EA=Everything's an
Argument (text book)
CCM=College
Composition Manual
Below is the class
schedule. It is subject to change. I will link readings and videos to this page
whenever possible. Otherwise I will let you know where they are available for
download.
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Day
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Topics/Activities
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Reading to be
completed before class:
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Writing Due by
midnight of the following day of class.
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Week 1
Day 1
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Introduction to course (syllabus, schedule, policies)
Defining “Rhetoric”
Introduce Inquiry 1, Reflecting on Community
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Watch what is Eng. 109 video
Watch video tour of blogpage
Watch “What
is rhetoric?” video.
Watch “Inquiry”
video.
Read Inquiry 1
assignment sheet.
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Write about a community you belong to and how you came to
have membership in that community. Consider this your classroom introduction.
(500 words min.) This assignment can be due on Monday anytime before
midnight. Assignments from here on out need to be done before class.
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Week 1
Day 2
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Student introductions through blog postings.
Rhetoric in everyday life.
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Read EA Ch. 1
Read your classmates postings.
Read Amy Tan’s “Mother
Tongue”
Watch Laufenberg TED video.
Watch Writing
as Inquiry.
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Respond to at least 3 peer introductions (150 words each).
Find 3 examples of rhetoric from a culture outside of your
own that you engage with (they can be pictures, articles, hyperlinks, etc.)
and post them on your blog with a brief (less than 50 word explanation).
Comment on others' examples.
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Week 1
Day 3
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Writer’s letters as projective tools.
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Read Vonnegut, “I have been called a Luddite” (in Niikha
Resources)
Watch Reflective
writing video
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Reply to Vonnegut’s claim: Do electronic communities
really build nothing as Vonnegut says? Why or why not? Give evidence from the
postings, reading, and your post from day 1 of class. (300 words)
Conduct peer review of rough draft of inquiry 1 using
Google Docs.
Take Google Hangout Survey for scheduling.
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Week 1
Day 4
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Group discussions using Google hangout (45 min.). We will
discuss rhetorics that reach across cultures and whether computer technology helps
or hinders that reach.
Introduction to Inquiry 2, Rhetorical Analysis of a
Community
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Read EA Ch. 2-4 over the weekend.
Re-read Vonnegut & see where he uses certain
rhetorical tools.
Read assignment
sheet for Inquiry 2.
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Inquiry 1 due on
Friday by midnight. Turn in via Google docs.
Post your findings about Vonnegut’s use of rhetorical
tools (250 words) and discuss with three classmates (150 words each).
Prepare ideas for our conference on Inquiry 2.
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Week 2 Day 1
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Google Hangout conferences on Inquiry 1 final drafts and
ideas for Inquiry 2 topics (20 min.)
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Watch video
on peer review
Read examples of Inquiry 1 writer's letters from
CCM.
Read guidelines for peer review (on main blog page).
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Make a rough draft of proposal based on our conference in
the form of a writer's letter.
Peer review workshop of Inquiry 1 writer's letter through
Google Docs.
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Week 2
Day 2
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Complete proposal activity.
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Proposal activity
Read EA Ch. 5
Read Selzer "Rhetorical Anlaysis” (in CCM and Niikha
Resources)
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Post your proposal for an online community and research
focus on your blog.
*This is your writer's letter for Inquiry 1! (250-400
words).
Give feedback to at least three peers.
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Week 2
Day 3
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Discuss your findings about your online community.
Examining context(s).
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Watch video
series on argument (watch through video four)
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Post about your online community: What have you found out?
What are the most valued rhetorical elements? What sorts of arguments are
being made? What are some of the greater contexts of your community? (300
words)
Look at your peers' work and comment.
*You should have a solid draft ready for peer review on
Tuesday!
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Week 2
Day 4
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Application of rhetorical tools in analysis.
Take assessment survey.
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Watch Rhetorical
analysis overview.
Read my blog post on how we will conduct peer review this
week.
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Blog post on which corner of the rhetorical triangle your
argument builds from. (250 words).
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Week 3
Day 1
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Peer review of Inquiry 2
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Read assignment
sheet for Inquiry 3 a & b.
Read EA Ch. 6
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Integrate peer feedback for Inquiry 2 into draft and
polish it for turn-in.
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Week 3 Day 2
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Introduce Inquiry 3(a), What is Public?
How sources shape conversation.
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Take survey for
class discussion times.
Read “Just Walk on By” (in Niikha Resources) & article
about Trayvon
Martin case.
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Inquiry 2 due by
midnight
Blog post on the publics involved in the Martin case: Who
is the public here? Who defines public? (250 words).
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Week 3 Day 3
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Class discussion on relating “Just Walk on By” to the
Trayvon Martin case via Google Hangout (45 min.) Thurs. from 11:15 am-noon
and Sat. from noon-12:45 pm
Finding supporting evidence and community.
Look over examples of how researchers put their research
materials in conversation with each other.
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Read EA Ch. 7-9
Watch Library videos
(all three linked on homepage).
Watch Finding
Journals,
This might be somewhat redundant, but it also might help!
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Work on creating a research dialogue, map/infographic, or
annotated bib. You will need to have at least 5 sources—2 peer reviewed, 3
non-peer reviewed.
Fill out scheduling survey for our class discussion(s) on
Monday.
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Week 3
Day 4
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Do negative cultural attitudes exist in educated spaces
like academia?
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Watch “Asians in the Library” video and this response.
Read article about “Oxford Asians.”
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Post on your blogsite about how this relates to our
conversation about Trayvon Martin. But more importantly, how did communities
use media to respond to these issues of racism? (500 words).
Work on your Inquiry 3a project!
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Week 4
Day 1
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Class discussion will be divided into two parts:
1. What relationships were developed/created through
putting research in dialogue? Make sure you have looked at your peers' work
before class time!
2. Is media fluency important for engaging the community?
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Read Inquiry 3s from CCM.
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Inquiry 3a due by
midnight via Google Docs.
Post on your blogsite how you are doing. This can be
informal (about 150 words). Read what others are doing and comment (50
words).
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Week 4 Day 2
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Conferences on 3a and making plans for 3b
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Begin drafting 3b
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Week 4
Day 3
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Integrating your voice into the digital community.
Applying the principles from Inquiry 2.
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Week 4
Day 4
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Intro to Inquiry 4 and multimodal culture.
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Read Inquiry 4 assignment sheet.
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Continue working on 3b.
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