Campaign Plan Presentations (45-60 min)
Each group will present on their in-progress campaign plans (about 5-7 min per). After each group goes, as a group we will provide some feedback.
As you get feedback, assign a note-taker in your group to take down some ideas put forward.
(will pass out handouts to write on for these below)
Questions to think about as you hear presentations:
What did you like? Why?
What are some directions to build on for revision? Why? Any suggestions?
What might you adapt from that group’s plan for your own campaign plan? Why?
Have you had similar challenges? What were they and how are you thinking about addressing them?
Reflection on Unit 3 (10-15 min)
Think back to discussions about developing your campaign plan, working on drafts of it, and presenting about it today. Think about your plans for how you will get your documents to your out to the public, out to your audience(s). Also, go back to previous lesson plans on rhetorical velocity, algorithms/newsfeeds, on print vs. digital media, and really all lesson plans since, in one way or another, they touched on issues of delivery (how will you get it to your people?) and circulation (how will it be delivered over and over again once you deliver it?). Take 10 minutes to write some reflections in response to the questions on the Unit 3 reflection sheet I passed out I passed out. When you are done, post them to the Google Docs link under the heading of “Unit 3”.
https://docs.google.com/document/d/1Bm3D74DRRZqcKm4VqIP-CS3lUUge9KfC3iUgPyZQ12c/edit?usp=sharing
Break (15 min)
Revision: Seeing again (and then doing) (30-45 min)
For the end of term, in addition to collaboratively revising your group’s campaign plan, you’ll turn in a revision of your white paper and a revision of one of your campaign pieces. If you haven’t already, I have this handout on revision planning to help you think about what to revise, how, and to plan your work schedule for it.
Start this now in class. I want to come around and help. Next week, we will do some peer response for one of your in-progress revisions.
Pedagogical Object Work (20-30 min)
Allow space for the questions and (tentative) conclusions that you have made live beyond this classroom, both in your mind and in what you make for this pedagogical object.
The impetus behind this is to try to consolidate what you are thinking now, and to think about how you can extend that thinking outward in your own lives but also back inward insofar as you think of others who might think of about the same questions in the future.
I hope to use some of these materials in future classes to think about aspects of professional and public writing with your help. You make this class just as much as I do (if not more).
I’d like to have your proposals for this submitted for today. You should have the consensus values about public writing defined and an idea for how you’ll teach it. I’ll respond to your group by next week with some thoughts, but you should go ahead and keep working at it so you can have it ready for 12/13.
Tips:
- Make it manageable. For each consensus value, be sure it is not too broad (e.g., rhetoric, ) that you can’t possibly try to address it in the brief space you have.
- When thinking about your group’s own writing from the semester, don’t get caught up in stuff that is “good” or “bad”; instead, be sure to focus in on how the writing you have done can be made to underscore a point about aspects of public writing that you find interesting, challenging, and important.
- Be sure that you find it interesting. Don’t just do something to do something, but work on the kinds of things that really grabbed you this term.
- Bring in theory and practice together. For example, be wary of getting too keyed in on practice (e.g., white space) without an attempt at drawing on more theoretical importance (e.g., design principles). And, the opposite problem can also occur: make sure you have concrete examples of more theoretical points.
- Make sure the object you make teaches. Think hard about how you can get someone to experience the aspects of public writing you wish to explore. How do you get a reader actively involved? Think to instances where you really felt you learned something. Why? What got you into that position? What were the circumstances? How can you re-create those sorts of circumstances with the object you are creating as a group?
**When done your proposal, have one group member submit it on BlackBoard (include all group member names on it)**
Admin (5-15 min)
-Will have feedback on your proposals by next week. Press ahead on pedagogical object to get it completed and ready to present it on 12/13.
-Revise, revise, revise.
-Keep working campaign plan.
-For next class, bring an in-progress revision for a classmate to read. If it is a campaign piece or white paper that is meant for print rather than a digital platform, you should print it out. Otherwise, be ready to share it via email.
-Taxes and Graduate Education