DOCSLIB.ORG

ENG 335: Digital Rhetoric and Writing Course Resources

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
ENG 335: Digital Rhetoric and Writing Course Resources 1 ENG 335: Digital Rhetoric and Writing English 335 consists of study and document delivery. The writing practice in writing electronic genres assignments for this course consist with consideration of rhetoric, media, primarily of digital texts for the major and writing principles. The course deliverables but also include paper- will focus on issues specific to based work such as planning and language, visual rhetoric, brainstorming documents. composition, and publication in digital environments. This course Prerequisite: 9 semester hours of involves reading about topics related English. to digital rhetoric but is focused on the creation of online texts. Readings are focused on technology-related topics, such as writing for the web, online genres, multi-modal argument, and methods of electronic Course Resources Dr. Courtney Ferguson 184 Writer/Designer. First floor, Steen Adams Wooten TR Kristin L. Arola, Library . Wootenc1@sfas 2:00-3:15pm Jennifer Sheppard, http://library.sfas u.edu Cheryl E. Ball. 2nd u.edu/aarc/ LAN 263 edition. Bedford St. 936-468-4108 TR 12-2, W 12-1 Martin’s, 2018. 936-468-2079 2 Course Objectives processing, website design, audio, English Program Learning Outcomes video, and coding tools; 1. Students will demonstrate the • Create multiple digital texts, such ability to think critically and perform as websites, wikis, and audiovisual close readings of complex texts in a texts, using a variety of media that particular subfield of English studies. vary in scope, purpose, and 2. Students will demonstrate the audience. ability to comprehend both traditional and contemporary schools/methods of Course Requirements critical, linguistic, or rhetorical theory 1. Multimodal Genre Analysis: and apply them to textual analysis. This project requires you to 3. Students will demonstrate create a digital project using the knowledge of literary, linguistic, or tools of your choice – anything rhetorical history in regard to particular from a wiki, to a WordPress site, periods and cultures of study. to an audio-narrated Prezi. The 4. Students will demonstrate the project’s purpose is to analyze ability to apply literary, linguistic, or four to six digital or multimodal rhetorical theories and methodologies to texts from a certain genre in the study of selected texts. order to explain how certain 5. Student will demonstrate ability to strategies are used to what ends. effectively conduct advanced levels of 2. Group Audio PSA: For this research relevant to the specific course project, you will work in groups to of study. create a Public Service 6. Student will demonstrate the Announcement for a social ability to write clear, grammatically project or issue that is selected correct prose for a variety of course- by the group. Each group has related purposes. only thirty seconds to convey a specific message calling for English 335 Learning Outcomes action, asking questions, relating At the completion of this course, a story, etc. students will be able to: 3. Digital Storytelling: For this • Describe the unique features, project, you will create a challenges, and opportunities storyboard depicting a well- commonly present in digital known fairy tale, urban legend, or documents and genres, including myth that is translated into a considerations of the rhetorical visually based format (a situation. Wordpress site, Pixton, etc.). • Understand the challenges and 4. Usability Testing: For this constraints of designing and writing project, you will pair up to multi-modal documents for digital facilitate and test two classmates’ genres; websites. For one, you will serve • Gain proficiency in multi-modal as the facilitator, and for another, composition tools, including word you will serve as the user. Each should result in a 30-45 minute 3 Screencast video that is posted occur, I encourage you to take on D2L. advantage of the two total freebies you 5. Digital Class Portfolio: This can trade in for those parts of the project requires you to design grading contract marked with asterisks and built a Web portal for our (*). These freebies can: class assignments. It needs to • Delete an absence (one freebie include your name, a bit of erases one absence); information about yourself, a link • Delete an ignored daily work (one to class projects, and a link to freebie erases one ignored daily your digital text series. The rest is work); up to you. This portfolio will be • Delete a late daily work (one freebie presented during the final exam erases one late daily work). period. An assignment is considered late (but 6. Weekly Digital Text Series: At not ignored) if it is still turned in within the beginning of the semester, five days of the original due date; this you must choose a topic related means that a late assignment could be to digital rhetoric and writing. due on a day we do not have class. An Then, you must determine assignment is considered ignored if it is whether you will construct a blog, never turned in. For the purpose of this vlog, or podcast. Each week, you contract, “projects” on the contract must post a new part of this include items 1-5 in the course series. requirements list above. 