→ continue “step 1” of rhetorical analysis through/for Friday…
F 26-FebActivity: Exercise warm-up
review/discuss: Rhetorical Analysis objectives and strategies → transition from ideas from analysis to presenting critical points for response (group/connect topically, with concise examples and framing language).
plus, if time: identifying types of argument
progress toward project: discuss observations about conventions, discourse community, type/s of knowledge, and “information paradigm” (worldview)…
M 15-FebRead: Homes (2015), “Be careful, your love of science looks a lot like religion” Quartz.com + bring reading/text from another class (in your major)
focus: assumptions (or “givens”) of your discipline? → example “Scientism” and/in the Information Paradigm
review: Annotated Bibliography objectives & process (Project 2 Exercise) — work on this all week (continue search, browse, compile since Friday: online source/s for expert info and/or communication? plus texts representative of field) → discuss benefits of browsing (vs. searching)
question/topic (for Project): what is “research” in your field? — continued topics/questions: defining Information, Knowledge, Expertise, Argument, Evidence
*reminder:Project 1 due M 08-Feb: Video (class-time) & Summary (9pm on blog)
Week 5
M 08-Feb Discuss: Project 1 outcomes + Unit 2 topics & goals
focus: insights from video about belief-story mode (for reflection blog entry); about public/social genre/mode — audience — circulation (publish to site/social media?)
(new unit topic) Rhetorical Analysis of Discipline Communication; Project 2 —starting point: “sketch” of your major/field (initial/current view of discipline, information, specialized discourse)
Blog Entry: Project 1 Reflection
200 words, informal; due Tuesday 09-Feb (9pm)
suggested: share your video online (your choice) for more specific discussions of public/social conventions, audience, circulation
» Prompt: reflect upon Unit 1& Project 1 and discuss your insights from creating your video (and considering publishing online for public audiences). Address any/all topics we have discussed: what you’ve learned about the connection of belief and story (as a paradigm and a mode of communication); conventions of narrative, particularly as a public/social genre (in terms of language/style) and as a networked/online form (perhaps with unexpected viewers and circulation?); how viewers might respond to your video (comment, share, tell you a personal story, create their own) — especially considering how you’ve conveyed the belief/value through narrative and rhetorical choices for this project. Be sure to note at least one point of “takeaway” from the unit, concerning belief as a form of knowledge and narration as a distinct mode of communication.
Discussion in comments below: share your initial “Field Sketch” (brief list + media) and online source in/for your discipline (find + follow) — classmate reply: compare/contrast (points of distinction or similarity)
*Note: you might additionally reply to a classmmate’s blog entry, with a short comment on their post (optional / extra participation credit)
preparation for Friday: identify representative/recent reading&assignment from your major (another course) — to bring/reference in discussion next class
F 12-FebRead for discussion: Ouellette, “Veni, Vidi, Wiki: Expertise as Knowledge and a Technocratic Generation” Reconstruction 10.2 (2010)
Focus: “expertise,” rhetorical conventions, & “information” of (your) field — use/reference major-course reading/book and assignment as examples
looking ahead: begin compiling/browsing (research) for Annotated Bibliography (due 02/21) — first exercise/component of Project 2