Major Assignments

These assignments are the total of your credit, so review each one carefully. Complete details about how the credit system works is under Grading.

Homework & Participation

18 Points Available

Composition is a social activity (Learning Outcome #1 and Threshold Concept 1.0). In this course, everyone’s learning hinges on communal participation. Please come to each class prepared. I don’t expect that you’ll have all the answers or complete comprehension of the material, I just care that you’re making your best efforts visible. Here’s what that looks like:

  • You come to class on time having completed all homework (Note: if you’re more than fifteen minutes late for a class, you’ll be marked absent)

  • You follow the Device Policy (listed under Important Info)

  • You’re an active, considerate, and constructive participant class discussions and workshops (see Learning outcomes #1 and #5, and Note on Workshops)

  • You’re focused and produce intentional work for in-class activities (see Learning Outcomes #2-4)

I don’t intend to monitor your every action. If you’re almost always on-time, prepared, engaged, and respectful throughout the semester, you’ll earn the 18 available points; however, if you’re habitually late, unprepared, disengaged, or disrespectful, I’ll notify you either in-person or via email about a potential reduction of points for this assignment category, at my discretion.

Bi-Weekly Journals

12 Points Available (2 points each)

Journaling is an excellent way to discover and develop ideas (see Threshold Concept 1.1), and allows you to experience the generative, metacognitive, multimodal, and ever-evolving process of composition (Learning Outcome #4). In this course, you’ll submit six journal entries, every other week. These are designed to inspire the three major projects, and I’ll encourage you to use content from your journals as part of them. 

Entries should be exploratory and an exercise in metacognition (see Threshold Concept 5 on Cognition). They may be informal, but there are a few requirements (below). Note: while journaling can be a personal activity, you’ll be asked to share the content with me and your peers; keep this in mind when you decide what to submit. 

This assignment is inspired by “Keeping a Notebook” by Joan Didion which we’ll study in class.

    • Your entry is submitted by the corresponding deadline as outlined on the class schedule

    • Your entry is on the correct corresponding module on Canvas. You may not add multiple entries for additional points. 

    • The topic of your entry is related to a class project, reading, discussion, Learning Outcome, or the composition process

    • You meet the minimum length requirements: 

      • Prose - at least 300 words

      • Verse - at least 150 words

      • Video/Podcast - at least 5 minutes

      • Visual - at least 4 images created/manipulated

      • Other modes - please discuss with me first

    If your journal entry meets the above requirements, you’ll receive 2 points per entry, with a total of 12 available points throughout the semester. Partial credit is not available for a single entry.

Project #1: “Anti”

5 Points Available

For this project, you’re an intentional and effective critic. Being against something can be a good thing (being an anti-racist, for example). However, sometimes we have an unpleasant or negative reaction to something, and while our intuition may be correct, we might not take the time to fully consider and effectively communicate why. This is a critical thinking project, asking you to contextualize and respond appropriately to a notion such as this (Learning Outcome #3). 

Utilizing the Western concepts of Logos, Pathos, and Ethos, you’ll apply rationale to your topic of choice, with rhetorically effective use of language, form, voice, tone, and style (Learning Outcome #2). This is a writing-based project, but you’ll identify your audience; as such, the kind of writing is up to you. You’ll be asked to speak about your audience and project when it’s workshopped in class. You may take the feedback you receive in workshop to revise for your final portfolio (see Threshold Concept 4: All Writers Have More to Learn). Outside sources are not required, but should be provided in MLA format.

This assignment is inspired by the poem, “Beaches. Why I Don’t Care For Them” by Wanda Coleman, which we’ll study in class.

  • You submit your project by Sep 15 at 11:59pm which meets the following length requirements (3 points)

    • Essay/Prose - 3-5 pages (12pt font, double spaced)

    • Poetry/Verse - 500-750 words

    • Film/Podcast Script - 5-7 pages

    On your assigned workshop date, you’re able to identify and speak about your audience, composition process, and rhetorical decisions as they relate to Logos, Pathos and Ethos. See “Note on Workshops” listed under Important Info for more context. (2 points)

    If you meet these deadlines and requirements for your project and workshop, you’ll receive the 5 available points.

Project #2: Oral History

12 Points Available

One thing we’ll explore in this course is the idea that “writing is not natural” (Threshold Concept 1.6). Humans have used language with speech and sound much longer than writing. Oral history is the oldest type of historical inquiry, predating the written word (source)—and as patriarchal and Western systems of rhetoric developed, oral history has remained an important tool for women, non-Western, and marginalized communities especially (see Threshold Concept 2.1 on Representation and Learning Outcome #5). This is one of the reasons that feminist rhetoric emphasizes deep skills in listening and polyphonic relational methods. This assignment is designed for you to engage with the praxis of deep listening, use analytical rigor as a feminist ethos, and experience the communal nature of knowledge-making (Learning Outcome #1).

