This course emphasizes critical thinking through research, evaluating source material, and synthesizing concepts for advanced argumentative rhetoric. Through engagement with scholarly texts and revision of their own work, students create persuasive rhetoric (oral, visual, and written) crafted from logic, evidence, study, and synthesis, applying appropriate citation, documentation, form, and medium.
Zoom link: Section A (Tu/Th) make.sc/justine-zoom; Section B (M/W) make.sc/regina-zoom
This platform will be used for Q&As during check-in activities and burning questions your classmates can help clarify, e.g., "Where is the teaching slides?" or "What time is class again?"
Personal Slack: Section A (Tu/Th) @justinemeyr | Section B (M/W) @reginayoong
If you have questions your classmates and TA (@tyler_holland or @single) have no answers to, e.g., "Am I on track to pass the course?" and/or emergency requests, e.g., "I have to leave class because of a fire." DM me on slack.
You can expect a reply from me within 24-hours; Likewise, I expect a response from you within 24-hours if I messaged you about something important personally.
My Email: [email protected] | [email protected]
Email me regarding late submissions requests and/or explanations of extenuating circumstances.
Course Delivery: Bichronous| 9 weeks | 16-18 sessions
Course Credits: S&L - Bichronous: 4 units | 27 Contact Hours/Term | 142 Non-Contact Hours/Term | 169 Total Hours/Term
By the end of the course, you will be able to ...
- Demonstrate advanced critical thinking through such methods as summary, evaluation, synthesis, and integration of research
- Create effective, original, and argumentative rhetoric across media (oral, visual, and written) appropriate to topic, purpose, and audience; topics and issues may include problem solving, civic engagement, and/or positing policy or social change
- Apply understanding of how communication shapes and is shaped by difference (including but not limited to categories such as race, gender, sexuality, age and class) and reflect on one’s own place in a broader social context
- Evaluate source material, synthesize new concepts, and apply deduction, induction, and/or logic for advanced argumentative research purposes; use proper citation and documentation
Course Dates: Tuesday, June 1 – Thursday, July 29, 2021 (9 weeks)
Class Times: Tuesday, Thursday at 4:00pm–5:30pm (16 class sessions)
| Class | Date | Topics | Asynchronous Activities |
|---|---|---|---|
| 1 | Tue, June 1 | Introductions | N/A |
| 2 | Thu, June 3 | Lesson 1 | Assignment 1, FLIPGRID 1 |
| 3 | Tue, June 8 | Lesson 2 | FLIPGRID 2 |
| 4 | Thu, June 10 | Lesson 3 | |
| 5 | Tue, June 15 | Lesson 4 | Assignment 2, Flipgrid 3 |
| 6 | Thu, June 17 | Lesson 5 | |
| 7 | Tue, June 22 | Lesson 6 | Flipgrid 4 |
| 8 | Thu, June 24 | Lesson 7 | |
| 9 | Tue, June 29 | Individual Meetings | Flipgrid Week 5 |
| 10 | Thu, July 1 | Individual Meetings | |
| 11 | Tue, July 6 | No Class - Independence Day Observed | Flipgrid Week 6 |
| 12 | Thu, July 8 | Lesson 10 | Assignment 3 |
| 13 | Tue, July 13 | Lesson 11 | Flipgrid Week 7 |
| 14 | Thu, July 15 | Asynchronous Assignment | |
| 15 | Tue, July 20 | Lesson 13 | |
| 16 | Thu, July 22 | [Lesson 14] | |
| 17 | Tue, July 27 | [asynchronous class] | |
| 18 | Thu, July 29 | Presentations |
Course Dates: Monday, May 31 – Wednesday, July 28, 2021 (9 weeks)
Class Times: Monday, Wednesday at 4:00pm–5:30pm (16 class sessions)
| Class | Date | Topics | Asynchronous Activities |
|---|---|---|---|
| - | Mon, May 31 | No Class - Memorial Day | |
| 1 | Wed, June 2 | Introduction | Flip Grid 1 |
| 2 | Mon, June 7 | Self-Presentation | |
| 3 | Wed, June 9 | Self-Presentation (Con.t) | Flip Grid 2 |
| 4 | Mon, June 14 | Pacing | Flip Grid 3 |
| 5 | Wed, June 16 | Pacing | |
| 6 | Mon, June 21 | Company Culture | |
| 7 | Wed, June 23 | Company Culture II | |
| 8 | Mon, June 28 | [Individual Check-ins] | |
| 9 | Wed, June 30 | [Individual Check-ins] | Flip Grid 5 |
| - | Mon, July 5 | No Class - Independence Day Observed | |
| 10 | Wed, July 7 | Guest Speaker: Casey Spurgeon | |
| 11 | Mon, July 12 | Informational Interview | |
| 12 | Wed, July 14 | Informational Interview | |
| 13 | Mon, July 19 | [Lesson 13] | |
| 14 | Wed, July 21 | [Lesson 14] | |
| 15 | Mon, July 26 | [Lesson 15] | |
| 16 | Wed, July 28 | Final Exam/Presentations |
Friday, July 30, 4.00pm PST is the final day to submit all late assignments for the summer
All assignments are due 4.00pm PST on the due date stated.
[TO BE UPDATED]
| Assignment | Date Assigned | Due Date |
|---|---|---|
| Assignment 1:Self Presentation | June 2-3 | June 7-10 |
| Assignment 2: Mock Interviews | 6/15, 6/16 | 6/23, 6/24 |
| Assignment 3: Informational Interviews | 7/7, 7/8 | 7/14, 7/15 |
| Assignment 4: Youtube Video | 7/19, 7/20 | 7/28, 7.29 |
| Flipgrid Section A, Section B | 7 posts | Weekly |
All major assignments (Assignment 1 to 4) should be uploaded on Gradescope.
As soon as grades are posted, you will be notified immediately so that you can log in and see your feedback. You may also submit regrade requests if you feel we have made a mistake.
Your Gradescope login is your Make School email, and your password can be changed at https://gradescope.com/reset_password. The same link can be used if you need to set your password for the first time.
- Flip Grid
On a weekly basis: Complete your video and upload it on Flip Grid before the next class.
Here is the rubric.
To pass this course you must meet the following requirements:
- Complete all required major assignments and flip grid activities
- Actively participate in class and abide by the attendance policy
- Late Assignments must be agreed between you and I in via Slack/email 3 days before the due date
Code of Conduct, Equity, and Inclusion
Make School nurtures attitudes and behaviors that promote global awareness, inclusivity, and respect for the dignity of each person regardless of race, ethnicity, gender, sexual orientation, age, socioeconomic status, culture, political conviction, religion, or disability. We are committed to creating an environment in which every individual can work, study, and live without feeling excluded, unsafe, or harassed.
During classrooms discussions, you may encounter opposing and different views with your classmates, and that is totally fine. In fact, I welcome a diverse array of opinions. Part of a healthy discussion is being able to discuss those differences clearly and respectfully. Sometimes, you may think your classmates' questions are “stupid,” but they deserve the same level of respect from you as you wish from them. You can expect me to be fair, and I will not tolerate any hate speech (e.g. any attacks on another person's identity, background, life experiences) in class. If the need arises, I will respectfully ask you to leave the discussion/zoom room.
Make School’s desire to foster a professional environment that honors the freedom of expression is equally balanced with pursuit to create an inclusive living and learning environment.
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