Faculty User Guide 

English 1101 Diversity, Equity, and Inclusion Modules

We have put together this guide to help faculty members think about how to incorporate these resources into their classrooms. Below you will find sample sequences for each assignment module. However, you can mix and match these materials with any of your own or reorganize and edit to fit your pedagogical goals. Each activity can also be easily adapted to individual teaching styles and/or modalities, including adjusting between activity types, like changing group work to a discussion board. Keep in mind that certain elements specific to individual or institutional pedagogy have been left open for customization, including specific rubrics, the weight or percentage of each activity toward overall student averages, and some more general lessons, such as introductions to units or a thesis statement lecture, for example.

Narrative Assignment Module 

Materials: 

Literacy Narrative Assignment Prompt

Readings: Literacy Narrative and Pathos Handout; “The Horror Behind my Love for Reading and Writing,” Rebecca Filler; “Mother Tongue,” Amy Tan; “Language of Oppression,” Haig Bodmajian; “Should Writers Use They Own English?” Vershawn Ashanti Young; “The Significance of Linguistic Profiling,” John Baugh; “Three Ways to Speak English,” Jamila Lyiscott; “The Influence of Words,” Emilie Hewgley, “My Mom, Modern Day Superwoman,” Morgan Widner, “Eleven,” Sandra Cisneros, and “Me Talk Pretty One Day,” David Sedaris.

Workshops: Narrative Paper Draft Workshop

Activities/Discussion Posts: Literacy Narrative and Example Group Work; Language Free Write; Linguistic Profiling Discussion Board; Appalachian Dialect and Regional Language Discussion Board; Memes and Slang Discussion Board; Narrative Example Discussion Group Work 

Suggested Sequence: 

Week One: 

1. Introduce the Literacy Narrative Assignment using the prompt given as well as the Literacy Narrative and Pathos Handout. 

2. Students read “The Horror Behind My Love for Reading and Writing” Rebecca Filler. This reading was chosen because it is a student example that clearly establishes the genre of a literacy narrative. 

   1. There is one activity paired with this reading: Literacy Narrative Example free write. This activity helps students apply the prompt requirements to the example in order to clarify expectations and illustrate the guidelines. This activity also gives a chance for students to ask questions about the prompt to the instructor.

3. Students read “Mother Tongue” by Amy Tan and “Language of Oppression,” Haig Bosmajian. These readings were chosen because each presents a different aspect of language. One explores the very personal and complicated relationship with language shared between immigrant family and first generation narrator. The other explores a more historical approach, including the ways that language can be used as a weapon against oppressed minorities. 

   1. There is one activity paired with these two readings: Language Free Write. This activity helps students reflect on the two readings the connections between identity and language. 

Week Two: 

4. Students read “Should Writers Use They Own English?” Vershawn Ashanti Young and watch “The Significance of Linguistic Profiling,” John Baugh and “Three Ways to Speak English,” Jamila Lyiscott. These materials were chosen because they provide various perspectives into different types of dialects, including different genres and perspectives. All also explore various aspects of profiling or stereotyping due to language, with a focus on Black individual experiences with these issues. 

   1. There is one activity paired with these readings: Linguistic Profiling Discussion Board. This activity asks students to think about the concepts of linguistic profiling and standard English in relate to their own experience. 

5. Students listen to “A Region Talks Back,” BPR News and watch “Appalachian Terms and Phrases,” Visit my Smokies. These materials were chosen because they highlight regional language and dialects, another important aspect or possible direction for exploring language and literacy.

6. There is one activity paired with these materials: Appalachian Dialect and Regional Language Discussion Board. This discussion post asks students to think about the ways that accents signify certain stereotypes and what their own accent may signify. 

Week Three: 

7. Students read “The Uniting Possibilities of Slang,” Drew Goretzka, Robert Lawson and “How to Meme What You Say,” Chi Luu. These readings were chosen because they represent a lighter, yet still important aspect of shared language and communication. So, these readings focus on unity and community, as well as how shared language can bring us together, even with something like a funny image or particular phrase only known to a certain community.

   1. There is one activity paired with these readings: Memes and Slang Discussion Board. This activity asks students to create their own meme to help them think about the ways that slang can unite communities. 

8. Students read the four literacy narrative examples: “The Influence of Words,” Emilie Hewgley, “My Mom, Modern Day Superwoman,” Morgan Widner, “Eleven,” Sandra Cisneros, and “Me Talk Pretty One Day,” David Sedaris. These readings were chosen because they represent a variety of different types of narratives with different tones, audiences, subject matters, messages/purposes, and different perspectives, including disability, LGBTQIA voices, and immigrant voices. These examples also include both student and published examples from established authors. 

   1. There is one activity paired with these readings: Narrative Example Discussion Group Work. This activity asks students to choose one student and one published example from the list and analyze their use of pathos and how they address language, identity, and community. 

Week Four (Final Week): 

9. Studente complete the Narrative Paper Draft Workshop. They should be prepared to share their work with a partner and receive feedback on their writing and ideas. 

10. Final Literacy Narrative Assignment Due.

Rhetorical Analysis Assignment Module 

Materials:

Rhetorical Analysis Assignment Prompt

Readings: “An Appeal to Human Rights,” Rosyln Pope; “Tourism’s Negative Impact on Hawaiians,” Rev. Kalua Patterson; “Neurodiversity is Diversity,” Solvegi Shmulsky; readings given on Assignment Prompt for student analysis

Workshops: Ideas Workshop; Draft Workshop 

Activities/Discussion Posts: Rhetorical Devices in Commercials Activity; An Appeal to Human Rights Discussion Post; Rhetorical Analysis Thesis Statement; Defining Community Discussion Post; Paragraph Practice Activity; Identifying Logical Fallacies Discussion Post; Evidence and Analysis Activity; Rhetorical Analysis Sample Paper Reverse Outline Activity 

Suggested Sequence:

Week One: 

1. Introduce Rhetorical Analysis Assignment Prompt and introduce rhetorical appeals/rhetorical situation 

2. An easy way to get students to understand rhetorical appeals is through an analysis of commercials. Have them complete the Rhetorical Devices in Commercials Activity. 

3. Students read “An Appeal to Human Rights,” by Rosyln Pope. This piece was chosen because it represents a piece of Atlanta history that presents issues still quite relevant today. 

   1. There are two activities paired with this reading. The first is An Appeal to Human Rights Discussion post. This discussion post asks students to think through the rhetorical situation in “An Appeal to Human Rights” to practice for the major assignment. The second is the Rhetorical Analysis Thesis Statement, which asks students to write a potential thesis statement for a rhetorical analysis paper on “An Appeal to Human Rights.” Both could work as discussion posts or in-class activities and can be tweaked to work with any material.

Week Two: 

4. Students complete the Rhetorical Analysis Ideas Workshop. This workshop will help them solidify their choices for the assignment and stay on track for completing the assignment. 

5. Students read “Tourism’s Negative Impact on Native Hawaiians,” by Rev. Kaleo Patterson. This reading was chosen because it exemplifies a specific community and helps students think through common misconceptions. 

   1. There are two activities paired with this reading. The first is the “Defining Community” discussion post, which asks students to think through the concept of community and how it relates to the reading. The second is the Paragraph Practice Activity, which asks students to write a structured paragraph about one example of the use of a rhetorical device in the piece. Both could work as discussion posts or in-class activities and can be tweaked to work with any material.

Week Three: 

6. Introduce students to Logical Fallacies and their role in argumentative writing and speech. Give them the Identifying Logical Fallacies Discussion Post, which asks them to watch two political speeches and point out logical fallacies. There is a website linked in the activity that is a great overview of common logical fallacies with examples. 

7. Students read “Neurodiversity is Diversity,” by Solvegi Shmulsky. This reading was chosen because it presents a clear argument with multiple kinds of evidence on an issue that many of the students relate to. 

   1. There is one activity paired with this reading, the Evidence and Analysis activity. This helps students break down the difference between a claim, evidence for that claim, and analysis of that evidence. This could work as a discussion post or in-class activity and can be tweaked to work with any material.

Week Four (Final Week): 

8. Students complete the Rhetorical Analysis Draft Workshop. They should be prepared to share their work with a partner and receive feedback on their writing and ideas. 

9. Students complete the Rhetorical Analysis Sample Paper Reverse Outline Activity. This activity gives students an excellent example of student work that they can then break down into its component parts to see how it works. 

10. Final Rhetorical Analysis Assignment Due.

Argument Assignment Module 

Materials: 

Multimodal Argument Assignment Prompt

Readings: “Fighting to Kneel,” Shaun Raviv for Atlanta Magazine; “Housing Discrimination” from Last Week Tonight with John Oliver; Cop City Syllabus Website; “As digital activists, teens of color turn to social media to fight for a more just world,” by Dominique McDaniel.

Workshops: Ideas Workshop, Draft Workshop 

Activities/Discussion Posts: “Fighting to Kneel” Reflection; Argument and Evidence Activity; Video Analysis Activity; Genre and ChatGPT; Website Analysis Activity; Identifying Research Keywords Activity; Database Discussion Post; Rhetorical Situation Reflection; Social Media as Argument Discussion Post

Suggested Sequence: 

Week One:

1. Introduce the Multimodal Argument Assignment Prompt and show them the Resource document 

2. Students read “Fighting to Kneel” by Shaun Raviv from Atlanta Magazine. This piece was chosen because it deals with KSU specifically. It does not contain an argument, but is a good example of a magazine or newspaper style article. 

   1. There are two activities paired with this reading. The first is the “Fighting to Kneel” Reflection. The second is the Argument and Evidence Activity. Both could work as discussion posts or in-class activities and can be tweaked to work with any material. Both ask students to think about the evidence presented and how you could turn that evidence into an argument. 

Week Two: 

3. Students watch “Housing Discrimination” from Last Week Tonight with John Oliver. This video was chosen because of the unique genre and connection back to an Appeal for Human Rights from the rhetorical analysis module. It presents a clear argument and uses specific evidence in a video format. 

   1. There is one activity paired with this video, the “Video Analysis Activity.” This activity asks students to think about the specificity of the genre Oliver is working and how it might impact his argument. You can use this activity to help students analyze any video. 

4. Students complete the Multimodal Argument Assignment Ideas Workshop. They have seen a couple of genre examples and have had time to think about what they might want to do. This will help them stay on track with the assignment. 

5. Another activity that can help them stay on track is the Genre and ChatGPT discussion post. This activity asks them to use ChatGPT to help generate genre conventions for their chosen modality. 

Week Three: 

6. Students look over the “Cop City Syllabus” website. This site was chosen as an example of a local issue that involves intersecting issues including environmental racism and coloniality. 

   1. There is one activity paired with the website, the “Website Analysis Activity.” Like the video analysis activity, this asks students to think specifically about the genre of the website and how it might impact the argument presented. You can use this activity to help students analyze any website. 

7. The next two activities are specifically about KSU database research. 

   1. The Identifying Research Keywords Activity helps students learn about how to choose specific keywords for their projects (since database research works so differently from google searches. 

   2. The Database Research Discussion Post asks students to find a specific source and share it with the class. 

Week Four: 

8. The next two activities ask students to work on their own project. 

   1. The Rhetorical Situation Reflection asks students to think about how they are using the rhetorical appeals in their project. 

   2. The Multimodal Argumentative Presentation Assignment Draft Workshop gives the students the opportunities to share their works in progress before the assignment is due and get feedback from both their peers and the professor. 

Week Five (Final Week): 

9. Students read “As digital activists, teens of color turn to social media to fight for a more just world,” by Dominique McDaniel. This reading gives students a different view of social media and how some young people use it as a space for activism. 

   1. The activity associated with this reading is the Social Media as Argument Discussion Post. This activity asks them to find and think through their own examples of social media accounts that make arguments. 

10. Final Multimodal Argumentative Presentation Assignment Due

English 1101
Professor Blank
Semester

NARRATIVE ASSIGNMENT

DATES

  WORKSHOPS –

See scaffolding document and add dates here

   NARRATIVE ASSIGNMENT –

Add final due date here

TASK

This paper is a personal literacy narrative that expects you to write about a specific experience or set of experiences in your life while focusing on literacy, including reading, writing, speaking, and/or any form of communication. One of the main goals is to reach an audience at the same time as examining your own relationship to language and rhetorical experiences. Our readings and activities have, thus far, focused on language, literacy, words, and how we connect and communicate with one another. Your narrative should, in some way, engage with this theme. So, consider:

How does language affect your life? Have you ever struggled with language or word choice? Have you ever stopped or started using certain terminology for any reason? How do your language and word choices reflect who you are as a person (or do they)? Are you a part of a culture or community that uses specific language? Likewise, have you ever been stereotyped or on the negative side of language use? Who shaped your experiences with language or word choice? Have you had any formative experiences with reading, writing, or learning how to do either? 

