Assignment Description:
ADVOCACY TEXT: Your work in the third unit of this course builds to an Advocacy Text project: the Advocacy Text is a text that has a rhetorical purpose of creating positive, productive change for a cause in the world, with an audience that reaches beyond your instructor and classmates. Remember that a text can take many shapes, but to give you a guideline to work with, please create a document that could fit onto a one-sided, standard 8.5” by 11” sheet of pa.per (or smaller). The text can involve any combination of message elements that fit your rhetorical purpose: these elements may include the mode or channel you use to share the text with your intended audience, the conventions or genre of the document, and graphic, visual, or design elements. You may need to conduct outside research to learn more about your cause or to find up-to-date information to include in your Advocacy Text (and keep in mind that if you use any information thats not yours and is not common knowledge, you will need to find a way to communicate the source of your information to consumers of your text).
You’re encouraged to let your text advocate for a cause that suits your personal interests and passions. It might, for instance, seek to do one of the following: to raise awareness about an issue, to inform or educate an audience about an issue, to persuade for a particular perspective on an issue, or to make a call to action (to encourage an audience to take a concrete step to help).
To identify an opportunity that might fit this project well, you could consider either:
- creating a text that you have the authority to share with your intended audience (such as a postcard you could send to members of an organization you lead, an infographic you could share on your social media account, or a letter to a government representative)
… or…
- creating a text that you can propose to an existing organization, group, or individual outside our class who is already advocating for your cause and might be able to use your text (for instance, you could propose a new poster to a local nonprofit that they could use to advertise their hours and services or you could propose an informational sign to your employer that they could add to the recycling bins to educate coworkers on what materials can be recycled)
The Advocacy Text must be shared with the intended audience or shared with the organization, group, or individual you’re proposing it to before the project is due: this is an important requirement of the project because it gives you as a student the opportunity to exercise your power as a writer-citizen.
When you submit your final project, you must include evidence that you’ve shared your Advocacy Text with your intended audience or audience you proposed it to, such as a photograph of the text wherever you’ve posted it or a screenshot of a sent timestamped email in which you proposed the text to the audience you proposed it to. If you propose your text to an existing organization, group, or individual, whether or not that audience chooses to use your text is beyond your control and will not affect your grade.
Requirements:
The Advocacy Text should be submitted in a or / x format
Evidence that you’ve shared your advocacy text should accompany this submission ( , jpeg/png, or other attachment)
Advoc
a
cy
Text Rubric
Criteria
Ratings
Pts
Th
is
criterion
is
linked
to
a
Learning
Outcome
Genre
awareness and
design
5
to >
4
.
0
pts
Exceeding
Strict adherence to
genre/des
ign
expectations were
executed as student
created text
4 to >
3
.0
pts
Achieving
Many of the
expected
genre/
design
expectations are
executed, based on
student’s chosen
text
3 to >
2
.0
pts
Progressing
Some or
inconsistent
genre/design
expectations of
student’s chosen
text were applied
2 to >
1
.0
pts
Beginning
Few genre/design
expectations of
student’s chosen text
were applied
1 to >0 pts
Does not Meet
Minimum
Requirements (0
–
1)
No genre/design
expectations of student’s chosen text were applied
5 pts
This
criterion is
linked to a Learning
Outcome
Integrate
relevant
content
5 to >
4.0
pts
Exceeding
The text
integrates
a
fitting volume
of relevant
content to
serve its
rhetorical
purpose.
4 to >
3.0
pts
Achieving
The text integrates relevant
content to
serve
its rhetorical
purpose.
3 to >
2.0
pts
Progressing
The text integrates
enough
relevant
content to
at
least
communicate
its rhetorical purpose.
2 to >
1.0
pts
Beginning
The text does
not integrate
enough
relevant content
to communicate its rhetorical purpose.
1 to >0 pts
Does not Meet Minimum
Requirements (0-
1)
The text does not integrate any relevant
content for its rhetorical purpose
5 pts
This criterion is
linked to a Learning
OutcomeIntegrate
credible
and relevant
evidence
5 to >4.0 pts
Exceeding
The text
consistently
presents a fitting
volume of both
relevant and
credible
evidence.
4 pts
Achieving
The text
presents many
pieces of
both
relevant and credible evidence.
