Students work on transcribing an Emily Dickenson poem from manuscript form into print. Their transcriptions are then compared with each other and with several printed editions of the same poem and used to discuss editorial decisions.

Students conduct oral history interviews, write papers narrating the interviews, and then work in groups to create a multi-segment “radio show."

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.

In this assignment, my students used a game-authoring platform called ARIS (Augmented Reality and Interactive Storytelling) to create augmented reality games based on scenes or passages from novels studied in our course.

In this assignment, students use the free online program Storify to track the life of a meme by combining elements pulled from social and news media sources. 

Students engage with and revise each other's texts using a wiki platform. Allows students to consider the various ways of composing a summary of a single text.

Students consider an ostentacious example of political rhetoric, then consider the other side's analysis of said rhetoric.

Students are given a passage to close read and asked to compose a short analysis paper.  After submitting the paper, all claims/thesis statements are compiled anonymously and discussed in an in-class workshop.

For an entire class period, groups of students are tasked with evaluating a short video. Each group is assigned a video and a category of evaluation that they will use to evaluate their assigned video. They will work together to come up with criteria, evidence, and an evaluative claim for their video.

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.

This assignment requires students to think about how the enthymeme might function in practical argument—specifically, in convincing a group of out-of-town visitors to Austin to try one of the local restaurants.

Students read Orwell's "Politics and the English Language," discuss it in class, and then demonstrate their understanding of Orwell's chief style points through an activity using CritiqueIt, a tool for collaborative composition and peer review. 

For one class, student groups analyze the use of “utopian” themes in a 1937 Ford Motor Company commercial, then compare this to specific elements of Huxley’s dystopian satire.

By doubling a class text video with another seemingly unrelated video, students learn about how context (or juxtaposition) can affect a text's meaning. 

This activity asks students to practice rhetorical analysis with reference to Ian Bogost's understanding of "procedural rhetoric." This mode of rhetoric focuses on the ways that procedures, processes, logics, and rules can be expressive and persuasive.

My students had been studying communities of their choice all semester. For the last unit, I asked them to contribute their perspective on their communities in two ways: first, in a more traditional editorial-length argument, and then through an interactive, procedural text using Inform7.

As a conclusion to an online research workshop, students explore the rhetoric of 18th-19th century crime broadsides from the Harvard Law School Library's online collection of crime broadsides.

This user-friendly activity has students do some informal free-writing in response to an educational film, then reflect on their writing using "word cloud" freeware.

This assignment uses Voyeur to analyze word frequencies and word distribution in student writing to help students see the paper’s thesis and how the argument progresses without reading the paper.