Project 1

1. ENGL 102-07 1
Rhetorical Environments
Overview and Objectives:
For this project, we are exploring how environments influence our thoughts and actions.
Specifically, we will be exploring environments from our past in order to determine how what
we see, what we hear, what we feel, and what we read influences the way we think and act. In
your project, you will examine your past through four modalities as rhetorical environments:
linguistic, auditory, visual, and haptic. For each of these modalities, you will need to choose an
example from your past that corresponds with its given modality to explore and analyze
rhetorically.
After completing analyses of your four examples, you will select one to explore in more depth
and create a project that corresponds with it. For this project, you will incorporate at least 3
modalities. All projects are required to have a linguistic portion, and you will need to include
the following in this part of your project:
• the context of your example,
• the specific rhetorical influences that the example has,
• your own personal experiences and connections to your example,
• a synthesis of your rhetorical analysis and connections to your example to provide
detailed explanations of the ways in which the example has had an influence on the way
you think and act.
After completing the linguistic portion of your project, you will choose 2 of the following
modalities to included in your project: auditory, visual, and/or haptic. The other modalities you
include will be used to facilitate and support the focus and purpose of your project rhetorically.
By using these other modalities, you will complement and complicate the ideas you present
through your linguistic modality in a way that captures a more complete view of the way in
which you think and act based on the influences of your example.
After completing your project, you will complete a Rhetorical Reflection which will also be used
for assessing your project. In your Rhetorical Reflection, you will explain and justify the
construction of your multimodal project to show how you have met the course outcomes
relevant to this unit, in addition to assessing your personal growth and goals.

2. ENGL 102-07 2
A Starting Place for Your Project:
To begin this unit, we will have several topics that we will explore in depth based on the
modalities that you will need to explore in your project. For this, you will need to find an
example from your past that corresponds with each modality. These examples should have
relevance and importance to you based on how they have been present in your life. In order to
narrow down the examples that you will explore in depth your project, you can use the
following examples within each modality as a guide:
• Linguistic: Books, poems, blogs, letters, notes, report cards, memoirs, online posts.
• Visual: Photos, paintings, advertisements, memes, GIFs, collages.
• Auditory: Audio recordings, songs, playlists, albums, audio essays, podcasts, voicemails.
• Haptic (tactile objects/things that you can touch): blankets, trophies, projects, stuffed
animals, toys, backpacks, sports equipment, cookware, etc.
After deciding on examples to explore within each modality, you will complete various tasks
within each topic leading up to completing your final project.
Through this unit, students will be able to:
• Comprehend college-level and professional prose and analyze how authors present their
ideas in view of their probable purposes, audiences, and occasions.
• Write critical analyses and syntheses of college-level and professional prose.
• Present ideas as related to, but clearly distinguished from, the ideas of others (including
the ability to paraphrase, summarize, and correctly cite and document borrowed
material).
• Attend to and productively incorporate a variety of perspectives.
• Explicitly articulate why they are writing, who they are writing for, and what they are
saying.
• Focus on, articulate, and sustain a purpose that meets the needs of specific writing
situations.
• Use conventions of format and structure appropriate to the rhetorical situation and
practice appropriate means of documenting their work.
• Be able to make the connection between questions and problems in your life both
within and outside of college.
• Develop flexible strategies for generating, revising, editing, and proofreading.
• Understand writing as an open process that permits writers to use later invention and
re-thinking to revise their work.
Due Dates:
Final Project: Wednesday, October 4th
in class
Rhetorical Reflection: Monday, October 9th
at midnight