Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
REQUIRED
MATERIALS
Graff,
Gerald
and
Cathy
Birkenstein.
They
Say,
I
Say:
The
Moves
That
Matter
in
Academic
Writing.
New
York:
W.
W.
Norton
&
Co
Inc,
2010.
Print.
Fresh
Writing.
Ed.
Matthew
Capdevielle
and
Monika
Grzesiak.
Plymouth,
Mi:
Hayden- McNeil,
2012.
Print.
Supplemental
readings
throughout
the
term.
Notre
Dame
e-mail
account
that
you
check
DAILY.
A
WordPress
account
and
blog
(we
will
set
this
up
in
class).
An
MLA
style
manual
(must
have
the
2009
MLA
update)
An
external
microphone
(you
can
get
one
for
around
$20
at
any
office
supply
store.
You
are
also
welcome
to
borrow
one
from
the
300
OShag
Loft
or
share
with
a
classmate).
Access
to
our
Concourse
site
through
InsideND
Digital
Storage:
at
least
one
flash
drive
designated
solely
for
this
class
and
some
kind
of
online
storage.
Notre
Dame
provides
you
with
online
file
storage
via
WebFile,
which
you
can
access
at
https://webfile.nd.edu.
You
may
also
wish
to
sign
up
for
a
free
account
at
Dropbox.com
or
another
online
storage
service.
A
laptop
computer
with
word-processing
and
wireless
Internet
browsing
capabilities.
If
you
do
not
own
your
own
laptop,
the
Office
of
Information
Technologies
offers
a
rental
service
that
may
be
of
interest
to
you
(see
http://oit.nd.edu/equipment/).
RECOMMENDED MATERIALS
COURSE
OVERVIEW
On
the
most
fundamental
level,
this
course
is
an
introduction
to
writing,
rhetoric,
and
research.
Though
each
of
these
terms
can
be
defined
in
numerous
ways,
we
will
focus
most
carefully
on
writing
as
a
process
of
constructing
meaning
through
the
use
of
symbols,
rhetoric
as
the
craft
of
argumentation,
and
research
as
a
process
of
investigation
and
analysis.
While
these
topics
have
long
been
important
cornerstones
of
liberal
arts
education,
digital
culture
and
media
continue
to
shape
the
ways
in
which
we
experience
argument,
with
profound
personal,
political,
cultural,
and
ethical
ramifications.
With
##
percent
of
Americans
indicating
they
get
most
of
their
news
from
satirical
publications
such
as
The
Onion
and
The
Daily
Show,
and
with
the
proliferation
of
memes
that
tackle
controversial
topics
from
abortion
to
z
its
clear
that
humor
continues
to
play
a
fundamental
role
in
our
public
discourse.
Thus,
we
will
spend
the
term
exploring
the
intersections
of
humor,
identity,
argument,
and
media,
grounding
this
exploration
in
rhetorical
principles
that
will
advance
your
ability
to
think
critically about the function and ethics of argument in a fundamentally multimodal public arena. We will examine a variety of texts throughout the term that push the boundaries of conventional argumentation and will explore a variety of topics that engage multiple audiences. I encourage you to make personal connections between the course material and your own interests as much as possible. Thus, whether you are an enthusiastic technology advocate with all the latest gadgets, or a skeptic preferring to live off the grid, you should find plenty of opportunity to develop your perspectives through the crafting of focused, well-supported, rhetorically sound arguments.
Your
Choice
(100
points):
You
will
choose
one
of
the
smaller
essays
completed
throughout
the
term
as
homework
assignments
(see
below)
to
revise
into
a
more
developed,
polished
draft
of
around
5-6
pages.
The
paper
will
draw
from
source
material
and
will
engage
the
themes
of
the
course,
while
showcasing
your
revision
ability.
Due
Tuesday,
4/30
(with
completed
portfolio)
Attendance
and
Participation
(100
points):
Full
participation
in
all
class
activities,
including
(but
not
limited
to)
face-to-face
class
discussion,
discussion
board
threads,
peer
review,
and
collaborative
activities,
is
a
requirement
of
this
course.
You
must
also
fully
complete
smaller
assignments
designed
to
support
the
major
projects,
including
prewriting
activities,
in-class
exercises,
storyboarding
worksheets,
and
so
on.
Sleeping
during
class,
unauthorized
texting/Web
surfing/gaming/etc,
or
being
unprepared
(e.g.,
without
a
paper
for
peer
review
or
unprepared
to
discuss
the
readings)
will
lead
to
your
being
marked
absent
for
the
class
period,
and
you
will
be
responsible
for
any
negative
impact
on
your
grade
as
a
result
(see
attendance
policy
below).
Readings
and
Reading
Quizzes
(50
points):
Critical
reading
is
a
fundamental
part
of
this
course.
The
volume
will
vary,
but
you
should
plan
for
about
20
pages
of
reading
per
class
period.
You
must
come
to
each
class
session
prepared
to
share
your
notes
on
and
responses
to
these
readings.
To
encourage
reading
comprehension,
and
to
help
you
to
identify
key
points
of
connection
between
the
readings,
I
will
periodically
give
unannounced
reading
quizzes
throughout
the
semester.
These
quizzes
cannot
be
made
up
if
you
miss
class,
unless
I
am
provided
with
official
documentation
from
the
university
excusing
your
absence.
Writing
Center
visit
and
Research
Consultation
(pass/fail):
To
orient
you
to
some
of
the
excellent
resources
offered
on
campus
for
writers
and
researchers,
you
are
required
to
attend
at
least
one
Writing
Center
session
and
participate
in
at
least
one
consultation
with
a
research
librarian.
I
must
receive
a
tutor
note
from
the
Writing
Center
and
an
e-mail
or
note
from
the
librarian
in
order
to
give
credit
for
these
requirements.
These
minimum
requirements
should
be
fulfilled
prior
to
Spring
Break,
though
you
are
encouraged
to
continue
making
additional
appointments
throughout
the
semester.
PEER
WORKSHOPS
Throughout
the
term,
you
will
share
your
works-in-progress
with
your
classmates
and
will
provide
feedback
on
works-in-progress
from
others.
The
drafts
you
prepare
for
these
sessions
should
be
the
product
of
your
careful
drafting
and
revision
up
to
that
point.
If
you
need
help
in
your
early
drafting
process
(for
instance,
help
with
selecting
a
topic
or
advice
on
how
to
get
started),
then
please
visit
me
during
my
office
hours
or
make
an
appointment
and
I
will
be
delighted
to
help
you.
You
may
also
wish
to
form
a
writing
group
with
other
members
of
the
class.
Meaningful
participation
in
peer
response
groups
is
REQUIRED.
We
will
discuss
guidelines
for
providing
constructive
feedback
in
class.
ideas may be rough or confusing. May contain patterns of sentence-level error that are severe enough to interfere with communication. F-level work: Work does not meet minimum expectations for the assignment. Shows little to no controlling purpose or thesis. May demonstrate inadequate command of the subject matter, and information may not be presented in a clear and appropriate way for readers. Perspective may be unoriginal, difficult to follow, or not truly argumentative. Connection between ideas may be very rough and difficult for readers to follow. May contain numerous patterns of sentence-level error that are severe enough to interfere with communication.
REVISION
POLICY
This
course
emphasizes
writing
as
a
process,
and
most
writers
find
that
a
work
must
go
through
multiple
revisions.
With
this
reality
in
mind,
you
are
allowed
to
choose
TWO
major
assignments
(with
the
exception
of
the
last
project)
on
which
you
would
like
to
do
substantial
revision
before
the
end
of
the
semester.
The
revised
essay
may
earn
up
to
a
full
letter
grade
above
the
original
graded
draft
(so,
for
example,
if
you
revise
an
essay
on
which
you
earned
a
C-,
then
you
may
revise
the
essay
to
earn
no
higher
than
a
B-.).
If
you
choose
to
revise,
you
must
first
schedule
an
appointment
with
me
to
discuss
your
revision
strategy
within
one
week
of
the
original
assignment
being
returnedI
will
not
accept
revisions
from
students
who
have
not
first
met
with
me.
We
will
establish
a
due
date
for
your
revision
during
our
conference.
