Blogs
Syllabus Prep and Tech Mentoring
Thu, 11/15/2007 - 10:22 — dr. b.As we are getting ready to head out for Thanksgiving let's start thinking about what is going to happen after we get back 
The week after T-giving starts our multi-week stretch of syllabus prep. During the 1st week I want you to come to class with a draft of your reading schedule. Yes, we still be using the same books and I would like for us to be doing the same units at the same time so that we can have current pedagogical discussions during mentor group meetings. This means if you really think that a unit should be moved you will need to propose that to the group with a solid rationale for why so that we can make a group decision. While we do have to agree on these things we can have varying supplemental media. I think that we can plan to do that for 2 meetings in order to be sure that we get everything covered.
The third class period (as well as any time that may remain from the 2nd meeting) will be spent going over the assignment sheets for next semester. We are going to have to have all of the major assignment sheets done (with rationale and objectives) before we leave for Christmas break. We can also work on the smaller assignments (i.e. visual projects and in-class exercises) and share those with the group and borrow liberally from one another as time allows.
Yes, that is only 3 days of a two week period. That is because you will be meeting with Marc Santos on the 27th to talk more about Drupal and to get the instruction on Moviemaker that you requested (yes, Marc and I do communicate) as well as anything else that he can squeeze into that time. Marc has asked me to tell you that he is canceling tech mentoring next Tuesday (thus the meeting on the 27th). This means that you will have next Tuesday off. As usual if you have any questions please do email me or come and bug me in my office!
Blog Entry
Tue, 01/15/2008 - 10:49 — Maria Granic-WhiteI will have my students ask questions concerning their readings. I think I will also ask them to post ideas (not personal but rather ones they read/hear about) related to the upcoming election.
Comparing recruiting and anti-war posters for analyzing visual rhetoric
Thu, 12/06/2007 - 10:34 — celderHi all. Leading up to the Visual Rhetoric project, my students and I discussed the war recruitment posters found in the visual rhetoric chapter of CDA. Then we compared these posters to parodies of the same posters, with an anti-war bent. (Huh? I hope that makes sense.) I've attached examples of the paired posters (the originals and the parodies) below. If you want to see more examples of these posters, you can visit www.antiwarposters.com
Peace out,
CE
Proposed Reading List
Thu, 12/06/2007 - 09:41 — lslimakHere's the way my proposed reading list shook out.
Lou
Syllabus Revision
Tue, 12/04/2007 - 12:07 — aderosaAlright, so after talking with Sam, here's a possible syllabus revision.
Week 1 Diagnostic Writing
Week 2 RR1 – adver-gaming
Week 3 Day 1 Off
Week 4 RR2 – group advertising
Week 5
Week 6 Paper 1
Week 7 RR3 – Multimodal Narrative
Week 8 RR4 – Source Evaluation
Week 9 Visual Rhetoric
Week 10 SPRING BREAK
Week 11
Week 12 Paper 2
Week 13 Abstract
Week 14 Annotated Bib
Week 15 Research Paper
Week 16 Presentation
Computer Assignment
Tue, 12/04/2007 - 10:11 — Maria Granic-WhiteHere is my computer class assignment.
Maria Granic-White
Computer Assignment
1. Class exercise: Have students watch the video “Cry for Help: Stop Mutations in Rift Valley!” on Youtube.com.
2. Discuss with them the rhetorical devices in the video and have them identify the audience of the video.
3. Have them utilize a handout in which they check the appropriate boxes and comment bellow the table:
Questions V SO N
Was the thesis/ main idea of the topic clear?
Was the argument logical?
Did the presenter have good ethos?
OWL Scavenger Hunt
Tue, 12/04/2007 - 09:35 — cmcmartiHey guys,
This is a computer lab activity I did early in the semester to familiarize students with Purdue's world famous OWL. The other point of the activity was to teach students about the structure of the paragraph and essay without, you know, actually having to teach it. The first time I assigned it, I had it available on my class web site, students opened it, and they typed their answers in. In the future, I might print it out. While this wastes papers, that will help me avoid students simply copying and pasting their answers into the blanks.
Crissy
Suggestion for Group Advocacy
Sat, 12/01/2007 - 13:07 — KmcI would like to propose moving the group advocacy assignment to the beginning of the semester.
First, I feel like having the students work together from the start will have a positive impact on the collaborative nature of the class by fostering more cooperation and less competition, especially important in activities like peer review. I also hope that other group projects -- perhaps a multi-media or video one (see Liz's blog) -- could be added later in the semester to help maintain this collaborative spirit throughout.
