DWRL Lesson Plans - Performance

First Day Introduction to Rhetoric Prezi

Sloan — Sun, 05 Apr 2015 23:44:32 +0000

Image Credit:

Casey Sloan

Brief Assignment Overview:

First Day Introduction to Rhetoric Prezi

This Prezi presentation is designed to introduce students to basic rhetorical concepts on the first day of class. I used this Prezi in an RHE 309k course The Rhetoric of Superheroes, but it can be adapted to work for any introduction to rhetoric class. By analyzing two character speeches in Christopher Nolan's 2008 movie The Dark Knight, students will learn about audience, style, and evidence while developing a working definitin of rhetoric. The presentation includes several writing and group discussion prompts along with the basic lecture content.

Type of Assignment:

Class Discussion

In-class Exercise

Assignment Length:

Single Class Period

Pedagogical Goals - Rhetoric:

Pedagogical Goals - Literature:

Close Reading

Performance

Structure and Form

Pedagogical Goals - Digital Literacy:

Multimedia

Presentations

Video

Media Requirements:

Media Console/Projector

Required Materials:

Media console/ projector, Prezi

Timeline for Optimal Use:

First Day/Week

Full Assignment Description:

Walking through this presentation with students should take up a full class session. I have included some relevant notes/ writing prompts for each slide below

First Day Introduction to Rhetoric Prezi

Slide 1: Before showing the video, make sure all of your students know the basic plot of Nolan's movie. Summarize and give context if necessary. (A thorough understanding of the film is not required for a reading of the speeches). Play Alfred's speech for students through once. Ask them to take detailed notes during a second playthrough, paying close attention to Alfred's argument. What is Alfred trying to get Bruce to do/feel/believe/think? How is he making his argument? What are his argumentative tactics? Play the video a second time and give students a few minutes to write a paragraph defining Alfred's argument and detailing how his argument is made.

Slide 2: This slide includes a few important points about Alfred's rhetorical strategies. Use this moment to discuss the importance of audience (Alfred's relatinship with Bruce impacts the way the two communicate). You can also talk about Alfred's use of the anecdote as evidence and his appeal to Bruce's (and the viewing audience's) emotions.

Slide 3: Alfred's argumentative strategies can lead into a discussion about the definition of rhetoric. Before showing this slide, ask students to write down their current definition of rhetoric. Have volunteers share their ideas and discuss. This slide shows my current understanding of rhetoric and presents two discussion questions on crucial aspects of the concept (communication as an "art" with intentional stylistic choices and the ethical dimensions of communication/ argumentation).

Slide 4: I used this slide to spell out the major goals of my course. If you download the Prezi, you can insert your own class objectives.

Slide 5: Another speech from Nolan's movie. Repeat writing prompts from Slide 1

Slide 6: Student introductions

Suggestions for Instructor Preparation:

Download the Prezi and insert your own course goals on slide 4. View the videos and take your own notes on how each rhetor constructs his argument.

Instructions For Students:

Before the presentation, ask students to take out pen and paper for the writing prompts throughout the Prezi.

Course Type:

Intermediate Writing Course

Course Description:

RHE 309K is a rhetoric course at the University of Texas at Austin that focuses on reserach and writing skills, rhetorical analysis and the study of persuasion. My particular course teaches rhetorical concepts through superhero fictions and culture.

Tags:

Introductory Exercise

Prezi

Multimedia Presentation

Multimedia

Bridging Summary and Analysis with Standup Clips

Plourde — Thu, 19 Feb 2015 18:51:20 +0000

Author:

Aubrey Plourde

Image Credit:

Image Credit: Cory Schmitz

Brief Assignment Overview:

This assignment uses clips from standup comedy specials to hone student skills of summary and synethesis, for the controversy map essay assignment. It can also function as a precursor to Unit 2, Rhetorical Analysis. At this point, they have gathered data on the contexts of their controversy, and performed two summaries of viewpoints. They are currently writing their controversy maps, which require them to demonstrate that they can identify and incorporate a speaker's major claims and supporting statements. This summary exercise is meant to help students practice those skills and to introduce rhetorical analysis.

Type of Assignment:

In-class Exercise

Assignment Length:

Single Class Period

Pedagogical Goals - Rhetoric:

Pedagogical Goals - Literature:

Pedagogical Goals - Writing:

Summary

Synthesis

Writing Process

Additional Pedagogical Goals:

This class activity came out of several grading sessions, wherein I realized my students were having a hard time subordinating an author's points during a summary. They seemed to give each of the author's statements equal weight, without differentiating between which ideas were primary and which were more supporting details. So while this activity is meant to reinforce the skills of summary and syntehsis, it's foremost an thought-exercise, which I hoped would help them give themselves permission to fairly emphasize certain statements over others.

Media Requirements:

Media Console/Projector

Required Materials:

This activity will go more smoothly if each student can efficiently take notes. I allow them to take digital notes on a laptop or tablet, but this isn't strictly necessary. The project does require that the instructor have a media console and projector.

Timeline for Optimal Use:

Mid-Semester

Full Assignment Description:

Ask students to sit in groups of three. These groups will be informal, and they shouldn't get too hung up on them. Most of their work will be individual, but asking them to share with a tiny group before discussing with the entire class can make them feel more confident.

