DWRL Lesson Plans - Connotation

Teaching Ethos Using Online Dating Profiles

Cate Blouke — Sat, 20 Oct 2012 02:53:14 +0000

Author:

Image Credit:

Screen shot of the plan author's faux OkCupid profile, taken by the author

Brief Assignment Overview:

Students analyze portions of profiles excerpted from the free online dating site, OkCupid, in order to talk about ethos, values, ideology and goodwill. The exercise, in turn, encourages students to consider their own online presences, their values, and the ways in which rhetoric has “real world” applications.

Type of Assignment:

Class Discussion

In-class Exercise

Homework Assignment

Assignment Length:

Single Class Period

One-Two Class Periods

Pedagogical Goals - Rhetoric:

Pedagogical Goals - Literature:

Close Reading

Cultural Context

Pedagogical Goals - Writing:

Style

Summary

Pedagogical Goals - Digital Literacy:

Creative Commons

Social Media

Additional Pedagogical Goals:

To introduce the concept of ethos in a rhetoric classroom. To introduce students to the implications of online writing and the ways in which our writing reflects a particular image of ourselves to different audiences. To encourage students to reflect on their own online identities, as well as the ways in which they shift their self-presentations based on their perceptions of audience and genre.

Media Requirements:

Adaptable For Use Without Classroom Technology

Media Console/Projector

Required Materials:

Internet access would be ideal, but this could easily be implemented using simple hand-outs prepared in advance.

Timeline for Optimal Use:

Useful Anytime

Early in the Semester

Full Assignment Description:

Perhaps more so than any other piece of writing, and even more so than my students' facebook pages, the self-summaries presented in online dating profiles are fundamentally arguments of ethos. Regardless of specific rhetorical aim (a casual hook up, a future spouse, or something in between), at heart, each of these texts is saying to readers, “this is who I am, accept me.” So they seemed like a great source text to get my students really thinking about how and why they evaluate people: what sort of snap judgements they make, how they read into things without even realizing it. And it also served as an excellent talking point about the public nature of the internet - how just because we don’t anticipate particular audiences doesn’t mean our intended audience will be the only readers.

As I pointed out to my students, the internet is very much so a public place, regardless of the sometimes flimsy, sometimes more strict privacy settings of a given website. We never really know the uses to which our words will be put, and especially when asking students to share and compose in digital spaces, it’s important to get them thinking about how online identities and compositions might be read.

OkCupid profiles offer a glimpse of more pragmatic, everyday ethos: how a person's general presentation or demeanor reflects an image back into the world. Looking at their compositions encourages students to focus on how people generate (or fail to generate) goodwill, and how they convey particular values through their writing.

After students break off into groups to assess the ethos presented in the profiles they are given and write short descriptions of their candidates, then we discuss their assessments as a group.

As a follow up assignment, I ask students to go home and write their own self-summaries to be posted on the class blog. To encourage students to think about audience, you might give them different audiences for which to compose these summaries. For example, how would they summaraize themselves on a job application versus a student-body election? For their parents versus their friends? For their classmates versus their teammates?

Suggestions for Instructor Preparation:

The site requires that you create an account in order to search for users, but the account is free, requiring nothing more than an email address. So, if you would prefer to find example profiles on your own, you'll need to open an account. However, I will include a number of potential sample profiles below in the "additional resources." As my students discovered, these profiles can be easily found by "googling" phrases from the excerpts below (at least when I initially used them - users may have since set their profiles to private). I didn't use the full profiles as part of the class discussion, though I'm toying with the idea of doing so next time around.

Should you seek out sample profiles to excerpt, here are my suggestions:

seek outside of your geographical region (to avoid selecting someone that your students could possibly know)
avoid using profiles that are overtly outrageous (this might be difficult as there are some ludicrous profiles on the site, but it will help to keep the exercise less unruly if the examples are more "reasonable")
try not to select profiles which you expect your students to respond to in a particular way (they will inevitably surprise you)
select profiles that have enough writing to afford a fair bit of analysis, but not so much that they students get lost (a good-sized paragraph should suffice)
double check to see if the profile is set to "public" by copying and pasting the url into a separate browser (in which you are not logged into the site)

Instructions For Students:

There is, perhaps, no clearer instance of an argument based on character than online dating profiles. Each person's profile essentially makes the argument that "you should date me because of who I am." On the free online dating site OkCupid, users are asked to write a "self-summary" which is the first thing people see when visiting their profile.

