Instructor: Kristin Mock

English 102 Rhetoric and Persuasive Writing

Spring 2013
Daily Course Schedule & Readings
Kristin Winet

Abbreviations:
SG = Students Guide
RFW = Rules for Writers
WPL = Writing Public Lives

Note: Homework is listed under the day it should be prepared for the next class. Homework is not accepted late and
cannot be submitted electronically under any circumstances. Please print and refer to this document every day!

WEEK 1 Unit 1: Introduction and Locating Rhetoric in Our Daily Lives
R 1/10 In class:
Introductions to course and to each other
Review syllabus & course policies
Initiation into Rhetorical Analysis class activity
Homework:
Purchase course books and supplies.
Read through syllabus and bring questions to class.
Read Introduction: Whats the Point in Analyzing? (WPL 1-10)
Read 1.10 Overview of English 102/108 (SG 27-29)
Read 10.1 Rhetoric: From Analysis to Rhetorical Analysis and 10.2
Foundations: Rhetorical Situations (SG 213-218)
Mini-Writing # 1: (For the Writing Assignments, please see the D2L document
entitled Instructions for Mini-Writing Assignments to ensure that you
complete them correctly!) Find an advertisement in print or online and write a
(typed) ~2 page response defining your ads rhetorical situation: what is the
designers purpose? Audience? Context? Publication? Is their method of
persuasion an effective one? Please staple a printout of your advertisement
to your mini-write.

WEEK 2: Classical (Aristotelian) Rhetorical Analysis
T 1/15 In class:
Questions about the syllabus and English 102.
Present advertisements and discuss Classical Rhetorical Analysis.
Mini-lecture on elements of persuasion
Start brainstorming and freewriting personal biography for WW
Homework:
D2L: Read the excerpts from Marjane Satrapis Persepolis
Read Its Greek to Me! Using Ethos, Pathos, and Logos Effectively (SG 228)
Mini-Writing #2: After reading the excerpt from this graphic memoir, respond
to the ways Satrapi constructs her ethos. Describe the purpose of the selection
and discuss how her narrative contributes to your understanding of nuanced
Instructor: Kristin Mock

argument. Include, in your analysis, a thesis describing how she utilizes ethos,
pathos, logos, kairos, personae, and other classical concepts were studying in class.
Wildcat Writers: Start working on your 1-2 page bio for the high school
students. These will be due next week.

R 1/17 In class:
Discuss mini-writings & identify elements of persuasion
Discuss Dr. Kings Letter from a Birmingham Jail in groups
Brief review of narrative techniques for autobiography
Homework:
Read Ch. 3 Visual-Spatial Analysis (WPL 65-74)
D2L: Read the excerpt from anthropologist Rebekah Nathans My Freshman
Year (pgs. 19-27)
Mini-Writing # 3: Using the worksheet on D2L entitled Visual/Spatial
Analysis Practice, complete the worksheet for your groups visual/spatial
assignment. Use the vocabulary from the chapter as eloquently as you can.
Wildcat Writers: Continue working on your 1-2 page biography for the high
school students. Before class on Tuesday, please upload your final draft to the
dropbox in D2L and Ill forward them on to Ms. Andersons class.

WEEK 3: Visual-Spatial Analysis
T 1/22 In class:
Introduction: draw from memory activity
Group presentations: Visual/Spatial analysis practice
Introduce Essay #1
Give out bios from HS students explain trade-off activity
Homework:
Read Ch. 7Writing Your Rhetorical Analysis (WPL 119-130)
Read 10.5 Reading Visual Rhetoric (SG 230-232)
D2L: Examine the two tourism images of Tucson
Mini-Writing #4: Please examine the two photosone from an advertising
brochure for Tucson and one an amateur photographer posted on Flickr. Think
about how these artists have rhetorically constructed a notion of place. How
effective are their arguments? Identify particular areas for your visual analysis
using the example in SG as a springboard.
Work on your product for your WW partnerthese are due on Tues. 1/29!
R 1/24
In class:
Reading Images: how to rhetorically analyze an image
Refined topic brainstorming & drafting
Homework:
Read Ch. 4 Contexts: Reading Culture in Rhetorical Texts (WPL 77-83)
Read Ch.10 Patterns of Belief: Analyzing Cultural Values and Ideology in
Controversies (WPL 223-233)
Work on your product for your WW partnerthese are due on Tues.!
Instructor: Kristin Mock


WEEK 4: Cultural/Ideological Analysis
T 1/29 In class:
**WW Event: Meet & Greet with Ms. Andersons English class
Homework:
Mini-Writing #5: Rhetorical Analysis Proposal (paragraph): Please see the
document on D2L for instructions on how to craft your proposal.
Read SG 10.4 Putting it Together: Writing a Rhetorical Analysis, 227-229)
Read RFW pg.27-31 Writing Effective Thesis Statements

R 1/31 In class:
Quotes & ideographs
Analysis of Ronald Reagans speech with cultural/ideological lens
Essays from the Readings for Rhetorical Analysis section of WPL (pg.131-192)
Work on rough drafts in class
Homework:
Read RFW pg.83-95: Constructing Reasonable Arguments
Read RFW pg.36-45: Make Global Revisions: Think Big, Revise and Edit
Sentences, and Student Essay
Bring TWO copies of your rough draft to next class!

WEEK 5: Writing/Expanding a Rhetorical Analysis
T 2/5 In class:
Round-table proposal discussions and brainstorming
In-class peer review session
Homework:
Read RFW pg.526-532: Sample Research Paper: MLA Style and make sure to
use this format for your paper
D2L: Please read Anne Lamotts Shitty First Drafts and be prepared to relate
to your own writing process
Bring in ONE copy of your rough draft

R 2/7 In class:
In-class freewrite and discussion of writing process
Stylistics review: working with drafts, writing for style
Homework:
Read 11.1 Controversy Analysis: An Overview (SG 243-247)
Please compile your portfolio for Essay 1 to turn in and upload the final draft to
D2L before class begins on Tuesday, February 12
th
!

UNIT TWO: Controversy Analysis

WEEK 6: Thinking About Controversy Rhetorically
T 2/12 In class:
Discuss the notion of Controversy Analysis from a rhetorical standpoint
Instructor: Kristin Mock

Narrowing focuses/exploring topics
Homework:
Read Introduction: Getting Ready to Join the Conversation (WPL 194-197)
Read Chapter 8 in WPL: Discovering and Focusing on a Conversation (WPL
199-208)
Mini-Writing #1: Choose *two* of the readings from Controversy Cluster B:
Health Care Reform (WPL pg.251) and briefly skim them. Then, write a short
rhetorical analysis of the two pieces. How do they speak to each other? What is
the purpose of each piece? How do they complicate the already complicated
notion of health care in the United States?
Complete the first Library Assignment (linked from D2L): Exploring Topics
and associated worksheet
Optional: If youre not a great time manager, make an assignment schedule
for this unit here: http://www.library.arizona.edu/help/tutorials/scheduler/

R 2/14 In class:
Introduce logical fallacies and practice identifying them (How is logic misused?
How is pathos manipulated? How can ethos be compromised?)
Relate logical fallacy to controversy analysis
Topic generation workshop; chalk-talk exercise & brainstorming
Homework:
Read Chapter 9 in WPL: Finding and Conducting Research on a Local Issue
(WPL 209-221)
Read Chapter 7 in SG: 7.2 Choosing a Research Topic, 7.3 Narrowing Your
Research TopicAND Chapter 11: 11.3 Tips on Choosing a Topic for the
Controversy Analysis
Read RFW pg.421-423 Pose Questions Worth Exploring
Mini-Writing #2: Using the readings in SG and RFW, write three tentative
research topics that might interest you and three research questions under each
one. Discuss why each topic might interest you and what your personal
connection to each topic might be.
Complete the second Library Assignment (linked from D2L): Beginning
Research and associated worksheet

WEEK 7: Putting the Texts into Dialogue: Compiling Sources
T 2/19 In class:
**U of A Main Library Day: meet in front of Main Librarys doors! We will be
briefly be going over some of the content listed here and then you will have time to
research on your own: http://www.library.arizona.edu/services/for-faculty-
instructors/resources-for-english-composition-102-104-108
Practice writing research questions (using RFW examples)
Homework:
Read Chapter 11 in SG: 11.5 The Research Proposal
Read RFW pg.442-447 Read with an Open Mind and a Critical Eye
Instructor: Kristin Mock

Mini-Writing #3: Using the information you were able to gather at the library
today, please complete *The Research Proposal* (See document on D2L for
further instructions).
Complete the third Library Assignment (linked from D2L): Further Your
Research and associated worksheet

R 2/21 In class:
Evaluating sources and note-taking strategies using RFW: leading to the
Annotated Bibliography assignment
Exercise reclaiming your topic (exercise from The Curious Reseacher).
Discuss research in groups.
Turn in research proposals and sign up for conferences next week!
Homework due:
Read RFW pg. 448-449 Maintain a Working Bibliography
Mini-Writing #4: Compile your Working Bibliography with at least 4
sources and discuss (in a few sentences) why each source will be a good one for
your controversy analysis. Discuss the strengths/weaknesses of each piece
rhetoricallyread like a writer!
Prepare for your conference next week!
Complete the fourth Library Assignment (linked from D2L): Use Your Results
and associated worksheet

WEEK 8: Presenting Research/Writing a Bibliography/Small Group Conferences
T 2/26 In class:
**Conferences! (For those of you not conferencing today, please use this
time to go to the library and start compiling your annotated bibliography.)
Homework:
Read 7.7 Engaging with and Keeping Track of Sources and 7.8 The
Annotated Bibliography
Complete the fifth Library Assignment (linked from D2L): Citing Sources in
MLA

R 2/28 In class:
**Conferences! (For those of you not conferencing today, please use this
time to go to the library and start compiling your annotated bibliography.)
Homework:
Finish Annotated Bibliography due on Tuesday, March 5
th
!

