Unit Project: Rhetorical Narrative

Prepared for: ENC 1101 & ENG 6937

Prepared by: Ariel Henriquez, Jeremy Mobley, Kristen Mullen, & Stephanie Selander
December 4, 2014

Table of Contents
ENC 1101: Syllabus (pg. 3)
Adapted from Christing Gregorys and Nick Vagnonis ENC 1101 Syllabi

Statement of Learning Outcomes (pg. 10)

via Florida International Universitys ENC 1101 website.

Assignment Sheet (pg. 11)

adapted from http://eng112oer.weebly.com/rhetorical-narrative.html

Unit Breakdown for Instructors (pg. 13)

Week #1 (pg. 13)
Week #2 (pg. 16)
Week #3 (pg. 19)
Week #4 (pg. 22)

Unit Breakdown for Students (pg. 25)

Blackboard-ready!

Key Points: Successful Implementation (pg. 29)

Need-to-know for success in the classroom.

Classroom Activity: Exploring Texts (pg. 30)

Adapted from Day #1s activities in the unit breakdown.

ENC 1101: Syllabus

Writing and Rhetoric I
Fall 2014 (Section U01)
Instructors: Ariel Henriquez, Jeremy Mobley, Kristen Mullen, & Stephanie Selander
Class Hours: M/W/F from 9:00 - 9:50 in HL 250
Office Hours: M/W/F from 10:00 to 10:45, 1:00 to 2:30 (or by appointment) in GL 150.
E-mail: [email protected]. [email protected], [email protected], & [email protected]
(Email is the best way to reach us, and we will usually reply within 24 hours.)

Introduction
Welcome to ENC 1101: Writing and Rhetoric I, the first of FIUs two-part writing sequence. Since
much of your work here at FIU and beyond will likely involve writing and communication, its
logical that one of your first classes here should be a writing class. Learning to write well, much
like learning to speak another language, happens gradually and requires lots and lots of
practice. Also, just as we speak differently with different people in different situations, we often
write differently depending on what is asked of us. These are all rhetorical decisions. In ENC
1101, youll slow down and really think critically about what you write, how you write, and to
whom youre writing. Youll look at lots of other writers too, and through this process of analysis,
practice, and reflection, youll learn more about rhetoricthe art of effective communication.
The course requires basic computer skills and frequent Internet access. If you have any
doubts about your abilities in these areas, please speak to me immediately.
By the end of ENC 1101, you should be able to do the following:
Respond in writing to various rhetorical purposes and address the needs of various
audiences;
Develop your ideas through a recursive process of writing, revision, and editing;
Display appropriate format, structure and stylistic choices to meet audience needs and to
satisfy your rhetorical purpose;
Develop an effective thesis and support it with reasons and evidence;
Interact with complex texts, explore alternative perspectives, and articulate and support
your own perspective in response;
Incorporate sourced materials into your own work through effective use of quotation,
summary, paraphrase and citation using MLA or other appropriate style manual;
Exhibit appropriate syntax, punctuation, and spelling;
Develop a rhetorical vocabulary for understanding and talking about writing.

Course Materials
Required Texts:
Ramage, John, John Bean and June Johnson. The Allyn and Bacon Guide to Writing. New
York: Pearson, 2013. Customized for Florida International University. Fifth edition. ISBN:
9781269453141.
Lunsford, Andrea. The Everyday Writer. Boston: Bedford/St. Martins, 2013. Customized for
Florida International University. Fifth edition. ISBN: 9781457673221.

Required Online Components:

-Blackboard - We will be using Blackboard for online discussions and the sharing of various
course information such as assignment sheets and weekly schedules. Complete login
instructions are available at fiu.blackboard.com. For help, visit http://ecampus.fiu.edu/
student_help.php.
Turnitin.com - Turnitin.com will be used through Blackboard to submit both major essays and
smaller homework assignments. Through Turnitin.com, you can view and print my comments
and grades on your work. Turnitin.com also monitors submitted assignments for plagiarism.
Email: It is your responsibility to check your FIU email at least once between every class
session.
Other Resources:
-FIUs Center for Excellence in Writing (writingcenter.fiu.edu) - The CEW provides students
with free, one-on-one feedback sessions for any writing assignment.
-Google Drive (drive.google.com) Google Drive (formerly Google Docs) provides free online
document storage and word processing.
-FIU Department of English Website (writing.fiu.edu) - Our department website has a variety
of resources to help you become familiar with your rights and responsibilities as an FIU student.
Other Materials:
-A large, college-ruled composition notebook for journal entries and other in-class writing.
Please bring your journals to every class session.
-A two-pocket folder for submitting your final revision portfolio (optional).

Policies
Participation: Your written and spoken contributions to this class are essential, both for your
own improvement as a writer and critical thinker and for the class as a whole. Much of our time
in class will consist of large- and small-group discussions as well as in- class writing
assignments, and while each class session will have specific goals or outcomes, its really up to
you to determine the mood of the class. By offering your own insights, opinions, and questions,
youll make the class discussion more fun and interesting for everyone. In order to make good
contributions, however, youll need to come to class prepared. This means completing reading
and writing assignments prior to class so that you can participate fully in the discussion. I will
occasionally give unannounced quizzes to gauge your preparedness.
Showing up to class on time and attending regularly will earn you a 75% participation grade.
Anything above that will require more effort on your part. You can improve your participation
grade by: contributing regularly to class discussion with informed opinions and questions,
participating actively during group work, staying alert and engaged throughout class. You can
damage your participation grade by: showing up late to class, missing class frequently,
talking while others are talking, using your laptop, tablet or phone for non-class-related tasks,
sleeping.
Attendance: The work we do in class will be directly connected to homework and major writing
assignments. As such, attendance including arriving on timeis crucial, and will be a
significant part of your participation grade. If you arrive more than five minutes past the starting
time of class, you will be considered late. If you arrive more than 15 minutes late, you will be
considered absent. Per English Department policy, you must attend 80% of face-to-face
meetings in order to pass this class. This means that missing six or more classes is
grounds for failing the course.

