Marshall Mcluhan Intervew from Playboy, 1969
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Digital Rhetoric: Toward an Integrated Theory
TECHNICAL COMMUNICATION QUARTERLY, 14(3), 319–325 Copyright © 2005, Lawrence Erlbaum Associates, Inc. Digital Rhetoric: Toward an Integrated Theory James P. Zappen Rensselaer Polytechnic Institute This article surveys the literature on digital rhetoric, which encompasses a wide range of issues, including novel strategies of self-expression and collaboration, the characteristics, affordances, and constraints of the new digital media, and the forma- tion of identities and communities in digital spaces. It notes the current disparate na- ture of the field and calls for an integrated theory of digital rhetoric that charts new di- rections for rhetorical studies in general and the rhetoric of science and technology in particular. Theconceptofadigitalrhetoricisatonceexcitingandtroublesome.Itisexcitingbe- causeitholdspromiseofopeningnewvistasofopportunityforrhetoricalstudiesand troublesome because it reveals the difficulties and the challenges of adapting a rhe- torical tradition more than 2,000 years old to the conditions and constraints of the new digital media. Explorations of this concept show how traditional rhetorical strategies function in digital spaces and suggest how these strategies are being reconceived and reconfiguredDo within Not these Copy spaces (Fogg; Gurak, Persuasion; Warnick; Welch). Studies of the new digital media explore their basic characteris- tics, affordances, and constraints (Fagerjord; Gurak, Cyberliteracy; Manovich), their opportunities for creating individual identities (Johnson-Eilola; Miller; Turkle), and their potential for building social communities (Arnold, Gibbs, and Wright; Blanchard; Matei and Ball-Rokeach; Quan-Haase and Wellman). Collec- tively, these studies suggest how traditional rhetoric might be extended and trans- formed into a comprehensive theory of digital rhetoric and how such a theory might contribute to the larger body of rhetorical theory and criticism and the rhetoric of sci- ence and technology in particular. -
Outrageous Opinion, Democratic Deliberation, and Hustler Magazine V
VOLUME 103 JANUARY 1990 NUMBER 3 HARVARD LAW REVIEW THE CONSTITUTIONAL CONCEPT OF PUBLIC DISCOURSE: OUTRAGEOUS OPINION, DEMOCRATIC DELIBERATION, AND HUSTLER MAGAZINE V. FALWELL Robert C. Post TABLE OF CONTENTS PAGE I. HUSTLER MAGAZINE V. FALWELL ........................................... 6o5 A. The Background of the Case ............................................. 6o6 B. The Supreme Court Opinion ............................................. 612 C. The Significance of the Falwell Opinion: Civility and Intentional Infliction of Emotional Distress ..................................................... 616 11. THE FIRST AMENDMENT AND PUBLIC DISCOURSE ............................. 626 A. Public Discourse and Community ........................................ 627 B. The Structure of Public Discourse ............... ..................... 633 C. The Nature of Critical Interaction Within Public Discourse ................. 638 D. The First Amendment, Community, and Public Discourse ................... 644 Im. PUBLIC DISCOURSE AND THE FALIWELL OPINION .............................. 646 A. The "Outrageousness" Standard .......................................... 646 B. The Distinction Between Speech and Its Motivation ........................ 647 C. The Distinction Between Fact and Opinion ............................... 649 i. Some Contemporary Understandings of the Distinction Between Fact and Opinion ............................................................ 650 (a) Rhetorical Hyperbole ............................................. 650 (b) -
Writing Systems Reading and Spelling
Writing systems Reading and spelling Writing systems LING 200: Introduction to the Study of Language Hadas Kotek February 2016 Hadas Kotek Writing systems Writing systems Reading and spelling Outline 1 Writing systems 2 Reading and spelling Spelling How we read Slides credit: David Pesetsky, Richard Sproat, Janice Fon Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems What is writing? Writing is not language, but merely a way of recording language by visible marks. –Leonard Bloomfield, Language (1933) Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems Writing and speech Until the 1800s, writing, not spoken language, was what linguists studied. Speech was often ignored. However, writing is secondary to spoken language in at least 3 ways: Children naturally acquire language without being taught, independently of intelligence or education levels. µ Many people struggle to learn to read. All human groups ever encountered possess spoken language. All are equal; no language is more “sophisticated” or “expressive” than others. µ Many languages have no written form. Humans have probably been speaking for as long as there have been anatomically modern Homo Sapiens in the world. µ Writing is a much younger phenomenon. Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems (Possibly) Independent Inventions of Writing Sumeria: ca. 3,200 BC Egypt: ca. 3,200 BC Indus Valley: ca. 2,500 BC China: ca. 1,500 BC Central America: ca. 250 BC (Olmecs, Mayans, Zapotecs) Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems Writing and pictures Let’s define the distinction between pictures and true writing. -