7. Codecademy Courses: You will be assigned particular An important part of contract grading is Codecademy courses to that you choose what level of time and complete so that you learn some effort you spend on this course. You are basic coding. If trying to complete welcome to determine that a C is the A or B requirements, you will sufficient for your purposes. You are take additional Codecademy also welcome to decide that you will courses. strive for an A, indicating a higher level of engagement with the course. Grading Contract In order to receive a particular grade, This course is graded using a grading you must complete ALL of the contract, which is attached at the end of requirements specified under that the syllabus as a chart. All assignments particular grade. I encourage you to are graded on a pass/fail basis, and an choose the highest level of engagement assignment is awarded credit if it you can while managing your time and completes all specifications listed on the energy wisely. assignment sheet. Satisfactorily completed work forms the basis of final Because unplanned traumatic events grades. can occur, if you contact me within 24 hours of the event and provide Sometimes situations arise that written documentation, I will be happy necessitate missing work. When these to provide up to two excused absences 4 in addition to those unexcused time on their due date. The grading absences allowed on the grading contract specifies how late work affects contract. Valid excuses are limited to your final grade. health emergencies, religious observation, family emergencies, and Adhering to academic integrity participation in certain SFA-sponsored standards at all times by producing your events. In order to receive credit, I own work and successfully attributing encourage you to turn in all assignments others’ ideas to them is a necessary regardless of whether or not an absence aspect of university communication. is excused or unexcused. Academic dishonesty includes both cheating and plagiarism. Cheating Since unexpected circumstances may includes, but is not limited to: (1) using arise, you can arrive up to ten minutes or attempting to use unauthorized late and still be counted as present for materials to aid in achieving a better the day’s class. grade on a component of a class; (2) falsification or invention of any Course Citizenship and information, including citations, on an assignment; and/or (3) helping or Expectations attempting to help another in an act of To help yourself and other students cheating or plagiarism. remain focused and engaged, I hope you will avoid eating meals, sleeping, or Plagiarism is presenting the words or reading other materials during class. ideas of another person as if they were You are welcome to use laptops and cell your own. Examples of plagiarism phones when I indicate these will be include, but are not limited to: (1) useful. submitting an assignment as if it were one's own work when, in fact, it is at We may discuss sensitive or least partly the work of another; (2) controversial topics as part of class. submitting a work that has been Disagreement is expected and vital to purchased or otherwise obtained from learning how to express one’s position the Internet or another source; and (3) in a convincing way. That said, we must incorporating the words or ideas of an cooperate to avoid showing disrespect author into one's paper or presentation toward others in class and/or their ideas, without giving the author due credit. beliefs, or position, and to avoid any type of hate speech. If you choose to Any appeals on academic integrity engage in any distracting or cases must be made within thirty days disrespectful behavior within a single after the first class day of the next long class meeting (or, for that matter, across semester. Students should appeal to the multiple meetings), you will be asked to instructor first then to the chair if the leave the class and counted absent. situation is not resolved. Further appeals can be made to the dean and In order to receive full credit for provost if necessary. assignments, I recommend submitting assignments by class 5 Inclusive Learning well. If you need official Your success in this class is important accommodations, you have a right to to me. We will all need have these met. ODS is available at accommodations because we all learn Human Services Building, Room 325, differently. If there are aspects of this 468-3004/468-1004 (TDD) or course that prevent you from learning or http://www.sfasu.edu/disabilityservices/.
Load more

Recommended publications
  • 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.
    [Show full text]
  • Inventing Computational Rhetoric
    INVENTING COMPUTATIONAL RHETORIC By Michael W. Wojcik A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of Digital Rhetoric and Professional Writing — Master of Arts 2013 ABSTRACT INVENTING COMPUTATIONAL RHETORIC by Michael W. Wojcik Many disciplines in the humanities are developing “computational” branches which make use of information technology to process large amounts of data algorithmically. The field of computational rhetoric is in its infancy, but we are already seeing interesting results from applying the ideas and goals of rhetoric to text processing and related areas. After considering what computational rhetoric might be, three approaches to inventing computational rhetorics are presented: a structural schema, a review of extant work, and a theoretical exploration. Copyright by MICHAEL W. WOJCIK 2013 For Malea iv ACKNOWLEDGEMENTS Above all else I must thank my beloved wife, Malea Powell, without whose prompting this thesis would have remained forever incomplete. I am also grateful for the presence in my life of my terrific stepdaughter, Audrey Swartz, and wonderful granddaughter Lucille. My thesis committee, Dean Rehberger, Bill Hart-Davidson, and John Monberg, pro- vided me with generous guidance and inspiration. Other faculty members at Michigan State who helped me explore relevant ideas include Rochelle Harris, Mike McLeod, Joyce Chai, Danielle Devoss, and Bump Halbritter. My previous academic program at Miami University did not result in a degree, but faculty there also contributed greatly to my the- oretical understanding, particularly Susan Morgan, Mary-Jean Corbett, Brit Harwood, J. Edgar Tidwell, Lori Merish, Vicki Smith, Alice Adams, Fran Dolan, and Keith Tuma.