Screen a clip from a popular comedian's standup special. I chose Louis CK, Aziz Ansari, and Bill Burr, to get a range of comedic styles. Each clip should last no more than 3-4 minutes, although the length will of course be based on the amount of time devoted to a single topic within the special. I also chose clips that I felt addressed primary controversies circulating in the news, and ones I felt my students would probably be familiar with.

Ask students to take notes on the clip and to identify the comedian's main point. Then ask them to fill in the supporting details.

Students should share their breakdown of the clip with their miniature group.

Once they have had a chance to discuss (this should only take two minutes or so), get a class consensus about what the comedian is "really" talking about, and what lines are there for effect or support. This is an opportunity to point out which points may seem like they're geting a lot of focus but are actually in the clip for a laugh or for emphasis.

Students should be able to summarize the clip in one statement. Encourage them to write an informal thesis as a class. For example, "In this bit, Aziz Ansari pokes fun at gender conventions by highlighting the arbitrariness of marriage rituals." This statement bridges a summary understanding of the text and an introduction to basic analysis. The extent to which the dicussion veers toward how the comedian's performance and language are affecting the humor is flexible; depending on how far the instructor would like to introduce or foreshadow Unit 2, this activity could stick to summary, or it could invite students to begin considering ethos, logos, pathos, and so on.

Repeat the exercise two or three times, time permitting, and debrief with students. They should feel more confident identifying primary and secondary points, especially with such a flexible genre.

Suggestions for Instructor Preparation:

I recommend converting the YouTube videos to an MP4 file that can be embedded in a Prezi or PowerPoint. This avoids the mid-class confusion of watching ads, finding the right clips, and so on.

Instructions For Students:

1. Watch the following comedy clip.

2. Take notes on what is being said.

3. When the clip is finished, re-read your notes and organize the bit based on its primary argument and its supporting subpoints.

4. Discuss with your group: compare your own breakdown of the primary and secondary claims with the others. Be prepared to report your organization to the class.

Repeat with three different clips, time allowing.

Homework:

1. Find your own clip.

2. Take notes on the content and revise your notes into some kind of outline that separates the main ideas from the subpoints.

3. Write up a short paragraph summarizing and synthesizing the comedian's argument.

4. Post both the paragraph and a link to the clip on the Canvas discussion board.

Evaluation Suggestions:

I ask students to share their choice/phrasing of the comedian's main argument and subpoints with the class. This is an informal evaluation, but it allows me to both determine their comfort with pulling out the major threads of an argument and to encourage them to make those distinctions between which ideas are emphasized and which are supplemental.

I also ask students to do one more summary/synthesis on a Canvas discussion board. They find their own set of clips, summarize them and synthesize their relationship to one another, and post their writing with the clip link on Canvas. I grade it for completion, but it can be a good, efficient way to guage whether students can differentiate between main ideas and subpoints.

Notes on Reception, Execution, etc.:

My PowerPoint didn't actually work, but I did have the separate downloaded clips, so it went relatively smoothly. Despite the technical glitch, I got a lot of positive feedback on this assignment. I think my students liked the project simply for content--it made a nice vacation from reading arguments about marijuana legalization--but they did also seemed to really enjoy applying their summary skills to less-conventional media. After we discussed the major/minor points, they enjoyed very briefly discussing how the rhetorical turns worked, which was what made me think this assignment worked well as a pseudo-bridge between Unit 1 (research/summary) and Unit 2 (analysis).

Course Type:

Introductory Writing Course

Course Description:

Rhetoric 306 is a course designed to introduce students to the fundamentals of research and argumentation. They are asked to research a controversy, summarize and analyze the arguments of the major stakeholders in that controversy, and then develop their own arguments.

Tags:

Summary

Synthesis

Performance

Bridging Summary and Analysis with Standup Clips

Plourde — Thu, 19 Feb 2015 18:51:15 +0000

Author:

Aubrey Plourde

Image Credit:

Image Credit: Cory Schmitz

Brief Assignment Overview:

Type of Assignment:

In-class Exercise

Assignment Length:

Single Class Period

Pedagogical Goals - Rhetoric:

Pedagogical Goals - Literature:

Pedagogical Goals - Writing:

Summary

Synthesis

Writing Process

Additional Pedagogical Goals:

Media Requirements:

Media Console/Projector

Required Materials:

Timeline for Optimal Use:

Mid-Semester

Full Assignment Description:

Ask students to take notes on the clip and to identify the comedian's main point. Then ask them to fill in the supporting details.

Students should share their breakdown of the clip with their miniature group.

Repeat the exercise two or three times, time permitting, and debrief with students. They should feel more confident identifying primary and secondary points, especially with such a flexible genre.

Suggestions for Instructor Preparation:

I recommend converting the YouTube videos to an MP4 file that can be embedded in a Prezi or PowerPoint. This avoids the mid-class confusion of watching ads, finding the right clips, and so on.

Instructions For Students:

1. Watch the following comedy clip.

2. Take notes on what is being said.

3. When the clip is finished, re-read your notes and organize the bit based on its primary argument and its supporting subpoints.

4. Discuss with your group: compare your own breakdown of the primary and secondary claims with the others. Be prepared to report your organization to the class.

