Reflection Letter

7 October 2016
Dear Dr. Hartman,
I would like to start this letter with a huge thank you. First and foremost, thank you for assisting
me with my many questions and concerns as well as assisting me with wonderful ideas to add to
my WAD. Also, thank you for assigning the WAD in 683; this project has already proved to be
full of hard, rewarding work. The WAD is really expanding my thought process about
assignments and writing in a way that I have not experienced prior to this course.
As I learn more and more about English studies and the teaching of writing through my two
courses this semester, I have really been inspired by research done in composition courses. I see
the need to provide students with a variety of texts to analyze to promote critical-thinking skills
that stretch far beyond the classroom, hopefully to future careers and roles in society. In addition,
I am learning how there needs to be a variety of writing assignments to engage all the different
learning styles of students, to promote thinking about the process of writing, and to prepare
students to be able to write a variety of documents in addition to a traditional essay. Thus, these
lessons that I have been learning though my classes really have furthered my love for
composition, which led me to creating this WAD, focused on a first-year composition course.
I tried to focus on three main ideas when creating this WAD Phase I. First, I wanted to provide
students with opportunities to practice their process and reflection of writing. Second, I wanted
to ensure that the WAD offered interesting ways to engage students with the rhetorical situation.
Third, I wanted to promote a sense of community within the classroom through presentations,
peer-reviewing, and discussions. There was a lot more that went into the assignment, but those
were my initial ideas/goals.
That being said, my biggest concerns about my WAD are my rubrics and the estimated
timeframes. I tried to incorporate the objectives into the rubric and create a fair grading scale, but
I am nervous that the rubrics wording and effectiveness may not be as precise as they could be.
Also, I made the timeframes based around how long it should take students to draft, edit, write,
discuss, and I included time for discussion and other lectures that are not specifically part of the
WAD.
At first, I did not think I would want to create a semester-long design, but then I really started
thinking about how (especially in composition courses) writing assignments truly build upon one
another. So, I created a design that hopefully does that! I loved the process of creating this design
and hope to one day teach a composition course in the future, which will allow me to utilize
these ideas. I hope that this is a good first draft and look forward to enhancing it further!
Sincerely,
Emily

Shaw 2
Emily Shaw
Dr. Hartman
ENED 683
7 October 2016
WAD Phase 1
Rationale
In a first-year, undergraduate composition class, the understanding of the rhetorical situation is
exceedingly important. When analyzing any text, rhetoric enters the conversation. The purpose,
the audience, the context, and who the writer is all work together to shape a meaning around a
text. In addition, the rhetorical devices of ethos, pathos, and logos stimulate the conversation
further in identifying how a writer makes a texts effective and persuasive. Thus, the rhetorical
triangle and rhetorical appeals are important topics to introduce to students before they transition
to higher-level courses and further into their lives beyond college studies. Ultimately, analyzing
the rhetorical situation helps students to write and read strong, audience-focused, and organized
texts, which are skills that stretch far beyond the classroom.
Therefore, students in the course detailed below will complete a series of assignments that will
build upon one another. The ultimate goal of the semester is to engage students with a variety of
texts and writing assignments, freedom to dictate their own topics, and a final paper of a
researched rhetorical analysis. Students will work towards this final paper through a series of
assignment that introduce them to the rhetorical triangle, rhetorical appeals, research,
synthesizing research, and establishing a formal essay. By choosing their own topic to analyze,
research, and write about, students will be able to engage in studies that they may never have had
access to in the past or engage with studies that inspire a future career. Students will also practice
their writing through prewriting, drafting, peer-reviewing, and reflecting on their process. When
students complete their final project of a rhetorical analysis, they will present their project in a
digital form to their instructor and classmates.
Context
This first-year composition course, we will call ENG 101, is a culmination of assignments that
result in a final project of a rhetorical analysis and presentation. It is designed for a course that
meets twice a week for one hour and twenty minutes over a fifteen-week semester. The
assignments are grouped into six phases, which are created to work as building blocks for the
students as they work towards the final paper and presentation. The assignments will all include
different forms of process work and reflection, which will allow the students to think critically
about their work and allow the instructor to respond to any questions, concerns, and ideas
concerning to the assignments.
Purpose
The overall purpose of the semesters assignments is to prepare students in future writing and
research in a variety of academic and professional disciplines; for students to analyze the