For this exercise, you will analyze a person's ethos based on their self-summary. You'll then play match-maker, deciding amongst four candidates who would make the best match with your bachelor or bachelorette. However, you'll need to justify your choice based on both parties' presentation of ethos.

In groups of three, you'll be assigned to a particular bachelor or bachelorette below. You'll first analyze your bachelor or bachelorette's ethos, writing an evaluation of their values and character based on evidence from their self-summary. Once you have a clear sense of your person, you will make an argument as to why they "fit" with one of the matches provided - again, based on character and shared values. Here are some questions to consider:

What makes this person a "good" dating candidate?
What kind of person are they?
What do they value?
What do they like to do?
How do they address their potential matches?

For any of these questions, you will want to provide a specific example/quote/evidence to explain your assessment. If you have an immediate reaction to the person's profile, try to identify what sparked the reaction. Think about word choice, tone, and level of formality. How does this person generate (or fail to generate) goodwill? Is anything in their profile alienating? What is it and why do you think you have that reaction?

Evaluation Suggestions:

The in-class discussion was not evaluated, though it may require some careful moderating. Students will likely have a lot of fun with the exercise, but both times I've implemented the plan, I have had to work to keep the conversation from devolving into making vun of the profile in question. It's important to remind students that these are "real" people.

Notes on Reception, Execution, etc.:

My students love this exercise. They find it thoroughly memorable and enjoyable, although I'm not sure that makes it the most pedagogically valuable lesson I've taught. So I would love feedback in the comments section if you try this plan in your classroom.

Additional Resources:

Here are a few of the sampels I used in my class - at the time of the exercise, all of these profiles were publicly viewable. Summaries have been excerpted verbatim (all spelling errors and grammar issues are original). I would recommend formatting them into some sort of chart (so as not to impose a vertical hierarchy), but for accessibility's sake, I'll simply post the text here.

Here are the options I gave to the first group:

---

Bachelor #1

Well I’m one of the good guys, a sweet heart that’s only here in hopes to find that awesome someone to share in life's sweat adventures with. No really it's true, not all guys are dumb assholes...Surprise. but lets be real, most are. Ha

They are some strange people out there that much is curtain so lets not think it's only you ladies that get weird messages from people. The first person to contact me on this site, turned out to be a homeless stripper. O_O Gross! Anyways I'm just saying I'm not like that or here for that.

I'm not to serious a person, more carefree and laid back if anything so being able to make fun of people without hating on them is a must. I'd much rather do sometime fun than sit an complain all day about how messed up the world is.(Cause we all Know it is.) I do like to have intelligent conversations, deep discussions, and learn how to connect with the earth and universe more but I don't let things bother me that are out of my control if you know what I mean.

What I’m really interested in is someone that can love me for who I am and not try and make me out to be someone else and that's how I treat people in return.

I live alone and love it, my house is my sanctuary but like everyone else it gets lonely and I can use a best friend to hang with me and have some fun.

My heart and spiritual well being is very important to me, that being said I take good care of myself and my relationships with others. Having a negative attitude about anything isn’t worth my time and its just not my style.

I’m in no way a pacifist as I love a good debate and would jump in a second to save someone from a robber, bully or zombies. Fuck War! But sometimes even the monks must fight and stand up for the weak. That’s me.

I live by one simple truth that “The focused mind is the most powerful force in the universe, meaning what the mind can conceive and truly believe by will alone it shall achieve.”

However, the mind can only take so much and sometimes needs help form others. Everybody needs somebody sometimes. Sometimes its a shoulder you need and sometimes its a slap in the back of the head. I guess that’s why I’m here, no ones perfect even though I see a lot of people trying to be. So hit me up if you feel like I do.

