link to IRB

click here

Compile Link

http://comppile.org/search/comppile_main_search.php

Project Proposal

Matthew Vetter
Eng 792e
Project Proposal



Composing for Online Audiences in the Writing Classroom:
Experiments and Innovations with Wikipedia


Objectives / Product(s):
To complete the assignment I designed for a Junior-level course, I’ll produce:

A Wikipedia entry: I’m interested in using the alternative option of my assignment “a substantial edit to an existing Wikipedia article” to revise/edit/add to the entry on “aporia” (http://en.wikipedia.org/wiki/Aporia)


Photographs: The assignment calls for photographs to add to the Wikipedia entry to increase notability. I’m still thinking about this as I’m not sure I could come up with anything that could be applicable to this entry’s topic.

A Reflection Essay: As a final element of the assignment, I’ll write a reflection piece to answer the following prompt (3-4 pp.): Examine one or more rhetorical concepts of notability, authority, audience, and purpose. How much has your attention to one or more of these concepts influenced your composition process and product? Furthermore, how are open content platforms such as Wikipedia changing the way information is shared and disseminated?

Article: As I complete the separate elements of the assignment, I’ll take process notes (reflective writing about the process of navigating the Wikipedia entry, writing the article, etc) to reflect on the assignment itself and describe the best methods / processes. I’ll also attempt to more clearly define the “areas of growth” or objectives of the assignment by reflection on what I learned and accomplished. I want to compile a list of “things to avoid” or “don’t do this” items as well.

I’ll juxtapose my own findings with outside research to learn what I can specifically add to the current conversation, (and what the current conversation covers). My initial feeling is that there is not a lot of specific assignment examples out there. So I hope to be able to remedy that. I see this article as doing the following:

1. Reviewing current scholarship on using Wikipedia/wikis in writing classes.
2. Reflecting on what I’ve learned from composing and completing a specific assignment. Revisions I’ve made to the assignment.
3. sharing new and relevant findings based on this reflection and discussing how it reinforces or changes current thinking/current conversation.
4. Showcasing / sharing the actual assignment as an appendix.

Preliminary Bibliography:

Baker, Nicholson. “The Charms of Wikipedia.” Rev of Wikipedia: The Missing Manual, by John Broughton. The New York Review of Books 20 March 2008. 20 March 2008
http://www.nybooks.com/articles/21131.

Barton, Matthew and Robert E. Cummings (eds.). Wiki Writing: Collaborative Learning in the College Classroom. Ann Arbor, MI: Digital Culture Books, 2008.

Cummings, Robert E. Lazy Virtues: Teaching Writing in the Age of Wikipedia. Nashville, TN: Vanderbilt University Press, 2008.

Garza, Susan Loudermilk and Tommy Hern. “Using Wikis as Collaborative Writing Tools: Something Wiki This Way Comes – Or Not!” 6 Jan. 2006. Texas A&M University-Corpus Christi. 20 March 2008. http://critical.tamucc.edu/wiki/WikiArticle/Home.

Hood, Carra Leah. "Editing Out Obscenity: Wikipedia and Writing Pedagogy." CC Online.
http://www.bgsu.edu/cconline/wiki_hood/index.html

Liu, Alan. "Student Wikipedia Use Policy." 15 April 2007. 11 August 2008
http://www.english.ucsb.edu/faculty/ayliu/courses/wikipedia-policy.html.

Miller, Nora. “Wikipedia and the Disappearing ‘Author.’” ETC (Jan. 2005): 37-40.

Evans Final Conference Proposal

Imaginative Development: Multimodal Compositions From Process to Product

The shift in composition classrooms from alphabetic text and essays to new media and multimodal composition (MMC) also risks shifting the focus from the process of composing to final product form. Although multimodal projects sometimes neglect the legacy of the expressivist movement—free writing and writing as a form of discovery—they present a chance to utilize (or hinder) the process of composing. In Multimodal Composition: Resources for Teachers, Kara Poe Alexander says that “for every 1 minute of a finished audio or video essay, an author puts in 200 minutes of authoring and production time” (118). Although Alexander suggests means to overcome this problem, revision still has the potential to challenge the realistic boundaries of available class time.