Shaw 3
rhetorical situation and triangle; for students to create a rhetorical analysis focused on a text that
interests each individual; and for students to practice their process and understanding of their
own writing.
Objectives/Standards/Goals
(Adapted from GWUs FYC Learning Outcomes)

Analyze rhetorical appeals in a variety of texts

Analyze rhetorical situations of a variety of texts
Compose a critical, written analysis of a student-chosen text, situating its features in a
larger context of its genre conventions
Compose a well-developed proposal
Compose in various electronic environments
Control such surface features as syntax, grammar, punctuation, and spelling
Create a digital presentation
Demonstrate effective research skills, such as finding and evaluating sources critically
Demonstrate proficiency in using formal MLA documentation rules and incorporating
others ideas responsibly
Practice critical reading skills
Practice peer-reviewing with drafts of writing assignments
Refine formal documentation skills
Reflect on writing and course through the use of a daybook

Notes
Each phase will have its own context, purpose, objectives, and assignment rubric that will be
passed out to students. The instructor will also encourage daily daybook writing aside from the
reflections that are outlined in the phase descriptions.

Shaw 4
Phase 1: Magazine Clipping Analysis
Context
This first phase will take three class periods to complete. Focused on introducing students to the
rhetorical situation and rhetorical appeals, the instructor will allow students to pick a magazine
clipping to analyze. Specifically, the students will pick an article, picture, advertisement, or a
blurb to cut out of a magazine, which will be their clipping for the assignment. Also, the
instructor will bring a variety of magazines to class to engage students of varying interests,
including Better Homes and Gardens, Readers Digest, Sports Illustrated, National Geographic,
Time, Glamour, US, and Seventeen, but if students wish to bring in a different magazine, they can
approve it with the professor. Once the student picked the magazine clipping that they wish to
analyze, they will fill out the Magazine Clipping: Rhetorical Situation and Devices handout
and write a reflection in their daybook. (Typically, daybook writing will not be assessed in a
rubric and will count towards participation for the class, but since this is an introductory
assignment, daybook writing participation will be counted in this rubric.)
Purpose
The purpose of this assignment is to have students evaluate the rhetorical situation of a text,
specifically a magazine article, advertisement, picture, or blurb. Also, the purpose of the
assignment includes having students analyze the use of ethos, pathos, and logos and reflect on
their findings.
Assignment Objectives

Analyze rhetorical situations of a text

Practice critical reading skills
Reflect on writing and course through the use of a daybook

Schedule of Assignments:

Review Magazine Analysis assignment and choose magazine clipping in class 9/6.
Submit Magazine Clipping: Rhetorical Situation and Devices handout. Due in class 9/8.
Daybook reflection and class discussion in class 9/13.

Magazine Rhetorical Analysis Rubric (out of 50 points)

__/10: Participation: The student actively participates in class discussion, analyzes the magazine
clipping, and completes the handout.
__/15: Daybook Writing: The student reflects on his or her experience with analyzing the
magazine clipping and evaluating the rhetorical situation and devices. The entry should be at
least a 1 daybook page in length.
__/25: Handout: The student shows evidence of analyzing the use of ethos, pathos, and logos and
the rhetorical situation of the clipping.

Shaw 5

Magazine Clipping: Rhetorical Situation and Devices (handout)

Please write your answers on a separate sheet of paper.

Name of Magazine:_________________________________________________
Name of Clipping: (i.e. the article title or photo title) ______________________
1.
2.
3.
4.
5.
6.
7.
8.

What is your clipping? (Is it a photo, an article, an advertisement?)

What is your clipping about?
Who do you think the intended audience is for this particular clipping?
What do you think the authors/artists purpose was in creating this text?
Were there appeals to ethos in the text? (i.e. qualifications, credentials, ethics)
Were there appeals to pathos in the text? (i.e. emotion)
Were there appeals to logos in the text? (i.e. logic, statistics, numbers)
Do you think the text was persuasive in any way? If so, how? If not, what could be done
to make the text more persuasive?
9. How does this clipping relate to a current event in society?
10. Any additional comments and/or questions.

