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Catalog Description Prerequisite: Completion of ENGL C1000 with grade of "C" or better Advisory: Completion of COMM 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 basic criteria for identifying and evaluating effective, ethical arguments both written and orally. Significant emphasis will be placed on the sophistication of writing assignments surrounding argumentative and rhetorical theory. Students will write a minimum 5,000 words during the course. (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 the use critical research methods to analyze and evaluate premises, assumptions, rhetorical properties, and implications in arguments. CSLO #4: Construct written and oral arguments that draw on theoretical perspectives of argumentation and rhetorical criticism to evaluate the use of logic, reasoning, and rhetorical strategy within a variety of texts. CSLO #5: Integrate strategies of writing and presenting a progression of arguments, written and orally demonstrating increasingly complex development, critical thought, and advocacy. Effective Term Fall 2026 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Write organized and well-supported essays (1,500-3,000 words) using sophisticated rhetorical strategies that emphasize structure, coherence, style, and rhetorical sensitivity for diverse audiences culminating in at least 5,000 words . Develop written and oral arguments that represent diverse rhetorical sensibility, ethical, reasonable, and logical assumptions in order to make informed judgements about communicative phenomena and messages. Refine research skills by evaluating primary and secondary sources with respect to relevance, reliability, and appropriateness to rhetorical context.  Differentiate the components of an argument utilizing various methods of reasoning including inductive and deductive. Evaluate arguments of different forms across a variety of communication contexts. Interrogate personal assumptions and implications of claims based on fact, value, and policy using critical methods of inquiry. Recognize and refute logical fallacies in a variety of formats. 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.). Your essay should be approximately 500-750 words. 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 1,500 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: 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? 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 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. 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 that incorporates structured, persuasive argument of approximately 2,000 words. Debate components will cover 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 paper approximately 2,500 words of the issue including both, or all, viewpoints. In the analysis, students will evaluate their performance and explain any alterations or significant changes to their argument as a result of the deliberation. Other (Term projects, research papers, portfolios, etc.) Critical analysis paper, approximately 3,000 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?: No OER Link: OER: Argumentation: Understanding and Shaping Arguments Author: Herrick, J.A. Publisher: Strata Publishing, Inc. Publication Date: 2023 Text Edition: 7th Classic Textbook?: No OER Link: OER: Argumentation and Criticial Decision Making Author: Rieke, R., Sillars, M. and Peterson, T. Publisher: Pearson Publication Date: 2021 Text Edition: 8th Classic Textbook?: No OER Link: OER: The Approachable Argument Author: Leigh, M.& Davarni, S.S. Publisher: Kendall Hunt Publishing Publication Date: 2020 Text Edition: 4th Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Completion of FREN 1 or two years of high school French with grade(s) of "C" or better Hours: 72 lecture Description: Continuation of FREN 1 with greater emphasis on speaking and writing. Explores culture, historical figures, and events of the areas where French is spoken. (CSU, UC) Course Student Learning Outcomes CSLO #1: Recognize and paraphrase elementary French spoken in simple past tense at moderate conversational speed. CSLO #2: Produce accurate pronunciation with grammatically correct sentences in Novice High level conversations. CSLO #3: Recognize and explain what is read in simple past tense from any elementary reading passage. CSLO #4: Write short sentences and paragraphs using appropriate syntax in the construction of sentences in simple past tense. CSLO #5: Compare and contrast cultural perspectives based on readings, discussions, and videos. Effective Term Fall 2020 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 144 Total Student Learning Hours 216 Course Objectives Through oral and written exercises, activities, assignments, students will: 1. Express words, phrases and expressions to discuss thematic areas such as social activities, traveling and vacations, fashion, lodging, food and health. 2. Identify and employ regular and irregular verbs ending in 're'. 3. Describe the past by using passé composé with être and avoir. 4. Give commands using the impératif. 5. Express past actions using the imparfait. 6. Narrate events in the recent past using "venir de". 7. Compare adjectives and nouns using comparatives and superlatives. 8. Express one's routine by conjugating reflexive verbs in the present, passé composé and imparfait forms. 9. Discuss real-life situations like booking a trip, renting an apartment, shopping for food and clothes, and visiting the doctor. 10. Use direct, indirect, "y" and "en" pronouns individually and together in sentences. 11. Recognize common vocabulary and grammatical constructions to understand spoken and written French at an elementary level. 12. Differentiate between French, Francophone, and American culture in areas such as geography, food, music, politics, governments, shopping, fashion and social life. 13. Identify French regions on a map of France. 14. Watch and discuss authentic French video clips. 