Unique number: <\/strong>43385
Class Time and Place: T\/TH 3:30pm-5:00pm, FAC 7<\/strong>
E-mail: tristinhooker@utexas.edu<\/strong>
Course Website<\/strong>: Canvas<\/a> & Our Site<\/a>
Office Hours: <\/strong>Monday 1-2:30pm at Caf\u00e9 Medici, Wednesday 8:30-10am at Prufrock\u2019s (PCL), and by appointment.<\/p>\n\n\n\n
![\"Two](\"https:\/\/sites.dwrl.utexas.edu\/tristinhooker\/wp-content\/uploads\/sites\/56\/2019\/10\/Smackdown.png\")
About the Course<\/span><\/h1>\n\n\n\nProfessional\nwrestling isn\u2019t just about bodyslams. It\u2019s about narrative, audience, feedback,\nand persuasion: all the things that make up Rhetoric. In this course, we will\nbegin by analyzing how those strategies play out in the small scale (within the\nring and also in televised\/digitally shared promos), and extend through the\nentire constructed wrestling world. We will examine how what happens in the\nring bleeds into public personas outside of the ring, especially on social\nmedia. We will look at aspects of performance, gender, sexuality, ethnicity and\ncultural representation, as they appear within the wrestling world. We will\nalso examine rhetorical strategies and how both fans and wrestling companies\nhave seized on the growth of social media to interact with and\/or direct their\nfanbase (and the way the fans have used those same strategies to talk back).\nUltimately, the course will also help students produce texts that solidify the\ncritical ideas we are looking at. We will also look at the way the language and\ntropes of wrestling have crept into broader public discourse, from journalism\nto politics. <\/p>\n\n\n\n
In\nthis class, we will watch a lot of footage, read some critical texts and some\ntweets. We will learn important terminology and principles from classical\nrhetoric and apply them to what we see. We will learn to recognize major tropes\nand subgenres within wrestling, but also to recognize rhetorical choices made\nin performing and producing sports entertainment. We will get into the\nrhetorical ring, ourselves, creating personas and commentary and defending the\nrhetorical moves we make. We will consider the audience\u2019s role in production\nand persuasion, and evaluate the relationship between rhetorical performance,\nsuspension of disbelief, and reality. <\/p>\n\n\n\n
Course\nGoals<\/strong><\/p>\n\n\n\n- Recognize the\nmanifestation of classic rhetorical principles in a popular medium,\nprofessional wrestling<\/li>
- Recognize the\nrhetorical choices made in text and visual media, both in terms of performing\nand producing sports entertainment<\/li>
- Identify major\ntropes and subgenres within wrestling, and recognize the use of those tropes\nand vocabulary in other parts of public discourse<\/li>
- Analyze the\nconstruction and performance of identities, roles, and narratives <\/li>
- Analyze\nrhetorical choices and strategies used identifying, cultivating, and speaking\nto particular audiences<\/li>
- Analyze the\nstructural, stylistic, and affective features through which texts make\narguments and make them persuasive<\/li>
- Compose and\nconstruct college-level writings in a variety of print and digital formats,\nincluding two extended rhetorical analyses, and the presentation of either a\npersona or a continuing platform for analysis, with strategies for making that\nproduct persuasive to an audience<\/li>
- Conduct\nextensive research utilizing databases of print and electronic materials and\ncredit sources in appropriate formats<\/li>
- Revise ideas\nand compositions in response to feedback from the instructor and peers<\/li>
- Evaluate the\nrelationship between rhetorical performance, suspension of disbelief, and\nreality<\/li><\/ul>\n\n\n\n
Textbooks<\/span><\/h1>\n\n\n\n- Becoming Rhetorical<\/em> by Jodi Niccotra, 2017. <\/li>
- The Little Longhorn Handbook<\/em>. Norton, 2014.<\/li>
- Other readings\navailable on Canvas or by instructor.<\/li><\/ul>\n\n\n\n
Coursework and Grading<\/span><\/h1>\n\n\n\nYou\nwill be assed both on in-class participation and writings, and on the written\nwork you produce for the course blog and our major projects. You will also be\nrequired to collaborate and participate in peer review. <\/p>\n\n\n\n
Grade Breakdown<\/strong><\/p>\n\n\n\n- 6 Blog Posts\n10%<\/li>
- 2 Course\nDictionary Entries (minimum) 5%<\/li>
- 3 Project\nDrafts 15%
- You will submit a draft of each major project for feedback\nand a grade. 5% of the total semester grade per draft. <\/li><\/ul><\/li>
