Syllabus
Spring 2021
Dr. Alexandra Hidalgo, Associate Professor
Department of Writing, Rhetoric, and American Cultures
hidalgo5@msu.edu
alexandrahidalgo.com
Department of Writing, Rhetoric, and American Cultures
hidalgo5@msu.edu
alexandrahidalgo.com
Course Goals and Outcomes
In the Rhetoric & Writing program, WRA 848 introduces you to cultural rhetorics theories and methodologies. In the course you will:
- Read/watch/listen to and analyze orally in class and in writing texts that inspired the emergence of cultural rhetorics and contemporary cultural rhetorics publications in book, article, and multimodal formats.
- Through engaging with these texts and exchanging ideas about them during our class discussions, you will develop a sense of how cultural rhetorics came about and an understanding of the various methodological moves that cultural rhetoricians make.
- Get a sense of the biographies and trajectories of some of the scholars we’re reading so you can begin to connect their stories with their research.
- Apply what you’ve learned about cultural rhetorics methodologies to crafting your own scholarship.
Required Texts
We will read the books listed below. You can purchase them, borrow them from someone or from the MSU Library (which has digital versions of many of these texts that you can borrow for a limited amount of time), and so on:
The Truth about Stories: A Native Narrative by Thomas King. 2003.
Research is Ceremony: Indigenous Research Methods by Shawn Wilson. 2008.
Critical Autoethnography: Intersecting Cultural Identities in Everyday Life. Edited by Robin M. Boylorn and Mark P. Orbe, eds. 2013. (These is a PDF of this text available).
Black Skin/White Masks by Frantz Fanon. 1952.
The Woman Warrior: Memoirs of a Girlhood Among Ghosts by Maxine Hong Kingston. 1976.
Camera Lucida by Roland Barthes. 1979.
Teaching Queer: Radical Possibilities for Writing and Knowing by Stacey Waite. 2017.
Other readings are in PDF form and are available on our Course Google Drive. There are also links to online content available on our course calendar.
The Truth about Stories: A Native Narrative by Thomas King. 2003.
Research is Ceremony: Indigenous Research Methods by Shawn Wilson. 2008.
Critical Autoethnography: Intersecting Cultural Identities in Everyday Life. Edited by Robin M. Boylorn and Mark P. Orbe, eds. 2013. (These is a PDF of this text available).
Black Skin/White Masks by Frantz Fanon. 1952.
The Woman Warrior: Memoirs of a Girlhood Among Ghosts by Maxine Hong Kingston. 1976.
Camera Lucida by Roland Barthes. 1979.
Teaching Queer: Radical Possibilities for Writing and Knowing by Stacey Waite. 2017.
Other readings are in PDF form and are available on our Course Google Drive. There are also links to online content available on our course calendar.
Accessing The Course
Our class materials are available on our Microsoft Teams course space and we will meet every class time through my zoom meeting room.
Office Hours
Due to our current need for social distancing, I will hold office hours over Microsoft Teams every Tuesday from 4-5pm. You can message me there and we can either address the issue via chat or hop into zoom. At any time during the semester, you can request a zoom appointment with me and we’ll find a time that works for us to meet. I’m also fast at replying to emails, so that’s a great way to reach me.
Course Materials
You will need regular access to a computer with an internet connection, access to our Microsoft Teams course, and digital access to the MSU’s Library (http://www.lib.msu.edu).
Course Projects and Grading
There are four main assignments for the course. Please read the full assignment descriptions for an in-depth discussion of what they entail:
Text Responses (20 points)
You will write four 1,000-1,200-word responses where you compare two class texts, selecting one issue/concept/idea brought up by both of them and analyzing how each text deals with it.
Due: Anytime between 1/26 and 4/14. You need to submit your response by class time on the day we’re discussing the readings you’re addressing.
Scholar Biography Presentation (20 points)
Once during the semester you will select one of the scholars we’re reading for that day and give a 12-minute Powerpoint/Prezie presentation in which you tell us about their lives and their scholarly trajectory.
Due: it varies, depending on which scholar you choose.
Leading Our Class Discussion (20 points)
You will be in charge of leading our discussion for one of the readings of your choosing.
Due: it varies, depending on which piece you choose.
Initial Thoughts on Final Essay Presentation (5 points)
In a five-minute presentation, you will discuss your idea for your final project and ask questions you would like the class to help you resolve.
Due: you will sign up to present on 2/9, 2/16, and 2/23 dates.
Final Essay Ideas Reshaped Presentation (5 points)
In a five-minute presentation, you will provide a detailed plan for your project and ask questions you would like the class to help you resolve.
Due: you will sign up to present on 3/16, 3/23, and 3/30 dates.
