DWRL Lesson Plans - Semester-long Project

Assignment Length:

Pedagogical Goals - Writing:

Annotation

Peer Review

Revision

Pedagogical Goals - Digital Literacy:

Multimedia

Media Requirements:

Required Materials:

This plan lasts for multiple class periods and uses a number of different, though readily accessible, technologies. At different points, the students will need to: (1) Bring hardcopy versions of a paper they’ve written into class; (2) Have at-home access to virtual classroom technology like Canvas or Blackboard; (3) Have a set-up a personal account for a class-associated blog. While none of the particular lesson plans require classroom technology, students will need to have regular access to the Internet to fully participate.

Timeline for Optimal Use:

Full Assignment Description:

There are a lot of reasons that peer review can be helpful, for students and for their instructor both, not least of which is the way that peer review can shift responsibility for stronger, sharper writing from a vertical and hierarchical model to a more horizontal and democratic one. This set of assignments allows students to not only participate in and benefit from peer review exercises, but begin to think critically about the value and process of social revision while increasing their skill set with digital technology. What follows are instructions for peer review for three different papers, which could be written back-to-back or spread across an entire semester. By no means do the papers need to be of any particular genre (research, advocacy, etc.) or any specific length or even have any particular relationship to one another; rather, what matters for the purposes of this plan is that the writing would benefit from peer review, whether that be in terms of grammar or rhetoric or what have you.

The first peer review exercise is the most traditional: Students should bring in their finished papers the day the essays are due (or perhaps just before). In self-selected pairs or trios, students should pass the papers around, in the margins attempting to answer whatever specific goals the instructor might set, for brief face-to-face discussion at the end of class. These might include:

Correcting any/all mechanical errors
Summarizing the basic argument in 3–4 sentences
Noting the strongest/weakest passage and articulating why it is so strong/weak

In the second exercise, students will utilize the peer review functionality of some virtual classroom software — say, Canvas or Blackboard — to read through and comment on the papers of a couple of their classmates, this time grouped randomly. Such software offer a range of different markup tools, including line-by-line annotations and multicolor highlighters, that suggest a number of inventive possibilities: Perhaps all spelling errors can be highlighted blue and all run-ons red; or, if the students have completed a typical rhetorical analysis, whatever sections deal with pathos might be in green and those with ethos in yellow. The instructor might even encourage students to explore possibilities only afforded by digital technology, such as using reaction gifs at points in the marginalia.
For the final exercise, students will upload an abbreviated version of their paper to a class-associated blog; once every essay is online, students will leave their feedback as comments on (at least two) individual posts. To maintain anonymity while still being able to tell who is who, you might want to allow students to use their initials in place of their actual names — or have a little more fun with it and allow students to create their own username. Leaving specific feedback will no doubt be more difficult at this stage, so the comments will likely be general if left to their own impulses, but for the purposes of experimentation students might be encouraged to devise their own way to note particularly jarring typos or specific points of interest.

Once the whole set of exercises have been explored, the class should discuss the benefits and failures of each type of technology, in effect reviewing their own peer reviewing: Which did they find easiest to use? Which was most helpful?

Suggestions for Instructor Preparation:

Aside from carefully considering and directly stating the peer review goals for each assignment, instructors should themselves be able to help students should they have any questions on how to use the technology — and trust me, they will. Hence it is useful to spend some time in class walking through the functionality of a virtual classroom or how to post a paper directly to a blog. As such, the instructor should have the blog as ready as possible well before the time those papers will be due, so that students have an idea of how their work will look online.

Instructions For Students:

Peer review is most productive when students have explicit goals and questions to strive for and answer. What students should look for and comment on depends, of course, on the type of assignment and the person of the instructor; it might be interesting, however, if the same goals are set for each type of review, so that students have a fuller sense of how the differing technologies affect their ability to read and review, to comment and correct. They might note how the anonymity of a blog sometimes encourages less tactful criticism and fewer line edits — which raises the point that students, when doing peer review, should always be mindful of their classmates’ feelings and respectful of differing opinions or skill levels.

Evaluation Suggestions:

It can be somewhat of a headache to evaluate someone else ability to evaluate, so I would suggest grading on participation or including the peer review as part of a paper’s final grade.

Course Type:

Course Description:

This assignment was originally designed for a class on the rhetoric of the digital divide, and the various peer reviews were spread across an entire semester.

Using Google Maps with Alternative Learners

Voss — Wed, 30 Apr 2014 19:31:21 +0000

Author:

Jay Voss

Image Credit:

billolen

Brief Assignment Overview:

This lesson plan will help students visualize unfamiliar geographic settings. For whatever reason (there’s probably an anthropological explanation), humans around the world are often ignorant of locales 3,000 miles away. Most Americans don’t understand the political distinctions, say, between different sects of foreign religions, and people who have never been to America probably imagine that it’s all like Die Hard or Blade Runner. Some whose first visit to the states included a stop at Austin’s SXSW festival might have found those expectations fulfilled, but I digress.

Given such short-sidedness, this lesson plan is for college-level students who are assigned to read something like Tolstoy’s Hadji Murat, and yet who struggle to understand the historical politics of a place like the mid-nineteenth century Caucus. The strength of the exercise is that it helps students visualize where all sorts of unfamiliar places are on a map. A potential weakness of this exercise is that you’ll encourage underperforming students to rely on the Internet for information. It’s precisely these students, especially if they’re Literature or Rhetoric majors, who instead need encouragement to read more. In any case, humble me is merely proffering up this lesson plan to a caring forum, and we can all keep debating issues like this for the rest of our careers.

Type of Assignment:

Assignment Length:

Technology-Based Classroom (computers for each student)

Pedagogical Goals - Rhetoric:

Arrangement

Pedagogical Goals - Literature:

Textual Analysis

Pedagogical Goals - Writing:

Research

Pedagogical Goals - Digital Literacy:

Accessibility

Media Requirements:

Required Materials:

Internet access and a Google Account.

Timeline for Optimal Use:

Full Assignment Description:

When teaching literature, inevitably you will assign a book that involves travel to places that students have never heard of. This could be Bath in Austen’s Northanger Abbey, or Birnam Wood in Shakespeare’s Macbeth. Sometimes, in the case of a Tolstoy story or Nabokov novel, knowing something about these places often provides for a richer thematic understanding of the literary art. This is the sort of knowledge that comes from having read a lot already, and if you’re students haven’t acquired this knowledge from previous reading, you may be looking for ways to instill this learning. In this lesson plan and assignment, you will ask students to make a detailed Google Map for a piece of literature that they find exotic, and then also ask them to write an interpretive essay that digests the map they created.

In the accompanying paper that goes along with this assignment, ask students to interpret a specific work of literature through the map that each individual student has made for that work of literature.

Suggestions for Instructor Preparation:

Students need to know how to use Google Maps. Most of them already do, and there are a number of tutorials on YouTube that you can find for them. If students don’t know how to use Google Maps, then you should take the time to teach them.

Instructions For Students:

So, assign your students to make a detailed Google Map for a confusing piece of geographic literature. There are a number of things that I think you should counsel students on as you assign this work. Each student’s map should contain roughly 8 place markers. They should drop place markers in locations that pop up in their work of fiction, and label those pins with important relevant information that they can find on the Internet. In some cases, such as Lolita, many of the towns mentioned are entirely fictional. Rather than smurf your students out of this paradox, I suggest you have them articulate their own way out of it in the accompanying interpretive essay.

Each place marker should contain all sorts of research data. There are any number of ways they can go about filling out this information. The place markers may contain references to some sort of multimedia content or Wikipedia page. It can contain excerpts from the novel in question, or mentions of other works of fiction that also mention these places. Part of what students will glean from this assignment is an understanding of essential information relevant to a quick presentation.

