Professional Documents
Culture Documents
Spring 2015
ENGLISH 3850
Instructor: Katie Zabrowski
Class Meetings: Tuesdays and Thursdays,
2:15-3:30pm
Office / Office Hours: Adorjan 209 / Thursdays,
12:00-2:00pm
Contact: mzabrow1@slu.edu*
outside of class.
Craft is a term that has infiltrated our cultural consciousness in recent years. Think of craft or artisanal cheeses and
breads, Pinterest's crafty craft projects, and a range of other craft aesthetics; all signal an intensified interest in the
careful, knowledgeable process of making. Cognizant of this cultural moment, this course organizes itself around
the historically contested descriptions of rhetoric as a craft or a knack. Treating rhetoric and writing as crafts
means that we recognize the comprehensive knowledge and skill behind their deployment. Ultimately, the course
encourages students to grow in the knowledge of rhetoric through the craft of writing.
The principal objective of this course is to establish exposure to and facility in the practice of a range of principles
foundational to rhetoric and writing. We will come to understand better the objects of our projects--and through
them, rhetoric--by imitating, crafting, and making. Students act as authors in this course in two important ways:
first, as the authors of their writing projects and second, as authors of their own learning. This means that students
create individualized learning goals, articulating how the course can best support them in and assess the success
of their endeavors.
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ENGL 3850 | Spring 2015 | 1
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Required Materials
Pender, Kelly. Techne, From Neoclassicism to Postmodernism: Understanding Writing as a Useful, Teachable Art.
ISBN: 978-1-60235-207-0
Dropbox.com account (to access course readings and documents)
Twitter/Facebook and Medium account (for sharing discussion papers/responses and links to project segments)
A Flash drive or other means for backing up course work
Willingness to engage with potentially new or unfamiliar technologies and modes of composition (including but
not limited to: visual design, audio podcasts, web design/writing for the web, etc.)
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COURSE ORGANIZATION
Three Stages
Our course will be organized into three stages, each centered on a particular iteration of rhetoric:
Stage
Major Assignments
Rhetoric as Imitation
Re-Writing a SLU Text, Craft Project Proposal and Design Plan, Discussion Paper
Rhetoric as a Practice
Rhetoric as Analysis
Our writing in these three stages will explore and practice rhetoric by way of imitating, practicing, and analyzing in
the context of both major assignments and reading discussion papers. Our course readings and in-class
discussions will guide us as we work to comprehend more fully the implications of understanding rhetoric and
writing as imitation, practice, analysis, and/or, ultimately, as a craft. Our investigation of rhetoric's many iterations
sees us reading classical rhetorical texts, works in rhetorical theory, and pieces that exhibit writing about writing.
MAJOR ASSIGNMENTS
Our course is project-based, meaning that all of our daily work relates directly to semester-long, student-driven
projects through which we will imitate, practice, and theorize rhetorical principles in writing that takes shape in
both textual and new media formats.
The Rhetoric Project (due dates follow course-wide production schedule, ongoing)
Modeled after The Alinea Project, students will choose some challenging craft project or group of similarly-themed
projects to complete and track their progress toward completion. Throughout, students will enact the rhetorical
principles of imitation (crafting what someone else crafts in the way that they craft), practice (making the craft,
revising the method of making to suit students interests and abilities), and reflection. Their completion of the
project(s) will be accompanied by a sustained reflection--in 3 segments--in the form of a blog, podcast or video
series, or other media chosen by the student to track their progress on the project and what they are learning. This
reflection should always connect to course principles. For instance, during the "Rhetoric as Imitation" stage of the
course, your reflections should discuss the principles of imitation as they show up in your project.
Craft Project Proposal with Design Plan (due during the third week of the course)
By the third week of the course, students will create a proposal and design plan for their chosen craft project. In
addition to detailing the project and the student's motivation for pursuing it, the document must also include a
Design Plan that details the process for completing the three segments and combining them as part of the larger
project. The design plan must attend to these elements: materials needed, research required, a detailed
explanation of each segment (focus, angle, production features), a strategy for completion, and statement of goals
detailing what a student wants to accomplish in the project and how s/he will know s/he has accomplished them.
In-Class Project Briefings (due every other Tuesday beginning in third week of the course)
Once we begin working in earnest on The Rhetoric Project, students will be responsible for presenting in-class
project briefings that will coincide with the due dates of the project's individual segments. Students will begin these
briefings by sharing their project segment and updating their colleagues on the progress of the project as a whole.
Students will then open their project up to feedback, with each student sharing their questions, encouragement,
and/or suggestions for revision.
