|
For
this course, you will fulfill a series of assignments designed to help
you understand how to utilize rhetorical principles within a variety
of media to produce effective, engaging arguments. The majority of these
assignments are components of your central research project for the
class. Follow the links below for more complete assignment sheets for
each of the listed assignments.
- Informal
Assignments & Requirements
(5%). Students
will complete many informal writing assignments for this class;
these assignments will not be graded, but completion of them is
essential for full participation in the class. These assignments
include:
- Attending class,
arriving promptly, and participating actively.
- Archiving all drafts
and writing assignments on the class Forum.
- Participation in
peer review, in-class and on-line discussion groups.
- Attending a series
of mandatory individual conferences during the quarter: two
conferences with Christine and two with our Oral Communications
Tutor.
- Working in collaborative
groups, sharing tasks, and participating in group activities
responsibly, respectfully, and enthusiastically.
- Completing in-class
writing assignments.
- Student
Blog (10%). As part of our experimentation with e-rhetoric,
students will create and post to a class weblog. Each student will
complete at least 5 individual posts and contribute at least 2 comments
to their classmates' blogs. Keeping the blog will enable the student
to track his/her development as a writer and researcher, as well
as to gain hands-on experience with one distinct and very popular
form of e-rhetoric.
- Researched
Project on E-Rhetoric. Students will spend the majority
of the quarter researching a project on digital rhetoric, technology,
or e-rhetoric. This source-based project will integrate a variety
of primary and secondary sources into a provocative, original argument.
There will be several components of this project:
- Project
Proposal. In this 3 page written document, students
will articulate the subject, sources, and timeline for their
projects. (10%)
- Proposal
presentation. After writing their
proposals, students will present them to the class in a 5 minute
oral presentation. (5%)
- Proposal
translation.
As part of the students' first formal exploration of the difference
between print media and electronic, they will convert their
proposal into hypertext form. (part of informal assignment grade)
- Media
Translation Analysis & Reflection. In this
brief analysis, students will discuss their observations about
the difference between creating arguments in print, oral, and
electronic media and will also set some learning goals for their
own continued work with these media during the rest of the quarter.
(5%)
- Collaboratively
authored Webpage.
Students will contribute materials, both individually and collaboratively,
to the creation of a class website. (5%)
- Bibliography.
Students will compile a work-in-progress bibliography of a minimum
of 8 sources and write a one sentence annotation for each source.
(part of informal assignment grade)
- Visual
Map of Argument. Students will turn in a graphic web
map of their project that clearly demonstrates the structure
and organization of their argument. (part of informal assignment
grade)
- Hypertext
Research Project.
Instead of a traditional 10-12 page essay, students will produce
a hypertext of their research project (with bibliography) that
will ultimately be uploaded to our course Research Site and
linked to their Collaborative Subpages. As part of this assignment,
students will generate a bibliography and a 1-2 page reflection
letter. (40%)
- Group
presentation.
After the completion of the individual hypertexts, the collaborative
groups will work together to produce a 10 minute oral presentation
in which they present their group work to the rest of the class.
These presentations will be held outside of class time. (15%).
- Final
Class Reflection essay. At
the end of the quarter, students will generate a graded reflection
in which they evaluate their work on the research hypertext.
(5%)
-
|
