Youre Invited: Invitational Rhetoric in FYC

Unit Breakdown
Session One: An Introduction
As a means of transitioning from the previous unit on traditional argumentation, this class
will be devoted to the discussion of the key principles of Invitational Rhetoric. Students will
begin by engaging in a discussion of their views and experiences regarding argument,
persuasion, and the relationship between rhetors and audiences. Discussion questions may
include those drawn from Novak and Bonnies Offering Invitational Rhetoric in
Communication Courses (11-12).
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How do you feel when you have to argue that your position is best?
How comfortable are you with contending that other people should think like you?
Can you think of a time when you stated your point of view and received a hostile or
unwilling response?
Can you think of a time when you took a stand on an issue and someone really
listened to you/tried to understand why you took that position?
Have you ever had to make a choice when the decision was already made for you?
How did you deal with that choice?

Student responses to these questions will serve as a bridge to introduce the key goals and
principles of I.R. Students may also watch a brief YouTube video of a TedX presentation on I.R.
(https://www.youtube.com/watch?v=easT0tsPXiE). This will be followed by a brief discussion
of upcoming readings and assignment of the Response Journal.
Assigned:
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Reading: What It Is (1-36, 137-149)

Journal Entry #1

Session Two: Digging Into What It Is

Students will respond with their initial thoughts and reactions to the first reading of What
It Is. Some students may share journal responses (if they wish). Students will engage in a class
discussion regarding the form and function of What It Is and how it relates to session ones
discussion of I.R. Students will be able to identify I.R. strategies at work in this real-world
example of rendering experience.
For the final 20 minutes of the session, students will engage in the writing activity on
pages 137-149 as an introduction to the practice of rendering an experience.

Submitted:
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Journal Entry #1.

Assigned:
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Reading: What It Is (37-54)

Explore www.remediatethis.com
Journal Entry #2

Session Three: Rendering Experience through Multimodality

Students will respond to their second reading of What It Is. Some may share journal
responses, if they wish. Students will participate in a class discussion regarding some of the
questions posed in What It Is, such as:
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How/Why/What do we compose?
What is a story made of?
What is playing? (And how do writing and play relate to one another?)

This will serve as an introduction to the use of multiple modalities to construct meaning
and render experience. Students will examine the use of multiple modalities in What It Is, as well
as their purpose/effectiveness and their ability to engender conversation between composer and
audience.
The class will explore Jody Shipkas collection of multimodal and remediated student
work (www.remediatethis.com), with a focus on rhetorical choice in rendering. What kinds of
experiences do these pieces render? What about their various modes works? What doesnt?
Why? Do students feel that these renderings can even be characterized as writing? Students
will receive the official assignment sheet and a brief explanation for the final Rendering Project.
Submitted:
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Journal Entry #2

Assigned:
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Reading What It Is (58-110)

Activity Lesson 2 (What It Is 150-154)
Journal Entry #3
Final Rendering Project (due at end of semester)

Session Four: Multimodality Continued

The class will view/listen to spoken word poetry as another example of the
representational options that rhetors have at their disposal. Students will participate in a
discussion/analysis of these renderings (possibly in small groups which will then share their
ideas with the class). Videos may include:
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Sabrina Benaim - "Explaining My Depression to My Mother"

https://www.youtube.com/watch?v=aqu4ezLQEUA

Sarah Kay & Phil Kaye An Origin Story https://www.youtube.com/watch?

v=esgfG3BoAPc

The class will then engage in discussion of materiality and the I.R. tool of resourcement, beginning with how it is used in What It Is. Students may consider how other
materials might be re-sourced from various contexts.
Submitted:
-

Journal Entry #3

Assigned:
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Reading What It Is (111-135)

Explore www.daln.osu.edu (especially
http://www.daln.osu.edu/handle/2374.DALN/5845 &
http://www.daln.osu.edu/handle/2374.DALN/662)
Journal Entry #4

Session Five: Finishing Up What It Is

Students will respond to their reading of What It Is. Some may share journal responses (if
they wish). Based on Barrys rendering of (and invitation to share) attempts, failures, and
insecurities at creative endeavors, the class will discuss the impact of such insecurities on the
writing process (and how these negative feelings might be alleviated by an Invitational
Rhetorical approach). Records on the DALN will be discussed with a focus on textual renderings
of experience as well as the presentation of anxieties regarding good writing. Additional
records on the DALN may be viewed in class.
For the final 15-20 minutes of the session, the class will break into small groups to
discuss and develop their thoughts, ideas, and questions regarding the final project. Students will
then share a brief sketch of their Rendering Project with the class (no more than a short
description).
Submitted:
- Journal Entry #4
Assigned:
- Reading Talking with the Enemy (Boston Globe 2001
http://pubpages.unh.edu/~jds/BostonGlobe.htm)
- Journal Entry #5 (A brief sketch of the students Rendering Project)

Session Six: Rendering and Representation in Real World Settings

Students will respond to their reading of Talking with the Enemy. Class discussion of
I.R. tools used by pro-life and pro-choice advocates to share experiences. Students will consider
how these conversations between opposing parties occurred, what purpose they served, and
whether or not they were effective.
Students will be given time to further develop their final Rendering Projects. They may
work in pairs or groups of three to share ideas, or may use the time to ask the instructor any
questions they may have.
Submitted:
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Journal Entry #5

*The last class session, to take place during the final exam period will be an opportunity for
students to share their finished Rendering Projects with the class.*