LONDIE T. MARTIN, PH.D.

University of Arizona School of Information Resources & Library Science 1515 East First Street Tucson, AZ 85719

TEACHING PORTFOLIO
520.621.0242 londiem@email.arizona.edu www.londietmartin.com

first-year writing II: rhetorical analysis and argument

spring 2011 / 22 students course description
This course emphasizes the skills of rhetorical analysis, research, persuasion, reflection, and revision. It is designed to help you learn to write for varied audiences and situations, find and evaluate sources, and make critically aware decisions about how best to achieve your purposes at the university and beyond. The immediate goal of this course is to prepare you for further research and writing in your future fields of academic work. In the first unit of the course, you will read and respond to various essays, learning about various types of rhetorical analysis, and choose one type to use to develop a rhetorical analysis essay. In the second unit, you will do both library and field research on an issue of your choice within an area of academic, cultural, or personal interest, which will culminate in an analysis of the issue, called a controversy analysis. In the third unit, you will then use this research to support an argument of public interest, called a public argument. Finally, in the fourth unit, you will revise your public argument for a different rhetorical situation and write an analysis of your revision process.

required textbooks
Hacker, Diana. Rules for Writers. 6th ed. 2009 MLA Update. Boston, MA: Bedford/St. Martins, 2009. Print. Jurez, Marissa M., Jacob Witt, and Jennifer Haley-Brown, eds. A Students Guide to First-Year Writing. 31st ed. Plymouth, MI: Hayden-McNeil, 2010. Print. Minnix, Christopher and Carol Nowotny-Young, eds. Writing Public Lives: From Personal Interests to Public Rhetoric. 2nd ed. Plymouth, MI: Hayden McNeil, 2011. Print.

course requirements
The table below lists all course assignments and their point values. To receive an A in this course, you must accumulate at least 90%; for a B, 80%; for a C, 70%; and for a D, 60%.
Unit 1: Personal/Analytical Writing Essay #1: Rhetorical Analysis Exploring identity, culture, and community through rhetorical analysis Unit 2: Localizing Controversies & Research Annotated Bibliography Exploring a controversy and its local connections Essay #2: Controversy Analysis through ethical, critical research Unit 3: Argument, Community & Zines Essay #3: Public Argument Zine Project Locating ourselves within a controversy and publishing a multimodal, multigenre zine Unit 4: Critical Reflection & Remix Essay #4: Public Argument Remix & Reflection Remixing your public argument and reflecting on the process Short Assignments: In-class writing, journals, quizzes, and short homework assignments Library Research Modules: A series of six online modules to be completed during Unit 2 20%

3% 25% 20%

20%

2% 10%

First-Year Writing II: Rhetorical Analysis and Argument Syllabus

summaries of major assignments

Rhetorical Analysis A rhetorical analysis examines how a text workshow its words, its structure, its ideas connect (or dont connect) with a given audience. Your analysis essay should describe how an author employs certain strategies to communicate her/his purpose and her/his argument for a particular audience in a specific context. In keeping with our class discussions about the relationships among culture, meaning, and understanding, your analysis should also describe and analyze how your personal worldview shapes your analysis of the communication. Annotated Bibliography An annotated bibliography is a kind of bibliography designed for researchers. Not only does it give the usual bibliographical information (author, title, publisher, date, etc.) you would find on a works cited page or a bibliography at the end of a professional article, it also gives information about the sources themselves. It is especially useful for researchers because it helps them decide whether a book or article will contribute to the purpose and thesis of a particular project. You may have come across annotated bibliographies in your own library searches, and if you have ever found one that addresses your topic, you know how useful it is. For this assignment, your task is to write an annotated bibliography for 5 sources you found for your Controversy Analysis and are pretty sure you will use in your essay.