---

Bachelorette #1

My name is Josephine, I studied fine arts at France and then moved to South America to finish a post-graduate program on Linguistics.

Nowadays I work as a drawing teacher and occasionally as a model for the faculty students. I have acted on the past too, I have always been very passionate about filmmaking, I even ended up making a film about five years ago. But that passion I left it behind to replace it with music.

I am very much into exotic instruments. Koto, tabla, sitar, harmonium, buzuq, etc etc. These interest of the exotic came to me through my Romanian origins. I have a strong Gypsy bloodline on my family. I have played in several Manele bands during the late two years (since I re-established in England).

Hmm... what else could I tell you? Vegetarianism is very important to me. I work hardly everyday to become a vegan and I'm expecting to totally achieve it by this year. That is why I have had to learn to cook vegan, which I succesfully achieved. I have the best Romani vegan dishes you'll ever taste (if we ever meet).

I like psychedelic sixties bands. I love The Doors, I think the ultimate party would be dancing around a pyre drinking sake to the rythmn of Five To One. I also love, of course, popular 'gypsy' music like Goran Bregovic, he did a great song with Iggy Pop called In The Death Car, for the film Arizona Dream, you should check that out.

Ok, I guess I already did this too long. Excuse me.

---

Bachelorette #2

Me, well, I'm a fat-bottomed girl and I make the rocking world go 'round.

I'm a woman. I enjoy womanly things like getting my nails done and putting makeup on. I do these things because they make me feel great, not because I'm high-maintenance or girly.

I'm pretty smart in my mind. I read a lot, enjoy a good movie often and listen to music all the time. I hate that I say "like" so fucking much, but it's one of my adorable quirks.

I'm a tactile person. I show affection by touch. However, I'm not a touchy feely person. Which is pretty fucking odd, I know.

At this point, I'm looking for someone I can actually do stuff with. Go to a play. Rock out to a band at a bar. Try a new restaurant. Drink!!

<*If all you're looking for is a bang buddy, I am not the girl for you.*>

So essentially, I'm looking for someone who is fun, outgoing, and mature. It's odd looking for female friends, but I'm really trying to meet new PEOPLE not just men.

Likes:

SHORT Beards (on men)

Tattoos

Dancing

Men who play a musical instrument...I get so weak in the knees!

A man with some meat on his bones (and if you decide to be a smart ass and message me with, "I got meat on THIS bone," I will hunt you down and smack the shit out of you.)

A nice smile

Brazilian Fart Porn. Funniest shit I've ever seen.

A good, open sense of humor

Chivalry

Dirty minds

Dislikes:

Mindfuckery (Can you feel my dick in your mind right now?)

Aloofness

Facetiousness

Too much gook in a guys hair

Men who wear flip flops, eeeew

People who lack ambition and imagination

LIARS- I know that sometimes you have to wait until a precise time to mention something...just don't lie.

---

Bachelorette #3

I am very family oriented. So I would start off by saying that I am most passionate about my family and friends. Beyond that, I love traveling, reading and learning foreign languages. I think that these things can open doors to new people, cultures and better understanding of the larger world. I also am passionate about learning new things. I love taking goofy classes, or reading up on something I don't know about. I think that knowledge really is power, and I love using my imagination and creativity to explore different aspects of the world. I pride myself on being street smart. Though formal eduation is very important, arming oneself with useful everyday knowledge can sometimes be even more valuable (aka I am thankful that I possess common sense!) I am a quick thinker and believe myself not to be naive. And while keeping an open-mind and an open-heart, I love that I am comfortable relying on my independence.

On a less serious note, I love laughing and I LOVE Steelers football! I'm always up for a road trip and love to go anywhere warm (especially during the winter months!) Oh yeah, and I have started to train for a Triathlon Sprint coming up this summer. (I'll let you know how that goes... it's early yet, so I'm still quite optimistic!)

Lastly, some things i believe:

* Everything happens for a reason.

* That there is a heaven. I'm not so sure however, about hell. ... I'll get back to you.

* That no talent ass-clowns should not be glorified on MTV, VH1, E! or otherwise.

* "Beauty is only skin deep" is said only by people who have never been ugly.

