By reading and browsing Viz. posts, students learn the difference between objective analysis and value judgment. This assignment also uses Viz. to teach students that the topics and tone used for rhetorical analysis can be wide-ranging and non- “academic.”
Students work in the visual medium to explore dimensions of associative image logic they can use in their persuasive written compositions. Ideally, the outcome will be a guiding image which helps arrange and focus their composition.
This plan puts student into groups of three or four and asks them to collaborate on generating a coherent analytical reading of a New Yorker cover image. The students present their readings to the class and then trade images and present a re-reading.
By creating their own Twitter accounts and finding accounts to follow that are related to their research topic, students learn the difference between library resources and online resources like daily news, blogs, and opinion.
Incorporating TV Tropes (a wiki that catalogues narrative devices used across a variety of media) into your discussion of literary devices and encouraging students to talk about how narrative techniques across different genres and forms of media can assist in making these concepts intelligible and "real" to them.
The infosphere assignment calls on students to identify online sources of information they regularly take in and to create a representative structure for this information. Students must build their own unique infospheres and organize them as they see fit.