You do not have to respond to every question, of course. These are just brainstorm questions for you to consider when approaching a direction for your narrative. This narrative can be taken in many directions just as long as you respond to these general concepts and ideas.

You may use any of our examples or other readings to inspire your own narrative. 

ELEMENTS TO INCLUDE 

• Good narratives will have clear writing with concrete details and specific examples.

• Good narratives also have an overarching claim or “moral” to the story. There should be a larger purpose that can be applicable in a more universal manner. There should be an element of the universal, in other words.  

• Good narratives also have some sort of pathos to help them connect to readers in a meaningful manner.

So, consider how our examples had very specific details at points, but also some sort of universal lesson or idea that can be understood by almost everyone. They also all had moments of pathos to help connect to a reader.  

GETTING STARTED AND TIPS 

The first step is just to choose your experience or set of experiences. So, which experience from your life do you want to write about? What could be universal about that experience? How do you think a reader can connect to your experience?

You have a lot of freedom about what you can write about with this paper. I will be grading your ability to write a cohesive, organized narrative with effective, sound writing. You should be able to describe what is happening effectively. I will also be focusing on your ability to move between concrete details and overarching meaning or purpose effectively.

• This is a short paper. Do not try to utilize your entire life for this narrative.

• Please be aware that this assignment will be shared and graded. This means that submitting a paper over a very painful or personal experience may not be advisable for everyone. I will have to grade it even if it is very painful and you will be sharing them with classmates during peer review. That being said, I do not disallow any subject matter. Just be aware that you will have to share what you write about and it is perfectly fine to choose something lighter or "fluffier."  Let me know if you have any concerns or questuons!

• Make sure to see me early if you are having issues writing this paper. I am available through office hours, D2L, email, Groupme, and appointments.

 PURPOSE

This will relate to other papers we will write over the course of the semester particularly in the form of considering an audience, creating an argument or overall message/purpose even in texts that do not seem particularly argumentative, and moving between specific examples and overarching connections in writing. This assignment also includes a reflective examination of language, literacy, and words, core concepts of not only this class, but communication both in and out of the classroom.

  SKILLS

This assignment will help you practice skills essential to success in and beyond this course:

-Practice social aspects of the writing process by critiquing your own work and the work of your colleagues.
-Analyze how style, audience, social context, and purpose shape your writing in electronic and print spaces.
-Craft diverse types of texts to extend your thinking and writerly voice across styles, audiences, and purposes.

KNOWLEDGE

This assignment will help you become familiar with the following important knowledge:
-    The implications and far-reaching effects of literacy and communication
-    The choices made regarding the rhetorical situation of a narrative

CRITERIA FOR SUCCESS

This section reflects the rubric used to grade the project. Use this as a checklist for finishing your project. 

GENERAL

-    The narrative contains few to no typos and correct grammar
-    The project is complete and polished, including meeting minimum requirements of length and subject matter

SPIRIT  

-    The narrative is articulated clearly and has a cohesive tone
-    There is a clear and appropriate use of pathos or other narrative-specific writing tactics
-    There is evidence, details, or specific examples used to help develop the message of the narrative

MESSAGE

-    There is a clear message or meaning in the narrative that includes some element of the universal
-    The overall narrative engages with the concept of literacy, language, and/or communication in a clear and thoughtful manner

Readings

• Jamila Lyiscott, "Three Ways to Speak English"

• Vershawn Ashanti Young, "Should Writers Use They Own English"

• John Baugh, "The Significance of Linguistic Profiling"

• BPR News, "A Region Talks Back: Linguists Record Diverse Dialects of Appalachia"

• Visit my Smokies, "34 Appalachian Words You Didn't Know Existed"

• Chi Luu, "How to Meme What You Say"

• CNBC, "How This $4.8 Billion Walkway Is Redefining Atlanta"

• Rebecca Filler, "The Horror Behind My Love for Reading and Writing"

• Emilie Hewgley, "The Influence of Words"

• Morgan Widner, "My Mom: Modern Day Superwoman"

• Narrative and Pathos Handout

• Haig Bosmajian, "Introduction to the Language of Oppression"

• Amy Tan, "Mother Tongue"

• Drew Goretzka and Robert Lawson, "Two Excerpts about the Uniting Possibilities of Slang and Language"

• Sandra Cisneros, "Eleven"

• David Sedaris, "Me Talk Pretty One Day"

Other Potential Resources

• Will Styler, "The Linguistics of Memes"

• OxFord, The Oxford Handbook of Language and Society

• Kennesaw State University Emerging Writers Journal, Emerging Writers

Language Free Write

The purpose of this free write is to begin exploring the concepts of language, word use, and identity.

Amy Tan emphasizes a connection between language and identity as well as establishes the concept of multiple types of “englishes” that we all speak. Bosmajian discusses the language used by and against whole populations of people, including his focus on the historical example of Nazis and the Holocaust. Explore the concept of language in a response to these pieces by answering the following questions: 

Instructions:

1. Read Amy Tan's "Mother Tongue" and Haig Bosmajian's "Language of Oppression" 

2. In a 300-500-word free write, answer the following questions:

• How did you feel about both pieces and their main points? What observations do you have about each piece?

• Is language a part of our identity? Do we use language in purposeful ways to label ourselves or others at times? 

• What types of englishes do you speak? Who influenced your language choices and how? Have you ever struggled with language or word choice? 

• Your response should have at least one personal anecdote that illustrates what you are saying. This can be a fun or casual anecdote. We will be discussing the lighter side of language as something that connects us as human beings. 

You may be informal here and use first person. Also, this is less about crafting a "correct" response and rather more about developing your ideas about these texts and concepts as well as exploring your own perspectives on the matter. 

This free write will be evaluated according to the Free Write Guidelines. 

___________________

Linguistic Profiling Discussion Board

The purpose of this free write is to explore the profiling of different dialects, accents, and types of English, with a focus on the stereotyping of Black individuals and speech associated with Black individuals. 

Instructions:

1. Read and/or listen to "Should Writers Use They Own English?" The Significance of Linguistic Profiling and Three Ways to Speak English

2. Answer the following questions: 

   • What points are made about linguistic profiling and dialect/accent in these pieces? Make one observation about each piece. 

   • What is proper or standard English, in your own words? What makes a word or an accent/dialect acceptable versus unacceptable? How do these concepts intersect with other subject matters, like race, gender, ethnicity, and more?

   • When you are writing papers or other school work, how do you write? Does it differ from how you would speak to friends casually? What changes, if any, do you make to "sound" smart? Is this difficult or does it come naturally? Is there an issue with the idea that certain language sounds "smart" while others do not? 
     Answer the following questions:
     
     

3. Respond thoughtfully to at least two classmates’ posts in at least 100 words each

This discussion post will be evaluated according to the Discussion Post Guidelines. 

