Schedule

August 25

August 30

  • Full course introduction; Rhetorical Analysis Assignment introduction; Discuss reading; discuss rhetorical analysis; “Rhetorical Strategy”; join CUNY Academic Commons.
  • Homework for September 1 (due 11:59 PM Aug. 31):
    1) Post to the “Rhetorical Analysis” section of Blackboard links to three potential works for rhetorical analysis. “Works” for this assignment can be articles assigned by Professor Acocella on his Blackboard page of readings for the class, or they can be other works not assigned by Professor Acocella that you find on your own. They don’t just have to be articles, either, but can be book chapters, videos, photographs, Op Ed pieces, web sites, blogs, or any work of communication that interests you and that you would enjoy analyzing. Whatever you choose, it must strike you as a meaningful response to a rhetorical situation and as containing a rhetorical strategy that you can analyze and write about.
    2) Watch Discussion Board Etiquette
    3) Register for CUNY Academic Commons

September 1

  • Rhetorical Analysis: Further Discussion; in-class practice rhetorical analysis, using List of Rhetorical Terms; active vs. passive sentences.
  • Homework for September 6 (due 11:59 PM Sept. 12)
    1) Read Shitty First Drafts.
    2) Post to Blackboard a Messy Draft of your Rhetorical Analysis Essay.
    3) Register for CUNY Academic Commons

September 6

  • Assignment Review; Proper Formatting for Essays; MLA Format; What is “evidence”; Weaving Quotations; Rhetorical Analysis further practice; Discuss Shitty First Drafts
  • Homework for Sept. 8 (due 11:59 PM Sept. 7):
    1) Post to the “Rhetorical Analysis” section of Blackboard a link to the article you have chosen for your rhetorical analysis and a one-sentence description of why you chose this article.
    2) Post to Blackboard your Messy First Draft of your Rhetorical Analysis essay, if you have not already posted it.

September 8: (Note: Bring a Laptop Computer to this class)

  • Groups. Rhetorical Analysis practice. Create a Web Site on CUNY Academic Commons. Note: laptop computer required for this class.
  • Homework for September 13 (due 11:59 PM Sept. 12):
    1) Post to the “Short Essays” section of Blackboard a 1- or 2-sentence research question to investigate during the library session on 8/13
    2) Begin revising your Messy First Draft into a Workshop Draft.
    3) Create a Web Site on CUNY Academic Commons and post a link to it

September 13 (Note: Class Meets in Library Room STC-3)

  • Library Visit, Library STC-3.
  • Homework for September 15 (due 11:59 PM Sept. 14):
    1) Post to Blackboard a Workshop Draft of your Rhetorical Analysis Essay


September 15 Note: Bring Three copies of your Workshop Draft to class

  • Rhetorical Analysis Peer Review. Bring Three copies of your Workshop Draft to class
  • Homework for September 20 (due 11:59 PM Sept. 19):
    1) Post to Blackboard a Research topic that you would like to pursue for the rest of the semester

September 20

  • Introduce Argument Essay Assignment; Class Brainstorm: decide on a topic for the rest of the semester.
  • Homework for September 22 (due 11:59 PM Sept. 21):
    1) Post to Blackboard final draft of Rhetorical Analysis Paper
    2) Add your name to, or adjust your name on, the Group List.

September 22

  • Discuss post-assignment reflections; Discuss Argument Essay Assignment; Discuss what makes a good thesis statement; Diction game.
  • Homework for October 6 (due 11:59 PM October 5):
    1) Post to the “Rhetorical Analysis” section of Blackboard a 400-word Post-Assignment Reflection about the experience of composing the Rhetorical Analysis paper. Honestly describe how the essay process went for you, and reflect on the extent to which you have achieved one or more of the course learning outcomes of the FIQWS program (be sure to address these). The work you do for this assignment will become part of your final self-assessment essay at the end of the semester,
    2) Post to the “Argument Essay” section of Blackboard a list of five potential sources for your Argument Essay, at least three of which must be scholarly articles.
    3) Read Assignment Description: Description of an Animal
    4) Post to the “Short Essays” section of Blackboard: a 400-word description of an animal. Choose an animal that you personally observe. Brainstorm about it and describe everything you can about it in as concrete and interesting a way as you can.

October 6

  • Discuss Sources, types of sources. Discuss Argumentative Essays, “Annotated Bibliography,” How to write a good thesis statement. Proper formatting for Essays; MLA Format Review.
  • Homework for October 11 (due 11:59 PM October 10):
    1) Post to blackboard a thesis topic proposal for your Argument Essay. The proposal should include a one-sentence statement of your thesis and an annotated bibliography of at least three scholarly articles plus two additional articles (five articles altogether). Under each article, write two sentences explaining how the article will contribute to your argument and to the mission of your group.
    2) Read Argumentative Essays and Synthesizing your Research Findings

October 11 (Note: Bring Laptop Computer to this class)

  • Review what makes a good research question; review group plans and individual contributions; develop site on CUNY Academic Commons.
  • Homework for October 13 (due 11:59 PM October 12):
    1) Create a site on CUNY Academic Commons, including your Rhetorical Analysis Essay as an item on the main menu, and post a link to your site in the “Short Essays” section of Blackboard
    2) Begin drafting your Argument Essay.