Controversy Analysis The previous assignments give you the experience of analyzing the different ways arguments are put together, and the Controversy Analysis will help you look at the issues that generate those arguments and analyze arguments taking different viewpoints on a particular issue. By definition, an issue must have at least two different viewpoints addressing it, and the most complex issues have numerous viewpoints as well as multiple approaches to them. We will move beyond the problematic dualism of pro/con argumentation and, instead, identify and analyze controversies that have many sides. To complete this assignment, you will: identify a complex issue for investigation, conduct ethical research to discover the many sides of the issue, collect a variety of sources that shed light on the nuances of the issue, evaluate and analyze the rhetorical situations of those sources, and compose an essay that describes how the many sides of your issue are related or in conversation with each other. Public Argument Zine Project In the previous assignment, you have the opportunity to thoroughly and carefully research and analyze an issue of your choosing, and in the Public Argument Zine Project you will take your place among those who have argued on this issue and make your own argument. Based on the research you did during our Controversy Analysis unit, you now may choose an aspect of the controversy to argue. However, this assignment asks you to work individually and collaboratively as you compose your own argument. You will individually compose your argument in the form of a public argument essay meant for publication in your groups collaborative zine. In other words, each member of your group will write their own public argument, and the group will work collaboratively to compile these articles into one, cohesive zine. Public Argument Remix and Reflection The purpose of this assignment is to explore the relationship between analysis and synthesis, between content and form. During this assignment, we will investigate how different forms of writing allow us, as authors, to explore and re-present our arguments from different perspectives and for different or multiple audiences. Put differently, we will ask, How does an arguments persuasive power evolve when we remix it as a poem? As a comic? As a speech? How might different genres work creatively and persuasively for different audiences? Moreover, this assignment gives you the opportunity to reflect on your writing and think critically about the approaches that work (and dont work) best for you and the audiences you want to reach.

LONDIE T. MARTIN, PH.D.

teaching portfolio

First-Year Writing II: Rhetorical Analysis and Argument Syllabus

a note about technology and media

Each of the major assignments for this course will ask you to think broadly about composition by working with various forms of media. Familiarity with digital photography, video recording, image editing, or web publishing, however, is not a prerequisite; we will explore these technologies together.

daily course schedule

WPL = Writing Public Lives RFW = Rules for Writers SG = A Students Guide to First-Year Writing D2L = Reading is on our Desire 2 Learn website

1 2

Week & Topic

Date
Thu 1/13

Intro to Our Course & Unit One

Introduction to our course Briefly discuss books, policy, syllabus, D2L Introductions and quick rhetorical analysis Discuss Journal #1 responses Introduction to Essay #1 Class Quick Write & Discussion: From Einstein to Adler: Imagination, Invention, Analysis, and Personal Growth Vote on topics and analytical approaches Definitions of Rhetoric What is an argument? Discuss Corder and Journal #2 responses Guided rhetorical analysis, from small groups to class discussion Quiz over Neo-Aristotelian Criticism and The Toulmin Model of Argumentation Discuss neo-Aristotelian criticism Discuss sample essay and example analysis Focus: visualizing toulmin arguments Present your work for Journal #3 and class discussion of possible analyses of the days readings

Daily In-Class Activities

o Vonneguts Palm Sunday

Due at the Beginning of Class

Intro to Rhetorical Analysis & Essay #1

Tue 1/18

o Course Policy, Unit 1 Syllabus [D2L] o Introduction: Whats the Point in Analyzo Adlers How to Mark a Book [D2L] o Journal #1 [D2L] o Corders Argument as Emergence, Rhetoo Journal #2 [D2L]

ing? [WPL: pp. 1-9]

Thu 1/20

ric as Love [D2L]

Rhetorical Analysis: NeoAristotelian Criticism & Rhetorics of Technology

Tue 1/25

Thu 1/27

Rhetoric and Withdrawal from Kuwait [D2L] o The Toulmin Model of Argumentation [D2L] o Your choice of one of four essays on Technology & Progress [D2L] o Technology: Whats So Great about Progress? [D2L] o Writing Your Rhetorical Analysis [WPL: pp. 121-132] o Journal #3 [D2L]
o Narrative Criticism [D2L] o PDF of sample narrative essay [D2L] o Fallacies [D2L] o Journal #4 o Your choice of one of five essays on Educao Learning Power: The Myth of Education o Journal #5 [D2L]

o Neo-Aristotelian Criticism [D2L] o The Power of Saddham Husseins War

Rhetorical Analysis: Narrative Criticism & Rhetorics of Education

Tue 2/1

Discuss Narrative Criticism, Fallacies, and Journal #4 responses Discuss sample essay and example analysis Focus: interrogating logical fallacies Present your work for Journal #4 and class discussion of possible analyses of the days readings

Thu 2/3

tion & Schooling [D2L]

and Empowerment [D2L]

LONDIE T. MARTIN, PH.D.

teaching portfolio

First-Year Writing II: Rhetorical Analysis and Argument Syllabus

Week & Topic

Date
Tue 2/8

Rhetorical Analysis: Feminist Criticism & Rhetorics of Sex/uality & Gender

Discuss Feminist Criticism, Cultural Context, and Journal #6 responses Discuss sample essay and example analysis Focus: seeing culture in arguments

Daily In-Class Activities

o Feminist Criticism [D2L] o Ladybug Picnic: Engendering Pyrophobia o Ladybug Picnic @

Due at the Beginning of Class

Thu 2/10

Present your work for Journal #5 and class discussion of possible analyses of the days readings

Peer Response & Writing Workshop

Tue 2/15

Peer Response: Form small groups and share your work from Journals 3, 5, and 7. Based on peer response, craft plans for Essay #1.

Thu 2/17

Intro to Unit Two: Localizing Controversies and Research

Tue 2/22

Thu 2/24

Peer Response: Everyone brings a copy of their Essay #1 rough draft for review. Writing Workshop: One student volunteers to have their rough draft read by everyone. Go over the Unit 2 syllabus and the essay #2 assignment sheet Discuss potential controversies: What will work well for this assignment? What are possible pitfalls? Mapping communities to discover issues & preparing for Thursdays fieldwork NO CLASS MEETING: Instead, work independently on your Curious Writing in Unfamiliar Spaces assignment.

and Promethean Desire [D2L] www.hulu.com/ watch/38827/sesame-street-ladybug-picnic o Cultural Context [D2L] o Journal #6 o Your choice of one of seven essays on Sex, Sexuality, & Gender [D2L] o True Women and Real Men: Myths of Gender [D2L] o Journal #7 [D2L] o Practicing Global and Local Revision [SG: pp. 100-104] o 3a and 3b [RFW: pp. 27-39] o Essay #1 Invention Heuristic [D2L] o The Ballot or the Bullet @ radio.indymedia.org/uploads/echoesmalcolmx.mp3 o The Gospel of Black Nationalism: A Rhetorical Analysis of Malcolm Xs The Ballot or the Bullet [WPL: pp. 127-131] o Tips for Successful Workshopping and Getting the Most Out of Your Workshop Experience [SG: pp. 104-110 & 108-109] o Rough draft of Essay #1 o Final drafts of Essay #1 o Introduction: Discovering the Conversation [WPL: pp. 195-204]

o Excerpt from Place: A Short Introduction o Library Tutorial #1, Choosing a Topic o Library Research Quiz #1 on D2L by 10

[D2L]

Invention and Research Proposals

Tue 3/1

Invention for Essay #2: discuss fieldwork experiences Conducting ethical inquiry and local research as social action Research questions, plans and types of evidence; narrowing down a topic The Research Proposal: developing a line of inquiry Research Proposal workshop & mini-conferences Share and workshop topics

Thu 3/3

pm, February 24. o Response to Curious Writing in Unfamiliar Spaces assignment [D2L] o Finding and Conducting Research on a Local Issue [WPL: pp. 205-218] o Sample student essay, Ecotourism: Benefit or Detriment? [WPL: pp. 229-234] o Journal #8 o Library Tutorial #2, The UA Libraries o Library Tutorial #3, Searching Databases o Library Research Quiz #2 & Quiz #3 on D2L by 10 pm, March 3.

LONDIE T. MARTIN, PH.D.

teaching portfolio

First-Year Writing II: Rhetorical Analysis and Argument Syllabus

Week & Topic

Date
Tue 3/8

Analyzing Ideology and Sample Controversy

Practice rhetorical listening through an analysis of Unpacking the Invisible Knapsack Discuss annotated bibliographies as a genre, focusing on precision in rhetorical analysis and genuine curiosity in research (e.g., asking questions and being open to the answers) Discuss sample controversy NO CLASS: Spring Break! Have a safe and restful break. No class: conferences in our regular classroom.

Daily In-Class Activities

o Identifying Ideology in a Controversy o Peggy McIntoshs Unpacking the Invisible o Research Proposal for Essay #2 is due.

