Course Overview and Policy Statements
Portfolio Process Requirements - Thomas
Portfolio Explanation (Harper)
What are the instructional modes to be used to achieve the learner-oriented course objectives and outcomes?
During the first six weeks of the course, students will read and analyze articles written in the arts and humanities. The goal of this reading activity is to help students understand how the rhetorical context in which a text is produced (author/purpose/audience/subject) affects the final product. Students will write three analyses of selected articles. The goal of writing analyses of the readings is to help students understand that the choices writers make are intentional and influenced by a variety of rhetorical factors. These analyses will also help students develop skills such as reading with a writer's eye and understanding how to make informed choices in their own writing.
Class time during this unit will be devoted to discussion of readings, in-class writing, peer review, and small-group work.
During the next eight weeks of the course, students will focus on writing texts for multiple audiences. One goal of this unit is to help them learn about the demands of writing for different rhetorical situations and of adapting information and arguments for varying audiences. A second primary goal is to enhance their ability to write with appropriate style and register for particular audiences. A third goal is to help them learn to adapt organization strategies and select appropriate forms of evidence for their audiences. A fourth goal is to enhance their planning, drafting, and revising skills.
In this unit, students will select an individual or group topic in the broad disciplinary area upon which the course focuses, conduct a rhetorical analysis of the topic, create a research plan identifying:
Class time during this portion of the course will be devoted to workshops, conferences, strategy sessions, and student group presentations on style issues.