Repeat with three different clips, time allowing.

Homework:

1. Find your own clip.

2. Take notes on the content and revise your notes into some kind of outline that separates the main ideas from the subpoints.

3. Write up a short paragraph summarizing and synthesizing the comedian's argument.

4. Post both the paragraph and a link to the clip on the Canvas discussion board.

Evaluation Suggestions:

Notes on Reception, Execution, etc.:

Course Type:

Introductory Writing Course

Course Description:

Tags:

Summary

Synthesis

Performance

Using Flag Burning to Teach Icons, Symbols, and Speech Acts

Wiedner — Thu, 10 Apr 2014 19:09:40 +0000

Author:

James B. Wiedner

Image Credit:

"Plus" by Andre, "Fire" by Nick Abrams, "Equal" by Edward Boatman, and "Light Bulb" by Chris Brunskill, all from The Noun Project; (Flag Icon Is in Public Domain)

Brief Assignment Overview:

Students come to class having read read an analysis focused upon the importance of the seemingly minor distinctions between "icons" and "symbols" in the context of Texas v Johnson, the definitive Supreme Court case regarding the extent to which an American flag and/or the burning thereof is “speech,” and therefore protected by the First Amendment.

The class then explores the definitions of- and distinctions between- icons and symbols, analyzing the assigned reading’s contention that the majority and dissent opinions of the sharply divided court actually comes down to whether a flag in this context constitutes an icon or a symbol. Students then logon to classroom computers in pairs to find an example of one symbol and one icon. Students post their examples onto our Canvas discussion board with brief explanations as to why their choices do, in fact, constitute icons or symbols.

As time allows, the instructor puts the Canvas discussion page on the projector, and student postings are analyzed together as a class. The instructor assigns a brief follow-up reading.

Type of Assignment:

Assignment Length:

Pedagogical Goals - Rhetoric:

Pedagogical Goals - Literature:

Cultural Context

Historical Context

Performance

Pedagogical Goals - Writing:

Research

Synthesis

Pedagogical Goals - Digital Literacy:

Media Requirements:

Technology-Based Classroom (computers for each student)

Required Materials:

Vergobbi, David J. "Texas v. Johnson." Free Speech on Trial: Communication Perspectives on Landmark Supreme Court Decisions. Ed. Richard A. Parker. Tuscaloosa, Ala.: University of Alabama, 2003. 281-97. Print.

Classroom with enough computers to accommodate all students at two students per computer.

Timeline for Optimal Use:

Useful Anytime

Full Assignment Description:

Speaking as generally as possible, this lesson plan seeks to help students think about the many different forms of rhetoric that exist aside from the written and spoken word. More specifically, the plan seeks to establish the ways in which actions, objects and images can constitute rhetoric. The definitions and uses of icons, symbols, and what the Supreme Court calls “speech acts” as rhetoric are then explored in the specific context of the definitive Supreme Court decision on the issue of flag burning, Texas v. Johnson (1989).

“Free Speech on Trial: Communication Perspectives on Landmark Supreme Court Decisions” is exactly what the title suggests. It is organized by chapters, with each chapter authored by a different attorney, judge, or legal scholar of note. Each chapter consists of a communications-based analysis of a different Supreme Court case, the vast majority of which revolve around First Amendment issues. A copy of the chapter entitled “Texas v. Johnson” from the collection is posted on Canvas several days before class, with instructions to read and make note of any questions they have while reading.

After a general class discussion on the reading, we focus our attention upon the primary contention of the article’s author. Specifically, that the conflicting opinions among the Supreme Court justices in this case came down to whether a particular justice viewed the burning flag as an icon or as a symbol, even though the justices were not aware that this is where their disagreement was founded.

The class discussion is directed in a quasi-Socratic method of instruction, with the instructor seeking to elicit contradictions among student responses to questions pertaining what it is that makes this case so nuanced and multi-layered. The instructor asks a question outright: “If a person just douses something in kerosene and lights it on fire without saying or writing a word, are they “speaking?” Again, a Socratic method is useful: asking students questions such as the above and challenging their answers with further questions and new contingencies lends itself to students rethinking their visceral responses to the original question, resulting in the class as a whole coming up with a more inclusive yet refined working definition of “speech.” We look at explicit and implicit reasoning in the Supreme Court’s analysis of the same question(s). Students are reminded that they’re allowed to disagree with the reasoning of a Supreme Court justice and that they shouldn’t be shy about challenging any of their statements and/or assumptions.

As we continue thinking about non-verbal rhetoric, the instructor directs the class to the portion of the assigned reading where the author begins elaborating upon his claim that whether the justices thought flag burning was speech or not came down to whether they treated the flag as an icon or a symbol. Given that even the Supreme Court wasn’t able to make sense of this icon/symbol distinction (or so says the article’s author), it should come as no surprise that students struggle with the nuance as well. Rhetoricians, linguists and the like disagree amongst themselves as to the precise definitions of these terms, but I tried to make the broad explanation that both icons and symbols are types of signs.

Suggestions for Instructor Preparation:

There is no need to read the actual Supreme Court opinion in Texas v. Johnson. The instructor should, of course, have a firm grasp of the analysis of the case that the class has been assigned to read.