___________________

Appalachia Discussion Board

The purpose of this discussion board is to explore perceptions of regional dialects, focusing on the Appalachian dialect and vocabulary. 

Instructions:

1. Listen and/or Read A Region Talks Back: Linguists Record Diverse Dialects of Appalachia

2. Explore Appalachian Terms and Phrases

3. In a 250-word discussion post, answer the following questions:

• What are your observations about the podcast and/or the list of phrases? Are there stereotypes against certain dialects and accents, particularly as associated with regions or geographic locations, such as Appalachia? Are some accents considered "better" than others? 5-7 sentences.

• List and then define/use in a sentence a phrase or word (slang or otherwise) that you use that could be considered unique to your life experiences, including region, community, age, or other part of your identity. If you are drawing a blank, then it is fine to google an example you find interesting or connected in some way to your life experiences. So, for example, I was born in California. Phrases that we used that may be considered unique to the area include PB (Pacific Beach, a very popular beach in San Diego) and Zonie (Arizona people coming to Southern California to vacation, or SoCal)

         4. In 100 words, please respond thoughtfully to at least two of your peers posts. 

This discussion post will be evaluated according to the Discussion Post Guidelines. 

___________________

Memes and Slang Discussion Board

The purpose of this assignment is to consider the ways that language and words help define, unite, and express characteristics of various communities. 

This activity is informed by our discussion of slang as being uniting as well as memes being a form of communication. In this Discussion Board, you will create a meme to share with the class. For the purpose of this assignment, you can create a meme using whatever materials you have or feel comfortable using. However, this easy and free meme generator is a great place to start.

Free Meme Generator

Instructions:

1. Read "The Uniting Possibilities of Slang" and "The Linguistics of Memes" 

2. Create your own meme, using the Free Meme Generator or other resources.

3. Once you have posted your meme, then please respond to two other memes in the class that are your favorites. The "winners" will earn bragging rights for the rest of the semester!

4. Keep in mind the following guidance for these memes: 

• Feel free to be as creative as you want or engage with a subject matter important to you

• It's ok if they are bad or cringe, like my example meme will be. 

• If you need an idea for topics, then you may focus on meming certain subject matters, such as college, studying, writing, being on campus, living in the South where it is so hot I can't even get the mail without sweating, etc. 

• This is considered a class activity so our etiquette rules still apply here. 

This discussion post will be evaluated according to the Discussion Post Guidelines. 

___________________

Narrative Examples Discussion Board

The purpose of this discussion board is to begin evaluating narratives, with the goal in mind of writing your own narrative in the upcoming weeks. 

Instructions:

1. Read our narrative examples, including published examples Sandra Cisneros' "Eleven" and David Sedaris' "Me Talk Pretty One Day" and then student examples "My Mom: Modern Superwoman" and "The Influence of Words."  

2. In a 300-word discussion post, answer the following questions:

   1. Choose two of the examples, one published and one student, and explain what you think to be the main purpose and/or universal message in each. How do each of your choices deal with language, identity, and communication? 

   2. How did each of your examples use pathos? How did they connect to their audience? (It is fine to use a list or do bullet points) 

   3. Which example out of the 4 did you think was the most effective? Which one did you enjoy reading the most? (They do not have to be the same choice!) Why? 

3. Respond thoughtfully to at least two classmates’ posts in at least 100 words each

This discussion post will be evaluated according to the Discussion Post Guidelines. 

___________________

Narrative Draft Peer Review

The purpose of this group workshop is to collaborate with peers on developing your narratives, including editing and revising. 

Instructions:

1. Upload a full draft of your narrative paper to the discussion thread with your name as the subject line. Attach your draft as a word document, PDF, or a link to a google doc, making sure to change the permission on the document to allow access before you share it. Then, list any concerns you have about your draft in the text box.

2. I will assign you a partner or two in class. Read their paper first and then answer the following questions as a response to their original post. 

3. Debrief your thoughts with your partner(s) if you have time at the end of class.

Questions

1. After reading the paper, what are your initial thoughts? 

2. Does the scope of the paper seem appropriate for three pages? Does the paper focus on one specific topic, or is it too broad? Does it dive deep into its topic, or does it skim the surface? 

3. Look at the written version of the thesis statement. Is there parts that need more or less emphasis? Does it fully reflect the content of the paper? 

4. Is the wording of the thesis statement strong? How can the syntax be improved to be a roadmap for the paper? Or to better convey the points of the author’s paper? 

5. Are the examples the paper used effective? Why or why not? What are the most effective and least effective examples?

6. Does the sequence (organization) of the essay make sense? Does it tell a coherent story or does it jump around? Write some suggestions about the sequence and order of the essay.

7. Are there any major grammatical or sentence level errors that need addressing? If so write them here.

8. In your opinion, what is the most interesting thing about the essay (what do you like about it)?

9. In your opinion, what is the one thing that needs the most work in the essay? How would you revise?

10. 1If you haven’t already, address the concerns or specific areas of feedback that the author listed in their initial post.

This discussion post will be evaluated according to the Discussion Post Guidelines. 

___________________

Narrative Example Free Write

The purpose of this free write is to review an example of a literacy narrative in order to clarify the guidelines of the narrative assignment prompt. 

After reviewing the assignment prompt and reading our literacy narrative example, you will answer the following questions in order to clarify the expectations for this assignment.

Instructions:

1. Read the Literacy Narrative assignment prompt, the Narrative and Pathos Handout, and The Horror Behind my Love for Reading and Writing by Rebecca Filler. 

2. In a 200-350-word free write, answer the following questions:

• Review the elements of a successful narrative from our handout. How does Filler's piece fulfil these elements, including cohesive tone, impactful details, use of pathos, and having a universal message? 

• How does Filler's narrative explore the idea of literacy? What is her relationship to the concepts of reading, writing, and language and what is her overall point about this topic?  

      3. OPTIONAL: Review the Literacy Narrative Prompt. Do you have any questions for me at this point?  

You may be informal here and use first person. Also, this is less about crafting a "correct" response and rather more about developing your ideas about these texts and concepts as well as exploring your own perspectives on the matter. 

This free write will be evaluated according to the Free Write Guidelines. 

