WRD 111-00
Composition & Communication II
Semester & Year, Class Time, Days, Classroom
Please read this entire syllabus closely; it contains important course policy information & coursework overviews. Remaining
enrolled in this class means both that you have read and understood all of the content in this syllabus
and that you agree to abide by the guidelines & policies outlined herein,
just as you can expect me to uphold these policies & teach according to these guidelines.
Instructor: TBA
Email:
TBA
Office:
TBA
Office Hrs: TBA
PREPARING FOR WRD 111
Required Texts & Materials
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Everything’s an Argument. Lunsford & Ruszkiewick. 2013. UK edition
A Pocket Style Manual. Hacker & Sommers. 6th ed. 2012. UK edition.
WRD e-reader. Van Griner. Online access with a purchased code at wrdreader.com
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Active library account & UK email address
Blackboard (Bb) access
Reliable computer & internet access
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Flash drive or cloud to back up your work
3x5 in. index cards
Digital video camera & voice recording device
Minimum Technology Requirements for Blackboard (Bb)
You will not be able to access course material or complete assignments if you do not have the software listed.
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Firefox internet browser
Java
Flash
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Adobe Acrobat Reader
Adobe Connect
QuickTime movie player
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Windows Media Player
At least Microsoft Word &
PowerPoint)
To find out if your computer meets the hardware and software requirements for Bb, click on the link, then click BbGo!
http://wiki.uky.edu/blackboard/Wiki%20Pages/Browser%20Check.aspx You can also access links to access free downloads
of Firefox, Adobe Reader, Flash, & QuickTime.
Download Java at http://java.com. Click the Free Java Download button; run the installer to get the latest version.
Download Windows Media Player at http://www.microsoft.com/windows/windowsmedia/player/10/default.aspx
Download Microsoft Office Suite (including Word and PowerPoint) from this site: https://download.uky.edu/. You will
need to login with your UK LinkBlue username and password first.
Instructor Contact
I am here to offer assistance whenever you have questions or concerns on any aspect of the course, so please let me know
whenever you are unsure, are struggling, or would like feedback. Take advantage of my office hours; if they are not
convenient for your schedule, we can make an appointment for another time. You may also email me with questions and
concerns. I don’t accept emailed drafts or homework assignments, but I will discuss drafts with you in person.
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Email Etiquette
When you email me (or any other professional), be sure to use proper correspondence etiquette. This includes:
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using a descriptive subject heading,
starting with a respectful a greeting
using capitals and punctuation throughout
ending with a signature of your name
Please email me far enough in advance that I can respond and you can make adjustments or corrections using my feedback or
answers. While I am often able to respond the same afternoon for emails I receive in the morning, I may not get back to you
until the next weekday (excluding holidays). Contacting me an hour or two before an assignment is due will be a waste of
time for both of us. Get assignments done as far advance of deadlines as possible to avoid any problems or to give you time
to contact me with questions that might arise. You never know when you might need clarification before an assignment is
due. This is also a good way to avoid any issues with technology that can and will happen. Due to problems with virus
transmission, I do not accept email attachments of essays or homework—all work must be submitted online.
WRD111 OVERVIEW
“Education is not the filling of a pail,
but the lighting of a fire”
~ William Butler Yeats
Course Goals
Composition and Communication II is the second of two general education courses focused on integrated oral, written, and
visual communication skill development emphasizing critical inquiry and research. In this course, students will explore
issues of public concern using rhetorical analysis, engage in deliberation over those issues, and ultimately propose solutions
based on well-developed arguments. Students will sharpen their ability to conduct research; compose and communicate in
written, oral, and visual modalities; and work effectively in groups (dyads and small groups). To learn to analyze a public
issue using rhetorical analysis, the entire class will explore together one contemporary social issue and related texts about it.
Students will then be grouped in teams, each of which will explore a different public controversy with a local face (e.g., the
use of renewable energy vs. fossil fuels--local angle: coal mining practices in Eastern Kentucky).
For the first two-thirds of the class, students will decide on their team focus and conduct significant primary and secondary
research on the issue, culminating in a series of reports and a group symposium. In the last third of the class, teams will
develop digital projects to communicate their well-argued solutions to audiences beyond the classroom. A significant
component of the class will consist of learning to use visual and digital resources, first to enhance written and oral
presentations and later to communicate mass mediated messages to various public audiences. Over the course of the
semester, class members can expect to work independently, with a partner, and in a small group (team) to investigate, share
findings, and compose and deliver presentations, as well as to practice and evaluate interpersonal and team dynamics in
action.
Student Learning Outcomes
By the end of the semester, students will have been introduced to skills that allow them to:
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Compose in writing and deliver orally with visuals (in a face-to-face or digital environment) at least one major project
grounded in scholarly research in a manner that is appropriate and effective for the audience, purpose, and occasion.
(The development of one or more major research projects is the course’s primary educational focus.)
Conduct significant research on a subject, using the resources of the UK Libraries
Employ advanced strategies for developing ideas and analyzing arguments, with greater emphasis on addressing and
mediating issues of public interest, and with evidence of critical thinking in both the conception and the development
of the thesis.
Refine their speaking, writing, and visual communication skills, focusing on matters of construction, design, and
delivery style.
Critique the work of peers and professionals.
Revise their written and oral presentations, in collaboration with peers, instructor, librarians, and pertinent members of
the public.
Employ and evaluate interpersonal and small group communication skills.
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COURSE POLICIES
Attendance
Attendance and participation are crucial to your success in C&C I. After all, education occurs when you show up and
contribute. This class relies heavily on in-class discussions, individual and group activities, and impromptu writings and
speeches, so prompt and regular attendance is essential for you to benefit from the work we do. For general information on
UK policies regarding attendance, see the UK Student Code of Conduct (Part II, section V, Academic Standards, parts
5.2.4.1, and 5.2.4.2). This is available online for your convenience at http://www.uky.edu/StudentAffairs/Code/part2.html#
Absences: In accordance with UK’s “One-Fifth” rule, upon (not after) your ___ absence you will not be eligible to
pass the course. This rule also applies to excused absences. Excused absences will be given at my discretion only with
documentation as defined by the UK Student Code of Conduct 5.2.4.2. Students missing class due to an excused absence
must provide documentation the day they return to class (except where prior notification is required). Whether excused
or unexcused, it is your responsibility to track total absences and keep up with assignments.
Tardies: The largest complaint that students make about classroom disruptions is tardies. Tardy means 1-5/1-10
minutes past the start of class. More than 5/10 minutes, and the tardy will be counted as an unexcused absence. Every
student will get two tardies without penalty to allow for unavoidable delays. However, to discourage distractions and
ensure students don’t miss any required material for each meeting, after the second tardy, students earn half an
unexcused absence for each additional tardy.
Late Assignments: To maintain academic integrity and keep the class on track, I assign deadlines and expect students
meet those deadlines, so I do not accept late work except for excused absences with documentation. If students have an
excused absence, they have one week from the day they miss to turn in work that was due on that day, or they will
receive a zero on work that isn’t made up. Students who do not turn in work due to an unexcused absence will receive a
zero on any assignments due in class the day they miss.
Excuses: Personal obligations, including work and travel, and mechanical failures are not acceptable excuses for late
work, though I will accept work submitted early. Organize your time, back up ALL work, and schedule around your
other responsibilities.
Backing up Assignment Work
In addition to all the flashdrive and cloud technology of late, Bb has a handy feature under the eContent Collection to store
all of your work on the network server; thus, there is no reason not to back up your work. Backing up work includes not only
essay and speech drafts but also your discussion board and blog posts, which you should compose on Word documents that
you can save as you go, rather than composing directly in the message box. Then, when the assignment is complete, copy and
paste the content into the discussion board or blog message box. This way, if you encounter any technical problems while
submitting, you have a backup saved.
Assignment Requirements
You are expected to produce a minimum amount of formal composition in this course as an indicator of your facility with the
skills you learn. Assignments that don’t meet minimum length requirements earn a failing grade, in accordance with
WRD policies. This policy allows instructors to be fair to students who follow directions and make sincere efforts in their
work.
