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English 103: Rhetoric of Pop Culture

Chapman University, Spring 2024

Instructor: Karina Trejo Melendez

Meeting time: MWF 8:00-8:50 a.m.
Location: Doti Hall 201
Email: ktrejomelendez@chapman.edu
Virtual office hours: MW 10:00 a.m.-1:00 p.m.
by appointment
Office hours Zoom link:
https://chapman.zoom.us/j/7338220359
Class website: karinajtrejo.weebly.com
Canvas: https://canvas.chapman.edu

“Pop culture has entered into a nostalgic malaise. Online culture is dominated by mashups of the
culture that existed before the onset of mashups, and by fandom responding to the dwindling
outposts of centralized mass media. It is a culture of reaction without action.” - Jaron Lanier,
You Are Not a Gadget

A Note On This Semester

My teaching philosophy is primarily one of care. We lived

through an unprecedented and difficult time that was highly
unpredictable. Although we’re on the other side now, our
classroom will continue to be a comfortable and safe place for us
to be people first. Our learning will ebb and flow according to
our community’s needs.

Know that I care deeply for my students and believe that

learning doesn’t happen in a vacuum and it doesn’t look one
particular way. I promise to make this class engaging,
eye-opening, and fun! Yes, we will have challenges, but we will
also be able to experiment, embrace change, and learn from one
another in new ways.
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Chapman University COVID-19 Safety Protocols

Course format may be subject to change with little to no notice, depending upon the state, local,
and University guidelines.

In response to the COVID-19 pandemic, Chapman University has developed the CU Safely Back
program (CUSBP) and mandatory safety measures. The University’s mandatory safety measures
may be stricter than local, state or federal guidelines and may be subject to change at any time.
Students are expected to adhere to the University’s safety measures while attending classes,
including when entering and exiting classrooms, laboratories, or other instructional areas.
Refusal to abide by the University’s mandatory safety measures or to the safety requirements
specific to this course will result in your being asked to leave the area immediately and may
result in an administrative dismissal from this course.

The COVID-19 pandemic requires all of us to accept the possibility that changes in how this
course is taught may be required and that some changes may occur with little or no notice. For
example, some or all of the in-person aspects of a course may be shifted to remote instruction. If
this occurs, you will be given clear instructions as to how to proceed. The uncertainty of the
situation is not ideal for any of us. We must all try to approach this situation with goodwill,
flexibility, and mutual understanding.

Below is an overview of the four current COVID-19 campus protocols:

● Masks are recommended if you’re experiencing symptoms, test positive, or have been
exposed.
● On-campus testing is provided at no cost to Chapman community members but is no
longer required. Take action if exposed and get tested.
● Protect yourself. All faculty, staff, and students are required either to submit proof of
having all vaccinations and boosters for which they are eligible or to file a personal
declination.

All COVID-19 protocols are posted on the CU Staying Healthy website.

Positive COVID-19 Test - Protocols
● If a student tests positive and is required to isolate for 10 days, faculty must work
with students to remain active and current in their class. Students are asked to inform
the Dean of Students’ office if positive. If the student tested positive on campus, the
Student Health Center will report it. Faculty members may verify a student’s isolation
status with the Dean of Students’ office if needed.
● It is up to the discretion of the faculty member to choose how to deliver course
content to students who are not present in class for COVID-related reasons. We
encourage faculty to consider simulcasting and/or recording their classes via Zoom
but recognize that faculty may choose other ways to share course content with the
students who cannot attend class in person. Students should also be directed to
consult with their advisors about program-specific make-up requirements (e.g., exams
and licensing-required clinical experiential learning hours).
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● If faculty test positive and are required to isolate for 10 days, the faculty member
should work with their department chair or dean as you would for sick leave. If the
faculty member is asymptomatic and able to teach, remote teaching will be an option
for documented positive COVID-19 cases during the isolation period.

Class Recording Statement

In this class, software might be used to record live class discussions. As a student in this class,
your participation in live class discussions will be recorded to assist those who cannot attend the
live session or to serve as a resource for those who would like to review the content that was
presented. These recordings will be made available only to students who are enrolled in the class,
and only during the period in which the course is offered. All recordings will become unavailable
to students in the class shortly after the course ends. Students who prefer to participate via audio
only will be allowed to disable their video camera so only audio will be captured. Please discuss
this option with your instructor.

