tag:blogger.com,1999:blog-55933432418789591112024-03-14T07:06:20.695-04:00ENC 4404 ADVANCED WRITING AND EDITINGtgrabanhttp://www.blogger.com/profile/16913401531606867135noreply@blogger.comBlogger30125tag:blogger.com,1999:blog-5593343241878959111.post-46379560287277482312013-05-13T13:29:00.001-04:002013-05-13T13:41:03.820-04:0013 MAY 2013Dear ENC 4404 Class:<br />
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<div>
On this day, your "<a href="http://en.wikipedia.org/wiki/Multimodality" target="_blank">multimodality</a>" article passed review and was promoted to article status on Wikipedia! You may continue to edit it and/or to participate on the article's "Talk" page. In fact, it looks as if a conversation has already begun on the "Talk" page about linking to other Wikipedia articles. But I wanted to let you know that your hard work has paid off.</div>
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<br /></div>
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Have a good summer,</div>
<div>
-Prof. Graban</div>
tgrabanhttp://www.blogger.com/profile/16913401531606867135noreply@blogger.com0tag:blogger.com,1999:blog-5593343241878959111.post-37332429076978637342013-04-25T12:48:00.003-04:002013-04-25T12:48:50.954-04:00FINISH WELL!Dear ENC 4404 Class,<br />
<br />
This final posts marks the "end" of the blog (at least, in this kairotic space). Thanks for your engagement all semester. Be sure to watch our Wikipedia submission grow <a href="http://en.wikipedia.org/wiki/User:Tgraban/draft_article_on_multimodality" target="_blank"><span style="color: #783f04;">here</span> </a>(submission status is at the bottom of the page)! If it disappears from this page, it will likely be moved to a "Talk" page or moved into the online encyclopedia space.<br />
<br />
As a final reminder, all instructions for submission of the final portfolio are on the assignment sheet, and I'm holding office hours today (Thursday) 3:30-5:00 and tomorrow (Friday) 11:45-2:15.<br />
<br />
Finish well and prosper,<br />
-Prof. Graban<br />
<br />tgrabanhttp://www.blogger.com/profile/16913401531606867135noreply@blogger.com0tag:blogger.com,1999:blog-5593343241878959111.post-339864099211556382013-04-23T17:29:00.005-04:002013-04-23T23:10:48.519-04:00PREPARATION POST (FOR 4/25) -- WIKIPEDIA FINAL ROUNDDear Wikipedians (!) :<br />
<br />
As promised, here is our final preparation post of the semester, to be done in advance of class time on Thursday (4/25), since on that day we will "submit" our article together (most likely near the beginning of the hour).<br />
<br />
The link for our article draft on "multimodality" is in BlackBoard (in the left-hand navigation menu). Follow the link and "log in" to Wikipedia for your editing task. I have also left our Class Space visible on Google Drive so that anyone who is stylizing the article in Wikipedia can look there to see what was underlined or indented, what was a section header vs. a subheader, etc.<br />
<br />
And of course, if you run into trouble, I'm available in office hours and via e-mail, so don't hesitate to ask! Here are the editing tasks you selected at the end of class today:<br />
<br />
<b>1. Proofreading for Punctuation and Sentence Structure, especially</b><br />
<i>WWC</i> on "passive voice" (pp. 58-65)<br />
<i>WWC</i> on "subject-verb agreement" (pp. 70-78) and "parallelism" (pp. 79-82)<br />
<i>Style</i> on "emphasis" (pp. 46-48, 49-51) and "elegance" (pp. 91-93)<br />
<i>WWC</i> on "possessive case" (pp. 92-94) and "apostrophe" (p. 119)<br />
<u><span style="color: #783f04;"><a href="http://en.wikipedia.org/wiki/Wikipedia:Manual_of_Style#Capital_letters">http://en.wikipedia.org/wiki/Wikipedia:Manual_of_Style#Capital_letters</a></span></u><br />
<u><span style="color: #783f04;"><a href="http://en.wikipedia.org/wiki/Wikipedia:Manual_of_Style#Punctuation">http://en.wikipedia.org/wiki/Wikipedia:Manual_of_Style#Punctuation</a></span></u><br />
<ul>
<li>Rachel Cushanick</li>
<li>Morgan Hough</li>
<li>Shay Morant</li>
<li>Lindsey Sullivan</li>
<li>Brittany Stephens</li>
</ul>
<br />
<b>2. Numbering and Unifying all Endnotes/References</b><br />
<u><span style="color: #783f04;"><a href="http://en.wikipedia.org/wiki/Wikipedia:Layout">http://en.wikipedia.org/wiki/Wikipedia:Layout</a></span></u><br />
<u><span style="color: #783f04;"><a href="http://en.wikipedia.org/wiki/Wikipedia:Citing_sources#General_references">http://en.wikipedia.org/wiki/Wikipedia:Citing_sources#General_references</a></span></u><br />
<ul>
<li>Amanda Diehl</li>
<li>Erik Reed</li>
<li>Dr. Graban (I doubt that you'll need my help, but ...)</li>
</ul>
<br />
<b>3. Creating Section Headers and a TOC</b><br />
<a href="http://en.wikipedia.org/wiki/Wikipedia:Manual_of_Style#Article_titles.2C_headings.2C_and_sections">http://en.wikipedia.org/wiki/Wikipedia:Manual_of_Style#Article_titles.2C_headings.2C_and_sections</a><br />
<u><span style="color: #783f04;"><a href="http://en.wikipedia.org/wiki/Wikipedia:TOC#Table_of_contents_.28TOC.29">http://en.wikipedia.org/wiki/Wikipedia:TOC#Table_of_contents_.28TOC.29</a></span></u><br />
<u><span style="color: #783f04;"><a href="http://en.wikipedia.org/wiki/Wikipedia:Writing_better_articles#Structure_of_the_article">http://en.wikipedia.org/wiki/Wikipedia:Writing_better_articles#Structure_of_the_article</a></span></u><br />
<ul>
<li>Chris Menendez</li>
<li>Anneleise Sanchez</li>
<li>Jordan Spina</li>
</ul>
<br />
<b>4. Editing for Tone and Stance</b><br />
<i>Style</i> on "ethics of style" (pp. 126-129)<br />
<i>WWC</i> on "passive voice" (pp. 58-65)<br />
<u><span style="color: #783f04;"><a href="http://en.wikipedia.org/wiki/Wikipedia:Style#Gender-neutral_language">http://en.wikipedia.org/wiki/Wikipedia:Style#Gender-neutral_language</a></span></u><br />
<u><span style="color: #783f04;"><a href="http://en.wikipedia.org/wiki/Wikipedia:Neutral_point_of_view#Explanation_of_the_neutral_point_of_view">http://en.wikipedia.org/wiki/Wikipedia:Neutral_point_of_view#Explanation_of_the_neutral_point_of_view</a></span></u><br />
<ul>
<li>Tyler Avery</li>
<li>Stacey Cox</li>
<li>Nick Pelton</li>
</ul>
<br />
<b>5. Proofreading for Spelling</b><br />
Be sure to use lists of commonly misspelled words (in <i>WWC</i> and elsewhere) and check 2-3 sources on the spelling of a technical term!<br />
<ul>
<li>Joey Arellano</li>
<li>Cassie Hamilton</li>
<li>Katherine Saviola</li>
<li>Danae VanPortfliet</li>
</ul>
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<br /></div>
<b>6. Word Choice and Word Usage</b><br />
<i>WWC</i> on "Sense and Sensitivity" (pp. 174-184)<br />
<div>
<u><span style="color: #783f04;"><a href="http://en.wikipedia.org/wiki/Wikipedia:Manual_of_Style/Words_to_watch#Editorializing">http://en.wikipedia.org/wiki/Wikipedia:Manual_of_Style/Words_to_watch#Editorializing</a></span></u></div>
<ul>
<li>Jenn Gaudreau</li>
<li>Brittany Morrill</li>
<li>Austin Tillery</li>
</ul>
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<br /></div>
<div>
<b>7. Stylizers (i.e., boldfacing, italicizing, inserting hyperlinks, naming categories you want the article to be associated with, and cleaning up the page)</b><br />
<u><span style="color: #783f04;"><a href="http://en.wikipedia.org/wiki/Help:Cheatsheet">http://en.wikipedia.org/wiki/Help:Cheatsheet</a></span></u><br />
<u><span style="color: #783f04;"><a href="http://en.wikipedia.org/wiki/Wikipedia:Layout">http://en.wikipedia.org/wiki/Wikipedia:Layout</a></span></u><br />
<u><span style="color: #783f04;"><a href="http://en.wikipedia.org/wiki/Wikipedia:Manual_of_Style#Bulleted_and_numbered_lists">http://en.wikipedia.org/wiki/Wikipedia:Manual_of_Style#Bulleted_and_numbered_lists</a></span></u><br />
<ul>
<li>Catalina Quintana</li>
<li>Donovan Todd</li>
<li>Rachel Young</li>
<li>Dr. Graban (I doubt that you'll need my help, but ...)</li>
</ul>
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<br /></div>
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<b><i>And two final reminders:</i></b></div>
<div>
<br />
Your <b>Wikipedia Analytic Reflection </b>is due (posted to your blog) by beginning of class time on Thursday (4/25). See the Assignment Sheet for particulars, but it probably won't seem completely new to you.</div>
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<br /></div>
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In addition to that (more formal) reflection, I invite everyone to submit a briefer for-my-eyes-only reflection on how the project went for you. (Obviously, this will not be linked to your blog.)</div>
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<br /></div>
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Have a wonderful 48 hours,</div>
<div>
-Prof. Graban</div>
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tgrabanhttp://www.blogger.com/profile/16913401531606867135noreply@blogger.com0tag:blogger.com,1999:blog-5593343241878959111.post-47418365588952929952013-04-19T17:38:00.004-04:002013-04-19T17:39:51.623-04:00PREPARATION FOR 4/23 (PORTFOLIO WORKSHOP AND NEXT-ROUND WIKIPEDIA)Dear Everyone:<br />
<div>
<br />
Nice work during Thursday's workshop. In our final week, there is much to do, so I promised a blog post to help you prepare. <br />
<br />
<strong>Portfolio Workshop</strong><br />
As a reminder, Tuesday's portfolio workshop will be conducted as a peer review with an emphasis on navigating and user-testing each other's portfolios. This means you will need to have the following in place by the beginning of class time:</div>
<ul>
<li><em>your portfolio's structure</em> (either on blogger.com or in your preferred application, though I highly recommend just reconfiguring your blog, since you have been working so hard on it all semester)</li>
<li><em>your portfolio's design</em> (by which I mean both its look and its rhetorical velocity, where the visualization of your portfolio is actually demonstrating to viewers some of what makes rhetorical delivery so complex)</li>
<li><em>an overview page with summative statements</em> (where needed) and all linked contents (at minimum, this should include Short Assignments and major assignments, as well as your analytical essay)</li>
