This week, your students need you to help them make rhetorical choices for the Public Argument and begin thinking about how to approach the Rhetorical Analysis. Also this week, you’ll conduct a Public Argument workshop, wrap up the course and administer course evaluations. The chronology of this week will depend on what you did last week as well as your students’ needs. Adjust the following suggested activities according to what will work best for your class.
Begin or continue discussing visual rhetoric
Pick up where you left off talking about visual rhetoric last week. If time was short last week, begin practicing analyzing visual rhetoric here.
Connection to Course Goals. Practice with visual rhetoric helps students think about rhetorical choices being made in a new medium. Discussing approaches to the Rhetorical Analysis gives students even more analytical tools.
Discuss drafting strategies for the Rhetorical Analysis
Take time to underscore the differences between the Academic Argument and the Public Argument. Audience and genre will likely be the most changed elements of the writing situation; how will that impact the rhetorical choices students make as they write this argument? You can use the rhetorical hierarchy to prompt discussion—how might the focus change? organization? development? tone? voice? genre conventions? etc.
Point out that these are the same questions students will need to ask themselves as they draft the Rhetorical Analysis that will identify and discuss the rhetorical choices they make in the Public Argument and the Report. Put something like this on an overhead and go over the different levels of attention students might bring to their rhetorical choices:
A Rhetorical Analysis is good when it presents specific evidence to support its claims about the changes made, and becomes excellent as it more clearly interprets and analyzes these changes instead of merely stating them. Consider these brief excerpts, and watch how the word count skyrockets as the analysis gets more specific and interpretive:
Tip. Have students read these aloud and ask them as you go what makes each one different from the last. They might point out more words or clearer ideas, but be sure that they talk about the increasing attention to specific rhetorical elements, such as the audience appeals.
Conduct a Public Argument and Rhetorical Analysis workshop
Design a workshop activity that reflects the goals of the assignment, the grading criteria and classroom instruction.
Homework for Week 15: