prs 441 final project

7/23/2019 PRS 441 Final Project

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Department of Writing & Rhetoric

Campaign Plan Proposal

Lauren Mazzola, Nick Vener, Rachel Roth,

Kelly Tancredi, Francie Peirce, & Nicole Brief



Table of Contents

Executive Summary 2

SWOT 3

Research & Results 6

Recommenations !2

"imitations & #uget !$

Time Ta%le !

Conclusion & Wor's Cite !(

)ppenices 2*

Executive Summary

Writing & Rhetoric is a ma+or that allo,s stuents to go %eyon ,hat they have learne in their

general eucation courses an excel in ,hichever area o- ,riting is %est suite -or them. )sie-rom the s'ill set stuents can ac/uire -rom %ecoming a Writing & Rhetoric ma+or0 they have

access to a great -aculty ,ho eicate themselves to turning the program aroun. 1or example0

only a -e, years ago0 Writing & Rhetoric consiste o- all minors ue to various reasons. Within

the years0 the eicate -aculty gaine $ stuents to %ecome ma+ors instea o- minors an are

,or'ing to,ar increasing that num%er to !** stuents.

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)-ter conucting research -or the Writing & Rhetoric epartment0 ,e0 the CCP roup0 have

create recommenations -or epartment improvement0 along ,ith a %uget an time ta%le -or

strategy implementation. 4ope-ully0 these e--orts ,ill increase stuent enrollment.

We evelope /uestions -or a -ocus group an conucte online surveys to collect in-ormation

-rom Writing & Rhetoric ma+ors regaring their opinions on the epartment0 classes an -aculty.1rom this research0 ,e learne that current ma+ors -eel as though rhetoric is a soli -ounation

-or the program0 %ut oes not necessarily nee to %e inclue in the program title. )itionally0 it

,as suggeste that the epartment improve its pu%licity an avising e--orts. #ase on our

-inings0 ,e evelope three 'ey recommenations to improve enrollment in the Writing &

Rhetoric epartment an recogni5e limitations that may impee our plan.

The propose %uget is epenent on the extent to ,hich the recommenations are pursue.

The ma+ority o- the strategy operates through -ree outlets li'e social meia an traitional

pitching -or ne,s coverage. )itionally0 suggestions to enhance the ,e%site to increase tra--ic

are -ree. Our propose %log contest ,oul re/uire a !** re,ar to a ,inning stuent each

year. Other expenses inclue the search engine optimi5ation0 ,hich totals 207**. The

remaining expenses are epenent on several -actors. 1lyers an accompanying press material

expenses correlate ,ith the si5e o- the incoming -reshman class. The events the epartment

,oul host 8 career8%uiling ,or'shops an lecture series 8 is reliant on the si5e o- the event

an the pro-essionals attening. Remaining expenses accompany the name change0 as ne,

promotional materials ,oul %e create.

) time ta%le ,ill allo, the epartment to set goals throughout next semester. 9t %egins in

1e%ruary0 ,hen the pro+ect ,as introuce to us0 an ta'es the client into the -all semester. This

plan acts as a guie -or the epartment0 so all the client ,ill have to o is -ollo, the agena.

"imitations that the epartment may -ace are also inclue ,ithin the report.

SECTIO I! SWOT

Strengths

The Writing & Rhetoric epartment encourages stuents to ou%le ma+or0 ,hich is easy to o

%ecause the ma+or only re/uires 3* creits. The Writing & Rhetoric epartment is nationally

recogni5e -or its expert -aculty an ,riting course esign. )s a Writing & Rhetoric ma+or0

stuents are given the opportunity to ,or' ,ith %rilliant pro-essionals ,ho are expose to ,riting

in many i--erent pro-essions an settings. These -aculty mem%ers are active scholars0 literary

researchers an ,riters -or their communities ,ho 'no, the ins an outs o- contemporary

technologies an have ha their ,or's pu%lishe.

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ue to the iverse sta--0 the epartment o--ers its ma+ors an interisciplinary curriculum. The

ma+or exposes stuents to pro-essional ,riting -or many i--erent -iels: pu%lic relations0

technology0 %usiness0 reporting0 multimeia0 communications0 esign0 social meia0 community8

%ase research0 eiting0 avertising an teaching. 9n orer to %ecome e--ective ,riters -or any

situation an easily aapt to the ever8changing technologies ,e -ace0 stuents have theopportunity to learn an master the art o- rhetoric. Rhetoric allo,s stuents to unerstan an

auience0 purpose0 an context ,hile enhancing persuasive language.

)sie -rom their progress o- trans-orming the Writing & Rhetoric ma+or0 the -aculty is re/uire to

pu%lish a certain num%er o- ,or's ,ithin their time teaching at the university. Pu%lishing ,or'

guarantees that stuents ,ill have pro-essors ,ho are up to ate ,ith the latest -orms o- ,riting

an can assist them in any struggles they may %e enuring. Though the si5e o- the ma+or ,as

%rie-ly touche upon %e-ore as a re-erence to the program;s gro,th an progress0 there is

another avantage o- having a smaller ma+or. Stuents have more one8on8one opportunities

,ith their pro-essors an more time eicate to their success.

The Writing & Rhetoric epartment gives stuents access to valua%le ,riting techni/ues an

crei%le pro-essors. <pon grauation0 stuents ,ill expan their ,riting repertoire to

accommoate %oth private an pu%lic auiences ,hile gaining a -ounation o- rhetorical theory:

a concept that is common to pro-essional ,riters. The in8class learning an -iel,or' experience

irectly applies to a real8,orl setting0 giving stuents the opportunity to gain a true

unerstaning o- the ,or' they ,ill have ,ith a career in ,riting. 9n aition0 stuent8selecte

acaemic ,or' ,ill %e compile into an electronic port-olio that ,ill sho, a emonstration o- the

stuent;s a%ility to ,or' in a variety o- outlets0 as ,ell as provie ,riting samples -or -uture

employers.

Wea"nesses

One /uestion that arises ,hen assessing the strategies to gro, the ma+or relates to ,hich

auience to target. Prospective stuents are a positive target -or recruiting more ma+ors0 %ut

there is a gap %et,een selling the ma+or to prospective stuents an some o- the %ene-its. )

strength o- the Writing & Rhetoric epartment is its a%ility to ou%le ma+or ,ith almost any other

ma+or. #ase on the -act that prospective stuents are not current stuents0 they are not -amiliar

,ith the college curriculum or the process o- a ou%le ma+or. This overall strength then %ecomes

lost in translation ,hen trying to sell the epartment either at Welcome ays or in general. =ost

high school stuents nee more in-ormation a%out the %ene-its -rom ma+oring in Writing &

Rhetoric0 an the opportunities that the epartment hols.

)s a epartment0 Writing & Rhetoric has other overall ,ea'nesses that hiner its chance at

gro,ing the num%er o- ma+ors. One o- their ,ea'nesses relates to the title o- the ma+or: Writing

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& Rhetoric. What %ecomes i--icult to assess is the 'no,lege that stuents have a%out the

term >rhetoric0? an ,hether it is a general turn8o-- to the ma+or. To prevent the stuents -rom

misinterpreting >rhetoric0? a epartment name change is a possi%ility -or the near -uture. Other

schools ,ith success-ul ,riting epartments have more enticing names li'e Pro-essional

Writing.

)nother ,ea'ness the Writing & Rhetoric epartment -aces is the lac' o- promotion an online

content o--ere to its auience. The lac' o- pu%licity an engagement is in irect correlation ,ith

the lac' o- gro,th o- the epartment;s ma+ors. The 9nternet is use 2@ hours a ay0 seven times

a ,ee'. The epartment ,e%site is a virtual translation o- all that the <niversity o- Rhoe

9slan;s Writing & Rhetoric program has to o--er its stuents. 9t is also an opportunity -or the

epartment to set itsel- apart -rom other universities. 9n toay;s ,orl0 more people rely on the

9nternet -or their in-ormation than catalog an print in-ormation. Aot having enough appropriate

in-ormation an not upating in-ormation important to choosing the ma+or gives the auience

impressions that the epartment is una%le to meet the nees o- stuents.

