Looking for a great opportunity for your next badge?

WaterHacks RI invites all URI students, any major and any level, to participate in finding solutions to the residential water issues in our local and global communities. And with just a little finessing, this weekend hack-jam experience could be provide you with the resources and experiences necessary to earn one of three different badges: SciCom (citizen science), Social Justice (access to clean water), and Maker (as you design something that can benefit others). Click the link above to take a look at the event. Let your instructor know if you are interested in participating. Perhaps we could form a First Year Writing team that works on a communication challenge!

URI water hacks flier


Peer Review

Screen shot of peer review demonstration video recording
Click here to watch the Peer Review Demo Video that we recorded live in WRT104 on 10/12/17


  • Mini-conference Sign-up
  • Peer Review Conference Resource
  • Bless, Press, and Address
  • Peer Review Demo and Fishbowl
    • What do you notice about the writer’s role?
    • What do you notice about the reviewer’s role?
    • What kind of information did the writer offer that was useful?
    • What kind of responses did the reviewer offer that was useful?
    • What percentage of the conference focused on higher order concerns of audience, purpose, context, medium, strategies, arrangement? What percentage of the conference focused on lower order concerns such as grammar, spelling, punctuation, and formatting?
  • Mini-conferences

Work on your badging pathway! 

Note: Design Plans, Proposals, Storyboards, etc. must be approved by your instructor no later than Thursday, February 22 if you are on the A pathway!


Leslie Marmon Silko

In class:

  • Where in your badging pathways are there opportunities to listen to and tell stories?
  • What exactly do we mean by “story?”
    • Primary way that humans save and make sense of information
    • Connects us to other individuals and to our cultures
    • Telling/retelling a chain of events that leads somewhere
    • Has characters, setting, dialogue, action
    • Unfolds slowly for your audience, making them feel like they are watching/listening/experiencing the events
    • Has Both Purpose and Meaning: A point, a “so what?”
    • In the web article “What is a Story,” author Jane Friedman explains the role of a storyteller as a careful artist who creates meaning by relating a series of event. She writes, “A story is a selective batch of information. It selects details, arranges them, perhaps embellishes them…Don’t re-live the entire event…You want to communicate to your audience: Here’s the best of what happened. I’ve chosen from my bag of storytelling tricks the best way to tell this tale to delight you the most. Pay attention! Details I select will be important. Yet, I will leave room for your imagination, dear listener or reader, to come into play.” <—See what I did there, returning to Tuesday’s lesson on using direct quotation with attribution and introduction 🙂

Telling Stories About Who and What We Claim To Be 

  • Brainstorm a list of identity categories that you identify with. These should be categories you’ve chosen like “fraternity pledge,” “fashionista,”or “coffee drinker” and categories that you’ve been born or thrown into such as “working class,” “Latinx,” “white,” “survivor,” or “Jewish.”
  • When did this identity speak to you? In other words, think of a time when you really knew, felt, or understood what it meant to be a pledge, white, a fasionista, Latinx, Jewish, working class, etc.?
  • This can be a strong memory, an early memory, or something that happened yesterday or last week.
  • Think of what story you’ll tell and how to tell it. Use a story starter phrase such as:
    • “I remember…
    • “I was only X years old when…”
    • There was this one time…”
  • Story Circle
    • We will pass around a story object to signal whose turn it is to tell a story
    • Everyone will tell a brief story about one of their identities
    • If you are not telling your story, you will be an empathetic listener (eye-contact, no technology, no side conversations)
    • You have one minute to tell your story. Your story doesn’t have to be a full minute, but it can’t be over one minute.
    • There will be silence after each story and no response or commentary
    • Once it is your turn, you can refer back to someone else’s story
    • There is no judgement, only listening in a story circle
    • Once everyone has shared, we will have a 5 minute debrief
      • What did you enjoy about this?
      • Were there moments where you were uncomfortable?
      • Where and how can you use story to connect with your audience?


Work on your badging pathways! Think of where and how you can use story to strengthen connections with your audience.