I also found it very helpful to spend time refining my own understanding of icons, symbols, signs and the like. There is much grey area and a fair amount of disagreement on some aspects of these concepts.

Instructions For Students:

Before class: Read the article posted on Canvas, making note of questions they have as they arise.

During class: Following class discussion, logon to the classroom computers in pairs, and find one example of an icon, and one example of a symbol, and to post both to the Canvas discussion board, along with brief explanations of their choices.

After class: Read a short “article” (in comic form) that will be available on Canvas after class. Create a short posting as to whether this follow-up reading helped clarify the symbol/icon distinction, and the way in which it did so.

Notes on Reception, Execution, etc.:

This lesson went over better than I ever expected. Although looking at these issues in the context of a Supreme Court decision might seem uniquely befitting a Rhetoric of Law course (which is what I teach), the issues discussed are of broad interest, and students don’t have to actually read any judicial decisions.

I would recommend pulling up the Canvas discussion page on the projector, and going through a few of student postings for as long as time allows (approximately 10 minutes).

Additional Resources:

The Noun Project- An excellent site full of simple icons and symbols to peruse. The images at the top of this lesson plan are all from the Noun Project.

Course Type:

Advanced Writing Course

Intermediate Writing Course

Introductory Writing Course

Using Debates to Teach Rhetorical Analysis

Sloan — Wed, 04 Dec 2013 16:19:55 +0000

Author:

Casey Sloan

Image Credit:

Image Credit: Short Excursions Into Allyson's Mind

Brief Assignment Overview:

This assignment asks students to watch a debate and evaluate the participants' use of ethos, pathos and logos given their goals and their audience. It then asks students to select a debate “winner,” construct an argument justifying their position, and debate the issue with other students, incorporating concession, refutation and rebuttal.

Type of Assignment:

Class Discussion

In-class Exercise

Homework Assignment

Assignment Length:

One-Two Class Periods

Pedagogical Goals - Rhetoric:

Pedagogical Goals - Literature:

Pedagogical Goals - Writing:

Media Requirements:

Media Console/Projector

Timeline for Optimal Use:

Late in the Semester

Full Assignment Description:

This assignment has students evaluate speakers' use of ethos, logos and pathos, perform a rhetorical analysis on the effectiveness of that use, and debate their own conclusions with their classmates by relying on concession, refutation and rebuttal. Ideally, this assignment will help students solidify their understanding of rhetorical appeals and allow them to practice calling upon argumentative strategies to persuade a skeptical audience. The debate chosen can be a fantastic hook to catch student interest in rhetorical analysis. Presidential debates or heated public debates could be introduced for a class that seems particularly politically conscious, but I personally used a semi-humorous debate between comedian Jon Stewart and Bill O'Reilly, television host and social commentator. The debating then required of students should help them develop their own use of persuasive strategies.

Students will first watch a debate in class. A classroom equipped with a computer and screen is necessary for this assignment. While viewing the debate, students should take notes on both (or one, if you want to divide your students neatly into two camps) speakers' use of ethos, logos and pathos. Ask them also to think about the audience for this debate and whether or not the rhetorical moves made by the speakers would be received well by that audience. This should take up one class period.

For homework, have your students write up a brief report arguing why one speaker “won” the debate. They should use the notes taken during the debate and focus on the use and effectiveness of rhetorical appeals.

During the next class period, ask students to share their arguments. Go back and forth between the two camps, asking students to use various combinations of concession, refutation and rebuttal to answer one another.

Suggestions for Instructor Preparation:

Be sure to pick a debate video that will fit neatly in with your available class time. Decide whether you want to assign students to a single debater or offer them the option of picking their own side. If you assign students to a single speaker, you can ask them to focus solely on her while watching the debate video.

Instructions For Students:

Ideally, before performing this exercise students should already be familiar with rhetorical analysis and refutation, concession and rebuttal. I used this assignment as an end-of-semester wrap-up to synthesize various ideas and skills.

1) For the first class period, students should closely watch this debate video. They should focus on both speakers' (or a single speaker's) use of ethos, pathos and logos. Instruct them to take detailed notes, citing specific examples. Ask them to pay special attention to these questions: what kind of ethos do the speakers establish? How? When do they use pathos and why? When do they use logos and why? Also, define the audience for this debate.

2) For homework, students should write up a 1-2 page argument about why one debater "won" the argument by more effectively using rhetorical appeals to convince her audience.

3) For the next class period, ask a volunteer on each side summarize why her debater won. Then, ask opposing sides to use various combinatinos of refutation, rebuttal and concession to argue against one another.

Course Type:

Introductory Writing Course

Course Description:

I used this assignment for Rhetoric 306, an introductory course.

Tags:

Shifting Focus from Content to Medium

Laura Thain — Sun, 06 Oct 2013 02:05:07 +0000

Author:

Laura Thain

Image Credit:

Blancomoleon

Brief Assignment Overview:

Using various records of the Hindenburg disaster, this assignment encourages students to engage with medium over content, especially in terms of literary studies.

Type of Assignment:

Class Discussion

In-class Exercise

Assignment Length:

Single Class Period

Pedagogical Goals - Rhetoric:

Arrangement

Rhetorical Analysis

Visual Rhetoric

Pedagogical Goals - Literature:

Pedagogical Goals - Writing:

Invention

Pedagogical Goals - Digital Literacy:

Additional Pedagogical Goals:

This assignment encourages students to think beyond their preconceptions of what "medium" is and view all things as mediated--especially text.

