intro to writing

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class one
time: 
 tuesday and thursday 13:35 – 14:50
location: 285 swkt

class two
time:
tuesday and thursday 15:00 – 16:15
location: 285 swkt


description: writing is not natural or innate. it is a shared social construction. this class will help you learn how to write and become more literate than you already are.


instructor: zach t power
email: zachtpower@me.com
office times: tuesdays and thursdays by appointment
office location: 3004 jkb


print reading: (you will need to buy these books)
mindful writing third edition by brian jackson

digital reading: (i will provide some of these readings digitally)
structure, sign and play by jacque derrida
a sign in space by italo calvino
the world of wrestling by roland barthes
the typography of stranger things by sarah gless
the good, racist people by ta-nehisi coates
i have a dream by martin luther king jr.
why i am teaching a course called "wasting time on the internet" by kenneth goldsmith
why were confederate monuments built? by miles park
the philosophy of bill murray by wisecrack
notes of a native son by james baldwin
consider the lobster by david foster wallace
leap by brian doyle
a walk in the pink moccasins by carol lynn pearson
a plea for captain john brown by henry david throreau
resistance to civil government by henry david throreau
let justice roll down by martin luther king jr.
white debt by eula biss
the case for reparations by ta-nehisi coates


grading: it’s simple, if you do all the work, then you will get an A. if you don’t do the work, then I will find some other appropriate grade to give you. my interpretation of “do” is polished and on time. refer to a dictionary for the meaning of polished.

you know a good piece of writing when you write it and when you read it; me too. I’ll grade papers in a few ways: first, is the paper appropriate to the genre expectations, which we will discuss and outline with each section; second, does the paper subvert expectations / is it interesting and surprising; and, third, is the paper professional (i.e. does it follow MLA style, is the grammar and syntax clean and clear, etc.)? that’s it. if you can write a paper that is genre-appropriate, genuinely interesting, and properly professional, then you’ll get a good grade.

i also grade based on your current abilities. it's my job to teach you (that's what i am being paid to do), and if you aren't learning (i.e. improving) then i am not doing my job. i will grade you based on what will cause you to improve yourself. 


attendance: this was my old policy "you are allowed two absences, free of charge. after the second absence, I will reduce your grade by one grade increment (A to A-, A- to B+, etc.). please communicate with me. if you go missing, I can’t help you. I won’t come find you. I have enough trouble finding the ways we feel throughout our lives. also, attending the final is required by the department as well, so don’t try to go to any weddings or orthodontists on this day."

my new policy is this: i don't care. when you signed up for college you paid for it. and if you want to be absent from class, then that is on you to waste (or spend) your money how you like (i haven't done the math, but you might want to figure out (based on tuition and a multitude of other things you are paying for (rent, food, etc.)) what exactly you are paying for each class period and how much you are losing each time you decide to skip class). at any rate, i also believe in natural consequences. if you miss class, you will miss the crucial information and discussions that really can't be replicated. i hope you will understand early that my classes are not lectures that can just be read or understood at your leisure (with some powerpoint or another). i don't teach like that, so if you miss class you miss it. 


medium:
medium is the platform that you will be using to turn in your assignments. become familiar with this platform, read some pieces, enjoy:
https://medium.com/@ev/welcome-to-medium-9e53ca408c48#.f2ka3qaqn


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assignments: polish your work before turning it in. don’t turn work in late. also, all of the major assignments are required: rhetorical analysis, opinion editorial, issues paper, and multimodal project. if you don’t complete them, then the department requires me to automatically fail you; just a heads up. late assignments: another way of understanding the word late (as in ‘the late william carlos williams’) is ‘no longer alive.’ the longer the assignment is ‘dead,’ the more it stinks. nobody wants a carcass on their doorstep. each day an assignment is late (dead) it will lose ten percent.

best writing / one piece / starting pointing - in the first week of class, i need you to send me the best piece of writing you have (the operative word here being "have"). if you "have" nothing, then you need to write something and call it the best writing you "have".