Evaluation Suggestions:

As an instructor, there a two different ways you might consider assessing this work, depending upon your own pedagogical prerogatives. If you’re looking for ways to grade students that don’t involve traditional research and writing, you might put more emphasis on the mapping portion of the assignment. If, on the other hand, the mapping component was simply a leader designed to get students researching in productive ways, you might instead put more emphasis on the writing component. It’s really all up to you.

"Creating" Visual Rhetoric Through Student-Designed Flash Games

lazhu — Sat, 09 Nov 2013 08:07:39 +0000

Author:

Lily Zhu

Image Credit:

Mars Cafe

Brief Assignment Overview:

This assignment gives students a chance to make their own (very elementary) argumentative, flash game. By actively engaging in the process of game design, students will have to think through their intentions and the process of piecing together visual, aural, and verbal rhetoric.

Type of Assignment:

Assignment Length:

Pedagogical Goals - Rhetoric:

Pedagogical Goals - Writing:

Pedagogical Goals - Digital Literacy:

Technology-Based Classroom (computers for each student)

Video Games

Visualization

Additional Pedagogical Goals:

This is meant to be a long-term group project (at least a month), ideally assigned as a final media presentation which sums up elements of effective argumentation in an entertaining, yet carefully thought out, fashion. It follows a previous assignment in which students analyze a flash game by PETA for various forms of rhetorical appeals/fallacies (http://lessonplans.dwrl.utexas.edu/content/flash-games-and-visual-rhetoric).

Media Requirements:

Media Console/Projector

Required Materials:

Projector
Internet
Computer/media console for the instructor
Optional: computer for every student

Timeline for Optimal Use:

1. http://www.sploder.com/games/members/geoff/play/arcade-tutorial-links/
http://www.youtube.com/watch?v=wh22sYhJjKk

Late in the Semester

Full Assignment Description:

Though there are many sites of varying difficulties from which instructors can choose, www.sploder.com is both easy and flexible to work with. It’s intended to inspire elementary school students (around the ages of twelve) to become interested in coding and game design; as a result, this lesson plan does not require extensive tutorials or a large amount of in-class time set aside for instructional purposes.

www.Sploder.com allows the user to “design” his/her own game through preset conditions. There are five different game types – among which include “retro arcade” and “classic shooter” – with protagonist options, movements, and attacks already installed. The user, then, is left to “make”: the environment for each level, tools, weapons, text boxes, non-playable characters, bonuses, bosses, and music. For my class, I placed particular emphasis on in-game text/dialogue and atmosphere/visual cohesiveness as ways for the groups to make whatever persuasive points they intended. As an additional hurdle, I required that my students include “switch” events within the game (linked events in which the player cannot progress unless another task is accomplished first. For example, the big boss cannot appear until a specific minion is destroyed or, a “barrier” in the path will not disappear until a token is collected).

Completed games will be played through on the last day of class using a projector and the instructor’s computer.

Below, I’ve posted the prompt I handed out and a general rubric. I also offer my students three comprehensive tutorials for specific game types available to Sploder.

Goals: You and your group will be presenting your own persuasive video game designed on http://www.sploder.com/. In addition, you will turn in a 500-word group essay discussing this project.

The purpose of this assignment is for you to take what you have learned from PETA’s Pokemon Black and Blue (or the McDonald’s one http://www.mcvideogame.com/index-eng.html) and apply it to your own platform game. Questions to think about: what rhetorical strategies does the parody engage with? What visual strategies? How does it convey its message, and how explicit or implicit are its arguments? What are potential weaknesses of this media form that you must avoid in your own creation? What are potential strengths that you should focus on?

How to begin:

1. Make an account on www.sploder.com (one for your group) and let your instructor (me) know what your group account name is.

2. Go through video tutorials (if you google or search on youtube, you will find plenty of fine tutorials. Do not ask your instructor for search help; at this point in the semester, you should be proficient on your own)

3. Experiment with as many components as you can.

To earn a C+

Your game must have:

1. At least 2 complete levels to your game.

2. An observable and understandable message

3. Text (whether that be on signs and/or dialogue boxes)

4. At least 2 Switch events (for example: the player can only deactivate a barrier if (s)he kills a particular monster; or, the boss monster will only spawn if the player presses a particular object)

5. An environment (minor characters, decorations, etc.) which contributes to the persuasive argument and overall atmosphere.

6. At least 60% of the game must involve some type of action (rhetorical, visual, textual, etc.) and not just walking around like a derp.

Your 500-word essay must have:

1. One section discussing the argument your game is meant to present and what the game’s position is.

2. One section discussing the visual and rhetorical strategies your group employed in the game to convey the opinion in #1 to the player. Be detailed as to what various elements are meant to specifically accomplish.

3. One section covering how group work was divided.

4. One optional section discussing how you think this assignment could be improved to teach you more about digital rhetoric, or, alternately, what you thought was the best part of this assignment.

Hints:

http://www.youtube.com/watch?v=hf72Ybtg7DA

2. “Retro arcade” seems to be the easiest and most popular form. If your group is having difficulties, I suggest starting out with this. Be aware, though, that because this is the one with the most tutorials available, I will expect a more complex game should you choose this style.

Student samples from Fall 2013:

1. Anti-bullying and methods of conflict resolution:
http://www.sploder.com/games/members/tomasdamico/play/final-project-rhe3...

2. Saving the world from pollution:
http://www.sploder.com/games/members/hsieh0422/play/save-the-world/

Suggestions for Instructor Preparation:

Spend maybe an hour or two on the website just experimenting with the different game types and design options. Students, for the most part, have more technical questions such as “how do I save?”. When students present, you'll be moderating - asking questions about the narrative, devices used, etc. I asked one student from another group to play, and as this student played, the group would explain their intentions and techniques.

Instructions For Students:

That entire prompt posted above.
1. Make the game in groups, fulfilling instructor requirements.
2. Write a 500-word essay detailing intention, process, rhetorical devices, and workload.

Evaluation Suggestions:

Students will play each other’s games. As a student plays through another group's game, that group will be in charge of explaining and presenting on their game at the same time (it's basically an interactive powerpoint presentation). The instructor will grade based on a preset rubric. The general hope is that students will incorporate the rhetorical skills they have developed all semester into the game.

Notes on Reception, Execution, etc.:

I tried to put students into groups of 4, with each group containing someone familiar with video games of any sort (the earlier PETA’s Pokemon Black and Blue exercise helped me see who in my class was proficient and who was uncomfortable with this type of media).

To my surprise, I found that the next time we met (after I’d first introduced the project), half of the groups had already started the project without any prompting from me. I’d anticipated having to devote a class or two to work-shopping the groups’ games, but this turned out to be unnecessary as they were all fine and highly motivated on their own. This may have to do with the nature of the 500-word essay (in which students must discuss the division of labor).

Students really will go above and beyond for this project. They'll make complicated and involved projects that will constantly surprise you!.

Course Type:

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.

Using Twitter for Class Reading and Participation

Roberts — Mon, 09 Sep 2013 23:10:56 +0000

Author:

Michael Roberts

Image Credit:

petesimon

Brief Assignment Overview:

Instead of required blog posts or reading quizzes, I require my students to interact with each week's reading and each other by "live-tweeting" their reading process. This VERY informal method of participation takes lots of the pressure off of their responses and encourages them to engage more with the class texts.

Type of Assignment:

Homework Assignment

Assignment Length:

Pedagogical Goals - Literature:

Close Reading

Textual Analysis

Pedagogical Goals - Digital Literacy:

Multimedia

Social Media

Additional Pedagogical Goals:

Class participation, class interaction, promoting discussion.

Media Requirements:

Required Materials:

The participation assignment requires each student to either create a twitter account or to use an exisiting one; to show them how to do this there should be some available computer (ideally with an overhead projector). After the first day, though, most of the technological interaction will take place outside of class.

