Awesome ELSJ classes for Spring quarter:

ENGL 113 (see link to course flyer): Writing Center Theory and Practice

ENGL 111 (see link to course flyer): Writing for Social Change

--> Nicole Branch's LibGuide for ENGL 20

--> sign in to engl20.slack.com workspace using your email & password

--> link to our course in Eli Review

Jump to each week: Week 1 || Week 2 || Week 3 || Week 4 || Week 5 || Week 6 || Week 7 || Week 8 || Week 9 || Week 10 || Exam Week

Week 1: what is rhetoric?

Tuesday, 1/7/2020

Thursday, 1/9/2020

Homework:
- Read:
  - “The Rhetorical Situation” Lloyd Bitzer
  - “The Myth of the Rhetorical Situation” Richard Vatz
  - time permitting, review Syllabus (we'll also go over this in class)
- Write:
  - #readings Slack post (due by 8am): 2 parts:
    1. Write a post summarizing Bitzer's description of what a rhetorical situation is and what effects it has, including any questions you have about things that are unclear to you.
    2. Edit your post to include a summary of Vatz's critique of Bitzer and his counterargument about the relationship between situation and meaning, again including notes about about anything that's unclear in Vatz's argument.
  - #artifacts Slack post (due before class ): locate an example of a piece of rhetoric to analyze in light of Bitzer and Vatz's arguments about the rhetorical situation. We'll discuss these examples in class.
In Class:
- SLIDES -- Week 1, Day 2 -- 01/09/2020
- completing course introduction:
  - Course goals & expectations
  - Setting Initial Learning Goals
- what IS rhetoric? where do we see it practiced? --> scaffolding for Rhetorical Artifact Analysis #1
- Introduce Rhetorical Artifact Analysis #1

Week 2: expanding "the rhetorical tradition" beyond ancient Greece

Tuesday, 1/14/2020

Homework:
- Sign up for Eli Review account here: https://app.elireview.com/
  - account setup instructions: https://elireview.com/support/guides/accounts/
  - you don't need to pay for your account: use SCU's institution code SCU161333
  - join our course using this course code: cashew936wovens (see instructions here for more info: https://elireview.com/support/guides/student/courses/)
  - if you have any problems setting up your account, let me know via email or Slack DM
- Read:
  - Read first: "General Introduction" from Bizzell & Herzberg's The Rhetorical Tradition
  - Read second: "Theories" from Rhetorical Feminism and This Thing Called Hope, Cheryl Glenn. NOTE: read only
    - pgs. 49-51 (+ definitions of feminist rhetoric and rhetorical feminism on pgs. 3-4, referenced in chapter opening)
    - pgs. 64-72
    - pgs. 74-95
- Write:
  - #readings-discussion Slack post (due by 8am): choose a passage from each text that highlights the differences --OR-- similarities between the theories of rhetoric described in B&H's "General Introduction" and Glenn's "Theories" and explain the (dis)agreement between the two texts. Use this as an opportunity to clarify your thinking about these dense readings (at least around 1 specific issue), which are synthesizing overviews of a millenias-long conversation you're just entering. And as always, use your reading post to bring up any questions you have about the reading.
In Class:

Thursday, 1/16/2020

Homework:
- Read:
  - selected chapter from Silence and listening as rhetorical arts, edited by Cheryl Glenn and Krista Ratcliffe. NOTE: requires sign-in to SCU library.
    Read only the chapter you signed up for:
    - Ch. 10: Gesturing toward Peace: On Silence, the Society of the Spectacle, and the “Women in Black” Antiwar Protests -- Ashley Elliot Pryor
      - Alice
      - Andrew Nguyen
      - Luke
      - Taylor
    - Ch. 12: With Our Ears to the Ground: Compassionate Listening in Israel/Palestine -- Joy Arbor
      - Daley
      - James
      - Kahana
      - Andrew Phelan
- Write:
  - #readings-discussion Slack post (due by 8am):
    - explain how silence/listening is theorized as a rhetorical act (grounded in specific references to your chapter), connecting this concept to our discussion of rhetoric so far
    - do a bit of Internet research on the rhetorical artifacts being studied (woman in black protests, Palestine/Israel conflicts ~2005, etc) to provide context for the rhetorical analysis done in your chapter
  - Artifact Selection & Brainstorming -- Rhetorical Artifact Analysis #1 due by 10:00 am
In Class:
- SLIDES -- Week 2, Day 2 -- 1/16/2020
- giving good feedback
  - using Eli Review to rate & plan for using feedback:
- peer feedback on Artifact Selection & Brainstorming: link to task in Eli Review -- https://app.elireview.com/unit/student/activity/module_id/9101/activity_id/44250
- Arbor & Pryor jigsaw discussion: how do you analyze an event, person, or text using rhetorical theory? where do you begin? what "moves" do you make? --> scaffolding for Rhetorical Artifact Analysis #1

