English 15: Rhetoric and Composition
Section 229, Summer 2019. LEAP Pride Mass Media, Nittany
Course Schedule with Assignment Due Dates | Course Description & Requirements | PolicY Statements | Assignments
Assignments
1. Participation (10%)
Participation includes being attentive during class, completing in-class writing and group work, and contributing to discussions. If you are uncomfortable participating during class, bring your questions and observations to me during office hours instead.
At the mid-point of the semester, you will receive a participation grade that counts for 0 points. This will update you on how you are doing and incentivize you to either increase your participation, or continue the good work that you’re doing.
After the course ends, I will evaluate your participation throughout the whole semester and indicate the corresponding grade in Canvas.
As a guideline, here is a rubric for participation grades.
A: Superior (100%)
Participates or offers to participate multiple times per class. Insightful comments using terms and concepts from the readings and other classes. Very attentive and engaged in the particulars of the class discussion. Makes substantial contributions in group activities.
A- (93.99%)
B+ (89.99%)
B: Good (86.99%)
Participates or offers to participate once per class. Offers insightful comments, though occasionally too general or not relevant. Attentive. Actively contributes to group activities.
B- (83.99%)
C+ (79.99%)
C: Competent (76.99%)
Participates or offers to participate during half the class meetings. Offers occasionally constructive comments. At times inattentive. Occasionally uses computers for tasks unrelated to the class meeting. Participates a minimal amount in group activities.
D: Marginally Acceptable (69.99%)
Doesn’t participate unless specifically asked to do so. Offers comments heavily driven by personal opinion, with minimal relation to the current discussion. Generally inattentive. Often uses computers for tasks unrelated to the class meeting. Speaks while others are talking. Nods off during class. Does not participate in group activities.
F: Unacceptable (59.99%)
Refuses to participate. Disrupts class or is disrespectful of other classmates. Frequently sleeps during class. Disrupts group activities. Excessive absences from class.
2. Planning Worksheets, Rough Drafts, and In-Class Work (10%)
English 015 is a process-oriented writing course. While you will earn points towards your final grade largely through your major assignments, you will also earn points through your timely submission of complete Planning Worksheets, Rough Drafts, and In-Class Work.
Each submission will be evaluated according to the following standards. Note that this assignment uses a simplified grading scale.
A – Superior (100%)
The submission was submitted on time. It meets the minimum length requirements.
D – Marginally Acceptable (69.99%)
The submission was submitted late or it fails to meet the minimum length requirements.
F – Unacceptable (59.99%)
The submission was submitted late and it fails to meet the minimum length requirements.
0 – Not Submitted (0%)
3. Short Responses
Due Jul 1 (Mon), Jul 12 (Fri), Jul 24 (Wed), Aug 1 (Thu)
Essay as a verb means to “attempt; to try to do, effect, [or] accomplish” (Oxford English Dictionary). Throughout the semester, you’ll be asked to complete four short essay assignments that give you opportunities to try out different tasks. You may be asked to respond to a reading, practice a specific rhetorical skill, engage with library resources, or develop a section of a paper you’re working on. These short responses, which respond to specific prompts, will take the form of short papers. Their goal is to give you further opportunities to practice your writing and to learn course content.
Your instructor will announce the prompts and instructions for each short response ahead of the due date. Each response will be evaluated according to the following standards. Note that this assignment uses a simplified grading scale.
A – Superior (100%)
Responds fully and thoughtfully to the prompt or assignment. Displays engagement with the relevant readings and/or writing skills. Uses fresh expression and an appropriate tone and style for the assignment. Demonstrates both the student’s awareness of course lessons and material and the student’s own creativity and original thinking. Meets the length requirement, follows all instructions, and is completed on time.
B- Good/Competent (86.99%)
Responds to the prompt or assignment. Attempts to engage with the relevant readings or writing skills. Uses appropriate tone and style for the assignment. Meets the length requirement, follows all or most of the instructions, and is completed on time.
D – Marginally Acceptable (69.99%)
Does not address the prompt or assignment, engage competently with the relevant readings, or demonstrate personal writing development in style, tone or content. Does not meet the length and/or due-date requirement, or follow all or most of the instructions.
Essay assignments that demonstrate any one of the above problems may be scored as “D,” even if otherwise sufficiently completed.
