ENGL 505A

Hi 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

I think Liz has asked some good questions in her post below regarding how we might address sentence-level instruction in the composition classroom, and my immediate response would be not to do it the way Christensen is suggesting.

On p. 249, Christensen states the following:

Last week in class I mentioned a "scavenger hunt" I had put together for the CORE site and used with my students in the computer lab to prepare them for topic discovery and getting started on their research. The CORE site consists of 12 modules that students can proceed through. I read through all of the modules and then designed the attached for six modules, those that I felt were most relevant and perhaps less elementary to my students. (A link to the CORE site is on the handout.)

I'll send a separate attachment from school tomorrow for the module on Evaluating Sources.

Hi all. Bud Weiser, my (and Kyle's) professor for ENGL 591 (Intro to Comp Theory) sent us the following link to a very short article (two paragraphs) and an embedded You Tube video. It's a very interesting example of how a Cultural Anthropology professor and his students incorporated technology into the classroom while commenting on the current status of students and the institution of higher education.

http://chronicle.com/wiredcampus/article/2462/kansas-state-u-students-re...

The video has been seen over 65,000 in the few days its been up.

Hi all. The below link can take you (or your students) to a site that asks a few questions about your lifestyle in order to determine your ecological footprint, or environmental impact, on the earth. As the site tallies your answers, it tells you how many earth's we'd need to sustain your lifestyle.

It's not exactly a gaming site like the ones we used at the beginning of the course, but it might be interesting to examine it for rhetorical strategies (and students might learn something about limited resources at the same time?).

Hi all. A few of us met outside of class to discuss our teaching of 106 over the next couple of weeks. Two of us were having a hard time differentiating Response Paper #4 from the T-shirt project students have already done, so one of our highly insightful and intelligent colleagues challenged us to perhaps change the assignment to an analysis project on an already established advocacy campaign. We really liked the idea and have come up with the attached assignment (perhaps still in draft form). We thought we would share it with all of you in case you might find it useful.

On page 386, Sommers includes an illustration of a student's paper with comments on it given by a teacher. In her analysis of the example, Sommers notes, "In commenting on this draft, the teacher has shown the student how to edit the sentences, but then commands the student to expand the paragraph in order to make it more interesting to a reader.

Please excuse me if you already know what I am about to express below and I somehow spaced it:

I found Harris' article on the (similarities) and differences between tutor responses and peer responses to be very useful and interesting. As a composition teacher to both international students at a graduate school and native or bilingual speakers at a community college, I have relied on both as supplements to my own teaching in class. While I was very grateful to have these two resources available to me, I sometimes found tutor or peer responses could also hinder rather than help student progress in their writing.

Hi all. Here's another link to add to the list of newsgaming. Students can watch their natural resources and money either increase or decrease and make decisions about the survival of their jungle tribe.

Have fun!
CE
http://www.unesco.org/education/tlsf/TLSF/theme_c/mod16/www.eduweb.com/e...