Student Conduct
A safe and positive environment is essential for learning, and we are all responsible for protecting our writing community.
You deserve to be treated with respect and courtesy at all times as a member of this class, and I expect you will return that
respect to others. This means that I protect our community by not tolerating negative student conduct that might infringe on
your learning experience. Students who violate conduct policies or contribute to a hostile or negative environment will
receive a warning, possible assignment deductions, or, if necessary, be referred to the Writing Division for further action.
Preparation: Unprepared students are unable to participate in the writing community and interfere with the learning
process. You should not have to make up for another student’s lack of planning or effort, so I require students to bring
relevant texts, writing materials, and homework assignments to each class and complete all readings for that day.
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Language: Our community is a place to create and explore ideas. I encourage intellectual freedom and welcome open
expression, so you can benefit from new ideas and even controversial points of view. There may be debates, lively
discussions, and even some arguments. Students have a right to share their own opinions in an appropriate manner, but I
will not allow anyone in class to subject you to aggressive language founded in ignorance or hate.
Behavior: So you can remain fully engaged with our writing community, I expect all students will:
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Refrain from using electronic devices in class (cell phones, laptops, ipods/MP3 players, etc.)
Stay awake for the entire class and not put their heads down on the desk.
Avoid doing work that should be done at home while in class (whether for our class or another class).
Avoid whispering or talking when another member of the class is speaking during relevant discussion.
Peer Groups: Because most professionals must learn to work collaboratively, you will collaborate with your peers
both in and out of class. We will ask you to form groups early in the semester and you will be expected to honor all
deadlines agreed to by your classmates. Treat everyone in this class and in your group with respect, as a valued
colleague, and you will have few problems.
Plagiarism
Part II of the UK Student Code of Conduct states that all academic work‚ written or otherwise‚ submitted by students to their
instructors or other academic supervisors‚ is expected to be the result of their own thought‚ research‚ or self–expression. See
section VI, 6.3.1 online at http://www.uky.edu/StudentAffairs/Code/part2.html#
In cases where students feel unsure about a question of plagiarism involving their work‚ they are obliged to consult their
instructors on the matter before submission. When students submit work purporting to be their own‚ but which in any way
borrows ideas‚ organization‚ wording or anything else from another source without appropriate acknowledgment of the fact‚
the students are guilty of plagiarism.
Plagiarism includes reproducing someone else's work‚ whether it be published article‚ chapter of a book‚ a paper from a
friend or some file‚ or another source, including the Internet. Plagiarism also includes the practice of employing or allowing
another person to alter or revise the work which a student submits as his/her own‚ whoever that other person may be.
Plagiarism also includes using someone else’s work during an oral presentation without properly citing that work in the form
of an oral footnote.
Whenever you use outside sources or information‚ you must carefully acknowledge exactly what‚ where and how you have
employed them. If the words of someone else are used‚ you must put quotation marks around the passage in question and add
an appropriate indication of its origin. Plagiarism also includes making simple changes while leaving the organization‚
content and phrasing intact. However‚ nothing in these Rules shall apply to those ideas which are so generally and freely
circulated as to be a part of the public domain.
You may discuss assignments among yourselves or with me or a tutor‚ but when the actual work is done‚ it must be done by
you‚ and you alone unless the assignment has been designed to be conducted with a partner or small group of classmates. All
work submitted must be new, original work; you may not submit work you have produced for another purpose or class,
including a previous CIS or WRD 110 course.
Students who cheat disrespect themselves and our writing community. To protect our community and the standards of UK’s
education, I teach prevention strategies and immediately address any academic integrity violations. Should plagiarism or
cheating occur, I will directly refer the violating student to the Writing Division’s office to begin official plagiarism
proceedings. As plagiarism and cheating are serious offenses with equally serious consequences, the minimum penalty for
either offense is a zero on the assignment.
MLA Documentation
To reduce instances of plagiarism, pay attention to discussions and readings about MLA documentation and keep track of
your sources as you draft. Any time you use and refer to sources in your assignment work, you must use MLA in-text
documentation and include a properly formatted Works Cited page to avoid plagiarism or misrepresentation. For all typed
major and minor assignment work in this class, students should follow the MLA formatting guidelines in your handbooks.
Students with Special Needs
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If you are registered with the Disability Resource Center (DRC) and require special accommodations to complete the work
for this course, you must produce a letter from the DRC that details what you need before I can grant you these
accommodations. Special accommodations cannot be granted retroactively. This is a non-negotiable class policy. Please
contact the DRC at 257-2754 if you have questions about your eligibility for special accommodations.
Writing Center/Multimodal Communications Lab
The Writing Center is located in W. T. Young Library, Thomas D. Clark Study, 5th Floor, West Wing. You can walk in or
make an appointment by phone (859-257-1368) or online (http://web.as.uky.edu/oxford/). The staff can help you identify and
correct problems with all aspects of your writing and work with you on visual design. If you want assistance with speaking,
you may go to the Multimodal Communication Lab in 106 Grehan (859-257-8370). Consider going to either location if you
feel stuck at any stage of the communication process. Please Note: these labs do not offer editing services; they offer
feedback to guide you as you revise your own compositions.
COURSEWORK
General Coursework Information
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Instructions for all projects, major assignments, & homework are listed by due date on Bb. It is your responsibility to
check the deadlines and read instructions carefully on Bb and contact me with any clarifications you might need.
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Coursework that does not follow instructions or meet project and assignment requirements (beyond minimum length
requirements) will receive grade deductions that could lead to a failing grade on the work.
Assignment (due dates on course schedule & Bb)
Project
Major
Assignments
Peer Review
Homework
Worth
Component 1: team website
10%
Component 2: individual summary podcast
15%
Component 3: individual rhetorical analysis essay
20%
Component 4: team persuasive speech
30%
Proposals; transcripts; outlines; & final reflection podcast
Feedback letters, marginal notes, summaries, & responses
Process work, research notes, exercises, activities, & pop quizzes
Grade
Scale
A=90-100%
B=80-89%
C=70-79%
D=60-69%
E=0-59%
10%
5%
10%
Verifying Assignment Submissions
Since the only way I can verify that you have completed an assignment on time is to note the time stamp when you submit
the work online, it’s important that you verify submissions you make to Bb when you post document files. To check
document uploads: After you submit an assignment, click the “My Grades” button. If you see an exclamation point (!) next to
that assignment, it worked. If you don’t see it, resubmit the file and re-verify. To verify discussion board and other posts,
simply click on the link to your thread and review the submission.
Checking Grades
All assignment grades will be posted regularly under the “My Grades” button on the main menu. This allows you to track
your progress throughout the class. I grade assignments within two weeks of the due date, so please do not contact me before
the end of these two weeks to ask about your grades. My assessments for project work and major assignments usually
include both general and specific comments and a grading rubric gauging your skill levels. When you receive these with my
feedback, please read them carefully. My critiques are meant to help you improve on future assignments. If you need
clarification on my comments, please email me once you have read all of my feedback.
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COURSE PROJECT
Overview
There is only one overarching project for C&C II; this project is broken down into 4 separate, though interrelated,
components or assignment task. You will be assigned to a team of 3-4 students, and together you will select one
public controversy topic as your “case study” for this project; you will use this topic as a group throughout the
semester. We will be doing homework assignments to aid you and your team through all steps in the composition
process of this project. The components are listed and explained in detail on the following pages.
Choosing Project Topics
The controversy topic you choose must currently be in the news at the local and national levels, but it’s still
important to pick topics from your interests, what excites you, as you connect with the debates around you.
Topics to Avoid: To encourage original insights, your team cannot select over-researched, overdone topics like:
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Abortion
The death penalty
Gun control
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Illegal drug regulation
Global warming
Oil / Coal
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Gay marriage
Higher education
(class case study
Proposals: Each team will turn in a minimum 300-word formal project topic proposal. Each team member will
turn in a minimum 200-word formal proposal for each of the 4 components of the team topic. Due dates for these
proposals will be assigned throughout the semester.
Required Research & Documentation
Your project requires engagement with both primary sources produced by those involved in the controversy and
secondary sources written about the controversy in general. You may also produce your own data through
fieldwork or interviews with those involved or by observing some facet of the controversy in action.