FINAL PORTFOLIO ASSESSMENT: While each of your major projects will receive a grade during the course of the term, your final writing portfolio will also be assessed holistically (meaning as a whole) at the end of the semester. For this reason, you should take care to polish all of the essays in your portfolio. You are responsible for keeping copies of your workfailure to submit a complete portfolio at the end of the term will result in a failing grade for the course. We will talk more about portfolio assessment in class.
Unless otherwise specified, major projects will be due by MIDNIGHT on the assignment due date. All drafts should be submitted electronically via Sakai in .doc or .docx format, unless otherwise noted.
ATTENDANCE
POLICY
The
success
of
this
class
will
depend
largely
on
meaningful
group
discussion
and
a
variety
of
collaborative
activities
designed
to
support
the
major
assignments.
For
this
reason,
attendance
is
mandatory.
You
are
allowed
two
absences
without
any
penalty
to
your
grade.
After
that,
a
missed
class
(or
being
absent
through
lack
of
preparation
or
participation)
will
result
in
a
loss
of
points
from
your
participation
score.
If
you
miss
more
than
three
days
of
class,
then
I
will
contact
your
First
Year
of
Studies
advisor.
If
you
miss
six
or
more
days
of
class
(3
weeks),
then
you
will
fail
the
course.
With
the
exception
of
excuses
issued
directly
from
the
Office
of
Residence
Life
on
your
behalf
(i.e.,
death
in
the
family,
service
to
the
University,
etc),
you
will
not
be
allowed
to
make
up
work
missed
while
absent
unless
you
first
make
arrangements
with
me.
use of technology during class time. If you are caught violating this policy, you will be considered absent for that class period and will be responsible for any negative impact on your grade that may result. Also, for privacy reasons, please do not use recording devices in class unless you first gain permission from me and your classmates.
CLASSROOM
DECORUM
Differing
opinions
will
likely
emerge
during
class,
and
while
you
are
not
required
to
agree
with
me
or
your
peers,
you
are
expected
to
be
respectful
and
courteous.
Your
participation
in
class
should
demonstrate
your
understanding
of
good
rhetoric,
which
involves
listening
carefully
and
thoughtfully
to
opposing
positions
and
responding
to
conflict
in
ways
that
are
ethical
and
respectful.
You
should
feel
free
to
express
your
perspectives,
but
be
sure
to
keep
your
focus
on
the
ISSUE
at
hand
and
not
on
the
PERSON
with
whom
you
may
disagree.
Sexist,
racist,
homophobic,
or
otherwise
discriminatory
language
will
not
be
tolerated.
DISABILITY
STATEMENT
If you need accommodations, then please contact Disability Services at (574) 631-7157 or showland@nd.edu to file appropriate documentation.
UNIT 1: WHY AM I LAUGHING? REFLECTING ON AND THEORIZING HUMOR Tuesday, 1/15: Introductions to the course and each other. Homework for next class: Review syllabus and bring any questions to class. Leave a comment with your name on the Welcome entry of the writingirishwordpress.com blog so I can add you to the blogroll. Finish your introductory blog entry. Read Monro, D.H., excerpt from Argument of Laughter, Types of Humor (Sakai) Visit Shit White People Like View What People Think I Do memes Browse some of the images at College Humor Blogging prompt #1 (250 words): How would Monro classify the approaches to humor you viewed for tonights homework? Who would likely be included in or excluded from the intended audience of these texts? Which, if any, of these texts did you find funny? Why or why not? If possible, include an image or quote from some of the texts you discuss. Thursday, 1/17: Introductions, continued. Discussion: What do we laugh at, and why? Assign Audio Narrative. Homework for next class: Boeree, C. George, Humor: A Phenomenological Sketch Read Writing Your Life, WCA pp. 25-29 (Sakai) Read Rhetorical Features of the Personal Essay, WCA pp. 60-64. (Sakai) Read excerpt from Tina Feys Bossypants (Sakai) Brainstorm ideas for your narrative essay. Bring a personal artifact to the next class (ideally one that relates to your narrative) Tuesday, 1/22: Discuss readings. Strategies for narrative essay. Common approaches to humor writing. Show Me, Dont Tell Me exercise. Homework for next class: Read Ziv, The Social Function of Humor (Sakai) Read Lamott, Shitty First Drafts (Sakai) Read Roberts, How To Say Nothing in 500 Words (Sakai) Continue drafting your narrative. Bring a strong draft to the next class. Read/listen to Mosier, Sugary Silence Thursday, 1/24: Workshop. Writing processes. Strategies for revision. Homework for next class: Continue revising your narrative. Read Tips To Ensure a Good Audio Recording Read Narrative Techniques for Digital Storytelling
Begin experimenting with recording your audio essay in GarageBand, Audacity, or another preferred software. Browse American Rhetorics Rhetorical Figures in Sound. Apply at least two of the rhetorical approaches to your Audio Narrative, and be prepared to discuss this approach during the next class.
