Making Change
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In this group project, students will collaboratively propose inclusive changes to a previously analyzed space and individually reflect on their rhetorical choices and group collaboration.
Making Change is a freeform persuasive project designed to develop rhetorical awareness and collaboration. Students will create a persuasive piece in their chosen genre and medium, using evidence to support claims and incorporating outside perspectives to strengthen their argument.
Making Change Learning Objectives
- Apply observational and analytical skills from Observation and Value Analysis to a collaborative research and design context.
- Analyze spaces through an equity and inclusion lens, recognizing barriers experienced by marginalized communities.
- Collaboratively plan and execute a multimodal project that proposes a meaningful and feasible change to a public or institutional space.
- Synthesize primary research data from multiple sources to strengthen rhetorical arguments.
- Reflect critically on individual rhetorical choices, collaborative methods, and group problem-solving strategies.
This project is connected to the Student Learning Outcomes (SLOs) through:
Genres & Formats
- Multimedia persuasive project (video, podcast, website, infographic)
- Collaborative presentation (5–10 minutes)
Rubric
- Making Change
| Criterion | Exceptional | Met | Not Met |
|---|---|---|---|
| Choosing a topic | Your topic is of appropriate scope with a clear set of stakeholders and a clear sense of the larger set of conversations in which this topic participates. | You have selected a topic of appropriate scope and with a clear set of stakeholders. | The topic selected is unclear or of inappropriate scope. |
| Choosing a vehicle | Your choices of medium and genre are well-aligned with your task and executed proficiently. | You have selected a medium and a genre appropriate to your persuasive goals. | The choice of media and genre may jeopardize the success of persuasive goals. |
| Joining the discussion | Your project seamlessly integrates multiple perspectives accurately and critically. | Your project joins an existing conversation by representing what others have said about this topic. | The project fails to incorporate outside sources or integrates sources irrelevant to the topic. |
| Next Steps | Your specific and appropriate solution is presented as the best of several possible solutions with advantages and disadvantages acknowledged. | Your project identifies a solution and identifies at least 1 concrete step the reader can take to move the project forward. | A solution for the problem is not provided or is not reasonably actionable. |
| Responding to Feedback | You have revised your report substantially and/or thoughtfully based on both your peers’ and your instructor’s feedback. | You have revised your project based on both your peers’ and your instructor’s feedback. | No revisions to the report have been made or only minor changes have been made that do not adequately respond to feedback. |
| Meeting Responsibilities | You have contributed to your project as described in your proposal and have worked well with your team to meet goals and integrate materials. | You have contributed to your project as described in your proposal. | One or more responsibilities of the proposal was not completed, or responsibilities of other team members were taken from them without discussion. |
| Providing Group Evaluations | You have provided an individual group evaluation that explains in detail each members’ contributions to the project and evaluates their performance. | You have provided an individual group evaluation that explains each members’ contributions to the project. | The group evaluation is not provided, is written as a group rather than individual, or does not clearly explain members’ contributions. |
- A copy of the Make a Change:File:Report Grading Criteria.pdf
- Reflection Piece
| Criterion | Exceptional | Met | Not Met |
|---|---|---|---|
| Reflecting on topic | You have clearly explained both how your group selected the problem/opportunity to focus on and how your solution fits the situation. Reasons for these selections are convincing. | You have explained how your group selected the problem/opportunity to focus on and how the proposed solution fits that scenario. | The group’s choice of problem and/or solution is not included or unclear. |
| Reflecting on Media | Your discussion of media and genre links the form of the persuasive project to the specific audience(s) you are attempting to influence. | You have explained why your group chose the specific media and genre you used. | The choice of media or genre is unclear. |
| Reflecting on Your Evidence | You have clearly explained why your group provided the specific evidence for both the problem and the solution. You discuss how and why you chose to represent outside voices in the ways you did. | You have explained why your group provided the specific evidence for both the problem and the solution (including how you represent outside voices). | The choice of evidence is not included or unclear. |
| Reflecting on Your Audience | You have explained specific choices your group made to influence your audience. These choices are likely to have a positive impact. | You explained how your group’s choices influence your audience. | How the group’s choices influenced the audience is not included or unclear. |
| Reflecting on Your Teamwork | You have clearly explained what methods your group used to successfully work together and have included things you would do differently next time based on your experience. | You explain what methods your group used to successfully work together. | The methods used to work together are not included or are unclear. |
- A copy of Making Change Reflection rubric:File:Making Change Reflection Grading Criteria.pdf
Assignment Focus
This writing project is a freeform persuasive project where students identify a local problem or opportunity and attempt to influence real people through intentional rhetorical choices. The project emphasizes persuasion, media selection, collaboration, and integration of outside perspectives.
