Emphasis will be the logical means of supporting claims in argumentative essays, thesis statements, and reasoning; including logic, style, and research.
Course Outcomes:
1. Analyze the rhetorical needs (the needs of their audience in relationship to the assignment) for college-level persuasive writing assignments.
2. Apply appropriate levels of critical thinking strategies (knowledge, comprehension, application, analysis, synthesis, evaluation) in their written assignments, with an emphasis on analysis and evaluation/persuasion.
3. Implement appropriate rhetorical elements and organization (introduction, thesis, development and support, counter-argument, conclusion, etc.) in their written assignments, with an emphasis on standard argument models, particularly the Toulmin model.
4. Locate, evaluate, and integrate high-quality information and opinion appropriate for college-level analysis and argument assignments.
5. Craft sentences and paragraphs that communicate their ideas clearly and effectively using words, sentence patterns, and writing conventions at a high college level to make their writing clear, credible, and persuasive.
COURSE OBJECTIVES: At the completion of WR122, successful students should be able to:
Analyze the rhetorical needs (the needs of their audience in relationship to the assignment) for academically-oriented writing assignments.
Apply appropriate levels of critical thinking strategies (knowledge, comprehension, application, analysis, synthesis, evaluation) in their written assignments, with a focus on factual, analytical, and evaluative writing.
Implement appropriate rhetorical elements and organization (introduction, thesis, development and support, definition, narration, comparison, conclusion, etc.) in their written assignments.
Locate, evaluate, and integrate high-quality information and opinion appropriate for college-level informational, analytical and evaluative assignments.
Craft sentences and paragraphs that communicate their ideas clearly and effectively using words, sentence patterns, and writing conventions at a college level to make their writing clear, credible, and precise.
A remix of several OER chemistry textbooks customized for use at LBCC. Note that some chapters have a more open license. The second of a three term college chemistry sequence for students in human performance, certain health occupations programs, agriculture, animal science, and fisheries and wildlife. This sequence is for students who have had no previous training in chemistry and whose program of study requires only a one-year sequence of college chemistry. Topics include atomic structure, periodic trends, covalent and ionic bonding, atomic and molecular orbital theory, phase changes, colligative properties, intermolecular forces, and organic chemistry.