I guess there's been a bunch of stuff from this series of reading on gaming that I found interesting, and that I haven't really thought about before. Just like infusing my courses with new media what-not, I'm now kinda into the idea of using games, or at least persuasive games, in my comp course next semester. I think the tough issue that I keep butting up against is: what strategies will I be using to help students investigate games as a site of complex social and rhetorical issues?

This post may be a no-brainer for some people in this class, but I think one of the main fears I have about teaching thoroughly new genres in new mediums is that I'm not sure if I can assess them fairly and competently. I'm not as concerned about the "teaching new media what-not will take away from writing time," as Chapman discusses, because I think that any syllabus should be aware of this potential. As I find myself incorporating more new media writing into my courses, I constantly check to make sure I'm providing a level of direct writing instruction and practice in the classroom.

Just a quick post on Thomas Derrick's article on the DOSequis game that he plays in class-- perhaps I'm just an idiot and am missing something here, but I don't see the overarching pedagogical point of the game that he devised. Am I remiss in thinking that when students switch monitor cables and then play what appears to be an elaborate game that exists somewhere between "20 Questions," "Telephone," and "Madlibs," they're not really doing very much work in the class?