Final Reflection
This will be a summative document of 8-10 pages that returns to students' initial proposal and design plans and
reflects upon any changes or additions students made to it. Students will craft an articulation of their
understanding of rhetoric and writing--what these concepts are, how they function--connecting it back to course
readings, discussions, assignments, and their encounters with rhetoric and writing principles in the world.
COURSE GOALS
In the context of each of the above assignments, students will engage in the following practices, leading to their
growth as writers and professionals.
Project Management
From the very beginning of the course, students are situated as leaders of their own learning process. In
proposing, developing, and completing a sustained work project, students gain skill in consistently managing their
creativity, resources, and time according to the goals they outline for themselves in the Project Proposal and
Design Plan. From seeing this project through from inception to reflection on its culmination students
Document Design
Because this is a course in rhetoric, and especially because it is a course that treats rhetoric and writing as crafts,
special attention must be paid not only to the work we produce but also the style and delivery of that work. In
each assignment we will practice content and visual design, organization, and audience awareness. This will
require learning about the context, audience, and conventions of these documents and producing them with a
keen eye towards all three.
Collegiality
Our course will function like a workshop, with much of our work being shared: through in-class briefings, in reading
and responding to one another's reading discussion papers, and in the public nature of our craft projects (that is,
their taking shape as blogs, videos, podcasts, etc.). The shared nature of our work provides an opportunity to
practice collegiality, engaging with our colleagues and their work with the same care, enthusiasm, and generosity
with which we engage our own. Students will model collegiality by offering constructive feedback and
encouragement in response to others' in-class briefings, gracefully receive feedback and use it to improve one's
own project, and by contributing consistently and thoughtfully to our conversations in class.
Research
Course projects required sustained and thorough research. Students will practice analyzing course texts as well as
discovering sources relevant for their projects. With these sources, students will practice incorporating information
about their project from others, exhibiting their growing knowledge of the craft they are crafting -- it is this
knowledge that distinguishes a craft from a knack, after all.
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COURSE EXPECTATIONS
Grading Feedback2
You will not receive a letter grade on your work in this course. You will, however, receive my extensive and
continual feedback on all required assignments and the revisions you make to them. You will be graded on the
labor--how much and what quality--you do in this course. My reasoning for this is simple: the learning in this
course is best measured by attending to your making of the thing, rather than the thing you made. It may be that
you choose to build a complicated piece of furniture, a chair, for instance. At the end of the course you will have a
chair, but what will have had more impact on your growth as a builder and a writer: your building of the chair and
reflections on that process, or the chair itself? And if by the end of the course you end up with something that
looks like a chair but that would collapse if someone sat in it, I assure you: you will not have failed. The learning
occurred in the building.
I understand grades to work in a similar way. They have little value within the building or writing process. What we
need as part of that process instead is more comprehensive feedback than a letter can provide. If I assign you a C,
but do not tell you why, what do you learn about your writing? If I provide you with specific feedback and
suggestions for revision, then what need is there to know I would assign you a C? I trust that you will revise all of
your assignments according to my feedback and that of your peers, and an assignment that does this work would
not warrant a grade of C.
It is my promise to you that I will provide consistent and plentiful feedback on all of your work so that--contingent
on your responses to that feedback and the feedback of your colleagues--you will succeed in this course.
On that note, earning a grade of A requires an exceptional amount and quality of labor on the part of the student.
In the early weeks of the course, we will create together a course rubric that defines amount and
quality of labor within the context of this course, and discuss our method for communicating about
your individual progress.
How do I labor?
There are many ways in which you will labor in this class. The minimum requirements* are listed here:
Attendance and active participation
Collegiality and punctuality
Completing all work on deadline
Significant revisions to The Rhetoric Project (These should respond to my and your colleagues' feedback. If it
does not, you should articulate your reasoning for not incorporating our suggestions)
*Note: each of these requirements equally constitute your labor; each is as important as all the others
2
I have adapted this labor-based learning contract from Asao Inoue's chapter "A Grade-less Writing Course that Focuses on Labor and
Assessing." In Teague, D. and Lunsford, R., eds. First-Year Composition: From Theory to Practice. West Lafayette: Parlor Press, 2014. Print.
COURSE POLICIES
Absence Policy
You are allowed only 3 absences without penalty. Any absences beyond these 3 absences will result in a full-letter
drop in your final grade (i.e. if you earn a B in the course but miss four classes, your final grade will be a C; miss
five classes and the final grade will be a D, and so on).
Tardiness
Please do not arrive late to class. Punctuality will be both expected and respected in your professional life as it is
also in this course. Consistent tardiness will be reflected in your final grade.
Late Work
No late work will be accepted. *
Deadlines are a constant reality of professional life, and your commitment to meeting them is a reflection of you
and the value you place in your work. Practicing this timeliness is as central to this course as the content we
produce in that time.
