During a discussion of proper citation guidelines, I play for my class a collection of rather infamous examples of musical plagiarism, illustrating for the students the nuances of knowing when to attribute to a source and when not.
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.
When students can review their peers' attempts at an assignment before it's time for their own attempt, they inevitably critique other students' work and incorporate the best writing strategies into their own.
This assignment was designed to get students to practice their close reading skills in a short, condensed format of a blog post. Students sign up to blog for a given class day, chosing a short passage from the assigned reading for that day.
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.”
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.
Using the multimedia curation program, Storify, students compose a short writing assignment analyzing an "author's" ethos based on his or her Twitter feed. This demonstrates the ways in which ethos is cultivated over time and in a variety of different ways.
This exercise asks students to work in groups to move past a working summary of a text's rhetoric to consider the goals of an author and their strategic approach to audiences. It uses PBworks' collaborative potentials to bridge the gap between two connected class discussions.