ENG 103: Rhetoric of Sports
Spring 2023
Chapman University
Instructor: Daniel Strasberger
Class Meeting Day(s) & Time(s): Monday/Wednesday/Friday: 8 to 8:50 am
Classroom: Hashinger Science Center 019
Office Hours: Any time via appointment
Email Address: DStrasberger@chapman.edu
Email Address: DStrasberger@chapman.edu
Rhetoric of Sports:
The influence of sports has evolved beyond what happens on the field or court. Over the years, athletes and sports organizations have used their platforms as a rhetorical tool to enact political and social change. Through critical reading and engaging in multiple writing projects, including discussion board posts, writing through drafting, and peer workshops, we will explore the rhetorical impact of sports, develop productive writing and rhetorical practices, and consider how those practices can be applied beyond the classroom.
Chapman University Safety Protocol
Learn about the safety guidelines, testing procedures and vaccine resources for both Chapman University and Orange County. Guidelines for keeping healthy are based upon recommendations from the CDC and local health authorities. By working together and following these guidelines, we can help protect the health of everyone on campus and in our community.
This information is offered to help you know your risk, protect yourself, take action if exposed to COVID-19 and take action if you are sick or test positive.
Based on where we are currently, we have streamlined our protocols to FOUR basic tactics:
Masks - Take action if exposed. If exposed, wear a mask for 10 days to reduce the risk of spread. At the medium COVID-19 community level, face coverings are highly recommended if you have symptoms, a positive test, or exposure to someone with COVID-19. Masking is recommended but not required on public transportation. Vulnerable people, consider wearing a mask in crowded indoor public places. The California Department of Public Health offers this guidance on masking.
Vaccination - Protect yourself. Based on the advice of California public health agencies, the university recommends but does not require that all faculty, staff and students who are eligible get an updated booster with protection against Omicron variants. To be considered up to date with your COVID vaccinations at Chapman, individuals must be current with their primary series plus the updated (bivalent) booster as outlined by the CDC. Submit proof of having all vaccinations and boosters for which you are eligible or file a personal declination.
Testing - Take action if you are sick or exposed to COVID-19. Testing is not required to return to campus from a break. The university continues to provide on-campus testing at no cost to Chapman community members at the COVID-19 Testing Center. Students and/or faculty in certain programs (e.g. Dodge College) are required to get tested according to program requirements. Report an off-campus COVID-19 test. Also, see additional testing regulations.
Daily Health Survey - Take action and stay home if you are sick. Faculty, staff and students must complete the health screening daily. Visitors to campus must complete the Visitor Health Survey.
Class Breakdown
Learning Objectives
Students will engage with texts in multiple settings, including electronic media, where they will explore concepts specific to rhetoric and how it intersects with sports. Through readings, discussions, small group workshops, class activities, and various writing projects, students will develop a deeper understanding of the topic and be able to transfer their knowledge to different genres.
Required Text:
This semester, we will be reading Sports, Rhetoric, and Political Struggle edited by Daniel A. Grano and Michael L. Butterworth (ISBN-13: 978-1433146770).
The bookstore is unable to provide it, however you can buy a Kindle copy on Amazon (the Kindle App is free to download). If you’d prefer a paper copy, please make sure you have it for week two. I will be providing the first reading as a PDF on Canvas.
Class Teams:
Teamwork is an important part of learning. On the first day, each of you will be drafted into your own team of three. These will be your teammates for the remainder of the semester. You will be designated discussion groups which you will utilize to discuss readings, engage in activities, or perform small group workshops. It is encouraged that you trade contact information so you can support and cheer on your teammates throughout the semester. Please reach out to me if you have any issues with your team.
Attendance
As this course is discussion- and workshop-based, teamwork is pivotal to its success. An absence not only negatively affects your own learning process, but also everyone in your class and on your team. Therefore, you are expected to come to class and to do so on time More than eight absences will lower your grade by 10%, and drop 10% further for every three additional classes. However, in the world we live in today, issues arise. If there is any reason, please email me and I can excuse the absence if necessary. You are only penalized for unexcused absences, so communication goes a long way.
You are responsible for all readings and assignments for any absence. Please email me about their absence within 24 hours of the end of the class to receive any updates missed during that session.
Preparation
Showing up to class is only one part to the success of the course. It is also important that you come to class prepared, reading all assigned texts before the start of the class, bringing all relevant materials to every session, and stays awake and alert the entire class period. Neglecting to do so will negatively affect your participation grade.
