Catalog Description

Prerequisite: Completion of ENGL C1000 with grade of "C" or better
Hours: 54 lecture
Description: Argumentation and rhetorical criticism focuses on methods of critical inquiry, advocacy, and argumentative writing through the written and oral traditions. Students will refine and strengthen critical thinking skills necessary to identify, analyze, and evaluate communicative messages and arguments in a variety of forms. Theoretical components will introduce students to perspectives toward argument analysis to develop and use basic criteria for identifying and evaluating effective, ethical arguments. Significant emphasis will be placed on the sophistication of writing assignments surrounding argument and rhetoric producing at least 5,000 words for the semester. (C-ID COMM 120) (CSU, UC)

Course Student Learning Outcomes

  • CSLO #1: Explain the relationship between theories of argumentation and the implementation of argumentation based on type and form.
  • CSLO #2: Discuss diverse perspectives in the development and delivery of argument and rhetoric in a variety of forms.
  • CSLO #3: Demonstrate use critical research methods to analyze and evaluate the premises, assumptions, rhetorical properties, and implications in arguments.
  • CSLO #4: Construct written and oral arguments that draw on theoretical perspectives of argumentation to evaluate the use of logic, reasoning, and rhetorical strategy within a variety of texts.

Effective Term

Fall 2025

Course Type

Credit - Degree-applicable

Contact Hours

54

Outside of Class Hours

108

Total Student Learning Hours

162

Course Objectives

  1. Differentiate the components of an argument utilizing various methods of reasoning including inductive and deductive.

  2. Evaluate arguments of different forms across a variety of communication contexts.

  3. Interrogate personal assumptions and implications of claims based on fact, value, and policy using critical methods of inquiry.

  4. Recognize and refute logical fallacies in a variety of formats.

  5. Refine research skills by evaluating primary and secondary sources with respect to relevance, reliability, and appropriateness to rhetorical context.

  6. Develop written and oral arguments that represent diverse rhetorical sensibility, ethical, reasonable, and logical assumptions in order to make informed judgements about communicative phenomena. 

  7. Compose increasingly substantial essays, culminating in at least 5,000 words, using sophisticated rhetorical strategies that emphasize structure, coherence, style, and rhetorical sensitivity for diverse audiences.

General Education Information

  • Approved College Associate Degree GE Applicability
    • AA/AS - Critical Thinking
    • AA/AS - Comm & Analyt Thinking
  • CSU GE Applicability (Recommended-requires CSU approval)
    • CSUGE - A1 Oral Communication
    • CSUGE - A3 Critical Thinking
  • Cal-GETC Applicability (Recommended - Requires External Approval)
    • Cal-GETC 1B - Critical Thinking
  • IGETC Applicability (Recommended-requires CSU/UC approval)
    • IGETC - 1C Oral Communication

Articulation Information

  • CSU Transferable
  • UC Transferable

Methods of Evaluation

  • Classroom Discussions
    • Example: Discussion can be whole class or small groups with a report to the whole class addressing the following questions: What is the nature of argument? What is the relationship between logic and reasoning? How do we make judgments about arguments we experience?
  • Essay Examinations
    • Example: Essay question: Define values and value hierarchies and explain how you might use both to craft an opinion column persuading the reader to abolish a college sport (e.g., football, basketball, fencing, etc.).
  • Objective Examinations
    • Example: Multiple choice question: Which of the following is not a part of an argument according to Toulmin? a. Qualifier b. Claim c. Backing d. Warrant e. Description Short answer question: List and define the canons of rhetoric.
  • Other
    • Example: In a formal essay, of at least 5,000 words, students will demonstrate their ability to critically analyze and evaluate the rhetorical effectiveness of a given text in a well-developed and supported argument of their own.

Repeatable

No

Methods of Instruction

  • Lecture/Discussion
  • Distance Learning

Lecture:

  1. Lecture on Toulmin's approach to rhetoric and explanation of his method of argument analysis. Potential discussion questions: What are the most important aspects of the Toulmin model? How do we determine parts of an argument according to Toulmin? How do we evaluate the effectiveness of an argument according to Toulmin? How is Toulmin's approach to rhetoric different than Aristotle?
  2. When discussing the Neo-Aristotelian tradition of rhetoric, display a list of classical terms. In groups, students map the words that are similar in definition, function, or have a relationship. Students will present their mappings to the class. Students bring in a newspaper or magazine article. In groups students must identify the logical fallacies used in the article and identify the type argument (fact, value, policy).

Distance Learning

  1. Discussion board is created with different issues based on fact, value, and policy. Students organize themselves into groups based on the argument of interest. Students work together to research information to build an argument, provide documented support and refute the opposition. Submission can be submitted as a formal essay, a multimedia presentation, or a media project. Complete projects will be combined in a peer engagement discussion board that will provide all students to evaluate the effectiveness of the groups' argument and offer feedback for improvement.