Office Hours: As stated above, I hold office hours on class days or by appointment. Office
hours are your time to get personalized feedback on any of the work we do in class. Skype or
phone conferences are also an option if you cant make it to office hours.
Grading: To pass ENC 1101, you must receive a final grade of C or higher, and you must
submit a satisfactory draft of all of the major essay assignments. Your final grade consists of the
following components:
- Unit 1: Rhetorical Analysis 15%
- Unit 2: Rhetorical Narrative 20%
- Unit 3: Analyzing and Synthesizing Ideas 25%
- Unit 4: Timed Writing 10%
- Homework/Online/In-class Work 20% - Participation/Attendance 10%
You must submit a satisfactory draft of all three major essays in order to pass this course.
Grading Scale:
F = 0-59.9
D- = 60.0-62.9
D = 63.0-66.9
D+ = 67.0-69.9

C- = 70.0-72.9
C = 73.0-76.9
C+ = 77.0-79.9
B- = 80.0-82.9

B = 83.0-86.9
B+ = 87.0-89.9
A- = 90.0-92.9
A = 93.0-100

If at any point in the semester you have any questions or concerns about your grade or your
standing in the class, please come see me. Addressing your questions and concerns is part of
my job. If after speaking with me you still have concerns, you may also contact Dr. Kimberly
Harrison ([email protected]), Director of FIU's Writing and Rhetoric Program or Associate
Director Michael Creeden ([email protected]).
Revisions: At the end of the semester, I will allow you to revise the first two essays of the
course. If the revision shows significant improvement, you will receive a higher grade, which will
replace the original grade. In order to submit a revision, you must first submit a draft and receive
a grade and comments. Deductions for lateness carry over to revised grades.
Late Work: No late homework assignments will be accepted without permission from the
instructor prior to the assignment deadline. Late final drafts lose three points per day late.
Formatting: All work, unless otherwise noted, should be typed, double-spaced, in 12-point
standard font with black type. Pages must be numbered and should have standard one-inch
margins on all sides. Major essays should adhere to one of the major paper formats (MLA, APA,
ASA, Chicago, etc.) ,which we will discuss in greater detail.
Plagiarism: Since the goal of this course is to gain experience writing and thinking critically,
plagiarizing someone elses writing, ideas, or work (presenting it as your own) defeats our
purpose. While we will discuss plagiarism in class, it is your responsibility to familiarize yourself
with FIUs strict disciplinary policies regarding plagiarism, which are available at policies.fiu.edu.

Academic Integrity
FIUs code of Academic Integrity includes this pledge, acknowledged of every registered
student:
As a student of this university:
I will be honest in my academic endeavors.
I will not represent someone elses work as my own.
I will not cheat, nor will I aid in anothers cheating.

This course will observe the FIUs Code of Academic Integrity in cases of academic misconduct,
including cheating and plagiarism. Please take the time to review FIUs policies on academic
misconduct at www2.fiu.edu/~oabp/misconductweb/1acmisconductproc.htm. Assignments in
blatant violation of the honor code will receive an automatic zero and are ineligible for a rewrite.
As the policies indicate, I am obligated to report any violations, which can remain on your
academic record and can even result in dismissal from the university.
I find that most violations of academic integrity that I come across fit into two categories: the
desperate student and the confused student. You want to do everything you can to avoid being
desperate or confused about completing your assignments honestly.
Here are some tips:
To avoid violating the code due to confusion, make sure you have 100% understanding of what
it means to represent someone elses work as your own, and what constitutes cheating. Keep in
mind that this is something that can vary culturally! For American academic writing, citing
sources effectively is the key every source that is used anywhere in your writing must be
documented according to a particular style. In this class, were using MLA. You should expect to
master MLA documentation in this class, and cite carefully for every assignment. Otherwise, you
may run the risk of violating the honor code.
Desperate students may violate the honor code in more deliberate ways. This happens, Ive
noticed, when they find themselves without anything to write or at a dead end with a due date
quickly approaching. You can avoid this by keeping up with the assignments step by step, and
taking advantage of appropriate resources (like the Writing Center) if youre getting stuck or
fighting writers block. If you find the deadline approaching, it is better to submit a late paper for
a reduced s core than to risk the consequences of committing plagiarism.
Finally, if you find yourself searching the internet for inspiration from model essays, be extra
careful! I would advise against this. You might find ideas you want to use in your assignments,
but this often leads to plagiarism. Well talk more about what it means to cite, borrow, and steal
ideas throughout the semester.
Getting Help
Your instructor is your best resource! Please come to me with any problems or questions,
because I want to help you succeed in my class. However, you may find that the class time we
have isnt always enough to ask me questions and get individual feedback on your work. Dont
forget that I am available for you outside of our regular classtime, too. My office hours and
phone number are listed on the top of this syllabus.
Beyond me, students may benefit from other resources FIU offers. Here are some frequent
obstacles students face, and what programs and services FIU provides to assist.
Im having trouble with a writing assignment. I cant get started, organize my ideas, develop this
beyond the first two pages, etc.
Center for Excellence in Writing (i.e. the Writing Center). http://writingcenter.fiu.edu
During any stage of the writing process, the writing consultants at the writing center are
available to help you set clear goals, bring focus to your ideas, and encourage creative and
critical thinking. I may, at any point in the semester, recommend you visit the writing center.
However, I do actively encourage all students to take advantage of this great resource. Even the
most confident writers can benefit from the help our writing center provides. The CEW can be
found on the first floor of the Library (GL120).