MMC can become outward composing—creation shaped by modes—verses the inward creation of the mind. Thus the process of MMC cannot help students clarify their thinking unless the assignment is framed in a way that allows for a variety of different approaches; too specific of an assignment could limit the bounds of students’ imaginations.

My presentation will explore how process theory, with an emphasis on learning through composing, can be incorporated into new media classrooms so projects can be imagined and developed, rather than simply planned and outlined. I will also approach peer review/revision as an opportunity for a project to evolve in new directions rather than simply constituting a “redo.” In doing so, I will respond to selected assignments in Multimodal Composition and Ball and Moeller’s 2007 website.

Revised Conference Proposal

Reviving Oral Rhetoric in Composition Classes Through New Media

In her 2009 CCC article, Cynthia Selfe points out that when printed alphabetic texts are the only accepted means of composition, we “ignore the history of rhetoric and its intellectual inheritance” (618). In particular, Selfe argues that sound “is often undervalued as a compositional mode” (617). Today, students are frequently exposed to multiple modes of communication such as audio, video, webpages, etc, and so they should have the ability to compose in multiple modes. Therefore, Selfe says, some focus on aurality and other modes of communication should have their place in composition classes in addition to writing (625-26). Building on Selfe, I will argue that because modern students should have the ability to compose effectively in multiple modes, oral rhetoric has a place in composition classes. Further, new media composition’s use of audio might be viewed as an effective way to revive oral rhetoric in our classes. When students compose multimodal projects with audio, using their own voice, they must carefully consider their tone, emphasis, speed, pronunciation, clarity, etc., which are all concerns of oral rhetoric. Further, music and sound effects can play an important role, affecting how the voices are heard. While new media composition is new in that it largely depends on computers and technology, the oral element of an audio essay is an important part of traditional rhetoric. From ancient times until the nineteenth century, orality was of central importance to rhetoric. With the increased need of writing by the end of the nineteenth century, however, less emphasis was placed on oral rhetoric, and so today it is given little attention in composition classes. With new modes of communication, however, oral rhetoric does have a place in our classrooms, and new media might be a way to give it a place.

John's Project proposal

My current plan for the final project is to create a video presentation of what I proposed for the conference:

For fifteen years many scholars (see Lanham, Selfe, Sirc) have advocated incorporating new media literacies into composition. But, alphabetic literacy still hasn’t gone the way of the the floppy disk, nor is there yet indication that students’ ability to succeed in life might depend on their video editing skills. However, even the most stalwart defender of the alphabetic tradition has begun to feel pressure to address new media literacies. New media literacy has come to mean any number of things from the use of technologies like blogs and wikis as to the ability to produce and edit digital videos. While it is becoming clearer that composition will need to address digital literacy, it is far from clear which literacies are becoming truly vital for composition and which remain the domains of specialists. Technology changes at a rapid pace; the emergence of vital literacies moves much more slowly. Rather than devote limited and valuable time with students teaching them the next new technology for producing a video, perhaps we should start by acknowledging how principles of new media and digital literacy are already part of any composition (See Wysocki). Nearly all texts are produced as digital texts so all texts can be tools for demonstrating properties of digital literacies and new media. This presentation will discuss how instructors can begin to teach visual design and rhetoric, Lev Monovich’s concepts of modularity and variability (30–45), and other principles or affordances of new media using the assignments they already teach and minimal instruction about ubiquitous software programs like Microsoft Office. By teaching students to design texts rather than just write them, instructors can teach important principles relevant to whatever digital literacies students may have to develop without having to devote the majority of a semester or quarter to teaching software and technology.

I will use video (taking using the cameras in my laptop and at home in my IMac) as well as still image frames, text frames, voice over, and other audio to present the ideas and to show the dramatic redesign of documents from standard MLA format to several visually effective designs. I will make use of (at least) IMovie, Photoshop, Microsoft Word, Adobe InDesign, and possibly Adobe Illustrator.