*Should you encounter any circumstance that prevents you from meeting a deadline(s), please speak with
me in advance. It may be that we have to make special arrangements. I cannot, however, excuse late
work if you do not speak with me first.
Class Cancellation Policy
Should class need to be cancelled for any reason, I will send an email to each of you as soon as possible. Class
cancellation will NOT be announced by a note left in the classroom, or by any other method.
Decorum
Because we will be writing, reading, and working with our digital files during most class meetings, students are
encouraged to bring laptops, tablets, or other mobile devices with them each day. It is not a requirement that every
student own one of these devices. Laptops are available for checkout in the Computer Assisted Instruction Lab in
Des Peres Hall Room 216. While we will work with these technologies often, it is important that we be mindful of
our focus and attention. Please work with these devices wisely, and for class purposes only. When we are not
using our computers or other mobile devices such as during class discussion or presentations - please close the
lids or power down.
Academic Integrity
The University is a community of learning whose effectiveness requires an environment of mutual trust and
integrity, such as would be expected at a Jesuit, Catholic institution. As members of this community, students,
faculty, and staff members share the responsibility to maintain this environment. Academic dishonesty violates it.
Although not all forms of academic dishonesty can be listed here, it can be said in general that soliciting, receiving,
or providing any unauthorized assistance in the completion of any work submitted toward academic credit is
dishonest. It not only violates the mutual trust necessary between faculty and students but also undermines the
validity of the Universitys evaluation of students and takes unfair advantage of fellow students. Further, it is the
responsibility of any student who observes dishonest conduct to call it to the attention of a faculty member or
administrator.
Several Internet sites offer students access to the essays of other students for research purposes. These sites
require a student to upload a paper of their own to gain access. All students should know that if another student
plagiarizes using their essay, the original author is liable for a Class B offense: collusion. Such an offense can result
in expulsion from the University.
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COURSE RESOURCES
Writing Help
I am always available to discuss your writing and your progress in the course with you. I encourage you to email
me with any questions or concerns and meet with me during office hours or a time that works for you. I will do all
that I can to meet with you when your schedule permits.
I will provide you with feedback on your writing throughout the course, but you are welcome and encouraged to
seek independent help by way of one-on-one consultations with Writing Services.
Saint Louis University supports three undergraduate Writing Services centers:
Course-level support (e.g., faculty member, departmental resources, etc.) by asking their course instructor.
University-level support (e.g., tutoring services, university writing services, disability services, academic coaching,
career services, and/or facets of curriculum planning) by visiting the Student Success Center or by going to
slu.edu/success.
Course Schedule
Date
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In-Class
Reading
Stage 1: Rhetoric as
Imitation
Tuesday,
January 13
Introductions,
Course Overview,
Re-Write Assignment
Overview
Thursday,
January 15
Tuesday,
January 20
Thursday,
January 22
Reading Discussion
Tuesday,
January 27
Reading Discussion,
Principles of Design
Thursday,
January 29
Tuesday,
February 3
Project Proposal
Briefings and Feedback
Thursday,
February 5
Workshop Day
Tuesday,
February 10
TBD
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Date
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In-Class
Reading
Stage 2: Rhetoric as a
Practice
Thursday,
February 12
Tuesday,
February 17
Thursday,
February 19
Segment 1 In-Class
Briefings and Feedback
Tuesday,
February 24
Discourses and
Authorship
Thursday,
February 26
Reading Discussion
Tuesday,
March 3
Project Segment
Presentations
Thursday,
March 5
Writing as an Art,
Rhetoric as a Craft
Tuesday
March 10 &
Thursday,
March 12
Tuesday,
March 17
No Class--Spring Break
Segment 2 In-Class
Briefings and Feedback
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Date
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In-Class
Tuesday,
March 24
Workshop Segment 2
Thursday,
March 26
Reading Discussion
Tuesday
March 31
Project Segment
Presentations
Thursday,
April 2
No Class--Easter Break
Reading
Stage 3: Rhetoric as
Analysis
Tuesday, April
7
Thursday,
April 9
Introduction to Final
Reflection Assignment
Tuesday, April
14
Reading Discussion
April 15: Harlot of the
Arts Submission
Deadline
Thursday,
April 16
Reading Discussion
Tuesday, April
21
Workshop Segment
Three
Thursday,
April 23
Reviewing Rhetoric as
Analysis
http://harlotofthearts.org/
index.php/harlot/article/view/
241/152
Peer Reading Discussion
Stories (posted to Medium)
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Date
Tuesday, April
28
Thursday,
April 30
Thursday,
May 7
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In-Class
Project Segment
Presentations
Reading