Discussions

Audience Awareness in the 1996 Cinema Masterpiece Twister (Technical and Professional Communication)
Let's take a look at the following clip from 1996 cinema masterpiece Twister:
Consider the ways Jo & Bill make specific rhetorical decisions to alter their speech with regards to their audience (namely, Melissa).  Dusty, even more perceptive than Jo & Bill, further determines the affordances and limitations of his audience (namely, Melissa) alters his speech to meet specific audience needs in order to achieve the goal of persuasion, which in this case is a subject understanding a concept.
Let's look at one more example:
Let's workshop these two rhetorical situations.  Consider the goals Jo & Bill lay out for DORTHY to Melissa; how might they have done that differently?  Similarly, if we re-consider a specific audience (how about Melissa) for Jonas' explanation of DOT3, how might his rhetorical choices look?
In class, in groups:

• rewrite the dialogue for one of these scenes to better meet the affordances and limitations of Melissa-as-audience surrogate?
• perform these scenes
• reflect on the changes you made and why

Homework:

• find a movie or tv scene where somebody is explaining something poorly (like DORTHY or DOT3 in the above clips)
• post a  link or write a brief, informal summary and a transcription of the dialogue
• rewrite the dialogue (or record a performance of it!) making rhetorical choices that are (a) "better" and (b) more audience-aware
• briefly reflect on the changes you made and why

 
 
The Thing is the Thing Discussion (FYW)
After our discussion on the critical theories behind what we are calling autobiographical criticism, meaning, and self-literacy, we have established a kind of autobiographical criticism vocabulary.  This is how we write critically about things from our perspective(using our lens, our experience, our response, etc).
We need things to write critically about.  What are the things that matter to us?  Think back to essay 1 (pop-culture artifact analysis) when you were considering various artifacts from popular culture (books, poems, music, movies, television shows, etc).  What "texts" do you consume that bear intense and significant meaning to you?  "Texts" you could write critically about from both a rhetorical standpoint, as well as rendered through your lens?
 Let's start brainstorming on the things which are the things to us.  In this discussion board, post an example (or examples) of the things that are profoundly important to you.  Let's also support and reaffirm each other’s choices with feedback on ways to enter a critical dialogue with those artifacts.
 I am looking for one post wherein you name "the thing" and give an example (YouTube link, image, excerpt).
 I am also looking for you to comment on one (at least) of your peers' posts with feedback, ideas, comments, that will be useful to them in brainstorming on how to derive meaning from the thing, critically analyze the thing, etc.
Response samples:

• I am going to write about the music video for the white stripes Fell In Love With a Girl (https://www.youtube.com/watch?v=fTH71AAxXmM)
  • Hey, cool choice, this song kicks! I was wondering, the music video is animated by legos.  Did you love legos as a kid?  Maybe you played with them instead of having friends... Consider writing about that.

 
 
The “Fun Generation” (Basic Writing)
Reread "America & The Fun Generation" (hand out or found here: http://www.nytimes.com/2010/10/30/us/30iht-currents.html?_r=0 (Links to an external site.))
Bearing in mind what you've read, and we've discussed, about reflection (found in the Faigley handout) respond to this essay.  What is the author's point of view? What is the really talking about? Is he making an argument or proposing a solution to a problem?  
 
Try to forget about how you responded to the essay prompt when you encountered this text for your placement exams (if you had this particular text).  What do you think the author is trying to convey?  What is the point?
 
I am looking for a total of four comments (20pts each) from each student within this discussion:
1.     What do you think the underlying point of this essay is getting at (meaning: the less obvious intentions of the author)?
2.     Respond to another student's comment agreeing, disagreeing, or making an inquiry about their response.
3.     If Anand Giridharadas' point is that your/our/the current generation places less of an emphasis on "pleasure," reflect on what gives you pleasure? (let's try to avoid "R" rated responses here, yes?)
4.     Describe (in at least three sentences) how Giridharadas' essay &  "Touchscreens" are similar, or how they are not.
 
 
Finding Poetry Communities (Creative Writing)
Using the internet, libraries, and gosh-darn-foot-to-ground resources, try to find publications that deal exclusively in poetry.  These may range from DIY print-at-home-mags, or can be highly established "literary" publications that represent age-old institutions of poetics.
Once you've found a resource, spend some time with it: read a few of their published works, learn about the authors, where they come from, what their mission is (the publication).
Post a link to the resource below, which can be literal in the case of online mags, or tell us where we can find hard copies should it exist in the physical world.
Also write a paragraph describing the publication and the community it represents that does a nice job summarizing what they have to offer, and who they are offering it to.
 