Media Requirements:

Media Console/Projector

Required Materials:

Instructors will need to assign an orienting theoretical piece on medium and assemble an applicable archive of media for students to analyze. I used the first chapter of McLuhan's Understanding Media ("The Medium is the Message").

Timeline for Optimal Use:

Useful Anytime

Full Assignment Description:

Assign the students a piece of media theory that you think well supplements their primary text reading in a literature class or your chosen archive of materials in a rhetoric class. Some potential candidates include Raymond Williams, Marshall McLuhan, or Bolter and Grusin. You may also ask your students to watch a lecture such as this one in order to gain some grounding for talking about media. We spent a full class period discussing McLuhan's argument before engaging in this activity.

I then assembled an archive of media artifacts around our primary text, War of the Worlds. I asked the students to approach this archive mostly through affect, which I defined as "the way media objects make us feel."

I began by handing out a transcript of Herbert Morrison's famous radio broadcast account of the Hindenburg disaster. I asked the students to read this transcript to themselves and circle words or phrases that made them feel a certain way. Then, I asked them to account for their experience in terms of the medium in which they experienced it. Next, I played an audio file of Morrison's radio broadcast and asked them again to recount their reaction, again accounting for medium. Finally, I asked them to watch a YouTube video that superimposed a Universal news reel of the explosion over the audio of the broadcast. Students were generally most moved by either the radio broadcast or the YouTube video and discussed why.

I then explained that Orson Wells wanted to capture the "spirit" of the Hindenburg broadcast (1937) in his own adaptation of War of the Worlds (1938). I played a ten-minute portion of the radio broadcast and asked them to relate the two radio pieces to each other, again, paying attention to how the medium of radio attempted to make its audience feel a certain way.

By this point, the students generally agreed that radio, rather than "lacking" the visual, capitalized on conveying information chiefly through an aural medium. We talked a little bit about McLuhan's view of "hot" vs. "cold" media, and I then asked them to think about how text itself also function as a medium.

We then read a selection from Book II, Chapter 4 ("The Death of the Curate") in War of the Worlds as a class. I asked them to each read a paragraph of the text as dramatically as they felt comfortable doing. Again, I asked them how the text as a medium tries to inspire suspense in the audience.

Finally, we watched an analagous clip from Steven Spielberg's 2005 War of the Worlds, in which the Martian alien, like the passage from the book, is probing the basement while the protagonist hides in fear. I asked them how the visual medium attempts to create suspense in the same plot arch. After students practiced analyzing the two very different methods, I reiterated that that content of the two pieces was somewhat irrelevent to their analysis--the medium was what mattered.

Suggestions for Instructor Preparation:

Make detailed notes on the orienting piece of media theory you assign your students and spend time working through that piece with them. Our class spent an entire day on "The Medium is the Message" and read it in terms of our current text (War of the Worlds) before engaging in detailed analysis of other media.

Instructions For Students:

Students need to read and discuss a secondary media text in addition to primary course materials for this lesson.

Course Type:

Intermediate Writing Course

Literary Studies Course

Course Description:

I teach a ninety-minute class period of Literature and Popular culture, which is a varient of Literature Across the Disciplines (E314J). The course seeks to explore the intersections of literature and popular culture from the point of view of mass readership and other forms of mass media. The course requires students to consider mediation through the lens of culture, history, and media theory as they engage in close reading and analysis.

Banned Books Virtual Read-Out

herbly — Fri, 05 Apr 2013 21:48:42 +0000

Author:

Hala Herbly

Image Credit:

bannedbooksweek.org

Brief Assignment Overview:

Students videotape themselves reading 2-minute-long passages from a banned book of their choice. They then upload their readings to the Virtual Read-Out Youtube channel, sharing them nationally. Instructions can be found here.

This assignment is well-suited to banned books classes, though I don't see why anyone else couldn't participate. Banned Books Week falls at the beginning of every October, and the American Library Association, among many others (see here for a full list of sponsors) organizes a Virtual Read-Out.

Since I am teaching my banned books class during Banned Books Week, I am making student participation in the Virtual Read-Out optional for extra credit. Even though this assignment is voluntary, I've had a couple of submissions, and a few more are in the works.

Type of Assignment:

Homework Assignment

Semester-long Project

Assignment Length:

Partial Class Period

Pedagogical Goals - Literature:

Additional Pedagogical Goals:

This assignment accomplishes a few pedagogical goals. First, it requires the student to choose a book important to them, thus requiring a degree of engagment that compulsory excercises don't always inspire. It should be noted that they are not required to read from books that I've assigned--the American Library Association has a comprehensive list of most challenged books since 1990. Thus a few students seem to have chosen books with personal significance to them, unexpectedly making this an excercise in ethos-building.

Second, this excercise fosters collaboration. Since a few of my students are more tech-savvy than others, they have offered to record and edit other students' readings. My class has entirely voluntarily created a facebook group to help them organize a larger group version of the read out project, editing together several readings into one entry.