Opportunities

9t is apparent that the epartment is struggling ,ith attracting stuents. 4o,ever0 they are

overloo'ing ma+or places -or gro,th that coul improve their reputation an attractiveness ,ithin

the <R9 community. ) survey shoul %e one to assess ,hat stuents thin' o- WRT!*@0 as that

has come up o-ten ,hen ,e iscuss ho, to spice up the appeal o- the epartment. )-ter

spea'ing ,ith Aera an enoa0 it is clear that this course shoul %e esigne to -ocus on

helping stuents ecie ,hat 'in o- ,riting ,or's %est -or them. The ma+or shoul %e geare

to,ar pro-essional ,riting0 as that ,ill promote the importance o- ,riting across any ma+or at

the university. So %ottom line0 the -irst opportunity is to o much more ,ith the -irst encounter

that all stuents have ,ith the ,riting epartment %y improving the WRT!*@ course.

Secon0 it seems that there is a more immeiate esire -or creative ,riting than the types o-

courses o--ere %y the Writing & Rhetoric epartment. One ,ay to solve this issue ,oul %e to

create ne, !**8 an 2**8level courses that incorporate creative ,riting ,ithout %eing title

>creative ,riting? courses0 so as not to anger the English epartment. Such -ocuses can %e on

the gro,ing nee -or pro-essional ,riting on social meia plat-orms. The social meia presence

,oul appeal to pu%lic relations an mar'eting stuents0 an coul thus persuae them to +oin

the epartment. oing something li'e this ,oul also give more opportunity -or stuents to

interact ,ith the epartment in a -un0 light setting0 rather than through aunting assignments in

,hich stuents are unintereste.

These -inings %ring us to another pointB stuents shoul have exposure to the exciting

electives o--ere %y the epartment %e-ore ta'ing the history8-ocuse courses that are re/uire

%y the ma+or. WRT36* is a core course o- the ma+or an is centere on the history an e-inition

o- rhetoric. 9t is a goo an en+oya%le course0 %ut most people are turne o-- %y the term

>rhetoric.? 9- electives are ta'en sophomore an the %eginning o- +unior year0 then the not8so8

exciting courses ,oul %e ta'en ,hen stuents have alreay committe to the ma+or.

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Threats

) primary an irect threat to the epartment is its use o- an -ocus on the term >rhetoric.? =ost

people on;t 'no, ,hat it is. The %est ,ay to evaluate stuents; perceptions o- rhetoric0 ,ho are

not alreay ma+ors0 ,oul %e to organi5e a -ocus group an simply iscuss the term. There areso many external -actors that -ee into this misunerstaning o- ,hat rhetoric is. The +ournalism

an political ,orls o not accurately use the term0 o-ten placing rhetoric in a %a light.

One ,ay to -ix this ,oul %e a name change. )s Aera an enoa iscusse0 perhaps the %est

solution to ma'e the ma+or more attractive is to change the name so that it is something relate

to pro-essional ,riting. Rhetoric0 o- course0 shoul %e a piece o- the ma+or: it is the -ounation

-or unerstaning the auiences. 9n contrast0 i- introuce as a piece o- mastering pro-essional

,riting0 rather than %eing the ,hole course0 it ,ill seem more relevant an use-ul to potential

ma+ors.

)nother threat is the ,e%site. Though this seems li'e it shoul %e categori5e as a ,ea'ness0

most o- the responsi%ility -or the lac'ing in-ormation on the site is out o- the epartment;s

control. They nee to esta%lish a %etter relationship ,ith their alumni0 ,hich may involve

'eeping stories o- their success. )nother point that can %e improve is shaping the irect -ocus

o- the ma+or i- it ,ere to stan alone. This ,ay0 there coul %e a listing o- ,hat +o%s stuents can

get ,ith this ma+or. Stuents li'e irect in-ormation0 an this can %e proven through survey

analysis. So overall0 the site nees to have more concrete an to8the8point in-ormation.

Target #u$ience

Aera an enoa helpe us to ienti-y six possi%le auiences. These auiences inclueB

Writing & Rhetoric ma+ors0 Writing & Rhetoric -aculty0 Writing & Rhetoric alumni0 pro-essional

,riters0 upperclassmen ,ho opte not to o the ma+or an -reshmen ,ho coul +oin the ma+or.

O- these auiences0 ,e ecie it ,oul %e %est to ,or' ,ith current Writing & Rhetoric ma+ors.

Since Aicole is a ma+or0 ,e have easy access to the stuents. )itionally0 current Writing &

Rhetoric ma+ors chose the su%+ect -or a reason0 so they can o--er insight as to ,hat ma'es the

epartment appealing to them.

Consiering the lo, amount o- enrollment in Writing & Rhetoric at the moment0 holing a -ocus

group ,ith the current ma+ors ,oul provie insight on ,hy they chose it. 4earing -rom roughly

!@ stuents ,oul %e an accurate representation o- the entirety o- the ma+ors. These sessions

coul lea to ans,ers to some o- our SWOT /uestions.

4o,ever0 ,e iscovere that the most e--icient ,ay o- reaching this auience is through survey

istri%ution. Surveys ma'e the most sense %ecause o- the amount o- stuents in this ma+or. 9t is

easy to reach these stuents %y sening out emails to everyone enrolle in the ma+or. )lso0 it is

sa-e to assume that these stuents o not have much -ree time0 consiering most o- them are

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ou%le ma+ors. One o- the /uestions in the survey coul even as' i- the survey participant ,oul

%e a%le to eicate more o- his or her time to ta'ing part in a -ocus group.

SECTIO II! RESE#RC% & RES'TS

Design an$ (etho$s

We invite all stuents -rom the Writing & Rhetoric ma+or to iscuss in epth ,hat appeale to

them a%out the program0 -aculty an courses. We conucte t,o -ocus groups: one ,as geare

to,ar -reshman an sophomore ma+ors0 an the other ,as geare to,ar +unior an senior

ma+ors. )t -irst0 the strategy ,e use to gain participants ,as o--ering -ree pi55a as an incentive

-or their participation. We planne -or the upperclassmen -ocus group to ta'e place on Tuesay0

=arch 3!0 an -or the unerclassmen -ocus group to ta'e place on Thursay0 )pril 20 %oth

%et,een !! a.m. an !2 p.m. We o%taine the list serve -or all Writing & Rhetoric ma+ors an

sent out email %lasts to avertise each -ocus group. The secon -ocus group ,as also

avertise on the Writing & Rhetoric ,e%site.

We evelope a list o- propose /uestions an use an auio recoring evice to ensure ,e

,oul retain ans,ers -rom participants. We also too' notes uring the -ocus groups -or coing

purposes. The -ocus group ,as esigne so that it %egan ,ith as'ing more general /uestions0

such asB What is the articiants !inor" What other or#anizations is the articiant in$ol$ed

%ith oth on and off ca!us"

9t later conclue ,ith /uestions such asB Why articiants chose this !a'or" What articiants

liked and disliked aout the ro#ra!" What articiants thou#ht aout the effecti$eness of the!a'ors( ulicity" an What do articiants think aout the na!e of the !a'or"

#y esigning our /uestions so they transitione -rom general to speci-ic0 ,e ,ere a%le to ease

participants into %ecoming com-orta%le ,ith one another. We hear -irsthan ho, participants

-elt to,ar the Writing & Rhetoric -aculty0 course,or'0 +o% opportunities an the epartment;s

overall -ocus on rhetoric.

uring the -ocus group0 -acilitators rea a script %rie-ing participants o- the purpose o- the

research an the time it ,oul ta'e. They allo,e -or primary themes to emerge as participants

ienti-ie 'ey areas o- the %arriers a--ecting the Writing & Rhetoric ma+or.

The strategy our group use to up the num%er o- participants -or the -ocus groups ,as %ase on

pu%lici5ing the presence o- -ree pi55a. We inclue the -lyers picture %elo, in 1igures ! & 2 as

an attachment in our email %lasts -or a visual appeal. To %etter promote the secon -ocus group0

,e poste on the Writing & Rhetoric ,e%site0 speci-ically highlighting -ree pi55a -or all

unerclassman ma+ors. espite our group;s greatest e--orts to increase a,areness o- the -ocus

group on Thursay0 )pril 20 our total num%er o- participants ecrease -rom t,o to 5ero.

