Rhetoric & Composition I: Difference between revisions

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'''COMP 1''' is '''a sixteen-week''' [[First-Year Composition (FYC)]] course that helps students understand how writing changes across genres, media, and rhetorical situations.  
'''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.


'''COMP 1''' consists of two sections:


'''Rhetoric and Composition I''': This course is designed for freshmen with a high school GPA of 3.00 or higher and transfer students without prior first-year composition credit. It helps students develop rhetorical awareness, critical thinking, and writing skills across academic, professional, and digital contexts through traditional essays, multimodal projects, collaboration, and reflective writing. Students learn how to adapt their writing to different audiences, genres, and purposes while building transferable communication skills for college, work, and everyday life.
The course consists of four writing assignments:
 
 
'''Rhetoric and Composition: Foundation''': This course is a supported version of First-Year Composition designed to help students strengthen their academic writing, rhetorical awareness, and confidence as college writers. It particularly supports freshmen entering college with a GED or a high school GPA of 2.99 or below by providing additional guidance in writing, revision, reflection, multimodal composing, and collaborative learning. Through expressive, analytical, and persuasive writing projects, students learn how writing works across different audiences, genres, and contexts while developing transferable communication skills for college and beyond.
Through four scaffolded assignments aligned with the department’s [[Student Learning Outcomes (SLOs)]] and a digital [[ePortfolio]], students develop genre awareness, digital fluency, and rhetorical flexibility while reflecting on their growth as writers.




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! Rhetoric and Composition I!! Description  
! 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 r'''eflective analysis''' explaining their choices.
| [[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]] (2 weeks) || A '''capstone reflection''' where students '''analyze their growth as writers and explain how they will transfer their learning to future writing contexts'''.
|}
 
 
{| class="wikitable"
! Rhetoric and Composition: Foundation!! 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 r'''eflective 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.
| [[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.
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| [[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.
| [[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]] (2 weeks) || A '''capstone reflection''' where students '''analyze their growth as writers and explain how they will transfer their learning to future writing contexts'''.
| [[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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