Revised Proposal

Proposal for 2011 College English Association of Ohio Spring Conference — Siyang Zhou

Title: More Than a Platform for Sharing: Exploring What Teaching Writing with Blogs Demands from Instructors

Session Description:

While it is evident that blogging can shape students’ writing experiences greatly, we, as writing instructors, should not assume that it would be natural occurrence in classes. Based on some recent studies on blogging in college writing courses, my presentation will explore ways in which instructors can substantially apply blogs, avoiding possible cursory use as public forums. Echoing Tougaw’s articulation of how blogging is able to bridge the expressivist-constructivist divide, I take such role of blogs as the pedagogical goal and will therefore look into specific demands at the instructors’ end that are essential in building a productive writing space with them.

First, the central subjects and the complementary materials of the course should be able to generate both expressivist writing and genuine lines of inquires that students can pursue while preventing them from exercising general sense carefully in negotiation with the academic discourse. Tougaw demonstrates this point well with his employment of dream as the course theme in his article. Second, it is part of the instructors’ job to provide detailed guidelines that ask students to explore the affordance of blogging by using multimedia components. Third, based on several students’ evaluation of blogging in English classes, it appears to be important that the instructor employs a blog space which facilitates maximum capacity of operation. Fourth, although blogs enable frequent revision and updating, instructors need to incorporate stages of revision into the course and allow reservations of traces of revision as well as following-up peer assessment in various forms. In this sense, instructors ought to implant measures with which students will carry out peer commenting and reflection more in the form of a public dialogue of comparison and learning instead of a procedure that is countable for credits. Finally, using blogs in writing classes requires a high investment of time and response from instructors.

As a convergent medium, blogs are undoubtedly great vehicles for new media composing. I thus hope to present some framework of course preparation for writing instructors, especially those who are inexperienced with it, in moving towards this digitized space.

Revised proposal

Click here
The full text is also available on my blog.

Siyang's drafty proposal

Click here

Link to equipment checkout forms

Have Albert Rouzie sign this form before checking equipment out from McCracken to avoid paying the rental fees.

http://spreadsheets.google.com/viewform?key=pdFvM_01h8i5umILcSRNFCA

Revised Assignment

The revised assignment...

Multimedia Assignment-Revised

Click here

Final Multimodal Assignment and Introduction

Introduction here

Assignment here.

Brief introduction to the (intended) course

Multimodal Composition Assignment

Feb. 15, 2011

Brief Introduction To the Course

The course I planned is situated in a 151-ish freshman college composition setting. The course environment will be one that incorporates multimedia sources, including pictures, comic strips, video clips, and films, into the teaching and discussion of basic rhetorical concepts such as angels of vision or rhetorical effects (which is close to the idea of how message persuades stated in the Allyn and Bacon Guide to Write). Via a process of close reading of texts, images, and even videos and films, students will be given recursive practice of interpreting messages of the source materials based on a kind of rhetorical awareness. They will also be asked to represent certain rhetorical effects in a series of composing assignment. The multimodal assignment I designed will be planted in the later stage of the course when students would have been seasoned more or less with basic rhetorical concepts and effects.

By the time students would be asked to make that presentation, the class should have gone through the “close-reading” of pictures, comic strips, films and so forth, having reached certain understanding of the function of various details in multimedia sources including the use of prelude in both writing and filming, symbolism, montage, and close-up lens etc.

Several Examples of Sources:

Films: Awaking Life, Waltz with Bashir, Dr. Strangelove

Play: Salome by Oscar Wilde

Video clips: The Picture of Dorian Gray (1976, 2009)

Comic Strips: The Walking Dead

Text: The Picture of Dorian Gray, Lady Audley’s Secret

The multimodal assignment will be a follow-up exercise for the studying of Oscar Wilde’s theatrical writing in The Picture of Dorian Gray. Via the assignment, I hope to encourage students to explore his aestheticism as well as expressive writing. It will be carried out in the form of presentation for about 5 to 10 minutes long, and it requires only the basic use of PowerPoint and audio and video recorder. Learning this novel by Wilde will be one of the sequences of the class. Towards the end of the Sequence, students will be asked first to identify with certain scenes in the novel. The moment does not need to be long, and it could be as instantaneous as a glance at “the gleam of the honey-sweet and honey-colored blossoms of laburnum” as portrayed in the opening of the novel. They will need to explain or analysis the rhetorical as well as the scenic work of the chosen scene early in their presentations, looking at diction, angels of vision, the scenic aura, and the implied messages etc. In the second stage of the presentation, they will need to explain their visualization of the scene, the picture “seen” through their mind via certain lens (such as extreme close-up lens on a still image). Based on the depiction of the scene in their imagination, they will be asked to make a vision remix in which they strive to employ the same type of lens in viewing certain object, and in a way, remake the scene in real life. Presenters should build their own context for the remade scene, and consequently, their vision remix will have to have certain prelude consisted of images and/or voice-over. The entire class will be asked to participate in the peer review of the presentation, in which they will evaluate the effectiveness of the use of the specific lens and the remade scene.