initial office meeting / one time / "hello" - i like to have students meet with me in my office in the first week so they know where to find me if they need help with anything. this is the link to the sign-up sheet. it's good to meet you. 

freewrite / a few minutes minimum / attendance - this is how i keep attendance (even though I don't keep it). at the beginning of class you will write non-stop for a few minutes. you should bring your own notebook paper each day for this assignment. if you are late to class you should still do a freewrite when you walk in the door, so i have a record of you being present, and you should also write at the top of the paper what time you walked in the door. 

reading / 250 words minimum / 4 points each / 100 points - each class you should read the provided reading (and sometimes you will provide your own reading), write a response (minimum 250 words) to it on medium, find a related article on medium, and then comment on that article (minimum 250 words). there will be twenty-five of these assignments throughout the semester. i don't keep track of them throughout the semester. i count them up at the end. so, if you "miss" one, just make it up when you can. don't fall behind; you don't want these to stack up. 

percolations / one page / writing process / 10 points - another way to understand this is "pre-writing" but i think percolations conveys the idea and process better, so i use that word. these are very loose ideas on a paper. i don't care what they look like, how they are formatted, or really much of anything other than as evidence that you are actively thinking about your paper or project ahead of time. they should be at least a full page of text. they should be typed and printed out. 

rough draft / more than half the assignment minimum / writing process / 10 points - this should be self-evident.

formal draft / above the assignment minimum / writing process / 10 points - this means it has all the parts but maybe not the polish

instructor and peer discussions / several minutes minimum / 5 points each / 10 points - you should come to class on these days to get these points. 

reflection / several minutes minimum / 10 points - this is done in class on the final day of the section. it is handwritten or typed.

rhetorical analysis / 1000 words minimum / 100 points - the purpose of a rhetorical analysis is to feel persuaded (or dissuaded) and then to explain how you and the intended audience felt that way, how the author accomplished or produced those feelings - emphasis on the word -how-. do not engage with the argument. you are not engaging with their ideas, but their approach to expressing those ideas. focus on their use of genre, context, text, subtext, rhetorical strategies, assumptions, audience awareness, etc. keep in mind that analysis is the ability to unpack a concept, to extrapolate commonly felt meanings from a concept or representation of an idea. the “I” you are writing from is a wide I; you’re speaking from the perspective of the audience, for the audience, to the audience. summary is a necessary part of analysis, only because it conveys details. but if you don’t unpack the ideas, and if you only glance off the top of many topics (as opposed to a select few), then you’ll inevitably be summarizing. try to write this on a subject that is interesting to your audience and in a way that is interesting to read.

opinion editorial / 1500 words minimum / 200 points - i don't want to hear that you have no opinions, because it simply is not true. none of you live like bartleby the scrivener (see hemingway), so i won't believe it. tony hoagland said,  “if you have nothing to say, it is because your heart is closed" and i believe that. an opinion editorial is a published stance. you are going to need to make a judgement, take a stance, have an opinion. then you are going to write it in such a way that it is publishable in the newspaper or a magazine (thus the term "editorial"). the purpose of this section is to focus on your writing style, to develop a writing style, to have style with your voice and arguments. this is where you apply (and i really do mean the word apply) the rhetorical principles we learned and discussed in the rhetorical analysis section. now you are not analyzing it, you are applying it (although, you can analyze the rhetoric of the subject you are writing your opinion on, but that may be reading too deep into the water). You are not writing a novel, or a poem, or anything that you would find in a book. this is pulp writing, writing that is written in the current moment, and for the current moment. it is meant to be read on the day that it matters, and if you write one well enough, then people may read it after that day as well, because good writing seems to stick around. that's what i call resonance. 