Timeline for Optimal Use:

Useful Anytime

First Day/Week

Early in the Semester

Full Assignment Description:

On the first day/week of class, I introduced the concept of reading participation, a way to show that every student is reading the course texts and thinking about them. I went through previous attempts to gague the student engagement, including pop quizzes (cue groans). I then announced that this semester I was going to try something different, and require students to live-tweet their reading process. This amounts to each student creating or using a twitter account to post responses to and questions about each week's reading. I explained that although I will read the tweets, my interaction will be minimal; twitter is to be a space for the students to feel free to express whatever, and to interact with each other. I emphasized that it is fine, even encouraged, to express superficial, banal, or even "stupid" reactions to the reading, as long as there are occasional thought-out and perceptive observations. I let them know that I expect around 3 substantial tweets a week (see instructions below), but that they should feel free to do many more. I also emphasized that, if they choose to use a personal account, I have no interest in invading their privacy or reading their personal tweets. To allow for some privacy, I do not follow students, but will instead check the class #hashtag every week. We came up with our class hashtag (ours was #disgustE314), and I told them to make sure to tag every post with it so I could see them all in one feed. Since we were in a compter classroom, I then gave the class a few minutes to log in or set up twitter accounts, encouraging the twitter-experienced students to help out the newbies. I had everyone send their first tweet with the hashtag, and that was that. Since then I have opened class by addressing one or two questions or comments from twitter, to show that I have been reading, and we have occasionally used a twitter question as a discussion starter.

Suggestions for Instructor Preparation:

First, be familiar with twitter and create an instructor account for this class/other professional uses.

Instructions For Students:

Twitter: For participation and preparation for this class you will be expected to use twitteroutside the classroom. To do this you can use your personal twitter or create a new account; to respect your privacy I will not follow anyone. For me to see your tweets, be sure to mention me and/or use the class hashtag. I will expect a general output of around 3 tweets a week for this class; in general one of those tweets should be an interpretive question about the reading, and one should respond to another classmate. I will occasionally use student tweets to begin discussion on the week's reading, so be sure to have something before class begins. I understand that the semester can get very busy, and will allow you to miss a week or so, but expect consistent and engaged participation with the texts and class outside of class. If you choose to "livetweet" your reading process, all the better.

Evaluation Suggestions:

My evaluation thus far has been very general, even abstract. I read the twitter feed at least once a week, and make a few notes of students who are making particularly insightful comments, and also noting anyone who isn't posting. Like most "participation" grades, I expect my process at the end to be very impressionistic and generous to those students who contribute. I also try to give individual students answers or feedback in class to reward more active participation.

Notes on Reception, Execution, etc.:

So far I would say that twitter participation has been high and relatively engaged. Since I require students to tweet at each other, I hope to create more of a personal class community in the classroom. This is my first semester using this assignment, though, so it won't be for a while that I see long-term results. I may very well write a blog post about this later in the semester.

Course Type:

Course Description:

In this course we will examine books that have been banned in England and America for "graphic" or "explicit" content. What has offended in these texts is (supposedly) not distasteful political or religious sensibilities, but instead a depiction of that which "should not be shown": usually sex, violence, or depravity. This sort of literature raises interesting questions about the role of disgust (or horror) in literature. Are there acts, events, or cultures that should not be shown? Is disgust purely a negative reaction, or might it yield positive results? Is explicit material worth defending for its own sake (see, for example, the recent controversy over The Human Centipede 2 in Britain), or must it be serving some other artistic, political, or religious purpose? Does what an era finds disgusting reveal something about the culture's changing sensibilities?

Charting violent, sexual, and gory literature from the sixteenth century to today, we will examine both the thematic uses of explicit literature as well as reactions to it. In doing so, we will discuss the disgusting, the horrific, and the graphic as both a literary motif and a point of tension within a culture.

This course will combine close reading of primary sources with the study of secondary critical essays in order to understand how the historical and cultural contexts surrounding these works (and the controversies they sparked) relate to their formal characteristics as literary artifacts. In the process, students will also learn how to use library databases including such as the online Oxford English Dictionary as well as other resources essential to literary study.

Tags:

Participation

Twitter

Social Media

Reading comprehension

Student Digital Activism as Rhetorical Advocacy/Analysis

Hoag — Sun, 04 Aug 2013 21:05:39 +0000

Author:

Trevor L. Hoag

Image Credit:

Graphic posted on xomariee.wordpress.com

Brief Assignment Overview:

This assignment challenges students to become digital activists/advocates for a cause of their choosing, and aids them in developing a portfolio of work in the service of that cause.

Type of Assignment:

Assignment Length:

Technology-Based Classroom (computers for each student)

Pedagogical Goals - Rhetoric:

Pedagogical Goals - Literature:

Close Reading

Textual Analysis

Word Choice

Pedagogical Goals - Writing:

Pedagogical Goals - Digital Literacy:

Media Requirements:

Timeline for Optimal Use:

First Day/Week

Full Assignment Description:

This ambitious assignment challenges students to become digital activists/advocates for a cause of their choosing, and aids them in developing a portfolio in the service of that cause. Students begin the class by researching a cause to advocate for such as vegetarianism, marriage equality, or gun rights. Students then produce a series of compelling “media artifacts” for that cause such as social media websites, blog sites or websites, an image or infographic/meme, an “anti-artifact” in the form of information deletion/lockdown, a digital map or timeline, and finally, a collaborative project. Instructors can also ask students to “justify” their artifacts by theoretically analyzing them and by comparing them to other analogous artifacts.

Note: Many other options for artifacts exist such as games, videos, and more.

Suggestions for Instructor Preparation:

Not for the faint of heart, instructors who wish to employ this assignment arc must familiarize themselves with a number of different technologies including, for example: Facebook, Twitter, Wordpress, tumblr., Wix, easel.ly, Wordle, quickmeme, Storify, and many other applications. However, instructors should not fear discovering and learning new technologies alongside their students as it encourages a more “horizontal” classroom structure. An instructor who attempts such an assignment will learn much!

Instructions For Students:

In this course on digital writing/humanities, you will become a digital activist in the service of a cause. You will develop a portfolio of work in the service of this cause that you will present at the end of the semester. You are also responsible for theoretically analyzing the “media artifacts” that you create by applying course readings as well as comparing the rhetorical strategies you have employed with other similar (or different) media artifacts.

Step #1: Research a cause to advocate for across the arc of the semester. You have a lot of options, so make sure you care deeply about the cause for which you are advocating. Students in past courses have become digital activists regarding, for instance: body image, disability, cheating in sports, net neutrality, vegetarianism, cyber-bullying, women’s health services, marriage equality, and much more!

Step #2: Once you have an exciting/fulfilling cause to advocate for, you will now begin producing and analyzing “media artifacts” in the service of that cause. In this particular course, you will produce six different types of digital media/humanities writing: a social media website (or sites), a blog site or website, an image or infographic (which can include a series of memes), an “anti-artifact” in which you will delete or lock down information online, a digital map or timeline, and finally, a collaborative project with others in the class. You do not have to have any prior knowledge of the technologies that you employ to develop your artifacts—a big part the assignment is just exploring! So take a look at the following examples, create accounts on whatever sites you think will work best, and go to town!

P.S., It’s a big help to find others in the class who are using similar sites/technologies or advocating for similar causes at any given time. Start collaborating as soon as you can, and you’ll find it eases your classroom tasks immensely!

REMINDER: Every artifact is accompanied by a 1-page theoretical analysis. For example, one might discuss one’s Twitter feed in reference to, say, Denis Campbell’s Egypt Unshackled: Using Social Media to @#:) the System. Likewise, all deletions should engage Viktor Mayer-Schonberger’s Delete: The Virtues of Forgetting in a Digital Age. Analyses are also encouraged to include comparisons/contrastings of rhetorical strategies with other similar artifacts, whether those of student colleagues or “outsiders.”