To avoid plagiarism, all of your research must include proper MLA documentation for both in-text/in-speech
citations (quotes, paraphrases, or summaries) and the Works Cited page. If you do not include the required
citations (either verbal or in-text, depending on the component), and/or if you do not cite all sources, your
speech will be subject to extensive grade deductions and a possible failing grade.
Team Work
This project requires a good deal of team collaboration, even though the components are often individually
created. You will all sign a team contract, and you will all submit regular assessments of your team. Working
effectively with your group will require you all to:
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Make and meet deadlines
Coordinate assignment and component elements
Assign tasks equally: you will need to choose members to turn in work, create consistent designs, edit
team texts, etc. These tasks will need to be equally divided between members. In other words, the same
person should not to do all the work each time.
Your team will submit task assignments, deadlines, and plans periodically to the instructor. Instructions
for these tasks will be posted on Bb.
Assessments
The 4 components add up to 75% of your total course grade. All separate component due dates are on Bb.
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TEAM COMPONENT 1:
Website
Every team will create a website on which to post both individual and group component work. By making your
work public, you will be required to consider the needs of a diverse community of audience members as well as
consider the appropriateness of your style, content, and design.
Approach: Website Pages
Team websites will be broken down into individual pages and team pages. I recommend using Wix.com (it’s userfriendly and free, and if I can use it, anyone can). Wix will require your team to create an account with a login and
password. Be sure all members of the team know this, so they can access the website to make changes.
Individual page: Each individual team member will have a separate page on the website on which to post
individual component work. The individual page must include a biography and engaging introduction
(minimum 300 words) of the team member including an explanation of your interest or stake in the topic
you’re researching. For your own safety, please DO NOT provide your phone number or address or
identify where you live on the website; use an email address for contact purposes.
Team page: Team pages are collaborative and should be based on team consensus for design and content.
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Main team page: should include your team’s name (something you all agree on that is fun and
fits your team personality) and an explanation/overview of your topic (minimum 300 words).
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Speech page: should include your recorded speeches in the appropriate order, your team speech
PowerPoint, speech outline, and full Works Cited.
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Resources page: should include a list of links & other useful sources where interested parties can
find more information. This page will offer more than what your combined Works Cited offer.
Design
Since the outcomes of this class include learning appropriate visual communication skills, your webpage should
reflect the effective design principles you will be learning about this semester. The team should collaborate on the
design choices. Feel free to experiment.
Assessment
This team website comprises 10% of your final grade (5% for individual page / 5% for team pages), based on web
design and the website-only content (like the team topic overview and your individual biography).
You will have deadlines for creating the website and for posting different project components on the website, but
the website as a component will not be assessed until the end of the semester.
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INDIVIDUAL COMPONENT 2:
Summary Podcast
You will make an oral recording (podcast) summarizing one side/viewpoint/perspective of the different possible
arguments being made about the controversy your group is studying. Each team member will select a different
argument or viewpoint to research and summarize in this podcast. This viewpoint can be held by a group of
people or by one individual. You will need to coordinate with your team, so you can all choose different sides—
don’t overlap viewpoints. However, you will not collaborate on the podcast—this is an individual project
component.
Required Length
Your individual podcast must fall within a 4-6 minute time limit to avoid grade deductions. Please note: 300
words takes about two minutes to read at a reasonable pace, depending on the person. So, a 600-word transcript
will be around 4 minutes. Be sure to practice to help your voice sound more natural as you read and also to help
you time yourself and avoid extensive grade deductions.
Approach
Your podcast will be a summary, meaning it will provide only information about the viewpoint you have chosen
in this controversy. A summary means a fair and balanced overview of that argument position or side. You will
not argue or agree with the position; you will merely translate the viewpoint you have chosen.
Research
Using MLA documentation, you will need to both quote from and closely engage with you’re the research you
use to help you learn about and understand the viewpoint you have chosen in the controversy. This means you
must have both verbal citations in the podcast and that you will submit a Works Cited page for all source
references to avoid committing plagiarism. If you do not include verbal citations or if you do not cite all sources,
your speech will be subject to extensive grade deductions and a possible failing grade.
Transcript
This podcast requires an accompanying transcript. Basically, this will be a formally (meaning edited) typed script
of what you will be reading for your podcast. You do not have to memorize the content. You will submit a final
draft of this outline the day your podcast is due.
Delivery
This spoken component requires you to use a conversational tone and ensure your voice projects.
Posting Checklist
The following submissions must be made by the component deadline listed on Bb.
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Your podcast recording must be posted on your individual page of the team website.
Your Works Cited page must be posted on your individual webpage.
Your transcript file with a Works Cited at the end of the document must be submitted to Bb.
Assessment
This individual podcast comprises 15% of your final course grade. The transcript will be assessed separately as a
major assignment (refer to syllabus for coursework explanations).
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INDIVIDUAL COMPONENT 3:
Rhetorical Analysis Essay
Each team member will write a rhetorical analysis essay on one document created by a person or a group making
an argument about a subtopic related to your team topic (the document can be a website, an essay, an editorial, a
podcast, a graphic/comic/other visual). Reminder, you should each choose different arguments/viewpoints, and
you should all pick different documents for your analysis—again, don’t overlap.
The document you analyze should clearly present the individual or group’s position or argument. It should also
provide enough detail (textual and/or visual) to analyze in depth. For example, a bumper sticker wouldn’t work
well. As with component 2, you will not collaborate on the essay—this is an individual project component.
Required Length
Your essay must meet the minimum requirement of at least 1800 words to avoid extensive grade deductions. The
Works Cited page does not count toward the final word count.
Approach
An effective analysis will break down and evaluate the rhetorical strategies used in this document while putting
the content into context and analyzing the author’s bias (whether as a group or individual).
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Introduction:
o Briefly identity the context or circumstances behind the document creation—what is the
controversy and who is the person or group who created the document?
o Identify the argument the person or group makes with the document—what is their claim?
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Briefly pinpoint any possible bias the person or group shows based on your research about the document,
the author/creator, or reviews related to it.
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Briefly explain any assumptions the document makes about the audience reading/viewing/listening to it.
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In depth, explain the document’s use of rhetorical strategies including logos, pathos, and ethos. This
portion should be the bulk of your essay, meaning at least ¾ of the content.
Research
Using MLA documentation, you will need to both quote from and closely engage with your document as your
primary source, but you should also find relevant and credible sources that offer insight into your analysis of this
document. Proper research means that you must have both in-text citations and a Works Cited page for all source
references to avoid committing plagiarism. If you do not include in-text citations or if you do not cite all
sources, your essay will be subject to extensive grade deductions and a possible failing grade.
Posting Checklist
The following submissions must be made by the component deadline listed on Bb.
 The essay must be posted on your individual page on the team website, including the Works Cited page at
the end. Do not post a link to the essay. Embed the full essay on the website.
 Your essay file with a Works Cited at the end of the document must be submitted to Bb.
Assessment
This individual essay comprises 15% of your final course grade.
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TEAM COMPONENT 4:
Group Speech
Your team will choose a subtopic under your main team topic controversy and make a group argument that you
will present as a team speech. Your team’s persuasive presentation has the following objectives: convince your
audience to agree with your position; propose solutions; persuade the audience to take action to help solve it.
Your audience should be the local component of your group’s argument, meaning you will direct your speech
content to a specific local group or person based on those who are involved directly in the controversy.
Timing
Your individual speech must fall within a 4-6 minute time limit to avoid grade deductions. Thus, with three team
members your total individual speeches will add up to 12-16 minutes; four members, 16-24 minutes.
Approach
Each group member will record a separate speech on her or his own that will fit within an overall organization
with the other team member speeches. Thus, your team first needs to decide what type of speech you want to
make (like Monroe’s Motivated Sequence, Problem-Cause-Solution, Problem-Solution, Rogerian, etc.; see
textbook).
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Your team will divide the speech into different parts, depending on your chosen organization, meaning
each member address only one aspect of the persuasive speech.
