In this exercise, students research potential sources of bias within a set of assigned texts and add their notes to a Google Drive spreadsheet. The students and instructor then review the spreadsheet as a group and finish with a class discussion.
This close reading assignment uses “Rap Genius”, an Internet annotation website, to connect each student with multiple audiences while also creating a forum where the entire class can pool their knowledge together in order to better analyze and understand the work of a specific author.
Students work in groups to invent a person with a complete backstory, to whom they'll address an argument. This assists them to think about identifying a clear and specific ideal audience, as well as how they might tailor an argument to best address their reader.
This lesson plan is designed to get students thinking about the real and intended audiences of web texts by analyzing publication venues and comment replies. It also highlights that a text's audiences are not (always) simply people who agree with the author(s) or people who disagree and need persuading.
Images on book covers, blurbs or reviews on dust jackets, and publishers’ summaries all provide constructed argumentation about the text within that is designed to provoke an emotional and analytic response.
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.
Students often struggle with narrative when writing research papers. This lesson plan helps students visualize controversies in order to help them develop structure and argumentation in their own work.
This assignment asks students to map out logos with the aid of visualized arguments and, ultimately, to create and explain their own vizualization of a textual argument that helps highlight the elements of logos within that textual argument.
As part fo the Digital Millenium Copyright Act of 1998, content service providers (such as YouTube) are given safe harbor from prosecution if they take certain steps to prevent copyright infringement. Unfortunately, this has led to a "shoot first and ask questions later" approach on YouTube's part.
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.
I have my students complete their first major assignment in two forms: (1) An individual 3-page paper and (2) a 5-6 minute group podcast. In both, they describe a text and situate it in historical context.
This assignment is geared toward getting students to begin thinking, talking, and writing about how writing is a deeply embodied practice. I ask students to play two games (QWOP and GIRP) that reconfigure how we engage the keyboard as a material object.