15. Analyze elementary- level readings to identify main ideas, summarize content, and evaluate the validity of statements made about the material. General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3B Humanities IGETC - 6A Lang other than Eng Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Students will read pages in text related to French social security. They will write 2 questions and ask them to a partner in class. They will then discuss and compare their answers with the class. Essay Examinations Example: In French, students will write a restaurant critic, making sure to address the following: ambiance, service, food and location. They will write 30 sentences and provide visuals. They will then compare and discuss their critic. Objective Examinations Example: Students will conjugate the given verbs in the appropriate tense – imparfait or passé composé. Ex: Hier, maman __________ (préparer) un dessert pour l’anniversaire de ma soeur. Elle __________ (cuisiner) toute la matinée pendant que je _______________ (décorer) le salon. Papa et mon frère _________ (faire les courses) au supermarché et aussi, ils ____________ (acheter) des boissons. Grades based on correct answers. Course objective 3 – CSLO 3, 4. Problem Solving Examinations: Students will read a series of sentences that they will put in the chronological order: • Marine et Fatima sont arrivées à Dakar. • Marine est restée à l’hôtel. • Fatima est tombée de vélo. • Fatima a loué un vélo et a fait un tour dans la ville. • Marine et Fatima sont parties de Paris. • Elle est allée à l’hôpital. Grades based on accuracy of answers. Projects Example: Students will record a short video - in French- in which they show their house. They will describe each room and a few objects, using the newly acquired vocabulary pertaining to lodging. Skill Demonstrations Example: Students prepare a dialogue between a hotel receptionist and a client. Students will use vocabulary and grammatical concepts related to lodging and traveling. They must each have a minimum of 8 sentences and present it in front of the class. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: In French, the instructor will ask the date, the season and the weather to the class. The instructor will then show pictures of people doing various activities and describe what they are wearing. Between each picture, the instructor will check for understanding and ask questions such as: “qui porte une robe?”, “qui n’aime pas le vert?”. The instructor will then look around and ask “qui porte une casquette?”, “qui porte une chemise rouge?” so that students will look around and name the person wearing that piece of clothing. After the vocabulary has been introduced in a context and in the target language, students will take turns interviewing their partner on their choice of clothes. Following an instructor lecture on French supermarkets, with a partner, students will look at French supermarkets ads and devise a 3-course menu using partitive adjectives, units of measure, and vocabulary pertaining to the food unit. They will make a shopping list that includes the description and price for each item. They will then share, discuss and compare their findings with the class. (Task-based learning) Distance Learning Instructor will create a graded discussion board prompt on the LMS for students to practice past tense (passé composé). Students will reply to the prompt in written format as well as upload a voice recording. First, students will give a present-tense sentence in French. Students will post a second time to answer/ give the past tense (passé composé) for another student’s present-tense sentence. Instructor will assign a short reading in French on the culture and region of La Nouvelle-Aquitaine (France) from the textbook on pages 442-44 Instructor will then assign a student-driven research of what the student would like to do during a visit to the region. Students will write in French in the text box or upload a document file describing what they would choose to do while visiting the region. Students must also include a web url of the activity or place to visit. This could be a tourism website or link to a video showing the activity. Typical Out of Class Assignments Reading Assignments 1. Assign reading on French cheeses. Recall vocabulary, principles of grammar and cognates to understand the gist of the text. In groups, students will categorize the cheeses and discuss the data related to cheese consumption in France. Students will answer the following questions in groups: 1. Combien de types de fromage sont produits en France? 2. Quels laits sont utilisés pour faire le fromage en France? 3. À quel moment du repas les Français mangent-ils généralement le fromage? 4. Comment célèbre-t-on la Journée nationale du fromage? Grades based on correct answers. 2. Students will watch a short video on Corsica and find its location on a map. Students will then look at a travel brochure on Corsica in pairs. Based on the reading, the students will draw the itinerary on a map and discuss activities offered for each day. After the reading, the students will answer the following questions: 1. Comment allez-vous en Corse? 2. Où le vol arrive-t-il en Corse? 3. Qu’est-ce que vous allez faire à Bastia? 4. Est-ce que vous allez dormir dans des auberges de jeunesse? 5. Qu’est-ce que vous allez prendre comme transports en Corse? 6. Allez-vous faire des randonnées pendant votre séjour? Graded on a rubric. Writing, Problem Solving or Performance 1. Students will write a short paragraph describing their childhood house in the past-tense. They will write about the home's location, the rooms, the furniture, the condition of the house, and the activities they did in the rooms. Other (Term projects, research papers, portfolios, etc.) 1. Internet search on lodging in France. Compare prices, size, indoor and outdoor features of houses/apartments. Discuss findings with a group. Grades based on accuracy of answers. 2. Group presentation of a dish and a French-speaking region or country. Students will talk about the location of the region/country, its historical background, and its specialties. Students will prepare a dish and bring it to class. Rubric grading. Required Materials Espaces Author: Mitchell - Tano Publisher: Vista Higher Learning Publication Date: 2019 Text Edition: 4th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Passcode for online homework.