420csyll sum95 · Web view2020. 8. 21. · At UTEP, the First-Year Composition (FYC) program in the English department offers two first-year courses that are typically taken as

First-Year Composition Program Fall 2020

Rhetoric and Writing Studies RWS 1301CRN: 13756

In fall 2020, all sections of RWS 1301 are 100% online

Instructor Information:Name: Lori Anne Whitaker

Email: [email protected] Office Hours: Mondays from 10 AM to noon | Wednesdays from 10 AM to

noon | Fridays from 10 AM to noon | All Meeting Are on Microsoft TEAMS

Program Overview

At UTEP, the First-Year Composition (FYC) program in the English department offers two first-year courses that are typically taken as a sequence, RWS 1301—Rhetoric and Composition I and RWS 1302—Rhetoric and Composition II. These courses are in-tended to help students develop their rhetorical and writing knowledge and skills within these five knowledge domains: writing process knowledge, subject matter knowledge, rhetorical knowledge, genre knowledge, and discourse community knowledge. There-fore, we teach writing as a complex activity through which students are given guidance and often collaborate. Drawing on the rich scholarship of Rhetoric and Writing Studies, we have designed our courses to help students address the challenges of 21st century composing. In these courses, students are empowered to determine the most effective strategies, arrangements, and media to use in different rhetorical contexts.

In fall 2020, all sections of RWS 1301 and 1302 will be taught online. Regardless of the delivery system, the FYC program reminds students that the primary purpose of these classes are the learning and practice of writing. The Conference on College Composition and Communication together with the Council of Writing Program Administrators state:

Writing classes teach writing: Principally, writing classes foreground writing it-self as a complex, distributed activity premised upon sociality and community for-mation, processes and materials, flexibility, and ethical communication. Writing classes may involve participants in purposeful interpersonal interactions (discus-sions and conversations), writing-related activities (peer review, studying features

1


in model texts), and interpreting texts (making meaning individually or together with others); however, the activity of writing itself continues to be central to what a writing class sponsors.

CCCC and CWPA Joint Statement in Response to the COVID-19 Pandemic

RWS 1301 & 1302 Learning Outcomes

At the end of these FYC courses, students will be able to:

Critical thinking and reading

Think, read, and write analytically and reflectively Address specific, immediate rhetorical situations and their effects on individuals

and communities Read a diverse range of texts and apply these texts to different audiences, con-

texts, and situations.

Composing practices

Read and compose in several genres to understand how genre conversations shape and are shaped by readers’ and writers’ practices and purposes

Develop composing processes appropriate to writing style, audience, and assign-ment

Use composing processes and tools as a means to discover and reconsider ideas, generate writing, and make meaning

Engage with a community of writers who dialogue across texts, argue, and build on each other’s work

Develop writing projects through multiple drafts by learning flexible strategies for reading, drafting, reviewing, collaborating, revising, rewriting, rereading, and editing

Give, receive, and act on productive feedback from peers and instructors to work in progress

2


Research

Learn to formulate research questions, methods for research, and analyze and synthesize material

Develop 21st century technological literacies and modalities needed for research-ing and composing

Locate and evaluate primary and secondary materials, such as: journal articles and essays, books, scholarly and professionally established and maintained databases and archives, and informal electronic networks and internet sources.

Learn writing strategies for integrating source material into your own prose (quoted, paraphrased, and summarized material)

Apply research to various genres and cite sources in American Psychological As-sociation Style (APA) or Modern Language Association Style (MLA)

Assessment

Use reflective learning strategies to self-assess and understand one’s processes and products

Collaborate Integrate and act on critical feedback from peers and instructors Understand and examine critically the reasons behind writing conventions in

fields and disciplines

Rhetoric & Composition 1 (RWS 1301) Course Description

Rhetoric & Composition 1 (RWS 1301) is designed to help you reach your academic and professional goals. Course assignments invite you to explore civic, cultural, political, or social concerns through topics that appeal to your sense of civic responsibility as a member of various communities. By engaging with your course topic through various genres, RWS 1301 encourages you to cultivate rhetorical skills while gaining domain knowledge in an area of special interest to you. The goals of RWS 1301 at UTEP are largely based on the Writing Program Administrators’ Outcomes.

