Beginning Project Three

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Well, to start off, the arguments relating to the analysis of my online interactive learning game that I am interested in pursuing are:

  1. Continuing what I began to do with my info-graphic by expanding on the many benefits of digital and online learning. I would perhaps give examples of these benefits and use the sources I already have (of course).
  2. I also considered comparing online learning to traditional learning in traditional classroom settings. I would discuss how traditional learning has its own setbacks that hinder a student’s full ability to learn, and further argue that online learning is the next, greater step.
  3. I could also talk specifically about the downsides and complications to online learning. Not everyone in this country, or around the world, easy–or any–access to the internet to use the learning resources provided there. I would delve into the “digital divide” in this country.
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My targeted audiences would be:

  • Teachers of students in primary and secondary education
  • Parents of children in high school and grades below
  • Educators and students affected by the digital divide in this country
  • Actual students who are interested in online learning

Some genres I am considering would be:

  • Blog, podcast, interactive website, info-graphic
  • Blog, podcast, interactive website
  • Info-graphic, vlog, social media posts
  • Blog, vlog, interactive website, social media posts

I believe the best combinations for myself would be:

  1. Argument 1 and a blog, targeted at educators, parents, and students interested in online learning
  2. Argument 2 and a podcast, targeted at educators and parents of students in high school and grades below
  3. Argument 3 and an info-graphic, targeted at educators and students affected by digital divide
  4. Argument 3 and a podcast, targeted at educators and students affected by digital divide

 

 

 

Word Count: 281

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Workshop v2.0

So, unfortunately, for this workshop I did not have a draft to bring in for reviewing. I kind of just sat there gloomily with the rest of my group as they did their peer reviews.

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However, in the end, I did still receive some feedback from my peers despite my lack of a physical draft. I basically told them what I had already, what I wanted to add to my paper, and finally my concerns about what else may need to be included in the paper.

My goals had been to describe the benefits of digital learning, speak about the ways in which the game was successful, and include the rhetoric involved (of course). My peers managed to give me some tips on how to achieve these things and further topics to add, like limitations and audience.

Overall, I found the workshop to be pretty helpful, even though I did not have a draft or outline to be read over. Taking the advice of my peers, I planned to include the suggested topics and work towards the goals I had already set. I believe I succeeded in this in my rough draft in the end.

About the conference…

I do not have many concerns about the conference itself because I am fairly happy with the current state of my draft. Still, I do have a few questions.

  1. Does my paper include enough about the rhetoric used in the online game?
  2. Are the sources I used proper sources/should I include other types of sources?
  3. Is there anything missing from my paper as a whole?

Some comments…

  • I believe that my paper contains all the information necessary–just maybe not to the fullest extent.
  • Meeting the word requirement (or suggestion) is not a concern of mine considering my rough draft very nearly met the requirement already.

 

 

 

 

Word Count: 303

 

Reflection(s)

Day 1:

Doing class blogger for the first time was honestly a little overwhelming. It was difficult at times to distinguish what things were relevant enough to focus on and what things to leave out. Also, not knowing who said what or what was said was a common occurrence. I did enjoy finding ways to incorporate humor into the class blogger, like many of the previous ones had done, and I think I accomplished it at least slightly.

I obviously tried to include all of the notes, though, I may have failed to include some of it. Keeping track of everything was a task, but I managed.

 

Day 2:

Doing class blogger for today was slightly more difficult. Since it was a workshop day, I knew the class would be separated throughout the majority of it, so there was no way I could make it as long as usual. So, I included whatever was written on the board and whatever was said pertaining to the workshop or essay. I added some humor too because of course.

Since I merged my two class bloggers into one, I had two examples of multimedia. They were, unsurprisingly, of an anime character (who I still think is cute enough for the class blogger “cute animal” catalog).

Class Blogger(s)

  • Surprise Guest Speaker! — Dr. Karen E. Mura
    • Fellowships to join in the next four years, even if we are only freshmen
    • Applying in your first year is a great way to get a head start
    • Makes relationships with staff members so you can use them they can write recommendations for you later on
    • Research opportunities for we few STEM majors (who believe it or not do exist in this class)
    • Plenty of travel opportunities and experiences for all majors
    • You can even learn a language while you’re at it
  • Amanda is stoked for some information about Germany and she is dutifully given some; a program to study abroad in Germany! Wunderbar!

