Unit 3: Putting Research Into Action

Description:
In this module, students will produce multimodal, genre-shifting, and public-facing documents.
Students will continue to do their research, and analyze their research to make decisions about
their genre and audience for the texts they will produce. Through a responsible and recursive
research process, students will engage with a series of small assignments that build towards
their major projects for Unit 3. Reflection will be used throughout this process to help students
examine their own rhetorical decisions.

Unit Outcomes:
● Interpret and evaluate how information is produced and consumed in specific contexts,
including networked environments
● Students will examine the power and limits of writing as social and public action through
the production of multimodal, genre-shifting, and public-facing document(s).
● Students will communicate to a specific audience what they have learned through their
research by composing an original text or a series of texts that advocate change and
promote action.
● Compose rhetorically effective media for different audiences
● Deepen reflective and metacognitive thinking strategies through scaffolded assignments
and reflections of their creative process.
● Students will engage in responsible research process practices as they incorporate
intellectual property into their own work.
● Develop and use effective invention, composing, and revision processes

Homework for weekend before Unit 3 introduction:

Watch: ​TEDxGrandForks, ​“The Art of Taking Action”
TEDxCarthage, ​“The Science of Taking Action”
Read: ​Campaign Plan Assignment Sheet

Week 1: Introducing Successful Campaigns

Monday Class Outcomes:
● Interpret the meaning of taking action.
● Analyze the techniques used in the examples provided
(from homework and in class).
● Develop a list of inherent needs in their chosen problems.

Class Activities:
● Watch ​A History of the Black Lives Matter Movement
● Mini Lecture and Class Discussion: What is action? What is
a campaign? What do they do and how? What is the central
problem of your chosen topic?
● Review Unit 3 Assignment Sheet
● CAT: What was the muddiest point of the assignment
sheet? (Written and turned in for participation)

Homework (due by next class):

Review:​​ Lesson 9 in BaCW--​Media
The Action Network Website
 Read: ​Mental Floss, “​ 6 Open Letters that Changed the World”​;
Amnesty International, ​“Write for Rights”​; Cracked, ​“8 Famous
Songs that Legitimately Changed the World”

Write:​​ Canvas post--expand upon the central problem of your

research topic. Why is it important to you?

Wednesday Class Outcomes:

● Define and explain awareness, advocacy, call to action,
fundraiser, and other possible public facing actions that
attempt to meet the needs of a problem.

Class Activities:
● Class discussion about muddiest point.
● Mini Lecture: “Action comes in many forms, including forms
you invent.”
● As a class, list needs or resources that are lacking and
complicating their problems (e.g, awareness, advocacy, call
to action, fundraiser, etc.)?

Homework (due by next class):

Read: ​pp. 97-104 in BaCW and Proposal Assignment Sheet on
Canvas.

Write: ​Post one question about proposals that came up during

the reading. Respond to one of your classmate’s questions.

Friday Class Outcomes:

● Active Composition of Proposal Drafts.
● Evaluate classmate’s proposal presentations.

Class Activities:
● Review proposal assignment sheet.
● Minute write: bullet point outline of your problem, its needs,
and proposed action.
● Mini-presentations in small groups of 2 or 3: Present your
problem, needs, and type of action you are going to plan.
○ Listen to groupmates’ responses to presentation
and take notes.
● CAT: Minute Paper--What did you think your problem
needed before this unit began? What do you think now? Is
anything unclear about what you are being asked to do?

Homework (due by next class):

Write: ​Work on proposal
Week 2: Confirmation of Understanding
Monday FIRST DRAFT OF PROPOSAL DUE (before class)

Class Outcomes:
● Develop and use effective invention, composing, and
revision processes.
● Explore and create critical questions to drive meaningful
inquiry.
● Develop critical knowledge of primary and secondary
research methods
● Use intellectual property responsibly.

Class Activities:
● Class Discussion: We will discuss as a class their
experiences with their proposals. I will ask students if they
can share what they chose to propose in their assignments
and if they can share it with the rest of the class so students
will get a sense of the topics everyone is working on.
● Short lecture on peer reviews: strategies and techniques for
peer reviewing. We will have a short class discussion on the
purpose of peer reviews and how peer reviews can be
helpful throughout their writing process.
● Peer Reviews: Students will be paired up in groups of two or
three students to go over each other’s proposals.
● Review Research elements: We will discuss as a class
different strategies for composing research. Students will be
asked what experiences they have had with research at the
high school level and at the undergraduate level.

