These two project, based on the sequence of the syllabus, tap into the concepts of experiences and culture to influence rhetoric, and audience and purpose. The first project will be held during the first week of the course. The design of the project uses music with the addition of the lyrics for various reasons:

• To hear the sound of language with music.

• To be able to follow the sound of language to the written text.

• To meet the needs of various learning styles and disabilities

This particular song was selected due to the word choice used by the artist. The usage of metaphors leaves the lyrics and sound to interpretations of the audience. I want students to dissect the words and connect them to their own cultural and/or experiences in social capacities. Students will receive context of what was taking place during the time the song was written after the project discussion to prevent influencing their response and to understand the implications of experiences on rhetoric and interpretation of writings.  

The second project is will be held in week 5 of the course. At this points, students are being introduced  to genre, language, and writing decisions. The choice using a magazine editorial was due to its use of images and language style. Students have access to these mediums "regularly" (meaning that it is not an unseen concept for most). Students are provided "thinking questions" to help guide their observations and response construction. Nevertheless, students have the autonomy to use their agency in writing about what they and their own interpretation of it.

The following two projects build on one another. In the first part of the project students are engaging in the written text using primary/secondary research along with other forms  such as interviews and questionnaires (just to name a few). Here students will engage in the outline process, to organize their ideas and engage in the writing at the level of the "sentence" rather than thinking the entire essay as a whole. They will have the opportunity to make decisions about the sequence of ideas and organization of sources. 

The second project uses the first project to produce a multimodal assignment. They are to create and magazine editorial style layout where they can use images that connect to their written content. Students have full design autonomy. If students have another design idea, upon discussion, they are welcomed to present their ideas for approval. The final project is an audio reflection on their process throughout the project.