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Each individual speech should make sense on its own and contain all sections of a formal speech
including an introduction (with attention getter and thesis), body (with main points and developing
examples, explanations, and data), and conclusion (with a reflection and clincher).
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To maintain a logical organization for all the speeches together, at the end of your individual presentation
recording—following your clincher—you will introduce the next speech by identifying the group
member's name and briefly previewing what the speech will address.
Research
In your speech, you need to do a verbal citation of at least three different and relevant outside sources.
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Your team will have a combined MLA Works Cited page for these sources in the team visual (explained
below).
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If you do not include verbal citations or if you do not cite all sources, your speech will be subject to
extensive grade deductions and a possible failing grade.
Notecards
You may each use a maximum of five 3 x 5 one-sided index cards to guide your speech. Notecards should use key
words only––no complete sentences. You will turn your notecards in after you give your speech.
Formal Outline
Each team member will create a formal outline for her or his speech to be combined into one team document. This
outline will provide basically a transcript of the team speeches that develops each section’s key points, and it will
need to be approximately 500-600 words.
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Use formal outline formatting (i.e., roman numerals, proper subheadings, etc.).
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The outline will not be a keyword outline—each section should be written in full sentences.
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Identify the presenter for each section of the outline, so I can tell which portion belongs to whom. For
example: II. Other Solution Proposals (Jami Student).
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Final team outline must be consistent in design—using all the same font, spacing, numbering, etc.
Visuals
Each team member will create a PowerPoint slideshow for her or his speech to be combined into one team
presentation file.

Each individual portion of the team slideshow should have a minimum of five slides. It should have a title
page with the presenter’s name and subject (i.e., solution, background, etc.). It should also include some
kind of visual aid or symbol (like a chart).

The final team presentation should include a team title page at the start and a combined MLA-style Works
Cited page (including the sources from all research) at the end of the slideshow.

The final team presentation needs to be consistent in design—using all the same template, font, spacing,
numbering, etc.
Posting Checklist
The following submissions must be made by the component deadline listed on Bb.
 Your team speech must be given on the assigned due date.
 The team PowerPoint slideshow must be posted on your speech website page.
 The team speech outline file must be submitted to Bb.
Assessment
This team speech comprises 30% of your final grade. The outline will be assessed separately as a major
assignment. This percentage will be broken down into:


20% individual speech: The individual assessment will reflect the content of your speech, visual, and your
portion of the team outline.
10% group dynamics: The group dynamics grade will reflect the overall design of the outline and the
slideshow presentation (based on consistency and design principles) and the final group evaluation that
will be conducted at the end of the project.
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EXAMPLE CASE STUDY
For our practice topic, I have chosen “The purpose of higher education in the 21 st century.” We will use this
general topic throughout the semester to exemplify the kind of case studies you can work with in your team and to
practice skills you will all need in your own project work and assignments.
How is this topic appropriate for what we are doing?

This topic is controversial because many people have different ideas about what the purpose is, what
higher education means, how to achieve it, etc.

The topic has both a local and a national relevance—after all, we are all functioning in a higher education
environment right here at UK; nationally, we face a presidential election and controversies about
increasing community college enrollment, student loans, the economy and job market and people
returning to school for both.

The topic broad enough because there are several subtopics into which it can be broken down, which will
allow my group could address in the different component assignments.
Getting Started on the Summary
In order to determine the possible arguments being made or viewpoints and sides that people might take when
dealing with this controversy, I have to brainstorm subtopics (which your team will do in class and for homework
assignments). Questions provide a good source for brainstorming (though I encourage you try all the different
invention techniques you learned in WRD110 or find on OWL, the amazing Purdue website on composing skills).
 Should students go into major debt to get a higher education?
 What is the government’s responsibility with regard to higher education?
 Do people need higher education to be successful?
 What should higher education consist of or what is its purpose?
Each team member can choose different subtopics, or you can all use the same subtopic and choose different
viewpoints. Either way, you will all need to choose different arguments.
So, say my group chooses the same subtopic about the government’s responsibility. Different viewpoints include:
 Those who think that the government should not provide any assistance for higher education.
 Those who think that the government should forgive all student loan debt after a certain length of time
 Those who think that the government should allocate more federal funding to higher ed institutions
 Those who think the government should offer more grants
Or, say my group wants to do different subtopics. Different viewpoints then would depend on the subtopic.
 Those who think that any amount of debt is worth getting a college degree
 Those who think that all higher education should be free, subsidized by the government
 Those who think that higher education isn’t necessary for success
 Those who think that higher education is about becoming a well-rounded person
Once my group chooses viewpoints, we will each begin researching our side. Who are the people who believe
these things and want to persuade others that their side is the most effective? What documents do they use to
make their arguments and where can these be found? What are their main points, reasons, motivations? During
brainstorming, it’s fine to be general about “those people,” but after researching, I need to be able to pinpoint
names of groups or individuals who actually make these arguments (like Jeffrey Sachs who wrote The Price of
Civilization). These are the people (or the person) my individual podcast will summarize.
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Avoiding Pitfalls: Summaries are effective when they are presented in an unbiased manner. So, even though you
will have an opinion on the issue, this is not the venue to address your side. Thus, I highly recommend you choose
a side you don’t agree with or that you aren’t familiar with because it will make this experience more informative
and even help you understand your perspective more. When I write my summary, I will be clear that this is the
idea of the person or people I have researched (using author attribution—also known as verbal citation—
regularly, like “Mr. Sachs points out” and “He also argues”).
Getting Started on the Rhetorical Analysis
Our group then decides to use the research and brainstorming we did for the summary in finding different
subtopics and arguments about those subtopics, and we decide to each take a different argument under the
subtopic about the government’s responsibility in relation to higher education.
The argument I decide to focus on is the side that thinks the government should fund higher education the way it
funds primary and secondary education. So, I find a document where an author makes this argument: Bob
Samuels, who wrote “Why All Public Higher Education Should Be Free.” Here is the link for the document:
http://www.huffingtonpost.com/bob-samuels/why-all-public-higher-edu_b_1099437.html
In my essay, I will start by explaining the relevance of why I am writing about who should be funding higher
education (we’re in a recession, so more people are returning to school—I would want to get a source to use for
statistics to back up this point). In other words, what’s the context of this particular argument as a whole? Then, I
will name the author and document I have found that chooses a side in this argument and briefly summarize the
author’s claim.
I would then spend a little time explaining where I found this source, whether or not it was a response to
something someone else wrote (and what that was), and who I believe the audience for this author’s document is
and why/how I know that from the document itself. Identifying the assumed audience will let me tie elements of
my rhetorical analysis back when necessary.
The majority of my essay, however, is going to look at the rhetorical strategies. Where does this author use
appeals to logos (reasons, support, data, research, etc)? How are these appeals achieved? Why does he choose
these specific appeals based on the assumed audience? What are the effective and ineffective aspects of these
appeals? I will do the same for pathos and ethos.
Avoiding Pitfalls: First, like the summary, you will be remaining neutral in your tone. Your goal is not to assert
your argument but to help your readers understand the author’s argument. Second, you will be reading example
rhetorical analysis essays, learning the ways to break down and explain strategies, and to support your overview.
These resources are invaluable. Third, analysis is difficult and requires a lot of proof. It’s not enough to simply
state that the author makes an appeal. You need to show it and in developed detail explain how that appeal works
and why—from what you can tell in the document—the author used it.
Examples for Group Speech
The first thing each team must do when preparing the group speech is to decide what argument everyone wants to
make or can agree to make. Then, you have to decide who your ideal audience would be, the people you want to
persuade to actually make something happen.
My group has decided to create a persuasive speech that will convince the audience of academic administrators at
the University of Kentucky (the board in charge of determining the general education requirements) to increase
the general education requirement credits from 30 back to 36 credits. This is a subtopic related to our main topic
on “the purpose of higher education in the 21st century.” It has a national relevance because many universities
around the country are reducing gen ed requirements. Our audience is local/UK. We chose it based on group
consensus. Two people members in the group agree with this; two members don’t agree.