In this project, you’re a thoughtful listener and community participant. You’ll identify one person of your choice to interview (in-person or via Zoom), with a focus on a specific experience or moment in their past (see Threshold Concept 3.2 on History and Identity). This can be a family member, a professional in your field of interest, a roommate—someone willing to share their memories and give you the necessary time and attention to complete this assignment. You’ll edit a portion of the interview to enhance the rhetorical effectiveness of your subject’s history (Learning Outcome #2) and contextualize it for your chosen audience (Learning Outcome #3). As with Project #1, you’ll speak about your audience and process during workshop, and you may take the feedback and revise for your final portfolio (see Threshold concept 4.4 on Revision).

This assignment is inspired by Stacy Russo’s We Were Going to Change the World: Interviews with Women from the 1970s & 1980s Southern California Punk Rock Scene, and the oral history of Kitty Cone, which we’ll study in class.

    1. By Sep 29 at 11:59pm, you submit a written, focused set of at least five questions for your interviewee via Canvas (1 point)

    2. By Oct 6 at 11:59pm, you conduct an oral interview of 20-30 minutes, recording with a speech to text tool, and submit the raw transcript via Canvas (3 points)

    3. By Oct 20 at 11:59pm, you submit via Canvas:

      • A 3-4 page portion of the transcript that you’ve edited with integrity, in effort to improve the rhetorical effectiveness of your subject’s oral history, in MLA format (3 points)

      • A 400-500 word statement about your audience, composition process, rhetorical choices, and experience engaging in deep listening and parallax view, in MLA format (3 points)

    If you meet all of the above deadlines and requirements, you’ll receive the full 10 points for this assignment.

Project #3: “Pro”

18 Points Available

In this project, you and a partner are enthusiastic and informed advocates. This is a visual and/or performance based multimodal project that should focus on something you care about and want to share (see Learning Outcomes #3 and #4, and Threshold Concept 2.4 on Multimodality). With your understanding of genre, content, context and audience, you and your partner will create a proposal that will be approved and assessed by a committee of your peers and myself (Learning Outcome #1 and #2, and Threshold Concept 4.5 on Assessment). You can take the feedback you receive to revise for your final portfolio (see Threshold Concept 4.4 on Revision). This project is designed especially for you to consider your own identities and gain confidence in your ability to engage in the discourse communities that matter to you (Learning Outcomes #5 and #6).

This assignment is inspired by Dolores Huerta, Maebe A. Girl, Tig Notaro, Ali Wong, Taylor Tomlinson, Janis Joplin, Olivia Rodrigo, Sudan Archives, Greta Gerwig’s “Barbie” and various works from Jean LaMarr, Njideka Akunyili Crosby, and Corita Kent, all of which we’ll study in class.

    • By Nov 3 at 11:59pm, you and your partner submit a proposal via Canvas that is approved by me and a committee of peers. This proposal should: 

      • Identify your audience and rhetorical situation of your project (1 point)

      • Identify your topic, project genre and provide at least 3 inspirations/examples (1 point)

      • Outline or describe your planned composition process and timeline (1 point)

      • Recommend standards and point allocation for measuring effectiveness/success based on at least three rhetorical concepts we’ve studied in class (1 point)

    • By Dec 1 at 11:59pm, you and your partner create and complete the work per your proposal and submit via Canvas (6 available points, according to your approved proposal)

    • On your assigned date, you and your partner give a presentation which is:

      • 10-15 minutes in length (2 points)

      • Addresses your audience, composition process, and rhetorical standards for success (2 points)

    • You serve on two peer committees where you utilize deep listening and thoughtful critique to aid in the development and assessment of your peer’s work. See “Note on Workshops” listed under Important Info for more context. (2 points per committee, 4 points total)

    If you meet all the above deadlines and requirements, you’ll receive the full 18 available points for this assignment.

Final Portfolio & Reflection

20 Available Points

Your final assignment is an exercise in metacognition, revision, self-assessment, and, hopefully, self-confidence (Learning Outcomes #4 and #6). You’ll assemble a portfolio of your revised and best work from the semester, in a format that you believe is the best to showcase it (Learning Outcome #3). You’ll write a reflection that focuses on how you composed and revised the work based on peer feedback (Learning Outcomes #1 #2 and #4), including the challenges and successes you experienced with your process, rhetorical methods, and learnings (see Threshold Concept 4: All Writers Have More to Learn). You’ll also reference women or individuals you studied in this course, and how their work and identities have informed yours (Learning Outcome #5).