Multimodal Assignment-Interpreting focusing lens

ENG 151 Siyang Zhou 2010-2011 Drafty Draft

Multimodal Assignment

Artificial Sensation: Vision Remix of Moments in The Picture of Dorian Gray

Directions:

Compose a short video as a remade scene selected from The Picture of Dorian Gray. The moment does not need to be long, and it cab be as instantaneous as a glance at “the gleam of the honey-sweet and honey-colored blossoms of laburnum” as portrayed in the opening scene of the novel. Your goal is to re-present the aura of the depicted/perceived scene with corresponding lens of vision, using materials in your daily life. Present your vision remix in about 5 to 10 minutes with the help of PowerPoint.

To start the presentation, you will need to explain or analyze the rhetorical as well as the scenic work of the chosen moment. You can look at diction, angels of vision, the scenic aura, and the implied messages etc. to explain the work of the message. In the second stage of the presentation, you will need to unfold your own visualization of the scene, the picture “seen” through your mind to the class. Illustrate to the class the visual feature of the moment (via writing, speaking, or other similar sample video clips) and how it works to deliver certain message or intention of the author. For example, the opening scene cited above may be characterized and represented by an extreme close-up lens on the flower. Based on the depiction of the scene in your imagination, make a vision remix in which you are able to employ the same lens of vision in viewing certain object, and in a way, remake the scene in real life. The remade scene will be more meaningful if you build the context for the representation. In other words, your vision remix should have certain prelude consisted of images, video, music, written words, and/or voice-over (narration) that can help to clarify your motive and goal. After the presentation, there will be a peer review section in which the rest of the class will evaluate the effectiveness of the use of the specific lens and the remade scene.

Tools Required:

PowerPoint,

Audio and/or video recorder

Other Basic information:

- The presentation needs to be at least 5 minutes long, including your exposition of the video.

- Your project is due on *****. This will give you at least two weeks to make the PowerPoint and the video.

- The project counts for 20% of your final grade for this course.

Your presentation should have the following components:

- A title for your vision remix

- The quotation from the selected scene

- Analysis of the lens of vision assisted by your speech or a piece of written analysis or a record of your oral interpretation

- Analysis of the implied message of the selected scene and/or its significance.

- Explanations of the intended visual effects (which is similar to that of the selected scene from the novel) and the implied messaged of your vision remix.

- A brief illustration of the process of your vision remix

- Any type of focusing lens in the video, some narration/voice-over, some digitized images.

- Any other information that you would like the class know for the peer review.

- A Credit page that include correct citations for any video clips, images, music, or texts that you use.

The project should play out the affordances of PowerPoint and video recorder for effective rhetorical re-embodiment. It should be carefully designed and is able to convey certain content/message/meaning.

If you don’t have access to PowerPoint or audio and video recorder, you can borrow one from the Alden library. Feel free to come and talk with me about any of your problems and difficulties in getting the equipments as well.

Place to Start with:

As photographers uses focusing lens exclusively in strengthening certain scenes or images for various purposes, it will be helpful to decide which type of focusing lens you want to use to re-present the chosen scene from the novel. The following several types may offer you some categories of focusing lenses. Explore the visual and the rhetorical effects of each kind, and choose one for your remix.