0 – Not Submitted (0%)
4. Peer Review Responses
Due Jul 3 (Wed), Jul 16 (Tues), Jul 25 (Thu), Aug 6 (Tue)
During in-class writing workshops, you’ll be asked to complete four full-draft peer review assignments. Your instructor will specify the format of these responses to your classmates’ work. The goals of the peer responses are (1) for you to develop collegiality by collaborating with your classmates on applying the concepts of rhetoric and writing you are learning, and (2) for students to come away with substantial feedback they can employ as they revise their draft. To ensure these goals are met, each response will be evaluated according to the following standards (these will be modified slightly for Assignment 4 due to its multimedia nature):
A – Superior (100%)
Responds fully and thoughtfully to the ideas in the peer’s paper. Reflects an understanding of the assignment and of the author’s audience, purpose, and message, including at least one substantial comment on evidence, analysis, and/or arrangement (not just on style) per paragraph. Poses questions whenever such an understanding is unclear. Advises the author on specific ways to meet (even exceed) the criteria for the assignment.
B- Good/Competent (86.99%)
Responds fully and thoughtfully to the ideas in the peer’s paper, as described above, although some of the comments may be unhelpful or vague.
D – Marginally Acceptable (69.99%)
Fails to respond either thoroughly or thoughtfully. That is, there might be an insufficient quantity or length of comments, or they might convey feedback that is not useful for revision.
0 – Not Submitted (0%)
Note: failure to submit a peer review response will also affect your final draft’s grade, since your instructor cannot accept your assignment until it has been peer-reviewed.
5. Assignment 1: Rhetorical Analysis – Essay
Planning Worksheet Due: Jun 28 (Fri) | Rough Draft Due: Jul 3 (Wed) | Final Draft Due: Jul 8 (Mon)
Prompt
A rhetorical analysis evaluates how a rhetor attempts to reach, maybe even influence, an audience. Select one of the four texts listed below:
· “Wikipedia as a Site of Knowledge Production,” by danah boyd (NFG p. 765 – 770)
· “I Shouldn’t Have to Publish This in The New York Times,” by Cory Doctorow (https://nyti.ms/2Rz332D)
· Testimony to Congress Supporting the 9/11 Victim’s Fund, by Jon Stewart (https://nypost.com/2019/06/12/read-jon-stewarts-full-testimony-supporting-the-9-11-victims-fund/) – Note, focus on transcript, not video.
· “Mother Tongue,” by Amy Tan (NFG p. 649 – 655)
Then, analyze it according to the way the text uses rhetorical effects and strategies to make its argument. Use specific textual evidence to establish a general argument (i.e., thesis) about how the text “works.” You should not simply paraphrase or summarize what the rhetor says or composes; rather, your goal is to provide a way of understanding the measure of persuasive effect by analyzing the rhetorical situation.
To do this, first identify the rhetor, intended audience, message, and intended purpose of the text. This information will set the foundation for the rest of your analysis. Next, explain how (and how effectively) the text appeals to its intended audience and employs the means available to the rhetor.
You should go beyond description of the rhetorical elements of the text to look at how those elements work to achieve the rhetor’s purpose. Your ideas should be developed through textual evidence and analysis of that evidence. Finally, evaluate the measure of persuasive effect—decide whether or not the text constitutes a fitting response (of informing, explaining, motivating, identifying, etc.). Make an argument regarding the feature of the text’s rhetoric that is most interesting, revealing, or important.
Process
For brainstorming, on the Planning Worksheet, identify what text you will analyze and identify its Purpose, Audience, Genre, and Stance.
As you are drafting, consider how you are supporting your claims about the text. Refer to specific moments in the text (using quotes and other concrete details) as evidence for your explanation of how the rhetor uses rhetorical strategies. At the same time, consider the balance between description and analysis in your writing. Describe moments in the text in order to make your argument, but remember that your job is not to summarize the text for your readers. Your job is to evaluate the text by analyzing these details and making an argument about their rhetorical effect. After drafting, revise and edit. Consider carefully the organization and coherence of your piece. Develop clear paragraphs that support your thesis organized around a definite topic.
To submit this assignment, at the start of class on Monday, July 8, turn in your submission folder containing:
1. A printed, stapled hardcopy of your rough draft including a peer reviewer’s comments. The peer reviewer’s name should be written clearly in the upper-right hand corner of the first page.
2. A printed, stapled hardcopy of your final draft. That final draft must:
a. Be between 900 and 1,200 words long.
b. Adhere to MLA format and use MLA citation style, as described in NFG Chapter 52 (p. 500).