Im having trouble reading these academic articles. I am finding it difficult to study effectively. My
high school study strategies arent working in college.
University Learning Center. http://undergrad.fiu.edu/cas/learning/index.html
The Learning Center is also found in GL120, and also has peer tutors available to help you. The
Learning Center is the place to go if you want assistance focused on reading or study skills.
Im really stressed out and its affecting my classwork or my life. Im having personal problems
that are interfering with school.
Counseling Services. http://counselingservices.fiu.edu
If you find your academic performance (or just your daily life) is hindered because of anxiety,
stress, depression, relationship issues, or other personal struggles, FIU offers Counseling and
Psychological Services (CAPS) to help you. CAPS consists of licensed psychologists, licensed
clinical social workers, and trainees with expertise in dealing with student concerns and
development. Registered students are eligible to utilize these services and participate in the
programs.
I have a diagnosed disability and need accommodations in order to do my best.
Disability Resource Center. http://drc.fiu.edu
Any student with a diagnosed disability has access to special accommodations through the
DRC. You must register with the DRC in order to receive such accommodations.

Weekly Schedule
Week 1:
Introduction to ENC1101
Discussion of the writing process
Understand contexts for writing: open- and closed-form writing styles and the rhetorical
situation
Week 2:
Identify a texts rhetorical context and angle of vision
Introduce Rhetorical Critique assignment
Week 3:
Develop critical reading and note-taking habits
Compose a summary; read and summarize another writer's argument succinctly
Evaluate writing for appeals to ethos, pathos, and logos
Recognize the rhetorical strategies and stylistic choices made by experienced communicators
Week 4:
Develop a thesis for rhetorical critique, articulating a clear perspective on how a text works
rhetorically
Write an effective closed form argument (strong, rhetorically sound thesis, effective introduction,
supporting points) defending your rhetorical critique
Week 5: Rhetorical Analysis due
Individual student conferences
Purposefully incorporate textual examples into your own writing
Evaluate style, focusing on smooth transitions between ideas/paragraphs and clear,
professional prose
Conduct editing based on common writing errors and use of citation

Week 6:
Compare and contrast the first two papers; discuss the versatility of what a text can be;
Brainstorm on the texts that you encounter on your daily life
Discuss the effective/ineffectiveness of the rhetoric in the texts youve chosen; Find a common
theme among the texts you have chosen; narrow down list of texts; discuss their similarities and
a common theme
Discuss the struggles or success you had while writing your introduction; review qualities of a
strong introduction; explore how other students are constructing their introductions.
Week 7:
Review key features of open form prose; comparing and contrasting different texts; review the
ladder of abstraction
Identify and work on strategies for enhancing our arguments to pathos; introduce and explore
ways to outline
Compare and contrast outlining styles, edit and peer review outlines
Week 8:
Use outlines to begin drafting your rough draft.
Prepare drafts for conferences and discussing how to integrate personal experiences into a
narrative.
Meet with the professor to conference on your paper
Week 9: Rhetorical Narrative Due
Use peer review to get a readers perspective and see how other students have approached this
assignment; evaluate style, focusing on smooth transitions between ideas/paragraphs and clear,
professional prose; practice giving constructive criticism
use syntax, punctuation, and spelling effectively in service of rhetorical purpose
Resolve any concerns before final revisions, discuss connection to next paper and students
majors
Week 10:
Develop a problematic and significant synthesis question
Research different angles of vision discussing the synthesis question
Summarize multiple complex texts, indicating understanding of the authors' arguments
Week 11:
Analyze the authors' rhetorical strategies
Identify the main themes and issues of the texts, comparing similarities and differences between
the two authors
Explore your own views on the original synthesis question
Week 12:
Show how you have wrestled with different perspectives and synthesized these ideas to arrive
at your own new view of the synthesis question
Develop a focused thesis that indicates your analysis and synthesis, arriving at your own
perspective
Shape the analytical section of the Synthesizing Ideas essay
Use textual evidence effectively to support claims
Week 13:
Shape the synthesis section of the Synthesizing Ideas essay, continuing to support claims with
textual evidence
Cite sources appropriately using MLA guidelines
Integrate sources effectively using summary, quotation, and paraphrasing

Week 14: Analyzing & Synthesizing Ideas Essay Due

Individual student conferences
Get a reader's perspective on your draft and review how other students have addressed this
assignment
Use syntax, punctuation, and spelling effectively to suit a rhetorical purpose
Week 15:
Adapt the writing processes to an abbreviated time frame
Analyze an essay exam question by recognizing cues and by interpreting and responding to key
terms
Produce a written document, written under time constraint, that responds effectively to the
prompt and that exhibits a clear thesis, coherent organization, and content
appropriate to the question
Week 16: Finals Week
Timed Writing Essay

Statement of Learning Outcomes

Produce a final written project that indicates a clear rhetorical purpose and that is
appropriate for a diverse audience of peers;
Use conventions of open-form prose;
Show engagement with issues of language, literacy, rhetoric, or cultures;
Apply knowledge of the following persuasive appeals and rhetorical concepts: ethos,
pathos, logos, angle of vision;
Use specific language (descriptive, figurative, with attention paid to word choice);
Produce a final draft that shows evidence of a thoughtful writing process, including
invention, revision, and proof-reading;
Use syntax, punctuation, and spelling effectively in service of rhetorical purpose.