WEEK 9: Writing the Draft: Listening to the Controversy
T 3/5 In class:
Annotated Bibliography Due!
Prewriting and organization workshop
In-class drafting: introductory paragraph & essay development
Homework:
Instructor: Kristin Mock

Read RFW pg.455-456 blue box: Integrating and Citing Sources to Avoid
Plagiarism
Work on the first 3-5 pages of your Controversy Analysis
Print two copies of your rough draft to distribute on Thursday
Consider visiting the Writing Center for peer help or attending office hours.

R 3/7 In class:
Peer review workshop in class (be sure to bring a laptop or print the documents
before coming to class!)
Homework:
Begin revising essay based on feedback
Consider visiting the Writing Center for peer help or attending my office hours!
Bring RFW to class on Tuesday

M 3/9- F 3/17: **Spring Break!**

WEEK 10: Writing Workshops & Polishing Our Drafts
T 3/19 In class:
Revising for Style workshop and Q&A
Review MLA
Homework:
Continue revising essay
Consider visiting the Writing Center for peer help!

R 3/21 In class:
Q&A for Controversy Analysis
Introduce Unit 3: Public Arguments with documentary begin viewing
Homework:
Prepare your final draft for submission on Tuesday (both D2L and hard
copy portfolio)


UNIT THREE: Public Argument

WEEK 11: Introducing Public Arguments and Transforming the Controversy Analysis
T 3/26 In class:
Introduce Unit 3: Public Arguments with documentary finish viewing
Homework:
Read Section 3: Public Argument (WPL 315-322)
Read Ch.12 Audiences and Opportunities: How to Use Research and
Rhetorical Analysis to Get Your Voice Heard (WPL 309-321)

R 3/28 In class:
Discuss documentary in terms of public arguments (also discuss film
terminology)
Instructor: Kristin Mock

Discuss assignment for Public Argument and peruse this website:
http://web.me.com/chrisminnix/First_Year_Showcase/Welcome.html
Sign up for in-class presentations
Homework:
Read Chapter 12 in SG, 12.1 Public Argument: An Overview, 12.2
Understanding Public Arguments
Read Chapter 13, Persuasive Possibilities: Thinking Through the Audience and
Genre of Your Public Argument (WPL 337-343)
Read Ch.15 Analyzing Visual/Spatial Arguments for a Public Audience (WPL
379-392)
Read Adbusters: Create Your Own Print Ad (WPL 432-436)

WEEK 12: Analyzing Visual-Spatial and Textual Public Arguments
T 4/2 In class:
Discuss different types of public arguments and narrow down ideas
Brainstorm mediums/ideas in groups
Introduction to genre theory
Determining multimedia arguments: class activity
Homework:
Read Ch.16 Designing and Writing Visual-Spatial Public Arguments (WPL
393-409)
Read Ch.14 Writing for the Public: Argumentation and Imagination (WPL
355-378)
Mini-Writing #1: After reading Ch.14 in WPL, construct your OWN dialectical
awareness chart, modeled after the one on pg.362. Use the questions the chapter
gives, and write your own answers and implications.
Start drafting your Public Argumentits never too early to get started! Next
week, Ill expect you to be working on your project outside of class time.

R 4/4 In class:
Analyze readings in public argument (WPL 427)
Homework:
Mini-Writing #2: For this assignment, please sketch out a rough draft of your
project. This could take various forms. For example, if youre doing a video,
draft up the sequencing (or the panels). If youre doing a magazine spread, draft
up a mock-up of how it will look. If youre doing a website, draw some visuals or
print out the pages youve done so far. Well workshop these with our WW
partners next week during our collaboration session.

WEEK 13: Transforming and Rehearsing the Controversy Analysis
T 4/9 In class:
**WW Event: Collaboration and Presentations
Begin crafting reflection essays for portfolio
Homework:
Instructor: Kristin Mock

Also, reminder: Youll be turning in your portfolios with your written text
component, peer feedback, and cover memo WHEN YOU PRESENT, so make
sure to have your portfolio ready on time!

R 4/11 In class:
Discuss presentation techniques
How do we evaluate multimedia texts? Discuss rubrics
Introduce final Reflection Essay (two parts)
Homework:
Work on Reflection Part I (due next Thurs.)

WEEK 14: Presenting the Public Argument
T 4/16 In class:
Public argument presentations and classmate evaluations.
Homework:
Work on Reflection Part I (due Thurs.)

R 4/18 In class:
Reflection Part I due!
Public argument presentations and classmate evaluations.

WEEK 15: Presenting the Public Argument, Continued
T 4/23 In class:
Public argument presentations and classmate evaluations.
Introduce Reflection Part II

R 4/25 In class:
Public argument presentations and classmate evaluations.
Work on Reflection Part II in class
Homework:
Read Ch. 13 Personal and Reflective Writing

WEEK 16: Preparing for the Final Exam
T 4/30 In class:
Turn in Reflection Part II
Have a wonderful summer! :)