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The Elements of E-Rhetoric

Elements of E-Rhetoric has moved to http://biro.bemidjistate.edu/~morgan/erhetoric/. Please update your bookmark.

Nov 30

• Andy: Powerpoint

Tues Dec 5

• PowerPoint? pt 2

Thurs Dec 7

Tues Dec 12

• last meeting
• review of the semester
• eval survey

on deck

for those new to the wiki

• GettingStarted will help get you started.
• WikiFAQ might answer some questions. If it doesn't leave one at the bottom of the page.
• The SandBox is place to practice editing
• StyleGuide
• Some advice on CreatingLinks and using brackets

for more detailed stuff

• TipsForEditing and TextFormattingRules describe how to create pages in PmWiki. Links describes how to handle linktext.
• handling SubPages

AboutThisWiki

for Tues 7 Nov

• Chap 5: Analysis
• Due class time: Web Site Analysis Exercise using search model from chap 9 applied to top level pages of Experience Dynamics site
• come to class ready to discuss your work with analysis and results.
• for those that didn't work with Experience Dynamics, address the same exercise - Web Site Analysis Exercise - using Alexander Tech Communication Art and Design. Due Sunday, 9:00 am. I'll send you some feedback.

Tues 14 Nov

Class canceled due to illness. We should be back in class on Thursday to look at web sites and audiences.

for Thurs 16 Nov

• Read chap 6: the process of interpretation
• We'll start a look at how web sites define roles for audiences: WebSiteInterpretationExericse
• Visitor Roles from 2006

Tues 21 Nov

• Please have your work ready by Monday evening, 20 Nov.
• Present your interp for WebSiteInterpretationExericse for discussion.

Break!

Nov 28

• Tammy: Folksonomy
  • Folksonomy

Nov 28 and 30

Dec 5 and 7

• Folksonomy

• We'll start a look at how web sites define roles for audiences.

Update

Tues 14 Nov Class canceled due to illness. We should be back in class on Thursday to look at web sites and audiences.

• for those that didn't work with Experience Dynamics, address the same exxercise - Web Site Analysis Exercise - using Alexander Tech Communication Art and Design. Due Sunday, 9:00 am. I'll send you some feedback.

Thurs 19 Oct

• finish presentations
• summary of what they tell us and setting up the problem
• Assign for Thursday, 26 Oct: DoItYourselfFacebook
• Read Chap 9. We might begin this.

Tues 24 Oct

• Read Chap 9 applied: come ready to discus elements of classical rhetoric can be applied to Facebook and what they might bring to light.
• Know your terms. Or at least mark up the text to become familiar with the terms.

Thurs 26 Oct

• Presentation of DoItYourselfFacebook
• And DoItYourselfFacebookResponse

Thurs 2 Nov

• Debrief on DoItYourselfFacebook
• Turn in DoItYourselfFacebookResponse
• Next: analysis

for Tues 14 Nov

• Alexander Tech Communication Art and Design

• Web Site Analysis Exercise using search model from chap 9 applied to top level pages of Experience Dynamics site

• Chap 5: analysis
• Analysis exercise using search model from chap 9 applied to top level pages of Experience Dynamics site

on deck: draft

A network router to this server is going out intermittently and need to be restarted manually. If it goes out over the weekend, it can take some time to restore it. The University is aware of the problem and is looking for a way to repair it.

Patience.

If the server is down when you try to access it, try again in a couple of hours.

Completed syllabus items are moved to ElementsSyllabus

Tues 10 Oct

• look at descriptions of context
• discuss Barton and "Quick Guide" with respect to what we're seeing
• search model: Text-Context Interaction
• for next Tues: Text-ContextInteractionInFacebook

Thurs 12 Oct

• time in class to draw on notes to prepare a presentation for Tues Oct 17 on Text-ContextInteractionInFacebook

how detailed: One group asked me how detailed the presentation page should be. While it's not a polished essay, and it can be / should be more a report on your findings, make it detailed enough that an outside reader could follow it. That is, include in your presentation pages the notes you might be be using to present. This can be done as bullet point statements on which you elaborate further in class. Two reasons:

• People on this campus and elsewhere are looking in to see our results: Inquiring minds want to know.
• Your presentation needs to demonstrate the closeness and thoroughness of the observations you ground it in.

update Sat 14 Oct 10:00

I had a look at how the presentations were going, but they were coming on a little slowly, so I couldn't comment on them. Good luck on Tuesday!

Tues 17 Oct

• presentations of findings
• 15 mins to show us what you have. Each member of your group presents.

• Read Chap 9. Come ready to discuss what elements of classical rhetoric can be applied to Facebook and what they might bring to light.

• Assign for Tues: DoItYourselfFacebook

Tues 24 Oct

• Presentation of DoItYourselfFacebook

on deck: draft

• Chap 9: Ethos and Emotion in Facebook
• DoItYourselfFacebook

Thurs 28 Sept

• Start FacebookProject, Working in groups. We'll start part 1 in class. Over the weekend, you'll each be working with one more Facebook profile to add to and revise your wiki page notes.

Tues 3 Oct

update: 2 Oct: I've added some comments to Facebook2006GroupB. It's looking good, and you should start bringing in the second profile. Facebook2006GroupC is already beginning to see some similarities between the two profiles. Still looking for Facebook2006GroupA's work. Hang in there: the first couple of passes at looking at something new do not seem to go very far, but you're laying the groundwork for stuff of substance.

Remember to keep personal info that might ID the profile (name, screenname, hometown, b-day...) out of the description. We just need to know if the profile listed that info; we don't need the personal particulars.

Working with the specifics listed under favorites should be ok.

• We'll review where everyone is with the FacebookProject. Notes should be posted to your group page, and should be developed further over the weekend. No need to bring in new profiles yet, but you can if you wish.
• I'll add a couple more profiles to the mix in class.
• Your group should begin moving towards abstracting some regularities and range of rhetorical moves.

Thurs 5 Oct

• We'll get started with DescribingFacebookContext in class. (Stoner and Perkins, pp 52 - 58).
• You'll need to continue the context description over the weekend.
• Readings for Tues: We'll look at how Barton and Haskins have described Facebook elements and rhetorical contexts and have started to characterize some of the rhetorical moves and themes. These two brief articles can help you describe context and form good questions to consider about Facebook (and other social network e-media.)

%color=red A network router to this server is going out intermittently and need to be restarted manually. If it goes out over the weekend, it can take some time to restore it. The University is aware of the problem and is looking for a way to repair it.

Patience.

If the server is down when you try to access it, try again in a couple of hours.

red A network router to this server is going out intermittently and need to be restarted manually. If it goes out over the weekend, it can take some time to restore it. The University is aware of the problem and is looking for a way to repair it.