Class Begins:

  • After some extensive board erasing of the last class’ notes, class finally begins for the day
  • We begin, as usual with the class blogger
  • FALSE ALARM: APB for Annie is no longer needed–she has made it to class safely
  • “Serif” v. “seraph,” the deadliest (or most boring) showdown known to no one
  • “That’s so cool!” — Jason, speaking about the fascinating history of comic sans
  • Authors no longer need to be listed alphabetically when there are multiple authors in a source (using et al.). Simply put the first (and most hardworking) author first
  • Rachel will surely be the first person to cite the Bible in a paper about digital rhetoric
  • Two words: “dating spiders”
  • New idea for a fun game: Give away confidential information online and see how long it takes to have your account hacked! (bonus points if you post your social security number)
  • Bad news: Jason will be unable to participate in this game since he does not have a Facebook or internet
  • Next, we take the next few moments too give out embarrassing personal information about close family members
  • Moral of discussion: digital literacy is a marvelous phenomenon that must be kept safe
  • DIGITAL AMERICA IS COMING OUR WAY!!

 

  • What are some annoying things that people do that we (definitely) don’t do too?
    • Tough decision #1: Either you run over the armadillo (ar-mi-dee-lo?) or you hit the brakes and cause a five-car pileup
      • A little warning would be nice next time.
    • Tough decision #2: Dating Spider-Man: good or bad idea?
      • No one likes to be left hanging (…get it?)
  • As the writer, you must be aware of the parallels between your sentence and the source’s sentence
  • Gray area of grammar begets no comments from Dr. Lang
  • Science has apparently never done research on taste of Dr. Lang’s cookies, but there is debate on whether or not they should…
  • Citations and quotes always go side-by-side because they are the best of best friends (possible femslash?)
  • Over citation = WRONG. Under citation = PLAGIARISM. Which would you choose?
  • Use phrases like “The author argues” or “The author demonstrates” to cue the reader in when changing source material
  • Some handy dandy transitional words and phrases to love and overuse:
    • Before,
    • Additionally,
    • That is to say, (but only if you’re Jason)
    • In other words,
    • Moreover,
    • What’s more, (when Dr. Lang is feeling fancy)
    • Consequently,
    • Furthermore,
    • However, (a personal favorite to overuse)
    • On the other hand, (or if necessary, your imaginary third hand)
    • (and many, many more)

 

  • Dr. Lang draws us a roast beef sandwich (Annie’s favorite). However, she refuses to put lettuce on it because satisfying crunch belongs nowhere near a roast beef sandwich
  • Jason, on the other hand, puts mustard on his roast beef sandwich. The rest of the class does not approve
  • Criteria for writing an essay have changed:
    • It’s gotta look good
    • It’s gotta taste good
    • It’s gotta remind Dr. Lang of a roast beef sandwich
  • This is all for future reference

 

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But wait…there’s more…

 

Day 2: Workshop Day

  • Unfortunately, there is no class blogger for today because Jaki’s life is a joke
  • So, we move on to workshops…
  • Dr. Lang has us separate into groups based on our Zodiac signs
  • There seems to be some confusion as everyone stands and tries to telepathically exchange Zodiac information
  • Finally, Dr. Lang takes control and asks everyone individually
  • Ariana is unsure of her Zodiac sign at first, but she soon discovers that her Zodiac sign is not in fact Zodiac but rather Pisces
  • Today in astrology: Aquarius and Capricorn are quite lonely, but they just may make an unlikely team over in the corner

 

  • Everyone is called up to show Dr. Lang their drafts
  • Rachel wants her group to be called Group 1 (because letters are only for other Zodiac signs)

Time to Workshop:

  • Directions for today’s workshop (much like last time):
    1. Know the assignment
    2. Discuss writer’s goals/process
      • goals for workshop/questions
    3. Share draft/outlines with group
    4. Workshop
      • read aloud
      • provide feedback
        • written/oral
        • ask questions
  • Class is let out without Dr. Lang visiting each group (much unlike last time)
  • The class thanks her for her considerations

 

  • Side Note: Naomi would never write in red pen on someone’s paper, but Amanda has no qualms with covering your paper with blood red words of constructive criticism
  • The world thanks you both for your considerations

 

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Okay, now we’re done.

Annotated Bibliographies: A Mountain of Books on a Page

An annotated bibliography lists many books that hold a specific relevance to a certain topic. I have found three annotated bibliographies with differing topics that all strive to achieve the same goal for their audience.

The first annotated bibliography:

  • The article titled Art-Science: An Annotated Bibliography (2016) by Roger F. Malina, who argues the emerging idea that there is an apparent overlap between the arts and the sciences.
  • The author supports this claim through providing examples of programs across the country in which art and science have been integrated or have enhanced the other, and he also provides examples from literature relating to his thesis.
  • The authors purpose is to educate the reader about the various ways in which art is important to the sciences and vice verse in order to promote a more integrated curriculum.
  • The intended audience is not only art and/or science majors and professors but any people involved with STEM, and the author makes this apparent by providing examples programs involved largely in STEM.
Image result for art and science

Roger F. Malina is a physicist and astronomer, making him a person in STEM like the intended audience of his bibliography. He is also the Executive Editor of Leonardo Publications at M.I.T Press and a professor of arts and technology, and physics at the University of Texas. He appears to have the appropriate credentials, and the information provided by him seems to be well-researched and credible. The books given are all fairly recent, with the oldest being in the early 2000s. This particular article was published in 2016, making it extremely current. The article backs up its thesis through a mixture of research, facts, and information.

The second annotated bibliography:

  • The article titled The Arctic Plants of New York City: An Annotated Bibliography (2016) by James Walsh, who explains and identifies the multiple books he has used throughout his creation of his own book combing botany and literature that allow for a unique experience in reading and knowledge of botany itself.
  • The author supports this claim through providing examples of said books he has come into possession of to further his own writing and identification of plants.
  • The authors purpose is to share with the reader the works that helped him with the creation of his own work in order to express how they helped him.
  • The intended audience is current and future readers of his work, as well as anyone interested in botany, and he makes this apparent by addressing his book in the text and providing praise for the aspects of the borrowed writings that helped him.
Image result for botany

This article was written by a writer who holds a passion for fusing botany with literature, but Walsh is not an expert in this area. The information provided comes only from the authors own personal experiences with the works, but the works themselves appear to be well-researched. This article was published 2016 and is very current. This bibliography is mostly opinionated due to the fact that the works listed come from the authors own collection and are listed majorly based on how helpful they were.

The third annotated bibliography:

  • The article titled Books for Peace: An Annotated Bibliography (2016) by Ruth van Veenendaal, who asserts the importance and capabilities of children’s literature to promote peace.
  • The author supports this claim through providing examples of children’s books that promote peace through their stories and messages.
  • The author’s purpose is to provide readings that successfully promote peace that are suitable for young readers of all ages in order to assist educators who want to use such readings in their classrooms.
  • The intended audience is “busy educators who want to promote peace through reading,” and this is stated clearly in the text.

 Can You Say Peace?Ruth van Veenendaal is a longtime member of the Peace Committee, showing her desire and dedication to teaching peace to young minds. The information included is brief, but accurately describes the desired peaceful messages in each children’s books. This bibliography seems to be a mixture of fact and opinion. Veenendaal clearly took the time to research children’s books with clear messages of peace, but her list is still comprised of when and what children should be reading to learn about peace.

 

 

 

Word Count: 692

About What I Plan To Do

The artifact I have chosen to do my project on is this image of the uterus. The things I already know about this artifact are few. I know that it originated on the social media app Tumblre35181a9-c3d1-4470-9646-a0d2f71ff7cf.png and that it was tagged under “pro-choice,” as well as various other tags. This, unfortunately, is not enough information to make an in depth analysis on this artifact.

Before further analyzing this piece, I would need to know more things about it, like the type of blog it was first posted on, the desired message behind the image, the types of blogs that reblogged this post, etc. I would also be inclined to research further on the topics presented in this image and the tag it was found under, such as pro-choice vs. pro-life and abortion as a whole.

Examples of Research Questions:

  • What other kinds of posts are found on the blog that originally posted this artifact? What is the theme of the blog as a whole?
  • What is the extent of the message trying to be delivered to its viewers?
  • How does this post promote pro-choice in terms of abortion?

The rhetorical principles most apparent to me are visual (the colors and images used to depict the uterus), linguistic (the words “my,” “body,” “my,” and “rules” incorporated into the artwork), and spatial (the spacing of the words across the image, guiding the viewer’s eye throughout it).

Some information I may need about digital rhetoric before analyzing this artifact is how this specific artifact plays a role in digital rhetoric, and how it overall affects the minds and opinions of the people who viewed it online.

Examples of Research Questions:

  • How many people reblogged and liked this post (circulation)? What kind of comments were left about it?
  • How are pathos, logos, and ethos used (if at all) in this image? If so, in what way?
  • How do the visual, linguistic, and spatial aspects of this artifact impact its message?

The way I plan to answer these six questions I developed is to first research the image itself, finding as much as I can about the post, the blog the post originated, and its impact and circulation throughout Tumblr. Furthermore, I plan to consider the uses of rhetoric and rhetoric principles in the image and how the addition, absence, and execution of them impact the message. Lastly, and very importantly, I will conduct research on the topic of abortion and pro-choice itself. This will give further insight into the message hoping to be delivered by the artist.

 

 

 

Word Count: 424

My Possible Three

e35181a9-c3d1-4470-9646-a0d2f71ff7cf.pngI chose this image because  upon seeing this image, I instantly knew that I could speak much about it despite its relative simplicity. In short, this image is of a uterus made entirely of flowers, a symbol that often times depicts beauty and femininity. I love this image because it represents the artist’s view of the beauty that is a woman’s body while also delving into the controversial topic of abortion in a subtle and peaceful way. The sentences “My body my rules,” is spread throughout the image with arrows pointing towards the uterus as if it is a diagram. This image can also speak about topics that do not directly involve abortion due to the slight ambiguity of the text involved.

My second and third images are from a set of two actually. Both centered around the same theme, but shown in different ways.

Both of these images speak about colorism, the lack of POC represented in media, lack of POC of color represented in the beauty industry, and a multitude of other topics if you look hard enough. I chose these two pictures because they represent something that I am not only passionate about but also greatly relate to. I find these images to be powerful even without words and the messages speak clear as day.

I found these images through their respective tags of “pro-choice” and “pro-black” on Tumblr.

“A Gay Vietnam Veteran” Speaks from the Grave

Screenshot_20171006-140706.jpgI go on Tumblr a lot, nearly every day if I’m being honest. I used to spend hours upon hours reblogging post after post (but I’ve cut down a bit over the years, though). Through my time on Tumblr, I have come across many images and posts that made a heavy impact and never really left my head. My blog is fairly politics-heavy, so I’ve seen and reblogged my fair share of political views and messages. The image featured in this blog post is just one of many.

 

This image is of a tombstone for “A Gay Vietnam Veteran.” The words “When I was in the military they gave me a medal for killing two men and a discharge for loving one” are engraved into it. I am unaware of the exact location but I feel as though even without knowing where this is located, the message is still clear as day. I believe this was originally posted by a user named “nikkigotthis,” and has since then circulated throughout Tumblr and likely other social medias. This post had received a total of 1,398,967 notes at the time I found this, meaning that over a million people have liked and/or reblogged this post.

I believe the purpose of not only the tombstone’s message but also the post itself is to spread understanding of the injustice members of the LGBTQIA community face, especially in the military. This is not a recent issue, nor is it a resolved one. I believe the veteran wanted the people of his generation and their families to see this and understand, just as the original poster and everyone who followed wanted the same for the newer generations inhabiting Tumblr.

I can only guess this through their locations. Instead of putting his message anywhere else while alive, he decided to have it engraved into his tombstone. A message that anyone passing by for years and generations to come to see. The Tumblr post, on the other hand, I feel was placed on a social  media platform so that it could circulate and spread the desired message to many people. Luckily, it had the intended effect.

The rhetorical appeal I find in this image is mostly pathos. For me, it definitely appeals to my emotions. The words on the tombstone not only make me sympathize with the veteran himself but also the numerous people facing the same struggle today. Other emotions, like anger, disgust, and confusion flow through me when I see this image. It strikes a chord within me and makes it impossible to forget.

 

 

 

Word Count: 426

Digital Rhetoric: More in Depth

My basic definition of rhetoric was covered in my last blog post, and my understanding of rhetoric has grown since that time. I can now confidently define it as “the way we use language, images, and other media to persuade or draw conclusions.” Through learning more on rhetoric and digital rhetoric, I in turn discovered more about other topics.

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For example, the word “mode” holds various meanings. Don’t worry, I won’t suddenly start talking about math or statistics. No, in regards to digital rhetoric, a mode is essentially a way in which someone communicates. In “What Are Multimodal Projects,” the author states that the modes used in their writing can be “the words we’re using to explain our ideas in this paragraph or the images we use throughout this book.” This sentence provides good examples of what a mode is because a mode is a wide arrange of different ways of conveying a message or idea.

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Another term I learned through my readings and in class is “rhetorical situation.” Like the name implies, a rhetorical situation is a base part of rhetoric as a whole. The rhetorical situation centers around using the proper message, like cultural values and appropriate appeals, needed to deliver your purpose to your given audience.

 

 

Work Cited

Arola, Kristin L.; Sheppard, Jennifer; Ball, Cheryl E. (2014). Writer/designer: A guide to

making multimodal projects. Boston: Bedford/St.

 

 

 

Word Count: 209

Digital Literacy Comes to a Close

It has been a long and perilous journey delving into the true nature of literacy and digital literacy. Throughout the semester, I have learned many things about digital literacy that I never knew before.

The most important aspect of digital literacy is the digital divide–and not because it was the most recent memory I could recall. No, the digital divide, being one of the largest limitations of digital literacy today, is something very important to discuss when discussing digital literacy. Every person who uses or does not use digital literacy falls on one end of the spectrum or somewhere in the middle. It is key to remember that digital literacy is not treated or distributed equally among this country.

Once again, my definition of literacy has changed from what it once was. From me originally thinking that literacy was simply how and what one writes, I now know that literacy is so much more. It is complex, expansive, and diverse. It changes from person to person depending on who is using it, and it changes in between groups of people.

Rhetoric is the art of persuasive speaking or writing. It plays a large part in literacy because people use rhetoric each day in many situations, whether it be their writing in an essay or their words in a conversation. Rhetoric, like literacy, may change from conversation to conversation, topic to topic, person to person, and discourse community to discourse community. Digitality, in relation, affects rhetoric because it allows for a wider reach of persuasion.

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