Public Intellectual Series (With Rubric) (1)

Public Intellectual Series Your Public Intellectual Series is comprised of a small series of texts you develop as a public intellectual:

1) An authors photo that you have carefully constructed and revised specifically to develop a particular kind of ETHOS for yourself as a Public Intellectual Author

2) An authors bio that you have carefully written and revised specifically to

develop a particular kind of ETHOS for yourself as a rhetorical SCHOLAR, one who specializes in whatever your big question has been this term for your semester project, writing to a public-audience of CU students.

3) Three Pieces of Writing youve written/developed as a Public Intellectual,

specifically as a rhetorical scholar who specializes in whatever your big question has been this term for your semester project, writing for a public audience of students at CU and to be published in an online journal for that audience of readers.

These three pieces, together with your authors photo and bio, are all for your BLOG-COLUMN on our class web-magazine/digital journal, shortly to be published online, for students at the University of Colorado.

a. A Dissuasion Piece for your blog-column, in which you attempt to

get your audience NOT to buy the argument put forth by another writer (specifically, from one of the pieces from your research this semester that youve listed in your Public Audience Sources on your Annotated Bibliography). This should be 1200 to 1500 words (about 4-5 pages).

b. A Persuasion Piece for your blog-column, in which you attempt to

get your audience to actually buy YOUR argument about your big question this term in your semester project. This should be 1200 to 1500 words (about 4-5 pages).

c. A Multi-Modal Piece, in which you ADVERTISE your blog-column

and/or our classes web-journal, and PERSUADE students at CU to actually show up and READ it. (Could be an advertisement you design for the web, a printed poster, an pamphlet youd hand out to folks in front of Norlin Commons, etc., that would appeal as advertisement to CU students). No crayonsthis needs to really look SERIOUSLY PROFESSIONAL in order to work persuasively (and to get any

credit), and it must use MORE THAN JUST WORDS AND LETTERS (typography, graphics, photos, animations, sounds, music, performance, graphic design and layout, etc.).

***Remember the model of a blog-column by a public intellectual (specifically, a rhetorical scholar writing for a public, interest-based audience in the contemporary rollerblading discourse community) on an online journal we all looked was Frank Stoners blog-column, SECOND PLACE, on OneBladeMag.com. How do I do all this stuff? We looked at his authors photo, his authors bio, and one of his blog-column pieces. This is one example of how you can do it.

4) A three or four page analytical essay for your INSTRUCTOR (me) in which you actually analyze each of the parts in your public intellectual series (the three pieces you wrote for your blog-column, your authors photo, and your bio), and CONVINCE (persuade) me that these pieces all actually prove that you have really gotten very good at analyzing the whole rhetorical situation and using that analysis to figure out how to write MOST persuasively to whatever audience happens to be in that rhetorical situation.

***ASSUME IM JUST NOT SEEING IT WITHOUT YOUR HELP. Look at your stuff and figure out what my counter-arguments would probably bewhat someone would say if he/she were looking at all the parts of your public intellectual series and thinking, Nope, this dude/dudettes really not getting exactly how you get oriented in different rhetorical situations and then figure out how to write really persuasively to the different audiences you find in there, BECAUSE __________, _________________, and __________________. Prove dem counter-arguments are wrong and that your public intellectual series really does PROVE you can get yourself oriented in different rhetorical situations and then figure out how to write really persuasively to the different audiences you find there, BECAUSE ________, _________, and ___________.)

5) A ONE page reflective essay for your INSTRUCTOR (me) in which you explain and SHOW exactly how you used the stuff you got in our workshops to actually REVISE each of the parts of your Public Intellectual Series.

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When you bring in your COMPLETE draft of the WHOLE Public Intellectual Series (except for number 5), to class on TUESDAY, April 16th, well do a final, complete workshop.

Youll turn in your FINAL draft AFTER this workshop (for the big grade) on:

Friday, April 19th through Dropbox on D2L.