Last, the read-out compels them to pay attention to oratorial style. A few have remarked that they had to think of ways to keep the reading from becoming monotonous. And even those who have not voiced such concerns tend to rely on inflection and emphasis in their readings.

When our submissions reach a critical mass, I plan on devoting a chunk of class to watching and analyzing their performances, paying attention to their stylistic choices.

Media Requirements:

Media Console/Projector

Technology-Based Classroom (computers for each student)

Required Materials:

Video camera (available through phone, webcam, or video camera). Web cams are installed in all Lab computers and cameras are also available for check-out.

Timeline for Optimal Use:

Useful Anytime

Full Assignment Description:

In honor of Banned Books Week, perform your own Virtual Read-Out!

Choose a text of your choice from the ALA website and create a video of yourself reading a passage from the book in question. You don't have to choose a book we're reading this semester. The Virtual Read-Out rules advise you to keep this reading under 2 minutes. Then, when you're done, send it to me, and upload it to the Virtual Read-Out Youtube channel. You could be internet famous! instructions can be found here.

Due Date: By the end of the semester.

This will count as extra credit on your final paper. Note: videos MUST be uploaded to the Virtual Read-Out Youtube channel in order to count for extra credit.

Suggestions for Instructor Preparation:

Be sure to look over the Banned Books website preparatory to presenting the assignment to class. N.b. though Banned Books Week ended Oct. 6, there appears to be no cutoff date for submitting videos.

Present the website. I took some time to go over the "Most Challenged" lists for the past year or two, which generated an interesting discussion about what books were banned and why.

Then take them to the Virtual Read-Out page. Explain the assignment.

Instructions For Students:

In honor of Banned Books Week, perform your own Virtual Read-Out!

Due Date: By the end of the semester.

This will count as extra credit on your final paper. Note: videos MUST be uploaded to the Virtual Read-Out Youtube channel in order to count for extra credit.

Evaluation Suggestions:

As I note above, this assignment is voluntary, for extra credit. I plan on awarding 5 extra points toward the final paper to anyone who reads or otherwise participates in a reading.

Course Type:

Literary Studies Course

Course Description:

In this class, we will examine books that have been banned or otherwise challenged in Britain and the United States. Beginning with John Milton’s Areopagitica, an essay that, one might argue, provides the foundation for modern notions of free speech and censorship, we will examine how challenged books interrogate our notions of decency and morality. The course will end with Beloved, a book that forces us to question how we understand our nation’s traumatic past. Each of these books will allow us to discuss how literature as an art can also profoundly disturb us.

Tags:

Close Reading YouTube and Cultural Archives

Rosen — Thu, 23 Aug 2012 00:58:07 +0000

Author:

Stephanie Rosen

Image Credit:

Stephanie Rosen

Brief Assignment Overview:

Start close-reading on day one by using YouTube videos and considering their archives.

Type of Assignment:

In-class Exercise

Assignment Length:

Single Class Period

Pedagogical Goals - Literature:

Additional Pedagogical Goals:

This assignment is meant to introduce close reading immediately, explain some course objectives, and get students "reading" and discussing on the first day.

Media Requirements:

Media Console/Projector

Required Materials:

media console with projector

Timeline for Optimal Use:

First Day/Week

Early in the Semester

Full Assignment Description:

My course description (see above) sets up a false dichotomy between watching YouTube and reading books. In reality, my syllabus features many works which reimagine literary texts by remediating them—in video, film, and more. We are especially concerned, in this class, with works that pull from the queer archive in order to make new art. On the first day, we used some YouTube videos to practice close reading and think about the ways in which the archives used in a text—or a video—affects our reading of it.

We watched Dan Savage’s original “It Gets Better” video, in which he and partner Terry tell stories about youthful struggle, love at first sight, adopting a son, family vacations, and achieving acceptance. We also watched the music video “Reading Rainbow” by the Lost Bois, in which A. O. and her musical partner, B Steady, remix the theme song to “Reading Rainbow” and rap about their intellectual formation from children’s books to queer literature to black feminist theory. Students were asked to take notes, paying particular attention to the archives each video uses.

After the videos, students offered items from their notes and I rewrote each very different archive on the board. Once notes were on the board, students were asked to answer a prompt about one video in small groups, using that video’s archive to inform their response. Half the room discussed one video, the other half discussed the other. After discussing in small groups, students reported to the class, some already offering rather sophisticated close readings on the first day!

Suggestions for Instructor Preparation:

Since this exercise was designed for the first day or early in the semester, I suggest choosing video which provide a bridge between students' prior knowledge and the content of the syllabus.

Instructions For Students:

[The following instructions were explained in class.]

Watch the following videos and take notes. Try to write down as many elements of the video’s archive as you can. If it uses stories, what kind; if it uses texts, which ones; if it uses music, what music? In addition to noting the archive, write down any other thoughts or questions that occur to you as you watch.

[After watching and taking notes, students were given the following prompts:]

The short version of the argument in Dan Savage’s video is, simply, “It gets better.” But if you had to summarize the argument in a paragraph instead of a sentence, what would you say? Use your reading of the video’s archive to help expand on its message or argument.

The chorus in The Lost Bois’ song includes the phrase, “I ain’t nothin’ but a lost boi.” Clearly, “lost” is a key term in this song and for these artists, but “lost” is a term with several meanings. In this song, what does “lost” mean and what are the qualities of being lost? Use your reading of the video’s archive to support your answer.