Course Description

Catalog Description

Catalog Description: Composition seminar devoted to rhetorical understanding and competence

in a variety of specific academic contexts. Students may choose from a range of composing
topics, each with its own sets of expectations, genres, forms, purposes, and audiences. Attention
will focus on multimodal composing in differing discourse communities, but all sections of
English 103 address rhetorical effectiveness in composition. Some sections of this course may be
offered as hybrid courses or online only. Letter grade with Pass/No Pass option. (Offered every
semester.) 3 credits

Course Description

We form our thinking and understanding of the world through language and modes of
communication such as art. These inform our cultural perspectives and ideas about ourselves and
others. “Rhetoric of Pop Culture” is a course tailored towards producing writers that are able to
critically analyze various forms of rhetoric in order to wield it for themselves in any context
presented. The course focuses on teaching awareness of the author, audience, and purpose in
writing. We will be building these skills by diving into the ways in which pop culture informs
and shapes our society. Students will develop an ability to look at different mediums with a
rhetorical lens and with this newfound knowledge enact change.

Through a series of questions, we will explore rhetoric in themes of being and becoming. We
will review each theme using two sets of tools: on the surface dissect and discuss strategies of
representation and textuality, then we will excavate to the subterranean level of ideology and
perspective.
o What is pop culture?
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o How does pop culture inform our perspective of ourselves and others?
o What is intersectionality?
o What does real representation look like in media?

The process of writing requires care and reflection. So, you will be asked to simultaneously
notice and question the choices behind an author’s writing and the choices you are making as
a writer.
o How flexible is the academic essay as a genre?
o What does this have to do with the relationship between rhetoric and pop culture?
o What impact do texts, written and/or visual, have on the human enterprise of identity
formation?

Supported Written Inquiry learning outcome (GE WI)

Written Inquiry provides students an intensive course in academic writing at the first-year or
intermediate level according to demonstrated competence, with attention to media-based
composing and delivery. All GE Written Inquiry courses are rhetorically based, focusing on the
ways language is used to negotiate social, educational, and intellectual relationships in various
contexts, to a range of audiences. We will be adhering to the established Chapman Written
Inquiry GE and the Writing Program Learning Outcomes:

Students will compose texts that:

o Establish active, genuine, and responsible authorial engagement

o Communicate a purpose—an argument or other intentional point/goal
o Invoke a specific audience
o Develop the argument/content with an internal logic/organization.
o Integrate references, citations, and source material logically and dialogically, indicating
how forms of evidence relate to each other and the author’s position
o Compose with rhetorically effective use of language, form and genre, voice and tone, and
style

Course Learning Objectives

Students will:
o Practice having an open mind/being sensitive towards differing experiences and opinions
in order to use critical thinking to further group discussions around pop culture related
rhetorical discourse
o Conceptualize the weight that rhetoric carries in forming thoughts about societal beliefs/
structures and how laws and norms are made based on these social constructions
o Read a diverse range of texts surrounding pop culture rhetoric, attending to how
features function for different audiences and situations
o Practice outlining, drafting, participating in peer review and revising
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Texts/Media

Recommended: (PDFs of readings will be provided)

The Rhetorical Power of Popular Culture by Deanna D. Sellnow, 3rd Edition

Selected texts/media:

● Formation - Beyoncé
● Rep. AOC Responds to Rep. Yoho
● How the 20-Year Rule Predicts How You’ll Dress
● Rhetorical Analysis
● The New Yorker: The Age of Instagram Face
● The Nostalgification of Pop Culture: Our inevitable return to the 2000s
● TikTok - Culture & Music
● APA Style Guide
● MLA Style Guide
● Peer Review & Responding to Others’ Drafts

Excerpts and academic articles: (PDFs can be found on Canvas under the “Files” tab)

● Excerpts from The Rhetorical Power of Popular Culture by Deanna D. Sellnow, 3rd
Edition
● Excerpts from Pedagogy of the Oppressed by Paulo Freire, 30th Anniversary Edition
● Excerpts from all about love by bell hooks, New Visions
● Berlin, James. “Rhetoric and Ideology in the Writing Class.” College English, vol. 50
● Fleming, David. "Rhetoric and Argumentation." A Guide to Composition Pedagogies
● Gunner Jeanne, and Doug Sweet. “The Basics of Rhetoric: Author, Audience, and
Purpose.” Grounds for Writers: Critical Perspectives for Reading
● Gunner, Jeanne, and Doug Sweet. “The Rhetorical Use of Conventions.”
● Huntington, Heidi E. “Subversive Memes: Internet Memes as a Form of Visual
Rhetoric.”
● Lakoff and Johnson’s “Concepts We Live by.”
● Miller, Carolyn. “Genre as Social Action.” Quarterly Journal of Speech
● “Multimodality.” College Composition and Communication

Movies/TV Shows:

● Disney +: Star Wars, Marvel

● Netflix: Avatar: The Last Airbender, Stranger Things, Heartstopper
● Paramount +: Ru Paul’s Drag Race
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Course Format

In-person instruction with a few asynchronous working days. See course schedule for
specifications.

