ENGL 505B

http://web.ics.purdue.edu/~epflugfe/Plagiarismdefinition.html

(Thanks for letting me share.)

Dudes,

Check out this link for some incredible examples of visual rhetoric and the use of accumulation as commentary on contemporary American culture.

http://www.chrisjordan.com/current_set2.php?id=7

CE

In reading Wysocki's article, I couldn't help wonder if there wasn't a contradiction in her challenge to create new designs and utilize spaces on the page in a novel way while attempting to have a rhetorical effect on one's audience when communicating within an established context and for a specific purpose. As Wysocki states, "If we are to help people in our classes learn how to compose texts that function as they hope, they need consider how they use the spaces and not just one time that can be shaped on pages.

Hi all. In preparation for the visual rhetoric assignment, I had my students choose three different presidential candidate websites to look over and then choose one to analyze regarding visual strategies. Coincidentally after I gave the assignment, The New Yorker ran an essay in which they discussed some of the election symbols used on ballots in Pakistan to represent parties so people could vote although many are illiterate. The symbols included a lion, a ceiling fan (my favorite), and an AK-47.

Upon reading both Ohmann (quoted in Selfe) for another class and Selfe, I am intrigued but perhaps not surprised by how many parallels exist between the issues surrounding literacy and computer literacy and the politics of race and class. For example, in both cases, the solution of throwing money at a perceived (computer) literacy crisis is believed by institutions or organizations from "above" to be a viable solution. Also, of course, there are similarities in the perceived crises to begin with.

Baron's discussion of digital fraud of course immediately brought to mind the issue of plagiarism in our composition classes; however, it also made me think of a perhaps more 'positive' example or use for "digital fraud." As we discuss visual rhetoric in ENGL 106, I plan on sharing with my students a YouTube video titled Dove Evolution.

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.