INQUIRY DESCRIPTION
WRT 205 courses in “Writing, Ethics, and Civic Discourses” will focus on developing an understanding of writing at the intersection of publics, language use, and ethics. Discussions of research methods and methodologies and sustained inquiry across various genres and contexts will help students effectively position themselves as critical learners, readers, and writers. Students will be able to engage in critical inquiry, analysis, and research as situated processes; conduct and evaluate primary and secondary research on civic discourses across genres; and ethically participate in civic discourse as a form of rhetorical action and social practice.
Below are two possible trajectories on which to approach this inquiry. Detailed explanations of each trajectory, readings, and assignment sheets are offered in links below.115279453
Trajectory 1
Trajectory 2
These trajectories were developed in consultation with leaders and members of the 2016-2017 inquiry working group and the 2017-2018 Lower Division Committee. Special thanks to Kate Navickas, Khem Aryal, and Martha Dillingham for providing the basis for Trajectory 1 and to Jessica Corey and Rae Ann Meriwether for providing the basis for Trajectory 2
TRAJECTORY 1
This WRT 205 class is composed of three main units. The first centers on reading practices, synthesizing shared readings and source materials about civic discourse and what it means to engage in it. Students compose a brief essay (3-4 pages) that synthesizes source material, considering diverse perspectives, in an attempt to define (for themselves and in a multi-faceted way) civic discourse. The assignment is designed to enhance students’ critical reading strategies while asking them to consider the connections between research, writing, and social action.
In the second unit, students engage in sustained research on an issue of civic discourse and ethics that is important to them. They create a digital research portfolio of five different pieces of civic discourse in at least three different genres and provide brief annotations of each. For example, a student might use two articles from news sources, a blog post, a TED Talk, and an op-ed. The range of possible genres is very broad; indeed, some students use comments sections of articles, Twitter conversations (captured via screenshot), etc. Along with the portfolio, students create a visual source map in which they represent the ongoing discussion/debate, the stakeholders, and the rhetorical and ethical dimensions. These source maps can be created using a variety of tools: Piktochart, Prezi, PowerPoint, drawings, etc. They should include annotations on the nature of the sources in relation to each other, their connections/disconnections, incorporation of research, credibility, and the ethical dimensions of how the arguments are made.
In the third unit, students consider what they’ve learned about their civic issue thus far and take a stand in a current debate by writing an op-ed to a specific readership (for example, readers of the Daily Orange, the New York Times, the Wall Street Journal). Students also reimagine their argument as a visual text (for example, an infographic poster, a public service announcement, or a video). Some teachers may find it helpful to limit the possible genres students might choose.
Each of these projects includes a reflective component that becomes part of the final portfolio.
Along with the WRT 205 foundational readings provided here, below are readings that may be useful for this trajectory:
Introduction to Civic Discourse
Benson, Thomas W. “The Rhetoric of Civility.” Journal of Contemporary Rhetoric, vol. 1, no. 1, 2011, pp. 22-30. [pdf]
Cooper, David C. “Is Civic Discourse Still Alive?” Museums & Social Issues, vol. 2, no. 2, Fall 2007, pp.
157–164. [pdf]
Ersolmaz, Lori H. “Engaging People: A Spirit of Collective Responsibility.” Voices of Hope Productions,
2005-2016. http://engagingpeople.tv (several short documentaries at this site)
Faber, Brenton. “Writing and Social Change.” Handbook of Research on Writing : History, Society,
School, Individual, Text, edited by Charles Bazerman, L. Erlbaum Associates, 2008, pp. 269-280. [pdf]
Lane, Shelley D. and Helen McCourt. “Uncivil Communication in Everyday Life: A Response to Benson’s
‘The Rhetoric of Civility.’” Journal of Contemporary Rhetoric, vol. 3, no. 1/2, 2013, pp. 17-29. [pdf]
Wells, Susan. “Rogue Cops and Health Care: What Do We Want from Public Writing?” College
Composition and Communication, vol. 47, no. 3, Oct. 1996, pp. 325-341. [pdf]