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Unit 1: WESTERN RHETORICS

  • Focus: Intros, Inspiration + Ideation

    Aug 26

    • Welcome & Intros

    • “Wrong Answers Only”

    Homework: Review course syllabus and post questions on Canvas.

    Aug 28

    • Syllabus discussion

    • Poll/discussion: how do you feel about writing?

    • Inspiration and ideation - Lectio Divina Exercise

    Homework: read Threshold Concept 1.1 “Writing is a Knowledge-Making Activity” (pg. 19) and 1.5 “Writing Mediates Activity” (pg. 26) from Naming What We Know // listen to “I Want It Back” episode from Nina LaCour’s Keeping A Notebook podcast

    Aug 30

    • Reading Response: free write and discussion

    • Introduce Joan Didion and Journaling Assignment

    • What is rhetoric & composition?

    Homework: read “Keeping A Notebook” by Joan Didion // read Threshold Concept 5.0 “Writing is (also always) a Cognitive Activity” (pg. 71) //  read/watch “Chapter 1: What is Rhetorical Theory?” in The Rhetoric UnTextbook

  • Focus: Rhetorical Triangle + Project #1

    Sept 2 - NO CLASS

    University closed for Labor Day.

    Sep 4

    • Reading Response: Didion and Threshold Concept 5.0

    • Artistic Proofs aka the Rhetorical Triangle - in-class examination 

    • Introduce Project #1: “Anti”

    Homework: read Threshold Concept 1.0 “Writing is a Social and Rhetorical Activity” (pg. 17) and 2.1 “Writing Represents the World, Events, Ideas and Feelings” (pg. 37)

    Sep 6

    Homework: read Threshold Concepts 1.2 “Writing Addresses, Invokes and/or Creates Audiences” (pg. 20) and 1.3 “Writing Expresses and Shares Meaning to Be Reconstructed by the Reader” (pg. 21)

    DUE: Journal #1 by 11:59pm - record your ideas for Project #1 - think about the rhetorical triangle and who your audience might be; you’ll discuss this with a peer on Monday

  • Week 3 (Sep 9-13) Focus: Audience + Genre (Project #1, cont.)

    Sep 9

    • Reading response: small group discussion

    • Focus on Audience - Peer Activity re: Project #1  

    Homework: read “Beaches, Why I Don’t Care for Them” by Wanda Coleman // watch “Get to Know Your Audience” on YouTube //read Style, Diction, Tone, and Voice and Genre/Structure/Form


    Sep 11

    Homework: read Threshold Concept 2.2 “Genres are Enacted by Writers and Readers,” (pg. 39) and 2.5 “Writing is Performative” (pg. 43) 


    Sep 13

    • Reading Response: small group discussion

    • Focus on Genre - Analysis Activity  

    Homework: read Threshold Concept 4.0 “All Writers Have More to Learn” (pg.  59)

    DUE: Project #1 by Sunday, Sep 15 at 11:59pm

  • Focus: Workshops + Revision

    Sep 16

    • Reading response: free write and discussion

    • Intro workshops: planning, best practices, test example as group

    Homework: read first three pieces from your workshop group and fill out corresponding response sheets 

    Sept 18

    • Peer workshops

    Homework: read second three pieces from your workshop group and fill out corresponding response sheets

    Sep 20

    • Peer workshops (cont.)

    Homework: read Threshold Concepts 4.1 “Text Is an Object Outside of Oneself That Can Be Improved and Developed” (pg. 61), 4.2 “Failure Can Be an Important Part of Writing Development” (pg.  62), and 1.6 “Writing Is Not Natural” (pg. 27) // Review Project #2 on syllabus and identify three potential people who you might like to interview - you’ll discuss this with a peer on Monday

    DUE: Journal #2 by SUNDAY Sept 22, 11:59pm - reflect on your workshop experience and/or record a plan for your Project #1 revisions