• time in class to draw on description notes to prepare a presentation for Tues Oct 17 on Text-Context Interaction

• 10 - 15 mins to show us what you have. Prepare a new wiki page with your points. Each member of your group presents.

on deck: draft

• Readings for Tues: We'll look at how Barton and Haskins have described Facebook elements and have started to characterize some of the rhetorical moves and themes. These two brief articles can help us form good questions to consider about Facebook (and other social network e-media.)

on deck

• time in class to draw on their description notes to prepare a presentation for Tues Oct 17 on Text-Context Interaction

• in class: describing context: pp52 - 58
• DescribingFacebookContext
• readings for Tues: We'll look at how Barton and Haskins have described Facebook elements and have started to characterize some of the rhetorical moves and themes. These two brief articles can help us form good questions to consider about Facebook (and other social network e-media.)
• defining questions we can now begin to address

• search model: Text-Context Interaction

• groups draw on their description notes to prepare a presentation for Thurs on Text-Context Interaction

next

Thurs 5 Oct (draft)

• in class: describing context

• possibly: for Thurs, move to describing context

• readings: We'll look at how Barton and Haskins have described Facebook elements and have started to characterize some of the rhetorical moves and themes. These two brief articles can help us form good questions to consider about Facebook (and other social network e-media.)

• readings: We'll look at how Barton and Haskins have described Facebook elements and have started to characterize some of the rhetorical moves and themes.

• readings: Barton and [[http://sportsillustrated.cnn.com/2005/sioncampus/12/02/facebook.1202/index.html | "Quick Guide"].

• readings: Barton? and [[<a href="http://sportsillustrated.cnn.com/2005/sioncampus/12/02/facebook.1202/index.html">SI Guide to Facebook</a> | "Quick Guide"].

• readings: Barton and "Quick Guide"

Remember to keep personal info that might ID the profile (name, screenname, hometown, b-day...) out of the description. We just need to know if the profile listed it.

update: 2 Oct: I've added some comments to Facebook2006GroupB. Looking good. Facebook2006GroupC is already beginning to see some similarities between the two profiles. Still looking for Facebook2006GroupA's work. Hang in there: the first couple of passes at looking at something new do not seem to go very far, but you're laying the groundwork for stuff of substance.

• We'll review where everyone is with the FacebookProject. No need to bring in new profiles yet, but you can if you wish.

• describing context

• readings: Barton and "Quick Guide"

• defining questions

Tues 12 Sept

• Review BalconyViewExercise and the critical stance
• Exercise: Seeing as a Critic (was What Makes this Rhetorical)
• for Thurs, read S & P chap 3
• Seeing as a Critic

Thurs 14 Sept

• Stoner and Perkins, chap 3
• Start FirstLookAtEmail in class

For Tues 19 Sept, by 6:00 am

• finish FirstLookAtEmail

Materials

• two email messages
• for description: ListOfRhetoricalFeaturesOfEmail - to focus attention on what to look for
• for analysis: EmailAndInformality - a search model

Tues 19 Sept

• Look at work with two email messages

For Thurs

• SecondLookAtEmail

Thurs 21 Sept

Discuss SecondLookAtEmail

• Reprieve: As of 6:30 am, it looks like most didn't have time to work it through much. The HS leg of the net was down Tues 11:30 pm - Weds 8:30 am, which might have cut into access. We'll look at what we have, and extend the time for this exercise to Tuesday (we don't meet on Tuesday, but I'll review them then.)

• Start Facebook project with a tour

for Thurs 28 Sept

• read chap 4: Description

Tues 26 Sept

• no classes
• revs of SecondLookAtEmail due

• Start FacebookProject, Working in groups. We'll start part 1 in class. Over the weekend, you'll each be working with two more Facebook profiles to add to and revise your wiki page notes.
• Each person should bring three Facebook profiles to class on Tuesday to work with.

• Start FacebookProject, Working in groups. We'll start part 1 in class. Over the weekend, you'll each by working with two more Facebook profiles to add to and revise your wiki page notes.

• Start first project: Facebook. Working in groups: Description
• for Tues 3 Oct, read chap 9: Classical rhetoric

• As of 6:30 am, it looks like most didn't have time to work it through much. The HS leg of the net was down Tues 11:30 pm - Weds 8:30, which might have cut into access. We'll look at what we have, and extend the time for this exercise to Tuesday (we don't meet, but I'll review them then._

• revs of SecondLookAtEmail

• read chap 4: description

on deck

• Start first project: Facebook
• read chap 9: Classical rhetoric

• Discuss SecondLookAtEmail

• tba

on deck

• What Is E-Rhetoric: Here's what we'll be looking at in this course.
• If you prefer, try the alternative Comics description.

Thurs 21 Sept

• tba

For Tues, by 6:00 am

on deck

• What Is E-Rhetoric: Here's what we'll be looking at in this course.
• If you prefer, try the alternative Comics description.

• Start /FirstLookAtEmail in class

• finish FirstLookAtEmail

• for description: ListOfRhetoricalFeaturesOfEmail - to focus attention on what to look for
• for analysis: EmailAndInformality - a search model

• finish /FirstLookAtEmail

Topics in the works for fall, 2006

• email: changes in interaction
• rhetoric and social software: Facebook
• podcasting and sprezzatura
• folksonomy and del.icio.us
• reading wikipedia: issues of delivery

Tues 29 Aug

• CourseDescription. Intro to the wiki.
• intro exercise for Thursday: ThreeHundredWordsInPrint
• purchase text for next week

Thurs, Aug 31

• CourseDescription - questions
• Look at and discuss intro exercise: ThreeHundredWordsInPrint
• ThreeHundredWordsInPrintPart2: due in class on Tuesday, 5 Sept.

Tues 5 Sept

• Look at and discuss ThreeHundredWordsInPrintPart2

for Thurs 7 Sept

• read Stoner and Perkins, chap 1

Thurs, 7 Sept

• questions on chap 1
• Intro to the wiki

for Tues 19 Sept

• SetUpAWikiNamePage. For reference, see GettingStarted, and StyleGuide. TextFormattingRules explains advanced formatting.
• Before you read Stoner and Perkins, do the BalconyViewExercise. Post to wiki.
• Now read Stoner and Perkins, chap 2

For Tues,

• questions on chap 1: WhatMakesThisRhetorical?

• questions on chap 1

• SetUpAWikiNamePage
• Before you read Stoner and Perkins, chap 2, do the BalconyViewExercise. Post to wiki.
• Stoner and Perkins, chap 2,
• for reference, see GettingStarted, and StyleGuide. TextFormattingRules explains advanced formatting.

Tues, 5 Sept

for Thurs,

• Intro to wiki

• Stoner and Perkins, chap 2, BalconyViewExercise. Post to wiki.

Tues 29 Aug

Thurs, Aug 31

Tues, 5 Sept

Thurs, 7 Sept

• assignment for Tues: SetUpAWikiNamePage

for Thus,

• ThreeHundredWordsInPrint, part 2: due in class on Tuesday, 5 Sept.

• Look at and discuss the second part of ThreeHundredWordsInPrint

• ThreeHundredWordsInPrint, part 2:due in class on Tuesday, 5 Sept.

table cell cell

tableend

Thus 31 Aug

• Look at and discuss ThreeHundredWordsInPrint
• Time? Intro to wiki.

for Tues, 5 Sept

• ThreeHundredWordsInPrint, part 2

Tues, Aug 29

August 20, 2006

• The CourseDescription is available.

• email: from the business memo to the email message to spam
• rhetoric and social software

• social identity: Facebook, MySpace?, E-Folios

• If you prefer, try the alternative Comics description.

