Unit 3: Advocacy Project• Composing rhetoric to mediate change in our communities

What needs to change? • In Units 1 & 2, we engaged in conversations about

several issues, problems, or “imperfections marked by urgency.”

Social justiceeducation

environment

HEALTHANIMALS

energy

Agents of Change: strong ties, weak ties, & organizations• Who is engaged in efforts toward change in our community?

Unit 3 Groups

Finding topics

• What did we write about in Units 1 & 2?• What (other) local issues

or problems concern you?• What local (campus, city,

county, state) organizations are addressing problems ?

Groups

• Form groups, based on common interest in a problem and/or ties to a local organization engaged in change.• Each group may have no

fewer than 3 and no more than 4 members

How does rhetoric mediate change?

• Posters, brochures, flyers• Social media: Facebook, Twitter, Tumblr, blogging• Orally: presentations, speeches, performance, f2f• Multimodal video, sound recording, photo essay, slide show,

buttons, stickers, etc.• Mass media: guest editorial, commenting, public service

announcement (PSA)• Correspondence: letters, memos, email messages

What makes rhetoric effective?

The Advocacy Project

Process

• Conduct inquiry into the problem, organization, & rhetorical situation.

• Analyze and evaluate the rhetorical situation

• Compose rhetoric• Present your results to the

intended audience and to the class

Assessments

Group portfolio—due May 4

Proposal (due 11/19)Annotated BibliographyRhetorical AnalysisDiscourse artifacts (rhetoric)

Group presentation—Last week of class (May 4-8)

Individual Reflection—due May 11