After class deadlines:

- due by end of day on Thursday: complete peer review of Artifact Selection & Brainstorming in Eli Review
- due by end of day on Friday: Drafting Planning -- Post Peer Feedback -- Rhetorical Artifact Analysis #1

Week 3: indigenous American rhetorical traditions

Tuesday, 1/21/2020

Homework:
- Sign up for an instructor conference for Rhetorical Artifact Analysis #1 on 1/28 using this spreadsheet: https://docs.google.com/spreadsheets/d/11Aw0bMnXFXFBilRjbU5SIF5EymAmMi1nHaXOFKfnD7A/edit?usp=sharing
- Read:
  - Monroe "Defining Principles of Plateau Indian Rhetoric" from Plateau Indian Ways with Words: The Rhetorical Tradition of the Tribes of the Inland Pacific Northwest (to see how this chapter fits into Monroe's book as a whole, you can also peruse SCU library's digital copy)
  - Nordstrom "Rhetoric and resistance in Hawai'i: how silenced voices speak out in colonial contexts" from Rhetorics of the Americas: 3114 BCE to 2012 CE, except
    - Skim/skip pgs. 119-125 "Hawai'i: A Brief Contextualization"
    - Skip pgs. 134-136 "Noenoe Silva's Aloha Betrayed"
- Write:
  - #readings Slack post (due by 8am):
    - Which idea discussed in today's readings is the biggest departure (the most different) from the rhetorical ideas we've discussed so far? Why? What does it add?
    - What idea(s) from the reading fit comfortably within the rhetorical concepts we've discussed so far in class, and why? What does the indigenous American origin of this idea add to our existing conceptualization of this concept?
    - optional: revise Learning Goals before class on Tuesday 1/21 -- if you do this, email/message me to let me know.
In Class:
- SLIDES -- Week 3, Day 1 -- 1/21/2020
- unpacking rhetorical silence/listening
- artifact analysis using Plateau Indian/Hawai'ian artifacts
- web of rhetoric exercise (get started)
- Artifact Analysis #1 debrief & process decisions

Thursday, 1/23/2020

Homework:
- Sign up for an instructor conference for Rhetorical Artifact Analysis #1 on 1/28 using this spreadsheet: https://docs.google.com/spreadsheets/d/11Aw0bMnXFXFBilRjbU5SIF5EymAmMi1nHaXOFKfnD7A/edit?usp=sharing
- Write:
  - prepare Peer Review Draft -- Rhetorical Artifact Analysis #1 for in-class peer review

In Class: virtual class (not meeting in SJ 311, complete peer review virtually, via Eli Review)
- peer review of Rhetorical Artifact Analysis #1 on Eli Review -- complete by end of day Thursday
- due by end of day on Friday 1/24: complete Revision Planning -- Post Peer Review Draft -- Rhetorical Artifact Analysis #2 on Eli Review

Week 4: indigenous American rhetorical traditions, cont'd

Tuesday, 1/28/2020

Class cancelled for Rhetorical Artifact Analysis #1 Conferences
- Conference schedule: https://docs.google.com/spreadsheets/d/11Aw0bMnXFXFBilRjbU5SIF5EymAmMi1nHaXOFKfnD7A/edit?usp=sharing
Conference Draft -- Rhetorical Artifact Analysis #1 due before conference time
Revision Planning -- Post Conference Draft -- Rhetorical Artifact Analysis #1 due by end of day Tuesday

Thursday, 1/30/2020

NOTE: Office hours rescheduled to 1:15-2:15 on Thursday 1/30 due to search committee conflict.
Homework:
- Read (review from 1/21):
  - Monroe "Defining Principles of Plateau Indian Rhetoric" from Plateau Indian Ways with Words: The Rhetorical Tradition of the Tribes of the Inland Pacific Northwest (to see how this chapter fits into Monroe's book as a whole, you can also peruse SCU library's digital copy)
    - Nordstrom "Rhetoric and resistance in Hawai'i: how silenced voices speak out in colonial contexts" from Rhetorics of the Americas: 3114 BCE to 2012 CE, except
      - Skim/skip pgs. 119-125 "Hawai'i: A Brief Contextualization"
      - Skip pgs. 134-136 "Noenoe Silva's Aloha Betrayed"
- Write:
  - #readings Slack post (due by 8am): Revisit your post from 1/21 and the list of terms we're using to create our webs of rhetoric. How are you defining those terms you focused on from Monroe and Nordstrom (and any others that stood out to you as you reviewed those readings for today's class), and where do you see them fitting into your group's web of rhetoric?

