* Note: detailed assignment descriptions will appear online in posts (Exercises) and on pages (Assignments).
Exercises / Reading Responses
(5 total; 10 points each; 500 words + media)
Posted to personal blog, these informal compositions illustrate attentive reading of assigned texts, progress toward project, and engagement with class topics relative to schedule. Credit is assigned for (1) submitting on-time; (2) demonstrating attention to class topics, content knowledge, and critical thinking, particularly by describing insights and connections; (3) providing thoughtful and relevant responses to prompts, through specialized discourse; (4) with specific examples from personal knowledge and/or respective readings, (5) while extending rhetorical knowledge and mastery of writing conventions, practicing efficient prose (i.e. minimizing /avoiding summary, repetition, digression, and unnecessary discussion). Tentative prompts:
- Exercise 1 (due 13-Sep): Network Rhetoric Analysis — Prompt
- Exercise 2 (due 11-Oct): “Experienced Image” (apparatus reflection) — Prompt
- Exercise 3 (due 25-Oct): “Memesphere Poetics” — Prompt
- Exercise 4 (due 15-Nov): “Cognitive Map” (EM p.94) — Prompt
- Optional exercise (extra credit) (EM p.143) — Prompt
- Exercise 5 (due 22-Nov): “Popcycle Linking” (EM p.183) — Prompt
Project 1: “Ensemble Experience”: Networked Community (20 points; due 27-Sep)
- Assignment Instructions Page | Composition Guide Page
- Using contemporary cultural form as interface, design a site (e.g. WordPress, Wix, Prezi) through multiple media and modes
- “The Internet as living monument…delivers or gives the consultation as a collective figure.” (Electronic Monuments p. 155); “the
borders of identity—of the group subject (between individual and collective)—become writable.” (xviii)
- “notice how the community […] focalizes the story”; task: “find the point of view that expresses the values of the community”; “locate the interpellation, what the community thinks for us, and prior to us” (Internet Invention p. 191–2)
- Each student: 10 “posts” (minimum) to group’s social network account(s): e.g. Facebook page, WordPress (new), Twitter account, Tumblr, Pinterest, Google+, Instagram, Vine (others?)
- Use exemplar(s): e.g. HelloCoolWorld, Florida Research Ensemble, Adbusters, Critical Art Ensemble
- Produce collaborative “Problem Emblem” for social-media account and for network circulation (in/by week 10)
- Use variety of media and multiple modes, from both source materials and “personal databases”
- Apply “meme logic” studied (explain in Poetics). Create 1 original/composite image, able to be remixed & circulated.
- Log participation and “track” effects (e.g. “shares”); dedicated section of your blog
- Group Participation: links to & annotations about “posts” in Part 1 (weeks 3–10)
- Case Study Results (Rhetorical Analysis)
- Proposal (“Poetics”): ideas for creating MemeMorial (Project 3)—cultural logic, networked, viral potential, etc.
- Reflection: experience, insights, apparatus theory applied
- “The MEmorial is a practice developed for a new institutionalization of civic life online (beginning with the Internet as a virtual public sphere).” — “an interface by means of which citizens could consult the collective wisdom of Internet databases.” (xxxiv-v)
- “a practice for consultants with only mediated access to the data of problems. A preliminary question concerns how to adapt the lived, direct experience (as victim, eyewitness, or bystander) of disaster to a practice treating mediated experience.” (xxix)
- “The MEmorial shows us not our fate, but our situation. The Internet is a living monument.
The EmerAgency offers a practice for a virtual civic sphere that does for the imagination what statistics does for the intellect.” (p.176)
- Goal: “to do for the community as a whole what literacy did for the individuals within the community. Could a community go to school collectively? The Internet is the place of this scene of instruction, and the EmerAgency provides the pedagogy” (xxvi)
Challenge: How to convey the lived dimension of mediated community experience, group participation in social network?
1) Applying rhetorical knowledge from your research, compose multimedia expression of network identity
2) “Add to your site the documentation of an exemplary story from your community, about a person or event that your community identifies with and tells about itself in its celebrations, festivals, naming practices…[and] memorials.”
Project 2: Network Engagement (with collaborative work) (30 points; due 01-Nov)
Challenge: How to engage the memesphere, undertaking responsibility for addressing a social issue?
Network Presence (weeks 3–10): Address topic selected (week 2) as group; Community problem + “Clicktivism” case study
Part II (due S 01-Nov): Digital Rhetoric—critical prose with advanced content knowledge & perspective (4 sections)
Project 3 “MemeMorial”—Assemblage Testimony (30 points; due 13-Dec)
Challenge: “The goal of cumulative MEmorials is collective self-knowledge.” (EM p.140)
Part I “The Mediated Witness”: “design an electrate commemoration—a Memorial—for a disaster” (xxxiii)
Part II Compose an assemblage—“experienced expression”—for mediated consultation & to circulate within the network.
10 weekly entries (minimum) for term: 200 words + classmate comment (Credit/no credit assigned)
Plus sections: “Network Witness” + “Inventory” (Research Journal—updated for each project)
Every student will create and maintain a blog throughout the semester, beginning week 2 and due each Wednesday except when noted (e.g. project weeks). Entries are informal (ungraded); consider as “Experiment Journal,” testing ideas relating to textbook & readings: e.g. note observations, post associative links & media, pose questions, describe insights—particularly connections between texts/issues and information or examples external to class. Prompts, suggestions, and further instructions will appear online throughout the term; stated simply, the main “template” is combining one specific point from class with personal example. An enjoyable and productive effort toward our study, this work offers opportunity for several objectives: practice engaging issues critically; articulating ideas, developing scholarly voice in writing; discussing material with classmates (through comments/replies) beyond classroom meetings. Likewise, one comment to a classmate’s entry is required.
- »“Network Witness“
blog assignment ): “Monitor the daily news until you find a report or story that troubles you or stings you in some way. Document the story and do some research on the background of the problem and the policy issues related to it.” (p.65) “Start an archive of pictures and text found on the Internet that could serve as a vocabulary of stock representations of your news event as a scene.” (p.71)
- »Blogging serves a key function in our learning process, particularly as reflexive knowledge: compiling notes on digital media “relays” for later application, recognizing relevant models from all databases, and testing new types of writing with media and web design. The “Inventory” of notes compiles “materials” and rhetorical ideas for projects, updated periodically as preparation for studio workshops led by groups.
Extra Credit Opportunities
1) Comment upon or “blog about” a classmate’s Exercise (150–200 words; for participation credit).
* Note: all comments must be productive, relevant, perceptive, and above all respectful in order to receive credit.
2) Compose an additional blog entry (blog credit), for instance Project self-evaluation and/or reflection
3) For assignment credit, compose an additional response. (see prompts)