• Read: Blogging Assignment directions, available on link above.
• Due:  Listen to at least three TIB broadcasts (national examples, local examples). Be prepared to discuss topic selection and development for these examples.
• RCL: Write down two ideas for TIB topics, two CI blog ideas, and two possible Passion blog ideas.  (You’re free to stay with the same topic, but at least consider others for now.) Then, briefly consider your blogging as a whole: What will you adjust from last semester? How might you improve the framing or execution of your blog(s) compared to last semester?

• Due: Have selected a TIB topic and a CI blog topic.
• Due: Listen to additional TIB broadcasts, with an ear toward structure and phrasing. Be prepared to discuss your observations.

• Read: NYT commentary on the challenges and joys of reading aloud

• Due: bring printed draft of TIB

Conversation and Discussion

• Read: chapter 6
• Post: Passion blog and blue CI blogs

• Read: Directions for deliberation assignments (on assignments page, linked above)
• Watch: Parable of the Squares and Blobs.
• Prepare: Be ready to discuss your thoughts on the co-creation framework introduced in the video. Also, consider what might be next steps for someone who responded favorably to the video’s message.

• Due: TIB Podcast (post script and link to audio file on your RCL blog)
• Post: Passion blog and red CI blogs

• Read: Moderating and Recording Skills for Deliberation.

• No blogging this week
• Read: Carefully study the Penn State GenEd Deliberation Guide. Prepare to moderate your assigned option. Find three related articles or pieces of research that could potentially help advance the deliberation and bring them to class.

• Post: Passion blog and blue CI blogs

• Read: chapter 7

• Read: Carefully study the National Issues Forum Issue Guide, “Shaping our Future: How Should Higher Education Help Us Create the Society We Want?”  Find three related articles or pieces of research that could potentially help advance the deliberation.
• Post: Passion blog and red CI blogs

• Read: Persuasive Essay Assignment. Directions posted under link above.

• Post: Passion blog and blue CI blogs
• Due by 5pm Sunday, March 9: Finish participation in online deliberation.

• No Blogging due this week

• Due by 9pm today: Deliberation unit assignments. (Moderating philosophy, deliberation analysis, reflection on online deliberation.)

• Post: Passion blog and red CI blogs

• Due: Read sample policy essay, available on ANGEL.  Print and bring to class for discussion.

• RCL: Persuasive Essay Topic Proposal: your specific problem (e.g., not generic “Mexican Drug War,” but rather “the Barrio Azteca cartel”), a rough idea of your policy, a quick summary of your research, and why you think this is appropriate for the assignment
• Post: Passion blog and blue CI blogs

• Read: Advocacy Project Assignment. Directions posted under link above.

• See post on main site for info about instructor meetings. (Sign up is here)
• Bring: paragraph-level outline for persuasive essay, and any questions you may have for me.
• Post: Passion blog and red CI blogs (by class time)
• Comment: on your group’s CI blogs, and on any three passion blogs you like. (by 11:59pm)

• Bring: Draft of Persuasive Essay

• RCL: After reviewing the instructions for the advocacy project, briefly describe your possible topic, audience, mode, and/or occasion options.  Feel free to write about whichever of these choices you’ve made so far.  Be ready to discuss in class.
• Post: Passion blog and blue CI blogs

• Due: Final Draft of Persuasive Essay

• Post: Passion blog and red CI blogs (by class time).  Last blogging for the year!
• Comment: on your group’s CI blogs, and on any three passion blogs you like. (by 11:59pm)

• Due: Advocacy Project. Submit artifact/evidence, justification, and hours on ANGEL.

• Bring: digital materials to work on ePortfolio

• Due by noon Monday, May 5: link to ePortfolio, posted to your RCL blog in clickable form

• Read: ch 3
• Read: Blogging Assignment, under the Assignments tab above
• Bring:  Compose a ~300 word typed response to one of the “Rhetorical Activities” on p 41. While activity 1 and 2 would probably work best as analytical arguments with examples, activity 3 and 4 would probably work better as narratives, followed by reflection.  Thinking about the form of the response is part of Aristotle’s “invention.”

• Read: ch 1 and 2

• Prepare:  two possible topics for passion blogs for discussion
• No office hours this afternoon.  Email or chat before/after class for an appointment at another time.

• Prepare: two possible civic engagement artifacts for discussion (feel free to bring a laptop or tablet if they’re digital and you’d like to show them during the discussion)

• Post: RCL (general analysis or reflection)
• Post: RCL, HW #1: Civic Life Presentation Draft

• Bring (on your assigned day): your speaking notes and a typed outline of the talk for me to review afterward

• Post: RCL and Passion
• Bring (on your assigned day): your speaking notes and a typed outline of the talk for me to review afterward

• Read: directions for Rhetorical Analysis Essay on course website
• Bring (on your assigned day): your speaking notes and a typed outline of the talk for me to review afterward

• Read: Leff and Mohrmann, “Lincoln at Cooper Union: A Rhetorical Analysis.” Bring a printed (or digital) copy to class.
• Post: RCL and Passion
• Post: RCL, HW #2: Reflect on your presentation.  Feel free to respond to anything, but you might consider focusing on one or more of these questions: What was effective?  What wasn’t?  What would you do differently in terms of focus, message construction, or rehearsal?  How did the delivery of you talk help or hinder your message?  How did the structure of your presentation help or hinder your message?