1) Close-up lens with a still background but moving images or objects

2) Close-up lens with a moving background but still objects

3) Moving/shaking close-up lens with a still background and image

4) Focusing lens

5) Long focusing lens

6) Close-up lens with moving images

7) Basic zoom-in or zoom-out on certain image

Faustus's assignment

Revised Satirical Radio Advertisement

This is an assignment I would use in a 308J course on the rhetoric of satire. We would be focusing primarily on modern American satire, examining and comparing the techniques and strategies of various satirists. We would also be discussing the social complexities of satire: how it is a genre that necessarily separates an us from a them, but how it can also provide a "safe" means for marginalized people to express social or political criticism. At this point in the quarter, students would have already analyzed examples of satire exhibiting the techniques and strategies I want them to employ, and they would have already written at least one alphabetic imitation of a satirist.

John Whicker's Assignment Assignment

Presentation Final Project

Audio Argument Assignment

I've replaced the first draft with a revised draft:
Audio Argument Assignment

The Magazine Advertisement

This is my final assignment. Click HERE to view.

Multimodal Assignment: Acknowledging and Engaging Difference (Revised)

  (click here)

OU/Athens/Southeastern Ohio Place Blogging Assignment

Attached via Scribd:

http://www.scribd.com/doc/48883837/Assignment

Composing a Rhetoric for Social Change English 151 Rhetoric and Composition. Bryan Lutz, Instructor

Click here.

Scribd will not decompress my example:

This image is a good example of what I would like to see from my students. This is from the “Visual Remix” project at OSU http://dmp.osu.edu/visual_remix/nike%20global.html

Multimodal Assignment: Writing a Wikipedia Article

ENG 792E
Matthew Vetter
2/14/11

Introduction to Assignment

In the early stages of composing this assignment, I first thought it might be applicable to English 151. However, as I began exploring the process of writing a new article on Wikipedia, I quickly realized that such a project might be too advanced for freshman students. The assignment requires a personal commitment and interest in digital writing, I think, and will involve a lot of trial and error, and frustration. For these reasons, I think this kind of assignment is best suited to a course which is advertised as a “Writing in Digital Culture” or “Online Literacy” which might fit best in either 382: Rhetorical Approaches to Writing or 284: Writing about Culture and Society

The assignment itself will need to be connected to another project earlier in the quarter in which students explore the editing capabilities and limitations of Wikipedia and familiarize themselves with the platform’s policies and procedures. As I make reference to in the assignment, this earlier project would consists of an edit of an existing article most likely paired with a reflection essay.

The justification of the assignment is perhaps expressed best in the pedagogical benefits acknowleged by editors at the online encyclopedia itself:

In contrast to traditional writing assignments, working with Wikipedia may offer several advantages for students:

• students are held accountable to a global audience for what they are doing, and thus may feel more devoted to the assignment as a whole;
• students' work will likely continue to be used and to be improved upon by others after the assignment has ended;
• students learn the difference between fact-based and analytical writing styles;
• students strengthen their ability to think critically and evaluate sources;
• students learn how to work in a collaborative environment
• students gain insights in the creation process of texts on Wikipedia. This enables them to draw conclusions about the purposes for which Wikipedia is best used;
• students gain insights in the creation process of texts on Wikis in general, an increasingly essential skill in a modern IT workplace (that can be put on one's CV); and
• students understand that they not only consume information, they help to create it. (“Wikipedia: School and University Projects”)
  
  

The most exciting (and problematic) aspect of this assignment is that the students produce a very concrete, “real” product that will be subject to extra-academic review. There are real issues involved, however. I’m especially worried about topic generation. A local-interest topic ensures (somewhat) that Wikipedia won’t already have the entry, but it also is risky in terms of notability. If the topic isn’t deemed significant enough, it’s subject to deletion. Any ideas on overcoming this issue?

Project 3: Writing a Wikipedia Article
Matthew Vetter- ENG 382 Rhetorical Approaches to Writing

Introduction

Despite its ever-growing popularity and frequent use by students and professionals alike, the online encyclopedia Wikipedia has been victim to a significant amount of scorn in academic circles. Most students see the encyclopedia as a forbidden research database, having been steered away from using it by countless teachers and instructor in secondary and college English classes. For certain purposes and topics, however, Wikipedia might be the perfect source. For obscure subjects, it might be one of the few places where information is available. Erroneous entries can tell us about public misconceptions and ignorance. That Wikipedia has been vilified in academia is ultimately significant of a tremendous loss, as the database affords an exciting opportunity to produce public writing for a specific audience and venue.

