Rhetoric & Composition II Rotating Header Image

Course Calendar

Please note that this calendar is designed to be flexible: we may make changes along the way, depending on your interests and the needs of the class. Should you miss a class, you are responsible for finding out what you missed from a classmate and for knowing about—and adjusting for—any calendar changes. Professional protocols and collegiality ask you to alert us if you’ll be missing on a day when we’re having a workshop or when you are scheduled to present materials.

 Week 1
“We Are What We Find, Not What We Search For”
Tuesday January 2nd In class: Introductions, key terms, course goals:
  • Key terms
    • assumption
    • assertion
    • claim + plausible support =
    • argument
    • argument vs. persuasion
    • ethos
    • exigency
    • logical fallacies: your SMH 8f
  • Key methods
    • summary
    • analysis
    • synthesis
    • integration — two forms: mechanical and rhetorical 

Test-driving our Rhetorical Analysis skills: Brooks, “The Retreat to Tribalism”

Advice: For most of us, college is the only time in our lives when we get to read and write and talk about ideas. Don’t squander it while you’re here.

   
Thursday January 4th

Reading: TBA
In class:  Summary and analysis workshop; annotating & note-taking with digital texts:

Due: Dialogic Journal Entry #1 — handwritten rhetorical analysis of “A Note From Our New Publisher” — 250-350 words

Background:

  • St. Martin’s Handbook: Reading Critically 7a
   
 Week 2
Summary & Integration
Tuesday January 9th

Reading: Kristof, Why 2017 Was the Best Year in Human History”
(Sunday Review, p. 9) Screen Shot 2018-01-07 at 7.19.07 AM
In class: Summary & Analysis, continued

Due:

  • Article summary and annotated copy
  • Dialogic Journal Entry #2: compare & contrast 3-4 different Reading Methods & Strategies with very specific examples
   
Thursday January 11th

Reading: NYT, Douthat SR (11:20 section)
In classSummary and analysis workshop
Due:

Dialogic Journal Entry #3: Describe and annotate three problems that you have experienced or seen — a description of the problem; your proximity to the problem; who the problem affects. Don’t provide a solution or thesis.

   
 Week 3
Is Reading an Act of Composing?
Tuesday January 16th

Reading:  Sunday NYT: “Without Her.” (SR 1)
In class: Mindful reading and other reading strategies


Due: Dialogic Reading Journal #4 — Video Tutorial: How to Search Academic Search Complete (3:08 video) — watch and test-drive video tutorial by applying it to two of your three annotated problems: comment/reflect on both the video tutorial and what kinds of sources you find, especially in terms of the problems’ potential & possible causes: interesting? Not interesting? Helpful? Not helpful? Include some journal and article titles; no need to be comprehensive — just some notes are fine.

Be prepared to give us a 60-90 second summary & overview of an article from the Sunday paper that you thought was interesting & significant, telling us why it is significant to you and why it should/could be significant to the rest us; we’ll do this in class.

   
Thursday January 18th

Reading: NYT —

11:20 section: Keep Our Mountains Free. And Dangerous (SR 4-5)

1:00 section: The Heartbeat of Racism Is Denial (SR 1)

In class: Previewing the Contextual Analysis Project
Reviewing critical thinking vocabulary & concepts

Active & Empathetic Listening

Empathetic Listening is a technique that can help you manage and avoid disruptive and assaultive behaviors. The foundation of the technique can be summarized in 5 simple steps.

  • Provide the speaker with your undivided attention.This is one time “multi-tasking” or “rapid refocus” will get you in trouble.
  • Be non-judgemental. Don’t minimize or trivialize the speakers issue.
  • Read the speaker. Observe the emotions behind the words. Is the speaker angry, afraid, frustrated or resentful. Respond to the emotion as well as the words.
  • Be Quiet. Don’t feel you must have an immediate reply. Often if you allow for some quiet after the speaker has vented, they themselves will break the silence and offer a solution.
  • Assure your understanding. Ask clarifying questions and restate what you perceive the speaker to be saying.