* Accents and foreign languages are sexy.

* Singers and musicians are sexy.

* Happy-endings do exist.

* There is a lid for every pot.

* Everyone needs to know how to laugh at themselves.

* Life's too short to sweat the small stuff.

* There is no such thing as an accident or a mistake.

* Boy Meets World could have been and may always be the best show to grow up watching.

* We never stop learning.

---

For the second group, I gave them these options, and it was interesting to see if the two groups paired up the same bachelor and bachelorette.

---

Bachelorette #1

My name is Josephine, I studied fine arts at France and then moved to South America to finish a post-graduate program on Linguistics.

Ok, I guess I already did this too long. Excuse me.

---

Bachelor #1

The a geek, and proud of it. When I get passionate about something, I can't shut up about it (which is either endearing or extremely irritating, depending on your point of view).

I'm left-wing. A sceptic (in matters of science, although I'm sorry to say I'm quite gullible on a personal level). A militant atheist. It must be said though, that I'd like to think I have a pretty good sense of humour about those topics, even if I am passionate about them.

I'm an artist (I draw and paint). I love the English language, although my own writing talents are somewhat lacklustre. I like learning. There's nothing better than discovering something new and fascinating and being able to share it with other people.

I think Stephen Fry is God.

I think Batman and the Doctor are perhaps the greatest fictional characters created by man.

I think music was perfected in 1879 withGilbert and Sullivan's Major-General Song.

I think comic books and cartoons are perfectly legitimate artforms, capable of producing genuine human drama and emotion. On the other hand, I can't resist a good Talking Gorilla vs. Killer Robot fight.

I seem to think a lot of pretty silly things, huh?

I am geeky, smart...ish, and quirky

---

Bachelor #2

I have a yearning to explore different territory. To frolic in a refreshing mist atop the Yellow Mountains of Mainland China. To play with other great musicians. To watch shows in the opera house of Lyon, with an intermission of French kids break dancing outside the hall. To cook my own recipe in a Paul Bocuse culinary. These are things that most of my homies won't touch. Lest we forget, I am an abnormal guy; and I am looking for an extraordinary girl.

I want a girl who can be fun and adventurous. The kind of girl who isn't too afraid to suddenly break out of a three-day isolation and take a road trip across the country on a 1987 Vespa which I am convinced can take at least another hundred thousand miles.

Interestingly, my most passionate relationships involved completely contradictory personalities. Speaking of character--unfortunately, not all of us can be satisfied with pixellated photos and interview format autobiographies. Call me old-school, but coffee and a heated intellectual conversation beats the hell out of a 9 day back and forth email chat marathon. If you want to get to know me, call me. Tell me about yourself. Talk to me about politics. What is really important to you? I never get tired of meeting new and inherently good people.

---

Bachelor #3

What I’m really interested in is someone that can love me for who I am and not try and make me out to be someone else and that's how I treat people in return.

I live alone and love it, my house is my sanctuary but like everyone else it gets lonely and I can use a best friend to hang with me and have some fun.

I live by one simple truth that “The focused mind is the most powerful force in the universe, meaning what the mind can conceive and truly believe by will alone it shall achieve.”

Course Type:

Intermediate Writing Course

Introductory Writing Course

Course Description:

I've used this exercise in both my introductory literary studies course (as a means to explain the "real world" implications/applications of close reading) as well as in my intermediate rhetoric course.

Tags:

Workshopping Student Claims for Close Reading

Cate Blouke — Fri, 27 Apr 2012 15:46:13 +0000

Author:

Cate Blouke

Image Credit:

"Reading (30th/52)" by skippyjon

Brief Assignment Overview:

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.

Type of Assignment:

Assignment Length:

Pedagogical Goals - Literature:

Close Reading

Textual Analysis

Word Choice

Pedagogical Goals - Writing:

Additional Pedagogical Goals:

This exercise is designed to introduce students to the skills of close reading and thesis/claim formation. It also eases them into peer review and provides the oppotunity to discuss what makes a strong thesis.