Final Essay (30 points)
You will write a 16-20-page (4,000 - 6,000 word) essay in which you use cultural rhetorics methodologies as the backbone of your argument. Although it can have some multimodal aspects to it (images, video, sound clips), the main gist of the piece should be in writing.
Due: Friday, April 23 at 11:59pm.
The course is out of 100 points.
I will use the following scale to determine your grades:
94-100 = 4.0
87-93 = 3.5
80-86 = 3.0
75-79 = 2.5
70-74 = 2.0
65-69 = 1.5
60-64 = 1.0
< 59 = 0
Text Responses (20 points)
You will write four 1,000-1,200-word responses where you compare two class texts, selecting one issue/concept/idea brought up by both of them and analyzing how each text deals with it.
Due: Anytime between 1/26 and 4/14. You need to submit your response by class time on the day we’re discussing the readings you’re addressing.
Scholar Biography Presentation (20 points)
Once during the semester you will select one of the scholars we’re reading for that day and give a 12-minute Powerpoint/Prezie presentation in which you tell us about their lives and their scholarly trajectory.
Due: it varies, depending on which scholar you choose.
Leading Our Class Discussion (20 points)
You will be in charge of leading our discussion for one of the readings of your choosing.
Due: it varies, depending on which piece you choose.
Initial Thoughts on Final Essay Presentation (5 points)
In a five-minute presentation, you will discuss your idea for your final project and ask questions you would like the class to help you resolve.
Due: you will sign up to present on 2/9, 2/16, and 2/23 dates.
Final Essay Ideas Reshaped Presentation (5 points)
In a five-minute presentation, you will provide a detailed plan for your project and ask questions you would like the class to help you resolve.
Due: you will sign up to present on 3/16, 3/23, and 3/30 dates.
Final Essay (30 points)
You will write a 16-20-page (4,000 - 6,000 word) essay in which you use cultural rhetorics methodologies as the backbone of your argument. Although it can have some multimodal aspects to it (images, video, sound clips), the main gist of the piece should be in writing.
Due: Friday, April 23 at 11:59pm.
The course is out of 100 points.
I will use the following scale to determine your grades:
94-100 = 4.0
87-93 = 3.5
80-86 = 3.0
75-79 = 2.5
70-74 = 2.0
65-69 = 1.5
60-64 = 1.0
< 59 = 0
Zoom Meeting Etiquette
We will meet on my Zoom room. Because so much of the class depends on our ability to connect to each other, I would really appreciate it if you would leave your zoom video on. I realize that sometimes you may be unable to have your camera on for a variety of reasons, but if we could all make an effort to do our best to be on camera for as long as we can during our class, it will be a lot easier for us to have the conversations we need to have and to connect in the ways I hope we can connect with each other through this learning experience.
If you feel more comfortable using an image background, please do so. We don’t need to see your space, just you. And, of course, if you need to turn off your video, it’s OK to do so, but please do your best to keep it on for most (or all) of the class if you’re able to.
Although I know that many of you probably enjoy Zoom’s chat function, I struggle to both teach a class and pay attention to the chat, especially when the chat becomes very active. By all means use it, but know that I won’t be checking it all the time and other students may not be checking it either, as they try to also pay attention to the ongoing conversation. Let’s also do our best to keep the chat focused on the discussions we’re having, so as to not overwhelm those who are paying attention to both the chat and the video with too much information.
If you feel more comfortable using an image background, please do so. We don’t need to see your space, just you. And, of course, if you need to turn off your video, it’s OK to do so, but please do your best to keep it on for most (or all) of the class if you’re able to.
Although I know that many of you probably enjoy Zoom’s chat function, I struggle to both teach a class and pay attention to the chat, especially when the chat becomes very active. By all means use it, but know that I won’t be checking it all the time and other students may not be checking it either, as they try to also pay attention to the ongoing conversation. Let’s also do our best to keep the chat focused on the discussions we’re having, so as to not overwhelm those who are paying attention to both the chat and the video with too much information.
Attendance
We will be doing things during every class meeting that cannot be replicated outside the classroom, and as a result I would like you to be there for every session. I’ll do my best to make you want to come to class and make class worth your while. In exchange, I expect you to come to class prepared and to contribute to our activities and discussions.
I realize that during a pandemic things may come up to prevent you from attending that don’t usually come up during a regular semester. Issues with internet connectivity or with your physical and mental health, as well as looking after children, relatives, and/or partners at home play a much larger role in our lives in times like the one we’re undergoing right now.
Traditionally for a grad course, which meets only once a week, missing more than one class impacts your grade. Given the way COVID is affecting our lives, however, I’m trying to make room for some situations that prevent you from attending without affecting your grade. Ideally you will let me know in advance if you’re missing class, but if you can’t, please contact me as soon as possible so we can figure out a way to make up for what you missed.
If you regularly miss class, however, it will be hard for you to pass this course. This is a class that features conversations about readings, presentations from classmates, and feedback on your final project. It will be hard to replicate that experience if you miss our time together with regularity. I’ll do my best to help you make up for lost experiences but please do your best to come to class when we meet.
I realize that during a pandemic things may come up to prevent you from attending that don’t usually come up during a regular semester. Issues with internet connectivity or with your physical and mental health, as well as looking after children, relatives, and/or partners at home play a much larger role in our lives in times like the one we’re undergoing right now.
Traditionally for a grad course, which meets only once a week, missing more than one class impacts your grade. Given the way COVID is affecting our lives, however, I’m trying to make room for some situations that prevent you from attending without affecting your grade. Ideally you will let me know in advance if you’re missing class, but if you can’t, please contact me as soon as possible so we can figure out a way to make up for what you missed.
If you regularly miss class, however, it will be hard for you to pass this course. This is a class that features conversations about readings, presentations from classmates, and feedback on your final project. It will be hard to replicate that experience if you miss our time together with regularity. I’ll do my best to help you make up for lost experiences but please do your best to come to class when we meet.
Readings
You are expected to do the assigned readings. Some of the readings we’ll be doing are very complex and some of the ideas may seem outmoded or problematic to you but you still need to read the assigned texts. These are important texts that have shaped cultural rhetorics. Even if they are hard to read or if you don’t agree with what they are saying, you should stick with them. We’ll elucidate them and critique them during class together.
Collegiality
The best way to understand these texts and their significance to cultural rhetorics and to your own intellectual development is to read them, to talk about them, and to listen to the ways in which others understand them. Please be respectful of fellow members of the class as you participate in our discussions of the texts and be open to others’ interpretations. Even if you don’t agree with what others are saying, different perspectives will help you refine your own ways of thinking about an issue. If you disagree with someone’s views, do it in a constructive and generous fashion. In order for us to be able to discuss the texts with depth and honesty, we need to know that our intellectual companions will listen to what we have to say and engage with it with an open mind. Treat others during discussion as you would like to be treated yourself.
Kindness
We are all learning together and trying to make sense of these texts with each other’s help. When we are at first formulating ideas, they can come out sounding a little funny, silly, unfinished, undercooked, and so on. As we listen to each other, let’s do so with kindness. Articulating our thoughts and hearing others articulate theirs is key to digesting the complex texts we are reading together. Let’s address each other understanding that we are all on the same boat as we work through our thoughts and ideas about texts.
Evaluation of Work and Participation
You need to complete all course assignments in order to pass this class. You should submit your work on time. I usually only accept late work if you consult with me prior to the class period in which it is due. However, given that we are undergoing a pandemic, I will look at late work on a case-by-case basis. Please get in touch with me if you’re late on an assignment and together we’ll come up with a timeline for you to complete it. One thing I would like you to keep in mind, though, is that because we have a heavy reading load and four main assignments, it is easy to fall behind and hard to catch up. If you’re struggling to get the assignments completed, reach out and we’ll try to find a way to get you back on track.
I would like you to fulfill all requirements of the work as outlined on the assignment description in order to get credit. Because this is a graduate course, however, I will not grade your work. I will, of course, provide feedback, but as long as you turn something in that meets the assignment requirements, you will get full credit. Please set up a meeting with me if you’re concerned about your performance in the course.
I would like you to fulfill all requirements of the work as outlined on the assignment description in order to get credit. Because this is a graduate course, however, I will not grade your work. I will, of course, provide feedback, but as long as you turn something in that meets the assignment requirements, you will get full credit. Please set up a meeting with me if you’re concerned about your performance in the course.
Services and Resources
MSU Writing Center: http://writing.msu.edu. 432-3610. 300 Bessey Hall. The MSU Writing Center is the primary writing resource on campus. You’ll also find satellite centers in several campus locations including the main library.
MSU ESL Lab: http://www.elc.msu.edu. 353-0800. 714 Wells Hall. The ESL Lab assists international students with writing in a second language.
MSU Learning Resource Center: http://lrc.msu.edu. 202 Bessey Hall. This center offers individualized assistance to help students develop successful learning strategies and study habits.
MSU Libraries: http://www.lib.msu.edu.
Purdue OWL: http://owl.english.purdue.edu/owl. Purdue’s Online Writing Lab provides information about writing, such as how to use MLA and how to plan and structure your texts.
MSU ESL Lab: http://www.elc.msu.edu. 353-0800. 714 Wells Hall. The ESL Lab assists international students with writing in a second language.
MSU Learning Resource Center: http://lrc.msu.edu. 202 Bessey Hall. This center offers individualized assistance to help students develop successful learning strategies and study habits.
MSU Libraries: http://www.lib.msu.edu.
Purdue OWL: http://owl.english.purdue.edu/owl. Purdue’s Online Writing Lab provides information about writing, such as how to use MLA and how to plan and structure your texts.
