Major Assignment

11/14: Ungrading Our Rhetorical Analysis Projects

In Jesse Stommel’s “Ungrading: An Introduction” that you read for homework, Stommel encourages teachers to “demystify grading” by focusing on student learning and content knowledge. My learning goals for you in the Rhetorical Analysis of Local Activism assignment were to gain a greater understanding of rhetorical concepts that are important to all public writing and to see how these concepts are part of large advocacy projects.

The way I structured your learning for this assignment was by asking you to work in pairs to create a new website that contains the following parts:

  • a homepage or landing page that explains the exigence of the organization your group chose;
  • three additional pages that explained respectively explained the rhetors, audience, and constraints of the organization; and
  • a works cited page.

All pages were to engage the organization you chose and Keith Grant-Davie’s “Rhetorical Situations and Their Constituents” in some way.

Today, you will take time to consider what you learned through this assignment and how we should assess that learning. Working individually (and on paper, if possible), write a response to the following questions:

  • Through the Rhetorical Analysis of Local Activism assignment, what have you learned so far about public writing in general?
  • What have you learned so far about writing for advocacy through this assignment?
  • Are you done with this assignment? How do you know?
  • What’s next (if anything) and how should this work be assessed?

I will collect your in-class writing today.


Create a blog post titled “Rhetorical Analysis Assignment” and post the link to your new website.

Finish your Rhetorical Analysis assignment.

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