Tuesday, 1/29: Tips for audio portion of narrative assignment. Medium and message. Homework for next class: Continue revising your narrative (print and audio versions). Read Monro, D.H. Theories of Humor Watch McGraw, Benign Violation Theory Read TSIS, The Art of Summarizing, pp. 30-40. Apply the strategies you read to summarizing the content of the Monro and McGraw texts, and post the summaries to your blog (one entry is fine). Come to class with at least one thought-provoking question about the readings. Thursday, 1/31: Discussion: Theorizing HumorSuperiority, Relief, Incongruity, Benign Violation, and Beyond. The art and importance of summary. Homework for next class: Finish your narrative essay (due Friday, 2/1 by 11:55 p.m., in Sakai) Read Herrick, An Overview of Rhetoric, pp. 1-25 (Sakai) Read Bitzers Rhetorical Situation (Sakai) Watch Monty Python, Argument Clinic Short Essay #1: Rhetorical Analysis (500 words, due in your blog by the next class): Using Herricks framework for understanding rhetorical texts and Bitzers discussion of the rhetorical situation, analyze the rhetorical situation of and strategies employed by a multimedia text of your choice. Be sure to include a picture and/or description of the artifact, as well as relevant quotes/summaries from the Herrick reading as you illustrate how the piece functions rhetorically.
Work in your research group to prepare an engaging presentation/activity on your assigned theory of humor. Finish Pot-of-Gold library tutorial Tuesday, 2/12: Library Day. Homework for next class: Continue considering possible artifacts/lenses for your essay. Read the Harvard Writing Centers Four Parts of a Lens Essay Argument. Work with your research group to investigate your assigned theory. Prepare an engaging presentation/activity on your topic that is both interactive and informative. Thursday, 2/14: Presentations. Application of concepts. Homework for next class: Read TSIS, The Art of Quoting, pp. 42-50. Read Dr. Es 5 Steps to Paragraph Development Review MLA page formatting and citation guidelines in your style manual. A good online source is the Purdue OWL. Apply the page format and source citation guidelines to your Lens Essay (be sure to include a works cited page, too). Read Nugents Mystic and Poetic: Eliots Postmodern Faith in Little Gidding, Fresh Writing, pp. 115-120. Be prepared to discuss the execution of this essay next class. Continue drafting your Lens Essay. Tuesday, 2/19: Quotation activity for Lens Essay. Organization and development strategies. Review MLA format. Homework for next class: Read Skeptics May Object: Planting A Naysayer in Your Text, TSIS pp. 78-90. Apply the strategies you read about to your analysis draft. Listen to Skeptoids A Magical Journey Through the Land of Logical Fallacies Read Read Hitchens Why Women Arent Funny Read Stanleys Who Says Women Arent Funny? Short Essay #2: Rebuttal (500 words, due in your blog by Friday at noon): Identify a position weve discussed this semester that you find flawed or incomplete. Using strategies from the TSIS reading, craft a rebuttal to that position. Be sure to use reasoning, examples, and properly integrated/cited quotes to defend your thesis. Thursday, 2/21: Counterarguments activity. Logical fallacies bingo. Homework for next class: Continue working on your Lens Essay. Be prepared to share a strong draft of your essay during peer workshop on Tuesday. Read So What? Who Cares? Saying Why It Matters, TSIS pp. 92-100. Craft an introduction or conclusion for your Lens Essay that utilizes some of the strategies mentioned in this chapter, and post it to your blog. Read Steps for Revising Your Paper Read Writing Transitions and apply some of the strategies suggested to your Lens Analysis draft. Tuesday, 2/26: Workshop. Strategies for intro/conclusion, making a case for why the argument matters. Homework for next class:
UNIT
3:
LOLCATS,
GRUMPY
CATS,
AND
GOSLINGS,
OH
MY!
