Rhetoric & Composition I: Difference between revisions

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'''Rhetoric & Composition I''' is a sixteen-week [[First-Year Composition (FYC)]] course designed for freshmen with a high school GPA of 3.00 or higher and transfer students without prior first-year composition credit. Through scaffolded writing projects, multimodal composition, collaboration, reflective writing, and a digital [[ePortfolio]], students develop rhetorical awareness, critical thinking, genre knowledge, and digital fluency.


This Course helps students understand how writing changes across genres, media, and rhetorical situations through assignments aligned with the department’s [[Student Learning Outcomes (SLOs)]]. Through four scaffolded writing projects and a digital [[ePortfolio]], students develop genre awareness, digital fluency, and rhetorical flexibility while reflecting on their growth as writers.
The course emphasizes adapting writing to different audiences, purposes, media, and contexts while building transferable communication practices aligned with the department’s [[Student Learning Outcomes (SLOs)]]. These skills prepare students for academic, professional, and everyday writing situations.




<big>'''COMP 1''' includes four writing projects:</big>
The course consists of four writing assignments:
#[[Literacy Narrative]]: '''A four-week writing project''' that asks students to write a personal narrative and then transform it into a different medium (e.g., podcast, video, or comic) to explore how '''genre, audience, and medium shape rhetorical choices'''. It concludes with a substantial '''reflective analysis''' (50% of the grade) in which students explain their revisions, audience awareness, and rhetorical decisions.




#[[Observation and Value Analysis]]: '''A four-week writing project''' that asks students to '''analyze the language, genre conventions, and communication practices of a specific digital community'''. Working in small groups, they make an evidence-based claim about what counts as a “successful” post by '''examining rhetorical patterns, audience expectations, and community values'''. The project ends with a substantial '''reflective analysis''' (50% of the grade) in which students evaluate their positionality, rhetorical choices, and revisions.
{| class="wikitable"
 
! Rhetoric and Composition I!! Description
 
|-
#[[Making Change]]: '''A four-week collaborative writing project''' asks groups of students to '''propose an inclusive, evidence-based change''' to a previously analyzed public or institutional space, '''using a persuasive genre and medium of their choice'''. Drawing on observational research and an equity lens, they '''create a multimodal argument supported by primary data and outside perspectives'''. The project concludes with a substantial '''individual reflection''' (50% of the grade) evaluating rhetorical choices, collaboration, and revision.
| [[Literacy Narrative]] (5 weeks)|| Students turn a '''personal narrative into a new medium''' (podcast, video, or comic) to examine how '''genre, audience, and medium shape rhetoric''', followed by a major '''reflective analysis''' explaining their choices.
 
|-
 
| [[Observation and Value Analysis]] (5 weeks)|| Students analyze a '''digital community’s communication practices''' to determine what makes a post successful, followed by a major '''reflective analysis''' of their positionality and rhetorical decisions.
#[[Reflection Overview]]: '''A one-week capstone writing project''' that asks students to '''compose a comprehensive reflection analyzing their growth as writers''' across the semester and beyond. Drawing on evidence from course projects and other writing contexts, they '''evaluate their strengths, areas for improvement''', and how they will transfer their learning to future academic, professional, or personal writing situations.
|-
| [[Making Change]] (5 weeks) || A '''collaborative project''' where students '''propose an inclusive change to a public or institutional space''' through a '''multimodal persuasive argument''', followed by an individual reflection on rhetoric, collaboration, and revision.
|-
| [[Reflection Overview]] (1 weeks) || A '''capstone reflection''' where students '''analyze their growth as writers and explain how they will transfer their learning to future writing contexts'''.
|}

Latest revision as of 09:43, 30 May 2026

Rhetoric & Composition I is a sixteen-week First-Year Composition (FYC) course designed for freshmen with a high school GPA of 3.00 or higher and transfer students without prior first-year composition credit. Through scaffolded writing projects, multimodal composition, collaboration, reflective writing, and a digital ePortfolio, students develop rhetorical awareness, critical thinking, genre knowledge, and digital fluency.

The course emphasizes adapting writing to different audiences, purposes, media, and contexts while building transferable communication practices aligned with the department’s Student Learning Outcomes (SLOs). These skills prepare students for academic, professional, and everyday writing situations.


The course consists of four writing assignments:


Rhetoric and Composition I Description
Literacy Narrative (5 weeks) Students turn a personal narrative into a new medium (podcast, video, or comic) to examine how genre, audience, and medium shape rhetoric, followed by a major reflective analysis explaining their choices.
Observation and Value Analysis (5 weeks) Students analyze a digital community’s communication practices to determine what makes a post successful, followed by a major reflective analysis of their positionality and rhetorical decisions.
Making Change (5 weeks) A collaborative project where students propose an inclusive change to a public or institutional space through a multimodal persuasive argument, followed by an individual reflection on rhetoric, collaboration, and revision.
Reflection Overview (1 weeks) A capstone reflection where students analyze their growth as writers and explain how they will transfer their learning to future writing contexts.
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