Week 7: Rhetorical Approaches to Problem Solving

Ernest Hemmingway quote First off, a big thank you to Group 1 who hosted a fantastic Twitter chat on Thursday night! Chris, Joe, Guy, Taylor, and Allison asked really smart questions and sponsored a great discussion about the themes and concepts we’ve studied in Unit 2. If you missed the Twitter chat, you should join them again this Thursday, February 23 for a Google Hangout. In the hangout, they’ll discuss their writing processes for Case 1, share parts of their drafts, and answer questions related to drafting, revising, and editing. Sign up here to participate.

This week you will move your Case 1 rough drafts into polished, edited documents. To help you do that, you’ll engage in the processes of revision and editing, which you learned about as part of your reading in the Canons of Rhetoric section of your textbook. Think of revision as a global process during which you consider the big ideas like your rhetorical situation (audience, purpose, context) and whether or not your persuasive strategies and organization meet the demands of that situation. Cross reference your assignment guidelines and mentor texts in Section III of your textbook to make sure you are following guidelines for organization and that you are meeting the expectations for each genre. Your work here may involve rewriting topic sentences, adding more persuasive evidence, deleting details that aren’t relevant to your purpose and/or moving paragraphs around for a more logical arrangement. Once you are satisfied that your draft is solid, then you move into the particulars of editing, working on style, clarity, word choice and more local concerns like spelling, grammar, and mechanics. I highly recommend reading both of your documents aloud slowly to catch errors on the screen. I also recommend giving yourself a day between editing and proofreading so that you can come back to your documents with fresh eyes.

Learning Unit 2: Rhetorical Approaches to Problem-Solving

For this week (Feb.19-Feb.25), complete the following activities:

  1. Read and respond to your partner’s rough draft by Tuesday (Feb. 21) at midnight. Make sure in advance that you can both access and comment on your partner’s draft. If not, let them know to change permissions ASAP. Partners are as follows:
    1. Julie and Connor B.
    2. Joe and Mackenzie
    3. Ashley and Allison
    4. Anthony and Jacoby
    5. Meghan and Josh
    6. Holly and Monica
    7. Victor and Cassie (update!)
    8. Taylor and Brittany
    9. Guy and Madison (update!)
    10. Connor Y. and Chris  (update!)
  2. In your responses, you should focus on the following elements of the Grading Criteria (also listed on the assignment guidelines.) Note which of the following your partner is doing well and which they could improve upon, giving specific and targeted feedback to help them revise and edit their drafts.
    1. Content (50%): Understanding of the rhetorical situation; Clarity of writing (complete sentences, clear objectives), Effective Organization (use of headings, sections), Thoroughness (covering all required areas). Presence of two distinct documents (research report for company owners and email to employees) that both stand-alone and work together to demonstrate an audience-centered ability propose solutions for problems in a corporate context
    2. Form (50%): Clean copy (polished draft, minimal-to-no grammar or spelling errors), professional language/formal tone, use of professional font size and type (single spaced, 10 to 12 point font size, Times New Roman/Helvetica/or Arial), appropriate formatting for research report and email using models in textbook, consistent margins (between 1 inch and 1.25 inches all the way around), proper file name, permissions set correctly on Google Documents to allow for peer commenting.
  3. By Saturday at midnight, you should post a revised, edited draft of both Case 1 documents, the report to Marauder Skate, Inc. owners and letter to Marauder Skate, Inc. employees, to G+ using the hashtag #c1final. Compose both of these in one Google Doc and use a page break between documents. Make sure that your permissions are set to “anyone with link can comment.”

Week Three Learning Goals

  • Use a case simulation to practice BPC
  • Engage in late stages of the writing process, including revision and editing
  • Give and receive targeted peer feedback
  • Continue participating actively in an online learning community, in both synchronous and asynchronous events
  • Take on leadership roles (Group 1)  in the online community, hosting a Google Hangout


Remember the you can and should use all your resources– me, your classmates, and the University Writing Centers Online Writing Lab— to help you revise and polish Case 1. As always, let me know if you have any questions about this week’s work and good luck in your revising and editing!


Instructor West-Puckett



I am an assistant professor of Writing and Rhetoric and director of First Year Writing at the University of Rhode Island. I received my PhD in Rhetoric, Writing, and Professional Communication from East Carolina University. My dissertation research analyzes the knowledge-making practices of composers in both online and off-line maker spaces, and my digital writing research has appeared in journals like College English and Education Science and in the books The Next Digital Scholar: A Fresh Approach to the Common Core State Standards in Research and Writing and Assessing Students Digital Writing: Protocols for Looking Closely.

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