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To collect more ata0 ,e esigne a survey that as'e similar /uestions to those as'e in the

-ocus group. Prior to %eginning the survey0 participants ,ere %rie-e o- ,ho ,e ,ere0 ,hat our

purpose ,as0 ho, many /uestions the survey inclue0 an approximately ho, long it ,oul

ta'e them to complete the survey. Participants ,ere in-orme that they coul stop ans,ering at

any time an that all o- their responses ,ere con-iential. The statement conclue %y than'ing

participants -or their time an inclue the option o- ,here to contact our group ,ith -urther

/uestions.

9n orer to ensure the survey reache the maximum num%er o- Writing & Rhetoric ma+ors0 our

group le-t @* printe copies in the Writing Prouction "a%0 uploae the survey online an

contacte pro-essors o- several ,riting classes to istri%ute a copy o- our survey to Writing &Rhetoric ma+ors in their classes. Though ,e only o%taine -ee%ac' -rom a total o- 2*

participants0 ,e -eel that our research has provie us ,ith su%stantial in-ormation -rom ,hich

to ra, conclusions -or recommenations.

)ocus *roup Results! Current Senior Writing & Rhetoric (a+ors

The results presente in this stuy ,ere use to in-orm applie communication strategies.

Speci-ically0 ,e ,ere a%le to etermine ,hich aspects o- the in-ormation seeme to %e most

common. The /uestions ,e as'e uring the -ocus group ,ere aime at guiing our research in

the right irection as to ,hat in-ormation ,as 'no,n versus ,hat ,as availa%le. Our ata ispresente in the -ollo,ing /uantitative -inings.

9n the process o- collecting our research0 ,e -oun multiple common themes among the

participants. The participants in the -ocus group ,ere a,are o- the general eucation

re/uirement0 WRT !*@. Participant 2 complete WRT !*@ prior to attening college. )s a high

school stuent0 she ,as a,are that the course ,as a re/uirement an too' the course

speci-ically -or college creit. Participant ! too' the course as a -reshman ,here he learne

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that ,riting is an art -orm an i--ers -rom creative ,riting. #ase on WRT !*@0 %oth stuents

recommene having stronger pro-essors teach the class %ecause they coul %etter incorporate

the signi-icance o- ,riting through the course,or'. This coul %etter pi/ue stuents; interest in

continuing enrolling in ,riting courses ,hile aing more o- a concentration on rhetoric0 thus

allo,ing the epartment to recruit more ma+ors.

=any o- the themes ,e iscovere rely speci-ically on opinions %ase on experience0 %oth

positive an negative. )nother theme that ,as common in our research involve the use o- the

term >rhetoric.? The participants agree that the term >rhetoric? ,as con-using an containe a

negative >stigma0? causing them to %e mislea. When as'e a%out the process o- renaming the

epartment0 there ,as a mutual agreement that it may result in less con-usion. We -oun that

the -ocus group participants agree that there is a >ivie? %et,een the Writing & Rhetoric

epartment an the acaemic avisors. #ase on their experiences0 they agree that avising

has %een a challenge regaring >pro-essional? elective choices -or the ma+or.

) positive theme that ,e -oun in our -ocus group relate to opinions a%out elective creits.

There ,as an agreement that the elective creits are help-ul0 interesting0 an that they o--er

su%stantial variety. )ll elective courses complement one another in relation to the capstone

course. 9n aition to the positive experiences in the various ,riting electives0 the stuents in

the -ocus group also agree that WRT@(* contri%utes ,ell to the overall ma+or. )ll o- the

stuents li'e that the ma+or0 in general0 coincies very ,ell ,ith other ma+ors %ase on

managea%le re/uirements.

)ccoring to the themes -oun in our research0 ,e are a%le to erive multiple opportunities to

%ene-it the epartment. The -ocus group provie strong insight as to ,here to -ocus our

attention to maximi5e our %ene-its to the epartment0 as ,ell as etermine the strengths.

Survey Results & Themes

) common theme -oun in the surveys uring the coing portion o- our research ,as stuents;

motivation -or choosing to ma+or in Writing & Rhetoric. Within the common theme0 there ,ere

eight recurring su%8themes a--iliate ,ith the overall motivational theme.

#ase on our research results0 @*D o- survey participants explaine that having a passion -or

,riting an en+oying ,riting is ,hat most motivate them to %ecome Writing & Rhetoric ma+ors.

)nother motivation -or choosing the program ,as to sho, their s'ills to -uture employers an

increase the num%er o- postgrauate +o% opportunities. Participants explaine that ,riting is an

important s'ill that -uture employers loo' -or in all inustries.

4aving the a%ility to ,rite ,ell also motivate stuents to pursue a egree in Writing & Rhetoric

%ut0 in contrast0 multiple participants also ecie to pursue the ma+or in hopes to improve their

,riting s'ills.



9n the survey0 current Writing & Rhetoric ma+ors ,ere as'e

the /uestion0 >What in-luence your ecisions to +oin the

ma+or? )s sho,n in 1igure 3 to the le-t0 the stuents ,eregiven seven options to choose -romB postgrauate

opportunities0 parents0 teachers0 -riens0 Welcome ay0 <R9

avertisements an ,e%site0 an other. Postgrauate

opportunities0 parent0 an teacher in-luence ,ere tie -or top

in-luences ,ith 22.2D o- participants choosing those options.

"astly0 interest in mass meia ,as a recurring theme ,ithin

the motivation category -or choosing the ma+or. Out o- the 2*

participants surveye0 7*D are ou%le ma+ors in either

Communications Stuies or Pu%lic Relations. Stuents

%elieve having a egree in Writing & Rhetoric ,oul allo,

them to %etter unerstan the in-luence o- mass meia.

Double (a+ors

)nother common theme -oun in the surveys ,as the num%er o- stuents ou%le ma+oring.

#ase on 1igure @ %elo,0 *D o- stuents surveye ,ere ou%le ma+ors. #ase on our results0

all 2* stuents surveye expresse that ou%le ma+oring ,ith the Writing & Rhetoric program

,as easily managea%le. #ase on 1igure 7 %elo,0 Communication Stuies is the most common

ou%le ma+or. 1rom this -ining0 ,e %elieve that -ocusing on the communications -iel0 an the

speci-ic ,riting use in this -iel0 shoul %e o- -ocus.

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Disa$vantages

) common theme -oun ,hen coing the results o- our research is the isavantages o- %eing a

Writing & Rhetoric ma+or. With a total o- $ ma+ors0 our research inicate that no t,o stuents

ha ientical thoughts as to ,hy the program lac's gro,th. 4o,ever0 ,hen stuents ,ereas'e /uestions pertaining to ho, the epartment coul %etter itsel- an their -eelings to,ar

the program an -aculty0 our coers ,ere a%le to ienti-y recurring themes %et,een ans,ers.

Out o- the numerous ans,ers ,e receive0 our coers ienti-ie seven su%8themes in the

isavantage category0 incluingB Ao 'no,lege o- ma+or prior to +oining0 no 'no,legeFlac' o-

resources availa%le -or postgrauate opportunities ,ith a egree0 poor pu%licity0 not enough

room -or creativityFno -ocus on speci-ic style o- ,riting0 name o- the ma+or is unclear to people

outsie o- the ma+or0 har to -in a postgrauate +o%0 an ine--ective general eucation courses.

)ccoring to one grauating senior ,ho has spent his college career stuying the art an tactics

o- ,riting an rhetoric0 there ,ere many o,nsies o- %eing a part o- such a small program.

"i'e many stuents ,ho chose Writing & Rhetoric %ecause o- their passion -or ,riting0 this

stuent0 though un-amiliar ,ith the ma+or0 -oun it appealing %ut ,as not entice to +oin

immeiately. When as'e0 >#rie-ly state your opinion a%out the name o- the ma+or0? this stuent

replie0 >9t;s classy. Too %a no%oy 'no,s ,hat that means.? 9n relation to this0 another

isavantage ,e -oun ,as the program;s lac' o- pu%licity. When as'e to choose one ,or

they %elieve ,as most suita%le -or the ma+or0 the response >/uiet? ,as given -rom one

-reshman stuent. 9n aition to the various other responses regaring the program;s lac' o-

pu%licity0 this stuent;s %lunt response helpe us to unerstan +ust ho, ine--ective the pu%licity

o- the epartment is amongst unerclassmen.

