Audience

This exercise has groups of three students answer questions about an assigned reading; read and revise other groups' answers; consider other groups' revisions of their first answer; and revise their first answer--all in preparation for class discussion.

This lesson uses Photoshop to manipulate creative commons images found on the Internet into an avatar which represents the persona or ethos from which the student will write on a course blog.

This lesson plan uses the interactive video game Mass Effect 1 (BioWare, 2007 for XBOX 360) to teach students about making situated speech acts that effectively address a certain audience in a particular rhetorical situation.

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 purpose of this lesson is to introduce the students to screen reader software, so that they will be aware of the challenges that blind people face in using web sites, and so that they can adjust their own sites to accomodate access for the visually challenged.

Using the extremely user-friendly online video creation tool, Animoto, students create short commercials pitching (potentially) odd combinations of products to target audiences (pianos to businessmen, running shoes to retirees, etc.)

For this assignment students use Photoshop to create a visual depiction or information graphic (infographic) of an essay. This infographic will focus on the interrelation and visual communication of ideas rather than statistics (as in traditional/popular infographics). 

Through this assignment, students learn to close-read (critique) monuments on campus and consider the rhetorical nature of memory.

In this assignment, students learn about the importance of protecting their information and image online, and in turn, take measures to delete themselves from the myraid places where they are visible/vulnerable.

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.

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. 

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.