Londie T. Martin - WOVE: Place, Nature, and Environment Syllabus

7/31/2019 Londie T. Martin - WOVE: Place, Nature, and Environment Syllabus

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TEACHING PORTFOLIOUniversity o ArizonaSchool o Inormation Resources & Library Science1515 East First Streetucson, AZ 85719

[email protected]

www.londietmartin.com

LONDIE T. MARTIN, PH.D.

written, oral, visual, and electronic composition:

place, nature, and environmentspring 2008 / 25 students

course description

Te goals o this course are or you to develop skills in written, oral, visual, and electronic composition. As aresult, you should become not only a more perceptive consumer o inormation, but also a communicator betterable to make eective decisions in your own work. Troughout the course, youll learn to summarize, analyze,and evaluate various types o communication and then use those skills in our kinds o assignments: summaries,rhetorical analyses, argumentative and persuasive texts, and documented research.

Written summarize accurately and responsibly the main ideas o others, especially published sources analyze proessional writing to assess its purpose, audience, and rhetorical strategies construct arguments that integrate ethical, logical, and emotional appeals reect systematically upon all o your communication processes, strengths, goals, and growth

Oral

give an oral presentation, either individually or as part o a team, using eective invention, organization,language, and delivery strategies

unction as an eective team member in small groups as a listener, collaborator, and presenter

Visual

apply the visual communication principles related to pattern, contrast, direction, chunking, and color analyze the rhetoric o visual communication (e.g., advertisement, documentary lm, political cartoon) create a visual argument (e.g., advertisement, poster, slide presentation)

Electronic

apply the electronic communication principles related to layering, raming, transorming, and looping analyze the rhetoric o electronic communication (e.g., V commercials, videos, websites) create an electronic composition (e.g., communication eportolio)

WOVE

ensure that all modes contribute to the primary message, purpose, and targeted audience develop clear, purposeul relationships between the modes exhibit a sensitivity to dierences in modes and their cultural implications create a rich, interactive experience or the audience

required textbooks

Faigley, Lester. Te Brief Penguin Handbook. Upper Saddle River, NJ: Pearson Education, Inc., 2006. Print.ISUComm Foundation Courses: Student Guide for English 150 and 250. Ames, IA: ISU, Department o English,

2007-2008. Print.Wysocki, Anne Frances and Dennis A. Lynch. Compose, Design, Advocate. New York, NY: Pearson Education,

Inc., 2007. Print.
mailto:londiem%40email.arizona.edu?subject=mailto:londiem%40email.arizona.edu?subject=http://www.londietmartin.com/http://www.londietmartin.com/mailto:londiem%40email.arizona.edu?subject=


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WOVE Composition: Place, Nature, and Environment Syllabus


teaching portfolio

course requirements

Te table below lists all course assignments and their point values. Much o our work will be in groups and on-line. You are expected to ulll your share o group work and to interact courteously with your peers at all times.Classes are run in a discussion/workshop ormat; thus, regular attendance and active participation are important.

Unit 1: Where We ArePersonal Narrative and Documen-

tary Photography

Assignment #1: Critical Personal Place Narrative Assignment #2: Online Documentary Photo Essay

10%10%

Unit 2: Analyzing ArgumentsRhetorical Analysis, Advertising,and Place

Assignment #3: Rhetorical Analysis o Advertising and Environment Assignment #4: Group Presentation on Visual Analysis and Culture

Jamming

15%10%

Unit 3: ArguingEcology, Place, and Advocacy

Assignment #5: Documented Argument about a Place Assignment #6: Tis American Life Radio Episode

15%10%

Unit X: Blog JournalsDue throughout the semester

Eight Separate Journal Entries: Summary, Commentary, Analysis 15%

Semester Portolio and FinalExam/Refection

Assignment #7: Online Portolio o Semesters Work with Reections 10%

Shorter Assignments opic Proposals, Annotated Bibliographies, Audience Analyses, ClassParticipation, etc.