annotated bibliography / 5 sources minimum / 50 points - the annotated bibliography is a collection of sources that you comment on. this piece is in preparation to your issues paper (but you won't put it in your issues paper (although you may put the sources in there). you should have already selected a topic for your issues paper before starting on this, afterwhich you will find five sources that are in dialogue with your ideas on your chosen topic. these sources should not speak for you, but you should be using them as a point of discourse or dialogue. let me repeat, do not use these to speak for you; instead, use them as starting points to build off of. the purpose of this section (the issues paper) is to discourse, not sound off to yourself in your own echo chamber. so, next to each of these sources you should write a healthy paragraph that includes the ideas from the source that are pertinent to your paper, as well as your response to those ideas. in other words, a summary and an opinion in response to the source. before this section you will want to complete the library modules found at this place here.

issues paper / 2000 words minimum / 300 points - the issues paper is a longform article that combines the strategies in the rhetorical analysis and the opinion editorial (as well, as, I suppose, the short-lived annotated bibliography). you will want to write an analysis on the issue and on the rhetoric surrounding it, attempting to strip down the issue to its core problems, and attempting to explain how it is an issue. again, the focus of this section is to practice discourse, to research, to recognize the communities involved in the discussion and to build on ideas rather than just say "i am right because other people have said the same thing i am saying". you will offer a publishable opinion, making stances, offering options and suggesting solutions. if you believe life and its constituents are in a state of perfection, then i would like to understand how you have come to that conclusion (because i as much as i want to believe that, life has constantly suggested many alternatives), if you don't believe so, then you will have many discourse communities to engage in. the issues paper should include at least five sources used throughout. if you ask what style you should use for this essay, then i am likely to respond with a suggestion to use MLA style (but what, say you, would i say if you don't ask).

multimodal project / 5 minutes minimum / 100 points - the multimodal project is a work that includes more than one medium of expression, though (since this is a writing class) you should favor language as one of those media (and i will accept a very loose understanding of the word language here (and if you are paying attention throughout the semester, then you will likely be ready and willing to be loose and challenge the idea of "language"). i could make suggestions here on the various kinds of media that are available to you to use (hint: all of them), but i find that students are often reactive (which is a softer way of saying uncreative) and will cherry-pick from the list, rather than give it sincere thought. feel free to really push the boundaries of expression here. if you are communicating, then you are doing the assignment right. you are not allowed to write an essay. that is the one thing you cannot do. this project should function in much the same way as the issues paper, only you are not limited to just the use of language only. instead of five sources, you will include five similar projects, and trust me, none of you are at the level of innovation to discover a project that hasn't been done before (and you may take that as a challenge (but really, i've been trying to do it for a while, and i still feel that this is very far off). you will also include a 500 word analysis of the media that you use for expression (media is the plural for medium). you should analyze the media (and probably the substrate too (but we'll talk more about that as the semester progresses) by speaking to why the project benefits specifically from the chosen media, and why the project would falter in its expressive potency were you to express it in any other medium. in other words, you'll need to explain how the medium enhances your argument. you will present or perform your multimodal project for the class. these presentations/performances should be between five and seven minutes long. 

final portfolio / four projects minimum / 50 points - the final portfolio is your last chance to make changes to your major projects. i will grade the final portfolio based on your ability to implement everything we learned throughout the semester. i also want you to write 1000 words (to accompany your portfolio) on what you learned this semester, and how you are a different writer. i want you to be as personal and real in this essay as you can be (avoid being formal in any sense of the word), but I do want you to be in-depth and employ the strategies you have learned throughout the semester. this paper and portfolio is where you can prove how much you have really learned throughout the semester.

impromptu analysis / an hour minimum / 50 points - on the day of the final you will be asked to do an impromptu rhetorical analysis. for more info on this, look up the words: impromptu and analysis. (attendance to the final is mandatory. finals will not be given early.)


