101 Disability Studies Multimedia

10% Summaries
10% Observation Essay
10% midterm exam (summary of an article)
10% Rhetorical Analysis
15% Rhetorical Bibliography
5% Group Research Presentation
15% Public Project
15% final exam (rhetorical analysis of a source)

Aug 26
In class:

  • Introduction to course and theme – disability studies
  • Diagnostic


  • Read Wingert, Pat and Barabar Kantrowitz. “Why Andy Can’t Read.” Newsweek 27 Oct. 1997. Web.
  • Read Allis, Sam and Julie Grace. “ The Struggle to Pay for Special Ed.” Time. 4 Nov. 1996: 82-84.

Aug 29
In class:

  • “Rules of Writing”
  • Discuss readings using reading strategies;
  • See pages 4-5 in Handbook (on reading critically)
  • What is and isn’t a summary?


  • Read Stevens, Bethany. “Structural Barriers to Sexual Autonomy for Disabled People.” Human Rights 38. 2 (2011). Web.
  • Read excerpt on normal by Davis, Lennard. Bending Over Backwards: Disability, Dismodernism, and Other Difficult Positions. NYC: New York UP, 20002. (handout)
  • Write practice summary (not for a grade) of “Structural Barriers to Sexual Autonomy for Disabled People.”

Sept 2
No- Class - labor day

Sept 5
In class:

  • Practice summary due on reading - as a class, write a summary for the reading and then discuss how students' practice summaries differed
  • First graded Summary assigned
  • Discuss summary grading criteria (also as criteria for midterm exam)
  • See pages 50-59 in handbook for a discussion of citations when summarizing and paraphrasing
  • Handout on Paraphrasing Accurately and Ethically
  • Practice paraphrasing
  • Sign up for a time to serve at Keen


  • Write summary of Parry, Marc and Jeffrey Brainard. “Colleges Lock Out Blind Students Online.” Chronicle of Higher Education 57.17 (2010). Web.

Sept 9
In Class:


  • Nancy Mairs “Opening Doors, Unlocking Hearts” pages 87-106 in Waist-High in the World
  • Bring Observation notes to class

Sept 12
No Class - Service Projects

Sept 16
In class:

  • Graded summaries returned
  • Sharing observation notes
  • From observation to thesis
  • Discuss reading


  • Read Nancy Mairs “Taking Care” pages 64-86 in Waist-High in the World
  • Draft an Observation essay and bring three copies to class

Sept 19
In class:

  • Peer review of Essay I: Observation Essay (bring three copies); this peer review needs adapted some to focus more on thesis
  • Discuss reading
  • Sign-up for individual conferences
  • Revised summaries are due (if student is not happy with grade or if there were plagiarism issues that needed to be corrected for the student to get any credit for assignment


  • Read and write summary of Nowak, Rachel. “Ear Implant Success Sparks Culture War.” New Scientist 192.2579 (2006): 16-17.

Sept 23
No-class- 20 minute individual conferences – bring revised draft of observation essay

Sept 26
In class:


  • Read excerpt on language from Linton, Simi. Claiming Disability: Knowledge and Identity. NY: New York UP, 1998. (handout)

Sept 30
In class:

  • Discuss reading
  • Watch Vital Signs: Crip Culture Talks Back
  • Discuss excerpt on language from Linton, Simi. Claiming Disability: Knowledge and Identity. NY: New York UP, 1998. (handout)
  • Prepare for midterm
  • Essay II: Rhetorical analysis assigned
  • See pages 235-250 in Handbook for information on Rhetorical Analysis (it is an ethos, logos, pathos approach, which isn't the only way to approach this assignment); if your students are writing a rhetorical analysis of a document that contains images or of a cultural artifact, see pages 251-266 for information on analyzing images.
  • Practice rhetorical analysis chart with sample source
  • Self-study/reflection –writing about the world


  • Revise Observation Essay

Oct 3
In class:


  • Read Nancy Mairs. “Freeing Choices” pages 107-123 in Waist-High in the World
  • Bring in chart for rhetorical analysis

Oct 7
In class:

