ENGL 206 S 24: Rhetoric in Everyday Life
Virtual Class
Weekly (optional) synchronous meetings via Zoom
- Meeting times will vary; check for Canvas announcement
What is this Course About?
ENGL 206 Rhetoric in Everyday Life is an introductory rhetoric course that examines the strategic use of and situated means through which images, texts, objects, and symbols inform, persuade, and shape social practices in various contexts. Topics focus on education, public policy, politics, law, journalism, media, digital cultural, globalization, popular culture, and the arts
GE Requirements:
Arts & Humanities (A&H)
Writing (W)
Course Description:
The course is designed to critically immerse learners in the contemporary rhetorical practices of a variety of political, cultural, and professional situations. The course presumes that our world is richly rhetorical—that is, that the world works by way of persuasion. It contends that texts (be they textual, auditory, visual, digital, or material) enormously inform the world and that skillfully producing and analyzing persuasive texts is a crucial means of taking part in global society. As learners, you will be:
- provided with a set of interpretive tools and strategies
- become a more adept reader of contemporary public discourse
- develop effective argumentation skills for a variety of public contexts
- engage with the kinds of discourses that proliferate in the world
Why Should I take this Course?
Rhetoric is central in understanding the role of citizenship. Its connection to a host of different concepts and issues such as science, law, labor, and social relations renders it integral to civic and professional life. Through the study and practice of rhetoric, students learn to critique historical and contemporary public discourse, considering the stylistic and persuasive devices that make particular pieces of rhetoric effective. Additionally, students develop skills in written and oral composition, learning to craft messages that account for specific audiences in specific rhetorical situations. Additionally, students reflect on the larger implications of rhetoric, considering the relationship between discourse and reality, the cultural and ethical power dynamics of communication, and the ways that any public discourse reflects its historical and social contexts.
What Will I learn?
- theory—understand major theories of the dimensions of rhetoric
- inquiry— explore, experiment with, and invent a variety of writing genres in which original ideas combine with suitable and effective expression.
- practice—persuasive written, oral, and visual arguments, organize ideas and language effectively to address specific readers and meet specific purposes
Major Reading Material Sources (all PDFs provided in Canvas)
- Reading Rhetorical Theory
- The History and Theory of Rhetoric: An Introduction, 7th edition, by
James A. Herrick (select pdfs available in canvas) - Other random PDF readings (see Modules section)
Instructor
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Calvin Pollak, PhD (he/him)
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How Will I learn?
Each week will constitute a new unit and related activities containing a combination of the following elements:
- Reading Assignments on Hypothesis
- Group Activities/Small Projects
- Major Writing Assignments
Successful course completion requires access to and reading the current course resources and materials, actively participating in learning activities such as discussions, group projects, and completing all assignments and projects.
What are the Writing Expectations?
Canvas. All coursework will be completed via the course canvas page. Please plan to log into Canvas daily.
Communicating with the instructor Reach out to me via Canvas or UW email. Avoid using your personal mail for coursework purposes.
- Please note: I make every effort to respond to emails and Canvas messages as quickly as possible, but you should not expect a response until at least 24 hours after I receive your message (not including weekends). Given this anticipated time gap, you should try to ask time-sensitive questions early.
Collaboration. Working with others is a hallmark of professional & technical writing. Learn and apply strategies for successful teamwork and collaboration, such as:
- responding constructively to peers’ work
- soliciting and using peer feedback effectively
- managing team goals and conflicts constructively
Research. Understand and use various research methods and sources to produce quality documents, including:
- analyzing historical and contemporary contexts
- locating, evaluating, and using print and online information selectively for particular audiences and purposes
- triangulating sources of evidence
Document Design. Make rhetorical design decisions about documents (and other compositions), including:
- understanding and adapting to genre conventions and audience expectations
- understanding and implementing design principles of format and layout
- interpreting and arguing with design
- drafting, researching, testing, and revising visual designs and information architecture
Writing in Context. Analyze cultures, social contexts, and audiences to determine how they shape the various purposes and forms of writing, such as persuasion, organizational communication, and public discourse, with an emphasis on:
- writing for a range of defined audiences and stakeholders
- negotiating the ethical dimensions of rhetorical action
Transparency and Reflectivity Around LLM Text Generation (ChatGPT) This class does not ban you from using ChatGPT or other large language model (LLM) text generators. I believe these technologies are tools that can aid learning and reflection around genre and rhetorical purpose. Instead of banning them, with each new major assignment, I will demonstrate what writing an effective prompt for this kind of document in ChatGPT might look like, and we will work collaboratively to analyze and study the technology's output. Most importantly, we will discuss what rubric categories and other rhetorical standards for these documents that ChatGPT cannot help you to meet.
I believe this approach is more realistic to the role these technologies may increasingly play in your professional life in the future. I also believe it de-stigmatizes the technology and represents a less punitive approach to the writing classroom as a space of learning (not old school discipline).
Please note that each major assignment's final draft due date will include an informal reflective presentation of your experience of writing the document, and I'd like you in these presentations to address whether and how you used ChatGPT or other LLMs in the writing process. See the specific assignment guidelines for details.