The CourseDescription is available. What Is E-Rhetoric: Here's what we'll be looking at in this course.

If you prefer, try the alternative Comics description.

CourseParticipants from 2005

JoeStudent | AngelBatterman | AdamBjerk | JeppeBundgaard | ErinEliason | LindsiGish | ChristopherHaugene | KathleenHollinger | MurielKingery | JenniferKoch | LindsayLarson | AmberLeong? | NatashaLoud | SandraPemberton | AaronReini | SharonSimpson | || AspenEasterling || MCMorgan

The CourseDescription is available. If you prefer, try the alternative Comics description.

The next course in the sequence is Web Content Writing, running in parallel with Weblogs and Wikis.

The next course in the sequence is Web Content Writing, running in parallel with Weblogs and Wikis.

What Is E-Rhetoric: Here's what we're studying in this course.

The CourseDescription is available.

 If you prefer, try the alternative Comics description.

The CourseDescription is available. If you prefer, try the alternative Comics description.

The Comics description is available. If you prefer a more traditional description, try this CourseDescription. (Archived: CourseDescription2005)

• templates and identity: Facebook, MySpace?, E-Folios

Drafts and notes for fall, 2006 Elements projects:

• Rhetoric and Social Software
• Templates and Identity on Efolio
• Rhetoric of Podcasting: Sprezzatura
• Rhetorics of Weblogs
• Reading Wikipedia: Issues of Delivery
• Writing Wikipedia: Issues of Authority

What Is E-Rhetoric - a definition

The Comics description is available. If you prefer a more traditional description, try this CourseDescription.

What Is E Rhetoric? - a definition

WhatIsERhetoric? - a definition

• handling SubPages?

AboutThisWiki?

• GettingStarted? will help get you started.
• WikiFAQ? might answer some questions. If it doesn't leave one at the bottom of the page.
• The SandBox? is place to practice editing
• StyleGuide?
• Some advice on CreatingLinks? and using brackets

The E-Rhet is over for fall semester, 2005.

The next course in the sequence is Web Content Writing, running in parallel with Weblogs and Wikis. In fall, we'll offer Web Design for Content Writers and the pre- or co-requisite, Elements of E-Rhetoric.

JoeStudent | AngelBatterman | AdamBjerk | JeppeBundgaard | ErinEliason | LindsiGish | ChristopherHaugene | KathleenHollinger | MurielKingery | JenniferKoch | LindsayLarson | AmberLeong? | NatashaLoud | SandraPemberton | AaronReini | SharonSimpson | || AspenEasterling || MCMorgan

The topics for next fall's Elements are being planned. Possibles

Rhetoric and Social Software

Templates and Identity on Efolio

Rhetoric of Podcasting: Sprezzatura

Web Crap

A consideration of the rhetorical ends / purposes / encounters that are created by bad design and affordances: frames, popups, blinking text, counters, nearly illegible text, poor page design. Where does narcissism become rhetorical?

Reading Wikipedia: Issues of Delivery

Wikis are new textual animals that demand being read differently than print. (Ok: That statement applies to everything online, but wikis manifest the differences in interesting ways.) This project starts with the problem posed by Dan Visel to investigate how else we might read - and write - the collaboratively written wiki.

Hypertext: Remediating Argument as Exploratory Rhetoric

E-Mail

[more to come]

Rhetorics of Weblogs

New reading: Why Teach Digital Writing?, WIDE. Definitions of Digital Rhetoric

Mining for background

• web.studies: rewiring media studies for the digital age, David Gauntlett, ed.
• Web Theory, Robert Burnett and p. David Marshall. Chap 3: The Web as Communication; Chap 4: Webs of identity; Chap 5: The Look of the Web.

Weblogs

Groups will look at a selection of rhetorical axes in weblogs. These may include

• genres of postings
• invention techniques for writing on the fly
• use of extra-textual affordances (sidebars, blogrolls, pics)
• construction of online persona
• ...

After an overview of weblogs, each group will focus on one affordance for a week and present the results of their findings in class.

Project: Define - or further refine - a rhetorical axis you see in weblogs (examples: the extent which the present a mediated / unmediated consideration of events; construction of an online persona; use as confessionals, meditative space, commonplace book; use of invention techniques such as lists;...) Collect examples / data on this axis for a week. Then, generate a few tentative plans for how you want to represent the data you have collected. We'll hold a workshop in which we discuss theses plans and how to go about realizing them. Productions might include brochures, foldouts, skits, blog pages, ... (ref Shipka, "Multimodal Task-Based Framework," CCC 57.2 Dec 2005.)

Hypertext: Remediating Argument as Exploratory Rhetoric

Brent states the case: Hypertext - especially on the web - has been cast (by some) as pragmatic, user-friendly, even objective: a space sans rhetoric -

And so

Hypertext is an interesting example of re-mediation: how a form defined in print changes when we move it to the web. Linear argument was developed for speech and print. Move to hypertext, and argument is recast. This project addresses issues of exploration and argument in hypertext, as defined by Brent et al.

Search model: Rhetorics of the Web, Brent Sets up some of the issues in argument and exploratory rhetoric.

Search model: Bernstein, Patterns of Hypertext? Provides a handlist of rhetorical figures for talking about entire sites.

Trace

• a) how exploration works in select essays. Explore is here used as a metaphor: there is no actual physical exploration, so what's moving, where, how, and what is found.
• b) what's re-mediated. what is taken from the print form and how is it changed.

Changing away from online style to more opaque, adjusted style. Look at rhetorical affordances and rhetorical moves writers need to make to make the text workable. Look at how hypertext and the web can be used for learning by means of essay. Essays are, at root, tools to think with.

Don't limit essay to creative non-fiction. Essay is a large, loose genre. Might be personal essay - essay about self - but essay can be directed at anything: film, texts, politics. Essays are about the world: an exploration using hypertext to do the exploring on something in the world: book, profession, political or gender issues....

readings

• Reading paths
• links as associative: Hammerich
• link relations (Burbles? Hammerich: drilling down, contextual, others)
  • Links on E-Rhetoric and
  • Handlist of Links
• issues of hyptaxis and parataxis, linking and structural techniques, as illustrated by Brent

sample essays

• almost anything from Kairos

Rhetoric of Podcasting. Sprezzatura.

A main rhetorical axis is whether to script the podcast or talk off the cuff: scripted and edited, or ad hoc and unedited. (Polished and rough are the evaluative terms.) Scripted aligns the podcast with mainstream media. Off the cuff is seen as more honest, less mediated. Scripted tends to control the rhetorical situation and takes a monological stance towards audience; unscripted tends to respond to the changing rhetorical situation of the moment, enacting a more dialogical stance towards audience. Both are legitimate rhetorical responses to a situation, and each shape the message differently.

For podcasts, we'll look at delivery - scripted and ad hoc

• how each aligns with invention: how podcasters create situations that encourage spontaneous invention.
• and how each aligns with ethos: how we tend to connect spontaneity with authenticity and honesty, and scripting and editing with disingenuousness.

For the project, in groups, we'll do podcasts, one or two in each manner.

