Revision history for CourseStatement


Revision [25221]

Last edited on 2017-08-22 06:20:28 by MorganAdmin
Additions:
- Course updates: follow @weblogsandwikis Use #erhet3177
Deletions:
- Course updates: follow @mcmorgan Use #erhet3177


Revision [25213]

Edited on 2017-08-16 09:41:37 by MorganAdmin
Additions:
>>
Deletions:
>>{{image src="http://erhetoric.org/Erhetoric/images/KellyanneConwayChristinasWorld.png" width="376"}}
KellyAnn in Christina's World. Meme, March, 2017.


Revision [25212]

Edited on 2017-08-16 09:40:47 by MorganAdmin
Additions:
KellyAnn in Christina's World. Meme, March, 2017.
Deletions:
KellyAnn in Christina's World. Meme


Revision [25211]

Edited on 2017-08-16 09:40:10 by MorganAdmin
Additions:
>>{{image src="http://erhetoric.org/Erhetoric/images/KellyanneConwayChristinasWorld.png" width="376"}}
KellyAnn in Christina's World. Meme
Deletions:
>>{{image src="http://americandigest.org/texting19th-thumb.jpg" width="376"}}
19th century secret language
{{image url="http://getemoji.com/assets/og/mobile.png" width="376"}}
21st century emoji


Revision [25205]

Edited on 2017-08-16 09:09:13 by MorganAdmin
Additions:
- Shifman, Limor. //Memes in Digital Culture//. Cambridge: MIT Press, 2013. ISBN: 9780262525435
Deletions:
- Shifman, Limor. Memes in Digital Culture. Cambridge: MIT Press, 2013. ISBN: 9780262525435


Revision [25204]

Edited on 2017-08-16 09:07:11 by MorganAdmin
Additions:
- Especially near the beginning of the course, I'l comment on some good examples of note-taking - examples that address the situation well, examples that I find demonstrate good approaches. I'll point them up and explain what I find strong about them.
Work is due on time even if you're not present. But if you miss the class session, you miss feedback and probably credit. Miss too many class meetings and you could fail.
Deletions:
- Especially near the beginning of the course, I'll link to and comment on some good examples of note-taking - examples that address the situation well, examples that I find demonstrate good approaches. I'll point them up and explain what I find strong about them.
Work is due on time even if you're not present. But if you miss the class session, you miss feedback and probably credit.


Revision [25203]

Edited on 2017-08-16 09:03:02 by MorganAdmin
Additions:
So, expect to take lots of notes online and perhaps on paper. Expect to make lists and diagrams. Expect discussion based on your notes, lists, and diagrams. Expect to work with others to develop approaches, methods, observations, analyses, ideas.
Rhetorical study introduces a set of terms and concepts that might be new to you. Some of the terms might be familiar - audience, argument, organization, style - but will have precise technical definitions that might be unfamiliar. Other terms and their concepts will be new: //kairos//, //rhetorical situation//, //epistes//, //enthymeme//. Some concepts might look familiar but will be substantially redefined, such as the// textualized rhetorical situation// (Longaker, p 16). As in all disciplines, practitioners use technical terms (the neutral term for the derogatory //jargon//) to describe and analyze what they are looking at. Poetry uses terms such as scansion, stanza, genre, trochee. Literature uses terms such as //narrative//, //diegesis//, //focalization//, //analepsis//, //paratext//. **Learn the terms. Use the terms.** Come to understand the concepts the terms name. The text explains new terms and has a pretty good index.
Deletions:
So, expect to take lots of notes on paper and online. Expect to make lists and diagrams. Expect discussion based on your notes, lists, and diagrams. Expect to work with others to develop approaches, methods, observations, analyses, ideas.
Rhetorical study introduces a set of terms and concepts that might be new to you. Some of the terms might be familiar - audience, argument, organization, style - but will have precise technical definitions that might be unfamiliar. Other terms and their concepts will be brand new: kairos, rhetorical situation, epistes, enthymeme. Some concepts might look familiar but will be substantially redefined, such as the textualized rhetorical situation (Longaker, p 16). As in all disciplines, practitioners use technical terms (the neutral term for the derogatory //jargon//) to describe and analyze what they are looking at. Poetry uses terms such as scansion, stanza, genre, trochee. Literature uses terms such as narrative, diegesis, focalization, analepsis, paratext. Learn the terms. Use the terms. Come to understand the concepts the terms name. The text explains new terms and has a pretty good index.


Revision [25202]

Edited on 2017-08-16 09:00:34 by MorganAdmin
Additions:
This is a hybrid course, so much of our work will take place online - and we'll use class meetings for further work with the material you post online. Keep that in mind as you plan your semester: You'll need to be posting to the wiki on days we do not meet. We will meet once a week to do the kind of things we need to do to study digital rhetoric: Compare notes, develop notes further, look at things as a group to discuss them, address day to day matters, ask questions, solve problems ....
I may ask you to structure your notes in particular ways. I might, for instance, ask you to use headings to organize your notes, placing your observations under //Description// and your notes on analysis under //Analysis//. This request isn't frivolous. It allows me to see not just //that// you understand the method but //how// you understand what you're doing. (It's better than using a quiz or exam.)
Be here. I can guarantee that you'll gain if you're here. You'll demonstrate an engaged and respectful ethos if you're here. You'll demonstrate a dis-engaged ethos if you're not. If you must miss, let me know. If you miss a class, ask others what happened, not me.
Work is due on time even if you're not present. But if you miss the class session, you miss feedback and probably credit.
Notes, exercises, and presentations are due on time, please. When they are on time, I'll evaluate and comment on them, typically in conference in class. If something is late, I'll be arbitrary in grading: you could receive full points, you could receive nothing.
I'll post grades and brief comments on D2L as the semester progresses.
Deletions:
This is a hybrid course, so much of our work will take place online. In a hybrid, we trade off class meetings for the equivalent time of online work. Keep that in mind as you plan your semester: You'll need to be posting to the wiki on days we do not meet. We will meet once a week to do the kind of things we need to do to study digital rhetoric: Compare notes, develop notes further, look at things as a group to discuss them, address day to day matters, ask questions, solve problems ....
I may ask you to structure your notes in particular ways. I might, for instance, ask you to use headings to organize your notes, placing your observations under //Description// and your notes on analysis under //Analysis//. This request isn't frivolous. It allows me to see not just //that// you understand the method but //how// you understand what you're doing. (It's better than using a quiz or exam.) See Stoner and Perkins, chaps 1 - 2 for more.
Be here. I can guarantee that you'll gain if you're here. You'll demonstrate an engaged and respectful ethos if you're here. You'll demonstrate a dis-engaged ethos if you're not. If you must miss, let me know. If you miss a class, ask others what happened, not me. Work is due on time even if you're not present.
You may miss 3 classes without penalty. Miss a fourth and you will probably fail and should withdraw from the course.
Notes, exercises, and presentations are due on time, please. When they are on time, I'll grade them and comment to let you know how you're doing. If something is late, I'll be arbitrary in grading: you could receive full points, you could receive nothing.
I'll post grades and brief comments on D2L as the semester progresses. I may respond to your notes and exercises on the wiki page, either in the page itself or in the comments, or by email, depending on what's appropriate.


Revision [25201]

Edited on 2017-08-16 08:38:22 by MorganAdmin
Additions:
Even though our day to day activity in this course is grounded in analytical practice, I won't be asking you to write academic essays that I read and evaluate. Instead, you'll be asked to share - make formally visible to all - what you have discovered about the rhetoric of the medium you're studying to the class. We can discuss options when the time for presenting comes along, but you will have choices. For instance, some are
You may miss 3 classes without penalty. Miss a fourth and you will probably fail and should withdraw from the course.
- Presentations and projects - 30 - 40%
Deletions:
Even though our day to day activity in this course is grounded in analytical practice, I won't be asking you to write typical academic essays that I read and evaluate. Instead, you'll be asked to share - make formally visible to all - what you have discovered about the rhetoric of the medium you're studying to the class. We can discuss options when the time for presenting comes along, but you will have choices. For instance, some are
- Presentations and projects - 30 - 40% [updated 11 Oct 2016 to include //and projects//]


Revision [25193]

Edited on 2017-08-11 11:34:00 by MorganAdmin
Additions:
- Shifman, Limor. Memes in Digital Culture. Cambridge: MIT Press, 2013. ISBN: 9780262525435
Deletions:
- Memes in Digital Culture. 2013 | ISBN: 9780262525435


Revision [25190]

Edited on 2017-08-11 11:30:08 by MorganAdmin
Additions:
Course Statement 5.6 | Fall 2017 - Hybrid w/o online students
- Memes in Digital Culture. 2013 | ISBN: 9780262525435
Deletions:
Course Statement 5.6 | Fall 2016 - Hybrid w/o online students


Revision [24534]

Edited on 2016-10-11 07:34:08 by MorganAdmin
Additions:
- Presentations and projects - 30 - 40% [updated 11 Oct 2016 to include //and projects//]
Deletions:
- Presentations and projects - 30 - 40%


Revision [24533]

Edited on 2016-10-11 07:33:04 by MorganAdmin
Additions:
- Presentations and projects - 30 - 40%
Deletions:
- Presentations - 30 - 40%


Revision [23638]

Edited on 2016-08-23 06:37:24 by MorganAdmin
Additions:
Project presentations should be made available online, wherever is appropriate, but linked to your WikiName page. All are expected to visit every project and to respond to some: We'll work out who and how when the time arrives. I'll evaluate your work on your notes for a project when you submit your presentation.
Be here. I can guarantee that you'll gain if you're here. You'll demonstrate an engaged and respectful ethos if you're here. You'll demonstrate a dis-engaged ethos if you're not. If you must miss, let me know. If you miss a class, ask others what happened, not me. Work is due on time even if you're not present.
Deletions:
I want to offer the option of face to face class presentation, so I'm looking in to having those presentations video or audio recorded.
Project presentations will be made available online, wherever is appropriate, but linked to your WikiName page. All are expected to visit every project and to respond to some: We'll work out who and how when the time arrives. I'll evaluate your work on your notes for a project when you submit your presentation.
Be here. I can guarantee that you'll gain if you're here. You'll demonstrate an engaged respectful ethos if you're here. You'll demonstrate a dis-engaged ethos if you're not. If you must miss, let me know. If you miss a class, ask others what happened, not me. Work is due on time even if you're not present.


Revision [23627]

Edited on 2016-08-19 07:09:46 by MorganAdmin
Additions:
Be here. I can guarantee that you'll gain if you're here. You'll demonstrate an engaged respectful ethos if you're here. You'll demonstrate a dis-engaged ethos if you're not. If you must miss, let me know. If you miss a class, ask others what happened, not me. Work is due on time even if you're not present.
Deletions:
Be here. I can guarantee that you'll gain if you're here. You'll demonstrate an engaged respectful ethos if you're here. You'll demonstrate a dis-engaged ethos if you're not. If you miss a class, ask others what happened, not me. Work is due on time even if you're not present.


Revision [23626]

Edited on 2016-08-19 07:08:39 by MorganAdmin
Additions:
=== Hybrid Course ===
Deletions:
=== Hybrid ===


Revision [23625]

Edited on 2016-08-19 07:08:01 by MorganAdmin
Additions:
{{image url="http://getemoji.com/assets/og/mobile.png" width="376"}}
21st century emoji


Revision [23614]

Edited on 2016-08-15 09:20:08 by MorganAdmin
Additions:
=== Working in Other Digital Spaces ===
This wiki is set up for us to use as a center point for our individual and collective work. Each of you will have a WikiName page, on which you will add links to wiki pages you're working on for notes, exercises, projects. Everything on the wiki is visible to the world, although it's editable only by registered users. Over the years, the wiki has grown to include work of former students on past projects: This is now shared content for this course we can all draw on.
If you would rather work on your notes on your own wiki or blog, or supplement your work on this wiki elsewhere - by embedding your own images, for instance - you're welcome t0. In such a case, place a link to your work on your wiki page or embed the image using the appropriate tag. See [[http://erhetoric.org/Erhetoric/wikka.php?wakka=FormattingRules#hn_7._Images FormattingRules: Images]]. The advantage of working with a wiki over a blog is that wiki pages are readily editable, blog pages less so. Where ever you work, expect to revise and edit notes over time.
Deletions:
=== Working Elsewhere ===
This wiki is set up for us to use as a center point for our collected work. Each of you will have a WikiName page, on which you will add links to wiki pages you're working on for notes, exercises, projects. Everything on the wiki is visible to the world although it's editable only by registered users. Over the years, the wiki has grown to include work of former students on past projects: This is now shared content for this course we can all draw on.
If you would rather work on your notes on your own wiki or blog, or supplement your work on this wiki elsewhere - by embedding your own images, for instance - by my guest. In such a case, place a link to your work on your wiki page or embed the image using the appropriate tag. See [[http://erhetoric.org/Erhetoric/wikka.php?wakka=FormattingRules#hn_7._Images FormattingRules: Images]]. The advantage of working with a wiki over a blog is that wiki pages are readily editable, blog pages less so. Where ever you work, expect to revise and edit notes over time.


Revision [23613]

Edited on 2016-08-15 09:18:09 by MorganAdmin
Additions:
- Engagement, helpfulness, attendance - 20%
Deletions:
- Engagement and helpfuless - 20%


Revision [23612]

Edited on 2016-08-15 09:16:48 by MorganAdmin
Additions:
Course Statement 5.6 | Fall 2016 - Hybrid w/o online students
Deletions:
Course Statement 5.6 | Fall 2016 - Face to Face


Revision [23611]

Edited on 2016-08-15 09:16:11 by MorganAdmin
Additions:
Be here. I can guarantee that you'll gain if you're here. You'll demonstrate an engaged respectful ethos if you're here. You'll demonstrate a dis-engaged ethos if you're not. If you miss a class, ask others what happened, not me. Work is due on time even if you're not present.
Deletions:
Be here. You'll gain if you're here. You'll demonstrate an engaged respectful ethos if you're here. You'll demonstrate a dis-engaged ethos if you're not. If you miss a class, ask others what happened, not me. Work is due on time even if you're not present.


Revision [23610]

Edited on 2016-08-15 09:15:08 by MorganAdmin
Additions:
Most of the writing you do for this course - notes, diagrams, notes, projects, notes - will be //used// as part of the class. That is, you're not writing as an end product but as a way of working with and through a problem. We're using a wiki, which you might want to think of as //a malleable workspace// or digital notebook rather than a word-processing space. Write, delete, update, revise.
This is a hybrid course, so much of our work will take place online. In a hybrid, we trade off class meetings for the equivalent time of online work. Keep that in mind as you plan your semester: You'll need to be posting to the wiki on days we do not meet. We will meet once a week to do the kind of things we need to do to study digital rhetoric: Compare notes, develop notes further, look at things as a group to discuss them, address day to day matters, ask questions, solve problems ....
Most of the writing you do for this course - notes, diagrams, notes, projects, notes - will be //used// as part of the class. That is, you're not writing as an end product but as a way of working with and through a problem. Practice through note-taking (rather than quizzes and essay tests) is the primary way you will be learning about e-rhetoric in this course. This means that note-taking is important to your success - that is, your //grade// - in this class.
Deletions:
Much of our work will take place online. But we will meet once a week to do the kind of things we need to do to study digital rhetoric: Compare notes, develop notes further, look at things as a group to discuss them, address day to day matters ...
=== Online Writing ===
Most of the writing you do for this course - notes, diagrams, notes, projects, notes - will be //used// as part of the class. That is, you're not writing as an end product but as a way of working with and through a problem.
Practice through note-taking (rather than quizzes and essay tests) is the primary way you will be learning about e-rhetoric in this course. This means that note-taking is important to your success - that is, your //grade// - in this class.


Revision [23609]

Edited on 2016-08-15 09:06:32 by MorganAdmin
Additions:
=== Attendance ===
Be here. You'll gain if you're here. You'll demonstrate an engaged respectful ethos if you're here. You'll demonstrate a dis-engaged ethos if you're not. If you miss a class, ask others what happened, not me. Work is due on time even if you're not present.


Revision [23608]

Edited on 2016-08-15 09:02:07 by MorganAdmin
Additions:
Course Statement 5.6 | Fall 2016 - Face to Face
=== Hybrid ===
Much of our work will take place online. But we will meet once a week to do the kind of things we need to do to study digital rhetoric: Compare notes, develop notes further, look at things as a group to discuss them, address day to day matters ...
Deletions:
Course Statement 5.5 | August 2015: Hybrid
=== A Hybrid Course ===
This is hybrid course. Some students are taking the course completely online, so it doesn't depend on face to face meetings. I won't be lecturing in class - you will be reading outside of class - but I will be supplementing what we do and what the texts address with assignments, exercises, my notes, and other materials. All the work for the class will be done and submitted online using this wiki. Learning rhetorical analysis is learning a practice, so expect a lot of opportunity to practice.
I will also offer face to face meetings at our scheduled time for questions, tutorials, seminars, face to face exercises, or just work time - whatever we or you might need to do that week. Some of them I'll plan, such as seminar discussions on a reading or project, or a Q and A period. Others will be wide open: I will be in the classroom for questions, and you're welcome to come and engage in discussions, collaborations, and practice.
This is not a self-paced class. Reading assignments, exercises, discussions, presentations will be assigned and due week by week. In great part this is so you can see how others are handling the material, and work in pairs. The wiki we're using makes it a common practice to see how others are approaching a problem. (It's been a common practice in the visual arts for generations. Sculptors, designers and painters often visit the studios of other artists to see how they address a problem. Academic apprenticeship is catching up.)


Revision [23605]

Edited on 2016-08-15 08:55:16 by MorganAdmin
Additions:
This is hybrid course. Some students are taking the course completely online, so it doesn't depend on face to face meetings. I won't be lecturing in class - you will be reading outside of class - but I will be supplementing what we do and what the texts address with assignments, exercises, my notes, and other materials. All the work for the class will be done and submitted online using this wiki. Learning rhetorical analysis is learning a practice, so expect a lot of opportunity to practice.
Deletions:
This is hybrid course. Some students are taking the course completely online, so I've designed it so not to depend on face to face meetings. I won't be lecturing in class - you will be reading outside of class - but I will be supplementing what we do and what the texts address with assignments, exercises, my notes, and other materials. All the work for the class will be done and submitted online using this wiki and other platforms. Learning rhetorical analysis is learning a practice, so expect a lot of opportunity to practice.


Revision [23604]

Edited on 2016-08-15 08:53:27 by MorganAdmin
Additions:
So, expect to take lots of notes on paper and online. Expect to make lists and diagrams. Expect discussion based on your notes, lists, and diagrams. Expect to work with others to develop approaches, methods, observations, analyses, ideas.
Deletions:
So, expect to take lots of notes on paper and online. Expect to make lists and diagrams. Expect exchange and two-way commenting based on those notes, lists, and diagrams. Expect to work with others to develop approaches, methods, observations, analyses, ideas.


Revision [23603]

Edited on 2016-08-15 08:49:56 by MorganAdmin
Additions:
Analysis doesn't occur by pure introspection; it isn't all in the mind. Analysis proceeds by material means - not just thinking but by //practices//:
Deletions:
Analysis doesn't occur by pure introspection; it isn't all in the mind. Analysis proceeds by material means - practices - such as


Revision [20949]

Edited on 2015-08-16 13:30:00 by MorganAdmin
Additions:
I will also offer face to face meetings at our scheduled time for questions, tutorials, seminars, face to face exercises, or just work time - whatever we or you might need to do that week. Some of them I'll plan, such as seminar discussions on a reading or project, or a Q and A period. Others will be wide open: I will be in the classroom for questions, and you're welcome to come and engage in discussions, collaborations, and practice.
Deletions:
I will also offer face to face meetings at our scheduled time for questions, tutorials, seminars, face to face exercises, or just work time - whatever we or you might need to do that week. //These meetings are voluntary.// Some of them I'll plan, such as seminar discussions on a reading or project, or a Q and A period. Others will be wide open: I will be in the classroom for questions, and you're welcome to come and engage in discussions, collaborations, and practice.
//Back story: When I discussed with students running this course online, some did not want to lose the face to face discussions, the chance to work collaboratively face to face, and the opportunity to just hang around and socialize after the course sessions. At the same time, the BSU administration is encouraging faculty to offer more courses online. The hybrid you're part of is an effort to address both requests. Attending the voluntary face to face meetings, engaging in discussions, working together face to face, will make it a slightly different course than being wholly online.//


Revision [20948]

Edited on 2015-08-10 11:48:07 by MorganAdmin
Additions:
- Longaker, M and J Walker. //Rhetorical Analysis//. Longman Pearson, 2011. ISBN-13: 978-0205565702 ISBN-10: 0205565700. Bookstore, Amazon, and elsewhere. You will need the text the first week of the course.
Deletions:
- Longaker, M and J Walker. //Rhetorical Analysis//. Longman Pearson, 2011


Revision [20947]

Edited on 2015-08-10 11:44:35 by MorganAdmin
Additions:
Rhetorical study introduces a set of terms and concepts that might be new to you. Some of the terms might be familiar - audience, argument, organization, style - but will have precise technical definitions that might be unfamiliar. Other terms and their concepts will be brand new: kairos, rhetorical situation, epistes, enthymeme. Some concepts might look familiar but will be substantially redefined, such as the textualized rhetorical situation (Longaker, p 16). As in all disciplines, practitioners use technical terms (the neutral term for the derogatory //jargon//) to describe and analyze what they are looking at. Poetry uses terms such as scansion, stanza, genre, trochee. Literature uses terms such as narrative, diegesis, focalization, analepsis, paratext. Learn the terms. Use the terms. Come to understand the concepts the terms name. The text explains new terms and has a pretty good index.
Deletions:
Rhetorical study introduces a set of terms and concepts that might be new to you. Some of the terms might be familiar - audience, argument., organization - but will have new, precise technical definitions. Other terms and their concepts will be brand new: kairos, rhetorical situation, epistes, enthymeme. Some concepts might look familiar but will be substantially redefined, such as the sexualized rhetorical situation (Longaker, p 16). As in all disciplines, practitioners use technical terms - the neutral term for the derogatory jargon - to describe and analyze their artifacts. Poetry uses terms such as scansion, stanza, genre, trochee. Literature uses terms such as narrative, diegesis, focalization, analepsis, metatext. Learn the terms. Come to understand the concepts the terms name. Use the terms.