3

http://wpacouncil.org/positions/outcomes.html


You will use writing to inquire into different rhetorical situations, and you will create different types and genres of composition (not limited to academic essays). The curricu-lum consists of these 5 modules.

MODULE 1 – Taking Inventory

Exploring texts Experimenting with multimedia Collaborative project on studying texts, authorship, and the idea of

composition

MODULE 2 – Autoethnographic Study of Self and Language Experiences

Language and literacy – relationship to home and language Looking back on your linguistic identities How do linguistic and cultural experiences affect your ideas about what it

means to write in college?

MODULE 3 – Remixing the Self Study

Adapting to another audience—audience analysis Examining an alternative genre –genre analysis Composing in a new medium Rhetorical analysis

MODULE 4 – Social Issue Investigation

Identifying an issue of personal and social concern Interrogating assumptions, biases, and representations through topic re-

search Report with annotated bibliography for future study

MODULE 5 – Visual argument

Creating infographic, PSA, or alternative visual project

4


Presentation of infographics and PSAs

Required Texts & Materials

Bossie, R., & LaPrade, P. (2019). The First-

Year Composition Handbook, 19th ed.

An e-book available through the UTEP Bookstore.

Miller, R. E., & Jurecic, A. (2020). Habits of the Creative Mind: A Guide to Reading, Writing, & Thinking (2nd ed.)

Available at the UTEP Bookstore.

Additional required readings are posted on Blackboard in the Supplemental

Readings folder.

Open Mic folder houses TED Talks and videos for the weekly journal.

5


Course Assignments and GradingGrade Distribution—Students can earn a total of 1000 points for the course

1000-900 = A

899-800 = B

799 -700 = C

699-600 = D

599-000 = F

Breakdown:

100 Pts: MODULE 1 – Taking Inventory

100 Pts: MODULE 2 – Ethnographic Study of Self and Language Experience

100 Pts: MODULE 3 – Remixing the Self Study

200 Pts: MODULE 4 – Social Issue Investigation

100 Pts: MODULE 5 – Visual argument

100 Pts: OPEN MIC – Conversation and Response

100 Pts: GROUP WORK – Grade you receive from your group peers

100 Pts: CLASS PARTICIPATION AND ATTENDANCE

100 Pts: CLASS WORK – Reading quizzes & various class assignments

Grading: Please note there will be numerous chances for extra credit throughout

the semester, including a game of Rhetorical Jeopardy.

Total points for all work done over the course of the semester: 1000 points.

That said, my grading policy is structured, to facilitate all of my students. Work should always be turned in on time. I insist on this—some points are always better than no points.

6


I allow for the opportunity, at the end of the semester, to turn in one reworked assignment. You must have turned in the original assignment on time to qualify for the rewrite, and you must indicate any changes you make using highlighting.

I grade according to a rubric which is available to every student in the Supplemental Readings folder.

Modules and Projects: 600 ptsDuring this course you and your peers will complete five Modules containing 5 Milestone Projects; there are 3 Writing Projects, 1 Infographic Map, and 1 PSA. The points assigned to each are for the finished product or final draft. Each Project has small assignments meant to prepare and facilitate the Milestone Project. Think of them as stepping stones. The points for these stepping stones are attached to your Group Work points and your Class Work participation points.

IMPORTANT NOTE: In order to turn in a Milestone Project, you MUST turn in each Stepping Stone assignment.