Templates and Identity: Efolio

How far will we go to define ourselves as online products? Efolio tends to cast users as beauty heads: products designed and packaged for marketing. One's name becomes a brand; one's motto a tagline; one's aims and dreams packaged into soundbites. We'll look at the function of rhetoric in creating online selves as consumables. Project: Create an efolio on efolio or in another medium.

Rhetoric and Social Software

del.icio.us, social bookmarking, BlogLines?, blogrolls, flickr, folksonomy, Facebook, MySpace? Web 2.0 is about smart mobs and social software, which re-enlivens the pubic rhetoric of the social commons. Being on the web now means being a social animal. So how do we use language to hook up? How do participants persuade each other on Facebook? When does and how does folksonomy work? How do we read flickr slideshows? Why do we read flickr slideshows?

Consider the identifying aspects on MySpace?: screen name, ethnicity, education sexual orientation... From a rhetorical perspective, this is ethos as field marks. When users move to a person's page, however, there are more affordances for building ethos: written blurbs and descriptions, lists of interests, images, background music selected by the individual, friends listed in Friend Space, Friend's comments... (as a note: the affordances seem to be drawn from marketing.) How do individuals use these affordances to create ethos? What else do they do with them? What messages are created?

Wikis are new textual animals that demand being read differently than print. (Ok: That statement applies to everything online, but wikis manifest the differences in interesting ways.) This project starts with the problem posed by Dave Munger to investigate how else we might read - and write - the collaboratively written wiki.

• wikis: changing process, changing interaction

Possible topics for fall, 2006

So long and thanks for all the fish

The E-Rhet is over for fall semester, 2005. The Comics description is available. If you prefer a more traditional description, try this CourseDescription.

Elements of E-Rhetoric

The topics for next fall's Elements are already being planned. Possibles

The E-Rhet is over for fall semester, 2005. The Elements description is available. If you prefer a more traditional description, try this CourseDescription.

Templates and Identity

Efolio. How far will we go to define ourselves as online products? Efolio casts users as beauty heads: products designed and packaged for marketing. One's name becomes a brand; one's motto a tagline; one's aims and dreams soundbites. We'll look at the function of rhetoric in creating online selves as consumables. Project: Create an efolio on efolio or in another medium.

attach:beauty_heads.jpg

JoeStudent | AngelBatterman | AdamBjerk | JeppeBundgaard | ErinEliason | LindsiGish | ChristopherHaugene | KathleenHollinger | MurielKingery | JenniferKoch | LindsayLarson | AmberLeong? | NatashaLoud | SandraPemberton | AaronReini | SharonSimpson | || AspenEasterling || MCMorgan

The topics for next fall's Elements are already being planned.

Consider the identifying aspects on MySpace?: screen name, ethnicity, education sexual orientation... From a rhetorical perspective, this is ethos as field marks. When users move to a person's page, however, there are more affordances for building ethos: written blurbs and descriptions, lists of interests, images, background music selected by the individual, friends listed in Friend Space, Friend's comments... (as a note: the affordances seem to be drawn from marketing.) How do individuals use these affordances to create ethos? What else do they do with them? What messages are created? To what extent do individuals go to make themselves into a work of rhetoric? A product?

The E-Rhet is over for fall semester, 2005. The CourseDescription is available.

The E-Rhet is over for fall semester, 2005.

Consider the identifying aspects on MySpace?: screen name, ethnicity, education sexual orientation... From a rhetorical perspective, this is ethos as field marks. When users move to a person's page, however, there are more affordances for building ethos. How, then, do individuals use these specified affordances to create ethos What else do they do with them? What messages are created? To what extent do individuals go to make themselves into a work of rhetoric?

del.icio.us, social bookmarking, BlogLines?, blogrolls, flickr, folksonomy, Facebook. Web 2.0 is about smart mobs and social software, which re-enlivens the pubic rhetoric of the social commons. Being on the web now means being a social animal. So how do we use language to hook up? How do participants persuade each other on Facebook? When does and how does folksonomy work? How do we read flickr slideshows? Why do we read flickr slideshows?

Goodbye and thanks for all the fish

New reading: Why Teach Digital Writing?, WIDE. Definitions of Digital Rhetoric

Mining for background

• web.studies: rewiring media studies for the digital age, David Gauntlett, ed.
• Web Theory, Robert Burnett and p. David Marshall. Chap 3: The Web as Communication; Chap 4: Webs of identity; Chap 5: The Look of the Web.

Looking at Web Crap

A consideration of the rhetorical ends / purposes / encounters that are created by bad design and affordances: frames, popups, blinking text, counters, nearly illegible text, poor page design. Where does narcissism become rhetorical?

[more to come]

Announcement: WebDesignOpportunity?

Search model: Rhetorics of the Web, Brent
Search model: Bernstein, Patterns of Hypertext?

Search model: Rhetorics of the Web, Brent

• something on structures: Patterns by Bernstein

Hypertext: Exploratory Rhetoric

Hypertext is an interesting example of re-mediation: how a form defined in print changes when we move it to the web. This project addresses issues of structure and argument in hypertext, as defined by Brent et al.

Hypertext: Exploratory Rhetoric

and

Hypertext is an interesting example of re-mediation: how a form defined in print changes when we move it to the web. This project also addresses issues of structure and argument in hypertext, as defined by Brent et al.

Try tracing

• a) how exploration works in these essays. Explore is here used as a metaphor: there is no actual physical exploration, so what's moving, where, how, and what is found.

Changing away from online style to more opaque, adjusted style. Looking at rhetorical affordances and rhetorical moves writers need to make to make the text workable. Looking at how hypertext and the web can be used for really learning by means of essay. Essays are, at root, tools to think with.

We're not going to limit essay to creative non-fiction. Essay is a large, loose genre. Might be personal essay - essay about self - but essay can be directed at anything: film, texts, politics. Essays are about the world: an exploration using hypertext to do the exploring on something in the world: book, profession, political or gender issue....

• Reading paths from e-rhet

• issues, hyptaxis and parataxis, linking and structural techniques, as illustrated by Brent et al
• something on structures Hypertext Gardens, Bernstein, and Patterns by Bernstein
• Brent

Don't limit sense of essay to creative non-fiction. Essay is a large, loose genre. Might be personal essay - essay about self - but essay can be directed at anything: film, texts, politics. Essays are about the world: an exploration using hypertext to do the exploring on something in the world: book, profession, political or gender issue....

Mining for background: web.studies: rewiring media studies for the digital age, David Gauntlett, ed.

University Websites

A main rhetorical axis is the extent which weblogs present a mediated / unmediated consideration of events - akin to the axis in podcasts.

Project: Whatever the direction (focus on a single blog? focus on a way of blogging?), present the work as a multi-page foldout booklet, the kind that sometimes comes with DVDs? or CDs?.

University Websites

[more to come]

New reading: Why Teach Digital Writing?, WIDE. Def Digital Rhetoric?

Hypertext

Start here: Rhetorics of the Web, Brent.

Start here: [[http://english.ttu.edu/kairos/2.1/features/brent/bridge.htm |Rhetorics of the Web, Brent].

