ENG 106 UNIT 1                                                                                         Dr. Monika Brown 2005r

                            1. *Everyone in class reads assigned essays and marks argument thesis, 2-3 reasons, and 2-3 good evidence passages.

                              In class, those who are not in the topic group are informed questioners, commentators, and debate judges.

                            2. Topic Groups (prepare together: in class, then use e-mail or meet); with 2 groups on a topic, roles are divided up

                                one student introduces the topic, issues, and readings (look through WD selections & handout articles)

                                two students each present an essay in WD (use critical reading page): author, title, purpose, argument thesis,
                                two points/reasons, one refutation; a few pieces of evidence, a key quote & your comment

                                two students conduct a 10-minute pro/con debate: pro argument, con side refutates; con argument; pro side refutes

                    Science Issue: Human Gene Manipulation-Human Cloning, Gene Therapy, Eugenics (WD ch.6, Wrtg Guide, handouts )

                 Argue that government or scientists should allow, ban, or support human cloning

                         cloning WD: Silver 198, Conley 211; 106 Guide essays; Churchill “Romancing” handout

                    Argue that government or scientists should allow, ban, or support cloning/gene therapy for cures or improving humans
                        gene therapy or eugenics: Silver 198, Krauthammer 217, Silver “Reprogenetics” handout, movie Gattaca

                    Social Issue: Reducing Poverty ( use WD Ch. 9 and handouts, 1-2 extra sources OK)

                 Argue for or against a specific (government) policy to improve the lives of Americans in poverty or the working poor,
                        such as living/minimum wage, education, tax, job program, marriage/family support, changing public attitudes:

                     reducing poverty: WD Gans 470, Ehrenreich 449, Horn 378, and handouts

                    Humanities Issue: Rock/Rap Music and Youth Culture (use WD 4^th ed chapter, Writing Guide essay, handouts)

                    Argue that parents (or government) should allow or limit teen access to rap or hard rock music

                         rap & rock in youth culture Frith 573-78 only, Berry 610, Brookhiser 606, handouts

                   Argue government should/not fund musicians’ education: promoting musicians Paglia 585, Gracyk 588, Steele ch. 11, 490

                ✍ Essay 1 Public Issue Argument on Genetics, Poverty, or  Rock Music and Youth      

        Directions: Write an essay that contributes to a public debate about a WD controversy in science, society, or culture
 *Write for an audience: U.S. government, experts, the public, or people who fear problems and/or hope for benefits

*This issue essay (like an op-ed article/see C.King) states a focused proposal thesis  (should, should not)
       and defends it with reasons, refutation, evidence, logic, authority (ethos), and emotion (pathos-use I, we)

*Select a few strong arguments for your side, refute good arguments on the other side

*Cite evidence from 3 or 4 sources (at least one WiD). Print sources for class use and include in your folder

       Form and Requirements: 600-750 words, 2-3 pages, 5-8 paragraphs, 3-4 sources

          Title plus heading: your name, course, instructor date

          Introduction (1-2 par); ends with focused proposal or pro/con thesis (should/should not,pro/con)

          Body of 3-5 strong paragraphs of reasons, evidence (personal, sources), analysis & comments:

             *2 to 3 paragraphs that argue for your thesis (feasibility, benefits), with claim & evidence

           *1 or 2 paragraphs (or parts of paragraphs) that refute opposing argument(s) or alternative proposals

          *use 2-3 quotes & 2-3 paraphrases fr.sources: WID, handout, EBSCO; MLA signal phrase&citation

      Conclusion

      Works Cited (MLA, end of paper): 3-4 entries, all cited in the paper (at least 2 from WID)

        Evaluation: based on following directions and the Essay Guidelines and Criteria in the 106 Writing Guide  

  ________________PUBLIC ISSUE ARGUMENT:  PROPOSAL PLAN  ________________________


RHETORICAL SITUATION:  genre—magazine or op-ed essay __________

        audience/readers (circle):  US government, American public, teens, families, etc ___


PROPOSAL THESIS:  The government (or communities, families) should, needs to . . . . 
OR should not  . . . The proposal thesis sentence(s) states 1-2 action(s) that you want people to take.



                                                     BODY OF THE ARGUMENT
**************************************************************************
REASONS:  PROBLEM(S)-what's bad now,                EVIDENCE--that each problem is serious
harmful effects;     can get worse                                    fact, example, anecdote, statistic, quote
                            
      





REASONS: BENEFITS,                                                EVIDENCE that things will get better
practicality, good effects                                                specific support for each reason
predict good consequences of proposal for audience    (example, scenario, analogy, expert   
    and how it’s practical/affordable                               









REFUTATION--respond to opposite side’s objections or concerns or alternative proposal(s)
 
audience's OBJECTION(s)          Your RESPONSES          EVIDENCE for your RESPONSES                         
and/or ALTERNATIVE(s)     (your counter-arguments)    example, scenario, analogy, quote)