Open Mic: 100 ptsThis course is designed to expose you to new perspectives and teach you the art of rhetoric, not just as a philosophy to be explored within the confines of the university, but as a practical application to be utilized after you enter your chosen profession. The Open Mic is a weekly discussion board where you openly debate and put forth your own views and discover those of your peers. Each week is led with a prompt in the form of a TED Talk that encourages you to find and use your own voice.

Group Work: 100 ptsOne goal of this course is to provide you with the means to access and utilize a pool of shared knowledge. Group work greatly facilitates the ability to combine diversity with knowledge and perspective. While you will do some projects as group activities, your semester groups act as more of a sounding board through whom you can reflect and craft the work you need for this course. Here’s how it works: During our first class we will come up with a short list of topics everyone is interested in pursuing; topics like the wall, immigration, the pandemic, and other controversial, socially relevant themes. Notice that these topics are generalized. We will then choose the topic we want to focus on for the semester and split into groups

7


of 5 or 6 peers. The other people in your groups will have your same general topic, but each will pursue their own specialized, specific line of research. You and your peers will work together for the duration of the semester, supporting one another as you learn how to rethink and rework your writing. You will experiment with perspective, discover what writing and crafting process works best for you, learn how to identify and deepen your sense of understanding of your audience, and finally apply rhetorical skills that enable you to communicate effectively.

IMPORTANT NOTE: I do not grade this section. The 100 pts allotted to Group Work is determined at the end of the semester by your group members. Each member of your group is asked to evaluate your contributions to the work done during the semester. I average all the evaluations together and that is the grade you take for this section.

Class Participation: 100 ptsWe don’t have any set meeting times so how can I assign participation points? Here’s the breakdown. The 100 points I allow for class participation are based on your willingness to participate during any one on one meetings we have on Blackboard Collaborate. You will also be required to meet with your groups at least once a week via Collaborate to introduce concepts and themes, workshop assignments, and discuss and debate various topics pertaining to rhetorical theory.

Class Work: 100 ptsReading the assigned texts in this course is extremely important. The texts expand your horizons, introduce new themes, and facilitate our discussions. To ensure that you are reading the assigned texts, there are quizzes on readings every Wednesday.

Checking Up Online learning may be new to some of us so there are 3 check ups scheduled during the semester. See the Course Calendar for the dates of each. These appointments are one on one session with me to answer any questions and address all concerns. Another goal of this course is to ensure that you are successful in your educational endeavors. These check ups are a part of this goal.

Submitting Work: All work will be submitted through the Bb course shell for this class. Since Bb comment and grade function works best with Microsoft Word, please submit all assignments in Microsoft Word following APA or MLA format. Each assignment will have a desig-

8


nation as to the style of documentation required. Be sure to name each submitted as-signment with your name and the title of the assignment.(For example: jmartinez rhetanalysis draft; jmartinez rhetanalysis final).

Late Work:

It is important to submit work on or before deadlines for full credit and feedback. All work submitted on time is eligible for the single assignment rewrite at the end of the semester. Late work is accepted up to 3 days after the deadline, but assignments are docked 5 pts per day, may not received feedback, and are not eligible for the end of semester rewrite.

Due Dates for Milestones, Open Mics, Quizzes, and Stepping Stones:

Milestone assignments are ALWAYS due on the designated Sunday due date I assign.Open Mics: Your initial post is ALWAYS due on Wednesdays by midnight and your responses to two of your peers are ALWAYS due the following Sunday by midnight.Reading Quizzes are ALWAYS due Friday by midnight.

Online Course Delivery

Course Delivery:In fall 2020, RWS 1301 will be held fully online. The course is designed to engage stu-dents, through discussions with your classmates and instructor, through Blackboard (Bb), UTEP’s Learning Management System (LMS). The course relies extensively on Blackboard, though I, as your individual instructor supplement it, by incorporating other platforms and various media. In order to succeed in the course, you will need to have regular use of the internet and a stable connection. Although you can use the Blackboard App on your phone, it is highly recommended that you compose your work for class, and perform class activities, via a computer. If you don’t have a computer or reliable in-ternet at home, the university can help you with resources: Technology Support - UTEP. Please speak with me immediately if you will need assistance. I want you to have the opportunity to succeed in class without concern about access. There are also computers available for you to use in the library on campus, and the university has lap-tops and WIFI hotspots available for students. You can get the forms to apply for these at https://www.utep.edu/technologysupport/learningremotely.html.