Shaw 6
Phase 2: Proposal
Context
At this point, the students have analyzed the rhetorical situation and rhetorical appeals in a
magazine clipping, reflected on their experiences, and discussed their findings with the entire
class. Now, it is time for the students to turn their attention to the larger assignment for the
semester and choose a topic to analyze for their rhetorical analysis project. During this phase,
students will have time to watch the instructor brainstorm topic ideas, discuss as a class, and
write a proposal for their desired topic. The topic that the students choose will be a text in which
they rhetorically analyze. The text can be a website, a videogame, a poem, an advertisement,
etc. The students will be encouraged to pick a text that interests them.
The instructor will provide students with the proposal rubric after modeling and discussing
(potentially) how to choose a topic. The rubric will allow students to see specific expectations
and objectives for the assignment. Also, the instructor will provide students with a peer-review
handout and a copy of Peter Elbows Ways of Responding to help guide them during their peer
review activity.
Purpose
The purpose of the proposal phase of the course is to give students the opportunity to choose a
text they are interested in and want to research and analyze for the annotated bibliography and
rhetorical analysis. An additional purpose of the assignment is for students to practice their
process of writing and peer-reviewing.
Assignment Objectives

Compose a well-developed proposal

Demonstrate proficiency in using formal MLA documentation rules
Refine formal documentation skills
Reflect on writing and course through the use of a daybook

Schedule of Assignments

Instructor demonstration of brainstorming, rubric review, and class discussion in class

9/15.
Select topic. Due in class 9/20.
Rough draft of proposal. Due in class 9/27.
Peer review of proposal. Due in class 9/27.
Submit a final draft of the proposal via the BlackBoard TurnitIn link. Due 10/2 at 11:59
PM.

Notes
The instructor will demonstrate a brainstorming process to help students see how to establish a
topic. instructor will encourage students to choose a topic that is of interest to them, which can
be an article, advertisement, videogame, blog post, website, poem, speech, social media post, or

Shaw 7
any other form of a text that the student gets approved by the instructor. To help the students as
they start their research, the instructor will also show an example of a rhetorical analysis of a
Dove advertisement. The paper uses sources on visual rhetoric, marketing practices, and
magazine audiences to analyze the text.
Peer Review (Handout)
When you and your partner discuss each others annotated bibliographies, be sure to refer
to Peter Elbows Ways of Responding.
1. Peer-review partners name: ________________
2. What is the topic that your partner is proposing? _______________________________
3. Please explain why your partner is pursuing this topic. __________________________
________________________________________________________
________________________________________________________
4. Is the proposal set up in MLA format? ________________________________________
5. What do you think the point of center is for this proposal? ________________________
_______________________________________________________________________
_______________________________________________________________________
6. How does your partner plan to research and prepare for the annotated bibliography?
_______________________________________________________________________
_______________________________________________________________________
7. Any additional comments. __________________________________________________

Proposal Rubric
The proposal will be 500 750 words long and answer the following questions:

What topic am I going to research and analyze for my annotated bibliography and
rhetorical analysis?
Why is this topic interest me?
Why is this topic of importance? (Is it important in the field of education, sports, society,
media, etc.?)
Who is your intended audience for your rhetorical analysis of this topic?
How do you plan on researching for this topic? You will need 3 sources for your
annotated bibliography and rhetorical analysis.

Criteria
Content:
Discusses topic,
the importance of

Exceeds
Expectati
ons

Meets
Expectati
ons

Below
Expectati
ons

Insufficie
nt

Points
Earned

___/20

Shaw 8
the topic, and
research plan.
Organization:
Establishes a clear
introduction to the
topic, paragraphs
explaining the
importance, and
paragraph(s)
explaining the
research plan.
Style and
mechanics: Little
to no surface
errors, such as
syntax, grammar,
punctuation, and
spelling.
Format: Uses
appropriate MLA
format.
Peer-Review:
Completes peerreview handout
and assists
partner with
positive feedback
and conversation.