4 to >3.0 pts
Achieving
3 to >2.0 pts
Progressing
The text
presents a few
pieces of relevant and credible evidence
2 to >1.0 pts
Beginning
The text presents
a few pieces of
evid
ence,
but the
relevance and
credibility is
unclear
1 to >0 pts
Does not Meet Minimum Requirements (0-1)
The text presents
no evid
ence,
credible/relevant
or not
5 pts
This criterion is linked to a Learning OutcomeDetermine a Fitting scope For an argument
5 to >4.0 pts
Exceeding
The argument’s scope is fitting for the purpose or context.
4 to >3.0 pts
Achieving
The argument’s scope is slightly too wide or too narrow for the purpose
3 to >2.0 pts
Progressing
The argument’s scope is too wide or too narrow for the purpose or context.
2 to >1.0 pts
Beginning
The argument’s scope changes ineffectively or is inconsistent throughout the text.
1 to >0 pts
Does not Meet Minimum Requirements (0-1)
The argument does not have a fitting scope.
5 pts
This criterion is linked to a Learning Outcomechoose message elements to fit a rhetorical purpose
5 to >4.0 pts
Exceeding
The text consistently uses relevant message elements to serve its rhetorical purpose
4 to >3.0 pts
Achieving
The text uses message elements to serve its rhetorical purpose
3 to >2.0 pts
Progressing
The text uses message elements to at least communicate its rhetorical purpose.
2 to >1.0 pts
Beginning
The text does not seem to intentionally use message elements to fit its rhetorical purpose.
1 to >0 pts
Does not Meet Minimum Requirements (0-1)
The text uses message elements that conflict with its rhetorical purpose.
5 pts
This criterion is linked to a Learning Outcomechoose message elements to fit an intended audience
5 to >4.0 pts
Exceeding
The text consistently uses relevant message elements to address its intended audience
4 to >3.0 pts
Achieving
The text uses message elements to address its intended audience
3 to >2.0 pts
Progressing
The text uses message elements to at least consider its intended audience.
2 to >1.0 pts
Beginning
The text does not seem to intentionally use message elements to fit its intended audience.
1 to >0 pts
Does not Meet Minimum Requirements (0-1)
The text uses message elements that conflict with its intended audience.
5 pts
This criterion is linked to a Learning Outcomechoose message elements to fit an actual audience
5 to >3.0 pts
Exceeding
The text consistently uses relevant message elements to address its actual audience.
3 to >2.0 pts
Progressing
The text uses message elements to at least consider its actual audience.
2 to >1.0 pts
Beginning
The text does not seem to intentionally use message elements to fit its actual audience.
1 to >0 pts
Does not Meet Minimum Requirements (0-1)
The text uses message elements that conflict with its actual audience.
5 pts
This criterion is linked to a Learning OutcomeReach an intended audience beyond the instructor and classmates
5 pts
Exceeding
Evidence is provided that the text is sent, posted, or otherwise made directly available to the intended audience beyond the instructor and classmates.
0 pts
Does not Meet Minimum Requirements (0-1)
No
evidence
was provided that the text was sent, posted, or otherwise made directly available to any audience beyond the instructor and classmates.
5 pts
This criterion is linked to a Learning OutcomeAcademic Register Development
write papers with a clear thesis, logical structure, and cohesive, well-developed paragraphs
threshold: 3.0 pts
5 pts
Exceeds Expectations
4 pts
Above Expectations
3 pts
Meets Expectations
2 pts
Below Expectations
1 pts
Does Not Meet Expectations
—
This criterion is linked to a Learning OutcomeLanguage and Style
write papers with clear, varied, well-constructed sentences, with usage and mechanics conforming to standard edited English
threshold: 3.0 pts
5 pts
Exceeds Expectations
4 pts
Above Expectations
3 pts
Meets Expectations
2 pts
Below Expectations
1 pts
Does Not Meet Expectations
—
This criterion is linked to a Learning OutcomeEngagement with Writing Process
demonstrate an understanding of writing as a complex, recursive process whereby ideas are explored, developed, and communicated to a particular audience for a particular purpose
threshold: 3.0 pts
5 pts
Exceeds Expectations
4 pts
Above Expectations
3 pts
Meets Expectations
2 pts
Below Expectations
1 pts
Does Not Meet Expectations
—
Total Points: 40
Advocacy Text Rubric
Criteria
Ratings
Pts
This
criterion
is
linked
to
a
Learning
Outcome
Genre
awareness and
design
5
to >
4.0
pts
Exceeding
Strict adherence to
genre/design
expectations were
executed as student
created text
4
to >
3.0
pts
Achieving
Many of the
expected
genre/design
expectations are
executed, based on
student’s chosen text
3
to >
2.0
pts
Progressing
Some or
inconsistent
genre/des
ign
expectations of
student’s chosen
text were applied
2
to >
1.0
pts
Beginning
Few genre/design
expectations of
student’s chosen
text were applied
1
to >
0
pts
Does not Meet
Minimum
Requirements (0
–
1)
No genre/design
expectations of
student’s chosen
text were applied
5
pts
This
criterion
is
linked
to
a
Learning
Outcome
Integrate
relevant content
5
to >
4.0
pts
Exceeding
The text
integrates a
fitting volume
of relevant
content to
serve its
rhetorical
purpose.
