students have drafted one or two attempts at the general topic Then I talk about how to revise the informal work to meet the specific goals of the assignment as outlined on the assignment sheet You ll notice that because I ask students to specify their target audiences I have revised this element of the assignment sheet as well as some of the strategies for completing the paper Personal Essay Summary Response Using Personal Experience Personal Essay If there s one thing you ve had a lot of experience with at this point in your life it s our class topic education You ve been through at least twelve years of formal schooling and you ve probably had plenty of other life experiences that could be considered educational This first piece is informal Think of it as a chance to reflect on one of those experiences by writing about it The key question you ll answer is How has this experience affected the way I think feel about school education or learning You re answering the key question for an audience you identify You might write to your classmates in which case you could think of this piece as your contribution to our conversation on the topic of education You might write to friends who are still in the high school you graduated from recently in which case you ll need to remember that they haven t been reading and talking about the ideas we have in this class You might write to a relative or close friend elsewhere perhaps someone who shared the experience with you Keep in mind the kinds of things your readers classmates will understand already and what you ll need to explain and or describe in greater detail Please note your target audience at the top of each draft as you revise Your goals as a writer include to decide on a single experience you want to write about to remember as much about that experience as you can and to think about what significant change in your attitude toward education or learning this experience caused and try to describe that change in your writing Strategies for completing the essay include these Select one of the informal pieces you ve written or think more about another experience that s most interesting to you to focus on in your essay If you don t want to use one of the pieces you ve already begun writing about use some of the prewriting strategies we ve discussed in class to help you remember specific experiences to write about Continue to prewrite to develop as much detail about that experience as you can When you ve generated enough detail select the detail that best demonstrates the significance of that experience for you Write a draft in which you focus on getting out your ideas and explaining them without worrying about issues like grammar and punctuation Revise and rewrite your draft using ideas from your reading and peer workshop Summary Now that you ve written your own contribution to the class conversation it s time to look at what some other people say on the topic of education As you know one effective reading strategy is to write about what you ve read so that s what you ll be doing for this next assignment You ve already summarized lots of times anytime you take a phone message or tell a friend what happened on your favorite TV show last night for example The process for an academic summary is similar to take in information in this case by reading something by another writer and condense it by identifying the important ideas in that piece The key question you ll answer is What are the main points of this writer s essay You re answering the key question for a reader you identify You ll probably write for someone who has not read the essay you re summarizing Therefore you ll need to think about how to represent all of the main ideas of the piece fairly Keep in mind that your reader will want to know more than just what the essay is about she or he will want to know what the author thinks about his or her topic and how each idea within the essay is connected to the rest of the author s points Please note as precisely as possible your target audience at the top of each draft as you revise Your goal as a writer includes this most important one to read and understand the essay thoroughly enough to be able to represent it accurately to someone who has not read the original say someone who is joining our class conversation late and wants to catch up Strategies for completing the essay include these Read the essay carefully several times through Annotate the essay Make any notes in the margins that help you better understand what the author is saying including noting difficult passages so you can find them more easily later Summarize Try this several ways for example you might summarize each paragraph in a phrase or sentence try doing a backwards outline of the essay or summarize the essay as a whole with the book closed When you ve written a draft you like go back and check for accuracy against the original Have you included all of the author s ideas Does your summary use the same order and emphasis as the author s essay Revise and rewrite your summary based on what you find Response Using Personal Experience So far we ve explored our own ideas about education and created a class text that summarizes the readings we ve discussed as a class Now it s time for you to situate yourself within that class text where do your ideas about education fall in relation to those of one of the authors we ve read For this essay again aimed at an outside reader interested in what s going on in our class you ll briefly recap the main ideas of one author s essay and then explain how and why those ideas are similar to and or different from your own expectations or beliefs The key question you ll answer is What are the main points of this writer s essay and how do the author s ideas differ from yours You re answering the key question for a reader you identify You might choose an outside reader say an academic advisor who wants to know how the class is coming along S he is interested in the kinds of essays you ve been reading and in how you see them confirming and challenging your expectations Or your outside reader might be a family