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Creative Nonfiction RE-‐Vision WRTG 1150: First-‐Year Writing and Rhetoric, D. Singer
************************************************************************************ STUDENT-WRITTEN PROJECT DESCRIPTION: "This project is a smorgasbord of writing and rhetoric. We will attempt to take a theme found within our personal narratives, and ask a question about it. We will then use various forms of research--both demonstrative and testimonial--to develop a sophisticated answer to our questions as the basis of a new piece of Creative Nonfiction in which we will attempt to write not about what we know but what we wish to discover. We will then form our arguments based on our research. We then need to outline our pieces in a couple different forms: an outline of argument, an outline of narrative, and an outline of sources. We then need to arrange our narrative, argumentative, and research materials, and draft our CNF pieces to be persuasive to a specific audience (if you didn't already, you would need to thoroughly analyze the target audience in the rhetorical situation you're working in at this point). We will then workshop the shit out of those drafts with our groups until we have a solid understanding of our own and other people's opinions of/reactions to/etc. the piece. Then edit and proofread for small mistakes, diction, grammar, punctuation, and 'sound' before turning it into the big man. At the end of the assignment, we will all more than likely have a CNF piece completed to submit it to our audience, a greater agency as writers, and a great swelling of pride." ************************************************************************************ COLLABORATIVELY WRITTEN GRADING RUBRIC: ARGUMENT 40%
• Your project makes a clear argument (even if it doesn’t use a thesis-‐statement as a persuasive device, it’s clear what you’re piece is intended to persuade your audience of).
• The argument your project makes is sophisticated (the argument you’re
making seems unlikely be obvious to someone with a similar background/set of personal experiences and a few minutes to think about things—such an audience would probably not immediately agree completely and confidently with your argument without having read your piece).
RESEARCH 40%
• Your project is clearly based in research and demonstrates the ability to treat BOTH personal/experiential and information-‐literate source selections as the basis of an argument (your personal/experiential narrative AND rhetorically appropriate sources you’ve selected from library and web-‐based research clearly help develop and prove the argument you’re trying to make)
• Your project cites sources rhetorically/appropriately, both in-‐text and at
the end of the document (you’ve cited your research clearly throughout, used either MLA or APA to format your citations in text and at the end of the document, and used signal phrases to introduce quotations from researched sources so that quoted materials don’t seem to suddenly appear out of nowhere in your text—which, in combination, means you’ve used citation practices to aid your reader and bolster your own ethos, as well as protected yourself from a charge of plagiarism.
_______________________________ (Student-Selected Learning/Writing Goal) 20%
• ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
(Fill in the above with a VERY CLEAR and CONCRETE description of your OWN personal learning/writing goal that you used this project to achieve—and tell me what I should LOOK for as PROOF to SEE how well you’ve met that goal).
Scholarly Essay WRTG 1150: First-‐Year Writing and Rhetoric, D. Singer
************************************************************************************ STUDENT-WRITTEN PROJECT DESCRIPTION: “What we are trying to do with this scholarly article is to demonstrate to a specific discourse community that the arguments we have developed are valid and are being presented by scholar-authors with expertise. We will do this by using testimony, demonstration, and linkage to other scholarly resources and discussions in the discourse community we are attempting to join as scholar-authors. To find appropriate scholarly resources, we must filter through numerous sources from the discourse community and determine what aspects of our research prove our argument.” ************************************************************************************ COLLABORATIVELY WRITTEN GRADING RUBRIC: ARGUMENT 40%
• Your project makes a clear argument that is relevant to a specific discourse community that you clearly identify (even if it doesn’t use a thesis-‐statement as a persuasive device, it’s clear what you’re piece is intended to persuade your scholarly audience of, which scholarly audience you intend to persuade, and why that argument should be considered relevant and valuable to that audience).
• The argument your project makes is sophisticated enough to call for attention
by readers in your scholarly discourse community (the argument you’re making seems unlikely be obvious to someone with a similar background in your discourse-‐community and a few minutes to think about things—such an audience would probably not immediately agree completely and confidently with your argument without having read your piece).
RESEARCH 40%
• Your project is clearly based in research and demonstrates the ability to carefully SELECT and USE a range of sources as the basis of an argument (your carefully selected testimony and demonstrations clearly help develop and prove the argument you’re trying to make).
• Your project introduces, links, and cites sources rhetorically/appropriately,
both in-‐text and at the end of the document (you’ve used signal phrases effectively throughout, made it clear how the testimony you present helps your argument and how the demonstrations you present actually prove that argument to be true/right/logical, and you’ve cited your research clearly throughout, using either MLA, APA, or another discourse-‐community-‐specific styleguide to format your citations in text and at the end of the document—which, in combination, means
you’ve used a complex set of research and citation skills to aid your reader and bolster your own ethos, as well as protected yourself from a charge of plagiarism).