___/20

___/10

___/10

___/15

Total:
__/75

Shaw 9

Phase 3: Research
Context
During this phase, the entire class will meet with one of the institutions librarians to review how
to find scholarly, peer-reviewed articles during one class period. The librarian will come to the
class and project research skills and examples searches onto the white board. The following class
meeting, the instructor will allow students to write a reflection on their experiences from the
research tutorial and what they learned from it. Since students already established their topic,
they will then begin to research three scholarly, peer-reviewed sources. They will review the
three sources and the proposal during one-on-one meetings scheduled with the instructor.
Purpose
The purpose of this phase is for students to learn the fundamentals of scholarly research and
research three sources that will be utilized in the annotated bibliography and the rhetorical
analysis.
Phase Objectives

Demonstrate effective research skills, such as finding and evaluating sources critically
Practice critical reading skills
Reflect on writing and course through the use of a daybook

Schedule of Assignments

Librarian presents to class 10/4.

Research and choose 3 scholarly, peer-reviewed sources. Due 10/6 in class.
Students meet one-on-one with instructor from 10/6 10/10 (via sign-up sheet).

Notes
There is no specific rubric for completing the research phase. Students will earn 10 points for
finding three scholarly, peer-reviewed sources and meeting with the instructor to discuss and
review the sources and the students proposal. The meeting will last approximately 20 minutes.

Shaw 10
Phase 4: Annotated Bibliography and Writers Memo #1
Context
At this point, the students have all established a topic and acquired three sources to use for their
annotated bibliography and rhetorical analysis. Before students can dive into the analysis, it is
important for them to synthesize the information present in their research sources and establish
how they will be both helpful and effective in the rhetorical analysis project. Also, students will
receive handouts and the rubric to help them in the process of writing an annotated bibliography,
peer-reviewing, and writing a writers memo. They will also receive a copy of Peter Elbows
Ways of Responding to help them respond to classmates work.
Purpose
The purpose of the annotated bibliography is for students to critically read their sources and
dissect which parts of the source will develop an argument for their rhetorical analysis. The
purpose of the writers memo is for students to reflect on their experiences of drafting an
annotated bibliography, peer-reviewing, and turning in a final draft. The writers memo will also
give students an opportunity to ask questions and plan ahead for the rhetorical analysis.
Phase Objectives

Compose a critical, written analysis of a text, situating its features in a larger context of
its genre conventions
Compose in various electronic environments
Control surface features, such as syntax, grammar, punctuation, and spelling
Demonstrate effective research skills, such as finding and evaluating sources critically
Demonstrate proficiency in using formal MLA documentation rules and incorporating
others ideas responsibly
Practice critical reading skills
Refine formal documentation skills through editing
Reflect on writing and course through the use of a daybook

Schedule of Assignments

Introduce and discuss annotated bibliography assignment in class 10/11.

Draft an annotated bibliography with three research sources. Due 10/18 in class.
Peer-review annotated bibliographies with a partner of students choosing. Due 10/18 in
class.
Submit a final draft of the annotated bibliography via the BlackBoard TurnitIn link. Due
10/23 at 11:59 PM.
Submit a Writers Memo reflecting on the annotated bibliography process via the
BlackBoard Turnitin link. Due 10/23 at 11:59 PM.

Shaw 11
Annotated Bibliography Rubric:
Criteria
Content: Analyzes
rhetorical situations
of three research
sources through
discussion of
authors, purpose,
audience, and
context of each
source.
Research:
Demonstrates
effective research
skills in acquiring 3
MLA works cited
entries in the
annotated
bibliography.
Organization:
Introduction para., 3
annotations, and
conclusion para.
Style and
mechanics: Little
to no surface errors,
such as syntax,
grammar,
punctuation, and
spelling.
Format: Uses
appropriate MLA
format.
Peer-Review:
Completes peerreview handout and
assists partner with
positive feedback
and conversation.
Process: Shows
evidence of first
draft, editing
process, and writers
memo.