The Sixties Counterculture and Public Space, 1964--1967
University of New Hampshire University of New Hampshire Scholars' Repository Doctoral Dissertations Student Scholarship Spring 2003 "Everybody get together": The sixties counterculture and public space, 1964--1967 Jill Katherine Silos University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/dissertation Recommended Citation Silos, Jill Katherine, ""Everybody get together": The sixties counterculture and public space, 1964--1967" (2003). Doctoral Dissertations. 170. https://scholars.unh.edu/dissertation/170 This Dissertation is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. -
Writing Systems: Their Properties and Implications for Reading
Writing Systems: Their Properties and Implications for Reading Brett Kessler and Rebecca Treiman doi:10.1093/oxfordhb/9780199324576.013.1 Draft of a chapter to appear in: The Oxford Handbook of Reading, ed. by Alexander Pollatsek and Rebecca Treiman. ISBN 9780199324576. Abstract An understanding of the nature of writing is an important foundation for studies of how people read and how they learn to read. This chapter discusses the characteristics of modern writing systems with a view toward providing that foundation. We consider both the appearance of writing systems and how they function. All writing represents the words of a language according to a set of rules. However, important properties of a language often go unrepresented in writing. Change and variation in the spoken language result in complex links to speech. Redundancies in language and writing mean that readers can often get by without taking in all of the visual information. These redundancies also mean that readers must often supplement the visual information that they do take in with knowledge about the language and about the world. Keywords: writing systems, script, alphabet, syllabary, logography, semasiography, glottography, underrepresentation, conservatism, graphotactics The goal of this chapter is to examine the characteristics of writing systems that are in use today and to consider the implications of these characteristics for how people read. As we will see, a broad understanding of writing systems and how they work can place some important constraints on our conceptualization of the nature of the reading process. It can also constrain our theories about how children learn to read and about how they should be taught to do so. -
Marxism and Psychoanalysis: Attempting a Brief Review of an Old Problem*
36 Marxism & Psychology Marxism and Psychoanalysis: Attempting a Brief Review of an Old Problem* Raúl Páramo-Ortega * Translator: Herdis Amelie Wawretzko Hitherto men have constantly made up for themselves false con- ceptions about themselves, about what they are and what they ought to be. The phantoms of their brains have got out of their hands. Marx and Engels (1845/46, pp. 26-27) Abstract. A brief attempt is made to locate Marxism and Psychoanalysis in the history of ideas. In both there is an evident and radical break with a magical, metaphysical and mystical idea of nature. Both postulate the coalescence of theory and practice, and both also share an eminently dialectical point of view. In Marx’s work we can find elements that might appear as Freudian thought and vice versa. Very few authors throughout the history of ideas have been the objects of such passionate rejection as Marx and Freud. They also seem to be condemned, by their own quantitative characteristics and qualitative complexity, to a certain category of being quite unmanageable. Keywords: Marxism, Freudo-Marxism, Psychology, Psychoanalysis. Introduction of cultural history is an involuntary insult against us as it reveals our ignorance. There is an old joke that says if anyone wants to ridi- cule the ignorance of his opponent, the easiest way is to propose the topic of Marxism or Psychoanalysis. I An Impossible Task: to Comprise Marx and Freud am convinced that the works of Marx and of Freud are absolutely unmanageable for their extension as The complete works of Marx/Engels known as well as for their complexity. -
Communication Models and the CMAPP Analysis