English 1101
Professor Blank
Semester

RHETORICAL ANALYSIS PROMPT

DATES

  WORKSHOPS –

See scaffolding document and add dates here

   FINAL PROJECT –

Add final due date here

TASK

In this assignment, you will be expected to evaluate the argument and/or message of a text by performing a rhetorical analysis. You will choose one text from the list below. Remember that a rhetorical analysis identifying an audience, evaluating the author, finding the primary purpose/argument/context, identifying the means the author uses to make the argument including rhetorical appeals, and then evaluating the overall effectiveness. The paper should not become just a random rant, but rather a thoughtful evaluation and consideration of the argument and how the argument is made.

You should consider at least the following:

• Author and location of text

• The argument and desired/intended audience

• How that argument is supported (pathos, ethos, logos, etc)

• The strength/effectiveness of the argument

• The context for the argument, including acknowledging our focus on community and belonging. So, each possible reading choice focuses on a geographic or identity-based community (or both). How does this effect the argument as a whole?

You should evaluate rather than just point out these components of the argument. You can point out the parts that do and do not work. This does not mean that you have to have an entirely negative or positive paper though. You can have an argument that says that the use of logos was particularly strong, but the argument falls to pieces when it relies too much on manipulative pathos.

Keep in mind that your paper may veer in different directions. So, perhaps there is a lot to write about with the author/ethos of your piece so that is a main focus where another piece may just have a line or two about the author. This is fine and natural for this type of paper. So, in short, you do not have to necessarily give equal time to each element of the argument.

Use our Unit activities for guidance, but also our practice rhetorical analysis exercise and the student example papers. These should provide a clear direction for how to think about and proceed with this assignment.

TEXTS (CHOICE ONE OF THE FOLLOWING ARTICLES OR VIDEOS)

Choose one of the following texts:

Kennesaw State University

KSU United Letter to President Whitten and Others

Students on Meal Plans Struggle to Find Food at Night

Other Locations

“Tourism’s Negative Impact on Native Hawaiians”

“My Restaurant was my life for 20 years-Does the World Need it Anymore?”

Atlanta

Urban Planning and Politics in Atlanta
How a 4.8 billion walkway is Redefining Georgia

Community in a General Sense

“Why Trans* Students Matter” 

Neurodiversity is Diversity

Why Esports in School is a Good Thing

TIPS 

TIP 1: 

• You do not necessarily have to agree with everything the article says to think it is a good argument.

• Use direct quotes from the article. Use the language in order to evaluate more clearly and also bounce your own argument off of the article’s argument.

• If you need help make sure that you take advantage of my virtual and physical office hours, groupme, D2L messaging, and my email at !

TONE

This paper is closer to the academic type of paper that you probably will be required to write in future classes. Try to limit first-person pronouns and generalizing personal opinion here so that you aren’t just saying “I think this article is good because it….” but rather reformat to say “This article is effective because…” This should also not be a personal rant that runs for 4-5 pages of you complaining about the subject at hand or wildly praising it. Rather, if you want to disagree you should try to do so in an academic way. So, not “I hate this” but “The conclusion weakens the argument because it fails to consider this.”  

PURPOSE

    SKILLS

This assignment will help you practice skills essential to success in and beyond this course:
-Practice writing in situations where print and/or electronic texts are used, examining why and how people choose to write using different technologies.
-Interpret the explicit and implicit arguments of multiple styles of writing from diverse perspectives.
-Analyze how style, audience, social context, and purpose shape your writing in electronic and print spaces.  

    KNOWLEDGE

This assignment will help you become familiar with the following important knowledge:
-    Demonstrate an understanding of the rhetorical situation. 

-  Evaluate a source with a focus on the various elements that create an argument rhetorically for a specific audience
-    Apply elements of rhetoric and argumentation in writing. 

CRITERIA FOR SUCCESS

This section reflects the rubric used to grade the project. Use this as a checklist for finishing your project. 

GENERAL

-    The analysis contains few to no typos and correct grammar
-    The project is complete and polished, including meeting minimum requirements of length and subject matter

ARGUMENT 

-   There is a clear evaluation of the chosen text regarding its argument, how that argument is made, and if that argument is effective
-   There is a clear and appropriate exploration of the rhetorical situation of the chosen text, including audience, rhetorical appeals, and         purpose.

-    The context of the piece is also considered, including both genre and cultural, geographical, and/or historical details
-    This evaluation is backed up with clear evidence from the text

Citations 

-    There is a bibliography which includes the chosen text
-    The rhetorical analysis and bibliography are in MLA format
-    The chosen text is cited properly within the body of the rhetorical analysis 

Readings

• Pope, Rosalyn, "An Appeal to Human Rights"

• Patterson, Kaleo, Rev. "Tourism's Negative Impact on Native Hawaiians" 

• Solvei Shmulsky, "Neurodiversity is Diversity"

• Copy of KSUnited Letter to President Whitten and Others 

• Gabrielle Hamilton, "My Restaurant was my life for 20 years. Does the world need it anymore?" 

• Eli Hogan, "Students on Meal Plans Struggle to Find Food at Night"

• Kristina Garcia, "Urban Planning and Politics in Atlanta"

• CNBC, "How This $4.8 Billion Walkway Is Redefining Atlanta"

• Lee Gardner, "Why Trans* Students Matter"

• ViewSonic, "Why ESports in Schools is a Good Thing" 

Other Potential Resources

• Ellen Eldridge, "Students Just a Few Steps from Homelessness"

• April Marten, "The Dangers of Censorship"

• Jessica Fisher, "Homelessness Awareness Week Misses its Mark"

• Cariño Dominguez, "The Positive Impact of ESport Communities"

Rhetorical Devices in Commercials

1. With a partner, watch between 3 and 5 of the commercials in this compilation of Superbowl commercials from 2023.

2. In a response to this post, do the following:

   1. Identify and list instances of ethos, pathos, logos, and kairos in the commercials you chose. 

   2. Identify the purpose, audience, tone/style, and context of the ads. 

   3. Think about the commonalities you see in the ads you chose. Write a draft of a thesis statement that answers the question: How are these ads collectively working to sell their products? 

3. Both partners need to post separately. 

This activity will be evaluated according to the In-Class Activity Guidelines. 

