i have choice to write about COVID-19 and the Quarantine. also the teachers asks for writers memo.

which means have part1 and part 2 and most importantly have to be rhetorical analysis-demonstrating an understanding of core rhetorical concepts.

pease use single spacing. no need for double spacing i do not know why it says that in order receipt.

 

Project 1: Idea Piece + Writer’s Memo (Rhetorical Analysis)

Basics

This project will be two separate documents:

1. Idea piece (60% of project grade)







2. Writer’s memo -- 4-section analysis of the idea piece (40% of project grade)

Format: 12pt font, double-spaced, 1” margins

Due (final form): Friday, May 22nd

 

Overview

In the first three weeks of this quarter, we’ve started considering not just what texts are trying to convey to their audiences, but how and why they convey those ideas the ways they do. This project asks you to write about a simple(ish) prompt, but to do so with rhetorical intentions, and then to explain how you conveyed your thinking and why you did it in the way you did.

Part 1: Idea Piece -- Minimum of 750 words (60% of project grade)

Idea Piece Prompts: What are we writing about?

Write an organized piece of writing in response to one of the following sets of prompts:

1. What is something you strongly believe? Why do you believe that? Why do you think it’s important? Why might your readers think it’s important?

●       How might your readers disagree with you or see this differently?

1. What is something you wonder about/don’t have an “answer” to, but think about? Why do you think about this? What do you typically think about this concept? Why does it matter to think through this concept/issue (for you or for your readers)?

●       How might your readers disagree with you or see this differently?

1. What is something that frustrates you? Why does it frustrate you? Why does it matter to think through this frustration (for you or for your readers)?

●       How might your readers disagree with you or see this differently?

 

Idea Piece Evidence: What do I draw on in this piece of writing?

As we have seen, this kind of writing draws from a mixture of sources--the writer’s history, remembered experiences/conversations, and the world around them. For this project you are required to draw into your discussion:

●       Memories --This evidence should help the reader “see” or “hear” your perspective. These could include things such as rich descriptions, examples, and anecdotes (smaller stories) within the larger context that help show the reader why this topic matters to you instead of merely telling the reader

●       Others’ voices/writing -- Material that gives your writing context.  While you don’t have to include research for this writing, you could include outside voices that help your readers understand important evidence (moments, examples, etc) or that give insight into how you see the world. For example, you could draw into your writing:

○        Dialogue (as you remember it) from you or others

○        Pop culture/media: song lyrics, quotes from a TV show, movie, etc.

 

Idea Piece Evaluation: What are we being graded on?

●       Title: Idea Piece includes a title that establishes what this text will discuss or explore.

●       Central idea: The introductory paragraphs establish what the writer will examine or explore in this piece and why it matters;

●       Evidence: Writing uses descriptions and stories/moments from the writer’s experiences and the writer’s reflection on those to show readers, not just tell them, how and why they are writing about this topic;

●       Opposing (or different) perspective: The writer anticipates at least one disagreement or different experience readers may bring to this topic and thinks through it;

●       Paragraph construction: Each paragraph’s purpose and connection to the overall discussion is clear and is supported by details.

●       Clarity: The writer uses complete sentences and topic sentences to guide the reader.

●       Cohesion and Support: All paragraphs support and/or explore the central claim about this text or hobby established in the introduction

●       Paragraph transitions: Body paragraphs attempt transitions (see “Course Resources” in the Quick Links module)

 

Part 2: Writer’s Memo -- ~400 words (40% of project grade)

In a memo addressed to me (Caitlin) and your classmates, explain why and how you crafted your Idea Piece the way you did.

 

Required Memo Sections:

 

1. Rhetor & Ethos: What authority or parts of your identity did you draw on to create this piece? How do you want a reader of this Idea Piece to picture you? Why? How does your writing reflect this? Where are specific moments that show your voice, values, or personality?







2. Exigence & Purpose: Other than it being a college assignment, what led you to think through this topic/issue/question?  What experiences made you want to write about this? What were you responding to or hoping to give insights into?







3. Audience(s): What kinds of readers were you anticipating or writing this Idea Piece with in mind? Why did you choose this/these audience(s)? Where in your Idea Piece is your anticipated audience evident?

○        In what ways did you attempt to reach these readers rhetorically? What choices did you make with regard to content, style, and/or technique to appeal to this/these audience(s)? Where does this show up in your Idea Piece?

○        Pathos & Logos: Did you use emotional or logical appeals to try to get your readers to see your perspective or feel a certain way?

1. Constraints: What are some cultural, political, or audience-based contexts that you drew from for your Idea Piece? What limited or constrained your ability to convey your central idea to your audience? Where in your Idea Piece is that evident?

 

Memo Overview

 

Audience for the memo: Your writer’s memo should be addressed to those who read your piece (your classmates and me, Caitlin).

Formality of the memo: Informal/conversational. You can write this like you are just talking through your thinking with your Idea Piece in front of you.

Purpose of the memo:  To demonstrate your understanding of our rhetorical concepts (ethos/pathos/logos, rhetors, exigence, audience, constraints) and how they impacted the creation and revision of your Idea Piece

Evidence to use in this memo:

● “Quoted” sections/moments (or paragraph #s) of your Idea Piece.

●  Your thinking -- why did you make the writing choices that you made?

● Drafting stuff: notes from classmates, me (Caitlin) or anyone else you had read your drafts

 

 

Learning Outcomes: Why are we doing this?

Our goals for this assignment include:

●       Demonstrating an understanding of core  rhetorical concepts;

●       Supporting a line of thought across multiple, increasingly complex -- yet connected -- paragraphs;

●       Practicing self-organizing paragraphs (beyond the 5-paragraph essay format);

●       Participating in academic discourse with reader awareness;

●       Connecting ideas by employing evidence and warrant work in our writing;

●       Receiving and incorporating draft feedback in the revision process.

 

Schedule: How are we building this?

☆Note: These dates are for general planning only. Always defer to what is listed in Canvas Modules for homework assignments, due dates, and requirements.

●       By Friday, 5/8: Assignment sheet read + brainstorm ideas due

●       By Monday, 5/11: Response to classmate brainstorms, project proposal + ~500 words of free-writing

●       By Friday, 5/15: ~600 words of writing for workshop + 1 rhetorical analysis reflection

●       By Monday, 5/18: Workshop responses due  + Caitlin feedback

●       Ongoing: Monday, 5/18 -- Friday, 5/22: Draft conferences with Caitlin available

●       Friday, 5/22: Project 1 (Idea PIece + Memo) due in final submission