10

Assignment Sheet
Unit 2: Rhetorical Narrative
Due: Friday, Week #4, at 11:59pm
Objective: For the Rhetorical Narrative, you will tell a story about encountering three different
texts that share a common theme; for example they may have the same author, they might be
the same type of text (3 different billboard advertisements), or maybe each text is part of a
shared narrative (Harry Potter books, Harry Potter movies, and pottermore.com). Whats most
important is your shared personal experience with the texts.
Choose a series of texts in which your experiences with one informs the other. To use the Harry
Potter example, your experience with Pottermore.com might be affected by your prior
experiences with the Harry Potter books, which also might affect your experience with the Harry
Potter films. Each encounter informs the next in a rhetorical narrative. Be sure that its these
encounters that drive your essay.
Once you have decided on a set of three texts, you will use your new knowledge of how to read
a text rhetorically to retell your encounters with each text (What appeals to pathos drew you into
the text? Are you a member of the audience that the text was aimed at? etc.). You should also
consider the texts rhetorically (Are all three texts appealing to the same audience? Do they fall
into the same genre? Are they making the same appeals to ethos, pathos and logos? etc).
As you retell your rhetorical encounter(s) with the set of texts, the following should be clear:
A statement of the common theme between the texts, presenting it as interesting to the
reader.
The rhetorical situation of each text.
Each texts use of rhetorical devices.
A discussion of the connections between the texts that goes beyond the obvious.
Proper use of open form prose and narrative structure.
Specifics: The paper should be 1500 words, minimum, and double spaced. Be sure to include
your name and page number at the top right of each page. Make sure to title your essay. The
title should focus on the substance of your paper and give the reader an idea of what it is youre
writing about.
Consider the rubric on the following page when working on your paper to be sure youre hitting
the key points of the assignment.

11

Does the introduction clearly address the rhetorical strategies of the texts?

10%

Does the intro contain a clear and specific theme?

10%

Does the essay contain a thorough analysis of the rhetorical strategies and
rhetorical situation of each text?

20%

Does the analysis support the theme mentioned in the thesis/intro?

15%

Does the essay adequately use conventions of open form prose?

20%

Is the essay clearly and logically organized? Is it unified and coherent?

10%

Does the essay adequately use descriptive and figurative language? Is the
diction diverse?

10%

Does the essay show evidence of thorough proofreading and editing?

5%
Total:

Final grade:

12

100%

Unit Breakdown for Instructors

WEEK #1
Monday
Read: A&B pages 172-185, rhetorical narrative assignment sheet.
Class Goals:
-Explain the key aspects of the rhetorical narrative assignment sheet.
-Identify and explain the values of a narrative and how it uses rhetoric differently than
the textual rhetorical analysis.
-Discuss what elements of a narrative allow you to engage rhetoric in a
way that a traditional analysis cannot.
-Understand the versatility of what a text can be.
In Class Writing/Discussion/Group Work:
-Discuss the aspects of a narrative that are not prevalent in the textual rhetorical analysis. How
might these elements allow you to better engage rhetoric? Do you think it would be more
liberating or more limiting?
-Discuss the versatility of what a text can be.
-Come up with a list of texts that you encounter on your daily life (at least 3).
-Discuss your texts with your group. Attempt to address the following questions:
-Did your group come up with similar kinds of texts? Why do you think that is?
Or why not?
-What makes it a text?
-What rhetorical strategies do they tend to use? Are some more recurring than
others?
Homework: Add two more texts to your list for a total of five. Post to blackboard with an
explanation of what makes it a text and what rhetorical strategies it uses. Bring this list to class
on Wednesday.

13

Wednesday
Read: Review the section from Chapter 7 in A&B about theme.
Class Goals: students will:
-apply their understanding of theme and how it ties into rhetoric.
-recognize theme in their list of text, choose 3 from their list of 5 to work with.
-begin formulating the introduction to their rhetorical narrative.
In Class Discussion/Writing/Group Work:
-Discuss the effective/ineffectiveness of the rhetoric in the texts youve chosen. Did recognizing
the rhetorical strategies help you recognize a theme or themes among your texts? How so?
How does theme tie into a thesis?
-Find a common theme among the texts you have chosen. Pick three from your list that most
strongly demonstrate that theme. Consider the following questions: What is that theme? What
rhetorical strategies do these texts have in common? Did they affect you in the same way?
-In groups of two or three, discuss the similarities between your texts and why you feel they
share a theme. Give specific reasons and comment/critique the reasoning of your classmates.
Is a theme between the texts clear? Is there a concise, arguable connection between them?
-What themes did you come up with and discuss as a group? Are your texts strong enough to
support this theme? Will you be able to create a rhetorical narrative with the texts youve
chosen? What texts did you and your groupmates have in common? Were there recurring
themes?
Homework : Based on your readings and what you came up with in class today, attempt to
write the introduction to your rhetorical narrative. Attempt to introduce your texts and themes
and the direction that your paper is going to take. Post to blackboard. Peer review at least two
of your classmates posts and give specific feedback (just saying this is good is insufficient.
Explain why you think its good). Try to address the following questions: are the texts clearly
connected to one another? Does the introduction effectively articulate the theme of the paper?
Is the direction of the paper evident? Does it set up an expectation? Does it address the
rhetoric of the texts?

14

Friday
Read: the introduction in the sample essay
Class Goals:
-Discuss, understand, and demonstrate what makes for a good introduction in a rhetorical
narrative.
-Peer review one anothers introductions using the information gathered in class discussion. Workshop introductions as a class.
In Class Discussion/Writing/Group Work:
-Discuss the struggles or success you had while writing your introduction. What was useful
from the sample reading? How was this different than the intro for the textual analysis? Did you
find it more difficult? Easier? Why?
-What makes for a good introduction? What things do you want to try to achieve? What are
some things to avoid? Well create a list on the board of your responses.
-Look at your own introduction and try to find examples of what you are doing well and what you
are not doing well based on your reading and the list weve created on the board.
-In pairs, or groups of three, peer review a classmates introduction using the information weve
put together so far. Try to address the specific issues weve discussed. Dont just say its
good, articulate what makes it good. Are the finding the same positives and negatives you
found yourself? Are you finding things in their work that you overlooked in your own?
-Workshop a volunteers introduction on the projector as a class using the information and
techniques weve been discussing. What is it doing well? How can it be improved?
Homework: Based on the feedback you gave and received today, revise your introduction and
post it to blackboard with a brief explanation of what you revised and why you revised it.
Continue working on your paper. Try to add another 500 words or so. Read pages 482-489 in
the A&B in preparation for the next class.

