Homework Assignment

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. 

In this lesson, students created Dipity timelines that allow them to integrate multi-media content into a temporal-sequential order.  Taking the sources from their first essay, students reflect on the benefits of the multimedia/chronological presentation.

Using GoogleDocs, students create a group bibliography page to practice summarizing and evaluating a source. They then engage in an informal presentation of their source to the class.

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.

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

Students 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.

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.

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

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

Using the free digital timeline website, Dipity, students can organize and annotate their sources chronologically.  This enables students to visualize the sequence of events and better address how particular texts interact with or talk past each other.

Even though we use enthymemes in our everyday speech, teaching the concept presents difficulties. By making enthymemes in the interactive fiction design system Inform7, students develop a deep understanding of implied reasoning.

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