<li><em>a full draft of your analytic reflection</em> (either as a linked document or as a page on your portfolio)</li>
<li><em>at least one of the major assignments revised in final form</em> (you do not need to have all of them revised for this peer-review workshop)</li>
</ul>
<br />
<strong>Wikipedia Article Draft</strong><br />
Also as a reminder, by the beginning of Tuesday's class, we need to have the Wikipedia article completed. I will then move it into our Wikipedia project space and assign the final round of editing tasks. So, this means you will need to have the following done in our Google Drive Class Space by the beginning of class time:<br />
<ul>
<li>all content finished and clarified (I believe only 2 groups have content outstanding);</li>
<li>your editing task complete (see the workshop document for the various categories, as well as the pages on Wikipedia and in <em>WWC </em>and <em>Style</em> that are serving as our editing guide;</li>
<li>all bracketed call-outs resolved and removed, all editing marks resolved and removed;</li>
<li>all endnotes inserted with full citations.</li>
</ul>
<br />
Please do give it your all; I'm checking Google Drive frequently, so I have a good sense of who is doing what. But also, at this point you all "own" all sections of the article, so your expertise matters in all of it. <br />
<br />
Looking forward to next week,<br />
-Prof. Graban<br />
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</div>
tgrabanhttp://www.blogger.com/profile/16913401531606867135noreply@blogger.com0tag:blogger.com,1999:blog-5593343241878959111.post-60955286045593726552013-04-16T12:44:00.002-04:002013-04-16T13:27:45.967-04:00PREPARATION FOR 4/18 (PEER WORKSHOP 2)Dear Everyone:<br />
<br />
You know you have done a great job of drafting intensely -- and are doing a good job of editing intensely -- when the draft metamorphoses into something messy before the next phase. Welcome to the messiness! As you all start taking ownership of each other's sections, we'll move forward in editing teams, so as to focus on the integrity and coherence of the content, and so as to work towards smoothness of language and tone. (And in reality, those things work together, rather than as separate categories.)<br />
<br />
Based on today's workshop, please make any major organizational changes (e.g., moving material into or out of your section, of copying/pasting between sections) as soon as possible, to ensure that content is at least located where it needs to be in the article. Then, by the beginning of class time on Thursday, please have completed your editing assignment directly in the Class Space on Google Drive. Here is the list of editing groups for which you volunteered:<br />
<br />
<ul>
<li><b>Cohesion</b>: Jenn Gaudreau, Stacey Cox, Morgan Hough</li>
<li><b>Explainers</b>: Lindsey Sullivan, Amanda Diehl, Erik Reed</li>
<li><b>Perspective Checkers</b>: Donovan Todd, Catalina Quintana, Katherine Saviola</li>
<li><b>Tone and Stance</b>: Tyler Avery, Shay Morant, Rachel Young</li>
<li><b>Readability and Word Choice</b>: Rachel Cushanick, Brittany Morrill, Austin Tillery, Brittany Stephens</li>
<li><b>Quotations (especially formatting and what to do with long quotes)</b>: Jordan Spina, Cassie Hamilton</li>
<li><b>Fact Checkers</b>: Anneleise Sanchez, Joey Arellano, Nick Pelton </li>
<li><b>Paragraph Focus</b>: Chris Menendez, Danae VanPortfliet</li>
</ul>
<br />
This time, you are taking control of the whole article for your particular task. Please use the "Wikipedia Peer Review 1" handout to guide you (if you don't have a hard copy, you can find it in <b>BB "Handouts"</b> at the very bottom of the list), since I offered up
some examples from the actual article and even pointed you towards
relevant resources, online and off. So in other words, those resources
are our editing guide for this next phase. <br />
<br />
You'll be working individually, which means it is possible that even those of you working on quotations might come up with different solutions to what you see as similar problems; this is perfectly fine. Edit and resolve what you can -- after all, you are giving each other permission to do so -- but if you are hesitant or unsure about making a major change, feel free to call it out in <b>{{boldfaced double brackets}</b>}.<b> </b><br />
<br />
At the beginning of class on Thursday, I will move our first revised version into a Wikipedia project space where it will live for a week as we do our second round of editing -- which will involve a whole new set of editing teams.<br />
<br />
Much fun ahead!<br />
-Prof. Graban<br />
<br />
<br />
<br />
<br />tgrabanhttp://www.blogger.com/profile/16913401531606867135noreply@blogger.com0tag:blogger.com,1999:blog-5593343241878959111.post-82822270615284206462013-04-15T04:42:00.000-04:002013-04-15T17:21:26.367-04:00PREPARATION FOR 4/16 (PEER WORKSHOP 1)Dear Everyone:<br />
<br />
As a reminder, we are following the syllabus and Wikipedia assignment sheet, which means that Tuesday's class will serve as a guided peer workshop for the first full (and polished) draft of our Wikipedia article. I'm asking for a "completed and well-rendered draft of your section of the article." By the beginning class time tomorrow, <b>please be sure that your group has pasted its completed section into the shared class document.</b><br />
<b><br /></b>
Much has to happen by the end of our class period, including making final decisions about copying and pasting content between or among sections, and making final decisions about editorial roles. Thus,<b> writing groups whose sections are incomplete will slow down the class and be unable to receive credit for the peer review.</b><br />
<br />
Also, please bring to class the following:<br />
<ul>
<li><i>When Words Collide</i></li>
<li><i>Style</i></li>
<li>Wikipedia assignment sheet</li>
<li>Portfolio assignment sheet (if you have lingering questions)</li>
<li>"Twinkie" book review (from Thursday's class)</li>
<li>sources or references you came across that are essential to your section of the article and/or to someone else's.</li>
</ul>
<br />
We will devote the first part of our workshop to a quick discussion of how we would rewrite the book review as a plot/book summary for Wikipedia, and we'll most likely take up some lingering questions from last Thursday's workshop on "Coherence, Cohesion, Rhythm, and Grace."<br />
<br />
Looking forward to it,<br />
-Prof. Graban<br />
<br />tgrabanhttp://www.blogger.com/profile/16913401531606867135noreply@blogger.com0tag:blogger.com,1999:blog-5593343241878959111.post-74440726622551919432013-04-10T06:51:00.000-04:002013-04-10T10:41:12.372-04:00PREPARATION FOR 4/11 (COHERENCE, COHESION, RHYTHM, GRACE)Hello, Everyone:<br />
<br />
Good luck finishing <span class="Apple-style-span" style="color: #783f04;"><<u><a href="http://awe4404.blogspot.com/p/short-assignment-6.html" target="_blank">Short Assignment #6</a>></u> </span>(the last of the Short Assignments) and progressing with your group's contribution to the Wikipedia article. An invitation went out to the whole class last Thursday, following our workshop, inviting you to a class composing space, so please make use of that space as soon as your group has something to share with the other groups, even if you only have a "SFD" (in the words of Ann Lamott through Carra Hood). Two groups are especially in need of knowing what other groups have drafted at this point!<br />
<br />
For Thursday's workshop, please read the <i>Style</i> section on "Emphasis" and <i>WWC</i> on "Sense and Sensibility." As well, please review the <i>Style</i> sections on "Global Coherence" and "Ethics of Style," and the <i>WWC</i> sections on "Style," "Adjectives and Adverbs" (pp. 35-40), and "Passive Voice" (pp. 58-65).<br />
<br />
During our workshop, we'll be working with those sections alongside the following style points from Wikipedia, in case you are interested in browsing ahead:<br />
<br />
<ul>
<li><u><span class="Apple-style-span" style="color: #783f04;"><a href="http://en.wikipedia.org/wiki/Wikipedia:Neutral_point_of_view#Explanation_of_the_neutral_point_of_view" target="_blank">neutral point of view</a></span></u></li>
<li><u><span class="Apple-style-span" style="color: #783f04;"><a href="http://en.wikipedia.org/wiki/Wikipedia:Neutral_point_of_view#Due_and_undue_weight" target="_blank">due and undue weight</a></span></u></li>
<li><u><span class="Apple-style-span" style="color: #783f04;"><a href="http://en.wikipedia.org/wiki/Wikipedia:Neutral_point_of_view#Words_to_watch" target="_blank">words to watch</a></span></u></li>
<li><u><span class="Apple-style-span" style="color: #783f04;"><a href="http://en.wikipedia.org/wiki/Wikipedia:Neutral_point_of_view#Making_necessary_assumptions" target="_blank">making necessary assumptions</a></span></u></li>
<li><u><span class="Apple-style-span" style="color: #783f04;"><a href="http://en.wikipedia.org/wiki/Wikipedia:Neutral_point_of_view#Common_objections_and_clarifications" target="_blank">common objections and clarifications</a></span></u></li>
<li><u><span class="Apple-style-span" style="color: #783f04;"><a href="http://en.wikipedia.org/wiki/Wikipedia:Style#Gender-neutral_language" target="_blank">gender-neutral language</a></span></u></li>
<li><u><span class="Apple-style-span" style="color: #783f04;"><a href="http://en.wikipedia.org/wiki/Wikipedia:Manual_of_Style/Words_to_watch#Editorializing" target="_blank">editorializing</a></span></u></li>
<li><u><span class="Apple-style-span" style="color: #783f04;"><a href="http://en.wikipedia.org/wiki/Wikipedia:Use_plain_English#Jargon_and_technical_vocabulary" target="_blank">jargon and technical vocabulary</a></span></u></li>
</ul>
<br />
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You'll notice that some of these are whole subtopics within Wikipedia's Manual of Style, while others are partial topics embedded in other discussions about style. I have pointed us to these sections specifically, but there is certainly nothing preventing you from exploring further on any topic!</div>
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Looking forward to it,</div>
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-Prof. Graban</div>
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tgrabanhttp://www.blogger.com/profile/16913401531606867135noreply@blogger.com0tag:blogger.com,1999:blog-5593343241878959111.post-52657232922961246812013-04-03T12:15:00.000-04:002013-04-03T18:15:54.540-04:00PREPARATION FOR 4/4 (WIKIPEDIA ARTICLE PLAN)Hello, Everyone:<br />
<br />
As you are working in your Google Doc spaces with your writing teams, please do keep in mind that -- in some cases -- the best sources you could be drawing from are the sources you have already read or somehow mastered for the class. In other words, rather than feeling as if you have to find sources with "multimodality" in the title, look more creatively at those sources that already reflect what you think to be true about multimodality. <br />
<br />
I'll look for fleshed-out sections in your workspaces by class time, and then we'll spend the class writing, workshopping, and negotiating pretty extensively. If you're not sure of what to expect -- i.e., not having a firm product expectation is making it difficult for you to write -- I'd say, expect to present something complete to the class that makes sense according to how you understand your section of the article, and then expect to have it challenged, rethought, reorganized, and even renegotiated.<br />
<br />
Please bring to class -- or otherwise have access to in class -- the sources you want to use. We have a lot to get accomplished in our 75 minutes. Please also bring your assignment sheet (just for reference).<br />
<br />
Have fun with it,<br />
-Prof. Graban<br />
tgrabanhttp://www.blogger.com/profile/16913401531606867135noreply@blogger.com0tag:blogger.com,1999:blog-5593343241878959111.post-54124036868545055032013-03-29T12:36:00.000-04:002013-03-31T12:43:29.732-04:00PREPARATION FOR 4/2 (HOOD, WINTEROWD, GATES)<br />
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Hello, Everyone:</div>
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<br />
We will devote most of Tuesday's class to a discussion of ethics and fallibility as we understand it, not simply to think about a list of rules or etiquette for navigating these things in public discourse, but to think more critically about what we expect from our readers and what we hope to achieve through our delivery of information in Wikipedia, versus in other mediums or venues. <b>Overall, we'll be discussing the affordances and possibilities -- as well as the challenges and limitations -- of working with other people's words on the public expression of complex topics.</b></div>
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Near the beginning of class, I'll ask you to do some media analysis and blogging in groups to prepare for our whole-class discussion of Hood's interesting essay on "Editing Out Obscenity" and Winterowd's brief demonstration of "Beneficience" in rhetorical persuasion. <b>I have also suggested a third perspective that might be useful for our discussion and for your blogging, and that is Gates's call for rhetorical learning experiences that help with "Integrating the American Mind." </b>If you are blogging or responding prior to Tuesday's class, I highly recommend all three readings, since Gates's short essay may give us a more deeply philosophical reason for considering "beneficence" and "editing out obscenity" as persuasive concepts that extend beyond just writing in a single medium.</div>
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So, be prepared to talk and blog in class, and please also bring <i>Style</i> and <i>When Words Collide</i>, as we will be looking to them to help us differentiate between ethical stances on at least one issue regarding "public style." </div>
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<span class="Apple-style-span" style="color: #333333;">Finally, please use this time to work diligently in your Wikipedia teams towards our </span><u><span class="Apple-style-span" style="color: #783f04;"><a href="http://awe4404.blogspot.com/p/wikipedia-project.html" target="_blank">April 4 deadline</a></span></u><span class="Apple-style-span" style="color: #333333;"> of having a fully fleshed-out version of your section of the article. As we discussed in class, there will be much negotiation and re-negotiation of content between sections, so it is important to draft your section as completely as you understand it, but also as clearly as you can. Ultimately, the finished article represents your informed presentation of the topic, not mine or anyone else's, and that presentation is what the Wikipedia community will decide to further take up.</span></div>
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Looking forward to our final weeks,</div>
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-Prof. Graban</div>
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tgrabanhttp://www.blogger.com/profile/16913401531606867135noreply@blogger.com8tag:blogger.com,1999:blog-5593343241878959111.post-38646006878394947422013-03-22T00:01:00.000-04:002013-03-22T04:02:52.370-04:00PREPARATION FOR 3/26 (WIKIPEDIA OUTLINE WORKSHOP)<br />
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Hello, Everyone:</div>
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In advance of Tuesday's class, I'd like you to register a Wikipedia username and ID. Although we won't start composing directly in the Wiki sandbox until next month, we will be completing some smaller steps online. To register, follow the "create account" link from <u><span class="Apple-style-span" style="color: #783f04;"><a href="http://en.wikipedia.org/wiki/Main_Page" target="_blank">Wikipedia English's main page</a></span></u>. </div>
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By class time on Tuesday, I will have combined your group outlines into a single suggested outline, with designated sections. We'll look at some Wikipedia project pages, but spend most of the class determining if that outline is do-able, and working together in your groups on the structure of each section. So, please just bring (or have access to) the sources your group has collected so far, and feel free to do some pre-reading and summarizing of texts in your Google Drive space. Nothing will be wasted, given that you'll have the opportunity to contribute to other sections as needed.</div>
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Based on the outlines your groups have generated so far, I can recommend the following sources from our "<u><span class="Apple-style-span" style="color: #783f04;"><a href="http://awe4404.blogspot.com/p/for-further-reading.html" target="_blank">Further Reading</a></span></u>" list (if you haven't already considered them):</div>
<div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
</div>
<ul>
<li>Bezemer and Kress</li>
<li>Fraiburg</li>
<li>Bolter and Grusin</li>
<li>IP Caucus</li>
<li>Murray</li>
<li>Ball</li>
<li>Multimodal Issues Management Team</li>
<li>Wysocki</li>
</ul>
<br />
<div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
Finally, three of your group outlines suggested listing or linking to multimodal projects, as a way of either demonstrating some of the main characteristics of "multimodal" as you understand it, or as a way of presenting a classification system for different categories of multimodal texts. These are all great ideas, and I thought I would contribute to your brainstorming by sharing some of the texts I understand as "multimodal" according to the definition you have been forwarding:</div>
<div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
</div>
<ul>
<li><u><span class="Apple-style-span" style="color: #783f04;"><a href="http://vectors.usc.edu/projects/index.php?project=57" target="_blank">Sharon Daniel's "Public Secrets" Essay</a></span></u> [click on "view project"]</li>
<li><u><span class="Apple-style-span" style="color: #783f04;"><a href="http://pinepoint.nfb.ca/#/pinepoint" target="_blank">The PinePoint Documentary Project</a></span></u></li>
<li>"<u><span class="Apple-style-span" style="color: #783f04;"><a href="http://www.youtube.com/watch?v=JnylM1hI2jc" target="_blank">In My Language</a></span></u>"</li>
</ul>
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Good thinking and problem-solving so far, everyone!</div>
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<div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
-Prof. Graban</div>
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tgrabanhttp://www.blogger.com/profile/16913401531606867135noreply@blogger.comtag:blogger.com,1999:blog-5593343241878959111.post-87311258059669974602013-03-19T20:02:00.000-04:002013-03-19T20:03:07.046-04:00PREPARATION FOR 3/21 (CORBETT/EBERLY, LAZERE, FINE)<div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
Hello, Everyone:</div>
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<br />
We may spend a few minutes during Thursday's class
blogging in groups to prepare for our discussion of Corbett and Eberly's "Becoming A Citizen Critic," Lazere's "Avoiding Oversimplification and Recognizing Complexity," and Fine's "You Can't Just Say ..." (if you decide to read the third piece). As usual, here are some questions to
help you read:<br />
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</div>
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<div>
<ol>
<li>After studying Fine's descriptions of the "Facing History and Ourselves" class at the Medgar Evers School, and after considering some of the challenges she witnesses in getting students to "talk together," consider a similar experience you have had, personally, or witnessed in print. (You can locate an article in one of the "Blogs and Online Journals of Opinion" on our <span class="Apple-style-span" style="color: #783f04;"><"<u><a href="http://awe4404.blogspot.com/p/courseresourcesdraft.html" target="_blank">Course Resources</a></u>"></span> page, select one of the op-ed pieces from our Texts for
Editing folder on Blackboard, or find something else that is explicitly biased.)
Unpack and analyze the experience for assumptions, tensions, miscommunications, dis/empowerments, fixations on words, and value terms -- these are the things that Fine's analysis helps us to notice. What seems most difficult (if not irresolvable) about the conversation? What do you notice about it through the analysis?</li>
<li>Is open and productive discussion of controversial issues really possible, for Fine? Based on the last few pages of her article (646-649), what do you think she thinks is possible as a result of argumentative discourse? What conclusions can she draw and/or what observations do you think she is left with?</li>
<li>Related to 1. above, if you had to represent -- in an informative way -- this same experience or conversation, how would you do so? In other words, assuming you were not analyzing it for sources of disagreement but were writing about it for a more informative project, what would you focus on and what would you leave out? In what other genre forms might you represent the argument, and why?</li>
<li>As you read Lazere's chapter on oversimplification, you may realize that his tone is -- in fact -- quite biased, which leads me to assume that "bias" may be a more complex concept than we think. If Lazere is not necessarily advocating for a removal of bias in writing good arguments, what is he advocating for? What do you think is his <i>method</i> of arguing well, and what in this chapter makes you think that? (<b>Hint</b>: you might begin with Aldous Huxley's epigraph that Lazere quotes at the start of the chapter.)</li>
<li>Of all the terms that Lazere introduces -- both the boldfaced terms and the terms in his subheaders -- which 3 or 4 align most closely with Fine's story? Or with Corbett and Eberly's discussion of citizen criticism? Explain the connections.</li>
<li>According to Corbett and Eberly, what do spectator culture (or consumer culture) have to do with our ability to argue well in the public sphere, or to not argue well? What are the most compelling reasons that Corbett and Eberly give for why it is important for students to be citizen critics? What does it mean to be a "citizen critic" in their theory? </li>
<li>Do any of these characteristics or aspects of "citizen criticism" reflect readings from earlier in the semester -- especially Miller/Shepherd, Fahnestock/Secor, Grant-Davie, Jones, Kaufer, Killingsworth/Palmer?</li>
<li>Of all the "Diversions of Reason" that Corbett and Eberly define, it is <i>highly likely </i>that Williams/Colomb would be interested in "overgeneralization" (Corbett/Eberly 125), "false analogy" (126), and "Equivocation" (128), which may be one reason why their longest chapter in <i>Style</i> has
to do with ethical violations of clarity. Can you quickly skim their
chapter on "Ethics of Style" and find a statement or passage in their
discussion that reflects what Corbett and Eberly have to say about being clear, fair, and transparent with language?</li>
</ol>
<br />
Enjoy the readings!<br />
<br />
-Prof. Graban </div>
tgrabanhttp://www.blogger.com/profile/16913401531606867135noreply@blogger.com0tag:blogger.com,1999:blog-5593343241878959111.post-8735647386736755452013-03-08T18:06:00.000-05:002013-03-18T23:12:07.087-04:00WIKIPEDIA PROJECT PREPARATION FOR AFTER BREAKHello, Everyone:<br />
<br />
First and foremost, good luck finishing up your <span class="Apple-style-span" style="color: #783f04;"><u><</u></span><u><span class="Apple-style-span" style="color: #783f04;"><a href="http://awe4404.blogspot.com/p/public-argument-project.html" target="_blank">Public Argument projects</a>></span></u>! Please remember to submit your <b>peer review sheets</b> in class on Tuesday (3/19).<br />
<br />
This serves as a reminder that you will need to be in touch with all members of your <span class="Apple-style-span" style="color: #783f04;"><<u><a href="http://awe4404.blogspot.com/2013/03/preparation-for-35-visual-arguments.html" target="_blank">Wikipedia working team</a>></u></span> (if you haven't already) and start generating the following<b> in your Google Drive workspace, due by 11:00 a.m. on 3/21/13</b>:<br />
<br />
<ol>
<li>A potential outline for our shared topic ("multimodality" for public discourse and/or writing and editing in the public sphere). Please be as detailed as you would like, outlining not only a possible top structure for the article, but possible subtopics as well. If you are uncertain of how detailed the organization can be, feel free to review Wikipedia pages on similar or related topics, as well as the project pages from <span class="Apple-style-span" style="color: #783f04;"><<u><a href="http://awe4404.blogspot.com/p/short-assignment-4.html" target="_blank">SA #4</a>></u></span>, from our <span class="Apple-style-span" style="color: #783f04;"><<u><a href="http://awe4404.blogspot.com/2013/02/preparation-for-228-wikipedia-project.html" target="_blank">Skype discussion</a>></u></span> with Dr. Wadewitz, and from our earlier class discussions. (See also Wikipedia project pages on <span class="Apple-style-span" style="color: #783f04;"><<u><a href="http://en.wikipedia.org/wiki/Wikipedia:Article_development" target="_blank">Article Development</a>></u></span>, <span class="Apple-style-span" style="color: #783f04;"><<u><a href="http://en.wikipedia.org/wiki/Wikipedia:Articles_for_creation" target="_blank">Article Creation</a>></u></span>, and <span class="Apple-style-span" style="color: #783f04;"><<u><a href="http://en.wikipedia.org/wiki/Wikipedia:Featured_article_candidates" target="_blank">Featured Articles</a>></u></span>.)</li>
<li>A brief reading list or list of sources that represent not only what you have read and what you think will feasibly contribute to the topic, but also sources you may have come across from other classes, from the bibliographies of what we have already read, or new sources you have discovered on your own.</li>
</ol>
<br />
I must be able to review all group contributions on 3/21 so that we can have a working plan in place by 3/26, the following week.<br />
<br />
This is part of your process work for the Wikipedia project, and the onus is on all of us to do it well. All phases of the project should involve source gathering and exploration, so that we make the best writing and editing decisions. Work hard, but have fun with it! The more efficiently you work together, the better able I am to work with your team.<br />
<br />
Finally, I'd like to <b>check in with team leaders during the week of 3/26</b>, so if your team has not designated a leader yet, <i>please do that soon</i>!<br />
<br />
Looking forward to it,<br />
-Prof. Graban<br />
<br />
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<br />tgrabanhttp://www.blogger.com/profile/16913401531606867135noreply@blogger.comtag:blogger.com,1999:blog-5593343241878959111.post-37883390819187633152013-03-04T18:39:00.001-05:002013-03-04T18:39:15.172-05:00(ANOTHER) EXTRA-CREDIT OPPORTUNITYHello, Everyone:<br /><br />
There is still time to take part in an extra-credit opportunity if you
desire to pick up an extra blog post (10 points), but really, I'm
creating this opportunity because I think you will truly benefit from and
enjoy some of our upcoming <a href="http://awe4404.blogspot.com/p/local-events.html" target="_blank"><span style="color: #783f04;"><u>local PD events</u></span></a>. I will offer extra credit for a <b>well-rendered</b>
blog post that -- obviously -- meets our blogging guidelines,
demonstrates a real exigence, and ties one of the following events to
what you are learning in the course so far:<br />
<br />
<ol>
<li>Claude Pepper Political Cartoon Exhibit</li>
<li>"Creative Labor" Colloquium</li>
<li>"Whiteness and Social Justice" Teach-In </li>
</ol>
<br />
I also genuinely hope you will find something of interest in one of
these sessions -- something to inspire you, to give you a vision for
your present (or future), and help you think concretely about some of
the implications of what we are doing in this course.<br />
<br />
Please complete the post <b>within 1 week of the event you attend</b>,
and send me an e-mail signaling that you have done so. (This way, I
won't miss the post.) I will be attending some of these, and look
forward to seeing some of you there!<br />
<br />
-Prof. Grabantgrabanhttp://www.blogger.com/profile/16913401531606867135noreply@blogger.com0tag:blogger.com,1999:blog-5593343241878959111.post-37191363349034081242013-03-02T16:00:00.000-05:002013-03-18T14:36:13.734-04:00PREPARATION FOR 3/5 (VISUAL ARGUMENTS & OTHER GENRES)Hello, Everyone:<br />
<br />
As a reminder, by 3/5 please make sure you have contacted all members of your Wikipedia working team to do the following:<br />
<ol>
<li>designate a team leader to coordinate the group;</li>
<li>decide on when/where you will schedule working time for the remainder of the project;</li>
<li>decide on several possible article topics ("pitches"), along with what your group could potentially offer the topic, if we select it for our class project.</li>
</ol>
<br />
<span style="color: #783f04;"><b>Project Wikipedia Working Teams:</b></span><br />
<ul>
<li>Anneleise Sanchez, Austin Tillery, Morgan Hough</li>
<li>Lindsey Sullivan, Rachel Cushanick, Shay Morant</li>
<li>Brittany Stephens, Erik Reed, Jordan Spina, Nick Pelton</li>
<li>Amanda Diehl, Cassie Hamilton<strike>, Joseph Hendel</strike></li>
<li>Chris Menendez, Danae VanPortfliet, Jenn Gaudreau</li>
<li>Brittany Morrill, Donovan Todd, Tyler Avery</li>
<li>Catalina Quintana, Katherine Saviola, Joey Arellano</li>
<li>Alex Snider, Rachel Young, Stacey Cox</li>
</ul>
<br />
There is no new reading for Tuesday's class, but we will spend the first 25-30 minutes following up Thursday's Wikipedia discussion with Dr. Wadewitz, with the goal of selecting our article topic for the Wikipedia project. I offer you the following links in advance of our discussion:<br />
<ul>
<li>a student-produced Wiki Book (not Wikipedia) on <span style="color: #783f04;"><"<a href="http://en.wikibooks.org/wiki/Rhetoric_and_Writing_in_the_Public_Sphere:_An_Introduction" target="_blank">rhetoric and writing in the public sphere</a>"></span></li>
<li>a crowd-sourced book (produced by scholars in one week) on <span style="color: #783f04;"><"<a href="http://www.digitalculture.org/hacking-the-academy/" target="_blank"><u>hacking the academy</u></a>"></span></li>
<li>a Wikipedia page on <span style="color: #783f04;"><"<a href="http://en.wikipedia.org/wiki/Wikipedia:Article_development" target="_blank"><u>article development</u></a>"></span></li>
<li>another Wikipedia page on <span style="color: #783f04;"><"<a href="http://en.wikipedia.org/wiki/Wikipedia:Featured_article_candidates" target="_blank"><u>featured article candidates</u></a>"></span>.</li>
</ul>
<br />
For the remainder of the class, we will review Ridolfo/DeVoss on "rhetorical velocity" and Killingsworth on appealing to "place" and "time." Our goal is to better understand embodied arguments--especially to understand how much the success of any public-sphere argument rests on its many embodiments (e.g., place, time, audience, environment). We will also consider how some different visual genres have fulfilled the Public Argument and/or what it is like to argue through alternative mediums. <br />
<br />
Looking forward to it,<br />
<br />
-Prof. Graban<br />
<br />tgrabanhttp://www.blogger.com/profile/16913401531606867135noreply@blogger.com0tag:blogger.com,1999:blog-5593343241878959111.post-7596215799974036262013-02-27T09:57:00.004-05:002013-02-27T16:08:52.353-05:00PREPARATION FOR 2/28 (WIKIPEDIA PROJECT INTRODUCTION)Hello, Everyone:<br />
<br />
During the first part of Thursday's class, we will discuss the Wikipedia Project Assignment so that you can understand the timing and logistics of its various parts, since it will occupy much of our semester after the Public Argument project is complete. We will also conduct some brief exploration together of Wikipedia's <span class="Apple-style-span" style="color: #783f04;"><"<u><a href="http://en.wikipedia.org/wiki/Wikipedia:Five_pillars" target="_blank">Five Pillars</a></u>"></span> page, introduce ourselves to the <u><span class="Apple-style-span" style="color: #783f04;"><a href="http://en.wikipedia.org/wiki/Wikipedia:About_the_Sandbox" target="_blank"><"Sandbox"></a></span></u>, and discuss what it means to write <i>for and within</i> a networked culture. Finally, we will share what you have come up with in terms of article pitches and briefly recap your results from <u><span class="Apple-style-span" style="color: #783f04;"><a href="http://awe4404.blogspot.com/p/short-assignment-4.html" target="_blank"><Short Assignment #4></a></span></u>. It will be another busy day!<br />
<br />
As a reminder, during the second part of the class, we will be talking via Skype with <span class="Apple-style-span" style="color: #783f04;"><<u><a href="http://blog.wikimedia.org/2012/12/10/the-impact-of-wikipedia-adrianne-wadewitz/" target="_blank">Dr. Adrianne Wadewitz</a>></u></span>, long-time Wikipedia editor, and official <span class="Apple-style-span" style="color: #783f04;"><<u><a href="http://en.wikipedia.org/wiki/Wikipedia:United_States_Education_Program/Campus_Ambassadors#Occidental_College" target="_blank">Wikipedia Ambassador</a>></u></span>. Dr. Wadewitz will share some of her experiences writing, editing, and teaching Wikipedia, and she may provide us some insight into what Wikipedia writers/editors do, who they are, and how they negotiate some unique challenges in building and maintaining such a large, crowd-sourced research tool. She brings much insight to this work, so please bring your questions for her, as she will be the best person to answer them.<br />
<br />
Folks, this assignment -- and the entire last unit of our course -- offers you a unique opportunity to apply and demonstrate what you know (or want to learn) about writing and editing in a collaborative, knowledge-making, online composing environment. I hope you will take the fullest advantage of it and am excited to get started on it with you!<br />
<br />
Looking forward,<br />
-Prof. Grabantgrabanhttp://www.blogger.com/profile/16913401531606867135noreply@blogger.com0tag:blogger.com,1999:blog-5593343241878959111.post-83592349581116702112013-02-21T13:05:00.002-05:002013-02-26T10:40:56.447-05:00PREPARATION FOR 2/26 (LINZEY, LUNG, SAVIO)Hello, Everyone:<br />
<br />
<div>
</div>
<div>
Nice work today on considering a definition of "multimodality" for writing and editing in the public sphere, and starting to apply it to various genres! We will take up the concept and those genres again, but in the meantime, please feel free to send your questions about the <a href="http://awe4404.blogspot.com/p/public-argument-project.html" target="_blank"><span style="color: #783f04;"><u><Public Argument></u></span></a> project my way. I am happy to answer any and all of them. (Reminder: the full assignment sheet is in BB.)<br />
<br />
The Pinepoint project is linked <a href="http://pinepoint.nfb.ca/#/pinepoint" target="_blank"><span style="color: #783f04;"><u><here></u></span></a> for your future interest, with some additional context found <a href="http://en.wikipedia.org/wiki/Welcome_to_Pine_Point" target="_blank"><span style="color: #783f04;"><u><here></u></span></a>, and the original commemorative website built by Richard <u><span style="color: #783f04;"><<a href="http://pinepointrevisited.homestead.com/" target="_blank"><span style="color: #783f04;">here></span></a> </span></u>(the site that provided much of the content for the filmmakers' documentary).<br />
<br />
Finally, for Tuesday's discussion, please read (thoroughly) the genre samples by Linzey, Lung, and Savio. We will grid again, similar to what we did in the first sphere, and I will probably also include Bullard and Obama in that grid, since we didn't get to finish our discussion of them. So, Tuesday will be a "gridding the public argument genre" day.<br />
<br />
I offer you these questions in advance if it helps you to read the genres:</div>
<div>
<ul>
<li>places where you see conflict and perspective most clearly (esp. where you notice the conflict at one of Kaufer's 5 levels)</li>
<li>places where you think you are either included or excluded as a reader</li>
<li>places where you are convinced (as a believing audience) or not convinced (as a skeptical audience)</li>
<li>places where one or more "ideographs" could be unpacked</li>
<li>appeals to time (one of Killingsworth's four types)</li>
<li>appeals to place </li>
<li>demonstration of rhetorical velocity</li>
<li>alternate ways that the argument might be communicated. </li>
</ul>
</div>
<div>
</div>
<br />
Please also bring <i>Style</i> and <i>WWC</i> (as usual) because I'm going to explicitly invite us to revisit Williams/Colomb's lesson on "Ethics of Style," and we might want to use Kessler and MacDonald's grammar section in the back of the handbook. In fact, those might occupy the first spaces in our grid.<br />
<br />
<span style="color: #660000;"><b>Added on 2/26 for synthesis activity:</b> <span style="color: black;">Select one of the authors whose argument you analyzed in detail. What kind(s) of relationships do they construct between humans and their environment (where "environment" could be moral, physical, temporal, or spatial)? How do they promote empathy or shared identification, if they do? How does their argument avoid simplification, promote complexity, or otherwise make complex what has often been seen as a simple stalemate of perspectives?</span></span><br />
<br />
Looking forward to it,<br />
<br />
<br />
-Prof. Grabantgrabanhttp://www.blogger.com/profile/16913401531606867135noreply@blogger.com6tag:blogger.com,1999:blog-5593343241878959111.post-53465738172209799922013-02-16T00:08:00.000-05:002013-02-19T11:51:56.787-05:00PREPARATION FOR 2/19 (BULLARD, OBAMA)Hello, Everyone:<br />
<div>
<br /></div>
<div>
For Tuesday's discussion, please read (thoroughly) the genre samples by Bullard and Obama. I will give us some analysis questions to work with during class, but for now, I ask you to note the following as you read:</div>
<div>
<ul>
<li>places where you see conflict and perspective most clearly</li>
<li>places where you think you are either included or excluded as a reader</li>
<li>places where you are convinced (as a believing audience) or not convinced (as a skeptical audience)</li>
<li>places where one or more "ideographs" could be unpacked.</li>
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Please also bring <i>Style</i> and <i>WWC</i> (as usual) and, because we did not get to discuss Kaufer and Jones last week, please bring those articles as well. We will use these four texts as our principal tools for unpacking "race" and "policy" in the genre samples.<br />
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Added questions for each group:<br />
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BULLARD<br />
How does Bullard's lecture present other possibilities for response than just dis/agree? Based on how he uses historical evidence, on what stasis level is most of his argument conducted? What are one or two key terms whose definition you think he means to challenge?<br />