CHAPTER 2 Communication Models and the CMAPP Analysis f you want to find out the effect on Vancouver of a two-foot rise in sea level, you wouldn’t try to melt the polar ice cap and then visit ICanada. You’d try to find a computer model that would predict the likely consequences. Similarly, when we study technical communication, we use a model. Transactional Communication Models Various communication models have been developed over the years. Figure 2.1 on the next page shows a simple transactional model, so called to reflect the two-way nature of communication. The model, which in principle works for all types of oral and written communication, has the following characteristics: 1. The originator of the communication (the sender) conveys (trans- mits) it to someone else (the receiver). 2. The transmission vehicle might be face-to-face speech, correspon- dence, telephone, fax, or e-mail. 3. The receiver’s reaction (e.g., body language, verbal or written response)—the feedback—can have an effect on the sender, who may then modify any further communication accordingly. 16 Chapter 2 FIGURE 2.1 A Simple Transactional Model As an example, think of a face-to-face conversation with a friend. As sender, you mention what you think is a funny comment made by another student named Maria. (Note that the basic transmission vehicle here is the sound waves that carry your voice.) As you refer to her, you see your friend’s (the receiver’s) face begin to cloud over, and you remember that your friend and Maria strongly dislike each other. -
D4d78cb0277361f5ccf9036396b
critical terms for media studies CRITICAL TERMS FOR MEDIA STUDIES Edited by w.j.t. mitchell and mark b.n. hansen the university of chicago press Chicago and London The University of Chicago Press, Chicago 60637 The University of Chicago Press, Ltd., London © 2010 by The University of Chicago All rights reserved. Published 2010 Printed in the United States of America 18 17 16 15 14 13 12 11 10 1 2 3 4 5 isbn- 13: 978- 0- 226- 53254- 7 (cloth) isbn- 10: 0- 226- 53254- 2 (cloth) isbn- 13: 978- 0- 226- 53255- 4 (paper) isbn- 10: 0- 226- 53255- 0 (paper) Library of Congress Cataloging-in-Publication Data Critical terms for media studies / edited by W. J. T. Mitchell and Mark Hansen. p. cm. Includes index. isbn-13: 978-0-226-53254-7 (cloth : alk. paper) isbn-10: 0-226-53254-2 (cloth : alk. paper) isbn-13: 978-0-226-53255-4 (pbk. : alk. paper) isbn-10: 0-226-53255-0 (pbk. : alk. paper) 1. Literature and technology. 2. Art and technology. 3. Technology— Philosophy. 4. Digital media. 5. Mass media. 6. Image (Philosophy). I. Mitchell, W. J. T. (William John Th omas), 1942– II. Hansen, Mark B. N. (Mark Boris Nicola), 1965– pn56.t37c75 2010 302.23—dc22 2009030841 The paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ansi z39.48- 1992. Contents Introduction * W. J. T. Mitchell and Mark B. N. Hansen vii aesthetics Art * Johanna Drucker 3 Body * Bernadette Wegenstein 19 Image * W. -
Learning to Write and Writing to Learn
Chapter 6 in: Hougen, M.C. (2013). Fundamentals of Literacy Instruction & Assessment: 6-12. Baltimore: Paul H. Brookes. In publication. Learning to Write and Writing to Learn By Joan Sedita Classroom Scenario In a middle school history class, the students are writing about several pieces of text that include a primary source, a textbook section, and a history magazine article. The writing assignment is to answer an extended response question by synthesizing information and using text evidence from the three sources. The teacher has given the students a set of guidelines that describes the purpose and type of the writing, the suggested length of the piece, and specific requirements such as how many main ideas should be included. The teacher has differentiated the assignment to meet the needs of students with a variety of writing skills. Scaffolds such as a pre-writing template have been provided for students who struggle with planning strategies. The teacher has provided models of good writing samples and has also provided opportunities for students to collaborate at various stages of the writing process. This is a classroom where the teacher is teaching students to write and also using writing to help them learn content. Unfortunately, classrooms like this are rare. Along with reading comprehension, writing skill is a predictor of academic achievement and essential for success in post-secondary education. Students need and use writing for many purposes (e.g., to communicate and share knowledge, to support comprehension and learning, to explore feelings and beliefs). Writing skill is also becoming a more necessary skill for success in a number of occupations. -
The Free-Ness of Free Speech
