ENGL 1030: Composition & Rhetoric: Consumer Identities (Fall 2017)

PDF: Forsberg_ENG1030_Syllabus_Fall2017




CLASS DAYS: Tuesdays & Thursdays

CLASS TIME: 2:00-3:15PM (#064) and 3:30-4:45PM (#061)

LOCATION: Daniel Hall 412


Contact Information

INSTRUCTOR: Dr. Jennifer Forsberg

OFFICE: Strode 502

HOURS: Tuesdays/Thursdays 12:15PM-1:45PM, Wednesdays 10:00AM-12:00PM via Canvas Chat and by appointment via Adobe Connect

EMAIL: jforsbe [at] clemson [dot] edu



This course focuses on writing and critical thinking by using an approach that teaches rhetorical strategies for reading and composing arguments in both print and digital environments. We will learn to read texts critically and to recognize the different purposes and audiences for arguments. You will compose five writing projects based on issues and research raised in the reading assignments and class discussions during the semester. The writing assignments will give you extensive practice in thinking critically and writing according to the rhetorical conventions of an argumentative essay using the full range of writing processes—invention, arrangement, drafting, revising, editing, and proofreading—for multiple assignments. We will explore the uses of rhetoric as a tool of persuasion in written, visual, and multimodal texts and learn how rhetoric works through attention to persona, audience, and persuasive appeals (such as pathos, logos, ethos, kairos). Rhetoric teaches us how we might persuade others, and whether to be persuaded ourselves. To these ends, we will pay particular attention to cultural and individual assumptions, and how rhetoric and language work to provide effective arguments. These approaches build a foundation for learning strategies of writing about the world in which we all work and live, and should prepare you for critical thinking and critical writing in your college career.

During this course, there will be five key learning outcomes that will guide our learning (established by the Council of Writing Program Administrators). By the end of this course, students should:

Rhetorical Knowledge

  • Focus on a purpose
  • Respond to the needs of different audiences
  • Respond appropriately to different kinds of rhetorical situations
  • Use conventions of format and structure appropriate to the rhetorical situation
  • Adopt appropriate voice, tone, and level of formality
  • Understand how genres shape reading and writing
  • Write in several genres

Critical Thinking, Reading, and Writing

  • Use writing and reading for inquiry, learning, thinking, and communicating
  • Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources
  • Integrate their own ideas with those of others
  • Understand the relationships among language, knowledge, and power

Knowledge of Conventions

  • Learn common formats for different kinds of texts
  • Develop knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics
  • Practice appropriate means of documenting their work
  • Control such surface features as syntax, grammar, punctuation, and spelling.

Processes of Composing

  • Be aware that it usually takes multiple drafts to create and complete a successful text
  • Develop flexible strategies for generating, revising, editing, and proof-reading
  • Understand writing as an open process that permits writers to use later invention and re-thinking to revise their work
  • Understand the collaborative and social aspects of writing processes
  • Learn to critique their own and others’ works
  • Learn to balance the advantages of relying on others with the responsibility of doing their part
  • Use a variety of technologies to address a range of audiences

Composing in Electronic Environments

  • Use electronic environments for drafting, reviewing, revising, editing, and sharing texts
  • Locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases; other official databases (e.g., federal government databases); and informal electronic networks and internet sources
  • Understand and exploit the differences in the rhetorical strategies and in the affordances available for both print and electronic composing processes and texts




Envision In Depth: Reading, Writing, and Researching Arguments 4th Ed. By Christine L. Alfano and Alyssa J. O’Brien. Pearson Longman, 2014 (only the 4th edition is possible, all other editions are different)

Laptop computer




Students are allowed up to FOUR (4) absences without penalty. I do not differentiate between excused and unexcused absences. If you reach the limit of absences by the drop date, I may drop you from the class for excessive absences. I also reserve the right to drop any student who has missed half or more of the total number of classes before the last day to drop a class or withdraw from the University without final grades. I will determine what to do in case of extended illness or personal crisis on a case-by-case basis. However, excessive absences are an adequate reason for being failed in first-year composition, even if students have turned in all the required papers on time. If you use all excused absences, you will not receive unexcused absences above and beyond those excused absences. For example, if a student misses ONE (1) class for athletics, they will have only 3 additional absences to use at her discretion.