)nother recurring theme ,as the lac' o- creative classes o--ere. When as'e a%out theepartment;s -ocus on rhetoric0 one stuent respone0 >9t;s too much: you can only rill rhetoric

so much.? Though the epartment ,ill al,ays have some stuents ,ho are entice %y rhetoric0

the ma+ority o- stuents surveye -elt that too much rhetoric ta'es a,ay -rom the potential

gro,th o- the program. espite the -act that many unerclassmen are una,are o- the meaning

o- rhetoric0 many stuents are hesitant to +oin %ecause o- the general eucation courses they

are re/uire to ta'e. 9- stuents ,ho love to ,rite aren;t properly introuce to the program an

,hat it o--ers in their general eucation courses0 then there is very little hope the program ,ill

-lourish.

Secon$ary Research

9n orer to %etter unerstan our research -inings0 ,e ecie to see ,hat other colleges ha

to o--er regaring Writing & Rhetoric programs. To our surprise0 only a limite amount o- schools

o--er #achelor egrees in some -orm o- ,riting program. We conucte oogle an College

#oar searches0 ,hich le us to conclue that most ,riting programs across the state -ocus on

creative ,riting an English. This shoul give the Writing & Rhetoric epartment a competitive

avantage ,hen compare to other universities across the <nite States. When conucting a

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simple oogle search o- >ma+or in ,riting & rhetoric0? <R9;s program is the ninth listing uner the

avertisement o- the -irst page o- results.

)-ter etermining the program;s rarity0 ,e ecie to compare our client to other programs in

the region. #ig competitors o- the Writing & Rhetoric epartment inclue Syracuse <niversity

an 9thaca College. We -eel as though these t,o schools o--er ,hat our client is trying to o--er0%ut have more evelope programs that are %etter mar'ete.

Syracuse <niversity;s Writing Program0 locate in the College o- )rts an Sciences0

incorporates rhetorical concepts0 %ut oes not rely heavily on rhetoric. The secon sentence o-

the program escription reas0 >Stuents ,rite in a ,ie range o- genresB avance argument0

research ,riting0 igital ,riting0 civic ,riting0 pro-essional ,riting0 technical ,riting0 creative

non-iction0 an the pu%lic essay.? The program escription also clearly lists the -iels that

grauates can enter upon completion o- the ma+or. These t,o aspects are critical to stuents;

attraction to the program. 9- <R9;s epartment coul o--er more %roa0 yet iverse0 genres to

stuy0 li'e the genres liste a%ove0 then may%e stuents intereste in those -iels ,oul %e

more incline to +oin.

There are some similarities %et,een the programs. Gust li'e our client0 Syracuse;s ,riting

program is a 3*8creit re/uirement. The school o--ers -our core coursesB argumentative ,riting0

igital ,riting0 pro-essional ,riting0 an rhetoric an ethics. These categories0 though similar to

the re/uirements -or our client0 are more irect in emonstrating to the stuents ,hat the course

encompasses. 1or example0 <R9;s WRT237B Writing in Electronic Environments ,oul e/uate

Syracuse;s WRT3*2B igital Writing0 %ut Syracuse has a more ,elcoming name. )itionally0

Syracuse o--ers a signi-icantly larger array o- elective courses0 ,hich ,oul give stuents more

mo%ility0 -reeom an creativity in their class selections an concentrations. 1inally0 Syracuse

also encourages the completion o- an electronic port-olio. The very premise o- the port-olio0 >thisport-olio allo,s stuents in the Writing =a+or to archive an emonstrate their expertise ,ithin

an across multiple genres an rhetorical contexts0? mirrors the goal o- <R9;s WRT@(7 port-olio

capstone.

9n aition to Syracuse0 9thaca College has a very ,ell evelope ,riting program. The most

stanout piece o- in-ormation -rom their program escription is the leaing sentence0 >9- you

e-ine yoursel- as a ,riter0 our unusually -lexi%le program ,ill prepare you -or the artistic an

pro-essional challenges that lie ahea.? When ,e gathere our o,n research0 ,e learne that

most stuents +oine the ma+or simply %ecause they are ,riters an love ,riting0 so -or 9thaca to

start its program escription ,ith >i- you e-ine yoursel- as a ,riter? is a great mar'eting tool to

catch potential stuents; attention. Other eye8catching pieces o- the escription inclue a irectsentence o- the type o- career stuents can o%tain a-ter grauation0 a list o- the i--erent

concentrations o--ere an opportunities to pu%lish their ,or'. When assessing the course

o--erings -or 9thaca0 it is clear that the program has more o- a creative ,riting -ocus0 ,hich

etracts -rom our a%ility to compare the operations o- the t,o epartments. 4o,ever0 9thaca

oes have a senior port-olio re/uirement li'e the other schools.

!!



SECTIO III! RECO((ED#TIOS

,ey )in$ing -! Stu$ents expresse$ concern for the name of the ma+or .

Recommen$ation -! Change the name of the $epartment to have less emphasis on

rhetoric.

The nee to change the name o- the epartment ,as the most recurring -ining throughout our

research. 1or example0 ,hen a participant ,as as'e a%out the name o- the the ,riting an

rhetoric ma+or through survey he expresse0 >9t;s classy. Too %a no%oy 'no,s ,hat that

means.? 9t ,as agree upon that the ,or >rhetoric? carries a %a connotation.

Our survey results sho,e that0 even though the epartment ,ill al,ays have some stuents

,ho are entice %y rhetoric0 the ma+ority o- stuents surveye -elt that too much rhetoric ta'es

a,ay -rom the potential gro,th o- the program

We suggest -ollo,ing the lea o- the accreite ,riting program at Penn State <niversity an

changing the name to >Pro-essional Writing0? or using Syracuse <niversity;s Writing Program as

an example. Syracuse;s ,riting program is locate in the College o- )rts an Sciences an

incorporates rhetorical concepts0 %ut oes not rely heavily on rhetoric to gain stuents; attention.

We also recommen creating a tagline0 as it ,ill %e an outstaning avertising strategy. The

,riting epartment at 9thaca College uses the tagline0 >9- you e-ine yoursel- as a ,riter0 our

unusually -lexi%le program ,ill prepare you -or the artistic an pro-essional challenges that lie

ahea0? on its ,e%site to /uic'ly sho, the auience ,hat they;re a%out0 an it gets their

auience to ,ant to 'no, more a%out the program. 9- the name o- the <R9 ,riting program ,as

to %e change to something along the lines o- pro-essional ,riting0 using a tagline ,ith rhetoricincorporate ,ill let the epartment;s auience 'no, ,hat they stan -or.

,ey )in$ing /! The Department is not publici0e$ enough.

Recommen$ation /! 1ublici0e the $epartment using $igital an$ non2$igital promotion

techni3ues.

igital Promotion

One aspect that ,ill %e %ene-icial to the target auience is utili5ing igital meia e--orts an

promotions. Some o- the in-ormation availa%le regaring igital meia inclues ta'ing

avantage o- the epartment;s ,e%site presence. Everything is igital in toay;s society0 an the

client nees a soli metho to istinguish themselves.

They can start this %y reorgani5ing the content on their page on the 4arrington School o-

Communication an =eia ,e%site. Our research sho,s that !!.!D o- stuents ,ere in-luence

%y the ma+or %ase on avertisements an the <R9 ,e%site. Creating a stronger visual an

!2



virtual presence on the ,e%site ,ith tools to help prospective stuents ,oul %e %ene-icial. This

may inclue inputting a variety o- sources to research programs0 loo' up pro-essors an

highlight internships.

We recommen a stronger presence is the main <niversity o- Rhoe 9slan ,e%site as ,ell.

This serves as an opportunity to mar'et the %ene-its o- the Writing & Rhetoric ma+or %yincorporating success stories o- alumni an internships. Stuents o- all ma+ors are -amiliar ,ith

the general ,e%page0 so it provies an opportunity -or avertising.

