English 102 – Rhetoric and Persuasive WritingSpring 2013

Daily Course Schedule & ReadingsKristin Winet

Abbreviations:SG = Student’s GuideRFW = Rules for WritersWPL = Writing Public Lives

Note: Homework is listed under the day it should be prepared for the next class. Homework is not accepted late and cannot be submitted electronically under any circumstances. Please print and refer to this document every day!

WEEK 1 – Unit 1: Introduction and Locating Rhetoric in Our Daily LivesR 1/10 In class:

Introductions to course and to each other Review syllabus & course policies Initiation into Rhetorical Analysis – class activityHomework: Purchase course books and supplies. Read through syllabus and bring questions to class. Read “Introduction: What’s the Point in Analyzing?” (WPL 1-

10) Read “1.10 Overview of English 102/108” (SG 27-29) Read “10.1 Rhetoric: From Analysis to Rhetorical Analysis”

and “10.2 Foundations: Rhetorical Situations” (SG 213-218) Mini-Writing # 1: (For the Writing Assignments, please see

the D2L document entitled “Instructions for Mini-Writing Assignments” to ensure that you complete them correctly!) Find an advertisement in print or online and write a (typed) ~2 page response defining your ad’s rhetorical situation: what is the designer’s purpose? Audience? Context? Publication? Is their method of persuasion an effective one? Please staple a printout of your advertisement to your mini-write.

WEEK 2: Classical (Aristotelian) Rhetorical AnalysisT 1/15 In class:

Questions about the syllabus and English 102. Present advertisements and discuss Classical Rhetorical

Analysis. Mini-lecture on elements of persuasion

Instructor: Kristin Mock

Start brainstorming and freewriting personal biography for WW

Homework: D2L: Read the excerpts from Marjane Satrapi’s Persepolis Read “It’s Greek to Me! Using Ethos, Pathos, and Logos

Effectively” (SG 228) Mini-Writing #2: After reading the excerpt from this

graphic memoir, respond to the ways Satrapi constructs her ethos. Describe the purpose of the selection and discuss how her narrative contributes to your understanding of nuanced argument. Include, in your analysis, a thesis describing how she utilizes ethos, pathos, logos, kairos, personae, and other classical concepts we’re studying in class.

Wildcat Writers: Start working on your 1-2 page bio for the high school students. These will be due next week.

R 1/17 In class: Discuss mini-writings & identify elements of persuasion Discuss Dr. King’s “Letter from a Birmingham Jail” in groups Brief review of narrative techniques for autobiographyHomework: Read “Ch. 3 – Visual-Spatial Analysis” (WPL 65-74) D2L: Read the excerpt from anthropologist Rebekah

Nathan’s “My Freshman Year” (pgs. 19-27) Mini-Writing # 3: Using the worksheet on D2L entitled

“Visual/Spatial Analysis Practice,” complete the worksheet for your group’s visual/spatial assignment. Use the vocabulary from the chapter as eloquently as you can.

Wildcat Writers: Continue working on your 1-2 page biography for the high school students. Before class on Tuesday, please upload your final draft to the dropbox in D2L and I’ll forward them on to Ms. Anderson’s class.

WEEK 3: Visual-Spatial AnalysisT 1/22 In class:

Introduction: “draw from memory” activity Group presentations: Visual/Spatial analysis practice Introduce Essay #1 Give out bios from HS students – explain trade-off activityHomework: Read “Ch. 7—Writing Your Rhetorical Analysis (WPL 119-

130) Read “10.5 Reading Visual Rhetoric” (SG 230-232) D2L: Examine the two tourism images of Tucson Mini-Writing #4: Please examine the two photos—one from

an advertising brochure for Tucson and one an amateur

Instructor: Kristin Mock

photographer posted on Flickr. Think about how these artists have rhetorically constructed a notion of “place.” How effective are their arguments? Identify particular areas for your visual analysis using the example in SG as a springboard.

Work on your product for your WW partner—these are due on Tues. 1/29!

R 1/24 In class:

“Reading” Images: how to rhetorically analyze an image Refined topic brainstorming & draftingHomework: Read “Ch. 4 – Contexts: Reading Culture in Rhetorical Texts”

(WPL 77-83) Read “Ch.10 – Patterns of Belief: Analyzing Cultural Values

and Ideology in Controversies” (WPL 223-233) Work on your product for your WW partner—these are due

on Tues.!

WEEK 4: Cultural/Ideological AnalysisT 1/29 In class:

**WW Event: Meet & Greet with Ms. Anderson’s English class

Homework: Mini-Writing #5: Rhetorical Analysis Proposal

(paragraph): Please see the document on D2L for instructions on how to craft your proposal.

Read SG “10.4 Putting it Together: Writing a Rhetorical Analysis,” 227-229)

Read RFW pg.27-31 “Writing Effective Thesis Statements”

R 1/31 In class: Quotes & ideographs Analysis of Ronald Reagan’s speech with cultural/ideological

lens Essays from the “Readings for Rhetorical Analysis” section of

WPL (pg.131-192) Work on rough drafts in classHomework: Read RFW pg.83-95: “Constructing Reasonable Arguments” Read RFW pg.36-45: “Make Global Revisions: Think Big,”

“Revise and Edit Sentences,” and “Student Essay” Bring TWO copies of your rough draft to next class!

