|Due By (Pacific Time)||12/12/2016 01:00 am|
A reflection paper is not just a summary of the course readings, or a stream of consciousness mind dump.
A reflection paper is your chance to add your thoughts and analysis to what you have read, heard, discussed, or experienced.
A reflection paper is meant to illustrate your understanding of the material and how it affects your ideas, thoughts, and vision of the world.
This semester we have discussed a variety of things, from rhetorical appeals (Pathos, Ethos and Logos), to the necessity of having multiple perspectives, logical fallacies, organizing and delivering a speech, to the danger of unexamined rituals or traditions. We watched Martha Stewart sell “Softish throat drops,” dissected problematic advertisements, discussed the birth and death of language, and talked about why Plato is very, very critical, even opposed, to rhetoric.
Over the course of the semester I have asked you to consider what it means to be a “good person speaking well for the common good.” Have we come closer to figuring out what that is? Maybe. But now is your time to think about the semester and get your thoughts and reactions down on paper.
In 2-3 pages reflect back over the semester. Have the things we have watched, read or discussed changed the way you view the world? Has it made you more critical of the images and arguments that you are bombarded with every day? Have you considered what it means to be a good person speaking well for the common good?
Above all, think about our course learning objectives. Have we achieved any or all of them?
As a result of this course, students will:
· Understand the rhetorical tradition of the good person writing and speaking well for the public good.
· Apply this understanding of the rhetorical tradition to different contexts of public communication.
· Develop written and oral communication skills that enable them to express and interpret ideas – both their own and those of others – in clear language.
· Identify, reflect upon, integrate, and apply different arguments to form good, independent judgments in public debate.
· Conceptualize an effective research strategy and then collect, interpret, evaluate and cite evidence in written and oral communication.
· Distinguish between types of information resources and how these resources meet the needs of different levels of scholarship and different academic disciplines.
· Understand the literary strategies used by contemporary authors of historical fiction to represent underrepresented, suppressed, and/or discarded narratives.
· Articulate a theory of ethical rhetoric informed by classical and contemporary examples, as well as student’s personal experiences, insights, and observations
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