Artifact A (Social Media—Facebook, Pintrest, Twitter, etc.)

https://www.facebook.com/veggiedc?ref=hl

https://www.facebook.com/NoSpecialTreatmentofReligiousOrganization?ref=hl

http://pinterest.com/pin2891/rhe312/

http://pinterest.com/gendernorms/genders-created-by-society/

https://twitter.com/kidsaresponges

https://twitter.com/ChurchesTax

Artifact B (Blog or Website—tumblr., Wordpress, Blogspot, Jux, Wix, etc.)

http://loverealyou.tumblr.com/

http://lgbtmarriagenow.tumblr.com/

http://fucknoqueerfetishization.wordpress.com/

http://healthstartfoundation.wordpress.com/

https://aforactivism.jux.com/

http://copywritecopy.wix.com/copyrightorwrong

http://getyourkidsoffline.blogspot.com/

Artifact C (Image—easel.ly, quickmeme, Photoshop, Paint, etc.)

http://i.imgur.com/1vX9GVx.jpg

https://s3.amazonaws.com/easel.ly/all_easels/92675/Drugusage/image.jpg

https://s3.amazonaws.com/easel.ly/all_easels/94299/Queerfetishization/image.jpg

http://www.quickmeme.com/meme/3t8ws8/

http://www.wordle.net/

http://www-958.ibm.com/software/analytics/manyeyes/

Artifact D (Deletion)

Note: The deletion is in some ways the hardest artifact to produce. Essentially, your goal is to “become-imperceptible” by removing yourself from the Web, or by blocking access to content that’s related to you and/or your cause. You can also find a website or application to analyze that “deletes” something for you. Be creative and try your best! (See also: http://lessonplans.dwrl.utexas.edu/content/becoming-imperceptible-or-how-disappear-completely)

https://duckduckgo.com/

http://suicidemachine.org/

Artifact E (Map or Timeline—Google Maps, Text2MindMap, Storify, Zeega, Tiki-toki, ManyEyes, Wordle, etc.)

https://maps.google.com/maps/ms?msid=210792301150685076515.0004d98cf1fb8dcdd07a1&msa=0

http://www.text2mindmap.com/vBL47F

http://storify.com/Dopeandsports/drug-enhancement-in-professional-sports

http://storify.com/ryleegonzalez/queer-fetishization-and-gay-marriage

http://storify.com/dawn1/women-s-sports-uniforms-across-time

http://zeega.com/103969

http://www.tiki-toki.com/timeline/entry/115265/Idiot-Nerd-Girl-Meme/#vars!date=2012-01-04_21:28:09!

http://www-958.ibm.com/software/analytics/manyeyes/

Artifact F (Collaboration)

Note: The collaborative artifact can be approached in a couple different ways. One is to use a familiar technology but in tandem with others. Another is to find a wholly new technology and try it out. It’s up to your group—what matters is that you’re writing and advocating/analyzing with others!

http://i.imgur.com/kCTt3xF.jpg

https://twitter.com/kidsaresponges

Other (Video, Reddit, etc.)

http://vimeo.com/63134670

http://www.reddit.com/r/occupyaustin/

Step #3: Now that you have produced a series of sophisticated media artifacts (that is, various forms of digital media/humanities writing), it’s time to show off your work to your classmates in the form of a presentation. Keep in mind that this presentation isn’t merely show-and-tell, but yet another opportunity to rhetorically advocate for your cause. Aim to persuade!

Note: Your instructor will be extra impressed if you use a presentation platform other than Powerpoint!

Presentation Examples:

http://prezi.com/2w58dqz1nlm0/untitled-prezi/

http://prezi.com/wwjfvklxd8wx/untitled-prezi/

http://prezi.com/uz0fbnnbqb_l/genders-game/

Evaluation Suggestions:

There are many ways to approach evaluating the above assignment(s). The simplest is via “completion” grades, but what “completing” the assignment means may vary widely from instructor to instructor. I would recommend developing a rubric for evaluating each artifact. For instance, one might have a ten-point scale where the following criteria are considered (I use the following rubric myself):

Does the artifact make a clear argument (or series of arguments)?

Does the artifact provide evidence for any claims it makes (e.g., by citing any and all sources)?

Does the artifact respectfully engage an opposition and an audience?

Is any written text on/in the artifact clearly and carefully composed?

Is the artifact accompanied by a theoretical analysis/comparison that is sophisticated (that is, considers/cites either the readings for the course or similar artifacts)?

How well does any analysis grasp the theoretical texts it employs?

Does the artifact employ good design (for instance, color, arrangement, etc.)?

How persuasive is the artifact in terms of rhetorical appeals? Does it contain any fallacies?

Has an “appropriate” amount of effort been exemplified by the student (e.g., number of posts on a social media site, number of pages on a website, and so on)?

Has the artifact been peer-reviewed twice?

Have peer and instructor comments been integrated following peer review?

Notes on Reception, Execution, etc.:

This assignment arc has been employed to great success at the University of Texas in a “Writing in Digital Environments” course. The students seemed to really enjoy the work, though were sometimes frustrated by how surprisingly hard it is to get outsiders interested in what they are/were producing. However, whether a particular student project is getting feedback from outsiders is often an opportune moment to discuss kairos. If I would recommend anything, it would be: get students to really think about and research their topics, make sure to show students lots of examples, don’t be afraid to let a student use a technology no one is familiar with, encourage theoretical analysis of artifacts, assign whatever media types you like and don’t be confined by what I’ve listed above, stick closely to a rubric and encourage students to pay close attention to whatever rubric is provided. This will better the life of all involved!

Course Type:

Course Description:

Writing in Digital Environments/Writing for the Digital Humanities

Tags:

End of Term Writing Assignments

Voss — Fri, 22 Feb 2013 21:30:39 +0000

Image Credit:

The New Yorker magazine

Brief Assignment Overview:

We’re coming up on the midway point of this semester, and as we’re all currently planning the weeks ahead after Spring Break, I thought I’d take a moment here and share what I’m currently doing for my course’s final assignment. I’m teaching The Rhetoric of The New Yorker, and my students’ final assignment is to compose a New Yorker-style essay. Of course, with the rare exception whatever they produce is nowhere near New Yorker-quality. Nevertheless, this assignment grew out of two pedagogical realities and subsequently I think it’s entirely valuable. The first reality is that after a few semesters of teaching I realized that my students were rarely submitting end-of-semester work that met my expectations. I don’t admit this as any fault of my own teaching nor mean it as any disrespect towards my exceptional former students. Rather, I try to spend my time reading good writing and my students are journeymen writers – whatever they produce will inevitably fall short of what I like to read. Secondly, my former students have often considered submitted work to be in some way “finished,” and all us instructors know that writing is a process. No matter how much I told them that nothing is ever finished, they just persisted in thinking that A-level work is a finished product. So, as a result of these two imperatives, I thought I’d design an end of semester writing project in which it’s nearly impossible for any of my students to complete the work “perfectly”. The point of this assignment is the process, not the product.

Type of Assignment:

Homework Assignment

Assignment Length:

Course Unit

Additional Pedagogical Goals:

The goals of this assignment are for students to assimilate previous research into a coherent argument. More specifically, over the course of this assignment, it is my hope that students will learn how to: synthecize seperate arguments, articulate their uncertainties, learn to restrain themselves from writing about the obvious, and learn that writing is always an ongoing project.

Media Requirements:

Required Materials:

This assignment doesn't not include a research component, so it's important that students have already compiled 7 or so relevant sources into an annotated bibliography. (In my course, the annotated bibliography is created in a mid-semester project, so by the end of the semester my students can focus entirely on compiling that research into good writing.) Ideally, they've compiled a variety of sources, such as several opposing arguments, interviews, historical accounts, etc. Other than that, it's important that students bring to this assignment general excitement and genuine intellectual interest in their subject matter -- without such things they'll be bored and their writing will suffer.