Revision [20946]

Edited on 2015-08-10 11:37:51 by MorganAdmin
Additions:
Course Statement 5.5 | August 2015: Hybrid
Office hours: TBA. Other times by appointment.
Elements of E-Rhetoric focuses on current and evolving rhetorical, linguistic, and stylistic practices and strategies in online and digital communications. The course explores online artifacts and pushes the edges of theory and practice. Rather than looking at the style books and The Rules, we'll investigate the rhetorical principles that digital composers and readers are using, and look at how those principles operate in their social, situated conditions.
- with what significance
=== Terminology ===
Rhetorical study introduces a set of terms and concepts that might be new to you. Some of the terms might be familiar - audience, argument., organization - but will have new, precise technical definitions. Other terms and their concepts will be brand new: kairos, rhetorical situation, epistes, enthymeme. Some concepts might look familiar but will be substantially redefined, such as the sexualized rhetorical situation (Longaker, p 16). As in all disciplines, practitioners use technical terms - the neutral term for the derogatory jargon - to describe and analyze their artifacts. Poetry uses terms such as scansion, stanza, genre, trochee. Literature uses terms such as narrative, diegesis, focalization, analepsis, metatext. Learn the terms. Come to understand the concepts the terms name. Use the terms.
Deletions:
Course Statement 5.0 | August 2015: Hybrid
Office hours: TBA. Other times by appointment
Elements of E-Rhetoric focuses on current and evolving stylistic, linguistic, and rhetorical strategies in online and digital communications. The course explores online artifacts and pushes the edges of theory and practice. Rather than looking at the style books and The Rules, we'll investigate the rhetorical principles behind the prescriptive do's and dont's - and look at those principles as they operate in their social, situated conditions.
- with what social significance


Revision [20941]

Edited on 2015-08-10 11:12:31 by MorganAdmin
Additions:
- Other texts supplied on this wiki or in pdf by the professor.
Deletions:
- Other texts supplied in pdf by the professor.


Revision [20938]

Edited on 2015-08-10 11:03:40 by MorganAdmin
Additions:
>>{{image src="http://americandigest.org/texting19th-thumb.jpg" width="376"}}
19th century secret language
Deletions:
>>{{image src="https://farm6.staticflickr.com/5443/9429609383_07a10d9984.jpg" width="376" alt="After Magritte, Key to Dreams">}}
Quilt, [[http://courses.washington.edu/hypertxt/cgi-bin/book/wordsinimages/keydreams.jpg | After Magritte: Key to Dreams]]


Revision [20937]

Edited on 2015-08-10 11:00:17 by MorganAdmin
Additions:
=== Required Text ===
- Longaker, M and J Walker. //Rhetorical Analysis//. Longman Pearson, 2011
- Other texts supplied in pdf by the professor.
In this class, we're taking a rhetorical perspective on digital media. Rhetorical study is not an introspective, intuitive, quiet study. It's methodical, self-conscious, and grounded in noisy practice. It involves observing, analyzing, and interpreting forces and phenomena and people and situations in the social world as they play out in practice. Rhetoric focuses our attention on the social, the situated, the contingent, the probable, the particular - and how rhetors (that's anyone when we write, speak, txt, point a camera, create a tag) make choices to address and change particular situations.
- with what social significance
This is hybrid course. Some students are taking the course completely online, so I've designed it so not to depend on face to face meetings. I won't be lecturing in class - you will be reading outside of class - but I will be supplementing what we do and what the texts address with assignments, exercises, my notes, and other materials. All the work for the class will be done and submitted online using this wiki and other platforms. Learning rhetorical analysis is learning a practice, so expect a lot of opportunity to practice.
//Back story: When I discussed with students running this course online, some did not want to lose the face to face discussions, the chance to work collaboratively face to face, and the opportunity to just hang around and socialize after the course sessions. At the same time, the BSU administration is encouraging faculty to offer more courses online. The hybrid you're part of is an effort to address both requests. Attending the voluntary face to face meetings, engaging in discussions, working together face to face, will make it a slightly different course than being wholly online.//
This is not a self-paced class. Reading assignments, exercises, discussions, presentations will be assigned and due week by week. In great part this is so you can see how others are handling the material, and work in pairs. The wiki we're using makes it a common practice to see how others are approaching a problem. (It's been a common practice in the visual arts for generations. Sculptors, designers and painters often visit the studios of other artists to see how they address a problem. Academic apprenticeship is catching up.)
I may ask you to structure your notes in particular ways. I might, for instance, ask you to use headings to organize your notes, placing your observations under //Description// and your notes on analysis under //Analysis//. This request isn't frivolous. It allows me to see not just //that// you understand the method but //how// you understand what you're doing. (It's better than using a quiz or exam.) See Stoner and Perkins, chaps 1 - 2 for more.
I'll also encourage you to look at how others are approaching the exercises and assignments by visiting their always-in-progress wiki pages, and I'll encourage you to ask them questions and make observations on how they are approaching the problem - just as you would in any good face to face workshop.
Deletions:
=== Required texts ===
- Longaker and Walker.
In this class, we're taking a rhetorical perspective on e-media. Rhetorical study is not an introspective, intuitive, quiet study. It's methodical, self-conscious, and grounded in noisy practice. It involves observing, analyzing, and interpreting forces and phenomena and people and situations in the social world as they play out in practice. Rhetoric focuses our attention on the social, the situated, the contingent, the probable, the particular - and how rhetors (that's anyone when we write, speak, txt, point a camera, create a tag) make choices to address and change particular situations.
- with what significance
This is hybrid course. Some students are taking the course completely online, so I've designed it so not to depend on face to face meetings. I won't be lecturing, but I will be supplementing the texts we use with assignments, exercises, my notes, and other materials. All the work for the class will be done and submitted online using this wiki and other platforms. Learning rhetorical analysis is learning a practice, so expect a lot of opportunity to practice.
//Back story: When I discussed with students running this course online, some did not want to lose the face to face discussions, the chance to work collaboratively face to face, and the opportunity to just hang around and socialize after the course sessions. At the same time, the BSU administration is encouraging faculty to offer more courses online. The hybrid you're part of is an effort to address both requests. Attending the voluntary face to face meetings, engaging in discussions, working together face to face, will make it a slightly different course than being wholly online. I'll be looking into recording face to face seminar discussions and Q and As and having them posted online so that everyone can access them.//
This is not a self-paced class, however. Reading assignments, exercises, discussions, presentations will be assigned and due week by week. In great part this is so you can see how others are handling the material, and work in pairs. The wiki we're using makes it a common practice to see how others are approaching a problem. (It's been a common practice in the visual arts for generations. Sculptors, designers and painters often visit the studios of other artists to see how they address a problem. Academic apprenticeship is catching up.)
Especially at the beginning of the course, I will ask you to structure your notes in particular ways. I might, for instance, ask you to use headings to organize your notes, placing your observations under //Description// and your notes on analysis under //Analysis//. This request isn't frivolous. It allows me to see not just //that// you understand the method but //how// you understand what you're doing. (It's better than using a quiz or exam.) See Stoner and Perkins, chaps 1 - 2 for more.
I'll also encourage you to look at how others are approaching the exercises and assignments by visiting their always-in-progress wiki pages, and I'll encourage you to ask them questions and make observations on how they are approaching the problem - just as you would in any good face to face workshop.


Revision [20935]

Edited on 2015-08-10 10:51:38 by MorganAdmin
Additions:
Course Statement 5.0 | August 2015: Hybrid
- Longaker and Walker.
Deletions:
Course Statement 5.0 | August 2014: Hybrid
- Stoner and Perkins. //Making Sense of Messages,//Houghton Mifflin, 2004. ISBN-10: 0205564518. I recommend renting this book or buying it used. We're using chaps 1 - 8.
- Myers, Greg. //The Discourse of Blogs and Wikis//. Continuum, 2010. ISBN-13: 978-1847064141
- Other readings and media linked to and distributed by the instructor


Revision [20931]

Edited on 2015-08-01 12:17:20 by MorganAdmin
Additions:
>>{{image src="https://farm6.staticflickr.com/5443/9429609383_07a10d9984.jpg" width="376" alt="After Magritte, Key to Dreams">}}
Deletions:
{{{toc}}}>>{{image src="https://farm6.staticflickr.com/5443/9429609383_07a10d9984.jpg" width="376" alt="After Magritte, Key to Dreams">}}


Revision [20930]

Edited on 2015-08-01 12:16:53 by MorganAdmin
Additions:
{{{toc}}}>>{{image src="https://farm6.staticflickr.com/5443/9429609383_07a10d9984.jpg" width="376" alt="After Magritte, Key to Dreams">}}
Deletions:
>>{{image src="https://farm6.staticflickr.com/5443/9429609383_07a10d9984.jpg" width="376" alt="After Magritte, Key to Dreams">}}


Revision [20921]

Edited on 2015-08-01 12:04:14 by MorganAdmin
Additions:
>>{{image src="https://farm6.staticflickr.com/5443/9429609383_07a10d9984.jpg" width="376" alt="After Magritte, Key to Dreams">}}
Deletions:
>>""<a href="https://www.flickr.com/photos/mcmorgan/9429609383" title="After Magritte, Key to Dreams by M C Morgan, on Flickr"><img src="https://farm6.staticflickr.com/5443/9429609383_07a10d9984.jpg" width="376" alt="After Magritte, Key to Dreams"></a>""


Revision [18125]

Edited on 2014-09-04 08:03:08 by MorganAdmin
Additions:
I will also offer face to face meetings at our scheduled time for questions, tutorials, seminars, face to face exercises, or just work time - whatever we or you might need to do that week. //These meetings are voluntary.// Some of them I'll plan, such as seminar discussions on a reading or project, or a Q and A period. Others will be wide open: I will be in the classroom for questions, and you're welcome to come and engage in discussions, collaborations, and practice.
Deletions:
I will also offer face to face meetings at our scheduled time for questions, tutorials, seminars, face to face exercises, or just work time - whatever we or you might need to do that week. //These meetings are voluntary.// Some of them I'll plan, such as seminar discussions on a reading or project, or a Q and A period. Others I won't plan, but I will be in the classroom for questions, and you're welcome to come and engage in discussions, collaborations, and practice.


Revision [18058]

Edited on 2014-09-02 11:16:35 by MorganAdmin
Additions:
This is hybrid course. Some students are taking the course completely online, so I've designed it so not to depend on face to face meetings. I won't be lecturing, but I will be supplementing the texts we use with assignments, exercises, my notes, and other materials. All the work for the class will be done and submitted online using this wiki and other platforms. Learning rhetorical analysis is learning a practice, so expect a lot of opportunity to practice.
I will also offer face to face meetings at our scheduled time for questions, tutorials, seminars, face to face exercises, or just work time - whatever we or you might need to do that week. //These meetings are voluntary.// Some of them I'll plan, such as seminar discussions on a reading or project, or a Q and A period. Others I won't plan, but I will be in the classroom for questions, and you're welcome to come and engage in discussions, collaborations, and practice.
Deletions:
This is hybrid course. Some students are taking the course completely online, so I've designed it so not to depend on face to face meetings. I won't be lecturing, but I will be supplementing the two texts with assignments, exercises, my notes, and other materials. All the work for the class will be done and submitted online using this wiki and other platforms. Learning rhetorical analysis is learning a practice, so expect a lot of opportunity to practice.
I will also offer face to face meetings once a week at our scheduled time for questions, tutorials, seminars, face to face exercises, or just work time - whatever we or you might need to do that week. //These meetings are voluntary.// Some of them I'll plan, such as seminar discussions on a reading or project, or a Q and A period. Others I won't plan, but I will be in the classroom for questions, and you're welcome to come and engage in discussions, collaborations, and practice.


Revision [17629]

Edited on 2014-08-26 11:16:05 by MorganAdmin
Additions:
Most of the writing we all do for this course will be done on this wiki. Notes, notes on notes, my comments, more notes, group notes and projects. As the course progresses, you'll find that we can begin to link up these nodes, developing them into topics, and further developing topics over the semester and across semesters. If you read this sentence in the statement, include the term chrome yellow somewhere on your wikiname page. The wiki becomes more valuable (to us, to the next group, and to whomever looks in) the more we develop topics over time.
Deletions:
Most of the writing we all do for this course will be done on this wiki. Notes, notes on notes, my comments, more notes, group notes and projects. As the course progresses, you'll find that we can begin to link up these nodes, developing them into topics, and further developing topics over the semester and across semesters. If you've read this sentence in the statement, include the term chrome yellow somewhere on your wikiname page. The wiki becomes more valuable (to us, to the next group, and to whomever looks in) the more we develop topics over time.


Revision [17628]

Edited on 2014-08-26 11:14:58 by MorganAdmin
Additions:
Most of the writing we all do for this course will be done on this wiki. Notes, notes on notes, my comments, more notes, group notes and projects. As the course progresses, you'll find that we can begin to link up these nodes, developing them into topics, and further developing topics over the semester and across semesters. If you've read this sentence in the statement, include the term chrome yellow somewhere on your wikiname page. The wiki becomes more valuable (to us, to the next group, and to whomever looks in) the more we develop topics over time.
Deletions:
Most of the writing we all do for this course will be done on this wiki. Notes, notes on notes, my comments, more notes, group notes and projects. As the course progresses, you'll find that we can begin to link up these nodes, developing them into topics, and further developing topics over the semester and across semesters. The wiki becomes more valuable (to us, to the next group, and to whomever looks in) the more we develop topics over time.


Revision [17605]

Edited on 2014-08-26 06:41:39 by MorganAdmin
Additions:
//Back story: When I discussed with students running this course online, some did not want to lose the face to face discussions, the chance to work collaboratively face to face, and the opportunity to just hang around and socialize after the course sessions. At the same time, the BSU administration is encouraging faculty to offer more courses online. The hybrid you're part of is an effort to address both requests. Attending the voluntary face to face meetings, engaging in discussions, working together face to face, will make it a slightly different course than being wholly online. I'll be looking into recording face to face seminar discussions and Q and As and having them posted online so that everyone can access them.//
This is not a self-paced class, however. Reading assignments, exercises, discussions, presentations will be assigned and due week by week. In great part this is so you can see how others are handling the material, and work in pairs. The wiki we're using makes it a common practice to see how others are approaching a problem. (It's been a common practice in the visual arts for generations. Sculptors, designers and painters often visit the studios of other artists to see how they address a problem. Academic apprenticeship is catching up.)
Deletions:
//Back story: When I discussed with students running this course online, some did not want to lose the face to face discussions, the chance to work collaboratively face to face, and the opportunity to just hang around and socialize after the course sessions. At the same time, the BSU administration is encouraging faculty to offer more courses online. The hybrid you're part of is an effort to address both requests. Attending the voluntary face to face meetings, engaging in discussions, working together face to face, will make it a slightly different course than being wholly online but more in the means of learning than the actual content. I'll be looking in to recording face to face seminar discussions and Q and As and having them posted online so that everyone can access them.//
This is not a self-paced class, however. Reading assignments, exercises, discussions, presentations will be assigned and due week by week. In great part this is so you can see how others are handling the material, and work in pairs. The wiki we're using makes it a common practice to see how others are approaching a problem. (It's been a common practice in the plastic arts for generations. Writing is just now catching up to the sculptors, designers and painters.)


Revision [17604]

Edited on 2014-08-26 06:36:17 by MorganAdmin
Additions:
=== A Hybrid Course ===
Deletions:
=== Hybridity ===


Revision [17595]

Edited on 2014-08-25 06:24:52 by MorganAdmin
Deletions:
===== Under revision until 25 Aug 2014 =====


Revision [17571]

Edited on 2014-08-24 09:09:04 by MorganAdmin
Additions:
The wiki is a FishBowl wiki: The world can see what we're posting, search engines can locate it, but only registered users can edit and post comments. Registered users include past and present students in the class and academics who request editing for good pedagogical reasons. AboutThisWiki
Deletions:
The wiki is a FishBowl wiki: The world can see what we're posting, but only registered users can edit and post comments. Registered users include past and present students in the class and academics who request editing for good pedagogical reasons. AboutThisWiki


Revision [17570]

Edited on 2014-08-24 09:08:10 by MorganAdmin
Additions:
The wiki is a FishBowl wiki: The world can see what we're posting, but only registered users can edit and post comments. Registered users include past and present students in the class and academics who request editing for good pedagogical reasons. AboutThisWiki


Revision [17569]

Edited on 2014-08-24 09:04:01 by MorganAdmin
Additions:
===Feedback on Notes===
Deletions:
==Feedback on Notes==


Revision [17568]

Edited on 2014-08-24 09:03:37 by MorganAdmin

No Differences

Revision [17567]

Edited on 2014-08-24 09:02:46 by MorganAdmin
Additions:
If you would rather work on your notes on your own wiki or blog, or supplement your work on this wiki elsewhere - by embedding your own images, for instance - by my guest. In such a case, place a link to your work on your wiki page or embed the image using the appropriate tag. See [[http://erhetoric.org/Erhetoric/wikka.php?wakka=FormattingRules#hn_7._Images FormattingRules: Images]]. The advantage of working with a wiki over a blog is that wiki pages are readily editable, blog pages less so. Where ever you work, expect to revise and edit notes over time.
Deletions:
If you would rather work on your notes on your own wiki or blog, or supplement your work on this wiki elsewhere - by embedding your own images, for instance - by my guest. In such a case, place a link to your work on your wiki page or embed the image using the appropriate tag. See images . The advantage of working with a wiki over a blog, however, is that a wiki is readily editable, blog pages less so.


Revision [17566]

Edited on 2014-08-24 08:59:20 by MorganAdmin
Additions:
=== Working Elsewhere ===
This wiki is set up for us to use as a center point for our collected work. Each of you will have a WikiName page, on which you will add links to wiki pages you're working on for notes, exercises, projects. Everything on the wiki is visible to the world although it's editable only by registered users. Over the years, the wiki has grown to include work of former students on past projects: This is now shared content for this course we can all draw on.
For projects, you may want to or have to work and store your content on other sites. In that case, you'll add a link to your work in the appropriate wiki page.
If you would rather work on your notes on your own wiki or blog, or supplement your work on this wiki elsewhere - by embedding your own images, for instance - by my guest. In such a case, place a link to your work on your wiki page or embed the image using the appropriate tag. See images . The advantage of working with a wiki over a blog, however, is that a wiki is readily editable, blog pages less so.