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OBAMA</div>
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He never explicitly defines "race" for us in this address, though he presents a number of anecdotes about how it plays out in the lives of American citizens. What role do those anecdotes play in conveyin how Obama thinks we should feel about "race"?<br />
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Looking forward to it,</div>
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-Prof. Graban</div>
tgrabanhttp://www.blogger.com/profile/16913401531606867135noreply@blogger.com9tag:blogger.com,1999:blog-5593343241878959111.post-23039733122980424652013-02-13T02:46:00.000-05:002013-02-13T02:50:09.626-05:00(TEACHING) LEVELS OF POLICY CONFLICT -- 2/14 WORKSHOP<span class="Apple-style-span" style="font-family: inherit;">Hello, Everyone. </span><br />
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<span class="Apple-style-span" style="font-family: inherit;"><b>The situation: </b>We are holding Thursday’s "(Teaching) Levels of Conflict" workshop on the blog, which gives you an opportunity to teach some of the concepts from this unit to a reader who is savvy about public discourse, but not necessarily in our class. Teach by explanation, illustration, example, situation, recontextualization, hyperlinking, etc. Write focusedly and clearly, but write specifically and accurately. Cite and reference where needed. Construct an audience who is not in this class, and don’t be afraid to present the complexities of the concept you are teaching. Also, don’t be afraid to take risks with your understanding of what makes the concepts complex. <br /><br /><b>Your task:</b> I have included four questions, but <b>you only have to respond to three</b>. You will recognize some of these questions from our 2/12 discussion day. Feel free to answer them again and to build on (revise, lengthen, edit) your response from 2/12. <br /><br /><b>Your post: </b>Please create a new post on your own blog, and include your three responses there. Please give your post coherence (so that it doesn’t look like a list of answers to three questions) by discovering a theme between your responses, or by connecting them in an artful way. Please post by <b>Thursday (2/14) 12:15 p.m.</b> <br /><br /><b><span class="Apple-style-span" style="color: #783f04;">Question One (conflict and policy)</span></b></span></div>
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<span class="Apple-style-span" style="font-family: inherit;"> Briefly recount a specific disagreement or misunderstanding you have had with someone and analyze it on one of Kaufer’s “5 levels” (pp. 58-59). You’ll want to explain the conflict and then determine whether the source of the conflict was level 1, 2, 3, 4, or 5. Please don’t just make something up—the point of this assignment is to reach into your own experience and try to account for it on Kaufer’s terms as accurately as you can. For this to make sense to your audience, you will need to be clear and detailed with your explanation of what happened during the disagreement or conversation. Unpack any terms that carry assumptions, no matter how small they seem or no matter how much you are sure we would share them. Also, remember the difference between "Level 5 Conflict" and "Some Associated Issues" (Kaufer 58, 63). The issue is the topic or the particular example in which the conflict resides, while the conflict itself is the opposing pair of ideologies that clash in order to make the issue. <br /><br /><b><span class="Apple-style-span" style="color: #783f04;">Question Two (authenticity) </span></b></span></div>
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<span class="Apple-style-span" style="font-family: inherit;">From our <span class="Apple-style-span" style="color: #783f04;"><"<a href="http://awe4404.blogspot.com/p/courseresourcesdraft.html">Course Resources</a>,"></span> locate a brief op-ed in one of the "Blogs and Online Journals of Opinion," or -- if you prefer -- select one of the op-ed pieces from our Texts for Editing folder on Blackboard. (Select one that is explicitly biased.) Quickly skim it and decide whether it qualifies as a “simulation” of an argument or whether it qualifies as a real “ethical deliberation” (Jones 158). Justify your choice in Jones’s terms. Also, justify your choice in Kaufer's claim about <i>weight </i>of policy conflicts versus <i>scale</i> of conflict (61).</span></div>
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<span class="Apple-style-span" style="color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: x-small;"><span class="Apple-style-span" style="line-height: 18px;"><br /></span></span><b style="font-family: inherit;"><span class="Apple-style-span" style="color: #783f04;">Question Three (logic and ethical style) </span></b></div>
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<span class="Apple-style-span" style="font-family: inherit;">Read through that same op-ed sample until you find a key statement that you think is pretty close to what Williams and Colomb might call an "ethical violation of style" (e.g., obscurity, misdirection, subversive clarity, opacity) (Style lesson 10) or what Jones might call a violation of “The Usage Rule” (177). Discuss what makes it so. As part of your discussion, be sure to help us know the context in which that statement was made and the argument it was being used to support. Feel free to draw on Style lesson 10, Style pages 23-26 (“Absent Characters”) and 43 (“Avoiding Distractions”), WWC 138-142 (“Clarity and Conciseness”), or WWC on punctuation (end of Chapter 8). </span></div>
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<b style="font-family: inherit;"><span class="Apple-style-span" style="color: #783f04;">Question Four (language and ideology) </span></b></div>
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<span class="Apple-style-span" style="font-family: inherit;">Is there anything in the op-ed that acts like a "value" term or an "ideograph"? The concept of "Ideograph" was popularly coined for rhetoric by Michael Calvin McGee, although the word in its general definition has existed for some time. McGee's "ideograph" is a word that uses abstractions in order to develop support for a political position (e.g., "freedom," "liberty," "justice," "pursuit of happiness," etc.). Not just any term can be an ideograph, but if -- in the context of discourse -- the word carries ideological assumptions and inspires familiar associations among an audience, it is likely functioning this way.</span></div>
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<span class="Apple-style-span" style="font-family: inherit;">Do well, but have fun with this!</span></div>
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<span class="Apple-style-span" style="font-family: inherit;">-Prof. Graban</span></div>
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tgrabanhttp://www.blogger.com/profile/16913401531606867135noreply@blogger.com0tag:blogger.com,1999:blog-5593343241878959111.post-24785015278179518402013-02-08T15:30:00.001-05:002013-02-12T16:26:31.443-05:00PREPARATION FOR 2/12 (KAUFER AND JONES)<br />
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Hello, Everyone:</div>
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We will most likely spend the first few minutes of Tuesday's class blogging in groups to prepare for our discussion of David Kaufer's "A Plan for Teaching the Development of Original Policy Arguments" and Rebecca Jones's "Finding the Good Argument." Here are some questions to help you read (they are long-winded, but not difficult):</div>
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<li>Jones distinguishes between "simulations" of arguments and real "ethical deliberations" (158). What makes something a <i>simulation</i> vs. an authentic <i>ethical deliberation</i>? Search her entire chapter to see if you can generate a list of qualities, characteristics, principles, or criteria that you think fall under each side of the distinction. For example, based on her dissatisfaction with multi-panel talk shows, we can guess that one of the properties of "simulated" arguments is that the various people who participate are <i>only responding to each other in order to rebut other positions or defend their own</i> (159). Generate as full a list as you can.</li>
<li>From our <span class="Apple-style-span" style="color: #783f04;"><"<u><a href="http://awe4404.blogspot.com/p/courseresourcesdraft.html" target="_blank">Course Resources</a></u>,"></span> locate a brief op-ed in one of the "Blogs and Online Journals of Opinion," or -- if you prefer -- select one of the op-ed pieces from our Texts for Editing folder on Blackboard. (Select one that is explicitly biased.) Quickly skim it and decide whether it operates based on inductive or deductive reasoning (Jones 164-165).</li>
<li>Notice the difference between "Level 5 Conflict" and "Some Associated Issues" (Kaufer 58, 63). The <i>issue</i> is the topic or the particular example in which the conflict resides, while the <i>conflict</i> itself is the opposing pair of ideologies that clash in order to make the issue. Can you locate the conflict (the opposing pair) in the op-ed piece you selected?</li>
