Exercise 3


Exer­cise 3: “Meme­sphere Poet­ics” (net­work insights)

      Due S 26-Oct (11:59pm); 10 points, 500 words (min­i­mum); media: required

        *note: you might cre­ate a video (screen-recording with voiceover) dis­cussing exam­ple ana­lyzed — see apps here

» Prompt:

  • Draw­ing upon your expe­ri­ence and obser­va­tions, use a spe­cific — and rep­re­sen­ta­tive — exam­ple of “net­work cul­ture” (memes, viral cir­cu­la­tion, etc) to gen­er­ate ideas for both the group’s emblem as well as mul­ti­modal com­pos­ing for project 3.
  • Include media instance (image, GIF, video, screen-capture) for your exam­ple. This can be recent and/or popular/“famous.“
  • Using key terms/categories from three(min.) recent read­ings (weeks 7–9) dis­cuss par­tic­u­lar fea­tures of the par­tic­i­pa­tory cul­ture as rep­re­sen­ta­tive exam­ple
    in terms of cul­tural form(s) and net­work-media social prac­tices.
    From this, lim­it­ing sum­mary in favor of insights, work toward a con­clu­sion about dig­i­tal rhetoric under­stood from this example.
  • main goal (most impor­tant) is to state what “lessons” derived from this view: poten­tial appli­ca­tion, directly, in group’s “prob­lem emblem” for net­work cir­cu­la­tion? (for new efforts pro­mot­ing “par­tic­i­pa­tion” and/or “engage­ment,” per­haps — for your group’s focus and/or broadly?) for mul­ti­modal com­pos­ing and net­work rhetoric in media ecol­ogy, for project 3?
    These con­clud­ing dis­cus­sions can be brief and spec­u­la­tive, propos­ing from your insights; mainly, focused on poten­tial appli­ca­tion of these ideas (as “meme­sphere poetics”).



Cri­te­ria from syl­labus:

    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).



» Notes / Tips:


    — think espe­cially about any/all cat­e­gories, for ana­lytic dis­cus­sion (first) and/or con­clu­sion (insights and appli­ca­tion):
    mode(s), media, mes­sage = per­for­mance; audi­ence, deliv­ery, cir­cu­la­tion, “rhetor­i­cal veloc­ity” (his­tory, trans­for­ma­tions); speed/time/duration; remix, cul­tural logic(s)…
    (more com­ing soon, from class dis­cus­sion)

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