Americans with Disabilities Act
In order to receive any accommodation for any disability, students must first register with the Resource Center for Persons with Disabilities (RCPD). The RCPD will request appropriate documentation and make a determination regarding the nature of the accommodation to which a students is entitled. The RCPD will then give the student a “visa” that specifies the kind of accommodation that may be provided. It is then the responsibility of the student seeking accommodation to present the visa to his/her instructor.
Title IX Mandatory Reporting
Michigan State University is committed to fostering a culture of caring and respect that is free of relationship violence and sexual misconduct, and to ensuring that all affected individuals have access to services. For information on reporting options, confidential advocacy and support resources, university policies and procedures, or how to make a difference on campus, visit the Title IX website. As the instructor, I must report the following information to other university offices (including the Department of Police and Public Safety) if you share it with me verbally, in writing, in conversation during or outside class, and/or as part of your course assignments:
How to Make a Report:
http://titleix.msu.edu/make-a-report/index.html
- Suspected child abuse/neglect, even if this maltreatment happened in the past;
- Allegations of sexual assault, relationship violence, stalking, or sexual harassment; and
- Credible threats of harm to oneself or to others.
How to Make a Report:
http://titleix.msu.edu/make-a-report/index.html
Basic Needs Support
Any student in this class who experiences difficulty affording groceries or accessing sufficient food to eat every day, or who lacks a safe and stable place to live, and believes this may affect their performance in our course, is urged to contact Danielle DeVoss (devossda@msu.edu), the Director of Graduate Programs in WRAC. You may also contact the MSU Food Bank (http://foodbank.msu.edu) for help getting access to healthy foods.
In addition to the above steps, the Graduate School at MSU offers a range of resources for graduate students, including support groups for work-life balance, health care, and support for mental health counseling. For more information, please visit: https://grad.msu.edu/partners-in-wellness. If you are caring for children, and need support finding and paying for care, you may seek support from the Student-Parent Resource Center (http://studentparents.msu.edu).
Furthermore, if you are experiencing any other challenges with basic needs, you may also notify me, and I will work to connect you with any resources that I may have access to.
In addition to the above steps, the Graduate School at MSU offers a range of resources for graduate students, including support groups for work-life balance, health care, and support for mental health counseling. For more information, please visit: https://grad.msu.edu/partners-in-wellness. If you are caring for children, and need support finding and paying for care, you may seek support from the Student-Parent Resource Center (http://studentparents.msu.edu).
Furthermore, if you are experiencing any other challenges with basic needs, you may also notify me, and I will work to connect you with any resources that I may have access to.
Ethics and Academic Integrity
In order to learn what this course is trying to teach you, you are expected to develop original work for this course. Therefore, you may not submit coursework you completed for another course to satisfy the requirements for this course.
Article 2.3.3 of the Academic Freedom Report states that “The student shares with the faculty the responsibility for maintaining the integrity of scholarship, grades, and professional standards.” In addition, we will adhere to the policies on academic honesty as specified in General Student Regulations 1.0, Protection of Scholarship and Grades; the all-University Policy on Integrity of Scholarship and Grades; and Ordinance 17.00, Examinations. (See Spartan Life: Student Handbook and Resource Guide and/or the MSU website.) Students who violate MSU academic integrity rules may receive a penalty grade, including a failing grade on the assignment or in the course. Make an appointment to speak with me if you are unsure about the appropriateness of your coursework.
Article 2.3.3 of the Academic Freedom Report states that “The student shares with the faculty the responsibility for maintaining the integrity of scholarship, grades, and professional standards.” In addition, we will adhere to the policies on academic honesty as specified in General Student Regulations 1.0, Protection of Scholarship and Grades; the all-University Policy on Integrity of Scholarship and Grades; and Ordinance 17.00, Examinations. (See Spartan Life: Student Handbook and Resource Guide and/or the MSU website.) Students who violate MSU academic integrity rules may receive a penalty grade, including a failing grade on the assignment or in the course. Make an appointment to speak with me if you are unsure about the appropriateness of your coursework.
Disruptive Behavior
Article 2.3.5 of the Academic Freedom Report (AFR) for students at Michigan State University states: “The student's behavior in the classroom shall be conducive to the teaching and learning process for all concerned.” Article 2.3.10 of the AFR states that “[t]he student has a right to scholarly relationships with faculty based on mutual trust and civility.” General Student Regulation 5.02 states: “No student shall . . . interfere with the functions and services of the University (for example, but not limited to, classes . . .) such that the function or service is obstructed or disrupted.” Students whose conduct adversely affects the learning environment in this classroom may be subject to disciplinary action through the Student Faculty Judiciary process.
Questions?
If you have questions about the assignment, feel free to email me, come to my Teams office hours, or make an appointment.