Exceeds
Expectati
ons

Meets
Expectatio
ns

Below
Expectati
ons

Insufficient

Points
Earned

___/20

___/20

___/10

___/10

___/10

___/15

___/15

Shaw 12
(This is a
completion grade;
your draft will not be
graded for the
above criteria)
Total:
___/100

What should be in my Annotated Bibliography? (Handout)

Introduction
One paragraph that identifies the topic that is being researched and explains how the sources
were selected.
Annotation

Be sure to have your works cited entry listed above each annotation in MLA style.
Name of the author(s) and title of the article or chapter
The argument that the author(s) is making
How the author develops and supports the major claim
The authors purpose
The authors intended audience
How this source fits into the development of the rhetorical analysis writing project
Any terms that situate this article into your rhetorical analysis writing project

Conclusion
One paragraph discussing how you plan to use these sources in your rhetorical analysis and any
final thoughts from your research.
*If you need additional examples of annotated bibliographies outside of class, please visit the
Online Writing Lab at Purdue University: https://owl.english.purdue.edu/owl/resource/614/03/.

Peer Review (Handout)

When you and your partner discuss each others annotated bibliographies, be sure to refer to
Peter Elbows Ways of Responding.
1. Peer-review partners name: ________________________
2. Does your partner have three sources? ________________
3. What are the names of the three sources? _________________________________
_____________________________________________________________________

Shaw 13
4.
5.
6.
7.
8.

Is the annotated bibliography set up in MLA format? ________________________

Is there an introduction? ______________________
Are there three annotations? ___________________
Is there a conclusion? _________________________
What do you think the point of center is for this annotated bibliography? ________

______________________________________________________________________
______________________________________________________________________
9. What do you think is working best in this annotated bibliography? ______________
______________________________________________________________________
10. Any additional comments: ______________________________________________

Writers Memo (Handout)

The writers memo is a place for students to reflect on their research process, drafting of the
annotated bibliography, peer-review, and submitting their final annotated bibliography. Please
format the paper in a business memo format, addressed to the instructor. (MS Word has an
Interoffice Memo Template that works well for this if you would like a template). There is no
specific length requirement, but students should elaborate on ideas, process, and questions.
Students may reflect on (but are not limited to) the following questions:

What activity in class helped me the most in completing the annotated bibliography?
What was the most challenging part of the research?
What part of the annotated bibliography did I feel most confident with?
What issues did I encounter when writing the annotated bibliography?
What helped me the most from the peer-review session?
Was there a process in writing the annotated bibliography that tremendously helped?
How will this annotated bibliography aid me in writing my rhetorical analysis?
Any questions/comments for the instructor.

Shaw 14
Phase 5: Rhetorical Analysis and Writers Memo
Context
Students have established the text and three scholarly sources for their rhetorical analysis.
Therefore, this phase will be focused on the students drafting their rhetorical analysis, peerreviewing, and submitting a final paper. Students will receive handouts and the rubric to help
them in the process of writing a rhetorical analysis, peer-reviewing, and writing a writers memo.
They will also receive a copy of Peter Elbows Ways of Responding to help them respond to
classmates work.
Purpose
The purpose of the rhetorical analysis is for students to analyze the rhetorical situation of their
chosen topic, including audience, purpose, and context. In addition, they will evaluate the use (or
lack of) ethos, pathos, and logos within the text. Students will discuss whether or not the text is
effective and persuasive based on their supporting research and analysis.
Phase Objectives

Analyze rhetorical situations of a variety of texts

Compose a critical, written analysis of a text, situating its features in a larger context of
its genre conventions
Compose in various electronic environments
Control such surface features as syntax, grammar, punctuation, and spelling
Demonstrate proficiency in using formal MLA documentation rules and incorporating
others ideas responsibly
Refine formal documentation skills
Reflect on writing and course through the use of a daybook
Revise and edit writing to improve focus, organization, support, and elaboration of their
ideas

Schedule of Assignments

Discussion of rhetorical analysis rubric and examples in class 10/25.

Draft of rhetorical analysis. Due 11/1 in class.
Peer-review drafts with a partner of instructors choosing. Due 11/3 in class.
Submit a final draft of the rhetorical analysis via the BlackBoard TurnitIn link. Due 11/20
at 11:59 PM.
Submit a Writers Memo reflecting on the rhetorical analysis process via the BlackBoard
Turnitin link. Due 11/20 at 11:59 PM.

