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ENC1102: Progression of Major Projects
Transcript of ENC1102: Progression of Major Projects
Choosing a Controversial Issue / Topic
General Tips for Choosing a Topic
Choose a topic that matters to you or bothers you personally...
BUT make sure it is a topic that you are willing to think about critically and from different perspectives.
Conduct some preliminary research. It may be worthwhile to spend some time browsing the internet for information about your chosen issue to see what is currently being said about it.
Choose a topic that is specific enough to make for a compelling analysis.
Choose a topic for which you would ultimately like to take action (more about this later).
Project 1: Analyzing Visual Rhetoric
After choosing a topic, students will research the multiple stakeholders who are connected to the issue. From this group, students will select a single organization (company, non-profit, or activist) and focus on the visual arguments of this particular group (advertisements, images, billboards, or PSAs). Choosing two different images created by the chosen organization, students will then analyze how these visual arguments reflect the organization's stated goals.
From Project 1 to Project 2
In Project 1, students analyze visual and rhetorical strategies while demonstrating empathy when describing various stakeholder perspectives. In Project 2, students will evaluate two key stakeholder perspectives on the chosen issue in greater depth, and will use empathetic tone and language while negotiating common ground between these two perspectives. Drawing on research conducted in Project 1, students will choose two stakeholders with seemingly incompatible goals regarding the same issue or topic. They will then negotiate common ground and propose/defend a solution to the issue as it would benefit both stakeholders in concrete ways.
Progression of Major Projects
In the first week or two of the semester, students will choose a controversial topic that warrants consideration. This topic will be the focus for all three projects, so it is important to find one that will lend itself to a semester of development and analysis. When selecting a topic, try to think of a topic about which various people, groups, companies, or organizations might hold different perspectives. Also, ask your teacher about library resources that are available to help you select a strong topic.
In Other Words...
Students will shift from thinking about the visual arguments of one stakeholder to finding common ground between two stakeholders who hold different positions on the issue or topic.
Students will continue to demonstrate empathy.
Students will defend a concrete, potential solution to the issue that would clearly benefit both sides.
Students will shift from considering one stakeholder's position to taking a broader view of the issue at hand. What is the larger context for these stakeholder positions, and how might a third party (the writer) negotiate a compromise that would please both groups?
Project 2: Negotiating Conflicting Interests
Drawing on research conducted in Project 1, students will choose two stakeholders with seemingly incompatible goals regarding the same issue or topic. Students will familiarize themselves with the two stakeholder perspectives and identify why these two stakeholders have not yet come to a solution. Students will then find common ground between these two stakeholders by considering what both have in common--perhaps a shared interest, concern, or need. In light of this common ground, students will brainstorm various solutions to the conflict between these stakeholders and will suggest one particular, concrete solution that would benefit both sides. They will then defend this solution as a workable compromise by considering the goals of both stakeholders, current or past solutions, and the feasibility of the solution's implementation.
From Project 2 to Project 3
Project 3: Composing Multimodal Arguments
Now that students have investigated some of the stakeholders who are actively and publicly invested in an issue of topic--and, in essence, have become a stakeholder, themselves--they will convince a non-engaged stakeholder to care about the issue, and will remediate this call to action using multimodal forms. Students will compel the non-engaged stakeholder to invest themselves in the issue by composing: (1) a formal paper, (2) a remediated multimodal argument, and (3) an oral presentation.
Students will draw on their prior research about the issue or topic and use their knowledge of rhetorical appeals to educate and persuade audiences using written, visual, and verbal strategies in the form of a formal essay, a new medium creation, and a presentation.
For Project 3, however, students will focus on compelling a non-engaged stakeholder to care about their issue, and, ideally, to get involved. Students will also create, rather than analyze, a multimodal argument.