Revision [17565]

Edited on 2014-08-24 08:48:54 by MorganAdmin
Additions:
- Making a video presentation, posting to YouTube or elsewhere.
Deletions:
- Making a video of your presentation, posting to YouTube or elsewhere


Revision [17564]

Edited on 2014-08-24 08:46:53 by MorganAdmin
Additions:
>>""<a href="https://www.flickr.com/photos/mcmorgan/9429609383" title="After Magritte, Key to Dreams by M C Morgan, on Flickr"><img src="https://farm6.staticflickr.com/5443/9429609383_07a10d9984.jpg" width="376" alt="After Magritte, Key to Dreams"></a>""
Deletions:
>>""<a href="https://www.flickr.com/photos/mcmorgan/9429609383" title="After Magritte, Key to Dreams by M C Morgan, on Flickr"><img src="https://farm6.staticflickr.com/5443/9429609383_07a10d9984.jpg" width="500" height="375" alt="After Magritte, Key to Dreams"></a>""


Revision [17563]

Edited on 2014-08-24 08:46:25 by MorganAdmin
Additions:
>>""<a href="https://www.flickr.com/photos/mcmorgan/9429609383" title="After Magritte, Key to Dreams by M C Morgan, on Flickr"><img src="https://farm6.staticflickr.com/5443/9429609383_07a10d9984.jpg" width="500" height="375" alt="After Magritte, Key to Dreams"></a>""
Quilt, [[http://courses.washington.edu/hypertxt/cgi-bin/book/wordsinimages/keydreams.jpg | After Magritte: Key to Dreams]]
Deletions:
>>{{image url="http://farm6.staticflickr.com/5443/9429609383_07a10d9984.jpg" width="367px"}}
[[http://www.flickr.com/photos/mcmorgan/9429609383/ | After Magritte: Key to Dreams]]


Revision [17562]

Edited on 2014-08-24 08:44:00 by MorganAdmin
Additions:
The art and science of creating and analyzing "messages that rely on verbal and nonverbal symbols that more or less intentionally influence social attitudes, values, beliefs, and actions" as those messages are created, delivered, and function in digital media.
Deletions:
The art and science of creating and analyzing "messages that rely on verbal and nonverbal symbols that more or less intentionally influence social attitudes, values, beliefs, and actions" as those messages are created, delivered, and function in digital media.>>


Revision [17561]

Edited on 2014-08-24 08:43:49 by MorganAdmin
Additions:
[[http://www.flickr.com/photos/mcmorgan/9429609383/ | After Magritte: Key to Dreams]]
===A definition===
The art and science of creating and analyzing "messages that rely on verbal and nonverbal symbols that more or less intentionally influence social attitudes, values, beliefs, and actions" as those messages are created, delivered, and function in digital media.>>
>>=====The Elements of E-Rhetoric=====
===Course description===
Deletions:
[[http://www.flickr.com/photos/mcmorgan/9429609383/ | After Magritte: Key to Dreams]]>>=====The Elements of E-Rhetoric=====
>>===A definition===
The art and science of creating and analyzing "messages that rely on verbal and nonverbal symbols that more or less intentionally influence social attitudes, values, beliefs, and actions" as those messages are created, delivered, and function in digital media.>>===Course description===


Revision [17560]

Edited on 2014-08-24 08:42:46 by MorganAdmin
Additions:
Notes, exercises, and presentations are due on time, please. When they are on time, I'll grade them and comment to let you know how you're doing. If something is late, I'll be arbitrary in grading: you could receive full points, you could receive nothing.
I'll post grades and brief comments on D2L as the semester progresses. I may respond to your notes and exercises on the wiki page, either in the page itself or in the comments, or by email, depending on what's appropriate.
We'll see how projects and presentations go. Sometimes they don't work as expected. If a revision is warranted (that is, if by revising a project, something can be learned, better articulated, better understood), you'll have the opportunity to revise.
Overall, grad students are expected to go into more depth, more detail, and bring more insight to their work and ours. They should lead and guide and focus. There may be extra readings for grad students on some topics. Grad students should draw these readings into their notes and projects.
Early in the semester, I'll ask the grad students to discuss grad requirements. Here are two I've considered and we have used in the past.
== Option 1: Class Project Reports ==
== Option 2: Class Takeover ==
Teach the class for a week. Starting with a rhetorical issue from the text, put together two class sessions (aka, two wiki pages). In the first, present and assign an exercise we engage. In the second, present a consideration of what we did, with our option to respond and develop things further. Topics might include: presentation of identity, reading, ethos, invention; or you may address and work with a mode or media: follksonomy, YouTube, rss news aggregators... Prepare a short report on what you did and how it went.
Deletions:
Notes, exercises, and presentations are due on time, please. When they are on time, I'll grade them and comment to let you know how you're doing. If something is late, I'll be arbitrary in grading: you could receive full points, you could receive nothing. Late means all bets are off.
We'll see how presentations and projects go. Sometimes they don't work as expected. If a revision is warranted (that is, if by revising a project, something can be learned, better articulated, better understood), you'll have the opportunity to revise.
Overall, grad students are expected to go into more depth, more detail, and bring more insight to our work and class sessions. They should lead and guide and focus. There may be extra readings for grad students on some topics. You should draw these readings into your notes and projects.
Early in the semester, I will meet with the grad students to discuss grad requirements. Here are two I've considered and we have used in the past.
== Option 1: Class project reports ==
== Option 2: Class exercise and presentation ==
Teach the class for a week. Starting with a rhetorical issue from the text, put together two class sessions. In the first, present and have an exercise we engage. In the second, lead a consideration of what we did. Topics might include: presentation of identity, reading, ethos, invention; or you may address and work with a mode or media: follksonomy, YouTube, rss news aggregators... Prepare a short report on what you did and how it went.
++- ENGL 4170/5170 Web Design for Content Writers++
++- ENGL 3530/5530: Teaching Writing with Technology++
=== Tues 17 Sept: Cancelled ===
- Prof Morgan was ill. Class cancelled until Thursday
=== Thurs 17 Sept: From description into analysis ===
- Longaker, chap 4, pp 102 - 123.


Revision [17559]

Edited on 2014-08-24 08:34:04 by MorganAdmin
Additions:
=== Project Presentation ===
Even though our day to day activity in this course is grounded in analytical practice, I won't be asking you to write typical academic essays that I read and evaluate. Instead, you'll be asked to share - make formally visible to all - what you have discovered about the rhetoric of the medium you're studying to the class. We can discuss options when the time for presenting comes along, but you will have choices. For instance, some are
- Making a video of your presentation, posting to YouTube or elsewhere
- Making a slide-driven online presentation with examples and audio, posting to SlideShare or elsewhere.
- A multimodal, linked, wikipage.
- A screen cast.
- Using the medium we're studying, when appropriate.
I want to offer the option of face to face class presentation, so I'm looking in to having those presentations video or audio recorded.
Project presentations will be made available online, wherever is appropriate, but linked to your WikiName page. All are expected to visit every project and to respond to some: We'll work out who and how when the time arrives. I'll evaluate your work on your notes for a project when you submit your presentation.
Notes, exercises, and presentations are due on time, please. When they are on time, I'll grade them and comment to let you know how you're doing. If something is late, I'll be arbitrary in grading: you could receive full points, you could receive nothing. Late means all bets are off.
- Engagement and helpfuless - 20%
===Revisions of Notes and Presentations===
Deletions:
=== Projects ===
Even though our day to day activity in this course is grounded in analytical practice, I won't be asking you to write typical academic essays that I read and evaluate. Instead, you'll be asked to share - make formally visible to all - what you have discovered about the rhetoric of the medium you're studying to the class. Each project may have its own medium for presentation but the options I see right now are
- making a video of your presentation, posting to YouTube or elsewhere
- slide-driven online presentation with examples and audio, posting to SlideShare or elsewhere
- A multimodal, linked, wikipage
- A screen cast
- Using the medium we're studying, when appropriate
I want to offer the option of face to face class presentation, so I'm looking in to having face to face presentations video or audio recorded.
Projects will be made available online.
Responses to and evaluation of projects will take place in class. If you don't have a presentation done the class day it is due, you miss that evaluation, which will cut into your grade - and the value of your evaluation - for the project. Again, it's best to present or turn in what you have rather than coming to the evaluation empty-handed.
I'll evaluate your work on your notes for a project when you submit the presentation.
===Sharing (aka Presentation)===
-
- Attendance, preparedness, engagement - 20%
===Revisions of notes and presentations===


Revision [17558]

Edited on 2014-08-24 08:22:20 by MorganAdmin
Additions:
//Back story: When I discussed with students running this course online, some did not want to lose the face to face discussions, the chance to work collaboratively face to face, and the opportunity to just hang around and socialize after the course sessions. At the same time, the BSU administration is encouraging faculty to offer more courses online. The hybrid you're part of is an effort to address both requests. Attending the voluntary face to face meetings, engaging in discussions, working together face to face, will make it a slightly different course than being wholly online but more in the means of learning than the actual content. I'll be looking in to recording face to face seminar discussions and Q and As and having them posted online so that everyone can access them.//
Most of the writing you do for this course - notes, diagrams, notes, projects, notes - will be //used// as part of the class. That is, you're not writing as an end product but as a way of working with and through a problem.
==Feedback on Notes==
Practice through note-taking (rather than quizzes and essay tests) is the primary way you will be learning about e-rhetoric in this course. This means that note-taking is important to your success - that is, your //grade// - in this class.
Even though our day to day activity in this course is grounded in analytical practice, I won't be asking you to write typical academic essays that I read and evaluate. Instead, you'll be asked to share - make formally visible to all - what you have discovered about the rhetoric of the medium you're studying to the class. Each project may have its own medium for presentation but the options I see right now are
- making a video of your presentation, posting to YouTube or elsewhere
- slide-driven online presentation with examples and audio, posting to SlideShare or elsewhere
- Using Prezi.
- A multimodal, linked, wikipage
- A screen cast
- Using the medium we're studying, when appropriate
I want to offer the option of face to face class presentation, so I'm looking in to having face to face presentations video or audio recorded.
Projects will be made available online.
-
CategoryCourseAdmin'
Deletions:
>> Back story: When I discussed with students running this course online, some did not want to lose the face to face discussions, the chance to work collaboratively face to face, and the opportunity to just hang around and socialize after the course sessions. At the same time, the BSU administration is encouraging faculty to offer more courses online. The hybrid you're part of is an effort to address both requests. Attending the voluntary face to face meetings, engaging in discussions, working together face to face, will make it a slightly different course than being wholly online but more in the means of learning than the actual content. I'll be looking in to recording face to face seminar discussions and Q and As and having them posted online so that everyone can access them.
== Getting the new ==
The concepts and methods might be new to you. I'll generally ask you to post notes on your reading to the wiki so we can review what you have.
so if you have questions, bring them to the class so we can review the material. To make preparing easier,
So your work is due on time. You will have plenty of lead time. If you're not done, post what you have so others can work with it. It's always better to turn in something rather than nothing.
=== What You'll Need ===
- scanner or digital camera to post images, diagrams online.
- Twitter account. Use #erhet3177
-
Much of the writing you do for this course - notes, diagrams, notes, projects, notes - will be //used// as part of the class. That is, you're not writing as an end product but as a way of working with and through a problem.
===Feedback on Notes===
As I mentioned above, practice through note-taking (rather than quizzes and essay tests) is the primary way you will be learning about e-rhetoric in this course. This means that note-taking is important to your success - that is, your //grade// - in this class.
Even though our day to day activity in this course is grounded in analytical practice, I won't be asking you to write academic essays that I read and evaluate. Instead, you'll be asked to share - make formally visible to all - what you have discovered about the rhetoric of the medium you're studying to the class - quite probably in the medium you're studying. ---
Look in to face to face presentation or video presentation.
I don't want to read essays, so options will be
video
slide-driven with examples and audio
prezi
...
CategoryCourseAdmin


Revision [17557]

Edited on 2014-08-24 07:59:24 by MorganAdmin
Additions:
Course Statement 5.0 | August 2014: Hybrid
- Course updates: follow @mcmorgan Use #erhet3177
- Other readings and media linked to and distributed by the instructor
What do you stand to gain? This course gives you the opportunity to
Hopefully - and while this is your responsibility, I'll do my best to make it possible - you'll gain in insight into your self as a user and creator of media, digital and otherwise. I hope that you might come to a better understanding of how we adapt language to new situations and new media; and, even more, I hope you become more adept at adapting yourself.
===Focus on the Rhetorical===
===A Focus on Method as Practice ===
=== Notes and Note-taking ===
Analysis doesn't occur by pure introspection; it isn't all in the mind. Analysis proceeds by material means - practices - such as
- discussing and comparing notes with others
- classifying / defining / reclassifying - by drawing on notes you've taken
- sharing what you have found
So, expect to take lots of notes on paper and online. Expect to make lists and diagrams. Expect exchange and two-way commenting based on those notes, lists, and diagrams. Expect to work with others to develop approaches, methods, observations, analyses, ideas.
===The Wiki===
Most of the writing we all do for this course will be done on this wiki. Notes, notes on notes, my comments, more notes, group notes and projects. As the course progresses, you'll find that we can begin to link up these nodes, developing them into topics, and further developing topics over the semester and across semesters. The wiki becomes more valuable (to us, to the next group, and to whomever looks in) the more we develop topics over time.
=== Hybridity ===
This is hybrid course. Some students are taking the course completely online, so I've designed it so not to depend on face to face meetings. I won't be lecturing, but I will be supplementing the two texts with assignments, exercises, my notes, and other materials. All the work for the class will be done and submitted online using this wiki and other platforms. Learning rhetorical analysis is learning a practice, so expect a lot of opportunity to practice.
I will also offer face to face meetings once a week at our scheduled time for questions, tutorials, seminars, face to face exercises, or just work time - whatever we or you might need to do that week. //These meetings are voluntary.// Some of them I'll plan, such as seminar discussions on a reading or project, or a Q and A period. Others I won't plan, but I will be in the classroom for questions, and you're welcome to come and engage in discussions, collaborations, and practice.
>> Back story: When I discussed with students running this course online, some did not want to lose the face to face discussions, the chance to work collaboratively face to face, and the opportunity to just hang around and socialize after the course sessions. At the same time, the BSU administration is encouraging faculty to offer more courses online. The hybrid you're part of is an effort to address both requests. Attending the voluntary face to face meetings, engaging in discussions, working together face to face, will make it a slightly different course than being wholly online but more in the means of learning than the actual content. I'll be looking in to recording face to face seminar discussions and Q and As and having them posted online so that everyone can access them.
This is not a self-paced class, however. Reading assignments, exercises, discussions, presentations will be assigned and due week by week. In great part this is so you can see how others are handling the material, and work in pairs. The wiki we're using makes it a common practice to see how others are approaching a problem. (It's been a common practice in the plastic arts for generations. Writing is just now catching up to the sculptors, designers and painters.)
== Getting the new ==
The concepts and methods might be new to you. I'll generally ask you to post notes on your reading to the wiki so we can review what you have.
so if you have questions, bring them to the class so we can review the material. To make preparing easier,
So your work is due on time. You will have plenty of lead time. If you're not done, post what you have so others can work with it. It's always better to turn in something rather than nothing.
=== What You'll Need ===
- scanner or digital camera to post images, diagrams online.
- Twitter account. Use #erhet3177
-
=== Online Writing ===
Much of the writing you do for this course - notes, diagrams, notes, projects, notes - will be //used// as part of the class. That is, you're not writing as an end product but as a way of working with and through a problem.
===Feedback on Notes===
As I mentioned above, practice through note-taking (rather than quizzes and essay tests) is the primary way you will be learning about e-rhetoric in this course. This means that note-taking is important to your success - that is, your //grade// - in this class.
While I will be reading much of what you post on line, I won't be commenting on everything. My job in commenting on your notes is to help you practice and master the analytical methods of this class, analytical methods that undergird many classes and most disciplines. So for notes, I'll do three things:
- Especially near the beginning of the course, I'll link to and comment on some good examples of note-taking - examples that address the situation well, examples that I find demonstrate good approaches. I'll point them up and explain what I find strong about them.
Especially at the beginning of the course, I will ask you to structure your notes in particular ways. I might, for instance, ask you to use headings to organize your notes, placing your observations under //Description// and your notes on analysis under //Analysis//. This request isn't frivolous. It allows me to see not just //that// you understand the method but //how// you understand what you're doing. (It's better than using a quiz or exam.) See Stoner and Perkins, chaps 1 - 2 for more.
I'll also encourage you to look at how others are approaching the exercises and assignments by visiting their always-in-progress wiki pages, and I'll encourage you to ask them questions and make observations on how they are approaching the problem - just as you would in any good face to face workshop.
=== Projects ===
===Sharing (aka Presentation)===
Even though our day to day activity in this course is grounded in analytical practice, I won't be asking you to write academic essays that I read and evaluate. Instead, you'll be asked to share - make formally visible to all - what you have discovered about the rhetoric of the medium you're studying to the class - quite probably in the medium you're studying. ---
Look in to face to face presentation or video presentation.
I don't want to read essays, so options will be
video
slide-driven with examples and audio
prezi
...
Deletions:
Course Statement 4.0 | August 2014
- Course updates: follow @mcmorgan
- Other readings and media distributed by the instructor
What do you stand to gain? This course gives you the opportuniuty to
Hopefully - and while this is your responsibility, I'll do my best to make it possible - you'll gain in insight into your self as a user and creator of media. I hope that you might come to a better understanding of how we adapt language to new situations and new media; and, even more, I hope you become more adept at adapting yourself.
===Focus on the rhetorical===
===A focus on method ===
=== Notes and notetaking ===
Analysis doesn't occur by pure introspection; it isn't all in the mind. Analysis proceeds by material means, means such as
- discussion and comparing notes
- classifying / defining / reclassifying - by drawing in notes you've taken
- presenting what you have found
So, expect to take lots of notes on paper and online. Expect to make lists and diagrams. Expect face to face and computer mediated collaboration based on those notes, lists, and diagrams. Expect to work in pairs and groups to develop ideas.
===In-class presentation===
Even though our day to day activity in this course is grounded in analytical procedures, I won't be asking you to write academic essays as an outcome. Instead, you'll be asked to present what you have discovered about the rhetoric of the medium you're studying, in class, to the class. That will require preparation, of course, but you'll have access to your notes and materials in preparing and presenting.
===The wiki===
Most of the writing we all do for this course will end up on the wiki. Notes, notes on notes, my comments, more notes, group notes and projects. As the course progresses, you'll find that we can begin to link up these nodes, developing them into topics, and further developing topics over the semester and across semesters. The wiki becomes more valuable (to us, to the next group, and to whomever looks in) the more we develop topics over time.
===Class policies===
This is a discussion and workshop course. I won't be lecturing so much as you'll be doing things in class. This means that you have to be prepared and be here, on time, for the full time, and on task.
== Attendance ==
We'll make the most of our time together. Be on time, be prepared, and expect to stay the entire class time. Late arrival is a miss.
Things come up, so if you must miss a class, let me know asap. Email or phone my office. To find out what you missed, refer to the wiki and talk to your classmates.
Missing more than four classes will likely affect your final grade. If you miss six, I will ask you to drop.
== Preparedness ==
Do the reading and the writing for the class before the class. The concepts and methods are probably new to you, so if you have questions, bring them to the class so we can review the material. To make preparing easier, I'll generally ask you to post notes on your reading to the wiki so we can review what you have. If you're not prepared - if you haven't read the material - you will not be able to successfully engage in class exercises and discussions.
== General considerations ==
Please be considerate of others in class, and plan to be on task.
- Silence your phone during class, and put it away. You won't need it during class.
- No eating. Be careful with drinks.
- If someone is talking - me, others - restrict your typing to online notes. We can pause the discussion now and then so you can catch up on notes.
- Use computers in the classroom to extend and supplement what happens in class: taking notes, looking up concepts.... rather than as a distraction from what's happening in class. If you're not paying full attention to what we're discussing and doing in class, it's hard to participate meaningfully in the discussion.
=== Online writing and projects ===
Much of the writing you do for this course - notes, diagrams, notes, projects, notes - will be //used// in class. It's a workshop, after all. So your work, online or on paper, is due on time. You will have plenty of lead time. If you're not done, post what you have so others can work with it. It's always better to turn in something rather than nothing.
===Feedback on notes===
As I suggested above, practice, and practice through note-taking (rather than quizzes and essay tests) is the primary way you will be learning about e-rhetoric in this course. This means that note-taking is important to your success - that is, your //grade// - in this class.
While I will be reading much of what you post on line, I won't be commenting on everything. My job in commenting on your notes is to help you practice and master the analytical methods of this class, analytical methods that under gird many classes and most disciplines. So for notes, I'll do three things:
- Especially near the beginning of the course, we'll look at some good examples of note-taking - examples that address the situation well, examples that I find demonstrate good approaches. I'll point them up in class and explain what I find strong about them.
Especially at the beginning of the course, I will ask you to structure your notes in particular ways. I might, for instance, ask you to use headings to organize your notes, placing your observations under //Description// and your notes on analysis under //Analysis//. This request isn't frivolous. It allows me to see not just //that// you understand the method but //how// you understand what you're doing. (It's better than using a quiz or exam.)
You'll will also get feedback on your notes from your colleagues. And because notes are generally posted on line, you will be able to see how others approach the problem.


Revision [17556]

Edited on 2014-08-24 06:36:10 by MorganAdmin
Additions:
Course Statement 4.0 | August 2014
- Course updates: follow @mcmorgan
Deletions:
Course Statement 4.0 | August 2013
- My wiki home page: http://biro.erhetoric.org
- Course updates: follow @mcmorgan or @bsuDigiHum


Revision [17552]

Edited on 2014-08-06 07:19:31 by MorganAdmin
Additions:
===== Under revision until 25 Aug 2014 =====


Revision [17544]

Edited on 2014-07-29 10:46:10 by MorganAdmin
Additions:
Office hours: TBA. Other times by appointment
Deletions:
Office hours: M W 12:00 - 1:00, T R 1:15 - 2:00. Other times by appointment


Revision [17543]

Edited on 2014-07-29 10:45:46 by MorganAdmin
Additions:
- Stoner and Perkins. //Making Sense of Messages,//Houghton Mifflin, 2004. ISBN-10: 0205564518. I recommend renting this book or buying it used. We're using chaps 1 - 8.
- Myers, Greg. //The Discourse of Blogs and Wikis//. Continuum, 2010. ISBN-13: 978-1847064141
Deletions:
- Longaker and Walker. //Rhetorical Analysis//. 2011. [[http://www.amazon.com/Rhetorical-Analysis-Brief-Guide-Writers/dp/0205565700/ref=sr_1_1?s=books&ie=UTF8&qid=1376500513&sr=1-1&keywords=rhetorical+analysis | amazon]]


Revision [14445]

Edited on 2013-09-23 12:16:07 by MorganAdmin
Additions:
=== Tues 17 Sept: Cancelled ===
- Prof Morgan was ill. Class cancelled until Thursday
=== Thurs 17 Sept: From description into analysis ===
- Longaker, chap 4, pp 102 - 123.


