Public

Intellectual Series

Your Public Intellectual Series is comprised of a small series of
texts you develop as a public intellectual:

1) An authors photo that you have carefully constructed and revised

specifically to develop a particular kind of ETHOS for yourself as a Public
Intellectual Author

2) An authors bio that you have carefully written and revised specifically to
develop a particular kind of ETHOS for yourself as a rhetorical SCHOLAR, one
who specializes in whatever your big question has been this term for your
semester project, writing to a public-audience of CU students.
3) Three Pieces of Writing youve written/developed as a Public Intellectual,
specifically as a rhetorical scholar who specializes in whatever your big
question has been this term for your semester project, writing for a public
audience of students at CU and to be published in an online journal for that
audience of readers.

These three pieces, together with your authors photo and bio, are all for
your BLOG-COLUMN on our class web-magazine/digital journal, shortly to be
published online, for students at the University of Colorado.
a. A Dissuasion Piece for your blog-column, in which you attempt to
get your audience NOT to buy the argument put forth by another
writer (specifically, from one of the pieces from your research this
semester that youve listed in your Public Audience Sources on your
Annotated Bibliography). This should be 1200 to 1500 words (about
4-5 pages).

b. A Persuasion Piece for your blog-column, in which you attempt to

get your audience to actually buy YOUR argument about your big
question this term in your semester project. This should be 1200 to
1500 words (about 4-5 pages).
c. A Multi-Modal Piece, in which you ADVERTISE your blog-column
and/or our classes web-journal, and PERSUADE students at CU to
actually show up and READ it. (Could be an advertisement you design
for the web, a printed poster, an pamphlet youd hand out to folks in
front of Norlin Commons, etc., that would appeal as advertisement to
CU students). No crayonsthis needs to really look SERIOUSLY
PROFESSIONAL in order to work persuasively (and to get any

credit), and it must use MORE THAN JUST WORDS AND LETTERS
(typography, graphics, photos, animations, sounds, music,
performance, graphic design and layout, etc.).

***Remember the model of a blog-column by a public intellectual

(specifically, a rhetorical scholar writing for a public, interest-based
audience in the contemporary rollerblading discourse community) on
an online journal we all looked was Frank Stoners blog-column,
SECOND PLACE, on OneBladeMag.com. How do I do all this stuff? We
looked at his authors photo, his authors bio, and one of his blog-
column pieces. This is one example of how you can do it.

4) A three or four page analytical essay for your INSTRUCTOR (me) in

which you actually analyze each of the parts in your public intellectual series
(the three pieces you wrote for your blog-column, your authors photo, and
your bio), and CONVINCE (persuade) me that these pieces all actually prove
that you have really gotten very good at analyzing the whole rhetorical
situation and using that analysis to figure out how to write MOST
persuasively to whatever audience happens to be in that rhetorical situation.

***ASSUME IM JUST NOT SEEING IT WITHOUT YOUR HELP. Look at your
stuff and figure out what my counter-arguments would probably bewhat
someone would say if he/she were looking at all the parts of your public
intellectual series and thinking, Nope, this dude/dudettes really not getting
exactly how you get oriented in different rhetorical situations and then figure
out how to write really persuasively to the different audiences you find in
there, BECAUSE __________, _________________, and __________________. Prove dem
counter-arguments are wrong and that your public intellectual series really
does PROVE you can get yourself oriented in different rhetorical situations
and then figure out how to write really persuasively to the different
audiences you find there, BECAUSE ________, _________, and ___________.)

5) A ONE page reflective essay for your INSTRUCTOR (me) in which you
explain and SHOW exactly how you used the stuff you got in our workshops
to actually REVISE each of the parts of your Public Intellectual Series.

************************************************************************************

When you bring in your COMPLETE draft of the WHOLE Public

Intellectual Series (except for number 5), to class on TUESDAY,
April 16th, well do a final, complete workshop.

Youll turn in your FINAL draft AFTER this

workshop (for the big grade) on:

Friday, April 19th through Dropbox on D2L.

