This in-class assignment asks students to revise the plot of a film into emoji code. Emphasis can be placed on revision practices, multimodal texts, the variety of Englishes available to rhetors depending on their cultures and contexts, or all three simultaneously.
This exercise demonstrates, step by step, how freshmen can use the “They Say / I Say” format to write compelling, college-level essays.
This post gives examples of lesson planning, how to use sample essays as models, and how to craft an effective thesis statement.
To help students understand the difference between a popular, generalized media source and an academic/original source, I presented students with 3 different forms of the same myth of Pandora. By discussing each of the sources, all of them leading to a collective and informational Ted Talk on the myth, students were able to come to the conclusion of why the audience is important to writing and how expertise affects the way information is delivered.
This activity gets students to practice recognizing rhetorical moves in a piece of writing by analyzing the satirical open letter that birthed Pastafarianism.
I used the questions in this activity as a way of having students read in class Grant-Davie’s “Rhetorical Situations and Their Constituents.” It was very helpful in getting students engaged with the reading while formulating the anwers to these questions, which I asked at the end of the activity to corroborate that they’d done it.
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