Classes will consist of the following:

● Class and small group discussions

● Free writes and activities
● Watching videos
● Lectures
● Presentations
● Workshops / Peer review

Technology Requirements

o WiFi
o Regular access to a computer/ tablet with a camera, speaker or headphones
o A Chapman email account. The instructor will send course-related information and
updates through the official Chapman email.
o Access to Canvas and Weebly class website where I will post the syllabus, our daily
schedule, and other important documents. Please check both regularly.

Class Website: https://karinajtrejo.weebly.com

Select the Rhetoric of Pop Culture tab

Weebly & Wix tutorials to create your own website:

Weebly:
Weebly Tutorials for Beginners
How to Create a Blog on Weebly
How to Add a Comments Section in Weebly
How to Change Fonts

Wix:
Signing Up for a Free Wix Account
10 Essential Wix Tutorials for Beginners
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Assignments and Grades

Assignments and grades will be calculated using the 100% system for each category. I have a
rolling revision policy. You can revise any writing assignment within 10 days of it being graded.

Late assignments and make-ups

Please note that the following policy will apply to you if you aren’t honestly and continually
communicating with me about assignments/ extension needs:

Assignments will receive an automatic 5% reduction in grade for each class period late. Writing
is a process. You will have an opportunity to revise your work for a higher grade, so you should
turn in your work on time and take advantage of the revision policy.

Breakdown
Area of Evaluation Percent
Blog Posts 20%
Project 1 - Rhetorical Analysis 15%
Project 2 - Social Media Post 15%
Analysis + Reflection
Project 3 - Portfolio 20%
Student Lesson 10%
Participation 10%
Attendance 10%
Total 100%

A = 93-100% (exceptional)
A- = 90-92%
B+ = 88-89%
B = 83-87% (very good)
B- = 80-82%
C+ = 78-79%
C = 73-77% (satisfactory)
C- = 70-72%
D+ = 68-69% (unsatisfactory)
D = 63-67%
D- = 60-62% (minimum passing)
F = 0-59% (failing)

Assignment Descriptions

Below is an overview outlining the assignments that will make up your final grade. All of your
work will be published on your Weebly or Wix website and you will provide a link to the blogs
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under the “Discussions” tab and projects under the “Assignments” tab on Canvas so I can grade
them and your peers can see them.

All blogs are due by 8:00 a.m. on their respective due date.

Blogs (20%)

Throughout the class you will be composing short writing assignments on your personal
blog website. That means you will have to create a website on Weebly or Wix and choose
the blog theme. I will not be grading you on your website’s professional quality. I will be
grading you based on completing the blog and meeting the blog requirements. With that
said I encourage you to put real and meaningful effort into making it representative of
you and making it the best it can be.

Your blog will serve as a learning tool for you to interact in a virtual space and consider
the audience, tone, and multimodality of your writing. You can find specific deadlines for
each below and in the class schedule.

Requirements:

-Minimum 300 words

-Must include 1 visual/multimodal element (picture, art, video, etc.), a heading, and
formatting (spacing, bullet points, indentations where you see fit).
-Must include 1 link relevant to your post (a link from a source that you learned from or a
link that supports or elevates your post).
-Reply to one of your peers

***Important: Post a link to your specific blog post in the Canvas “Discussions” tab so I
can see and grade it and your peers can see it and reply to your post. Note that when you
reply to a peer, you should be directly replying on their website but please provide the
name of the student whose blog you commented on.

Blog #1: Who Am I?

Tell us about yourself. When you think of yourself, what do you think of? What are your
passions? What makes you happy? What makes you sad? What’s important to you?
Likes, dislikes. Defining moments. You don’t have to answer all of these questions, these
are just ideas to get you started. Please provide a picture of yourself as well.
Due: Friday, Feb. 16th

Blog #2: Literacy Narrative

Examine the relationship between social, family, media, and school influences and your
personal attitudes toward writing and reading. Specifically, you will focus on a
connection to a cultural community. This could be how certain cultural influences have
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shaped how you read and write, or how reading and writing have given you access to a
specific cultural community. For some, these feelings about reading and writing may
come from a time when they discovered a favorite author or book. For others, current
attitudes about writing may come from classroom experiences, good or bad, that occurred
in high school or grammar school. Perhaps a teacher encouraged or discouraged your
interest in writing. Perhaps you discovered that writing and reading took you to places
where you could live out adventures from your imagination, or perhaps a family
member’s struggles with reading or writing or their love of reading or writing influenced
you. The main purpose, however, should be to demonstrate a connection between your
experiences in reading and writing and your cultural experiences. Use vivid examples to
support your narrative, analyze your feelings about writing and/or reading (and their
origins), and try to trace those feelings to a specific event or events that you can describe
for your reader.
Due: Wednesday, Feb. 21st

Blog #3: Meme Rhetorical Analysis

-Pick one meme that resonates/ stands out to you.