Assignment Goal

With Project 1, we practiced editing existing articles. These editing skills are essential to a successful project 3, so please review the tutorial on editing before beginning this project: http://en.wikipedia.org/wiki/Wikipedia:Tutorial. For this project, your goal is to create a Wikipedia entry on a topic not yet written about. We’ll be generating appropriate topics in class but here are some ideas to get you thinking about the possibilities:

· An Ohio University student organization you belong to or are interested in joining. E.g. People Acting for Gender Equality

· A Local Musical Group / Artist. E.g. Poet Hollis Summers

· A Local Event or Festival. E.g. Ohio Paw Paw Festival

· A Local Place of Interest or History

Refer to the “Things to Avoid” section of the Wikipedia: Your First Article for further guidance. We’ll also be discussing the concept of notability as it is presented in “Wikipedia:Notability” as a way of identifying what topics are desserving of an entry: http://en.wikipedia.org/wiki/Wikipedia:N

Alternative: A substantial edit to an existing Wikipedia article, one that takes the formal requirements and guidelines of this assignment into consideration, may also be an option. Bring possible ideas to class for discussion.

Assignment Elements and Expectations

A. Compilation and Evaluation of Sources

Generating a suitable entry topic which hasn’t been already written about is just the beginning, of course. You’ll also be expected to compile a list of (8-12) sources from which to draw information. Because your entry will ultimately be subject to editorial review and (worst case scenario) deletion, it is extremely important to evaluate sources carefully before deciding to include them in your entry.

B. Article Entry

The written elements of this project will vary in terms of length, depending on subject, but most entries should range between 800-1200 words. It’s important to remember that the encyclopedic entry, as a genre, necessitates a specific format and style. Most notably, encyclopedia entries are meant to be as objective as possible and should not include analytical or opionion-based writing. We’ll be examining a number of successful and unsuccessful entries in order to learn to recognize and imitate this style.

C. Photographic Element

In addition to the written requirement, you are also asked to add a photographic element to the entry and incorporate at least two photographs into the entry. It’s important that these photographs pertain to your topic. They have the power to increase the notability of local-interest entries, as suggested in “Wikipedia: Your First Article”: “There is no consensus about such articles [local interest], but some will challenge them if they include nothing that shows how the place is special and different from tens of thousands of similar places. Photographs add interest. Try to give local-interest articles local colour.”

D. Reflection Essay

The final element to this assignment consists of a reflection essay in which you examine one or more rhetorical concepts of notability, authority, audience, and purpose. How much has your attention to one or more of these concepts influenced your composition process and product? Furthermore, how are open content platforms such as Wikipedia changing the way information is shared and disseminated? See: http://en.wikipedia.org/wiki/Open_content. A final elements of your essay should address the function and efficacy of your photographs. How do these images increase the article’s notability? What do they add to the composition that cannot be accomplished in alphabetic text?

Composing Processes

1. 1. Review the Wikipedia Editing Tutorial at http://en.wikipedia.org/wiki/Wikipedia:Tutorial. The “Becoming a Wikipedia Editor: An Overview” video tutorial found on this page is also very helpful. Remember you can always experiment / play in the Sandbox as we did leading up to the first project: http://en.wikipedia.org/wiki/Wikipedia:Sandbox.

2. 2. Visit http://en.wikipedia.org/wiki/Wikipedia:Starting_an_article to learn more about the process of starting a new entry.

3. 3. Begin generating a possible article topics by searching the encyclopedia. Be sure to use different search terms, both broad and specific, to ensure that a topic hasn’t already been written about. We’ll read the entry on notability (http://en.wikipedia.org/wiki/Wikipedia:N) and discuss the concept in class to get a better idea of what topics will be most appropriate. The Article Wizard can also help you figure out if your topic is sufficiently notable: http://en.wikipedia.org/wiki/Wikipedia:Article_wizard.

4. 4. Begin compiling sources. Be sure to review the section on “Gathering References” at “Wikipedia: Your First Article,” http://en.wikipedia.org/wiki/Wikipedia:Your_first_article.