member who knows less about the academic context of our class Or you might write for a classmate whose ideas have consistently differed from yours in our class discussions Hint it s always easier to write to someone who disagrees with you at least a little bit Your goals This is where you pull together all of the ideas about writing we ve been exploring so far Obviously your summary skills will come in handy You ll also want to think about questions like these What will my audience be most interested in hearing What level of detail will my audience need to understand my points What kind of organization will be most useful for my reader How can I use my personal experience to support an idea rather than as an end in itself Strategies for completing the essay include these Summarize the essay accurately using any of the strategies we ve been working on in class Be sure to focus your summary on the author s ideas more than the events that occur in the text this will make it easier for you to agree or disagree in your response Select an idea or two that interests you for the response Decide whether your initial expectations or ideas on this subject were confirmed or challenged by the essay or both Do some freewriting about why this might be the case What in your experience has led you to feel this way or expect what you did from the author What in the author s background or in the essay itself might explain differences Then choose a focus that will best help your reader understand reading your response how and why your ideas are similar to and different from those expressed in the essay Develop that similarity and or difference using concrete examples from your personal experience Think about the level of detail your audience will need When you have a draft you re happy with try to put it away for a day or two to get some distance from it Revise and rewrite your draft based on comments in peer workshop or anything new you notice Unit 2 Discourse Analysis CAVEAT You might want to give out only a generic explanation of Unit 2 see Course Overview materials at the beginning of the semester until you get to know your students and their strengths and weaknesses As you think about ways to meet the goals for Unit 2 helping students learn how to find appropriate sources and integrate them appropriately into an academic paper please remember that some papers will require more sophisticated writing and thinking skills than other types of papers In the Course Overview you ll find explanations of how to adapt the course if you re using Frame Work a text that lends itself to rhetorical analysis of discourse communities for the papers in the second half of the semester The links below to Essays 4 and 5 as discourse analysis connect to assignment sheets tailored for this approach to Unit 2 Please give Kate any assignment sheets that fine tune the essay tasks for Unit 2 especially if you work out any other options for this part of the semester Discourse Analysis Comparing Two Discourse Communities Discourse Analysis In Unit 1 we explored the issue of education as a class In Unit 2 you ll be working in smaller groups exploring an issue of your own choice For this first essay you ll again be developing a group text of possible sources But this time instead of just summarizing the ideas in them you ll be looking at how those ideas are expressed and for what purpose The key question you ll answer is How does this essay respond to its intended audience In other words how does the writer organize and develop his her ideas How is the voice a response to the imagined intended readers its discourse community You re answering the key question for your group members who are working with you to find a pool of sources that might be useful in the next essay for this class They ll be counting on you for an accurate report on your source Your goals Think of this assignment as preparation for the longer essay you ll be asked to write next comparing and contrasting two essays on your topic written for two different audiences As a group you ll want to find as many different sources targeted toward as many different audiences as you can so that when you sit down to write your essay you ll have plenty of essays to choose from Individually then your goal is to do your part for the group by finding an interesting possible essay and offering a detailed analysis of it for your group to use Strategies for completing the essay include these Research your topic in the library and over the Internet if you wish to find a pool of arguments articles on your subject Work with your group to narrow your topic Decide what particular issue within that topic interests you Narrow your pool of sources by determining which articles address that issue and which do not Select the source you want to evaluate for this assignment Complete the discourse analysis worksheet on your source Be as detailed as you can at this stage This is the information you ll be drawing on to write your Discourse Analysis From all of the information in the worksheet decide what you want to focus on in your analysis what claim s do you want to make about this essay s response to its discourse community or target audience Find examples from the text to support the claims you make about it When you have a draft you re comfortable with share it with other members of the group Does it give them a complete picture of the text What questions do they still have about your source Revise and rewrite your Discourse Analysis based on your group s questions Comparing Two Discourse Communities In this essay you ll be using the skills developed writing the Discourse Analysis to compare and contrast essays written within two different discourse communities on the same subject When comparing contrasting a common request in college writing you want to be sure to point out both similarities and differences It s not very interesting to read a paper which shows how two things are exactly alike especially if they re not and if the two things are completely different your reader might wonder why you re writing about them together at all The key question