Additionally, it is your responsibility to enable any submission for this class. This means if you submit GoogleDocs, I must be given access to the document. PDF and Word documents are preferred; Apple Notes is not accepted. If there are any issues opening your submissions, I will reach out to you personally and it will be your responsibility to give me access to be graded.
Grading Scale and Assignments
Assignments and Grades
• Students are responsible for all administrative procedures: adds, drops, withdrawals, etc.
Area of Evaluation
Percent
Teamwork and Participation 15%
Discussion Board Posts 15%
Reading Responses and Exercises 15%
Sports Self-Narrative 15%
Rhetorical Analysis 15%
Rhetorical Sports Figure Analysis and Presentation 25%
Total 100%
A (100-93%) = 4.0 (excellent)
A-(92.9-90%) = 3.7
B+(89.9-87%) = 3.3
B (86.9-83%) = 3.0 (very good)
B-(82.9-80%) = 2.7
C+(79.9-77%) = 2.3
C (76.9-73%) = 2.0 (satisfactory)
C-(72.9-70%) = 1.7
D+(69.9-67%) = 1.3 (unsatisfactory)
D (66.9-63%) = 1.0
D-(62.9-60%) = 0.7 (minimum passing)
F (59.9-0%) = 0.0 (failing)
Area of Evaluation
The grades will be determined by each of the following:
• Teamwork and Participation: 15% of the grade
In this course, participation is a vital tool to the success of the class. It is important that you come to class prepared and ready to participate. This means each you should participate in the class discussions, small group discussions, and peer workshops. The goal is to learn to critically analyze the texts, develop skills in constructive criticism, and helping peers to do the same.
In class discussions, you can work as a team. As long as at least one student from each team participates in the discussion, it can count as participation. This means for every part of the discussion and questions. You are encouraged to share your point of view as often as you would like, as long as every team gets their opportunity to speak.
On Fridays, when we do our Practice Drills on Fridays, each student is required to share what they posted twice over the course of the semester. You are, of course, encouraged to share as many times as possible.
Additionally, each team will be required to lead a discussion for the first fifteen minutes of class. Pick a current event in sports, present it to the class, and explain the rhetorical significance of this event (example: don't just explain that a team won, but explain the significance of their win).
• Discussion Board Posts: 15% of the grade
Every Friday, we will have a short lesson then be asked to complete a Practice Drill, where you will write for 20 minutes in class. These posts are intended for you to engage the concepts and material and share your views with your classmates. These posts are intended to be a minimum of 300 words. You may be asked to engage more with a topic if the post is too brief.
Each post is required to thoroughly explore the prompt topic. In case you would like to expand, all posts are due by the end of the day Friday by 11:59 pm. If you are absent, you are required to finish the post by the end of the day Saturday.
If there are peer responses are requested for that week, they will be due the following Monday by 11:59 pm. Peer responses are 100 words each.
The posts are graded with a 2-point system: 1 point for the post and 1 point for the response. Posts will be deducted 0.5 points for late posts or missing comments.
• Reading Responses and Exercises: 15% of the grade
For our class textbook, the Sports, Rhetoric, and Political Struggle, as well as other readings throughout the semester, you will be asked to write up a response. Before class you will be required to post a reading response to the reading, highlighting what caught your attention and what parts you may not understand.
Each response will be credit/no credit, due before class by 8:00 am via canvas. They are required to be (a minimum of) 150 words, answering the specific prompt for the reading response. For the nature of this assignment, no late work will be accepted. If you are absent, make sure to still post your response and are required to submit the response by the end of the day.
In addition, you may be asked to do small assignments, referred to as Exercises. Each of these assignments will require different things to help prepare for class. Just like the reading responses, the exercises are due before class by 8:00 am via canvas (unless specified within the assignment).
• Sports Self-Narrative: 15% of the grade
For this assignment, you will write a self-narrative, examining your connection with sports. This should be your story and how sports have changed your life. This could be a singular event or an overall look at your experience but should have one main concept that ties the story together.
The Final draft is due on Monday, March 6th by 11:59 pm.
Requirements:
1000-word minimum exploring your own story with a clear narrative
If you use sources (not required for this assignment) use proper MLA Citation
The first draft for workshops is due Friday, March 3rd by class period.
• Rhetorical Analysis: 15 % of the grade
Select a piece of sports rhetoric, such as a speech, interview, protest, or action - and analyze the impact of the rhetorical situation.
Goals: The goal is to explore the rhetorical impact of whatever you choose, which is known as a rhetorical artifact. This includes both exploring what was intended and the effects of the rhetorical artifact. Where it is important to explore the aspects of rhetoric (pathos, logos, ethos, etc.), make sure to take a step back and examine the overall significance.
