ENC 3331: Rhetorical Citizenship Assignment

For this analytic paper, you will draw on various sources and your own experience and views to define rhetorical citizenship and then reflect on and explain an experience of rhetorical citizenship in your life. For the first part of the paper, you will need to define both rhetorical and citizenship before explaining how the terms are interrelated. To define rhetorical, you may want to draw on definitions by Aristotle and other prominent rhetoricians, as well as other readings from the class like Leith. To define citizenship, you might look to Wans discussion of competing notions of this term (by, for instance, Shklar and Bosniak). Finally, you might consider how rhetoricians from Isocrates to Deihl et.al connect the two notions in their writings about rhetorical education and participation. The second part of the paper involves applying these definitions to your own citizenship experiences. Although you will likely synthesize and adapt a range of definitions into your own take on the concept, your idea of rhetorical citizenship should also come out of your experiences and perspective, particularly civic practices you have engaged in this semester. What type and range of activities, from your perspective, does rhetoric encompass? What, in your view, makes one a citizen, and of what? Keep in mind that you are making a definitional argumentwhatever criteria you use to define the term, you will need to provide a rationale for them as reasonable and preferable. Please also provide specific anecdotes, narratives, or other notes on your experiences as you complete this second section of the paper. Other Paper Requirements In addition to the assignment requirements (double spacing, numbered pages, etc.) listed on the syllabus, the paper should include a title; be written as an academic paper; between 1250-1500 words;

2 cite at least three sources, and follow either MLA or APA documentation style (depending on your major) for in-text citations and works cited (for examples of both, see http://owl.english.purdue.edu/owl/resource/747/01/ and http://owl.english.purdue.edu/owl/resource/560/01/) be logically organized, accessibly arranged (with headings and possibly subheadings), and easy to follow (with transitions); be thoroughly and carefully edited (in terms of grammar and mechanics).

Resources for Defining Citizenship and Civic Education Diehl et. Al. Grassroots: Supporting the Knowledge Work of Everyday Life Mathieu, Paula. Selections from Tactics of Hope (PDF) Wan, Amy. In the Name of Citizenship: The Writing Classroom and the Promise of Citizenship (pdf) Carnegie Foundation for the Advancement of Teaching and Center for Information and Research on Civic Learning and Engagement (CIRCLE), Higher Education: Civic Mission and Civic Effects (pdf) Carnegie Corporation of New York and the Center for Information and Research on Civic Learning and Engagement (CIRCLE), The Civic Mission of Schools (pdf, especially the first 12 pages) Florida Joint Center for Citizenship (FJCC), Resources for Civics Teachers (Citizenship: Duties, Rights, and Liberties): http://www.floridacitizen.org/resourcesforteachers.php FJCC, Middle School Civics Curriculum Unit Overviews: http://www.floridacitizen.org/fjcc.php#

Writing Workshop of Paper Draft We will workshop the rhetorical citizenship papers in class on 11/14/2012 (note change from the schedule I distributed). This workshop may not be completed in class; plan to finish it for homework.

Important Dates Draft for Writing Workshop: 11/14/2012 Final Draft Due: At your digital portfolio conference