Timeline for Optimal Use:

Late in the Semester

Full Assignment Description:

In 5-7 pages, students are to assimilate previous research into a New Yorker-style essay. What "New Yorker-style" means is basically an essay that subtly combinds narrative and argument into a well written product intended for educated readers. Students' writing should be free of grammatical error, writen in correct MLA-style (unless Chicago-style is more relevant to their future academic work), and contain correct grammatical usage. Structurally, there is no one set way New Yorker essays are organized, so in this assignment students need to determine what kind of organization is most effective for the argument they are trying to make. Asking students to determine their arguments parameters is often challenging for them, but it's my hope that the hurdle gets them thinking about the writing process in productive ways. (In general, students' papers for this assignment tend to be organized as follows: introduction of topic or individual, argument about said topic or individual, background of said topic or individual, and finally some use of counter argument to confirm their own argument.) I encourage students to think of a New Yorker essay (or two) that they liked over the course of the semester, and to model their argument off of what's done in that essay.

Throughout, students are asked to always keep in mind the ways in which various arguments relate to one another. They shouldn't be thinking of arguments as islands of thought that operate within a void, but rather discrete bits of information that romantically mingle with one another. If students get confused or discouraged, they're encouraged to articulate their uncertanty, which if they learn this skill often puts them ahead of their peers in so far as their ability to write is concerned. Throughout the unit I stress that a solid part of the assignment's assessment is their level of intellectual engagement -- in other words, if they think of this assignment in terms of "what shold I write to get an A," they will probably struggle.

Suggestions for Instructor Preparation:

In general, since I know that my course is leading up to this assignment, I always try to direct my class's discussion of New Yorker articles in the direction of noticing writing mechanics. (Therefore, if this is the type of assignment that you'd perhaps like to encorporate into your own course, be thinking about the ways in which daily class discussion might be relevant to the larger goal.)

More specifically, be prepared for students to have a lot of trouble making subtle arguments (like those found in the New Yorker). They've been told for years that thesis statements are always at the end of the first paragraph of a text, which of course rarely holds true outside stuff written for school. Induldge their attempts and give them the benefit of the doubt as far as effort is concerned. There'll be a range of student achievement, as usual, but with such a difficult assignment I think it's important to keep in mind that students here will learn by doing.

Instructions For Students:

These are the instructions I give my students when presenting this assignment in class (I also include assessment criteria, see below):

"Your mission for Paper 3.1 is to take all of the research that you compiled in your Annotated Bibliography and turn it into a New Yorker-style essay. Your essay should be 5-7 pages in length and be in correct MLA format (doubled-spaced, page numbers, correct MLA citations, proper headings, etc.). Aside from these simple parameters, you’re free to go about this assignment in whichever way you determine to be most rhetorically appropriate given your subject matter. A profile of a popular sports athlete will look much different than a consideration of the social effects of our excessive cell phone use.

You’re encouraged to consider a New Yorker essay that you liked over the course of the semester, and use the structure of that essay as a model for your own writing. If you do this, what’ll probably happen is that you’ll start writing an essay structured similarly to the New Yorker piece, but then you’ll inevitably branch out a bit once your argument comes alive. You will probably even change your introduction to fit your conclusion and your essay will then be devoid of any resemblance to the New Yorker essay. (NOTE: DO NOT structure your essay based upon a New Yorker essay that considers your same topic – this will inevitably lead to a sort of plagiarism.)

Also, think about how often we went off on tangents during class discussion over the course of the semester. If I thought this was harmful to you as a writer, I would have worked to get us back “on topic.” Instead, most good writing often goes off on natural tangents, and these tangents are skillfully used to complete an argument and offer example. So as you think about and eventually write your essay, think freely and expansively about your content, just like we did in class."

Evaluation Suggestions:

I like to assess students on:

their ability to communicate ideas clearly and humanely,
their ability to avoid the boring five-paragraph essay format that they learned in high school,
their ability to master and objectively present the competing interests that circle their topic,
their ability to embed their argument with subtlety and style.

Course Type:

Course Description:

The New Yorker is a highbrow magazine that’s been around since the 1920s. Published weekly, the magazine regularly offers various forms of cultural commentary, from fiction submitted by respected authors, to investigative journalism written by first-rate essayists, to cartoons composed with unfailingly witty captions. Each issue contains calendars highlighting upcoming social events across Manhattan. Quite often longer content in the magazine relates to current events outside of New York City, and increasingly outside of the United States. This course will examine all the various rhetorics that surround the magazine. We will consider each week’s cover and the various rhetorical strategies therein at play. We will read several famous articles from the magazine’s past, as well as current articles commenting on the world in which we live. Ultimately, we will consider the various ways that arguments in the magazine are made.

Regular reading of The New Yorker will guide us as we practice research and writing over the course of the semester. Vital to your success will be your ability to “interpret” another’s argument, which basically means coming up with a cogent, interesting account of what an argument means, what it’s trying to do to/for the reader, what technical choices the author’s made in order to try to achieve the effects he wants, and so on. In light of this, you’ll also be asked to compose your own arguments. You will pick a controversy towards the beginning of the semester and, in addition to our reading from the magazine, investigate this particular issue. The goal of this research will be for you to produce a New Yorker-style essay by the end of the semester. This is all designed to enhance your ability to analyze the various positions held in any public debate and to advocate your own position effectively and responsibly.

Tags:

Setting Up a Studio Environment for Multimedia Projects

Scott Nelson — Wed, 19 Dec 2012 02:27:16 +0000

Author:

Scott Nelson

Image Credit:

Matt Jones CC BY-NC-SA 3.0

Brief Assignment Overview:

Whenever I teach, I always assign some form of multimedia project, and these practices have helped to set up a studio environment where collaborative multimedia projects can thrive. Rather than post an explicit lesson plan to our site, I thought I’d run through a set of practices that have been successful for me over a few courses.

Type of Assignment:

Assignment Length:

Multiple Class Periods

Course Unit

Pedagogical Goals - Digital Literacy:

Additional Pedagogical Goals:

The pedagogical goals for this assignment are to have students think about what multimedia production skills they already possess and what skills they'd like to develop. Further, these practices foster a collaborative environment where studetns learn to work together toward common goals.

Media Requirements:

Required Materials:

Since these are a set of practices rather than a specific use of a technology, what follows can be adapted to any classroom. Because most of the classes I teach are in rooms with computers for the students, I'll assume such a setup. Mainly, the students need some way to communicate with each other outside of class. I use PBWorks wikis for this aim, but a class blog or even email can be used to coordinate student skills.

Timeline for Optimal Use:

Late in the Semester

Full Assignment Description:

While each course's specific assignment may vary, I've sucessfully implemented these practices in many student projects. These projects have ranged from creating infographics to video games to ebooks. What I hope to achieve from these practices is a form of student autonomy that places responsibility for their work squarely with students.

For this aim, it's important that the assignment's product have some form of value outside of the classroom. Digital media needs a real audience, one beyond just the teacher in a particular course. With this in mind, I require that any multimedia project that students create have some venue in which it is showcased. This can be something as simple as posting it to Facebook, or something more complex such as publishing an ebook in Apple's iBookstore. Hopefully, by having an audience beyond the classroom, students will attribute more value to the rhetorical work they do. These projects aren't just for a grade in a self-contained course, but instead rhetorical practices that work upon the networks they inhabit.

Secondly, I set up a type of Craigslist for student skills. Early in the semester, I have students post a brief biography detailing their current skills in multimedia production and skills they'd like to develop. I normally create a new wiki page for students to populate, but this can be done via a course blog or a mass email. This particular stage in setting up the studio environment requires that students think about their relationships to multimedia and the ways they can create in these modes. Undoubtedly, I have students who begin this stage thinking they have no skills in multimedia whatsoever, but a brief class discussion usually gets students thinking about the digital discourse communities they already belong to. Some may be avid social media prosumers, while others may keep Twitter or Instagram accounts.

