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AGENDA:
WE
DN
ES
DA
Y,
J UN
E 2
8,
20
11
AGENDA
AGENDA
• Brief review/finish our exercises from Tuesday
AGENDA
• Brief review/finish our exercises from Tuesday
• Readings
AGENDA
• Brief review/finish our exercises from Tuesday
• Readings
• Weekly Project One work
AGENDA
• Brief review/finish our exercises from Tuesday
• Readings
• Weekly Project One work
• Project One Group Meeting: Drafting your Proposal and Beyond
What are the three
components of rhetorical situation?
Define them.
REVIEW!
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.
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.
DOUGLAS PA
RK
“The
Mea
ning o
f Audie
nce”
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.
AMY DEV
ITT
“Gen
eral
izin
g abou
t Gen
re: N
ew C
once
ptions
of a
n
Old C
once
pt”
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.
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).
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?
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.”
AGENDA:
WE
DN
ES
DA
Y,
J UN
E 2
8,
20
11