Unit 2: FEMINIST RHETORICS

  • Week 5 (Sep 23-27) Focus: Rhetorical Listening + Project #2

    Sep 23

    • Reading response and workshop debrief

    • Introduce Project #2 and Rhetorical (Deep) Listening

    • Partner discussion & accountability: potential interview subjects and scheduling

    Homework: // read Barbezat and Bush “Contemplative Senses: Deep Listening and Beholding” pp. 137-138 (PDF on Canvas)

    Sept 25

    • Field Trip joining Chapman C.A.R.E.S. Walk Against Violence

    Homework: watch “The Rhetoric of Listening: Taking the Parallax View” on Youtube

    Sep 27

    • C.A.R.E.S. Walk Analysis 

    • Reading Responses: Deep Listening & Parallax View

    Homework: read We Were Going To Change The World - Intro and Example Chapter (PDF on Canvas) // read Threshold Concept 3.0 “Writing Enacts and Creates Identities and Ideologies” (pg.  48)

    DUE: five questions for your interviewee via Canvas by Sunday, Sep 29 at 11:59pm

  • Week 6 (Sep 30-Oct 4) Focus: Rhetorical Listening con’t (Project #2, cont.)

    Sep 30

    • Reading response on Threshold Concept

    • Debrief and rhetorical analysis on Russo interview

    Homework: before class on Wednesday, read “Hypothesis File for Ratcliffe's Rhetorical Listening” (on Canvas) read until the end of pg. 203 and respond to at least one prompt left in the annotations, or make your own observation. (1 AVAILABLE POINT)

    Oct 2

    • Writing Center Field Trip

    Homework: before class on Friday, read “Hypothesis File for Ratcliffe's Rhetorical Listening” (on Canvas) pgs. 204-210 and respond to at least one prompt left in the annotations, or make your own observation. (1 AVAILABLE POINT) 

    Oct 4

    • Writing Center Debrief

    • Touch-base on transcripts

    • Discussion on Ratcliffe’s Rhetorical Listening 

    Homework: before class on Monday, read “Hypothesis File for Ratcliffe's Rhetorical Listening” (on Canvas) pgs. 210-220 and respond to at least one prompt left in the annotations, or make your own observation. (1 AVAILABLE POINT) 

    DUE: Project #2 Transcript posted to Canvas by Sunday, Oct 6 at 11:59pm

  • Week 7 (Oct 7-11) Focus: Identity + Intersectionality (Project #2 cont.)

    Oct 7

    • Ratcliffe’s rhetorical listening discussion 

    • Introduce Kitty Cone

    Homework: read selections of Kitty Cone Oral History (PDF on Canvas), read threshold concept 3.1 “Writing is Linked to Identity” (pg. 50) 

    Oct 9

    • Reading response/compare Kitty Cone and Russo Interviews

    • In-class partner mindful listening exercise

    Homework: read “Bad Listeners” by J. Logan Smilges. On Canvas, copy & paste an excerpt and write a thoughtful response why it stood out to you (1 AVAILABLE POINT)

    Oct 11

    • Reading response

    • Parallax View activity 

    Homework: read Threshold Concept 3.3 “Writing is Informed by Prior Experience” (pg. 54) and 4.6 “Writing Involves the Negotiation of Language Differences” (pg. 68) 


    DUE: Journal #4 by Sunday Oct 13 at 11:59pm - use this journal to work toward your Project #2 reflection statement. Write some notes (informal is totally fine) about your audience, composition process, rhetorical choices, and experience engaging in deep listening and parallax view

  • Week 8 (Oct 14-18) Focus: Process and Editing

    Oct 14

    • Reading response

    • Journal/statement mini-workshop

    Homework: read Threshold Concepts 1.7 “Assessing Writing Shapes Contexts and Instruction” (pg. 29), Threshold Concept 4.5 “Assessment Is an Essential Component of Learning to Write” 

    Oct 16

    • Reading response

    • Transcript mini-workshop

    Homework: read Threshold Concepts 4.3 “Learning to Write Effectively Requires Different Kinds of Practice, Time and Effort” (pg.  64) and 5.3 “Habituated Practice Can Lead to Entrenchment” (pg. 77)

    Oct 18

    • Reading response

    • Check-in: feedback, extra credit signups, etc.