    [Show full text]
  • 9. the Rhetoric, Science, and Technology of 21St Century Collaboration
    9. The Rhetoric, Science, and Technology of 21st Century Collaboration Ann Hill Duin University of Minnesota Jason Tham Texas Tech University Isabel Pedersen Ontario Tech University Abstract: We contend that collaboration is an imperative disciplinary as- sumption in technical and professional communication (TPC). Theorists, researchers, and practitioners grapple with ever-changing modes and models for collaborative work in academia, industry, and with communities. Tech- nical and professional communicators today must be prepared to collaborate with engineers, subject matter experts, and programmers; they must be adept at using collaborative software and working with global virtual teams. The purpose of this chapter is to synthesize the rhetoric, science, and technology of collaboration to consolidate a guiding framework for understanding, teaching, and practicing TPC collaboration in the 21st century and beyond. This unified framework provides guidance from which to structure one’s own collaboration and the collaborative projects we assign throughout our curriculum. We discuss collaborative software and team communication platforms and share example projects for preparing students for collaborative and global workplaces. Keywords: collaboration, rhetoric, technology, platforms, global virtual teams Key Takeaways: Collaboration across local and global contexts is an imperative disciplinary assumption in technical and professional communication (TPC). TPC instructors must prepare students for the collaborative frameworks and tools that
    [Show full text]
  • Digital Rhetoric of Cosmopolitanism: a Case Study of Thai Students at Michigan Technological University
    Michigan Technological University Digital Commons @ Michigan Tech Dissertations, Master's Theses and Master's Reports 2019 Digital Rhetoric of Cosmopolitanism: A Case Study of Thai Students at Michigan Technological University Aranya Srijongjai Michigan Technological University, [email protected] Copyright 2019 Aranya Srijongjai Recommended Citation Srijongjai, Aranya, "Digital Rhetoric of Cosmopolitanism: A Case Study of Thai Students at Michigan Technological University", Open Access Dissertation, Michigan Technological University, 2019. https://doi.org/10.37099/mtu.dc.etdr/833 Follow this and additional works at: https://digitalcommons.mtu.edu/etdr Part of the Rhetoric Commons DIGITAL RHETORIC OF COSMOPOLITANISM: A CASE STUDY OF THAI STUDENTS AT MICHIGAN TECHNOLOGICAL UNIVERSITY By Aranya Srijongjai A DISSERTATION Submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY In Rhetoric, Theory and Culture MICHIGAN TECHNOLOGICAL UNIVERSITY 2019 © 2019 Aranya Srijongjai This dissertation has been approved in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY in Rhetoric, Theory and Culture. Department of Humanities Dissertation Advisor: Dr. Karla Kitalong Committee Member: Dr. Ronald Strickland Committee Member: Dr. Marika Seigel Committee Member: Dr. Beatrice Smith Committee Member: Dr. Chanon Adsanatham Department Chair: Dr. Ronald Strickland Table of Contents List of Figures ..................................................................................................................