Shaw 15
Rhetorical Analysis Rubric
Criteria

Ideas: Specific text

analyzed, thesis, focus,
purpose, and audience.
Content: Composes a
critical, written analysis
of a text, situating its
features in a larger
context of its genre
conventions. Analyzes
the rhetorical situation
of text and
demonstrates
knowledge of research
sources.
Organization: Clear
introduction, supporting
body paragraphs,
transitions, and
conclusion.
Style and mechanics:
Little to no surface
errors, such as syntax,
grammar, punctuation,
and spelling.
Format: Uses
appropriate MLA
format. Rhetorical
Analysis is 2,000 words
or more in length.
Peer-Review:
Completes peer-review
handout and assists
partner with positive
feedback and
conversation.
Process: Shows
evidence of first draft,
editing process, and
writers memo. (This is
a completion grade;
your draft will not be
graded for the above

Exceeds
Expectati
ons

Meets
Expectati
ons

Below
Expectati
ons

Insuffici
ent

Points
Earned

___/20

___/20

___/10

___/10

___/10

___/15

___/15

Shaw 16
criteria)
Total:
__/100

Shaw 17
Peer Review Handout
When you and your partner discuss each others rhetorical analysis, be sure to refer to
Peter Elbows Ways of Responding.
1.
2.
3.
4.
5.
6.
7.

Peer-review partners name: ________________

Is their paper 2,000 words or more? __________
Is the rhetorical analysis set up in MLA format? _______________________________
Is there an introduction? _______________________
Is there a conclusion? __________________________
What is the text that your partner is analyzing? ________________________________
What do you think the point of center is for this rhetorical analysis? _______________
_______________________________________________________________________

_______________________________________________________________________
8. What do you think is working best in this rhetorical analysis? _____________________
_______________________________________________________________________
9. Any additional comments: _________________________________________________
_______________________________________________________________________

Writers Memo Handout

The writers memo is a place for students to reflect on their writing process, drafting of the
rhetorical, peer-review, and submitting their final rhetorical analysis. Please format the paper in a
business memo format, addressed to the instructor. (MS Word has an Interoffice Memo template
that works well for this). There is no specific length requirement, but students should elaborate
on ideas, process, and questions.
Students may reflect on (but are not limited to) the following questions:

What activity in class helped me the most in completing the rhetorical analysis?
What was the most challenging part of the project?
What part of the project did I feel most comfortable with?
What issues did I encounter when writing the rhetorical analysis?
What helped me the most from the peer-review session?
Was there a process in writing the rhetorical analysis that tremendously helped?
How can I use the lessons I learned from this project in future courses or professions?
Any questions/comments for the instructor.

Shaw 18
Phase 6: Rhetorical Analysis Presentation
Context
The final assignment for this course is a digital presentation of the rhetorical analysis. The
instructor will provide students with the rubric and model how she created a Prezi for the
presentation. Students will be encouraged to reflect on their process of their project and findings
as well as their projects role or importance in society during their presentation. Each student will
present his or her final product in front of the class for ten to fifteen minutes. Acceptable modes
of presentation include PowerPoint, Prezi, IMovie, YouTube, or a form of presentation that
student approves through the instructor.
Purpose
The purpose of the presentation is for students to share their research and analysis in an exciting
mode. Additionally, the purpose is to engage students with using different digital platforms for
presentation and connecting their studies to society.
Phase Objectives

Compose in various electronic environments

Create a digital presentation
Refine formal documentation skills

Schedule of Assignments

Discuss presentation rubric and examples in class 11/22.

Submit presentation file or link to the presentation BlackBoard link by 12/4 at 11:59 PM
Present to class on 12/6 or 12/8

Criteria

Audio/Visual: Employs
well-produced audio/visual
aids in a digital
presentation
Content: References
analysis of rhetorical
situation, ethos, pathos,
and logos. References
place/importance in
society.
Style and Mechanics:
Little to no surface errors,
such as, grammar,
punctuation, and spelling.
Answers and questions

Exceeds
Expectati
ons

Meets
Expectati
ons

Below
Expectati
ons

Insuffici
ent

Points
Earned

___/15

___/20

___/10

___/5

Shaw 19
from instructor and/or
classmates.
Total:
__/50

Rubric for presentation