- Major Writing\nAssignments: 45% all together
- Project One (Due Week 4 ): An extended analysis (2-4\npages) of the rhetorical strategies used to create either a particular\nwrestling persona, or to develop a particular wrestling storyline. Written as\nan article for publication to a specific audience. 15% final grade.<\/li><\/ul>
- Project Two (Due Week 8): A persuasive researched\nargument (3-5 pages) about a specific rhetorical performance of one of the\ncultural phenomena analyzed in Unit 2. Written as an article for publication to\na specific audience. 15% final grade. <\/li><\/ul>
- Project Three (Due Week 12 ): A persuasive\nresearched argument (4-6 pages) about either<\/em>\na specific rhetorical strategy used to build or promote the industry of\nprofessional wrestling, or about an instance of wrestling\u2019s language or\npractices influencing the world outside of wrestling. OR an archival research\nnarrative, involving a visit to the Benson Latin American Archive. Details for\nthis alternative to come. Written as an article for publication on the website.\n15% final grade.<\/li><\/ul><\/li>
- Final Creative\nProject (Due Week 16):
- A final project either creating a persona or a venue for\ncontinued analysis, with a defense of rhetorical and performative choices.\nDescribed in more depth below. 20% final grade.<\/li><\/ul><\/li>
- Participation\n5%<\/li><\/ul>\n\n\n\n
**Peer\nReview required for each project**<\/p>\n\n\n\n
Course Blogs <\/strong><\/p>\n\n\n\nCourse\nmaterials will be part of our course website, which you will help to create by\ncontributing six blog posts each (two per unit), through the course of the\nsemester. In the first and last post, the topic will be assigned, and will ask\nstudents to think metacognitively about your understanding of both wrestling\nand rhetoric. For posts 2-5, students will be able to post about any topic\nrelated to the aspect of wrestling we are covering in that unit, but must take\na rhetorical approach. The goal of this on-going assignment is to keep students\nthinking about their topics and performing rhetorical analysis outside of the\nclassroom, helping them to generate ideas and conversation. Additionally, these\nposts will encourage you to practice composing for the digital medium, and you\nwill be asked to embed videos and images, as well as adding hyperlinks to give\ncredit to external sources. Since the goal of blogging is to start and\nparticipate in conversations, you will also be required to comment two to other\npeers\u2019 posts per blog to earn full points. <\/p>\n\n\n\n
Course Dictionary<\/strong><\/p>\n\n\n\nYou\nwill also contribute to a course dictionary, published on the website, defining\nour common course vocabulary for both rhetoric and wrestling. Each of you will\nbe assigned at least one term, but will also be responsible for contributing at\nleast one more term to our common lexicon, and providing a definition that\nincludes clear, illustrative examples. <\/p>\n\n\n\n
Major Writing Assignments and Drafts<\/strong><\/p>\n\n\n\nYou\nwill complete one extended researched writing assignment per unit, involving\nrhetorical analysis, engagement with a topic of the student\u2019s choice related to\nthe unit. The first project will be pure source-supported analysis, while the\nsecond two projects will ask you to make a source-supported argument related to\nthe unit. All three assignments will ask you to determine a venue for\npublication, determine the best sources for researching the topic, and\nstructure and present their arguments in a manner that will be persuasive to\ntheir target audience, while giving credit to their sources. <\/p>\n\n\n\n
All\nthree projects will be required to go through a peer review process, where you\nwill engage with one another\u2019s thought and operate as a community of\nthoughtful, critical writers and rhetorical thinkers on the topic of wrestling.\nYou will also submit each project as a draft for a grade and for feedback, and\nbe expected to incorporate revisions into your revised project prior to\nsubmitting. <\/p>\n\n\n\n
All\nmajor assignments must be completed to my satisfaction in order for you to\ncomplete this course successfully. <\/p>\n\n\n\n