    [Show full text]
  • Writing in the Flow: Assembling Tactical Rhetorics in an Age of Viral Circulation
    MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Dustin Wayne Edwards Candidate for the Degree Doctor of Philosophy ______________________________________ James Porter, Director ______________________________________ Heidi McKee, Reader ______________________________________ Jason Palmeri, Reader ______________________________________ Michele Simmons, Reader ______________________________________ James Coyle, Graduate School Representative ABSTRACT WRITING IN THE FLOW: ASSEMBLING TACTICAL RHETORICS IN AN AGE OF VIRAL CIRCULATION by Dustin W. Edwards From prompts to share, update, and retweet, social media platforms increasingly insist that creating widespread circulation is the operative goal for networked writing. In response, researchers from multiple disciplines have investigated digital circulation through a number of lenses (e.g., affect theory, transnational feminism, political economy, public sphere theory, and more). In rhetoric and writing studies, scholars have argued that writing for circulation—i.e., envisioning how one’s writing may gain speed, distance, and momentum—should be a prime concern for teachers and researchers of writing (e.g., Gries, 2015; Ridolfo & DeVoss, 2009; Porter, 2009; Sheridan, Ridolfo, & Michel, 2012). Such work has suggested that circulation is a consequence of rhetorical delivery and, as such, is distinctly about futurity. While a focus on writing for circulation has been productive, I argue that that writing in circulation can be equally productive. Challenging the tendency to position circulation as an exclusive concern for delivery, this project argues that circulation is not just as an end goal for rhetorical activity but also as a viable inventional resource for writers with diverse rhetorical goals. To make this case, I construct a methodology of assemblage to retell stories of tactical rhetorics.
    [Show full text]
  • Hypermedia, Internet Communication, and the Challenge of Redefining Literacy in the Electronic Age
    Language Learning & Technology September 2000, Volume 4, Number 2 http://llt.msu.edu/vol4num2/richards/default.html pp. 54-71 online (page numbers in PDF differ and should not be used for reference) HYPERMEDIA, INTERNET COMMUNICATION, AND THE CHALLENGE OF REDEFINING LITERACY IN THE ELECTRONIC AGE Cameron Richards National Institute of Education, Nanyang Technological University, Singapore. ABSTRACT This paper argues that the dominant hypermedia models of electronic literacy are too limited to do justice to new media and changing views of literacy in the electronic age, especially in terms of their recourse to postmodern theories of representation. Such models tend to interpret the use of digital media in relation to readers or users of information viewed as producers or constructors of their own meaning and identity (e.g., Bolter & Grusin, 1999; Landow, 1992; Poster, 1995). Such a perspective on the move from print to electronic literacy generally does not distinguish between the literal intention of an author or designer and a rhetorical strategy which frames and elicits responses by an audience or the "receivers" of communication, in short, a view of electronic media as ultimately a source of contingent or accidental meaning and discrete texts of information. A critique will be made of the limitations and contradictions of a general hypermedia perspective as a basis for engaging with and going beyond--not rejecting or denying-- the often innovative and useful contributions of hypermedia theorists to seek a more integrated, relevant, and grounded theory of electronic literacy in terms of a communications approach. This article thus attempts to practice as well as reflect the kind of "dialogical" approach to knowledge and human interaction advocated by Ricoeur when, for instance, challenging Derrida's poststructuralist delineation of writing and speaking as separate systems of communication (Ricoeur, 1976, 1978)--Derrida being one of the key references for a general hypermedia perspective.
    [Show full text]
  • Looking Back and Looking Forward: Digital Rhetoric As Evolving Field
    Looking Back and Looking Forward: Digital Rhetoric as Evolving Field ... http://enculturation.net/looking-back-and-looking-forward Douglas Eyman, George Mason University (Published November 22, 2016) In June of 2015, my long-term project on digital rhetoric, Digital Rhetoric: Theory, Method, Practice, was published both in print and online by the University of Michigan Press. I selected Michigan because it offered both publication venues and allows for a creative commons license on the work—thus ensuring both open access and potential for re-use and remix; both of which I see as key practices for digital rhetoric scholarship (and which are also available in Enculturation of course). I started the book project in 2003, and it progressed through a series of iterations and revisions before being finished (or at least, in its publishable form) in 2013. As you can see, there has been a bit of time between the completion of the manuscript and the final publication—and in that time, there has been quite a bit of movement in the emerging field of digital rhetoric. 1 of 39 1/25/2017 2:15 PM Looking Back and Looking Forward: Digital Rhetoric as Evolving Field ... http://enculturation.net/looking-back-and-looking-forward At present, books are still primarily static objects. Most are not interactive and those that are printed become what Bruno Latour calls “immutable mobiles” (Science in Action, 7) with all of the affordances—but also the constraints—of their forms. We have the technical infrastructure that would allow a reconceptualization of the monograph or book to become an updateable, interactive, and collaborative knowledge ecology (a proposal I continue to tinker with and hope to demonstrate in the relatively near future), but we don’t have the social or economic means to so radically re-shape our scholarly traditions.