Evaluation Suggestions:

Students had a chance to report their answers to the class, and came up with some great readings. There was no formal evaluation, but I pointed out how the most successful readings used prior knowledge and intertextual readings to support their claims. For example, The Lost Bois’ video includes footage from Disney’s Peter Pan, and one student used her knowledge of the “lost boys” in that text to support a reading of “lost” in this one.

Notes on Reception, Execution, etc.:

This activity went over quite well. The videos could be quickly read and discussed within a first class meeting. The strategies we used would carry over to our readings and the videos would remain a point of reference for later discussions.

Course Type:

Literary Studies Course

Course Description:

In 2010, Dan Savage began a viral video campaign when he and his partner posted a video to YouTube promising a viewing audience of gay, lesbian, transgender, and bisexual kids that life “gets better.” The project’s uncritical positive attitude has received critique from some queer intellectuals and kids, but it has also inspired videos from prominent LGBT people and allies, and given some viewers suffering from discrimination and heartbreak a sense of community and hope.

Before YouTube, queer people read books. In fact, reading, writing, and critiquing literary works has long been an occupation of queer-identified people. Literature can build community and offer hope, but it can also reflect the complexities of queer lives and relationships, transform transgressive pleasures into art, and analyze the histories and ideologies that often keep things from simply getting better, in spite of Savage’s promise.

In this course, we will examine the specific features of literary works that enable them to do all this, and that have long made them an important part of queer culture. Students will develop skills — close analytic reading and creative critical writing — that will help them succeed in upper-division courses across campus. This class is therefore recommended for English majors and non-majors alike. Readings include canonical and popular literatures, as well as some music, film and new media, and scholarly articles that will inform our approach.

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Close Reading

Critical Reading

Visual Analysis

Using TV Tropes to Teach Narrative Devices

Anonymous — Thu, 19 Jul 2012 15:05:57 +0000

Author:

Ashley Squires

Image Credit:

"Multimedia Message" by rockcreek via Flickr

Brief Assignment Overview:

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.

Type of Assignment:

Assignment Length:

One-Two Class Periods

Pedagogical Goals - Rhetoric:

Pedagogical Goals - Literature:

Pedagogical Goals - Digital Literacy:

Creative Commons

Open Access Software

Additional Pedagogical Goals:

To teach students how to identify and assess the literary tropes or narrative techniques an author is using and to recognize how those devices are manipulated across genres. It can also be useful for rhetorical analysis and invention.

Media Requirements:

Media Console/Projector

Technology-Based Classroom (computers for each student)

Required Materials:

Just a computer with an internet browser. In the enhanced version of this assignment, students will create their own wiki, which will be very easy to do if you already use a site like PBWorks for your class.

Timeline for Optimal Use:

Useful Anytime

Early in the Semester

Full Assignment Description:

Instructors attempting to teach students to analyze the formal qualities of a work will often introduce literary devices and tropes into their students' lexicons. Students, however, often have difficulty assimilating these concepts as anything more than items to be found and labelled in any given narrative work. They have difficulty understanding why authors do the things they do and what affects the author's choices may be having on their expectations as readers.

TV Tropes is a wiki that catalogues narrative devices used across a variety of media: literature, television, film, manga, comic books, video games, etc. It is rigorously maintained by careful amateur observers of modern media, is often cited on fan websites, and is evidence that Formalism exists on the internet. John Crowe Ransom would be proud.

Incorporating TV Tropes 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.

This idea originally emerged from a conversation with a student who wrote a paper comparing the video game Dante's Inferno to the original poem. His observations about the changes in the story led to a productive discussion about the narrative demands of video games vs. medieval poetry.

Suggestions for Instructor Preparation:

Spend 10-20 minutes introducing your students to TV Tropes. Give them some time to learn how to navigate the site and read a few entries. If you have a few key literary devices that you would like them to learn, you might direct them to those pages or create a list of major tropes you want them to look at on their own time.

Prepare a short reading assignment. Short stories work great for this. You may wish to choose something that doesn't already have its own page on TV Tropes. The inspiration for this assignment began with a short reading from Dante's Inferno.

Instructions For Students:

Have students take a reading home and see how many devices they can identify. Have them note examples in the text and be prepared to talk about where they see that technique, why the author may be using it, and what affect it has on them as a reader. I had students use this as a journal prompt. Encourage them to get beyond "like" and "dislike" (the TV Tropes editors are insist that their entries remain value neutral, that the use of a device does not make a particular narrative work good or bad). Instead, have them talk about how the use of a technique met or subverted their expectations, how the characters were developed, etc. They can make reference to the website's other examples of how that trope is used in other narratives or forms of media.

Evaluation Suggestions:

This assignment was not graded.

Notes on Reception, Execution, etc.:

This basic assignment works great as a jumping off point for guided journaling/reflection and in-class discussion, but some instructors may wish to take it to the next level. Next semester, I will have students create a wiki page on our PBWorks site for a reading that doesn't already have it's own page on TV Tropes. While the Divine Comedy page on their site is already quite extensive, a short work like "Young Goodman Brown," which I've been teaching for a long time now, could work very well for a collaborative wiki project like this.