Our next suggestion is to create a epartmental %log. This ,ill enhance ,e% presence an

provie an opportunity -or the stuents to get hans8on ,riting experience ,hile %ecoming more

involve in the program. ) %log ,ill provie a uni/ue opportunity to learn ,hile ocumenting

various success-ul events0 stuents or pro-essors. We %elieve that holing contests ,oul %e an

e--ective campaign tactic0 an our research inicates that @*D o- survey participants explaine

that having a passion -or ,riting an en+oying ,riting is ,hat motivate them to %ecome Writing

& Rhetoric ma+ors. 9- a %log is create -or the epartment0 a igital ,riting contest ,oul ta'e

place. Every ma+or ,oul %e eligi%le to su%mit a ,riting piece to the %log an0 every month0 one

ma+or ,oul %e selecte to sho,case his or her ,or' on this %log. The %est ,riting piece o- the

year ,oul %e chosen to %e pu%lishe on the 4arrington School ,e%site. 4oling a %log contest

,oul ra, attention to such an innovative epartment0 increase tra--ic on the ,e%site an

provie stuents ,ith incentives to ,rite.

SEO shoul also %e strongly consiere %y the epartment %ecause it coul allo, Writing &

Rhetoric to %e one o- the -irst results sho,n in a simple oogle search. <R9;s program currently

ran's ( in a oogle search -or ,riting programs.

Other tactics our team suggests the epartment use as a ,ay to in increase a,areness o- theWriting & Rhetoric program is through use o- social meia. #y generating interesting an

interactive content through the ,e%site an 4arrington School meia accounts 8 1ace%oo'0

T,itter0 9nstagram 8 ,e %elieve the epartment ,ill increase the amount o- recognition it

receives. 9n aition0 the epartment coul utili5e 9nstagram %y -eaturing >people o- the ,ee'.?

These pro-iles coul inclue anyone -rom pro-essors to current stuents0 to anything incluing

pictures o- classes an success stories o- ,hat one can o ,ith a egree in Writing & Rhetoric.

We %elieve that putting -aces to the Writing & Rhetoric epartment ,ill attract a larger cro,.

)itionally0 our research sho,e that pro-essor in-luence ha a 22.2D e--ect on stuents to

choose the Writing & Rhetoric ma+or. This coul have an impact through a variety o- channels0

incluing emaile suggestions anFor recommenations regaring ne,s ,ithin the epartment.=ost <R9 stuents gain their in-ormation through their stuent email aresses. We recommen

using email istri%utions as a ,ay to generate 'no,lege a%out the Writing & Rhetoric ou%le

ma+or option. Stuents o- other ma+ors may not %e a,are o- the speci-ic opportunities that are

o--ere through the epartment. Other in-ormation that ,e recommen sening via email

inclues avertising the Writing Center an Writing Prouction "a%. With in-ormation a%out

these -acilities0 stuents can %e sent in-ormation a%out other on8campus +o%s relating to Writing

!3



& Rhetoric ma+ors. #ase on the -act that these positions are only open to ma+ors in the

program0 they ra, in an exclusive opportunity to ,or' in a relate -iel.

Aon8igital Promotion

The next aspect o- our meia plan involves non8igital promotion. We %elieve the use o- non8

igital promotion ,ill %e very e--ective in reaching incoming stuents %ecause o- the avantage

the epartment has ,ith the ma+ority o- stuents %eing ou%le ma+ors. #y spreaing a,areness

o- the opportunities that come -rom %eing a ou%le ma+or0 the epartment can promote the

%ene-its o- Writing & Rhetoric more e--iciently. We recommen that the epartment %egins

promoting Writing & Rhetoric as early as ,hen acceptance letters or orientationF-reshmen

pac'ets are receive. We also suggest having the university issue press releases to local an

state maga5ines to promote the program;s name change0 inclue upates o- stuents;

accomplishments an announce upcoming events.

Our research reveale that *D o- stuents surveye ,ere ou%le ma+ors. #ase on our

results0 all 2* stuents surveye expresse that ou%le ma+oring ,ith the Writing & Rhetoric

program ,as easily managea%le) #y incluing a small -lyer a%out the ma+or in these pac'ets0

incoming stuents an their parents ,ill immeiately 'no, a%out the %ene-its o- the Writing &

Rhetoric program an the opportunity to ou%le ma+or.

)nother ,ay ,e recommen promoting Writing & Rhetoric is %y giving out these -lyers in

<R9!*! sessions. iving -reshman an aitional hanout in ,ill ma'e them more prone to

remem%er in-ormation a%out the program.

We also avise the epartment to target upperclassmen ,ho are unecie ma+ors. 9n ourresearch0 ,e -oun that stuents ,ho love to ,rite aren;t properly introuce to the program

an ,hat it o--ers in their general eucation courses. To -ix this issue0 ,e recommen creating

small -lyers or %rochures to %e sent to unecie ma+ors ,ith in-ormation a%out ho, the

program ties in ,ith speci-ic trac's li'e grauate school0 la, school0 %usiness school0 etcetera.

1urthermore0 holing career8%uiling events ,ill highlight the opportunities that result -rom

pursuing a egree in Writing & Rhetoric. Those surveye expresse they chose this ma+or to

increase the num%er o- postgrauate +o% opportunities. Types o- career8%uiling events inclue

+o% an internship -airs0 ,or'shops an lecture series. )s a part o- the campaign0 the Writing &

Rhetoric epartment coul hol a career ,or'shop each semester ,here stuents can meet

,ith employers0 have their ,riting revie,e %y pro-essionals in the -iel0 an learn a%outi--erent +o% opportunities. 9n aition to the ,or'shops0 ,e encourage the client to %egin

hosting lecture series. Several epartments at <R9 host annual lecture series0 some even have

multiple lectures each year. 4aving pro-essionals spea' a%out i--erent topics involve in the

-iel0 speci-ically ,ithin rhetoric0 ,ill promote the Writing & Rhetoric epartment among campus

an invite other epartments to involve themselves ,ith the epartment. Sening out press

!@



releases to announce lectures ,ill e--ectively promote the epartment to auiences %eyon <R9

as ,ell.

Welcome ay Strategies

The epartment can recruit stuents not only to <R90 %ut to the Writing & Rhetoric program as,ell. We recommen that current Writing & Rhetoric ma+ors avertise on %ehal- o- the

epartment to share their experiences an -ee%ac' regaring the -aculty0 course,or' an

epartment as a ,hole. 9n aition to this0 ,e recommen the epartment avertise the iverse

elective creits that allo, many stuents to %ecome ou%le ma+ors.

,ey )in$ing 4! Intro$uctory an$ general e$ucation courses $o not get enough attention.

Recommen$ation 4! There is a nee$ for internal a$+ustments pertaining to course5or"6

faculty6 an$ stu$ent a$vising.

With such as ,ie range o- genres to choose -rom0 ,e recommen that the epartment allo,

stuents the option to explore i--erent types o- ,riting ,ithin Writing & Rhetoric to attract a

more iverse cro,. 9n aition0 ,e suggest that the ,e%site also inclue a list o- careers that

stuents can pursue post8grauation in orer to ma'e the ma+or appear more esira%le.

9n the -ocus group0 stuents mentione that they ,oul li'e to see stronger pro-essors teaching

WRT!*@. Since it is the -irst interaction many stuents have ,ith the epartment0 it is extremely

important that they at least en+oy the course. One -ocus group participant recommene that

Aera teach the course %ecause she ,ill have the most enthusiasm -or the ma+or. Hirtually

every ma+or en+oys her classes0 an she ,ill %e most a%le to present the rhetoric aspect in an

enticing manner.

Stuents also suggeste stronger avising. =any o- the current ma+ors ,ere una,are o- all the

elective re/uirements0 so it is important that pro-essors %e in contact ,ith the stuents every

step o- the ,ay. 9nstructors shoul ma'e themselves more availa%le an provie guiance -or

scheuling.

'imitations

I Welcome ay ieas cannot %e implemente %ecause Welcome ay has alreay happene.I There is not enough time to change the name o- the ma+or prior to the 1all 2*!7 semester.

I Course,or' -rom Spring 2*!7 semester cannot %e use -or %log content.

7u$get

We estimate that the overall %uget -or our recommenations ,ill %e etermine %y the extent

to ,hich our strategies are pursue. The -ormula ,e anticipate ,ill %e %ro'en o,n as -ollo,s.

