Dr. Danika Brown
| Syllabus | Contact | Readings |
| Project 1 | Project 2 | Project 3 |
| Project 4 |
good for you! you checked the readings page..... below are some things I'd appreciate you have read for class.
Reading and Assignment for Week of August 30, and September 6
Reading for week 1:
Readings for week 2:
Paul Auster, Life and Letters, “WHY WRITE?,” The New Yorker, December 25, 1995, p. 86
Two Languages in Mind, but Just One in the Heart, By LOUISE ERDRICH
Assignment: For week 2, write a draft (a "sh*^^y" first draft) of your own writing and language story. We'll work on them in class on Monday and you will have a second draft for Wednesday.
We will begin "cycling" the essay as early as the 2nd class. It's on!
Unit 2: Technology and Communication
In class, we will view and discuss: "An Anthropological Introduction to YouTube."
Extra-credit announcement: Taking Notes
I announced in class that I am prepared to give 5 extra points per unit in extra credit if you keep a "note-keeping journal" (a notebook that you can turn in at the time you turn in your essays). If you keep copious, prolific written notes and reflections on the materials and discussions, as well as activities in class, I will give you up to 5 points for those notes. (Also, you will likely do better on everything in the class and in life for having done so!).
Next reading:
"Generational Myth." By SIVA VAIDHYANATHAN
My apologies if you were unable to access this article. You will need to use a login and password:
Username: UTPA
Password: utpa
In class activity: 9/16
Hi, sorry that I am not here to meet with you, but I have an important meeting that will determine the future of the university. No, really, I do! I should be back in class by about 1:30 (if I am much later than that, you have permission to leave your writings for the day and take off).
While I am gone, I would like you to spend some time on the following writing activities:
Readings to help you with your analysis of a technology (week of 9/27)
You all should be doing research on a technology that you are interested in analyzing and writing about. We have talked a lot about "digital technologies," but you do not have to limit yourself to that aspect of technology. For example, you could analyze how certain home appliances were designed for specific reasons, but also influenced and reflected social values. The point of your analyses will be to discover how technology shapes, resists, transforms, or reflects certain social arrangements and values, and/or notions of what it means to be in "community" with other humans. Remember, we are looking at the human implications of technology uses.
Here is an example of the initial research and data that you might collect (though this is far more extensive than I anticipate your own research to be) on your technology. This slideshow indicates the history, statistics, and usage for Facebook. These kinds of data are what you will need to collect in order to analyze the technology you choose to write about.
"Facebook: The 'Social Media' Revolution: An Analysis and Study of the Phenomenon." Fabernovel Consulting. 2009.
Here is an example of a lengthy critical analysis of Facebook and MySpace by dana boyd. (In other words a model of what you will be doing for your own paper, only hers is much more in-depth and long than I will expect your essays to be.)
danah boyd (2007). "Why Youth (Heart) Social Network Sites: The Role of Networked Publics in Teenage Social Life." MacArthur Foundation Series on Digital Learning - Youth, Identity, and Digital Media Volume (ed. David Buckingham). Cambridge, MA: MIT Press, pp. 119-142. [pdf]
Most of what boyd writes is examples of technology analyses. So, if you care to look further into her work for ideas, you can visit her publications page.
Guidelines for Project 2: Technology Analysis Assignment
Week of October 11
Now that you have written two major essays, let's take a little break from essay writing and think about alternative ways to construct and express meaningful ideas.
"Let's Make a Video" -- Project 3
Check out "Spark", a radio show, website, and blogsite from CBC (Canadian public radio). Spark deals with all sorts of technology issues and analyses, especially in terms of the kinds of social analyses you were working on for project 2. Right now, they are conducting a project in "co-creation" called "Let's Make a Video," where they are taking contributions of video clips (30 seconds maximum) based on the prompt: "I feel connected when..." or "I feel disconnected when....".
For project 3, you will create a video or a couple videos in response to either of those prompts. You may work in groups or individually. I will make sure to have a webcam or video camera available for you. You do not need to film a video; there are other options to creating a clip (including audio with a background, or a slideshow, etc.). At least 4 videos from each class need to be submitted to Spark by October 17th. Your work needs to be ready for class by October 13 and 14.
For class discussion, reflect on your process in coming up with your creative contribution. Also, read the "comments" generated by the announcement of this project and consider some of the issues that are introduced in those exchanges.
This project will be worth a full essay grade (50 points).
Rhetorical Analysis for dominant values and beliefs
For your project 4, you will be writing a rhetorical analysis of a text (or texts) to discuss how the messages reinforce or resist dominant sets of values and beliefs (hegemony) that tell us how we are supposed to live our lives.
In class, we analyzed three different songs (Toby Keith, "Getcha Some", Tom Waits', "I Don't Wanna Grow Up", and Micheal Franti's, "Oh My God"). We looked at the genre, melody/beat, theme, and lyrics to discover the stories those songs told in terms of the messages about dominant values and beliefs. You do not have to choose a song to analyze; we have also applied these principles of analysis to other "texts" and messages, such as images and videos.
Here are some additional resources for "texts" to consider as you choose your object of analysis. Remember, the focus of your essay will not be the object/text itself, but what it reveals about dominant values and beliefs in our culture.
Norman Rockwell Images from Photo of the Day.
Diego Rivera Museum, images and information about his activist murals.
NPR's blog, "The Picture Show," has a variety of collections of photos you might consider working with.
These are just a few resources. We will discuss "archives" and collections a bit more in class. Any archive of "texts" and songs and such can be goldmines for objects to analyze.
Your "crappy" first draft will be due Nov 1 and 2. I will give you formal guidelines for the essay and the final draft will be due Nov 8 and 9.
Suggested reading and sample rhetorical analysis: Rhetorical Analysis: Critical Writing from the University of British Columbia Writing Center
(please note, these samples are analyzing political discourse and the focus isn't necessary the dominant social values and beliefs that your assignment asks you to focus, but the advice about the organization of the essay is great, and there is a student sample.)
Project 5: Analysis and Evaluation of Argument and Persuasive Texts
Over the past couple units, we have been analyzing discourses to understand how they send rhetorical messages--messages beyond their literal content that shape and influence how we understand the world. For this unit, we will focus specifically on texts that present, more formally, a persuasive argument that defines the terms of an issue and a position regarding that issue. We will be learning how to evaluate those arguments and identify the underlying assumptions and overriding implications of those arguments. We will choose an issue to focus on (so be thinking in terms of that), and we will gather some representative texts to analyze together. Your essay for the unit will be a formal analysis of one or two texts that present a specific argument.
Please read an overview of "Rhetorical Analysis" in relation to arguments, provided to you free from WikiBooks for class this week and next.
For your formal essay assignment, you can choose from the following arguments below. There are 3 topics, each with 2 arguments (generally in opposition of each other). You can choose to focus on one or both of the arguments within your chosen topic. You may present an alternative text that you want to analyze, but please let me know what it is. For class next week (Nov 22-24), please have chosen your text (one or two of the arguments below) and have gone through the questions on "critical reading" in the Rhetorical Analysis guidelines (see above). Those questions should be used as a worksheet for you to begin doing your analysis. You will also need to do the research to figure out the context and check the facts and reasoning used in the argument/s you are analyzing. Bring these worksheets and information to class so that we may begin workshopping the analyses and get ready to write your formal essay about those analyses.
Arguments to analyze for formal essay assignment (choose ONE topic; you may analyze one or both of the arguments):
First Topic: DREAM Act
Argument #A: “Do the Right Thing and Pass the DREAM Act.”
http://thehill.com/opinion/op-ed/120033-do-the-right-thing-and-pass-the-dream-act
Argument #B: DREAM Act is: The "Development, Relief and Education for Alien Minors Act”
http://newsblaze.com/story/20101101182329mcut.nb/topstory.html
Second Topic: Athletes as role models
Argument A: “Sports figures as role models” (Ben Levine)
http://media.www.muhlenbergweekly.com/media/storage/paper300/news/2009/02/12/Oped/Sports.Figures.As.Role.Models-3630265.shtml
Argument B: “They’re Not Role Models”
http://www.newsweek.com/2010/03/10/they-re-not-role-models.html
Third Topic: Bullying Laws
Argument A: “New York Anti-Bullying Law A Big Bad Idea”
http://blogs.forbes.com/docket/2010/05/28/new-york-anti-bullying-law-a-big-bad-idea/
Argument B: “We can take the law further in the battle against bullying”
http://www.nj.com/opinion/times/oped/index.ssf?/base/news-1/1288935956221870.xml&coll=5
GUIDELINES FOR FINAL ARGUMENT ANALYSIS ESSAY
You should have carefully analyzed your chosen argument. By analysis, I mean that you should have studied the “rhetorical strategies” and content of the argument in order to determine:
What is the argument’s major claim.
Who is the intended audience for the argument (this should be fairly specific, not just “people”).
What is the purpose of the argument (what is the author attempting to accomplish or achieve by making the argument to the specific audience in a specific way).
What strategies and appeals (ethos/pathos/logos) does the argument use in order to achieve its purpose.
After you have carefully looked at every aspect of the argument (including where it was published to gather who would be the audience), and after you have “fact-checked” where necessary, you should be able to write a formal essay in support of your analysis.
Your essay should introduce the subject or issue – what is the context? Why are people discussing the issue? Why might the subject be important?
Your introduction should also identify and introduce the title and author of the argument, and the last part of the introduction (ideally) should set up a thesis and claim of interpretation. Your claim should address what the argument’s thesis is (summative statement), and HOW the argument is made in order to ACHIEVE A SPECIFIC PURPOSE. Your analysis and interpretation of the argument should be in terms of the specific way the argument is appealing to a specific audience for a specific purpose. The body of your essay should draw on specific elements of the text to support your claim. The whole of the essay should be to show your reader how the argument works as you believe it does. Identify concrete examples from the text that demonstrate how the argument is making certain types of appeals. In the body of your essay you will want to address how the argument establishes credibility of the author (ethos), appeals to the audience’s emotions to make them feel motivated to do whatever the argument’s purpose is (pathos), and how the argument creates sound reasoning and logical evidence for its claims (logos). Your conclusion should address what your reader should have gained from your analysis, that is, your conclusion should make a claim to significance or call to action in some fashion based on your analysis of this specific argument.
Things you should NOT DO in this essay:
Do not focus on your opinion and supporting your opinion about the issue (you may include that in the conclusion, but it is NOT the focus of this essay.
Do not simply summarize the argument. I want analysis, not just summary.
Do not focus the essay on an “evaluation thesis” (This argument is good, or bad, or stupid or anything like that). You are interpreting the argument in terms of how it makes a specific appeal for a specific purpose to a specific audience. You may not like the argument, but the point is that it isn’t necessarily addressed to you.
Do not assume your reader has read the argument or knows your assignment. Write the essay to an audience outside of class. Provide enough summary and description and context for any reader to follow your ideas. Do not fully reproduce the argument in the essay but do provide enough summary, necessary quotes (properly indicated with quotation marks and signal phrases) so a reader can follow.
Do not try to write the essay if you have not carefully analyzed the argument and worked through the questions on the rhetorical analysis guidelines first.
This essay will be your final opportunity to demonstrate to me that you have learned the most important skill of analysis (and of course, of supporting your interpretation in a formal, proofread essay).
Reminder regarding end of the semester, last week of classes and final assignment:
I am holding office hours today (Monday Dec. 6) until 3pm. Class meets on Tuesday and Wednesday to turn in the Argument Analysis essay and to discuss what you need to to do for the final (attendance is STRONGLY recommended/required if you care to complete the requirements for the final). Tuesday 12/7 and Wednesday 12/8 are our last class sessions. It is very important that you come to class on those dates.
I should have your argument essays graded and a separate total for where you stand overall in the class prior to the final assignment by Tuesday, 12/14 (I will be in my office from 12-3 on that date if you care to pick your essay and grades up before turning in the final).
Rather than try to figure out the final exam meeting times, your final assignment will be due (for all 3 sections), Wednesday Dec 15th between 12-3pm in my office. If that time doesn't work for you, make arrangements to turn it in earlier. (We will discuss this further in class Tuesday and Wednesday).
Final Assignment: Due Wednesday 12/15 in my office (CAS 263) between 1-3pm.
An important aspect of writing academic essays and papers is the fair use of outside sources. You MUST cite and credit any sources that you draw ideas, evidence, examples, quotes, or anything else from within your essays. If you do not cite those sources, you are guilty of plagiarism. Additionally, an important way to establish your own credibility (ethos) in your writing, is through documentation and citation of credible sources. You will be learning to write from secondary sources and to cite those sources extensively in your 1302 class, but our last assignment is designed to give you a sense of what it means to cite and format your citations of sources.
In the humanities, we generally use the Modern Lanaguage Association (MLA) formatting for all our work. There are other formats, which we will discuss, but for this assignment, you need to have a sense of MLA guidelines. We will discuss these in class, but for an overview, please look at the Modern Language Association's website and information about "MLA Style." (If you look into the site in some detail, you will have a much better sense of what it is all about. Your future instructors and employers may assume that you know this stuff already, so I strongly recommend you spend some time on it.)
You will notice that academic papers all list the sources they have cited and drawn on at the end of the paper (or sometimes in footnotes). In the MLA style, such a list of sources is called a "Works Cited" page. That page lists the sources according to very specific guidelines. The rules for citation are complicated, but all follow a logic (which we will discuss in class). There are many places where you can get the guidelines -- webpages online, citation engines (which are useful only after you understand the basic principles of citation), handouts, and in writer's reference guides such as the ones listed below (I TOTALLY recommend that you buy one of these guides for your academic career).
For your final assignment, you need to collect all the essays you have written for this course this semester (inlcuding the final essay). Comb through the essays and identify any and all sources you use within your essays. If you mention a movie, that's an outside source. In the analysis essays, you interpreted songs; those are sources. If you looked at and quoted articles about Mark Zuckenberg, that's an outside source. The argument you analyzed for the last essay is an outside source. Find all the sources you used throughout the semester.
Your final assignment has 2 parts:
1. Find a place in your essay where you used "in-text citation" -- provide an example of how you did that citation, and revise it according to the MLA guidelines.
2. Create a single "Works Cited" page, in absolutely perfect MLA format, for all the sources that you cited in your essays for the course.
Below are some resources for you to use to complete this assignment:
Writing Guides and Handbooks, Print:
Maimon, Elaine P. et al. A Writer's Resource: A Handbook for Writing and Research. New York: McGraw Hill Higher Education, 2009. Print.
Aaron, Jane E. The Little Brown Handbook, Brief Version. Boston: Longman, 2011. Print.
Writing Guides, Online:
"Frequently Asked Questions About the MLA Style Manual." Modern Language Association: MLA. Modern Language Association, July 2010. Web. 5 Dec. 2010.
"MLA Formatting and Style Guide." OWL: Purdue Online Writing Lab. Purdue University, 2010. Web. 5 Dec. 2010.
Coppola, Linda. "MLA Citation Format." R.I.T. Libraries. n.d. Web. 5 Dec. 2010.
Engines that format citations for you:
Son of Citation Machine. David Warlick and the Landmark Project, 2010. Web. 5 Dec. 2010.
citeulike. Springer, 2010. Web. 5 Dec. 2010. (requires membership, but it is free).