Course Calendar

• Key rhetorical contexts: purpose, audience, and occasion; reader-based writing that accomplishes something
• Key terms: rhetoric, ideology, analysis, claim, argument, context, critical thinking
• New York Times [+subscription info]
• St. Martin’s Handbook: 1c, 1d, 1e
• Reading
• Digication and my example

In class: NYT as assigned
Due: article summary, your choice:

• Orsekes, “Playing Dumb on Climate Change” (SR2)
• Iyer, “Healthy Body, Unhealthy Mind” (SR3)
• Brooks, “The Problem With Meaning”

Email your summary to yourself or bring it on a laptop; you’ll need some digital access to it in class.

In class: NYT as assigned — I’ll email instructions on Sunday

Due: #1: post your revised initial, first summary in précis form, and keep both versions; we want to be able to see your original summary and the revised version, in précis form. Here’s one possible organizing principle for that.

Due #2: Rhetorical précis — your choice: any persuasive essay in this week’s Sunday Review section

St. Martin’s 13b: ”Working with quotations”; note how some of the signal verbs are rhetorically active verbs (“claims”) and some are not (“says”). Can you tell the difference? Samples.

For class discussion, we’ll focus on p. A1 and the Sunday Review section — come prepared to discuss.

In class: NYT as assigned
Due: Rhetorical précis:

— 9:40 section: Bruni, “Your God and My Dignity:
Religious Liberty, Bigotry and Gays”
— 11:20 section: Kreider: “When Art Is Dangerous (or Not)”

Due: Rhetorical précis on an article of your choice

Reading: NYT, as assigned Sunday via email:
Everyone should read the front section and the Sunday Review section; you should also be seeking out sections that tend to interest you more than others — Sports, Business, Arts, Style & Fashion — try to note stories, trends, and writers that interest you.

In class: We will begin class by going around the room and hearing an informal 60-90 second overview of an interesting article that you read in the Sunday NYT — any section, any topic — why it was important and relevant to you, and why it should be important and relevant to us. It’s a great way to get a tour of the Sunday paper, and to find out what people are interested in.

In class: 

9:40 section: Redefining Mental Illness
11:20 section: Smart Guns Save Lives. So Where Are They?

View Page One: Inside the New York Times

In class: Writing Center Presentation; moving from summary to rhetorical analysis

• St. Martin’s chapter 8 on reading & analyzing arguments, especially 8g: A student’s rhetorical analysis of an argument
• UcWBL: Rhetorical Analysis
• Chapter 8d: ethos, pathos, logos
• Chapter 9a: arguing for a purpose

Reading: Empathy

Due: Rhetorical Analysis, Final Draft

• Paragraph transitions: St. Martin’s 1.5e; p. 128
• Conclusions: St. Martin’s 1.5f; p. 130

Preview Letters to the Editor:

• Procedure: How to
• Background: Tips for getting your letter published
• Successful examples from DePaul students

Last names A-L: submit by 2/18 and BCC me
Last names M-Z: submit by 3/4 and BCC me

Reading: NYT, as assigned
In class: Persuasive Writing Workshop 

• 9a: Arguing for a purpose
• 9b: Determining whether a statement can be argued
• 9k: A student’s argument essay

Review: Stasis

Due: Midterm self-reflection

Reading: NYT, as assigned
In class: Writing workshop

Due: Op-Ed exploratory essay, 250-350 words

Due: Op-Ed project draft #2
Draft #2 made available to Peer Reviewer so that she or he has time to write an editorial peer review 

Reading: NYT, as assigned

In class: Editing workshop

• St. Martin’s 1.4 — especially 4.h and 4.1
  St. Martin’s: The Top 20

Editorial Peer Reviewers:

Compose a 2-3 paragraph phenomenological reading response while reading your partner’s Op-Ed 2nd draft. Make sure they get posted to your Digication page:

• Phenomenological Review Provided
• Phenomenological Review Received

2-3 paragraph phenomenological reading responses due Friday 2/20 at 5:00 p.m.

Reading: NYT, as assigned
In class: PIE paragraph (example)

Due: Op-Ed, final draft 

Preview: Remix the New York Times

Reading: NYT, as assigned
In class: Remixing the New York Times workshop
Due: Remix worksheet

Reading: NYT, as assigned
In class: Remixing the New York Times workshop
Due: Remix “draft”

In class: Digital Portfolio Workshop

Portfolio workshop and editorial feedback: you can work on your portfolios during this time; we will problem-solve any technical or organizational issues; and we will discuss editing and visual, logistical coherence .

Due: New York Times, remixed + reflective Statement of Goals and Choices (SoGC)

Our scheduled exam times, when we will meet for the final, official delivery of your WRD103 Portfolio:  

• Section #203: Mon., March 16, 8:45 AM-11:00 a.m.
• Section #205: Wed., March 18, 11:45 – 2:00 p.m.