5%

summaries of major assignments

Critical Personal Place NarrativeTis assignment asks you to reect on a personal experience with a place and how you have carried that experi-ence through your lie. For this assignment it is important to keep in mind who your audience is, as you willneed to recreate an interaction you had with a particular place that has occurred in your lie and to transer thatexperience critically to writing. You will be writing a scene/event/experience that has in some way shaped yourrelationship with a particular space. Te point o emphasis in this essay will rest mainly in how you demonstrate

the signicance o your relationship to a certain space and the depth o your critical inquiry.Online Documentary Photo EssayWe will carry the theme o our rst assignmenthow we interact with and relate to the space around usintothe Online Documentary Photo Essay. Your group will pick a locationyour dorm room, a commons area,aisle 5 at the Wal-Mart, etc.and document what takes place in that location with the documentary photogra-phy skills you learned in Compose, Design, Advocate (Chapters 9 and 11). Next, you will publish a web page thatdisplays our o your photographs. You will also need to supply analytical captions or each photo; these captionsshould ocus on how your photographs reveal interesting things about the various ways in which people interactwith specic places.

Rhetorical Analysis o Advertising and Environment

In keeping with our class discussions regarding how we interact with and relate to the space around us, this as-signment asks you to rhetorically analyze an advertisement as it occurs in a specic place or environment. Youwill be writing a rhetorical analysis in which you analyze the audience, purpose, and context o an advertisementwith regard to the location in which it exists. Te point o emphasis in this essay will rest mainly in how well youanalyze the advertisements use o rhetorical appeals (ethos, logos, pathos), how well you analyze the interactionbetween the advertisement and its location, and the depth o your insights regarding the persuasiveness o theadvertisements world view.

Group Presentation on Visual Analysis and Culture Jamming

In this assignment, you will work with your ellow team members to analyze an advertisement, create a culture


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teaching portfolio

jammed version o the advertisement, and create an oral presentation in which you explain the rhetorical situ-ation o your jammed ad as well as the rhetorical decisions that your group made throughout this assignment.In her bookNo Logo, Naomi Klein denes culture jamming as the practice o parodying advertisements andhijacking billboards in order to drastically alter their messages. Streets are public spaces, adbusters argue, andsince most residents cant aord to counter corporate messages by purchasing their own ads, they should havethe right to talk back to images they never asked to see (280). We will practice talking back to advertisementsby selecting an advertisement and creating a jammed version o it. You may use any ad that you nd in a maga-

zine, newspaper, or on the Internet. However, your advertisement must be place-oriented. In other words, yourad should either depict a place/environment or communicate a world view about a particular place/environment

Documented Argument about a PlaceFor this assignment, you will utilize analysis, audience, place, composing, and design in the service o advocacyas you write a documented essay that argues or a particular position on an issue that is important to you, andyou will do so with multiple perspectives in mind. As with other assignments we will complete throughout thesemester, the topic you will write about is up to you. However, I am interested in this class becoming a potentiallaunching pad or civic engagement. As many o us have observed, national-level issues have become so polar-izing that it is dicult to truly engage in the discussion rom a unique perspective. Te ocus in this class will beon our interaction with place and environment, and by this point in the semester, we will have ormed a bit o

expertise or certain places through our work. For these reasons, I ask that you choose a topic that is relativelylocal in scale. By local, I mean topics that aect towns, cities, counties, neighborhoods, or other communities.

Tis American Life Radio Episode

Troughout the semesterespecially during Unit Treewe will discuss dierent orms o argument. For thisnal group project, we will use the WOVE composition skills we have learned this semester to create an elec-tronic, oral, narrative argument that explores the various ways in which people interact with a particular place.One o the best venues to examine narrative arguments at work is on the Public Radio International programTis American Life. In preparation or this assignment, we will examine a ew episodes o the show in an eortto understand how argument, identity, and place can intersect. We will also read texts in class that will give youa eel or how to compose the genre. I will ask you to identiy complexities inherent in the narratives we listen to

and read, and through this practice we will explore ways to explicate complexities in your own narratives.Online Portolio o Semesters Work with RefectionsPortolios are ofen required or academic classes, interviews, or projects in the work world. Te semesters cu-mulative project is to create a developmental portolio o your growth over the semester. Te blog site you devel-oped early in the semester will serve as the platorm or your electronic portolio. Your audience or this portoliois your peers, yoursel, and me. Your electronic blog portolio will have ve main components: an introductoryreection essay, your avorite written essay rom the semester (with brie introductory reection), a reection onyour development in oral composition, your avorite visual composition rom the semester (with brie introduc-tory reection), and a brie reection about your experience with electronic composition this semester.