In Class:
- - SLIDES -- Week 4, Day 2 -- 1/30/2020
  - artifact analysis using Plateau Indian/Hawai'ian artifacts
  - web of rhetoric exercise (continue). photos from work during week 3:
    - Alice & James.jpg
    - Andrew & Andrew.jpg
    - Kahana & Luke.jpg
    - Link to list of rhetorical terms: https://docs.google.com/document/d/1Sb6yTS_5rVfXmywmOI2P8ecDtM0CuCdJxRmlFDMizl4/edit?usp=sharing
  - Artifact Analysis #1 peer & instructor debrief, questions

BONUS FRIDAY, 1/31/2020

- Submit Final Draft -- Rhetorical Artifact Analysis #1 by 11:59pm Friday

Week 5: rhetorical circulation

Tuesday, 2/4/2020

Homework:
- Read:
  - from Still Life with Rhetoric: A New Materialist Approach to Visual Rhetorics by Laurie Gries
    - Ch. 5 "Iconographic Tracking" -- skip/skim:
      - pgs. 113-117
      - pgs. 126-131
    - Ch. 8 "Obama, Hope, Parody, and Satire" -- skip/skim:
      - pgs. 204-214
- Write:
  - #readings Slack post (due by 8am): 2 questions about Gries reading
    1. a comprehension question clarifying Gries' methods of analysis and/or analysis of the circulation of the Obama Hope image
    2. a discussion question we can use to understand, apply, critique, and or put her ideas into conversation with other rhetorical theories we've studied
  - #artifacts Slack post (due before class): an image whose circulation through the digital and/or material world we can examine as a test case to apply Gries' ideas to

In Class:
- SLIDES -- Week 5, Day 1 -- 2/4/2020
- Learning Goals Check-in #1
- link to original learning goals from beginning of quarter: Setting Initial Learning Goals
- Mid-quarter feedback
- introduce Final Draft -- Rhetorical Artifact Analysis #2
- analyzing visual rhetoric in circulation --> scaffolding for Rhetorical Artifact Analysis #2
  - Gries Ch. 5 "Iconographic Tracking" & Ch. 8 "Obama Hope, Parody, & Satire
  - Lebduska "Racist Visual Rhetoric and Images of Trayvon Martin"
  - Lloyd "LeBron’s Essay and the Circulation of Regional Rhetoric"
  - McVey & Woods "Anti-racist Activism and the Transformational Principles of Hashtag Publics: From #HandsUpDontShoot to #PantsUpDontLoot"
  - Wetherbee "Picking Up the Fragments of the 2012 Election: Memes, Topoi, and Political Rhetoric"

Thursday, 2/6/2020

due by 10am Artifact Selection & Brainstorming -- Rhetorical Artifact Analysis #2
peer review in Eli Review of artifacts for Rhetorical Artifact Analysis #2 -- complete by end of day on Thursday 2/6
- Link to Eli Review peer review task: https://app.elireview.com/unit/student/assignment/module_id/9101/assignment_id/63840/deliverable_id/64002
Complete Drafting Planning -- Post Peer Review -- Artifact #2 Brainstorming & Selection by end of day Friday 2/7
- Link to Eli Review revision plan task: https://app.elireview.com/unit/student/assignment/module_id/9101/assignment_id/63840/deliverable_id/64002

Week 6: rhetorical reclamation & tone/delivery in rhetoric

Tuesday, 2/11/2020

Homework:
- Read:
  - selections from Southern Horrors and Other Writings; The Anti-Lynching Campaign of Ida B. Wells, edited & with historical context by Jacqueline Jones Royster. A heads-up about the content of Tuesday's readings: they feature 19th century journalist Ida B. Wells's writing which sought to inform the American public about the racist violence represented by the lynching of men, women, and children in the post-Civil War South and to rally public support to condemn and punish lynching as a crime. Let me know if you have questions about this.
  - Read these parts:
    - "Lynching & Reconstruction" (pgs 1-11) (Royster)
    - "Wells and the African American Agenda" (pgs. 14-19) (Royster)
    - "The Case According to Wells" (pgs. 27-39) (Royster)
    - "Southern Horrors: Lynch Law in All Its Phases" (Wells) (pgs. 49-72)
- Write:
  - #readings Slack post (due by 8am): What persuasive techniques do you see Well using in "Southern Horrors"? Cite 2+ specific examples and explain the persuasive techniques she's using in each.

In Class:
- SLIDES -- Week 6, Day 1 -- 2/11/2020
- comments on Learning Goal Check-in #1, mid-quarter feedback
- Introduce Rhetorical Intervention Project
- framing rhetorical reclamation: Royster's work with Ida B. Wells (Royster "Introduction: Lynching & Reconstruction, Wells and the American Agenda, The Case According to Wells") --> scaffolding Rhetorical Intervention Project
- scaffolding for Rhetorical Artifact Analysis #2: Wells' rhetoric, adapting classical tropes of invention.
  - Tropes summary page: http://rhetoric.byu.edu/Canons/Invention/topics_of_invention/topics.htm
  - Webs of rhetoric from past weeks:
    - Alice & James.jpg
    - Andrew & Andrew.jpg
    - Kahana & Luke.jpg
    - Link to list of rhetorical terms from previous weeks' work: https://docs.google.com/document/d/1Sb6yTS_5rVfXmywmOI2P8ecDtM0CuCdJxRmlFDMizl4/edit?usp=sharing

Thursday, 2/13/2020

Homework:
- Read:
  - selections from Unruly Rhetorics: Protest, Persuasion, and Publics edited by Jonathan Alexander, Susan C. Jarratt, & Nancy Welch
    - Abraham "Steven Salaita's Rhetorical Refusal"
    - Rodriguez & Kuebrich "The Tone It Takes: An Eighteen-Day Sit-In at Syracuse University"
- Write:
  - #readings Slack post (due by 8am): What makes Salaita's and the Syracuse protestors' rhetoric unruly? Why does that matter, especially considering the other rhetorics we've studied, especially Wells'?
  - #artifact Slack post (due before class): a current example of "unruly" rhetoric for us to analyze in class

In Class:
- SLIDES -- Week 6, Day 2 -- 2/13/2020
- carrington "Implicating the State: Black Lives, A Matter of Speculative Rhetoric"
- representing embodied rhetoric across online and offline spaces (Anderson "Walking with Relatives"; Rodriguez & Kuebrich "The Tone It Takes"; carrington "Implicating the State") --> scaffolding for Rhetorical Artifact Analysis #2
- framing rhetorical reclamation 2 (Abraham "Steven Salaita's Rhetorical Refusal") --> scaffolding for Rhetorical Intervention Project

BONUS FRIDAY 2/14/2020:

Due by end of day Friday: Informal Proposal for Rhetorical Intervention Project (for feedback form instructor)

Week 7: writing & research week

Tuesday, 2/18/2020

Homework:
- Write:
  - Due by 10am: Peer Review Draft -- Rhetorical Artifact Analysis #2
  - Complete peer review task in Eli Review by end of day Tuesday 2/18
  - Complete end of day Wednesday 2/19 on Eli Review: Revision Planning -- Post Peer Review Draft -- Rhetorical Artifact Analysis #2

Thursday, 2/20/2020: REMINDER: meeting in Library Room 206

Homework:

Write:
- prepare Research Agenda for Intervention Project for in-class research workshop
- sign up for Rhetorical Artifact # 2 conference on 2/25: https://docs.google.com/spreadsheets/d/1R_gP11XyQHMQsz-WSfIueDCeGXW5BqTiaf6U-56xtfg/edit#gid=0
- Sign up for Annotated Bibliography & Conference for Rhetorical Intervention Project on 3/3: https://docs.google.com/spreadsheets/d/1II1CcBnZ3dJKPzZxsLXcCWETHYY9g3Lfv32GKYI2b5o/edit#gid=0
In Class:
- in-class research workshop: Nicole Branch's LibGuide for ENGL 20
- peer feedback on rhetoric descriptions
- SLIDES -- Week 7, Day 2 -- 2/20/2020

Week 8: disabling rhetoric

Tuesday, 2/25/2020

Class cancelled for conferences (held in my office, SJ 203):
- Due before conference time: Conference Draft -- Rhetorical Artifact Analysis #2, submitted to Camino dropbox
- See schedule for conference times: https://docs.google.com/spreadsheets/d/1R_gP11XyQHMQsz-WSfIueDCeGXW5BqTiaf6U-56xtfg/edit#gid=0
Sign up for Annotated Bibliography & Conference for Rhetorical Intervention Project on 3/3: https://docs.google.com/spreadsheets/d/1II1CcBnZ3dJKPzZxsLXcCWETHYY9g3Lfv32GKYI2b5o/edit#gid=0

Thursday, 2/27/2020

Homework:
- Read:
  - Lewiecki-Wilson "Rethinking Rhetoric through Mental Disabilities"
  - Heilker & Yergeau "Autism and Rhetoric"
  - review assignment description for Annotated Bibliography & Conference
  - review assignment description for Presentation -- Rhetorical Intervention Project
- Write:
  - #readings Slack post (due by 8am): What rhetorical principles do the disability rhetorics described by Lewiecki-Wilson and Heilker & Yergeau challenge? How do their rhetorical theories compare to others we've read about that challenge conventional rhetorical principles?
- Sign up for Annotated Bibliography & Conference for Rhetorical Intervention Project on 3/3: https://docs.google.com/spreadsheets/d/1II1CcBnZ3dJKPzZxsLXcCWETHYY9g3Lfv32GKYI2b5o/edit#gid=0

In Class:

BONUS FRIDAY, 2/28/2020

- Submit Final Draft -- Rhetorical Artifact Analysis #2 by end of day Friday

Week 9: material rhetorics

Tuesday, 3/3/2020

class cancelled for Annotated Bibliography & Conferences
- Due before conference time: Annotated Bibliography, submitted to Camino
- Conference schedule: https://docs.google.com/spreadsheets/d/1II1CcBnZ3dJKPzZxsLXcCWETHYY9g3Lfv32GKYI2b5o/edit#gid=0
Research Conference Debrief & Next Steps due by end of day Tuesday

Thursday, 3/5/2020

Homework:
- Read:
  - selections from Rhetoric, Through Everyday Things edited by Scot Barnett & Casey Boyle --> NOTE: opening chapter links requires SCU Library login
    - Chapter 9. Materiality’s Rhetorical Work: The Nineteenth-Century Parlor Stereoscope and the Second-Naturing of Vision / Kristie S. Fleckenstein
    - Chapter 13. Assemblage Rhetorics: Creating New Frameworks for Rhetorical Action / Jodie Nicotra
  - Review description for Final Learning Reflection assignment
- Write:
  - #readings Slack post (due by 8am): Compare Fleckenstein's and Nicotra's arguments for material agency/the agency of objects and policies. What's the same, and what's different about them?
  - NOTE: In class, I'll ask you to consider other examples of objects/networks as rhetorical agents -- feel free to start brainstorming about that, if you have a moment.

In Class:
- SLIDES -- Week 9, Day 2 -- 3/5/2020
- Overview of Portfolio, due Thursday 3/19 @ 5pm:
- re-theorizing rhetoric (Fleckenstein "Materiality's Rhetorical Work"; Nicotra "Assemblage Rhetorics")
- permission to use student work
- course evaluations
- link to Eli Review/Peer Review Research Study: https://scu.az1.qualtrics.com/jfe/form/SV_4HK0UO1x6BXdioB
- Presentation Planning Google Doc: https://docs.google.com/document/d/1YPs0evHT8S_MqFfjOD2_ndlFOVDIpS-znFLU20-Rz94/copy
- countering material rhetoric (Trice & Potts "Building Dark Patterns into Platforms: How GamerGate Perturbed Twitter’s User Experience")

Week 10: Rhetorical Intervention presentations & course wrap-up

Tuesday, 3/10/2020

Homework:
- Prepare for Rhetorical Intervention Project Presentations
In Class:
- course evaluations
- Eli Review study
- Rhetorical Intervention Project Presentations
- Feedback on classmates' presentations using Eli Review: https://app.elireview.com/unit/student/activity/module_id/9101/activity_id/46467
- rhetoric wrap-up, using Harlot's #definerhetoric model

Thursday, 3/12/2020

- No class meeting. work on Instructor Feedback Draft of Rhetorical Intervention Project
- due by end of day: Synthesis of Audience Feedback & Response -- Rhetorical Intervention Project, submitted as Eli Review "revision" plan incorporating peer and instructor feedback

BONUS SATURDAY, 3/14/2020

- Submit Instructor Feedback Draft to by end of day on FRIDAY 3/13/2020: NOTE: Submit your draft in a format I can embed comments in (Google Doc with editing/commenting permission, Word .doc/.docx, etc -- NOT .pdf or .pages format).

Exam Week

Final Portfolios due FRIDAY 3/20/2020 @ 5pm, including