Vernon Dickson, Ph.D. 12 August 2014

Beginning with a stronger, sustained focus on rhetoric 1) Thinking Rhetorically about Good Writing 2) Thinking Rhetorically About Your Subject Matter 3) Thinking Rhetorically about How Messages Persuade 4) Thinking Rhetorically about Style and Document Design

Focusing on rhetoric, critical reading, argument, and writing processes, with limited research 5) Reading Rhetorically: The Writer as Strong Reader 6) Analyzing Images 7) Writing an Autobiographical Narrative 8) Making an Evaluation 9) Analyzing and Synthesizing Ideas (proposed capstone) [23) Essay Examinations]

Focusing on extended arguments and research 10) Drafting a Research Proposal 11) Writing an Exploratory Essay or Annotated Bibliography 12) Analyzing Field Research Data 13) Writing an Informative (and Surprising) Essay or Report 14) Writing a Classical Argument (opt. capstone) 15) Proposing a Solution (proposed capstone)

16) Writing as a Problem-Solving Process 17) Composing and Revising Closed-Form Prose 18) Composing and Revising Open-Form Prose

19) Asking Questions, Finding Sources 20) Evaluating Sources 21) Incorporating Sources into Your Own Writing 22) Citing and Documenting Sources

23) Essay Examinations (& Timed Writing) 24) Portfolios and Reflective Essays

1. Reading Rhetorically: The Writer as Strong Reader Strong response or rhetorical analysis. Spend more time with low-stakes writing projects during the introductory chapters to ensure students grasp important rhetorical concepts. 2. Choose a second writing project Analyzing Images Writing an Autobiographical Narrative (rhet. focus) Making an Evaluation 3. Analyzing and Synthesizing Ideas (capstone paper) 4. Essay Exams/Writing Under Pressure

1. Drafting a Research Proposal 2. Writing an Exploratory Essay or Annotated Bibliography 3. Choose the next writing project Analyzing Field Research Data Writing an Informative (and Surprising) Essay 4. Final Writing Project Writing a Classical Argument (optional capstone) Proposing a Solution (capstone) Students might also be given the option of writing a proposal or classical argument based on their subject.

What successes have you had as you’ve moved to the new curriculum? How has the new curriculum helped students to develop as rhetorically-minded writers? What assignments, activities, or projects have most helped students to improve as thoughtful writers?

What challenges have you faced as you implement the new curriculum? What concepts or activities are students finding difficult to understand and/or apply? What activities have you struggled to use effectively? What are you in the process of revising as you approach this new semester? Have you found initial solutions to some of your challenges?

Dual Enrollment Faculty Presentation: Teaching the Synthesis Essay Mr. Shaun Denight, Miami Senior High School

Challenges you face related to administrative issues and the high school environment. Aspects of the course and curriculum that you are still working on improving or that are proving difficult to implement. Support you would like to receive from FIU and from your faculty mentors.