!7



igital meia costs ,ill consist o- roughly 2*D o- the overall expenses. #ase on the -act that

most o- the igital meia ,ill ta'e place internally0 the cost ,ill not excee the amount neee to

e--iciently avertise ,ithin the university. We also plan to use cost8e--ective strategies li'e social

meia an other internal channels that o not re/uire a %uget. The ma+ority o- the costs -or the

igital meia ,ill %e use externally. 9n our recommenations0 ,e suggest utili5ing SEO JSearch

Engine Optimi5ationK to allo, the Writing & Rhetoric epartment to appear in the top searches.>On the lo,er en o- this spectrum are small SEO agencies that o--er a limite range o-

services. On the upper range are %usinesses ,ith greater nees ,or'ing ,ith -ull8service SEO

agencies. =ost %usinesses pay %et,een 207** an 70*** -or a monthly retainer? Je=ers

2*!3K. The estimate cost ,ill %e roughly 207**830***.

Promotions ,ill inclue expenses that remain internal ,ith an estimate @*D. The ma+ority o-

the %uget -or promotions ,ill %e spent on -lyers0 posters0 %anners an events. )s each o- these

categories can -luctuate %ase on epartment agreement0 si5e an amount are %ase on

choice. >7** to 2*0***0 epening on ,hether the pu%lication is local or national0 the si5e o-

your a0 ,hether you use color an i- youLve negotiate a multiple8a rate? JG. Mo%lis'i 2**6K. 9n

aition0 our recommenations regaring promotions involve pri5es an contests to increase

pu%licity.

Pu%lic relations e--orts ,ill %e manage through avertising spaces in maga5ines an

ne,spapers0 as ,ell as ,e%sites. These all range in price epening on the pu%lication0 si5e0

an ,hether the avertisements are place in local or non8local sources. We recommen the

remaining @*D %e use -or external avertising. =ost o- the other recommenations -or the PR

e--orts are one through social meia.

Time Table

)ebruary -- 9nitial meeting ,ith clients

)ebruary -/2-8 Conuct %ac'groun researchB assess strengths0 ,ea'nesses0opportunities an threats

)ebruary -92/8 Plan -ocus groupsB ,rite /uestions0 ,rite -ocus group o%+ectives0,rite survey /uestions

(arch -2/- Conuct seconary research

(arch // Sen out email %last to upperclassmen to participate in -ocus group

(arch /: Retrieve estimates -or pi55a to istri%ute uring -ocus group session

(arch 4- Conuct -ocus groups

#pril -2-; "eave surveys in Writing & Rhetoric classrooms -or ma+ors to -ill out:Sen out online surveys to Writing & Rhetoric ma+ors

!6



#pril -:2// etermine goals0 o%+ectives0 messages0 themes0 channels0recommenations an strategies

#pril /9 Present campaign to client

#pril 4<2(ay ; 4ave Writing & Rhetoric interns create %log

(ay : Re/uest meetings ,ith Writing & Rhetoric summer sta-- to iscuss %logo%+ectives an implement into summer courses

(ay =2(ay -= Create %rochures to give out at -reshmen orientation0 sen to uneciema+ors an istri%ute at <R9!*! courses:research an implement a search engine optimi5ation

(ay -92(ay 4- Wor' on ,e%site: %egin reaching out to Writing & Rhetoric alumni anpro-essionals to spea' at lecture series0 career ,or'shops0 +o% -airs

>une ;24< 1reshmen orientation: re/uest ates to iscuss the Writing & Rhetoric

ma+or at <R9!*! courses

>uly -24- Plan career8%uiling events

#ugust -24- 4ol meetings ,ith Writing & Rhetoric pro-essors an avisors toiscuss avisement an course improvements

Sept. //2/9 #egin ,or'ing on evaluation

Sept. 4< 1ollo,8up meeting ,ith client to iscuss results o- evaluation

Conclusion

Writing & Rhetoric coul %ecome a more recogni5a%le an sought a-ter ma+or. Shoul these

ieas %e implemente0 there is potential -or the epartment to gain ,ell over the esire goal o-

!** ma+ors. Pu%licity is a main component o- success. 9- there is no %u55 a%out a company0 the

company ,ill not succee. These ieas are %ase upon creating that %u55 neee to ta'e the

epartment to the next level. We ,ant <R9;s ,riting program to %e top8rate. Our client has

alreay esta%lishe that their program is a moel that other universities loo' up to0 so it shoul

%e per-orming the %est it can %e so other schools may -ollo, suit. We 'no, a name change may

cause hesitation an -ear0 %ut it is necessary to position the epartment ,ith the stuents;

interest. >Writing? or >Pro-essional Writing? ,ith a rhetoric8%ase tagline ,ill preserve the

rhetorical -ounation ,hile ma'ing the name more attractive to the general stuent %oy. 9- this

ne, title is supporte %y ne, program operations an e--ective mar'eting0 then the Writing &

Rhetoric epartment ,ill more than li'ely -lourish.

!$



Wor"s Cite$

e=ers0 Gayson. *earch +n#ine Watch -o% Much *hould .ou *end on *+/ *er$ices"

J2*!30 ec. 2$K. Retrieve -romB httpBFFsearchengine,atch.comFse,Fho,8toF226$@$!Fho,8much8shoul8you8spen8on8seo8services.

9thaca College. 0thaca 1olle#e 2eart!ent of Writin# 3cade!ic Pro#ra! Writin# 4B)3)5) J2*!70

)pril !7K. Retrieve -romB httpBFF,,,.ithaca.euFhsFeptsF,ritingFprogramsF,ritingF.

9thaca College. 0thaca 1olle#e 6nder#raduate 1atalo# 789:;789< 1ourse 2escritions

WRT= :9888 *enior Pro'ect) J2*!70 )pril !7K. Retrieve -romB

httpBFFithaca.smartcatalogi/.comFenF2*!@82*!7F<nergrauate8CatalogFCourse8

escriptionsFWRT8WritingF@****FWRT8@!***Nga!.!633(@(.(6$37$(7*.!@2(!2@3.

9thaca College. 0thaca 1olle#e 2eart!ent of Writin# Writin# Ma'or) J2*!70 )pril !7K. Retrieve

-romB httpBFF,,,.ithaca.euFhsFeptsF,ritingF,ritingma+orF.

G. Mo%lis'i0 Mathy. +ntrereneur Marketin# Ma#azine 3ds) J2**60 Gan. !6K. Retrieve -romB

httpBFF,,,.entrepreneur.comFarticleF3*(@.

Syracuse <niversity. *yracuse 6ni$ersity 1olle#e of 3rts & *ciences Writin# Pro#ra!) J2*!70

=arch !!K. Retrieve -romB httpBFF,rt.syr.euFma+orF.

#11EDICES

)ocus *roup #ns5ers

)ns,ers -rom Participant ! regular

)ns,ers -rom Participant 2 bol$e$

Why did you choose Writin# & Rhetoric"

recommenation 8 in;t 'no, the ma+or existe

-reshmen going into sophomore year r. Gohnson 8 -avorite pro-essor

Wante$ to be a 5riting ma+or. #pplie$ for the 5riting ma+or. Di$ not "no5 5hat Rhetoric

5as an$ 5as confuse$ 5hy it 5as on ecampus.

What did you kno%" What did you learn"

!

http://searchenginewatch.com/sew/how-to/2267471/how-much-should-you-spend-on-seo-services


http://www.ithaca.edu/hs/depts/writing/programs/writing/

http://ithaca.smartcatalogiq.com/en/2014-2015/Undergraduate-Catalog/Course-Descriptions/WRTG-Writing/40000/WRTG-41000?_ga=1.186339489.967357950.1429128438


http://www.ithaca.edu/hs/depts/writing/writingmajor/

http://www.entrepreneur.com/article/83094

http://wrt.syr.edu/major/

http://www.ithaca.edu/hs/depts/writing/programs/writing/



http://www.ithaca.edu/hs/depts/writing/writingmajor/

http://www.entrepreneur.com/article/83094

http://wrt.syr.edu/major/





9 'ne, 9 ha to ta'e !*@

learne ,riting is not stereotypical0 its rhetoric 8 art -orm0 stuy0 research0 prestigious0 not

creative ,riting an its seperate -rom english ept

(ore $resse$ up version of science. %o5 you are going to $o something an$ ho5 you

5ill approach it. (ust be committe$ . %igh school completion of WRT -<; an$ she

un$erstoo$ 5hat 5as expecte$ before she 5as coming into the program. ,ne5 the pathshe nee$e$ to ta"e to reach her $esire$ outcome.