<li>Is there anything in the op-ed that acts like a "value" term or an "ideograph"? The concept of "Ideograph" was popularly coined for rhetoric by Michael Calvin McGee, although the word in its general definition has existed for some time. McGee's "ideograph" is a word that uses abstractions in order to develop support for a political position (e.g., "freedom," "liberty," "justice," "pursuit of happiness," etc.). Not just any term can be an ideograph, but if -- in the context of discourse -- the word carries ideological assumptions and inspires familiar associations among an audience, it is likely functioning this way.</li>
<li>For analyzing and improving some arguments, Jones suggests a "middle ground" activity (160). However, some issues may lend themselves better to a middle ground than others. Isolate the issue that is at the heart of the op-ed you selected, and see if you can perform Jones' middle-ground activity on that issue. Is it a particularly polarizing issue, or not that big of a deal? What are the difficulties of finding a middle ground, or, what makes it easy to find a middle ground?</li>
<li>Apply the Toulmin method (Jones 169, 171) to the argument in the op-ed you selected. Does analyzing the argument this way allow you to notice any complexities in audience construction (i.e., how the text was written to make an audience feel they are being addressed as a kind of specific person or group)? Does analyzing the argument in this way allow you to notice any disruption of coherence or cohesion? Feel free to visualize the argument if you find that easiest.</li>
<li>Which one of Kaufer's "levels" of policy conflict (58-59) shows a violation of the Unexpressed Premise Rule (Jones 174), or the Starting Point Rule (Jones 175)?</li>
<li>Of the ten rules Jones summarizes, it is <i>highly likely </i>that Williams/Colomb would be interested in The Usage Rule (Jones 177), which may be one reason why their longest chapter in <i>Style</i> has to do with ethical violations of clarity. Can you quickly skim their chapter on "Ethics of Style" and find a statement or passage in their discussion that reflects what Jones has to say about The Usage Rule? Can you find connections between The Usage Rule and Williams/Colomb's sections on "Avoiding Distractions"(43) and "Absent Characters" (23-36)?</li>
<li>Jones claims that -- in the history of rhetorical argumentation -- there is a distinction to be made between <i>being logical</i> and <i>being truthful</i> (163). How does this resonate with or differ from Kaufer's claim about <i>weight</i> of policy conflicts versus <i>scale</i> of conflict<i></i> (61)?</li>
<li><span style="font-family: inherit; font-size: small;"><span style="color: red;">(Added question)</span> Visit <span style="color: #783f04;"><u></u><a href="http://www.livingroomcandidate.org/"><span style="color: #783f04;"><</span><span class="Apple-style-span" style="color: #783f04;">http://www.livingroomcandidate.org/</span></a>></span> and select any campaign ad from any year, <b>OR</b> <span style="font-size: small;">v</span>isit <span style="color: #783f04;"><u><<a href="http://vserver1.cscs.lsa.umich.edu/~crshalizi/election/"><span class="Apple-style-span" style="color: #783f04;">http://vserver1.cscs.lsa.umich.edu/~crshalizi/election/</span></a>> </u></span>and read about various ways that digital tools can re/present electoral results. Each of these visualizations makes an argument<span style="font-size: small;"> ab<span style="font-size: small;">out re/presentation. I invite you to draw on any <span style="font-size: small;">aspect of today's readings in order<span style="font-size: small;"> to explain <span style="font-size: small;">how the argument works.</span></span></span></span></span></span></li>
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Looking forward to our discussion,</div>
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--Prof. Graban</div>
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tgrabanhttp://www.blogger.com/profile/16913401531606867135noreply@blogger.com13tag:blogger.com,1999:blog-5593343241878959111.post-21400982282776477932013-02-07T13:16:00.003-05:002013-02-07T13:18:54.463-05:00EXTRA-CREDIT OPPORTUNITYHello, Everyone:<br />
<br />
I'd like to announce an extra-credit opportunity for those of you who desire to pick up an extra blog post (10 points), but really, I'm creating the opportunity because I think you will truly benefit from and enjoy some of our upcoming <a href="http://awe4404.blogspot.com/p/local-events.html" target="_blank"><span style="color: #783f04;"><u>local PD events</u></span></a>. I will offer extra credit for a <b>well-rendered</b> blog post that -- obviously -- meets our blogging guidelines, demonstrates a real exigence, and ties one of the following events to what you are learning in the course so far:<br />
<ol>
<li>"Composition and Copyright," Professor Dánielle Nicole DeVoss's public presentation </li>
<li>"Creative Labor" Colloquium (it is an all-day colloquium, but they will publish a schedule of presentations, and I just ask you to attend one of them)</li>
<li>Silent Spring 50th Anniversary Symposium (it is an all-day symposium, but they will publish a series of events, and I just ask you to attend one event).</li>
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I also genuinely hope you will find something of interest in one of these sessions -- something to inspire you, to give you a vision for your present (or future), and help you think concretely about some of the implications of what we are doing in this course.<br />
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Please complete the post <b>within 1 week of the event you attend</b>, and send me an e-mail signaling that you have done so. (This way, I won't miss the post.) I will be attending some of these, and look forward to seeing some of you there!<br />
<br />
-Prof. Graban<br />
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tgrabanhttp://www.blogger.com/profile/16913401531606867135noreply@blogger.com0tag:blogger.com,1999:blog-5593343241878959111.post-2863913973317198062013-01-31T13:08:00.002-05:002013-01-31T13:09:02.421-05:00PREPARATION FOR 2/5Hello, Everyone:<br />
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Do well and prosper as you draft your sci/tech blog posts this weekend! Getting your questions articulated and answered is an important part of the process of writing this assignment, so I appreciate how many of you offered up your questions to the class before, during, and after today's workshop. Your classmates appreciate you, too.<br />
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As a reminder, we'll conduct a workshop on "Rhetorical Moves and Rich Features" during Tuesday's class, focusing on language and style, and working mainly out of <i>Style</i> and <i>When Words Collide</i>. Posted pages (or sections) in <i>Style</i> and <i>WWC</i> can be found <a href="http://awe4404.blogspot.com/2013/01/style-and-wwc-pages-announced.html" target="_blank"><span style="color: #783f04;"><u><here></u></span></a>. Please be sure you bring the books to class.<br />
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Looking forward to it,<br />
<br />
-Prof. Grabantgrabanhttp://www.blogger.com/profile/16913401531606867135noreply@blogger.com0tag:blogger.com,1999:blog-5593343241878959111.post-32979706203316160522013-01-29T16:30:00.002-05:002013-01-30T13:31:08.886-05:00PREPARATION FOR 1/31Hello, Everyone:<br />
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There is no new reading for Thursday, but I will ask you to reread Wald's "Is Ethanol for the Long Haul?" (in BB "Genre Samples") and refresh your memory of our <span style="color: #783f04;"><u><<a href="http://awe4404.blogspot.com/2013/01/in-class-analysis-of-scitech-genre.html" target="_blank">in-class analysis</a>></u></span> on 1/24, so that we can revisit each group's conclusions in preparation for our sci/tech blog workshop. Before the workshop, we'll also spend a little bit of time looking specifically at the genre of white paper, because I think it will make a good case on which to focus your questions about the assignment. Remember: You are well qualified and well positioned to write this sci/tech blog, so bring as much as you can to Thursday's class--i.e., ideas, drafted paragraphs, questions, your 2 additional research sources, a redesigned blog template, a narrative "arc" or theme, and any or all of the above!<br />
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See you soon,<br />
<br />
-Prof. Grabantgrabanhttp://www.blogger.com/profile/16913401531606867135noreply@blogger.com0tag:blogger.com,1999:blog-5593343241878959111.post-85398616771773850642013-01-26T15:55:00.003-05:002013-01-30T15:56:01.093-05:00PREPARATION FOR 1/29 (RETTBERG AND MILLER/SHEPHERD)<span class="Apple-style-span" style="color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; line-height: 18px;">Hello, Everyone:</span><br />
<span class="Apple-style-span" style="color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; line-height: 18px;"><br /></span>
<span class="Apple-style-span" style="color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; line-height: 18px;">We will spend the first part of Tuesday's (1/29) class discussing the results of your group analysis of genres from Thursday, before discussing what Rettberg and Miller/Shepherd argue about blogs as <i>genre. </i>Their articles are not difficult, but they are lengthy because they are building theory based on an analysis of different case studies. Please give yourselves time to read thoughtfully for their claims and examples, but also make note of places where their claims may rub against or conflict with how you understand "blogging" or "citizen journalism." Our goal will be to recognize the take-away concepts in each article, and to consider the possibilities and limitations of those concepts.</span><br />