Working With Sources: Paraphrasing and Direct Quotations

Two cows, one says "Moo" and the other says "I just said that. Use your own words!"
In Class:

  • Summary Review and Revision
  • Quoting, Paraphrasing To Avoid Plagiarism
    • Zombie Paraphrase Source 1
      • Title: Walkers
      • Author: Tim Brandt
      • Author’s Credentials: Folklorist at University of Eaton
      • Publication Date: 2006
      • Publisher: Norton
      • Place of Publication: New York
      • Page: 117
    • Zombie Paraphrase Source 2
      • Title: Walking Dread
      • Author: Cheryl Frost
      • Author’s Credentials: Media Theorist at Salisbury College
      • Publication Date: 2010
      • Publisher: MacMillian
      • Place of Publication: London
      • Page: 200-201
    • Zombie Paraphrase Source 3
      • Title: Undead Visions
      • Author: Tabitha Dread
      • Author’s Credentials: Paranormal Investigator, Ghost Online Univeristy
      • Publication Date: 2015
      • Publisher: Scott Francis
      • Place of Publication: Chicago
      • Page: 145
  • Checklists for Quoting and Paraphrasing
  • Work on summary revisions, paraphrasing, and/or directly quoting sources in your badging pathway


Work on your badging pathway!

Mark all the Things! JK What to Annotate, Why, and How

student-annotations-color-2In class:

  • Group presentations. Know your audience! (West-Puckett Only)
  • Where will you be asked to discuss the rhetorical situation and production strategies? Take a look at your badge. Do you see any of these assignments in Levels 1,2, or 3?


Work on your badging pathway!

Flexible Rhetorical Thinking

Mini-lesson (10 minutes): What is Rhetoric? What Can It Do For You?

Group Work (10 minutes): Each group of four is assigned a different advertisement. Of course, the purpose is to sell a product, but what about audience? As a group, sketch out the demographics and psychographics for your the advertisement’s intended audience.

💥💥💥Level Up Group Challenge💥💥💥 If you’ve nailed the purpose and audience of your advertisement, pick one element from Production Strategies (media, mode, genre/arrangement/strategies) to analyze and connect to your interpretation of audience.

Debrief (20 minutes): Each group shares out.

Moving Forward: Working with Design Plans

Interlocking Circles, first circles is developing a statement of purpose by considering audience, purpose, and context, second circle is producing a composition by thinking through medium, strategies, and arrangement
Rhetorical Situation Graphic excerpted from Wysocki and Lynch’s Compose, Design, Advocate, 1st Ed., p.28.

Meet briefly with badging groups.

Homework: Work rhetorically (thinking about audience, purpose, context, media/genres, arrangement and strategies) as you read and write on your badging pathway.

Getting Comfortable, Getting Started

Crowdsourcing Syllabus & Course (30 minutes)

Reference your homework response to the course/course syllabus. You have 3 different colored pieces of paper. On one piece, write one thing that you are excited about. On another piece, write one thing you are anxious or concerned about. On the final piece, write one question you have about the course or the syllabus.

In groups of three or four, discuss your responses and questions. Do your best to find answers or resources that address your group’s questions. As a group, decide on the most important, popular, or “out-there” response/question for each of the three categories that you’ll share with the whole class. Share your questions and test the accuracy of your responses with your instructor.

Mountain scene with caption

In Class and Homework:

Complete your first badging pathway proposal. Review the spring semester overview to help you figure out due dates/deadlines. Make sure to complete each section of the proposal thoroughly. Bring a printed copy of your proposal to class on Tuesday.

About Tuesday…West-Puckett and Shepley’s classes will meet in Carothers Library for our regularly scheduled course meeting. Please report a few minutes before the class meeting time to the soft seating area in the library lobby (across from the main stairs) before traveling as a group to Room 142. This library visit is intended to help you navigate the library’s resources and understand how to find, evaluate, and use sources effectively for the research-intensive project badges.

Welcome, 104 Writers!

In Class:

Hand holding glass sphere with tree reflection


Read the course syllabus and write a response (250 word minimum) to the following:

From the first day activities and from your reading, what are your first impressions of this course? What questions, comments, excitements, or concerns do you have about this course? What do you want out of yourself and your instructor in this course?

Bring a type-written paper copy to class on Thursday.