Due at the Beginning of Class

[WPL: pp. 219-226] Knapsack [D2L]

Thu 3/10

10 11

Follow the instructions listed on the Essay #2 assignment sheet. o Library Tutorial #4, Using Your Results o Library Research Quiz #4 on D2L by 10 pm, March 10.

Spring Break

Conferences

3/15 & 3/17 Tue 3/22

o Before you come to your conference, please

Thu 3/24

No class: conferences in our regular classroom. Introduce essay #3 and begin discussing zine project groups Analyzing your rhetorical situation: public writing & zines Watch an excerpt from $100 and a T-Shirt: A Documentary about Zines in the Northwest Freewrite/workshop ideas for essay #3 and discuss zine project groups Revisiting Corder & Rogers: Ways to organize your argument Class discussion: The Singer Solution to World Poverty Finalize zine project groups

12

Intro to Unit Three: Argument, Community, and Zines

Tue 3/29

read the Preparing for Your Conference handout on D2L and follow the instructions. Remember, missing your conference counts as one, unexcused absence. o Final draft of Annotated Bibliography for Essay #2 is due in the D2L dropbox Friday, 3/25, by 5 pm. o Final draft of Essay #2 is due o Writing Outside of the Classroom Box: Academic and Public Audiences [WPL: pp. 301-308]

Thu 3/31

13

Public Argument Drafts and Zine Proposals

Tue 4/5

Thu 4/7

14

Zine Workshops

Tue 4/12 Thu 4/14

Emergence. Now that were at the end of the semester, how do you feel about Corders view of argumentation and rhetoric? o Persuasive Possibilities: Thinking Through the Audience and Genre of Your Public Argument [WPL: pp. 323-39] Class Discussion: Children at War o Writing Your Public Argument [WPL: pp. Zine Workshop: Develop your zine proposal 391-405] o How to Make a Zine (tips and tricks) on D2L o pp. 6-21 from Stephen Duncombes Notes from Underground Peer Response: Read and respond to your partners pubo A rough draft (at least 3 pages) of your lic argument rough draft. public argument essay Zine Workshop: Develop your zine proposal o Formal group proposal for Essay #3 (zine group project) is due in the D2L dropbox by 5 pm on Friday, April 8. Follow the instructions in the Composing a Zine Project Proposal handout on D2L. This assignment is part of your group grade for Essay #3. Zine Project Work Day: Come to class prepared to work on your collaborative zines.

o Corders Argument as Love, Rhetoric as

Zine Project Work Day: Come to class prepared to work on your collaborative zines. Zine Peer Response: Be prepared to present your groups work to another group for feedback and revision. Prepare for Next Class: Go over presentation and zine submission guidelines.

LONDIE T. MARTIN, PH.D.

teaching portfolio

First-Year Writing II: Rhetorical Analysis and Argument Syllabus

15 16 17

Week & Topic

Date
Tue 4/19 Thu 4/21 Tue 4/26 Thu 4/28

Zine Presentations

Remix Workshops and Peer Response

Peer Response and Last Class

Tue 5/3

Fri 5/6

Zine Day! Informal sharing and group presentations of zines. Help us appreciate and learn from your hard work. Introduce Essay #4, Public Argument Remix and Reflection Remix Workshop I, Visual Arguments: Discuss examples of visual public arguments (photo essays, comics, and more) Remix Workshop II, Creative Writing: Discuss o Maya Angelous On the Pulse of Morning on D2L examples of poetic and narrative public arguo Langston Hughess I, Too, Sing America on D2L ments (short stories, poems, and manifestos) o Alice Walkers Flowers on D2L o Queers Read This on D2L Peer Response: Revising our Public Argument o Bring 1 copy of your public argument remix to class Remixes for design, audience, and genre. for peer response. Last Day of Class! o Bring 1 copy of your remix reflection essay to class Peer Response II: respond to drafts of the for peer response. remix reflection essay Final thoughts on the semester & reminders about the Final Exam Final Exam Day: No Class Final drafts of Essay #4 your remix and your reflection are due in the D2L dropbox by 10 am.

Daily In-Class Activities

Due at the Beginning of Class

LONDIE T. MARTIN, PH.D.

teaching portfolio