15

WEEK #2
Monday
(Friday Assignment read: pgs. 481- 489)
Class Goals:
-Compare the key differences and similarities of story and chronology.
-Identify and construct sentences with words and expressions low on the ladder of abstraction
-Review principles of open prose
1. Introduction to Class Goals - 5 mins
2. Review Key features of Open Form Prose - 5-7 mins
-Review features of open-prose on pages 481-483, discuss as a class.
3. Individual Activity 5-7 mins
-Have students turn to page 188-189 and read text, No Cats in America? by Patrick Jos. The
read The Stolen Watch. They will take brief notes on each.
4. Group Activity 17 mins
-Get students into groups of 3-4 and have them do the group activity on page 483. Talk about
question # 1 and then write down your answers to question # 2.
-After the 10 mins has finished, leave 7 mins to ask each group to share what they have written.
-Write the answers to some of the groups statements on the board by creating a list of story
and chronology to help student differentiate the differences between the two.
5. Brief Lecture and Free-write - 10 mins
Lecture for 5 mins on the ladder of abstraction on page 72. Talk about the importance of using
descriptive words low on the ladder of abstraction for this assignment.
-Work with the examples in the book.
-Reinforce the goal of the rhetorical narrative will be to use more expressions low on the ladder.
-Free-write (5 mins) Give students time to brainstorm/write about where they will use
descriptions low on the ladder of abstraction. Ask them to try to write at least two example
sentences.
6. Explain homework assignment for Wednesday - 5 mins
Homework: Come to class on Wednesday with a rough draft of at least 5 points that you will
incorporate into your narrative. Read pgs 445- 450.

16

Wednesday
Goals:
-Develop strategies for enhancing our arguments to pathos
-Analyze different ways to outline
1. Introduction to Class Goals - 5 mins
Todays class will be dedicated to two things. First working on understanding strategies for
enhancing our arguments to pathos and exploring different ways to outline our rhetorical
narrative.
2. Brief Review of Pathos 8 mins
Briefly review pathos and discuss how it contrasts to logos and ethos. Write definitions on
board.
3. Video Clip & Discussion - 5 mins.
https://www.youtube.com/watch?v=2O6eK9PNM1o
-Watch video showing how the actress effectively and ineffectively appealed to pathos.
-Ask students after video to discuss what worked and what didnt when speaker was trying to
appeal to pathos.
-Have students turn to page 358 for some ideas on how we can effectively appeal to pathos for
our rhetorical narrative. Go over those strategies briefly with class
4. Individual Activity - 10 mins
-Have student take out their homework and choose one of the points and one of the strategies
on page 358 to enhance the point they are making by effectively appealing to pathos. They
should write at least a paragraph.
5. Group Activity - 10 mins
-Get students into predesigned groups of 4 where each will share what they have written to their
group members. Tell student to give feedback to their classmates. Write example questions on
the board for students to respond to when giving their feedback.
1. Was the chosen strategy effective for enhancing the appeal to pathos for the chosen point?
2. What could they have done better? (Chose a different strategy? Use more descriptive
language?)
6. Class Discussion - 5 mins
-Go through and read what each groups work. Groups will read in front of the class the
students work that they have decided effectively appealed to pathos the best.
-During discussion ask other students which strategies they used and why and also point out
how they effectively appealed to pathos.
7. Whole Class Activity - 5 mins
-Tell students will talk to a partner for about 3 mins about which outline they think is most
effective for them based on the outlines that they read for homework.
-Go around the room and ask students to share which outline they find most useful for them.
8. Homework Discussion - 1 min
-Student will take those 5 points again that you did for homework and construct an outline, tree
diagram, flow chart or etc. for those points for Friday. They should be almost as detailed as on
pgs 448 and 449.

17

Friday
Goals:
-Assess and refine outlining process
-Reproduce well-written outlines for drafting week
1. Introduction to Class Goals 5mins
-Tell students todays class will be dedicated to refining our outlines as they will be due tonight
at 6 pm.
-Talk about how they will be peer reviewing outlines that working on outlining effectively.
2. Outline Activity - 10 mins
-Tell students to turn to page 188-189 and complete Making Outlines, Tree Diagrams or
Flowcharts. They will be completing an outline, tree diagram or flowchart for Patrick Joss No
Cats in America!
-They will choose which strategy is most effective for them and their writing process.
-Tell them that it will be handed in for a participation grade.
-When they finish, turn to the person next to you and see how they outlined the same essay.
See what points they may have missed that you included and vice versa.
3. Whole Class Discussion of Outline Activity 5 mins
-Ask students to share what they talked about in their partner groups and come to a consensus
as a class about which main points needed to be in the outline.
-Expand on the fact that there are many routes to effectively outlining a rhetorical narrative.
4. Group Activity 15 mins
-Get students into predesigned groups of 4. They will give their outline of 5 points that they did
for homework to one of their group members. After they have reviewed their classmates outline,
they will tell their classmate what they think their narrative will be about based on their points.
-Their classmate will tell them what they think their narrative will be about based on their outline,
have students think about if those points match up with what they wanted to write about.
-Have students ask themselves: Ask yourself, Did my outline, interpreted by my classmate,
match up with the major ideas I want to portray in my narrative?
-Have students clarify any points about their outline to their classmate. When finished, have
students switch paper again to another classmate and repeat the activity.
5. Whole Class Activity 10 mins
-Once groups have finished switching and discussing outlines, nominate one student from each
group to come in front of the class to display their outline and explain their narrative.
-Critique outlines as a class.
6. Review of expectation of outline homework 5 mins
Due @ 11:59PM: Rough Outline