A main rhetorical axis is whether to script the podcast or talk off the cuff: scripted and edited, or ad hoc and unedited. (Polished and rough are the evaluative terms.) Scripted aligns the podcast with mainstream media. Off the cuff is seen as more honest, less mediated, because less planned. Scripted tends to control the rhetorical situation and takes a monological stance towards audience; unscripted tends to respond to the changing rhetorical situation of the moment, enacting a more dialogical stance towards audience. Both are legitimate rhetorical responses to a situation, and each shape the message differently.

for fall 2006

Rhetoric of Podcasting. Sprezzatura. A main rhetorical axis is whether to script the podcast or talk off the cuff: scripted and edited, or ad hoc and unedited. (Polished and rough are the evaluative terms.) Scripted aligns the podcast with mainstream media. Off the cuff is seen as more honest, less mediated, because less planned. Scripted tends to control the rhetorical situation and takes a monological stance towards audience; unscripted tends to respond to the changing rhetorical situation of the moment, enacting a more dialogical stance towards audience. Both are legitimate rhetorical responses to a situation, and each shape the message differently.

E-Mail [more to come]

Weblogs [more to come]

University Websites [more to come]

Announcement: WebDesignOpportunity?

The E-Rhet is over for this semester.

For the project, we'll do podcasts in both manners.

Rhetoric of Podcasting. A main rhetorical axis is whether to script the podcast or talk off the cuff: scripted and edited, or ad hoc and unedited. (Polished and rough are the evaluative terms.) Scripted aligns the podcast with mainstream media. Off the cuff is seen as more honest, less mediated, because less planned. Scripted tends to control the rhetorical situation and takes a monological stance towards audience; unscripted tends to respond to the changing rhetorical situation of the moment, enacting a more dialogical stance towards audience. Both are legitimate rhetorical responses to a situation, and each shape the message differently.

• and how each aligns with ethos: how we tend to connect spontaneity with authenticity and honesty, and scripting and editing with disingenuousness. Sprezzatura.

Project: We'll do podcasts in both manners

Rhetoric of Podcasting. A main rhetorical axis is whether to script the podcast or talk off the cuff: scripted and edited, or ad hoc and unedited. (Polished and rough are the evaluative terms.) Scripted aligns the podcast with mainstream media. Off the cuff is seen as more honest, less mediated, because less planned. Scripted tends to control the rhetorical situation and takes a monological stance towards audience; unscripted tends to respond to the changing rhetorical situation of the moment, enacting a more dialogical stance towards audience. Both are legitimate rhetorical responses to a situation, and each shape the message differently.

We'll look at delivery - scripted and ad hoc

Final push for ENGL 4169: Web Content Writing

No text to buy. I'll be providing the text, some in handout, some online.

We'll be working in a new wiki set up to allow page design in tables. (It's greeked in right now.) The course will consist of hypertext-based projects and some editing and recasting exercises. I have some very rough descriptions of the course projects.

Tues, Dec 13

• Aspen presents on rhetoric of a photoblog
• Evaluations

CourseParticipants

• Evaluations by email

• Aspen presents on rhetoric of a photoblog

News on ENGL 4169: Web Content Writing

No text to buy. I've been disappointed in everything I've looked at, so I'll be providing the text, some in handout, some online.

• WebDesignOpportunity?

• Aspen presents on a photoblog
• Evaluations

Tues, Dec 6

ThreeWeblogExercises begins today with a look at subject, length frequency, and occasion of posting. The weblogs are

• http://www.girlhacker.com/log.html
• http://www.mommyneedscoffee.com/
• http://www.plasticbag.org/
• http://trishwilson.typepad.com/blog/
• http://weblogs.elearning.ubc.ca/brian/

Thurs, Dec 8

ThreeWeblogExercises continues.

Individual blogs appear to use links in characteristic ways, just as they seem to follow patterns of use in subject, frequency, and occasions. While we're more interested in the use of links in the large, rhetoric grounds that interest in the study of particulars. We look to the particular to tell us about the general.

Look at links using the page Links in blogging to guide your attention.

Catalog the links you find to get a sense of

• the patterns of linking you see the blogger engaging
• the range of use of links
• the effect of those links

The weblogs for today are

• http://www.girlhacker.com/log.html
• http://weblogs.elearning.ubc.ca/brian/
• http://www.geofftech.co.uk/iblog/
• http://trishwilson.typepad.com/blog/

references

• RhetoricalElementsOfWeblogs.
• WeblogIndex
• Links
• Links in blogging

JoeStudent | AngelBatterman | AdamBjerk | JeppeBundgaard | ErinEliason | LindsiGish | ChristopherHaugene | KathleenHollinger | MurielKingery | JenniferKoch | LindsayLarson | AmberLeong? | NatashaLoud | SandraPemberton | AaronReini | SharonSimpson | || AspenEasterling || MCMorgan

references

• RhetoricalElementsOfWeblogs.
• WeblogIndex

ThreeWeblogExercises will a look at Links in blogging.

• Try to get a sense of
  • the range of use of links
  • the effect of those links

<<<<<<<

======= The weblogs are

• http://www.girlhacker.com/log.html
• http://trishwilson.typepad.com/blog/
• http://weblogs.elearning.ubc.ca/brian/

>>>>>>>

The weblogs are

• http://trishwilson.typepad.com/blog/

ThreeWeblogExercises will a look at Linking in blogs?.

ThreeWeblogExercises with a look at >> ??? <<

Tues, Dec 6

Tues, Dec 8

• http://version3point1.wordpress.com/
• http://whatnottocrochet.wordpress.com/

No text to buy! I've been disappointed in everything I've looked at, so I'll be providing the text, some in handout, some online.

Thurs, 1 Dec

Review the viewer responses to your pages and draw up some notes about ResponsesToWebRedesign. Hand in your notes with the viewer responses.

• We'll start ThreeWeblogExercises by looking at some blogs and compiling a set of notes on RhetoricalElementsOfWeblogs.

We'll start the first in-class exercise on Tues, Dec 6. (We have time left in the semester for only two exercises, not three.)

Prepare by reviewing

• chap 1: characteristics of rhetoric, esp pp. 3 - 6 intentionality and definition of rhet (p. 6): the study of messages that rely on verbal and nonverbal symbols that more or less intentionally influence social attitudes, values, beliefs, and actions.
• chap 5: analysis, esp pp 79 - 82: patterns

We'll be working in a new wiki set up to allow page design in tables. The course will consist of hypertext-based projects and some editing and recasting exercises. I have some very rough descriptions of the course projects.

We'll be working in a new wiki set up to allow page design. The course will consist of hypertext-based projects and some editing and recasting exercises. I have some very rough descriptions of the course projects.

I'll be providing the text, some in handout, some online. We'll be working in a new wiki set up to allow page design. The course will consist of hypertext-based projects and some editing and recasting exercises. I have some very rough descriptions of the course projects.

I'll be providing the text, some in handout, some online. We'll be working in a new wiki set up to allow page design. I have some very rough descriptions of [http://biro.bemidjistate.edu/~morgan/wcw/index.php/MCMorgan/ProjectList the course projects]]. All projects and some exercises.

Announcements

Tues, 29 Nov

Class cancelled. We'll pick up on Thursday.

Hand in your notes with the viewer responses.

We'll start the first in-class analyses on Tues, Dec 6. (We have time left in the semester for only two exercises, not three.)

