Argument Unit

ENGL 1020 (MTWR 10:10-12:05 HUM 202)

Objective(s):

1) Compose texts that use multiple oral rhetorical skills. (Empower students to realize their skills.)

2) Enhance skills in transference/translation of oral communication skills and written skills.

3) Develop a unique personal communication style that incorporates their emotional, ethical and rational responses to texts. Microcosm/Macrocosm.

4) Develop critical thinking skills in line with Rogerian argument structure and method.

a. Problem-solving approach

b. objectivity (balanced view of argument)

c. consensus-building (Rogerian win-win argument).

d. Develop active listening skills/empathy.

e. Audience awareness. Tennessean model; This American Life; SNL.

f. Engage multiple perspectives.

g. Build argument (structure)—list of questions, format

h. Entertainment (compelling)/provocation?

i. Empathy building.

j. Awareness of impact of diction/language.

Activities:

Culminating Project/Activity:

1) Create a podcast response. Model: This American Life.

a. Specialized skills; digital media, performance. Mosaic structure—multiple points of view, interaction, interviews. Frame of narrator—introduces and solves problem.

2) Editorial. Model: Letter to the Editor.

3) Blog/Digital Media Analysis. Analysis of Forums and threads. Higher Order Thinking skills and positives and negatives in specific arguments in threads.

a. Model: Analytical Essay

b. Model: Openzine/Blog.

10-11

Argument Overview: Explain next four days

Theme: Rules of Engagement: Persuasive Arguments in Digital Media (Lakeisha/Chasitie)

Discussion of TN: General reactions (List of Prompt Questions)

Model consensus-building exercise

Rogerian Template (Michael/Grant):

Model Responses

Workshop

Gaile; Rachel

Editorial; This American Life; Blog Analysis

Openzine

Workshop

11-12

Handouts: Responses: Agree/Disagree

Post and discuss (Handout and Process & Questions):

Rogerian template (M/G) with examples; present discuss

Jeryn: contact people (Alanna. Magda-blog-editorial/Kathryn-editorial/Chasitie-blog; Jeryn: podcast)

Language—mark-up a text

Reaction to TN Video

Likes	Dislikes
Problematic admin	Vague ref’s to scores, rates
States problem clearly	“some people”—experts
Video prompts reading	Background music—overly dramatic Amityville horror sound
Recruiting issues	No actual student experiences (students/faculty represented by picture)
In-state/out-of-state tuition diff. (Good detail)?

Discuss as group: What is the goal of the video?

Summary; preview. Make you read the articles.

Is the video successful? Is “scare” tactic overkill? Makes you concerned. If the video is so problem-oriented, the articles will be biased.

School of last resort

Like	Dislike
Numbers don’t lie (less than Community College)	Numbers not included
VP says there’s a problem	Interview one student—to make generalization?
Purge 800 students	False generalization on pro and con
	No quote from intern

What is the thesis of this section? TSU is not attracting “top-notch” students.

False dichotomy: Top Notch or Last Resort—no middle ground If you attend TSU, you are low-performing.

Can you rely upon test scores and gpa alone? Access to underserved population. We may have lower ACT scores, but our graduation rates are consistent with TBR. Over-generalization.

Forum Thread: TSU as Jim Crow

Like	Dislike
So outrageous it’s inspiring	Cultural-historical connection—applies to all races

Thesis: No need for “black” college today. Angry black chick. Can’t tell a people how to feel. Do we need Catholic schools? Arts-intensive schools? Why are 8000 people willing to go here?

Handout 2

1) Choose two comments from a single forum thread that seem to disagree. Can you find any points of agreement or consensus?

Presentation

Handout: presentation—students choose text to respond to using handout 2:

Can you find consensus between the two forum comments.

djhandley wrote:

"Total lie", "A joke", "Grow up and take care of your own business". Why would I put myself through this if I knew the class did not count? Even if students are informed upon entering TSU that developmental courses do not count towards graduation it is the RESPONSIBILITY of the ADVISORS to reiterate that fact! I was ADVISED by three advisors with no mention of my developmental class. All THREE of them told me the same two classes that I needed to take in order to fulfill my 120 credit hours and obtain my degree. I took the RESPONSIBILITY to ask not one, but THREE people becuase I know how TSU can be. TSU's website clearly states that students may not participate in the graduation ceremony if they do not have all of their credit hours, no exceptions. Someone must have overlooked that VERY IMPORTANT part when approving my application. But, I just so happen to be the irresponsible one when TSU's administration did not do their job properly? HA!

jmall15 wrote:

NOW I will admit...the administation is CRAP...but dont blame them for your shortcomings. You get a HUGE book full of all the degrees offered and what classes are needed to obtain those degrees. If you can read, you are informed of whats REQUIRED. Come on now.. be an adult and take some responsibility. I think because the administration is CRAP .. they get blamed for more than what the need to. TSU is a good school.. great professors..New leadership is needed. When the new leaders are in place, I guarantee you that the students and the mentality will also.
7/14/2010 10:39:05 AM

	Rogerian
Introduction	State the problem you hope to resolve. By presenting your issue as a problem you raise the possibility of positive change. Often opponents will want to solve the same problem. Not the rodeo clown approach—but already building sense of empathy—common problem Consensus through problem solving; presenting in humane way—dialogue not dialectic What are the possibilities—you’re going to need input from others
Summary of Opposing Views	As accurately and neutrally as possible, state the views of the people with whom you disagree. By doing this you show that you are capable of listening without judging and have given a fair hearing to people who think differently from you. Consensus and empathy up front—classical model seeks to refute from get-go
Statement of Understanding	Also called the statement of validity. Show that you understand that there are situations in which these views are valid. Which parts of the opposing argument s do you concede? Under which conditions might you share these views? Stipulation such as gun training, safe place, permit, lock, etc.
Statement of Your Position	Now that readers have seen that you’ve given full consideration to views other than your own, they should be prepared to listen fairly to your views. State your position. Not an agonistic model—me and you—a consensus model
Statement of Contexts	Describe situations in which you hope your views will be honored. By showing that your position has merit in specific contexts, you recognize that people won’t agree with you all of the time. However, opponents are allowed to agree in part and share common ground.
Statement of Benefits	Appeal to the self-interest of your opponents by showing how they would benefit from accepting your position; this concludes your essay on a hopeful, positive note. More open-ended, not win-or-less; Traditional argument Agon-based (gk for struggle) where
	Rogers is consensus-based. Mediation instead of adversary trial.

Introduction
Summary of Opposing Views
Statement of Position
Statement of Contexts
Statement of Benefits