    [Show full text]
  • Rhetoric Beyond the Digital/Physical Divide: the Internet and Digital and Physical Hybridity
    Rhetoric Beyond the Digital/Physical Divide: The Internet and Digital and Physical Hybridity Andrew Kulak Dissertation submitted to the Faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Rhetoric and Writing Kelly E. Pender, Chair Chris Lindgren Katrina M. Powell Jennifer L. Sano-Franchini March 25, 2019 Blacksburg, Virginia Keywords: Rhetoric, Writing, Technical Communication, Digital Rhetoric, Internet Copyright 2019, Andrew Kulak Rhetoric Beyond the Digital/Physical Divide: The Internet and Digital and Physical Hybridity Andrew Kulak (ABSTRACT) In this dissertation, I report findings from three case studies of rhetoric about the internet based on a rhetorical theory of the internet as physical and digital hybrid. I understand digital and physical hybridity as connections between physical and digital objects enabled by the internet that trouble a delineation between digital and physical space. I begin my study by tracing the history of the internet and its relationship with materiality. While the vastness of the internet is not something that can be readily understood, it is something that spreads across space and time, resulting in effects that demand rhetorical response. I describe rhetorics of purification as rhetorical responses to the internet that isolate physical and digital objects and ascribe to these objects different qualities. These rhetorics can be productive in rendering the internet and its effects salient within different discourses, but they can also be limiting in terms of aspects of the internet that they elide. To situate my work, I review literature in the field focused specifically on the emergence of digital rhetoric and its theories, methods, and objects of inquiry.
    [Show full text]
  • Queer & Trans People of Color and Digital Platform Engagement
    Iowa State University Capstones, Theses and Graduate Theses and Dissertations Dissertations 2020 Intersectional digital rhetoric pedagogy: Queer & trans people of color and digital platform engagement Lauren Ashley Malone Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/etd Recommended Citation Malone, Lauren Ashley, "Intersectional digital rhetoric pedagogy: Queer & trans people of color and digital platform engagement" (2020). Graduate Theses and Dissertations. 18014. https://lib.dr.iastate.edu/etd/18014 This Thesis is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Intersectional digital rhetoric pedagogy: Queer & trans people of color and digital platform engagement by Lauren A. Malone A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Rhetoric and Professional Communication Program of Study Committee: Barbara Blakely, Co-major Professor Abby Dubisar, Co-major Professor Jeanine Aune Novotny Lawrence Manali Sheth The student author, whose presentation of the scholarship herein was approved by the program of study committee, is solely responsible for the content of this dissertation. The Graduate College will ensure this dissertation is globally accessible and will not permit alterations after a degree is conferred. Iowa State University Ames, Iowa 2020 Copyright © Lauren A. Malone, 2020. All rights reserved. ii TABLE OF CONTENTS Page LIST OF FIGURES .................................................................................................... iv LIST OF TABLES ......................................................................................................
    [Show full text]
  • Digital Rhetoric/Digital Media Boyd, Danah
    Digital Rhetoric and Digital Media James P. Zappen Selected Bibliography A. Digital Rhetoric: Theoretical Perspectives 1. Digital Rhetoric/Digital Media boyd, danah. It’s Complicated: The Social Lives of Networked Teens. New Haven: Yale University Press, 2014. Bruns, Axel. Blogs, Wikipedia, Second Life, and Beyond: From Production to Produsage. Digital Formations. New York: Peter Lang, 2008. Carr, Nicholas. The Shallows: What the Internet Is Doing to Our Brains. New York: W. W. Norton, 2011. The Ethics of Emerging Media: Information, Social Norms, and New Media Technology. Ed. Bruce E. Drushel and Kathleen German. New York: Continuum International Publishing Group, 2011. Eyman, Douglas. Digital Rhetoric: Theory, Method, Practice. Digital Humanities. Ann Arbor: University of Michigan Press, 2015. Gurak, Laura J. Cyberliteracy: Navigating the Internet with Awareness. New Haven: Yale University Press, 2001. —. Persuasion and Privacy in Cyberspace: The Online Protests over Lotus MarketPlace and the Clipper Chip. New Haven: Yale University Press, 1997. Keen, Andrew. The Cult of the Amateur: How Today’s Internet Is Killing Our Culture. New York: Doubleday, Currency, 2007. Lanier, Jaron. You Are Not a Gadget: A Manifesto. New York: Alfred A. Knopf, 2010. Lessig, Lawrence. Code: Version 2.0. New York: Perseus Books Group, Basic Books, 2006. —. Remix: Making Art and Commerce Thrive in the Hybrid Economy. New York: Penguin Press, 2008. Lévy, Pierre. Becoming Virtual: Reality in the Digital Age. Trans. Robert Bononno. New York: Plenum Press, Plenum Trade, 1998. —. Collective Intelligence: Mankind’s Emerging World in Cyberspace. Trans. Robert Bononno. Cambridge, Massachusetts: Perseus Books Group, Helix Books, 1997. Manovich, Lev. The Language of New Media.