This assignment is inspired by all your hard work. :) 

    • You create a portfolio format (PDF, website, zine, etc.) that you believe is the most rhetorically effective genre to collect and showcase your chosen work (5 points)

    • You incorporate three journal entries which you believe best illustrate your cognitive work and composition process (2 points)

    • You include two of the three major projects, which you have significantly revised based on prior workshops and peer feedback (3 points per revised project, 6 points total)

    • You include a 3-5 page reflection essay which:

      • Is in MLA format (1 point)

      • Offers a thoughtful explanation why your portfolio genre is the most rhetorically effective format for your workand audience (2 points)

      • Addresses your composition process, revisions, and rhetorical decisions of the work in your portfolio (2 points)

      • Highlights at least one California woman or non-binary person who inspired your work and how their identity relates to yours and/or the discourse communities you care about (2 points)

    If your portfolio meets all the requirements and is submitted by December 14 at 11:59PM, you’ll receive the full 20 points available for this assignment.

Extra Credit - Choose One

10 Available Points

These options are necessary only if you wish to receive an A in the class or make up for unobtained points. See the Grading section for more details. This may not be substituted for one of the two final portfolio projects, but you can include it and reference it for your portfolio and reflection if you wish. Choose one option for up to 10 available points.

  • Read the frequently challenged YA novel “What Girls are Made Of” by Elana K. Arnold and write a response essay which:

    • Is in MLA format (1 point)

    • Addresses the intended audience for this book (1 points)

    • Identifies which content or passage(s) in this novel that might be categorized as controversial (2 points)

    • Offers your reasons whether or not this book ought to be banned from public schools and libraries (2 point per reasoning, up to 6 points)

    If your response essay is submitted by Dec 1 at 11:59pm, you’ll receive the corresponding points per requirement met.

  • Give a presentation and lead a class discussion about the work of one Californian woman or non-binary person during our Multimodal Unit. 

    Your presentation should:

    • Run 10-12 minutes in length (1 point)

    • Be multimodal (incorporate audio, visual, or performance in some way) (2 points)

    • Examine the person’s work within the particular mode you’ve been assigned (visual, spatial, gestural, or aural) (2 points)

    Your facilitated discussion should:

    • Run 10-12 minutes in length (1 point)

    • Provide specific questions so your peers can identify how this person utilizes Western and feminist rhetorical devices (2 points)

    • Provide specific questions so your peers can discuss how this person’s work is or isn’t rhetorically effective based on the particular mode you’ve been assigned (visual, spatial, gestural, or aural) (2 points)

    If you give your presentation and facilitate a discussion on your assigned date, you’ll receive the corresponding points per requirement met.

Peer-Nominated Bonus Points

5 Available Points

Returning to Learning Outcome #1, composition, rhetoric, and meaning-making is a communal experience. At any point in the semester, you have the ability to earn up to 5 points, as nominated by your peers, if your efforts go “above and beyond” to help others learn more in this class. In all cases, your contribution has improved someone’s learning—not replaced it—and your peer has freely asked for or accepted your contribution.

Contribution examples include:

  • Taking very detailed class & discussion notes for a peer that has an excused absence

  • Extensive and constructive feedback in workshops, well-beyond what’s been outlined in our workshop response sheets (picking apart every detail is not helpful) 

  • Providing your peer with substantive feedback for a project revision outside of workshop

  • Giving a meaningful tutorial on how to use a multimodal tool, such as a website builder, or photo, audio, and video editing software 

    • Get your peer’s permission to nominate them and share their efforts

    • On the Peer Nominations Canvas module, upload the document/work they provided you, or provide summary of their contribution

    • Provide 3-4 sentences explaining how your learning was considerably improved, thanks to your peer’s contribution

    • Again, contributions should improve someone else’s learning, not replace it. Do not do someone’s homework or assignments for them.

    • Nominations must be freely given. If you bully or coerce someone into nominating you, there will be serious consequences.

    • You can only nominate one individual, for one point (ie, you can’t nominate your BFF for more than one point during the semester)

    • You can only receive one point, from one person at a time (ie, two people cannot nominate you for the same contribution for additional points)

    • You can nominate up to five peers total 

    • You can receive up to five bonus points total

    • All nominations must be posted to Canvas by Dec 7 at 11:59PM

    • All nominations are approved and points are granted at my discretion