WEEK 5: Writing/Expanding a Rhetorical AnalysisT 2/5 In class:

Instructor: Kristin Mock

Round-table proposal discussions and brainstorming In-class peer review sessionHomework: Read RFW pg.526-532: “Sample Research Paper: MLA

Style” and make sure to use this format for your paper D2L: Please read Anne Lamott’s “Shitty First Drafts” and

be prepared to relate to your own writing process Bring in ONE copy of your rough draft

R 2/7 In class: In-class freewrite and discussion of writing process Stylistics review: working with drafts, writing for styleHomework: Read “11.1 Controversy Analysis: An Overview” (SG 243-

247) Please compile your portfolio for Essay 1 to turn in and

upload the final draft to D2L before class begins on Tuesday, February 12th!

UNIT TWO: Controversy Analysis

WEEK 6: Thinking About Controversy RhetoricallyT 2/12 In class:

Discuss the notion of Controversy Analysis from a rhetorical standpoint

Narrowing focuses/exploring topicsHomework: Read “Introduction: Getting Ready to Join the Conversation”

(WPL 194-197) Read Chapter 8 in WPL: “Discovering and Focusing on a

Conversation” (WPL 199-208) Mini-Writing #1: Choose *two* of the readings from

Controversy Cluster B: Health Care Reform (WPL pg.251) and briefly skim them. Then, write a short rhetorical analysis of the two pieces. How do they speak to each other? What is the purpose of each piece? How do they complicate the already complicated notion of health care in the United States?

Complete the first Library Assignment (linked from D2L): Exploring Topics and associated worksheet Optional: If you’re not a great time manager, make an

assignment schedule for this unit here: http://www.library.arizona.edu/help/tutorials/scheduler/

R 2/14 In class:

Instructor: Kristin Mock

Introduce logical fallacies and practice identifying them (How is logic misused? How is pathos manipulated? How can ethos be compromised?)

Relate logical fallacy to controversy analysis Topic generation workshop; “chalk-talk” exercise &

brainstormingHomework: Read Chapter 9 in WPL: “Finding and Conducting Research

on a Local Issue” (WPL 209-221) Read Chapter 7 in SG: 7.2 “Choosing a Research Topic,” 7.3

“Narrowing Your Research Topic”AND Chapter 11: 11.3 “Tips on Choosing a Topic for the Controversy Analysis”

Read RFW pg.421-423 “Pose Questions Worth Exploring” Mini-Writing #2: Using the readings in SG and RFW, write

three tentative research topics that might interest you and three research questions under each one. Discuss why each topic might interest you and what your personal connection to each topic might be.

Complete the second Library Assignment (linked from D2L): Beginning Research and associated worksheet

WEEK 7: Putting the Texts into Dialogue: Compiling SourcesT 2/19 In class:

**U of A Main Library Day: meet in front of Main Library’s doors! We will be briefly be going over some of the content listed here and then you will have time to research on your own: http://www.library.arizona.edu/services/for-faculty-instructors/resources-for-english-composition-102-104-108

Practice writing research questions (using RFW examples)Homework: Read Chapter 11 in SG: “11.5 The Research Proposal” Read RFW pg.442-447 “Read with an Open Mind and a

Critical Eye” Mini-Writing #3: Using the information you were able to

gather at the library today, please complete *The Research Proposal* (See document on D2L for further instructions).

Complete the third Library Assignment (linked from D2L): Further Your Research and associated worksheet

R 2/21 In class: Evaluating sources and note-taking strategies using RFW:

leading to the Annotated Bibliography assignment Exercise – reclaiming your topic (exercise from The Curious

Reseacher). Discuss research in groups.

Instructor: Kristin Mock

Turn in research proposals and sign up for conferences next week!

Homework due: Read RFW pg. 448-449 “Maintain a Working Bibliography” Mini-Writing #4: Compile your “Working Bibliography”

with at least 4 sources and discuss (in a few sentences) why each source will be a good one for your controversy analysis. Discuss the strengths/weaknesses of each piece rhetorically—read like a writer!

Prepare for your conference next week! Complete the fourth Library Assignment (linked from D2L):

Use Your Results and associated worksheet

WEEK 8: Presenting Research/Writing a Bibliography/Small Group ConferencesT 2/26 In class:

**Conferences! (For those of you not conferencing today, please use this time to go to the library and start compiling your annotated bibliography.)

Homework: Read “7.7 Engaging with and Keeping Track of Sources” and

“7.8 The Annotated Bibliography” Complete the fifth Library Assignment (linked from D2L):

Citing Sources in MLA

R 2/28 In class: **Conferences! (For those of you not conferencing

today, please use this time to go to the library and start compiling your annotated bibliography.)

