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.


'''COMP 1''' focuses on helping students understand how writing changes across different genres, media, and rhetorical situations, from personal storytelling to academic and persuasive communication. Through multimodal projects, comparative analysis, collaboration, reflection, and an emphasis on [[genre awareness]] and [[linguistic justice]], students learn to make intentional rhetorical choices that respect diverse language practices and address real audiences and future contexts.
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.




By the end of '''COMP 1''', students will create a digital [[ePortfolio]] that showcases their best work and tracks their growth as writers across contexts.
The course consists of four writing assignments:
This course includes four scaffolded '''Writing Projects''' that build genre knowledge, reflection skills, and digital fluency. These projects are:
 
#[[Literacy Narrative]]
 
#[[Observation and Value Analysis]]
{| class="wikitable"
#[[Making Change]]
! Rhetoric and Composition I!! Description
#[[Reflection Overview]]
|-
| [[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'''.
|}

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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