Final draft will be due on Monday, April 10th by 11:59 pm via Canvas.
Requirements:
A minimum of 1000 words breaking down the rhetorical artifact
Two outside sources (not including the rhetorical artifact) with proper MLA citation
First draft for workshops is due Friday, April 7th by class time.
• Rhetorical Sports Figure Analysis and Final Presentation: 25% of the grade
Pick an athlete and analyze their impact. Write a paper between six to eight pages analyzing the rhetorical impact of this sports figure. Where the rhetorical analysis was more about one specific event and how that one instance enacted change, this assignment looks at this figures career and how they engaged with creating change. You cannot use the same figure as you did for the rhetorical analysis or Current Event presentation.
Goal: This assignment should explore the significance of an athlete of your choice (every student will have a different athlete). This should not only look at the significance of this athlete, but show why. That means that there should be an overall exploration of those athletes, their lives and careers, as well as what they changed.
Requirements:
This assignment should be between 6 and 8 pages, double-spaced, times new roman, with standard one-inch margins
You are required to have at least three different sources, in MLA format with a separate citation page (citation page does not count toward page length)
If you are not interested in creating another essay, you can instead create a multimodal presentation. See Sports Figure Multimodal Option.pdf
The first draft for workshops is due Monday, May 8th by class period. The final draft will be due via Canvas on Sunday, May 14th by 11:59 pm.
Final Presentation on Wednesday, May 17th from 10:45 am to 1:15 pm. For the final, you will transform your analysis into 5-to-10-minute multimodal presentation which you will show to the class during the scheduled final (as seen above). You will present key points raised in your project. Opposed to your final assignment if you choose multimodal form, this should be a shortened version in which you can quickly go over the main points. This is worth 5% of the grade (from the 25%).
Late Assignment Policy
All assignments are expected to be submitted on time. For every class period a major assignment is late, it will receive an automatic 10% reduction on the grade. Note: If assignment is posted at 12:00 am after it is due, that will count as a single class period.
**I will be happy to discuss participation grades with anyone at any point in the semester**
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Course Specific Learning Outcome
Course Description
Writing seminar devoted to rhetorical understanding and competence in a variety of specific academic contexts. Students may choose their area of concentration from a range of writing genres, each with its own sets of expectations, forms and purposes. Attention will focus on student writing in differing discourse communities, but all sections of English 103 address rhetorical effectiveness in composition. Students may select from courses that foreground Writing in Electronic Environments, for example, or Writing about Literature, Composing the Self, Writing in Academic Environments among many other options. Some sections of this course may be offered as hybrid courses or online only. (Offered every semester.) 3 credits
General Education Learning Outcomes WI/Written Inquiry:
Students will compose texts that:
Establish active, genuine, and responsible authorial engagement; communicate a purpose—an argument or other intentional point/goal; invoke a specific audience; develop the argument/content with an internal logic/organization; integrate references, citations, and source material logically and dialogically, indicating how forms of evidence relate to each other and the author’s position; compose with rhetorically effective use of language, form and genre, voice and tone, and style.
By the end of this course, students will be able to:
• Learn and use key rhetorical concepts through analyzing and composing a variety of texts
• Develop facility in responding to a variety of situations and contexts calling for purposeful shifts in voice, tone, level of formality, design, medium, and/or structure
• Use composing and reading for inquiry, learning, critical thinking, and communicating in various rhetorical contexts
• Read a diverse range of texts, attending especially to relationships between assertion and evidence, to patterns of organization, to the interplay between verbal and nonverbal elements, and to how these features function for different audiences and situations
• Locate and evaluate (for credibility, sufficiency, accuracy, timeliness, bias and so on) primary and secondary research materials, including journal articles and essays, books, scholarly and professionally established and maintained databases or archives, and informal electronic networks and internet sources
• Develop a writing project through multiple drafts
• Develop flexible strategies for reading, drafting, reviewing, collaborating, revising, rewriting, rereading, and editing
• Experience the collaborative and social aspects of writing processes
• Learn to give and to act on productive feedback to works in progress
• Develop knowledge of linguistic structures, including grammar, punctuation, and spelling, through practice in composing and revising
• Understand why genre conventions for structure, paragraphing, tone, and mechanics vary
• Gain experience negotiating variations in genre conventions
• Practice applying citation conventions systematically in their own work
Campus Policies
Chapman University’s Academic Integrity Policy
Chapman University is a community of scholars that emphasizes the mutual responsibility of all members to seek knowledge honestly and in good faith. Students are responsible for doing their own work and academic dishonesty of any kind will be subject to sanction by the instructor/administrator and referral to the university Academic Integrity Committee, which may impose additional sanctions including expulsion. Please review the full description of Chapman University's policy on Academic Integrity.
