Week 3
M 7/21 Ridolfo & DeVoss, “Rhetorical Velocity and Delivery” Kairos 13.2 (2009)
- *note be sure to read 7 pages (links at top nav-bar)
Issue/Focus: Updating/Inventing Digital Rhetoric (circulation as delivery)
Optional: Extra Credit — see below
T 7/22 The Rhetoric of Memes” selections + 2 responses — The JUMP (2014)
- *reading notes/instructions:
1. choose 4–5 entries to read (will discuss in groups)
2. read (links at bottom): Instructor Reflection (Student Reflection optional)
+ 2 Responses (“Responding to Nonsense” & “Memesphere Sociopoetics”)
Class Activity: Network Rhetoric Analysis (Project 1 topic; warm-up using group project examples)
W 7/23 Independent Work Day R 7/24 Project Workshop: Analysis & Support; Composition Review * Materials (draft) prepared for peer critique/feedback. Also: webtext troubleshooting F 7/25 Due: Project 1 Discuss: Project 2
Due (9pm): Blog 4
» Suggested prompt: use 1 (or more) concept from Kairos article — “rhetorical velocity“
(circulation/delivery + re-composition) — or the Responses to “The Rhetoric of Memes”
to discuss memes / participatory culture in terms of network rhetoric
(like class activity/discussion Tuesday)Optional (due 7/23): reply to classmate’s entry for blog/participation extra credit
— discussion can be brief; try including media example (make your own meme version of example discussed!)
» Prepare for Project 1: catch up on reading/notes;
examine examples (object of study); generate ideas; test design sites/apps
→ Project 1 guide for prompt/approach and webtext design coming soonMihailidis & Cohen, “Exploring Curation as a Core Competency in Digital and Media Literacy Education” (2013)
Focus: Invention & Argument (Project 1 warm-up); Pedagogy of School, Web, Hybrid?
Optional: Blog Entry (extra credit)
Activity: Group work (blog updates)
» Optional Response — Extra Credit toward Exercise 2
- ~200 words + media instance (original or found)
→ post to your blog + include link to classmate’s
Read a classmate’s Exercise: compose reply imagining you’ve tested their “How To” instructions.
While you don’t have to actually make what they instruct, you should assess the guide on both the rationale and the likely outcome, specifically the discourse community or “affinity space” (e.g. which site posted/shared; which participants interact, and how?)
→ Discuss in terms of “public pedagogy,” assessing and speculating your classmate’s instructions:
for instance, speculating how well the digital culture created would circulate, including what might happen given “viewer — user — participant” activity, concerning specific sites/platforms.
Think/view specifically in terms of circulation (and perhaps “rhetorical velocity”?) in network activity (digital rhetoric) — likely a significant topic for your assessing the guide (including any oversights) and speculating the outcomes.