Grading Criteria
Your essay should:
1. Make a claim (a thesis) about an interesting, potentially persuasive text;
2. Identify the rhetor, intended audience, message, and intended purpose of the text;
3. Assess the text’s employment of available means; and
4. Evaluate the text as a fitting response through sufficient textual evidence and analysis.
A detailed grading rubric will be provided on the day that the assignment is introduced.
6. Assignment 2: Position Argument – Editorial
Planning Worksheet Due: Jul 10 (Wed) | Rough Draft Due: Jul 16 (Tues) | Final Draft Due: Jul 17 (Wed)
Prompt
The Position Argument is your chance to engage in civic deliberation that is mutually productive and creative and influence your readers to understand your position on an issue. Identify a digital-media-related problem or issue that affects a community that you are a part of and that merits your taking a stand. Research and explore the issue, and state your position on the issue in the form of a thesis. Develop reasons and collect evidence to support your thesis in the form of arguments. Then, draft an editorial essay as if it might appear in a publication regularly read by your intended audience. Your goal is to civilly engage with a larger conversation, and create understanding and new insights that build community.
Process
For brainstorming, think about the various ways that you interact with digital media in your daily life. Are there software applications, human behaviors, or government regulations that you find might be problematic or could be changed? What is your position on such issues, and how might those issues be resolved? For your Planning Worksheet, identify the issue and the community it affects. State what publication venue you might use to communicate with that community and what particular change you would like to make.
As you are drafting, consider your audience and how you might engage their interest. What matters to them? How might you persuade them that your issue is a real problem? What credible sources might be most compelling to them? Consider what persuasive arguments, examples, reasoning, and rhetorical appeals will best achieve your purpose and avoid fallacies. To support your position, you should have sufficient evidence (from credible sources) that is properly integrated, cited, and developed through your own reasoning. As you revise and edit, consider tone.
The 1-page cover letter should explain your rhetorical decision-making, and specifically for this paper, it should include: (1) an explanation of your rhetorical purpose, its relation to the issue and your audience, and (2) several examples of rhetorical choices you made to achieve your purpose with an analysis of the outcome.
To submit this assignment, at the start of class on Wednesday, July 17, turn in your submission folder containing:
1. A printed hardcopy of your cover letter, approximately 250 – 300 words long.
2. A printed, stapled hardcopy of your rough draft including a peer reviewer’s comments. The peer reviewer’s name should be written clearly in the upper-right hand corner of the first page.
3. A printed, stapled hardcopy of your final draft. That final draft must:
a. Be between 1,200 and 1,500 words long.
b. Adhere to MLA format and use MLA citation style, as described in NFG Chapter 52 (p. 500).
Grading Criteria
Your essay should:
1. State a clear and arguable position about a digital-media-related problem or issue;
2. Address a limited audience who can help you achieve and/or benefit from your solution;
3. Provide necessary background information;
4. Offer compelling, good reasons for your audience to adopt your position;
5. Offer evidence from credible sources that might be convincing to your audience;
6. Adopt a trustworthy tone; and
7. Demonstrate careful consideration of other positions.
A detailed grading rubric will be provided on the day that the assignment is introduced.
7. Assignment 3: Evaluation Argument – Film Review
Planning Worksheet Due: Jul 19 (Fri) | Rough Draft Due: Jul 25 (Thu) |Final Draft Due: Jul 26 (Fri)
Prompt
In an Evaluation Argument, a rhetor judges something according to certain criteria and supports that judgment with reasons and evidence. In this assignment, you write a review on a film you already know well. You will describe it, create a set of evaluative criteria, and articulate a clear evaluative argument about the film. You will use analyses of specific dialogue, events, or frames of the film to support your argument.
Your audience for this assignment will be your fellow classmates. All submissions will be compiled into a PDF “eBook” and distributed to the class for their use. You will be providing a service to your classmates by recommending they see (or avoid) the film you’ve chosen to review. As a class, you will have created a unique, collected body of knowledge.
Process
For brainstorming, think about the categories that your chosen film falls into. What makes a film in that category excellent? This move from category to criteria is a crucial step toward making an ethical evaluation. The criteria you choose should apply equally well to any film in the category.