Chapman University’s Students with Disabilities Policy
In compliance with ADA guidelines, students who have any condition, either permanent or temporary, that might affect their ability to perform in this class are encouraged to contact the Office of Disability Services. If you will need to utilize your approved accommodations in this class, please follow the proper notification procedure for informing your professor(s). This notification process must occur more than a week before any accommodation can be utilized. Please contact Disability Services at (714) 516-4520 if you have questions regarding this procedure, or for information and to make an appointment to discuss and/or request potential accommodations based on documentation of your disability. Once formal approval of your need for an accommodation has been granted, you are encouraged to talk with your professor(s) about your accommodation options. The granting of any accommodation will not be retroactive and cannot jeopardize the academic standards or integrity of the course.
Chapman University Statement on Diversity & Inclusion
Chapman University is deeply committed to enriching diversity and inclusion through on-going efforts to cultivate a welcoming campus climate for all members of the Chapman community. We strive to provide an inclusive academic curriculum, promote equity and access in recruitment and retention, and develop meaningful outreach programs and partnerships with our diverse local communities. We value diversity and inclusion in the learning environment and believe it is vital to the fulfillment of the university mission. It is our conviction that an inclusive learning environment facilitates complex, critical and creative thinking and that differences in identities, values, beliefs and perspectives are fundamental to a comprehensive education.
At Chapman the term diversity implies a respect for all and an understanding of individual differences including race, color, religion, sex, gender identity, gender expression, pregnancy, national origin, ancestry, citizenship status, age, marital status, physical disability, mental disability, medical condition, sexual orientation, military or veteran status, genetic information and any other characteristic protected by applicable state or federal law, so that all members of the community are treated at all times with dignity and respect.
Equity and Diversity Statement
Chapman University is committed to ensuring equality and valuing diversity. Students and professors are reminded to show respect at all times as outlined in Chapman’s Harassment and Discrimination Policy. Any violations of this policy should be discussed with the professor, the Dean of Students and/or otherwise reported in accordance with this policy.
Religious Accommodation at Chapman University
Religious Accommodation at Chapman University is consistent with our commitment of creating an academic community that is respectful of and welcoming to persons of differing backgrounds. We believe that every reasonable effort should be made to allow members of the university community to fulfill their obligations to the university without jeopardizing the fulfillment of their sincerely held religious obligations. Please review the syllabus early in the semester and consult with your faculty member promptly regarding any possible conflicts with major religious holidays, being as specific as possible regarding when those holidays are scheduled in advance and where those holidays constitute the fulfillment of your sincerely held religious beliefs. Please see the full description of Chapman University's policy on Religious Accommodation at https://www.chapman.edu/about/our-family/leadership/provosts-office/religious-accomodation.aspx
Student Support at Chapman University
Over the course of the semester, you may experience a range of challenges that interfere with your learning, such as problems with friend, family, and or significant other relationships; substance use; concerns about personal adequacy; feeling overwhelmed; or feeling sad or anxious without knowing why. These mental health concerns or stressful events may diminish your academic performance and/or reduce your ability to participate in daily activities. You can learn more about the resources available through Chapman University’s Student Psychological Counseling Services here: https://www.chapman.edu/students/health-and-safety/psychological-counseling/.
Fostering a community of care that supports the success of students is essential to the values of Chapman University. Occasionally, you may come across a student whose personal behavior concerns or worries you, either for the student’s well-being or yours. In these instances, you are encouraged to contact the Chapman University Student Concern Intervention Team who can respond to these concerns and offer assistance: https://www.chapman.edu/students/health-and-safety/student-concern/index.aspx. While it is preferred that you include your contact information so this team can follow up with you, you can submit a report anonymously. 24-hour emergency help is also available through Public Safety at 714-997-6763
Class Meeting Day(s) & Time(s): Monday/Wednesday/Friday: 8 to 8:50 am
Classroom: Hashinger Science Center 019
Office Hours: Any time via appointment
Email Address: DStrasberger@chapman.edu
Email Address: DStrasberger@chapman.edu
Rhetoric of Sports:
The influence of sports has evolved beyond what happens on the field or court. Over the years, athletes and sports organizations have used their platforms as a rhetorical tool to enact political and social change. Through critical reading and engaging in multiple writing projects, including discussion board posts, writing through drafting, and peer workshops, we will explore the rhetorical impact of sports, develop productive writing and rhetorical practices, and consider how those practices can be applied beyond the classroom.