Weblogs and Wikis is nearly full. The texts are

• Weblog Handbook
• Publishing a Blog with Blogger

We'll start the first in-class analyses on Tues, Dec 6.

• We'll start ThreeWeblogExercises by looking at some blogs and compiling a set of notes on RhetoricalElementsOfWeblogs.

For Thurs, prepare by reviewing

Tues, 29 Nov

Class cancelled.

We'll pick up on Thursday.

Hand in your notes with the viewer responses on Tues, 29 Nov.

For Thursday, prepare by reviewing

• ThreeWeblogExercises

for Tues, 29 Nov

Review the viewer responses to your pages and draw up some notes about ResponsesToWebRedesign. Hand in your notes with the viewer responses on Tues, 29 Nov.

coming up after Thanksgiving

• Weblogs

• WeblogHandlistIndex

Tues, 15 Nov

• assign ReEnvisioningTheBSUHomePage. Due next Tues
• Continue SiteVisit work in groups. Post notes and materials for your presentation to your group page on SiteVisit. Link to grrl pages. Present on Thurs, Nov 17.
• When appropriate, draw on
  • VisitorRoles
  • chap 9: especially ethos
  • chap 17: Visual Communication

Thurs. 17 Nov

• Groups present SiteVisit findings. 10 - 15 mins each.

Tues. 22 Nov

• Studio review of ReEnvisioningTheBSUHomePage

Tues, 26 Nov

Review viewer responses to your pages and draw up some notes about ResponsesToWebRedesign and hand them in with the responses.

Review viewer responses to your pages and draw up some notes about ResponsesToWebRedesign

coming up

Book found!

Weblogs and Wikis will be offered again this spring (hint hint). The texts are

Thurs, 10 Nov

• a look at second look

Tues, 15 Nov

• assign ReEnvisioningTheBSUHomePage. Due next Tues
• Continue SiteVisit work in groups. Post notes and materials for your presentation to your group page on SiteVisit. Link to grrl pages. Present on Thurs, Nov 17.

• web page redesign.

• WeblogHandlist

• WeblogHandlist?

Thurs, 3 Nov

Considering the role the visitor is placed in by the text and pages: VisitorRoles

• In-class review of search model: VisitorRoles - an extension of WhoAmIThisTime
• Assign SecondLookAtWebPages: description to analysis
• Due 6:00 pm Monday, Nov 7.
• Collected stuff on rhetoric of web design is now at WebDesignIndex

Tues, 7 Nov

• entry points - links - mapping - images on http://www.grrl.com/
• SiteVisit: start in class. Continue on Thursday, Nov 9. Possibly present on Tues, Nov 15.
• You might need to consult VisitorRoles
• for Thurs, 9 Nov, read S&P, chap 17: Visual Communication

• web page redesign. Redesign a site for a different visitor ...

• SiteVisit: start in class. Continue on Thursday, Nov 9. Present on Tues, Nov 15.

• entry points - links - mapping - images

• for Thurs, 9 Nov, read S&P, chap 17: VIsual? Communication

• in-class work with grrl: visitor roles
• Soon: web page redesign. If you could redesign the site for a different visitor ...

Tues, 1 Nov

• Collected stuff on rhetoric of web design is now at WebDesignIndex
• treats!
• debrief on FirstLookAtWebPages
• in-class practice with methods

Book found!

• Blogging with Blogger

Where are we so far

• Description practice: FirstLookAtWebPages
• HandlistOfWebDesign | my notes
• Considering the role the visitor is placed in by the text and pages: WhoAmIThisTime

On Tues, 1 Nov

• some methods

On Tues, 1 Nov

• Look at search model: VisitorRoles - an extension from WhoAmIThisTime
• Assign: SecondLookAtWebPages (look at one web page: description and analysis)

• Next: in-class work with grrl: visitor roles

• Considering the role the reader is placed in by the text and pages: WhoAmIThisTime

• Assign: SecondLookAtWebPages (one page: description and analysis)

• Collected stuff on rhetoric of web design: WebDesignIndex

On Tues,

• Look at search model: VisitorRoles - an extension of WhoAmIThisTime

• Next: reading paths and reader roles

Book recommendation wanted

Weblogs and Wikis will be offered again this spring (hint hint) and I'm looking for some recommendations for a how-to text.

• FirstLookAtWebPages

• WhoAmIThisTime

• FirstLookAtWebPages: Description due

Thurs, 20 Oct

• Spam notes and responses due.

The rhetoric of web design

• for Tuesday, 25 Oct: FirstLookAtWebPages: Description

Tues, 25 Oct

• FirstLookAtWebPages: Description due
• Inclass exercise: WhoAmIThisTime

Thurs, 27 Oct

• Class meeting cancelled. I'm presenting here.

• Thurs, 27 Oct: Class meeting cancelled. I'm presenting here.

• FirstLookAtWebPages: Descrition due

• HandlistOfWebDesign | [[MCMorgan*DrawingBoard? |my notes]
• for Tuesday, 25 Oct: FirstLookAtWebPages

• HandlistOfWebDesign |
• for next Tuesday: FirstLookAtWebPages

EMail Index has links to all the pertinent pages.

Tues, 18 Oct

• DoItYourSelfSpam interpretation presentations. If they're like those JML presented last Thursday, they're gonna be good.
• Refer to DoingNotesOnTheSpamInterp

Coming up

• The rhetoric of web design
• HandlistOfWebDesign
• FirstLookAtWebPages

Weblogs and Wikis] will be offered again this spring (hint hint) and I'm [[http://calstaging.bemidjistate.edu/morgan/blogsandwikis/ |looking for some recommendations for a how-to text.

• DoItYourSelfSpam presentations. If they're like those JML did last Thursday, they're gonna be good.

Help for Weblogs and Wikis

Thurs, 13 Oct

• We'll start the presentations. 10 mins. each group.
• For Tues, Oct 18: DoItYourSelfSpam

JoeStudent | AngelBatterman | AdamBjerk | JeppeBundgaard | ErinEliason | ToddGeiger | LindsiGish | ChristopherHaugene | KathleenHollinger | MurielKingery | JenniferKoch | LindsayLarson | AmberLeong? | NatashaLoud | MarkPaulouski | SandraPemberton | AaronReini | SharonSimpson | || AspenEasterling || MCMorgan

• For Tues: DoItYourSelfSpam

• On Thursday, you'll be presenting (10 mins).
• Assign: DoItYourSelfSpam

• do it yourself spam: interpret spam by creating spam that illustrates a point or issue you want to bring forward.

Tues, 4 Oct and Thurs, 6 Oct

• Continue the SpamProject with Analysis.
• Draw primarily on Stoner and Perkins, chap 9: forms of proof for your search model.
• For reference, especially for tropes and figures, see Glossary of Rhetorical Terms, compiled by Dr. Richard Nordquist
• HandlistOfSpamFeatures

Tues, 11 Oct

• Analyses should be ready by classtime on Tues, 11 Oct.
• Keep in mind that analysis draws on a search strategy, in this case concepts of rhetorical proof: ethos, logos, and pathos.
• Keep in mind, too, that rhetoric is more than persuading a person. Rhetors seek to affect an audience's beliefs, values, or actions (S&P,p 3). You're looking at - analyzing - how rhetors use devices to do that.
• Work in class on planning and preparing your presentation.
• Option of creating a *SummaryReport? page. Refer to the SpamProject page.

