Description:

This course offers challenging insights into the act of writing. We will move beyond Composition I and Composition II, focusing on writing persuasively to a select audience; working together to anticipate and defuse objections; supply convincing evidence; synthesize the ideas of others to support our ends; look critically at all sources; and perfect a mature, polished style that is suitable to audience and occasion. 3 hrs./wk.

Supplies: Refer to the instructor's course syllabus for details about any supplies that may be required.

Textbook(s): For information see - http://bookstore.jccc.net

Course Fees: NONE

Course Objectives:

Upon successful completion of this course the student should be able to:

1. Analyze and persuade a select audience.
2. Locate and control source material with precision.
3. Use and adapt a personal voice.
4. Think critically, using logic to promote a desired end.
5. Work collaboratively with fluency.
6. Write with an effective, flexible style.

Content Outline & Competencies:

I. Analyze and Persuade a Select Audience
   A. Explore methods for profiling audiences.
   B. Practice appealing to primary, secondary, and peripheral audiences.
   C. Examine and manipulate evidence for a specific audience.
   D. Construct a persuasive persona based on the needs of a specific
audience.
   E. Manipulate emotional appeals for a target audience.

II. Locate and Control Source Material with Precision
   A. Explore all the resources of a traditional library.
   B. Work with the Internet, refining searches, selecting sources with
discretion and learning how to refute arguments based on questionable
sources.
   C. Use interviews as a regular part of source-supported arguments.

III. Use and Adapt a Personal Voice
   A. Recognize voice in writing.
   B. Practice controlling voice within the demands of a rhetorical
context.
   C. Use flaws in voice of opposing arguments as grounds for refutation.

IV. Think Critically, Using Logic to Promote a Desired End
   A. Identify major logical fallacies.
   B. Refute an argument that uses logical fallacies.
   C. Manipulate logical fallacies to support an argument.
   D. Detect assumptions and biases in opposing arguments and use for
refutation.
   E. Detect assumptions and biases in students' own arguments and use to
advance their arguments.

V. Work Collaboratively with Fluency
   A. Analyze peer drafts and professional models for elements of
effective composition.
   B. Analyze peer drafts and professional models for elements of
effective rhetoric.
   C. Give substantive and specific suggestions for revising drafts.
   D. Discriminate among peer feedback suggestions: weak, lateral, and
strong.

VI. Write with an Effective, Flexible Style
   A. Master a basic "writer's grammar."
   B. Select diction appropriate in connotation, denotation, and tone for
the rhetorical circumstances.
   C. Manipulate sentences at the phrase and clause level to achieve
variety, clarity, and emphasis.
   D. Identify, evaluate, and manipulate the three classical categories of
style.
   E. Practice deliberate style shifts within a larger communication to
achieve a rhetorical effect.
   F. Recognize and manipulate stylistic elements of several discourse
communities, both in and out of the academy.
   G. Work with the classical tropes and schemes.
   H. Write with concision (unless rhetorical situation requires
otherwise).

Methods of Evaluation of Competencies:

Evaluation of student mastery of course competencies will be accomplished using the following methods:

Assignments:

1. Diagnostic - In class (300-400 words)     Ungraded
2. Position (750-1000 words)                 100 points
3. Proposal (750-1000 words)                 100 points
4. Evaluation (750-1000 words)               100 points
5. Major Documented Argument (1200-1500)     150 points
6. Minor Documented Argument (750-1000)      100 points
7. Final (500-750 words)                     100 points  
                                    subtotal             650 points

Additional Work:

1. 12 rough drafts                      @ 5 = 60 points
2. 20 (approx.) homework assignment     @ 3 = 60 points
3. 4 journal grades                     @15 = 60 points
4. 10 in-class writing projects         @ 3 = 30 points
5. 47 class-participation opportunities @ 3 =141 points
                                    subtotal             351 points
                                    Total possible      1001 points

Grading Scale:
   1001-900 points = A     
    899-800 points = B
    799-700 points = C
    699-600 points = D
      < 599 points = F

Caveats:

1. Please note that much of the grade in this course is based on work peripheral (but integral) to the major writing assignments.
2. You must attend class conscientiously and do your classwork diligently to earn a superior grade.

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.