What do you like aout !a'or"

teaches history 8 36* 8 ,ish it ,as more li'e that

travel ,riting0 culture0 expersitist

-orces you to learn ne, genres

@(* pro+ect ,here you ta'e ,riting -rom another class

'i"es ho5 classes intert5ine together. ?ou can $o any path or s"ill set an$ 5ill still fin$

things you can use in various areas. #ll of the classes blen$ together.

2on(t like aout !a'or"

,asnLt clear ,ith electives

avisors onLt 'no, ,hat they are tal'ing a%out

,ish there ,as meeting %et,een ept. hea

,ish they set goals at certain mar's

Don@t li"e ho5 once accepte$ that she 5as una5are of professional electives. (isa$vise$

from the 5or"sheet. ;9: blin$ an$ $i$ not "no5 5hat 5as expecte$ or re3uire$. Course

$escription 5as not a$e3uate.

1eople shoul$ be better traine$ an$ "no5 the course set. %a0y line bet5een the$epartment. *enerali0es 5hat $irection is nee$e$. 1eople are at $ifferent levels not given

attention. 'earne$ material $ifferently. Consistency 5ith goals for stu$ents. 7etter

communication bet5een professors an$ the $epartment. EA. Stu$ents shoul$ be able to

A?B

What do you think of electi$es"

love them 8 travel ,riting

loves heather +ohnson

thin's genoa is %lunt %ut li'e culture %unles

Elective courses2 'i"e them. *oo$ variety an$ goo$ group. Issues in Writing 4:4. %o5 to

5or" 5ith stu$ents at 5hatever level they are at. Online classes $i$ not clic" as 5ell.

Don@t ta"e online classes.

Re>uired courses"

peters class pretty goo

!(



237 electronic ,riting prepares you -or real ,orl

intense course %ut in;t min %ecause pro+ects %uilt o-- each other

li'e 36* ,ith nera

get to %e creative an gets to learn a%out the history

Re3uire$ classes2 /<- 5ith 1eters phenomenal. Connect better then electives. (ore of a

grasp of 5hat is expecte$ an$ 5hat you $o in them.Too" /4: online an$ $i$ not li"e. Too intense. (issing step that she $i$ not seem to get.

*oo$ fee$bac". 7ut there 5as a $isconnect bet5een earning gra$es. What 5as #6 76 or C

5orthy.

'i"es 5hen combine history an$ other sub+ects into 5riting. Reinforcing that the ma+or

can be mol$e$ to fit various +ob types

*hould they t%eak 98:"

may%e0 %ut i onLt thin' they ,oul get the -reshmen more involve ,ith history

%ut may%e i- it covere a little %it o- 36* it ,oul 'noc' the stereotypes

rhetoric shoul %e implie ,ith in ma+or

its theory %ut its art

T5ea" WRT -<;. It@s a goo$ place to begin for 5riting ma+or. #nother course in the mi$$le

similar to 4=< that 5ill apply to anyone 5ill be better. Rhetoric is very mislea$ing 5ith

stereotypes.

Title ; does it fit det)"

,or rhetoric oes have neg. stigma

art0 pro-ession0 practical0 pro-essional

shoul there %e concentrations4 $ay $ebate about 5hat rhetoric is an$ ho5 to explain it in class. Rhetoric has a

negative stigma. #rt6 professional6 practical6 5riting all 5oul$ be better for a title.

Concentrations 5ithin the $epartment.

-o% does !a'or %ork %ith other !a'ors"

psy & ,rt

research articles all the time 8 lot o- ,riting JsciK

Wor" 5ith other (a+ors2 Writing an$ 7)# Theater Concentration in stage craft an$

$esign. otes6 scripts an$ brea" them $o5n to tell 5hat they are saying. Why are these

things happening at these times #naly0ing an$ creating so that they au$ience is not

one step ahea$ of the 5riter.

Classes2 )it 5ell. -9 cre$its every semester. Ta"en summer 5riting for the four classes

she 5as una5are of them.

Faculty"

2*



nice0 goo0 'no, their stu--0 they can teach

nera is avisor an teacher 8 she 'no,s ,hat shes oing

assume they neee to %e pu%lishe %ecause this is a research %ase university

)aculty2 Stronger professor is WRT -<;. 1eople 5oul$ be more intereste$.

Resources a$ailale ; %hat you can do %ith de#ree after #raduation"

assume you coul o alot

pr0 avertising0 its all rhetoric an ,riting

>ust 5riting ma+or2 $o you "no5 5hat to $o 5ith $egree.

Resources for those to 'oin the !a'or"

nFa

Pulicity"

they nee more money

uni/ue ma+or it shoul %e at the -ront o- university hompage %ut its a matter o- money

Reco!!endation for etterin# !a'or"

36* 8 !*@

i--erentiating JengF,rtK

%etter pro-essors -or !*@

better the $epartment 5hat 5oul$ it be2 Emphasi0e 5hy the 5riting $epartment is

important emails6 business letters etc. Don@t "no5 if it is an English $epartment ma+or.

This is 5ho 5e are an$ this is 5hy 5e are important for (ath Science etc.

0nternshis"

help i- they ha manatory

training research0 ta0 or internship

,rt 373 coul %e one o- those courses

may%e av. course 'in li'e the gtech class

7eneficial to ma"e an internship re3uire$.

#ns5ers to 8 Online Surveys FRemaining surveys co$e$ on paper6 see next pagesG

Class ?ear

2!



!. 1reshman

2. Senior

3. Senior

@. 1reshman

7. Sophomore

6. Sophomore$. Sophomore

. Sophomore

(a+orFsG

Communications 6

Psychology !

Philosophy !

Political Science !

Pu%lic Relations @

Sociology 2

41 !

Theatre !

#iology !

AF) 3

!. Communications

2. Psychology

3. Philosophy

@. Communications

7. Political Science

6. Communications$. PR

. PR

(. 1R H Sociology

!*. Communications

!!. 41

!2. Theatre

!3. #iology

!@. Communications

!7. Sociology

!6. AF)

!$. Communications!. PR

!(. AF)

2*. AF)

(inorFsG

22



!. Spanish0 "eaership

2. AF)

3. AF)

@. AF)

7. AF)

6. Gournalism$. AF)

. AF)

Campus Involvement

!. Aone

2. <.R.9..4.T Paranormal Research an 9nvestigation roup

3. T)0 <S)C0 <R9 Career Services0 W&R ept0 <R9 Writing Center

@. Tennis Teams0 College emocrats

7. R9<2 Raio Sho,0 SEC eneral =anager0 <R9 Street Team =em%er

6. PRSS)

$. AF)

. elta Chi

Off Campus involvement

!. Part time retail +o%

2. AF)

3. Tennis Program

@. AF)

7. AF)

6. AF)

$. AF). AF)

Why $i$ you choose this ma+or

!. 9 chose Communications %ecause 9Lm intereste in meia an its impact on our society.

Speci-ically0 9Lm very intereste in social meia. 9 chose only recently to eclare Writing &

Rhetoric a-ter consiering it since +ust %e-ore 9 %egan my -irst semester. Rhetoric is something 9

-in interesting an 9 hope to pursue some sort o- ,riting in my -uture.

2.) pro-essor mentione it to me ,hen 9 ,as in WRT !*@.

3.Passion -or ,riting an expression

@. 9 en+oy seeing ho, people interact ,ith each other an ho, this 'no,lege can help

%usinesses succee in the -uture7. =y s'ills ena%le me the %est -or this ma+or.

6. 9 really en+oy ,riting0 an once 9 reali5e ho, ,ell 9 ,as a%le to put my thoughts to paper0 9

reali5e that it ,as the ma+or -or me. To supplement my s'ills0 9 ecie to pursue a secon

egree in communications0 as 9 ,ant to ,or' as a pu%licist in the music inustry ,hen 9 get out

o- college. 9 am also intereste in music +ournalism0 so 9 ecie to loo' into a minor in

+ournalism to %roaen my ,riting style.

