This Is A Bi Weekly Assignment Starting Week 3 Where You Will Post A V This is a bi-weekly assignment starting Week 3 where you will post a video, article, poem, visual, podcast, original art (drawings, photographs, poems, etc.) that relates to the readings and conversation from Monday’s reading assignments. Part 1: You Post. By 1pm MST on that Wednesday, write a post where you include your chosen rhetorical act (video, article, etc.) with a brief summary (1 paragraph, 3-4 sentences). Then write 1-2 paragraphs about why this rhetorical act made you “wind it back” and reflect deeper on the conversation from Monday. What did the act remind you of from our conversation? How did seeing this rhetorical act help you understand the content and/or context more? How does the piece relate (or not relate) to your personal experiences? What questions came up for you that you want to continue dialogically talking about?
Paper For Above instruction The bi-weekly assignment for week 3 requires students to engage critically with a chosen rhetorical act—such as a video, article, poem, visual, podcast, or original artwork—that resonates with the week's readings and class discussions. The purpose of this exercise is to foster reflection and deepen understanding of the discussed concepts through personal connection and analytical thinking. Students are expected to submit their post by 1 pm MST on Wednesday, which should include a brief summary of the selected piece followed by a reflective analysis. The first part of the post should succinctly describe the chosen rhetorical act, emphasizing its relevance to the week's themes and its relation to the class discussion. The summary must be three to four sentences long, clearly articulating the content and scope of the piece. The subsequent paragraphs should delve into why this particular act prompted the student to “wind it back”—that is, to revisit earlier ideas, conversations, or assumptions—and engage in deeper reflection. In this reflective section, students should explore how the act reminded them of aspects discussed in class, whether it reinforced or challenged their understanding. They should consider how the rhetorical act contributed to their comprehension of the topic's content and context. Personal connections are encouraged, inviting students to examine if and how the piece relates to their own experiences, perceptions, or beliefs. Furthermore, students should articulate the questions that arose during their reflection and describe areas they wish to explore further in ongoing dialogues, fostering a continuous, dynamic learning process.