 
Celebrity Beefs & the Rhetorical Situations They Present (FYW)
Hop on the internet and find information involving a popular celebrity "beef" or argument.  We're trying to find examples of rhetorical appeals (even bad ones) in action.  Remember, even nonsense can yield a meaningful inquiry on argument, rhetoric, and discourse, no matter how trite or trivial it may seem.
In the discussion board, post an example of a celebrity, or other pop culture figure (let's try to shy away from politics) making rhetorical appeals, such as pathos, ethos, and logos, so that we may discuss how these function in public discourse.
Do a few things in your post:
·        (briefly) summarize the beef: players, issue, implication, etc
·        link evidence to your findings
·        target some component of the rhetorical situation and discuss how well/poorly this beef represents appeals, devices, strategies, etc.
 
 
Establishing Our Own Sense of Ethos (FYW)
As we begin Project Two, which asks you to consider and reflect on your personal experiences and write that in a narrative form, let's revisit the concepts of rhetorical appeals, specifically, ethos.  As an author/writer/student, you (believe it or not!) have your own ethos.  For this discussion, we should take a quick look inward and try to find the places we draw our ethos from.
Think about your interests - literally answer the question "what am I interested in" - and don't think any response is too trivial.  For example, I am interested in decorative throw pillows with Star Wars characters on them.
Think about yourself as a rhetor, or a participant in a rhetorical situation: what does your background, knowledge-base, academic experience, lived experience, etc add to your ethos in regards to your interest(s).
In a paragraph, write about the above reflection, and include a statement of your own sense of ethos that you believe makes your perspective valuable, meaningful, and purposeful as you continue writing!  Feel free to interact with each others' posts and discuss things unseen!
 
Response
​30/60/90 (FYW)
As we begin to develop a better understanding of analysis, critical thinking, and close reading of non-traditional texts so that we may enhance our critical minds, we should take a moment to practice these skills on texts which are unusual for analysis, but maybe not unusual to us as "readers."
For this assignment, select a movie, tv show, or other visual media (must be longer than 90 minutes for reasons that will be clear soon) that you have seen before, and enjoy greatly (these are not requirements but will make this assignment much more manageable).  
Rewatch the movie if necessary, and take a picture, freezeframe, or screengrab at the 30th, 60th, and 90th minute.  Copy these images into a word document.
After you have copied over your three images (30, 60, and 90 minute freezeframes), write a paragraph under each which begins to describe, analyze, and close read the composition of these images.  How many layers of meaning can you discuss and uncover from these still images?
Be looking for things like characters' body language, color composition, camera angles and other cinematographic elements, etc.
Between the three paragraphs, you should have a full double spaced page of writing.
Update: if you are able to print your images in color, please do that, but know that you will not be penalized if you are unable to do so.  If black & white is your only option, please still include these images, but add an extra sentence describing the colors within your frames.
 
 
Elevator Pitch (Tech Comm)
In the textbook, Markel includes guidelines for presenting your personal brand, which includes an elevator pitch.  
An elevator pitch is a brief oral summary of your credentials.  At less than 20 seconds long, it's brief enough that you can say it if you find yourself in an elevator with a potential employer.  After the pitch, you hand the person your business car, which contains all the information he or she needs to get your website. (Markel 264)
This semester, we're going to do a little role playing to add some depth (and hopefully levity) to our study and practice of technical and professional communication.  We'll be 'pretending' to be entering into a workplace environment in order to accomplish a series of complex team-oriented projects to fulfill a need.
For this first assignment, record yourself giving an elevator pitch to me.  You can address me as if I was the 'boss' of a workplace environment, or if you aren't feeling your acting chops, can address me as your instructor instead.
In the elevator pitch you should:

• ·        talk about your background, specifically in terms of reading, writing, presenting, and researching
• ·        establish some unique and/or personal 'brand' (that is: what makes you stand out!)
• ·        foreshadow what role you'll play in class (or: at 'work')

Submission guidelines:
You should either upload a video file directly to Canvas, or submit a link to a file sharing website (YouTube, Vimeo, OneDrive, etc)  The video should be about 20 seconds long.
You should also include a 'business card':
a business card should have your contact information, a few phrases highlighting your skills, and the URL of your website (if you have one).  Some people add a QR code to allow others to link to their websites instantly. (Markel 264)
Here's what's required on your 'business card':

• ·        name, class standing, major, WSU email
• ·        nickname, preferred pronouns

Here's what's optional to include:

• ·        link to a website
• ·        a few phrases highlighting your skills
• ·        other means of contact

In terms of submission and design you may do any of the following options:

• ·        email an image of a card that you made and printed
• ·        email an image of a card you designed on a business card development website (but didn't necessarily print or buy)
• ·        type this information on a .doc or .pdf and send me the .doc or .pdf

 
 