-Include the meme/link.
-Answer the following questions:
1. Where did you find it?
2. What kind of responses/comments does it have? Are they positive or negative?
3. What multimodal elements does it have and why are they effective/ineffective in
relaying the author’s message?
4. How does it fit into society and culture at the moment?
5. What message is it sending?
6. Why do you think memes are such a big part of our culture right now?
Due: Wednesday, Feb. 28th

Blog #4: Pop Culture Timeline + Collage

From the year that you were born to today (2023), create a timeline in increments of 3
years and define the trends during that time/ beliefs (food, fashion, media, language,
activities, etc). You can do this by creating an actual timeline with years and lists of
trends/ beliefs or using another method that you think is appropriate.

Then you will make a picture-based collage that represents pop culture in 2023. You can
use whatever editing/creating platform you would like: Microsoft Word, Powerpoint,
Canva, Procreate, Photoshop, do it by hand and scan or take a picture of it.
Due: Wednesday, March 6th

Project 1: Rhetorical Analysis (15%)

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You have the freedom to rhetorically analyze anything in pop culture that interests you. A
movie (think Get Out), a show, a song, a book, a music video (think “All Too Well”
10-minute version), a comic, an article, etc.

Analyze:
1. Who is the author? (director, producer, artist, writer, etc.) What is their
background? Their exigence/inspiration to create this piece?
2. Who is their intended audience? And what does that say about this piece? Did
they reach their intended audience?
3. When did this piece come out? And how is it a reflection of that time?
4. What rhetorical choices does the author make to send their message? What is the
message? Do they successfully convey it?
5. Identify any pathos, logos, or ethos used to send the message.
6. Is there a larger history behind the message? Does it have any connections to
other popular culture/media forms?
7. How does this piece impact society and culture as a whole?

Requirements:

-800-1,000 words.
-Find at least 3 supporting sources.
-Format: Site in whatever format your major/career practices. Examples: Psychology:
APA, English: MLA, Chicago: Business, History, The Arts.
Due: Friday, March 15th

Project 2: Social Media Post Analysis Presentation + Reflection (15%)

You will find one social media post about the topics discussed during the week you
present. Presentations will be on Fridays - refer to the schedule for further details. This
presentation is meant to enhance and contextualize the topic we discuss that week. The
social media post can be from Twitter, Instagram, Facebook, TikTok, etc. It can be
anything written, visual, or auditory.

Once you find your post, you will research and write about the credibility and impact of
the post. What platform does it come from? Is it based on fact or is it a misinformed
opinion? Do proper research to see the accuracy of the message being shared. Do they
cite credible sources? Who is the author? Are they credible to be discussing this topic?
Are they biased? Do they have an angle? What rhetoric are they using? Is it a fear tactic?
What impact do posts like these have on our society and the way we view reality?

The second part of this assignment is a reflection on your own social media consumption.
What platforms do you use the most? What is your view/feelings about social media?
Does it help or hinder you? How do you get your news/ current events? Do you unfollow
people that have differing beliefs from you? How does social media influence and impact
your personal life and beliefs? Do you think you have the media literacy to navigate this
day in age?
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Requirements:

-800-1,000 words.
-Find at least 3 supporting sources.
-Format: Site in whatever format your major/career practices. Examples: Psychology:
APA, English: MLA, Chicago: Business, History, The Arts.
Due: This is ongoing and is due whenever you sign up to present.

Student Lesson: (10%)

As a class we’ve created a Pop Culture Catalog where we’ve listed every major form of
pop culture. In groups, you will pick a topic from this catalog and do an 8-10 minute
lesson teaching our class all about it and its importance as a major influence on society.
Identify in what forms this media exists/ has influenced (music, film, shows, merch,
makeup, food, venues, etc.) Consider why it matters and the effect it has on culture and
identity formation. This is an opportunity to do a deep dive into this topic and include
everything you’ve learned so far in the class about rhetoric (rhetorical appeals,
multimodality, symbolic convergence, symbols, language formation, feminist
perspective, etc.)

