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  1. Agenda: Wednesday, June 28, 2011

  2. Agenda

  3. Agenda • Brief review/finish our exercises from Tuesday

  4. Agenda • Brief review/finish our exercises from Tuesday • Readings

  5. Agenda • Brief review/finish our exercises from Tuesday • Readings • Weekly Project One work

  6. Agenda • Brief review/finish our exercises from Tuesday • Readings • Weekly Project One work • Project One Group Meeting: Drafting your Proposal and Beyond

  7. Review! • What are the three • components of rhetorical situation? • Define them.

  8. Rhetorical Situation Scavenger Hunt • For the next exercise, I want you to get into groups and explore the Williams Building for rhetorical situations. • Here’s what I want you to do: • You have ten minutes to explore the halls of Williams and find three texts in three different forms. For the two texts you select, make notes on its rhetorical situation—specifically, consider the text’s exigence, its potential audiences, and any constraints the text might present. • Return in ten minutes and share your findings; if you have images to share too—even better.

  9. Keyword imaging (aka Visual Rhetoric) • So we’ve read four texts with lots of keywords and you’ll all be writing your Keyword Essays for Friday. I’d like to continue your work on Weekly Project One by asking you to think about the term in a unique way—I want you to draw an image or a series of images in a way that effectively explains the term you’ve selected for this Weekly Project. The written word is not allowed here. • You’ll be given paper and crayons to complete this task. I’ll give you all ten minutes and then I’d like you to briefly present your work to the class.

  10. Douglas Park “The Meaning of Audience”

  11. Park’s The Meaning of Audience • Take a few minutes to write about this text, using your reader’s notebook as a guide. I’d like you to write: • One question about the text that you can share with the class. • Something about the text that was unclear, confusing or dense that you’d like to crowdsource to clarify. • Then we’ll all share and discuss what you’ve written.

  12. Amy Devitt “Generalizing about Genre: New Conceptions of an Old Concept”

  13. Devitt’s“Generalizing about Genre: New Conceptions of an Old Concept” • Take a few minutes to write about this text, using your reader’s notebook as a guide. I’d like you to write: • One question about the text that you can share with the class. • Something about the text that was unclear, confusing or dense that you’d like to crowdsource to clarify. • Then we’ll all share and discuss what you’ve written.

  14. Devitt’s“Generalizing about Genre: New Conceptions of an Old Concept” • For Devitt, “genre is a dynamic response to and construction of recurring situation, one that changes historically and in different social groups, that adapts and grows as the social context changes”(580). • Genres “construct and respond to situation”(578); they are “possible responses that writers choose and even combine to suit their situations” (579).

  15. Devitt’s“Generalizing about Genre: New Conceptions of an Old Concept” • Amy Devitt writes that “[t]reating genre as form requires dividing form from content, with genre as the form into which content is put”(574). • What does she mean by this? • What might the implications of dividing form from content be? • What might it mean if form and content weren’t divided?

  16. Project One Group Meeting • For the rest of the class, spend some time with your • group to begin work on Project One. In particular, I want • you to begin a rough draft of your project proposal. The • prompt for the proposal can be found on the website • under “Assignments.”

  17. Agenda: Wednesday, June 28, 2011