you ll answer is How does the intended audience or discourse community affect these two writers approaches to this subject You re answering the key question for a professor of a class on your group s topic She is trying to decide which of these two readings is more appropriate for the class to read and has asked you to read and compare them You can either offer a suggestion if one essay is clearly more appropriate or just stick to showing their similarities and differences clearly enough for her to be able to make an informed decision Your goals Once again you ll want to use detail to support your claims about the two essays In this case the details will be examples from the essays themselves You ll also want to focus your essay on a particular claim about how the two essays are alike and or different Be sure to account for the similarities and differences by referring to the authors different target audiences Finally you ll want to carefully consider your organization so that you are able to talk about the two essays together without confusing your reader Strategies for completing the essay include these First select the two essays you d like to use for this paper Remember that the essays should have something in common at the very least the same subject but also some interesting differences including significantly different target audiences Next complete a discourse analysis worksheet on each essay This doesn t have to be formal but it will help you prewrite if you take some notes answering these questions Decide on a focus for your essay What seem to be the most interesting elements these two essays share What significant differences between them do you find How might the target audiences explain these similarities and differences Write a draft in which you try to explain and account for the most important similarities and differences Use as much detail as you can remember to incorporate examples from the text You may find it helpful to write an outline either before or after writing a first draft to help you clarify your essay s organization Share your draft with members of your group Do they agree with your explanation of what the two essays have in common Can they suggest other differences Can they identify your focus and follow your organizational strategy Revise and rewrite based on your workshop group s responses Don t forget to double check the accuracy of quotations and before your turn the essay in proofread Unit 2 Source Evaluation and Response CAVEAT You might want to give out only a generic explanation of Unit 2 see Course Overview materials at the beginning of the semester until you get to know your students and their strengths and weaknesses As you think about ways to meet the goals for Unit 2 helping students learn how to find appropriate sources and integrate them appropriately into an academic paper please remember that some papers will require more sophisticated writing and thinking skills than other types of papers Because a discourse analysis approach in Unit 2 requires giving students more critical apparatus for doing a rhetorical or discourse analysis you may decide to try a source evaluation and source based response for the second portfolio Assignment sheets for essays 4 and 5 using this approach are linked below Please give Kate any assignment sheets that fine tune the essay tasks for Unit 2 especially if you work out any other options for this part of the semester Source Evaluation Response Using Sources Source Evaluation In Unit One we explored the issue of education as a class In Unit Two you ll be working in smaller groups exploring an issue of your own choice For this first essay you ll again be developing a group text of possible sources but this time instead of just summarizing the sources you ll be evaluating them to determine which are appropriate to an academic paper which are not and why The question you ll answer is Is this article an appropriate source for an academic paper in which you will agree or disagree with a particular author s views Why or why not You re answering it for your group members who are working with you to find a pool of sources that might be useful in the final essay for this class They ll be counting on you for an accurate report about your source Your goals Think of this assignment as preparation for the longer essay you ll be asked to write next As a group you ll want to complete the most effective research you can so that when you sit down to write your essay you ll have plenty of useful sources on which to draw Individually then your goal is to do your part for the group by finding an interesting possible source and offering a detailed analysis of that source for your group to use Strategies Research your topic in the library and over the Internet if you wish to find a pool of arguments articles on your subject Work with your group to narrow your topic decide what particular issue within that topic interests you Narrow your pool of sources by determining which articles address that issue and which do not Select the source you want to evaluate for this assignment Complete the source analysis worksheet on your source Be as detailed as you can at this stage this is the information you ll be drawing on to write your Source Evaluation From all of the information in the worksheet decide what you want to focus on in your evaluation Find examples from the text to support the claims you make about it When you have a draft you re comfortable with share it with other members of the group Does it give them a complete picture of the text What questions do they still have about your source Revise and rewrite your source evaluation based on your group s questions Response Using Sources In this essay you ll return to the response format you used earlier Only this time instead of using personal experience you ll use other sources to support your agreement or disagreement with the author s ideas This is a more common type of response in academic writing and also one way that academic writers begin to make arguments of their own The question you ll answer is Now that you ve done some research