23



$. Wante to improve ,riting s'ills

. 9 have al,ays en+oye ,riting an -in it -un an relaxing.

Di$ you "no5 about the ma+or before you +oine$

!. yes

2. yes3. yes

@. yes

7. no

6. no

$. no

. no

What influence$ your $ecision to +oin the ma+or

!. post gra opportunities

2. post gra opportunities

3. parents

@. parents

7. teachers

6. teachers

$. ,elcome ay

. other

%o5 5ell $oes the ma+or 5or" 5ith your other ma+orsminors

!. 7 stars

2. 7 stars

3. 7 stars@. 7 stars

7. @ stars

6. @ stars

$. @ stars

. @ stars

Do you "no5 about the resources available to for postgra$uate opportunities 5ith a

Writing & Rhetoric $egree

!. yes

2. yes

3. no@. no

7. no

6. no

$. no

. no

2@



One thing you li"e about the ma+or

!. 4o, easy it is to accomplish as a ou%le ma+or

2. iversity o- ,ritingFgenres covere in the ma+or

3.Emphasis on Rhetoric

@. The amount o- leniency ,ith classes that are re/uire

7. #roa possi%ilities6. The creativity it allo,s me to have

$. The ,riting assignment

. AF)

One thing you $on@t li"e about the ma+or

!. AF)

2. #a experiences ,ith 1reshmanFSophomore avisor. Aot help-ul0 inLt 'no, ,hat she ,as

oing0 9 ha to pull teeth to -igure out ,hat 9 neee to ta'e.

3. Eucation limite to pro-essional environments

@. Aot a lot o- people 'no, a%out ma+or

7. 4ar to -in ,ell paying +o%

6. Reaction 9 get -rom people ,hen they as' ,hat ma+or 9 am

$. Ao in-o on post gra +o%s

. AF)

%o5 effective are Writing & Rhetoric gen2e$s

!. ! star

2. ! star

3. 2 stars

@. 3 stars

7. 3 stars6. @ stars

$. @ stars

. ! star

%o5 effective are re3uire$ Writing & Rhetoric courses

!. 3 stars

2. 3 stars

3. @ stars

@. @ stars

7. @ stars

6. @ stars$. 7 stars

. 7 stars

%o5 satisfie$ are you 5ith the faculty members

!. 2 stars

2. 3 stars

27



3. 3 stars

@. 3 stars

7. @ stars

6. @ stars

$. 7 stars

. 7 stars

%o5 5ell $o you thin" the ma+or is publici0e$

!. ! star

2. ! star

3. ! stars

@. 2 stars

7. 2 stars

6. 2 stars

$. 3 stars

. @ stars

%o5 familiar are you 5ith the $efinition of rhetoric

!. ! star

2. @ stars

3. @ stars

@. 7 stars

7. 7 stars

6. 7 stars

$. 7 stars

. 7 stars

%o5 effective is the 5or$ rhetoric in the name of the ma+or

!. ! star

2. ! star

3. 2 stars

@. 3 stars

7. @ stars

6. 7 stars

$. 7 stars

. 7 stars

Choose one 5or$ you believe is most suitable for the ma+or

!. Pro-essional

2. Pro-essional

3. Pro-essional

@. Pro-essional

7. Rhetoric

6. Rhetoric

26



$. Rhetoric

. )rt

State your opinion about the $epartment@s focus on rhetoric.

!. Consiering the -act that 9Lm only a -reshman an have only ta'en t,o WRT classes so -ar

JWRT 237 an WRT 2*!K0 9 thin' the -ocus is pretty strong. 9- the ma+or ,as la%ele simply asQWritingQ0 9 thin' 9 ,oul %e very much less li'ely to eclare it. Rhetoric ,as a su%+ect 9 en+oye

,hen 9 %rie-ly stuie it in high school an the QWriting an RhetoricQ ma+or lea me to %elieve

that it ,oul %e more practical than +ust a QWritingQ ma+or Jnot that a Writing egree is

impracticalK.

2. TheyLve one a goo +o% at explainingFe-ining the term

3. 9 en+oy the epartmental -ocus on rhetoric0 especially the ancient gree' training. 9t is

something that 9 ha no 'no,lege o- prior to entering the ma+or0 %ut it ,as a%le to help my

,riting s'ills immensely.

@. 9 thin' the epartment nees to pu%lici5e this ma+or %etter0 %ecause it is uner8hear o- an

not 'no,n.

7. 9tLs signi-icant to unerstan ho, rhetoric exists in everyay li-e. 9tLs also ho, important it is to

say ,hat ,e nee to say0 ho, ,e say it0 ,hy ,e say it0 ,ho ,e say it to0 an in ,hat context.

6. 9 -eel that they o a very e--ective +o% o- ma'ing sure ,e have options to prouce ,or's in all

i--erent -orms.

$. 9 -eel that the -ocus on rhetoric is there0 %ut 9 -eel as i- there really arenLt any classes availa%le

that are heavily in-luence an structure aroun rhetoric.

. AF)

State your opinion about the name of the ma+or.

!. 9 thin'0 -rom ,hat 9Lve seen o- the classes so -ar0 that the name o- the ma+or is accurate. To %e

honest0 in the -uture 9L li'e to %e a%le to call mysel- not only an eucate Writer0 %ut aneucate Rhetor as ,ell.

2. The term QrhetoricQ has a negative connotation0 an 9 thin' it thro,s people o-- ,hen they -irst

loo' at the name o- the ma+or0 QWriting & Rhetoric.Q

3. Rhetoric is a tough ,or to use in a pu%lic setting no,aays. 9t has a %a stigma. #ut 9

coulnLt imagine the ma+or %eing name anything else0 since rhetoric is such a huge part o- it

@. 9 thin' the name suits the goals o- the ma+or -or ,riting an rhetoric.

7. 9tLs a %it con-using -or someone ,ho oesnLt 'no, ,hat rhetoric is exactly.

6. 9 thin' the name o- the ma+or -its the the ma+or per-ectly.

$. The name is pro-essional an souns i--erent compare to other ma+ors. People al,ays as'

me ,hat rhetoric is. 9 am prou o- my ma+or an prou that not many people -ocus in this area.

. AF)

If you coul$ give the $epartment one recommen$ation to better itself6 5hat 5oul$ it be

!. =ay%e help stuents unerstan +ust ho, -lexi%le the egree is in terms o- ,hat career paths

you can ta'e ,ith it

2.Possi%ly change the name o- the ma+or to pro-essional ,riting. Plus0 9 -in it a %it stupi an

riiculous that this ma+or isnLt on the homepage o- the ,e%site0 or promote %y the

2$



eanFPresient o- the school. )-ter all0 <R9 is one o- the select -e, schools that o--ers ,riting as

a ma+or Jso 9Lve %een tol %y sta--K.

3. 9L say that the %est ,ay to %etter the epartment ,oul %e through avertisement. People

shy a,ay -rom ma+ors such as this %ecause they %elieve they are useless. Emphasi5ing the

use-ulness o- ,riting0 career opportunities0 an ,or'ing to clari-y the meaning o- rhetoric ,ill0 in

my opinion0 %e extremely avantageous to the goals o- the epartment.@. Pu%lici5e the ma+or more. 4arly anyone 'no,s a%out it0 an there are less than !* -reshman

,riting an rhetoric ma+ors. 9 %elieve this is ue to lac' o- communication ,ith outsie sources o-

this ma+or o--ere.

7. 4ire %etter -aculty.

6. =ore creative ,riting courses0 or courses li'e ,riting 237. 9 -oun that class to %e a really

interesting class0 every%oy seeme to really en+oy it

$. =a'e it 'no,n that there are +o% opportunities -or post gra Writing an Rhetoric ma+ors. 9 am

in my sophomore year an still onLt 'no, any speci-ic +o%s to ,or' to,ars. Tell incoming

,riting an rhetoric -reshman a%out the +o%s so they onLt s,itch ma+ors. =)ME 9T MAOWA

. AF)

prs 441 final project

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