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WEEK #3
Monday
Due today: First 500 words due on Blackboard; read Anne Lamott, Shitty First Drafts
Goals:
-Apply knowledge of outlines to begin drafting your rough draft.
-Demonstrate understanding of drafting strategies and transitioning ideas.
-Compose drafts for conferences.
1. Introduction to Class Goals - 5 mins
Recap last weeks goals and then discuss the goals for the coming week.
2. Review Outline Assignment - 5 mins
For Fridays homework you had to prepare an outline for your draft, and for today, you had to
use that outline to draft your first 500 words. Take a few minutes for the class to journal and
reflect on the following questions:
1) In what ways did using an outline help focus your ideas as you drafted?
2) Did you wind up making any changes to your outline as you drafted your essay? If so,
what changes did you make and why?
These will be turned in for participation credit at the end of class.
3. Discuss Drafting Strategies - 5-7 mins
Discuss the outline reflections as a strategy for organizing your drafts and review the reading
homework, Shitty First Drafts. What are some helpful strategies for writing a first draft? What
are things to avoid doing? The class as a whole will take notes on the projector. These will be
available on Blackboard at the end of class.
4. Four Moves to Transition Ideas: Group Activity - 20 mins
The class will break up into four groups. Each group will be assigned ONE of the strategies for
organizing ideas from Allyn & Bacon, pg. 467-471 (The For Example Move, The Summary/
However Move, The Division-into-Parallel-Parts Move, and The Comparison/Contrast
Move). Each group will answer the following:
1) Define this strategy in your own words.
2) What are the benefits of using this strategy in your essay?
3) What are the downsides of using this strategy?
4) Do you think the example in the book is successful? Why or why not?
After the 10 mins are finished, the remaining 10 mins will be spent asking each group to share
what they have written by presenting their answers to the class.
5. Rough Draft Free-write - 5 mins
Using the strategies discussed prior, youll have several minutes to begin freewriting for the
homework due Wednesday: having 750 words prepared for conferences on Thursday/Friday.
6. Conferences/Explain homework assignment for Wednesday - 5 mins
Homework: Have 750 words drafted by 6pm on Wednesday. Read A&B pg. 544-547.
Sign up for Thursday/Friday conferences by end of class.

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Wednesday
Goals:
-Demonstrate understanding of summary, paraphrasing, and quotations, and then apply that
knowledge to the narrative essay.
-Develop ways to integrate personal experiences into narrative.
-Compose drafts for conferences.
1. Introduction to Class Goals - 5 mins
Todays class will be dedicated to preparing for upcoming conferences. We will discuss the
importance of summary, paraphrasing, and quotations in a narrative essay, as well as the
differences between each.
2. Brief Review of Summary, Paraphrasing, & Quotations - 8 mins
Before we begin our activities, well start by briefly reviewing summary, paraphrasing, and
quotations. Open to A&B pg. 544-545. How do these incorporate sources into an essay? What
sources might you want to incorporate in a rhetorical narrative with these techniques? Discuss.
3. Discuss Incorporating Experiences in Narrative with Phantom Limb Pain - 7 mins.
Read Phantom Limb Pain on page 186 in A&B books. Consider how the author used
summary, paraphrasing, and quotations to establish their narrative. Where were these
techniques used? Were they used effectively, and if so, what did they do effectively? In what
way could they be improved? Discuss as class.
4. Individual Activity - 8 mins
Exchange your rhetorical narrative with another students. Does it adequately provide context
for your analysis with summary, paraphrasing, or quotations? Look over their draft and consider
the following:
1. Has the student used summary, paraphrasing, or quotations to provide adequate context
for his or her analysis? If not, where might this be most useful in their draft?
2. Is the text theyre discussing clear to their audience? Where is this made clear or
unclear?
3. Considering the topic of their rhetorical narrative, would including a personal experience
be a valuable addition to the essay?
5. Group Activity - 10 mins
Exchange one anothers papers back and share feedback. Ask if the student agrees with your
analysis of their draft. Why or why not? Brainstorm methods of improving both essays. Each
essay should receive five minutes of discussion.
6. Free-Writing - 10 mins
Using feedback from the peer review, you may free-write until the end of class-time.
7. Conference Discussion - 1 min
Final questions and reminders of upcoming conferences and the 750 word count due by 6pm.

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Thursday/Friday
Goals:
-Evaluate your progress by conferencing with your professor on the essay.
Possible Questions for Discussions:

21

WEEK #4
Monday
Due before class: Edited draft per conference suggestions.
Goals:
-use peer review to get a readers perspective and see how other students have approached
this assignment;
-evaluate style, focusing on smooth transitions between ideas/paragraphs and clear,
professional prose;
-practice giving constructive criticism
Read before class: http://www.youtube.com/watch?v=24apK7i32xg, A&B 16.4
1. Review the Paper Rubric - 5 min.
Remind student of the key things that need to be covered in their final draft. Remind them how
things are weighted differently
2. Freewrite on the Strengths and Weaknesses of Your Paper - 5 min.
have rubric displayed on screen. Have them try to talk about at least 2 points for each.
Half way through, have them add how they might address the weaknesses.
3. Lecture/Discussion on Providing Constructive Criticism - 10 min.
Start with question regarding/make a list on the board of points that describe constructive
criticism, have them think back to the homework reading on peer review. Migrate into why
contrsuctive criticism is necessary in the writing process, and transition into the necessity of
peer review.
3. Peer Review a Students Paper - 10 min.
Get students into groups of three and have them peer review one group members paper.
Display the question for peer review in A&B
4. Peer Review a Second Students Paper - 10 min.
Switch partners and do the same thing
5. Class Discussion Based on Peer Review - 5 min.
Common themes showing up? Is every doing something particularly well? What patterns can be
addressed that a majority of students are struggling with?
6. Need-to-Know for Next Class - 5 min.
Homework for next class: Make necessary edits to paper; bring edited copy to Wednesdays
class (it can be on your computer/tablet/etc.)
Review The Everyday Writer, pgs. 1-12 (sentence level editing; quiz?)

22

Wednesday
Goals:
-use syntax, punctuation, and spelling effectively in service of rhetorical purpose
Read before class: Review The Everyday Writer, pgs. XX-XX
Quiz on the Assigned Reading - 5-10 min.
For attendance purposes, but also to make sure students are doing the reading, and are familiar
with common errors at the sentence level. Should be around 10 questions on correcting
common errors from the reading.
Edit sentences as a Class - 15-20 min.
Prepare a list of sentences from student essays that demonstrate the common errors from the
readings. Consider patterns that are showing up in multiple students working drafts. Have
students as a class try to correct the errors. Make them knowledgable of how to correct the
errors if they are unsure.
Edit at the Sentence Level (Groups of 3) - 15 min.
See activity from last class. Orienting Questions will be different.
Freewrite on Your Editing Process - 5 minutes
where in the writing process do you edit at the sentence level, does this work, how might you
enhance your editing habits; could open it up to changes in the drafting process from Paper 1 to
Paper 2
Discussion on the Freewrite - 5 min
Homework for next class: Continue editing.
Review Synthesis Essay Assignment Sheet.

23

Friday
Goals:
-Connect the Unit to students majors.
-Discuss connections to the next paper, identifying how to successfully analyze a text.
Read before class: Synthesis Essay Assignment Sheet
Freewrite on Connecting the Unit to Ones Major - 5-10 min.
How will you look at texts differently? What will you be more aware of as you observe the
different media in your major?
Conversation on the Freewrite - 5 min.
(Group Work) Make List of Things That This Unit Can Offer the Next - 10 min.
Should really drive home analysis and continued development of an awareness of rhetorical
devices.
Follow-Up Discussion - 5-10 min.
Final Review of the Rubric - 5-10 min.
emphasize the must haves. Go into detail on the major sections and what students should be
accomplishing. Have students look at their papers for consideration.
Discussion on Last-Minute Questions and Help - 5-10 min.
If students are resistant, ask them questions based on how they have been progressing on their
drafts throughout the week.
Homework for next class: Review Analyzing & Synthesizing Ideas Sample Essay and Kate
MacAulays essay an A&B 224-226 (pay attention to the marginal comments)
Final Draft of Rhetorical Narrative due @ 11:59PM

24

Unit Breakdown for Students

WEEK #1
Monday
Goals:
-Explain the key aspects of the rhetorical narrative assignment sheet.
-Identify and explain the values of a narrative and how it uses rhetoric differently than
the textual rhetorical analysis.
-Discuss what elements of a narrative allow you to engage rhetoric in a
way that a traditional analysis cannot.
-Understand the versatility of what a text can be. In class: Compare and contrast the first two
papers; discuss the versatility of what a text can be; brainstorm on the texts that you encounter
on your daily life
Homework due next class: Add two more texts to your list for a total of five. Explain what
makes it a text and what rhetorical strategies it uses. Bring this list to class on Wednesday
-Review the section from Chapter 7 in A&B about theme.

Wednesday
Goals: students will:
-apply their understanding of theme and how it ties into rhetoric.
-recognize theme in their list of text, choose 3 from their list of 5 to work with.
-begin formulating the introduction to their rhetorical narrative.
In class: Discuss the effective/ineffectiveness of the rhetoric in the texts youve chosen; Find a
common theme among the texts you have chosen; narrow down list of texts; discuss their
similarities and a common theme.
Homework due next class: Based on your readings and what you came up with in class today,
attempt to write the introduction to your rhetorical narrative. Attempt to introduce your texts and
themes and the direction that your paper is going to take.
-Read the introduction in the sample essay.

Friday
Goals:
-Discuss, understand, and demonstrate what makes for a good introduction in a rhetorical
narrative;
-peer review one anothers introductions using the information gathered in class discussion;
-workshop introductions as a class.
In class: Discuss the struggles or success you had while writing your introduction; review
qualities of a strong introduction; explore how other students are constructing their introductions.
Homework due next class: Based on the feedback you gave and received today, revise your
introduction and post it to blackboard with a brief explanation of what you revised and why you
revised it. Continue working on your paper. Try to add another 500 words or so. Read pages
482-489 in the A&B in preparation for the next class.

Paper Topic: Due Friday @ 11:59PM

25

WEEK #2
Monday
Goals:
-Compare the key differences and similarities of story and chronology.
-Identify and construct sentences with words and expressions low on the ladder of abstraction
-Review principles of open prose In class: Review key features of open form prose; comparing
and contrasting different texts; review the ladder of abstraction.
Homework due next class: Rough draft of at least 5 points that you will incorporate into your
narrative.
Read pgs 445- 450.

Wednesday
Goals:
-Develop strategies for enhancing our arguments to pathos
-Analyze different ways to outline
In class: Review pathos and discuss how it contrasts to logos and ethos; discuss how to
effectively appeal to pathos; strengthen your own appeals to pathos; prepare for the outline step
of the drafting process
Homework due next class: Take 5 points that you did for homework last class and construct
an outline, tree diagram, flow chart, etc. for those points for Friday. See A&B 448-449 for an
idea of how detailed it should be.