Media Requirements:

No Classroom Technology Required

Adaptable For Use Without Classroom Technology

Media Console/Projector

Required Materials:

This exercise can feasibly be completed without any classroom technology. That being said, it works well with a media console/projector and a computer - so that the list of claims can be presented to the class. I did, nonetheless, make hand outs with all of the claims to give each student.

Timeline for Optimal Use:

Early in the Semester

Full Assignment Description:

After practicing some close reading as a class, students are given a short writing assignment requiring that they analyze a pre-determined passage of text. For my course, I used a speech from a Shakespeare play (The Tempest) as this offers a particularly rich source in a minimal number of lines. It's important that the passage be fairly short and that the students all work individually on the same passage. A short passage encourages them to read extremely closely, and having all of them analyze the same passage will help to highlight the varying ways of reading that each student will bring to a text.

After students have submitted their assignments, I then cull each paper for its major claim or thesis statement regarding the passage. For this kind of short writing assignment, I ask my students to directly begin the paper with their claims - which makes it easy to extract the thesis, and it encourages students to be direct and to the point. I then compile all of the claims into a hand out (keeping them anonymous), and we discuss the claims during the following class period.

While I have mixed feelings about workshops in general, this sort of focused and highly anonymous workshop allows students to see each other's work in a low-stakes and informative manner. I ask them to pick out some of the "stronger" claims and identify the characteristics of such claims. We also discuss how other claims might have been improved.

Suggestions for Instructor Preparation:

It's particularly important to keep this exercise anonymous and not to favor particular thesis statements in the handout. I scatter the thesis at random - avoiding an alphabeticl (by student) recreation or a list that moves from "good" to "bad." I find it more useful to let the students evaluate the quality o the claims than to feed them my own thoughts. By pointing out to the class that we're looking at the work of their peers and that this is a learning exercise, I've found that most students are kind and thoughtful in their responses. It helps the students who are less certain of their writing abilities or less comfortable making claims, by giving them concrete examples from a text with which they are familiar. It also helps the stronger writers articulate what makes a thesis "strong" or "weak." (I try to avoid the evaluative labels of good and bad, in favor of strong and weak).

Instructions For Students:

Now that we’ve had some practice close reading in class, it’s time to apply these skills on your own. For this assignment you will write a 1-2 page single-spaced close reading of the passage below, offering your own analysis of the passage’s significance both on its own and in the context of the work as a whole.

Your reading should take the form of a mini-essay, or an excerpt from a longer work. Avoid a long general introduction, as that would come off as mere space-filler in this type of short assignment. Begin with a claim or thesis stating what insight your reading will provide into the work as a whole, and then offer evidence from the passage to support your claim.

The bulk of your paper should consist of a close examination of the passage given. It is not enough to merely note interesting syntax, images, tone, etc. You must connect these details back to your claim/thesis for your reader, and show how the language of the passage expands, contradicts, or otherwise complicates your initial insight.

In a paper this short there is no need for a summary at the end. However, you should try to say what the implications of your reading are in a manner that is more complex (because your reader knows more now) than your original claim/thesis. You may want to suggest other passages in the text that would be useful complements, or make a larger claim about the author's argument.

Papers should be MLA formatted (though single-spaced), with your last name and page numbers in the header, and with the passage included at the top of the page. Please see the student example for both formatting and content guidelines.

ANTONIO

Ay, sir; where lies that? if 'twere a kibe,

'Twould put me to my slipper: but I feel not

This deity in my bosom: twenty consciences,

That stand 'twixt me and Milan, candied be they

And melt ere they molest! Here lies your brother,

No better than the earth he lies upon,

If he were that which now he's like, that's dead;

Whom I, with this obedient steel, three inches of it,

Can lay to bed for ever; whiles you, doing thus,

To the perpetual wink for aye might put

This ancient morsel, this Sir Prudence, who

Should not upbraid our course. For all the rest,

They'll take suggestion as a cat laps milk;

They'll tell the clock to any business that

We say befits the hour.