    Homework: read Threshold Concept 2.4 “All Writing is Multimodal” (pg. 42)

    DUE: Project #2 Edited Transcript + Statement by Sunday, Oct 20 at 11:59pm

  • Focus: Multimodality - Visual Modes (Project #3)

    Oct 21

    • Reading response

    • Intro to multimodality

    • Project #3 Skills & Interests

    Homework: read Chapter 1 in Writer/Designer “What Are Multimodal Projects?” (PDF on Canvas) // watch “Visual Rhetoric: How Imagery Persuades” on YouTube

    Oct 23

    • Reading response

    • Visual modality – Studying Corita Kent, Jean LaMarr and Njideka Akunyili Crosby

    Homework: read Chapter 3 in Writer/Designer “Choosing a Genre and Pitching Your Project” (PDF on Canvas)

    Oct 25 – No Class Meeting

    • Based on the reading, meet with your project partner for a Proposal Planning Session

    DUE: Journal #5 Sunday Oct 27 @ 11:59pm - partner journal - provide notes & ideas from your proposal planning session

  • Week 10 (Oct 28-Nov 1) Focus: Multimodality - Visual & Spatial Modes (Project #3, cont.)

    Oct 28

    • Visual & Spatial Modes Focus – Desiree Sabri visiting class to discuss her “Temporary Decency” zine! 

    Oct 30

    • Visual & Spatial Modes Focus – Studying Gretchen Andrew’s “Facetune” Portraits

    Nov 1

    • Project #3 Committee Setup and Planning

    • Work on proposal with partner

    DUE: Project Proposal Draft by Sunday, Nov 3 at 11:59pm

  • Week 11 (Nov 4-6) Focus: Committee Reviews + Proposal Revisions (Project #3 cont.)

    Nov 4

    • Proposal Presentations in Committee Cohorts

    Homework: Based on the pitch/proposals from your cohort, fill out the Proposal Feedback Form

    Nov 6 

    • Committee Feedback in Cohorts

    Homework: based on the feedback, work with your partner to revise your proposal 

    Nov 8

    • Proposal revision review/approvals/work day

  • Week 12 (Nov 11-15) Focus: Multimodality – Gestural + Aural Modes (Project #3 cont.)

    Nov 11

    • Gestural Mode Focus – Studying Ali Wong 

    • Project #3 work time

    Nov 13

    • Aural Mode Focus - Olivia Rodrigo

    • Project #3 work time

    Nov 15

    • Multimodal analysis of the “Glorious” music video by Sudan Archives

    • Project #3 work time

    DUE: Journal #6 by 11:59pm - topic up to you!

  • Week 13 (Nov 18-22) Focus: Multimodality (Project #3 cont.)

    Nov 18 

    • Extra Credit Presentation by Breanna

    • Multimodal analysis on Jubilee Video(s) 

    Nov 20

    • Extra Credit Presentation by Elle

    • Multimodal analysis on Jubilee Video(s) con’t 

    Nov 22

    • Project #3 work time

    Try to submit Project #3 before break if you can!

  • School Closed Nov 24-30!

    DUE: Project #3 by Sunday Dec 1 at 11:59pm (No extension available)

    OPTIONAL Due: Extra Credit Project #1 by Sunday Dec 1 at 11:59pm

  • Focus: Presentations + Committee Assessments

    Dec 2-6: In-class presentations and assessments, scheduled accordingly 

  • Dec 9th , 10:45am-1:15pm: Finals Meeting – In-class Portfolio Reflections/AMA/Snacks

    Dec 14 at 11:59pm: Final Portfolio + Reflection Due

Unit 3: MULTIMODAL COMPOSITION

*Pictured on this page, L to R: Jean LaMarr, Elana K. Arnold, Ali Wong, Kitty Cone, Maebe A. Girl, Greta Gerwig