Community Norms
Working with others is a hallmark of professional and technical writing. Learn and apply strategies for successful teamwork and collaboration, such as:
- responding constructively to peers’ work
- soliciting and using peer feedback effectively
- managing team goals and conflicts constructively
A commitment to writing as a process means you’ll be drafting, giving/receiving feedback, and revising based on your own assessment of how your writing should evolve. You should think of me as an asset in this regard: I am more than happy to meet with you one-on-one to work on your writing.
Have an open mind and willingness to contribute to our learning community!
Project Management
- understand, develop, and deploy various strategies for planning, researching, drafting, revising, and editing documents both individually and collaboratively
- select and use appropriate styles and technologies that effectively and ethically address contexts and audiences
- build ethos through voice, evidence documentation and accountability
Course Evaluations
In the last week of the term, you will have an opportunity to complete surveys about the quality of instruction you have experienced in ALL of your courses including this one. I hope you take the time to complete them because they are an important form of feedback.
Student evaluations of teaching play an important role in the review of faculty every year. Still, we recognize that student evaluations of teaching may be influenced by unconscious and unintentional biases about various aspects of the instructor.
As you fill out the course evaluations please keep this in mind and make an effort to resist stereotypes about professors. Take time to focus on the content of your course and teaching practices of your instructors (the assignments, the course text, the in-class material) and not unrelated matters (the instructor’s appearance or mannerisms).
Assignments
All assignments are due on the dates indicated and will be available the week prior and submitted through Canvas. Never via email. If you anticipate that your assignment will be late, please reach out to me ahead of time so we can work out some accommodation. My philosophy is to accept ALL your work as assigned and completed. Please ask for an extension if you need one. The assignments are broken down at the following links:
- GROUP ACTIVITY DUE: Encomium of Helen
- MAJOR ASSIGNMENT DUE: Write an Encomium
- GROUP ACTIVITY DUE: Practice Rhetorical Analysis
- GROUP ACTIVITY DUE: Visualizing Cultural Rhetorics
- FINAL MAJOR ASSIGNMENT DUE: Rhetorical Analysis
Grading Policy
Assessment will mostly be based on general completion of the course assignments, your ability to apply the concepts we discuss in class, and engagement with the readings.
The starting grade in this course is a 2.0. This grade requires completion of all assignments while meeting the minimum requirements. For each assignment in which you demonstrate exceptional awareness of concepts and skills beyond the minimum requirements and expectations, this percentage will increase. Conversely, for assignments that you do not meet the minimum requirements and expectations, this percentage will decrease. Therefore, if the expectations for an assignment are unclear, please email me so we can work together to ensure your success. There will be rubrics and points attached to each assignment to help you earn your desired grade.
Refer to this Grading Chart for Details.
Academic Integrity
The University of Washington Student Conduct Code (WAC 478-121) defines prohibited academic and behavioral conduct and describes how the University holds students accountable as they pursue their academic goals. Allegations of misconduct by students may be referred to the appropriate campus office for investigation and resolution. More information can be found online at https://www.washington.edu/studentconduct/
Here's what you can do to cover yourself against plagiarism or collusion:
- At any stage of your writing, keep your drafts, notes, papers, and research materials. If a question of plagiarism arises, you'll have a paper trail ( paper trails protect you in a variety of academic, public, and work-related contexts)
- Don't use editing services. Don't ask anyone, even family or friends, to edit your paper or help you write it. You need to do that work yourself.
- If you need additional help with your writing, contact the University Writing Center, UW Writes, where trained professionals are there to help you without colluding in plagiarism.
- Last but not least, ask me if you have any questions about honesty.
Technical Assistance
Technical Assistance All technical support is provided by IT Connect:
📧Email: help@uw.edu
✆ Phone: 206-221-5000
💻Online: Send us a question
👤In-person: Walk-in locations
Add/Drop. You are responsible for knowing to be aware of the university deadline dates for dropping the course.
Access and Accommodations
Your experience in this class is important to me. If you have already established accommodations with Disability Resources for Students (DRS), please communicate your approved accommodations to me at your earliest convenience so we can discuss your needs in this course.
If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), you are welcome to contact DRS at 206-543-8924 or uwdrs@uw.edu or disability.uw.edu. DRS offers resources and coordinates reasonable accommodations for students with disabilities and/or temporary health conditions. Reasonable accommodations are established through an interactive process between you, your instructor(s) and DRS. It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law.
Religious Accommodations
“Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at Religious Accommodations Policy. Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form.
The PWAC's Anti-Racist Pedagogy
The Program in Writing Across Campus (PWAC) is committed to engaging with anti-racist pedagogies. These pedagogies may take various forms, such as curricular attention to voices, communities, and perspectives that have been historically marginalized inside and beyond academic disciplines; inclusive classroom practices; discussions of racism; and consideration of other forms of prejudice and exclusion. We believe that countering the cultures and practices of racism in an academic institution is fundamental to developing a vibrant intellectual community. The PWAC is happy to talk with you about your questions as well as to support student-led initiatives around anti-racist work, and we invite you to contact PWAC Program Director Megan Callow. If you’re interested in how teachers of English as a professional community have taken up anti-racist work, check out the National Council of Teachers of English Statement on Anti-Racism to Support Teaching and Learning.