How does writing an argument compare/contrast with speaking (or yelling) one? Look at Perry's schema of cognitive development and place your self in that schema. Write about your spot in Perry's schema and how this might relate with project 2.

Writing an argument requires more planning than speaking one. Although it gives one more time to prepare the argument, more time to react to opposing views, etc, the opponents also have this advantage, and more becomes expected of both of you

As for Perrys Schema, I'm not exactly sure what we're supposed to do with that. I'll do a larger post on it, after we discuss it more in class.

Project 3 Response

Project 3 seems like an interesting take on a writing assignment. I am not too keen on actually sending in the finished product, or actually performing the tasks mentioned, but it is intriguing to consider.
Personally, I prefer the 1st project option, but that's simply because I already have a super-secret totally-confidential uber-rare shiny idea.
Option 2 is also a very interesting idea, and seems similar enough to option 1 that students could probably pick between the 2 rather than be forced to do one or the other, with grading not being very (if at all) hampered by the use of two different options.
Option 3, on the other doesn't seem very good. It's description is kinda lax in the details department, and it isn't very clear on what exactly is to be done.