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We have decided to organize the speech based on the Rogerian style, which means that we will spend a lot of time
developing the opposition, presenting the entire argument neutrally, and giving a solution that engages the values
and needs of multiple sides.
o
o
o
o
Person A will introduce and discuss the background of the issue. So, she will explain the context of the
topic, why our group feels the need to even address the issue of general education credits. What brought this
about? What is the importance of addressing gen eds in higher education right now, locally and nationally?
Who’s talking about this issue? Etc. This section of the Rogerian is to establish that there is a
problem/controversy that people want to solve, and many people agree that higher education needs reform
to be more effective.
Person B would summarize the different positions people hold that encourage fewer gen ed requirements.
Who are these people? What are their different reasons? What research supports fewer gen ed credits? What
are the assumptions these people make about the purpose of higher ed that makes them want fewer credits
for it (and more credits for the major).
Person C would summarize the different positions people hold that makes them want more gen ed classes.
Who are these people? What are their different reasons? What research supports more gen ed credits? What
are the assumptions these people make about the purpose of higher ed that makes them want more credits
for it.
Person D would find the common ground between the groups and provide a solution or call to action based
on this common ground. What values do all the sides share, and how can we use that to fix the problems of
higher education? What compromises or negotiations might we want to make? For example, maybe just one
more gen ed class for 33 credits and then a class in the major that provides gen ed skills but does it
specifically within the major field of study.
But what if we want to do the problem-solution style?
o
o
o
o
Person A would again introduce and discuss the background of the issue, ending with the group’s proposed
solution.
Person B would talk about other solution proposals people have made. What ways have people or groups
tried to address the general education requirements, maybe over the long history of higher ed or the more
present attempts.
Person C would explain the limitations of those other solutions, why they won’t work.
Person D would discuss advantages of the team’s proposed solution in contrast to other solutions and make
a call to action.
Avoiding Pitfalls: Part of making an argument effective is projecting confidence in your ideas. This requires a
clear and directly worded claim, so at some point (depending on your speech organization), a team member needs
to make a clear argument claim (usually at the end of the introduction to the topic, except in Rogerian) and other
team members need to revisit this claim throughout the speeches. I mention this because vague, unclear claims
that are wishy-washy or don’t really take a stand can deflate the persuasive effects of the speech as a whole.
Some groups will have three rather than four members, so one member may need to cover two aspects, like
combining B and C of the problem-style example. Some groups lose most members by the semester’s end, where
only two people remain. In this case, each one can combine two sections. No matter what happens with group
size, your individual speech length will not change, even if you have to cover more content. This will mean a loss
of content development, but that will just require you to spend more time picking the most effective research and
content to pack a punch with less detail.
TENTATIVE COURSEWORK SCHEDULE
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Page 15 of 25
(Subject to Change with Notice)


Videos, weblinks, PowerPoints, & PDF attachments are on Bb under folder links according to due date.
Abbreviations used in the schedule are as follows:
o Bb: Blackboard
o EAA: Everything’s an Argument
o Db: Discussion board
o WRD: Word e-reader online
o Group Db: Group discussion board,
o OWL: link to OWL Purdue website
under assigned group links
o PDF: Supplementary handout (posted on Bb)
o HB: Handbook
o PPT: PowerPoint viewing (posted on Bb)
A Note on Readings
Readings cover the skills and content lessons that will allow you to become a more effective communicator. While there may
not be an activity or assignment directly following each reading, you are responsible for all assigned content—both for
understanding it and applying it to your assignment and project compositions.
FOR INSTRUCTORS: NOTE, THIS SCHEDULE IS DERIVED FROM AN ONLINE CLASS ENVIRONMENT. YOU
WILL NEED TO SCHEDULE IN DAYS FOR SPEECH REHEARSALS, PEER REVIEW, AND PRESENTATIONS.
IF YOU WOULD LIKE COPIES OF THE POWERPOINTS I LIST FOR THE ASSIGNMENT INSTRUCTIONS OF FOR
USE IN YOUR CLASSES, LET ME KNOW. THESE WILL BE ONLINE LECTURE POWERPOINTS THAT YOU
WOULD NEED TO REVISE FOR IN-CLASSROOM USE.
WEEK
LESSON OVERVIEW &
LESSONS
Read syllabus & tips
Read EAA: Ch. 1
Review OWL: Rhetorical Situations
Read all 11 sections, through the conclusion
http://owl.english.purdue.edu/owl/resource/625/01/
ASSIGNMENT DEADLINES
HOMEWORK DUE (in class or online)
R: Syllabus quiz
Db: Post Personal Introduction
This class involves a lot of student interaction. Thus,
it's important to get to know the peers.
In a minimum 250-word post, introduce yourself.
Possible things to include in your post: where you
plan to study, your hometown, your interests,
something unique about you. Remember, this is to
help break the ice and help you connect with your
classmates.
Week
1
To complete this post, first, type your response in a
Word document and save it (to avoid losing work by
composing it online). Once you are ready, click on the
link above to get to the Db, then click "Create
Thread." Then, start your subject title with your last
name, followed by whatever title you care to create.
Copy and paste from your Word document into the
message box. Click "Submit."
Your next assignment is to comment on two different
peers' posts with a minimum 100-word response per
post. Engage with his or her introduction, share
commonalities, remark on what you find interesting,
whatever interests you. To reply to a peer, click on his
or her thread link, read it, then click "Reply." Copy
and paste your reply into the reply message box
(again, it's better to compose on a Word document
you can save), and click "Submit."
C: 2 Personal Intro peer comments
Page 15 of 25
R: EAA Ch. 1 Response
Write a 300-word minimum response to the following
prompt: Taking into consideration what you read in
EAA, analyze the design and content of the syllabus
to explain: 1. What seems important to me as your
instructor? What specific elements from the syllabus
tell you this? 2. Why do you think the syllabus is
designed this way? 3. How does the syllabus content
and design compare to other syllabi you have seen?
What does this comparison tell you? 4. Name one
policy you agree with and one you don't and explain
why for both.
Class 1
LESSONS
Read PDF: "Critical Reading"
Read WRD: Reeves “College Isn’t for Everyone”
Read PDF:
"Writing Summaries"
"Summary of Reeves"
View PPT: Case Study
Week
2
HOMEWORK DUE
R: Critical Reading Response
Write a 300-word minimum response to the following
prompt: 1. You have been reading for many years—why
teach you about reading now? What is different? 2.
What are key points you learned about critical reading?
3. Evaluate your usual note taking process. In what ways
are they effective or ineffective? How could they be
more effective? 4. What have you learned about writing
summaries? Compare and contrast it with paraphrasing.
Instructions on Case Study PPT
Db: Topic Brainstorm
C: 2 Topic Brainstorm peer comments
Class 2
LESSONS
Choosing topics
Read HB:
Ch. 28, Managing info; avoiding plagiarism
Ch. 30, Avoiding Plagiarism
Ch. 31, Integrating nonfiction sources
Review OWL: Source Use
Quoting, Paraphrasing, and Summarizing
Paraphrasing
Paraphrasing: Sample Essay
HOMEWORK DUE
E: Topic Choices Email
Bring your top 4 topic choices to class, which will help
determine your group assignment.
Db: Education Video
Locate one Youtube video about any aspect of college
education that you find particularly effective and
interesting. Summarize the video in around 150-300
words. Refer to specific evidence from the video, and
provide a link to it in your Db message.
For the next part of this assignment, comment on two
different peers' posts with a minimum 100-word response
per post. Address their summary tactics—did they use the
proper structure? Follow the guidelines from the “Writing
Summaries” PDF? What was effective? What was
ineffective?
C: 2 Education Video peer comments
Week
3
Class 1
LESSONS
Read instructor announcement/email on team
assignment/topic based on preferences (to be posted
by midnight Friday, 8/31)
Read PDF:
"Group Presentations" pp. 347-353
"Group Problem-Solving"
“Collaborating Online”
Class 2
LESSONS
Read HB:
Ch. 25, Posing a research question
Ch. 26, Finding appropriate sources
Ch. 27, Evaluating sources
Read WRD: Gladwell “The Order of Things”
HOMEWORK DUE
Page 2 of 25
HOMEWORK DUE
Db: Working with a Team
Write a 300-word minimum response to the following
prompt: 1. What are the key points to making group
communication work? 2. Explain the key points to
problem-solving in groups. 3. What are some potential
problems you foresee with working in a group or what
concerns do you have? 4. How can you use what you
have learned to prevent or resolve these problems?