Evaluation Suggestions:

The in-class exercise is not evaluated, while papers are graded according to instructor's discretion/rubric

Notes on Reception, Execution, etc.:

Most of my students found this exercise extremely helpful - both because they were able to see a variety of different readings of the same text, and because they were provided a series of concrete examples of what a "claim" or "thesis" might look like for a close reading. Particularly for students who are less comfortable with close reading, this is a fruitful opening exercise.

Additional Resources:

Here are some of the student examples (provided with permission) written about the passage above:

Claims about Antonio’s Speech in The Tempest (Act II, Scene 1)

In this passage from The Tempest, Shakespeare portrays Antonio as a crafty man who thinks of nothing but power and who uses words to manipulate others.

The above passage from Shakespeare’s play The Tempest underscores the idea of power, and the attempts to assuage the consciences of those who choose its usurpation.

In this passage, Antonio is described as cold hearted and mean person, and he does not value others especially who are obstacle to his success.

Within The Tempest there is a constant struggle for power between the characters. A common channel the characters use in trying to achieve this power over one another is manipulation.

This passage from Shakespeare’s The Tempest is rife with strong connotations, imagery, and irony, providing a rich subtext to the great opportunity laid at the feet of Sebastian, who up to this point was simply a source of bitter humor in the play. There is no more insightful example of power struggle in The Tempest than in Sebastian’s swing in temperament before and after Antonio’s cold reply.

In this passage from Act 2 Scene 1 of The Tempest, Antonio’s alternating pronouns and powerful imagery highlight Antonio’s different point of views between his inferiors and himself, and his ability to manipulate those around him with his words.

Antonio in William Shakespeare’s The Tempest proves to be an honest, considerate character. This notion appears most apparently through Antonio’s relationship with Sebastian. Shakespeare augments Antonio’s personable personality through the character’s actions, word choice and syntax.

In this passage from The Tempest, in which Antonio responds to Sebastian in regards to his “conscience,” Antonio resolves to persuade Sebastian that it is okay for him to murder, as he himself has no “conscience” after having done the same for the throne of Milan. Antonio persuades by example.

In this passage Antonio justifies that circumstances, derived by personal feelings towards remorse, can define the meaning of guilt in different ways. Here, Antonio is proposing a different world to Sebastian; a world without the feeling of guilt.

Many people would claim that Antonio is the obvious villain in The Tempest. This may be true from Prospero’s point of view, but that does mean that Antonio is not the typical evil villain. In fact, he is simply a true realist and this passage helps prove that point.

Antonio’s passage proves that Antonio is indeed an evil conspirator who does not feel bad about uprooting his brother Prospero and would not feel bad about killing the King of Naples, Alonso, for the power that would accompany it.

Course Type:

Literary Studies Course

Course Description:

I used this assignment in my introduction to literary studies course, E314J Literature and Theater.

The broad goals of this course are to introduce students to the basic tools of literary analysis and to develop students’ own critical writing. No expertise in literary criticism or theater is presumed.

Tags:

Visualizing Word Choice with Lexipedia

gianfagna — Fri, 17 Feb 2012 17:10:08 +0000

Author:

Megan Varelmann Gianfagna

Image Credit:

Screen shot of Lexipedia entry for "choice"

Brief Assignment Overview:

This assignment focuses on using a visual thesaurus to illustrate the nuanced relationships among words that the list form of the traditional thesaurus glosses over. It asks students to use Lexipedia to evaluate the word choices they’ve made in their essays and to revise for more precise rhetorical effect.

Type of Assignment:

Class Discussion

In-class Exercise

Assignment Length:

Partial Class Period

Pedagogical Goals - Rhetoric:

Style

Topoi

Pedagogical Goals - Literature:

Word Choice

Pedagogical Goals - Writing:

Pedagogical Goals - Digital Literacy:

Visualization

Additional Pedagogical Goals:

The primary goal of the exercise is to help students revise their essays at the word level to more precisely communicate their ideas. It suggests to them that while a thesaurus can help get them thinking, not all words listed as synonyms convey the same meaning. It asks them to think critically about the reference materials they use and about how careless word choice can affect their authorial ethos.