Homework (due by next class):

Read:​​ Lesson 15 (Pp.206-216) ​Becoming a College Writer
Assessment: ​Respond to specific questions posted on Canvas.

Write: ​Begin working on websites

Wednesday Conferences (Round 1) -- NO CLASS

Homework (due by next class):

Write: ​Reflection #1/CAT DUE by 11:59 PM (300-500 words)

Friday Class Outcomes:

● Develop and use effective invention, composing, and
revision processes (Develop a writing project through
multiple drafts.)
● Interpret and evaluate how information is produced and
consumed in specific contexts, including networked
environments. (Understand and use a variety of
technologies to address a range of audiences.)
● Examine the power and limits of writing as social and public
action.
 ● Experience the collaborative and social aspects of the
writing process (BACW book)

Class Activities:
● Website Tutorials: We will go over one or two website
tutorials on how to create a website (Wordpress, WIX)
● Campaign Website examples: As a class we will visit
various campaign websites to get an idea of what they will
be working towards.
● Group Work: Class will split into groups where they can
work on their individual websites together with a friend or
small group. This way they can help one another to create
their websites.
● At the end of the class students will be asked to volunteer
to come to the front of the class to show what they have
developed so far.

Homework:
Write: ​Students will continue working on their first drafts for their
website.

FINAL DRAFT OF PROPOSAL DUE AT 11:59PM--CANVAS

Week 3: The Rhetoric of Action

Monday DRAFT 1 DUE (website link due on Canvas before class; first
draft of campaign due--equivalent of two mock-ups of social
media posts, one letter, presentation outline, TEDx
Conference proposal, etc...)

Class Outcomes:
● Assess and analyze effective composing processes and
strategies.

Class Activities:
● 5-minute free write: What did you find most difficult when
creating your website and starting your campaign? Why do
think you struggled with this? What questions do you have
about starting this project (these questions can be specific
to your work or broad to include thoughts about the
assignment sheet, overall understanding of the assignment,
etc.)?
● Peer Review: Students will pair off to discuss free-writes
and provide feedback on each others’ websites. (15 mins)
● Class discussion: Share free-writes. Was there any overlap
with partner? Did you get any ideas from looking at your
partner’s website? Discuss organization strategies and
rhetorical considerations to keep in mind when building
your website. (10-15 mins)
● Introduce Digital Writing Studio.

Homework (due by next class):

Review: ​Lesson 17 in BaCW--​Publishing
 Write:
Reflection #2 DUE by 11:59 PM -- What surprised you about
Lesson 17 in BaCW? Or otherwise, what did it reinforce? How are
you going to incorporate what you’ve learned as you continue
building your site? How was your peer review experience? What
did you like? What did you hate? What was most helpful? Include
specific details about the feedback you were given by your
partner. (300-500 words)

Look over website and come to class with a list of 3 or more

questions/issues you are having in developing your site. Post
your questions to the Digital Writing Studio discussion board on
Canvas before Wednesday’s class.

Wednesday Class Outcomes:

● Explore how information is produced and consumed in
specific contexts.

Class Activities:
● At beginning of class, Questions for Digital Writing Studio
will be projected. ​*participation grade*
● Digital Writing Studio in-class assistance.
● Students will be allowed to work in pairs/groups to allow for
peer feedback and assistance.
● While students are working, instructor(s) will be walking
around and checking in on website/campaign progress.

Homework (due by next class):

Read:
The Entrepreneur, ​"3 Critical Principles of Effective Calls to
Action"​ & ​"6 Easy Ways to Incorporate Emotional Appeals Into
Your Website's Call to Actions"

Find two examples of websites that are engaging/successful

(preferably sites that incite a call to action)

Write: ​Work on website!

Friday Class Outcomes:

● Discuss rhetorically effective media for different mediums.
● Examine the power and limits of writing as social and public
action.

Class Activities:
● 1-min free write: Which of the three principles outlined in “3
Critical Principles…” do you need to work on most for your
own website? ​*participation grade*
● Class discussion: Which of the appeals outlined in “6 Easy
Ways…” stuck out the most? Why are emotional appeals
so successful when trying to incite action? How can this
translate to our campaigns and websites? (10 mins)
 ● Mini-lecture: “People don’t buy what you do, but why you do
it” (will include clips from Simon Sinek’s TED Talk, ​"How
great leaders inspire action"​) (10-15 mins)
● Class discussion: Students will give examples of websites
that they consider appealing. As a class, we will evaluate
the successful elements of websites. (If class is
unprepared, will use WWF, Peace Corps, and Toms
websites.)