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schedule: the schedule is rather simple: you have reading and responding assignments due before class each day, and you have a sequence of topics and subjects that will help you work toward completing the major assignments. 

day one / september 5 / intro to class
due / book purchased / syllabus read /
class / freewrite / introduce people / discuss syllabus / explain platforms / where are you now with writing? / what are your desires for writing / what do you hate about writing? / what are your fears with writing and this class? / the importance of a spirit of inquiry / what is your question to life? / writing as inevitably subjective / writing as expression / breaking the rules of writing / 

day two / september 7 / intro to writing
due / mindful writing preface read / structure sign and play by jacque derrida first three pages read / a sign in space by italo calvino read /  medium essai on provided reading (minimum 250 words) written / related medium essai found and highlighted / commentary on related medium essai (minimum 250 words) written / time to meet with instructor scheduled (here) / best thing you've ever written emailed to instructor /
class / freewrite / language and literacy / what exactly is language / are you literate? / IRL vs. AFK / language as representative / language as sign / ideal vs. real / the death of the author / idea spectrum from abstract to specific / ideas as metaphysical / language as access / eidolon and image / all words are images / literacy and phenomenology / hermeneutics and the complications of interpretations / 

day three / september 12 / rhetorical analysis and reading
due / mindful writing chapter 15 (examples one and two) read / the world of wrestling by roland barthes read / the typography of stranger things read / medium essai on provided reading (minimum 250 words) written / related medium essai found and highlighted / commentary on related medium essai (minimum 250 words) written / percolations assignment description read / rhetorical analysis assignment description read / 
class / freewrite / introduce rhetorical analysis assignment / what is rhetoric / what is analysis / is a wave rhetorical? / rhetoric is trying to control how people interpret things / analysis as understanding, as looking, as dividing, as connecting, as inquiry to the “truth” underneath the thing, as the joy of discovery, as observing, as interpreting, as critique, as perspective, as taking things beyond themselves,  / what do you analyze in your personal life / analysis as not reducing, not stereotyping, not assuming / rhetorical analysis as rhetor’s relationship with audience / rhetorical analysis as not summary, not engaging with the opinion / rhetoric as persuasion of the mind / rhetoric as not biological, not physical coercion / what are you persuaded by? / why are you persuaded / what are you disuaded by / why are you disuaded / 

day four / september 14 / rhetorical analysis and reading
due / mindful writing chapter 15 (examples three and four) read / i have a dream by martin luther king jr. read / good racist people by ta-nehisis coates read / medium essai on provided reading (minimum 250 words) written / related medium essai found and highlighted / commentary on related medium essai (minimum 250 words) written / article for rhetorical analysis picked / rhetorical analysis percolations printed /
class / freewrite / ethos / the "i" / ethos as representative (image) of ethics / what values does an ethos represent / "dad makes fun of his son for looking like marilyn manson" / ethos as character or personality / what are the persuasive elements of an ethos / ethos as appeal to values within an audience / ethos as awareness that you are being perceived / ethos as fashion or style / ethos and credibility / how to render ethos in writing / style as a vehicle for values / ethos as author / ethos and authenticity / ethos doesn't occur in isolation / ethos as social appeal / ethos as negotiation between the "i" and the "we" / 

day five / september 19 / rhetorical analysis and reading
due / mindful writing chapter 1 and 2 read / why i'm teaching a course called "wasting time on the internet" by kenneth goldsmith read / medium essai on provided reading (minimum 250 words) written / related medium essai found and highlighted / commentary on related medium essai (minimum 250 words) written / rhetorical analysis rough draft printed / 
class / freewrite / discuss paper with instructor / logos / what is logic and what is logical / how to persuade with logic / logic as reasoning, and reasoning as various / what are the various approaches or structures in a logical sense / logos as assumption, as sequence and order, as ... / premises and syllogisms / one plus two equals four (numbers as epistemai, operations as reasoning) / fallacy can be in the epistemai or the reasoning / does everything has logos / is a sunset logical / numbers as a language (with the same complications as all language) / how 1.9 = 2 / "alternative facts" / logic and tautology / how do we render logos in writing / what is a "fact" / 