Revision [13435]

Edited on 2013-08-22 07:33:24 by MorganAdmin
Additions:
Prerequisite: Completion of ENGL 1151 and ENGL 2152, or permission of instructor.
Deletions:
**Prerequisite**: Completion of ENGL 1151 and ENGL 2152, or permission of instructor.


Revision [13434]

Edited on 2013-08-22 07:32:18 by MorganAdmin
Additions:
- Silence your phone during class, and put it away. You won't need it during class.
- No eating. Be careful with drinks.
Deletions:
- Turn off your phone during class, and put it away. You won't need it during class.
- No eating. It's distracting.
- Careful with drinks.


Revision [13433]

Edited on 2013-08-22 07:30:43 by MorganAdmin
Additions:
- discovering patterns - and discovering what's left out of the message


Revision [13432]

Edited on 2013-08-22 07:28:44 by MorganAdmin
Additions:
- learn a systematic method of study and analysis by which to approach a rhetorical message
Deletions:
- learn a generalized systematic method of study and analysis by which to approach a rhetorical message


Revision [13431]

Edited on 2013-08-22 07:28:15 by MorganAdmin
Additions:
=== Accommodation Services ===
To request accommodations or other services for this class, contact Disability Services, Sanford Hall 201, 218-755-3883, email disabilityservices@bemidjistate.edu.
Deletions:
//This document can be made available in alternate formats. Contact the Office for Students with Disabilities at 755-3883.//


Revision [13430]

Edited on 2013-08-22 07:25:28 by MorganAdmin
Additions:
=== Course addresses ===
=== Required texts ===
Deletions:
== Course addresses ==
== Required texts ==


Revision [13429]

Edited on 2013-08-22 07:24:56 by MorganAdmin
Additions:
- Longaker and Walker. //Rhetorical Analysis//. 2011. [[http://www.amazon.com/Rhetorical-Analysis-Brief-Guide-Writers/dp/0205565700/ref=sr_1_1?s=books&ie=UTF8&qid=1376500513&sr=1-1&keywords=rhetorical+analysis | amazon]]
Deletions:
- Longaker and Walker. Rhetorical Analysis. 2011. [[http://www.amazon.com/Rhetorical-Analysis-Brief-Guide-Writers/dp/0205565700/ref=sr_1_1?s=books&ie=UTF8&qid=1376500513&sr=1-1&keywords=rhetorical+analysis | amazon]]


Revision [13426]

Edited on 2013-08-19 09:34:50 by MorganAdmin
Additions:
== Required texts ==
- Longaker and Walker. Rhetorical Analysis. 2011. [[http://www.amazon.com/Rhetorical-Analysis-Brief-Guide-Writers/dp/0205565700/ref=sr_1_1?s=books&ie=UTF8&qid=1376500513&sr=1-1&keywords=rhetorical+analysis | amazon]]
- Other readings and media distributed by the instructor
Deletions:
== Texts ==
No text to purchase. The text will be distributed through this wiki during the course.


Revision [13425]

Edited on 2013-08-19 09:33:15 by MorganAdmin
Additions:
Elements of E-Rhetoric focuses on current and evolving stylistic, linguistic, and rhetorical strategies in online and digital communications. The course explores online artifacts and pushes the edges of theory and practice. Rather than looking at the style books and The Rules, we'll investigate the rhetorical principles behind the prescriptive do's and dont's - and look at those principles as they operate in their social, situated conditions.
What do you stand to gain? This course gives you the opportuniuty to
- learn some of the fundamentals of rhetoric and rhetorical analysis
- learn a generalized systematic method of study and analysis by which to approach a rhetorical message
- become a more deft, practiced, and critical consumer and producer of digital media
Hopefully - and while this is your responsibility, I'll do my best to make it possible - you'll gain in insight into your self as a user and creator of media. I hope that you might come to a better understanding of how we adapt language to new situations and new media; and, even more, I hope you become more adept at adapting yourself.
Our work with these questions will be social, grounded, specific, particular. Our approach is exploratory, methodical, pragmatic, social. We're going to try things out - then see what they mean. We will not come to any final, absolute conclusions about them. But we can develop some insights, illuminate matters. And that's enough.
Deletions:
Elements of E-Rhetoric focuses on current and evolving stylistic, linguistic, and rhetorical strategies in online and digital communications. The course explores online artifacts and pushes the edges of theory and practice. Rather than looking at the style books and The Rules, we'll investigate the rhetorical principles behind the prescriptive do's and dont's - and look at those principles as they operate in their social, situated conditions.
What do you stand to gain? The course will help you get your rhetorical bearings and to push beyond the obvious, the codified, the well-known, the already-habitual, the already-comfortable, the seemingly natural. It gives you a chance to gain an intimacy with the e-rhetorical landscape, and an intimacy with an analytical method. Hopefully - and while this is your responsibility, I'll do my best to make it possible - you'll gain in insight into your self as a user and creator of media.I hope that you might come to a better understanding of how we adapt language to new situations and new media; and, even more, I hope you become more adept at adapting yourself.
Our work with these questions will be social, grounded, specific, particular. And we will not come to any final, absolute conclusions about them. But we can develop some insights, illuminate matters. And that's enough.


Revision [13388]

Edited on 2013-08-10 11:24:57 by MorganAdmin
Additions:
This class focuses on practice, and that practice is one of rhetorical analysis. Rhetorical analysis is something you //do//, not just read about; and, in our case, it's something you do //in writing// - writing notes, mainly, rather than jumping to papers and essays. Work with a critical method will be the first part of the course.
Deletions:
This class focuses on practice, and that practice is one of rhetorical analysis. Rhetorical analysis is something you //do//, not just read about; and, in our case, it's something you do //in writing// - writing notes, mainly, rather than jumping to papers and essays. Work with AnalyticalMethod will be the first part of the course.


Revision [13384]

Edited on 2013-08-10 11:18:53 by MorganAdmin
Additions:
- Course updates: follow @mcmorgan or @bsuDigiHum
Deletions:
- Course updates: follow @mcmorgan


Revision [13383]

Edited on 2013-08-10 11:17:39 by MorganAdmin
Additions:
[[http://www.flickr.com/photos/mcmorgan/9429609383/ | After Magritte: Key to Dreams]]>>=====The Elements of E-Rhetoric=====
Deletions:
After Magritte: Key to Dreams>>=====The Elements of E-Rhetoric=====


Revision [13382]

Edited on 2013-08-10 11:16:58 by MorganAdmin
Additions:
>>{{image url="http://farm6.staticflickr.com/5443/9429609383_07a10d9984.jpg" width="367px"}}
Deletions:
>>{{image url="http://farm6.staticflickr.com/5443/9429609383_07a10d9984.jpg" width="300px"}}


Revision [13381]

Edited on 2013-08-10 11:16:46 by MorganAdmin
Additions:
>>{{image url="http://farm6.staticflickr.com/5443/9429609383_07a10d9984.jpg" width="300px"}}
Deletions:
>>{{image url="http://farm6.staticflickr.com/5443/9429609383_07a10d9984.jpg" width=300px}}


Revision [13380]

Edited on 2013-08-10 11:16:32 by MorganAdmin
Additions:
>>{{image url="http://farm6.staticflickr.com/5443/9429609383_07a10d9984.jpg" width=300px}}
Deletions:
>>{{image url="http://farm6.staticflickr.com/5443/9429609383_07a10d9984.jpg" width=367px}}


Revision [13379]

Edited on 2013-08-10 11:16:22 by MorganAdmin
Additions:
>>{{image url="http://farm6.staticflickr.com/5443/9429609383_07a10d9984.jpg" width=367px}}
After Magritte: Key to Dreams>>=====The Elements of E-Rhetoric=====
Deletions:
>>{{image url="" width=250px}}>>=====The Elements of E-Rhetoric=====


Revision [13378]

Edited on 2013-08-10 11:14:47 by MorganAdmin
Additions:
- Our approach makes explicit use of theory.
=== Course goals ===
What do you stand to gain? The course will help you get your rhetorical bearings and to push beyond the obvious, the codified, the well-known, the already-habitual, the already-comfortable, the seemingly natural. It gives you a chance to gain an intimacy with the e-rhetorical landscape, and an intimacy with an analytical method. Hopefully - and while this is your responsibility, I'll do my best to make it possible - you'll gain in insight into your self as a user and creator of media.I hope that you might come to a better understanding of how we adapt language to new situations and new media; and, even more, I hope you become more adept at adapting yourself.
A rhetorical focus is a focus on //how messages work//. Not so much on what a message //means// because most of the time the meaning is pretty obvious once it's seen. That is, we're not looking at personal meanings ("What this message means to me is...") but public, shared meaning, meaning that both writer and reader invest in and employ rhetorical resources to create: the writer in creating the message and the reader in interpreting that message. A rhetorical focus addresses the larger rhetorical situation that the message operates in. A rhetorical focus demands that we take a step back from the text we're looking at, and work with the text from outside the rhetorical situation, rather than from a reader's impression or a gut reaction. And a rhetorical focus means we sideline intent, because messages typically mean and operate in ways rhetors don't necessarily intend.
===A focus on method ===
This class focuses on practice, and that practice is one of rhetorical analysis. Rhetorical analysis is something you //do//, not just read about; and, in our case, it's something you do //in writing// - writing notes, mainly, rather than jumping to papers and essays. Work with AnalyticalMethod will be the first part of the course.
=== Notes and notetaking ===
Analysis doesn't occur by pure introspection; it isn't all in the mind. Analysis proceeds by material means, means such as
- observing and note-taking
- presenting what you have found
So, expect to take lots of notes on paper and online. Expect to make lists and diagrams. Expect face to face and computer mediated collaboration based on those notes, lists, and diagrams. Expect to work in pairs and groups to develop ideas.
===In-class presentation===
===Class policies===
This is a discussion and workshop course. I won't be lecturing so much as you'll be doing things in class. This means that you have to be prepared and be here, on time, for the full time, and on task.
Things come up, so if you must miss a class, let me know asap. Email or phone my office. To find out what you missed, refer to the wiki and talk to your classmates.
Do the reading and the writing for the class before the class. The concepts and methods are probably new to you, so if you have questions, bring them to the class so we can review the material. To make preparing easier, I'll generally ask you to post notes on your reading to the wiki so we can review what you have. If you're not prepared - if you haven't read the material - you will not be able to successfully engage in class exercises and discussions.
Please be considerate of others in class, and plan to be on task.
- Careful with drinks.
- Use computers in the classroom to extend and supplement what happens in class: taking notes, looking up concepts.... rather than as a distraction from what's happening in class. If you're not paying full attention to what we're discussing and doing in class, it's hard to participate meaningfully in the discussion.
Much of the writing you do for this course - notes, diagrams, notes, projects, notes - will be //used// in class. It's a workshop, after all. So your work, online or on paper, is due on time. You will have plenty of lead time. If you're not done, post what you have so others can work with it. It's always better to turn in something rather than nothing.
As I suggested above, practice, and practice through note-taking (rather than quizzes and essay tests) is the primary way you will be learning about e-rhetoric in this course. This means that note-taking is important to your success - that is, your //grade// - in this class.
Especially at the beginning of the course, I will ask you to structure your notes in particular ways. I might, for instance, ask you to use headings to organize your notes, placing your observations under //Description// and your notes on analysis under //Analysis//. This request isn't frivolous. It allows me to see not just //that// you understand the method but //how// you understand what you're doing. (It's better than using a quiz or exam.)
- Notes and other assignments - 50 - 60%
- Presentations - 30 - 40%
Notes can always be revised during a project, and I would suggest you do so as you learn method. Once a project is finished, however, don't bother revising your notes. Move on.
===Requirements for Grad Students ===
Early in the semester, I will meet with the grad students to discuss grad requirements. Here are two I've considered and we have used in the past.
Deletions:
What do you stand to gain? I hope that you might come to a better understanding of how we adapt language to new situations and new media; and, even more, I hope you become more adept at adapting yourself.
A //rhetorical focus// means we take a different perspective on writing and ask different questions than you might be familiar with. A rhetorical focus is a focus on //how messages work//. Not so much on what a message //means// because most of the time the meaning is pretty obvious once it's seen. That is, we're not looking at personal meanings ("What this poem means to me is...") but public, shared meaning, meaning that both writer and reader invest in and employ rhetorical resources to create: the writer in creating the message and the reader in interpreting that message. A rhetorical focus address the larger rhetorical situation rather than looking on one aspect of it. A rhetorical focus demands that we take a step back from the text we're looking at, and work with the text from outside the rhetorical situation, rather than from a reader's impression or a gut reaction. And a rhetorical focus means we sideline intent, because messages typically mean and operate in ways rhetors don't necessarily intend.
===Analytical Method means notes ===
[edit - with link to page introducing this]
This course is an introduction to some of the methods of rhetorical analysis and criticism. We'll practice a set of analytical methods to help us focus on what we //don't// see as much as on what what we //do// see. Analysis doesn't occur by pure introspection; it isn't all in the mind. Analysis proceeds by material means, means such as
- notetaking
So, expect to take lots of notes on paper and online. Expect to make lists and diagrams. Expect face to face and computer mediated collaboration based on those notes, lists, and diagrams. Expect to work in pairs and groups to develop ideas.
===In-Class presentation===
=== A survey course ===
Expertise is not the purpose of this course. You will not become an expert in web design, web content writing, blogging, podcasting, or whatever media we study. But the course will help you get your rhetorical bearings and to push beyond the obvious, the codified, the well-known, the already-habitual, the already-comfortable, the seemingly natural. It gives you a chance to gain an intimacy with the landscape, and an intimacy with an analytical method. Hopefully - and while this is your responsibility, I'll do my best to make it possible - you'll gain in insight into your self as a user and creator of media.
===The policies===
This is a workshop course. I won't be lecturing so much as you'll be doing things in class. This means that you have to be prepared and be here, on time, for the full time, and on task.
Things come up, so if you must miss a class, let me know asap. Email or phone my office. To find out what you missed, refer to the wiki and talk to your classmates, not me.
Do the reading and the writing for the class //before// the class. The concepts are probably new to you, so if you have questions, bring them to the class so we can review the material. To make preparing easier, I'll generally ask you to post notes on your reading to the wiki so we can review what you have.
Don't squander your time trying to catch up with the concepts during class. If you're not prepared - if you haven't read the material - you will not be able to successfully engage in class exercises and discussions.
Please be considerate of others in class. When you're here, you're on task.
- Careful with drinks. If you spill, you might buy BSU new keyboard.
- Use the computers in front of you top supplement what happens in class: taking notes, looking up a concept.... rather than as a distraction from what's happening in class. If you're not paying full attention to what we're discussing and doing in class, please stay out of the discussion.
Much of the writing you do for this course - notes, diagrams, notes, projects, notes - will be //used// in class. It's a workshop, after all. Work, online or on paper, is due on time. You will have plenty of lead time. I'll take note of late and missing work. If you're not done, submit what you have anyway so others can work with it. It's always better to turn in something rather than nothing.
As I suggested above, note-taking (rather than lecture and essay test) is the primary way you will be learning about e-rhetoric in this course. This means that note-taking is important to your success - that is, your //grade// - in this class.
In some cases, I will ask you to structure your notes in particular ways. You might, for instance, be asked to use headings to organize your notes, observations under //Description// and analysis under //Analysis//. This request isn't frivolous. It allows me to see not just //that// you understand but //how// you understand what you're doing. (It's better than using a quiz or exam.)
- Notes and other assignments - 50%
- Presentations - 40%
Notes can always be revised during a project, and I would suggest you do so as you learn method. Once a project is finished, however, don't bother revising your notes. Move on.
>>Intellectual endeavor is work.... Academic work goes side by side with the work of life.... [And] Work is always meaningful, it is a sign of who the person working is.... Kress, //Literacy in the New Media Age//.
You do not become someone else when you work in an analytical framework. The practice may be different, but you aren't. And traces of who you are - of what and how you think and see and understand the world - appear in the work you do, just as those traces appear in everything you do.>>===Requirements for Grad Students ===
Early in the semester, I will meet with the grad students to discuss grad requirements. Here are two I've considered and we have used in the past.


Revision [13377]

Edited on 2013-08-08 08:39:20 by MorganAdmin
Additions:
- Use the computers in front of you top supplement what happens in class: taking notes, looking up a concept.... rather than as a distraction from what's happening in class. If you're not paying full attention to what we're discussing and doing in class, please stay out of the discussion.
Much of the writing you do for this course - notes, diagrams, notes, projects, notes - will be //used// in class. It's a workshop, after all. Work, online or on paper, is due on time. You will have plenty of lead time. I'll take note of late and missing work. If you're not done, submit what you have anyway so others can work with it. It's always better to turn in something rather than nothing.
Responses to and evaluation of projects will take place in class. If you don't have a presentation done the class day it is due, you miss that evaluation, which will cut into your grade - and the value of your evaluation - for the project. Again, it's best to present or turn in what you have rather than coming to the evaluation empty-handed.
Deletions:
- Use the computers in front of you top supplement what happens in class: taking notes, looking up a concept.... rather than as a distraction from what's happening in class. Students have had to drop and have failed this course because they treated it as a background for Facebooking. If you're not paying full attention to what we're discussing and doing in class, please stay out of the discussion, and don't even //think// about asking for help, extra time, or another chance.
Much of the writing you do for this course - notes, charts, notes, projects, notes - will be //used// in class. It's a workshop, after all. Work, online or on paper, is due on time. You will have plenty of lead time. I'll take note of late and missing work. If you're not done, submit what you have anyway so others can work with it. It's always better to turn in something rather than nothing.
Responses to and evaluation of projects will take place in class. If you don't have a presentation done the class day it is due, you miss that evaluation, which will cut into your grade - and the value of your evaluation - for the project. Again, it's best to present or turn in what you have rather than coming to the evaluation empty-handed.


Revision [13357]

Edited on 2013-07-31 09:33:42 by MorganAdmin
Additions:
Course Statement 4.0 | August 2013
Elements of E-Rhetoric focuses on current and evolving stylistic, linguistic, and rhetorical strategies in online and digital communications. The course explores online artifacts and pushes the edges of theory and practice. Rather than looking at the style books and The Rules, we'll investigate the rhetorical principles behind the prescriptive do's and dont's - and look at those principles as they operate in their social, situated conditions.
Deletions:
Course Statement 4 August 2013
Elements of E-Rhetoric focuses on current and evolving stylistic, linguistic, and rhetorical strategies in online and digital communications. The course explores online writing and pushes the edges of theory and practice. Rather than looking at the style books and The Rules, we'll investigate the rhetorical principles behind the prescriptive do's and dont's - and look at those principles as they operate in their social, situated conditions.