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An Appeal to Human Rights Rhetorical Analysis Discussion Post

The purpose of this low-stakes assignment is to introduce you to an historical document that describes healthcare disparities for African Americans in 1960 Atlanta

Instructions:

1. Listen to the Author’s Story: Dr. Rosalyn Pope Interview

2. Read and listen to the document: An Appeal for Human Rights

3. Read: An Appeal for Human Rights (located in Content for this Assignment)

4. In a 250-word discussion post, answer the following questions:

   1. What is the purpose of the document?

   2. Who is the audience for the document?

   3. Where was the document published?

   4. What are the strengths and weaknesses of the text?

      1. Is it the most effective genre/type of text for this information?

      2. Is the style/format of the text appealing to its purpose?

      3. Does the ad address specific social contexts effectively?

   5. What appeals (logos/pathos/ethos) are effective or not and why?

6. Respond thoughtfully to at least two classmates’ posts in at least 100 words each

Additional resources can be found here: City of Atlanta's page on Appeal to Human Rights

This discussion post will be evaluated according to the Discussion Post Guidelines. 

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Rhetorical Analysis Thesis Statement Activity

With a partner, write a thesis statement for "An Appeal to Human Rights" using the following formula: 

In "An Appeal to Human Rights," [describe the context of the speech] Rosyln Pope uses [describe or name rhetorical devices] in order to [describe the purpose of this use]. 

Here is an example from The Writing Center of Princeton: 

In her indignantly critical and cleverly crafted speech given to the National Association for Women’s Suffrage, Florence Kelley clearly articulates and emotionally persuades her audience through the use of parallelism and inclusive language to advocate for changes to child labor laws.

This activity will be assessed using the In Class Activity Guidelines. 

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Analysis Paper Ideas Workshop 

First, start a new thread and answer the following questions about your own project: 

1. Which essays are you thinking about writing on? Choose one to focus on for this workshop.

2. Why does this essay interest you? 

3. What is the argument that the essay?

4. What community does the essay address? What does the community entail? 

5. Who is the audience? How can you tell? 

6. What rhetorical devices do these writers use to make their arguments? Give an example of each of the following: ethos, pathos, logos, and kairos. 

7. What is the context for the essay? Is it responding to something? 

8. What concerns do you have about this project? 

I will assign you a partner or two in class. Introduce yourself, talk to them about their ideas, and then complete the following: 

1. Read the essay they have chosen for their project. After reading, what immediately stands out to you?

2. Look over the answers to the questions above. What can you add to each question? Add your thoughts and give feedback on each of the questions. 

3. Are there any additional thoughts you have about the essay and its rhetorical context? 

4. If you haven't already, address the concerns they have about the project.

Debrief your thoughts with your partner(s) at the end of class.

This workshop will be assessed using the Draft Workshop Guidelines. 

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Defining Community Discussion Post 

in a 250 word discussion post, please respond to the following questions: 

1. How do you personally define community? What are the different components that come together to create a community?

2. In the article "Tourism's Negative Impact on Native Hawaiians," what are the different communities involved? How do they relate to your definition of community? 

3. Is there a power dynamic between these different communities? What are their relationships to one another?

4. How is community important to the argument of the article? 

After posting, respond to at least two of your peers' posts in 100 words. 

This discussion post will be assessed according to the Discussion Post guidelines. 

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Paragraph Practice Activity 

Write a paragraph about the use of one rhetorical device in "Tourism's Negative Impact on Native Hawaiians" using the MEAL plan. 

M - Main idea in a topic sentence

E - Evidence from the essay 

A - Analysis of that evidence (explanation of how the evidence conveys the idea in the topic sentence)

L - Link back to the overall argument of the piece (how does this idea contribute to the piece as a whole) 

This activity will be assessed using the In Class Activity Guidelines. 

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Identifying Logical Fallacies in Political Speech

1. Watch and/or read the transcript of the final Presidential debate between Donald Trump and Joe Biden. You can find it here: Debate transcript: Trump, Biden final presidential debate moderated by Kristen Welker

2. In approximately 250 words, do the following: 

   1. Identify instances of logical fallacies from both candidates. Give the example and tell us how it is committing a logical fallacy 

   2. Reflect on the use of logical fallacies here. How do they effect the audience? Are they effective strategies, and why? Does their use detract from the candidates actual arguments? Now that you have identified these logical fallacies, how do their messages change?

3. Respond thoughtfully to at least two classmates posts in at least 100 words each. 

Here is an excellent resource with a lot of great examples of logical fallacies: Fallacies - Warning! Deceptive, Hateful Speech Coming Your Way from Public Speaking by Lynn Meade

This discussion post will be evaluated according to Discussion Post Guidelines.

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Claims and Evidence Activity 

Break down the argument made in the article "Neurodiversity is Diversity." Make a list of the different components that contribute to the argument. Then, find the evidence for those claims presented in the article and add it to the list. Make sure you are thinking about the difference between a claim and evidence for that claim. 

This activity will be assessed using the In-Class Activity Guidelines. 

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Analysis Paper Draft Workshop

First, please upload a full draft of your paper to the Discussion thread “Analysis Paper Draft Workshop.” Please upload a word document, PDF, or link to a google document (make sure you change the permissions on the document before you share it). In the text box, also tell your group members what concerns you have about this paper.

I will give you are partner in class to work with. Read their drafts first, then answer the following questions about their work in a response to their original post. Debrief your thoughts with your partner if you have time at the end of class. 

1. Identify the thesis statement. Is it clear which sentence is the thesis statement?

2. Is the author’s argument about their topic clear in the thesis statement? What needs to be clarified? How could the thesis statement be more specific or concise?

3. Look at each paragraph. Do they all have topic sentences, evidence from their sources, analysis of that evidence, and conclusions? List paragraphs that are missing an element and suggest revisions.

4. What is the most successful paragraph and why?

5. Does the sequence of the ideas in the paper make sense? Would it be improved with a different organization?

6. Are there common grammatical errors (run-on sentences, comma splices, sentence fragments, etc.)? What are they? Suggest improvements on the language of the piece.

7. Is the paper cohesive? Do the pieces add up to the thesis statement? Why or why not?

8. Finally, what do you like the most about the paper and what would you prioritize in revision? If you haven’t already, address the concerns the author mentioned in the thread here.

This workshop will be assessed using the Draft Workshop Guidelines. 

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Sample Rhetorical Analysis Reverse Outline Activity

Read through the Sample Rhetorical Analysis Paper and answer the following:

1. Identify the thesis statement. Does it effectively present both the purpose of the paper and how the author achieves that purpose?

2. Evaluate the Introduction. What strategy does the author use for their hook? Does the introduction effectively bring the reader in, present the topic, and give any necessary background information? 

3. For each paragraph, identify both the overall topic of the paragraph and how that specific topic contributes to the overall argument of the paper.

4. Evaluate the conclusion. What strategy does the author use to conclude? Does the conclusion provide implications of the argument outside the scope of the paper? How does it do so? 