For your Planning Worksheet, describe your chosen film and identify its category. Explain at least four criteria that determine the quality of films in that category. In addition, provide a copy (or link) of one review by another writer evaluating another film in the same category as your own. For example, if you are evaluating Solo: A Star Wars Story, you might find an article critiquing Star Wars: The Force Awakens or another large-budget science-fiction film.
As you are drafting, consider what persuasive arguments, examples, reasoning, and rhetorical appeals will best achieve your purpose and avoid fallacies. As you revise and edit, consider tone.
The 1-page cover letter should explain your rhetorical decision-making, and specifically for this paper, it should include: (1) an explanation of your rhetorical purpose, its relation to the issue and your audience, and (2) several examples of rhetorical choices you made to achieve your purpose with an analysis of the outcome.
To submit this assignment, at the start of class on Friday, July 26, turn in your submission folder containing:
1. A printed hardcopy of your cover letter, approximately 250 – 300 words long.
2. A printed, stapled hardcopy of your rough draft including a peer reviewer’s comments. The peer reviewer’s name should be written clearly in the upper-right hand corner of the first page.
3. A printed, stapled hardcopy of your final draft. That final draft must:
a. Be between 900 and 1,200 words long.
b. Adhere to MLA format and use MLA citation style, as described in NFG Chapter 52 (p. 500).
Grading Criteria
Your essay should:
1. Concisely describe the chosen film.
2. State clearly defined criteria.
3. Demonstrate thorough knowledge of the film.
4. Include a balanced and fair assessment.
5. Provide well-supported reasons.
A detailed grading rubric will be provided on the day that the assignment is introduced.
8. Assignment 4: Memoir Podcast
Proposal Due: Jul 30 (Tue) | Script Due: Aug 2 (Fri) | Rough Draft Due: Aug 6 (Tue) |Final Draft Due: Aug 7 (Wed)
Prompt
In this assignment, you apply your understandings of rhetoric and media by narrating either a moment where a media text deeply affected you or influenced your behavior in or perception of the world, or a moment in which a media text you created affected someone else or influenced their behavior in or perception of the world. With this assignment, you will narrate a memorable moment to an audience with a clear rhetorical purpose through a carefully selected sequence of events, vivid sensory details, characters, scenery, dialogue, and personal reflection. You will deliver this story in the form of an audio podcast. You will also submit a cover letter that explains the thinking that guided your rhetorical choices.
Process
As you brainstorm, you will think of a variety of significant—or insignificant—experiences in your life as a consumer and producer of media. You should analyze each of these options for your rhetorical purpose, their value to a particular audience, and how they can be delivered through a specific medium to fit that audience and purpose.
As you plan your project, consider the resources and constraints of podcast. You will certainly want to draft a script for your podcast, but you’ll also want to consider how you will deliver that script, how you might integrate recordings of your subject speaking or others speaking about your subject, and how you best make use of an aural medium. The Media Commons and your instructor have a wealth of resources to assist and support you in working with this new medium, but it is your responsibility to be proactive in seeking help when you need it.
As you write your proposal, you will articulate your exigence, audience, and the carefully chosen sequence of events that support your purpose. In your proposal, you may also indicate important details, scenes, characters, or dialogue you plan to include.
The process of drafting will involve writing a script and creating a rough draft. Be sure to leave plenty of time for editing and revision. Multimedia editing can be time-consuming. In addition to checking for smooth and effective use of the podcast medium, you will also need to pay attention to language and style, demonstrating purposeful use of sentence variety for emphasis.
In addition, you will spend some time composing a cover letter to support your instructor in evaluating your podcast. In one page or less, the cover letter should explain the rhetorical choices that went into making your podcast by (1) directly addressing how you balanced the resources and constraints of your rhetorical situation and (2) providing several examples with analysis that support your explanation.
To submit this assignment, before the start of class on Wednesday, August 7:
1. Upload your 250 – 300 word cover letter to the corresponding Canvas Assignment.
2. Upload your 5 – 7 minute podcast to the corresponding Canvas Assignment. Only .mp3 files will be accepted.
Grading Criteria
Your assignment should:
1. Narrate a moment where a media text affected or influenced you, or in which a media text you created affected or influenced someone else;
2. Address and appeal to an audience who will benefit from this story;
3. Use vivid details and story structure to engage your audience;
4. Support this memoir by using the rhetorical methods of development and appeals;
5. Effectively tap the available means of a podcast to reach the audience; and
6. Explain and defend these rhetorical choices in a cover letter