Active and empathic listening

   
 Week 4
From Text to Context
Individual Conferences: reading journals and inquiry questions
Tuesday January 23rd

Reading: NYT, Mustafa Umar’s “Islam Teaches Us That Life Is a Test. So Is This President” (SR 2)

Due: Inquiry questions for workshopping
In class:

  1. Identifying an issue for research & developing a Research Question 
  2. ExerciseContextual Analysis Proposal & Map
    * Confirm that your completed proposal & map exercise is available on your Digication workspace for our library instruction session on Tuesday, January 30th
  3. Tutorial: How to Search Academic Search Complete (3:08 video)
  4. Exercise: Search Academic Search Complete and locate one article relevant to your topic. * Bring the article to the library instruction session

Background: review in St. Martin’s Handbook

   
Thursday January 25th

Reading: NYT, as assigned
In class: Workshopping Proposals
Due: Inquiry Question

   
 Week 5
Argument & Advocacy
Tuesday January 30th

Reading: NYT TBA
In class: Library Workshop — meet in Richardson Library, Room 110: focus on the hands-on searching aspect so that you can get personalized help during the session. 

Bring with you, printed out, or available on your Digication:

  • One article from your Academic Search Complete search
  • Contextual Analysis Proposal & Map 

Due: Journal entry on your Contextual Analysis: what part(s) are you most looking forward to and about which you feel confident? What part(s) concern or worry you? 250 words +/-

   
Thursday February 1st

Reading: NYT TBA
In class: Writing workshop and Stasis Theory & Practice; Peer review workshop
Due: Contextual Analysis Draft #1: Exploratory — 500 words

Review in St. Martin’s Handbook:

  • 12c Evaluating usefulness and credibility
  • 13: Integrating sources into your writing
   
 Week 6
Truth-seeking behavior vs. Bullshit: 
Writing with a Method, Perspective, and Authority
Tuesday February 6th

Reading: NYT as assigned
In class: Contextual Analysis writing workshop

Review Contextual Analysis Scoring Guide

   
Thursday February 8th

Reading: NYT TBA
In class: Peer Reviews
Due: Contextual Analysis Draft #2 —

  • Mark every paragraph with a [P] [I] [E]
  • Highlight your potential wolf sentence
   
 Week 7
Proofreading, Editing, and one-on-one conferences
Tuesday February 13th

Reading: NYT, as assigned
In class: Contextual Analysis Writing Workshop
Workshop: Proofreading

  • Are sources integrated with rhetorical and mechanical sophistication?
  • Are paragraphs fully developed and have transitions?
  • Has the essay been proofread for clarity & correctness?
  • Works cited: formatting and accuracy
   
Thursday February 15th Reading: NYT TBA
Due: Contextual Analysis Draft #3 — Informational Abstract and self-assessment scoring guide
   
 Week 8
Persuasive Essays
Tuesday February 20th

Reading: NYT as assigned
Dialogic Reading journal entry: TBA
In class: Persuasive Writing Workshop

   
Thursday February 22nd

Reading: NYT TBA
In class: Persuasive Writing Workshop:

  • Using stasis & common ground to make better arguments:

“A speaker persuades an audience by the use of stylistic identifications; the act of persuasion may be for the purpose of causing the audience to identify itself with the speaker’s interests; and the speaker draws on identification of interests to establish rapport between herself or himself and the audience.” — Kenneth Burke, A Rhetoric of Motives.

Identification, Burke reminds us, occurs when people share some principle in common — that is, when they establish common ground. Persuasion should not begin with absolute confrontation and separation but with the establishment of common ground, from which differences can be worked out. That is the point of our work with stasis.

  • But also, how can you ask people to care?

Due: Persuasive Essay draft #1

   
 Week 9
Tuesday February 27th Reading: NYT as assigned
In class: TBA
DuePersuasive Essay, final draft
   
Thursday March 1st Reading: NYT, as assigned
Preview: Digital Writing Portfolios
 
 Week 10
Tuesday March 6th

Reading:
In class:|
Due:

   
Thursday March 8th

Reading: “A good newspaper, I suppose, is a nation talking to itself.” – Arthur Miller, 1961

Due: Portfolio Draft
In class
: Portfolio editing workshop

 
 Finals Week: Portfolio & Self Assessment
   
 

Final Exam Week

We will meet during our assigned Final Exam time for the final, official delivery of your WRD104 Reading Journals & Portfolios 

Section #228: Tuesday, March 13th 11:30 AM to 1:45 PM

Section #229: Thursday, March 15, 2018, from 11:30 AM to 1:45 PM