PROJECT OVERVIEW:
Throughout the semester, we have analyzed the arguments of those interested in making significant changes to our social order by examining the rhetorical arguments of at written and visual texts. Our discussions have encouraged critical thinking by looking at arguments as rhetorical devices rather than social practices; but rhetoric is not merely a skillful compilation of words—without actions words are rendered virtually meaningless. The realities of the current world reflect the ways in which these rhetoricians have produced action from their words, and it is now our turn as a class to take the rhetorical skills we have learned and turn them into social action.
PRELIMINARY WORK/RESEARCH:
As a class, we will determine problems in society (personal, social, or political) that demand attention. The students’ presentations (See “This Week in Rhetoric and Culture”) will provide much of the material needed for students to formulate problem awareness. We will then divide up into groups of 3-5, and each group will chose a problem that they feel demands recognition. After thoroughly researching this problem (see “Annotated Bibliography”), they will then be expected to find a means of reacting against their perceived injustice. Students may wish to create fliers or pamphlets that expose the problem, organize a panel discussion or debate that will address the problem, or participate in a demonstration, which would include creating slogans, songs, and signs as a means of protest, or they may wish to merely provide information by producing a variety of literatures to dispense. Then, students will spend an entire class period outside, engaging with other USF students while practicing whichever form of protest they have decided upon. Students will be expected to write an in class essay that describes their experiences. The primary focus of this essay will be to describe the overall effectiveness of their particular approach. This essay will serve as a brainstorming exercise to help student recognize effective rhetorical strategies so they may facilitate them in the written aspect of the assignment.
ANNOTATED BIBLIOGRAPHY:
Students will be expected to thoroughly research the problem and produce an annotated bibliography of six sources. However, each group will produce one annotated bibliography, meaning that the students will be expected to collaborate their research and writing into a single bibliography.
WRITING ASSIGNMENT:
After engaging with the public about this issue, students will have developed a better understanding of effective rhetorical strategies, and they will employ this knowledge by writing a problem/solution paper intended for a specific publication.
GENRE:
This will be a well researched essay that attempts to persuade the audience of two things: the problem addressed IS actually a problem and that their proposed response is a POSSIBLE solution to this problem.
PURPOSE:
The project aims at introducing students to using rhetorical devices to incite social change.
AUDIENCE:
Students will chose a potential publication/format for this assignment, i.e. a newspaper or letter to a state representative.
VOICE, TONE, and PERSONA:
Informed and Persuasive.
LENGTH, FORMAT, and DESIGN:
1000 to 1500 words with an annotated bibliography and a 500 word abstract.
Media:
Internet, library databases, field work.