on the topic do you agree or disagree with the position your author takes in his or her argument Why You re answering it for a reader you identify You might imagine the reader of this paper to be the professor of a class on your group topic Based on the discussions we ve had in class and your reading what can you assume about his or her likely expectations for focus organization evidence and style Your goals This is your chance to pull together everything you ve learned about academic writing You ll use those summary skills one more time and as in the last response paper focus on agreeing or disagreeing with one of the author s main ideas You ll also want to think about What will my audience be most interested in hearing How can I select the sources that will best support my points What kind of organization will be most useful for my reader What s the most effective balance of my own thoughts and outside source material Strategies First select the essay you want to respond to and focus on the particular idea you agree or disagree with Remember you need to use other sources to support your agreement or disagreement so pick an idea that comes up in other texts as well Think about why you agree or disagree Do some freewriting on what in your own experience might lead you to feel this way Look through your group s research for other writers who support your position Take notes on what exactly they say and where so you can find those spots easily while you re drafting Remember to think about the source evaluations you ve completed and read when choosing your sources Organize your essay into the most coherent draft you can concentrating on maintaining your focus and using source materials without letting them overwhelm your own thoughts When you have a draft you re comfortable with share it with other members of your group Do they think you ve represented all of the texts accurately Can they identify your focus and do they feel you ve supported it effectively Revise and rewrite based on your workshop group s responses Don t forget to double check the accuracy of quotations and proofread Unit 2 Position Paper CAVEAT You might want to give out only a generic explanation of Unit 2 see Course Overview materials at the beginning of the semester until you get to know your students and their strengths and weaknesses As you think about ways to meet the goals for Unit 2 helping students learn how to find appropriate sources and integrate them appropriately into an academic paper please remember that some papers will require more sophisticated writing and thinking skills than other types of papers There are almost certainly other possibilities for papers that would meet our overall goals for this part of the semester The third approach we ve worked out so far the Position Paper attempts to lay out one additional way of viewing the work of Unit 2 Please give Kate any assignment sheets that fine tune the essay tasks for Unit 2 especially if you work out any other options for this part of the semester Source Position Evaluation Position Paper Source Position Evaluation In Unit One we explored the issue of education as a class In Unit Two you ll be working in smaller groups exploring an issue of your own choice For this first essay you ll again be developing a group text of possible sources but this time instead of just summarizing the sources you ll be evaluating them to determine which are appropriate to an academic paper which are not and why The question you ll answer is Is this article an appropriate source for an academic paper in which you will position yourself among a range of views on your focused topic Why or why not You re answering it for your group members who are working with you to find a pool of sources that might be useful in the final essay for this class They ll be counting on you for an accurate report about your source Your goals Think of this assignment as preparation for the longer essay you ll be asked to write next As a group you ll want to complete the most effective research you can so that when you sit down to write your essay you ll have plenty of useful sources on which to draw Individually then your goal is to do your part for the group by finding an interesting possible source and offering a detailed analysis of that source for your group to use Strategies Research your topic in the library and over the Internet if you wish to find a pool of arguments articles on your subject Work with your group to narrow your topic decide what particular issue within that topic interests you Narrow your pool of sources by determining which articles address that issue and which do not Select the source you want to evaluate for this assignment Complete the source position evaluation worksheet on your source Be as detailed as you can at this stage this is the information you ll be drawing on to write your Source Position Evaluation From all of the information in the worksheet decide what you want to focus on in your evaluation Find examples from the text to support the claims you make about it When you have a draft you re comfortable with share it with other members of the group Does it give them a complete picture of the text What questions do they still have about your source Revise and rewrite your source evaluation based on your group s questions Position Paper In this essay you ll return to use many of the techniques you practiced in your response paper for Unit 1 Only this time instead of using just personal experience you ll use other sources to lay out the range of positions on the issue you ve focused on as well as to support the position you take on the issue This is a common way to use sources in academic writing and also one way that academic writers begin to make arguments of their own The question you ll answer is Now that you ve done some research on the topic where do you see your position within the range of possible ones writers take on this issue Why You re answering it for a reader you identify You might imagine the reader of this paper to be the professor of a class on your group topic Based on the discussions we ve had in