Friday
Goals:
-Assess and refine outlining process
-Reproduce well-written outlines for drafting week
In class: Compare and contrast outlining styles, edit and peer review outlines
Homework due next class: Finish outline

Paper Outline: Due Friday @ 11:59PM

26

WEEK #3
Monday
Goals:
-Apply knowledge of outlines to begin drafting your rough draft.
-Demonstrate understanding of drafting strategies and transitioning ideas.
-Compose drafts for conferences
In class: Review Outline Assignment; discuss drafting strategies; address Four Moves to
Transition Ideas; rough draft freewrite
Homework due next class: Have 750 words drafted by 6pm on Wednesday.
Sign up for Thursday/Friday conferences by end of class
Read A&B pg. 544-547.

Wednesday
Goals:
-Demonstrate understanding of summary, paraphrasing, and quotations, and then apply that
knowledge to the narrative essay.
-Develop ways to integrate personal experiences into narrative.
-Compose drafts for conferences.
In class: Prepare for upcoming conferences; review of summary, paraphrasing, & quotations;
Discuss Incorporating Experiences in Narrative; share drafts with your peers; address questions
about conferencing.
Homework due next class: Have 750 words drafted by 6pm on Wednesday.

Friday
Goals:
-Evaluate your progress by conferencing with your professor on the essay.
In class: No class
Homework due next class: Make changes to your paper based on conferences.
Watch http://www.youtube.com/watch?v=24apK7i32xg (write a 200-word response)
Read A&B 16.4 (on peer review)

Conference-Edited Draft: Due Friday @ 11:59PM

27

WEEK #4
Monday
Goals:
-use peer review to get a readers perspective and see how other students have approached
this assignment;
-evaluate style, focusing on smooth transitions between ideas/paragraphs and clear,
professional prose;
-practice giving constructive criticism
In class: Review the paper rubric; freewrite on the strengths and weaknesses of your paper;
discuss how to providing constructive criticism; peer review students paper
Homework due next class: Make necessary edits to paper; bring edited copy to Wednesdays
class (it can be on your computer/tablet/etc.)
Review The Everyday Writer, pgs. 1-12 (sentence level editing; quiz?)

Wednesday
Goals:
-use syntax, punctuation, and spelling effectively in service of rhetorical purpose
In class: Edit at the sentence level; freewrite on your editing process
Homework due next class: Continue editing the paper.
Review Synthesis Essay Assignment Sheet

Friday
Goals:
-Connect the Unit to students majors.
-Discuss connections to the next paper, identifying how to successfully analyze a text.
In class: Tie the paper to your major; relate this unit to the next; final review of the rubric;
discuss any last-minute questions
Homework due next class: Review Analyzing & Synthesizing Ideas Sample Essay and Kate
MacAulays essay an A&B 224-226 (pay attention to the marginal comments)

Final Draft: Due Friday @ 11:59PM

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Key Points: Successful Implementation

This unit utilizes two books; The Everyday Writer 5th Edition, and Allyn & Bacon Guide to
Writing 5th edition (A&B).

Students must be introduced to some form of visual analysis. This will give them the chance
to learn how to think rhetorically across mediums

They should be able to think of clear examples beyond a standard text. The more obvious
examples include movies, television shows, music albums, video games. Things that may
not come to mind initially are social media, advertisements, billboards, favorite magazines,
etc.

Student should be introduced to narrative style and open form prose as they begin their
outlining process and before they start drafting. This will ensure that students are not back
tracking to adjust the structure of their essay.

Students need to find a clear connection between their three texts of choice by the end of
week one. These will be approved by the Professor and should be more obvious; e.g. a
shared author, a shared narrative, maybe they are the same type of text.
As they compare and contrast the rhetorical strategies of the three texts they should also be
highlighting the less obvious similiarities (and possibly differences) between the texts. Are
they all appealing to the same audience? Did one text reflect negatively on the authors
ethos? Are they drawing on the same appeals to pathos?
The Unit Plan is organized based on a 16-week M/W/F class. Most Friday assignments can
be adapted to an online medium for a hybrid course, such as Blackboard.
It is recommended that this unit come after the Rhetorical Analysis. However, with some
minor adjusting, it could be used as the first unit of the semester.
The unit should not be shortened to less than four weeks.

Additional Readings

Rhetorical Narrative Online Portfolio - http://eng112oer.weebly.com/rhetorical-narrative.html

Glenn, Cheryl, and Melissa Goldthwaite, The St. Martins Guide to Teaching Writing, 6th ed.
(Bedford, 2008).

Bean, John C. Engaging Ideas: The Professors Guide to Integrating Writing, Critical
Thinking, and Active Learning in the Classroom, 2nd ed. (Jossey-Bass, 2011).

Request access to the Writing and Rhetoric Instructor Resources FIU Moodle Course from
the English Department.

29

Classroom Activity: Exploring Texts

In Class Writing (3-5 minutes)
Considering the rhetorical situation of visual and other multimedia and their use of rhetorical
devices, we can look at a text as more than words on a page. Think of some examples of
specific texts you have encountered in your life that are particularly memorable? Come up
with at least three examples.
Group Discussion (3-5 minutes)
(As mentioned in Unit Breakdown Will not be part of this presentation)
Here students will begin to talk about the common themes between the texts and some
questions on rhetoric will be introduced.
Whole Discussion (3-5 minutes)
Share ideas as a class. Make lists on board or on the projector of the 3 examples that the
students generated. Talk about the connections between them.
Probe and exemplify the diversity of texts.
Ask about and exemplify the connections between the different texts.
Are all three texts appealing to the same audience? Do they fall into the same genre?
Ask about and probe the rhetorical strategies that the texts tend to use.
Are some more recurring than others?

30