• Read: ch 4
• Post: RCL, HW #3: Identify what specific artifact (essay, speech, etc.) you have chosen as the subject of analysis for your Rhetorical Analysis essay.  In at least 200 words, reflect on why you were particularly drawn to this artifact, and why you believe it to be particularly appropriate for in-depth rhetorical analysis.
• Prepare: Consider and be ready to discuss your answers to #1 on pp. 59-60.  (Perhaps jot down some notes to guide your contributions in class.)

• Read: Harris, “Revising” (PDF available here: Joseph Harris, Revising_(2006))
• Post: RCL and Passion
• Bring: printed draft of Rhetorical Analysis Essay

• Read: ch 5
• Read: directions for the Paradigm Shift Essay on course website

• Post: RCL and Passion
• Bring: final draft of Rhetorical Analysis Essay

• Post: RCL and Passion
• Post: RCL, HW #4: Select a potential topic for the Paradigm Shift Essay.  Briefly describe any initial causes or consequences of your subject that you find interesting.  Then, develop several research questions to guide your research, using a mix of the question types.

• Read: directions for TED Talk on course website

• Post: RCL and Passion
• Bring: printed draft of Paradigm Shift Essay

• Bring: final draft of Paradigm Shift Essay
• Watch: (at least) these TED Talks: Joshua Foer’s discussion of memory and Amy Cuddy’s TED talk on body language

• Read: Anderson, “How to Give a Killer Presentation” (available here with free login to Harvard Business Review, or the PDF version is here, although the referenced videos didn’t embed; you don’t have to watch them, but if you do want to you’ll have to (oddly) click on the “close” text to load each one)
• Post: RCL and Passion
• Post: RCL, HW #5: Identify the specific topic and thesis of your TED Talk.  Then, discuss the specific rhetorical choices you’re making.  This might involve ways in which you’re adapting to the audience, or how you plan to develop your ethos, or the logos and pathos elements you’re including, or anything else you want to accomplish through the design of your message.

• Read Assignment directions for Public Controversy Videos

• No regular RCL or Passion blogs this week (unless you want to)

• No regular RCL or Passion blogs this week (unless you want to)
• Post: Submit group work plan as a link in a comment on the relevant post on course blog. Link can be to a Google Doc, a Dropbox file, etc., so long as the permissions are set so that anyone with the link can view it. Only one per group.
• Post: (By Friday, Nov 15) RCL, HW #6: (Note that this will be your longest HW post of the semester, ~500-700 words.)
  • Post/link to the video of your TED talk.  You will need to host the file elsewhere online, rather than uploading the file straight to your blog.  (Options include Vimeo, YouTube, Google Drive, etc.)  Be sure the permissions are set so that others can access it–either set to Public or to Anyone with the Link Can View (terminology varies slightly by platform).
  • Part 1: Reflect on your preparation process for the TED talk.  What principles from the course reading thus far did you attempt to incorporate?  How effective was your execution of the various aspects of preparation?  Looking back, what could you do to strengthen your preparation for future talks?
  • Part 2: Watch the footage of your talk.  Reflect on what elements of the explanation and delivery worked best.  Then, consider what specific components of the presentation you would most like to improve.  When considering your performance during this process, do your best to balance a commitment to excellence with a spirit of generosity.  (In other words: develop some carefully considered constructive criticism, but at the same time don’t be too hard on yourself.)  Be specific!

• Read Kevin Kelly, “Becoming Screen Literate” (NYTimes.com)
• Watch Prof. Dan Cahoy’s coursecast on copyright law. (Length: 18:46. And please don’t freak out during the first few minutes; he talks about how you can use media fairly in the second half.)

If you’re interested in learning more about proposals for fixing copyright policy and law, check out these sources.  (These are optional, and perhaps something you might come back to later on.)

• Jessica Litman, Sharing and Stealing
• Larry Lessig’s TED Talk: “The Law is Choking Creativity”

• Post: RCL and Passion—it’s your last regular RCL post

• Meet in W-140 Pattee Library Knowledge Commons for multimedia training.  Please allow extra time for finding the room. (Map of Knowledge Commons is here)

• Post by the end of the day Friday, Nov 22: Submit complete script/storyboard as a link in a comment on the relevant post on course blog. Link can be to a Google Doc, a Dropbox file, etc., so long as the permissions are set so that anyone with the link can view it. Submit only one per group.

• Watch videos and/or read about process of shooting and editing footage (steps 2 and 3) at Vimeo’s Video School
• Post: RCL, HW #7: Respond to either of the two options below, but not to both:
  • Option 1: Discuss or critique some of your group’s visual or audio design choices in your video in light of the assigned reading/viewing for today.
  • Option 2: Reflect on the rhetorical implications of two or three topics addressed in the assigned reading/viewing for today.

• Bring: All necessary materials for Public Controversy videos, including all voice-over files, images, animations, and raw video footage  (You should have collected everything needed to edit)
• Post: Passion only—it’s your last Passion post for the semester