9

https://www.utep.edu/technologysupport/learningremotely.html

https://www.utep.edu/technologysupport/

https://www.utep.edu/technologysupport/


Ensure your UTEP e-mail account is working and that you have access to the Web and a stable web browser. Mozilla Firefox and Google Chrome are the most supported browsers for Blackboard; other browsers may cause complications with the LMS. When having technical difficulties, update your browser, clear your cache, or try switching to another browser. If you encounter technical difficulties beyond your scope of trou-bleshooting, please contact the Help Desk as they are trained specifically in assisting with technological needs of students. IMPORTANT NOTE: Check your UTEP email and Blackboard at least once daily to make sure to stay up to date on any changes and important message from myself and your peers.

Prepare for this course by familiarizing yourself with the “Ready for Online Learning” guides to acclimate to online learning:

Dispelling the Myths of Taking an Online Class Check Your Technology Communicating Effectively Online Managing Your Time Before It Manages You Online Teamwork Netiquette Guide for Online Courses

These guides are available on the navigation bar on the Blackboard shell for RWS 1301.

You can also prepare by taking the Blackboard Student Orientation (https://www.utep.edu/extendeduniversity/cid/student-resources/blackboard-orienta-tion.html

Classroom Etiquette and Netiquette

Debate, critical inquiry, and intellectual diversity are essential elements to higher education and a process of learning. There is the potential during this course for controversial and sensitive topics to be discussed during small group or whole class interaction (whether face-to-face or online), and to surface through discussion board postings. You are expected to demonstrate respect and courtesy for your peers and instructor when they express differing arguments, viewpoints, and/or experiences. Sexist, racist, homophobic, or other hateful speech will not be permitted. Angry displays, whether in writing, online postings, or in class discussions will be handled as disruptions to the wellbeing of the class and responded to as negative participation.

10

https://www.utep.edu/extendeduniversity/cid/student-resources/blackboard-orientation.html

https://www.utep.edu/extendeduniversity/cid/student-resources/blackboard-orientation.html

https://www.utep.edu/irp/technologysupport/


As a general rule: always consider audience, in class and online. As Virginia Shea writes in Netiquette, the first, or “golden,” rule of online practice is to “Remember the human.” Remember that members of the class and the instructor will be reading your postings. When reacting to someone else’s message (verbal or written), address the ideas, not the person and post only what anyone would comfortably state in a F2F situation.

Blackboard is not a public internet venue; all postings to it should be considered private and confidential. Whatever is posted on in these online spaces is intended for your RWS classmates and instructor only. Please do not copy documents and paste them to a publicly accessible website, blog, or other space. If students wish to do so, they have the ethical obligation to first request the permission of the writer(s).

University and Program Policies

FYC Class Attendance PolicyThe student is expected to attend all classes and laboratory sessions. It is the responsibility of the student to inform each instructor of extended absences. When, in the judgment of the instructor, a student has been absent to such a degree as to impair their status relative to credit for the course, the instructor can drop the student from the class with a grade of W before the course-drop deadline or with a grade of F after the course-drop deadline.Please consult UTEP’s Curriculum and Classroom Policies for more information regarding Excused Absences for University-Recognized Activities, Absence for Religious Holy Days, and Military Leave

Attendance is mandatory for all freshman-level courses. Students are expected to attend all class meetings and to participate in discussions and workshops. The class discussions will help students learn to improve their writing, often through the discussion of a sample student project (sometimes the student’s, sometimes one written by a classmate).