STUDENT-SELECTED CRITERION 20% Pick ONE of the following as something you really got better at/figured out more about in your work on this project (remember, you were specifically directed to focus on one of these three items in this unit in the written feedback you received at the end of the CNF RE-‐Vision in the grades section on D2L):
• FOCUS: In this piece, I tried to REALLY concentrate on producing a very clear sense of FOCUS in my piece—which we typically can achieve through four basic techniques: a) Framing (how I frame or contextualize a thing I want to talk about as part of my argument), b) Introductory Forecasting (how I give my reader a sense of where I’m headed in my argument/in a section/etc. so he or she knows what to expect), c) Transitional Phrases that clearly CONNECT different PARAGRAPHS or PARTS of paragraphs in an argument as its progressing (like “Although some scholars disagree with the position I’ve just outlined,”) or Transitional Sentences/Paragraphs that do so in longer form in order to make a smooth transition between one SECTION of an argument and another SECTION (“Of course, Bitzer’s argument provides only the structuralist sense of Rhetorical Situation. If we want to arrive at a clear sense of the factors that have led Contemporary Composition Studies to conceive of rhetorical situations as we now appear to do, we have to also consider the post-‐structural argument. [Followed by the next section of the paper],”) and d) reducing the Scope of what I discuss in a piece of writing so that I ONLY discuss things that contribute to my ARGUMENT and conscientiously OMIT the many, many things that are TOPICALLY related to what I’m talking about but don’t actually help me develop and prove the ARGUMENT I’m trying to make for the specific discourse community I’m trying to join as a scholar-‐author.
• ORGANIZATION—In this piece, I tried to REALLY concentrate on the ORDER of
what I discuss and do. For example, if I’m using an ethos appeal to make my audience more likely to be persuaded by my argument, it matters WHEN I do that (think of the difference between being really impressed by someone’s credentials before you hear that person give his or her opinion on a topic related to his or her expertise vs. afterward). Likewise, the logical organization of my argument is CRUCIAL to its effect—I really worked on figuring out what I needed to PROVE is true FIRST, what can THEN be proven BASED on that, and so on down the line to the end of my argument.
• DEPTH—In this piece, I tried to REALLY concentrate on going much DEEPER into
my argument. I worked on seeing more of the COMPLEXITY in what I’m arguing and the FULL RANGE of issues, counter-‐arguments, and potential pitfalls I really needed to address to make my piece seem “in-‐depth” and “comprehensively thought-‐through” to a reader and to more fully develop and prove my argument.
Here’s the one I picked, here’s how I got better at that item, and here’s what to look at as evidence that I actually did get a great deal better at it: _________________ ________________________________________________________________________________________________
Final Project: Collaborative Instructional Video WRTG 1150: First-‐Year Writing and Rhetoric, D. Singer
************************************************************************************
Description & Purpose By the final exam period on Monday, May 4, 2015, please submit, through the Discussion Forum in D2L, a LINK to a 4-‐8 minute, collaboratively developed instructional video published online that is designed to TEACH a targeted audience something specific about writing and rhetoric.
• You’ll begin by forming group of 3-‐5 and setting up the, TOPIC, AUDIENCE, ARGUMENT and PURPOSE your group is going to pursue in the video you’ll develop and post online.
• Then, you’ll do a bit of RESEARCH and ANALYSIS to understand the
rhetorical situation at hand (including the writer, reader, text/genre, context and purpose) in order to direct the choices you make in your process and product.
• Then, you’ll USE the PROCESSES you’ve learned about developing,
researching, drafting, workshopping, and revising complex writing for specific target audiences throughout the semester to produce and publish a highly effective instructional video online for your target audience to find.
Our purpose is three-‐fold. First, to test your ability to use the writing and rhetoric expertise you’ve developed throughout the semester. Second, to help you develop a great final product that you can immediately use to teach others about writing and rhetoric. Third, to help you transfer what you’ve learned about writing and rhetoric so far effectively produce and utilize a “collaborative authorial self” (a “co-‐authorial self”) in a multimodal composition. ************************************************************************************ COLLABORATIVELY WRITTEN GRADING RUBRIC: PEGAGOGICAL ARGUMENT 40%
• Your group’s project makes a clear TEACHING argument that is relevant to a SPECIFIC target audience that you clearly identify (even if it doesn’t use a thesis-‐statement as a persuasive device, it’s clear what your video is intended to persuade and teach your target audience, which exact audience you intend to persuade and teach, and why that argument and what you’re teaching should be considered relevant and valuable to that audience).