October 13

  • Paper Formatting; Thesis Statements; Writing Exercise; In-class Work; Work on Personal Web sites
  • Homework for October 18 (due 11:59 PM October 17):
    1) Post a complete first draft of your Argument Essay to Blackboard for peer review.
    2) Bring three copies of your Workshop Draft to class on Tuesday.



October 18 (Note: Bring 3 copies of Workshop Draft to Class)

  • Peer Review: Argument Essay Workshop Draft. Bring three copies of your draft to class.
  • Homework for October 20 (due 11:59 PM October 19):
    1) Read the assignment description for the Public Awareness Campaign on the Course Site and post three questions about the Public Awareness Campaign project to Blackboard.
    2) Begin working on your final draft of your Argument Essay.

October 20

October 25

  • Discuss reading; review and discuss Genre and Genres; Examples of Public Awareness Campaigns; review of setting up web sites and web site plug-ins.
  • Homework for October 27 (due 11:59 PM October 26):
    1) Submit Final Draft of Argument Essay

October 27 (Note: return edited copy of Workshop Draft in class)

  • Review and Discuss Genre and Genres; Review process of Gantt Chart, Contract etc.; Review use of CUNY ACademic Commons and plug-ins; Meet in Groupe
  •  Homework for November 1 (Due 11:59 PM October 31):
    1) Post post-assignment reflection about the argument essay to Blackboard. Reflect on the extent to which you have achieved one or more of the course learning outcomes. 2-3 pages.
    2) Meet with groups to begin preparing Gantt Chart, Contract etc.

November 1

Discuss post-assignment reflections; Review Public Awareness Campaigns; meet with groups for collaborative research project; rename group; sign up for group conferences on Group Conference Sign-up Sheet

Homework for November 3 (due 11:59 PM November 2):
1) Update your personal web site to include your Argument Essay and post link to “Short Essays” section of Blackboard;
2) Meet with your group to continue preparing Outline, Gantt Chart, and Group Contract;
3) Sign up for group conferences on Group Conference Sign-up Sheet.

November 3

  • Review Public Awareness Campaigns; meet in Groups
  • Homework for November 8 (due 11:59 PM November 2):
    1) Post Outline, Gantt Chart, and Group Contract to Blackboard

November 8 – Election Day

  • Group conferences; meet in Groups
  • Homework for November 10 (due 11:59 PM November 9)
    1) Continue to work on your Public Awareness Campaigns

November 10 

  • Group conferences; meet in Groups
  • Homework for November 15 (due 11:59 PM November 14):
    1) Continue to work on your Public Awareness Campaigns

November 15

  • Group conferences; meet in Groups
  • Homework for November 17 (due 11:59 PM November 16):
    1) Complete web sites in preparation for peer review.
    2) Post link to draft Public Awareness Campaign Sites to Blackboard
    3) Sign up for a group presentation date on the Group Presentation Sign-up Sheet

November 17 (Note: please bring laptop to class for peer review of web sites)

  • Peer Review of Public Awareness Campaigns. Note: bring laptops to class for this peer review.
  • Homework for November 22 (due 11:59 PM November 21):
    1) Post to Blackboard a 200-word response to one of the group web sites that you did not respond to during the in-class peer review. Use the Questions for Public Awareness Campaign Peer Review as a guide in writing your response. Be sure to state how you think the site could be improved.
    2) Post to Blackboard a two-sentence description of two ways you have decided to improve your own group’s web site in response to seeing others’ sites or listening to others’ ideas about your own.

November 22

  • Presentation workshop; meet with groups for collaborative research project.
  • Homework for November 29 (due 11:59 PM Nov. 28):
    1) Continue Preparing Public Awareness Campaign
    2) Confirm sign up for your group’s presentation date.

November 29

  • Group Presentations

December 1

  • Group Presentations

December 6

  • Group Presentations
  • Homework for December 8 (due 11:59 PM December 7):
    1) Post link to final Public Awareness Campaign to Blackboard
    2) Post Personal Evaluation of Group Project/Public Awareness Campaign to Blackboard
    3) Brainstorm and begin drafting your self-assessment essay

December 8

  • Portfolio Workshop
  • Homework for December 13 (due 11:59 PM Dec. 12):
    1) Post Portfolio and self-assessment essay to Blackboard

December 13

  • Last Class; reflective in-class writing exercise.

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