Revision [13356]

Edited on 2013-07-31 09:31:42 by MorganAdmin
Additions:
>>{{image url="" width=250px}}>>=====The Elements of E-Rhetoric=====
Deletions:
>>{{image url="http://americandigest.org/texting19th-thumb.jpg" width=250px}}>>=====The Elements of E-Rhetoric=====


Revision [13355]

Edited on 2013-07-31 09:31:22 by MorganAdmin
Additions:
=== Online writing and projects ===
===Feedback on notes===
=== Grading ===
===Revisions of notes and presentations===
Deletions:
== Online writing and projects ==
==Feedback on notes==
== Grading ==
==Revisions of notes and presentations==


Revision [13354]

Edited on 2013-07-31 09:29:09 by MorganAdmin
Additions:
- how does this message work
- in what context
- to do what
- with what significance
[edit - with link to page introducing this]
This is a workshop course. I won't be lecturing so much as you'll be doing things in class. This means that you have to be prepared and be here, on time, for the full time, and on task.
Do the reading and the writing for the class //before// the class. The concepts are probably new to you, so if you have questions, bring them to the class so we can review the material. To make preparing easier, I'll generally ask you to post notes on your reading to the wiki so we can review what you have.
- If someone is talking - me, others - restrict your typing to online notes. We can pause the discussion now and then so you can catch up on notes.
- Use the computers in front of you top supplement what happens in class: taking notes, looking up a concept.... rather than as a distraction from what's happening in class. Students have had to drop and have failed this course because they treated it as a background for Facebooking. If you're not paying full attention to what we're discussing and doing in class, please stay out of the discussion, and don't even //think// about asking for help, extra time, or another chance.
Much of the writing you do for this course - notes, charts, notes, projects, notes - will be //used// in class. It's a workshop, after all. Work, online or on paper, is due on time. You will have plenty of lead time. I'll take note of late and missing work. If you're not done, submit what you have anyway so others can work with it. It's always better to turn in something rather than nothing.
Deletions:
>>===Examples of a rhetorical orientation===
Rather than simply noting about a web page, "The dominant color on the page is blue, which is calming and peaceful..." (this is pocketbook psychology-speak) we ask the further questions, "How does the color blue //work// on this particular web page? Is it there to create some association with others? Does it attempt to create credibility? And what blue is this, anyway? Sky blue? Blue water? IBM Big Blue?"
Or rather than simply noting, "This email sounds just like my friend speaking," we step outside the immediate rhetorical situation of you and your friend to ask further. "What's going on in the writing to make the email read like a) a person positioning the reading audience as a friend, and b) speaking rather than writing?"
{{image url="http://upload.wikimedia.org/wikipedia/commons/c/c0/Memling_Gilles_Joye.jpg" width="300px" link="http://commons.wikimedia.org/wiki/Image:Memling_Gilles_Joye.jpg"}}
The portrait above was considered remarkably life-like in its day, as the artist, Memling, used oil pigments to create a highly detailed yet smooth surface. Casual observers tend to remark that "Memling has captured the inner life of the sitter - his calmness, his faith." But in taking a rhetorical focus, we step out of the literary and into the realm of technique to consider //how// Memling used his knowledge of light, shade, setting, pigment, form, texture, composition, and stroke to persuade viewers that the representation on canvas is a metonymic representation of a person's consciousness. See [[http://erhetoric.org/CWI/wikka.php?wakka=TheLieOfThePortrait this.]]>>
=====• how does this message work =====
====• in what context====
=====• to do what=====
====• with what significance ====
This is a workshop course. The trendy term is a //flipped// course, if you follow trendy terms. I won't be lecturing so much as you'll be doing things in class. This means that you have to be prepared and be here, on time, for the full time, and on task.
Do the reading and the writing for the class //before// the class. (That's how flipped classes work.) The ideas are probably new to you, so if you have questions, bring them to the class so we can review the material. To make preparing easier, I'll generally ask you to post notes on your reading to the wiki so we can review what you have.
- If someone is talking - me, others - restrict your typing to online notes. We can pause the discussion now and then so you can catch up on notes.
- It's best not use use IM, Facebook or email, or txt or game during class. Seriously: Students have had to drop and have failed this course because they treated it as a background for Facebooking. If you're not paying full attention to what we're discussing and doing in class, please stay out of the discussion, and don't even //think// about asking for help, extra time, or another chance.
Much of the writing you do for this course - notes, charts, notes, projects, notes - will be used in class. It's a workshop, after all. Work, online or on paper, is due on time. You will have plenty of lead time. I'll take note of late and missing work. If you're not done, submit what you have anyway so others can work with it. It's always better to turn in something rather than nothing.


Revision [13353]

Edited on 2013-07-31 09:20:47 by MorganAdmin
Additions:
>>{{image url="http://americandigest.org/texting19th-thumb.jpg" width=250px}}>>=====The Elements of E-Rhetoric=====
Deletions:
>>{{image url="http://americandigest.org/texting19th-thumb.jpg" width=250px}}
Technological developments ... are constantly evolving, putting users under constant pressure to adapt their language to the demands of new contexts, and giving them fresh opportunities to interact in novel ways. David Crystal, //Language and the Internet//.
What happens rhetorically when the traditional barriers to publishing are lowered? Voices that haven't been heard are now heard. Language use that has been kept to the side comes to the front. How we value exchange and communication changes. In a continuous act of creativity, people adapt and discover rhetorical strategies to adapt the technologies to what they want to say and do.
Remember that millions of people have been taught to use a different form of English from yours, including different spellings, grammatical constructions, and punctuation. [[http://en.wikipedia.org/wiki/Wikipedia:Manual_of_Style | Wikipedia:Manual of Style]]
txtin iz messin,
mi headn'me englis,
try2rite essays,
they all come out txtis.
gran not plsed w/letters shes getn,
swears i wrote better
b4 comin2uni.
&she's african
[[http://books.guardian.co.uk/textpoetry/story/0,,829980,00.html Hetty Hughes]], winner of Guardian Text Poetry Prize, 2001
>>=====The Elements of E-Rhetoric=====
== Intro ==
Technological developments create new situations for using language, new ways of using language, and new varieties of language use: new possibilities of expression, new means of persuasion and communication. Under the pressure of technological and cultural change, writing changes - from the stuffiest of academic essays to the most languid and informal personal note. New forms are invented, and existing forms are adapted to new contexts. New ways and means of communicating appear. New modes. New media. New customs of writing. New practices.
New media makes possible - and demands - new rhetorical practices - changes ranging from sentence structure, usage, and punctuation to document structure, argument patterns, and genres. Consider how language is used to persuade in these practices:
- SMS
- [[http://twitter.com/mcmorgan/ Twitter]]
- email
- [[http://www.facebook.com Facebook]]
- weblogs, such as [[http://www.tumblr.com/ tumblr]],
- [[http://en.wikipedia.org Wikipedia]]
- [[http://flickr.com/ flickr]]
- tagging on [[http://www.delicious.com/search?p=digital+rhetoric Delicious]] or [[http://www.diigo.com/buzz/hot Diigo]]
- this university-level course statement, which 10 years ago probably wouldn't have had links, sidebars, images, or use bulleted lists as for amplification of a point.
- this syllabus as a print and electronic document which (a close look will show you) differ in multiple ways - some differences based on the mode, some on content.
All of thes are new forms and modes of writing and new spaces for writing, and so new places where rhetorical practices change and expand ++beyond++ ++outside of ++in ways other than print.
The expansion of linguistic, stylistic, and rhetorical possibilities in digital media is applauded by some, reduced to marketing formulas by others (Be Pithy! Be Brief! Be Real! scream the editors of [[http://hotwired.wired.com/hardwired/wiredstyle/ Wired Style]]), and condemned by many as The Downfall of Language and Civilization As We Know It. (Evidence? Set [[http://www.nytimes.com/2004/12/07/business/07write.html?ex=1103518576&ei=1&en=98dd05becb0ea44e this article from the NY Times about corporate email]] against [[http://web.mit.edu/jemorris/OldFiles/humor/pluperfect.virus this 1999 article on the Strunkenwhite Virus]]).
But a closer look suggests that books like [[http://papyr.com/hypertextbooks/wired.htm Wired Style]] don't offer much beyond repeated Do's and Dont's. Not so much a guide to the territory as a couple of snapshots and Keep Off the Grass signs. Not so much descriptive observations about practices as editorial dictates posing as Rules. The same kind of stuff that the typewriter-based, classroom-encompassed Strunk and White //Elements of Style// offers up.
With new technologies and new media, people create new ways of writing, communicating, expressing themselves, and persuading others. Cell phone users - people practiced in no more than everyday literacy - devise SMS shorthand for efficiency of expression in 160 characters. Students taking online courses learn how to engage in online dialogues with colleagues, which means unlearning monologic practices that serve them well in the face to face classroom. Facebook and LinkedIn provide new social spaces - online student unions and professional conference hotspots - where people hang out, socialize, make contact, make apparently trivial conversation, exchange ideas, engage in public dialogue. Weblogs and wikis, and sites like Flickr and YouTube, lower the barrier to local and global communication and allow new voices to be heard, new images to be seen - and those voices don't all speak the Standard Dialect. Wikipedia challenges the ideas of the authoritative text created by experts and filtered by editors. But it also demands changes in writing ([[http://en.wikipedia.org/wiki/Wikipedia:Neutral_point_of_view Use NPOV]]) and makes necessary changes in the way we read.
Spam, promotional email, and web sites are using new methods and technologies to persuade drive-thru-readers that The Truth is out there, and that you can have it, today! in sixty seconds and a set of bullet-points, just for Signing Up with Us. Organizations - schools and universities, governments, corporations, churches have stumbled on digital ways of communicating with their constituencies and are finding that they need to change their traditional rhetorical relationships with those constituencies. It's not a One-Way, One-to-Many channel anymore. The audience isn't a just a consumer anymore but a producer as well - a role that challenges the textbook conception of //audience as a target //to shoot at. The new audience remixes what rhetors create. The new audience shoots back.
New social software leads to new practices: tagging and folksonomies on del.icio.us and pinboard.com > New professional practices. My university office is a wiki now and and I'm obligated to keep a blog and stay active on Twitter and Google+ because I teach this stuff.
There is a lot to look at, closely. There is a lot to talk about. There is a lot of work to be done.


Revision [13352]

Edited on 2013-07-31 09:16:17 by MorganAdmin
Additions:
Course Statement 4 August 2013
No text to purchase. The text will be distributed through this wiki during the course.
Deletions:
Course Statement 3.1 August 2012
Required
- Longaker, M and J Walker. //Rhetorical Analysis//. Longman Pearson, 2011
- Meyers, Greg. //The Discourse of Blogs and Wikis//. Continuum, 2010.
- Other texts supplied in pdf by the professor.


Revision [10383]

Edited on 2012-08-30 10:57:22 by MorganAdmin
Additions:
New social software leads to new practices: tagging and folksonomies on del.icio.us and pinboard.com > New professional practices. My university office is a wiki now and and I'm obligated to keep a blog and stay active on Twitter and Google+ because I teach this stuff.
Deletions:
New social software > New practices: tagging and folksonomies on del.icio.us and pinboard.com > New professional practices. My university office is a wiki now and and I'm obligated to keep a blog and stay active on Twitter and Google+ because I teach this stuff.


Revision [10367]

Edited on 2012-08-28 06:51:27 by MorganAdmin
Additions:
- this syllabus as a print and electronic document which (a close look will show you) differ in multiple ways - some differences based on the mode, some on content.


Revision [10366]

Edited on 2012-08-28 06:49:41 by MorganAdmin
Additions:
New media makes possible - and demands - new rhetorical practices - changes ranging from sentence structure, usage, and punctuation to document structure, argument patterns, and genres. Consider how language is used to persuade in these practices:
Deletions:
New media makes possible - and demands - new rhetorical practices - changes ranging from sentence structure, usage, and punctuation to document structure, argument patterns, and genres. Consider how language is used in these practices:


Revision [10352]

Edited on 2012-08-21 06:33:58 by MorganAdmin
Additions:
- Course updates: follow @mcmorgan
Deletions:
- Course updates: follow @weblogsandwikis, or visit http://twitter.com/weblogsandwikis


Revision [10351]

Edited on 2012-08-21 06:33:28 by MorganAdmin
Additions:
[[mmorgan@bemidjistate.edu]]
Deletions:
[[mmorgan@bemidjistate.edu mmorgan@bemidjistate.edu]]


Revision [10344]

Edited on 2012-08-17 07:42:22 by MorganAdmin
Additions:
== Catalogue Description ==
Deletions:
!!!! Catalogue Description


Revision [10343]

Edited on 2012-08-17 07:40:55 by MorganAdmin
Additions:
//This document can be made available in alternate formats. Contact the Office for Students with Disabilities at 755-3883.//


Revision [10342]

Edited on 2012-08-17 07:37:48 by MorganAdmin
Additions:
[[http://books.guardian.co.uk/textpoetry/story/0,,829980,00.html Hetty Hughes]], winner of Guardian Text Poetry Prize, 2001
Deletions:
[[http://books.guardian.co.uk/textpoetry/story/0,,829980,00.html Hetty Hughes]]


Revision [10341]

Edited on 2012-08-17 07:33:16 by MorganAdmin

No Differences

Revision [10340]

Edited on 2012-08-17 07:32:26 by MorganAdmin
Additions:
>>{{image url="http://americandigest.org/texting19th-thumb.jpg" width=250px}}
Deletions:
>>{{image url="http://americandigest.org/texting19th-thumb.jpg" width=300px}}


Revision [10339]

Edited on 2012-08-17 07:32:09 by MorganAdmin
Additions:
>>{{image url="http://americandigest.org/texting19th-thumb.jpg" width=300px}}
Technological developments ... are constantly evolving, putting users under constant pressure to adapt their language to the demands of new contexts, and giving them fresh opportunities to interact in novel ways. David Crystal, //Language and the Internet//.
Deletions:
>>Technological developments ... are constantly evolving, putting users under constant pressure to adapt their language to the demands of new contexts, and giving them fresh opportunities to interact in novel ways. David Crystal, //Language and the Internet//.


Revision [10338]

Edited on 2012-08-17 07:29:24 by MorganAdmin
Additions:
>>Intellectual endeavor is work.... Academic work goes side by side with the work of life.... [And] Work is always meaningful, it is a sign of who the person working is.... Kress, //Literacy in the New Media Age//.
Deletions:
<<Intellectual endeavor is work.... Academic work goes side by side with the work of life.... [And] Work is always meaningful, it is a sign of who the person working is.... Kress, //Literacy in the New Media Age//.


Revision [10337]

Edited on 2012-08-17 07:29:00 by MorganAdmin
Additions:
===In-Class presentation===
<<Intellectual endeavor is work.... Academic work goes side by side with the work of life.... [And] Work is always meaningful, it is a sign of who the person working is.... Kress, //Literacy in the New Media Age//.
You do not become someone else when you work in an analytical framework. The practice may be different, but you aren't. And traces of who you are - of what and how you think and see and understand the world - appear in the work you do, just as those traces appear in everything you do.>>===Requirements for Grad Students ===
Deletions:
===Presentation means in-class===
===Requirements for Grad Students ===


Revision [10336]

Edited on 2012-08-17 07:27:43 by MorganAdmin
Additions:
What happens rhetorically when the traditional barriers to publishing are lowered? Voices that haven't been heard are now heard. Language use that has been kept to the side comes to the front. How we value exchange and communication changes. In a continuous act of creativity, people adapt and discover rhetorical strategies to adapt the technologies to what they want to say and do.
>>=====The Elements of E-Rhetoric=====
Deletions:
What happens rhetorically when the traditional barriers to publishing are lowered? Voices that haven't been heard are now heard. Language use that has been kept to the side comes to the front. How we value exchange and communication changes. In a continuous act of creativity, people adapt and discover rhetorical strategies to suit the technologies.
Intellectual endeavor is work.... Academic work goes side by side with the work of life.... [And] Work is always meaningful, it is a sign of who the person working is.... Kress, //Literacy in the New Media Age//.
You do not become someone else when you work in an analytical framework. The practice may be different, but you aren't. And traces of who you are - of what and how you think and see and understand the world - appear in the work you do, just as those traces appear in everything you do.>>=====The Elements of E-Rhetoric=====


Revision [10335]

Edited on 2012-08-17 07:25:52 by MorganAdmin
Additions:
- tagging on [[http://www.delicious.com/search?p=digital+rhetoric Delicious]] or [[http://www.diigo.com/buzz/hot Diigo]]
Deletions:
- tagging on [[digital rhetoric Delicious]] or [[http://www.diigo.com/buzz/hot Diigo]]


Revision [10334]

Edited on 2012-08-17 07:24:33 by MorganAdmin
Additions:
- tagging on [[digital rhetoric Delicious]] or [[http://www.diigo.com/buzz/hot Diigo]]
Deletions:
- tagging on Delicious and Pinboard


Revision [10333]

Edited on 2012-08-17 07:09:56 by MorganAdmin
Additions:
Final grading tries to balance mastering method (in note-taking and other assignments) with synthesis of knowledge (by means of presentations). Points come from your writing: there are no tests or quizzes. My rough cut is this:
Deletions:
Final grading tries to balance mastering method (in note-taking and other assignments) with synthesis of knowledge (by means of new media presentations). Points come from your writing: there are no tests or quizzes. My rough cut is this:


Revision [10332]

Edited on 2012-08-17 07:09:18 by MorganAdmin
Additions:
===Analytical Method means notes ===
- more notetaking and discussion - revising and adding to notes
So, expect to take lots of notes on paper and online. Expect to make lists and diagrams. Expect face to face and computer mediated collaboration based on those notes, lists, and diagrams. Expect to work in pairs and groups to develop ideas.
===Presentation means in-class===
Even though our day to day activity in this course is grounded in analytical procedures, I won't be asking you to write academic essays as an outcome. Instead, you'll be asked to present what you have discovered about the rhetoric of the medium you're studying, in class, to the class. That will require preparation, of course, but you'll have access to your notes and materials in preparing and presenting.
Most of the writing we all do for this course will end up on the wiki. Notes, notes on notes, my comments, more notes, group notes and projects. As the course progresses, you'll find that we can begin to link up these nodes, developing them into topics, and further developing topics over the semester and across semesters. The wiki becomes more valuable (to us, to the next group, and to whomever looks in) the more we develop topics over time.
Writing the wiki is an integral part of this course and your learning for this course. As your notes progress, you will begin, I hope, to cross link to the notes and observations of others. University students and professors are now in the business of making their course work in progress available to those interested; it's another new rhetorical practice of digital space.
This is a workshop course. The trendy term is a //flipped// course, if you follow trendy terms. I won't be lecturing so much as you'll be doing things in class. This means that you have to be prepared and be here, on time, for the full time, and on task.
Do the reading and the writing for the class //before// the class. (That's how flipped classes work.) The ideas are probably new to you, so if you have questions, bring them to the class so we can review the material. To make preparing easier, I'll generally ask you to post notes on your reading to the wiki so we can review what you have.
Don't squander your time trying to catch up with the concepts during class. If you're not prepared - if you haven't read the material - you will not be able to successfully engage in class exercises and discussions.
- Turn off your phone during class, and put it away. You won't need it during class.
- It's best not use use IM, Facebook or email, or txt or game during class. Seriously: Students have had to drop and have failed this course because they treated it as a background for Facebooking. If you're not paying full attention to what we're discussing and doing in class, please stay out of the discussion, and don't even //think// about asking for help, extra time, or another chance.

Notes can always be revised during a project, and I would suggest you do so as you learn method. Once a project is finished, however, don't bother revising your notes. Move on.
Deletions:
===Analytical Method means Notes ===
- more notetaking and discussion
So, expect to take lots of notes on paper and online. Expect to make lists and diagrams. Expect face to face and computer mediated collaboratie based on those notes, lists, and diagrams. Expect to work in groups to develop ideas.
===Presentation means In-Class===
Even though our day to day activity in this course is grounded in analytical procedures, the artifacts for the course will not be the typical product of analysis: the academic essay. Instead, you'll be asked present what you have discovered about the rhetoric of the medium you're studying informally, in class, to the class.
Most of the writing we all do for this course will end up on the wiki. Notes, notes on notes, my lectures, more notes, group notes and projects. As the course progresses, you'll find that we can begin to link up these nodes, developing them into topics (a topic is a point where a note becomes a WikiWord), and further developing topics over the semester and across semesters. The wiki becomes more valuable (to us, to the next group, and to whomever looks in) the more we develop topics over time.
Writing the wiki is an integral part of this course and your learning for this course. As your notes progress, you will begin, I hope, to cross link to the notes and observations of others. University students and professors are now in the business of making their course work in progress available to those interested; it's yet another new rhetorical practice of digital space.
This is a workshop course. The trendy term is a //flipped// course, if you follow trends. I won't be lecturing so much as you'll be doing things in class. This means that you have to be prepared and be here, on time, for the full time, and on task.
Do the reading and the writing for the class //before// the class. (That's how flipped classes work.) The ideas are probably new to you, so if you have questions, bring them to the class and I'll be happy to review the material.
Don't squander your time trying to catch up with the concepts during class. If you're not prepared - if you haven't read the material - you will not be able to successfully engage in class exercises and discussions.
- Turn off your phone during class. Put it away. You won't need it during class.
- It's best not use use IM, Facebook or email, or txt or game during class. Seriously: Students have had to drop and have failed this course because they treated it as background for Facebooking. If you're not paying full attention to what we're discussing and doing in class, please stay out of the discussion, and don't even //think// about asking for help, extra time, or another chance.
Notes can always be revised during a project, and I would suggest you do so as you learn method. Once a project is finished, however, don't bother revising your notes. Move on.