A further advantage to these Craiglist-style bios is that students can self-select collaborative groups. If, for example, one student has a great idea for a video game, but no skills with Photoshop, the bios are a first step to making those need-based connections. Plus, because students are shopping for skills among their classmates, they tend to create more organic groups with a common goal. This practice seems to reduce the occurances of group members who refuse to contribute to a project and let others "take up their slack." Common interests drive group formation, so individual students are less likely to be bored with the project.

As a final bonus from this practice, because groups are formed based upon skills, sudents tend to create affinity groups that share knowledge. Students teach each other their skills, and thus all participate in the production of the project. While there is the risk that students will only practice what they are already good at, experience has shown me that this isn't the case. Students are genuinely interested in the common goal they've set, and hence, they all work to create a quality product.

The final practice I do in the classroom is to give students time to play. Multimedia takes some time to create, and scheduling in-class time to experiment is extremely important. Digital technologies ask that we manipulate them, to try out hypotheses regarding their rhetorics and grammars. Groups need time to teach each other skills, and studio work days are important for this task.

Suggestions for Instructor Preparation:

As I've indicated above, this is more a set of classroom principles rather than a specific lesson plan. However, they've worked well for my students, especially when they are working with multimedia. A familiarity with programs like Photoshop, GIMP, Illustrator, Inkscape, inDesign, iMovie, Audacity, or GarageBand can help, but I've found the single most important skill to have is flexibility. No instructor can possibly know all there is to know about these multimedia creation applications, so a willingness to learn from students is paramount.

Instructions For Students:

Since this is a set of practices rather than a specific lesson, there aren't any explicit instructions to students beyond what I've outlined above. However, the following may be helpful when attempting to set up a Craigslist-style skill listing:

In a brief paragraph, outline your interests in the upcoming project, listing any type of multimedia you would be willing to work in or learn. The aim here is not necessarily to give only those programs you're already confident in, but instead your interests in creating multimedia using some applcations.

Evaluation Suggestions:

Because I use the Learning Record Online for all of my courses, the practices outlined above aren't assessed in the traditional sense. I circle the room on studio days, talking with students about what problems they may have run into and to get a general sense of the project's progression. The Learning Record allows for these documented processes to be used as evidence for learning, so the multimedia product is much less important than the processes students go through to create their project.

A successful project is one where students learn new ways of communicating in multimedia, and learn to collaborate with likeminded individuals toward a common goal.

Notes on Reception, Execution, etc.:

As I've indicated above, these pracitces have been sucessful in a variety of group projects. I've used this with an infographic assignment, a video game prototype assignment, an actual working video game assignment, an interactive image assignment, and an ebook assignment.

Course Type:

Course Description:

I have successfully used this studio environment in RHE 306, RHE 309K, RHE 312, and ENGL 314J. I'll give each course description below.

RHE 306:

This course is designed to prepare you for the academic writing you do at the University of Texas and writing you will do in your careers and personal lives beyond UT. It is a course designed to teach you not what to think, but how to think on your own. Ultimately, you should learn to be a better thinker, who is able to think critically about topics, other people, and yourself; a better rhetor, who is able to analyze a specific situation and adjust your writing to fit accordingly; and a better communicator, who is able to express ideas effectively.

It will include three units with each unit culminating in a composition and including writing instruction that supports the drafting of that composition. Composition is a broad term including symbolic efforts in a variety of media (including video, audio, and web-design, to name just a few). Many lower-division RHE courses (such as RHE 315 and 312) encourage or even require composition outside of the traditionally imagined prose essay. Nevertheless, the written component of every lower-division RHE class must meet the writing flag requirements as stipulated by the college. These written assignments may include a variety of genres, including narrative, argument, analysis, or critical reflection. (“Creative” writing assignments—plays, fiction, poetry—are not suitable genres for formal writing assignments.) As required by the college, each major writing assignment includes a peer review process. You will also complete informal writing exercises that prepare you to do the writing necessary in your formal assignments.

RHE 309K: The Rhetoric of Video Games

This course seeks to explore video games as a modern discursive medium. Far from being mere “mindless entertainment,” many video games make explicit or implicit arguments about gender and sexuality, economic systems, corporate practices, geopolitics, and both real and imagined societies. What arguments do these simulations and simulacra mount about how the world is? What arguments do they mount about how the world should be?

Much of the past and current study of digital rhetoric seems to look at the content of computers through applying older means of rhetorical analysis, looking at the text and images contained on computers rather than the processes through which this content is represented. What we seek to explore is a relatively new field—procedural rhetoric—and the ways this new field can inform video game criticism. How do the procedures inherent in video games make arguments about the world?

The course will include three major units with each unit culminating in a composition and including writing instruction that supports the drafting of that composition. Composition is a broad term including symbolic efforts in a variety of media (including video, audio, and web-design, to name just a few). Many lower-division RHE courses encourage or even require composition outside of the traditionally imagined prose essay. Nevertheless, the written component of every lower-division RHE class must meet the writing flag requirements as stipulated by the college. These written assignments may include a variety of genres, including narrative, argument, analysis, or critical reflection. (“Creative” writing assignments—plays, fiction, poetry—are not suitable genres for formal writing assignments.) As required by the college, each major writing assignment includes a peer review process. You will also complete informal writing exercises that prepare you to do the writing necessary in your formal assignments.

RHE 312: Writing in Digital Environments

This course explores rhetoric across a variety of modes: verbal, visual, aural, procedural, haptic, and kinesthetic. “Writing,” in this sense, refers to a variety of inscription technologies. For example, it can be communicating through text on a screen, through the rules of a game, or through the layout and colors in an image. In this course, we will create a variety of digital communications, most with a purpose of persuasion. In doing so, you will learn about digital discourse communities and will eventually present an argument to a chosen digital community.

Each form of media brings with it a set of affordances and constraints. Much of digital media relies upon the logics and metaphors of earlier forms of media, but does present new avenues of distribution and production to a wider range of people. In this course, you will analyze various forms and communities of digital communication and reflect upon these affordances and constraints. Hopefully, you will leave the course with a greater awareness of not only the communicative power of digital media, but also some of the limitations it imposes upon its users and producers.

The course will three major units, with each culminating in digital composition and textual reflection. Throughout the process, you will participate in peer review of your compositions and maintain evidence for use in your Learning Record.

ENGL 314J: Literature & Video Games

In the popular press, literature and video games are frequently positioned as enemies fighting over time. In a recent Slate article, for example, journalist Michael Thompson states that in the time it takes to play one modern video game, “You could read War and Peace, for instance, then follow it up with Thus Spoke Zarathustra and a few starter courses in a new language” (par. 1). Further, the often-cited 2004 National Endowment for the Arts’ Reading at Risk report places video games among other forms of electronic media as “competing” with literature. But both of these sources (and countless others) fail to examine the more complex connections video games have had with literature over the past sixty years. What at first began as a parasitic relationship of video games borrowing, adapting, or extending literary themes, characters, and plots has now become more symbiotic, with both media now remixing each other.

Rather than view video games and print literature as contenders for precious time, this course seeks to explore the ways literature and video games impact one another. That is, this course looks at literature as a practice and not merely a collection of artifacts. Using video games as a frame through which to study literature, we will work our way through a variety of genres, including fables, fantasy, epic poetry, historical fiction, science fiction, mystery, and gothic fiction. This course helps students prepare for upper-division English classes (as well as a wide range of upper-division courses in other UT programs and departments) by focusing on close reading and critical writing, and by introducing formal, historical, and cultural approaches to literary texts. Students will learn how to use the online Oxford English Dictionary as well as other resources essential to literary study.

Tags:

Pre-Writing: Surveying Expectations on the First Day of Class

RMazique — Sun, 14 Oct 2012 00:18:32 +0000

Author:

Rachel Mazique

Image Credit:

Gallaudet University Tutorial & Instructional Programs: http://www.gallaudet.edu/tip/english_works/writing/pre-writing_writing_a...