R: Gladwell Response
For this minimum 300-word response, you will first,
briefly summarize Gladwell's argument--his claim and
general reasons. Then, reflect on the types of research he
uses. What kinds of sources does he use and, in your
opinion, why? Explain whether or not they are credible,
using what you learned from the HB readings for today.
What other kinds of research could you do, inspired by
his argument, to learn more about the topic?
For the next part of this assignment, comment on one
peer’s post with a minimum 100-word response,
engaging with their concerns and ideas about group
work.
C: 1 Working with a Team peer comment
E: Team Information Email (1 per group)
Assign one team member to send this email by clicking
on the above link to email your instructor. The email
should include the following information:
1.
Group Db: Individual Freewrite
This is a group Db activity. To complete this
assignment, click on the “ GROUPS” button, click on
the link for your group’s Db, then find the forum with
the same assignment title. Click “Create Thread.” Then,
start your subject title with your last name followed by
whatever title you care to create. Copy and paste your
post from the Word document you saved into your
message box. Finally, click “ Submit.
Complete this prompt. As individuals (not with your
group), do basic Google research on the topic assigned
to your team, and freewrite for 20-30 undisturbed
minutes on what you learn and what your interest in this
topic is. You can include arguments for or against,
describe experiences with the issue, etc. Just make sure
you write without stopping as much as possible. Your
freewrite should be fairly long if done right (more than
300 words, which is the absolute minimum, but expect
closer to 600).
For the next part of the assignment, comment on two
different peers' posts with a minimum 100-word
response per post. Pinpoint elements of their freewrite
that you think are interesting or might provide new ways
into the topic as an argument.
C: 2 Individual Freewrite peer comments
E: Group Contact Info Email
To complete this assignment, click on the “GROUPS”
button and look for the names of your group members
on the main page. Then, click on the "CLASS EMAIL"
button on the left main menu. Choose the "single/select
users" option, then choose all of your team members’
names and the instructor's name (so you can receive
credit for this).
Using proper email etiquette for all aspects of the email,
provide a contact phone number, your preferred email
address, and two of your skill strengths and two of your
2.
3.
The team name you all agreed on for this
course--have fun with it! You will need to
eventually include this team name on your team
website bio.
The URL for your team's website page (does not
have to be final design/version, but it should
have the main team page and the individual
pages for each team member set up)
The perspective that each team member will
summarize. For example: Jane Game will be
investigating the general argument of incoming
first-year college students who come to college
to get a good job. Seth Student will look at the
arguments that colleges and universities make
for raising tuition every year. Sally Student will
summarize the perspective of those who
advocate providing free higher education for all.
R: Group Contract (1 per group)
Your group will draw up a contract of behavior and
expectations, along with agreed upon sanctions for
ineffective group work. Click on the above link for a
document with more detailed instructions and an
example.
Save a file of the contract that only includes the contract
portion you and your group have written and signed. You
do not need to include all of the other aspects of the
template above. You won't be able to "sign" but you can
all type your name, and this will act as a formal binding
signature. I recommend you all draft a brief contract
individually and then discuss your ideas between each
other to decide on the final content.
Designate one member to edit your final contract and
ensure a professional composition style and appearance.
Designate one group member to submit this assignment
by the deadline, though the contract content should
reflect group consensus.
Page 3 of 25
skill weaknesses that relate to the requirements of group
work in a composition course.
For future reference, you can easily email your group
members in the "GROUPS" area, but you cannot email
the instructor from this link.
Class 1
Class 2
LESSONS
Read HB:
Ch. 33, MLA documentation style
Ch. 34, MLA manuscript format
If you would like more information on source use,
review the OWL sections on Research and Citations and
Ch. 20 in EAA
View PPT: Informative Presentations
HOMEWORK DUE
MA: Project Proposal (1 per group)
As a team, compose a 600-word topic proposal that
explains the general issue you have been assigned and
that discusses the national and local dimensions within
it. Only one proposal is due per team, and all student
names should be on it.
Week
4
Designate one member to edit your final proposal draft
and ensure a professional composition style and
appearance. Designate one group member to submit this
assignment by the deadline, though the proposal content
should reflect group consensus.
PR: Working Bibliography (1 per group)
As a team, develop a working bibliography (working
meaning it might change as you go) of at least 10
diverse sources that you might be able to use in your
project (diverse means print and web, scholarly and
popular, primary and secondary). The bibliography
should be properly formatted using MLA. Consult your
writing handbook and the OWL Purdue website for
MLA documentation conventions. Only one
bibliography is due per group, and all student names
should be on it.
Week
LESSONS
Review OWL: Peer Review Presentation
Read WRD: Straub “Responding, Really
Responding”
HOMEWORK DUE
PR: Summary Podcast Transcript Draft
To complete this assignment, first, attach a draft Word
file of your podcast transcript on the Group Db forum for
this assignment. In the message box of your Db post,
pinpoint two specific concerns you would like your peers
to address in their feedback.
Then, submit a Word document file of your transcript
draft under today’s due date. Both the group Db version
and the file submission must be completed for you to
receive credit for this assignment.
THIS IS A WORKING DRAFT, not a final version. I
assign drafts to ensure students stay on track with
development.
Thus, your final draft should show extensive content and
organization revisions and more careful editing and
proofreading. You should not just turn in this same file
again on the podcast due date.
I recommend your team divide key words to help you all
research individually; then share your research with the
team, picking 3-4 of your best source finds for this
working bibliography. Designate one member to check
MLA conformity, one to edit your final working
bibliography and ensure a professional composition
style and appearance. Then, designate one group
member to submit this assignment by the deadline.
Class 1
Page 4 of 25
Class 2
5
HOMEWORK DUE
PR: Podcast Peer Feedback
First, download each of your team mate's transcript
drafts. Then, read the document before making at least
three marginal comments (using the "review" and
comment function in Word) on each of your peers' drafts
from your assigned group. These comments should give
feedback on effective or ineffective elements in the
draft, places the authors can look to strengthen their
writing. Save the draft file with the title: Your Last
Name_Comments on Peer's Last Name (for example,
Palumbo_Comments on Smith)
Your marginal comments should use full sentences (not
just cryptic fragments) and should be constructive (use
examples, give details, etc.).
Effective comment example: I'm not sure what you
mean when you say the space is bright. Can you give
more specific detail?
Ineffective comment example: This is confusing.
Then, post the saved file as an attachment on the Group
Db forum for this assignment. The message box of your
post should include a minimum 200-word general
reflection of your thoughts on the draft and should also
answer the two concerns your peer should have included
in the Db post they made with their draft.
Post your Podcast to your individual webpage on the
team site.
Post your Podcast Works Cited Page to your individual
webpage on the team site.
Submit your Podcast transcript here (with the Works
Cited as the last page of the document file, not as a
separate file) by noon on the due date listed in the course
schedule.
Instructions for essay submission:
1. Type up your transcript drafts on a Word document
(keep backup copies as you go to avoid losing work)
2. Save it to your computer with this filename:
LASTNAME-Podcast Transcript
3. Return to this assignment link
4. Click below on >> View/Complete
5. Upload your essay file
6. Verify the submission: click on My Grades and look
for a green exclamation point or try to resubmit the file
(you will receive an error that says you have submitted
it).
SUBMIT EARLY TO AVOID TECHNICAL ISSUES.
REMEMBER, IT IS YOUR RESPONSIBILITY TO
ENSURE A VIEWABLE FILE GETS PROPERLY
UPLOADED BY THE DEADLINE. EXTENSIONS
ARE NOT GIVEN FOR USER ERROR OR POOR
PLANNING.