day six / september 21 / rhetorical analysis and reading
due / mindful writing chapter 3 read /  why were confederate monuments built? by miles parks read / medium essai on provided reading (minimum 250 words) written / related medium essai found and highlighted / commentary on related medium essai (minimum 250 words) written / rhetorical analysis formal draft printed / 
class / freewrite / discuss paper with peers (thus a discussion on how to engage with other writing: content editing, copy editing, proofreading) / pathos / pathos as emotional persuasion / emotional truths / humor or jokes as pathos / volksgeist and zeitgeist / laughing as evidence of emotional persuasion (or pathos) / pathos as appealing to emotions already existing in audience / tone as attitude toward audience / stance as attitude toward subject / tone vs. stance / emotion as expression / what is emotion / sympathy / empathy / pathetic / 

day seven / september 26 / rhetorical analysis and reading
due / mindful writing chapter 4 read / "the philosophy of bill murray" by wisecrack watched / medium essai on provided watching (minimum 250 words) written / related medium essai found and highlighted / commentary on related medium essai (minimum 250 words) written / rhetorical analysis final draft printed / 
class / freewrite / reflect on rhetorical analysis / kairos / kairos as persuasion by awareness / kairos as appeal to place and time / people as things of time and place / kairos and appropriateness / kairos and situation / place as multifaceted / 

day eight / september 28 / opinion editorial and expression
due / mindful writing chapter 13 (examples one and two) read / kairotic piece of graffiti created / medium essai on personal graffiti (minimum 250 words) written / opinion editorial assignment description read /  
class / freewrite / introduce opinion editorial assignment / what is an opinion / opinion as a claim to truth / how do you select truths / why is truth a human desire / why do you feel the need for truth / opinions as an expression for a desire for truth / opinion is the social aspect of seeking truth / positivism vs. agnosticism / why make an opinion / do all opinions matter / opinions and free speech / is speech "free" / can an opinion be full or complete / can you have an opinion on facts / opinions and belief / opinions and assumptions / opinion and experience / what is fact / all experience filtered through the fallible body / why do we argue / when is something elevated to the station of fact / what allows you to form an opinion / opinion and naïveté / are all facts compatible / when does an opinion cease to matter to us / 

day nine / october 3 / opinion editorial and expression
due / mindful writing chapter 13 (examples three and four) read / [selected reading]  read / medium essai on provided reading (minimum 250 words) written / related medium essai found and highlighted / commentary on related medium essai (minimum 250 words) written / opinion editorial percolations printed / 
class / freewrite / style / what is style / how do you render style in writing / language is there for you, you are not there for language / style as beauty / beauty and truth / what is beauty / aesthete vs. athlete / 

day ten / october 5 / opinion editorial and expression
due / mindful writing chapter 5 read / [provided reading] read / medium essai on provided reading (minimum 250 words) written / related medium essai found and highlighted / commentary on related medium essai (minimum 250 words) written / opinion editorial rough draft printed / 
class / freewrite / discuss paper with instructor / argument / do we read opposing opinions / why do we look at the counter-argument / what is an argument / how is an argument constructed / 

day eleven / october 10 / opinion editorial and expression
due / mindful writing chapter 6 read / consider the lobster by david foster wallace read / medium essai on provided reading (minimum 250 words) written / related medium essai found and highlighted / commentary on related medium essai (minimum 250 words) written / opinion editorial formal draft printed / 
class / freewrite / discuss paper with peers / structure / what are the inherent structures of writing / structure as a mode of style and expression / form follows function / how is language naturally structured / what are the possible structures for language / genre as a constraint of structure / "kurt vonnegut on the shape of stories" / what are the building blocks of writing that determine the structures of writing / poems for the illiterate / corbusier and form follows function / 

day twelve / october 12 / opinion editorial and expression
due / mindful writing chapter 7 read / [provided reading] read / medium essai on provided reading (minimum 250 words) written / related medium essai found and highlighted / commentary on related medium essai (minimum 250 words) written / opinion editorial final draft printed / 
class / freewrite / reflect on opinion editorial / style / structure / argument / opinion / 