• Discussion on use of a *SummaryReport? page. Refer to the SpamProject page.

• Keep in mind, too, that rhetoric is more than persuading a person. Rhetors seek to affect an audience's beliefs, values, or actions (S&P,p 3). You're looking at - analyzing - how.
• Off of your group's page, prepare a *SummaryReport? page. Refer to the SpamProject page.

• As you work, keep in mind that rhetoric is more than persuading a person. Rhetors seek to affect an audience's beliefs, values, or actions (S&P,p 3). You're looking at - analyzing - how.

• Prepare a *SummaryReport? page. Refer to the SpamProject page.

• Compile a [[*SummaryReport]] page from your analysis for future use by others.

• do it yourself spam: interpret spam by creating spam that illustrates a point or issue you want to bring forward.

Coming up

• You'll be compiling a [[*SummaryReport]] page from your analysis for future use by others.

JoeStudent | AngelBatterman | AdamBjerk | JeppeBundgaard | ErinEliason | ToddGeiger | LindsiGish | ChristopherHaugene | KathleenHollinger | MurielKingery | JenniferKoch | LindsayLarson | AmberLeong? | NatashaLoud | MarkPaulouski | SandraPemberton | AaronReini | SharonSimpson | BenjaminWestlie? || AspenEasterling | AyleenLindahl? || MCMorgan

• Continue the SpamProject with Analysis. EMailIndex

for Tues, 4 Oct

Tuesday we'll move on to analysis, so you'll need to have your descriptions developed enough to use in analysis. by classtime on Tuesday.

• Work collectively on the wiki to develop your descriptions. Aim at characterizing each group and the spam as a whole. But hang on to the details, too, as you will use them in your analysis. See SpamProject and refer to S&P. chap 4 for guidance. Refer to HandlistOfSpamFeatures for features and devices to look at.
• Read Stoner and Perkins, chap 5.
• Read Stoner and Perkins, chap 9. Valuable in this chapter will be Arrangement (144 - 147), and Three forms of proof: ethos, pathos, logos (148 - 153). You'll need these concepts as the search model for this project.

on Tues, 4 Oct and Thurs, 6 Oct

You'll be compiling a [[*SummaryReport]] page from your analysis for future use by others.

Analyses should be ready by classtime on Tues, 11 Oct. On Thursday, you'll be presenting (10 mins).

• Continue the SpamProject with Analysis. EMailIndex

• But for reference, especially for tropes and figures, see Glossary of Rhetorical Terms, compiled by Dr. Richard Nordquist

• Continue the SpamProject with Analysis.

Continue the SpamProject with Analysis.

on Tues, 4 Oct

Analysis

• Work collectively on the wiki to develop your descriptions. Aim at characterizing each group and the spam as a whole. But hang on to the details, too, as you will use them in your analysis. See SpamProject and refer to S&P. chap 4 for guidance.

• Work collectively on the wiki to develop your descriptions. Aim at characterizations.

• Work collectively on the wiki to develop your descriptions. Aim at characterizations. * Read Stoner and Perkins, chap 5.

• EMail Index has links to all the pertinent pages.

for Thurs, Sept 29

• Read Stoner and Perkins chap 4, pp 46 - 58
• continue SpamProject: Description

• continue descriptions over the weekend to complete for Tues, 4 Oct.

Thurs, Sept 22

• Notes on first email exercise. Notes in AdviceOnMethod thanks to Aspen. All are invited to contribute to the page: help each other out.
• Reminder: Collect spam for Tuesday
• deadline extended: SecondLookAtEmail. Due Monday, midnight.
  • I will not be posting the email exchange for this exercise online. If you need it, email me, or try my office on Monday.
• for reference and use in the second look -
  • ListOfRhetoricalFeaturesOfEmail
  • BasicSentencePatterns (adapted from Lanham)
  • AdviceOnMethod

Tues, Sept 27

as of 4:21 pm, Monday
Stuck? Have a look at Aaron's or Erin's or Aspen's work for a sense of how to proceed. Natasha and Mark are moving along, too. For analysis and interp, see if the the concepts in BaronOnEmail help you: candor, informality, and email "as a medium that doesn’t require attention to public face."

If it's helpful, take until Monday midnight to work on this exercise. We'll move right into the spam project on Tuesday morning.

• Start the SpamProject
• Bring 20 pieces of spam printed out

• EMail Index has links to all the pertenent stuff

deadline extended: * SecondLookAtEmail. Due Monday, midnight.

Stuck? Have a look at Aaron's or Erin's work for a sense of how to proceed. Natasha and Mark are moving along, too.

Stuck? Have a look at Aaron's or Erin's work. Natasha and Mark are moving along, too.

If it would be helpful, take until Monday midnight. We'll move right into the spam project on Tuesday morning.

• SecondLookAtEmail. Due Monday, 6 pm.

as of 4:21, Monday
Stuck? Have a look at Aaron's or Erin's work. Natasha and Mark are moving along, too.

Stuck? Have a look at Aaron's or [[/AssignmentPage*SecondLookAtEmail | Erin's work. Natasha and Mark are moving along, too.

* SecondLookAtEmail. Due Monday, 6 pm.

color=red%* SecondLookAtEmail. Due Monday, 6 pm.%

• SecondLookAtEmail. Due Monday, 6 pm.

Tues and Weds: I'm emailing some friendly comments and advice on your first pass through the email analysis. The work is looking good - especially considering the short time we had, and I'm seeing a lot of concentrated effort at approaching a difficult and new problem. I appreciate that. Here's some general Unrequested Advice for finishing up this exercise for Thursday:

• Refer to Stoner and Perkins as a guide to focusing your attention on each phase (I know I have to.)
• Work from a balcony view rather than from gut reaction. Stand outside the rhetorical interaction to observe it.
• Get in close, especially in description.

Please include an email link on your WikiName? page so I can email you. Here's the form: [[mailto:yourname@wherever.edu | whatever you want for an email linktext]].

Tues, Sept 20

• S & P chap 3: Method: getting started with email
• Start describing email in class. Continue this out of class. Follow thorough on interpretation. Tidy up your notes, arranging them under the appropriate headings (description, analysis, and interpretation). When in doubt, consult Stoner and Perkins, chap 3. Due Thursday, 6:00 am.
• FirstLookAtEmail
• FirstEMailExample
• ListOfRhetoricalFeaturesOfEmail
• BasicSentencePatterns (adapted from Lanham)
• Start collecting spam for next week's project.

• Notes on first email exercise. Notes in AdviceOnMethod
• Reminder: Collecting spam

• SecondLookAtEmail. Due Monday, noon.

• Notes on first email exercise

• Second look at email. Due Monday, noon.