Final Creative Project<\/strong><\/p>\n\n\n\nIn\nthe final project, you will get a chance to put the deeper understanding of\nrhetoric, performance, and rhetorical strategies to use in a more creative\nform. You will have a choice of what to create: options will include the\ncreation of a persona, a themed platform for critique and commentary, or visual\nexplainer of a concept or argument they worked with in text earlier in the\nsemester. This project will require you to employ visual rhetoric, and to\nproduce both a product that persuades through engaging the audience, in a form\nthat extends beyond the medium of written text. This product could take the\nform of a podcast, YouTube channel, blog, photo essay, or media packet\nintroducing a new character. The assignment will also require a brief written\ncomponent, explaining the rhetorical choices involved in creating the final\nproduct. This project will be shared with the class during the last week of the\nsemester. You will also have the opportunity to work in small, collaborative\ngroups to create their final product. <\/p>\n\n\n\n
Participation and Peer Review<\/strong><\/p>\n\n\n\nWrestling\nis a form of entertainment that requires an audience, teams, collaboration, and\nparticipation. This course will be no different. It is collaborative by nature,\nand students will work together to deepen your understanding of your topics. In\naddition to daily participation, it will be essential for you to work together\nin peer review and in in-class activities to realize your projects, and to be\npart of our larger course conversation, both in class and on the website we\nwill be creating together. <\/p>\n\n\n\n
Grading Scale<\/strong><\/p>\n\n\n\nFinal grades will be determined on the following scale:<\/p>\n
\n- A=94-100<\/li>\n
- A-=90-93<\/li>\n
- B+=87-89<\/li>\n
- B=84-86<\/li>\n
- B-=80-83<\/li>\n
- C+=77-79<\/li>\n
- C=74-76<\/li>\n
- C-=70-73<\/li>\n
- D+=67-69<\/li>\n
- D=64-66<\/li>\n
- D-=60-63<\/li>\n
- F=0-59<\/li>\n<\/ul>\n\n\n\n
Course Outline<\/span><\/h1>\n\n\n\nUnit I: Let\u2019s Get Ready to Rhetoric! (4 weeks)<\/strong><\/p>\n\n\n\nIn\nthis unit, we will introduce basic rhetorical principles and strategies, as\nwell as give an overview of basic professional wrestling history, business, and\nterminology. In other words, we will establish a common class vocabulary. We\nwill then turn to analysis, and students will begin analyzing the rhetorical\nchoices that make up both effective wrestling personas and effective wrestling\nstorylines. <\/p>\n\n\n\n
Assignments:<\/p>\n\n\n\n
- 2 Blog Posts\nfor course website<\/li>
- Project One\nArticle Draft for peer review and instructor feedback<\/li>
- Revised Project\nOne Article: An extended analysis of the rhetorical strategies used to create\neither a particular wrestling persona, or to develop a particular wrestling\nstoryline.<\/li><\/ul>\n\n\n\n
Unit II: Performing Culture (4 weeks)<\/strong><\/p>\n\n\n\nIn\nthis unit, we will continue with rhetorical analysis. This time, however, we\nwill use a series of critical \u201clenses\u201d to examine the way gender, ethnicity,\nclass, and other identities or historical contexts and narratives are\nrhetorically performed in the ring and expected in the business. We will look at\nwrestling as both a generator and a mirror of larger culture. <\/p>\n\n\n\n
- Assignments:<\/li>
- 2 Blog Posts\nfor course website<\/li>
- Project Two\nArticle Draft for peer review and instructor feedback. <\/li>
- Revised Project\nTwo Article: A persuasive researched argument about a specific rhetorical\nperformance of one of these cultural phenomena. <\/li><\/ul>\n\n\n\n
Unit III: Breaking Kayfabe (4 weeks)<\/strong><\/p>\n\n\n\nWrestling\nperformance is not limited to the ring. The rhetorical choices used in\nmarketing, promoting, broadcasting, and analyzing the business also make up part\nof the construction of wrestling\u2019s world. In this unit, we will look at the\nstrategies and practices used to construct and maintain the idea of wrestling\nas character-driven sport, as well as the way the language and tropes of\nwrestling have entered into broader social discussions, media practices,\njournalism, and even politics. <\/p>\n\n\n\n
Assignments:<\/p>\n\n\n\n
- 2 Blog Posts\nfor course website<\/li>
- Project Three\nArticle Draft for peer review and instructor feedback<\/li>
- Revised Project\nThree Article: A persuasive researched argument about either<\/em> a specific rhetorical strategy used to build or promote the\nindustry of professional wrestling, or about an instance of wrestling\u2019s\nlanguage or practices influencing the world outside of wrestling. <\/li><\/ul>\n\n\n\n