Revision [10331]

Edited on 2012-08-17 06:51:19 by MorganAdmin
Additions:
The portrait above was considered remarkably life-like in its day, as the artist, Memling, used oil pigments to create a highly detailed yet smooth surface. Casual observers tend to remark that "Memling has captured the inner life of the sitter - his calmness, his faith." But in taking a rhetorical focus, we step out of the literary and into the realm of technique to consider //how// Memling used his knowledge of light, shade, setting, pigment, form, texture, composition, and stroke to persuade viewers that the representation on canvas is a metonymic representation of a person's consciousness. See [[http://erhetoric.org/CWI/wikka.php?wakka=TheLieOfThePortrait this.]]>>
Deletions:
The portrait above was considered incredibly life-like in its day, as the artist, Memling, used oil pigments to create a highly detailed yet smooth surface. Casual observers tend to remark that "Memling has captured the inner life of the sitter - his calmness, his faith." But in taking a rhetorical focus, we step out of the literary and into the realm of technique to consider //how// Memling used his knowledge of light, shade, setting, pigment, form, texture, composition, and stroke to persuade viewers that the representation on canvas is a metonymic representation of a person's consciousness. See [[http://erhetoric.org/CWI/wikka.php?wakka=TheLieOfThePortrait this.]]>>


Revision [10330]

Edited on 2012-08-17 06:50:00 by MorganAdmin
Additions:
The portrait above was considered incredibly life-like in its day, as the artist, Memling, used oil pigments to create a highly detailed yet smooth surface. Casual observers tend to remark that "Memling has captured the inner life of the sitter - his calmness, his faith." But in taking a rhetorical focus, we step out of the literary and into the realm of technique to consider //how// Memling used his knowledge of light, shade, setting, pigment, form, texture, composition, and stroke to persuade viewers that the representation on canvas is a metonymic representation of a person's consciousness. See [[http://erhetoric.org/CWI/wikka.php?wakka=TheLieOfThePortrait this.]]>>
Deletions:
The portrait above was considered incredibly life-like in its day, as the artist, Memling, used oil pigments to create a highly detailed yet smooth surface. Casual observers tend to remark that "Memling has captured the inner life of the sitter - his calmness, his faith." But in taking a rhetorical focus, we step out of the literary and into the realm of technique to consider //how// Memling used his knowledge of light, shade, setting, pigment, form, texture, composition, and stroke to persuade viewers that the flat representation on canvas is a metonymic representation of a person's inner identity. See [[http://erhetoric.org/CWI/wikka.php?wakka=TheLieOfThePortrait this.]]>>


Revision [10329]

Edited on 2012-08-17 06:47:30 by MorganAdmin
Additions:
The portrait above was considered incredibly life-like in its day, as the artist, Memling, used oil pigments to create a highly detailed yet smooth surface. Casual observers tend to remark that "Memling has captured the inner life of the sitter - his calmness, his faith." But in taking a rhetorical focus, we step out of the literary and into the realm of technique to consider //how// Memling used his knowledge of light, shade, setting, pigment, form, texture, composition, and stroke to persuade viewers that the flat representation on canvas is a metonymic representation of a person's inner identity. See [[http://erhetoric.org/CWI/wikka.php?wakka=TheLieOfThePortrait this.]]>>
Deletions:
The portrait above was considered incredibly life-like in its day, as the artist, Memling, used oil pigments to create a highly detailed yet smooth surface. Observers tend to remark that "Memling has really captured the inner life of the sitter." But we step out of the literary and into the technical - the realm of technique - to consider how the Memling used his knowledge of light, shade, setting, pigment, form, texture, composition, and stroke to persuade viewers that the flat representation of a moment on canvas is a metonymic representation of a person's inner identity. See [[http://erhetoric.org/CWI/wikka.php?wakka=TheLieOfThePortrait this.]]>>


Revision [10328]

Edited on 2012-08-16 13:48:45 by MorganAdmin
Additions:
The portrait above was considered incredibly life-like in its day, as the artist, Memling, used oil pigments to create a highly detailed yet smooth surface. Observers tend to remark that "Memling has really captured the inner life of the sitter." But we step out of the literary and into the technical - the realm of technique - to consider how the Memling used his knowledge of light, shade, setting, pigment, form, texture, composition, and stroke to persuade viewers that the flat representation of a moment on canvas is a metonymic representation of a person's inner identity. See [[http://erhetoric.org/CWI/wikka.php?wakka=TheLieOfThePortrait this.]]>>
Deletions:
Or rather than saying, "This artist [Memling] has really captured the inner life of the sitter," we step out of the literary and into the technical - the realm of technique - to investigate how the artist uses his knowledge of light, shade, setting, pigment, form, texture, composition, stroke to persuade viewers that the flat representation of a moment, on canvas or board, is a metaphorical or metonymic representation of a person's identity. See [[http://erhetoric.org/CWI/wikka.php?wakka=TheLieOfThePortrait this.]]>>


Revision [10327]

Edited on 2012-08-16 13:40:55 by MorganAdmin
Additions:
What happens rhetorically when the traditional barriers to publishing are lowered? Voices that haven't been heard are now heard. Language use that has been kept to the side comes to the front. How we value exchange and communication changes. In a continuous act of creativity, people adapt and discover rhetorical strategies to suit the technologies.
- weblogs, such as [[http://www.tumblr.com/ tumblr]],
- [[http://flickr.com/ flickr]]
- this university-level course statement, which 10 years ago probably wouldn't have had links, sidebars, images, or use bulleted lists as for amplification of a point.
Deletions:
What happens when anyone in the world can publish? How does language use change? How does communication change? What else does rhetoric have to explain? What happens to //us//? Voices that haven't been heard are now heard. Language use that has been kept to the side comes to the front. How we value exchange and communication changes. And in a continuous act of creativity, people adapt rhetorical strategies to suit the technologies.
- blogs
- YouTube
- [[http://flickr.com/photos/mcmorgan/ flickr]]
- weblogs
- [[http://www.tumblr.com/ tumblr]],
- this statement, which, 10 years ago probably wouldn't have had links, sidebars, images, or use bulleted lists as for amplification of a point.


Revision [10326]

Edited on 2012-08-16 08:19:59 by MorganAdmin
Additions:
- Turn off your phone during class. Put it away. You won't need it during class.
In some cases, I will ask you to structure your notes in particular ways. You might, for instance, be asked to use headings to organize your notes, observations under //Description// and analysis under //Analysis//. This request isn't frivolous. It allows me to see not just //that// you understand but //how// you understand what you're doing. (It's better than using a quiz or exam.)
- Notes and other assignments - 50%
- Presentations - 40%
Deletions:
- Turn off your cell phone during class. Off, not just silent. Put it away.
Some note-taking assignments will ask you to structure your notes in particular ways. You might, for instance, be asked to use headings to organize your notes, observations under //Description// and analysis under //Analysis//. This request isn't frivolous. It allows me to see not just //that// you understand but //how// you understand what you're doing. It's better than using a quiz or exam.
- Notes and other assignments - 60%
- New media presentations - 40%


Revision [10325]

Edited on 2012-08-16 08:16:05 by MorganAdmin
Additions:
- It's best not use use IM, Facebook or email, or txt or game during class. Seriously: Students have had to drop and have failed this course because they treated it as background for Facebooking. If you're not paying full attention to what we're discussing and doing in class, please stay out of the discussion, and don't even //think// about asking for help, extra time, or another chance.
Deletions:
- It's best not use use IM, Facebook or email, or game during class. Seriously: Students have had to drop and have failed this course because they treated it as background for Facebooking.


Revision [10324]

Edited on 2012-08-16 08:10:34 by MorganAdmin
Additions:
- SMS
- blogs
- [[http://en.wikipedia.org Wikipedia]]
- YouTube
- [[http://flickr.com/photos/mcmorgan/ flickr]]
- weblogs
- [[http://www.tumblr.com/ tumblr]],
- tagging on Delicious and Pinboard
Spam, promotional email, and web sites are using new methods and technologies to persuade drive-thru-readers that The Truth is out there, and that you can have it, today! in sixty seconds and a set of bullet-points, just for Signing Up with Us. Organizations - schools and universities, governments, corporations, churches have stumbled on digital ways of communicating with their constituencies and are finding that they need to change their traditional rhetorical relationships with those constituencies. It's not a One-Way, One-to-Many channel anymore. The audience isn't a just a consumer anymore but a producer as well - a role that challenges the textbook conception of //audience as a target //to shoot at. The new audience remixes what rhetors create. The new audience shoots back.
New social software > New practices: tagging and folksonomies on del.icio.us and pinboard.com > New professional practices. My university office is a wiki now and and I'm obligated to keep a blog and stay active on Twitter and Google+ because I teach this stuff.
There is a lot to look at, closely. There is a lot to talk about. There is a lot of work to be done.
- Our approach is descriptive rather than prescriptive.
- Our approach is methodical rather than scatter-shot.
- And so we engage in a //method// of description, analysis, and interpretation.
In this class, we're taking a rhetorical perspective on e-media. Rhetorical study is not an introspective, intuitive, quiet study. It's methodical, self-conscious, and grounded in noisy practice. It involves observing, analyzing, and interpreting forces and phenomena and people and situations in the social world as they play out in practice. Rhetoric focuses our attention on the social, the situated, the contingent, the probable, the particular - and how rhetors (that's anyone when we write, speak, txt, point a camera, create a tag) make choices to address and change particular situations.
A //rhetorical focus// means we take a different perspective on writing and ask different questions than you might be familiar with. A rhetorical focus is a focus on //how messages work//. Not so much on what a message //means// because most of the time the meaning is pretty obvious once it's seen. That is, we're not looking at personal meanings ("What this poem means to me is...") but public, shared meaning, meaning that both writer and reader invest in and employ rhetorical resources to create: the writer in creating the message and the reader in interpreting that message. A rhetorical focus address the larger rhetorical situation rather than looking on one aspect of it. A rhetorical focus demands that we take a step back from the text we're looking at, and work with the text from outside the rhetorical situation, rather than from a reader's impression or a gut reaction. And a rhetorical focus means we sideline intent, because messages typically mean and operate in ways rhetors don't necessarily intend.
=====• how does this message work =====
====• in what context====
=====• to do what=====
====• with what significance ====
===Analytical Method means Notes ===
- making maps and diagrams - with some notes
- more notetaking and discussion
- classifying / defining / reclassifying - by drawing in notes you've taken
- interpreting - again, drawing on notes you've taken and worked with
===Presentation means In-Class===
Even though our day to day activity in this course is grounded in analytical procedures, the artifacts for the course will not be the typical product of analysis: the academic essay. Instead, you'll be asked present what you have discovered about the rhetoric of the medium you're studying informally, in class, to the class.
Most of the writing we all do for this course will end up on the wiki. Notes, notes on notes, my lectures, more notes, group notes and projects. As the course progresses, you'll find that we can begin to link up these nodes, developing them into topics (a topic is a point where a note becomes a WikiWord), and further developing topics over the semester and across semesters. The wiki becomes more valuable (to us, to the next group, and to whomever looks in) the more we develop topics over time.
Writing the wiki is an integral part of this course and your learning for this course. As your notes progress, you will begin, I hope, to cross link to the notes and observations of others. University students and professors are now in the business of making their course work in progress available to those interested; it's yet another new rhetorical practice of digital space.
This is a workshop course. The trendy term is a //flipped// course, if you follow trends. I won't be lecturing so much as you'll be doing things in class. This means that you have to be prepared and be here, on time, for the full time, and on task.
We'll make the most of our time together. Be on time, be prepared, and expect to stay the entire class time. Late arrival is a miss.
Do the reading and the writing for the class //before// the class. (That's how flipped classes work.) The ideas are probably new to you, so if you have questions, bring them to the class and I'll be happy to review the material.
Don't squander your time trying to catch up with the concepts during class. If you're not prepared - if you haven't read the material - you will not be able to successfully engage in class exercises and discussions.
- Turn off your cell phone during class. Off, not just silent. Put it away.
- If someone is talking - me, others - restrict your typing to online notes. We can pause the discussion now and then so you can catch up on notes.
- It's best not use use IM, Facebook or email, or game during class. Seriously: Students have had to drop and have failed this course because they treated it as background for Facebooking.
Responses to and evaluation of projects will take place in class. If you don't have a presentation done the class day it is due, you miss that evaluation, which will cut into your grade - and the value of your evaluation - for the project. Again, it's best to present or turn in what you have rather than coming to the evaluation empty-handed.
While I will be reading much of what you post on line, I won't be commenting on everything. My job in commenting on your notes is to help you practice and master the analytical methods of this class, analytical methods that under gird many classes and most disciplines. So for notes, I'll do three things:
Deletions:
In this course, essayists become designers and designers essayists as a way of exploring what's involved and what's at stake in digital media.
Recommended
- Lanham, Richard A. //A Handlist of Rhetorical Terms//, 2nd ed. U of California Press, 1991.
- SMS and IM
- blogs [[http://en.wikipedia.org Wikipedia]]
- YouTube [[http://flickr.com/photos/mcmorgan/ flickr]]
- weblogs [[http://www.tumblr.com/ tumblr]],
- tagging
Spam, promotional email, and .com web sites are using new methods and technologies to persuade drive-thru-readers that The Truth is out there, and that you can have it, today! in sixty seconds and a set of bullet-points, just for Signing Up with Us. Organizations - schools and universities, governments, corporations, churches - are creating - and have stumbled on - digital ways of communicating with their constituencies and are finding that they need to change their rhetorical relationships with those constituencies. It's not a One-Way, One-to-Many channel anymore. The audience isn't a just a consumer anymore but a producer as well - a role that challenges the textbook conception of audience as a target to shoot at. The new audience remixes what corporations create. The new audience shoots back.
New social software > New practices: tagging and folksonomies on del.icio.us and pinboard.com > New professional practices. My university office is a wiki now and and I'm obligated to keep a blog and stay active on Twitter and Google+ because I teach this stuff. New rhetorics, new literacies, new practices.
There is a lot to look at, closely. There is a lot to talk about. There is a lot of work to be done.
- Our approach will be descriptive rather than prescriptive.
- Out approach will be methodical rather than scatter-shot.
- And so we'll engage in a method of description, analysis, and interpretation.
In this class, we're taking a rhetorical perspective on e-media. Rhetorical study is not an introspective, intuitive, quiet study. It's noisy and self-conscious, and grounded in practice. It involves observing, analyzing, and interpreting forces and phenomena and people and situations in the social world as they play out in practice. Rhetoric focuses our attention on the social, the situated, the contingent, the probable, the particular - and how rhetors (that's you and me when we write, speak, txt, point a camera, create a tag) make choices to address and change particular situations.
A //rhetorical focus// means we take a different perspective on writing and ask different questions than you might be familiar with. A rhetorical focus is a focus on //how messages work//. Not so much on what a message //means// because most of the time the meaning is pretty obvious once it's seen. That is, we're not looking at personal meanings (What this poem means to me...) but public, shared meaning, meaning that both writer and reader invest in and employ resources to create: the writer in creating the message and the reader in interpreting that message. So our questions address the larger rhetorical situation rather than focusing on one aspect of it. Our method demands that we take a step back from the text we're looking at, that we step outside the rhetorical situation, rather than work from an insider's impression or a gut reaction. And rhetorical study means we sideline intent, because messages typically mean and operate in ways rhetors don't necessarily intend.
=====how does this message work =====
====in what context====
=====to do what=====
====with what significance ====
===Analytical grounding...===
- making maps and diagrams
- more notetaking and discussion
- classifying / defining / reclassifying - with notes
- interpreting
===... and new media presentation===
Even though our day to day activity in this course is grounded in analytical procedures, the projects in this course will not be the typical product of analysis: the academic essay. In this course, you may be asked to break out of the rarely questioned double-spaced lines of academic writing printed on 8 1/2" X 11" paper. You might be asked to present what you have discovered about the rhetoric of the medium you're studying //in// the medium you're studying.
If we studied podcasts, for instance, you might be asked to create a podcast, either scripted or spontaneous, to illustrate your take on ethos and authenticity in podcasting. If we studied Facebook, you might be asked to create - on paper, using pens or crayons and images - an off-line Facebook profile. If we studied web site and page design, you might be asked to redesign and rewrite a few BSU web pages in a way that tests and questions the published design. Or you might be asked to design a presentation as a 2-page magazine spread, working in tight constraints: 750 words on 2 well-designed pages, including callouts and images, for instance. Or you might be asked to use prezi.com for a class presentation rather than PPT. Or you may be asked to work in hypertext (no fewer than 3 and no more than 6 nodes, for instance), using conceptual words for topic titles. We'll decide on the mode and medium as a class and we work through the projects.
Changing media and mode from word processed academic essay to something else makes it necessary to change rhetorical practices. And that means
- that working in alternative media can be more interesting - more intellectually engaging - than working in the typical academic essay form - more interesting for you and for me.
- that working in alternative media allows us to question and test both the traditional media and the alternative: it allows us to see communication practices as un-natural, constructed, designed - that is, //rhetorical//.
Most of the writing we all do for this course will end up on the wiki. Notes, notes on notes, lectures, more notes, group notes and projects. As the course progresses, you'll find that we can begin to link up these nodes, developing them into topics (a topic is a point where a note becomes a WikiWord), and further developing topics over the semester and across semesters. The wiki becomes more valuable (to us, to the next group, and to whomever looks in) the more we develop topics over time.
Writing the wiki is an integral part of this course and your learning for this course. As your notes progress, you will begin, I hope, to cross link to the notes and observations of others. University students and professors are now in the business of making their course work in progress available to those interested; it's yet another new rhetorical practice of digital space.
It's a workshop course. Be prepared and be here, on time, for the full time, and on task.
We'll make the most of our time together. Be on time, be prepared, and expect to stay the entire class time. Late arrival is a miss.
Do the reading or the writing for the class before the class. The ideas are probably new, so if you have questions, bring them to the class and I'll be happy to review the material with you.
Don't squander your time trying to catch up with the concepts during class. If you're not prepared - if you haven't read the material - you will not be able to successfully engage in class exercises and discussions.
- Turn off your cell phone during class. Off, not just silent.
- If someone is talking - me, others - no one is typing.
- Please don't use IM, Facebook, or email, or game during class.
Responses to and evaluation of projects will take place in class. If you don't have a project done the class day it is due, you miss that evaluation, which will cut into your grade - and the value of your evaluation - for the project. Again, it's best to turn in what you have rather than coming to the evaluation empty-handed.
While I will be reading almost everything you post on line, I won't be commenting on everything. My job in commenting on your notes is to help you practice and master the analytical methods of this class, analytical methods that under gird many classes and most disciplines. So for notes, I'll do three things:


Revision [10321]

Edited on 2012-07-31 08:11:20 by MorganAdmin
Additions:
You do not become someone else when you work in an analytical framework. The practice may be different, but you aren't. And traces of who you are - of what and how you think and see and understand the world - appear in the work you do, just as those traces appear in everything you do.>>=====The Elements of E-Rhetoric=====
Deletions:
You do not become someone else when you work in an analytical framework. The practice may be different, but you aren't. And traces of who you are - of what and how you think and see and understand the world - appear in the work you do, just as those traces appear in everything you do.
[[http://homepage.mac.com/mcmorgan/comiclife/ An alternative version of this course description is available here.]]>>=====The Elements of E-Rhetoric=====


Revision [10320]

Edited on 2012-07-31 08:09:24 by MorganAdmin
Additions:
This course is part of the [[http://www.bemidjistate.edu/academics/catalog/20133/program/elwr minor in Electronic Writing]], and part of the Undergraduate and Grad Certificate in Electronic Writing. Other courses in the series are
Deletions:
This course is part of the [[http://www.bemidjistate.edu/academics/catalog/20133/program/elwr minor in Electronic Writing]], and part of the [[http://www.bemidjistate.edu/academics/departments/english/electronicwriting.html Undergraduate and Grad Certificate in Electronic Writing]]. Other courses in the series are


Revision [10319]

Edited on 2012-07-31 08:08:16 by MorganAdmin
Additions:
This course is part of the [[http://www.bemidjistate.edu/academics/catalog/20133/program/elwr minor in Electronic Writing]], and part of the [[http://www.bemidjistate.edu/academics/departments/english/electronicwriting.html Undergraduate and Grad Certificate in Electronic Writing]]. Other courses in the series are
Deletions:
This course is part of the [[http://www.bemidjistate.edu/academics/departments/english/electronicwriting.html Minor in Electronic Writing]], and part of the [[http://www.bemidjistate.edu/academics/departments/english/electronicwriting.html Undergraduate and Grad Certificate in Electronic Writing]]. Other courses in the series are
[[http://www.bemidjistate.edu/academics/catalog/20133/program/elwr BSU Catalog: Electronic Writing minor]]


Revision [10318]

Edited on 2012-07-31 08:07:13 by MorganAdmin
Additions:
Course Statement 3.1 August 2012
- ENGL 2150: Tech Writing
- ENGL 4180/5180: Capstone Project
[[http://www.bemidjistate.edu/academics/catalog/20133/program/elwr BSU Catalog: Electronic Writing minor]]
Deletions:
Course Statement 3.1 August 2011
- ENGL 4XXX/5XXX: Capstone Project


Revision [7046]

Edited on 2011-08-21 09:57:12 by MorganAdmin
Additions:
- Lanham, Richard A. //A Handlist of Rhetorical Terms//, 2nd ed. U of California Press, 1991.
Deletions:
- Lanham, Richard A. A Handlist of Rhetorical Terms, 2nd ed. U of California Press, 1991.