Brief Assignment Overview:

On the first day of class, students think about the course topic and document their personal definitions of and understandings of the topic. In our case, students had to think and write about "Disability in Pop Culture." This type of writing serves multiple functions; it allows the instructor to glimpse the students' thinking and writing processes. It allows students to express or face any anxieties they have about writing/the course topic. It serves as an ice-breaker, and it serves as evidence of student development as this piece of writing can be referred to after students have developed a critical framework for understanding the course topic.

Type of Assignment:

Assignment Length:

Pedagogical Goals - Rhetoric:

Pedagogical Goals - Writing:

Invention

Pre-Writing

Additional Pedagogical Goals:

1. To have students examine their personal conceptions of "disability" and think about examples of "disability" in pop culture.

2. To have students demonstrate their writing skills in a low-stakes, in-class writing exercise, in which they must write in complete sentences.

3. To document a "starting point," which can serve as evidence of the development of critical thinking after students have read about and discussed the critical frameworks for the class. (In our case: rhetoric and disability theory.)

4. To have students become familiar with our class wiki and develop their digital literacy skills from the first day of class.

5. To expose students to the ways in which one activity may apply to multiple course strands and dimensions of learning under The Learning Record assessment system.

Media Requirements:

Technology-Based Classroom (computers for each student)

Required Materials:

I planned this exercise for a classroom with computers as well as a media console and projector as our class work is primarily documented and stored in a PBworks wiki. However, it could be adapted for a classroom without computers as students may write on paper rather than on a computer or in a classroom wiki.

Timeline for Optimal Use:

First Day/Week

Early in the Semester

Full Assignment Description:

I designed this as an in-class writing exercise so I could address student concerns or challenges with writing in an online environment (as most students had not yet joined the class wiki that I invited them to prior to our first meeting). After introducing the class and reading through the course description, I invited students to free-write on the topic of the course. I indicated that there was no right or wrong answer, as I wanted this to be a low-stakes writing exercise. I gave students about fifteen minutes to set up their wiki page and write their thoughts before hitting "save." I also explained that this would serve as evidence of their thinking and writing processes from the first day of class and that we would refer back to their thoughts during class discussions as well as in a Unit Two short reflection paper--when they would revisit these concepts--after having developed a critical framework for thinking about and through rhetoric and about disability theory. Because the "firstness" of this exercise--first time using the wiki, first time writing for the class, "first day" evidence of thoughts about the course topic--was very important to the pedagogical goals, I assigned this as homework to those who did not complete writing their thoughts out to their satisfaction. I also assigned this as homework to students who added the class later and asked that they write their thoughts before they delved into the course readings on disability theory and disability studies. I also indicated the exercise's relevance to our course goals and the dimensions of learning by emphasizing the goals in bold and underlining the dimensions, so students would realize how each activity was relevant to mutiple course goals and relied upon several dimensions of learning as their progress is measured not by traditional methods of grading, but by The Learning Record.

Suggestions for Instructor Preparation:

Prepare your list of questions to prompt student thinking about the course topic.

If having students post their work online, create the webpage or wiki page with the writing prompt.

Or, make copies of the writing prompt for students to write on (for classes without technology).

Instructions For Students:

In your student folder, create a page titled "1st Day Pre-Writing Exercise" (with your preferred name, major & year in school in the top right-hand corner of the page). [Digital Literacy & confidence and independence or prior and emerging experience]
Free-write, or write a brief, one paragraph reflection (full sentences) on how you think pop culture has influenced your perception of (dis)ability & what (dis)ability means to you. [Presentation & prior and emerging experience]

Here are some writing prompts to get you thinking (answer as much as you can/feel free to add to this anything you think is relevant to the discussion) [Writing Process & creativity, originality, and imagination]

What does "disability" mean to you? What does "ability" mean to you?
How might pop culture have influenced your perception or understanding of these terms?
What kinds of images come to mind when you think of (dis)ability?
What kinds of pop culture have you seen or heard--relating to (dis)ability?
How do these images or sounds persuade you to think a certain way about (dis)ability?

Evaluation Suggestions:

In a class with traditional grading systems, this piece of writing may only receive "completion" points as it is designed to be a low-stakes writing assignment. However, in courses that use The Learning Record assessment method, this piece of writing becomes an essential piece of evidence that documents the thinking and writing skills of students on the very first day of class. It allows students to better analyze their development when they have a concrete example of the ways in which the course may or may not have transformed their writing and thinking skills when they can contrast writing from the first day of class with writing and thinking at the midterm as well as at the end of the course.

Notes on Reception, Execution, etc.:

Students were anxious when I mentioned they would have a writing exercise to do in class and that they would create a page on the wiki to do so. Some students mentioned after class that they do not write well within time constraints and were concerned about whether they would be allowed to finish their writing at home. I assured them that they could as the point was not to test their speed. And, for those students who were anxious about writing and using the wiki, writing on the first day allows students to face their inhibitions about their writing and it allows me to glimpse their writing skills as well as their prior experiences on the course topic. With The Learning Record system of assessment, challenges, frustrations, fears, and problems (as well as successes) writing in digital environments are documented in weekly (or daily) observations that students make about their learning processes. So, encouraging students to experience these dilemmas and to strategize ways to confront their concerns gives them an opportunity to develop their skills as well as their confidence and indepenence (two dimensions of learning). Students who wrote observations about this "First Day Pre-Writing Exercise," noted that their initial anxieities faded away once they were actual in the digitial environment and saw that they were not alone in their concerns--as their peers around them were also encountering similar experiences. Students are also able to build a rapport with one another as students ask a peer for help on creating a wiki page or with navigating the wiki.

With regards to content, some students had very sophisticated thoughts on "disability" and extensive experience with or examples of "disability" in pop culture. Most had common, stereotypical answers to give when defining "disability." These answers were touched on during class discussions on readings by "disabled" writers or during discussions of disability theory. Students will also refer to their thoughts from the first day when we begin Unit Two and they write a reflection on "disability" in pop culture given their new knowledge and critical analyses of (dis)ability in pop culture.

Additional Resources:

1. The Learning Record

2. To access my syllabus with more information on how I use The Learning Record, click "View" under the column, "Syllabus."

3. PBWorks

Course Type:

Course Description:

This course is an intermediate writing course, but the activity could apply to any course with a specific topic that instructors want their students to interrogate. Here's my course description:

RHE 309K – Disability in Pop Culture is a rhetoric and writing course in argumentation that situates rhetoric as an art of civic discourse. It is designed to enhance your ability to analyze the various positions held in any public debate and to advocate your own position effectively. Your work in this course will help you advance the critical writing and reading skills you will need to succeed in courses for your major and university degree.

In this course, you will focus on analyzing the relationship between pop culture and rhetoric. Your analyses will examine public disagreements about various issues such as: How do popular (mis)representations of “the supercrip” convince us to make political decisions regarding accessibility, advocacy, education, and/or social policy? How can we evaluate arguments that not only depict (dis)abled people as “heroic” but also those that portray the converse: the “grotesque unfortunate” deserving of “pity” and “help”? How do these arguments address questions of basic human rights, needs, drives and “eugenics rhetoric”? Will children (and adults) make political decisions based on recurrent thematic representations of “disability” in pop culture, and, is that a good or bad influence?

Beginning with a selection of readings that introduce disability theory, you will conduct research to explore a controversy of your choice on (dis)ability in pop culture. Throughout, you will engage with your controversy, analyzing editorials, print and video advertisements, and other contemporary portrayals of “the supercrip” in pop culture to analyze rhetorical appeals. The last unit will focus on multimodal arguments; you will create a multimodal composition that takes a position on the representations of bodies and abilities.

