- go-round: who the heck are you? how are you doing with the readings so far?
- Black Mirror & Contrapoints; connections to rhetoric readings (Visual Rhetoric & graphic novel?)
- rhetorical analysis video
- rhetorical analysis in writing groups
Very impressed with folks’ blog posts about Contrapoints and Black Mirror! Looking forward to talking more about these ideas tomorrow, when we get to hang out together at long last!
I’ll see everyone at 5:40 tomorrow 9/17, and please remember to bring whatever notes you have about your upcoming rhetorical analysis project. We’ll be working in small groups to go over your notes and get feedback on what other questions folks want answers to RE: your chosen artifact. We will also watch a short video that practices the analytical strategies you’ll need for your own rhetorical analysis.
We’ll also be talking a bit about the rhetoric readings from a few weeks back (comic; Visual Rhetorics) as well our plans for the next chunk of the semester. Please come prepared with questions and concerns, as this is our opportunity to communicate about how things are going so far.
Bring your device if you like, but you’re welcome to use the (old/janky/slow) computers in our classroom as well.
None of this please:
Just writing with a quick check-in.
I’ve looked through your Week #1 responses and first Labor Logs, and I’m excited! Lots of different formats and insights, and I look forward to getting responses to each of you this weekend. Stay tuned!
You should all have moved on to WEEK #2, in which you’ll have to find a short piece (text + visual element[s]) to analyze for your blog post (tag #Week2), and a couple of videos to watch.
You have another set of labor logs due for this week as well, and I advise you all to reflect on the format you chose for LL #1 and adjust thoughtfully. If you liked your first format, go with it; if you need another set-up to convey what work you’ve done, lean into that. You’re welcome to browse your colleagues’ logs for inspiration, if you like.
I’ll also be assigning you to a semester-long writing group, with whom you’ll be collaborating, reviewing, and brainstorming for the rest of the term. In future weeks, you’ll be responding to the blog posts written by the others in your group. More details to come.
If you’re feeling as though you’ve fallen behind, just jump back in.
Finally, as always, check. the. course. calendar.
Getting emails about where we’re meeting, why we’re not meeting, what you should be doing will remain unanswered. I teach over 50 students this term alone, and I made the course website simple and navigable so that you can find information easily. You’re smart; no helplessness allowed.
A pleasure to meet everyone last night.
Here I’ve attached two sample Labor Logs from Dr. Traci Gardner’s post (“Labor Logs”)
These are both good examples of my expectations as far as level of detail and reflection are concerned.
Dr. Gardner also has an infographic about why we’re using this policy in this class.
Essentially, I’m not interested in searching for your “errors” in writing for this class. This isn’t how writing works in The Real World™ nor is it how writing should work, in my opinion and experience. We have Spell Checkers, Google Translate, Microsoft Word’s iffy grammar tool, the World Wide Web, etc. as tools we can use to address “errors” within sentences. Let’s not waste our (limited) time on minor issues. I’m way more interested in seeing how you think about ideas you’re developing and seeing what your process of inquiry looks like.