Wednesday, May 1
Monday, April 29
Friday, April 26
Wednesday, April 24
For next time: Read Inquiry 4 prompt
Monday, April 22
Friday, April 19
Wednesday, April 17
Monday, April 15
Friday, April 12
Wednesday, April 10
Monday, April 8
Friday, April 5
Wednesday, April 3
Friday, March 29
Wednesday, March 27
Monday, March 25
Blog prompt:
What is culture jamming? Do you consider it a type of remix? Also, write about your reactions to the "Baltimore Feminists" article. Does the Victoria's Secret prank accomplish anything? In other words, does it make an argument? Is this sort of strategy intriguing to you? Why or why not? Be ready to chat on Wednesday.
Wednesday, March 20
Monday, March 18
Write a reading reflection to Ridolfo and DeVoss's article on "rhetorical velocity." Consider these questions:
What is Rhetorical Velocity? Is it something you implicitly think about when writing (especially in social media contexts)? Why or why not? How might you think about rhetorical velocity as you go into Inquiry 3? How does the concept of kairos—or opportune timing and appropriateness—play into composing a remix?
Wednesday, March 6
Monday, March 4
Friday, March 1
Wednesday, Feb 27
Monday, Feb 25
Monday, Feb 18
Friday, Feb 15
Wednesday, Feb 13
Monday, Feb 11
Friday, Feb 8
In what ways do you see intertextuality present in Douglass’ speech? How is Douglass using intertextual strategies to be persuasive? Do you think these strategies work? Why or why not?
Wednesday, Feb 6
Monday, Feb 4
Do a reading response of Barthes’ “The Death of the Author.” Although you can respond to the article in many ways, I’ve provided a few questions below that may be useful to consider:
Friday, February 1
Wednesday, Jan 30
Monday, January 28
Friday, January 25
Wednesday, January 23
Friday, January 17
Inquiry 1 Proposal:
In a blog post, identify at least two remixes for which you see potential in deeply analyzing. If possible, specify the original text(s) used – and explain how the remix reworks them. Keeping in mind the length of the analysis (at least 4 pages), explain why you think the two texts would be worthwhile analyzing in-depth. In your proposal, think about the following questions:
· Is the remix critiquing power structures? Or queering pop-culture? Or offering a critical commentary on popular media?
· Is the remix appropriating culture or original texts in interesting ways? If so, how?
· Does the remix have an objective or rhetorical purpose? If so, how does it achieve that objective?
· Is the remix composed in response to a specific cultural or historical event?
Also, be sure to indicate your preference. Due by the start of class on 1/23.
Wednesday, January 16
Blog prompt:
In about 250 words write about your initial assumptions of remix. You may want to write about how you interpreted remix prior to our discussion of remix and your viewing of Everything's a Remix. You also may want to attempt to answer some of the questions I posed today. Is remix mainly a form of entertainment? Of critique? Of activism? A combination? You also may want to comment on some of Kirby Ferguson's ideas: is "everything a remix?" Why or why not?
Monday, January 14
- reflecting on definition, purpose, limitations, authorship, and scope (in-class writing)
- discussion: what makes a good narrative?
Monday, April 29
- Using Weebly
- Definitions/Descriptions from You All
- Reflection (in class writing)
Friday, April 26
- Jeanne-Marie and Matt
- Introduce Inquiry 4
- Example portfolio
- Making an online portfolio using Weebly
- For next time: reread all of your work
Wednesday, April 24
For next time: Read Inquiry 4 prompt
Monday, April 22
Friday, April 19
Wednesday, April 17
Monday, April 15
Friday, April 12
- Pass around sign up sheet
- Presentations Expectations
- Written Rationale Discussion
- Workshop
- For next time: Inquiry 3 Due -- Written Rationale Posted to Niihka Dropbox (include the YouTube or Website link in the rationale)
Wednesday, April 10
Monday, April 8
- Evaluative Criteria Reminder (see assignment prompt)
- Work on Inquiry 3 (in-class)
- For next time: Draft of Inquiry 3 (more than half way completed)
Friday, April 5
- Representations of Plagiarism: "You Quote It, You Note It" (tutorial); Dr. Cite Right (tutorial); Goblin Threat (game); The Dark Side of Plagiarism (YouTube video)
- In-class writing
- Discuss personal reactions & cultural responses to plagiarism
- Separating Intellectual Property (legal issue) and Plagiarism (ethical issue)
- Navigating the Gray
- For next time: In-class workshop -- be sure to bring your work-in-progress and (if necessary) headphones
Wednesday, April 3
- Watch: Untangling Copyright (video)
- Determining Fair Use (Google presentation)
- For further reading/viewing: A Fair(y) Use Tale; Copyright & Writing; Laws That Choke Creativity (Lessig)
- For next time: Read NY Times Article ("Author, 17, Says Its Mixing Not Plagiarism"); Goldman ("Obama's Borrowed Lines Don't Amount to Plagiarism, Experts Say"); and Anderson ("Can You Plagiarize a Catchphrase?") ***Be prepared to write about the articles and your experiences with plagiarism at the start of class on Friday
- Video editing questions?
- A look at the commons: Archive.org; Flickr; and Creative Commons
- How-to capture YouTube video using online tools (Get Tube, SaveVid, KeepVid)
- Building an outline using Prezi
- For next time: Read Fair Use: http://www.copyright.gov/fls/fl102.html
Friday, March 29
- Video editing demo
- Phill's workshop
Wednesday, March 27
- Discuss culture jamming and "Baltimore Feminists" article (Pink Loves Consent)
- Culture Jam Examples (Adbusters and York)
- Small group activity and discussion: Make a Jam!
- Free photo editing: Fotor
- For next time: Inquiry 3 Proposal Due via Niihka Blog
Monday, March 25
- Discuss Popcorn Maker practice
- Presentation: Mapping Remix
- Forum post and discussion: What rhetorical effect do you want your remix to have?
- For next time: read "Culture Jamming" and "Baltimore Feminists Prank Victoria's Secret"; write blog entry
Blog prompt:
What is culture jamming? Do you consider it a type of remix? Also, write about your reactions to the "Baltimore Feminists" article. Does the Victoria's Secret prank accomplish anything? In other words, does it make an argument? Is this sort of strategy intriguing to you? Why or why not? Be ready to chat on Wednesday.
Wednesday, March 20
- Bad remixes: Hair, Gun Control, My Immortal (fan fic)
- And a good one: First World Problems Anthem
- Discussion: What is rhetorical velocity?
- Mozilla Popcorn Maker Tutorial
- Forums: Intervening in a Current Conversation (Miami Student, Cincinnati Enquirer, The Atlantic, etc.)
- Reminder: Class Cancelled on Friday (3/22)
- For Monday (3/25): Popcorn Maker Video Due and Forum Post (if you didn't finish it in-class)
Monday, March 18
- Reminder: Inquiry 2 due tonight @ midnight, submit to dropbox
- Reorienting schedule
- Introduce Inquiry 3
- Remix examples (Disney, Disney 2, Bronte Sisters, Feminist Ryan Gosling, You Can't Vote-In Change, The Real @Oxford Asians)
- For next time: read Ridolfo and DeVoss, Rhetorical Velocity and Kairos; and write blog entry on rhetorical velocity
Write a reading reflection to Ridolfo and DeVoss's article on "rhetorical velocity." Consider these questions:
What is Rhetorical Velocity? Is it something you implicitly think about when writing (especially in social media contexts)? Why or why not? How might you think about rhetorical velocity as you go into Inquiry 3? How does the concept of kairos—or opportune timing and appropriateness—play into composing a remix?
Wednesday, March 6
- Copia exercise (tweaking the thesis)
- Building a collaborative rubric
- Reflecting on Inquiry 2
- For next time: online class; Inquiry 2 due Monday, March 18, anytime (submit to dropbox)
Monday, March 4
- Peer response
- For next time: Bring draft with you to class
Friday, March 1
- Organizing Inquiry 2
- Copia exercise (tweaking the thesis)
- Reminder: Final Blog entry due tonight (3/1) at midnight!
- For next time: peer response (about 4 pages)
Wednesday, Feb 27
- Speedy peer review
- For next time: bring your updated draft (will work with it in class); last blog post due
Monday, Feb 25
- Reorient schedule (due dates)
- Take a look at peers' research blogs
- Using a Framework for Part B (Google Doc)
- Choosing your framework (in-class writing and discussion)
- Organization guidelines (initial discussion)
- For next time: Zero draft for Part B (outline, plan, potential argument/thesis)
Monday, Feb 18
- Discuss library research strategies (starting places google doc)
- Revisit Inquiry 2 Part B
- In-class research time
- Reminder: We will not meet as a class on Wednesday (2/20) or Friday (2/22). We will meet for a 10 minute conference sometime this week.
- Major schedule change: peer response changed to Wednesday Feb 27
Friday, Feb 15
- Discuss the affordances of different blogging platforms
- Revisit expectations for blog entries
- Discuss research strategies
- In-class research time
- Sign up for conferences!