Unit IV: Revision and Production (2 Weeks) <\/strong><\/p>\n\n\n\nDuring\nthe last two weeks of class, students will have the opportunity to work\ncollaboratively to create, revise, and present their final project. <\/p>\n\n\n\n
Assignment:<\/p>\n\n\n\n
- Final Creative\nProject: 20%<\/li><\/ul>\n\n\n\n
Due Date Schedule<\/strong><\/p>\nUnit One Due Dates:<\/p>\n
- Recognize the\nmanifestation of classic rhetorical principles in a popular medium,\nprofessional wrestling<\/li>
- Recognize the\nrhetorical choices made in text and visual media, both in terms of performing\nand producing sports entertainment<\/li>
- Identify major\ntropes and subgenres within wrestling, and recognize the use of those tropes\nand vocabulary in other parts of public discourse<\/li>
- Analyze the\nconstruction and performance of identities, roles, and narratives <\/li>
- Analyze\nrhetorical choices and strategies used identifying, cultivating, and speaking\nto particular audiences<\/li>
- Analyze the\nstructural, stylistic, and affective features through which texts make\narguments and make them persuasive<\/li>
- Compose and\nconstruct college-level writings in a variety of print and digital formats,\nincluding two extended rhetorical analyses, and the presentation of either a\npersona or a continuing platform for analysis, with strategies for making that\nproduct persuasive to an audience<\/li>
- Conduct\nextensive research utilizing databases of print and electronic materials and\ncredit sources in appropriate formats<\/li>
- Revise ideas\nand compositions in response to feedback from the instructor and peers<\/li>
- Evaluate the\nrelationship between rhetorical performance, suspension of disbelief, and\nreality<\/li><\/ul>\n\n\n\n
Textbooks<\/span><\/h1>\n\n\n\n
- Becoming Rhetorical<\/em> by Jodi Niccotra, 2017. <\/li>
- The Little Longhorn Handbook<\/em>. Norton, 2014.<\/li>
- Other readings\navailable on Canvas or by instructor.<\/li><\/ul>\n\n\n\n
Coursework and Grading<\/span><\/h1>\n\n\n\n
You\nwill be assed both on in-class participation and writings, and on the written\nwork you produce for the course blog and our major projects. You will also be\nrequired to collaborate and participate in peer review. <\/p>\n\n\n\n
Grade Breakdown<\/strong><\/p>\n\n\n\n
- 6 Blog Posts\n10%<\/li>
- 2 Course\nDictionary Entries (minimum) 5%<\/li>
- 3 Project\nDrafts 15%
- You will submit a draft of each major project for feedback\nand a grade. 5% of the total semester grade per draft. <\/li><\/ul><\/li>
- Major Writing\nAssignments: 45% all together
- Project One (Due Week 4 ): An extended analysis (2-4\npages) of the rhetorical strategies used to create either a particular\nwrestling persona, or to develop a particular wrestling storyline. Written as\nan article for publication to a specific audience. 15% final grade.<\/li><\/ul>
- Project Two (Due Week 8): A persuasive researched\nargument (3-5 pages) about a specific rhetorical performance of one of the\ncultural phenomena analyzed in Unit 2. Written as an article for publication to\na specific audience. 15% final grade. <\/li><\/ul>
- Project Three (Due Week 12 ): A persuasive\nresearched argument (4-6 pages) about either<\/em>\na specific rhetorical strategy used to build or promote the industry of\nprofessional wrestling, or about an instance of wrestling\u2019s language or\npractices influencing the world outside of wrestling. OR an archival research\nnarrative, involving a visit to the Benson Latin American Archive. Details for\nthis alternative to come. Written as an article for publication on the website.\n15% final grade.<\/li><\/ul><\/li>
- Final Creative\nProject (Due Week 16):
- A final project either creating a persona or a venue for\ncontinued analysis, with a defense of rhetorical and performative choices.\nDescribed in more depth below. 20% final grade.<\/li><\/ul><\/li>
- Participation\n5%<\/li><\/ul>\n\n\n\n
**Peer\nReview required for each project**<\/p>\n\n\n\n
Course Blogs <\/strong><\/p>\n\n\n\n
