World of Writing: Thinking it Through - Intersectional Public Voice and Writing for Survivance

This course will focus on research, self-expression, and public voice. It is a research-intensive writing course designed to develop effective persuasive essays (written and/or visual) in a public voice while at the same time interrogating the effectiveness of “persuasion.” Projects may include policy papers, lyric essays, autoethnographies, letters, manifestos, conventional research papers, and more. The rise of technology and social media as modes of communication have brought rhetoric more prominently into our lives, creating complex structures of understanding and misunderstanding. We will practice the navigation of rhetoric through both Indigenous/ist and cognitive lenses as we endeavor to address complex, and at times oppositional, audiences. Students will expand on skills and knowledge gained in one or both World of Writing (WoW) fall and winter courses--it is recommended that a student has earned full credit in at least one of the previous WoW courses.  Elements of writing explored and practiced: Indigenous/ist research pedagogy, guided journaling, sustained proof of thought, storytelling, logical fallacies and cognitive biases, mechanics and effective style, research questions, thesis statements, project proposals, writing in community, community imagination, insider/outsider and cross-cultural communication, style guides (MLA, APA), and advanced editing and revision practices. This is a welcoming environment for any student wanting to strengthen their skills in self-expression, research, storytelling, argumentation, public rhetoric, and personal writing style.

Required technology to be successful:  computer or equivalent, internet connection, and access to Canvas and Zoom. Synchronous (live on Canvas/zoom) hours for World of Writing programs are estimated at 4 hours per week.   Our approach will emphasize participation in synchronous sessions; however, if students find themselves unable to participate due to technology, caregiving obligations, economic disruption, health risk, or illness, they can work with the NPP Director and faculty to pursue alternate options to earn program credit.