Course Type:

Intermediate Writing Course

Introductory Writing Course

Literary Studies Course

Course Description:

This was initially used in an introductory literary studies course - E314J Literature and Religion.

The figure of the Devil has inspired myriad artistic representations that reveal and inform the way we understand the source of ultimate evil and suffering—as a rebellious angel forever tormented by his separation from God, as a malevolent force in competition with a benevolent deity, as a trickster figure sparking mischief and mayhem, or as a motiveless malignity bent on causing pain and suffering wherever possible. This course will consist of an historical survey of literary representations of the Devil in the Western religious traditions, beginning with Marlowe’s depiction of the Faustian bargain and Milton’s fallen angel as epic hero, taking us into the present day. We will end with Salman Rushdie’s exploration of the angel/devil dichotomy in the context of globalization and religious extremism, considering how contemporary discussions of fundamentalism and terrorism have shaped our modern understanding of evil.

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Teaching Context (Juxtaposition) with Video Mash

Roberts — Tue, 17 Apr 2012 15:34:43 +0000

Author:

Michael Roberts

Image Credit:

Screen shot of youtubedoubler.com

Brief Assignment Overview:

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

Type of Assignment:

Homework Assignment

Assignment Length:

Partial Class Period

Single Class Period

One-Two Class Periods

Pedagogical Goals - Rhetoric:

Arrangement

Audience

Pedagogical Goals - Literature:

Pedagogical Goals - Digital Literacy:

Open Access Software

Remediation

Video

Additional Pedagogical Goals:

This is a nice icebreaking way to discuss the effect a context can have on the reception and interpretation of a text.

The assignment can also be used to teach more formal devices, such as juxaposition in literature or montage in film.

Media Requirements:

Media Console/Projector

Required Materials:

Computer console to show assignment and then review work the following day.

If you use this as an in-class activity, then the students will all need their own computers.

YouTubeDoubler

Timeline for Optimal Use:

Mid-Semester

Full Assignment Description:

At the end of a class in which you have discussed a short piece of writing (I use a poem, but this could really work with anything that you can find in a video... a speech, scene from a play, etc), pull up a video version of the piece. You could either have shot this, made the students make it, or found it on youtube. Ideally you would have discussed this writing and done a formal reading of it.

Discuss how the reading you had come up with as a class is based on certain contextual elements, such as the history you have been reading, the history of the genre, or the conventions of the Literature/Rhetoric classroom. Ask the students how they might react differently to the text/poem if they encountered it on a billboard, greeting card, horror film, etc. Would they read it? Would they respond to it differently? Would its meaning be different?

Finally, tell the students that their assignment it to try to radically change the meaning of the text/poem by placing it in a different context through juxtaposition. How would it change if set to heavy metal music? Played over a speech by Obama? A speech by Hitler? How would the text be different in World of Warcraft? Encourage students to be creative and find contexts that are relevant or interesting to them. This is their chance to take the academic or esoteric and recontextualize it. (This is especially interesting/worthwhile if you are teaching "old" literature). Show your sample video and how youtube doubler works. Tell them that they need to come in the next week with the videos doubled and an explanation as to how the primary text's meaning changes in the new context.

The next week, take volunteers to show their youtube videos. Most of the assignments will be funny, so indulge in the humor but then ask why the juxtaposition is funny. What does Shakespeare have to do with Katy Perry? What do the two texts say about each other? Why? If you like, you can also examine juxtaposition, quotation, or montages as rhetotical or literary strategies. Ideally you should go through 4+ student examples, taking 1/2 a class to a full class period.

Suggestions for Instructor Preparation:

Make sure you have the video of the primary text ready to show the class... maybe you have been using it already before you give the assignment. It is also helpful to come up with your own youtube doubling, to show them how the website works and give them ideas as to how they might juxtapose the videos. Ideally this should be a funny example to loosen things up.

Instructions For Students:

We have just spent the day discussing the formal elements of [name of text]. But we have been doing so from a particular perspective, as college students considering [x] or looking for [y]. How might you interpret this text differently if you saw it in another context, or compared it to something seemingly . For our next class, I want you to juxtapose the video of this text with another video that makes some commentary on the text's meaning. Youc an select a music video, political speech, anything... just as long as you think it affects the meaning of the primary text in an interesting way. Bring in your own Youtube doubling and be ready to explain to the class why you made the selection that you did. Again, your secondary video can be as close or distant to your primary video as you like, as long as it says something interesting about it. Have fun!

Evaluation Suggestions:

This assignment is so tiny that I use it wholly as a conversation starter. I do make sure that all students have completed the assignment though.

Notes on Reception, Execution, etc.:

Students generally love the assignment because they get to display their proficiency in a technology they all know well: Youtube. Most of them try to be as funny as possible with their juxtaposition, with mixed results. This creates a friendly, open discussion environment, though, which is the primary benefit of the assignment. It is pretty easy to get helpful discussion of context even out of the poorly done assignments. I do think it is important to require them all to use the same first video, though, to keep things grounded.

Course Type:

Introductory Writing Course

Literary Studies Course

Course Description:

I have this in mind for a tech-ready literature (poetry) class, but the assignment is broad enough for any class, really. The relationship between text and context is something to discuss in any literature or rhetoric class.

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