day thirteen / october 17 / annotated bibliography and seeking /
due / mindful writing chapter 16 (example one) read / personal reading selected and read / medium essai on personally selected reading (minimum 250 words) written / related medium essai found and highlighted / commentary on related medium essai (minimum 250 words) written / annotated bibliography assignment description read / issues paper assignment description read / mindful writing issues paper example read / library modules one thru five completed (here) / 
class / freewrite / introduce annotated bibliography assignment / introduce issues paper assignment / discourse / abstract technologies / ideological technologies / discourse as negotiation over the construction of language / discourse as conversation of meanings / a short history of ideological technologies: romanticism, modernism, post-modernism, etc. / postmodernism has been gentrified / how to continue to innovate with ideological technologies / 

day fourteen / october 19 / annotated bibliography and seeking / room 2232 in the HBLL
due / mindful writing chapter 16 (example two) read / personal reading selected and read / medium essai on personal selected reading (minimum 250 words) written / related medium essai found and highlighted / commentary on related medium essai (minimum 250 words) written / issues paper percolations printed / 
class / library instruction day / bring your own laptops

day fifteen / october 24 / annotated bibliography and seeking / room 2232 in the HBLL
due / mindful writing chapter 16 (example three) read / personal reading selected and read / medium essai on personal selected reading (minimum 250 words) written / related medium essai found and highlighted / commentary on related medium essai (minimum 250 words) written / annotated bibliography rough draft printed
class / library instruction day / bring your own laptops

day sixteen / october 26 / annotated bibliography and seeking
due / mindful writing chapter 16 (example four) read / personal reading selected and read / medium essai on personal selected reading (minimum 250 words) written / related medium essai found and highlighted / commentary on related medium essai (minimum 250 words) written / annotated bibliography final draft printed / 
class / freewrite / reflect on annotated bibliography / research / what is research / research as innovation of thought / research as a cornerstone for building not a confirmation of biases / research as mind-blowing / what is validity / was frederick douglass peer-reviewed / is using snapchat research / is all knowledge virtuous / is all knowledge valuable / how do you determine the "value" of knowledge / research and antithetical views / research and the necessity of archive / archive and memory / emotional research / logical research / research as a conscious act / is deception knowledge / 

day seventeen / october 31 / issues paper and engaging
due / mindful writing chapter 8 read / personal reading selected and read / medium essai on personal selected reading (minimum 250 words) written / related medium essai found and highlighted / commentary on related medium essai (minimum 250 words) written / 
class / freewrite / community / discourse communities / universities as examples of discourse communities / community as a human need / sub-communities and meta-communities / what makes a community a community / discourse as bridging and de-centering communities / communities' dependence on word and identity / how does the individual (writer) change a community / how does the community (research) change the individual / no person is isolated, or community as inevitable / neurons as image of community-based understanding of knowledge / community helps us understand the relational aspects of language / 

day eighteen / november 2 / issues paper and engaging
due / mindful writing chapter 9 read / personal reading selected and read / medium essai on personal selected reading (minimum 250 words) written / related medium essai found and highlighted / commentary on related medium essai (minimum 250 words) written / issues paper rough draft printed /
class / freewrite / discuss paper with instructor / engaging / [conversation on engaging] / making the classroom as discourse community / 

day nineteen / november 7 / issues paper and engaging
due / mindful writing chapter 10 read / personal reading selected and read / medium essai on personal selected reading (minimum 250 words) written / related medium essai found and highlighted / commentary on related medium essai (minimum 250 words) written / issues paper formal draft printed /
class / freewrite / de-constructing / building on other ideas / analysis vs. synthesis / scarequotes / how to take an idea apart / to destroy is to make / what are the hazards of de-construction / pieces vs. the whole / the uncertainty principle / schroedinger's cat / particle-wave duality / de-construction as one method of engaging / active reading / severing from the whole / what is the rubble of ideas / what are the pieces of ideas / 

day twenty / november 9 / issues paper and engaging
due / mindful writing chapter 11 read / personal reading selected and read / medium essai on personal selected reading (minimum 250 words) written / related medium essai found and highlighted / commentary on related medium essai (minimum 250 words) written / 
class / freewrite / / discuss paper with peers / spend time talking with other students about your paper /  

