Course Content and Outcome Guide for WR 122H

Course Number:
WR 122H
Course Title:
English Composition: Honors
Credit Hours:
Lecture Hours:
Lecture/Lab Hours:
Lab Hours:
Special Fee:

Course Description

Honors WR 122. Focuses on argument as a means of inquiry, clear and appropriate writing style, and critical reading. Explores ideas and issues through discussion and writing. Students compose analytical, argumentative, and/or expository essays with appropriate documentation. Students will explore principles of classical and neoclassical rhetoric theory while becoming confident members of the academic community. Prerequisite: WR 121 and 3.25 GPA. Audit available.

Intended Outcomes for the course

•Use critical thinking and problem-solving in the context of research to locate, evaluate, and select sources; draw reasonable inferences from a variety of sources; perceive and establish relationships among multiple sources; analyze the structure and organization of sources as well as the structure and organization of one€™s own writing.
•Identify and define issues at the core of an argument in order to analyze the main support of a written argument.
•Use critical thinking to write effective arguments; support and develop one€™s own argument; concisely summarize written arguments from primary and secondary sources; articulate varying points of view, particularly those at odds with the writer€™s point of view, in a fair and empathetic way.
•Use argument as a means of inquiry as well as persuasion.
•Suit writing style/voice to the intended audience and purpose.
Additional Honors Outcomes:
Enhances the experience of the traditional WR122 course by enabling students to:

•Enjoy an increased awareness of language by understanding the historical context of current principles of verbal and written discourse and through the use of classical and neo-classical rhetorical theory.
•Comfortably and competently use the vocabulary of rhetoric theory and apply the terminology of rhetoric theory to current cultural phenomena and circumstances.
•Use basic principles of psycho-and socio-linguistic self-defense as cued by the classical and neo-classical rhetoricians encountered.
•Enrich their lives through an understanding not only of the €œhow€ of discourse, but also through an understanding of the €œwhy€ of discourse.

Course Activities and Design

Students will create a community enhanced by vocabulary and practices of classical rhetoric theory. For example, students will extend principles of dialectics to current inquiry-based research writing.
Students will become active in the academic community by presenting their works through class presentations, proposals submitted to conferences, and/or articles submitted to publications.

Outcome Assessment Strategies

The instructor will assess students using the following:
• out-of-class writing
• responses to assigned texts
• class discussion
• in-class writing
• research tasks
• multiple drafts of academic essays
The instructor may assess students using the following:
• study questions
• reading journal
• presentations

Course Content (Themes, Concepts, Issues and Skills)

General composition concerns, such as:
• audience
• purpose
• process:
o invention
o arrangement
o style
o memory
o delivery
General rhetorical concerns, such as:
• dialectics
• topoi
• situation of discourse or argument
• forensic discourse
• deliberative discourse
• epideictic discourse
• ethos, pathos, logos
• imitatio
• burden of proof, presumption of favor
• belletrism
• appeals to various psychological faculties
• awareness of the academic community
Elements of argument, such as:
• inquiry
• persuasion
• issues
• assumptions
• fallacies
• claims
• evidence
• thesis
• logic
Elements of research, such as:
• validity of sources
• library resources
• internet/electronic resources
• plagiarism
• paraphrase/summary/quotation
• inference/analysis/synthesis
• awareness of publications
Elements of style, such as:
• diction
• syntax
• tone
• figurative language
• sexist language
• usage levels