Homework: Finish Annotated Bibliography – due on Tuesday, March 5th!

WEEK 9: Writing the Draft: “Listening” to the ControversyT 3/5 In class:

Annotated Bibliography Due! Prewriting and organization workshop In-class drafting: introductory paragraph & essay

developmentHomework: Read RFW pg.455-456 blue box: “Integrating and Citing

Sources to Avoid Plagiarism” Work on the first 3-5 pages of your Controversy Analysis Print two copies of your rough draft to distribute on

Thursday Consider visiting the Writing Center for peer help or

attending office hours.

Instructor: Kristin Mock

R 3/7 In class: Peer review workshop in class (be sure to bring a laptop or

print the documents before coming to class!)Homework: Begin revising essay based on feedback Consider visiting the Writing Center for peer help or

attending my office hours! Bring RFW to class on Tuesday

M 3/9- F 3/17: **Spring Break!**

WEEK 10: Writing Workshops & Polishing Our DraftsT 3/19 In class:

Revising for Style workshop and Q&A Review MLAHomework: Continue revising essay Consider visiting the Writing Center for peer help!

R 3/21 In class: Q&A for Controversy Analysis Introduce Unit 3: Public Arguments with documentary –

begin viewingHomework: Prepare your final draft for submission on Tuesday

(both D2L and hard copy portfolio)

UNIT THREE: Public Argument

WEEK 11: Introducing Public Arguments and Transforming the Controversy AnalysisT 3/26 In class:

Introduce Unit 3: Public Arguments with documentary – finish viewing

Homework: Read Section 3: “Public Argument” (WPL 315-322) Read Ch.12 “Audiences and Opportunities: How to Use

Research and Rhetorical Analysis to Get Your Voice Heard” (WPL 309-321)

R 3/28 In class: Discuss documentary in terms of public arguments (also

discuss film terminology)

Instructor: Kristin Mock

Discuss assignment for Public Argument and peruse this website: http://web.me.com/chrisminnix/First_Year_Showcase/Welcome.html

Sign up for in-class presentationsHomework: Read Chapter 12 in SG, 12.1 “Public Argument: An

Overview,” 12.2 “Understanding Public Arguments” Read Chapter 13, “Persuasive Possibilities: Thinking

Through the Audience and Genre of Your Public Argument” (WPL 337-343)

Read Ch.15 “Analyzing Visual/Spatial Arguments for a Public Audience” (WPL 379-392)

Read “Adbusters: Create Your Own Print Ad” (WPL 432-436)

WEEK 12: Analyzing Visual-Spatial and Textual Public ArgumentsT 4/2 In class:

Discuss different types of public arguments and narrow down ideas

Brainstorm mediums/ideas in groups Introduction to genre theory Determining multimedia arguments: class activityHomework: Read Ch.16 “Designing and Writing Visual-Spatial Public

Arguments” (WPL 393-409) Read Ch.14 “Writing for the Public: Argumentation and

Imagination” (WPL 355-378) Mini-Writing #1: After reading Ch.14 in WPL, construct

your OWN dialectical awareness chart, modeled after the one on pg.362. Use the questions the chapter gives, and write your own answers and implications.

Start drafting your Public Argument—it’s never too early to get started! Next week, I’ll expect you to be working on your project outside of class time.

R 4/4 In class: Analyze readings in public argument (WPL 427)Homework: Mini-Writing #2: For this assignment, please sketch out a

rough draft of your project. This could take various forms. For example, if you’re doing a video, draft up the sequencing (or the panels). If you’re doing a magazine spread, draft up a mock-up of how it will look. If you’re doing a website, draw some visuals or print out the pages you’ve done so far. We’ll workshop these with our WW partners next week during our collaboration session.

Instructor: Kristin Mock

WEEK 13: Transforming and Rehearsing the Controversy AnalysisT 4/9 In class:

**WW Event: Collaboration and Presentations Begin crafting reflection essays for portfolioHomework: Also, reminder: You’ll be turning in your portfolios with your

written text component, peer feedback, and cover memo WHEN YOU PRESENT, so make sure to have your portfolio ready on time!

R 4/11 In class: Discuss presentation techniques How do we evaluate multimedia texts? Discuss rubrics Introduce final Reflection Essay (two parts)Homework: Work on Reflection Part I (due next Thurs.)

WEEK 14: Presenting the Public ArgumentT 4/16 In class:

Public argument presentations and classmate evaluations. Homework: Work on Reflection Part I (due Thurs.)

R 4/18 In class: Reflection Part I due! Public argument presentations and classmate evaluations.

WEEK 15: Presenting the Public Argument, ContinuedT 4/23 In class:

Public argument presentations and classmate evaluations. Introduce Reflection Part II

R 4/25 In class: Public argument presentations and classmate evaluations. Work on Reflection Part II in classHomework: Read Ch. 13 “Personal and Reflective Writing”

WEEK 16: Preparing for the Final ExamT 4/30 In class:

Turn in Reflection Part II Have a wonderful summer! :)

Instructor: Kristin Mock