Chapman University Safety Protocol
Learn about the safety guidelines, testing procedures and vaccine resources for both Chapman University and Orange County. Guidelines for keeping healthy are based upon recommendations from the CDC and local health authorities. By working together and following these guidelines, we can help protect the health of everyone on campus and in our community.
This information is offered to help you know your risk, protect yourself, take action if exposed to COVID-19 and take action if you are sick or test positive.
Based on where we are currently, we have streamlined our protocols to FOUR basic tactics:
Masks - Take action if exposed. If exposed, wear a mask for 10 days to reduce the risk of spread. At the medium COVID-19 community level, face coverings are highly recommended if you have symptoms, a positive test, or exposure to someone with COVID-19. Masking is recommended but not required on public transportation. Vulnerable people, consider wearing a mask in crowded indoor public places. The California Department of Public Health offers this guidance on masking.
Vaccination - Protect yourself. Based on the advice of California public health agencies, the university recommends but does not require that all faculty, staff and students who are eligible get an updated booster with protection against Omicron variants. To be considered up to date with your COVID vaccinations at Chapman, individuals must be current with their primary series plus the updated (bivalent) booster as outlined by the CDC. Submit proof of having all vaccinations and boosters for which you are eligible or file a personal declination.
Testing - Take action if you are sick or exposed to COVID-19. Testing is not required to return to campus from a break. The university continues to provide on-campus testing at no cost to Chapman community members at the COVID-19 Testing Center. Students and/or faculty in certain programs (e.g. Dodge College) are required to get tested according to program requirements. Report an off-campus COVID-19 test. Also, see additional testing regulations.
Daily Health Survey - Take action and stay home if you are sick. Faculty, staff and students must complete the health screening daily. Visitors to campus must complete the Visitor Health Survey.
Class Breakdown
Learning Objectives
Students will engage with texts in multiple settings, including electronic media, where they will explore concepts specific to rhetoric and how it intersects with sports. Through readings, discussions, small group workshops, class activities, and various writing projects, students will develop a deeper understanding of the topic and be able to transfer their knowledge to different genres.
Required Text:
This semester, we will be reading Sports, Rhetoric, and Political Struggle edited by Daniel A. Grano and Michael L. Butterworth (ISBN-13: 978-1433146770).
The bookstore is unable to provide it, however you can buy a Kindle copy on Amazon (the Kindle App is free to download). If you’d prefer a paper copy, please make sure you have it for week two. I will be providing the first reading as a PDF on Canvas.
Class Teams:
Teamwork is an important part of learning. On the first day, each of you will be drafted into your own team of three. These will be your teammates for the remainder of the semester. You will be designated discussion groups which you will utilize to discuss readings, engage in activities, or perform small group workshops. It is encouraged that you trade contact information so you can support and cheer on your teammates throughout the semester. Please reach out to me if you have any issues with your team.
Attendance
As this course is discussion- and workshop-based, teamwork is pivotal to its success. An absence not only negatively affects your own learning process, but also everyone in your class and on your team. Therefore, you are expected to come to class and to do so on time More than eight absences will lower your grade by 10%, and drop 10% further for every three additional classes. However, in the world we live in today, issues arise. If there is any reason, please email me and I can excuse the absence if necessary. You are only penalized for unexcused absences, so communication goes a long way.
You are responsible for all readings and assignments for any absence. Please email me about their absence within 24 hours of the end of the class to receive any updates missed during that session.
Preparation
Showing up to class is only one part to the success of the course. It is also important that you come to class prepared, reading all assigned texts before the start of the class, bringing all relevant materials to every session, and stays awake and alert the entire class period. Neglecting to do so will negatively affect your participation grade.
Additionally, it is your responsibility to enable any submission for this class. This means if you submit GoogleDocs, I must be given access to the document. PDF and Word documents are preferred; Apple Notes is not accepted. If there are any issues opening your submissions, I will reach out to you personally and it will be your responsibility to give me access to be graded.
Grading Scale and Assignments
Assignments and Grades
• Students are responsible for all administrative procedures: adds, drops, withdrawals, etc.