It should look like this (and be in this order):

a. 1-Page Reflection on How You USED the WORKSHOPS to REVISE
Your Project (for you instructor)

b. Then, your 3-4 Page Analytical Essay (for your instructor)

c. Then, your Authors Photo

d. Then, your Authors Bio

e. Then, your Dissuasion Piece for your blog-column

f. Then, your Persuasion Piece for your blog-column

g. Then, your Multi-Modal Piece (your advertisement for your blog-
column)

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WRTG:1150301 1st Yr Writing rhetoric - WRTG:1150301 1st Yr Writing rhetoric

WRTG:11503011stYrWritingrhetoric

Grading
Wewillassessandevaluateyourworkonthisprojectbylookingathowclearlyyouressay,includingthesupporting
materialsyouturninwithit,DEMONSTRATESyourdevelopedrhetoricalknowledge,abilitytoanalyzetextsinavarietyof
genres,torefineandreflectonyourownprocess,yourdevelopedinformationliteracyandabilitytoconstructaneffectiveand
ethicalargument,andyourabilitytounderstandandapplylanguageconventionsrhetorically.
IhaveINTEGRATEDthegradingitemsyouallcameupwithasaclassrightintotheexistingrubric.
So:

Developedrhetoricalknowledge,analyzingandmakinginformedchoicesaboutpurposes,audiences,andcontextasyou
readandcomposetexts,andusageofthetransfer,byapplyinggeneralrhetoricalknowledgeto
newrhetoricalsituations

ExcellentSatisfactoryNotQuiteThere,Yet

Theabilitytobothwriteandanalyzetextsinavarietyofgenres,understandinghowcontent,style,structureandformat
varyacrossarangeofreadingandwritingsituations,andbyusingmultimodalcompositiontomakeanargument
ExcellentSatisfactoryNotQuiteThere,Yet

Theabilitytorefineandreflectonyourwritingprocess,usingmultiplestrategiestogenerateideas,draft,revise,and
edityourwritingacrossavarietyofgenres
ExcellentSatisfactoryNotQuiteThere,Yet

Developedinformationliteracy,makingcriticalchoicesasyouidentifyaspecificresearchneed,locateandevaluate
informationandsources,anddrawconnectionsamongyourownandothers'ideasinyourwriting
ExcellentSatisfactoryNotQuiteThere,Yet

Theabilitytoconstructeffectiveandethicalarguments,usingappropriatereasonsandevidencetosupportyour
positionswhilerespondingtomultiplepointsofview,andusingethostohelpyoupersuadeaspecificaudience
ExcellentSatisfactoryNotQuiteThere,Yet

Theabilitytounderstandandapplylanguageconventionsrhetorically,includinggrammar,spelling,punctuationand
formatinawaythatiscalledforinthespecificrhetoricalsituation.

ExcellentSatisfactoryNotQuiteThere,Yet

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WRTG:1150301 1st Yr Writing rhetoric - WRTG:1150301 1st Yr Writing rhetoric

AllExcellentAtoA+(DependingonhowExcellentoftheseis)
AllSatisfactoriesB
MixofExcellentsandSatisfactoriesBtoA(Dependingonthemix)
MixofExcellents,Satisfactories,andNotQuiteThere,YetsCtoB(Dependingonthemix)
MixofSatisfactoriesandNotQuiteThere,YetsD+toC+(Dependingonthemix)
AllNotQuiteThere,YetsFtoD+(Dependingonhowfarfromthereeachoftheseis)
***************************************************************************************************************************
Ourmainthingbeinggraded:Whetherornotitisdemonstratedthatthewriter
isapublicintellectual:
Todothis,thefollowingstepsmustbemet...
AbletopersuadeanyaudienceonapublicissuebyusingEthos.
Formattedinawaythatiscalledforinthespecificrhetoricalsituation.
Usageofthetransferskill,byapplyinggeneralrhetoricalknowledgeto
newrhetoricalsituations.
Theabilitytowritetoaspecificinterestbasedpublicgroup.
Theabilitytousemultimodalcompositiontomakeanargument(through
creationanduseofaclassblogwhereweuploadourpieces)
Developargumentsthatareeffectiveforspecificaudiences
Thislistcreatedby
AJSamuel
TrevorStephens
KeatonRoss
JeremyBrown

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