Vanderbilt Law Review Volume 15 Issue 4 Issue 4 - October 1962 Article 2 10-1962 The Free-ness of Free Speech Robert A. Leflar Follow this and additional works at: https://scholarship.law.vanderbilt.edu/vlr Part of the First Amendment Commons Recommended Citation Robert A. Leflar, The Free-ness of Free Speech, 15 Vanderbilt Law Review 1073 (1962) Available at: https://scholarship.law.vanderbilt.edu/vlr/vol15/iss4/2 This Article is brought to you for free and open access by Scholarship@Vanderbilt Law. It has been accepted for inclusion in Vanderbilt Law Review by an authorized editor of Scholarship@Vanderbilt Law. For more information, please contact [email protected]. The Free-ness of Free Speech Robert A. Leflar* In this article Professor Leflar discusses the freedom of speech re- quirement of the first amendment and determines that this constitutional guarantee is not absolute. The author concludes that the courts should weigh the conflicting societal values of the present day in reaching a decision as to whether the particular speech in issue is protected. Freedom of speech under Anglo-American law has never been an absolute right, and numerous exercises of free speech (and of free press) have been subjected to inhibiting legal sanctions, both criminal and civil, almost from the beginning of our common law heritage. It is true that the Blackstonian rule prohibiting "previous restraints upon publications"1 pur- ported, to protect absolutely the initial right to publish. But an absolute right to publish what one may thereafter be criminally punished or forced to pay civil damages for publishing is obviously illusory in its absoluteness. -
Sexual Liberation and Feminist Discourse in 1960S Playboy and Cosmopolitan
University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School 2011 Sexually Explicit, Socially Empowered: Sexual Liberation and Feminist Discourse in 1960s Playboy and Cosmopolitan Lina Salete Chaves University of South Florida, [email protected] Follow this and additional works at: https://scholarcommons.usf.edu/etd Part of the American Studies Commons, Feminist, Gender, and Sexuality Studies Commons, and the Sociology Commons Scholar Commons Citation Chaves, Lina Salete, "Sexually Explicit, Socially Empowered: Sexual Liberation and Feminist Discourse in 1960s Playboy and Cosmopolitan" (2011). Graduate Theses and Dissertations. https://scholarcommons.usf.edu/etd/3041 This Thesis is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Sexually Explicit, Socially Empowered: Sexual Liberation and Feminist Discourse in 1960s Playboy and Cosmopolitan by Lina Salete Chaves A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts Department of Humanities and Cultural Studies College of Arts and Sciences University of South Florida Major Professor: Daniel M. Belgrad Ph.D. Robert E. Snyder Ph.D. Laurel Graham Ph.D. Date of Approval: September 22, 2011 Keywords: individualism, consumerism, careerism, sexuality, feminism Copyright © 2011, Lina Salete Chaves Table -
DOCUMENT RESUME Ruetz, Nancy Effective Communication. Improving
DOCUMENT RESUME ED 424 385 CE 077 295 AUTHOR Ruetz, Nancy TITLE Effective Communication. Improving Reading, Writing, Speaking, and Listening Skills in the Workplace. Instructor's Guide. Workplace Education. Project ALERT. INSTITUTION Wayne State Univ., Detroit, MI. Coll. of Education. SPONS AGENCY Office of Vocational and Adult Education (ED), Washington, DC. National Workplace Literacy Program. PUB DATE 1997-00-00 NOTE 115p.; For other "Project ALERT" reports, see CE 077 287-302. CONTRACT V198A40082-95 AVAILABLE FROM Workplace Education: Project ALERT, Wayne State University, 373 College of Education, Detroit, MI 48202 ($40 plus $5 shipping). PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Adult Basic Education; Basic Skills; Communication Skills; Instructional Materials; Learning Activities; *Listening Skills; *Reading Skills; *Speech Skills; Staff Development; Teaching Guides; Transfer of Training; *Workplace Literacy; *Writing Skills ABSTRACT This instructor's guide contains materials for a 30-hour course that focuses on reading, writing, speaking, and listening and targets ways to improve these skills on the job. The course description lists target audience, general objective, and typical results observed. The next section gives instructors basic information related to providing successful educational programs in a workplace setting, an instructor's lexicon of strategies and principles that can be used in teaching, instructor's role and responsibilities, and course objectives. An explanation of lesson format lists six parts of the template used to design the lessons--understanding/outcome, materials, demonstration, exercise/engagement, workplace application, and evaluation/comments. A sample template and explanation of each part follows. A section on planning and scheduling deals with time requirements, class size, expected outcomes, prerequisites, and suggested timing for each lesson.