Learning Goals

Assignment Descriptions:

The Google Sites E-Portfolio:

All major projects in this class will be assembled into a course E-portfolio showcasing the students’ writing process and revised products. For instance, the Google Sites Eportfolio will include workshop drafts which you will submit for peer review. After you have revised your written work based on peer review, you will turn in that developing piece to your teacher, who will provide you with extra feedback on your composing process. All revised and processed work will be curated into your course Google Sites E-portfolio; therefore, we will spend the entire semester composing and curating the Google Sites E- portfolio. You will complete ALL major writing projects and other critical literacy tasks using google docs- all google docs must be shared as 'anyone with link' to ensure your professor and classmates have access to your writing. All writing projects will be curated into your Google Sites Eportfolio and students will post URL links into Canvas when assignments are due.

Major Writing Projects and Reflective Self-Assessment Cover Letters:

In your Google Sites E-portfolio, the student will attach to each major unit writing project a self-assessment cover letter reflection that describes the students' reading, thinking, writing, and researching processes. For each units’ major writing project, the student will self-assess their reading, writing and research processes because this is crucial to the student’s self-assessment and evaluation to monitor their progress in understanding their own writing purpose and processes, strengths, and limitations to their overall literacy development. Each project will vary on the topic but is assigned to provide the student with optimal opportunities for meeting the course learning outcomes. You will include your cover letters in your Google Sites Eportfolio to situate your reader on your composing process and discuss your developmental processes as a reader, thinker, writer, and communicative researcher.

Letter to My Teacher- Writing Diagnostic

The purpose of this assignment is to prompt the student to introduce themselves formally to their instructor and to provide the instructor with insight as to what the student values about language, culture, and communication. In addition, this letter will allow the student to express how they see themselves as readers, thinkers, and writers; thus, my hope is for the student to express their current attitudes about their literacy practices, strengths, and weaknesses.

Major Project 1 Linguistic Landscapes Presentation and Reflection Essay

The purpose of this assignment is twofold: one, the student will learn how to adapt a professional presentation into a reflection essay using theoretical frameworks learned in class and two, this assignment will heighten the students’ awareness of the linguistic landscapes at CRC and possibly their hometown, or another geographical space to discover symbolism using the concepts we will learn in class about the study of semiotics and linguistic landscapes. Linguistic landscape is the “visibility and salience of languages on public and commercial signs in a given territory or region”(Landry & Bourhis 1997, p.23).

Linguistic landscape has been described as “somewhere at the junction of sociolinguistics, sociology, social psychology, geography, and media studies” (Landry & Bourhis 1997). In François Bogatto and Christine Hélot (2010), they write: “Like other researchers before us Shohamy and Gorter, (2009) we assume that language in the environment is not arbitrary and random; “rather there is a goal to understand the system, the messages it delivers or could deliver, about societies, people, the economy, policy, class, identities, multilingualism, multimodalities, forms of representation and additional phenomena”(p.3). Thus, the student will collect concrete linguistic evidence, images, or symbols from two distinct geographical spaces that speak to how culture influences language and social relations in society.

Major Project 2 Writing about Research- Annotated Bibliography

The purpose of this assignment is to prompt the student to practice evaluating, synthesizing, recording, and organizing reputable sources for the social issue topic they will be researching. This assignment will help you develop critical and ethical research strategies and processes. You will gain multiple perspectives on your social issue by completing the annotated bib to incorporate and adapt this knowledge into a Podcast Script & Audio for our Mass Communications Unit with the intention to educate an intended audience.

Major Project 3 Podcast Script & Audio

A podcast typically coincides with or replaces short essays, personal experiences, or research papers. A good podcast communicates a message effectively and creatively. Before the student begins to record their podcast, they must write a script to follow. This script should be 2–3 pages (500–700 words) of typed, double-spaced writing. Because the student will be reporting to their audience on a social issue, they will need to supply context for their listeners. The student should set the tone, scene and reveal the purpose of their podcast by using effective audio rhetorical devices. In addition, the research and analysis they conduct for their annotated bib will allow them to provide their listeners with reputable information that they will adapt and publish for a specific audience. The student podcast should deliver their message as a call to action. That is, offer their listeners how they may help prevent or offer solutions to the social issue problem using the research and sources they found in their Annotated Bib as reference guides for their listeners.

Final Course Reflection- The Theory of Writing and Communication and the Google Sites E-portfolio are students' final course assignments which serve as a formal summative assessment for students' self-assessment and the teacher's formal assessment of her students. These two final course assignments allow the students to personally reflect on how they achieved or worked towards the course's learning goals and outcomes. Students provide their teacher with concrete evidence and personal reflections as to how they managed to work towards their learning goals and outcomes and showcase their literacy journey in their Google Sites E-portfolio.

