Course Overview
Course Overview
Description: Critical analysis of arguments about STEM topics. Examination and application of logical and rhetorical principles. Evaluation of sources and evidence. Composing arguments across a range of genres and media. Students will:
- Identify principles of rhetoric and logical reasoning in arguments about STEM topics.
- Analyze and compose arguments of fact.
- Analyze and compose arguments of value.
- Analyze and compose arguments that advocate on issues of social import using sound reasoning and evidence.
- Compose texts in different genres and multiple media for diverse audiences.
- Engage with the ethical and cultural dimension of argument.
- Evaluate the credibility of evidence when constructing arguments.
Assignments: Assignments for this course were developed based on the classical rhetorical theory of Stasis, a critical method for analyzing and composing arguments. Stasis theory suggests that arguments can be categorized into four main types: arguments of fact (did something happen?), arguments of definition (how should we classify this event?), argument of value/quality (how should we evaluate this event?), and arguments of policy (should action be taken? if so, what action should be taken?). Stasis theory further contends that stasis categories build upon each other and that disputing parties must reach a consensus on lower stasis-level questions before they can move onto questions at the next stasis level.
In addition to in-class writing and activities, students will be asked to complete three main composition assignments related to stasis theory and STEM topics: 1) Writing an Argument of Fact; 2) Writing an Argument of Value; 3) Writing an Argument of Policy.
This section compiles sample syllabi and assignment sequences that span an entire course.
The texts below can be used in the course. You will see that some of the sample assignments on this site use a mix of readings from more than one of the texts recommended here.
"A claim of fact may ask about consequences or reasons, or it may try to establish whether something can be true. For example, I might claim Providing free textbooks would enable more students to stay enrolled in college. That’s a claim of fact: I can prove (or fail to prove) that free books will mean more enrolled students by looking at numbers. Likewise, I can make claims of fact about existing policies or procedures (Most students do not understand our college plagiarism policies) or about reasons or consequences (Netflix users are less likely to go to the movies than those without Netflix)."
Source: The (In)Credible Argument by Jenn Kepka is licensed under a Creative Commons Attribution 4.0 International License
"Claims of value might sound like the kind of claims that get you into arguments over Thanksgiving dinner — and that’s not untrue. However, in academic argument, remember, we’re not trying to get into any fights. We don’t want anyone to stop speaking to anyone else. We’re trying to find reasonable ways to disagree, and sometimes, our disagreements are based on shared values or ethics, not on facts. Shared values might be personally held beliefs, such as religious/spiritual beliefs, but they might also be ethical codes that professional groups adhere to. As a student, you are likely subject to a student Code of Conduct, which is a statement about the shared values or standards upheld by students at your institution. A claim of value, also called a “claim of quality” (Fletcher), makes an argument based on these shared values that something is good or bad."
Source: The (In)Credible Argument by Jenn Kepka is licensed under a Creative Commons Attribution 4.0 International License
Arguments for policy are future-looking arguments that advocate for a preferred course of action. Such arguments, though, are deeply dependent upon the acceptance of related arguments of fact, definition, and value. For example, debates surrounding climate change often break down when one party is making an argument for policy (action should be taken to mitigate climate change) and another party argues that there is still not consensus on the lower stasis levels of fact, definition, and value (is climate change actually occurring? If so, is it man-made? If so, is a mitigating action too costly, either financially or socially, to undertake?).
For the final assignment, students will need to employ lessons from the entire course, marshaling arguments of fact, definition, and value, to make a persuasive policy argument about a STEM topic.
The links collected below provide additional resources for helping students understand course concepts and achieve the course learning objectives
Writing Commons is an "encyclopedia for writers," containing over 800 original articles relevant to the practice of writing in all of its facets. Students may find the following articles useful for developing a general understanding of writing process, research, and information literacy:
"Authority Is Constructed and Contextual"
"Collaboration"
"Empirical Research Methods"
"Genre"
"Information Literacy"
"Information Creation as a Process"
"Quantitative Literacy"
"Scholarship as a Conversation"
Students in this course might find these sections on visual literacy and scientific literacy helpful. The Guide's Merlot site can be found here.
"Table of Contents"
"Visual Literacy: Applying Information Literacy to Visual Materials"
"Science Literacy: Information Literacy in the Sciences"
These links provide helpful supplemental information on developing a research question, conducting effective database keyword searches, and designing thoughtful empirical research methods.
"Developing a Research Question"
"Developing Research Questions and Creating Keywords"
"Empirical Research Methods"
These links provide helpful information on universal design, graphic design, data visualization, and information architecture.
Graphic Design and Print Production Fundamentals (OER Textbook)
Chapter 3.3: "Compositional Principles--Strategies for Arranging Things Better"
Chapter 3.4: "Organizational Principles"
Writing Commons
"Principles of Design" (by Joe Moxley)
"Conducting a Spatial Analysis through the Lens of Universal Design" (by Katherine Silvester, Kate, Chaterdon, and Elizabeth Bentley)
"Your PowerPoint Presentation: Developing an Effective Design" (by Mary Lynn Chambers)
"Creating Scientific Posters" (by Candace Welhausen)
These links provide helpful information regarding the ethical dimensions of written communication.
Kormelink, Joost Groot. "Chapter 2: Applied Ethics for Responsible Innovation." Responsible Innovation, 2nd Edition. OER Textbook, TU Delft.
Levin, Noah. Introduction to Ethics: An Open Educational Resource. (Google Docs).