On Ramps: Rhetoric

My understanding of rhetoric is that it's the study of meaning. For example, if I'm praising a student, I will use positive words and phrases, like "I'm proud of you" and "hardworking." But if I am angry with my dog, I will use negative words, like "bad" and "no." If we extrapolate this model, we can analyze the intentions of politicians, who frequently use words that appeal to their audience. We can also decipher the intentions of writers, philosophers, and artists. Perhaps most importantly, we can decide what we ourselves want to convey, and how best to use specific words and phrases to convey our message. If we wish to persuade, we have to be mindful to not judge or scold our audience. If we want to express frustration or anger, our language has to be powerful and convincing. My hope is that students in On Ramps will, by the end of the year, learn the value of language specificity, and be able to deploy their grasp of the English language with agility and responsibility.

For the week of Dec. 7-11, 2020

Daily objective: Students will proceed through Module 5 on Canvas to understand the nature of counterarguments. Students will prepare to submit Persuasive Essay 2.1, which is due next Friday.

Focus question: Which elements of counterarguments are the most effective when trying to persuade an audience?

Asynchronous tasks on Monday, Dec. 7, Tuesday, Dec. 8, and Wednesday, Dec. 9: On each day, students will attend lectures at the beginning of each period to learn about counterarguments. Students will then identify effective counterarguments in political rhetoric and socioeconomic writings in newspapers and on television.

Asynchronous tasks on Thursday, Nov. 19 and Friday, Nov. 20: Students will contribute to online discussions within Canvas and respond to their peers' observations about writing to persuade vs. writing to inform.

Synchronous work: All students will meet for the 2nd 45 minutes of class to discuss their assignments and editing process.

For the week of Nov. 2-6, 2020:

Objective: Students will begin Module 4, which focuses on the nature and nuance of argumentation, by learning how reasons and evidence provide the substance of any argument.

Focus question: How does creative thinking contribute to the quality of reasons provided by a speaker while voicing an argument?

Asynchronous work: Students will be given ample time within school hours to complete their Mapping a Controversy Paper (Module 3), which must be submitted to the college course within Canvas by 9 PM on Tuesday, Nov. 3. For Module 4, students will complete the following homework assignments by Friday, Nov. 6, 2020: 4.1.1., 4.2, 4.3.1, 4.3.2, and 4.4.1.

Synchronous work: All students will meet for 50 minutes for class discussion.

For the week of Oct. 26-30, 2020:

Objective: Students will apply previously completed template exercises and newly performed research (on their topic within the Access and Ability umbrella) to draft their first research paper.

Focus question: How does the concept of synthesization apply to writing about multiple stakeholders and their values, beliefs, and knowledge in a research paper?

Asynchronous work (Oct. 26): Students will read 3.2.2 within Module 3 and apply the synthesis method to their own research in the accompanying in-Canvas discussion forum. (3.2.2 is due by 11:59 PM on Monday, Oct. 26, 2020.)

Synchronous work (Oct. 26): Students will meet for the 2nd half of class for a discussion on stasis theory.

Asynchronous work (Oct. 27): Students will use their notes on stasis theory to complete 3.2.3 Applying Stasis Theory activity (due by 11:59 PM the same day).

Synchronous work (Oct. 27): Students will meet for the 2nd half of class for a discussion on political rhetoric.

For the week of Oct. 19-23, 2020

Objective: Students will apply the building blocks of rhetorical argument summaries to their first formal research summary.

Focus question: How can formal research summaries help prepare us [i.e., OR students] draft our long-term research paper?

Asynchronous work: Students will watch video on Module 3 within OR coursework (which will be posted to Google Classroom) and complete assignment 3.1 in Canvas.

Synchronous work: Students will meet for the 2nd 45 minutes of class for structured discussion on module 3, assignment due dates, and ongoing discussions about the versatile usage of rhetoric.

Oct. 13 and 14, 2020: Start of flipped classrooms (students will watch a short video on the lesson/activity of the day, complete the assignment, and attend a discussion section during the 2nd half of class)

Objective: Students will finish Module 1 of the On Ramps coursework, the goal of which was to identify the stakeholders, views, claims, interests, and beliefs of any controversy, real or fictional. Students will also assess and evaluate the fairness of others' viewpoints.

Focus question: How does the identity of the speaker and their chosen wording affect their message? How does it impact our reception of their words?

Asynchronous activity: Read through Google Slide bell ringer on Google Classroom and take notes as per the instructions.

Synchronous activity: Class discussion will focus on the results of notes from the bell ringer, and an explanation of the Canvas homework for tomorrow.

For the week of Oct. 5-9, 2020:

**Students will begin nightly homework assignments on Monday, Oct. 5, 2020.**

Students will continue their study of controversies by assessing the specific nature of the fairness and objectivity of rhetoric released by the parties in any controversy. In addition to these assessments, students will also summarize the viewpoints of any of the parties in a controversy, even if the controversy is fictitious. This will aid students, throughout their lifetime, to be able to concisely formulate arguments made in any controversy, regardless of whether they agree with any particular viewpoint.

For the week of Sept. 21-25, 2020:

Once students have logged into both On Ramps and Canvas, they will begin the first of eight lessons, which are designed to introduce the students to their syllabus, digital hygiene, writing consultations, and deadlines. They will then take a quiz titled Welcome Knowledge Check, to ensure that they are now familiar with the ins and outs of both Canvas and the course's requirements. Wednesday, Thursday, and Friday will be devoted to open-ended discussions on rhetoric and an introduction to next week's assignments.

For the week of Sept. 14-18, 2020:

By Friday, Sept. 18, students will complete the following:

• UT EID and Canvas registration

• Completion of Introductory Modules 1-6

• Student orientation

The items listed above are designed to introduce students to the concept of rhetoric as language with flexible motivations (to inspire, to intimidate, to induce fear, to celebrate, to manipulate), the requirement that all student work be original and not copied from any sources without proper citations, and the calibrated pace of On Ramps coursework.

Sept. 8-11, 2020

Tuesday, Sept. 8: Students will log into Google Classroom (I have emailed them the classroom code) and complete an introductory student questionnaire. They will also create their UT accounts, which will allow them to access all of the materials needed to complete this class. In the student orientation section, students will complete modules 1, 2, and 3.

Wednesday, Sept. 9: Students will continue introductory modules 4, 5, and 6.

Thursday, Sept. 10: During class students will discuss what rhetoric means to them, and what they wish to know by deciphering and analyzing rhetoric. We will watch two videos of speeches by politicians and analyze the rhetoric employed by both speakers.

Friday, Sept. 11: Students will complete an assignment on plagiarism and submit for grading.