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The blog assignment accounts for 20% of your grade. Review the description of the blogs, and view your work in the blog as a performance of your analytical abilities, but primarily as a way to illustrate your own use of rhetoric in an argument.
Because this is the first time I have used blogs formally in a class, you'll note that the only way to fail the blog assignment is not to construct any blog postings. Note too that in this case a failing grade would be a 0.
Please note that you must have all required blogs completed by November 17th in order to get credit for them. I will grade your blogs on the 17th and let you know what that final blog grade is following our Thanksgiving break. Let me know if you would like me to provide you with an analysis (using the form below) of your blog work to date.
A |
B |
C |
D |
F |
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# of Blogs posted |
12 or more |
9-11 |
5-8 |
4-1 |
0 |
Quantity/quality of work performed in blogs: |
the majority of blog entries confirm the writer's skill in analyzing the rhetorical strategies of texts and especially his/her ability to construct effective arguments |
many blog entries illustrate the writer's skill in analyzing the rhetorical strategies of texts and his/her ability to construct effective arguments |
some of the blog entries suggest the writer is somewhat successful at analyzing rhetorical strategies and he/she may occasionally construct effective arguments |
few of the blog entries indicate that the writer is skilled at rhetorical analysis and few may display an ability to apply rhetorical skills to constructing effective arguments |
N/A |
Blog entries: |
Illustrate a high level of engagement with rhetorical works and an understanding of how they affect an audience's perceptions |
Illustrate a generous level of engagement with rhetorical works and an understanding of how they affect an audience's perceptions |
An engagement with some rhetorical texts and some understanding of how those texts might be received by an audience |
Little engagement with how a text might be received by an audience |
N/A |
Blog entries engage with: |
a variety of rhetorical texts including visual, verbal, print, and oral mediums |
Some variety of rhetorical texts including visual, verbal, print, and oral mediums |
a limited variety of rhetorical texts |
few rhetorical texts |
N/A |
Blog entries reveal: |
An engagement with audiences and texts outside of the classroom context. An understanding of how to apply the rhetorical strategies discussed in class to the development of an argument for an audience other than the course instructor. That engagement expertly utilizes terms and ideas generated in class discussions and those outlined in course materials. |
An engagement with texts and audiences outside of the classroom context. That engagement reveals a comfortable familiarity with the concepts discussed in course materials and a familiarity with how to apply rhetorical strategies to the development of an argument. |
Some acquaintance with the concepts discussed in course materials and some engagement with texts and audiences outside of the classroom context, but the predominant audience for the blog's arguments seem to be the course instructor. |
A passing acquaintance with the concepts discussed in course materials, little engagement with texts outside the classroom context and little/no conception of an audience beyond the course instructor. |
N/A |
These course materials
are licensed by Lori Ostergaard under a
Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.
These course materials
are licensed by Lori Ostergaard under a
Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.