Note: After four absences your participation grade will be lowered by three (3%) percent for each additional absence (documented extended illnesses notwithstanding). These penalties cannot be made up in any way.


Note: If I see your cell phone or the use of any electronic device for non-classroom related purposes (e.g. Facebook), I reserve the right to mark you as absent without direct notification regardless of how much time is left in the class period.


Course Disruptions

Any exam or task scheduled for a date that class is cancelled for inclement weather will be rescheduled for the next class meeting unless otherwise noted by the instructor. The instructor will grant any extensions or postponements via Canvas within 24 hours of the weather related cancellation.


In the event that I am late for class, please wait 10 minutes before dismissing yourself without penalty.


Plagiarism and Academic Dishonesty

The following is Clemson’s official statement on “Academic Integrity”: “As members of the Clemson University community, we have inherited Thomas Green Clemson’s vision of this institution as a ‘high seminary of learning.’ Fundamental to this vision is a mutual commitment to truthfulness, honor, and responsibility, without which we cannot earn the trust and respect of others. Furthermore, we recognize that academic dishonesty detracts from the value of a Clemson degree. Therefore, we shall not tolerate lying, cheating, or stealing in any form.”
A simple definition of plagiarism—one that we will expand upon this semester—is when someone presents another person’s words, visuals, or ideas as his/her own. The instructor will deal with plagiarism on a case-by-case basis. The most serious offense within this category occurs when a student copies text from the Internet or from a collective file. This type of academic dishonesty is a serious offense that will result in a failing grade for the course as well as the filing of a formal report to the university.


See the Clemson site below for information about Academic Integrity and procedures regarding the violation of Clemson policies on scholastic dishonesty: http://www.clemson.edu/academics/academic-integrity/



The Writing Center (307 Academic Success Center building)

The Writing Center is a free tutoring service available to the entire student body, regardless of major or academic standing. It provides students opportunities to discuss questions or problems related to academic writing—from generating a topic and thesis to organizing a draft and integrating appropriate citations. The Writing Center’s goal is to help Clemson students become confident and effective writers. As an English 1030 student, you should feel free to utilize the Writing Center to receive additional help or feedback on any course assignments or projects. You can make an appointment with a tutor by visiting the Writing Center’s website (http://www.clemson.edu/centers-institutes/writing/), by calling them at 864-656-3280, or by simply stopping in.


Students with Disabilities

It is university policy to provide, on a flexible and individualized basis, reasonable accommodations to students who have disabilities. Students are encouraged to contact Student Disability Services to discuss their individualized needs for accommodation. For more information visit http://www.clemson.edu/campus-life/campus-services/sds/index.html


Title IX (Sexual Harassment) Statement

Clemson University is committed to a policy of equal opportunity for all persons and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender, pregnancy, national origin, age, disability, veteran’s status, genetic information or protected activity (e.g., opposition to prohibited discrimination or participation in any complaint process, etc.) in employment, educational programs and activities, admissions and financial aid. This includes a prohibition against sexual harassment and sexual violence as mandated by Title IX of the Education Amendments of 1972. This policy is located at http://www.clemson.edu/campus-life/campus-services/access/title-ix/. Mr. Jerry Knighton is the Clemson University Title IX Coordinator and is also the Director of Access and Equity. His office is located at 111 Holtzendorrf Hall, 864.656.3181 (voice) or 864.565.0899 (TDD).

Technology Requirements

This course requires the use of computer technologies in and out of class. Students are expected to bring their laptops to class with batteries fully charged. While some class time is provided for computer literacy instruction, the instructor will either provide additional help on an individual basis or recommend other support for advanced applications.


Office Hours

Please note my office hours above. I will hold drop-in hours on Tuesdays and Thursdays in Strode 502, and will be available to answer quick questions through Canvas Chat from 10A-12P on Wednesdays. In the event you require more detailed attention regarding your writing or course progress, I also offer videoconferences via Adobe Connect by request. Office hours belong to you just as much as our class time. Don’t hesitate to take advantage of my availability and the help I am ready to offer. If you need to contact me outside of class time or office hours, communicate with me by email. I check my email during business hours Monday through Friday. You should not expect to hear from me outside of those times. Please plan accordingly if you have questions about an upcoming deadline or reading.