5. Give an overall evaluation of the paper. What are its strengths and weaknesses? 

This activity will be assessed using the In-Class Activity Guidelines. 

English 1101
Professor Blank
Semester

Multimodal Argumentative Presentation Project

DATES

  WORKSHOPS –

See the scaffolding document and add dates here

   FINAL PROJECT –

Add the final due date here

TASK

For your final major assignment of the semester, you will be creating a presentation that presents a researched argument about one of the following topics:
-    Your hometown
-    Your current town (Kennesaw, Atlanta, etc.)
-    A community you are a part of
-    One of the events we have discussed this semester
-    One of the concepts we have discussed this semester
Here are some of the events and concepts we have covered this semester:
-    List goes here
These categories are broad and need to be narrowed down to a specific aspect of the category. For example, you could research the development of greenspace in your hometown, the history of redlining in Atlanta, the indigenous land that KSU sits on, the rise of a particular online community, and the list goes on.
You will be choosing a topic, an argument to make about that topic (something you want to convince an audience of), the audience for that argument, and the genre of the presentation. You will conduct research on your topic and consult a minimum of three sources. You will put together your project, and finally, you will write a brief process memo explaining your choices to be submitted with the final product.
The main goal of this assignment is to put into practice what we have discussed all semester. In this, you become the rhetor/author and create a message/argument over a subject matter. You get to choose how you present your topic, which rhetorical appeals you will use, and the form the project will take. This is communicating with others and practicing how to deliver a message effectively using rhetoric. 

GENRE

This is not a traditional paper. Instead, you should choose any other mode of presenting information in order to create your project.  So, for example, you could choose to do any of the following:  
-    a letter to a group of people or a politician
-    a website
-    a blog
-    a social media campaign
-    a speech
-    a newspaper article
-    a video or PSA (I have had students do GRWM YouTube videos!)
-    a podcast
-    a poster or brochure
-    street Art or fliers
-    chapbooks
-    or anything else that you think reaches your audience
You should choose the genre that you think will best present your subject matter. Every project will look different and that is fine as long as you put thought into how to reach your audience. One person may create an informational brochure about mental health resources for the unhoused in Atlanta while another person may create a funny video PSA about the need to vote in local elections. Both can be effective. 

TIPS ON CHOOSING A GENRE

TIP 1: 

Focus on what you do well. If you are a great writer, then choose a written project. If you are artistic, then do something creative/visual. If you are always on social media, then do a website, blog, YouTube video, or social media campaign.

TIP 2: 

I frequently get questions about how long a project needs to be. This is a difficult question because different projects will have different lengths. A newspaper article is frequently 400-600 words, a brochure has a typical length, a PSA is usually a video that is 30 seconds to two minutes, and a podcast can be anywhere from 7-8 minutes to two hours. Think about what length best suits your project and genre. I have also compiled a list of resources that may give you some tips for common project types linked below. 

WRITTEN COMPONENT – PROCESS MEMO

When you turn in your project, you also need to include a one-page explanation of your project, including a works consulted page with your research (detailed below). This can be less formal than our formal papers and generally serves for you to explain some of your decisions and thought processes while creating this project. When I say less formal, I do not mean anything goes, but you can use first-person pronouns and talk about your process. You will answer the following questions: 
1.    Describe your project (subject and genre that you chose).
2.    Why did you choose this format for your project? 
3.    Who do you perceive to be your audience, and how does this project reach that audience? Which rhetorical appeals do you use?
4.    Is there anything else you want me to know? This is your space to explain (or dare I say justify) your choices and what you did so take advantage of it!
Include the bibliography (see below) with the process memo. 

RESEARCH

For research, you should have a minimum of 3 sources that you consult in order to create your project. Remember that you should be educated to a certain extent about your subject matter, beyond just personal experience, before creating a project over it. Please include a bibliography of consulted sources along with your process memo. 

PURPOSE

SKILLS

This assignment will help you practice skills essential to success in and beyond this course:
-    Support claims effectively using varied forms of evidence.
-    Analyze how style, audience, social context, and purpose shape your writing in electronic and print spaces.

KNOWLEDGE

This assignment will help you become familiar with the following important knowledge:
-    Demonstrate an understanding of the rhetorical situation.
-    Apply elements of rhetoric and argumentation in writing. 

CRITERIA FOR SUCCESS

This section reflects the rubric used to grade the project. Use this as a checklist for finishing your project. 

GENERAL

-    The project contains few to no typos and correct grammar
-    The project is readable or accessible in the chosen format
-    The project is complete and polished

GENRE

-    The chosen genre is appropriate for the message and audience
-    Fonts, graphics, and organization of information help to convey the argument

ARGUMENT 

-    The message is articulated clearly and forcefully
-    There is a clear and appropriate use of rhetorical appeals
-    The argument presented is backed up by evidence
-    The argument does not contain logical fallacies

PROCESS MEMO

-    The process memo has answered all of the listed questions
-    The justification of choices is clear and strong
-    There are no glaring grammatical errors 

RESEARCH/BIBLIOGRAPHY 

-    There is a bibliography that accompanies the process memo
-    The bibliography contains at least 3 sources
-    The sources are in MLA format
-    The sources are relevant to the project

Readings

• Multimodal Argument Assignment Resources

• Shaun Raviv for Atlanta Magazine, "Fighting to Kneel"

• Last Week Tonight with John Oliver, "Housing Discrimination"

• Stop Cop City: A Syllabus

• Dominique McDaniel, "As digital activists, teens of color turn to social media to fight for a more just world"

Other Possible Resources

• NPR's Fresh Air, "The Racial Cleansing that Drove 1,100 Black Americans out of Forsyth County, Ga,"

• Layla Bellows, Redlining in Atlanta

Argument and Evidence Activity

What evidence from "Fighting to Kneel" could you use to make an argument? First, think about an argument you could make about the topic presented in the source, and then find evidence for that argument from the source. Post explanations of both here.

This activity will be assessed using the In-Class Activity Guidelines.

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"Fighting to Kneel" Reflection Discussion Post

In a 250 word post, please reflect on the following questions regarding the text "Fighting to Kneel" by Shaun Raviv: 

1. What genre is the author writing in? Who is his audience?

2. What different arguments are presented in the piece? 

3. What are the different pieces of evidence that support those arguments? 

4. Are there rhetorical devices or logical fallacies at work in those arguments? 

5. Which argument do you agree with, and why? 

Please respond thoughtfully to at least two of your peers in 100 words. 

This discussion post will be assessed using the Discussion Post Guidelines. 