Tues and Weds: I'm emailing some friendly comments and advice on your first pass through the email analysis. The work is looking good - especially considering the short time we had, and I'm seeing a lot of concentrated effort at approaching a difficult and new problem. I appreciate that. Here's some general Unasked for Advice:

Tues and Weds: I'm emailing some friendly comments and advice on your first pass through the email analysis. The work is looking very good considering the short time we had, and I'm seeing a lot of concentrated effort at approaching a difficult and new problem. I appreciate that. Here's some general Unasked for Advice:

Tues and Weds: I'm emailing some friendly comments and advice on your first pass through the email analysis. The work is looking pretty good, and I'm seeing a lot of concentrated effort at approaching a difficult and new problem. I appreciate that. Here's some general Unasked for Advice:

Tues and Weds: I'm emailing some friendly comments and advice on your first pass through the email analysis. The work is looking pretty good. Some General Unasked for Advice:

Please be sure to include an email link on your WikiName? page. Here's the form: [[mailto:yourname@wherever.edu | whatever you want for an email linktext]].

Tues and Weds: I'm emailing some friendly comments and advice on your first pass through the email analysis. The work is looking pretty good. Some General Unasked for Advice:

Tues and Weds: I'm emailing some friendly comments and advice on your first pass through the email analysis. The work is looking pretty good. Some General Unasked for Advice:

• Refer to Stoner and Perkins as a guide to focusing yourself on each phase (I know I have to.)

Please be sure to include an email link on your WikiName? page in this form [[mailto:yourname@wherever.edu | email me]]

Thurs, Sept 15

• Finish up review of WhatMakesThisRhetorical?
• Review BalconyViewExercise and a critical stance
• for Tues, read S & P chap 3

• Start describing email in class. Continue this out of class. Follow thorough on interpretation. Tidy up your notes, arranging them under the appropriate headings (description, analysis, and interpretation). When in doubt, consult Stoner and Perkins, chap 3. Due Thursday, 6:00 am.

• S & P chap 3: Method and getting started with email
• Start describing email in class. Continue this out of class. Due Thursday, 6:00 am.

• Materials are at EmailIndex

• S & P chap 3: Getting started with email

• Start describing email in class: EMailIndex
• Start collecting spam for next week's project

• Notes on email exercise

• Second look at email for Tuesday: Connecting to Baron or Sherwood

• Second look at email for Tuesday

• Start describing email in class

Thurs, Setp 15

Wiki Orientation Session

Thursday right after class, we'll hold a wiki orientation session for those who feel a little shaky at this.

• headings
• lists
• links
• linking to images ( Cam)
• uploading images

If you want to practice uploading an image, bring one.

for reference: SetUpAWikiNamePage | GettingStarted | StyleGuide | TextFormattingRules for advanced formatting.

• for Tues, read S & P chap 3

For Tues, Sept 20

• Read S & P chap 3.

• linking to images (target=_blank Cam)

• linking to images (target_blankCam)

• linking to images (Cam)

• linking to images (http://paulbunyan.net/users/mcmorgan/cam/ Cam)

• link
• linking to images

Thurs, 8 Sept

• Intro to wiki
• assignment: SetUpAWikiNamePage
• for reference, see GettingStarted, and StyleGuide. TextFormattingRules explains advanced formatting.
• assignment: read Stoner and Perkins, chap 1

Tues, Sept 13

• Review of a few WikiName? pages. Image - list - links as introduction.
• Review S & P chap 1: WhatMakesThisRhetorical?

for Thurs, Sept 15

• Finish up SetUpAWikiNamePage
• BalconyViewExercise (by 6:00 am Thurday) and Stoner and Perkins, chap 2.

• S & P chap 3: FirstLookAtEmail. Practicing method: Tues, Sept 20
• EMailIndex

• Review BalconyViewExercise

for Thurs, Sept 15 (ides)

Thurs

• Review your work with the BalconyViewExercise and S&P, chap 2.
• Practice describing, analyzing and interpreting email for Tuesday.

JoeStudent | AngelBatterman | AdamBjerk | JeppeBundgaard | ErinEliason | ToddGeiger | LindsiGish | ChristopherHaugene | KathleenHollinger | MurielKingery | JenniferKoch | LindsayLarson | YeeMunLeong? | NatashaLoud | MarkPaulouski | SandraPemberton | AaronReini | SharonSimpson | BenjaminWestlie? || AspenEasterling | AyleenLindahl? || MCMorgan

for Thurs, Sept 25

• Review of a few WikiName? pages. Image - list - link genre.

• Review of a few WikiName? pages. Problems?

• Review of a fes WikiName? pages. Problems?

• Review of a fes WikiName? pages. Problems? Suggestions?

• assignment: Stoner and Perkins, chap 1

• Review S & P chap 1: What makes this rhetorical?

JoeStudent | AngelBatterman | AdamBjerk | JeppeBundgaard | ErinEliason | ToddGeiger | LindsiGish | ChristopherHaugene | KathleenHollinger | MurielKingery | JenniferKoch | LindsayLarson | YeeMunLeong? | NatashaLoud | MarkPaulouski | SandraPemberton | AaronReini | SharonSimpson | BenjaminWestlie? || AspenEasterling | AyleenLindahl? | CynthiaRolloCarlson? || MCMorgan

• Inclass writing: towards the critical stance

News

Related to what we're looking at - how culture and technology shape what gets written and how - here's a current article from the Star Tribune on PowerPoint's influence:

an alternative version of the course description

• assignment: Stoner and Perkins, chap 1 and 2

• for Thurs, S&P chap 2: critical stance: balcony view

Thurs, Sept 15

• discuss chap 2
• S & P chap 3: Practicing method: Email message exercise for Tues, Sept 20
• EMailIndex

• for reference, see GettingStarted, and StyleGuide. TextEditingRules? explains advanced formatting.

• for reference, see GettingStarted, and StyleGuide

• for reference, see Main.GettingStarted, and Main.StyleGuide

• assignment: Stoner and Perkins, chap 1

• discuss S & P chap 1: What makes this rhetorical?

Thurs, Sept 1

CourseDescription - questions intro exercise: ThreeHundredWordsInPrint

• Part 1 due in class on Thursday, 1 Sept.
• Part 2 (text and notes) due in class on Tuesday, 6 Sept.

Tues, 6 Sept

Post and review the crayon versions of ThreeHundredWordsInPrint and look at notes.

• S & P chap 3: Practicing method: Email message exercise.

• S & P chap 3, and Email message exercise.

• assignment: starting a wiki name page

Thurs, 8 Sept

Tues, Sept 13

Thurs, Sept 15

for Thurs

• Stoner and Pekins, chap 1.
• intro wiki

CourseDescription - questions?

for Thurs: Stoner and Pekins, chap 1.

>>>>>>>

• CourseDescription - questions?
• intro exercise: ThreeHundredWordsInPrint
  • Part 1 due in class on Thursday, 1 Sept.
  • Part 2 (text and notes) due in class on Tuesday, 6 Sept.

Related to what we're looking at - how culture and technology shape what gets written and how it's presented - here's [[http://www.startribune.com/stories/562/5591930.html |a current article on PowerPoint?'s influence]:

for Tues, Aug 30 - Thurs, Sept 1

• CourseDescription

ElementsSyllabus

The Elements of E-Rhetoric

table cell cell

A course addressing

• email: from the business memo to the email message to spam
• hypertext: an introduction
• web design: rhetorical strategies in design
• weblogs: lowering the publishing boundaries
• wikis: changing process, changing interaction

tableend