Media Requirements:

Adaptable For Use Without Classroom Technology

Media Console/Projector

Technology-Based Classroom (computers for each student)

Required Materials:

Internet-connected computers are necessary for students to look up words drawn from their own essays. However, the instructor could select a few examples and present them to students either with one media console or in handout form and ask them to do the revision portion of the exercise outside of class.

Timeline for Optimal Use:

Useful Anytime

Full Assignment Description:

This in-class assignment is part of a larger clarifying writing workshop I do with students to help them revise their essays. I have used it with mapping essays, rhetorical analysis essays, and proposal essays but imagine it can be applied to a wide range of assignments. I begin the activity in class with a discussion based on a few examples of “synonyms” from a particular thesaurus entry. I ask students to think about the different connotations each word has and how they might change the meaning of a sentence. Then I ask students to pair up and answer questions about another word and the synonyms the traditional thesaurus offers for it. We discuss how the list form the thesaurus offers implies that synonyms are equivalent in meaning. Then I show them the visual thesaurus Lexipedia, ask them to look up the same word, and have them discuss how the representations of its relationship to the other words in the entry differs from the traditional thesaurus. Finally, I ask them to turn to their essay drafts to identify words that aren’t appropriate and/or that aren’t pulling their rhetorical weight and revise accordingly.

Suggestions for Instructor Preparation:

The Lexipedia site is a simple interface, and students and instructors will likely get comfortable using it in just a few minutes. Prior to class, the instructor might just familiarize him/herself with the color code for parts of speech and word relationships as well as the distinction the site makes between “fuzzynyms” and synonyms. Instructors might identify a few commonly misused words in the students’ drafts and use those examples when demonstrating the difference between the traditional and the visual thesaurus. Also, if the instructor wants students to begin revising in class, s/he will need to arrange for students to bring an electronic or hard copy of their essays.

Instructions For Students:

Step 1

As a class, let’s discuss the following examples of synonyms. Specifically, what do each of these “synonyms” uniquely contribute to the sentence?

Ex. 1: I’m going home. vs. I’m going to the house.  

Ex. 2: He acts cocky. vs. He acts confident.   

What different connotations does each word in these “synonym” sets have?

Ex. 3: Slender/skinny/scrawny

Ex. 4: Careful/stingy/thrifty

Step 2

With a partner, look up one of the following words in the dictionary: friend, snub or suggest. Then choose three synonyms and list the associations you have with each one. How do they compare? What are differences in meaning you can find (even tiny ones)? Write 3 sentences using at least one of the words in each.

Step 3

Now look up the same word in Lexipedia. Based on the entry it provides, what do you make of the relationship among your word and the synonyms you examined in Step 2? Think about the distance shown between words as well as the way they are grouped and the way they are color-coded. Does Lexipedia show words that the traditional thesaurus didn’t? Does it leave out words the traditional thesaurus included?

Step 4

Look at your essay and mark words that you aren’t sure express your ideas as well as they could. What does the word you choose in revision need to express differently? Use the visual thesaurus to see if you can find a more suitable word.

Evaluation Suggestions:

I use the Learning Record, so I provide feedback but not grades on student work. I gauge student success with this activity (and with the larger clarifying writing workshop) by the improvement their subsequent drafts show.

Notes on Reception, Execution, etc.:

This activity gets mentioned often both in student Learning Records and in course evaluations as something that was effective in helping them become more aware of their diction. They report that they enjoy discussing their relationship with the thesaurus (most commonly one built on frequent and hurried interactions) and using the visual thesaurus to explore relationships among words.

Course Type:

Intermediate Writing Course

Introductory Writing Course

Course Description:

RHE 309K – Rhetoric of Going Viral examines how events, stories and bits of culture are born, spread and reimagined online. We think and write critically about what makes these visual, verbal, and aural texts popular, what makes them persuasive, and how their purpose and message change as they move across media and venue. As we call into question traditional notions of authorship, audience, and argument through ongoing research of popular and scholarly sources, we examine a range of digital texts—from Facebook posts to blogs, YouTube videos to online news articles. As we examine these digital phenomena, we identify patterns of movement, rhetorical structures and stakeholders that help us better navigate the vast world in which we create and consume digital arguments.

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