  • Source and chart for rhetorical analysis due for peer review
  • Discovering a thesis
  • Organizing a rhetorical analysis so that details support thesis
  • Effective style and language - Write with Emphasis: see handbook pages 156-159
  • Emphasis
  • Parallel Sentences
  • Discuss reading


  • Read Rochman, Bonnie. “Early Decision.” Time 27 Feb. 2012: 36-40.
  • Read Wallis, Claudia and Wendy Cole. “A Very Special Wedding.” Time 24 July 2006: 44-45.
  • Draft rhetorical analysis
  • Complete Plagiarism tutorial

Oct 10
In class:

  • Draft of rhetorical analysis due for instructor review
  • Plagiarism tutorial due (linked on portal)
  • Discuss reading
  • Rhetorical Bibliography and reflection on research assigned
  • Brainstorm research topics
  • See pages 267-270 in handbook (on Annotated Bibliographies)
  • Pre-research to narrow topics - students can do this on their laptops in class
  • See pages 25-26 in handbook on finding and narrowing a topic; page 29 on keyword searches; and pages 34-37 on finding internet sources


  • Library self-tour
  • Bring in internet source on your topic

Oct 14
No Class - Fall Break

Oct 17
In class:

  • Meet in library – bring in an internet source on your narrowed topic
  • Essay II: Rhetorical Analysis returned with instructor revision comments


  • Find at least 2 internet sources and bring them to class
  • Bring ecopy of revised Rhetorical Analysis to class as well as headphones

Oct 21
In class:


  • Revise Rhetorical Analysis

Oct 24


  • Bring two newspaper or magazine articles you found in library databases (proquest or academic search complete)
  • One-page reflection of research

Oct 28
In class:


  • Draft Rhetorical Bibliography
  • Bring in 4 copies of one sample annotation to share as well as what you think is your best source and your weakest source

Oct 31
No –class group 30 minute conferences

Nov 4
In class:

  • Project III: Individual annotated bibliography due (5 annotations, 15% of final grade)
  • Group presentations assigned – from research to position
  • In-class time for groups to meet
  • Field research - see pages 46-48 in handbook on field research
  • Effective style and language - Find the right words: see handbook 161-164
  • Abstract vs. Concrete
  • Group Presentations assigned
  • From research to thesis – taking a position
  • Field research - what non-profit organizations work on your topic
  • Ashley Wells


  • Prepare presentation

Nov 7
In class:

  • Group presentations (15-20 minutes, 5% of final grade): Position, best research sources in support of this position and where you found them, a nonprofit or advocacy group that could use this information – what do they do?

Nov 11
In class:

  • Group presentations
  • Project IV assigned - What is the purpose, audience, and what research will you use? How will you make it assessable?


  • Draft 300-400 word script

Nov 14
In class:

  • 300-400 word script for project IV due for instructor review
  • Learn Imovie and screen captioning software
  • Integrating outside sources smoothly into your writing


  • Collect pictures

Nov 18
In class:

  • Script with instructor comments returned
  • The seven elements of digital storytelling
  • Collecting pictures
  • 2-page write up assigned
  • Effective style and language - Write with power: see handbook pages 146-150
  • Vary sentence lengths


  • Record voice track and finalize 10-15 photographs

Nov 21
In class:

  • Imovie creation – add voice recording and photograph


  • Take more/different pictures if needed and choose music

Nov 25
In class:

  • Imovie creation – add music
  • 2-page Digital Story write up explaining purpose/position, audience, as well as the kind of choices you are making in your video that support this purpose and appeal to this audience assigned


  • Draft 2-page Digital Story write up

Nov 28
No Class - Thanksgiving

Dec 2
In class:

  • Imovie creation and peer review of imovie
  • Draft of 2-page write up due (for CTL review)


  • May need to work on Imovie out of class – have a finalized version by next class

Dec 5
In class:

  • Imovie creation
  • Making it assessable with screen captioning software


  • Make Imovie assessable
  • Upload to youtube
  • Email professor link by 9am on December 9th

Sat. Dec 7 10:00-12:30
Midterm rhetorical analysis (15% of final grade)

Dec 9


  • Course evaluations
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