In addition, the First-Year Composition Program has developed the following policies that should be adhered to strictly by all instructors:

For Face-to-Face Classes:

11

http://catalog.utep.edu/undergrad/academic-regulations/curriculum-and-classroom-policies/


Students are entitled to a single week of unexplained absences without penalty (for example, 3 classes missed in a three-times-a-week class, 2 classes missed in twice-a-week class, 1 class missed in a once-a-week class).

After 2 total weeks of absence (not necessarily consecutive classes) the student’s grade is lowered by a full letter (A becomes B, etc.).

After 3 total weeks of absence (not necessarily consecutive), the student is automatically dropped from class.

Missing a scheduled conference with the instructor constitutes an absence.

For Online courses:In an online class, attendance is measured by participation in class activities. The attendance policy for online courses aligns with the structure for face-to-face courses, with each missed week of class activities constituting absence from a week of class.

The instructor can measure participation through various pathways, such as completion of scaffolded activities and discussion posts, and responding to other students’ posts and feedback. We also recommend measuring course activity by using the Course Reports feature on Blackboard, particularly the Course Activity Overview.

When it becomes evident that it is not possible to participate in class, the program recommends that the student contact the instructor to discuss the attendance policy and how it applies, before resuming robust participation in class activities.

Drop Policy:If you cannot complete this course for whatever reason, please contact me. As your instructor I can help you with the drop process. You can also opt to contact the Registrar’s Office. If you do not drop, you are at risk of being dropped by the instructor and possibly receiving an “F” for the course.

Academic Integrity:The University of Texas at El Paso prides itself on its standards of academic excellence. In the classroom and in all other academic activities, students are expected to uphold the highest standards of academic integrity. Academic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials

12


that are attributable in whole or in part to another person, taking an examination for another person, and any act designed to give unfair advantage to a student or the attempt to commit such acts. Instructors are required to report the suspected academic dishonesty to the Office of Student Affairs. Visit the Office of Student Conduct and Conflict Resolution page for more information on Academic integrity.

Accommodations:UTEP is committed to providing reasonable accommodations and auxiliary services to students, staff, faculty, job applicants, applicants for admissions, and other beneficiaries of University programs, services and activities with documented disabilities in order to provide them with equal opportunities to participate in programs, services, and activities in compliance with sections 503 and 504 of the Rehabilitation Act of 1973, as amended, and the Americans with Disabilities Act (ADA) of 1990 and the Americans with Dis-abilities Act Amendments Act (ADAAA) of 2008. Reasonable accommodations will be made unless it is determined that doing so would cause undue hardship on the Univer-sity. Students requesting an accommodation based on a disability must register with the UTEP Center for Accommodations and Support Services (CASS). Students are encour-aged to visit CASS in room 106, Union East Building or contact them at 747-5148 or [email protected].

University Writing Center: UTEP’s University Writing Center (UWC) offers free writing tutoring assistance for all UTEP students. The tutors are undergraduate and graduate students who can help with all parts of a writing assignment, including prewriting, organizing, revising, and editing. They can also help to understand any writing assignment and help work on comprehend-ing difficult textbook material.

Please note that in fall 2020 the UWC will be operating fully online. Go to Univer-sity Writing Center - UTEP to make an appointment with a writing center consul-tant.

There are now two options students can take advantage of:1) Synchronous online assistance – students can go to our website (utep.edu/uwc) and use the link to log into Blackboard Collaborate. No Appointment Needed! We will review your paper with you live online! Visit our website for current hours and avail-ability of Synchronous Sessions.2) Email us your paper – go to our website (utep.edu/uwc) and choose the Email option. You can email your paper to us any time. We will review it during our next