It should look like this (and be in this order): a. 1-Page Reflection on How You USED the WORKSHOPS to REVISE

Your Project (for you instructor)

b. Then, your 3-4 Page Analytical Essay (for your instructor)

c. Then, your Authors Photo

d. Then, your Authors Bio

e. Then, your Dissuasion Piece for your blog-column

f. Then, your Persuasion Piece for your blog-column

g. Then, your Multi-Modal Piece (your advertisement for your blog-column)

4/16/13 WRTG:1150301 1st Yr Writing rhetoric - WRTG:1150301 1st Yr Writing rhetoric

https://learn.colorado.edu/d2l/le/content/44013/printsyllabus/PrintSyllabus 1/2

Grading

WRTG:11503011stYrWritingrhetoric

Wewillassessandevaluateyourworkonthisprojectbylookingathowclearlyyouressay,includingthesupportingmaterialsyouturninwithit,DEMONSTRATESyourdevelopedrhetoricalknowledge,abilitytoanalyzetextsinavarietyofgenres,torefineandreflectonyourownprocess,yourdevelopedinformationliteracyandabilitytoconstructaneffectiveandethicalargument,andyourabilitytounderstandandapplylanguageconventionsrhetorically.

IhaveINTEGRATEDthegradingitemsyouallcameupwithasaclassrightintotheexistingrubric.

So:

Developedrhetoricalknowledge,analyzingandmakinginformedchoicesaboutpurposes,audiences,andcontextasyoureadandcomposetexts,andusageofthetransfer,byapplyinggeneralrhetoricalknowledgetonewrhetoricalsituations

ExcellentSatisfactoryNotQuiteThere,Yet

Theabilitytobothwriteandanalyzetextsinavarietyofgenres,understandinghowcontent,style,structureandformatvaryacrossarangeofreadingandwritingsituations,andbyusingmultimodalcompositiontomakeanargument


Theabilitytorefineandreflectonyourwritingprocess,usingmultiplestrategiestogenerateideas,draft,revise,andedityourwritingacrossavarietyofgenres


Developedinformationliteracy,makingcriticalchoicesasyouidentifyaspecificresearchneed,locateandevaluateinformationandsources,anddrawconnectionsamongyourownandothers'ideasinyourwriting


Theabilitytoconstructeffectiveandethicalarguments,usingappropriatereasonsandevidencetosupportyourpositionswhilerespondingtomultiplepointsofview,andusingethostohelpyoupersuadeaspecificaudience


Theabilitytounderstandandapplylanguageconventionsrhetorically,includinggrammar,spelling,punctuationandformatinawaythatiscalledforinthespecificrhetoricalsituation.


https://learn.colorado.edu/d2l/lp/ouHome/home.d2l?ou=44013

4/16/13 WRTG:1150301 1st Yr Writing rhetoric - WRTG:1150301 1st Yr Writing rhetoric

https://learn.colorado.edu/d2l/le/content/44013/printsyllabus/PrintSyllabus 2/2

AllExcellentAtoA+(DependingonhowExcellentoftheseis)

AllSatisfactoriesB

MixofExcellentsandSatisfactoriesBtoA(Dependingonthemix)

MixofExcellents,Satisfactories,andNotQuiteThere,YetsCtoB(Dependingonthemix)

MixofSatisfactoriesandNotQuiteThere,YetsD+toC+(Dependingonthemix)

AllNotQuiteThere,YetsFtoD+(Dependingonhowfarfromthereeachoftheseis)

***************************************************************************************************************************

Ourmainthingbeinggraded:Whetherornotitisdemonstratedthatthewriterisapublicintellectual:Todothis,thefollowingstepsmustbemet...

AbletopersuadeanyaudienceonapublicissuebyusingEthos.Formattedinawaythatiscalledforinthespecificrhetoricalsituation.Usageofthetransferskill,byapplyinggeneralrhetoricalknowledgetonewrhetoricalsituations.Theabilitytowritetoaspecificinterestbasedpublicgroup.Theabilitytousemultimodalcompositiontomakeanargument(throughcreationanduseofaclassblogwhereweuploadourpieces)Developargumentsthatareeffectiveforspecificaudiences

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Public Intellectual Series (With Rubric) (1)