day twenty-one / november 14 / issues paper and engaging
due / mindful writing chapter 12 read / personal reading selected and read / medium essai on personal selected reading (minimum 250 words) written / related medium essai found and highlighted / commentary on related medium essai (minimum 250 words) written / 
class / freewrite / criticism / 

day twenty-two / november 16 / multimodal project and embodying
due / [provided reading] read / medium essai on provided reading (minimum 250 words) written / related medium essai found and highlighted / commentary on related medium essai (minimum 250 words) written / multimodal project assignment description read / issues paper final draft printed
class / freewrite / introduce multimodal project assignment / reflect on issues paper / bringing all the ideas of discourse, research, community, engaging and de-constructing together / 

november 21 and 23 / no class

day twenty-three / november 28 / multimodal project and embodying
due / [provided reading] read / medium essai on provided reading (minimum 250 words) written / related medium essai found and highlighted / commentary on related medium essai (minimum 250 words) written / multimodal project percolations printed / 
class / freewrite / 

day twenty-four / november 30 /  multimodal project and embodying
due / [provided reading] read / medium essai on provided reading (minimum 250 words) written / related medium essai found and highlighted / commentary on related medium essai (minimum 250 words) written / multimodal project rough draft printed / 
class / freewrite / discuss project with instructor

day twenty-five / december 5 / multimodal project and embodying
due / [provided reading] read / medium essai on provided reading (minimum 250 words) written / related medium essai found and highlighted / commentary on related medium essai (minimum 250 words) written / multimodal formal draft printed / 
class / freewrite / discuss project with peers

day twenty-six / december 7 / multimodal project and embodying
due / [provided reading] read / medium essai on provided reading (minimum 250 words) written / related medium essai found and highlighted / commentary on related medium essai (minimum 250 words) written / 
class / freewrite / 

day twenty-seven / december 12 / multimodal project presentations / group one
due / multimodal project final draft presented by group one
class / present multimodal projects / write index card rhetorical analyses on presented multimodal projects 

day twenty-eight / december 14 / multimodal project presentations / group two
due / multimodal project final draft presented by group two
class / present multimodal projects / write index card rhetorical analyses on presented multimodal projects

day twenty-nine / final / class one - december 18 from 11:00 – 14:00 / class two - december 20 from 15:00 – 18:00 / 
due / final portfolio
class / impromptu analysis / reflection on writing


key terms:

  • writing
  • audience
  • title
  • argument
  • context
  • paragraph
  • clarity
  • continuity
  • tone
  • style
  • logic
  • narrative
  • organization
  • persuasion
  • thesis
  • structure
  • opinion
  • explanation
  • evaluation
  • summary
  • analysis
  • genre
  • order
  • introduction
  • conclusion
  • editorial
  • issue
  • problem
  • specificity
  • grammar
  • syntax
  • punctuation
  • counter-argument
  • meaning
  • irony
  • focus
  • bias
  • prepositions
  • articles
  • verbs
  • nouns
  • concrete
  • abstract
  • reference
  • terms
  • premise
  • syllogism
  • claims
  • evidence
  • expectations
  • em dash
  • en dash
  • dash
  • hyphen
  • research
  • investigation
  • interpretation
  • topic
  • perspective
  • information
  • judgement
  • questions
  • appeal
  • emotion
  • ethos
  • pathos
  • logos
  • kairos
  • metaphor
  • diction
  • reason
  • support
  • voice
  • expression
  • text
  • subtext
  • context
  • metatext
  • placement
  • timing
  • protasis
  • apodosis
  • generalization
  • hyperbole
  • stereotype
  • foil
  • independent clause
  • dependent clause
  • conjunction
  • phrase
  • dialogue
  • construct
  • transitions
  • framing
  • contradiction (contra-diction)
  • non-sequitur
  • assumptions
  • solution
  • citation
  • quotation
  • symbolism
  • arrangement
  • concept
  • personality
  • perspective
  • parralellism
  • consistency
  • usage
  • redundancy
  • literality
  • figurality
  • comparison
  • sequence
  • statements
  • idiom
  • pun
  • description
  • detail
  • pronouns
  • referrants
  • discovery
  • emphasis
  • objective
  • subjective
  • colloquialisms
  • sentence
  • situation
  • juxtaposition
  • source
  • circumstance
  • position
  • contrast
  • pacing
  • fallacies
  • straw-man
  • rhetoric
  • cliche
  • method
  • criticism
  • media
  • cognition
  • reading
  • literacy
  • evaluate
  • ethics
  • language
  • drafting
  • revision
  • editing
  • credibility
  • document
  • outline
  • community
  • public
  • discourse
  • participation
  • invention
  • exclusion
  • conflict
  • composition
  • reflection
  • provocation
  • awareness
  • patterns
  • process
  • mechanics
  • review
  • collaboration
  • understanding
  • comprehension
  • exigency
  • analogy
  • testimony
  • libraries
  • archive
  • meta-literacy
  • rhetor
  • scope
  • authority
  • technique
  • body
  • observation
  • impact
  • author
  • speaker
  • fact
  • implication
  • imagination
  • intention
  • content
  • form
  • utility
  • definition
  • effect
  • affect
  • sense
  • mode
  • subject
  • tension
  • attachment
  • reaction
  •  