Think about multimodality and your audience. How will you format and divide up the
work amongst your group? How can you best present this information to the class? What
engages you in a presentation? Are you going to do a Powerpoint presentation? A video?
A podcast? A visual gallery? A graphic? It’s up to you to choose your rhetorical mode.

You will have an opportunity to sign up for a presentation date and topic during class.
Due: April 29th - May 3rd

Project 3: Portfolio (20%)

1. Choose 3 pieces you’ve written for class to edit and improve. Your portfolio will
showcase your best work.
2. Write a reflection (500 words): What did you take away from the class and why is
rhetoric important?
Due: Thursday, May 16th

Classroom Culture

Participation (10%)

In-class discussions, workshops, and student-led discussions all fall under the participation
category. We will discuss participation in the first week of class.
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Attendance (10%)

Attendance is required but I am very understanding of the student experience so talk to me,
please. I can’t help if I don’t know what’s happening. I know things are strange right now and far
from ideal but let’s make the best of it and create as much of a community as we can.

Always be prepared for our class by completing all of the readings and assignments that are due
that day and having relevant class materials such as course readings. Your attendance is a vital
part of your success in this class. I am sure you have heard that students that attend class
regularly do better. Being absent will impact your ability to understand the class material and
contribute positively. The classroom is nothing without the students. This class involves a lot of
discussions, in-class assignments, and peer interaction. You may miss up to four classes without
penalty to your grade. Each additional absence will lower your final grade by 10%.
Chapman University Catalog minimal recommended policy: "students who are absent 20 percent
of the course should be failed."

It is courteous to send me an email notification if you are going to be absent. However, this does
not excuse your absence. It is your responsibility to do all assigned readings and homework for
missed class sessions. Check the syllabus/Canvas and create a network with your peers to fill in
the gaps of what you may have missed.

I am human, you are human, and life happens. A pandemic. People get sick and emergencies
happen. Sometimes you may not be in a state to attend class; you are an adult and you can make
those decisions responsibly. Please feel free to talk to me about any concerns you have or any
experiences that are happening in your academic and personal life that may be impeding the
completion of your classwork. I am always willing to listen and assist you in any way I can in
order to maximize your success and academic growth.

Community Connection and Boundaries

In order to create a respectful and comfortable environment for sharing, writing, and discussing
difficult questions; during our first weeks together, we will come to a consensus about a set of
community guidelines. In this course, we will be discussing a subject matter that some students
may consider controversial, offensive, or which may conflict with their personal beliefs. Our
purpose in this class is to explore this subject matter deeply and consider multiple perspectives.
Together we will learn, grow, and challenge our patterns of thinking. Students are expected to
engage with one another with respect of the opinions and views of others, and are free to
disagree, respectfully, with any views expressed in class.

This semester you will also learn about using language that is rhetorically inclusive and positive
for discussion. Throughout the course, you will be asked to think consciously when speaking or
writing. We will discuss how to avoid the use of words that may disrespect or discriminate
against another person (or group of people) based on their actual or perceived race, class, color,
national origin, sex, disability, sexual orientation, gender identity, or expression, religion or any
other distinguishing characteristics. We will partake in active listening and allow everyone in the
class to have an opportunity to share their thoughts.
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Electronic Devices

You can use your laptops/tablets for class purposes. I ask that you please not do anything that is
not class related. No texting, tweeting, posting, scrolling, online shopping, or anything of the
like. All cell phones must be put away during class unless the instructor announces that they can
be used for classroom purposes. Let’s make the best of our time together and engage fully in
class.

Land Acknowledgement

Wilkinson College believes all students should be taught the importance of recognizing land to
understand the colonizing roots of academia and the way many fields of higher education have
been used in the ostracizing, marginalization, and disempowering (as well as the stealing of land,
forced removal, and genocide) of communities. In doing so, we hope to inspire our students to
use their education to challenge institutional and structural barriers to work toward equality,
respect, and the lifting of their communities.

Wilkinson College of Arts, Humanities, and Social Sciences collectively acknowledges that
Chapman University occupies the ancestral, traditional, and contemporary Lands of the
Acjachemen Peoples in the Juaneño Territory, adjacent to our Tongva/Kizh neighbors to the
North and Payomkawichum/Luiseño and Kumeyaay neighbors to the South.

In addition, we recognize, support, and advocate for the sovereignty of California’s 109
federally-recognized Indian nations, for historic Indigenous communities in California, for
Indigenous individuals and communities who live here now, and for those who were forcibly
removed from their Homelands. By offering this Land Acknowledgement, we affirm Indigenous
sovereignty, and consistent with our values of community and diversity, acknowledge our
responsibility to hold the university more accountable to the needs of American Indians and
Indigenous peoples.