class and your reading what can you assume about his or her likely expectations for focus organization evidence and style Your goals This is your chance to pull together everything you ve learned about academic writing You ll use those summary skills one more time and as in the last response paper focus on where your ideas fit into the conversation or argument on this issue You ll also want to think about What will my audience be most interested in hearing How can I select the sources that will best support my points What kind of organization will be most useful for my reader What s the most effective balance of my own thoughts and outside source material Strategies First select the position you want to take on the issue Remember you need to use other sources to support your position so take a stance that fits into the conversation on this topic Think about why you take the position you do Do some freewriting on what in your own experience might lead you to feel this way Look through your group s research for other writers who support your position Take notes on what exactly they say and where so you can find those spots easily while you re drafting Also look for writers who disagree with your position Again take notes on what exactly they say and where so you can find those spots easily while you re drafting Remember to think about the source evaluations you ve completed and read when choosing your sources Organize your essay into the most coherent draft you can concentrating on maintaining your focus and using source materials without letting them overwhelm your own thoughts When you have a draft you re comfortable with share it with other members of your group Do they think you ve represented all of the texts accurately Can they identify your focus and do they feel you ve supported it effectively Revise and rewrite based on your workshop group s responses Don t forget to double check the accuracy of quotations and proofread Unit 3 In Unit 3 we d like to have students reflect on what they ve learned during the course The Course Overview calls for a final essay to capture this reflection we have linked that assignment below as Course Postscript But you might also think about other alternatives to a final essay as you get to this part of the course For instance depending on how much time you have left at the end of the term and how you have worked out the term topic you might post some questions on the forum for class discussion so that students have an opportunity to synthesize how their reading and writing have changed their views of academic texts As another alternative to the full blown course postscript you might have students respond to postscript prompts focused only on the second portfolio Or you might want to encourage more reflection about the revision process so we ve included a set of questions students might use to create a revision plan As you think of other ways to encourage reflection on their reading and writing skills at the end of the semester be sure to contribute those to our compilation here Course Postscript Forum Questions Portfolio 2 Postscript Revision Plan Course Postscript This is your final assignment in the course and your chance to show how your writing and your knowledge about writing has developed over the course of the semester In this essay you ll show why based on this final assignment and your progress this semester you think you are prepared for academic writing The key questions you ll answer are How has your writing developed over the course of this semester What have you learned about academic writing You re answering these key questions for your instructor who must evaluate your readiness to advance to the next composition course CO150 Think of this as your final exam and be sure to think about what your instructor s needs and expectations are likely to be Why might s he want you to answer this particular question What kinds of things will you need to show What kind of development or support will s he expect Your goals to make a case for how much you ve learned and improved in this course which is in a sense your argument for your desired grade You ll want to provide a clear focus thesis statement and develop your thoughts with examples from your experience in class and the essays you ve written The main part of the development here will be evaluating your performance on one of the earlier essays answering How well did I meet my established purpose How effectively did I address audience needs How would I revise the essay now given the opportunity Strategies for completing the essay include these Select the essay you d like to discuss in your postscript Evaluate that essay using any of the tools we ve discussed and developed throughout the semester including workshop sheets and selected source analysis questions Focus your essay by developing a thesis statement or claim about your development in the course perhaps by discussing the effectiveness of your chosen essay contrasting your earlier writing to your writing now or explaining a revision plan for that essay based on what you ve learned since you submitted that essay Support the claims you make with specific examples from your essay and be sure to explain those examples fully Take advantage of opportunities to obtain feedback on the essay from peers or the Writing Center tutors Revise and rewrite your essay based on readers feedback and your own close evaluation of your purpose and audience Forum Questions Today we ll write on the Forum to capture some of what you ve learned about reading and writing academic texts this semester Please write and post about one or more of the following questions Then respond to at least five postings by classmates In what ways do you see a story framework shaping your writing in portfolio 2 How do you see your target audience and purpose shaping your writing in portfolio 2 How does your writing especially for portfolio 2 shape your readers view of academic reading and writing How can you apply what you ve learned and practiced this term to be successful in writing in college Portfolio 2 Postscript One important measure