Course Unit

This lesson helped students begin composing their final rhetoric assignment: a Multimedia Argument Project (MAP). I encouraged students to work with each other during the planning process and to collaborate with one another as they developed their digital literacy skills.

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.

Whenever I teach, I always assign some form of multimedia project, and these practices have helped to set up a studio environment where collaborative multimedia projects can thrive. Rather than post an explicit lesson plan to our site, I thought I’d run through a set of practices that have been successful for me ove

Students often conceptualize poems as monolithic objects from the past.  This lesson plan helps encourage them to visualize and conceptualize the content and influence of a poem in different registers.

Using procedural, verbal, visual and aural rhetoric, students work in teams on a multimedia presentation that outlines a video game prototype and the ways it makes arguments.

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.

My class used Twitter for a few general purposes and then for two specific assignments. For our general goals, we used Twitter to share resources among one another and to familiarize ourselves with various conversations that are important to people in the digital humanities.

In this group project, students design a commenting system or other forum/method for conversation within a website, matching the system to the particular rhetorical goals of the site.  Groups present their systems in a presentation and are required to turn in two documents: a visual representation of the conversatio