Class 2
Class 1
Week
6
HOMEWORK DUE
Final Summary Podcast—post on individual
webpage
Podcast Works Cited—post on individual webpage
Podcast Transcript—submit file to Bb
LESSONS
Read EAA: Ch. 5, Rhetorical Analysis
Read PDF:
Rhetorical Analysis Overview
Watch Video:
Rhetorical Analysis Flipped Video
Rhetorical Analysis NRSC’s Obama Ad Spoof
Food Inc. Rhetorical Analysis
HOMEWORK DUE
R: Ch. 5 Response
Complete exercise 1 from Chapter 5, on page 130. Use
the examples the text gives you (meaning research one
of the famous moments it provides) for your minimum
300-word response. Also, after you provide the
circumstances of the appeal that the instructions ask for,
explain briefly how knowing and providing the context
of an argument as you do here is part of an effective
rhetorical analysis.
LESSONS
Read EAA: Ch. 2, Arguments Based on Emotion
Watch Video: “College Grads Entering Workforce”
View PPT: Rhetorical Appeals
HOMEWORK DUE
R: Response to Pathos
After watching “ College Grads Entering Workforce,"
write a 300-word minimum response to the following
prompt: 1. Summarize the main argument this video
makes. 2. Identify places in the video that make an appeal
to pathos. To what values or emotions do these examples
appeal? How do they make this appeal? Why appeal
those specific values or emotions (meaning how does this
kind of appeal help the argument?)?
Db: Pathos Practice
Write a 150-word minimum Db post to the following
prompt. Pick one these situations: convincing a
Page 5 of 25
R: Analysis Response
Both the video on the NRSC political ad and the video
on Food, Inc. present rhetorical analyses that break
down the elements of the ad to explain how they work
and why they work that way. In a minimum 300-word
response, compare and contrast the videos. What
similarities did they have in the way of presenting an
analysis? Differences? Which one seemed more
effective to you and why? How do they both integrate
the skills and language of rhetorical analysis that you
learned from today's readings and PPT presentations
(and I don't mean just logos, ethos, and pathos, but other
important aspects of analysis).
supervisor to give you a raise, a professor to allow you
into a full class, or someone to go on a date with you.
Then, create a proposal thesis statement (one-two
sentences that encapsulate the main action you want from
the person). Then, develop a reason that uses an appeal to
pathos to persuade the person to take your proposed
action.
Comment on two peers' posts with a minimum 100-word
response. Explain whether or not their example was
effective and why. In what way did your peer appeal to
pathos? What emotion or values did he or she invoke?
C: 2 Pathos Practice peer comments
Class 1
Class 2
LESSONS
Read EAA: Ch. 3, Arguments Based on Character
Watch Video: “Invest in Yourself”
Read WRD: sample analysis 1
HOMEWORK DUE
R: Response to Ethos
After watching “ Invest in Yourself," Write a 300-word
minimum response to the following prompt: 1.
Summarize the main argument in this video. 2. What
audience is this video trying to reach and why? How do
you know? 3. Identify places in the video that make an
appeal to ethos. How do they fulfill this appeal? 4.
Considering the audience, why do you think the authors
chose these types of ethos appeals?
Week
7
Db: Ethos Practice
Write a 150-word minimum Db post to the following
prompt. Using the same situation and proposal statement
you chose for the pathos practice, develop a reason that
uses an appeal to ethos to persuade the person to take
your proposed action.
Then, comment on one peer’s post with a minimum
100-word response. Explain whether or not their
example was effective and why. In what way did your
peer appeal to ethos? What emotion or values did she or
he invoke?
C: 2 Ethos Practice peer comments
LESSONS
Read EAA: Ch. 4, Arguments Based on Facts &
Reason
Watch Video: “A Vision of Students Today”
Read WRD: sample analysis 2
HOMEWORK DUE
E: Analysis Choice Email (1 per group)
Assign one team member to send this group assignment
email by clicking on the above link and choosing the
selection for "primary instructor" to email your instructor.
The email should use proper email etiquette and include
each team member’s name and individual choices for
analysis (the specific text from that each person will use
for the essay).
R: Response to Logos
After watching “A Vision of Students Today,” write a
300-word minimum response to the following prompt: 1.
Summarize the argument thesis you interpret from this
video. 2. Identify places in the video that make an appeal
to logos supporting the thesis. 3. Consider purpose and
audience: Why do you think the authors chose these lines
of reasoning and support instead of other possible forms
of support? 4. What other types of support do you think
they could have used (more in terms of generic logos
appeals rather than specific reasons and evidence)?
Db: Logos Practice
Write a 150-word minimum Db post to the following
prompt. Using the same situation and proposal statement
you chose for the pathos and ethos practice, develop a
reason that uses an appeal to logos to persuade the person
to take your proposed action.
Then, comment on one peer’s post with a minimum 100word response. Explain whether or not their example was
effective and why. In what way did your peer appeal to
logos? What emotion or values did he or she invoke?
C: 2 Logos Practice peer comments
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Class 1
LESSONS
Review WRD: Washington “Industrial Education”
View PPT:
Using Quotes
Integrating Sources
Read WRD: sample analysis 3
HOMEWORK DUE
R: Washington Response
The instructions for this activity can be found on the
Integrating Sources PPT. When you create your Word
document, title the file beginning with your last name
and the assignment title. Upload your Word document
file to this link.
Week
8
Class 2
LESSONS
Read EAA: Ch. 17, Argument Fallacies
View PPT: Logical Fallacies
Read WRD: sample analysis 4
HOMEWORK DUE
Instructions on Logical Fallacies PPT
Complete doodle survey
Db: Fallacies Practice
C: 1 Fallacies Practice peer comment
Db: Fallacy Example
C: 1 Fallacy Example peer comment
R: Integrating Sources
The instructions for this activity can be found on the
Integrating Sources PPT. When you create your Word
document, title the file beginning with your last name
and the assignment title. Upload your Word document
file to this link.
The research to which the activity instructions refer
should come from your current research for the analysis
essay.
Db: Argument Response
The speech for the argument response refers to
Washington's "Industrial Education."
For this Db post, do some basic internet research on this
speech and author. Write a 150-word minimum Db post
to the following prompt: 1. Describe the historical
context or situation behind this piece (as in why it was
written or what historical issue or controversy it
addressed). 2. What issues were at stake? 3. What was
the purpose of the argument? 4. What makes it
memorable? 5. How does this argument relate to
contemporary arguments about higher education?
Then, comment on one peer’s post with a minimum
100-word response. Engage with your peer’s ideas,
either critiquing, responding, etc.
C: 1 Argument Response peer comment
Week
9
Class 1
HOMEWORK DUE
PR: Analysis Essay Working Draft
By today's due date at noon, you should email your team
members using the "CLASS EMAIL" (being sure to
include your instructor to receive credit) a working draft
of your Analysis Essay. You will also need to submit a
copy of your draft to Safe Assign in the assignment link
below this.
Class 2
HOMEWORK DUE
PR: Analysis Essay Peer Review
By noon today, you need to email your peers
individually, again using the "CLASS EMAIL" button
(being sure to include your instructor to receive credit)
with your feedback on your team member's drafts, one
email per member.
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In the body of your email, which should as always use
professional etiquette, be sure to name two concerns you
have about the essay that you would like your peers to
address in your comments (these should be higher order
concerns about content or organization, not mechanics
or grammar).
The assessment for your peer feedback includes: 1)
sending your draft to the whole group by the deadline
with an email that follows the instructions; 2) your
feedback to your peers' emails addressing their concerns
.
Class 1
LESSONS
Watch video: Rhetorical Analysis Samples
HOMEWORK DUE
PR: Essay revision plans
For this minimum 300-word response, first summarize
the comments you received from your peers. What
comments do you think you will address and why?
Which ones won't you address and why? Then, take into
consideration your own response to weaknesses you
plan to improve as you revise your assignment for the
final graded version. What do you like? What do you
want to improve and why? The key is to point out what
you plan to change and give the reasoning behind it.
Week
10
Week
11
In the body of your proper email, give a minimum 200word response providing feedback about the effectiveness
of what you read, pointing out both weaknesses and
strengths. It should also address their two concerns from
their email with the draft.