Typical Out of Class Assignments

Reading Assignments

After doing reading on the scientific approach of Aristotle, students will provide a modern interpretation of his writing on "Usefulness of Rhetoric" using his 4-form proof as a guide. After reading about meaning-centered theory, students will locate a visual-based argument and discuss its effectiveness.

Writing, Problem Solving or Performance

Using a recent newspaper or periodical, students will select an editorial and address the following questions: What is the argument (claim) the author is making? Who is the target audience for the argument? What is the structure of the argument (statement and proof)? How is the evidence presented? What type of reasoning is used to connect the evidence to the claim? What types of appeals (logical, emotional, psychological) is the author using to persuade his target audience? How does the author establish his or her credibility? Finally, diagram the argument using Toulmin's Model of Argument. After determining the debate proposition, each student will select and research one viewpoint of the issue and write a deliberation brief. Debate components will be covered including a fact, value or policy proposition, designation of the central issues, delineation of commonplaces shared with opponents, and definition of key terms. The brief will also contain all the claims the student plans to advance in the debate as well as relevant support and evidence, and an outline of all underlying values and assumptions. Finally, each student will assess the standpoint, power and perspective for each advocate involved in the debate. After each student has a brief prepared, students will enter into a deliberation over the issue. When the deliberation is complete, students will write an analysis of the issue including both, or all, viewpoints. In the analysis, students will evaluate their performance and describe any alterations or significant changes they may have made in their perspective of the issue as a result of the deliberation.

Other (Term projects, research papers, portfolios, etc.)

Critical analysis paper, approximately 5,000 words focuses on the strategic use of rhetorical appeals and persuasive power of a given text. The argument the student makes about the text must address how/why it works rhetorically, not simply what it conveys. Students’ argument must also evaluate rhetorical appeals used within the text in order to determine the overall effectiveness of the text's argument.

Required Materials

  • Advocacy and Opposition: An Introduction to Argumentation
    • Author: Rybacki, D. & Rybacki, K.
    • Publisher: Pearson
    • Publication Date: 2021
    • Text Edition: 7th
    • Classic Textbook?: No
    • OER Link:
    • OER:
  • Everything's an Argument
    • Author: Lunsford, A. and Ruszkiewicz, J.
    • Publisher: Bedford/St. Martins
    • Publication Date: 2021
    • Text Edition: 9th
    • Classic Textbook?: No
    • OER Link:
    • OER:
  • Arguing Using Critical Thinking
    • Author: Martenay, J.
    • Publisher: LibreTexts
    • Publication Date:
    • Text Edition:
    • Classic Textbook?: No
    • OER Link:
    • OER: https://socialsci.libretexts.org/Bookshelves/Communication/Argument_and_Debate/Arguing_Using_Critical_Thinking_(Marteney)
  • How Arguments Work- A Guide to Writing and Analyzing Texts in College
    • Author: Mills, A.
    • Publisher: LibreTexts
    • Publication Date:
    • Text Edition:
    • Classic Textbook?: No
    • OER Link:
    • OER: https://human.libretexts.org/Bookshelves/Composition/Advanced_Composition/How_Arguments_Work_-_A_Guide_to_Writing_and_Analyzing_Texts_in_College_(Mills)
  • The Practice of Argumentation: Effective Reasoning in Communication
    • Author: Zarefsky, D.
    • Publisher: Cambridge University Press
    • Publication Date: 2019
    • Text Edition:
    • Classic Textbook?: No
    • OER Link:
    • OER:
  • Critical Thinking
    • Author: Gurevich, A.
    • Publisher: MHCC Library Press
    • Publication Date: 2019
    • Text Edition:
    • Classic Textbook?: No
    • OER Link:
    • OER: Yes
  • Arguments in Context: An Introduction to Critical Thinking
    • Author: Robinson, T.
    • Publisher: Muhlenberg College
    • Publication Date: 2021
    • Text Edition:
    • Classic Textbook?: No
    • OER Link:
    • OER: Yes
  • Logic and Critical Thinking
    • Author: Levin, N. & Sheley, J.D.
    • Publisher: NGE Far Press
    • Publication Date: 2019
    • Text Edition:
    • Classic Textbook?: No
    • OER Link:
    • OER: Yes
  • Diving into Rhetoric: A Rhetorical View of History, Communication, and Composition
    • Author: Palmer, K.
    • Publisher: The Worry Free Writer
    • Publication Date: 2020
    • Text Edition:
    • Classic Textbook?: No
    • OER Link:
    • OER: Yes
  • Argumentation: Critical Thinking in Action
    • Author: Lapakko, D
    • Publisher: Kendall Hunt
    • Publication Date: 2021
    • Text Edition: 5th
    • Classic Textbook?: No
    • OER Link:
    • OER:
  • Arguments and Arguing: The Products and Process of Human Decision Making
    • Author: Hollihan, T.A. & Baaske, K.T.
    • Publisher: Waveland Press
    • Publication Date: 2022
    • Text Edition: 4th
    • Classic Textbook?:
    • OER Link:
    • OER:

Other materials and-or supplies required of students that contribute to the cost of the course.