INVESTIGATING
HUMOR- RELATED
TRENDS
&
PHENOMENAE
Thursday,
2/28:
Discussion:
Memes
and
Other
Humor
Trends.
Introduce
Causes
Essay.
Assign
research
groups.
Homework
for
next
class:
Finish
your
Lens
Essay,
due
tomorrow
(3/1)
by
11:55
p.m.
via
Sakai.
Be
sure
to
double-check
the
requirements
listed
on
the
assignment
sheet,
and
be
sure
your
essay
reflects
the
strategies
weve
discussed
in
class.
With
your
research
group,
work
together
to
investigate
two
humor
trendsone
contemporary,
and
one
historical.
Prepare
a
presentation
that
makes
an
argument
about
the
causes
for
those
trends.
Begin
completing
your
research
proposal
for
the
Causes
Essay.
Tuesday,
3/5:
Library
Day.
Mini-conferences
about
proposals.
Homework
for
next
class:
Finish
preparing
your
group
presentation.
Synthesis
reading,
TBA
Blogging
prompt
#5:
Using
the
strategies
for
synthesis
you
read
about,
write
a
paragraph
that
could
appear
in
your
causes
essay
that
synthesizes
two
or
more
sources
in
support
of
a
claim.
Finish
your
research
proposal
for
the
Causes
Essay.
Thursday,
3/7:
Presentations.
Synthesis
activity.
Finish
mini-conferences
about
proposals.
Homework
for
next
class:
o Read
As
A
Result:
Connecting
the
Parts,
TSIS,
pp.
101-113.
o Read
In
Other
Words:
The
Art
of
Metacommentary,
TSIS,
pp.
123-131.
o Bring
a
strong
draft
of
your
causes
paper
to
the
next
class.
Be
sure
to
synthesize
sources
in
support
of
your
claims,
and
pay
special
attention
to
transitional
devices
and
metacommentary.
o Review
MLA
formatting
and
citation
guidelines.
SPRING
BREAK
Tuesday,
3/19:
Workshop.
MLA
Jeopardy.
Homework
for
next
class:
Revise
your
causes
essay,
based
on
feedback
you
received
from
your
peers.
Reading
TBA:
Ethics
and
Argument
Thursday,
3/21:
Watch
Anchorman.
Read Jurgenson, What Makes a Meme Visit Know Your Meme and browse the site. Read Causal Arguments, pp. 335-362 (Sakai) Blogging prompt #4: After browsing the Know Your Meme site and reading the Jurgenson piece, select a meme and make a case for either a) the conditions that led to the memes popularity, or b) why the meme failed to go viral or ultimately failed. Use evidence in support of your claims, and be sure to include relevant images and/or links.
Homework for next class: Finish your causes essay, due tomorrow (3/22, by 11:55 p.m., via Sakai) Read Happy Talk News Covers a War Watch Weird Al, White & Nerdy
Homework for next class: Continue drafting your Multimedia Satire. Tuesday, 4/16: In-class work time. Homework for next class: Continue drafting your Multimedia Satire. Be prepared to share a strong draft of your piece during the next class. Thursday, 4/18 Workshop. In-class work time. Homework for next class: Finish your Multimedia Satire (due tomorrow, 4/19, via Sakai). Tuesday, 4/23: Discuss portfolio requirements. In-class work time. Homework for next class: Begin compiling your portfolio, revising your finished projects, and writing your reflective essay. Thursday, 4/25: Last in-class work day. Informed consent, course evals. Homework for next class: Finish compiling your portfolio. Your completed portfolio, including your reflective essay and revised, clean copies of all work produced this semester, should be ready for grading when you walk through the door on Thursday. Tuesday, 4/30 Last Day of Class. Portfolios due when you walk in the door. Showcase finished portfolios. Eat snacks. No final exam.