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Video Analysis Activity

This week, we watched the clip "Housing Discrimination" from Last Week Tonight with John Oliver. Let's think more about how the video works and the elements he uses to convince you of his argument. With a partner, take notes on the following: 

1. First, identify the argument of the video.

2. Think about John OIiver's use of humor. How does it impact the argument? 

3. Think about the imagery. What types of photos, screenshots, and videos does Oliver incorporate? Choose some examples and identify how they impact the argument. 

4. Think about the overall composition of the video. Describe the way it looks, the tone of the speaker, the pace, etc. How do these elements impact how your receive the argument? 

This activity will be assessed using the In-Class Activity Guidelines. 

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Multimodal Argument Assignment Ideas Workshop 

With your partner, talk through the following questions about both of your projects. Take notes on your own work and post them on the thread for assignment credid so you can reference them later. 

1. What is the topic you are considering? Why did you choose this topic? Do you have other ideas you are considering? What does your partner know about these topics?

2. What argument or arguments could you make about this topic? Does your partner have any thoughts on this? 

3. What audience would you direct your presentation towards? Why? 

4. What genre are you considering? Why would this work for your topic and audience? What experience do you have with this genre? 

5. What concerns do you have about the project at this point? Are there parts of the project that you feel more or less confident about? 

6. Make a to-do list for starting your project, including any questions you want to ask your professor. 

This workshop will be assessed using the Draft Workshop Guidelines. 

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Genre and ChatGPT Discussion Post

In a 250 word post, address the following: 

Ask the following question to ChatGPT: 

"What are the genre conventions of [insert your chosen genre]?" 

Examples: 

What are the genre conventions of a podcast? What are the genre conventions of a brochure? What are the genre conventions of a true crime youTube video? 

Paste the ChatGPT answers here. Then, think about how your project can fit into those conventions. Take notes on how you can adapt your topic to this genre and post them along with the ChatGPT conventions. 

In 100 words, respond to two of your peers posts. 

This discussion post will be assessed using the Discussion Post Guidelines. 

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Website Analysis Activity

Scroll through the Cop City Syllabus website and take notes on the following: 

1. Think about the color scheme, fonts, and visual elements. What do you see? What are their effects?

2. What is the website for? What are you learning? 

3. What different tabs are present? Is the division effective? 

4. Click on some of the links. Do they work? Do they seem relevant? 

5. After going through all of the parts of the website, think about what argument it is making. What elements are successful in helping to make that argument? What might you change given the opportunity to create a website on the same topic. 

This activity will be assessed using the In-Class Activity Guidelines. 

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Identifying Research Keywords Activity 

After reading through the Research Skills Tutorial on Searching with Keywords from Columbia College, complete the following worksheet to start identifying keywords for your own research. You will need multiple versions of your keywords to successfully find useful sources using the KSU Library Databases.

Name:

Broad Research Topic:

1. Research Question (not a yes or no question):

2. Highlight the main keywords in your research question and/or list them here:

3. For each keyword, make a list of synonyms that are either broader, narrower, ideas that relate to your topic, or other similar concepts.

Keyword 1:

Keyword 2:

Keyword 3:

Keyword 4:

This activity will be assessed using the In-Class Activity Guidelines. 

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Database Research Discussion Post

Please use your new skills with the KSU library research tools to find a source that contributes to the conversation started in the podcast we listened to today. Go to the KSU library website and use the SuperSearch function (as demoed in the previous lecture) and find a source that you could use as evidence for an argument about social media. Please list the following in your discussion post: 

1. The keywords you used in your search and any filters you used

2. The MLA citation for the source you found 

3. How it contributes to the conversation/what arguments it could be used as evidence for 

In at least 100 words, thoughtfully respond to at least two of your classmates' posts.

This activity will be assessed using the Discussion Post Guidelines. 

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Rhetorical Appeals Reflection

For this discussion post, please think about how you will use rhetorical devices in your argument presentation. Answer the following questions: 

1. Identify a use of pathos in your project. Why did you choose to implement pathos in this way? What effect do you hope it has?

2. Identify a use of ethos in your project. Why did you choose to implement ethos in this way? What effect do you hope it has? 

3. Identify a use of logos in your project. Why did you choose to implement pathos in this way? What effect do you hope it has? 

4. Identify a use of kairos in your project. Why did you choose to implement kairos in this way? What effect do you hope it has? 

In at least 100 words, thoughtfully respond to at least two of your classmates' posts.

This discussion post will be assess using the Discussion Post Guidelines. 

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Multimodal Argument Assignment Draft Workshop

First, upload/link a draft of your assignment. You should be at least halfway finished with your project. Then, in the textbox, address the following questions: 

1. Where are you in your project? What have you done and what do you still need to do?

2. What concerns do you have at this point? 

3. What specific feedback would you like from your group members? 

With your group, look at the Criteria for Success section of the assignment prompt (pasted below). Evaluate each person's project thus far using the checklist and post your notes here. Make sure to address the feedback each group member specified.

Finally, individually, make a to-do list for finishing your project and post it as well. 

This workshop will be assessed using the Draft Workshop Guidelines. 

Criteria for Success

This section reflects the rubric used to grade the project. Use this as a checklist for finishing your project.

General

• The project contains few to no typos and correct grammar

• The project is readable or accessible in the chosen format

• The project is complete and polished

Genre

• The chosen genre is appropriate for the message and audience

• Fonts, graphics, and organization of information help to convey the argument

Argument

• The message is articulated clearly and forcefully

• There is a clear and appropriate use of rhetorical appeals

• The argument presented is backed up by evidence

• The argument does not contain logical fallacies

Process Memo

• The process memo has answered all of the listed questions

• The justification of choices is clear and strong

• There are no glaring grammatical errors

Research/Bibliography

• There is a bibliography that accompanies the process memo

• The bibliography contains at least 3 sources

• The sources are in MLA format

• The sources are relevant for the project

___________________

Social Media as Argument Discussion Post

For this discussion post, please find and share a social media account that is making an argument about something. Then write a 250 word post that addresses the following: 

1. Who is the author of the account? What is their positionality?

2. What type of account is it (Twitter, Instagran, TikTok, other)? Why do you think they chose this method of communication? 

3. Who are their followers/audience? Who are they gearing their posts toward?

4. What argument(s) is their account making? How do you know this? 

5. Rhetorically analyze at least one post, thinking about the use of ethos, pathos, logos, and kairos to convince their audience.

6. How effective is their overall message? 

In at least 100 words, thoughtfully respond to at least two of your classmates' posts.

This discussion post will be assessed using the Discussion Post Guidelines.