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Welcome to CM220

As of October 2010, this site is no longer actively maintained.

In Comp I, you learned about thesis statements and body paragraphs. That course focused on the writing process.

In Comp II, you'll be doing persuasive academic writing: presenting an opinion based on research.

This course is built around the research process. All of your assignments will build towards your final persuasive research paper:

You'll choose a topic to research.
You'll reflect on the challenges you expect to face in the Unit 1 assignment on KU-ACE.
You'll explore controversies about your topic in the Unit 3 project (directions, model, and rubric available on KU-ACE). For ideas on researching controversies, see topic exploration.
You'll learn about logical fallacies.
You'll describe your plan for your research in the Unit 4 project, which is a formal research statement(directions, model, and rubric available on KU-ACE).
Finally, you'll take a stand and support it with evidence in your argumentative paper. Details about the first draft are available in Week 6 on KU-ACE; details about the final draft (due Week 8) are available on the Course Home Page on KU-ACE.
You'll share your findings in an informal briefing Week 9.

Handouts will be available on the Assignments page after each class.

Wondering why you have to take Comp II? See results of the Writing: A Ticket to Work survey.

Writers on Writing

I don't see writing as a communication of something already discovered, as "truths" already known. Rather,
I see writing as a job or experiment. It's like any discovery job; you don't know what's going to happen until you try it.
—William Stafford,
Writing to Learn

The writing process is anything a writer does from the time the idea came until the piece is completed or abandoned. There is no particular order.
—Donald Graves,
writing researcher

You have to get the bulk of it down, and then you start to refine it. You have to put down less-than-marvelous material just to keep going, whatever you think the end is going to be, which may be something else altogether by the time you get there.
—Larry Gelbart,
M.A.S.H writer

Read and revise; reread and revise; keep reading and revising until your text seems adequate to your thought.
—Jacques Barzun,
teacher

If we knew what we were doing, it wouldn't be called Research.
     —Albert Einstein,
      scientist

If one cannot state a matter clearly enough so that even an intelligent twelve-year-old can understand it, one should remain within the sheltered walls of the university and laboratory until one gets a better grasp of one's subject matter.
—Margaret Mead,
anthropologist

Easy writing makes hard reading.
—Ernest Hemingway,
novelist

To have a decent career in America you need to be able to write a succession of clear, decent sentences.
—William Zinsser,
author/editor

The ability to express ideas in writing and in speaking heads the list of all requirements for success.
—Peter F. Drucker,
economist

Copyright in these materials belongs to C. Munzenmaier © 2010.
Teachers are free to reproduce or modify them for nonprofit educational use.

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Writers on Writing

I don't see writing as a communication of something already discovered, as "truths" already known. Rather, I see writing as a job or experiment. It's like any discovery job; you don't know what's going to happen until you try it. —William Stafford, Writing to Learn

The writing process is anything a writer does from the time the idea came until the piece is completed or abandoned. There is no particular order. —Donald Graves, writing researcher

You have to get the bulk of it down, and then you start to refine it. You have to put down less-than-marvelous material just to keep going, whatever you think the end is going to be, which may be something else altogether by the time you get there. —Larry Gelbart, M.A.S.H writer

If one cannot state a matter clearly enough so that even an intelligent twelve-year-old can understand it, one should remain within the sheltered walls of the university and laboratory until one gets a better grasp of one's subject matter. —Margaret Mead, anthropologist

I don't see writing as a communication of something already discovered, as "truths" already known. Rather,
I see writing as a job or experiment. It's like any discovery job; you don't know what's going to happen until you try it.
—William Stafford,
Writing to Learn

The writing process is anything a writer does from the time the idea came until the piece is completed or abandoned. There is no particular order.
—Donald Graves,
writing researcher

You have to get the bulk of it down, and then you start to refine it. You have to put down less-than-marvelous material just to keep going, whatever you think the end is going to be, which may be something else altogether by the time you get there.
—Larry Gelbart,
M.A.S.H writer

If one cannot state a matter clearly enough so that even an intelligent twelve-year-old can understand it, one should remain within the sheltered walls of the university and laboratory until one gets a better grasp of one's subject matter.
—Margaret Mead,
anthropologist