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daily course schedule

CDA = Compose, Design, Advocate Penguin = Te Brief Penguin Handbook T = Class held in a Mac lab [m] = Reading is on the class moodle

Week& Topic Date Daily In-Class Activities

Due at theBeginning of Class

1Introduc-tion to OurCourse &

Unit One

ue1/15

Introduction to course & syllabus Share place stories

oISUComm Student Guide, pp. 1-27

Tu1/17

Discuss ISUComm Student Guide 30 Minute Writing Exercise (in class) Introduce Unit One, A#1 Workshop: close reading o Looking or a Lost Dog

oVonneguts Palm Sunday, pp. 76-81oPenguin, Critical Reading pp. 72-4

2AnalyzingDocumenta-ry Photos &Introductionto Blogging

ue1/22

Guest Speaker: Writing and Media Help Center Introduce Research Study Introduce A#2 and midrash Workshop: Composing Documentary Photos

oPenguin, Ch. 1, Te Rhetorical Situationpp. 5-13

oCDA, Ch. 11, Analyzing DocumentaryPhotography pp. 347-78

Tu1/24

Introduce moodle Introduce blogging, create course blogs Discuss Unit X entries, beginning with Summaries Discuss CDA reading and prep or photo eld exercises

oCDA, Ch. 9, About Visual Modes o Com-munication pp. 263-78

oBlogging 101 by Anton ZuikeroPenguin, Ch. 19, Avoiding Plagiarism

When Using Sources pp. 227-235

3ReadingPlaceNarratives &Workshops

ue1/29

Discuss CDA reading Documentary photo eld exercises using midrash: In

groups, select a place, discuss the purpose o the place,and design a photo that will communicate the purpose.Ten nd at least three other sides to the place and docu-ment them with photos.

oCDA, Ch. 9, About Visual Modes o Com-munication pp. 279-312

Tu1/31

Workshop 1: In groups, create a photo essay using eldexercise photos afer discussing todays texts.

Workshop 2: Peer Response or 600 word draf o A#1

o[m] wo Ways o Seeing a River by waino[m] Te Patience o a Saint by KingsolveroDUE: At least 600 typed words o A#1.

4Draft

Workshopand PeerResponse

ue2/5

Discuss todays aural text in light o Unit One Share reports on blog entries Discuss invention and revision or Unit One

o[m] Tis American Life, 24 Hours at theGolden Apple

Tu2/7

Workshop: Class time to work on A#2 Workshop: Peer Response or 800 word drafs o A#1

oDUE: At least 800 typed words o A#1.

5Begin UnitTwo: Rhetori-cal Analysis,Place, &Advertising

ue2/12

25 Minute Writing Exercise: Reecting on Unit One Introduce Unit wo Assignments Workshop: analyzing advertisements Discuss ad selection and topic proposals

oDUE: Unit One portolio (A#1 & A#2)

Tu2/14

Workshop 1: In small groups, analyze an ad and presentndings to class.

Workshop 2: In small groups, discuss and analyze samplestudent essays.

oCDA, Ch. 2, Laying Out a Design Planpp. 33-56

6Conferences& ContinueWork on UnitTwo

ue2/19

NO CLASS: Instead, each o you will sign up or anindividual conerence time, and well meet in my oce.Remember to be on time and be prepared.

Bring to Your Conerence: A copy o your topic pro-posal that I can keep. Be sure to use the opic ProposalGuidelines worksheet while you compose.