Statement on Diversity and Inclusion- December 2016

Department of English, Chapman University
For at least half a century now, English as an academic discipline has been at the forefront of
scholarly work and pedagogy in feminist theory, critical race studies, ecocriticism, queer theory,
disability studies, working-class studies, postcolonial theory, multiculturalism, linguistic
diversity, and student agency. The English Department at Chapman University works in all these
areas and endorses Chapman’s commitment to diversity and inclusion. We pledge to vigorously
support all our students; to welcome all students into our classrooms irrespective of immigration
status; to contest racism, sexism, classism, ableism, homophobia, transphobia, Islamophobia,
xenophobia, imperialism, anti-Semitism, and anti-environmentalism; and to resist deportations.
We encourage everyone, including those of us who belong to marginalized communities, to hold
honest conversations about anti-Blackness and discrimination with our own families, friends, and
communities. Covid-19 continues to expose what we have already known to be the racial and
social inequalities that our communities live through daily. We witnessed the rise of anti-Asian
rhetoric and violence, disregard for “essential” immigrant workers, and staggering infection rates
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among Native Americans. We need to reimagine what it means to stand in solidarity with each
other.

This is an adaptation and endorsement of the Black Lives Matter statement composed by the
Directors of Wilkinson College’s Interdisciplinary Minors:

● Africana Studies Program, Quaylan Allen and Stephanie Takaragawa, Directors

● Disability Studies Program, Art Blaser, Director
● Latinx and Latin American Studies Program, Ruben Espinoza, Director
● LGBTQ Studies Program, Ian Barnard, Director
● Women’s Studies Program, CK Magliola, Director

The Faculty of the Department of English endorses the March 2020 statement by the Association
for Asian American Studies:

"The Association for Asian American Studies (AAAS) wants to also acknowledge the rise of
anti-Asian (especially anti-Chinese) harassment (Links to an external site.) that many Asian
Americans (particularly those who look East Asian) are experiencing. As an organization
dedicated to the study of Asian Americans, we want to be very clear that xenophobia has no
place in our communities or workplaces, and that harassment of Asian people due to fears of the
coronavirus are not only unwarranted but sadly part of a longer history of stereotypes associating
Asians, especially Chinese, with disease (Links to an external site.) We stand firm in rejecting
anti-Asian bigotry in the guise of people expressing fear of Novel Coronavirus/COVID-19. We
also urge people to find resources that will educate them about how to manage their health
(Links to an external site.) as well as why their prejudices/biases in assuming all Asians have the
virus are rooted in a history of Yellow Peril rhetoric (Links to an external site.), xenophobia,
ableism, and anti-Asian racism.

University Policies and Procedures

Chapman University Academic Integrity Policy

“Chapman University is a community of scholars that emphasizes the mutual responsibility of all
members to seek knowledge honestly and in good faith. Students who are responsible for doing
their own work and academic dishonesty of any kind will be subject to sanction by the
instructor/administrator and referral to the university Academic Integrity Committee, which may
impose additional sanctions including expulsion. Please see the full description of Chapman
University's policy on Academic Integrity at:
www.chapman.edu/academics/academicintegrity/index.aspx.”

Plagiarism

Buying papers, forging papers, copying chunks of text and claiming them as your own, and other
forms of claiming people’s ideas and words as your own will lead to a failing grade on a paper or
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in the class. Plagiarism and copyright are complicated issues, and we’ll discuss them and the
rules of documentation in class. If you have any questions about what constitutes plagiarism, ask
me. Additionally, it is against school policy to turn in the same work for more than one course
without prior approval from both instructors. If you would like to combine research or writing
efforts between this and another course, please gain approval from me first.

Chapman University’s Students with Disabilities Policy

“In compliance with ADA guidelines, students who have any condition, either permanent or
temporary, that might affect their ability to perform in this class are encouraged to contact the
Disability Services Office. If you will need to utilize your approved accommodations in this
class, please follow the proper notification procedure for informing your professor(s). This
notification process must occur more than a week before any accommodation can be utilized.
Please contact Disability Services at (714) 516–4520 or visit
www.chapman.edu/students/student-health-services/disability-services if you have questions
regarding this procedure or for information or to make an appointment to discuss and/or request
potential accommodations based on documentation of your disability. Once formal approval of
your need for an accommodation has been granted, you are encouraged to talk with your
professor(s) about your accommodation options. The granting of any accommodation will not be
retroactive and cannot jeopardize the academic standards or integrity of the course.”

