Rhetoric & Composition II: Difference between revisions

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<big>'''COMP 2'''</big> is '''a sixteen-week''' research-based [[First-Year Composition (FYC)]] course focused on evaluating sources and making persuasive, research-based arguments, with all assignments aligned with the department’s [[Student Learning Outcomes (SLOs)]]. Through four scaffolded projects and a digital [[ePortfolio]], students conduct individual and collaborative research and reflect on their growth as writers.
<big>'''COMP 2'''</big> is '''a sixteen-week''' research-based [[First-Year Composition (FYC)]] course focused on evaluating sources and making persuasive, research-based arguments, with all assignments aligned with the department’s [[Student Learning Outcomes (SLOs)]]. Through four scaffolded projects and a digital [[ePortfolio]], students conduct individual and collaborative research and reflect on their growth as writers.
 
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<big>'''COMP 2''' includes four writing projects:</big>
{| class="wikitable"
 
! COMP 1!! Description
*[[Comparative Source Analysis]]: '''A five-week''' writing project that asks students to collaboratively design a '''source-credibility rubric''' and then apply it individually in a comparative analysis to '''examine how credibility shifts across academic, popular, and digital contexts'''. Students justify their evaluation criteria, analyze how sources establish trustworthiness, and conclude with '''a substantial reflection''' (50% of the grade) on '''collaboration, rubric design, source selection, and audience awareness'''.
|-
 
| [[Literacy Narrative]]|| A five-week project where 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.
 
|-
*[[Make A Change]]: '''A six-week''' multi-phase group writing project that asks students to select '''a local community issue, conduct both primary research (e.g., surveys, interviews, observations) and secondary research''', and '''present evidence-based recommendations in a public multimodal showcase'''. The project emphasizes responsible research practices, source evaluation, teamwork, and clear communication of findings to a real audience. It concludes '''a substantial reflection''' (50% of the grade) on '''collaboration, rubric design, source selection, and audience awareness'''.
| [[Observation and Value Analysis]] || A five-week group project where 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]] || A four-week 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.
*[[Research Paper]]: '''A three-week''' individual project that asks students to build on their [[Make A Change]] group research to write an APA-style research paper that provides '''background, reports primary research methods and findings (including limitations)''', and offers '''evidence-based recommendations or a call to action'''. The paper emphasizes accurate source synthesis, clear argumentation for stakeholders, and critical reflection on writing and revision.
|-
 
| [[Reflection Overview]] || A two-week capstone reflection where students analyze their growth as writers and explain how they will transfer their learning to future writing contexts.
 
|}
 
*[[Reflection Overview]]: '''A two-week capstone writing project that asks students to '''synthesize excerpts from earlier reflections with new analysis to evaluate their development as writers'''. Using evidence from course projects and other writing contexts, they '''identify strengths, areas for improvement''', and how they will transfer their learning to future academic, professional, or personal situations.

Revision as of 15:12, 22 February 2026

COMP 2 is a sixteen-week research-based First-Year Composition (FYC) course focused on evaluating sources and making persuasive, research-based arguments, with all assignments aligned with the department’s Student Learning Outcomes (SLOs). Through four scaffolded projects and a digital ePortfolio, students conduct individual and collaborative research and reflect on their growth as writers.

COMP 1 Description
Literacy Narrative A five-week project where 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 A five-week group project where 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 A four-week 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 A two-week 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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