Course\nmaterials will be part of our course website, which you will help to create by\ncontributing six blog posts each (two per unit), through the course of the\nsemester. In the first and last post, the topic will be assigned, and will ask\nstudents to think metacognitively about your understanding of both wrestling\nand rhetoric. For posts 2-5, students will be able to post about any topic\nrelated to the aspect of wrestling we are covering in that unit, but must take\na rhetorical approach. The goal of this on-going assignment is to keep students\nthinking about their topics and performing rhetorical analysis outside of the\nclassroom, helping them to generate ideas and conversation. Additionally, these\nposts will encourage you to practice composing for the digital medium, and you\nwill be asked to embed videos and images, as well as adding hyperlinks to give\ncredit to external sources. Since the goal of blogging is to start and\nparticipate in conversations, you will also be required to comment two to other\npeers\u2019 posts per blog to earn full points. <\/p>\n\n\n\n
Course Dictionary<\/strong><\/p>\n\n\n\n
You\nwill also contribute to a course dictionary, published on the website, defining\nour common course vocabulary for both rhetoric and wrestling. Each of you will\nbe assigned at least one term, but will also be responsible for contributing at\nleast one more term to our common lexicon, and providing a definition that\nincludes clear, illustrative examples. <\/p>\n\n\n\n
Major Writing Assignments and Drafts<\/strong><\/p>\n\n\n\n
You\nwill complete one extended researched writing assignment per unit, involving\nrhetorical analysis, engagement with a topic of the student\u2019s choice related to\nthe unit. The first project will be pure source-supported analysis, while the\nsecond two projects will ask you to make a source-supported argument related to\nthe unit. All three assignments will ask you to determine a venue for\npublication, determine the best sources for researching the topic, and\nstructure and present their arguments in a manner that will be persuasive to\ntheir target audience, while giving credit to their sources. <\/p>\n\n\n\n
All\nthree projects will be required to go through a peer review process, where you\nwill engage with one another\u2019s thought and operate as a community of\nthoughtful, critical writers and rhetorical thinkers on the topic of wrestling.\nYou will also submit each project as a draft for a grade and for feedback, and\nbe expected to incorporate revisions into your revised project prior to\nsubmitting. <\/p>\n\n\n\n
All\nmajor assignments must be completed to my satisfaction in order for you to\ncomplete this course successfully. <\/p>\n\n\n\n
Final Creative Project<\/strong><\/p>\n\n\n\n
In\nthe final project, you will get a chance to put the deeper understanding of\nrhetoric, performance, and rhetorical strategies to use in a more creative\nform. You will have a choice of what to create: options will include the\ncreation of a persona, a themed platform for critique and commentary, or visual\nexplainer of a concept or argument they worked with in text earlier in the\nsemester. This project will require you to employ visual rhetoric, and to\nproduce both a product that persuades through engaging the audience, in a form\nthat extends beyond the medium of written text. This product could take the\nform of a podcast, YouTube channel, blog, photo essay, or media packet\nintroducing a new character. The assignment will also require a brief written\ncomponent, explaining the rhetorical choices involved in creating the final\nproduct. This project will be shared with the class during the last week of the\nsemester. You will also have the opportunity to work in small, collaborative\ngroups to create their final product. <\/p>\n\n\n\n
Participation and Peer Review<\/strong><\/p>\n\n\n\n
Wrestling\nis a form of entertainment that requires an audience, teams, collaboration, and\nparticipation. This course will be no different. It is collaborative by nature,\nand students will work together to deepen your understanding of your topics. In\naddition to daily participation, it will be essential for you to work together\nin peer review and in in-class activities to realize your projects, and to be\npart of our larger course conversation, both in class and on the website we\nwill be creating together. <\/p>\n\n\n\n
Grading Scale<\/strong><\/p>\n\n\n\n
Final grades will be determined on the following scale:<\/p>\n
- \n
- A=94-100<\/li>\n
- A-=90-93<\/li>\n
- B+=87-89<\/li>\n
- B=84-86<\/li>\n
- B-=80-83<\/li>\n
- C+=77-79<\/li>\n
- C=74-76<\/li>\n
- C-=70-73<\/li>\n
- D+=67-69<\/li>\n
- D=64-66<\/li>\n
- D-=60-63<\/li>\n
- F=0-59<\/li>\n<\/ul>\n\n\n\n
Course Outline<\/span><\/h1>\n\n\n\n
Unit I: Let\u2019s Get Ready to Rhetoric! (4 weeks)<\/strong><\/p>\n\n\n\n