Class 2
HOMEWORK DUE
Final Analysis Essay—post on individual webpage
Final Analysis Essay—submit file to Bb
Post your Analysis Essay to your individual webpage on
the team site.
Submit your Analysis Essay here (with the Works Cited
as the last page of the document file, not as a separate
file) by noon on the due date listed in the course
schedule.
Instructions for essay submission:
1. Type up your transcript drafts on a Word document
(keep backup copies as you go to avoid losing work)
2. Save it to your computer with this filename:
LASTNAME-Analysis Essay
3. Return to this assignment link
4. Click below on >> View/Complete
5. Upload your essay file
6. Verify the submission: click on My Grades and look
for a green exclamation point or try to resubmit the file
(you will receive an error that says you have submitted
it).
SUBMIT EARLY TO AVOID TECHNICAL ISSUES.
REMEMBER, IT IS YOUR RESPONSIBILITY TO
ENSURE A VIEWABLE FILE GETS PROPERLY
UPLOADED BY THE DEADLINE. EXTENSIONS
ARE NOT GIVEN FOR USER ERROR OR POOR
PLANNING.
Class 2
LESSONS
Read WRD:
Hayes “In (Policy) Defense of Humanities
Fendrich “The Humanities Have No Purpose”
Class 1
LESSONS
Read EAA:
Ch. 7. Structuring Argument
View PPT: Persuasive Speaking
Watch videos:
“Persuasive Speech”
“Try Something New for 30 days”
HOMEWORK DUE
Instructions on Persuasive Speaking PPT
R: Response to Structuring Arguments
HOMEWORK DUE
R: Finding Claims
For this minimum 300-word response, complete exercise
#3 from EAA Ch. 7, page 207. However, instead of
collecting your own editorials, use the two readings I
have provided for today's lessons. So, you will read each
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R: Response to Video Speeches
item to identify the claims, following the directions in the
book.
R: Finding Warrants
For this minimum 300-word response, complete exercise
#4 from EAA Ch. 7, page 207. Again, use the two
readings I have provided for today's lessons to identify
the warrants (you may want to include a definition of
what a warrant is before you get started).
Class 1
LESSONS
Read EAA: Ch. 12, Proposals
HOMEWORK DUE
R: Ch. 12 Response
Complete question #3 in EAA, Ch. 12 on page 398.
Week
12
MA: Speech proposal (1 per group)
Assign one team member to submit the proposal by
today's deadline.
Your minimum 150-word proposal needs to include:
your team's argument claim, 3 reasons that support that
claim, and at least 2 specific perspectives that oppose
the claim. This will provide the basis of the argument
you will develop for this component.
Class 2
LESSONS
Read EAA: Ch. 15, Presenting Arguments
Read PDF: "Group Presentations" pp. 353-360
Review weblink:
Example of a Group Presentation
Group Presentation
HOMEWORK DUE
R: Group Presentation Response
delivery for both of the speeches you watched for today's
assignment. After you have addressed the questions for
both, explain which group was more effective overall and
why.
R: Ch. 15 Response
For this minimum 300-word response, complete exercise
#4 from EAA Ch. 15, page 489. Be sure to provide the
weblink URL for the website you used in the response.
Class 1
Class 2
LESSONS
Read EAA: Ch. 16, What Counts as Evidence
Read WRD: Rose excerpt from Why School?
HOMEWORK DUE
R: Ch. 16 Response
For this response, complete exercise #1 in EAA Ch. 16,
page 513.
Week
13
R: Rose Response
Taking into consideration what you learned in EAA Ch.
16 about evidence, including vocabulary, in this
minimum 300-word response, first restate the author's
claim and identify his main reasons. Then, explain who
you think his ideal audience is and the context behind
his argument. Then, reflect on the types of evidence he
provides to support both--identify the different evidence,
explain why you think he provided that type of evidence
in relation to his audience. What evidence was most
effective to you and why? Least?
LESSONS
Review webink: Speech Preparation #3
Read PDF:
“Speech Outline Example”
“Persuasive Speaking Goals”
“Motivated Sequence”
“Problem Cause Solution”
“Problem Solution”
Watch Video: Persuasive Speech Using Monroe’s
Motivated Sequence
HOMEWORK DUE
E: Team Speech Structure Email (1 per group)
Designate one team member to email, using professional
etiquette, the instructor the argument speech structure
your group presentation will follow. Your group can
choose from any of the structures covered by today's
readings or in EAA Ch. 7.
PR: Individual Speech Outline Working Draft
Submit your individual working outline draft (draft
meaning you will continue to revise before the final is
due) of your portion of the speech. Your outline should
follow the group’s chosen speech structure that a team
member will designate in an email to the instructor. Be
sure to include the linking examples/transitions that will
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connect your speech to the team member’s speech before,
after, or both.
Week
14
Class 1
LESSONS
Read EAA: Ch. 13, Style in Arguments
Review OWL: Designing Effective PPT (3
sections)
View PPT: Using PPT
Read PDF: “Group Delivery”
Class 2
TBA
HOMEWORK DUE
TBA
Class 1
HOMEWORK DUE
PR: Team Speech Video Rehearsal
PR: PowerPoint Working Draft
Designate one group member to create a forum in your
Group Db page titled, "Team Speech Rehearsals and
PPT." Use that for this assignment.
Each group member should post her or his working
drafts of the PPT for their speech segment ("working"
meaning not complete and to be revised before the final
version is due on the group website).
It is up to your group how you use this for peer
feedback; my goal is to encourage you to all provide
critiques, but it's your responsibility to follow through
with this. Doing the PPT draft, however, is not optional,
if you want credit for this assignment.
Week
15
Class 2
HOMEWORK DUE
PR: Speech & PPT revision plans
For this minimum 300-word response, first summarize
the comments you received from your peers for both your
speech rehearsal and your working PPT draft. What
comments do you think you will address and why?
Which ones won't you address and why? If your team
members did not provide any feedback, then compare
your performance to the performances in their rehearsal
videos.
Then, take into consideration your own response to
weaknesses you plan to improve as you make revisions
for the final graded versions. What do you like? What do
you want to improve and why? The key is to point out
what you plan to change and give the reasoning behind it.
Your group should already have a forum that one of you
created in your Group Db page titled, "Team Speech
Rehearsals and PPT." Use that for this assignment.
To encourage you to take advantage of practice time, I
have assigned two rehearsal recordings which you will
share with your team on your group page. It is up to
your group how you use this for peer feedback; my goal
is to encourage you to all provide critiques, but it's your
responsibility to follow through with this. Doing the
recordings, however, are not optional, if you want credit
for this assignment.
Week
Once you have recorded your speech videos, you need
to post them to YouTube (use privacy settings to keep
them from going completely public by choosing the
option to share the video ONLY with those whom you
send the specific URL). You'll add these links to your
Db post.
Class 1
Page 10 of 25
Class 2
16
HOMEWORK DUE
Speech Video—post on team webpage
Team Speech PPT—posted on team webpage
Team Speech Outline—submit to Bb
Post your individual speech video in the correct order on
your team speech website page.
Designate one team member to post the team
PowerPoint on the same page.
Designate one team member to post the team speech
outline here on Bb by noon on the due date listed in the
course schedule.
HOMEWORK DUE
MA: Final Reflection—post on blog & submit on Bb
Be sure to post this reflection on your individual page of
the team website as well as submit it here by today's due
date.
For this final major assignment, write a reflection of at
least 300-600 words. The content of your reflection
should explain what strengths you have developed and
how you developed them through the class thus far. Also,
identify what weaknesses you still need to address and
why.
Think of this as an opportunity to tell the story of who
you are now based on what you have experienced
through your work in WRD 111.
Submit the Word document file here by noon on the due
date listed in the course schedule.
MA: Team Assessment
Use the worksheet attached above to create a Word
document of at least 300-600 words reflecting on and
assessing your team’s work this semester. This
assessment is only for instructor use and will not be seen
by any of your team members.
Team Website & Individual Pages—content and
design finalized for assessment
By noon on today's due date, your team and individual
website pages should be in their finalized and more
professional form, including organization of content,
design, text and visuals editing, and continuity.
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