4
to >
3.0
pts
Achieving
The text
integrates
relevant
content to
serve its
rhetorical
purpose.
3
to >
2.0
pts
Progressing
The text
integrates
enough relevant
content to
at
least
communicate
its rhetorical
purpose.
2
to >
1.0
pts
Beginning
The text does
not integrate
enough
relevant
content to
communicate
its rhetorical
purpose.
1
to >
0
pts
Does not Meet Minimum
Requirements (0
–
1)
The text does not integrate any relevant
content for its rhetorical purpose
5
pts
This
criterion
is
linked
to
a
Learning
Outcome
Integrate
credible and relevant
evidence
5
to >
4.0
pts
Exceeding
The text
consistently
presents a fitting
volume of both
relevant and
credible
evidence.
4
pts
Achieving
The text
presents many
pieces of both
relevant and
credible
evidence.
4
to >
3.0
pts
Achieving
3
to >
2.0
pts
Progressing
The text
presents a few
pieces of
relevant and
credible
evidence
2
to >
1.0
pts
Beginning
The text presents
a few pieces of
evidence, but the
relevance and
credibility is
unclear
1
to >
0
pts
Does not Meet
Minimum
Requirements (0
–
1)
The text presents
no evid
ence,
credible/relevant
or not
5
pts
Advocacy Text Rubric
Advocacy Text Rubric
Criteria Ratings Pts
This criterion is
linked to a Learning
OutcomeGenre
awareness and
design
5 to >4.0 pts
Exceeding
Strict adherence to
genre/design
expectations were
executed as student
created text
4 to >3.0 pts
Achieving
Many of the
expected
genre/design
expectations are
executed, based on
student’s chosen text
3 to >2.0 pts
Progressing
Some or
inconsistent
genre/design
expectations of
student’s chosen
text were applied
2 to >1.0 pts
Beginning
Few genre/design
expectations of
student’s chosen
text were applied
1 to >0 pts
Does not Meet
Minimum
Requirements (0-
1)
No genre/design
expectations of
student’s chosen
text were applied
5 pts
This criterion is
linked to a Learning
OutcomeIntegrate
relevant content
5 to >4.0 pts
Exceeding
The text
integrates a
fitting volume
of relevant
content to
serve its
rhetorical
purpose.
4 to >3.0 pts
Achieving
The text
integrates
relevant
content to
serve its
rhetorical
purpose.
3 to >2.0 pts
Progressing
The text
integrates
enough relevant
content to at
least
communicate
its rhetorical
purpose.
2 to >1.0 pts
Beginning
The text does
not integrate
enough
relevant
content to
communicate
its rhetorical
purpose.
1 to >0 pts
Does not Meet Minimum
Requirements (0-1)
The text does not integrate any relevant
content for its rhetorical purpose
5 pts
This criterion is
linked to a Learning
OutcomeIntegrate
credible and relevant
evidence
5 to >4.0 pts
Exceeding
The text
consistently
presents a fitting
volume of both
relevant and
credible
evidence.
4 pts
Achieving
The text
presents many
pieces of both
relevant and
credible
evidence.
4 to >3.0 pts
Achieving
3 to >2.0 pts
Progressing
The text
presents a few
pieces of
relevant and
credible
evidence
2 to >1.0 pts
Beginning
The text presents
a few pieces of
evidence, but the
relevance and
credibility is
unclear
1 to >0 pts
Does not Meet
Minimum
Requirements (0-
1)
The text presents
no evidence,
credible/relevant
or not
5 pts
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