- By next time: send me an email with your blog link
Wednesday, Feb 13
- Discuss Anzaldua & Remixing Englishes/Languages/Dialects
- Writing Activity: Remixing Our Writing (Academic/Social media)
Monday, Feb 11
- Discuss Douglass and Intertextuality
- Brainstorm & pre-proposal for Inquiry 2
- For next time: read "How to Tame a Wild Tongue" (Anzaldua)
Friday, Feb 8
- Foucault, power, and institutions
- Group activity and discussion: who does writing privilege & why?
- HW: Read Douglass (from The Present to International Slave Trade); Write blog post (niihka)
In what ways do you see intertextuality present in Douglass’ speech? How is Douglass using intertextual strategies to be persuasive? Do you think these strategies work? Why or why not?
Wednesday, Feb 6
- Barthes discussion
- Intertextuality presentation
- HW: Read Foucault and Douglass (read to "The Present" )
Monday, Feb 4
- Sharing our inquiry 1 findings
- Read Obama Inauguration Speech
- Introduce Inquiry 2
- Tracking the Traces (group practice)
- HW: Read Barthes (website); and write blog entry (niihka)
Do a reading response of Barthes’ “The Death of the Author.” Although you can respond to the article in many ways, I’ve provided a few questions below that may be useful to consider:
- How would you summarize Barthes’ central argument?
- Based on our initial discussions of inquiry 2, can you find a useful definition of “intertext” or “intertextuality” in Barthes’ article? Does this help you think about the assignment or the concept of intertextuality differently?
- Does Barthes challenge your thinking? How?
Friday, February 1
- Writer's Letter expectations
- Freewrite/workshop drafts -- & last minute questions
- Originality discussion
- HW: Inquiry 1 Final and Writer's Letter due via Niihka Dropbox
Wednesday, Jan 30
- Peer response
- HW: watch "Allergy to Originality" -- will be writing about it in-class
Monday, January 28
- In-class remix analysis practice
- Organizing Inquiry 1 -- one approach
- In-class writing (working on your remix analysis)
- Peer response expectations and discussion
- HW: Inquiry 1 Draft (try to have a complete draft)
- Suggested reading, if you're stuck: CCM pages 161-167 -- will upload pdf later today; "How To Do A Close Reading" (website); and useful terms
Friday, January 25
- Major Schedule Change: Peer Review & Inquiry 1 Draft Moved to Wednesday, Jan. 30
- Small groups present talking points
- (Critically) Reading Texts -- presentation
- Practicing Analyzing Remixes (in small groups)
- HW: Start Inquiry 1 Paper (bring Zero Draft & the text you're analyzing to class)
Wednesday, January 23
- Discuss common themes for last week's Twitter discussion
- Discuss the three models of remix we've encountered (Ferguson, Gaylor, Lessig)
- Group activity: Remix's Relationship with Other Concepts
- Useful terms -- how to "close read" a remixed text
- HW: read "Mashing Up Madmen with the Pop Culture Pirate" and watch "MAD MEN: Set Me Free"
Friday, January 17
- If you're interested: Kirby Ferguson ted talk
- Overview of Inquiry 1 Assignment Sheet
- Twitter guidelines
- Watch "RiP: A Remix Manifesto"
- HW: Write Inquiry 1 Proposal; Read Lessig (pages 23-83); Watch Jenkins (YouTube)
Inquiry 1 Proposal:
In a blog post, identify at least two remixes for which you see potential in deeply analyzing. If possible, specify the original text(s) used – and explain how the remix reworks them. Keeping in mind the length of the analysis (at least 4 pages), explain why you think the two texts would be worthwhile analyzing in-depth. In your proposal, think about the following questions:
· Is the remix critiquing power structures? Or queering pop-culture? Or offering a critical commentary on popular media?
· Is the remix appropriating culture or original texts in interesting ways? If so, how?
· Does the remix have an objective or rhetorical purpose? If so, how does it achieve that objective?
· Is the remix composed in response to a specific cultural or historical event?
Also, be sure to indicate your preference. Due by the start of class on 1/23.
Wednesday, January 16
- 112 Explained -- Powerpoint
- In class writing
- Introduction to Inquiry 1
- Defining remix activity
- HW: Assumptions Blog
Blog prompt:
In about 250 words write about your initial assumptions of remix. You may want to write about how you interpreted remix prior to our discussion of remix and your viewing of Everything's a Remix. You also may want to attempt to answer some of the questions I posed today. Is remix mainly a form of entertainment? Of critique? Of activism? A combination? You also may want to comment on some of Kirby Ferguson's ideas: is "everything a remix?" Why or why not?
Monday, January 14
- Welcome! Course Introduction
- Review Syllabus, Assignments, and Expectations
- HW: Set up Twitter accounts and watch Everything's A Remix (Parts 1 and 2)