13

https://www.utep.edu/uwc/

https://www.utep.edu/uwc/

https://www.utep.edu/student-affairs/cass/ada-policies/accommodations-for-individuals-with-disabilities%20.html

https://www.utep.edu/student-affairs/osccr/

https://www.utep.edu/student-affairs/osccr/


open hours of operation and return it to you with suggested revisions. There may be up to a 72-hour turnaround for emailed papers, so plan ahead! Military Students:If you are a military student (veteran, dependent, active) please visit the Military Student Success Center. I also recognize the complexities of being a student veteran. If you are a student veteran, please inform me if you need special accommodations. Drill schedules, calls to active duty, complications with GI Bill disbursement, and other unforeseen military and veteran-related developments can complicate your academic life. If you make me aware of a complication, I will do everything I can to assist you or put you in contact with university staff who are trained to assist you.

Important Dates for Fall 2020 Semester

Aug 24th Fall classes beginAug 24-28th Late Registration Period Sept 7th Labor Day Holiday- University ClosedSept 9th Fall Census Day

Note: This is the last day to register for classes. Sept 21st

20th Class Day

Oct 22nd Midterm Fall 2020 Grades DueOct 30th Fall Drop/Withdrawal Deadline

Note: Student-initiated drops are permitted after this date, but the student is not guaranteed a grade of W. The faculty member of record will issue a grade of either W or F.

Nov 13th Deadline to submit candidates' names for commencement programNov 26-27th Thanksgiving Holiday - University ClosedDec 3rd Fall - last day of classesDec 4th Dead DayDec 7-11th Fall Final Exams

