This course uses principles of rhetoric to teach writing. Its primary focus is teaching writing in different genres considering the rhetorical situation of each genre.
This module is designed to familiarize students with the basics of Rhetoric, and its canons. knowing the principles of rhetoric will help the students to understand why rhetoric is useful in composition.
LEARNING OUTCOMES
At the end of this module, the students will learn:
What rhetoric is.
How it is used.
What are its canons?
MODULE CONTENTS
The topics to be covered in this module include:
The definition of rhetoric.
Branches of rhetoric—deliberative, judicial (forensic), epideictic.
The canons of rhetoric—invention, arrangement, style, memory, delivery.
This module is designed to familiarize students with the concept of rhetorical situation. It focuses on training the students to understand that there is an exigence for every action, likewise writing/composition also has an exigence, a circumstance that bring the text into existence.
LEARNING OUTCOMES
At the end of this module, the students will learn:
What rhetorical situation is.
How to identify the rhetorical situation.
How to decide what genre to select for a certain rhetorical situation.
This module is designed for genre awareness. Students will learn that genres are stable yet flexible and every genre has its own features and characteristics, along with its rhetorical situation.
LEARNING OUTCOMES
At the end of this module, the students will be able to:
Understand what genres are.
Learn that genres are stable, yet flexible.
Understand that genres are determined by the rhetorical situations.
MODULE CONTENTS
The topics to be covered in this module include:
Reading different genres to understand their features and characteristics.
Handouts prepared by the instructor and sharable material from different sources.
LEARNERS’ TASKS/ACTIVITIES
The students will read and analyze texts and write to understand the genre conventions. They will also practice writing in different genres to see how rhetorical situations/five factors help write effectively.
This module is designed to train students to do a rhetorical analysis of texts, specifically print advertisements and TV commercials. Students will be familiarized with the rhetorical appeals—logos, ethos, pathos—and will be trained to read texts to identify these appeals. They will also be familiarized with the logical fallacies used in the texts.
LEARNING OUTCOMES
At the end of this module, the students will be able to:
Write rhetorical analysis.
Identify rhetorical appeals and logical fallacies.
Handouts prepared by the instructor and shareable material from different sources.
LEARNERS’ TASKS/ACTIVITIES
The students will read and analyze texts to understand the genre to later emulate the genre on the texts selected by themselves (with prior approval from the instructor).
This module is designed to familiarize students specifically with the concept of ‘Kairos’ (timeliness) in writing. The selection of the timely topic for the research commentary will enable students to understand the importance of ‘Kairos’ in every genre of writing.
LEARNING OUTCOMES
At the end of this module, the students will learn:
What Kairos is.
How it helps in invention.
How to comment critically on an ongoing debate.
How to incorporate other “voices” in the argument.
MODULE CONTENTS
The topics to be covered in this module include:
Understanding Kenneth Burke’s “Parlor Metaphor.”
Selection of a timely topic for the commentary.
Gathering data on the conversation about the topic.
This module is a continuation of the “Rhetorical Analysis” module. In this module, the students will learn to use the principles of rhetoric to persuade an audience through visuals.
LEARNING OUTCOMES
At the end of this module, the students will be able to:
To understand how rhetoric works through non-verbal means.
To use visuals rhetorically to persuade the audience.
Handouts prepared by the instructor and sharable material from different sources.
LEARNERS’ TASKS/ACTIVITIES
The students will create visuals to learn how rhetoric can work through non-verbal means. This will be a fun project where the students can use technology, arts, or any other means they can think of to create the visuals.
The candidate must have a higher secondary school certificate or completed A-Levels.
Understanding of the English Language
Description:
By introducing this course, I intend to familiarize the students with an emerging discipline that is already widely taught in North American universities. The course “Rhetoric and Composition” is not conflating the two terms “rhetoric” and “composition,” but by putting them together intends to propose using rhetoric in writing. Neither rhetoric, nor writing is a new discipline; combining the two however gives a new approach to reading and writing genres that otherwise is not possible.
Grading policy and assessment:
Here's the meaning behind the numbers I put on your work (you can use these statements as clues about how you might work toward a higher grade):
80-100 (A)—You did what the assignment asked for at a high-quality level, and your work shows originality and creativity. Work in this range shows all the qualities listed above for a B; but it also demonstrates that the author took extra steps to be original or creative in developing content, solving a problem, or developing a verbal or visual style.
70 to 79 (B to B+)—You did what the assignment asked of you at a high-quality level. Work in this range needs little revision, is complete in content, is organized well, and shows special attention to style and visual design.
60 to 69 (C to C+)—You did what the assignment asked of you. Work in this range tends to need some revision, but it is complete in content and the organization is logical. The style, verbal and visual, is straightforward but unremarkable.
50-59 (D to D+)—You did what the assignment asked for at a poor-quality level. Work in this range tends to need significant revision. The content is often incomplete, and the organization is hard to discern. Verbal and visual style is often non-existent or chaotic.
Dr. Neelam Jabeen has earned her PhD from North Dakota State University, USA in English: Rhetoric, Writing and Culture.The generalist nature of the program allowed her to investigate diverse fields of inquiry like rhetorical criticism, medical rhetoric, young adult Literature, Composition Research, invention and innovation in rhetoric and writing along with several other areas. She also taught Composition to the undergraduate students in the US for about 4 years experimenting with different genres of writing. In her current position as an Assistant Professor of English at IIUI, she teaches several different subjects of literature and writing. She has published in some of the most prestigious journals in humanities like Interventions: International Journal of Postcolonial Studies, Journal of International Women's Studies and TRANSNATIONAL Literature. She considers herself a generalist although she is one of the pioneering critics of postcolonial ecofeminism.
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