'A' Labor-Based Assignment Criteria

Critical Discourse Analysis

The purpose of the following assignments will allow you to develop critical discourse analysis practices to build on your cultural and historical competence. This means discussing elements of texts beyond structure and rhetorical appeal. To increase your consciousness of how language is used to dominate or reinforce social inequalities, such as those between people of different ethnic, economic, social, or intellectual groups, and to analyze changes taking place in social organizations, these critical reading tasks are crucial to your development as a global citizen, critical thinker, reader, and writer and you will be required to incorporate 1 of the critical discourse analysis tasks into your Google Sites E-portfolio. The tasks are:

1. Music Video Discourse Analysis

The student will be asked to analyze social, cultural, and historical rhetorical strategies used in a music video that is communicating a social issue. Further, the student will analyze their choice of linguistic utterances (words, phrases, lyrics) and unpack their meanings with relevance to social, cultural, and political histories. In addition, they will analyze the visuals and art of the music video by discussing the symbolism and power relations the authors speak to in relations to society and history.

2. Genre & Discourse Analysis

The student will be asked to analyze two genres that are communicating similar aspects of a social and historical issue. One genre will be a government document and the other document is a form of poetry. The student will discuss how the two forms of writing are structured, examine their intended purposes, and analyze both texts’ power and social relations that speak to issues of government policy, human rights, and historical and contemporary representations of The First Indigenous Peoples of America.

'A' Collaborative Discussions on Social Issue Topics Labor Criteria

You will be required to listen to and respond to two special social and historical issue topics in a discussion post and comment on at least two of your classmates’ thoughts. Two of your formal responses will be incorporated into your Google Sites Eportfolio to show your ability to analyze how culture and communities shape language and communication. Further instructions will be supplied online via Canvas. Critical topic discussions will be on the following and again you will only be required to respond to 2 if you want to receive an ‘A’:

These topics are subject to change depending on the current political climate and current events happening in society

Unit 1- Jamila Lyiscott “3 Ways to Speak English” Poetic Performance

Unit 2- Titus Kaphar “Can Art Amend History” Ted-Talk

Unit 3- Verna Myers “How to overcome our biases?” Ted-Talk

Post-Reading/ Listening/ Watching Reflection Discussions

To meet 'B' labor work criteria, you will be required to participate in our academic literacy module, where you will become aware of the kind of reader and writer you are to help you develop an awareness of your strengths and limitations in reading and writing. In addition, during the course, I will ask you to reflect on some of the content discussed in certain readings to promote thinking and peer collaborative engagement with the texts’ positioning. It is important to be aware of how our minds respond to certain texts and why- that is, it is important to engage with a texts’ complexities to better understand an authors’ positioning and our own positioning, too. It is imperative to me, you leave this class having learned how to be an active reader to develop coherent writing responses.

Assigned Readings Rationale

The readings and listening activities I have assigned reflect how powerful institutions, culture, and the politics of language have affected people and communities. I share these authors and their messages to communicate how language has evolved over time, and how it has affected our social, educational, and professional communities. The readings are assigned to enrich your learning and agency (self awareness and confidence) about language and literacy practices and will help provide you with supporting evidence for your major project assignments. *Assigned readings are subject to change. Other readings may be assigned throughout the course to stimulate discussion and to help facilitate further understandings on certain topics.

Free writes:

Consider free writing to be an opportunity to write about what you are thinking -do it freely without self-judgment. This will allow you to take part in the composing process. During the course, I will ask you to think and write about topics that relate to an upcoming assignment, a current socio-political event or simply to get you thinking about how and why language is used to communicate ideas.

108 Combo Course Assignments & Course Design

Grammar Instruction Module Requirements

To help develop your competency in grammar and writing, I will post lecture videos of me instructing you on sentence boundaries and instruct you on what a fragment, and run-on is in addition to sharing effective rhetorical writing strategies to improve your academic writing. To set the foundation of your learning, before participating in the reading, and writing assignments for the 108 course, you will be required to watch or read the material I share with you in the learning modules. My rationale for this is I hope you will apply what you learn from my lecture videos and instructional readings to your paragraph writing assignments and to our 300 course, as well.

Post-Reading Journal Reflections

The purpose of these assignment are to allow the student to practice writing effective paragraphs. Student will develop summary, analytical writing, and personal reflective writing to discuss the assigned readings, their topics and themes. These assignments will also allow the students to practice using their active reading strategies to develop better engagement with the selected readings. These post-reading journal reflections will be graded using a rubric and depending on how your writing meets the criteria of the rubric, you will be able to improve or revise your writing before the end of the semester.

Students will read 4 of the 5 selected readings posted on Canvas and respond to the readings by producing 4 different kinds of paragraph writing:

1. Summary writing

2. Analytical writing

3. Synthesis writing

4. Narrative Reflective writing

Each writing genre will have a guided rubric guideline to help you develop the appropriate writing convention (rules) for each writing task.

Peer Collaboration Workshops

1. Collaborative Writing Workshop Activities

To build the foundation of your learning, hence, become more aware of effective writing strategies for college level papers, you will have opportunities to work in groups and assess each other's writing and sample writing pieces to determine the strengths and limitations of both your writing and sample essays. I will facilitate group activities that allow you to learn the do's and don'ts of 'academic writing' but also have opportunities for you to explore your creative self, too.