Tags:

Special Topics Blog Post and Presentation

alyea — Fri, 02 Mar 2012 03:20:58 +0000

Author:

Ty Alyea

Image Credit:

Image by Matt Hurst

Brief Assignment Overview:

Once students in my literature class achieve a basic skill set in textual analysis, I require them to take the reins of the course by providing the class with a blog post on the upcoming reading and presenting their findings to the class. Three weeks into the class, they pick a date to contributie a special blog post on the discussion board, which they post two days before an appointed class period. The student then leads the class for a ten-minute presentation, delivering their findings to the class and responding to their peers' discussion of the topic.

Type of Assignment:

Assignment Length:

Pedagogical Goals - Literature:

Pedagogical Goals - Digital Literacy:

Multimodal

Open Access Software

Presentations

Additional Pedagogical Goals:

This project encourages students to write and revise their materials in two different contexts, using the technologies available inside and outside the classroom to reach their peer audience.

Media Requirements:

Media Console/Projector

Required Materials:

This assignment requires a blogging platform and adequate presentation tools. Tools such as Powerpoint or Keynote are encouraged but not mandatory.

Timeline for Optimal Use:

Full Assignment Description:

This assignment requires a student to pick a selection from the assigned reading, examine it closely, and provide a formal/cultural/historical lens for looking at it. Two days before the class date, they will write a 500-word blog post on the class discussion board and I write an email to the class, encouraging the other students to take a look at it and, if so moved, respond. During the class, they will provide a brief snapshot of their argument about the text and use it as a basis for open class discussion.

Suggestions for Instructor Preparation:

The most important thing to do is make sure the students know what you expect from the presentations--included below in the "instructions for students." I usually encourage the presenters to have the class material for that date read well ahead of time. In the week before, I contact them to gauge their level of preparedness, floating concepts and resources by them to help motivate them. Once the student has posted, I let the class know that the material is open for discussion. I also ask them to send whatever digital materials they need to use along so we can get rolling as soon as the bell rings.

Instructions For Students:

At a scheduled date during the second half of the semester, you will be starting off the class with a (1) blog post and (2) a (8-10 minute) presentation geared to help kick start the class discussion, drawing attention to a cultural, formal, or historical aspect of the readings assigned for the class date on which you are presenting and relating it to key passages. Taken together, your presentation (5%) and blog submission (5%) will account for 10% of your final grade. Special topics blog posts will not count as one of your open “discussion board posts.” Replies to these posts will count as discussion post/reply credit. Extra replies and posts in a given week will count favorably toward your participation grade.

Blog Post Deadlines:

If you present on a Tuesday, have your post up by midnight on the preceding Sunday

If you present on a Thursday, have your post up by midnight on the preceding Tuesday

In the week that you are scheduled to present, you will first submit a blog post of at least 450 words to the class discussion board at the course website.

Major Steps:

On The week before:

1. Read the assigned reading at least a week in advance and identify some of the most significant elements of the text. Find key passages that you find especially interesting, provocative, or that might foster interesting discussion.

2. Take a quick look at research resources to find information about the author, text, or the cultural/historical backgrounds that the text intersects with and find the ones that might be most useful to bring to the class’s attention.

Some Research tips:

Search the library book search and article databases (like Academic Search Complete or the Dictionary of Literary Biography) for materials that discuss your text or an aspect of its historical/cultural background. You might find that another critic has found a compelling way of looking at the reading that you would like to share. Or research cultural references that are brought up in the text: for example, a presentation on The Bluest Eye might look into the novel’s many film references, accounting for their significance in the book.

Communicate with me about potential topics before Friday on the week before you present.

If there are other people presenting on the same week (and especially on the same day), contact them so you can coordinate your presentations to prevent overlap or promote better conversation.

On your post date:

Post a new entry (450+ words) on the blog by midnight on SUNDAY for a Tuesday presentation or by midnight on TUESDAY for a Thursday presentation. This deadline will give your classmates a day and a half to examine your post or begin to discuss topics that you will address in your presentation.

In the subject line of the post itself, write “SPECIAL POST: [Title of presentation]”

You must engage (interest, fascinate, politely provoke) your classmates in your blog post by giving them an interesting approach to the day’s reading, pointing them to at least 2 key passages and explaining why they are significant.

Close the post with (no more than three) questions that might prompt a response to your presentation. If you receive responses before the class date, feel free to reference them in class.

Cite page numbers from the text and external resources when appropriate. Include a Works Cited reference at the bottom of the post for external resources.

Since your audience is your classmates, please explain key terms and “jargon” that you use. Make sure your post is carefully polished.

During the Presentation itself:

You must address some formal, cultural, or historical aspect of the reading assigned for the class date.

Guide your readers through at least 2 key passages in the reading for that date. Alternately, you might focus on 1 passage from the current date and relate it to 1 passage we overlooked (or read in a different way) on a previous class date.
Try to minimize materials that other students have presented on AND AVOID MAJOR SPOILERS about readings that will come at a later date.
Try to keep the class engaged and attentive—make sure they know why the aspects of the text and/or historical/cultural background you are bringing to their attention matter.
Pose some questions for the class to consider. You don’t have to necessarily be able to answer them, but they should compel discussion that extends beyond the length of your presentation.

Presentation Length and Structure:

Your presentation should be 8-10 minutes.

You may structure your presentation any way you like. You might begin by:

Pulling up the blog and discussing your entry and any comments
Loading a presentation (Powerpoint, Keynote, etc.) with key passages or a context you would like to discuss. Alternatively, you can use the document camera.
Passing out a handout with key passages from the text, quotes from a critical or historical document, and/or questions for the class to consider.
Presenting a related cultural text (image, song, etc) and discussing its relation to the reading.

Email me copies of any digital materials you wish to use to supplement your presentation (powerpoints, images, short (<2min) Youtube pieces, etc.

Evaluation Suggestions:

You must set standards for written student work, but also have in mind criteria for a successful presentation. My major criteria is the level of student engagement the presentation elicits, the coherence of the presented material, and the degree to which it provides a unique view into the text being read. As stated in the section above, the presentation and the blog post each equal 5% of the students' total grade.

Course Type:

Course Description:

Reading Literature in Context is a literary studies course that encourages students to research formal, cultural, and historical approaches to literary works. As such, it requires students to share information about the texts and learn to articulate their textual analyses in a variety of forums.

For more information, visit my instructor website

Tags:

Collaborative Annotated Bibliography with a PBWorks Wiki

Bloom — Fri, 24 Feb 2012 20:49:56 +0000

Author:

Emily Bloom

Image Credit:

Screen shot of collaborative annotated bibliography in PBWorks

Brief Assignment Overview:

Students worked together to create a collaborative annotated bibliography on PBWorks that covered a range of literary scholarship relating to the novels and poems on the course syllabus. Each student signed up for a day to give a research presentation; on their assigned day they found a scholarly source, wrote an annotated bibliography entry on the PBWorks site, and presented it to the class. By the end of the semester, students had created an annotated bibliography that could serve as a resource for the whole class as they began writing their final research papers.

Type of Assignment:

Assignment Length:

Pedagogical Goals - Literature:

Cultural Context

Historical Context

Literary Criticism

Pedagogical Goals - Writing:

Annotated Bibliography

Pedagogical Goals - Digital Literacy:

Presentations

Additional Pedagogical Goals:

This assignment exposed students to different approaches to literary scholarship and research techniques. Sudents developed familiarity with library search engines, peer-reviewed journals, and academic conventions in the study of English Literature. They also learned to write annotations, cite sources using MLA citation style, and present their research to their classmates. By incorporating an ongoing research assignment into the course, I was able to maintain a conversation about research and scholarship throughout the semester. It also served to make research more collaborative, as students could draw upon the summaries that their peers had provided, and use the bibliography as a resource to identify relevant scholarship and to further pursue the conversations that they found interesting.

Media Requirements: