English 1301 & 1302: Home

ENGL 1301 focuses on helping on understand the rhetorical moves of any argument. The goal of the course is to be able to explain the different parts of someone's rhetoric. In order to do this, you will learn rhetorical moves and strategies-- but most importantly, you will learn: Ethos, Pathos, and Logos.

The assignments in this class are very prescriptive, in order to help familiarize you with the different parts of an argument. You will either be provided sample information to access via Reading Clusters, or your professor might ask you to come up with your own examples. In each of these assignments, you will be asked to identify things like: central claims, conflicts, speakers, and the ethos, pathos, and logos of the argument or example. For full instructions on all assignments, see your professor or class' canvas page.

Discourse Community Analysis (DCA):

• This assignments asks you to identify what a discourse community is, and one that you are apart of. Consider things like clubs, gaming groups, film or literature communities, committees, or panels that you might be apart of. Aesthetic/Interest groups can also be considered a discourse community (car scene, cottagecore, steampunk, "kawaii style," etc). You will then prove your own place in the discourse community by providing evidence of your own knowledge of expectations within the community, via the rhetorical triangle, and how this relates back to the communities' ideals.

Rhetorical Analysis Essay (RAE):

• In this assignment, you will be provided with a published article. You will pretend you are the editor for the paper, and are telling the lead publisher if the article should or shouldn't be published in that specific paper. You will base this claim on: relevancy to audience, how well the author of the article provided evidence based on the rhetorical triangle, and if they addressed a naysayer properly or not. This is your opportunity to show your understanding of the efficacy of arguments.

Synthesis Essay:

• In this assignment, you might be provided with new reading clusters, or you might use your old one, depending on the professor's instructions. This essay is an argument essay, where you are given the opportunity to finally respond  to these arguments, instead of just describing them. You will address all parts of the argument, including: their rhetorical strategies, ability to appeal to audience, facts and stats they provide, and if they addressed a naysayer. Throughout the paper, you will also be asserting your own ideas about the topic, comparing the research with other outside sources, and bringing in your own argument to the discussion. This paper is mean to be a culmination and demonstration of the argument assessment skills you have learned.

English 1301 focuses on asking you to learn how arguments are created, the parts of them, and be able to articulate how the argument has been formed. All of your papers add up to being able to create your own argument

What is an argument?

• If you ever are having a hard time articulating what is or isn't an argument, look closely at the language used. Facts will always be based in statistics, studies, and sometimes things like observations. But as soon as the language used gives a reason surrounding those facts, it is an argument.

How do I find a way to "enter into an argument?"

• Look for places that your own experiences, research, or ideas could create another way to understand something.
• look for places where you can provide a new way to "interpret," "understand," or "perceive" the argument.
• you can:
  • disagree with a claim
  • agree with a claim, but for a different reason
  • disagree and agree at the same time for various reasons
• The "reasons" are where you would bring in your own evidence to support your claim.
• advance the conversation, or turn it in a new direction. DON'T just reiterate-- ANALYZE

To Back up your arguments-- you will use your reasons (Logos/Facts/Proofs)

• come up with supporting reasons from a text
• quotes, paraphrasing, stats
• come up with "warrants"
• make a reader think/re-interpret meaning

What else can I use?

• address potential naysayers
  • represent objections fairly
  • make concessions
  • answer unanswered questions
  • improves ethos: shows reader that you can respectfully present conflicting information
  • improves logos: helps to strengthen your argument by showing that you are willing to be honest with reader
  • improves pathos: presents a certain level of vulnerability to your reader that improves both their understanding and relationship with what they are reading

ENGL 1302 focuses on teaching you research and writing skills. There are three main assignments to the class: The Issue Proposal, the Annotated Bibliography, and the Mapping the Issue Paper. These assignments build off one another, and are designed to teach you the steps in the research life cycle.

For the issue proposal, you will be asked to identify a topic, concept, or argument that can be explored. Your goal is to be able to identify various points of view, the history, and the outlook for this topic. Pick something that interests you, but also something that you can find sources on! Once you have picked your topic, it will be time to embark on your research.

After you've decided on your topic, presented the proposal to your professor, and have had it approved, your next job will be to research sources that you might use for your annotated bibliography. Your annotated bib entries have specific requirements (see your assignment instructions), but finding articles that will help you to complete your Mapping the Issue paper will save you time, and help to build your experience of research in the course.

Keep in mind, you will need to finds sources that speak to:

• 3 different points of view (for, against, and some secret 3rd opinion-- you get to decide)
• the history of your topic
• the key voices in your topic
• the outlook/direction of the conversation surrounding your topic

There are a few databases that can help you find these things. Recommended databases for this course are:

Academic Search Complete

• part of the ebsco host family of databases, lots of different subjects covered, easy to navigate
• front page navigation similar to more traditional research methods

Tip: follow this guide on using Boolean Operators to help curate your keyword search on Academic Search Complete

CQ Researcher

• great for finding historical information, timelines, and for "full reports" will have a pro/con section
• webpage layouts change frequently, page navigation can take some focus
• all articles are peer reviewed by experts in the field
• frequently updated information

Points of View Reference Center

• part of ebsco host family of databases
• similar to CQ Researcher, gives overview information on topic
• has pro/con section
• frequently updated information