In\nthis unit, we will introduce basic rhetorical principles and strategies, as\nwell as give an overview of basic professional wrestling history, business, and\nterminology. In other words, we will establish a common class vocabulary. We\nwill then turn to analysis, and students will begin analyzing the rhetorical\nchoices that make up both effective wrestling personas and effective wrestling\nstorylines. <\/p>\n\n\n\n
Assignments:<\/p>\n\n\n\n
- 2 Blog Posts\nfor course website<\/li>
- Project One\nArticle Draft for peer review and instructor feedback<\/li>
- Revised Project\nOne Article: An extended analysis of the rhetorical strategies used to create\neither a particular wrestling persona, or to develop a particular wrestling\nstoryline.<\/li><\/ul>\n\n\n\n
Unit II: Performing Culture (4 weeks)<\/strong><\/p>\n\n\n\n
In\nthis unit, we will continue with rhetorical analysis. This time, however, we\nwill use a series of critical \u201clenses\u201d to examine the way gender, ethnicity,\nclass, and other identities or historical contexts and narratives are\nrhetorically performed in the ring and expected in the business. We will look at\nwrestling as both a generator and a mirror of larger culture. <\/p>\n\n\n\n
- Assignments:<\/li>
- 2 Blog Posts\nfor course website<\/li>
- Project Two\nArticle Draft for peer review and instructor feedback. <\/li>
- Revised Project\nTwo Article: A persuasive researched argument about a specific rhetorical\nperformance of one of these cultural phenomena. <\/li><\/ul>\n\n\n\n
Unit III: Breaking Kayfabe (4 weeks)<\/strong><\/p>\n\n\n\n
Wrestling\nperformance is not limited to the ring. The rhetorical choices used in\nmarketing, promoting, broadcasting, and analyzing the business also make up part\nof the construction of wrestling\u2019s world. In this unit, we will look at the\nstrategies and practices used to construct and maintain the idea of wrestling\nas character-driven sport, as well as the way the language and tropes of\nwrestling have entered into broader social discussions, media practices,\njournalism, and even politics. <\/p>\n\n\n\n
Assignments:<\/p>\n\n\n\n
- 2 Blog Posts\nfor course website<\/li>
- Project Three\nArticle Draft for peer review and instructor feedback<\/li>
- Revised Project\nThree Article: A persuasive researched argument about either<\/em> a specific rhetorical strategy used to build or promote the\nindustry of professional wrestling, or about an instance of wrestling\u2019s\nlanguage or practices influencing the world outside of wrestling. <\/li><\/ul>\n\n\n\n
Unit IV: Revision and Production (2 Weeks) <\/strong><\/p>\n\n\n\n
During\nthe last two weeks of class, students will have the opportunity to work\ncollaboratively to create, revise, and present their final project. <\/p>\n\n\n\n
Assignment:<\/p>\n\n\n\n
- Final Creative\nProject: 20%<\/li><\/ul>\n\n\n\n
Due Date Schedule<\/strong><\/p>\n
Unit One Due Dates:<\/p>\n
- Final Creative\nProject: 20%<\/li><\/ul>\n\n\n\n
- Final Creative\nProject (Due Week 16):
- Project Three (Due Week 12 ): A persuasive\nresearched argument (4-6 pages) about either<\/em>\na specific rhetorical strategy used to build or promote the industry of\nprofessional wrestling, or about an instance of wrestling\u2019s language or\npractices influencing the world outside of wrestling. OR an archival research\nnarrative, involving a visit to the Benson Latin American Archive. Details for\nthis alternative to come. Written as an article for publication on the website.\n15% final grade.<\/li><\/ul><\/li>
- Project Two (Due Week 8): A persuasive researched\nargument (3-5 pages) about a specific rhetorical performance of one of the\ncultural phenomena analyzed in Unit 2. Written as an article for publication to\na specific audience. 15% final grade. <\/li><\/ul>
- Project One (Due Week 4 ): An extended analysis (2-4\npages) of the rhetorical strategies used to create either a particular\nwrestling persona, or to develop a particular wrestling storyline. Written as\nan article for publication to a specific audience. 15% final grade.<\/li><\/ul>
- The Little Longhorn Handbook<\/em>. Norton, 2014.<\/li>
- Becoming Rhetorical<\/em> by Jodi Niccotra, 2017. <\/li>
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![\"\"](\"https:\/\/sites.dwrl.utexas.edu\/tristinhooker\/wp-content\/uploads\/sites\/56\/2019\/10\/RKO.png\")
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