Chapman University’s Equity and Diversity Policy

“Chapman University is committed to ensuring equality and valuing diversity. Students and
professors are reminded to show respect at all times as outlined in Chapman’s Harassment and
Discrimination Policy. Please see the full description of this policy at
http://www.chapman.edu/faculty-staff/human-resources/eoo.aspx. Any violations of this policy
should be discussed with the professor, the dean of students and/or otherwise reported in
accordance with this policy.
Religious Accommodation at Chapman University
Your instructor will provide a course syllabus at the beginning of each term that specifies dates
of exams and due dates of assignments. It is the responsibility of each student to review these
syllabi as soon they are distributed, as well as final examination schedules (within the first three
weeks of the semester) and to consult the faculty member promptly regarding any possible
conflicts with major religious holidays where those holidays are scheduled in advance and where
those holidays constitute the fulfillment of their sincerely held religious beliefs. Upon the timely
request of one or more students, your instructor will work with student(s), whenever possible, to
accommodate the student(s) using reasonable means, such as rescheduling exams and assignment
deadlines that fall on major religious observances and holidays. Please see the full description of
Chapman University's policy on Religious Accommodation at
https://www.chapman.edu/about/our-family/leadership/provosts-office/religious-accomodation.as
px
Links to an external site.
 16

Campus Services

● Student Services
○ Check out all that Student Services has to offer,
including Career and Professional
Development, Disability Services, Health and
Health Education, Counseling, International
Student Services, Residence Life/First Year
Experience, and the Veterans Resource Center.
● Writing Center
○ Please see the “Writing Center Hours” page for
more information.
○ For asynchronous digital tutoring, please check out the "Online Tutoring Form"
page to submit your writing for tutoring feedback.
○ Emailing tutor@chapman.edu.
● Academic Resources
○ Some of these are included above, but this link can also give you access to
Academic Advising, the Registrar, Online Course Syllabi, and more.
● Tutoring and Learning Center (TLC)
○ Find tutoring hours, testing center information, and learning resources.
● Libraries
○ Familiarize yourself with all of the great services our libraries offer.
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○ Find job opportunities and employment information.
● Information Systems and Technology (IS&T)
○ Get access to the service desk, wireless information, and email help.
● Software available to students
○ Look at all of the great software you can access just by being a Chapman student.
Enjoy!
● Chapman University Safely Back
 17

English 103: Rhetoric of Pop Culture

Course Schedule

Note: This is a tentative schedule that may be modified throughout the course. We will be
flexible and adapt as needed. Any schedule changes will be communicated during class, and/or
via email, Canvas, or our class website. An updated syllabus will be provided by the instructor,
but it is the student’s responsibility to stay up to date with any changes made.

Week Date Topic Readings/Watching Due Assignments Due

1 Mon, Jan 29 Introductions
Name Story: Power of
names and language

Syllabus Review

Wed, Jan 31 Introductions Review syllabus and browse

our class website and
Canvas.
Syllabus & Website
Review

Fri, Feb 2 Introductions

Class Discussion:
Participation
Community connection
& boundaries

2 Mon, Feb 5 Class Discussion: What Rhetorical Analysis Find one quote about
is Rhetoric? rhetoric to share with
Academic article: Jeanne the class. Quote can
Small Group Rhetoric Gunner and Doug Sweet’s come from reading or
Activity: “The Basics of Rhetoric: online.
Pathos, Ethos, Logos Author, Audience, and
Audience Purpose”

Wed, Feb 7 Good Writing vs. Bad Pick an example of

Writing what you consider
good writing (this can
Language Association be your favorite book,
& Writing Process your favorite TV
show/ movie that has
 18

effective writing, an
article, etc.)
Fri, Feb 9 Rhetoric & Academic article:
Multimodality “Multimodality.” College
Composition and
Creating a website for Communication
your blog

Website conventions

3 Mon, Feb 12 Attend the 1:1 meeting Weebly Tutorials for

you signed up for with Beginners
Prof. K
Signing Up for a Free Wix
Work on your website Account

Wed, Feb 14 Attend the 1:1 meeting Weebly Tutorials for

you signed up for with Beginners
Prof. K
Signing Up for a Free Wix
Work on your website Account

Fri, Feb 16 Attend the 1:1 meeting Weebly Tutorials for Blog #1: Who Am I?
you signed up for with Beginners -Reply to 1 peer
Prof. K
Signing Up for a Free Wix (Remember to provide
Submit Blog # 1 Account a link to your blog
post under the Canvas
Discussions tab)
4 Mon, Feb 19 Writing Conventions Academic article: Gunner,
Jeanne, and Doug Sweet.
“The Rhetorical Use of
Conventions.”