Citizens of Advanced Composition (Intermediate/Advanced Comp)
One of the core elements of this course will be to utilize argumentative rhetoric to participate and interact with the world around us.  The world you are most immediately involved in is this classroom community, in a sense, you are citizens of this COMP 106 course!
The textbook for this course, "Reading and Writing for Civic Literacy" will provide techniques and methods for ways to better understand, interpret, and utilize argument and rhetoric to engage.  Before we dive in, why not practice what we already know and can do in regards to rhetoric and argument by practicing in a practical manner.
Follow this link to a Google Doc of the course syllabus (Links to an external site.).  After reading all the syllabus (this is to your benefit, so read carefully!) use the tools in Google Doc to modify and comment on things like:

• ·        course policies
• ·        grade or assignment deadlines
• ·        project weights
• ·        reading and/or assignment schedules
• ·        etc

Each student should make at least one comment on the syllabus firmly agreeing with or firmly disagreeing with a point, policy, or [something] the syllabus dictates to you.  Remember, the syllabus is like a contract - surely there's something in this "contract" you'd like to look differently.  As a citizen of COMP 106 it is your responsibility to engage and demand better for you and your peers.  
The comment (or comments) you make must begin an argument: be that in favor, or in opposition, of [something] found within the syllabus.  Here is an example: "It says no extra credit - that is bogus for the following reasons..."  In addition to these comments on the Google Doc, please also write a brief paragraph reflecting on the syllabus in general, and then further expanding on the comment you left ( you may cut and paste, and expand in this reflection) on the Google Doc.  These reflections must be typed and submitted to Canvas.
Next time we meet, we'll look at your comments and discuss them.
 
Reading Response (Tech Comm)
After reading the chapter, complete the following tasks:
1.     write a statement for how this information will support the work you are doing on the current project (note: this is not a summary of the whole chapter - be specific to the project!) (10 points)
2.     share a key quote or passage that you find to be useful and explain why (5 points)
3.     do one of the exercises found at the end of the chapter(10points)
1.     pick one and copy the instructions into your response, then, complete the exercise
 
 
Syllabus Summary & Response (Basic Writing)
Before we meet again, carefully read the syllabus (this can also be found on our homepage and in files - you will need to print a copy if you didn't receive a copy on the first day of class).  While reading the syllabus, take notes and make annotations on key points that, in your opinion, demonstrate interesting moments of language use and choice, and try to think about what it is the syllabus is trying to communicate.
You may annotate however you see fit, although I recommend using highlighters, underlining, pens, pencils, notes in the margin, etc etc.  Essentially, your annotations should serve as quick as easy reminders for what you were thinking about while engaging with the text.
After you've read and annotated the syllabus, write a summary of the course.  This may be based on the Course Description, or the Learning Outcomes, or some of the assignments, schedule, and course policies.  This summary should - depending on your reading - be a nice guess at how the semester will proceed.  This may be handwritten or typed, but must be with you in class.  We'll discuss your responses, and the course, together.
 
 
Inventory of Yourself as a Writer (Creative Writing)
Recall answering the following questions during class this week:
·        What are the last three books I read?
·        What are the last three poems/poets I read?
·        Who are my three favorite writers ?
·        What are the last five creative things I read (before walking into this classroom)?
·        What makes something a piece of writing?  How can we tell something is creative? Go beyond the obvious: sure, fiction tell stories that are not true, therefore they are created; dig deeper than that answer.  How can we read something?  Are eyes and literacy the only tools one needs to read?  Does one even need those things to read?
While you begin reading The Triggering Town (especially the chapter about Creative Writing classes) type up a longer form narrative answer to the last question.  Taylor responses to your own individual experience.
What makes you the writer you are or the writer you wish to be?  Take "inventory" as a genre literally: what is inside you that makes the writer?  How much do your tastes in reading impact your writing?  Do you imitate the medias you consume in the writing/art/creativity you produce?  Check the shelves, take stock.
Use one paragraph to answer that question.  In a second paragraph, describe your ritual as a creative writer.  If you do not yet have a ritual, speculate on one; assign yourself one which may be helpful to you.
Here's my example: when I sit down to write, I put on J Dilla instrumentals, burn scented candles, and start off by reading a poem from out in the wild.  Something that turns my guts.  Then, while my guts are turning, I do a handstand until all the blood rushes to my head; lightheaded, I sit down and begin writing.  Because I am all woozy, I can't see straight.  Impaired vision leads to typos or misprints if I am using a pencil.  Those mistakes often produce the best stuff.  Also I drink 19 gallons of black coffee.
*please don't get injured during your writing rituals.
 Assignment: write a one-paragraph answer to each question from above.
1 - take inventory of yourself as a writer
2 - talk about your process / rituals as a writer.
Each answer is worth 15 points for a total of 30.  Submit as Text Entry on Canvas.  Due midnight on Sunday, as we will open class with this discussion on Monday.