Weekly Calendar

14

http://military.utep.edu/

http://military.utep.edu/


MODULEANDWEEK

OBJECTIVES Readings, Videos, & Minilectures

ASSIGNMENTS DUE

Module 1: Taking Inventory

Week 1 08/24-08/30

Syllabus & Course Overview

Class Intros Intro to Black-

board Intro to Semester

Topic Intro to Modern

Rhetoric

Aristotle Article HB: pgs 1-10, 93-

95 HCM: Ch 1 TED Talk: Duck-

worth Minilecture on

course intro Minilecture on In-

tro to Modern Rhetoric

Syllabus Quiz due 08/26

Choose Topics due 08/28

Assign Groups Check for my mes-sage on Bb 08/28

Open Mic Discus-sion due 08/26 & 08/30

Reading Quiz: due 08/28

Module 1: Taking Inventory

Week 2 08/31-09/06

Multi-Modal Rhetoric

Introduction to Rhetorical Strate-gies

Proposals/Memos Group Obliga-

tions

HB: pgs 133-136 HCM: Ch 2 Minilecture on

writing a persua-sive proposal

Minilecture on Rhetorical Strate-gies

Minilecture on TED Talk: Urban

Topic Proposal Memo due 09/06

Open Mic due 09/02 & 09/06

Group Contracts due 09/04


Module 2: Ethnographic Study of Self and Language Experience

Week 3 09/07-09/13

Discourse Com-munity

Intertextuality Porter/Swales/

Literature Review Writing Process APA Citation Infographics

Swales article Porter article HB: pgs 125-130 Minilecture on

Swales/Porter Minilecture on

Writing Process Minilecture on

Discourse Com-munities

Minilecture on In-fographics

Minilecture on APA Citation

OWL TED Talk: Gilbert

Choose a Discourse Community with groups due on 09/11



APA Worksheet due 09/13

Module 2: Ethnographic Study of Self and Language Experience

Plagiarism Self-Expression Lost in Transla-

tion: Barriers in Communication Across Modalities

Minilecture on Plagiarism

Minilecture on Self-Expression

Minilecture on Communication and Modes

Discourse Commu-nity Map due 09/20


Plagiarism Questionnaire due

15


Week 4 09/14-09/20

HCM: Ch 3 & 7 TED Talk: Kelly

09/16 Email Composition

due 09/18 Open Mic Discus-

sion due 09/16-09/20

One on one meet-ings

Module 3: Remixing the Self Study

Week 5 09/21-09/27

Logical Fallacies Rhetorical Analy-

sis Genre, Audience,

Purpose MLA Citation

Minilecture on Logical Fallacies

Minilecture on Genre, Audience, Purpose

OWL Minilecture on

Rhetorical Analy-sis

HCM: Ch 6 HB: pgs 143-148

Logical Fallacy as-signment due 09/23

Rhetorical Analysis Proposal Memo due 09/25


Module 3: Remixing the Self Study

Week 6 09/28-10/04


Learning to ask the right ques-tions

Library Database Demonstration

HCM: Ch 5 Minilecture on


Minilecture on Reflection and asking the right questions

TED Talk: Headlee

Rhetorical Analysis (RD) due 10/02


Open Mic Discus-sion due 09/30-10/04

Peer Review due 10/04

Module 4: Social Issue Investigation

Week 7 10/05-10/11

Annotated Bibli-ography

Synthesis and Summary

Sources Advanced Li-

brary Searches Stasis Theory

Minilecture on Annotated Bibli-ography

Minilecture on Summary and Synthesis

Minilecture on Stasis Theory

HB: pgs 153-158 HCM: Ch 9 TED Talk: Abrams

Rhetorical Analysis (FD) due 10/11

Research Proposal Memo due 10/11

Summary & Synthe-sis Worksheet due 10/09

Open Mic Discus-sion due10/07 & 10/11

Reading Quiz due 10/09


Week 8 10/12-10/18

Stasis Theory Writing Process A Multitude of

Perspectives Annotated Bibli-

ography

HB: pgs 159-164 HCM: Ch 10 Minilecture on

Stasis Theory Minilecture on

Writing Process Minilecture on TED Talk: Adichie

Annotated Bibliog-raphy (RD) due 10/16


Reading Quiz due 10/16

16



Week 9 10/19-10/25

Global Issues Re-port

Investigative Re-porting

Bias Credible Objec-

tivity

Minilecture on Credible Objectiv-ity

Minilecture on Bias

HB: pgs 165-171 HCM: Ch 11 TED Talk: Cain

Annotated Bibliog-raphy Peer Review due 10/25

Bias Worksheet due 10/21


GIR Proposal Memo due 10/23


Week 10 10/26-11/01

Global Issues Re-port

Aristotelian De-bate

Rogerian Debate

Minilecture on Aristotle with handout

Minilecture on Rogers with hand-out

Minilecture on GIR

TED Talk: Rhimes

Debate Worksheet due 10/28


GIR (RD) due 10/30 Peer Review due

11/01 Reading Quiz due

10/30 One on one meet-

ings

Module 5: Visual Argument

Week 11 11/02-11/08

Advanced Visual Argument

Abstracts Storyboards and

Outlines

HCM: Ch 8 HB: pgs 173, 179-

183 Minilecture on

PSA Minilecture on

Storyboards TED Talk: Spur-

lock

Global Issues Re-port (FD) due 11/08

Storyboard due 11/08

Open Mic discus-sion due 11/04 & 11/08


Week 12 11/09-11/15

Group work for PSA

Production Ele-ments

Minilecture on Production Ele-ments

Extra Credit Open Mic Sessions


Week 13 11/16-11/22

Post Production Elements for PSA

Minilecture on Post Production Elements

Final one on one meetings

Group Evaluations handed out

17



Week 14 11/23-11/29

Thanksgiving Holiday

Rhetorical Jeop-ardy Handout

Rewrites due 11/29

Week 15 11/30-12/06

Rhetorical Jeop-ardy

N/A Rhetorical Jeopardy TBA

Course EvaluationsWeek 16 12/07-12/13

Presentations N/A Presentations TBA Group Evaluations

due 12/13

18

Documents

420csyll sum95 · Web view2020. 8. 21. · At UTEP, the First-Year Composition (FYC) program in the English department offers two first-year courses that are typically taken as