Revision [7045]

Edited on 2011-08-21 09:56:09 by MorganAdmin
Additions:
Course Statement 3.1 August 2011
Deletions:
Course Statement 3.0 Jan 2010


Revision [7044]

Edited on 2011-08-21 09:55:25 by MorganAdmin
Additions:
- this statement, which, 10 years ago probably wouldn't have had links, sidebars, images, or use bulleted lists as for amplification of a point.
Deletions:
- this statement, which, 10 years ago probably wouldn't have links, sidebars, and use bulleted lists as for amplification of a point


Revision [7043]

Edited on 2011-08-21 09:54:08 by MorganAdmin
Additions:
**Prerequisite**: Completion of ENGL 1151 and ENGL 2152, or permission of instructor.
- Longaker, M and J Walker. //Rhetorical Analysis//. Longman Pearson, 2011
- Meyers, Greg. //The Discourse of Blogs and Wikis//. Continuum, 2010.
- Other texts supplied in pdf by the professor.
Even though our day to day activity in this course is grounded in analytical procedures, the projects in this course will not be the typical product of analysis: the academic essay. In this course, you may be asked to break out of the rarely questioned double-spaced lines of academic writing printed on 8 1/2" X 11" paper. You might be asked to present what you have discovered about the rhetoric of the medium you're studying //in// the medium you're studying.
If we studied podcasts, for instance, you might be asked to create a podcast, either scripted or spontaneous, to illustrate your take on ethos and authenticity in podcasting. If we studied Facebook, you might be asked to create - on paper, using pens or crayons and images - an off-line Facebook profile. If we studied web site and page design, you might be asked to redesign and rewrite a few BSU web pages in a way that tests and questions the published design. Or you might be asked to design a presentation as a 2-page magazine spread, working in tight constraints: 750 words on 2 well-designed pages, including callouts and images, for instance. Or you might be asked to use prezi.com for a class presentation rather than PPT. Or you may be asked to work in hypertext (no fewer than 3 and no more than 6 nodes, for instance), using conceptual words for topic titles. We'll decide on the mode and medium as a class and we work through the projects.
Deletions:
**Prerequisite**: Completion of ENGL 1101 and 1102, or permission of instructor.
- Longaker, M and J Walker. Rhetorical Analysis. Longman Pearson, 2011
- Meyers, Greg. The Discourse of Blogs and Wikis. Continuum, 2010.
Even though our day to day activity in this course is grounded in analytical procedures, the projects in this course will not be the typical product of analysis: the academic essay. In this course, you may be asked to break out of the rarely questioned double-spaced lines of academic writing printed on 8 1/2" X 11" paper. You might be asked to present what you have discovered about the rhetoric of the medium you're studying //in// the medium you're studying.
If we studied podcasts, for instance, you might be asked to create a podcast, either scripted or spontaneous, to illustrate your take on ethos and authenticity in podcasting. If we studied Facebook, you might be asked to create - on paper, using pens or crayons and images - an off-line Facebook profile. If we studied web site and page design, you might be asked to redesign and rewrite a few BSU web pages in a way that tests and questions the published design. Or you might be asked to design a presentation as a 2-page magazine spread, working in tight constraints: 750 words on 2 well-designed pages, including callouts and images, for instance. Or you may be asked to work in hypertext (no fewer than 3 and no more than 6 nodes, for instance), using conceptual words for topic titles....


Revision [7042]

Edited on 2011-08-21 09:48:48 by MorganAdmin
Additions:
- Careful with drinks. If you spill, you might buy BSU new keyboard.
- Please don't use IM, Facebook, or email, or game during class.
Some note-taking assignments will ask you to structure your notes in particular ways. You might, for instance, be asked to use headings to organize your notes, observations under //Description// and analysis under //Analysis//. This request isn't frivolous. It allows me to see not just //that// you understand but //how// you understand what you're doing. It's better than using a quiz or exam.
- Notes and other assignments - 60%
- New media presentations - 40%
Overall, grad students are expected to go into more depth, more detail, and bring more insight to our work and class sessions. They should lead and guide and focus. There may be extra readings for grad students on some topics. You should draw these readings into your notes and projects.
Teach the class for a week. Starting with a rhetorical issue from the text, put together two class sessions. In the first, present and have an exercise we engage. In the second, lead a consideration of what we did. Topics might include: presentation of identity, reading, ethos, invention; or you may address and work with a mode or media: follksonomy, YouTube, rss news aggregators... Prepare a short report on what you did and how it went.
- ENGL 4XXX/5XXX: Capstone Project
++- ENGL 4170/5170 Web Design for Content Writers++
++- ENGL 3530/5530: Teaching Writing with Technology++
Deletions:
- Careful with drinks. If you spill, you buy BSU new keyboard.
- Please don't use IM, Facebook, or email during class.
Some note-taking assignments will ask you to structure your notes in particular ways. You might, for instance, be asked to use headings to organize your notes, observations under //Observations// and analysis under //Analysis//. This request isn't frivolous. It allows me to see not just //that// you understand but //how// you understand what you're doing. It's better than using a quiz or exam.
- Notes and other assignments - 50%
- New media presentations - 50%
Overall, grad students are expected to go into more depth, more detail, and bring more insight to our work and class sessions. They should lead and guide and focus. There may be extra readings for grad students on some topics. You should draw these readings into your notes and projects.
Teach the class for a week. Starting with a rhetorical issue from Stoner and Perkins, put together two class sessions. In the first, present and have an exercise we engage. In the second, lead a consideration of what we did. Topics might include: presentation of identity, reading, ethos, invention; or you may address and work with a mode or media: follksonomy, YouTube, rss news aggregators... Prepare a short report on what you did and how it went.
- ENGL 4170/5170 Web Design for Content Writers
- ENGL 3530/5530: Teaching Writing with Technology


Revision [7041]

Edited on 2011-08-21 09:43:13 by MorganAdmin
Additions:
Most of the writing we all do for this course will end up on the wiki. Notes, notes on notes, lectures, more notes, group notes and projects. As the course progresses, you'll find that we can begin to link up these nodes, developing them into topics (a topic is a point where a note becomes a WikiWord), and further developing topics over the semester and across semesters. The wiki becomes more valuable (to us, to the next group, and to whomever looks in) the more we develop topics over time.
Deletions:
Most of the writing we all do for this course will end up on the wiki. Notes, notes on notes, lectures, more notes, group notes and projects. As the course progresses, you'll find that we can begin to link up these nodes, developing them into topics (a topic is a point where a note becomes a WikiWord), and further developing topics over the semester and across semesters. The wiki becomes more valuable (to us, to the next group, to who ever's looking in) the more we develop topics over time.


Revision [7040]

Edited on 2011-08-21 09:40:39 by MorganAdmin
Additions:
Even though our day to day activity in this course is grounded in analytical procedures, the projects in this course will not be the typical product of analysis: the academic essay. In this course, you may be asked to break out of the rarely questioned double-spaced lines of academic writing printed on 8 1/2" X 11" paper. You might be asked to present what you have discovered about the rhetoric of the medium you're studying //in// the medium you're studying.
If we studied podcasts, for instance, you might be asked to create a podcast, either scripted or spontaneous, to illustrate your take on ethos and authenticity in podcasting. If we studied Facebook, you might be asked to create - on paper, using pens or crayons and images - an off-line Facebook profile. If we studied web site and page design, you might be asked to redesign and rewrite a few BSU web pages in a way that tests and questions the published design. Or you might be asked to design a presentation as a 2-page magazine spread, working in tight constraints: 750 words on 2 well-designed pages, including callouts and images, for instance. Or you may be asked to work in hypertext (no fewer than 3 and no more than 6 nodes, for instance), using conceptual words for topic titles....
Deletions:
Even though our day to day activity in this course is grounded in analytical procedures, the projects in this course will not be the typical product of analysis: the academic essay. In this course, you will be asked to break out of the rarely questioned double-spaced lines of academic writing printed on 8 1/2" X 11" paper. You will be asked to present what you have discovered about the rhetoric of the medium you're studying //in// the medium you're studying.
If we studied podcasts, for instance, you would be asked to create a podcast, either scripted or spontaneous, to illustrate your take on ethos and authenticity in podcasting. If we studied Facebook, you might be asked to create - on paper, using pens or crayons and images - an off-line Facebook profile. If we studied web site and page design, you might be asked to redesign and rewrite a few BSU web pages in a way that tests and questions the published design. Or you might be asked to design a presentation as a 2-page magazine spread, working in tight constraints: 750 words on 2 well-designed pages, including callouts and images, for instance. Or you may be asked to work in hypertext (no fewer than 3 and no more than 6 nodes, for instance), using conceptual words for topic titles....
One of the first exercises we do in this class will let you look at this change more closely.


Revision [7039]

Edited on 2011-08-21 09:37:14 by MorganAdmin
Additions:
Office hours: M W 12:00 - 1:00, T R 1:15 - 2:00. Other times by appointment
{{image url="http://upload.wikimedia.org/wikipedia/commons/c/c0/Memling_Gilles_Joye.jpg" width="300px" link="http://commons.wikimedia.org/wiki/Image:Memling_Gilles_Joye.jpg"}}
Deletions:
Office hours: M T W R 10:00 - 11:00. Other times by appointment
==== under revision until 20 Aug ====
{{image url="http://upload.wikimedia.org/wikipedia/commons/c/c0/Memling_Gilles_Joye.jpg" width="300px" link="http://commons.wikimedia.org/wiki/Image:Memling_Gilles_Joye.jpg"}}.


Revision [7038]

Edited on 2011-08-21 09:33:54 by MorganAdmin
Additions:
{{image url="http://upload.wikimedia.org/wikipedia/commons/c/c0/Memling_Gilles_Joye.jpg" width="300px" link="http://commons.wikimedia.org/wiki/Image:Memling_Gilles_Joye.jpg"}}.
Deletions:
{{image url="http://upload.wikimedia.org/wikipedia/commons/c/c0/Memling_Gilles_Joye.jpg" link="http://commons.wikimedia.org/wiki/Image:Memling_Gilles_Joye.jpg"}}.


Revision [7037]

Edited on 2011-08-21 09:33:07 by MorganAdmin
Additions:
{{image url="http://upload.wikimedia.org/wikipedia/commons/c/c0/Memling_Gilles_Joye.jpg" link="http://commons.wikimedia.org/wiki/Image:Memling_Gilles_Joye.jpg"}}.
Deletions:
{{image url="" link="http://commons.wikimedia.org/wiki/Image:Memling_Gilles_Joye.jpg"}}.


Revision [7036]

Edited on 2011-08-21 09:31:56 by MorganAdmin
Additions:
The questions we're addressing are
{{image url="" link="http://commons.wikimedia.org/wiki/Image:Memling_Gilles_Joye.jpg"}}.
Deletions:
The questions we're addressing are things like this:
{{image url="http://commons.wikimedia.org/wiki/Image:Memling_Gilles_Joye.jpg" link="http://commons.wikimedia.org/wiki/Image:Memling_Gilles_Joye.jpg"}}.
The text for this class, Stoner and Perkins, //Making Sense of Messages//, Houghton Mifflin, 2005, will help orient us to this rhetorical perspective and introduce an analytical method.


Revision [7035]

Edited on 2011-08-21 09:29:31 by MorganAdmin
Additions:
In this class, we're taking a rhetorical perspective on e-media. Rhetorical study is not an introspective, intuitive, quiet study. It's noisy and self-conscious, and grounded in practice. It involves observing, analyzing, and interpreting forces and phenomena and people and situations in the social world as they play out in practice. Rhetoric focuses our attention on the social, the situated, the contingent, the probable, the particular - and how rhetors (that's you and me when we write, speak, txt, point a camera, create a tag) make choices to address and change particular situations.
A //rhetorical focus// means we take a different perspective on writing and ask different questions than you might be familiar with. A rhetorical focus is a focus on //how messages work//. Not so much on what a message //means// because most of the time the meaning is pretty obvious once it's seen. That is, we're not looking at personal meanings (What this poem means to me...) but public, shared meaning, meaning that both writer and reader invest in and employ resources to create: the writer in creating the message and the reader in interpreting that message. So our questions address the larger rhetorical situation rather than focusing on one aspect of it. Our method demands that we take a step back from the text we're looking at, that we step outside the rhetorical situation, rather than work from an insider's impression or a gut reaction. And rhetorical study means we sideline intent, because messages typically mean and operate in ways rhetors don't necessarily intend.
The questions we're addressing are things like this:
{{image url="http://commons.wikimedia.org/wiki/Image:Memling_Gilles_Joye.jpg" link="http://commons.wikimedia.org/wiki/Image:Memling_Gilles_Joye.jpg"}}.
Deletions:
In this class, we're taking a rhetorical perspective on e-media. (Rhetoric: the art and science [practice and theory] of using language to create and understand messages). Rhetorical study is not an introspective, intuitive, quiet study. It's noisy and self-conscious, and grounded in practice. It involves observing, analyzing, and interpreting forces and phenomena and people and situations in the world as they play out in practice. Rhetoric focuses our attention on the social, the situated, the contingent, the probable, the particular - and how rhetors (that's you and me when we write, speak, IM, point a camera, create a tag) make choices to address and change particular situations.
A //rhetorical focus// means we take a different perspective on writing and ask different questions than you might be familiar with. A rhetorical focus is a focus on //meaning//: not individual meaning but public, shared meaning, meaning that both writer and reader invest in, that both writer and reader employ resources to create: the writer in creating the message and the reader in interpreting that message. So our questions address the larger rhetorical situation rather than focusing on one aspect of it. Our method demands that we take a step back from the text we're looking at and step outside the rhetorical situation, rather than work from an insider's impression or a gut reaction. And rhetorical study means we sideline intent, because messages typically mean and operate in ways rhetors don't necessarily intend.
Rhetoric is interested in the //how// rather than the meaning. We take the overt meaning of a message as writ. The questions we're addressing are
{{image url="http://biro.bemidjistate.edu/wiki/images//memlinggilesjoye-20081017-091222.jpg" link="http://commons.wikimedia.org/wiki/Image:Memling_Gilles_Joye.jpg"}}.


Revision [7034]

Edited on 2011-08-21 09:18:56 by MorganAdmin
Additions:
- Out approach will be methodical rather than scatter-shot.
- And so we'll engage in a method of description, analysis, and interpretation.
Deletions:
- And so we'll engage in observation, analysis, and interpretation.


Revision [7033]

Edited on 2011-08-21 09:17:22 by MorganAdmin
Additions:
With new technologies and new media, people create new ways of writing, communicating, expressing themselves, and persuading others. Cell phone users - people practiced in no more than everyday literacy - devise SMS shorthand for efficiency of expression in 160 characters. Students taking online courses learn how to engage in online dialogues with colleagues, which means unlearning monologic practices that serve them well in the face to face classroom. Facebook and LinkedIn provide new social spaces - online student unions and professional conference hotspots - where people hang out, socialize, make contact, make apparently trivial conversation, exchange ideas, engage in public dialogue. Weblogs and wikis, and sites like Flickr and YouTube, lower the barrier to local and global communication and allow new voices to be heard, new images to be seen - and those voices don't all speak the Standard Dialect. Wikipedia challenges the ideas of the authoritative text created by experts and filtered by editors. But it also demands changes in writing ([[http://en.wikipedia.org/wiki/Wikipedia:Neutral_point_of_view Use NPOV]]) and makes necessary changes in the way we read.
Spam, promotional email, and .com web sites are using new methods and technologies to persuade drive-thru-readers that The Truth is out there, and that you can have it, today! in sixty seconds and a set of bullet-points, just for Signing Up with Us. Organizations - schools and universities, governments, corporations, churches - are creating - and have stumbled on - digital ways of communicating with their constituencies and are finding that they need to change their rhetorical relationships with those constituencies. It's not a One-Way, One-to-Many channel anymore. The audience isn't a just a consumer anymore but a producer as well - a role that challenges the textbook conception of audience as a target to shoot at. The new audience remixes what corporations create. The new audience shoots back.
New social software > New practices: tagging and folksonomies on del.icio.us and pinboard.com > New professional practices. My university office is a wiki now and and I'm obligated to keep a blog and stay active on Twitter and Google+ because I teach this stuff. New rhetorics, new literacies, new practices.
Deletions:
With new technologies and new media, people create new ways of writing, communicating, expressing themselves, and persuading others. Cell phone users - people practiced in no more than everyday literacy - devise SMS shorthand for efficiency of expression in 160 characters. Students taking online courses learn how to engage in online dialogues with colleagues, which means unlearning monologic practices that serve them well in the face to face classroom. Facebook and MySpace provide new social spaces - online student unions and parks and malls - where people hang out, socialize, make contact, make apparently trivial conversation, exchange ideas, engage in public dialogue. Weblogs and wikis, and sites like Flickr and YouTube lower the barrier to local and global communication and allow new voices to be heard, new images to be seen - and those voices don't all speak the Standard Dialect. Wikipedia challenges the ideas of the authoritative text created by experts and controlled by editors. But it also demands changes in writing ([[http://en.wikipedia.org/wiki/Wikipedia:Neutral_point_of_view Use NPOV]]) and makes necessary changes in the way we read.
Spam, promotional email, and .com web sites are using new methods and technologies to persuade drive-thru-readers that The Truth is out there, and that you can have it, today! in sixty seconds and a set of bullet-points, just for Signing Up with Us. Organizations - schools and universities, governments, corporations, churches - are creating - and have stumbled on - digital ways of communicating with their constituencies and are finding that they need to change their rhetorical relationships with those constituencies. It's not a One-Way, One-to-Many channel anymore. The audience isn't a just a consumer anymore but a producer as well - a role that challenges the textbook conception of audience as a target to shoot at. The new audience remixes what corporations create. The new audience shoots back.
New social software > New practices: tagging and folksonomies on del.icio.us > New professional practices. My office is a wiki now and and I have to keep a blog and stay active on Twitter because I teach this stuff. New rhetorics, new literacies, new practices.


Revision [7032]

Edited on 2011-08-21 09:13:27 by MorganAdmin
Additions:
New media makes possible - and demands - new rhetorical practices - changes ranging from sentence structure, usage, and punctuation to document structure, argument patterns, and genres. Consider how language is used in these practices:
- SMS and IM
- [[http://www.facebook.com Facebook]]
- blogs [[http://en.wikipedia.org Wikipedia]]
- YouTube [[http://flickr.com/photos/mcmorgan/ flickr]]
- weblogs [[http://www.tumblr.com/ tumblr]],
- tagging
- this statement, which, 10 years ago probably wouldn't have links, sidebars, and use bulleted lists as for amplification of a point
All of thes are new forms and modes of writing and new spaces for writing, and so new places where rhetorical practices change and expand ++beyond++ ++outside of ++in ways other than print.
Deletions:
New media invokes new rhetorical practices - changes ranging from sentence structure, usage, and punctuation to document structure, argument patterns, and genres. Consider:
- SMS, IM, chat rooms
- [[http://www.facebook.com Facebook]], MySpace, [[http://friendfeed.com/morganmc Friendfeed]]
- blogs, blogging, [[http://en.wikipedia.org Wikipedia]]
- YouTube, [[http://flickr.com/photos/mcmorgan/ flickr]], [[http://del.icio.us del.icio.us]]
- weblogs, [[http://www.tumblr.com/ tumblr]],
- tagging, [[http://mcmorgan.org/blog/?page_id=110 tag clouds]]
These are new forms and modes of writing and new spaces for writing, and so new places where rhetorical practices change and expand ++beyond++ ++outside of ++in ways other than print.


Revision [7031]

Edited on 2011-08-21 09:08:21 by MorganAdmin
Additions:
New media invokes new rhetorical practices - changes ranging from sentence structure, usage, and punctuation to document structure, argument patterns, and genres. Consider:
Deletions:
We see changes in new media and in new practices in usage and punctuation. Consider:


Revision [6995]

Edited on 2011-08-01 13:33:48 by MorganAdmin
Deletions:
**Note**: This course does not fulfill the Language Competency for Masters of Arts.


Revision [6994]

Edited on 2011-08-01 13:33:26 by MorganAdmin
Additions:
Required
- Longaker, M and J Walker. Rhetorical Analysis. Longman Pearson, 2011
- Meyers, Greg. The Discourse of Blogs and Wikis. Continuum, 2010.
Recommended
- Lanham, Richard A. A Handlist of Rhetorical Terms, 2nd ed. U of California Press, 1991.
Deletions:
TBD for Fall 2011.
-Stoner, Mark, and Sally Perkins. //Making Sense of Messages//. Boston: Houghton Mifflin Co., 2005. [[http://www.amazon.com/Making-Sense-Messages-Apprenticeship-Rhetorical/dp/0205564518/ref=sr_1_1?ie=UTF8&s=books&qid=1228499113&sr=1-1 Amazon]]
- Sagolla, Dom. //140 Characters: A Style Guide for the Short Form//. Wiley, 2009. [[http://www.amazon.com/140-Characters-Style-Guide-Short/dp/0470556137/ref=sr_1_1?ie=UTF8&s=books&qid=1262630480&sr=8-1 Amazon]], $12.21 for print. $9.99 for Kindle.
- I will provide other readings from the web or in pdf.