Area of Evaluation
Percent
Teamwork and Participation 15%
Discussion Board Posts 15%
Reading Responses and Exercises 15%
Sports Self-Narrative 15%
Rhetorical Analysis 15%
Rhetorical Sports Figure Analysis and Presentation 25%
Total 100%
A (100-93%) = 4.0 (excellent)
A-(92.9-90%) = 3.7
B+(89.9-87%) = 3.3
B (86.9-83%) = 3.0 (very good)
B-(82.9-80%) = 2.7
C+(79.9-77%) = 2.3
C (76.9-73%) = 2.0 (satisfactory)
C-(72.9-70%) = 1.7
D+(69.9-67%) = 1.3 (unsatisfactory)
D (66.9-63%) = 1.0
D-(62.9-60%) = 0.7 (minimum passing)
F (59.9-0%) = 0.0 (failing)
Area of Evaluation
The grades will be determined by each of the following:
• Teamwork and Participation: 15% of the grade
In this course, participation is a vital tool to the success of the class. It is important that you come to class prepared and ready to participate. This means each you should participate in the class discussions, small group discussions, and peer workshops. The goal is to learn to critically analyze the texts, develop skills in constructive criticism, and helping peers to do the same.
In class discussions, you can work as a team. As long as at least one student from each team participates in the discussion, it can count as participation. This means for every part of the discussion and questions. You are encouraged to share your point of view as often as you would like, as long as every team gets their opportunity to speak.
On Fridays, when we do our Practice Drills on Fridays, each student is required to share what they posted twice over the course of the semester. You are, of course, encouraged to share as many times as possible.
Additionally, each team will be required to lead a discussion for the first fifteen minutes of class. Pick a current event in sports, present it to the class, and explain the rhetorical significance of this event (example: don't just explain that a team won, but explain the significance of their win).
• Discussion Board Posts: 15% of the grade
Every Friday, we will have a short lesson then be asked to complete a Practice Drill, where you will write for 20 minutes in class. These posts are intended for you to engage the concepts and material and share your views with your classmates. These posts are intended to be a minimum of 300 words. You may be asked to engage more with a topic if the post is too brief.
Each post is required to thoroughly explore the prompt topic. In case you would like to expand, all posts are due by the end of the day Friday by 11:59 pm. If you are absent, you are required to finish the post by the end of the day Saturday.
If there are peer responses are requested for that week, they will be due the following Monday by 11:59 pm. Peer responses are 100 words each.
The posts are graded with a 2-point system: 1 point for the post and 1 point for the response. Posts will be deducted 0.5 points for late posts or missing comments.
• Reading Responses and Exercises: 15% of the grade
For our class textbook, the Sports, Rhetoric, and Political Struggle, as well as other readings throughout the semester, you will be asked to write up a response. Before class you will be required to post a reading response to the reading, highlighting what caught your attention and what parts you may not understand.
Each response will be credit/no credit, due before class by 8:00 am via canvas. They are required to be (a minimum of) 150 words, answering the specific prompt for the reading response. For the nature of this assignment, no late work will be accepted. If you are absent, make sure to still post your response and are required to submit the response by the end of the day.
In addition, you may be asked to do small assignments, referred to as Exercises. Each of these assignments will require different things to help prepare for class. Just like the reading responses, the exercises are due before class by 8:00 am via canvas (unless specified within the assignment).
• Sports Self-Narrative: 15% of the grade
For this assignment, you will write a self-narrative, examining your connection with sports. This should be your story and how sports have changed your life. This could be a singular event or an overall look at your experience but should have one main concept that ties the story together.
The Final draft is due on Monday, March 6th by 11:59 pm.
Requirements:
1000-word minimum exploring your own story with a clear narrative
If you use sources (not required for this assignment) use proper MLA Citation
The first draft for workshops is due Friday, March 3rd by class period.
• Rhetorical Analysis: 15 % of the grade
Select a piece of sports rhetoric, such as a speech, interview, protest, or action - and analyze the impact of the rhetorical situation.
Goals: The goal is to explore the rhetorical impact of whatever you choose, which is known as a rhetorical artifact. This includes both exploring what was intended and the effects of the rhetorical artifact. Where it is important to explore the aspects of rhetoric (pathos, logos, ethos, etc.), make sure to take a step back and examine the overall significance.
Final draft will be due on Monday, April 10th by 11:59 pm via Canvas.
Requirements:
A minimum of 1000 words breaking down the rhetorical artifact
Two outside sources (not including the rhetorical artifact) with proper MLA citation
First draft for workshops is due Friday, April 7th by class time.
• Rhetorical Sports Figure Analysis and Final Presentation: 25% of the grade
Pick an athlete and analyze their impact. Write a paper between six to eight pages analyzing the rhetorical impact of this sports figure. Where the rhetorical analysis was more about one specific event and how that one instance enacted change, this assignment looks at this figures career and how they engaged with creating change. You cannot use the same figure as you did for the rhetorical analysis or Current Event presentation.
Goal: This assignment should explore the significance of an athlete of your choice (every student will have a different athlete). This should not only look at the significance of this athlete, but show why. That means that there should be an overall exploration of those athletes, their lives and careers, as well as what they changed.
Requirements:
This assignment should be between 6 and 8 pages, double-spaced, times new roman, with standard one-inch margins
You are required to have at least three different sources, in MLA format with a separate citation page (citation page does not count toward page length)
If you are not interested in creating another essay, you can instead create a multimodal presentation. See Sports Figure Multimodal Option.pdf
The first draft for workshops is due Monday, May 8th by class period. The final draft will be due via Canvas on Sunday, May 14th by 11:59 pm.
Final Presentation on Wednesday, May 17th from 10:45 am to 1:15 pm. For the final, you will transform your analysis into 5-to-10-minute multimodal presentation which you will show to the class during the scheduled final (as seen above). You will present key points raised in your project. Opposed to your final assignment if you choose multimodal form, this should be a shortened version in which you can quickly go over the main points. This is worth 5% of the grade (from the 25%).
Late Assignment Policy
All assignments are expected to be submitted on time. For every class period a major assignment is late, it will receive an automatic 10% reduction on the grade. Note: If assignment is posted at 12:00 am after it is due, that will count as a single class period.
**I will be happy to discuss participation grades with anyone at any point in the semester**
Campus Services
Just because we are in the digital world, does not mean Chapman University is closed down. Here are a few services the school offers:
• Student Services
o Check out all that Student Services has to offer, including Career and Professional Development, Disability Services, Health and Health Education, Counseling, International Student Services, Residence Life/First Year Experience, and the Veterans Resource Center.
• Academic Resources
o Some of these are included above, but this link can also give you access to Academic Advising, the Registrar, Online Course Syllabi, and more.
• Tutoring and Learning Center (TLC)
o Find tutoring hours, testing center information, and learning resources.
• Libraries
o Familiarize yourself with all of the great services our libraries offer.
• Student Employment Services
o Find job opportunities and employment information.
• Information Systems and Technology (IS&T)
o Get access to the service desk, wireless information, and email help.
• Software available to students
o Look at all of the great software you can access just by being a Chapman student. Enjoy!
• Chapman University Safely Back
o Stay up-to-date on all the CU Safely Back information.
Course Specific Learning Outcome
Course Description
Writing seminar devoted to rhetorical understanding and competence in a variety of specific academic contexts. Students may choose their area of concentration from a range of writing genres, each with its own sets of expectations, forms and purposes. Attention will focus on student writing in differing discourse communities, but all sections of English 103 address rhetorical effectiveness in composition. Students may select from courses that foreground Writing in Electronic Environments, for example, or Writing about Literature, Composing the Self, Writing in Academic Environments among many other options. Some sections of this course may be offered as hybrid courses or online only. (Offered every semester.) 3 credits
General Education Learning Outcomes WI/Written Inquiry:
Students will compose texts that:
Establish active, genuine, and responsible authorial engagement; communicate a purpose—an argument or other intentional point/goal; invoke a specific audience; develop the argument/content with an internal logic/organization; integrate references, citations, and source material logically and dialogically, indicating how forms of evidence relate to each other and the author’s position; compose with rhetorically effective use of language, form and genre, voice and tone, and style.
By the end of this course, students will be able to:
• Learn and use key rhetorical concepts through analyzing and composing a variety of texts
• Develop facility in responding to a variety of situations and contexts calling for purposeful shifts in voice, tone, level of formality, design, medium, and/or structure
• Use composing and reading for inquiry, learning, critical thinking, and communicating in various rhetorical contexts
• Read a diverse range of texts, attending especially to relationships between assertion and evidence, to patterns of organization, to the interplay between verbal and nonverbal elements, and to how these features function for different audiences and situations
• Locate and evaluate (for credibility, sufficiency, accuracy, timeliness, bias and so on) primary and secondary research materials, including journal articles and essays, books, scholarly and professionally established and maintained databases or archives, and informal electronic networks and internet sources
• Develop a writing project through multiple drafts
• Develop flexible strategies for reading, drafting, reviewing, collaborating, revising, rewriting, rereading, and editing
• Experience the collaborative and social aspects of writing processes
• Learn to give and to act on productive feedback to works in progress
• Develop knowledge of linguistic structures, including grammar, punctuation, and spelling, through practice in composing and revising
• Understand why genre conventions for structure, paragraphing, tone, and mechanics vary
• Gain experience negotiating variations in genre conventions
• Practice applying citation conventions systematically in their own work
Campus Policies
Chapman University’s Academic Integrity Policy
Chapman University is a community of scholars that emphasizes the mutual responsibility of all members to seek knowledge honestly and in good faith. Students are responsible for doing their own work and academic dishonesty of any kind will be subject to sanction by the instructor/administrator and referral to the university Academic Integrity Committee, which may impose additional sanctions including expulsion. Please review the full description of Chapman University's policy on Academic Integrity.
Chapman University’s Students with Disabilities Policy
In compliance with ADA guidelines, students who have any condition, either permanent or temporary, that might affect their ability to perform in this class are encouraged to contact the Office of Disability Services. If you will need to utilize your approved accommodations in this class, please follow the proper notification procedure for informing your professor(s). This notification process must occur more than a week before any accommodation can be utilized. Please contact Disability Services at (714) 516-4520 if you have questions regarding this procedure, or for information and to make an appointment to discuss and/or request potential accommodations based on documentation of your disability. Once formal approval of your need for an accommodation has been granted, you are encouraged to talk with your professor(s) about your accommodation options. The granting of any accommodation will not be retroactive and cannot jeopardize the academic standards or integrity of the course.
Chapman University Statement on Diversity & Inclusion
Chapman University is deeply committed to enriching diversity and inclusion through on-going efforts to cultivate a welcoming campus climate for all members of the Chapman community. We strive to provide an inclusive academic curriculum, promote equity and access in recruitment and retention, and develop meaningful outreach programs and partnerships with our diverse local communities. We value diversity and inclusion in the learning environment and believe it is vital to the fulfillment of the university mission. It is our conviction that an inclusive learning environment facilitates complex, critical and creative thinking and that differences in identities, values, beliefs and perspectives are fundamental to a comprehensive education.
At Chapman the term diversity implies a respect for all and an understanding of individual differences including race, color, religion, sex, gender identity, gender expression, pregnancy, national origin, ancestry, citizenship status, age, marital status, physical disability, mental disability, medical condition, sexual orientation, military or veteran status, genetic information and any other characteristic protected by applicable state or federal law, so that all members of the community are treated at all times with dignity and respect.
Equity and Diversity Statement
Chapman University is committed to ensuring equality and valuing diversity. Students and professors are reminded to show respect at all times as outlined in Chapman’s Harassment and Discrimination Policy. Any violations of this policy should be discussed with the professor, the Dean of Students and/or otherwise reported in accordance with this policy.
Religious Accommodation at Chapman University
Religious Accommodation at Chapman University is consistent with our commitment of creating an academic community that is respectful of and welcoming to persons of differing backgrounds. We believe that every reasonable effort should be made to allow members of the university community to fulfill their obligations to the university without jeopardizing the fulfillment of their sincerely held religious obligations. Please review the syllabus early in the semester and consult with your faculty member promptly regarding any possible conflicts with major religious holidays, being as specific as possible regarding when those holidays are scheduled in advance and where those holidays constitute the fulfillment of your sincerely held religious beliefs. Please see the full description of Chapman University's policy on Religious Accommodation at https://www.chapman.edu/about/our-family/leadership/provosts-office/religious-accomodation.aspx
Student Support at Chapman University
Over the course of the semester, you may experience a range of challenges that interfere with your learning, such as problems with friend, family, and or significant other relationships; substance use; concerns about personal adequacy; feeling overwhelmed; or feeling sad or anxious without knowing why. These mental health concerns or stressful events may diminish your academic performance and/or reduce your ability to participate in daily activities. You can learn more about the resources available through Chapman University’s Student Psychological Counseling Services here: https://www.chapman.edu/students/health-and-safety/psychological-counseling/.
Fostering a community of care that supports the success of students is essential to the values of Chapman University. Occasionally, you may come across a student whose personal behavior concerns or worries you, either for the student’s well-being or yours. In these instances, you are encouraged to contact the Chapman University Student Concern Intervention Team who can respond to these concerns and offer assistance: https://www.chapman.edu/students/health-and-safety/student-concern/index.aspx. While it is preferred that you include your contact information so this team can follow up with you, you can submit a report anonymously. 24-hour emergency help is also available through Public Safety at 714-997-6763