of your success this semester is your sense of how you ve applied what you ve learned about academic reading and writing Please take this class period to reflect in detail on the work you prepared for Portfolio 2 Evaluate your pieces based on the grading criteria we have agreed upon as a class What are the key strengths and weaknesses of your portfolio Evaluate your pieces based on the audience and purpose you specified for each paper What are the key strengths and weaknesses of your portfolio If you had all the time in the world or at least a few more days how would you revise improve your pieces What are the most valuable lessons you learned from compiling this portfolio Is there anything else you would like me to consider as I read and evaluate your portfolio Revision Plan If you had more time to revise one of the papers you wrote this semester which one would it be Why would you choose this paper to revise now As you think about the criteria for a successful paper which elements of the paper would you revise and why target audience purpose focus supporting details organization or other elements What would you tackle first in your revision Why would this element of your paper be most important to revise first What else would you revise Sketch what you d like the paper to look like after you complete your revisions Teaching Materials Because CO130 is new to the curriculum we will compile teaching materials aggressively during the 2000 2001 academic year Look for a much fuller collection of materials in December 2000 and May 2001 Detailed Syllabi Worksheets Workshops Daily Prompts Supplemental Reading Suggestions Portfolio Considerations Detailed Syllabi As you work out your plans for teaching the course please share your detailed plans with other teachers of the course Kate s Sample Syllabus Kate s Sample Syllabus Week 1 Tuesday Intro to course Talk about writing rituals and myths

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  • COCC300 as a University Core Course
    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 Print Friendly Page Authors Contributors COCC300 as a University Core Course When the University adopted its most recent core curriculum in the mid 1990s COCC300 was approved as meeting two core categories 2A Advanced Communication and 2B Logic Critical Thinking Students cannot use COCC300 to fulfill requirements in both categories so about half of the students in the course now take the course to fulfill category 2B Logic Critical Thinking As a department we have an obligation to be sure that each section of COCC300 conforms to the description approved by the University Curriculum

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  • Short description of the course
    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 Print Friendly Page Authors Contributors Short description of the course Back to COCC300 as a University Core Course This course builds on the writing principles and processes practiced in COCC150 COCC300 focuses on reading and writing a range of arguments appropriate for academic and general audiences This course offers students multiple opportunities to both read and analyze varieties of argumentation and to research write and revise their own arguments on controversial issues Students will complete a carefully sequenced series of assignments that will include

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  • Course Objectives
    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 Print Friendly Page Authors Contributors Course Objectives Back to COCC300 as a University Core Course To give students additional critical reading skills beyond the freshman composition level To consider elements of argumentation in detail beyond that of freshman composition To focus on argumentative strategies patterns and approaches as readers and writers To emphasize work in the library and review of library resources throughout the course The following specific learning objectives were also identified Students in COCC300 should be given multiple opportunities to clearly focus an argument meet audience needs present appropriate and adequate support consider and where appropriate refute

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  • General Overview
    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 Print Friendly Page Authors Contributors General Overview Back to COCC300 as a University Core Course The course is divided into two main parts 1 The first several weeks concentrate on critical reading of other writers arguments Most teachers work through two or more analytic approaches to help students with critical reading and thinking The analytic approaches include close reading with special emphasis on critical reading strategies rhetorical analysis structural analysis often based on a Toulmin or modified Toulmin model or logical analysis with emphasis on inductive and deductive models and other elements of informal logic Writing assignments in this first portion of the course typically include summaries summary response essays with particular emphasis on analytic response Toulmin analysis or synthesis exploratory essays sometimes called inquiry essays following the terminology in Aims of Argument Depending on the number of assignments the depth of the analysis and the use of portfolios rather than

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  • (Possible) Differences Between COCC150 and COCC300
    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 Print Friendly Page Authors Contributors Possible Differences Between COCC150 and COCC300 COCC300 appears to cover some of the same territory as COCC150 but keep in mind that at least half the students in COCC300 are transfer students who haven t taken our COCC150 We outline below some other key features of the kinds of students we typically have seen in COCC300 sections and of the relationship between the two courses What COCC300 Students are Like And you thought your

    Original URL path: http://writing.colostate.edu/guides/teaching/co300man/pop3c.cfm (2015-10-15)
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