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class content: being in college (being human) means you will have to deal with some heavy/tough stuff. if any objectionable content is presented in class you are welcome (even encouraged) to express yourself. that all said, I will be as conscious and respectful as I can.


words required by b.y.u.:

Honor Code: In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university’s expectation, and every instructor’s expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422–2847 if you have questions about those standards.

Preventing & Responding to Sexual Misconduct: In accordance with Title IX of the Education Amendments of 1972, Brigham Young University prohibits unlawful sex discrimination against any participant in its education programs or activities. The university also prohibits sexual harassment—including sexual violence—committed by or against students, university employees, and visitors to campus. As outlined in university policy, sexual harassment, dating violence, domestic violence, sexual assault, and stalking are considered forms of "Sexual Misconduct" prohibited by the university. University policy requires all university employees in a teaching, managerial, or supervisory role to report all incidents of Sexual Misconduct that come to their attention in any way, including but not limited to face-to-face conversations, a written class assignment or paper, class discussion, email, text, or social media post.  Incidents of Sexual Misconduct should be reported to the Title IX Coordinator at t9coordinator@byu.edu or (801) 422-8692.  Reports may also be submitted through EthicsPoint at https://titleix.byu.edu/report or 1-888-238-1062 (24-hours a day). BYU offers confidential resources for those affected by Sexual Misconduct, including the university’s Victim Advocate, as well as a number of non-confidential resources and services that may be helpful. Additional information about Title IX, the university’s Sexual Misconduct Policy, reporting requirements, and resources can be found at http://titleix.byu.edu or by contacting the university’s Title IX Coordinator.

Student Disability: Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the University Accessibility Center (UAC), 2170 WSC or 422–2767. Reasonable academic accommodations are reviewed for all students who have qualified, documented disabilities. The UAC can also assess students for learning, attention, and emotional concerns. Services are coordinated with the student and instructor by the UAC. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures by contacting the Equal Employment Office at 422–5895, D-285 ASB.

Academic Honesty: The first injunction of the Honor Code is the call to “be honest.” Students come to the university not only to improve their minds, gain knowledge, and develop skills that will assist them in their life’s work, but also to build character. “President David O. McKay taught that character is the highest aim of education” (The Aims of a BYU Education, p.6). It is the purpose of the BYU Academic Honesty Policy to assist in fulfilling that aim. BYU students should seek to be totally honest in their dealings with others. They should complete their own work and be evaluated based upon that work. They should avoid academic dishonesty and misconduct in all its forms, including but not limited to plagiarism, fabrication or falsification, cheating, and other academic misconduct.


disclaimer: The syllabus is subject to change.