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<span style="font-family: inherit;"><span class="Apple-style-span">Here are some discussion questions that may help you read in advance of Tuesday's class:</span></span></div>
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<li>How does Miller and Shepherd's discussion of <i>genre </i>reflect other genre theories you may have studied, in English, EWM, or media studies classes? Or, if you're new to genre theory, then try to unpack the quote by Berkenkotter and Huckin that they use in the third paragraph of their article. In a way, that quote -- and that paragraph -- holds the genealogy of Miller and Shepherd's genre theory. Do you think the assumptions they make about genre generally hold up when applied to blogs?</li>
<li>What are some of the reasons Miller and Shepherd give for studying the blog as a genre? Their overarching claim seems to be that blogs both support and disrupt the distinction between public and private, but there are probably other reasons as well.</li>
<li>What is "kairos" in their argument? How is it significant? What does it mean that subjectivity is a product of time and place, formed in interaction with a kairos (second paragraph in final section of the article)?</li>
<li>In a way, Rettberg applies genre analysis to three case studies (Dooce.com, Kottke.org, dailykos.com) in order to come up with sub genres, or categories within the blog genre. How does she determine each sub genre? How do her sub genres act like -- or <i>not </i>act like -- Miller and Shepherd's concept of <i>genre? </i>Do you think they have the same expectations of <i>genre</i>?</li>
<li>Consider Liebling's 1960 statement about free speech, or free press (Rettberg quotes it in the beginning of her chapter on "Citizen Journalism"). Unpack it, for its assumptions and implications. Why do you think Rettberg opens her chapter with it? Does it apply today?</li>
<li>What do you see as the principal justifications or main reasons why Rettberg compares the "blogger" to a "citizen journalist"? And then, what are the main reasons or principal justifications for why this could be a tricky comparison? If it helps, try answer this question by using one of the specific examples Rettberg provides, e.g., Columbine, Baghdad, etc.</li>
<li>What is "symbiosis" in Rettberg's argument? How is it significant?</li>
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Enjoy the readings!</div>
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-Prof. Graban</div>
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tgrabanhttp://www.blogger.com/profile/16913401531606867135noreply@blogger.com11tag:blogger.com,1999:blog-5593343241878959111.post-29784787495066263162013-01-23T17:03:00.006-05:002013-01-25T10:08:25.245-05:00IN-CLASS ANALYSIS OF SCI/TECH GENRE SAMPLES 1/24Hello, Everyone:<br />
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In teams of 2-3 people (no more, please!) during Thursday’s discussion of our sci/tech public genre samples, I will ask you to spend some time writing a brief but coherent post
on the question that corresponds with the genre you are assigned.<br />
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<span style="color: #783f04;"><b>Genre Assignments</b></span><br />
<b>Wald’s
“Is Ethanol for the Long Haul?”:</b> How does Wald push the limits of
current research on ethanol use and production to increase the certainty
of his position on the topic?<br />
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<b>Mann’s
“The Coming Death Shortage”: </b>What role do metaphors, lore, speculation,
and prediction play in conveying how Mann thinks we should feel about
the impending “death shortage”?<br />
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<b>Joy’s
“Why the Future Doesn’t Need Us”:</b> What role do literature, contemporary
science, historical science, and current events play in conveying how
Joy thinks we should feel about genetic engineering technology?<br />
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<b>Lehrer’s “The Future of Reading”</b><b> (and related links in BB on the Lehrer controversy!):</b> For Lehrer's blog post(s), wherein lies ownership of the ideas he uses? In other words, do you think his blog post(s) reenacts and transforms technical information, borrows it, represents it, or develops it further, or a combination of the above? <br />
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<span style="color: #783f04;"><b>Tools/Concepts</b> </span><br />
To help you develop your response, here are some talking points that will aid your analysis, so I suggest that you compile notes on as many of these things as are helpful:<br />
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<ul>
<li>shared value(s), ideologies, or assumptions on which the article is based (use 1-2 passages from Killingsworth/Palmer)</li>
<li>evidence of community formation (use 1-2 passages from Killingsworth/Palmer)</li>
<li>stasis (or stases) that seems to drive the argument (use 1-2 passages from Fahnestock/Secor) </li>
<li>arrangement/organization of the article</li>
<li>evidence of audience accommodation</li>
<li>key terms, or buzzwords, that the article takes up to challenge, complicate, or reaffirm</li>
<li>whether/how the article blurs genre or discursive aim, i.e., is it pretty focused in a sci/tech problem, or does it extend the problem out to other fields, such as law, politics, education, business, economics, etc.?</li>
<li>implied narrative(s) (e.g., dominion, apocalypse, stewardship, anthropomorphization, shared ecology, biodiversity, colonization, etc.) </li>
<li>relevant concept(s) from <i>Style</i> lesson 3 in “characters” (especially pp. 24-25) or lesson 7 in “shape” (especially pp. 71-75) </li>
<li>relevant concept(s) from <i>WWC</i> chapter 8 (the final section on ellipses and parentheses) or chapter 10 on “clarity” (especially pp. 138-139, 141-142)</li>
</ul>
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Feel free to post your group response by "commenting" to this post, signing your names (or pseudonyms). <br />
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-Prof. Grabantgrabanhttp://www.blogger.com/profile/16913401531606867135noreply@blogger.com10tag:blogger.com,1999:blog-5593343241878959111.post-61005211546223344322013-01-18T23:47:00.000-05:002013-01-20T23:53:13.358-05:00PREPARATION FOR 1/22 (FAHNESTOCK/SECOR AND KILLINGSWORTH/PALMER)Hello, Everyone:<br />
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<span style="font-family: inherit;"><span style="font-size: small;"><span class="Apple-style-span">Thanks for your collaborative construction of the sci/tech discourse grid during yesterday's class (1/17). I have made my contributions to the grid and uploaded it to Blackboard, where you'll see the Google Docs link is also still active. Next week, we will use stasis theory to help us consider close interactions between logic, language, arrangement, and style -- especially when sci/tech genres begin to "go public." </span></span></span></div>
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<span style="font-family: inherit;"><span style="font-size: small;"><span class="Apple-style-span">Here are some discussion questions that may help you read in advance of Tuesday's class:</span></span></span></div>
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<li><span style="font-family: inherit;"><span style="font-size: small;">In Fahnestock and Secor's article, what do the stasis patterns in scientific discourse and literary criticism have in common with each other? What do you think is the most important difference between them (sci discourse and lit crit)? </span></span></li>
<li>How do Fahnestock/Secor build their theory? Whose ideas do they inherit and take up, what do they keep the same, and what do they change?</li>
<li>Selecting any one of the stasis levels they identify, do you think that stasis functions the same way as in Grant-Davie's article (the section on <b>Exigence</b>)? Could you see that stasis in the sci/tech genre that your group examined during yesterday's class?</li>
<li>In describing various "transformations" of scientific discourse across the public sphere, Killingsworth and Palmer present a theory that is based on a principal distinction between "news" and "common interest." Let's explore that distinction for all of its worth, including the reasons why it is <i>still</i> valuable for building discourse theory even in a highly mediated society such as ours, while also keeping in mind its limitations -- i.e., specific instances or examples where we see the distinction being challenged.</li>
<li>Does Killingsworth and Palmer's discussion of "community formation" (through case studies of different genres) in any way complicate -- or clarify -- the distinctions between Fahnestock and Secor's <i>stasis</i> levels?</li>
<li>In the final section of Killingsworth and Palmer's chapter, they analyze <i>Time</i> magazine to propose various ways that <i>Time</i> -- and similar news publications -- can represent a kind of "public environmentalism." Which example in that section do you think best explains the shift from "news" to "public" involvement, and why? What happens in the <i>language</i> of that example?</li>
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<span style="font-family: inherit;"><span style="font-size: small;">-Prof. Graban</span></span></div>
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tgrabanhttp://www.blogger.com/profile/16913401531606867135noreply@blogger.com0