Grading System:

Clemson University’s grading system is described in the 2016-2017 Undergraduate Announcements, p. 25-27.  Grades of A, B, C, D, F, I, P, NP and W may be given in accordance with academic regulations. For more information on this grading system, please see the Registrar’s web site at http://www.registrar.clemson.edu/html/finalGrades.htm.


Due Dates and Late Work Policy

All assignments are due by 2:00PM on the deadline date unless otherwise specified. The instructor determines the validity of excuses for late work, NOT the student. Work submitted after the deadline will be considered late and incur the following penalty: work can earn up to ¾ credit if submitted within 24 hours of the deadline, and up to ½ credit within 48 hours, and no credit after 48 hours.


Any extension needs to be documented in writing and established in advance of the deadline. Early and proactive communication with me about your situation can only help you do well in class. Conversely, all work may be turned in early for evaluation and/or pre-planned absences.



You will have regular quizzes that test your comprehension of assigned readings. These quizzes must be completed by 2PM on the deadline date detailed in the syllabus. Because they are time sensitive, quizzes cannot be submitted late.


Revision Policy

Your major assignments will often receive peer feedback as well as feedback from me. This feedback is important in your ability to complete quality work as well as fully understand the writing process. With the exception of Project Five: Arguing in Multimedia, you may revise ONE assignment during the term. You may earn full points on this revision, though any late penalties from the original submission still apply. The assignment you select is up to you, but your revision must be resubmitted in FIVE DAYS (including the day returned and weekends). For example, if I return work on Monday AM revisions must be turned in by Friday at Midnight.


Grading Policy

You have access to the Canvas Grade Book at all times and can easily assess your progress and overall score in real time as you work through the course. It is your responsibility to keep up with your grades and to contact me if you believe there is has been an error in your earnings. The time period for this is 2 weeks from the release of a score.


Your major assignments will receive individual grades, as well as individual attention from your classmates and me. These assignments help to track your progress as we move through the semester. They indicate your willingness to be a part of the course, and to collaborate with others in the class. As with any course, you will get out of it what you put into it. Your goal is to demonstrate your development toward mastery of the five learning outcomes for this course. These goals will be discussed throughout the course.



While each writing situation may call for some adjustment in the overall criteria based on the rhetorical situation, the following descriptive rubric is consistent with the values of first-year composition at Clemson and describe very general indicators of how your work and progress will be assessed in the course. Please also use the more detailed rubrics specific to each assignment before submitting your work. Though these rubrics may not be released at the same time as the assignment discussion, they will always be posted no later than one week before the deadline to help you finalize your work.


A: Represents excellent participation in all course activities (including attendance and promptness); all assigned work completed on time, with very high quality in all work produced for the course. Evidence of significant and sustained development across the five learning outcomes.
  • Responds fully to topic and thoroughly addresses issues.
  • Shows unusual or substantial depth and complexity of thought, including strong analysis.
  • Demonstrates clarity, focus, organization, and unity throughout.
  • Thoroughly investigates the topic; shows full development with supporting detail.
  • Documents ideas, information, and questions according to convention.
  • Demonstrates superior control of diction, shows appropriate variety of sentences, and incorporates smooth, well-integrated transitions.
  • Evidences mastery of mechanical and technical aspects of writing.


B: Represents good participation in all course activities (including attendance and promptness); all assigned work completed on time, with consistently high quality in course work. Evidence of marked and above average development across the five learning outcomes.
  • Clearly and directly responds to topic and to issues.
  • Shows depth and complexity of thought; investigates issues and addresses basic counterarguments.
  • Demonstrates effective organization and adequate development.
  • Incorporates a wide range of sources; uses plenty of detail to support ideas and conclusions.
  • Documents sources correctly, with occasional minor errors.
  • Contains only minor mechanical errors and exhibits no pattern of errors.


C: Represents average participation in all course activities; all assigned work completed, with generally good quality overall in course work. Evidence of some development across the five learning outcomes.
  • Addresses question or topic and explores issues but draws no clear conclusion.
  • Shows clarity of thought and organization but fails to show sufficient complexity or depth of thought.
  • Uses only a few basic sources.
  • Attempts to include adequate detail and development but may leave out obvious counterarguments.
  • Attempts to document correctly.
  • Demonstrates competence in mechanics; avoids major errors.


D: Represents weak and uneven participation in course activities; some gaps in assigned work completed, with inconsistent quality in course work. Evidence of development across the five learning outcomes is partial or unclear.
  • Consistently strays from topic; is oblique or irrelevant.
  • Reflects simplistic, reductive, or stereotypical thinking; relies heavily on generalization; shows little evidence of research.
  • Shows poor or confusing organization; is too short.
  • Contains garbled paraphrases; words or passages are nearly plagiarized.
  • Documentation is careless, incorrect, or missing in some cases.
  • Exhibits consistent flaws in language, syntax, or mechanics.
  • Exhibits inadequate research or reading.


F: Represents minimal participation in course activities; serious gaps in assigned work completed, or very low quality in course work. Evidence of development is not available.
  • Distorts topic or assignment; fails to address assignment; fails to establish topic.
  • Provides no development.
  • Contains obvious or deliberate plagiarism; lacks documentation of some or all sources.
  • Displays gross technical or mechanical incompetence and repetitive errors.
  • Exhibits inadequate research or reading.




NOTE: ALL assignments must be in an ELECTRONIC format to Canvas by 2PM on the assigned deadline date. To earn full credit, ALL WORK should have 1” margins, be double-spaced, and have a heading that includes your FULL NAME, THE DATE, THE ASSIGNMENT, ENGL1030 and SECTION/TIME. Uploaded files should be labeled with your LastNameFirstNameAssignmentName.


Project One: Visual Rhetorical Analysis

This assignment requires students develop proficiency in rhetorical analysis and argument by writing a paper that examines a visual text. The aim of your argument is to support a thesis—using the rhetorical tools of persuasion—concerning how your chosen visual text offers a persuasive argument. Using the assigned readings in Envision in Depth and the models available on Envision Online (the Companion Website), make an argument that persuades readers of your thesis. The form of this assignment is an integrated textual and visual essay that utilizes at least two visual images (with captions and figure numbers) and the rhetorical elements of composition, presentation, intended audience, and argument. This assignment should include a Works Cited page, formatted according to MLA standards, and be a minimum of 1200 words.

15% of Final Grade (5% for a First Draft and 10% for a Final Draft)


Project Two: Research Proposal

This assignment requires you to shift from rhetorical analysis of one text and author to broader cultural, social, or political issues and multiple modes of authoring. Before doing any research, you should provide justification for why the research is important. Write a detailed proposal that discusses your topic, planned method, and purpose in depth for your Researched Argument (Project Four). Be sure to cover your topic, your research question and working thesis, your potential sources and problems, and the significance of the proposed project. This assignment should include a preliminary Works Cited page with 3 entries, be formatted according to MLA standards, and be a minimum of 250-500 words.

5% of Final Grade


Project Three: Annotated Bibliography

After identifying potential sources for your Researched Argument (Project Four), compile a list of 5 sources into an Annotated Bibliography (2 must be academic/scholarly sources). List your sources in alphabetical order, provide complete identifying information for each source, and compose a concise annotation for each source. These evaluative annotations should include summaries, important quotations from your source, and/or supplementary information about the source (how helpful is it, what is the authors ethos and stance, use of source material/ background information, etc.). Format according to MLA standards and include Topic/Research Question: and Working Thesis: at the top of bibliography. 10% of Final Grade


Project Four: The Researched Argument

This assignment requires students to practice your rhetorical knowledge and develop an extended researched argument using multimodal composition strategies. Write an argumentative essay on a topic that really matters to you. Remember you are writing an argument to a general and diverse audience, so in order to be persuasive and effective it is necessary to support your claims with evidence from a variety of sources. Remember to incorporate possible objections to your argument (i.e., rebuttals to those objections) with a goal of helping to mediate opposing sides of an issue (rather than offer mere opinions). The goal is not to achieve consensus, but to put forth a well-reasoned and well-supported argument that helps your audience move toward understanding, rather than conflict. Your essay should be at least 2000 words and have a Works Cited of at least 10 sources (4 of which must be scholarly/academic). Your Works Cited and in-text citations must be formatted using MLA guidelines. 25% of Final Grade (This project will have an Outline @ 3%, a First Draft @ 7% and a Final Draft @ 15%)


Project Five: Arguing in Multimedia

This assignment requires students to develop an extended argument using multimodal composition strategies (visual, textual, audio, tactile). Examples of the form your multimodal argument can take are: op-ads, photo-essay, website, remix, collage/montage, video, podcast, mp3 file(s), blog, or other multi-media combinations. It will be important to decide on your topic, create a plan, then organize, and structure your project according to effective argumentative writing and design principles you are learning in this course. The project also requires a Works Cited, or video credits, etc., that documents all sources used. Projects will be evaluated on the overall quality of the argument, the design quality, as well as the creativity and effort needed to produce a final product comparable to a 2000-word traditional essay This does NOT mean your project needs to include 2000 words, but that it should represent an equal amount of work (research, designing, writing). This project will also have a presentation component the final week of class.

20% of Final Grade (8% for the presentation, and 12% for final submission based on the feedback from the presentation)


Participation, Quizzes & Weekly Response Writing

Your participation grade involves contributing to our discussions in class, reading quizzes (indicated with a Q on the schedule), informal draft workshops, teacher conferences, and so on. In other words, participation is measurable and represents your commitment to this course. In addition, we will regularly do in-class writing that you will submit through Canvas, as well as submit 4 assigned blog posts that aim to help get you started on your five main projects and make both the process of writing and the act of critical reflection a habit. You should write a minimum of 250-300 words for. The point is to write frequently, thoughtfully, and informally about the readings and discussions in this class.

25% of Final Grade


SYLLABUS ITINERARY (subject to change)

Important Administrative Dates: Aug. 23: Classes Begin | Aug. 29: Last day to register or add a class | Sept. 5: Last day to drop or withdraw from the University without a W (withdraw) grade | Oct. 31: Last day to drop with a W grade.


What To Expect In Class
Homework To Complete
Thursday, August 24, 2017 Intro to course, assignments, instructor, students.


Discuss plagiarism and academic integrity. Complete the Plagiarism Self Test in class.


Intro to Canvas, work on a little bio with a ‘sell-fie as the first post and be prepared to discuss in class on Tuesday.


Read Ch 1 (2-39) and “”Why We Shop: The Neuropsychology of Consumption” (On Canvas Pages)


Write: Post a little bio with a ‘sell-fie’ of the last thing you bought to Canvas Discussions by 2PM on Tuesday.


Quiz: 8.29 due by 2PM on Tuesday.


Tuesday, August 29, 2017



Discuss Project One: Visual Rhetorical Analysis Assignment: From Selfie to Sell-fie: consumer documents as a rhetorical situation.
Discuss “Why We Shop: The Neuropsychology of Consumption” and Ch 1: How is rhetoric all around us? Tomorrow is the last day to register or add a class
Read Ch 2 (42-87), McWilliams’ “Label Me Confused” (373-375); and Schler’s “Food Blogger’s Dilemma” (344-347).


Write Blog # 1 and Post it 2PM on Thursday: What Kind of Consumer Are You?


Quiz: 8.31 due by 2PM on Thursday.



Thursday, August 31, 2017


Discuss Ch 2 on Strategies of Persuasion and Rhetorical Appeals.

Discuss Read Ch 9: McWilliams’ “Label Me Confused” (373-375) and Schler’s “Food Blogger’s Dilemma” (344-7).


Discuss Cooper Library ENG 1030 resource page (http://clemson.libguides.com/engl1030).

Blog Post #1 Due

Read: Ch 3 (89-131); Elkin’s “Tricks Stores Use To Make You Spend More Money”


Write: Work on First Draft of Visual Rhetorical Analysis. Submit to Canvas by 2PM on Tuesday.


Quiz: 9.5 due by 2PM on Tuesday.

Tuesday, September 5, 2017


Project One: First Draft of Visual Rhetorical Analysis Due: Peer Workshop


Discuss Ch 3 on Invention, Arrangement, and Style (in class focus on Toulmin model pp 102-105).


Discuss Elkin’s “Tricks Stores Use”


Tomorrow is the Last Day to drop a class without a W grade

Read: Ch 4 (136-163), Gosling’s “Identity Claims” (Link On Canvas Pages)


Write: Work on Visual Rhetorical Analysis Assignment based on peer feedback—You will receive my feedback by the end of the week.


Quiz: 9.7 due by 2PM on Thursday

Thursday, September 7, 2017



Discuss Gosling’s “Identity Claims”


Discuss Ch 4 on Planning and Proposing Research Arguments


Discuss Project Two: Researched Argument Assignment—Proposal

Read Paul and Hogan’s “Understanding Consumer Shopping Behavior” (on Canvas Pages)


Brainstorm: Choose a topic or two (see 142) to present to groups on Tuesday.


Write: Finalize Visual Rhetorical Analysis Assignment.


Tuesday, September 12, 2017


Discuss Paul and Hogan’s “Understanding Consumer Shopping Behavior”


Project One: Final Draft of Visual Rhetorical Analysis Due

Group discussions of topics with feedback to each other, outline proposals


Write: Blog Post #2 due Thursday.

Construct 2-3 slides that explain the argument you made in your rhetorical analysis. You will supplement with a brief 2-minute presentation, but aim to have your visuals be representative.


Thursday, September 14, 2017 Blog Post # 2 Due


Brief Visual Rhetorical Analysis Presentations


Discuss Project Three: Researched Argument Assignment—Annotated Bibliography


Library Instruction: How to Find Sources For Project Intro



Read “How Millennials and Baby Boomers Shop” (On Canvas Pages)


Task: Review Cooper Library ENG 1030 resource page (http://clemson.libguides.com/engl1030).


Quiz: 9.19 due by 2PM on Tuesday

Tuesday, September 19, 2017



Discuss “How Millennials and Baby Boomers Shop”


Library Instruction: How to Find Sources For Project Pt. 1


Group Writing: Sample Annotations



Read: Ch 5 (pp 166-208)


Write a draft of your research proposal (see 154-163). Bring the file so it is easy to share.


Thursday, September 21, 2017


In-class conferences and draft workshops on research proposal topics.


Library Instruction: How to Find Sources For Project Pt. 2


Discuss Ch 5 on Finding and Evaluating Sources and the Iceberg of Research (p 168), primary and secondary sources, credibility.


Write: Finalize on Research Proposal Assignment due Tuesday.


Task: Find a source from a scholarly source and a popular source that could work for your essay.



Tuesday, September 26, 2017


Project Two: Research Proposal Due


Discuss source integration (quoting, summarizing, and paraphrasing). Outlining strategies via QCQ


Discuss Project Four: Researched Argument including Outline, First Draft and Final


Read: Ch 7 (265-293) and “Online Shopping Behavior in the Digital Era” (on Canvas Pages).


Quiz: 9.28 due by 2PM on Thursday

Thursday, September 28, 2017


Discuss Ch 7 on Documenting Sources and Avoiding Plagiarism.


Discuss “Online Shopping Behavior in the Digital Era”


Group Writing: Sample Annotations


Read: Ch 6 (212-262) and Etzioni’s “The Crisis of American Consumerism” (On Canvas Pages)


Quiz: 10.3 due by 2PM on Tuesday


Write: Blog Post 3: QCQ Worksheet Due Tuesday


Tuesday, October 3, 2017



Discuss Ch 6 on Organizing and Writing Research Arguments and


Discuss Etzioni’s “The Crisis of American Consumerism”

Blog Post 3: QCQ Worksheet Due

Read: “The New Demographic” (508-9) and “Black Friday Has been Dethroned” (On Canvas Pages)


Write: Finalize Annotated Bibliography Assignment

Thursday, October 5, 2017


Discuss “The New Demographic” (508-9) and “Black Friday has been dethroned” (525-527).


Create a visual map of your paper, structure and outlining strategies


Project Three: Researched Argument—Annotated Bibliography Due



Read: Veblen’s “Conspicuous Consumption” (On Canvas Pages)


Quiz: 10.10 due by 2PM on Tuesday


Tuesday, October 10, 2017



Watch contemporary movie trailers in class as examples of outlines and organizational strategies.


Discuss Veblen’s “Conspicuous Consumption”


Write: Work on outline of Researched Argument due Thursday
Thursday, October 12, 2017  

Project Four: Outline of Researched Argument Due

Workshop of outlines


Strategies for drafting the research argument (226-238); elevating style


Midterm grades available on Canvas today

Write: Work on draft of Researched Argument due on Tuesday, October 24th
Tuesday, October 17, 2017 FALL BREAK


Read: “Factors that Influence Consumer’s Buying Behavior” (On Canvas Pages)


Write: Work on draft of Researched Argument due on Tuesday, October 24th


Quiz: 10.19 due by 2PM on Thursday

Thursday, October 19, 2017


Discuss “Factors that Influence”


Reverse Outlining Activity


Write: Work on draft of Researched Argument due on Tuesday, October 24th
Tuesday, October 24, 2017 Project Four: First Draft of Researched Argument Due Workshop of paper drafts


Discussion of revision techniques

Read Ch 8 (296-338) and “Online Shopping and E-Commerce” (On Canvas Pages)


Quiz: 10.26 due by 2PM on Thursday

Thursday, October 26, 2017


Discuss Ch 8 on Designing Arguments and “Online Shopping and E-Commerce”


Discuss Copyright, Fair-Use, Creative Commons


Write: Revise Researched Argument



Tuesday, October 31, 2017


Discuss Project Five: Arguing in Multimedia Assignment


Discuss strategies/software for Multimedia project.


Brainstorm in groups

Today is last day to drop a class without a final grade

Write: Revise Researched Argument draft based on Instructor Feedback.


Read: Garr Reynolds Tips


Quiz: 11.2 due by 2PM on Thursday

Thursday, November 2, 2017


Continue discussing strategies/software for Multimedia project


Discuss Garr Reynolds’ Presentation Tips


Read and discuss “Powerpoint is Evil” article in class

Write: Revise Researched Argument draft based on Instructor Feedback.


Tuesday, November 7, 2017


Discuss Organizing strategies – storyboards, scripts, etc.

Discuss Envision online content about Delivering Presentations.

Discuss 334-339 on writing for multimedia presentations


Task: Decide on the platform/media for your final project


Write: Finalize Researched Argument Due Thursday


Thursday, November 9, 2017 Project Four: Final Draft of Researched Argument Due


Discuss Organizing strategies – storyboards, scripts, etc.

Discuss Envision online content about Delivering Presentations.

Discuss 334-339 on writing for multimedia presentations


Freewrite: Draft ideas for Photo Essay of Researched Argument

Read: Review (334-339) on writing for multimedia presentations


“Write:” Complete #3 Visual Argument Photo Essay (340) and Submit to Canvas Assignments


Tuesday, November 14, 2017 Photo Essay Presentations in class


Sign up for Tuesday’s conferences

Task: Decide on Platform, Work on storyboards, scripts, etc. for Multimedia Assignment.


Write Blog Post 4: Reflection on the Photo Essay and Presentation

Thursday, November 16, 2017 Blog Post 4 Due


Conference with instructor on Arguing in Multimedia Assignment: Attend At Scheduled Meeting Time Only

Be prepared to propose: platform, scope, argument,

multimedia integration (with an example)

and plan for completion


Write: Work on Multimedia Assignment.



Tuesday, November 21, 2017  

Conference with instructor on Arguing in Multimedia Assignment: Attend At Scheduled Meeting Time Only

Be prepared to propose: platform, scope, argument,

multimedia integration (with an example)

and plan for completion


Write: Work on Multimedia Assignment
Thursday, November 23, 2017  



Tuesday, November 28, 2017 Peer workshop on Arguing in Multimedia Assignment


Complete Course Evaluations


Presentation Schedule Posted; Test Technology, Connections

Write: Work on Multimedia Assignment, Presentation
Thursday, November 30, 2017  

Presentations of

Arguing in Multimedia Assignments



Write: Address Group Feedback to Finalize Multimedia Assignment Before Final Submission
Tuesday, December 5, 2017 Presentations of

Arguing in Multimedia Assignments


Task: Address Group Feedback to Finalize Multimedia Assignment Before Final Submission
Thursday, December 7, 2017 Presentations of

Arguing in Multimedia Assignment


Project Five: Arguing in Multimedia Assignment Due Friday 12/8 by 11:59PM

Task: Address Group Feedback to Finalize Multimedia Assignment Before Final Submission