    [Show full text]
  • Digital Rhetoric: Doing Things with Words Online Lisa M
    Kennesaw State University DigitalCommons@Kennesaw State University Dissertations, Theses and Capstone Projects 4-1-2012 Digital Rhetoric: Doing Things with Words Online Lisa M. Russell Kennesaw State University, [email protected] Follow this and additional works at: http://digitalcommons.kennesaw.edu/etd Part of the Communication Technology and New Media Commons Recommended Citation Russell, Lisa M., "Digital Rhetoric: Doing Things with Words Online" (2012). Dissertations, Theses and Capstone Projects. Paper 492. This Thesis is brought to you for free and open access by DigitalCommons@Kennesaw State University. It has been accepted for inclusion in Dissertations, Theses and Capstone Projects by an authorized administrator of DigitalCommons@Kennesaw State University. Digital Rhetoric: Doing Things with Words Online By Lisa M. Russell A capstone submitted in partial fulfillment of the Requirements for the degree of Master of Arts in Professional Writing in the Department of English in the College of Humanities and Social Sciences of Kennesaw State University Kennesaw, Georgia 2012 Acknowledgements Dr. Amy Benson Brown gave me a new word recently, kismet. Kismet can be defined as destiny or fate or a prearranged series of events. My encounters in the MA in Professional Writing program at Kennesaw State University that culminated in this capstone project were kismet. Certainly it was predetermined that I should meet Dr. Anne Richards in the hallway between our offices five-years ago. I made a lame joke, and somehow, we still became friends. Dr. Richards would play an important role in my life by encouraging me to applying to the MA in Professional Writing program. She is a natural mentor and encourager; she pushed and sometimes dragged me across the graduation finish line.
    [Show full text]
  • POST-DIGITAL RHETORIC and the NEW AESTHETIC NEW DIRECTIONS in RHETORIC and MATERIALITY Barbara A
    POST-DIGITAL RHETORIC AND THE NEW AESTHETIC NEW DIRECTIONS IN RHETORIC AND MATERIALITY Barbara A. Biesecker, Wendy S. Hesford, and Christa Teston, Series Editors POST-DIGITAL RHETORIC AND THE NEW AESTHETIC JUSTIN HODGSON THE OHIO STATE UNIVERSITY PRESS COLUMBUS Th is edition licensed under a Creative Commons Attribution-NonCommercial-NoDerivs License. Th is book is freely available in an open access edition thanks to TOME (Toward an Open Monograph Ecosystem)—a collaboration of the Association of American Universities, the Association of University Presses, and the Association of Research Libraries—and the generous support of India na University Bloomington. Learn more at the TOME website, which can be found at the following web address: http://openmonographs.org. Copyright © 2019 by Th e Ohio State University. Library of Congress Cataloging-in-Publication Data Names: Hodgson, Justin, author. Title: Post-digital rhetoric and the new aesthetic / Justin Hodgson. Other titles: New directions in rhetoric and materiality. Description: Columbus : Th e Ohio State University Press, [2019] | Series: New directions in rhetoric and materiality | Includes bibliographical references and index. Identifi ers: LCCN 2018048555 | ISBN 9780814213940 (cloth ; alk. paper) | ISBN 0814213944 (cloth ; alk. paper) Subjects: LCSH: Rhetoric—Data processing. | Aesthetics. | Digital media. Classifi cation: LCC P301.5.D37 H63 2019 | DDC 801/.93—dc23 LC record available at https://lc cn.loc.gov/2018048555 Cover design by Angela Moody Text design by Juliet Williams Type set in Adobe Minion Pro Th is work was (partially) funded by the Offi ce of the Vice Provost of Research and the Arts and Humanities Council at India na University Bloomington through the Public Arts Grant.
    [Show full text]