- Choosing a Topic: The topic must be arguable (with more than one side), significant (affecting a number of people), and local (limited in scope). Students may identify a problem and propose solutions or highlight an opportunity and provide justifications.
- Proposals: Before beginning, students submit a proposal detailing their topic, target audience, and the media/genre they plan to use.
- Group Contracts: Groups must outline responsibilities, specify what each member will turn in, and set deadlines for shared work.
- Joining the Conversation: Projects must include at least 2 outside perspectives, with one representing a viewpoint contrary to the proposed solution, and integrate them effectively.
- Presentation: Groups present their project to the class and may also share it with their intended external audience. Video/audio projects should be 5–10 minutes and follow genre conventions.
- Collaboration Reports: Students submit periodic reports assessing their own and peers’ contributions to the project.
- Reflection: Each student submits an individual reflection (about 800 words) analyzing their rhetorical choices and collaboration methods. Reflections count for 50% of the final grade.
Weekly Structure
Week 1: Rhtorical Appeals
Overview: Focus on Available means of persuasion, choosing problems in spaces, Audience, purpose, and context, Group proposal, and contract drafting.
- Key Source on Available Means
| Name | Description |
|---|---|
| Watch: Available Means | This video teaches how to evaluate source credibility through author expertise, bias, peer review, and timeliness. |
- Alternative Sources on Available means and Group Contract
| Name | Description |
|---|---|
| Read: What are Rhetorical Appeals: The Art of Persuasion | This text introduces ethos, pathos, and logos and illustrates how these rhetorical appeals are used to influence audiences in writing, media, and advertising. |
| Read: Ethos, Pathos, Logos:The three pillars of persuasive communication | This text introduces persuasive writing by explaining ethos, pathos, and logos and outlining key steps for building an academic argument. |
| Watch: Ethos, Pathos & Logos | This video introduces Aristotle’s rhetorical appeals—ethos, pathos, and logos—and shows how they strengthen persuasion and critical awareness. |
| Read: Making Group Contracts | This text explains how group contracts can support effective collaboration by clarifying expectations, roles, and accountability in group work. |
Week 2: Research and Bias
Overview: Focus on reliable sources, avoiding bias, primary data collection review, argument and evidence review.
- Key Source on Research and Bias
| Name | Description |
|---|---|
| Read: Using Research and Evidence | This guide explains how to support academic arguments with credible research and evidence. |
| Read: Types of Bias in Research | This guide explains how to use bias-free language for respectful, inclusive academic writing. |
- Alternative Materials on Research and Bias
Some videos and texts might be useful for your class depending on your needs.
| Name | Description |
|---|---|
| Watch: Research 101: Credibility is contextual | This video explains that source credibility is contextual and depends on purpose, authorship, and source origin. |
| Read: 4 Ways to Differentiate a Good Source From a Bad Source | This article outlines four simple strategies to help students distinguish between credible and unreliable sources when conducting research. |
| Watch: Understanding Bias in Research: A Simplified Guide | This video explains research bias by defining common types of bias and showing how bias can affect the credibility and interpretation of research. |
| Read: How To Avoid Bias in Research: Navigating Scientific Objectivity | This article outlines common research biases and offers strategies to reduce bias and strengthen credibility. |
| Read: Dealing With Bias in Academic Research | This article explains how bias can affect academic research at various stages and offers practical advice to identify, reduce, and manage bias to improve research quality and integrity. |
Week 3: Audience/Data Collection
Overview: Focus on primary data collection review, writing for a specific audience, Secondary data collection and source evaluation.
- Key Sources on Audience and Data Collection
| Name | Description |
|---|---|
| Watch: Research Design: Choosing your Data Collection Methods | This video introduces common data collection methods and explains how different approaches are used to gather and analyze research data. |
Alternative Materials on Audience/Data Collection Some videos and texts might be useful for your class depending on your needs.
| Name | Description |
|---|---|
| Watch: Writing With Your Audience in Mind | This video frames writing as a conversation shaped by audience expectations and context. |
| Watch: 4 types of Audience for your Speech | This video explains how to tailor messages for different audience types to communicate effectively. |
| Read: Audience Analysis and Persuasion | This chapter introduces strategies for analyzing audience values, attitudes, and beliefs to tailor persuasive messages. |
| Read: Learn how to identify your audience and craft your writing to meet their needs | This text focuses on identifying an intended audience and adjusting writing choices to meet reader expectations. |
| Read: Data Collection: Method types and tools | This text introduces data collection methods, tools, and best practices, emphasizing accuracy, ethics, and common challenges in gathering reliable research data. |
| Watch: Data Collection: Definition, Methods & Examples | This video refers to the approaches and instruments used to gather information for research. |
Week 4: Research and Support
Overview: Portfolio Update, Group Conferences, Group Revision
Students' Project Samples & Reflection Essays
- Project Samples
- Reflection Essays