Revision [6989]

Edited on 2011-08-01 13:16:08 by MorganAdmin
Additions:
==== under revision until 20 Aug ====


Revision [6898]

Edited on 2011-04-16 08:39:18 by MorganAdmin
Additions:
TBD for Fall 2011.
-Stoner, Mark, and Sally Perkins. //Making Sense of Messages//. Boston: Houghton Mifflin Co., 2005. [[http://www.amazon.com/Making-Sense-Messages-Apprenticeship-Rhetorical/dp/0205564518/ref=sr_1_1?ie=UTF8&s=books&qid=1228499113&sr=1-1 Amazon]]
Deletions:
- Stoner, Mark, and Sally Perkins. //Making Sense of Messages//. Boston: Houghton Mifflin Co., 2005. [[http://www.amazon.com/Making-Sense-Messages-Apprenticeship-Rhetorical/dp/0205564518/ref=sr_1_1?ie=UTF8&s=books&qid=1228499113&sr=1-1 Amazon]]


Revision [4923]

Edited on 2010-01-04 11:06:38 by MorganAdmin
Additions:
What happens when anyone in the world can publish? How does language use change? How does communication change? What else does rhetoric have to explain? What happens to //us//? Voices that haven't been heard are now heard. Language use that has been kept to the side comes to the front. How we value exchange and communication changes. And in a continuous act of creativity, people adapt rhetorical strategies to suit the technologies.
Deletions:
What happens when the anyone in the world can publish? How does language use change? How does communication change? What else does rhetoric have to explain? What happens to //us//? Voices that haven't been heard are now heard. Language use that has been kept to the side comes to the front. How we value exchange and communication changes. And in a continuous act of creativity, people adapt rhetorical strategies to suit the technologies.


Revision [4922]

Edited on 2010-01-04 10:48:19 by MorganAdmin
Additions:
>>===Examples of a rhetorical orientation===
Deletions:
>>===For instances of How does this message work===


Revision [4921]

Edited on 2010-01-04 10:47:40 by MorganAdmin

No Differences

Revision [4920]

Edited on 2010-01-04 10:47:12 by MorganAdmin
Additions:
>>===For instances of How does this message work===
Deletions:
===>>For instances of How does this message work===


Revision [4919]

Edited on 2010-01-04 10:46:26 by MorganAdmin
Additions:
===>>For instances of How does this message work===
Deletions:
>>**for instances**


Revision [4918]

Edited on 2010-01-04 10:45:23 by MorganAdmin
Additions:
- Sagolla, Dom. //140 Characters: A Style Guide for the Short Form//. Wiley, 2009. [[http://www.amazon.com/140-Characters-Style-Guide-Short/dp/0470556137/ref=sr_1_1?ie=UTF8&s=books&qid=1262630480&sr=8-1 Amazon]], $12.21 for print. $9.99 for Kindle.
Deletions:
- Sagolla, Dom. //140 Characters: A Style Guide for the Short Form//. Wiley, 2009. [[http://www.amazon.com/140-Characters-Style-Guide-Short/dp/0470556137/ref=sr_1_1?ie=UTF8&s=books&qid=1262630480&sr=8-1 Amazon]], $12.21


Revision [4917]

Edited on 2010-01-04 10:42:56 by MorganAdmin
Additions:
- Sagolla, Dom. //140 Characters: A Style Guide for the Short Form//. Wiley, 2009. [[http://www.amazon.com/140-Characters-Style-Guide-Short/dp/0470556137/ref=sr_1_1?ie=UTF8&s=books&qid=1262630480&sr=8-1 Amazon]], $12.21
Deletions:
- Sagolla, Dom. 140 Characters: A Style Guide for the Short Form. Wiley, 2009. [[http://www.amazon.com/140-Characters-Style-Guide-Short/dp/0470556137/ref=sr_1_1?ie=UTF8&s=books&qid=1262630480&sr=8-1 Amazon]], $12.21


Revision [4916]

Edited on 2010-01-04 10:42:34 by MorganAdmin
Additions:
- Sagolla, Dom. 140 Characters: A Style Guide for the Short Form. Wiley, 2009. [[http://www.amazon.com/140-Characters-Style-Guide-Short/dp/0470556137/ref=sr_1_1?ie=UTF8&s=books&qid=1262630480&sr=8-1 Amazon]], $12.21
Deletions:
- I may order a second text the third or fourth week of the class.


Revision [4915]

Edited on 2010-01-04 10:30:27 by MorganAdmin

No Differences

Revision [4914]

Edited on 2010-01-04 10:29:45 by MorganAdmin
Additions:
Or rather than saying, "This artist [Memling] has really captured the inner life of the sitter," we step out of the literary and into the technical - the realm of technique - to investigate how the artist uses his knowledge of light, shade, setting, pigment, form, texture, composition, stroke to persuade viewers that the flat representation of a moment, on canvas or board, is a metaphorical or metonymic representation of a person's identity. See [[http://erhetoric.org/CWI/wikka.php?wakka=TheLieOfThePortrait this.]]>>
Deletions:
Or rather than saying, "This artist has really captured the inner life of the sitter," we step out of the literary and into the technical - the realm of technique - to investigate how the artist uses his knowledge of light, shade, setting, pigment, form, texture, composition, stroke to persuade viewers that the flat representation of a moment, on canvas or board, is a metaphorical or metonymic representation of a person's identity.>>


Revision [4913]

Edited on 2010-01-04 10:26:45 by MorganAdmin
Additions:
>>**for instances**
Rather than simply noting about a web page, "The dominant color on the page is blue, which is calming and peaceful..." (this is pocketbook psychology-speak) we ask the further questions, "How does the color blue //work// on this particular web page? Is it there to create some association with others? Does it attempt to create credibility? And what blue is this, anyway? Sky blue? Blue water? IBM Big Blue?"
Or rather than simply noting, "This email sounds just like my friend speaking," we step outside the immediate rhetorical situation of you and your friend to ask further. "What's going on in the writing to make the email read like a) a person positioning the reading audience as a friend, and b) speaking rather than writing?"
{{image url="http://biro.bemidjistate.edu/wiki/images//memlinggilesjoye-20081017-091222.jpg" link="http://commons.wikimedia.org/wiki/Image:Memling_Gilles_Joye.jpg"}}.
Or rather than saying, "This artist has really captured the inner life of the sitter," we step out of the literary and into the technical - the realm of technique - to investigate how the artist uses his knowledge of light, shade, setting, pigment, form, texture, composition, stroke to persuade viewers that the flat representation of a moment, on canvas or board, is a metaphorical or metonymic representation of a person's identity.>>
Deletions:
>>?**for instances**
- Rather than simply noting about a web page, "The dominant color on the page is blue, which is calming and peaceful..." (this is pocketbook psychology-speak) we ask the further questions, "How does the color blue //work// on this particular web page? Is it there to create some association with others? Does it attempt to create credibility? And what blue is this, anyway? Sky blue? Blue water? IBM Big Blue?"
- Or rather than simply noting, "This email sounds just like my friend speaking," we step outside the immediate rhetorical situation of you and your friend to ask further. "What's going on in the writing to make the email read like a) a person positioning the reading audience as a friend, and b) speaking rather than writing?"
{{image url="http://biro.bemidjistate.edu/wiki/images//memlinggilesjoye-20081017-091222.jpg" link="http://commons.wikimedia.org/wiki/Image:Memling_Gilles_Joye.jpg"}}. Or rather than saying, "This artist has really captured the inner life of the sitter," we step out of the literary and into the technical - the realm of technique - to investigate how the artist uses her knowledge of light, shade, setting, pigment, form, texture, composition, stroke to persuade viewers that the flat representation of a moment, on canvas or board, is a metaphorical or metonymic representation of a person's identity.>>


Revision [4912]

Edited on 2010-01-04 10:25:22 by MorganAdmin
Additions:
>>?**for instances**
{{image url="http://biro.bemidjistate.edu/wiki/images//memlinggilesjoye-20081017-091222.jpg" link="http://commons.wikimedia.org/wiki/Image:Memling_Gilles_Joye.jpg"}}. Or rather than saying, "This artist has really captured the inner life of the sitter," we step out of the literary and into the technical - the realm of technique - to investigate how the artist uses her knowledge of light, shade, setting, pigment, form, texture, composition, stroke to persuade viewers that the flat representation of a moment, on canvas or board, is a metaphorical or metonymic representation of a person's identity.>>
Deletions:
====for instances====


Revision [4911]

Edited on 2010-01-04 10:11:40 by MorganAdmin
Additions:
== Texts ==
- Stoner, Mark, and Sally Perkins. //Making Sense of Messages//. Boston: Houghton Mifflin Co., 2005. [[http://www.amazon.com/Making-Sense-Messages-Apprenticeship-Rhetorical/dp/0205564518/ref=sr_1_1?ie=UTF8&s=books&qid=1228499113&sr=1-1 Amazon]]
- I may order a second text the third or fourth week of the class.
- I will provide other readings from the web or in pdf.
Deletions:
== Required text ==
Stoner, Mark, and Sally Perkins. //Making Sense of Messages//. Boston: Houghton Mifflin Co., 2005. [[http://www.amazon.com/Making-Sense-Messages-Apprenticeship-Rhetorical/dp/0205564518/ref=sr_1_1?ie=UTF8&s=books&qid=1228499113&sr=1-1 Amazon]]


Revision [4910]

Edited on 2010-01-04 09:59:14 by MorganAdmin
Additions:
- My wiki home page: http://biro.erhetoric.org
- Course updates: follow @weblogsandwikis, or visit http://twitter.com/weblogsandwikis
Deletions:
- My wiki home page: http://biro.erhetoric.org.


Revision [4909]

Edited on 2010-01-04 09:54:09 by MorganAdmin
Additions:
== Required text ==
Stoner, Mark, and Sally Perkins. //Making Sense of Messages//. Boston: Houghton Mifflin Co., 2005. [[http://www.amazon.com/Making-Sense-Messages-Apprenticeship-Rhetorical/dp/0205564518/ref=sr_1_1?ie=UTF8&s=books&qid=1228499113&sr=1-1 Amazon]]
Deletions:
== Required texts ==
- Stoner, Mark, and Sally Perkins. //Making Sense of Messages//. Boston: Houghton Mifflin Co., 2005. [[http://www.amazon.com/Making-Sense-Messages-Apprenticeship-Rhetorical/dp/0205564518/ref=sr_1_1?ie=UTF8&s=books&qid=1228499113&sr=1-1 Amazon]]


Revision [4908]

Edited on 2010-01-04 09:53:30 by MorganAdmin
Additions:
- weblogs, [[http://www.tumblr.com/ tumblr]],
Deletions:
- [[http://www.tumblr.com/ tumblr]],


Revision [4907]

Edited on 2010-01-04 09:52:30 by MorganAdmin
Additions:
Rhetoric is interested in the //how// rather than the meaning. We take the overt meaning of a message as writ. The questions we're addressing are
- Rather than simply noting about a web page, "The dominant color on the page is blue, which is calming and peaceful..." (this is pocketbook psychology-speak) we ask the further questions, "How does the color blue //work// on this particular web page? Is it there to create some association with others? Does it attempt to create credibility? And what blue is this, anyway? Sky blue? Blue water? IBM Big Blue?"
- Or rather than simply noting, "This email sounds just like my friend speaking," we step outside the immediate rhetorical situation of you and your friend to ask further. "What's going on in the writing to make the email read like a) a person positioning the reading audience as a friend, and b) speaking rather than writing?"
Expertise is not the purpose of this course. You will not become an expert in web design, web content writing, blogging, podcasting, or whatever media we study. But the course will help you get your rhetorical bearings and to push beyond the obvious, the codified, the well-known, the already-habitual, the already-comfortable, the seemingly natural. It gives you a chance to gain an intimacy with the landscape, and an intimacy with an analytical method. Hopefully - and while this is your responsibility, I'll do my best to make it possible - you'll gain in insight into your self as a user and creator of media.
- Turn off your cell phone during class. Off, not just silent.
Deletions:
Rhetoric is interested in the //how// rather than the meaning. We take the meaning as writ. The question is
- Rather than simply noting about a web page, "The dominant color on the page is blue, which is calming and peaceful..." ( pocketbook psychology-speak) we ask the further questions, "What does the color blue //mean// on this particular web page? How does it work? Is it to create some association with others? Does it attempt to create credibility? And what blue is this, anyway? Sky blue? Blue water? IBM Big Blue?"
- Or rather than simply noting, "This email sounds just like my friend speaking," we step outside the immediate rhetorical situation of you and your friend to ask further. "What's going on in the writing to make it read like a) a person placing the reading audience as a friend, and b) speaking rather than writing?"
- Or rather than simply noting about a web site design that "The left-hand navigation column on the BSU provides ways into the information tailored for different users: Prospective Students and Current Students. That makes moving into the site easy and convenient," (That's marketing-speak posing as usability-speak), we note that "We don't have two physical entrances for students on our campus, one for Prospective Students and one for Current Students. So what do the multiple entry points on the BSU home page tell us about how the institution wants us to see it, about its character, its ethos?" (**Update Jan 2008**: Since I originally wrote this example in 2005, BSU has changed the entry points on the home page. The left hand nav bar now persuades users of something else than it did.)
Expertise is not the purpose of this course. You will not become an expert in web design, web content writing, Facebook, podcasting, or whatever media we study. But the course will help you get your rhetorical bearings and to push beyond the obvious, the codified, the well-known, the already-habitual, the already-comfortable, the seemingly natural. It gives you a chance to gain an intimacy with the landscape, and an intimacy with an analytical method. Hopefully - and while this is your responsibility, I'll do my best to make it possible - you'll gain in insight into your self as a user and creator of media.
- Turn off your cell phone during class. Off, not just silent.


Revision [4906]

Edited on 2010-01-04 09:41:22 by MorganAdmin
Additions:
=====how does this message work =====
====in what context====
=====to do what=====
====with what significance ====
Deletions:
=====how does this message work =====
====in what context====
=====to do what=====


Revision [4905]

Edited on 2010-01-04 09:40:35 by MorganAdmin
Additions:
A //rhetorical focus// means we take a different perspective on writing and ask different questions than you might be familiar with. A rhetorical focus is a focus on //meaning//: not individual meaning but public, shared meaning, meaning that both writer and reader invest in, that both writer and reader employ resources to create: the writer in creating the message and the reader in interpreting that message. So our questions address the larger rhetorical situation rather than focusing on one aspect of it. Our method demands that we take a step back from the text we're looking at and step outside the rhetorical situation, rather than work from an insider's impression or a gut reaction. And rhetorical study means we sideline intent, because messages typically mean and operate in ways rhetors don't necessarily intend.
Rhetoric is interested in the //how// rather than the meaning. We take the meaning as writ. The question is
=====how does this message work =====
====in what context====
=====to do what=====
Deletions:
A //rhetorical focus// means we take a different perspective on writing and ask different questions than you might be familiar with. A rhetorical focus is a focus on //meaning//: not individual meaning but public, shared meaning, meaning that both writer and reader invest in, that both writer and reader employ resources to create: the writer in creating the message and the reader in interpreting that message. So our questions address the larger rhetorical situation rather than focusing on one aspect of it. Our method demands that we take a step back from the text we're looking at and step outside the rhetorical situation, rather than work from an insider's impression or a gut reaction. And rhetorical study means we sideline intent, because messages typically mean and operate in ways rhetors don't necessarily intend.


Revision [4904]

Edited on 2010-01-04 09:37:02 by MorganAdmin
Additions:
What happens when the anyone in the world can publish? How does language use change? How does communication change? What else does rhetoric have to explain? What happens to //us//? Voices that haven't been heard are now heard. Language use that has been kept to the side comes to the front. How we value exchange and communication changes. And in a continuous act of creativity, people adapt rhetorical strategies to suit the technologies.
Course Statement 3.0 Jan 2010
- Course address: http://erhetoric.org/Erhetoric/
- My wiki home page: http://biro.erhetoric.org.
- [[http://twitter.com/mcmorgan/ Twitter]]
- [[http://www.tumblr.com/ tumblr]],
These are new forms and modes of writing and new spaces for writing, and so new places where rhetorical practices change and expand ++beyond++ ++outside of ++in ways other than print.
But a closer look suggests that books like [[http://papyr.com/hypertextbooks/wired.htm Wired Style]] don't offer much beyond repeated Do's and Dont's. Not so much a guide to the territory as a couple of snapshots and Keep Off the Grass signs. Not so much descriptive observations about practices as editorial dictates posing as Rules. The same kind of stuff that the typewriter-based, classroom-encompassed Strunk and White //Elements of Style// offers up.
With new technologies and new media, people create new ways of writing, communicating, expressing themselves, and persuading others. Cell phone users - people practiced in no more than everyday literacy - devise SMS shorthand for efficiency of expression in 160 characters. Students taking online courses learn how to engage in online dialogues with colleagues, which means unlearning monologic practices that serve them well in the face to face classroom. Facebook and MySpace provide new social spaces - online student unions and parks and malls - where people hang out, socialize, make contact, make apparently trivial conversation, exchange ideas, engage in public dialogue. Weblogs and wikis, and sites like Flickr and YouTube lower the barrier to local and global communication and allow new voices to be heard, new images to be seen - and those voices don't all speak the Standard Dialect. Wikipedia challenges the ideas of the authoritative text created by experts and controlled by editors. But it also demands changes in writing ([[http://en.wikipedia.org/wiki/Wikipedia:Neutral_point_of_view Use NPOV]]) and makes necessary changes in the way we read.
Spam, promotional email, and .com web sites are using new methods and technologies to persuade drive-thru-readers that The Truth is out there, and that you can have it, today! in sixty seconds and a set of bullet-points, just for Signing Up with Us. Organizations - schools and universities, governments, corporations, churches - are creating - and have stumbled on - digital ways of communicating with their constituencies and are finding that they need to change their rhetorical relationships with those constituencies. It's not a One-Way, One-to-Many channel anymore. The audience isn't a just a consumer anymore but a producer as well - a role that challenges the textbook conception of audience as a target to shoot at. The new audience remixes what corporations create. The new audience shoots back.
New social software > New practices: tagging and folksonomies on del.icio.us > New professional practices. My office is a wiki now and and I have to keep a blog and stay active on Twitter because I teach this stuff. New rhetorics, new literacies, new practices.
Deletions:
What happens when the anyone in the world can publish? What happens to rhetoric? To language use? To communication? What happens to //us//? Voices that haven't been heard are now heard. Language use that has been kept to the side comes to the front. And in a continual act of creativity, people adapt rhetorical strategies to suit the technologies.
Course Statement 2.0 Jan 2008
**Under revision through January 2010**
- Course address: http://biro.bemidjistate.edu/erhetoric/
- My wiki home page: http://biro.bemidjistate.edu/morgan
- [[http://www.tumblr.com/ tumblr]], [[http://twitter.com/home twitter]], [[http://brightkite.com Brightkite]]
These are new forms of writing and new spaces for writing, and so new places where rhetorical practices change and expand beyond print.
But a closer look suggests that books like [[http://papyr.com/hypertextbooks/wired.htm Wired Style]] don't offer much beyond rough-cut advice and Do's and Dont's. Not so much a guide to the territory as a couple of snapshots. Not so much descriptive observations about practices as editorial dictates posing as Rules. The same kind of stuff that the typewriter-based Strunk and White //Elements of Style// offers up.
With new technologies and new media, people create new ways of writing, communicating, expressing themselves, and persuading others. Cell phone users - people practiced in no more than everyday literacy - devise SMS shorthand for efficiency of expression in 160 characters. Students taking online courses learn how to engage in online dialogues with colleagues, which means unlearning monologic practices that serve them well in the face to face classroom. Facebook and MySpace provide new social spaces - online student unions and parks and malls - where people hang out, socialize, make contact, make apparently trivial conversation, exchange ideas, engage in public dialogue. Weblogs and wikis sites like flickr and YouTube lower the barrier to local and global communication and allow new voices to be heard - and those voices don't all speak the Standard Dialect. Wikipedia challenges the ideas of the authoritative text created by experts and controlled by editors. But it also demands changes in writing ([[http://en.wikipedia.org/wiki/Wikipedia:Neutral_point_of_view Use NPOV]]) and makes necessary changes in the way we read.
Spam, promotional email, and .com web sites are using new methods to persuade drive-thru-readers that The Truth is out there, and that you can have it, today! Organizations, schools and universities, governments, and corporations are creating - and have stumbled on - digital ways of communicating with their constituencies and are finding that they need to change their rhetorical relationships with those constituencies. (It's not a One-Way, One-to-Many channel anymore. The audience isn't a just a consumer anymore but a producer as well - a role that challenges the textbook conception of audience as a target to shoot at: the new audience shoots back.) Podcasting, blogging, and Wikipedia challenge the realm of the expert. New social software: FaceBook and MySpace, Dandilife, flicker, YouTube. New practices: tagging and folksonomies on del.icio.us, Bloglines, and Diigo. New professional practices: My office is a wiki now and and I have to keep a blog because I teach this stuff. New rhetorics, new literacies.


Revision [4896]

Edited on 2009-12-13 15:52:01 by MorganAdmin
Additions:
====for instances====
Deletions:
**for instances**


Revision [4890]

The oldest known version of this page was created on 2009-12-13 14:21:15 by MorganAdmin
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