5. 5. We’ll read and discuss a number of example directly from Wikipedia, then you’ll begin drafting your own article. Review the guidelines under “Content” at the Article Wizard. Your article should adhere to the following:

Your article submission must not violate copyright.
Your article should also establish notability.
Your article must be neutral in its tone.
Your article should not engage in puffery.

Using a digital camera (can be checked out at 215 McCracken Hall), you’ll also want to take some photographs at this point to add to your entry. Have numerous options (pictures) for your peer reviewer to examine. Together, you can decide which are most appropriate at the peer review.

6. We’ll hold an in-class peer review to workshop these drafts in groups of three. Reviewers will evaluate how well you meet the above criteria, your inclusion of at least two photographic images, the selection of sources, and how well those sources are incorporated and documented with the ultimate goal of providing constructive feedback for the writer.

A Note on Delivery: While you might be drafting on your “user space” in Wikipedia, for the peer review-paste your article into a Word document and print out for your reviewer. Images can be uploaded on to a laptop which can be brought to class, brought on a flash drive and put on the classroom projector, or displayed on the digital camera itself.

7. After additional revision, you’ll submit your article for review at Article for Creation (AfC) using the Article Wizard.

8. With feedback and approval of your AfC reviewer, Go Live! Using the Article Wizard.You should also save the final version of your entry in your user space, as it may be edited by other Wikipedia members very quickly.

Schedule

Week 8-Discussion of Assignment; students locate example articles.

Week 9-Draft and Photographs Due for Peer Review

Week 10-Submit article to (AfC) for Wikipedia Review

Final-Submit final version to Wikipedia / Reflection Essay Due

Example Articles

As an introduction to the assignment, you’re each asked to e-mail me one existing Wikipedia article. Pay close attention to the format, style and content of these articles as we’ll be discussing further the characteristics of the genre. We’ll review these Week 8.

A Note on Copyright and Citation

Incorrect citations are among the most common reasons for an article deletion on Wikipedia. The success of your project depends on your careful adherence to quotation and documentation standards. The photographs you end up using should be copyrighted in the photographer’s name (you).

Evaluation

This assignment is worth 35% of your total course grade and is broken down in the following elements: Final Article: 20%; Reflection Essay: 10%; Process (Example Article, Rough Draft and Photographs): 5%

The final draft of the article will be assessed for content, neutral style, documentation, source selection. The photographs will be assessed in terms of notability. That is, how does the photograph’s content increase the article’s notability. This is not a class in photography and your efforts will not be graded on an aesthetic scale. Your reflection essay will be assessed in terms rhetorical organization, level of engagement with the process / understanding of the key concepts, and clarity of analysis. The peer review will be modeled after the guidelines laid down by Wikipedia regarding copyright, notability, neutrality, puffery.

Audio-Visual Analysis

My revised multimodal assignment.

"Among the Audience" Handout

This handout includes their new conception of the rhetorical triangle.

Handout for "Wunderkammer"

Wunderkammer, Cornell, and the Visual Canon of Arrangement

Susan H. Delagrange

http://www.technorhetoric.org/13.2/topoi/delagrange/index.htm

Designing constructive digital media—a process of mapping and remapping our physical and conceptual worlds in order to determine their meaning.

Techné	Wunderkammer
Any form of productive arts that occupies a middle ground between theory and practice.	A form of learning—an intermediate, highly particular state akin to a sort of suspension of the mind between ignorance and enlightenment that marks the end of unknowing and the beginning of knowing.
“Critical wonder”	Wunderkammern
a process through which digital media designers can thoughtfully and imaginatively arrange evidence and articulate links in a critical practice of embodied discovery	A practice of building cabinets of wonders

Other key terms of the visual canon of arrangement：

• Scale
• Taxonomies
• Manipulation (measure, cut, weigh, balance etc.)
• Multiply lenses
• Visual synecdoches
• Multilinearity
• Associative, analogical thinking
• Combinational practices of emotion and reason
• Visual analogy

• Visual tropes (metaphor/metonymy/synecdoche, hyperbole, antistasis, catachresis, homologies)

Critiques:

1) Images are inherently manipulative;

2) The particularity of bodies of evidence may lead to affective and emotional argument

3) Logocentrism