• The argument and the “lesson” your group’s project offers is sophisticated
enough to call for attention by viewers in the discourse community of your target
audience (the argument and “lesson” you’re offering seems unlikely seem obvious to someone with a the kind of background your audience likely has and a few minutes to think about things on his or her own—and such an audience would probably not immediately agree completely and confidently with your argument and/or know exactly how to do what you’re trying to teach without having watched your video).
RESEARCH 40%
• Your group’s project is clearly based in research and demonstrates the ability to carefully SELECT and USE a range of sources as the basis of an argument and your “lesson” (you’ve carefully selected testimony and demonstrations that clearly help develop and prove the argument you’re trying to make and that effectively help teach the audience what you’re trying to teach them).
• Your group’s project introduces, links, and cites sources rhetorically/
appropriately, both in the body of the video and at the end of the video in the “credits” (you’ve used signal phrases effectively throughout, made it clear how the testimony you present helps your argument/lesson and how the demonstrations you present actually prove that argument to be true/right/logical and show the audience what you’re talking about, and you’ve cited your research clearly throughout (whether you’re using MLA, APA, or another discourse-‐community-‐specific styleguide to format your citations in text and at the end of the video—which, in combination, means you’ve used a complex set of research and citation skills to aid your reader and bolster your own ethos, as well as protected yourself from a charge of plagiarism).
STUDENT-SELECTED CRITERION I 10% With your group, pick ONE of the following as something you really got better at/figured out more about in your work on this project:
1. FOCUS: In this piece, we tried to REALLY concentrate on producing a very clear sense of FOCUS in our piece—which we typically can achieve through four basic techniques: a) Framing (how we frame or contextualize a thing we want to talk about as part of my argument), b) Introductory Forecasting (how we give our reader a sense of where we’re headed in the piece/in a section/etc. so he or she knows what to expect), c) Transitional Phrases that clearly CONNECT different PARTS or SEGMENTS of an argument or lesson as its progressing (like “Although some scholars disagree with the position we’ve just outlined,”) or Transitional Sentences/Paragraphs that do so in longer form in order to make a smooth transition between one SECTION of an argument or lesson and another SECTION (“Of course, Bitzer’s argument provides only the structuralist sense of Rhetorical Situation. If we want to arrive at a clear sense of the factors that have led Contemporary Composition Studies to conceive of rhetorical situations as we now appear to do, we have to also consider the post-‐structural argument. [Followed by the next section of the paper],”) and d) reducing the Scope of what we discuss in a piece so that we ONLY discuss things that contribute to the ARGUMENT or LESSON and conscientiously OMIT the many, many things that are TOPICALLY related to what we’re talking about but don’t actually help us develop and prove the ARGUMENT or teach the LESSON we’re trying to make for the specific audience we’re trying to serve as co-authors.
2. ORGANIZATION—In this piece, we tried to REALLY concentrate on the ORDER of
what we discuss and do. For example, if we’re using an ethos appeal to make our audience more likely to be persuaded by our argument and to take seriously what we’re trying to teach them, it matters WHEN we do that (think of the difference between being really impressed by someone’s credentials before you hear that person give his or her opinion on a topic related to his or her expertise vs. afterward). Likewise, the logical organization of our argument and “lesson” is CRUCIAL to its effect—we really worked on figuring out what we needed to PROVE is true and SHOW how to do FIRST, what can THEN be proven and shown BASED on that, and so on down the line to the end of our argument/lesson.
3. DEPTH—In this piece, we tried to REALLY concentrate on going much DEEPER into
our argument/lesson. We worked on seeing more of the COMPLEXITY in what we’re arguing and trying to teach and the FULL RANGE of issues, counter-‐arguments, and potential pitfalls we really needed to address to make our piece seem “in-‐depth” and “comprehensively thought-‐through” to a viewer and to more fully develop and prove our argument/more fully develop and teach our lesson.
STUDENT-SELECTED CRITERION II 10% With your group, pick ONE of the following as something you really got better at/figured out more about in your work on this project:
4. VISUAL RHETORIC—In this piece, we tried to REALLY concentrate on making sure that the video looks professionally produced and edited in terms of the visual transitions, camera angles, multiple cuts of film [i.e., it’s not just one shot that continues for the whole video], lighting, composites/overlays, and making sure that the general look of the video is clean and professional.
5. BODILY RHETORIC—In this piece, we tried to REALLY concentrate on making sure
the people featured in the video are wearing rhetorically/persuasively deliberate and appropriate attire, make effective eye contact with audience/camera [where appropriate], and use rhetorically effective body language and facial expressions throughout.
6. AUDITORY RHETORIC—In this piece, we tried to REALLY concentrate on making
sure the voices heard in the video sound natural and animated—not just ‘read from a script’—and are loud enough to hear easily and clearly but not so loud that the volume itself is noticeable or distracting, effectively using background or transitional music and/or other sound effects, and including no distracting extraneous noises like microphone feedback or other seemingly random noises.