Wed, Feb 21 Genre as Social Action Academic article: Blog # 2: Literacy

Miller, Carolyn “Genre as Narrative
Social Action.” -Reply to 1 peer

Fri, Feb 23 Viral Rhetoric: Social Academic article: Lakoff

Media as a Literacy and Johnson’s “Concepts We
Heuristic Live by.”
Review Project 1 & 2
Sign up for Project 2
presentation
 19

5 Mon, Feb 26 Visual Rhetoric & Ch. 5 - A Symbolic

Digital Communication Convergence Perspective
Texting, emojis, logos
The Rhetorical Power of
Popular Culture

Wed, Feb 28 Visual Rhetoric & Academic article: Blog #3: Meme
Digital Communication Huntington, Heidi E. Rhetorical Analysis
Share memes “Subversive Memes: -Reply to 1 peer
Internet Memes as a Form of
Visual Rhetoric.”
Fri, Mar 1 Rhetoric and Academic article: Fleming,
Argumentation David. "Rhetoric and
Argumentation." A Guide to
Composition Pedagogies

6 Mon, Mar 4 History of Pop Culture Ch. 1 - What is Popular

Mediated Pop Culture & Culture? The Rhetorical
Texts
Create pop culture Power of Popular Culture
catalog

Wed, Mar 6 Pop Culture Timelines Blog #4: Pop Culture

Timeline + Collage
-Reply to 1 peer

Fri, Mar 8 Evolution of Trends TikTok - Culture & Music

TikTok

7 Mon, Mar 11 Evolution of Fashion & How the 20-Year Rule

Nastolgia in Pop Predicts How You’ll Dress
Culture
The Nostalgification of Pop
Culture: Our inevitable
return to the 2000s

Wed, Mar 13 Evolution of Fashion & How the 20-Year Rule

Nastolgia in Pop Predicts How You’ll Dress
Culture Pt. 2
The Nostalgification of Pop
Culture: Our inevitable
return to the 2000s
 20

Fri, Mar 15 Pop Culture’s Project 1: Rhetorical

Influence on Language Analysis due by
Throughout Time Midnight
Writing for your
audience

8 Mon, Mar 18

Spring Break

Wed, Mar 20

Spring Break

Fri, Mar 22

Spring Break

9 Mon, Mar 25 Identity + Purpose Ch. 1 - Pedagogy of the

Rhetorical ideology and Oppressed
intersectionality

Wed, Mar 27 Identity + Purpose Ch. 2 - Pedagogy of the

Academia and the Oppressed
American suburban
dream

Fri, Mar 29 Project 2: Social Media

Post Analysis
Presentations
(Identity + Purpose)

10 Mon, Apr 1 Pop Culture & Race

Black Lives Matter and
Political Rhetoric

Wed, Apr 3 Pop Culture & Race

Fri, Apr 5 Project 2: Social Media

Post Analysis
Presentations (Race)
 21

11 Mon, Apr 8 Pop Culture on Gender Ch. 7 - Feminist

& Sexuality Perspectives The Rhetorical
Power of Popular Culture

Wed, Apr 10 Pop Culture on Gender

& Sexuality
Fantasy
Sci-Fi

Fri, Apr 12 Project 2: Social Media

Post Analysis
Presentations (Gender
& Sexuality)

12 Mon, Apr 15 Social Movements in

Pop Culture
Avatar: The Last
Airbender
Star Wars
Marvel, DC

Wed, Apr 17 Social Movements in

Pop Culture
Environmental
consciousness

Fri, Apr 19 Project 2: Social Media

Post Analysis
Presentations
(Social Movements)

13 Mon, Apr 22 Love & Beauty Excerpts from all about love
Standards in Pop by bell hooks
Culture
Defining love

Wed, Apr 24 Love & Beauty The New Yorker: The Age
Standards in Pop of Instagram Face
Culture
Beauty & self worth

Review Student Lesson

Get into groups
 22

Sign up for a
presentation date

Fri, Apr 26 Student Lesson Prep

14 Mon, Apr 29 Student Lessons

Wed, May 1 Student Lessons

Fri, May 3 Student Lessons

15 Mon, May 6 Review Portfolio

Wed, May 8 Portfolio Workshop

Fri, May 10 Portfolio Workshop Portfolio draft

16 Thur, May 16 Reflection Portfolio due by

midnight
Finals Week
8:00 - 10:30
a.m.