Tings to read beore your conerence:oCDA, About Rhetorical Analysis pp. 320-

326o[m] Jean Kilbournes Cant Buy My Love,

Ch. 2, Advertising is Our Environment

Tu2/21

Class discussion o todays readings Workshop: analyzing ads eaturing places/environments

o[m] Jean Kilbournes Cant Buy My Love,Ch. 12, Advertising and Violence

o[m] rees or Democracy by Maathai


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7Introductionto CultureJamming

ue2/26

Assign groups or A#4 Introduction to Culture Jamming Workshop: practice jamming advertisements in small

groups and present to class or discussion

o[m] Naomi Kleins No Logo, Ch. 12, Cul-ture Jamming

o[m] Excerpts rom Cronons UncommonGround

Tu2/28

Workshop 1: Evaluating sources or A#4 Workshop 2: Peer Response or 600 word drafs o A#3

oPenguin, Ch. 18, Evaluating Sources pp.216-23


8Group Work& Peer Re-sponse

ue3/4

Go over group arrangements and review Culture Jam-ming assignment

Revisit practice jams and discuss areas or improvement Discuss setting goals, working together, and the impor-

tance o peer evaluation

oCDA, Ch. 8, About Oral Modes o Com-munication pp. 223-62

oPenguin, Ch. 13, Verbal and Visual Pre-sentations pp. 162-70

Tu3/6

Workshop 1: In-class time or groups to work on A#4 Workshop 2: Peer Response or 800 word drafs o A#3


9Presenta-tions &Refecting

ue3/11

Groups present A#4

Tu3/13

25 Minute Writing Exercise: Reecting on Unit wo Introduce Unit Tree Assignments

oDUE: Unit wo portolio (A#3 & A#4)

10Spring Break3/17thru3/21

Spring BreakBegin brainstorming topics or your Unit Tree Assignments (Documented Argument and Tis AmericanLife Radio Episode)

11Begin UnitThree:Argument,Advocacy, &Place

ue3/25

Discuss Rogerian Argument and A#5 Rhetorical analysis and written texts Develop possible research questions

oCDA, Ch. 5, About Advocacy and Argu-ment, pp. 111-19

oCDA, Ch. 7, About Written Modes oCommunication, pp. 181-212

Tu3/27

Watch episode oDesign | e2 Discuss research methods and annotated bibliographies Develop opic Proposals

oPenguin, Create an Annotated Bibliogra-phy pp. 224-6

oCDA, Ch. 6, Researching or Advocacyand Argument, pp. 143-60

12Environmen-tal Move-ment: Begin-nings?

ue4/1

Arrange Assignment #6 groups Discuss and analyze todays readings in light o Assign-

ment #5 and Rogerian Argument

o[m] Te Obligation to Endure by RachelCarson

o[m] Silent Spring at 40 by Ronald Bailey

Tu4/3

Begin watching Grizzly Man (nish outside o class) andwrite a summary that you will post to your personal blog

13The Subjectof Nature

ue4/8

Discuss and analyze readings in terms o narrative argu-ments

o[m] Reading: Am I Blue? by Alice Walkero[m] Reading: In the Jungle by Annie

Dillard

Tu4/10

Discuss and analyze readings Workshop 1: Work on A#6 projects Workshop 2: Peer Response or 600 word drafs o A#5

o[m] Values Beyond Price by VandanaShiva

o[m] Misplacing the Blame or Our rou-bles on Flat, Not all Spaces by VirginiaPostrel


14Revision andFallacies

ue4/15

Discuss revision and invention in terms o A#5 and Op-tional Revision

Tu4/17

Discuss argumentative allacies Workshop: Peer Response or 800 word drafs o A#5

oPenguin, Verbal Fallacies pp. 75-6oDUE: At least 800 typed words o A#5.

15Final Examand Portfolio

ue4/22

Discuss Final Exam & Portolio oDUE: A#5

Tu4/24

Class time to work with groups on Assignment #6


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16Portfolios &Refections

ue4/29

Discuss A#7 and semester reection letter Instructor evaluations

Tu5/1

Final thoughts or the semester Workshop: class time to work on A#6 group projects

17Final ExamWeek

5/5thru

5/9

Final Exam ime: May 8, 12-2:00A#6 and A#7 are due at the nal.

Documents

Londie T. Martin - WOVE: Place, Nature, and Environment Syllabus