Homework (due by next class):

Watch:
Sinek, ​"How great leaders inspire action"​ (recommended)

Write: ​Continue working on website & campaign

Week 4: Socially Responsible Action

Monday Class Outcomes:
● Active revision.
○ Modify what is not working in their projects.
● Use intellectual property consciously and responsibly.

Class Activities:
● Mini-presentations in small groups of 3 or 4: Present your
website and campaign progress.
○ Listen to groupmates’ responses to your
presentation and take notes.
● Review “Draft 2” requirements/milestones.

Homework (due by next class):

Review: ​Lesson 15, ​Revising

Watch:
Decoded, ​“social justice warrior training video, leaked!”
Chescaleigh, ​“Getting Called Out: How to Apologize”

Write:​​ Work on Draft 2.

Wednesday Class Outcomes:

● Analyze and demonstrate active social responsibility.

Class Activities:
● CAT: Minute Paper--Is my project socially responsible?
How could my action backfire? How should I apologize?
● Class discussion on social responsibility--Do people get
offended too easily? Can you understand why people are
sensitive about certain words?
● Review “Draft 2” requirements/milestones (again/quickly)

Homework:
Work on Draft 2.
 Friday Class Outcomes
● Develop meaningful reflection.

Class Activities:
● Mini Lecture: “Vulnerability and Honesty in Reflection.”
● Minute Write: What am I afraid to say out loud?
● Group Discussion: Why is reflection important?

Homework:
DRAFT 2 DUE by 11:59 P.M. (projects should be significantly
more developed--based off Conference 1)

Week 5: Polishing & Presentations

Monday Conferences (Round 2) -- NO CLASS
Sign up for presentations next week!

Homework (due by next class):

Write:
Reflection #3/CAT DUE by 11:59 PM -- What improvements did
you make in your second draft? How is the campaign element of
your project going? What did you think was most helpful about
conference? What was least helpful? Do you have any new
questions since we met? Is there anything you wish we could go
over more in class? (300-500 words)

Wednesday Class Outcomes:

● Compare and evaluate the process of composing and
revising.
● Review how information is produced and consumed in
specific contexts.

Class Activities:
● Mini-lecture: How I Have Failed! (10-15 mins)
● Class Discussion: Go over most common problems that
students have while finishing their projects. Make a list of
common struggles with student participation and project
them on-screen. Allow students to respond to each other
(10-15 mins)
● Final questions about project

Homework (due by next class):

Read/Watch:
Stone, ​"5 Secrets to Looking Confident While Speaking in Public"
North, ​"10 Tips for Improving Your Public Speaking Skills"
Anderson, ​"TED's secret to great public speaking"
Kowan, ​"How I beat stage fright"
 Friday Class Outcomes:
● Interpret and evaluate how information is presented in
specific contexts
● Explore rhetorically effective strategies for addressing
different audiences

Class Activities:
● 2-min free write: What are you most nervous about for your
presentation? Why? What “secret” to looking confident
appealed most to you? Which of the 10 tips do you feel you
will work on the most? ​*participation grade*
● Class discussion/mini-lecture: Why presentations are not as
intimidating as they feel. Students will be encouraged to
share stories of their past experiences presenting
● Group Work: Class will split into groups of 3 and present to
each other. Students will provide feedback to each other in
groups. Instructor will be walking around classroom,
offering assistance, advice, and confidence!

Homework:
Write: ​Prepare for next week’s presentations

Week 6: Presentations
Monday Class Outcomes:
● Examine the power and limits of writing as social and public
action

Class Activities:
● In-class presentations

Homework:
Write: ​Work on Reflection #4 (500-700 words)

Wednesday Class Outcomes:

● Examine the power and limits of writing as social and public
action

Class Activities:
● In-class presentations

Homework:
Write: ​Work on Reflection #4 (500-700 words)

Friday FINAL PROJECT DUE (due on Canvas by 11:59 P.M.)

Class Outcomes:
● Examine the power and limits of writing as social and public
action

Class Activities:
● Presentations
Homework:
Write: ​Reflection #4 DUE by 11:59 PM (500-700 words)